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The impa
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il
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is
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o
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m
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imp
a
c
t
o
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P
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se
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BL
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wit
h
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g
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e
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t
M
a
p
p
in
g
a
n
d
On
li
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e
La
b
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in
imp
ro
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i
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g
th
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ien
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e
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tatio
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s
k
il
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d
e
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rib
e
s
th
e
sig
n
ifi
c
a
n
c
e
o
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t
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d
iffere
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e
s
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e
twe
e
n
p
a
rti
c
i
p
a
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ts
wh
o
lea
rn
t
h
ro
u
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h
P
B
L,
P
BL
with
On
l
in
e
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o
ra
to
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BL
-
OL)
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o
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lem
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a
se
d
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m
o
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l
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e
p
o
p
u
latio
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o
f
th
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d
y
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e
stu
d
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ts
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m
M
a
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h
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a
h
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g
e
ri
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AN
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d
o
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h
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ra
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o
m
sa
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tec
h
n
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In
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9
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stu
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a
t
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AN
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o
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ro
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s
o
f
c
re
a
ti
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in
k
in
g
s
k
il
l.
K
ey
w
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d
s
:
Ar
g
u
m
en
t m
a
p
p
in
g
On
lin
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lab
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r
ato
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y
Pro
b
lem
-
b
ased
l
ea
r
n
in
g
Scien
tific
ar
g
u
m
en
tatio
n
T
h
is i
s
a
n
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p
e
n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
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-
SA
li
c
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se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
R
ik
i
Per
d
an
a
Facu
lty
o
f
T
ea
ch
i
n
g
T
r
ai
n
in
g
an
d
E
d
u
ca
tio
n
Un
iv
er
s
itas
Alm
a
Ata
J
l.
B
r
awijay
a
No
.
9
9
,
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia
E
m
ail:
r
ik
ip
er
d
a
n
a@
alm
aa
ta.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
I
n
d
o
n
esian
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
ar
e
s
till
lo
w.
Th
e
ab
ilit
y
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
was
o
n
ly
at
le
v
el
1
,
o
n
l
y
ab
le
to
m
ak
e
claim
s
[
1
]
.
I
n
ad
d
itio
n
,
t
h
ey
also
ca
n
n
o
t
p
r
o
v
id
e
th
e
co
r
r
ec
t
co
n
ce
p
t
to
s
u
p
p
o
r
t
clai
m
s
[
2
]
.
T
h
er
ef
o
r
e,
I
n
d
o
n
e
s
ia
n
ee
d
s
lear
n
in
g
m
o
d
el
to
im
p
r
o
v
e
th
ese
s
k
ills
.
On
e
lear
n
in
g
m
o
d
el
th
at
s
u
p
p
o
r
ts
s
tu
d
en
t
ac
tiv
ity
is
P
r
o
b
lem
-
b
a
s
ed
L
ea
r
n
in
g
(
PB
L
)
m
o
d
el.
Acc
o
r
d
in
g
to
Sm
ith
an
d
Hu
n
g
[
3
]
,
i
n
PB
L
s
tu
d
en
ts
s
tu
d
y
th
e
s
u
b
ject
th
r
o
u
g
h
p
e
d
ag
o
g
ical
p
r
o
ce
s
s
es
ac
tiv
ely
.
Stu
d
en
ts
also
lear
n
to
b
e
p
ar
t
n
er
s
,
ar
e
r
esp
o
n
s
ib
l
e
f
o
r
lear
n
in
g
,
wo
r
k
as
a
tea
m
,
o
v
er
co
m
e
n
ew
s
itu
atio
n
s
,
an
d
g
ain
life
lo
n
g
lear
n
in
g
s
k
ills
[
4
]
.
PB
L
is
ef
f
e
ctiv
e
in
im
p
r
o
v
in
g
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es,
r
ed
u
ci
n
g
c
o
n
ce
p
tu
al
d
if
f
ic
u
lties
,
an
d
p
r
e
v
en
tin
g
th
e
f
o
r
m
atio
n
o
f
alter
n
ativ
e
c
o
n
ce
p
tio
n
s
[
5
]
.
An
o
th
er
ad
v
an
tag
e
o
f
th
e
PB
L
m
o
d
el
is
g
en
er
atin
g
id
ea
s
a
n
d
en
co
u
r
ag
i
n
g
s
tu
d
en
ts
to
a
r
g
u
e
ab
o
u
t
ce
r
tain
p
r
o
b
lem
s
b
ein
g
d
is
cu
s
s
ed
[
6
]
.
