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201
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1
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I
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-
i
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v
itie
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[
1
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.
Fu
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Set
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[
1
]
p
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p
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s
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m
o
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p
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co
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p
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d
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it
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lect
s
m
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e
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f
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co
n
tex
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al
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p
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in
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p
p
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tu
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itie
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u
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ter
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ar
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p
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f
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r
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s
o
f
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esp
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s
is
id
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ied
as
co
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ativ
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lear
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in
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[
1
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.
Stu
d
e
n
t
in
ter
ac
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n
p
r
o
ce
s
s
is
lear
n
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p
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o
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o
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d
er
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p
t
to
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av
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p
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n
s
i
o
n
o
f
n
e
w
in
f
o
r
m
atio
n
[
2
]
,
[
3
]
.
L
ea
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n
in
g
p
r
o
ce
s
s
es
th
at
h
a
v
e
th
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p
u
r
p
o
s
e
o
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av
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n
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co
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p
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e
n
s
io
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o
f
n
e
w
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f
o
r
m
at
io
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is
s
o
cial
p
r
in
cip
le
o
f
lear
n
in
g
,
i
n
w
h
ic
h
s
tu
d
e
n
ts
w
it
h
i
n
lear
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in
g
g
r
o
u
p
s
o
f
m
e
m
b
er
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w
it
h
d
iv
er
s
e
ab
ilit
ie
s
ca
n
d
o
lear
n
in
g
ac
ti
v
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to
u
n
d
er
s
tan
d
n
e
w
in
f
o
r
m
at
io
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[
4
]
.
L
ea
r
n
i
n
g
is
a
p
r
o
ce
s
s
w
h
er
e
in
d
iv
id
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al
s
t
u
d
en
t
s
ar
e
in
ten
t
i
o
n
all
y
m
an
a
g
ed
to
p
ar
ticip
ate
in
ce
r
tain
b
eh
av
io
u
r
s
u
n
d
er
s
p
ec
if
ic
cir
c
u
m
s
ta
n
ce
s
o
r
to
p
r
o
v
id
e
r
esp
o
n
s
e
s
in
ce
r
tain
co
n
d
it
io
n
s
[
5
]
.
L
ea
r
n
i
n
g
i
s
m
ea
n
t
to
m
a
k
e
s
t
u
d
en
t
s
lear
n
[
6
]
.
T
h
is
co
m
p
r
e
h
en
s
io
n
o
f
w
h
at
le
ar
n
in
g
is
ca
r
r
ies
a
d
ee
p
er
m
e
an
in
g
t
h
at
lear
n
i
n
g
co
n
s
is
ts
o
f
t
h
ese
ac
ti
v
itie
s
:
s
e
lectin
g
,
estab
li
s
h
in
g
a
n
d
d
ev
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lo
p
in
g
m
et
h
o
d
s
o
r
s
tr
ateg
ies,
in
o
r
d
er
to
ac
h
iev
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
2
0
1
6
:
189
–
1
9
9
190
ex
p
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ted
lear
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Stra
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s
tu
d
e
n
ts
to
f
i
n
d
co
n
cr
ete
an
d
m
ea
n
i
n
g
f
u
l
ex
p
er
ien
ce
s
,
to
f
i
g
u
r
e
o
u
t
t
h
eir
o
w
n
p
r
o
b
le
m
s
,
as
w
ell
a
s
to
co
n
s
tr
u
ct
tech
n
iq
u
e
s
,
c
o
m
p
r
e
h
en
s
io
n
a
n
d
s
tr
ateg
ie
s
o
n
t
h
eir
o
w
n
.
L
ea
r
n
i
n
g
co
n
s
tr
u
ctio
n
b
ec
o
m
es
a
s
tar
ti
n
g
p
o
in
t
in
t
h
e
p
r
o
ce
s
s
o
f
atte
m
p
ti
n
g
to
i
m
p
r
o
v
e
lear
n
in
g
q
u
alit
y
,
lead
in
g
to
t
h
e
co
n
cl
u
s
io
n
th
a
t q
u
ali
t
y
lear
n
i
n
g
co
n
s
t
r
u
ctio
n
h
as
to
b
e
r
ep
air
ed
[
9
]
.
E
s
s
en
ce
o
f
lear
n
i
n
g
d
esig
n
is
to
estab
li
s
h
o
p
ti
m
al
lear
n
i
n
g
m
e
th
o
d
s
i
n
o
r
d
er
t
o
ac
co
m
p
li
s
h
ex
p
ec
ted
lear
n
i
n
g
r
esu
lt.T
h
e
m
ai
n
e
m
p
h
a
s
is
i
n
lear
n
i
n
g
d
esig
n
i
s
s
elec
tio
n
,
f
o
r
m
atio
n
a
n
d
d
ev
e
lo
p
m
e
n
t o
f
lear
n
i
n
g
m
et
h
o
d
v
ar
iab
les.
ST
A
D,
o
n
e
o
f
co
o
p
er
ativ
e
lea
r
n
in
g
s
tr
ateg
y
t
y
p
e,
d
ir
ec
ts
cl
ass
ac
ti
v
it
ies
to
b
e
f
o
cu
s
s
ed
o
n
s
t
u
d
en
ts
an
d
to
tak
e
b
en
ef
its
f
r
o
m
in
ter
ac
tio
n
ten
d
en
c
y
,
as
w
e
ll
as
g
iv
e
s
p
o
s
itiv
e
i
m
p
ac
t
f
o
r
th
e
s
tu
d
e
n
ts
w
it
h
m
i
n
i
m
u
m
e
x
p
er
ien
ce
s
[
1
0
]
.
C
o
m
p
etiti
v
e
lear
n
in
g
s
tr
ate
g
y
s
h
o
u
ld
e
m
p
h
a
s
ize
th
a
t
co
m
p
etitio
n
s
ca
n
ca
u
s
e
u
n
f
a
v
o
u
r
ab
le
lear
n
i
n
g
co
n
d
iti
o
n
s
an
d
les
s
d
ev
elo
p
ed
co
o
p
er
atio
n
s
k
ill t
h
at
is
r
eq
u
ir
ed
in
r
e
al
lif
e
[
1
1
]
.
Set
y
o
s
ar
i
[
8
]
S
u
m
m
ar
ize
s
f
i
n
d
in
g
s
o
f
r
esear
ch
,
co
n
d
u
cted
b
y
J
o
h
n
s
o
n
&
J
o
h
n
s
o
n
o
n
2
6
class
es
i
n
1
9
8
1
,
th
at
co
o
p
er
ativ
e
lear
n
in
g
e
x
p
er
ien
ce
s
i
m
p
r
o
v
es
le
ar
n
in
g
ac
h
iev
e
m
e
n
ts
b
etter
t
h
an
i
n
d
iv
id
u
al
a
n
d
co
m
p
eti
tiv
e
lear
n
i
n
g
ex
p
er
ie
n
ce
s
.
F
u
r
t
h
er
m
o
r
e,
Set
y
o
s
ar
i
[
8
]
s
tates
th
at
co
r
r
esp
o
n
d
i
n
g
to
r
esu
lt
o
f
t
h
e
r
esear
ch
a
n
d
ex
p
er
i
m
en
ta
l
r
es
ea
r
ch
p
r
o
o
f
,
it
i
s
r
ec
o
m
m
e
n
d
ed
to
s
ch
o
o
ls
w
it
h
i
n
te
n
tio
n
s
to
p
r
o
v
id
e
o
p
ti
m
al
in
tellect
u
al
d
ev
elo
p
m
e
n
t
f
o
r
th
eir
s
tu
d
e
n
ts
,
t
h
at
s
t
u
d
en
t
s
n
ee
d
to
b
e
f
u
ll
y
i
n
v
o
l
v
ed
in
v
ar
io
u
s
co
o
p
er
ativ
e
ac
tiv
itie
s
.
I
n
ST
AD
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
i
n
g
s
tr
ateg
y
,
lect
u
r
er
s
b
ec
o
m
e
f
ac
ilit
a
to
r
f
o
r
t
h
e
p
u
r
p
o
s
e
o
f
m
ak
in
g
lear
n
in
g
p
r
o
ce
s
s
to
in
v
o
lv
e
m
o
r
e
g
r
o
u
p
ac
tiv
i
ties
,
w
h
ic
h
th
e
s
e
g
r
o
u
p
s
co
n
s
i
s
ts
o
f
b
et
w
ee
n
t
h
r
ee
an
d
f
i
v
e
s
t
u
d
en
t
s
.
T
h
e
f
o
r
m
ed
g
r
o
u
p
s
co
n
s
is
t o
f
h
e
ter
o
g
en
eo
u
s
g
e
n
d
er
s
,
p
er
f
o
r
m
an
ce
le
v
el
s
,
tr
ib
es/ra
ce
s
,
an
d
o
th
er
s
tu
d
e
n
t
ch
ar
ac
ter
is
tics
[
1
0
]
.
Giv
e
n
th
e
h
eter
o
g
e
n
eit
y
o
f
t
h
ese
g
r
o
u
p
s
,
ev
er
y
g
r
o
u
p
m
e
m
b
er
ca
n
h
elp
ea
c
h
o
th
er
(
co
o
p
era
tive
)
in
o
r
d
er
to
ac
h
ie
v
e
lear
n
in
g
o
b
j
ec
tiv
es.
I
n
ST
AD
t
y
p
ed
co
o
p
er
ativ
e,
as
s
ig
n
m
en
ts
g
i
v
en
to
th
e
s
t
u
d
en
ts
ar
e
n
o
t o
n
l
y
to
d
o
s
o
m
e
o
r
d
er
ed
task
s
as a
tea
m
,
b
u
t a
ls
o
to
lear
n
s
o
m
et
h
i
n
g
a
s
a
tea
m
[
1
2
]
.
T
h
u
s
,
ev
er
y
s
tu
d
e
n
t,
as
tea
m
m
e
m
b
er
,
ca
n
lear
n
h
o
w
to
p
u
t
t
h
e
m
s
elv
e
s
i
n
t
h
e
r
ig
h
t
att
itu
d
e
a
n
d
to
ap
p
ly
v
alu
e
s
o
f
co
o
p
er
ativ
e
attitu
d
e
in
a
n
o
r
g
a
n
izatio
n
o
r
tea
m
i
n
ac
co
m
p
li
s
h
in
g
o
b
j
ec
tiv
es.
I
n
t
h
e
r
esear
ch
b
y
No
o
r
n
ia
[
1
3
]
,
it
is
s
tated
th
at
p
o
s
iti
v
e
co
o
p
er
ativ
e
t
y
p
ed
o
f
St
u
d
en
ts
T
ea
m
s
A
c
h
ie
v
e
m
e
n
t
Des
v
is
io
n
(
ST
A
D)
:
(
1
)
b
r
in
g
s
p
o
s
iti
v
e
i
n
f
l
u
en
ce
s
to
s
tu
d
e
n
t
lear
n
in
g
ac
ti
v
itie
s
,
(
2
)
ad
v
an
ce
s
co
m
p
h
en
s
io
n
o
f
s
tu
d
e
n
ts
,
(
3
)
g
iv
e
s
s
p
ec
ial
k
n
o
w
led
g
e
f
o
t
t
h
e
s
t
u
d
en
ts
w
h
o
ar
e
i
n
g
r
o
u
p
s
o
f
s
t
u
d
en
ts
w
i
th
av
er
ag
e
i
n
telli
g
e
n
t
an
d
g
r
o
u
p
s
o
f
s
tu
d
e
n
ts
w
i
th
i
n
lo
w
er
in
te
l
lig
e
n
t
lev
e
ls
,
(
4
)
en
co
u
r
ag
e
ea
ch
tea
m
m
e
m
b
er
to
h
av
e
co
n
ce
r
n
s
o
f
o
th
er
m
e
m
b
er
s
,
w
h
ich
d
o
es
n
o
t
h
ap
p
en
in
co
n
v
en
tio
n
al
lear
n
i
n
g
.
I
n
r
eg
ar
d
s
to
r
esear
ch
b
y
No
o
r
n
ia,
Ma
ch
m
u
d
a
[
1
4
]
p
r
esen
ts
f
i
n
d
in
g
s
,
d
e
m
o
n
s
tr
ati
n
g
t
h
at
,
ST
A
D
t
y
p
ed
co
o
p
er
ativ
e
lear
n
in
g
e
f
f
ec
ti
v
el
y
i
m
p
r
o
v
es
s
t
u
d
en
t
ab
il
ities
in
l
ea
r
n
in
g
A
r
ab
ic,
esp
ec
ial
l
y
r
ea
d
in
g
s
k
ill
(
m
ah
ar
o
h
q
ir
o
áh
)
.
