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Using
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t
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m
ultiple
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A cas
e f
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dzim
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Ce
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b
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Arts an
d
La
n
g
u
a
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s,
INTI
I
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tern
a
ti
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a
l
Un
iv
e
rsity
,
M
a
lay
sia
4
In
fo
rm
a
ti
o
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S
c
ien
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a
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E
n
g
i
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Tay
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Un
iv
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M
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Art
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I
nfo
AB
S
T
RAC
T
A
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ticle
his
to
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y:
R
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ed
Sep
8
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2
0
20
R
ev
is
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Mar
4
,
2
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21
Acc
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Ap
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Crit
icism
s
o
n
m
u
lt
ip
le
c
h
o
ice
q
u
e
stio
n
s
(M
CQs
)
in
c
lu
d
e
th
e
p
o
ss
ib
il
it
y
o
f
stu
d
e
n
ts
a
n
sw
e
rin
g
M
CQs
c
o
rre
c
tl
y
b
y
g
u
e
ss
in
g
,
a
n
d
M
CQs
g
e
n
e
ra
ll
y
a
re
sa
id
to
fa
ll
s
h
o
rt
in
c
u
lt
iv
a
ti
n
g
i
n
d
e
p
e
n
d
e
n
t
lea
rn
i
n
g
s
k
il
ls,
su
c
h
a
s
tak
i
n
g
c
h
a
rg
e
o
f
th
e
ir
lea
rn
in
g
g
o
a
ls.
Co
u
n
terin
g
th
e
se
c
o
m
m
o
n
c
o
n
c
e
rn
s,
th
is
re
se
a
rc
h
u
se
d
o
n
li
n
e
M
CQ
e
x
e
rc
i
se
s
with
m
u
lt
ip
le
a
tt
e
m
p
ts
t
o
i
n
v
e
stig
a
te
th
e
e
x
p
e
rien
c
e
s
th
a
t
d
r
o
v
e
st
u
d
e
n
ts
to
b
e
c
o
m
e
se
lf
-
d
irec
ted
lea
rn
e
rs.
In
th
i
s
re
se
a
rc
h
,
6
0
st
u
d
e
n
ts
c
o
m
p
lete
d
two
se
ts
o
f
o
n
li
n
e
M
CQ
e
x
e
r
c
ise
s
wit
h
m
u
lt
ip
le
a
tt
e
m
p
ts
o
u
tsi
d
e
o
f
c
las
sro
o
m
ti
m
e
f
o
r
six
we
e
k
s
c
o
n
se
c
u
ti
v
e
ly
.
Bo
th
f
o
c
u
s
g
ro
u
p
in
ter
v
iew
s
a
n
d
a
n
o
n
li
n
e
su
rv
e
y
we
re
c
o
n
d
u
c
ted
to
in
v
e
stig
a
te
t
h
e
e
x
p
e
rien
c
e
s
o
f
u
sin
g
o
n
li
n
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C
Q
e
x
e
rc
ise
wit
h
m
u
lt
i
p
le
a
tt
e
m
p
ts
in
re
latio
n
to
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
se
lf
-
d
irec
ted
lea
rn
in
g
(
S
DL).
T
h
e
fin
d
i
n
g
s
o
f
th
e
stu
d
y
s
h
o
we
d
t
h
a
t
th
e
c
rit
icism
s
m
a
y
b
e
u
n
fo
u
n
d
e
d
.
Da
ta
lea
d
s
to
t
h
e
c
o
n
c
lu
si
o
n
t
h
a
t
t
h
e
m
a
jo
rit
y
o
f
t
h
e
stu
d
e
n
ts
d
o
n
o
t
ju
st
try
to
g
u
e
ss
a
t
th
e
c
o
rre
c
t
a
n
sw
e
rs.
R
a
th
e
r,
m
a
n
y
o
f
t
h
e
m
a
tt
e
m
p
ted
th
e
o
n
li
n
e
M
CQ
e
x
e
rc
ise
s
m
o
re
th
a
n
o
n
c
e
to
imp
r
o
v
e
t
h
e
m
se
lv
e
s
in
d
ica
ti
n
g
th
a
t
th
e
y
we
re
in
tere
ste
d
in
se
lf
-
lea
rn
in
g
.
S
tu
d
e
n
ts
a
lso
re
p
o
rted
th
a
t
th
e
y
u
ti
li
se
d
se
a
rc
h
a
n
d
in
q
u
ir
y
sk
il
ls
t
h
a
t
c
lea
rly
sh
o
we
d
m
o
ti
v
a
ted
in
i
ti
a
ti
v
e
s
to
p
lan
h
o
w
t
o
o
v
e
rc
o
m
e
th
e
ir
we
a
k
n
e
ss
e
s
b
y
i
n
d
e
p
e
n
d
e
n
t
ly
lo
o
k
i
n
g
f
o
r
re
lev
a
n
t
re
so
u
rc
e
s,
d
e
term
in
e
th
e
ir
o
wn
lea
rn
in
g
g
o
a
ls,
a
n
d
e
v
a
l
u
a
te
th
e
ir
o
wn
lea
rn
in
g
p
e
rfo
rm
a
n
c
e
a
s
a
firm
i
n
d
ica
to
r
o
f
S
DL
d
e
v
e
lo
p
m
e
n
t.
B
a
se
d
o
n
th
e
fin
d
i
n
g
s,
th
is
st
u
d
y
is
a
b
le
to
r
e
fu
te
th
e
c
laim
th
a
t
M
CQs
a
re
u
n
a
b
le
t
o
c
u
lt
iv
a
te i
n
d
e
p
e
n
d
e
n
t
lea
rn
in
g
s
k
i
ll
s.
K
ey
w
o
r
d
s
:
L
ea
r
n
in
g
s
k
ill
Mu
ltip
le
attem
p
ts
Mu
ltip
le
ch
o
ice
q
u
esti
o
n
s
On
lin
e
lear
n
in
g
f
o
r
lea
r
n
in
g
E
n
g
lis
h
Self
-
d
ir
ec
ted
lear
n
in
g
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
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-
SA
li
c
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.
C
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p
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A
uth
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r
:
Ng
W
en
L
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C
en
tr
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o
f
L
ib
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Ar
ts
an
d
L
a
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g
u
ag
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I
NT
I
I
n
ter
n
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al
Un
iv
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s
ity
Per
s
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an
Per
d
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a
B
B
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Pu
tr
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Nilai,
7
1
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Nilai,
Neg
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Sem
b
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,
Ma
lay
s
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E
m
ail:
wen
leen
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@
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m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
u
s
e
o
f
L
ea
r
n
in
g
Ma
n
a
g
e
m
en
t
Sy
s
tem
(
L
MS)
s
u
ch
as
Mo
o
d
le
an
d
B
lack
b
o
ar
d
h
as
in
cr
ea
s
ed
r
ap
id
ly
[
1
]
in
tan
d
em
with
th
e
g
r
o
wth
o
f
tech
n
o
lo
g
y
u
s
e
in
th
e
class
r
o
o
m
.
Star
ted
as
an
o
n
lin
e
s
o
f
twar
e
th
at
o
n
ly
en
ab
les
e
d
u
ca
to
r
s
to
s
h
a
r
e
co
u
r
s
e
lectu
r
es
t
o
s
tu
d
e
n
ts
,
L
MS
h
as
ev
o
lv
ed
to
b
ec
o
m
e
an
en
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
f
lex
i
b
le,
p
e
r
s
o
n
alize
d
an
d
co
llab
o
r
ativ
e
lear
n
in
g
[
2
]
.
A
b
r
o
a
d
r
a
n
g
e
o
f
to
o
ls
ar
e
n
o
w
a
v
ailab
le
in
d
if
f
er
en
t
L
MS,
in
clu
d
in
g
d
is
cu
s
s
io
n
b
o
ar
d
,
wik
i,
b
lo
g
,
f
i
ll
in
th
e
b
lan
k
s
,
a
n
d
m
u
lt
ip
l
e
ch
o
ice
q
u
esti
o
n
s
(
MCQs
)
,
to
n
am
e
a
f
ew.
At
th
e
u
n
iv
er
s
ity
,
m
u
ch
en
co
u
r
ag
e
m
en
t
is
g
iv
en
f
o
r
in
clu
s
io
n
o
f
tech
n
o
lo
g
y
as
p
ar
t
o
f
th
e
teac
h
in
g
an
d
lear
n
in
g
to
o
ls
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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I
n
t
J
E
v
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&
R
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c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
5
3
-
5
6
8
554
Giv
en
th
e
en
v
ir
o
n
m
e
n
t,
r
esear
ch
er
s
d
o
h
a
v
e
ac
c
ess
to
a
v
ar
ie
ty
o
f
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MS.
Af
ter
m
u
c
h
ex
p
l
o
r
ato
r
y
u
s
e,
th
e
r
esear
ch
er
s
o
f
th
is
s
tu
d
y
h
ad
in
itially
tr
ied
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u
t
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in
f
o
r
m
al
u
s
e
o
f
MCQs
with
m
u
ltip
le
attem
p
ts
.
I
t
was
o
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s
er
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ed
th
at
s
tu
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t
o
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e
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en
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ally
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o
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m
o
tiv
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d
in
th
eir
lear
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T
h
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s
er
v
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n
led
to
th
e
em
b
ar
k
in
g
o
f
a
s
tr
u
ctu
r
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r
esear
ch
in
v
esti
g
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n
th
at
to
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k
o
n
th
e
f
o
r
m
al
in
co
r
p
o
r
atio
n
o
f
th
e
u
s
e
o
f
MCQs
with
m
u
ltip
le
attem
p
ts
in
to
a
n
E
n
g
lis
h
lan
g
u
ag
e
co
u
r
s
e
at
th
e
u
n
i
v
er
s
ity
with
a
v
iew
th
at
L
MS
h
ad
b
ee
n
f
r
eq
u
e
n
tly
cr
iticized
f
o
r
b
ei
n
g
u
s
e
d
in
ef
f
ec
tiv
el
y
[
3
]
.
W
ith
t
h
is
id
en
tific
atio
n
o
f
a
r
esear
c
h
g
ap
,
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e
o
b
jectiv
e
was
f
o
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m
u
lated
to
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s
e
th
e
M
C
Qs
with
m
u
ltip
le
attem
p
ts
as
a
lear
n
in
g
s
tr
ateg
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.
T
h
e
s
p
ec
if
ic
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tify
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ten
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u
ltip
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ts
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m
o
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s
tu
d
en
t
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r
r
y
o
u
t
s
elf
-
s
tu
d
y
an
d
e
n
g
ag
e
in
s
elf
-
d
ir
ec
t
ed
lear
n
in
g
(
SD
L).
T
h
is
r
esear
ch
is
co
n
s
id
er
ed
s
i
g
n
if
ican
t
i
n
co
n
t
r
ib
u
tin
g
to
t
h
e
s
tate
o
f
k
n
o
wled
g
e
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n
ce
r
n
i
n
g
th
e
u
s
e
o
f
MCQs
.
I
t
is
also
p
r
o
v
id
in
g
em
p
ir
ical
d
ata
o
n
a
n
o
n
lin
e
lear
n
in
g
ex
p
e
r
ien
ce
t
h
at
co
u
ld
s
h
o
w
im
p
r
o
v
ed
lear
n
in
g
a
n
d
p
e
r
f
o
r
m
an
ce
as
s
u
cc
ess
f
u
l
o
u
tco
m
es
o
f
th
e
im
p
lem
en
tatio
n
o
f
a
teac
h
i
n
g
s
tr
ateg
y
in
a
n
E
n
g
lis
h
lan
g
u
ag
e
c
o
u
r
s
e.
Mu
ltip
le
ch
o
ice
q
u
esti
o
n
s
(
MCQs
)
h
av
e
b
ee
n
wid
ely
u
s
ed
in
b
o
th
p
ap
e
r
-
b
ased
a
n
d
o
n
lin
e
ass
es
s
m
en
ts
f
o
r
s
ev
er
al
r
ea
s
o
n
s
.
T
h
ey
ar
e
ec
o
n
o
m
ical
an
d
ti
m
e
ef
f
icien
t.
E
d
u
ca
to
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s
ca
n
in
clu
d
e
a
b
r
o
ad
r
an
g
e
o
f
to
p
ics
in
a
s
in
g
le
test
u
s
i
n
g
MCQs
[
4
]
–
[
7
]
.
Pap
er
-
b
ased
MCQ
s
ca
n
b
e
m
ar
k
ed
q
u
ick
ly
u
s
in
g
au
to
m
atic
s
ca
n
n
er
s
o
r
m
ar
k
er
s
with
m
i
n
im
al
tr
ain
in
g
[
8
]
,
a
n
d
o
n
lin
e
MCQs
ca
n
also
b
e
m
a
r
k
ed
au
to
m
atica
lly
;
th
u
s
s
av
in
g
tim
e
s
p
en
t
o
n
m
a
r
k
in
g
[
9
]
,
[
1
0
]
.
An
o
th
e
r
k
ey
f
ea
tu
r
e
o
f
MCQs
is
th
eir
o
b
jectiv
e
n
atu
r
e
wh
ich
p
u
r
p
o
r
ted
ly
av
o
id
s
b
ias;
h
en
c
e
co
n
tr
ib
u
tin
g
to
g
r
ea
te
r
r
elia
b
ilit
y
an
d
s
tan
d
a
r
d
izatio
n
[4
]
,
[
5
]
,
[
7
]
,
[
8
]
,
[
1
1
]
.
Du
e
to
th
ese
ad
v
an
tag
es,
MCQs
h
av
e
o
f
ten
b
ee
n
u
s
ed
to
e
v
alu
ate
th
e
ab
ilit
y
o
f
lar
g
e
n
u
m
b
er
s
o
f
s
tu
d
en
ts
with
in
a
s
h
o
r
t p
er
i
o
d
o
f
tim
e
.
Desp
ite
th
ese
s
tr
o
n
g
p
o
in
ts
,
s
o
m
e
ed
u
ca
to
r
s
v
iew
MCQs
n
eg
ativ
ely
.
On
e
o
f
t
h
e
cr
iticis
m
s
lev
elle
d
at
MCQs
is
th
e
in
h
er
en
t
wea
k
n
ess
o
f
g
u
ess
in
g
at
th
e
r
i
g
h
t
a
n
s
wer
.
As
a
r
esu
lt,
th
e
ab
ilit
y
as
test
ed
b
y
MCQs
is
s
u
b
ject
to
d
o
u
b
t
.
T
h
e
p
o
s
s
ib
ilit
y
o
f
an
s
wer
i
n
g
MCQs
co
r
r
ec
tly
th
r
o
u
g
h
g
u
ess
in
g
is
in
d
ee
d
a
r
ec
o
g
n
is
ed
wea
k
n
ess
[
5
]
.
B
esid
es,
MCQ
s
h
av
e
o
f
ten
b
ee
n
cr
iticized
f
o
r
o
n
ly
ev
alu
atin
g
lo
wer
lev
el
co
g
n
iti
v
e
s
k
ills
an
d
test
in
g
k
n
o
wled
g
e
o
f
is
o
lated
f
ac
ts
[
4
]
.
Su
ch
MCQs
ar
e
s
aid
to
en
co
u
r
a
g
e
s
tu
d
en
ts
to
m
em
o
r
i
ze
f
ac
ts
,
th
er
eb
y
s
h
o
win
g
litt
le
ap
p
licatio
n
o
f
k
n
o
wled
g
e
g
ai
n
ed
.
