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Tea
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Art
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AB
S
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ticle
his
to
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y:
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ed
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3
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8
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ted
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an
2
0
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2
0
2
0
A
sta
n
d
a
rd
e
q
u
a
ti
o
n
o
n
tea
c
h
i
n
g
wo
r
k
lo
a
d
c
a
lcu
latio
n
i
n
th
e
p
re
v
io
u
s
a
c
a
d
e
m
ic
s
e
tt
in
g
o
n
l
y
in
c
l
u
d
e
s
th
e
c
o
n
tac
t
h
o
u
rs
wit
h
stu
d
e
n
ts
th
ro
u
g
h
lec
tu
re
,
tu
t
o
rial,
lab
o
ra
to
r
y
a
n
d
in
-
p
e
rso
n
c
o
n
su
lt
a
ti
o
n
(i.
e
.
o
n
e
-
to
-
o
n
e
fi
n
a
l
y
e
a
r
p
ro
jec
t
c
o
n
s
u
lt
a
ti
o
n
)
.
Th
is
p
a
p
e
r
d
isc
u
ss
e
s
tea
c
h
in
g
w
o
rk
l
o
a
d
fa
c
to
rs
a
c
c
o
rd
in
g
to
th
e
c
u
rre
n
t
h
i
g
h
e
r
-
e
d
u
c
a
ti
o
n
se
tt
in
g
.
De
v
isin
g
a
tea
c
h
in
g
wo
rk
l
o
a
d
e
q
u
a
ti
o
n
t
h
a
t
i
n
c
lu
d
e
s
a
ll
tea
c
h
in
g
a
n
d
lea
rn
in
g
stra
te
g
ies
in
th
e
2
1
st
c
e
n
tu
r
y
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
lea
rn
in
g
se
tt
in
g
is
n
e
e
d
e
d
.
Th
i
s
is
i
n
d
e
e
d
a
c
h
a
ll
e
n
g
in
g
tas
k
fo
r
t
h
e
a
c
a
d
e
m
ic
a
d
m
in
istrato
rs
to
sc
ru
ti
n
ize
e
v
e
ry
sin
g
le
p
a
ra
m
e
ter
th
a
t
a
c
c
o
u
n
ted
f
o
r
tea
c
h
in
g
a
n
d
lea
rn
in
g
.
I
n
th
is
w
o
rk
,
we
h
a
v
e
d
isc
u
ss
e
d
t
h
e
p
a
ra
m
e
ters
wh
ich
a
re
s
ig
n
ifi
c
a
n
t
in
tea
c
h
in
g
wo
rk
l
o
a
d
c
a
lcu
latio
n
.
F
o
r
i
n
sta
n
c
e
,
t
h
e
c
o
n
v
e
n
t
io
n
a
l
in
-
p
e
rso
n
c
o
n
tac
t
with
th
e
stu
d
e
n
ts,
ty
p
e
o
f
d
e
li
v
e
ry
,
ty
p
e
o
f
a
ss
e
ss
m
e
n
t,
th
e
p
re
p
a
ra
ti
o
n
o
f
m
a
teria
ls
fo
r
fli
p
p
e
d
c
las
sro
o
m
a
s
we
ll
a
s
M
O
OC
,
to
n
a
m
e
a
f
e
w.
T
e
a
c
h
in
g
wo
rk
l
o
a
d
a
ls
o
a
ffe
c
ts
q
u
a
li
ty
te
a
c
h
in
g
a
n
d
fro
m
th
e
a
c
a
d
e
m
ic
p
e
rc
e
p
ti
o
n
,
th
e
h
i
g
h
e
r
w
o
rk
l
o
a
d
m
e
a
n
s lo
we
r
-
q
u
a
li
t
y
tea
c
h
in
g
.
K
ey
w
o
r
d
s
:
Aca
d
em
ician
wo
r
k
lo
a
d
T
ea
ch
in
g
q
u
ality
T
ea
ch
in
g
wo
r
k
lo
ad
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ham
im
ah
Ujir
,
Facu
lty
o
f
C
o
m
p
u
ter
Scien
ce
an
d
I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
y
,
Un
iv
er
s
iti Ma
lay
s
ia
Sar
awa
k
,
9
4
3
0
0
Ko
ta
Sam
ar
ah
a
n
,
Sar
a
wak
,
Ma
lay
s
ia.
E
m
ail: u
h
am
im
ah
@
u
n
im
as.m
y
1.
I
NT
RO
D
UCT
I
O
N
R
o
te
m
em
o
r
izatio
n
an
d
teac
h
er
ce
n
tr
ed
lear
n
i
n
g
is
n
o
lo
n
g
er
a
way
f
o
r
war
d
in
2
1
st
-
ce
n
tu
r
y
lear
n
in
g
s
tr
ateg
y
.
Me
m
o
r
izatio
n
o
n
ly
i
n
v
o
lv
es
a
lo
w
lev
el
o
f
co
g
n
itiv
e
an
d
lear
n
er
s
wh
o
ad
o
p
t
th
i
s
s
tr
ateg
y
co
u
ld
n
o
t
d
if
f
er
en
tiate
b
etwe
en
im
p
o
r
ta
n
t
an
d
u
n
im
p
o
r
ta
n
t
in
f
o
r
m
atio
n
an
d
th
ey
wer
e
i
n
co
m
p
ete
n
t
to
m
ak
e
in
f
er
e
n
ce
s
[
1
]
.
T
h
is
s
tr
ateg
y
is
o
l
d
-
f
ash
io
n
ed
,
an
d
it d
o
es n
o
t e
m
p
h
asize
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
s
k
ills
.
Fig
u
r
e
1
illu
s
tr
ated
th
e
c
h
an
g
es
in
Ma
lay
s
ian
Hig
h
er
-
E
d
u
ca
tio
n
Pro
g
r
a
m
m
es
(
M
y
HE
)
[
2
].
Fro
m
teac
h
er
ce
n
tr
e
d
,
we
ar
e
n
o
w
m
o
v
i
n
g
f
o
r
war
d
to
lear
n
er
s
as
co
n
n
ec
to
r
s
,
cr
ea
to
r
s
an
d
co
n
s
tr
u
ctiv
is
ts
.
My
HE
1
.
0
is
th
e
“sp
o
o
n
-
f
e
d
”
er
a
wh
er
e
th
e
lear
n
er
s
wer
e
o
n
ly
s
u
b
jecte
d
to
r
ec
e
iv
e
th
e
k
n
o
wled
g
e
.
W
h
ile
d
u
r
in
g
M
y
HE
2
.
0
,
we
s
tar
ted
to
u
s
e
tech
n
o
lo
g
ical
d
ev
ice
s
u
ch
as
p
r
o
jecto
r
in
cla
s
s
an
d
lear
n
er
s
ar
e
ask
ed
to
r
esp
o
n
d
.
Pro
ject
an
d
I
n
q
u
ir
y
B
ased
L
ea
r
n
in
g
(
PB
L
)
an
d
s
o
cial
n
etwo
r
k
in
g
s
tar
ted
to
tak
e
p
lace
in
ed
u
ca
tio
n
al
s
ettin
g
in
M
y
HE
3
.
0
.
I
n
o
r
d
er
to
ac
h
iev
e
M
y
HE
4
.
0
,
th
e
ac
ce
s
s
to
th
e
ex
p
e
r
ts
ar
e
m
ad
e
ea
s
ily
av
ailab
le
an
d
th
e
we
b
f
u
n
ctio
n
ed
as
th
e
cu
r
r
icu
lu
m
.
T
h
e
ac
ad
em
ician
f
u
n
ctio
n
s
as
r
eso
u
r
ce
g
u
i
d
e
an
d
lear
n
er
s
ar
e
ex
p
ec
ted
to
b
e
co
n
ten
t p
r
o
d
u
ce
r
s
an
d
s
h
ar
er
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
2
2
1
-
2
2
7
222
T
ea
ch
in
g
a
n
d
lear
n
in
g
ar
e
k
n
o
wn
as
a
p
ar
t
o
f
th
e
ac
ad
e
m
ician
k
ey
p
er
f
o
r
m
a
n
ce
in
d
i
ca
to
r
s
f
o
r
p
r
o
m
o
tio
n
an
d
an
n
u
al
ap
p
r
aisal.
Am
o
n
g
o
th
e
r
in
d
icato
r
s
ar
e
p
o
s
tg
r
ad
u
ate
s
u
p
er
v
is
io
n
,
r
esear
ch
a
n
d
in
n
o
v
atio
n
,
p
u
b
licatio
n
,
ac
a
d
e
m
ic
r
ec
o
g
n
itio
n
,
co
m
m
u
n
ity
s
er
v
ices,
co
n
s
u
ltan
c
y
a
n
d
in
d
u
s
tr
ial
lin
k
ag
es
an
d
ad
m
in
is
tr
atio
n
r
o
les/
co
n
tr
ib
u
tio
n
to
th
e
u
n
i
v
er
s
ity
[
3
,
4]
.
Un
d
er
teac
h
in
g
a
n
d
lear
n
in
g
i
n
d
icato
r
s
,
th
er
e
ar
e
s
ev
er
al
cr
iter
ia
a
r
e
co
n
s
id
er
e
d
:
n
u
m
b
e
r
o
f
co
u
r
s
es
tau
g
h
t,
n
u
m
b
er
o
f
cr
ed
its
f
o
r
th
e
c
o
u
r
s
es,
n
u
m
b
er
o
f
s
tu
d
en
ts
p
er
c
o
u
r
s
e,
ac
ad
em
ic
ad
v
is
o
r
y
,
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
t
s
u
p
e
r
v
is
o
r
y
an
d
in
n
o
v
atio
n
in
d
eliv
er
y
s
y
s
tem
s
.
B
ased
o
n
th
e
ex
is
tin
g
wo
r
k
s
an
d
p
o
licies
at
h
ig
h
er
ed
u
ca
tio
n
i
n
Ma
lay
s
ia,
m
o
s
t
o
f
th
e
teac
h
in
g
wo
r
k
lo
ad
r
ef
er
s
to
th
e
n
u
m
b
e
r
o
f
ass
ig
n
ed
teac
h
in
g
h
o
u
r
s
,
teac
h
in
g
p
r
ep
a
r
atio
n
,
co
n
s
u
ltatio
n
with
s
tu
d
en
ts
an
d
ev
alu
atio
n
o
f
th
eir
wo
r
k
s
an
d
ass
ig
n
m
en
ts
.
