Average Test Scores Research Articles

Improving the Students’ Reading Comprehension by Using Magazine at the First Grade Students of SMPN 2 Lasusua

This research was aimed to improved of students’ comprehension in reading comprehension by using magazine. The subject of this research was 26 students of the first grade students of SMPN 2 Lasusua . The researcher applied classroom action research which has conducted into two cycles. The finding showed that the students’ reading comprehension indicated the significant increase from the average score of reading comprehension within the two cycles (cycle 1 and 2). In average score of test, the achievement score was 61.1 for cycle 1 and 83.3 for cycle 2. From these results, this research indicated that magazine can improve the students’ reading comprehension in teaching and learning process, particularly on the aspect of finding the main ideas

Improving the Speaking Ability at the Second Grade Students of SMKN 1 Watunohu Through Media Picture

This research was aimed to improved of students’ ability in speaking ability through media picture. The subject of this research was 25 students of the second grade students of SMKN 1 Watunohu . The researcher applied classroom action research which has conducted into two cycles. The finding showed that the students’ speaking ability indicated the significant increase from the average score of speaking ability within the two cycles (cycle 1 and 2). In average score of test, the achievement score was 55,4 for cycle 1 and 77,6 for cycle 2. From these results, this research indicated that media picture can improve the students’ speaking ability in teaching and learning process, particularly on the aspect of introducing someone, retell profill of the picture and explain someone based on the prifile of the picture.

Improving the Reading Comprehension Using Authentic Materials at the Second Grade Students of SMPN 2 Lasusua

This research was aimed to improved of students’ comprehension in reading comprehension by using authentic material. The subject of this research was 26 students of the first grade students of SMPN 2 Lasusua . The researcher applied classroom action research which has conducted into two cycles. The finding showed that the students’ reading comprehension indicated the significant increase from the average score of reading comprehension within the two cycles (cycle 1 and 2). In average score of test, the achievement score was 55.12 for cycle 1 and 71.20 for cycle 2. From these results, this research indicated that authentic material can improve the students’ reading comprehension in teaching and learning process, particularly on the aspect of finding the main ideas

Flashcard-Based Augmented Reality To Increase Students' Scientific Literacy

Augmented Reality (AR) is a type of learning media that combines virtual and real worlds in real-time. It can make it easier for students to visualize the phenomena. This research aimed to measure flashcard-based AR’s effectiveness based on scientific literature. This research used a quasi-experimental method using a post-test-only control group design, and the participants were 60 college students at Universitas PGRI Adi Buana Surabaya. Data in the research were collected through tests to determine students’ scientific literacy skills, including aspects of knowledge and competence in analyzing scientific phenomena, connecting physics concepts to existing phenomena, and interpreting data or scientific evidence and questionnaires. The data were analyzed by calculating the average test score according to scientific literature and the percentage of user satisfaction. Based on the research, using flashcard-based augmented reality could increase the students’ scientific literacy.
 Keywords: augmented reality; learning media; scientific literacy

The effectiveness of project-based learning on Emirati undergraduate students in a microbiology course

PurposeA composting project was introduced into an undergraduate microbiology course, to evaluate its efficacy against traditional lecturing for teaching environmental sustainability.Design/methodology/approachThe research project was a semester-long intervention. Three groups of students participated in the study: a group of 47 female undergraduate students were involved in a composting project, a group of 43 female students were exposed to a traditional lecture and a group of 34 students were the control group. A pretest and a posttest were used, along with poster presentations for the composting project students. In addition, a questionnaire was used to examine students' attitudes toward composting and their waste management practices.FindingsThe project and lecture groups showed significant increases in average test-scores, with the post-project increase (20.9 points) being higher than the post-lecture increase (12.3 points). The questionnaire revealed that nonorganic waste recycling was practiced irregularly, while food waste was reused as livestock feed by 38% of the students. Composting was not common, but 23% of the students in the project group started household composting during the project. The students who were most satisfied with the project outcomes were willing to spend higher prices for a composting box (p = 0.036), showing a high correlation between awareness raising and environmental sustainability practices.Social implicationsThe project-based learning approach had more impact than the traditional lecture in teaching environmental sustainability to the students. The project succeeded in improving students' composting knowledge and increased their interest in continuing the composting practices at home.Originality/valueThe study is the first attempt to measure the direct impact of composting education on Emirati students' knowledge of, and interest in environmental sustainable practices, vis-à-vis composting.

Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative

We apply a difference-in-difference design to measure the causal effect of a teacher obtaining an endorsement in Sheltered English Immersion under Massachusetts’s Rethinking Equity in the Teaching of English Language Learners initiative on student’s learning outcomes. More than 35,000 in-service public school teachers completed the semester-long course. We find no effect on English learners’ (ELs) average test scores, but modest positive spillovers for students with disabilities and other non-EL students. Training benefited teachers recently hired by their district but had no effect on longer serving teachers.

Analisis Kemampuan Multirepresentasi Siswa dalam Menyelesaikan Soal Pesawat Sederhana Ditinjau dari Aspek Adversity Quotient

Multi-representation ability is one of the important skills to be developed. One of them is because it can play a role in helping students master the material being taught. In science subjects, one of the materials that uses quite diverse forms of representation is simple planes. This shows that there is a possibility that students' multi-representation abilities will affect students' understanding of the material. In addition, another factor that can influence is the adversity quotient of students. Therefore, this research was conducted to determine the students' multi-representation ability on simple plane material in terms of Adversity Quotient Aspects. The research method used is a mixed method with a sequential explanatory design. The subjects of this study were students of class VIII G UPTD SMP Negeri 2 Bangkalan with a total of 30 students. The research instrument used was a multi-representation ability test and interview guidelines. The results of this study are the high category of multi-representation abilities consisting of 4 students, the medium category consisting of 22 students, and the low category consisting of 4 students with an average test score of 58.33. The results of the interview show that students' multi-representation abilities and understanding of simple plane materials support and influence each other. Students with multi-representation abilities and good understanding of the material can easily understand the questions given and can also give correct answers, thus obtaining high test scores. owever, the adversity quotient is not always directly proportional to student test results.

EFEKTIVITAS PEMBELAJARAN MATEMATIKA MELALUI PENERAPAN MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION PADA SISWA KELAS VII SMP MUHAMMADIYAH 5 MAKASSAR

This type of research is a pre-experimental research involving one class as an experimental class with the aim of knowing the effectiveness of mathematics learning through the application of the Cooperative model of Integrated Reading And Composition (CIRC) in class VII SMP Muhammadiyah 5 Makaasar. This study refers to the effectiveness criteria of learning, namely (1) Student mathematics learning outcomes with the application of the Cooperative model of Integrated Reading And Composition (CIRC). (2) Mathematical learning activities of students with the application of the Cooperative model of Integrated Reading And Composition (CIRC) model and (3) Students' responses to the application of the Cooperative model of Integrated Reading And Composition (CIRC). The research design is One-Group Pretest-Posttest design. The experimental sample was students of class VII.A SMP Muhammadiyah 5 Makassar. Data collection techniques used were test results of learning, observation sheets of student activities, observation of teacher activities and student questionnaire responses. Data analysis techniques used are descriptive analysis and inferential using the t-test. The results of the study indicate that after going through the application of the cooperative model of integrated reading and composition (CIRC) descriptive analysis results show that: (1) The average score of the initial test (pretest) the results of students mathematics learning was 28,84 with a standard deviation of 12,46 and the average score of the final test (postest) was 82,04 with a standard deviation of 5,704. From these results showed that 23 students have achieved mastery of the individual and this means that the mastery of the classical has been reached. (2) The average percentage of students achieving the expected frequenci of activity effectively, ie 80,50. (3) Questionnaire student responses indicate that students response to the cooperative model of integrated reading and composition (CIRC) which is 85,2 %. (4) The ability of teachers to manage learning mathematics through of the cooperative model of integrated reading and composition (CIRC) are in the very good category ie 3,58 %. Inferential analysis results indicate that the data pretest and postest has met normality test with p = 0,05. The results of testing the hypothesis by using t-test one sample test with previously made Normalized gain on the data pretest and postest data is obtained P = 0,000 = 0,05. So that rejected and be accepted. From the results of the above research, it can be concluded that mathematics learning through the application of the of the cooperative model of integrated reading and composition (CIRC) is effectively applied to class VII students. SMP Muhammadiyah 5 Makassar.

