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lhouﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................
ﻧﻔﺲ
ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ
ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ
ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ
503ﻧﻔﺲ
ﺍﻹﺣﺼﺎﺀ ﺍﻟﺘﺮﺑﻮﻱ
ﺇﺷﺮﺍﻑ ﺍﻟﺪﻛﺘﻮﺭ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 1 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻹﺣﺼﺎﺀ ﺍﻟﺘﺮﺑﻮﻱ :
ﺍﻹﺣﺼﺎﺀ :
ﻫﻮ ﳎﻤﻮﻋﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ ﲨﻊ ﻭﺗﻨﻈﻴﻢ ﻭﲢﻠﻴـﻞ ﺍﻟﺒﻴﺎﻧـﺎﺕ ـﺪﻑ ﺍﻟﺘﻮﺻـﻞ
ﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﻭﻗﺮﺍﺭﺍﺕ ﻣﻌﻴﻨﺔ .
ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻤﻌﺮﻭﻓﺔ :
§ ﺇﺣﺼﺎﺀﺍﺕ ﺗﻌﺪﺍﺩ ﺍﻟﺴﻜﺎﻥ .
§ ﺇﺣﺼﺎﺀﺍﺕ ﺍﻟﻨﺎﺟﺤﻮﻥ ﻭﺍﻟﺮﺍﺳﺒﻮﻥ .
§ ﺇﺣﺼﺎﺀﺍﺕ ﻋﺪﺩ ﺍﳌﻮﺍﻟﻴﺪ ﻭﺍﻟﻮﻓﻴﺎﺕ . . .ﻭﻏﲑﻫﺎ .
ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻤﺸﻬﻮﺭﺓ :
§ ) ﺍﳌﺘﻮﺳﻂ ،ﺍﻟﻮﺳﻴﻂ ،ﺍﳌﻨﻮﺍﻝ ،ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ ( .
ﺃﻫﻤﻴﺔ ﺍﻹﺣﺼﺎﺀ ﻓﻲ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ :
ﻻ ﳜﻠﻮ ﺃﻱ ﲝﺚ ﻋﻠﻤﻲ ﰲ ﺃﻱ ﳎﺎﻝ ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﻌﻠﻮﻡ ) ﻃﺒﻴﺔ ،ﻫﻨﺪﺳﻴﺔ ،ﺇﻧﺴﺎﻧﻴﺔ ،ﻓﻠﻜﻴـﺔ ( . . .ﻣـﻦ
ﺑﻴﺎﻧﺎﺕ ﻳﺴﺘﻬﺪﻑ ﲢﻠﻴﻠﻬﺎ ﺪﻑ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺗﻔﺴﲑﺍﺕ ﻟﻈﻮﺍﻫﺮ ﻣﻌﻴﻨﺔ ﻭﺑﺎﻟﺘﺎﱄ ﺗﻌﺘﻤﺪ ﺃﻏﻠﺐ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳـﺎﺕ
ﻭﺍﻷﲝﺎﺙ ﻋﻠﻰ ﳐﺘﻠﻒ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﺘﻨﻮﻋﺔ ﺍﻟﱵ ﲢﻘﻖ ﻫﺬﺍ ﺍﻟﻐﺮﺽ .
ﺍﻟﻤﺘﻐﻴﺮﺍﺕ :
ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻷﲝﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﻗﻀﺎﻳﺎ ﲝﺜﻴﺔ ﻻ ﺑﺪ ﳍﺎ ﻣﻦ ﺗﻨﺎﻭﻝ ﺑﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺗﺘﻌﻠـﻖ ـﺬﻩ
ﺍﻟﻘﻀﺎﻳﺎ ﻭﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺬﻱ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﺍﺧﺘﻴﺎﺭ ﺍﻷﺳـﺎﻟﻴﺐ ﺍﻹﺣـﺼﺎﺋﻴﺔ ﺍﳌﻨﺎﺳـﺒﺔ
ﻻ ﺑﺪ ﻟﻪ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ،ﻭﺑﺎﻟﺘﺎﱄ ﳚﺐ ﺃﻥ ﻧﺘﻨﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﻣﻔﻬﻮﻡ ﺍﳌﺘﻐﲑ ﻭﺃﻧﻮﺍﻉ
ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻌﻠﻤﻲ .
ﺍﻟﻤﺘﻐﻴﺮ :
ﻫﻮ ﻣﻔﻬﻮﻡ ﻳﻌﱪ ﻋﻦ ﻣﺪﻯ ﺍﺧﺘﻼﻑ ﻋﻨﺎﺻﺮ ﻓﺌﺔ ﻣﻌﻴﻨﺔ ﻭﻓﻘﹰﺎ ﻟﺼﻔﺔ ﺃﻭ ﺧﺎﺻﻴﺔ ﳏﺪﺩﺓ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 2 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺃﻧﻮﺍﻉ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ :
ﺗﻨﻘﺴﻢ ﺍﳌﺘﻐﲑﺍﺕ ﺇﱃ ﻧﻮﻋﲔ ﺭﺋﻴﺴﲔ ﳘﺎ :
§ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻤﻲ .
§ ﺍﳌﺘﻐﲑ ﺍﻟﻨﻮﻋﻲ .
ﺃﻭﹰﻻ /ﺍﳌﺘﻐﲑ ﺍﻟﻜﻤﻲ :
ﻫﻮ ﺫﻟﻚ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﲣﺘﻠﻒ ﻋﻨﺎﺻﺮﻩ ﻣﻦ ﺣﻴﺚ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺮﻗﻤﻴﺔ ﺃﻭ ﻣﻦ ﺣﻴﺚ ﺍﻟﻜﻢ ،ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴـﺔ
ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﻣﺎ ﻳﻠﻲ :
§ ﻣﺘﻐﲑ ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ .
§ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ .
§ ﺍﻷﻃﻮﺍﻝ . . .ﻭﻏﲑﻫﺎ .
ﺛﺎﻧﻴﹰﺎ /ﺍﳌﺘﻐﲑ ﺍﻟﻨﻮﻋﻲ :
ﻫﻮ ﺫﻟﻚ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﲣﺘﻠﻒ ﻋﻨﺎﺻﺮﻩ ﻣﻦ ﺣﻴﺚ ﺍﻟﻨﻮﻉ ﻓﻘﻂ ﻭﻟﻴﺲ ﻣﻦ ﺣﻴﺚ ﺍﻟﻜﻢ ،ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ
ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﻣﺎ ﻳﻠﻲ :
§ ﻣﺘﻐﲑ ﺍﳉﻨﺲ ) ﺫﻛﺮ ـ ﺃﻧﺜﻰ ( .
§ ﻣﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ ﺍﻟﻮﻇﻴﻔﻲ .
§ ﻣﺘﻐﲑ ﻧﻮﻉ ﺍﻟﺴﻴﺎﺭﺓ . . .ﻭﻏﲑﻫﺎ .
ﻭﻳﻨﻘﺴﻢ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻤﻲ ﺑﺪﻭﺭﻩ ﺇﱃ ﻧﻮﻋﲔ ﺭﺋﻴﺴﻴﲔ ﳘﺎ :
§ ﻣﺘﻐﲑ ﻣﺘﺼﻞ .
§ ﻣﺘﻐﲑ ﻣﻨﻔﺼﻞ ) ﻣﺘﻘﻄﻊ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 3 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺃﻭﹰﻻ /ﺍﳌﺘﻐﲑ ﺍﳌﺘﺼﻞ :
ﻫﻮ ﺫﻟﻚ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻌﻨﺎﺻﺮﻩ ﻗﻴﻤﺔ ﺭﻗﻤﻴﺔ ﺻﺤﻴﺤﺔ ،ﺃﻭ ﻋﺸﺮﻳﺔ ) ﻛﺴﺮﻳﺔ ( ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ
ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﻣﺎ ﻳﻠﻲ :
§ ﻣﺘﻐﲑ ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ .
§ ﺍﻟﻮﺯﻥ .
§ ﺍﻟﻄﻮﻝ . . .ﻭﻏﲑﻩ .
ﻼ ﻛ ﻤﺎ
ﻼ ﻭﻣﺘﻮﺍﺻ ﹰ
ﻭﻋﻨﺪ ﲤﺜﻴﻞ ﻋﻨﺎﺻﺮ ﻫﺬﺍ ﺍﳌﺘﻐﲑ ﺑﻴﺎﻧﻴﹰﺎ ﻓﺈﻥ ﺍﳌﻨﺤﲎ ﺍﻟﺬﻱ ﳝﺜﻞ ﻫﺬﺍ ﺍﳌﺘﻐﲑ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺘﺼ ﹰ
ﻫﻮ ﻣﻮﺿﺢ ﺑﺎﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ :
+ + +
1 2 3
ﺛﺎﻧﻴﹰﺎ /ﺍﳌﺘﻐﲑ ﺍﳌﻨﻔﺼﻞ :
ﻫﻮ ﺫﻟﻚ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻟﻌﻨﺎﺻﺮﻩ ﻗﻴﻤﹰﺎ ﺻﺤﻴﺤﺔ ﻓﻘﻂ ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﻣﺎ ﻳﻠﻲ :
§ ﻣﺘﻐﲑ ﻋﺪﺩ ﺍﻟﺘﻼﻣﻴﺬ .
§ ﻣﺘﻐﲑ ﻋﺪﺩ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ .
§ ﻋﺪﺩ ﺍﻟﻜﺮﺍﺳﻲ .
§ ﻋﺪﺩ ﺍﻟﻜﺘﺐ . . .ﻭﻏﲑﻫﺎ .
ﻭﻋﻨﺪ ﲤﺜﻴﻞ ﻋﻨﺎﺻﺮ ﻫﺬﺍ ﺍﳌﺘﻐﲑ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺘﻤﺜﻴﻞ ﻋﻠﻰ ﻫﻴﺌﺔ ﻧﻘﺎﻁ ﺑﻴﺎﻧﻴﺔ ﻣﺘﻘﻄﻌﺔ ،ﻭﺍﻟﺮﺳـﻢ ﺍﻟﺘـﺎﱄ
ﻳﻮﺿﺢ ﺫﻟﻚ :
+ + +
1 2 3
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 4 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻭﻫﻨﺎﻙ ﻧﻮﻋﻴﺎﺕ ﺃﺧﺮﻯ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﻣﺜﻞ :
§ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ .
§ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ .
§ ﺍﳌﺘﻐﲑ ﺍﻟﺪﺧﻴﻞ ) ﺍﳋﺎﺭﺟﻲ ( .
ﺃﻭﹰﻻ /ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ :
ﻫﻮ ﺫﻟﻚ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﻳﺘﺤﻜﻢ ﺍﻟﺒﺎﺣﺚ ﰲ ﻣﻘﺪﺍﺭﻩ ﺃﻭ ﻣﺴﺘﻮﺍﻩ ﻟﺒﻴﺎﻥ ﺃﺛﺮﻩ ﻋﻠﻰ ﻣﺘﻐﲑ ﺁﺧﺮ ﺃﻭ ﻇﺎﻫﺮﺓ ﺃﺧﺮﻯ .
§ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺪﺭﺍﺳﺔ ﺃﺛﺮ ﺍﻟﺬﻛﺎﺀ ﻋﻠﻰ ﺍﻟﺘﺤـﺼﻴﻞ ﺍﻟﺪﺭﺍﺳـﻲ ﻳـﺴﺘﺨﺪﻡ ﻣـﺘﻐﲑﹰﺍ ﻣـﺴﺘﻘ ﹰ
ﻼ
ﻭﻫﻮ) ﺍﻟﺬﻛﺎﺀ ( .
§ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺪﺭﺍﺳﺔ ﺃﺛﺮ ﺷﺪﺓ ﺍﻹﺿﺎﺀﺓ ﻋﻠـﻰ ﻗـﻮﺓ ﺍﻻﻧﺘﺒـﺎﻩ ﻳـﺴﺘﺨﺪﻡ ﻣـﺘﻐﲑﹰﺍ ﻣـﺴﺘﻘ ﹰ
ﻼ
ﻭﻫﻮ ) ﺷﺪﺓ ﺍﻹﺿﺎﺀﺓ ( .
ﺛﺎﻧﻴﹰﺎ /ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ :
ﻫﻮ ﺫﻟﻚ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﻳﺘﺄﺛﺮ ﲟﺘﻐﲑ ﺁﺧﺮ ﻭﻫﻮ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ .
§ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺪﺭﺍﺳﺔ ﺃﺛﺮ ﺍﻟﺬﻛﺎﺀ ﻋﻠـﻰ ﺍﻟﺘﺤـﺼﻴﻞ ﺍﻟﺪﺭﺍﺳـﻲ ﻳـﺴﺘﺨﺪﻡ ﻣـﺘﻐﲑﹰﺍ ﺗﺎﺑﻌـﹰﺎ
ﻭﻫﻮ) ﺍﻟﺘﺤﺼﻴﻞ ( .
ﺛﺎﻟﺜﹰﺎ /ﺍﳌﺘﻐﲑ ﺍﻟﺪﺧﻴﻞ ) ﺍﳋﺎﺭﺟﻲ ( :
ﻫﻲ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺼﺎﺣﺐ ﺍﳌﻮﻗﻒ ﺍﻟﺘﺠﺮﻳﱯ ﻭﻳﺘﺄﺛﺮ ﺎ ﻛﻞ ﻣﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﻭﺍﻷﺧﺮﻯ ﺍﻟﺘﺎﺑﻌﺔ
ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻌﺰﻯ ﺇﻟﻴﻬﺎ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﲞﻼﻑ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﻭﺣﺪﻫﺎ .
ﺃﻣﺜﻠﺔ :
ﺇﺫﺍ ﺃﺭﺍﺩ ﺃﺣﺪ ﺍﻟﺒﺎﺣﺜﲔ ﺩﺭﺍﺳﺔ ﺷﺪﺓ ﺍﻹﺿﺎﺀﺓ ﻋﻠﻰ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﺎﻝ ﰲ ﺃﺣﺪ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟـﺼﻨﺎﻋﻴﺔ ﻓـﺈﻥ ﻫـﺬﺍ
ﻼ ﻫﻮ ) ﺷﺪﺓ ﺍﻹﺿﺎﺀﺓ ( ،ﻭﺁﺧﺮ ﺗﺎﺑﻌﹰﺎ ﻫﻮ ) ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﻞ ( ﻭﺇﻥ ﱂ
ﺍﻟﺒﺎﺣﺚ ﻳﺴﺘﺨﺪﻡ ﰲ ﺩﺭﺍﺳﺘﻪ ﻣﺘﻐﲑﹰﺍ ﻣﺴﺘﻘ ﹰ
ﻳﻠﺘﻔﺖ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﻣﺘﻐﲑﺍﺕ ﺃﺧﺮﻯ ﻣﺜﻞ ) ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ،ﻣﺴﺘﻮﻯ ﺍﻷﺟﻮﺭ " ﺍﻟﺮﻭﺍﺗﺐ " ،ﻣﺴﺘﻮﻯ ﺍﻟﺼﺤﺔ ،
ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻞ ( ﻓﺈﻥ ﺗﻠﻚ ﺍﳌﺘﻐﲑﺍﺕ ﳝﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﰲ ﺇﻧﺘﺎﺟﻴﺔ ﺍﻟﻌﻤﻞ ،ﻭﺑﺎﻟﺘﺎﱄ ﻻ ﳝﻜﻦ ﳍـﺬﺍ ﺍﻟﺒﺎﺣـﺚ ﺃﻥ
ﻳﻔﺴﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﻳﺼﻞ ﺇﻟﻴﻬﺎ ﻭﻓﻖ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺷﺪﺓ ﺍﻹﺿﺎﺀﺓ ﻓﻘﻂ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 5 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻘﻴﺎﺱ :
ﻗﺴﻢ ﺳﺘﻴﻔﻨﺲ ] [ Stevensﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻘﻴﺎﺱ ﺇﱃ ﺃﺭﺑﻌﺔ ﺃﻧﻮﺍﻉ ،ﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
.1ﺍﻟﻘﻴﺎﺱ ﺍﻻﲰﻲ ) ﺍﻟﺘﺼﻨﻴﻔﻲ ( ] : [ Nominal Scale
ﺍﻷﺭﻗﺎﻡ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻣـﻊ ﻫـﺬﺍ ﺍﻟﻨـﻮﻉ ﻣـﻦ ﺍﻟﻘﻴـﺎﺱ ﺗـﺴﺘﺨﺪﻡ ﻓﻘـﻂ ﻟﻠﺘﻌـﺒﲑ ﻋـﻦ ﺍﳌـﺴﻤﻴﺎﺕ
ﺃﻭ ﺍﻷﻧﻮﺍﻉ ﺃﻭ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ .
ﻣﺜﺎﻝ :
ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﺬﻛﻮﺭ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ " . " 1
ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻺﻧﺎﺙ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ " . " 2
ﻓﺎﻷﺭﻗﺎﻡ ﺍﻟﻜﻮﺩﻳﺔ ﻫﻨﺎ ﺍﺳﺘﺨﺪﻣﺖ ﻟﻜﻲ ﺗﻌﱪ ﻓﻘﻂ ﻋﻦ ﻧﻮﻉ ﺍﳉﻨﺲ ،ﻛﻮﻧﻪ ﺫﻛﺮﹰﺍ ﺃﻭ ﺃﻧﺜﻰ ﻛﻤﺎ ﳝﻜـﻦ ﺃﻳـﻀﹰﺎ
ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺭﻗﺎﻡ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻧﻮﻉ ﺍﳌﻬﻨﺔ :
ﻓﻴﻤﻜﻦ ﺃﻥ ﻳﻌﻄﻰ ﻟﻠﻄﺒﻴﺐ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ " . " 1
ﻭﳝﻜﻦ ﺃﻥ ﻳﻌﻄﻰ ﻟﻠﻤﻬﻨﺪﺱ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ " . " 2
ﻭﳝﻜﻦ ﺃﻥ ﻳﻌﻄﻰ ﻟﻠﻤﻌﻠﻢ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ " . " 3
ﻓﺎﻷﺭﻗﺎﻡ ﻫﻨﺎ ﺗﺪﻝ ﻋﻠﻰ ﻧﻮﻉ ﺍﻟﻮﻇﻴﻔﺔ ﻓﻘﻂ ﻭﲢﻞ ﳏﻠﻬﺎ ،ﻭﺍﻷﺭﻗﺎﻡ ﰲ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﻻ ﻳـﺼﻠﺢ ﺃﻥ
ﲡﺮﻯ ﻋﻠﻴﻬﺎ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺍﻷﺭﺑﻊ ) ﺍﻟﻄﺮﺡ ﻭﺍﳉﻤﻊ ﻭﺍﻟﻀﺮﺏ ﻭﺍﻟﻘﺴﻤﺔ ( .
§ ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﳝﺜﻞ ﺃﺩﱏ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻘﻴﺎﺱ .
.2ﺍﻟﻘﻴﺎﺱ ﺍﻟﺮﺗﱯ ) ﺍﻟﺘﺮﺗﻴﱯ ( ] : [ Ordinal Scale
ﺍﻷﺭﻗﺎﻡ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻣﻊ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﳝﻜﻦ ﺃﻥ ﺗﺴﺘﺨﺪﻡ ﻟﺘﺮﺗﻴﺐ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺃﻭ ﺍﻷﺷﻴﺎﺀ ﻭﻓﻘﺎﹰ
ﻟﺼﻔﺔ ﻣﻌﻴﻨﺔ ﺗﺒﻌﹰﺎ ﻟﻌﻼﻗﺔ ﺃﻛﱪ ﻭﺃﺻﻐﺮ ﻣﻦ ) < ، ( > ،ﻭﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﻳﺼﻠﺢ ﺃﻥ ﲡـﺮﻯ ﻋﻠﻴﻬـﺎ
ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺍﻷﺭﺑﻊ ) ﺍﻟﻄﺮﺡ ﻭﺍﳉﻤﻊ ﻭﺍﻟﻀﺮﺏ ﻭﺍﻟﻘﺴﻤﺔ ( ﻓﺎﻟﻮﺿﻊ ﺍﻟﺘﺮﺗﻴﱯ ﻟﻦ ﻳﺘﻐﲑ .
ﻭﻳﻌﻴﺐ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﺃﻥ ﺍﻟﻔﺮﻭﻕ ﺍﳌﺘﺴﺎﻭﻳﺔ ﺑﲔ ﺍﻷﺭﻗﺎﻡ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺮﺗﺐ ﻻ ﻳﻨﺎﻇﺮﻫﺎ ﺑﺎﻟـﻀﺮﻭﺭﺓ
ﻓﺮﻭﻗﹰﺎ ﻣﺘﺴﺎﻭﻳﺔ ﺑﺎﻟﺼﻔﺔ ﺍﳌﻘﻴﺴﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 6 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ :
ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺼﻔﺔ ﺍﳌﻘﻴﺴﺔ
1 20 ﳏﻤﺪ
2 19 ﺃﲪﺪ
3 15 ﻋﻠﻲ
4 12 ﺣﺴ ﻦ
ﰲ ) ﺍﻟﺼﻔﺔ ( ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻌﻴﻨﺘﲔ 1 = 19 – 20 :
ﰲ ) ﺍﻟﺼﻔﺔ ( ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻌﻴﻨﺘﲔ 4 = 15 – 19 :
ﰲ ) ﺍﻟﺘﺮﺗﻴﺐ ( ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻌﻴﻨﺘﲔ 1 = 3 - 4 :
ﰲ ) ﺍﻟﺘﺮﺗﻴﺐ ( ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻌﻴﻨﺘﲔ 1 = 2 - 3 :
ﻛﻤﺎ ﺃﻥ ﺍﳊﺎﺻﻞ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻷﻭﻝ ﰲ ﺇﺣﺪﻯ ﺍﳌﺪﺍﺭﺱ ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺃﻥ ﻳﺘﺴﺎﻭﻯ ﻣﻊ ﺍﻷﻭﻝ ﰲ ﻣﺪﺭﺳـﺔ
ﺃﺧﺮﻯ .
.3ﺍﻟﻘﻴﺎﺱ ﺍﻟﻔﺘﺮﻱ ] : [ Intervel Scale
ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﻳﺴﺘﺨﺪﻡ ﺃﺭﻗﺎﻣﹰﺎ ﺗﺘﻤﺘﻊ ﺑﻮﺣﺪﺍﺕ ﻗﻴﺎﺱ ﻣﺘﺴﺎﻭﻳﺔ ،ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﻫﺬﺍ
ﺍﻟﻨﻮﻉ :
§ ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ .
§ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ . . .ﻭﻏﲑﻫﺎ .
ﻭﻟﻜﻦ ﻳﻌﻴﺐ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﻋﺪﻡ ﻭﺟﻮﺩ ﺻﻔﺮ ﻣﻄﻠﻖ ،ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﻷﺭﻗـﺎﻡ ﺍﻟـﱵ
ﺗﺴﺘﺨﺪﻡ ﻣﻊ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﻻ ﲡﺮﻱ ﻋﻠﻴﻬﺎ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﺴﻤﺔ ﺃﻭ ﺍﳌﻘﺎﺭﻧﺔ .
ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻧﻪ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺍﻷﺭﺑﻊ ﻣﻊ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﻋﺪﺍ ﻋﻤﻠﻴﺔ ﺍﻟﻘﺴﻤﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 7 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
.4ﺍﳌﺴﺘﻮﻯ ﺍﻟﻨﺴﱯ ] : [ Ratio Scale
ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﺴﺘﻮﻯ ﺗﺘﻤﻴﺰ ﺃﺭﻗﺎﻣﻪ ﺑﻮﺣﺪﺍﺕ ﻣﺘﺴﺎﻭﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﲤﺘﻌﻬﺎ ﺑﺎﻟﺼﻔﺮ ﺍﳌﻄﻠﻖ ،ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ
ﺍﻟﻘﻴﺎﺳﺎﺕ :
§ ﺍﻷﻃﻮﺍﻝ .
§ ﺍﻷﻭﺯﺍﻥ .
§ ﺍﻷﺣﺠﺎﻡ . . .ﻭﻏﲑﻫﺎ .
ﺃﺭﻗﺎﻡ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﻳﺼﻠﺢ ﺃﻥ ﲡﺮﻯ ﻣﻌﻪ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺍﻷﺭﺑﻊ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 8 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻹﺣﺼﺎﺀ ﺍﻟﻮﺻﻔﻲ :
ﻳﺴﺘﺨﺪﻡ ﺍﻹﺣﺼﺎﺀ ﺍﻟﻮﺻﻔﻲ ﰲ ﻭﺻﻒ ﺃﺣﺪ ﺍﺘﻤﻌﺎﺕ ) ﻗﻄﺮ ،ﻣﺆﺳﺴﺔ ﻋﻠﻤﻴﺔ ،ﻣﺆﺳﺴﺔ ﺻﻨﺎﻋﻴﺔ ،ﻋﺎﺋﻠﺔ
،ﺃﺳﺮﺓ ،ﻓﺮﻗﺔ ﺩﺭﺍﺳﻴﺔ ( . . .ﻭﺫﻟﻚ ﰲ ﺻﻔﺔ ﻣﻦ ﺍﻟﺼﻔﺎﺕ ﺃﻭ ﰲ ﺧﺎﺻﻴﺔ ﻣﻦ ﺍﳋﺼﺎﺋﺺ .
ﻣﺜﺎﻝ ) :ﺃﻫﻞ ﺍﳌﺪﻥ ﺃﻛﺜﺮ ﺫﻛﺎ ًﺀ ﻣﻦ ﺃﻫﻞ ﺍﻟﺮﻳﻒ ( .
ﻭﻳﺴﺘﻨﺪ ﺍﻹﺣﺼﺎﺀ ﺍﻟﻮﺻﻔﻲ ﺇﱃ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﻫﻲ :
.1ﻣﻘﺎﻳﻴﺲ ﺍﻟﱰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ .
.2ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﺸﺘﺖ .
ﺃﻭﹰﻻ /ﻣﻘﺎﻳﻴﺲ ﺍﻟﻨﺰﻋﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ :
ﻣﻦ ﺃﻫﻢ ﻣﻘﺎﻳﻴﺲ ﺍﻟﱰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ ﺇﻋﻄﺎﺀ ﺃﻭﺻﺎﻑ ﺇﺣﺼﺎﺋﻴﺔ ﺘﻤﻊ ﻣﻦ ﺍﺘﻤﻌﺎﺕ :
) ﺃ ( ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ :
ﻫﻮ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺘﻮﺳﻄﺔ ﻟﻠﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﱵ ﺗﺴﺘﺨﺮﺝ ﻣﻦ ﺧﺎﺭﺝ ﻗﺴﻤﺔ ﳎﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ ﻋﻠﻰ ﻋﺪﺩﻫﺎ .
ﻣﻠﺤﻮﻇﺔ :
• ﺍﳌﺘﻮﺳﻂ ﻫﻮ ﺃﺣﺪ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳋﺎﺿﻌﺔ ،ﺣﻴﺚ ﺃﻧﻪ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻃﺮﰲ ﺍﻟﺘﻮﺯﻳﻊ .
• ﻳﺴﺘﺨﺪﻡ ﺍﳌﺘﻮﺳﻂ ﰲ ﺣﺎﻟﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻭﻫﻲ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺗﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻋﺘﺪﺍﻟﻴﹰﺎ .
) ﺏ ( ﺍﻟﻮﺳﻴﻂ :
ﻫﻮ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ ﺍﻟﱵ ﺗﻨﺼﻒ ﺩﺭﺟﺎﺕ ﺃﻱ ﺗﻮﺯﻳﻊ ،ﺃﻱ ﻳﺴﺒﻘﻬﺎ ﻋﺪﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ﻣﺴﺎ ﹴﻭ ﻟﻌـﺪﺩ ﺍﻟـﺪﺭﺟﺎﺕ
ﺍﻟﺘﺎﻟﻴﺔ ﳍﺎ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 9 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﻼﺣ ﻈﺔ :
• ﻳﺴﺘﺨﺪﻡ ﺍﻟﻮﺳﻴﻂ ﰲ ﺣﺎﻟﺔ ﺗﻮﺯﻳﻌﺎﺕ ﺍﻟﺪﺭﺟﺎﺕ ﻏﲑ ﺍﻻﻋﺘﺪﺍﻟﻴﺔ ،ﺃﻱ ﺍﳌﻠﺘﻮﻳﺔ ﺍﻟﺘﻮﺍ ًﺀ ﻣﻮﺟﺒﹰﺎ ﺃﻭ ﺳـﺎﻟﺒﹰﺎ .
ﺷﻜﻞ ) ( 2 ، 1
+ + + + + +
1 2 3 1 2 3
2 1
) ﺝ ( ﺍﳌﻨﻮﺍﻝ :
ﻫﻮ ﺃﻛﺜﺮ ﺩﺭﺟﺎﺕ ﺍﻟﺘﻮﺯﻳﻊ ﺷﻴﻮﻋﹰﺎ ﻭﺗﻜﺮﺍﺭﹰﺍ ﺃﻭ ﻫﻮ ﺍﻟﺪﺭﺟﺔ ﺻﺎﺣﺒﺔ ﺃﻋﻠﻰ ﺗﻜﺮﺍﺭ .
ﻣﻼﺣ ﻈﺔ :
• ﻳﺴﺘﺨﺪﻡ ﺍﳌﻨﻮﺍﻝ ﻣﻊ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﱵ ﲤﺜﻞ ﻗﻴﺎﺳﺎﺕ ﺗﻨﺪﺭﺝ ﲢﺖ ﺍﳌﺴﺘﻮﻯ ﺍﻹﲰﻲ ﺃﻭ ﺍﻟﺘﺼﻨﻴﻔﻲ .
ﻣﻼﺣﻈﺎﺕ :
• ﺇﺫﺍ ﻛﺎﻥ ﺗﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻋﺘﺪﺍﻟﻴﹰﺎ ﻓﺈﻧﻪ ﻳﺼﻠﺢ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻘﺎﻳﻴﺲ ﺍﻟﱰﻋﺔ ﺍﻟﺜﻼﺛﺔ ) ﻣﺘﻮﺳﻂ ،ﻭﺳـﻴﻂ ،
ﻣﻨﻮﺍﻝ ( ،ﻛﻤﺎ ﺃﻥ ﻫﺬﻩ ﺍﳌﻘﺎﻳﻴﺲ ﺗﺘﺴﺎﻭﻯ ﰲ ﻗﻴﻤﺘﻬﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻋﺘﺪﺍﻟﻴﹰﺎ .
• ﺷﺮﻁ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﻋﺘﺪﺍﱄ ﻫﻮ :ﺍﳌﺘﻮﺳﻂ = ﺍﻟﻮﺳﻴﻂ = ﺍﳌﻨﻮﺍﻝ .
• ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﻴﻂ ﻣﻊ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻻﻋﺘﺪﺍﻟﻴﺔ ﻭﻛﺬﻟﻚ ﺍﳌﻠﺘﻮﻳﺔ ،ﻭﻟﻜﻦ ﻻ ﻳﺴﺘﺨﺪﻡ ﻣﻊ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ
ﺍﳌﻠﺘﻮﻳﺔ ﺇﻻ ﺍﻟﻮﺳﻴﻂ ﻓﻘﻂ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 10 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
• ﺍﳌﻨﻮﺍﻝ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﻣﻊ ﲨﻴﻊ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ) ﻣﻠﺘﻮﻳﺔ ﺃﻭ ﻏﲑ ﻣﻠﺘﻮﻳﺔ ( ) ،ﻣﻌﺘﺪﻟـﺔ ﺃﻭ ﻏـﲑ
ﻣﻌﺘﺪﻟﺔ ( ،ﻭﻟﻜﻦ ﺍﻟﺘﻮﺯﻳﻌﺎﺕ ﺍﻟﱵ ﲤﺜﻞ ﻗﻴﺎﺳﺎﺕ ﺗﻨﺪﺭﺝ ﲢﺖ ﺍﳌﺴﺘﻮﻯ ﺍﻻﲰﻲ ﻻ ﻳـﺼﻠﺢ ﻣﻌﻬـﺎ ﺇﻻ
ﺍﳌﻨﻮﺍﻝ .
% 68
% 16 % 16
+ + +
1 2 3
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 11 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ﻋﻤﻠﻲ :
ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ] [ SPSSﰲ ﻭﺻﻒ ﻭﻣﻘﺎﺭﻧﺔ ﳎﻤﻮﻋﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ :
ﻣﺜﺎﻝ ) : ( 1
ﺃﺭﺍﺩ ﺃﺣﺪ ﺍﻟﺒﺎﺣﺜﲔ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻓﻀﻞ ﺃﻧﻮﺍﻉ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﺍﻟﱵ ﺗﻘﺪﻡ ﻣﺴﺘﻮﻯ ﻣﺘﻤﻴـﺰﺍﹰ
ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻘﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺴﺤﺐ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺣﺠﻤﻬﺎ ) 25ﻃﺎﻟﺐ ( ﻣﻦ ﻃﻼﺏ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻣﻦ ﺛﻼﺛﺔ
ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ :
) ﻣﺪﺭﺳﺔ ﺃﺟﻨﺒﻴﺔ ،ﻣﺪﺭﺳﺔ ﺣﻜﻮﻣﻴﺔ ،ﻣﺪﺭﺳﺔ ﺩﻳﻨﻴﺔ ( ،ﰒ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭﹰﺍ ﲢﺼﻴﻠﻴﹰﺎ ﻋﻠﻰ ﻛﻞ ﻋﻴﻨﺔ
ﰒ ﺳﺤﺒﻬﺎ ﻣﻦ ﻛﻞ ﻧﻮﻉ ﻣﻦ ﺍﳌـﺪﺍﺭﺱ ﻋﻠـﻰ ﺣـﺪﻩ ،ﻓﺤـﺼﻞ ﻋﻠـﻰ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳌﻮﺿـﺤﺔ ﺑـﺎﳌﻠﻒ
] [ Try1ﺣﻴﺚ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺴﺠﻴﻞ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﺤـﺼﻴﻠﻴﺔ ﰲ ﻫـﺬﺍ ﺍﳌﻠـﻒ ﰲ ﺍﻟﻌﻤـﻮﺩ ﺍﳌـﺴﻤﻰ
] . [ Achevi
ﻛﻤﺎ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﺩﺧﺎﻝ ﺍﻷﻛـﻮﺍﺩ ﺍﳋﺎﺻـﺔ ﺑﺎﻟﺜﻼﺛـﺔ ﺃﻧـﻮﺍﻉ ﻣـﻦ ﺍﳌـﺪﺍﺭﺱ ﰲ ﺍﻟﻌﻤـﻮﺩ ﺍﳌـﺴﻤﻰ
] [ Groupﻭﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ :
ﺍﻟﻜﻮﺩ ) ( 1ﻟﻠﻤﺪﺭﺳﺔ ﺍﻷﺟﻨﺒﻴﺔ .
