Hybrid thinking and its relationship to academic achievement among students of the Department of History at the University of Diyala
DOI:
https://doi.org/10.23813/FA/29/1/17Keywords:
hybrid thinking, academic achievementAbstract
The present research aims at identifying (hybrid thinking and its relationship to academic achievement among students of the Department of History at the University of Diyala).
The present research aims at identifying:
- Hybrid thinking level among students of the Department of History at the College of Education for Human Sciences at the University of Diyala depending on the gender variable (males - females).
- The significance of the differences in the average hybrid thinking among students of the Department of History at the College of Education for Human Sciences at the University of Diyala according to the gender variable (males - females).
- Academic achievement level among students of the Department of History at the College of Education for Human Sciences at the University of Diyala according to the gender variable (males - females).
- The statistical significance of the correlation between hybrid thinking and academic achievement among students of the Department of History at the College of Education for Human Sciences at the University of Diyala depending on the gender variable (males - females).
The community of the present study consists of (696) students of the History Department at the College of Education for Humanities at the University of Diyala. The researcher selected a basic sample for the application, which is equivalent to (247.7) individuals, and after approximation (248), they were chosen using the random stratified method with proportional distribution from the research community.
After revising the literature and previous studies, the researcher built a hybrid thinking scale based on Gartner's theory. The final form of the scale includes (36) items distributed on three areas, which are (design thinking, systemic thinking, agile thinking).
The scale includes five alternatives which are (always, often, sometimes, rarely, never), with scores assigned as (5, 4, 3, 2, 1) for the items. The researcher statistically analyzed the items by extracting the discriminative power and determined the psychometric properties of the items in terms of validity (both apparent and construct) and reliability using methods such as test-retest and Cronbach's alpha. For statistical data analysis, the Statistical Package for the Social Sciences (SPSS) was utilized, employing the discriminative power equation, t-test for independent samples, Pearson correlation coefficient, Cronbach's alpha equation, t-test, z-test for a single sample, t-test for the significance of the correlation coefficient, and multiple regression analysis.
Considering the results of the current research, the researcher concluded that:
- Students use strategies and methods that are suitable for the situations and problems they are faced through the experiences they have acquired and their integration with new experiences, which contributed to their possession of hybrid thinking.
- The results of the present study showed the existence of statistically significant differences in students' possession of hybrid thinking according to the gender variable (males - females) due to the differences between the genders in dealing with problems and how to determine the importance of the problem to the individual.
In the light of the reached results, the researcher recommends the following:
- Holding counseling seminars to introduce students to the importance of their possession of hybrid thinking and using its skills to achieve academic success.
- Holding counseling seminars to introduce students to the importance of their enjoyment of cognitive balance within the university educational environment to achieve sound adaptation and raise their level of academic achievement.
Considering the results, the researcher suggests conducting studies like the present study: 1. Studying the correlation between hybrid thinking and academic achievement at other educational levels.
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