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.
3
3
1
~
3
4
0
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
5
9
1
/
i
j
ere
.
v7
i
4
.14
7
6
8
331
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
/
An Opportunity for V
alues Educ
ation in Higher E
d
ucation:
Social Responsibility an
d H
e
althy Living C
ourse
Gok
h
an
I
zgar
D
e
part
men
t
o
f
Cu
rri
c
ul
um
a
n
d
I
nst
r
ucti
on
,
N
e
c
m
et
ti
n E
r
bak
a
n
Uni
versity,
Turkey
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
Ju
l
3
1,
201
8
Re
vise
d A
ug
20,
201
8
Ac
ce
p
t
ed
Oc
t
1
6
,
2
018
Th
e
pu
rpos
e
o
f
t
h
i
s
s
t
u
d
y
is
t
o
det
e
rm
i
n
e
t
h
e
co
ntri
buti
on
o
f
t
he
“
s
o
cial
resp
on
sibilit
y
a
nd
h
ealth
y
li
vi
ng
”
co
urse,
w
h
ich
w
a
s
pu
t
into
e
ff
ect
a
t
a
stat
e
u
n
i
v
e
r
s
i
t
y
f
o
r
t
he
f
i
r
s
t
t
i
m
e
i
n
T
ur
k
e
y
,
w
i
t
h
i
n
t
h
e
s
c
o
p
e
o
f
e
l
ectiv
e
cou
r
ses
on
st
ud
ents’
acqu
i
si
ti
on
o
f
valu
es.
T
h
e
dat
a
i
n
this
s
t
u
d
y
,
in
w
h
i
ch
acti
o
n
research,
one
of
t
he
q
ualitati
v
e
r
esear
ch
d
esi
g
ns,
w
a
s
c
o
nduct
e
d,
w
ere
ob
tai
n
ed
u
s
i
n
g
t
he
s
em
i-struc
t
ured
i
n
t
erv
i
e
w
f
orm
p
r
epa
r
ed
b
y
t
he
research
er.
T
h
e
d
a
ta
o
b
t
ain
e
d
were
a
naly
zed
u
s
i
ng
t
he
d
es
cript
i
ve
a
n
a
ly
sis
and
co
nten
t
analys
is
t
ech
ni
ques,
w
hi
ch
a
re
q
ualitat
iv
e
d
a
t
a
a
n
a
lys
i
s
met
h
od
s.
39
s
t
uden
t
s
particip
ated
i
n
t
h
e
stud
y
o
n
a
v
o
l
u
n
tary
b
as
is.
As
a
result
o
f
the
anal
ys
is
o
f
th
e
dat
a
,
it
w
as
c
on
clud
ed
t
hat
th
e
act
io
n
plan
d
ev
el
oped
w
ithin
the
scope
of
t
he
s
ocial
responsi
bi
lity
a
nd
h
e
a
l
t
hy
l
i
v
i
n
g
cours
e
w
a
s
eff
e
c
t
iv
e
in
t
he
acquisiti
o
n
o
f
va
lues
o
f
taki
ng
r
esp
onsibilit
y
,
ch
arit
ab
leness
,
bei
ng
us
ef
u
l
,
et
h
i
cs,
em
pat
h
y
,
i
m
p
o
r
ta
n
ce
o
f
t
he
i
nstitut
i
o
n
o
f
f
a
m
i
l
y,
c
oo
perat
i
on
-
so
li
darity,
p
a
ti
en
ce,
g
rat
i
t
ude
(
t
h
ank
f
ul
ness),
f
r
eedo
m
o
f
t
h
o
u
gh
t
a
n
d
re
spe
c
t
f
o
r
diff
eren
ces.
Lik
e
w
i
se,
so
me
o
f
t
h
e
s
t
u
d
e
n
ts
s
t
a
ted
th
at
t
hi
s
cours
e
con
t
ri
bu
t
e
d
to
t
heir
v
iew
s
a
nd
be
h
a
vio
r
s
concern
i
n
g
h
ealt
hy
li
v
i
ng.
H
o
w
ev
er,
a
cons
id
erabl
e
n
um
ber
o
f
s
tu
dents
w
e
re
o
f
t
h
e
opin
i
o
n
t
h
a
t
e
i
t
h
e
r
t
h
e
c
o
u
r
s
e
di
d
n
o
t
m
a
ke
a
c
ont
rib
u
t
i
on
o
r
m
a
de
a
p
artial
con
t
ri
buti
on.
I
n
a
d
di
ti
on,
t
h
e
st
ud
ents
p
o
i
nted
o
u
t
t
h
a
t
t
h
e
way
th
e
cou
r
se
w
as
t
au
gh
t
was
f
r
u
it
f
u
l
and
pract
ice-bas
e
d,
t
h
a
t
it
w
a
s
f
u
n
an
d
i
n
f
o
rm
ativ
e
and
t
h
at
t
he
p
r
o
j
ects
and
readi
n
g
s
c
ont
ribut
ed
t
o
l
earnin
g
.
Y
e
t,
t
h
e
re
w
ere
al
so
n
e
g
ati
v
e
s
t
u
d
e
n
t
v
i
e
w
s
abo
u
t
t
h
e
cou
r
se
c
ont
ent
an
d
th
e
m
e
th
od
o
f
t
eachi
n
g
em
pl
oy
ed.
M
oreo
ver,
it
was
im
port
a
n
t
t
hat
a
t
h
e
m
e
em
e
r
g
e
d
in
di
c
a
tin
g
t
h
a
t
class
hou
rs
were
no
t s
u
ffi
cient.
K
eyw
ord
:
Acti
on re
sear
ch
So
ci
al
res
po
nsib
il
i
t
y
Values
e
d
u
ca
t
i
on
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:
Gok
h
an
I
zga
r
,
D
e
pa
rtme
nt
o
f
Curr
i
c
u
l
um
a
n
d
Instruc
tio
n,
N
e
c
m
e
t
ti
n Er
b
a
kan
U
n
iv
e
r
s
ity,
Toros Ma
ha
ll
e
s
i,
Ü
niver
s
ite
C
a
ddes
i
, N
o:
4
423
1
0
Ere
ğl
i
,
K
on
ya
,
Tur
key
.
Em
ail:
gi
z
g
ar
@k
o
nya.
e
d
u
.
t
r
1.
I
N
TR
OD
U
C
TI
O
N
Va
l
u
e
s
e
du
ca
ti
o
n
,
w
hi
ch
i
s
on
e
of
t
h
e
i
mport
a
nt
i
ssu
e
s
of
e
d
u
c
a
tio
n
a
t
t
h
e
p
o
i
nt
w
here
m
a
nkin
d
h
as
rea
c
he
d i
n
the
lig
h
t
of
t
h
e la
te
st
d
eve
l
o
p
m
e
nt
s i
n
in
f
orm
a
ti
o
n
an
d t
e
chn
o
log
y
, i
s n
o
t
a
n
e
w
co
n
c
ept
i
n
f
act
an
d
i
t
w
a
s
d
eal
t
wi
t
h
u
nd
er
s
u
c
h
t
itl
es
a
s
c
h
a
r
ac
t
e
r
e
d
u
c
ati
o
n
,
m
o
r
ali
t
y
e
d
ucat
i
on
an
d
e
t
hi
c
s
i
n
t
h
e
pa
st
1
.
St
u
d
i
e
s
co
nduc
t
e
d
o
n
v
a
l
u
es
e
d
u
c
ati
o
n
b
e
g
a
n
t
o
b
e
pub
li
sh
e
d
a
f
t
er
t
he
m
i
d
-
1
9
7
0
s
a
nd
fi
gure
s
s
uch
a
s
Roke
ac
h
(
1
9
73)
,
K
i
rsche
nba
um
(
197
7),
Rath
s,
H
a
r
m
i
n
a
nd
S
i
mo
n
(
1
978)
cam
e
in
to
p
rom
i
ne
nce
i
n
t
hes
e
stud
ies c
once
r
ni
n
g
v
a
l
ue
s ed
uc
at
ion.
I
n
t
h
e 199
0s,
on t
h
e
o
t
her
h
and
,
i
mpo
r
t
a
n
c
e
at
t
a
c
h
ed
t
o
so
ci
al
a
nd
m
o
r
a
l
val
u
es
d
ec
rea
s
ed
a
nd
va
lue
s
r
e
l
ate
d
t
o
in
di
v
i
d
u
a
l
a
dap
t
ati
o
n
t
o
ok
c
e
n
t
e
r
st
ag
e
2
.
Th
e
p
l
ea
su
re-b
a
s
e
d
l
i
f
e
s
t
y
l
e
a
s
w
e
l
l
a
s
w
o
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r
i
s
o
m
e
c
a
s
e
s
s
u
c
h
a
s
v
i
o
l
e
n
c
e
,
p
e
e
r
v
i
c
ti
mi
z
a
t
i
o
n
,
a
d
di
c
t
i
o
n
a
nd
se
xu
al
d
eg
en
erat
i
o
n
in
to
w
h
i
c
h
y
oun
g
ge
nera
t
i
o
n
s
f
e
ll
w
i
t
h
t
he
r
ise
of
m
ode
rni
t
y
ha
v
i
ng
rem
a
ined
d
is
tan
t
f
rom
the
e
ffe
ct
o
f
val
u
es
t
ha
t
re
nde
red
l
i
fe
m
e
a
n
i
ngf
u
l
l
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d
v
a
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s
i
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e
d
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ca
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o
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t
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b
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w
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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
:
33
1
–
340
33
2
in
m
an
y
co
un
tr
ies
3
.
H
o
w
e
ver
,
t
he
m
ost
i
m
por
tan
t
t
o
o
l
tha
t
w
il
l
pr
ovi
de
s
ocia
l
co
h
e
s
io
n
an
d
u
n
it
y
i
n
s
oc
ia
l
life i
s
c
om
mon
va
lues.
T
h
e de
ve
lo
pm
ent
of
i
nd
i
v
id
ua
ls
w
i
t
h th
o
s
e
c
o
mmon
v
al
u
e
s
i
s
undo
ubt
e
d
ly
a
m
a
t
t
e
r
of
educ
a
t
i
o
n.
Ther
e
f
ore
,
v
a
l
ues
e
duc
a
t
ion
e
m
e
r
ges
as
a
n
im
po
rtan
t
a
re
a
o
f
r
e
s
e
a
r
c
h
to
da
y
th
a
t
n
e
e
ds
t
o
be
d
w
e
lt
on ser
i
ou
sl
y.
Whe
n
t
he
r
ele
v
a
n
t
l
i
t
e
r
at
ure
is
e
xam
i
ne
d,
i
t
is
s
een
t
ha
t
t
h
er
e
a
re
num
er
ous
s
tu
die
s
c
o
n
d
u
c
t
e
d
o
n
val
u
es
e
duca
t
i
on
4-9
.
V
a
lu
es
e
duca
tio
n
h
a
ve
b
ee
n
ha
ndl
e
d
u
nder
t
h
re
e
head
i
n
g
s
i
n
th
e
s
t
ud
i
e
s
i
m
pl
eme
n
t
e
d
w
ith
t
he
r
egar
d
to
t
he
i
ss
ue.
The
s
e
in
vol
ve
t
he
p
lac
e
o
f
va
l
u
e
s
e
du
c
a
t
i
on
i
n
t
e
a
c
h
i
ng
p
rog
r
ams,
m
et
h
ods
a
nd
t
e
c
hni
qu
e
s
t
ha
t
c
o
uld
b
e
u
se
d
i
n
t
h
e
t
ea
ch
ing
of
v
alu
e
s
edu
c
a
t
i
on
a
n
d
as
sessm
ent
of
v
a
l
ue
s
ed
uc
at
io
n
on
t
h
e
bas
i
s
o
f
t
ea
c
h
er
a
nd
stu
d
e
n
t
view
s
10
.The
s
t
u
d
i
es
t
ha
t
w
e
re
i
nves
tig
ate
d
w
i
t
h
i
n
t
h
e
scop
e
o
f
t
h
i
s
st
u
dy
em
phas
i
zed
t
ha
t
espec
i
a
lly
p
reser
v
i
c
e
t
e
ac
h
e
rs
a
nd
prac
tic
in
g
t
ea
ch
ers
ha
d
t
o
b
e
in
fo
rmed
o
f
con
t
e
m
p
o
r
a
r
y
me
tho
d
s
an
d te
chn
i
q
u
e
s
w
hic
h
t
he
y co
ul
d us
e
in va
l
ue
s
ed
u
c
a
tio
n
.
V
a
lues
a
re
phe
nom
ena
t
h
a
t
c
an
b
e
ta
u
g
h
t
a
nd
lea
r
ne
d.
P
e
o
p
l
e
a
r
e
n
ot
born
wi
th
p
rio
r
k
n
o
w
l
e
dg
e
of
val
u
es.
T
h
e
fa
ct
t
ha
t
va
lu
es
t
ake
di
ffere
n
t
f
o
rms
in
d
i
ffe
re
nt
so
cie
t
ies
a
n
d
a
r
e
e
v
al
ua
te
d
di
ffere
n
tl
y
in
di
c
a
t
es
t
h
at
t
h
e
y
a
r
e
l
earn
e
d
l
a
t
e
r
in
l
i
f
e
.
P
eo
pl
e
l
e
arn
ho
w
to
b
e
h
a
v
e
i
n
ce
r
t
ai
n
situa
t
io
ns
f
rom
ad
ul
t
in
d
i
v
i
d
u
a
ls
o
r
the
i
r
pe
ers
i
n
t
he
c
omm
u
nit
y
i
n
w
h
i
c
h
t
h
ey
l
i
v
e.
H
e
n
ce,
v
a
l
ue
s
ar
e,
a
bo
ve
a
l
l
,
a
su
b
j
e
c
t
o
f
e
duca
t
io
n
.
T
hi
s
educ
a
t
i
o
n
is
n
ot
c
om
p
o
se
d
m
e
re
ly
o
f
c
o
ur
se
s
ta
u
g
h
t
a
t
s
c
ho
o
l
s.
In
a
w
ay
,
th
e
w
h
ol
e
s
o
c
i
e
t
y
i
s
a
s
ch
ool
a
nd
ea
ch
i
n
d
iv
id
ua
l
ca
n
be
c
o
n
si
der
e
d
a
t
e
ac
he
r
and
a
st
u
d
e
n
t
of
t
h
is
s
ch
oo
l
11
.
Fo
r
t
h
i
s
r
ea
so
n
,
i
t
can
b
e
me
ntio
ne
d
tha
t
the
v
al
ues e
d
u
cati
o
n a
p
p
l
ie
d
i
n
t
h
e
sc
h
o
o
l
c
a
n
c
on
t
i
n
u
e
i
n
soc
ia
l
life
ou
ts
ide
the
sc
ho
o
l
.
If
one
m
ake
s
a
n
at
tem
p
t
at
f
or
mula
t
i
n
g
t
h
e
p
h
i
l
o
s
o
phy
of
e
duca
t
io
n
o
n
w
hic
h
n
ew
e
duca
tio
na
l
prac
t
i
c
e
s
ar
e
b
a
sed
to
da
y,
i
t
is
s
e
e
n
t
ha
t
c
o
nce
p
t
s
s
uc
h
a
s
s
e
l
f-e
xpr
ess
i
o
n
a
nd
se
lf-imp
rove
me
n
t
,
lear
nin
g
thr
o
u
g
h
e
x
p
er
ie
nce
s
,
seizi
n
g
op
p
o
rt
un
i
t
ie
s
of
t
he
t
im
e
a
n
d
get
t
in
g
t
o
k
n
o
w
t
he
c
ha
ng
i
n
g
w
o
r
l
d
c
o
me
t
o
the
for
e
fr
o
n
t
12
.