ﺍﻟﻜﻮﺩ ) ( 2ﻟﻠﻤﺪﺭﺳﺔ ﺍﳊﻜﻮﻣﻴﺔ .
ﺍﻟﻜﻮﺩ ) ( 3ﻟﻠﻤﺪﺭﺳﺔ ﺍﻟﺪﻳﻨﻴﺔ .
ﻓﺈﺫﺍ ﺍﻓﺘﺮﺽ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺍﻟﺜﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﺗﻘﺪﻡ ﻧﻔﺲ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ،ﻓﺎﺧﺘﱪ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻣﻦ
ﺍﻟﻮﺟﻬﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻣﺴﺘﺨﺪﻣﹰﺎ ﺃﺣﺪ ﻣﻘﺎﻳﻴﺲ ﺍﻟﱰﻋﺔ ﺍﳌﺮﻛﺰﻳﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 12 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
) ﻟﻠﻔﺎﺋﺪﺓ ﻓﻘﻂ ( ﺇﺩﺧﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﺠﻬﻴﺰﻫﺎ ﻟﻠﺘﺤﻠﻴﻼﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ :
§ ﻟﻌﻘﺪ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﳎﻤﻮﻋﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ﳚﺐ ﺇﺗﺒﺎﻉ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ :
§ ﻓﺘﺢ ﺑﺮﻧﺎﻣﺞ ] [ SPSSﻋﻠﻰ ﻣﻠﻒ ﻓﺎﺭﻍ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ .
§ ﺇﺩﺧﺎﻝ ﳎﻤﻮﻋﺎﺕ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﺴﺘﻬﺪﻑ ﺇﺟﺮﺍﺀ ﻭﻋﻘﺪ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺑﻴﻨﻬﺎ ﻋﻠﻰ ﺍﻟﺘﺘﺎﺑﻊ ﰲ ﺃﻭﻝ ﺃﻋﻤﺪﺓ ﺍﳌﻠـﻒ
ﺍﻟﻔﺎﺭﻍ ﻣﻦ ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ .
§ ﻧﻘﻒ ﺑﺎﻟﺴﻬﻢ ﻋﻠﻰ ﺃﻭﻝ ﺧﺎﻧﺔ ﻣﻦ ﺧﺎﻧﺎﺕ ﺍﻟﻌﻤﻮﺩ ﺍﳋﺎﺹ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻟﺒﺪﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻹﺩﺧﺎﻝ .
§ ﺗﺴﻤﻴﺔ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﰎ ﺇﺩﺧﺎﻟﻪ ﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠـﻰ ] ) [ Variable Viewﺭﺅﻳـﺔ ﺍﳌـﺘﻐﲑ ( ،
ﺑﺸﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﺴﻔﻠﻲ .
§ ﻳﺒﺪﻭ ﻟﻨﺎ ﺟﺪﻭﻝ ﳛﺘﻮﻱ ﻋﻠﻰ ﻛﻞ ﺍﳋﺼﺎﺋﺺ ﺍﳌﻤﻜﻨﺔ ﻟﻠﻤﺘﻐﲑ ﺍﻟﺬﻱ ﰎ ﺇﺩﺧﺎﻟﻪ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 13 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﻳﺘﻢ ﺇﺩﺧﺎﻝ ﺍﻻﺳﻢ ) ﺍﳌﺴﻤﻰ ( ﺍﳌﺮﻏﻮﺏ ﻟﻠﻤﺘﻐﲑ ﰲ ﺍﳋﺎﻧﺔ ﺍﳌﻌﻨﻮﻧﺔ ] . [ Name
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] . [ Data View
§ ﺇﺩﺧﺎﻝ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻜﻮﺩﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ ﲜﻮﺍﺭ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﰎ ﺇﺩﺧﺎﻟﻪ ﻣـﺴﺒﻘﹰﺎ ﻭﺫﻟـﻚ ﰲ
ﺍﻟﻌﻤﻮﺩ ﺍﻟﺜﺎﱐ ﺑﺎﳌﻠﻒ .
§ ﺇﺩﺧﺎﻝ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﺃﻣﺎﻡ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻤﻮﻋﺔ ﺍﻷﻭﱃ ﻣﻦ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ .
§ ﺇﺩﺧﺎﻝ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﺃﻣﺎﻡ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ .
§ ﺇﺩﺧﺎﻝ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 3ﺃﻣﺎﻡ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻤﻮﻋﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﳎﻤﻮﻋﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ .
§ ﺗﺴﻤﻴﺔ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ] [ Variable Viewﰒ ﻧﻐﲑ ﺍﺳﻢ ﺍﳌـﺘﻐﲑ ﺍﻟﻜـﻮﺩﻱ
ﻭﺍﺧﺘﻴﺎﺭ ﺍﺳﻢ ﻣﻨﺎﺳﺐ ﻟﻪ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 14 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﻭﻟﺘﻌﺮﻳﻒ ﺍﻟﱪﻧﺎﻣﺞ ﲟﺠﻤﻮﻋﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ ﻭﺍﻷﻛﻮﺍﺩ ﺍﻟﱵ ﺗﺪﻝ ﻋﻠﻴﻬﺎ ﻧﻀﻐﻂ ﺩﺍﺧﻞ ﺍﳌﺮﺑﻊ ﺍﻟﺬﻱ ﻳﻘﻊ ﰲ ﺗﻘﺎﻃﻊ
] ) [ Valuesﻗــﻴﻢ ( ،ﻣــﻊ ] [ Groupﻳﺒــﺪﻭ ﻟﻨــﺎ ﻣﺮﺑــﻊ ﺣــﻮﺍﺭﻱ ﺑﺎﺳــﻢ
] ) [ Value Labelsﺍﺳﻢ ﺍﻟﻘﻴﻤﺔ ( ،ﻟﻜﺘﺎﺑﺔ ﺍﺳﻢ ﺍﻤﻮﻋﺔ ﺍﻟﺬﻱ ﻳﺪﻝ ﻋﻠﻴﻬﺎ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ .
§ ﻧﺪﺧﻞ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﺩﺍﺧﻞ ﺍﳋﺎﻧﺔ ] ، [ Valueﻭﻧﺪﺧﻞ ﺍﺳـﻢ ﺍﻤﻮﻋـﺔ ﺩﺍﺧـﻞ ﺍﳋﺎﻧـﺔ
] [ Value Labelsﻭﻟﻴﻜﻦ ) ﺍﳌﺪﺭﺳﺔ ﺍﻷﺟﻨﺒﻴﺔ ( ﰒ ﻧﻀﻐﻂ ﻋﻠﻰ ] ، [ Addﻭﻫﻜﺬﺍ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 15 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺧﻄﻮﺍﺕ ﺣﻞ ﻣﺜﺎﻝ ) : ( 1
§ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻣﺮ ] [ Dataﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ ﻭﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
§ ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳋﻴﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺘﺠﻬﻴﺰ ﺍﻟﺒﻴﺎﻧﺎﺕ ،ﳔﺘﺎﺭ ﻣﻦ ﺑﻴﻨـﻬﺎ
] [ Split Fileﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﳋﻴﺎﺭ ﻣﺮﺓ ﻭﺍﺣﺪﺓ .
ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﰲ ﺃﻗﺼﻰ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻣﺮﺑﻊ ﻳﺘﻀﻤﻦ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺟﺔ ﺑﺎﳌﻠﻒ ﺍﳌﻔﺘﻮﺡ . §
ﻧﻈﻠﻞ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﻷﻛﻮﺍﺩ ﺍﻟﱵ ﺗﺪﻝ ﻋﻠﻰ ﻧﻮﻉ ﺍﳌﺪﺭﺳﺔ ﻭﻫﻮ ] . [ Group §
ﺗﻨﺸﻴﻂ ﺍﳋﻴﺎﺭ ﺍﻟﺜﺎﻟﺚ ﻭﻫﻮ ﲟـﺴﻤﻰ ] [ Organize Output By Groupﺃﻱ ) ﺭﺗـﺐ §
ﺍﳌﺨﺮﺟﺎﺕ ﻭﻓﻘﹰﺎ ﻟﻠﻌﻴﻨﺎﺕ ( .
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻟﺴﻔﻠﻲ ﻭﺫﻟﻚ ﻟﻨﻘﻞ ﻣﺘﻐﲑ ﺍﻷﻛﻮﺍﺩ ] [ Groupﺇﱃ ﺍﳌﺮﺑﻊ ﺍﻷﳝـﻦ ﻭﺍﳌﻌﻨـﻮﻥ §
] . [ Groups Based On
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] . [ Ok
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 16 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﻼﺣ ﻈﺔ :
• ﺍﳋﻄﻮﺍﺕ ﻣﻦ 1ـ 7ﺪﻑ ﺇﱃ ) ﺇﺧﺮﺍﺝ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﱵ ﺳﻮﻑ ﲡـﺮﻯ ﻻﺣﻘـﹰﺎ ﻭﻓﻘـﹰﺎ
ﻟﻸﻧﻮﺍﻉ ﺍﻟﺜﻼﺛﺔ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ( .
§ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻣﺮ ] [ Analyzeﺃﻱ ) ﺣﻠﻞ ( ﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ .
§ ﻳﺒ ـﺪﻭ ﻟﻨ ـﺎ ﻣﺮﺑ ـﻊ ﺣ ـﻮﺍﺭﻱ ﳛﺘ ـﻮﻱ ﻋﻠ ـﻰ ﻛ ـﻞ ﺍﻷﺳ ـﺎﻟﻴﺐ ﺍﻹﺣ ـﺼﺎﺋﻴﺔ ،ﳔﺘ ـﺎﺭ ﻣ ـﻦ
ﺑﻴﻨﻬﺎ ] [ Descriptive Statisticsﺃﻱ ) ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ( .
§ ﻳﺒــﺪﻭ ﻟﻨــﺎ ﻣﺮﺑــﻊ ﺣــﻮﺍﺭﻱ ﺁﺧــﺮ ﳛﺘــﻮﻱ ﻋﻠــﻰ ﻋــﺪﺩ ﻣــﻦ ﺍﳋﻴــﺎﺭﺍﺕ ﳔﺘــﺎﺭ
ﻣﻨﻬﺎ ] ) [ Descriptivesﻭﺻﻒ ( .
§ ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﰲ ﺃﻗﺼﻰ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﺑﺎﳌﻠﻒ ﺍﳌﻔﺘﻮﺡ ﰒ
ﻧﻈﻠﻞ ﺍﳌﺘﻐﲑ ﻣﻮﺿﻊ ﺍﳌﻘﺎﺭﻧﺔ ﻭﺍﳌﺴﺘﻬﺪﻑ ﻣـﻦ ﺍﻟﺘﺤﻠﻴـﻞ ﻭﻫـﻮ ﻣـﺘﻐﲑ ﺍﻟـﺪﺭﺟﺎﺕ ﺍﻟﺘﺤـﺼﻴﻠﻴﺔ
] [ Acheviﰒ ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻟﺬﻱ ﻋﻠﻰ ﳝﲔ ﻗﺎﺋﻤﺔ ﺍﳌﺘﻐﲑﺍﺕ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻬﺪﻑ ﲢﻠﻴﻠﻪ
ﺇﱃ ﻣﺮﺑﻊ ﺍﻟﺘﺤﻠﻴﻼﺕ .
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺧﻴﺎﺭ ] [ Optionsﰲ ﺃﺳﻔﻞ ﺃﻗﺼﻰ ﳝﲔ ﻣﺮﺑﻊ ﺍﳊﻮﺍﺭ ﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 17 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﺑﻌﺾ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻮﺻﻔﻴﺔ ،ﳔﺘﺎﺭ ﻣﻦ ﺑﻴﻨﻬﺎ ﺍﳌﺘﻮﺳـﻂ
ﺍﳊﺴﺎﰊ ] . [ Mean
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﻛﻠﻤﺔ ] [ Continueﺃﻱ ) ﺍﺳﺘﻤﺮ ( .
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Okﻻﺳﺘﺨﺮﺍﺝ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﻄﻠﻮﺑﺔ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 18 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺪﻳﻨﻴﺔ ﺃﻓﻀﻞ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳊﻜﻮﻣﻴﺔ ﻭﻛﺬﻟﻚ ﺍﳌﺪﺭﺳـﺔ ﺍﻷﺟﻨﺒﻴـﺔ
ﺣﻴﺚ ﺑﻠﻎ ﻣﺘﻮﺳﻂ ﺍﳌﺪﺭﺳﺔ ) ( 18.72ﻭﻫﻮ ﺃﻋﻠﻰ ﻣﻦ ﻛﻞ ﻣﻦ ﺍﳌﺪﺭﺳﺘﲔ ﺍﳊﻜﻮﻣﻴﺔ ﻭﻛـﺬﻟﻚ ﺍﻷﺟﻨﺒﻴـﺔ
ﻭﺍﻟﺬﻱ ﺑﻠﻎ ﻣﺘﻮﺳﻄﻴﻬﻤﺎ ) ( 14.28ﻭ) ( 8.76ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ .
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﺮﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠـﻰ " :ﺃﻥ ﺍﻟﺜﻼﺛـﺔ
ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﺗﻘﺪﻡ ﻧﻔﺲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ " .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 19 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ) : ( 2
ﺃﻭﺟﺪ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ :
.1ﺍﻟﻮﺳﻴﻂ .
.2ﺍﳌﻨﻮﺍﻝ .
.3ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ .
.4ﺍﻟﺘﺒﺎﻳﻦ .
.5ﺍﻹﺭﺑﺎﻋﻴﺎﺕ .
.6ﺍﻻﻟﺘﻮﺍﺀ .
.7ﺍﻟﺘﻔﺮﻃﺢ .
ﰒ ﺍﺧﺘﱪ ﻧﻮﻉ ﺍﻻﻟﺘﻮﺍﺀ ﻭﺍﻟﺘﻔﺮﻃﺢ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﻼﺛﺔ ) ﺍﳊﻜﻮﻣﻴﺔ ،ﺍﻷﺟﻨﺒﻴﺔ ،ﺍﻟﺪﻳﻨﻴﺔ ( .
ﺧﻄﻮﺍﺕ ﺍﳊﻞ :
ﻓﺘﺢ ﻣﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ] . [ Try1 §
ﺍﺧﺘﻴﺎﺭ ﺍﻷﻣﺮ ] [ Dataﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ . §
ﺍﺧﺘﻴﺎﺭ ﺍﻷﻣﺮ ] . [ Split File §
ﺍﻟﺘﻈﻠﻴﻞ ﻋﻠﻰ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ﺩﺍﺧﻞ ﻗﺎﺋﻤﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﰲ ﻗﺎﺋﻤﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ . §
ﺗﻨﺸﻴﻂ ﺍﳋﻴﺎﺭ ﺍﻟﺜﺎﻟﺚ ] . [ Organize Output By Groups §
ﺍﻟــﻀﻐﻂ ﻋﻠــﻰ ﺍﻟــﺴﻬﻢ ﺍﻷﳝــﻦ ﻟﻨﻘــﻞ ﺍﳌــﺘﻐﲑ ﺍﻟﻜــﻮﺩﻱ ﺇﱃ ﺍﳌﺮﺑــﻊ ﺍﳌﻌﻨــﻮﻥ §
ﺑـ ] . [ Groups Based On
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ، [ Okﻭﺑﺎﻟﺘﺎﱄ ﰎ ﻴﺌﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲤﻬﻴﺪﹰﺍ ﻟﻌﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﺎ ﻭﻓﻘﹰﺎ ﻟﺘﺮﺗﻴـﺐ §
ﺍﻷﻛﻮﺍﺩ ﺍﻟﱵ ﺗﺪﻝ ﻋﻠﻰ ﻣﺴﻤﻰ ﺍﻤﻮﻋﺎﺕ .
ﺍﺧﺘﻴﺎﺭ ﺍﻷﻣﺮ ] [ Analyzeﺃﻱ ) ﺣﻠﻞ ( ﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ . §
ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘـﻮﻱ ﻋﻠـﻰ ﻛـﻞ ﺍﻷﺳـﺎﻟﻴﺐ ﺍﻹﺣـﺼﺎﺋﻴﺔ ،ﳔﺘـﺎﺭ ﻣـﻦ ﺑﻴﻨـﻬﺎ §
] [ Descriptive Statisticsﺃﻱ ) ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 20 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻣﺮ ] [ Frequenciesﺃﻱ ) ﺗﻜﺮﺍﺭﺍﺕ ( .
§ ﺍﻟﺘﻈﻠﻴﻞ ﻋﻠﻰ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻬﺪﻑ ﲢﻠﻴﻠﻪ ﻭﻫﻮ ] ، [ Acheviﰒ ﻧﻘﻞ ﻫﺬﺍ ﺍﳌﺘﻐﲑ ﺇﱃ ﺍﳌﺮﺑﻊ ﺍﻷﳝﻦ
ﺍﳋﺎﺹ ﺑﻘﺎﺋﻤﺔ ﺍﳌﺘﻐﲑﺍﺕ ] . [ Variables
§ ﺇﺯﺍﻟــــﺔ ﺍﻟﺘﻨــــﺸﻴﻂ ﺍﳋــــﺎﺹ ﺑﻌــــﺮﺽ ﺍﳉــــﺪﺍﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻳــــﺔ
] . [ Display Frequency Tables
§ ﺗﻈﻬﺮ ﺭﺳﺎﻟﺔ ﺧﺎﺻﺔ ﺑﺎﳌﻮﺍﻓﻘﺔ ﺑﻌﺪﻡ ﻋﺮﺽ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ﳚﺐ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻴﻬﺎ ،ﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ
ﻋﻠﻰ ] [ Okﻓﺘﺨﺘﻔﻲ ﺍﻟﺮﺳﺎﻟﺔ .
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻷﻣﺮ ] ، [ Statisticsﻻﻧﺘﻘﺎﺀ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﻄﻠﻮﺑﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 21 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﻳﺘﻀﻤﻦ ﲨﻴﻊ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ،ﳔﺘﺎﺭ ﻣﻦ ﺑﻴﻨﻬﺎ :
] [ Median .1ﺍﻟﻮﺳﻴﻂ
] [ Mode .2ﺍﳌﻨﻮﺍﻝ
] [ Std. Deviation .3ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ
] [ Variance .4ﺍﻟﺘﺒﺎﻳﻦ
] [ Skewness .5ﺍﻻﻟﺘﻮﺍﺀ
] [ Kurtosis .6ﺍﻟﺘﻔﺮﻃﺢ
] [ Quartiles .7ﺍﻹﺭﺑﺎﻋﻴﺎﺕ
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﻛﻠﻤﺔ ] [ Continueﺃﻱ ) ﺍﺳﺘﻤﺮ ( .
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Okﻻﺳﺘﺨﺮﺍﺝ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﺍﳌﻄﻠﻮﺑﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 22 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 23 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺇﻳﺠﺎﺩ ﺑﻌﺾ ﻣﻘﺎﻳﻴﺲ ﺍﻟﺘﺸﺘﺖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺰﻣﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﺒﺮﻧﺎﻣﺞ : SPSS
ﺇﳚﺎﺩ ﺍﻹﺭﺑﺎﻋﻴﺎﺕ :
ﺃﻭﹰﻻ /ﺍﻹﺭﺑﺎﻋﻴﺎﺕ :
ﻫﻲ ﺛﻼﺛﺔ ﻧﻘﺎﻁ ﺗﻘﺴﻢ ﺍﻟﺘﻮﺯﻳﻊ ) ﺗﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ( ﺇﱃ ﺃﺭﺑﻌﺔ ﺃﺟﺰﺍﺀ ﻣﺘﺴﺎﻭﻳﺔ .
ﺍﻹﺭﺑﺎﻋﻴﺎﺕ ﻛﻤﺎ ﻋﻠﻤﻨﺎ ﻣﻜﻮﻧﺔ ﻣﻦ ﺛﻼﺛﺔ ﻧﻘﺎﻁ ﺣﻴﺚ :
§ ﺗﻘﻊ ﺍﻟﻨﻘﻄﺔ ﺍﻷﻭﱃ ﺑﻌﺪ ﻧﺴﺒﺔ % 25ﻣﻦ ﺩﺭﺟﺎﺕ ﺍﻟﺘﻮﺯﻳﻊ ،ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﺑﺎﻹﺭﺑﺎﻋﻲ
ﺍﻷﻭﻝ .
§ ﻭﺍﻹﺭﺑﺎﻋﻲ ﺍﻟﺜﺎﱐ ﻳﺴﺒﻘﻪ ﻧﺴﺒﺔ % 50ﻣﻦ ﻋﺪﺩ ﺍﻟﺪﺭﺟﺎﺕ ،ﻭ ﻳﻠﻴﻪ ﻧﻔﺲ ﺍﻟﻨﺴﺒﺔ ،ﻭﺍﻹﺭﺑـﺎﻉ
ﺍﻟﺜﺎﱐ ﻳﻘﺎﺑﻞ ) ﺍﻟﻮﺳﻴﻂ ( .
§ ﺃﻣﺎ ﺍﻹﺭﺑﺎﻉ ﺍﻟﺜﺎﻟﺚ ﻓﻬﻮ ﺍﻟﻨﻘﻄﺔ ﺍﻟﱵ ﻳﺴﺒﻘﻬﺎ ﻧﺴﺒﺔ % 75ﻣﻦ ﻋﺪﺩ ﺍﻟﺪﺭﺟﺎﺕ ﻭﻳﻠﻴﻬﺎ ﻧـﺴﺒﺔ
% 25ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ﺍﳌﺘﺒﻘﻴﺔ .
§ ﻭﳝﻜﻦ ﺇﳚﺎﺩ ﻗﻴﻢ ﺍﻹﺭﺑﺎﻋﻴﺎﺕ ﺑﺈﺗﺒﺎﻉ ﺍﳋﻄﻮﺍﺕ ﺍﻟﱵ ﺳﻮﻑ ﺗﺬﻛﺮ ﰲ ﻣﻮﺿﻊ ﻻﺣﻖ .
ﺛﺎﻧﻴﹰﺎ /ﺍﻟﺴﺒﺎﻋﻴﺎﺕ ،ﺍﻟﺘﺴﺎﻋﻴﺎﺕ ،ﺍﻹﻋﺸﺎﺭﻳﺎﺕ ،ﺍﳌﻴﺌﻴﻨﻴﺎﺕ :
ﺍﻟﺴﺒﺎﻋﻴﺎﺕ :
ﻫﻲ ﺳﺘﺔ ﻧﻘﺎﻁ ﺗﻘﺴﻢ ﺗﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ﺇﱃ ﺳﺒﻌﺔ ﺃﺟﺰﺍﺀ ﻣﺘﺴﺎﻭﻳﺔ .
ﺍﻟﺘﺴﺎﻋﻴﺎﺕ :
ﻫﻲ ﲦﺎﻧﻴﺔ ﻧﻘﺎﻁ ﺗﻘﺴﻢ ﺗﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ﺇﱃ ﺗﺴﻌﺔ ﺃﺟﺰﺍﺀ ﻣﺘﺴﺎﻭﻳﺔ .
ﺍﻹﻋﺸﺎﺭﻳﺎﺕ :
ﻫﻲ ﺗﺴﻌﺔ ﻧﻘﺎﻁ ﺗﻘﺴﻢ ﺗﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ﺇﱃ ﻋﺸﺮﺓ ﺃﺟﺰﺍﺀ ﻣﺘﺴﺎﻭﻳﺔ .
ﺍﳌﻴﺌﻴﻨﻴﺎﺕ :
ﻫﻲ ﺗﺴﻌﺔ ﻭﺗﺴﻌﻮﻥ ﻧﻘﻄﺔ ﺗﻘﺴﻢ ﺗﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ﺇﱃ ﻣﺎﺋﺔ ﺟﺰﺀ ﻣﺘﺴﺎﻭﻳﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 24 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ) : ( 1
ﺍﺳﺘﺨﺮﺝ ﻛﻞ ﻣﻦ ﺍﻹﺭﺑﺎﻋﻴﺎﺕ ،ﺍﻟﺴﺒﺎﻋﻴﺎﺕ ،ﺍﻟﺘﺴﺎﻋﻴﺎﺕ ،ﺍﻹﻋﺸﺎﺭﻳﺎﺕ ،ﺍﳌﻴﺌﻴﻨﻴﺎﺕ ﳌﺘﻐﲑ ﺍﻟﺘﺤﺼﻴﻞ ﺍﳌﺪﺭﺝ
ﲟﻠﻒ ] . [ Try1
ﺍﳊﻞ :
§ ﻧﻔﺘﺢ ﻣﻠﻒ ] [ Try1ﻭﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﺘﻐﲑ ﺍﻟﺘﺤﺼﻴﻞ ﺍﳌﺴﺘﻬﺪﻑ ] . [ Atchevi
§ ﳔﺘﺎﺭ ﺍﻷﻣﺮ ] . [ Analyze
§ ﳔﺘﺎﺭ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ] [ Descriptive Statisticsﻓﻴﻈﻬﺮ ﻟﻨﺎ ﻣﺮﺑﻊ ﺁﺧﺮ ﳛﺘﻮﻱ ﻋﻠﻰ
ﻋﺪﺓ ﺧﻴﺎﺭﺍﺕ ﳔﺘﺎﺭ ﻣﻦ ﺑﻴﻨﻬﺎ ﺧﻴﺎﺭ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ] [ Frequenciesﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﺘـﻮﺡ §
ﳔﺘﺎﺭ ﻣﻨﻬﺎ ﻣﺘﻐﲑ ﺍﻟﺘﺤﺼﻴﻞ ] . [ Atchevi
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻬﺪﻑ ﺇﱃ ﻣﺮﺑﻊ ﺍﻟﺘﺤﻠﻴﻼﺕ ] . [ Variables §
ﺇﻟﻐﺎﺀ ﺧﻴﺎﺭ ﻋﺮﺽ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ] ، [ Display Frequency Tablesﻓﺘﺒـﺪﻭ ﻟﻨـﺎ §
ﺭﺳﺎﻟﺔ ﺑﺎﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻹﻟﻐﺎﺀ ﰒ ﻧﻀﻐﻂ ﻋﻠﻰ ﻣﻮﺍﻓﻖ ﻟﺘﺨﺘﻔﻲ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ .
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺧﻴﺎﺭ ﺍﻹﺣﺼﺎﺀﺍﺕ ] [ Statisticsﺃﺳﻔﻞ ﺍﳌﺮﺑﻊ ﺍﳊﻮﺍﺭﻱ ،ﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ §
ﺁﺧﺮ ﳛﺘﻮﻱ ﰲ ﺃﻋﻠﻰ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻘﻴﻢ ﺍﳌﺌﻮﻳﺔ ] [ Percentile Valuseﳔﺘﺎﺭ ﻣﻨـﻬﺎ
] [ Quartilesﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﺳﺘﻤﺮ ] . [ Continue §
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 25 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ، [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 26 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﺍﻟﺴﺒﺎﻋﻴﺎﺕ :
§ ﻧﺘﺒﻊ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﺍﳌﺘﺒﻌﺔ ﻣﻊ ﺍﻹﺭﺑﺎﻋﻴﺎﺕ ﻭﻟﻜﻦ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﺧﺘﻴﺎﺭ ] [ Quartilesﳔﺘﺎﺭ ﺍﳋﻴـﺎﺭ
ﺍﻟﺜــﺎﱐ ﻭﻫــﻮ ] [ Cut Points Forﺃﻱ ) ﺍﻟﻨﻘــﺎﻁ ﺍﻟــﱵ ﺗﻘﻄــﻊ ﺍﳌــﺘﻐﲑ () ( 7
] [ Equal Groupsﺃﻱ ) ﻗﻄﻊ ﻣﺘﺴﺎﻭﻳﺔ ( ،ﻭﺫﻟﻚ ﺑﺈﺩﺧﺎﻝ ﺭﻗﻢ ) ( 7ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﺼﻐﲑ .
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﺳﺘﻤﺮ ] . [ Continue
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ، [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 27 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻟﺜﹰﺎ /ﺍﻟﺘﺴﺎﻋﻴﺎﺕ :
§ ﻧﺘﺒﻊ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﺍﳌﺘﺒﻌﺔ ﻣﻊ ﺍﻹﺭﺑﺎﻋﻴﺎﺕ ﻭﻟﻜﻦ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﺧﺘﻴﺎﺭ ] [ Quartilesﳔﺘﺎﺭ ﺍﳋﻴـﺎﺭ
ﺍﻟﺜــﺎﱐ ﻭﻫــﻮ ] [ Cut Points Forﺃﻱ ) ﺍﻟﻨﻘــﺎﻁ ﺍﻟــﱵ ﺗﻘﻄــﻊ ﺍﳌــﺘﻐﲑ () ( 9
] [ Equal Groupsﺃﻱ ) ﻗﻄﻊ ﻣﺘﺴﺎﻭﻳﺔ ( ،ﻭﺫﻟﻚ ﺑﺈﺩﺧﺎﻝ ﺭﻗﻢ ) ( 9ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﺼﻐﲑ .
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﺳﺘﻤﺮ ] . [ Continue
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ، [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺭﺍﺑﻌﹰﺎ /ﺍﻹﻋﺸﺎﺭﻳﺎﺕ :
§ ﻧﺘﺒﻊ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﺍﳌﺘﺒﻌﺔ ﻣﻊ ﺍﻹﺭﺑﺎﻋﻴﺎﺕ ﻭﻟﻜﻦ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﺧﺘﻴﺎﺭ ] [ Quartilesﳔﺘﺎﺭ ﺍﳋﻴـﺎﺭ
ﺍﻟﺜ ـﺎﱐ ﻭﻫ ـﻮ ] [ Cut Points Forﺃﻱ ) ﺍﻟﻨﻘ ـﺎﻁ ﺍﻟ ـﱵ ﺗﻘﻄ ـﻊ ﺍﳌ ـﺘﻐﲑ () ( 10
] [ Equal Groupsﺃﻱ ) ﻗﻄﻊ ﻣﺘﺴﺎﻭﻳﺔ ( ،ﻭﺫﻟﻚ ﺑﺈﺩﺧﺎﻝ ﺭﻗﻢ ) ( 10ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﺼﻐﲑ .
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﺳﺘﻤﺮ ] . [ Continue
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ، [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 28 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺧﺎﻣﺴﹰﺎ /ﺍﳌﻴﺌﻴﻨﻴﺎﺕ :
ﻧﺘﺒﻊ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﺍﳌﺘﺒﻌﺔ ﻣﻊ ﺍﻹﺭﺑﺎﻋﻴﺎﺕ ﻭﻟﻜﻦ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﺧﺘﻴـﺎﺭ ] [ Quartilesﳔﺘـﺎﺭ §
ﺍﳋﻴﺎﺭ ﺍﻟﺜـﺎﱐ ﻭﻫـﻮ ] [ Cut Points Forﺃﻱ ) ﺍﻟﻨﻘـﺎﻁ ﺍﻟـﱵ ﺗﻘﻄـﻊ ﺍﳌـﺘﻐﲑ () ( 100
] [ Equal Groupsﺃﻱ ) ﻗﻄﻊ ﻣﺘﺴﺎﻭﻳﺔ ( ،ﻭﺫﻟﻚ ﺑﺈﺩﺧﺎﻝ ﺭﻗﻢ ) ( 100ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﺼﻐﲑ .
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﺳﺘﻤﺮ ] . [ Continue
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ، [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 29 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ) : ( 2
ﰲ ﺍﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻭﺟﺪ ﺍﳌﻴﺌﻴﲏ ﺍﻟﺴﺎﺑﻊ ﻭﺍﳋﻤﺴﻮﻥ ) ( 57ﻭﻛﺬﻟﻚ ﺍﳌﻴﺌـﻴﲏ ﺍﻟـﺴﺎﺑﻊ ﻭﺍﻟـﺴﺒﻌﻮﻥ ) ( 77
ﻭﻛﺬﻟﻚ ﺍﳌﻴﺌﻴﲏ ﺍﻟﻮﺍﺣﺪ ﻭﺍﻟﺘﺴﻌﻮﻥ ) . ( 91
ﺍﳊﻞ :
§ ﻧﺘﺒﻊ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﺍﳌﺘﺒﻌﺔ ﻣﻊ ﺍﳌﻴﺌﻴﻨﻴﺎﺕ ،ﻭﻟﻜـﻦ ﺑـﺪ ﹰﻻ ﻣـﻦ ﺍﺧﺘﻴـﺎﺭ ﺍﳋﻴـﺎﺭ ﺍﻟﺜـﺎﱐ ﻭﻫـﻮ
] [ Cut Points Forﳔﺘﺎﺭ ﺍﳋﻴﺎﺭ ﺍﻟﺜﺎﻟﺚ ﻭﻫﻮ ] [ Percentilesﰒ ﻧﻘﻮﻡ ﺑﻜﺘﺎﺑﺔ ﺍﳌﻴﺌﻴﲏ
ﺍﳌﻄﻠــﻮﺏ ﺩﺍﺧــﻞ ﺍﳌﺮﺑــﻊ ﺍــﺎﻭﺭ ﳍــﺬﺍ ﺍﳋﻴــﺎﺭ ﻭﻟــﻴﻜﻦ ) ( 57ﰒ ﺍﻟــﻀﻐﻂ ﻋﻠــﻰ
] ، [ Addﰒ ) ( 77ﰒ ] ، [ Addﰒ ) ( 91ﰒ ] . [ Add
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﺳﺘﻤﺮ ] . [ Continue
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 30 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ، [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 31 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻹﺣﺼﺎﺀ ﺍﻟﺒﺎﺭﺍﻣﻴﺘﺮﻱ ) ﺍﻟﻤﻌﻠﻤﻲ ( :
ﺷﺮﻭﻁ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﺣﺼﺎﺀ ﺍﻟﺒﺎﺭﺍﻣﻴﺘﺮﻱ ﻭﺃﺳﺎﻟﻴﺒﻪ ﺍﳌﺨﺘﻠﻔﺔ :
§ ﺃﻻ ﻳﻘﻞ ﺣﺠﻢ ﻋﻴﻨﺔ ﺍﻷﻓﺮﺍﺩ ﻋﻦ 25ﻓﺮﺩ .
§ ﺃﻥ ﻳﻜﻮﻥ ﻣﺴﺘﻮﻯ ﺍﻟﻘﻴﺎﺱ ﺍﳌﺴﺘﺨﺪﻡ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﻔﺘﺮﻱ ﺃﻭ ﺍﻟﻨﺴﱯ .
§ ﺃﻥ ﺗﻜﻮﻥ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻴﻨﺔ ﺇﻋﺘﺪﺍﻟﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ ،ﺃﻱ ﺗﻜﻮﻥ ﺩﺭﺟـﺎﺕ ﺍﻟﻌﻴﻨـﺔ ﳍـﺎ ﺗﻮﺯﻳﻌـﹰﺎ ﺍﻋﺘـﺪﺍﻟﻴﹰﺎ
ﻣﻦ 3 -ﺇﱃ . 3 +
• ﺇﺫﺍ ﺃﺧﻞ ﺑﺸﺮﻁ ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻓﻼ ﻳﺼﻠﺢ ﺣﻴﻨﺌﺬ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳـﺎﻟﻴﺐ
ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺒﺎﺭﺍﻣﻴﺘﺮﻳﺔ .
ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺒﺎﺭﺍﻣﻴﺘﺮﻳﺔ :
ﺃﻭﹰﻻ /ﺍﺧﺘﺒﺎﺭ ) ﺕ ( : [ " T " Test ] ،
ﺷﺮﻭﻁ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( :
§ ﺃﻻ ﻳﺰﻳﺪ ﻋﺪﺩ ﺍﳌﻘﺎﺭﻧﺎﺕ ﻋﻦ ) ( 2ﻣﺜﻞ ) ﻣﻘﺎﺭﻧﺔ ﺍﻟﺬﻛﻮﺭ ﺑﺎﻹﻧﺎﺙ ،ﻣﻘﺎﺭﻧﺔ ﺍﻟﺮﻳﻒ ﺑﺎﳊﻀﺮ ،ﻣﻘﺎﺭﻧﺔ
ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺑﺎﻷﺧﺮﻯ ﺍﻟﻨﻈﺮﻳﺔ . ( . . .
ﺃﻻ ﻳﻘﻞ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﰲ ﻛﻞ ﻣﻦ ﺍﳌﻘﺎﺭﻧﺘﲔ ﻋﻦ ) . ( 25 §
ﺃﻥ ﺗﻜﻮﻧﺎ ﻋﻴﻨﺘﺎ ﺍﳌﻘﺎﺭﻧﺔ ﻣﺴﺤﻮﺑﺘﲔ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ . §
ﺃﻥ ﺗﻜﻮﻧﺎ ﻋﻴﻨﺘﺎ ﺍﳌﻘﺎﺭﻧﺔ ﻣﺘﺠﺎﻧﺴﺘﲔ ) ﻃﻼﺏ ﻛﻠﻴﺔ ﻣﻊ ﻃﻼﺏ ﻛﻠﻴﺔ ﺃﺧﺮﻯ ( . §
ﺃﻥ ﻳﻜﻮﻥ ﺗﻮﺯﻳﻊ ﺍﻟﺪﺭﺟﺎﺕ ﻟﻜﻞ ﻣﻦ ﻋﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ﺗﻮﺯﻳﻌﹰﺎ ﺍﻋﺘﺪﺍﻟﻴﹰﺎ . §
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 32 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻷﻧﻮﺍﻉ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭ ) ﺕ ( :
§ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻟﻮﺍﺣﺪﺓ ،ﻣﺜﺎﻝ ) :ﺫﻛﺎﺀ ﺍﺘﻤﻊ ﺍﻟﻴﺎﺑﺎﱐ ( .
ﻭﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﻣﻘﺎﺭﻧﺔ ﻣﺘﻮﺳﻂ ﻋﻴﻨﺔ ﲟﺘﻮﺳﻂ ﺍﻓﺘﺮﺍﺿﻲ ﺘﻤﻊ ﻣﺎ .
§ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻌﻴﻨﺘﲔ ﻣﺴﺘﻘﻠﺘﲔ ،ﻣﺜﺎﻝ ) :ﺍﻟﺬﻛﻮﺭ ـ ﺍﻹﻧﺎﺙ ( .
ﻭﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﻣﻘﺎﺭﻧﺔ ﻋﻴﻨﺘﲔ ﻣﻨﻔﺼﻠﺘﲔ ﻭﻣﻌﺰﻭﻟﺘﲔ ﻋﺰ ﹰﻻ ﺗﺎﻣﹰﺎ ) ﺍﻟـﺬﻛﻮﺭ ـ ﺍﻹﻧـﺎﺙ ( ،
) ﺍﻟﺮﻳﻒ ـ ﺍﳊﻀﺮ ( .
§ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻌﻴﻨﺘﲔ ﻣﺘﺮﺍﺑﻄﺘﲔ ،ﻣﺜﺎﻝ ) :ﻗﻴﺎﺱ ﻣﺴﺘﻮﻯ ﺍﻟﻔﻬﻢ ﻗﺒﻞ ﻭﺑﻌﺪ ﺑﺮﻧﺎﻣﺞ ﻣﺎ ( .
ﻭﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻨﺪ ﻣﻘﺎﺭﻧﺔ ﳎﻤﻮﻋﺔ ﺑﻨﻔﺴﻬﺎ ﺑﻌﺪ ﻣﺘﻐﲑ ﲡﺮﻳﱯ ﻣﺴﺘﻬﺪﻑ ﻳﺘﻢ ﺍﺩﺧﺎﻟﻪ ﻋﻠﻴﻬﺎ .
ﺃﻭﹰﻻ /ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻟﻮﺍﺣﺪﺓ :
ﺃﺭﺍﺩ ﺃﺣﺪ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻘﺪﺭﺓ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻟﺪﻯ ﻃﻼﺏ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺪﻛﺘﻮﺭﺍﺓ ،ﻓﻘﺎﻡ ﺑﺎﺧﺘﻴﺎﺭ
ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﳎﺘﻤﻊ ﻃﻼﺏ ﺍﻟﺪﻛﺘﻮﺭﺍﺓ ﺑﺈﺣﺪﻯ ﺍﳉﺎﻣﻌﺎﺕ ﺣﺠﻤﻬﺎ 75ﻃﺎﻟﺒﹰﺎ ،ﰒ ﻗﺎﻡ ﺑﺘﻄﺒﻴـﻖ ﺍﺧﺘﺒـﺎﺭ
ﻳﻘﻴﺲ ﺍﻟﻘﺪﺭﺓ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺬﻛﻮﺭﺓ ﻓﺤﺼﻞ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﲤﺜﻞ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻴﻨﺔ ﰲ ﻫـﺬﻩ
ﺍﻟﻘﺪﺭﺓ ﻭﺳﺠﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﺳﻢ ] [ Criatevetyﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ] . [ Try2
ﻓﺈﺫﺍ ﺍﻓﺘﺮﺽ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺩﺭﺟﺔ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﺪﻛﺘﻮﺭﺍﺓ ﺗﺴﺎﻭﻱ ) 30ﺩﺭﺟﺔ ( ﻓﻬﻞ ﳜﺘﻠـﻒ
ﻣﺘﻮﺳﻂ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺟﻮﻫﺮﻳﹰﺎ ﻋﻦ ﺍﳌﺘﻮﺳﻂ ﺍﻻﻓﺘﺮﺍﺿﻲ .
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﻻ ﳜﺘﻠﻒ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﻋﻴﻨﺔ ﻃﻼﺏ ﺍﻟﺪﻛﺘﻮﺭﺍﺓ ﻋﻦ ﺍﳌﺘﻮﺳﻂ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺘﻤﻊ ﻫﺆﻻﺀ ﺍﻟﻄﻼﺏ " .
ﺍﺧﺘﱪ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ) ﺷﻚ ( ﻗﺪﺭﻩ . % 5
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 33 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﳊﻞ :
§ ﳔﺘﺎﺭ ﺍﻷﻣﺮ ] . [ Analyze
§ ﳔﺘﺎﺭ ﺍﻻﺳﻠﻮﺏ ﺍﻹﺣﺼﺎﺋﻲ ] [ Compare Meansﺃﻱ ) ﻣﻘﺎﺭﻧﺔ ﺍﳌﺘﻮﺳﻄﺎﺕ ( ،ﻭﺫﻟﻚ ﻣـﻦ
ﺑﲔ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﳌﻌﺮﻭﺿﺔ ﺩﺍﺧﻞ ﺍﳌﺮﺑﻊ .
§ ﺗﺒﺪﻭ ﻟﻨﺎ ﺧﻴـﺎﺭﺍﺕ ﺃﺧـﺮﻯ ﳔﺘـﺎﺭ ﻣـﻦ ﺑﻴﻨـﻬﺎ ﺍﺧﺘﻴـﺎﺭ ] [ One – Sample T Test
ﺃﻱ ) ﺍﺧﺘﺒﺎﺭ " ﺕ " ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻟﻮﺍﺣﺪﺓ ( ،ﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
§ ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﺘﻮﺡ ،ﻧﻈﻠﻞ
ﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻬﺪﻑ ﺍﺟﺮﺍﺀ ﺍﳌﻘﺎﺭﻧﺔ ﻭﻓﻘﹰﺎ ﻟﻪ ﻭﻫﻮ ﻣﺘﻐﲑ ] . [ Criatevety
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﳝﻦ ﺍﻟﺬﻱ ﻋﻠﻰ ﳝﲔ ﺍﻟﻘﺎﺋﻤﺔ ﻭﺫﻟﻚ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﳌﻈﻠﻞ ﺇﱃ ﻗﺎﺋﻤـﺔ ﻣـﺘﻐﲑﺍﺕ
ﺍﻻﺧﺘﺒﺎﺭ ﻭﺍﳌﻨﻮﻩ] . [ Test Variables
§ ﺍﻟﻀﻐﻂ ﺩﺍﺧﻞ ﺍﳌﺮﺑﻊ ﺍﻟﺼﻐﲑ ﺍﻟﺴﻔﻠﻲ ﻭﺍﳌﻌﻨﻮﻥ ] [ Test Valueﻭﺫﻟﻚ ﺪﻑ ﻛﺘﺎﺑﺔ ﺍﳌﺘﻮﺳـﻂ
ﺍﻻﻓﺘﺮﺍﺿﻲ ﻟﻠﻤﺠﺘﻤﻊ ﻭﻫﻮ ) . ( 30
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 34 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Optionsﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺜﻘﺔ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﱪﻧـﺎﻣﺞ
ﻭﻫﻮ % 95ﺩﺍﺧﻞ ﺍﳌﺮﺑﻊ ﺍﳋﺎﺹ ﺑﻔﺘﺮﺓ ﺍﻟﺜﻘﺔ ﻭﻫﻮ ] . [ Confidence Interval
§ ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ ﻫﻮ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺛﻘﺔ ﻗﺪﺭﻩ % 95ﻳﻨﺒﻐﻲ ﺍﻹﺑﻘﺎﺀ ﻋﻠـﻰ ﺍﻟﻨـﺴﺒﺔ
ﺍﻟﻄﺒﻴﻌﻴﺔ ﺍﳌﻮﺟﻮﺩﺓ ﺑﺪﺍﺧﻞ ﺍﳌﺮﺑﻊ ﻛﻤﺎ ﻫﻲ ﺩﻭﻥ ﺃﻱ ﺗﻌﺪﻳﻞ ،ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻄﻠﻮﺏ ﻫﻮ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺔ
ﻋﻨــﺪ ﻣــﺴﺘﻮﻯ ﺩﻻﻟــﺔ ﻗــﺪﺭﻩ % 99ﻓﻴﻨﺒﻐــﻲ ﺗﻐــﻴﲑ ﺍﻟﻨــﺴﺒﺔ % 95ﻭﺗﻌﺪﻳﻠــﻬﺎ
ﺇﱃ ﺍﻟﻨﺴﺒﺔ . % 99
§ ﺇﺫﺍ ﱂ ﻳﺬﻛﺮ ﺻﺮﺍﺣﺔ ﺃﻱ ﻧﺴﺒﺔ ﺛﻘﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺽ ﻻ ﳔﺘﺎﺭ ﺍﳋﻴﺎﺭ ] . [ Options
§ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺃﻭﹰﻻ /ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﺑﺈﺣﺼﺎﺀﺍﺕ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻮﺍﺣﺪﺓ :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻻﺑﺘﻜﺎﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ = 13.9
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 35 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﻗﻴﻤﺔ ﺍﻻﺧﺘﺒﺎﺭ ) ﺕ ( :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ) ﺕ ( ﺑﻠﻐﺖ ) ( 26.1ﺗﻘﺮﻳﺒﹰﺎ ﻭﻫﻲ ﻗﻴﻤﺔ ﺩﺍﻟـﺔ ﻋﻨـﺪ ﻣـﺴﺘﻮﻯ
% 5ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ] ) [ Sig.( 2-tailedﺑﻠﻐـﺖ ﺍﻟﻘﻴﻤـﺔ ) ، ( 0ﻭﺣﻴـﺚ ﺃﻥ ﻫـﺬﻩ ﺍﻟﻘﻴﻤـﺔ
ﺃﺻﻐﺮ ﻣﻦ % 5ﻓﺈﻥ ﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻗﹰﺎ ﺟﻮﻫﺮﻳﺔ ) ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ( ﺑﲔ ﻣﺘﻮﺳﻄﻲ ﻃﺮﰲ ﺍﳌﻘﺎﺭﻧﺔ
) ﺍﻟﻌﻴﻨﺔ – ﺍﺘﻤﻊ ( ﻭﳘﺎ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ ) . ( 30 ، 13.9
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ،ﳚﺐ ﺭﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ :
" ﻻ ﳜﺘﻠﻒ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﻋﻴﻨﺔ ﻃﻼﺏ ﺍﻟﺪﻛﺘﻮﺭﺍﺓ ﻋﻦ ﺍﳌﺘﻮﺳﻂ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺘﻤﻊ ﻫﺆﻻﺀ ﺍﻟﻄﻼﺏ "
ﻣﻼﺣ ﻈﺔ :
• ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ] ) [ Sig.( 2-tailedﺃﻗﻞ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ 0.05ﻭﺫﻟـﻚ ﻋﻨـﺪ ﻣـﺴﺘﻮﻯ
ﺛﻘﺔ % 95ﻓﺈﻥ ﺫﻟﻚ ﻳﻌﲏ ﺭﻓﺾ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ .
• ﺃﻣﺎ ﺇﺫﺍ ﺯﺍﺩﺕ ﻋﻦ ﻣﺴﺘﻮﻯ 0.05ﻓﺈﻧﻨﺎ ﻧﻘﺒﻠﻬﺎ .
• ﺇﺫﺍ ﻛﺎﻥ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠـﻮﺏ ﻫـﻮ 0.01ﺃﻱ ﻣـﺴﺘﻮﻯ ﺛﻘـﺔ % 99ﻭﻛﺎﻧـﺖ ﻗﻴﻤـﺔ
] ) [ Sig.( 2-tailedﺃﻗﻞ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ 0.01ﻓﺈﻧﻨﺎ ﻧﺮﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟـﺼﻔﺮﻱ ،ﺃﻣـﺎ ﺇﺫﺍ
ﺯﺍﺩﺕ ﻋﻦ 0.01ﻧﻘﺒﻠﻬﺎ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 36 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻹﺣﺼﺎﺀﺓ ﻭﺍﻟﻤﻌﻠﻤﺔ :
ﺍﻹﺣﺼﺎﺀﺓ :
ﻫﻮ ﺫﻟﻚ ﺍﳌﺆﺷﺮ ﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﺳﺘﺨﺮﺍﺟﻪ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﳑﺜﻠﺔ ﺘﻤﻊ ﻣﻌﲔ ،ﻭﻗﺪ ﺗﻜﻮﻥ
ﻫﺬﻩ ﺍﻹﺣﺼﺎﺀﺓ ) ﻣﺘﻮﺳﻂ ،ﻭﺳﻴﻂ ،ﻣﻨﻮﺍﻝ ،ﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ . ( . . .
ﺍﻟﻤﻌﻠﻤﺔ :
ﻫﻮ ﻣﺆﺷﺮ ﺇﺣﺼﺎﺋﻲ ﳝﻜﻦ ﺍﺳﺘﺨﺮﺍﺟﻪ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺍﺘﻤﻊ ﺍﻷﺻﻠﻲ ﻛﻠﻪ ،ﻭﻫﺬﺍ ﺍﳌﺆﺷﺮ ﳝﺜﻞ ﺻﻔﺔ ﺃﻭ ﺧﺎﺻﻴﺔ ﻣﻦ
ﺧﺼﺎﺋﺺ ﺍﺘﻤﻊ ﺍﻷﺻﻠﻲ ،ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺛﺒﺎﺗﹰﺎ ﻭﺻﺪﻗﹰﺎ .
ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻹﺣﺼﺎﺀﺓ ﻭﺍﳌﻌﻠﻤﺔ :
ﻳﺘﻮﻗﻒ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻹﺣﺼﺎﺀﺓ ﻭﺍﳌﻌﻠﻤﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﰲ ﺳﺤﺐ ﺍﻟﻌﻴﻨـﺔ ﺍﳌﻤﺜﻠـﺔ ﻟﻠﻤﺠﺘﻤـﻊ
ﺍﻷﺻﻠﻲ ،ﻓﻘﺪ ﺗﺆﺩﻱ ﺍﻟﻄﺮﻕ ﺍﳋﺎﻃﺌﺔ ﺍﻟﱵ ﻳﻠﺠﺄ ﺇﻟﻴﻬﺎ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺃﺣﻴﺎﻧﹰﺎ ﺇﱃ ﺳـﺤﺐ ﻋﻴﻨـﺔ ﺻـﻐﲑﺓ ﺃﻭ
ﻣﻘﺼﻮﺩﺓ ﺃﻭ ﻏﲑ ﻋﺸﻮﺍﺋﻴﺔ ،ﻭﻫﺬﺍ ﺑﺪﻭﺭﻩ ﻳﺆﺩﻱ ﺇﱃ ﻭﻗﻮﻉ ﻫﺆﻻﺀ ﺍﻟﺒﺎﺣﺜﲔ ﻓﻴﻤﺎ ﻳﺴﻤﻰ ﲞﻄﺄ ﺍﳌﻌﺎﻳﻨﺔ ،ﻭﺍﻟﺬﻱ
ﻫﻮ ﻭﺛﻴﻖ ﺍﻟﺼﻠﺔ ﺑﺎﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻟﻠﻘﻴﺎﺱ ،ﻭﻫﺬﺍ ﺍﳋﻄـﺄ ﻳﺘـﺴﺒﺐ ﰲ ﻭﺟـﻮﺩ ﻓـﺮﻭﻕ ﺑـﲔ ﺍﻹﺣـﺼﺎﺀﺓ
ﻭﺍﳌﻌﻠﻤﺔ ،ﻭﻳﺘﻮﻗﻒ ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﻛﻠﻤﺎ ﺯﺍﺩ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ؛ ﻛﻠﻤﺎ ﻗﻞ ﺍﳋﻄﺄ ﺍﳌﻌﻴﺎﺭﻱ ﻟﻠﻘﻴﺎﺱ ﻭﻛﻠﻤﺎ ﺗﻀﺎﺀﻝ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻹﺣﺼﺎﺀﺓ ﻭﺍﳌﻌﻠﻤـﺔ ،
ﻭﺍﻟﻌﻜﺲ ﺻﺤﻴﺢ " .
ﻣﺜﺎﻝ ) : ( 2
ﺃﺟﺮﻳﺖ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺪﻑ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺘﻮﺳﻂ ﺍﻻﺑﺘﻜﺎﺭ ﻟﺪﻯ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺫﻛﻴﺎﺀ ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ
ﺑﺴﺤﺐ ﻋﻴﻨﺔ ﻗﺪﺭﻫﺎ 89ﻓﺮﺩ ﻣﻦ ﳎﺘﻤﻊ ﺍﻷﺫﻛﻴﺎﺀ ،ﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺧﻄﻮﺓ ﺗﺎﻟﻴﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻟﻼﺑﺘﻜﺎﺭ
ـﻒ ـﺎ ﲟﻠــﺼﻠﺖ ﻋﻠﻴﻬـ ـﱵ ﺣـ ـﺪ ﺍﻟﺒﻴﺎﻧ ـﺎﺕ ﺍﻟـ
ـﺖ ﺍﻟﺪﺭﺍﺳ ـﺔ ﺑﺮﺻــﺮﺍﺩ ﺍﻟﻌﻴﻨ ـﺔ ،ﰒ ﻗﺎﻣـ ﻋﻠ ـﻰ ﺃﻓـ
] [ Try3ﲟﺴﻤﻰ ] . [ Criatevety
ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﳌﺘﻮﺳﻂ ﺍﻻﻓﺘﺮﺍﺿﻲ ﻟﻼﺑﺘﻜﺎﺭ ﻟﺪﻯ ﳎﺘﻤﻊ ﺍﻷﺫﻛﻴﺎﺀ ﻫﻮ ) ( 20ﻓﺎﺧﺘﱪ ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜـﻦ
ﺃﻥ ﺗﺼﻞ ﺇﻟﻴﻬﺎ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 37 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
" ﻻ ﳜﺘﻠﻒ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻻﺑﺘﻜﺎﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﺍﻷﺫﻛﻴﺎﺀ ﻋﻦ ﺍﳌﺘﻮﺳﻂ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺘﻤﻊ ﺍﻟﻌﻴﻨﺔ ،ﻭﺫﻟﻚ ﻋﻨﺪ
ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ﻗﺪﺭﻩ ) . " ( 0.01
ﺍﳊﻞ :
ﻧﺘﺒﻊ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﰲ ﺣﻞ ﺍﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ ﻏﲑ ﺃﻧﻨﺎ ﻧﻐﲑ ﻣﺴﺘﻮﻯ ﺍﻟﺜﻘﺔ ﻣﻦ % 95ﺇﱃ % 99ﻛﻤﺎ ﻫﻮ ﻣﻄﻠﻮﺏ
ﰲ ﺍﻟﺴﺆﺍﻝ .
ﺃﻭﹰﻻ /ﺇﺣﺼﺎﺀﺍﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟـﺴﺎﺑﻖ ﺃﻥ ﻣﺘﻮﺳـﻂ ﺩﺭﺟـﺎﺕ ﺍﻻﺑﺘﻜـﺎﺭ ﻟـﺪﻯ ﻋﻴﻨـﺔ ﺍﻟﺪﺭﺍﺳـﺔ ﺑﻠﻐـﺖ ﻗﻴﻤـﺔ
) ( 19.8ﺗﻘﺮﻳﺒﹰﺎ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 38 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﻗﻴﻤﺔ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ) ﺕ ( = ) ( 0.32ﻭﻫﻲ ﻗﻴﻤﺔ ﻏـﲑ ﺩﺍﻟـﺔ ﻋﻨـﺪ ﻣـﺴﺘﻮﻯ ﺩﻻﻟـﺔ
) ( 0.01ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ] ) [ Sig.( 2-tailedﺍﻟﻘﻴﻤﺔ ) ( 0.8ﻭﻫﻲ ﺗﺰﻳـﺪ ﻋـﻦ ﻣـﺴﺘﻮﻯ
ﺍﻟﺪﻻﻟﺔ ) ، ( 0.01ﻭﺑﺎﻟﺘﺎﱄ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﻣﺘﻮﺳﻄﻲ ﻃﺮﰲ ﺍﳌﻘﺎﺭﻧﺔ ) ﺍﻟﻌﻴﻨﺔ ـ ﺍﺘﻤﻊ ( ﻭﳘﺎ
) 19.8ـ ( 20ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ .
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﳚﺐ ﺃﻥ ﻧﻘﺒﻞ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ :
" ﻻ ﳜﺘﻠﻒ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻻﺑﺘﻜﺎﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﺍﻷﺫﻛﻴﺎﺀ ﻋﻦ ﺍﳌﺘﻮﺳﻂ ﺍﻻﻓﺘﺮﺍﺿﻲ ﺘﻤﻊ ﺍﻟﻌﻴﻨﺔ ،ﻭﺫﻟﻚ
ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ﻗﺪﺭﻩ ) . " ( 0.01
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 39 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﻭﺃﺧﻄﺎﺀ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺸﺄﻧﻬﺎ :
ﺃﻧﻮﺍﻉ ﺍﻟﻔﺮﻭﺽ :
ﺃﻭﹰﻻ /ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ :
ﻫﻮ ﺫﻟﻚ ﺍﻟﻔﺮﺽ ﺍﻟﺬﻱ ﻳﻨﻔﻲ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺃﻭ ﻓﺮﻭﻕ ﺃﻭ ﺍﺧﺘﻼﻑ ﺑﲔ ﻣﺘﻐﲑﺍﺕ ﻭﳎﻤﻮﻋﺎﺕ ﺍﻟﺒﺤﺚ .
ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﻟﻔﺮﻭﺽ ﻣﺎ ﻳﻠﻲ :
" ﻻ ﳜﺘﻠﻒ ﺫﻛﺎﺀ ﺍﻟﺬﻛﻮﺭ ﻋﻦ ﺫﻛﺎﺀ ﺍﻹﻧﺎﺙ " .
" ﻻ ﳜﺘﻠﻒ ﺍﻟﺬﻛﺎﺀ ﻟﺪﻯ ﺃﻫﻞ ﺍﳊﻀﺮ ﻋﻦ ﺍﻟﺬﻛﺎﺀ ﻟﺪﻯ ﺃﻫﻞ ﺍﻟﺮﻳﻒ " .
ﻭﻳﻼﺣﻆ ﺃﻥ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﻟﻔﺮﻭﺽ ﺗﺴﺘﻬﻞ ﺑﻜﻠﻤﺔ ) ﻻ ( .
ﺛﺎﻧﻴﹰﺎ /ﺍﻟﻔﺮﺽ ﺍﳌﺒﺎﺷﺮ ﺃﻭ ﺍﳌﻮﺟﻪ ) ﺍﻟﺒﺪﻳﻞ ( :
ﻫﻮ ﺫﻟﻚ ﺍﻟﻔﺮﺽ ﺍﻟﺬﻱ ﻳﻘﺮ ﺑﻮﺟﻮﺩ ﻋﻼﻗﺔ ﺃﻭ ﻓﺮﻭﻕ ﺃﻭ ﺍﺧﺘﻼﻑ ﺑﲔ ﻣﺘﻐﲑﺍﺕ ﺃﻭ ﳎﻤﻮﻋـﺎﺕ ﺍﻟﺪﺭﺍﺳـﺔ ﺃﻭ
ﺍﻟﺒﺤﺚ .
ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﻟﻔﺮﻭﺽ :
" ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﺫﻛﺎﺀ ﺍﻟﺬﻛﻮﺭ ﻭﺫﻛﺎﺀ ﺍﻹﻧﺎﺙ " .
" ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﻃﻼﺏ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻮﺳﻂ ﻭﻃﻼﺏ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﰲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺎﻣﺔ " .
ﻣﻼﺣ ﻈﺔ :
• ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﺃﺳﻬﻞ ﰲ ﺍﻟﺘﺤﻘﻖ ﻭﺍﻟﻘﻴﺎﺱ ﻣﻦ ﺍﻟﻔﺮﺽ ﺍﳌﺒﺎﺷﺮ ،ﻭﻟﺬﻟﻚ ﲣﺘـﱪ ﻛـﻞ ﺍﻷﺳـﺎﻟﻴﺐ
ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻔﺮﻭﺽ ﺍﻟﺼﻔﺮﻳﺔ ﺑﺪ ﹰﻻ ﻣﻦ ﺍﻟﻔﺮﻭﺽ ﺍﳌﺒﺎﺷﺮﺓ .
• ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺼﻔﺮﻳﺔ ﻳﻜﻮﻥ ﻋﻨﺪ ﺍﳌﻨﺤﲎ ﺫﻱ ﺍﻟﺬﻳﻠﲔ .
• ﺃﻣﺎ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﳌﺒﺎﺷﺮﺓ ﺃﻭ ﺍﳌﻮﺟﺔ ﺃﻭ ﺍﻟﺒﺪﻳﻠﺔ ﻳﻜﻮﻥ ﻋﻨﺪ ﺍﳌﻨﺤﲎ ﺫﻱ ﺍﻟﺬﻳﻞ ﺍﻟﻮﺍﺣﺪ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 40 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ :
ﻳ ـﺸﲑ ﻣ ـﺴﺘﻮﻯ ﺍﻟﺪﻻﻟ ـﺔ ﺇﱃ ﻧ ـﺴﺒﺔ ﺍﻟﺜﻘ ـﺔ ﺃﻭ ﻧ ـﺴﺒﺔ ﺍﻟ ـﺸﻚ ﰲ ﺍﻟﻨﺘ ـﺎﺋﺞ ،ﺣﻴ ـﺚ ﺃﻥ ﻣ ـﺴﺘﻮﻯ
ﺍﻟﺪﻻﻟﺔ ) ( 0.05ﻳﺸﲑ ﺇﱃ ﺃﻥ ﻧﺴﺒﺔ ﺍﻟﺜﻘﺔ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ) ، ( % 95ﻭﻧﺴﺒﺔ ﺍﻟﺸﻚ ) ( % 5ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻧﻪ
ﺇﺫﺍ ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ) ( 100ﻣﺮﺓ ﻓﺴﻮﻑ ﳓﺼﻞ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ) ( 95ﻣﺮﺓ ﻣﻨﻬﺎ ﻋﻠﻰ ﺍﻷﻗﻞ ،ﻭﻫﻮ
ﻧﻔﺲ ﺍﻟﺘﻔﺴﲑ ﳌﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) . ( 0.01
ﻭﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺑﺄﻥ ﺍﻟﻨﺘﺎﺋﺞ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺟﻮﻫﺮﻳﺔ ﺃﻭ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻨﺘﺎﺋﺞ ﻇﺎﻫﺮﻳﺔ ﻭﺗﺮﺟﻊ ﺇﱃ ﺍﻟﺼﺪﻓﺔ .
ﺃﺧﻄﺎﺀ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ :
ﺃﻭﹰﻻ /ﺍﳋﻄﺄ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ ﺃﻭ ﺍﻟﻨﻤﻂ ﺍﻷﻭﻝ ـ ﺃﻟﻔﺎ ـ ) : ( α
ﳛﺪﺙ ﻫﺬﺍ ﺍﳋﻄﺄ ﻋﻨﺪﻣﺎ ﻳﺮﻓﺾ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﻫﻮﺻﺤﻴﺢ .
ﺛﺎﻧﻴﹰﺎ /ﺍﳋﻄﺄ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﱐ ﺃﻭ ﺍﻟﻨﻤﻂ ﺍﻟﺜﺎﱐ ـ ﺑﻴﺘﺎ ـ ) : ( β
ﳛﺪﺙ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳋﻄﺄ ﺇﺫﺍ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺚ ﻓﺮﺿﻴﺔ ﺻﻔﺮﻳﺔ ﻭﻫﻲ ﺧﺎﻃﺌﺔ .
ﻭﺗﺮﺟﻊ ﺃﺳﺒﺎﺏ ﺍﻟﻮﻗﻮﻉ ﰲ ﻛﻼ ﺍﳋﻄﺄﻳﻦ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺎﺣﺚ ﻻﺧﺘﺒﺎﺭﺍﺕ ﺇﺣﺼﺎﺋﻴﺔ ﻏﲑ ﻣﻨﺎﺳﺒﺔ ؛ ﻧﻈﺮﹰﺍ ﻟﻺﺧﻼﻝ
ﰲ ﺷﺮﻭﻃﻬﺎ .
ﻣﻼﺣ ﻈﺔ :
• ﺍﻗﺘﺼﺮ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳋﻄﺄ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ ﻭﻫﻮ ـ ﺃﻟﻔﺎ ـ ) ، ( αﻭﻫﺬﺍ ﺍﻟﻨـﻮﻉ
ﻣﻦ ﺍﳋﻄﺄ ﻫﻮ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻟﱵ ﳔﺘﱪ ﻋﻨﺪﻩ ﲨﻴﻊ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 41 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻗﻮﺓ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ :
ﺗﻌﲏ ﻗﺪﺭﺓ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﺭﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﻫﻮ ﺧﺎﻃﺊ .
