In
te
r
n
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a
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rn
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o
f E
v
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u
a
t
i
on
a
n
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R
e
se
arc
h
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Ed
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c
ation
(
IJERE
)
V
o
l.7,
N
o.3,
S
eptem
b
er
2
01
8
,
pp. 182~
1
8
7
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
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3
.
140
33
182
Jou
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l
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me
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:
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tp:
//i
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score
.
com
/
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.
p
hp/IJ
ERE
/
The Influence of Science Litera
cy-Based
Teaching M
a
terial
towards Science Achievement
Av
ik
asa
r
i
1
, R
u
k
ay
ah
2
, Mintasih
Ind
r
iayu
3
1
M
as
ter P
r
o
g
ram
o
f
E
lem
e
n
t
ary S
c
hoo
l
Teacher T
rain
ing an
d E
d
u
c
a
t
i
o
n
, S
ebelas
M
aret U
n
i
versity
, In
d
o
n
es
i
a
2,
3
P
o
s
t
g
rad
u
ate Depart
em
ent, S
e
b
el
as M
aret Univers
it
y
, In
d
o
n
esia
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Jun
26
,
2
0
18
Re
vise
d Ju
l 2
8
,
201
8
Ac
ce
p
t
ed
Au
g
2
4
,
2
018
Based
o
n
P
ISA
as
ses
s
m
e
n
t
r
es
ult
in
2
01
5
on
sci
e
nce;
I
n
don
esi
a
r
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ks
6
9
out
of
7
9
co
untries.
Mean
wh
il
e
,
i
n
s
c
i
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l
i
t
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racy,
Ind
o
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sia
rank
s
6
2
o
ut
o
f
69
cou
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t
r
ies
that
a
re
e
val
u
at
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d
.
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a
sses
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m
e
n
t
r
es
ult
sh
ows
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at
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ce
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ci
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bi
lity
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onesi
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t
uden
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w
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o
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e
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acto
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th
at
i
nfluen
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is
t
h
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s
electi
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l
earnin
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e
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o
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rce
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p
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a
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cien
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ncep
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stu
d
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.
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s
r
esearch
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s
c
ond
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to
know
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f
l
u
ence
o
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s
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literacy-based
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m
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teria
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t
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m
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ro
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evem
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is
r
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earch
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s
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qu
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tiv
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earch
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h
a
t
us
es
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n
exp
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t
a
l
method.
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is
r
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earch
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s
co
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t
wo
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un
un
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ati,
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e
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sco
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eref
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t
h
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influ
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on
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l
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a
teri
a
l
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ased
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n
f
ourt
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g
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s
tu
den
t
s
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sc
i
ence ach
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t
.
K
eyw
ord
:
S
c
i
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nce
A
c
hie
v
e
m
ent
Sci
e
n
c
e Literacy
Te
ac
hi
ng
M
at
eri
a
l
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Avi
k
asari,
Depa
rtem
ent o
f
E
lem
e
n
t
ary
Sc
ho
o
l
T
ea
cher
T
ra
i
n
in
g a
n
d Educa
tio
n
,
Se
belas Ma
ret
U
n
i
v
e
r
sity,
Ind
one
sia,
Jl
.
I
r
. S
u
tar
m
i
N
o
. 36A
,
Je
bre
s
, S
ur
akar
t
a
,
Jaw
a
T
enga
h, I
ndone
si
a (5
71
26).
Em
ail:
avie
kas
a
ri@gma
i
l
.
c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
S
c
ienc
e
i
s
one
o
f
t
h
e
s
u
bj
e
c
t
s
lea
r
ne
d
by
t
he
s
t
u
de
nt
s
fro
m
t
he
e
a
r
l
y
g
r
a
d
e
s
.
B
y
l
e
a
r
n
i
n
g
s
c
i
e
n
c
e
,
stude
n
t
s k
now
abo
u
t
the
na
t
ure
of t
he e
nv
i
r
o
n
me
nt
a
n
d
the
hum
an
b
od
y.
In lear
n
i
ng sc
ie
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, t
he
pri
orit
y is
o
n
the
pr
ocess
a
n
d
di
r
e
c
t
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xper
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ce.
I
t
a
i
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t
o
ma
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t
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s
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ude
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t
s
a
b
l
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t
o
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tan
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t
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ce
pt
o
f
sc
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,
un
dersta
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d
t
he
e
nv
iro
n
m
e
n
t
,
a
nd
al
so d
irec
tl
y
i
n
ter
act
w
ith
n
a
t
ure
[1].
The
a
n
a
l
ysis
r
esul
ts
o
f
P
r
og
r
a
m
for
I
n
t
e
rna
t
i
o
nal
S
t
ude
n
t
A
sses
sme
n
t
(P
I
S
A
)
i
n
2015
o
n
ma
them
at
i
c
s,
s
cience
,
a
n
d
rea
d
in
g
c
o
n
d
u
ct
ed
b
y
O
r
gan
i
z
a
t
i
o
n
of
Econo
mi
c
Coo
p
e
ra
tio
n
a
nd
D
e
v
elop
me
nt
(O
ECD
)
s
how
s
tha
t
t
he
q
ua
l
ity
o
f
In
d
ones
i
an
e
duc
a
t
i
on
rank
s
6
9
o
u
t
of
6
9
c
o
u
n
t
ries
t
hat
ar
e
e
v
a
l
uat
e
d
[2]
.
Be
s
i
de
s
be
in
g
eval
ua
te
d
b
y
P
IS
A
,
t
he
q
ua
l
ity
o
f
I
n
d
o
n
esi
a
n
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duc
a
tio
n
i
s
a
ls
o
e
v
al
ua
ted
by
T
I
M
S
S
i
n
2
0
1
5
.
