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K
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I
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in
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2
1
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[
1
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.
C
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[
2
]
-
[
8
]
.
I
t
b
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s
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lan
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,
im
p
lem
en
ti
n
g
,
an
d
e
v
alu
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th
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s
tu
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
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2252
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8
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Dev
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949
T
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Ho
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esp
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[
1
1
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,
[
1
2
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.
T
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e
ap
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tech
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th
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ased
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tu
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s
en
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e
to
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lear
n
in
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ac
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ities
[
1
3
]
,
[
1
4
]
an
d
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is
r
ef
lecte
d
in
th
eir
p
lan
n
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n
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s
cien
ce
b
y
u
s
in
g
th
e
p
r
o
ject
-
b
ased
lear
n
in
g
(
PB
L
)
m
o
d
el
is
wid
ely
ap
p
lied
to
f
ac
e
th
e
ch
allen
g
es
o
f
e
d
u
c
atio
n
in
th
e
2
1
st
ce
n
tu
r
y
[
1
5
]
s
u
ch
as
th
e
ab
ilit
y
to
s
o
lv
in
g
p
r
o
b
lem
s
,
t
h
in
k
in
g
cr
itically
,
an
d
wo
r
k
in
g
c
o
llab
o
r
ativ
ely
.
T
h
e
s
tu
d
en
t
in
th
e
g
r
o
u
p
to
en
a
b
le
s
tu
d
en
ts
to
p
lan
,
im
p
lem
en
t
an
d
ev
alu
ate
an
ass
ig
n
ed
p
r
o
ject
ca
r
r
ies
o
u
t
its
im
p
lem
en
tati
o
n
co
llab
o
r
ativ
el
y
.
So
m
e
r
e
p
o
r
ts
r
eg
ar
d
i
n
g
th
e
im
p
lem
en
tatio
n
PB
L
in
lear
n
in
g
s
h
o
wed
th
at
PB
L
was
ab
le
to
in
f
lu
en
ce
p
o
s
itiv
ely
m
etac
o
g
n
itio
n
s
k
ills
[
1
6
]
-
[
1
8
]
.
I
m
p
lem
e
n
tin
g
PB
L
in
le
ar
n
in
g
ac
tiv
ities
is
o
f
ten
co
n
s
tr
ain
ed
b
y
th
e
lac
k
o
f
o
p
p
o
r
tu
n
ity
o
f
s
tu
d
en
ts
to
g
ath
er
in
g
r
o
u
p
s
to
d
is
cu
s
s
th
e
p
r
o
ject
as
well
as
th
e
tim
e
n
e
ce
s
s
ity
n
ee
d
ed
to
co
m
p
lete
th
e
p
r
o
ject
[
1
9
]
,
[
2
0
]
.
T
h
e
p
r
o
b
lem
r
eg
ar
d
i
n
g
in
ter
a
ctio
n
in
ten
s
ity
th
at
is
n
ee
d
ed
to
co
m
p
lete
p
r
o
jects
ca
n
b
e
r
ed
u
ce
d
th
r
o
u
g
h
th
e
ap
p
licatio
n
o
f
in
f
o
r
m
ati
o
n
,
co
m
m
u
n
icatio
n
,
a
n
d
tech
n
o
lo
g
y
(
I
C
T
)
[
2
1
]
i
n
clu
d
in
g
u
s
in
g
e
-
p
o
r
tf
o
lio
s
[
2
2
]
.
T
h
e
ap
p
l
icatio
n
o
f
e
-
p
o
r
tf
o
lio
-
b
ased
PB
L
as
th
e
d
ev
elo
p
m
e
n
t
o
f
I
C
T
r
eq
u
ir
es
th
e
s
tu
d
en
t
to
l
ea
r
n
in
d
e
p
en
d
e
n
tly
[
2
3
]
,
[
2
4
]
w
h
ich
is
clo
s
ely
r
elate
d
to
th
e
ab
ilit
y
o
f
m
eta
co
g
n
itio
n
ca
lled
p
la
n
n
in
g
,
im
p
lem
en
tatio
n
an
d
ev
alu
atio
n
ab
ilit
ies.
T
h
e
lear
n
in
g
p
r
o
ce
s
s
es
in
th
e
class
r
o
o
m
th
at
ar
e
o
n
ly
co
n
c
er
n
ed
with
ac
h
iev
in
g
lear
n
in
g
o
u
tco
m
es
in
th
e
co
g
n
itiv
e
an
d
p
s
y
ch
o
m
o
to
r
d
o
m
ai
n
s
o
f
ten
ig
n
o
r
in
g
t
h
e
im
p
o
r
tan
ce
o
f
m
etac
o
g
n
itiv
e
ab
ilit
ies
s
o
th
at
to
r
aise
th
e
p
r
o
b
lem
t
h
at
lead
s
to
th
e
s
tu
d
en
ts
p
o
s
s
ess
lo
w
ab
ilit
y
to
m
a
n
ag
e
t
h
em
s
elv
es
to
p
lan
,
im
p
lem
e
n
t
an
d
ev
alu
ate
th
eir
lear
n
in
g
.
PB
L
p
r
o
v
id
e
d
a
r
ea
l
ex
p
er
ien
ce
th
at
m
ak
es
s
tu
d
en
ts
ca
p
ab
le
to
r
eso
lv
e
th
e
is
s
u
es
p
r
o
p
er
l
y
[
2
5
]
.
T
h
e
u
s
e
o
f
I
C
T
in
t
h
e
f
o
r
m
o
f
an
e
-
p
o
r
tf
o
lio
,
wh
ich
is
ap
p
lied
to
g
et
h
er
with
th
e
PB
L
,
h
as
th
e
p
o
ten
tial
to
im
p
r
o
v
e
s
tu
d
en
ts
’
m
etac
o
g
n
itio
n
ab
ilit
y
[
6
]
,
[
2
5
]
,
[
2
6
]
.
A
c
r
itical
co
m
p
o
n
e
n
t
th
at
n
ee
d
s
to
b
e
co
n
s
id
er
ed
s
o
th
at
lear
n
in
g
b
e
co
m
es m
o
r
e
ef
f
ec
tiv
e
is
th
e
s
t
u
d
en
ts
s
h
o
u
ld
b
e
ab
le
to
th
in
k
an
d
s
o
lv
e
p
r
o
b
lem
s
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
7
]
.
E
-
p
o
r
tf
o
lio
p
r
o
v
id
es
a
p
o
ten
tial
to
o
l
to
im
p
r
o
v
e
2
1
s
t
C
en
tu
r
y
Sk
ills
esp
ec
ially
in
I
C
T
[
1
]
as
well
as
th
e
m
etac
o
g
n
itiv
e
ab
ilit
y
[
2
8
]
an
d
s
h
o
u
ld
b
e
in
te
g
r
ated
with
th
e
lear
n
in
g
p
r
o
ce
s
s
[
2
9
]
.
E
-
p
o
r
tf
o
lio
p
o
ten
tially
ca
n
m
ak
e
t
h
e
d
o
c
u
m
en
tatio
n
task
s
s
y
s
tem
ap
p
lied
in
ea
ch
ac
tiv
ity
ea
s
ier
to
ca
r
r
y
o
u
t
an
d
th
e
s
tu
d
en
ts
’
lear
n
in
g
d
e
v
elo
p
m
e
n
t
to
ass
ess
au
th
en
tically
.
Pre
v
io
u
s
ly
we
f
o
u
n
d
th
at
u
s
in
g
e
-
p
o
r
tf
o
lio
co
u
p
led
with
p
r
o
ject
-
b
ased
lear
n
i
n
g
im
p
r
o
v
ed
t
h
e
HOT
’
s
o
f
s
tu
d
en
ts
[
2
2
]
.
T
h
er
e
f
o
r
e
,
t
h
is
s
tu
d
y
was
co
n
d
u
cte
d
to
d
ev
elo
p
th
e
s
tu
d
en
t'
s
m
etac
o
g
n
itiv
e
ab
ilit
y
b
y
tak
in
g
ad
v
a
n
tag
e
o
f
e
-
p
o
r
tf
o
lio
ass
ess
m
en
t
in
p
r
o
ject
-
b
ased
lear
n
in
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
am
p
le
o
f
th
is
s
tu
d
y
was
co
n
s
is
ted
o
f
eig
h
ty
-
s
ev
e
n
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
th
r
e
e
d
if
f
er
en
t
class
es
b
elo
n
g
to
m
ath
,
b
io
lo
g
y
,
an
d
p
h
y
s
ic
ed
u
ca
tio
n
s
tu
d
y
p
r
o
g
r
am
s
.
T
h
e
s
tu
d
y
was
ca
r
r
ied
o
u
t
d
u
r
in
g
t
h
e
o
d
d
s
em
ester
o
f
3
rd
-
y
ea
r
s
tu
d
en
ts
in
Un
iv
er
s
ity
o
f
PGR
I
Ma
d
iu
n
,
I
n
d
o
n
esia.
Par
ticip
an
ts
h
ad
to
ass
ig
n
to
th
e
web
-
b
ased
e
-
p
o
r
tf
o
lio
to
o
l th
a
t w
as d
ev
elo
p
ed
.
2
.
2
.
E
-
po
rt
f
o
lio
t
o
o
l
I
n
th
is
s
tu
d
y
,
a
p
ar
ticu
lar
web
s
ite
was
u
s
ed
as a
n
e
-
p
o
r
tf
o
lio
to
o
l th
at
s
p
ec
if
ically
cr
ea
ted
to
f
ac
ilit
ate
s
tu
d
en
ts
’
e
-
p
o
r
tf
o
lio
ass
ig
n
m
en
ts
an
d
s
u
p
p
o
r
t
s
o
cial
n
etwo
r
k
in
g
eith
er
b
e
twee
n
lect
u
r
e
an
d
s
tu
d
en
ts
o
r
am
o
n
g
s
tu
d
e
n
ts
.
T
h
e
e
-
p
o
r
tf
o
l
io
to
o
l
h
as
a
s
im
p
le
in
ter
f
ac
e
with
s
o
m
e
m
en
u
s
to
m
ak
e
s
tu
d
en
ts
ca
n
ac
ce
s
s
th
e
web
ea
s
ily
.
Stu
d
en
ts
ca
n
co
m
m
u
n
icate
with
ea
ch
o
th
er
o
r
with
th
e
lectu
r
er
ab
o
u
t
th
eir
ass
ig
n
m
en
ts
an
d
m
o
n
ito
r
th
ei
r
m
e
taco
g
n
itiv
e
a
ch
iev
em
en
t.
2
.
3
.
P
r
o
ce
du
re
T
h
is
was
d
escr
ip
tiv
e
r
esear
ch
with
87
s
tu
d
en
t
p
ar
ticip
an
ts
th
at
was
co
n
d
u
cted
d
u
r
in
g
th
e
o
d
d
s
em
ester
o
f
2
0
1
6
/2
0
1
7
.
B
ef
o
r
e
th
e
r
esear
ch
was
s
tar
ted
,
th
e
p
ar
ticip
an
ts
we
r
e
in
tr
o
d
u
ce
d
t
o
lear
n
i
n
g
s
tr
ateg
y
,
m
etac
o
g
n
itio
n
,
an
d
e
-
p
o
r
tf
o
li
o
b
ase
ass
ig
n
m
en
t
to
m
ak
e
th
em
clea
r
r
eg
a
r
d
in
g
th
e
s
tu
d
y
r
o
le
o
f
p
lay
en
tire
l
y
.
T
h
e
p
ar
ticip
an
ts
o
f
ea
ch
class
wer
e
g
r
o
u
p
e
d
th
at
co
n
s
is
ted
o
f
f
o
u
r
to
f
iv
e
s
tu
d
en
ts
to
en
g
a
g
e
th
e
p
r
o
ject
-
b
ased
lear
n
in
g
lectu
r
e
an
d
ass
ig
n
e
-
p
o
r
tf
o
lio
in
f
u
lf
illi
n
g
th
eir
p
r
o
ject
task
s
th
at
ca
r
r
ied
o
u
t
b
o
th
b
y
g
r
o
u
p
an
d
in
d
iv
id
u
al.
