The effects of activity-based and inquiry-based education in science education on attitudes, motivation and anxiety of 5th grade students

In this study, it is aimed to show the effects of activity-based learning approach and inquiry-based learning approach practices in science lesson on students' attitudes, motivation, and anxiety towards science lesson. The study group of the research that was used embedded design, which is one of the mixed research methods, consists of 5th grade students studying in a state secondary school in Gaziantep in the 2020-2021 academic year. The study, which used the pre-test and post-test quasi-experimental design without control group, which is one of the quantitative research methods with two experimental groups, lasted 4 weeks. In the study, Science Lesson Attitude Scale, Science Learning Motivation Scale, Science and Technology Lesson Anxiety Scale, Experimental Group 1 Semi-Structured Interview Form and Inquiry-Based Learning Approach Applied Experimental Group 2 Semi-Structured Interview Form were used as data collection tools. When the Science Lesson Attitude Scale scores were examined in the study, it was determined that the post-test averages of both groups were higher than the pre-test averages. It is revealed with this result that the activity-based learning approach and the inquiry-based learning approach were effective on improving the attitudes of the students towards Science lesson. While no significant difference was found in gender and education levels of parents, it was determined that there was a statistically significant difference between the student groups with medium and good averages of the previous year's science report card grade. When the Motivation Scale for Learning Science scores were examined, it was determined that the post-test scores of the students in both groups increased compared to their pre-test scores. In addition, a significant difference was found between the pre-test and post-test scores of the students studying with the inquiry-based approach on behalf of the post-test. It was determined that the variables of gender, science report grade of the previous year and education level of parents did not cause a significant difference on motivation scores. When the Science and Technology Anxiety Scale scores were examined, it was determined that the activity-based learning approach and the inquiry-based approach had a significant difference in favor of the post-test scores on the anxiety scores of the students towards the science lesson. When the anxiety scores of the student group to whom the activity-based learning approach was applied were examined according to gender, report card grade and science report grade variables of the previous year, it was determined that there was a statistically significant difference in favor of male students and between the student groups with medium and good average scores. It was determined that the education level variables of the parents did not cause a significant difference on the anxiety scores. As a result of the analysis of the qualitative data of the research, the students stated that they enjoyed the teaching practices and the lessons became more entertaining.