THE EFFECT OF SEVENTH GRADE STUDENTS' STATE CURIOSITY AND ANXIETY ABOUT REFRACTION OF LIGHT AND LENSES ON ACADEMIC SUCCESS

Abstract

This study examined seventh-grade students' academic achievement on the subject of refraction of light and lenses, as well as their state curiosity and anxiety levels. The study was conducted with 310 students from eight middle schools in the Palu and Kovanc & imath;lar districts of Elazig province. The Science State Curiosity and Anxiety Scale (SSCAS) and the Refraction of Light and Lenses Academic Achievement Test (RLLAAT), developed by the researchers, were used as data collection tools. The study employed a relational screening model, a quantitative research method. The relationships between students' curiosity and anxiety levels and academic achievement were assessed using descriptive statistics, correlation analysis, regression analysis, and repeated-measures ANOVA. Findings indicated that as the learning process progressed, students' curiosity levels increased, while their anxiety levels decreased. A positive relationship was found between curiosity and academic achievement, while a negative relationship was found between anxiety and academic achievement. The regression analysis revealed that curiosity had a positive effect on academic achievement, while anxiety had a negative effect. No significant difference was found based on gender; only a difference was found in the anxiety level during the science problem encounter phase, favoring girls.