T
h
e
s
k
ills
o
f
s
tu
d
en
ts
ar
g
u
e
th
at
ac
c
o
m
p
a
n
ied
b
y
ev
id
en
ce
is
th
e
ce
n
te
r
o
f
s
cien
tific
th
o
u
g
h
t
th
at
h
elp
s
in
s
o
lv
in
g
p
r
o
b
lem
s
[
7
]
.
Scien
tific
ar
g
u
m
en
ta
tio
n
s
k
ill
s
ca
n
h
elp
s
tu
d
en
ts
en
g
ag
e
in
v
ar
io
u
s
s
cien
tific
p
r
ac
tices th
er
eb
y
in
cr
ea
s
in
g
t
h
eir
k
n
o
wled
g
e
o
f
s
cien
ce
co
n
ten
t
[
8
]
.
E
f
f
o
r
ts
to
im
p
r
o
v
e
s
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
h
av
e
b
ee
n
wid
el
y
ca
r
r
ied
o
u
t
by
p
o
licy
m
ak
er
s
o
r
s
ch
o
o
l
[
9
]
.
T
h
ese
e
f
f
o
r
ts
in
clu
d
e:
o
r
ien
tin
g
s
tu
d
en
ts
to
p
r
o
b
lem
s
a
n
d
e
n
co
u
r
ag
in
g
s
tu
d
en
ts
t
o
s
o
lv
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
Th
e
imp
a
ct
o
f p
r
o
b
lem
-
b
a
s
ed
l
ea
r
n
in
g
w
ith
a
r
g
u
men
t
ma
p
p
i
n
g
a
n
d
o
n
lin
e
la
b
o
r
a
to
r
y
...
(
J
u
ma
d
i J
u
ma
d
i
)
17
p
r
o
b
lem
s
.
T
h
is
is
in
ac
co
r
d
an
ce
with
th
e
PB
L
m
o
d
el
b
ec
a
u
s
e
s
tu
d
en
ts
w
ill
s
o
lv
e
s
tr
u
ctu
r
e
d
p
r
o
b
lem
s
in
s
m
all
g
r
o
u
p
s
,
an
d
th
en
p
r
esen
t
ar
g
u
m
en
ts
to
s
u
p
p
o
r
t
th
eir
s
o
lu
tio
n
s
[
7
]
.
I
n
p
r
esen
tin
g
ar
g
u
m
en
ts
,
s
tu
d
en
ts
m
u
s
t
b
e
ab
le
to
s
tate
b
ased
o
n
th
e
cr
iter
ia
an
d
asp
ec
t
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
A
co
m
p
lete
ar
g
u
m
en
t
c
o
n
s
is
ts
o
f
claim
s
,
d
ata,
war
r
an
t
a
n
d
r
e
b
u
ttal
[
1
0
]
.
T
o
ac
h
iev
e
th
is
as
p
ec
t,
s
tu
d
en
ts
ca
n
b
e
g
u
id
ed
u
s
in
g
th
e
c
o
n
ce
p
t
o
f
m
ap
p
in
g
o
r
ar
g
u
m
en
t
m
ap
p
in
g
[
1
1
]
.
Ar
g
u
m
e
n
t
m
ap
p
in
g
h
e
lp
s
s
tu
d
en
ts
to
h
av
e
a
clea
r
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ic
o
r
p
r
o
b
lem
an
d
th
e
r
ig
h
t
attitu
d
e
to
s
o
lv
e
th
e
p
r
o
b
lem
[
1
2
]
.
Stu
d
en
ts
'
ar
g
u
m
en
tatio
n
s
k
ills
ca
n
also
b
e
d
ev
elo
p
e
d
u
s
in
g
o
n
lin
e/in
ter
n
et
b
ased
s
cien
tific
ar
g
u
m
en
tatio
n
lear
n
i
n
g
[
1
3
]
.
On
lin
e
lear
n
in
g
ca
n
also
s
tr
en
g
th
en
s
tu
d
en
t
ass
ess
m
en
t
an
d
d
ec
is
io
n
m
a
k
in
g
b
ec
au
s
e
it
en
h
an
ce
s
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
o
cial
n
atu
r
e
o
f
th
e
ar
g
u
m
e
n
t,
cr
itical
th
in
k
in
g
s
k
ill
s
,
an
d
ev
i
d
en
ce
-
b
ased
r
ea
s
o
n
in
g
[
1
4
]
.
