Abstract

This study has aimed to measure the effect of electronic tests on the academic achievements of middle school students in Arabic course. The sample has been divided into two groups; the experimental group and the non-experimental group after using the mixed experimental method. Statistical measurements had been used before, and after, the experiment for both groups; whereas, study tools were consisted of achievements test and focus group. The results have assured the existence of statistical differences between the experimental group and non-experimental group in the (language classification) category marks. The results have shown no statistical differences on the audio comprehension, reading comprehension, writing, handwriting skills, language style, grammatical function and writing expression categories marks, which give preferences to use the electronic test rather than the traditional (pen and paper) test. The study has concluded that teachers must be encouraged to perform continuous evaluation throughout the academic semester by applying electronic tests. They must emphasize on the importance of grounding rules and regulations to apply electronic tests in the educational institutions.

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