Investigation of middle school students' anxiety towards science course according to different variables

In this study, the changes in secondary school students' anxiety towards science course according to their grade levels were examined. In this regard, the changes in secondary school students' anxiety towards science course according to gender, family economic level, academic success, family education level, past learning and place of residence were discussed. In the research process, the general screening model, one of the quantitative research methods, was used. The population of the research consists of students studying at secondary school level in different regions of Turkey in the 2023-2024 academic year. A sample was created from students in the 5th, 6th, 7th and 8th grades of secondary school according to school types such as regular education, dual education, busing, boarding, private, imam hatip. "Anxiety Scale for Science Lessons" was used as a data collection tool in the study. The scale consists of three factors. These factors are classified as course anxiety, test anxiety and interest. SPSS statistical analysis program was used to analyze the data. As a result of the research, it was tried to determine whether there is anxiety about the science course according to gender, grade level, teaching styles applied in schools, school type, place of residence, economic status of the family, academic success, parental education level, past learning, in-class learning and extracurricular practices. In this process, it was determined that anxiety increased as the grade level increased and girls were more anxious than boys. It has been determined that children studying in dual education and in metropolitan cities are more anxious, that the anxiety of individuals in boarding and busing schools is higher depending on the type of school, and that anxiety decreases as the educational status and economic income of the family increases. In addition, the individual's past learning, academic success, and extracurricular supports are effective in reducing anxiety. In in-class applications, it has been observed that experimental practices reduce anxiety. In order to reduce anxiety, it is recommended that the secondary education entrance exam be carried out gradually and that the courses be structured on an activity-based basis.