F
in
d
in
g
o
f
r
esear
ch
,
co
n
d
u
cted
b
y
Z
ai
n
u
d
d
in
[
1
5
]
,
s
h
o
w
s
t
h
at
ST
AD
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
in
g
,
w
it
h
f
o
cu
s
o
n
s
tu
d
e
n
ts
’
co
g
n
iti
v
e
s
t
y
les:
f
ield
in
d
ep
en
d
en
t
(
FI)
an
d
field
d
e
p
e
n
d
e
n
t
(
FD)
,
w
h
en
ap
p
lied
to
m
a
th
e
m
atica
l
f
u
n
ct
io
n
lear
n
in
g
,
i
m
p
r
o
v
e
s
s
t
u
d
en
ts
’
lear
n
in
g
ac
h
ie
v
e
m
e
n
ts
s
i
g
n
i
f
i
ca
n
tl
y
.
Nex
t,
M
u
l
y
ad
i
[
1
6
]
also
f
ig
u
r
es
o
u
t
t
h
at
lear
n
in
g
s
tr
ate
g
y
th
at
u
tili
ze
s
VC
D
f
o
r
lear
n
i
n
g
p
h
y
s
ics
t
h
r
o
u
g
h
co
o
p
er
ativ
e
m
o
d
el
ca
n
i
m
p
r
o
v
e
s
tu
d
e
n
ts
’
p
er
f
o
r
m
a
n
ce
a
n
d
ac
h
ie
v
e
m
e
n
t
s
.
T
h
e
p
r
esen
t
o
f
I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
y
h
as
led
to
lear
n
i
n
g
th
at
u
tili
ze
s
co
m
p
u
ter
s
(
as
k
n
o
w
n
a
s
e
-
lear
n
in
g
)
i
n
th
e
f
o
r
m
o
f
w
eb
b
a
s
ed
tea
ch
in
g
en
viro
n
men
t
,
s
u
c
h
a
s
:
co
mp
u
ter
b
a
s
ed
lea
r
n
in
g
(
C
B
L
)
,
w
eb
b
a
s
ed
lea
r
n
in
g
(
W
B
I
)
,
an
d
w
eb
b
a
s
ed
tea
ch
in
g
(
W
B
T
)
.
C
o
tto
n
[
8
]
h
as
d
o
n
e
a
s
t
u
d
y
o
f
5
9
r
esear
ch
r
elate
d
to
lear
n
in
g
w
it
h
th
e
as
s
is
ta
n
c
e
o
f
co
m
p
u
ter
s
.
R
e
s
u
l
t
o
f
th
e
s
tu
d
y
s
h
o
w
s
a
p
leasi
n
g
p
h
en
o
m
e
n
o
n
a
n
d
th
at
co
m
p
u
ter
tech
n
o
lo
g
y
is
p
r
o
v
ed
to
b
e
ef
f
ec
ti
v
e.
T
h
is
is
also
s
u
p
p
o
r
te
d
b
y
r
esear
ch
o
f
Hen
ic
h
et
al.
in
[
8
]
,
ass
er
ti
n
g
t
h
at
co
m
p
u
ter
tec
h
n
o
lo
g
y
d
e
m
o
n
s
tr
ate
s
i
m
p
r
o
v
e
m
en
t
in
lear
n
i
n
g
r
e
s
u
l
t
as
m
u
ch
as
1
5
.
2
0
p
o
in
ts
o
r
m
o
r
e.
B
ased
o
n
t
h
o
s
e
r
esea
r
ch
,
s
o
m
e
p
o
in
ts
r
elate
d
to
c
o
m
p
u
ter
tec
h
n
o
lo
g
y
ca
n
b
e
s
u
m
m
ar
ized
as
:
(
1
)
co
m
p
u
ter
te
c
h
n
o
lo
g
y
ca
n
i
m
p
r
o
v
e
s
t
u
d
en
t
s
’
p
er
f
o
r
m
a
n
ce
co
r
r
esp
o
n
d
in
g
to
k
n
o
w
led
g
e,
s
k
ill
s
an
d
a
ttit
u
d
es; (
2
)
s
tu
d
e
n
ts
p
r
ef
er
u
s
i
n
g
co
m
p
u
t
er
to
u
s
in
g
tele
v
i
s
io
n
f
o
r
lear
n
in
g
;
(
3
)
s
t
u
d
en
t
s
p
r
ef
er
in
ter
ac
tiv
e
p
ar
ticip
atin
g
r
o
le
to
p
ass
iv
e
p
ar
ticip
atin
g
r
o
le;
(
4
)
ef
f
ec
tiv
e
s
o
f
t
w
ar
e
a
p
p
licatio
n
s
in
co
r
p
o
r
ate
s
tu
d
e
n
ts
i
n
te
n
s
i
v
el
y
a
n
d
s
tu
d
e
n
ts
ca
n
co
n
tr
o
l
th
e
s
e
ap
p
licatio
n
s
f
r
ee
l
y
;
a
n
d
(
5
)
in
co
r
p
o
r
atin
g
co
m
p
u
ter
tech
n
o
lo
g
y
i
n
lear
n
in
g
ca
n
en
h
a
n
ce
s
t
u
d
en
ts
’
p
o
s
itiv
e
at
ti
tu
d
e
ab
o
u
t sch
o
o
l,
lesi
o
n
s
,
an
d
lear
n
in
g
i
n
g
e
n
er
al
[
8
]
.
I
n
n
o
v
a
tiv
e
lear
n
i
n
g
p
r
o
ce
s
s
i
s
in
d
icate
d
b
y
ac
ti
v
itie
s
o
f
t
h
e
teac
h
er
s
w
h
ic
h
ar
e
n
o
t
o
n
l
y
g
i
v
i
n
g
k
n
o
w
led
g
e
f
o
r
th
e
s
t
u
d
en
t
s
,
b
u
t
al
s
o
p
r
o
v
id
in
g
t
h
e
o
p
p
o
r
tu
n
itie
s
f
o
r
th
e
s
t
u
d
en
t
s
to
b
u
il
d
th
e
k
n
o
w
led
g
e
b
y
u
s
i
n
g
t
h
eir
o
w
n
tech
n
iq
u
es,
a
s
r
ep
r
esen
tatio
n
o
f
t
h
eir
a
s
s
i
g
n
m
en
ts
a
n
d
r
esp
o
n
s
ib
ilit
ie
s
[
1
7
]
,
[
1
8
]
.
Fu
r
th
er
m
o
r
e,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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191
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[
1
0
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ad
d
s
th
at
teac
h
er
s
ca
n
en
co
u
r
ag
e
t
h
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k
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led
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co
n
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u
ct
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ak
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f
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tu
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ts
,
b
y
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iv
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h
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o
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to
d
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v
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d
ap
p
ly
t
h
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w
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id
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s
,
a
n
d
b
y
in
v
iti
n
g
t
h
e
s
t
u
d
en
t
s
to
b
ec
o
m
e
a
w
ar
e
o
f
an
d
i
n
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te
n
s
ed
a
w
ar
en
e
s
s
o
f
t
h
eir
o
w
n
lear
n
i
n
g
s
tr
ate
g
y
.
C
h
eo
n
g
d
an
C
h
eo
n
g
[
1
9
]
co
n
d
u
cted
a
r
esear
ch
o
n
cr
itical
th
i
n
k
i
n
g
o
f
h
i
g
h
s
ch
o
o
l
s
t
u
d
en
ts
i
n
th
e
lo
w
er
le
v
el
w
it
h
i
n
o
n
lin
e
a
s
yn
ch
r
o
n
o
u
s
d
is
cu
s
s
io
n
e
n
v
ir
o
n
m
en
t.
I
n
t
h
e
r
esear
ch
,
C
h
eo
n
g
d
an
C
h
eo
n
g
[
1
9
]
f
i
n
d
s
o
u
t
t
h
at
s
t
u
d
en
t
s
’
p
er
ce
p
tio
n
s
o
f
o
n
li
n
e
d
is
c
u
s
s
io
n
i
n
d
icate
p
o
s
itiv
e
attit
u
d
e
an
d
ex
is
te
n
ce
o
f
cr
itical
th
i
n
k
i
n
g
s
k
ill
d
u
r
i
n
g
t
h
e
o
n
li
n
e
d
is
cu
s
s
io
n
.
Miln
e
et
al.
[
2
0
]
co
n
d
u
ct
a
r
esear
ch
o
n
ap
p
licatio
n
o
f
e
-
lear
n
in
g
in
s
tr
u
m
en
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s
i
n
s
u
p
p
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tin
g
a
s
s
ig
n
m
e
n
t
e
v
al
u
atio
n
.
Fro
m
t
h
e
r
esear
ch
,
it
is
ac
k
n
o
w
led
g
ed
th
at
t
h
er
e
is
a
n
ex
ce
lle
n
t
b
en
e
f
it
f
o
r
s
t
u
d
en
ts
’
lear
n
in
g
p
r
o
ce
s
s
es,
w
h
ile
w
o
r
k
lo
ad
o
f
th
e
s
taf
f
is
b
ei
n
g
r
e
d
u
ce
d
s
in
ce
th
e
u
s
e
o
f
e
-
lear
n
i
n
g
to
o
ls
f
o
r
a
s
s
i
g
n
m
en
t
r
e
v
ie
w
.
F
u
r
t
h
er
m
o
r
e,
t
h
is
b
en
e
f
it
is
o
n
l
y
u
tili
ze
d
b
y
s
m
a
ll
a
m
o
u
n
t
o
f
ac
ad
em
ies.
A
l
s
o
,
ap
p
licatio
n
o
f
e
-
lear
n
i
n
g
to
o
ls
i
s
v
er
y
p
o
ten
tial
f
o
r
ex
p
an
s
io
n
,
a
s
w
ell
as
f
o
r
r
elate
d
ap
p
r
o
ac
h
es.
B
ased
o
n
f
in
d
i
n
g
s
o
f
C
h
eo
n
g
d
an
C
h
eo
n
g
[
1
9
]
,
an
d
Miln
e
e
t.a
l.
[
2
0
]
,
it
is
d
is
co
v
er
ed
th
at
t
h
e
u
s
e
o
f
w
eb
tec
h
n
o
lo
g
y
f
o
r
lear
n
in
g
h
a
s
ad
v
an
tag
e
s
in
i
m
p
r
o
v
i
n
g
th
e
s
t
u
d
y
o
u
tco
m
e.
B
esid
e
m
et
h
o
d
v
ar
iab
le
w
it
h
in
in
w
h
ich
t
h
er
e
is
lear
n
in
g
p
r
e
s
en
tat
io
n
s
tr
ateg
y
,
s
u
cc
ess
o
f
l
ea
r
n
in
g
i
s
also
d
eter
m
i
n
ed
b
y
co
n
d
it
io
n
a
l
v
ar
iab
le,
i
n
clu
d
i
n
g
lear
n
i
n
g
s
t
y
le
w
h
ich
is
p
ar
t
o
f
s
t
u
d
en
t
ch
ar
ac
ter
is
tic
s
[
2
1
]
.
Nex
t,
Deg
e
n
g
[
9
]
p
r
esen
ts
t
h
at
r
o
le
o
f
lear
n
in
g
p
r
esen
tat
i
o
n
s
tr
ateg
y
f
o
r
i
m
p
r
o
v
i
n
g
m
o
tiv
atio
n
to
lear
n
is
mo
r
e
r
ea
l
t
h
an
lear
n
i
n
g
o
r
g
a
n
izatio
n
s
tr
ate
g
y
.
I
n
s
h
o
r
t,
it
ca
n
b
e
s
aid
th
at
lear
n
i
n
g
p
r
o
ce
s
s
also
d
ep
en
d
es
o
n
h
o
w
a
lear
n
i
n
g
to
p
u
c
i
s
p
r
esen
ted
an
d
its
s
u
itab
ilit
y
f
o
r
lear
n
in
g
s
t
y
les o
f
s
t
u
d
en
ts
.
Deg
e
n
g
[
2
2
]
ex
p
lain
s
s
tu
d
e
n
t
ch
ar
ac
ter
is
tic
s
th
at
i
n
cl
u
d
e
:
co
g
n
iti
v
e
s
t
y
le,
ac
h
ie
v
er
m
o
ticatio
n
,
lear
n
in
g
s
t
y
le,
lo
cu
s
o
f
co
n
tr
o
l
,
m
u
ltip
le
i
n
tel
lig
e
n
ce
,
a
n
d
e
m
o
tio
n
al
i
n
telli
g
en
ce
.
Mc
C
l
elan
d
i
n
So
ek
a
m
to
d
an
S
y
ar
i
f
u
d
in
[
2
3
]
;
C
o
h
e
n
[
2
4
]
s
tates
th
at
i
n
d
i
v
id
u
al
h
as
m
o
tiv
a
tio
n
to
lear
n
b
ec
au
s
e
th
e
y
h
a
v
e
n
ee
d
o
f
ac
h
iev
e
m
e
n
t.
