Edu

This study aimed to identify the level of inventive thinking and its domains among a sample of students King Abdullah II for Excellence, and its relationship to gender. To achieve the objectives of the study, the researchers developed a questionnaire to measure inventive thinking among gifted students in Jordan as a instrument to collect the data of this study. Psychometric properties of the study instrument has been verified through face validity and construct validity. To be sure, of the reliability of study instrument the researcher used the internal consistency coefficient Cronbach's alpha, and Retest method. The study sample consisted of (333) students, (199) male, and (134) female, which were selected randomly from the eighth grade in the King Abdullah II schools for Excellence who enrolled the second semester of the academic year (2015/2016) from the schools of: Ajloun, Irbid, Mafraq, Zarqa, Balqa, Madaba. The study results reveal that the level of inventive thinking was high significantly among individuals of the study sample on the scale as a whole, and on six domains. Additionally, results of the study reveal that the domain "Self-direction " has occupied the first place, while the domain " Higher order thinking and sound reasoning " came in last place. Results of the study also revealed that the level of inventive thinking according to the variable gender was not statistically significant at the significance level (α = 0.05). In light of the previous results, the researchers recommends the scholars and educators to increased attention in development of inventive thinking skills. Moreover, recommends a number of relevant studies in the future, most notably a comparative study of the level of inventive thinking between gifted and ordinary students in light of a number of variables .

The purposes of this study were to construct a training programme based on the CoRT programme and to measure its effects in enhancing critical thinking (CT) and improving motivation to learn for sixth grade student with Learning Difficulties (LDs) in mathematics in Jordan. The pre-test-post-test control-group design, which is a popular approach to the quasi-experimental statistical research, was used in the study, in which the independent variable was the modified CoRT programme (MCoRTP) exposed to the experimental group, while the control group was not given any training. There were two dependent variables in this study, namely, the level of students’ CT skills and their motivation to learn (MTL). Two instruments were used, a critical thinking test (CTT), which assessed the students’ level of critical thinking, and a questionnaire for assessing the level of their MTL. These instruments were applied to the sample of the study as both pre-test and post-test. The sample consisted of 93 sixth-grade students from schools in First Amman Educational Directorate in Jordan. The participants of the sample were distributed into two groups. After that, one group was randomly chosen to be the experimental group, and the other one to be the control group. A total of 43 (male=21, female=22) students received the MCoRTP, while 50 (male=25, female=25) did not receive any training. All the students had LDs in mathematics only and were enrolled at learning resources rooms in regular schools. This study used quantitative method. The collected data analyses were carried out using analysis of covariance (1 and 2 way ANCOVA) to measure the effects of the training programme in enhancing the level of CT and improving the level of MTL. Results showed that the training programme had a very large -sized effect on the participants' CT and MTL. Gender was found to be of significant effect on the participants' CT and MTL in the post-test, when the effect of the pre-test results of the CTT and questionnaire of the MTL of the students is controlled. However, the interaction between gender and group significant differences were found favouring to the male students in the post-test of the CTT , when the effect of the pre-test results of the CTT of the students is controlled. While the pre-test was controlled, the score of female students exceeded the male students in the post-test of the MTL.