Динамика изменения уровней развития дивергентного мышления студентов вуза

Abstract

We analyze the dynamics of changes in the indicators and development levels of students' divergent thinking during the pedagogical experiment. The research purpose is to evaluate the effectiveness of the developed and implemented technology to develop divergent thinking among university students in educational cooperation. To achieve this goal, the level and comparative analysis of the obtained data on all indicators and development levels of divergent thinking of students in the experimental and control groups was carried out. Statistical processing of the data obtained in the primary and final diagnostics and their comparative analysis were carried out on the basis of mathematical statistics methods using IBM SPSS Statistica 27.0 program. The nonparametric Mann–Whitney U-criterion was used to determine differences in independent groups, and the nonparametric Wilcoxon T-criterion was used in dependent groups. The Kolmogorov–Smirnov criterion was used to verify the subordination to the law of normal distribution. Positive dynamics of changes in the indicators and levels of development of divergent thinking was noted both in the experimental and control groups. However, in the experimental group these changes are statistically significant, while in the control group they are insignificant. The conclusion about the effectiveness of the applied pedagogical technology and expediency of its use in the educational process of higher education institution is made.