ﻗﻮﺓ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ﳝﻜﻦ ﺃﻥ ﺗﻌﲔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ :
ﻗﻮﺓ ﺍﻻﺧﺘﺒﺎﺭ = β - 1
ﻣﺜﺎﻝ :
ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺍﳋﻄﺄ ﻣﻦ ﺍﻟﻨﻤﻂ ﺍﻟﺜﺎﱐ ) ، β = ( 0.15ﻓﻤﺎ ﻫﻲ ﻗﻮﺓ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ؟
ﺍﳊﻞ :
ﻗﻮﺓ ﺍﻻﺧﺘﺒﺎﺭ = β – 1
ﻗﻮﺓ ﺍﻻﺧﺘﺒﺎﺭ = 0.15 – 1
ﻗﻮﺓ ﺍﻻﺧﺘﺒﺎﺭ = 0.85
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 42 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻤﻘﺎﺭﻧﺔ ﻣﺘﻮﺳﻄﻲ ﻋﻴﻨﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ :
ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﻣﻘﺎﺭﻧﺔ ﳎﺘﻤﻌﲔ ﻣﺴﺘﻘﻠﲔ ﺍﺳﺘﻘﻼ ﹰﻻ ﺗﺎﻣﹰﺎ ﺃﻱ ﳐﺘﻠﻔﲔ ﰲ ﺍﻟﺼﻔﺎﺕ ﻭﺍﳋﺼﺎﺋﺺ ،ﻣﺜﻞ
ﻣﻘﺎﺭﻧﺔ ) ﺍﻟﺬﻛﻮﺭ ﺑﺎﻹﻧﺎﺙ ،ﺍﻟﺮﻳﻒ ﺑﺎﳊﻀﺮ ،ﺍﳌﺘﻌﻠﻤﲔ ﺑﻐﲑ ﺍﳌﺘﻌﻠﻤﲔ ( . . .ﻭﺫﻟﻚ ﻭﻓﻘﹰﺎ ﻟﺒﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ .
-ﻭﻳﺸﺘﺮﻁ ﰲ ﺇﺟﺮﺍﺀﺍﺕ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﲡﺎﻧﺲ ﺃﻭ ﻋﺪﻡ ﲡﺎﻧﺲ ﻋﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ﻭﻓﻘـﹰﺎ ﻟﺘـﺸﺘﺖ
ﺩﺭﺟﺎﺕ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻬﺪﻑ ،ﻭﺫﻟﻚ ﺑﺎﺧﺘﺒﺎﺭ ﺷﺮﻁ ﺍﻟﺘﺠﺎﻧﺲ .
ﻣﺜﺎﻝ :
ﺃﺟﺮﻳﺖ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﰲ ﺍﻟﺬﻛﺎﺀ ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ
ﺑﺎﺧﺘﻴﺎﺭ ﻋﻴﻨﺘﲔ ﻋﺸﻮﺍﺋﻴﺘﲔ ﻣﻦ ﻛﻞ ﻣﻦ ﳎﺘﻤﻊ ﺍﻟﺬﻛﻮﺭ ﻭﻛﺬﻟﻚ ﺍﻹﻧﺎﺙ ﺑﺈﺣﺪﻯ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ،ﺣﺠﻢ ﻛـﻞ
ﻣﻨﻬﺎ ) ( 30ﻓﺮﺩ ،ﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻌﺪ ﺫﻟﻚ ﺑﺘﺴﺠﻴﻞ ﺩﺭﺟﺎﺕ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﲟﺴﻤﻰ ] [ Intelegeﲟﻠﻒ
ﺍﻟﺒﻴﺎﻧﺎﺕ ] [ Try4ﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﺴﺠﻴﻞ ﺍﻷﻛﻮﺍﺩ ﻟﺘﻤﻴﻴﺰ ﺍﻟﻌﻴﻨﺘﲔ ﻛﻤﺎ ﻳﻠﻲ :
-ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﻟﻌﻴﻨﺔ ﺍﻟﺬﻛﻮﺭ .
-ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﻟﻌﻴﻨﺔ ﺍﻹﻧﺎﺙ .
ﻭﺫﻟﻚ ﺑﺎﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ] [ gﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ] . [ Try4
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﻻ ﳜﺘﻠﻒ ﺫﻛﺎﺀ ﺍﻟﺬﻛﻮﺭ ﻋﻦ ﺫﻛﺎﺀ ﺍﻹﻧﺎﺙ " .
-ﺍﺧﺘﱪ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ﻗﺪﺭﻩ ) ( 0.05ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗـﺼﻞ ﺇﻟﻴﻬـﺎ
ﺍﻟﺪﺭﺍﺳﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 43 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﳊﻞ :
.1ﻧﻔﺘﺢ ﻣﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ] [ Try4ﻭﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ) ﻣﺘﻐﲑ ﺍﻟﺬﻛﺎﺀ ] ( [ Intelege
ﻭﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ] . [ g
.2ﳔﺘﺎﺭ ﺍﻷﻣﺮ ] . [ Analyze
.3ﳔﺘﺎﺭ ﺍﻷﻣﺮ ] ) [ Compare Meanﻣﻘﺎﺭﻧﺔ ﺍﳌﺘﻮﺳﻄﺎﺕ ( .
.4ﳔﺘﺎﺭ ﺍﻷﻣﺮ ] ) [ Independent-Samples T Testﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻠﻌﻴﻨﺎﺕ ﺍﳌﺴﺘﻘﻠﺔ ( .
.5ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠـﻒ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳌﻔﺘـﻮﺡ ] ، [ Try4ﳔﺘـﺎﺭ
) ﻣﺘﻐﲑ ﺍﻟﺬﻛﺎﺀ ] ( [ Intelegeﻭﻧﻈﻠﻠﻪ .
.6ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﺍﻟﻌﻠﻮﻱ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﳌﻈﻠـﻞ ﺇﱃ ﻣﺮﺑـﻊ ﺍﻟﺘﺤﻠـﻴﻼﺕ ﺍﳌﻌﻨـﻮﻥ
ﺑـ ] . [ Test Variables
.7ﻧﻈﻠﻞ ﻣﻦ ﻗﺎﺋﻤﺔ ﺃﲰﺎﺀ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ] . [ g
.8ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﺍﻟﺴﻔﻠﻲ ﻭﺫﻟﻚ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﻟﻜـﻮﺩﻱ ﺍﳌﻈﻠـﻞ ﺇﱃ ﻣﺮﺑـﻊ ﻣـﺘﻐﲑ ﺍﳌﻌﺎﻳﻨـﺔ
] . [ Grouping Variable
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 44 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
.9ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺗﻌﺮﻳﻒ ﺍﻟﻌﻴﻨﺎﺕ ] [ Defain Groupsﳌﺮﺓ ﻭﺍﺣﺪﺓ ﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﻋﻠﻰ
ﻣﺮﺑﻌﲔ ﻟﻜﺘﺎﺑﺔ ﺍﻷﻛﻮﺍﺩ ﺍﳋﺎﺻﺔ ﺑﻌﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ) ﺫﻛﻮﺭ – ﺇﻧﺎﺙ ( .
.10ﻛﺘﺎﺑﺔ ﺍﻟـﺮﻗﻢ ﺍﻟﻜـﻮﺩﻱ ) ( 1ﺩﺍﺧـﻞ ﺍﳌﺮﺑـﻊ ﺍﳌﻮﺟـﻮﺩ ﺃﻣـﺎﻡ ﺍﻟﻌﻴﻨـﺔ ﺍﻷﻭﱃ ] ، [ Group 1
ﰒ ﻛﺘﺎﺑﺔ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﺩﺍﺧﻞ ﺍﳌﺮﺑﻊ ﺍﳌﻮﺟﻮﺩ ﺃﻣﺎﻡ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ] . [ Group 2ﻻ ﻳﻬﻢ ﺍﻟﺘﺮﺗﻴﺐ
.
.11ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Continueﺍﺳﺘﻤﺮ .
.12ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Optionsﺧﻴﺎﺭﺍﺕ ،ﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﺘﺎﺋﺞ ،ﻭﻫﻲ
ﺍﻟﻔﺘﺮﺓ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻠﱪﻧﺎﻣﺞ ) ( % 95ﻭﻫﻲ ﻓﺘﺮﺓ ﺍﻟﺜﻘﺔ ﺍﻟﱵ ﺗﻘﺘﺮﻥ ﲟﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﺑﺎﳌﺜﺎﻝ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 45 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
.13ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Continueﺍﺳﺘﻤﺮ .
.14ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺃﻭﹰﻻ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ﺑﻌﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ) ﺍﻟﺬﻛﻮﺭ – Maleﺍﻹﻧﺎﺙ . ( Female
ﻭﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﻭﺟﻮﺩ ﺍﺧﺘﻼﻓﹰﺎ ﻇﺎﻫﺮﻳﹰﺎ ﺑﲔ ﻣﺘﻮﺳﻄﻲ ﻋﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ) ﺍﻟﺬﻛﻮﺭ – ﺍﻹﻧﺎﺙ ( ﰲ ﺻـﺎﱀ
ﺍﻹﻧﺎﺙ ،ﺣﻴﺚ ﺑﻠﻎ ﻣﺘﻮﺳﻂ ﺫﻛﺎﺀ ﺍﻹﻧﺎﺙ ) ( 114ﺗﻘﺮﻳﺒﹰﺎ ﻭﻫﻮ ﺃﻛﱪ ﻣﻦ ﻣﺘﻮﺳﻂ ﺫﻛـﺎﺀ ﺍﻟـﺬﻛﻮﺭ ) ( 109
ﺗﻘﺮﻳﺒﹰﺎ .
-ﻻ ﻳﺘﺨﺬ ﻋﻠﻰ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻱ ﻗﺮﺍﺭ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 46 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﺧﺘﺒﺎﺭ ﺍﻟﺘﺠﺎﻧﺲ ﻭﻛﺬﻟﻚ ) ﺕ ( :
-ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ﺍﺧﺘﺒﺎﺭ ] [ Fﻟﺪﻻﻟـﺔ ﲡـﺎﻧﺲ ﳎﻤـﻮﻋﱵ ﺍﳌﻘﺎﺭﻧـﺔﻭﻫﻲ ) ( 15.4
ﺗﻘﺮﻳﺒ ـﹰﺎ ﺩﺍﻟ ـﺔ ﻋﻨ ـﺪ ﻣ ـﺴﺘﻮﻯ ) ( 0.05ﳑ ـﺎ ﻳﻌ ـﲏ ﺃﻥ ﳎﻤ ـﻮﻋﱵ ﺍﳌﻘﺎﺭﻧ ـﺔ ﻏ ـﲑ ﻣﺘﺠﺎﻧ ـﺴﺘﲔ
] [ Equal Variances Not Assumedﻭﺑﺎﻟﺘﺎﱄ ﳔﺘﺎﺭ ﺍﻟﺴﻄﺮ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﳉﺪﻭﻝ ،ﻭﺑـﺎﻟﻨﻈﺮ
ﰲ ﺍﻟﺴﻄﺮ ﺍﻟﺜﺎﱐ ﳒﺪ ﺃﻥ ﻗﻴﻤﺔ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﺑﻠﻐﺖ ) ( 1.1ﺗﻘﺮﻳﺒﹰﺎ ﻭﻫﻲ ﻗﻴﻤﺔ ﻏﲑ ﺩﺍﻟـﺔ ﻋﻨـﺪ ﻣـﺴﺘﻮﻯ
) ، ( 0.05ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ ] [ Sigﺍﳌﻘﺘﺮﻧﺔ ﺎ ﺍﻟﻘﻴﻤﺔ ) ( 0.27ﺗﻘﺮﻳﺒﹰﺎ ﻭﻫﻲ ﺗﺰﻳﺪ ﻋﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ
ﺍﳌﻄﻠﻮﺏ .
ﻭﺑﺎﻟﺘﺎﱄ ﻓﺎﻟﻔﺮﻭﻕ ﺍﻟﻈﺎﻫﺮﻳﺔ ﺑﲔ ﻣﺘﻮﺳﻄﻲ ﻋﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ﻓﺮﻭﻗﹰﺎ ﻟﻴﺴﺖ ﺟﻮﻫﺮﻳﺔ ﻭﺗﺮﺟﻊ ﻟﻠﺼﺪﻓﺔ .
ﺍﻟﻘﺮﺍﺭ :
ﻧﻘﺒﻞ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ " ﻻ ﳜﺘﻠﻒ ﺫﻛﺎﺀ ﺍﻟﺬﻛﻮﺭ ﻋﻦ ﺫﻛﺎﺀ ﺍﻹﻧﺎﺙ " .
ﻣﻼﺣﻈﺎﺕ :
• ﻻ ﻳﺘﺨﺬ ﻋﻠﻰ ﻋﻠﻰ ﺍﳉﺪﻭﻝ ﺍﻷﻭﻝ ﺃﻱ ﻗﺮﺍﺭ ،ﻷﺎ ﻓﺮﻭﻕ ﻇﺎﻫﺮﻳﺔ .
• ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻳﺼﻠﺢ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﱵ ﻻ ﺗﺰﻳﺪ ﻋﻦ ﻋﻴﻨﺘﲔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 47 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﻌﻴﻨﺘﻴﻦ ﻣﺘﺮﺍﺑﻄﺘﻴﻦ ] [ T - Test For Paired Samples
ﻣﻘﺪﻣﺔ
ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﳌﻘﺎﺭﻧﺔ ﻗﻴﺎﺳﲔ ﻷﺩﺍﺀ ﻋﻴﻨﺔ ﻭﺍﺣﺪﺓ ) ﺃﺣﺪﳘﺎ ﻗﺒﻠـﻲ ﻭﺍﻵﺧـﺮ ﺑﻌـﺪﻱ ( ،ﻓﻔـﻲ
ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﻳﺴﺘﻬﺪﻑ ﻓﻴﻬﺎ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺴﻴﺔ ﺃﻭ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺪﺭﻳﺴﻴﺔ ﺟﺪﻳـﺪﺓ ﺃﻭ
ﻓﻌﺎﻟﻴﺔ ﺑﺮﻧﺎﻣﺞ ﻣﻘﺘﺮﺡ ﰲ ﲢﺴﻦ ﻗﺪﺭﺓ ﻣﻌﻴﻨﺔ ﺃﻭ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺓ ﳏﺪﺩﺓ ،ﻳﺴﺘﺨﺪﻡ ﺍﺧﺘﺒﺎﺭ ﻭﺍﺣﺪ ﻟﻘﻴﺎﺱ ﺃﺩﺍﺀ ﻋﻴﻨـﺔ
ﻭﺍﺣﺪﺓ ﻗﺒﻞ ﺍﺩﺧﺎﻝ ﺍﳌﺘﻐﲑ ﺍﻟﺒﺤﺜﻲ ﺃﻭ ﺍﻟﺘﺠﺮﻳﱯ ) ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺴﻴﺔ -ﺑﺮﻧﺎﻣﺞ -ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ( . . .ﻭﺑﻌﺪ ﺇﺩﺧـﺎﻝ
ﺍﳌﺘﻐﲑ ﺍﻟﺒﺤﺜﻲ ) ﺃﻭ ﺍﻟﺘﺠﺮﻳﱯ ( ﻳﺘﻢ ﺗﻄﺒﻴﻖ ﺍﻻﺧﺘﺒﺎﺭ ﻣﺮﺓ ﺃﺧﺮﻯ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻌﻴﻨﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ ﺍﳊﺼﻮﻝ
ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺘﺼﻤﻴﻢ ﻋﻠﻰ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ﻋﻠﻰ ﺍﻻﺧﺘﺒﺎﺭ ،ﺍﻤﻮﻋﺔ ﺍﻷﻭﱃ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬـﺎ ﻣـﻦ
ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻘﺒﻠﻲ ﻟﻼﺧﺘﺒﺎﺭ ) ﺍﻟﻘﻴﺎﺱ ﺍﻷﻭﻝ ( ﻭﺍﻤﻮﻋﺔ ﺍﻷﺧﺮﻯ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺒﻌـﺪﻱ ﻟﻼﺧﺘﺒـﺎﺭ
) ﺍﻟﻘﻴﺎﺱ ﺍﻟﺜﺎﱐ ( ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ ﺇﺟﺮﺍﺀ ﻭﻋﻘﺪ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺃﺩﺍﺀ ﺍﻟﻌﻴﻨﺔ ﻗﺒﻞ ﻭﺑﻌﺪ ﺍﳌـﺘﻐﲑ ﺍﻟﺒﺤﺜـﻲ ) ﺍﻟﺘﺠـﺮﻳﱯ (
ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻌﻴﻨﺘﲔ ﻣﺘﺮﺍﺑﻄﺘﲔ ] . [ T - Test For Paired Samples
ﺷﺮﻭﻁ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﺧﺘﺒﺎﺭ:
ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺎﺑﻖ ﺇﺫﺍ ﲢﻘﻖ ﺍﻟﺸﺮﻃﺎﻥ ﺍﻟﺘﺎﻟﻴﺎﻥ:
ﻋﻴﻨﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻣﻦ ﺍﻷﻓﺮﺍﺩ. -1
ﻗﻴﺎﺳﺎﻥ ﳐﺘﻠﻔﺎﻥ ) ﳎﻤﻮﻋﺘﺎﻥ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ( ﻟﻨﻔﺲ ﺍﻟﻌﻴﻨﺔ ) ﻳﺘﺨﻠﻠﻬﻤﺎ ﻣﺘﻐﲑﺍ ﲡﺮﻳﺒﻴﺎ ( . -2
ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻳﺒﲔ ﻧﻮﻉ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﻣﻊ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ .
ﺍﺧﺘﺒﺎﺭ ﺑﻌﺪﻱ ﻣﺘﻐﲑ ﲡﺮﻳﱯ ﺍﺧﺘﺒﺎﺭ ﻗﺒﻠﻲ
ﺷﻜﻞ ﺗﻮﺿﻴﺤﻲ ﻟﻠﺘﺼﻤﻴﻢ ﺍﻟﺒﺤﺜﻲ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻣﻊ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻌﻴﻨﺘﲔ ﻣﺘﺮﺍﺑﻄﺘﲔ
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 48 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳊﺰﻣﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﱪﻧﺎﻣﺞ SPSSﻭﻓﻖ ﺍﳋﻄﻮﺍﺕ ﺍﳌـﺴﺘﺨﺪﻣﺔ ﻣـﻊ
ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﻄﺒﻴﻘﺔ ﺍﻵﺗﻴﺔ :
ﻣﺜﺎﻝ )(1
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺴﻴﺔ ﺟﺪﻳﺪﺓ ﰲ ﺇﻛﺴﺎﺏ ﺍﻟﻄـﻼﺏ ﺍﳌﻬـﺎﺭﺍﺕ ﺍﻷﺳﺎﺳـﻴﺔ
ﻟﻠﻄﻼﺏ ﰲ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ،ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻳﻘﻴﺲ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻋﻠﻰ
ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﻋﺪﺩ ) ( 120ﻃﺎﻟﺐ ﻣﻦ ﻃﻼﺏ ﺍﳌﺮﺣﻠﺔ ﺍﳌﺘﻮﺳﻄﺔ ،ﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ
ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﻭﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﻭﻓﻘﹰﺎ ﻟﻠﺨﻄﺔ ﺍﻟﺰﻣﻨﻴﺔ ﺍﳌﻘﺮﺭﺓ ﻗﺎﻣـﺖ
ﺍﻟﺪﺭﺍﺳﺔ ﻣﺮﺓ ﺃﺧﺮﻯ ﺑﺘﻄﺒﻴﻖ ﻧﻔﺲ ﺍﻻﺧﺘﺒﺎﺭ ﻣﺮﺓ ﺃﺧﺮﻯ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ،ﻭﻗﺪ ﻗﺎﻣـﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﺑﺘـﺴﺠﻴﻞ
ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﱵ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻷﻭﻝ ﻟﻼﺧﺘﺒـﺎﺭ ﲟـﺴﻤﻰ ] ، [ Presolvingﻭﻛـﺬﻟﻚ
ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﱵ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺜﺎﱐ ﻟﻼﺧﺘﺒﺎﺭ ﲟﺴﻤﻰ ] ، [ Postsolvingﲟﻠﻒ ﺍﻟﺒﻴﺎﻧـﺎﺕ
] ، [ Compareﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﻻ ﳜﺘﻠﻒ ﺃﺩﺍﺀ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻻﺧﺘﺒﺎﺭ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻋـﻦ
ﺃﺩﺍﺋﻬﺎ ﰲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ ﻟﻨﻔﺲ ﺍﻻﺧﺘﺒﺎﺭ"
ﺍﺧﺘﱪ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ﻗﺪﺭﻩ ) ( 0.01ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗـﺼﻞ ﺇﻟﻴﻬـﺎ
ﺍﻟﺪﺭﺍﺳﺔ ﻣﺒﻴﻨﹰﺎ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 49 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﳊﻞ :
-1ﻧﻔﺘﺢ ﻣﻠﻒ ] . [ Compare
-2ﻧﺬﻫﺐ ﺇﱃ ﺃﻣﺮ ] [ Analyzeﺑﺸﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ ﰒ ﻧﻀﻐﻂ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻋﻠﻴﻪ .
-3ﳔﺘﺎﺭ ﺧﻴﺎﺭ ] . [ Compare Means
-4ﻳﺒﺪﻭ ﻟﻨﺎ ﻗﺎﺋﻤﺔ ﺃﺧﺮﻯ ﻣﻦ ﺍﳋﻴﺎﺭﺍﺕ ﳔﺘﺎﺭ ﻣﻨﻬﺎ ﺍﺧﺘﺒﺎﺭ ] [ Paired-Samples T Testﻭﻫﻮ ﺍﺧﺘﺒﺎﺭ
)ﺕ( ﻟﻌﻴﻨﺘﲔ ﻣﺘﺮﺍﺑﻄﺘﲔ .ﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
-5ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﺑﻠﻤﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﺘﻮﺡ .
-6ﻧﻈﻠﻞ ﻣﺘﻐﲑ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ) ﺩﺭﺟـﺎﺕ ﺍﻟﺘﻄﺒﻴـﻖ ﺍﻟﻘﺒﻠـﻲ ﻟﻠﻌﻴﻨـﺔ ﻋﻠـﻰ ﺍﻻﺧﺘﺒـﺎﺭ ( ﻭﻫـﻮ ﲟـﺴﻤﻰ
] [ Presolvingﺩﺍﺧﻞ ﻗﺎﺋﻤﺔ ﺍﳌﺘﻐﲑﺍﺕ ،ﰒ ﻧﻈﻠﻞ ﻣﺘﻐﲑ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ ) ﺩﺭﺟﺎﺕ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺒﻌـﺪﻱ
ﻟﻠﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻻﺧﺘﺒﺎﺭ ﻭﻫﻮ ﲟﺴﻤﻰ ] [ Postsolvingﺩﺍﺧﻞ ﻧﻔﺲ ﻗﺎﺋﻤﺔ ﺍﳌﺘﻐﲑﺍﺕ ،ﻭﺑﺎﻟﺘﺎﱄ ﻳﺘﻢ ﺗﻈﻠﻴـﻞ
ﻣﺘﻐﲑﻱ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺪﻱ ﰲ ﺁﻥ ﻭﺍﺣﺪ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 50 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
-7ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﺍﻷﳝﻦ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑﺍﻥ ﺍﳌﻈﻠﻼﻥ ﺩﻓﻌﺔ ﻭﺍﺣﺪﺓ ﺇﱃ ﻣﺮﺑﻊ ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﳌﻌﻨﻮﻥ ﺑــ
] [ Paired-Variablesﻭﺑﺎﻟﺘﺎﱄ ﲢﺪﺙ ﻋﻤﻠﻴﺔ ﺍﻟﻨﻘﻞ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﺎﻟﻴﺔ :
] . [ Presolving – Postsolving
-8ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺧﻴﺎﺭ ] ) [ Optionsﺧﻴﺎﺭﺍﺕ ( ﺍﳌﻮﺟﻮﺩ ﺑﺄﺳﻔﻞ ﳝﲔ ﻣﺮﺑﻊ ﺍﳊﻮﺍﺭ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 51 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
-9ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﺁﺧﺮ ﻣﻌﻨﻮﻥ ﺑــ ] [ Paired-Samples T Test : Optionsﻭﺫﻟـﻚ
ﻟﻠﺘﺤﻜﻢ ﰲ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ] [ Confidence Intervalﺍﳌﻄﻠﻮﺏ ،ﻭﺣﻴﺚ ﺃﻥ ﺍﳌﻄﻠـﻮﺏ ﺍﺧﺘﺒـﺎﺭ
ﺍﻟﻔﺮﺽ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ﻗﺪﺭﺓ ) ( 0.01ﻭﻫﻮ ﻣﻘﺘﺮﻥ ﲟﺴﺘﻮﻯ ﺛﻘﺔ ﻗﺪﺭﻩ ) ( %0.99ﻓﻴﺠﺐ ﻋﻠﻴﻨﺎ ﺗﻐﻴﲑ
ﻣﺴﺘﻮﻯ ﺍﻟﺜﻘﺔ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﱪﻧﺎﻣﺞ ﻣﻦ ) ( %0.95ﺇﱃ ) ( %0.99ﻭﺫﻟﻚ ﺩﺍﺧﻞ ﺍﳌﺮﺑﻊ ﺍﻟﻌﻠﻮﻱ ﺍﳌﻌﻨﻮﻥ ﺑـ
] . [ Confidence Interval
-10ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﺳﺘﻤﺮ ] . [ Continue
-11ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ Okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻄﻠﻮﺑﺔ ﻭﺑﻴﺎﺎ ﻓﻴﻤﺎ ﻳﻠﻲ :
ﺍﳊﻞ :
ﺃﻭﹰﻻ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺈﺣﺼﺎﺀﺍﺕ ﻃﺮﰲ ﺍﻟﺪﺭﺍﺳﺔ ) ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ،ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ ( :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 52 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﺑﻠﻎ ) ( 24.8ﺗﻘﺮﻳﺒﹰﺎ ﺑﻴﻨﻤﺎ ﺑﻠﻎ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ
ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ ) ( 27.2ﺗﻘﺮﻳﺒﹰﺎ ،ﻭﻳﺒﺪﻭ ﻇﺎﻫﺮﹰﺍ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻗﹰﺎ ﺑﲔ ﺍﻟﻘﻴﺎﺳﲔ ) ﺍﻟﻘﺒﻠﻲ ،ﺍﻟﺒﻌﺪﻱ (
ﰲ ﺻﺎﱀ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ .
ﺛﺎﻧﻴﹰﺎ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﻻﺭﺗﺒﺎﻃﺎﺕ ﺑﲔ ﺍﻟﻘﻴﺎﺳﲔ ) ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ ،ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺒﻌﺪﻱ ( :
ﻭﻳﺘﻀﺢ ﻣﻦ ﻫﺬﺍ ﺍﳉﺪﻭﻝ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﻟﻘﻴﺎﺳﲔ ﺑﻠﻎ ﻗﻴﻤﺘﻪ ) ( 0.09ﺗﻘﺮﻳﺒﹰﺎ .
ﺛﺎﻟﺜﹰﺎ /ﺟﺪﻭﻝ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﻟﻌﻴﻨﺘﲔ ﻣﺘﺮﺍﺑﻄﺘﲔ :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ﺍﺧﺘﺒﺎﺭ ) ﺕ ( ﺑﻠﻐﺖ ) ( 1.3ﺗﻘﺮﻳﺒﹰﺎ ﻭﻫﻲ ﻗﻴﻤﺔ ﻏﲑ ﺩﺍﻟـﺔ ﻋﻨـﺪ ﻣـﺴﺘﻮﻯ
) ، ( 0.01ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ ] [ Sigﺍﳌﻘﺘﺮﻧﺔ ﺎ ﺗﺰﻳﺪ ﻋﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ) ، ( 0.01ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ
ﺫﻟﻚ ﻳﺸﲑ ﺇﱃ ﺃﻥ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻈﺎﻫﺮﻳﺔ ﺑﲔ ﻣﺘﻮﺳﻄﻲ ﳎﻤﻮﻋﱵ ﺍﻟﻘﻴﺎﺱ ﻓﺮﻭﻗﹰﺎ ﻏﲑ ﺟﻮﻫﺮﻳﺔ ) ﺯﺍﺋﻔﺔ ( .
ﺭﺍﺑﻌﹰﺎ /ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﳚﺐ ﺃﻥ ﻳﻘﺒﻞ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ " ﻻ ﳜﺘﻠﻒ ﺃﺩﺍﺀ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳـﺔ ﰲ
ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻻﺧﺘﺒﺎﺭ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻋﻦ ﺃﺩﺍﺋﻬﺎ ﰲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ ﻟﻨﻔﺲ
ﺍﻻﺧﺘﺒﺎﺭ " .
ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺴﺎﺑﻖ ﻳﺘﻀﺢ ﺃﻥ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻋﺪﳝﺔ ﺍﻟﻔﺎﺋﺪﺓ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 53 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺗﺤﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ] : [ One Way Anova
ﻣﻘﺪﻣﺔ :
ﻳﺴﺘﺨﺪﻡ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﰲ ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﻋﻴﻨﺘﲔ ﰲ ﻇﺎﻫﺮﺓ ﻣﻌﻴﻨﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ
) ﻣﺘﻐﲑ ﺗﺎﺑﻊ ( ﻭﻓﻘﹰﺎ ﻟﺘﺼﻨﻴﻒ ﺧﺎﺹ ﺬﻩ ﺍﻟﻌﻴﻨﺎﺕ ) ﳌﺘﻐﲑ ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ ( ،ﻓﻌﻠﻲ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻗﺪ ﲡﺮﻱ ﺑﻌـﺾ
ﺍﳌﻘﺎﺭﻧﺎﺕ ﺑﲔ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ) ﺣﻜﻮﻣﻴﺔ – ﺃﻫﻠﻴﺔ – ﺃﺟﻨﺒﻴﺔ ( ﻣﻦ ﺣﻴﺚ ﺍﳌـﺴﺘﻮﻯ ﺍﻟﺘﺤـﺼﻴﻠﻲ
ﻟﻄﻼﺎ ،ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ﻫﻮ ﻣﺘﻐﲑ ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ ﻓﻘﻂ ﻫﻮ ) ﻧﻮﻉ ﺍﳌﺪﺭﺳﺔ ( ﻭﺍﻟﺘﺎﺑﻊ ﻫﻮ ) ﺍﳌـﺴﺘﻮﻯ
ﺍﻟﺘﺤﺼﻴﻠﻲ ( .
ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺒﺤﺜﻲ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻣﻌﻪ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ
اﺧﺘﺒﺎر
ﺗﺤﺼﯿﻠﻲ
اﻟﻌﯿﻨﺔ )ج( اﻟﻌﯿﻨﺔ )ب( اﻟﻌﯿﻨﺔ )أ(
ﻣﺪرﺳﺔ ﻣﺪرﺳﺔ ﻣﺪرﺳﺔ
أﺟﻨﺒﯿﺔ ﺄھﻠﯿﺔ ﺣﻜﻮﻣﯿﺔ
درﺟﺎت اﻟﻌﯿﻨﺔ )ج( درﺟﺎت اﻟﻌﯿﻨﺔ )ب( درﺟﺎت اﻟﻌﯿﻨﺔ )أ(
ﻋﻠﻰ اﻻﺧﺘﺒﺎر ﻋﻠﻰ اﻻﺧﺘﺒﺎر ﻋﻠﻰ اﻻﺧﺘﺒﺎر
اﻟﺘﺤﺼﯿﻠﻲ اﻟﺘﺤﺼﯿﻠﻲ اﻟﺘﺤﺼﯿﻠﻲ
ﻋﻘﺪ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺃﺩﺍﺀ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﺜﻼﺛﺔ ) ﺃ ،ﺏ ،ﺝ ( ﺑﺎﺳﺘﺨﺪﺍﻡ
ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ
ﺷﻜﻞ ﲣﻄﻴﻄﻲ ﻟﻠﺘﺼﻤﻴﻢ ﺍﻟﺒﺤﺜﻲ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻣﻌﻪ ﲢﻠﻴﻞ ﺍﻷﺣﺎﺩﻱ
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 54 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺷﺮﻁ ﺍﺳﺘﺨﺪﺍﻡ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ :
ﺃﻥ ﺗﺰﻳﺪ ﻋﺪﺩ ﻋﻴﻨﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ ﻋﻦ ﻋﻴﻨﺘﲔ . §
ﺃﻻ ﻳﻘﻞ ﺣﺠﻢ ﺃﻱ ﻋﻴﻨﺔ ﻣﻦ ﻋﻴﻨﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ ﻋﻦ ) ( 25ﻓﺮﺩ . §
ﺍﺳﺘﻘﻼﻟﻴﺔ ﻋﻴﻨﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ . §
ﲡﺎﻧﺲ ﻋﻴﻨﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ . §
ﻭﺟﻮﺩ ﻣﺘﻐﲑ ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ ﻓﻘﻂ ﻭﻣﺘﻐﲑ ﺗﺎﺑﻊ ﻭﺍﺣﺪ ﻓﻘﻂ . §
ﺃﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ :
ﻣﺜﺎﻝ ) ) (1ﻟﻌﻴﻨﺎﺕ ﻣﺘﺠﺎﻧﺴﺔ ( :
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺍﳊﺎﺻﻠﲔ ﻋﻠـﻰ ﺩﺭﺟـﺎﺕ ﺟﺎﻣﻌﻴـﺔ ﻋﺎﻟﻴـﺔ
) ﻣﺎﺟﺴﺘﲑ ،ﺩﻛﺘﻮﺭﺍﻩ ( ،ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻌﻠﻤﻮﻥ ﻭﺍﳊﺎﺻﻠﻮﻥ ﻋﻠﻰ ﺩﺭﺟﺎﺕ ﺟﺎﻣﻌﻴـﺔ ) ﺑﻜـﺎﻟﻮﺭﻳﻮﺱ ( ،ﻭﺍﻷﻓـﺮﺍﺩ
ﺍﳌﺘﻌﻠﻤﲔ ﺗﻌﻠﻴﻤﺎ ﻣﺘﻮﺳﻂ ،ﻭﺍﻷﻓﺮﺍﺩ ﺍﻷﻣﻴﲔ ،ﻭﺫﻟﻚ ﰲ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ،ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑـﺴﺤﺐ
ﻋﻴﻨﺔ ﻣﻦ ﻛﻞ ﻓﺌﺔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺣﺠﻤﻬﺎ ) ( 30ﻓﺮﺩ ﻭﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻳﻘﻴﺲ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗـﺪ ﻋﻠـﻰ
ﻋﻴﻨﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺭﺑﻊ ،ﻭﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺧﻄﻮﺓ ﺗﺎﻟﻴﺔ ﺑﺘﺴﺠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﲢﺖ ﻣـﺴﻤﻰ
] [ Criticalﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ] [ Compareﻛﻤﺎ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﺴﺠﻴﻞ ﺍﻷﻛـﻮﺍﺩ ﺍﳋﺎﺻـﺔ ﳌـﺘﻐﲑ
) ﻣﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻢ ( ﻟﻌﻴﻨﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺭﺑﻊ ﺑﻨﻔﺲ ﺍﳌﻠﻒ ﺍﻟﺴﺎﺑﻖ ﲟﺴﻤﻰ ] [ Typeﻭﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ :
ﺍﻟــﺮﻗﻢ ﺍﻟﻜــﻮﺩﻱ ) (1ﻟﻌﻴﻨــﺔ ﺍﻟﺪﺭﺍﺳــﺔ ﻣــﻦ ﺍﳊﺎﺻــﻠﲔ ﻋﻠــﻰ ﻣــﺆﻫﻼﺕ ﺑﻌــﺪ ﺍﳉﺎﻣﻌﻴــﺔ
) ﻣﺎﺟﺴﺘﲑ ،ﺩﻛﺘﻮﺭﺍﻩ ( ] . [ High
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) (2ﻟﻌﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﳊﺎﺻﻠﲔ ﻋﻠﻰ ﻣﺆﻫﻼﺕ ﺟﺎﻣﻌﻴﺔ ) ﺑﻜﺎﻟﻮﺭﻳﻮﺱ ( ] . [ Bachel
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) (3ﻟﻌﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﳊﺎﺻﻠﲔ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻣﺘﻮﺳﻂ ] . [ Diploma
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) (4ﻟﻌﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﻣﻴﻨﻦ ] . [ Uneducat
ﻓﺈﺫﺍ ﺍﻗﺘﺮﺣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺽ ﺍﻟﺘﺎﱄ:
" ﻻ ﳜﺘﻠﻒ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺑﺘﻜﺎﺭﻱ ﺑﺎﺧﺘﻼﻑ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ "
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 55 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
• ﺍﺧﺘﱪ ﺻﺤﺔ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺼﻞ ﺇﻟﻴﻬﺎ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﻪ
ﻗﺪﺭﻩ ) . ( 0.01ﻣﺒﻴﻨﹰﺎ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﻳﺘﺨﺬ ﺑﺸﺄﻥ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
• ﻭﻣﺒﻴﻨﺎ ﰲ ﺣﺎﻟﺔ ﺭﻓﺾ ﻫﺬﺍ ﺍﻟﻔﺮﺽ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺑﲔ ﻋﻴﻨـﺎﺕ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﻷﺭﺑـﻊ ﺑﺎﺳـﺘﺨﺪﺍﻡ
ﺍﺧﺘﺒﺎﺭ " ﺗﻮﻛﻲ " ] . [ Tukey
ﺍﳊﻞ :
-1ﻧﻔﺘﺢ ﻣﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ] . [ Compare
-2ﳔﺘﺎﺭ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ ،ﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ.
-3ﻳﺒﺪﻭ ﻟﻨﺎ ﻗﺎﺋﻤـﺔ ﺑﺄﲰـﺎﺀ ﳐﺘﻠـﻒ ﺍﻷﺳـﺎﻟﻴﺐ ﺍﻹﺣـﺼﺎﺋﻴﺔ ﻟﻠﱪﻧـﺎﻣﺞ ،ﳔﺘـﺎﺭ ﻣﻨـﻬﺎ ﺍﳋﻴـﺎﺭ .
] . [ Compare Means
-4ﺗﺒﺪﻭ ﻟﻨﺎ ﻗﺎﺋﻤﺔ ﺧﻴﺎﺭﺍﺕ ﺃﺧﺮﻯ ﳔﺘﺎﺭ ﻣﻦ ﺑﻴﻨﻬﺎ ﺧﻴﺎﺭ ] . [ One-Way Anovaﰒ ﻧﻘﻮﻡ ﺑﺎﻟﻀﻐﻂ
ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
-5ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭﻱ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﺘﻮﺡ ،ﳔﺘـﺎﺭ
ﻣﻦ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ) ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ( ﻭﻫﻮ ] [ Criticalﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻴﺔ ﻣﺮﺓ ﻭﺍﺣﺪﺓ
ﻟﺘﻈﻠﻴﻠﻪ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 56 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
-6ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻟﻌﻠﻮﻱ ﺍﻷﻭﺳﻂ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﳌﻈﻠﻞ ] [ Criticalﺇﱃ ﺍﳌﺮﺑﻊ ﺍﻷﳝـﻦ ﺍﻟﻌﻠـﻮﻱ
ﺍﳌﻌﻨﻮﻥ ﺑـ ] . [ Dependent List
-7ﻧﻈﻠﻞ ﻋﻠﻰ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ) ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ( ﻭﻫﻮ ] [ Typeﻣﻦ ﻗﺎﺋﻤﺔ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻴـﺴﺮﻯ ﲟﺮﺑـﻊ
ﺍﳊﻮﺍﺭ ﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
-8ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻟﺴﻔﻠﻲ ﺍﻷﻭﺳﻂ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﳌﻈﻠﻞ ] [ Typeﺇﱃ ﺍﳌﺮﺑﻊ ﺍﻷﳝﻦ ﺍﻟﺴﻔﻠﻲ ﺍﳌﻌﻨﻮﻥ
ﺑـ ] . [ Factor
-9ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺧﻴﺎﺭ ] [ Optionsﺃﺳﻔﻞ ﻣﺮﺑﻊ ﺍﳊﻮﺍﺭ ﻟﺘﺤﺪﻳﺪ ﺍﻹﺣﺼﺎﺀ ﺍﻟﻮﺻﻔﻲ ﻟﻌﻴﻨﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ.
ﻳﻔﺘﺢ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﺁﺧﺮ ﻧﻀﻐﻂ ﻣﻦ ﺧﻼﻟﻪ ﻋﻠﻰ ﺧﻴﺎﺭ ] . [ Descriptive -10
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ Continueﺍﺳﺘﻤﺮ ( . -11
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 57 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
-12ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺧﻴﺎﺭ ] [ Post Hocﻻﺧﺘﻴﺎﺭ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠـﻮﺏ ﻟﻠﻨﺘـﺎﺋﺞ ﻭﻛـﺬﻟﻚ
ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺬﻱ ﺳﻮﻑ ﻳﺴﺘﺨﺪﻡ ﰲ ﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺒﻌﺪﻳﺔ ﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ .
-13ﻧﻐﲑ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﱪﻧـﺎﻣﺞ ﻣـﻦ ) ( 0.05ﺇﱃ ﻣـﺴﺘﻮﻯ ﺍﻟﺪﻻﻟـﺔ ﺍﳌﻄﻠـﻮﺏ
ﻭﻫﻮ ) ( 0.01ﻭﺫﻟﻚ ﺩﺍﺧﻞ ﺍﳌﺮﺑﻊ ﺍﳌﻌﻨﻮﻥ ﺑـ ] . [ Significance Level
-14ﻧﻘﻮﻡ ﺑﺎﺧﺘﻴﺎﺭ ﺍﺧﺘﺒﺎﺭ ﺍﳌﻘﺎﺭﻧﺎﺕ ﺍﻟﺒﻌﺪﻳﺔ ﻛﻤﺎ ﻫﻮ ﻣﻄﻠﻮﺏ ﺑﺎﳌﺴﺄﻟﺔ ﻭﻫﻮ ﺍﺧﺘﺒﺎﺭ ] .[ Tukeyﰒ
ﻧﻘــﻮﻡ ﺑﺎﻟــﻀﻐﻂ ﻋﻠﻴــﻪ ﻟﺘﻨــﺸﻴﻄﻪ ﻭﺫﻟــﻚ ﻣــﻦ ﺍﻟﻘﺎﺋﻤــﺔ ﺍﻟﻌﻠﻮﻳــﺔ ﲟﺮﺑــﻊ ﺍﳊــﻮﺍﺭ
ﺍﳌﻌﻨﻮﻧﺔ ﺑـ ] . [ Equal Variances Assumed
-15ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ Continueﺍﺳﺘﻤﺮ (.
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 58 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ okﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻄﻠﻮﺑﺔ ﻭﻫﻲ ﻣﺒﻴﻨﺔ ﻓﻴﻤﺎ ﻳﻠﻲ: -16
ﺍﳊﻞ :
ﺃﻭﹰﻻ /ﺟﺪﻭﻝ ﺍﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ ﻟﻠﻌﻴﻨﺎﺕ ﺍﻷﺭﺑﻊ ) ﺗﻌﻠﻴﻢ ﺭﺍﻕ ،ﺟﺎﻣﻌﻲ ،ﻣﺘﻮﺳﻂ ،ﺑﺪﻭﻥ ﺗﻌﻠﻴﻢ ( .
ﻳﺒﺪﻭ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻣﺘﻮﺳﻄﺎﺕ ﻋﻴﻨﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ ) ﺗﻌﻠﻴﻢ ﺭﺍﻕ ،ﺟﺎﻣﻌﻲ ،ﻣﺘﻮﺳﻂ ،ﺑـﺪﻭﻥ ﺗﻌﻠـﻴﻢ ( ،
) ( 15.9 ) ، ( 28.6 ) ، ( 34.5 ) ، ( 36.6ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ .
ﺛﺎﻧﻴﹰﺎ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺘﺤﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ :
ﻳﺒﺪﻭ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ] [ Fﺑﻠﻐﺖ ) ( 25.3ﻭﻫﻲ ﺩﺍﻟﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ) ( 0.01ﺣﻴﺚ ﺃﻥ ﻗﻴﻤـﺔ
] [ Sigﺍﳌﻘﺘﺮﻥ ﺑـﻬﺎ ﺑﻠﻐﺖ ﺍﻟﻘﻴﻤﺔ ) ﺻﻔﺮ ( ﻭﻫﻲ ﺃﻗﻞ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ،ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻨﺎﻙ ﻓﺮﻭﻗـﹰﺎ
ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻷﺭﺑﻊ ﻣﻮﺿﻊ ﺍﳌﻘﺎﺭﻧﺔ ﰲ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 59 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻟﺜﹰﺎ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﳌﻘﺎﺭﻧﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ :
ﻳﺒﺪﻭ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻗﹰﺎ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﻋﻴﻨﱵ ) ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺮﺍﻗﻲ ،ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ( ﰲ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗـﺪ
ﻭﺫﻟﻚ ﰲ ﺻﺎﱀ ﻋﻴﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺮﺍﻗﻲ ،ﻛﻤﺎ ﻳﺒﺪﻭ ﻭﺟﻮﺩ ﻓﺮﻭﻗﹰﺎ ﺩﺍﻟﺔ ﺃﻳﻀﹰﺎ ﰲ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ﺑﲔ ﻋﻴﻨﱵ ) ﺍﳌـﺴﺘﻮﻯ
ﺍﳉﺎﻣﻌﻲ ،ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ( ﰲ ﺻﺎﱀ ﻋﻴﻨﺔ ﺍﳌﺴﺘﻮﻯ ﺍﳉﺎﻣﻌﻲ ،ﻛﻤﺎ ﺗﻮﺟﺪ ﻓﺮﻭﻗﹰﺎ ﺩﺍﻟﺔ ﰲ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ﺑﲔ ﻋﻴـﻨﱵ
) ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻮﺳﻂ ،ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ( ﰲ ﺻﺎﱀ ﻋﻴﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻮﺳﻂ .
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻧﺮﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ :
" ﻻ ﳜﺘﻠﻒ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻔﻜﲑ ﺍﻻﺑﺘﻜﺎﺭﻱ ﺑﺎﺧﺘﻼﻑ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ "
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 60 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺗﺤﻠﻴﻞ ﺍﻻﻧﺤﺪﺍﺭ :
ﻣﻘﺪﻣﺔ
ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻨﺒﺆﻳﺔ ﺍﻟﱵ ﲡﺮﻯ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻨﺒﺆ ﺑﻈﺎﻫﺮﺓ ﻣﻌﻴﻨﺔ ) ﻣﺘﻨﺒﺄ ﺎ ( ﻣـﻦ
ﺧﻼﻝ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﻔﺘﺮﺽ ﺃﻥ ﺗﺴﻬﻢ ﰲ ﺣﺪﻭﺛﻬﺎ ) ﺍﳌﻨﺒﺌﺎﺕ( ﻓﻤﺜﻼ ﳝﻜﻦ ﺍﻟﺘﻨﺒـﺆ ﻟﻠﻄﺎﻟـﺐ ﺑﺎﻟﻨﺠـﺎﺡ
ﻭﺍﻟﺘﻔﻮﻕ ﰲ ﺇﺣﺪﻯ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳉﺎﻣﻌﻴﺔ ﺑﻨﺎ ًﺀ ﻋﻠﻰ ﺩﺭﺟﺎﺗﻪ ﺍﻟﱵ ﺣﺼﻞ ﻋﻠﻴﻬﺎ ﰲ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺑﻌﺾ ﺍﳌـﻮﺍﺩ ﺑﺎﻣﺘﺤـﺎﻥ
ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ،ﻭﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ﻛﺬﻟﻚ ﺍﻟﺘﻨﺒﺆ ﺑﻨﺠﺎﺡ ﺑﻌﺾ ﺍﳌﺘﻘﺪﻣﲔ ﻟﺸﻐﻞ ﻣﻬﻨﺔ ﻣﻌﻴﻨﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﺩﺭﺟﺎﻢ ﺍﳊﺎﺻﻠﲔ
ﻋﻠﻴﻬﺎ ﰲ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺒﻮﻝ ﳍﺬ ﺍﳌﻬﻨﺔ . . .ﻭﻫﻜﺬﺍ ،ﻭﺗﺘﻌﺪﺩ ﻭﺗﺘﻨﻮﻉ ﺃﺳﺎﻟﻴﺐ ﲢﻠﻴﻞ ﺍﻻﳓﺪﺍﺭ . .ﻭﻟﻜﻦ ﺳـﻮﻑ
ﻳﻜﺘﻔﻰ ﻓﻘﻂ ﺑﺘﻨﺎﻭﻝ ﻧﻮﻉ ﻭﺍﺣﺪ ﻣﻨﻬﺎ ﻭﻫﻮ ﺍﻻﳓﺪﺍﺭ ﺍﳋﻄﻲ ﺍﻟﺒﺴﻴﻂ ] . [ Linear Regression
ﺷﺮﻭﻁ ﲢﻠﻴﻞ ﺍﻹﳓﺪﺍﺭ ﺍﻟﺒﺴﻴﻂ ) ﺍﳋﻄﻲ ( :
.1ﺃﻥ ﻳﻜﻮﻥ ﺗﻮﺯﻳﻊ ﺩﺭﺟﺎﺕ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ﺗﻮﺯﻳﻌﺎ ﺍﻋﺘﺪﺍﻟﻴﺎ ﻋﻨﺪ ﻛﻞ ﻣﺴﺘﻮﻯ ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ.
.2ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺍﳌﻨﺒﺊ ( ﻻ ﻳﻘﻴﺪ ﲟﺴﺘﻮﻯ ﻣﻌﲔ ﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻘﻴﺎﺱ.
.3ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ) ﺍﳌﺘﻨﺒﺄ ﺑﻪ ( ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻔﺘﺮﻱ ﺃﻭ ﺍﻟﻨﺴﱯ.
ﺍﻻﳓﺪﺍﺭ ﺍﳋﻄﻲ ﺍﻟﺒﺴﻴﻂ :
ﻳﺴﺘﺨﺪﻡ ﰲ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﳓﺪﺍﺭ ﻣﺘﻐﲑ ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ ﻓﻘﻂ ،ﻭﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ﺍﳋﺎﺻﺔ ﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﳓـﺪﺍﺭ
ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ:
ﺹ=ﺏ+ﺃﺱ
ﺣﻴﺚ ﺹ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ) ﺍﳌﺘﻨﺒﺄ ﺑﻪ ( .
ﺣﻴﺚ ﺱ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ )ﺍﳌﻨﺒﺊ ( .
ﺣﻴﺚ ﺃ ﻫﻮ ﺍﻟﻨﺴﺒﺔ ﺍﻟﱵ ﻳﺴﻬﻢ ﺎ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ﰲ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ .
ﺣﻴﺚ ﺏ ﺛﺎﺑﺖ ﺍﳌﻌﺎﺩﻟﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 61 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻧﻮﺍﺗﺞ ﻫﺎﻣﺔ ﰲ ﻧﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻻﳓﺪﺍﺭ :
ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻟﻨﻮﺍﺗﺞ ﺍﳍﺎﻣﺔ ﰲ ﻧﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻻﳓﺪﺍﺭ ،ﺣﻴﺚ ﺗﺘﻀﻤﻦ ﻧﺘﺎﺋﺞ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺘﺤﻠﻴﻞ ﺑﻌﺾ ﺍﳌﺆﺷﺮﺍﺕ
ﻭﻫﻲ:
.1ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ( Rﻭﻳﺸﲑ ﺇﱃ ﻧﻮﻉ ﻭﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ) ﺍﳌﺴﺘﻘﻞ ( ﻭﺍﻟﺘﺎﺑﻊ.
.2ﻣﺮﺑﻊ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ( R2ﻭﻳﺸﲑ ﺇﱃ ﺍﻟﻨﺴﺒﺔ ﺍﻟﱵ ﻳﺴﺎﻫﻢ ﺎ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺍﳌﻨﺒﺊ ( ﰲ ﺗﺒـﺎﻳﻦ ﺍﳌـﺘﻐﲑ
ﺍﻟﺘﺎﺑﻊ ) ﺍﻟﻈﺎﻫﺮﺓ ﺍﳌﺘﻨﺒﺄ ﺎ ( ﻭﻳﺴﻤﻰ ﺑﺎﻟﺘﺒﺎﻳﻦ ﺍﳌﻔﺴﺮ.
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 62 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ) : ( 1
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺍﺳﻬﺎﻡ ﺩﺭﺟﺎﺕ ﺍﻟﺬﻛﺎﺀ ﰲ ﺍﻟﺘﻨﺒﺆ ﺑﺎﻟﺘﺤﺼﻴﻞ ﺍﳌﺪﺭﺳﻲ ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﺤﺐ ﻋﻴﻨﺔ
ﻋﺸﻮﺍﺋﻴﺔ ﻗﺪﺭﻫﺎ ) ( 120ﻓﺮﺩ ﻣﻦ ﻃﻼﺏ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻮﺳﻂ ﰒ ﻃﺒﻘﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺧﻄﻮﺓ ﺗﺎﻟﻴﺔ ﺍﺧﺘﺒﺎﺭﺍﻥ ﺃﺣﺪﳘﺎ ﻳﻘـﻴﺲ
ﺍﻟﺬﻛﺎﺀ ﻭﺍﻷﺧﺮ ﻳﻘﻴﺲ ﺍﻟﺘﺤﺼﻴﻞ ﻋﻠﻰ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ،ﻭﻗﺪ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﺴﺠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺣﺼﻠﺖ ﻋﻠﻴﻬـﺎ ﲟﻠـﻒ
] [ Compareﲢﺖ ﻣﺴﻤﻴﺎﺕ ] [ Intelﻟﻠﺬﻛﺎﺀ [ Achevment] ،ﻟﻠﺘﺤﺼﻴﻞ .
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﻻ ﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ﺑﺪﺭﺟﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻣﻦ ﺧﻼﻝ ﺩﺭﺟﺎﻢ ﰲ ﺍﻟﺬﻛﺎﺀ "
ﺍﺧﺘﱪ ﺻﺤﺔ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ﻗﺪﺭﻩ ) ( 0.05ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ.
ﺍﳊﻞ :
.1ﻓﺘﺢ ﻣﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ] . [ Compare
.2ﺍﺧﺘﻴﺎﺭ ﺃﻣﺮ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ ﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ.
.3ﺍﺧﺘﻴﺎﺭ ] ) [ Regressionﺍﳓﺪﺍﺭ ( ﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
.4ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﻨﺎﲡﺔ ﳔﺘﺎﺭ ] ) [ Linearﺍﳓﺪﺍﺭ ﺧﻄﻲ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 63 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
.5ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﺘﻮﺡ .
ﳓﺪﺩ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ﻭﻫﻮ ] ) [ Achevmentﺍﳌﺘﻨﺒﺄ ﺑﻪ – ﺍﻟﺘﺤﺼﻴﻞ ( -ﰒ ﻧﻀﻐﻂ ﻋﻠﻴﻪ ﻟﺘﻈﻠﻴﻠﻪ . .6
ﺍﻟــﻀﻐﻂ ﻋﻠــﻰ ﺍﻟــﺴﻬﻢ ﺍﻷﻭﺳــﻂ ﺍﻟﻌﻠــﻮﻱ ﻟﻨﻘﻠــﻪ ﺇﱃ ﻣﺮﺑــﻊ ﺍﳌــﺘﻐﲑ ﺍﻟﺘــﺎﺑﻊ ﺍﳌﻌﻨــﻮﻥ .7
ﺑـ ] . [ Dependent
ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ﻭﻫﻮ ] ) [ Intelgﺍﳌﻨﺒﺊ – ﺍﻟﺬﻛﺎﺀ ( -ﻟﺘﻈﻠﻴﻠﺔ. .8
ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻟﻌﻠﻮﻱ ﺍﻟﺜﺎﱐ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﳌـﺴﺘﻘﻞ ﺍﳌـﻀﻠﻞ ﺇﱃ ﻣﺮﺑـﻊ ﺍﳌـﺘﻐﲑ ﺍﳌـﺴﺘﻘﻞ ﺍﳌﻌﻨـﻮﻥ .9
ﺑـ ] ).[ Independent(s
.10ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺧﻴﺎﺭ ] . [ Statistics
.11ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣـﻮﺍﺭ ﳔﺘـﺎﺭ ﻣﻨـﻪ ] [ Estimatesﻭﻛـﺬﻟﻚ ] ، [ Model Fitﻭﻛـﺬﻟﻚ
] .[ Descriptives
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 64 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
.12ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] . [ Continue
.13ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺧﻴﺎﺭ ] [ Optionsﻟﺘﻐﲑ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ،ﺇﺫﺍ ﻛﺎﻥ ﳐﺘﻠﻔﹰﺎ ﻋﻦ ) ( 0.05ﻓﻘﻂ .
.14ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] . [ Okﻓﻨﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺃﻭﹰﻻ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ :
ﻧﻼﺣﻆ ﺃﻥ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ) ( 27.5ﺗﻘﺮﻳﺒﹰﺎ ،ﻛﻤﺎ ﻳﺒﺪﻭ ﺃﻥ ﻣﺘﻮﺳﻂ ﺩﺭﺟـﺎﺕ
ﺫﻛﺎﺀ ﺍﻟﻌﻴﻨﺔ ) ( 101.5ﺗﻘﺮﻳﺒﹰﺎ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 65 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺍﳌﻨﺒﺊ ( ﺍﻟﺬﻛﺎﺀ ،ﻭﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ) ﺍﳌﺘﻨﺒﺄ ﺑﻪ ( ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ .
ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳌﻨﺒﺊ ﻭﺍﳌﺘﻨﺒﺄ ﺑﻪ ﻳﺴﺎﻭﻱ ) ( 0.016ﻭﻫﺬﺍ ﻳﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺿﻌﻴﻔﺔ .
ﺛﺎﻟﺜﹰﺎ /ﻣﺮﺑﻊ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ] : [ [Link]
ﻳﻼﺣﻆ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﻣﺮﺑﻊ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ = ﺻﻔﺮ ) ( 0.000ﻭﻫﺬﺍ ﻳﺸﲑ ﺇﱃ ﺃﻥ ﻧﺴﺒﺔ ﺍﻟﺘﺒـﺎﻳﻦ ﰲ ﻇـﺎﻫﺮﺓ
ﺍﳌﺘﻨﺒﺄ ﺎ ،ﻭﻫﻲ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺮﺟﻊ ﺃﻭ ﺗﻔﺴﺮ ﺑﺎﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺍﳌﻨﺒﺊ ( = ﺻﻔﺮ .
ﺭﺍﺑﻌﹰﺎ /ﺗﺒﺎﻳﻦ ﺍﻻﳓﺪﺍﺭ :
ﻧﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ) ﻑ ( ﺑﻠﻐﺖ ) ( 0.032ﻭﻫﻲ ﻗﻴﻤﺔ ﻏﲑ ﺩﺍﻟﺔ ،ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﺪﻻﻟـﺔ
] [ Sigﺍﳌﻘﺘﺮﻧﺔ ﺎ ﺑﻠﻐﺖ ﺍﻟﻘﻴﻤﺔ ) ( 0.859ﻭﻫﻲ ﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﻭﻫﻮ ) ( 0.05ﳑﺎ
ﻳﺸﲑ ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﺇﳓﺪﺍﺭ ﺩﺍﻝ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ) ﺍﳌﺴﺘﻘﻞ ( ﻭﻫﻮ ﺍﻟﺬﻛﺎﺀ ،ﻭﺍﳌﺘﻐﲑ ) ﺍﻟﺘـﺎﺑﻊ ( ﻭﻫـﻮ ﺍﻟﺘﺤـﺼﻴﻞ
ﺍﻟﺪﺭﺍﺳﻲ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 66 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻭﺑﺎﻟﺘﺎﱄ ﻻ ﺗﻮﺟﺪ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻠﺘﻨﺒﺆ ﺑﺎﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻣﻦ ﺧﻼﻝ ﺩﺭﺟﺎﺕ ﺫﻛﺎﺀ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ .
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻧﻘﺒﻞ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ " :ﻻ ﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ﺑﺪﺭﺟﺎﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ
ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻣﻦ ﺧﻼﻝ ﺩﺭﺟﺎﻢ ﰲ ﺍﻟﺬﻛﺎﺀ " .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 67 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ :
ﺃﺟﺮﻳﺖ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻨﺒﺆ ﺑﺪﺭﺟﺎﺕ ﺍﻹﺣﺼﺎﺀ ﻣﻦ ﺧﻼﻝ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺍﻓﻌﻴﺔ ،ﻓﻘﺎﻣﺖ
ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﺧﺘﺒﺎﺭ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ ) ( 60ﻃﺎﻟﺐ ﻣﻦ ﺷﻌﺒﺔ ﺍﻹﺣﺼﺎﺀ ﺍﻟﺘﺮﺑﻮﻱ ،ﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺧﻄﻮﺓ ﺗﺎﻟﻴـﺔ
ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭﻳﻦ ؛ ﺃﺣﺪﳘﺎ ﻟﻺﺣﺼﺎﺀ ﻭﺍﻵﺧﺮ ﻟﻠﺪﺍﻓﻌﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ،ﻭﻗﺎﻣﺖ ﺑﺮﺻﺪ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﱵ ﺣﺼﻠﺖ
ﻋﻠﻴﻬــﺎ ﲟﻠــﻒ ﺍﻟﺒﻴﺎﻧــﺎﺕ ] [ Examﲢــﺖ ﻣــﺴﻤﻰ ] [ Statisticﻻﺧﺘﺒــﺎﺭ ﺍﻹﺣــﺼﺎﺀ ،
ﻭﻣﺴﻤﻰ ] [ Motiveﻻﺧﺘﺒﺎﺭ ﺍﻟﺪﺍﻓﻌﻴﺔ .
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﱵ ﺗﻘﻮﻝ ﺑﺄﻧﻪ :
" ﻻﺗﻮﺟﺪ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻠﺘﻨﺒﺆ ﺑﺪﺭﺟﺎﺕ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﻹﺣﺼﺎﺀ ﻣﻦ ﺧﻼﻝ ﺩﺭﺟﺎﻢ ﰲ ﺍﻟﺪﺍﻓﻌﻴﺔ " .
ﻓﺎﺧﺘﱪ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ﻗﺪﺭﻩ ) ( 0.01ﻣﺒﻴﻨﹰﺎ ﻧﻮﻉ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﳚﺐ ﺍﲣﺎﺫﻩ -
ﺑﺸﺄﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ،ﻭﰲ ﺣﺎﻟﺔ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻟﺘﻨﺒﺆ ،ﻣﺎ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﻟﻄﺎﻟـﺐ ﰲ
ﺍﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺀ ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺘﻪ ﰲ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺪﺍﻓﻌﻴﺔ ) . ( 35
ﺍﳊﻞ :
-ﻧﺘﺒﻊ ﻧﻔﺲ ﺍﳋﻄﻮﺍﺕ ﺍﳌﺬﻛﻮﺭﺓ ﺑﺎﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ ،ﳝﻜﻦ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺃﻭﹰﻻ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﻹﺣﺼﺎﺀﺍﺕ ﺍﻟﻮﺻﻔﻴﺔ :
ﻧﻼﺣﻆ ﺃﻥ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﻋﻴﻨﺔ ﺍﻷﻓﺮﺍﺩ ﰲ ﺍﻹﺣﺼﺎﺀ ) ( 14ﺗﻘﺮﻳﺒﹰﺎ ،ﻛﻤﺎ ﺑﻠﻎ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﻋﻴﻨﺔ ﺍﻷﻓـﺮﺍﺩ
ﰲ ﺍﻟﺪﺍﻓﻌﻴﺔ ) ( 14ﺗﻘﺮﻳﺒﹰﺎ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 68 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺍﳌﻨﺒﺊ ( ﻭﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ) ﺍﳌﺘﻨﺒﺄ ﺑﻪ ( .
ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ] : [ Correlations
ﺑﻠﻎ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺑﲔ ﺩﺭﺟﺎﺕ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺍﻟﺪﺍﻓﻌﻴﺔ ( ﻭﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ) ﺍﻹﺣـﺼﺎﺀ ( ﺍﻟﺪﺭﺟـﺔ ) ( 1
ﺗﻘﺮﻳﺒﹰﺎ ،ﳑﺎ ﻳﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﻗﻮﻳﺔ ﺑﲔ ﺍﳌﺘﻐﲑ ﺍﳌﻨﺒﺊ ) ﺍﻟﺪﺍﻓﻌﻴﺔ ( ﻭﺍﳌﺘﻐﲑ ﺍﳌﻨﺒﺄ ﺑﻪ ) ﺍﻹﺣﺼﺎﺀ ( .
ﻣﻼﺣ ﻈﺔ :
.1ﺇﺫﺍ ﻛﺎﻥ ﻓﻴﻪ ﺗﻨﺒﺆ ﻳﻌﲏ ﺫﻟﻚ ﺃﺎ ﺩﺍﻟﺔ .
.2ﺍﳌﻌﺎﺩﻟﺔ ﻻ ﳝﻜﻦ ﺗﻜﻮﻳﻨﻬﺎ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﳓﺪﺍﺭ ﺩﺍﻟﺔ .
ﺛﺎﻟﺜﹰﺎ /ﻣﺮﺑﻊ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ :
ﻳﺒﺪﻭ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﻣﺮﺑﻊ ﻣﻌﺎﻣﻞ ] ( 0.994 ) [ [Link]ﳑﺎ ﻳﺸﲑ ﺇﱃ ﺃﻥ ﻧﺴﺒﺔ ﺍﻟﺘﺒﺎﻳﻦ ﰲ ﺍﻟﻈﺎﻫﺮﺓ ﺍﳌﺘﻨﺒﺄ
ﺎ ) ﺍﻹﺣﺼﺎﺀ ( ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻌﺰﻯ ﺇﱃ ﺍﻟﺪﺍﻓﻌﻴﺔ ﺣﻴﺚ ﺗﺼﻞ ﻗﻴﻤﺘﻬﺎ ﺇﱃ ﻧﺴﺒﺔ % 100ﺗﻘﺮﻳﺒﹰﺎ .
ﺭﺍﺑﻌﹰﺎ /ﺗﺒﺎﻳﻦ ﺍﻻﳓﺪﺍﺭ ) ﺍﳓﺪﺍﺭ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ﻋﻠﻰ ﺍﻟﺘﺎﺑﻊ ( :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 69 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻳﺒﺪﻭ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ] ( 9300 ) [ Fﺗﻘﺮﻳﺒﹰﺎ ﻫﻲ ﻗﻴﻤﺔ ﺩﺍﻟﺔ ،ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻘﺘﺮﻧﺔ ـﺎ
] [ Sigﺑﻠﻐﺖ ) ( 0.000ﻭﻫﻲ ﺗﻘﻞ ﻋﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﻭﻫﻮ ) ( 0.01ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﻫﺬﺍ ﻳﺸﲑ
ﺇﱃ ﻭﺟﻮﺩ ﺍﳓﺪﺍﺭ ﺩﺍﻝ ﻟﻠﻤﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺍﻟﺪﺍﻓﻌﻴﺔ ( ﻋﻠﻰ ﺍﻟﺘﺎﺑﻊ ) ﺍﻹﺣﺼﺎﺀ ( .