Born this way: the effect of an unexpected child benefit at birth on longer-term educational outcomes

Aiming to boost fertility rates, in 2007 the Spanish government implemented a universal €2500 baby bonus paid to mothers giving birth or adopting a child, leading to a short-lived increase in births. In this study, I measure the causal impact that the transfer had on the language and mathematical competencies of the children of eligible mothers at the end of primary school in the Catalonia region. I do so by taking advantage of how the policy was announced, leading to a sharp regression discontinuity design and a difference-in-discontinuities specification. The subsidy did not improve student achievement at age 12, since in the preferred diff-in-disc specification using the pooled sample of schools we can rule out grade improvements greater than 0.1 standard deviation units with 95% confidence. While some effects in the subsample of boys in disadvantaged schools are large in magnitude, of roughly 0.2–0.41 standard deviation units representing a 4–11% improvement from the average test score, they do not reach statistical significance and are likely caused by the high variability in test scores both before and after the policy implementation rather than by the subsidy itself, as suggested by robustness tests.

A Blueprint for Genetic Determinism

A Blueprint for Genetic Determinism

Penggunaan Missouri Mathematics Project (MMP) dalam Meningkatkan Keaktifan dan Hasil Belajar Siswa MAN 1 Jombang

This study aims to increase student activity and learning outcomes by using the Missouri Mathematics Project (MMP) learning model on trigonometry equations. This research is a Classroom Action Research conducted in 3 cycles at MAN 1 Jombang. The subjects of this study were 36 students of class XI MIPA 6. The research instruments included observation sheets and achievement tests. Analysis of student activity is carried out using the percentage formula while learning outcomes are carried out by calculating the average test score. The results showed that the percentage of student activity increased in each cycle, namely 61.81%, 73.61%, and 84.72%. The average student learning outcomes have increased in each cycle, namely 67.08, 73.19, and 85.28. The percentage of students who passed experienced an increase in each cycle, namely 50.00%, 66.67%, and 83.33%. It can be concluded that the use of the Missouri Mathematics Project learning model can increase student activity and learning outcomes in trigonometric equations.

Effects of Core Stability Training on Functional Movement Patterns in Tennis Players.

The aim of this study was to assess the effects of a six-week core stability training program on the fundamental movement pattern assessed using the Functional Movement Screen Test in tennis players. The study group consisted of 160 subjects (74 women, 86 men) with a mean age of 20.26 ± 1.55. The Functional Movement Screen Test (FMS™), as well as the core stability tests including the lateral trunk muscles endurance test (the side bridge test), the abdominal muscles endurance test and the trunk extensors muscle endurance test—were used to evaluate the effects of core stability training. Statistical analysis revealed significant differences in the FMS test scores before and after introducing a core stability exercise program. Initially, the average total score of the FMS test in female tennis players was 14.58 ± 2.91, and after core stability training it was 17.20 ± 1.68 (p < 0.001). In the male group, the total FMS test score was 14.44 ± 2.76 before and 16.91 ± 1.36 after (p < 0.001) in the final assessment. Additionally, statistically significant differences were observed in the core stability test scores before and after introducing a stabilisation training program. The results of the study showed that specific core strengthening exercises could improve the FMS test scores in adult tennis players. This may also have an influence on reducing injury risk in this group, although further studies would be required to test this.