I
n
t
h
i
s
sco
p
e
,
l
ea
rner
s’
obta
i
n
m
e
n
t
of
t
he
k
n
o
w
l
e
dge
a
nd
s
k
i
l
l
s
t
h
e
y
n
e
e
d
t
o
ac
qu
i
r
e
t
h
rough
educ
a
t
i
o
na
l
pr
actic
e
s
t
he
y
w
i
ll
u
n
d
e
r
go
w
i
t
hi
n
t
h
e
soc
i
e
t
y
w
ill
e
na
ble
i
n
div
i
d
u
a
l
s
bo
t
h
t
o
l
e
arn
act
i
v
e
l
y
a
n
d
c
o
n
t
r
i
b
u
t
e
t
o
s
o
c
i
a
l
l
i
f
e
.
I
n
t
h
i
s
w
a
y
,
i
t
w
i
l
l
b
e
p
o
s
s
i
b
l
e
t
o
g
a
i
n
a
n
awa
r
en
e
ss
o
f
s
o
c
i
a
l
re
spon
si
bi
lit
y
to
lear
ni
ng
i
ndividuals.
As
a
m
atter
of fa
c
t,
c
om
mun
i
t
y
s
e
r
v
i
ce prac
tic
es
a
re
b
ei
n
g
p
erf
o
r
me
d
o
n
a
vo
l
un
tar
y
b
as
is
i
n Turk
e
y
a
t
i
nsti
t
u
ti
on
s
of
b
asi
c
e
du
ca
t
i
on
s
o
th
a
t
s
tud
e
nt
s
can
b
e
rai
s
e
d
a
s
in
di
v
i
du
al
s
th
a
t
a
re
r
esp
e
ct
ful
to
them
se
lves,
to
t
heir
f
a
m
il
i
e
s
a
n
d
to
t
he
s
o
c
iet
y
,
a
r
e
sen
s
iti
ve
t
o
envi
ron
m
en
t
a
n
d
so
ci
a
l
p
r
o
bl
ems,
a
n
d
a
re
pro
b
lem
-
so
lver
s
w
i
t
h
s
k
i
lls
f
or
c
oo
pe
rat
i
o
n
w
i
t
h
pu
b
lic
a
nd
pr
i
v
a
t
e
i
n
s
t
itu
t
i
o
n
s
a
nd
non
-g
ov
e
r
nme
n
t
a
l
orga
niza
t
i
o
n
s
13
.
The
p
u
rp
ose
of
t
hese
a
c
t
i
v
itie
s
is
t
o
ful
f
ill
the
f
u
nct
i
o
n
o
f
“
socia
l
i
z
in
g
the
in
d
i
v
i
dua
l
”
,
w
h
ic
h
i
s
o
ne
o
f
the
g
o
a
l
s
of
e
d
u
ca
t
i
o
n
14
.
Con
s
e
q
ue
nt
ly,
t
h
e
m
o
s
t
i
m
por
ta
n
t
t
as
k
i
n
s
oc
ia
liza
t
io
n
of
t
he
in
div
i
dua
l
lie
s
w
i
t
h
t
he
t
e
a
c
h
e
r
s.
T
here
fore
,
i
t
i
s
of
g
re
at
s
i
gnif
i
c
a
n
ce
t
h
a
t
w
h
e
n
t
he
y
a
r
e
st
u
d
e
n
t
s
,
te
ac
her
s
sho
u
l
d
u
n
d
erg
o
e
xper
i
e
n
ce
s
i
n
w
h
i
c
h
t
he
y
w
ill
be
a
ble
to
g
et
t
o
k
no
w
t
h
e
so
ci
et
y
,
c
o
mmu
n
e
w
ith
t
h
e
so
ci
e
t
y
,
serve
a
s
a
n
exa
m
ple
t
o
i
t
an
d
exh
i
bit
lea
d
e
r
s
h
ip
s
k
i
lls.
In
t
h
i
s
sco
p
e
,
T
he
H
ig
her
Educ
a
t
ion
Boar
d
dec
i
de
d
in
20
0
6
t
hat
a
ne
w
c
ourse
t
i
t
l
e
d
“
C
omm
uni
t
y
S
er
vi
c
e
”
be
i
n
c
lu
de
d
i
n
the
s
y
lla
b
u
se
s
o
f
e
duca
t
io
n
fa
c
u
lties.
I
n
t
h
i
s
w
a
y
,
s
t
u
d
e
n
t
s
w
o
u
l
d
b
e
e
n
a
b
l
e
d
t
o
p
r
e
p
a
r
e
p
r
o
j
e
c
t
s
a
i
m
e
d
a
t
de
ter
m
ini
n
g
c
o
n
t
em
p
o
r
a
ry
p
r
oble
m
s
of
t
he
soc
i
et
y
an
d
fin
d
i
n
g
so
l
u
t
i
ons
t
o
t
h
e
m
,
in
a
d
d
i
tio
n
t
o
s
c
i
e
n
tif
i
c
s
t
ud
i
e
s
b
e
in
g
co
ndu
c
t
ed
a
t
edu
c
a
t
ion
f
acu
l
t
i
e
s
and
ed
uca
tio
na
l a
c
ti
v
ities
15
.
Th
e
r
e
a
r
e
ma
ny
s
t
udi
es
i
n
t
h
e
re
l
e
v
a
nt
l
it
e
r
at
u
r
e
c
o
n
c
erni
ng
th
e
c
ourse
C
o
m
m
uni
t
y
S
e
r
v
i
ce
16-
22
.
These
stu
d
i
es
i
nd
i
c
a
t
e
t
h
a
t
C
omm
uni
ty
S
ervic
e
c
o
u
rse
co
ntr
i
b
u
t
e
s
to
s
tu
den
t
s’
a
c
a
de
mi
c
a
nd
s
o
c
i
al
l
e
a
r
n
ing
proce
s
se
s
a
nd
the
i
r
perso
n
a
l
a
nd
soc
i
a
l
d
e
v
elo
p
me
n
t
s
21
.
It
h
a
s
a
l
s
o
be
e
n
c
o
n
cl
u
d
ed
t
hat
s
t
u
d
e
n
ts
(
peop
le)
sh
ou
ld
b
e
inv
o
l
v
e
d
i
n
co
mmu
n
i
t
y
s
erv
i
ce
s
wh
ere
t
h
e
y
c
a
n
d
o
di
ff
ere
n
t
ta
sks
an
d
t
h
a
t
a
s
ign
i
fic
a
n
t
in
cre
a
se
has
bee
n
o
bser
ve
d
in
t
he
i
r
l
e
a
d
ersh
ip
b
el
i
e
fs
a
s
a
r
e
sult
17
.
L
i
ke
w
i
se
,
stud
ies
c
o
n
d
u
cte
d
w
it
h
i
n
t
h
e
scope
o
f
the
com
m
u
n
i
t
y
s
erv
i
ce
c
o
u
rse
ha
ve
a
r
r
ive
d
a
t
th
e
c
onc
l
u
s
i
o
n
t
ha
t
t
h
e
cour
se
i
s
ge
ne
ra
l
l
y
qu
i
t
e
use
f
u
l
f
or
stude
n
t
s an
d t
h
at it ha
s c
o
nt
r
i
bu
te
d to t
he
ir c
omm
uni
n
g
w
i
t
h
t
h
e soc
i
e
t
y. In a
d
dit
i
on, i
t h
a
s bee
n
ob
s
er
ve
d t
h
a
t
stude
n
t
s
have
b
ecom
e
aw
a
re
o
f
soc
i
a
l
val
ue
s suc
h
a
s be
i
n
g
he
l
p
f
ul
,
b
e
ing
a
go
od
p
e
r
son
, b
e
i
ng
t
ol
e
r
ant
,
b
ei
ng
respe
c
t
f
u
l
,
be
i
ng
r
e
s
p
o
n
si
ble
,
s
incer
e
an
d
f
a
ir
a
n
d
b
e
i
ng
sens
i
ti
ve
t
o
s
o
cial
p
ro
b
l
em
s.
H
o
w
ever
,
i
t
h
a
s
a
l
s
o
b
e
en
f
ou
nd
t
h
a
t
t
h
e
r
e
a
r
e
so
me
p
robl
e
m
s
re
ga
rd
i
n
g
co
mmun
i
t
y
se
r
vi
ce
p
rac
t
i
c
e
s
,
a
n
d
sug
g
e
s
t
i
o
n
s
h
av
e
b
een
ma
de
w
it
h
resp
ec
t to t
hese
pr
o
blem
s
23-30
.
To
day,
i
nst
i
tut
i
o
n
s
o
f
e
d
u
ca
t
i
o
n
a
re
f
ar
from
be
i
ng
ins
t
i
t
ut
i
o
n
s
t
h
at
o
nly
t
r
a
n
sf
er
k
no
wl
edg
e
.
U
n
i
v
ersi
ti
e
s
,
w
h
ic
h
c
o
m
e
i
nt
o
prom
ine
n
c
e
e
spec
ia
l
l
y
d
u
e
t
o
t
he
i
r
e
fforts
a
i
m
e
d
a
t
g
ai
n
i
n
g
t
he
i
r
s
t
u
de
nts
voca
t
io
ns,
nee
d
t
o
teac
h
t
h
e
i
r
st
u
d
e
n
ts
w
ha
t
k
i
nd
o
f
c
o
n
t
rib
u
t
i
o
n
s
the
y
c
ou
l
d
m
ake
or
h
ave
t
o
m
ake
to
t
he
soc
i
et
y
i
n
w
h
i
ch
t
he
y
l
i
ve
i
n
ac
corda
n
ce
w
it
h
t
h
e
kn
ow
le
dge
t
he
y
have
a
c
q
u
i
r
e
d,
i
n
a
d
d
iti
o
n
t
o
pro
v
i
d
in
g
them
w
it
h bas
i
c
i
n
f
o
rm
atio
n
abo
u
t
the
ir
r
espec
tive
pro
f
ess
i
ons
31
.
Ba
se
d
on
t
h
i
s,
i
t
w
a
s
d
e
c
i
de
d
t
h
a
t
a
“
S
o
c
i
al
r
esp
ons
ibi
l
ity
a
nd
h
e
a
l
thy
l
i
v
i
ng”
c
o
u
rse
be
i
nc
lude
d
in
the
sy
l
l
a
buse
s
o
f
a
l
l
facu
l
t
i
e
s
a
t
K
on
ya
N
ec
m
e
tti
n
Erba
ka
n
U
n
i
v
e
r
sity
i
n
T
u
rke
y
b
eg
i
n
n
i
ng
w
ith
t
he
2
01
5-
20
1
6
ac
a
de
mic
year
w
ithin
t
he
sc
ope
of com
p
u
l
sor
y
an
d
e
le
cti
v
e
courses
32
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
An O
p
p
o
r
t
u
n
i
t
y
for Va
lue
s
Educ
ati
o
n in H
i
ghe
r
Educ
a
tio
n:
Soc
ia
l Re
sp
ons
i
b
ili
ty
and
… (G
ok
ha
n Izg
a
r)
33
3
W
i
t
h
i
n
t
h
i
s
s
c
o
p
e
,
t
h
e
p
r
i
m
a
r
y
p
u
r
p
o
s
e
o
f
t
h
i
s
s
t
u
d
y
i
s
t
o
d
e
t
e
r
m
ine
t
h
e
c
ontri
bu
t
i
on
o
f
t
he
a
c
t
i
o
n
pla
n
o
n
st
ude
n
t
s’
a
c
q
u
i
s
i
t
i
on
o
f
va
l
u
e
s
d
e
v
e
l
ope
d
b
y
t
he
r
e
s
ea
r
cher
i
n
t
h
e
tea
c
h
in
g
o
f
t
h
e
c
o
u
rse
tit
led
soc
i
al
respo
n
s
i
b
ili
t
y
a
nd
hea
l
t
h
y l
i
v
ing.
T
he
st
u
d
y
a
ls
o ha
s
tw
o s
u
b-g
oals i
n acc
o
r
danc
e w
i
t
h
th
e
prim
a
ry g
oa
l sta
t
e
d
abo
v
e.
T
he
f
irs
t
s
u
b
-g
oa
l
i
n
volve
s
pr
ese
n
ta
t
i
on
of
a
m
o
d
e
l
a
pp
l
ic
a
tio
n
c
o
ncer
nin
g
t
he
i
mple
me
nta
t
i
o
n
of
t
h
e
course
“
soc
i
a
l
r
e
s
po
nsib
i
l
i
t
y
a
nd
he
a
l
t
hy
l
i
vin
g
”
w
h
e
r
ea
s
t
h
e
s
eco
n
d
s
ub-
goa
l
in
v
o
l
v
es
m
akin
g
a
n
a
sse
ssme
n
t
of
s
t
u
den
t
s’
v
ie
w
s
re
g
ardin
g
the
p
r
o
ce
ss.
2.
RESEARCH
M
ETH
O
D
Th
is
s
tu
dy
is
a
n
act
i
on
r
e
sea
r
ch,
w
h
ic
h
i
s
o
n
e
o
f
t
h
e
q
u
a
l
i
t
a
t
i
ve
r
esea
rch
d
e
si
gns.
A
ct
i
o
n
re
se
arc
h
i
s
a
app
l
ica
t
i
on-
o
r
ien
t
e
d
r
esea
rch
m
ode
l
38
.
A
c
t
i
on
rese
arc
h
i
s
a
proce
ss
c
a
rrie
d
o
ut
b
y
a
prac
ti
t
i
one
r
or
a
rese
arc
h
er
w
ho
i
s
i
nv
o
l
ve
d
in
t
he
p
rac
t
ic
e
.
I
t
is
a
r
ese
a
rc
h
ap
proac
h
t
ha
t
re
ve
als
pr
ob
l
e
ms
r
elat
ed
t
o
t
h
e
implem
e
n
ta
t
i
o
n
p
roc
e
ss
or
s
ys
tem
a
ti
c
a
l
ly
c
ol
lec
t
in
g
an
d
a
n
al
yz
i
n
g
d
ata
t
o
u
n
d
e
r
st
a
nd
a
nd
pro
v
i
d
e
so
l
u
t
i
on
s
to
a
p
ro
b
l
e
m
t
ha
t
has
a
l
rea
dy
em
erge
d
33
.
A
lth
o
u
g
h
t
he
s
aid
c
ourse
w
as
put
i
n
t
o
effec
t
a
t
al
l
fac
u
l
t
ies
o
f
K
o
n
y
a
N
e
c
m
etti
n
Er
ba
k
a
n
U
n
ive
r
si
t
y
i
n
the
20
1
5
-2
01
6
ac
adem
ic
y
e
ars,
n
o
a
ppl
i
c
atio
n
o
r
s
tud
y
h
as
b
een
enc
o
u
n
te
re
d
i
n
t
he
r
eleva
n
t
l
i
te
ra
ture
o
n
t
h
e
to
pi
c
.
H
e
n
ce
,
t
h
i
s
stu
dy
w
a
s
desi
g
n
ed
t
o
i
m
prove
t
he
c
ourse
prac
t
i
c
e
a
s
t
h
e
r
e
ar
e
no
c
our
se
b
o
o
k
s,
m
a
t
erials
a
nd
pra
c
t
i
c
e
s
re
gardi
ng
t
h
e
co
urse
i
n
q
u
es
tio
n.