Fig
u
r
e
1
.
Deliv
er
y
o
f
Ma
lay
s
ian
h
ig
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
a
m
m
es
[
2
]
A
co
n
ce
p
tu
al
m
o
d
el,
p
r
o
p
o
s
ed
b
y
[
5
]
,
h
y
p
o
th
esizes
th
at
teac
h
er
s
’
wo
r
k
i
n
g
c
o
n
d
itio
n
s
in
f
lu
en
ce
teac
h
er
s
’
ab
ilit
y
to
teac
h
ef
f
ec
tiv
ely
an
d
th
u
s
in
f
lu
en
ce
s
tu
d
e
n
ts
’
ac
h
iev
em
en
t sco
r
es.
T
h
e
wo
r
k
in
g
co
n
d
itio
n
s
in
clu
d
e
f
iv
e
class
r
o
o
m
-
in
s
tr
u
ctio
n
lev
el
wo
r
k
in
g
c
o
n
d
i
tio
n
s
:
in
s
tr
u
ctio
n
al
p
r
ac
tice
s
u
p
p
o
r
t,
teac
h
i
n
g
wo
r
k
lo
ad
,
in
s
tr
u
ctio
n
al
r
eso
u
r
ce
s
,
clas
s
r
o
o
m
au
to
n
o
m
y
,
an
d
s
u
p
p
o
r
t f
o
r
m
an
a
g
in
g
s
tu
d
en
t
co
n
d
u
ct.
Ho
wev
e
r
,
th
e
h
ea
v
y
teac
h
in
g
lo
ad
s
co
u
ld
p
lay
a
p
ar
t
in
g
iv
in
g
in
ce
n
tiv
es
to
ac
a
d
em
ician
s
to
s
witch
to
a
“c
o
n
ten
t
-
ce
n
tr
ed
”
ap
p
r
o
ac
h
[
6
]
.
W
h
en
t
h
is
h
ap
p
en
,
My
HE
4
.
0
will n
e
v
er
b
e
r
ea
lized
as th
e
ac
ad
em
i
cian
s
ar
e
o
n
ly
f
o
c
u
s
o
n
th
e
c
o
n
ten
t,
n
o
t th
e
s
tu
d
e
n
ts
.
I
n
th
e
cu
r
r
en
t
ac
a
d
em
ic
s
ettin
g
,
wh
ich
is
d
esig
n
ed
to
f
o
llo
w
th
e
2
1
st
lear
n
i
n
g
s
tr
ateg
y
,
th
ese
cr
iter
ia
ar
e
n
o
t
en
o
u
g
h
to
d
escr
ib
e
th
e
wo
r
k
lo
ad
f
ac
ed
b
y
th
e
ac
ad
em
ician
.
T
h
is
p
ap
er
d
is
cu
s
s
es
th
e
teac
h
in
g
wo
r
k
lo
ad
am
o
n
g
th
e
lectu
r
e
r
s
b
y
co
n
s
id
er
in
g
th
e
o
th
e
r
teac
h
in
g
an
d
lear
n
in
g
f
ac
to
r
s
wh
ich
in
lin
e
with
Ma
lay
s
ian
h
ig
h
er
ed
u
ca
tio
n
r
eq
u
ir
em
en
ts
.
Sectio
n
2
is
ab
o
u
t
th
e
teac
h
i
ng
-
lear
n
in
g
co
m
p
o
n
en
t
in
th
e
cu
r
r
e
n
t
ac
ad
em
ic
s
ettin
g
an
d
s
ec
tio
n
3
d
escr
ib
es
th
e
f
ac
to
r
s
in
d
ete
r
m
in
in
g
teac
h
in
g
wo
r
k
l
o
ad
.
S
ec
tio
n
f
o
u
r
e
x
p
lain
s
th
e
r
elatio
n
b
etwe
en
teac
h
in
g
wo
r
k
lo
a
d
an
d
teac
h
in
g
q
u
ality
.
T
h
e
f
in
al
s
ec
tio
n
s
u
m
m
ar
i
zes
th
e
f
in
d
in
g
s
o
f
th
is
p
ap
er
.
2.
T
E
A
CH
I
NG
AND
L
E
A
RNI
NG
CO
M
P
O
NE
N
T
S
Un
d
er
th
e
asp
ir
atio
n
o
f
s
u
r
g
e
1
in
Ma
lay
s
ia
E
d
u
ca
tio
n
B
lu
ep
r
in
t
2
0
1
5
-
2
0
2
5
,
th
e
c
h
allen
g
es
o
f
g
r
ad
u
ates'
m
is
m
atch
with
in
d
u
s
tr
y
ar
e
h
ig
h
lig
h
ted
.
T
o
ac
h
iev
e
th
is
asp
ir
atio
n
,
p
u
b
lic
u
n
iv
er
s
ities
n
ee
d
t
o
en
s
u
r
e
th
at
th
e
ac
ad
em
ic
p
r
o
g
r
am
s
o
f
f
er
e
d
will
p
r
o
d
u
ce
g
r
ad
u
ates
wh
o
ar
e
co
m
p
ete
n
t,
h
o
lis
tic
an
d
m
ee
t
th
e
n
ee
d
s
o
f
th
e
co
u
n
tr
y
'
s
em
p
lo
y
m
en
t.
I
n
c
o
n
ju
n
ctio
n
with
th
is
as
p
ir
atio
n
,
th
e
Mi
n
is
tr
y
o
f
E
d
u
ca
tio
n
p
r
o
d
u
ce
d
d
if
f
er
e
n
t
s
o
lu
tio
n
s
in
p
r
ep
a
r
in
g
f
o
r
th
e
I
n
d
u
s
tr
y
R
ev
o
lu
tio
n
4
.
0
(
I
R
4
.
0
)
wav
e.
Am
o
n
g
th
e
s
o
lu
tio
n
s
ar
e
Ma
l
ay
s
ia
MO
OC
,
2
u
2
i,
APEL
,
Gap
Yea
r
,
C
E
O@
Fa
cu
lty
an
d
ME
A
an
d
M
y
E
-
Po
r
f
o
lio
[
2
]
.
T
h
ese
s
o
lu
tio
n
s
ar
e
also
p
ar
t
o
f
th
e
elem
en
ts
f
o
r
f
u
tu
r
e
-
r
ea
d
y
cu
r
r
icu
lu
m
,
wh
ich
n
ee
d
s
to
b
e
em
b
ed
d
e
d
in
o
u
r
cu
r
r
en
t
cu
r
r
icu
lu
m
to
en
s
u
r
e
it
is
co
m
p
eten
t
an
d
r
elev
a
n
t
i
n
th
e
er
a
o
f
2
1
st
ce
n
tu
r
y
lear
n
in
g
.
T
h
e
th
r
ee
f
u
t
u
r
e
r
ea
d
y
cu
r
r
icu
lu
m
elem
en
ts
ar
e
(
1
)
f
lu
i
d
an
d
o
r
g
a
n
ic
cu
r
r
ic
u
lu
m
s
tr
u
ctu
r
e,
(
2
)
tr
a
n
s
f
o
r
m
ativ
e
teac
h
in
g
an
d
lear
n
i
n
g
d
eliv
er
y
a
n
d
(
3
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Tea
ch
in
g
w
o
r
klo
a
d
in
2
1
st
ce
n
tu
r
y
h
ig
h
er e
d
u
c
a
tio
n
lea
r
n
in
g
s
ettin
g
(
Ha
mima
h
Ujir
)
223
alter
n
ativ
e
ass
ess
m
en
t.
T
h
e
p
u
b
lic
u
n
iv
er
s
ities
ar
e
e
n
co
u
r
a
g
ed
to
r
e
f
er
to
th
ese
elem
en
ts
in
m
ak
i
n
g
s
u
r
e
th
ei
r
ac
ad
em
ic
p
r
o
g
r
am
m
es a
r
e
r
e
m
ain
ed
r
elev
a
n
t a
n
d
co
m
p
etiti
v
e
in
th
e
m
a
r
k
et.
T
h
is
in
d
icate
s
th
at
th
e
r
o
le
o
f
ac
ad
em
ician
in
h
ig
h
er
-
ed
u
ca
tio
n
in
s
titu
tio
n
s
ex
ten
d
s
b
ey
o
n
d
th
e
class
r
o
o
m
.
W
ith
th
e
f
u
tu
r
e
r
ea
d
y
elem
en
t,
th
e
teac
h
i
n
g
h
as
g
o
n
e
b
ey
o
n
d
th
e
p
lain
le
ctu
r
e,
i.e
.
o
n
e
-
way
in
ter
ac
tio
n
s
lid
es,
ty
p
ical
lect
u
r
e
an
d
n
o
r
m
al
h
an
d
s
-
o
n
tu
to
r
ial.
Aca
d
em
ician
s
n
o
wad
ay
s
ar
e
en
co
u
r
a
g
ed
t
o
u
s
e
tech
n
o
lo
g
ies
to
attr
ac
t
th
e
y
o
u
n
g
er
g
en
e
r
atio
n
in
th
e
class
.
W
ith
cy
b
er
g
o
g
y
ap
p
r
o
ac
h
,
Ma
s
s
iv
e
Op
en
On
lin
e
C
o
u
r
s
e
(
MO
OC
)
,
f
lip
p
ed
class
r
o
o
m
[
7
]
an
d
g
am
if
i
ca
tio
n
in
p
lace
,
ac
a
d
em
ician
s
s
p
en
d
m
o
r
e
tim
e
to
d
ev
elo
p
,
p
lan
an
d
im
p
lem
e
n
t
th
e
alter
n
ativ
e
teac
h
in
g
an
d
lear
n
in
g
ap
p
r
o
ac
h
.
I
n
ad
d
itio
n
,
to
d
esig
n
an
alter
n
ativ
e
ass
ess
m
en
t,
wh
ich
is
a
co
n
tr
a
to
p
lain
r
ep
o
r
t
wr
itin
g
ass
es
s
m
en
t,
as
well
a
s
th
e
co
llo
b
o
r
ativ
e
ass
es
s
m
en
t,
o
n
e
n
ee
d
s
tr
ain
i
n
g
an
d
tim
e
to
p
r
e
p
ar
e
t
h
e
m
ater
ials
.
