Life Skills in Biology Textbook Grade IX: A Qualitative Content Analysis

Abstract

The current qualitative study focused on integrating 12 core life skills in secondary school Biology textbooks identified in the UNICEF MENA report (2017). The textbook was selected through purposive sampling, which was employed when choosing the textbook. The data analysis was done using qualitative content analysis facilitated through NVivo 14. The analysis revealed specific aspects of critical thinking, problem-solving, decision-making, and participation skills in different activities, questions, and practical work from the textbook analysis. Some concerns were that creativity and communication skills were neglected, although only a few activities were suggested to address these areas. Furthermore, no specific content and activities taught students about cooperation, negotiation, self-management, resilience, respect for human diversity, and empathy. The current study indicates that though the Biology textbook has some specific necessary life skills, there may be a gap in the coverage of the necessary life skills identified by UNICEF. As a result of the present research, it is suggested that textbook content should be matched to fundamental life skills to ensure positive outcomes in students’ everyday lives. The information can be helpful in future textbook writing and updating to enhance the delivery of life skills education in secondary schools.