T
he
a
c
tio
n
pla
n
o
f
the
stud
y
w
a
s
prepa
r
ed
a
n
d
a
p
p
l
i
e
d
b
y
t
h
e
r
e
sea
r
che
r
h
i
mse
l
f
w
ho
c
o
nd
uc
te
d
t
h
e
co
urse
“
soc
i
a
l
respo
n
s
i
b
ili
t
y
and
hea
l
th
y l
i
v
ing”
.
P
r
e-inter
v
iew
s
w
er
e
held
w
i
t
h
t
he
s
t
ude
n
t
s
b
e
fore
t
h
e
a
c
t
i
o
n
p
l
a
n
w
as
p
repa
red
i
n
o
rde
r
t
o de
term
in
e
the r
e
sea
r
ch pr
o
b
l
em
and
the st
ude
n
t
s’ l
e
v
e
l
of re
ad
ine
ss. Pra
c
t
i
t
i
on
e
r
s
’
s
t
u
dyi
ng
t
h
e
p
roce
ss
o
f
a
ppli
c
at
ion
so
tha
t
p
ro
blem
s
a
r
ising
d
u
ri
ng
the
proce
ss
o
f
a
pp
l
i
c
a
t
i
on
co
ul
d
b
e
un
der
s
too
d
a
nd
so
l
v
e
d
i
s
o
n
e
of
t
he
m
ost
fu
n
d
am
enta
l
fe
ature
s
o
f
a
c
t
i
o
n
r
esea
rche
s
33
.
D
u
rin
g
t
h
e
a
cti
on
rese
arc
h
,
the
ste
p
s
of
i
de
n
tif
i
c
at
i
o
n
of
t
h
e
pro
b
lem
,
data col
l
ec
t
i
o
n
, da
ta
anal
y
s
i
s,
d
e
v
e
l
o
p
me
n
t
o
f a
n
a
cti
o
n
p
la
n,
a
p
p
l
i
ca
tio
n of the
ac
t
i
o
n
p
l
a
n
,
a
n
aly
s
i
s
of
t
he
a
p
p
l
icat
i
on
a
nd
asses
s
m
e
n
t
w
e
re
i
m
p
l
e
me
nte
d
i
n
or
de
r.
T
h
e
tim
el
ine
be
lo
n
g
in
g
t
o
t
he
s
a
i
d
a
c
t
i
on
pla
n
is
g
ive
n
i
n the
appe
ndi
x.
Tab
l
e
1. Ac
t
i
o
n
Plan
T
ime
lin
e
Proce
ss
A
c
tivi
t
i
e
s
T
i
me
pe
r
iod
Be
for
e
A
pplic
a
t
i
o
n
L
i
t
e
ra
tur
e
r
e
v
iew
and
pre
p
a
r
a
tion
of a
d
ra
ft ac
tion
pla
n
15.
01
.
2
0
0
1
8
–
1
5.
02.
200
18
S
e
m
i
-struc
t
u
r
e
d
in
te
rvi
e
ws
(
Pre
-
inte
r
v
ie
w
s
)
19.
02.
2018
–
20.
0
2
.
2018
Ide
n
ti
f
i
c
a
t
ion
of
p
ro
blem
s
e
m
erging
a
s
a
r
e
s
ult
of
a
n
a
n
a
l
y
s
i
s
of
li
t
e
ra
tu
re
r
e
v
i
e
w
a
nd pre
-
i
n
te
rv
i
e
w f
o
rm
s
21.
02.
2018
–
22.
0
2
.
2018
P
r
e
p
a
r
a
t
i
on of
t
he
ac
tion
pl
a
n
23.
02.
2018
–
25.
0
2
.
2018
A
pplic
a
t
i
o
n
A
pplic
a
t
i
o
n
of
t
he
ac
t
ion
pl
a
n
26.
02.
2018
–
31.
0
5
.
2
018
Af
ter
A
pplic
a
t
i
o
n
S
e
mi-struc
t
u
r
e
d in
te
rvi
e
ws (post-inte
r
v
ie
ws)
0
1
.06.20
18
A
n
a
l
ys
is a
nd a
s
s
e
s
s
m
e
nt
o
f
the
a
ppli
c
a
tion
02.
06.
20
18
–
17.
06.
20
18
2.1.
R
e
s
e
a
rc
h
gr
ou
p
The
s
t
ud
y
w
a
s
co
nd
uc
te
d
i
n
t
he
s
pri
n
g
se
me
st
e
r
o
f
the
20
1
7
-2
01
8
a
c
a
d
e
m
i
c
y
e
a
r
.
T
h
e
w
o
r
k
i
n
g
gro
up
of
t
he
s
t
u
d
y
c
o
n
s
i
ste
d
o
f
1st
ye
ar
s
t
u
den
t
s
a
t
K
on
ya
N
e
c
m
ettin
E
rbaka
n
U
ni
ver
s
i
t
y
Ereğ
l
i
E
d
u
ca
t
i
on
F
a
cult
y
D
e
pa
rtm
e
nt
o
f
G
u
i
d
a
n
ce
a
nd
C
o
u
n
s
e
ll
ing.
I
n
i
t
i
a
lly
,
42
s
tude
nts
pa
rtic
ipa
t
e
d
i
n
t
h
e
stu
d
y
.
H
o
w
e
ver
,
t
h
e
nu
mb
ers
o
f
p
arti
cap
a
n
ts
h
av
e
d
e
c
r
e
a
s
ed
f
o
r
v
ario
u
s
r
e
a
s
o
n
s.
3
9
stu
d
e
nt
s
p
a
rtic
i
p
at
ed
i
n
th
e
semi
-
st
r
u
c
t
ure
d
i
nte
r
view
s w
i
th
i
n
t
he sc
o
pe of t
h
e
stu
dy o
n
a
vo
l
un
t
ary
bas
i
s.
2.2.
R
e
s
e
a
rc
h
p
r
oc
ed
u
r
e
s
A
c
cordi
n
g
to
t
he
s
e
n
a
t
e
dec
i
si
on
7
of
K
o
n
y
a
N
e
c
m
e
t
ti
n
Er
baka
n
U
ni
v
e
rsit
y
Rec
t
ory
in
2
0
1
5
,
the
course
c
on
te
nt
o
f
“
s
oc
i
a
l
res
p
o
n
s
i
bi
l
ity
a
n
d
heal
t
hy
liv
i
n
g
”
c
o
vers
1
2
s
u
b
j
ec
ts
a
n
d
2
m
odel
a
p
pl
ica
tio
ns.
There
f
ore
,
t
he
c
our
se
w
as
s
o
des
i
gn
e
d
a
s
to
i
ncl
u
de
t
ea
c
h
i
n
g
o
f
a
s
u
b
je
ct
(
1
cla
ss
h
o
u
r)
e
v
ery
we
ek
a
n
d
revie
w
o
f
mo
del
a
p
p
lic
at
ion
s
i
n
t
h
e
l
a
s
t
t
w
o
w
ee
ks
32
.
Expla
n
a
t
ory
i
n
for
m
a
t
i
o
n
a
bou
t
the
ac
t
i
o
n
p
la
n
prepa
r
ed
i
n
re
gard
t
o
t
h
e
“
s
ocia
l
resp
o
n
s
i
b
i
l
i
t
y
an
d
heal
t
hy
l
i
v
i
ng”
c
ou
r
s
e
in
t
he
s
t
u
d
y
i
s
pre
s
e
n
te
d
bel
o
w
.
A
p
p
l
i
c
a
t
ion
1,
a
pp
l
i
c
a
t
i
o
n 2 a
nd e
v
a
l
u
a
t
i
o
n
s
te
p
s
w
er
e
de
ve
lo
pe
d
b
y
t
h
e re
se
arc
h
er.
Ap
plic
ati
on-
1 (Class
ro
om
Act
i
vi
t
i
es):
1- Each
stu
de
n
t
w
i
l
l
rea
d
a
n
a
r
ti
c
l
e
s
/
he
has
c
ho
se
n from sc
ho
l
arl
y
jour
na
l
s
ab
o
u
t
t
he s
ub
j
e
ct
w
ith
i
n
the
sco
pe
of
t
he
co
u
r
s
e
a
nd ana
l
yz
e i
t
.
2-
T
a
k
i
ng
i
n
to
acc
o
unt
t
h
e
c
l
a
ssroom
s
ize
,
3
s
tu
de
nt
s
w
i
l
l
p
re
s
en
t
a
n
a
l
ys
es
o
f
the
i
r
arti
cles
f
or
e
a
c
h
s
ub
j
e
c
t
,
i.e.
e
ach wee
k.
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
:
33
1
–
340
33
4
3- A
rtic
le a
na
l
y
s
i
s w
i
ll c
o
n
s
ist
of 2
p
a
g
es
a
t the
m
o
s
t
a
nd
e
ac
h
s
t
ude
n
t
’s
p
re
senta
t
i
on w
i
l
l
take
1
0
m
i
n
u
t
es.
A
t
the
e
n
d
o
f
a
rt
i
c
le
a
na
l
y
s
i
s,
i
m
porta
nt
a
s
p
e
c
ts
o
f
the
su
b
j
ec
t
w
i
ll
be
s
u
m
marize
d
in
t
he
c
lassro
o
m
us
in
g
t
h
e
que
st
ion-
an
swer
t
echn
i
q
u
e.
4-A
prin
t
o
u
t
o
f
t
h
e
artic
le
a
n
a
ly
sis
w
i
ll
be
s
ubm
i
t
te
d
to
t
h
e
c
o
u
rse
i
n
str
u
ct
or.
Inform
atio
n
ab
o
u
t
the
artic
le
ana
l
ys
is is g
i
ve
n in
T
a
b
le
2
.
Tabl
e 2
.
Sc
o
p
e
o
f
Art
i
cl
e An
a
l
ysi
s
Artic
l
e
An
a
ly
sis
1-
W
h
a
t
is
th
e ide
n
tit
y
of the a
rtic
le
?
2-
W
h
at fi
e
ld
is th
e
s
u
b
j
e
c
t o
f
th
e
a
r
ticl
e
r
e
l
a
t
ed
to?
3-
W
h
a
t
i
s
t
h
e
prim
a
r
y
purpose
of
t
he
a
r
t
ic
l
e
?
4-
W
h
a
t
a
r
e
t
h
e
c
on
c
l
usions
a
nd
sugge
stions
a
rising
fr
om
t
he
a
r
t
i
c
le
?
5-
E
xpla
i
n
wh
a
t
y
ou ha
v
e
l
ea
rn
e
d
f
r
o
m
the
a
r
ti
c
l
e
a
bout
t
he
r
e
s
ea
r
ch
s
u
b
j
ec
t
?
Appl
ı
ca
t
ı
on-
2 (
E
xtr
a
curricular Activiti
e
s):
1
-
A
p
r
oj
e
c
t
top
i
c
wil
l
b
e
det
e
rmi
n
ed
a
c
c
o
r
d
i
ng
t
o
th
e
course
c
o
n
t
e
n
t
wi
thi
n
t
he
s
c
o
pe
o
f
c
o
o
p
e
r
at
iv
e
l
ear
n
i
ng
and
t
h
e
e
x
t
r
acur
r
icu
l
ar
a
ct
i
v
ity
a
n
d
g
r
o
u
p
w
or
k
w
i
ll
be
e
mplo
ye
d
ou
ts
i
d
e
of
c
l
a
ssr
o
om
h
o
u
rs.
P
r
ojec
t
t
o
p
i
c
s
and
ex
p
l
ana
t
ory
i
n
f
o
r
m
a
tion
are
give
n in
T
a
b
le
3
.
2-A
pr
oj
e
c
t
f
o
r
m
c
onta
i
n
i
ng
in
for
m
a
t
io
n
l
i
k
e
t
he
n
am
e-pu
rpose
-
t
i
m
e
of
t
he
p
r
o
je
c
t
w
i
l
l
b
e
ap
pr
o
v
e
d
by
t
h
e
course
i
ns
truc
t
o
r
a
n
d
the
n
t
he
p
ro
jec
t
w
or
k
w
ill
b
e
in
i
t
i
a
te
d.
Inf
o
rm
atio
n
a
b
ou
t
t
h
e
pr
oj
e
c
t
f
orm
is
s
how
n
in
Table
4.
3-The
pro
j
ec
ts
c
on
d
u
c
t
e
d
w
il
l
be
p
r
e
sen
t
ed
i
n
the
c
l
a
s
sr
oo
m
i
n
t
h
e
13t
h
a
n
d
14t
h
week
s
a
n
d
t
h
e
i
r
re
su
lt
s
wil
l
be
d
iscussed
.
Ta
bl
e 3
.
P
ro
j
ect
Top
i
c
s a
n
d
Ex
pl
an
at
o
r
y
In
fo
rmat
io
n
P
r
oje
c
t
T
opi
c
Nu
m
b
e
r
o
f
St
ude
nt
s
P
a
rti
c
ip
a
t
i
ng
in
t
h
e
S
tudy
D
a
t
e
o
f
P
r
o
j
ect
Pre
s
e
n
t
a
tion
S
o
c
i
a
l
Re
s
ponsibil
it
y
a
nd
U
n
iv
e
r
sity
5
(
1
g
rou
p
)
22.
05.
2018
N
on-Gove
r
n
m
e
nt
a
l
O
rga
n
iza
tions
5
(
1
g
r
ou
p)
22.
05.
2018
E
t
hic
a
l
V
a
lu
e
s
5
(
1
g
rou
p
)
22.
05.
2018
1-T
h
e
Fam
i
l
y
I
nsti
tution
2-
Intr
a
-
fa
m
i
ly
C
o
m
m
unica
t
i
on
3
-
Mar
r
i
ag
e
5
(
1
g
rou
p
)
22.
05.
2018
G
e
nd
e
r
E
qu
a
lity
5 (
1
g
rou
p
)
29.05.2018
1-G
e
ne
r
a
l O
v
e
r
vi
ew
o
f H
e
alt
h
2-Pre
s
e
r
va
tion
of
H
ea
lthy
living
3-T
h
r
e
a
t
s
a
g
a
i
nst H
e
a
lthy
living
(Addi
c
tions)
9
(2
g
r
o
u
p
s)
29.
05.
2018
B
a
si
c
First
A
i
d
5
(
1
g
rou
p
)
29.
05.
2018
Tabl
e 4
.