T
h
er
e
wer
e
two
p
r
o
jects th
at
s
tu
d
en
ts
m
u
s
t f
u
lf
ill an
d
r
ep
o
r
ted
t
h
r
o
u
g
h
e
-
p
o
r
t
f
o
lio
ass
ig
n
m
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
948
-
9
5
5
950
T
h
e
f
ir
s
t p
r
o
ject
was a
s
et
o
u
t o
f
cr
itical
an
aly
tic
o
f
r
ef
er
en
c
es o
n
s
elec
ted
to
p
ics.
T
h
e
s
ec
o
n
d
p
r
o
ject
was
th
e
s
et
o
u
t
o
f
f
ield
ac
tiv
ities
b
ased
o
n
th
e
s
elec
ted
th
em
e
co
n
ten
t
o
f
th
e
lectu
r
e.
E
v
er
y
s
tu
d
en
t
m
u
s
t
r
eg
is
ter
to
th
e
e
-
p
o
r
tf
o
lio
to
o
l
to
cr
ea
te
th
eir
p
r
o
f
ile
an
d
s
u
b
m
it
th
eir
ass
ig
n
m
en
t
o
r
p
r
o
ject
ac
tiv
ities
an
d
ca
n
ac
ce
s
s
th
eir
g
r
o
u
p
ass
ig
n
m
en
t.
Stu
d
en
ts
s
u
b
m
itted
a
g
r
o
u
p
a
s
s
ig
n
m
en
t
b
y
o
n
e
o
f
th
e
g
r
o
u
p
m
em
b
er
s
to
th
e
e
-
p
o
r
tf
o
lio
to
o
l.
T
h
e
g
r
o
u
p
p
r
o
j
ec
t
p
lan
was
a
r
r
an
g
e
d
a
n
d
p
l
an
n
ed
in
th
e
f
o
r
m
o
f
th
e
lay
o
u
t
wh
ich
th
en
was
u
p
lo
ad
e
d
in
th
e
s
tu
d
en
ts
'
e
-
p
o
r
tf
o
lio
to
o
b
tain
a
s
u
g
g
esti
o
n
f
r
o
m
th
e
lectu
r
er
as
well
as
p
ee
r
s
in
th
e
s
h
ar
e
co
lu
m
n
.
T
h
e
p
r
o
ject
p
lan
wh
ich
h
as
b
ee
n
v
alid
ated
ca
n
b
e
ca
r
r
ied
o
u
t
b
y
th
e
g
r
o
u
p
.
T
h
e
im
p
lem
e
n
tatio
n
p
r
o
g
r
ess
o
f
th
e
p
r
o
ject
was
th
en
ev
alu
ate
d
wee
k
ly
b
y
u
p
lo
a
d
in
g
t
h
e
p
r
o
g
r
ess
in
th
e
g
r
o
u
p
'
s
e
-
p
o
r
tf
o
lio
as
well
as
th
r
o
u
g
h
class
r
o
o
m
p
r
esen
ta
tio
n
in
ev
er
y
lectu
r
e.
Du
r
i
n
g
t
h
e
ex
p
er
im
en
t,
th
e
s
tu
d
e
n
t
ca
n
in
ter
ac
t
with
ea
ch
o
th
er
o
r
with
th
e
lectu
r
er
t
h
r
o
u
g
h
p
u
b
lic
o
r
p
r
iv
ate
m
ess
ag
in
g
.
T
h
e
lectu
r
e
r
ca
n
m
o
n
ito
r
th
e
s
tu
d
en
t'
s
ass
ig
n
m
en
ts
an
d
ac
tiv
ities
an
d
co
n
tact
th
e
m
th
r
o
u
g
h
th
o
s
e
s
am
e
m
ess
ag
in
g
.
At
th
e
e
n
d
o
f
th
e
r
esear
c
h
,
p
ar
ticip
an
ts
co
m
p
leted
t
h
e
r
u
b
r
ic
o
f
m
etac
o
g
n
itio
n
a
b
ilit
y
.
2
.
4
.
I
ns
t
rum
ent
I
n
th
is
r
esear
ch
,
th
e
m
eta
co
g
n
itio
n
ab
ilit
ies
wer
e
s
ep
ar
ated
in
to
th
r
ee
p
h
ases
:
p
lan
n
in
g
,
im
p
lem
en
tin
g
,
an
d
ev
alu
atin
g
.
Du
r
in
g
ca
r
r
ied
o
u
t
p
r
o
jec
t
ass
ig
n
m
en
t,
we
u
s
ed
th
e
e
v
alu
atio
n
s
h
ee
t
t
o
m
ea
s
u
r
e
th
e
s
tu
d
e
n
t
m
etac
o
g
n
itiv
e
ab
ilit
ies
in
ev
e
r
y
p
h
ase
o
f
m
eta
co
g
n
itio
n
ab
ilit
y
.
At
th
e
en
d
o
f
th
e
r
esear
ch
,
a
co
m
p
r
e
h
en
s
io
n
m
etac
o
g
n
itiv
e
ab
ilit
y
was
m
ea
s
u
r
ed
th
r
o
u
g
h
th
e
m
etac
o
g
n
iti
v
e
test
co
n
s
is
t
in
g
o
f
ten
item
s
o
f
ess
ay
te
s
t.
T
h
e
s
co
r
es
wer
e
th
en
ca
teg
o
r
ized
q
u
alitativ
ely
ac
co
r
d
in
g
to
th
e
r
u
b
r
ics
o
f
m
etac
o
g
n
itio
n
[
3
0
]
.
T
h
er
e
ar
e
s
ix
lev
els
o
f
m
etac
o
g
n
itio
n
:
1
)
No
t
y
et
(
No
t
y
et
r
ev
ea
led
/lead
s
to
m
etac
o
g
n
itiv
e
)
;
2
)
At
-
r
is
k
(
Se
em
s
to
h
a
v
e
n
o
awa
r
e
n
ess
o
f
th
in
k
in
g
as
a
p
r
o
ce
s
s
)
;
3
)
No
t
r
ea
lly
(
U
n
ab
le
to
s
ep
ar
ate
wh
at
is
th
o
u
g
h
t
f
r
o
m
h
o
w
h
e
th
in
k
s
)
;
4
)
Dev
el
o
p
in
g
(
C
ap
ab
le
o
f
awa
r
en
ess
o
f
s
elf
-
th
in
k
i
n
g
if
en
co
u
r
a
g
ed
an
d
s
u
p
p
o
r
te
d
)
;
5
)
OK
(
R
ea
lize
f
o
r
o
wn
-
th
in
k
i
n
g
an
d
ab
le
to
d
is
tin
g
u
is
h
th
e
s
tag
es
o
f
h
is
in
p
u
t
-
elab
o
r
atio
n
-
o
u
tp
u
t.
So
m
etim
es
u
s
e
m
o
d
els
to
r
eg
u
late
th
eir
th
in
k
in
g
an
d
lear
n
in
g
)
;
6
)
Su
p
er
(
Use
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
s
y
s
t
em
atica
lly
to
r
eg
u
late
th
e
p
r
o
ce
s
s
o
f
s
elf
-
th
in
k
in
g
an
d
lear
n
in
g
)
.
R
ec
o
g
n
izin
g
th
at
th
er
e
ar
e
m
an
y
k
in
d
s
o
f
p
o
s
s
ib
ilit
ies
f
o
r
th
in
k
in
g
,
b
ein
g
ab
le
to
u
s
e
th
em
s
m
o
o
th
ly
an
d
r
ef
lect
o
n
th
e
th
in
k
in
g
p
r
o
ce
s
s
.
T
h
e
s
tu
d
e
n
ts
co
m
p
leted
th
e
m
etac
o
g
n
itiv
e
ab
ilit
y
test
th
at
in
teg
r
ate
d
in
t
o
th
e
ess
ay
test
af
ter
th
e
p
r
o
ject
was c
ar
r
ied
o
u
t
[
3
1
]
.
2
.
5
.
D
a
t
a
a
na
ly
s
is
T
h
e
d
ata
o
f
s
tu
d
en
t
m
etac
o
g
n
itio
n
ab
ilit
ies
wer
e
s
ep
ar
ated
in
to
s
ix
-
lev
el
ca
teg
o
r
ies
ac
co
r
d
in
g
to
Am
r
u
llo
h
an
d
Ar
d
i
[
3
0
]
,
[
3
1
]
as
s
h
o
wn
in
T
ab
le
1
.
T
h
er
ea
f
ter
,
it
was
an
aly
ze
d
d
escr
ip
tiv
ely
to
d
escr
ib
e
th
e
ef
f
ec
t o
f
th
e
im
p
lem
en
tatio
n
o
f
p
r
o
ject
-
b
ased
lear
n
in
g
with
e
-
p
o
r
tf
o
lio
o
n
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
ab
ilit
y
.
T
ab
le
1
.
T
h
e
ca
teg
o
r
ies o
f
s
tu
d
en
t m
etac
o
g
n
itiv
e
ab
ilit
y
No
S
c
o
r
e
C
a
t
e
g
o
r
i
e
s
1
0
-
16
N
o
t
y
e
t
2
17
-
33
At
-
r
i
sk
3
34
-
50
N
o
t
r
e
a
l
l
y
4
51
-
67
D
e
v
e
l
o
p
i
n
g
5
68
-
84
OK
6
85
-
1
0
0
S
u
p
e
r
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
Stu
d
en
t
g
r
o
u
p
s
ca
r
r
ie
d
o
u
t
t
h
e
ass
ig
n
m
en
t
o
f
two
p
r
o
jects.
T
h
o
s
e
ar
e
th
e
s
et
cr
itical
an
aly
tic
o
f
r
ef
er
en
ce
s
o
n
s
elec
ted
to
p
ics an
d
f
ield
ac
tiv
ities
.
Du
r
in
g
o
n
e
s
em
ester
o
f
r
esear
ch
,
th
e
d
ata
was c
o
llected
b
ase
o
n
an
e
-
p
o
r
tf
o
lio
o
f
th
e
p
r
o
jec
ts
th
at
th
ey
c
o
n
d
u
cted
b
y
th
e
g
r
o
u
p
.
E
v
er
y
s
tu
d
en
t
wh
o
b
el
o
n
g
s
to
ea
ch
g
r
o
u
p
ca
n
ac
ce
s
s
th
e
e
-
p
o
r
tf
o
lio
to
r
ev
iew
it
eith
er
in
d
iv
id
u
ally
o
r
with
in
th
e
g
r
o
u
p
.
T
h
e
av
e
r
ag
e
m
etac
o
g
n
itiv
e
ab
ilit
y
o
f
s
tu
d
en
ts
in
e
v
er
y
p
h
ase; p
lan
n
in
g
,
im
p
lem
en
tin
g
,
an
d
ev
alu
atin
g
ar
e
s
h
o
wn
in
F
ig
u
r
e
1
.
Stu
d
en
t
ac
tiv
ities
in
co
n
d
u
ctin
g
th
e
p
r
o
ject
ass
ig
n
m
en
ts
r
e
f
lect
th
eir
m
etac
o
g
n
itiv
e
ab
ili
ties
o
f
th
e
s
tu
d
en
t’
s
g
r
o
u
p
in
e
v
er
y
s
tag
e
Fig
u
r
e
1
.
Stu
d
en
t’
s
g
r
o
u
p
m
etac
o
g
n
itiv
e
ab
ilit
ies
in
p
la
n
n
in
g
,
ap
p
ly
i
n
g
an
d
ev
alu
atin
g
d
u
r
in
g
co
n
d
u
ctin
g
p
r
o
ject
-
2
ar
e
r
elativ
ely
h
ig
h
er
th
an
th
o
s
e
ab
ilit
ies
in
p
r
o
j
ec
t
-
1
.
T
h
e
av
er
a
g
e
s
co
r
e
o
f
en
tire
s
tag
es
is
in
cr
ea
s
ed
f
r
o
m
6
4
.
0
2
with
ca
teg
o
r
y
‘
d
ev
elo
p
i
n
g
’
in
p
r
o
ject
-
1
t
o
7
0
.
3
8
with
ca
teg
o
r
y
‘
OK
’
in
p
r
o
ject
-
2
.
