Inductive Reasoning among University Students
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Abstract
This study aims to identify the inductive reasoning among the students of University of Anbar, and the significance of the statistical differences in the inductive reasoning according to the variables of gender (males, females) and specialization (scientific, humanitarian) among university students. The researchers adopted the descriptive correlative approach in their research. The research sample consisted of (320) male and female students from the University of Anbar for the academic year 2020-2021, and the sample was chosen in a stratified random manner. The Loyola Test Developed by Charles Doyle it is considered an appropriate test to measure the ability to inductive reasoning, which consisted of (43) items, and the alternatives for correcting paragraphs were binary by giving a score of (1) for the correct answer, and giving (zero) for the wrong and left over answer. Difficulty, ease and discrimination to find differences between groups and individuals, as well as the relationship of the paragraph degree with the total degree, and the internal correlation matrix, the researchers also verified the stability of the scale by Kewder-Richardson equation 20, and the reliability coefficient reached between (0.83). The researchers used the Statistical Package for Social Science (SPSS), including: (chi-square, one-sample t-test, coefficient of ease and difficulty, coefficient of discrimination, Point Pacerial correlation coefficient, Keoder-Richardson equation 20, and the Eta square).The results of the study revealed the following: university students are characterized by an average level in inductive reasoning. There is no statistically significant difference according to the gender variable (males, females) in the inductive reasoning test. There is a .statistically significant difference according to the specialization variable (scientific, humanitarian) in the inductive reasoning test in favor of the scientific specialization
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