T
h
e
d
ev
elo
p
m
en
t
o
f
s
cien
ti
f
ic
ar
g
u
m
en
tatio
n
s
k
ills
u
s
in
g
im
p
r
o
v
ed
lear
n
in
g
en
v
ir
o
n
m
en
t
tech
n
o
lo
g
y
ca
n
r
ea
lly
h
elp
s
tu
d
e
n
ts
d
ev
elo
p
th
is
2
1
s
t
ce
n
tu
r
y
s
k
ill
s
[
1
5
]
.
On
lin
e
lear
n
in
g
s
im
u
latio
n
(
OL
S)
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
ab
o
u
t
k
n
o
wled
g
e
co
n
ten
t
r
elate
d
to
s
cien
ce
to
p
ics
[
1
6
]
.
I
t
also
allo
ws
s
tu
d
en
ts
to
f
ee
l
th
e
s
cien
tific
r
ea
lity
th
at
is
im
p
o
s
s
ib
le
to
d
o
d
ir
ec
tly
[
1
7
]
.
On
lin
e
lear
n
in
g
also
ca
n
en
h
an
ce
lear
n
in
g
m
o
tiv
atio
n
[
1
8
]
.
T
h
e
s
im
u
latio
n
g
iv
es
s
tu
d
en
ts
th
e
o
p
p
o
r
tu
n
ity
to
in
ter
ac
t
m
o
r
e
with
lear
n
in
g
to
p
ics b
ec
au
s
e
th
ey
ca
n
v
is
u
alize
co
m
p
lex
an
d
ab
s
tr
ac
t scien
tific
p
h
en
o
m
e
n
a
[
1
9
]
.
T
h
e
aim
o
f
t
h
is
s
tu
d
y
is
t
o
d
escr
ib
e
th
e
s
ig
n
if
ica
n
ce
o
f
th
e
d
if
f
er
e
n
ce
s
b
etwe
en
p
ar
tici
p
an
ts
wh
o
lear
n
th
r
o
u
g
h
PB
L
-
AM
OL
,
OL
S
-
PB
L
,
P
B
L
m
o
d
el
an
d
th
e
ef
f
ec
tiv
en
ess
o
f
th
ese
lear
n
in
g
m
o
d
el
in
im
p
r
o
v
in
g
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill.
Ho
wev
er
,
th
e
PB
L
-
AM
OL
m
o
d
el
h
as n
ev
er
b
ee
n
a
p
lied
o
r
p
r
ev
io
u
s
ly
a
p
p
lied
to
th
e
teac
h
in
g
ar
g
u
m
en
tatio
n
t
o
p
ic
in
cla
s
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
M
o
del o
f
re
s
ea
rc
h
T
h
is
s
tu
d
y
was
q
u
asi
-
ex
p
er
im
en
tal
wh
ich
is
th
e
o
b
jectiv
e
w
as
o
b
s
er
v
in
g
th
e
s
cien
tific
a
r
g
u
m
en
tatio
n
s
k
ill
o
f
s
tu
d
en
ts
u
s
in
g
PB
L
,
PB
L
-
OL
,
an
d
PB
L
-
AM
OL
.
T
h
is
PB
L
-
AM
OL
m
o
d
el,
h
o
wev
er
is
th
e
n
ew
lear
n
in
g
a
n
d
h
as
n
o
t
b
ee
n
ap
ll
ied
in
im
r
p
v
in
g
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill.
T
h
e
r
esear
ch
d
esig
n
was
p
r
e
-
test
a
n
d
p
o
s
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
.
T
h
e
aim
o
f
th
e
s
tu
d
y
was
t
o
k
n
o
w
t
h
e
s
tu
d
e
n
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill
b
etwe
en
th
e
PB
L
-
AM
OL
an
d
PB
L
-
OL
as
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
s
an
d
PB
L
m
o
d
el
as
th
e
co
n
tr
o
l
g
r
o
u
p
.
T
h
e
f
ir
s
t
co
m
p
eten
cy
o
f
all
g
r
o
u
p
s
wo
u
ld
b
e
th
e
s
am
e
with
th
e
h
o
m
o
g
en
ity
test
o
f
th
e
v
ar
ian
ce
f
r
o
m
th
e
p
r
e
-
test
d
ata
o
f
ea
ch
g
r
o
u
p
.
Acc
o
r
d
in
g
t
o
J
ag
er
,
et
a
l.
[
2
0
]
co
n
f
o
u
n
d
in
g
ca
n
b
e
p
r
e
v
en
ted
b
y
th
e
u
s
e
o
f
r
an
d
o
m
izatio
n
,
r
estrictio
n
,
o
r
m
atch
i
n
g
an
d
b
e
co
n
tr
o
lled
b
y
u
s
in
g
s
tr
atif
ica
tio
n
af
ter
co
m
p
letio
n
o
f
a
s
tu
d
y
.