P
ro
j
ect
Fo
r
m
Na
me o
f
t
h
e
P
r
o
j
ect
:
P
r
o
j
ect
l
o
cat
io
n
:
P
r
o
j
ect
C
o
m
me
n
c
e
m
en
t
D
a
t
e
:
P
r
o
j
ect
C
o
m
p
l
et
io
n
Dat
e
:
Proje
c
t
I
m
p
l
e
m
e
nt
e
r
s:
Ta
rge
t
A
udie
n
ce
:
Proje
c
t
T
opi
c
:
P
r
o
j
ect
Go
a
l
s
:
P
r
o
j
ect
Ap
p
l
i
cat
io
n
Pr
o
ces
s:
Proje
c
t
I
m
p
l
e
ment
e
r
s’
Se
l
f-Asse
ss
me
nt:
A
ppe
ndic
e
s
(
phot
ogra
phs,
vi
de
o
re
c
o
rds,
doc
u
m
e
n
ts e
tc.):
The
ac
ti
o
n
p
la
n
for
the
c
o
urse
“
S
o
cia
l
R
es
p
ons
ib
il
i
t
y
a
n
d
H
ealt
hy
liv
i
n
g
”
i
n
d
i
cat
i
ng
th
e
purp
o
se
o
f
the c
o
urse
(
cou
r
se
objec
ti
ves),
its co
n
te
n
t
,
educ
at
iona
l
circ
u
m
stances and assessm
ent
is sho
wn
i
n
Ta
bl
e
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
An O
p
p
o
r
t
u
n
i
t
y
for Va
lue
s
Educ
ati
o
n in H
i
ghe
r
Educ
a
tio
n:
Soc
ia
l Re
sp
ons
i
b
ili
ty
and
… (G
ok
ha
n Izg
a
r)
33
5
Tabl
e 5:
A
c
t
i
o
n
P
lan
for
t
h
e
C
ourse
S
ocia
l
Re
spo
n
s
i
bil
i
t
y
and
H
e
a
lth
y L
i
vi
n
g
Na
m
e
o
f
t
h
e
C
o
u
r
s
e
Soc
i
a
l
r
e
s
ponsibilit
y
a
nd h
e
a
lthy livi
ng
Co
u
r
s
e
O
bj
ect
i
v
es
Ful
f
il
ling
r
e
sponsi
b
ili
tie
s e
x
p
e
c
t
e
d
o
f
stude
nts
in e
nsuring
so
c
i
a
l
uni
ty
a
nd
p
ea
ce
a
s
i
ndividuals
livi
n
g
i
n
s
oc
ia
l
life a
nd
ga
ining
know
le
dg
e
a
nd
skil
ls c
o
n
c
e
r
ni
ng
hea
lthy
liv
i
ng
Te
a
c
h
i
ng Me
t
hods
a
nd
Te
c
hniq
u
e
s
C
oope
r
a
tiv
e
lea
r
ning,
e
xtra
-
c
urr
i
c
u
l
a
r
a
c
t
i
v
iti
e
s
,
disc
ussion
m
ethod,
que
sti
on-a
n
sw
e
r
m
et
hod,
P
r
o
j
ect
t
ech
n
i
q
u
e
C
o
ur
s
e
M
at
e
r
i
al
s
Re
a
d
ing
(A
r
t
i
c
l
e
-
book
)
–
L
ect
ur
e
not
e
s
(
A
r
t
i
c
l
e
a
n
a
l
y
s
e
s
)
St
ud
ent
L
i
a
b
i
l
i
t
ie
s
A
pplica
tion
1
–
Applic
a
tion
2
Le
ngth
o
f
Te
a
c
hing
C
our
s
e
C
o
nten
t
Cou
r
s
e
A
c
t
ivitie
s
1st
Wee
k
(
1 c
l
a
ss
h
o
u
r
)
Pe
opl
e
a
nd
r
e
sponsibili
ty
A
ppli
c
a
tion
1
2nd We
e
k
(1 c
l
a
ss hou
r)
Soc
i
a
l
r
e
s
ponsibilit
y
a
nd unive
rsit
y
A
ppli
c
a
tion
1
3rd
We
e
k
(1
c
l
a
ss
hour)
N
on-
g
ove
r
n
m
e
nt
a
l
o
r
g
a
n
iza
tions
Appli
c
a
tion
1
4th
Wee
k
(1 c
l
a
ss hou
r)
E
t
hic
a
l
v
a
lu
e
s
Appli
c
a
tion
1
5th
Wee
k
(1 c
l
a
ss hou
r)
Fa
m
i
l
y
a
nd
its
i
m
p
orta
nce
A
ppli
c
a
tion
1
6th
Wee
k
(1 c
l
a
ss hou
r)
Ma
rria
g
e
a
nd a
h
e
a
lth
y
b
e
ginni
ng
t
o
m
a
rr
ia
g
e
Appli
c
a
tion
1
7th
Wee
k
(1 c
l
a
ss hou
r)
G
e
nd
e
r
e
qua
li
t
y
A
ppli
c
a
tion
1
8th
Wee
k
(1 c
l
a
ss hou
r)
Intr
a
-
f
a
m
i
l
y
c
o
mmunica
tion
A
ppli
c
a
tio
n
1
9th
Wee
k
(1 c
l
a
ss hou
r)
G
e
n
e
r
a
l
ov
e
r
vie
w
of
he
a
lth
Appli
c
a
tio
n
1
10th
W
e
e
k
(
1
c
l
a
s
s
hour
)
Pre
s
e
r
va
tion
of
h
ea
lth
y
livi
ng
A
ppli
c
a
tion
1
11th
W
e
e
k
(
1
c
l
a
s
s
hour
)
T
h
r
e
a
t
s
a
g
a
i
nst
h
e
a
lth
y
livi
ng (A
ddict
ions)
A
ppli
c
a
tion
1
12th
W
e
e
k
(
1
c
l
a
s
s
hour
)
Ba
si
c
first
a
i
d-
F
i
rs
t a
i
d i
n
em
e
r
g
e
n
c
i
e
s
Appli
c
a
tion
1
13th
W
e
e
k
(1
c
l
a
s
s
hour
)
M
ode
l
a
ppli
c
a
t
i
o
n
s
i
n
soc
i
a
l
r
e
s
ponsib
i
lity
Appli
c
a
tion 2
14th
W
e
e
k
(1
c
l
a
s
s
hour
)
M
ode
l
a
ppli
c
a
t
i
o
n
s
i
n
soc
i
a
l
r
e
s
ponsib
i
lity
Appli
c
a
tion 2
A
ss
e
ssme
n
t
Writte
n e
x
am
in
a
t
i
on (4
0 %) : Re
a
d
in
g – Lec
t
ure
not
e
s
R
ubric
(40
%)
:
P
roje
c
t
r
e
p
o
r
t
R
ubric
(20
%)
:
A
rtic
le
a
na
l
y
sis
2.3.
D
ata c
o
ll
ec
tion
t
ools
S
e
m
i
-st
r
ucture
d
in
terv
iew
s
w
e
r
e
hel
d
w
ith
t
he
s
t
ude
n
t
s
i
n
t
he
s
tu
dy
i
n
o
r
der
t
o
bot
h
ob
t
a
i
n
d
at
a
th
at
w
e
r
e
e
xpec
t
e
d
t
o
s
h
e
d
l
i
ght
o
n
im
pro
v
in
g th
e
act
i
o
n
p
l
a
n
a
nd
t
o
m
ak
e
an
a
sse
ssmen
t
of
t
h
e
a
cti
o
n
pl
a
n
o
n
the
bas
i
s
o
f
s
t
ude
n
t
v
ie
w
s
.
Wh
i
l
e
in
terv
iew
for
m
s
w
e
re
b
ein
g
pre
p
ar
e
d
,
at
te
nt
i
on
w
a
s
pai
d
s
o
t
h
a
t
t
he
q
u
e
st
i
o
ns
cou
l
d
be
eas
i
l
y
u
n
d
erst
o
od,
t
he
re
w
ou
ld
n
ot
b
e
over
l
a
p
pin
g
q
ue
s
t
i
on
s
a
n
d
th
ere
wou
l
d
not
b
e
qu
e
s
t
i
o
n
s
alre
ad
y
i
n
c
l
u
d
i
ng
a
n
sw
e
r
s
w
i
thi
n
t
hem
.
T
o
e
n
sur
e
v
al
i
d
i
t
y
of
t
h
e
f
o
rm
s
pr
epar
ed,
v
i
e
w
s
of
t
wo
f
ie
l
d
e
x
p
er
t
s
w
e
r
e
obt
a
i
n
e
d.
P
ilo
t
i
n
ter
v
ie
w
s
w
e
r
e
held
w
ith
a
f
ew
s
t
u
de
n
t
s
c
onc
ern
i
ng
the
in
terv
ie
w
for
m
c
or
rect
e
d
i
n
ac
corda
n
c
e
w
it
h
t
h
e
su
gge
st
io
ns
m
a
d
e
by
the
e
xperts
a
nd
its
f
in
al
f
orm
w
a
s
gi
ven
to
t
he
i
nter
view
f
or
m
a
f
te
r
corr
ecti
on o
f
t
he que
sti
ons or
st
a
t
em
en
ts t
ha
t w
e
re
not
u
n
d
e
rst
o
od or
d
id
n
o
t
serve
the
p
urp
o
se.
2.4.
A
n
a
lys
i
s
of th
e
d
at
a
The
qua
l
i
t
at
iv
e
da
t
a
o
b
t
a
i
n
e
d
fr
om
t
he
p
re-
i
n
t
e
r
v
i
ew
s
i
n
t
h
i
s
s
t
u
d
y
w
e
r
e
a
n
a
l
y
z
e
d
u
s
i
n
g
t
h
e
“
D
e
s
cript
i
ve
A
na
lys
i
s”
t
e
c
h
n
i
que.
The
them
es
u
se
d
i
n
t
he
a
na
lys
is
o
f
the
data
w
ere
form
ed
i
n
t
h
e
light
of
sem
i
-st
r
uct
u
re
d
i
n
ter
v
i
e
w
f
o
r
m
p
repa
red
by
t
he
r
esea
rche
r.
T
he
data
o
b
t
aine
d
from
t
he
f
ina
l
i
nterv
i
e
w
s,
o
n
the ot
her
ha
nd,
w
e
r
e
ana
l
yz
ed
usi
ng t
h
e co
nt
ent a
n
al
ys
i
s
te
c
h
n
i
que.
The
ba
sic proce
dur
e in co
n
te
n
t
a
na
l
y
sis i
s
to
b
ri
ng
t
oge
t
h
er
s
im
il
a
r
d
a
t
a
ar
oun
d
ce
rta
i
n
co
nc
e
p
ts
a
n
d
them
es
a
n
d
a
r
r
ange
a
n
d
i
n
t
e
r
pret
t
hem
in
s
uch
a
way
t
h
at
r
eade
r
s
w
i
ll
b
e
a
b
l
e
t
o
u
nders
tan
d
t
h
e
m
33
.
D
u
ring
da
t
a
a
nal
y
s
i
s,
w
or
ds,
se
nte
n
ce
s
a
nd
par
a
g
r
aphs
w
e
r
e
e
nc
ode
d
thro
ug
h
c
o
nc
ep
tua
l
iza
t
i
o
n
s
o
a
s
t
o
d
e
t
erm
i
ne
t
he
i
d
ea
int
e
nde
d
t
o
b
e
c
o
mmu
ni
c
a
t
e
d
with
i
n
t
he
sco
p
e
of t
he
st
u
d
y
.
S
a
m
p
le vi
e
w
and
code
l
ist use
d
i
n t
h
e c
o
n
t
e
nt ana
lys
i
s
is gi
v
en
i
n
Ta
ble
6.
Ta
ble
6.
S
ample
Conte
n
t
A
n
al
ys
i
s
a
nd
Co
de
L
i
s
t
Vie
w
C
ode
…
t
he
first
aid
projec
t
has he
l
p
e
d
m
e
l
e
arn how
to
h
e
lp pe
ople
i
n
time
of an
e
m
e
r
ge
n
c
y
and ho
w
pr
ec
ious hum
an
l
ife
i
s
.
(S
-5
)
Ch
ar
i
t
a
b
l
en
es
s
R
i
ght
t
o
li
v
e
…
f
or e
x
a
m
p
l
e
,
I hav
e
l
e
arne
d in spe
c
i
a
l
e
duc
ation that I s
houl
d be
re
sp
e
c
tf
ul
to spec
ial n
e
e
d
s p
e
ople
and ac
t so that the
y
w
i
l
l
not f
e
e
l
bad w
i
t
h
in soc
i
e
t
y
…
(S-4)
E
m
p
a
th
y
…
w
e
l
e
arn
e
d to
work
i
n
groups an
d
dis
t
ribute
task
s among our
se
l
v
e
s
.
(S-
13)
C
oope
r
a
t
i
on-
sol
i
da
rity
…
o
r w
h
e
n
c
l
othe
s
we
r
e
gat
h
e
r
e
d,
I
saw
that ex
tra one
s
we
r
e
not use
f
ul to me
w
h
e
r
e
a
s
they
m
ade
oth
e
r
p
e
ople
happy
.
I le
arne
d
that some
i
t
em
s
that w
e
r
e
m
i
nor for us we
r
e
pe
rhap
s
d
r
e
a
m
s
objec
ts
for othe
rs.
(S-4)
Be
ing
us
e
f
ul
…
if y
our i
d
e
a
s are
we
ll-int
e
nde
d,
this is
re
flec
t
e
d
i
n
y
o
ur
be
hav
iors and t
h
i
s
in turn is
b
a
s
e
d on y
our me
nt
al h
e
a
l
t
h
.
I
hav
e l
e
arned i
n
the
c
ourse w
h
a
t
he
alt
h
y li
v
i
ng highlight
s a
nd i
nde
e
d
e
v
e
r
y
t
h
i
ng
c
ontribut
e
s
to
thi
s
.
(S
-1
0
)
Ca
ring
a
bout m
e
n
t
a
l
hea
lth
I
t
h
ink
although t
h
e
c
l
ass laste
d
jus
t
an hour,
we
us
ed it
e
f
f
e
c
tive
l
y
.
…
t
hi
s
se
me
st
er,
we
r
e
ad an
import
a
nt bo
ok
and
I
impl
e
m
ente
d a proje
c
t
,
whic
h
w
a
s us
e
f
ul for us
…(S-33)
C
ourse
hour
i
s
ina
d
e
qua
te
C
our
se
i
s
t
a
ught e
ffic
i
e
n
tly
Re
a
d
ings
h
a
v
e c
o
n
t
r
i
b
u
t
e
d
to
le
a
r
ning
P
r
o
j
e
c
t
s
ha
ve
c
on
t
r
i
b
u
t
e
d
t
o
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
:
33
1
–
340
33
6
Vie
w
C
ode
le
a
r
ning
I w
ould not t
e
a
c
h t
h
is c
ourse
at all b
e
c
aus
e
th
e
s
e
subjec
ts
are
things t
hat we
have
all
alon
g le
arne
d
from
our
f
a
m
i
l
i
e
s
and e
n
v
i
ronme
n
t.
…
t
his c
l
ass
h
our
should h
a
ve
b
e
e
n
add
e
d
to a m
o
re use
f
ul
c
ours
e
.
(S
-2
9
)
C
ourse
c
ont
e
n
t
is not
be
ne
fic
i
a
l
…
C
lasse
s ar
e
e
f
fi
c
i
e
n
t
for those
m
a
k
i
ng t
h
e
i
r
pre
s
e
n
tations,
but
c
ontri
b
u
t
i
on
and par
tic
i
p
at
ion of stude
nts as li
ste
n
e
rs is li
m
i
t
e
d.
…
t
h
e
c
ours
e
c
ould be
tw
o hours for i
t
to be
m
o
r
e
use
f
ul
…
(S-2
0)
D
i
sc
ussi
ons a
re
i
nsuf
fic
i
e
n
t
C
ourse
hour
i
s
ina
d
e
qua
te
I
n
o
rde
r
t
o
e
n
s
u
re
r
e
l
i
a
bil
i
t
y
of t
he
e
nc
o
d
i
n
g
pe
rform
ed
f
o
r
t
h
e th
e
m
e
s
w
it
h
i
n
t
h
e
sc
ope of the
st
u
dy,
the
da
ta
o
bt
a
i
ne
d
from
t
he
i
n
t
erv
i
e
w
f
or
m
s
w
er
e
e
n
co
ded
b
y
t
he
res
e
a
r
che
r
a
gai
n
a
t
di
ffe
re
nt
t
i
m
e
s
a
nd
assessed.
