In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.4,
D
ece
mbe
r
201
8,
pp.
2
8
5
~
2
9
3
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7
i
4.15
7
3
7
285
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
The Effects of Pre-service Te
achers’ Cognitive Styles on
Learning A
pproaches
S
e
d
a
t A
l
tin
t
aş, İz
z
e
t
Görge
n
Departm
e
nt of C
u
rriculum and In
s
t
ruct
ion, Mugla
S
ı
tkı
Koçman Un
i
v
ers
i
ty
, T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Sep
2
6
,
2
018
Re
vise
d O
c
t
3,
2018
Ac
ce
p
t
ed
Oc
t
1
7
,
2
018
Th
e
m
a
i
n
p
u
r
pose
of
t
h
e
s
tu
dy
i
s
to
i
nv
es
tig
ate
th
e
eff
ect
s
o
f
pro
s
p
ectiv
e
teach
ers’
c
og
ni
tiv
e
styles
o
n
l
earni
ng
ap
pro
a
c
h
es.
It
i
s
aim
e
d
to
d
efine
wh
eth
e
r exi
s
t
s
i
g
n
if
i
c
an
ce
d
i
ff
erences
b
et
ween de
f
in
in
g
p
r
o
s
pec
t
i
ve
teach
ers
’
cog
n
i
t
i
v
e
s
t
yles
a
nd
l
ea
rn
in
g
a
p
pro
aches
a
nd
d
e
m
o
g
raph
ic
v
ariab
les
within
th
e
scop
e
of
t
h
e
m
ean
p
u
r
p
o
s
e
.
Th
e
s
t
u
d
y
,
d
es
ign
e
d
ac
cord
in
g
to
correl
a
tio
nal
survey
m
o
d
el
,
was
con
duct
e
d
at
M
ugl
a
Sit
k
i
Ko
cman
Un
iv
ers
i
t
y
,
F
acul
t
y
o
f
E
du
cation
in
t
he
2
01
4-2
015
academ
i
c
y
ear
s
prin
g
se
me
ste
r
.
As
d
a
ta
c
o
l
le
c
t
io
n
ins
t
ru
me
n
t
s,
“
The
Grou
p
Embe
d
d
e
d
F
i
gures
Tes
t
”
was
ad
min
i
stered
t
o
de
fine
p
ros
p
ect
iv
e
t
eachers’
c
og
ni
ti
v
e
st
y
l
e
i
n
t
h
e
st
ud
y
.
O
n
th
e
o
t
h
e
r
han
d
“
The
Revis
e
d
Tw
o
F
act
or
S
tud
y
P
rocess
Qu
estion
n
ai
re”
was
u
s
ed
t
o
rev
eal
p
ros
p
ecti
v
e
te
ach
e
r
s
’
l
earnin
g
app
r
o
ach
es
.
Acco
rdin
g
to
t
h
e
f
in
d
i
ng
s
,
p
ro
sp
ecti
v
e
teachers
g
e
ner
a
l
l
y
h
a
ve
fi
eld
dep
e
nd
ent
co
gn
i
t
i
ve
s
ty
le.
It
i
s
det
e
rm
ined
t
h
a
t
b
e
tw
een
w
i
t
h
p
rospec
t
i
ve
teach
ers’
g
en
der
and
acad
em
ic
s
u
ccess
an
d
cog
n
i
ti
ve
s
t
y
l
e
s
core
s
t
h
ere
is
n’t
any
si
gn
ifi
c
a
n
t
diff
eren
ce
r
e
vea
l
ed
.
H
o
wev
e
r,
t
here
i
s
s
i
g
n
ifi
c
ant
diff
erenc
e
bet
w
een
b
ran
c
h
e
s
and
co
gn
it
iv
e
st
yl
e
s
c
o
r
es.
It
h
as
b
een
v
iew
e
d
t
h
a
t
pro
s
p
ectiv
e
t
e
ach
ers
pref
er
d
eep
l
earn
i
n
g
a
p
p
ro
ach
g
ener
al
ly.
T
here
i
s
n
’
t
si
gnif
i
c
a
n
t
d
iff
e
rence
b
e
tw
een
g
en
der
an
d
le
arn
i
ng
a
ppro
ach
es
y
e
t
t
h
e
r
e
i
s
si
gnif
i
c
a
n
t
d
iff
e
rence
b
e
t
w
een
l
earni
ng
a
p
p
ro
ach
es-b
ranches
an
d
acad
emi
c
su
ccess
.
I
t
is
a
lso
concl
u
d
e
d
that
a
s
p
r
osp
ecti
v
e
teach
ers’
c
og
nitive
s
t
yles
app
r
oach
es
t
o
field
i
n
d
e
pen
d
e
n
t
,
d
eep
l
earn
i
ng
a
p
p
ro
ach
p
r
e
f
e
re
nce
o
f
pro
s
p
ectiv
e teac
h
e
rs h
as dimi
n
ished
.
K
eyw
ord
:
F
i
eld
de
pe
nd
en
t
F
i
eld
in
de
p
e
n
d
e
nt
Lea
r
ni
ng ap
pro
a
ches
Pr
e
-
se
rvice
Teac
hers
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:
Sedat Altint
aş,
D
e
pa
rtme
nt
o
f
Curr
i
c
u
l
um
a
n
d
Instruc
tio
n,
Mu
gla
S
ı
t
k
ı K
o
ç
m
a
n
U
ni
versit
y,
K
o
te
kl
i
,
Mu
g
l
a
Co
un
t
y
48
0
0
0
,
T
urkey.
Em
ail:
se
da
tal
t
i
n
t
a
s
@m
u.e
du.
tr
1.
I
N
TR
OD
U
C
TI
O
N
P
e
ople
a
r
e
d
i
ffere
nt
from
eac
h
o
t
her
a
s
r
ega
r
d
i
ng
t
h
e
i
r
nat
u
res
.
In
m
odern
e
d
u
c
a
t
i
o
n,
i
nd
i
v
i
dua
l
d
i
f
f
e
ren
c
es
h
av
e
a
sig
n
i
f
i
c
ant
ro
l
e
[
1
]
.
Th
e
p
e
rc
ept
i
on
s
of
l
ea
rn
ers
on
how
t
h
e
y
ov
ert
a
ke
l
ea
rn
ing
t
a
sks
a
n
d
how
t
he
y
a
r
e
inf
l
ue
nce
d
b
y
t
h
e
lea
r
n
i
n
g
p
ro
c
e
ss
h
a
ve
a
c
ru
c
i
a
l
ef
fec
t
o
n
le
arni
ng
p
r
o
d
u
c
t
s
[2]
.
B
o
t
h
t
e
a
c
he
rs’
and
lea
r
ner
s
’
kn
ow
le
d
g
e
o
n
i
n
d
i
vid
u
a
l
d
i
ffere
n
c
es
a
nd
the
usa
g
e
o
f
t
h
em
i
n
a
l
e
a
r
nin
g
e
n
v
i
r
on
me
n
t
i
s
a
sign
ifica
n
t
ele
m
ent
o
n
l
ea
rn
i
ng
promi
n
e
n
t
l
y.
O
ne
o
f
the
most
i
m
po
r
t
a
n
t
fac
t
or
s
for
in
di
v
i
d
u
a
l
d
iffer
e
nce
s
i
s
deter
m
i
n
ed
a
s
lear
n
i
n
g
s
tyle
s
tha
t
a
re
p
r
e
fe
rre
d
b
y
l
ear
ners.
T
he
re
a
r
e
a
n
u
m
be
r
of
l
e
a
rn
i
ng
s
t
yle
s
t
hat
c
a
n
be
use
d
b
y
le
arne
rs
s
uc
h
a
s
t
hi
n
k
in
g
s
t
y
l
e
s
,
lea
r
ning
s
t
yl
e
s
a
n
d
c
o
g
n
it
iv
e
st
y
l
e
s
.
For
these
t
h
re
e
bas
i
c
s
t
y
l
e
s
;
th
e
w
a
y
b
y
w
h
ich
le
arne
rs
c
a
n
l
e
a
r
n
m
a
ter
i
a
l
s
i
s
d
e
f
ine
d
a
s
le
ar
nin
g
st
yl
es;
th
e
wa
y
i
n
w
hi
ch
l
e
a
r
n
e
rs
can
t
h
i
nk
abo
u
t
m
ate
r
ia
l
s
is
de
te
rm
i
n
e
d
as thin
k
i
n
g
s
ty
les
a
n
d
la
st
l
y
t
he
w
ay tha
t
is abo
u
t
how
k
no
w
l
ed
ge is
a
c
q
u
i
r
e
d is
ca
l
l
e
d
a
s
cog
n
iti
ve
s
ty
les.
I
n
t
he
c
og
ni
t
i
v
e
s
ty
le
t
heor
y
tha
t
i
s
deve
l
o
p
e
d
b
y
W
itk
in,
Mo
or
e
,
G
ooge
no
u
gh
a
nd
Co
x
[3],
t
w
o
st
y
l
es
h
a
v
e
been
d
e
f
in
e
d
t
h
a
t
were
c
al
l
e
d
as
f
i
e
l
d
-d
e
p
end
e
nt
a
n
d
fie
l
d-i
n
d
e
pen
d
e
n
t
.
C
og
ni
tive
s
t
y
l
e
i
s
u
se
d
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
28
5
–
293
28
6
refer
the
l
e
ar
ni
ng,
o
rga
n
i
z
ing,
s
u
p
p
l
y
i
n
g
p
erm
a
ne
nce
a
n
d
prefer
e
n
ces
f
or
a
n
ew
l
ear
n
t
k
n
o
wle
d
ge.
W
i
t
k
in,
O
ltma
n
,
R
a
sk
i
n
a
nd
K
ar
p
[
4
]
sta
t
e
t
h
e
ter
m
c
og
n
i
t
i
ve
s
t
y
le
s
in
t
e
rms
o
f
p
sy
ch
ol
o
g
i
cal
d
if
ferences
a
s
f
o
llow
s:
lear
ners’
cog
n
i
t
i
v
e
st
y
l
e
t
h
a
t
c
on
si
s
t
s
o
f
t
he
d
i
f
fere
nt
p
ersp
e
c
t
iv
es
f
o
r
e
a
c
h
ev
en
t
s
t
h
a
t
ha
v
e
b
een
p
ra
ct
ic
ed
i
n
t
h
e
p
a
st
,
t
h
e
a
n
al
y
s
i
s
o
f
ea
ch
n
e
w
o
bj
e
c
t
e
v
en
a
liv
e
o
r
i
n
ani
m
a
te
i
n
or
der
t
o
f
in
d
d
i
ffer
en
ce
s
and t
h
e
t
e
n
d
enc
y
to
u
n
d
ersta
n
d
ob
jec
t
s
in
t
he
e
nv
iro
n
m
e
n
t
i
n
an
a
na
l
y
ti
c
w
a
y
i
s
de
fi
ne
d
a
s
“
fi
e
l
d-
ind
e
pen
d
e
n
t”
s
t
y
l
e
;
t
h
e
cog
n
i
t
i
ve
s
t
y
le
i
n
w
h
ic
h
pe
o
p
l
e
o
bey
ru
les
pa
ss
ive
l
y
a
n
d
t
h
ey
a
re
h
ea
v
i
l
y
i
nfl
u
enc
e
d
b
y
t
h
e
i
r
env
i
ro
n
m
ent,
add
i
tio
na
l
l
y
t
h
e
y
t
e
nd
t
o
u
n
d
e
rstan
d
o
b
j
ec
t
s
a
s
to
ta
l
i
s
d
e
f
i
n
e
d
as
“
f
i
e
l
d-
d
e
pen
d
e
n
t”
s
t
y
le
.
