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Journals / The Eurasia Proceedings of Science Technology Engineering and Mathematics / 2017 / Issue: 1

ANALYZING THE RELATIONSHIP BETWEEN CHEMISTRY MOTIVATION WITH CHEMISTRY LABORATORY ANXIETY THROUGH STRUCTURAL EQUATION MODELING

Fatma Alkan
Nursel Koyuncu
Pages
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Publication Date
2017-11-09
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This result can be interpreted that the person with low chemistry laboratory anxiety has high chemistry motivation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Affective factors such as motivation, attitude and anxiety are very important in learning realization of people.  Motivation is a situation which determines the willingness degree of attending an activity.
📊
Key Findings & Data:For numerical analysis we studied 652 high school students in Turkey.
💡
Conclusion & Impact:This result can be interpreted that the person with low chemistry laboratory anxiety has high chemistry motivation.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Structural equation modeling · multivariate analysis

Abstract

Affective factors such as motivation, attitude and anxiety are very important in learning realization of people.  Motivation is a situation which determines the willingness degree of attending an activity. Motivation contains belief, inner power and reactive behaviors to warning. Motivation is necessary for individuals to act as cognitively. Therefore it is very important for teachers knowing in advance of their students’ motivation degree. If the teachers know the reason of their students’ low motivation to lessons, they can improve the motivation of their students. Anxiety is also a variable which affects the learning negatively. Science anxiety can be defined as a fear oriented learning science. In this research it is aimed that the analysis of the relation between motivation and anxiety variables which are highly effective on learning. For numerical analysis we studied 652 high school students in Turkey. The data is collected with chemistry motivation scale and chemistry laboratory anxiety scale. The study has been designed in relational survey model. The correlation between the variables are examined using Structural Equation Modeling (SEM). Structural equation modeling provides a very general and convenient framework for statistical analysis that includes several traditional multivariate procedures, for example factor analysis, correlation analysis, discriminant analyses, as special cases. With this study we conclude that there is a negative and significant correlation between chemistry motivation and chemistry laboratory anxiety. This result can be interpreted that the person with low chemistry laboratory anxiety has high chemistry motivation.

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Cite This Article

Alkan, F., Koyuncu, N. (2017). ANALYZING THE RELATIONSHIP BETWEEN CHEMISTRY MOTIVATION WITH CHEMISTRY LABORATORY ANXIETY THROUGH STRUCTURAL EQUATION MODELING. The Eurasia Proceedings of Science Technology Engineering and Mathematics, Issue: 1. https://ajindex.com/articles/1551632

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References (51)

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  28. Aydoğdu, C. (2017). The effect of chemistry laboratory activities on students' chemistry perception and laboratory anxiety levels. International Journal of Progressive Education, 13 (2), 85-94.
  29. Azizoğlu, N., & Uzuntiryaki, E. (2006). Chemistry laboratory anxiety scale. Hacettepe University Journal of Education, 30, 55-62.
  30. Bayram, N. (2011). Introduction to structural equation modeling. Ankara:
  31. Ezgi Press.
  32. Becker, H.J. (1978). Chemie-ein unbeliebtes Schulfach? Ergebnisse und motive der Fachbeliebtheit. In: MNU, 8, 455-459.
  33. Bowen, C. W. (1999). Development and score validation of a chemistry laboratory anxiety instrument (CLAI) for college chemistry students. Educational and Psychological Measurement, 59 (1), 171-187.
  34. Dursun, Y. & Kocagöz,,E. (2010). Yapısal eşitlik modellemesi ve regresyon: karşılaştırmalı bir analiz. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 35, 1-17.
  35. Glynn, S.M., Brickman, P., Armstrong, N. & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48 (10), 1159-1176.
  36. Güven, G., Çam, A., & Sülün, Y. (2015). Effectiveness of case-based laboratory activities on chemistry laboratory anxiety of pre-service science teachers. International Journal of Eurasia Social Sciences, 6 (18), 211-228.
  37. Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88 (1), 28–54.
  38. Karakaya, İ. (2011). Scientific research methods. Ankara:
  39. Anı Press.
  40. Kaya, E., & Çetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal on New Trends in Education and Their Implications, 3(3), 90-98.
  41. Kurbanoğlu, N. İ., & Akın, A. (2010). The relationships between university students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Australian Journal of Teacher Education, 35 (8), 48-59.
  42. Laukenmann. M., Bleicher, M., Fu, S., Glaser-Zikuda, M., Mayring, P. & Von Rhöneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489-507.
  43. Mallow, J. V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology, 3, 227–238.
  44. Mallow, J. V., Kastrup, H., Bryant, F. B., Hislop, N., Shefner, R., & Udo, M. (2010). Science anxiety, science attitudes, and gender: interviews from a binational study. Journal of Science Educational Technology, 19, 356-369.
  45. Matuga, J. M. (2009). Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Educational Technology & Society, 12 (3), 4–11.
  46. MEB. (2017). National Education Ministry Secondary School Chemistry Course Curriculum. Retrevied from http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72.
  47. Pintrich, P. R. & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). New Jersey: Prentice Hall. Seçer, İ. (2015). Practical data analysis with SPSS and LISREL: Analysis and Reporting. Ankara:
  48. Anı Press.
  49. Thorkildsen, T. A., Nicholls, J. G., Bates, A., Brankis, N., & De Bolt, T. (2002). Motivation and the struggle to learn: responding to fractured experiences. Boston, Massachusetts: Allyn and Bacon. Tosun, C. (2013). Adaptation of chemistry motivation questionnaire-ii to turkish: a validity and reliability study. Erzincan University Journal of Education Faculty, 15 (1), 173-202.
  50. Turner, R. C., & Lindsay, H. A. (2003). Gender differences in cognitive and non-cognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80 (5), 563-568.
  51. Udo, M. K., Ramsey, G. P., & Mallow, J. W. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13 (4). Woolfolk, A. E. (2004). Educational psychology (9th ed.). New York: Pearson.