Exploring Science Learning Anxiety in the New Normal - An Exploratory Factor Analysis
DOI:
https://doi.org/10.54536/ajhp.v1i1.2128Keywords:
Science Learning Anxiety, Science in the New Normal, Learning Anxiety, Science EducationAbstract
This study utilizes descriptive and exploratory research design to determine the factor structure of science learning anxiety in the new normal. Qualitative data collection was carried out first by interviewing twenty (20) participants from different strands of the Senior High School department of UM Digos College. The identified items were transformed into a questionnaire for the quantitative phase and implemented to the two-hundred thirty-five (235) Senior High School students. Statistically, four factors of Science Learning Anxiety in the new normal were explored, these are; Attitude, Learner’s Interaction Towards Assessment and Activities, Learning Environment, and Disappointment. From this result, conducting a confirmatory analysis is recommended to confirm the dimensionality of science learning anxiety in the new normal and to review the explored factors in different contexts.
References
Abbasi, S., Moeini, M., Shahriari, M., Ebrahimi, M., Khoozani, E. K. (2018). Designing and manufacturing of educational multimedia software for preventing coronary artery disease and its effects on modifying the risk factors in patients with coronary artery disease. Electronic Journal of General Medicine, 15(3), em22. http://eprints.mui.ac.ir/id/eprint/6420
Aeni, N., Jabu, B., Rahman, M. A. & Strid, J. E. (2017). English oral communication apprehension in students of indonesian maritime. International Journal of English Linguistic. 7(4), 158-165. https://doi.org/10.5539/ijel.v7n4p158
Alam, H. R. & Shakir, M. (2019). Causes of the passive attitude in children at early grade level. International Journal of Social Sciences and Economic Review, 1(1), 16-21. https://doi.org/10.36923/ijsser.v1i1.24
American and Despression Association of America. (2018). Home, Anxiety and Depression Association of America, ADAA. https://adaa.org/
Ashkzari, M. S., Rezaian, F., & Majedi, S. M. (2016). The impact of problem solving on reduction behavioral disorders and self-learners preschool. International Journal of Education and Management Studies, 6(1), 25-28. https://www.proquest.com/scholarly-journals/impact-problem-solving-on-reduction-behavioral/docview/1870564541/se-2
Babinčáková, M. & Bernard, P. (2020). Online experimentation during COVID-19 secondary school closures: Teaching methods and student perceptions. Journal of chemical education, 97(9), 3295-3300. https://doi.org/10.1021/acs.jchemed.0c00748
Ballen, C. J., Salehi, S., & Cotner, S. (2017). Exams disadvantage women in introductory biology. PloS One, 12(10), e0186419. https://doi.org/10.1371/journal.pone.0186419
Bamber, M. D., & Schneider, J. K. (2016). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18, 1–32. https://doi.org/10.1016/j.edurev.2015.12.004
Bao, Y., Sun, Y., Meng, S., Shi, J. & Lu, L. (2020). 2019-nCoV epidemic: address mental health care to empower society. The lancet, 395(10224), e37-e38. https://doi.org/10.1016/S0140-6736(20)30309-3
Baysen, E. & Baysen, F. (2022). Experimentation anxieties of pre-school and primary school teacher candidates. South African Journal of Education, 42(1). https://doi.org/10.15700/saje.v42n1a1911
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N. & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet, 395, 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J. & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934
Center for Collegiate Mental Health. (2017). CCMH 2017 Annual Report. Penn State. http://ccmh.psu.edu/publications/
Colaizzi, P. F. (1978). Psychological research as a phenomenologist view it. In: Valle, R.S. and King, M., Eds., Existential-Phenomenological Alternatives for Psychology, Oxford University Press, New York, 48-71.
