An Analysis of Secondary School Students’ Anxiety Levels According to Parameters of Gender, Grade Level, Socioeconomic Level and Reading Frequency

Yusuf Gençer,Sercan Demi̇rgüneş

doi:10.5539/ies.v12n9p91

Abstract

The aim of this study is to examine the reading anxiety levels of secondary school students according to parameters of gender, grade level, socioeconomic level and reading frequency. The total number of participants of the study is 598 who are students in a secondary school from different grade levels. In this study, reading anxiety scale and personal information form is used. The collected data is analyzed by using independent t-test, one-way analysis of variance and Pearson Product-Moment Correlation Coefficient. Just as the first result of the study, it has been found that the reading anxiety levels of secondary school students are low. No significant difference has been found between the levels of students’ reading anxiety and the levels of gender and grade. However, the students’ reading anxiety levels has differed significantly in favor of those with high socioeconomic level. According to the latest finding obtained from the study, the reading anxiety levels of the students has differed significantly in favor of those who have low reading frequency. Therefore, students reading less have more reading anxiety. These results obtained from the study are discussed as stated to the literature.

Highlights

Reading, both socially and emotionally, is one of the important skills that provide the development of the individual
The mean score taken from the scale is found to be 1.81 for the following problem statement question; “what is the reading anxiety level of secondary school students?” The average is in the range of “Rarely”
By analyzing the data obtained in this study, it can be seen that the reading anxiety of secondary school students is lower than average

Summary

Introduction

Both socially and emotionally, is one of the important skills that provide the development of the individual. It has been seen that reading skill, which is among one of the skills related to comprehension, is important in order to regulate the lives of individuals, to socialize and to improve their quality of life. Çetinkaya (2010) defines reading as the process of signifying and interpreting the signs and symbols in the brain perceived by auditory and visual organs. With these definitions in mind, reading is a complete, fluent and consequential action where understanding takes place as a result. Affective factors in the reading process include concepts such as attitude, motivation and anxiety. Anxiety is a negative emotion that an individual may face in academic fields and in daily life

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Methods

Conclusion