The effect of the tenth grade guidance activities prepared on the basis of learning to learn on the affective and cognitive barriers perceived by secondary school students towards learning and their learning responsibilities

The general purpose of this research is to examine the effects of tenth grade guidance activities prepared on the basis of learning how to learn on affective and cognitive barriers that secondary school students perceive towards learning and their responsibility for learning. The research is conducted in a semi-experimental design with a pretest-posttest control group, and the study group consisted of tenth-grade students of Project Anatolian High School located in the Onikişubat district of Kahramanmaraş in the 2023-2024 academic year. The quantitative data of the study were obtained by using the "Perceived Affective and Cognitive Barriers to Learning Scale" and the "Learning Responsibility Scale", while the qualitative data were obtained by using interview and observation methods. In the study, quantitative data were analyzed via dependent and independent groups t-tests, ANCOVA, Kruskal Wallis-H test, Mann Whitney U test, Wilcoxon signed-rank test, Spearman-Brown rank difference correlation coefficient and Pearson correlation analysis, while content analysis method was used for qualitative data. In the study, it was concluded that the decrease in perceived affective and cognitive barriers to learning was greater in the experimental group, where guidance activities prepared on the basis of learning to learn were applied, than in the control group, where the class guidance program was applied. In addition, it was determined that the posttest score mean of the learning responsibility of the experimental group increased and that the learning responsibility of the female students was higher than that of the male students. On the other hand, according to the qualitative results, it was determined that the guidance activities program prepared on the basis of learning to learn was effective in the experimental group students' study habits, classroom engagement, achievements, personal development, and coping with the cognitive and affective barriers they perceived towards learning.