English abstract
The main goal of this study was to examine the extent to which the financial
education concepts are included in social studies textbooks for the basic education stage
(5-10) in the Sultanate of Oman.
To achieve the objectives of this study; the researcher used the analytical descriptive method
where she prepared a content analysis card. She prepared a list of (106) concepts that
should be included in books of this level. These concepts were divided into seven sections:
revenue, expenditures, budget and savings, borrowing, investment, financial management and
assets. The study sample was composed of (12) social studies textbooks.
The results of the study revealed that revenue was the highest (72.1%) in terms
of inclusion in social studies textbooks for the basic education level. This was followed by
expenditures (15.9%), investment (9.7%), budget and savings (1%), borrowing (0.5%),
assets (0.4%), and finally financial management (0.3%). The results also showed a
difference in the percentage of financial education concepts covered at this stage, for
example the ninth grade came in first rank with (25.1%) then the tenth grade with
(22.4%), followed by the eighth grade with (16.6%), then Seventh grade with (16%), then
the sixth grade with (12.6%), and finally the fifth grade with(7.3%).
The study recommended to take into account balance and consistency between
the fields of financial concepts in the books of social studies for basic education stage,
and work to promote the inclusion of some concepts of financial education in the axes
(borrowing, budget and savings, financial management, investment, and assets).
