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Academic literature on the topic 'Test Scores- MA'
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Journal articles on the topic "Test Scores- MA"
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Karp, Stephen A., David E. Silber, Robert W. Holmstrom, and Heather Kellert. "Prediction of MMPI Clinical Scores from the Apperceptive Personality Test." Perceptual and Motor Skills 74, no. 3 (1992): 779–86. http://dx.doi.org/10.2466/pms.1992.74.3.779.
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Eight independent scores from a new objective/projective personality test, the Apperceptive Personality Test (APT), were validated against eight clinical scores of the Minnesota Multiphasic Personality Inventory (MMPI). In parallel studies of 150 male and 150 female college volunteers given both tests, weighted combinations of the 8 APT measures significantly predicted MMPI raw scores in 15 of 16 analyses ( Ma scores could not be predicted for men). Of 84 predicted zero-order correlations between APT and MMPI measures, 50 (60%) were confirmed, 74% for women and 45% for men; however, the vast majority of these correlations were below .30.
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Hidayati, Yunita. "THE EFFECT OF STORYTELLING TOWARDS STUDENTS' SPEAKING SKILL AT X GRADE STUDENTS OF MA NURUL HARAMAIN BOARDING SCHOOL." Journal of Languages and Language Teaching 7, no. 2 (2019): 132. http://dx.doi.org/10.33394/jollt.v7i2.1961.
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This study was aimed to investigate whether or not the use of storytelling has positive effect towards the students' speaking skills at the tenth-grade students of MA Nurul Haramain. The form of this research was pre-experimental study with comparing the scores in pre-test and post-test. The population of this research is the tenth-grade students of MA Nurul Haramain Narmada, with the sample is class X B that consists of 21 students. The research findings show that the mean score of the pre-test is 59.05 and the mean score of post-test is 78.48. It shows that storytelling has a significant impact towards the students' speaking skill. The result of sig. 2-tailed (0.00) is lower than sig. level (0.05), also the result of the t-test is higher than t-table, the value is 4.1 >1.6 it means that the alternative hypothesis (Ha) is accepted. It can be concluded that there is a highly significant effect of storytelling technique towards students' speaking skill on the tenth-grade students of MA Nurul Haramain.
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Sepranalita, Yante, and Yasnur Asri. "KONTRIBUSI KETERAMPILAN MEMBACA PEMAHAMAN TEKS ANEKDOT TERHADAP KETERAMPILAN MENULIS TEKS ANEKDOT SISWA KELAS XI MA NEGERI 3 PADANG." Pendidikan Bahasa Indonesia 8, no. 3 (2020): 489. http://dx.doi.org/10.24036/108238-019883.
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ABSTRACT The purpose of this research is three. First, describing the reading skills of anecdotal text students XI MA Negeri 3 Padang. Secondly, it describes the writing skills of anecdotal text students XI MA Negeri 3 Padang. Third, describing the contribution of reading skills of anecdotal text to the writing skills of anecdotal text students XI MA Negeri 3 Padang. This type of research is quantitative by a descriptive method. The design used in this study is design contributions. The population of this study is the XI MA Negeri 3 class students enrolled in the 2018/2019 school year, with 250 students. The samples in this study were determined by simple random sampling 25% of the population, which is 61 students. This research Data in the form of scores of test skills reads the understanding of anecdotal text and scores test results of anecdotal text. The Data is obtained through two types of tests i.e. objective tests to measure the reading skills of anecdotal text and test performance to measure anecdotal text writing skills. The results of this study were three. First, the reading skills of understanding anecdotal text students XI MA Negeri 3 Padang are in good qualification (B) with an average value of 85.09. Secondly, the writing skills of anecdote-class students XI MA Negeri 3 Padang are on a good qualifying (BS) with an average of 86.13. Thirdly, there is a contribution of the reading skills of anecdotal text to the writing skills of anecdotal text students XI MA Negeri 3 Padang amounted to 17.56%. Kata Kunci:Kontribusi, Keterampilan, Membaca Pemahaman, Menulis, Teks Anekdot
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Caccese, Jaclyn B., and Thomas W. Kaminski. "Comparing Computer-Derived and Human-Observed Scores for the Balance Error Scoring System." Journal of Sport Rehabilitation 25, no. 2 (2016): 133–36. http://dx.doi.org/10.1123/jsr.2014-0281.