A
cc
o
r
d
in
g
to
th
is
th
eo
r
y
,
m
o
ti
v
atio
n
h
as
th
r
e
e
v
ar
iab
les,
in
c
lu
d
i
n
g
:
(
1
)
ex
p
ec
tatio
n
to
d
o
th
e
ass
i
g
n
m
e
n
ts
s
u
cc
e
s
s
f
u
ll
y
,
(
2
)
ac
h
iev
e
m
e
n
t a
b
o
u
t t
h
e
m
ar
k
o
f
th
o
s
e
ass
i
g
n
m
en
t
s
,
an
d
(
3
)
n
ee
d
o
f
s
u
cc
es
s
.
T
h
i
s
th
eo
r
y
o
f
Mc
C
lela
n
d
is
th
e
n
d
ev
elo
p
ed
b
y
A
t
k
i
n
s
o
n
[
2
5
]
,
w
h
ic
h
ex
p
lain
s
th
at
s
u
cc
es
s
ca
n
o
n
l
y
b
e
ac
h
iev
e
d
b
y
ap
p
l
y
in
g
t
h
ese
t
w
o
tec
h
n
iq
u
es: b
y
ac
h
iev
i
n
g
t
h
e
le
v
el
o
f
g
o
o
d
r
esu
lt a
n
d
b
y
a
v
o
id
in
g
f
a
ilu
r
es.
S
ti
m
u
l
u
s
f
o
r
ac
h
iev
er
m
o
ti
v
atio
n
,
i
n
s
t
u
d
y
at
s
ch
o
o
l,
is
k
n
o
w
n
as
n
ee
d
o
f
a
ch
ieve
men
t
(
k
eb
u
tu
h
a
n
b
er
p
r
estas
i)
,
w
h
ic
h
is
n
ex
t to
b
e
ca
lled
“
N
-
A
c
h
”.
I
n
d
iv
id
u
a
l
w
it
h
h
i
g
h
N
-
A
c
h
e
x
p
ec
ts
to
f
i
n
is
h
t
h
e
as
s
i
g
n
m
e
n
ts
w
ell
a
n
d
w
ill
a
l
w
a
y
s
tr
y
t
o
i
m
p
r
o
v
e
th
e
s
tu
d
y
o
u
tco
m
e
o
p
ti
m
all
y
.
On
th
e
o
th
er
h
an
d
,
i
n
d
i
v
id
u
al
w
it
h
lo
w
N
-
A
c
h
r
e
n
d
ah
o
n
l
y
p
ick
s
v
er
y
lo
w
ass
i
g
n
m
e
n
ts
.
St
u
d
en
t
s
w
h
o
h
av
e
h
i
g
h
ac
h
iev
er
m
o
t
iv
at
io
n
w
ill
al
w
a
y
s
atte
m
p
t
to
d
o
t
h
e
ass
i
g
n
e
m
e
n
t
s
in
lear
n
in
g
p
r
o
ce
s
s
o
p
ti
m
all
y
b
ec
au
s
e
th
e
y
w
an
t
to
aim
f
o
r
th
e
h
o
p
e
f
o
r
s
u
cc
ess
,
f
o
r
g
ettin
g
b
etter
s
tu
d
y
o
u
tco
m
e,
a
n
d
f
o
r
av
o
id
i
n
g
f
ai
lu
r
es.
T
h
is
co
n
d
itio
n
s
h
o
w
s
t
h
at
t
h
er
e
i
s
s
i
g
n
i
f
ica
n
t
r
elatio
n
b
et
w
ee
n
lear
n
i
n
g
s
tr
ateg
y
a
n
d
ac
h
iev
er
m
o
ti
v
at
io
n
i
n
r
eg
ar
d
s
to
s
t
u
d
y
o
u
tco
m
e.
I
t
co
r
r
esp
o
n
d
s
t
h
e
r
esear
c
h
o
f
L
ati
f
ah
[
2
6
]
;
P
an
j
aitan
[
2
7
]
,
ass
er
tin
g
t
h
a
t
th
er
e
is
s
i
g
n
if
ican
t
i
n
ter
ac
tio
n
b
et
w
ee
n
lear
n
i
n
g
m
e
t
h
o
d
s
a
n
d
ac
h
ie
v
er
m
o
tiv
a
tio
n
o
n
s
tu
d
y
ac
h
ie
v
e
m
en
t.
Mc
C
ar
th
y
[
2
8
]
ex
p
lain
s
b
len
d
ed
lear
n
in
g
,
eq
u
ip
p
ed
w
it
h
f
ac
e
-
to
-
f
ac
e
d
is
c
u
s
s
io
n
,
is
b
en
ef
icial
f
o
r
en
h
a
n
ci
n
g
co
m
p
r
eh
e
n
s
io
n
o
f
th
e
to
p
ic
b
ein
g
ta
u
g
h
t
as
w
ell
as
i
m
p
r
o
v
in
g
i
n
v
o
lv
e
m
e
n
t
o
f
ea
ch
i
n
d
iv
id
u
al
i
n
g
r
o
u
p
s
.
I
n
ad
d
itio
n
,
Mc
C
ar
t
h
y
[
2
8
]
ass
er
ts
th
at
b
le
n
d
ed
lear
n
in
g
i
s
a
n
ex
ce
llen
t
tech
n
iq
u
e
f
o
r
s
t
u
d
y
i
n
g
ab
o
u
t
o
th
er
s
t
u
d
en
t
s
d
u
r
i
n
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
Ser
i
n
a
n
d
C
y
p
r
u
s
[
2
9
]
co
n
d
u
ct
a
r
esear
c
h
o
n
i
m
p
ac
t
o
f
co
m
p
u
te
r
b
ased
lear
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i
n
g
o
n
p
r
o
b
le
m
s
o
lv
in
g
s
k
ill
a
n
d
s
t
u
d
y
ac
h
ie
v
e
m
en
t.
Fro
m
t
h
e
s
tu
d
y
,
Ser
i
n
a
n
d
C
y
p
r
u
s
[
2
9
]
d
is
co
v
er
s
s
i
g
n
if
ican
t i
m
p
r
o
v
e
m
en
t o
f
ac
h
iev
e
m
e
n
t a
n
d
p
r
o
b
le
m
s
o
l
v
i
n
g
s
k
il
l.
C
h
a
n
ta
n
ar
u
n
g
p
a
k
an
d
R
atta
n
ap
ian
[
3
0
]
h
av
e
d
ev
elo
p
ed
w
eb
b
ased
lea
r
n
in
g
u
s
i
n
g
b
la
n
d
ed
m
o
d
el
w
it
h
co
o
p
er
ativ
e
lear
n
i
n
g
s
tr
a
teg
y
.
I
n
t
h
is
d
e
v
elo
p
m
e
n
t,
C
h
a
n
tan
ar
u
n
g
p
a
k
an
d
R
atta
n
ap
ia
n
[
3
0
]
s
u
g
g
e
s
t
n
i
n
e
ele
m
e
n
ts
th
a
t
n
ee
d
to
b
e
f
o
cu
s
ed
o
n
:
(
a)
lear
n
in
g
o
b
j
ec
tiv
e,
(
b
)
lear
n
i
n
g
ac
ti
v
it
y
,
(
c)
lear
n
i
n
g
t
y
p
e,
(
d
)
in
ter
ac
ti
v
e
m
e
th
o
d
,
(
e)
r
o
les
o
f
s
t
u
d
en
t
s
,
(
f
)
r
o
les
o
f
teac
h
er
s
,
(
g
)
co
m
p
u
te
r
n
et
w
o
r
k
tec
h
n
o
lo
g
y
,
(
h
)
s
u
p
p
o
r
t
o
f
s
o
u
r
ce
f
r
o
m
t
h
e
w
eb
,
(
i)
l
ea
r
n
in
g
e
v
alu
a
tio
n
.
I
n
t
h
e
co
n
clu
s
io
n
,
th
e
r
esear
c
h
h
ig
h
li
g
h
ts
s
o
m
e
i
m
p
o
r
tan
t
p
o
in
ts
:
(
a)
i
m
p
r
o
v
e
m
en
t
in
lea
r
n
in
g
r
es
u
lt
is
ac
co
m
p
lis
h
ed
s
i
g
n
i
f
ica
n
tl
y
(
h
i
n
g
er
th
a
n
0
.
5
lev
el)
,
b
y
co
m
p
ar
in
g
p
r
e
test
an
d
p
o
s
t
test
af
ter
ap
p
ly
i
n
g
w
eb
b
ased
b
le
n
d
ed
lear
n
i
n
g
b
y
u
s
i
n
g
co
o
p
er
ativ
e
m
o
d
el
f
o
r
t
h
i
s
m
at
h
e
m
a
tical
ca
lc
u
latio
n
,
(
b
)
s
tu
d
e
n
ts
ex
p
r
es
s
t
h
eir
s
ati
s
f
a
ctio
n
o
f
w
eb
b
ased
co
o
p
er
ativ
e
lear
n
in
g
m
o
d
el
w
h
ic
h
h
a
s
b
ee
n
d
e
v
elo
p
ed
f
o
r
m
at
h
e
m
a
tics
.
T
h
ese
f
i
n
d
in
g
s
s
h
o
w
t
h
at
w
eb
b
ased
co
o
p
er
ativ
e
lear
n
in
g
m
o
d
el
ca
n
i
m
p
r
o
v
e
lear
n
in
g
r
es
u
lt a
s
w
ell
a
s
ca
n
b
e
p
leasin
g
lear
n
i
n
g
s
tr
ateg
y
alter
n
ati
v
e
f
o
r
lear
n
er
s
.
T
h
is
r
esear
ch
h
as
th
e
o
b
j
ec
tiv
e
o
f
ev
alu
ati
n
g
:
(
1
)
d
if
f
er
en
c
es
o
f
lear
n
in
g
r
esu
lt
in
co
g
n
it
iv
e
asp
ec
t
b
et
w
ee
n
s
t
u
d
en
t
s
b
ein
g
ta
u
g
h
t
u
s
in
g
w
eb
-
b
a
s
ed
ST
A
D
ty
p
ed
o
f
co
o
p
er
ativ
e
s
tr
ateg
y
an
d
s
tu
d
en
ts
b
ein
g
tau
g
h
t
u
s
in
g
te
x
t
-
b
ased
ST
AD
t
y
p
ed
o
f
co
o
p
er
ativ
e
s
tr
ate
g
y
,
(
2
)
d
if
f
er
en
ce
s
o
f
lear
n
in
g
r
esu
lt
i
n
af
f
ec
ti
v
e
asp
ec
t
b
et
w
ee
n
s
t
u
d
en
ts
b
ein
g
tau
g
h
t
u
s
i
n
g
w
eb
-
ba
s
ed
S
T
A
D
t
y
p
ed
o
f
co
o
p
er
ativ
e
s
t
r
ateg
y
a
n
d
s
t
u
d
en
t
s
b
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g
ta
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g
h
t
u
s
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n
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tex
t
-
b
ased
ST
A
D
t
y
p
ed
o
f
co
o
p
er
ativ
e
s
tr
ateg
y
,
(
3
)
in
f
l
u
en
ce
s
o
f
i
n
ter
ac
tio
n
b
et
w
ee
n
lear
n
in
g
s
tr
ate
g
y
a
n
d
ac
h
ie
v
e
m
en
t
m
o
ti
v
atio
n
o
n
s
t
u
d
en
t
s
’
lear
n
in
g
r
esu
lts
i
n
b
o
th
co
g
n
iti
v
e
an
d
af
f
ec
ti
v
e
asp
ec
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
2
0
1
6
:
189
–
1
9
9
192
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
u
s
es
fa
cto
r
ia
liz
e
d
(
2
x
3
)
ve
r
s
io
n
o
f
th
e
n
o
n
eq
u
ev
a
len
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
.
Facto
r
ial
d
esig
n
d
iv
id
e
s
g
r
o
u
p
s
b
ased
o
n
n
u
m
b
er
o
f
tr
ea
t
m
en
t
t
y
p
e
s
an
d
n
u
m
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er
o
f
g
r
o
u
p
s
th
a
t
w
ill
b
e
o
b
s
er
v
ed
.
Desig
n
o
f
t
h
i
s
r
esear
ch
ca
n
b
e
d
escr
ib
ed
in
a
d
iag
r
a
m
as i
n
Fi
g
u
r
e
1
.
O
1
X
1
Y
1
O
2
O
1
X
1
Y
2
O
2
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
O
3
X
2
Y
1
O
4
O
3
X
2
Y
2
O
4
Fig
u
r
e
1
.
R
esear
ch
De
s
ig
n
U
s
i
n
g
F
a
cto
r
ia
li
z
ed
(
2
x
3
)
V
ers
i
o
n
o
f th
e
N
o
n
eq
u
iva
le
n
C
o
n
tr
o
l G
r
o
u
p
Desig
n
A
d
ap
ted
f
r
o
m
T
u
ck
m
a
n
[
3
1
]
Descr
ip
tio
n
:
O
1
an
d
O
3
:
ea
r
l
y
o
b
s
er
v
atio
n
(
p
r
e
test
)
O
2
an
d
O
4
:
f
i
n
al
o
b
s
er
v
atio
n
(
p
o
s
t te
s
t)
X1
:
tr
ea
t
m
en
t (
e
x
p
er
i
m
e
n
t g
r
o
u
p
)
in
th
e
f
o
r
m
o
f
w
eb
b
ased
ST
A
D
t
y
p
ed
o
f
co
o
p
er
ativ
e
lear
n
in
g
s
tr
ate
g
y
.
