الفهرس 
الفصل الأول: الاطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The problem of the current research has been determined by the researcher’s sentiment and the results of the exploratory study: The low levels of students in statistical thinking skills, and given that the decline in achievement and levels of thinking in general is accompanied by concern about this thing, and this may be due to the traditional teaching methods and methods used in educational situations in most of our institutions In addition to neglecting to employ technological innovations in those situations, the researcher saw the incorporation of a statistical technological innovator, which is Minitab, which might be useful in teaching statistics and help raise levels of statistical thinking and reduce students’ anxiety about statistics.
Questions of the Research:
The research questions are identified in the following:
1) What is the effect of merging Minitab on developing statistical thinking skills among Egyptian Technological Colleges Students?
2) What is the effect of merging Minitab on reducing the degree of statistical anxiety among Egyptian Technological Colleges Students?
3) What is the correlation between the degrees of students of the experimental group in the post application of the test of statistical thinking skills and their degrees in the post application of the scale of statistical anxiety?
Objectives of the Research:
The aim of the current research is to:
1) Learn about the effect of Minitab in developing statistical thinking skills among Egyptian Technological Colleges Students.
2) Learn about the effect of Minitab in reducing the degree of statistical anxiety among Egyptian Technological Colleges Students.
3) Exposing the correlation between statistical anxiety and statistical thinking among Egyptian Technological Colleges Students.
The importance of research:
The importance of the current research is that it is expected to benefit in:
1) Developing the teaching of statistics in the Egyptian Technology Colleges by providing a teacher’s guide that explains how to integrate the Minitab program into the teaching of the Statistics course.
2) Helping teachers:
A) Using appropriate teaching strategies to teach statistics.
B) Training students to use modern technological means in the field of statistics.
3) Preparing students to deal with technological innovations in the field of statistics within work institutions.
Variables of the Research:
Independent variable: Teaching based on the integration of Minitab in the teaching of the Statistics course.
Dependent variables: (statistical thinking skills - statistical anxiety).
Limitations of the Research:
The current research was limited to the following limits:
1) A group of students of the first year at the Commercial Technical Institute in Beni Suef affiliated to the Technological College in the Central Valley.
2) Some topics from the statistics book scheduled for first year students in the second semester, namely: (data presentation, measures of central tendency, measures of dispersion, and correlation).
3) Some of the skills of statistical thinking, which are: (describing data, organizing and summarizing data, representing data, and analyzing and interpreting data).
Method of the Research:
The current research depends on the semi-experimental approach according to the two-group system design: the control group taught in the traditional method and the experimental group taught using Minitab.
Materials of the Research:
1) Minitab program.
2) A teacher’s guide for teaching topics (data presentation, measures of central tendency, measures of dispersion, and correlation) based on integrating Minitab into teaching.
Tools of the Research:
1) Statistical thinking skills test.
2) Statistics Anxiety Scale.
group of the Research:
The research group was selected from among the students of the first year at the Commercial Technical Institute in Beni Suef. Section No. (1) was chosen to represent the experimental group, and Section No. (2) was chosen to represent the control group, after making sure that the students were distributed randomly.
Research hypotheses:
The current research sought to verify the validity of the following hypotheses:
1) There is a statistically significant difference between the mean degrees of the experimental group students and the degrees of the control group students in the post application of the test of statistical thinking skills in favor of the experimental group.
2) There is a statistically significant difference between the mean degrees of the experimental group students and the degrees of the control group students in the post application of the statistical anxiety scale in favor of the experimental group.
3) There is a statistically significant correlation between the degrees of students of the experimental group in the post application of the test of statistical thinking skills and their degrees in the post application of the scale of statistical anxiety.
Procedures of the Research:
The current research will undergo the following procedures:
1) Access to literature, studies and previous research related to the research topic to help in writing an appropriate theoretical framework for research, as well as designing research tools.
2) Analyzing the content of the selected topics into (concepts, generalizations and skills) and calculating the validity of the analysis process.
3) Minitab-based teaching design in light of content analysis.
4) Preparing the teacher’s guide accompanied by student worksheets explaining the implementation steps and evaluation methods.
5) Presenting the teacher’s guide to a group of professors to arbitrate and adjust it statistically.
6) Amending the teacher’s guide in light of the opinions of the referees.
7) Preparing the test of statistical thinking skills and the scale of statistical anxiety and presenting them to the judges to control their validity.
8) Conducting an exploratory experiment to calculate the stability and time required to apply the test of statistical thinking skills and the scale of statistical anxiety.
9) Reaching the final picture for the test of statistical thinking skills and the scale of statistical anxiety.
10) selecting the research group and dividing it into two groups, one of them is control and the other is experimental.
11) Applying research tools (statistical thinking skills test and statistical anxiety scale) to the two groups beforehand.
12) Training students of the experimental group on how to use Minitab.
13) Teaching the experimental group using Minitab integration and teaching the control group in the usual way.
14) Applying research tools (statistical thinking skills test and statistical anxiety scale) to the two groups.
15) Monitoring and processing degrees statistically.
16) Interpretation and discussion of the results, and verification of the validity of the research hypotheses.
17) Presenting recommendations and proposals in light of the results of the research.
Results of the Research:
The research reached the following results:
1- There is a statistically significant difference between the mean degrees of students of the experimental group (which were studied using the Minitab program) and the degrees of students of the control group (which were studied in the usual way) in the post-application of the statistical thinking test in favor of the experimental group.
2- There is a statistically significant difference between the mean degrees of the students of the experimental group (which were studied using the Minitab program) and the degrees of the students of the control group (which were studied in the usual way) in the post application of the scale of statistical anxiety in favor of the experimental group.
3- The presence of a statistically significant negative correlation between the experimental group students degrees in the post application of the statistical thinking test and their degrees in the post application of the statistical anxiety scale.