Average Mastery Research Articles

ANALISIS PENGETAHUAN SUFIKS DERIVASI PEMBENTUK NOMINA DAN ADJEKTIVA MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA JERMAN UNIVERSITAS PATTIMURA

This qualitative research using descriptive analysis techniques aims to find out students' knowledge about suffixes forming nouns and adjectives and how the modification of suffix derivation forms nouns and adjectives. The sample of this research is in the form of test results from 19 students who have taken the Microlinguistics course. The results of this study are (1) Suffixes -e, -er, -keit, -schaft, -ung, -tät, -ion, -nis, -chen as noun formers in German are not well mastered by students of German Language Education Study Program. The average mastery of noun-forming suffixes is only 48%. The use of the suffix -e is the most (63%), while the use of the suffix -schaft is the least (37%) chosen by students as noun formers. While the average mastery of adjective marker suffixes -los, -bar, -ig, -sam, -lich, -al is only 47% with the suffix -los occupying the highest choice (63%) as an adjective marker suffix, and the suffix -al occupies the lowest choice (31%) in forming adjectives. (2) In the analysis of derivation modification, it is found that the modification of verb-derived derivation into nouns and adjectives is still poorly mastered by students.

Integration of Literacy Strategies in Teaching Science among Grade IV Pupils of Zone II Zambales Division for The School Year 2019 – 2020

The study aimed to assess and determine the integration of literacy strategies in teaching Science among Grade IV elementary pupils of Zone II Division of Zambales during the School Year 2019-2020. The researcher utilized the descriptive research design with questionnaire as the main instrument in gathering data and information from (50) Science teachers and determine their profile as to age, sex, highest educational attainment, position, and numbers of years in teaching Science. The study was limited to determine perception towards integrating literacy in teaching Science among elementary pupils as to Paraphrasing/Vocabulary Instruction, Summarizing Science, Interactive Read-Aloud, Interactive Reading Guides, and Writing A Scientific Explanation The result of the study revealed that most of the respondents are from age-group of 30-39 with 19 or equivalent to 38.00% and with mean age of 38.1 years old; majority of the respondents are female teachers with 29 or equivalent to 58.00%; majority have attained Masteral units and with 27 or equivalent to 54.00%; mostly are occupying Teacher I and with 19 or equivalent to 38.00%; and 18 or equivalent to 36.00% are in the teaching service for 6-9 years with mean of 7.6% or 8 years in the service. Based on the summary of the investigations conducted, the researcher has arrived to conclude that the respondent is a typical female in her middle adulthood, Teacher 1, with Masteral units and has served for almost a decade in the teaching service. The respondents Highly Practiced Paraphrasing/Vocabulary Instruction, Summarizing Science, Interactive Read-Aloud, Interactive Reading Guides, and Writing A Scientific Explanation. The students were assessed “Average Mastery” in their academic performance. Based on the summary of the investigations conducted and the conclusions arrived at the researcher has offered the following recommendations based on the salient findings obtained in the study. It is encouraged that the Science teachers have to finish their Masteral Degree for them to have higher academic rank. The Science teachers have to sustain the teaching strategies in Paraphrasing, Summarizing in Science, Interactive Read Aloud, Interactive Reading Guides, and Writing Scientific Explanation must be sustained among science teachers. The teachers have to encourage pupils to develop study habits to improve the academic performance. Teachers are encouraged to be sensitive and vigilant to pupils who are passive in the subjects and make them highly involve in all activities by giving rewards and recognition. If budget warrants, provision of internet services in classroom environment is strongly recommendable for better appreciation and learning Science. The future researchers have to conduct a parallel or similar study with in-depth and wider in scope so as to validate and confirm the findings obtained in the study.

