In
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ation
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l Jou
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t
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on
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e
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in
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u
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ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
29
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36
ISSN
: 2252-
88
22,
D
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l
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me
pa
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score
.
com
/
j
o
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s
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x
.
p
hp/IJ
ERE
Pre-service teach
ers’ web peda
gogical content knowl
edge and
onli
ne information se
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rching strategies
Gü
ler
T
u
lu
k
, İb
r
ahim
K
epceoğ
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u
Dep
a
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Kastam
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Uni
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Art
i
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fo
ABSTRACT
A
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tic
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:
R
e
ce
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v
e
d
Mar
11,
2
0
1
9
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10,
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pre-
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rs
’
web
ped
a
gog
ic
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c
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kn
o
w
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rm
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rategies
.
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ccordance
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im,
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h
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urvey
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ma
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pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
G
ü
ler
Tulu
k,
D
e
pa
rtme
nt
o
f
S
c
ie
n
c
e
and
M
a
the
m
a
t
ic
s
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d
u
cati
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K
a
stam
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u U
n
iver
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y
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K
a
stam
on
u U
n
iver
sit
y
,
F
a
culty
o
f
Educ
a
t
i
o
n, K
a
s
t
a
monu,
Tur
k
e
y.
Em
ail:
gtu
l
u
k
@
gm
ai
l
.
com
1.
I
N
TR
OD
U
C
TI
O
N
To
da
y,
t
he
d
a
i
l
y
l
i
v
es
o
f
i
n
divi
d
u
al
s
ar
e
influe
nc
e
d
b
y
i
n
for
m
a
t
i
on
tec
h
n
o
lo
gy,
f
or
e
xa
m
p
le,
usin
g
the
In
terne
t
a
n
d
t
he
w
eb.
I
n
S
ign
o
r
i
ni
a
n
d
G
ul
li’s
eva
l
ua
tio
n,
there
w
e
re
i
nde
xe
d
1
1
.
5
m
il
lio
n
w
e
b
pa
g
e
s
and
it
h
as
b
ee
n
i
n
c
r
easin
g
by
8
%
p
er
w
e
e
k
[1].
T
his
u
n
l
im
i
t
e
d
i
ncr
e
a
s
e
i
n
w
eb
p
ag
es
b
ro
ugh
t
w
i
th
i
t
a
n
u
mb
er
o
f
pro
b
lem
s
r
e
l
a
t
e
d
t
o
t
h
e
use
of
i
nform
a
ti
o
n
t
ec
hn
o
l
o
g
y
.
F
o
r
exam
pl
e
,
i
t
i
s
t
ho
u
ght
t
h
a
t
t
h
ere
wa
s
d
e
cl
in
e
in
kn
ow
le
d
g
e
q
u
a
l
i
t
y
a
n
d
p
ers
o
n
’
s
e
v
alua
t
i
ng
h
i
m
s
elf
a
b
ou
t
t
i
m
e
a
n
d
e
n
v
i
ron
m
e
n
t
o
n
l
i
n
e
[
2
,
3
].
A
l
t
h
ough
i
t
i
s
th
oug
h
t
tha
t
the
r
e ar
e
m
a
ny
h
e
lp
ful e
l
e
m
e
n
t
s
on t
h
e w
e
b,
i
t ca
n
be
c
o
ns
ide
r
e
d
t
hat t
oda
y
w
e
fac
e a pro
b
l
e
m
of
val
i
d
it
y
a
nd
re
l
i
ab
i
lit
y
as
w
e
l
l
[4].
T
her
e
fore
,
w
e
n
e
e
d
to
e
x
a
mine
a
nd
re
c
ons
i
d
e
r
s
ear
ch
a
nd
use
stra
teg
i
es
t
o
succe
ssfu
lly
a
c
q
u
i
re
usefu
l
i
n
for
m
a
t
i
on
on
t
h
e w
e
b.
N
o
w
a
days,
i
n
d
i
vi
dua
ls
a
re
r
equ
i
re
d
ha
v
e
a
s
t
r
ate
g
y
o
f
s
ear
chi
n
g
q
u
a
l
i
f
i
e
d
i
n
f
o
r
m
a
t
i
o
n
f
o
r
t
h
i
s
,
m
u
s
t
be
a
ble
t
o
s
ee
t
he di
ffe
re
nce
b
e
tw
een k
now
n
a
n
d
u
n
k
n
o
w
n
, and
us
e
cogn
i
tiv
e
p
r
o
c
es
ses
in
o
n
l
in
e
i
n
fo
rmat
i
on
sear
chi
ng
s
t
r
a
t
e
gie
s
[
5].
T
h
e
strate
gie
s
i
n
or
der
to
s
e
e
k
f
or
i
n
f
orm
a
t
i
o
n
onl
i
n
e
a
r
e
defin
e
d
a
s
e
x
p
re
ssi
ng
t
h
e
requ
ire
d
i
n
f
or
ma
t
i
o
n
i
nt
e
r
ac
t
i
n
g
w
i
t
h
the
in
t
e
rne
t
t
ools
[6,
7]
.
In
p
revious
studies,
i
t
h
a
s
b
e
e
n
t
r
i
e
d
t
o
deter
m
i
n
e
t
h
e
di
ffere
n
t
i
n
form
atio
n
sea
r
c
h
s
t
r
ate
g
ie
s
tha
t
i
n
d
i
v
i
dua
ls
m
a
y
h
a
v
e.
T
sa
i
a
nd
Tsai
[
8]
e
v
a
lua
t
e
in
div
i
dua
ls
'
in
form
ati
on
see
k
i
ng
s
t
r
a
te
gie
s
i
n
be
ha
vi
oral,
pr
oc
ed
ura
l
,
an
d
me
ta-c
ogni
t
i
ve
f
ra
me
w
o
rks.
I
n
t
h
at
stud
y,
s
t
r
ate
g
ie
s
of
t
e
a
c
h
e
r
s
t
o
s
ee
k
for
o
n
l
i
n
e
i
n
form
ati
o
n
ar
e
incl
ude
d
i
n
t
his
c
o
nt
e
x
t
.
T
h
i
s
fra
m
e
w
ork
has
bee
n
d
e
v
e
l
o
p
e
d
o
n
the
bas
i
s
of
t
hree
d
iffere
nt
d
oma
i
n
s
(
beha
v
i
o
r
a
l,
p
roce
d
u
ral,
m
eta
-
c
o
g
n
it
ive)
a
n
d
s
e
v
en
di
ffe
re
nt i
nfor
m
a
tio
n se
arc
h
s
trate
g
ie
s
cove
r
e
d by
the
s
e do
m
a
in
s [9].
Tsa
i
,
L
i
an
g,
H
ou
a
n
d
T
sa
i
[1
0]
r
eview
e
d
t
h
e
r
o
l
e
o
f
inf
o
rm
ati
o
n
s
ear
ch
s
tra
t
e
g
i
e
s
in
t
wo
d
i
f
fere
nt
sear
ch
c
on
te
xt
s,
s
uch
a
s
s
e
a
rc
hi
ng
for
lear
n
i
n
g
o
n
l
i
n
e
an
d
sea
r
chi
ng
for
i
n
form
ati
on
a
b
ou
t
ever
yda
y
li
fe
a
nd
fo
u
nd
th
at
s
e
a
r
c
h
i
n
g
i
n
for
m
a
t
i
o
n
ab
o
u
t
e
v
e
r
yda
y
l
i
fe
w
as
s
ig
n
i
f
ica
n
t
l
y
h
ig
her
tha
n
s
e
a
r
c
hi
ng
for
l
e
a
r
ning
on
line
.
I
t
w
a
s
pro
pose
d
i
n
a
st
ud
y
to
g
i
v
e
ta
sks
in
te
gra
t
e
d
t
o
e
v
e
r
y
d
ay
l
i
f
e
t
o
e
duc
a
t
or
s
and
trai
ner
s
w
ho
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
29
- 2
36
23
0
bene
f
i
t
fr
om
i
n
f
orm
a
ti
o
n
s
e
a
rc
h
t
a
sks
[1
1]
.
Cons
i
d
eri
ng
t
h
e
res
e
a
rc
h
sug
g
es
ts
t
ha
t
t
h
e
s
e
a
r
ch
f
or
i
n
f
or
ma
ti
o
n
and
i
n
form
ati
o
n
pr
oces
si
n
g
i
n
t
h
e
o
n
line
e
n
vir
onme
n
t
i
s
a
c
ompl
e
x
c
og
n
i
tive
proce
s
s
in
vo
lvi
n
g
mul
t
i
fac
e
ted
cog
n
i
t
i
ve
an
d
s
upra-c
o
gn
iti
ve
s
tr
ate
g
ie
s [8] a
nd the fac
t
t
ha
t
t
h
e
r
e
are
p
r
e-s
e
rv
i
c
e
t
e
ach
ers
wh
o
u
s
e
int
e
rn
et
a
s
the
prim
ary
so
urc
e
o
f
inf
o
rmatio
n
[
12]
a
n
d
te
ache
r
e
x
p
e
c
t
at
i
ons
t
o
use
i
n
ter
t
e
t
[
1
3
],
w
e
in
vest
i
g
at
e
d
t
h
e
pros
pec
t
i
v
e
pre-
service
tea
c
he
r
'
s
i
n
ter
n
e
t
/ w
eb usa
ge
in
f
or
m
a
t
io
n is be
f
ore
bec
o
min
g
a
t
ea
cher
.
I
n
t
he
s
t
u
d
y
,
"O
nline
In
for
m
a
t
io
n
S
e
a
r
ch
S
trate
g
y
In
ve
nt
ory"
a
d
a
p
t
e
d
t
o
T
u
r
ki
sh
b
y
Aşk
a
r
a
nd
Mazm
an
[
1
1
]
de
ve
l
ope
d
by
Tsai
[
9]
w
a
s
u
sed.
T
he
s
c
a
l
e
w
a
s
prepa
r
e
d
a
s
a
6
-
p
o
i
n
t
L
i
k
e
r
t
-
t
y
p
e
s
c
a
l
e
,
a
n
d
t
h
e
a
n
swers
are
l
i
s
t
e
d
a
s
"
th
ey
n
ev
er
f
it
m
e
"
a
nd
"t
h
e
y
c
o
mpl
e
tel
y
fit
me
."
T
h
e
l
ow
es
t
sc
or
e
to
b
e
ta
ke
n
fro
m
th
e
scale
is
2
5
a
n
d
t
h
e
h
i
g
h
e
s
t
s
c
ore
is
1
50
.
A
s
t
he
I
n
t
er
ne
t
ha
s
b
eco
me
a
c
c
e
ssi
b
l
e
a
t
a
nyt
i
m
e
and
any
w
h
e
re,
pros
pec
t
i
v
e
t
e
ac
h
e
rs
n
e
e
d
t
o
de
ve
lo
p
the
i
r
sk
ills
i
n
us
in
g
w
e
b
tec
h
no
l
o
g
i
e
s
i
n
t
h
eir
e
d
ucat
i
on
bef
o
r
e
b
e
co
ming
a
t
each
er.
Pri
o
r
t
o
t
h
e
se
s
tu
di
e
s
,
Sh
ul
ma
n
[1
4
]
f
ocu
s
e
s
pr
i
m
ar
il
y
on
s
ub
jec
t
a
r
ea
k
now
led
g
e
.
I
n
h
i
s
sub
s
e
q
ue
nt
w
o
r
k
[1
5]
h
e
add
s
P
e
d
ago
g
ica
l
K
now
le
dge
a
n
d
P
edag
og
i
ca
l
A
r
ea
K
no
w
l
e
dge
t
o
s
ubje
c
t
a
re
a
kn
ow
le
d
g
e.
