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s in
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Dis
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p
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R
eliab
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Scale
Stu
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Valid
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T
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s
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rticle
u
n
d
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CC B
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SA
li
c
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se
.
C
o
r
r
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s
p
o
nd
ing
A
uth
o
r
:
Gü
ls
en
Özc
an
,
Dep
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t o
f
Sp
o
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t Scie
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s
,
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Un
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s
ity
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lk
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Kam
p
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Sp
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ü
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T
u
r
k
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y
.
E
m
ail:
g
u
ls
en
o
zc
an
@
ib
u
.
ed
u
.
t
r
1.
I
NT
RO
D
UCT
I
O
N
Sch
o
o
l
p
r
i
n
cip
als
an
d
teac
h
er
s
m
o
s
tly
ten
d
t
o
b
eliev
e
th
at
d
is
cip
lin
e
p
r
o
b
lem
s
will
d
im
i
n
is
h
wh
en
th
ey
estab
lis
h
r
u
les
o
r
a
d
is
cip
lin
ar
y
b
o
ar
d
.
Ho
wev
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,
th
ey
also
k
n
o
w
th
at
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ea
ce
n
e
v
er
ca
n
b
e
e
n
s
u
r
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in
th
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s
ch
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o
l.
T
h
is
is
s
o
m
ewh
at
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el
ated
to
th
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n
atu
r
al
co
n
s
eq
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en
ce
o
f
f
o
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cin
g
p
e
o
p
le
t
o
liv
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er
.
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is
ten
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o
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ca
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s
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th
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b
eg
i
n
n
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g
f
o
r
th
e
s
o
lu
tio
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o
f
p
r
o
b
l
em
s
.
I
n
co
n
s
eq
u
en
ce
,
th
e
m
o
s
t
ap
p
r
o
p
r
iate
q
u
est
m
ig
h
t
b
e
th
e
d
ec
is
io
n
wh
ich
m
ea
s
u
r
es
to
b
e
tak
en
to
h
av
e
f
ewe
r
p
r
o
b
lem
s
.
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o
r
d
in
g
to
th
e
r
esear
ch
er
s
wh
o
ag
o
n
ize
o
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d
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cip
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e
in
s
c
h
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o
ls
,
th
er
e
m
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h
t
b
e
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o
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ti
al
av
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e
s
o
lu
tio
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to
p
o
ten
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m
is
b
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s
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.
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less
,
wh
en
it
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id
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at
ea
ch
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d
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s
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d
en
t m
ay
h
a
v
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a
q
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ite
d
if
f
er
en
t w
o
r
ld
,
o
n
e
g
iv
es
awa
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to
d
esp
air
.
B
ased
o
n
th
e
liter
atu
r
e
co
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ce
r
n
in
g
r
esear
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p
er
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p
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r
eg
a
r
d
in
g
d
is
cip
lin
e
in
s
ch
o
o
ls
,
m
o
d
els
an
d
im
p
lem
e
n
tatio
n
o
f
d
is
cip
lin
e
estab
lis
h
es
th
eo
r
etica
l
in
f
r
astru
ctu
r
e
o
f
th
e
p
r
esen
t
s
tu
d
y
with
th
e
aw
ar
en
ess
o
f
th
is
r
estrictiv
e
r
ea
lity
at
th
e
b
e
g
in
n
in
g
o
f
th
e
s
tu
d
y
.
T
h
e
co
n
ce
p
t
o
f
d
is
cip
lin
e
in
p
r
ac
tice
is
o
f
ten
ex
p
r
ess
ed
as
th
e
s
y
n
o
n
y
m
f
o
r
p
u
n
is
h
m
en
t
d
u
e
to
a
m
is
b
eh
av
io
r
[
1
,
2
]
.
W
h
er
ea
s
,
d
is
cip
lin
e
an
d
p
u
n
is
h
m
en
t
s
h
o
u
ld
n
o
t
b
e
co
n
f
u
s
ed
with
ea
ch
o
th
er
.
Pu
n
is
h
m
en
t
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
Dev
elo
p
in
g
th
e
s
ca
le
o
n
d
is
cip
lin
e
ex
p
ec
ta
tio
n
s
o
f stu
d
e
n
ts
:
A
va
lid
ity
a
n
d
r
elia
b
ilit
y
s
tu
d
y
(
Gü
ls
en
Özca
n
)
841
is
th
e
r
ea
ctio
n
to
a
m
is
b
eh
av
io
r
an
d
d
is
tu
r
b
s
th
e
o
r
g
a
n
is
m
,
b
u
t
d
is
cip
lin
e
in
clu
d
es
n
ec
ess
ar
y
m
ea
s
u
r
es
to
p
r
ev
en
t
m
is
b
eh
a
v
io
r
s
[
3
,
4
]
.
Dis
cip
lin
e
m
ea
n
s
b
o
th
p
r
ev
en
tio
n
an
d
r
ec
o
v
e
r
y
o
f
m
is
b
eh
av
io
r
s
.
Kü
çü
k
ah
m
et
[
5
]
m
en
tio
n
s
th
a
t
teac
h
er
s
m
u
s
t
d
eter
m
in
e
w
h
at
k
in
d
o
f
d
is
cip
lin
e
th
e
y
wa
n
t
b
ef
o
r
e
d
ec
id
in
g
h
o
w
an
d
to
wh
at
e
x
ten
t
th
ey
wan
t
to
d
is
cip
lin
e
th
e
s
tu
d
en
ts
.
T
h
e
r
ig
h
t
way
o
f
d
is
cip
lin
e
f
o
r
o
n
e
teac
h
e
r
m
ay
b
e
wr
o
n
g
f
o
r
an
o
th
e
r
.
Fo
r
i
n
s
tan
ce
,
o
n
e
teac
h
er
m
a
y
ask
th
e
s
tu
d
en
ts
to
an
s
wer
a
q
u
esti
o
n
b
y
s
tan
d
in
g
u
p
.
Fo
r
an
o
th
er
,
o
n
th
e
o
t
h
er
h
an
d
,
wh
at
m
atter
s
wo
u
ld
b
e
th
e
c
o
r
r
ec
tn
ess
o
f
t
h
e
an
s
wer
.
T
h
e
m
ain
p
u
r
p
o
s
e
o
f
d
is
cip
lin
e
in
e
d
u
ca
tio
n
is
en
a
b
lin
g
th
e
s
tu
d
e
n
ts
to
c
o
n
tr
o
l
a
n
d
ass
ess
th
eir
o
w
n
b
eh
av
io
r
s
.
Stu
d
en
ts
m
u
s
t
b
e
awa
r
e
o
f
th
eir
b
e
h
av
io
r
s
wh
et
h
er
in
th
e
class
o
r
in
th
e
co
m
m
u
n
ity
an
d
d
ec
id
e
if
th
e
y
ar
e
ap
p
r
o
p
r
iate
o
r
n
o
t.
T
ea
ch
er
s
'
task
s
h
o
u
ld
b
e
h
a
v
in
g
t
h
e
s
tu
d
e
n
ts
co
m
p
r
eh
e
n
d
th
ese
b
eh
a
v
io
r
s
in
th
e
b
est
way
.
C
h
ild
r
en
in
ter
n
alize
th
e
v
alu
es
a
n
d
r
u
le
s
wh
ich
ar
e
f
o
r
th
e
b
en
e
f
it
o
f
th
em
s
elv
es
an
d
t
h
o
s
e
ar
o
u
n
d
in
co
n
s
eq
u
en
ce
o
f
ef
f
ec
tiv
e
d
is
ci
p
lin
ar
y
m
eth
o
d
s
[
6
]
.
W
h
en
th
e
d
is
cip
lin
ar
y
m
o
d
els th
at
f
o
r
m
th
e
b
asis
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
d
is
cip
lin
e
in
s
ch
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o
ls
ar
e
ch
ec
k
ed
o
n
,
we
s
ee
th
at
th
e
r
e
ar
e
v
a
r
io
u
s
class
if
icatio
n
s
.
Sar
ıtaş
[
1
]
s
tates
s
ix
d
is
cip
lin
e
m
o
d
els
r
e
g
ar
d
in
g
class
r
o
o
m
m
an
ag
e
m
en
t:
1
-
C
an
ter
'
s
Mo
d
el
(
Ass
er
tiv
e
Dis
cip
lin
e
Mo
d
el)
,
2
-
Glass
er
'
s
Mo
d
el
(
Pro
b
lem
-
So
lv
in
g
Mo
d
el
with
R
ea
lity
T
h
er
ap
y
)
,
3
-
Ko
u
n
in
'
s
Mo
d
el
(
I
n
s
tr
u
ctio
n
al
Ma
n
a
g
em
en
t
T
h
e
o
r
y
)
,
4
-
B
eh
av
i
o
r
is
t
Mo
d
el,
5
-
T
ea
c
h
er
E
f
f
ec
tiv
e
n
ess
T
r
ain
in
g
Mo
d
el,
6
-
R
atio
n
al
C
o
n
s
eq
u
e
n
ce
s
Mo
d
el.
T
er
tem
iz
[
3
]
o
n
th
e
o
th
er
h
an
d
,
em
p
h
asis
es
o
n
So
cial
Dis
c
ip
lin
e
Mo
d
el
o
f
R
u
d
o
lf
Dr
eik
u
r
s
.
C
elep
[
7
]
class
if
ies
d
is
cip
lin
e
m
o
d
els
as As
s
er
tiv
e
B
eh
av
io
r
Mo
d
el,
C
las
s
r
o
o
m
Ma
n
ag
em
e
n
t Bas
e
d
o
n
R
esp
o
n
s
ib
ilit
y
an
d
An
aly
s
is
o
f
I
n
ter
p
er
s
o
n
al
R
elatio
n
s
h
ip
s
Mo
d
el,
an
d
[
8
-
1
7
]
ass
er
t Pr
ev
en
tiv
e
Dis
cip
lin
e,
So
cial,
C
ar
ter
,
Glass
er
an
d
Go
r
d
o
n
Mo
d
el.