It
show
s
tha
t
I
n
d
o
n
es
ia
r
an
ks
44
o
u
t
of
4
7
cou
n
t
ries
[
3]
.
B
o
t
h
t
ho
s
e
a
s
s
e
s
s
m
e
n
t
s
s
h
o
w
t
h
a
t
t
h
e
q
u
a
l
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t
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d
uca
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n
d
sc
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rac
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n
I
n
d
o
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s
ia
a
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s
ti
l
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l
ow
s
o
th
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t
i
m
p
rov
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I
nd
o
n
es
ian
st
u
d
en
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scie
nc
e
ac
h
i
e
v
em
ent
an
d
sc
ie
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li
ter
acy
a
re
n
eede
d
.
S
c
ienc
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l
i
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rac
y
m
astery
s
ho
u
l
d
be
e
nc
o
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ra
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d
by
t
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teac
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so
t
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t
it
w
i
ll
be
e
mbe
dde
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o
n
t
he
s
tu
de
nts.
W
it
h
the
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cie
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fa
cts,
s
t
u
de
nts
are
e
xpec
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o
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v
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lear
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s
k
i
lls
a
nd
dec
i
s
i
on m
a
ki
n
g
sk
i
l
l
s [
4
].
S
c
ienc
e
liter
a
c
y
a
b
i
l
ity
i
s
a
n
a
b
i
l
i
ty
t
hat
stude
n
t
s
s
hou
l
d
h
av
e.
S
cie
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c
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lite
rac
y
c
an
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e
defi
ned
as
some
o
n
e
'
s
a
b
il
ity i
n
m
a
steri
n
g sc
ie
nce
,
com
munica
ti
ng sc
ie
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,
also
a
pp
l
y
i
n
g
scie
nc
e k
now
l
e
d
g
e to s
olve
the
pro
b
lem
so tha
t
he or she
ha
s att
itu
de
a
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d
h
igh s
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i
t
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v
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o
h
i
m
/
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rsel
f a
nd h
i
s
/
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v
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ronm
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t, and h
a
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Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e I
n
f
l
uenc
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of
Sc
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L
i
te
rac
y
-Base
d
T
e
ach
i
ng M
a
ter
i
al t
o
ward
s Sc
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Ach
i
ev
em
e
n
t
(Av
i
k
a
sar
i
)
18
3
abi
l
i
t
y
to
ta
ke
d
eci
s
i
o
n
bas
e
d
on
s
c
ie
nce
co
n
s
i
d
er
a
tio
ns
[
5]
. T
h
i
s
de
fin
i
ti
on is
s
tren
g
t
he
n
e
d by
P
IS
A
2015
t
h
a
t
defi
ne
s
sc
i
e
nc
e
l
i
tera
cy
a
s
t
h
e
abi
l
i
t
y
t
o
u
nde
rsta
nd
scie
n
c
e
p
he
n
o
m
e
no
n
an
d
sc
i
e
nce
c
once
p
t
a
s
a
r
e
f
lec
t
iv
e
cit
i
ze
n.
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hro
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gh
sc
i
e
nce
li
te
ra
cy,
som
e
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s
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xpe
c
t
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t
o
be
a
b
le
t
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in
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r
deter
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n
a
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t
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fi
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m
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so
that s
tu
de
nts c
a
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lve
pro
b
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s t
h
at
th
e
y
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ace
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i
fi
ca
ll
y
.
H
o
w
e
ver,
t
he
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eali
t
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o
n
t
h
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i
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d
s
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t
h
at
t
h
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l
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t
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of
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i
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t
i
l
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o
w
;
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t
on
l
y
the
st
ud
en
ts’
s
c
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lit
er
acy
b
u
t
a
l
s
o
t
h
e
stu
d
e
n
ts’
sci
e
nc
e
l
ear
nin
g
a
c
h
ie
vem
e
nt
s
a
r
e
st
ill
l
o
w
.
T
he
s
t
u
den
t
s’
low
a
b
i
lit
y
on
s
c
i
enc
e
lit
era
c
y
a
nd
sc
i
e
nce
le
arn
i
n
g
ach
i
e
ve
me
n
t
i
s
i
n
f
lue
n
ce
d
b
y
s
e
v
era
l
f
ac
t
o
rs.
One
o
f
th
ose
se
ve
ral fac
t
ors
is
t
he
l
e
a
r
ning
re
sour
c
e
s
use
d
i
n the
c
l
a
ssro
o
m
lear
nin
g
a
c
t
i
v
itie
s.
[
6]
p
oi
nts
o
u
t
tha
t
o
ne
of
t
he
m
a
i
n
prob
le
ms
i
n
s
u
p
p
o
rt
in
g
i
n
t
e
gra
t
e
d
s
c
i
e
n
ce
l
ess
ons
i
s
th
e
l
a
ck
o
f
ref
e
re
n
c
e
o
r
t
ea
ch
i
n
g
ma
t
e
ri
a
l
a
s
a
m
eans
to
s
u
p
por
t
t
h
e
l
e
s
s
o
n
.
T
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s
t
u
de
nt
s
w
ill
ac
h
i
e
v
e
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go
o
d
l
e
a
rn
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ng
achie
ve
me
n
t
i
f
the
y
u
n
d
ersta
nd
a
n
d
mast
er
t
h
e
l
e
a
rn
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n
g
c
o
n
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ept
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l
l
.
L
e
a
r
n
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ng
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h
i
ev
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s
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re
a
l
s
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r
e
late
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to
t
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s
t
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s’
u
n
d
ersta
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di
n
g
o
n
t
h
e
ma
t
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ri
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s
[7
].