T
h
i
s
in
form
at
io
n
is
d
i
ffe
re
nt
f
rom
t
h
e
gene
ral
pe
da
g
og
ic
a
l
know
le
d
g
e
s
h
are
d
b
y
s
p
ec
i
a
list
or
in
t
e
rd
isc
i
pl
i
n
ar
y
te
ac
he
rs
[
1
6
].
K
oe
hl
e
r
&
M
is
hra
[17]
i
n
v
o
l
ve
t
e
ch
no
logic
a
l
p
ed
ago
g
i
c
a
l
fi
eld
kno
wl
edg
e
i
n
the
s
e
tw
o
are
a
s.
I
n
th
e
fi
n
a
l
s
t
ruc
t
ur
in
g,
f
ie
l
d
a
nd
t
ea
c
h
i
ng,
pe
dag
o
g
y
an
d
tec
h
n
o
l
o
g
y
c
om
pone
nts
ar
e
inc
l
ude
d.
I
n
Le
e
an
d
Tsa
i
’s
s
t
u
d
y
[4],
i
t
i
s
s
t
ate
d
t
ha
t
te
ach
e
rs
n
eed
to
k
now
a
s
et
o
f
web
t
ools
for
a
particular
t
a
sk
,
a
s
w
el
l
a
s
w
h
i
c
h
p
e
d
a
g
o
g
i
cal
s
t
r
a
t
egi
e
s
are
u
s
ed
on
t
h
e
w
eb
t
o
g
e
t
th
e
mo
st
e
ff
ect
i
v
e
resul
t
s
i
n
We
b
P
e
dago
g
i
cal
K
no
w
l
e
d
ge.
Lee
an
d
Tsa
i
[
1
8
]
sta
t
e
d
t
ha
t
th
e
y
c
a
n
n
ot
onl
y
t
e
a
c
h
con
t
en
t
in
W
e
b
C
o
n
t
e
n
t
Infor
m
a
tio
n
b
u
t
a
l
s
o
k
n
o
w
how
t
o
i
n
te
grat
e
con
t
e
n
t
i
n
to
w
e
b
e
n
v
i
r
on
m
e
nt.
Le
e
and
Tsa
i
[
1
8
]
desc
ri
bed
We
b
P
e
dago
g
i
cal
C
on
te
nt K
n
o
w
l
e
dge
a
s
t
h
e
tea
c
h
i
n
g by
usi
n
g w
e
b fe
at
ure
s
a
nd
ad
va
nta
g
e
s
.
Web
pe
da
go
g
i
cal
c
on
te
nt
k
n
o
w
l
e
dge
c
a
n
b
e
struc
t
ure
d
a
s
t
h
e
c
o
n
t
e
n
t,
t
he
p
eda
g
ogy
a
n
d
the
w
e
b.
Tea
c
her
or
t
ea
cher
c
an
di
da
te
s
i
n
w
e
b
c
o
n
t
e
n
t
k
now
l
e
d
g
e
not
o
n
l
y
k
n
o
w
th
e
c
o
n
t
e
n
t
t
h
e
y
w
i
l
l
te
a
c
h
,
t
h
e
y
a
l
s
o
kn
ow
h
ow
t
o
i
n
te
gra
t
e
c
o
nte
n
t
int
o
w
e
b
a
p
p
lic
a
t
i
o
ns.
We
b
pe
da
go
gy
i
n
for
m
a
t
i
on
i
n
cl
u
d
es
k
n
o
w
l
e
d
ge
o
f
t
h
e
We
b
fac
i
li
tie
s
a
n
d
com
p
o
n
e
n
ts
t
ha
t
teac
h
e
rs
u
se
i
n
e
d
uc
at
iona
l
se
tt
i
ngs.
T
h
e
w
e
b
pe
dag
o
g
ica
l
c
o
n
te
nt
k
n
o
w
l
e
dg
e
s
cal
e
[18
]
w
a
s
d
e
v
el
op
ed
b
y
Lee
,
T
sa
i
and
C
h
ang
i
n
2
0
08
a
nd
w
a
s
t
est
e
d
by
t
e
a
c
h
e
rs
w
i
t
h
c
o
n
f
i
r
m
a
t
o
r
y
f
a
c
t
o
r
a
n
a
l
y
s
i
s
[
1
8
]
.
T
h
e
s
c
a
l
e
w
a
s
p
u
b
l
i
s
h
e
d
a
s
3
0
item
s
.
The
ex
pla
n
a
t
ory
an
d
co
nfir
m
a
tory
fa
ct
or
a
na
l
y
s
i
s of the
T
urk
i
sh
v
e
r
si
on
o
f the sc
ale
w
a
s
ca
rri
ed
o
ut
b
y
H
o
rz
u
m
[
19
].
T
hi
s
sc
al
e
was
u
s
ed
i
n
th
e
stud
y.
I
t
m
u
st
b
e
c
o
nsi
d
er
ed
t
h
a
t
pr
e-se
rvice
te
ac
he
rs'
o
n
l
i
ne
in
fo
rmat
i
on
se
arc
h
s
t
r
at
egi
e
s
a
n
d
t
h
e
ide
n
tif
i
c
at
i
on
of
w
e
b
p
e
d
a
g
o
g
ica
l
c
onte
n
t
i
n
f
o
rm
ation
ar
e
i
m
por
tan
t
i
n
t
e
rm
s
of
b
ot
h
gu
i
d
i
n
g
s
t
u
d
e
n
ts
a
n
d
rea
c
hi
ng
in
for
m
atio
n
a
n
d
m
a
ter
i
a
l
s
rela
t
e
d
to
t
he
ir
f
ie
ld
s
.
T
hi
s
situ
at
i
o
n
is
t
h
o
u
g
h
t
to
b
e
bene
ficia
l
b
o
t
h
i
n
term
s
of
b
o
t
h
t
h
eir ow
n d
e
ve
l
opme
n
t
a
n
d
t
h
e
qua
l
ity of
st
u
d
en
ts
’ l
e
arni
n
g
ou
tc
om
es
[
20]
.
The
p
u
rp
ose
of t
hi
s
stud
y
is
t
o
ass
o
cia
t
e
i
n
f
o
rm
atio
n
o
n
s
e
a
rc
h
strate
gie
s
a
nd
w
eb
pe
da
go
g
i
c
a
l
c
o
n
t
e
n
t
kn
o
w
led
g
e
of
s
ec
on
dary
sch
o
o
l
m
a
t
he
ma
t
i
c
s
p
r
e
-ser
vi
c
e
tea
c
her
s
w
ho
ha
d
ta
ke
n
co
urses
i
n
Inst
ru
ct
ion
a
l
Te
ch
nol
ogy
a
nd
M
at
e
r
i
a
l
D
e
sig
n
i
n
the
i
r
sec
ond
ye
ar
a
nd
Com
p
u
t
e
r
I
a
nd
II
in
t
he
ir
f
i
r
s
t
ye
a
r
.
The
resa
rch
prob
lem
of
t
he
s
t
u
d
y
i
s
cho
s
en
a
s
fo
llow:
“
Wha
t
a
r
e
t
he
p
re
-servi
ce
t
eac
hers’
w
e
b
usa
g
e
s
t
r
at
eg
i
e
s
a
n
d
we
b
p
e
d
a
g
ogi
c
a
l
co
nt
en
t
kn
ow
le
d
g
e
and
how
a
re
these
tw
o
c
o
n
cep
ts c
orrela
t
e
d
?
”
2.
RESEARCH
M
ETH
O
D
F
o
r
the
p
u
rp
os
e
of
t
he
s
tud
y
,
t
h
e
c
o
rre
l
a
t
i
o
n
a
l
r
ese
a
rc
h
m
ode
l
w
a
s
use
d
.
Cor
r
elat
i
ona
l
de
sig
n
s
a
r
e
rese
arc
h
desig
ns a
i
m
ed
a
t de
te
rm
i
n
i
ng w
h
e
t
her
t
h
e
r
e
is
a
r
ela
t
i
on
sh
ip
b
et
w
e
e
n
tw
o
or
more
v
ariab
l
e
s
[
21,
22].
The
pa
rt
i
c
i
p
a
n
ts
o
f t
h
is
s
tu
d
y
c
on
sis
t
e
d
of
2
2
0
un
i
ve
rsi
t
y
s
t
ud
e
n
t
s
s
tud
y
i
n
g
a
t
K
a
sta
m
on
u
U
n
ive
r
si
ty
F
a
cult
y
o
f
E
d
u
c
atio
n
i
n
201
4-
201
5
A
c
adem
i
c
Y
ea
r.
F
or
t
he
a
nal
y
s
is
o
f
c
o
r
r
elati
o
n
s
o
f
ca
no
n
i
ca
l
e
xpr
es
sions
to
b
e
relia
ble,
w
or
kin
g
g
ro
up
c
a
n
i
nc
l
ude
a
t
o
t
al
o
f
1
5
t
o
20
t
i
m
es
t
he
t
ota
l
n
um
ber
of
v
ariab
l
es
i
n
the
se
t
[2
3].
In
t
h
i
s
rese
arc
h
,
w
e
b
pe
da
go
gic
a
l
c
on
te
nt
k
now
led
g
e
sca
l
e
c
o
n
s
i
sts
5
va
ri
ab
les
c
o
n
s
isti
n
g
G
ener
al
W
e
b
(G
W),
Com
m
un
ic
a
tive
We
b
(CW),
P
e
dag
o
g
i
ca
l
We
b
(P
W),
Web
P
e
d
a
go
g
i
c
a
l
C
o
n
t
e
n
t
(
W
P
C
)
a
n
d
W
e
b
Ba
se
d I
n
str
u
c
t
iona
l
a
t
tit
ude
(WI
) a
n
d
O
n
li
n
e
I
nform
a
ti
on S
e
arc
h
ing S
t
ra
t
e
gy
I
n
v
e
n
tor
y
(O
I
SS
I) scale c
ons
is
t
s
7
var
i
a
b
l
e
s;
D
i
s
orie
nta
tio
n
(
D
),
E
va
lua
tio
n
(
E
),
P
urposef
ul
T
hi
nking
(
P
T),
Tr
i
a
l
Error
(TE),
Select
M
ain
Id
e
a
s
(SM
I),
C
o
n
t
r
ol
(
C
)
a
nd
P
ro
bl
e
m
S
o
l
v
i
ng
(
P
S
)
a
n
d
i
n
t
ot
al
,
t
here
w
ere
12
varia
b
l
e
s.
A
cc
ord
i
n
g
l
y
,
a
t
leas
t
1
8
0
part
i
c
i
pa
n
t
s in
the
s
t
u
d
y
gro
up
nee
de
d t
o
be
pre
s
e
n
t
for
t
h
e rel
i
a
b
i
l
i
t
y of
t
he fin
di
ngs from
c
a
n
o
n
i
c
a
l
corr
elat
i
ons.
T
h
er
efor
e,
i
t
ca
n
be
s
a
i
d
t
h
at
t
he
num
ber
of
p
art
i
c
ip
an
ts
i
n
t
h
e
st
udy
g
ro
up
i
s
suf
f
i
c
i
e
nt
f
o
r
t
he
relia
bi
l
ity
o
f th
e
fin
d
i
ngs
o
bt
a
i
ne
d i
n
th
i
s i
n
v
e
st
i
g
a
tio
n.
2.1.