At
th
e
ap
p
l
y
in
g
an
d
ev
al
u
atin
g
s
tag
es,
th
e
in
cr
ea
s
e
o
f
s
co
r
es
m
ee
ts
th
e
in
cr
ea
s
e
o
f
lev
el
o
r
ca
teg
o
r
y
o
f
m
etac
o
g
n
itiv
e
ab
i
lity
.
T
h
o
s
e
ar
e
6
6
.
7
8
to
6
9
.
4
2
an
d
5
6
.
2
to
7
2
.
4
1
f
o
r
ap
p
l
y
in
g
an
d
e
v
alu
atin
g
s
tag
es,
r
esp
ec
tiv
ely
.
I
t
in
cr
ea
s
es
f
r
o
m
th
e
ca
teg
o
r
y
‘
d
ev
el
o
p
in
g
’
t
o
‘
OK
’
.
Ho
wev
e
r
,
at
th
e
p
lan
n
in
g
s
tag
e,
th
er
e
is
o
n
l
y
a
s
lig
h
t
in
cr
ea
s
e
o
f
th
e
s
co
r
e
f
r
o
m
6
9
.
0
8
t
o
6
9
.
3
1
in
p
r
o
ject
1
a
n
d
p
r
o
ject
2
.
T
h
e
r
ef
o
r
e,
th
o
s
e
in
cr
ea
s
es c
an
b
e
ig
n
o
r
ed
d
u
e
p
o
s
s
ess
th
e
s
am
e
ca
teg
o
r
y
as “
OK”
.
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
s
tu
d
en
t
’
s
meta
co
g
n
itive
a
b
ilit
y
in
s
cien
ce
th
r
o
u
g
h
p
r
o
ject
-
b
a
s
ed
…
(
Ma
r
h
en
y
Lu
kita
s
a
r
i
)
951
Fig
u
r
e
1
.
T
h
e
s
co
r
e
o
f
th
e
m
et
ac
o
g
n
itiv
e
ab
ilit
y
o
f
s
tu
d
en
ts
g
r
o
u
p
at
th
r
ee
p
h
ases
o
f
m
etac
o
g
n
itiv
e
ac
tiv
ities
d
u
r
in
g
ca
r
r
ied
o
u
t o
f
th
e
p
r
o
j
e
ct
-
1
an
d
p
r
o
ject
-
2
ass
ig
n
m
en
ts
I
n
th
is
s
tu
d
y
,
to
d
eter
m
in
e
t
h
e
m
etac
o
g
n
itiv
e
a
b
ilit
ies
o
f
s
tu
d
en
ts
in
d
iv
id
u
ally
,
th
e
s
tu
d
e
n
ts
ca
r
r
ied
o
u
t
th
e
m
etac
o
g
n
itiv
e
ass
ay
te
s
t
as
th
e
p
r
o
ject
ass
ig
n
m
en
t
was
f
in
is
h
ed
at
th
e
en
d
o
f
t
h
e
e
x
p
er
im
en
t.
T
ab
le
2
s
h
o
ws
th
e
av
er
ag
e
o
f
th
e
m
etac
o
g
n
itiv
e
ab
il
ity
o
f
s
tu
d
en
ts
in
d
iv
id
u
ally
as
well
as
it
s
d
is
t
r
ib
u
tio
n
am
o
n
g
87
s
tu
d
en
ts
wh
o
p
ar
ticip
ate
in
t
h
is
ex
p
er
im
en
t.
Sco
r
es we
r
e
cl
u
s
ter
ed
an
d
ca
teg
o
r
ized
[
3
1
]
.
T
ab
le
2
.
Dis
tr
ib
u
tio
n
o
f
s
co
r
e
o
f
s
tu
d
en
t'
s
m
etac
o
g
n
itiv
e
ab
il
ity
at
th
e
p
r
o
ject
-
b
ased
lear
n
in
g
N
o
S
c
o
r
e
d
i
st
r
i
b
u
t
i
o
n
F
r
e
q
u
e
n
c
y
C
a
t
e
g
o
r
i
e
s
1
0
-
16
0
N
o
t
y
e
t
2
17
-
33
18
A
t
r
i
s
k
3
34
-
50
20
N
o
t
r
e
a
l
l
y
4
51
-
67
31
D
e
v
e
l
o
p
i
n
g
5
68
-
84
8
OK
6
85
-
1
0
0
10
S
u
p
e
r
7
N
u
mb
e
r
o
f
sam
p
l
e
s
87
-
8
M
e
a
n
5
4
.
6
7
D
e
v
e
l
o
p
i
n
g
9
Lo
w
e
s
t
s
c
o
r
e
26
At
-
r
i
sk
10
H
i
g
h
e
s
t
sc
o
r
e
1
0
0
S
u
p
e
r
11
R
a
n
g
e
74
-
Mo
s
t
s
tu
d
en
ts
ac
h
iev
e
m
etac
o
g
n
itiv
e
ab
ilit
y
in
th
r
ee
u
p
p
er
ca
teg
o
r
ies.
T
h
ey
ar
e
4
1
s
tu
d
e
n
ts
o
r
5
6
%
wh
o
s
ep
ar
ated
in
to
3
9
%,
9
%
an
d
1
2
%
o
f
‘
Dev
elo
p
in
g
’
,
‘
O
K
’
an
d
‘
Su
p
er
’
ca
teg
o
r
ies,
r
esp
ec
tiv
ely
.
Alth
o
u
g
h
n
o
o
n
e
o
f
th
e
s
tu
d
en
ts
wh
o
g
ain
m
etac
o
g
n
itiv
e
s
co
r
e
in
th
e
ca
teg
o
r
y
‘
No
t
y
et
’
,
t
h
e
n
u
m
b
er
o
f
s
tu
d
en
ts
wit
h
th
e
s
co
r
e
in
s
id
e
th
e
th
r
ee
lo
west
ca
teg
o
r
ies
is
r
elativ
ely
h
ig
h
.
T
h
ey
ar
e
3
7
s
tu
d
e
n
ts
o
r
4
4
%
am
o
n
g
8
7
s
tu
d
en
ts
.
T
h
e
lo
west
s
co
r
e
is
2
6
in
th
e
ca
te
g
o
r
y
‘
At
r
is
k
’
a
n
d
th
e
h
ig
h
est
is
1
0
0
in
th
e
ca
teg
o
r
y
‘
Su
p
er
’
.
Sin
ce
th
e
g
r
ea
test
n
u
m
b
e
r
o
f
s
tu
d
e
n
ts
lo
ca
ted
in
th
e
m
id
d
le
clu
s
ter
o
f
m
etac
o
g
n
itiv
e
ab
ilit
y
lev
el
an
d
th
e
r
an
g
e
b
etwe
en
th
e
lo
west a
n
d
h
ig
h
est s
co
r
e
is
lar
g
e,
it c
o
s
t
th
e
av
er
ag
e
ac
h
iev
em
en
t o
f
m
etac
o
g
n
i
tiv
e
ab
ilit
y
am
o
n
g
8
7
s
tu
d
en
ts
to
p
lace
th
e
ca
teg
o
r
y
‘
Dev
elo
p
in
g
’
.
3
.
2
.
Dis
cus
s
io
n
T
h
e
u
s
e
o
f
a
n
e
-
p
o
r
tf
o
lio
b
r
in
g
s
an
im
p
r
o
v
em
en
t
f
o
r
s
tu
d
en
ts
to
d
e
v
elo
p
m
etac
o
g
n
itiv
e
ab
ilit
y
esp
ec
ially
in
im
p
lem
en
tin
g
as
wel
l
as
ev
alu
atin
g
.
I
n
ea
ch
p
h
ase
o
f
th
e
p
r
o
jects,
s
tu
d
en
ts
ac
tiv
ely
d
is
cu
s
s
th
eir
p
r
o
ject
d
ev
elo
p
m
en
t
with
th
e
lectu
r
er
s
as
well
a
s
th
eir
p
ee
r
s
to
o
b
tain
s
u
cc
ess
.
E
-
p
o
r
tf
o
lio
h
as
s
o
m
e
b
en
ef
its
esp
ec
ially
in
ter
m
s
o
f
s
h
ar
in
g
s
o
m
e
in
f
o
r
m
atio
n
r
elate
d
to
th
e
s
o
u
r
ce
o
f
lear
n
in
g
am
o
n
g
s
tu
d
en
ts
[
6
]
,
[
1
1
]
,
[
3
2
]
.
O
n
th
e
o
th
e
r
h
an
d
,
t
h
e
d
is
cu
s
s
io
n
p
r
o
ce
s
s
lead
s
th
e
co
llab
o
r
atio
n
am
o
n
g
s
tu
d
en
ts
d
u
r
in
g
th
e
im
p
lem
en
tatio
n
o
f
th
e
p
r
o
ject
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
th
e
s
tu
d
en
ts
'
s
u
cc
es
s
.
On
ce
th
e
s
tu
d
en
ts
f
o
u
n
d
an
y
in
f
o
r
m
atio
n
s
o
u
r
ce
,
th
e
y
an
aly
ze
it
to
f
in
d
its
r
elev
an
ce
with
th
eir
p
r
o
ject
m
atter
.
T
h
e
d
ev
el
o
p
m
en
t
o
f
s
tu
d
en
t
m
etac
o
g
n
itiv
e
a
b
ilit
y
co
llectiv
ely
in
th
e
g
r
o
u
p
s
h
o
wed
t
h
e
i
m
p
r
o
v
e
m
en
t,
f
r
o
m
‘
d
e
v
elo
p
in
g
’
to
‘
OK’
cr
iter
ia.
T
h
is
in
d
icatio
n
s
h
o
wed
th
at
th
e
u
s
e
o
f
e
-
p
o
r
tf
o
lio
h
elp
e
d
th
e
s
tu
d
en
ts
to
k
n
o
w
an
d
to
r
e
alize
th
eir
ab
ilit
y
.
I
t
lead
s
th
e
s
tu
d
en
t
to
d
o
b
etter
in
en
g
ag
in
g
th
e
n
e
x
t
p
h
ase
o
f
th
e
p
r
o
ject
o
r
th
e
n
e
x
t
p
r
o
jec
t
ta
s
k
.
T
h
e
s
tu
d
en
ts
co
n
d
u
cte
d
th
e
p
r
o
ject
ac
tiv
it
y
g
r
ad
u
ally
s
tar
ted
f
r
o
m
th
e
p
lan
,
im
p
lem
e
n
tatio
n
,
an
d
ev
alu
atio
n
,
in
teg
r
ated
with
th
e
e
-
p
o
r
tf
o
lio
ass
ig
n
m
en
t
to
f
ac
ilit
ate
in
c
o
m
p
letin
g
th
e
p
r
o
ject
task
s
.
I
t
af
f
ec
ts
th
e
im
p
r
o
v
em
en
t
o
f
s
tu
d
en
t
p
r
o
ject
v
al
u
e
t
h
ey
g
en
er
ated
.
T
h
is
co
n
d
itio
n
p
r
o
m
p
ts
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
948
-
9
5
5
952
d
ev
elo
p
m
e
n
t
o
f
m
etac
o
g
n
itiv
e
s
k
ills
an
d
ac
ad
em
ic
ab
ilit
y
[
3
3
]
-
[
3
5
]
.
Su
s
an
tin
i,
I
n
d
an
a,
an
d
I
s
n
awa
ti
[
3
6
]
u
s
ed
m
etac
o
g
n
itiv
e
as
a
lear
n
i
n
g
s
tr
ateg
y
in
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
is
s
tr
ateg
y
s
h
o
wed
th
a
t
th
e
h
i
g
h
s
tu
d
e
n
ts
’
m
etac
o
g
n
itiv
e
ab
ilit
ies
in
co
r
r
elatio
n
to
th
eir
lear
n
in
g
s
tr
ateg
y
k
n
o
wled
g
e.