S
c
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n
ce
l
earn
i
n
g
a
c
hi
e
v
e
m
en
t
s
a
re
t
h
e
ac
h
i
e
v
ement
o
f
sc
i
en
c
e
l
earn
i
ng
a
c
t
ivi
t
i
e
s
man
i
f
e
sted
i
n
s
t
u
d
e
n
t
s’
b
e
h
a
v
i
o
r
ch
ang
e
k
no
wn
by
ev
al
ua
tin
g
st
u
d
e
nt
s’
kno
w
l
e
dge
[
8].
In
t
h
i
s
ca
se,
lea
r
nin
g
ac
hi
e
v
em
en
ts
c
an
b
e
se
en
f
rom
the
score
o
f
t
he
l
ea
rn
i
n
g
c
r
it
e
r
i
a
base
d
o
n
t
he
p
a
s
si
n
g
g
rade
(
K
K
M
)
t
h
at
h
as
bee
n
ass
ig
ne
d by
the
sch
o
o
l [
9
].
The
st
u
d
en
ts’ i
n
ade
q
uate
u
n
d
e
rstan
d
i
ng of
t
he
c
onc
ep
t is c
ause
d
by the fa
c
t
t
hat the
teac
hers sti
l
l
use
li
m
i
te
d.
L
e
a
rni
ng
re
sour
ces
t
hat
ar
e
use
d
i
n
le
ar
nin
g
d
o
no
t
su
pp
or
t
sc
ie
nce
l
i
t
era
c
y
to
b
e
fl
ue
n
t
a
nd
t
h
e
prese
n
t
a
ti
on
o
f
t
h
e
ma
teria
l
i
n
t
h
e
b
o
o
k
is
n
o
t
i
n
acc
orda
nc
e
w
it
h
t
h
e
l
e
vel
of
t
he
s
tu
de
nts’
u
n
d
erst
and
i
ng.
Ba
se
d
on
t
he
s
e
p
r
o
b
l
e
m
s,
it
is
k
now
n
tha
t
t
he
l
ear
nin
g
m
a
t
e
r
ial
s
a
r
e
o
n
e
of
t
he
i
mp
o
r
t
a
nt
c
o
m
pon
e
n
t
s
.
Tea
c
h
i
n
g
m
ate
r
ia
ls
a
r
e
a
s
et
o
f
m
a
ter
i
a
l
s,
e
it
her
w
r
itte
n
or
no
t, ar
r
anged
in
a
syst
e
matic
o
rd
er
s
o
t
h
at
it
c
r
ea
t
e
s
the
en
v
i
ronm
e
n
t
or
t
he
a
tmo
s
ph
er
e
t
h
at
a
l
l
ow
s
st
u
d
e
n
ts
t
o
lea
r
n
[
1
0
].
S
cienc
e
t
ea
ch
i
n
g
m
a
ter
i
a
l
s
u
s
ed
b
y
teac
hers
a
n
d
s
tude
nts
a
t
t
h
i
s
t
i
m
e
i
n
i
s
i
n
t
h
e
form
o
f
tex
t
bo
o
k
desi
g
n
ed
a
ccord
in
g
t
o
2
0
1
3
c
ur
ricu
lu
m.
T
he
2
013
c
u
rri
cu
l
u
m
t
e
xt
boo
k
inv
o
lv
e
s
t
h
e
mat
i
c
l
e
a
r
n
i
n
g
w
it
h
s
c
i
e
nt
ific
a
ppr
oa
ch.
H
o
w
e
ver,
t
he
m
at
eria
l
i
n
t
h
i
s
b
ook
i
s
v
e
ry
limi
t
e
d
so
t
h
a
t
i
t
i
s
n
o
t
t
oo
e
ffe
c
t
iv
e
to
c
on
ve
y
the
c
o
nce
p
t
of
s
c
i
ence
t
o
stude
n
t
s.
I
n
a
d
dit
i
o
n
,
t
h
e
r
e
a
r
e
s
o
m
e
b
a
s
i
c
c
o
m
p
e
t
e
n
c
e
s
(
K
D
)
t
h
a
t
a
r
e
n
o
t
i
n
c
l
u
d
e
d
i
n
the
bo
o
k
.
A
lth
oug
h
2
0
1
3
c
urricu
l
u
m
book
s
in
t
e
grate
sc
i
e
n
t
i
f
ic
a
ppr
oac
h
,
t
h
e
sc
ie
nc
e
l
iter
acy
i
s
n
o
t
w
e
l
l
-
a
d
j
uste
d
ye
t.
S
c
i
e
n
ce
l
i
t
era
c
y-ba
se
d
te
ac
hin
g
ma
terial
m
us
t
con
t
a
i
n
a
t
l
e
a
s
t
f
our
c
a
t
eg
or
ie
s
of
s
c
i
e
n
ce
liter
acy
n
amel
y
s
c
i
e
n
ce
a
s
t
h
e
b
od
y
of
kno
wl
e
d
g
e
;
scie
nc
e
as
a
w
ay
t
o
in
ve
st
i
g
a
t
e;
s
c
i
enc
e
as
a
w
ay
o
f
t
h
i
n
king
;
a
n
d
the
i
n
t
e
ra
ction
o
f
s
c
i
ence
,
tec
hno
lo
gy
a
n
d
c
o
mmu
n
ity
[11
].
To kn
o
w
w
h
e
t
he
r sc
ie
nce
l
i
t
e
r
ac
y-base
d tea
c
hi
n
g
m
ateria
ls use
d
by
f
ou
rth
g
r
ad
e
r
i
n
l
e
arn
i
ng
s
ci
e
n
ce
i
s
a
b
l
e
t
o
i
m
p
r
o
v
e
s
t
u
d
e
n
t
s
’
l
e
a
r
n
i
n
g
a
c
h
i
e
v
e
m
e
n
t
s
,
t
h
e
t
e
s
t
o
n
t
he
u
s
e
o
f
sc
ience
li
tera
cy-ba
s
e
d
l
ear
nin
g
mat
e
ri
a
l
i
s
done
.