Instrumentat
i
o
n
The
We
b
P
e
da
go
g
i
c
a
l
Co
nt
e
n
t
S
c
a
l
e
(W
P
C
S
)
a
nd
t
h
e
O
n
l
i
ne
I
nfor
m
a
tio
n
Se
arc
h
in
g
S
t
rat
e
g
y
Inve
nt
ory
(O
IS
S
I) w
e
re used
as da
t
a
co
llec
t
i
on t
o
ol
s in t
he
s
tu
dy
.
We
b
P
e
d
a
go
g
i
ca
l
Cont
ent
Sc
a
l
e
(W
P
C
S
)
:
Th
e
W
e
b
P
e
d
a
g
ogi
c
a
l
Con
t
e
n
t
S
cal
e
w
a
s
dev
e
lop
e
d
by
Lee
,
T
sai
a
nd
Cha
n
g
in
200
8
a
nd
has
b
e
e
n
t
es
ted
o
n
t
ea
c
h
ers
w
i
t
h
c
o
nstruc
t
val
i
da
ti
on
fa
ct
or
a
nal
y
s
i
s
[18
]
.
Th
is
s
c
a
le,
w
h
ic
h
has
a
5
-
poin
t
L
ikert-
t
ype
r
at
ing,
i
s
pu
bl
is
he
d
as
30
item
s
.
The
e
x
p
l
a
n
a
t
ory
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Rel
a
tio
n
s
hip
bet
w
e
e
n
p
r
e
-
se
rv
i
c
e t
e
a
c
h
e
rs’
web
p
e
dag
ogi
c
a
l
c
ont
e
n
t
knowl
e
dg
e…
(Gü
l
e
r
T
u
l
u
k
)
23
1
con
f
irm
a
tory
f
a
c
tor
a
n
a
l
y
s
is
o
f
t
h
e
Turk
is
h
ve
rsion
o
f
t
he
s
c
a
l
e
wa
s
ca
rried
o
u
t
b
y
H
o
rz
u
m
(
2
001
).
T
he
s
ca
le
has
a
f
i
ve
-d
ime
n
sio
n
a
l
s
tr
uct
u
re
c
o
n
sist
i
ng
of
G
e
n
era
l
W
e
b
(
G
W
)
,
Com
m
unica
ti
ve
W
e
b
(
C
W
)
,
P
e
d
agog
ic
a
l
We
b (P
W), Web P
edago
g
i
ca
l
Conte
n
t
(WP
C
)
and
We
b
Ba
sed I
n
str
u
c
t
i
onal
A
tt
itude (W
I)
.
The
r
e
we
re
7
item
s
i
n
t
h
e
G
W
s
ec
t
i
o
n
o
f
the
sc
a
l
e
an
d
t
h
e
po
i
n
t
s
th
at
c
a
n
b
e
t
a
k
e
n
from
t
h
is
s
e
c
ti
on
range
d
from
7
t
o
35.E.
g.,
I
can
g
e
t
a
p
rin
t
-o
ut
o
f
t
h
e
w
e
bs
i
t
e’
s
con
t
e
n
t.
T
here
w
ere
4
it
e
m
s
in
t
h
e
C
W
se
ct
io
n
of
t
he
s
ca
l
e
,
an
d
t
h
e
p
o
i
n
t
s
th
at
c
o
u
l
d
be
t
a
k
en
f
r
o
m
t
h
i
s
s
e
c
t
io
n
ra
nge
d
fr
om
4
t
o
2
0
.
E.g.
,
In
a
c
hat
room,
I
ca
n
r
ead
t
he
m
essages
o
f
o
t
h
e
r
s.
T
he
re
w
er
e
5
i
t
e
m
s
i
n
t
he
P
W
s
e
c
t
i
o
n
o
f
the
sca
l
e
,
a
nd
t
he
p
o
i
nts
tha
t
c
oul
d
be t
a
k
e
n
from
t
h
i
s
s
ec
t
i
o
n
ran
ged
from
5 to
25.
E
.
g
,. I ca
n
sel
ec
t
a
ppr
opr
ia
te
c
on
t
e
nt fr
o
m
w
e
b so
ur
ces.
The
r
e
w
e
r
e
8
i
t
e
ms
i
n
t
h
e
WP
C
se
ctio
n
o
f
t
he
s
c
a
l
e
,
a
nd
t
h
e
sc
ore
s
t
h
at
c
o
u
ld
b
e
t
a
ke
n
from
th
is
s
ec
t
i
o
n
r
ange
d
from
8
t
o
4
0
.
E.g.
,
I
ca
n
ch
oos
e
fr
om
t
he
a
va
il
ab
le
w
e
b
-
b
ased
c
o
u
rse
s
t
o
su
pp
ort
tea
c
h
in
g.
T
here
w
e
r
e
6
it
e
m
s
i
n
t
he
W
I
sectio
n
of
t
he
s
c
a
le
a
nd
the
po
int
s
t
ha
t
c
ould
be
t
a
k
e
n
f
r
o
m
this
s
e
c
tio
n
ra
nge
d
from
6
t
o
30.
E.g.
,
We
b-bas
e
d
tea
c
h
in
g
i
s
a
t
re
nd
t
o
w
a
r
d
s
th
e
fut
u
re
i
n
educ
a
t
i
on.
T
he
r
e
l
ia
bi
l
ity
o
f
the
sca
l
e
was
assessed
b
y
t
h
e
C
ronb
ac
h
al
ph
a
int
e
rn
a
l
c
on
si
st
ency
c
o
e
ffi
c
i
ent
.
A
s
a
re
sult
of
t
h
e
a
nalys
i
s,
t
he
s
core
o
f
the
whole
scale
w
a
s
0.9
6
,
a
nd
0.9
4
,
0.
9
6
,
0.9
4
,
0.9
5
a
nd
0
.9
2
for
the
fac
t
o
r
s
,
respe
c
tive
l
y
.
T
hese
v
a
l
ue
s
a
r
e
in
ter
p
r
e
te
d
as hi
gh
relia
b
i
lit
y va
l
u
e
s
.
O
n
l
i
ne
I
nfor
ma
t
i
o
n
S
ea
rchi
n
g
S
tra
t
e
gy
I
n
v
e
ntor
y
(
O
ISS
I):
O
n
line
I
n
f
or
m
a
tio
n
S
ear
ch
in
g
S
t
rate
g
y
Inve
nt
ory
w
a
s
a
d
a
p
te
d
t
o
T
urki
sh
b
y
A
ş
ka
r
and
Mazm
an
[
11]
a
n
d
w
a
s
d
e
v
e
l
o
p
e
d
b
y
T
s
a
i
[
9
]
.
T
h
e
s
c
a
l
e
w
a
s
prepa
r
ed as a 6
-
poin
t
L
ike
r
t-t
y
pe
s
ca
le, an
d
t
he
a
nsw
e
rs a
re li
ste
d
as "the
y ne
ve
r f
i
t me
"
a
n
d "
t
hey c
o
mple
te
ly
fi
t
m
e
.
"
T
he
l
o
w
est
sc
ore
t
o
b
e
ta
ke
n
fr
om
t
h
e
s
c
a
le
w
as 25 and
t
h
e
h
ig
h
e
st
s
co
re
w
a
s
150.
T
h
e
i
nv
e
n
t
o
ry
h
a
d
7
d
i
m
e
ns
io
ns
l
a
b
ele
d
a
s
D
i
s
o
rien
tat
i
on
(D
),
E
va
lua
t
io
n
(E),
P
ur
posef
u
l
T
hi
n
k
i
ng
(
P
T),
Trial
an
d
Er
ror
(TE),
S
e
l
e
ct Ma
i
n
Id
ea
s
(S
M
I
),
C
ontro
l
(C)
a
n
d
P
r
ob
l
e
m
S
o
lv
in
g
(P
S
)
.
S
i
nce
t
h
e
fa
c
t
or
l
oa
d
i
n
g
s
o
f
t
he
m
e
a
sure
d
item
s
w
ere
n
o
t
e
qua
l
t
o
e
a
c
h
o
the
r
,
the
McD
o
na
ld
c
o
e
f
f
i
c
i
e
n
t
,
w
h
i
c
h
w
a
s
f
o
u
n
d
t
o
g
i
v
e
m
o
r
e
a
p
p
r
o
p
r
i
a
t
e
r
e
s
u
l
t
s
f
or
t
he
c
o
nge
ner
o
me
t
r
i
c
m
ea
surem
e
nts,
w
as
als
o
c
alcu
la
ted
and fo
und
0.9
42,
w
hi
le the
C
r
o
n
b
a
c
h
al
p
h
a va
l
u
e
o
f the w
hole
sca
l
e
w
a
s 0.91
0.
2.2.
Da
ta
a
na
ly
si
s
The
r
e
lat
i
onsh
i
p
be
tw
ee
n
w
e
b
pe
da
g
o
g
i
ca
l
con
t
e
n
t
kn
ow
l
e
dge
a
nd
o
n
l
i
n
e
inf
o
rma
tio
n
sea
r
ch
w
as
e
x
ami
n
ed
b
y
c
a
n
oni
cal
c
o
r
re
l
a
tio
n
an
a
l
y
s
i
s
.
Th
e
cano
n
i
c
a
l
c
o
r
re
l
a
tio
n
a
n
aly
s
is
i
s
use
d
t
o
ex
a
m
ine
th
e
relations
hip
betw
een
at
t
wo
s
ets
of
v
ariables
[(X1,
X
2,
...,
X
n
and
Y1,
Y2,
...,
Y
m)
a
nd
(
n
2
and
m
≥
2),
each
w
ith
a
t le
as
t tw
o va
ria
b
les [
2
4,
25].
I
n
c
a
n
onic
a
l
c
or
relat
i
o
n
a
na
l
y
sis,
t
he
r
e
l
a
tions
h
i
p
be
tw
e
e
n
t
w
o
d
a
t
a
se
t
s
c
an
b
e
dem
o
ns
t
r
ated
by
a
sing
le
a
na
l
y
sis
.
I
n
t
h
is
d
irec
t
i
o
n
,
c
a
no
nica
l
cor
r
elati
o
n
anal
y
si
s
re
du
c
e
s
t
h
e
po
ssib
i
lit
y
o
f
m
ea
ni
ng
ful
l
y
a
c
c
e
p
ting
non-me
a
n
i
n
g
f
u
l
r
e
l
a
t
io
nship
s
b
y
k
eepi
n
g
t
h
e
Typ
e
I
e
r
ror
w
h
ic
h
m
a
y
in
ter
f
ere
w
i
t
h
t
h
e
me
asure
m
e
n
t
proc
ess
u
n
d
e
r
c
on
trol
[
26]
.
In
t
he
a
na
lys
i
s
o
f
c
a
n
o
n
i
c
a
l
c
orre
l
a
ti
on,
i
f
the
depe
n
d
e
n
t
a
n
d
in
de
pen
d
e
n
t
va
r
i
a
b
l
e
s
ets
can
b
e
d
i
st
i
n
g
u
i
s
h
e
d
t
heor
et
ica
l
ly
b
e
twee
n
t
w
o
v
a
riab
le
s
ets,
cano
n
i
ca
l
c
o
rre
l
a
tio
n
is
a
ime
d
t
o
de
te
rm
in
e
w
h
et
he
r
th
e
se
t
o
f
i
n
d
e
pe
nde
nt
v
aria
ble
s
a
f
fe
cts
the
depe
n
d
e
n
t
va
riab
le
s
e
t
.
