Mental Workload Assessment and Its Effects on Middle and Senior Managers in Manufacturing Companies

This chapter aims to know the mental workload level and its effects on middle and senior managers in manufacturing companies. The chapter aims to know the mental workload level related to gender, age range, civil status, number of children, years of experience, and worked hours per week. As method, the NASA-TLX method was implemented. This method measures mental workload based on six dimensions: mental demand, physical demand, temporal demand, effort, performance, and frustration level. Data was collected by applying an online questionnaire. Results indicated that some dimensions contributed to mental workload in the following decreasing order: mental demand, temporal demand, effort, performance, frustration level, and physical demand. Similarly, results from mental workload level varied from 55.73 to 64.10. Nevertheless, there was no clear relationship between the gender, age range, civil status, number of children, years of experience, worked hours per week, and mental workload level. Finally, employees manifested mental workload mainly due to stress, mental fatigue, and headache.

Readability Level of Arabic Text in the Textbook of “Silsilah Fi Ta’limil Lughah Arabiyah” for Universities in Indonesia

The purpose of this study was to produce readability level of the text in textbook "Silsilah fi Ta'limil Lughah Al-'Arabiyah, Al-Mustawa Ats-Tsaniy, Al Qiraah", knowing the cause of the low level of text readability in terms of word class tendencies and linguistic findings. This study also resulted in the level of reading ability of first-semester Arabic students at universities in Indonesia, as well as the types of texts recommended for use or further development by other researchers. This research was carried out using descriptive qualitative methods, data sourced from the first semester students who took the Qiraah course totalling 83 students, with readability analysis techniques using the Cloze Procedure Test. The research showed that the readability of textbooks was 46% at the frustration level and 29% at the moderate level. The tendency of the word class to make errors generally occur in 1) 27% of perfect verbs (fi’il madhi), 2) 24% of nouns (isim), 3) 16% of imperfect verbs (fiil mudhari). Other factors are 1) Reader Factor, the majority of student inputs to the Arabic Language Education Study Program was 43% from general/vocational high schools; 35% from Islamic high school; and only 22% came from Islamic boarding schools; 2) Reading Factors, the team of writers of textbooks from native Arabic speakers generally relies on their experience, judgment, and culture in presenting the text regardless of the ability of the readers as foreign speakers. The results also showed the low level of readability of textbook due to the scarcity of choice of textbook from Arab countries. 3) Reading Book Factor, this book was minimal in terms of vocabulary and illustrations in the form of pictures so that it was less helpful in independent understanding.

TINGKAT BEBAN KERJA MENTAL KARYAWAN PADA LAYANAN BUSINESS, GOVERNMENT, ENTERPRISE (BGES) BOGOR PT. TELKOM INDONESIA BERDASARKAN METODE NASA-TLX

PT. Telkom Indonesia merupakan salah satu penyelenggara layanan telepon dan internet di Indonesia. Masih terdapat banyak sekolah yang belum memiliki fasilitas internet, sehingga PT. Telkom melakukan edukasi dan penawaran fasillitas ini. PT. Telkom di Bogor yaitu divisi BGES (Business, Government, Enterprise) merupakan divisi yang menawarkan layanan ini. Banyaknya jumlah sekolah yang belum memiliki fasilitas internet di Bogor serta luasnya area layanan, mendorong penelitian mengenai beban kerja mental karyawan di divisi ini. Penilaian beban kerja dilakukan pada 12 karyawan di bagian Account Manager (AM) Government, AM Pro, dan AM organik menggunakan metoda NASA-TLX. Hasilnya adalah beban kerja pada ketiga bagian AM tersebut dikategorikan tinggi. Dari lima dimensi beban kerja mental, hanya Physical Demand (PD) yang dikategorikan sedang, sisanya yaitu Mental Demand (MD), Temporal Demand (TD), Performance (P), Frustration level (FR) dikategorikan tinggi. Penambahan karyawan, pengaturan jadwal visit ke konsumen, dan keluar kota dapat dilakukan untuk menyeimbangkan beban kerja yang dirasakan karyawan saat ini.

Instructional Level and Engagement in Students With Behavioral Disorders

This study examined the effects of adjusting the difficulty level of instructional materials on the time on-task and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percent of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.

Social frustratedness as a psychogenesis factor of adjustment disorders

Summary. The current biopsychosocial paradigm in medicine and medical psychology ensures the development of the theory and methodology of medical psychodiagnostics as a comprehensive study of psychological and psychosocial factors underlying mental adaptation. The diagnostic of prenosological and initial manifestations of borderline spectrum disorders designated as adjustment disorders in ICD-10 (F43.2), requires the criteria qualification of real or potential stressogenic social functioning conditions, thus, an arsenal of adequate methods of clinical and medical-psychosocial psychodiagnostics is required. The questionnaire «Social Frustration Level» represents one of such methods. The study of social frustration phenomenon as a predictor of emotional tension and stress resistance allows to characterize personality traits in relation to environmental influence and assess the specificity and pathogenic significance of socially frustrating factors. The article substantiates theoretical and methodological foundations of the questionnaire, its attributive characteristics — the phenomena of external and internal social frustration identified in medical psychodiagnostics for the first time. Socio-diagnostic criteria are illustrated by examples of the practical use in medical psychodiagnostics of social frustration in teachers of mass schools, the military and in patients with focal epilepsy. The specified research contingent is united by the problem of stress resistance in crisis situations (including a disease situation and the attitude to the disease). The questionnaire «Social Frustration Level» can be considered as a necessary form of psychosocial diagnostics of stress genesis, a source of information in screening psychoprophylactic studies, as well as in the forming of indications for psycho- and sociotherapy.