W
h
en
th
e
liter
atu
r
e
r
e
g
ar
d
in
g
d
is
cip
lin
e
in
s
ch
o
o
l
is
r
ev
ie
wed
,
to
th
e
r
esear
c
h
er
s
’
k
n
o
wled
g
e,
n
o
s
tu
d
y
to
r
ef
lect
th
e
ex
p
ec
tatio
n
s
o
f
s
tu
d
en
ts
was
f
o
u
n
d
.
I
n
ad
d
itio
n
,
s
o
m
e
p
r
e
v
io
u
s
s
t
u
d
ies
co
n
d
u
cted
in
T
u
r
k
ey
an
d
o
th
er
co
u
n
tr
ies
co
n
s
id
er
ed
to
b
e
h
elp
f
u
l
to
th
e
th
eo
r
etica
l
in
f
r
astru
ctu
r
e
o
f
th
e
p
r
esen
t
s
tu
d
y
an
d
s
ca
le
d
ev
elo
p
m
en
t
p
r
o
ce
s
s
ar
e
as
f
o
llo
ws:
Pre
f
er
en
ce
s
o
f
T
e
ac
h
e
r
C
an
d
id
ates
r
eg
ar
d
in
g
Di
s
cip
lin
e
Mo
d
els
in
C
las
s
r
o
o
m
[
1
8
]
,
I
n
v
esti
g
atio
n
o
f
Prim
ar
y
Sch
o
o
l
T
ea
ch
er
s
’
Per
ce
p
tio
n
o
f
Dis
cip
lin
e
T
y
p
es
T
h
ey
Use
f
o
r
C
las
s
r
o
o
m
Ma
n
ag
e
m
en
t
[
1
9
]
,
Valid
ity
an
d
R
eliab
ilit
y
An
aly
s
is
o
f
th
e
Scale
o
n
Dis
cip
lin
e
Stra
teg
ies
in
Ph
y
s
ical
E
d
u
ca
tio
n
f
o
r
T
u
r
k
i
s
h
Stu
d
en
ts
[
2
0
]
,
Dis
cip
lin
e
Mo
d
els
o
f
I
d
ea
l
T
ea
ch
er
C
a
n
d
id
ates
[
2
1
]
,
T
h
e
R
elatio
n
s
h
ip
b
etwe
en
T
ea
ch
er
s
an
d
T
r
u
s
t
o
f
th
e
Stu
d
en
ts
an
d
C
lass
r
o
o
m
Dis
cip
lin
e
B
eli
ef
s
[
2
2
]
,
Dis
cip
lin
e
Pro
b
lem
s
E
n
c
o
u
n
ter
e
d
b
y
C
lass
T
ea
ch
er
s
[
2
3
]
,
T
h
e
R
elatio
n
s
h
ip
b
etwe
en
Per
s
o
n
ality
T
r
aits
o
f
T
ea
c
h
er
s
in
Pu
b
lic
Hig
h
Sch
o
o
ls
a
n
d
T
h
eir
Dis
cip
lin
e
St
y
les
[
2
4
]
,
Dev
elo
p
in
g
Sch
o
o
l
Dis
cip
lin
e
I
m
p
lem
en
tatio
n
s
[
2
5
]
,
Op
in
io
n
s
o
f
T
ea
ch
er
C
an
d
id
ates
o
n
Dete
r
m
in
atio
n
an
d
A
p
p
lic
atio
n
o
f
C
lass
r
o
o
m
R
u
les
[
2
6
]
,
Op
in
io
n
s
o
f
P
r
im
ar
y
Sch
o
o
l
C
lass
T
ea
ch
er
s
o
n
Dis
cip
lin
e
in
C
lass
r
o
o
m
[
2
7
]
,
is
cip
lin
e
Mo
d
els
u
s
ed
b
y
Prim
ar
y
Sch
o
o
l
C
lass
T
ea
ch
er
s
[
2
8
]
,
T
h
e
I
m
p
ac
t
o
f
Dis
cip
lin
e
Mo
d
els
u
s
ed
b
y
Pri
m
ar
y
Sch
o
o
l
C
lass
T
ea
ch
er
s
o
n
Stu
d
en
ts
[
2
9
]
,
Dis
cip
lin
e
Mo
d
els
u
s
ed
b
y
T
ea
ch
er
s
in
Prim
ar
y
an
d
Seco
n
d
ar
y
Sch
o
o
ls
[
3
0
]
,
Dis
cip
lin
e
Pro
b
lem
s
in
Pu
b
lic
Hig
h
Sch
o
o
ls
an
d
Ap
p
r
o
ac
h
es
o
f
R
elate
d
Gr
o
u
p
s
(
T
ea
ch
er
s
,
Stu
d
en
ts
,
Prin
cip
als,
Par
en
ts
)
[
3
1
]
,
A
p
p
r
o
ac
h
es
o
n
wh
ich
C
lass
r
o
o
m
Ma
n
ag
e
m
en
t
an
d
Dis
cip
lin
e
Mo
d
els
ar
e
B
ased
[
1
0
]
,
C
lass
r
o
o
m
Dis
cip
lin
e
an
d
Stu
d
en
ts
'
R
esp
o
n
s
ib
il
ity
[
3
2
]
,
E
f
f
ec
tiv
e
Dis
cip
lin
e
Scale
R
ef
lectin
g
th
e
B
elief
o
f
T
ea
ch
er
s
r
eg
a
r
d
in
g
Dis
cip
lin
e
o
f
Stu
d
en
ts
[
3
3
]
.
Giv
en
th
e
an
aly
s
is
o
f
th
e
a
b
o
v
e
s
tu
d
ies,
it
r
ev
ea
ls
th
at
t
h
e
r
esear
ch
er
s
o
f
d
is
cip
lin
e
i
n
s
c
h
o
o
ls
ar
e
m
o
s
tly
cu
r
io
u
s
ab
o
u
t
p
e
r
ce
p
t
io
n
s
,
o
p
in
io
n
s
an
d
s
u
g
g
esti
o
n
s
o
f
teac
h
er
ca
n
d
id
ates,
tea
ch
er
s
an
d
s
tu
d
e
n
ts
r
eg
ar
d
in
g
d
is
cip
lin
e.
Ho
wev
er
,
it
m
ay
s
ee
m
m
o
r
e
p
lau
s
ib
le
t
o
r
ec
o
g
n
ize
th
e
s
tu
d
en
ts
wh
o
ar
e
th
e
m
ai
n
f
ig
u
r
e
o
f
d
is
cip
lin
e
p
r
o
b
lem
.
Ho
w
d
o
th
e
s
tu
d
en
ts
p
er
ce
i
v
e
d
is
cip
lin
ar
y
im
p
lem
en
tatio
n
s
th
at
r
esear
ch
es
h
av
e
s
u
ch
a
h
ig
h
o
p
in
io
n
o
f
?
T
o
wh
at
e
x
ten
t
th
e
d
is
cip
lin
ar
y
ex
p
ec
tatio
n
s
o
f
t
h
e
s
tu
d
en
ts
wo
u
ld
well
-
s
u
it
with
th
ese
s
tu
d
ies?
T
h
e
Scale
o
n
Dis
cip
lin
e
E
x
p
ec
tatio
n
s
o
f
Stu
d
en
ts
(
SDES)
d
ev
elo
p
ed
to
f
in
d
an
s
wer
s
to
th
ese
q
u
esti
o
n
s
is
,
in
a
way
,
th
e
cr
o
s
s
ch
ec
k
o
f
th
e
liter
atu
r
e
an
d
it
aim
s
to
r
em
in
d
th
e
ex
p
ec
tatio
n
s
o
f
s
tu
d
en
ts
,
th
e
m
ain
s
tak
eh
o
ld
er
s
o
f
s
ch
o
o
ls
t
o
ed
u
ca
to
r
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
was
co
n
d
u
cted
with
th
r
ee
d
if
f
e
r
en
t
s
tu
d
y
g
r
o
u
p
s
.
T
h
e
s
tu
d
y
g
r
o
u
p
s
an
d
th
e
test
s
g
iv
en
t
o
th
e
s
tu
d
y
g
r
o
u
p
s
ar
e
p
r
esen
ted
in
T
ab
le
1
.
As
s
ee
n
in
T
ab
le
1
,
th
e
p
r
elim
in
ar
y
test
f
o
r
m
o
f
th
e
s
ca
le
d
ev
elo
p
m
e
n
t
s
tu
d
y
was
ap
p
li
ed
to
a
to
tal
o
f
4
7
7
s
tu
d
e
n
ts
;
1
8
0
f
em
ales
(
3
7
.
7
%)
a
n
d
2
9
7
m
ales
(
6
2
.
3
%)
st
u
d
y
in
g
in
7
d
if
f
er
en
t
s
ch
o
o
l
s
.
2
5
item
s
th
at
r
em
ain
ed
in
t
h
e
s
ca
le
af
ter
E
FA
wer
e
ap
p
li
ed
to
a
to
tal
o
f
1
9
6
s
tu
d
en
ts
,
7
0
f
em
ales
(
3
5
.
7
%)
an
d
1
2
6
m
ales
(
6
4
.
3
%)
s
tu
d
y
in
g
i
n
two
d
if
f
e
r
en
t
h
ig
h
s
ch
o
o
ls
.
I
n
o
r
d
er
t
o
m
ea
s
u
r
e
th
e
test
-
r
etest
r
eliab
ilit
y
o
f
th
e
s
ca
le,
2
2
item
s
in
th
e
u
ltima
te
test
wer
e
ap
p
lied
to
a
to
tal
o
f
4
2
s
tu
d
en
ts
,
1
8
f
em
ales (
4
2
.
8
%)
an
d
2
4
m
ales (
5
7
.