I
n
th
is
s
tu
d
y
,
t
h
e
r
an
d
o
m
izatio
n
an
d
s
tr
atif
icatio
n
was
u
s
ed
to
co
n
tr
o
l
co
n
f
o
u
n
d
in
g
v
ar
iab
le.
T
h
e
s
tr
atif
icatio
n
s
tar
ted
f
r
o
m
Ma
d
r
asah
Aliy
ah
Neg
er
i
(
M
AN)
Yo
g
y
ak
ar
ta
C
ity
.
T
h
er
e
wer
e
th
r
e
e
s
ch
o
o
ls
MA
N
1
,
MA
N
2
an
d
MA
N
3
.
B
ased
o
n
th
e
t
h
e
lev
el
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
o
r
2
1
s
t
ce
n
tu
r
y
s
k
ill,
th
e
s
am
p
le
ch
o
o
s
ed
was
MA
N
1
b
ec
au
s
e
f
r
o
m
p
er
e
v
io
u
s
s
tu
d
y
[
2
1
]
,
th
ey
h
ad
lo
w
lev
e
l
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill.
I
n
MA
N
1
Yo
g
y
ak
ar
ta,
t
h
e
class
was
ch
o
s
ed
b
ased
o
n
th
e
m
ate
r
ial
in
th
e
I
n
d
o
n
esia
C
u
r
r
icu
lu
m
(
K1
3
)
.
T
h
e
m
ate
r
ial
o
n
th
is
s
tu
d
y
was
r
elev
an
with
G
r
ad
e
XI
s
cien
ce
.
T
h
er
e
wer
e
f
o
u
r
clas
s
ess
in
XI
Scien
ce
M
AN
1
Yo
g
y
ak
ar
ta,
b
u
t
in
th
is
s
tu
d
y
o
n
l
y
th
r
ee
c
lass
(
9
7
s
tu
d
en
ts
)
as
p
ar
ticip
a
n
t.
T
h
e
f
o
u
r
th
class
o
n
ly
c
o
n
s
is
ted
less
th
an
2
0
s
tu
d
en
ts
(
s
p
ec
ial
class
)
.
So
,
th
e
to
tal
r
esp
o
n
d
e
n
t
o
n
l
y
th
r
ee
s
cien
ce
class
f
r
o
m
MA
N
1
Yo
g
y
ak
ar
ta
Gr
ad
e
XI
.
2
.
2
.
I
m
plem
ent
a
t
io
n
T
h
er
e
wer
e
9
7
s
tu
d
e
n
ts
f
r
o
m
Ma
d
r
asah
Aliy
ah
Neg
e
r
i
1
Yo
g
y
ak
ar
ta
as
th
e
r
esp
o
n
d
en
t
.
R
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e
was
u
s
ed
f
r
o
m
th
e
I
s
lam
ic
State
Sch
o
o
l
in
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia.
T
h
er
e
ar
e
two
class
es
f
o
r
th
e
o
n
lin
e
la
b
o
r
ato
r
y
(
OL
)
g
r
o
u
p
.
T
h
e
f
i
r
s
t
class
was
o
n
ly
tau
g
h
t
with
PB
L
-
OL
wh
ich
co
n
s
is
ted
o
f
3
0
s
tu
d
en
ts
.
T
h
e
s
ec
o
n
d
class
was
b
ased
o
n
th
e
PB
L
-
AM
OL
le
ar
n
in
g
m
o
d
el
co
n
s
is
tin
g
o
f
3
0
s
tu
d
en
ts
.
T
h
e
th
ir
d
class
was
o
n
ly
tau
g
h
t
with
t
h
e
PB
L
m
o
d
el
c
o
n
s
is
tin
g
o
f
3
0
s
tu
d
en
ts
.
All
g
r
o
u
p
wer
e
g
iv
en
s
i
x
s
ess
io
n
s
,
an
d
ea
ch
s
ess
io
n
co
n
s
is
ts
o
f
6
0
-
9
0
m
in
u
tes.
T
h
e
r
esear
ch
to
o
ls
u
s
ed
ar
e
:
1
)
PB
L
-
AM
OL
,
PB
L
-
OL
,
an
d
PB
L
m
atr
ices
th
at
co
n
tai
n
lear
n
in
g
co
m
p
eten
cies
b
ased
o
n
to
p
ics
,
ac
tiv
ities
an
d
ass
ess
m
en
ts
g
iv
en
to
s
tu
d
en
ts
d
u
r
in
g
th
e
le
ar
n
in
g
p
r
o
ce
s
s
.