Th
e
t
e
st
i
s
de
sig
n
e
d
t
o
kn
o
w
wh
et
h
e
r
t
h
ere
i
s
a d
i
f
fer
e
nc
e
be
t
w
e
e
n
the
scor
e ob
ta
ine
d
bef
ore
and
a
f
ter
t
h
e
lea
r
n
i
n
g
act
i
v
i
t
ie
s
b
y
u
s
i
ng
sc
ie
nce
liter
a
c
y
-
b
as
e
d
t
ea
c
h
i
ng
ma
t
e
ria
l
s
a
r
e
cond
uc
ted.
T
he
i
m
p
r
ov
ed
p
e
r
fo
rma
n
ce
i
n
l
earn
i
n
g
s
ci
e
n
ce
wi
ll
a
f
f
ect
t
h
e
s
tu
d
e
n
ts’
u
nde
rstan
d
i
ng
of
t
h
e
c
o
n
c
e
p
t
as
w
ell
a
s
the
i
r
li
tera
cy i
n
the
c
l
assr
oom
l
ea
rn
in
g
a
c
tiv
i
t
i
e
s.
T
here
fore
,
t
he
r
esea
rche
r
form
ul
a
t
e
s
t
hat
t
h
e
p
u
rp
ose of
t
h
i
s
rese
arc
h
i
s
t
o
know
t
he
i
nfl
u
ence
o
f
sc
ie
nc
e
l
itera
cy-
b
a
s
e
d
t
ea
chi
n
g
mat
e
ri
al
s
i
n
i
mpro
vi
ng
f
ou
rth
g
r
ad
e
elem
en
tar
y
sch
oo
l st
u
d
en
ts’ sc
i
e
nce
lear
nin
g
perfo
r
m
a
n
ce.
2.
RESEARCH
M
ETH
O
D
Th
is
r
e
s
ear
ch
a
pp
l
i
ed
t
he
e
x
p
erim
en
tal
m
e
t
h
o
d
,
t
y
pe
e
xpe
rime
nta
l
in
t
hi
s
re
se
arc
h
i
s
th
e
o
n
e
gr
ou
p
prete
s
t-p
o
st
tes
t
. B
e
cause
t
h
i
s rese
arc
h
t
o
e
x
a
m
ine
t
h
e i
n
fl
ue
nc
e
o
f
scie
n
c
e
l
i
t
era
c
y-
ba
sed te
ach
i
ng
m
a
te
r
i
al on
the fo
urt
h
g
ra
d
e
stu
de
nt
s’ scie
n
ce
a
ch
ie
vem
e
nt impro
ve
me
n
t
.
Thi
s
r
e
sea
r
c
h
was con
d
u
ct
ed i
n
tw
o
e
l
em
entar
y
sc
ho
ol
s
in
G
unu
ngp
a
t
i
,
S
ema
r
an
g
.
S
amp
l
ing
t
e
c
hni
qu
e
s
i
n
t
h
is
r
e
s
e
a
r
c
h
u
s
i
n
g
s
i
m
p
l
e
r
a
n
d
o
m
s
a
m
p
l
i
n
g
.
T
h
e
sub
j
e
c
t
s
o
f
t
h
i
s
rese
arc
h
a
r
e
4
6
four
th
g
ra
de
s
tude
nts
i
n
G
un
u
n
g
p
a
t
i,
S
em
a
r
ang
in
t
he
a
ca
de
mic
y
ear
o
f
20
1
7
/2
01
8.
T
h
e
s
our
ce
of
t
he
d
ata
i
n
t
h
i
s
re
sear
ch
i
s
t
h
e
te
st
s
c
o
r
e
g
o
t
b
y
t
h
e
s
t
u
d
e
n
t
s
b
e
f
o
r
e
a
n
d
a
f
t
e
r
u
s
i
n
g
teac
h
i
ng
ma
terial
s.
Th
e
re
se
arch
d
at
a
we
re
c
oll
e
c
t
e
d
b
y
u
s
i
n
g
t
e
st
.
An
a
l
y
s
i
s
t
est
i
n
t
h
is
r
ese
a
rc
h
u
s
i
n
g
ITE
M
A
N
softw
a
re
,
w
h
ere
is
t
he
v
a
l
id
it
y
a
n
d
re
l
i
a
b
il
it
y
us
ing
sig
n
i
f
i
c
a
nce
5%.
T
h
e
tes
t
s
use
d
a
re
3
0
m
u
lti
p
l
e
c
h
o
i
c
e
que
st
ion.
T
he
t
est s
t
a
t
ed
is va
l
i
d bec
a
u
se
more
t
h
an
0.2
9
1
. Whe
re
as
th
e
r
esul
t
s
o
f t
h
e a
n
al
ysi
s
u
sin
g
ITEM
AN
softw
a
re
r
elia
bi
lit
y
ga
i
n
e
d
0
.84
8
,
so
t
he
que
st
i
on
o
f
r
e
l
ia
b
i
l
i
ty.
The
test
w
as
u
sed
to
m
easur
e
s
tudents’
ac
hi
e
v
em
en
t b
e
fore
a
nd
after
us
ing
scie
nc
e l
itera
c
y
-ba
s
e
d
t
ea
ch
ing
ma
t
e
ri
al
.
The
tes
t
s
u
s
ed
i
n
t
h
i
s
r
esea
rch
were
p
re
-test
and
p
o
s
t
-tes
t
aft
e
r
l
ea
rni
n
g
ac
t
i
v
i
t
y
.
Th
e
resu
lts
o
f
t
h
e
tes
t
w
er
e
a
n
a
l
yzed
b
y
us
ing
non-
i
n
de
p
e
n
d
e
nt
t
-
t
es
t
in
w
hic
h
t
-
o
b
t
a
i
ne
d
w
a
s
c
o
mpa
r
ed
w
it
h
t-ta
bl
e
.