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Context:The Balance Error Scoring System (BESS) is the current standard for assessing postural stability in concussed athletes on the sideline. However, research has questioned the objectivity and validity of the BESS, suggesting that while certain subcategories of the BESS have sufficient reliability to be used in evaluation of postural stability, the total score is not reliable, demonstrating limited interrater and intrarater reliability. Recently, a computerized BESS test was developed to automate scoring.Objective:To compare computerderived BESS scores with those taken from 3 trained human scorers.Design:Interrater reliability study.Setting:Athletic training room.Patients:NCAA Division I student athletes (53 male, 58 female; 19 ± 2 y, 168 ± 41 cm, 69 ± 4 kg).Interventions:Subjects were asked to perform the BESS while standing on the Tekscan (Boston, MA) MobileMat® BESS. The MobileMat BESS software displayed an error score at the end of each trial. Simultaneously, errors were recorded by 3 separate examiners. Errors were counted using the standard BESS scoring criteria.Main Outcome Measures:The number of BESS errors was computed for the 6 stances from the software and each of the 3 human scorers. Interclass correlation coefficients (ICCs) were used to compare errors for each stance scored by the MobileMat BESS software with each of 3 raters individually. The ICC values were converted to Fisher Z scores, averaged, and converted back into ICC values.Results:The double-leg, single-leg, and tandem-firm stances resulted in good agreement with human scorers (ICC = .999, .731, and .648). All foam stances resulted in fair agreement.Conclusions:Our results suggest that the MobileMat BESS is suitable for identifying BESS errors involving each of the 6 stances of the BESS protocol. Because the MobileMat BESS scores consistently and reliably, this system can be used with confidence by clinicians as an effective alternative to scoring the BESS.
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Javdan, Najme Sadat, Amir Ghaderi, and Hamid Reza Banafshe. "The Effects of Quetiapine on Craving and Withdrawal Symptoms in Methamphetamine Abuse: A Randomized, Double-Blind, Placebo-Controlled Trial." International Journal of Medical Toxicology and Forensic Medicine 10, no. 4 (2020): 29374.1–29374.7. http://dx.doi.org/10.32598/ijmtfm.v10i4.29374.
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Background: Patients with Methamphetamine Abuse (MA) are susceptible to many complications like craving, and withdrawal symptoms. These trials were designed to evaluate the effect of quetiapine administration on craving and withdrawal symptoms in MA abuse. Methods: This trial was conducted on 60 people with MA abuse to receive either 100 mg quetiapine (n=30), or placebo (n=30) every day for 2 months. The Desire for Drug Questionnaire (DDQ) and Amphetamine Withdrawal Questionnaire (AWQ) scores were evaluated at baseline and after 2 months’ intervention. For data analysis, t test, and the Chi-square test were applied in SPSS v. 18. Results: Quetiapine significantly decreased DDQ (P=0.002) and AWQ symptoms (P=0.001) compared to the placebo. Furthermore, there was a significant difference among groups in terms of the frequency of negative urine tests (P<0.001). Conclusion: This trial showed that administration of quetiapine supplements for 2 months in individuals with MA abuse had beneficial effects on craving and withdrawal syndrome.
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Wang, Kelun, Dennis Boye Larsen, Tanja Kim Jensen, Tiejun Liu, Zhuxuan Liu, and Lars Arendt-Nielsen. "Introducing Vibro-Acupuncture: A Psychophysical Study." Acupuncture in Medicine 34, no. 5 (2016): 373–79. http://dx.doi.org/10.1136/acupmed-2016-011081.
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Background/aim To potentially enhance the effects of conventional acupuncture, a novel acu-vibrator (prototype) has been developed to perform vibro-acupuncture (VA). The aim of this psychophysical study was to investigate the subjective sensations of VA compared with conventional manual acupuncture (MA) and non-penetrating sham acupuncture (SA). Methods 30 young healthy volunteers (21 men and 9 women) received VA, MA, and SA at LI4 and LI10 in a randomised, single-blind, placebo-controlled, cross-over manner. After 25 min of treatment, the Massachusetts General Hospital (MGH) acupuncture sensation scale (MASS), McGill pain questionnaire (MPQ), and numerical rating scale (NRS; 0–10) were employed followed by the acupuncture credibility and indication scale. Adverse events were investigated after treatment. Data were analysed using Friedman's test for repeated measures on ranks and post hoc Wilcoxon signed-rank tests with Bonferroni correction. Results The MASS scores were significantly higher during MA and VA compared with SA at both LI4 and LI10 (p<0.017). Treatment with VA evoked significantly higher vibration sensations compared with MA and SA (p<0.005). Treatment with SA yielded significantly lower NRS and MPQ scores compared with MA and VA (p<0.001) with no difference between MA and VA (p>0.05). Blinding of participants was achieved for SA and MA; however, VA was correctly identified in 29 of 30 subjects due to the characteristic vibrational stimulation. No serious adverse events were recorded for any of the treatments. Conclusions Subjective sensations were influenced by treatment mode, with MA and VA yielding higher stimulation responses compared with SA. VA evoked specific vibrational sensations beyond MA, which might have specific effects in various disorders.
