معدل الذكاء ومستوى الإبــــداع ومؤشر التحصيل الدراسي لدى طلبة المدارس الثانوية النموذجية مقارنة بطلبة المدارس الجغرافية بولاية الخرطوم

Abstract
This study aimed at identifying the Intelligence Quotient (IQ), creativity level and academic achievement among the students of model secondary schools, compared with their counterparts at the geographical schools in Khartoum State. To achieve this goal, the researcher used the comparative descriptive approach, for collecting and analyzing the primary data. The data were obtained, by using a questionnaire designed by the researcher himself and the Standard Progressive Matrices were used to calculate IQ; and also, the Circles test was used in order to measure the students' creativity. The study covered two categories of students in secondary schools in Khartoum State: the basic study – on one hand – covered the students in model schools, and the comparative study, on the other hand, included the students in geographical schools. A deliberate sample, which comprised a combination of teachers and students of both sexes, was chosen from the basic study (Model schools); as well as, from the comparative study (geographical schools). This deliberate sample was taken out of a total number which amounted to (600) subjects. (300) were students from the model schools, and (300) other students from geographical schools. It is worth mentioning that the total number was divided equally between males and females. The data obtained are subjected to statistical analysis via Statistical Package for Social Sciences (SPSS), and that by using the T-test for one sample; and another T-test for two independent samples, the researcher also used Pearson’s correlation Coefficient and Spearman's correlation Coefficient test. The study showed a number of significant results. It pointed out that: (A): There are statistical differences in IQ, between students of the model schools; and their peers in the geographical schools. These differences were in favour of the model schools. (B): There is a statistical correlation between the IQ and the level of creativity among students in secondary schools in Khartoum State. C): There is a statistical correlation between the IQ and the overall percentage in the basic level certificate; this is taken as an indicator of academic achievement in students of secondary schools in Khartoum State. (D): In the schools, there are no statistical differences between males and females, in terms of the IQ, creativity, flexibility, originality and the overall percentage in the basic level certificate, which is taken as a measure of academic achievement. In return, there are statistical differences – regarding originality, - which are in favour of females. (E): There is a statistical correlation between IQ and the size of family for students in secondary schools in Khartoum state. (F): There is a statistical correlation between the overall percentage in the basic level certificate as an indicator of academic achievement and the size of family for students in secondary schools in Khartoum State. (G): There is no statistical correlation between IQ and the age differences between siblings in students in secondary schools in Khartoum State.(H): There is no statistical correlation between the overall percentage in basic level certificate as an indicator of achievement and the age differences between students in secondary schools in Khartoum State. (I): There are no statistical differences in IQ and the overall percentage in the basic level certificate as an indicator of academic achievement in students in secondary schools in Khartoum State in relation to eating fish. Finally, several recommendations and suggestions were reached for future studies in the field
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معدل الذكاء ومستوى الإبــــداع ومؤشر التحصيل الدراسي لدى طلبة المدارس الثانوية النموذجية مقارنة بطلبة المدارس الجغرافية بولاية الخرطوم
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