I
f
t-
o
b
t
a
i
n
ed
>
t
-tab
l
e
,
t
h
e
h
ypot
h
e
si
s
i
s
a
cc
ept
e
d
(Ho
i
s
r
e
j
e
c
t
e
d
)
,
if
t
-
o
b
t
a
i
ne
d
<
t-ta
bl
e,
t
he
h
y
p
o
t
he
sis
i
s
reje
cte
d
(
H
o
is a
c
c
e
pt
ed).
N
on-in
depe
n
d
en
t t-
Test f
orm
u
l
a
is
[1
2]
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
1
8
2
– 187
18
4
t
X
μ
S
/
√
n
3.
RESULT
S
A
N
D
ANALY
S
IS
3.1.
R
esu
l
t
Th
is
r
e
s
e
a
rc
h
aim
s
t
o
k
n
o
w
the
infl
ue
nce
of
s
c
i
e
n
ce
l
i
t
er
acy-
b
a
sed
te
ac
h
i
ng
m
at
eri
a
l
to
wa
rds
stude
n
t
s’
l
e
a
rni
n
g
ac
h
i
e
v
e
m
ent.
T
he
d
a
t
a
o
b
t
ai
ne
d
i
n
t
h
i
s
resea
rch
a
r
e
obta
i
ne
d
b
y
u
si
n
g
o
bjec
t
i
v
e
mu
l
tip
l
e
c
hoi
c
e
t
e
s
t
s
i
n
vol
ving
3
0
qu
e
s
ti
on
s
th
a
t
a
re
g
iv
en
b
e
f
o
r
e
a
n
d
a
f
t
e
r
l
e
a
r
n
i
n
g
p
r
o
c
e
s
s
.
Q
u
e
s
t
i
o
n
s
g
i
v
e
n
a
r
e
re
l
a
t
e
d
to
s
c
i
en
ce
l
i
t
era
c
y
-
b
a
sed
t
e
achin
g
ma
t
e
ri
al
.
S
t
ud
en
t
s
’
pre
-
test
a
n
d
pos
t-tes
t
s
core
r
esul
t
c
a
n
be
seen
i
n tab
l
e
1.
Tab
l
e
1.
T
he
R
e
s
u
lts o
f
P
r
e-Te
st
a
n
d
P
ost
-
Test S
core
in Le
arni
n
g S
c
ienc
e
P
r
et
es
t
p
o
s
t
t
e
s
t
Mea
n
1837
3077
Ave
r
a
g
e
39.
935
66.
891
Ma
xi
m
u
m
5
3
87
M
i
ni
m
u
m
2
3
50
Me
di
a
4
0
67
M
ode
3
7
67
Base
d
on
t
a
b
l
e
1,
it
s
how
s
t
h
at
p
re
-test
a
n
d
pos
t-te
st
r
e
s
ul
t
h
ave
a
s
i
gnificant
resul
t
.
In
p
re-test,
46
stude
n
t
s
get
t
o
ta
l
sc
ore
of
1
8
7
3
w
i
t
h
39.
93
5
a
s
t
he
m
e
a
n
sc
ore.
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h
a
t
pre
-
test
r
e
s
ult
d
o
es
n
ot
m
ee
t
t
h
e
deter
m
i
n
ed
p
a
s
si
ng
g
ra
de
(
K
K
M
)
tha
t
i
s
60.
M
ea
nw
hil
e
,
in
t
he
p
o
s
t
-tes
t
do
ne
a
f
t
er
t
he
t
ea
c
h
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n
g-l
ear
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s
of
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ce,
t
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s
tu
de
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s
get
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r
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of
3
0
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7
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h
6
6
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89
1
as
t
he
m
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n
s
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o
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a
t
p
o
s
t
-
t
e
st
s
co
re
me
et
t
he
d
eter
mined
K
K
M
.
Th
us,
the
r
e
is
a
n
inf
l
ue
nce
of
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he
u
se
o
f
sci
e
n
c
e
l
i
t
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rac
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ea
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ing
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ude
n
t
s’
l
e
a
rn
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g
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c
h
ie
vem
e
n
t
.
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c
an
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e
co
nc
lu
de
d
tha
t
t
h
ere
is
i
m
p
ro
vem
e
n
t
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n
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ti
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n
d
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f
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l
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ess
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n
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tera
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y
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tea
ch
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teria
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s
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cte
d
.
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impr
o
v
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in
s
c
i
enc
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l
ea
rn
in
g
ac
h
i
e
v
em
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in
t
h
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s
rese
arc
h
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m
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b
y
usi
ng
no
n-
ind
e
p
e
nd
en
t
t-test
b
y
th
e
h
e
lp
o
f
S
PSS
so
f
t
ware
v
ersio
n
16
.
SPS
S
c
a
lcul
ati
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e
t
o
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mine
w
het
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er
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s
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g
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t
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n
c
e
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t t-te
st, t
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e prere
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i
s
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n
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rer
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res
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lt of
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t
ca
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i
n
ta
b
l
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bl
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2
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Th
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Re
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ul
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re
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Te
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t
T
h
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r
e
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e
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t
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e
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ig.
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e
st Dec
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onc
lusion
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t
a.
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y
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e
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t
K
ol
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ogoro
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irnov
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r
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t
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536
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at
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at
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e
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t
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1
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7
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0
in a
cc
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p
t
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t
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n
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a
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ra
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n
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t
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,
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ea
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ty
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and p
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re
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s.
