Evaluation of student perception towards skill-based questions in secondary school science lessons: The example of Afyonkarahisar

Abstract

This study aims to evaluate middle school students' perceptions of next-generation questions in science courses. A total of 641 students from various middle schools in Afyonkarahisar participated in the research. The "Perception Scale for Next-Generation Science Questions" was used to measure students' perceptions. This scale underwent reliability and validity analyses, with a Cronbach's alpha value calculated at 0.88. Data were analyzed using SPSS software, employing independent samples t-tests, one-way ANOVA, and correlation analyses. According to the independent samples t-test results, the mean perception score for female students was 77.20 (SD = 19.73), while for male students, it was 79.92, with no statistically significant difference (t(X) = 0.083, p> 0.05). One-way ANOVA results showed significant differences in perception scores across grade levels (F=3.637 = 5.22, p <0.05). Post-hoc Gabriel test results revealed significant differences between 5th and 7th graders and between 6th and 7th graders (p <0.05). However, one-way ANOVA analysis based on socioeconomic levels found no significant differences in perception scores (F=2.638 = 1.504, p>0.05). These results indicate that students generally have a positive perception of next-generation science questions and that this perception may vary depending on demographic factors such as gender, grade level, and socioeconomic status. To enhance the effective use of next-generation question types in science education, curriculum designs should incorporate questions that stimulate students' scientific curiosity and motivation. Future research is recommended to conduct similar studies with larger participant groups from different regions and schools.