Abstract:

Class-in-class support is one of the most important elements of class climate. The environment they are can affect student academic achievements, psychological health and stress management. The aim of this study is to study whether the support that students perceive in the science course is related to academic success and whether the support differs according to gender. The study was attended by 292 eighth-class students who studied in the Ege region of Denizli province. The study discussed the support that students perceive in three top-dimensions, including family, teacher and classmates. Each top-size is studied separately in two sub-size, both academic and personal. In the study, a measuring tool was used to measure these subdimensions and support perceptions. In the analysis of the data, visual analyses, Pearson correlation ratio and t-test were used. Research findings show that students receive the most support from their families and the least support from their classmates. Furthermore, there have been statistically significant differences in the sub-dimensions of the support received from the classmate between the girls and boys students. When the relationship between the sub-dimensions of support and academic success is studied, the analysis results have shown that all types of support are related to the academic success of students. The academic success was found to be the strongest relationship support they received from the teacher. According to the findings obtained from the study, the use of teaching methods and techniques that will require more assistance to students is expected to increase the support and support in the classroom, and in parallel it will contribute positively to their academic achievements.

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