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‫ﻭﺯﺍﺭﺓﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫ﺟﺎﻣﻌﺔﺑﻐﺪﺍﺩ ‪ /‬ﻛﻠﻴﺔ ﺍﻟﻬﻨﺪﺳﺔ‬
‫ﻗﺴﻢﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻜﻴﻤﻴﺎﺉﻴﺔ‬
‫ﺍﻹﺣﺼﺎءﺍﻟﻬﻨﺪﺳﻲ‬
‫ﺗﻘﺮﻳﺮﻋﻦ ﺍﺧﺘﺒﺎﺭ ﻛﺎﻱ ﺗﺮﺑﻴﻊ‬
 ‫ﺍﺧﺘﺒﺎﺭﺗﺸﻲ ﺳﻜﻮﻳﺮ‬

‫ﺍﺧﺘﺒﺎﺭﻣﺮﺑﻊ ﻛﺎﻱ ‪ ،‬ﺍﻟﻤﻜﺘﻮﺏ ﺃﻳﻀﺎً ﺑﺎﺳﻢ ﺍﺧﺘﺒﺎﺭ ‪ ، 2‬ﻫﻮ ﻓﺮﺿﻴﺔ ﺻﺎﻟﺤﺔ ﻟﻸﺩﺍء‬
‫ﻋﻨﺪﻣﺎﺗﻜﻮﻥ ﺇﺣﺼﺎﺉﻴﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺮﺑﻊ ﻛﺎﻱ ﺗﺤﺖ ﻓﺮﺿﻴﺔ ﺍﻟﺼﻔﺮ ‪،‬‬
‫ﻭﺗﺤﺪﻳﺪﺍ ًﺍﺧﺘﺒﺎﺭ ﺑﻴﺮﺳﻮﻥ ﺗﺸﻲ ﻭﻣﺘﻐﻴﺮﺍﺗﻪ‪ .‬ﻳﺴﺘﺨﺪﻡ ﺍﺧﺘﺒﺎﺭ ‪Square‬‬
‫‪ Pearson‬ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﻓﺮﻕ ﺫﻭ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺉﻴﺔ ﺑﻴﻦ ﺍﻟﺘﺮﺩﺩﺍﺕ‬
‫ﺍﻟﻤﺘﻮﻗﻌﺔﻭﺍﻟﺘﺮﺩﺩﺍﺕ ﺍﻟﻤﺮﺻﻮﺩﺓ ﻓﻲ ﻓﺉﺔ ﻭﺍﺣﺪﺓ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺟﺪﻭﻝ ﺍﻟﻄﻮﺍﺭﺉ‪.‬‬
‫ﻓﻲﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ ﻟﻬﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ‪ ،‬ﻳﺘﻢ ﺗﺼﻨﻴﻒ ﺍﻟﻤﻼﺣﻈﺎﺕ ﺇﻟﻰ ﻓﺉﺎﺕ‬
‫ﻣﺘﻨﺎﻓﻴﺔ‪.‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ )ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺑﻴﻦ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺑﻴﻦ‬
‫ﺍﻟﺴﻜﺎﻥ( ﺻﺤﻴﺤﺔ ‪ ،‬ﻓﺈﻥ ﻋﺪﺩ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻤﺤﺴﻮﺏ ﻣﻦ ﺍﻟﻤﻼﺣﻈﺎﺕ ﻳﺘﺒﻊ ﺗﻮﺯﻳﻊ‬
‫ﺍﻟﺘﺮﺩﺩ‪ .χ2‬ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﻻﺧﺘﺒﺎﺭ ﻫﻮ ﺗﻘﻴﻴﻢ ﺍﺣﺘﻤﺎﻝ ﺍﻓﺘﺮﺍﺽ ﺃﻥ ﺍﻟﻤﻼﺣﻈﺔ‬
‫ﺍﻟﺘﺮﺩﺩﺍﺕﺻﺤﻴﺤﺔ‬