Perbedaan Penguasaan Konsep Biologi Siswa SMA Jurusan IPS Berbasis Gender dengan Menggunakan Model Project Based Learning

Mastery of concepts in a field of science includes a combination of mastery of knowledge of the field of science being studied and dimensions of cognitive processes, including factual, conceptual and procedural knowledge. The importance of students' mastery of concepts related to the field of biology means that teachers must continue to train students to master biological concepts well. In general, social studies students have good knowledge in the field of social studies, but not necessarily good knowledge in the field of science, especially biology. The aim of this research is to reveal gender-based mastery of biology concepts of students majoring in social studies at SMA Negeri 7 Mataram using a project based learning model. The research method used quasi correlational involving 126 students, consisting of 45 male students and 81 female students. Data analysis used an independent sample t test at a significance level of 5%. The research results show that there is no significant difference between male and female students' mastery of concepts using the project based learning model. The average mastery of concepts for male students is 56.296, and the average mastery of concepts for female students is 57.510. The significance value (Sig. 2 tailed) is 0.618 > 0.05. The implication of this research is that the project based learning model does not provide a significant difference in students' mastery of concepts based on gender, or the project based learning model can be said to have the same effect in increasing students' mastery of biology concepts, both for male and female students.

Level of Difficulty Using Verbs Meaning ``To Wear" in Sentences by Students of the Japanese Language Education Study Program

Verbs with the meaning ’to wear’, have functions and rules of use. Even though they have the same meaning, namely “to wear” in Indonesian, in Japanese the verb “to wear” varies depending on the object used. This is different from the verb “wearing” in Indonesian, which is the same when used on different objects. The formulation of the problem in this study is: (1) How is the ability to use the verb to wear in Japanese sentences by Semester II Students of PBJ FBS UNIMA Study Program? (2) What verbs are difficult for Semester II students of PBJ FBS UNIMA in using the verb wear in Japanese sentences? The method used in this research was descriptive. The results showed: (1) the average mastery of the verb to wear by Semester II Students of PBJ FBS UNIMA Study Program was divided into two large groups. The group that is categorized as “capable” is 40% and “poor” is 48%, while those who were unable are only 12%. The standard assessment criteria were judged based on the difficulty level of the question. There were 10 students who were able to use the verb to wear with a percentage of 40%, there were 12 students who were less able to use the verb to wear with a percentage of 48%, and there were 3 people who were unable to use the verb to wear with a percentage of 12%. (2) Based on the results of research tests on the level of difficulty of the questions, it was found that the verbs considered difficult were the verbs tsukemasu (つけます), shimasu (します), makimasu (まきます), and hamemasu (はめます).
 Keywords: verbs, language, Japanese, education, sentence

Research on Intelligent Teaching Methods of Chinese Culture for Emotional Identity Enhancement in Civic and Political Education in Colleges and Universities

Abstract Civic and political education plays an important role in implementing the fundamental task of establishing morality, giving full play to the function of educating people, constructing an all-embracing, all-encompassing and all-encompassing pattern of educating people, and cultivating socialist builders and successors who are all-rounded in morality, intelligence, physicality, aesthetics, and labor. By combining the theory of multiple intelligences, this paper constructs a framework for Civic and Political Education that incorporates emotional identity into the teaching stage of each level. In this context, Chinese cultural and emotional identity is taken as the main point of Civics learning knowledge, and an improved multi-interaction Bayesian model is designed to track the state of students’ Chinese cultural and emotional identity in Civics education and a personalized teaching system is constructed with a recommendation algorithm to realize intelligent teaching of Civics. The Civics teaching class based on the Theory of Multiple Intelligence has an average mastery level of above 80% for each Chinese cultural and emotional identity knowledge point in terms of teaching effectiveness. While the average mastery level of the traditional teaching class for each knowledge point is no more than 68%, the personalized teaching of Civics based on multiple intelligence theory can significantly enhance the emotional identity of Chinese culture in Civics education. The purpose of this study is to provide a reference for improving the teaching effectiveness of ideological and political theory classes in colleges and universities.