2
%)
s
tu
d
y
in
g
in
th
e
s
am
e
h
i
g
h
s
ch
o
o
l.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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J
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&
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T
ab
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tio
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o
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t
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p
ar
ticip
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ts
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a
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To
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a
f
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r
m
7
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i
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h
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c
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l
s
1
8
0
(
3
7
.
7
)
2
9
7
(
6
2
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)
4
7
7
S
t
u
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y
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r
o
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2
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g
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h
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o
l
s
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(
3
5
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)
1
2
6
(
6
4
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3
)
1
9
6
S
t
u
d
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r
o
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p
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i
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o
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18
(
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24
(
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7
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2
)
42
2
.
2
.
F
ind
ing
s
re
g
a
rding
ex
plo
ra
t
o
ry
f
a
c
t
o
r
a
na
ly
s
is
(
E
F
A)
I
n
th
e
p
r
esen
t
s
tu
d
y
,
it
was
p
l
an
n
ed
to
d
ev
el
o
p
a
v
alid
an
d
r
eliab
le
s
ca
le
to
m
ea
s
u
r
e
th
e
d
is
cip
lin
e
ex
p
ec
tatio
n
s
o
f
s
tu
d
en
ts
.
T
h
u
s
,
p
r
im
ar
ily
an
E
FA
test
was
n
ee
d
ed
to
p
r
o
v
id
e
in
f
o
r
m
atio
n
r
eg
ar
d
i
n
g
th
e
v
alid
ity
o
f
th
e
d
r
af
t
s
ca
le
co
m
p
o
s
ed
o
f
3
0
item
s
.
T
h
e
E
FA
t
est
was
p
er
f
o
r
m
e
d
o
n
th
e
d
ata
co
llected
f
r
o
m
4
7
7
s
tu
d
en
ts
s
tu
d
y
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g
in
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ch
o
o
ls
.
E
FA
is
a
s
tatis
t
ical
tech
n
iq
u
e
aim
in
g
at
g
ath
er
in
g
v
ar
iab
les
th
at
m
ea
s
u
r
e
th
e
s
am
e
s
tr
u
ctu
r
e
o
r
q
u
ality
to
g
eth
e
r
an
d
ex
p
lain
in
g
m
ea
s
u
r
em
en
t
with
a
f
ew
f
ac
to
r
s
[
3
4
,
3
5
]
.
Facto
r
an
aly
s
is
is
also
d
ef
in
ed
as
th
e
p
r
o
ce
s
s
o
f
r
e
v
ea
lin
g
n
ew
co
n
ce
p
ts
(
v
a
r
iab
les)
ca
lled
f
ac
to
r
izatio
n
o
r
co
m
m
o
n
f
ac
to
r
s
o
r
o
b
tain
in
g
f
u
n
ctio
n
al
d
ef
i
n
itio
n
s
o
f
co
n
ce
p
ts
b
y
u
s
in
g
t
h
e
f
ac
to
r
lo
ad
s
o
f
th
e
f
ac
to
r
s
.
Facto
r
an
aly
s
is
m
ay
n
o
t
b
e
s
u
itab
le
f
o
r
all
d
ata
s
tr
u
ctu
r
es
[
3
6
,
3
7
]
.
Su
itab
ilit
y
o
f
t
h
e
d
ata
f
o
r
f
ac
to
r
an
aly
s
is
ca
n
b
e
ex
am
in
ed
with
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
co
ef
f
icien
t
a
n
d
th
e
B
ar
lett'
s
test
f
o
r
s
p
h
er
icity
.
T
h
e
KM
O
co
ef
f
icien
t g
iv
es in
f
o
r
m
atio
n
ab
o
u
t w
h
eth
er
t
h
e
d
ata
m
atr
ix
is
s
u
itab
le
f
o
r
f
ac
to
r
an
aly
s
is
o
r
n
o
t.
KM
O
s
h
o
u
l
d
b
e
h
ig
h
er
th
a
n
6
0
[
3
8
]
,
I
n
r
ef
er
en
ce
to
th
is
in
f
o
r
m
atio
n
it
i
s
s
ee
n
th
at
KM
O
v
alu
e
o
f
th
e
s
tu
d
y
was
.
8
1
1
an
d
B
ar
tlett
'
s
v
alu
e
was.
4
3
5
.
Acc
o
r
d
in
g
t
o
th
is
r
esu
lt,
it
was
co
n
clu
d
e
d
th
at
th
e
s
am
p
le
s
ize
was
s
u
f
f
icien
t
f
o
r
E
FA.
Acc
o
r
d
in
g
to
Ku
r
n
az
a
n
d
Yiğ
it
[
3
9
]
,
th
e
s
am
p
le
s
ize
s
h
o
u
ld
b
e
ten
tim
es
t
h
e
o
b
s
er
v
ed
v
ar
iab
le.
Als
o
,
wh
en
th
e
r
esu
lts
o
f
B
ar
tlett
'
s
test
f
o
r
s
p
h
er
icity
ar
e
ex
am
in
ed
,
it
is
s
ee
n
th
at
th
e
C
h
i
-
Sq
u
ar
e
(
χ2
)
v
alu
e
was
s
ig
n
if
ican
t χ
2
=
3
2
7
0
,
2
8
6
; p
<0
.
0
1
)
,
ac
co
r
d
i
n
g
ly
,
it is
ass
u
m
ed
th
at
th
e
d
ata
co
m
e
f
r
o
m
a
m
u
ltiv
ar
iate
n
o
r
m
al
d
is
tr
ib
u
tio
n
[
4
0
]
.
I
n
an
attem
p
t
to
r
ev
ea
l
th
e
f
a
cto
r
p
atter
n
o
f
SDES,
Prin
cip
al
C
o
m
p
o
n
en
ts
An
aly
s
is
was
s
elec
ted
a
s
f
ac
to
r
izatio
n
m
eth
o
d
an
d
Ver
t
ical
R
o
tatio
n
m
eth
o
d
was
s
elec
ted
as
r
o
tatio
n
m
eth
o
d
in
t
h
e
f
o
r
m
o
f
Ma
x
im
u
m
Var
ian
ce
(
Var
im
ax
)
.
As
a
r
esu
lt
o
f
th
e
an
aly
s
is
,
it
was
s
ee
n
th
at
th
er
e
wer
e
th
r
ee
co
m
p
o
n
e
n
ts
with
an
eig
en
v
alu
e
ab
o
v
e
1
f
o
r
3
0
item
s
tak
en
as
th
e
b
as
is
o
f
th
e
a
n
aly
s
is
.
C
o
n
tr
ib
u
tio
n
o
f
th
ese
co
m
p
o
n
en
ts
to
to
tal
v
ar
ian
ce
was
f
o
u
n
d
as
3
4
.
3
7
6
%.
I
n
th
e
an
aly
s
is
r
ep
ea
ted
f
o
r
th
r
ee
f
ac
t
o
r
s
,
th
e
ef
f
ec
t o
f
th
e
f
ir
s
t
f
ac
to
r
o
n
to
tal
v
ar
ian
ce
was
f
o
u
n
d
as
1
4
.
0
7
7
%,
o
f
th
e
s
ec
o
n
d
f
ac
to
r
as
1
1
.
7
4
3
%
a
n
d
o
f
th
e
th
ir
d
f
ac
to
r
a
s
8
.
5
5
5
%.
An
o
th
er
d
ec
is
io
n
to
b
e
m
ad
e
ab
o
u
t
s
ca
le
item
s
in
E
FA
is
r
elate
d
to
lo
ad
v
alu
es
o
f
th
e
item
s
.
Ac
co
r
d
in
g
to
Ç
o
k
l
u
k
;
Ş
ek
er
cio
ğ
lu
;
a
n
d
B
ü
y
ü
k
ö
zt
ü
r
k
[
4
0
]
,
th
e
lo
wer
lim
it
f
o
r
lo
a
d
v
alu
es
o
f
th
e
item
s
m
u
s
t
b
e
3
2
an
d
th
e
d
if
f
er
e
n
ce
b
etwe
en
th
e
lo
ad
s
v
alu
es
o
f
t
h
e
item
s
s
h
o
u
ld
b
e
o
v
er
.
1
;
in
o
th
er
wo
r
d
s
,
th
e
item
s
s
h
o
u
ld
n
o
t
o
v
er
lap
.
I
n
r
ef
er
en
ce
t
o
th
is
in
f
o
r
m
atio
n
a
to
tal
o
f
f
i
v
e
item
s
,
lo
ad
v
al
u
es
o
f
wh
ich
wer
e
clo
s
e
f
o
r
b
o
th
f
ac
to
r
s
a
n
d
lo
a
d
v
alu
es
o
f
wh
ich
wer
e
u
n
d
er
3
2
(
item
s
6
,
7
,
2
2
,
2
3
,
2
5
)
we
r
e
r
em
o
v
ed
f
r
o
m
SDES.
B
ef
o
r
e
n
am
in
g
th
e
th
r
ee
-
f
ac
to
r
s
tr
u
ctu
r
e
f
o
r
m
ed
in
th
e
s
ca
le
af
ter
E
FA,
th
e
th
eo
r
etic
al
s
tr
u
ctu
r
e
f
o
r
m
in
g
th
e
b
asis
f
o
r
d
ev
elo
p
m
en
t
o
f
th
e
s
ca
le
was
r
ev
iewe
d
,
th
e
item
s
g
r
o
u
p
ed
u
n
d
e
r
th
e
f
a
cto
r
s
ar
e
in
ter
p
r
eted
o
n
e
-
by
-
o
n
e
an
d
n
am
ed
in
co
n
f
o
r
m
ity
with
th
e
f
ac
to
r
s
.
