@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 {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}
}
