This study aimed to investigate sources of failing students’ science anxiety. The sample, chosen through criterion sampling, was composed of six ninth-grade students who failed at chemistry course. Semi-structured interviews were carried out with these students. The interview questions were related to students’ perceptions, experiences and feelings in relation to chemistry courses. During the interviews, a tape recorder was used to gather and record data. Data were subjected to content analysis in which the data were first assigned relevant codes and then themes were determined based these codes. The findings indicated that the students’ science anxiety resulted from unpleasant classroom activities, fear of test, perceptions of chemistry, teacher attitudes, and parent attitudes.
science learning, science anxiety, failing students, high school