T
h
at
r
esu
lt
in
co
r
r
elatio
n
with
o
u
r
s
tu
d
y
d
u
e
to
o
n
ce
th
e
s
tu
d
en
ts
wer
e
g
iv
en
a
ch
allen
g
e
th
r
o
u
g
h
p
r
o
ject
task
an
d
t
h
ey
f
elt
c
ap
ab
le
to
co
m
p
lete,
it
b
o
o
s
ted
h
u
g
e
m
o
t
iv
atio
n
a
n
d
co
n
f
id
e
n
ce
.
T
h
e
co
m
p
leti
o
n
o
f
th
e
task
th
r
o
u
g
h
a
n
e
-
p
o
r
tf
o
lio
allo
ws
th
e
s
tu
d
en
t
to
co
n
tr
o
l
an
d
e
v
alu
at
e
th
e
task
b
y
eith
er
th
em
s
elv
e
s
o
r
p
ee
r
s
as
well
as
lectu
r
er
s
.
T
h
r
o
u
g
h
d
is
cu
s
s
io
n
s
ess
io
n
s
,
th
e
s
tu
d
en
ts
co
u
ld
i
n
cr
ea
s
e
th
eir
m
o
tiv
atio
n
to
c
o
m
p
lete
th
e
task
a
n
d
s
h
all
s
ig
n
if
ican
tly
af
f
ec
t
th
e
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
ab
ilit
y
.
Am
r
ai
et
a
l
.
[
3
7
]
s
h
o
wed
th
at
m
o
tiv
atio
n
in
lear
n
i
n
g
w
h
ich
ca
n
b
e
g
i
v
en
th
r
o
u
g
h
s
tr
u
ctu
r
ed
task
s
wer
e
ab
le
to
d
ev
elo
p
s
tu
d
en
ts
’
m
et
ac
o
g
n
iti
v
e
ab
ilit
y
.
T
h
is
m
ea
n
s
th
at
o
n
e
im
p
o
r
tan
t
p
o
in
t
to
d
ev
elo
p
m
etac
o
g
n
itio
n
is
th
r
o
u
g
h
co
n
tin
u
o
u
s
ly
m
o
t
iv
atin
g
s
tu
d
en
ts
wh
ile
im
p
r
o
v
in
g
th
e
s
u
p
p
o
r
tin
g
f
ac
ilit
ies an
d
p
lan
n
in
g
th
e
p
r
e
cise ta
s
k
in
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
es.
Of
th
e
t
h
r
ee
p
h
ases
,
th
e
im
p
le
m
en
t
in
g
a
n
d
ev
alu
atin
g
p
h
ases
o
n
ly
co
n
tr
i
b
u
ted
to
t
h
is
im
p
r
o
v
em
en
t,
wh
ile
n
o
n
e
f
o
r
th
e
p
lan
n
in
g
p
h
ase.
Ho
wev
er
,
th
e
p
lan
n
in
g
p
h
ase
in
p
r
o
ject
-
1
h
as
th
e
h
i
g
h
est
s
co
r
e
(
6
9
.
0
8
)
co
m
p
ar
ed
to
eith
er
a
p
p
ly
in
g
(
6
6
.
7
8
)
o
r
ev
alu
atin
g
(
5
6
.
2
0
)
p
h
ase.
Alth
o
u
g
h
th
er
e
was
n
o
in
cr
ea
s
e
f
o
r
th
e
p
lan
n
in
g
p
h
ase
f
r
o
m
p
r
o
ject
-
1
to
p
r
o
ject
-
2
,
its
m
etac
o
g
n
iti
o
n
ab
ilit
y
h
as
b
ee
n
at
a
g
o
o
d
lev
el
i.e
.
,
th
e
‘
OK
'
ca
teg
o
r
y
.
T
h
e
wea
k
n
ess
o
f
s
tu
d
en
t’
s
m
etac
o
g
n
itiv
e
ab
ilit
y
o
f
p
r
o
ject
-
1
was
at
b
o
th
ap
p
l
y
in
g
an
d
ev
alu
atin
g
p
h
ases
.
T
h
e
r
ea
s
o
n
s
w
er
e
th
e
f
lu
en
cy
o
f
s
tu
d
en
ts
in
ca
r
r
y
in
g
o
u
t
o
f
p
r
o
ject
task
b
ased
o
n
th
e
m
etac
o
g
n
itiv
e
f
r
am
ewo
r
k
.
I
n
co
n
d
u
ctin
g
an
d
co
m
p
letin
g
th
e
p
r
o
ject,
th
e
g
r
o
u
p
o
f
s
tu
d
en
ts
s
till
r
eq
u
ir
e
ass
is
tan
ce
an
d
ac
tiv
e
co
o
r
d
in
atio
n
f
r
o
m
b
o
th
f
r
ien
d
s
an
d
lectu
r
er
s
.
T
h
u
s
,
it
af
f
ec
ted
th
e
m
etac
o
g
n
itiv
e
ab
ili
ty
in
ap
p
ly
in
g
an
d
ev
alu
atin
g
p
h
ases
th
at
o
n
ly
g
ain
ed
th
e
‘
d
ev
el
o
p
in
g
’
lev
el.
T
h
e
f
ac
t
ap
p
ea
r
e
d
at
th
e
b
eg
i
n
n
in
g
o
f
th
e
p
r
o
ject
th
at
th
e
s
tu
d
en
t
lik
ely
f
ac
ed
d
if
f
icu
lty
in
u
s
in
g
th
e
to
o
l.
T
h
eir
f
o
cu
s
was
d
iv
id
ed
b
e
twee
n
ap
p
ly
in
g
th
e
p
lan
n
in
g
o
f
th
e
p
r
o
ject
an
d
f
ig
u
r
in
g
o
u
t h
o
w
to
u
s
e
th
e
e
-
p
o
r
tf
o
lio
f
o
r
th
eir
p
r
o
ject
wh
ich
c
an
b
e
ass
u
m
ed
as a
n
ew
m
ed
ia
f
o
r
th
em
.
T
h
e
s
tu
d
en
ts
n
ee
d
at
least
two
wee
k
s
to
g
et
u
s
ed
to
th
e
m
ed
ia
.
T
h
is
th
o
u
g
h
t
was
s
tr
en
g
th
en
ed
b
y
eith
er
th
e
s
c
o
r
e
ac
h
ie
v
em
e
n
t
o
f
ap
p
ly
i
n
g
an
d
ev
alu
atio
n
p
h
ases
in
p
r
o
j
ec
t
-
2
th
at
in
cr
ea
s
es
s
ig
n
if
ican
tly
co
m
p
ar
e
d
to
th
e
s
co
r
e
in
th
e
s
am
e
p
h
ases
o
f
p
r
o
ject
-
1
o
r
r
elativ
el
y
to
th
e
p
lan
n
in
g
p
h
ase
in
p
r
o
ject
-
2
(
Fig
u
r
e
1
)
.
Me
taco
g
n
itiv
e
ab
ilit
ies
im
p
r
o
v
e
m
en
t
o
f
s
tu
d
en
t
ca
n
m
ee
t
th
e
e
x
p
e
ctatio
n
b
y
th
e
tim
e
an
d
ex
p
er
ie
n
ce
to
u
s
e
th
e
to
o
l
co
m
f
o
r
tab
ly
f
o
r
b
o
th
s
tu
d
en
t
s
[
3
8
]
.
Alth
o
u
g
h
th
e
p
lan
n
in
g
p
h
ase
o
f
p
r
o
ject
-
2
h
as
th
e
lo
west
s
co
r
e
th
an
o
th
er
p
h
ases
o
f
th
e
s
am
e
p
r
o
ject,
all
o
f
th
em
to
p
lace
in
th
e
s
am
e
ca
teg
o
r
y
‘
OK’
.
B
ased
o
n
th
ese
r
esu
lts
,
it
is
ex
p
ec
ted
t
h
at
all
p
h
ases
o
f
m
e
taco
g
n
itiv
e
a
b
ilit
ies
will
in
cr
ea
s
e
as
th
e
s
tu
d
en
ts
ca
r
r
y
o
u
t
m
o
r
e
p
r
o
jects.
Usi
n
g
e
-
p
o
r
tf
o
lio
ass
ess
m
en
t
co
n
tin
u
o
u
s
ly
esp
ec
ially
in
p
r
o
j
ec
t
-
b
ased
lear
n
in
g
s
tr
o
n
g
ly
s
u
g
g
ested
will im
p
r
o
v
e
s
tu
d
en
t m
etac
o
g
n
itio
n
a
b
ilit
ies.
E
-
p
o
r
tf
o
lio
ass
ess
m
en
t
is
a
v
er
y
u
s
ef
u
l
to
o
l
i
n
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
to
ca
r
r
y
o
u
t
th
e
p
r
o
jects
th
at
co
n
f
o
r
m
to
th
eir
n
ee
d
s
,
esp
ec
ially
with
th
e
av
ailab
ilit
y
o
f
m
ess
ag
in
g
o
r
ch
at
b
o
ar
d
to
f
ac
il
itate
th
eir
f
ee
d
b
ac
k
.
T
h
e
ch
at
f
ea
tu
r
e
in
th
e
e
-
p
o
r
tf
o
lio
s
u
p
p
o
r
ts
th
e
d
ev
elo
p
m
en
t
o
f
m
etac
o
g
n
itiv
e
ab
ilit
y
,
p
ar
ticu
lar
ly
in
th
e
im
p
r
o
v
em
e
n
t
o
f
ap
p
l
y
in
g
a
n
d
ev
alu
atin
g
p
h
ases
o
f
p
r
o
ject
-
2
th
r
o
u
g
h
co
n
s
tr
u
ctiv
e
d
is
cu
s
s
io
n
an
d
co
n
s
u
ltatio
n
.
Me
taco
g
n
itiv
e
s
tr
ateg
y
ap
p
licatio
n
h
as
b
ee
n
s
h
o
wn
to
en
ab
le
th
e
im
p
r
o
v
e
m
en
t
o
f
m
o
tiv
atio
n
an
d
ac
ad
em
ic
ac
h
iev
em
e
n
t
in
a
b
r
o
ad
r
a
n
g
e
o
f
lear
n
i
n
g
s
u
b
jects
an
d
s
ch
o
o
ls
[
3
9
]
,
[
4
0
]
.
Hen
ce
,
th
e
co
n
tr
ib
u
tio
n
o
f
e
-
p
o
r
tf
o
lio
in
im
p
r
o
v
in
g
m
etac
o
g
n
itiv
e
ab
ilit
ies
in
tu
r
n
p
o
s
itiv
ely
will
im
p
r
o
v
e
s
tu
d
e
n
t’
s
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
r
elev
an
t
u
s
e
o
f
e
-
p
o
r
tf
o
lio
s
in
d
ev
elo
p
in
g
m
etac
o
g
n
itiv
e
s
k
ills
in
d
i
ca
tes
i
ts
p
o
ten
tial
to
b
e
im
p
lem
en
ted
in
a
lear
n
in
g
p
lan
[
6
]
,
[
3
4
]
.
C
o
m
p
letin
g
an
e
-
p
o
r
tf
o
lio
allo
ws
th
e
s
tu
d
en
t
to
p
o
s
s
ess
a
h
ig
h
er
m
etac
o
g
n
iti
o
n
ab
ilit
y
lev
el
d
u
e
to
it
co
n
tr
ib
u
tes
p
o
s
itiv
ely
to
th
e
s
tu
d
en
t’
s
lear
n
in
g
th
at
p
r
o
v
id
es
a
v
alu
ab
le
r
e
f
lectio
n
o
n
th
eir
lea
r
n
in
g
th
r
o
u
g
h
o
u
t
th
e
co
u
r
s
e
[
2
9
]
.
E
-
p
o
r
tf
o
lio
a
d
m
its
th
e
s
tu
d
en
t
to
o
p
tim
ize
th
eir
r
ef
lectio
n
an
d
in
q
u
ir
y
b
y
d
eliv
er
i
n
g
q
u
esti
o
n
s
o
f
th
em
s
elv
es
ab
o
u
t
th
e
p
r
o
ce
s
s
an
d
ac
h
iev
em
en
t o
f
th
eir
o
n
g
o
in
g
o
r
f
in
is
h
ed
w
o
r
k
in
th
e
lear
n
i
n
g
to
d
elib
er
ate
t
h
eir
co
m
p
r
eh
e
n
s
io
n
[
4
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
e
-
p
o
r
t
f
o
lio
s
in
p
r
o
ject
-
b
ased
lear
n
in
g
im
p
r
o
v
ed
th
e
s
co
r
e
o
f
th
e
e
v
alu
atio
n
s
tag
e
in
p
r
o
ject
-
2
s
ig
n
if
ica
n
tly
(
Fig
u
r
e
1
)
.