T
h
u
s
,
s
tu
d
en
ts
ar
e
n
o
t
tr
ain
ed
to
a
p
p
ly
wh
at
th
ey
h
av
e
lear
n
e
d
in
n
o
v
el
s
itu
atio
n
s
,
b
u
t
o
n
ly
h
av
e
to
r
ec
all
s
p
ec
if
ic,
in
d
ep
en
d
en
t
f
ac
ts
to
a
n
s
wer
th
e
test
s
[
7
]
.
T
h
e
ab
ili
ty
to
r
ec
all
k
n
o
wled
g
e
(
i.e
.
,
k
n
o
wl
ed
g
e/r
em
em
b
e
r
)
is
co
n
s
id
er
ed
th
e
lo
west lev
el
o
f
th
e
co
g
n
itiv
e
s
k
ills
d
ef
in
e
d
in
B
lo
o
m
’
s
tax
o
n
o
m
y
[
1
2
]
,
[
1
3
]
.
Ho
wev
er
,
it
is
u
n
d
en
iab
le
th
at
r
em
em
b
er
in
g
b
asic
k
n
o
wled
g
e
f
r
o
m
ea
c
h
f
ield
o
f
s
tu
d
y
is
o
f
ex
tr
em
e
im
p
o
r
tan
ce
f
o
r
s
tu
d
en
ts
wh
o
ar
e
lear
n
in
g
n
o
v
ices
in
th
eir
r
esp
ec
tiv
e
f
ield
s
.
Kn
o
wled
g
e,
wh
ich
is
at
th
e
b
ase
o
f
B
lo
o
m
’
s
tax
o
n
o
m
y
,
is
co
n
s
id
er
ed
as
th
e
ab
ilit
y
t
o
g
ath
e
r
“th
e
h
a
r
d
c
o
r
e
o
f
fa
cts
o
r
i
n
fo
r
ma
tio
n
in
ea
c
h
f
ield
o
f
kn
o
w
led
g
e”
[
1
3
,
p
.
6
3
]
.
Facts
m
u
s
t
b
e
u
s
ed
to
ex
ch
an
g
e
in
f
o
r
m
atio
n
,
an
d
B
lo
o
m
,
et
a
l.
[
1
3
]
p
o
in
ted
o
u
t
th
at
th
ese
f
ac
ts
f
o
r
m
th
e
b
asic
elem
en
ts
th
at
s
tu
d
en
ts
m
u
s
t
r
em
em
b
er
i
n
o
r
d
er
to
b
e
well
v
er
s
ed
in
th
eir
f
ie
ld
s
.
So
m
e
r
esear
ch
h
as
co
n
ten
d
ed
th
at
MCQs
ar
e
n
o
t
o
n
l
y
s
u
it
ab
le
f
o
r
ev
alu
ati
n
g
f
ir
s
t
lev
el
co
g
n
itiv
e
s
k
ills
(
k
n
o
wled
g
e/r
em
em
b
er
)
,
b
u
t
also
th
e
n
e
x
t
two
lev
e
ls
o
f
co
g
n
itiv
e
s
k
ills
,
co
m
p
r
eh
en
s
io
n
/u
n
d
e
r
s
tan
d
an
d
ap
p
licatio
n
/ap
p
ly
[
1
4
]
,
[
1
5
]
.
Oth
er
s
h
av
e
ev
e
n
af
f
ir
m
ed
t
h
at
MCQs
ca
n
co
m
p
eten
tl
y
ass
es
s
th
e
f
ir
s
t
f
o
u
r
co
g
n
itiv
e
s
k
ill
lev
els,
in
clu
d
in
g
an
aly
s
is
/an
aly
s
e
[
1
6
]
,
[
1
7
]
.
I
n
s
h
o
r
t,
th
e
lev
el
o
f
co
g
n
itiv
e
s
k
ills
MC
Qs
ca
n
ass
es
s
is
n
o
t lim
ited
to
o
n
ly
th
e
f
ir
s
t le
v
el,
k
n
o
wled
g
e/r
em
e
m
b
er
.
Mo
r
eo
v
er
,
s
tu
d
e
n
ts
h
av
e
b
ee
n
f
o
u
n
d
to
h
a
v
e
p
o
s
itiv
e
attitu
d
e
s
ab
o
u
t
an
s
wer
in
g
MCQs
th
at
ar
e
g
iv
e
n
as
f
o
r
m
ativ
e
ass
es
s
m
en
ts
b
ef
o
r
e
s
u
m
m
ativ
e
ass
ess
m
en
ts
,
s
u
ch
as
in
class
p
r
o
g
r
ess
test
s
o
r
ex
er
cises
.
T
o
s
itu
ate
th
e
u
s
e
o
f
MCQ
s
in
th
is
s
tu
d
y
,
th
er
e
is
a
n
ee
d
to
u
n
d
er
s
tan
d
th
e
d
if
f
e
r
en
ce
s
b
etwe
en
s
u
m
m
ativ
e
an
d
f
o
r
m
ativ
e
ass
ess
m
en
ts
u
s
in
g
th
is
ap
p
r
o
ac
h
.
Mc
Ken
n
a
[
1
8
]
ass
er
ts
th
at
MC
Qs
s
h
o
u
ld
n
o
t
b
e
u
s
ed
i
n
s
u
m
m
ativ
e
ass
ess
m
en
ts
.
Sco
u
l
ler
[
1
9
]
as we
ll a
s
C
o
b
b
,
et
a
l.
[
2
0
]
c
o
n
clu
d
e
d
th
at
wh
e
n
MCQs
wer
e
o
n
ly
u
s
ed
as
s
u
m
m
ativ
e
ass
es
s
m
en
ts
,
th
e
s
tu
d
en
ts
em
p
lo
y
ed
m
o
s
tly
s
u
r
f
ac
e
lear
n
i
n
g
s
tr
ateg
ies.
I
n
a
d
d
itio
n
,
th
e
s
tu
d
e
n
ts
o
n
ly
aim
ed
to
co
m
p
lete
th
e
c
o
u
r
s
e
s
u
cc
ess
f
u
lly
b
y
r
o
te
m
em
o
r
izatio
n
o
f
c
o
n
ce
p
ts
an
d
k
n
o
wled
g
e
[
2
0
]
.
C
o
b
b
,
a
t
el.
[
2
0
]
th
en
c
o
n
clu
d
ed
t
h
at
th
e
h
ig
h
-
s
tak
es
s
u
m
m
ativ
e
ass
ess
m
en
ts
u
s
in
g
MCQs
ap
p
ea
r
ed
t
o
p
r
ess
u
r
e
s
tu
d
en
ts
to
r
eso
r
t
to
t
h
e
u
s
e
o
f
s
u
r
f
ac
e
lear
n
in
g
s
tr
ateg
ies.
W
h
ile
th
ese
wea
k
n
ess
es
ar
e
r
ec
o
g
n
is
ed
in
th
e
u
s
e
o
f
MCQs
in
s
u
m
m
ativ
e
test
in
g
,
th
is
r
esear
ch
h
o
wev
er
,
ad
o
p
ts
a
f
o
r
m
ativ
e
o
r
ien
tatio
n
in
th
e
u
s
e
o
f
MCQs
.
Stu
d
en
ts
ar
e
n
o
t
p
u
t
i
n
a
s
u
m
m
ativ
e
test
s
itu
atio
n
an
d
t
h
e
allo
wan
ce
o
f
m
u
ltip
le
atte
m
p
ts
is
a
s
ig
n
if
ican
t
f
ea
tu
r
e
th
at
p
o
in
ts
to
p
o
s
itiv
e
i
m
p
ac
t in
cu
ltiv
atin
g
in
d
ep
e
n
d
en
t a
n
d
s
elf
-
p
ac
e
d
lear
n
i
n
g
.
Dalz
iel
an
d
Gaz
za
r
d
[2
1]
r
ep
o
r
ted
th
at
wh
en
o
n
lin
e
MCQs
wer
e
p
r
o
v
id
ed
to
s
tu
d
e
n
ts
f
o
r
p
r
ac
tice
b
ef
o
r
e
f
o
r
m
al
ass
ess
m
en
ts
,
th
ey
h
ad
r
esp
o
n
d
ed
p
o
s
itiv
ely
.
R
esp
o
n
s
es
f
r
o
m
s
tu
d
en
t
ev
alu
atio
n
s
in
d
icate
d
t
h
at
b
o
th
s
elf
-
teac
h
i
n
g
a
n
d
s
elf
-
test
in
g
to
o
k
p
lace
wh
en
s
tu
d
en
ts
an
s
wer
o
n
li
n
e
MCQs
as
f
o
r
m
ativ
e
ass
ess
m
en
ts
.
T
h
u
s
,
Dalz
iel
an
d
Gaz
za
r
d
[
2
1
]
ass
er
ted
th
at
o
n
lin
e
MCQ
p
r
ac
tice
b
ef
o
r
e
f
o
r
m
al
ass
ess
m
en
ts
en
co
u
r
ag
es
s
tu
d
en
ts
to
s
elf
-
lear
n
an
d
h
as
th
e
p
o
ten
tial
to
ac
tiv
e
ly
en
g
ag
e
s
tu
d
en
ts
.
C
o
llis
an
d
B
o
u
r
g
u
ig
n
o
n
[
2
2
]
als
o
p
r
esen
ted
s
im
ilar
f
in
d
in
g
s
.
W
h
en
o
n
lin
e
MCQ
ex
e
r
cises
wer
e
g
iv
e
n
as
f
o
r
m
ativ
e
ass
ess
m
en
ts
,
m
an
y
s
tu
d
en
ts
r
eg
ar
d
e
d
th
em
as a
way
to
h
elp
th
em
s
elv
es to
u
n
d
er
s
tan
d
th
e
co
u
r
s
e
m
ater
ial
an
d
m
aster
r
elev
an
t to
p
ics.
Su
ch
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
Usi
n
g
o
n
lin
e
mu
lti
p
le
ch
o
ice
q
u
esti
o
n
s
w
ith
mu
ltip
le
a
ttemp
ts
:
A
ca
s
e
fo
r
s
elf
-
d
ir
ec
ted
…
(
N
g
Wen
Lee
)
555
f
in
d
in
g
s
also
r
ev
ea
l
th
at
o
n
li
n
e
MCQ
ex
er
cises
b
ef
o
r
e
y
e
ar
en
d
test
s
o
r
ex
am
s
p
r
o
v
id
e
a
p
o
s
itiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
f
o
r
s
tu
d
en
ts
an
d
it
im
p
lies
th
at
M
C
Q
te
s
ts
d
o
h
elp
to
cu
ltiv
ate
h
ab
its
th
at
r
eq
u
ir
e
in
d
e
p
en
d
e
n
t
lear
n
in
g
as
th
ey
e
v
alu
ate
th
ei
r
test
p
er
f
o
r
m
a
n
ce
.
T
h
is
b
r
in
g
s
u
s
to
th
e
co
r
e
is
s
u
e
o
f
s
elf
-
d
ir
ec
ted
lear
n
in
g
in
th
is
r
esea
r
ch
.
I
n
h
is
b
o
o
k
,
Kn
o
wles d
ef
in
es self
-
d
ir
ec
ted
lear
n
in
g
(
SDL)
as:
…
a
p
r
o
ce
s
s
in
w
h
ich
in
d
ivid
u
a
ls
t
a
ke
th
e
in
itia
tive,
w
ith
o
r
w
ith
o
u
t
th
e
h
elp
o
f
o
th
ers
,
in
d
ia
g
n
o
s
in
g
th
eir
le
a
r
n
in
g
n
ee
d
s
,
fo
r
mu
la
tin
g
lea
r
n
in
g
g
o
a
ls
,
id
en
tifyin
g
h
u
ma
n
a
n
d
m
a
teri
a
l
r
eso
u
r
ce
s
fo
r
lea
r
n
in
g
,
ch
o
o
s
in
g
a
n
d
imp
leme
n
ti
n
g
a
p
p
r
o
p
r
ia
te
lea
r
n
in
g
s
tr
a
teg
ies,
a
n
d
ev
a
lu
a
tin
g
le
a
r
n
in
g
o
u
tco
mes
[
2
3
,
p
.
1
8
]
.
He
em
p
h
asizes
th
at
SDL
d
o
e
s
n
o
t
m
ea
n
“lea
r
n
in
g
in
is
o
lat
io
n
”.
On
th
e
co
n
tr
a
r
y
,
S
DL
o
f
ten
tak
es
p
lace
with
th
e
h
elp
o
f
“tea
c
h
er
s
,
tu
to
r
s
,
m
en
to
r
s
,
r
eso
u
r
ce
p
eo
p
le,
a
n
d
p
ee
r
s
”
[
2
3
]
.
B
r
o
c
k
ett
a
n
d
Hiem
s
tr
a
[
2
4
]
c
o
n
tin
u
e
th
at
teac
h
er
s
in
SDL
en
v
ir
o
n
m
e
n
ts
s
h
o
u
ld
n
o
t
ac
t
o
n
ly
as
in
f
o
r
m
atio
n
p
r
o
v
id
er
s
,
b
u
t
also
as
f
ac
ilit
ato
r
s
th
at
m
an
a
g
e
th
e
teac
h
in
g
-
lea
r
n
in
g
p
r
o
ce
s
s
.
Fo
r
in
s
tan
ce
,
f
ac
ilit
ato
r
s
ca
n
u
s
e
s
u
p
p
o
r
tiv
e
in
s
tr
u
ctio
n
al
d
ev
ices to
m
ai
n
tain
s
tu
d
en
ts
’
in
ter
est in
a
p
a
r
ticu
lar
s
u
b
ject
m
atter
.
Fu
r
th
er
m
o
r
e
,
lear
n
er
s
’
attitu
d
es
ar
e
also
an
im
p
o
r
tan
t
asp
e
ct
o
f
SDL.
Kn
o
wles
[
2
3
,
p
.
2
1
]
ex
p
lain
s
th
at
wh
en
s
tu
d
en
ts
g
o
th
r
o
u
g
h
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
,
t
h
eir
m
o
tiv
atio
n
to
s
tu
d
y
co
m
es
f
r
o
m
“e
x
ter
n
al
r
ewa
r
d
s
an
d
p
u
n
is
h
m
en
ts
,
”
in
clu
d
in
g
“g
r
ad
es,
d
ip
lo
m
as,
a
war
d
s
,
d
eg
r
ee
s
,
an
d
f
ea
r
o
f
f
a
ilu
r
e
.
”
Self
-
d
ir
e
c
ted
lear
n
er
s
’
m
o
tiv
atio
n
t
o
s
tu
d
y
o
f
te
n
co
m
es
f
r
o
m
“i
n
ter
n
al
in
ce
n
tiv
es”,
in
cl
u
d
in
g
“th
e
n
ee
d
f
o
r
esteem
(
esp
ec
ially
s
elf
-
esteem
)
,
th
e
d
esire
to
ac
h
iev
e,
th
e
u
r
g
e
to
g
r
o
w,
th
e
s
atis
f
ac
tio
n
o
f
ac
co
m
p
lis
h
m
en
t,
th
e
n
ee
d
to
k
n
o
w
s
o
m
et
h
in
g
s
p
ec
if
ic,
a
n
d
cu
r
i
o
s
i
ty
”
[
2
3
,
p
.
2
1
]
.
T
h
e
im
p
o
r
tan
ce
o
f
lean
er
s
’
attitu
d
es
in
SDL
i
s
al
s
o
s
ee
n
in
th
e
Per
s
o
n
al
R
esp
o
n
s
ib
ilit
y
Or
ien
tatio
n
(
PR
O)
m
o
d
el
o
f
SDL
i
n
tr
o
d
u
c
ed
b
y
B
r
o
ck
ett
an
d
Hiem
s
tr
a
[
2
5
]
.
I
n
th
e
PR
O
m
o
d
el,
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
y
is
th
e
s
tar
tin
g
p
o
in
t
o
f
SDL.
