The Effect of Question's Types and Levels on students' academic achievment

The Effect of Question's Types and Levels on students' academic achievment

Rafi' A. Daraghmeh The present study aimed at investigating the effect of question's types, question's levels, Student's ability, on the students' academic achievement. To accomplish this aim, a random sample consisted of one-hundred and forty freshman university students at An-Najah National University were presented with a 1159 - word passage chosen from their required university textbook University English I. The sample of this study was randomly assigned into seven groups. The major results that the researcher found significant on some sub-tests were the following: -On the remember -an- instance multiple-choice sub-test, there was a significant difference main effect for question levels which indicated that RG question level was better than UG and RI question levels respectively. -On the remember -an- instance essay sub-test, there was a significant main effect for question types which indicated that multiple-choice type had a greater effect on student academic achievement than essay question type. -On the remember - a - generality multiple-choice sub-test, there was a significant main effect for question types which indicated that essay type had a greater effect on student’s academic achievement than the multiple-choice type. -On the use - a - generality essay sub-test, there was a significant main effect for question levels which indicated that RG question level had a greater effect on student's academic- achievement than UG and RI question levels respectively. Rafi' A.  Daraghmeh Superviser Prof. Afnan Darwazeh 1997  Zajel / An-Najah National University