At
th
e
en
d
o
f
t
h
e
im
p
lem
en
tatio
n
,
ac
ad
em
ician
n
ee
d
s
to
a
n
aly
s
e
weth
er
th
e
m
eth
o
d
u
s
ed
is
s
u
itab
le
ac
co
r
d
in
g
to
n
atu
r
e
o
f
th
e
c
o
u
r
s
e
a
n
d
h
elp
in
g
th
e
s
tu
d
en
ts
th
e
ac
h
ie
v
e
th
eir
co
u
r
s
e
lear
n
in
g
o
u
tc
o
m
es.
I
n
teg
r
atin
g
Hig
h
-
I
m
p
ac
t
E
d
u
ca
tio
n
al
Pra
ctice
s
(
HI
E
Ps
)
in
teac
h
in
g
an
d
lear
n
in
g
is
also
p
ar
t
o
f
th
e
ed
u
ca
tio
n
ag
e
n
d
a
b
r
o
u
g
h
t
b
y
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
.
HI
E
Ps
ar
e
tech
n
i
q
u
es
an
d
d
esig
n
s
f
o
r
teac
h
i
n
g
an
d
lear
n
in
g
th
at
h
av
e
p
r
o
v
en
to
b
e
b
en
e
f
icial
f
o
r
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
s
u
cc
ess
f
u
l
lear
n
i
n
g
am
o
n
g
s
tu
d
en
ts
f
r
o
m
m
an
y
b
ac
k
g
r
o
u
n
d
s
.
T
h
er
e
ar
e
n
in
e
elem
en
ts
in
HI
E
Ps
,
an
d
th
e
ac
ad
em
ician
s
ar
e
en
co
u
r
ag
ed
to
em
p
lo
y
th
ese
elem
en
ts
in
th
e
ir
teac
h
in
g
an
d
lea
r
n
in
g
.
Am
o
n
g
th
e
n
in
e
elem
en
ts
ar
e
(
1
)
Ser
v
ice
b
ased
L
ea
r
n
in
g
(
SB
L
)
;
(
2
)
First
-
Ye
ar
E
x
p
er
ien
ce
s
(
FYS);
(
3
)
I
n
t
er
d
is
cip
lin
ar
y
A
p
p
r
o
ac
h
t
o
A
s
s
es
s
m
en
t
(
I
D)
;
(
4
)
I
n
ten
s
iv
e
Aca
d
em
ic
W
r
itin
g
(
I
AW
)
;
(
5
)
C
o
llab
o
r
ativ
e
Ass
ig
n
m
en
ts
an
d
Pro
jects
(
C
AS)
;
(
6
)
E
m
p
ir
ical
R
esear
ch
(
E
R
)
;
(
7
)
Div
er
s
ity
/
Glo
b
al
L
ea
r
n
in
g
(
DGL
)
;
(
8
)
C
ap
s
to
n
e
C
o
u
r
s
es
an
d
Pro
j
ec
t
(
C
AP)
an
d
(
9
)
I
n
ter
n
s
h
ip
(
I
N)
.
At
U
n
iv
er
s
iti
Ma
lay
s
ia
Sar
awa
k
(
UNI
MA
S),
th
e
im
p
lem
en
tatio
n
o
f
HI
E
Ps
is
a
p
ar
t
o
f
th
e
u
n
iv
er
s
ity
s
tr
ateg
ic
f
o
c
u
s
u
n
d
er
th
e
Key
Per
f
o
r
m
an
ce
I
n
d
e
x
E
x
ce
llen
ce
in
E
d
u
ca
tio
n
an
d
T
r
ain
in
g
.
Du
r
in
g
th
e
an
n
u
al
ac
a
d
em
ic
a
u
d
it,
th
e
f
ac
u
lty
n
ee
d
s
to
p
r
o
v
id
e
th
e
im
p
lem
en
tatio
n
p
r
o
o
f
s
o
f
HI
E
Ps
elem
en
ts
in
th
e
co
u
r
s
es
o
f
f
er
ed
.
At
th
e
f
ac
u
lty
lev
el,
all
s
u
itab
le
co
u
r
s
es
f
o
r
HI
E
Ps
im
p
lem
en
tatio
n
ar
e
id
en
tifie
d
an
d
c
o
u
r
s
e
lear
n
in
g
p
lan
is
laid
o
u
t
at
th
e
b
eg
in
n
in
g
o
f
ea
ch
s
em
ester
.
Am
o
n
g
th
e
n
in
e
elem
en
ts
o
f
HI
E
Ps
,
SB
L
r
eq
u
ir
es
a
lo
t
o
f
p
r
e
p
ar
atio
n
s
in
a
tea
m
-
teac
h
in
g
s
ettin
g
an
d
at
th
e
s
am
e
tim
e
u
s
in
g
th
e
alter
n
ativ
e
ass
ess
m
en
ts
ap
p
r
o
ac
h
.
3.
T
E
A
CH
I
NG
WO
RK
L
O
A
D
F
ACTOR
S
A
s
tu
d
y
ca
r
r
ied
o
u
t
b
y
[
8
]
s
tates
th
at
c
r
ed
it
-
h
o
u
r
s
r
ef
lect
m
o
r
e
tr
an
s
p
ar
en
tly
a
n
d
e
x
ac
tly
an
d
ca
lcu
late
as
co
u
n
tab
le
u
n
its
al
l
th
o
s
e
k
ey
f
ac
to
r
s
c
h
ar
ac
ter
is
tic
o
f
th
e
p
r
o
f
ess
o
r
s
’
wo
r
k
.
H
o
wev
er
,
a
s
tan
d
ar
d
p
r
ac
tice
o
f
m
ax
im
u
m
c
o
n
tact
h
o
u
r
s
with
s
tu
d
en
ts
i
n
Ma
la
y
s
ian
p
u
b
lic
u
n
i
v
er
s
ities
is
1
8
h
o
u
r
s
p
e
r
wee
k
wh
ich
also
d
ep
en
d
s
o
n
t
h
e
p
o
s
t
(
i.e
.
tu
to
r
,
lectu
r
e
r
,
s
en
io
r
lectu
r
er
,
ass
o
ciate
p
r
o
f
ess
o
r
an
d
p
r
o
f
ess
o
r
)
.
T
h
ese
co
n
tact
h
o
u
r
s
in
clu
d
e
all
in
p
er
s
o
n
ac
tiv
ities
wh
ich
co
n
s
is
t
o
f
lectu
r
es/
lab
o
r
ato
r
y
/s
tu
d
io
an
d
co
n
s
u
ltatio
n
.
Am
o
n
g
th
e
teac
h
in
g
wo
r
k
lo
ad
f
ac
t
o
r
s
th
at
h
av
e
b
ee
n
co
n
s
id
er
ed
b
y
th
e
ac
ad
e
m
ic
ad
m
in
is
tr
atio
n
team
ar
e
th
e
n
u
m
b
e
r
o
f
s
tu
d
e
n
ts
in
a
class
,
th
e
n
u
m
b
er
o
f
c
r
ed
its
p
er
co
u
r
s
e
an
d
s
h
a
r
in
g
p
er
ce
n
tag
e
f
o
r
t
ea
m
teac
h
in
g
.
T
h
e
co
n
tact
h
o
u
r
h
er
e
m
ea
n
s
th
e
cr
ed
it
v
alu
e
o
f
a
c
o
u
r
s
e
p
r
o
v
id
ed
to
a
s
tu
d
en
t
.
W
ith
o
u
t
co
n
s
id
er
in
g
th
e
2
1
st
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
iti
es,
th
er
e
ar
e
f
ac
t
o
r
s
th
at
o
f
ten
lef
t
o
u
t
in
teac
h
in
g
wo
r
k
lo
ad
ca
lcu
lati
o
n
.
Am
o
n
g
o
f
th
o
s
e
f
ac
to
r
s
ar
e
(
i)
c
o
u
r
s
es
r
e
g
u
lar
ly
an
d
r
e
p
ea
ted
ly
tau
g
h
t
o
v
er
tim
e,
(
ii)
th
e
ev
alu
atio
n
ty
p
es
,
(
iii)
p
ed
ag
o
g
ical
m
eth
o
d
s
em
p
lo
y
ed
,
(
iv
)
th
e
am
o
u
n
t
o
f
ass
is
tan
ce
av
ailab
le
f
r
o
m
a
teac
h
in
g
ass
is
tan
t(
s
)
/
l
ab
o
r
at
o
r
y
d
em
o
ass
is
tan
t,
(
v
)
th
e
co
o
r
d
i
n
atio
n
o
f
in
d
u
s
tr
ia
l
tr
ain
in
g
an
d
f
in
al
y
ea
r
p
r
o
jects c
o
u
r
s
e,
(
v
i)
p
r
ac
t
icu
m
,
esp
ec
ially
f
o
r
co
u
n
s
elin
g
an
d
n
u
r
s
in
g
co
u
r
s
e,
(
v
ii)
th
e
co
u
r
s
e
co
o
r
d
in
ato
r
lo
ad
,
(
v
iii)
i
n
d
iv
id
u
al
p
r
iv
ate
l
ess
o
n
,
i.e
.
m
u
s
ic
less
o
n
.
Ad
m
in
is
tr
atin
g
a
co
u
r
s
e
is
r
ath
er
b
u
r
d
en
s
o
m
e
as
well,
esp
ec
ially
h
an
d
lin
g
a
lar
g
e
n
u
m
b
er
o
f
s
tu
d
en
ts
.
A
co
u
r
s
e
with
m
a
n
y
s
tu
d
en
ts
is
n
o
r
m
ally
d
iv
id
ed
i
n
to
s
ev
er
al
g
r
o
u
p
s
.
On
e
co
o
r
d
in
ato
r
is
ap
p
o
i
n
ted
to
b
e
th
e
co
u
r
s
e
co
o
r
d
i
n
ato
r
.
T
h
e
r
o
le
o
f
a
c
o
u
r
s
e
co
o
r
d
in
a
to
r
is
to
p
lan
th
e
ac
tiv
ities
,
m
ak
in
g
s
u
r
e
s
tan
d
ar
d
co
u
r
s
e
m
ater
ials
ar
e
b
ein
g
u
s
ed
,
d
esig
n
th
e
ass
ess
m
en
ts
an
d
r
ep
o
r
t
th
e
lear
n
in
g
o
u
tco
m
e
s
ac
h
iev
em
en
ts
as
well
as
th
e
p
r
o
b
lem
to
th
e
a
ca
d
em
ic
ad
m
in
is
tr
atio
n
.