I
t
was
ac
co
m
p
l
is
h
ed
g
r
ad
u
ally
th
r
o
u
g
h
th
e
e
v
alu
atio
n
o
f
e
v
er
y
s
u
g
g
esti
o
n
th
at
ca
m
e
f
r
o
m
b
o
th
p
ee
r
s
an
d
lectu
r
er
s
.
Mu
t
u
al
co
m
m
u
n
icatio
n
in
e
v
alu
a
tin
g
th
eir
task
ca
n
tr
ig
g
er
to
elev
ate
c
r
itical
th
in
k
in
g
o
f
th
e
s
tu
d
en
t
an
d
to
f
in
d
th
e
s
o
lu
tio
n
o
f
th
e
p
r
o
b
le
m
th
ey
f
ac
e.
So
m
e
im
p
o
r
tan
t
p
o
in
ts
to
b
e
co
n
s
id
e
r
ed
ar
e
wr
itin
g
an
d
d
ata
c
o
llec
tio
n
tech
n
iq
u
e,
as
well
as
th
e
co
n
s
tr
u
ctio
n
o
f
th
e
an
aly
tical
r
esu
lt,
wh
ic
h
ca
n
b
e
wo
r
k
e
d
o
u
t
ac
c
o
r
d
in
g
ly
.
T
h
e
lear
n
i
n
g
a
ctiv
ity
th
r
o
u
g
h
e
-
p
o
r
tf
o
lio
p
r
o
v
i
d
es
u
n
lim
ited
s
p
ac
e
o
f
tim
e
to
en
ab
le
s
tu
d
en
ts
to
co
m
m
u
n
icate
an
y
tim
e
ev
en
th
o
u
g
h
th
e
lectu
r
er
s
m
u
s
t
r
em
in
d
th
em
o
cc
asio
n
ally
.
T
h
r
o
u
g
h
th
is
p
r
o
ject,
s
tu
d
en
ts
ca
n
d
o
th
e
"a
n
aly
s
is
"
an
d
"sy
n
th
esis
"
o
f
th
e
p
r
o
ject.
B
u
ild
in
g
ca
p
ac
ity
co
n
ce
r
n
i
n
g
an
aly
s
is
an
d
s
y
n
th
esis
a
s
a
h
al
lm
ar
k
o
f
ac
ad
em
ic
u
n
d
er
s
tan
d
in
g
wh
ich
h
as b
ee
n
d
ev
elo
p
e
d
is
an
in
d
icatio
n
th
a
t
s
t
u
d
en
ts
'
m
etac
o
g
n
itiv
e
s
k
ill
s
h
av
e
in
cr
ea
s
ed
.
T
h
e
c
o
n
d
iti
o
n
ca
n
b
e
ex
p
lain
e
d
th
r
o
u
g
h
th
e
lin
k
b
etwe
en
ac
a
d
em
ic
an
d
m
etac
o
g
n
itiv
e
s
k
ills
[
1
4
]
,
[
4
1
]
.
T
h
e
av
er
ag
e
s
co
r
e
th
at
d
ete
r
m
in
es
th
e
lev
el
o
f
m
etac
o
g
n
itiv
e
ab
ilit
y
o
f
s
tu
d
en
ts
in
d
iv
id
u
ally
u
n
lik
ely
to
p
lace
at
th
e
s
am
e
l
ev
el
o
f
th
at
ab
ilit
y
as
p
er
f
o
r
m
ed
b
y
th
e
g
r
o
u
p
d
u
r
in
g
th
e
ex
p
er
im
en
t
was
tak
in
g
p
lace
.
T
h
e
lev
el
o
f
m
etac
o
g
n
i
tiv
e
ab
ilit
y
d
u
r
in
g
t
h
e
e
x
p
er
i
m
en
t
th
at
r
ep
r
esen
ts
g
r
o
u
p
ab
i
lity
was
ca
teg
o
r
ized
‘
OK
’
(
7
0
.
3
8
)
in
p
r
o
ject
-
2
an
d
was
h
ig
h
er
th
an
th
e
ab
ilit
y
th
at
r
ep
r
esen
ts
th
e
s
tu
d
en
ts
in
d
iv
id
u
ally
with
th
e
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
s
tu
d
en
t
’
s
meta
co
g
n
itive
a
b
ilit
y
in
s
cien
ce
th
r
o
u
g
h
p
r
o
ject
-
b
a
s
ed
…
(
Ma
r
h
en
y
Lu
kita
s
a
r
i
)
953
ca
teg
o
r
y
‘
d
ev
el
o
p
in
g
’
(
5
4
.
6
7
)
.
T
h
is
r
esu
lt
co
n
f
ir
m
s
th
at
t
h
e
l
ev
el
o
f
g
r
o
u
p
ab
ilit
y
d
o
es
n
o
t
d
ir
ec
tly
m
ir
r
o
r
t
h
e
ab
ilit
y
o
f
ea
ch
s
tu
d
en
t
in
d
iv
i
d
u
ally
.
T
h
e
d
if
f
er
e
n
ce
m
a
y
d
u
e
to
t
h
e
c
o
llab
o
r
atio
n
am
o
n
g
s
tu
d
en
ts
with
in
th
e
g
r
o
u
p
d
id
n
o
t
well
e
s
tab
lis
h
ed
y
et
wh
ich
im
p
ac
t
th
e
u
n
eq
u
al
r
esp
o
n
s
ib
ilit
y
an
d
m
o
tiv
ati
o
n
am
o
n
g
m
e
m
b
er
s
o
f
th
e
g
r
o
u
p
d
u
r
in
g
b
o
th
co
n
d
u
cted
th
e
p
r
o
ject
an
d
s
u
b
m
it
ted
th
e
ass
ig
n
m
en
t
i
n
to
e
-
p
o
r
tf
o
lio
.
B
esid
es,
th
e
en
tire
m
em
b
e
r
s
h
ip
o
f
t
h
e
g
r
o
u
p
d
i
d
n
o
t
h
a
v
e
th
e
s
am
e
ac
a
d
em
ic
co
m
p
eten
cy
an
d
in
tr
in
s
ic
m
o
tiv
atio
n
as
th
e
g
r
o
u
p
h
ad
.
T
h
er
ef
o
r
e,
th
e
lev
el
o
f
m
etac
o
g
n
itiv
e
ab
ilit
y
r
e
p
r
esen
ted
b
y
th
e
g
r
o
u
p
d
u
r
in
g
co
n
d
u
cted
th
e
p
r
o
ject
d
id
n
o
t e
x
ac
tly
h
av
e
th
e
lev
el,
ev
en
h
ig
h
er
th
a
n
s
tu
d
en
ts
p
er
f
o
r
m
ed
in
d
iv
i
d
u
ally
at
th
e
en
d
o
f
th
is
ex
p
e
r
im
en
t.
C
o
o
p
er
ativ
e
lear
n
in
g
a
d
m
its
lear
n
in
g
p
r
o
s
es
to
ap
p
ly
m
o
r
al
v
alu
e
s
u
ch
as
r
esp
ec
t,
r
esp
o
n
s
ib
ilit
y
,
an
d
co
llab
o
r
atio
n
am
o
n
g
s
tu
d
e
n
ts
s
o
th
at
elev
ates
th
eir
m
o
tiv
a
tio
n
to
s
tu
d
y
[
4
2
]
.
Stu
d
en
ts
wh
o
co
llab
o
r
ativ
ely
lear
n
in
g
i
n
th
e
g
r
o
u
p
s
h
o
wed
th
e
im
p
r
o
v
e
m
en
t
o
f
th
ei
r
m
o
tiv
atio
n
a
n
d
task
as
a
p
o
s
itiv
e
im
p
ac
t
o
f
p
ee
r
’
s
s
u
p
p
o
r
t
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
th
at
en
c
o
u
r
a
g
in
g
g
r
ea
t
er
in
tr
in
s
ic
c
o
n
s
id
er
atio
n
to
p
er
f
o
r
m
an
d
ca
r
r
ied
o
u
t
th
e
task
s
[
4
3
]
h
en
ce
ef
f
ec
t
iv
e
to
im
p
r
o
v
e
th
eir
ac
h
ie
v
em
en
t
[
4
2
]
,
[
4
4
]
.
T
h
e
m
o
r
e
lear
n
in
g
ex
p
er
ien
ce
a
n
d
th
e
m
o
r
e
am
o
u
n
t
o
f
s
k
ill
an
d
f
ac
t
as
well
lead
t
o
th
e
b
etter
o
u
tco
m
e
o
f
s
tu
d
en
t
ac
h
iev
em
en
t
in
p
r
o
ject
-
b
ased
lear
n
in
g
[
2
4
]
.
So
m
e
o
f
th
e
p
r
e
v
io
u
s
f
in
d
in
g
s
r
ev
ea
l
th
e
r
esu
lts
s
h
o
wn
r
eg
a
r
d
in
g
th
e
u
s
e
o
f
e
-
p
o
r
tf
o
lio
s
i
n
lear
n
i
n
g
.
Alth
o
u
g
h
th
er
e
was
a
r
ep
o
r
t
s
t
atin
g
th
at
th
e
im
p
lem
en
tatio
n
o
f
e
-
p
o
r
tf
o
lio
s
d
id
n
o
t
p
r
o
v
id
e
s
ig
n
if
ican
t
r
esu
lts
o
n
im
p
r
o
v
in
g
s
tu
d
en
t
ac
h
iev
e
m
en
t
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
[
1
0
]
,
s
ev
er
al
o
th
e
r
f
in
d
i
n
g
s
in
d
icate
d
th
e
p
o
s
itiv
e
r
esu
lts
o
b
tain
ed
f
r
o
m
th
e
u
s
e
o
f
e
-
p
o
r
t
f
o
lio
th
at
wer
e
ap
p
lie
d
with
an
ap
p
r
o
ac
h
o
r
lear
n
in
g
m
o
d
el
s
u
ch
as
in
in
cr
ea
s
in
g
o
f
h
ig
h
er
-
o
r
d
e
r
th
i
n
k
in
g
s
k
ills
[
2
2
]
,
in
teg
r
ated
lear
n
in
g
[
4
]
,
s
elf
-
re
g
u
lated
lea
r
n
in
g
[
3
9
]
.
I
n
th
is
s
tu
d
y
,
we
f
o
u
n
d
th
at
t
h
e
a
p
p
li
ca
ti
o
n
o
f
e
-
p
o
r
tf
o
lio
i
n
p
r
o
ject
-
b
ased
lear
n
in
g
im
p
r
o
v
es
th
e
m
etac
o
g
n
itiv
e
s
k
ills
o
f
th
e
s
tu
d
e
n
t.
Usi
n
g
an
e
-
p
o
r
tf
o
lio
as
a
b
ase
-
lear
n
in
g
m
o
d
el
en
a
b
les
to
f
o
s
ter
th
e
m
etac
o
g
n
itiv
e
ab
ilit
ies
d
ev
elo
p
m
e
n
t
[
4
]
an
d
p
o
s
itiv
ely
im
p
r
o
v
e
s
elf
-
r
eg
u
latin
g
o
f
s
tu
d
en
ts
th
r
o
u
g
h
its
co
n
tr
i
b
u
tio
n
in
ch
an
g
in
g
t
h
eir
m
o
tiv
atio
n
a
n
d
lear
n
in
g
s
tr
ate
g
y
[
4
5
]
.
Usi
n
g
a
n
e
-
p
o
r
tf
o
lio
in
th
is
s
tu
d
y
p
r
o
v
id
es
th
e
s
tu
d
en
t
to
ac
ce
s
s
th
eir
p
r
o
ject
ac
tiv
ities
th
ey
d
o
c
u
m
e
n
ted
wh
er
ev
e
r
an
d
wh
en
e
v
er
th
ey
wan
t.
