التفكير التحليلي وعلاقته بتحصيل مادة قواعد اللغة العربية لدى طلبة الصف الثاني المتوسط

Abstract

The current research aims to identify the level of:

1. First Objective: Measuring analytical thinking among second-grade intermediate students.

Null Hypothesis: There are no statistically significant differences at the level of (0.05) among students in the analytical thinking test.

1. Second Objective: Identifying differences in the level of analytical thinking among intermediate school students according to the gender variable (male–female) in Arabic grammar.

Null Hypothesis: There are no statistically significant differences at the level of (0.05) between male and female students in the analytical thinking test.

1. Third Objective: Identifying the correlational relationship between analytical thinking and achievement in Arabic grammar among second-grade intermediate students according to the gender variable (male–female).

Null Hypothesis: There is no statistically significant correlation at the level of (0.05) between male and female students in the analytical thinking test and the achievement test.

To achieve the research objectives, the researchers adopted the descriptive method (correlational studies approach). The research population consisted of second-grade intermediate students in governmental day secondary and intermediate schools in Al-Khalis District, Diyala Governorate, for the academic year (2025–2026), totaling (1,255) male and female students, according to statistics obtained from the Diyala Directorate of Education / Planning and Educational Statistics Department. The researchers selected a random sample of (300) male and female students from the research population. To complete the research procedures, the researchers adopted an analytical thinking test from the International Vena System at the College of Basic Education for the intermediate stage. Face validity was verified, and the psychometric properties of the test were established, followed by reliability verification. The test consisted of (30) items, each with four multiple-choice alternatives; one alternative represented analytical thinking, while the other three did not. The achievement test consisted of (40) multiple-choice items. Reliability was verified using Pearson’s correlation coefficient with a second scorer. The statistical data were analyzed using the Statistical Package for the Social Sciences (SPSS), version 19.

The researchers reached several results, most notably:

1. There is a statistically significant correlation between analytical thinking and achievement in Arabic grammar among female second-grade intermediate students. The researchers attribute this result to female students demonstrating greater challenge and perseverance in their analytical thinking compared to males.

In light of the findings, the researchers recommended several suggestions, including:

• The necessity of paying attention to and developing analytical thinking among students especially females by teachers through the adoption of modern teaching methods.

To complement the results of the current research, the researchers proposed several future research directions, including:

 Analyzing the performance of Arabic language teachers according to key analytical thinking skills and examining its relationship to their students’ achievement