Penerapan STEAM Project Based Learning “Taman Mini Imun Booster Digital Berbasis QR Code Berbantuan 4DFrame”

The aim of this study was to improve the learning outcomes students in the material of Cubes and Blocks by implementing the STEAM Project Based Learning "Mini Immune Booster Digital Park Based on QR Code assisted 4DFrame". This Classroom Action Research (CAR) which consists of two cycles with four meetings each, was carried out in the first semester of August 2021. The subjects of this research were class VIII 8 students consisting of 5 female students and 11 female students. The data collection technique used sheets observations, project assignments, learning achievement tests, questionnaires, interviews and photos. From the results of the questionnaire, students' attitudes towards Cube and Block learning by implementing STEAM Project Based Learning assisted 4D frame are mostly good and very good. Knowledge learning outcomes have also increased. The average score of the pre-action learning outcomes test was 69.06 with achievement B study 68.75%. In cycle 1 learning achievement increased to 75% with an average learning achievement test of 75.31 and in cycle 2 learning achievement increased again to 87.5% with an average learning achievement of 81.25. In skills competency, the average project outcome increased to 78.50 in cycle one and increased again to 87.50 in cycle two.

Impacts of residential indoor air quality and environmental risk factors on adult asthma-related health outcomes in Chicago, IL.

Residential environments are known to contribute to asthma. To examine the joint impacts of exposures to residential indoor and outdoor air pollutants and housing risk factors on adult asthma-related health outcomes. We analyzed >1-year of data from 53 participants from 41 homes in the pre-intervention period of the Breathe Easy Project prior to ventilation and filtration retrofits. Health outcomes included surveys of asthma control, health-related quality of life, stress, and healthcare utilizations. Environmental assessments included quarterly measurements of indoor and outdoor pollutants (e.g., HCHO, CO, CO2, NO2, O3, and PM), home walk-throughs, and surveys of environmental risk factors. Indoor pollutant concentrations were also matched with surveys of time spent at home to estimate indoor pollutant exposures. Cross-sectional analyses using mixed-effects models indicated that lower annual average asthma control test (ACT) scores were associated (p < 0.05) with higher indoor NO2 (concentration/exposure: β = -2.42/-1.57), indoor temperature (β = -1.03 to -0.94), and mold/dampness (β = -3.09 to -2.41). In longitudinal analysis, lower ACT scores were also associated (p < 0.05) with higher indoor NO2 concentrations (β = -0.29), PM1 (concentration/exposure: β = -0.12/-0.24), PM2.5 (concentration/exposure: β = -0.12/-0.26), and PM10 (concentration/exposure: β = 10.14/-0.28). Emergency department visits were associated with poorer asthma control [incidence rate ratio (IRR) = 0.84; p < 0.001], physical health (IRR = 0.95; p < 0.05), mental health (IRR = 0.95; p < 0.05), higher I/O NO2 ratios (IRR = 1.30; p < 0.05), and higher indoor temperatures (IRR = 1.41; p < 0.05). Findings suggest that residential risk factors, including indoor air pollution (especially NO2 and particulate matter), higher indoor temperature, and mold/dampness, may contribute to poorer asthma control. This study highlights the importance of residential indoor air quality and environmental risk factors for asthma control, health-related quality of life, and emergency department visits for asthma. Two timescales of mixed models suggest that exposure to indoor NO2 and particulate matter, higher indoor temperature, and mold/dampness was associated with poorer asthma control. Additionally, emergency department visits were associated with poorer asthma control and health-related quality of life, as well as higher I/O NO2 ratios and indoor temperatures. These findings deepen our understanding of the interrelationships between housing, air quality, and health, and have important implications for programs and policy.