T
h
e
y
[
2
5
]
ar
g
u
e
th
at
th
e
p
o
te
n
tial
o
f
an
in
d
iv
id
u
al’
s
s
elf
-
d
ir
ec
tio
n
is
d
eter
m
in
ed
b
y
h
is
o
r
h
e
r
ab
ilit
ies
an
d
willin
g
n
ess
to
tak
e
co
n
tr
o
l
o
f
h
i
s
o
r
h
er
o
wn
lear
n
in
g
.
Hen
ce
,
lear
n
er
attitu
d
e
co
n
s
tit
u
tes
a
k
ey
cr
iter
io
n
in
SDL.
Ad
d
itio
n
ally
,
Gar
r
is
o
n
[
2
6
]
n
o
ted
th
at
ce
r
tain
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
s
k
ills
ar
e
also
v
ital
in
SDL,
wh
ich
h
e
claim
s
ar
e
n
o
t
ad
d
r
ess
ed
clea
r
ly
in
th
e
PR
O
m
o
d
el.
He
clar
if
ies
th
at
s
elf
-
d
ir
ec
t
ed
lear
n
er
s
g
o
in
t
o
a
p
r
o
ce
s
s
o
f
d
ev
elo
p
i
n
g
th
e
ir
lear
n
in
g
s
tr
ateg
ie
s
an
d
awa
r
en
ess
as
well
a
s
ab
ilit
ies
to
th
in
k
a
b
o
u
t
th
in
k
i
n
g
.
I
n
o
th
er
wo
r
d
s
,
s
elf
-
d
ir
ec
ted
lear
n
er
s
a
r
e
r
esp
o
n
s
ib
le
f
o
r
s
elf
-
m
o
n
ito
r
in
g
th
eir
lear
n
in
g
p
r
o
ce
s
s
,
ev
alu
at
in
g
th
e
o
u
tc
o
m
es,
an
d
co
n
s
tr
u
ctin
g
p
lan
s
t
o
ac
h
ie
v
e
th
e
in
te
n
d
ed
o
u
tco
m
es
as
ex
am
p
les
o
f
th
e
co
m
p
lex
u
s
e
o
f
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
s
k
ills
.
I
n
lin
e
wi
th
th
is
ar
g
u
m
en
t,
B
r
o
ck
ett
an
d
Hiem
s
tr
a
[
2
7
]
u
p
d
ated
th
e
P
R
O
m
o
d
el
to
th
e
Per
s
on
-
Pro
ce
s
s
-
C
o
n
tex
t
(
PP
C
)
m
o
d
el.
Un
d
er
th
e
‘
p
er
s
o
n
’
elem
en
t
o
f
th
e
m
o
d
el,
th
e
y
[
2
7
]
attest
th
at
cr
itical
r
e
f
lectio
n
is
o
n
e
o
f
th
e
c
h
ar
ac
ter
is
tics
o
f
s
elf
-
d
ir
ec
ted
lear
n
er
s
.
T
h
is
m
ea
n
s
th
at
in
th
e
PP
C
m
o
d
el,
SDL
le
ar
n
er
s
ar
e
d
ir
ec
te
d
to
r
ef
lect
cr
itically
o
n
th
eir
o
w
n
lear
n
in
g
p
r
o
c
ess
b
ef
o
r
e
an
d
af
ter
co
n
s
tr
u
ctin
g
a
lear
n
in
g
p
la
n
o
r
im
p
lem
en
tin
g
a
lear
n
in
g
s
ty
le.
Nico
l
[
9
]
p
r
o
p
o
s
es
th
e
u
s
e
o
f
o
n
lin
e
MCQs
as
a
s
u
p
p
o
r
t
t
o
d
ev
elo
p
lear
n
e
r
s
’
au
to
n
o
m
y
an
d
s
elf
-
r
eg
u
latio
n
.
Nico
l
an
d
Ma
cFar
lan
e
-
Dick
[
2
8
,
p
.
2
0
3
]
e
x
p
lai
n
th
at
o
n
e
o
f
th
e
p
r
in
cip
les
t
h
at
f
ac
ilit
a
t
es
s
elf
-
r
eg
u
latio
n
is
it
ca
n
“e
n
co
u
r
a
g
e
p
o
s
itiv
e
m
o
tiv
atio
n
an
d
s
elf
-
esteem
”.
Stu
d
en
t
m
o
tiv
atio
n
an
d
s
elf
-
esteem
ca
n
b
e
en
h
an
ce
d
b
y
u
s
in
g
“lo
w
-
s
tak
es
ass
e
s
s
m
en
t
task
s
”
th
at
ar
e
d
esig
n
ed
to
f
o
c
u
s
o
n
s
tu
d
en
ts
’
p
r
o
g
r
ess
an
d
ac
h
iev
em
en
t
r
ath
er
th
an
u
s
in
g
“h
ig
h
-
s
tak
es
s
u
m
m
ativ
e
ass
ess
m
en
t
task
s
”
th
at
f
o
cu
s
s
o
lely
o
n
f
in
al
m
ar
k
s
[
2
8
,
p
.
2
1
2
]
.
A
lo
w
-
s
tak
es
f
o
r
m
ativ
e
task
will
en
ab
le
s
tu
d
en
ts
to
f
o
cu
s
m
o
r
e
o
n
lear
n
in
g
g
o
als
r
ath
er
th
an
f
in
al
m
ar
k
s
.
I
n
th
is
way
,
ed
u
c
ato
r
s
ca
n
i
n
f
lu
en
ce
th
e
way
s
s
tu
d
en
ts
p
er
ce
i
v
e
t
h
e
lear
n
i
n
g
c
o
n
tex
t,
as
Par
is
an
d
T
u
r
n
er
[
2
9
]
a
r
g
u
e
,
s
tu
d
en
ts
’
m
o
tiv
atio
n
is
co
n
s
tr
u
cted
b
y
s
tu
d
en
ts
th
em
s
elv
es
b
ased
o
n
th
e
ir
o
wn
ap
p
r
aisal
o
f
th
e
lear
n
in
g
c
o
n
tex
t.
T
h
er
e
f
o
r
e,
s
tu
d
en
ts
ca
n
b
e
led
to
p
e
r
ce
iv
e
a
n
o
v
el
lear
n
in
g
c
o
n
te
x
t
,
s
u
ch
as
lin
k
in
g
MCQs
to
an
ed
u
ca
tio
n
al
g
o
a
l,
lik
e
s
elf
-
r
eg
u
latio
n
.
B
y
g
i
v
in
g
MCQs
in
ass
e
s
s
in
g
th
e
co
m
p
letio
n
o
f
lo
w
-
s
tak
es
f
o
r
m
ativ
e
task
s
th
at
co
u
ld
h
av
e
a
b
ea
r
in
g
o
n
th
e
f
in
al
s
u
m
m
ativ
e
ass
ess
m
en
t
s
,
MCQs
b
ec
o
m
e
m
u
ch
m
o
r
e
im
p
ac
tf
u
l
o
n
s
tu
d
en
ts
’
l
ea
r
n
in
g
ex
p
e
r
ien
ce
.
Similar
ly
,
Ab
r
eu
,
Sil
v
a,
a
n
d
G
o
m
es
[
3
0
]
f
o
u
n
d
th
at
MCQs
in
cr
ea
s
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
p
er
f
o
r
m
a
n
ce
.
Stu
d
en
ts
in
th
eir
s
tu
d
y
r
ep
o
r
ted
th
at
MCQs
en
ab
led
th
em
to
g
et
h
ig
h
er
s
co
r
es
n
o
t
b
ec
au
s
e
th
ey
co
u
ld
g
u
ess
th
e
an
s
wer
s
,
b
u
t
b
ec
au
s
e
th
ey
c
o
u
ld
r
ef
lect
o
n
an
d
lear
n
ab
o
u
t
th
e
to
p
ics
b
etter
.
T
h
u
s
,
s
tu
d
en
ts
co
u
ld
ex
am
in
e
ea
ch
M
C
Q
o
p
tio
n
an
d
th
in
k
d
ee
p
er
ab
o
u
t
ea
ch
o
f
th
e
co
n
ce
p
ts
in
v
o
l
v
ed
.
Hen
ce
,
Ab
r
eu
,
Sil
v
a,
an
d
Go
m
es
[
3
0
]
co
n
clu
d
e
d
th
at
MCQ
in
cr
ea
s
ed
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
r
eg
ar
d
in
g
t
h
eir
o
w
n
lear
n
in
g
ex
p
e
r
ien
ce
.
T
h
e
p
r
ev
io
u
s
r
esear
ch
p
r
o
v
id
ed
an
im
p
etu
s
in
to
f
u
r
t
h
er
in
v
e
s
tig
atio
n
o
f
SDL
an
d
u
s
e
o
f
o
n
lin
e
MCQs
f
o
r
lan
g
u
ag
e
s
tu
d
en
ts
in
a
u
n
iv
er
s
ity
.
On
e
o
f
th
e
lear
n
in
g
g
o
als
o
f
th
e
u
n
iv
er
s
ity
is
to
im
b
ib
e
in
s
tu
d
en
ts
th
e
n
ee
d
to
th
in
k
cr
itically
,
an
d
also
to
d
ev
elo
p
g
r
ea
ter
s
elf
-
in
d
ep
en
d
e
n
ce
as
th
ey
tr
an
s
it
f
r
o
m
s
ch
o
o
l
to
t
e
r
tiar
y
in
s
titu
tio
n
.
T
h
is
o
b
j
ec
tiv
e
is
v
er
y
m
u
c
h
in
lin
e
with
th
e
Ma
lay
s
ia
E
d
u
ca
tio
n
B
lu
ep
r
in
t
2
0
1
5
–
2
0
2
5
(
Hig
h
er
E
d
u
ca
tio
n
)
,
wh
ich
s
tates
th
at
o
n
e
f
o
cu
s
o
f
a
h
ig
h
er
l
ea
r
n
in
g
i
n
s
titu
tio
n
(
HL
I
)
is
“d
ev
elo
p
in
g
s
tu
d
en
ts
to
b
ec
o
m
e
m
o
r
e
in
d
ep
en
d
en
t t
h
in
k
er
s
an
d
s
elf
-
lear
n
er
s
”
[
3
1
,
p
.
2
]
.
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
5
3
-
5
6
8
556
I
n
o
r
d
e
r
to
en
s
u
r
e
th
at
s
tu
d
e
n
ts
b
ec
o
m
e
s
u
cc
ess
f
u
l
in
d
ep
en
d
en
t
lear
n
e
r
s
an
d
th
in
k
e
r
s
,
u
n
iv
er
s
ity
s
tu
d
en
ts
s
h
o
u
ld
b
e
ex
p
o
s
ed
t
o
ed
u
ca
tio
n
al
g
o
als
s
u
ch
as
s
elf
-
d
ir
ec
ted
lear
n
in
g
(
SDL)
.
R
az
ali,
Xu
an
,
an
d
Sam
ad
[
3
2
,
p
.
7
5
]
ar
g
u
e
th
at
S
DL
s
tr
ateg
ies
s
h
o
u
ld
b
e
in
clu
d
ed
in
th
e
o
v
er
all
ed
u
ca
tio
n
al
p
r
o
ce
s
s
b
ec
au
s
e
th
e
“tea
ch
er
-
led
co
n
te
x
t”
is
in
s
u
f
f
icien
t
f
o
r
s
tu
d
en
ts
to
b
ec
o
m
e
au
to
n
o
m
o
u
s
lear
n
e
r
s
.
Als
o
,
R
az
ali,
Xu
an
,
an
d
Sam
ad
[
3
2
]
u
r
g
e
th
at
tr
ad
itio
n
al
ed
u
ca
tio
n
al
o
r
p
ap
er
-
b
ase
d
f
o
r
m
ats
b
e
m
in
im
ized
i
n
u
s
e
as
th
ese
m
eth
o
d
s
hi
n
d
er
th
e
p
o
ten
tial
o
f
s
elf
-
d
ir
ec
ted
lear
n
er
s
.
Fu
r
th
e
r
m
o
r
e,
as
SDL
ap
p
r
o
ac
h
es
a
r
e
i
n
co
r
p
o
r
ated
with
in
s
y
llab
u
s
es,
task
s
,
less
o
n
s
an
d
ac
tiv
ities
,
“d
ep
en
d
e
n
t
lear
n
er
s
(
co
u
ld
)
f
in
d
a
s
tar
tin
g
p
o
in
t
to
g
r
asp
au
t
o
n
o
m
o
u
s
lear
n
in
g
”
[
3
2
,
p
p
.
7
5
-
76]
.
T
h
is
r
esear
ch
tak
es
o
n
th
e
in
s
titu
tio
n
al
an
d
e
d
u
ca
to
r
s
’
ch
allen
g
e
o
f
p
r
o
v
id
in
g
s
tu
d
en
ts
with
o
p
p
o
r
tu
n
ities
o
r
m
u
lt
i
p
le
atte
m
p
ts
to
d
ev
elo
p
SDL
t
h
r
o
u
g
h
wee
k
ly
e
-
lear
n
in
g
task
s
.
W
h
ile
th
e
t
o
p
ics
co
v
er
ed
in
th
ese
wee
k
ly
e
-
lea
r
n
in
g
task
s
wer
e
co
n
n
ec
ted
with
th
e
to
p
ics
s
tu
d
en
ts
lear
n
ed
in
class
,
s
tu
d
en
ts
h
ad
to
tak
e
ch
ar
g
e
o
f
th
eir
o
wn
lear
n
in
g
p
r
o
ce
s
s
es
o
u
ts
id
e
o
f
class
r
o
o
m
tim
e.
T
h
is
r
esear
ch
aim
s
to
lo
o
k
at
h
o
w
o
n
lin
e
MCQ
ex
er
cises
p
r
o
v
id
ed
to
s
tu
d
en
ts
as
wee
k
ly
e
-
lea
r
n
in
g
task
s
o
u
ts
id
e
o
f
class
r
o
o
m
tim
e
ca
n
p
r
o
m
o
te
SD
L
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
T
o
g
u
i
d
e
th
e
r
esear
ch
,
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
was
f
o
r
m
u
lated
:
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o
w
h
at
ex
ten
t
d
o
o
n
lin
e
MCQs
wit
h
m
u
ltip
le
attem
p
ts
p
r
o
m
o
te
s
elf
-
d
ir
ec
ted
lear
n
in
g
(
SDL)
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
th
e
u
n
iv
er
s
ity
wh
e
r
e
th
e
r
e
s
ea
r
ch
was
co
n
d
u
cted
,
th
er
e
wer
e
6
5
0
0
s
tu
d
en
ts
wer
e
tak
i
n
g
v
ar
io
u
s
co
u
r
s
es
(
i.e
.
,
E
n
g
lis
h
,
Ma
th
e
m
atics,
E
n
g
in
ee
r
in
g
,
B
u
s
in
ess
,
E
co
n
o
m
ics,
Ps
y
ch
o
lo
g
y
,
Ma
r
k
etin
g
)
.
T
h
ey
wer
e
p
r
o
v
id
e
d
with
d
if
f
er
e
n
t
ty
p
es
o
f
o
n
lin
e
ex
e
r
cises
th
r
o
u
g
h
th
e
B
lack
b
o
ar
d
L
ea
r
n
i
n
g
M
an
ag
em
en
t
Sy
s
tem
(
L
MS)
o
n
a
wee
k
ly
b
asis
,
s
u
ch
as
MCQs
,
f
ill
in
th
e
b
la
n
k
s
,
d
is
cu
s
s
in
g
a
p
ar
ticu
l
a
r
to
p
ic
u
s
in
g
d
is
cu
s
s
io
n
f
o
r
u
m
,
cr
ea
tin
g
b
lo
g
p
ag
es,
an
d
co
llab
o
r
atin
g
to
m
a
n
ag
e
wik
i p
ag
es.