‫‪.‬‬
‫ﺝﻣﺮﺣﺒﺎﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ‬
‫‪ -‬ﻟﺘﺤﺪﻳﺪﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻣﺘﻐﻴﺮﻳﻦ ﻧﻮﻋﻴﻴﻦ ﺫﺍ ﺩﻻﻟﺔ‬
‫ﺇﺣﺼﺎﺉﻴﺔ ‪،‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺇﺟﺮﺍء ﺍﺧﺘﺒﺎﺭ ﺃﻫﻤﻴﺔ ﻳﺴﻤﻰ ﺍﺧﺘﺒﺎﺭ‬
‫‪ .Chi-Square‬ﻫﻨﺎﻙ ﺧﻤﺲ ﺧﻄﻮﺍﺕ ﻹﺟﺮﺍء ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ‬

‫ﺍﻟﺨﻄﻮﺓ‪ :1‬ﺻﻴﺎﻏﺔ ﺍﻟﻔﺮﺿﻴﺎﺕ‬

‫‪ -‬ﻓﺮﺿﻴﺔﺍﻟﻌﺪﻡ‪:‬‬

‫‪.‬ﻻﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺉﻴﺔ ﺑﻴﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﻄﻼﺏ‬

‫ﻭﺗﻔﻀﻴﻠﻬﻢﻟﻠﺘﻌﻠﻴﻢ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺟﻬﺎً ﻟﻮﺟﻪ ̥ ‪Ho:‬‬

‫ﺃﻭ‬

‫ﻻﻳﻮﺟﺪ ﻓﺮﻕ ﻓﻲ ﺗﻮﺯﻳﻊ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪Ho:‬‬

‫ﺑﻴﻦﻃﻼﺏ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪.‬‬

 ‫• ﺇﺫﺍﻟﻢ ﻳﻜﻦ ﻫﻨﺎﻙ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ ‪ ،‬ﻓﺴﻴﺘﻢ ﺗﻮﺯﻳﻊ‬
‫ﺍﻷﻓﺮﺍﺩﺑﺸﻜﻞ ﻣﻮﺣﺪ ﻋﺒﺮ ﺧﻼﻳﺎ ﺍﻟﺠﺪﻭﻝ‪.‬‬

‫• ﺗﻜﻮﻥﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ﻻﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ﺩﺍﺉﻤﺎً ﺫﺍﺕ ﻭﺟﻬﻴﻦ‪) .‬‬

‫ﺇﻧﻪﻣﺘﻌﺪﺩ ﺍﻟﺠﻮﺍﻧﺐ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻔﻨﻴﺔ ﻷﻥ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻗﺪ ﺗﺤﺪﺙ‬
‫ﻓﻲﻛﻼ ﺍﻻﺗﺠﺎﻫﻴﻦ ﻓﻲ ﻛﻞ ﺧﻠﻴﺔ ﻣﻦ ﺧﻼﻳﺎ ﺍﻟﺠﺪﻭﻝ(‪.‬‬

‫‪ -‬ﻓﺮﺿﻴﺔﺑﺪﻳﻠﺔ‪:‬‬

‫ﻫﺎ‪ :‬ﻫﻨﺎﻙ ﺍﺭﺗﺒﺎﻁ ﻛﺒﻴﺮ ﺑﻴﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﻄﻼﺏ‬

‫ﻭﺗﻔﻀﻴﻠﻬﻢﻟﻠﺘﻌﻠﻴﻢ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﺃﻭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻤﺒﺎﺷﺮ‪.‬‬

‫ﺃﻭ‬

‫ﻫﺎ‪ :‬ﻫﻨﺎﻙ ﻓﺮﻕ ﻛﺒﻴﺮ ﻓﻲ ﺗﻮﺯﻳﻊ ﺍﻟﺘﻔﻀﻴﻼﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻴﻦ ﻃﻠﺒﺔ‬

‫ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‬
‫ﺍﻟﺨﻄﻮﺓ‪:2‬ﺣﺪﺩ ﺍﻟﻘﻴﻢ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻟﻜﻞ ﺧﻠﻴﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ )‬
‫ﻋﻨﺪﻣﺎﺗﻜﻮﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ ﺻﺤﻴﺤﺔ(‬

‫ﺗﺤﺪﺩﺍﻟﻘﻴﻢ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻗﻴﻢ ﻛﻞ ﺧﻠﻴﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺇﺫﺍ ﻟﻢ‬ ‫•‬

