Ability Test Research Articles

Development of Music Appreciation Course Based on Case Based Learning and Flipped Classroom to Enhance Music Appreciation Ability for First Year Students in Yan’an University

Background and Aim: Teaching strategies that involve listening to music, expressing emotions, and analyzing its beauty can improve high school students' music appreciation abilities and help them learn music better. This study aimed to 1) compare students’ music appreciation ability before and after implementing a music appreciation course based on Case-based learning combined with Flipped classroom and 2) compare the students’ satisfaction towards the music appreciation course based on Case-based learn combined with Flipped classroom using criteria of 3.51. Materials and Methods: The sample was 25 second-year students majoring in music appreciation course in Yan’an University, academic year 2023. They were derived by cluster random sampling. Experimental design is the one group pretest-posttest design. The research instruments were 1) Music appreciation course based on Case-based learning and Flipped classroom 2) lesson plans based on the case-based learning and flipped classroom approach, 3) music appreciation ability test (knowledge) with a reliability index of .836, 4) music appreciation ability test (skill/ability) which reliability was .811 and 5) satisfaction questionnaire which reliability was .718. The data was analyzed by using mean, standard deviation, t-test for dependent samples and t-test for one sample. Results: The results of the study were as follows: 1) After implementing music appreciation course based on case-based learning and flipped classroom, the post-test scores of students’ music appreciation ability was greater than pre-test scores at .05 level of statistical significance (M=56.39, SD=9.65, t = 16.044, p = .000). 2) The students’ satisfaction was statistically higher than the determined criterion of 3.51 at .05 level of statistical significance. Conclusion: Implementing case-based learning and flipped classroom methods in music appreciation courses can improve students' self-assessment of their abilities, enhance interest in learning, inform future teaching practices, cultivate a love for music, and develop well-rounded individuals with balanced moral and intellectual growth.

Electroencephalography in Clinical Practice: Neurology Professionals' Views on Optimal Standards of Care.

Delivering optimal care to patients with seizures and epilepsy requires all EEGs to be interpreted accurately and reliably. This study investigated neurology professionals' opinions on the ideal standards for EEG in clinical care. We developed an anonymous e-survey targeting practicing and trainee neurologists focused on participants' demographics, clinical practice characteristics, and views on optimal EEG standards of care-including whether an EEG certification test is needed and whether postresidency/fellowship training in EEG/epilepsy is necessary for neurologists who interpret outpatient/routine EEGs in practice. The survey was hosted by the Neurology Clinical Practice-Practice Current, and it was distributed online through the American Academy of Neurology, American Epilepsy Society, American Clinical Neurophysiology Society, and International League Against Epilepsy, and through social media. Two hundred eighty-three responses were included: 119 from EEG/epilepsy-trained neurologists, 83 from non-EEG/epilepsy-trained neurologists, 75 from trainees, and 6 from advanced care providers. Most participants (78%) agreed that "an objective certification test of ability to interpret EEGs is needed for all those who interpret EEGs in clinical practice." Most participants (71%) believed that outpatient/routine EEGs may be read only by neurologists with EEG/epilepsy training; this opinion was more prevalent among EEG/epilepsy-trained (83%) versus non-EEG/epilepsy-trained neurologists (55%). Our neurology community should discuss the need to develop and implement a certification test of ability for all neurologists who wish to interpret EEGs in clinical practice. In addition, it is imperative to improve in-residency EEG education to ensure that neurology graduates achieve EEG competence before entering the workforce.

Characterizing the Growth in Spatial Thinking Skills in Undergraduate Meteorology Students Across the Curriculum

Abstract Spatial thinking skills, which encompass the ability to mentally perceive, manipulate, and find meaning in spatial information, are essential to student success across science, technology, engineering, and mathematics (STEM) disciplines, including meteorology. Atmospheric data are inherently spatial, with meteorology coursework requiring students to comprehend, interpret, and predict meteorological data across spatial scales. Spatial skills are known to improve over time in response to instruction, but the rate and nature of that progression in meteorology students as they move through the curriculum has yet to be characterized. In this study, the Spatial Thinking Abilities Test (STAT) was used to quantify spatial thinking skills in undergraduate students in 10 courses required for the meteorology major at a single institution. The STAT was administered twice a semester over a three-semester period at the start and end of each course. Gains in spatial reasoning skills were typically modest for a single semester, though overall levels of spatial skills were sensitive to declared major; meteorology and STEM majors scored significantly higher than non-meteorology and non-STEM majors. Additionally, meteorology majors regularly exhibited improved performance on questions evaluating the skill of disembedding, which is particularly important for interpreting meteorological maps. Even so, disembedding was the weakest spatial thinking skill for all cohorts of meteorology majors. Longitudinal analysis of meteorology majors revealed that novice students progressed the least in their spatial skills, while students in the middle of curriculum exhibited the strongest gains, likely tied to an increased number of required meteorology courses and their specific content.

