Abstract
<p style="text-align:justify">This study aims to investigate the anxiety levels of secondary school students towards science course depending on a number of variables. Research sample consists of 2245 students who continue their education at public schools in Denizli in the academic year of 2017-2018. "Anxiety Scale for Science Course-which is developed by Kagitci and Kurbanoglu and "Personal Information Form" are used as data collection tools in the research. SPSS 22.0 package program is used for analysis of the data. Descriptive survey model is used in research. Parametric tests including One-Way ANOVA and independent samples t-test are used for analyzing data. As a result of the research, it is found out that secondary school students’ science anxiety levels significantly differ depending on the variables such as class level, the grade they received in science course, scientific books they read, the documentaries they watch, enjoying the science course and science teacher, educational level of parents, reviewing what they learn in science course and experiencing parental pressure for studying science course. However, there is found no significant difference between students' anxiety levels in terms of gender and their getting support while studying science.</p>
Highlights
Science is one of the most important lessons that enhance students’ cognitive development and increase their creativity, it is perceived as a difficult subject to learn by many students which hinders their success in science (Mallow, 2006; Raymond, 2003)
This study aims to investigate the anxiety levels of secondary school students towards science course depending on a number of variables
As a result of the research, it is found out that secondary school students’ science anxiety levels significantly differ depending on the variables such as class level, the grade they received in science course, scientific books they read, the documentaries they watch, enjoying the science course and science teacher, educational level of parents, reviewing what they learn in science course and experiencing parental pressure for studying science course
Summary
Science is one of the most important lessons that enhance students’ cognitive development and increase their creativity, it is perceived as a difficult subject to learn by many students which hinders their success in science (Mallow, 2006; Raymond, 2003). This leads students to develop negative attitudes towards the science course and, to a reduction in success (Kagitci, 2014). Studies conducted so far put forward that affective factors are effective on students’ achievement (Dede and Yaman 2008; Duit and Treagust 2003; Tuan, Chin and Shieh, 2005)
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