All
ma
tr
ices
h
av
e
b
ee
n
v
alid
ated
b
y
ex
p
er
ts
;
2
)
Gu
id
elin
es
f
o
r
t
ea
ch
er
s
wh
ich
c
o
n
s
is
t
o
f
less
o
n
p
lan
s
.
T
h
is
s
er
v
es
as
a
g
u
id
e
f
o
r
teac
h
er
s
to
c
o
n
v
ey
th
e
s
tu
d
e
n
ts
with
d
if
f
er
en
t
ap
p
r
o
ac
h
es
to
ea
ch
class
;
3
)
L
ea
r
n
in
g
Ma
ter
ials
wh
ich
ar
e
m
o
d
u
les
d
ev
el
o
p
e
d
b
y
r
esear
ch
er
s
;
4
)
I
n
s
tr
u
m
e
n
ts
to
test
th
e
ab
ilit
y
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
in
clu
d
e
o
p
en
test
s
[
2
1
]
.
Ass
ess
m
en
t
o
f
s
tu
d
e
n
t
s
k
ills
b
as
ed
o
n
th
e
r
u
b
r
ic
0
-
5
.
T
a
b
le
1
s
h
o
ws
a
d
escr
ip
tio
n
o
f
each
lev
el
.
Stu
d
e
n
ts
ar
e
ask
e
d
to
co
m
p
lete
f
iv
e
q
u
esti
o
n
s
,
with
ea
ch
q
u
esti
o
n
co
n
tain
i
n
g
asp
ec
ts
o
f
t
h
e
s
cien
tific
ar
g
u
m
en
ts
’
s
k
ill.
I
n
th
is
s
tu
d
y
,
th
e
asp
ec
t
o
f
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ill
ac
c
o
r
d
in
g
to
R
iway
an
i
[
2
2
]
as
s
h
o
wn
in
T
ab
le
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
1
6
-
23
18
T
ab
le
1
.
L
e
v
el
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill
Le
v
e
l
R
a
n
g
e
V
e
r
y
l
o
w
0
–
1
.
4
9
Lo
w
1
.
5
0
–
2
.
4
9
A
v
e
r
a
g
e
2
.
5
0
–
3
.
4
9
H
i
g
h
3
.
5
0
–
4
.
4
9
V
e
r
y
h
i
g
h
4
.
5
0
–
5
.
0
0
T
ab
le
2
.
Scien
tific
ar
g
u
m
en
tat
io
n
s
k
ill
A
sp
e
c
t
D
e
scri
p
t
i
o
n
C
l
a
i
m
Ex
p
r
e
ss
a
s
t
a
t
e
me
n
t
o
r
o
p
i
n
i
o
n
f
o
r
s
o
l
v
i
n
g
t
h
e
p
r
o
b
l
e
m
.
D
a
t
a
/
E
v
i
d
e
n
c
e
Ex
p
l
a
i
n
d
a
t
a
,
e
v
i
d
e
n
c
e
o
r
f
a
c
t
s
t
h
a
t
su
p
p
o
r
t
t
h
e
c
l
a
i
m
W
a
r
r
a
n
t
A
n
a
l
y
z
i
n
g
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
d
a
t
a
a
n
d
c
l
a
i
ms
B
a
c
k
i
n
g
Ex
p
l
a
i
n
t
h
e
b
a
si
s
o
f
t
r
u
t
h
t
o
su
p
p
o
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t
t
h
e
c
l
a
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R
e
b
u
t
t
a
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M
a
k
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e
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t
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e
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o
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ms
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d
a
t
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,
w
a
r
r
a
n
t
,
o
r
b
a
c
k
i
n
g
2
.
3
.
Da
t
a
co
llect
io
n
a
nd
a
s
s
ess
m
e
nt
Data
wer
e
an
aly
ze
d
u
s
in
g
SP
SS
1
6
So
f
twar
e.
T
h
e
p
r
o
f
iles
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
wer
e
an
aly
ze
d
by
d
escr
ip
tiv
e
s
tatis
tics
.
I
n
d
ep
e
n
d
en
t
s
am
p
le
t
test
was
u
s
ed
to
d
eter
m
i
n
e
d
if
f
er
en
ce
s
o
f
t
h
e
r
esu
lts
o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
.