I
t
allo
ws
s
tu
d
en
ts
t
h
e
f
lex
ib
le
tim
e
to
an
aly
ze
a
n
d
to
m
ak
e
th
e
r
ef
le
ctio
n
o
f
th
e
p
r
o
ject
o
f
th
eir
le
ar
n
in
g
co
n
ce
r
n
in
g
th
eir
g
o
al
[
2
9
]
.
T
h
e
r
ef
lectio
n
th
r
o
u
g
h
e
-
p
o
r
t
f
o
lio
allo
ws
s
t
u
d
en
ts
en
a
b
le
to
r
ev
iew
th
eir
cu
r
r
e
n
t
p
r
o
g
r
ess
an
d
e
v
alu
at
e
th
e
ac
q
u
is
itio
n
o
f
th
eir
s
k
ills
,
as
well
a
s
to
im
p
r
o
v
e
s
tu
d
e
n
ts
'
ab
ilit
y
to
ac
h
iev
e
h
ig
h
er
-
o
r
d
e
r
th
in
k
i
n
g
s
k
ills
[4
6]
an
d
h
e
n
ce
im
p
r
o
v
in
g
th
eir
m
etac
o
g
n
itiv
e
ab
ilit
ies.
T
h
e
u
n
eq
u
al
r
esp
o
n
s
ib
ilit
y
an
d
m
o
tiv
atio
n
am
o
n
g
s
tu
d
en
ts
in
th
e
g
r
o
u
p
ca
u
s
ed
th
at
o
n
ly
s
o
m
e
m
em
b
er
s
o
f
th
e
g
r
o
u
p
w
h
o
ei
th
er
ac
tiv
ely
ca
r
r
y
o
u
t
th
e
p
r
o
ject
o
r
e
v
o
lv
e
d
in
s
u
b
m
itti
n
g
,
c
o
m
m
u
n
icatin
g
,
a
n
d
r
ev
iewin
g
th
eir
e
-
p
o
r
tf
o
lio
ass
ig
n
m
en
ts
.
T
h
e
r
em
ain
in
g
l
ess
ac
tiv
e
m
em
b
er
s
o
f
th
e
g
r
o
u
p
p
r
esu
m
ed
th
at
a
n
o
th
er
m
em
b
er
o
f
t
h
e
g
r
o
u
p
h
a
s
r
ep
r
esen
ted
th
ei
r
p
r
o
ject
task
,
an
d
s
o
th
at
th
ey
th
o
u
g
h
t
,
th
eir
task
s
an
d
r
esp
o
n
s
ib
ilit
ies
h
av
e
b
ee
n
f
u
lf
illed
.
T
h
e
f
in
d
i
n
g
in
wh
ich
th
e
s
tu
d
en
t’
s
g
r
o
u
p
ca
n
p
er
f
o
r
m
th
e
b
etter
a
b
ilit
y
o
f
m
etac
o
g
n
itiv
e
a
f
f
ir
m
th
at
lear
n
in
g
p
r
o
ce
s
s
th
at
c
o
n
d
u
cted
c
o
llab
o
r
ativ
ely
in
th
e
g
r
o
u
p
is
m
o
r
e
ef
f
ec
tiv
e
t
o
r
e
s
o
lv
e
th
e
p
r
o
b
lem
s
o
r
ass
ig
n
m
en
t
th
ey
f
ac
e
d
u
r
in
g
lectu
r
e.
Stre
n
g
th
en
i
n
g
a
lear
n
in
g
s
tr
ateg
y
in
u
s
in
g
e
-
p
o
r
tf
o
lio
ass
ess
m
en
t
will
b
e
an
in
ter
esti
n
g
ch
allen
g
e
to
co
n
d
u
ct
th
at
in
v
o
lv
es
all
s
tu
d
en
ts
in
d
iv
id
u
ally
with
e
q
u
al
r
esp
o
n
s
ib
ilit
y
to
d
e
v
el
o
p
b
etter
an
d
p
r
ec
is
ely
m
ir
r
o
r
in
g
a
b
ilit
ies
o
f
m
etac
o
g
n
itiv
e
am
o
n
g
s
tu
d
en
ts
in
-
g
r
o
u
p
a
n
d
in
d
i
v
id
u
ally
.
4.
CO
NCLU
SI
O
N
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
p
r
o
v
id
e
in
f
o
r
m
atio
n
th
at
th
e
u
s
e
o
f
p
r
o
ject
-
b
ased
e
-
p
o
r
tf
o
lio
s
th
at
is
ap
p
lied
th
r
o
u
g
h
lear
n
in
g
p
r
o
ce
s
s
es
s
h
o
ws
th
at
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
ab
ilit
ies
d
ev
elo
p
b
etter
.
D
u
r
in
g
t
h
e
lear
n
i
n
g
ac
tiv
ities
,
5
6
%
o
f
s
tu
d
en
ts
r
ea
ch
ed
th
e
t
o
p
ca
teg
o
r
y
i
n
d
e
v
elo
p
m
en
t
m
etac
o
g
n
itio
n
,
an
d
4
4
%
o
f
th
e
o
t
h
er
s
ar
e
in
a
lo
w
ca
teg
o
r
y
.
T
h
e
ap
p
lied
e
-
p
o
r
tf
o
lio
ca
n
s
u
p
p
o
r
t
s
tu
d
en
ts
to
b
e
m
o
r
e
ac
tiv
e
i
n
p
lan
n
in
g
p
r
o
ject
ac
tiv
ities
,
d
is
cu
s
s
in
g
with
g
r
o
u
p
s
an
d
lectu
r
e
r
s
,
im
p
lem
e
n
tin
g
an
d
e
v
alu
atin
g
th
e
p
r
o
ject.
Me
taco
g
n
itiv
e
ab
ilit
y
was
m
ea
s
u
r
ed
b
ased
o
n
p
lan
n
i
n
g
,
im
p
lem
en
tatio
n
,
a
n
d
ev
alu
atio
n
ac
tiv
ities
o
f
th
e
g
r
o
u
p
s
h
o
wed
an
im
p
r
o
v
em
e
n
t
in
p
r
o
ject
-
2
co
m
p
ar
ed
t
o
p
r
o
ject
-
1
.
T
h
er
e
was
a
co
llab
o
r
atio
n
in
o
n
lin
e
d
i
s
cu
s
s
io
n
s
th
r
o
u
g
h
e
-
p
o
r
tf
o
lio
s
th
at
ar
e
n
o
t
lim
ited
b
y
p
lace
an
d
a
r
e
m
o
r
e
tim
e
-
ef
f
icien
t
m
ak
in
g
t
h
e
p
r
o
ject
r
esu
lts
ten
d
to
b
e
b
etter
th
an
b
e
f
o
r
e.
L
o
o
k
at
t
h
e
r
es
u
lts
o
f
th
e
r
esear
ch
t
h
at
th
e
co
m
b
in
atio
n
o
f
im
p
lem
e
n
tin
g
PB
L
u
s
in
g
th
e
e
-
p
o
r
tf
o
lio
h
as
s
tr
o
n
g
p
o
ten
tial
to
d
ev
el
o
p
s
tu
d
e
n
ts
'
m
etac
o
g
n
itiv
e
ab
ilit
ies,
esp
ec
ially
f
o
r
s
cien
ce
lear
n
in
g
.
Alth
o
u
g
h
th
u
s
an
s
wer
in
g
th
e
ch
allen
g
es
o
f
th
e
f
u
tu
r
e
s
till
r
eq
u
ir
es
in
-
d
e
p
th
in
f
o
r
m
atio
n
ab
o
u
t
ef
f
e
ctiv
en
ess
,
ef
f
icien
cy
,
a
n
d
t
h
e
co
m
p
lex
ity
o
f
c
h
o
o
s
in
g
th
e
u
s
e
o
f
lear
n
i
n
g
s
tr
ateg
ies
co
m
b
in
e
d
with
tech
n
o
lo
g
y
s
o
t
h
at
it
will
h
elp
th
e
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
en
t
m
etac
o
g
n
itio
n
.
Fu
tu
r
e
r
esear
ch
ca
n
ex
am
in
e
v
ar
iab
l
es
s
u
ch
as
s
tu
d
en
t
m
o
tiv
atio
n
,
lectu
r
er
in
ter
v
en
tio
n
,
an
d
o
th
er
ex
ter
n
al
v
ar
iab
les
th
at
ca
n
af
f
ec
t
e
-
p
o
r
t
f
o
lio
u
s
e
an
d
th
e
d
ev
elo
p
m
e
n
t o
f
u
s
er
m
etac
o
g
n
itio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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ACK
NO
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h
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g
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atitu
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K
eme
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is
tekd
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o
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t
h
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g
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esear
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o
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m
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tatio
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h
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ec
o
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g
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atitu
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is
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iv
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th
e
wh
o
le
civ
ic
ac
ad
em
ic
o
f
U
n
iv
er
s
itas
PGR
I
M
ad
iu
n
as
a
p
lace
o
f
r
esear
ch
as
well
as
th
e
f
ac
ilit
ato
r
o
f
t
h
e
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
N.
P
h
e
e
ra
p
h
a
n
,
“
En
h
a
n
c
e
m
e
n
t
o
f
th
e
2
1
st
c
e
n
t
u
ry
sk
il
ls
f
o
r
T
h
a
i
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
b
y
i
n
teg
ra
ti
o
n
o
f
ICT
i
n
c
las
sro
o
m
,
”
Pro
c
e
d
ia
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
0
3
,
p
p
.
3
6
5
-
3
7
3
,
2
0
1
3
,
d
o
i
:
1
0
.
1
0
1
6
/j
.
sb
sp
r
o
.
2
0
1
3
.
1
0
.
3
4
6
.
[2
]
P
.
C.
Ab
ra
m
i
a
n
d
H.
Ba
rre
t,
“
Dire
c
ti
o
n
s
fo
r
re
se
a
rc
h
a
n
d
d
e
v
e
lo
p
m
e
n
t
o
n
e
lec
tro
n
ic
p
o
rtf
o
li
o
s,”
Ca
n
.
J
.
L
e
a
rn
.
T
e
c
h
n
o
l
.
,
v
o
l
.
3
1
,
n
o
.
3
,
p
p
.
1
-
7
,
2
0
0
5
.
[3
]
A.
Ale
x
io
u
,
F
.
P
a
ra
sk
e
v
a
,
R.
En
a
c
h
e
,
a
n
d
A.
Crisa
n
,
“
E
n
h
a
n
c
in
g
se
lf
-
re
g
u
late
d
lea
rn
in
g
sk
i
l
ls
th
r
o
u
g
h
th
e
imp
lem
e
n
tatio
n
o
f
a
n
e
-
p
o
rtf
o
li
o
to
o
l,
”
Pro
c
e
d
i
a
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l
.
2
,
p
p
.
3
0
4
8
-
3
0
5
4
,
2
0
1
0
,
d
o
i:
1
0
.
1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
0
.
0
3
.
4
6
3
.
[4
]
K.
M
.
An
d
e
rso
n
,
P
.
De
sla
u
riers
,
C.
H.
Ho
r
v
a
th
,
M
.
S
l
o
ta,
a
n
d
J.
N.
F
a
rley
,
“
F
ro
m
m
e
tac
o
g
n
i
ti
o
n
to
p
ra
c
ti
c
e
c
o
g
n
i
ti
o
n
:
T
h
e
DN
P
e
-
p
o
rtf
o
li
o
t
o
p
r
o
m
o
te
in
teg
ra
ted
lea
rn
i
n
g
,
”
J
.
Nu
rs
.
E
d
u
c
.
,
v
o
l
.
5
6
,
n
o
.
8
,
p
p
.
4
9
7
-
5
0
0
,
2
0
1
7
,
d
o
i:
1
0
.
3
9
2
8
/0
1
4
8
4
8
3
4
-
2
0
1
7
0
7
1
2
-
0
9
.
[5
]
R.
Kry
s
a
n
d
S
.
E
.