I
n
J
u
n
e
2
0
1
9
s
em
ester
,
two
cl
ass
es
o
f
a
co
m
p
u
ls
o
r
y
E
n
g
lis
h
co
u
r
s
e
(
i.e
.
,
Fu
n
d
a
m
en
tals
o
f
E
n
g
lis
h
)
wer
e
o
p
en
e
d
.
T
h
e
r
e
wer
e
6
0
s
tu
d
en
ts
en
r
o
lled
in
t
h
is
co
u
r
s
e
,
39
o
f
th
em
wer
e
Dip
lo
m
a
in
B
u
s
in
ess
s
tu
d
en
ts
an
d
2
1
o
f
th
em
wer
e
Dip
lo
m
a
in
Acc
o
u
n
tin
g
s
tu
d
e
n
ts
.
T
h
ese
6
0
s
tu
d
en
ts
wer
e
p
r
o
v
i
d
e
d
with
two
s
ets
o
f
o
n
lin
e
MCQ
ex
er
cises
th
r
o
u
g
h
th
e
B
lack
b
o
ar
d
L
MS
ev
er
y
wee
k
f
o
r
s
ix
wee
k
s
c
o
n
s
ec
u
tiv
ely
f
r
o
m
J
u
n
e
2
0
1
9
to
J
u
ly
2
0
1
9.
T
h
e
co
u
r
s
e
s
tr
u
ctu
r
e
o
f
th
is
co
m
p
u
ls
o
r
y
E
n
g
lis
h
co
u
r
s
e
wa
s
ap
p
r
o
v
ed
b
y
Ma
lay
s
ian
Qu
a
lific
atio
n
s
Ag
en
cy
(
MQ
A)
.
T
h
e
allo
ca
tio
n
o
f
m
ar
k
s
o
f
th
is
p
ar
tic
u
lar
c
o
u
r
s
e
is
s
h
o
wn
in
T
ab
le
1
.
An
y
ch
an
g
es
m
ad
e
t
o
th
e
allo
ca
tio
n
o
f
m
ar
k
s
n
ee
d
to
b
e
ap
p
r
o
v
ed
b
y
MQ
A.
As
s
u
ch
,
th
e
o
n
lin
e
MCQ
ex
er
cise
s
d
o
n
o
t
ca
r
r
y
a
n
y
m
ar
k
s
s
o
as n
o
t to
d
is
tu
r
b
th
e
s
tated
MQ
A
d
o
cu
m
en
t.
T
ab
le
1
.
Fu
n
d
am
en
tals
o
f
E
n
g
lis
h
’
s
ass
e
s
s
m
en
t m
eth
o
d
s
an
d
ty
p
es
M
e
t
h
o
d
Ty
p
e
s
W
e
i
g
h
t
a
g
e
(
%)
C
o
n
t
i
n
u
o
u
s a
ss
e
ssm
e
n
t
A
ssi
g
n
me
n
t
1
10
A
ssi
g
n
me
n
t
2
10
Te
st
1
15
Te
st
2
15
O
r
a
l
p
r
e
se
n
t
a
t
i
o
n
10
S
u
mm
a
t
i
v
e
a
ss
e
ssm
e
n
t
F
i
n
a
l
e
x
a
mi
n
a
t
i
o
n
40
T
h
e
s
tated
lear
n
in
g
o
u
tco
m
e
s
o
f
th
is
co
u
r
s
e
in
clu
d
e
d
th
e
ab
ilit
ies
to
co
n
s
tr
u
ct
s
en
te
n
ce
s
u
s
in
g
co
r
r
ec
t
ten
s
es,
r
ea
d
an
d
i
d
en
tify
m
ain
id
ea
s
an
d
s
u
p
p
o
r
ti
n
g
d
etai
ls
,
an
d
b
ein
g
ab
le
to
lis
ten
an
d
r
esp
o
n
d
ap
p
r
o
p
r
iately
.
Hen
ce
,
th
e
p
r
o
v
id
ed
o
n
lin
e
MCQ
ex
er
cises
r
an
g
ed
f
r
o
m
g
r
am
m
a
r
p
r
ac
tices
an
d
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
to
lis
ten
in
g
p
r
ac
tices,
as
s
h
o
wn
in
T
ab
le
2
.
E
ac
h
o
f
th
e
o
n
lin
e
MCQ
ex
er
cises
wa
s
lin
k
ed
to
a
p
ar
ticu
la
r
lear
n
i
n
g
o
u
tco
m
e
o
f
th
e
co
u
r
s
e.
T
o
illu
s
tr
ate
ea
ch
o
f
th
e
o
n
lin
e
MCQ e
x
er
cises
s
tated
in
T
ab
le
2
,
s
o
m
e
ex
am
p
le
item
s
ar
e
attac
h
ed
in
Ap
p
en
d
ix
A.
I
n
an
s
wer
in
g
all
th
ese
MCQs
,
s
tu
d
en
ts
h
av
e
to
ap
p
ly
g
r
am
m
ar
r
u
les,
r
e
ad
in
g
s
k
ills
an
d
lis
ten
in
g
s
k
ills
.
T
h
is
s
tu
d
y
is
n
o
t d
esig
n
ed
with
a
v
iew
to
test
a
d
if
f
e
r
e
n
ce
b
etwe
en
th
e
o
r
etica
l a
n
d
p
r
ac
tical
ex
er
cises
.
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
Usi
n
g
o
n
lin
e
mu
lti
p
le
ch
o
ice
q
u
esti
o
n
s
w
ith
mu
ltip
le
a
ttemp
ts
:
A
ca
s
e
fo
r
s
elf
-
d
ir
ec
ted
…
(
N
g
Wen
Lee
)
557
T
ab
le
2
.
On
lin
e
MCQ e
x
er
cis
es p
r
o
v
id
ed
to
s
tu
d
en
ts
W
e
e
k
P
r
o
v
i
d
e
d
o
n
l
i
n
e
M
C
Q
e
x
e
r
c
i
ses
To
t
a
l
n
u
m
b
e
r
o
f
q
u
e
st
i
o
n
s
1
P
a
r
t
s
o
f
s
p
e
e
c
h
30
Li
st
e
n
i
n
g
pr
a
c
t
i
c
e
20
2
S
u
b
j
e
c
t
-
v
e
r
b
a
g
r
e
e
me
n
t
30
P
r
e
sen
t
s
i
mp
l
e
a
n
d
p
r
e
se
n
t
c
o
n
t
i
n
u
o
u
s
t
e
n
ses
30
3
M
o
d
e
l
v
e
r
b
s
:
M
u
s
t
,
n
e
e
d
t
o
,
h
a
v
e
t
o
,
a
n
d
s
h
o
u
l
d
30
P
a
st
s
i
m
p
l
e
a
n
d
p
a
st
c
o
n
t
i
n
u
o
u
s
t
e
n
se
s
30
4
P
a
st
s
i
m
p
l
e
a
n
d
p
r
e
se
n
t
p
e
r
f
e
c
t
t
e
n
ses
30
M
u
l
t
i
w
o
r
d
v
e
r
b
s
30
5
R
e
a
d
i
n
g
c
o
m
p
r
e
h
e
n
si
o
n
20
G
o
i
n
g
t
o
,
p
r
e
s
e
n
t
c
o
n
t
i
n
u
o
u
s t
e
n
se
a
n
d
v
e
r
b
s a
b
o
u
t
f
u
t
u
r
e
p
l
a
n
s
30
6
R
e
p
o
r
t
e
d
s
p
e
e
c
h
30
C
o
n
d
i
t
i
o
n
a
l
s
30
B
ef
o
r
e
th
e
s
tu
d
en
ts
p
u
r
s
u
e
th
e
co
u
r
s
e,
th
ey
wer
e
t
o
ld
th
at
th
e
s
co
r
es
o
f
th
ese
o
n
lin
e
MCQ
ex
er
cises
wo
u
ld
n
o
t
co
n
tr
i
b
u
te
to
t
h
eir
f
in
al
co
u
r
s
ewo
r
k
m
a
r
k
s
.
T
h
e
m
ain
p
u
r
p
o
s
e
o
f
th
e
ex
er
ci
s
es
was
to
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
u
n
d
er
s
tan
d
an
d
a
p
p
ly
wh
at
t
h
ey
h
a
d
lear
n
ed
in
class
.
T
h
er
ef
o
r
e,
th
e
e
x
er
cises
wer
e
o
n
ly
a
v
ailab
le
to
s
tu
d
en
ts
o
n
B
lack
b
o
ar
d
L
MS
af
te
r
th
e
to
p
ics
h
ad
b
ee
n
tau
g
h
t
in
class
.
Stu
d
en
ts
th
en
h
ad
to
c
o
m
p
lete
two
s
ets
o
f
o
n
lin
e
MCQ
ex
er
cises
o
u
ts
id
e
o
f
class
r
o
o
m
tim
e
o
n
a
we
ek
ly
b
asis
.
Fo
r
ea
ch
MC
Q
g
r
am
m
ar
p
r
ac
tice,
th
e
q
u
esti
o
n
s
wer
e
ar
r
a
n
g
ed
in
a
n
o
r
d
er
o
f
d
if
f
ic
u
lty
to
h
elp
s
t
u
d
en
ts
to
r
e
v
i
s
e
th
e
g
r
am
m
ar
r
u
les
lear
n
ed
to
ea
s
e
p
r
o
g
r
ess
iv
e
lear
n
in
g
.
T
h
is
s
tag
ed
ap
p
r
o
ac
h
also
h
o
p
e
d
to
b
r
in
g
s
tu
d
en
ts
awa
y
f
r
o
m
a
test
tak
in
g
m
en
tality
.
F
o
r
lis
ten
in
g
an
d
r
ea
d
in
g
p
r
ac
tices,
th
e
s
et
o
f
q
u
esti
o
n
s
wer
e
ar
r
an
g
e
d
ac
co
r
d
i
n
g
to
th
e
s
eq
u
en
ce
o
f
th
e
in
f
o
r
m
a
tio
n
p
r
o
v
id
ed
in
th
e
p
o
d
ca
s
ts
an
d
r
ea
d
i
n
g
tex
ts
to
f
ac
ilit
ate
s
tu
d
en
ts
in
ar
r
iv
in
g
at
th
e
an
s
wer
s
.
Fo
r
ea
ch
s
et
o
f
o
n
lin
e
MCQ
ex
er
cises
,
ea
ch
s
tu
d
en
t
was
allo
wed
th
r
ee
attem
p
ts
to
co
m
p
lete
th
e
ex
er
cises
.
No
m
atter
h
o
w
m
a
n
y
tim
es
ea
ch
s
tu
d
en
t
to
o
k
to
co
m
p
le
te
ea
ch
s
et
o
f
MCQ
e
x
er
cises
,
th
e
s
co
r
e
r
ec
o
r
d
e
d
was
th
e
s
co
r
e
o
f
th
e
f
in
al
attem
p
t.
T
h
ey
wer
e
allo
wed
to
r
ef
er
t
o
s
lid
es
o
r
n
o
tes
p
r
o
v
id
ed
as
well
as
s
ea
r
ch
f
o
r
m
o
r
e
in
f
o
r
m
atio
n
o
n
lin
e
wh
en
t
h
ey
wer
e
d
o
in
g
th
e
o
n
lin
e
MCQ
ex
er
cises
.
Ho
wev
er
,
th
e
c
o
r
r
ec
t
an
s
wer
s
f
o
r
all
th
e
q
u
esti
o
n
s
wer
e
o
n
ly
r
e
v
ea
led
af
ter
t
h
e
d
u
e
d
ates
f
o
r
s
u
b
m
is
s
io
n
.
As
a
r
esu
lt,
s
tu
d
en
ts
wer
e
n
o
t a
b
le
to
m
em
o
r
ize
a
n
s
wer
s
o
r
co
p
y
f
r
o
m
ea
ch
o
th
er
with
th
e
v
iew
o
f
g
ettin
g
co
r
r
ec
t a
n
s
wer
s
.
2
.
1
.
I
ns
t
rum
ent
a
nd
m
et
ho
d
T
o
elicit
d
ata,
th
is
r
esear
ch
em
p
lo
y
ed
an
e
x
p
lo
r
ato
r
y
s
eq
u
en
tial
d
esig
n
,
wh
er
e
q
u
alita
tiv
e
d
ata
co
llectio
n
u
s
ed
f
o
cu
s
g
r
o
u
p
in
ter
v
iews,
u
p
o
n
wh
ich
th
e
d
ata
was
an
aly
s
ed
.
T
h
is
wa
s
f
o
llo
w
ed
b
y
q
u
an
titativ
e
d
ata
co
llectio
n
in
th
e
f
o
r
m
o
f
a
s
u
r
v
ey
q
u
esti
o
n
n
air
e.
T
h
er
ea
f
ter
,
th
e
r
esp
o
n
s
e
s
to
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
wer
e
an
aly
s
ed
an
d
au
g
m
en
ted
b
y
th
e
q
u
alitativ
e
d
ata.
Af
ter
s
tu
d
en
ts
h
ad
co
m
p
leted
1
2
o
n
lin
e
MCQ
ex
er
cises
in
s
ix
wee
k
s
,
th
e
f
ir
s
t
s
tag
e
o
f
th
e
ex
p
lo
r
ato
r
y
s
eq
u
e
n
tial
d
esig
n
was
ca
r
r
ied
o
u
t.
C
r
eswell
an
d
C
lar
k
[
3
3
]
claim
th
at
ad
o
p
t
in
g
an
ex
p
lo
r
ato
r
y
s
eq
u
en
tial
d
esig
n
en
ab
les
r
es
ea
r
ch
er
s
to
g
en
e
r
alize
q
u
alita
tiv
e
r
esu
lts
co
llected
f
r
o
m
th
e
f
ir
s
t
s
tag
e
b
e
f
o
r
e
ap
p
ly
in
g
it
to
a
b
ig
g
er
s
am
p
l
e
in
th
e
s
ec
o
n
d
s
tag
e.
Hen
ce
,
in
o
r
d
er
to
co
llect
s
u
f
f
icien
t
d
ata
th
at
is
n
eith
er
b
iased
n
o
r
m
is
lead
in
g
,
b
u
t
ca
n
b
e
g
e
n
er
alize
d
later
,
th
is
r
esear
ch
in
ter
v
iewe
d
alm
o
s
t
h
alf
o
f
th
e
to
tal
n
u
m
b
e
r
o
f
p
ar
ticip
an
ts
in
v
o
lv
ed
.
T
h
ir
t
y
-
th
r
ee
(
3
3
)
o
u
t
o
f
6
0
s
tu
d
en
t
s
wer
e
r
an
d
o
m
ly
s
elec
ted
to
p
ar
ticip
ate
in
f
o
cu
s
g
r
o
u
p
in
ter
v
iews.
B
ef
o
r
e
em
b
ar
k
in
g
o
n
th
is
p
r
o
ject,
th
e
r
esear
ch
er
s
o
b
s
er
v
ed
th
at,
in
co
m
p
ar
is
o
n
to
s
tu
d
e
n
ts
tak
in
g
o
th
er
E
n
g
lis
h
co
u
r
s
es,
s
tu
d
en
t
s
wh
o
to
o
k
th
e
co
u
r
s
e,
Fu
n
d
a
m
en
tals
o
f
E
n
g
lis
h
,
s
ee
m
ed
to
b
e
m
o
r
e
m
o
tiv
ated
to
s
elf
-
s
tu
d
y
u
s
in
g
th
e
e
x
er
c
is
es
p
r
o
v
id
ed
o
n
B
lack
b
o
ar
d
L
MS.
