Content Analysis of the Fourth-Year Primary Arabic Language Textbook in Light of Multiple Intelligences Indicators

Abstract

The present study aimed to identify the indicators of Multiple Intelligences embedded in the Arabic Language Activities textbook for the fourth year of primary education. To achieve the objectives of the study, a content analysis instrument was employed, consisting of a list of Multiple Intelligences indicators developed by the researcher after reviewing numerous previous studies. The validity and reliability of the instrument were also established. The content analysis method, considered appropriate for the subject and sample of the study, was applied to the school textbook for the 2020/2021 academic year. Statistical analysis was conducted using the Soltis, Azoff, and Mira (1977) equation, along with frequency counts and percentages. The findings revealed the presence of Multiple Intelligences indicators in the activities of the Arabic language textbook. The results also showed varying levels of representation of the different intelligences, with linguistic intelligence recording the highest percentage (33.04%) and musical intelligence the lowest (4.56%).