S
i
t
ua
ti
o
n
s
wh
ere
t
h
e
sam
e
c
o
d
i
n
g
was
d
one
w
er
e
re
cord
e
d
u
sing
t
he
p
hrase
“
a
gr
eem
ent”
w
her
eas
situa
t
io
ns
w
he
r
e
d
i
ffe
ren
t
c
o
d
i
ng
w
a
s
d
one
w
ere
r
ecor
d
ed
u
sin
g
t
h
e
ph
rase
“
d
i
sa
g
r
ee
me
nt”
.
A
s
a
re
su
l
t
of
t
he
ca
l
c
u
l
a
tio
ns
m
a
d
e
a
f
ter
de
ter
m
inat
i
o
n
o
f
a
g
r
e
e
m
e
nts
w
h
er
e
the
s
ame
cod
i
n
g
was
do
n
e
a
nd
d
i
s
ag
re
e
m
en
t
s
wh
e
r
e
d
i
f
f
e
r
ent
co
din
g
w
as
d
o
n
e
a
t
t
h
e
e
n
d
o
f
d
at
a
an
al
ysi
s
,
me
an
r
e
l
i
a
bi
lit
y
sco
r
e
amo
n
g
th
e
c
o
di
ng
w
a
s
f
oun
d
to
b
e
7
8
%
.
Wh
en
r
e
l
i
a
b
ili
t
y
s
c
o
re
i
s
a
bov
e
70
%
,
i
t
i
s
e
n
o
u
g
h
f
or
a
s
tud
y
t
o
be
r
e
g
a
r
de
d
as r
eliab
l
e
34
.
I
n
qua
l
ita
t
i
v
e
s
t
u
di
e
s
,
the
c
onc
e
p
t
o
f
“
tra
n
sfer
abi
l
i
t
y
”
i
s
u
s
e
d
i
n
s
t
e
ad
o
f
ext
e
rn
al
v
a
lid
i
t
y
(gene
r
al
iza
t
i
o
n
)
.
The
r
e
spons
i
b
i
l
i
t
y
o
f
a
q
u
a
li
ta
t
i
ve
r
esea
rche
r
i
s
t
o
r
e
ve
a
l
t
he
t
ran
s
fer
a
bi
l
ity
d
egr
ee
of
t
he
resul
t
s
he
o
r
s
h
e
ob
ta
ine
d
t
o
si
m
i
l
a
r
e
n
v
i
r
onme
n
ts.
T
o
t
his
e
n
d
,
di
r
ect
c
ita
ti
on
s
a
r
e
of
t
e
n
inc
l
ude
d
33
.
There
f
ore
,
d
i
r
e
c
t
c
ita
t
i
ons
w
er
e
ma
de
i
n t
h
e
s
t
u
d
y
t
o
e
n
s
u
re tr
ans
f
e
r
abi
l
i
t
y and
the
c
ita
ti
o
n
s
we
re
p
re
se
n
t
ed
i
n
in
verte
d
c
om
ma
s
an
d
i
t
a
l
ic
s
and
w
i
tho
u
t
m
aki
n
g
a
n
y
c
h
a
nge
s
to
t
he
m.
A
bbr
ev
ia
ted
in
forma
tio
n
ind
i
ca
tin
g
from
w
hom
t
h
e
c
i
t
at
i
on
w
a
s
m
a
de
w
as
i
ncl
u
ded
a
t
t
he
e
nd
of
e
a
c
h
d
irec
t
c
ita
t
i
o
n
.
F
o
r
e
x
am
pl
e
,
t
he
abbre
v
i
a
t
i
o
n
“
S
-
3” me
a
ns it i
s
the
“
3rd
st
u
d
e
nt
i
n
t
er
v
i
e
w
ed”
.
3.
RESULT
S
A
N
D
ANALY
S
IS
3.1.
Fin
d
i
n
g
s R
e
vea
lin
g S
t
u
d
e
n
t
s’
R
ead
i
n
e
ss Leve
ls
C
o
n
c
ern
in
g t
he
C
ou
rse
Con
t
e
n
t Before
A
p
p
l
i
c
a
tio
n
Th
e
stud
e
n
t
s
’
re
ad
in
es
s
l
e
v
e
ls
c
on
c
e
r
ni
n
g
t
h
e
c
ou
rse
c
onte
n
t
b
e
fore
t
he
a
ppli
cation
we
re
r
evealed
t
h
ro
ugh
t
h
e
i
nte
r
v
i
ews h
e
ld
w
i
t
hi
n
th
e
sc
op
e
o
f
th
e
st
u
dy
. Th
e
stude
n
t
s’
v
i
e
w
s
a
re
g
ive
n
i
n Ta
b
l
e 7.
Tab
l
e
7.S
t
ude
n
t
s’
Read
i
n
ess
Leve
ls C
once
r
nin
g
t
h
e
C
o
u
rs
e
Co
nte
n
t be
fo
re
t
he A
ppl
ica
tio
n
Inte
r
v
ie
ws
Qu
e
stio
ns
T
he
mes
f
In
g
e
n
e
r
a
l
,
w
h
ic
h va
lu
e
s
do
y
ou
a
t
t
a
c
h
i
m
porta
n
c
e
to
i
n
soc
i
a
l
li
f
e
?
Re
sp
ec
t
21
Justic
e
4
E
qua
lity
3
Mora
l v
a
lu
e
s
10
Re
ligious
v
a
l
u
e
s
4
N
a
t
i
on
a
l
v
a
l
ue
s
5
L
ove
15
Ch
a
r
i
t
ab
l
e
n
e
s
s
7
E
nviron
m
e
n
t
3
Re
sponsibilit
y
3
T
o
le
r
a
nce
5
Tr
u
s
t
4
H
u
m
a
n
rights
5
C
o
m
p
a
ssion
2
F
r
eed
o
m
2
Frie
ndship
2
D
i
d
y
ou
pa
rti
c
ip
a
t
e
in a
ny
soc
i
a
l
r
e
s
ponsibilit
y a
c
t
ivit
y
?
If
so,
w
ha
t
ki
n
d
o
f
ac
tivit
ie
s
did
y
ou
t
a
ke
p
a
r
t
in
?
Yes
, I d
id
.
29
No
, I
d
id
n
’
t.
1
0
H
e
lping
ha
ndica
pp
e
d
i
ndivi
dua
ls
4
C
o
llec
t
ing
s
e
c
ond-ha
nd
bo
oks
2
Co
l
l
e
cti
n
g
g
a
r
b
ag
e
an
d
w
a
s
t
e
mat
e
r
i
al
7
H
e
lping
t
h
e
poor
2
T
r
e
e
-
pla
n
ting ca
mpa
i
gn
s
5
H
e
lping
a
nd
visiting
vi
lla
g
e
s
c
hools
5
V
i
sits
t
o
ol
d pe
ople
’
s
ho
m
e
s,
w
o
m
e
n
’s
s
he
lte
rs
a
nd
orpha
n
a
g
e
s
7
Of
fe
ring tuit
ion
s
f
r
e
e of c
h
a
rge
1
B
l
ood
dona
tion
2
D
o
y
ou
think
y
ou
lea
d
a
he
a
lthy
li
ving
?
E
xpla
i
n.
Yes
, I d
o
.
13
N
o
,
I
don’t
14
I think so pa
r
tia
lly
1
2
H
a
r
m
f
u
l
f
oodstu
ff
s
(
c
ol
a
,
c
r
i
sps,
f
a
s
t
-food
e
t
c
.
) a
r
e
c
onsum
e
d
8
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
An O
p
p
o
r
t
u
n
i
t
y
for Va
lue
s
Educ
ati
o
n in H
i
ghe
r
Educ
a
tio
n:
Soc
ia
l Re
sp
ons
i
b
ili
ty
and
… (G
ok
ha
n Izg
a
r)
33
7
H
a
r
m
f
u
l
f
oodstu
ff
s
(
c
ol
a
,
c
r
i
sps,
f
a
s
t
-food
e
t
c
.
) a
r
e
n
o
t
c
onsu
me
d
7
I
don’t
ha
ve a
h
e
a
lthy
di
e
t
9
I
ha
ve a
h
ea
lth
y
di
e
t
7
H
a
r
m
f
u
l
substa
n
c
es
s
uc
h a
s
a
l
c
ohol
,
c
i
g
a
r
e
tt
e
s
e
t
c
.
a
r
e
not
use
d
9
H
a
r
m
f
u
l
substa
n
c
es
s
uc
h a
s
a
l
c
ohol
,
c
i
g
a
r
e
tt
e
s
e
t
c
.
a
r
e
use
d
4
E
x
e
r
c
i
se
i
s
done
7
Th
er
e i
s
n
o
t
a
r
eg
u
l
a
r
s
l
e
e
p
p
at
t
e
r
n
3
A
s
a resul
t of t
he i
n
t
er
v
i
e
w
s o
n
the
va
l
ues of t
he
s
t
u
den
t
s, a
to
ta
l of 9
5 opi
ni
o
n
s have
e
me
rged un
d
er
16
t
hem
e
s.
W
he
n
Ta
ble
7
is
e
xa
mi
ne
d,
i
t
i
s
s
ee
n
tha
t
a
l
arge
m
a
jor
i
t
y
o
f
the
st
u
d
en
ts
a
t
t
ac
h
i
m
por
t
a
nc
e
t
o
espec
i
al
ly
r
e
s
p
ect,
l
ove
a
n
d
m
ora
l
v
a
l
ue
s
i
n
s
ocia
l
l
i
fe
(f=
46)
b
ut
t
h
e
y
at
t
ach
l
e
s
s
i
m
po
rt
an
c
e
t
o
so
m
e
v
al
u
e
s
su
ch
a
s
c
h
a
r
ity
,
p
r
e
s
erv
a
t
i
on
o
f
en
vi
ron
m
e
n
t
,
t
o
l
era
n
ce
,
fri
end
sh
i
p
,
re
sp
ons
i
b
i
l
i
t
y
a
n
d
hum
an
r
igh
t
s,
w
hic
h
ens
u
re
s
ocia
l
i
n
te
gri
t
y
a
n
d
p
e
ace
.
L
i
k
e
w
ise
,
s
ome
of
t
he
s
t
ude
n
t
s
(
f
=10)
s
tate
d
tha
t
t
he
y
ha
d
no
t
par
tic
i
p
a
t
e
d
in
a
n
y
soc
i
a
l
r
esp
ons
ibi
l
i
t
y
a
c
t
i
v
it
y
be
fore
.
More
ove
r,
a
l
a
r
ge
m
ajor
ity
o
f
t
h
e
s
t
ude
n
t
s
(f=
26)
s
ta
t
e
d
t
h
a
t
t
he
y
led a
pa
rt
i
a
ll
y
h
e
al
t
hy l
i
v
in
g
o
r
di
d
no
t
lea
d a
hea
lth
y
liv
i
n
g
at
all.
3
.
2
.
Fi
ndin
g
s Rev
e
al
in
g
St
u
d
en
t
s
’
View
s Co
n
cerning
t
he Co
u
rse
afte
r
th
e
Ap
p
licati
o
n
The
s
t
u
d
e
n
t
s
’
vi
e
w
s
c
o
nce
r
ning
t
h
e
co
u
r
se
a
fter
t
he
a
pp
l
i
c
a
tio
n
w
ere
rev
e
al
ed
t
h
r
ou
gh
t
h
e
in
t
e
rv
iew
s
he
l
d
w
i
t
h
in
t
he
sco
pe
of
the study. T
he
stude
nt
s’ vi
ew
s
are
give
n
i
n
T
a
b
le
8
.
Ta
b
l
e
8.
The S
t
ud
e
n
ts’
V
i
ew
s Conc
ern
i
ng t
h
e
Co
urse
after
t
he
A
pp
lica
t
i
o
n
Inte
rvie
w Qu
e
s
tio
ns
T
heme
s
f
W
ithin
t
he
s
c
o
p
e
o
f
this
c
our
se
,
y
ou
ha
ve
i
m
plem
e
n
t
e
d
proje
c
t
s
,
r
ea
d
a
r
tic
l
e
s
a
nd
a
n
al
y
zed
t
h
e
m.
D
i
d
t
h
e
s
e
p
r
act
i
c
es
m
a
k
e
a
n
y
c
ontribution
t
o
y
our
s
y
s
t
e
m
of
v
a
l
u
e
s?
E
xpla
i
n.
Et
h
i
cs
1
5
C
oope
r
a
t
i
on-
S
o
lid
a
r
it
y
7
Re
s
p
o
n
s
i
bility
1
9
Em
p
a
thy
6
Ch
ar
i
t
a
b
l
e
n
es
s
8
R
i
ght
t
o
l
i
v
e
3
I
m
porta
n
c
e
of
t
h
e
i
nstit
ution
o
f
f
a
m
il
y
2
Ge
nd
e
r
e
qua
li
ty
6
Justic
e
1
T
r
ust
4
Be
i
ng
us
e
f
ul
1
4
P
a
t
i
en
ce
2
Free
do
m
of
t
hough
t-
R
e
s
p
e
c
t
f
or
d
if
fere
nc
e
s
4
Gra
titude
1
Re
s
p
ec
t
1
D
i
d
this
c
o
u
rse
m
a
k
e
a
ny
c
ontrib
u
tion
to
y
our
v
ie
ws
a
nd
b
e
h
a
v
iors
c
on
c
e
r
ning
he
a
lthy
li
ving
?
E
xpla
i
n.
Ye
s
,
it
did.
1
5
Ye
s
,
it
did
p
a
r
t
i
a
l
l
y
5
No,
i
t
didn’
t
9
He
al
thy
die
t
5
H
y
g
i
en
e
3
P
e
rs
o
n
a
l
c
a
re
2
First
a
i
d
5
Me
nt
a
l
h
e
a
lth
1
0
Ex
er
ci
s
e
3
W
h
a
t
a
re
y
our
s
u
gge
s
tions,
c
r
iti
c
i
s
m
s
a
n
d
ide
a
s
a
bout
t
he
w
ay
t
he
c
ourse
w
a
s
t
a
u
ght
?
E
xpla
i
n.
C
l
a
ss
hour
i
s
a
d
e
q
ua
t
e
4
C
l
a
ss
hour
i
s
i
n
a
d
e
qua
t
e
2
2
C
l
a
s
s
e
s a
r
e
t
a
ught e
ff
i
c
i
e
ntl
y
a
n
d
a
r
e
pra
c
t
i
c
e
-
ba
s
e
d
1
8
C
l
a
s
s
e
s a
r
e
t
a
ught in
a
fun
a
nd
inst
r
u
c
tiv
e
wa
y
4
C
o
u
r
s
e
c
on
t
e
n
t
i
s
be
ne
f
i
c
i
a
l
2
1
T
h
e
projec
ts
h
a
v
e
c
ontribute
d
t
o
l
e
a
r
ning
1
2
Re
a
d
ings
h
a
v
e
c
ont
r
i
but
e
d
t
o
le
a
r
ning
6
T
h
e c
ourse
s
hou
l
d
h
a
v
e
b
e
e
n
p
rac
t
i
c
e-ba
se
d
3
Re
a
d
ing
of
a
rti
c
l
e
s
wa
s
n
o
t
b
e
ne
fi
c
i
a
l
2
T
h
e
r
e
should
ha
v
e
bee
n m
o
r
e
d
is
c
u
ssi
on
4
C
ourse
c
o
n
te
nt
i
s
n
o
t
be
ne
fi
c
i
a
l
1
C
l
a
s
s
e
s a
r
e
t
a
ught in
a
fun
wa
y
1
T
h
e
r
e
a
r
e
no c
l
a
ssr
oom
r
e
s
our
c
e
s
f
or
t
he
c
ou
rse
2
T
h
e
r
e
should
ha
v
e
bee
n m
o
r
e
i
nfor
m
a
tive
vid
e
os a
nd
slide
s
2
A
s
a
r
e
s
ul
t
of
t
he
i
n
t
e
r
v
i
ew
s
a
bou
t
t
h
e
co
ntr
i
b
u
ti
o
n
o
f
t
h
e
per
f
o
rme
d
a
pp
l
i
ca
ti
o
n
s
t
o
t
he
v
al
ue
s
syste
m
,
a
t
o
tal
of
9
3
o
p
i
n
i
o
n
s
h
a
v
e
a
p
pear
e
d
u
nder
1
5
t
he
m
e
s.