W
h
ile
s
tu
d
en
ts
tak
in
g
Fu
n
d
am
en
tals
o
f
E
n
g
lis
h
co
u
r
s
e
wer
e
p
r
o
v
i
d
ed
with
two
s
e
ts
o
f
o
n
lin
e
MC
Q
ex
er
cises
th
r
o
u
g
h
th
e
B
lack
b
o
ar
d
(
L
MS)
o
n
a
wee
k
ly
b
asis
,
s
tu
d
en
ts
tak
in
g
o
th
er
E
n
g
lis
h
co
u
r
s
es
wer
e
p
r
o
v
id
ed
with
a
r
a
n
g
e
o
f
ex
er
ci
s
es
in
th
e
f
o
r
m
o
f
d
is
cu
s
s
io
n
b
o
ar
d
,
b
lo
g
,
an
d
wik
i
th
r
o
u
g
h
B
lack
b
o
ar
d
L
MS
o
n
a
wee
k
ly
b
asis
.
Du
e
to
t
h
is
d
if
f
e
r
en
ce
,
r
esear
ch
er
s
wo
u
l
d
lik
e
to
f
in
d
o
u
t
to
wh
at
e
x
ten
t
a
n
d
h
o
w
t
h
e
o
n
lin
e
MCQ
ex
e
r
cises
p
r
o
v
id
ed
h
av
e
d
r
i
v
en
s
tu
d
en
ts
to
b
e
m
o
tiv
ated
o
r
h
av
e
tak
en
th
e
in
itiativ
e
to
s
elf
-
s
tu
d
y
.
Kr
u
eg
e
r
an
d
C
asey
[
3
4
]
pos
tu
late
th
at
f
o
cu
s
g
r
o
u
p
i
n
ter
v
iews
ca
n
h
elp
r
esear
ch
er
s
to
u
n
d
er
s
tan
d
s
u
b
ject
m
atter
th
at
is
r
elat
ed
to
b
e
h
av
io
u
r
o
r
m
o
tiv
atio
n
.
Als
o
,
f
o
cu
s
g
r
o
u
p
in
ter
v
iews
s
h
o
u
ld
b
e
em
p
l
o
y
ed
wh
en
r
esear
c
h
er
s
ar
e
lo
o
k
in
g
f
o
r
f
ee
lin
g
s
,
id
ea
s
,
p
er
ce
p
tio
n
s
o
r
o
p
in
io
n
s
p
eo
p
l
e
h
av
e
ab
o
u
t
a
p
ar
ticu
la
r
p
r
ac
tice,
p
r
o
g
r
am
o
r
id
ea
[
3
4
]
.
T
h
u
s
,
in
o
r
d
er
to
ex
p
lo
r
e
h
o
w
th
e
o
n
lin
e
MCQ
ex
er
cises
m
o
tiv
ated
s
tu
d
en
ts
to
ex
p
er
ien
ce
s
elf
-
s
tu
d
y
,
th
e
r
e
s
ea
r
ch
er
s
b
eg
an
b
y
q
u
alitativ
ely
ex
p
l
o
r
in
g
th
is
p
h
en
o
m
e
n
o
n
i
n
d
e
p
th
th
r
o
u
g
h
f
o
cu
s
g
r
o
u
p
in
ter
v
iews.
I
n
o
th
er
wo
r
d
s
,
f
o
c
u
s
g
r
o
u
p
in
ter
v
iews
en
ab
le
r
esear
ch
er
s
to
co
llect
q
u
alitativ
e
d
at
a
wh
ich
wh
en
g
en
e
r
alize
d
ca
n
also
b
e
h
elp
f
u
l
f
o
r
d
ev
elo
p
in
g
a
q
u
esti
o
n
n
air
e
th
at
ca
n
b
e
ap
p
lied
to
a
b
ig
g
er
s
am
p
le
in
an
o
th
er
s
tag
e
o
f
d
a
ta
co
llectio
n
.
W
ith
th
is
af
f
ir
m
atio
n
,
th
is
r
esear
ch
e
m
p
lo
y
ed
f
o
cu
s
g
r
o
u
p
in
ter
v
iews a
s
a
m
eth
o
d
o
f
d
ata
co
llect
io
n
.
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
5
3
-
5
6
8
558
I
n
“De
cid
in
g
o
n
th
e
n
u
m
b
er
o
f
g
r
o
u
p
s
”,
Mo
r
g
an
[
3
5
]
m
en
tio
n
ed
th
at
th
e
ty
p
ical
n
u
m
b
e
r
o
f
f
o
c
u
s
g
r
o
u
p
s
is
b
etwe
en
t
h
r
ee
a
n
d
f
iv
e.
Mo
r
e
im
p
o
r
tan
tly
,
Hen
n
i
n
k
,
Kaiser
,
a
n
d
W
eb
er
[
3
6
]
f
o
u
n
d
t
h
at
f
o
u
r
f
o
c
u
s
g
r
o
u
p
s
ar
e
s
u
f
f
icien
t
to
id
e
n
tity
th
e
r
a
n
g
e
o
f
is
s
u
es
p
r
esen
t.
T
h
u
s
,
in
th
is
r
esear
ch
,
f
o
u
r
f
o
cu
s
g
r
o
u
p
in
ter
v
iews
w
er
e
co
n
d
u
cted
.
Sin
ce
th
e
g
r
o
u
p
s
ize
r
ec
o
m
m
en
d
ed
b
y
Mo
r
g
an
[
3
7
]
in
“De
ci
d
in
g
o
n
g
r
o
u
p
s
ize”
is
b
etwe
en
s
ix
an
d
ten
p
ar
ti
c
ip
an
ts
,
th
e
3
3
p
a
r
ticip
an
ts
wer
e
d
iv
id
ed
in
t
o
f
o
u
r
g
r
o
u
p
s
ac
co
r
d
in
g
t
o
th
e
r
ec
o
m
m
en
d
ed
g
r
o
u
p
s
ize.
T
h
e
n
u
m
b
e
r
o
f
p
ar
ticip
an
ts
in
ea
c
h
o
f
th
ese
f
o
cu
s
g
r
o
u
p
in
ter
v
ie
ws
wer
e
eig
h
t,
ten
,
s
ix
an
d
n
in
e
r
esp
ec
tiv
ely
.
T
h
e
g
r
o
u
p
s
ize
was n
o
t c
o
n
tr
o
lled
as th
e
s
tu
d
e
n
ts
ch
o
o
s
e
th
e
tim
e
f
o
r
th
e
in
ter
v
iews
b
ased
o
n
a
s
ch
e
d
u
le
g
i
v
en
.
E
ac
h
f
o
cu
s
g
r
o
u
p
i
n
ter
v
iew
u
s
ed
a
s
em
i
-
s
tr
u
ctu
r
ed
q
u
esti
o
n
in
g
ap
p
r
o
ac
h
.
B
ef
o
r
e
ea
ch
f
o
cu
s
g
r
o
u
p
in
ter
v
iew,
p
ar
ticip
an
ts
wer
e
p
r
o
v
id
e
d
a
b
r
ief
e
x
p
lan
atio
n
ab
o
u
t
th
e
r
esear
ch
.
Mo
d
er
at
o
r
s
em
p
h
a
s
ized
th
at
th
er
e
wer
e
n
o
r
ig
h
t
o
r
w
r
o
n
g
an
s
wer
s
to
th
e
q
u
esti
o
n
s
a
s
k
ed
,
all
o
p
in
i
o
n
s
,
p
er
s
p
ec
tiv
es,
an
d
id
ea
s
wer
e
ap
p
r
ec
iated
.
Als
o
,
m
o
d
e
r
ato
r
s
r
ea
s
s
u
r
ed
th
at
all
i
n
f
o
r
m
atio
n
was
k
ep
t
co
n
f
id
en
tial.
All
th
e
f
o
u
r
f
o
c
u
s
g
r
o
u
p
in
ter
v
iews
u
s
ed
th
e
s
am
e
in
ter
v
i
ew
g
u
id
e
(
Ap
p
e
n
d
ix
B
)
,
wh
ich
was
cr
ea
ted
f
o
llo
win
g
th
e
g
u
id
elin
es
p
r
o
p
o
s
ed
b
y
Kr
u
e
g
er
an
d
C
as
ey
[
3
4
]
i
n
F
o
cu
s
Gro
u
p
s
:
A
P
r
a
ctica
l
Gu
id
e
fo
r
A
p
p
lied
R
esea
r
ch
as
well
a
s
R
u
b
in
an
d
R
u
b
in
[
3
8
]
in
Qu
a
l
ita
tive
I
n
terview
in
g
:
Th
e
A
r
t o
f H
ea
r
in
g
Da
ta
.
Du
r
in
g
th
e
f
o
c
u
s
g
r
o
u
p
in
te
r
v
iews,
p
ar
ticip
an
ts
wer
e
as
k
ed
to
c
o
m
m
en
t
o
n
a
n
d
d
is
cu
s
s
th
eir
ex
p
er
ien
ce
s
as
th
e
y
p
r
ac
ticed
wh
at
th
ey
h
ad
lear
n
ed
in
th
e
class
r
o
o
m
b
y
co
m
p
letin
g
o
n
li
n
e
MCQ
ex
er
cises
with
m
u
ltip
le
attem
p
ts
o
u
ts
id
e
o
f
class
r
o
o
m
tim
e
u
s
in
g
B
lack
b
o
ar
d
L
MS.
Par
t
icip
a
n
ts
wer
e
en
co
u
r
ag
e
d
to
p
r
o
v
id
e
ex
a
m
p
les
to
s
u
p
p
o
r
t
o
r
v
alid
ate
th
eir
s
tatem
en
ts
.
As
m
en
tio
n
ed
b
y
Kr
u
eg
er
an
d
C
asey
[
3
4
]
,
f
o
cu
s
g
r
o
u
p
in
ter
v
iew
th
at
h
as
a
f
o
cu
s
ed
d
is
cu
s
s
io
n
p
lace
s
th
e
atten
tio
n
o
n
u
n
d
er
s
tan
d
i
n
g
th
e
p
ar
ticip
an
ts
’
th
o
u
g
h
ts
,
co
m
m
en
ts
an
d
f
ee
lin
g
s
,
an
d
th
e
m
o
d
e
r
a
t
o
r
d
o
es
n
o
t
p
r
ess
u
r
e
th
e
g
r
o
u
p
to
co
m
e
to
an
ag
r
ee
m
en
t.
T
h
u
s
,
in
all
f
o
u
r
f
o
c
u
s
g
r
o
u
p
in
ter
v
iews,
p
ar
ticip
an
ts
wer
e
en
co
u
r
a
g
ed
to
s
h
ar
e
th
eir
ex
p
er
ien
ce
s
with
ea
ch
o
th
er
.
Fo
r
ex
am
p
le,
p
ar
ticip
a
n
ts
wh
o
h
ad
t
o
tally
d
if
f
e
r
en
t
e
x
p
er
ien
ce
s
wer
e
en
c
o
u
r
a
g
ed
to
v
o
ice
th
eir
v
iews.
At
th
e
en
d
o
f
ea
c
h
f
o
cu
s
g
r
o
u
p
in
ter
v
iew,
r
esear
ch
er
s
s
u
m
m
ar
ized
th
e
s
tatem
en
ts
m
ad
e
b
y
p
a
r
ticip
an
ts
an
d
allo
wed
p
ar
ticip
an
ts
to
r
ev
is
e
th
e
s
u
m
m
ar
ies
f
o
r
ac
cu
r
ac
y
.
T
h
ey
ca
n
also
clar
if
y
t
h
eir
s
tatem
en
ts
o
r
p
r
o
v
id
e
ad
d
itio
n
al
r
elev
an
t
in
f
o
r
m
atio
n
.
E
x
clu
d
in
g
th
e
am
o
u
n
t
o
f
tim
e
tak
en
to
ex
p
lain
th
e
p
r
o
ce
d
u
r
e
an
d
co
llect
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
,
ea
c
h
f
o
cu
s
g
r
o
u
p
in
ter
v
iew
to
o
k
a
b
o
u
t a
n
h
o
u
r
.
Af
ter
an
aly
s
in
g
th
e
q
u
alitativ
e
d
ata,
r
esear
ch
er
s
d
e
v
elo
p
a
q
u
esti
o
n
n
air
e
b
ased
o
n
th
e
q
u
alitativ
e
r
esu
l
ts
.
T
h
en
,
an
o
n
lin
e
s
u
r
v
ey
was
ad
m
in
is
tr
ated
to
f
u
r
t
h
er
v
alid
ate
th
e
f
in
d
in
g
s
o
f
t
h
e
in
ter
v
iews.
T
h
e
s
u
r
v
ey
was
c
o
n
d
u
cted
p
r
in
ci
p
ally
to
d
eter
m
in
e
s
tu
d
en
ts
’
SDL
r
ea
d
in
ess
in
r
elatio
n
t
o
th
e
e
x
p
er
ien
ce
o
f
co
m
p
letin
g
th
e
o
n
lin
e
MCQ
ex
er
cises
p
r
o
v
i
d
ed
.
Fo
r
e
x
am
p
le,
s
o
m
e
o
f
th
e
q
u
esti
o
n
s
as
k
ed
wer
e
“I
u
s
u
ally
tak
e
th
e
f
ir
s
t
attem
p
t
o
f
th
e
MCQ
ex
er
cise
s
as
a
s
elf
-
ev
al
u
atio
n
o
f
m
y
cu
r
r
en
t
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ics
co
v
er
ed
in
th
e
MCQ
ex
er
cise
s
”,
“I
co
m
p
lete
th
e
MCQ
ex
er
cises
b
ec
au
s
e
I
W
ANT
to
,
n
o
t
b
ec
au
s
e
I
HAV
E
to
”,
an
d
“I
s
ee
th
e
s
co
r
es
I
g
et
f
r
o
m
th
e
MCQ
ex
er
cises
a
s
m
y
lear
n
in
g
p
r
o
g
r
ess
.
”
Stu
d
en
ts
co
m
p
leted
th
e
o
n
lin
e
q
u
esti
o
n
n
air
e
with
r
e
s
p
o
n
s
es
o
n
a
f
i
v
e
-
p
o
in
t
L
ik
e
r
t
s
ca
le
r
an
g
in
g
f
r
o
m
s
tr
o
n
g
ly
d
is
ag
r
ee
“1
”
to
s
tr
o
n
g
ly
ag
r
ee
“5
”
in
J
u
ly
2
0
1
9
.
T
ab
le
3
s
u
m
m
a
r
is
es th
e
d
es
ig
n
o
f
t
h
e
s
tu
d
y
.
T
ab
le
3
.
R
esear
ch
d
esig
n
R
e
se
a
r
c
h
q
u
e
st
i
o
n
I
n
st
r
u
me
n
t
D
a
t
a
a
n
a
l
y
s
i
s
To
w
h
a
t
e
x
t
e
n
t
d
o
o
n
l
i
n
e
M
C
Q
s w
i
t
h
mu
l
t
i
p
l
e
a
t
t
e
m
p
t
s
p
r
o
mo
t
e
se
l
f
-
d
i
r
e
c
t
e
d
l
e
a
r
n
i
n
g
(
S
D
L)
a
m
o
n
g
st
u
d
e
n
t
s
?
