Science plays a key role in education by helping students understand the natural world. However, many students have lost interest in science over time because they find it difficult and intimidating. This qualitative study investigated the causes of science anxiety among Senior High School students at Saint Joseph College of Sindangan Incorporated, focusing on their thoughts, experiences, and common reasons behind their anxiety in science subjects. All Senior High School students completed the SATSci-36 questionnaire (adapted from Schau, 1992, 2003) to measure their level of science anxiety. Based on the results, nine students were selected for interviews and focus group discussions. Most of these respondents were male Grade Twelve (12) students, but the study found no significant differences in anxiety based on sex or grade level. Thematic analysis revealed several main causes of science anxiety: teacher behavior, poor teaching methods, excessive memorization, and challenges in understanding formulas and solving problems. Students also felt insecure when comparing themselves to classmates who excelled in science, which often led to stress during oral recitations or unexpected questions in class. As a result, some students shared strategies for coping with their anxiety, including reviewing earlier lessons and connecting science topics, particularly in Biology, to real-life situations. In conclusion, science anxiety among Senior High School students is shaped by both academic and emotional challenges. The study suggests the need for more supportive, engaging, and student-centered teaching methods to create a more positive learning experience in science.

Authors:
Mikaela Patricia Maningo, Saint Joseph College of Sindangan Incorporated, Philippines

About the Presenter(s)
Mikaela Patricia Sy Maningo is currently the Research and Development Head at Saint Joseph College of Sindangan Incorporated, Sindangan, Zamboanga del Norte.

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