W
he
n
Ta
ble
8
is
e
xam
i
ne
d,
i
t
is
s
ee
n
th
a
t
a
large
m
a
j
o
ri
t
y
o
f
t
h
e
st
u
d
en
ts
(
f=5
6
)
s
t
ate
d
t
heir
v
iew
s
a
bo
ut
th
e
i
m
po
rt
an
c
e
o
f
v
a
l
u
es
s
u
c
h
a
s
r
esp
o
n
s
i
b
il
ity
,
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
:
33
1
–
340
33
8
cha
r
i
t
a
b
l
e
ness,
b
e
i
ng
u
s
efu
l
a
nd
e
t
hic
s
,
w
h
i
c
h
en
sure
c
on
t
i
n
u
it
y
a
nd
in
te
gr
ity
o
f
soc
i
a
l
l
i
f
e.
T
he
i
ncre
ase
i
n
the va
lue
o
f
ta
k
i
n
g re
spo
n
s
i
b
ili
ty (
f=
1
9
)
, i
n
part
icu
l
ar
, i
s wo
rt
hy o
f
at
t
e
n
t
i
on.
Li
k
ew
i
s
e
,
i
t is se
e
n
t
ha
t
s
t
ude
n
t
s
me
ntio
n
new
va
lue
s
a
f
t
e
r
t
he
a
pp
l
i
cat
i
o
n
.
T
he
se
a
re
e
th
ics
(
f
=1
5),
e
m
pa
t
h
y
(f=
6),
importa
n
c
e
of
t
h
e
in
st
i
t
u
tio
n
o
f
f
a
m
ily
(f=
2),
b
e
in
g
u
s
e
f
ul
(f=
14),
c
o
o
p
e
r
a
tio
n-s
o
l
i
d
a
r
ity
(
f=7
)
,
pa
t
i
enc
e
and
gr
a
tit
ude
(
f=3),
fre
e
dom
o
f
t
h
o
u
g
h
t
a
n
d
r
e
s
pe
ct
f
or
d
i
f
fe
ren
c
e
s
(
f=
4).
V
i
ew
s
of
s
o
me
s
tude
nts
c
o
ncer
nin
g
t
he
s
u
b
jec
t
a
re
a
s
fo
l
l
ow
s
:
“
W
e we
nt
t
o
a se
n
i
or cen
ter.
Se
ei
n
g
th
a
t
sen
i
o
r
ce
nt
e
r
i
s
a
ne
ce
ss
ity re
all
y
hur
t
m
e
…”
(S-
2
1
)
“
…
I
wi
ll a
l
wa
ys link
t
h
em
in m
y
life
as a stu
d
e
n
t, as a t
e
ac
her
an
d
in
m
y
fam
ily,
an
d try t
o
im
p
l
em
e
n
t
t
h
e
m
.
I had som
e
ap
pre
h
e
n
si
o
n
s ab
o
u
t
r
e
sp
o
n
s
i
bil
ity i
n
it
ial
l
y
but
no
w I ca
n t
a
ke
a
l
l
k
i
n
d
s
of re
s
pons
i
b
i
lit
y.
”
(S-
35)
Likew
i
se,
som
e
o
f
the
s
t
udents
(f=15)
stated
t
ha
t
t
h
is
c
o
u
r
se
h
a
d
m
a
d
e
con
t
ri
b
u
t
i
ons
t
o
t
h
e
i
r
view
s
and
be
ha
v
i
or
s
r
e
gar
d
ing
he
a
l
thy
l
i
v
i
n
g
.
H
o
w
e
ve
r,
a
c
ons
i
d
e
r
able
n
u
m
ber
of
s
tude
n
t
s
(
f
=14)
s
ta
t
e
d
tha
t
t
her
e
w
a
s
not
a
n
y
k
i
nd
of
c
on
tri
b
u
tio
n
or
t
her
e
w
as
p
a
r
ti
a
l
c
o
n
tr
ib
u
t
io
n.
I
n
a
d
d
i
ti
o
n
,
ther
e
w
e
re
s
tude
nts
(f=1
0)
em
phas
i
zi
n
g
t
h
a
t
no
t
o
n
l
y
p
hys
i
c
a
l
h
ea
lth
b
u
t
a
ls
o
me
nt
a
l
h
ea
lt
h
is
i
m
p
orta
nt
w
i
t
h
respec
t
t
o
h
e
a
l
t
hy
l
i
vi
n
g
.
S
o
m
e
s
t
ude
nt
v
i
e
w
s
c
onc
ern
i
ng t
h
e
su
b
j
e
c
t
a
r
e
as foll
o
w
s
:
“
…
I obt
ai
ne
d c
l
ue
s as to a
h
e
al
t
h
y l
i
vi
n
g
fo
r a
hea
lthy
m
e
nta
l
st
ate.
”
(
S
-26)
“
T
o tell
t
h
e t
r
ut
h,
I have
n
’
t
l
e
arne
d m
u
ch
t
h
a
t
is n
e
w r
e
g
a
rd
in
g he
a
l
t
h
y
liv
i
ng.
…o
n
l
y, it
w
a
s
go
o
d
th
a
t
I upd
at
e
d
bas
ic
f
i
rs
t
a
i
d i
n
form
a
t
i
on.”
(S-3)
Whe
n
s
t
ude
n
t
s’
v
iew
s
c
o
n
c
e
r
n
i
n
g
s
u
g
g
es
tio
ns,
crit
ici
s
ms
a
nd
ide
as
a
bou
t
the
wa
y
t
h
e
c
l
asses
wer
e
tau
g
h
t
ar
e
e
x
a
m
i
n
e
d
,
it
is
o
b
s
er
ved
tha
t
t
he
t
hem
e
s
tha
t
t
h
e
w
a
y
th
e
cl
a
s
se
s
we
re
t
a
u
g
h
t
were
e
f
f
i
c
i
e
nt
a
nd
p
r
a
c
ti
ce
-b
ased
,
fu
n
a
n
d
in
fo
rma
tive
(i
ns
t
r
u
c
ti
v
e
);
p
r
o
jec
t
s
an
d
r
ea
d
i
ng
s
con
t
ri
b
u
te
d
to
l
ea
rn
in
g
a
n
d
c
ourse
con
t
e
n
t
w
a
s
b
e
ne
fic
i
al
(f=
6
1
)
c
am
e
i
n
to
p
r
o
mine
nc
e.
H
o
w
eve
r
,
th
ere
a
r
e
also
u
n
f
a
v
o
r
able
v
i
e
ws
r
egar
din
g
t
h
e
wa
y
th
e
cla
sse
s
we
re
t
aug
h
t
as
w
el
l
as
c
o
u
r
se
c
on
t
e
nt
(
f
=
15
)
.
I
n
a
d
d
i
t
i
on,
i
t
i
s
c
hal
l
en
g
i
ng
t
h
a
t
t
h
e
r
e
a
r
e
stude
n
t
v
i
e
w
s
c
laim
ing
tha
t
c
lass
h
o
u
rs
w
ere
ina
d
e
qua
te
(f=
22).
A
f
ew
o
f
t
h
e
stud
e
n
t
vi
e
w
s
c
o
n
c
e
r
ni
ng
t
he
subj
ect are
a
s f
o
llows:
“
…
Rea
d
i
n
g
s
h
a
ve he
l
p
ed m
e
l
e
ar
n ab
o
u
t t
h
e pro
f
ess
i
o
n
. I
hav
e obt
a
i
ned
acc
u
ra
te
inf
o
rm
a
t
ion
ab
o
u
t te
ac
her
beh
a
v
i
o
rs an
d
eth
i
c
a
l
v
a
l
u
e
s
,
ab
o
u
t
wh
ich
I ha
d be
e
n
wro
n
g
ly
in
form
e
d
for ye
ars
…”
(
S
-14)
“
…
We
bo
t
h
worke
d
in gr
o
u
p
s
and m
ade
e
x
t
r
em
ely
usef
u
l
o
b
serv
at
i
o
n
s
.
”
(S-2
5)
“
…
T
i
m
e
was
l
i
m
i
ted; t
h
ere
f
o
r
e,
we ha
d
t
o
prese
n
t
ou
r
pr
ojec
ts in
a
h
a
s
t
y m
a
n
n
er. T
h
e
r
e
wa
s
n
o
tim
e le
f
t
for f
r
u
i
t
f
ul
d
i
sc
uss
i
on
.”
(S-
36)
4.
DISC
USSION
Whe
n
t
he
r
es
ea
rch
fi
n
d
i
n
gs
a
r
e
e
xam
i
ne
d
,
it
i
s
s
e
e
n
t
h
a
t
p
r
o
jec
t
w
o
r
k
,
a
c
tiv
i
ties,
r
e
a
di
n
g
s
a
n
d
di
sc
ussi
o
n
s
per
f
o
r
me
d
w
i
t
h
in
t
he
s
c
o
pe
o
f
th
e
st
u
d
y
i
nflue
n
ce
d
st
u
d
en
ts’
ac
qu
i
s
i
tio
n
of
v
a
l
ue
s.
I
n
a
study
b
y
35
,
w
h
ich
is
i
n
su
p
p
or
t
o
f
t
he
f
i
n
d
i
n
g
o
f
t
h
i
s
s
t
u
dy,
it
w
a
s
co
nc
lu
de
d
t
h
at
s
om
e
va
l
u
e
s
n
ot
o
ffere
d
i
n
t
h
e
sy
l
l
a
b
us
w
ere
able
t
o
be
g
ai
ned
t
h
e
s
t
ude
n
t
s
t
h
ro
u
gh
va
rio
u
s
ac
t
i
v
itie
s
an
d
m
a
te
ria
l
s
.
R
ese
a
rc
h
fi
n
d
i
n
g
s
in
dic
a
t
e
t
ha
t
t
h
e
stu
d
e
n
ts
f
r
e
que
n
t
l
y
m
en
t
i
o
n
e
d
v
al
ues
suc
h
a
s
ta
ki
n
g
r
e
s
p
o
n
si
b
ili
t
y
,
be
i
n
g
use
f
ul
a
n
d
coo
p
er
at
i
o
n-
s
o
li
dar
i
t
y
.
This
r
e
s
ult
is
c
o
n
s
i
ste
n
t
w
ith
t
he
f
in
d
i
n
g
s
o
f
a
st
ud
y
co
ndu
ct
ed
b
y
8
.
It
w
a
s
conc
l
ude
d
in
t
he
s
tud
y
c
arr
i
e
d
o
ut
b
y
8
t
he
“
Mora
l
D
e
velo
pm
en
t
P
r
ogram
”
im
plem
ented
in
t
he
s
tu
d
y
h
a
d
led t
o
s
i
g
ni
fica
nt
i
nc
rea
s
es i
n the
par
tic
i
p
an
ts
’
sc
ores
i
n
tak
i
ng re
sp
ons
i
b
ili
ty.
The
fi
nd
i
ngs
o
f
t
h
e
pre
s
e
n
t
st
ud
y
are
also
s
u
p
p
o
rte
d
by
s
t
u
d
ie
s
c
o
n
duc
te
d
by
1
,
5
a
nd
9
.
It
w
as
obs
erve
d in t
h
o
se st
u
die
s
tha
t sign
ific
an
t inc
r
e
a
ses had occ
u
r
r
ed i
n t
h
e ex
perim
e
n
t
al gro
up
s
t
ude
n
t
s’
s
cor
e
s
i
n
the
fr
eedom
,
resp
ons
ibi
l
ity,
bei
n
g
pea
c
e
f
u
l
,
patie
nce
,
h
o
n
e
s
ty
a
nd
t
o
le
r
a
nce
dime
nsi
ons.
Like
w
i
se
,
in
t
h
e
re
sea
r
ch
f
i
n
ding
s
of
s
t
udi
es
b
y
4
a
nd
7
,
st
ude
n
t
s
in
t
he
e
xper
i
m
e
nta
l
g
ro
ups
u
se
d
st
atem
en
ts
r
efle
ct
in
g
cha
r
ac
t
e
ris
tics
of t
he
v
a
l
ues
a
nd m
a
na
ge
d t
o
a
nal
y
ze
t
he
v
a
l
ues
m
ul
t
i
-d
im
e
n
s
i
ona
lly.
I
n
a
s
t
u
d
y
i
n
w
h
i
c
h
36
’s
i
nves
t
i
g
at
ed
v
i
e
ws
o
f
te
ac
h
e
rs
a
n
d
s
c
hoo
l
p
r
i
n
c
i
p
a
l
s
r
eg
ardi
ng
t
h
e
sub
j
ec
t
,
po
inte
d
o
u
t
t
h
at
a
l
t
h
oug
h
there
w
e
re
s
o
m
e
fav
o
ra
b
l
e
c
h
a
nge
s
in
t
h
e
T
u
rk
is
h
E
duc
a
t
i
o
n
S
y
st
em
,
the
educ
a
t
i
o
na
l
sy
stem
f
ai
le
d
t
o
g
ai
n
s
t
u
d
e
n
ts
a
deq
u
a
t
e
de
moc
r
atic
a
t
t
i
t
u
des
and
beha
v
i
or
s.
A
s
imilar
stu
d
y
w
as
con
d
u
cte
d
by
37
.
According
the
i
r
researc
h
f
indi
ngs,
it
was
necessary
t
hat
for
stude
nts
t
o
g
a
i
n
t
h
e
t
a
rge
t
val
u
es,
va
l
u
e
s
e
duc
a
t
ion
be
i
ncl
u
ded
in
p
la
nne
d
ac
tiv
i
t
ie
s
of
s
y
lla
buse
s
.
T
h
e
f
i
nd
in
gs
o
f
t
h
ese
tw
o
s
t
u
d
i
es
in
dic
a
t
e
t
ha
t
val
u
es
w
hic
h
w
ere
tried
t
o
b
e
g
i
ve
n
t
o
s
tu
de
nt
s
t
h
r
o
ugh
c
ov
e
r
t
p
r
ograms
at
e
du
c
a
t
i
on
a
l
i
n
s
tit
ut
i
o
n
s
c
ou
ld
not
b
e
t
r
an
sf
erre
d
t
o
t
he
s
t
u
d
e
nt
s
a
t
t
h
e
d
e
si
red
l
e
ve
l
and
t
h
at
b
eh
avi
o
rs
a
n
d
sen
s
e
of
re
sp
on
si
bi
l
ity
e
x
p
ect
ed
o
f
stud
e
n
t
s
c
ou
l
d
n
ot
b
e
o
b
s
e
r
v
e
d
a
t
s
u
fficie
n
t leve
ls.
M
o
reo
v
e
r
,
it
w
as
s
ug
ges
t
e
d
t
ha
t
pla
n
ned
a
c
t
iv
it
ies
w
e
re
n
eede
d
i
n
va
lue
s
e
d
u
c
a
t
i
on
a
nd
e
f
fort
s
sh
ou
l
d
b
e
m
a
de
i
n
t
h
is
r
ega
r
d.
