A Comparative Analytical Study of the Content of the Old and New Arabic Language Textbooks for the Sixth Preparatory Grade

Abstract

This study aimed to conduct a comparative content analysis of the Arabic language textbooks for the sixth preparatory grade the old edition (2022) and the new edition (2023) considering the cognitive skills outlined in Bloom’s Taxonomy. The researchers followed a descriptive analytical approach, employing a content analysis tool designed based on essential criteria extracted from previous studies, relevant literature, and expert opinions. The study population included the two official textbooks used in Iraq. Their content was analyzed according to Bloom’s six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The researcher ensured validity and reliability of the instrument through two methods: inter-rater reliability (82%) and test-retest reliability using Holsti’s formula (90%). The findings revealed that the new edition outperformed the old in terms of frequency of items at the knowledge (113 vs. 83), comprehension (146 vs. 69), analysis (72 vs. 62), and synthesis levels (20 vs. 14). However, the old edition scored higher in the application level (63 vs. 66), with a relatively higher percentage. No significant difference was observed in the evaluation level between the two editions. Overall, the results suggest that the newer edition is more systematically organized and better aligned with the development of higher-order thinking skills, reflecting an educational shift towards modernized and skill-based curricula.