The
cog
n
i
ti
ve
s
ty
le
is
b
ase
d
o
n
f
i
n
d
i
n
g
t
h
e
pro
b
l
e
m
-
solv
i
n
g
tec
h
n
i
que
s
o
f
p
e
ople
[3
]
.
I
n
th
is
w
a
y
,
i
t
i
s
a
r
e
a
l
t
ha
t
pe
o
p
le
w
ho
have
d
iffe
ren
t
c
og
n
iti
ve
s
ty
l
e
s
ha
v
e
d
i
f
fere
nt
l
ea
rn
i
n
g
tec
hni
q
u
e
s.
I
t
i
s
h
el
pful
t
o
kn
ow
d
if
f
e
re
nt
c
og
ni
t
i
v
e
style
s
of l
e
arne
rs
by teac
hers in orde
r
t
o
ide
nti
f
y the
i
r lea
r
n
er
s
we
l
l
an
d
t
o
prepa
r
e effec
t
i
v
e teac
h
i
n
g
me
t
ho
ds
f
o
r
their learner
s
.
Th
e
t
e
rm
l
e
a
r
ni
ng
a
pp
ro
ach
e
s
i
s
f
i
rst
l
y
u
sed
b
y
M
at
on
a
nd
S
a
l
j
ö
[
5
]
i
n
a
st
udy
t
h
a
t
wa
s
c
o
ndu
c
t
ed
t
o
u
n
d
e
rst
a
nd
h
ow
l
ea
rn
ers
c
oul
d
a
c
qui
re
a
r
e
a
d
i
ng
t
ext
and
h
o
w
t
h
ey
c
ou
l
d
l
ea
rn
i
n
t
h
e
i
r
lea
r
n
i
ng
proc
e
s
s.
I
n
tha
t
s
t
u
dy
t
ha
t
w
a
s
c
o
n
d
u
c
t
ed
b
y
un
i
v
er
si
ty
s
tude
nts,
i
t
w
a
s
co
nc
lu
de
d
th
at
s
ome
o
f
t
he
s
t
ude
n
t
s
th
o
u
g
h
t
t
h
a
t
the
rea
d
in
g
t
e
xt
w
a
s
a
t
o
t
a
l
v
e
r
sion
of
i
nf
o
r
ma
ti
o
n
u
n
i
ts
by
w
h
ic
h
the
y
c
ou
ld
m
em
orize
the
k
n
o
w
l
e
dge
i
n
order
t
o
a
nsw
e
r
the
fo
llow
-
u
p
q
ues
t
i
o
ns.
T
h
e
ot
her
par
tic
ipa
n
ts
w
h
o
h
a
d
p
a
r
ti
c
i
pa
t
e
d
in
t
ha
t
st
u
dy
b
e
lie
ve
d
tha
t
t
he
r
ea
d
i
ng
te
xt
w
a
s
a
w
ho
le
v
e
r
sio
n
o
f
inf
o
rma
tion
a
nd
th
e
y
t
r
i
e
d
t
o
un
de
rsta
n
d
t
he
m
ai
n
po
int
s
o
f
t
h
e
t
e
xt
.
At
t
h
e
e
nd
o
f
t
h
a
t
s
t
u
dy
,
i
t
w
a
s
c
on
cl
ude
d
th
at
t
h
e
s
eco
n
d
gr
o
u
p
t
h
at
w
a
s
m
enti
o
n
ed
a
bo
ve
c
o
u
l
d
a
nsw
e
r
the
q
u
es
tio
ns
b
etter
tha
t
t
he
o
ther
s
a
nd
the
y
c
ou
ld
g
e
t
t
he
m
es
sage
s
tha
t
w
e
r
e
give
n
in
t
he
t
e
x
ts.
Mart
o
n
a
n
d
S
a
l
j
o
ca
lle
d
th
e
firs
t
le
arni
n
g
a
p
proac
h
t
ha
t
w
a
s
based
o
n
m
e
m
o
riz
a
tion
as
“
S
u
rfa
ce”
a
nd
the
se
c
o
nd
one
t
ha
t
w
a
s
ba
se
d
ac
qui
si
tio
n
as
“
D
e
e
p
”
lear
n
i
ng
s
t
yle.
T
he
a
ppr
o
a
ch
t
h
a
t
s
tude
nts’
t
ake
t
o
l
e
a
rni
n
g
is
a
n
imp
o
rta
n
t
fa
ct
or
i
nfl
u
enc
i
n
g
t
he
q
ual
i
t
y
of
t
h
o
se
s
t
ude
nt
s’
l
ea
rn
ing
o
u
tc
om
es
[
6]
.
De
ep
l
ea
r
n
in
g
a
ppr
oac
h
l
e
a
d
s
t
o
r
ea
l
un
dersta
n
d
i
n
g
of
t
he
s
u
b
j
e
c
t,
a
n
d
d
ee
p
a
n
d
sta
b
le
l
ear
nin
g
b
u
t
surfa
ce
a
ppr
oach
f
oc
u
s
es
o
n
m
e
moriz
i
n
g
in
form
ation
an
d
resul
t
s
i
n
i
nc
om
pl
e
t
e
u
n
d
er
st
a
n
din
g
[
7].
2.
RESEARCH
M
ETH
O
D
Th
is
s
tu
dy
w
a
s
a
de
scri
p
t
i
v
e
r
e
se
arc
h
m
ode
l
t
h
a
t
w
as
d
es
ig
ned
v
ia
r
ela
t
io
nal
scre
en
in
g
mode
l
.
T
h
e
descr
i
pt
i
v
e
s
u
rvey
m
o
d
e
l
i
s
a
re
sear
ch
m
odel
tha
t
i
s
a
i
me
d
t
o
d
e
f
i
n
e t
h
e
e
v
ent
s
i
n
t
h
e pas
t
a
nd
pr
esen
t
a
s
b
a
r
e
fa
cts.
T
he
r
ese
a
rc
h
pr
o
b
le
m
t
h
at
c
on
si
s
t
s
of
e
ven
t
s,
h
uma
n
s
or
ob
ject
s
is
a
im
ed
t
o
be
i
d
e
nt
i
f
ie
d
h
o
w
it
m
a
k
e
s
in the
r
eal
world [8].
2.1.
R
esear
c
h
S
a
m
p
le
The
u
n
i
v
erse
o
f
t
h
is
s
tud
y
w
as
d
et
er
mine
d
as
t
he
p
re
-ser
v
i
c
e
t
e
a
c
h
e
rs
w
h
o
h
av
e
b
een
t
ea
c
h
in
g
in
F
a
cult
y
o
f
E
d
u
c
ati
on
i
n
M
ugl
a
S
i
t
k
i
K
o
cm
an
U
ni
ver
s
i
t
y
in
2
0
14-
2
0
1
5
s
p
r
i
n
g
s
e
m
e
s
t
e
r
.
A
s
f
o
r
t
h
e
s
a
m
p
l
e
o
f
th
i
s
s
t
u
dy,
3
rd
g
rade
s
tude
n
t
s
w
e
re
sele
c
ted.
The
v
aria
b
l
e
s
o
f
the
sam
p
le g
r
oup
ar
e given
in Ta
b
le
1
.
Tab
l
e
1.
T
he r
a
nge
o
f t
h
e
sample i
n
t
e
rm
s
of
v
aria
bles
Va
r
i
a
b
l
e
G
roup
N
%
Ge
nd
e
r
F
e
m
a
l
e
247
63.
2
Ma
l
e
144
36.
8
De
p
a
rtm
e
nt
D
e
p
a
rt
m
e
nt
o
f
Sc
i
e
n
c
e
Educ
ati
on
(
S
E)
3
6
9.
2
D
e
p
a
rt
m
e
nt
o
f
Prim
a
r
y Te
ac
hing
E
d
uca
t
ion
(
P
T
E
)
43
11.
0
D
e
p
a
rt
m
e
nt
o
f
Soc
i
a
l
S
c
i
e
n
c
e
s
E
duc
a
tion
(SS
E
)
53
13.
6
D
e
p
a
rt
m
e
nt
o
f
Pre
-
sc
hool
E
duca
t
ion (
P
E
)
6
7
17.
1
Dep
a
rt
ment o
f Turk
i
s
h La
ngua
g
e
Ed
u
cat
ion (
TLE)
3
5
9.0
D
e
p
a
rt
m
e
nt
o
f
Ps
yc
hologic
a
l
C
ou
ns
elli
ng a
nd
Gui
d
a
n
c
e
E
duca
t
ion
(PC
G
E)
49
12.
5
D
e
p
a
rt
m
e
nt
o
f
E
nglish
La
ngua
g
e
E
du
ca
tion
(E
L
E
)
48
12.
3
D
e
p
a
rt
m
e
nt
o
f
Ge
rm
a
n
L
a
ngu
a
g
e
Ed
uc
a
t
i
on (G
L
E
)
22
5
.
6
D
e
p
a
rt
m
e
nt
o
f
Fi
ne
A
r
t
s
Educ
at
ion
(
F
AE
)
17
4
.
3
D
e
p
a
rt
m
e
nt
o
f
M
u
sic
E
d
u
c
at
ion
(
M
E)
2
1
5.
4
A
cad
emi
c
S
u
c
c
e
ss
H
i
gh
130
33.
2
Me
diu
m
148
37.
9
L
o
w
113
28.
9
T
ota
l
391
1
00.
0
2.2.
D
ata
C
o
lle
ction
In
strum
e
n
t
s
A
s
d
ata
co
l
l
ec
ti
o
n
i
ns
trum
en
ts,
“
T
he
G
rou
p
E
mbe
d
d
e
d
F
i
gures
T
e
s
t
”
w
h
i
c
h
w
as
d
ev
elo
p
e
d
by
W
itk
i
n
,
Ol
t
m
a
n
,
R
a
sk
in
a
nd
K
arp
[
4
]
a
n
d
ad
a
p
t
e
d
in
to
T
urk
i
sh
b
y
G
u
l
e
r
O
k
m
a
n
w
a
s
a
d
m
i
n
i
s
t
e
r
e
d
t
o
d
e
f
i
n
e
pros
pec
t
i
v
e
tea
c
h
ers’
c
og
ni
t
i
ve
s
ty
le
i
n
t
h
e
s
t
ud
y.
O
n
the
ot
he
r
ha
n
d
“
The
Re
vise
d
Tw
o F
a
c
t
or
S
tud
y
P
roce
ss
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Ef
fe
c
t
s
o
f
Pre-
se
rvice
T
e
ache
rs’
Co
gn
i
t
i
v
e
St
y
l
e
s
o
n
L
e
ar
ni
n
g
App
r
o
a
che
s
(Seda
t
A
l
t
i
nt
a
ş
)
28
7
Q
u
est
i
onna
ire”
t
ha
t
w
a
s
de
ve
lo
p
e
d
b
y
B
i
g
g
s
,
K
e
m
b
er
a
nd
Leun
g
[
9
]
a
nd
b
y
O
nder
an
d
Be
so
lu
k
[
10]
w
h
o
assesde
d
v
al
i
d
ity
a
nd
re
l
i
a
b
i
l
i
t
y
w
a
s
use
d
t
o
r
e
vea
l
p
ro
spec
t
i
v
e
tea
c
h
e
r
s
’
l
e
arnin
g
a
ppr
oac
h
es.
P
e
rsona
l
In
f
o
rmat
i
o
n
Fo
rm was
d
e
v
el
op
ed
by
th
e
res
e
a
r
ch
e
r
t
o
g
a
th
er d
e
m
o
gra
phic
data
fr
o
m
t
h
e
p
a
r
t
ic
ipa
n
ts.
Th
e
Grou
p
Emb
e
dd
e
d
F
i
g
u
r
e
s
T
e
s
t
co
nsi
s
t
s
o
f
th
re
e
secti
o
n
s
.