Commission on Higher Education. (2015). Statistics-CHED. https://ched. gov.ph
Cooper, K.M., Brownell, S.E. (2020). Student Anxiety and Fear of Negative Evaluation in Active Learning Science Classrooms. In: Mintzes, J. J., Walter, E. M. (eds) Active Learning in College Science. Springer, Cham. https://doi.org/10.1007/978-3-030-33600-4_56
Creswell, J. W. (2009). Mapping the field of mixed methods research. Journal of mixed methods research, 3(2), 95-108. https://doi.org/10.1177/1558689808330883
Deterding, N. M. & Waters, M. C. (2021). Flexible coding of in-depth interviews: A twenty-first-century approach. Sociological methods & research, 50(2), 708-739. https://doi.org/10.1177/0049124118799377
Demetillo, K. M. A. D., Melitant, K. J. A., & Nabua, E. B. (2023). Perceived Stress During Covid-19 Pandemic: Its Relationship to the Academic Performance of Students. In Proceedings of the 8th ACPES (ASEAN Council of Physical Education and Sport) International Conference, ACPES 2022, October 28th–30th, 2022, Medan, North Sumatera, Indonesia. http://dx.doi.org/10.4108/eai.28-10-2022.2327404
Diez, J. J., Ebro, E. M., Dequito, R. J. C. & Tomas Jr, A. D. (2021). Uncovering learner’s experiences to new normal education: implications of asynchronous instruction in ge 5: Science, technology, and society course teaching. European Journal of Education Studies, 8(10). http://dx.doi.org/10.46827/ejes.v8i10.3937
Ellis, R. (2015). Understanding Second Language Acquisition, Oxford University Press, Oxford
England, B. J., Brigati, J. R., & Schussler, E. E. (2017). Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major. PloS One, 12(8), e0182506. https://doi.org/10.1371/journal.pone.0182506
Eysenck, H. J. (1957). Dynamics of anxiety and hysteria. In Bulletin of the british psychological society (No. 32, pp. 51-51). St Andrews House, 48 Princess Rd East, Leicester Le17dr, Leics, England: British Psychological Soc.
Michael W. Eysenck (1988) Anxiety and attention, Anxiety Research, 1(1), 9-15, https://doi.org/10.1080/10615808808248216
Fia, S. D., Fosu-Ayarkwah, C., & Obuobi-Ayim, T. (2022). Causes, Effects and Management of Science Anxiety among Senior High School Students in Old Tafo Municipality of Ghana. Open Journal of Psychology, 2(1), 46–57. Retrieved from https://www.scipublications.com/journal/index.php/ojp/article/view/384
Dela Fuente, J. A. (2019). Driving Forces of Students’ Choice in Specializing Science: A Science Education Context in the Philippines Perspective. The Normal Lights, 13(2), 225 – 250.
Global Science Forum Report (2009). GSFR. https://www.oecd.org/sti/inno/globalscienceforumreports.htm
Hassan, G. (2008). Attitudes toward Science among Australian tertiary and secondary school students. Research in Science & Technological Education,26(2), 129–147. https://doi.org/10.1080/02635140802034762
Henschel, S. (2021). Antecedents of science anxiety in elementary school. The Journal of Educational Research, 114(3), 263-277. https://doi.org/10.1080/00220671.2021.1922989
Hiremath, P., Suhas Kowshik, C. S., Manjunath, M., & Shettar, M. (2020). COVID 19: Impact of lock-down on mental health and tips to overcome. Asian journal of psychiatry, 51, 102088. https://doi.org/10.1016/j.ajp.2020.102088
International Labor Organization. (2020). ILO Sectoral Brief: COVID-19 and the Education Sector
Jacofsky, M. D., Santos, M. T., Khemlani-Patel, S. & Neziroglu, F. (2022). Cognitive Theory and Associated Therapies - anxiety disorders. Gracepoint Bio Behavioral Institute. https://www.gracepoint wellness.org/1-anxiety-disorders/article/38497-cognitive-theory-and-associated-therapies.
Jay-ar, A. & Lasaten, R. C. S. (2018). Oral communication apprehensions and academic performance of grade 7 students. Asia Pacific Journal of Multidisciplinary Research, 6(3).
