The Relationship of Student’s Attitudes Towards Online-Based Learning and Science Learning Anxiety in the New Normal Education

Understanding students’ attitudes towards online-based learning and its impact on science learning anxiety is crucial in the new normal of education. Thus, this study investigates this relationship among senior high school students’ attitudes towards online-based learning and science learning anxiety during the new normal education implemented during the COVID-19 pandemic. Moreover, this study aims to determine students’ attitudes towards online-based learning, the level of science learning anxiety, and whether a relationship exists between the identified variables. A descriptive-correlational design was used to address these objectives using 100 sampled respondents implemented via a survey questionnaire. Results indicate that students generally have a positive attitude towards online-based learning, with high adaptability being the most notable aspect. However, engagement levels were relatively low. Additionally, science learning anxiety was found to be high, especially among students who experienced disappointment. A moderate positive correlation between attitudes toward online-based learning and science learning anxiety was observed, indicating that better acceptance and use of technology can help reduce anxiety. This study underscores the importance of addressing students’ emotional well-being in online learning environments. By understanding their attitudes and providing appropriate support, educators can mitigate science learning anxiety and enhance student performance in the new normal of education.