‫ﻳﻜﻦﻫﻨﺎﻙ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ‪.‬‬

‫ﺗﺘﻄﻠﺐﺻﻴﻐﺔ ﺣﺴﺎﺏ ﺍﻟﻘﻴﻢ ﺍﻟﻤﺘﻮﻗﻌﺔ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‬ ‫•‬

‫ﻭﺇﺟﻤﺎﻟﻴﺎﺕﺍﻟﺼﻒ ﻭﺇﺟﻤﺎﻟﻴﺎﺕ ﺍﻟﻌﻤﻮﺩ‬
 ‫ﺍﻟﺨﻄﻮﻩ‪ :3‬ﻟﻤﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻌﻄﻲ ﺩﻟﻴﻼ ً‬
‫ﻣﻘﻨﻌﺎًﺿﺪ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ ‪،‬‬
‫ﻗﺎﺭﻥﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺮﺻﻮﺩﺓ ﻣﻦ ﺍﻟﻌﻴﻨﺔ ﺑﺎﻷﻋﺪﺍﺩ ﺍﻟﻤﺘﻮﻗﻌﺔ ‪ ،‬ﻋﻠﻰ‬
‫ﺍﻓﺘﺮﺍﺽ‬
‫‪.‬ﺻﺤﻴﺢ‪H0‬‬

‫• ﺍﻟﻘﻴﻢﺍﻟﻤﺮﺻﻮﺩﺓ ﻫﻲ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻔﻌﻠﻴﺔ ﺍﻟﻤﺤﺴﻮﺑﺔ ﻣﻦ ﺍﻟﻌﻴﻨﺔ‪.‬‬

‫• ﺳﺘﺤﺴﺐﺍﻟﺒﺮﺍﻣﺞ ﺍﻹﺣﺼﺎﺉﻴﺔ ﻛﻼ ًﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺘﻮﻗﻌﺔ‬

‫ﻭﺍﻟﻤﻠﺤﻮﻇﺔﻟﻜﻞ ﺧﻠﻴﺔ ﻋﻨﺪ ﺇﺟﺮﺍء ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ‪.‬‬

‫• ﺗﻮﺿﺢﺍﻟﺼﻮﺭﺓ ﺃﺩﻧﺎﻩ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺬﻱ ﺃﻧﺸﺄﻩ ﺑﺮﻧﺎﻣﺞ ‪SPSS‬‬

‫ﻟﻠﻤﺘﻐﻴﺮﻳﻦ‪.‬ﻓﻲ ﻛﻞ ﺧﻠﻴﺔ ‪ ،‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻭﺍﻟﻤﻼﺣﻈﺔ ﻣﻮﺟﻮﺩﺓ‪.‬‬
 ‫ﺍﻟﺨﻄﻮﺓﺍﻟﺮﺍﺑﻌﺔ‪:‬ﺍﺣﺴﺐ ﺇﺣﺼﺎﺉﻴﺔ ﺍﻻﺧﺘﺒﺎﺭ‬

‫ﺍﻝﺇﺣﺼﺎء ﻣﺮﺑﻊ ﻛﺎﻱﻳﻘﺎﺭﻥ ﺍﻟﻘﻴﻢ ﺍﻟﻤﺮﺻﻮﺩﺓ ﺑﺎﻟﻘﻴﻢ‬ ‫•‬

‫ﺍﻟﻤﺘﻮﻗﻌﺔ‪.‬‬

‫ﻳﺘﻢﺍﺳﺘﺨﺪﺍﻡ ﺇﺣﺼﺎء ﺍﻻﺧﺘﺒﺎﺭ ﻫﺬﺍ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ‬ ‫•‬

‫ﺑﻴﻦﺍﻟﻘﻴﻢ ﺍﻟﻤﺮﺻﻮﺩﺓ ﻭﺍﻟﻤﺘﻮﻗﻌﺔ ﺫﻭ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺉﻴﺔ‪.‬‬

‫ﺗﻮﺯﻳﻌﺎﺕ‪Chi-Square‬‬
 ‫ﺗﻮﺿﺢﺍﻟﺼﻮﺭﺓ ﺃﻋﻼﻩ ﺃﻥ ﺗﻮﺯﻳﻊ ﺇﺣﺼﺎء ﻣﺮﺑﻊ ﻛﺎﻱ ﻳﺒﺪﺃ ﻋﻨﺪ‬ ‫•‬
‫ﺍﻟﺼﻔﺮﻭﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﻗﻴﻢ ﻣﻮﺟﺒﺔ ﻓﻘﻂ‪.‬‬