Jogezai, N. A., Baloch, F. A., Jaffar, M., Shah, T., Khilji, G. K. & Bashir, S. (2021). Teachers’ attitudes towards social media (SM) use in online learning amid the COVID-19 pandemic: the effects of SM use by teachers and religious scholars during physical distancing. Heliyon, 7(4), e06781. DOI: https://doi.org/10.1016/j.heliyon.2021.e06781
Kadappuran, J. J., & De Guzman, R. (2020). The COVID-19 pandemic: Level of depression, anxiety, stress among baccalaureate female nursing students in Kerala, South India. Indian Journal of Health and Wellbeing, 11(10-12), 483-485. https://www.proquest.com/scholarly-journals/covid-19-pandemic-level-depression-anxiety-stress/docview/2493868846/se-2
Karakaya, F., Avgin, S. S. & Kumperli, E. (2016). Analysis of Primary School Student’s Science Learning Anxiety According to Some Variables. Journal of Education and Practice, 7(33), 24-31. https://files.eric.ed.gov/fulltext/EJ1122604.pdf
Kaurav, R. P. S., Rajput, S., & Baber, R. (2019). Factors Affecting the Acceptance of E-learning By Students: A Study of E-learning Programs in Gwalior, India. South Asian Journal of Management, 26(1), 76-95. https://www.proquest.com/scholarly-journals/factors-affecting-acceptance-e-learning-students/docview/2251594754/se-2
Lee, R. M. (2004). Recording technologies and the interview in sociology, 1920–2000. Sociology 38(5), 869–889. https://doi.org/10.1177/0038038504047177
Lester, J. N., Cho, Y. & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1), 94-106. https://doi.org/10.1177/1534484320903890
Liang, L., Ren, H., Cao, R., Hu, Y., Qin, Z., Li, C. & Mei, S. (2020). The effect of COVID-19 on youth mental health. Psychiatric Quarterly. https://doi.org/10.1007/s11126-020-09744-3
Lochmiller, C. R. & Lester, J. N. (2017). An introduction to educational research: Connecting methods to practice. Sage.
Mallow, J. V. & Greenburg, S. L. (1983). Science anxiety and science learning. The Physics Teacher, 21(2), 95–99. https://eric.ed.gov/?id=EJ277074
McCombes, S. (2022, October 10). Descriptive Research, Definition, Types, Methods & Examples. Scribbr. Retrieved May 21, 2023, from https://www.scribbr.com/methodology/descriptive-research/
McCroskey, J. C. (2015). Introduction to rhetorical communication: A Western Rhetorical Perspective, Routledge, New York. 9th Edition
McDonald, C. V., Klieve, H. & Kanasa, H. (2021). Exploring Australian Preservice Primary Teachers’ Attitudes Toward Teaching Science Using the Dimensions of Attitude toward Science (DAS). Res Sci Educ 51, 1325–1348. https://doi.org/10.1007/s11165-019-09910-z
McKenna, K. (2018). The online classroom: a thorough depiction of distance learning spaces. Journal of Continuing Higher Education, 66, 13-21. https://doi.org/10.1080/07377363.2018.1415633
Merriam-Webster. (2018). Definition of Anxiety. https://www.merriam-webster.com/dictionary/anxiety
Mnanka, G. M. (2017). An investigation into causes of fewer science students in Tanzania secondary schools: A case study of selected Kinondoni municipal secondary schools. https://academia.edu
Moneva, J. C. & Inday, K. H. (2020). Students’ apprehension in class participation and family communication. International Journal of Research Granthaalayah. 8(1). https://doi.org/10.5281/zenodo.3631889
Morales, M.P.E. (2017). Transitions and transformations in Philippines physics education curriculum: A case research. Issues in Educational Research, 27(3), 469- 492. http://www.iier.org.au/iier27/ morales.pdf
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747
Németh, L. & Bernáth, L. (2022). The nature of cognitive test anxiety: An investigation of the factor structure of the cognitive test anxiety scale. Educational Assessment, 1–21. https://doi.org/10.1080/10627197.2022.2130747