ﻭﺑﺎﻟﺘﺎﱄ ﻓﺈﻥ ﻫﻨﺎﻙ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻠﺘﻨﺒﺆ ﺑﺪﺭﺟﺎﺕ ﺍﻹﺣﺼﺎﺀ ﻣﻦ ﺧﻼﻝ ﺩﺭﺟﺎﺕ ﺍﻟﺪﺍﻓﻌﻴﺔ .
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻧﺮﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ :
" ﻻﺗﻮﺟﺪ ﺇﻣﻜﺎﻧﻴﺔ ﻟﻠﺘﻨﺒﺆ ﺑﺪﺭﺟﺎﺕ ﺍﻟﻌﻴﻨﺔ ﰲ ﺍﻹﺣﺼﺎﺀ ﻣﻦ ﺧﻼﻝ ﺩﺭﺟﺎﻢ ﰲ ﺍﻟﺪﺍﻓﻌﻴﺔ " .
ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﺒﺆ :
ﺹ=ﺏ+ﺃﺱ
ﻳﺒﺪﻭ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺛﺎﺑﺖ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ﻫﻮ :
] ( - 0.02 ) = [ Constantﺗﻘﺮﻳﺒﹰﺎ ،ﻭﻫﻮ ﻗﻴﻤﺔ ﺏ ﻛﻤﺎ ﻳﺒﺪﻭ ﻥ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺇﺳﻬﺎﻡ ﺍﳌﺘﻐﲑ ﺍﳌﺘﻨﺒﺊ
ﻫﻮ ﺍﻟﺪﺍﻓﻌﻴﺔ ] [ Motiveﻭﻫﻮ ) ﺃ ( ﰲ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ﺑﻠﻐﺖ ﻗﻴﻤﺘـﻪ ) ( 1.003ﻳﻌـﲏ ) ( 1ﺗﻘﺮﻳﺒـﹰﺎ ،
ﻭﺑﺎﻟﺘﺎﱄ
ﻓﺈﻥ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﺒﺆﻳﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺑﻌﺪ ﺍﻟﺘﻌﻮﻳﺾ ﻋﻦ ﻗﻴﻢ ﻫﺬﻩ ﺍﻟﺜﻮﺍﺑﺖ ﺗﺼﺒﺢ ﻛﺎﻟﺘﺎﱄ :
ﺹ = ) * 1 + ( - 0.02ﺱ
ﻭﺑﺎﻟﺘﻌﻮﺽ ﻋﻦ ﺱ = 35 ﺹ = ) + ( - 0.02ﺱ
ﺹ = ) 35 + ( - 0.02
ﺹ = 34.98ﺍﻟﺪﺭﺟﺔ ﺍﳌﺘﻨﺒﺄ ﺎ ﻟﻠﻄﺎﻟﺐ ﰲ ﺍﻹﺣﺼﺎﺀ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 70 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺘﻐﻴﺮﻳﻦ :
ﻣﻘﺪﻣﺔ :
ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻷﺳﻠﻮﺏ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺘﻢ ﺑﺘﺤﺪﻳﺪ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻣﺜﻞ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼﻴﻞ ،ﺍﻟﺪﺍﻓﻌﻴـﺔ
ﻭﺍﻟﺘﺤﺼﻴﻞ ،ﻧﻮﻉ ﺍﳉﻨﺲ ) ﺫﻛﺮ – ﺃﻧﺜﻰ ( ﻭﺍﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ . . .ﻭﻫﻜﺬﺍ ﻭﳝﻜﻦ ﲢﺪﻳﺪ ﻧﻮﻉ ﻭﻗﻮﺓ ﺍﻟﻌﻼﻗـﺔ
ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺭﺗﺒﺎﻁ .
ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ :
ﻫﻮ ﺃﺣﺪ ﺍﳌﺆﺷﺮﺍﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ﻗﻮﺓ ﺍﻟﺘﻐﲑ ﺍﻹﻗﺘﺮﺍﱐ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﺃﻭ ﺃﻛﺜﺮ .
ﺃﻧﻮﺍﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ :
ﺗﻨﻘﺴﻢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﺇﱃ ﺍﻷﻧﻮﺍﻉ ﺍﻟﺘﺎﻟﻴﺔ :
§ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﻣﻮﺟﺒﺔ ﻭﺗﺪﻝ ﻋﻠﻰ ﺃﻥ ﺍﻟﺘﻐﲑ ﰲ ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﺑﺎﻟﺰﻳﺎﺩﺓ ﻳﻘﺘﺮﻥ ﺑﺎﻟﺘﻐﲑ ﺑﺎﻟﺰﻳﺎﺩﺓ ﰲ ﺍﳌـﺘﻐﲑ
ﺍﻵﺧﺮ ،ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻐﲑ ﰲ ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﺑﺎﻟﻨﻘﺺ ﻳﻘﺘﺮﻥ ﺑﺎﻟﺘﻐﲑ ﺑﺎﻟﻨﻘﺺ ﺃﻳﻀﺎ ﰲ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ ) ﻭﻣـﻦ
ﺃﻣﺜﻠﺘﻬﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼﻴﻞ ( ) ﺍﻟﺘﻐﲑ ﰲ ﺍﳌﺘﻐﲑﻳﻦ ﻳﻜﻮﻥ ﰲ ﻧﻔﺲ ﺍﻹﲡﺎﻩ ( .
§ ﻋﻼﻗﺔ ﻋﻜﺴﻴﺔ ﺳﺎﻟﺒﺔ ﻭﺗﺪﻝ ﻋﻠﻰ ﺃﻥ ﺍﻟﺘﻐﲑ ﰲ ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﺑﺎﻟﺰﻳﺎﺩﺓ ﻳﻘﺘﺮﻥ ﺑﺎﻟﺘﻐﲑ ﺑﺎﻟﻨﻘﺺ ﰲ ﺍﳌـﺘﻐﲑ
ﺍﻵﺧﺮ ،ﻛﻤﺎ ﺃﻥ ﺍﻟﺘﻐﲑ ﰲ ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﺑﺎﻟﻨﻘﺺ ﻳﻘﺘﺮﻥ ﺑﺎﻟﺘﻐﲑ ﺑﺎﻟﺰﻳﺎﺩﺓ ﺃﻳﻀﺎ ﰲ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ ) ﻭﻣـﻦ
ﺃﻣﺜﻠﺘﻬﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻹﺭﺗﻔﺎﻉ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻭﻗﻠﺔ ﺍﻷﻛﺴﺠﲔ ( ) ﺍﻟﺘﻐﲑ ﰲ ﺃﺣﺪ ﻳﻜﻮﻥ ﰲ ﻋﻜـﺲ
ﺍﲡﺎﻩ ﺍﳌﺘﻐﲑ ﺍﻵﺧﺮ ( .
§ ﻋﻼﻗﺔ ﺻﻔﺮﻳﺔ ﻭﺗﺪﻝ ﻋﻠﻰ ﺃﻥ ﺍﻟﺘﻐﲑ ﰲ ﺃﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﻻ ﻳﻘﺘﺮﻥ ﺑﺘﻐﲑ ﰲ ﺍﲡﺎﻩ ﳏﺪﺩ ﻟﻠﻤﺘﻐﲑ ﺍﻵﺧﺮ .
ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﳛﺪﺩ ﺃﻧﻮﺍﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ
ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ
ﺻﻔﺮﻳﺔ ﻋﻜﺴﻴﺔ ﻃﺮﺩﻳﺔ
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 71 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﳝﻜﻦ ﺇﳚﺎﺩ ﻧﻮﻉ ﻭﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳌﻨﺎﺳﺒﺔ ﻭﻓﻘﹰﺎ ﻟﻠﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ :
ﺃﻭﹰﻻ :ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﻋﻼﻗﺔ ﺧﻄﻴﺔ ] : [ Linear Relation
ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻦ ﺍﳌﺘﻐﲑﻳﻦ ﺍﳌﺴﺘﻘﻞ ﻭﺍﻟﺘﺎﺑﻊ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﻜﻤﻲ ﺍﳌﺘﺼﻞ ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ ﻋﻼﻗﺔ ﺧﻄﻴﺔ ،ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ
ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ] [ Personﺃﻭ ﺳﺒﲑﻣﺎﻥ ] [ Spearmanﰲ ﲢﺪﻳﺪ ﻧﻮﻉ ﻭﻗـﻮﺓ
ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ .
ﻭﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﺃﺣﺪ ﳕﺎﺫﺝ ﺃﺷﻜﺎﻝ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ :
ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ ﻧﻘﺎﻁ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﱐ ﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺍﳋﻄﻴﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ) ﺱ ،ﺹ ( ﻭﻫﻲ ﺍﻟﻨﻘﺎﻁ
ﺩﺍﺧﻞ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﻀﺎﻭﻱ ﺃﻡ ﺷﻜﻞ ﺍﻟﻌﻼﻗﺔ ﳝﺜﻠﻬﺎ ﺍﳋﻂ ﺍﻟﻮﳘﻲ ﺍﻟﺬﻱ ﳝﺮ ﺑﻘﻄﺮ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﻀﺎﻭﻱ .
ﺛﺎﻧﻴﺎ :ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﻋﻼﻗﺔ ﻏﲑ ﺧﻄﻴﺔ ] : [ Nonlinear Relation
ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻦ ﺍﳌﺘﻐﲑﻳﻦ ﺍﳌﺴﺘﻘﻞ ﻭﺍﻟﺘﺎﺑﻊ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﻜﻤﻲ ﺍﳌﺘﺼﻞ ﺃﻭ ﺃﺣﺪﳘﺎ ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ ﻋﻼﻗﺔ ﻏﲑ ﺧﻄﻴﺔ ،
ﺃﻭ ﻛﺎﻥ ﻛﻞ ﻣﻦ ﺍﳌﺘﻐﲑﻳﻦ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﺘﺼﻨﻴﻔﻲ ﻓﻔﻲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﳝﻜﻦ ﲢﺪﻳﺪ ﻧﻮﻉ ﻭﻗﻮﺓ ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﺍﳌـﺘﻐﲑﻳﻦ
ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻮﺍﻓﻖ ] . [ Contingency Coefficient
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 72 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻭﳝﻜﻦ ﺗﻌﻴﲔ ﻣﻦ ﺧﻴﺎﺭ ] [ Crosstabs Statisticsﻭﻓﻘﹰﺎ ﻟﻨﻮﻉ ﻛﻞ ﻣﻦ ﺍﳌﺘﻐﲑﻳﻦ ﺍﳌﺴﺘﻘﻞ ﻭﺍﻟﺘﺎﺑﻊ ﻛﻤﺎ ﻳﻠﻲ :
ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻦ ﺍﳌﺘﻐﲑﻳﻦ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻻﲰﻲ ) ﺍﻟﺘﺼﻨﻴﻔﻲ ( Nominalﺗﺴﺘﺨﺪﻡ ﺃﻱ ﻣﻦ ﺍﳌﻌﺎﻣﻼﺕ -1
ﺍﻟﺘﺎﻟﻴﺔ ﻹﳚﺎﺩ ﻭﲢﺪﻳﺪ ﻗﻮﺓ ﻭﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ :
] ، [ Lambda ] ، [ Phi And Cramer, s V ] ، [ Contingency Coefficient
] . [ Uncertainty Coefficient
ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻦ ﺍﳌﺘﻐﲑﻳﻦ ﻣﻦ ﺍﻟﻨﻮﻉ ) ﺍﻟﺮﺗﱯ ( Ordinalﺗﺴﺘﺨﺪﻡ ﺃﻱ ﻣﻦ ﺍﳌﻌﺎﻣﻼﺕ ﺍﻟﺘﺎﻟﻴﺔ : -2
ﻹﳚﺎﺩ ﻭﲢﺪﻳﺪ ﻗﻮﺓ ﻭﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ :
,
] . [ kendall , s tua-c ] ، [ kendall , s Tua-b ] ، [ Somer s d ] ، [ Gamma
ﺇﺫﺍ ﻛﺎﻥ ﺍﺣﺪ ﺍﳌﺘﻐﲑﻳﻦ ﺍﲰﻲ ﻭﺍﻵﺧﺮ ﻓﺘﺮﻱ ﻳﺴﺘﺨﺪﻡ ﻣﻌﺎﻣﻞ ) . ( Eta -3
ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﲢﺪﻳﺪ ﻭﻧﻮﻉ ﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ :
ﳝﻜﻦ ﲢﺪﻳﺪ ﻧﻮﻉ ﻭﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﺑﺎﺗﺒﺎﻉ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﻮﺿﺤﺔ ﻓﻴﻤﺎ ﻳﻠﻲ :
§ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﻣﻮﺟﺒﺔ ﺩﻝ ﺫﻟﻚ ﻋﻠﻰ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ .
§ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﺍﳌﻮﺟﺒﺔ ﺃﻛﱪ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ) (0.5ﺩﻝ ﺫﻟﻚ ﻋﻠﻰ ﻭﺟﻮﺩ
ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﻗﻮﻳﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ .
) ﻣﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ :ﺭ = 0.6ﺃﻭ ﺭ = 0.7ﺃﻭ ﺭ = . . . 0.8ﻭﻫﻜﺬﺍ ( .
§ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﺍﳌﻮﺟﺒﺔ ﺃﻗﻞ ﻣﻦ ) (0.5ﺩﻝ ﺫﻟﻚ ﻋﻠﻰ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ
ﺿﻌﻴﻔﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ .
§ ) ﻣﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ :ﺭ = 0.4ﺃﻭ ﺭ = 0.3ﺃﻭ ﺭ = . . . 0.2ﻭﻫﻜﺬﺍ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 73 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
§ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ )ﺭ ( ﺍﳌﻮﺟﺒﺔ = +1ﻓﻴﻘﺎﻝ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺗﺎﻣﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ.
§ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﺳﺎﻟﺒﺔ ﺩﻝ ﺫﻟﻚ ﻋﻠﻰ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻋﻜﺴﻴﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ .
§ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﺳﺎﻟﺒﺔ ﻭﺃﻗﻞ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ) ( -0.5ﺩﻝ ﺫﻟﻚ ﻋﻠﻰ ﻭﺟﻮﺩ
ﻋﻼﻗﺔ ﻋﻜﺴﻴﺔ ﻗﻮﻳﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ :
ﺭ = -0.7ﺃﻭ ﺭ = . . . -0.8ﻭﻫﻜﺬﺍ ( . ) ﻣﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ :ﺭ = -0.6ﺃﻭ
§ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﺳﺎﻟﺒﺔ ﻭﺃﻛﱪ ﻣﻦ ) ( -0.5ﺩﻝ ﺫﻟﻚ ﻋﻠﻰ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻋﻜﺴﻴﺔ
ﺿﻌﻴﻔﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ :
) ﻣﻦ ﺃﻣﺜﻠﺔ ﺫﻟﻚ ﺭ = -0.4ﺃﻭ ﺭ = -0.3ﺃﻭ ﺭ = . . . -0.2ﻭﻫﻜﺬﺍ ( .
§ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﺍﳌﻮﺟﺒﺔ = -1ﻓﻴﻘﺎﻝ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﻋﻜﺴﻴﺔ ﺗﺎﻣﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ .
ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﻭﻧﻮﻉ ﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ :
ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ) ﺭ ( ﻭﻧﻮﻉ ﻭﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ :
ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ
ﻋﻜﺴﻴﺔ ﻃﺮﺩﻳﺔ
ﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ
ﺭ ≥ ) ( - 0.5 ﺭ ≤ ) ( 0.5 ﻗﻮﻳﺔ
) > ( - 0.5ﺭ > ﺻﻔﺮ ) < ( 0.5ﺭ < ﺻﻔﺮ ﺿﻌﻴﻔﺔ
ﺭ = ) ( -1 ﺭ=) ( 1 ﺗﺎﻣﺔ
ﺭ = ﺻﻔﺮ ﺻﻔﺮﻳﺔ
ﺣﻴﺚ ) ﺭ ( ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 74 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻟﺜﺎ :ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ] : [ Partial Correlation
ﻳﻬﺘﻢ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﺭﺗﺒﺎﻁ ﺑﺈﳚﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ) ﺱ ،ﺹ ( ﺑﻌﺪ ﺣﺬﻑ ﺟﺰﺀ ﻣﻦ ﺍﻟﻌﻼﻗﺔ ﻳﺮﺟﻊ ﻟﺘﺄﺛﲑ
ﻣﺘﻐﲑ ﺁﺧﺮ ،ﻓﻌﻨﺪﻣﺎ ﻳﻬﺘﻢ ﺃﺣﺪ ﺍﻟﺒﺎﺣﺜﲔ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟـﺬﻛﺎﺀ ) ﺱ ( ﻭﺍﻟﺘﺤـﺼﻴﻞ ) ﺹ ( ،ﻳـﺪﺭﻙ ﺃﻥ
ﺍﻟﺘﺤﺼﻴﻞ ﻗﺪ ﻳﺘﺄﺛﺮ ﲟﺘﻐﲑ ﺁﺧﺮ ﺃﻻ ﻭﻫﻮ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺍﻓﻌﻴﺔ ) ﻉ ( ﻓﻴﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﺪﻑ
ﺍﺳﺘﺒﻌﺎﺩ ﺃﺛﺮ ﺍﻟﺪﺍﻓﻌﻴﺔ ) ﻉ ( ﻣﻦ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻱ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼﻴﻞ .
ﻣﻼﺣ ﻈﺔ ) : ( 1
ﳝﻜﻦ ﺇﳚﺎﺩ ﻗﻮﺓ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﻭﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﺑﺎﺳﺘﺨﺪﺍﰎ ﻧﻔﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺬﻛﻮﺭﺓ ﺳﺎﺑﻘﺎ .
ﻣﻼﺣ ﻈﺔ ) : ( 2
ﳝﻜﻦ ﺗﺄﺛﲑ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﺒﻌﺪ ﻣﻦ ﺍﻟﻌﻼﻗﺔ ﺍﳉﺰﺋﻴﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ) ﻣﺴﺘﻘﻞ ﻭﺗﺎﺑﻊ (ﻛﻤﺎ ﻳﻠﻲ :
ﺇﳚﺎﺩ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ] [ Personﺑﲔ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ﻭﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ . ﺃ-
ﺏ -ﻣﻘﺎﺭﻧﺔ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ] [ Personﲟﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﻭﺍﳊﻜﻢ ﻋﻠﻰ ﻗﻮﺓ ﺗـﺄﺛﲑ
ﺍﳌﺘﻐﲑﺍﳌﺴﺘﺒﻌﺪ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﺍﳌﺴﺘﻘﻞ ﻭﺍﻟﺘﺎﺑﻊ ﻛﻤﺎ ﻳﻠﻲ :
• ﺇﺫﺍ ﻗﻠﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﻋﻦ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ] [ Personﻓﻬﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﳌـﺘﻐﲑ
ﺍﳌﺴﺘﺒﻌﺪ ﻛﺎﻥ ﳍﺎ ﺗﺄﺛﲑﹰﺍ ﺇﳚﺎﺑﻴﹰﺎ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ) ﺍﳌﺴﺘﻘﻞ ﻭﺍﻟﺘﺎﺑﻊ ( .
• ﺇﺫﺍ ﺯﺍﺩﺕ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﻋﻦ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ] [ Personﻓﻬﺬﺍ ﻳﻌﲏ ﺍﻥ ﺍﳌﺘﻐﲑ
ﺍﳌﺴﺘﺒﻌﺪ ﻛﺎﻥ ﳍﺎ ﺗﺄﺛﲑﹰﺍ ﺳﻠﺒﻴﹰﺎ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ) ﺍﳌﺴﺘﻘﻞ ﻭﺍﻟﺘﺎﺑﻊ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 75 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺗﻄﺒﻴﻘﺎﺕ ﻣﺘﻨﻮﻋﺔ ﻋﻠﻰ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ :
ﻣﺜﺎﻝ ) ( 1
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺬﻛﺎﺀ ﻭ ﺍﻟﺘﺤﺼﻴﻞ ﺍﳌﺪﺭﺳﻲ ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ﺃﺛﺮ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺤﺼﻴﻞ ،
ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﺤﺐ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻗﺪﺭﻫﺎ ) ( 120ﻓﺮﺩ ﻣﻦ ﻃﻼﺏ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻮﺳﻂ ﰒ ﻃﺒﻘﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ
ﺧﻄﻮﺓ ﺗﺎﻟﻴﺔ ﺛﻼﺛﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺃﺣﺪﺍﻫﺎ ﻳﻘﻴﺲ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻷﺧﺮ ﻳﻘﻴﺲ ﺍﻟﺘﺤﺼﻴﻞ ﻭﺍﻟﺜﺎﻟﺚ ﻳﻘﻴﺲ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻋﻠﻰ ﺃﻓﺮﺍﺩ
ﺍﻟﻌﻴﻨﺔ ،ﻭﻗﺪ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﺴﺠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﲟﻠﻒ ] [ Compare1ﲢﺖ ﻣﺴﻤﻴﺎﺕ
] [ Intelﻟﻠﺬﻛﺎﺀ [ Achevment ] ،ﻟﻠﺘﺤﺼﻴﻞ [ Motive ] ،ﻟﻠﺪﺍﻓﻌﻴﺔ .
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺼﻞ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻭﺟﺪ :
ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﺑﲔ ﻣﺘﻐﲑﻱ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼﻴﻞ ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ﺃﺛﺮ ﻣﺘﻐﲑ ﺍﻟﺪﺍﻓﻌﻴﺔ . -1
ﺗﺄﺛﲑ ﻣﺘﻐﲑ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼﻴﻞ . -2
ﺍﳊﻞ :
ﻓﺘﺢ ﻣﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ] . [ Compare1 .1
ﺍﺧﺘﻴﺎﺭ ﺃﻣﺮ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ ﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ . .2
ﺍﺧﺘﻴﺎﺭ ] [ Correlateﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ . .3
ﳔﺘﺎﺭ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺧﻴﺎﺭ ] . [ Partial .4
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 76 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
.5ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﺘﻮﺡ .
.6ﳓﺪﺩ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ )ﺍﻟﺬﻛﺎﺀ ( ﻣﻦ ﻗﺎﺋﻤﺔ ﺍﳌﺘﻐﲑﺍﺕ ﻭﻫﻮ ] [ Intelﰒ ﻧﻀﻐﻂ ﻋﻠﻴﻪ ﻟﺘﻈﻠﻴﻠﻪ .
.7ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﺍﻟﻌﻠﻮﻱ ﻟﻨﻘﻠﻪ ﺇﱃ ﻣﺮﺑﻊ ﺍﳌﺘﻐﲑ ﺍﳌﻌﻨﻮﻥ ﺑـ ] . [ Variables
.8ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ) ﺍﻟﺘﺤﺼﻴﻞ ( ] [ Achevmentﻣﻦ ﻧﻔﺲ ﺍﻟﻘﺎﺋﻤﺔ ﻟﺘﻈﻠﻴﻠﺔ .
.9ﺗﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻟﻌﻠﻮﻱ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ﺍﳌﻀﻠﻞ ﺇﱃ ﺍﳌﺮﺑﻊ ﺍﳌﻌﻨﻮﻥ ﺑـ ] .[ Variables
.10ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﳌﺘﻐﲑ ﺍﳌﺮﺍﺩ ﺍﺳﺘﺒﻌﺎﺩ ﺃﺛﺮﻩ ) ﺍﻟﺪﺍﻓﻌﻴﺔ ( ﻭﻫﻮ ] [ Motiveﻣﻦ ﻧﻔﺲ ﺍﻟﻘﺎﺋﻤﺔ ﻟﺘﻈﻠﻴﻠﺔ .
.11ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﺍﻟﺴﻔﻠﻲ ﻟﻨﻘﻠﻪ ﺇﱃ ﻣﺮﺑﻊ ﺍﻟﺘﺤﻜﻢ ﰲ ﺃﺛﺮ ﺍﳌﺘﻐﲑ ﺍﳌﻌﻨﻮﻥ
ﺑـ ] . [ Controlling For
.12ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] . [ Okﻓﻨﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 77 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺃﻭﹰﻻ /ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﲟﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ :
ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻳﺘﻀﺢ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﺑﲔ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ﺃﺛﺮ ﺍﻟﺪﺍﻓﻌﻴﺔ
= ) ( 0.02ﺗﻘﺮﻳﺒﹰﺎ ،ﳑﺎ ﻳﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﺿﻌﻴﻔﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ .
ﺗﺎﺑﻊ ﺧﻄﻮﺍﺕ ﺍﳊﻞ :
.13ﺍﺧﺘﻴﺎﺭ ﺃﻣﺮ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ ﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
.14ﺍﺧﺘﻴﺎﺭ ] [ Correlateﰒ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻪ ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
.15ﳔﺘﺎﺭ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺧﻴﺎﺭ ] . [ Bivariate
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 78 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
.16ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺎﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﺘﻮﺡ .
.17ﳓﺪﺩ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ) ﺍﻟﺬﻛﺎﺀ ( ﻣﻦ ﻗﺎﺋﻤﺔ ﺍﳌﺘﻐﲑﺍﺕ ﻭﻫﻮ ] [ Intelﰒ ﻧﻀﻐﻂ ﻋﻠﻴﻪ ﻟﺘﻈﻠﻴﻠﻪ .
.18ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﻟﻨﻘﻠﻪ ﺇﱃ ﻣﺮﺑﻊ ﺍﳌﺘﻐﲑ ﺍﳌﻌﻨﻮﻥ ﺑـ ] . [Variables
.19ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ) ﺍﻟﺘﺤﺼﻴﻞ ( ] [ Achevmentﻣﻦ ﻧﻔﺲ ﺍﻟﻘﺎﺋﻤﺔ ﻟﺘﻈﻠﻴﻠﺔ .
.20ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﻟﻨﻘﻞ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ﺍﳌﻀﻠﻞ ﺇﱃ ﺍﳌﺮﺑﻊ ﺍﳌﻌﻨﻮﻥ ﺑـ ] .[ Variables
.21ﺍﻟﺘﻈﻠﻴﻞ ﻋﻠﻰ ﺧﻴﺎﺭ ] [ Pearsonﻟﺘﻨﺸﻴﻄﻪ .
.22ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] . [ Okﻓﻨﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 79 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﲟﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺜﻨﺎﺋﻲ :
ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺜﻨﺎﺋﻲ ﺑﲔ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼﻴﻞ = ) ( 0.02ﺗﻘﺮﻳﺒﹰﺎ .
* ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻣﻌﺎﻣﻞ ﺍﺭﺗﺒﺎﻁ ﺑﲑﺳﻮﻥ ] [ Bivariateﻭﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ] : [ Partial
ﺛﺎﻟﺜﹰﺎ /ﻭﲟﻘﺎﺭﻧﺔ ﻣﻌﺎﻣﻠﻲ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﻭﺍﻟﺜﻨﺎﺋﻲ ﳒﺪ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺗﺴﺎﻭﻱ ﺑﲔ ﻗﻴﻤﱵ ﻫﺬﻳﻦ ﺍﳌﻌﺎﻣﻠﲔ ﺣﻴـﺚ
ﺑﻠﻐﺖ ﻛﻞ ﻣﻨﻬﻤﺎ ﺍﻟﻘﻴﻤﺔ ) ( 0.02ﺗﻘﺮﻳﺒﹰﺎ .
* ﺗﺄﺛﲑ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﺒﻌﺪ ) ﺍﻟﺪﺍﻓﻌﻴﺔ ( ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ) ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼﻴﻞ ( :
ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﺒﻌﺪ ﻟﻴﺲ ﻟﻪ ﺃﻱ ﺗﺄﺛﲑ ) ﻋﺪﱘ ﺍﻟﺘﺄﺛﲑ ( ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ) ﺍﻟﺬﻛﺎﺀ ،ﺍﻟﺘﺤﺼﻴﻞ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 80 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ) : ( 2
ﺍﺟﺮﻳﺖ ﺇﺣﺪﻯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﺤﺼﻴﻞ ﰲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ ﺃﺛﺮ
ﻣﺘﻐﲑ ﺍﻟﺪﺍﻓﻌﻴﺔ ،ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﺤﺐ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ ) ( 120ﻃﻔﻞ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ،ﰒ ﻗﺎﻣﺖ ﰲ ﺧﻄﻮﺓ ﺗﺎﻟﻴﺔ
ﺑﺘﻄﺒﻴﻖ ﺛﻼﺛﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻫﻲ :
) ﺍﺧﺘﺒﺎﺭ ﻳﻘﻴﺲ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ،ﺍﺧﺘﺒﺎﺭ ﻳﻘﻴﺲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻠﻲ ﰲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﺍﺧﺘﺒﺎﺭ ﻳﻘﻴﺲ ﻣﺴﺘﻮﻯ
ﺍﻟﺪﺍﻓﻌﻴﺔ ( ،ﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺮﺻﺪ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﲟﻠﻒ ] [ Compare1ﲢﺖ ﻣﺴﻤﻴﺎﺕ
] [ Langusticﻟﻠﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ [ Arabic ] ،ﻟﻠﺘﺤﺼﻴﻞ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ [ Motive ] ،ﻟﻠﺪﺍﻓﻌﻴﺔ .
.1ﺃﻭﺟﺪ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﺑﲔ ﻣﺘﻐﲑﻱ ) ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻠﻲ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ( ﺑﻌﺪ ﺍﺳﺘﺒﻌﺎﺩ
ﺃﺛﺮ ﺍﻟﺪﺍﻓﻌﻴﺔ .
.2ﺣﺪﺩ ﺃﺛﺮ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﺒﻌﺪ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ .
ﺍﳊﻞ :
ﻧﺘﺒﻊ ﻧﻔﺲ ﻃﺮﻳﻘﺔ ﺣﻞ ﺍﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ – ﻣﻊ ﺍﺧﺘﻴﺎﺭ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﻄﻠﻮﺑﺔ ﰲ ﺍﳌﺜﺎﻝ -ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺃﻭ ﹰﻻ /ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﲟﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ :
ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﺑﻌﺪ ﺣﺬﻑ ﺃﺛﺮ ﺍﻟﺪﺍﻓﻌﻴﺔ ؛ ﺍﻟﻘﻴﻤﺔ ) ( 0.09ﳑﺎ ﻳﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ
ﺿﻌﻴﻔﺔ ﺑﲔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﺤﺼﻴﻞ ﰲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 81 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﲟﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺜﻨﺎﺋﻲ ] : [ Pearson
ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺜﻨﺎﺋﻲ ﺑﲔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﺤﺼﻴﻞ ﰲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻠﻐﺖ ﻗﻴﻤﺔ ) ( 0.12
ﺗﻘﺮﻳﺒﹰﺎ .
ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻣﻌﺎﻣﻠﻲ ﺍﻻﺭﺗﺒﺎﻁ ) ﺍﻟﺜﻨﺎﺋﻲ ﻭﺍﳉﺰﺋﻲ ( :
ﻳﺘﻀﺢ ﻣﻦ ﺧﻼﻝ ﻣﻘﺎﺭﻧﺔ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﲟﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺜﻨﺎﺋﻲ ؛ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳉﺰﺋﻲ ﻭﻫﻮ ) ( 0.09ﺃﻗﻞ ﻣﻦ
ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﺜﻨﺎﺋﻲ ﻭﻫﻮ ) ، ( 0.12ﳑﺎ ﻳﻔﻴﺪ ﺑﺄﻥ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﺒﻌﺪ ﺃﺛﺮﻩ ﻣﻦ ﺍﻟﻌﻼﻗﺔ ﻭﻫﻮ ﺍﻟﺪﺍﻓﻌﻴﺔ ؛ ﻛﺎﻥ ﻟﻪ ﺗﺄﺛﲑﹰﺍ
ﺇﳚﺎﺑﻴﹰﺎ ﻋﻠﻴﻪ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 82 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﻹﺣﺼﺎﺀ ﺍﻟﻼﺑﺎﺭﺍﻣﻴﺘﺮﻱ ) ﺍﻟﻼ ﻣﻌﻠﻤﻲ ( :
ﻧﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﻻﺳﺎﻟﻴﺐ ﺇﺫﺍ ﺃﺧﻞ ﺑﺸﺮﻁ ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺷﺮﻭﻁ ﺍﻹﺣﺼﺎﺀ ﺍﻟﺒﺎﺭﺍﻣﻴﺘﺮﻱ ) ﺍﳌﻌﻠﻤﻲ (
ﻭﻫﻲ :
.1ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻻ ﻳﻘﻞ ﻋﻦ ) . ( 25
.2ﺍﻟﺘﻮﺯﻳﻊ ﺍﻻﻋﺘﺪﺍﱄ ﻟﺪﺭﺟﺎﺕ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ .
.3ﻣﺴﺘﻮﻯ ﺍﻟﻘﻴﺎﺱ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﻔﺘﺮﻱ ﺃﻭ ﺍﻟﻨﺴﱯ .
ﺃﻧﻮﺍﻉ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻣﻊ ﺍﻻﺣﺼﺎﺀ ﺍﻟﻼﺑﺮﺍﻣﻴﺘﺮﻱ :
ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﻼﺑﺎﺭﻣﺘﺮﻳﺔ ﺍﻟﱵ ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﻓﻘﺎ ﻷﻧﻮﺍﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ
ﻭﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﻭﻣﻦ ﺃﺷﻬﺮﻫﺎ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺎﻟﻴﺔ :
.1ﺍﺧﺘﺒﺎﺭ ﻣﺎﻥ ﻭﺗﲏ ﻟﺪﺭﺍﺳﺔ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻕ ﺑﲔ ﻋﻴﻨﺘﲔ ﻣﺴﺘﻘﻠﺘﲔ .