In
t
h
e
firs
t
se
ct
io
n
t
h
at
i
s
no
t
i
n
c
l
u
d
e
d
for
t
h
e
sc
ore,
t
he
re
a
re
7
c
o
m
ple
x
f
i
g
ure
que
stio
ns
;
in
t
he
s
ec
o
nd
a
n
d
t
h
i
r
d
se
ct
i
o
ns
t
ha
t
are
i
n
c
l
u
d
e
d
f
or
t
h
e
score
,
t
he
re
a
re
9
c
om
ple
x
f
i
gures
q
u
e
s
t
i
o
n
s
f
or
e
ac
h
one
o
f
th
e
s
e
c
t
i
o
n
s
.
I
n
t
h
e
t
e
s
t
,
i
t
i
s
r
e
q
u
i
r
e
d
t
o
f
i
n
d
si
m
p
le fi
g
ures and hi
g
h
l
i
gh
t t
h
e
m
i
n t
h
e c
o
mplex
fi
g
u
res.
T
he
h
i
ghes
t
sc
o
re
tha
t can
b
e go
t
i
n
t
he t
e
s
t
is 18. If
the sc
ore o
f
th
e
tes
t is
ge
t
ti
n
g
hi
g
h
, it
m
ea
ns
fie
ld-in
d
e
p
e
n
d
e
nt c
ogn
i
t
i
ve s
t
y
le
; if
t
he
sc
o
r
e
i
s
l
o
w
e
r an
d l
o
w
e
r
,
it
m
ea
ns
f
i
e
ld-
d
epe
n
den
t
c
og
ni
t
i
ve
s
t
y
le.
The
partic
i
p
an
ts
w
ho
ge
t
0-
8
p
o
i
n
ts
i
n
t
h
is
t
e
s
t
are
de
fine
d
as
f
ie
ld-
depe
n
d
e
n
t;
the
o
t
hers
w
h
o
g
ot
12-1
8
p
oin
t
s
are
eval
ua
ted
a
s
f
i
e
ld-
i
nde
pe
n
d
en
t.
A
d
d
i
t
i
o
n
a
l
l
y,
t
he
p
a
r
t
i
c
i
pa
n
t
s
w
ho ge
t
9-1
1
p
oi
n
t
s
ar
e de
fi
n
e
d a
s
neu
tra
l
grou
p
w
ho
c
a
n
h
ave
b
o
t
h of
t
he
c
ogni
ti
ve st
y
le
s.
The
sca
l
e
de
v
e
lo
pe
d
b
y
B
i
g
gs,
K
e
m
b
er
a
nd
Le
u
ng
[9]
w
a
s
ca
l
l
e
d
a
s
“
T
h
e
R
e
v
i
s
e
d
T
w
o
F
a
c
t
o
r
S
t
ud
y
P
r
oce
s
s
Q
u
est
i
on
na
ire
”
a
nd
i
t
c
ons
i
s
ts
o
f
t
w
o
d
i
m
e
nsi
ons
(S
urfa
ce
an
d
D
e
ep
),
t
here
a
re
t
w
o
s
ub-
dime
n
s
i
o
ns
f
o
r
e
ach
d
im
en
s
i
o
n
s
an
d
i
t
i
s
a
5-L
i
ker
t
t
ype
s
ca
le.
T
h
e
s
c
o
r
e
o
f
t
h
e
m
a
i
n
d
i
m
e
n
s
i
o
n
s
i
s
ca
l
c
u
l
a
t
e
d
v
ia
s
ub-
di
m
e
n
s
i
o
n
s
.
It
i
s
i
n
t
e
rpre
t
e
d
t
h
a
t
w
hic
h
d
im
e
n
si
o
n
h
a
s
h
ig
her
score
;
t
he
p
ar
tic
i
p
a
n
t
s
c
a
n
use t
h
e
lear
n
i
n
g
a
ppr
oa
ch i
n
tha
t
d
i
m
ens
i
on.
2.3.
D
ata
An
alys
is
The
da
ta
c
o
l
l
e
cted
v
ia
d
ata
col
l
e
c
t
io
n
ins
t
rum
e
nts
wa
s
anal
yze
d
v
ia
S
P
S
S
-20
pac
k
a
g
e
pro
g
r
a
m
.
F
i
rstl
y,
i
n
or
de
r
to
d
e
t
erm
i
ne
t
he
d
is
tri
b
u
t
i
on
for
the
vari
abl
e
s
,
perc
en
ta
ge
a
n
d
f
r
e
que
nc
y
te
sts
w
e
re
u
se
d.
The
n
,
norm
a
l
ity
a
nd
h
o
m
oge
ne
it
y
of
t
he
d
a
t
a
w
e
re
t
es
te
d.
F
or
t
h
e
a
i
m
of
d
e
t
e
r
m
i
n
i
ng
t
he
norm
a
l
i
t
y
o
f
t
h
e
data,
K
o
lmog
o
r
ov-S
m
i
r
nov
t
e
s
t
w
a
s
use
d
.
B
u
y
ukoz
tur
k
[
1
1
]
sta
t
ed
t
ha
t
i
f
t
he
num
b
e
r
o
f
t
he
g
r
oup
ha
s
bee
n
over
50,
norma
lit
y
is
t
e
s
te
d
via
K
o
lm
og
oro
v
-S
mirnov
(K
-
S
)
test.
S
ince
t
h
e
num
ber
of
t
he
p
a
r
ti
ci
pa
nts
in
t
h
e
stud
y
is
ove
r
t
h
a
n
5
0
(
N
=39
1
)
,
K
o
l
o
m
o
g
o
ro
v-S
m
irnov
tes
t
w
as
p
re
ferr
ed
a
s
the
n
o
rma
lit
y
t
e
st.
A
d
di
ti
o
n
al
l
y
,
in
o
rder
t
o
de
te
rm
i
n
e
t
h
e
ho
m
ogene
i
t
y
o
f
t
he
g
r
o
u
p
,
Lev
e
ne’s
T
e
s
t
f
o
r
E
q
u
a
l
i
t
y
o
f
V
a
r
i
a
n
c
e
s
w
a
s
u
s
e
d
.
F
o
r
the
a
i
m
of
d
e
t
e
r
m
i
ni
ng
c
o
g
n
iti
ve
s
t
y
le
s
a
n
d
l
e
arn
i
n
g
a
p
p
r
oa
ches
o
f
the
par
tic
ipa
n
ts
;
f
r
eque
ncy,
a
ri
th
m
e
tic
me
an,
stan
dar
d
d
ev
ia
tio
n, min
im
um an
d
ma
x
i
m
um
s
cor
e
s
w
e
re ca
l
c
u
la
ted. A
s
a
r
e
sult of the
n
orm
a
li
t
y
te
s
t, it
w
a
s
de
term
ine
d
t
hat
c
ogn
it
i
v
e
st
yle
s
,
de
ep
l
ea
rn
in
g
d
i
me
nsi
on
a
n
d
s
urfa
ce
l
e
arn
i
ng
dim
e
ns
ion
of
t
he
part
ici
p
a
n
t
s
w
ere
not
s
e
e
n
a
s
norm
a
l rates (p
<.0
5
).
B
ec
ause
t
he
norm
a
l
i
t
y
of the pa
rt
ic
ipa
n
t
s
w
a
s
no
t
s
u
i
t
a
b
l
e
,
Ma
nn
W
ith
ne
y
U
te
st
w
as u
se
d. F
or t
h
e
va
r
ia
ble
s
more
tha
n
tw
o
,
K
r
us
ka
ll Wa
ll
is tes
t w
a
s
use
d
.
A
ccord
i
n
g
l
y,
f
o
r
th
e
ai
m
of
d
e
t
e
r
min
i
ng
t
he
d
i
r
ec
t
i
on
s
o
f
t
h
e
d
i
f
f
e
re
n
ces
i
n
m
ul
t
i
ple
v
a
riab
les,
M
a
n
n
Wh
i
t
ne
y-U
te
st
w
a
s
use
d
.
I
n
o
rder
t
o
de
term
i
n
e
the
re
la
t
i
ons
h
i
p
be
tw
ee
n
c
o
g
n
i
tive
sty
l
es
a
n
d
l
e
a
r
ni
ng
a
pp
ro
ach
e
s
,
Sp
ea
rma
n
Br
ow
n’s Ran
k
corr
e
lat
i
on
C
oe
ffic
ie
n
t
w
as
u
s
e
d.
F
or
t
he m
e
a
n sc
o
res of sta
tis
t
i
c
a
l da
t
a
, p
=
.
05 le
ve
l
w
a
s take
n
as ba
s
i
s
.
3.
RESULT
AND
DI
SC
USSI
ON
F
o
r
the
a
i
m
o
f
a
nsw
e
ri
ng
t
h
e
firs
t
re
sear
ch
que
sti
on
“
W
ha
t
ar
e
the
c
ogn
i
t
i
v
e
st
y
l
es
o
f
pr
e-ser
v
i
c
e
teac
hers
?
”
m
i
n
imum
-m
axim
um
s
core
s,
a
rith
me
ti
c
m
e
a
n
,
p
e
rc
enta
ge
a
n
d
fr
eque
nc
y
a
n
a
l
ysis
w
as
u
se
d.
T
he
resul
t
s of
t
h
o
se
w
er
e
gi
ve
n in
T
a
b
le
2.
W
h
e
n
T
a
b
l
e
2
w
a
s
e
x
a
m
i
n
e
d
,
i
t
w
a
s
s
e
e
n
t
h
a
t
5
6
.
8
%
o
f
t
h
e
p
a
r
t
i
c
i
pa
n
t
s
w
e
re
f
iel
d
-de
p
e
n
de
nt
a
nd
43.2 % of t
he part
i
ci
pa
nt
s w
e
re fiel
d
-i
nd
epe
nde
n
t
.
A
c
cordi
n
g
l
y,
t
he
a
ve
rage
sc
o
r
e
s of th
e
pre-se
r
vice te
ac
her
s
for
cog
n
iti
ve
st
y
l
e
s
wer
e
c
alcula
te
d as
9
.46.
Ta
b
l
e
2.
The
c
og
n
iti
ve
style
s
core
s and
co
gn
it
ive
st
yl
e
s
o
f
the
pre
-servic
e
te
ache
r
s
N
M
i
n
.
M
a
x
.
Ss
Fie
l
d-
de
p
e
nd
e
n
t
F
i
e
l
d-
i
n
de
p
e
nde
nt
N
%
N
%
C
ognit
i
ve
S
ty
l
e
391
1
.
0
0
18.
00
9
.
46
4.
37
222
56.
8
1
6
9
43.2
I
n
t
he
s
ec
ond
sub-
prob
lem
,
it
w
a
s
se
arc
h
ed
t
ha
t
w
h
et
he
r
t
h
er
e
w
a
s
a
m
e
a
n
di
ff
ere
n
ce
o
f
t
h
e
p
r
e
-
se
rv
i
c
e
t
e
a
c
h
e
rs’
co
gn
iti
ve
s
ty
l
e
s
in
t
e
r
ms
o
f
th
e
i
r
g
e
nd
e
r
,
d
e
partm
e
nt
a
nd
ac
a
d
em
ic
s
ucc
e
ss.
T
he
r
elat
e
d
resul
t
s w
e
re
g
i
v
e
n
i
n Ta
b
l
e
3,
4 a
nd 5.
Tab
l
e
3
.
Ma
n
n
Wh
i
t
he
y-U
t
e
st
r
esults o
f
t
h
e
pre
-
ser
v
i
c
e
t
e
a
c
he
r
s’ c
ogn
iti
v
e
s
t
y
le
s
core
s
for
ge
nde
r dis
t
ri
b
u
t
i
o
n
G
r
oups
N
R
a
nk
A
v
e
r
a
g
e
T
o
t
a
l
R
a
nk
U
p
F
e
m
a
l
e
247
1
93.
