Work Fatigue Determination of Nurses in Hospital of Hasanuddin University

This study aims to determine the effect of body mass index (BMI), sleep patterns, working years, physical workload, mental workload, and work time on work fatigue on nurses at Hasanuddin University Hospital Makassar. This research is a quantitative study with a cross-sectional design with a sample size of 56 people. Sampling using a simple random sampling method. Data collection was carried out by means of a questionnaire. Bodyweight is measured by weight scales, body temperature is measured by microtoice, and physical workload is measured by a pulse oximeter, which is by looking at the pulse of the nurse before and after work. Data analysis in this study used the SPSS program. The results of this study indicate that there is an influence between Body Mass Index (BMI) on work fatigue (p = 0.001), there is an effect of sleep patterns on work fatigue (p = 0.019), there is an effect of tenure on work fatigue (p = 0.017), the relationship between physical workload and work fatigue (p = 0.000), there is an effect of mental workload on work fatigue (p = 0.000) and there is an effect of length of work on work fatigue (p = 0.017). The physical workload is the variable with the greatest influence on work fatigue on nurses at Hasanuddin University Hospital Makassar with Exp. (B) = 14,526. The results of this study concluded that there was a significant influence between the Body Mass Index (BMI), sleep patterns, years of work, physical workload, mental workload, and length of work for nurses at Hasanuddin University Hospital Makassar.

Impact of Formative Evaluation and Fixed Interval Schedule Reinforcement on Academic Achievements of Secondary School Students

Title “Impact of formative evaluation and fixed interval schedule reinforcement on academic achievements of secondary school students” The study was designed to find out the impact of formative evaluation and fixed interval schedule reinforcement on academic achievements of secondary schools students. It was experimental design and completed in two phases with the duration of 120 days, 60 days for each phase. In first phase experimental group was evaluated by formative evaluation and in second phase experimental group was evaluated formatively and also was given fixed interval schedule reinforcement. In first phase 60 students were randomly selected from 9 th class of Govt. High School Fateh Jang. This sample was divided into two equal groups. One served as control group and other as experimental group. A pretest was conducted to both the groups in the subjects of Math and English. Both groups were taught by subject specialist of Math and English. Control group was only taught and was not given any treatment whereas experimental group was taught and evaluated by teacher made test during session. After completion of 60 days teaching, a post test was conducted in Math and English. In second phase 60 students were randomly selected from 10 th class of Govt. High School Fateh Jang. This sample was divided into two equal groups. One served as control group and other as experimental group. A pretest was conducted to both the groups in the subjects of Math and English. Both groups were taught by subject specialist of Math and English. Control group was only taught and was not given any treatment whereas experimental group was taught and evaluated by teacher made test and reinforcement was given with a fixed interval schedule, after every six days, during session. After completion of 60 days teaching, a post test was conducted in Math and English. It was found that formative evaluation and fixed interval schedule reinforcement has significant relationship with learning and academic achievements in the subjects of Math and English at secondary school level. It is recommended that educational institutional management may arrange capacity building programs for teachers to familiarize them with evaluation, its importance and its process. The iimanagers of educational institutions may monitor teaching learning process with a view to implementing formative evaluations policy. Curriculum designers and developers may design and develop formative evaluation tools within curriculum documents for each subject keeping in view the requirements of fixed interval schedule reinforcement in the manuals for textbook instruction.