Adaptation and normative data of the cognitive assessment battery of language (BECLA-Tr) for the Turkish adult population

ABSTRACT Introduction Normal cognitive aging is identified from pathological through the administration of neuropsychological tests, including tests of language ability. Compared to English, available tests and test batteries for assessing acquired language deficits in Turkish speakers are much more limited. This study reports on the adaptation and generation of normative data of the The Batterie d’Évaluation Cognitive du Langage (BECLA) for the adult Turkish population. Method The article describes two studies. Study 1 concerns the Turkish adaptation of the BECLA (BECLA-Tr). Study 2 examined a group of older neurotypical Turkish-speaking adults to obtain normative data. Results In Study 1, some changes were made to adapt the original test battery linguistically and culturally for use in Turkey. In Study 2, normative data were obtained based on the performance of 409 participants aged 18 years and older with different education levels. Conclusion The BECLA-Tr fills an important gap in the clinical practice of speech and language pathologists in Turkey. This comprehensive test battery has the potential to help clinicians and researchers better detect acquired language deficits in the adult and elderly Turkish population.

Replicating the Expected and the Unexpected: Neuropsychological and Symptom Profiles in a Neurotypical Romanian-English Bilingual Sample.

Establishing the effect of limited English proficiency (LEP) on cognitive performance within linguistically diverse populations is central to cross-cultural neuropsychological assessments. The present study was designed to replicate previous research on cognitive profiles in Romanian-English bilinguals. Seventy-six participants (54 women, MAge = 23.16, SDAge = 5.91; MEducation = 14.49, SDEducation = 1.57) completed a neuropsychological battery in English. The Digit Span, Animal and Emotion Fluency, and several symptom-report scales were also administered in Romanian. Performance patterns were similar to previous findings: verbal fluency, auditory verbal learning, and picture and speeded color naming were highly sensitive to LEP. In contrast, visuomotor processing speed and mental flexibility were robust to LEP. Participants performed better when ability tests were administered in their native language; there was no difference on symptom inventories. Test performance was related to the degree of LEP, operationalized as performance on the Boston Naming Test-Short Form. Level of verbal mediation and LEP are independent predictors of cognitive performance. Administering tests in the native language may provide a more accurate measure of cognitive functioning in examinees with LEP (especially at the low end of English proficiency). Developing population-specific norms is a necessary safeguard against the multiple confounding factors in the neuropsychological assessment of individuals with LEP.

Grasping Variance in Word Norms: Individual Differences in Motor Imagery and Semantic Ratings.

Word norming datasets have become an important resource for psycholinguistic research, and they are based on the underlying assumption that individual differences are inconsequential to the measurement of semantic dimensions. In this pre-registered study we tested this assumption by examining whether individual differences in motor imagery are related to variance in semantic ratings. We collected graspability ratings (i.e., how easily a word's referent can be grasped using one hand) for 350 words and also had each participant complete a series of motor imagery questionnaires. Using linear mixed effect models we tested whether measures of motor imagery ability (e.g., the Florida Praxis Imagery Questionnaire and the Test of Ability in Movement Imagery for Hands) and motor imagery vividness (e.g., the Vividness of Movement Imagery Questionnaire 2) could account for variance (raw and absolute difference scores) in graspability ratings. We observed a significant relationship between motor imagery vividness and absolute rating difference scores, wherein people with more vivid motor imagery provided ratings that were further from the mean word ratings. However there was no relationship between motor imagery and raw rating difference scores. The results suggest that there are measurable systematic differences in how participants make sensorimotor semantic ratings, which has implications for how sensorimotor semantic word norms are used for investigations of lexical semantic processing.