A
ccor
d
ing
to
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
An O
p
p
o
r
t
u
n
i
t
y
for Va
lue
s
Educ
ati
o
n in H
i
ghe
r
Educ
a
tio
n:
Soc
ia
l Re
sp
ons
i
b
ili
ty
and
… (G
ok
ha
n Izg
a
r)
33
9
the
s
e
resu
l
t
s,
t
he
i
m
p
ortance
a
n
d
e
f
fe
c
t
p
f
t
h
e
ac
ti
on
p
la
n
p
r
e
pare
d
w
i
t
h
i
n
t
he
s
c
ope
o
f
th
e
st
u
d
y
m
a
y
prov
i
d
e
us w
it
h i
d
ea
s
abo
u
t
how
t
o
me
et the
s
hort
a
g
e
i
n re
gard
t
o
v
a
lue
s e
duca
t
io
n w
i
t
h
i
n
t
he e
d
u
cat
i
on s
y
stem
.
Li
kew
i
se,
w
h
e
n
s
t
u
d
i
es
c
ond
uc
t
e
d
w
ith
in
t
h
e
s
co
pe
o
f
t
h
e
com
m
un
i
t
y
s
e
r
vice
c
o
u
rse
a
r
e
e
x
am
ine
d
,
i
t
i
s
s
een
t
h
a
t
t
h
ey
h
a
v
e
re
ach
e
d
r
esu
l
t
s
s
up
po
rtin
g
th
e
fi
n
d
in
g
s
o
f
t
h
is
s
t
u
d
y
.
I
t
w
a
s
obs
erved
i
n
s
tud
i
es
con
d
u
cte
d
w
i
t
h
in
t
he
s
c
ope
o
f
the
c
o
ur
se
c
om
muni
t
y
s
e
r
vice
th
at
s
t
u
d
e
n
t
s
b
e
c
a
m
e
a
w
a
r
e
o
f
s
o
c
i
a
l
v
a
l
u
e
s
suc
h
a
s
be
i
ng
a
c
h
ari
t
ab
le
p
e
r
son,
a
goo
d
p
e
r
s
on
a
nd
a
g
o
o
d
c
it
iz
e
n
,
be
in
g
a
s
h
ari
ng
and
toler
a
nt
p
e
r
son,
bei
n
g
res
p
ec
tf
ul
,
be
in
g
r
e
s
p
onsi
b
le,
si
nce
r
e
a
nd
fa
ir,
an
d
be
in
g
se
ns
it
ive
to
i
s
s
ues
like
c
o
mm
unic
a
ti
o
n
,
so
l
i
dar
ity
a
n
d
s
oc
ial
pro
b
l
e
m
s.
F
urtherm
o
re,
it
w
a
s
c
onc
lude
d
t
h
a
t
signi
fi
can
t
in
c
r
e
a
s
es
h
ad
o
ccu
rre
d
i
n
stude
n
t
s’
a
ca
de
mic
le
arni
n
g
,
pe
rsona
l
an
d
i
n
te
rperso
na
l
deve
lop
me
nt
,
t
h
e
i
r
b
e
li
ef
i
n
th
ei
r
abi
l
i
ty
t
o
do
some
thi
n
g di
ff
ere
n
t
an
d
espe
cia
l
l
y
i
n
t
h
e
i
r
lea
d
ersh
ip be
l
ie
fs
[1
7],
[21]
,
[25],
[26].
5.
CONCL
U
S
ION A
N
D
S
U
G
G
ESTIONS
Whe
n
t
he
r
ese
a
rc
h
fin
d
i
n
gs
a
re
e
xa
mine
d,
it
i
s
s
ee
n
t
h
at
s
om
e
o
f
t
h
e
st
ude
n
t
s
(f=
14)
w
ere
of
t
he
op
ini
o
n t
h
a
t
th
i
s co
urse ha
d
n
ot
m
a
d
e an
y c
o
ntr
i
b
u
t
i
o
n
t
o
t
h
e
ir
v
iew
s
an
d
b
e
h
av
i
o
rs
c
onc
e
r
ni
ng h
e
a
l
t
h
y li
vin
g
or it ha
d m
a
de
on
l
y par
t
ia
l
c
o
ntr
i
b
u
t
i
o
n. Mo
r
eove
r, it
w
a
s c
h
al
le
ng
i
n
g
t
o
m
ee
t
some
st
u
den
t
view
s
sta
tin
g tha
t
c
o
u
r
s
e
c
o
n
t
e
n
t
w
a
s
n
o
t
b
e
n
e
f
i
c
i
a
l
;
t
h
e
c
o
u
r
s
e
w
a
s
n
o
t
p
r
a
c
t
i
c
e
-
ba
se
d
;
t
h
e
c
l
a
sse
s
w
e
r
e
not
t
a
u
g
h
t
i
n
a
n
am
using
w
a
y;
r
e
a
di
ngs
w
ere
no
t
use
f
u
l
;
the
r
e
w
e
r
e
not
s
u
f
fic
i
e
n
t
m
a
te
r
i
a
l
s
fo
r
th
e
c
o
u
r
s
e
,
a
n
d
t
h
e
r
e
s
h
o
u
l
d
have
b
ee
n
m
o
re
d
isc
u
ssi
o
n
s
(f
=
1
5).
A
t
t
h
i
s
po
i
n
t,
u
n
f
av
orable
s
tu
de
n
t
v
ie
w
s
c
ou
ld
b
e
l
i
n
k
e
d
t
o
i
n
a
d
e
q
u
a
t
e
class
h
our.
In
o
t
h
er
w
ords,
t
h
e
c
ourse
s
oc
i
a
l
r
e
sp
o
n
sib
i
lit
y
a
n
d
hea
l
th
y
liv
i
n
g
co
ver
s
a
t
o
t
al
o
f
14
h
ours
thr
o
u
g
hou
t
the
sem
e
ster,
w
h
i
c
h
inv
o
l
v
es
1
2
t
opic
s
a
n
d
e
xa
m
i
na
t
i
on
o
f
m
ode
l
a
p
pl
i
c
a
t
ions.
There
f
ore,
o
n
l
y
2
class
hour
s
w
e
r
e
a
ll
oca
t
ed
t
o
st
ude
n
t
s’
p
re
sent
ing
t
h
e
i
r
pr
oj
e
c
ts
a
nd
d
i
sc
uss
pro
j
ec
t
res
u
l
t
s
32
.
Whi
l
e
th
e
rese
arc
h
er
w
a
s
p
r
e
par
i
n
g
t
he
a
c
t
i
o
n
p
l
a
n
,
he
p
l
a
n
n
e
d
t
he
p
ro
j
e
c
t
a
p
p
lica
tio
ns
w
it
hi
n
t
h
e
sc
ope
o
f
extra
c
u
rric
u
la
r
acti
v
ities,
t
a
k
i
ng
int
o
c
ons
i
d
era
t
i
on
the
t
i
m
e
c
o
n
s
t
r
a
i
nt
a
nd
e
x
c
e
s
s
of
t
opi
c
s
.
In
a
dd
i
t
i
on,
s
i
n
ce
there
w
e
re
no
cour
se
b
o
oks,
m
a
ter
i
a
l
s
etc.
f
or
t
he
c
o
u
rse,
h
e
p
l
a
n
n
e
d
a
r
t
i
c
l
e
r
e
a
d
i
n
g
a
n
d
a
n
a
l
y
s
i
s
,
a
n
d
t
o
p
i
c
dis
c
ussions
as
c
lassroom
activitie
s
.
A
l
s
o
,
4
c
l
a
s
s
h
o
u
r
s
w
e
r
e
d
ev
ote
d
i
n
t
h
e
co
urse
c
on
te
nt
t
o
t
h
e
s
u
bje
c
t
o
f
h
e
al
th
y
li
vi
ng
32
.
It
i
s
t
h
ou
gh
t
t
h
at
t
h
i
s
a
l
l
o
ca
t
e
d
tim
e
w
i
ll
be
i
ns
uff
i
c
i
e
n
t
t
o
ga
in
t
he
k
n
o
w
l
e
d
ge
a
n
d
s
k
i
lls
conc
er
ni
n
g
h
e
a
lth
y
l
i
v
i
ng.
W
h
e
n
s
t
ude
n
t
v
ie
w
s
a
r
e
e
xam
i
n
e
d,
f
in
di
ng
s
sup
p
o
r
ti
n
g
t
hi
s
si
t
u
a
t
i
on
are
ob
se
rv
ed
.
Th
is
s
o
m
u
ch
s
o
tha
t
s
ome
stude
n
t
s
s
t
a
t
ed
t
hat
t
h
e
c
l
a
s
s
hour
(
f=
22)
a
nd
d
i
s
cus
s
i
ons
(
f=4)
w
ere
ina
d
e
qua
t
e
.
H
o
w
e
ve
r, it
s
h
ou
ld a
lso
be
ta
k
e
n
i
n
t
o c
o
ns
id
era
t
i
on tha
t
t
he
re
w
e
r
e
s
tude
n
t
v
iew
s
s
ta
t
i
n
g
t
hat
the
c
l
a
s
s
e
s
w
e
r
e
tau
g
h
t
i
n
a
n
a
m
usi
ng,
i
nform
a
tive
a
n
d
efficie
n
t
m
a
nne
r
and
tha
t
t
he
y
w
e
re
p
rac
t
ic
e-ba
se
d;
t
he
p
r
o
j
e
cts
an
d
rea
d
i
n
g
s
h
a
d
a
n
e
ffe
ct
on
lea
r
ning
a
nd
ac
qu
is
iti
on
of
v
a
l
ue
s
(f
=
61)
a
n
d
c
on
tri
b
ut
e
d
t
o
know
le
dge
a
nd
sk
il
l
s
rela
t
e
d to he
a
l
thy
l
i
vi
n
g
(f=43
).
A
s
a
r
esult
of
a
n
ana
l
y
s
is
o
f
t
h
e
fin
d
i
n
g
s,
it
w
a
s
see
n
t
hat
t
h
e
c
l
a
ss
ho
ur
a
l
l
oc
ate
d
f
or
s
oc
ia
l
respo
n
s
i
b
ili
t
y
a
nd
hea
l
t
h
y
l
i
v
in
g
co
urse
w
a
s
i
nsu
ffic
i
en
t
a
nd
t
h
a
t
c
ours
e
c
on
te
nt
i
nc
l
u
ded
t
o
o
ma
n
y
t
o
p
i
c
s
.
Ba
se
d o
n
th
i
s,
it c
o
u
l
d be
su
g
g
es
ted tha
t
t
he class h
o
u
r of the
“
soc
i
a
l
re
s
pons
i
b
ili
ty a
nd hea
l
t
hy
l
i
v
i
n
g
”
c
ourse
be
i
nc
rea
s
e
d
or
cour
se
c
onte
n
t
be r
educe
d
.
More
over
,
t
he
t
hem
e
s
s
t
a
t
i
n
g
t
h
at
a
r
t
ic
l
e
r
e
a
di
n
g
a
nd
c
o
urse
c
o
nte
n
t
ar
e
no
t
be
nefici
al
;
t
h
e
cla
sses
are
no
t ta
ugh
t
in an am
u
s
i
n
g w
a
y; there
a
re no c
our
se m
ate
r
ials
, a
n
d t
h
er
e
sho
u
l
d ha
ve
b
e
e
n m
o
re
i
nform
a
tive
vi
de
os
a
nd
s
l
ide
s
(f=
8)
s
h
o
u
l
d
be
t
a
k
e
n
i
n
t
o
c
o
ns
idera
tio
n.
T
h
i
s
c
o
u
l
d
be
l
ink
e
d
to
a
bse
n
ce
o
f
bo
o
k
s
or
ma
terials
bel
o
ng
i
n
g
t
o
t
he
s
a
i
d
c
o
urse
.
Ther
efor
e,
it
c
o
ul
d
be
su
g
g
es
ted
t
h
a
t
m
a
t
e
r
ials
l
i
k
e
b
o
oks
e
tc.
sho
u
ld
be
p
repa
red
for
t
h
e
sai
d
c
ours
e
.
REFE
RENCES
[1]
Izgar,
G
E
l
i
üşük
B
ü
l
bül,
A.
De
ğ
erl
e
r E
ğ
it
im
i
n
d
e
S
a
b
ı
r. Sab
ı
r E
ğ
itiminde U
y
gulanabi
l
ecek Ör
nek E
t
ki
n
l
ik
ler
.
Ko
ny
a: E
ğitim
Y
ayı
n
ev
i.
201
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[2]
Dem
i
rci
oğlu,
İ
.
T
o
k
d
e
mi
r,
M
.
“D
eğerleri
n
Ol
uşturu
lm
a
Süreci
nde
T
ari
h
E
ğ
i
timi:
A
m
aç,
İ
ş
l
ev
v
e
İçeri
k
”.
De
ğ
erler
E
ğ
it
i
m
i D
e
rg
is
i,
6
(1
5)
,
69
-8
8;
2
0
0
8
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[3]
Kay
m
ak
can,
R.
M
eyd
a
n,
H
.
(
2
0
11).
Di
n
Kültürü
v
e
Ah
lâk
Bil
g
i
s
i
P
r
og
ramları
ve
Ö
ğ
r
e
t
m
e
nl
erine
Gö
re
D
e
ğ
erle
r
Eği
timi.
De
ğ
erle
r
E
ğ
i
timi Dergisi,
9
(2
1),
27
-5
1.
[4]
Dem
i
rtaş,
S.
“
Çocu
k Yuva
s
ı
nd
a Ka
la
n Kor
u
n
m
aya
M
uht
aç
Çocu
klar
ı
n De
ğ
er
E
ğ
it
im
i
n
de Yara
t
ı
c
ı
Dr
a
m
an
ı
n
Et
k
ili
li
ğ
i”
. (Y
a
yıml
anm
a
m
ı
ş
Dokt
ora T
ezi). H
ac
ett
e
pe Ü
n
i
versites
i
S
o
s
y
a
l B
i
l
imler
En
st
it
üs
ü
,
A
n
k
ara;
2
00
9.
[5]
Dilmaç,
B
.
Bi
r
Gr
u
p
Fe
n
L
i
s
e
si
Ö
ğ
r
e
n
c
is
in
e
V
e
ri
l
e
n
İ
nsan
i De
ğ
erl
e
r E
ğ
it
imi
n
i
n
İ
nsan
i De
ğ
erl
e
r Öl
çe
ğ
i
İ
le
S
ı
na
nma
s
ı
. (Y
a
y
ı
ml
anm
a
m
ı
ş
Dokt
ora T
ezi). S
el
çuk
Ün
iv
ersit
e
si S
os
yal Bili
ml
er
Ens
titüsü, K
onya;
2007.
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Eliüşük
Bül
b
ü
l
,
A.
Izg
a
r,
G
.
“
E
ff
ect
s
o
f
t
he
P
ati
e
nce
Trai
n
i
ng
P
r
o
g
ram
on
Pat
i
en
c
e
a
n
d
W
e
l
l
-
B
e
i
n
g
L
e
v
e
l
s
o
f
Unive
r
sit
y
St
u
dent
s”.
Jo
ur
na
l o
f
E
d
u
c
ation
a
n
d
Trai
n
i
ng
S
t
udies
,
6(1
)
,
1
59-1
6
8
;
201
8.
[7]
İşcan,
C.
D
.
İ
lkö
ğ
ret
i
m D
ü
zeyi
nde
D
e
ğ
erl
e
r E
ğ
i
timi Progra
m
ı
n
ı
n Etkilil
i
ğ
i
.
(Y
ayıml
a
nm
amış
D
okto
r
a
T
ezi).