T
h
u
s
,
th
e
item
s
g
r
o
u
p
ed
in
f
ac
to
r
o
n
e
wer
e
n
am
e
d
as
E
f
f
ec
tiv
e
T
ea
ch
in
g
Dis
cip
lin
e
E
x
p
ec
tatio
n
,
th
o
s
e
in
f
ac
to
r
two
wer
e
n
a
m
ed
as
B
eh
av
io
r
al
Dis
cip
lin
e
E
x
p
ec
tatio
n
an
d
th
o
s
e
in
f
ac
to
r
th
r
ee
wer
e
n
am
e
d
as
So
cial
Dis
cip
lin
e
E
x
p
ec
tatio
n
.
T
o
tal
item
v
ar
ian
ce
s
o
f
SDES,
lo
ad
v
alu
es
af
ter
r
o
tatio
n
ar
e
g
iv
en
i
n
T
ab
le
2
.
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
Dev
elo
p
in
g
th
e
s
ca
le
o
n
d
is
cip
lin
e
ex
p
ec
ta
tio
n
s
o
f stu
d
e
n
ts
:
A
va
lid
ity
a
n
d
r
elia
b
ilit
y
s
tu
d
y
(
Gü
ls
en
Özca
n
)
843
T
ab
le
2
.
T
r
a
n
s
f
o
r
m
e
d
p
r
i
n
cip
a
l c
o
m
p
o
n
en
ts
f
ac
to
r
a
n
aly
s
is
f
o
r
th
e
s
ca
le
o
n
d
is
cip
lin
e
ex
p
e
ctatio
n
s
I
t
e
ms
F
a
c
t
o
r
c
o
mm
o
n
v
a
r
i
a
n
ce
F
a
c
t
o
r
l
o
a
d
Ef
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
d
i
s
c
i
p
l
i
n
e
e
x
p
e
c
t
a
t
i
o
n
(
f
a
c
t
o
r
-
1)
Te
a
c
h
e
r
s sh
o
u
l
d
c
l
e
a
r
l
y
e
x
p
r
e
ss
t
h
e
i
r
e
x
p
e
c
t
a
t
i
o
n
s
a
n
d
f
e
e
l
i
n
g
s
i
n
o
r
d
e
r
t
o
m
a
i
n
t
a
i
n
d
i
s
c
i
p
l
i
n
e
i
n
t
h
e
c
l
a
s
sr
o
o
m
.
0
.
2
8
1
0
.
5
0
7
C
l
a
s
sr
o
o
m r
u
l
e
s s
h
o
u
l
d
b
e
e
x
h
i
b
i
t
e
d
i
n
t
h
e
c
l
a
ssr
o
o
m t
o
p
r
e
v
e
n
t
d
i
s
c
i
p
l
i
n
e
p
r
o
b
l
e
ms.
0
.
2
7
2
0
.
4
9
7
Te
a
c
h
e
r
s sh
o
u
l
d
a
p
p
l
y
t
h
e
d
i
sci
p
l
i
n
e
r
u
l
e
s c
o
n
si
s
t
e
n
t
l
y
.
0
.
4
2
3
0
.
6
2
9
A
l
l
e
mp
l
o
y
e
e
s
i
n
t
h
e
sc
h
o
o
l
s
h
o
u
l
d
a
c
t
i
n
u
n
i
s
o
n
i
n
r
e
sp
e
c
t
o
f
d
i
s
c
i
p
l
i
n
e
r
u
l
e
s
.
0
.
4
6
4
0
.
5
3
1
Te
a
c
h
e
r
s sh
o
u
l
d
s
o
l
v
e
d
i
sc
i
p
l
i
n
e
p
r
o
b
l
e
ms w
i
t
h
a
h
u
m
a
n
e
a
p
p
r
o
a
c
h
.
0
.
4
6
4
0
.
6
3
9
Te
a
c
h
e
r
s sh
o
u
l
d
s
o
l
v
e
d
i
sc
i
p
l
i
n
e
p
r
o
b
l
e
ms
b
y
g
i
v
i
n
g
a
d
v
i
c
e
s.
0
.
3
3
6
0
.
5
5
4
Te
a
c
h
e
r
s sh
o
u
l
d
a
l
s
o
h
o
l
d
t
h
e
mse
l
v
e
s
r
e
sp
o
n
si
b
l
e
f
o
r
d
i
sc
i
p
l
i
n
e
p
r
o
b
l
e
ms.
0
.
3
1
2
0
.
5
5
8
Te
a
c
h
e
r
s sh
o
u
l
d
h
a
v
e
a
g
o
o
d
c
o
mm
a
n
d
o
f
t
h
e
i
r
f
i
e
l
d
s
t
o
so
l
v
e
d
i
s
c
i
p
l
i
n
e
p
r
o
b
l
e
ms.
0
.
3
5
7
0
.
5
9
2
Te
a
c
h
e
r
s sh
o
u
l
d
u
se
d
i
f
f
e
r
e
n
t
t
o
o
l
s
i
n
t
h
e
c
l
a
ssr
o
o
m t
o
a
v
o
i
d
d
i
sc
i
p
l
i
n
e
p
r
o
b
l
e
ms.
0
.
3
2
3
0
.
5
2
7
I
t
sh
o
u
l
d
b
e
b
e
l
i
e
v
e
d
t
h
a
t
a
n
y
st
u
d
e
n
t
w
i
t
h
d
i
sc
i
p
l
i
n
a
r
y
p
r
o
b
l
e
ms
c
a
n
a
l
s
o
a
c
t
p
o
si
t
i
v
e
l
y
.
0
.
3
3
5
0
.
5
3
0
S
t
u
d
e
n
t
s
w
h
o
h
a
v
e
d
i
sc
i
p
l
i
n
e
p
r
o
b
l
e
m
s sh
o
u
l
d
b
e
t
r
e
a
t
e
d
p
a
t
i
e
n
t
l
y
.
0
.
2
8
3
0
.
5
2
7
Th
e
st
u
d
e
n
t
s w
h
o
c
r
e
a
t
e
d
i
s
c
i
p
l
i
n
a
r
y
p
r
o
b
l
e
ms s
h
o
u
l
d
b
e
m
a
d
e
t
o
f
e
e
l
v
a
l
u
e
d
.
0
.
2
7
4
0
.
4
5
5
I
t
sh
o
u
l
d
b
e
a
c
c
e
p
t
e
d
t
h
a
t
d
i
s
c
i
p
l
i
n
e
p
r
o
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W
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6
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2
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3
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o
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a
ct
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ly
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is
(
CF
A)
A
to
tal
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2
5
s
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le
item
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o
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t
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ed
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E
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to
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f
1
9
6
h
i
g
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s
ch
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y
in
g
in
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d
if
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e
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t
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h
s
ch
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o
ls
.
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FA
was
p
er
f
o
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n
t
h
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ata
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tu
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im
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ile
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4
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I
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u
r
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o
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th
e
co
n
f
ir
m
ato
r
y
f
ac
t
o
r
an
aly
s
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2
.
4
.
Relia
bil
it
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a
na
ly
s
is
f
ind
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ng
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o
f
SDE
S
C
r
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n
b
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Alp
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aly
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was
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to
o
b
ta
in
in
f
o
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m
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n
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eg
ar
d
in
g
th
e
in
ter
n
al
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n
s
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ten
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o
f
th
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item
s
in
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lt
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ate
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te
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s
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ad
e
to
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s
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r
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test
.
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h
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C
r
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n
b
ac
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A
lp
h
a
r
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lev
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o
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in
to
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was
f
o
u
n
d
as
.
8
2
3
,
f
o
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th
e
f
ac
to
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f
E
f
f
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T
ea
ch
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Dis
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E
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p
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as
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7
1
7
,
f
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th
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f
B
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av
io
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al
Dis
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E
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p
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as
.
5
9
6
,
a
n
d
f
o
r
th
e
f
ac
t
o
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o
f
So
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Dis
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E
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p
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as
.
6
3
6
.
T
est
r
etest
r
eliab
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y
o
f
th
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test
was
d
eter
m
in
ed
as .
7
6
3
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
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O
N
T
h
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t
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c
o
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u
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ted
to
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d
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B
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e
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le
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e
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to
m
atch
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p
with
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th
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ty
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ated
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th
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asis
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l
in
f
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h
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s
ca
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th
e
ef
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ec
t
o
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f
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to
r
item
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n
th
e
t
o
tal
v
ar
ian
ce
was
f
o
u
n
d
as
3
4
.
3
7
6
%.
I
t
was
d
ec
id
ed
to
k
ee
p
2
5
item
s
lo
ad
v
alu
es
o
f
w
h
ich
w
er
e
o
v
er
.
3
2
in
th
e
d
r
af
t
s
ca
le.
Acc
o
r
d
in
g
to
T
h
o
m
p
s
o
n
[
4
1
]
,
th
e
ef
f
ec
t
o
f
it
em
s
o
n
c
o
m
m
o
n
v
ar
ian
ce
in
g
en
e
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al
s
h
o
u
ld
b
e
ar
o
u
n
d
.
5
0
.
Ho
wev
er
,
it
is
n
o
t
p
o
s
s
ib
le
to
o
b
tain
h
ig
h
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o
m
m
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n
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ar
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in
s
o
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s
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ce
s
m
o
s
t
o
f
th
e
tim
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.
T
h
e
r
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o
r
e,
th
e
v
alu
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o
f
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m
m
o
n
v
ar
ian
ce
d
eter
m
in
e
d
as
.
4
0
b
y
C
o
s
tello
an
d
Osb
o
r
n
e
[
4
2
]
,
s
h
o
u
ld
b
e
a
m
o
r
e
ac
cu
r
a
te
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r
ef
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en
ce
.
T
ab
ac
h
n
ick
an
d
Fid
ell
[
4
3
]
o
n
th
e
o
th
er
h
an
d
s
tate
th
at
th
e
item
s
co
m
m
o
n
v
a
r
ian
ce
o
f
wh
ic
h
ar
e
b
elo
w
.
2
0
ar
e
th
e
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ig
n
als
o
f
th
e
h
eter
o
g
e
n
eity
o
f
th
e
item
s
[
4
3
]
.
