The purpose of this study is to investigate the effect of interaction between the test type and test anxiety level on achievement and performance time. The experimental design according to the independent variables is 3×2 factorial design. The test was delivered through three types; paper (Paper Based Testing-PBT), computers (Computer Based Testing-CBT) and mobile devices (Mobile Based Testing-MBT). Seventy two participants of the third secondary students were randomly assigned into six experimental groups. To classify the sample according to test anxiety level (low/ high), an adapted version of the Westside test anxiety scale was used. Data analyses were conducted to test the hypotheses derived from research questions. The research instrument was an achievement test on the first unit of the third secondary curriculum. Two-way ANOVA test was used to investigate the main effects of the independent variables on dependent ones. Findings revealed the effect of test anxiety on achievement and performance time in favor of low anxiety level students. There were no significant differences on achievement and performance time due to the main effect of test type. Also, there were no significant differences on achievement and performance time due to interaction between test type and test anxiety level.
Keywords: Computer Based Test, Mobile Learning, Mobile-Based Test, Paper-Based Test, Test Anxiety Level
