An Investigation of Students’ Experiences in Attaining High Performance in Aptitude and Academic Achievement Tests

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The study aimed to explore students’ experiences in achieving high scores on both the aptitude and academic achievement tests. A qualitative research approach was adopted, applying a phenomenological design. Data were collected through interviews. A purposive sample of 13 students—who graduated from high school in 1445 AH and scored 90 or above on both tests—was selected. The findings indicate that key factors contributing to high scores include practicing with simulated tests and attending training courses, both of which help reduce anxiety and stress during test performance. In addition, retaking the test was found to alleviate test-related apprehension, thereby facilitating the attainment of higher scores. The results also underscore the importance of leveraging school-provided courses and lessons, as well as consulting teachers to benefit from their expertise and address challenges related to test content. The study recommends effective time management and the development of a structured preparation plan for the tests. Specifically, it suggests that students complete the aptitude test in their second year of secondary school to allow focused preparation for the academic achievement test in their third year.

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