I
n
ad
d
itio
n
,
th
e
lev
el
o
f
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ills
o
f
s
tu
d
en
ts
will
b
e
an
aly
ze
d
b
ased
o
n
th
e
lev
el
c
laim
,
d
ata,
war
r
an
t,
b
ac
k
in
g
,
an
d
r
e
b
u
ttal.
T
o
f
i
n
d
o
u
t
t
h
e
d
if
f
er
en
ce
s
i
n
ea
ch
g
r
o
u
p
b
ased
o
n
th
e
m
o
d
el
tau
g
h
t,
we
u
s
e
ANOVA
m
ix
ed
d
esig
n
an
aly
s
is
.
T
h
e
le
v
el
o
f
le
ar
n
in
g
e
f
f
ec
tiv
en
ess
in
PB
L
-
AM
OL
,
P
B
L
-
OL
,
PB
L
o
n
ly
is
ca
lcu
lated
b
ased
o
n
th
e
v
alu
e
o
f
th
e
g
ain
s
co
r
e
with
th
e
Hak
e’
s
f
o
r
m
u
la
[
2
3
]
:
(
)
=
̅
−
̅
−
̅
(
1
)
W
h
er
e
,
X
p
o
s
t
-
test
i
s
th
e
av
er
ag
e
s
co
r
e
of
p
o
s
t
-
test
an
d
X
p
r
e
-
test
is
th
e
av
er
ag
e
s
co
r
e
of
p
r
e
-
test
.
T
h
e
lev
el
o
f
ef
f
ec
tiv
e
n
ess
is
b
ased
o
n
th
e
ab
o
v
e
e
q
u
atio
n
as g
≥
0
.
7
h
ig
h
; 0
.
7
>g
≥
0
.
3
m
ed
iu
m
; a
n
d
g
<
0
.
3
L
o
w.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
Acc
o
r
d
in
g
t
o
J
o
n
es
an
d
Haf
n
e
r
[
2
4
]
as
o
n
e
o
f
th
e
co
m
p
eten
cies
in
p
h
y
s
ics,
s
tu
d
en
ts
m
u
s
t
b
e
ab
le
to
co
m
m
u
n
icate
b
ased
o
n
wr
itte
n
r
ep
o
r
ts
,
p
r
esen
tatio
n
s
,
an
d
ex
p
lan
atio
n
s
d
ir
ec
tly
.
T
h
is
s
k
ill
is
r
elate
d
to
th
e
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ill
s
s
u
ch
as
m
a
k
in
g
claim
,
d
ata
,
b
ac
k
i
n
g
,
war
r
an
t,
an
d
r
e
b
u
t
tal.
Ar
g
u
m
e
n
tatio
n
s
k
ills
allo
w
s
tu
d
en
ts
to
ex
p
lo
r
e,
cr
itics
an
d
w
o
n
d
er
ab
o
u
t
s
cien
tific
r
ea
lity
[
2
5
]
.
T
h
is
ac
tiv
i
ty
is
in
ac
co
r
d
an
c
e
with
p
h
y
s
ics,
wh
er
e
s
tu
d
en
ts
m
u
s
t
b
e
m
o
r
e
cr
itics
[
2
6
]
.
T
h
er
ef
o
r
e,
s
tu
d
e
n
ts
'
s
c
ien
tific
ar
g
u
m
en
tatio
n
s
k
ills
n
ee
d
to
b
e
im
p
r
o
v
ed
d
u
r
in
g
th
e
teac
h
in
g
o
f
p
h
y
s
ics
[
2
7
]
.
I
n
th
is
s
tu
d
y
,
Pair
ed
s
am
p
le
t
-
test
,
in
d
ep
en
d
e
n
t
s
am
p
le
t
-
test
an
d
ANOV
A
m
i
x
ed
d
esig
n
,
a
n
d
Ho
m
o
g
e
n
ity
test
wer
e
u
s
ed
to
an
aly
s
is
d
ata
.
T
ab
le
3
s
h
o
ws
th
e
r
esu
lt o
f
Ho
m
o
g
en
ity
test
an
d
f
o
r
th
e
o
th
er
test
will b
e
d
escr
i
b
ed
o
n
t e
ac
h
g
r
o
u
p
.
T
ab
le
3
s
h
o
ws th
at
s
ig
v
alu
e
is
0
.
1
3
4
>
0
.
0
5
.
