A comparative study of the systematic thinking of high- and low-achieving students in the College of Co-education University of Kufa

Abstract

The research sought to compare the level of systematic thinking between high-achieving and low-achieving students in the College of Mixed Education at the University of Kufa, within the humanities and science disciplines. The researcher adopted an instrument to measure systematic thinking, which she constructed and prepared in its final form consisting of (25) items. After applying the instrument and analyzing the data, the research reached the following results: Students possessed a good level of systematic thinking in both the high-achieving and low-achieving categories, with statistically significant differences according to gender in favor of males. Significant differences also appeared according to specialization in favor of humanities disciplines, while no interactions were recorded between gender, specialization, and academic level. The results showed a correlation between systematic thinking and academic achievement scores across the variables: specialization (scientific-humanities), gender (male-female student), and academic level (high-achieving-high-achieving and low-achieving), with a difference in the strength of this correlation. It was also found that systematic thinking contributes significantly to the overall variance in academic achievement, especially among females and in the humanities discipline.

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