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t
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h
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A
f
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no
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nde
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-tes
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ca
n
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c
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n
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um
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ry
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t
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e
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SPSS
1
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can
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in
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ab
l
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3.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e I
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f
l
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of
Sc
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L
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on
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por
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for
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Ex
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a
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y
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t
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02
prim
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h
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s
c
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.
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t
h
i
s
e
x
t
e
nsive
tes
t
i
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b
o
t
h
sc
ho
o
l
s
w
e
r
e
g
ive
n
prete
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t
before
be
g
i
n
n
i
ng t
h
e
te
ac
hin
g
a
nd
le
a
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ni
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e
ss us
in
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scie
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itera
c
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s
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chi
n
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a
teria
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.
A
f
ter
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t
he
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t
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de
nt
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le
arne
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to
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se
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l
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a
s
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d
t
ea
c
h
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g
ma
t
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al
.
Th
e
st
u
d
e
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s
lear
ne
d
the
f
i
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s
t
ma
teria
l
a
n
d
w
orke
d
o
n
t
he
"
le
t
'
s
a
n
a
l
ys
i
s"
i
n
gr
ou
p
s
.
O
n
c
e
t
h
e
s
t
ude
n
t
s
h
a
d
fin
i
s
h
ed
answ
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st
ions,
t
h
e
teac
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d
i
s
c
u
sse
d
t
he
que
s
t
i
o
ns
a
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xpl
a
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d
the
ma
t
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rial
f
u
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ther
t
o
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xpa
n
d
t
he
stude
n
t
s’
a
w
a
rene
ss
e
ven
m
o
re
.
A
f
terw
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r
ds,
the
stu
d
e
n
t
s
w
e
r
e
en
c
o
u
r
a
g
e
d
t
o
ma
k
e
o
bse
r
v
a
t
i
o
n
s
a
s
a
g
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oup
and
ma
ke
a
r
ep
ort over t
h
e
ob
se
rvat
io
n.
T
he
s
t
ude
n
t
s
w
e
re
v
er
y
e
n
th
us
ias
t
i
c
i
n
d
o
i
n
g
th
e
obs
er
vat
i
on
b
e
c
a
use
t
h
e
st
ud
en
ts
w
e
r
e
a
b
l
e
t
o
id
en
tif
y
t
h
e
p
a
r
t
s
o
f
t
h
e
pl
ant
di
re
c
t
l
y.
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he
s
t
ude
n
t
s
pre
s
en
t
e
d
the
resu
l
t
s
of
t
he
obs
erva
ti
on
a
s
a
gro
u
p
i
n
t
h
e
class.
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his
pr
e
s
en
tat
i
on
w
a
s
a
i
m
e
d
to
m
a
k
e
e
ach
g
r
o
up
k
now
t
he
o
bser
va
t
i
on
re
su
lt
fro
m
th
e
ot
he
r
g
r
oup
s.
E
v
e
ry
k
no
wl
ed
g
e
b
el
on
gin
g
t
o
on
e
g
r
ou
p
w
i
ll
b
eco
me
t
h
e
i
r
o
u
t
pu
t
,
a
nd
t
hi
s
ou
tpu
t
w
i
l
l be
c
o
m
e
the
ot
h
er
g
ro
ups’ i
n
p
u
t
[13]
.
Q
u
e
s
ti
ons
i
n
t
h
e
e
x
erc
i
se
a
n
d
obse
r
vat
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on
w
e
r
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de
signe
d
for
t
h
e
s
tu
de
nt
s
t
o
g
e
t
t
he
c
o
n
cep
t
of
p
ar
t
s
o
f
a
ni
ma
l
s
a
nd
p
l
a
nt
s
s
i
n
c
e
by
d
oin
g
e
x
e
rc
ise
s
r
el
a
t
e
d
t
o
th
e
m
ate
r
ia
l,
t
h
e
s
tude
nts’
u
nde
rsta
nd
i
ng
co
ul
d
be
bet
t
er.
It
i
s
s
u
p
por
ted
w
i
t
h
s
ta
tes
tha
t
t
he
m
o
r
e
the
s
t
u
d
e
n
ts
l
e
a
r
n
a
b
o
u
t
o
n
e
t
o
p
i
c
,
t
h
e
b
e
t
t
e
r
t
h
e
y
a
r
e
a
b
l
e
t
o
th
ink
a
b
ou
t
th
e
to
pic
[14].
The
stu
d
e
n
t
s
w
er
e
then
g
i
v
e
n
h
ome
w
o
rk
on
the
q
u
e
s
t
i
on
a
b
ou
t
“
t
h
i
nk
i
n
g
”
scie
nt
ifica
l
ly,
a
nd
i
t
w
o
u
l
d
b
e
r
eview
e
d
o
n
t
he
n
ex
t
m
eeti
ng.
T
hr
ou
gh
s
c
i
e
nce,
t
he
s
t
u
den
t
s
al
so
l
e
a
rn
a
b
o
u
t
the
be
n
e
fits
o
f
a
n
im
als
a
nd
p
l
a
n
t
s
f
or
h
um
an
l
ife
.
T
h
i
s
is
s
up
p
o
r
t
e
d
wi
th
s
t
a
t
e
s
t
h
at
t
h
e
s
t
u
d
e
n
t
s
f
e
e
l
h
a
ppy
wi
t
h
t
h
e
t
ea
ch
in
g
mat
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ri
al
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th
a
t
a
re
a
sso
ci
a
t
e
d
w
i
t
h
t
h
e
s
u
r
ro
u
n
d
in
g
phen
o
m
en
a
b
e
c
a
u
s
e
th
e
y
c
an
g
e
t
n
e
w
expe
r
i
ence
i
n
app
l
y
i
n
g
t
he
k
n
o
w
l
e
dge
t
hey
go
t
to
p
e
r
form
a
na
l
y
s
is
o
f
t
h
e
da
ily
e
ve
nts
i
n
t
he
ir
env
i
ro
nm
en
t [1
5]
.