Analysis of the Alignment of K to 12 Most Essential Learning Competencies, Instruction, and Assessment Tools in Statistics and Probability

Curriculum alignment is vital in realizing educational goals. However, predicaments in the teaching and learning process challenge the alignment. Hence, this paper aims to determine students' academic performances in the years 2022-2023 and 2023-2024, analyze the alignment of the curriculum, instruction, and assessment in Statistics and Probability, and propose recommendations to ensure the alignment of curriculum, instruction, and assessment. A document analysis of the teaching and learning tools was conducted to gain in-depth results. Descriptive statistics, such as frequency, percent, mean, and standard deviation, were employed to describe further the results. Results showed that the students’ average academic performance in Statistics and Probability for 2022-2023 was 86.80 and 87.46 for 2023-2024, both indicating a very satisfactory level. The teacher’s instructions in the six (6) contents of Statistics and Probability were aligned with the curriculum or the K to 12 Most Essential Learning Competencies. Assessment tools were aligned with the teacher’s instructions or strategies. The 21st-century skills commonly integrated among learners were critical thinking, information, media, and technology. As the teacher’s instructions indicated, students gained an average mastery level (57%). The most common cognitive domain used in the students’ assessments was remembering. Findings revealed that the teacher attained good proof of transfer, lesson outlines, and assessments or graded activities aligning curriculum, instruction, and assessment. The teacher obtained an excellent level of objectives. Overall, the teacher aligned the curriculum, instruction, and assessment well. Based on the document analysis, the alignment of teaching and learning resources to the curriculum was evident. This study proposed the following recommendations - implement assessment of standards-based curriculum, effective pedagogy, and achievable assessments, provide teacher support, strengthen evaluation of teaching and assessment, and contextualize assessments catering to the 21st-century skills of the learners.

Penggunaan Media Lidi Untuk Meningkatkan Keterampilan Siswa Pada Penjumlahan Bilangan Bulat di Kelas IV MI Hidayatus Syar’iyah Wolo Semester 1 Tahun Pelajaran 2018/2019

Using Stick Media to Improve Students' Skills in Adding Whole Numbers in Class IV MI HIDAYATUS SYAR'IYAH WOLO SEMESTER 1 ACADEMIC YEAR 2018/2019.One of the problems relating to the management of the teaching and learning process for mathematics subjects in SD/MI is the lack of knowledge for SD/MI teachers, as well as limited funds and facilities on how to create and use media/visual aids in mathematics learning. On the other hand, the importance of media/visual aids in mathematics learning has been recognized by all levels of education managers and educational experts.This research aims to overcome the problem of learning the addition of whole numbers in class IV MI HIDAYATUS SYAR'IYAH WOLO SEMESTER 1 ACADEMIC YEAR 2018/2019 using stick media. The model applied in this research uses the following steps: First, initial activities include: (a) Explanation of learning objectives, (b) Providing learning motivation, (c) Apperception; Second, the core activities, include: (a) Forming groups, (b) Providing stick media, (c) Brief explanation of how to use the tools, (d) Performance of work, (e) Playing speed fights. Third, Final Activities, include: (a) Discussion of results, (b) Checking skills through question and answer, (c) Evaluation, and (d) Providing follow-up in the form of homework. The learning objective in this research is that using stick media can improve students' skills in adding whole numbers.The approach used in this research is a qualitative approach with the type of classroom action research. The subjects of this research were 20 class IV students of MI HIDAYATUS SYAR'IYAH WOLO SEMESTER 1 OF THE 2018/2019 ACADEMIC YEAR. Data collection techniques regarding students' skills in using media for adding whole numbers are carried out through oral tests at the beginning of the lesson, observation, process evaluation when students demonstrate the media and written evaluation at the end of the lesson.We carried out this research through three stages of action, namely: using stick media in pairs, using colored stick media in pairs and using colored stick media individually. The results of this research show the following: First, the results of the process evaluation (during the implementation of learning) showed that students were very active at 15%, second, at 55%, and third, at 98.3%. Correct tool placement and correct use were 20%, 60%, and 90%. Use of the right tools and correct results was 20%, 50% and 91.5%. The results of the written evaluation of 10 questions via the test sheet, the average mastery of the material was 43.5%, 68.5% and 81.5%. Overall, the implementation of learning using stick media, starting from actions I, II, and III, shows an increase in both skills and understanding of research subjects regarding adding whole numbers.

