Life skills education as a marginalized piece in Social studies textbooks

Abstract

This study examined the status of life skills components in second cycle primary school Social studies textbooks. It also assessed to what extent the learning objectives in the textbooks focused on a higher order thinking. For this purpose, a content analysis design was employed. The results of the study showed that a total coverage of life skills components in the textbooks was about 6%. It was also found out that majority of the learning objectives in the textbooks place a great deal of emphasis on knowledge and comprehension levels, while paying less attention to the higher order cognitive skills. Based on the study findings, practical implications were discussed and suggestions for future actions were made.

Keywords: Content analysis, learning objective, life skills, Social studies, textbook

DOI: 10.7176/JEP/12-6-01

Publication date: February 28th 2021