Quality of structures of explanations in Saudi Arabian history textbooks

Abstract

The study considered a critical problem in the history curriculum in the Saudi Arabian middle<br>or intermediate schools, i.e. the school serving students in grades seven to nine.<br>The problem of comprehension posed by the structure of text offers an important perspective for<br>judging the quality of a textbook. Four aspects of text structures were used to evaluate Saudi Arabian<br>textbooks. The results of the evaluation revealed that texts do not provide adequate historical explanation<br>according to the goal-plan-action outcome frame suggested by Armbruster and Anderson on 1984. Sug-gestions<br>about some ways in whcih text explanations might be improved were offered.