Penerapan Model Pembelajaran Inquiry Lesson Untuk Meningkatkan Penguasaan Konsep Hukum Newton Pada Siswa Kelas VIII SMP Negeri 71 Maluku Tengah

This study uses the Inquiry Lesson learning model to determine the improvement of mastery of Newton's Law concept in 20 students at SMP Negeri 71 Central Maluku. This research is quantitative descriptive research with a pretest-posttest design. Analysis of the acquisition of learning outcomes based on the initial test score, which indicates the mastery of the initial concept, and the final test, which indicates the mastery of the final concept, as well as the improvement of learning outcomes using the average normalized gain (N-Gain). The initial test results showed that all students (100%) were in the failing qualification with the lowest score of 13.25, the highest score of 22.00, and the average mastery of the material of 13.47. This situation shows that all students need initial abilities related to Newton's law. After applying the Inquiry Lesson learning model, the impact students have completely mastered Newton's Law with an average final test score of 78.33, where the lowest score is 72.05 and the highest score is 97.05. Based on the analysis of the increase in concept mastery using N-Gain, the average increase is 0.81, included in the high category. The results of this study indicate that the Inquiry Lesson learning model can improve students' mastery of concepts, especially Newton's Law.

IMPROVING STUDENTS’ CONCENTRATION AND LEARNING OUTCOMES THROUGH PROJECT-BASED LEARNING ASSISTED BY GAMES AS THE METHOD

This paper is based on the students’ low concentration and learning outcomes. The purpose of the research is to increase the students’ concentration and learning outcomes through the project-based learning model assisted by the game method. The type of research is classroom action research. The research subjects were students at class 4A of SD Kanisius Demangan Baru 1. The research object was the improvement of students’ concentration and learning outcomes through the project-based learning model assisted by the game method. Data collection techniques were obtained through observation, interviews, and tests. The data analysis techniques used were quantitative and qualitative. The research results indicate that the percentage of students' learning concentration before applying the action was still in the low percentage (58.33%), after conducting the first cycle increased to the moderate category level (69.44%), and after conducting the second cycle increased to the excellent category (90.27). The average mastery level of students’ learning outcomes of students before applying the action was still in the low category (57.27). After conducting the first cycle, the student’s learning outcomes increased to the medium category (67.72), and after applying the second cycle increased to the high category (84.09). Thus, students’ learning concentration influences their learning outcomes. It is because if students can focus their attention so they can optimize their ability to respond to the lesson that they learned, so their learning outcomes also increase.

PENINGKATAN HASIL BELAJAR SISWA MELALUI MEDIA POP UP PADA MATERI IPA SIKLUS AIR DI KELAS V SEKOLAH DASAR

The background of this research is the low learning outcomes of students in class V water cycle science material in an elementary school in Bandung city which is still below the KKM average due to students' lack of understanding of the material being taught because the material is abstract. This study aims to describe the use of Pop Up media to increase student learning outcomes in class V water cycle science material at an elementary school in the city of Bandung in the 2022/2023 Academic Year. The research method used is collaborative classroom action research with 3 cycles. The research subjects were fifth grade students at an elementary school in the city of Bandung. Data collection was carried out through interviews, observation, and tests. The results showed that the use of Pop Up media in improving student learning outcomes in science material the water cycle was considered effective in the learning process of students actively observing and using Pop Up media to assist them in learning, there was an increase in student learning outcomes through Pop Up media as evidenced by the average mastery of classical learning in each cycle increased from cycle I to cycle II of 16.67%, there was an increase from 83.33% to 100% and strengthening was carried out in cycle III with the average acquisition of classical learning mastery reaching a KKM value of 100%. which indicates that all students are complete in learning. Therefore, Pop Up media can be used by teachers to improve student learning outcomes in the water cycle science material.

