Construction and application of a contextual thinking test for students of the college of education for humanities

The present study aimed to construct and apply a contextual thinking test for students of the College of Education for Humanities. The researcher built a test of (25) objective items scored dichotomously (0, 1), with a total score ranging (0–25) and a hypothetical mean of (12.5). Its psychometric properties were derived from an item-analysis sample of (300) students—yielding the ease and difficulty indices, discriminatory power, and internal consistency—with face validity of (0.96) and a test–retest reliability coefficient of (0.79). The final form was administered to (600) students (340 females, 260 males). The overall mean of the application sample was (12.117), with a standard deviation of (9.617). Compared with the hypothetical mean using the one-sample t-test, the result was t (599) = -0.976, p = 0.3293 (α = 0.05), indicating that the students’ level of contextual thinking did not differ significantly from the hypothetical mean. A statistically significant difference emerged between the sexes in favor of females (females M = 13.412, males M = 10.423; t = 3.815, p = 0.0002).