H
o
w
e
ve
r,
in
t
h
e
a
na
lys
i
s
of
c
an
on
ica
l
c
orre
l
a
t
i
o
n
,
it
i
s
no
t
o
b
l
i
ga
tor
y
to
s
u
b
je
ct
t
wo
s
ets
of
v
a
r
ia
bl
es
t
o
a
separ
a
t
e
s
et
suc
h
a
s
de
pe
n
d
en
t
a
nd
inde
pe
nde
n
t
v
ar
iab
l
es
[
2
7
]
.
I
n
th
is
c
ase,
a
nome
n
clat
ure
o
f
S
et1
and
S
e
t
2
i
s
pr
e
f
er
red
for
tw
o
va
r
i
ab
l
e
s
ets,
a
n
d
t
he
a
im
o
f
ca
n
o
n
i
c
a
l
c
orre
l
a
tio
n
i
s
t
o
d
e
t
ermi
n
e
t
h
e
r
e
l
at
io
nship
b
e
t
w
e
e
n
S
e
t
1
a
nd
S
e
t
2
[
28
,
2
3
]
.
I
n
t
he
a
na
lysi
s
of
c
a
non
ic
al
c
orre
l
a
t
i
o
n
,
f
i
r
s
tly
t
he
line
a
r
r
e
la
t
i
ons
h
i
p
be
t
w
e
e
n
t
he
t
w
o
s
e
t
s
o
f
varia
b
l
e
s
is
o
b
t
ai
ne
d
[29-3
2
].
T
he
c
a
n
o
n
ic
a
l
v
ar
iab
l
es
a
re
d
efi
ned
as
l
i
n
e
e
r
p
arts
o
f
ne
w
var
i
a
b
l
e
s
[3
3-
35]
.
The
m
a
ximum
numbe
r
of
c
a
n
o
n
ic
al
v
aria
bl
e
pa
i
r
s
t
h
a
t
c
a
n
b
e
ge
ne
ra
t
e
d
i
n
t
h
e
can
oni
ca
l
c
o
rre
l
at
ion
an
a
l
y
s
i
s
is
e
q
u
a
l
t
o
t
h
e
numbe
r
o
f
v
ar
i
a
ble
s
i
n
t
h
a
t
s
e
t
i
f
the
r
e
ar
e
fe
w
e
r
var
i
a
b
les
in
t
he
s
et
o
f
variab
les
[2
9,
30]
.
The
f
i
rst
c
a
no
ni
cal
v
a
r
i
a
bl
e
p
a
i
r
o
bt
a
i
n
e
d
i
n
t
he
c
a
n
oni
ca
l
c
o
rre
l
a
t
i
on
a
n
a
l
y
s
is
i
s
ca
lc
u
l
at
ed
a
s
t
h
e
m
a
x
i
m
u
m
re
l
a
t
i
o
n
b
e
t
w
ee
n
v
a
ri
ab
l
e
s
ets
[3
3
]
.
Th
en
t
he
s
e
c
ond
can
on
i
c
al
v
a
ri
abl
e
p
ai
r
i
s
g
e
n
e
r
ate
d
a
n
d
t
hi
s
p
r
oc
ess
i
s
c
o
nti
n
u
e
d
.
T
h
e
s
ec
o
n
d
can
oni
ca
l
v
a
ri
abl
e
p
ai
r
re
p
r
es
en
t
s
t
h
e
m
a
xim
u
m
re
la
ti
on
be
t
w
e
e
n
t
h
e
tw
o
c
a
n
o
n
ica
l
v
a
ri
a
b
l
e
s
not
t
ak
e
n
i
nt
o
a
ccou
n
t
wh
en
cal
cu
l
a
ti
ng
t
h
e
c
o
r
re
l
a
t
i
o
n
b
e
t
w
e
e
n
t
h
e
f
i
r
s
t
c
a
n
o
n
i
c
a
l
v
a
r
i
a
b
l
e
p
a
i
r
[2
9].
The
va
lu
e
of ca
n
onic
a
l
c
orrela
ti
on is reduc
e
d
f
or
e
ac
h
ne
w
func
tio
n
ob
ta
ine
d
be
t
w
e
en
t
he tw
o
c
ano
n
i
ca
l
varia
b
l
e
s
[2
5].
I
n
p
r
act
ice
,
o
nl
y
fu
nct
i
o
n
s
tha
t
a
r
e
s
t
at
i
s
tic
a
ll
y
sig
n
i
fica
nt
b
etw
e
e
n
t
he tw
o
c
an
on
i
c
a
l
v
a
r
i
a
ble
s
are
interpr
e
te
d
[3
1].
The
gene
r
a
l sche
me
of
the c
a
no
n
i
ca
l
corre
lat
i
on
ana
l
ys
is is sh
ow
n i
n
F
igure
1.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
29
- 2
36
23
2
F
igure
1
.
Ca
nonic
a
l
cor
rela
ti
o
n
a
nal
y
sis
U
s
in
g
t
h
e
c
an
o
n
ica
l
c
orr
ela
ti
on
a
n
a
lys
is
i
n
this
s
tud
y
,
t
h
e
re
l
a
ti
o
n
s
h
ip
bet
w
e
e
n
the
We
b
pe
da
g
o
g
ica
l
con
t
e
n
t k
now
le
dge
s
et c
o
n
sist
i
ng of w
e
i
gh
te
d
c
o
mbi
n
a
t
io
ns of G
W
,
CW, P
W, WP
C a
nd WI va
r
ia
bl
es a
nd t
h
e
on
line
in
form
a
ti
o
n
sea
r
ch set c
on
si
s
t
in
g
o
f
w
eig
h
ted c
om
b
i
na
ti
o
n
s
o
f
v
a
r
i
a
b
le
s
D
,
E,
P
T
,
T
E
,
S
M
I
w
a
s
a
i
m
e
d
to
be
found.
In
the
study,
there
are
5
variables
in
the
two
dat
a
sets
and
7
variables
in
the
other
data
sets.
Therefore,
the
maximum
number
of
canonical
variable
pairs
that
can
be
generated
is
5,
as
shown
below
and cited in the manuscript.
3.
RESULT
AND
DI
SC
USSI
ON
In
th
i
s
se
ct
ion
,
f
in
d
ing
s
ob
t
a
in
e
d
by
c
a
no
nica
l
co
rre
l
a
tio
n
an
a
lysis
a
r
e
i
n
cl
u
d
ed.
In
t
h
e
ana
ly
sis
o
f
ca
non
ic
a
l
corre
lat
ion,
the
r
e
s
u
lts
o
f
t
h
e
m
u
lti
var
ia
te
s
ign
i
f
ica
n
ce
te
s
t
sho
u
l
d
be
e
x
a
m
ined
show
ing
t
h
e
sign
ifica
n
cy
o
f
the
c
a
n
o
n
i
ca
l
m
odel.
T
hose
sig
n
i
fica
nce
t
ests
c
o
n
s
i
s
t
o
f
f
o
u
r
d
i
ff
e
r
e
n
t
t
e
s
t
s
c
a
l
l
e
d
P
i
l
l
a
i
s
,
H
o
te
ll
ing
s
,
Wi
lk
s
an
d
Ro
ys.
E
ach
o
f
thes
e
tes
ts
ca
n
be
c
o
nver
te
d
to
a
m
ore
fa
mil
i
ar
s
ta
t
i
st
ic,
F,
t
o
te
st
t
h
e
sign
ifica
n
ce
o
f
the
re
su
lt
i
ng
c
ano
n
ica
l
m
ode
l.
T
he
d
i
ffe
re
n
c
e
i
n
t
h
e
the
o
r
e
t
ica
l
bas
i
s
on
w
h
ic
h
eac
h
o
f
the
se
fo
ur tes
ts is ba
se
d
a
ls
o
le
a
ds
t
o
a
di
ffere
n
t F
val
u
e ca
lc
ul
a
t
e
d
f
o
r
e
ach
te
s
t.
H
owever
, i
n
te
r
p
retat
io
n
s a
r
e base
d
on t
h
e
Wilks
ƛ tes
t
[2
9
]
, a
s it i
s
gene
r
al
ly m
o
r
e
fe
asib
l
e
in r
esea
rch
as sho
w
n
in
the
Ta
bl
e
1.
Tab
l
e1.
Test o
f
sig
n
ifi
c
a
n
ce
o
f
the r
esu
lti
ng
c
ano
n
i
ca
l
mod
e
l
T
e
st
V
a
lue
A
ppro
x
ima
t
e F
H
y
pothe
si
s sd
E
r
ro
r
sd
S
i
g. F
Pilla
i
.18223
1
.14555
35.00
1060.00
0
.025
Hote
llings
.
19798
1.
16753
35.
00
1032.
00
0.
023
Wilks
.
82709
1.
15723
35.
00
877.
41
0.
024
R
oy
s
.
10817
Whe
n
t
he
f
i
n
d
i
n
g
s
in
T
a
b
le
1
are
e
xam
i
ne
d,
i
t
is
s
e
e
n
t
h
at
the
ca
no
nic
al
m
o
de
l
ob
ta
i
n
ed
f
rom
th
e
r
e
s
e
a
r
c
h
i
s
s
t
a
t
i
s
t
i
c
a
l
l
y
s
i
g
n
i
f
i
c
a
n
t
[
W
i
l
k
s
'
s
λ
=
.
8
2
7
0
9
,
F
(
3
5,
8
7
7
.
41)
=
1
.
1
57
23,
p
<
.
0
5].
H
o
w
ever
,
t
he
sign
ifica
n
ce
o
f
t
h
ese
tes
t
s
d
o
es
n
o
t
g
i
v
e
infor
m
a
tion
a
b
o
u
t
t
he
pow
e
r
o
f
the
r
ela
ti
ons
hi
p.
G
ive
n
the
f
a
c
t
t
ha
t
eve
n
s
m
all
F
v
a
l
u
e
s
tha
t
a
r
e
no
t
s
i
gn
i
f
i
c
a
n
t
i
n
p
r
act
ice
ma
y
be
s
i
gni
fic
a
n
t
in
ter
ms
of
s
t
ati
s
tic
s
in
r
e
s
e
a
r
c
hes
w
ith h
ig
h
sam
p
l
ing,
i
t is ve
r
y
im
porta
n
t t
o m
ake
an assess
m
ent
of
the ef
f
ect
size
a
s
well
a
s the sign
i
f
ic
a
n
ce o
f
the
m
ode
l
in
c
ano
n
ica
l
c
o
rre
l
a
t
ion
ana
l
y
s
is.
I
n
t
h
is
c
o
n
te
xt
W
i
lks
l
a
m
bda
v
a
l
ue
i
s
u
s
ed
w
h
ic
h
i
s
calle
d
reve
rse
e
f
fect
s
ize
.
T
he
W
i
l
ks
λ
v
a
l
ue
ex
p
r
esses
t
h
e
u
n
e
x
pl
a
i
ne
d
varia
n
c
e
a
mong
t
h
e
cano
n
i
ca
l
vari
able
s
i
n
the
mo
de
l
o
b
t
a
i
ne
d
a
s
t
h
e
r
e
s
u
lt
of
t
he
ana
l
y
sis.
T
h
u
s,
"
1-
λ"
i
n
d
ica
t
es
t
he
v
a
l
ue
o
f
s
h
ar
ed
v
aria
nc
e
by
t
h
e
c
an
o
n
i
cal
v
a
r
i
ab
l
es
and
m
ay
b
e
st
at
ed
a
s
the
v
al
u
e
of
R
2
i
n
the
r
e
gressi
o
n
.