Pengaruh Strategi Pembelajaran Relating, Experiencing, Applying, Cooperating, Transfering (REACT) terhadap Kemampuan Koneksi Matematika Siswa Kelas X SMAN 2 Ranah Batahan Kabupaten Pasaman Barat

This research is an experimental study which aimss to see whther theree is a significant infIuence of the learning strategy relating, exsperiencig, appliying, cooperating, transferring (REACT) on the mathematical connection abilities of class X students at SMAN 2 Ranah Batahan, West Pasaman Regency. The population in this study were all class X students of SMAN2 Ranah Batahan. The samples in this study were two local areas, namely experimental class X.3 and control class X.2, totaIing 59 students. The sampling technikue was carried out using random sampling. The Instrument used is a mathematical connection ability test. Next, tests were carried out on both sample classes. Before testing, pre-requisite tests were carried out, namely the normality test and homogeneiti test. This research obtained hipothesis test results using the t-test, namely t_hitung=2.064, and t_hitung> t_((0.95;57)),so that it accepted H_1and rejected〖 H〗_0. So, the mathematical connection abilities of students who take part in learning using the REACT learning strategy are beter than student who takes part in learning using exspository learning strategies.

The Detection of Glaucoma in Fundus Images Based on Convolutional Neural Network

Glaucoma is a common disease affecting the human retina, primarily caused by elevated intraocular pressure. Early intervention is crucial to prevent damage to the affected organs, which could lead to their dysfunction. This paper focuses on enhance diagnosis accuracy of the system to determine if a patient is at risk of developing glaucoma. In this paper a novel convolutional neural network (CNN) designed, specifically for the detection of glaucoma in fundus images. This architecture optimizes for the unique characteristics of fundus imagery, enhancing detection accuracy, and also compiled a large and diverse dataset of fundus images, crucial for training and validating our CNN model. The dataset includes a significant number of images with detailed annotations, ensuring robust model training. In addition, implemented sophisticated image preprocessing methods to enhance the quality of the fundus images. These techniques, including noise reduction and contrast enhancement, significantly improve the input data quality for the CNN. The system operates in three stages. First, it preprocesses the image by cropping, enhancing, and resizing it to a consistent 256×256 pixels. Next, it employs an advanced feature extraction to analyses key features of the optic disc and optic cup in retinal images. Finally, the Soft-Max function classifies the images, identifying those with glaucoma and distinguishing them from normal eye samples. The model's performance was thoroughly evaluated using various metrics like accuracy, Sensitivity, specificity, and the area under the curve are metrics used to evaluate the performance of a diagnostic test. Sensitivity measures the test's ability to correctly identify positive cases, specificity assesses its accuracy in identifying negative cases, and the area under the curve indicates the overall effectiveness of the test across different thresholds. The results achieved by the proposed system were thoroughly analyzed, revealing a high accuracy rate in glaucoma classification, reaching 99%.

Vocabulary Composition Shapes Language Development in Children With Cochlear Implants.

Although vocabulary size is thought to index children's language abilities, an increasing body of work suggests that regularities in children's vocabulary composition, particularly the proportion of shape-based nouns (e.g., cup), support language development. Here we examine initial vocabulary composition in children with hearing loss following cochlear implantation (n = 163) and age-matched children with normal hearing (n = 87). This comparison constitutes an experiment in nature for understanding how early vocabulary composition shapes subsequent language development in the context of the clinical provision of auditory experience. Children with higher initial proportions of shape-based nouns had larger vocabularies and scored higher on tests of receptive and expressive language abilities at 1, 2, and 3 years follow-up, than children whose vocabularies had lower proportions of shape-based nouns. These effects were strongest for cochlear implant users, especially 2-3 years postimplantation. The results suggest that knowing shape-based nouns facilitates language development and may ameliorate delayed language development trajectories.

Relationships between hearing, auditory processing, and communication in children diagnosed with auditory neuropathy spectrum disorder.

The objectives of this study were to evaluate the relationships between auditory processing, speech discrimination, and listening and communication abilities in children diagnosed with auditory neuropathy spectrum disorder (ANSD) compared to those with normal hearing. This was a case-control study involving seventeen participants with a diagnosis of ANSD who used spoken language as their primary mode of communication and wore hearing aids or were unaided and 21 normally hearing controls. All underwent a battery of behavioural measures of hearing, speech perception and auditory processing skills. Their parents filled in a series of questionnaires to evaluate listening and communication abilities. Group differences were evaluated, and hierarchical linear regression was carried out to assess the extent to which auditory measures predicted parent report scores. Slow-rate amplitude modulation detection (AMD) was an important predictor of listening and communication abilities over and above the pure-tone audiogram in children diagnosed with ANSD. There was a significant relationship between the pure-tone audiogram and the ability to discriminate speech in quiet but not in noise. Children in the ANSD group had more difficulty completing tests of auditory processing ability or performed significantly more poorly than the control group for most tasks. This study confirms that outcomes for children diagnosed with ANSD are heterogeneous, and provides new information about real world listening and communication abilities. These findings will be useful for clinicians counselling families of newly diagnosed infants and providing management for children with a diagnosis of ANSD.

