شبكة المعلومات العربية التربوية

This study aimed at examining the relationship between exam anxiety and academic achievement for the tenth grade students in Al-Qweismeh District. This study also aimed to find out whether there are differences in the level of exam anxiety attributable to this (gender, academic level) and to know whether there are differences. At the level of academic achievement attributable to the level of exam anxiety and to know whether there are differences in the level of exam anxiety attributed to the level of academic achievement, and to achieve these goals the researcher formulated the following questions: Is there an effect of anxiety on the achievement of the exams?, Is there a gender impact on anxiety? The exam and its relationship to achievement, is it me? Very impact of the level of student ranking in the family? Is there a gender impact on exam anxiety and its relationship to achievement, and is there an impact on the level of student ranking in the family? For this reason, the researcher designed the questionnaire consisting of (20) paragraphs and this questionnaire was distributed to a sample of (140) students from the tenth grade in Qweismeh brigade. Data were entered into the statistical treatment program to examine the research hypotheses. Tests were used to examine the hypotheses. The statistical analysis of the hypotheses showed the following results: 1) There was an effect of anxiety at a high rate on all dimensions. 2) There were no statistically significant differences at the level of significance (α≤0.05) in the responses of the tenth grade students in Qweismeh district towards the effect of exam anxiety on their academic achievement attributable to the gender variable. 3) There were no statistically significant differences at the level of significance (α≤0.05) in the responses of the tenth grade students in Qweismeh District towards the effect of exam anxiety on their academic achievement attributable to the variable of the student's order in the family. The researcher recommended a number of recommendations, the most important of which are: 1) Finding comfortable conditions during the examination, which work to reduce the degree of disorder and exam anxiety that many students suffer from. 2) Finding a kind of cooperation between the family and the university to provide comfortable conditions to enable the student to achieve better achievement and to remove the effects that hinder achievement. (Published abstract)