‫ﻳﺨﺘﻠﻒﺷﻜﻞ ﺍﻟﺘﻮﺯﻳﻊ ﻛﺜﻴﺮﺍً ﻋﻦ ﺇﺣﺼﺎء ‪ t‬ﺃﻭ ‪ z‬ﻭﻳﻨﺤﺮﻑ ﺇﻟﻰ‬ ‫•‬

‫ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫ﻳﺘﻐﻴﺮﺷﻜﻞ ﺍﻟﺘﻮﺯﻳﻊ ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﻳﺔ‪.‬‬ ‫•‬

‫ﺍﺧﺘﺒﺎﺭ‪ - Chi-Square‬ﺇﺣﺼﺎء ﺍﻻﺧﺘﺒﺎﺭ‬

‫ﻳﻮﺿﺢﺍﻟﻤﺜﺎﻝ ﺃﻋﻼﻩ ﺍﻟﻘﻴﻢ ﺍﻟﻤﻼﺣﻈﺔ ﻭﺍﻟﻤﺘﻮﻗﻌﺔ‬ ‫•‬

‫ﻟﻤﺸﻜﻠﺔﺍﻟﻤﺜﺎﻝ‪.‬‬
‫ﺇﺫﺍﺗﻢ ﺇﺩﺧﺎﻝ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﻓﻲ ﻣﻌﺎﺩﻟﺔ ﺇﺣﺼﺎﺉﻴﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ‬ ‫•‬
‫ﻣﺮﺑﻊﻛﺎﻱ ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻫﻲ‬
‫‪.28.451‬‬
‫ﻫﻞﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻋﺎﻟﻴﺔ ﺑﻤﺎ ﻳﻜﻔﻲ ﻟﺮﻓﺾ ﻓﺮﺿﻴﺔ‬ ‫•‬
‫ﺍﻟﻌﺪﻡ؟‬
 ‫ﺍﻟﺨﻄﻮﺓﺍﻟﺨﺎﻣﺴﺔ‪:‬ﻗﺮﺭ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻣﺮﺑﻊ ﻛﺎﻱ ﺫﺍ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺉﻴﺔ‬

‫• ﺗﺘﻤﺜﻞﺍﻟﺨﻄﻮﺓ ﺍﻷﺧﻴﺮﺓ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ‪ chi-square‬ﻟﻸﻫﻤﻴﺔ ﻓﻲ‬

‫ﺗﺤﺪﻳﺪﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺇﺣﺼﺎء ﺍﺧﺘﺒﺎﺭ ‪ chi-square‬ﻛﺒﻴﺮﺓ ﺑﻤﺎ‬
‫ﻳﻜﻔﻲﻟﺮﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪.‬‬

‫• ﻳﺠﻌﻞﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻹﺣﺼﺎﺉﻲ ﻫﺬﺍ ﺍﻟﺘﺤﺪﻳﺪ ﺃﺳﻬﻞ ﺑﻜﺜﻴﺮ‪.‬‬

‫ﻟﻐﺮﺽﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ ‪ ،‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﻓﻘﻂ ﺇﻟﻰ ﺇﺣﺼﺎﺉﻴﺔ‬ ‫•‬

‫‪.Pearson Chi-Square‬‬
‫ﺍﻟﻘﻴﻤﺔ‪ p‬ﻹﺣﺼﺎء ﻣﺮﺑﻊ ﻛﺎﻱ ﻫﻲ ‪ ، 000.‬ﻭﻫﻲ ﺃﺻﻐﺮ ﻣﻦ‬ ‫•‬
‫ﻣﺴﺘﻮﻯﺃﻟﻔﺎ ﺍﻟﺒﺎﻟﻎ ‪.0.05‬‬
‫‪ -‬ﻟﺬﻟﻚ ‪،‬ﻫﻨﺎﻙ ﺃﺩﻟﺔ ﻛﺎﻓﻴﺔ ﻟﺮﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪.‬‬