An
o
th
er
co
n
ce
r
n
is
wh
eth
er
it
is
th
e
n
ew
co
u
r
s
e
o
r
co
u
r
s
es
r
eg
u
la
r
ly
a
n
d
r
ep
ea
te
d
ly
tau
g
h
t
o
v
er
tim
e.
As
f
o
r
t
h
e
f
o
r
m
er
o
n
e,
ac
ad
em
icia
n
m
ig
h
t
n
ee
d
ex
tr
a
tim
e
to
p
r
ep
a
r
e
f
o
r
th
e
m
ater
ials
an
d
ass
ess
m
en
ts
.
I
n
ad
d
itio
n
,
teac
h
in
g
wo
r
k
lo
a
d
ca
lcu
latio
n
n
ee
d
s
to
tak
e
i
n
to
ac
co
u
n
t
th
e
teac
h
i
n
g
ex
p
er
ien
ce
o
f
th
e
ac
ad
em
ician
f
o
r
a
p
ar
ticu
lar
co
u
r
s
e.
Fo
r
an
e
x
p
er
ien
ce
d
ac
ad
em
ician
,
it
will
b
e
q
u
i
te
ea
s
y
to
m
an
ag
e
th
e
wo
r
k
lo
ad
.
Ho
wev
e
r
,
f
o
r
an
in
ex
p
er
ien
ce
ac
a
d
em
ic
ian
,
a
lo
n
g
er
tim
e
is
n
ee
d
ed
in
p
r
ep
ar
atio
n
.
T
ea
ch
in
g
t
h
e
s
am
e
c
o
u
r
s
e
f
o
r
m
u
ltip
le
g
r
o
u
p
s
also
n
ee
d
s
to
b
e
co
u
n
ted
i
n
.
T
h
e
tim
e
s
p
e
n
t
o
n
th
e
p
r
e
p
ar
atio
n
is
m
in
im
al
co
m
p
ar
ed
to
teac
h
s
ev
er
al
g
r
o
u
p
s
f
o
r
d
if
f
er
e
n
t
co
u
r
s
es.
Ad
d
itio
n
ally
,
f
o
r
c
er
tain
u
n
iv
er
s
ities
,
th
e
lab
d
em
o
n
s
tr
ato
r
an
d
tu
t
o
r
ar
e
h
ir
ed
to
h
elp
in
th
e
lab
o
r
ato
r
y
an
d
tu
to
r
ial
s
ess
io
n
.
A
weig
h
tag
e
s
y
s
tem
n
ee
d
s
to
b
e
i
n
tr
o
d
u
ce
d
to
en
s
u
r
e
a
h
i
g
h
er
weig
h
t
g
o
es
to
t
h
e
ac
a
d
em
ician
with
n
o
ass
is
tan
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
2
2
1
-
2
2
7
224
An
o
th
er
s
ce
n
ar
io
is
a
co
u
r
s
e
with
m
u
ltip
le
lectu
r
er
s
.
T
h
is
is
h
ap
p
en
in
g
b
ec
a
u
s
e
lear
n
in
g
u
n
its
ar
e
d
iv
id
ed
ac
co
r
d
in
g
to
th
e
e
x
p
er
tis
e.
T
h
e
lectu
r
er
’
s
b
u
r
d
en
will b
e
less
er
f
o
r
t
h
is
ty
p
e
o
f
co
u
r
s
e.
T
h
e
u
s
ag
e
o
f
i
n
f
o
r
m
atio
n
a
n
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
in
th
e
c
u
r
r
en
t
h
ig
h
e
r
-
ed
u
ca
tio
n
teac
h
in
g
an
d
lear
n
i
n
g
s
ettin
g
h
as
b
ec
o
m
e
t
h
e
m
ain
m
ea
n
s
o
f
im
p
ar
tin
g
k
n
o
wled
g
e
a
n
d
g
a
th
er
in
g
in
f
o
r
m
atio
n
.
E
d
u
ca
tio
n
al
a
p
p
licatio
n
s
o
f
f
er
th
e
p
o
s
s
ib
ilit
y
to
b
r
in
g
in
n
o
v
atio
n
s
to
teac
h
in
g
p
r
ac
tices
an
d
at
th
e
s
am
e
tim
e
b
r
in
g
ch
allen
g
es
f
o
r
its
im
p
lem
en
tatio
n
s
u
ch
as
co
n
n
ec
tiv
it
y
,
p
o
r
tab
ilit
y
,
f
lex
i
b
ilit
y
,
au
to
n
o
m
y
o
f
s
tu
d
en
ts
an
d
n
ew
f
o
r
m
s
o
f
c
o
m
m
u
n
icatio
n
an
d
in
ter
ac
tio
n
[
9
]
.
I
C
T
h
as
ch
an
g
ed
s
tu
d
en
ts
’
lear
n
in
g
b
eh
av
io
r
,
h
elp
in
g
to
m
o
v
e
f
r
o
m
co
n
ten
t
-
ce
n
te
r
ed
c
u
r
r
icu
la
to
co
m
p
ete
n
cy
-
b
ased
cu
r
r
icu
la,
an
d
f
r
o
m
t
ea
ch
er
-
ce
n
ter
e
d
to
s
tu
d
en
t
-
ce
n
ter
ed
f
o
r
m
s
o
f
d
eli
v
er
y
[
10
]
.
Du
e
t
o
th
is
,
th
e
p
u
b
lic
u
n
iv
er
s
ities
ar
e
g
o
i
n
g
f
o
r
w
ar
d
b
y
e
n
c
o
u
r
a
g
in
g
th
e
ac
ad
em
ician
to
u
s
e
b
len
d
e
d
lear
n
in
g
,
MO
OC
,
PB
L
,
Pro
b
lem
-
Or
ien
ted
Pr
o
ject
-
B
ased
L
ea
r
n
in
g
(
POPB
L
)
,
g
am
if
icatio
n
[
11
]
,
to
n
am
e
a
f
ew.
T
h
e
r
o
le
o
f
th
e
ac
ad
em
i
cian
in
th
ese
teac
h
in
g
an
d
lear
n
in
g
m
eth
o
d
s
is
to
f
ac
ilit
ate
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
p
r
ep
ar
atio
n
is
in
d
ee
d
r
e
q
u
ir
in
g
a
n
am
o
u
n
t
o
f
tim
e.
T
o
attr
ac
t
th
e
s
tu
d
en
ts
’
atten
tio
n
,
th
e
d
esig
n
o
f
th
e
teac
h
in
g
an
d
lea
r
n
in
g
n
o
r
m
all
y
will
in
clu
d
e
th
e
r
ec
en
t
is
s
u
es
in
th
e
co
u
n
tr
y
.
T
h
er
ef
o
r
e,
th
e
d
esig
n
s
n
ee
d
t
o
b
e
u
p
d
ated
e
v
er
y
tim
e
th
e
c
o
u
r
s
e
is
o
f
f
er
e
d
an
d
n
o
s
u
ch
t
h
in
g
as
u
s
in
g
1
0
0
%
p
r
ev
io
u
s
m
ater
ials
.
Fo
r
m
ed
ical
an
d
n
u
r
s
in
g
p
r
o
g
r
am
s
,
th
er
e
ar
e
teac
h
in
g
m
eth
o
d
s
th
at
n
ee
d
to
b
e
co
u
n
ted
i
n
.
C
lin
ical
PB
L
,
b
ed
s
id
e
teac
h
in
g
,
war
d
r
o
u
n
d
,
clin
ic
teac
h
in
g
,
o
p
er
atin
g
th
ea
tr
e
teac
h
in
g
,
C
lin
ical
Path
o
lo
g
ical
Co
n
f
er
en
ce
(
C
PC
)
an
d
f
ield
v
is
it
ar
e
am
o
n
g
th
e
s
aid
m
eth
o
d
s
.
I
n
UNI
MA
S,
th
e
weig
h
tag
e
f
o
r
ea
ch
o
f
t
h
ese
teac
h
in
g
m
eth
o
d
s
h
a
v
e
b
ee
n
s
et.
Acto
n
et
al.
[
1
2
]
r
ep
o
r
ts
a
s
ig
n
if
ican
t
in
cr
ea
s
e
to
t
h
e
av
er
a
g
e
f
ac
u
lty
m
em
b
er
’
s
wo
r
k
lo
ad
f
o
r
wo
r
k
l
o
ad
ass
o
ciate
d
with
s
im
u
latio
n
s
in
s
u
r
g
ical
ed
u
ca
tio
n
.
An
o
th
er
teac
h
i
n
g
a
n
d
lea
r
n
i
n
g
m
eth
o
d
t
h
at
h
as
b
ee
n
h
ig
h
lig
h
ted
lately
is
SB
L
.
T
h
r
o
u
g
h
SB
L
,
en
h
an
ce
d
o
p
p
o
r
t
u
n
ities
f
o
r
le
ar
n
in
g
,
an
d
p
e
r
s
o
n
al
an
d
s
o
ci
al
s
k
ill
d
ev
elo
p
m
en
t
will
b
e
p
r
o
v
id
ed
to
lear
n
er
s
.
T
h
ey
also
g
ain
im
p
o
r
tan
t
ex
p
er
ien
ce
wo
r
k
in
g
with
d
iv
er
s
e
m
em
b
er
s
o
f
th
eir
c
o
m
m
u
n
ities
.
Ho
wev
er
,
f
ac
u
lty
ar
e
co
n
ce
r
n
e
d
ab
o
u
t
th
e
tim
e
co
m
m
itm
en
t
in
v
o
l
v
ed
in
d
e
v
elo
p
in
g
a
s
er
v
ice
-
lear
n
in
g
co
u
r
s
e.
Fo
r
ex
am
p
le,
m
atch
in
g
s
tu
d
en
ts
with
co
m
m
u
n
ity
o
r
g
an
izatio
n
s
ca
n
b
e
tim
e
-
co
n
s
u
m
in
g
.