Development of three-layer microneedle system for controlled and sustained release of Levonorgestrel: A pioneering approach to long-term contraceptive delivery.

The increasing prevalence of unintended pregnancies, a persistent issue affecting public health and hindering progress towards the Sustainable Development Goals (SDGs), highlights the critical need for innovative contraceptive approaches. While current methods, including hormonal contraceptives such as levonorgestrel (LNG), offer potential solutions, challenges like limited access and inconsistent use persist. This study introduces a new approach with the development of a three-layer microneedle (TIMN) containing LNG designed to provide extended contraceptive efficacy. The TIMN was formulated with varying concentrations of polyvinylpyrrolidone (PVP) and polycaprolactone (PCL) in the first layer, resulting in microneedles approximately 700µm in height. In this study, TIMN demonstrated superior mechanical strength with less than 10% reduction in needle height under compression. The formulations maintained a surface pH within the skin's normal range, ensuring safety and compatibility, while water vapor transmission (WVT) values indicated good stability under high humidity. Moisture absorption ability (MAA) testing showed low water absorption, suggesting suitability for extended use. In vitro release studies revealed that TIMN released 28.34% of LNG after 24h and up to 97.34% over 14days, demonstrating controlled and sustained release. Ex vivo studies confirmed TIMN's longer-lasting LNG availability compared to the control, and in vivo pharmacokinetic studies showed that TIMN maintained therapeutic LNG levels for up to 14days, outperforming oral LNG suspension. Biocompatibility tests, including HET-CAM and hemolysis assays, confirmed TIMN's safety, with no significant irritation or toxicity. Histopathological analysis further supported the absence of adverse reactions. The TIMN formulation, exhibits promising properties for long-term drug delivery, including mechanical strength, stability, controlled release, and biocompatibility, making it a viable candidate for improved contraceptive therapy.

Spatial reasoning of mathematics education students: an analysis of differences in solving hyperbola problems based on level of geometry ability

Introduction. The facts show that students at the school level still have low spatial reasoning abilities at the school level, but the spatial reasoning abilities of students at the university level are not yet known. The results of students' spatial reasoning abilities are not yet known, so it is necessary to carry out detailed research so that it can be understood more widely. The purpose of this research is to analyze how hyperbolic problem solving differs based on the level of student ability, so that students with high, medium and low ability can be described more specifically at each step of problem solving. Study participants and methods. The subjects in this research were undergraduate students in the mathematics education study program at the Institut Pendidikan Tapanuli Selatan, Indonesia, who were determined using purposive sampling on the condition that they had taken analytical geometry courses. The research subjects selected were 3 students, each of whom had high ability with a score of 95, medium ability with a score of 85 and low ability with a score of 73 who were tested with a geometric ability test. The results of solving hyperbolic problems refer to indicators of spatial reasoning. Hyperbola problem solving data is analyzed based on the level of geometric ability with stages of data reduction, data presentation, and drawing conclusions. This research method is a qualitative descriptive research method with a single case design. Results. First, subjects with high geometric abilities based on analysis of spatial reasoning indicators, namely spatial visualization, mental rotation, and spatial orientation, have good problem-solving skills with an average achievement of 92.4.In spatial reasoning on hyperbolic objects, starting from the steps to understand the problem and planning a solution based on the problem, as well as carrying out the solution and evaluating the solution, there is no difficulty in solving the hyperbolic problem. Second, subjects with moderate geometric abilities based on analysis of spatial visualization abilities, mental rotation, and spatial orientation have good learning achievements, which are also shown based on spatial reasoning indicators. It is known that the average problem-solving ability for moderate geometry is 84.83. Third, subjects with low geometric ability based on analysis of spatial visualization ability, mental rotation, and spatial orientation showed poor performance, with the average achievement of problem solving with low geometric ability being 73.2. Conclusion. This research describes how the ability to solve hyperbola problems differs based on the level of geometric ability. The results of this research provide a basic description that can be used to show differences in hyperbola problem solving abilities from the four steps based on high, medium and low geometric abilities.

