An analysis of middle school students' learning styles and science anxiety levels in terms of different variables

The purpose of this study is to examine the learning styles and science anxiety levels of middle school students in grades 5, 6, 7, and 8 in terms of various variables, including gender, grade level, parental education levels, and science achievement. The study employed a survey model, one of the quantitative research methods. The sample of the study consisted of a total of 461 middle school students 230 females and 231 males enrolled in grades 5 through 8 at a public middle school located in the central district of Ağrı province. To determine the participants' learning styles, science anxiety levels, and demographic characteristics, the Kolb Learning Styles Inventory–III (KLSI–III), the Science Course Anxiety Scale (SCAS), and a personal information form were used. The KLSI–III, used in the study, was originally developed by Kolb and adapted into Turkish by Evin Gencel (2007), while the SCAS was developed and introduced into the literature by Şimşek and Hamzaoğlu (2023). The data collected were analyzed using the SPSS statistical software package. Chi-square tests and one-way analysis of variance (ANOVA) were applied in the data analysis process. The results of the analyses indicated that there were no statistically significant differences between students' learning styles and their gender, grade levels, or parental education levels. However, a statistically significant difference was found between students' science achievement and their learning styles. Similarly, no statistically significant differences were observed between students' science anxiety levels and their gender, grade levels, or maternal education levels, whereas a statistically significant difference was identified between students' science achievement and their science anxiety levels. In addition, no statistically significant relationship was found between students' learning styles and their science anxiety levels. Based on these findings, instructional programs tailored to different learning styles of middle school students can be developed. Implementing learning strategies that take students' individual learning styles into account may positively support the learning process and contribute to reducing students' anxiety towards science courses.