X
2
: tr
ea
t
m
e
n
t (
co
n
tr
o
l g
r
o
u
p
)
i
n
th
e
f
o
r
m
o
f
te
x
t
u
all
ST
AD
t
y
p
ed
o
f
co
o
p
er
tativ
e
lear
n
i
n
g
s
tr
ateg
y
.
Y
1
: h
i
g
h
ac
h
ie
v
er
m
o
ti
v
atio
n
.
Y
2
: lo
w
ac
h
ie
v
er
m
o
ti
v
atio
n
.
-
-
-
-
-
-
-
-
-
-
-
-
: s
u
b
j
ec
t/g
r
o
u
p
is
n
o
t d
ef
in
ed
r
an
d
o
m
l
y
(
in
ta
ct
g
r
o
u
p
)
Su
b
j
ec
ts
o
f
th
is
r
esear
ch
a
r
e
s
tu
d
en
ts
o
f
I
n
f
o
r
m
at
io
n
S
y
s
te
m
s
p
r
o
g
r
a
m
f
o
r
ac
a
d
em
ic
y
ea
r
2
0
1
4
/2
0
1
5
in
S
T
I
KOM
Su
r
ab
a
y
a.
T
h
e
n
u
m
b
er
s
o
f
th
o
s
e
s
u
b
j
ec
ts
ar
e
6
7
s
tu
d
en
ts
,
co
n
s
i
s
tin
g
o
f
3
4
s
tu
d
en
t
s
atten
d
in
g
e
x
p
er
i
m
e
n
t c
la
s
s
an
d
3
3
s
tu
d
en
t
s
atte
n
d
in
g
co
n
tr
o
l c
lass
.
C
o
llected
d
ata
is
an
al
y
ze
d
b
y
u
s
in
g
d
esi
g
n
o
f
r
esear
ch
d
ata
an
al
y
s
i
s
as c
a
n
b
e
d
escr
ib
ed
in
T
a
b
le
1
.
T
ab
le
1
.
Desig
n
o
f
R
esear
ch
Data
An
al
y
s
i
s
I
n
d
e
p
e
n
d
e
t
V
a
r
i
a
b
l
e
M
o
d
e
r
a
t
o
r
V
a
r
i
b
l
e
C
o
o
p
e
r
a
t
i
v
e
L
e
a
r
n
i
n
g
S
t
r
a
t
e
g
y
Ty
p
e
S
TA
D
W
e
b
B
a
se
d
T
e
x
t
B
a
se
d
A
c
h
i
v
e
me
n
t
M
o
t
i
v
a
t
i
o
n
H
i
g
h
t
18
16
L
o
w
16
17
T
h
er
e
ar
e
th
r
ee
v
ar
iab
le
s
u
s
ed
in
th
is
r
e
s
ea
r
ch
,
i
n
cl
u
d
in
g
:
in
d
ep
en
d
en
t
v
ar
iab
le,
m
o
d
er
ato
r
v
ar
iab
le
an
d
d
ep
en
d
en
t
v
ar
iab
le.
I
n
d
ep
en
d
en
t
v
ar
iab
le
in
th
i
s
r
esear
ch
is
lear
n
i
n
g
s
tr
ate
g
y
t
h
at
in
c
l
u
d
es
w
eb
-
b
ased
an
d
tex
t
u
al
ST
A
D
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
i
n
g
s
tr
ate
g
y
.
Mo
d
er
ato
r
v
ar
iab
le
in
th
e
r
esear
ch
is
a
ch
iev
er
m
o
tiv
a
tio
n
th
at
ca
n
b
e
ca
teg
o
r
ized
in
to
h
ig
h
ac
h
ie
v
er
m
o
ti
v
atio
n
a
n
d
lo
w
ac
h
iev
er
m
o
ti
v
atio
n
.
Me
an
w
h
ile,
d
ep
en
d
en
t
v
ar
iab
le
is
lear
n
i
n
g
r
es
u
lt,
g
r
o
u
p
ed
in
to
:
(
1
)
co
g
n
iti
v
e
ab
i
liti
y
th
a
t
m
ea
s
u
r
e
s
t
u
d
en
t
s
’
m
aster
y
o
f
lear
n
i
n
g
to
p
ics,
d
o
n
e
b
y
u
s
i
n
g
te
s
t
f
o
r
m
ea
s
u
r
in
g
co
m
p
r
e
h
en
s
io
n
le
v
el
(C
1
,
C
2
,
C
4,
C
5
)
,
an
d
(
2
)
af
f
ec
tiv
e
a
b
ilit
y
(
A
1
-
A
3
)
f
o
r
m
ea
s
u
r
in
g
v
alu
e
s
o
f
s
t
u
d
en
t
s
’
att
itu
d
e,
co
n
d
u
c
ted
th
r
o
u
g
h
o
b
s
er
v
atio
n
.
Data
co
llectio
n
is
co
n
d
u
cted
b
y
f
o
llo
w
i
n
g
t
h
ese
s
tep
s
:
(
1
)
h
o
ld
p
r
e
-
test
,
(
2
)
g
iv
e
m
o
tiv
at
i
o
n
test
,
(
3
)
co
n
d
u
ct
lear
n
i
n
g
tr
ea
t
m
en
t
(
e
x
p
er
i
m
e
n
t)
,
(
4
)
d
o
o
b
s
er
v
atio
n
,
(
5
)
h
o
ld
p
o
s
t
-
test
.
T
h
e
r
esear
ch
is
co
n
d
u
cted
in
ea
ch
clas
s
f
o
r
s
e
v
en
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3.
RE
SU
L
T
S
3
.
1
.
Da
t
a
D
escript
io
n
3
.
1
.
1
.
Descript
io
n o
f
Achiev
er
M
o
t
iv
a
t
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n T
est
Resul
t
Da
t
a
Data
co
llected
f
r
o
m
r
esu
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ca
l
cu
latio
n
o
f
ac
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ie
v
er
m
o
ti
v
ati
o
n
test
,
g
i
v
en
to
s
t
u
d
en
t
s
in
t
w
o
clas
s
e
s
(
o
n
e
class
f
o
r
ex
p
er
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m
e
n
t
g
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p
an
d
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e
class
f
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tr
o
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g
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p
)
,
w
i
th
t
h
e
co
m
p
o
s
it
io
n
o
f
6
9
s
tu
d
en
t
s
g
r
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p
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class
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.
T
h
e
co
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d
ata
ca
n
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d
as:
(
1
)
3
4
s
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d
en
ts
,
w
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o
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v
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ig
h
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t
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8
8
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5
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5
8
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7
4
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7
4
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(
2
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3
3
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7
.
0
1
9
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ea
n
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f
7
3
.
9
1
,
an
d
m
ed
ian
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f
7
2
.
1
.
3
.
1
.
2
.
Descript
io
n o
f
P
r
estes
t
Resu
l
t
Da
t
a
Data
,
g
ai
n
ed
f
r
o
m
p
r
e
-
test
r
es
u
lt
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f
g
r
o
u
p
o
f
s
t
u
d
en
ts
th
at
g
et
tr
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ted
w
it
h
w
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ased
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A
D
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y
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d
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p
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s
t
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d
en
ts
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h
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g
e
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tr
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ted
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al
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o
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m
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th
e
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a
m
e
t
y
p
e
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s
tr
ateg
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,
is
a
n
al
y
s
ze
d
b
y
u
s
i
n
g
t
-
tes
t
w
it
h
t
w
o
i
n
d
ep
en
d
en
t sa
m
p
les.
T
h
e
ca
lcu
latio
n
r
es
u
lt
o
f
th
i
s
p
r
e
-
test
d
ata
is
p
r
esen
ted
in
T
ab
le
2
.
B
as
ed
o
n
ca
lcu
latio
n
o
f
p
r
e
-
test
r
e
s
u
lt
w
h
ich
is
d
o
n
e
b
y
u
s
i
n
g
t
-
test
,
th
e
r
esu
lt
d
em
o
n
s
tr
ate
s
th
at
t
=
0
.
0
9
9
<
t
table
=
1
.
6
8
,
g
iv
en
s
ta
tis
tica
l
s
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g
n
i
f
ica
n
ce
at
0
.
0
5
an
d
d
ef
r
ee
o
f
f
r
ee
d
o
m
at
6
7
,
lead
in
g
to
th
e
co
n
c
lu
s
io
n
t
h
at
n
u
ll
h
y
p
o
th
e
s
is
(
H
0
)
is
a
cc
ep
ted
.
T
o
s
u
m
m
ar
ize,
th
er
e
is
n
o
s
ig
n
i
f
i
ca
n
t
d
if
f
er
e
n
ce
o
n
p
r
e
-
tes
t r
esu
l
t b
et
w
ee
n
t
h
e
t
w
o
g
r
o
u
p
s
.
T
ab
le
2
.
C
alcu
latio
n
S
u
m
m
ar
y
o
f
P
r
e
-
T
est Da
ta
f
r
o
m
Stu
d
y
o
f
Or
g
a
n
izatio
n
al
B
e
h
av
io
u
r
s
C
o
u
r
s
e
Ex
p
l
a
n
a
t
i
o
n
Ty
p
e
S
TA
D
C
o
o
p
e
r
a
t
i
v
e
W
e
b
B
a
se
d
T
e
x
t
B
a
se
d
N
34
33
T
o
t
a
l
sco
r
e
2
1
2
4
1
3
8
0
M
e
a
n
40
.
65
39
.
43
V
a
r
i
a
n
s
44
.
296
57
.
311
3
.
1
.
3
.
Descript
io
n
o
f
P
o
s
t
-
T
est
da
t
a
o
f
Study
O
utc
o
m
e
o
f
G
e
n
er
a
l
M
a
na
g
em
e
nt
Co
urs
e
i
n
Co
g
nitiv
e
Asp
ec
t
Su
m
m
ar
y
o
f
d
ata,
d
escr
ib
in
g
t
h
e
s
t
u
d
y
o
u
tco
m
e
test
f
o
r
co
g
n
iti
v
e
asp
ec
t
o
f
Or
g
an
izatio
n
a
l
B
eh
av
io
r
s
co
u
r
s
e
i
s
co
llected
f
r
o
m
d
escr
ip
tiv
e
s
ta
tis
tic
s
ca
lcu
latio
n
f
o
r
g
r
o
u
p
s
t
h
at
ap
p
l
ies
w
eb
-
b
ased
an
d
tex
t
u
al
ST
A
D
t
y
p
e
o
f
co
o
p
er
a
tiv
e
lear
n
in
g
.
T
h
is
s
u
m
m
ar
y
is
d
etailed
in
T
ab
le
3
.
T
ab
le
3
.
Data
Su
m
m
ar
y
o
f
Stu
d
y
O
u
tco
m
e
o
f
Or
g
a
n
izatio
n
al
B
eh
av
io
r
s
C
o
u
r
s
e
in
C
o
g
n
iti
v
e
A
s
p
ec
t
D
e
scri
p
t
e
v
e
S
t
a
t
i
st
i
c
D
e
p
e
n
d
e
n
t
V
a
r
i
a
b
l
e
:
L
e
a
r
n
i
n
g
O
u
t
c
o
me
s C
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g
n
i
t
i
v
e
A
sp
e
c
t
s
C
o
o
p
e
r
a
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t
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h
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M
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n
M
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a
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d
.
D
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v
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b
B
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34
T
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T
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35
T
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24
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23
T
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I
SS
N
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2
2
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I
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3
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b
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3
.
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.
Descript
io
n
o
f
P
o
s
t
-
T
est
da
t
a
o
f
Study
O
utc
o
m
e
o
f
G
e
nera
l
M
a
na
g
e
m
ent
Co
urs
e
in
Af
f
ec
t
iv
e
Asp
ec
t
P
o
s
t
-
test
d
ata
is
co
llected
f
r
o
m
o
b
s
er
v
at
io
n
d
u
r
in
g
th
e
r
o
le
-
p
la
y
ac
ti
v
iti
y
i
n
af
f
ec
t
iv
e
asp
ec
t
o
f
Or
g
an
iza
tio
n
al
B
eh
a
v
io
u
r
s
co
u
r
s
e
af
ter
tr
ea
t
m
en
t.
I
m
p
r
o
v
e
m
e
n
t
o
f
s
t
u
d
en
t
s
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s
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d
y
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n
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ec
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asp
ec
t
o
f
Or
g
an
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tio
n
al
B
eh
av
io
r
s
co
u
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e
ca
n
b
e
k
n
o
w
n
f
r
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m
a
v
er
ag
e
s
co
r
e.
