Abstract
This study aimed to determine the level of students’ test wiseness during remote learning. The study sample included (391) students from Amman Arab University. A scale consisting of (28) items was deployed to the participants after assuring its validity and reliability. The results showed a high level of students’ test wiseness. Moreover, there were no statistically significant differences at ( α = 0.05 ) between the arithmetic means of the total degree of test wiseness attributed to the study variables, while there were statistically significant differences at ( α = 0.05 ) between the means of the dimension “Using of Time” on favor of male students. In addition, the findings elucidated that there were statistically significant differences at ( α = 0.05 ) between the arithmetic means of the dimension “Avoidance of Error” attributed to faculty in favor of the humanities faculties. Finally, the results showed statistically significant differences at ( α = 0.05 ) between the arithmetic means of the dimension “Deductive Thinking” attributed to the academic program in favor of master and bachelor students.
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