Acc
o
r
d
i
n
g
to
th
is
v
iew,
th
e
cr
iter
i
o
n
r
el
ated
to
co
m
m
o
n
f
ac
to
r
v
ar
ian
ce
s
h
o
u
ld
b
e
tak
en
as
.
2
0
[
4
4
]
.
On
th
e
o
th
e
r
h
an
d
,
it
is
s
u
g
g
ested
th
at
th
e
lo
wer
b
o
u
n
d
o
f
th
e
lo
ad
v
al
u
es
o
f
th
e
item
s
s
h
o
u
ld
b
e
3
2
[
4
0
]
.
I
f
th
is
in
f
o
r
m
atio
n
r
elate
d
to
s
ca
le
d
e
v
elo
p
m
e
n
t
ar
e
tak
en
as
cr
iter
ia,
it
ca
n
b
e
s
aid
th
at
th
e
E
FA
r
esu
lts
o
f
S
DE
S a
r
e
at
a
g
o
o
d
lev
el
in
ter
m
s
o
f
th
e
co
n
s
tr
u
ct
v
alid
ity
o
f
th
e
s
ca
le.
As
a
r
esu
lt
o
f
th
e
C
FA
p
er
f
o
r
m
ed
o
n
th
e
d
ata
co
llected
f
r
o
m
th
e
im
p
lem
en
tatio
n
o
f
2
5
item
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g
en
er
ated
af
ter
E
FA
to
1
9
6
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
r
ev
ea
led
t
h
at
th
e
er
r
o
r
v
ar
ia
n
ce
s
o
f
item
s
3
,
4
an
d
5
wer
e
o
v
er
m
ad
e
b
y
u
s
in
g
L
is
r
el
Pr
o
g
r
am
.
Alth
o
u
g
h
t
a
n
d
lo
ad
v
alu
es
o
f
th
ese
item
s
wer
e
h
ig
h
,
it
was
d
ec
id
ed
t
o
r
em
o
v
e
th
ese
item
s
f
r
o
m
th
e
s
ca
le
in
o
r
d
er
to
in
cr
ea
s
e
th
e
f
it
in
d
ices
o
f
th
e
s
ca
le.
Ac
co
r
d
in
g
to
Ç
o
k
lu
k
,
Şek
er
cio
ğ
lu
an
d
B
ü
y
ü
k
ö
ztü
r
k
[
4
0
]
,
in
ev
alu
atio
n
o
f
th
e
r
esu
lts
o
f
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
,
th
e
er
r
o
r
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
Dev
elo
p
in
g
th
e
s
ca
le
o
n
d
is
cip
lin
e
ex
p
ec
ta
tio
n
s
o
f stu
d
e
n
ts
:
A
va
lid
ity
a
n
d
r
elia
b
ilit
y
s
tu
d
y
(
Gü
ls
en
Özca
n
)
845
v
ar
ian
ce
o
f
th
e
item
s
in
th
e
s
ca
le
s
h
o
u
ld
b
e
l
o
wer
th
an
9
0
,
an
d
t
v
alu
es
s
h
o
u
ld
b
e
o
v
er
2
.
5
6
.
I
f
t
v
al
u
es
ar
e
o
v
er
2
.
5
6
o
f
th
e
s
ca
le,
it m
ea
n
s
th
at
th
e
s
ca
le
i
s
s
ig
n
if
ican
t a
t .
0
1
lev
el
[
4
5
]
.
T
h
e
r
ef
o
r
e
,
wh
en
th
e
v
alu
es o
f
th
e
u
ltima
te
s
ca
le
co
m
p
o
s
ed
o
f
2
2
item
s
ar
e
ex
am
in
e
d
,
it
is
co
n
s
id
er
ed
t
h
at
th
e
s
ca
le
p
r
o
v
id
es
th
e
co
n
s
tr
u
ct
v
alid
ity
.
On
th
e
o
th
er
h
an
d
,
wh
en
th
e
f
it
in
d
ex
v
alu
es
o
f
th
e
s
ca
le
ar
e
ex
am
in
ed
,
th
e
f
ir
s
t
v
alu
e
to
b
e
ch
ec
k
e
d
is
th
e
p
v
alu
e
in
s
ig
n
if
ican
ce
o
f
p
v
alu
e
is
d
esira
b
le.
U
p
o
n
r
ev
ie
w
o
f
th
e
C
FA
r
esu
lts
in
Fig
u
r
e
1
,
p
v
alu
e
is
s
ig
n
if
ican
t
at
th
e
lev
el
o
f
0
.
0
1
.
Acc
o
r
d
in
g
to
Klin
e
[
4
6
]
;
Sü
m
er
[
4
7
]
,
it
is
n
o
r
m
al
f
o
r
th
e
p
v
alu
e
to
b
e
s
ig
n
if
ican
t
in
m
an
y
C
FA
b
ec
au
s
e
th
e
s
am
p
le
s
ize
is
lar
g
e.
An
o
th
er
f
it
v
alu
e
t
h
at
n
ee
d
s
to
b
e
co
n
s
id
er
e
d
is
χ2
/s
d
r
atio
.
W
h
en
th
ese
v
alu
es a
r
e
p
r
o
p
o
r
tio
n
ed
,
it is
s
ee
n
th
at
3
6
0
.
9
2
/2
0
6
=
1
.
7
5
2
.
χ2
I
f
th
e
/s
d
r
atio
is
b
elo
w
3
it
m
ea
n
s
a
p
e
r
f
ec
t
f
it,
a
n
d
if
it
is
b
elo
w
5
,
it
m
ea
n
s
m
e
d
iu
m
f
it
[
4
6
,
4
7
]
.
W
h
en
t
h
is
in
f
o
r
m
atio
n
is
tak
en
as
th
e
r
ef
er
e
n
ce
,
it
ca
n
b
e
s
aid
th
at
th
e
χ2
/s
d
r
atio
o
f
th
e
s
ca
l
e
f
its
p
er
f
ec
tly
.
T
h
e
R
MSE
A
v
alu
e
in
th
e
r
o
ad
d
iag
r
am
is
0
6
2
.
I
f
R
MSE
A
v
alu
e
is
b
elo
w
0
5
,
it
m
ea
n
s
a
p
e
r
f
ec
t
f
it
a
n
d
b
elo
w
0
8
,
it
m
ea
n
s
a
g
o
o
d
f
it
[
4
5
]
.
I
f
it
is
b
elo
w
.
1
0
,
it
m
ea
n
s
a
p
o
o
r
f
it
[
4
3
]
.
E
x
am
i
n
atio
n
o
f
f
it
i
n
d
ices
r
ev
ea
ls
th
at
GFI
=
0
.
8
6
,
AGFI
=
0
.
8
2
,
C
FI
=
.
9
3
,
s
tan
d
ar
d
ize
d
R
MR
=
0
.
0
6
3
,
NNFI
=
0
.
9
2
.
I
f
GFI
an
d
AGFI
ar
e
o
v
er
.
9
0
,
it
m
ea
n
s
a
g
o
o
d
f
it
[
4
8
]
.
I
n
th
is
co
n
tex
t,
it
ca
n
b
e
s
aid
th
a
t
GFI
an
d
AGFI
v
alu
es
a
r
e
w
ea
k
f
its
.
On
th
e
o
th
er
h
an
d
,
C
FI
an
d
NNFI
v
alu
es
o
v
er
9
0
in
d
icate
a
g
o
o
d
f
it
[
4
7
]
.
T
h
er
ef
o
r
e,
it
ca
n
b
e
s
aid
th
a
t
th
e
C
FI
an
d
NNFI
v
alu
es
o
f
th
e
s
ca
le
in
d
icate
a
g
o
o
d
f
it.
I
t c
an
b
e
s
aid
th
at
th
e
o
v
er
all
f
it v
al
u
es o
f
th
e
s
ca
le
ar
e
with
in
th
e
s
co
p
e
o
f
g
o
o
d
f
i
t v
alu
es.
I
f
th
e
r
eliab
ilit
y
a
n
aly
s
is
r
esu
l
ts
o
f
th
e
u
ltima
te
s
ca
le
ar
e
i
n
ter
p
r
eted
,
it
was
d
ete
r
m
in
ed
th
at
th
e
to
tal
C
r
o
n
b
ac
h
Alp
h
a
r
elia
b
ilit
y
o
f
th
e
u
ltima
te
test
was
.
8
2
3
,
f
o
r
th
e
f
ac
to
r
o
f
E
f
f
ec
tiv
e
T
ea
ch
in
g
Dis
cip
lin
e
E
x
p
ec
tatio
n
as
7
1
7
,
f
o
r
th
e
f
a
cto
r
o
f
B
eh
av
i
o
r
al
Dis
cip
lin
e
E
x
p
ec
tatio
n
as
5
9
6
,
a
n
d
f
o
r
t
h
e
f
ac
to
r
o
f
So
cial
Dis
cip
lin
e
E
x
p
ec
tatio
n
as .
6
3
6
.
T
est r
etest
r
eliab
ilit
y
o
f
th
e
t
est wa
s
d
eter
m
in
ed
as
7
6
3
.
Acc
o
r
d
in
g
to
Ak
g
ü
l &
Ç
ev
ik
[
4
9
]
,
C
r
o
n
b
ac
h
Alp
h
a
c
o
ef
f
icien
t
is
a
m
ea
s
u
r
e
o
f
t
h
e
co
n
s
is
ten
cy
o
f
th
e
s
co
r
es
r
elat
ed
to
t
h
e
item
s
with
th
e
to
tal
test
s
co
r
es.
W
h
en
th
is
co
ef
f
icien
t
is
in
th
e
r
an
g
e
o
f
0
.
6
0
a
n
d
0
.
8
0
,
t
h
e
s
ca
le
is
"q
u
ite
r
eliab
le"
an
d
if
in
th
e
r
an
g
e
o
f
0
.