Upaya Meningkatkan Hasil Belajar Muatan Bahasa Indonesia pada Tema Benda di Sekitarku Melalui Model Pembelajaran Course Review Horay di Kelas III SD Negeri 94/X Lagan Ulu Tahun Pelajaran 2022/2023

The main problem in this study is the low learning outcomes of students which is indicated by the average daily test scores below the KKM that has been set. The purpose of this study was to obtain information and discuss efforts to improve learning outcomes in Indonesian content on the theme of things around me through the course review horay learning model in Class III SD Negeri 94/X Lagan Ulu in the 2022/2023 academic year. This type of research is Classroom Action Research. This research was conducted at SD Negeri 94/X Lagan Ulu. The subjects referred to in this study were students in Class III of SD Negeri 94/X Lagan Ulu, a total of 10 students in semester I (odd) in the 2022/2023 school year. The data collection techniques used in this study were field note techniques, student worksheets, observations, and documentary evidence. The technique used in analyzing the collected data is descriptive quantitative with percentage calculations and data is reduced through data reduction and inference from the results of the analysis. The conclusion from this study is that learning by applying the course review horay cooperative learning model has a positive impact on improving the learning outcomes of students in Class III SD Negeri 94/X Lagan Ulu for the 2022/2023 academic year in Indonesian content through the act of giving rewards

Effectiveness of a junior-led near-peer simulated patient teaching programme on knowledge retention and provision of junior doctor teaching opportunities

Transition from medical student to foundation doctor can be a daunting process. There is growing interest for research into ‘how prepared medical graduates are for practice’, with a systematic review showing graduates feel unprepared for prescribing, clinical reasoning/diagnosis, and emergency management [1]. Following reports by medical students describing the benefits from simulation programmes for preparation to practice [2], a group of doctors established a junior-led near-peer simulated patient teaching programme at a district general teaching hospital to supplement the medical education programme. With qualitative evaluation demonstrating positive reception from teachers and students, this study aimed to quantitatively evaluate the effectiveness of the programme on improving the knowledge of medical students/junior doctors and providing junior doctors with opportunities to gain teaching experience. Nine simulation teaching sessions were run between 7/1/22 – 31/3/22, with a total of 22 medical students and 17 Near-Peer Teachers (NPTs) [3] involved. Knowledge tests were completed by medical students and NPTs before and after each simulation session, as well as feedback forms enquiring about confidence in managing different cases (choosing from the options of: very confident; confident; mildly anxious; anxious). NPTs were also asked to report on their confidence in teaching cases and whether they wanted feedback by a supervising clinician in the form of ‘Developing the Clinical Teacher’ assessment; a mandatory task for foundation year trainees. The difference in examination scores and confidence rankings before and after the sessions were calculated for students and teachers, allowing for quantification of improvement following simulation sessions. Medical students demonstrated an average improvement in test score of 13% from a simulation teaching session, whilst NPTs had an average test score increase of 5%. 86% of students reported an improvement in confidence of managing cases related to their scenarios after the teaching session. 75% of NPTs reported an improvement in confidence of both managing and teaching scenarios. Almost half (46%) of foundation year doctors completed mandatory ‘Developing the Clinical Teacher’ assessment through this initiative. A junior-led simulated patient teaching programme improves both medical student and NPT knowledge of managing clinical on-call scenarios. This programme also contributed to foundation year trainees achieving the mandatory teaching assessments. Such programmes benefit both students and teachers demonstrating the potential for junior-led programmes to supplement student teaching and doctor training programmes. 1. Monrouxe L, Grundy L, Mann M, John Z, Panagoulas E, Bullock A, Mattick K. How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014. BMJ Open. 2017;7(1):e013656. 2. Manalayil J, Muston A, Ball A, Chevalier D. 1HR ON-CALL – Using Simulated ON-CALL to Underpin Experiential Learning in Final Year Medical Students. Journal of European CME. 2020;9(1):1832749. 3. Aba Alkhail B. Near-peer-assisted learning (NPAL) in undergraduate medical students and their perception of having medical interns as their near peer teacher. Medical Teacher. 2015;37(sup1):S33-S39.

Impact of High School Quality on Academic Performance Throughout Medical School.