Tha
t
v
a
lue
f
or
W
il
ks
's
λ
v
a
lue
i
n
the
prev
io
us
c
har
t
i
s
ca
l
c
ul
a
t
e
d
a
s
.17
2
9
1
.
A
c
cordi
n
g
t
o
t
hi
s,
it
ca
n
be
s
a
i
d
t
h
at
the
c
o
m
mon
va
rianc
e
sha
r
e
d
betw
ee
n w
e
b peda
g
o
g
i
c
a
l c
o
n
te
nt
k
now
l
e
d
g
e
a
nd on
l
i
ne
in
f
orm
ati
o
n search
s
ets is 17.
3
%
.
I
n
c
a
n
o
n
i
c
a
l
c
o
r
r
e
l
a
t
i
o
n
a
n
a
l
y
s
i
s
,
t
h
e
s
i
g
n
i
f
i
c
a
n
c
e
o
f
e
a
c
h
c
a
n
on
ica
l
f
u
n
c
t
i
o
n
i
n
t
he
m
ode
l
nee
ds
to
be
e
xam
i
n
e
d
s
epar
ate
ly,
in
a
dd
iti
o
n
to
w
h
e
ther
the
ca
non
i
ca
l
m
o
de
l
obta
i
ne
d
i
s
s
ta
t
is
t
ic
ally
s
i
g
ni
fi
ca
nt
.
The
ca
non
ic
a
l
f
u
n
c
ti
o
ns
r
es
ult
in
g
from
the
a
na
lys
is
are
proce
s
se
d
w
ith
t
he
c
umula
t
i
v
e
val
u
e
s
.
Th
ere
f
ore
,
i
t
is
nec
essary
t
o
e
v
a
l
ua
te
t
he
s
i
g
nif
icanc
e
o
f
ea
c
h
can
o
n
ica
l
f
unc
t
i
o
n
s
e
p
ara
t
el
y
wi
th
t
he
c
ano
n
i
ca
l
mo
de
l
wh
il
e
in
t
e
rpre
ti
n
g
t
h
e
r
esu
l
t
s
o
f
ca
n
o
n
i
ca
l
c
o
rr
elati
o
n
a
n
a
l
ys
is.
S
e
l
f-va
lue
s
a
nd
c
a
n
o
n
i
cal
c
orre
l
a
tio
n
va
lu
e
s
f
or
ca
non
ic
a
l
f
u
n
c
t
i
o
ns
a
re
exa
mine
d
to
d
e
t
er
mine
w
h
i
c
h
o
f
t
h
e
ca
no
n
i
ca
l
func
tio
ns
a
re
m
e
ani
n
g
fu
l
[29]
.
F
i
ve
ca
non
ic
a
l
f
u
n
c
ti
o
ns
w
ere
ob
t
aine
d
as
a
re
su
lt
of
t
he
can
on
ica
l
c
o
rre
l
a
t
i
on
a
nal
y
s
i
s
a
p
p
l
i
ed
t
o
i
n
v
es
ti
ga
te
t
h
e
rela
tio
ns
hip
be
t
w
e
e
n
w
e
b
pe
da
go
g
i
c
a
l
c
o
nte
nt
kn
o
w
l
e
d
ge
and
on
li
ne
i
nfo
r
m
atio
n
sear
ch
s
ets
i
n
t
he
r
es
e
arc
h.
The
ei
gen
v
a
l
ue
s
and c
an
o
n
i
ca
l
corre
lat
i
on
va
lue
s
of t
h
ese
fu
nct
ions ar
e
s
hown
in Table
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Rel
a
tio
n
s
hip
bet
w
e
e
n
p
r
e
-
se
rv
i
c
e t
e
a
c
h
e
rs’
web
p
e
dag
ogi
c
a
l
c
ont
e
n
t
knowl
e
dg
e…
(Gü
l
e
r
T
u
l
u
k
)
23
3
Tabl
e2
. Ei
g
e
nva
l
u
es an
d
c
a
non
i
cal
co
rrel
a
t
i
on
v
al
u
e
s
R
oot
No
E
i
ge
nv
a
l
u
e
P
e
r
ce
nt
a
g
e
C
u
m
u
l
a
t
i
v
e
Per
c
e
n
t
a
g
e
Ca
no
ni
ca
l
C
o
rr
e
l
a
t
ion
Ca
noni
ca
l
C
o
rr
e
l
a
t
ion
Squa
r
e
1
0.
1212
9
61.262
82
61.
262
82
0
.
3288
9
0.
1081
7
2
0.
0480
2
24.254
56
85.
517
38
0
.
2140
6
0.
0458
2
3
0.
0187
8
9.
4
861
4
95.
003
52
0
.
1357
7
0.
0184
3
4
0.
0092
9
4.
6
911
2
99.
694
63
0
.
0959
3
0.
0092
0
5
0.
0006
0
0.
3
053
7
100.
00
000
0
.
0245
8
0.
0006
0
A
c
cordi
n
g
t
o
t
he
f
in
d
i
ngs
i
n
Tab
l
e
2,
t
he
c
a
n
o
n
i
cal
c
or
rela
ti
o
n
v
a
l
ue
f
or
t
he
f
irst
c
a
n
on
i
c
a
l
f
u
n
c
t
i
on
i
s
.
32
8
8
9
.
A
c
c
o
rd
i
ngl
y
,
i
n
th
e
fi
rst
c
a
noni
c
a
l
fu
n
c
t
i
o
n
,
w
eb
p
e
d
a
g
ogi
ca
l
co
nt
en
t
kno
wl
ed
g
e
a
nd
o
nli
n
e
in
form
ation
se
ar
ch
s
e
t
s
sha
r
e
a
varia
n
c
e
o
f
10.8
1
7
%.
I
n
t
h
e
se
c
on
d
can
oni
ca
l
c
o
rrel
a
t
i
o
n
,
t
h
e
cano
n
i
c
al
corr
elat
i
on
va
lue
,
w
hich
i
s
not
t
ake
n
i
n
t
o
a
c
c
oun
t
i
n
t
he
f
irs
t
c
ano
n
i
ca
l
func
t
i
o
n
,
and
which
i
n
di
cat
es
t
he
ma
ximum
rela
ti
o
n
b
etw
e
e
n
t
he
t
w
o
c
a
non
i
c
a
l
v
a
r
ia
ble
s
i
s
c
a
lc
u
l
a
te
d.
T
he
c
a
l
c
u
la
te
d
va
lue
for
t
h
e
s
econ
d
ca
non
ic
a
l
f
unc
tio
n
is
.
2
1
4
0
6
,
ac
cord
in
g
to
w
hic
h
w
eb peda
g
o
g
i
ca
l
c
o
nte
n
t
k
now
l
e
d
g
e
a
n
d
o
n
l
i
ne
i
nf
or
ma
ti
o
n
sear
ch
d
a
t
a
se
ts
s
hare
a
v
ar
ia
nce
o
f
4
.
5
8
2
%
in
t
he
s
ec
ond
c
a
n
o
n
ic
a
l
f
un
c
t
i
o
n.
T
he
c
a
l
c
u
l
a
te
d
va
lue
for
t
h
e
t
h
i
r
d
cano
n
i
c
al
f
un
ct
ion
i
s
.
135
77
,
w
h
ere
web
p
e
d
a
go
gi
c
a
l
c
o
nt
e
n
t
kno
wle
d
g
e
a
nd
o
nli
n
e
i
n
fo
rmat
i
o
n
se
arc
h
data
s
e
t
s
s
h
ar
e
a
varia
n
c
e
o
f
1.
8
43%
i
n
t
h
e
thir
d
c
a
n
o
n
i
c
a
l
fu
n
c
t
i
o
n.
T
he
c
a
l
c
u
l
a
te
d
va
lue
f
o
r
t
h
e
fo
urt
h
ca
non
ic
a
l
f
unc
tio
n
is
.
0
9
5
9
3
,
ac
cord
in
g
to
w
hic
h
w
eb peda
g
o
g
i
ca
l
con
t
ent
kn
o
w
l
e
dg
e
and
on
lin
e
i
n
fo
rmat
i
o
n
sear
ch da
t
a se
ts share
a var
i
a
nce o
f
0
.
9
2% i
n the
fo
ur
th ca
n
o
n
i
c
a
l
fu
n
c
t
i
o
n
. Th
e
c
a
noni
cal
c
o
r
re
l
a
t
i
on
v
a
l
u
e
of
the
f
i
fth
ca
no
ni
c
a
l
f
unc
t
i
o
n
ap
pea
r
s
t
o
b
e
.
0
2
4
5
8
a
fter
s
ubtra
c
ti
o
n
o
f
t
h
e
c
o
mm
on
v
a
r
ia
nce
of
t
he
w
eb
peda
g
o
g
i
ca
l
c
o
n
t
e
n
t
k
now
le
dge
a
n
d
t
he
o
nl
ine
in
forma
tio
n
sea
r
ch
d
a
t
a
se
ts
i
n
the
firs
t
four
c
an
on
ica
l
f
u
n
c
t
i
on
s.
A
cc
o
r
di
ngl
y
,
t
h
e
w
e
b
p
e
d
ago
g
ic
al
c
on
t
e
nt
kno
wl
ed
g
e
f
or
t
he
f
i
f
th
c
a
n
o
n
i
c
a
l
f
unc
tio
n
a
nd
the
com
m
on
varia
n
c
e
s
h
a
re
d
b
y
t
he
o
n
line
i
n
for
m
ation
sear
ch da
t
a se
t
s
a
re
only 0.
06%
.
S
e
pa
rate exa
m
i
na
t
i
o
n
o
f t
h
e s
i
g
n
i
fica
nc
e of e
ach ca
n
o
n
ic
a
l
f
unc
tio
n i
n
ca
non
ica
l
c
o
r
rela
ti
o
n
a
nal
y
s
i
s
she
d
s
li
g
h
t
o
n
the
nee
d
t
o
i
n
te
rpret
the
f
u
nc
tio
ns
r
es
ul
tin
g
fr
om
c
a
n
o
n
i
c
a
l
c
o
rrela
ti
on
a
nal
y
s
i
s.
T
a
b
a
c
hn
ic
k
a
n
d
Fi
d
e
ll
[
34
]
st
at
ed
t
h
a
t
on
ly
s
t
a
t
i
sti
c
al
ly
s
i
gni
fi
c
a
n
t
c
ano
n
i
cal
f
u
n
c
ti
on
s
sho
u
ld
b
e
i
n
t
e
rp
re
t
e
d
in
c
an
on
ical
corr
elat
i
on
ana
l
y
s
is.
G
e
ne
ral
l
y
,
the
c
o
rre
l
a
t
i
on
betw
e
e
n
c
a
n
o
n
i
c
a
l
varia
b
le
s
for
the
last
c
a
n
o
n
ic
a
l
f
u
n
c
t
i
o
n
is
n
o
t
st
at
i
s
ti
ca
lly
s
i
g
n
i
f
i
c
a
nt
[
3
6
]
.
Th
e
res
u
lts
o
f
th
e
di
me
nsio
n
re
du
ct
ion
a
n
aly
s
i
s
o
f
th
e
re
l
a
t
i
on
shi
p
b
et
we
en
w
e
b
peda
go
g
i
c
a
l
c
on
te
n
t
kn
o
w
led
g
e
and
o
n
line
i
n
form
at
ion
sear
ch
s
et
s
a
r
e
s
h
o
w
n
i
n
T
a
b
l
e
3
.
Tab
l
e3.
Res
u
l
t
s
of dim
en
si
on
reduc
t
i
o
n
a
nal
y
s
i
s
R
oots
W
ilks
L.
