Signs of anxiety observed in students during literacy teaching process

The aim of this study is to determine what kind of signs of anxiety arise and how often these signs of anxiety occur in students during the literacy teaching. The study group of this study consists of 4 first grade students who are attending a public school in a district of a medium scaled city in Central Black Sea Region during the 2018-2019 academic year. This study was designed as a case study that uses quantitative and qualitative data. "Observation Form for Signs of Anxiety in Literacy Learners" and "Observation Form for Literacy Learners' Success State During the Teaching Process" were used in this study to determine the signs of anxiety observed in learners' learning process and to monitor students' success states. Both these observation forms were prepared by the researcher. Video recordings were made and students' pulse values were measured to ensure data variety. When the findings of the study are examined it can be seen that the frequency of the signs of anxiety in students and the mean of their pulse values differ within the process. The frequency of the signs of anxiety and the mean of students' pulse values show a change according to the steps in the process of first time teaching of reading and writing. In "Implication" and "Reading and Writing" steps towards the middle of the processes signs of anxiety, mean of pulse values and success states show a significant change in other words they show a decrease. In "Syllable, Word and Sentence Formation" and "Reading a Text" steps towards the end of the processes signs of anxiety, mean of pulse values and success states show a significant change that is they show a decrease. The frequency of the signs of anxiety and means of pulse values differ from student to student. Two older students when compared to two younger students showed less signs of anxiety, their mean of pulse values were lower and their success states were higher. Some of the observed signs of anxiety were observed in all students while some of them were individually observed. In parallel with differences in the signs of anxiety observed in students, students' success states also change. In other words when the sings of anxiety in students decrease they become more successful. Three of the anxiety signs (spasm, shaking, and wriggling) during the literacy teaching steps were observed in all students while six signs (dryness of the mouth, blushing face, sweating, hand sweating, hand fatigue, and a feeling of pressure on the chest) varied according to steps and were observed less. In parallel with the varying anxiety signs, students' achievements also differed. It was observed that students who demonstrated fewer anxiety types and frequency were successful during the literacy teaching while those with more anxiety types and frequency were unsuccessful or partially successful.