21
4
772
2.
50
17094.
50
.
518
Ma
le
144
2
00.
79
2
891
3.
50
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
28
5
–
293
28
8
Whe
n
T
a
b
le
3
w
as
e
xam
i
ne
d,
it
w
a
s
se
e
n
t
ha
t
there
w
a
s
no
t
a
m
e
a
n
di
ffe
re
nc
e
be
t
w
ee
n
t
h
e
pre
-
service
tea
c
h
er
s’ c
ogn
i
t
i
v
e
st
y
l
es i
n
t
e
rm
s
of t
he
i
r
ge
nde
rs (p
>.
0
5
)
.
Tab
l
e
4.
K
rusk
all Wa
ll
is tes
t resu
lt
s
o
f
t
he
p
re-
s
ervice
tea
ch
e
r
s
’
cogni
t
i
ve s
ty
les i
n
te
r
ms
o
f the
i
r
depa
rtm
e
nts
Sc
ale
Ra
nk
no
G
r
oups
N
R
a
nk
A
v
e
r
a
g
e
Sd
x
2
p
Me
a
n
D
i
f
fe
re
nc
e
C
ognit
i
ve
S
ty
l
e
1
SE
3
6
168.
10
9
45.132
.
000
1-
4;
1-5;1-
6;1
-
9;2-
3
;
2-5;2
-
9;3
-
4;3-
6
;
3-9;4
-
5;4
-
7;4-
9
;
5-6;5
-
8;5
-
9;5-
1
0
;
6
-
9
;7
-9;
8
-
9;9-
10
2
PT
E
43
213.
10
3
SS
E
53
164.
38
4
PE
6
7
221.
90
5
T
L
E
3
5
129.
49
6
PC
GE
4
9
215.
33
7
E
L
E
4
8
179.
13
8
G
L
E
22
192.
09
9
F
A
E
17
311.
35
10
M
E
21
221.
02
W
h
e
n
T
a
b
l
e
4
w
a
s
e
x
a
m
i
n
e
d
,
i
t
w
a
s
s
e
e
n
t
h
a
t
t
h
e
r
e
w
a
s
a
m
e
a
n
d
i
f
f
er
ence
i
n
term
s
o
f
p
r
e
-se
r
vic
e
teac
hers’
de
pa
rtme
nt
s
(S
d=
9,
N
=
3
9
1
,
x2
=
45.
13
2,
p
<
.
05).
In
o
rde
r
t
o
d
e
t
e
rmi
n
e
th
e
di
ff
ere
n
ce
f
o
r
t
h
e
g
ro
up
s,
Ma
nn
W
h
itne
y
-U
t
e
s
t
w
a
s
u
s
ed.
The
r
e
su
lts
o
f
t
h
e
t
e
st
w
h
i
ch
g
av
e
the
d
i
f
f
ere
n
ce
s
for
e
ach
d
ep
a
r
tme
n
ts
w
ere
gi
ve
n in Ta
b
le
4
.
Ta
ble
5.
K
rusk
all Wa
l
l
i
s
t
e
s
t
resu
lts o
f
the
pre
-
servic
e te
ach
e
rs’ c
ognit
i
ve
s
ty
les
in
t
e
r
m
s
of
t
h
e
i
r
ac
adem
ic
s
uc
c
e
ss
Sc
ale
Groups
N
R
a
n
k
A
v
e
r
a
g
e
Sd
x
2
p
C
ogniti
ve
S
ty
l
e
H
i
gh
130
181.
5
9
2
3.
235
.
198
Me
di
u
m
148
202.
7
6
L
o
w
113
203.
7
3
Wh
en
T
a
b
l
e
5
w
as
e
x
a
min
e
d
,
i
t
wa
s
seen
t
ha
t
t
h
e
r
e
was
not
a
m
e
a
n
d
i
ffe
r
e
nc
e betw
ee
n t
h
e
sc
ores of
the pr
e-se
rvic
e
t
e
ache
r
s in
t
e
r
m
s
o
f
t
h
e
i
r
ac
ade
m
ic
s
ucce
ss
(
p>
.05).
F
o
r
the
a
i
m
o
f
a
n
s
w
e
rin
g
t
h
e
t
hir
d
r
ese
a
rc
h
ques
t
i
o
n
“
W
hat
ar
e
t
h
e
lea
r
ni
ng
a
p
proac
h
es
o
f
pr
e-
se
rv
i
c
e
t
e
ac
hers?
”
;
mini
mum-
ma
x
i
mu
m
sc
o
r
es,
ari
t
h
me
t
i
c
me
a
n
,
p
e
rc
e
n
t
a
ge
a
nd
freque
nc
y
a
n
a
l
ys
i
s
w
as
use
d
.
The
results
o
f
th
ose
w
e
re give
n
i
n Tab
l
e
6.
Tab
l
e
6.
T
he le
a
rni
ng a
p
p
r
oac
h
e
s
score
s a
n
d
lear
n
i
n
g
a
p
p
ro
ac
hes
of t
h
e
pr
e-se
rvice
teac
h
e
rs
N
M
i
n
.
M
a
x
.
Ss
Deep
S
u
r
f
a
c
e
N
%
N
%
D
e
e
p
L
e
a
r
ning
391
1
5
48
30.
09
5
.
4
4
208
53.
2
1
8
3
46.
8
Su
r
f
ace
L
ear
n
i
n
g
3
9
1
1
3
4
7
2
8
.
7
4
6
.9
2
W
h
e
n
T
a
b
l
e
6
w
a
s
e
x
a
m
i
n
e
d
,
i
t
w
a
s
s
e
e
n
t
h
a
t
5
3
.
2
%
o
f
t
h
e
p
a
r
t
i
c
ipa
n
t
s
p
re
fe
rred
de
ep
l
ear
n
i
ng
appr
oa
ch
a
n
d
46.
8
%
o
f
t
he
p
ar
tic
ipa
n
t
s
p
re
fer
r
ed
s
urfac
e
lear
n
in
g
a
p
p
r
oach.
The
ge
ne
ral
a
v
e
r
age
of
t
he
part
ici
p
a
n
t
s
w
ho
pr
efe
rre
d
d
e
ep
l
ear
n
i
n
g
a
ppr
oa
ch
w
as
d
ete
r
mi
ne
d
a
s
30.
09
a
n
d
th
e
ot
hers’
sc
o
r
e
w
a
s
deter
m
i
n
ed
a
s 28.
7
4
.
I
n
t
he
f
o
u
rth
s
ub-
pr
ob
l
e
m,
i
t
w
a
s
sea
r
c
h
e
d
t
ha
t
w
h
e
t
her
there
w
as
a
m
ea
n
d
i
ffere
n
ce
o
f
t
h
e
pr
e-
service
teachers’
lear
ning
a
ppro
ac
h
e
s
in
t
e
r
ms
o
f
t
h
ei
r
g
e
nd
e
r
,
d
epar
t
m
en
t
a
nd
aca
dem
i
c
suc
c
e
s
s.
T
he
r
ela
t
e
d
resul
t
s w
e
re
g
i
v
e
n
i
n Ta
b
l
e
7,
8,
9 a
n
d
10.
Tab
l
e
7.
M
a
nn
Wh
i
t
he
y-U
test
re
s
ul
ts o
f the
p
r
e-se
rvice
tea
c
h
er
s’
l
ear
ni
n
g
approac
h
es sc
o
res for
ge
nde
r dis
t
ri
b
u
t
i
o
n
S
c
a
l
e
G
r
oups
N
R
a
nk a
v
e
r
a
g
e
T
o
ta
l
Ra
nk
U
p
D
e
e
p
L
ea
r
n
i
ng
F
e
m
ale
247
190.
66
4709
2.
50
4709
2.
50
.
220
Ma
l
e
144
205.
16
2954
3.
50
Surf
a
c
e
Lea
r
ning
Fe
m
a
le
247
191.
67
4734
2.
50
1671
4.
50
.
321
Ma
l
e
144
203.
43
2929
3.
50
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Ef
fe
c
t
s
o
f
Pre-
se
rvice
T
e
ache
rs’
Co
gn
i
t
i
v
e
St
y
l
e
s
o
n
L
e
ar
ni
n
g
App
r
o
a
che
s
(Seda
t
A
l
t
i
nt
a
ş
)
28
9
Whe
n
T
a
b
le
7
w
as
e
xam
i
ne
d,
it
w
a
s
se
e
n
t
ha
t
there
w
a
s
no
t
a
m
e
a
n
di
ffe
re
nc
e
be
t
w
ee
n
t
h
e
pre
-
service
tea
c
h
er
s’ pr
e
fe
renc
es for lea
rn
in
g ap
pr
oac
h
e
s
i
n ter
m
s
of their
g
e
n
ders
(
p>
.
0
5).
Tabl
e 8
.
K
ru
skal
l
W
a
lli
s t
e
st
r
es
ul
t
s
fo
r
t
h
e
p
re
-serv
i
c
e
t
e
a
c
h
ers’
d
ee
p lea
r
nin
g
a
ppr
oa
ch
s
c
o
res in
d
i
f
fer
e
nt
de
par
t
m
e
nts
S
c
a
l
e
Ra
nk
no
G
r
oups
N
R
a
nk a
v
e
r
a
g
e
Sd
x
2
p
M
ean
diffe
re
nce
D
e
e
p
L
ea
r
n
ing
1
S
E
3
6
234.
28
9
4
6
.
424
.
000
1-
2;
1-
4;1-
7;2
-
3;2-
5;3-4;
3-
6;3-
7;3-8;
3-
10;4
-
5;4
-
7;
5-
7;6-
7;7-8;
7-
9;7-10
2
PT
E
43
169.
29
3
SS
E
53
257.
22
4
P
E
6
7
173.
63
5
TL
E
35
224.
10
6
PC
GE
4
9
195.
78
7
EL
E
48
126.
51
8
G
L
E
22
188.
80
9
F
A
E
17
225.
32
10
M
E
21
198.
29
Ta
bl
e
9
.
K
ru
sk
al
l
W
a
lli
s tes
t
r
esul
ts f
or the
p
re-
s
ervice teach
er
s’
surface
lea
rni
ng ap
proa
c
h
s
c
o
res
i
n
di
ffere
n
t
de
par
t
m
e
nt
s
R
a
nk
no
G
r
oups
N
R
a
nk
A
v
e
r
a
g
e
S
d
x
2
p
Mea
n
D
i
f
f
er
en
c
e
Surf
a
c
e
L
e
a
r
ning
1
SE
3
6
121.
68
9
26.
272
.
002
1-2;
1-
3;1-4;
1
-
5;1-6;
1-7;1
-
8;1-10;
2
-
3;3
-
4;
3-8
2
PT
E
43
218.
85
3
SSE
5
3
173.
53
4
PE
6
7
217.
56
5
T
L
E
3
5
194.
41
6
P
C
GE
4
9
214.
67
7
E
L
E
4
8
199.
25
8
G
LE
22
234.
82
9
FA
E
17
184.
82
10
M
E
21
184.
57
Whe
n
T
ab
le
8
a
nd
9
w
a
s
e
xa
mined,
i
t
w
a
s
s
een
t
ha
t
t
h
e
r
e
w
a
s
a
m
ean
d
iffe
renc
e
in
t
er
ms
o
f
s
u
rfac
e
and
de
e
p
l
ea
r
n
in
g
a
p
proac
h
es
o
f
the
p
r
e-se
rvice
te
ache
r
s
who
we
re
i
n
di
ffere
n
t
de
p
a
rtm
e
nts.
I
n
or
der
to
d
e
t
e
rmin
e
i
n
w
h
i
ch
d
e
p
a
r
t
m
e
n
ts
t
hi
s
di
ff
ere
n
ce
w
a
s
f
ound
,
M
a
nn
Wh
i
t
h
ey-U
t
est
wa
s
use
d
.