Developing game-based learning and English learning achievement of grade 1 students

The first objective aims to develop English learning activities using game-based learning for enhancing the vocabulary retention of grade 1 students, to be effective according to the 70/70 criterion. The second objective aims to compare the learning achievement before and after. The participants of this research consisted of 32 grade 1 students in Semester 2, Academic Year 2023. The research tools were divided into two categories, including 3 learning management plans, a vocabulary memorization ability test in flashcard format with 20 items, and a learning achievement test, which was 20 items of multiple choices. The statistics used in data analysis were percentage, mean, standard deviation, and dependent t-test. The results of the research found that the game-based learning plan for grade 1 students had an efficiency of 86.41/79.38, which is higher than the set criteria of 70/70. They had higher academic achievement after learning management than before learning at a statistical significance of .05. English learning and other fields of study can benefit from the implementation and more research in various group of the study.

Analysis of mathematical performance and reasoning process of generative AI: focusing on the college scholastic ability test

Analysis of mathematical performance and reasoning process of generative AI: focusing on the college scholastic ability test

Analisis Kemampuan Pemahaman Konsep Siswa SMK Ditinjau Dari Kecemasan Matematis

This research is motivated by the importance of concept understanding skills that must be possessed by every student. Concept understanding ability is a basic ability that must be possessed by every student because in learning mathematics to be able to proceed to new material students must understand the concept first. One of the factors that affect concept understanding ability is mathematical anxiety. The purpose of this study is to analyze and describe the concept understanding ability of vocational students in terms of mathematical anxiety. This type of research is descriptive research with a qualitative approach. This research was conducted at SMK Muhammadiyah 4 Sangkapura, with the research population being class X students with a total of 13 students in the 2023/2024 even semester. The data collection methods used were mathematical anxiety questionnaire, concept understanding ability test and interview. The questionnaire results were used to group students into categories of low, medium and high levels of mathematical anxiety, then select 3 students as research subjects. The results of the concept understanding ability test and interviews were then analyzed based on the level of mathematical anxiety. The results showed that students with low levels of mathematical anxiety were able to fulfill all indicators 1 to 6, then students with moderate levels of mathematical anxiety were able to fulfill 5 indicators, namely indicators 1, 2, 3, 5 and 6. While students with high levels of mathematical anxiety were only able to fulfill 2 indicators, namely indicators 1 and 2.

Application of Jigsaw Type Cooperative Learning Model to Improve Conceptual Knowledge and Problem Solving Ability of Senior High School Students

This study proves that the Jigsaw type cooperative learning model can improve the conceptual knowledge of students on thermochemistry material, which is a learning model that has an influence on improving students' conceptual knowledge of thermochemistry. It aims to improve students' conceptual knowledge and problem solving ability through the application of the Jigsaw type cooperative learning model, taking into account the students' basic mathematics ability level which is classified into three categories: low, medium, and high. This research used quasi-experiment method with pretest-posttest control group factorial design. The subjects of the study were students of class XI IPA at SMA Negeri 06 Bombana, Bombana Region. Data were obtained through conceptual knowledge test, problem solving ability test, and student response questionnaire. The results showed that the conceptual knowledge of students who followed the Jigsaw type cooperative learning model was quantitatively higher than that of students who followed the conventional learning model. The results showed that the conceptual knowledge of students who followed Jigsaw cooperative learning was quantitatively higher than that of students who followed conventional learning. The same applies to problem solving ability, where students with the Jigsaw model showed quantitatively higher results compared to conventional learning students. the increase in conceptual knowledge was greater in the Jigsaw group compared to conventional learning. The level of students' basic mathematics ability did not affect the increase in conceptual knowledge, but did affect the increase in problem solving ability. Students gave positive responses to the Jigsaw type cooperative learning model, stating that this model was fun, easy to follow, and increased learning motivation.