Enhanced Learning Experiences Based on Regulatory Fit Theory Using Affective State Detection

Predicting learners' affective states through the internet has great impact on their learning experiences. Hence, it is important for an intelligent tutoring system (ITS) to consider the learners' affective state in their learning models. This research work focuses on finding learners' frustration levels during learning. Motivating the learners appropriately can enhance their learning experiences. Therefore, the authors also bring in a strategy to respond to learners' affective states in order to motivate them. This work uses Behavioral theory for goal generation, and frustration index is calculated. Based on the frustration level of the learner, motivational messages are displayed to the learners using Regulatory fit theory. The authors evaluated the model using t-test by collecting learners' data from MoodleCloud. The results of the evaluation demonstrate that 80% of the learners' performance significantly increases statistically as an impact of motivational messages provided in response to the learners' frustration.

Readability Level of English Reading Text Used In The Era of Pandemic

This study attempts to investigate the readability level of the text used in the Junior High School. Taking the material from those read in the two prominent schools; public and private school. Being measured by the given formula and then followed by the given test to students, this study reveals that the readability level of four reading texts as the source of the data in this study indicates various level. It is only one out of four texts that was appropriate for 9th grade students. This affects the students’ purpose of reading competencies of the students in private Junior school who have tendency toward unassisted reading than the students in the public school. It implies the number of students who need the instruction or need assisted in reading. The students within this school demand more instruction than those in private school. The similar condition shown in the students who categorized in the frustration level. As the consequences, this circumstance requires teacher’s serious intervention among others by cautiously doing text selection and adjusting teaching strategy to students’ reading level competency.

Mobile-based Interactive Media in Remedial Reading Instruction

This study investigated if there would be a significant effect of using mobile-based interactive media on the word recognition and comprehension of Grade-7 students who underwent remedial reading classes because they were identified as non-readers or belonging to the frustration level of reading comprehension. It employed a standardized reading test in administering the pre-test and post-test among the students before and after utilizing the said interactive media, respectively. The test included word recognition (oral) and comprehension (written) tests to determine the reading ability of the students. The findings revealed that there was a significant difference between the pre-test and post-test scores of the students both for word recognition and comprehension. The use of mobile-based interactive media was found effective in enhancing the reading skills of students, even for those students who were already in Grade-7 and those who belonged to the Frustration Level of reading comprehension. The study recommended that a longer period of time could be allotted for remedial reading instructions while using mobile-based interactive media and that interviews could be used as a follow-up strategy in ascertaining the improvement of students’ reading skills.

Choice Of Reading Materials And Reading Achievement Of Junior High Students

Reading is an important skill that can be used to communicate and understand the academic, business and cultural world. Reading can be a tool for learners’ progress and success in different fields of discipline. This study utilized descriptive-correlational design to examine 41 respondents selected as census or total enumeration using purposive sampling. Findings revealed that majority of the respondents used hard copy reading materials for the past 12 months. There were 22 respondents who used books, 2 who used magazines and 1 respondent used newspaper. Most of the class were in frustration level which is 75. 6%. There was one non-reader. Independent readers were four and instructional were five. There was a significant negative relationship (cc= -0.572 and p-value= 0.001) between choice of reading materials and reading achievement. This suggested that the use of soft copies as reading material is correlated to high reading achievement. The implications may serve as basis for intervention, program, and policy formulation. Teachers need to design interactive reading materials using the 21st Century technologies like soft copies reading materials which can be handy and can be access anytime and anywhere using mobile phones. Reading intervention using technology-based materials may be designed to improve reading achievement of the students. Schools may introduce e-library which may introduce various materials that can be accessed and read in soft copy format. This will also be beneficial to distance learning modality.

GETTING THROUGH THAT INVISIBLE WORD: LESSONS FROM STRUGGLING READERS

The Sagayen National High School (SNHS) in Asuncion, Davao del Norte, has not been exempted from the enduring struggle caused by the perennial problem in reading. The result of the Philippine Informal Reading Inventory (PIRI) conducted to its Grade 7 students has provided a backdrop of the reality that besets our students in the secondary schools. The College of Teacher Education and Technology, through the Bachelor of Secondary Education (BSED) Department, answers the challenge via the “Summer Big Brother/Sister: Learning is Fun Project”, a project in the Integrated Reading Enhancement Approach to Developing Readers (i-READR) Program: A Community Extension Program to a Participatory Action Research. This was designed to eventually transform frustration-level readers into “grade-level” readers, implemented in three years. Through Participatory Action Research (PAR), the Project provides for these identified “frustration-level” readers to develop the necessary skills not just to “make sense” of the written word but, more importantly, overcome the invisible yet more serious consequences of their condition. This is in consonance with PAR, which, according to McTaggart (1997), encourages capacity development and capacity building of all who participate. Findings reveal that struggling readers have more serious social problems that are caused by their inability to read. Enhancements in the existing reading program are also necessary to cater to the growing reading-related needs of the learners.