The Level of Problem-Solving Skill for Gifted and Ordinary School Students in Ajloun Governorate and Its Relationship to Some Variables and Academic Achievement

Abstract

This study aimed to reveal the level of problem-solving skill and its dimensions of a sample of gifted and ordinary students in the schools of AjlounCity, Jordan and its relationship to some demographic variables (gender, grade, and educational level of parents) and academic achievement. In order to achieve the objectives of the study, the researcher used the problem-solving skill scale, depending on the theoretical framework of the foundations of counseling and psychological guidance, which was built by Hepner and Arabized by Hamdi (1998) and the researcher developed it to fit the Jordanian environment, and indications of the validity and stability of this scale were found, and the sample consisted of (291) from The students, who are (96) gifted students and (195) regular students, were randomly selected stratified from the primary and secondary grades, and the data were analyzed by finding the arithmetic averages and standard deviations and finding the value of (t) and the correlation coefficients. The study shows that the overall problem-solving skill level and its dimensions among ordinary and gifted students is average. There are statistically significant differences at the level of significance (α≤ 0.05) in the level of overall problem-solving skill and its dimensions between students (gifted and ordinary) according to the type of student in favor of the ordinary, and there are no statistically significant differences at the level of significance (α≤ 0.05) in the degrees of the level of solving skill Overall problems and their dimensions among students (gifted and ordinary) depending on the class variable,It was also found that there are no statistically significant differences in the skill level of total problem solving and their dimensions among students (gifted and ordinary) according to the gender variable, and there were also statistically significant differences at the level (α≤ 0.05) in the level of total problem solving skill and its dimensions among students. (Ordinary and gifted) depending on the father's educational level variable, and it was found that there are statistically significant differences in the level of skill of solving problems and their dimensions between ordinary and gifted students depending on the variable of the educational level of the mother except for the two dimensions of alternatives and the general orientation, and it was also found that there is no correlation between the level of skill of solving problems and their dimensions and academic achievement between the ordinary and gifted students. The results were also discussed in the light of the theoretical literature and previous studies, and some recommendations were suggested based on the results of the study.