UTILIZATION OF FLIPPED CLASSROOM AS A LEARNING APPROACH IN DEVELOPING 21ST CENTURY SKILLS AMONG GRADE 8 STUDENTS

This research study focused on the students perception on the utilization of Flipped Classroom and the development of 21st century skills among Grade 8 students. The descriptive method of research was used to gather the necessary data and information on the level of students perception as to satisfaction, motivation, engagement, independent learning, self-efficacy, and involvement and the level of 21st century skills development in terms of critical thinking, problem-solving and collaboration skills. The purpose of this study is to examine if there will be a significant difference on the 21st century skills development before and after the utilization of Flipped Classroom. The developed questionnaire and the pre-test post-test were the main instruments used in gathering data. Gathered data were analyzed and interpreted using appropriate statistical procedures such as mean, Standard Deviation and T – test. The results revealed that students have a positive view of Flipped Classroom in terms of satisfaction, motivation, engagement, independent learning, self-efficacy, and involvement and is viewed as an effective approach to learning. In addition, it was also revealed that among the 21st century skills, students had a high level of mastery on collaboration skills, average mastery on critical thinking skills and below-average mastery on their problem-solving skills. Furthermore, the study indicated that there is a significant difference in the development of 21st century skills among students before and after the utilization of Flipped Classroom Learning Approach. Utilization of innovative teaching approaches such as Flipped Classroom can help students develop 21st century skills that will help them adapt and succeed in a world with rapidly changing technological advancement and globalization.

Rhetorical structure mastery of tertiary students’ speech: Challenges and possible solutions

Rhetorical structure in speaking is essential to guiding students through speaking and making public speeches. Thus, this research explores the students’ mastery of rhetorical structure in making a speech, their challenges, and potential solutions. A mixed method with an explanatory design was employed to achieve the objectives. The data were collected through a speaking test and interviews using instruments validated by peer researchers. The data were analysed quantitatively and qualitatively; while the quantitative data were analysed using a simple statistical analysis, the qualitative data were examined using several stages, namely data reduction, data display, and conclusion. The results show that the students’ average mastery of the rhetorical structure of speaking was not significantly high. Some students faced challenges such as language problems and problems with rhetorical structures. Language issues were articulated in grammar, anxiety, and the excessive use of fillers. The rhetorical structure became problematic because the students were unfamiliar with how to attract the audience when making a speech, they insufficiently used supported illustrations in their speech, and they rarely concluded their speech. The possible solutions to those challenges include training in public speaking and continual guidance from their lecturers. With the guidance of the lecturers, it is anticipated that the students will be able to implement the three components of speech to deliver more convincing speeches.

A Study of Anatomy Teachers' Perception and Acceptance of the Anatomage Table Technology and Digital Teaching Materials in the Training of Medical and Allied Health Students.

The Anatomage Table is a modern technology that is used to enhance the teaching of human anatomyand related basic medical sciences to medical and allied health students. Its use is gaining popularity. This study considered anatomy teachers' perception and acceptance of the Anatomage Table technology and digital teaching materials in the training of medical and allied health students in African countries. Validated questionnaires were used. Altogether, 79 respondents fully participated in the study, with all African regions being represented as follows: Ghana, Nigeria (West Africa), Ethiopia Kenya Rwanda (East Africa), Namibia, South Africa, Zambia (Southern Africa), Egypt (North Africa), and Sudan (Central Africa). Responses were obtained from the electronic Google form, organized on Excel spreadsheets, and analyzed using the SPSS statistical software version 23.0 (IBM Corp, Armonk, NY). In terms of proportion, 29.1% of respondents reported that they had some level of mastery in using the Anatomage Table; with 6.3% of all the participants reportedly having a high mastery of this technology, 12% and 6% reported that they had an average mastery and low mastery levels, respectively.Participants' rating of their level of agreement with whether the Anatomage Table is a useful EdTech showed that 54.4% of them strongly agreed while 27.8% just agreed. The majority considered the use of the Anatomage as a means of embracing the global culture of technology-in-medical sciences (87.3%). Most respondents would accept the technology as a complementary tool to support the existing traditional practices, especially cadaveric.

