شبكة المعلومات العربية التربوية

The research aimed to determine the degree to which Arabic language books in the middle stage in Saudi Arabia include the dimensions of intellectual security, and to detect whether there were statistically significant differences at the level of (0.05) in the degree of inclusion of the content of the books in the three grades according to the variable of grade, the population and participants of the research was formed from all the Arabic books in the intermediate stage and which were six books, also a list of the dimensions of intellectual security was constructed and was formed from (the religious dimension - the national dimension - the cultural dimension - the social dimension - the mental dimension) and each dimension is followed by a set of indicators to verify that dimension in the content of the books and after presenting it to the specialists, it was transferred to the content analysis card and its validity and reliability was then verified and then applied to the research sample and analysis of the books. To answer the research questions, the frequencies and percentages were calculated of the inclusion of the book content for the dimensions of intellectual security. And the Croscalwills test was used to identify differences in the degree to which the content of the books included the dimensions of intellectual security according to the class variable, and used the Mann-Whitney test to identify the direction of differences in the degree to which the content of the books included the dimensions of intellectual security according to the class variable. The research resulted in the following two results: 1) Arabic language books included the dimensions of intellectual security in varying degrees, the highest of which was the mental dimension (43.1%, then the national dimension, 21.3%), the social dimension (16.3%), the religious dimension (10.4% and cultural dimension by (8.8%), although the mental dimension was the highest percentage, it was a medium degree indicating that the content of the books included the dimensions of intellectual security at a low rate. 2) There were statistically significant differences at the level of significance (0,05) in the degree of inclusion of Arabic language content in the three grades for the third-grade average. (Published abstract)