التفكير المتفتح وعلاقته بتحصيل مادة التاريخ لدى طلبة الصف السادس الأدبي

Abstract EN

The current search to identify : Open-mindedness among sixth-grade literary students.

Significance of differences in open-mindedness in the sixth literary grade stage of the gender variable (male-female.) The relationship between open-mindedness and the achievement of the sixth literary students in the subject of history.

The significance of the statistical differences in the correlation between open-mindedness and the achievement of the sixth literary students in the subject of history according to the gender variable (male-female).

The current research was limited to a sample of (337) male and female students and 40% of the research community in the sixth literary grade in the governmental governmental preparatory and secondary day schools and girls affiliated to the Directorate of Education of Diyala Governorate.

Baqubah District.

for the academic year (2021-2022.(For the purpose of achieving the objectives of the research, the researcher adopted the scale (Hassan.

2020) based on the scale (Stanovich & West 1997).

which was translated and how it was translated (Al- Ghareeb 2017) and adopted the viewpoint of (2008.

Baron).

which consists of (40) items as well as (6) areas, namely : (flexible thinking.

heterogeneous thinking, rigid thinking, constructivist thinking, self- thinking and behavior, classified thinking) for open-minded thinking, and the apparent honesty was confirmed by presenting the tool to a group of specialists, and the stability of the tool was verified by retesting, as it reached (0.83) degrees and the other was Alpha Cronbach (0.86) and using the statistical bag for social sciences (spss) and the (Excel) program to extract the results They are (T-test for one sample.

T-test for two independent samples.

Cronbach's alpha equation.

Pearson correlation coefficient.

and the following results appeared : The low level of the research sample's possession of open-mindedness among sixth- grade literary students .There is no statistical significance for the extent of the contribution of open-mindedness and achievement to sixth-grade literary students in the subject of history.

In light of the findings, the researcher recommends the following : Guiding teachers to prepare the vocabulary of the subject to develop open-mindedness in the academic stages.

That the educational supervision in the general directorates give the lesson of history serious follow-up.

To complement the current research, the researcher suggested the following : Conducting a study similar to the current study on other samples (teachers, teachers.

principals).

Designing programs to develop open-minded thinking and knowing its impact on academic achievement.