Su
m
m
ar
y
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f
d
a
ta
d
escr
ib
in
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er
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v
atio
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izatio
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a
v
io
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ac
q
u
ir
ed
th
r
o
u
g
h
d
escr
ip
ti
v
e
s
tatis
t
ics
ca
lcu
latio
n
.
T
h
e
d
ata
r
ep
r
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ts
s
tu
d
y
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u
tco
m
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f
s
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u
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en
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s
w
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et
tr
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m
en
t
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ap
p
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-
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ased
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tex
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l ST
A
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s
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ate
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h
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d
ata
is
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ted
in
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ab
le
4
.
T
ab
le
4
.
Data
Su
m
m
ar
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Stu
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tco
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Or
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a
n
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f
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s
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scri
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n
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V
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r
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s C
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Resea
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a
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as f
o
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w
.
1.
T
h
er
e
is
s
ig
n
i
f
ica
n
t
d
if
f
er
en
t
lear
n
in
g
r
esu
lt
o
f
Or
g
an
iza
t
io
n
al
B
eh
av
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r
s
s
u
b
j
ec
t
in
co
g
n
iti
v
e
asp
ec
t
b
et
w
ee
n
s
t
u
d
en
t
s
lear
n
i
n
g
u
n
d
er
w
eb
-
b
ased
ST
A
D
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
in
g
s
tr
ate
g
y
tr
ea
t
m
en
t
an
d
s
tu
d
e
n
ts
lear
n
in
g
u
n
d
er
tex
t
u
a
l ST
A
D
t
y
p
e
o
f
co
o
p
er
ati
v
e
le
ar
n
in
g
.
2.
T
h
er
e
is
s
ig
n
i
f
ica
n
t
d
if
f
er
en
t
lear
n
in
g
r
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lt
o
f
Or
g
an
iza
t
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n
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B
eh
av
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r
s
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u
b
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t
in
co
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n
iti
v
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t
b
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w
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n
s
t
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t
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it
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m
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v
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n
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d
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n
t
w
it
h
lo
w
ac
h
iev
er
m
o
tiv
a
tio
n
.
3.
T
h
er
e
is
in
f
l
u
e
n
ce
o
f
in
ter
ac
t
io
n
b
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w
ee
n
lear
n
i
n
g
s
tr
ateg
y
(
w
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-
b
ased
ST
A
D
t
y
p
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f
c
o
o
p
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ativ
e
an
d
tex
t
u
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ST
A
D
t
y
p
e
o
f
co
o
p
er
ativ
e)
an
d
s
tu
d
e
n
ts
’
ac
h
iev
er
m
o
tiv
atio
n
o
n
lear
n
i
n
g
r
es
u
lt
o
f
Or
g
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tio
n
a
l
B
eh
av
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r
s
s
u
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t in
co
g
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tiv
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t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
I
n
flu
en
ce
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195
4.
T
h
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is
s
ig
n
if
ican
t
d
i
f
f
er
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o
f
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b
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ased
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ate
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d
t
h
e
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n
e
s
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b
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tex
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f
o
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m
o
f
th
e
s
a
m
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t
y
p
e
o
f
s
tr
ate
g
y
.
5.
T
h
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e
is
n
o
s
ig
n
i
f
ica
n
t
d
if
f
er
en
t
lear
n
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g
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f
Or
g
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ac
h
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ti
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n
a
n
d
s
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d
e
n
t
s
w
ith
lo
w
ac
h
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v
er
m
o
ti
v
atio
n
.
6.
T
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is
n
o
in
ter
ac
tio
n
b
et
w
ee
n
lear
n
i
n
g
s
tr
ateg
y
(
w
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ased
ST
A
D
t
y
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f
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o
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an
d
tex
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u
a
l
ST
A
D
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y
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f
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ativ
e)
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d
s
t
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d
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t
s
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ac
h
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m
o
ti
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o
n
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f
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f
Or
g
an
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tio
n
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B
eh
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t.
T
ab
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6
.
C
alcu
latio
n
S
u
m
m
ar
y
o
f
T
w
o
-
P
ath
s
An
al
y
s
i
s
o
f
Var
ian
ce
T
ec
h
n
iq
u
e
at
s
tatis
tical
s
ig
n
if
ican
ce
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ased
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4
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L
y
le
an
d
R
o
b
in
s
o
n
[
4
4
]
,
an
d
Deg
en
g
[
4
5
]
.
T
h
o
s
e
r
esear
ch
es
ass
er
t
th
at
s
tu
d
y
o
u
tco
m
e
is
m
ai
n
l
y
d
eter
m
i
n
ed
b
y
ap
p
lie
d
lear
n
in
g
s
tr
ate
g
y
an
d
c
h
ar
a
cter
is
tics
o
f
t
h
e
s
t
u
d
en
t
s
.
A
d
d
itio
n
al
y
,
R
ei
g
elu
th
an
d
Stei
n
[
4
1
]
p
r
esen
t
th
at
s
t
u
d
y
o
u
tco
m
e
i
s
all
e
f
f
ec
t
w
h
ich
ca
n
b
e
v
al
u
e
in
d
icato
r
o
f
ap
p
l
icatio
n
o
f
lear
n
in
g
s
tr
ateg
y
u
n
d
er
d
if
f
er
en
t
cir
cu
m
s
ta
n
ce
s
.
I
n
ac
co
r
d
to
th
at
o
p
in
io
n
,
L
y
le
a
n
d
R
o
b
i
n
s
o
n
[
4
4
]
ex
p
lain
s
th
at
lear
n
in
g
co
n
d
itio
n
i
n
f
lu
e
n
ce
s
ef
f
ec
tiv
e
n
e
s
s
a
n
d
ef
f
icie
n
c
y
o
f
lear
n
i
n
g
s
tr
ate
g
y
ap
p
licatio
n
.
T
h
is
m
ea
n
s
th
a
t
ef
f
ec
tiv
e
n
e
s
s
an
d
e
f
f
icien
c
y
o
f
lear
n
in
g
s
tr
ate
g
y
ap
p
licatio
n
i
s
in
f
l
u
en
ce
d
b
y
c
h
ar
ac
ter
is
tic
s
o
f
s
tu
d
e
n
ts
.
4
.
4
.
I
nfluence
o
f
L
ea
rning
Str
a
t
eg
y
o
n
L
ea
rning
Resul
t
o
f
O
rg
a
niza
t
io
na
l
B
eha
v
io
rs
Su
bje
ct
in
Af
f
ec
t
iv
e
Asp
ec
t
Ou
tco
m
e
o
f
h
y
p
o
t
h
esi
s
test
i
n
g
s
h
o
w
s
th
at
ap
p
licatio
n
o
f
te
x
tu
a
l
ST
A
D
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
i
n
g
s
tr
ateg
y
i
s
p
r
o
v
ed
to
h
av
e
b
etter
in
f
l
u
en
ce
o
n
lear
n
i
n
g
r
esu
lt
o
f
Or
g
an
izatio
n
al
B
eh
av
io
r
s
s
u
b
j
ec
t
in
af
f
ec
tiv
e
asp
ec
t,
co
m
p
ar
ed
to
th
e
w
eb
-
b
ased
f
o
r
m
o
f
t
h
e
s
a
m
e
s
tr
ateg
y
.
T
h
is
f
i
n
d
i
n
g
co
r
r
esp
o
n
d
s
to
th
e
p
r
ev
io
u
s
r
esear
ch
,
s
u
c
h
as:
r
esear
ch
r
es
u
lt
o
f
No
o
r
n
ia
[
1
3
]
,
Z
ain
u
d
d
i
n
[
1
5
]
,
Ma
ch
m
u
d
a
[
1
4
]
,
an
d
Mu
l
y
ad
i
[
1
6
]
.
T
h
ese
r
esear
ch
es
s
u
g
g
est
t
h
at
co
o
p
er
ativ
e
lear
n
in
g
s
tr
ate
g
y
ca
n
p
r
o
v
id
e
s
i
g
n
i
f
ica
n
t
r
e
s
u
l
t
f
o
r
i
m
p
r
o
v
e
m
e
n
t
o
f
lear
n
in
g
ac
h
iev
e
m
e
n
t.
T
h
er
e
ar
e
s
ev
er
al
f
ac
to
r
s
,
p
r
ed
icted
to
b
e
th
e
ca
u
s
e
o
f
lear
n
i
n
g
r
esu
lt g
a
in
ed
o
n
te
x
t
u
al
ST
AD
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
in
g
s
tr
ateg
y
is
s
u
p
r
e
m
e,
co
m
p
ar
ed
to
th
e
w
eb
-
b
ased
o
n
e.
Fis
r
t,
in
tex
t
u
al
ST
A
D
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
in
g
s
tr
ate
g
y
,
d
is
cu
s
s
io
n
p
r
o
ce
s
s
a
m
o
n
g
t
h
e
s
tu
d
e
n
ts
o
cc
u
r
s
p
h
y
s
icall
y
,
s
o
th
at
ex
p
r
es
s
io
n
o
f
p
s
y
ch
o
lo
g
ical
a
s
p
ec
t
ca
n
b
e
n
o
ticed
o
n
a
n
d
ca
n
b
e
tr
a
n
s
f
o
r
m
ed
in
to
r
ea
l
b
eh
a
v
io
r
s
.
Sec
o
n
d
,
tex
t
u
al
ST
A
D
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
in
g
i
s
ab
le
to
p
r
o
m
o
te
m
o
t
iv
at
io
n
t
o
lear
n
an
d
to
im
p
r
o
v
e
ac
ti
v
e
p
ar
ticip
atio
n
o
f
th
e
s
tu
d
e
n
ts
d
u
r
i
n
g
lear
n
i
n
g
p
r
o
ce
s
s
.
Fi
n
all
y
,
th
eo
r
etica
l
an
d
e
m
p
ir
ical
f
o
u
n
d
atio
n
s
u
g
g
est
th
at
tex
t
u
al
f
o
r
m
ST
A
D
t
y
p
e
o
f
co
o
p
er
ativ
e
lear
n
in
g
s
tr
ate
g
y
(
a
v
er
ag
e
v
a
lu
e
o
f
7
8
.
3
4
)
ex
ce
ls
,
b
etter
th
an
t
h
e
w
eb
-
b
ased
f
o
r
m
o
f
th
e
s
a
m
e
t
y
p
e
(
a
v
er
ag
e
v
alu
e
o
f
6
9
.
2
4
)
.
4
.
5
.
I
nfluence
o
f
Achiev
e
r
M
o
t
iv
a
t
io
n
o
n
Af
f
ec
t
iv
e
Asp
ec
t
o
f
L
ea
rning
Resu
lt
o
f
O
rg
a
niza
t
io
na
l
B
eha
v
io
rs Sub
j
ec
t
H
y
p
o
th
es
is
test
i
n
g
co
n
cl
u
d
es
t
h
at
t
h
er
e
i
s
n
o
t si
g
n
i
f
ican
tl
y
d
i
f
f
er
en
t
lear
n
i
n
g
r
es
u
lt o
f
Or
g
a
n
izatio
n
a
l
B
eh
av
io
r
s
s
u
b
j
ec
t
in
af
f
ec
ti
v
e
asp
ec
t
b
etw
ee
n
s
t
u
d
en
t
s
w
h
o
h
av
e
h
i
g
h
ac
h
ie
v
er
m
o
tiv
at
io
n
an
d
s
tu
d
e
n
ts
w
h
o
h
av
e
lo
w
ac
h
ie
v
er
m
o
tiv
a
tio
n
.
T
h
at
r
esu
lt
i
n
d
icate
s
th
a
t
f
a
cto
r
o
f
ac
h
ie
v
er
m
o
ti
v
atio
n
c
an
n
o
t
b
e
p
r
o
v
ed
to
h
av
e
s
i
g
n
i
f
ica
n
t
i
n
f
l
u
en
ce
o
n
lear
n
in
g
r
es
u
lt
o
f
Or
g
a
n
izatio
n
al
B
eh
a
v
io
r
s
s
u
b
j
ec
t
in
af
f
ec
tiv
e
asp
ec
t.
Fac
to
r
th
at
i
s
p
r
ed
icted
to
b
e
th
e
ca
u
s
e
o
f
d
if
f
er
e
n
t
lear
n
i
n
g
r
es
u
lt
o
f
Or
g
a
n
izatio
n
a
l
B
eh
av
io
r
s
s
u
b
j
ec
t
in
af
f
ec
ti
v
e
asp
ec
t
is
r
ea
s
o
n
ab
l
y
s
tr
o
n
g
i
n
f
lu
e
n
ce
o
f
lear
n
in
g
s
tr
ate
g
y
w
h
ic
h
p
r
o
m
o
te
s
ac
h
iev
er
m
o
tiv
a
tio
n
o
f
b
o
t
h
g
r
o
u
p
s
.
4
.
6
.