Tour guide level of understanding on geodiversity, biodiversity, and culture diversity - study at ciletuh pelabuhanratu global geopark

One of the competencies that guides must be mastered is communicating ideas and information about physical, social, and cultural conditions at tourist sites. The views and data that need to be shared in the geopark area are three elements, namely Geodiversity, Biodiversity, and Culture Diversity. Also, it must be able to communicate in an exciting and communicative language. This study wants to find out the level of understanding of guides on these three aspects. The research method used was a survey and thorough testing of research subjects, namely members of the Indonesian Tour Guides Association in Sukabumi Regency, especially those serving tourists in the Ciletuh Palabuhanratu Global Geopark. The results showed that the material’s average mastery was still lacking, and the distribution of the material under its control was uneven. Thus, it is considered necessary to increase competence, especially regarding the knowledge and understanding of the geopark’s three aspects.

PENGGUNAAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN MATERI SISTEM PERSAMAAN LINEAR DAN KUADRAT

A contextual approach is thought to be able to make students active in the learning process. Therefore, the researcher intends to carry out research using a contextual approach to the material on systems of linear and quadratic equations in class The aim of this research is to determine whether or not the contextual learning model can improve learning outcomes for students in class X Accounting 2 at SMK Negeri 1 Tasikmalaya for the 2022/2023 academic year. Classroom action research using descriptive research methods. The research subjects were 38 people in class X Accounting 2 of SMK Negeri 1 Tasikmalaya City. The research was carried out with 3 learning cycles. Data is collected by carrying out tests every cycle, daily tests, observations, and questionnaires. Based on the analysis of the collected data, it was concluded that using a contextual approach to the material on systems of linear and quadratic equations, the average aspect of understanding the problem was 93.65%, the aspect of planning the solution was 67.25%, the aspect of carrying out the solution was 87.69% and the aspect of checking the results 63.94 %. Learning with a contextual approach can improve students' abilities in solving problems in systems of linear and quadratic equations. This can be seen from the increase in average mastery of each cycle and daily test. From cycle I to cycle II it increased by 14.63% and from cycle II to cycle III it increased by 12.67%

Does an Android-Based Interactive Flipbook Affect the Student’s Science Concept Mastery?

This study aims to determine the effect of using android-based interactive flipbook media in increasing the mastery of science concepts for junior high school students. The research was conducted in one experimental class and one control class at SMP Negeri 2 Genteng, Banyuwangi. The instruments used were 10 multiple choice questions and 3 essay question with cognitive levels of C1 – C6. The method used is a Quasy Experiment with a pretest posttest control group design. The experimental class and control class were taken by simple random sampling. The data analysis technique used is the analysis of the independent sample T test with the help of SPSS application and the standard gain value using the gain equation. Sig value. (2-tailed) independent sample T test is 0.000, this indicates that there is a significant didfference between the average concept matery of student in the experimental class and control class. Gain value shows that the average mastery of the concepts of experimental class student has increased from before and after treatment of 0.66 with moderate criteria. The average concept mastery of control class students increased from before and after treatment by 0.24 with low criteria.

Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module

This study aimed to develop an interactive electronic module to support students’ conceptual comprehension in Science 8 and find out if there would be a significant difference in the performance of students after using the electronic module. The e-module was composed of three topics with three sub-lessons in Newton’s Laws of Motion. The participants were Grade 8 students and enrolled in the school year 2020-2021. Students from four different sections were divided into two groups: the controlled group (printed module) and the experimental group (e-module). The e-module was validated by nine experts for its content validation. Re-sults showed that the pretest scores of the students in both the controlled and experimental groups had a remark of average mastery. The post-test mean scores showed a large difference between the two groups as the students using printed modules remained at average mastery level while students taking the e-module were moving toward mastery. T-test results also found that the pretest scores of the students using both methods of instruction were statistically significantly different from their post-test scores. The e-modules group had improved and increased gain scores in their posttest compared to the printed modules group. Still, both modules, whether printed or e-modules, contribute to the increased performance of the students. Moreover, the developed interactive e-module using Kotobee Author software met the criteria set for evalua-ting its validity in terms of material worthiness, media feasibility, and language eligibility in supporting students' conceptual comprehension of Newton’s Laws of Motion. Overall, the value of the study was to search for the most effective ways of applying e-learning module in the learning process. Also, the study employed the effectiveness of using the e-module in the development of science teaching and by providing alternative ways to properly utilize the use of e-module in addressing and solving issues and problems in the teaching and learning process. The study would help improve the science curriculum with technology integration to be employed by teachers in the school environment.