Hacet
tepe
Ü
ni
ve
rs
i
t
esi
So
syal B
il
i
m
ler E
n
stitüs
ü
,
Ankara;
2007.
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Krop
,
E.
H
.
T
h
e
E
f
f
ects
o
f
a
Co
g
n
i
t
i
ve-M
o
r
a
l
D
evel
op
ment
P
r
ogra
m
on
Inm
a
t
e
s i
n
a Corr
ecti
o
na
l
Ed
uca
t
io
nal
En
viro
n
m
ent
.
(Unpu
bl
is
hed
doctoral
th
esi
s
).
V
igin
ia
U
n
i
vers
ity
. U
S
A
;
20
06
.
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
:
33
1
–
340
34
0
[9]
Lambert
a
,
G.
C
.
A
Val
u
es
E
d
u
c
at
ion
Int
e
rvention th
ro
ug
h T
h
er
ap
e
t
ic
R
e
cr
eat
i
o
n
fo
r Ad
ol
es
can
t
s in a Psychiatric
S
e
tt
in
g
.
(
Un
pu
b
lish
e
d
d
o
ct
ora
l
thesi
s).
V
a
ld
en
U
n
i
versity;
2
0
0
4
[10]
El
b
i
r,
B
.
B
ağcı
,
C
.
“
Değerler
E
ği
timi
Üze
r
i
n
e
Yapılmış
L
isa
n
süst
ü
Düzeyi
n
d
ek
i
Çalı
ş
m
aları
n
De
ğe
rle
n
dirilme
s
i”
.
T
u
r
k
is
h
S
t
ud
ie
s
,
8
(1
),
1
3
2
1
-
13
33;
2
0
13.
[11]
Ay
dı
n,
M
.
Z
.
O
k
ul
da De
ğ
erler
E
ğ
itimi
.
Ank
a
ra: N
o
b
e
l
Y
a
y
ı
n
v
e
Dağ
ıtım
;
201
2.
[12]
Dewey
, J.
T
ecr
übe ve
E
ğ
i
tim
. (F
.
Başaran, F.Var
ı
ş
,
çev
.) Kap
pa De
l
ta
P
i
Yay
ı
nları
;
1
9
6
6
.
[13]
Mi
l
l
î
Eğit
i
m
B
a
k
anl
ı
ğı.
M
illî
Eğ
iti
m
Bakanlı
ğ
ı
E
ğ
i
t
im
K
ur
umları
S
osyal
Etkinlikler
Yönet
m
e
l
i
ğ
i.
R
esmî
G
aze
t
e
.
S
a
yı
:
3
0
0
90;
2
0
1
7.
[14]
Başaran
,
İ.E
.
E
ğ
it
im
P
s
i
k
ol
oj
is
i
(
9. Bask
ı
). Ank
ara;
1
98
8
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[15]
Yü
ks
ek Ö
ğretim Ku
r
ul
u
. Eğ
i
tim
F
a
kü
lt
e
l
erin
de Uyg
ul
anacak Y
eni
P
rog
r
amlar
Hakkı
nd
a
Açı
k
lama. Er
i
ş
i
m tarihi
:
25.04.2018; 2006.
h
t
t
p
://ww
w
.yo
k
.g
ov.t
r/document
s/10279/
49665/a
ci
kl
ama_
pro
g
ram
l
ar/
aa7b
d09
1-9
3
2
8
-4d
f
7-aaf
a-
2b
99
edb6
87
2f
[16]
Allen
,
R
.F
.
“
S
ch
o
o
l
-
based
co
m
m
uni
ty
s
ervice
learn
i
ng
:
Dev
e
lop
i
n
g
c
i
vic
Com
m
i
t
m
e
nt
t
hro
u
g
h
a
c
t
io
n”
.
T
h
e So
cia
l
St
ud
ies,
88
(5),
1
96
;
199
7
.
[17]
Giles,
D
.
E
.
&
Eyl
e
r,
J
.S
.
“T
he
i
m
p
act
o
f
a
colle
ge
c
o
m
m
u
n
i
ty
s
e
r
v
ic
e
la
b
o
r
a
t
o
r
y
o
n
s
t
ud
e
n
ts
'
p
e
r
s
o
n
a
l,
s
oc
i
a
l
a
nd
cog
n
i
t
iv
e ou
tcom
es”.
Jo
ur
nal of A
doles
cence,
1
7
,
3
27
-33
9
;
19
94.
[18]
Howard,
J
.
S
e
rv
i
c
e-l
e
ar
ni
ng
resear
ch: F
o
u
n
d
a
tion
a
l
i
s
su
es
.
I
n
S
.
H
.
B
i
l
l
i
g
&
A
.
S
.
W
a
t
e
r
m
a
n
(
E
d
s
.
)
,
S
t
u
d
y
i
n
g
serv
ice-learn
i
n
g
:
In
no
vat
i
ons
i
n
ed
ucati
o
n
research
m
et
hod
ol
o
g
y
(
pp
.
1
-
1
2
).
M
ah
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NJ:
L
awrence
E
r
lbau
m
;
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[19]
Qu
ezada,
R
.
L.
&
C
h
r
isto
ph
e
r
s
o
n
R.
W
.
“A
dv
e
n
t
u
re-bas
ed
s
erv
i
ce
learni
ng
:
Univ
ersit
y
s
t
u
d
e
nts'
s
elf
-reflect
io
n
accou
n
ts
o
f
service wi
th child
ren”.
Jo
ur
na
l o
f
E
x
per
i
entia
l E
d
u
c
a
t
io
n
,
2
8
(1
),
1
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2
00
5
.
[20]
Ow
en, D
.
S
erv
i
c
e
l
earn
i
n
g
an
d
pol
itical
so
c
iali
zati
o
n
.
A
m
eri
c
an P
o
lit
ical
Sc
ience Assoc
i
ation, 33
(
3
), 63
8
;
20
0
0
.
[21]
S
i
m
o
ns
,
L.
&
C
leary,
B
.
“
T
he
i
nflu
ence
o
f
s
ervi
c
e
l
earn
i
n
g
o
n
s
t
u
d
e
nts
'
p
ers
o
n
a
l
a
n
d
so
cial
d
ev
elopm
ent
”
.
Coll
ege
T
e
ach
i
ng
54
(
4
)
,
30
7-3
1
9
;
2
00
6.
[22]
W
a
d
e
,
A
&
D
e
m
b
,
A
.
“
A
c
o
ncep
tu
al
m
od
e
l
t
o
ex
pl
ore
f
acult
y
co
mm
u
nity
e
ngage
m
ent”.
Mic
h
ig
an
J
o
urna
l of
Com
m
un
it
y Ser
v
ice L
e
a
r
n
i
ng,
1
5
(2), 5-16
;
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Beld
ağ,
A.,
Ya
y
l
acı
,
A
.
F.,
Gök,
E
.
İ
p
e
k,
C
.
“Toplu
m
a
H
i
zm
et
U
y
gul
a
m
aları
Dersin
in
Ü
n
i
v
e
rs
i
t
e-To
p
l
um
İşbir
l
iğ
i
Aç
ısın
d
a
n
De
ğe
rle
n
diril
m
e
s
i”
.
Ahi E
v
ran Üniversi
t
e
s
i
K
ı
r
ş
eh
i
r
E
ğ
i
t
im
F
a
k
ü
lt
e
s
i D
e
rg
i
s
i
,
1
6
(2),
1
61-178;
20
15
.
[24]
Boran,
M
.
K
araku
ş
,
F
.
“
To
pl
um
a
Hizm
e
t
U
y
gul
am
a
l
arı
Ders
ine
Yö
nelik
Öğret
m
e
n
Aday
ı
G
ö
rü
ş
l
eri
n
i
n
İncel
enm
e
si
”.
Erciyes
Jou
r
n
a
l
o
f
Ed
uca
t
io
n, 1
,
22-41;
2
017.
[25]
Bul
u
t,
M
.,
Bu
l
u
t,N.
B
ul
u
t
,
A
.
Ö
ğretm
e
n
Eğit
im
i
n
d
e
D
eğer
E
ğiti
mi
F
ır
satı
O
l
a
r
a
k
Top
luma
H
iz
me
t
Uy
gu
la
ma
la
r
ı
Ders
i.
Mu
s
t
a
f
a
K
e
m
a
l Ün
iv
e
r
s
i
t
e
si So
sy
a
l
B
i
l
i
m
l
e
r
E
n
s
titü
s
ü
De
r
g
is
i,
9
(1
7),
3
4
7
-
35
7; 20
1
2
.
[26]
E
l
m
a
,
C
.
,
K
e
s
t
e
n
,
A
.
,
K
ı
r
o
g
l
u
,
K
.
,
U
z
u
n
,
E
.
M
.
,
D
i
c
l
e
,
A
.
N
.
P
alavan
,
Ö
.
“
Ö
ğ
retmen
A
d
a
yl
arın
ın To
p
lum
a
H
i
z
m
e
t
Uygulamalar
ı
D
ersine
İ
l
i
şk
i
n
Al
g
ıl
ar
ı”.
Kuram v
e
U
y
gulamada E
ğ
it
im
Y
ö
n
e
ti
m
i
,
16
(
2
)
,
2
31
-
25
2;
2
0
10.
[27]
Ergül,
H
.
F
.
K
urtulmu
ş
,
M
.
“
Sosya
l
S
oru
m
l
u
lu
k
Anlayı
ş
ı
n
ı
n
Geliştir
i
l
mesinde
T
o
p
l
u
ma
H
iz
m
e
t
Uy
gu
l
a
ma
la
r
ı
Dersine
İ
lişki
n
Öğret
i
m
Elemanl
arının Görü
ş
l
e
r
i
”.
El
ektro
n
i
k So
s
y
a
l
Bil
i
ml
er
Der
g
isi,
13
(4
9),
2
2
1
-2
32;
2
0
14.
[28]
Ko
cadere, S
.A
.
Sef
ero
ğ
l
u
,
S
.
S. “To
pl
u
m
a Hizm
et Uyg
u
l
am
ala
r
ı Ders
i
n
i
n
İş
l
eniş
i
:
Uy
gulam
a Örnekl
eri v
e
S
ürece
İlişkin
Öğrenci
Görüşler
inin
D
e
ğ
erlendi
r
ilmesi”.
Pa
mukka
le Ün
i
vers
i
t
e
si E
ğ
i
t
i
m
Fakültesi
Dergisi,
34
,
75-89;
20
13
.
[29]
S
ö
n
m
ez,
Ö
.F
.
“Sos
yal
Bil
g
iler
Ö
ğ
re
t
m
en
A
dayl
arının
T
opluma
H
izm
et
U
yg
ul
ama
l
arı Dersi
n
e
Y
ö
n
e
li
k
G
ö
rü
ş
l
eri
n
i
n
Kazan
ım
Boy
u
t
u
n
da D
eğerlen
d
i
r
il
mesi”.
T
h
e
B
l
a
c
k Sea
Jou
r
na
l of So
cial
Sc
i
e
nces
,
2
,
5
3
-
72;
2
01
0
.
[30]
Yılm
az,
K
.
“
E
ğ
i
tim
F
a
kü
ltel
erin
in
S
osy
a
l
S
o
ru
m
l
ulu
ğu
V
e
T
o
p
lu
m
a
H
iz
met
Uygul
amaları
Dersi:
Ni
tel
Bi
r
Araş
tırm
a”.
Ku
rams
al E
ğ
it
im
bi
lim
,
4
(
2),
8
6
-
108
;
201
1.
[31]
S
a
ran,
M.
,
C
o
ş
k
u
n,
G
.,
İ
nal
Z
o
rel,
F
.
Ak
s
oy
,
Z.
Ü
n
i
versitel
e
rde
S
o
syal
S
o
r
umlulu
k
Bili
nci
n
in
G
eli
ş
ti
ri
lmesi:
E
g
e
Ün
iv
e
r
sit
e
si
T
o
p
l
u
m
a
H
iz
m
e
t
Uygul
am
aları
Dersi Ü
zerine
Bir
A
r
aş
t
ı
rm
a.
Journal
of Yasar U
n
i
v
er
si
ty,
22
(6
), 3
73
2-
37
47
;
2
0
1
1
.
[32]
Necmettin
E
rbakan Üniversit
es
i
.
O
r
t
ak Zorunl
u
S
eçmeli
De
rsler.
Sa
y
ı
:4
81
78
25
0
.
3
0
2
/
83
0;
20
1
5
.
[33]
Yıldır
ım,
A.
Ş
i
m
ş
e
k
,
H
.
Sosyal
B
i
liml
e
rde
N
i
tel
Ar
a
ş
t
ı
rm
a
Y
ö
nte
m
le
r
i
(
Beşinci
bas
k
ı
)
.
Ankara:
S
eçki
n
Yay
ı
n
c
ıl
ık;
2
005.
[34]
Mi
l
e
s,
M
.
B.
,
H
ub
erm
a
n,
A
.
M
.
Qualita
t
i
ve data
analysis
: A
n
expanded
sourcebook
(
2nd
Edit
i
o
n).
Calif:
SA
GE
Pu
bl
ic
a
t
ion
s
;
19
94
.
[35]
Çeng
elci,
T
.
İ
lk
ö
ğ
ret
i
m
B
e
ş
in
c
i
S
ı
n
ı
f Sosyal
B
i
lgil
er
Dersinde D
e
ğ
erl
e
r
E
ğ
i
t
i
m
i
n
i
n
Gerçekl
e
ş
tirilmesi
ne
İ
li
ş
ki
n Bir
Durum Ça
l
ı
ş
mas
ı
.
(Yayımlan
m
amı
ş
D
ok
to
ra
T
ezi).
A
nad
o
l
u
Ü
niv
e
rsitesi
S
os
y
a
l
Bil
imler
E
n
st
it
ü
s
ü,
E
skişeh
i
r
;
20
10
.
[36]
Yağan,
S
.
Ba
ğ
ı
ms
ı
z A
n
a
o
k
u
lla
r
ı
nd
a Gö
re
v
Y
a
p
a
n
Ö
ğ
r
e
tmenler
i
n
ve
O
k
ul
M
ü
d
ü
r
l
erin
in
D
e
mo
kr
as
i ve D
e
mokr
a
s
i
E
ğ
i
timi
İ
li
ş
ki
n
Gö
r
ü
ş
leri: Eski
ş
eh
ir
İ
li Örne
ğ
i.
(Y
a
y
ı
mlan
m
a
m
ı
ş
Yü
ksek
Lisan
s
Tezi).
A
n
a
do
lu Ü
n
i
vers
it
es
i
Eğit
i
m
Bili
mler
i
Ens
t
i
t
ü
s
ü, Eskişeh
i
r
;
20
10.
[37]
Dev
eci,
H
.
S
e
l
a
n
ik
A
y
,
T
.
İ
l
kö
ğre
tim
Ö
ğre
n
c
i
le
rinin
Gün
l
ü
k
le
ri
ne
G
öre
Gün
lü
k
Y
a
şa
md
a
De
ğ
e
r
l
e
r
.
U
l
u
s
la
ra
ra
s
ı
So
sya
l
A
r
a
ş
t
ı
rmal
ar Der
g
isi,
2
(6
),
1
67-
181;
2009.
[38]
Cresw
e
l
l
,
J.
W
.
E
ducati
o
nal
r
e
s
e
arch: Pl
ann
i
ng, c
o
nduct
i
ng,
and eval
u
ati
ng qu
antitati
ve
and qualitative
res
e
arch
(4
th
Ed
i
t
io
n
)
.
Bo
s
t
o
n
:
P
earson
;
201
2.
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