‫‪ -‬ﺍﻟﺨﻼﺻﺔ‪:‬ﺗﺸﻴﺮ ﺍﻟﺪﻻﺉﻞ ﺍﻟﻤﺴﺘﻤﺪﺓ ﻣﻦ ﺍﻟﻌﻴﻨﺔ ﺇﻟﻰ ﻭﺟﻮﺩ ﻓﺮﻕ‬

‫ﻛﺒﻴﺮﻓﻲ ﺗﻮﺯﻳﻊ ﺍﻷﻓﻀﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻴﻦ ﻃﻼﺏ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ‬
‫ﻭﻃﻼﺏﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪.‬‬
 ‫ﻳﻤﻜﻦﺃﻳﻀﺎً ﺍﺳﺘﺨﺪﺍﻡ ﺟﺪﻭﻝ ﻓﻲ ﻛﺘﺎﺏ ﺇﺣﺼﺎﺉﻲ ﻹﺟﺮﺍء‬ ‫•‬
‫ﺍﻻﺧﺘﺒﺎﺭﻳﺪﻭﻳﺎً‪:‬‬

‫ﺗﻌﺪﻗﻴﻤﺔ ﻣﺮﺑﻊ ﻛﺎﻱ ﺍﻟﺒﺎﻟﻐﺔ ‪ 28.451‬ﺃﻛﺒﺮ ﺑﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺤﺮﺟﺔ ﺍﻟﺒﺎﻟﻐﺔ ‪، 3.84‬‬ ‫•‬
‫ﻟﺬﻟﻚﻳﻤﻜﻦ ﺭﻓﺾ ﻓﺮﺿﻴﺔ ﺍﻟﻌﺪﻡ‪.‬‬

‫ﺗﻔﺴﻴﺮﺍﺧﺘﺒﺎﺭ ‪Chi-Square‬‬

‫ﺍﺧﺘﺒﺎﺭﻣﺮﺑﻊ ﻛﺎﻱ ﻫﻮ ﺍﺧﺘﺒﺎﺭ ﺷﺎﻣﻞ ﻻﻛﺘﺸﺎﻑ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﻣﺘﻐﻴﺮﻳﻦ‬

‫ﻓﺉﻮﻳﻴﻦ‪.‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻬﻤﺎً ‪ ،‬ﻓﻤﻦ ﺍﻟﻤﻬﻢ ﺇﻟﻘﺎء ﻧﻈﺮﺓ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻟﻤﻌﺮﻓﺔﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ‪ .‬ﻫﻨﺎﻙ ﺛﻼﺙ ﻃﺮﻕ ﻟﻠﻨﻈﺮ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫‪ (1‬ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺉﻮﻳﺔ ﺍﻟﻤﺨﺘﺎﺭﺓ‪:‬ﻣﺎ ﻫﻲ ﺍﻟﺨﻼﻳﺎ ﺍﻟﺘﻲ‬

‫ﺗﻮﺟﺪﺑﻨﺴﺐ ﻣﺨﺘﻠﻔﺔ ﺟﺪﺍً ﻋﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻷﺧﺮﻯ؟‬
‫‪(2‬ﻗﺎﺭﻥ ﺍﻟﻤﻠﺤﻮﻇﺔ ﻭﺍﻟﻤﺘﻮﻗﻌﺔﻋﺪﺩ ﺍﻟﺨﻼﻳﺎ‪ :‬ﻣﺎ ﻫﻲ ﺍﻟﺨﻼﻳﺎ ﺍﻟﺘﻲ ﻟﺪﻳﻬﺎ‬
‫ﻣﻼﺣﻈﺎﺕﺃﻛﺜﺮ ﺃﻭ ﺃﻗﻞ ﻣﻤﺎ ﻫﻮ ﻣﺘﻮﻗﻊ ﺇﺫﺍ ﻛﺎﻥ ‪ H0‬ﺻﺤﻴﺤﺎً؟‬