Fu
r
th
er
m
o
r
e,
f
ac
u
lty
ar
e
also
co
n
ce
r
n
e
d
th
at
in
co
r
p
o
r
atin
g
s
er
v
ice
-
lear
n
in
g
in
to
th
e
cu
r
r
ic
u
lu
m
will
d
im
in
is
h
th
e
ac
ad
e
m
ic
co
n
ten
t
co
v
e
r
ed
in
th
e
co
u
r
s
e
an
d
ass
ess
in
g
s
tu
d
en
t
lear
n
in
g
wh
e
n
m
u
ch
o
f
t
h
e
lear
n
in
g
tak
es
p
lace
o
u
ts
id
e
th
e
class
r
o
o
m
an
d
with
o
u
t
th
e
s
u
p
er
v
is
io
n
o
f
t
h
e
in
s
tr
u
cto
r
.
T
h
e
co
o
r
d
in
ati
o
n
o
f
SB
L
ac
tiv
ities
in
h
ig
h
er
-
ed
u
ca
tio
n
lev
el
r
eq
u
ir
es
ca
r
ef
u
l
p
la
n
n
in
g
d
u
e
to
a
s
h
o
r
t
ac
ad
em
ic
wee
k
th
at
we
h
av
e.
I
n
f
o
u
r
teen
wee
k
s
,
th
e
SB
L
p
r
o
ject
m
u
s
t
b
e
p
lan
n
ed
a
n
d
im
p
lem
en
ted
as
well
as
th
e
r
ef
lectio
n
o
f
th
e
ac
tiv
ities
m
u
s
t
b
e
ca
r
r
ied
o
u
t.
W
ith
clea
r
o
u
tlin
in
g
p
r
o
ject
g
o
als
an
d
o
u
tco
m
es,
s
tu
d
en
ts
n
ee
d
to
id
en
t
if
y
p
o
ten
tial
c
o
m
m
u
n
ity
p
ar
t
n
er
s
an
d
im
p
lem
e
n
t
th
e
p
r
o
ject
o
v
er
tim
e
in
v
ar
i
o
u
s
s
tag
es.
A
co
m
m
itm
en
t
o
f
co
m
m
u
n
ity
also
n
ee
d
s
to
b
e
in
p
lace
as
i
t
w
il
l
d
is
tu
r
b
th
e
SB
L
co
n
d
u
ct.
Du
e
to
th
is
,
th
e
wo
r
k
lo
ad
f
o
r
SB
L
co
o
r
d
in
at
o
r
an
d
in
s
tr
u
cto
r
n
ee
d
s
to
b
e
co
n
s
id
er
ed
an
d
ass
ess
ed
p
r
o
p
er
ly
.
B
u
lo
t
an
d
J
o
h
n
s
o
n
[
1
3
]
esti
m
ate
th
at
wo
r
k
lo
ad
co
m
m
itm
en
ts
f
o
r
SB
L
co
u
r
s
es
co
u
ld
r
eq
u
ir
e
u
p
to
1
0
e
x
tr
a
h
o
u
r
s
a
wee
k
.
B
ilg
in
et
al.
[
1
4
]
in
v
esti
g
ates
ac
ad
em
ic
wo
r
k
lo
ad
im
p
licatio
n
s
o
f
W
o
r
k
-
I
n
teg
r
ate
d
L
ea
r
n
i
n
g
(
W
I
L
)
ass
es
s
m
en
t
f
o
r
s
taf
f
at
a
n
Au
s
tr
alian
u
n
iv
e
r
s
ity
.
T
h
e
y
f
o
u
n
d
o
u
t
t
h
at
th
e
ass
ess
m
en
t
o
f
s
tu
d
en
t
lear
n
in
g
was
th
e
s
in
g
le
m
o
s
t
im
p
o
r
ta
n
t
c
o
n
tr
ib
u
to
r
to
th
e
ac
ad
em
ic
wo
r
k
lo
ad
wh
ich
tak
in
g
o
n
av
er
ag
e
2
.
5
h
o
u
r
s
p
er
s
tu
d
e
n
t
p
e
r
s
em
ester
.
Ass
ess
m
en
ts
ar
e
also
p
ar
t
o
f
th
e
teac
h
in
g
wo
r
k
lo
ad
.
As
th
e
class
-
s
ize
in
cr
ea
s
e,
th
e
h
o
u
r
s
s
p
en
t
to
d
esig
n
th
e
ass
es
s
m
en
t
an
d
m
ar
k
in
g
is
in
cr
ea
s
ed
.
Ob
v
io
u
s
ly
,
tim
es
s
p
en
t
o
n
m
a
r
k
in
g
th
e
ess
ay
ass
ess
m
en
ts
ar
e
g
r
ea
ter
co
m
p
ar
ed
to
tim
e
s
p
en
t
o
n
m
ar
k
in
g
th
e
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
.
Fu
r
th
er
m
o
r
e
,
m
o
s
t o
f
th
e
u
n
iv
er
s
ity
h
as in
v
ested
in
b
u
y
in
g
t
h
e
Op
tical
Ma
r
k
R
ea
d
er
(
OM
R
)
m
ac
h
in
e
to
ass
is
t
th
e
ac
ad
em
ician
s
.
Ma
r
k
in
g
th
e
n
o
n
-
wr
itten
a
s
s
ess
m
en
ts
also
r
eq
u
ir
es a
lo
t o
f
tim
e,
esp
ec
ially
in
p
r
o
g
r
am
m
i
n
g
ty
p
e
o
f
ass
ess
m
en
t,
p
r
esen
ta
t
io
n
,
a
n
d
cli
n
ical
ex
am
i
n
atio
n
.
Acc
o
r
d
in
g
to
[
1
5
-
1
7
]
,
e
f
f
ec
tiv
e
f
ee
d
b
ac
k
is
an
o
th
er
im
p
o
r
tan
t
p
r
o
v
is
io
n
in
f
o
r
m
ativ
e
ass
ess
m
en
t a
n
d
p
o
t
en
tially
tim
e
-
co
n
s
u
m
in
g
co
m
p
o
n
en
t o
f
W
I
L
4.
Q
UALI
T
Y
T
E
ACH
I
NG
I
N
RE
L
AT
I
O
N
T
O
T
E
ACH
I
N
G
WO
RK
L
O
AD
Qu
ality
teac
h
in
g
r
ef
e
r
s
to
t
h
e
p
e
d
ag
o
g
y
in
v
o
l
v
ed
,
th
at
f
o
cu
s
es
o
n
th
e
p
r
o
ce
s
s
th
r
o
u
g
h
wh
ich
k
n
o
wled
g
e
is
co
n
s
tr
u
cted
,
p
r
o
d
u
ce
d
an
d
cr
itiq
u
e
d
[
18
]
.
Acc
o
r
d
in
g
to
W
ain
[
19
]
,
q
u
ality
t
ea
ch
in
g
o
n
ly
ex
is
ts
if
it
b
r
in
g
s
ab
o
u
t
q
u
ality
lea
r
n
in
g
.
E
m
p
h
asizin
g
o
n
q
u
ality
teac
h
in
g
m
ea
n
s
we
em
p
h
asize
is
lear
n
in
g
t
h
at
is
m
ea
n
in
g
f
u
l
an
d
b
r
i
n
g
s
ig
n
if
ic
an
ce
to
s
tu
d
en
ts
.
T
o
teac
h
well,
it
tak
es
s
er
io
u
s
ef
f
o
r
t
to
en
g
ag
e
s
tu
d
en
ts
in
ac
tiv
e
lear
n
in
g
,
a
co
m
p
le
x
p
r
o
ce
s
s
in
v
o
lv
in
g
co
g
n
itiv
e,
em
o
tio
n
al,
a
n
d
s
en
s
o
r
y
d
o
m
ain
s
th
at
r
eq
u
i
r
e
h
i
g
h
er
-
o
r
d
er
t
h
in
k
in
g
[
20
]
.
Alm
u
n
tash
ir
i
[
2
1
]
l
is
ted
s
ev
er
al
teac
h
in
g
q
u
ality
i
n
d
icato
r
s
(
T
QI
)
wh
i
ch
ar
e
ass
o
ciate
d
t
o
th
e
id
ea
l
ac
ad
em
ic’
s
ap
p
r
o
a
ch
es
Am
o
n
g
th
e
T
QI
ar
e
in
teg
r
atin
g
ed
u
ca
tio
n
al
tech
n
o
l
o
g
y
in
to
teac
h
in
g
,
en
g
ag
in
g
in
r
esear
ch
-
in
f
o
r
m
e
d
teac
h
in
g
an
d
p
r
o
v
id
in
g
p
r
o
m
p
t
f
ee
d
b
ac
k
to
s
tu
d
en
ts
ab
o
u
t
th
eir
p
r
o
g
r
ess
.
Sev
er
al
T
QI
lis
ted
in
[
2
1
]
ar
e
s
im
ilar
with
[
2
2
]
.
All
th
o
s
e
wh
o
teac
h
n
ee
d
to
b
e
awa
r
e
o
f
th
e
elem
e
n
ts
th
at
co
m
p
r
is
e
a
‘
q
u
ality
’
lear
n
i
n
g
e
x
p
er
ien
ce
f
o
r
s
tu
d
e
n
ts
[
2
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Tea
ch
in
g
w
o
r
klo
a
d
in
2
1
st
ce
n
tu
r
y
h
ig
h
er e
d
u
c
a
tio
n
lea
r
n
in
g
s
ettin
g
(
Ha
mima
h
Ujir
)
225
An
d
alee
b
[
2
0
]
c
laim
s
th
at
th
e
co
u
r
s
e
lo
ad
s
an
d
class
s
ize
a
r
e
th
e
m
ain
f
ac
to
r
s
th
at
d
em
o
tiv
ate
th
e
ac
ad
em
ician
s
to
p
u
r
s
u
e
f
u
r
th
e
r
in
th
eir
r
esear
ch
.
[
2
4
]
p
r
o
p
o
s
e
s
th
at
th
e
m
o
s
t
s
u
cc
es
s
f
u
l
r
esear
ch
er
s
an
d
th
o
s
e
m
o
r
e
a
b
le
f
o
r
ad
m
in
is
tr
ativ
e
task
s
s
h
o
u
ld
r
ed
u
ce
th
eir
t
ea
ch
in
g
a
n
d
c
o
n
ce
n
t
r
ate
in
t
h
o
s
e
ac
tiv
ities
.
