مستوى التفكير االستداللي المستند إلى حل المشكلة لدى طلبة كلية العلوم التربوية واآلداب/ األونروا وعالقته ببعض المتغيرات

Abstract

This study aimed to measure the level of evidential thinking based on problem-solving among students of the Faculty of Educational Sciences and Arts / UNRWA, and its relationship to some variables. The study sample consisted of (117) male and female students, who were administered to the Evidential Thinking Scale containing five subscales, each composed of five items. The five subscales are problem defining, hypotheses formulation, hypotheses test, explaining, and generalization. The results of the study showed that the level of evidential thinking was average on the total scale and on all subscales, except for the generalization subscale, where the level of evidential thinking was high. The results also showed that there are statistically significant differences in the level of evidential thinking according to the cumulative Grade Point Average (GPA) variable, where students with higher GPAs scored significantly higher than those with lower GPAs, while there were no statistically significant differences in the level of evidential thinking according to the faculty variable.