The effects of affective learning based instructional applications on students' motivation, anxiety and achievement in science classes

The aim of this study was to investigate the effect of affective-based applications for the second unit of Science on the 7th grade students, motivation, anxiety and achievement. The study was conducted with 23 students in 7th grade of a private school in Menderes district of İzmir. In this study, single group experimental design is used. In the fall semester of the academic year 2017-2018, students were given a motivation and anxiety scale and an achievement test. Then, the second unit of Science and Technology course has been studied in 6 weeks by using methods such as cooperative learning, experiment learning, discussion technique and technology integration. At the last stage, the achievement test was applied with motivation and anxiety scales. Pre-test and post-test data were analyzed using SPSS. In the analysis of the data, the non-parametric Wilcoxon Signed Rank Test and Mann Whitney U Test were used because of the small sample size. In the study, there was no significant difference between pre-test and post-test scores of students' motivation and anxiety levels. There was a statistically significant difference between achievement levels of students. According to the Mann Whitney U test results, no significant difference was found between the male and female students' motivation, anxiety and achievement pre-test and post-test scores.