I
n
ad
d
itio
n
,
th
e
im
b
alan
ce
o
f
f
ac
u
lty
an
d
s
tu
d
e
n
t
r
atio
h
as
co
n
tr
i
b
u
ted
to
th
e
f
ac
to
r
o
f
ac
ad
em
ician
n
o
t
in
n
o
v
atin
g
in
teac
h
in
g
a
n
d
le
ar
n
in
g
.
T
ea
ch
i
n
g
wo
r
k
lo
a
d
o
f
ac
ad
em
ic
s
taf
f
in
p
u
b
lic
u
n
iv
er
s
ity
is
in
cr
ea
s
in
g
d
u
e
to
th
e
s
u
r
p
lu
s
n
u
m
b
er
o
f
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
en
r
o
ll
ed
in
ev
er
y
s
em
ester
.
As
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
in
cr
ea
s
ed
,
th
e
h
o
u
r
s
s
p
en
t
o
n
class
p
r
ep
ar
atio
n
an
d
ad
m
in
is
tr
atio
n
wo
r
k
s
ar
e
also
in
cr
ea
s
e
d
,
an
d
it
d
o
es
af
f
ec
t
q
u
ality
teac
h
in
g
.
An
em
p
ir
ical
s
tu
d
y
b
y
[
2
5
]
s
h
o
wn
th
at
teac
h
er
q
u
ality
in
f
lu
en
ce
s
th
eir
p
er
f
o
r
m
a
n
ce
in
s
ch
o
o
ls
wh
ile
teac
h
er
p
e
r
f
o
r
m
an
ce
was
m
e
asu
r
ed
b
y
teac
h
e
r
class
r
o
o
m
m
an
ag
em
en
t,
co
m
m
itm
en
t,
a
n
d
r
esp
o
n
s
ib
ilit
ies.
On
th
e
o
t
h
er
h
an
d
,
teac
h
er
e
f
f
ec
tiv
en
ess
h
as
alwa
y
s
b
ee
n
ass
o
ciate
d
with
s
tu
d
en
t
ac
h
iev
em
en
t
[
2
6
,
2
7
]
.
Me
asu
r
in
g
teac
h
in
g
p
er
f
o
r
m
a
n
ce
is
o
n
e
way
to
k
n
o
w
t
h
e
q
u
ality
o
f
th
e
teac
h
in
g
wh
e
r
e
a
h
ig
h
e
r
-
q
u
ality
teac
h
in
g
m
ea
n
s
a
h
ig
h
er
teac
h
in
g
p
e
r
f
o
r
m
an
ce
.
I
n
h
i
g
h
er
ed
u
ca
tio
n
,
t
h
e
s
tan
d
ar
d
way
t
o
m
ea
s
u
r
e
teac
h
in
g
p
er
f
o
r
m
an
ce
is
b
y
u
s
in
g
th
e
s
tu
d
en
t
s
u
r
v
ey
wh
ich
s
u
p
p
o
r
ted
b
y
[
2
8
]
.
I
n
UNI
MA
S,
th
e
s
tu
d
en
t
s
u
r
v
e
y
q
u
esti
o
n
s
ar
e
ab
o
u
t
th
e
lev
e
l
o
f
s
atis
f
ac
tio
n
o
n
co
u
r
s
e
in
s
tr
u
cto
r
,
p
h
y
s
ical
class
r
o
o
m
,
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
t
a
n
d
ac
h
iev
em
en
t
o
f
c
o
u
r
s
e
lear
n
in
g
o
u
tc
o
m
e
s
.
Stu
d
en
ts
n
ee
d
to
f
ill
in
th
e
s
tu
d
en
t
s
u
r
v
ey
at
th
e
en
d
o
f
ev
er
y
s
em
ester
an
d
p
er
m
is
s
io
n
o
f
tak
in
g
th
e
f
in
al
ex
am
in
atio
n
o
n
l
y
will
b
e
p
r
o
v
id
ed
if
th
e
s
tu
d
en
t
h
as
f
ills
in
th
e
s
u
r
v
e
y
.
Ho
wev
er
,
th
e
b
iasn
ess
o
f
th
e
s
tu
d
en
t
s
u
r
v
ey
is
alwa
y
s
q
u
esti
o
n
ed
.
Petty
[
29
]
p
r
o
p
o
s
e
s
th
e
teac
h
in
g
q
u
ality
ca
lcu
latio
n
as in
(
1
)
:
Q
f
ac
to
r
=
p
r
ep
ar
atio
n
an
d
m
a
r
k
in
g
tim
e
(
1
)
co
n
tact
h
o
u
r
s
I
n
[
29
]
,
teac
h
in
g
w
o
r
k
lo
a
d
is
eq
u
al
to
co
n
tact
h
o
u
r
s
.
Fr
o
m
(
1
)
,
s
u
m
m
ar
izes
th
at
q
u
ality
teac
h
in
g
is
v
er
y
s
en
s
itiv
e
to
teac
h
in
g
wo
r
k
lo
ad
an
d
p
r
o
p
o
s
ed
t
h
at
in
o
r
d
er
to
in
c
r
ea
s
e
q
u
ality
teac
h
in
g
,
o
n
e
n
ee
d
s
t
o
r
ed
u
ce
th
e
teac
h
in
g
wo
r
k
lo
a
d
[
29
]
.
C
o
n
s
tan
t
tr
ain
in
g
in
th
e
teac
h
in
g
an
d
lear
n
in
g
f
ield
ar
e
n
ec
ess
ar
y
f
o
r
ac
ad
em
ician
s
.
S
tates
th
at
tr
ain
in
g
a
n
d
m
en
to
r
in
g
th
e
n
e
w
f
ac
u
lty
m
em
b
e
r
s
is
p
a
r
t
o
f
th
e
ef
f
ec
tiv
e
teac
h
in
g
e
f
f
o
r
ts
[
3
0
]
.
I
n
th
e
cu
r
r
en
t
teac
h
in
g
an
d
lear
n
i
n
g
s
ettin
g
,
ac
ad
em
ician
is
ex
p
ec
ted
to
p
r
o
v
id
e
p
r
o
f
ess
io
n
al,
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
in
ter
ac
tiv
e
lear
n
in
g
o
p
p
o
r
tu
n
i
ties
in
th
e
class
r
o
o
m
a
n
d
b
e
y
o
n
d
.
Fu
r
th
e
r
m
o
r
e,
h
ig
h
er
-
o
r
d
er
en
g
ag
em
e
n
t
o
f
s
tu
d
en
ts
is
th
e
d
e
m
an
d
.
W
ith
teac
h
in
g
a
n
d
lea
r
n
in
g
tr
ain
in
g
,
ac
ad
em
ician
is
ex
p
ec
te
d
to
b
e
at
least
r
ea
d
y
to
em
b
r
ac
e
th
e
2
1
st
lear
n
in
g
.
Qu
ality
teac
h
in
g
will
b
e
ac
h
iev
e
d
if
th
e
ac
ad
em
icia
n
s
ar
e
f
u
ll
y
eq
u
ip
p
ed
with
all
th
e
n
ec
ess
ar
y
k
n
o
wled
g
e
in
t
ea
ch
in
g
.
T
h
er
e
f
o
r
e,
ac
ad
em
ic
ian
s
n
ee
d
to
in
v
est
in
atten
d
i
n
g
th
e
tr
ain
in
g
to
im
p
r
o
v
e
th
eir
q
u
ality
teac
h
i
n
g
.
T
h
e
tim
e
h
as
co
m
e
wh
er
e
u
n
i
v
er
s
ity
n
ee
d
s
to
em
p
h
asize
teac
h
in
g
i
n
th
e
r
ew
ar
d
s
tr
u
ctu
r
e
an
d
o
n
e
t
h
e
cr
iter
ia
in
th
e
r
ewa
r
d
s
y
s
te
m
is
th
e
teac
h
in
g
q
u
ality
[
3
1
]
.
5.
CO
NCLU
SI
O
N
I
n
th
is
s
tu
d
y
,
f
ac
to
r
s
th
at
in
f
lu
en
ce
t
h
e
teac
h
in
g
w
o
r
k
lo
ad
is
p
r
esen
ted
.
M
o
v
i
n
g
b
e
y
o
n
d
th
e
tr
ad
itio
n
al
s
ettin
g
o
f
h
ig
h
er
ed
u
ca
tio
n
,
teac
h
in
g
wo
r
k
lo
ad
ca
lcu
latio
n
n
ee
d
s
to
i
n
clu
d
e
all
p
o
s
s
ib
le
teac
h
in
g
m
eth
o
d
s
u
s
ed
ac
r
o
s
s
all
s
tu
d
y
f
ield
s
,
ass
ess
m
en
ts
an
d
ad
m
in
is
tr
atio
n
.
At
th
e
s
am
e
tim
e,
q
u
ality
teac
h
in
g
is
v
er
y
s
en
s
itiv
e
to
ac
ad
em
ician
’
s
wo
r
k
l
o
ad
.
De
v
is
in
g
a
lo
g
ical,
ef
f
ec
tiv
e
an
d
b
alan
ce
d
s
ch
e
m
e
teac
h
in
g
wo
r
k
lo
ad
a
r
e
n
ee
d
e
d
,
h
o
wev
er
,
ch
allen
g
in
g
task
.
T
h
e
wo
r
k
lo
a
d
o
f
ac
ad
e
m
ic
s
taf
f
at
th
e
Ma
lay
s
ian
p
u
b
lic
u
n
iv
er
s
ity
in
clu
d
es
teac
h
in
g
,
s
u
p
er
v
is
io
n
,
r
esear
ch
,
co
n
s
u
ltatio
n
,
p
u
b
li
ca
tio
n
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
p
ar
ticip
atio
n
i
n
c
o
m
m
u
n
ity
s
er
v
ice,
s
tu
d
en
ts
’
co
n
s
u
ltatio
n
,
an
d
ad
m
in
is
tr
atio
n
.
Aca
d
em
ician
wo
r
k
lo
ad
s
u
p
p
o
s
ed
to
in
cl
u
d
e
all
p
ar
am
eter
s
,
i.e
.
in
r
esear
ch
,
co
n
s
u
ltatio
n
,
etc.
