Ortaokul Öğrencilerinin Fene Yönelik Kaygı Düzeyleri ile Akademik Başarıları Arasındaki İlişkilerin İncelenmesi

Abstract

-The purpose of this study is to examine the science anxiety levels of secondary school students with regard to certain variables. In this study, quantitative research method was used. The study has a relational screening model. The study has been conducted with 480 students who participated from 2 different secondary schools in İstanbul-Turkey at 2015-2016 academic year. "Science Anxiety Scale" developed by Güzeller and Doğu (2011) and Personal Information Inventory were used as data collection tools. Report card grades of science studies lesson were used as the academic success scores. SPSS 20.0 was used for the data analysis. A statistically significant difference was determined as a result of the study between the "science anxiety levels" of students and "class level", "liking science course", "liking science teacher", "weekly period of time for studying science" and "the number of scientific magazines/books at home" variables. On the other hand, the "gender" variable didn't show significant difference. It has been concluded that there is a medium level meaningful relationship between students' science anxiety levels and their academic achievement in the negative way.

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

“…But they did not exhibit similar behaviours in older age groups, were more controlling, and the student-teacher interaction decreased (Smart, 2014). It was seen that as the class levels increased, students' science anxiety increased (Anderson & Clawson, 1992;Avci & Kirbaslar, 2017;Ulucinar-Sagir, 2012) and science motivation decreased (Atay, 2014;Fortus & Vedder-Weiss, 2014;Yenice, Saydam & Telli, 2012;Yildirim & Karatas, 2018). The teacher should create a supportive learning environment in the science teaching process and consider students' individual differences such as interests, skills, and learning strategies.…”

“…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).…”

“…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.…”

“…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. Various measurement tools have also been developed to determine students' science anxiety (Kagitci & Kurbanoglu, 2013;Ulucinar-Sagir, 2014;Yildirim, 2015).…”

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

“…Buna göre yapılan çalışmada araştırmaya katılan öğrencilerin cinsiyet değişkenlerine göre kız ve erkek öğrenciler arasında fen kaygı düzeyleri, kendi kendine öğrenmeyi planlama becerileri ve kendi kendine öğrenmeye güvenme becerileri arasında anlamlı bir farklılığın olmadığı tespit edilmiştir. Bu bulgular Alisinanoğlu ve Ulutaş ( 2003), Avcı ve Kırbaşlar (2017), Gömleksiz ve Yüksel (2003), Öztürk, Bilge ve Bilge (2017) tarafından yapılan çalışmalarla uyumludur. Buna karşın alan yazında öğrencilerin cinsiyet değişkenleri ile kaygı düzeyleri arasında anlamlı farklılıklar olduğuna ilişkin bulgular olduğu da görülmektedir (Akgün, Gönen ve Aydın, 2007;Çakmak, Şahin ve Demirbaş, 2017;Deveci, Çalmaz ve Açık, 2012;Yılmaz ve ark.…”