Effect of Standardized Electronic Test of Science on Learning Motivation

Abstract

This study aimed at constructing a science achievement test for the first basic grade, and comparing its application method (paper, electronic) on Its psychometric properties and learning motivation, to achieve that an achievement science test based on the first basic class science textbook of (25) questions was constructed The two versions of the tests were applied on a sample of (103) students in governmental and private schools in Al-Karak Governate (Southern Al-Mazar District) during the first semester 2017/2018. The results of the study showed that there was reliability coefficient for both the tests which is associated with a criterion. There were high validity indicators for both tests. There were statistical differences in the validity in favor of the electronic test whereas there were statistical differences in the reliability in favor of the electronic test. There were statistical differences at the level of statistical significance in transactions trueness which is associated with a criterion, according to the type of test and for the favor of the electronic test. There were statistically significant differences in learning motivation according to type of test and for electronic test.