@article {591,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD PHYSICS LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {592-598},
	abstract = {The learning in the physics laboratory is related to several non-cognitive variables such as anxiety which has a significant role in teaching and learning process. Therefore, university students may have different thoughts and anxiety levels towards physics laboratory class. The aim of this research was to develop a measurement tool assessing the anxiety levels of university students in a physics laboratory class. In this research the Physics Laboratory Anxiety Scale (P-LAS) consisting of 18 items was developed, and its validity and reliability were analysed. The sample consisted of 557 university students (295 female and 262 male) who take physics and/or physics laboratory classes at three different Faculties of Education. Validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 18 items varied between 0.58 and 0.80, and explained 52\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.94 and the split-half test correlation was .76. These results showed that P-LAS can be used as a valid and reliable instrument in physics education.},
	keywords = {physics education, physics laboratory anxiety, scale validity and reliability, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.592},
	url = {http://oaji.net/articles/2017/987-1503905337.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Mithat Takunyac{\i}}
}
@article {510,
	title = {CONTEXT-BASED QUESTIONS IN SCIENCE EDUCATION: THEIR EFFECTS ON TEST ANXIETY AND SCIENCE ACHIEVEMENT IN RELATION TO THE GENDER OF SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {382-390},
	abstract = {Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students{\textquoteright} test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students{\textquoteright} test anxiety and improving their science achievement.},
	keywords = {context-based questions, conventional questions, Science Achievement, secondary school students, Test Anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.382},
	url = {http://oaji.net/articles/2016/987-1482422784.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Fatma Ko{\c c} Nefes}
}
@article {440,
	title = {DEVELOPMENT OF A SCALE TO MEASURE ORGANIC CHEMISTRY ANXIETY LEVEL OF UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {391-400},
	abstract = {University students{\textquoteright} achievements in organic chemistry depend on cognitive variables. In addition, non-cognitive variables such as anxiety levels also have an impact on students{\textquoteright} organic chemistry achievements. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in organic chemistry lessons. In this study, the Organic Chemistry Anxiety Scale (O-CAS) consisting of 24 items was developed, its validity and reliability was analysed. All the items are positively worded to indicate increased anxiety. Factor analytic evidence from a sample (n=340) of university organic chemistry students indicated that the O-CAS measured three constructs. Additional analysis with a second sample (n=297) showed that scores on these anxiety constructs were internally consistent, with Cronbach{\textquoteright}s alphas ranging from 0.87 to 0.92 and were 0.95 for the overall scale. Further, the result of analysis of the third sample (n=195) indicated that there was a statistically significant relationship between organic chemistry anxiety and organic chemistry achievement of students. According to these results, the O-CAS can be used as a valid and reliable instrument in chemistry education.},
	keywords = {Anxiety, chemistry education, organic chemistry, secondary education curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.391},
	url = {http://oaji.net/articles/2016/987-1479497436.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Ak{\i}n}
}
@article {426,
	title = {EFFECT OF CONTEXT-BASED QUESTIONS ON SECONDARY SCHOOL STUDENTS{\textquoteright} TEST ANXIETY AND SCIENCE ATTITUDE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {216{\textendash}226},
	abstract = {The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. },
	keywords = {context-based questions, conventional questions, secondary school students, Test Anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.216},
	url = {http://oaji.net/articles/2016/987-1473430915.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Fatma Ko{\c c} Nefes}
}
@article {400,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD BIOLOGY LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {802{\textendash}808 },
	abstract = {University students{\textquoteright} achievements in biology laboratory do not depend only on cognitive variables, but also on non-cognitive variables such as anxiety levels. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in a biology laboratory class. In this study, the Biology Laboratory Anxiety Scale (B-LAS) consisting of 15 items was developed, and analysed its validity and reliability. All items are positively worded to indicate increased anxiety. The sample consisted of 685 science teacher candidates (450 female and 235 male) who take Biology and/or Biology laboratory classes at three different Faculties of Education. The validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 15 items varied between 0.61 and 0.80, and explained 53\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.93 and the split-half test correlation was 0.85. According to these results B-LAS can be used as a valid and reliable instrument in science education.},
	keywords = {biology laboratory, factor analysis, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.802},
	url = {http://oaji.net/articles/2017/987-1519497189.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu}
}
@article {284,
	title = {THE EFFECTS OF ORGANIC CHEMISTRY ANXIETY ON UNDERGRADUATE STUDENTS IN RELATION TO CHEMISTRY ATTITUDE AND ORGANIC CHEMISTRY ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {130-138},
	abstract = {The aim of this study was to investigate the effects of organic chemistry anxiety on sophomore undergraduate students in relation to chemistry attitude and organic chemistry achievement. The participants were 228 sophomore undergraduate students, enrolled in organic chemistry courses. Anxiety and attitude were measured using O-CAS and CAS, respectively. O-CA was measured by determining a point total for each student, using the results of exams and quizzes from organic chemistry courses. The results of an ANOVA showed a significant difference in the means for O-CA and chemistry attitudes scores between the low, moderate, and high anxiety groups. The findings also revealed a moderate, significant negative correlation between organic chemistry anxiety and achievement, and a small, significant negative correlation between organic chemistry anxiety and chemistry attitudes. In addition, there was a small, significant positive correlation between chemistry attitudes and organic chemistry achievement.},
	keywords = {achievement, chemistry attitude, organic chemistry anxiety, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.130},
	url = {http://oaji.net/articles/2015/987-1425758372.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu}
}
@article {268,
	title = {THE RELATIONSHIPS BETWEEN UNIVERSITY STUDENTS{\textquoteright} ORGANIC CHEMISTRY ANXIETY, CHEMISTRY ATTITUDES, AND SELF-EFFICACY: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {347-356 },
	abstract = {The purpose of this study is to examine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. Participants were 368 sophomore undergraduate students. In this study, the Organic Chemistry Anxiety Scale (O-CAS), the Chemistry Attitudes Scale, and the Self-efficacy Scale were used. Pearson correlation coefficient and structural equation modeling was utilized to determine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. In correlation analysis, organic chemistry anxiety was found negatively (r=-0.52) related to chemistry attitudes and self-efficacy (r=-0.36). According to path analysis results, chemistry attitudes were predicted positively (β=0.44) and organic chemistry anxiety predicted negatively (β= -0.16) by self-efficacy. Also chemistry attitudes predicted organic chemistry anxiety in a negative way (β=-0.44). The results were discussed in the light of literature.},
	keywords = {chemistry attitudes, organic chemistry anxiety, path analysis and self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.347},
	url = {http://oaji.net/articles/2014/987-1419169031.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Akin}
}
