Investigation of the Relationship between the Scientific Process Skills, Self-Regulation Skills, and Academic Achievement, of Secondary School Students in Science

Abstract

In an ever-changing world, it is impossible for individuals to acquire all existing knowledge, just as it is challenging to predict which knowledge will be necessary for the future. The critical factor here is to concretize or make raw knowledge useful. Therefore, it has become imperative to develop students’ abilities to analyze and utilize knowledge that will benefit them in the future. This study looked at the association between achievement in sciences courses and the scientific process skills and self-regulation skills of secondary school students. The survey model was used in the study conducted for this purpose. The study earch was conducted with 6th, 7th and 8th grade students studying in the 2021-2022 academic year. The sample of the study consists of 428 female and 321 male students. According to the findings obtained because of the analysis; It was determined that students’ scientific process skills, self-regulation skills and science academic achievement showed a statistically significant difference according to their gender, their liking for science course and the school they attended. In addition, according to the correlation test results, moderate or weak positive correlation relationships were detected between scientific process skills, science academic achievement and self-regulation skills. At the same time, according to the findings, it was seen that all the variables were statistically significant in predicting each other. In other words, it can be said that there is a mutual causality between these variables. Because each variable plays a role in explaining the other variable.