Exploring Science Learning Anxiety in the New Normal - An Exploratory Factor Analysis

Abstract

This study utilizes descriptive and exploratory research design to determine the factor structure of science learning anxiety in the new normal. Qualitative data collection was carried out first by interviewing twenty (20) participants from different strands of the Senior High School department of UM Digos College. The identified items were transformed into a questionnaire for the quantitative phase and implemented to the two-hundred thirty-five (235) Senior High School students. Statistically, four factors of Science Learning Anxiety in the new normal were explored, these are; Attitude, Learner’s Interaction Towards Assessment and Activities, Learning Environment, and Disappointment. From this result, conducting a confirmatory analysis is recommended to confirm the dimensionality of science learning anxiety in the new normal and to review the explored factors in different contexts.