Anxiety and Academic Performance based on the school average, in Students of the Faculty of Psychology and Human Communication Therapy (FPYTCH) of the Juárez University of the State of Durango

In undergraduate students, it is not uncommon to hear that they have symptoms of anxiety, due to the workload they have. Objectives: Identify the presence of anxiety in FPyTCH students, Indicate if academic performance is affected with respect to anxiety in FPyTCH students. Methodology: This research was non-experimental, exploratory, observational, by survey, cross-sectional and descriptive, since no experimental maneuver was performed, in a non-probabilistic sample obtained by accident and convenience, after signing the informed consent. Procedure: 104 students participated corresponding to the semesters of 1st, 2nd, 3rd, 4th and 5th, to who were administered the Beck anxiety questionnaire. For statistical processing, spss version 20.0 software was used. Contribution: .906 CRONBACH. The results obtained show that 28.8% of the students present severe anxiety and 13.5% do not have anxiety, as well as the minimum grade average found is 6.9 and the maximum is 9.7, however, said grade average is not found. influenced by the presence or not of anxiety.

A STUDY ON THE EFFECT OF EMOTIONAL INTELLIGENCE DIMENSIONS ON THE ACADEMIC ACHIEVEMENT OF UNDERGRADUATES

The objective of this research was to reveal the effect of the five emotional intelligence dimensions such as a self-awareness, emotional management, self-motivation, emphaty, and interpersonal skills on the academic achievement of undergraduates. This study employed a quantitative approach with survey method. The respondent of this study was undergraduates of Computer College of Bina Patria, central java, Indonesia. The method of data collection was questioannaire. This research revealed that emotional management, self-motivation and interpersonal relationship gave a significant influence on grade average point of the students (Sig. <0.05). Meanwhile, self of awareness and emphaty did not give a significant influence on the grade average points of the students (Sig.>0.05). Then, emotional management gave the biggest influence on the grade average points of the students with standardized coefficients 0.361, and sig. 0.001<0.05. The findings of the research imply practically that the students undergraduates should build and improve continuously the dimensions of emotional intelligence to increase their academic achievement. Meanwhile, from theoretically point of view this finding can be used to construct the paradigm of academic achievement that the three dimensions of emotional intelligence-emotional intelligence, self motivation and interpersonal relationship can be considered as factors which influence the academic achievement of students undergraduates.

Assessment of Soft Skills that Foster Practical Skills in Accounting Course

Accounting subjects in a matriculation college focused on knowledge and practical skills, with less attention to the elements of soft skills. Hence, the purpose of this study was to assess the level of soft skills among accounting students attending Perlis Matriculation College. A total of 250 students in the first semester, comprising 80 male and 170 female students took part in the study, which was based on assessments using individual and group assignments. Students used the Mr. Accounting software for individual assignments and case studies during group assignments. The study was carried out throughout a semester, which was 16 weeks. A soft skills assessment tool was adapted from the Integrated Cumulative Grade Average Grade (iCGPA), which was used by lecturers in the college to assess the competencies of the students. The soft skills were evaluated through observations during the assignments by the lecturers using the soft skills rubrics, which had 38 items that represented six learning outcomes based on the Malaysian Qualifications Framework. The data collected were analysed descriptively. The findings showed that the overall elements of the learning outcomes had a high mean score, which suggested that students practised these sets of soft skills in the learning process. The domain with the highest score was on social responsibilities, while critical thinking and problem-solving skills.