Ochonogor, C. E. (2011). Performance Analysis of Science Education Undergraduates: A Case Study of Biology Education Students. US-China Education Review, 5, 682-690. https://files.eric.ed.gov/fulltext/ED527689.pdf
Osborne, D., Sengupta, N. K. & Sibley, C. G. (2019). System justification theory at 25: Evaluating a paradigm shift in psychology and looking towards the future. British Journal of Social Psychology, 58(2), 340–361. https://doi.org/10.1111/bjso.12302
Phanchamlong, K., Manee, K., Watwiset, N., Nuangchalerm, P. & Prachagool, V. (2022). Learning Anxiety of Undergraduate Students during COVID-19 Pandemic. Journal of Educational Issues, 8(1), 30–38. https://doi.org/10.5296/jei.v8i1.19313
Phanphech, P., Tanitteerapan, T., Mungkung, N., Arunrungrusmi, S., Chunkul, C., Songruk, A. & Kinoshita, H. (2022). An analysis of student anxiety affecting on online learning on conceptual applications in Physics: Synchronous vs. asynchronous learning. Education Sciences, 12(4), 278. https://doi.org/10.3390/educsci12040278
Pietrocola, M., Rodrigues, E., Bercot, F., & Schnorr, S. (2021). Risk society and science education: Lessons from the Covid-19 Pandemic. Science & Education, 30(2), 209-233. https://doi.org/10.1007/s11191-020-00176-w
Programme for International Student Assessment in Science. (2018). PISA 2018 insights and interpretations. https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Intepretations%20 FINAL%20PDF.pdf
Putra, S. (2021). Problem-Based Learning: Its Effect on Students’ Critical Thinking Abilities in Mathematics and Sciences Learning: A Meta-Analysis. Journal of Hunan University Natural Sciences, 48(8). http://jonuns.com/index.php/journal/article/view/679/677
Rahman, S. M., & Ahmad, M. M. (2016). Perception of Local Experts about Accessibility to International Climate Funds: Case of Bangladesh. The Journal of Developing Areas, 50(3), 53–68. http://www.jstor.org/stable/24737419
Ray, S., & Srivastava, S. (2020). Virtualization of science education: a lesson from the COVID-19 pandemic. Journal of proteins and proteomics, 11, 77-80. https://doi.org/10.1007/s42485-020-00038-7
Rehman, H. & Ahmad, M. I. (2020). COVID-19: quarantine, isolation, and lifestyle diseases. Archives of Physiology and Biochemistry, 1-5. https://doi.org/10.1080/13813455.2020.1833346
Riegle-Crumb, C., Morton, K., Moore, C., Chimonidou, A., Labrake, C. & Kopp, S. (2015). Do inquiring minds have positive attitudes? The science education of preservice elementary teachers. Science Education, 99, 819–836. https://doi.org/10.1002/sce.21177
Roth, J. J., Pierce, M. & Brewer, S. (2020). Performance and Satisfaction of Resident and Distance Students in Videoconference Courses. Journal of Criminal Justice Education, 31(2), 296-310. https://doi.org/ 10.1080/10511253.2020.1726423
Roy, D., Tripathy, S., Kar, S. K., Sharma, N., Verma, S. K. & Kaushal, V. (2020). Study of knowledge, attitude, anxiety & perceived mental healthcare need in Indian population during COVID-19 pandemic. Asian journal of psychiatry, 51, 102083. https://doi.org/10.1016/j.ajp.2020.102083
Rutakumwa, R., Mugisha, J. O., Bernays, S., Kabunga, E., Tumwekwase, G., Mbonye, M. & Seeley, J. (2020). Conducting in-depth interviews with and without voice recorders: a comparative analysis. Qualitative Research, 20(5), 565-581.
Salama, R., Uzunboylu, H. & El Muti, M. A. (2020). Implementing online questionnaires and surveys by using mobile applications. New Trends and Issues Proceedings on Humanities and Social Sciences, 7(2), 48–70. https://doi.org/10.18844/prosoc.v7i2.5016.
Samuel, R., Roy, J., Lew, P., Arnon, M. & Tenenbaum, G. (2018). A New Approach In Evaluating Athletes’ Pre-performance Mental States In An Applied Context. Journal of Contemporary Athletics, 12(1), 31.
