Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 9

Table 7: (LSD- test) for post comparisons Faculty of Engineering and Technology Faculty of Business and Economics Faculty of Arts and Educational Sciences Faculty of Agricultural Sciences and Technology Faculty of Agricultural Sciences and Technology Palestine Technical College Faculty of Engineering and Technology 0.13 0.32 * 0.07 0.29 * 0.07 Faculty of Business and Economics - 0.18 0.20 0.16 0.05 Faculty of Arts and Educational Sciences - - 0.39 * 0.02 0.24 * Faculty of Agricultural Sciences and Technology. - - - 0.37 * 0.15 Faculty of Applied Sciences - - - - 0.22 * Palestine Technical College - - - - - ( α ≤ 0.05) © 2022 Global Journals Volume XXII Issue IX Version I 16 ( ) Global Journal of Human Social Science - Year 2022 G The Status and the Specifications of the Questions of an Achievement Exam from the Points of View of the Teaching Staff- Members of Palestine Technical University- Kadoorie (PTUK)\Tulkarm-Campus favor for the Faculty of Arts and Educational Sciences; in addition table(7) reveals that there is a significant statistical difference in-between Faculty of the Agricultural Sciences and Technology and the Faculty of Applied Sciences in favor for the Faculty of Applied Sciences; table (7) also reveals that there is a significant statistical difference in-between the Faculty of Applied Sciences and The Palestine Technical college in favor for the Faculty of Applied Sciences. The researchers believe that these results constitute a natural outcome to the fact that most of the teaching staff-members of the Faculty of Arts and Educational Sciences do have some kind of guiding educational knowledge that they can exploit when writing and preparing the questions of an achievement exam; by the same token, the researchers attribute the significant statistical difference in favor of the Faculty of Applied Sciences to the fact that both of the Faculty of Arts and Educational Sciences and the Faculty of Applied Sciences had been one single faculty under the name of Faculty of Arts and Applied Sciences; this fact, the researchers believe, mirrors another reality that the teaching staff-members of both faculties were, jointly and relatively, able to orchestrate some aspects of examination formats and requirements, and, in addition they were able to share related educational experience. iii. The third null hypothesis: There is no significant difference when ( α = 0.05) in the means of the teaching staff-members' responses, in regard to the main question of this study " The status and the specifications of the questions of an achievement exam from the points of view of the teaching staff- members of Palestine Technical University (PTUK), that are attributed to the variable of "academic rank." To test this hypothesis , one-way (ANOVA) was applied, and table (8) reveals that there are apparent significant differences when ( α = 0.05) in the means of the teaching staff-members' responses, in regard to the main question of this study "The status and the specifications of the questions of an achievement exam from the points of view of the teaching staff-members of Palestine Technical University (PTUK)" that are attributed to the variable of (academic rank); to test whether these apparent differences carry statistical significance, one-way (ANOVA-test) was conducted: Table (9) shows that the differences in the means of the responses, which are attributed to the variable of academic rank , have no statistical differences because (F=0.54) and the value of (P= 0.71) which leads to accepting the third null hypothesis. This result reinforces the belief that the teaching staff-members of (PTUK), with their different academic ranks, view the achievement exam as an end that can be achieved with any set of questions or format; the researchers also believe that the absence of any instructional training yields some kind of commonality of improvisational tendency while preparing and writing the questions of an achievement exam.