Abstract
The study aimed at constructing a valid and reliable scale to diagnose test-taking strategies used by students at Yarmouk University, and to investigate the effect of gender, achievement level, and college. To achieve these objectives a scale was developed with 40 items distributed across five domains. The validity was assessed using factor analysis and expert judgments, and the reliability was assessed by Cronbach alpha. The study findings were: Student’s utilization of test-taking strategies were moderate. Also, there were statistically significant differences in test-taking strategies due to gender, achievement level, and college. The researcher recommended that more studies be conducted to identify the factors that stand behind the low level of student utilization of test-taking strategies.
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