F
H
y
pothe
sis
S
d
E
rr
o
r
S
d
Sig.
F
1
T
O
5
0
.
8270
9
1.
1572
3
35
877.
41
0
.
024
2
T
O
5
0
.
9274
1
0.
6644
9
24
730.
32
0
.
088
3
T
O
5
0
.
9719
5
0.
4007
2
15
580.
12
0
.
097
4
T
O
5
0
.
9902
0
.
2604
1
8
422
0
.
097
5
T
O
5
0
.
9994
0
.
0427
2
3
212
0
.
098
A
c
cordi
n
g
t
o
t
he
f
in
d
i
ngs
i
n
Tab
l
e
3,
t
he
c
a
n
o
n
i
ca
l
mo
de
l
(func
t
i
on
1
t
o
5
)
c
onsis
t
i
n
g
o
f
t
h
e
ad
de
d
val
u
es
o
f
the
five
c
a
n
oni
qa
l
fu
nc
t
i
o
n
s
i
s
s
ta
tist
i
ca
ll
y
sig
n
i
fi
ca
nt
[
λ
=
.
8
27
09,
F
(
35,
877.
4
1
)
=
1.15
72
3,
p
<
.
0
5
].
T
he
re
i
s
no
s
t
at
is
tica
l
l
y
s
i
g
nific
a
n
t
r
elat
i
o
n
s
h
i
p
bet
w
e
en
w
e
b
-b
ased
p
e
d
ago
g
i
c
al
c
o
n
t
e
n
t
knowl
e
dg
e
a
n
d
onl
in
e
in
forma
t
i
o
n
se
arch
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at
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f
o
r
o
t
h
er
c
ano
n
i
c
a
l
f
un
c
t
i
o
ns
(
func
ti
o
n
2
)
af
ter
t
h
e
r
em
oval
of
t
h
e
f
i
r
st
ca
non
ic
a
l
fu
n
c
tio
n w
i
t
h
t
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ghe
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orr
e
la
ti
on be
tw
e
e
n c
a
n
o
n
i
c
al
v
ar
iab
l
es
[
p
>
.
05]
.
A
n
o
t
her
ques
t
i
on
t
o
b
e
a
n
sw
ere
d
i
n
c
a
n
o
n
ic
al
c
orre
l
a
tio
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a
n
al
ys
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s
i
s
ho
w
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ria
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le
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n
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at
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ribu
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p
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t
w
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a
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c
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l
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a
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i
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c
o
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ffi
ci
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t
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s
t
r
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m
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t
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t
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G
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a
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le
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e
in
form
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t
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t
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The
fin
d
i
n
g
s
a
r
e
s
h
o
w
n
i
n
Ta
b
l
e
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
29
- 2
36
23
4
Ta
bl
e
4
. St
an
d
a
ri
z
e
d
co
effi
ci
e
n
t
s
a
n
d
st
ru
ct
ural
c
o
e
f
f
i
c
e
n
t
s
1
.
C
a
noni
ca
l
Fun
c
t
i
on
Va
r
i
a
b
l
e
S
E
K
r
s
r
2
s
(%
)
G
W
0
.
593
0
.
631
0
.
398
C
W
-
0.
35
2
0.
074
0
.
005
P
W
0
.
771
0
.
502
0
.
252
W
P
C
0.
089
0
.
360
0
.
129
W
I
0
.
378
0
.
584
0
.
341
D
-0.
4
2
5
0.
112
0
.
012
E
0.
179
0
.
334
0
.
111
P
T
-
0.
68
4
0.
026
0
.
001
T
E
-
0.
02
9
0.
367
0
.
134
S
M
A
0.
291
0
.
814
0
.
662
C
-0.
2
1
7
0.
369
0
.
136
P
S
0
.
201
0
.
322
0
.
103
The
ca
n
o
n
i
ca
l
c
o
rre
l
a
ti
on
c
oe
ffic
ie
n
t
b
et
w
e
en
t
he
s
tru
c
tura
l
c
o
e
f
f
i
c
i
e
n
t
s
f
o
r
t
h
e
f
i
r
s
t
c
a
n
o
n
i
c
a
l
f
u
n
c
t
i
on
a
nd
t
he
w
e
b
p
e
d
a
g
o
g
i
c
a
l
c
on
t
e
nt
kno
wl
ed
g
e
f
o
r
t
hi
s
fun
c
t
i
on
a
n
d
t
h
e
on
l
i
ne
i
nf
orma
tion
sea
r
c
h
d
a
t
a
sets is a
l
s
o
s
h
o
w
n
i
n
F
ig
ure
2.
Fi
g
u
r
e2
. Th
e
c
a
n
o
n
i
ca
l
c
o
rre
l
at
ion
co
e
f
fi
ci
en
t
b
e
t
w
ee
n
th
e
st
ru
c
t
ura
l
c
oeff
i
c
ie
n
t
s for
t
h
e f
i
r
s
t
can
on
ica
l
fu
nc
tio
n
and t
h
e
w
e
b
pedag
o
g
i
ca
l co
n
t
e
n
t k
n
o
w
l
e
dge
Th
is
s
t
u
dy
a
i
m
e
d
to
i
nve
st
iga
t
e
t
h
e
rela
t
i
ons
h
i
p
be
tw
ee
n
pre
-
se
rv
i
c
e
t
e
a
c
h
ers’
w
e
b
p
ed
ago
g
i
c
al
con
t
e
n
t
k
now
l
e
dge
a
n
d
o
nl
i
n
e
i
n
form
ati
o
n
sear
chi
ng
s
t
rateg
i
es.
Ca
n
o
n
i
c
a
l
c
o
rrela
ti
o
n
a
na
l
y
si
s
is
u
se
d
t
o
deter
m
i
n
e
t
h
e
rela
tio
ns
hip
be
tw
e
e
n
t
h
e
s
e
t
w
o
sc
ales.
A
s
a
r
e
s
ul
t
of
t
he
s
tu
dy,
1
7.3%
c
omm
on
va
ri
anc
e
i
s
deter
m
i
n
ed
b
e
t
wee
n
web
p
ed
ago
g
i
ca
l c
o
n
t
e
n
t k
n
o
wle
dge
a
nd
o
n
line
i
nform
a
tio
n sea
r
ch
i
ng s
t
ra
t
e
g
i
e
s
.
In
t
h
e
e
du
ca
ti
on
al
c
on
t
e
xt
,
stu
d
e
nt
s
use
wi
ki
s,
v
id
eo
s,
b
l
o
g
s
,
e-bo
oks,
soc
i
al
n
e
t
w
o
rks,
s
i
m
u
l
at
i
o
n
s
a
n
d
3
-
D
v
i
rt
u
a
l
l
e
a
r
ni
ng
envi
ro
n
m
en
t
s
v
i
a
w
e
b
p
a
g
e
s
[
11,
3
7
]
w
h
i
l
e
t
h
e
y
u
se
t
he
i
nter
net
f
o
r
the
i
r
pr
oj
e
c
t
s.
H
o
w
e
ve
r,
a
mong
t
h
ese
s
o
urce
s;
c
on
te
nt,
ob
jec
t
i
v
ity,
acc
ur
ac
y,
t
i
m
eli
n
ess
,
a
n
d
t
ar
ge
t
a
u
di
e
n
ce
[
38]
p
r
e
sen
t
e
d
i
n
t
h
e
s
e
s
o
u
r
c
e
s
[
3
9
]
.
T
h
i
s
i
s
i
m
p
o
r
t
a
n
t
f
o
r
t
e
a
c
h
e
r
s
t
o
u
s
e
t
h
e
i
n
t
e
rne
t
e
ffec
ti
ve
l
y
i
n
t
h
e
tea
c
h
in
g-le
ar
ning
proce
s
s,
t
o
fo
ll
ow
i
nn
o
v
at
ion
s
i
n
t
h
e
fie
l
d
o
f
e
d
u
ca
ti
o
n
[
4
0
],
a
n
d
to
h
av
e
a
par
t
i
c
u
l
a
r
l
y
q
ua
li
fied
l
it
e
r
ac
y
o
f
the
i
r
s
t
u
d
e
n
ts
[
41].
A
s
a
m
att
e
r
of
f
ac
t,
t
he
r
e
s
ear
ches
s
ho
w
t
ha
t
w
h
i
l
e
s
t
ude
n
t
s
sea
r
ch
f
or
i
nform
a
ti
on
on
t
h
e
in
t
e
rne
t
[
2
0
],
t
hey
e
n
c
o
u
n
t
e
r
p
ro
blem
s
i
n
u
sin
g
s
ea
rch
e
n
gine
s,
d
eter
min
i
ng
ke
yw
ords
i
n
o
n
l
i
n
e
i
n
for
m
a
t
i
o
n
sear
ch,
and
n
o
t
e
va
l
u
at
i
ng
se
ar
ch
r
esults
[
4
2
,
39].
In
t
h
i
s
c
a
s
e
,
w
e
h
a
v
e
t
o
ob
se
rv
e
th
e
co
nt
en
t
o
f
E
MB203
Tea
c
h
i
n
g
T
ec
h
nol
og
y
a
n
d
M
a
teria
l
U
se
l
e
sson
tha
t
t
he
t
e
a
c
h
er
c
a
nd
ida
t
es
a
re
t
ra
ine
d
i
n
befor
e
t
he
s
e
r
vice
.
Wh
i
l
e
t
e
c
h
n
o
l
og
y
c
r
ea
t
e
s
m
o
re
t
oo
ls
f
or
t
he
u
se
o
f
teac
her
s
a
nd
s
t
u
den
t
s,
i
n-servic
e
t
e
ac
he
r
educa
tio
n
s
h
o
u
l
d
fu
lfi
l
l
i
t
s
resp
o
n
s
i
b
i
li
ties
to
e
d
u
ca
te t
e
ache
r
s w
ho
use
t
h
ese
to
ol
s p
r
op
e
r
ly
.
Whi
l
e
e
d
u
cati
o
n
co
mb
in
e
s
l
earn
i
n
g
wi
th
c
omp
u
t
er
b
a
s
ed
e
l
e
ct
r
o
n
i
c
t
e
c
h
no
l
o
g
i
es,
it
h
a
s
t
o
b
e
r
e
l
at
ed
to
t
he
s
ub
jec
t
a
re
a
of
t
hese
t
e
c
hn
o
l
og
ie
s
[3
7,
41,
4
3].
It
i
s
t
h
o
u
g
h
t
t
ha
t
t
h
i
s
s
tu
dy,
w
h
i
c
h
w
e
w
a
nt
t
o
c
a
p
t
u
r
e
t
h
e
vi
ewpoi
n
t
o
f
th
e
ma
th
e
m
a
t
i
c
s
t
e
a
c
h
er
can
di
d
a
t
e
,
will
a
l
l
o
w
us
t
o
i
n
v
e
stiga
t
e
w
h
at
i
s
an
d
w
h
a
t
i
s
r
e
qu
ire
d
of
t
he
f
i
e
ld
know
l
e
d
g
e,
t
h
e
t
e
a
c
h
in
g
o
f
t
he
f
iel
d
k
now
led
g
e,
a
n
d
t
h
e
t
e
ch
n
o
l
o
g
i
c
al
p
ed
a
g
o
g
i
c
a
l
fie
l
d kn
ow
le
d
g
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Rel
a
tio
n
s
hip
bet
w
e
e
n
p
r
e
-
se
rv
i
c
e t
e
a
c
h
e
rs’
web
p
e
dag
ogi
c
a
l
c
ont
e
n
t
knowl
e
dg
e…
(Gü
l
e
r
T
u
l
u
k
)
23
5
4.