Showkat, Nayeem, and Huma Parveen. 2017. In-depth Interview. E-Pasthala, 30, 1–10
Singh, J. & Singh, J. (2020). COVID-19 and its impact on society. Electronic Research Journal of Social Sciences and Humanities, 2(1), 168-172.
Singh, R. & Soumya, A. (2020). Updated comparative analysis on video conferencing platforms- Zoom, Google Meet, Microsoft Teams, WebEx Teams, and GoToMeeting. EasyChair: The World for Scientists, 1–9. https://easychair.org/publications/preprint/Fq7T
Skun, E. Kisioglu, A. N. & Ozturk, M. (2008). Stress and its effects on depression and anxiety among undergraduates. Primary Care and Community Psychiatry, 13(2), 73-82.
Strongman, K. T. (1995). Theories of anxiety. New Zealand Journal of Psychology, 24(2), 4-10. Retrieved from https://www.psychology.org.nz/journal-archive/NZJP-Vol242-1995-1-Strongman.pdf
Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research. How to choose a sampling technique for research (April 10, 2016).
Tapia, J. A., Salvador, B. & Rodriguez, J. M. (2020). Data envelopment analysis with estimated output data: confidence intervals efficiency. Measurement, 152, 107364. https://doi.org/10.1016/j.measurement.2019.107364
Tella, A. (2007). The Impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156. https://doi.org/10.12973/ejmste/75390
The National Institute of Mental Health. (2016). NIMH. Anxiety Disorders. https://www.nimh.nih.gov/health/ topics/anxietydisorders/index.shtml
Thomas, C. L. & Cassady, J. C. (2021). Validation of the state version of the State-Trait Anxiety Inventory in a university sample. SAGE Open, 11(3), https://doi.org/10.1177/21582440211031900
Trends in International Mathematics and Science Study (2009). TIMSS. http://timss.bc.edu
Ucak, E. & Say, S. (2019). Examining the reasons for science course anxiety in secondary school students. Mehmet Akif Ersoy University Journal of Education, 50, 71-89. https://doi.org/10.21764/maeuefd.393854.
Unger, S. & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science, 4(4), 256-266. Retrieved from https://files.eric.ed.gov/fulltext/EJ1271377.pdf
United Nations Educational, Scientific and Cultural Organization (2020). COVID-19 impact on education data. COVID-19 education disruption and response. UNESCO Paris, France, UNESCO. Retieved from https://www.unesco.org/en/articles/covid-19-educational-disruption-and-response
United Nations Office for the Coordination of Humanitarian Affairs. (2020). Humanitarian Response Plan for Covid-19 Pandemic 2020. https://reliefweb.int/sites/reliefweb.int/files/resources/GHRPCOVID19_July_ update_0.pdf
Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T., & Sinnadurai, S. K. (2010). The relationship between study anxiety and academic performance among engineering students. Procedia-Social and Behavioral Sciences, 8, 490–497. https://doi.org/10.1016/j.sbspro.2010.12.067
Wahid, R. & Farooq, O. (2020). Online exams in the time of COVID-19: quality parameters. International Journal of Social Sciences and Educational Studies, 7(4), 13-21. https://doi.org/10.23918/ijsses.v7i4p13
World Bank. (2020). Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes: A set of Global Estimates. https://www.worldbank.org/en/topic/education/publication/ simulating-potential-impacts-of-covid-19-school-closures-learning-outcomes-a-set-of-global-estimates
Xinhua Net (2020). China to Take Measures to Prevent COVID-19 Infection on Campus. http://www.xinhuanet.com/english/2020-02/12/c_138777565.htm
Yıldırım, S. & Uskun, E. (2018). Risk factors affecting obesity development in high school students: a community-based case-control study. Turkish Archives of Pediatrics/Türk Pediatri Arşivi, 53(3), 155. https://doi.org/10.5152/TurkPediatriArs.2018.6566
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Niño Jay D. Degorio, Patricia Anne Nicole E. Diaz, Clauden V. Ando, Tomas Jr A. Diquito, Conrado Jr Panerio
This work is licensed under a Creative Commons Attribution 4.0 International License.