Analysis Of The Chemistry Book For The Third Grade Medium On The Skills Of The 21st Century

: The current study aims to analyze the content of the chemistry book for the third middle grade according to the skills of the 21st century for the academic year (2020-2021). To achieve this goal, a list of 21st century skills to be included in the chemistry book for the third grade was built after a series of literature, research and previous studies, as the 21st century skills tool was built with its main and sub-skills in its initial form consisted of (68) indicators distributed in three main groups and presented the list to a group of specialists in the field of curriculum and teaching methods, Thus the tool was formed in its final form of (59) sub-issue, and then analyzed the content of the chemistry book for the third grade intermediate in light of the tool skills of the 21st century and the analysis included three books in the reality (111) pages and adopted the explicit and implicit idea of a unit for recording and repetition, and the researcher found the sincerity of the analysis by presenting a random sample of analysis to a group of arbitrators and they agreed on the validity of the analysis Using the Holiste equation, stability was calculated in agreement with external analysts and with the researcher herself, and one of the most important findings of the researcher was that the chemistry book for the third grade average dissonance obtained a percentage (43.76%) By (658) repetitions In the light of the results of the research, the researcher came up with a number of recommendations, including:-: 1 -Attention to the principle of integration between the topics of books and include them what is modern. 2 -Training teachers in educational and educational practices that lead to the development of all skills and development among learners by employing educational experiences and attitudes to apply research and exploration behavior using the skills of the 21st century. 3 -The need to conduct educational courses and workshops for teachers to increase their awareness of the importance of 21st-century skills. . The researcher suggested completing this study several proposals, including:- 1-Study sing the level of awareness of 21st-century skills among teachers, supervisors, and school principals. 2-Study on the obstacles of developing the skills of the 21st century and developing proposed solutions.

Do local curriculum scores correlate with national residency test results? A pluriannual, nationwide survey of Italian Medical Universities

In Italy, in order to match medical doctors to specialty residencies, the Minister of Education organizes a national MCQ composed of 140 items. Curriculum grants additional points based on the candidates’ grade average and graduation mark. Both national and international policies assume that curriculum scores can be evaluated in absolute terms, irrespective of the course attended by the candidate or its university of graduation. A fair inquiry over current criteria of selection is not available at the present day. Hence, this study aimed at investigating the degree of association between results in the Italian national residency test and the score given for each candidate’s curriculum. We calculated Spearman’s correlation coefficients between the score obtained at the 2019 test and curriculum scores. A moderate/high degree of correlation (rho=0.600) was reached. Considering single Universities, Spearman’s rho ranged from 0.447 to 0.788. We thus measured a modest but non negligible between-University variability. As differences between test and curriculum scores across institutions may determine the admission or not to the residency for many candidates, the authors call for a broader attention on the topic.

Intermediate Students’ Arabic Writing Ability: An Exploratory Study in Saudi Arabia

This research investigates students&rsquo; ability in writing skill in the intermediate stage during the academic year 2018/2019. The research followed the analytical descriptive approach in which a test was given to a sample of (300) students in the middle stage in Arar city in Saudi Arabia. The results showed there were no statistically significant differences in students&rsquo; ability level in writing skills according to gender variable. The results revealed that there were statistically significant differences in the students&rsquo; ability level in writing skills according to the grade variable in favor of the third-grade average. The researchers recommended the need to increase the Arabic language teachers&rsquo; awareness of the importance to develop some writing skills such as writing Hamza (a glottal stop) and writing Nunation.

Implementation of Think Pair Share (TPS) Cooperative Learning Model to Improve Mathematical Connection Ability

This article aims to describe the application of Think Pair Share (TPS) cooperative learning models to improve students 'mathematical connection abilities on derivative material. The mathematical connection indicators in this study are (1) the ability of mathematical connections between mathematical topics, (2) the ability of mathematical connections with other subjects, (3) the ability of mathematical connections with problems in daily life. This research is a class action research (CAR) conducted in class XI-G4 SMA Negeri 5 Malang in two cycles. The first cycle was carried out in five meetings, four meetings for the implementation of learning and one meeting for the final test of the first cycle. Whereas in the second cycle held in five meetings, namely four meetings for the implementation of learning and one meeting for the final test of the second cycle. The results of the research showed that an increase in students' mathematical connections from cycle I to cycle II was indicated by an increase in the grade average and the percentage of completeness in class learning. The classical average in cycle I was 82.79 and increased by 8.56 to 91.35 in cycle II, and the percentage of completeness in cycle I was 70.59% from 34 students and increased by 11.76% to 82.35% of 34 students in the second cycle.