As
a
r
esu
lt
o
f
tha
t
tes
t,
t
he
m
ea
n di
ffe
re
nc
es
be
t
w
e
en
d
i
f
fer
e
nt de
p
a
r
tme
n
ts
w
ere give
n
i
n
T
able
8
a
nd
9.
Wh
en
T
abl
e
1
0
wa
s
e
x
a
m
i
n
ed
,
i
t
wa
s
s
een
t
h
a
t
t
h
ere
wa
s
a
mea
n
d
if
fe
ren
c
e
fo
r
d
e
ep
a
n
d
s
u
r
f
ace
lear
n
i
n
g
a
p
p
r
o
ache
s
o
f
the
pr
e-se
rvice
tea
c
h
e
r
s
i
n
ter
m
s
of
t
he
ir
a
ca
de
mi
c
succ
es
s.
I
n
o
r
der
to
d
e
t
er
mi
ne
t
h
e
gro
ups o
f
d
i
ffe
r
ence
s, Ma
nn
Wh
i
t
ne
y-U
test
w
as
u
sed.
T
he
r
esult
s
of
this
tes
t
were
given in Table 10.
Tab
l
e
1
0
.
K
r
uska
l
l
W
a
l
lis te
s
t
re
sul
t
s f
o
r the
pre-
service
tea
c
her
s
’
lea
r
nin
g
a
pproa
c
h
es
i
n
term
s of
ac
adem
ic
s
uc
c
e
ss
S
c
a
l
e
Ra
nk
no
G
r
oups
N
R
a
nk A
v
e
r
a
g
e
Sd
x
2
p
Mea
n
Diffe
r
e
n
c
e
Deep
L
e
a
r
n
in
g
1
H
i
gh
130
234.
52
2
23.
384
.
000
1
-2
;
1
-3
2
Me
d
i
u
m
148
181.
85
3
L
o
w
113
170.
22
Surf
a
c
e
L
e
a
r
ning
1
H
i
gh
130
172.
86
2
8.
855
.
012
1
-2
;
1
-3
2
Me
d
i
u
m
148
202.
51
3
L
o
w
113
214.
10
F
o
r
the
aim
of
d
eter
mi
ni
n
g
w
he
t
h
er
t
here
w
as
a
m
ea
n
relat
i
o
n
s
h
i
p
be
tw
e
e
n
t
he
c
og
n
i
t
i
ve
s
t
y
les
a
n
d
lear
n
i
n
g
a
p
p
ro
ac
hes
o
f
t
he
p
re-se
r
vice
t
e
ac
he
rs,
Spea
rm
an
B
rown
’s
R
a
nk
C
o
rre
l
at
io
n
C
o
e
f
f
i
ci
ent
was
u
s
e
d
.
The
resul
t
s
w
e
r
e
give
n
i
n Ta
b
l
e
11.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
28
5
–
293
29
0
Tab
l
e
1
1
.
S
p
ear
ma
n Brow
n’s Ra
nk C
o
r
r
ela
t
i
on
Coe
ffic
i
en
t re
sults
of t
h
e
pr
e-se
rvice
teac
hers’
score
s
f
or
c
o
g
n
i
t
i
v
e
st
yle
s
a
nd lea
r
n
i
n
g
appr
oache
s
C
ognitive
St
yl
e
Deep
L
ea
r
n
ing
S
u
rface
L
earning
C
ognit
i
ve
S
ty
l
e
N
391
391
3
91
r
1.
000
-
.
119
*
.
0
9
5
p
.
019
.
06
2
*
p<
.
0
5
Whe
n
T
ab
le
1
1
wa
s
e
x
am
ine
d
,
i
t
w
a
s
s
ee
n
t
h
at
t
h
e
re
w
a
s
a
m
ea
n
d
i
f
fere
n
ce
be
tw
e
e
n
the
pr
e-ser
v
i
c
e
teac
hers’
dee
p
l
ear
n
i
n
g
a
p
p
ro
a
c
h a
nd co
g
n
i
t
i
ve
st
y
l
e
i
n a
ne
gat
ive
dire
c
tio
n.
A
s
a
r
esul
t
o
f
t
h
i
s
fi
n
d
i
ng,
i
t
w
a
s
seen
t
ha
t
w
h
en
t
he
s
cor
e
s
o
f
the
p
a
r
t
i
c
ipa
n
ts
on
c
o
g
n
i
tive
sty
l
es
have
bee
n h
i
g
h
e
r,
their pre
fere
nces
f
or
d
eep
l
e
a
rn
in
g a
p
pro
a
c
h
have
bee
n ge
tt
in
g l
o
w
. Add
i
t
i
o
nal
l
y
, the
re w
as
a
rela
ti
o
n
sh
ip
t
ha
t
w
a
s
no
t
m
e
a
n
i
n
t
h
e
score
s
o
f
t
h
e
p
r
e-ser
v
i
ce
t
ea
ch
e
r
s’
c
o
g
n
it
ive
st
yl
es
a
nd
s
u
r
f
a
c
e
lear
n
i
n
g
a
p
p
ro
ac
h in a
po
s
i
tiv
e
direc
tio
n.
A
t
t
he
e
n
d
o
f
t
h
e
s
t
u
d
y
,
i
t
w
a
s
d
e
t
e
r
mine
d
tha
t
5
6.
8%
o
f
the
pa
rt
i
c
ip
a
n
ts
h
ad
f
i
e
ld
-d
ep
en
d
e
n
t
a
nd
4
3
.
2
%
o
f
t
h
e
m
h
a
d
f
i
e
l
d
-
i
n
d
e
p
e
n
d
e
n
t
c
o
g
n
i
t
i
v
e
s
t
y
l
e
.
I
n
w
a
s
f
o
u
nd
t
ha
t
most
o
f
t
h
e
pre-
service
t
e
ac
he
rs
h
ad
fie
l
d-de
pe
n
d
e
n
t
c
o
g
n
it
i
v
e
sty
l
e.
T
his
r
e
s
u
l
t
o
f
the
s
t
ud
y
w
a
s
s
ee
n
a
s
p
a
r
al
le
l
t
o
the
s
tu
d
i
e
s
c
on
duc
te
d
b
y
o
ther
stud
ies
[12,
1
3
]
.
Bo
t
h
t
he
r
e
s
ults
o
f
th
i
s
s
tu
dy
a
n
d
t
he
s
tu
die
s
have
s
ho
w
n
t
ha
t
the
le
arne
rs
h
a
v
e
ge
nera
lly
fie
l
d-de
pe
n
d
e
n
t c
ogn
it
i
v
e st
yl
e.
I
t
was seen t
ha
t
t
h
er
e
w
a
s
n
o
t
a
m
ea
n
d
i
ffere
n
c
e b
e
twee
n
t
h
e ge
n
d
er
s a
nd cog
n
iti
ve s
tyle
s of the
pr
e
-
service
te
ac
he
rs.
This
r
es
ult
w
a
s
simi
lar
t
o
t
he
r
e
s
u
l
ts
o
f
the
s
tu
d
i
es
i
n
t
h
is
f
ie
l
d
[
1
4
,
15
].
I
n
t
h
is
s
t
u
dy,
it
w
a
s
f
o
u
n
d
t
h
a
t
t
h
e
r
e
w
a
s
a
m
e
a
n
d
i
f
f
e
r
e
n
c
e
b
e
t
w
e
e
n
t
h
e
d
e
p
a
r
t
m
e
n
t
s
a
n
d
cog
n
i
tive
s
t
yl
es
o
f
t
h
e
pr
e-se
rvic
e
teac
hers.
T
h
e
re
aso
n
o
f
th
is
d
i
f
fer
e
nce
ca
n
b
e
a
n
u
m
ber
o
f
d
i
f
f
e
r
e
n
t
va
ria
b
le
s.
C
og
n
iti
ve
s
t
y
le
s
ar
e
d
i
ffe
rent
from
b
as
ic
a
tt
it
ude
s
t
h
a
t
a
re
a
c
q
u
i
r
e
d
in
t
he
d
ai
l
y
l
i
f
e
or
l
e
a
rnt
by
e
n
v
i
ro
nm
ent.
I
n
this
s
ense,
c
o
gni
t
i
v
e
s
tyle
s
are
lear
nt
i
n
a
proc
ess
a
nd
t
h
e
y
h
a
v
e
a
pe
rs
ona
l
ity
t
ha
t
is
s
ha
pe
d
vi
a
[1
6
]
.
F
o
r
this
r
eason,
i
t
ca
n
be
s
a
i
d
th
a
t
the
e
d
uc
at
ion
be
fore
h
ig
her
educa
tio
n,
p
as
t
e
xper
i
e
n
c
e
s,
s
oc
io-
eco
n
o
m
i
c
stat
us
a
n
d
s
o
c
ial
e
n
vir
onm
en
t
ha
v
e
an effec
t
o
n t
h
e co
gn
i
t
i
v
e s
t
yl
e
s
of the
pre
-
ser
v
i
c
e t
e
ac
he
rs.
A
t
t
he e
nd
o
f t
h
e s
t
ud
y,
i
t
w
a
s
see
n
t
hat
the
r
e w
a
s
n
o
t
a
me
a
n
d
iffe
ren
c
e
b
e
t
w
e
e
n
t
h
e
a
c
a
d
emi
c
s
u
c
ce
ss
and
cog
n
i
t
i
v
e
st
y
l
es
o
f
th
e
p
r
e
-
se
rv
i
c
e
t
e
ach
ers.
T
h
e
rea
s
on
o
f
t
h
i
s
re
sult
c
a
n
be
t
he
l
a
c
k
o
f
t
eac
hin
g
t
e
c
h
n
i
que
s
w
h
ic
h
ha
ve
b
een
d
esig
ne
d
for
t
h
e
d
i
ffere
n
t
c
o
gni
ti
v
e
s
t
y
l
e
s
o
f
t
h
e
l
ea
rn
ers
a
n
d
i
t
can
b
e
t
h
e
l
a
ck
o
f
awar
ene
s
s
of
t
h
e
l
e
a
rne
r
s
on
t
h
eir
ow
n
c
o
g
n
i
t
i
v
e
style
s
.
S
a
h
i
n
[17]
s
ta
te
d
i
n
a
s
t
u
dy
t
ha
t
t
h
e
t
e
ac
hin
g
a
c
t
i
v
iti
e
s
t
ha
t
ha
ve
b
ee
n
de
s
i
gne
d
a
s
c
onsi
d
er
ing
the
fie
l
d-de
pe
n
d
e
n
t
an
d
fi
el
d-i
n
d
e
pen
d
e
n
t
c
o
g
n
it
i
v
e
sty
l
e
s
o
f
the
l
e
a
rne
r
s
co
ul
d
be
h
el
p
f
u
l
f
or
p
erm
a
n
e
n
c
e
in
lear
n
i
n
g
p
roce
ss.
I
t
c
ou
ld
b
e
sa
id
t
hat
the
pre
-
service
t
e
ac
h
e
r
s
m
a
i
nly
pre
f
e
r
red
d
ee
p
l
e
a
r
n
i
ng
a
pp
ro
ach
i
n
s
t
ead
o
f
surfa
ce
lea
r
n
i
ng.
T
he
r
e
a
so
n
of
p
referr
i
n
g
b
o
t
h
o
f
t
h
e
l
e
arn
i
ng
a
ppr
oa
che
s
c
ou
l
d
b
e
d
i
ffe
r
ent
te
ac
hin
g
st
ra
t
e
g
i
es,
a
sse
ssmen
t
me
t
hods
a
n
d
th
e
c
ont
en
ts
o
f
t
h
e
c
o
u
r
s
e
s
t
h
a
t
h
a
v
e
b
e
e
n
g
ive
n
i
n
t
h
e
hi
gher
e
d
uca
t
i
o
n.