O
n
l
i
n
e
s
u
r
v
e
y
q
u
e
s
t
i
o
n
n
a
i
r
e
P
a
r
t
1
:
D
e
mo
g
r
a
p
h
i
c
i
n
f
o
r
m
a
t
i
o
n
P
a
r
t
2
:
S
D
L
r
e
a
d
i
n
e
ss
(
A
d
a
p
t
e
d
f
r
o
m
[
3
9
]
,
[
4
0
]
)
P
e
r
c
e
n
t
a
g
e,
m
e
a
n
s,
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
,
t
-
t
e
st
F
o
c
u
s
g
r
o
u
p
i
n
t
e
r
v
i
e
w
Th
e
m
a
t
i
c
a
n
a
l
y
s
i
s
2
.
1
.
1
.
Relia
bil
it
y
o
f
t
he
s
urv
e
y
qu
estio
nn
a
ire
T
o
en
s
u
r
e
in
ter
n
al
c
o
n
s
is
ten
cy
o
f
th
e
s
u
r
v
e
y
q
u
esti
o
n
n
air
e
item
s
,
C
r
o
n
b
ac
h
Alp
h
a
was
ca
lcu
lated
.
An
in
d
ex
o
f
0
.
9
7
was
o
b
tain
e
d
.
Acc
o
r
d
in
g
to
Fra
e
n
k
el,
W
al
len
,
an
d
Hy
u
n
[
4
1
]
,
a
C
r
o
n
b
ac
h
Alp
h
a
r
ea
d
in
g
o
f
an
in
s
tr
u
m
en
t
h
as
to
b
e
h
ig
h
e
r
th
an
0
.
7
0
to
b
e
co
n
s
id
er
ed
as
r
eliab
le.
Sin
ce
th
e
C
r
o
n
b
ac
h
Alp
h
a
r
ea
d
in
g
is
0
.
9
7
,
it su
g
g
ests
th
at
th
e
s
u
r
v
e
y
q
u
esti
o
n
n
ai
r
e
is
h
ig
h
ly
r
eliab
le.
2
.
1
.
2
.
SDL
re
a
din
es
s
cut
-
o
f
f
po
ints
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
f
iv
e
-
p
o
in
t
L
ik
e
r
t
Scale
in
th
e
s
u
r
v
ey
.
I
n
o
r
d
e
r
to
r
e
p
o
r
t
t
h
e
r
esu
lts
m
ea
n
in
g
f
u
lly
,
cu
t
o
f
f
p
o
i
n
ts
f
o
r
SDL
wer
e
d
eter
m
in
ed
.
A
s
i
m
p
le
g
u
id
elin
e
o
f
u
s
in
g
a
m
id
-
p
o
in
t
r
esp
o
n
s
e
was
u
s
ed
r
esu
ltin
g
in
s
ettin
g
th
e
b
en
ch
m
a
r
k
s
at
th
e
m
id
s
co
r
e
o
f
3
.
0
0
.
As
s
h
o
wn
in
Fig
u
r
e
1
,
item
s
with
m
ea
n
s
ab
o
v
e
3
.
0
0
will
b
e
co
n
s
id
er
e
d
as
h
av
in
g
h
ig
h
SDL
r
ea
d
in
ess
,
wh
er
ea
s
item
s
with
m
ea
n
s
b
elo
w
3
.
0
0
will
b
e
co
n
s
id
er
ed
as
h
a
v
in
g
lo
w
SD
L
r
ea
d
in
ess
.
T
h
e
b
i
n
ar
y
d
iv
is
io
n
allo
ws
f
o
r
a
r
an
g
e
o
f
s
co
r
e
s
f
r
o
m
1
.
0
0
to
2
.
9
9
as in
d
icato
r
s
o
f
lo
w
SDL
r
ea
d
i
n
ess
,
wh
ile
3
.
0
0
an
d
ab
o
v
e
wi
ll in
d
icate
a
r
an
g
e
o
f
h
ig
h
SD
L
r
ea
d
in
ess
.
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
Usi
n
g
o
n
lin
e
mu
lti
p
le
ch
o
ice
q
u
esti
o
n
s
w
ith
mu
ltip
le
a
ttemp
ts
:
A
ca
s
e
fo
r
s
elf
-
d
ir
ec
ted
…
(
N
g
Wen
Lee
)
559
H
i
g
h
S
D
L
r
e
a
d
i
n
e
ss
1
.
0
0
2
.
0
0
3
.
0
0
4
.
0
0
5
.
0
0
Lo
w
S
D
L
r
e
a
d
i
n
e
ss
Fig
u
r
e
1
.
C
u
t
-
o
f
f
p
o
in
t u
s
ed
to
d
eter
m
in
e
SDL
r
ea
d
i
n
e
ss
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
R
esu
lts
f
r
o
m
th
e
o
n
lin
e
s
u
r
v
e
y
ar
e
tab
u
lated
in
T
a
b
le
4
.
Fro
m
T
ab
le
4
,
it
is
ev
id
en
t
th
at
th
e
m
ea
n
s
o
f
all
2
0
item
s
ar
e
a
b
o
v
e
th
e
cu
t
-
o
f
f
p
o
in
t
o
f
3
.
0
0
ex
ce
p
t
I
tem
s
1
0
an
d
1
2
.
T
h
is
is
also
r
ef
le
cted
in
th
e
o
v
er
all
m
ea
n
o
f
th
e
i
tem
s
wh
ich
is
3
.
3
8
.
T
h
is
s
u
g
g
ests
th
at
t
h
e
o
n
li
n
e
MCQ
q
u
esti
o
n
s
in
g
e
n
er
al
wer
e
e
n
co
u
r
a
g
in
g
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u
g
g
est
lear
n
er
s
’
b
elie
f
s
,
ch
ar
a
cter
is
tics
an
d
attitu
d
es
in
r
elatio
n
to
tak
in
g
o
wn
r
esp
o
n
s
ib
ilit
y
to
war
d
s
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
T
L
item
s
d
em
o
n
s
tr
ate
lear
n
er
s
’
ag
r
ee
m
en
t
with
th
e
p
r
o
ce
s
s
o
f
o
r
g
an
izin
g
,
ex
ec
u
tin
g
an
d
e
v
a
lu
atin
g
th
e
lear
n
in
g
p
r
o
ce
s
s
[
3
9
]
.
T
h
e
item
s
u
n
d
er
L
C
ar
e
I
tem
3
,
1
7
,
1
9
an
d
2
0
,
wh
er
ea
s
th
e
r
em
ain
in
g
ite
m
s
ar
e
u
n
d
er
T
L
.
T
h
e
m
ea
n
s
f
o
r
b
o
th
d
o
m
ain
s
wer
e
ca
lcu
lated
an
d
t
-
test
was
d
o
n
e
to
f
in
d
t
h
e
s
ig
n
if
ican
t d
i
f
f
er
en
ce
b
etwe
en
th
e
two
d
o
m
a
in
s
.
T
ab
le
5
s
h
o
ws
th
at
th
e
m
ea
n
o
f
L
C
is
3
.
4
6
8
2
wh
er
ea
s
th
e
m
ea
n
o
f
T
L
is
s
lig
h
tly
lo
wer
wh
ich
is
3
.
3
5
3
4
.
T
o
f
in
d
th
e
s
ig
n
if
ic
an
t
d
if
f
e
r
en
ce
b
etwe
en
th
e
t
wo
d
o
m
ai
n
s
,
a
two
-
s
am
p
le
t
-
test
with
u
n
eq
u
al
v
ar
ian
ce
s
(
α
=0
.
0
5
)
was
co
n
d
u
cted
.
T
h
e
t
-
test
in
d
icate
s
th
at
t
h
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
en
th
e
two
co
m
p
o
n
en
ts
(
t(
6
)
=0
.
8
5
0
4
,
p
=
0
.
4
2
7
7
)
.
T
h
is
s
h
o
ws
th
at
o
n
e
d
o
m
ain
is
n
o
t
m
o
r
e
d
o
m
in
a
n
t
th
an
th
e
o
th
er
in
ter
m
s
o
f
its
r
elatio
n
s
h
ip
with
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
T
ab
le
5
.
T
-
test
r
esu
lts
LC
TL
M
e
a
n
3
.
4
6
8
2
3
.
3
5
3
4
V
a
r
i
a
n
c
e
0
.
0
4
8
3
0
.
0
9
8
3
P
0
.
4
2
7
7
Fro
m
th
e
r
esu
lts
o
f
th
e
cu
r
r
e
n
t
s
tu
d
y
,
we
c
o
u
ld
s
u
r
m
is
e
th
a
t
th
e
u
s
e
o
f
o
n
lin
e
MCQ
ex
er
cises
with
m
u
ltip
le
attem
p
ts
ar
e
ab
le
to
:
1
)
Mo
tiv
ate
s
tu
d
e
n
ts
to
tak
e
r
esp
o
n
s
ib
ilit
y
o
f
th
ei
r
lear
n
in
g
p
r
o
ce
s
s
;
2
)
Dr
i
v
e
s
tu
d
en
ts
to
b
r
id
g
e
th
e
g
ap
b
et
wee
n
th
eir
p
e
r
ce
iv
ed
ch
allen
g
es
an
d
th
eir
o
wn
a
b
ilit
ies
;
3
)
Pro
m
p
t
s
tu
d
en
ts
to
m
o
n
ito
r
th
eir
lear
n
in
g
p
r
o
g
r
ess
an
d
g
en
er
ate
s
u
itab
le
lear
n
in
g
s
tr
ateg
ies
;
an
d
4
)
E
n
co
u
r
ag
e
s
tu
d
e
n
ts
to
b
ec
o
m
e
ac
tiv
e
lear
n
e
r
s
.
T
h
e
c
o
n
clu
s
io
n
s
en
a
b
le
th
e
r
esear
c
h
er
s
to
m
ak
e
s
ev
e
r
al
c
laim
s
t
h
at
MCQs
ca
n
h
elp
to
d
ev
elo
p
s
elf
-
d
ir
ec
ted
lear
n
in
g
in
a
m
ea
n
in
g
f
u
l
an
d
co
n
s
tr
u
ctiv
e
m
an
n
er
f
ar
b
ey
o
n
d
th
e
co
n
f
in
es
o
f
th
e
m
er
e
attain
m
en
t o
f
k
n
o
wled
g
e
as a
co
g
n
itiv
e
p
r
o
ce
s
s
.
3
.
1
.
O
nli
ne
M
CQ
ex
er
cises
wit
h
m
ultiple
a
t
t
em
pts
m
o
t
iv
a
t
e
s
t
ud
ent
s
t
o
t
a
k
e
re
s
po
ns
ibi
lity
o
f
t
hei
r
lea
rning
pro
ce
s
s
I
tem
s
th
at
h
av
e
h
ig
h
SDL
m
e
an
s
co
r
es
in
clu
d
e
I
tem
s
1
,
2
,
4
,
5
,
7
,
8
,
9
,
1
1
,
1
5
,
1
6
,
1
7
,
1
8
an
d
1
9
.
T
h
e
m
ea
n
s
co
r
es
o
f
th
ese
item
s
r
ef
lecte
d
th
at
wh
en
s
tu
d
en
ts
wer
e
d
o
in
g
th
e
o
n
lin
e
MC
Q
ex
er
cises
,
m
o
s
t
o
f
th
em
wer
e
p
r
a
cticin
g
to
b
e
s
e
lf
-
d
ir
ec
ted
lea
r
n
er
s
.
Fo
r
ex
am
p
le,
I
tem
1
8
,
wh
ich
h
ad
th
e
h
ig
h
est
m
ea
n
s
co
r
e
(
M=
3
.
7
6
)
,
r
ev
ea
le
d
th
at
m
o
s
t
o
f
th
e
s
tu
d
en
ts
d
id
n
o
t
wan
t
to
m
is
s
o
u
t
o
n
th
e
p
r
ac
tice
o
f
d
o
in
g
t
h
e
o
n
lin
e
MCQ
ex
er
cises
.
T
h
is
wa
s
f
u
r
th
er
s
u
p
p
o
r
ted
in
th
e
in
ter
v
ie
w
wh
en
a
n
u
m
b
er
o
f
p
ar
ticip
an
ts
ex
p
r
ess
ed
th
eir
co
n
ce
r
n
ab
o
u
t
m
is
s
in
g
o
u
t
th
e
g
iv
e
n
o
n
lin
e
MCQ
ex
er
c
is
es.
I
n
th
e
f
o
c
u
s
g
r
o
u
p
in
t
er
v
iew,
o
n
e
o
f
t
h
e
p
ar
ticip
an
ts
s
aid
:
“I
d
o
n
’
t
g
et
n
o
tifi
ca
t
io
n
s
o
n
my
p
h
o
n
e.
R
eg
u
la
r
ly
I
h
a
ve
to
c
h
ec
k
it
if
th
e
lectu
r
er
h
a
s
s
ta
r
t
ed
th
e
q
u
iz
o
r
n
o
t.”
An
o
th
er
s
tu
d
en
t
co
m
m
e
n
ted
i
n
th
e
f
o
c
u
s
g
r
o
u
p
in
te
r
v
iew
:
“T
h
e
time
o
f
th
e
M
C
Qs
ca
n
e
xten
d
o
r
n
o
t?
I
s
o
metime
s
d
o
a
s
s
ig
n
men
t
u
n
til
I
fo
r
g
et
th
e
ti
me
a
lr
ea
d
y,
I
mi
s
s
th
e
q
u
esti
o
n
s
.
”
As
s
ta
ted
,
s
tu
d
en
ts
wer
e
awa
r
e
th
at
th
e
s
co
r
es
o
f
th
e
o
n
lin
e
MCQ
ex
er
cises
wer
e
n
o
t
tak
en
in
to
ac
co
u
n
t
i
n
th
e
f
in
al
co
u
r
s
ewo
r
k
m
a
r
k
s
.
W
ith
th
is
p
r
em
is
e,
we
co
u
ld
in
f
er
th
at
s
tu
d
e
n
ts
wer
e
n
o
t
lik
ely
to
b
e
wo
r
r
ied
ab
o
u
t
lo
s
in
g
m
ar
k
s
if
t
h
ey
h
ad
o
v
e
r
lo
o
k
e
d
th
e
o
n
lin
e
MCQ
ex
er
cises
.
T
h
e
f
in
d
in
g
clea
r
ly
s
h
o
ws
th
at
m
o
s
t
o
f
th
e
s
tu
d
en
ts
wer
e
en
t
h
u
s
iast
ic
ab
o
u
t
p
u
ttin
g
wh
at
th
ey
h
ad
lear
n
e
d
in
class
in
to
f
ir
m
p
r
ac
tice.
T
h
is
is
f
u
r
th
er
r
ei
n
f
o
r
ce
d
b
y
th
e
m
ea
n
s
co
r
es o
f
I
tem
s
9
(
M=
3
.
6
5
)
a
n
d
I
tem
1
7
(
M=
3
.
6
1
)
.
R
esu
lts
f
o
r
I
tem
9
r
ev
ea
le
d
th
at
th
e
o
n
lin
e
MCQ
ex
er
cis
es
with
m
u
ltip
le
attem
p
ts
h
ad
m
o
tiv
ated
s
tu
d
e
n
ts
to
b
e
h
ig
h
ac
h
iev
er
s
b
y
g
ettin
g
h
ig
h
er
s
co
r
es
th
r
o
u
g
h
th
eir
s
ec
o
n
d
a
n
d
/o
r
th
ir
d
attem
p
ts
.
T
h
is
r
esu
lt
co
r
r
esp
o
n
d
s
with
Ab
r
eu
,
Sil
v
a,
an
d
Go
m
es’s
[
3
0
]
f
in
d
in
g
th
at
MCQs
ca
n
b
e
a
m
o
t
iv
atio
n
al
f
ac
to
r
f
o
r
s
tu
d
en
ts
.