8
0
an
d
1
.
0
0
,
it
is
"h
ig
h
ly
r
eliab
le
.
"
W
h
en
th
is
in
f
o
r
m
atio
n
is
tak
en
as
a
r
ef
er
en
ce
,
it
ca
n
b
e
s
aid
th
at
th
e
r
eliab
ilit
y
o
f
SDE
S is
s
ati
s
f
ac
to
r
y
in
g
en
e
r
al.
I
n
b
r
ief
,
t
h
e
SDES,
d
ev
elo
p
ed
to
m
ea
s
u
r
e
th
e
d
is
cip
lin
e
ex
p
ec
tatio
n
s
o
f
s
tu
d
en
ts
,
is
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
co
m
p
o
s
ed
o
f
th
r
ee
f
a
cto
r
s
as
E
f
f
ec
tiv
e
T
ea
ch
in
g
Dis
cip
lin
e
E
x
p
ec
tatio
n
,
B
eh
av
io
r
al
Dis
cip
lin
e
E
x
p
ec
tatio
n
an
d
So
cial
Dis
cip
lin
e
E
x
p
ec
tatio
n
a
n
d
2
2
item
s
.
T
h
er
e
ar
e
n
o
n
eg
ativ
e
item
s
in
th
e
s
ca
le.
Giv
en
th
e
in
ter
p
r
etatio
n
o
f
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
s
ca
le,
it
was
co
n
clu
d
ed
th
at
SDES
is
a
v
alid
a
n
d
r
eliab
le
m
ea
s
u
r
in
g
to
o
l.
4.
CO
NCLU
SI
O
N
B
ec
au
s
e
attr
ac
tiv
e
tech
n
o
lo
g
i
ca
l
s
tim
u
li
m
ak
e
s
tu
d
en
ts
’
liv
es
im
m
en
s
ely
b
u
s
y
,
it
h
as
b
e
co
m
e
v
er
y
d
if
f
icu
lt
to
h
av
e
th
e
s
tu
d
en
ts
to
p
ar
ticip
ate
in
th
e
class
r
o
o
m
.
T
h
is
s
itu
atio
n
af
f
ec
ts
all
s
tak
eh
o
ld
er
s
ad
v
er
s
el
y
in
th
e
lear
n
in
g
-
teac
h
in
g
p
r
o
c
ess
.
Ho
wev
er
,
th
e
r
e
v
iew
o
f
p
r
ev
i
o
u
s
s
tu
d
ies
r
e
v
ea
l
th
at
th
ey
wer
e
m
o
s
tly
p
ay
in
g
atten
tio
n
to
d
is
cip
lin
e
m
o
d
els
wh
er
e
teac
h
er
s
an
d
p
r
in
cip
als
ar
e
d
o
m
in
an
t
b
u
t
n
o
t
to
p
ay
in
g
atten
tio
n
to
o
p
in
io
n
s
o
f
s
tu
d
en
ts
.
W
ith
t
h
e
p
r
esen
t stu
d
y
,
it wa
s
co
n
s
id
er
ed
to
d
e
v
elo
p
a
s
ca
le
b
ased
o
n
th
e
ex
p
ec
tatio
n
s
o
f
s
tu
d
e
n
ts
wh
ich
wo
u
l
d
q
u
esti
o
n
th
e
im
p
lem
en
tatio
n
s
o
f
d
is
cip
lin
e
at
s
ch
o
o
ls
.
S
ca
le
o
n
d
is
cip
lin
e
ex
p
ec
tatio
n
s
o
f
s
tu
d
en
ts
is
v
al
id
an
d
r
eliab
le
to
m
ea
s
u
r
e
th
e
d
is
cip
lin
e
ex
p
ec
tatio
n
s
o
f
th
e
s
tu
d
en
ts
s
tu
d
y
in
g
in
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
T
u
r
k
ey
.
Ho
we
v
er
,
th
e
p
r
esen
t
s
tu
d
y
is
lim
ited
to
4
7
7
s
tu
d
en
ts
en
r
o
lled
in
h
ig
h
s
ch
o
o
ls
.
T
h
er
ef
o
r
e,
d
e
v
elo
p
in
g
s
im
ilar
s
ca
les
in
f
u
tu
r
e
s
tu
d
ies
with
lar
g
er
s
tu
d
en
t g
r
o
u
p
s
an
d
s
tu
d
en
ts
o
f
d
if
f
e
r
en
t
g
r
a
d
es
wo
u
ld
co
n
tr
ib
u
te
to
s
ch
o
o
l
p
r
in
cip
als
an
d
teac
h
er
s
,
p
a
r
ticu
lar
ly
in
t
er
m
s
o
f
class
r
o
o
m
m
an
ag
em
en
t.
RE
F
E
R
E
NC
E
S
[1
]
S
a
rıt
a
ş,
M
.
“
S
ın
ı
f
y
ö
n
e
t
imi
v
e
d
i
sip
li
n
il
e
i
lg
il
i
k
u
ra
ll
a
r
g
e
li
ştirm
e
,
”
L.
Kü
ç
ü
k
a
h
m
e
t
(
Ed
).
,
S
ın
ı
f
y
ö
n
e
ti
mi
n
d
e
y
e
n
i
y
a
k
la
şımla
r
(
4
.
Ba
sk
ı).
An
k
a
ra
,
N
o
b
e
l
Ya
y
ı
n
ları
,
p
p
.
43
-
8
,
2
0
0
5
.
[2
]
Ha
li
s,
İ.
,
S
ın
ıf
y
ö
n
e
ti
mi
.
Ko
n
y
a
:
C
e
y
lan
Ya
y
ı
n
ları
,
2
0
0
1
.
[3
]
Terte
m
iz,
Ne
şe
,
“
S
ın
ıf
y
ö
n
e
ti
m
i
v
e
d
isip
li
n
m
o
d
e
ll
e
ri,
”
L.
K
ü
ç
ü
k
a
h
m
e
t
(Ed
it
ö
r),
S
ın
ıf
y
ö
n
e
t
imi.
An
k
a
ra
,
P
e
g
e
m
Ak
a
d
e
m
i
,
p
p
.
1
1
0
-
1
3
1
,
2
0
0
7
.
[4
]
Erd
e
n
,
M
.
,
Ö
ğ
re
tme
n
li
k
me
sle
ğ
in
e
g
iriş
.
İsta
n
b
u
l:
Ep
sil
o
n
Ya
y
ın
ları
,
2
0
0
5
.
[5
]
Kü
ç
ü
k
a
h
m
e
t,
L
.
,
Pr
o
g
ra
m
g
e
li
şti
rm
e
v
e
ö
ğ
re
ti
mi
(2
0
.
Ba
sım
)
.
An
k
a
ra
:
No
b
e
l
Ya
y
ın
Da
ğ
ıt
ım
,
2
0
0
7
.
[6
]
Ya
v
u
z
e
r,
H.,
Ç
o
c
u
ğ
u
t
a
n
ım
a
k
v
e
a
n
l
a
ma
k
.
İsta
n
b
u
l,
Re
m
z
i
Kitab
e
v
i
,
2
0
0
4
.
[7
]
Ce
lep
,
C.
,
S
ın
ıf
Y
ö
n
e
ti
mi
n
d
e
K
u
ra
m ve
Uy
g
u
la
ma
,
(4
.
Ba
sk
ı)
.
A
n
k
a
ra
:
P
e
g
e
m
Ak
a
d
e
m
i
,
2
0
0
8
.
[8
]
Yü
k
se
l,
Ö.
,
İn
sa
n
k
a
y
n
a
k
la
rı
y
ö
n
e
ti
mi
.
An
k
a
ra
,
G
a
z
i
Kitab
e
v
i
,
1
9
9
8
.
[9
]
İlg
a
r,
L.
,
E
ğ
it
im
y
ö
n
e
ti
m
i
o
k
u
l
y
ö
n
e
ti
mi
sın
ı
f
y
ö
n
e
ti
mi
,
(
3
.
Ba
sım
).
İ
sta
n
b
u
l:
Be
ta Bas
ım
,
2
0
0
5
.
[1
0
]
Ak
so
y
,
N.,
“
S
ı
n
ıf
y
ö
n
e
ti
m
i
v
e
d
i
sip
li
n
m
o
d
e
ll
e
rin
i
n
d
a
y
a
n
d
ı
ğ
ı
tem
e
l
y
a
k
laş
ımla
r,
”
Ku
ra
m
v
e
U
y
g
u
la
ma
d
a
E
ğ
it
im
Y
ö
n
e
ti
mi
,
v
o
l.
2
5
,
p
p
.
9
-
2
0
,
2
0
0
1
.
[1
1
]
Ed
wa
rd
s,
C.
H.
,
Cl
a
ss
ro
o
m
d
isc
ip
li
n
e
&
ma
n
a
g
e
me
n
t
,
(5
th
e
d
.
).
NJ
:
Jo
h
n
Wi
le
y
&
S
o
n
s,
I
n
c
,
2
0
0
8
.
[1
2
]
Ha
rd
in
,
C.
J.,
E
ff
e
c
ti
v
e
c
la
ss
ro
o
m
ma
n
a
g
e
me
n
t
,
(
2
n
d
e
d
.
).
NJ
:
P
e
a
rso
n
,
2
0
0
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
4
0
-
84
6
846
[1
3
]
Ay
d
ın
,
B
.
,
“
Öğ
re
tme
n
lerin
k
e
n
d
i
sın
ıf
d
isip
li
n
siste
m
leri
o
lu
şt
u
rm
a
sı,”
S
o
sy
a
l
Bi
li
mle
r
Ara
ştı
rm
a
la
rı
De
rg
isi
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
19
-
3
2
,
2
0
0
6
.
[1
4
]
P
a
la,
A.