丹戎布拉大学师范教育学院汉语教育专业 2017 届学生对 “程度副词 +有+名词” 句式的掌握分析

The phrase structure of “程度副词+有+名词”is frequently used as the means of oral and written communication in human’s daily life. Due to the structure specialty in terms of its meaning and usage, many students might have encountered different types of problems. Thus, the structure of “程度副词+ 有+名词” is often considered as the one of the most difficult structures in Chinese grammar. The aim of this research is to investigate students’ mastery on “ 程度副词+ 有+名词” as well as their difficulties in using this structure.The research participants were the batch 2017 students in Chinese Language Study Program of Tanjungpura University. In order to achieve the research purpose, the researcher used library method and testing method for data collection. The research findings found that students’ average mastery in using “程度副词+有+名词” structure was 61.5%. Meanwhile, the researcher also found students’ difficulties in using the structure. The first one was the difficulty in differentiating “程度副词+有+名词”and “程度副 词+形容词” structures. The second one was the difficulty in finding the appropriate noun for the structure.

Day-to-day variation in students' academic success: The role of self-regulation, working memory, and achievement goals.

Self-regulation was found to be positively associated with school performance. Interrelations between self-regulation, working memory (WM), and achievement goals, in particular mastery goals, have been established, as well as associations with academic outcomes. It stands to reason that self-regulation, WM, achievement goals, and academic success are related on a daily level. However, previous research rarely considered this level of analysis. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and general academic success. Data were obtained through ambulatory assessments in 90 students before (Study 1; Mage =9.83, SDage =0.50) and 108 students after their transition to secondary school (Study 2; Mage =10.12, SDage =0.45) across 20 school days. Students reported about daily achievement goals prior to school, self-regulation at school, and perceived academic success after school, as well as report card grades. Daily WM was assessed at school. Study 1 showed positive associations between daily mastery goals and self-regulation, but not with WM. Together, daily performance-approach goals and self-regulation, but not other goals or WM uniquely contributed to daily perceived academic success. Study 2 showed positive associations between daily mastery goals and self-regulation, but not with WM. Average daily mastery goals predicted daily WM. Together, daily mastery goals and self-regulation, but not WM, uniquely contributed to daily perceived academic success. In both studies, average levels of WM, but not achievement goals or self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing self-regulation processes at between- and within-person levels. RESEARCH HIGHLIGHTS: Analyses of intensive longitudinal data on daily self-regulation, working memory, and achievement goal orientations in the school context of 9- to 11-year-olds. In primary and secondary school, days with higher mastery goals and self-regulation are days with higher academic success. In primary and secondary school, days with higher mastery goals are days with higher self-regulation. In secondary school, students with higher average mastery goals show better daily WM performance. Average working memory performance predicts report card grades beyond the influence of prior grades and achievement goal orientations.

School head leadership qualities and school performance in the Pacific towns of Northern Samar

A correlational research design was employed to determine the relationship between the leadership qualities of school heads and the school performance in the 2019 National Achievement Test in the pacific towns of Northern Samar. The data were analyzed using frequency counts, percentage, mode, and Spearman rho correlation test at a .05 level of significance. Findings showed that the majority of the respondents are aged 30-34 years old, female, with at most ten years in the profession, hold a master's degree, have attended 11-20 seminars and conferences, and possess a very satisfactory level of leadership qualities in terms of challenging the people, inspiring people, enabling others to act, modeling the way, and encouraging people. Most schools in the pacific towns of Northern Samar scored average mastery in the national achievement test. However, no significant relationship was established between the leadership qualities of school heads and school performance on the national achievement test. Hence, local training workshops should be designed and conducted on the awareness of the leadership qualities of the school heads and teachers.