Numerous studies currently evaluate medical school success and performance using college Grade Point Average (GPA) and Medical College Admissions Test (MCAT) scores. These studies demonstrate that students who score low on the MCAT will continually perform worse than their peers on medical school exams and board exams. We investigated where a student attended high school and how that factor can affect medical school performance because most studies evaluated performance based on college attendance. Our retrospective study evaluated 184 students at Kirk Kerkorian School of Medicine (KSOM) and showed higher-quality high schools, in comparison to lower-quality high schools, affected medical school performance. We categorized two groups for high school quality based on the U.S. News scorecard for programs within Nevada: those students with a high school reading proficiency (HSRP) >50% and those with an HSRP <50%. These two groups were then standardized based on percentile within the school and averaged using HSRP, MCAT, pre-clinical, step 1, clinical, and step 2 scores. A line chart was graphed to demonstrate the difference between the two groups. As might be expected, our results showed significantly higher MCAT scores from students who attended high-quality versus low-quality high schools. Our results also showed that although students from low-quality high schools performed worse for the first part of medical school, by step 2, students will score similarly in both groups. Students who performed poorly on the MCAT and attended lower-quality high schools will score as competitively as their peers by step 2.

Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District

One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the lowest-performing schools. To estimate program effects on reading, we used matched comparison schools in two research designs. One was a comparative interrupted time-series design, which compared school-level test score averages for treatment and comparison schools before and after program implementation. The other analyzed student-level test scores in these schools before and after the program. Both yielded positive estimates of program effects, significant at the p &lt; .10 and p &lt; .05 levels.

College competitiveness and medical school exam performance

BackgroundIn medical school, students are tested through periodic USMLE Step 1 and 2 examinations before obtaining a medical license. Traditional predictors of medical school performance include MCAT scores, undergraduate grades, and undergraduate institutional selectivity. Prior studies indicate that admissions committees might unfairly discriminate against applicants who graduated from less competitive universities. However, there is limited literature to determine whether those who attended competitive colleges perform better on USMLE Step 1 and 2 examinations.ObjectiveThe purpose of our study is to determine if students who attended competitive undergraduate colleges outperform those who did not on medical school benchmarks.MethodsWe defined a Competitive College as having greater than 10% of its student body scoring 1400 or higher (on a 1600 scale) on the SAT. If this criteria was not met, colleges would be categorized as Non-Competitive. Descriptive statistics and unpaired t-tests were calculated to analyze average test scores on the MCAT, Phase 1 NBME, USMLE Step 1, Phase 2 NBME, and USMLE Step 2.ResultsOur findings suggest there are no statistically significant differences between students who do or do not attend competitive undergraduate colleges on these medical school benchmark examinations following the MCAT.ConclusionAdmissions committees should use this data to aid in their student selection as our research indicates that institutional selectivity accurately predicts MCAT scores, but not performance on standardized medical school examinations once admitted.

Using Audiovisual Media to Improve Student Writing Skills at SMP Negeri 4 Ambon

Writing includes the ability to express students' opinions or be taught clearly and effectively in written form. Using audiovisual media can improve students writing skills. The purpose of this study is to find out the process and results of improving writing skills by using audiovisual media. The method used Class Action Research (CAR) with a qualitative approach. In collecting the data using observation and documentation. To analyze the success rate or percentage of student success after the teaching and learning process each cycle is done by providing the same evaluation in the form of written test questions at the end of each cycle. After the data is collected, data analysis is calculated using simple statistics that are to assess formative tests and learning completion. The result of the reduction of the data is presented in the form of a data display and then last concluded. The research procedures are planning, implementation, observation, and reflection. The results have shown the average student learning outcome was 72.33% and the number of students who had completed there was 25 children was 83.33%, and the unfinished 5 children (16.67%). This research was said to be successful if the average test score of students writing above KKM scores, which is 70, and students who score above KKM is at least 80%. At the end of Cycle 2 obtained data: the average student learning outcome was 72.33% and the number of students who had completed there was 25 children was 83.33%, and the unfinished 5 children (16.67%). So, based on data on cycle 2 of Class Action Research is said to have been successful. The findings showed that using audiovisual media could better give a positive effect on the motivation and attention of less active students. The result of this study is that audiovisual media in the form of animated videos can improve students' writing skills in English. Learning by using audiovisual media in the form of animated videos will awaken the spirit of student learning amid the saturation of online learning.