Ab
r
eu
,
Sil
v
a,
an
d
Go
m
es
[
3
0
]
r
ep
o
r
ted
th
at
th
eir
s
tu
d
e
n
ts
d
elin
ea
ted
MCQs
h
a
d
en
ab
led
th
em
to
in
c
r
ea
s
e
th
eir
o
w
n
s
atis
f
ac
tio
n
lev
els
r
eg
ar
d
in
g
th
eir
o
w
n
lear
n
i
n
g
,
wh
ich
in
tu
r
n
en
a
b
led
th
e
m
to
g
et
h
ig
h
er
s
co
r
es.
Ab
r
eu
,
Sil
v
a,
an
d
Go
m
es
[
3
0
]
th
en
co
n
clu
d
ed
th
at
MCQs
co
u
ld
in
cr
ea
s
e
s
tu
d
en
ts
’
p
e
r
f
o
r
m
an
ce
an
d
m
o
tiv
atio
n
lev
els.
L
ik
ewise,
I
tem
1
7
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
Usi
n
g
o
n
lin
e
mu
lti
p
le
ch
o
ice
q
u
esti
o
n
s
w
ith
mu
ltip
le
a
ttemp
ts
:
A
ca
s
e
fo
r
s
elf
-
d
ir
ec
ted
…
(
N
g
Wen
Lee
)
561
s
h
o
ws
th
at
m
o
s
t
s
tu
d
en
ts
co
m
p
leted
th
e
o
n
lin
e
MCQ
ex
er
ci
s
es
n
o
t
b
ec
au
s
e
th
ese
ex
er
cises
wer
e
d
esig
n
ated
as
h
o
m
ewo
r
k
,
b
u
t
b
ec
au
s
e
th
ey
wan
ted
to
lear
n
,
an
d
th
ey
v
iewe
d
th
e
ex
e
r
cises
as
o
p
p
o
r
tu
n
ities
to
p
r
ac
tic
e
wh
at
th
ey
h
ad
lear
n
e
d
.
I
n
o
t
h
er
wo
r
d
s
,
I
tem
1
7
s
ig
n
if
ies
th
at
th
e
o
n
lin
e
M
C
Q
ex
e
r
c
is
es
with
m
u
ltip
le
attem
p
ts
wer
e
ab
le
to
in
f
lu
e
n
c
e
s
tu
d
en
ts
to
willin
g
ly
tak
e
ch
ar
g
e
o
f
th
eir
lear
n
i
n
g
p
r
o
ce
s
s
.
3
.
2
.
O
nli
ne
M
CQ
ex
er
cise
s
wit
h
m
ultiple
a
t
t
em
pts
driv
e
s
t
ud
ent
s
t
o
bridg
e
t
he
g
a
p
bet
wee
n
t
heir
perc
eiv
ed
cha
lleng
es a
nd
t
he
ir
o
wn a
bil
it
ies
Mo
r
eo
v
er
,
I
tem
1
9
also
h
as
a
m
ea
n
s
co
r
e
(
M=
3
.
6
8
)
in
d
icatin
g
h
ig
h
SDL
r
ea
d
in
ess
.
T
h
is
i
tem
co
u
ld
m
ea
n
th
at
m
a
n
y
s
tu
d
en
ts
v
ie
wed
th
e
s
co
r
es
th
e
y
g
o
t
f
r
o
m
th
e
o
n
lin
e
MCQ
ex
er
cises
as
r
ef
lecti
o
n
s
o
f
th
eir
o
wn
lear
n
in
g
p
r
o
g
r
ess
.
T
h
is
r
esu
lt
r
ef
lecte
d
th
at
s
tu
d
en
ts
wer
e
ev
alu
atin
g
th
eir
o
wn
p
e
r
f
o
r
m
a
n
ce
u
s
in
g
th
e
o
n
lin
e
MCQ
ex
er
cises
.
Su
r
p
r
is
in
g
ly
,
I
tem
5
,
with
a
m
ea
n
s
co
r
e
o
f
3
.
4
4
,
s
h
o
ws
th
at
s
t
u
d
en
ts
h
ad
alr
ea
d
y
s
tar
ted
to
ev
alu
ate
th
eir
p
er
f
o
r
m
an
ce
as
th
ey
en
g
ag
ed
with
t
h
eir
f
ir
s
t
attem
p
t
f
o
r
ea
ch
s
et
o
f
th
e
o
n
lin
e
MCQ
ex
er
cises
.
T
h
is
in
d
icate
s
th
at
m
an
y
o
f
th
ese
s
tu
d
en
ts
to
o
k
th
e
f
ir
s
t
attem
p
t
o
f
th
e
MCQ
ex
er
cises
as
a
s
elf
-
ev
alu
atio
n
o
f
th
eir
cu
r
r
en
t
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ics
co
v
er
ed
in
th
e
ex
er
cises
.
I
t
co
u
ld
also
b
e
s
aid
th
at
s
tu
d
en
ts
wh
o
o
b
tain
ed
lo
w
s
co
r
es
wer
e
m
o
tiv
ated
to
im
p
r
o
v
e
r
ath
er
th
an
b
e
af
f
ec
ted
b
y
a
n
eg
ativ
e
s
elf
-
ev
alu
atio
n
o
f
t
h
eir
a
b
ilit
ies.
I
tem
1
5
(
M=
3
.
4
4
)
r
ev
ea
ls
t
h
at
wh
en
s
tu
d
en
ts
d
id
n
o
t
d
o
well
in
th
e
f
ir
s
t
attem
p
t,
th
e
y
wo
u
ld
tr
y
t
o
d
o
b
etter
i
n
th
e
s
ec
o
n
d
an
d
th
ir
d
attem
p
ts
.
Stu
d
en
ts
ev
e
n
c
o
m
m
en
te
d
d
u
r
in
g
th
e
f
o
c
u
s
g
r
o
u
p
in
ter
v
iews
th
at
th
e
th
r
ee
attem
p
ts
g
iv
en
wer
e
n
o
t
en
o
u
g
h
.
On
e
o
f
th
e
s
tu
d
en
ts
co
m
m
en
ted
:
“T
h
e
B
la
ck
b
o
a
r
d
ex
ercis
es
ca
n
o
n
l
y
d
o
th
r
ee
times,
n
o
t
en
o
u
g
h
.
”
An
o
th
er
s
tu
d
en
t
s
u
g
g
ested
:
“S
erio
u
s
ly
,
r
ea
lly
n
o
t e
n
o
u
g
h
.
F
ive
t
imes la
.
”
An
o
th
er
s
tu
d
e
n
t e
v
en
s
u
g
g
ested
:
“Un
limited
is
b
etter.”
As
s
tu
d
en
ts
r
ep
ea
ted
th
e
s
am
e
o
n
lin
e
MCQ
ex
er
cises
,
s
tu
d
e
n
ts
lear
n
ed
f
r
o
m
th
ei
r
o
w
n
m
i
s
tak
es
an
d
f
elt
m
o
r
e
co
n
f
id
en
t
wh
e
n
th
ey
g
o
t
h
ig
h
e
r
s
co
r
es.
Nico
l
[
9
]
e
x
p
lain
s
th
at
as
s
tu
d
en
ts
ar
e
g
iv
en
o
p
p
o
r
tu
n
ities
to
d
o
MC
Qs
r
ep
ea
ted
ly
,
t
h
e
s
tu
d
en
ts
ar
e
g
iv
en
c
h
an
ce
s
t
o
clo
s
e
th
e
g
ap
b
etwe
en
c
u
r
r
en
t
a
n
d
d
esire
d
p
er
f
o
r
m
an
ce
.
I
n
o
t
h
er
w
o
r
d
s
,
o
n
lin
e
MCQs
with
m
u
ltip
le
at
tem
p
ts
allo
w
s
tu
d
en
ts
t
o
b
r
id
g
e
th
e
g
ap
b
etwe
en
th
eir
p
er
ce
i
v
ed
c
h
allen
g
es
a
n
d
th
eir
p
er
ce
iv
e
d
a
b
ilit
ies.
I
n
d
ir
ec
tly
,
th
is
s
itu
atio
n
also
d
r
i
v
es
s
tu
d
en
ts
to
ta
k
e
in
itiativ
es
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
.
I
tem
1
6
,
with
a
m
ea
n
s
co
r
e
o
f
3
.
4
3
,
d
is
clo
s
es
th
at
s
tu
d
en
ts
v
iewe
d
th
e
o
n
lin
e
MCQ
ex
er
cises
a
s
a
p
er
s
o
n
al
ch
allen
g
e
th
at
th
ey
co
u
ld
tak
e
o
n
.
As
s
tu
d
en
ts
wer
e
g
iv
en
m
u
ltip
le
attem
p
ts
to
an
s
wer
th
e
s
am
e
o
n
lin
e
MCQ
ex
er
cise
s
,
th
ey
r
ea
lized
th
at
g
ettin
g
h
ig
h
er
s
co
r
es
was
in
th
eir
h
an
d
s
.
T
h
ey
o
n
ly
n
ee
d
e
d
to
lear
n
f
r
o
m
th
eir
o
w
n
m
is
tak
es a
n
d
p
r
ac
tice
a
f
ew
tim
es m
o
r
e
to
g
et
h
ig
h
er
s
co
r
es.
W
h
eth
er
th
ey
wan
ted
to
d
o
t
h
e
o
n
l
in
e
MCQ
ex
e
r
cises
m
o
r
e
th
an
o
n
ce
t
o
g
et
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
to
p
ics
co
v
er
ed
a
n
d
o
b
tain
h
i
g
h
er
s
co
r
es
s
o
lely
d
e
p
en
d
e
d
o
n
wh
eth
er
th
ey
wer
e
willin
g
to
s
p
en
d
tim
e
an
d
ef
f
o
r
t
in
to
d
o
in
g
th
e
s
ec
o
n
d
a
n
d
th
ir
d
attem
p
ts
.
Fro
m
th
e
r
e
s
u
lts
,
it
co
u
ld
b
e
s
u
r
m
is
ed
th
a
t
s
tu
d
en
ts
wer
e
ab
le
to
g
au
g
e
wh
at
th
ey
h
ad
to
lear
n
u
s
in
g
th
eir
o
wn
in
itiativ
es.
3
.
3
.
O
nli
ne
M
CQ
ex
er
cises
wit
h
m
ultiple
a
t
t
e
m
pts
pro
m
pt
s
t
ud
ent
s
t
o
m
o
nit
o
r
t
heir
le
a
r
nin
g
pro
g
re
s
s
a
nd
g
ener
a
t
e
s
uita
ble le
a
rning
s
t
ra
t
eg
ies
Fu
r
th
er
m
o
r
e
,
I
tem
8
,
wh
ic
h
y
i
eld
ed
a
m
ea
n
s
co
r
e
o
f
3
.
5
5
,
r
e
f
lects
th
at
wh
en
s
tu
d
en
ts
o
b
tain
ed
lo
wer
s
co
r
es
th
an
th
ey
ex
p
ec
ted
,
th
ey
u
s
u
ally
d
id
a
n
in
ter
n
et
s
e
ar
ch
to
g
et
a
b
etter
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
to
p
ics
co
v
er
ed
in
th
e
o
n
lin
e
MCQ
e
x
er
cises
.
Similar
ly
,
I
tem
7
(
M
=3
.
5
3
)
in
d
icate
s
th
at
wh
e
n
th
e
s
tu
d
en
ts
o
b
tain
ed
s
co
r
es
th
at
wer
e
l
o
wer
th
a
n
w
h
at
th
ey
ex
p
ec
te
d
,
th
e
y
o
f
ten
r
ea
d
n
o
tes
o
r
s
lid
es
b
ef
o
r
e
o
r
wh
en
th
e
y
d
i
d
th
e
o
n
lin
e
MCQ
ex
er
cises
ag
ain
.
Du
r
in
g
th
e
f
o
c
u
s
g
r
o
u
p
i
n
ter
v
iew,
a
n
u
m
b
e
r
o
f
p
a
r
ticip
an
ts
s
h
ar
ed
a
s
im
ilar
ex
p
er
ien
ce
m
e
n
tio
n
e
d
b
y
t
h
is
p
ar
ticip
an
t:
Wh
en
I
s
ee
th
e
ma
r
ks,
if
i
t
is
t
o
o
lo
w
,
.
.
.
I
w
ill
tr
y
a
g
a
in
.
B
u
t
b
efo
r
e
I
tr
y,
I
w
il
l
d
o
r
ev
is
io
n
,
s
ee
fir
s
t.
A
n
d
w
h
en
ev
er
I
d
o
B
la
ck
b
o
a
r
d
ex
ercis
es,
I
w
ill
p
u
t
my
n
o
tes b
esid
e
it.
Wh
e
n
I
d
o
n
’
t
kn
o
w
,
I
w
ill ch
ec
k.
T
h
ese
r
em
a
r
k
s
s
h
o
w
th
at
o
n
li
n
e
MCQ
ex
er
cises
,
wh
ich
allo
w
s
tu
d
en
ts
to
s
ee
th
eir
s
co
r
e
s
in
s
tan
tly
af
ter
th
ey
h
av
e
co
m
p
leted
ea
ch
ex
er
cise,
m
o
tiv
ate
th
em
t
o
r
ep
ea
t
t
h
e
ex
e
r
cises
in
o
r
d
er
to
o
b
tain
h
ig
h
er
s
co
r
es.
Mo
r
e
i
m
p
o
r
ta
n
tly
,
t
h
e
au
to
-
g
r
a
d
ed
an
d
in
s
tan
t
r
esu
lt
f
ea
tu
r
es
o
f
o
n
lin
e
MCQ
ex
er
c
is
es
also
cr
ea
ted
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
lea
d
s
s
tu
d
en
ts
to
cr
itically
r
ef
lect
o
n
th
eir
o
wn
lear
n
in
g
.
Gar
r
is
o
n
[
2
6
]
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
co
g
n
itiv
e
a
n
d
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es
in
SDL.
Gar
r
is
o
n
[
2
6
]
e
x
p
lain
s
b
o
th
co
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es
ar
e
m
an
if
ested
as
s
e
lf
-
m
o
n
ito
r
i
n
g
r
esp
o
n
s
ib
ilit
y
.
Self
-
m
o
n
it
o
r
in
g
r
esp
o
n
s
ib
ilit
y
in
d
icate
s
th
e
n
ee
d
t
o
co
n
s
tr
u
ct
m
ea
n
in
g
th
r
o
u
g
h
cr
itical
r
ef
le
ctio
n
[
2
6
]
.
A
s
s
tu
d
en
ts
tak
e
u
p
th
e
r
esp
o
n
s
ib
ilit
y
o
f
m
o
n
ito
r
in
g
th
eir
o
wn
lear
n
in
g
p
r
o
ce
s
s
es,
th
ey
ar
e
ab
le
to
r
ef
lect
cr
itically
o
n
th
ese
p
r
o
ce
s
s
es,
ev
alu
ate
th
eir
r
esu
lts
an
d
g
en
er
ate
n
e
w
ap
p
r
o
ac
h
es
to
ac
h
iev
e
tar
g
eted
r
esu
lts
[
2
6
]
.
T
h
e
o
p
p
o
r
tu
n
ity
o
f
ca
r
r
y
in
g
o
u
t
in
ter
n
et
s
ea
r
ch
es
to
g
et
a
b
et
ter
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ics
co
v
er
ed
in
th
e
o
n
lin
e
MC
Q
ex
er
cises
o
r
r
ea
d
n
o
tes
o
r
s
lid
es
to
g
et
h
ig
h
er
s
co
r
es
in
th
eir
n
ex
t
attem
p
ts
a
t
th
e
e
x
er
cises
also
in
d
icat
e
d
th
at
s
tu
d
en
ts
wer
e
ac
tu
all
y
s
elf
-
ev
alu
atin
g
th
eir
r
esu
lts
.
