This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school located in Ankara, the capital city of Turkey. According to the results of the study, academic self-efficacy perceptions of students predicted achievement in physics, chemistry and math courses. Achievement in biology course, on the other hand, was predicted by student self-efficacy. When the results were examined according to the anxiety variable, trait anxiety was detected to predict physics course achievement and state anxiety to predict math course achievement. Study results showed that types and effects of anxiety and self-efficacy variables vary depending on the characteristics and nature of courses.

In this study, an attempt was made to develop a method of measurement and evaluation aimed at overcoming the difficulties encountered in the determination of the effectiveness of chemistry education based on the goals of chemistry education. An Analytic Hierarchy Process (AHP), which is a multi-criteria decision technique, is used in the present study. The proposed method consists of four main steps: (1) Determination of the main goals and sub-goals of chemistry education; (2) Formation of the AHP model; (3) Making pairwise comparisons and the calculation of local weights; (4) Calculation of global weights and the effectiveness of chemistry education. Research findings indicated that it is possible to determine the effectiveness of chemistry education based on the goals set through the proposed method.

This study examined the relationship of emotional intelligence to academic achievement in physics, chemistry, biology and mathematics. The study consisted of students at a vocational high school. The Bar-On emotional intelligence scale was used; it comprises five dimensions and fifteen subdimensions. It was found that emotional intelligence did not have a significant influence on academic performance in sciences and mathematics courses as a whole. However, the influence of emotional intelligence on academic achievement in science and mathematics courses became obvious when the sub-dimensions of emotional intelligence were analyzed. Accordingly, it was established that the sub-dimensions of self-actualization, social responsibility, stress-tolerance and impulsecontrol were predictors, although they varied by the type of science and mathematics course.

This study was conducted with the aim to analyze some of the problems related to measurement and evaluation encountered in student performance task assessment. Multiple criteria decision-making methods were utilized in this study. The criteria adopted in the assessment of performance tasks and the weights of learning domains were calculated through AHP. Predicated upon the weights of cognitive, affective, and psychomotor domains, the criteria were selected through TOPSIS technique. According to the findings of the study, the order of the relative weights of the learning domains considered in the selection of performance criteria was cognitive, affective, and psychomotor respectively. It was also ascertained that the weights of performance criteria groups were subsequently the features of elements, the process of content formation and presentation. The student performance tasks prepared in a 9 th grade chemistry course subject titled 'Elements' were assessed in accordance with the techniques and approach suggested by the chemistry teacher in the expert group. It was determined that the score for student performance task was 81.2 (100) within the context of application in this study.