Thesis:

The effect of the amount of reviewing multiple-choice questions in science subjects on the academic level of fifth-grade elementary school students in Sabzevar city.

This study aimed to investigate the effect of the presence of images of multimedia multiple-choice questions with different levels on the performance of fifth-grade elementary school students in Sabzevar. The statistical population of the study consisted of all fifth-grade students, of whom 408 (204 boys and 204 girls) were randomly selected from one stage of 6 schools. The research tool was a 12-question test taken from the TIMING 15 tests, which was designed in three levels: easy, medium, and 20, and presented in 12 different versions. The collected data were analyzed using a mixed linear model. The research findings showed that the level of the question generally has a significant effect on student performance. Also, the presence of images (multimedia) generally showed a significant and effective effect on student performance. There was no significant effect between the level of the question and multimedia, which indicates that the image of the questions affected the questions. On the other hand, gender does not show a significant effect of multimedia on student performance. In contrast, the level of students' academic achievement and its effect on multimedia affect performance, which shows that the effects of multimedia on the performance of strong, average and weak students are not the same. In general, the results of this study focus on the design and application of multimedia questions appropriate to the academic level of students and show that it can help improve student performance

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