By
u
si
ng
s
ci
enc
e
li
t
e
racy
-b
ased
t
ea
ch
in
g
ma
t
e
ri
a
l
,
th
e
st
ud
ent
s
a
nd
te
ac
he
rs
w
ere
to
g
ive
i
n
p
u
ts
f
or
impro
v
i
n
g
t
h
e
c
once
p
t
o
f
t
h
e
l
e
a
f,
g
iv
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g
de
ta
i
l
s
of
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o
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o
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a
n
d
d
i
c
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te
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p
l
a
n
t
parts,
a
nd
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v
i
n
g
t
h
e
qua
l
ity
o
f
w
o
r
k
sh
ee
ts
w
ri
tin
g
t
h
at
c
o
u
ld
b
e
e
a
sily
u
n
d
e
r
stoo
d
b
y
the
st
ude
n
t
s.
T
he
r
ec
omm
e
nda
t
i
o
n
is
u
se
d
by
t
he
r
e
s
e
a
rc
her
f
o
r
t
h
e
i
m
p
r
ovem
e
n
t
o
f
the
pr
od
uc
t
be
i
n
g
de
ve
lo
ped
s
o
t
h
a
t
it
c
an
b
e
use
d
d
ur
ing
the te
st
i
ng p
h
a
s
e
.
The
fi
nal
a
c
t
ivit
y
of
t
he
e
x
t
e
n
s
i
ve
t
e
s
t
w
a
s
by
d
o
i
n
g
p
o
s
t
-
t
e
s
t
a
fter
l
ear
n
i
n
g
u
si
n
g
s
cie
n
c
e
l
i
t
era
c
y-
base
d
t
e
ac
hi
n
g
m
a
ter
i
a
l
.
The
anal
ys
is
o
n
pr
etes
t
a
nd
post-
te
st
of
t
he
t
r
y
o
u
t
u
se
d
n
o
n
-i
nde
pe
nde
n
t
t
-t
ests.
t-
t
e
st
w
as
d
on
e
af
t
e
r
th
e
da
t
a
w
e
r
e
n
o
r
mal
a
nd
h
o
m
og
e
n
ou
s.
I
n
p
r
e
-test, the
re
s
ear
cher
f
i
n
d
s
t
he
s
i
g
n
i
fi
c
a
n
t
r
a
te
on
0
.5
3
6
,
h
i
gh
er
t
ha
n
a
=
0.
0
5
,
so
t
ha
t
H
o
i
s
acc
ep
te
d
m
eani
n
g
tha
t
t
he
p
re
-test
sc
ores
d
is
t
r
i
b
u
t
e
n
o
rm
a
l
ly
.
In
pos
t
-
t
e
st
,
t
h
e
r
e
sear
cher
f
i
n
ds
t
he
s
i
g
n
i
fica
nt
r
ate
o
n
0
.
4
69,
h
i
g
h
er
t
ha
n
a
=
0.0
5
,
so
H
o
i
s
acc
ep
te
d
m
e
a
n
in
g
tha
t
t
he
pos
t-te
st
s
core
s
d
i
s
t
ri
bu
te
n
orm
a
ll
y.
M
e
a
nw
hi
l
e
,
t
h
e
h
omoge
n
i
ty
t
ests
on
b
o
th
p
r
e
-te
s
t
a
nd
po
st
-
t
e
s
t
show
s
ig
n
i
fica
nt
r
ate
o
n
0
.1
7
7
,
hi
gher
t
h
an
a
=
0
.0
5,
s
o
tha
t
H
o
i
s
acc
ept
e
d
me
ani
ng
th
at
t
he
p
retes
t
a
nd
pos
t-
tes
t
s
core
s
are
homo
g
e
n
e
o
us.
O
n
ce
t
he
d
a
t
a
w
e
re
norm
a
l
and
h
o
m
o
ge
ne
ous,
the
n
t
he
t
-t
est
ca
n
be
d
o
n
e
a
t
-
tes
t
. T
h
e
r
e
sul
t
of n
o
n
-
i
nde
pe
nde
n
t
t-te
s
t in
p
retes
t
a
n
d
p
os
t-
tes
t
sh
o
w
si
g
n
i
f
ican
t sc
ore on 0.
000,
l
ow
er
than a
=
0
.
0
5
,
s
o
H
o
i
s
reje
ct
ed.
Th
e
result
a
l
s
o
s
how
s
that
t
here
i
s
signifi
cant
d
iffer
e
nce
bet
w
ee
n
t
h
e
st
ud
ent
s
’
score
s
b
e
f
ore
a
nd
a
f
ter
u
s
i
n
g
scie
nc
e
l
i
t
e
r
ac
y-base
d
t
e
ac
hi
ng
m
ater
i
a
l
in
f
o
u
rt
h
grad
e
.
I
t
pr
o
v
es
t
h
a
t
the
r
e
i
s
impro
v
e
m
e
n
t
on
t
he
s
t
u
d
e
n
t
s’
l
ear
nin
g
a
c
h
i
e
vem
e
n
t
u
s
i
ng
s
c
i
e
n
ce
l
i
t
e
r
ac
y-base
d
te
a
c
hi
n
g
m
ate
r
ia
l.
T
he
impro
v
e
m
e
n
t
a
l
s
o
h
a
p
pens
o
n
t
h
e
i
r
un
de
rsta
nd
i
n
g
o
v
er
s
c
i
e
n
ce
c
o
nce
p
t.
I
n
o
t
her
w
o
rds,
t
he
s
t
u
den
t
s
'
s
c
i
e
n
c
e
lite
rac
y
m
aster
y
a
ls
o
de
ve
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o
p
s
.