.2ﺍﺧﺘﺒﺎﺭ ﻭﻳﻠﻜﺎﻛﺴﻮﻥ ﻟﺪﺭﺍﺳﺔ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻕ ﺑﲔ ﻗﻴﺎﺳﲔ ﻟﻌﻴﻨﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻷﻓﺮﺍﺩ .
.3ﺍﺧﺘﺒﺎﺭ ﻛﺮﻭﺳﻴﻜﺎﻝ ﻭﺍﻟﻴﺲ ﳊﺴﺎﺏ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻛﺜﺮ ﻣﻦ ﻋﻴﻨﺘﲔ .
.4ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ) ﻛﺎ ( 2ﳊﺴﺎﺏ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ .
ﺃﻭﹰﻻ :ﺍﺧﺘﺒﺎﺭ " ﻣﺎﻥ ﻭﻳﺘﲏ "
ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﲡﺮﻱ ﻓﻴﻬﺎ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻋﻴﻨﺘﲔ ﻣﺴﺘﻘﻠﺘﲔ ﻭﻫﻮ ﻳﻘﺎﺑﻞ ﺍﺧﺘﺒﺎﺭ
" ﺕ " ﰲ ﺍﻹﺣﺼﺎﺀ ﺍﻟﺒﺎﺭﺍﻣﻴﺘﺮﻱ .
ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﻣﺎﻥ ﻭﻳﺘﲏ : Mann-Whitney
ﺗﺘﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻦ ﺟﺪﻭﻟﲔ ،ﺍﻷﻭﻝ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﺘﻮﺳﻂ ﺍﻟﺮﺗﺐ ] ، [ Mean Rankﻭﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ
] [ Sum of Ranksﻟﻜﻞ ﻣﻦ ﳎﻤﻮﻋﱵ ﺍﳌﻘﺎﺭﻧﺔ ،ﻭﺍﻵﺧﺮ ﳛﺘﻮﻱ ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻻﺧﺘﺒﺎﺭ ] [ Uﻭﻛﺬﻟﻚ
ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ] ) [ Sig (2-tailedﻋﻨﺪ ﺍﻟﺬﻳﻠﲔ .
ﻓﺈﺫﺍ ﻛﺎﻧﺖ ] [ Sigﺃﺻﻐﺮ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ) 0.05ﺃﻭ ( 0.01ﻓﻬﺬﺍ ﻳﻌﲏ ﺃﻥ ﻗﻴﻤﺔ
ﺍﻻﺧﺘﺒﺎﺭ ] [ Uﺩﺍﻟﺔ ﻭﻫﻨﺎﻙ ﻓﺮﻭﻗﹰﺎ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ ﻟﻌﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ) ﰲ ﺻﺎﱀ ﺍﻤﻮﻋﺔ ﺻﺎﺣﺒﺔ ﺍﻤﻮﻉ
ﺍﻷﻛﱪ ﻣﻦ ﺍﻟﺮﺗﺐ ( ﻭﻧﺮﻓﺾ ﺣﻴﻨﺌ ﺬ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 83 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ] [ Sigﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﻓﻬﺬﺍ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻗﹰﺎ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﳎﻤﻮﻉ
ﺍﻟﺮﺗﺐ ﻟﻌﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ﻭﻧﻘﺒﻞ ﺣﻴﻨﺌ ﺬ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﻣﺜﺎﻝ )(1
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺴﻴﺔ ﻟﻸﻃﻔﺎﻝ ﻣﻦ ﺫﻭﻱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ،
ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﺤﺐ ﻋﻴﻨﺘﲔ ﺇﺣﺪﺍﻫﺎ ﺿﺎﺑﻄﺔ ﻭﺍﻷﺧﺮﻯ ﲡﺮﻳﺒﻴﺔ ﻭﺣﺠﻢ ﻛﻞ ﻣﻨﻬﻤﺎ ) ( 20ﻓﺮﺩ ﻭﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ
ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻰ ﺍﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻓﻘﻂ ﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﰲ
ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻋﻴﻨﱵ ﺍﻟﺪﺭﺍﺳﺔ ﰒ ﻗﺎﻣﺖ ﺑﺘﺴﺠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻـﺔ ﺑـﺎﻟﻌﻴﻨﺘﲔ ﻋﻠـﻰ ﺍﻻﺧﺘﺒـﺎﺭ ﲟﻠـﻒ
] [ nonparametricﲢﺖ ﻣﺴﻤﻴﺎﺕ ] [ languageﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺈﺩﺧﺎﻝ ﻣﺘﻐﲑﺍ ﻛﻮﺩﻳﺎ ﲟﺴﻤﻰ
] [ gﺑﻨﻔﺲ ﺍﳌﻠﻒ ﺍﻟﺴﺎﺑﻖ ﻭﺫﻟﻚ ﻹﺩﺧﺎﻝ ﺍﻷﻛﻮﺍﺩ ﺍﳋﺎﺻﺔ ﺑﺎﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻭﻛﺬﻟﻚ ﺍﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻋﻠـﻰ
ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ :
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ] . [ cont
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﻟﻠﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ] . [ exp
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﻻ ﺗﻮﺟﺪ ﻓﻌﺎﻟﻴﺔ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ "
ﺍﺧﺘﱪ ﺻﺤﺔ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ) ( 0.05ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺼﻞ ﻋﻠﻴﻬﺎ ،ﻣﺒﻴﻨﹰﺎ ﺍﻟﻘﺮﺍﺭ
ﺍﻟﺬﻱ ﳚﺐ ﺍﲣﺎﺫﻩ ﺑﺸﺄﻥ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 84 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺧﻄﻮﺍﺕ ﺍﳊﻞ :
ﳔﺘﺎﺭ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ . .1
ﳔﺘﺎﺭ ] ) [ Nonparametric Testsﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻼﺭﺑﺎﺭﻣﺘﺮﻳﺔ ( . .2
ﳔﺘﺎﺭ ] ) [ 2 Independent Samplesﺍﻟﻌﻴﻨﺘﺎﻥ ﺍﳌﺴﺘﻘﻠﺘﺎﻥ ( ﰒ ﻧﻀﻐﻂ ﳌﺮﺓ ﻭﺍﺣﺪﺓ . .3
ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻔﺘﻮﺡ ﻧﻈﻠﻞ ﻣﻨﻪ .4
ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ﻭﻫﻮ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ] . [ language
ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﺍﻟﻌﻠﻮﻱ ﻟﻨﻘﻠﻪ ﻏﻠﻰ ﺍﳌﺮﺑﻊ ﺍﻷﳝﻦ ﺍﳌﻌﻨﻮﻥ ﺑـ ] [ Test Variable List .5
) ﻗﺎﺋﻤﺔ ﻣﺘﻐﲑﺍﺕ ﺍﻻﺧﺘﺒﺎﺭ ( .
ﻧﻈﻠﻞ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ﻭﻫﻮﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ] . [ g .6
ﻧــﻀﻐﻂ ﻋﻠــﻰ ﺍﻟــﺴﻬﻢ ﺍﻷﻭﺳــﻂ ﺍﻟــﺴﻔﻠﻲ ﻟﻨﻘﻠــﻪ ﺇﱃ ﺍﳌﺮﺑــﻊ ﺍﻷﳝــﻦ ﺍﻟــﺴﻔﻠﻲ ﺍﳌﻌﻨــﻮﻥ .7
ﺑـ ] ) [ Grouping Variableﻣﺘﻐﲑ ﺍﻤﻮﻋﺎﺕ ( .
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ Define Groupsﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﻤﻮﻋﺎﺕ ( . .8
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 85 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
.9ﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﺑﻌﻨﻮﺍﻥ ] . [ Two Independent Samples : Defi....
.10ﻧﻜﺘﺐ ﺃﻱ ﺭﻗﻢ ﻛﻮﺩﻱ ﻣﻦ ﺭﻗﻤﻲ ﺍﻤﻮﻋﺘﲔ ﻣﻮﺿﻊ ﺍﳌﻘﺎﺭﻧﺔ ﻭﻟﻴﻜﻦ ﺍﻟﺮﻗﻢ ) ( 1ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﻌﻠﻮﻱ ﺍﳌﻘﺘﺮﻥ
ﺑـ . [ Group 1 ] :
.11ﻧﻜﺘﺐ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ﺍﻵﺧﺮ ﻭﻫﻮ ﺍﻟﺮﻗﻢ ) ( 2ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﺴﻔﻠﻲ ﺍﳌﻘﺘﺮﻥ ﺑـ ] . [ Group 2
.12ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ continueﺍﺳﺘﻤﺮ .
.13ﺗﻨﺸﻴﻂ ﺍﺧﺘﺒﺎﺭ ﻣﺎﻥ ﻭﻳﻨﺘﲏ ] [ Mann-Whitneyﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻴﻪ ) ﻭﻫﻮ ﻣﻨﺸﻂ ﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ
ﻷﻧﻪ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﱪﻧﺎﻣﺞ ( ﺇﺫﺍ ﱂ ﻳﺬﻛﺮ ﺍﺧﺘﺒﺎﺭ ﺁﺧﺮ ﲞﻼﻑ ﺍﺧﺘﺒﺎﺭ ﻣﺎﻥ ﻭﻳﺘﲏ .
.14ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ okﻣﻮﺍﻓﻖ ( ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 86 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﳊﻞ :
ﺃﻭﹰﻻ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺮﺗﺐ ﻋﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ) ﺍﻟﻀﺎﺑﻄﺔ – ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ( :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ ﺍﳋﺎﺻﺔ ﺑﺎﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺑﻠﻐﺖ ﻗﻴﻤﺘﻪ ) ( 580ﻭﻫﻮ ﻳﺰﻳﺪ ﻋـﻦ
ﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ ﺍﳋﺎﺻﺔ ﺑﺎﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ ﻭﺍﻟﱵ ﺑﻠﻐﺖ ﻗﻴﻤﺘﻪ ) ، ( 240ﻭﺑﺎﻟﺘﺎﱄ ﻳﺘﻀﺢ ﻭﺟﻮﺩ ﻓﺮﻗﹰﺎ ﻇﺎﻫﺮﻳﹰﺎ ﺑﲔ
ﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ ﺑﲔ ﻋﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ﰲ ﺻﺎﱀ ﺍﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 87 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﹰﺎ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺀ ) ﻣﺎﻥ ﻭﻳﺘﲏ ( :
ﻭﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ﺍﺧﺘﺒﺎﺭ ) ﻣﺎﻥ ﻭﻳﺘﲏ ( ﻭﻫﻲ ] [ Uﺑﻠﻐﺖ ﻗﻴﻤﺘﻬﺎ ) ( 30ﻭﻫﻲ ﻗﻴﻤﺔ ﺩﺍﻟـﺔ
ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﻭﻫﻮ ) ( 0.05ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﺪﻻﻟﺔ ] [ sigﺍﳌﻘﺘﺮﻧﺔ ـﺎ ﺑﻠﻐـﺖ ﺍﻟﻘﻴﻤـﺔ
) . ( 0.00
ﻭﻫﻲ ﺃﻗﻞ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﶈﺪﺩ .ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻨﺎﻙ ﻓﺮﻭﻗﹰﺎ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﳎﻤـﻮﻉ ﺭﺗـﺐ ﳎﻤـﻮﻋﱵ ﺍﳌﻘﺎﺭﻧـﺔ
) ﺍﻟﻀﺎﺑﻄﺔ ،ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ( ﰲ ﺻﺎﱀ ﺍﻤﻮﻋﺔ ﺻﺎﺣﺒﺔ ﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ ﺍﻷﻛﱪ ﻭﻫﻲ ﺍﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ .
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﳚﺐ ﺭﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ :
" ﻻ ﺗﻮﺟﺪ ﻓﻌﺎﻟﻴﺔ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ " .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 88 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻧﻴﺎ :ﺍﺧﺘﺒﺎﺭ " ﻭﻳﻠﻜﺎﻛﺴﻮﻥ " ] : [ wilcoxon
ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﲡﺮﻱ ﻓﻴﻬﺎ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻋﻴﻨﺘﲔ ﻣﺘﺮﺍﺑﻄﺘﲔ ) ﻗﻴﺎﺳﺎﻥ ﻟﻌﻴﻨﺔ
ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ( ﻭﻫﻮ ﻳﻘﺎﺑﻞ ﺍﺧﺘﺒﺎﺭ " ﺕ " ﻟﻌﻴﻨﺘﲔ ﻣﺘﺮﺍﺑﻄﺘﲔ ﰲ ﺍﻹﺣﺼﺎﺀ ﺍﻟﺒﺎﺭﻣﺘﺮﻱ .
ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺘﻢ ﺑﺎﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﺛﺮ ﺑﺮﻧﺎﻣﺞ ﻣﻘﺘﺮﺡ ﰲ ﻋـﻼﺝ
ﺻﻌﻮﺑﺎﺕ ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺻﻌﻮﺑﺎﺕ ﰲ ﺍﻟﺘﻌﻠﻢ ﻓﺘﻘﻮﻡ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒـﺎﺭ ﻋـﻦ
ﺻﻌﻮﺑﺎﺕ ﺍﻟﺘﻌﻠﻢ ﻋﻠﻰ ﻋﻴﻨﺔ ﺻﻐﲑﺓ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﺑﻌﺪ ﺗﻄﺒﻴﻖ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﻘﺘﺮﺡ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﻴﻨﺔ ﻣﻦ ﺍﻷﻓـﺮﺍﺩ ﻳﻘـﻮﻡ
ﺑﺘﻄﺒﻴﻖ ﺍﻻﺧﺘﺒﺎﺭ ﻣﺮﺓ ﺃﺧﺮﻯ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﻌﻴﻨﺔ ﻭﺑﺎﻟﺘﺎﱄ ﲢﺼﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻗﻴﺎﺳـﲔ ) ﳎﻤـﻮﻋﺘﲔ ﻟﻠـﺪﺭﺟﺎﺕ
ﻋﻠﻯﺎﻻﺧﺘﺒﺎﺭ ( ﻣﺮﺓ ﻗﺒﻞ ﺗﻨﻔﻴﺬ ﺍﻟﱪﻧﺎﻣﺞ ﺍﳌﻘﺘﺮﺡ ﻭﺍﻷﺧﺮﻯ ﺑﻌﺪ ﺗﻨﻔﻴﺬﻩ .
ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ " ﻭﻳﻠﻜﺎﻛﺴﻮﻥ ] : [ wilcoxon
ﺗﻜــﻮﻥ ﻧﺘــﺎﺋﺞ ﺍﻻﺧﺘﺒــﺎﺭ ﻣــﻦ ﺟــﺪﻭﻟﲔ ،ﺍﻷﻭﻝ ﳛﺘــﻮﻱ ﻋﻠــﻰ ﻋــﺪﺩ ﺍﻟﺮﺗــﺐ ﺍﻟــﺴﺎﻟﺒﺔ
] [ Negative Ranksﻭﺍﻷﺧﺮﻯ ﺍﳌﻮﺟﺒﺔ ] [ Posttive Ranksﻭﺍﻟﺮﺗﺐ ﺍﻟﺼﻔﺮﻳﺔ ] [ Ties
،ﻭﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ ﺍﻟﻜﻠﻴﺔ ] ، [ Totalﻭﻛﺬﻟﻚ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﺘﻮﺳﻂ ﺍﻟﺮﺗﺐ ] ، [ Mean Rankﻭﳎﻤﻮﻉ
ﺍﻟﺮﺗﺐ ] [ Sum of Ranksﻟﻜﻞ ﻣﻦ ﳎﻤﻮﻋﱵ ﺍﳌﻘﺎﺭﻧﺔ ،ﻭﺍﻵﺧﺮ ﳛﺘﻮﻱ ﻋﻠﻰ ﻗﻴﻤـﺔ ﺍﻻﺧﺘﺒـﺎﺭ ] [ Z
ﻭﻛﺬﻟﻚ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ] ) [ Sig (2-tailedﻋﻨﺪ ﺍﻟﺬﻳﻠﲔ .
ﻓﺈﺫﺍ ﻛﺎﻧﺖ ] [ Sigﺃﺻﻐﺮ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ) 0.05ﺃﻭ ( 0.01ﻓﻬﺬﺍ ﻳﻌﲏ ﺃﻥ ﻗﻴﻤﺔ
ﺍﻻﺧﺘﺒﺎﺭ ] [ Uﺩﺍﻟﺔ ﻭﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ ﻟﻌﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ) ﰲ ﺻﺎﱀ ﺍﻤﻮﻋـﺔ ﺻـﺎﺣﺒﺔ
ﺍﻤﻮﻉ ﺍﻷﻛﱪ ﻣﻦ ﺍﻟﺮﺗﺐ ( ﻭﻧﺮﻓﺾ ﺣﻴﻨﺌ ﺬ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ] [ Sigﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﻓﻬﺬﺍ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﳎﻤﻮﻉ
ﺍﻟﺮﺗﺐ ﻟﻌﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ﻭﻧﻘﺒﻞ ﺣﻴﻨﺌ ﺬ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 89 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ) : ( 1
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺴﻴﺔ ﻟﻸﻃﻔﺎﻝ ﻣـﻦ ﺫﻭﻱ ﺻـﻌﻮﺑﺎﺕ ﺍﻟـﺘﻌﻠﻢ ﰲ ﻣـﺎﺩﺓ
ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ،ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﺤﺐ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ ) ( 20ﻓﺮﺩ ﻭﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻟﻠﺮﻳﺎﺿـﻴﺎﺕ
ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻗﺎﻣﺖ ﺑﺮﺻﺪﻩ ﲟﻠﻒ ] [ nonparametric1ﲟﺴﻤﻰ ] [ preﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ
ﺧﻄﻮﺓ ﺗﺎﻟﻴﺔ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ ،ﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺑﺘﻄﺒﻴﻖ ﻧﻔﺲ
ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﰒ ﻗﺎﻣﺖ ﺑﺘﺴﺠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻄﺒﻴﻖ ﺍﻟﺒﻌﺪﻱ ﻟﻼﺧﺘﺒﺎﺭ ﺑﻨﻔﺲ ﺍﳌﻠـﻒ
ﺍﻟﺴﺎﺑﻖ ﲟﺴﻤﻰ ] . [ post
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﻻ ﺗﻮﺟﺪ ﻓﻌﺎﻟﻴﺔ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ ﰲ ﻋﻼﺝ ﺻﻌﻮﺑﺎﺕ ﺍﻟﺘﻌﻠﻢ "
ﺍﺧﺘﱪ ﺻﺤﺔ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ) ( 0.05ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺼﻞ ﻋﻠﻴﻬﺎ ،ﻣﺒﻴﻨﺎ ﺍﻟﻘـﺮﺍﺭ
ﺍﻟﺬﻱ ﳚﺐ ﺍﲣﺎﺫﻩ ﺑﺸﺄﻥ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺧﻄﻮﺍﺕ ﺍﳊﻞ :
ﳔﺘﺎﺭ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ. -1
ﳔﺘﺎﺭ ] ) [ Nonparametric Testsﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻼﺭﺑﺎﺭﻣﺘﺮﻳﺔ ( . -2
ﳔﺘﺎﺭ ] ) [ 2 Related Samplesﺍﻟﻌﻴﻨﺘﺎﻥ ﺍﳌﺮﺗﺒﻄﺘﺎﻥ ( ﰒ ﻧﻀﻐﻂ ﳌﺮﺓ ﻭﺍﺣﺪﺓ . -3
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 90 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳌﻔﺘـﻮﺡ -4
ﻧﻈﻠﻞ ﻣﻨﻪ ﻣﺘﻐﲑﻱ ﺍﻟﻘﻴﺎﺱ ) ﺍﻟﻘﺒﻠﻲ ] [ preﻭﺍﻟﺒﻌﺪﻱ ] ( [ postﻣﺮﺓ ﻭﺍﺣﺪﺓ ) .ﺑﺸﻜﻞ ﻣﺘﺘـﺎﱄ
ﻭﰲ ﺁﻥ ﻭﺍﺣﺪ ( .
ﻧ ـﻀﻐﻂ ﻋﻠ ـﻰ ﺍﻟ ـﺴﻬﻢ ﺍﻷﻭﺳ ـﻂ ﻟﻨﻘﻠ ـﻬﻤﺎ ﺩﻓﻌ ـﺔ ﻭﺍﺣ ـﺪﺓ ﺇﱃ ﺍﳌﺮﺑ ـﻊ ﺍﻷﳝ ـﻦ ﺍﳌﻌﻨ ـﻮﻥ -5
ﺑـ ] ) [ Test Pair(s) List.ﺍﺧﺘﺒﺎﺭ ﺃﺯﻭﺍﺝ ﺍﳌﺘﻐﲑﺍﺕ ( .
ﺗﻨﺸﻴﻂ ﺍﺧﺘﺒﺎﺭ " ﻭﻳﻠﻜﺎﻛﺴﻮﻥ ] [ wilcoxonﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻴﻪ ) ﻭﻫﻮ ﻣﻨﺸﻂ ﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ -6
ﻷﻧﻪ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﱪﻧﺎﻣﺞ ( ﺇﺫﺍ ﱂ ﻳﺬﻛﺮ ﺍﺧﺘﺒﺎﺭ ﺁﺧﺮ ﲞﻼﻑ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ .
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ okﻣﻮﺍﻓﻖ ( ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ : -7
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 91 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﳊﻞ :
§ ﺃﻭ ﹰﻻ /ﺟﺪﻭﻝ ﺭﺗﺐ ﺍﺧﺘﺒﺎﺭ ) ﻭﻳﻠﻜﺎﻛﺴﻮﻥ ( :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﳎﻤﻮﻉ ﺭﺗﺐ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ ) ( 159.5ﺑﻴﻨﻤﺎ ﺑﻠﻐﺖ ﳎﻤﻮﻉ ﺭﺗﺐ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ
) ( 30.5ﳑﺎ ﻳﻮﺣﻲ ﲜﻮﺩ ﻓﺮﻭﻕ ﻇﺎﻫﺮﻳﺔ ﺑﲔ ﺍﻟﻘﻴﺎﺳﲔ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺪﻱ ﰲ ﺻﺎﱀ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ .
§ ﺛﺎﻧﻴﹰﺎ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﻻﺧﺘﺒﺎﺭ ﺍﻹﺣﺼﺎﺋﻲ ) ﻭﻳﻠﻜﺎﻛﺴﻮﻥ ( :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ﺍﺧﺘﺒﺎﺭ ﻭﻳﻠﻜﺎﻛﺴﻮﻥ ﻭﻫﻲ ] [ Zﺑﻠﻐﺖ ) ( 2.6ﺗﻘﺮﻳﺒﹰﺎ ﻭﻫﻲ ﻗﻴﻤـﺔ ﺩﺍﻟـﺔ
ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﺪﻻﻟﺔ ] [ sigﺑﻠﻐﺖ ﺍﻟﻘﻴﻤﺔ ) ( 0.009ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ) ( 0.05
ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻨﺎﻙ ﻓﺮﻭﻕ ﻇﺎﻫﺮﻳﺔ ﺑﲔ ﳎﻤﻮﻉ ﺭﺗﺐ ﺍﻟﻘﻴﺎﺳﲔ ) ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺪﻱ ( ﰲ ﺻﺎﱀ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺪﻱ ) ﺻﺎﺣﺐ
ﳎﻤﻮﻉ ﺍﻟﺮﺗﺐ ﺍﻷﻛﱪ ( .
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﳚﺐ ﺃﻥ ﻧﺮﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ :
" ﻻ ﺗﻮﺟﺪ ﻓﻌﺎﻟﻴﺔ ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳉﺪﻳﺪﺓ ﰲ ﻋﻼﺝ ﺻﻌﻮﺑﺎﺕ ﺍﻟﺘﻌﻠﻢ "
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 92 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺛﺎﻟﺜﺎ :ﺍﺧﺘﺒﺎﺭ " ﻛﺮﻭﺳﻴﻜﺎﻝ ﻭﺍﻟﻴﺲ " ] : [ kruskal-wallis
ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﺍﻟﺘﺼﻤﻴﻤﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﱵ ﲡﺮﻱ ﻓﻴﻬﺎ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﻋﻴﻨـﺘﲔ ﻭﻫـﻮ
ﻳﻘﺎﺑﻞ ﺍﺧﺘﺒﺎﺭ " ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ] [ One Way ANOVAﰲ ﺍﻹﺣﺼﺎﺀ ﺍﻟﺒﺎﺭﻣﺘﺮﻱ .
ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺘﻢ ﺑﺎﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﰲ ﻗﻮﺓ ﺍﻟﺬﺍﻛﺮﺓ
ﻟﺪﻯ ﺛﻼﺙ ﻋﻴﻨﺎﺕ ﺻﻐﲑﺓ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺇﻋﺎﻗﺎﺕ ﳐﺘﻠﻔﺔ ﻓﺘﻘﻮﻡ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻳﻘﻴﺲ ﻗﻮﺓ
ﺍﻟﺬﺍﻛﺮﺓ ﻋﻠﻰ ﺛﻼﺛﺔ ﻋﻴﻨﺎﺕ ) ﺍﻷﻛﻔﺎﺀ ،ﻭﺍﻟﺼﻢ ،ﻭﺍﻟﺒﻜﻢ ( ،ﻭﺗﻘﻮﻡ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﺜﻼﺛﺔ
ﰲ ﻗﻮﺓ ﺍﻟﺬﺍﻛﺮﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ " ﻛﺮﻭﺳﻴﻜﺎﻝ ﻭﺍﻟﻴﺲ " .
ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ " ﻛﺮﻭﺳﻴﻜﺎﻝ ﻭﺍﻟﻴﺲ " ] : [ kruskal-wallis
ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻦ ﺟـﺪﻭﻟﲔ ،ﺍﻷﻭﻝ ﳛﺘـﻮﻱ ﻋﻠـﻰ ﳛﺘـﻮﻱ ﻋﻠـﻰ ﻣﺘﻮﺳـﻂ ﺍﻟﺮﺗـﺐ
] ، [ Mean Rankﻟﻜﻞ ﻣﻦ ﺍﻟﻌﻴﻨﺎﺕ ﻣﻮﺿﻊ ﺍﳌﻘﺎﺭﻧﺔ ،ﻭﺍﻵﺧﺮ ﳛﺘﻮﻱ ﻋﻠـﻰ ﻗﻴﻤـﺔ ﺍﻻﺧﺘﺒـﺎﺭ
] [ Chi – Squareﻭﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ ) ﻋﺪﺩ ﺍﻟﻌﻴﻨـﺎﺕ – ( 1ﻭﻛـﺬﻟﻚ ﻣـﺴﺘﻮﻯ ﺍﻟﺪﻻﻟـﺔ
] . [ Sig
ﻓﺈﺫﺍ ﻛﺎﻧﺖ ] [ Sigﺃﺻﻐﺮ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ) 0.05ﺃﻭ ( 0.01ﻓﻬﺬﺍ ﻳﻌﲏ ﺃﻥ
ﻗﻴﻤﺔ ﺍﻻﺧﺘﺒﺎﺭ ] [ Chi – Squareﺩﺍﻟﺔ ﻭﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﻣﺘﻮﺳـﻄﺎﺕ ﺍﻟﺮﺗـﺐ ﻟﻌﻴﻨـﺎﺕ
ﺍﳌﻘﺎﺭﻧﺔ ) ﰲ ﺻﺎﱀ ﺍﻤﻮﻋﺔ ﺻﺎﺣﺒﺔ ﺍﳌﺘﻮﺳﻂ ﺍﻷﻛﱪ ﻣﻦ ﺍﻟﺮﺗﺐ ( ﻭﻧﺮﻓﺾ ﺣﻴﻨﺌ ﺬ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ] [ Sigﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﻓﻬﺬﺍ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑـﲔ
ﻣﺘﻮﺳﻄﺎﺕ ﺍﻟﺮﺗﺐ ﻟﻌﻴﻨﱵ ﺍﳌﻘﺎﺭﻧﺔ ﻭﻧﻘﺒﻞ ﺣﻴﻨﺌ ﺬ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 93 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ) : ( 1
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻗﻮﺓ ﺍﻟﺬﺍﻛﺮﺓ ﻟﺪﻯ ﺛﻼﺙ ﻋﻴﻨﺎﺕ ﳐﺘﻠﻔﻲ ﺍﻹﻋﺎﻗﺔ ﻓﻘﺎﻣـﺖ ﺍﻟﺪﺭﺍﺳـﺔ
ﺑﺴﺤﺐ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ ) ( 20ﻣﻦ ﺛﻼﺛﺔ ﳎﺘﻤﻌﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺣﻴﺚ ﺍﻹﻋﺎﻓـﺔ ) ﺍﻹﻛﻔـﺎﺀ ،ﻭﺍﻟـﺼﻢ ،
ﻭﺍﻟﺒﻜﻢ ( ﻭﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻳﻘﻴﺲ ﻗﻮﺓ ﺍﻟﺬﺍﻛﺮﺓ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻗﺎﻣﺖ ﺑﺮﺻﺪﻩ ﻧﺘـﺎﺋﺞ
ﺍﻻﺧﺘﺒﺎﺭ ﲟﻠﻒ ] [ nonparametric 2ﲟﺴﻤﻰ ] [ memoryﰒ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺈﺩﺧـﺎﻝ
ﻣﺘﻐﲑﺍ ﻛﻮﺩﻳﺎ ﲟﺴﻤﻰ ] [ groupﺑﻨﻔﺲ ﺍﳌﻠﻒ ﺍﻟﺴﺎﺑﻖ ﻭﺫﻟﻚ ﻹﺩﺧﺎﻝ ﺍﻷﻛﻮﺍﺩ ﺍﳋﺎﺻﺔ ﺑﺄﻧﻮﻉ ﺍﻹﻋﺎﻗـﺔ
ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻌﻴﻨﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻛﻤﺎ ﻳﻠﻲ :
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﻟﻌﻴﻨﺔ ﺍﻹﻋﺎﻗﺔ ﺍﻟﺒﺼﺮﻳﺔ ) ﺍﻹﻛﻔﺎﺀ( ] . [ blind
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﻟﻌﻴﻨﺔ ﺍﻹﻋﺎﻗﺔ ﺍﻟﺴﻤﻌﻴﺔ ) ﺍﻟﺼﻢ ( ] . [ deaf
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 3ﻟﻌﻴﻨﺔ ﺍﻹﻋﺎﻗﺔ ﺍﻟﺼﻮﺗﻴﺔ ) ﺍﻟﺒﻜﻢ( ] . [ mute
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ:
" ﻻ ﲣﺘﻠﻒ ﻗﻮﺓ ﺍﻟﺬﺍﻛﺮﺓ ﺑﺎﺧﺘﻼﻑ ﻧﻮﻉ ﺍﻹﻋﺎﻗﺔ "
ﺍﺧﺘﱪ ﺻﺤﺔ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ) ( 0.05ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺼﻞ ﻋﻠﻴﻬﺎ ،ﻣﺒﻴﻨـﺎ
ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﳚﺐ ﺍﲣﺎﺫﻩ ﺑﺸﺄﻥ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 94 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺧﻄﻮﺍﺕ ﺍﳊﻞ :
ﳔﺘﺎﺭ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ. -1
ﳔﺘﺎﺭ ] ) [ Nonparametric Testsﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻼﺭﺑﺎﺭﻣﺘﺮﻳﺔ (. -2
ﳔﺘﺎﺭ ] ) [ K Independent Samplesﻟﻌﺪﺩ kﻣﻦ ﺍﻟﻌﻴﻨﺎﺕ ﻣﺴﺘﻘﻠﺔ ( ﰒ ﻧـﻀﻐﻂ -3
ﳌﺮﺓ ﻭﺍﺣﺪﺓ .
ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳌﻔﺘـﻮﺡ -4
ﻧﻈﻠﻞ ﻣﻨﻪ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ] . [ memory
ﻧـ ـﻀﻐﻂ ﻋﻠـ ـﻰ ﺍﻟـ ـﺴﻬﻢ ﺍﻷﻭﺳـ ـﻂ ﻟﻨﻘﻠـ ـﻪ ﺇﱃ ﺍﳌﺮﺑـ ـﻊ ﺍﻷﳝـ ـﻦ ﺍﳌﻌﻨـ ـﻮﻥ -5
ﺑـ ] . [ Test Variable List.
ﻧﻈﻠﻞ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ﻭﻫﻮﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ] . [ group -6
ﻧ ـﻀﻐﻂ ﻋﻠ ـﻰ ﺍﻟ ـﺴﻬﻢ ﺍﻷﻭﺳ ـﻂ ﺍﻟ ـﺴﻔﻠﻲ ﻟﻨﻘﻠ ـﻪ ﺇﱃ ﺍﳌﺮﺑ ـﻊ ﺍﻷﳝ ـﻦ ﺍﻟ ـﺴﻔﻠﻲ ﺍﳌﻌﻨ ـﻮﻥ -7
ﺑـ ] ) [ Grouping Variableﻣﺘﻐﲑ ﺍﻤﻮﻋﺎﺕ( .
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ Define Rangesﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﳌﺪﻯ ﺍﻟﻜﻮﺩﻱ ( . -8
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 95 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
-9ﻓﻴﺒــــــﺪﻭ ﻟﻨــــــﺎ ﻣﺮﺑــــــﻊ ﺣــــــﻮﺍﺭ ﺑﻌﻨــــــﻮﺍﻥ
]. [ Several Independent Samples : Define ....
-10ﻧﻜﺘﺐ ﺃﻗﻞ ﺭﻗﻢ ﻛﻮﺩﻱ ﻣﻦ ﺭﻗﻤﻲ ﺍﻤﻮﻋﺘﲔ ﻣﻮﺿﻊ ﺍﳌﻘﺎﺭﻧﺔ ﻭﻫﻮ ﺍﻟﺮﻗﻢ ) ( 1ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﻌﻠـﻮﻱ
ﺍﳌﻘﺘﺮﻥ ﺑـ . [ Minimum ] :
-11ﻧﻜﺘﺐ ﺃﻛﱪ ﺭﻗﻢ ﻛﻮﺩﻱ ﻭﻫﻮ ﺍﻟﺮﻗﻢ ) ( 3ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﺴﻔﻠﻲ ﺍﳌﻘﺘﺮﻥ ﺑـ ] . [ Maximum
-12ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ continueﺍﺳﺘﻤﺮ .
