This study aims at investigating the extent of test anxiety symptoms on the learners of Nablus Educational Region at QOU, so as to classify these symptoms in terms of their significance. It also aims at examining the effect of sex, marital status, academic level and the accumulative average of learners on the extent of these symptoms. A fifty_one (51) item "Likert Scale" type questionnaire covering the symptoms of test anxiety was administered to cover two domains: the psychological domain and the physical one. A sample of (419) learners was chosen randomly from 4063 (10,31%) learners who consisted the population of the study. The questionnaire was distributed among the learners during the mid-term exam in the academic year (2006/2007). The results of the statistical analysis revealed that the level of test anxiety symptoms among learners was totally high (60,23%), and the range of symptoms was between medium and high. According to the results of the study, there were no statistically significant differences due to the variables of sex, marital status, academic level and their interaction. Whereas there were statistically significant differences due to the accumulative average which indicates that the lowest accumulative average is usually accompanied by a high level of test anxiety and vice versa. Moreover, statistically significant differences were found due to the nature of test anxiety either psychological or physical symptoms in favor of the psychological symptoms. But both, the psychological and physical symptoms, have impact on creating test anxiety. According to these results, the researcher recommends that other researchers have to carry out similar studies in other educational regions and other universities as well as to adopt evaluative and educational system, and also, to adopt guidance and counseling training programs (comparative studies) which aim at reducing the negative effects of test anxiety among learners. تهدف هذه الدراسة إلى تحديد مدى شيوع أعراض قلق الامتحان لدى عينة من دارسي جامعة القدس المفتوحة في نابلس وترتيبها بحسب أهميتها، وكذلك معرفة أثر بعض المتغيرات المتعلقة بالدارسين (الجنس، والحالة الاجتماعية، ومستوى سنوات الدراسة، والمعدل التراكمي) على قلق الامتحان للدارسين. ولتحقيق أهداف الدراسة قام الباحث بتطوير استبانة مكونة من (51) عبارة تغطي أعراض قلق الامتحان موزعة على بعدين هما: البعد النفسي والبعد الجسمي. تكونت عينة الدراسة من (419) دارساً تم اختيارهم بالطريقة العشوائية من مجتمع الدراسة البالغ قوامه (4063) دارس أي بما نسبته (10.31%)، وطلب من أفراد العينة تحديد درجة موافقتهم على كل عبارة واردة بحسب مقياس ليكرت الخماسي خلال فترة الامتحانات النصفية للفصل الدراسي الثاني 2006/2007. أظهرت نتائج التحليل الإحصائي أن مدى شيوع الأعراض المصاحبة لقلق الامتحان على الدرجة الكلية كان مرتفعاً (60.23%) ويتراوح مداه من الدرجة المتوسطة إلى المرتفعة. كما أظهرت النتائج باستخدام تحليل التباين الثلاثي 3-Way ANOVA عدم وجود فروق ذات دلالة إحصائية تعزى لمتغيرات الدراسة التالية (الجنس، والحالة الاجتماعية، ومستوى سنوات الدراسة، والتفاعل بينها)، فيما بينت النتائج باستخدام تحليل التباين الأحادي ONE-Way ANOVA وجود فرق دال إحصائيا يعزى لمتغير المعدل التراكمي إذ أن المعدل التراكمي المتدني يصاحبه درجة عالية من قلق الامتحان والعكس صحيح. كما بينت النتائج وجود فرق يعزى لطبيعة الأعراض المصاحبة لقلق الامتحان من حيث كونها نفسية أو جسمية، ولصالح بعد الأعراض النفسية. كما تبين أن لكلا البعدين (النفسي والجسمي) أثراً دالاً إحصائيا في حدوث قلق الامتحان. أوصى الباحث في ضوء نتائج الدراسة بضرورة إجراء دراسات مقارنة في مناطق تعليمية أخرى وجامعات أخرى تتبنى نظاماً تعليمياً مقيماً، وبضرورة تبني برامج إرشادية علاجية تسهم في خفض قلق الامتحان عند الدارسين.

The hybrid teaching assistant for developing interactivity and comprehension is a model to enhance students' learning by involving them in different testing types and discussions, providing them with advices and allowing them to send their feedbacks. The system makes use of the Internet and Communication Technologies (ICT) to provide a reliable and secure environment. The system consists of exams, discussions, query, charts and feedbacks. Web and mobile phone SMS are used as a communication base among the system's users. The system is hybrid two directional because students can answer the questions using the web form or the SMS form. In addition, students can receive advices and send their comments in both ways. Experiments results showed that students were more enthusiastic during the lesson, they were totally involved in the class room and they achieved better grades. Answers charts improved students' cooperation since they need to discuss the choices to find the correct answer.

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The hybrid teaching assistant for developing interactivity and comprehension is a model to enhance students' learning by involving them in different testing types and discussions, providing them with advices and allowing them to send their feedbacks. The system makes use of the Internet and Communication Technologies (ICT) to provide a reliable and secure environment. The system consists of exams, discussions, query, charts and feedbacks. Web and mobile phone SMS are used as a communication base among the system's users. The system is hybrid two directional because students can answer the questions using the web form or the SMS form. In addition, students can receive advices and send their comments in both ways. Experiments results showed that students were more enthusiastic during the lesson, they were totally involved in the class room and they achieved better grades. Answers charts improved students' cooperation since they need to discuss the choices to find the correct answer.Ninth IEEE International Symposium on Multimedia 2007 -Workshops 0-7695-3084-2/07 $25.00