Eat
o
n
,
“
Im
p
l
e
m
e
n
ti
n
g
t
h
e
e
lec
tro
n
ic
p
o
rtfo
li
o
:
Ho
w
to
imp
ro
v
e
u
p
p
e
r
e
lem
e
n
tary
stu
d
e
n
t’s
m
e
tac
o
g
n
it
io
n
,
”
Wer
k
lu
n
d
S
c
h
o
o
l
o
f
E
d
u
c
a
ti
o
n
Wo
r
k
in
g
P
a
p
e
rs
,
2
0
1
7
,
d
o
i:
1
0
.
1
3
1
4
0
/RG
.
2
.
2
.
2
6
5
9
2
.
6
9
1
2
4
.
[6
]
M
.
L
u
k
it
a
sa
ri,
H
.
S
u
silo
,
a
n
d
A.
D.
Co
re
b
ima
,
“
Les
so
n
st
u
d
y
i
n
imp
r
o
v
i
n
g
th
e
r
o
le
o
f
e
-
p
o
rtfo
l
io
o
n
th
e
m
e
tac
o
g
n
it
iv
e
s
k
il
l
a
n
d
c
o
n
c
e
p
t
c
o
m
p
re
h
e
n
si
o
n
:
A
stu
d
y
o
n
Ce
ll
Bio
l
o
g
y
su
b
jec
t
in
IKIP
P
G
RI
M
a
d
iu
n
,
In
d
o
n
e
sia
,
”
Am.
J
.
Ed
u
c
.
Res
.
,
v
o
l
.
2
,
n
o
.
1
0
,
p
p
.
9
1
9
-
9
2
4
,
2
0
1
4
,
d
o
i
:
1
0
.
1
2
6
9
1
/e
d
u
c
a
ti
o
n
-
2
-
10
-
1
1.
[7
]
L.
T.
N
g
u
y
e
n
a
n
d
M
.
Ik
e
d
a
,
“
Th
e
e
ffe
c
ts
o
f
e
P
o
rtfo
li
o
-
b
a
se
d
lea
rn
in
g
m
o
d
e
l
o
n
stu
d
e
n
t
se
lf
-
re
g
u
late
d
lea
rn
in
g
,
”
Act.
L
e
a
rn
.
Hig
h
.
Ed
u
c
.
,
v
o
l.
16
,
n
o
.
3
,
p
p
.
1
9
7
-
2
0
9
,
2
0
1
5
,
d
o
i:
1
0
.
1
1
7
7
/
1
4
6
9
7
8
7
4
1
5
5
8
9
5
3
2
.
[8
]
J.
R.
Ch
it
tu
m
,
“
Th
e
th
e
o
ry
-
to
-
p
ra
c
ti
c
e
e
P
o
rtfo
li
o
:
An
a
ss
ig
n
m
e
n
t
to
fa
c
il
it
a
te
m
o
ti
v
a
ti
o
n
a
n
d
h
i
g
h
e
r
o
r
d
e
r
th
in
k
in
g
,
”
I
n
t.
J
.
e
Po
rtf
o
li
o
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
2
7
-
4
2
,
2
0
1
8
.
[9
]
M
.
C.
S
a
h
i
n
,
“
I
n
stru
c
ti
o
n
a
l
d
e
sig
n
p
r
in
c
ip
les
fo
r
2
1
st
c
e
n
t
u
ry
lea
rn
in
g
sk
il
ls,”
Pr
o
c
e
d
ia
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l
.
1
,
p
p
.
1
4
6
4
-
1
4
6
8
,
2
0
0
9
,
d
o
i:
1
0
.
1
0
1
6
/j
.
sb
s
p
ro
.
2
0
0
9
.
0
1
.
2
5
8
.
[1
0
]
W.
Kic
k
e
n
,
S
.
Bra
n
d
-
G
ru
we
l,
J.
J.
G
.
v
a
n
M
e
rrie
n
b
o
e
r,
a
n
d
W
.
S
l
o
t,
“
T
h
e
e
ffe
c
ts
o
f
p
o
r
tfo
li
o
-
b
a
se
d
a
d
v
ice
o
n
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
se
lf
-
d
irec
ted
lea
rn
in
g
s
k
il
ls
in
se
c
o
n
d
a
ry
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
,
”
E
d
u
c
.
T
e
c
h
Res
.
De
v
.
,
v
o
l.
5
7
,
n
o
.
4
,
p
p
.
4
3
9
-
4
6
0
,
2
0
0
9
,
d
o
i:
1
0
.
1
0
0
7
/s1
1
4
2
3
-
0
0
9
-
9
1
1
1
-
3.
[1
1
]
E.
M
e
y
e
r,
P
.
C
.
Ab
ra
m
i,
C.
A.
Wad
e
,
O.
As
lan
,
a
n
d
L
.
De
a
u
l
t,
“
Im
p
ro
v
in
g
li
tera
c
y
a
n
d
m
e
tac
o
g
n
i
ti
o
n
wit
h
e
lec
tro
n
ic
p
o
rtf
o
li
o
s:
Tea
c
h
in
g
a
n
d
lea
rn
in
g
wit
h
e
P
EARL,
”
C
o
mp
u
t.
E
d
u
c
.
,
v
o
l.
5
5
,
n
o
.
1
,
p
p
.
8
4
-
9
1
,
2
0
1
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j.
c
o
m
p
e
d
u
.
2
0
0
9
.
1
2
.
0
0
5
.
[1
2
]
M
.
F
a
ra
h
ia
n
a
n
d
F
.
A
v
a
rz
a
m
a
n
i,
“
T
h
e
imp
a
c
t
o
f
p
o
r
tfo
li
o
o
n
EF
L
lea
rn
e
rs’
m
e
tac
o
g
n
i
ti
o
n
a
n
d
writ
in
g
p
e
rfo
rm
a
n
c
e
,
”
Co
g
e
n
t
E
d
u
c
.
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
-
2
1
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
8
0
/2
3
3
1
1
8
6
X.
2
0
1
8
.
1
4
5
0
9
1
8
.
[1
3
]
A.
K.
El
l
is,
D.
W.
De
n
t
o
n
,
a
n
d
J.
B.
Bo
n
d
,
“
An
a
n
a
ly
sis
o
f
re
se
a
rc
h
o
n
m
e
tac
o
g
n
it
iv
e
tea
c
h
in
g
stra
teg
ies
,
”
Pro
c
e
d
ia
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
1
6
,
n
o
.
2
0
1
4
,
p
p
.
4
0
1
5
-
4
0
2
4
,
2
0
1
4
,
d
o
i
:
1
0
.
1
0
1
6
/j
.
sb
sp
r
o
.
2
0
1
4
.
0
1
.
8
8
3
.
[1
4
]
T.
A.
Ka
rsli,
“
M
e
ta
-
c
o
g
n
it
i
o
n
a
n
d
l
o
c
u
s
o
f
c
o
n
tr
o
l
in
u
n
iv
e
rsit
y
st
u
d
e
n
ts
in
c
o
n
tex
t
o
f
v
iew
p
o
i
n
t
to
ra
p
e
,
”
Pro
c
e
d
i
a
S
o
c
.
Be
h
a
v
.
S
c
i.
,
v
o
l.
2
0
5
,
p
p
.
4
8
-
5
2
,
2
0
1
5
,
d
o
i:
1
0
.
1
0
1
6
/j
.
s
b
sp
ro
.
2
0
1
5
.
0
9
.
0
1
0
.
[1
5
]
F
.
M
u
sa
,
N.
M
u
fti
,
R.
A.
Latiff
,
a
n
d
M
.
M
.
Am
in
,
“
P
r
o
jec
t
-
b
a
se
d
lea
rn
in
g
(P
jBL
)
:
in
c
u
lca
ti
n
g
s
o
ft
sk
il
ls
i
n
2
1
c
e
n
tu
ry
w
o
rk
p
lac
e
,
”
Pro
c
e
d
ia
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
5
9
,
p
p
.
5
6
5
-
5
7
3
,
2
0
1
2
,
d
o
i:
1
0
.
1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
2
.
0
9
.
3
1
5
.
[1
6
]
F
.
M
u
sa
,
N.
M
u
f
ti
,
R
.
A.
Latif
f,
a
n
d
M
.
M
.
Am
in
,
“
P
ro
jec
t
-
b
a
se
d
Lea
rn
in
g
:
p
ro
m
o
t
in
g
m
e
a
n
i
n
g
f
u
l
la
n
g
u
a
g
e
lea
rn
in
g
fo
r
wo
rk
p
lac
e
sk
il
l
s,”
Pro
c
e
d
ia
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l
.
1
8
,
p
p
.
1
8
7
-
1
9
5
,
2
0
1
1
,
d
o
i:
1
0
.
1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
1
.
0
5
.
0
2
7
.
[1
7
]
M
.
P
a
v
k
o
v
-
Hrv
o
jev
ic,
D.
Ž
.
Ob
a
d
o
v
ic,
S
.
Cv
jetica
n
in
,
a
n
d
I.
Bo
g
d
a
n
o
v
ic,
“
F
o
ste
ri
n
g
p
ima
ry
sc
h
o
o
l
stu
d
e
n
ts
’
m
e
tac
o
g
n
it
io
n
u
sin
g
p
r
o
jec
t
-
b
a
se
d
lea
rn
i
n
g
,
”
E
u
ra
si
a
Pro
c
.
Ed
u
c
.
S
o
c
.
S
c
i.
,
v
o
l
.
4
,
p
p
.
1
2
3
-
1
2
6
,
2
0
1
6
.
[1
8
]
D.
Ru
m
a
h
latu
a
n
d
K.
S
a
n
g
u
r,
“
I
m
p
lem
e
n
tatio
n
o
f
p
ro
jec
t
-
b
a
se
d
lea
rn
in
g
stra
teg
ies
to
imp
r
o
v
e
m
e
t
a
c
o
g
n
it
i
v
e
sk
il
ls
a
n
d
u
n
d
e
rsta
n
d
i
n
g
o
f
b
io
d
iv
e
rsit
y
c
o
n
c
e
p
ts
in
sta
te
Hig
h
S
c
h
o
o
l
2
Ka
iratu
,
Wes
t
District
o
f
S
e
ra
m
,
”
in
Pro
c
e
e
d
i
n
g
T
h
e
2
n
d
In
ter
n
a
ti
o
n
a
l
S
e
mi
n
a
r
o
n
Ed
u
c
a
ti
o
n
,
2
0
1
7
,
p
p
.
4
3
–
4
8
.
[1
9
]
S
.
K.
W.
Ch
u
,
S
.
K.
Tse
,
a
n
d
K.
Ch
o
w,
“
Us
in
g
c
o
ll
a
b
o
ra
t
iv
e
tea
c
h
in
g
a
n
d
i
n
q
u
ir
y
p
ro
jec
t
-
b
a
se
d
l
e
a
rn
in
g
to
h
e
l
p
p
rima
ry
sc
h
o
o
l
stu
d
e
n
ts
d
e
v
e
lo
p
in
f
o
rm
a
ti
o
n
li
tera
c
y
a
n
d
in
f
o
rm
a
ti
o
n
sk
il
ls,”
L
ib
r.
I
n
f.
S
c
i.
Res
.
,
v
o
l
.
3
3
,
p
p
.
1
3
2
-
1
4
3
,
2
0
1
1
,
d
o
i:
1
0
.
1
0
1
6
/
j
.
li
sr.2
0
1
0
.
0
7
.
0
1
7
.
[2
0
]
J.
W.
T
h
o
m
a
s,
“
A Rev
iew
o
f
re
se
a
rc
h
o
n
p
ro
jec
t
-
b
a
se
d
lea
rn
in
g
,
”
Th
e
Au
t
o
d
e
sk
F
o
u
n
d
a
ti
o
n
,
p
p
.
1
-
4
8
,
2
0
0
0
.
[2
1
]
H.
He
o
,
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[2
2
]
M
.
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J.
Ha
n
d
h
ik
a
,
a
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d
W.
M
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rtafia
h
,
“
Hi
g
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o
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t
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se
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lea
rn
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g
,
”
J
.
Ph
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[2
3
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M
.
F
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Ib
ra
h
im
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e
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l.