-13ﺗﻨﺸﻴﻂ ﺍﺧﺘﻴﺎﺭ " ﻛﺮﻭﺳﻴﻜﺎﻝ ﻭﺍﻟﻴﺲ " ] [ kruskal-wallisﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻴﻪ ) ﻭﻫﻮ
ﻣﻨﺸﻂ ﺑﻄﺒﻴﻌﺔ ﺍﳊﺎﻝ ﻷﻧﻪ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻄﺒﻴﻌﻲ ﻟﻠﱪﻧﺎﻣﺞ ( ﺇﺫﺍ ﱂ ﻳﺬﻛﺮ ﺍﺧﺘﺒﺎﺭ ﺁﺧﺮ ﲞﻼﻑ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ.
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 96 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
-14ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ okﻣﻮﺍﻓﻖ ( ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 97 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﳊﻞ :
ﺃﻭﹰﻻ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺮﺗﺐ ﺍﺧﺘﺒﺎﺭ ) ﻛﺮﻭﺳﻴﻜﺎﻝ ﻭﺍﻟﻴﺲ ( :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﻇﺎﻫﺮﻳﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺭﺗﺐ ﺍﻤﻮﻋﺎﺕ ﺍﻟﺜﻼﺛﺔ ﰲ ﻗﻮﺓ ﺍﻟﺬﺍﻛﺮﺓ ﺣﻴﺚ
ﺑﻠﻐﺖ ﺃﻗﺼﻰ ﻗﻴﻤﺔ ﳍﺎ ﻟﺪﻯ ﳎﻤﻮﻋﺔ ﺍﻟﺒﻜﻢ ) ( 39.45ﻭﺑﻠﻐﺖ ﺃﻗﻞ ﻗﻴﻤﺔ ﳍﺎ ﻟﺪﻯ ﺍﻷﻛﻔﺎﺀ ) . ( 21.25
ﺛﺎﻧﻴﹰﺎ /ﺍﳉﺪﻭﻝ ﺍﳋﺎﺹ ﺑﺎﺧﺘﺒﺎﺭﺍﺕ ) ﻛﺮﻭﺳﻴﻜﺎﻝ ﻭﺍﻟﻴﺲ ( :
ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ﺍﺧﺘﺒﺎﺭ ) ﻛﺮﻭﺳﻴﻜﺎﻝ ﻭﺍﻟﻴﺲ ( ﺑﻠﻐﺖ ) ( 11.01ﺗﻘﺮﻳﺒﹰﺎ ﻭﻫﻲ ﻗﻴﻤﺔ ﺩﺍﻟـﺔ
ﺣﻴﺚ ﺃﻥ ﻗﻴﻤﺔ ] [ sigﺍﳌﻘﺘﺮﻧﺔ ﺎ ﺑﻠﻐﺖ ) ( 0.004ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ) ( 0.05ﻭﺑﺎﻟﺘـﺎﱄ
ﻓﻬﻨﺎﻙ ﻓﺮﻭﻗﹰﺎ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻟﺮﺗﺐ ﻟﺪﺭﺟﺎﺕ ﻗﻮﺓ ﺍﻟﺬﺍﻛﺮﺓ ﻟﺪﻯ ﺍﻟﻌﻴﻨﺎﺕ ﺍﻟﺜﻼﺙ ﰲ ﺻﺎﱀ ﺍﻟﻌﻴﻨﺔ ﺻﺎﺣﺒﺔ
ﺍﳌﺘﻮﺳﻂ ﺍﻟﺮﺗﱯ ﺍﻷﻛﱪ ،ﺃﻱ ) ﺍﻟﺒﻜﻢ ( ﰒ ) ﺍﻟﺼﻢ ( .
ﺍﻟﻘﺮﺍﺭ :
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻧﺮﻓﺾ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ ﻭﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ :
" ﻻ ﲣﺘﻠﻒ ﻗﻮﺓ ﺍﻟﺬﺍﻛﺮﺓ ﺑﺎﺧﺘﻼﻑ ﻧﻮﻉ ﺍﻹﻋﺎﻗﺔ " .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 98 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺭﺍﺑﻌﺎ :ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ) ﻛﺎ : [ Chi- Square ] ( 2
ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﰲ ﺇﳚﺎﺩ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ :
ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﻼﺣﻈﺔ ﻤﻮﻋﺔ ﻭﺍﺣﺪﺓ ﻭﺗﻜﺮﺍﺭ ﻣﺘﻮﻗﻊ ﻟﻨﻔﺲ ﺍﻤﻮﻋﺔ ﻭﻓﻘﺎ ﻷﻃﺮ ﺗﻨﻈﲑﻳﺔ ﻣﻌﻴﻨﺔ . -1
ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﻼﺣﻈﺔ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﻓﻘﺎ ﳌﺘﻐﲑﺍﺕ ﺗﺼﻨﻴﻔﻴﺔ ﳏﺪﺩﺓ . -2
ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﻼﺣﻈﺔ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﻭﻓﻘﺎ ﳌﺘﻐﲑﺍﺕ ﺗﺼﻨﻴﻔﻴﺔ ﳏﺪﺩﺓ . -3
ﺷﺮﻭﻁ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ :
ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﺴﺘﻮﻯ ﺍﻟﻘﻴﺎﺱ ﻟﻌﻴﻨﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻻﲰﻲ ﺃﻭ ﺍﻟﺘﺼﻨﻴﻔﻲ . -1
ﻋﻨﺪﻣﺎ ﲡﺮﻯ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﳎﻤﻮﻋﺎﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ . -2
ﻭﺳﻮﻑ ﻳﻘﺘﺼﺮ ﰲ ﻫﺬﺍ ﺍﳉﺰﺀ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ﳌﻘﺎﺭﻧﺔ ﺗﻜﺮﺍﺭﺍﺕ ﳎﻤﻮﻋﺘﲔ ﻭﻓﻘﺎ ﻟﺒﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺼﻨﻴﻔﲕ
ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺘﻢ ﺑﺎﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻻﻟﺔ ﺍﻟﻔـﺮﻭﻕ ﺑـﲔ
ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ﰲ ﺇﲡﺎﻫﻬﻢ ﳓﻮ ﻗﺒﻮﻝ ﺃﻭ ﺭﻓﺾ ﻋﻤﻞ ﺍﳌﺮﺃﺓ ،ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺘﺼﻤﻴﻢ
ﺍﻟﺒﺤﺜﻲ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﺎ ﻟﻠﺠﺪﻭﻝ ﺍﻟﺘﺎﱄ :
ﺟﺪﻭﻝ ﺇﻗﺘﺮﺍﻥ ﻣﻦ ﺍﻟﻨﻮﻉ ) ( 2 × 2
ﺍﻻﲡﺎﻩ
ﺍﻟﺮﻓﺾ ﺍﻟﻘﺒﻮﻝ
ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ
ﺍﻟﺘﻜﺮﺍﺭ ﺭﻓﺾ ﻋﻤﻞ ﺍﳌﺮﺍﺓ ﺑﲔ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺘﻜﺮﺍﺭ ﻗﺒﻮﻝ ﻋﻤﻞ ﺍﳌﺮﺍﺓ ﺑﲔ ﺍﳌﺘﻌﻠﻤﲔ ﻣﺘﻌﻠﻤﲔ
ﺍﻟﺘﻜﺮﺍﺭ ﻗﺒﻮﻝ ﻋﻤﻞ ﺍﳌﺮﺍﺓ ﺑﲔ ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺘﻜﺮﺍﺭ ﺭﻓﺾ ﻋﻤﻞ ﺍﳌﺮﺍﺓ ﺑﲔ ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ﻏﲑ ﻣﺘﻌﻠﻤﲔ
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 99 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﻴﺖ ﺗﻜﺮﺍﺭﺍﺕ ﺍﲡﺎﻫﺎﺕ ﺍﻟﻘﺒﻮﻝ ﻭﺍﻟﺮﻓﺾ ﺑـﲔ
ﳎﻤﻮﻋﱵ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ،ﻭﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﻫﻮ ﺟﺪﻭﻝ ﺍﻗﺘﺮﺍﻥ ﻣﻦ ﺍﻟﻨﻮﻉ ) .( 2 × 2
ﻭﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻔﺲ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻊ ﺟﺪﺍﻭﻝ ﺗﻜﺮﺍﺭ ﺗﺰﻳﺪ ﰲ ﺑﻌﺪﻳﻬﺎ ﻋﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﻣﺜﻞ ﺟﺪﺍﻭﻝ ﺍﻻﻗﺘـﺮﺍﻥ
) ( 2 × 3ﺃﻭ ) ( 3 × 3ﺃﻭ ) .... ( 3 × 4ﻭﻫﻜﺬﺍ .
ﺗﻔﺴﲑ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ :
ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻦ ﺟﺪﻭﻟﲔ ،ﺍﻷﻭﻝ ﳛﺘﻮﻱ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﻼﺣﻈﺔ ) ﺍﳌﺸﺎﻫﺪﺓ ( ] [ Count
،ﻭﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﳌﺘﻮﻗﻌﺔ ] ، [ Expected Countﻭﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﺍﳌﺘﻮﻗﻌﺔ ﺗﺴﺎﻭﻱ :
)ﺣﺎﺻﻞ ﺿﺮﺏ ﳎﻤﻮﻉ ﺗﻜﺮﺍﺭ ﺻﻒ ﺍﳋﻠﻴﺔ × ﺣﺎﺻﻞ ﺿﺮﺏ ﳎﻤﻮﻉ ﺗﻜﺮﺍﺭ ﻋﻤﻮﺩ ﺍﳋﻠﻴـﺔ ( ÷ ﺍﻤـﻮﻉ
ﺍﻟﻜﻠﻲ ﻭﺫﻟﻚ ﻟﻜﻞ ﺧﻠﻴﺔ ﻣﻦ ﺧﻼﻳﺎ ﺍﳉﺪﻭﻝ ،ﻭﺍﻵﺧﺮ ﳛﺘﻮﻱ ﻋﻠﻰ ﻋﺪﺓ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻻﺘﻢ ﻣﻨﻬﺎ ﺇﻻ ﺑﻘﻴﻤـﺔ
ﺍﻻﺧﺘﺒﺎﺭ ] [ Chi - Squareﻭﻫﻲ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺎﺑﻠﺔ ﻟــ ] [ Prarson Chi – Square
ﻭﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ ﻭﻫﻲ ﺗﺴﺎﻭﻱ ) ﻋﺪﺩ ﺧﻼﻳﺎ ﺍﻟﺼﻔﻮﻑ – ) × ( 1ﻋﺪﺩ ﺧﻼﻳﺎ ﺍﻷﻋﻤﺪﺓ – ( 1ﻭﻛـﺬﻟﻚ
ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ] ). [ Sig( 2-sided
ﻓﺈﺫﺍ ﻛﺎﻧﺖ ] [ Sigﺃﺻﻐﺮ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ) 0.05ﺃﻭ ( 0.01ﻓﻬﺬﺍ ﻳﻌﲏ ﺃﻥ
ﻗﻴﻤﺔ ﺍﻻﺧﺘﺒﺎﺭ ] [ Chi – Squareﺩﺍﻟﺔ ﻭﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑﲔ ﺗﻜﺮﺍﺭﺍﺕ ﺧﻼﻳﺎ ﺍﳉﺪﻭﻝ ﻣﻮﺿﻊ
ﺍﳌﻘﺎﺭﻧﺔ ) ﰲ ﺻﺎﱀ ﺍﻤﻮﻋﺔ ﺻﺎﺣﺒﺔ ﺍﻟﺘﻜﺮﺍﺭ ﺍﻷﻛﱪ ( ﻭﻧﺮﻓﺾ ﺣﻴﻨﺌ ﺬ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ] [ Sigﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﻓﻬﺬﺍ ﻳﻌﲏ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺟﻮﻫﺮﻳﺔ ﺑـﲔ
ﺗﻜﺮﺍﺭﺍﺕ ﺧﻼﻳﺎ ﺟﺪﻭﻝ ﺍﻻﻗﺘﺮﺍﻥ ﻭﻧﻘﺒﻞ ﺣﻴﻨﺌﺬ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 100 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﺜﺎﻝ ) : ( 1
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﳎﻤﻮﻋﺘﲔ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ﺣﺠﻢ ﻛﻞ ﻣﻨﻬﺎ ) ( 30
ﻓﺮﺩ ﰲ ﺍﻻﲡﺎﻩ ﺑﺎﻟﻘﺒﻮﻝ ﻭﺍﻟﺮﻓﺾ ﳓﻮ ﻋﻤﻞ ﺍﳌﺮﺃﺓ ،ﻭﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺳﺘﺒﻴﺎﻥ ﻟﻼﲡﺎﻩ ﳓﻮ ﻋﻤﻞ ﺍﳌﺮﺃﺓ ﻋﻠـﻰ
ﳎﻤﻮﻋﱵ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻗﺎﻣﺖ ﺑﺘـﺴﺠﻴﻞ ﺍﻷﻛـﻮﺍﺩ ﺍﳋﺎﺻـﺔ ﲟﺠﻤـﻮﻋﱵ ﺍﳌـﺘﻌﻠﻤﲔ ﻭﻏـﲑ ﺍﳌـﺘﻌﻠﻤﲔ ﲟﻠـﻒ
] [ nonparametric 2ﲢﺖ ﻣﺴﻤﻰ ] [ learnﲝﻴﺚ :
-1ﺃﻋﻄﻲ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﻟﻠﻤﺘﻌﻠﻤﲔ ] .[ learn
-2ﺃﻋﻄﻲ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﻟﻐﲑ ﺍﳌﺘﻌﻠﻤﲔ ] .[ nonlearn
ﻛﻤﺎ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺈﺩﺧﺎﻝ ﺍﻷﻛﻮﺍﺩ ﺍﳋﺎﺻﺔ ﺑﺎﲡﺎﻫﺎﺕ ﺍﻟﻘﺒﻮﻝ ﻭﺍﻟﺮﻓﺾ ﺑﻨﻔﺲ ﺍﳌﻠﻒ ﺍﻟـﺴﺎﺑﻖ ﲢـﺖ ﻣـﺴﻤﻰ
] [ attitudeﲝﻴﺚ :
-3ﺃﻋﻄﻲ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﻟﻠﻤﻮﺍﻓﻘﺔ ﻋﻠﻰ ﻋﻤﻞ ﺍﳌﺮﺃﻩ ] . [ accept
-4ﺃﻋﻄﻲ ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﻟﻠﺮﺍﻓﻀﲔ ﻟﻌﻤﻞ ﺍﳌﺮﺃﺓ ] . [ refuse
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﻻﳜﺘﻠﻒ ﺍﻻﲡﺎﻩ ﳓﻮ ﻋﻤﻞ ﺍﳌﺮﺃﺓ ﺑﺎﺧﺘﻼﻑ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ "
ﺍﺧﺘﱪ ﺻﺤﺔ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ) ( 0.05ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﲢﺼﻞ ﻋﻠﻴﻬﺎ ،ﻣﺒﻴﻨﺎ ﺍﻟﻘـﺮﺍﺭ
ﺍﻟﺬﻱ ﳚﺐ ﺍﲣﺎﺫﻩ ﺑﺸﺄﻥ ﺍﻟﻔﺮﺽ ﺍﻟﺼﻔﺮﻱ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 101 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺧﻄﻮﺍﺕ ﺍﳊﻞ :
ﳔﺘﺎﺭ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ. -1
ﳔﺘﺎﺭ ] .[ Descriptive Statistics -2
ﳔﺘﺎﺭ ] [ Crosstabsﰒ ﻧﻀﻐﻂ ﳌﺮﺓ ﻭﺍﺣﺪﺓ. -3
ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳌﻔﺘـﻮﺡ -4
ﻧﻈﻠﻞ ﻣﻨﻪ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ﺍﻷﻭﻝ ) ﺃﻭ ﺃﻱ ﻣﻨﻬﻤﺎ ( ﻭﻟﻴﻜﻦ ] . [ learn
ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﺍﻟﻌﻠﻮﻱ ﻟﻨﻘﻠﻪ ﺇﱃ ﺍﳌﺮﺑﻊ ﺍﻷﳝﻦ ﺍﳌﻌﻨﻮﻥ ﺑـ ] . [ Row(s). -5
ﻧﻈﻠﻞ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ﺍﻵﺧﺮ ﻭﻫﻮﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ] . [ attitude -6
ﻧ ـﻀﻐﻂ ﻋﻠ ـﻰ ﺍﻟ ـﺴﻬﻢ ﺍﻷﻭﺳ ـﻂ ﺍﻟ ـﺴﻔﻠﻲ ﻟﻨﻘﻠ ـﻪ ﺇﱃ ﺍﳌﺮﺑ ـﻊ ﺍﻷﳝ ـﻦ ﺍﻟ ـﺴﻔﻠﻲ ﺍﳌﻌﻨ ـﻮﻥ -7
ﺑـ ] ).[ Column(s
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ Statisticsﻻﺧﺘﻴﺎﺭ ﺍﻻﺧﺘﺒﺎﺭ ( . -8
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 102 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﺑﻌﻨﻮﺍﻥ ] . [ Crosstabs :Statistics .... -9
-10ﻧﻨﺸﻂ ﺍﳋﻴﺎﺭ ] [ Chi – Squareﺑﺎﻟﻀﻐﻂ ﻋﻠﻴﻪ .
-11ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ continueﺍﺳﺘﻤﺮ .
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] . [ Cells -12
ﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﺑﻌﻨﻮﺍﻥ ] . [ Crosstabs :Cell Display ....ﻻﺧﺘﻴﺎﺭ ﺗﻜﺮﺍﺭﺍﺕ -13
ﺍﳋﺎﻟﻴﺎ ﺍﳌﻼﺣﻈﺔ ﻭﺍﳌﺘﻮﻗﻌﺔ .
ﻧﻨﺸﻂ ﻣﻨﻪ ﺍﳋﻴﺎﺭﺍﻥ ] ) [ observedﺍﳌﻼﺣﻆ ( ،ﻭ ] ) [ expectedﺍﳌﺘﻮﻗﻊ ( . -14
ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] [ continueﺍﺳﺘﻤﺮ . -15
-16ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ okﻣﻮﺍﻓﻖ ( ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 103 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﳊﻞ :
ﺃﻭﹰﻻ /ﺟﺪﻭﻝ ﺍﻻﻗﺘﺮﺍﻥ ﺑﲔ ﻣﺘﻐﲑﻱ ﻧﻮﻉ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻻﲡﺎﻩ ﳓﻮ ﻋﻤﻞ ﺍﳌﺮﺃﺓ :
ﻳﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﺃﻋﻠﻰ ﺗﻜﺮﺍﺭﺍﺕ ﻣﻼﺣﻈﺔ ﻛﺎﻧﺖ ﻟﻌﻴﻨﺔ ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﺮﺍﻓﻀﲔ ﻟﻌﻤﻞ ﺍﳌﺮﺃﺓ ﻭﺃﻥ ﺃﺩﱏ
ﺃﻭ ﺃﻗﻞ ﻫﺬﻩ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻛﺎﻧﺖ ﻟﻌﻴﻨﺔ ﺍﳌﻮﺍﻓﻘﻮﻥ ﻋﻠﻰ ﻋﻤﻞ ﺍﳌﺮﺃﺓ ﻣﻦ ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ﺃﻳﻀﹰﺎ .
ﺛﺎﻧﻴﹰﺎ /ﺟﺪﻭﻝ ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ :
ﻳﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻗﻴﻤﺔ ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ﺑﻠﻐﺖ ﺍﻟﻘﻴﻤﺔ ) ( 21.7ﺗﻘﺮﻳﺒﹰﺎ ﻭﻫﻲ ﻗﻴﻤﺔ ﺩﺍﻟﺔ ﺣﻴﺚ ﺃﻥ
ﻗﻴﻤﺔ ] [ sigﺍﳌﺮﺗﺒﻄﺔ ﺎ ﺑﻠﻐﺖ ﺍﻟﻘﻴﻤﺔ ) ( 0ﻭﻫﻲ ﺃﻗﻞ ﻣﻦ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﳌﻄﻠﻮﺏ ﳑﺎ ﻳﻌﲏ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻗﺎﹰ
ﺟﻮﻫﺮﻳﺔ ﰲ ﺗﻜﺮﺍﺭﺍﺕ ﺍﻟﻘﺒﻮﻝ ﻭﺍﻟﺮﻓﺾ ﻟﻌﻤﻞ ﺍﳌﺮﺍﺓ ﺑﲔ ﻋﻴﻨﱵ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﻭﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺫﻟﻚ ﰲ ﺻﺎﱀ
ﺍﳋﻠﻴﺔ ﺻﺎﺣﺒﺔ ﺍﻟﺘﻜﺮﺍﺭ ﺍﳌﻼﺣﻆ ﺍﻷﻛﱪ ﻭﻫﻲ ﻣﺮﺗﺒﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ :
/1ﻋﻴﻨﺔ ﺍﻟﺮﺍﻓﻀﲔ ﻟﻌﻤﻞ ﺍﳌﺮﺍﺓ ﻣﻦ ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ .
/2ﻋﻴﻨﺔ ﺍﳌﻮﺍﻓﻘﲔ ﻋﻠﻰ ﻋﻤﻞ ﺍﳌﺮﺍﺓ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ .
/3ﻋﻴﻨﺔ ﺍﻟﺮﺍﻓﻀﲔ ﻟﻌﻤﻞ ﺍﳌﺮﺍﺓ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ .
/4ﻋﻴﻨﺔ ﺍﳌﻮﺍﻓﻘﲔ ﻋﻠﻰ ﻋﻤﻞ ﺍﳌﺮﺍﺓ ﻣﻦ ﻏﲑ ﺍﳌﺘﻌﻠﻤﲔ .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 104 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻣﻌﺎﻣﻞ ﺍﻟﺘﻮﺍﻓﻖ : contingency coefficient
ﻳﺴﺘﺨﺪﻡ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻮﺍﻓﻖ ﻹﳚﺎﺩ ﻭﲢﺪﻳﺪ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ ﻛﻼﳘﺎ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻟﺘﺼﻨﻴﻔﻲ ) ﺍﻻﲰﻲ (
ﻣﺜﻞ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧﻮﻉ ﺍﳉﻨﺲ ﻭﺍﻻﲡﺎﻩ ﻧﻮﻉ ﺍﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ ) ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ( ،ﻭﻛﺬﻟﻚ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺴﺘﻮﻯ
ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻗﺘﻨﺎﺀ ﺃﻧﻮﺍﻉ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺴﻴﺎﺭﺍﺕ ......ﻭﻫﻜﺬﺍ .
ﺗﻔﺴﲑ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻱ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻮﺍﻓﻖ :
ﺗﺴﺘﺨﺪﻡ ﻧﻔﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺬﻛﻮﺭﺓ ﺳﺎﺑﻘﺎ ﰲ ﺗﻔﺴﲑ ﻗﻮﺓ ﻭﻧﻮﻉ ﺍﻟﻌﺎﻟﻘﺔ ﺑﲔ ﻣﺘﻐﲑﻱ ﻣﻌﺎﻣﻞ ﺍﻻﺭﺗﺒﺎﻁ ﰲ ﺗﻔﺴﲑ ﻧﻮﻉ
ﻧﻮﻉ ﻭﻗﻮﺓ ﺍﻟﻌﺎﻟﻘﺔ ﺑﲔ ﻣﺘﻐﲑﻱ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻮﺍﻓﻖ .
ﻣﺜﺎﻝ ): (1
ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﻧﻮﻉ ﻭﻗﻮﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧﻮﻉ ﺍﳉﻨﺲ ) ﺫﻛﻮﺭ – ﺇﻧﺎﺙ ( ﻭﺍﻻﲡﺎﻫﺎﺕ ﳓﻮ ﺍﻟﺪﺭﺍﺳﺎﺕ
ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ،ﻓﻘﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﺤﺐ ﻋﻴﻨﺔ ﺣﺠﻤﻬﺎ ) ( 90ﻣﻦ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ،ﰒ
ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺧﻄﻮﺓ ﺗﺎﻟﻴﺔ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻳﻘﻴﺲ ﺍﻻﲡﺎﻫﺎﺕ ﳓﻮ ﳎﺎﻻﺕ ﺩﺭﺍﺳﻴﺔ ﻣﻌﻴﻨﺔ ) ﻧﻈﺮﻳﺔ ﻋﻤﻠﻴﺔ ( ،ﰒ
ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺘﺴﺠﻴﻞ ﻧﻮﻉ ﺍﳉﻨﺲ ﻟﻠﻌﻴﻨﺔ ﲟﻠﻒ ] [ contingencyﲢﺖ ﻣﺴﻤﻰ ] [ genderﻭﻓﻘﺎ
ﻟﻸﻛﻮﺍﺩ ﺍﻟﺘﺎﻟﻴﺔ :
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﻟﻠﺬﻛﻮﺭ ] [ male )(1
ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﻟﻺﻧﺎﺙ ] [ female )(2
ﻛﻤﺎ ﻗﺎﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻳﻀﺎ ﺑﺘﺴﺠﻴﻞ ﺍﻻﲡﺎﻩ ﳓﻮ ﺍﺎﻝ ﺍﻟﺪﺭﺍﺳﻲ ﲟﺴﻤﻰ ] [ aptitudeﺑﻨﻔﺲ ﺍﳌﻠﻒ ﺍﻟﺴﺎﺑﻖ
ﻭﻓﻘﺎ ﻟﻸﻛﻮﺍﺩ ﺍﻟﺘﺎﻟﻴﺔ :
) (1ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 1ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ] [ theoretical
) (2ﺍﻟﺮﻗﻢ ﺍﻟﻜﻮﺩﻱ ) ( 2ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ] [ practical
ﻓﺈﺫﺍ ﺗﺒﻨﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ :
" ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺻﻔﺮﻳﺔ ﺑﲔ ﻧﻮﻉ ﺍﳉﻨﺲ ﻭﺍﻻﲡﺎﻩ ﳓﻮ ﳎﺎﻻﺕ ﺩﺭﺍﺳﻴﺔ ﻣﻌﻴﻨﺔ ) ﻧﻈﺮﻳﺔ – ﻋﻤﻠﻴﺔ ( "
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 105 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﻓﺎﺧﺘﱪ ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺼﻞ ﺇﻟﻴﻬﺎ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻣﺒﻴﻨﺎ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﻳﺘﺨﺬ
ﺑﺸﺄﻥ ﻫﺬﺍ ﺍﻟﻔﺮﺽ .
ﺧﻄﻮﺍﺕ ﺍﳊﻞ :
ﳔﺘﺎﺭ ] [ Analyzeﻣﻦ ﺷﺮﻳﻂ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﻌﻠﻮﻱ . -1
ﳔﺘﺎﺭ ] . [ Descriptive Statistics -2
ﳔﺘﺎﺭ ] [ Crosstabsﰒ ﻧﻀﻐﻂ ﳌﺮﺓ ﻭﺍﺣﺪﺓ . -3
ﻳﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﳛﺘﻮﻱ ﰲ ﻳﺴﺎﺭﻩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﺑﺄﲰﺎﺀ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺪﺭﺟﺔ ﲟﻠﻒ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﳌﻔﺘـﻮﺡ -4
ﻧﻈﻠﻞ ﻣﻨﻪ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ﺍﻷﻭﻝ ) ﺃﻭ ﺃﻱ ﻣﻨﻬﻤﺎ ( ﻭﻟﻴﻜﻦ ] . [ gender
ﻧﻀﻐﻂ ﻋﻠﻰ ﺍﻟﺴﻬﻢ ﺍﻷﻭﺳﻂ ﺍﻟﻌﻠﻮﻱ ﻟﻨﻘﻠﻪ ﺇﱃ ﺍﳌﺮﺑﻊ ﺍﻷﳝﻦ ﺍﳌﻌﻨﻮﻥ ﺑـ ] . [ Row(s). -5
ﻧﻈﻠﻞ ﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ﺍﻵﺧﺮ ﻭﻫﻮﺍﳌﺘﻐﲑ ﺍﻟﻜﻮﺩﻱ ] . [ attitude -6
ﻧ ـﻀﻐﻂ ﻋﻠ ـﻰ ﺍﻟ ـﺴﻬﻢ ﺍﻷﻭﺳ ـﻂ ﺍﻟ ـﺴﻔﻠﻲ ﻟﻨﻘﻠ ـﻪ ﺇﱃ ﺍﳌﺮﺑ ـﻊ ﺍﻷﳝ ـﻦ ﺍﻟ ـﺴﻔﻠﻲ ﺍﳌﻌﻨ ـﻮﻥ -7
ﺑـ ] ). [ Column(s
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 106 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
-8ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ Statisticsﻻﺧﺘﻴﺎﺭ ﺍﻻﺧﺘﺒﺎﺭ (.
-9ﻓﻴﺒﺪﻭ ﻟﻨﺎ ﻣﺮﺑﻊ ﺣﻮﺍﺭ ﺑﻌﻨﻮﺍﻥ ] . [ Crosstabs :Statistics ....
-10ﻧﻨﺸﻂ ﺍﳋﻴﺎﺭ ] [ contingency coefficientﺑﺎﻟﻀﻐﻂ ﻋﻠﻴﻪ .
-11ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ continueﺍﺳﺘﻤﺮ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 107 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
-12ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺧﻴﺎﺭ ] [ display clustered bar chartsﻭﺫﻟﻚ ﻟﻌﺮﺽ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴـﺎﱐ
ﺍﻟﺬﻱ ﻳﻮﺿﺢ ﺑﺎﻷﻋﻤﺪﺓ ﺍﻟﺘﻜﺮﺍﺭﻳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﺘﻐﲑﻱ ﺍﻟﺘﻮﺍﻓﻖ .
-13ﺍﻟﻀﻐﻂ ﻋﻠﻰ ] ) [ okﻣﻮﺍﻓﻖ ( ﻭﺑﺎﻟﺘﺎﱄ ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ :
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 108 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﺍﳊﻞ :
ﺃﻭﹰﻻ /ﺟﺪﻭﻝ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻮﺍﻓﻖ :
ﺑﻠﻐﺖ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻮﺍﻓﻖ ﺍﻟﻘﻴﻤﺔ ) ( 0.55ﻭﻫﺬﺍ ﻳﺸﲑ ﺇﱃ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﻋﻼﻗﺔ ﻃﺮﺩﻳﺔ ﻗﻮﻳﺔ ،
ﻭﻳﺘﻀﺢ ﺃﻳﻀﹰﺎ ﻣﻦ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﱄ :
ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻟﺬﻛﻮﺭ ﳍﺎ ﺗﻮﺟﻪ ﳓﻮ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﺣﲔ ﺃﻥ ﻏﺎﻟﺒﻴﺔ ﺍﻹﻧﺎﺙ
ﳍﺎ ﺗﻮﺟﻪ ﳓﻮ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ؛ ﳑﺎ ﻳﻌﲏ ﻭﺟﻮﺩ ﻋﻼﻗﺔ ﺩﺍﻟﺔ ﺑﲔ ﻣﺘﻐﲑﻱ ﻧﻮﻉ ﺍﳉﻨﺲ ) ﺫﻛﻮﺭ ،ﺇﻧﺎﺙ (
ﻭ ﺍﻟﺘﻮﺟﻪ ﳓﻮ ﻧﻮﻋﻴﺔ ﳏﺪﺩﺓ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ) ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ،ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ( .
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 109 )
ﺇﺣﺼﺎﺀ ﺗﺮﺑﻮﻱ 503 ....................................................................................................................................................................................................................ﻧﻔﺲ
ﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﰎ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ :
ﻧﺮﻓﺾ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ ﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ :
" ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺻﻔﺮﻳﺔ ﺑﲔ ﻧﻮﻉ ﺍﳉﻨﺲ ﻭﺍﻻﲡﺎﻩ ﳓﻮ ﳎﺎﻻﺕ ﺩﺭﺍﺳﻴﺔ ﻣﻌﻴﻨﺔ ) ﻧﻈﺮﻳﺔ – ﻋﻤﻠﻴﺔ ( "
ﺍﻟﻌﻼﻗﺔ ﺍﻟﺼﻔﺮﻳﺔ :
ﻫﻲ ﺍﻟﻌﻼﻗﺔ ﺍﻟﱵ ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﺼﻔﺮ ﺗﻘﺮﻳﺒﹰﺎ .
ﻧﻘﺒﻞ ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻮﺍﻓﻖ ﻓﻘﻂ =
-0.04 -0.03 -0.02 -0.01 0 0.01 0.02 0.03 0.04
ﻭﻧﺮﻓﺾ ﺇﺫﺍ ﺯﺍﺩ ﻋﻦ ) ( 0.04ﺃﻭ ﻗﻞ ﻋﻦ ) . ( -0.04
ﲝﻤﺪ ﺍﷲ ﻭﻓﻀﻠﻪ ، ، ،
ﻻ ﺗﻨﺴﻮﱐ ﻣﻦ ﺻﺎﱀ ﺍﻟﺪﻋﺎﺀ ، ، ،
1429 / 1 / 5ﻫـ
ﻃﺎﻟﺐ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ :ﺭﻳﺎﺽ ﺑﻦ ﻃﻮﻳﺮﺵ ﺍﳌﻄﺮﰲ
0502383657
ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ :ﺭﻳﺎﺽ ﺍﳌﻄﺮﰲ twirsh858@[Link] ( 110 )
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