Th
is
r
esul
t of t
he st
u
d
y
w
a
s
similar
to t
he
s
o
m
e
oth
e
r
stu
d
i
es
in
t
his f
i
e
l
d
[1
8,
19,
20].
A
t
the
e
n
d
of
t
he
s
tu
d
y
,
it
w
a
s
se
en
t
ha
t
th
ere
w
a
s
no
t
a
m
e
a
n
d
iffe
renc
e
be
t
w
een
t
he
g
en
der
a
n
d
lear
n
i
n
g
a
p
p
ro
ac
hes of the
pr
e
-
s
ervice
tea
ch
er
s and
it co
u
l
d be
s
a
i
d tha
t
g
ender
w
a
s n
o
t
a m
eani
n
gful
v
a
r
iab
l
e
f
o
r
l
e
a
r
ni
ng
a
pp
ro
ach
e
s
.
Th
i
s
r
e
s
u
l
t
of
t
h
e
s
t
udy
w
as
s
i
m
i
l
a
r
t
o
the
ot
her
st
u
d
ie
s
in
t
h
i
s
fiel
d
[2
1,
22,
23].
A
d
d
iti
ona
l
l
y
,
the
r
e
sults
o
f
t
h
e
stu
d
y
s
h
o
w
e
d
t
h
at
t
here
w
a
s
a
m
e
a
n
d
i
f
fe
r
e
nce
betw
ee
n
t
h
e
depar
t
m
e
nt
s
a
n
d
lear
n
i
n
g
a
ppr
o
ache
s
o
f
the
pr
e-se
rvice
tea
c
h
er
s
in
t
erm
s
o
f
dee
p
le
arn
i
ng
and
s
u
rfac
e
lea
r
ni
n
g
.
Th
is
r
es
ult
o
f
t
h
e
st
udy
w
a
s
s
i
m
il
a
r
t
o
t
h
e
re
sul
t
s
of
t
h
e
s
ome
o
t
h
e
r
stud
i
e
s
in
t
hi
s
fi
el
d
[
2
,
12
,
20
,
23].
A
s
f
o
r
the
reason
o
f
th
i
s
d
i
ffe
re
nce
,
it
c
oul
d
be
s
a
i
d
tha
t
t
he
p
erc
e
pt
i
ons
o
f
t
h
e
p
re-
s
e
r
vice
t
ea
cher
s
i
n
d
i
f
fer
e
nt
d
e
p
artm
en
ts
c
ou
ld
ca
use
hav
i
ng
d
i
f
fere
nt
l
e
a
rn
i
ng
a
p
proa
c
h
es
.
A
ddi
t
i
o
n
a
lly,
diffe
r
e
nt
e
d
u
c
a
t
i
o
n
progra
m
s,
t
he
qua
l
ity
o
f
t
h
e
i
n
s
t
ru
c
t
o
r
s
,
d
i
f
f
e
re
n
t
t
ea
chi
ng
mat
e
ri
a
l
s
and
t
e
a
c
h
i
ng
t
e
c
hn
iqu
es
c
ou
l
d
b
e
the
r
easo
n
s
of
t
his
d
i
f
f
er
ence
i
n
di
ffe
re
nt
d
e
p
ar
tm
ent
s
.
In
t
h
i
s
st
ud
y,
i
t
w
a
s
se
en tha
t
t
h
ere
w
a
s
m
e
a
n
d
i
ffe
renc
e
be
twee
n
the
ac
a
d
em
ic
s
uc
ce
ss
and the
le
arn
i
n
g
a
p
p
roac
he
s
o
f
t
he
p
re-
s
e
r
vic
e
tea
c
her
s
in
te
r
m
s
of
d
eep
a
n
d
s
urfa
ce lear
n
i
n
g
.
It
c
o
u
l
d
b
e
said
tha
t
t
he
p
re
-servic
e
t
e
a
c
h
e
r
s
w
ho
pre
f
e
rred
dee
p
l
ea
rn
in
g
a
ppr
o
ach
w
e
r
e
m
o
r
e
s
ucce
ssf
u
l
t
h
an
t
he
o
th
er
s
who
preferr
e
d
surfa
ce
l
ear
n
i
n
g
a
p
p
r
o
ac
h.
G
ijbe
l
s
and
e
t
.
a
l
[24
]
s
ta
t
e
d
t
h
at
d
ee
p
l
e
arnin
g
app
r
o
ach
w
as
r
e
l
a
t
e
d
t
o
h
i
g
h
l
e
arni
ng
p
r
odu
c
t
s,
h
owe
v
er
s
u
r
f
a
ce
l
e
arnin
g
a
ppro
a
c
h
w
as
r
e
l
ate
d
t
o
l
o
w
l
e
arn
i
ng
p
r
o
duc
ts.
A
d
d
iti
ona
l
l
y
,
Zeege
r
s
[
2
5]
n
ote
d
t
ha
t
dee
p
l
ea
rn
i
n
g
a
p
proa
ch
c
o
u
l
d
aff
ect
l
e
a
rn
in
g
pe
rfor
ma
nce
p
o
si
ti
ve
ly.
The
resul
t
s
o
f
t
he
some
ot
her
st
ud
i
e
s [26,
27,
28] c
ou
l
d
s
u
ppor
t
the r
e
su
lt
s
o
f
th
i
s st
udy
i
n
t
h
i
s
sen
s
e.
A
t
t
he
e
n
d
o
f
t
h
e
st
ud
y,
i
t
w
a
s
se
en
t
ha
t
ther
e
w
a
s
a
d
i
ffe
re
nc
e
th
a
t
w
a
s
n
ot
m
e
a
n
for
s
t
u
d
y
be
t
w
e
e
n
the
c
o
g
n
iti
ve
s
ty
l
e
s
a
n
d
s
u
rfa
ce
l
e
a
rni
n
g
ap
proac
h
es
o
f
t
h
e
pr
e
-se
r
vice
t
eac
hers
a
nd
it
w
a
s
a
posi
t
i
ve
d
ire
c
t
ed
and low
le
ve
l differ
e
n
ce
f
or
t
he s
t
u
d
y
.
A
d
d
i
tio
na
ll
y, t
here
w
a
s
a
m
ean di
f
fe
renc
e be
tw
ee
n t
h
e
c
o
gn
iti
ve
st
y
les
and
dee
p
l
e
a
rn
i
ng a
p
proac
h
of the
pr
e-ser
v
i
c
e t
e
ac
he
rs a
n
d
it
w
as
a
n
eg
at
iv
e
d
i
re
c
t
ed
and l
o
w-l
e
v
e
l
d
i
f
f
ere
n
ce
for
t
h
e
st
udy.
T
he
l
ear
ners
w
ho
have
f
ie
ld-
i
nde
pe
nde
n
t
c
o
g
n
iti
v
e
s
t
y
l
e
n
e
ed
c
om
mun
i
c
a
t
e
with
t
he
ir
t
eac
hers
or
o
t
h
er
l
ea
rne
r
s
le
ss
t
ha
n
the
o
t
hers
w
ho
h
a
v
e
fie
l
d-de
pen
d
e
n
t
c
o
g
n
it
ive
style
[16].
T
h
e
l
e
arne
rs
w
ho
p
refer
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Ef
fe
c
t
s
o
f
Pre-
se
rvice
T
e
ache
rs’
Co
gn
i
t
i
v
e
St
y
l
e
s
o
n
L
e
ar
ni
n
g
App
r
o
a
che
s
(Seda
t
A
l
t
i
nt
a
ş
)
29
1
dee
p
l
ear
ni
ng
a
ppr
oac
h
,
o
n
t
he
o
the
r
h
a
nd,
p
re
fer
com
m
un
ica
tin
g
a
c
t
i
v
e
l
y
[28].
Th
is
f
i
n
din
g
can
b
e
the
rea
s
on
o
f
p
r
e
fe
rring
dee
p
l
ea
r
n
ing
a
p
proac
h
b
y
the
lea
r
ners
w
ho
h
a
d
f
ie
ld-
d
e
p
en
de
nt
c
og
nit
i
ve
s
t
y
le.
F
i
eld-
depe
n
d
e
n
t
lea
r
ners
c
ou
l
d
c
o
n
t
ro
l
t
h
em
selve
s
a
nd
t
h
e
y
c
o
u
l
d
p
a
y
a
tte
nt
io
n
som
e
t
hem
e
s
even
i
f
the
y
w
ere
not
in
t
e
reste
d
i
n
t
h
em
[
16].
Th
e
lear
ners
w
ho
prefer
d
e
e
p
lea
r
ni
n
g
appr
oa
ch,
h
o
w
e
ver
,
c
ould
d
i
re
ct
t
he
ir
dura
t
i
o
ns
c
orre
ctl
y
a
n
d
t
he
y
c
o
u
l
d
have
e
n
o
ugh
t
i
m
e
t
o
pa
y
a
tte
n
tio
n
for
some
t
he
me
s
[28].
I
t
w
as
s
ee
n
tha
t
so
me
o
f
t
h
e
cha
r
ac
t
e
ri
sti
c
s
of
t
h
e
p
re
-s
erv
i
ce
t
ea
c
h
ers
who
h
a
d
f
ie
l
d
-dep
e
nde
n
t
c
og
n
iti
ve
s
ty
le
w
ere
s
i
m
ilar
t
o
t
h
e
c
h
a
ra
ct
e
r
i
s
t
i
c
s
o
f
t
h
e
p
re-se
r
v
i
ce
t
e
ach
e
r
s
wh
o
p
r
e
f
erre
d
de
ep
l
ea
r
n
in
g
a
pproac
h
.
I
n
t
he
lite
rat
u
re,
the
resul
t
s
o
f
t
he
s
tu
die
s
on
t
h
e
fi
el
d
o
f
f
i
e
ld-
d
e
p
e
n
den
t
a
nd
fiel
d-i
n
d
e
pen
d
e
n
t
or
d
ee
p/
sur
f
ac
e
le
ar
ning
appr
oa
ches
c
o
u
l
d
s
u
p
por
t
the
r
e
su
lt
s
of
t
he
c
urre
n
t
s
t
u
dy.
I
t
c
o
u
l
d
be
s
a
i
d
tha
t
t
he
r
eason
o
f
t
h
is
r
es
ul
t
c
o
u
l
d
be
t
he
l
ac
k
of
i
n
f
orma
ti
o
n
a
b
o
u
t
t
he
i
nd
i
v
id
ua
l
d
i
ffer
ence
s
and
c
og
nit
i
v
e
s
t
y
l
e
s
in
e
du
cat
i
o
n
a
l
p
r
og
rams
i
n
f
a
c
u
lt
i
e
s of
edu
c
a
tio
n
.
4.
CONCL
U
S
ION
I
t
w
as seen tha
t
2
22 pre-
se
rv
i
ce tea
c
her
s
fro
m
391
o
f t
h
e
t
o
ta
l
num
ber
ha
d fie
l
d-de
pen
d
e
nt
c
og
n
i
t
i
ve
style
an
d 1
6
9of them
h
a
d fi
e
l
d-
inde
pe
nde
n
t
c
og
n
i
t
i
ve st
y
le.
A
t
t
h
e
en
d of
t
he
st
u
d
y
, it w
a
s see
n
tha
t the
r
e w
a
s
no
t
a
m
e
a
n
d
i
f
fere
nce
be
tw
e
e
n
t
h
e
ge
n
d
er
o
r
ac
adem
ic
s
ucce
ss
a
n
d
c
o
g
n
i
t
i
ve
s
t
y
les
of
t
he
p
r
e
-ser
vi
c
e
teac
hers.
