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In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the Questionnaire of Factors Affecting Students' Science Achievement (QFASSA). The data were analyzed by using the descriptive analyzing technique. The factors affecting students' science achievement were analyzed under five dimensions. The result of the study shows that the most important factors affecting student science achievement according to student science teachers are the items in the dimensions of teacher and curriculum. The results also indicates that the most important predictor of science achievement is "teaching the topics in a way that may arouse the students' curiosity" in the teacher dimension of QFASSA.

The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control (Cg). In teaching analytical chemistry topics, two different computer based methods--new analytical chemistry learning software called "HEHAsit" (Method A) and a Microsoft Excel program (Method B)--were prepared by us and applied to Eg-1 and Eg-2, respectively. Whereas the last group (Cg) was taught by the traditional method (Method C). In the comparison of the effects of the three methods, we developed an attitude questionnaire and an achievement test related to Analytical chemistry, and applied to students in all three groups. Students' attitudes towards computers were also tested by a computer attitude test developed by us. As a result of the study, significant differences between control group and both experimental groups and between experimental groups on computer attitudes and analytical chemistry attitudes were found. Furthermore, analytical chemistry achievement in experimental groups was significantly higher from the control group.