THE EFFECT OF FIFTH-GRADE STUDENTS’ SCIENCE ANXIETY ON METACOGNITIVE AWARENESS

TitleTHE EFFECT OF FIFTH-GRADE STUDENTS’ SCIENCE ANXIETY ON METACOGNITIVE AWARENESS
Publication TypeJournal Article
Year of Publication2018
AuthorsAlkis Küçükaydın, M
JournalJournal of Baltic Science Education
Volume17
Issue5
Start Page878-886
PaginationContinuous
Date PublishedOctober/2018
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsmetacognitive awareness, relational survey model, science anxiety
Abstract

Successful students who do not experience anxiety can participate in future progress both at local and international levels. It is necessary to identify students’ anxiety and to enhance research into the effect of anxiety on the cognitive burden of science, which is one of the top priorities for future progress. Thus, the main aim of this research was to explore the effect of students’ science anxiety on metacognitive awareness. The research, therefore, adopts a relational survey model and uses a random selection sampling method. The sample consisted of 346 students with an equal number of males and females. To explore the effect of fifth-grade students’ science anxiety on metacognitive awareness, data were collected by means of a prepared three-part sample form. The first part of the form collected data about gender, classroom size and school campus. The second part contained an anxiety scale for science and technology lessons and the last part used a metacognitive awareness scale. The research results showed that gender is not an important factor for anxiety or metacognitive awareness, but classroom size has an important effect on science anxiety. Nonetheless, students’ science anxiety is a significant predictor of their metacognitive awareness.

URLhttp://oaji.net/articles/2017/987-1539418697.pdf
Refereed DesignationRefereed
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