IMPLEMENTASI VARIASI METODE KUMON PADA KOMPETENSI DASAR GAYA ANTAR MOLEKUL UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA KELAS XI IPA-1 SMA NEGERI 1 SIBOLGA

Abstrak: Tujuan Penelitian ini untuk mengetahui peningkatan hasil belajar siswa melalui variasi Metode Kumon pada mata pelajaran kimia materi Gaya Antar Molekul di kelas XI IPA-1 SMA Negeri 1 Sibolga . Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas. Pendekatan dalam penelitian ini adalah pendekatan kualitatif yang terdiri dari dua siklus. Subjek dalam peneltian ini adalah siswa di kelas XI IPA-1 yang berjumlah 41 orang. Hasil penelitian dengan menggunakan variasi metode Kumon pada mata pelajaran kimia materi Gaya Antar Molekul di kelas XI IPA-1 menunjukkan adanya peningkatan hasil belajar siswa. Dari hasil pre-test diperoleh ketuntasan belajar 41,46% dengan nilai rata-rata kelas 53,41. Setelah dilaksanakan Siklus I diperoleh ketuntasan belajar sebesar 63,42% dengan nilai rata-rata kelas 69,02 serta kompetensi guru dalam mengajar sebesar 71,66% (cukup kompeten). Pada Siklus II Ketuntasan belajar meningkat menjadi 90,24% dengan nilai rata-rata kelas 82,20 serta kompetensi guru dalam mengajar sebesar 81,66% (kompeten). Peningkatan hasil belajar dari keadaan awal (pre-test) ke siklus I sebesar 21,96% dan dari siklus I ke siklus II sebesar 26,82%. Kata Kunci: variasi metode kumon, kompetensi dasar gaya antar molekul Abstract: The purpose of this study is to know the improvement of students' learning outcomes through variations of the Kumon Method on chemistry subjects of Inter-Molecular Style in grade XI IPA-1 SMA Negeri 1 Sibolga . The type of research used is Classroom Action Research. The approach in this study is a qualitative approach consisting of two cycles. Subjects in this study are students in class XI IPA-1, amounting to 41 people. The result of the research using variation of Kumon method on chemistry subjects of Inter-Molecular Style in class XI IPA-1 shows an increase in student learning outcomes. From the pre-test results obtained mastery learning 41.46% with grade average grade 53.41. After implemented Cycle I, the learning achievement is 63,42% with the average grade 69,02 and the competence of teacher in teaching equal to 71,66% (enough competent). In the second cycle of learning completeness increased to 90.24% with an average grade of 82.20 and teacher competence in teaching of 81.66% (competent). The increase of learning outcomes from pre-test to cycle I was 21.96% and from cycle I to cycle II was 26.82%. Keywords: variation of kumon method, basic competence of force between molecules

Comparison of High-Achieving Sixth Grade Students’ Performances on Written Computation, Symbolic Representation, and Pictorial Representation Tests

The present study was conducted to compare the performances of high-achieving sixth grade students on written computation, symbolic representation, and pictorial representation tests. The study enrolled 107 sixth-grade students in three schools. Data were analyzed by using the Kruskal Wallis and Mann Whitney-U Tests and interviews were conducted with six students. The Mann Whitney U test was utilized to explore the groups that were favored by the difference. Student performances were lower particularly in the pictorial representation test than the other two. It is interesting that the students with mathematics grade average points of 4 and 5 at the end of the first academic term failed to show the same success that they showed in the written computation test in the two other tests as well. Therefore, it can be said that the teachers evaluate the students who are good at doing operations as successful in mathematics.