Challenges in Enhancing Sixth-Grade Students’ Skills in Identifying and Controlling Variables

The aim of this study is to examine the current state of sixth-grade middle school students’ skills in identifying and controlling variables and to determine the challenges they face in developing these skills. The participant group consisted of 42 students enrolled in a middle school located in the city center of Nevşehir. An explanatory mixed-methods design was employed in the study. A mixed-methods design involves the collection and integration of both qualitative and quantitative data. In this context, to obtain detailed and comprehensive data regarding the challenges in developing variable identification and control skills, the quantitative phase of the study involved administering the Scientific Process Skills Test, the Science Anxiety Scale, and the Science Learning Motivation Scale to the participants. In the qualitative phase of the study, semi-structured interviews were conducted with eight students selected based on predetermined criteria. Also, classroom observations conducted over a period of 16 weeks were used to achieve data triangulation. According to the findings derived from the analysis of both quantitative and qualitative data, students' average score on the Identifying and Controlling Variables (ICV) questions was found to be moderate out of a maximum of 14 points. The minimum and maximum scores obtained on the ICV questions were 3 and 11, respectively. It was observed that students had difficulty identifying the variables to be manipulated and the factors that needed to be controlled in experimental setups. It can also be stated that they struggled to make scientific predictions based on the relationships between observations and variables. These difficulties are considered to stem from the underdevelopment of students’ scientific thinking and critical evaluation skills. Furthermore, it was concluded that students’ motivation toward science directly influenced their learning processes, and those with higher levels of motivation participated more actively in class and were more open to learning new concepts.