W
i
th
th
is
k
in
d
o
f
s
ettin
g
,
ca
n
we
g
iv
e
f
r
ee
d
o
m
an
d
en
co
u
r
ag
e
m
o
r
e
2
1
st
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
in
th
e
c
lass
r
o
o
m
,
as
we
h
av
e
b
ee
n
ch
ar
g
ed
with
o
t
h
er
wo
r
k
lo
ad
s
?
Ho
w
d
o
we
ex
ce
l
i
n
teac
h
in
g
an
d
lear
n
in
g
?
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
r
esear
ch
is
f
u
lly
s
u
p
p
o
r
t
ed
b
y
Un
iv
er
s
iti
Ma
lay
s
ia
Sar
awa
k
th
r
o
u
g
h
Sp
ec
ial
T
o
p
D
o
wn
Gr
an
t
F0
8
/TD
G/1
6
4
4
/2
0
1
8
.
T
h
e
au
t
h
o
r
s
f
u
ll
y
ac
k
n
o
wled
g
e
d
Un
i
v
er
s
iti
Ma
lay
s
ia
Sar
awa
k
f
o
r
th
e
ap
p
r
o
v
e
d
f
u
n
d
wh
ich
m
ak
es th
is
im
p
o
r
ta
n
t r
e
s
ea
r
ch
v
iab
le
an
d
ef
f
ec
tiv
e.
RE
F
E
R
E
NC
E
S
[1
]
K.S
.
K
h
a
m
e
e
s,
“
An
e
v
a
lu
a
ti
v
e
st
u
d
y
o
f
m
e
m
o
riza
ti
o
n
a
s
a
stra
teg
y
f
o
r
lea
rn
in
g
E
n
g
li
sh
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
En
g
li
s
h
L
in
g
u
isti
c
s
,
v
o
l
6
,
n
o
.
4
,
p
p
.
2
4
8
-
259
,
2
0
1
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
2
2
1
-
2
2
7
226
[2
]
M
in
istr
y
o
f
Hig
h
e
r
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
Fra
mi
n
g
M
a
la
y
sia
n
Hig
h
e
r
E
d
u
c
a
t
io
n
4
.
0
:
Fu
t
u
re
Pro
o
f
T
a
le
n
ts
,
De
p
a
rtme
n
t
o
f
Hig
h
e
r
E
d
u
c
a
ti
o
n
M
a
lay
sia
,
M
i
n
istry
o
f
Hi
g
h
e
r
E
d
u
c
a
ti
o
n
M
a
lay
sia
,
2
0
1
8
.
[3
]
A.
S.
M
.
Yu
n
u
s
a
n
d
V.
P
a
n
g
.
“
Ac
a
d
e
m
ic
p
ro
m
o
ti
o
n
in
M
a
lay
sia
:
M
e
e
ti
n
g
a
c
a
d
e
m
ics
’
e
x
p
e
c
tatio
n
a
n
d
in
sti
tu
ti
o
n
a
l
n
e
e
d
s
,
”
RIHE
In
ter
n
a
ti
o
n
a
l
S
e
mi
n
a
r R
e
p
o
rts
,
n
o
.
2
3
,
2
0
1
5
.
[4
]
N.
A.
Ba
sa
ru
d
in
,
A.
L.
Ye
o
n
,
N
.
Ya
a
c
o
b
a
n
d
R.
Ab
d
Ra
h
m
a
n
.
“
F
a
c
u
lt
y
w
o
rk
l
o
a
d
a
n
d
e
m
p
l
o
y
m
e
n
t
b
e
n
e
fit
s
i
n
P
u
b
l
ic Un
i
v
e
rsiti
e
s
”
,
In
ter
n
a
ti
o
n
a
l
Rev
iew o
f
M
a
n
a
g
e
me
n
t
a
n
d
M
a
r
k
e
ti
n
g
,
v
o
l
.
6
(
S
7
)
,
p
p
.
73
-
82
,
2
0
1
6
.
[5
]
Y
.
Ye
,
“
Th
e
e
ffe
c
t
o
f
wo
r
k
i
n
g
c
o
n
d
it
io
n
s
o
n
tea
c
h
e
r
e
ffe
c
ti
v
e
n
e
ss
:
v
a
lu
e
-
a
d
d
e
d
sc
o
re
s
a
n
d
stu
d
e
n
t
p
e
rc
e
p
ti
o
n
o
f
tea
c
h
in
g
”
,
P
h
D Diss
e
rtatio
n
,
Vir
g
in
ia P
o
ly
tec
h
n
ic In
st
it
u
te a
n
d
S
tat
e
Un
iv
e
rsity
,
2
0
1
6
.
[6
]
D.
Ke
m
b
e
r
a
n
d
K.
P.
Kw
a
n
,
“
Lec
tu
re
rs’
a
p
p
ro
a
c
h
e
s
to
tea
c
h
in
g
a
n
d
th
e
ir
re
lati
o
n
sh
i
p
t
o
c
o
n
c
e
p
ti
o
n
s
o
f
g
o
o
d
tea
c
h
in
g
”
,
I
n
stru
c
ti
o
n
a
l
S
c
ien
c
e
,
v
o
l.
2
8
,
p
p
.
4
6
9
-
4
9
0
,
2
0
0
0
.
[7
]
M
.
Çe
ti
n
k
a
y
a
,
“
De
sig
n
in
g
a
n
d
a
p
p
l
y
in
g
we
b
a
ss
isted
a
c
ti
v
it
i
e
s
to
b
e
u
se
d
i
n
fli
p
p
e
d
c
las
sro
o
m
m
o
d
e
l
”
,
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
1
2
8
-
1
3
7
,
J
u
n
2
0
1
7
.
[8
]
M
.
Ko
rd
z
a
d
z
e
,
“
De
term
in
in
g
a
c
a
d
e
m
ic
wo
rk
lo
a
d
a
n
d
re
m
u
n
e
ra
ti
o
n
sc
h
e
m
e
s
in
G
e
o
rg
ian
Un
i
v
e
r
siti
e
s
”
,
Qu
a
l
it
y
Iss
u
e
s a
n
d
In
si
g
h
ts
in
t
h
e
2
1
st
Ce
n
tu
ry
,
v
o
l
.
2
n
o
.
2
,
2
0
1
3
.
[9
]
S
.
Zah
e
e
r
,
e
t
a
l.
,
“
Do
m
o
b
il
e
t
e
c
h
n
o
l
o
g
y
in
t
h
e
c
las
sro
o
m
re
a
ll
y
imp
ro
v
e
lea
rn
in
g
o
u
tco
m
e
s
?”
,
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l
.
7
,
n
o
.
3
,
p
p
.
1
8
8
-
1
9
3
,
S
e
p
2
0
1
8
.
[1
0
]
R.
Oliv
e
r,
“
Th
e
R
o
le
o
f
ICT
i
n
H
ig
h
e
r
E
d
u
c
a
ti
o
n
fo
r
th
e
2
1
st
Ce
n
t
u
ry
:
ICT
a
s
a
c
h
a
n
g
e
a
g
e
n
t
f
o
r
e
d
u
c
a
ti
o
n
,
”
HE2
1
Co
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e
n
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e
,
2
0
0
2
.
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v
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il
a
b
le:
h
tt
p
:/
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s
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rk
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d
f
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c
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d
No
v
.
2
2
,
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0
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].
[1
1
]
K
.
P
rih
a
d
i,
D
.
Z.
Y.
Ch
e
o
w,
J
.
H.
E.
Yo
n
g
a
n
d
M
.
S
u
n
d
ra
sa
g
ra
n
,
“
Im
p
ro
v
in
g
re
sili
e
n
c
e
a
n
d
se
lf
-
e
ste
e
m
a
m
o
n
g
u
n
i
v
e
rsity
stu
d
e
n
ts
with
e
n
t
re
p
r
e
n
e
u
rsh
ip
si
m
u
lati
o
n
b
o
a
rd
G
a
m
e
”
,
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
4
8
-
56
,
M
a
r
2
0
1
8
.
[1
2
]
Ac
to
n
,
R.
D
.
,
e
t
a
l.
,
“
Un
a
n
ti
c
ip
a
t
e
d
tea
c
h
in
g
d
e
m
a
n
d
s
rise
wit
h
si
m
u
latio
n
train
i
n
g
:
S
trate
g
ies
fo
r
m
a
n
a
g
in
g
fa
c
u
l
ty
wo
rk
l
o
a
d
,”
J
o
u
rn
a
l
o
f
S
u
rg
ica
l
E
d
u
c
a
t
io
n
,
v
o
l.
72
,
n
o
.
3
,
p
p
.
5
2
3
-
5
2
9
,
2
0
1
5
.
[1
3
]
Bu
lo
t
,
J.
J.,
a
n
d
Jo
h
n
s
o
n
,
C.
J.
“
Re
wa
rd
s
a
n
d
c
o
sts
o
f
F
a
c
u
lt
y
i
n
v
o
l
v
e
m
e
n
t
in
in
terg
e
n
e
ra
ti
o
n
a
l
se
rv
ice
-
lea
rn
in
g
,”
Ed
u
c
a
ti
o
n
a
l
Ge
ro
n
t
o
lo
g
y
,
v
o
l.
3
2
n
o
.
8
,
p
p
.
6
3
3
–
45
,
2
0
0
6
.
[1
4
]
Ay
se
A
Bil
g
i
n
,
A
n
n
a
D.
Ro
we
a
n
d
Li
n
d
ie
C
lark
,
“
Ac
a
d
e
m
ic
wo
rk
l
o
a
d
imp
li
c
a
ti
o
n
s
o
f
a
ss
e
ss
in
g
stu
d
e
n
t
lea
rn
i
n
g
i
n
wo
rk
-
i
n
teg
ra
ted
lea
rn
in
g
,
”
Asia
-
P
a
c
if
ic Jo
u
r
n
a
l
o
f
C
o
o
p
e
ra
ti
v
e
E
d
u
c
a
ti
o
n
,
v
o
l.
1
8
n
o
.
2
,
p
p
.
1
6
7
-
1
8
3
,
2
0
1
7
.
[1
5
]
F
e
rn
s,
S
.
,
a
n
d
M
o
o
re
,
K.
