التفاعل بين نمط عرض الاختبارات الإلكترونية (كلي تتابعي)‎ و مستوى قلق الاختبار و أثره في تنمية الاحتفاظ بالتعلم و دافعية الإنجاز و خفض الضغوط النفسية لدى طلاب تكنولوجيا التعليم

Abstract EN

determine the Relationship between the type of electronic test presentation (total / consecutive) and the level of test anxiety (high level / low level) in the development of learning retention, achievement motivation and reduction of psychological stress among students of educational technology.

The quasi-experimental approach was used, depending on the global design (2 × 2).

The research sample consisted of (40) educational technology students at Ain Shams University, who were randomly assigned to the four research groups.

The research included three dependent variables: achievement test, achievement motivation scale, stress reduction scale, one-way and two-way analysis of variance, ETA square, and Shaivism test.

The results of the research found that “the electronic test total / High test anxiety group” achieved superiority in retaining learning compared to the rest of the groups, while “the electronic test total / Low test anxiety group” achieved superiority achievement motivation for compared to the rest of the groups, And finally “the electronic test total / High test anxiety group” achieved superiority in in reducing stress compared to the rest of the groups.