Systemic Thinking and Linguistic Reasoning and Their Predictive Ability for Grammatical Analysis Skills among University Students At the College of Education for Human Sciences – University of Wasit

Abstract

The current study aimed to identify systems thinking and linguistic reasoning, as well as their predictive ability regarding grammatical analysis skills among university students, and to examine the nature of the relationship between the study variables. The study adopted the descriptive correlational predictive approach due to its suitability for the nature and objectives of the research.The study sample consisted of 300 male and female students from Iraqi universities. The study instruments included a Systems Thinking Scale, a Linguistic Reasoning Scale, and a Grammatical Analysis Skills Test. To analyze the data, several statistical methods were employed, including arithmetic means, standard deviations, Pearson correlation coefficient, and multiple regression analysis.The results of the study showed that the level of students’ grammatical analysis skills was moderate, while the level of systems thinking ranged from moderate to high, and the level of linguistic reasoning was relatively high. The findings also revealed no statistically significant correlation between systems thinking and grammatical analysis skills, nor between linguistic reasoning and grammatical analysis skills. In contrast, the results indicated a weak but statistically significant positive correlation between systems thinking and linguistic reasoning.Furthermore, the results of the multiple regression analysis demonstrated that systems thinking and linguistic reasoning did not possess a statistically significant predictive ability for grammatical analysis skills among university students, as the percentage of explained variance in grammatical analysis skills was very low.In light of these findings, the study recommended the necessity of developing students’ grammatical analysis skills through the adoption of modern teaching strategies, focusing on the enhancement of higher-order thinking skills, and conducting future studies addressing other variables that may contribute more significantly to explaining grammatical analysis skills