Concurrent thinking between high-achieving students and their normal-achieving students peers

Abstract

The goal of this research is to identify concurrent thinking of high-achieving students and the significance of statistical differences in concurrent thinking of high-achieving students according to gender (male-female), and concurrent thinking of normal-achieving students, and the significance of statistical differences in concurrent thinking in normal-achieving students according to gender (male-female), and the significance of statistical  differences in concurrent thinking between high-achieving students and normal-achieving students. To achieve the research objectives, the researcher uses the descriptive method and builds a scale for concurrent  thinking consisting of three domains. Thirty nine items were formulated and  distributed equally across the three domains. Each item has (5) alternatives, and the lowest score that a student  can obtain is (39) and the highest one  is (195). After verifying the validity and reliability of the scale, it was applied to (200) male and female students, with (100) male and female students from the sixth preparatory grade scientific branch students, with (50) male and (50) female students, and (100) male and female, with (50) male and (50) female students from the high-achieving students schools in the General Directorate of Education of Baghdad Governorate, Al-Rusafa the second, distributed  randomly. The research reached to the following results: that high-achieving  students have a good level of concurrent thinking, and there are differences in the level of concurrent thinking among high-achieving  students in the sixth preparatory grade scientific branch  between males and females, in favor of males. Normal-achieving students have a good level of concurrent thinking, and there are no differences in the level of concurrent thinking among  normal-achieving students in the sixth preparatory grade scientific branch between males and females. There are statistically significant differences in concurrent thinking between high-achieving  and normal-achieving students, in favor of outstanding students.