CONCL
U
S
ION
I
t
i
s
ne
ce
ssar
y
t
o
in
tegr
a
t
e
educa
tio
n
a
n
d
tra
i
nin
g
w
i
t
h
tec
h
no
l
o
g
y
s
o
tha
t
l
ea
r
n
i
ng-
t
e
ac
h
i
ng
proce
s
se
s
c
a
n
b
ri
ng
a
b
out
a
m
ore
effec
t
i
v
e
and
pr
o
duc
ti
v
e
s
ucce
ss,
a
s
s
een
i
n
education
s
y
s
t
em
s.
C
lassical
lear
n
i
n
g
m
et
h
o
d
s
ca
n
be
r
ep
l
a
c
e
d
by
n
e
w
l
ear
ning
m
eth
o
d
s
s
u
pp
or
te
d
b
y
t
ec
h
n
o
lo
gy
a
nd
w
eb.
Cons
i
d
er
ing
the
w
e
b
pe
da
g
o
g
i
ca
l
co
nte
n
t
inform
ati
o
n
p
r
ov
i
d
e
d
by
t
h
e
c
o
mbi
n
a
t
i
on
of
e
d
u
c
a
t
i
o
n
a
n
d
te
ch
n
o
lo
gy,
w
eb
peda
g
o
g
i
ca
l
co
nte
n
t
i
n
form
a
t
i
on
is
a
l
s
o
inc
r
ea
si
ng
in
t
he
c
a
s
e
of
i
ncre
as
ing
inte
rne
t
u
sa
ge
a
m
o
n
g
s
t
u
d
e
nt
s.
F
o
r
th
i
s
r
ea
so
n
,
a
s
a
r
e
sul
t
o
f
be
i
n
g
a
b
le
t
o
c
a
rr
y
ou
t
t
h
e
r
e
s
ea
rche
s
o
f
t
h
e
t
eac
her
can
d
i
da
tes
e
a
si
l
y
a
nd
t
o
impro
v
e
t
h
em
s
e
lve
s
in t
h
e
f
i
e
l
d o
f
fie
ld
a
n
d
voca
tio
na
l kn
o
w
l
e
d
g
e
,
it
m
a
y
b
e
n
e
c
e
ssary
t
o
edu
c
at
e
t
h
e
t
e
a
c
h
e
r
ca
ndi
da
te
s
ab
o
u
t
t
h
i
s
a
c
h
ieve
me
nt
a
n
d
t
o
e
duca
t
e
t
h
e
m
i
n
this
f
i
e
ld
i
n
o
r
der
to
e
n
s
ure
succe
ss
in
e
d
u
c
a
tio
n
and
un
i
v
er
sal
i
t
y
.
This
m
a
y
r
e
q
u
i
r
e
t
ha
t
the
cla
s
se
s
a
nd
la
bor
at
ories
o
f
t
h
e
e
duca
t
io
n
fa
cul
t
i
e
s
ar
e
im
p
r
ove
d
tech
n
o
l
o
gic
a
l
l
y
o
r
if
t
he
y
are
com
p
le
tel
y
r
e
n
ewe
d
i
f
nec
e
ssary
a
nd
tha
t
t
he
w
e
b
t
ec
hn
ol
o
gy
is
u
se
d
w
i
t
h
o
u
t
pro
b
lem
s
a
nd
t
ha
t
the
r
e
i
s
a
n
i
n
ter
n
e
t
c
on
nec
t
i
o
n
t
h
a
t
i
s
fre
e
o
f
obs
ta
cle
s
o
r
w
i
reles
s
a
nd
tha
t
t
her
e
i
s
a
me
anin
g
f
u
l
r
el
ati
o
nshi
p
betw
ee
n
w
e
b
pe
dag
o
g
i
ca
l
c
o
n
t
e
n
t
kn
ow
le
d
ge
a
nd
t
ea
c
h
er
s
e
l
f-e
fficac
y
pe
rce
p
t
i
on.
I
t
ca
n
b
e
s
a
i
d
t
h
at
t
he
t
e
ache
r
c
a
n
d
i
da
te
s
t
e
nd
t
o
f
orge
t
th
e
se
l
f
-effica
cy
o
f
t
h
e
te
ac
he
r
in
c
ase
th
e
we
b
peda
g
o
g
i
ca
l
c
onte
n
t
i
n
form
ati
o
n
i
s
t
o
u
c
h
e
d
.
Tea
c
he
r
c
a
nd
i
d
ate
s
use
t
h
e
i
n
for
m
a
t
i
o
n
o
f
t
he
p
e
d
a
g
o
g
i
cal
con
t
e
n
t
i
n
t
he
i
r
e
du
c
a
t
i
o
n
a
n
d
tra
i
n
i
ng
c
a
n
b
e
c
onsi
d
e
r
ed
a
s
an
i
n
c
r
ease
in
q
ua
lit
y
a
nd
e
f
f
i
c
i
e
n
cy
i
n
t
h
e
stude
n
t
g
e
n
era
tio
n.
T
ec
hno
l
o
gy,
p
e
d
a
g
o
g
y
a
nd
c
o
nt
e
n
t
k
n
o
w
l
e
dge
a
s
a
w
ho
l
e
a
n
d
t
he
e
duca
tio
n
s
y
s
t
e
m
c
an
be
r
estruct
u
re
d
a
ccordi
n
g
l
y.
REFE
RENCES
[1]
X
N
t
o
u
l
a
s
,
A
.
,
C
h
o
,
J
.
,
&
O
l
s
t
o
n
,
C
.
,
"
W
h
a
t
’
s
n
e
w
o
n
t
h
e
w
e
b
?
T
h
e
e
vo
lu
tio
n
of
t
h
e
w
eb
f
ro
m
a
search
e
n
g
i
n
e
pers
pecti
v
e,"
In
Pr
oceed
ing
s
of th
e 13
th intern
atio
na
l
W
o
rld
W
i
d
e
W
e
b
Confer
ence
(
p
p. 1
–
1
2
)
,
N
e
w
York, 2004
[2]
Ah
uj
a
,
J
.
S
.
,
&
W
e
b
s
t
e
r,
J
.
"P
erce
i
v
ed
d
is
ori
e
n
t
at
io
n
:
A
n
exam
i
n
a
ti
on
o
f
a
new
m
eas
ure
to
a
s
s
ess
web
des
i
g
n
ef
f
ectiv
enes
s,"
I
n
t
e
r
a
c
t
in
g w
i
th
C
o
m
p
u
t
e
r
s
,
vol.
14,
p
p
.
1
5-29
,
200
1.
[3]
Rock
land
,
R.
H
.,
"
Redu
cing
t
h
e
i
nf
orm
a
ti
on
o
v
e
rload
:
A
m
e
t
h
od
o
n
help
in
g
s
t
udent
s
res
earch
e
n
g
i
n
eering
to
p
i
cs
us
ing
t
h
e Interne
t
,"
IEEE T
r
an
sactio
ns
on
Ed
uca
t
i
o
n
,
vo
l.
43,
pp.
4
20
-42
5
,
2
00
0.
[4]
Tsa
i
,
C-C.,
"
T
he
i
nte
r
pre
t
a
tio
n
c
o
n
s
tru
c
tion
de
sig
n
m
o
d
e
l
f
or
t
e
a
c
h
in
g
scien
ce
an
d
i
t
s
app
l
i
catio
n
s
t
o
In
tern
et-bas
ed
ins
t
ruct
i
o
n
in
T
a
i
wan,"
Int
e
rnation
a
l
Jou
r
n
a
l
o
f
Ed
ucatio
na
l D
evelo
p
men
t
,
vol.
21(5
)
,
p
p
.
4
01
-15,
2
0
0
1
.
[5]
Tab
a
tabai
,
D
,
&
S
h
o
r
e,
B
.
M,
"
Ho
w
ex
perts
an
d
nov
ices
s
earch
t
h
e
W
e
b,"
Li
brar
y &
informa
t
io
n sc
ie
nc
e
re
se
a
r
c
h
,
vo
l.
27(2
)
,
p
p
.
2
2
2-24
8,
200
5.
[6]
Belkin,
N.
J
.,
C
o
o
l,
C
.
,
S
tein,
A
.
,
&
T
h
i
e
l,
U
.,
"
C
a
ses,
s
crip
t
s,
a
nd
i
n
f
o
rm
atio
n-s
eeki
ng
st
rateg
i
es:
O
n
t
h
e
d
esig
n
o
f
interacti
v
e
i
n
f
o
r
m
at
ion
re
t
r
ieval
syste
m
s
,
"
Exper
t
s
y
st
ems
wit
h
a
p
p
licati
ons
,
v
o
l
. 9
(3
),
p
p
. 3
79
-39
5
, 1
99
5.
[7]
Bil
a
l,
D
.,
"
Chil
d
r
en
’s
u
se
o
f
t
h
e
Yaho
ol
ig
ans!
W
eb
s
earch
e
ng
in
e.
I
.
Cogn
itive,
P
hysical
a
nd
a
ff
ecti
v
e
behaviors
on
f
act-b
a
s
ed
t
asks,"
Jo
ur
nal
of
t
h
e
A
m
erican
So
ciety fo
r In
form
a
t
io
n
S
c
i
e
nce
,
vol.
51,
6
4
6
-66
5
,
20
0
0
.
[8]
Ts
ai, M.
J
.,
&
T
s
ai
,
C. C,
"Inf
o
r
ma
t
i
o
n
searchi
n
g
st
rateg
i
es
i
n
w
eb
-based
s
cience le
arni
ng
:
T
h
e ro
le
o
f
Intern
et
s
elf
-
ef
ficacy,
"
In
no
vat
i
ons in
educa
t
ion
an
d T
e
a
c
hi
ng Int
e
r
nati
o
n
a
l
, v
ol. 4
0(1
)
,
pp
. 4
3-5
0
,
2
00
3.
[9]
Ts
ai,
M.J
.
,
"O
nli
n
e
In
f
o
rm
ati
o
n
S
earchin
g
S
t
rate
g
y
I
nv
ent
o
ry
(
O
I
S
S
I
)
:
A
q
u
i
c
k
v
e
r
s
i
o
n
a
n
d
a
c
o
m
p
l
e
t
e
v
e
r
s
i
o
n
,
"
Com
put
ers &
Ed
uca
t
i
o
n
,
v
o
l
. 5
3,
p
p
. 47
3
-4
83
,
20
09
.
[10]
Tsai
,
M
.
J
.
,
L
i
a
n
g
,
J.
C
.
,
H
o
u
,
H.
T
.,
&
Tsai
,
C
.
C
.
,
"
Un
iversi
ty
s
tudent
s'
o
nline
inf
o
r
m
at
ion
s
earchi
n
g
strateg
i
es
i
n
diff
erent
search
c
o
n
t
e
xt
s,"
A
u
st
ra
la
si
an
Jou
r
nal of Edu
c
atio
na
l Tech
nol
og
y
, v
ol
.
2
8
(5
), 20
1
2
.
[11]
Aş
kar,
P
.,
&
M
azman
,
S
.
G
,
"Çevri
m
i
çi
b
ilg
i
aram
a
s
t
rat
e
ji
leri
env
a
nt
erini
n
T
ü
r
kçe’ye
u
y
a
rlam
a
ç
a
lı
şm
ası,"
E
ğ
it
i
m
ve Bilim
,
v
o
l
. 38
(
16
8), 2
01
3.
[12]
Lo
renzen,
M
.
,
"T
he
l
an
d
o
f
c
o
n
f
usio
n?