It
w
as
s
ee
n
tha
t
t
he
re
w
a
s
a
m
e
a
n
d
i
ffere
n
ce
b
e
t
wee
n
t
h
e
de
pa
rtm
e
nts
a
nd
c
o
gn
i
t
i
v
e
s
t
yles
o
f
t
h
e
pre-
service
tea
c
he
rs
w
h
o
h
a
d
b
ee
n
par
tic
ipa
t
e
d
i
n
th
is
s
t
u
dy.
T
here
w
as
m
ea
n
di
ffere
n
ce
be
tw
e
e
n
th
e
pre
-
service
t
e
ac
h
e
rs
i
n
t
h
e
D
e
par
t
m
e
nt
o
f
F
i
ne
A
r
t
s
Ed
uca
t
i
o
n
an
d
t
he
o
t
h
ers
;
i
t
wa
s
a
d
i
ffe
re
nce
i
n
c
o
u
n
t
enanc
e
of
t
he
par
tic
ipa
n
ts
i
n
the
D
e
pa
rtm
e
nt of
F
i
n
e
A
rts Educ
a
tio
n
.
I
n
t
h
i
s
s
t
ud
y,
it
w
a
s
fo
u
nd
th
a
t
2
0
8
o
f
t
h
e
pa
rtic
ipa
n
ts
p
refe
r
re
d
deep
l
ea
rni
n
g
ap
proa
c
h
a
nd
1
83
of
them
p
re
fer
r
ed
surfa
ce lear
ning a
p
proa
ch. It
w
a
s
a
l
s
o see
n
tha
t
ther
e
w
as a
n
o
t
a
m
ea
n
d
i
ffere
n
c
e betw
ee
n
t
h
e
gen
d
er
a
nd
lea
r
ning
a
pproa
ch
es.
The
pre
-
service
tea
c
h
er
s
i
n
t
he
D
epa
r
tme
n
ts
o
f
S
c
ie
nc
e
Educa
t
io
n,
S
oci
a
l
S
c
i
e
nce
E
duc
a
tio
n,
T
ur
kis
h
L
ang
u
a
g
e
E
duca
tio
n,
f
ine
A
r
t
s
E
d
u
ca
t
i
on
a
n
d
Mu
sic
Ed
uca
t
i
on
he
a
v
il
y
pre
f
er
red
dee
p
l
ear
n
i
n
g
approa
c
h
;
an
d
the
o
t
her
s
i
n
t
h
e
D
e
par
t
m
e
nts
o
f
P
r
i
m
a
r
y
S
c
hool
E
d
u
ca
ti
on,
P
re-sc
h
o
o
l
Ed
uca
t
i
on,
E
n
g
lis
h
La
n
g
u
ag
e
Teac
hi
ng
E
duca
tio
n
a
nd
G
e
r
m
a
n
L
a
n
g
u
ag
e
Te
a
c
hi
ng
E
du
c
a
t
i
on
h
eavi
l
y
preferr
e
d
s
u
rfa
ce
l
e
arn
i
ng
a
ppr
oa
ch.
T
h
e
pre
-
service
tea
c
h
ers
w
h
o
w
e
r
e
suc
cess
f
u
l
a
c
a
de
mica
l
l
y
c
oul
d
gene
ra
ll
y
pre
f
e
r
d
ee
p
le
arn
i
ng
a
pproac
h
; h
o
w
e
ver
the othe
rs
w
ho
ha
d
lo
w
ac
a
de
m
i
c s
u
cce
s
s
pr
e
fer
r
ed
sur
fac
e
l
e
a
r
ni
ng
a
pp
roa
c
h
.
I
t
w
as
s
e
e
n
t
h
a
t
whe
n
t
he
p
r
e
-se
r
vice
teac
hers’
o
p
ti
ons
b
ega
n
t
o
be
c
lo
ser
to
f
ie
l
d
-i
nde
pe
nde
nt
cog
n
i
t
i
ve
s
t
y
le,
t
h
e
i
r
prefere
n
ces
w
er
e
cl
ose
r
t
o
s
u
rfac
e
l
e
a
r
n
in
g
a
p
p
r
o
a
c
h
a
nd
w
h
e
n
t
h
eir
c
o
gni
ti
v
e
s
tyle
w
a
s
clo
s
er
t
o fie
l
d-de
pe
n
d
en
t c
o
g
n
it
ive
sty
l
e,
the
ir
p
refere
nces
w
e
re
see
n as
d
ee
p
lear
n
i
n
g
a
p
p
roa
c
h
.
5.
SUGGE
S
T
I
O
N
I
t
i
s
bel
i
e
v
ed
t
ha
t
i
n
o
rder
t
o
impr
o
v
e
t
h
e
pre-
se
rvice
teac
her
s
bot
h
in
t
he
i
r
s
oc
ial
l
i
fe
a
n
d
p
r
o
f
e
s
s
i
on
a
l
life
,
s
t
udi
es
i
n
the
fi
el
d
o
f
i
ndi
v
i
du
a
l
d
if
fe
renc
es
c
an
b
e
en
h
a
nced
by
rese
a
r
c
h
ers.
I
t
is
t
h
o
u
ght
tha
t
i
ns
truc
tors
i
n
facu
l
t
i
e
s
o
f
e
duca
t
io
n
sh
ou
l
d
b
e
k
n
ow
l
e
dgea
b
l
e
a
b
ou
t
differ
e
nt
c
og
nit
i
ve
s
t
y
le
s
o
f
t
he
ir
lear
ners
a
nd t
h
ey
s
hou
l
d
or
g
a
n
ize
t
h
e
i
r te
ach
in
g proc
es
ses v
i
a
su
it
a
b
l
e
c
ogni
t
i
ve s
ty
les.
A
c
cordi
n
g
to
t
he
r
esu
l
ts
o
f
t
h
e
s
t
ud
y,
i
t
w
a
s
se
en
t
ha
t
the
pre
-service
t
e
a
c
her
s
w
h
o
p
re
fer
r
ed
d
ee
p
l
e
a
r
ni
ng
a
pp
roa
c
h
h
a
d
hig
h
e
r
a
c
a
d
e
mi
c
su
cce
ss.
I
t
i
s
b
e
l
i
e
v
e
d
t
ha
t
if
t
he
t
e
a
c
h
ing
e
n
v
i
r
onme
n
t
is
o
rga
n
ize
d
via
su
i
t
a
b
l
e
t
e
c
hni
que
s,
t
he
p
re
fer
e
nce
s
o
f
the
pre-
se
rvice
t
e
a
c
h
ers
w
h
o
pr
efe
rre
d
s
u
rfa
c
e
l
e
a
rn
i
n
g
ap
pr
oac
h
ca
n be
c
han
g
e
d
in
t
o
dee
p
l
ea
r
n
ing
ap
proa
c
h
.
S
o
me
s
cien
ti
fi
c
st
ud
ies
ca
n
be
c
o
n
duc
te
d
in
o
rder
t
o
impro
v
e
t
h
e
eff
ect
i
v
e
n
e
ss
o
f
t
he
c
o
gni
tiv
e
style
s
a
n
d
l
e
a
rni
n
g
a
p
pr
oac
h
e
s
.
The
r
e
ca
n
be
s
om
e
scie
n
t
ific
s
t
u
d
i
e
s
on
th
e
fi
el
d
s
o
f
in
d
i
vi
d
u
al
d
i
f
fe
re
nces
suc
h
a
s cogn
i
tive
st
yles or
lea
r
ning
sty
l
es
; le
a
r
ni
ng an
d
stu
d
y
i
ng le
sso
n te
c
h
n
i
que
s.
ACKNOW
LEDG
M
E
N
T
Th
is
p
a
p
er
h
a
s
b
e
e
n
gran
te
d
by
the
Mu
ğ
l
a
Sıtk
ı
K
o
ç
m
a
n
U
n
i
ve
rsit
y
Re
s
ear
ch
P
rojec
t
s
C
oord
i
na
t
i
o
n
O
f
fi
c
e
t
hr
ou
gh
P
roje
ct
G
r
a
n
t
N
um
ber:
1
5
/
0
25.
T
h
i
s
a
r
ti
c
l
e
he
ld
i
n
M
uğ
l
a
o
n
31
m
a
y
t
o
3
J
u
n
e
2
0
1
6
w
er
e
prese
n
t
e
d a
s
o
ral
presen
ta
ti
o
n
s
at
t
h
e
II
I nd
Inter
n
a
t
i
ona
l
Eu
r
asian
Ed
uca
t
i
ona
l Resea
r
c
h
C
on
gre
ss.
REFE
RENCES
[1]
S
u
mm
erv
i
ll
er,
J.
“
Role
o
f
Awaren
e
ss
o
f
Cog
n
i
t
ive
S
t
yl
e
i
n
H
yper
m
e
dia”.
Int
e
rn
at
ion
a
l
Jo
ur
nal
o
f
Ed
ucatio
na
l
T
echn
o
l
ogy
,
v
o
l
/issu
e
:
1
(1)
, 19
9
9
.
[2]
Ek
in
c
i
,
N. “U
n
i
v
ersi
te
ogren
cil
e
rini
n
ogren
m
e
yaklasimlari
”
,
Egiti
m ve Bil
i
m
,
vol/
i
ss
ue:
34
(15
1
),
74–
88
,
2
0
0
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
28
5
–
293
29
2
[3]
Witk
in,
H.
A
.,
Moo
r
e,
C
.
A
.
,
Go
o
d
en
ou
gh
,
D.
R
.
&
Co
x,
P
.
W.
“
F
i
eld
-
Dep
e
nden
t
and F
i
e
l
d-İndepen
d
en
t
Co
gni
ti
ve
S
t
yles
a
nd
Th
e
ir E
du
ca
tional İmp
l
ications”,
Revie
w
of
Ed
uca
t
io
nal
R
e
sa
rch
, v
ol
: 4
7
, 1-6
4
, 1
97
7
[4]
W
i
t
k
i
n
,
H
.
A
.
,
O
l
t
m
a
n
,
P
.
K
.
,
R
a
s
k
i
n
,
E
.
,
&
K
a
r
p
,
S
.
A
.
.
“
T
h
e
G
roup
E
mb
edd
e
d
F
i
gu
res
T
e
st”,
P
alo
Alto
,
CA
:
Con
s
u
l
t
i
ng
Ps
ycho
lo
gi
ca
l
P
r
ess,
1
97
1.
[5]
M
a
rto
n
,
F
.
&
S
alj
o
,
R.
“
On
q
ual
i
tativ
e
d
i
ff
e
r
ences
i
n
learn
i
ng
İ:
-
O
u
t
c
om
e
&
pro
cess
”
,
British Journa
l
of
Ed
uca
t
i
ona
l Psych
ol
og
y
,
v
o
l
:
46
,
4
-
11
,
1
9
76
[6]
Hal
l
,
M.,
Ra
ms
a
y
,
A
.
&
R
aven,
J
.
“
Ch
ang
i
ng
t
he
L
earn
i
ng
E
nviro
n
m
e
nt
t
o
P
r
o
m
ot
e
D
eep
L
earni
ng
A
ppro
aches
i
n
F
i
rst-Y
ear
A
ccou
n
t
i
n
g
St
u
d
e
nts
”
,
A
ccoun
ti
ng Educa
tio
n
,
vol/issu
e:
1
3
(
4),
4
8
9
-505,
2
0
04.
[7]
S
a
bzev
ari,
S
.,
Ab
baszad
e,
A
.
&
Bo
rhan
i,
F
.
“T
he
Ass
essm
e
n
t
M
e
t
h
o
d
s
a
nd
L
e
a
r
ning
A
p
p
r
o
a
c
h
e
s
i
n
Nu
rsi
ng
S
t
u
d
en
ts
o
f K
e
rm
an U
n
i
v
e
rsity
of
M
e
d
i
cal S
cie
n
c
e
s
in
Iran”,
C
r
eati
v
e
Education
,
v
o
l/
is
su
e
:
4
(02
),
1
60
,
20
13
.