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Hayu Novendiana, Frida, Zakiyah Tasnim, and Bambang Arya Wijaputra. "The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on the Tenth Grade Students' Reading Comprehension Achievement at MA Unggulan Nuris Jember." Jurnal Edukasi 3, no. 3 (2016): 43. http://dx.doi.org/10.19184/jukasi.v3i3.4309.
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The aim of this research was to know whether or not there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students at MA Unggulan Nuris Jember. The research design used was quasi experimental research specifically post test only non equivalent group design . The respondent of the research was chosen by using cluster random sampling by a lottery . The students of X IPA A as the experimental group and X PK B as the control group. The data was collected by interview, documentation and administering reading comprehension test. Then the data collected were analyzed by using independentt sample T-test . It was known that the mean score of the experimental group was 78.80 and the mean score of the control group was 73.73. In the output of the t-test column, it was shown that the significant value was 0.03. It was lower than 0.05. It means that the mean scores of the two classes (experimental and control groups) were different. Therefore, there was a difference between the experimental class and the control class. In conclusion, the use of Directed Reading Thinking Activity (DRTA) strategy was a significantly affected on the tenthgrade students’ reading comprehension achievement tat MA Unggulan Nuris Jember. 
 
 Keywords: reading comprehension achivement, DRTA strategy
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Faradillah, Nur. "THE EFFECTIVENESS OF MIND READING GAME IN TEACHING." Journal of Languages and Language Teaching 5, no. 2 (2018): 77. http://dx.doi.org/10.33394/jollt.v5i2.362.
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This research was aimed to find out the effectiveness of Mind Reading Game in teaching grammar. This research was experimental design. The population of this study was the second grade students of MA Darul Kamilin which consisted of two classes. One classes were chosen as the samples, those were XI A Class as experimental group consisted of twenty three students and XI B Class as control group consisted twenty three students. They were chosen by using quasi experimental. Experimental group was treated by Mind Reading Game and control group was treated by Mind Game. The instrument that was used objective test in forms of multiple choices. Then, the scores were analyzed by using statistical analysis. It showed the mean score of experimental group was 20,34 while the mean score control group was 16,34 and the value of t (t test) = -4,756 was higher than (t table) = 2,0154 at the significance level of 5% and the number of degree freedom (df) 44. It meant that alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It could be conclude that Mind Reading Game was effective in teaching grammar at the second grade students of MA Darul Kamilin
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Ma, Rui, Lynn E. Henrichsen, Troy L. Cox, and Mark W. Tanner. "Pronunciation’s role in English speaking-proficiency ratings." Journal of Second Language Pronunciation 4, no. 1 (2018): 73–102. http://dx.doi.org/10.1075/jslp.00004.ma.
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Abstract Although pronunciation is an integral part of speaking, the role pronunciation plays in determining speaking-proficiency levels is unclear (Higgs & Clifford, 1982; Kang, 2013). To contribute to our understanding of this area, the research reported here investigated the relationship between English as a Second Language (ESL) learners’ pronunciation ability and their speaking-proficiency ratings. At an intensive English program (IEP) in the United States, a speaking test was administered to 223 ESL students. Their speaking proficiency was rated using an oral proficiency assessment based on standardized guidelines. In addition, their pronunciation was rated in six categories (vowels, consonants, word stress, sentence stress, intonation, and rhythm) by 11 raters using a rubric specifically developed and validated for this study. Many-Facet Rasch Measurement (MFRM) was used to estimate the students’ pronunciation ability, which was then compared to their speaking ability. The study found that sentence stress, rhythm, and intonation accounted for 41% of the variance in the speaking-proficiency test scores with sentence stress being the most powerful factor.
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Giorgetti, Daniela, Emilio López-Navarro, and Enric Munar. "Efecto del entrenamiento en ábaco mental sobre la flexibilidad cognitiva: un estudio exploratorio." Revista de Investigación en Educación 18, no. 3 (2020): 316–23. http://dx.doi.org/10.35869/reined.v18i3.3270.
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Mental Abacus (MA) training teaches students to solve math problems by visualizing a physical abacus structure to perform arithmetic operations. Research shows that MA practice relates with enhanced working memory in children, but other cognitive processes that could mediate the benefits registered remain unknown. The aim of the study was to analyze the effect of MA training in a cognitive flexibility task in twelve-year-old children, and compare it with a control group. 121 children from the sixth course of primary education were recruited. 54 students received MA training added during the academic year, while the control group received normative arithmetic instruction. MA training was provided by UCMAS Mental Arithmetic Spain S.L. To assess cognitive flexibility, we used the Trail Making Test (TMT). Data analysis entailed parametric assumptions check and a one-way ANOVA between MA and control group. There were no differences between groups in age. There were statistical differences in TMT-A (Z=-5,78, p<,001, d=,67) and TMT-B scores (Z=-2,24, p=,021, d=,08). Our data suggest that MA enhances cognitive flexibility in children. MA is a promising tool teaching math which benefits go beyond arithmetic calculation.