التفكير الشكلي و علاقته بالتحصيل الدراسي في مادة طرائق التدريس العامة لدى طلبة كلية التربية الاساسية

الملخص EN

What is the formal thinking of the students of the College of Basic Education at he University of Babylon? What is the achievement of the students of the College of Basic Education at the University of Babylon in the subject of General Teaching Methods? What is the relationship of formal thinking in the achievement of students of the College of Basic Education at the University of Babylon in the subject of general teaching methods? achieve the objectives of the research, the researcher formulated the following ses : There are no statistically significant differences at the level (0.05) between the verage values of the formal thinking test for the formal thinking test in the ubject of general teaching methods for students of the College of Basic Education University of Babylon and the hypothetical mean.

There are no statistically significant differences at the level (0.05) between the verage degrees of achievement in the subject of general teaching methods for tudents of the College of Basic Education University of Babylon and the ypothetical mean.

There is no statistically significant correlation at the significance level (0.05) formal th tomont i al of sandomi students of the College of Basic Education Departments of Chemistry and Physics, With (79) students of the morning study only for the third stage, and they constitute (47,59%) of the students of the Department of Chemistry, and (87) of the students of the morning study of the third stage, and they constitute a percentage of (52.40%) and of the students of the Department of Physics, the researcher used a test Formal thinking and achievement test in data collection, then statistical methods were used to process the data through the Statistical Package for Social Sciences (SPSS).

The researcher reached the results by verifying the validity of the first hypothesis, and concluded that there are statistically significant differences, and this result indicates that the research sample has a good level of formal thinking.

As for the second hypothesis, the result was the presence of statistically significant differences, and this result indicates that the research sample has a high level of academic achievement.

The third hypothesis found a relationship between formal thinking and academic achievement.