I
t
ca
n
b
e
co
n
cl
u
d
ed
th
at
th
e
in
itial
s
k
ill
or
v
a
r
ian
ce
o
f
s
tu
d
e
n
ts
in
t
h
e
P
B
L
,
PB
L
-
OL
an
d
PB
L
-
AM
OL
g
r
o
u
p
s
ar
e
th
e
s
am
e
o
r
h
o
m
o
g
en
.
T
ab
le
3
.
T
est o
f
h
o
m
o
g
en
eity
o
f
v
ar
ia
n
ce
s
Le
v
e
n
e
s
t
a
t
i
s
t
i
c
d
f
1
d
f
2
S
i
g
.
2
.
0
5
7
2
1
9
4
.
1
3
4
3
.
1
.
P
B
L
g
ro
up
Stu
d
en
ts
we
r
e
g
iv
en
q
u
esti
o
n
s
b
ased
o
n
f
iv
e
asp
ec
ts
o
f
s
ci
en
tific
ar
g
u
m
en
tatio
n
.
T
a
b
le
4
s
h
o
ws
th
e
r
esu
lt
o
f
th
eir
s
k
ill
in
s
cien
tifi
c
ar
g
u
m
en
tatio
n
.
I
t
s
h
o
ws
th
at
s
tu
d
en
ts
’
lev
el
in
PB
L
Gr
o
u
p
ar
e
v
er
y
lo
w.
T
h
e
lev
el
o
f
s
tu
d
en
ts
in
th
is
g
r
o
u
p
b
ef
o
r
e
a
n
d
af
ter
lear
n
in
g
is
s
h
o
wn
in
T
ab
le
5
.
Pair
ed
s
am
p
le
t te
s
t is u
s
ed
to
s
e
e
wh
eth
er
th
e
r
e
a
r
e
s
ig
n
if
ican
t d
if
f
er
en
ce
s
in
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ill as sh
o
wn
in
T
ab
le
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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&
R
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d
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c
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
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o
f p
r
o
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a
s
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l
ea
r
n
in
g
w
ith
a
r
g
u
men
t
ma
p
p
i
n
g
a
n
d
o
n
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la
b
o
r
a
to
r
y
...
(
J
u
ma
d
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u
ma
d
i
)
19
T
ab
le
4
.
L
e
v
el
o
f
s
cien
tific
ar
g
u
m
en
tati
on
s
k
ill o
f
PB
L
-
o
n
ly
g
r
o
u
p
A
sp
e
c
t
o
f
sc
i
e
n
t
i
f
i
c
a
r
g
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me
n
t
a
t
i
o
n
s
k
i
l
l
Pre
-
t
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D
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scri
p
t
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P
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t
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p
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n
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n
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e
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n
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l
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m
0
.
3
8
1
.
3
4
V
e
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y
l
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w
2
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0
3
2
.
1
5
Lo
w
D
a
t
a
0
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1
9
0
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6
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1
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7
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0
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1
4
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1
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1
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5
1
0
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3
3
Lo
w
N
o
t
e
:
4
.
5
0
-
5
.
0
0
=
v
e
r
y
h
i
g
h
;
3
.
5
0
-
4
.
4
9
=
h
i
g
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;
2
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5
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9
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a
v
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;
1
.
5
0
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2
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4
9
=
l
o
w
;
0
-
1
.
4
9
=
v
e
r
y
l
o
w
T
ab
le
5
.
L
e
v
el
o
f
s
tu
d
e
n
ts
’
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ills
o
f
PB
L
o
n
ly
g
r
o
u
p
b
e
f
o
r
e
a
n
d
af
t
er
lear
n
in
g
p
r
o
ce
s
s
Le
v
e
l
B
e
f
o
r
e
A
f
t
e
r
f
%
f
%
V
e
r
y
h
i
g
h
0
0
0
0
H
i
g
h
0
0
0
0
A
v
e
r
a
g
e
0
0
0
0
Lo
w
0
0
17
5
3
.
1
3
V
e
r
y
l
o
w
32
1
0
0
15
4
6
.
8
7
O
v
e
r
a
l
l
M
e
a
n
=
0
.
1
5
(
V
e
r
y
l
o
w
)
,
S
D
=
0
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2
5
M
e
a
n
=
1
.
2
8
(
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o
w
)
,
S
D
=
0
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6
3
N
o
t
e
:
4
.
5
0
-
5
.
0
0
=
v
e
r
y
h
i
g
h
;
3
.
5
0
-
4
.
4
9
=
h
i
g
h
;
2
.
5
0
-
3
.
4
9
=
a
v
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r
a
g
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;
1
.
5
0
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2
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4
9
=
l
o
w
;
0
-
1
.