S
c
ie
n
c
e
lite
rac
y
-
b
ase
d
t
eac
hin
g
m
a
t
eria
l
affec
t
s
s
t
u
d
e
n
t
s
’
scien
t
i
f
ic
a
t
tit
u
d
e
e
f
f
e
c
t
iv
ely
[16].
The
fin
d
in
gs
o
f
th
i
s
r
e
s
e
a
rc
h
are
i
n
l
i
n
e
w
i
th
s
om
e
previ
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us
s
t
u
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ies.
B
a
i
q
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n
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ha
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KAPR
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use
d
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r
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t
i
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n
f
l
o
w
lea
r
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g
[
17]
.
Jbei
li
pro
v
e
tha
t
t
he
u
se
o
f
di
g
ital
conc
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p
t
m
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pr
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impr
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h-grade
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u
d
en
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lear
n
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g
a
c
h
ie
vem
e
nt
[
1
8
]
.
S
cience
l
iter
acy
-
b
ased
t
ea
c
h
in
g
ma
t
e
ria
l
s
cie
n
c
e
l
i
t
e
r
ac
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ba
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ateria
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Evaluation Warning : The document was created with Spire.PDF for Python.
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SSN: 2252-
8822
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V
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7,
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20
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– 187
18
6
ca
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be
u
se
d
t
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m
r
pove
t
he
s
tu
de
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a
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lit
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on
b
o
t
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sc
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tec
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y
[
19].
Ünal
f
i
nd
tha
t
t
her
e
i
s
anim
at
io
n tec
h
ni
q
u
e effec
t
in elec
tr
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gne
t
i
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w
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act
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r
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(EMWs) to
w
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i
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v
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en
t,
a
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(
p
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[
2
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].
T
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a
for
e
me
nt
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o
ne
d
ex
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ow
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nc
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s
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h
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t
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a
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h
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stude
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t
s
'
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ac
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v
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t.
T
he
d
iffe
ren
c
e
be
t
w
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e
n
t
h
ose
st
ud
ies
a
n
d
this
o
ne
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s
o
n
t
he
s
u
b
j
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a
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t
he
rese
arc
h
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es.
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n
t
h
i
s
rese
arc
h
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scienc
e
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acy-
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ase
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t
e
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g
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ater
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a
l
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o
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s
t
h
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st
ude
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t
s
'
s
cienc
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a
c
h
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ve
m
e
nt
.
4.
CONCL
U
S
ION
Ba
se
d
on
t
h
e
r
esul
t
of
p
re
-t
est
an
d
po
st
-t
e
s
t
,
t
he
4
6
stu
d
e
nts
ge
t
a
n
i
mpr
o
vem
e
nt
i
n
term
s
of
s
c
o
re
from
m
e
a
n
score
39
.
9
3
5
i
n
the
pre-
t
e
s
t
t
o
66.8
9
1
i
n
the
pos
t
-
t
e
s
t
.
The
calc
u
la
tio
n
o
f
p
retes
t
a
n
d
p
ost-te
st
score
sh
ow
s
t
h
at
t
here
i
s
i
n
cre
a
sing
o
n
the
stud
en
ts’
sc
ie
n
c
e
l
ea
rn
ing
a
c
h
i
e
v
e
m
e
n
t
be
f
o
re
a
nd
a
ft
er
u
si
ng
scie
nc
e
liter
acy-
b
ase
d
t
ea
ch
i
n
g
m
a
te
ria
l
.
The
da
ta
i
n
th
is
r
ese
arch
a
re
a
ls
o
calculated
by
u
sin
g
S
PSS
v
e
rsion
16
t
o
s
u
pp
ort
t
h
e
ca
lcu
l
a
t
io
n
re
sult.
I
n
t
h
e
c
a
l
c
u
l
a
tio
n
us
in
g
S
PSS
v
e
rsion
1
6
,
t
h
e
non
-in
d
e
p
e
n
d
e
n
t
t
-
t
est
is
do
ne
b
y
u
s
in
g
no
n-para
me
tri
c
p
a
i
red
sam
p
l
e
t
-tes
t.
T
he
s
i
g
n
i
fic
a
n
t
score
on
n
o
n
-i
nde
p
e
nde
n
t
t
-te
s
t
i
n
b
o
t
h
pre-
t
e
st
a
n
d
p
os
t-tes
t
i
s
i
n
0
.000,
l
ow
er
t
h
a
n
a
=
0.
0
5
,
so
H
o
i
s
reje
ct
ed.
The
r
e
sult
s
hows
t
h
a
t
t
h
e
re
i
s
sign
ifica
n
t
d
i
f
f
ere
n
t
be
tw
ee
n
st
ude
n
t
s’
s
cor
e
b
ef
ore
a
nd
aft
e
r
usi
n
g
sc
i
e
nc
e
l
i
tera
cy-ba
s
e
d
t
ea
c
h
ing
m
a
t
e
rial,
so
i
t
c
a
n
b
e
co
ncl
u
ded
t
h
a
t
t
h
e
r
e
i
s
i
n
flue
nc
e
on
the
use
o
f
s
c
i
e
nce
li
tera
cy-ba
s
e
d
t
e
a
c
h
i
ng
ma
te
rial
t
o
w
ards
grade
4
st
ude
n
t
s’
s
c
i
ence
lea
rni
n
g
ac
hi
e
v
em
ent.
ACKNOW
LEDG
E
MEN
T
S
A
c
kn
ow
le
dge
m
e
nts
a
r
e
g
i
v
e
n
t
o
e
very
on
e
w
ho
ha
s
hel
p
ed
i
n
th
i
s
a
rt
icle,
a
nd
e
s
pe
cial
l
y
t
o
t
h
e
me
ntors w
ho
ha
ve
p
ro
vide
d d
a
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and
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Evaluation Warning : The document was created with Spire.PDF for Python.