العلاقة بين التفكير الناقد والتحصيل الدراسي لدى طالبات الصف الثالث المتوسط بمكة المكرمة
DOI:
https://doi.org/10.36473/ujhss.v61i4.1945الكلمات المفتاحية:
التفكير الناقد، الأداء المدرسي، طالبات المرحلة المتوسطةالملخص
هدفت الدراسة الحالية إلى قياس مستوى مهارات التفكير الناقد لدى طالبات الصف الثالث المتوسط بمكة المكرمة، وتحديد علاقته الارتباطية بالتحصيل الدراسي، ولتحقيق هذا الهدف؛ تم استخدام المنهج الوصفي الارتباطي بواسطة اختبار واطسون وجلاسر Watson & Glaser للتفكير الناقد بعد التأكد من صدقه وثباته على عينة عشوائية بلغت (704) طالبة. وأظهرت نتائج الدراسة ضعف مستوى مهارات التفكير الناقد (التفسير، تقويم المناقشات، الاستنباط) كل مهارة على حدة والمهارات ككل لدى طالبات الصف الثالث المتوسط بمكة المكرمة، ووجود علاقة ارتباطية ضعيفة بين التفكير الناقد والتحصيل الدراسي، بالإضافة إلى وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0,05) في مستوى التفكير الناقد لدى طالبات الصف الثالث المتوسط تعزى لمتغير التحصيل الدراسي لصالح الطالبات ذوات التحصيل المرتفع. وفي ضوء هذه النتائج، أوصت الباحثة بضرورة الاهتمام بتفعيل مقرر التفكير الناقد بشكل أكثر فاعلية لإعداد الشخصية القادرة على التفكير والنقد والتحليل، تحسين البيئة التعليمية في المرحلة المتوسطة وإثرائها بالمصادر اللازمة للتحفيز على ممارسة التفكير.
التنزيلات
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