I
nfluence
o
f
I
nte
ra
ct
io
n
bet
w
ee
n
L
ea
rning
Str
a
t
ey
a
nd
Achiev
er
M
o
t
iv
a
t
io
n
o
n
Af
f
ec
t
iv
e
Asp
ec
t
o
f
L
ea
rning
Resul
t
H
y
p
o
th
es
is
te
s
ti
n
g
s
h
o
w
s
t
h
at
th
er
e
is
n
o
i
n
ter
ac
tio
n
in
f
l
u
en
ce
b
et
w
ee
n
lear
n
in
g
s
tr
ateg
y
an
d
ac
h
iev
er
m
o
ti
v
atio
n
o
n
af
f
ec
ti
v
e
asp
ec
t
o
f
Or
g
a
n
izatio
n
al
B
eh
av
io
r
s
I
n
f
lu
e
n
ce
o
f
lear
n
in
g
s
tr
ateg
y
o
n
lear
n
i
n
g
r
esu
lt,
w
h
ic
h
h
a
s
b
ee
n
e
x
p
o
s
ed
o
n
t
h
e
r
esear
c
h
r
es
u
lt,
ill
u
s
tr
ates
th
at
lear
n
in
g
s
tr
ateg
y
s
tr
o
n
g
l
y
in
f
l
u
e
n
ce
s
af
f
ec
tiv
e
asp
ec
t
o
f
s
t
u
d
en
t
s
’
le
ar
n
in
g
r
e
s
u
l
t.
T
h
eo
r
etica
l
s
t
u
d
y
,
as
it
h
a
s
b
ee
n
p
r
ese
n
ted
b
y
Slav
i
n
[
1
0
]
,
Sla
v
i
n
[
4
2
]
,
Nu
r
[
1
2
]
,
B
asu
k
i
[
4
6
]
,
A
r
en
d
s
,
[
7
]
a
n
d
L
ie
[
4
7
]
,
s
u
g
g
es
ts
th
at
co
o
p
er
ativ
e
lear
n
in
g
s
tr
ate
g
y
o
p
en
o
p
p
o
r
tu
n
itie
s
f
o
r
s
t
u
d
en
t
s
to
g
et
in
v
o
l
v
ed
ac
tiv
e
l
y
i
n
lear
n
i
n
g
.
Fin
d
i
n
g
o
f
t
h
is
r
e
s
ea
r
ch
d
e
m
o
n
s
tr
ate
s
th
a
t
lear
n
i
n
g
s
tr
ate
g
y
h
as
s
tr
o
n
g
in
f
l
u
e
n
ce
o
n
a
f
f
ec
t
iv
e
asp
ec
t
o
f
lear
n
in
g
r
esu
lt,
w
h
er
ea
s
ac
h
iev
er
m
o
t
iv
at
io
n
d
o
es
n
o
t
in
f
l
u
en
ce
lear
n
i
n
g
r
esu
l
t.
Giv
e
n
th
e
f
ac
t,
it
ca
n
b
e
co
n
clu
d
ed
th
at
th
er
e
is
n
o
in
t
er
ac
tio
n
b
et
w
e
en
lear
n
in
g
s
tr
a
teg
y
a
n
d
ac
h
iev
er
m
o
ti
v
atio
n
o
n
af
f
ec
tiv
e
asp
ec
t
o
f
lear
n
in
g
r
esu
lt
in
t
h
e
clas
s
o
f
Or
g
an
iza
tio
n
al
B
eh
a
v
io
r
s
s
u
b
j
ec
t.
T
h
is
r
esear
ch
f
in
d
i
n
g
i
s
s
u
p
p
o
r
ted
b
y
Mu
n
d
ir
[
4
8
]
,
Halis
[
4
9
]
an
d
Nu
r
laela
[
5
0
]
w
h
o
s
tate
t
h
a
t
th
er
e
is
n
o
d
if
f
er
e
n
t
lear
n
i
n
g
r
es
u
lt
ca
u
s
ed
b
y
in
ter
ac
tio
n
b
et
w
ee
n
ap
p
licatio
n
o
f
lear
n
i
n
g
in
s
t
r
u
m
e
n
t
s
an
d
ac
h
iev
er
m
o
ti
v
atio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
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8822
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flu
en
ce
o
f W
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197
5.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
r
es
u
lt
a
n
d
d
is
cu
s
s
io
n
i
n
t
h
e
p
r
ev
io
u
s
ex
p
l
an
atio
n
s
,
it
ca
n
b
e
s
u
m
m
ar
i
ze
d
in
th
e
f
o
llo
w
in
g
:
(
1
)
th
er
e
ar
e
s
ig
n
i
f
ican
t
d
if
f
er
en
ce
s
lea
r
n
i
n
g
r
es
u
lts
o
n
Or
g
an
izatio
n
al
B
eh
a
v
io
r
s
s
u
b
j
ec
t
b
etw
ee
n
g
r
o
u
p
o
f
s
t
u
d
en
t
s
b
ein
g
tau
g
h
t
b
y
ap
p
l
y
i
n
g
w
eb
-
b
ased
ST
AD
t
y
p
e
o
f
co
o
p
er
ativ
e
s
tr
ateg
y
an
d
th
e
o
n
e
s
tau
g
h
t
b
y
u
s
i
n
g
tex
tu
al
ST
A
D
t
y
p
e
o
f
co
o
p
er
ativ
e
s
tr
ateg
y
;
(
2
)
in
co
g
n
iti
v
e
asp
ec
t,
th
e
lear
n
in
g
r
es
u
lts
o
f
Or
g
an
iza
tio
n
al
B
eh
av
io
r
s
s
u
b
j
ec
t
f
r
o
m
g
r
o
u
p
o
f
s
t
u
d
en
t
s
w
it
h
h
i
g
h
ac
h
ie
v
e
m
e
n
t
m
o
ti
v
atio
n
s
a
n
d
t
h
e
o
n
es
w
it
h
lo
w
ac
h
ie
v
e
m
en
t
m
o
ti
v
at
io
n
s
ar
e
s
ig
n
i
f
ican
tl
y
d
i
f
f
er
e
n
t
,
w
h
i
le
in
th
e
a
f
f
ec
tiv
e
asp
ec
t
th
e
r
esu
l
ts
ar
e
n
o
t
s
ig
n
i
f
ica
n
tl
y
d
if
f
er
e
n
t.;
(
3
)
lea
r
n
in
g
s
tr
ateg
y
a
n
d
ac
h
iev
e
m
e
n
t
m
o
ti
v
atio
n
d
e
m
o
n
s
tr
ate
t
h
a
t
th
er
e
i
s
i
n
ter
ac
tio
n
in
f
lu
e
n
ce
s
o
n
lear
n
i
n
g
r
es
u
lt
o
f
Or
g
an
izatio
n
al
B
eh
a
v
io
r
s
s
u
b
j
ec
t
in
co
g
n
iti
v
e
asp
ec
t,
b
u
t
d
o
n
o
t
s
h
o
w
th
e
s
a
m
e
i
n
f
lu
e
n
ce
s
o
n
af
f
ec
ti
v
e
a
s
p
ec
t.
T
h
is
r
esear
ch
r
esu
lt
in
d
icate
s
th
at
ap
p
licatio
n
o
f
lear
n
in
g
s
tr
ateg
y
a
n
d
in
s
tr
u
m
en
t
s
th
at
s
u
it
t
h
e
lear
n
in
g
o
b
j
ec
tiv
es
ca
n
i
m
p
r
o
v
e
lear
n
i
n
g
r
es
u
lt,
b
u
t
lect
u
r
er
s
ar
e
s
ti
ll
r
eq
u
ir
ed
to
b
e
p
r
esen
t
a
n
d
g
i
v
e
co
n
f
ir
m
atio
n
o
f
lear
n
i
n
g
r
esu
lt.Fo
r
th
e
r
ea
s
o
n
,
ap
p
licatio
n
o
f
lear
n
i
n
g
i
n
s
tr
u
m
e
n
t,
esp
ec
i
all
y
t
h
e
o
n
e
u
s
i
n
g
w
eb
-
b
ased
,
ca
n
n
o
t
f
u
l
l
y
r
ep
la
ce
th
e
lectu
r
er
s
i
n
lear
n
i
n
g
b
ec
au
s
e
t
h
e
y
ar
e
s
til
l
r
eq
u
ir
ed
to
b
e
p
r
esen
t.
Op
tim
a
l
lear
n
in
g
r
es
u
lt
ca
n
b
e
ac
h
ie
v
ed
b
y
u
s
in
g
i
n
ter
n
e
t
as
lear
n
in
g
in
s
tr
u
m
e
n
t,
co
llab
o
r
atin
g
w
i
th
co
n
v
e
n
tio
n
al
lear
n
in
g
to
g
e
th
er
to
en
co
u
r
a
g
e
th
e
p
er
f
ec
tio
n
o
f
lear
n
i
n
g
i
n
t
h
e
f
o
r
m
s
o
f
b
len
d
ed
lea
r
n
in
g
o
r
h
yb
r
id
le
a
r
n
in
g
.
RE
F
E
R
E
NC
E
S
[1
]
P
.
S
e
ty
o
sa
ri,
“
L
e
a
rn
in
g
Co
ll
a
b
o
ra
ti
o
n
:
A
F
o
u
n
d
a
ti
o
n
f
o
r
De
v
e
lo
p
in
g
S
o
c
ial
S
k
il
ls,
M
u
t
u
a
l
Re
sp
e
c
t
a
n
d
Re
sp
o
n
sib
il
it
y
,
”
in
P
r
o
f
e
ss
o
r
In
a
u
g
u
ra
ti
o
n
S
p
e
e
c
h
,
U
n
iv
e
rsitas
Ne
g
e
ri
M
a
lan
g
,
2
0
0
9
.
[2
]
Bro
o
k
s
J.
a
n
d
B.
M
.
Br
o
o
k
s,
“
S
e
a
rc
h
o
f
Un
d
e
rsta
n
d
in
g
:
T
h
e
Ca
se
f
o
r
Co
n
stru
c
ti
v
ist
Clas
sro
o
m
,”
A
s
so
c
iatio
n
f
o
r
S
u
p
e
rv
i
sio
n
a
n
d
Cu
rr
icu
lu
m
De
v
e
lo
p
m
e
n
t
,
A
lex
a
n
d
ria,
V
A
,
1
9
9
3
.
[3
]
Eg
g
e
n
P
.
a
n
d
Ka
u
c
h
a
k
D.,
“
E
d
u
c
a
ti
o
n
a
l
P
sy
c
h
o
lo
g
y
:
W
in
d
o
w
s
o
n
Clas
sro
o
m
s
(7
th
e
d
.
)
,
”
Up
p
e
r
S
a
d
d
le
Riv
e
r,
NJ
,
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
I
n
c
.
,
2
0
0
7
.
[4
]
J.
V
y
g
o
tsk
y
a
n
d
T
u
d
g
e
,
“T
h
e
Zo
n
e
o
f
P
ro
x
im
a
l
De
v
e
lo
p
m
e
n
t,
a
n
d
P
e
e
r
Co
l
lab
o
ra
ti
o
n
:
Im
p
l
ica
ti
o
n
s
f
o
r
Clas
sro
o
m
P
ra
c
ti
c
e
,”
in
L.
C.
M
o
ll
(Ed
.
)
,
“
V
y
g
o
tsk
y
a
n
d
Ed
u
c
a
ti
o
n
:
In
stru
c
ti
o
n
a
l
Im
p
li
c
a
ti
o
n
s
a
n
d
A
p
p
li
c
a
ti
o
n
s
o
f
S
o
c
io
h
isto
rica
l
P
sy
c
h
o
lo
g
y
,
”
Ne
w
Yo
rk
,
P
re
s S
y
n
d
ica
te
o
f
th
e
Un
iv
e
rsit
y
o
f
Ca
m
b
rid
g
e
,
1
9
9
3
.
[5
]
A
EC
T
,
“
In
stru
c
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
:
T
h
e
De
f
i
n
it
io
n
a
n
d
Do
m
a
in
s
o
f
T
h
e
F
ield
,
”
T
e
rje
m
a
h
a
n
Yu
su
f
h
a
d
i
M
iars
o
,
d
k
k
,
Ja
k
a
rta
,
IP
T
P
I
d
a
n
L
P
T
K
,
1
9
8
6
.
[6
]
I.
De
g
e
n
g
,
“
Lea
rn
in
g
M
e
d
ia:
P
a
p
e
rs T
ra
in
in
g
S
taff
,
Tea
c
h
e
rs an
d
Em
p
lo
y
e
e
s o
f
Cip
u
tra S
c
h
o
o
l,
”
1
9
9
7
.
[7
]
R.
A
re
n
d
s,
“
L
e
a
rn
in
g
to
T
e
a
c
h
(7
th
e
d
.
)
,
”
Ne
w
Yo
rk
,
M
c
G
ra
w
-
Hill
Co
.
,
2
0
0
7
.
