Study of effect of academic variables and personality role of students on their success at adopting the subject of optics and substance in their daily lives

In this research, it has been aimed to determine the effect of role of personality and academic variables on the success of the candidates of physics teachers in adapting the subject of optics and substance to everyday life. The study was performed with a multiple choice achievement test and five questionnaires. We have used six means of data collection in total, namely study process questionnaire (SPQ), learning process questionnaire (LPQ), investigation of learning process (ILP), scale of academic identity concept, scale of anxiety, and success test. The success test we used has been carried out in order to determine the level of students in transmitting the subject of optics and substance that they learned in physics classes into everyday life. The success test consists of 27 multiple choice questions whose KR-20 reliability co-efficient is 0.71. Means of data collection have been handed out to the participants simultaneously in a class environment, and have been collected by the same researcher. As a result of the analysis of the data obtained, it has been determined that the ability in adapting the subject of optics and substance into life do not have a coherent relation to study process, learning process, grade in optics course, investigation of learning process, and the concepts of academic identity all taken as academic variables in the research, so they are not effective in adapting the subject of optics and substance into everyday life. However, we have determined a coherent relation between anxiety and the ability to adapt the subject of optics and substance into everyday life, and seen that anxiety has a negative role in that. In addition, we have reached the conclusion that sex and age of the students both taken as role of personality in their ability to adapt the subject of optics and substance into everyday life.