I
n
th
e
ev
en
t,
th
ey
wer
e
o
b
v
i
o
u
s
ly
u
s
in
g
v
a
r
io
u
s
a
p
p
r
o
ac
h
es
to
ac
h
iev
e
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
5
3
-
5
6
8
562
th
e
r
esu
lts
th
ey
tar
g
eted
.
T
h
is
tr
an
s
lates
in
to
p
r
o
m
p
tin
g
s
tu
d
en
ts
to
cr
itically
r
ef
lect
o
n
th
e
r
esu
lts
th
ey
h
av
e
ac
h
iev
ed
a
n
d
a
d
o
p
te
d
lear
n
i
n
g
s
tr
ateg
ie
s
th
at
b
ef
it
th
e
task
.
B
ased
o
n
t
h
eir
cr
itical
r
e
f
lectio
n
s
,
s
tu
d
en
ts
th
en
lik
ely
co
n
s
tr
u
cted
o
r
c
h
an
g
e
d
th
eir
lear
n
i
n
g
p
la
n
s
an
d
att
em
p
ted
th
e
e
x
er
cises
ag
ain
t
o
ac
h
iev
e
e
x
p
ec
ted
o
u
tco
m
es.
As a
r
esu
lt,
m
o
s
t
s
tu
d
en
ts
co
m
p
leted
th
e
o
n
lin
e
MCQ e
x
er
cises
m
o
r
e
th
an
o
n
ce
,
as sh
o
wn
b
y
I
tem
4
,
wh
ich
h
as
a
m
ea
n
s
co
r
e
o
f
3
.
5
2
.
T
h
e
r
esu
lt
f
o
r
I
tem
4
n
ee
d
s
to
b
e
co
n
s
id
er
e
d
in
r
elatio
n
to
I
tem
3
,
wh
ic
h
h
as
a
lo
w
m
ea
n
s
co
r
e
o
f
2
.
6
2
.
T
h
e
r
esu
lt
o
f
I
tem
3
r
ev
ea
ls
th
at
th
e
r
ea
s
o
n
m
o
s
t
s
tu
d
en
ts
co
m
p
leted
th
e
o
n
lin
e
MCQ
ex
er
cises
was
n
o
t
b
ec
au
s
e
th
ey
f
elt
g
u
ilty
o
r
s
ca
r
ed
o
f
b
ein
g
p
u
n
is
h
ed
.
T
h
e
f
in
d
in
g
s
co
n
f
ir
m
e
d
th
at
th
e
o
n
lin
e
MCQ
ex
er
cises
with
m
u
ltip
le
attem
p
ts
h
ad
en
c
o
u
r
ag
ed
s
tu
d
en
ts
to
cr
itically
r
e
f
l
ec
t
o
n
th
eir
lear
n
in
g
p
r
o
ce
s
s
an
d
d
o
th
e
ex
er
cises
m
o
r
e
t
h
an
o
n
ce
.
T
h
e
ex
er
cise
s
th
u
s
also
en
c
o
u
r
a
g
ed
s
tu
d
e
n
ts
to
b
ec
o
m
e
s
elf
-
d
ir
ec
ted
lear
n
er
s
.
T
h
is
r
esear
c
h
co
n
f
ir
m
s
Do
u
g
las,
W
ils
o
n
,
an
d
E
n
n
is
’
s
[
1
4
,
p
.
1
1
1
]
a
r
g
u
m
en
t
th
at
MCQs
ar
e
a
h
elp
f
u
l to
o
l in
d
e
v
elo
p
in
g
s
tu
d
en
ts
’
ab
ilit
ies to
“m
o
n
ito
r
,
m
an
ag
e,
a
n
d
s
elf
-
d
ir
ec
t t
h
eir
l
ea
r
n
in
g
”.
3
.
4
.
O
nli
ne
M
CQ
ex
er
cises
wit
h
m
ultiple a
t
t
em
pts e
nco
ura
g
e
s
s
t
ud
ent
s
t
o
beco
m
e
a
c
t
iv
e
l
ea
rner
s
Sin
ce
th
e
MCQ
ex
er
cises
wer
e
p
r
o
v
id
e
d
u
s
in
g
a
n
o
n
lin
e
p
la
tf
o
r
m
,
B
lack
b
o
a
r
d
L
MS,
s
tu
d
en
ts
’
SDL
lear
n
in
g
s
ty
les
ar
e
f
o
u
n
d
to
b
e
clo
s
ely
co
n
n
ec
ted
with
t
h
eir
tech
n
o
lo
g
ical
s
k
ills
.
T
h
e
ef
f
ec
ts
o
f
th
e
o
n
lin
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
o
n
s
tu
d
en
ts
’
lear
n
in
g
s
t
y
les
ar
e
clea
r
ly
s
h
o
wn
th
r
o
u
g
h
I
tem
s
1
an
d
2
.
I
tem
1
,
with
a
m
ea
n
s
co
r
e
o
f
3
.
4
3
,
in
d
icate
s
th
at
s
tu
d
en
ts
alwa
y
s
p
er
f
o
r
m
e
d
in
ter
n
et
s
ea
r
ch
es
to
f
i
n
d
th
e
m
ea
n
in
g
s
o
f
w
o
r
d
s
th
at
th
ey
d
id
n
o
t
u
n
d
e
r
s
tan
d
in
th
e
MCQ
ex
er
cises
.
T
h
is
w
as
co
r
r
o
b
o
r
ated
in
co
m
m
en
ts
c
o
llected
d
u
r
in
g
th
e
f
o
cu
s
g
r
o
u
p
in
ter
v
iews.
On
e
o
f
th
e
s
tu
d
en
ts
co
m
m
en
ted
:
“I
ca
n
c
o
p
y
th
e
w
o
r
d
a
n
d
g
o
o
g
le
it
t
o
fin
d
th
e
mea
n
in
g
.
”
L
ik
ewise,
I
tem
2
,
with
a
h
ig
h
er
m
ea
n
s
co
r
e
o
f
3
.
4
9
,
r
ef
lect
s
th
at
wh
en
s
tu
d
en
ts
d
id
n
o
t
k
n
o
w
wh
at
th
e
an
s
wer
f
o
r
a
MCQ,
th
ey
u
s
u
ally
d
id
an
in
ter
n
et
s
ea
r
c
h
o
r
r
ea
d
n
o
tes
b
e
f
o
r
e
an
s
wer
i
n
g
th
e
q
u
esti
o
n
.
Fo
r
in
s
tan
ce
,
d
u
r
in
g
th
e
f
o
cu
s
g
r
o
u
p
in
ter
v
iew,
a
s
tu
d
e
n
t
s
aid
,
“W
h
en
I
mee
t
s
o
meth
in
g
I
d
o
n
’
t
k
n
o
w
,
I
ca
n
Yo
u
Tu
b
e
to
lea
r
n
it.”
Simila
r
ly
,
an
o
th
e
r
s
t
u
d
en
t
s
aid
,
“W
h
en
I
d
o
n
’
t
u
n
d
ers
ta
n
d
,
I
ca
n
s
ea
r
ch
it
o
n
th
e
in
tern
et
immed
ia
tely.
”
T
h
ese
f
in
d
in
g
s
s
h
o
w
th
at
wh
e
n
s
tu
d
en
ts
eq
u
ip
p
ed
with
r
elev
an
t
tech
n
o
l
o
g
ical
s
k
ills
,
ar
e
e
m
p
lace
d
i
n
an
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t,
th
ey
tak
e
th
e
i
n
itiativ
e
to
teac
h
th
em
s
e
lv
es.
T
h
is
s
u
p
p
o
r
ts
Gen
g
,
L
aw,
an
d
Niu
’
s
[
4
2
]
claim
th
at
in
a
b
len
d
ed
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t,
th
e
tech
n
o
l
o
g
y
r
ea
d
in
ess
o
f
s
tu
d
en
ts
h
as
a
n
o
ticea
b
le
im
p
ac
t
o
n
th
eir
l
ea
r
n
in
g
p
r
esen
ce
.
An
o
th
er
f
e
atu
r
e
o
f
th
e
o
n
lin
e
MCQ
ex
er
cises
th
at
d
r
iv
es
s
tu
d
en
ts
to
tak
e
th
e
i
n
itiativ
e
to
teac
h
th
em
s
elv
es
is
th
e
estab
lis
h
in
g
o
f
an
o
p
en
-
b
o
o
k
lea
r
n
in
g
e
n
v
i
r
o
n
m
en
t
.
Ho
n
ey
an
d
Ma
r
s
h
all
[
4
3
]
f
in
d
th
at
MCQs
f
ac
ilit
ate
in
q
u
ir
y
-
b
ased
lear
n
i
n
g
,
s
u
p
p
o
r
t
s
tu
d
en
t
lear
n
in
g
,
an
d
en
co
u
r
a
g
e
s
tu
d
e
n
ts
to
b
ec
o
m
e
ac
tiv
e
lear
n
er
s
.
I
t
ap
p
ea
r
s
th
at
wh
en
MCQs
ar
e
g
iv
e
n
a
n
o
p
en
-
b
o
o
k
lear
n
in
g
en
v
ir
o
n
m
en
t,
s
tu
d
en
ts
ar
e
m
o
tiv
ated
to
lo
o
k
f
o
r
an
s
wer
s
b
y
r
ea
d
in
g
n
o
tes
o
r
p
er
f
o
r
m
in
g
in
ter
n
et
s
ea
r
ch
es.
Nico
l
[
9
]
d
elin
ea
tes
th
at
s
u
c
h
s
itu
atio
n
s
allo
w
s
tu
d
en
ts
to
s
elf
-
ass
ess
an
d
s
elf
-
co
r
r
ec
t.
T
o
g
eth
er
with
th
e
av
ailab
ilit
y
o
f
m
u
ltip
le
attem
p
ts
,
th
e
o
n
lin
e
MCQ
e
x
er
cises
th
u
s
allo
w
s
tu
d
e
n
ts
to
b
r
id
g
e
th
e
g
ap
b
etwe
e
n
th
eir
in
itial
r
esu
lts
an
d
t
h
eir
ta
r
g
eted
r
esu
lts
as
well
as
b
etwe
en
th
eir
p
er
ce
p
tio
n
s
o
f
t
h
eir
o
wn
ab
ilit
ies
an
d
th
e
r
elea
s
in
g
o
f
th
eir
ac
tu
al
p
o
ten
tials
.
T
h
is
f
ea
tu
r
e
o
f
o
n
lin
e
MCQ
ex
er
cise
s
w
ith
m
u
ltip
le
attem
p
t
s
i
s
al
s
o
cr
u
cial
in
en
s
u
r
in
g
s
tu
d
en
ts
e
n
jo
y
d
o
in
g
th
e
ex
er
cises
.
T
h
i
s
s
itu
atio
n
is
r
ef
lecte
d
th
r
o
u
g
h
I
tem
1
1
,
w
h
ich
y
ield
ed
a
m
ea
n
s
co
r
e
o
f
3
.
4
5
.
Stu
d
en
ts
en
jo
y
ed
f
in
d
in
g
an
s
wer
s
an
d
ex
p
lan
atio
n
s
f
o
r
th
e
MCQs
th
at
th
ey
h
ad
an
s
wer
ed
wr
o
n
g
ly
.
W
h
en
s
tu
d
en
ts
f
in
d
s
u
ch
SDL
ac
tiv
ities
en
jo
y
ab
le
an
d
s
atis
f
y
in
g
,
t
h
ey
ar
e
m
o
tiv
ated
to
b
ec
o
m
e
b
etter
s
elf
-
d
ir
ec
ted
le
ar
n
er
s
.
4.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
p
r
o
v
id
ed
e
m
p
ir
i
ca
l
ev
i
d
en
ce
th
at
o
n
lin
e
MCQ
ex
er
cises
with
m
u
ltip
le
attem
p
ts
h
elp
to
p
r
o
m
o
te
s
elf
-
d
ir
ec
te
d
lear
n
in
g
(
SDL)
.
I
n
th
is
r
esear
ch
,
th
e
s
co
r
es
o
f
all
th
e
p
r
o
v
id
e
d
o
n
li
n
e
MCQ
ex
er
cises
with
m
u
ltip
le
attem
p
ts
d
id
n
o
t
co
n
tr
ib
u
te
to
s
tu
d
e
n
ts
’
co
u
r
s
ewo
r
k
m
a
r
k
s
.
T
h
ese
o
n
lin
e
M
C
Q
ex
er
cises
wer
e
o
n
ly
h
o
m
ew
o
r
k
f
o
r
s
tu
d
en
ts
to
r
ea
lis
e
wh
at
th
ey
h
ad
lear
n
ed
in
class
in
to
p
r
ac
tice
o
u
ts
id
e
o
f
class
r
o
o
m
tim
e.
W
h
ile
th
e
m
ea
n
s
co
r
es
wer
e
n
o
t
s
ig
n
if
ican
tly
h
ig
h
(
4
.
0
0
a
n
d
ab
o
v
e
)
th
e
r
esu
lts
n
o
n
eth
eles
s
,
in
d
icate
th
at
th
e
s
tu
d
en
ts
p
er
ce
iv
ed
th
e
ef
f
o
r
t
a
s
cr
ea
tin
g
a
p
o
s
itiv
e
lear
n
in
g
clim
ate.
T
h
ey
h
ad
en
th
u
s
iast
ically
r
ev
is
ed
o
n
th
e
to
p
ics
co
v
er
ed
in
t
h
e
ex
er
cises
an
d
tr
ied
to
o
b
tain
h
i
g
h
er
s
co
r
es
b
y
d
o
in
g
th
e
s
am
e
s
ets
o
f
o
n
lin
e
MCQs
m
o
r
e
th
an
o
n
ce
.
Stu
d
e
n
ts
wer
e
m
o
t
iv
ated
to
m
a
k
e
u
s
e
o
f
t
h
ese
o
n
lin
e
MCQ
ex
er
cises
as
o
p
p
o
r
tu
n
ities
to
en
h
a
n
ce
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ics
tau
g
h
t
in
class
.
Fu
r
th
er
m
o
r
e,
th
e
au
to
-
g
r
ad
e
d
an
d
in
s
tan
t
r
esu
lt
f
ea
tu
r
es
o
f
th
e
o
n
lin
e
MCQ
ex
er
cises
with
m
u
ltip
le
attem
p
ts
also
d
r
o
v
e
s
tu
d
e
n
ts
to
cr
itically
r
ef
lect
o
n
th
eir
o
wn
lear
n
in
g
p
r
o
ce
s
s
.
T
h
ey
s
elf
-
m
o
n
ito
r
ed
th
eir
lear
n
in
g
p
r
o
ce
s
s
b
y
e
v
alu
atin
g
th
eir
r
e
s
u
lts
a
n
d
g
en
er
atin
g
n
ew
ap
p
r
o
ac
h
es
to
ac
h
iev
e
th
e
r
esu
lts
th
ey
tar
g
eted
.
Sin
ce
s
tu
d
en
ts
h
ad
m
u
ltip
le
attem
p
ts
to
a
r
r
iv
e
at
th
e
tar
g
eted
s
co
r
es,
th
ey
wer
e
less
l
ik
ely
t
o
b
e
af
f
ec
ted
b
y
th
ei
r
in
itial
l
o
w
g
r
a
d
es
an
d
b
e
d
em
o
tiv
ate
d
.
On
th
e
co
n
tr
a
r
y
,
s
tu
d
en
ts
’
r
esil
ien
ce
was
m
o
r
e
lik
ely
to
b
e
s
tr
en
g
th
en
e
d
.
Als
o
,
as
s
tu
d
en
ts
o
b
tain
e
d
b
etter
r
esu
lts
in
th
e
s
ec
o
n
d
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