[8
]
P
.
S
e
ty
o
sa
ri,
“
T
h
e
o
r
y
a
n
d
A
p
p
li
c
a
ti
o
n
s:
On
-
li
n
e
S
y
st
e
m
in
L
e
a
r
n
in
g
,
”
M
a
lan
g
:
F
I
P
Un
iv
e
rsitas
Ne
g
e
ri
M
a
lan
g
,
2
0
0
6
.
[9
]
I.
De
g
e
n
g
,
“
Lea
rn
in
g
T
h
e
o
ry
1
:
T
a
x
o
n
o
m
y
V
a
riab
le,
”
M
a
lan
g
,
M
a
ste
r
o
f
Ed
u
c
a
ti
o
n
M
a
n
a
g
e
m
e
n
t,
Un
iv
e
rsitas
T
e
rb
u
k
a
.
,
2
0
0
3
.
[1
0
]
R.
S
lav
in
,
“O
p
e
ra
ti
v
e
L
e
a
rn
in
g
:
Th
e
o
ry
,
Re
se
a
r
c
h
a
n
d
P
ra
c
ti
c
e
,
”
M
a
ss
a
c
h
u
se
tt
s
,
A
ll
y
n
a
n
d
Ba
c
o
n
,
1
9
9
5
.
[1
1
]
R.
M
.
He
in
ich
,
M
.
R.
D.
&
.
S
.
E
.
,
“
In
str
u
c
ti
o
n
a
l
M
e
d
ia
a
n
d
T
e
c
h
n
o
l
o
g
y
f
o
r
L
e
a
rn
in
g
.
S
e
v
e
n
th
Ed
it
io
n
,
”
P
e
rn
ti
c
e
Ha
ll
,
In
c
.
,
Ne
w
Je
rse
y
,
2
0
0
2
.
[1
2
]
M
.
Nu
r,
“
Co
o
p
e
ra
ti
v
e
L
e
a
rn
in
g
,
”
S
u
ra
b
a
y
a
,
Ce
n
ter f
o
r
S
c
ien
c
e
a
n
d
M
a
th
e
m
a
ti
c
s
S
c
h
o
o
l
UN
ES
A
,
2
0
0
8
.
[1
3
]
A
.
No
o
rn
ia,
“
I
m
p
lem
e
n
tatio
n
o
f
Co
o
p
e
ra
ti
v
e
L
e
a
rn
in
g
w
it
h
S
TAD
M
e
th
o
d
i
n
T
e
a
c
h
in
g
P
e
rc
e
n
t
in
Clas
s
IV
S
DI
M
a
a
rif
0
2
P
e
m
a
tan
g
S
in
g
o
sa
ri
,”
T
h
e
sis
,
M
a
lan
g
,
1
9
9
7
.
[1
4
]
U.
M
a
c
h
m
u
d
a
h
,
“
In
f
lu
e
n
c
e
o
f
C
o
o
p
e
ra
ti
v
e
L
e
a
rn
in
g
M
e
th
o
d
w
it
h
S
TA
D
M
o
d
e
l
o
n
L
e
a
rn
in
g
Ou
tco
m
e
s
a
g
a
in
st
M
a
h
a
ro
h
Qir
o
'
a
h
I
a
n
d
S
o
c
ial
S
k
il
l
(Co
m
m
u
n
ica
ti
o
n
s
a
n
d
Co
ll
a
b
o
ra
ti
o
n
A
b
il
it
y
)
o
n
M
a
h
a
ro
h
Qiro
’
a
h
I
,
”
M
a
lan
g
,
L
P
M
UIN
,
2
0
0
7
.
[1
5
]
Zain
u
d
in
,
“
S
tu
d
ies
o
n
t
h
e
A
p
p
li
c
a
ti
o
n
o
f
Co
o
p
e
ra
ti
v
e
L
e
a
rn
in
g
S
TA
D
M
o
d
e
l
c
o
n
c
e
n
tr
a
ti
o
n
C
o
g
n
it
i
v
e
S
t
y
le
F
I
a
n
d
FD
,
”
J
o
u
rn
a
l
o
f
L
e
a
rn
i
n
g
T
e
c
h
n
o
lo
g
y
:
T
h
e
o
ry
a
n
d
Res
e
a
rc
h
,
v
o
l
/
issu
e
:
10
(
1
)
,
p
p
.
4
5
-
5
6
,
2
0
0
2
.
[1
6
]
E.
M
u
ly
a
d
i,
“
Op
ti
mizin
g
L
e
a
r
n
in
g
Ph
y
sic
s
VCD
T
h
ro
u
g
h
Co
o
p
e
ra
ti
v
e
M
o
d
e
l
a
s
a
n
E
ff
o
rt
t
o
In
c
re
a
s
e
Per
fo
rm
a
n
c
e
a
n
d
S
t
u
d
e
n
t
Ach
iev
e
me
n
t
Cla
ss
XI
a
t
S
M
K
.,
”
i
n
Pro
c
e
e
d
i
n
g
s
o
f
th
e
i
n
ter
n
a
ti
o
n
a
l
se
min
a
r
In
fo
rm
a
ti
o
n
a
n
d
Co
mm
u
n
ica
ti
o
n
T
e
c
h
n
o
l
o
g
y
(
ICT
)
in
E
d
u
c
a
ti
o
n
d
i
UNY
,
Yo
g
jak
a
rta,
2
0
0
9
.
[1
7
]
M
.
G
re
d
ler,
“
L
e
a
rn
in
g
a
n
d
In
str
u
c
ti
o
n
:
T
h
e
o
ry
in
to
P
ra
c
ti
c
e
(2
n
d
e
d
.
),
”
Up
p
e
r
S
a
d
d
le Ri
v
e
r,
NJ
,
P
re
n
ti
c
e
-
Ha
ll
,
In
c
.
,
1
9
9
2
.
[1
8
]
M.
Nu
r
&
.
W
.
P
.
R.
,
“
S
tu
d
e
n
t
Ce
n
tere
d
L
e
a
rn
in
g
a
n
d
Co
n
str
u
c
ti
v
ist
A
p
p
ro
a
c
h
in
T
e
a
c
h
in
g
,
”
U
n
iv
e
rsity
P
re
ss
,
S
u
ra
b
a
y
a
,
2
0
0
0
.
[1
9
]
C.
D.
Ch
e
o
n
g
a
n
d
C.
W
.
Ch
e
o
n
g
,
“
On
li
n
e
Disc
u
ss
io
n
a
n
d
Crit
ica
l
T
h
in
k
in
g
S
k
il
ls:
A
Ca
s
e
S
tu
d
y
in
a
S
in
g
a
p
o
r
e
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
,
”
Au
stra
la
si
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l
/i
ss
u
e
:
24
(
5
)
,
p
p
.
5
5
6
-
5
7
3
,
2
0
0
8
.
[2
0
]
J.
M
il
n
e
a
n
d
E.
M
.
D.
He
in
ric
h
,
“
T
e
c
h
n
o
l
o
g
ica
l
su
p
p
o
rt
f
o
r
a
ss
ig
n
m
e
n
t
a
ss
e
ss
m
e
n
t:
A
Ne
w
Z
e
a
lan
d
h
ig
h
e
r
e
d
u
c
a
ti
o
n
su
rv
e
y
,
”
Au
s
tra
la
sia
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l/
issu
e
:
2
4
(5
)
,
p
p
.
4
8
7
-
5
0
4
,
2
0
0
8
.
[2
1
]
I.
De
g
e
n
g
,
“
Tea
c
h
in
g
S
c
ien
c
e
:
T
a
x
o
n
o
m
y
V
a
riab
le,
”
Ja
k
a
rta
,
P
2
L
P
T
K Dirj
e
n
Dik
ti
De
p
d
ik
b
u
d
,
1
9
8
9
.
[2
2
]
S
o
e
k
a
m
t,
T
.
D
.
U.
S
.
,
“
L
e
a
rn
in
g
T
h
e
o
ries
a
n
d
M
o
d
e
ls
o
f
L
e
a
rn
i
n
g
,
”
Ja
k
a
rt
a
,
P
P
A
U
-
P
P
A
I
Un
iv
e
rsitas
Terb
u
k
a
,
1
9
9
6
.
[2
3
]
L
.
Co
h
e
n
,
“
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
in
Clas
ro
o
m
a
n
d
S
c
h
o
o
ls
A
M
a
n
u
a
l
o
f
M
a
teria
ls
a
n
M
e
th
o
d
s
,
”
S
a
n
F
ra
n
c
isc
o
,
Ha
rp
e
r
&
Ro
w
P
u
b
li
sh
e
rs,
1
9
7
6
.
[2
4
]
W
.
S
.
W
in
k
e
l,
“
Ed
u
c
a
ti
o
n
a
l
P
sy
c
h
o
l
o
g
y
,
”
J
a
k
a
rt
a
,
Rin
e
k
a
Cip
ta,
2
0
0
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
2
0
1
6
:
189
–
1
9
9
198
[2
5
]
S
.
L
a
ti
f
a
h
,
“
Co
m
p
a
riso
n
o
f
th
e
e
ff
e
c
ts
Ex
p
e
ri
m
e
n
t
T
e
a
c
h
in
g
M
e
th
o
d
s
a
n
d
F
e
e
d
b
a
c
k
Ty
p
e
Ag
a
in
st
S
tu
d
e
n
t
A
c
h
ie
v
e
m
e
n
t
ju
n
io
r
h
ig
h
sc
h
o
o
l
i
n
term
s o
f
A
c
h
iev
e
m
e
n
t
M
o
ti
v
a
ti
o
n
,”
T
h
e
sis
,
S
u
ra
k
a
rta
,
P
P
S
UN
S
,
2
0
0
2
.
[2
6
]
B.
P
a
n
jai
tan
,
“
In
tera
c
ti
v
e
E
ff
e
c
t
b
e
tw
e
e
n
G
iv
in
g
F
e
e
d
b
a
c
k
a
n
d
A
c
h
i
e
v
e
m
e
n
t
M
o
ti
v
a
ti
on
a
g
a
in
st
L
e
a
rn
in
g
A
c
q
u
isit
io
n
,
”
J
o
u
e
n
a
l
o
f
L
e
a
r
n
in
g
T
e
c
h
n
o
l
o
g
y
,
v
o
l
/i
ss
u
e
:
5
(1
),
p
p
.
3
5
,
1
9
9
7
.
[2
7
]
J.
M
c
Ca
rth
y
,
“
Blen
d
e
d
lea
rn
i
n
g
e
n
v
iro
n
m
e
n
ts:
Us
in
g
so
c
ial
n
e
tw
o
r
k
in
g
sites
to
e
n
h
a
n
c
e
th
e
f
irst
y
e
a
r
e
x
p
e
rien
c
e
,”
Au
stra
l
a
sia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l/
iss
u
e
:
2
6
(6
),
pp.
7
2
9
-
7
4
0
,
2
0
1
0
.
[2
8
]
S
e
rin
O.
C.
a
n
d
S
e
rin
N.
,
“
T
h
e
e
ff
e
c
ts
o
f
th
e
c
o
m
p
u
ter
-
b
a
se
d
in
stru
c
ti
o
n
o
n
th
e
a
c
h
iev
e
m
e
n
t
a
n
d
p
ro
b
lem
so
lv
in
g
sk
il
ls
o
f
th
e
sc
ien
c
e
a
n
d
tec
h
n
o
l
o
g
y
stu
d
e
n
ts,
”
T
h
e
T
u
rk
ish
On
li
n
e
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l
/i
ss
u
e
:
10
(
1
)
,
p
p
.
1
8
3
-
2
0
1
,
2
0
1
1
.
[2
9
]
Ch
a
n
tan
a
ru
n
g
p
a
k
,
K.
a
.
R.
V
.
,
“
De
v
e
lo
p
me
n
t
o
f
a
W
e
b
-
Ba
se
In
stru
c
ti
o
n
M
o
d
e
l
B
len
d
e
d
wit
h
C
o
o
p
e
ra
ti
v
e
L
e
a
rn
i
n
g
in
M
a
t
h
e
ma
ti
c
s
f
o
r
U
p
p
e
r
Pri
ma
ry
S
c
h
o
o
l
S
tu
d
e
n
t
,
”
i
n
P
r
o
c
e
e
d
in
g
s
o
f
In
tern
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
“
e
-
lea
rn
in
g
:
L
e
a
rn
in
g
T
h
e
o
ries
v
s
T
e
c
h
n
o
lo
g
ies
?
"
,
Ra
m
k
h
a
m
h
a
e
n
g
Un
iv
e
rsit
y
,
Ba
n
g
k
o
k
,
14
-
1
6
De
se
m
b
e
r
,
2
0
0
6
.
[3
0
]
B.
T
u
c
k
m
a
n
,
“
Co
n
d
u
c
ti
n
g
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,”
F
if
th
e
d
i
ti
o
n
,
Or
lan
d
o
,
H
a
rc
o
u
rt
Ba
rc
e
Co
ll
e
g
e
P
u
b
li
sh
e
r
,
1
9
9
9
.