“
S
ın
ıft
a
isten
m
e
y
e
n
ö
ğ
re
n
c
i
d
a
v
ra
n
ışların
ı
ö
n
lem
e
y
e
d
ö
n
ü
k
d
isi
p
li
n
m
o
d
e
ll
e
ri,
”
M
a
n
a
s
Ün
i
v
e
rs
it
e
si
S
o
sy
a
l
Bi
li
mle
r
De
rg
isi
,
v
o
l.
1
3
,
p
p
.
1
7
1
-
1
7
9
,
2
0
0
5
.
[1
5
]
M
a
n
n
i
n
g
,
M
.
L.
a
n
d
Bu
c
h
e
r,
K.
T.
,
Cl
a
ss
ro
o
m
m
a
n
a
g
e
me
n
t:
M
o
d
e
ls,
a
p
p
li
c
a
t
io
n
s,
a
n
d
c
a
se
s
.
Up
p
e
r
S
a
d
d
le
Ri
v
e
r,
N.J:
P
e
a
rso
n
/M
e
rril
l
P
re
n
t
ice
Ha
ll
,
2
0
0
7
.
[1
6
]
G
las
se
r,
W.
,
Ba
şa
rısız
l
ığ
ı
n
o
lma
d
ığ
ı
o
k
u
l
,
(
1
.
Ba
sk
ı)
.
İsta
n
b
u
l
:
Be
y
a
z
Ya
y
ın
ları
,
1
9
9
9
.
[1
7
]
Jo
n
e
s,
V.
a
n
d
Jo
n
e
s,
L.
,
Co
m
p
re
h
e
n
siv
e
c
la
ss
ro
o
m ma
n
a
g
e
me
n
t
.
B
o
sto
n
:
P
e
a
rso
n
,
2
0
0
7
.
[1
8
]
Ün
sa
l,
H.
, “
Ok
u
ld
a
v
e
sın
ıf
ta
d
isi
p
li
n
,
”
in
M
.
Ç.
Öz
d
e
m
ir
(Ed
)
.
,
S
ın
ıf
Y
ö
n
e
ti
mi
,
P
e
g
e
m
Ak
a
d
e
m
i
,
p
p
.
231
-
2
6
3
,
2
0
1
7
.
[1
9
]
Va
tan
se
v
e
r
-
Ba
y
ra
k
tar,
H
.
a
n
d
D
o
ğ
a
n
,
M
.
C.
,
“
In
v
e
sti
g
a
ti
o
n
o
f
p
r
ima
ry
sc
h
o
o
l
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
o
f
d
isc
ip
li
n
e
ty
p
e
s t
h
e
y
u
se
fo
r
c
las
sro
o
m
m
a
n
a
g
e
m
e
n
t,
”
Hig
h
e
r E
d
u
c
a
t
io
n
S
tu
d
ies
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
3
0
-
4
5
,
2
0
1
7
.
[2
0
]
P
e
h
li
v
a
n
,
Z.
,
“
Be
d
e
n
e
ğ
it
imin
d
e
d
isip
li
n
sa
ğ
la
m
a
stra
tejil
e
ri
ö
lçe
ğ
in
in
T
ü
rk
ö
ğ
re
n
c
il
e
r
için
g
e
ç
e
rli
k
v
e
g
ü
v
e
n
ir
li
k
a
n
a
li
z
i
,”
S
p
o
rt
S
c
ien
c
e
s
,
v
o
l
.
1
2
,
n
o
.
2
,
p
p
.
14
-
2
3
,
2
0
1
7
.
[2
1
]
Ke
n
tl
i,
D.
F
.
,
“
İd
e
a
l
ö
ğ
re
tme
n
leri
n
d
isi
p
li
n
m
o
d
e
ll
e
ri,
”
M
e
rs
in
Ün
i
v
e
rs
it
e
si
Eğ
it
im
Fa
k
ü
lt
e
si
De
rg
isi
,
v
o
l
.
12
,
n
o
.
1
,
p
p
.
2
9
0
-
3
0
2
,
2
0
1
6
.
[2
2
]
Ars
lan
,
Y.
a
n
d
P
o
lat,
S
.
,
“
Th
e
r
e
latio
n
sh
i
p
b
e
twe
e
n
tea
c
h
e
rs’
tr
u
st
in
stu
d
e
n
ts
a
n
d
c
las
sro
o
m
d
is
c
ip
li
n
e
b
e
li
e
fs,”
In
ter
n
a
t
io
n
a
l
Ed
u
c
a
ti
o
n
S
t
u
d
ies
,
v
o
l.
9
,
n
o
.
12,
p
p
.
8
1
-
8
9
,
2
0
1
6
.
[2
3
]
S
a
d
ık
,
F
.
a
n
d
Ars
lan
,
S.
,
“
İlk
o
k
u
l
sın
ıf
ö
ğ
re
tme
n
leri
n
in
d
is
ip
li
n
p
ro
b
lem
leri
ile
il
g
il
i
g
ö
r
ü
şle
rin
in
in
c
e
len
m
e
si,
”
T
u
rk
ish
S
tu
d
ies
,
v
o
l.
10
,
n
o
.
3
,
p
p
.
1
1
5
-
1
3
8
,
2
0
1
5
.
[2
4
]
Uğ
u
rl
u
,
B.
,
“
Re
sm
i
li
se
lerd
e
ç
a
l
ışa
n
ö
ğ
re
tme
n
lerin
k
işil
i
k
ö
z
e
ll
i
k
leri
il
e
k
u
ll
a
n
d
ı
k
ları
d
isi
p
li
n
stil
leri
a
ra
sın
d
a
k
i
il
işk
in
in
i
n
c
e
len
m
e
si
(Ya
y
ımla
n
m
a
m
ış
Yü
k
se
k
Li
sa
n
s
Tez
i),
”
M
a
rm
a
ra
Ün
iv
e
rsites
i
Eğ
it
im
Bil
imle
r
En
stit
ü
sü
,
İsta
n
b
u
l
,
2
0
1
2
.
[2
5
]
D.
Os
h
e
r,
e
t
a
l
.
,
“
Ho
w c
a
n
w
e
imp
ro
v
e
sc
h
o
o
l
d
isc
ip
li
n
e
?
”
Ed
u
c
a
t
i
o
n
a
l
Res
e
a
rc
h
e
r
,
v
o
l.
3
9
,
n
o
.
1
,
p
p
.
4
8
-
5
8
,
2
0
1
0
.
[2
6
]
G
ü
leç
,
S
.
,
Ba
ğ
ç
e
li
,
P
.
a
n
d
O
n
u
r,
G
.
,
“
Öğ
re
tme
n
a
d
a
y
ların
ı
n
sın
ıf
k
u
ra
ll
a
rın
ın
b
e
li
rlen
m
e
si
v
e
u
y
g
u
lan
m
a
sın
a
il
işk
i
n
g
ö
r
ü
şle
ri,
”
İlkö
ğ
re
ti
m
o
n
li
n
e
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
3
3
3
-
3
4
8
,
2
0
0
8
.
[2
7
]
Öz
c
a
n
,
G
.
,
“
İlk
ö
ğ
re
ti
m
I.
k
a
d
e
m
e
d
e
g
ö
re
v
li
sın
ıf
ö
ğ
re
tme
n
lerin
i
n
sı
n
ıf
d
isi
p
li
n
i
n
e
i
li
şk
i
n
g
ö
r
ü
şl
e
ri,
(Ya
y
ın
lan
m
ış
y
ü
k
se
k
li
sa
n
s tez
i
)
,
”
G
a
z
i
Ün
iv
e
rsites
i
Eğ
it
im Bi
li
m
leri
En
st
it
ü
s
ü
,
An
k
a
ra
,
2
0
0
8
.
[2
8
]
Ka
y
a
b
a
şı,
Y.
a
n
d
Ce
m
a
lo
ğ
lu
,
N.
,
“
Öğ
re
tme
n
lerin
sı
n
ıfl
a
rın
d
a
k
u
ll
a
n
d
ık
ları
d
isi
p
li
n
m
o
d
e
ll
e
rin
i
n
fa
rk
lı
d
e
ğ
işk
e
n
ler
a
ç
ısın
d
a
n
i
n
c
e
len
m
e
si,”
Kırş
e
h
ir E
ğ
it
im
F
a
k
ü
lt
e
si De
rg
isi
,
v
o
l.
8
,
p
p
.
1
4
9
-
1
7
0
,
2
0
0
7
.
[2
9
]
G
ü
n
d
o
ğ
d
u
,
H.
“
İlk
ö
ğ
re
ti
m
o
k
u
ll
a
rın
d
a
k
i
sın
ıf
ö
ğ
re
tme
n
lerin
i
n
sın
ı
f
d
isip
li
n
in
i
sa
ğ
lam
a
d
a
k
u
ll
a
n
d
ık
l
a
rı
y
ö
n
tem
lerin
ö
ğ
re
n
c
il
e
r
ü
z
e
rin
d
e
k
i
e
tk
isi
(Ya
y
ı
m
lan
m
a
m
ış
Yü
k
se
k
L
isa
n
s
Tez
i),
”
Be
y
k
e
n
t
Ün
iv
e
rsites
i
S
o
sy
a
l
Bil
imle
r
En
stit
ü
sü
,
İsta
n
b
u
l
,
2
0
0
7
.
[3
0
]
Ese
n
,
H.,
“
İl
k
v
e
o
rtaö
ğ
re
ti
m
o
k
u
ll
a
rın
d
a
g
ö
re
v
y
a
p
a
n
ö
ğ
re
tme
n
ler
in
k
u
ll
a
n
d
ı
k
ları
d
isip
li
n
t
ü
rleri
(E
d
irn
e
İl
i
Örn
e
ğ
i)
(Ya
y
ımla
n
m
a
m
ış Yü
k
se
k
Li
sa
n
s
Tez
i),
”
Trak
y
a
Ün
i
v
e
rsites
i
S
o
s
y
a
l
Bil
imle
r
En
sti
tü
sü
,
E
d
irn
e
,
2
0
0
6
.
