Content Analysis of the Geology Section in Middle School Science Textbooks Using William Romy’s Method

Articles in Press

Document Type : Original Article

Authors

1 Department of Public Health, School of Public Health, Hamadan University of Medical Sciences, Hamadan, Iran

2 Bachelor's Student, Department of Experimental Sciences Education, Farhangian University, Rasht, Iran.

Abstract

Background and Objectives: Textbooks are crucial educational resources, playing a key role in fostering active and sustainable learning. This study analyzed the geology sections of lower secondary science textbooks (grades 7–9; 2024 edition) and evaluated the engagement level of text and visual elements using William Rumi's “Engagement Coefficient.” Methods: This applied, quantitative–analytical study included all texts, images, charts, and related content from nine selected chapters. Each unit was coded systematically into active, inactive, or neutral categories. Engagement coefficients were calculated using Rumi’s standard formula. Reliability was confirmed with Cohen’s kappa (κ = 0.85), and validity was ensured through alignment with established sources and Rumi’s criteria. Findings: The textual content in grade 7 (0.75) was more active than in grade 8 (0.41), both supporting active learning to some extent, while grade 9 (0.2) was inactive. Visual elements across all grades showed low engagement (0.28), indicating limited contribution to active learning. Conclusion: Revising texts, images, and diagrams is essential to enhance active learning, student engagement, and critical thinking, ultimately improving learning quality and motivation.

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Journals of Research in Teacher Education Curriculum Studies

Articles in Press, Accepted Manuscript
Available Online from 07 June 2026

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