Investigating Anxiety Levels Regarding Physics Exams and Learning in Terms of Demographic Variables

The aim of this study is to examine 9th-grade students’ anxiety levels regarding their physics exams and learning physics in terms of the variables of gender, school type, and parental education level. the research uses the survey model, a quantitative research method design. the sample of the study consists of 137 9th-grade students studying in the altınyayla district of sivas province who’ve been selected using cluster sampling. the research uses the anxiety towards physics lessons scale was used as a data collection tool. the data obtained from this scale have been analyzed using the program spss 22.0. content, criterion, and construct validity studies have been performed. cronbach’s alpha of reliability has been calculated as .93. descriptive statistics and manova have been used for analyzing the sub-problems. in the study, the researchers determined students’ anxiety levels about the physics exam to be moderate and their anxiety levels about learning physics to be low. in addition, a statistically significant difference has been found to exist in favor of male students with regard to female and male students’ anxiety scores toward physics exams. also, no significant difference was found for the physics exam or physics learning anxiety scores with regard to school type or parental education level. the findings from the study have been discussed by comparing them to the literature in terms of similarities and differences. in order to reduce girls’ anxiety about the physics exam, teachers should arrange factors such as exam duration, question levels, exam location, and time. in addition, teachers should not leave students alone for assignments and projects; they should carry out the process in coordination with the students.