[3
1
]
S
a
rp
k
a
y
a
,
P
.
,
“
Re
sm
i
li
se
lerd
e
d
i
sip
li
n
s
o
ru
n
ları
v
e
il
g
il
i
g
ru
p
ları
n
(ö
ğ
re
tme
n
,
ö
ğ
re
n
c
i,
y
ö
n
e
ti
c
i
,
v
e
li
)
y
a
k
laş
ımla
rı
(Ya
y
ımla
n
m
a
m
ış Do
k
to
ra
Tez
i),
”
Do
k
u
z
Ey
l
ü
l
Ü
n
iv
e
rsites
i
E
ğ
it
im
Bil
imle
ri
En
stit
ü
sü
,
İz
m
ir
,
2
0
0
5
.
[3
2
]
Lew
is,
R.
,
“
Clas
sro
o
m
d
isc
ip
li
n
e
a
n
d
st
u
d
e
n
t
re
sp
o
n
sib
il
it
y
:
T
h
e
stu
d
e
n
ts’v
iew
,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
1
7
,
n
o
.
3
,
p
p
.
3
0
7
-
3
1
9
,
2
0
0
1
.
[3
3
]
G
il
e
s,
R.
M
.
,
Ka
z
e
lsk
is,
R.
,
a
n
d
Re
e
v
e
s
-
Ka
z
e
lsk
is,
C.
,
“
A
fa
c
to
r
a
n
a
ly
sis
o
ft
h
e
d
isc
ip
li
n
e
e
ffica
c
y
sc
a
le
,
”
1
3
th
An
n
u
a
l
c
o
n
fer
e
n
c
e
o
f
th
e
M
i
d
-
S
o
u
th
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
Asso
c
i
a
ti
o
n
.
B
o
wli
n
g
Gr
e
e
n
,
Ke
n
tu
c
k
y
,
2
0
0
0
.
[3
4
]
Tav
şa
n
c
ıl
,
E.
,
T
u
tu
ml
a
rın
ö
lçü
lme
si ve
S
PS
S
il
e
v
e
ri a
n
a
li
zi
.
An
k
a
ra
:
No
b
e
l
Ya
y
ı
n
Da
ğ
ıt
ım
,
2
0
0
9
.
[3
5
]
Tez
b
a
şa
ra
n
,
A.
,
L
ike
rt
ti
p
i
ö
lçe
k
g
e
li
ştirme
k
ıl
a
v
u
zu
,
(
2
b
a
sk
ı).
A
n
k
a
ra
,
Tü
rk
P
sik
o
lo
g
lar De
rn
e
ğ
i
Ya
y
ın
ı
,
1
9
9
7
.
[3
6
]
De
Ve
ll
is,
R.
F
.
,
S
c
a
le
De
v
e
lo
p
me
n
t
T
h
e
o
ry
a
n
d
A
p
p
li
c
a
ti
o
n
s
,
(2
t
h
e
d
.
)
.
S
AG
E
P
u
b
li
c
a
ti
o
n
s
In
tern
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
a
l
a
n
d
P
r
o
fe
ss
io
n
a
l
P
u
b
li
sh
e
r
,
c
h
a
p
ter
5
,
p
p
.
60
-
9
6
,
2
0
0
3
.
[3
7
]
Taş
k
ın
,
Ç
.
a
n
d
Ak
a
t,
Ö
.
,
Ar
a
ştırma
y
ö
n
tem
ler
in
d
e
y
a
p
ısa
l
e
şitl
ik mo
d
e
ll
e
me
.
Bu
rsa
,
E
k
i
n
Ya
y
ı
n
e
v
i,
2
0
1
0
.
[3
8
]
Bü
y
ü
k
ö
z
t
ü
rk
Ş
.
,
“
F
a
k
t
ö
r
a
n
a
li
z
i:
tem
e
l
k
a
v
ra
m
lar
v
e
ö
lçe
k
g
e
li
ştirme
d
e
k
u
ll
a
n
ımı,”
Ku
ra
m
v
e
Uy
g
u
la
ma
d
a
E
ğ
it
im
Y
ö
n
e
ti
mi
De
rg
isi
,
v
o
l.
3
2
,
p
p
.
4
7
0
-
8
3
,
2
0
0
2
.
[3
9
]
Ku
rn
a
z
,
M
.
,
a
n
d
Yi
ğ
it
,
N.
,
“
F
iz
ik
Tu
t
u
m
Ölç
e
ğ
i:
G
e
li
ştiri
lme
si,
”
Ne
c
a
ti
b
e
y
E
ğ
it
im
F
a
k
ü
lt
e
si
El
e
k
tro
n
ik
Fen
v
e
M
a
tem
a
t
ik E
ğ
it
imi
De
rg
isi
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
2
9
-
4
9
,
2
0
1
0
.
[4
0
]
Ço
k
l
u
k
,
Ö.,
Ş
e
k
e
rc
io
ğ
l
u
,
G
.
,
a
n
d
Bü
y
ü
k
ö
z
t
ü
rk
,
Ş
.
,
S
o
sy
a
l
b
il
imle
r
için
ç
o
k
d
e
ğ
işk
e
n
li
ist
a
ti
stik.
S
PS
S
v
e
L
İ
S
RE
L
u
y
g
u
l
a
ma
l
a
rı
.
A
n
k
a
ra
,
P
e
g
e
m
Ya
y
ın
e
v
i
,
2
0
1
4
.
[4
1
]
Th
o
m
p
s
o
n
,
B.
,
Ex
p
lo
ra
to
ry
a
n
d
c
o
n
f
irma
to
ry
fa
c
t
o
r
a
n
a
lys
is:
Un
d
e
rs
ta
n
d
in
g
c
o
n
c
e
p
ts
a
n
d
a
p
p
li
c
a
ti
o
n
s
.
Was
h
in
g
to
n
DC:
Am
e
rica
n
P
sy
c
h
o
lo
g
ica
l
As
so
c
iatio
n
,
2
0
0
4
.
[4
2
]
Co
ste
ll
o
,
A.
B.
v
e
Os
b
o
r
n
e
,
J.
W
.
,
“
Be
st
p
ra
c
ti
c
e
s
in
e
x
p
lo
ra
t
o
ry
f
a
c
to
r
a
n
a
ly
sis:
F
o
u
r
re
c
o
m
m
e
n
d
a
ti
o
n
s
fo
r
g
e
tt
in
g
th
e
m
o
st f
r
o
m
y
o
u
r
a
n
a
l
y
sis,”
Pra
c
ti
c
a
l
Asse
ss
me
n
t
Res
e
a
rc
h
&
Eva
lu
a
ti
o
n
,
v
o
l.
10
,
n
o
.
7
,
p
p
.
1
-
9
,
2
0
0
5
.
[4
3
]
Tab
a
c
h
n
ick
,
B.
G
.
a
n
d
F
id
e
ll
,
L.
S
.
,
Us
in
g
mu
lt
iva
ri
a
te sta
ti
st
ics
.
Bo
sto
n
,
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
I
n
c
,
2
0
0
7
.
[4
4
]
Ş
e
n
c
a
n
,
H.
,
S
o
sy
a
l
v
e
d
a
v
ra
n
ışsa
l
ö
lçü
mle
rd
e
g
ü
v
e
n
irli
k
v
e
g
e
ç
e
rlil
ik
.
An
k
a
ra
,
S
e
ç
k
i
n
Ya
y
ı
n
c
ıl
ı
k
,
2
0
0
5
.
[4
5
]
Jö
re
sk
o
g
,
K.
G
.
,
S
ö
r
b
o
m
,
a
n
d
D.
Li
sre
l,
S
tru
c
t
u
ra
l
e
q
u
a
ti
o
n
s
mo
d
e
li
n
g
wi
th
th
e
S
IM
P
L
IS
c
o
mm
a
n
d
la
n
g
u
a
g
e
.
Ch
ica
g
o
:
S
c
ien
ti
fic
S
o
ftwa
re
In
te
rn
a
ti
o
n
a
l,
In
c
.
,
1
9
9
3
.
[4
6
]
Klin
e
,
R.
B.
,
Prin
c
i
p
les
a
n
d
p
ra
c
ti
c
e
o
f
stru
c
tu
r
a
l
e
q
u
a
ti
o
n
mo
d
e
li
n
g
,
(
2
.
e
d
.
)
.
NY
:
T
h
e
G
u
il
lfo
r
d
P
re
ss
,
2
0
0
5
.
[4
7
]
S
ü
m
e
r,
N.
,
“
Ya
p
ısa
l
e
şitl
ik
m
o
d
e
ll
e
ri:
Tem
e
l
k
a
v
ra
m
lar
v
e
ö
rn
e
k
u
y
g
u
lam
a
lar,”
T
ü
rk
Psiko
lo
ji
Y
a
zıl
a
rı
,
v
o
l.
3
,
n
o
.
6
,
p
p
.
7
4
-
7
9
,
2
0
0
0
.
[4
8
]
Ho
o
p
e
r,
D.
,
Ca
u
g
h
lan
,
J
.
a
n
d
M
u
ll
e
n
,
M
.
R.
,
“
S
tr
u
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
:
g
u
i
d
e
li
n
e
s
fo
r
d
e
term
in
in
g
m
o
d
e
l
f
it
,
”
El
e
c
tro
n
ic j
o
u
rn
a
l
o
f
b
u
si
n
e
ss
re
s
e
a
rc
h
me
th
o
d
s
,
v
o
l,
6
,
n
o
.
1
,
p
p
.
53
-
6
0
,
2
0
0
8
.
[4
9
]
Ak
g
ü
l
,
A
a
n
d
Çe
v
i
k
,
O.
,
İsta
ti
stik
se
l
a
n
a
li
z tek
n
ikle
ri
.
An
k
a
ra
,
Eme
k
Offs
e
t
,
2
0
0
3
.
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