Ortaokul Öğrenci̇leri̇ni̇n Fen Bi̇li̇mleri̇ Dersi̇nde Kendi̇ Kendi̇ne Öğrenme Beceri̇leri̇ni̇n Yordanmasinda Kayginin Rolü

Kahyaoğlu, Mustafa; Yetişir, Mehmet İkbal; Birel, Fırat Kıyas

doi:10.17755/esosder.450201

Cited by 4 publications

(5 citation statements)

References 20 publications

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“…These results show that there is no significant difference between the mean scores of the secondary school students in terms of self-learning with technology and test anxiety inventory according to gender variable. These findings are supported by Kahyaoğlu et al (2019), Avcı and Kırbaşlar (2017), Akça (2017 and Kağıtçı (2014). Akça (2017) investigated the correlation between gender and test anxiety by administering the "Science Anxiety Scale" to 600 secondary school students.…”

Section: Discussionmentioning

confidence: 55%

An Investigation into the Relationship between Secondary School Students’ Self-Learning Using Technology and Test Anxiety

Güngörmez¹

2021

IJELS

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This study aims to investigate the relationship between secondary school students’ self-learning with technology and test anxiety. The study was conducted using a correlational survey model. The participants of this study are made up of 128 students of 7th and 8th grade, studying in three secondary schools in Adıyaman province of Turkey in the spring semester of the 2019-2020 academic year. “The Self-Directed Learning with Technology Scale for Young Students” adapted to Turkish by Demir and Yurdugül (2013) and “Test Anxiety Inventory” adapted to Turkish by Öner (1990) were used for collecting the data. Independent groups t-test and Pearson Correlation test were used to analyze the data. The analyses showed no significant difference between self-learning of secondary school students using technology regarding their gender and grade. However, there was a significant relationship between the students’ grades and their test anxiety. The “test anxiety inventory” consisted of two subscales, “delusion” and “affectivity”. There was a significant difference between students’ delusion and affectivity subscales. In this consideration, the 8th graders had a higher test anxiety than the 7th grader’. The Pearson correlation indicated that there was a positive and significant correlation between self-learning using technology and test anxiety of the secondary school students (p<.01).

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Section: Discussionmentioning

confidence: 55%

An Investigation into the Relationship between Secondary School Students’ Self-Learning Using Technology and Test Anxiety

Güngörmez¹

2021

IJELS

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“…There was no significant difference between students' science anxiety in terms of gender. Looking at the literature, it was seen that there was no significant difference between female and male students' science anxiety in studies examining the effect of gender on science anxiety (Avci & Kirbaslar, 2017;Kahyaoglu, Birel & Yetisir, 2019;Udo, Ramsey & Mallow, 2004;Ulucinar-Sagir, 2012). Studies show that science anxiety varies based on gender, and female students are more anxious (Akgun, Gonen & Aydin, 2007;Anderson & Clawson, 1992;Mallow, 2006).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…It is essential to determine the anxiety and motivation levels of the students towards science course and the variables that affect them and take the necessary precautions. A review of studies on science anxiety in Turkey investigates the factors affecting students' science anxiety (Avci & Kirbaslar, 2017) and the role of anxiety as a predictor of secondary school students' self-learning skills (Kahyaoglu, Birel & Yetisir, 2019) were found. In addition, the relationship between science anxiety and attitude towards science lesson (Ulucinar-Sagir, 2012), science anxiety and mental risk-taking behaviours (Akca, 2017), anxiety towards science course and academic achievement (Avci & Kirbaslar, 2017), anxiety towards science course and science learning orientations (Yolagiden & Bektas, 2018) was investigated.…”

Section: The Importance Of the Studymentioning

confidence: 99%

An Investigation of Secondary School Students’ Anxiety and Motivation Levels towards Science Course in Terms of Some Variables

Caymaz¹,

Aydın

2022

IJPES

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This work aims at studying the anxiety and motivation levels of secondary school students towards science course depending on gender, class levels, and their parents’ level of education. In addition, it was aimed to examine the relationship between students' anxiety, motivation, and academic achievement towards science course. The study relies on a relational scannig model within the context of the general scannig model. The research sample consist of 629 students who continue their education at public secondary school in Kastamonu Province, Turkey, in the 2019-2020 academic year. Anxiety Scale for Science Course, Motivation Scale for Science Learning, Personal Information Form, and science grade for the end of the first semester were used as data collection tools in the research. The data obtained from the research were analyzed using the SPSS 22 program. As a result of this study, it is found out that the secondary school students' science anxiety levels were incredibly low but, their motivation levels towards science course were high. Also, it was observed that there was a significant relationship between students’ science anxiety, science motivation and academic achievement. As to gender, it was determined that there was no significant difference between students' anxiety towards science course, and a significant difference between motivation towards science course. In addition, it was determined that students' anxiety and motivation towards science course differ significantly depending on class levels and their parents’ level of education.

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“…As a result of the study, it has been shown that there is a moderate, negative, and significant relationship between the students' scores of anxiety about the science lesson and their attitude scores towards this lesson. In their study, Kahyaoğlu, Birel and Yetişir (2019) determined that there was a significant negative relationship between self-learning planning skills and confidence skills in science lessons and science anxiety levels. They also stated that as science anxiety levels of secondary school student's increase, their ability to plan self-learning and confidence in science lessons decreases.…”

Section: Discussionmentioning

confidence: 99%

An Investigation into Anxiety about the Science Lesson Through a Mixed Model

Özbuğutu¹

2021

JEL

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This study was conducted with a total of 158 students from 6th, 7th and 8th grades in two different secondary schools located in Siirt in the academic year of 2020-2021 to examine students’ anxiety about the science lesson in terms of various variables and to determine the reasons for science anxiety. The study was conducted on the basis of a mixed design. While quantitative data were collected using the “Science Anxiety Scale (SAS)” and qualitative data were collected using the “Anxiety Form”. Through the SAS, the anxiety levels of the students were determined and the relationship between the scale anxiety score and gender, grade levels, income levels and type of school was examined. The data collected by the SAS were analysed using the SPSS 26 package program. The content analysis of the data collected with the anxiety form was carried out. It was determined in the quantitative part of the research that there is no significant relationship between science anxiety and gender, 6th-grade students have higher science anxiety in the environmental sub-dimension compared to 7th and 8th-grades, and there is a significant relationship between family income level and type of school and anxiety scores, science anxiety decreased as the income level increased, and students studying at private school had less science anxiety. Based on the qualitative data of the study, anxieties of the study are mainly related to the science lesson, notably related to the exam, rote learning, hardness of lessons, the anxiety of falling behind in the class, and the homework. However, while some students have anxiety about the attitude and questions of teachers, others are instinctively anxious about giving wrong or no answers arising from attitudes and morale. While 3% of the students are anxious about everything, 14.9% are anxious about nothing. Their responses to the items of the questionnaire and the anxiety form are close in proportion, so it has been concluded that the quantitative and qualitative data of the study support each other.

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Ortaokul Öğrenci̇leri̇ni̇n Fen Bi̇li̇mleri̇ Dersi̇nde Kendi̇ Kendi̇ne Öğrenme Beceri̇leri̇ni̇n Yordanmasinda Kayginin Rolü

Cited by 4 publications

References 20 publications

An Investigation into the Relationship between Secondary School Students’ Self-Learning Using Technology and Test Anxiety

An Investigation into the Relationship between Secondary School Students’ Self-Learning Using Technology and Test Anxiety

An Investigation of Secondary School Students’ Anxiety and Motivation Levels towards Science Course in Terms of Some Variables

An Investigation into Anxiety about the Science Lesson Through a Mixed Model

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