H
igh
sc
h
ool
s
t
uden
t
s
and
t
h
ei
r
use
o
f
t
he
W
orld
W
i
d
e
W
e
b
f
o
r
research,"
Res
e
arch
Stra
te
g
i
es
,
vo
l.
1
8
(
2),
p
p
.
15
1,
2
00
2.
[13]
Min
i
stry
o
f
Na
ti
on
a
l
E
du
c
a
t
io
n
(
M
oNE)
,
Or
ta
ö
ğ
r
e
ti
m ma
te
m
a
ti
k
d
e
rs
i ö
ğ
re
tim prog
ram
ı
.
Anka
ra:
Mi
lli
Eği
tim
Ba
sım
e
v
i
, 2
01
5.
[14]
S
h
u
l
m
a
n,
L
.
S
.
,
"
T
ho
se
w
h
o
u
nders
tan
d
:
K
nowl
e
dge
g
row
t
h
i
n
t
eac
hin
g
,
"
Ed
u
c
atio
na
l re
se
arc
h
e
r
,
vo
l.
1
5(
2
)
,
p
p
. 4-1
4
, 1
98
6.
[15]
S
h
u
l
m
a
n,
L
.,
"
Kno
w
l
e
dg
e
an
d
te
ach
in
g:
F
ou
nd
ation
s
o
f
th
e
n
e
w
re
f
o
rm,"
Ha
rva
r
d ed
ucat
io
na
l revi
e
w
,
vo
l.
5
7(
1),
p
p
. 1-2
3
, 1
98
7.
[16]
Ko
ehler,
M
.
J.,
M
i
sh
ra,
P
,
&
Y
ah
ya,
K.,
"Tracing
t
h
e
devel
o
p
m
en
t
o
f
t
each
er
k
no
wled
ge
i
n
a
des
i
g
n
s
emin
ar:
Int
e
grati
ng con
t
en
t,
p
edag
og
y an
d t
echn
o
lo
gy
,"
Com
put
ers &
Ed
u
c
a
t
i
o
n
,
v
o
l
. 4
9(3
)
, pp
. 7
40
-7
62
, 2
00
7.
[17]
Ko
ehler,
M
.
J
,
&
M
i
s
h
r
a,
P
,
"
W
hat
hap
p
en
s
w
h
en
t
each
ers
d
e
sig
n
educat
io
nal
tech
nol
og
y?
T
he
d
evel
op
m
e
nt
o
f
tech
no
log
i
cal
p
edag
og
ical
c
o
n
t
e
n
t
k
n
o
w
led
g
e,"
Jou
r
n
a
l o
f
ed
ucat
io
na
l com
putin
g r
e
sear
ch
,
vo
l.
3
2
(
2)
,
pp
.
1
31-1
5
2
,
2
0
0
5.
[18]
Lee,
M
.
H
,
&
T
sai,
C
.
C,
"
Explo
r
in
g
t
eachers’
p
erceived
sel
f
e
f
ficacy
a
n
d
t
echno
lo
gi
cal
p
edago
g
i
cal
c
on
ten
t
kn
ow
ledg
e
wit
h
r
esp
ect
t
o
ed
ucat
ion
a
l
u
s
e
o
f
t
h
e
W
orld
W
id
e
W
e
b
,"
I
n
stru
c
t
io
na
l Sc
i
e
nc
e
,
vo
l.
3
8(
1
)
,
p
p
. 1-2
1
, 2
01
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[19]
Ho
rzum
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M.
B
.
,
"Ad
a
pt
atio
n
of
w
eb
p
e
d
ag
o
g
i
cal
c
o
n
t
e
nt
k
nowled
g
e
s
u
r
v
e
y
to
T
urkish
,
"
E
l
eme
n
tary Education
Onli
ne
, vo
l
.
10
(
1
),
p
p.
25
7
-
27
2,
2
0
1
1
[20]
Bil
a
l,
D
.,
&
K
i
rby
,
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,
"Di
f
f
e
ren
ces
a
nd
s
imila
ri
t
i
es
i
n
i
n
f
o
r
m
a
tio
n
s
eekin
g:
c
hil
d
ren
an
d
ad
ults
a
s
w
e
b
us
ers,
"
Inf
o
r
m
a
tio
n P
r
ocess
i
ng
an
d
M
anag
emen
t
, vo
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[21]
Karasar
,
N.,
Bil
imsel ara
ş
t
ı
rm
a
yö
nt
emi
:
kavr
amlar
,
ilkeler
,
t
eknik
l
e
r
, Nobel Yayın
D
ağıtım, 2009.
Evaluation Warning : The document was created with Spire.PDF for Python.
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2-
882
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n
bil
i
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.,
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t
ati
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t
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r
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l
a
ma
l
ı
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ğ
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ş
k
e
nl
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is
ta
t
i
s
t
i
k
t
e
k
n
ik
l
e
ri
.
(
E
dt
:
Ş
. Ka
layc
ı
)
.
An
kara:
Asil
Ya
yı
n
D
a
ğ
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tım
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ss.
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34
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,
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01
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P
e
dh
azur
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.
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,
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lti
p
l
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gre
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e
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a
l
r
e
sea
r
ch: Exp
l
a
nati
o
n
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edi
c
ti
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e
hart
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F
a
n,
X
.,
"Cano
n
i
cal
c
orrelat
i
o
n
a
naly
si
s
and
s
t
ru
ctural
e
q
u
at
io
n
mo
del
i
n
g
:
Wh
at
d
o
t
h
ey
h
ave
in
c
o
m
m
o
n?
S
t
ru
ctural Eq
u
atio
n M
o
delin
g," v
o
l. 4
,
p
p
. 6
5-7
9
,
1
9
9
7
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Henson
,
R.
K
.,
"
D
emy
s
t
i
f
y
ing
p
a
rametri
c
a
nalyses:
I
llus
t
r
a
ting
cano
n
ical
c
o
rrela
ti
on
a
s
t
h
e
mu
ltiv
ariate
g
en
eral
li
near m
o
d
el,
"
Mul
ti
p
l
e Lin
e
ar Regr
ess
i
o
n
Viewpoin
t
s
,
v
o
l
.
26
(
1
)
,
pp
.
1
1-
19
,
2
0
0
0
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, N.
L. Barl
e
tt
, K.
C, & M
o
rgan
, G
.
A.
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SPS
S
f
o
r
intermedi
a
te st
atis
ti
c
s
;
U
s
e
a
n
d
i
n
te
r
p
r
e
ta
t
i
o
n
,
Mahwah
,
NJ:
Law
r
ence Erl
b
a
u
m
A
s
so
c
i
a
t
es
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Everit
t, B
.
&
Hothorn, T
,
An introducti
on to
applied
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iate analysi
s w
i
t
h
R
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ew
Y
ork
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S
pring
e
r,
2
011
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Afifi, A
. & Cl
ark,
V
, "Com
p
u
t
er-a
i
d
ed
m
u
l
ti
variat
e anal
ys
is
,"
B
o
ca
Rat
on,
F
l:
C
h
a
p
m
an
&
H
all
/
CRC,
2
004.
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Tabachni
ck,
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G
.
&
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i
dell,
L
.
S
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ng mul
t
ivari
a
te stat
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.
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ston
,
P
e
a
r
so
n
Ed
u
c
a
t
io
n, Inc
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a
i
r
,
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.
F
,
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l
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c
k
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.
C
,
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a
b
i
n
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,
&
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n
d
e
r
s
o
n
,
R
.
E
.
,
Mul
tivariate data
anal
ysis. Eng
l
ewood
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w
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r
s
e
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r
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S
h
erry
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A.
&
H
e
n
son
,
R
.K,
"
C
o
ndu
cti
n
g
an
d
i
n
terp
reti
ng
can
on
ica
l
co
rrel
ati
o
n
an
aly
s
is
i
n
perso
n
a
l
it
y
research:
A
us
er-fri
endly pr
im
er,"
Jour
na
l o
f
Pers
on
a
lit
y
As
sess
men
t
,
vo
l
.
8
4 (1
),
p
p.
37-4
8
,
2
0
05.
[37]
Ers
oy,
A
.
,
&
T
ürk
k
an
,
B,
"
İl
köğ
re
ti
m
ö
ğ
renci
l
erinin
r
esimler
i
nd
e
inte
rnet
a
l
g
ısı,"
İ
lkö
ğ
ret
i
m Online
,
v
o
l.
8
(1
), 2
00
9.
[38]
Beauf
ils,
A.,
"To
o
ls
a
nd
strateg
i
es
f
o
r
s
earchi
n
g
i
n
a
h
y
p
erm
e
d
ia
e
nv
ir
on
me
nt
,"
Jou
r
na
l
of Com
put
er Assist
ed
L
e
ar
nin
g
,
vol.
1
6
,
p
p
.
1
14
-1
24
, 2
00
0.
[39]
Bil
a
l,
D
.,
"
Chil
d
r
en
’s
u
se
o
f
t
h
e
Yah
o
o
lig
ans
!
W
eb
s
earch
e
ng
in
e.
II.
C
ogn
itive,
P
hysi
ca
l
and
aff
ect
ive
behaviors
on
f
act-b
ased tasks,
"
Jo
ur
na
l o
f
the A
m
erica
n
S
o
ci
et
y for
Informa
tion
Science
,
vol.
52,
pp.
1
18-1
37,
2
001
.
[40]
Braten,
I.,
&
S
t
r
o
mso
,
H
.
I
,
"
Epi
s
temo
lo
g
i
cal
b
eliefs,
i
n
t
e
res
t
,
an
d
gend
er
a
s
p
r
e
d
ict
o
rs
o
f
intern
et-bas
ed
l
e
a
rn
in
g
acti
v
it
ies,"
C
o
m
p
ute
r
s in
Hu
m
a
n
B
e
h
a
v
i
or
,
v
o
l
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22,
pp.
1
0
2
7
-
1042,
2
0
0
6
.
[41]
Chan
,
C.
K
.
K.,
&
S
achs
,
J
,
"Bel
iefs
a
bo
ut
l
earni
ng
i
n
child
ren
’s
und
erst
andi
ng
of
s
cien
ce
tex
t
s,
"
Co
nt
empo
ra
ry
Ed
uca
t
io
na
l Psych
ol
ogy
,
v
o
l
. 26
, p
p. 19
2
-
21
0
, 20
0
1
.
[42]
Du
ell,
O
.
K.,
&
S
c
ho
m
m
e
r-Aik
in
s,
M
,
"
M
eas
ure
s
o
f
p
e
opl
e’s
be
lie
fs
a
bo
ut
k
no
wl
e
d
g
e
a
n
d
lea
r
ning
,"
Ed
ucat
io
nal
Ps
ychol
og
y Revi
ew
,
v
o
l
.
13,
pp.
4
19
-44
9
,
2
00
1.
[43]
Lee,
M
H
.,
Tsai
,
CC.
v
e
Chan
g,
C
Y.,
"
E
xp
l
o
ri
n
g
T
eachers’
S
elf
-
E
f
ficacy
t
o
w
ard
t
h
e
W
e
b
P
e
dag
o
g
i
cal
C
onten
t
Kn
owl
e
dg
e
i
n
T
aiw
a
n,
"
P
a
p
e
r pres
ented
a
t
the
An
nua
l M
eeti
ng of the
America
n
Edu
c
at
io
nal R
e
se
a
r
ch
Associ
atio
n
New Yor
k
Cit
y
, M
ar
2
4-28
,
2
008,
2
00
8.
Evaluation Warning : The document was created with Spire.PDF for Python.