[3
1
]
N.
Bu
z
z
e
tt
o
-
M
o
re
,
“
In
terd
icip
li
n
a
ry
,
”
J
o
u
rn
a
l
o
f
E
-
L
e
a
r
n
in
g
a
n
d
L
e
a
rn
i
n
g
Ob
jec
ts
,
v
o
l.
4
,
2
0
0
8
.
A
v
a
il
a
b
le:
h
tt
p
:
//
ww
w
.
ij
k
lo
.
o
rg
/Vo
lu
m
e
4
/
IJ
EL
LOv
4
p
1
1
3
-
1
3
5
Bu
z
z
e
tt
o
4
1
3
.
p
d
f
.
[
A
c
c
e
ss
e
d
2
8
S
e
p
t
2
0
0
8
]
.
[3
2
]
B.
Ha
riad
i,
“
Eff
e
c
t
o
f
S
TAD
Co
o
p
e
ra
ti
v
e
L
e
a
rn
in
g
S
trate
g
ies
Ba
se
d
o
n
W
e
b
v
s
Tex
t
a
n
d
Lea
rn
in
g
S
t
y
les
a
g
a
in
st
S
tu
d
e
n
t
L
e
a
rn
in
g
Ou
tco
m
e
s,
”
M
a
lan
g
,
P
P
S
U
n
iv
e
rsitas
Ne
g
e
ri
M
a
l
a
n
g
,
2
0
1
1
.
[3
3
]
G
h
a
u
th
K.
A
.
N.,
“
M
e
a
su
rin
g
lea
rn
e
r'
s
p
e
r
f
o
rm
a
n
c
e
in
e
-
lea
rn
in
g
r
e
c
o
m
m
e
n
d
e
r
s
y
ste
m
s,
”
Au
stra
la
s
ia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
g
y
,
v
o
l/
issu
e
:
2
6
(
6
),
pp.
7
6
4
-
7
7
4
.
,
2
0
1
0
.
[3
4
]
L
a
n
Y.
L
.
P
.
,
“
Ev
a
lu
a
ti
o
n
a
n
d
im
p
ro
v
e
m
e
n
t
o
f
stu
d
e
n
t'
s
q
u
e
stio
n
-
p
o
sin
g
a
b
il
it
y
in
a
w
e
b
-
b
a
se
d
lea
rn
in
g
e
n
v
iro
n
m
e
n
t
,”
Au
stra
l
a
sia
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l/
issu
e
:
2
7
(
4
),
pp.
5
8
1
-
5
9
9
,
2
0
1
1
.
[3
5
]
F.
Ro
la,
“
S
e
lf
-
c
o
n
c
e
p
t
re
latio
n
sh
ip
w
it
h
Ac
h
iev
e
m
e
n
t
M
o
ti
v
a
ti
o
n
in
A
d
o
les
c
e
n
ts
,”
Un
iv
e
rsitas
S
u
m
a
tera
Ut
a
ra
,
M
e
d
a
n
,
2
0
0
6
.
[3
6
]
S.
Ng
u
ra
wa
n
,
“
Eff
e
c
t
o
f
L
e
a
rn
in
g
M
e
th
o
d
a
n
d
A
c
h
iev
e
m
e
n
t
M
o
ti
v
a
ti
o
n
a
g
a
in
st
Lea
rn
in
g
Ou
tco
m
e
s
IP
S
in
S
M
P
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
n
d
L
e
a
rn
i
n
g
,
v
o
l
/i
ss
u
e
:
14
(
1
)
,
p
p
.
7
5
-
8
8
,
2
0
0
7
.
[3
7
]
C.
S
.
F
.
Re
ig
e
lu
t
h
,
“
T
h
e
e
lab
o
ra
t
io
n
th
e
o
ry
o
f
in
stru
c
ti
o
n
,
”
in
Ch
a
rles
M
.
Re
ig
e
lu
th
(
Ed
.
)
,
“
In
str
u
c
ti
o
n
a
l
De
sig
n
-
T
h
e
o
r
y
a
n
d
M
o
d
e
ls
A
n
Ov
e
rv
ie
w o
f
T
h
e
ir
Cu
rre
n
t
S
tat
u
s
,
”
Ne
w
Y
o
rk
,
L
a
w
re
n
c
e
Earlb
a
u
m
As
so
c
iate
,
1
9
8
3
.
[3
8
]
R.
S
lav
in
,
“
E
d
u
c
a
ti
o
n
a
l
P
sy
c
h
o
lo
g
y
:
T
h
e
o
r
y
a
n
d
P
ra
c
ti
c
e
,
”
Ne
e
d
h
a
m
H
e
ig
h
ts
,
A
ll
y
n
a
n
d
Ba
c
o
n
,
1
9
9
7
.
[3
9
]
D.
M
o
o
re
,
“
Ef
f
e
c
ti
v
e
In
stru
c
ti
o
n
a
l
S
trate
g
ies
f
ro
m
T
h
e
o
r
y
a
n
d
P
ra
c
ti
c
e
,
”
L
o
n
d
o
n
,
S
a
g
e
P
u
b
li
c
a
ti
o
n
,
2
0
0
5
.
[4
0
]
K
.
Ly
le
a
n
d
R.
W
.
Ly
le,
“
T
e
a
c
h
in
g
S
c
ien
c
e
P
r
o
b
lem
S
o
lv
in
g
:
a
n
Ov
e
rv
ie
w
Ex
p
e
ri
m
e
n
t,
”
2
0
0
1
.
A
v
a
il
a
b
le:
h
tt
p
:
//
Ke
n
n
e
t@w
il
li
a
m
sr.ed
u
.
[
A
c
c
e
ss
e
d
1
0
M
a
re
t
2
0
1
0
]
.
[4
1
]
I.
De
g
e
n
g
,
“
Ed
u
c
a
ti
o
n
P
a
ra
d
ig
m
Be
h
a
v
io
rism
to
th
e
Co
n
stru
c
ti
v
is
m
,”
Clas
s
P
re
se
n
tatio
n
M
a
teria
ls
T
EP
P
ro
g
ra
m
,
M
a
lan
g
,
P
P
S
U
n
iv
e
rsitas
Ne
g
e
ri
M
a
lan
g
,
M
a
lan
g
,
2
0
0
7
.
[4
2
]
I.
Ba
su
k
i,
“
Co
o
p
e
ra
ti
v
e
Lea
rn
in
g
.
P
a
p
e
r.
P
re
se
n
ted
a
t
Re
f
re
sh
in
g
o
f
L
e
a
rn
in
g
M
e
th
o
d
a
t
S
T
I
KO
M
S
u
ra
b
a
y
a
a
t
2
7
Oc
to
b
e
r
2
0
0
5
,
”
S
u
ra
b
a
y
a
,
S
T
IK
O
M
,
2
0
0
5
.
[4
3
]
A
.
L
i
e
,
“
Co
o
p
e
ra
ti
v
e
L
e
a
rn
in
g
:
P
ra
c
ti
c
in
g
Co
o
p
e
ra
ti
v
e
L
e
a
rn
in
g
in
Clas
sro
o
m
s
,
”
Ja
k
a
rta
,
P
T
.
G
ra
sin
d
o
,
2
0
0
2
.
[4
4
]
M
u
n
d
ir
,
“
In
f
lu
e
n
c
e
o
f
In
tera
c
ti
o
n
L
e
a
r
n
in
g
M
e
d
ia
a
n
d
L
e
a
rn
in
g
S
ty
le
s
a
g
a
in
st
S
tu
d
e
n
t
L
e
a
rn
in
g
A
h
ie
v
e
m
e
n
ti
n
Re
se
a
rc
h
M
e
th
o
d
s
Co
u
rse
a
tS
e
k
o
lah
T
in
g
g
i
Ag
a
m
a
Isla
m
(S
TA
I)
Ib
ra
h
imy
G
e
n
ten
g
Ba
n
y
u
w
a
n
g
i
,
T
h
e
sis
,
P
P
S
Un
iv
e
rsitas
Ne
g
e
ri
M
a
lan
g
,
2
0
0
3
.
[4
5
]
F
.
Ha
li
s,
“
In
f
lu
e
n
c
e
o
f
M
e
d
ia
Ed
u
c
a
ti
o
n
a
n
d
S
tu
d
e
n
t
L
e
a
rn
in
g
S
ty
les
o
n
A
p
p
ly
in
g
In
f
u
sio
n
L
e
a
rn
in
g
S
k
il
ls
in
M
a
lan
g
He
a
lt
h
P
o
ly
tec
h
n
ic S
t
u
d
e
n
t
,”
T
h
e
sis
,
P
P
S
Un
iv
e
rsitas
Ne
g
e
ri
M
a
lan
g
,
2
0
0
6
.
[4
6
]
L
.
Nu
rlae
la,
“
In
f
lu
e
n
c
e
o
f
L
e
a
rn
in
g
M
o
d
e
l,
L
e
a
rn
in
g
S
ty
les
a
n
d
Re
a
d
in
g
A
b
il
it
y
o
f
th
e
S
tu
d
e
n
t
L
e
a
rn
in
g
Ou
tc
o
m
e
s
El
e
m
e
n
tar
y
S
c
h
o
o
l
in
S
u
ra
b
a
y
a
,”
Diss
e
rta
ti
o
n
,
Un
p
u
b
li
sh
e
d
,
P
P
S
Un
iv
e
rsitas
Ne
g
e
ri
M
a
lan
g
,
M
a
lan
g
,
2
0
0
7
.
[4
7
]
G
ra
il
R
e
se
a
r
c
h
,
a
d
iv
isio
n
o
f
in
teg
ra
ti
o
n
,
“
Co
n
s
u
m
e
rs
o
f
T
o
m
o
rro
w
In
sig
h
ts
a
n
d
Ob
se
rv
a
ti
o
n
s
A
b
o
u
t
G
e
n
e
ra
ti
o
n
A,
”
G
ra
il
Re
s
e
a
rc
h
,
2
0
1
1.
[4
8
]
D.
L
i
m
,
M
.
M
o
rris
a
n
d
V
.
Ku
p
rit
z
,
“
On
li
n
e
v
s.
Ble
n
d
e
d
L
e
a
rn
in
g
:
Diff
e
re
n
c
e
s
in
in
stru
c
ti
o
n
a
l
o
u
tco
m
e
s
a
n
d
lea
rn
e
r
sa
ti
sfa
c
ti
o
n
,
”
2
0
0
6
.
Dia
m
b
il
k
e
m
b
a
li
d
a
ri
h
tt
p
:/
/eric
.
e
d
.
g
o
v
.
[4
9
]
C.
Dz
iu
b
a
n
,
J.
Ha
rtm
a
n
a
n
d
P
.
M
o
sk
a
l,
“
Blen
d
e
d
L
e
a
rn
in
g
,
”
ECA
R
(
Ed
u
c
a
ti
o
n
Ce
n
ter
fo
r
A
p
p
l
ied
Res
e
a
rc
h
)
,
v
o
l.
7
,
2
0
0
4
.
[5
0
]
O.
S
u
w
a
n
tara
th
ip
a
n
d
S
.
W
ich
a
d
e
,
“
T
h
e
Eff
e
c
ts
o
f
Co
ll
a
b
o
ra
ti
o
n
W
rit
in
g
A
c
ti
v
it
y
Us
in
g
G
o
o
g
le
D
o
c
s
o
n
S
tu
d
e
n
ts'
W
rit
in
g
A
b
il
i
ti
e
s,
”
T
OJ
ET
:
T
h
e
T
u
rk
ish
On
li
n
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
T
e
h
n
o
l
o
g
y
,
v
o
l
/
issu
e
:
13
(
2
)
,
p
p
.
1
4
8
-
1
5
6
,
2
0
1
4
.
BI
O
G
RAP
H
I
E
S
O
F
AUTH
O
RS
Ba
m
b
a
n
g
Ha
riad
i
is
a
V
ice
R
e
c
t
o
r
in
S
tu
d
e
n
t
A
ffa
ir.
His
u
n
d
e
rg
r
a
d
u
a
te
d
e
g
re
e
in
e
d
u
c
a
ti
o
n
a
l
a
d
m
in
istratio
n
,
p
o
stg
ra
d
u
a
te
a
n
d
P
h
D,
a
re
c
o
n
siste
n
tl
y
p
u
rsu
e
d
in
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
.
H
e
is
a
lso
a
re
se
a
rc
h
e
r
a
n
d
lec
tu
re
r
in
De
p
a
rtem
e
n
o
f
Co
m
p
u
ter
M
u
lt
im
e
d
ia,
In
stit
u
te
o
f
Bu
sin
e
s
s
a
n
d
In
f
o
rm
a
ti
c
s S
ti
k
o
m
S
u
ra
b
a
y
a
,
In
d
o
n
e
sia
.
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