Analysis of Economic Literacy Components of Secondary School Textbooks from the Viewpoint of Teachers and Students

purpose of this research was analysis of the components of economic literacy of textbooks in the second grade of high school which was conducted by survey and Shannon entropy. The statistical population consisted of 120 teachers and 360 high school students in Amol city. The sample consisted of 60 teachers and 184 secondary school students which were selected using stratified random sampling method. The research tool was a researcher-made questionnaire, content validity was obtained and test reliability was (0.91). Results showed the present status of the components of economic literacy in the goals of the program and the implementation is relatively favorable. Such as (the preservation and development of wealth, economy and livelihoods, business, idleness and unemployment, attention to entrepreneurship, lavishness and attachment, legalization and the transformation of occupation and profession). As well as independent T-results showed no significant difference between students and teachers. The results of Shannon entropy showed in Sociology textbook, the highest factor was the importance of the component of job and career transformation (3.05) and economy and livelihood (2.67) and the least component of idleness and unemployment (0) and entrepreneurship (0.38). In the economics textbook, the coefficient of importance of the component of wealth preservation and development with (12.12) was the highest and the components of extravagance (1.14), business (1.52) and entrepreneurship (1.90) were the least. Considering the role of method and goals of textbooks in student economic literacy, teachers and authors of textbooks must have the necessary attention to the components of economic literacy, Particularly to business, solvent acquisition, the maintenance and development of wealth and entrepreneurship.