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Bu araştırma, ortaokul öğrencilerinin fene yönelik kaygı ve motivasyon düzeylerini incelemek, kaygı ve motivasyon puanları arasındaki ilişkiyi belirlemek amacıyla yapılmıştır. Araştırma, tarama modeli kullanılarak 2021-2022 eğitim öğretim yılı bahar döneminde İç Anadolu Bölgesindeki bir il merkezinde yer alan üç farklı ortaokulun 5., 6., 7. ve 8. sınıflarında öğrenim gören 263 öğrenci ile yürütülmüştür. Veriler “Fen Kaygı Ölçeği (FKÖ)” ve “Fen Öğrenmeye İlişkin Motivasyon Ölçeği (FMÖ)” ile toplanmıştır. Ölçeklerden elde edilen verilerin analizinde bağımsız örneklemler t-testi, ANOVA, Scheffe ve Pearson korelasyon testi kullanılmıştır. Yapılan analizler sonucunda, FKÖ ve FMÖ’den elde verilerin normal dağılıma sahip olduğu, öğrencilerin sınıf düzeyi arttıkça fene ilişkin kaygı puanlarının anlamlı düzeyde arttığı, ancak motivasyon puanlarının anlamlı bir düzeyde azaldığı tespit edilmiştir. Ayrıca öğrencilerin fen öğrenmeye yönelik hem kaygı hem de motivasyon puanları cinsiyet değişkeni açısından anlamlı bir farklılık göstermediği bulunmuştur. Öğrencilerin fen öğrenmeye ilişkin kaygı ve motivasyon puanları arasında orta düzeyde ve negatif yönlü ve anlamlı düzeyde bir ilişki olduğunu göstermektedir. Araştırma bulguları doğrultusunda sonraki araştırmacılara önerilerde bulunulmuştur.
This research was conducted with the aim of studying the high school students’ level of anxiety and motivation towards the fate, and determining the relationship between anxiety and motivation points. The research was conducted with 263 students who studied in the 5th, 6th, 7th and 8th classes of three different secondary schools located in a province center in the Indian Anatolian region during the spring of the 2021-2022 academic year using the scanning model. The data is collected with the "Fen Anxiety Scale (FKÖ)" and the "Fen Learning Motivation Scale (FMÖ)" Independent samples in the analysis of the data obtained from scales t-test, ANOVA, Scheffe and Pearson Correlation test is used. The results of the analyses were found that the data obtained from the FCO and FCO had a normal distribution, that the students' class level increased significantly the worries points about the fence, but the motivation points decreased significantly. It has also been found that both the scores of anxiety and motivation for students to learn science do not show a significant difference in terms of gender variation. It shows that there is a relationship between the students' worry and motivation points about learning at a medium and negative and meaningful level. According to the findings of the research, it was recommended to subsequent researchers.
This study was conducted to examine the anxiety and motivation levels of secondary school students towards learning science and to determine the relationship between anxiety and motivation scores. The research was conducted with 263 students studying in the 5th, 6th, 7th and 8th grades of three different secondary schools in a city center in the Central Anatolia Region in the spring semester of the 2021-2022 academic year, using the scanning model. Data were collected with “Science Anxiety Scale (PLO)” and “Science Learning Motivation Scale (SCI)”. Independent samples t-test, ANOVA, Scheffe and Pearson correlation test were used in the analysis of the data obtained from the scales. As a result of the analyzes made, it was determined that the data obtained from the PBL and PBL had a normal distribution, and as the grade level of the students increased, their science anxiety scores increased significantly, but their motivation scores decreased significantly. In addition, it was found that both the anxiety and motivation scores of students for science learning did not show a significant difference in terms of gender variable. It shows that there is a moderate, negative and significant relationship between students' science learning anxiety and motivation scores. In line with the research findings, suggestions were made to future researchers.
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