‫‪ (3‬ﺍﻧﻈﺮ ﺇﻟﻰ ﺷﺮﻭﻁ ﺇﺣﺼﺎء ﻣﺮﺑﻊ ﻛﺎﻱ‪ :‬ﻣﺎ ﻫﻲ ﺍﻟﺨﻼﻳﺎ ﺍﻟﺘﻲ ﺗﺴﺎﻫﻢ‬
‫ﺃﻛﺜﺮﻓﻲ ﻗﻴﻤﺔ ‪λ 2‬؟‬
 ‫• ﻓﻲﺍﻟﻤﺜﺎﻝ ‪ ،‬ﻓﻀﻞ ‪ 5‬ﻃﻼﺏ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻴﺎ ﻓﻘﻂ ﺗﻌﻠﻴﻢ ﺍﻟﻮﺟﻪ ‪ ،‬ﻣﻘﺎﺭﻧﺔ‬
‫ﺑﺎﻟﻘﻴﻤﺔﺍﻟﻤﺘﻮﻗﻌﺔ ﺍﻟﺒﺎﻟﻐﺔ ‪.18‬‬

‫• ﻓﻀﻞﺃﺭﺑﻌﻮﻥ ﻃﺎﻟﺒﺎً ﺟﺎﻣﻌﻴﺎً ﺍﻟﺘﺪﺭﻳﺲ ﻭﺟﻬﺎً ﻟﻮﺟﻪ ‪ ،‬ﺑﻴﻨﻤﺎ ﻛﺎﻧﺖ‬

‫ﺍﻟﻘﻴﻤﺔﺍﻟﻤﺘﻮﻗﻌﺔ ‪.27‬‬

‫‪ -‬ﻟﺬﻟﻚ ‪،‬ﻳﻤﻜﻦ ﻟﻠﺒﺎﺣﺜﻴﻦ ﺃﻥ ﻳﺴﺘﻨﺘﺠﻮﺍ ﻟﻴﺲ ﻓﻘﻂ ﺃﻥ ﻫﻨﺎﻙ ﺍﺭﺗﺒﺎﻃﺎً ﺑﻴﻦ‬

‫ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ‪،‬ﻭﻟﻜﻦ ﻳﻤﻜﻨﻬﻢ ﺃﻳﻀﺎً ﻭﺻﻒ ﺍﻻﺭﺗﺒﺎﻁ‪.‬‬

‫‪ -‬ﻳﻤﻜﻦﻟﻠﺒﺎﺣﺜﻴﻦ ﺃﻥ ﻳﺴﺘﻨﺘﺠﻮﺍ ﺃﻥ ﻃﻼﺏ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻳﻔﻀﻠﻮﻥ‬

‫ﺍﻟﺘﺪﺭﻳﺲﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻔﻀﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺠﺎﻣﻌﻴﻴﻦ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻭﺟﻬﺎًﻟﻮﺟﻪ‬

‫ﻋﺪﺩﺍﻟﺨﻼﻳﺎ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻻﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱﺭ‬

‫‪ -‬ﻳﻌﺪﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ﻃﺮﻳﻘﺔ ﺗﻘﺮﻳﺒﻴﺔ ﺗﺼﺒﺢ ﺃﻛﺜﺮ ﺩﻗﺔ ﻣﻊ ﺯﻳﺎﺩﺓ ﺍﻟﺘﻌﺪﺍﺩ‬
‫ﻓﻲﺧﻼﻳﺎ ﺍﻟﺠﺪﻭﻝ‪ .‬ﻟﺬﻟﻚ ‪ ،‬ﻣﻦ ﺍﻟﻤﻬﻢ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺃﻥ ﺍﻷﻋﺪﺍﺩ ﻛﺒﻴﺮﺓ ﺑﻤﺎ‬
‫ﻳﻜﻔﻲﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻗﻴﻤﺔ ‪ p‬ﺟﺪﻳﺮﺓ ﺑﺎﻟﺜﻘﺔ‪ .‬ﻟﺤﺴﻦ ﺍﻟﺤﻆ ‪ ،‬ﻓﺈﻥ‬
‫ﺗﻘﺮﻳﺐﻣﺮﺑﻊ ﻛﺎﻱ ﺩﻗﻴﻖ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻬﻢ ﺍﻟﺒﺴﻴﻂ ﻟﻠﻐﺎﻳﺔ‪.‬‬

‫ﻋﺪﺩﺍﻟﺨﻼﻳﺎ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻻﺧﺘﺒﺎﺭ ‪Chi-Square‬‬