,
“
S
tren
g
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g
b
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se
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ro
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o
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ics
p
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t,
”
In
t
.
J
.
Eva
l.
Res
.
E
d
u
c
.
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E)
,
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[2
4
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R.
P
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M
.
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n
e
r,
“
P
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5
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a
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[2
6
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N.
Bo
z
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rt,
“
An
e
x
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li
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.
[2
7
]
C.
M
a
g
n
o
,
“
Th
e
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le
o
f
m
e
tac
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g
n
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c
r
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[
28]
M
.
T.
Co
x
,
“
M
e
tac
o
g
n
it
i
o
n
in
c
o
m
p
u
tatio
n
:
a
se
lec
ted
re
se
a
rc
h
re
v
iew
,
”
Arti
f.
I
n
tele
g
e
n
c
e
,
v
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l
.
1
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p
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9
.
[2
9
]
J.
Bo
wm
a
n
,
B.
J.
Lo
we
,
K.
S
a
b
o
u
ri
n
,
C.
S
.
S
we
e
t,
S
.
Jo
h
n
,
a
n
d
F
.
Co
ll
e
g
e
,
“
Th
e
u
se
o
f
e
P
o
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to
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u
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o
r
t
m
e
tac
o
g
n
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iv
e
p
ra
c
ti
c
e
in
a
first
-
y
e
a
r
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n
g
p
ro
g
ra
m
,
”
In
t.
J
.
e
Po
r
tf
o
li
o
,
v
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l
.
6
,
n
o
.
1
,
p
p
.
1
-
2
2
,
2
0
1
6
.
[3
0
]
A.
Am
ru
ll
o
h
a
n
d
M
.
W
.
Ard
h
i
,
“
Id
e
n
ti
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(in
Ba
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),
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o
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3
.
[3
1
]
A.
D.
Co
re
b
ima
,
“
M
e
tac
o
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ti
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e
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il
l
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e
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e
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ra
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tes
t,
”
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a
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ted
a
t
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M
ED,
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S
CA
M
,
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n
g
,
M
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lay
sia
2
0
0
9
.
[3
2
]
M
.
L
u
k
it
a
sa
ri,
R
.
Ha
sa
n
,
a
n
d
A.
S
u
k
ri,
“
Th
e
e
ffe
c
t
o
f
e
-
p
o
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t
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li
o
o
n
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io
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ica
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e
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ts
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n
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a
n
d
re
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se
s
o
f
stu
d
e
n
ts
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d
iffere
n
t
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
lev
e
ls,”
In
t.
J
.
In
str.
,
v
o
l.
1
3
,
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o
.
1
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p
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.
[3
3
]
F
.
G
u
l
a
n
d
S
.
S
h
e
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z
a
d
,
“
Re
latio
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ic
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m
e
n
t,
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c
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o
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.
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v
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4
7
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.
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.
[3
4
]
M
.
He
rm
it
a
a
n
d
W.
P
.
Th
a
m
r
in
,
“
M
e
tac
o
g
n
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o
n
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o
wa
rd
a
c
a
d
e
m
ic
se
lf
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e
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c
y
a
m
o
n
g
In
d
o
n
e
sia
n
p
r
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a
te
u
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e
rsity
sc
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o
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ip
stu
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e
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t
s,”
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c
e
d
ia
S
o
c
.
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a
v
.
S
c
i.
,
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l.
1
7
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,
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p
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o
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/
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sb
sp
r
o
.
2
0
1
5
.
0
1
.
2
6
8
.
[3
5
]
N.
V.
Da
n
g
,
J.
C.
Ch
ian
g
,
H.
M
.
Bro
wn
,
a
n
d
K.
K.
M
c
Do
n
a
ld
,
“
Cu
rricu
lar
a
c
ti
v
it
ies
th
a
t
p
r
o
m
o
te
m
e
tac
o
g
n
it
iv
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sk
il
ls
im
p
a
c
t
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r
-
p
e
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rm
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tu
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ts
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n
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n
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tro
d
u
c
t
o
ry
Bi
o
lo
g
y
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o
u
rse
,
”
J
.
M
icr
o
b
i
o
l.
Bi
o
l.
Ed
u
c
.
,
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l.
1
9
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o
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e
.
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9
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1
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1
3
2
4
.
[3
6
]
E.
S
u
sa
n
ti
n
i
,
S
.
In
d
a
n
a
,
a
n
d
Is
n
a
wa
ti
,
“
Us
in
g
m
e
ta
c
o
g
n
it
i
v
e
st
ra
teg
y
to
tea
c
h
lea
rn
in
g
stra
teg
i
e
s:
A
stu
d
y
o
f
In
d
o
n
e
sia
n
p
re
-
se
rv
ice
b
i
o
l
o
g
y
tea
c
h
e
rs,”
Ne
w
Ed
u
c
.
Rev
.
,
v
o
l.
5
2
,
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o
.
2
,
p
p
.
2
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6
8
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0
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e
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0
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8
.
5
2
.
2
.
2
0
.
[3
7
]
K.
Am
ra
i,
S
.
E.
M
o
tl
a
g
h
,
H.
A
.
H.
Zala
n
i,
a
n
d
H.
P
a
r
h
o
n
,
“
Th
e
re
l
a
ti
o
n
sh
i
p
b
e
twe
e
n
a
c
a
d
e
m
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m
o
ti
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a
ti
o
n
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
stu
d
e
n
ts,”
Pro
c
e
d
ia
S
o
c
.
Be
h
a
v
.
S
c
i.
,
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o
l
.
1
5
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0
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o
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1
0
1
6
/
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sb
sp
r
o
.
2
0
1
1
.
0
3
.
1
1
1
.
[3
8
]
E.
J.
M
e
y
e
r,
P
.
C.
A
b
ra
m
i,
A.
Wad
e
,
a
n
d
R.
S
c
h
e
rz
e
r,
“
El
e
c
tro
n
ic
p
o
rtf
o
li
o
s
in
t
h
e
c
las
sro
o
m
:
fa
c
to
rs
imp
a
c
ti
n
g
tea
c
h
e
rs’
in
teg
ra
ti
o
n
o
f
n
e
w
tec
h
n
o
l
o
g
ies
a
n
d
n
e
w
p
e
d
a
g
o
g
ie
s,”
T
e
c
h
n
o
l.
Ped
a
g
o
g
.
Ed
u
c
.
,
v
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l.
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o
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2
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[3
9
]
C.
Dig
n
a
th
a
n
d
G
.
Bü
tt
n
e
r,
“
Co
m
p
o
n
e
n
ts
o
f
fo
ste
rin
g
se
lf
-
re
g
u
la
ted
l
e
a
rn
in
g
a
m
o
n
g
stu
d
e
n
ts.
A
m
e
ta
-
a
n
a
ly
sis
o
n
in
terv
e
n
t
io
n
st
u
d
ies
a
t
p
rima
ry
a
n
d
se
c
o
n
d
a
ry
sc
h
o
o
l
lev
e
l,
”
M
e
ta
c
o
g
n
it
io
n
L
e
a
rn
.
,
v
o
l.
3
,
n
o
.
3
,
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2
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x.
[4
0
]
C.
Dig
n
a
th
,
G
.
Bu
e
tt
n
e
r,
a
n
d
H.
P
.
Lan
g
fe
ld
t,
“
Ho
w
c
a
n
p
rim
a
ry
sc
h
o
o
l
st
u
d
e
n
ts
lea
rn
se
lf
-
re
g
u
late
d
lea
rn
in
g
stra
teg
ies
m
o
st
e
ffe
c
ti
v
e
ly
?
A
m
e
ta
-
a
n
a
ly
sis
o
n
se
lf
-
re
g
u
lati
o
n
trai
n
in
g
p
ro
g
ra
m
m
e
s,”
Ed
u
c
.
Res
.
Re
v
.
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
1
0
1
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1
2
9
,
2
0
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.
e
d
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re
v
.
2
0
0
8
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0
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0
3
.
[4
1
]
G
.
Al
-
Ba
d
d
a
re
e
n
,
S
.
G
h
a
it
h
,
a
n
d
M
.
Ak
o
u
r,
“
S
e
lf
-
e
ffica
c
y
,
a
c
h
iev
e
m
e
n
t
g
o
a
ls,
a
n
d
m
e
tac
o
g
n
it
i
o
n
a
s
p
re
d
ica
to
rs
o
f
a
c
a
d
e
m
ic
m
o
ti
v
a
ti
o
n
,
”
Pro
c
e
d
ia
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
9
1
,
p
p
.
2
0
6
8
-
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0
7
3
,
2
0
1
5
,
d
o
i:
1
0
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1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
5
.
0
4
.
3
4
5
.
[4
2
]
Z.
M
a
h
a
m
o
d
a
n
d
B.
S
o
m
a
s
u
n
d
ra
m
,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
c
o
o
p
e
ra
ti
v
e
lea
rn
in
g
o
n
th
e
a
c
h
iev
e
m
e
n
t
a
n
d
m
o
ti
v
a
ti
o
n
o
f
th
e
stu
d
e
n
t
i
n
lea
rn
i
n
g
M
a
lay
la
n
g
u
a
g
e
,
”
Cre
a
t
.
Ed
u
c
.
,
v
o
l.
8
,
p
p
.
2
4
3
8
-
2
4
5
4
,
2
0
1
7
,
d
o
i:
1
0
.
4
2
3
6
/ce
.
2
0
1
7
.
8
1
5
1
6
7
.
[4
3
]
R.
En
a
c
h
e
a
n
d
A.
Cr
isa
n
,
“
T
h
e
imp
a
c
t
o
f
a
c
o
ll
a
b
o
ra
ti
v
e
lea
r
n
in
g
u
sin
g
n
e
w
in
f
o
rm
a
ti
o
n
a
l
t
e
c
h
n
o
l
o
g
ies
o
n
p
e
rso
n
a
li
t
y
d
e
v
e
lo
p
m
e
n
t,
”
P
ro
c
e
d
ia
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
7
6
,
p
p
.
3
2
7
-
3
3
5
,
2
0
1
3
,
d
o
i:
1
0
.
1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
3
.
0
4
.
1
2
2
.
[4
4
]
H.
Hu
sa
m
a
h
a
n
d
Y.
P
a
n
ti
wa
ti
,
“
Co
o
p
e
ra
ti
v
e
lea
rn
i
n
g
S
TAD
-
P
JBL:
M
o
ti
v
a
ti
o
n
,
th
in
k
in
g
s
k
il
ls
,
a
n
d
lea
rn
in
g
o
u
tco
m
e
s o
f
b
i
o
lo
g
y
d
e
p
a
rtme
n
t
s
tu
d
e
n
ts,”
In
t.
J
.
E
d
u
c
.
L
e
a
rn
.
De
v
.
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
7
7
-
9
4
,
2
0
1
4
.
[4
5
]
A.
Ale
x
io
u
a
n
d
F
.
P
a
ra
sk
e
v
a
,
“
En
h
a
n
c
in
g
se
lf
-
re
g
u
late
d
lea
rn
i
n
g
sk
il
ls
th
ro
u
g
h
th
e
imp
lem
e
n
tatio
n
o
f
a
n
e
-
p
o
rtf
o
li
o
to
o
l,
”
Pr
o
c
e
d
i
a
S
o
c
.
Be
h
a
v
.
S
c
i.
,
v
o
l
.
2
,
p
p
.
3
0
4
8
–
3
0
5
4
,
2
0
1
0
,
d
o
i:
1
0
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1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
0
.
0
3
.
4
6
3
.
[4
6
]
K.
A.
P
a
rk
e
s,
K.
S
.
Dre
d
g
e
r,
a
n
d
D.
Hic
k
s,
“
E
-
P
o
rtf
o
li
o
a
s
a
m
e
a
su
re
o
f
re
flec
ti
v
e
p
ra
c
ti
c
e
,
”
In
t.
J
.
e
Po
rt
o
fl
i
o
,
v
o
l.
3
,
n
o
.
2
,
p
p
.
9
9
-
1
1
5
,
2
0
1
3
,
d
o
i:
1
0
.
1
1
7
7
/1
4
6
9
7
8
7
4
1
5
5
8
9
5
3
2
.
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