,
“
As
se
ss
in
g
stu
d
e
n
t
o
u
tco
m
e
s
in
fiel
d
wo
rk
p
lac
e
m
e
n
ts:
An
o
v
e
rv
iew
o
f
c
u
rre
n
t
p
ra
c
ti
c
e
,”
Asia
-
Pa
c
if
ic Jo
u
r
n
a
l
o
f
C
o
o
p
e
ra
ti
v
e
Ed
u
c
a
ti
o
n
,
v
o
l.
1
3
n
o
.
4
,
p
p
.
2
0
7
-
2
2
4
,
2
0
1
2
.
[1
6
]
P
a
lerm
o
,
C.
,
e
t
a
l.
,
Wo
r
k
-
b
a
se
d
a
ss
e
ss
m
e
n
t:
q
u
a
li
tativ
e
p
e
rsp
e
c
ti
v
e
s
o
f
n
o
v
ice
n
u
tri
ti
o
n
a
n
d
d
iete
ti
c
s
e
d
u
c
a
to
rs
,”
J
o
u
rn
a
l
o
f
Hu
ma
n
N
u
trit
i
o
n
a
n
d
Die
tetics
,
v
o
l.
2
7
n
o
.
5
,
p
p
.
5
1
3
-
5
2
1
,
2
0
1
4
.
[1
7
]
P
e
a
c
h
,
D.,
R
u
in
a
r
d
,
E
.
,
a
n
d
We
b
b
,
F
.
“
F
e
e
d
b
a
c
k
o
n
stu
d
e
n
t
p
e
rfo
rm
a
n
c
e
in
th
e
w
o
rk
p
lac
e
:
Th
e
r
o
l
e
o
f
wo
r
k
p
lac
e
su
p
e
rv
is
o
rs
,”
Asia
-
P
a
c
if
ic Jo
u
rn
a
l
o
f
C
o
o
p
e
ra
ti
v
e
Ed
u
c
a
ti
o
n
,
v
o
l.
1
5
n
o
.
3
,
p
p
.
2
4
1
-
2
5
2
,
2
0
1
4
.
[1
8
]
C.
Be
lsit
o
,
“
T
h
e
imp
o
rtan
c
e
o
f
‘
tea
c
h
e
r
q
u
a
li
ty
’
a
n
d
‘q
u
a
li
ty
te
a
c
h
in
g
’
o
n
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
,
”
J
o
u
rn
a
l
o
f
S
tu
d
e
n
t
E
n
g
a
g
e
me
n
t:
Ed
u
c
a
ti
o
n
M
a
tt
e
rs
,
v
o
l
.
6
,
n
o
.
1
,
a
rti
c
le
5
,
p
p
.
2
8
-
38,
2016.
[1
9
]
G
.
Wain
,
Esta
b
li
sh
in
g
a
Qu
a
li
ty
Assu
ra
n
c
e
S
y
ste
m
,
T
h
e
Ne
w
Wav
e
Un
i
v
e
rsity
,
U
n
iv
e
rsiti
M
a
lay
si
a
S
a
ra
wa
k
,
2
nd
Ed
.
P
e
tali
n
g
Ja
y
a
:
P
e
lan
d
u
k
,
1
9
9
7
.
[2
0
]
S
.
S
.
An
d
a
lee
b
,
“
Tea
c
h
in
g
lo
a
d
:
Th
e
m
issin
g
li
n
k
i
n
h
ig
h
e
r
e
d
u
c
a
t
io
n
q
u
a
li
ty
”
,
T
h
e
Da
il
y
S
t
a
r
,
1
3
J
u
n
,
2
0
1
9
.
[2
1
]
A
.
Alm
u
n
tas
h
iri
,
e
t
a
l.
,
“
Th
e
a
p
p
l
ica
ti
o
n
o
f
tea
c
h
i
n
g
q
u
a
li
t
y
in
d
ica
to
rs
in
S
a
u
d
i
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
b
y
t
h
e
p
e
rsp
e
c
ti
v
e
o
f
a
c
a
d
e
m
ics
”
,
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
io
n
a
n
d
Pr
a
c
ti
c
e
,
v
o
l.
7
,
n
o
.
2
1
,
p
p
.
1
2
8
-
1
3
7
,
2
0
1
6
.
[2
2
]
Un
iv
e
rsity
o
f
M
a
se
n
o
,
T
e
a
c
h
in
g
a
n
d
L
e
a
rn
i
n
g
P
o
li
c
y
,
2
0
1
8
,
p
p
.
1
4
,
Av
a
il
a
b
le:
h
tt
p
s:/
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se
n
o
.
a
c
.
k
e
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n
d
e
x
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m
a
g
e
s/Do
wn
lo
a
d
s/
p
o
li
c
ies
/Ac
a
d
e
m
ic
%
2
0
Tea
c
h
in
g
%
2
0
a
n
d
%
2
0
Lea
rn
i
n
g
%
2
0
P
o
l
icy
.
p
d
f
[Ac
c
e
ss
e
d
No
v
2
2
,
2
0
1
9]
[2
3
]
H
.
F
ry
,
S
.
Ke
tt
e
rid
g
e
a
n
d
S
.
M
a
rsh
a
ll
,
A
Ha
n
d
b
o
o
k
fo
r
T
e
a
c
h
i
n
g
a
n
d
L
e
a
rn
i
n
g
in
Hig
h
e
r
E
d
u
c
a
t
io
n
En
h
a
n
c
in
g
Aca
d
e
mic
Pra
c
ti
c
e
(3
r
d
e
d
.
)
,
Ne
w Yo
rk
:
R
o
u
t
led
g
e
,
2
0
1
4
.
[2
4
]
A.
G
a
rc
ía-
Ga
ll
e
g
o
,
e
t
a
l.
,
“
(H
o
w)
d
o
re
se
a
rc
h
a
n
d
a
d
m
in
istrati
v
e
d
u
ti
e
s
a
ffe
c
t
u
n
i
v
e
rsity
p
r
o
fe
ss
o
rs’
tea
c
h
in
g
?
”
,
Ap
p
li
e
d
Eco
n
o
mic
s
,
v
o
l.
4
7
n
o
.
4
5
,
p
p
.
4
8
6
8
-
4
8
8
3
,
2
0
1
5
.
[2
5
]
S
.
R
.
Ab
d
Ha
m
id
,
S
.
S
.
S
y
e
d
H
a
ss
a
n
a
n
d
N
.
A.H.
Ism
a
il
,
“
tea
c
h
in
g
q
u
a
li
t
y
a
n
d
p
e
rfo
rm
a
n
c
e
a
m
o
n
g
e
x
p
e
rien
c
e
d
tea
c
h
e
rs i
n
M
a
lay
sia
”
,
Au
str
a
li
a
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
37
, i
ss
u
e
11
,
2
0
1
2
.
[2
6
]
G
.
L.
“
Th
e
li
n
k
b
e
twe
e
n
tea
c
h
e
r
q
u
a
li
t
y
a
n
d
stu
d
e
n
t
o
u
tco
m
e
s
:
A
r
e
se
a
r
c
h
sy
n
th
e
si
s
”,
T
e
c
h
n
ica
l
Re
p
o
r
t
S
2
8
3
B0
5
0
0
5
1
,
Was
h
in
g
to
n
,
DC:
Na
ti
o
n
a
l
Co
m
p
re
h
e
n
si
v
e
Ce
n
ter f
o
r
Tea
c
h
e
r
Qu
a
li
t
y
,
2
0
0
7
.
[2
7
]
J.
K.
Rice
,
“
Ex
e
c
u
ti
v
e
su
m
m
a
ry
a
n
d
i
n
tr
o
d
u
c
ti
o
n
”
,
i
n
T
e
a
c
h
e
r
Qu
a
li
ty:
Un
d
e
rs
ta
n
d
i
n
g
t
h
e
E
ff
e
c
ti
v
e
n
e
ss
o
f
T
e
a
c
h
e
r
At
trib
u
tes
,
J.
K.
R
ice
,
Was
h
i
n
g
to
n
,
DC:
Ec
o
n
o
m
ic
p
o
li
c
y
i
n
stit
u
te
,
2
0
0
3
,
p
p
.
v
-
v
ii
a
n
d
1
-
7
.
Av
a
il
a
b
le:
h
tt
p
:
//
ww
w.ep
i.
o
rg
/
p
a
g
e
/
-
/
o
ld
/
b
o
o
k
s/tea
c
h
e
r_
q
u
a
li
t
y
_
e
x
e
c
_
s
u
m
m
a
ry
.
p
d
f
[Ac
c
e
ss
e
d
No
v
.
2
2
,
2
0
19
].
[2
8
]
A.
Tu
m
a
r,
S
.
As
imira
n
,
Z.
A.
L.
P
ih
ie
a
n
d
I
.
A.
Ism
a
il
,
“
Ex
p
lo
ri
n
g
t
h
e
ro
le
o
f
a
c
a
d
e
m
ics
h
e
a
d
s
i
n
m
a
in
tain
in
g
t
h
e
q
u
a
li
t
y
o
f
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
with
in
th
e
ir
d
e
p
a
rtme
n
ts
:
A
c
a
se
stu
d
y
o
f
a
p
riv
a
te
Un
i
v
e
rsity
”
,
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
t
io
n
a
l
T
e
c
h
n
o
l
o
g
y
,
p
p
.
1
0
1
2
-
1
0
2
1
,
2
0
1
6
.
[2
9
]
G
.
P
e
tt
y
,
“
Tea
c
h
in
g
q
u
a
li
ty
i
s
v
e
ry
se
n
siti
v
e
t
o
tea
c
h
i
n
g
l
o
a
d
”
,
u
n
p
u
b
li
sh
e
d
,
2
0
1
2
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:
//
g
e
o
ffp
e
tt
y
.
c
o
m
/wp
-
c
o
n
ten
t
/
u
p
l
o
a
d
s/2
0
1
2
/1
2
/T
e
a
c
h
i
n
g
l
o
a
d
Te
a
h
in
g
q
u
a
li
t2
.
d
o
c
[Ac
c
e
ss
e
d
No
v
.
2
2
,
2
0
19
].
[3
0
]
R
.
F
e
ld
e
r
a
n
d
R
.
Bre
n
t,
“
Ho
w
to
imp
r
o
v
e
tea
c
h
in
g
q
u
a
li
t
y
,
”
Qu
a
li
ty
M
a
n
a
g
e
me
n
t
J
o
u
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