‫ﻳﻤﻜﻨﻚﺍﺳﺘﺨﺪﺍﻡ ﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ﺑﺄﻣﺎﻥ ﻣﻊ ﺍﻟﻘﻴﻢ ﺍﻟﺤﺮﺟﺔ ﻣﻦ ﺗﻮﺯﻳﻊ ﻣﺮﺑﻊ ﻛﺎﻱ ﻋﻨﺪﻣﺎ ﻻ‬
‫ﻳﻜﻮﻥﺃﻛﺜﺮ ﻣﻦ ‪ ٪20‬ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﺘﻮﻗﻌﺔ ﺃﻗﻞ ﻣﻦ ‪ 5‬ﻭﺗﻜﻮﻥ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ‬
‫‪1‬ﺃﻭ ﺃﻛﺒﺮ‪ .‬ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺨﺼﻮﺹ ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻷﺭﺑﻌﺔ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻓﻲ ﺟﺪﻭﻝ ‪2‬‬
‫× ‪ 5 2‬ﺃﻭ ﺃﻛﺜﺮ‪.‬‬
 ‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕﺍﺧﺘﺒﺎﺭ ‪Chi-Square‬‬

‫‪ -‬ﻣﻦﺃﻛﺜﺮ ﺍﻟﺨﺼﺎﺉﺺ ﺍﻟﻤﻔﻴﺪﺓ ﻻﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ﺃﻧﻪ ﻳﺨﺘﺒﺮ ﺍﻟﻔﺮﺿﻴﺔ‬

‫ﺍﻟﺼﻔﺮﻳﺔ"ﻻ ﺗﺮﺗﺒﻂ ﻣﺘﻐﻴﺮﺍﺕ ﺍﻟﺼﻒ ﻭﺍﻟﻌﻤﻮﺩ ﺑﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ"‬
‫ﻋﻨﺪﻣﺎﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻣﻨﻄﻘﻴﺔ ﻟﻤﺘﻐﻴﺮ ﺛﻨﺎﺉﻲ ﺍﻻﺗﺠﺎﻩ‬

‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕﺍﺧﺘﺒﺎﺭ ‪Chi-Square‬‬
‫ﺍﺳﺘﺨﺪﻡﺍﺧﺘﺒﺎﺭ ﻣﺮﺑﻊ ﻛﺎﻱ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ‬
‫‪:‬ﻻﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﻴﻦ ﻣﺘﻐﻴﺮﻳﻦ ﻓﺉﺘﻴﻦ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺟﺪﻭﻝ ﺫﻭ‬
‫ﺍﺗﺠﺎﻫﻴﻦﻣﻦ ﺇﺣﺪﻯ ﻫﺬﻩ ﺍﻟﻤﻮﺍﻗﻒ ‪Ho:‬‬
‫• ﻋﻴﻨﺎﺕﻋﺸﻮﺍﺉﻴﺔ ﻣﺴﺘﻘﻠﺔ ﻣﻦ ﻣﺠﻤﻮﻋﺘﻴﻦ ﺃﻭ ﺃﻛﺜﺮ ‪ ،‬ﻣﻊ ﺗﺼﻨﻴﻒ‬
‫ﻛﻞﻓﺮﺩ ﻭﻓﻘﺎً ﻟﻤﺘﻐﻴﺮ ﻓﺉﻮﻱ ﻭﺍﺣﺪ‪.‬‬

‫• ﻋﻴﻨﺔﻋﺸﻮﺍﺉﻴﺔ ﻭﺍﺣﺪﺓ ‪ ،‬ﻣﻊ ﺗﺼﻨﻴﻒ ﻛﻞ ﻓﺮﺩ ﻭﻓﻘﺎً ﻟﻤﺘﻐﻴﺮﻳﻦ‬

‫ﻓﺉﻮﻳﻴﻦ‬

‫ﻣﺮﺍﺟﻊ‪:‬‬

‫ﺍﻟﻤﻤﺎﺭﺳﺔﺍﻷﺳﺎﺳﻴﺔ ﻟﻺﺣﺼﺎء )‪، & Flinger، MA )2013(. 6‬‬

‫‪Moore، DS، Notz، W. I‬‬
‫ﺇﺩ(‪ .‬ﻧﻴﻮﻳﻮﺭﻙ ‪ ،‬ﻧﻴﻮﻳﻮﺭﻙ‪WH Freeman and Compan :‬‬