شبكة المعلومات العربية التربوية

This research aims to evaluate the physics books for the secondary stage according to the total quality standards. To achieve the aim of the research, the researcher built a tool including comprehensive total quality standards, consisting of initial (6) key criteria of wich (105) sub-standard emerged, to verify their truthfulness they have been displayed on experts and specialists, in the physical sciences and the competence of teaching methods of physics and teaching methods of biology and psychology. Some administrators and teachers in high school who made a number of observations , deleted and added and reworked some of the criteria and, thus The tool (6) key criteria are (Quality standards objectives, content quality standards, quality standards activities, fees and quality standards confusion, questions quality standards, quality standards for art direction for the book) This gives rise to (110) substandard. Researcher began analyzing Physics books for the secondary stage for the academic year (2012 - 2013), straightened according to the list of criteria prepared by the researcher to verify the extent included physics books, and using Holist equation, the researcher calculates reliability coefficient analysis in two ways. First between the researcher and the same over time reaching (0.88) and the second way between researcher and analyst last coefficient stability (0.82). After evaluating the books in the light of the list of criteria for this purpose researcher reached the following results: - 1 - Most physics books for the secondary stage achieved a comprehensive total quality standards as compared with the critical ratio (0.70). 2 – Physics book for sixth stage (secondary stage) is the most scientific investigation to comprehensive total quality standards and by (0.90). 3 – Physics book for the first stage (secondary stage) did not achieve overall total quality standards the achieved ratio (0.64) is unacceptable educationally as compared with critical ratio (0.70). 4- Quality standard objecting was the lowest one in achieve into the physics books of the secondary stage if compared with other quality standards. 5 - Quality standards for art was the highest one as compared with other quality standards. In light of these results came out a number of researcher recommendations and a number of suggestions. (Published Abstract)