[8]
Karasar, N. “B
i
l
i
msel A
r
a
s
t
ir
ma
Y
on
te
m
i
”
,
N
o
b
e
l
Y
a
y
i
n
D
a
gi
t
i
m:
An
kara,
2
01
2.
[9]
Bigg
s,
J
.
B
.
,
Ke
mber,
D.
,
&
Leun
g
,
D
.
Y
.
P
.
“T
h
e
r
e
v
ised
t
wo
f
a
cto
r
s
tu
dy
pro
cess
qu
est
i
on
n
a
i
r
e:
R
-S
P
Q
-2
F
”
,
British
Journal
of E
d
ucat
i
o
nal P
s
ychology
,
v
ol:
71,
1
3
3
-14
9
,
2001.
[10]
B
e
ş
o
l
u
k
,
Ş
.
v
e
Ö
n
d
e
r
,
İ
.
“
Ö
ğ
r
e
t
m
e
n
A
d
a
y
l
a
r
ı
n
ı
n
Ö
ğ
r
e
n
m
e
Y
a
k
l
a
ş
ı
m
l
a
r
ı
,
Öğrenme
St
ill
er
i
ve
E
leştirel
D
ü
ş
ün
me
Eğ
iliml
e
rin
i
n İncelen
m
e
si”,
İ
lkö
ğ
ret
i
m
Onli
ne
,
vol
/i
ss
ue:
9(2
)
,
679-6
9
3
,
2
0
1
0
.
[11]
Büy
ü
k
ö
ztü
r
k,
Ş
.
“
S
os
yal
Bil
i
mler
İ
çi
n
V
e
ri
A
nal
i
zi
E
l
Kitabı
.
(
1
7
.
Bas
ı
m
)
”,
P
eg
em
A
k
a
dem
i
Y
ayı
n
l
a
rı:
An
ka
ra,
20
12
.
[12]
Altu
n,
A
.
“
O
gretm
e
n
Aday
lari
nin
Bilissel
Sti
l
leri
i
l
e
B
il
gisaya
ra
Y
on
elik
T
u
t
umlari
A
rasi
nd
aki
İlis
k
i
ni
n
İncel
enm
e
si
”,
Th
e T
u
r
k
ish O
n
lin
e
Jour
na
l of Educat
io
na
l
T
echn
o
l
o
g
y
– T
O
J
E
T
,
vol
/i
ss
ue:
2
(1
),
56-62
,
2
00
3.
[13]
Ku
pcu
,
A
.
R.
&
O
zd
emi
r
,
A
.
S
.
“
I
lk
ogretim
O
gren
cil
e
ri
n
i
n
Biliss
e
l
S
t
il,
C
in
siye
t
ve
O
r
a
n
t
isa
l
D
u
s
un
m
e
S
e
vi
yel
e
rine
G
ore
Orant
i
İ
lis
k
ili
P
r
ob
lem
Co
z
m
e
Basaril
a
ri”,
Ka
stam
on
u E
g
i
t
i
m
Derg
isi
,
vo
l/issue
:
2
0
(
2),
45
1-4
7
2
,
20
12
.
[14]
Brenner,
J
.
“An
anal
ysis
o
f
st
udent
s`
C
ognitive
S
t
y
l
es
i
n
Asyn
c
hro
n
o
u
s
D
i
stance
Ed
ucat
ion
Co
urs
e
s”,
Inquir
y
,
vo
l/issu
e:
1
(1),
37-4
4
,
199
7.
[15]
Celi
k,
O
.
“U
zakt
a
n
Og
renm
e
Ortami
n
i
n
Ogre
ncil
erin
B
i
l
i
s
sel
St
i
l
leri
ne
G
o
r
e
Bi
li
ss
e
l
S
enaryo
O
lu
st
urm
a
Beceril
erine,
A
kadem
i
k
Basarilarin
a
v
e
Og
ren
m
eni
n
K
a
l
icili
g
ina
Etk
i
si”
,
U
np
ub
lishe
d
Ma
ste
r
T
he
sis,
M
u
g
la
Un
iv
ersi
ty
,
20
10.
[16]
Gu
ven
,
B
.
“
I
lkogret
im
5
.
Si
nif
Sos
y
al
B
il
giler
Dersin
de Alan
Ba
gi
ml
i
l
i
k
-A
l
a
n
B
a
gimsiz
l
i
k
B
ilissel
St
il
Boyutlari
n
a
Uy
gu
n
Ol
arak
H
azirl
anan
O
gret
im
E
t
k
inli
kl
erin
in
A
kadem
i
k
Basari
v
e
Tu
tu
m
l
a
r
U
z
e
r
in
de
k
i
E
tk
i
s
i”
,
U
n
p
u
b
l
i
s
he
d
PhD
Thesis,
Ana
d
ol
u
Un
iv
e
r
sity
,
20
03
.
[17]
S
a
hi
n,
D
.
“
I
l
kogretim
5
.
S
i
nif
F
e
n
ve
T
ekno
lo
ji
D
ersind
e
Al
an
B
agi
m
li
li
k
Alan
B
agims
i
z
l
ik
B
ilissel
St
il
Boy
u
t
l
ari
n
a
G
o
re
H
azirl
anan
O
g
r
et
im
E
tkin
likl
erinin
A
k
a
dem
i
k
Ba
sari
v
e
Tu
tumlar
U
ze
rind
eki
Etkisi
”,
Un
pu
blis
hed
Ma
s
t
er T
hes
i
s
,
G
azi
U
n
i
v
e
rsity,
2
0
0
9
.
[18]
S
e
nem
o
glu
,
N
.
“Co
lleg
e
of
Ed
uc
at
i
o
n
Stu
d
en
ts
’ Ap
proach
es t
o Lea
rn
in
g
a
n
d
Stud
y
Sk
il
ls”
,
Edu
c
atio
n a
n
d
Sci
e
nce
,
vo
l/issu
e:
3
6(1
60),
65
-80,
2
0
1
1
.
[19]
T
u
r
a
l
D
i
n
c
e
r
,
G
.
&
A
k
d
e
n
i
z
,
A
.
R
.
“
E
x
a
m
i
n
i
n
g
L
e
a
r
n
i
n
g
A
p
p
r
o
a
c
h
e
s
of
S
cien
ce
S
t
ud
ent
Teachers
Acco
rdin
g
t
o
th
e Class Level
and
Gen
d
er”,
On
line
S
u
b
m
i
ssion
,
vol/is
sue: 5(12), 54-59,
2008.
[20]
Ol
pak
,
Y
.
Z.
&
K
o
r
ucu,
A
.
T.
“
O
g
rencilerin
D
e
rs
C
alisma
Y
akl
a
si
ml
arinin
F
arkl
i
Degiskenler
Acis
i
n
dan
İncel
enm
e
si
”,
A
h
i
Ev
ra
n
U
n
iv
e
r
si
te
s
i
K
i
rs
e
h
ir E
g
it
i
m
Fakult
es
i
Dergisi
,
vol7
i
ssue:
1
5
(
1),
3
3
3
-3
4
7
,
20
14.
[21]
Chan
, K
.
“Ho
ng
Ko
n
g
teach
er ed
u
c
a
t
io
n s
t
u
d
ents
’ epi
s
tem
o
lo
g
i
cal
b
eliefs
and
ap
p
r
o
ach
es t
o l
earni
ng
”
,
Research i
n
Educat
i
o
n
,
vo
l:
69
,
3
6-
50
,
2
0
0
3
.
[22]
S
ezgi
n
-S
elcu
k,
G
.,
Calisk
a
n,
S
.
&
Erol,
M
.
“
F
i
zi
k
Og
retm
en
A
da
y
lari
n
i
n
Ogrenme
Yaklasimla
ri
ni
n
Degerlendirilme
s
i”,
G
a
zi E
g
i
t
i
m
F
a
kult
e
s
i
Dergisi
,
vo
l/iss
u
e
:
2
7
(
2
)
,
25-4
1
,
20
07.
[23]
Ellez,
A
.
M.
&
S
ezg
in
,
G
.
“
Og
re
tm
en
a
day
l
ari
n
in
o
grenm
e
y
ak
lasi
mla
r
i”
,
Orta Do
gu Teknik Uni
versitesi V. Ulusal
Fen
B
iliml
e
r
i
ve Matemat
i
k Egi
t
i
m
i Kongresi,
An
k
ara, 2
00
2.
[24]
Gijb
els,
D
.,
D
oc
hy
,
F
.
,
Van
d
e
n
Bos
s
ch
e
,
P
.
&
Segers
,
M
.
“
Eff
e
c
t
s
o
f
P
r
oblem
-Bas
ed
L
earni
ng
:
A
M
e
ta-A
naly
sis
f
r
o
m
t
he
A
ngle of
Asses
s
m
e
nt”,
R
eview o
f
E
d
u
c
a
t
i
o
n
a
l Res
e
ar
ch
, v
ol
/i
ss
ue:
75
(1),
2
7-6
1
,
200
5
.
[25]
Zeeg
ers,
P
.
“App
ro
aches
t
o
Learni
ng
in
S
c
i
en
ce:
A
L
on
g
itu
d
i
n
a
l
S
t
ud
y”,
British
Journal
of
Educational
Psy
c
h
olog
y
,
v
o
l
/i
ss
ue
:
71
(1),
1
1
5
-13
2
,
200
1.
[26]
Bernard
o
,
A.
B
.
I.
“
Ap
proach
es
t
o
Learni
ng
a
n
d
A
cadem
ic
A
ch
ieve
ment
a
mong
F
ilipino
S
t
udents”,
Th
e Jo
urn
a
l
of
Gen
e
ti
c Ps
ycholog
y
,
v
ol:
1
64,
101-1
1
4
,
2
0
0
3
.
[27]
S
a
dl
er-S
m
ith
,
E.
“
Cog
n
i
t
i
v
e
Style
a
n
d
Learni
ng
i
n
Organ
i
zat
io
n
s
”
,
R
.
J
.
R
i
d
i
n
g
,
&
S
.
G
.
R
a
y
n
e
r
i
c
i
n
d
e
,
I
n
te
r
n
a
t
i
o
na
l P
e
rs
pe
c
t
iv
e
s
o
n
İ
ndi
v
i
du
a
l
Diff
ere
n
c
e
.
S
t
amf
o
rd:
Abl
e
x
P
u
b
lis
h
i
n
g
C
orpo
rati
on,
2
0
0
0
.
[28]
Yild
iz,
B.
“
Y
a
banci
Di
ll
e
r
Y
uk
sek
oku
lu
İ
ng
ili
zce
Hazirl
ik
S
inif
i
Ogrenc
ileri
ni
n
Ogrenme
ve
D
ers
Cali
sma
Yak
l
as
imlari
ni
n
İn
celen
mes
i
”, U
n
pub
lish
e
d M
a
ster T
hesis, Eg
e
U
n
iv
e
r
s
i
t
y
,
20
13
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IJERE
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T
h
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fe
c
t
s
o
f
Pre-
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rvice
T
e
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rs’
Co
gn
i
t
i
v
e
St
y
l
e
s
o
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e
ar
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g
App
r
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a
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s
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l
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29
3
B
I
OGRAPHIES
O
F AUTHO
RS
S
e
d
a
t
A
ltı
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research
er,
has
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een
s
tu
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o
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ctorat
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Mu
ğl
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çman
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niv
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rsity
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urri
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s
s
es
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ent
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each
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ra
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earning and teachi
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r
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r
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has
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t
Muğ
l
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Sıtkı
Koçman
U
niversity,
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acul
t
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of
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d
u
cati
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,
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epartmen
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of
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u
r
riculum
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is
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rch
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rricul
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, t
eacher traini
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earni
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eachi
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Evaluation Warning : The document was created with Spire.PDF for Python.