Kemampuan Berpikir Kritis Matematis Peserta Didik Kelas IX SMP Negeri 13 Tanjungpinang Ditinjau dari Minat Belajar

The aim of this research is to describe students' mathematical critical thinking abilities as seen from their learning interest. The approach used is a qualitative approach with descriptive research type. This research was conducted in February 2024 at SMP Negeri 13 Tanjungpinang. The research subjects consisted of 1 student from each learning interest category so that the number of subjects was 5 students. The data collection techniques used were questionnaires, tests and interviews. The instruments needed in this research are researchers and are supported by learning interest questionnaires, mathematical critical thinking ability tests and interview guidelines. The data will be analyzed using data collection and conclusion stages in accordance with the Miles and Huberman analysis technique. The data obtained shows that mathematical critical thinking skills with a very high learning interest category are able to fulfill 4 indicators of mathematical critical thinking. then the mathematical critical thinking ability with the high learning interest category is able to fulfill the 4 categories of mathematical critical thinking but is still not complete and precise. Furthermore, critical thinking skills in the moderate learning interest category were only able to fulfill 2 categories while the other 2 categories were not fulfilled. Mathematical critical thinking ability in the learning interest category is only able to fulfill 1 indicator out of 4 indicators of critical thinking ability. And mathematical critical thinking abilities in the very low learning interest category only fulfill 1 of the 4 indicators of mathematical critical thinking abilities.

PROBLEM-BASED LEARNING ASSISTED BY INTEGRATED LEARNING MEDIA BASED ON SOCIAL MEDIA TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS

SMAN 1 Besuki organizes education and learning that leads to 21st century skills. One of the 21st century skills developed is students' critical thinking skills. The critical thinking skills of class XI MIPA 1 students in the 2024/2025 Academic Year, especially in biology learning based on the results of interviews with biology subject teachers, still need to be improved, this is confirmed by the results of students' critical thinking ability tests with an average of 49.85 with a category still underdeveloped. The purpose of this study was to determine the role of Blended Problem Based Learning with integrated social media-based learning media in improving the critical thinking skills of class XI MIPA 1 students. This study is a Classroom Action Research based on Lesson Study. Data on critical thinking skills were obtained using a critical thinking test with essay-type questions. Data from students' critical thinking skills tests were analyzed descriptively qualitatively by referring to the Illinois Critical Thinking Essay Test. The results show that the results of students' critical thinking tests in cycle I and cycle II increased by 9.83%, which means that the critical thinking skills of class XI MIPA 1 students in the 2024/2025 Academic Year have developed well in biology learning using Blended-Problem Based Learning with integrated social media-based learning media.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMP Negeri Sekon Pada Materi Sistem Persamaan Linear Dua Variabel

This research aims to describe students' mathematical problem solving abilities in the material on systems of linear equations in two variables (SPLDV) class VIII SMPN Sekon. This research was carried out in the odd semester of the 2023/2024 academic year in Sekon. The population in this study were all students in class VIII of Sekon State Middle School with a sample size of 22 students. The research instrument used was a test of conceptual understanding ability and mathematical problem solving ability. The research method used is a qualitative research design. Data were analyzed using data reduction, data presentation, and drawing conclusions. Based on the research results, it can be concluded that students with high level problem solving abilities are students who can work on and explain again what has been done according to the existing problem solving stages, while students with medium level problem solving abilities are students who can work on half of the questions. given and can explain again according to the stages of the questions that have been worked on and for students with low level problem solving abilities, these are students who can only understand the problem in the question but cannot carry out the calculation process to the final stage or conclusion and are also not able to explain again what was said. already written

Analysis of English Course Program Management at the BBC Stabat English Course Institute

The purpose of this study is to analyze the management of the English course program at the BBC Stabat institution, to describe and interpret the factors that influence the management of the English course program at the BBC Stabat course institution. This study uses a qualitative research method. The subjects of this study were the head of the institution, the English coordinator, the English tutor, and one of the English course students at the BBC Stabat English course. Determination of subjects was carried out using purposive sampling techniques. Data collection was carried out using observation, interview and documentation techniques. The techniques used in data analysis are data reduction, data presentation and drawing conclusions. The technique used to explain the validity of the data is by using triangulation of sources and techniques. The results of this study indicate that: (1) The management of the English course program carried out by the BBC Stabat English course goes through several stages, namely planning which is carried out by planning administration and learning programs; organizing by creating an organizational structure and division of labor; implementing an English course program through a staged test of ability tests to increase the level of the student's ability class; supervision through meetings and accountability reports and evaluating the program. (2) Supporting factors are: (a) Quality of teaching; (b) Flexibility in learning; (c) Strong management support; (d) Effective team communication. (3) Inhibiting factors that affect management are disruption of technological infrastructure and differences in student characteristics.