4
9
=
v
e
r
y
l
o
w
T
ab
le
6
.
Pair
ed
s
am
p
le
t
-
test
o
f
th
e
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill o
f
PB
L
o
n
ly
g
r
o
u
p
M
e
a
n
SD
t
-
v
a
l
u
e
df
S
i
g
Pre
-
t
e
st
0
.
1
5
0
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2
5
-
1
1
.
0
4
8
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0
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0
0
0
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o
st
-
t
e
st
1
.
2
8
0
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6
3
*
si
g
n
i
f
i
c
a
n
t
a
t
0
.
0
5
3
.
2
.
P
B
L
-
O
L
g
ro
up
Stu
d
en
ts
wer
e
g
iv
en
q
u
esti
o
n
s
b
ased
o
n
f
i
v
e
asp
ec
ts
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill
s
.
Stu
d
en
t
an
s
wer
s
ar
e
an
aly
ze
d
a
n
d
th
e
r
esu
lts
ar
e
s
h
o
wn
in
T
a
b
le
7
.
It
s
h
o
ws
th
at
s
tu
d
en
ts
in
th
e
P
B
L
-
OL
g
r
o
u
p
h
av
e
v
er
y
lo
w
lev
el
.
T
h
e
lev
el
o
f
s
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
tai
o
n
s
k
ills
in
P
B
L
-
OL
Gr
o
u
p
b
ef
o
r
e
an
d
af
te
r
th
ey
wer
e
tau
g
h
t
with
t
h
is
m
o
d
el
i
s
s
h
o
wn
in
T
ab
le
8
.
Pair
ed
s
a
m
p
le
t
-
test
was
u
s
ed
to
d
eter
m
in
e
d
if
f
er
en
ce
s
i
n
th
e
r
esu
lts
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
th
is
g
r
o
u
p
as
s
h
o
wn
in
T
ab
le
9
.
T
ab
le
7
.
L
e
v
el
o
f
s
cien
tific
ar
g
u
m
en
tati
o
n
s
k
ill o
f
PB
L
-
OL
g
r
o
u
p
A
sp
e
c
t
o
f
sc
i
e
n
t
i
f
i
c
a
r
g
u
me
n
t
a
t
i
o
n
s
k
i
l
l
Pre
-
t
e
st
D
e
scri
p
t
i
o
n
P
o
st
-
t
e
st
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p
t
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o
n
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e
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n
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e
a
n
SD
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l
a
i
m
0
.
8
0
1
.
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8
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e
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l
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2
.
9
5
1
.
4
9
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v
e
r
a
g
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a
t
a
0
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5
9
1
.
0
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e
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2
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e
b
u
t
t
a
l
0
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4
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e
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l
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w
1
.
8
8
1
.
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4
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w
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v
e
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l
l
0
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4
4
0
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4
2
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e
r
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l
o
w
2
.
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0
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2
8
A
v
e
r
a
g
e
N
o
t
e
:
4
.
5
0
-
5
.
0
0
=
v
e
r
y
h
i
g
h
;
3
.
5
0
-
4
.
4
9
=
h
i
g
h
;
2
.
5
0
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3
.
4
9
=
a
v
e
r
a
g
e
;
1
.
5
0
-
2
.
4
9
=
l
o
w
;
0
-
1
.
4
9
=
v
e
r
y
l
o
w
T
ab
le
8
.
L
e
v
el
o
f
s
tu
d
e
n
ts
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I
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2252
-
8
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2
2
Th
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(
J
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21
3
.
5
.
DIS
CU
SS
I
O
N
T
h
e
m
ea
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ased
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ig
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ttal
s
h
o
ws
th
e
lo
west
(
0
.
6
9
)
.
T
h
e
s
tu
d
e
n
t
s
f
r
o
m
th
e
PB
L
g
r
o
u
p
h
a
d
v
er
y
lo
w
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ills
(
m
ea
n
=0
.
1
5
,
SD=
0
.
2
5
)
b
ased
o
n
p
r
e
-
test
a
n
d
all
s
tu
d
en
ts
(
N
=
3
2
)
h
ad
a
"v
er
y
l
o
w"
lev
el
.
Af
ter
s
t
u
d
e
n
ts
ar
e
tau
g
h
t
with
PB
L
m
o
d
el
,
th
e
n
u
m
b
er
o
f
s
t
u
d
en
ts
at
"lo
w"
lev
el
in
c
r
ea
s
es
(
5
3
.
1
3
%)
an
d
s
tu
d
en
ts
at
th
e
"v
er
y
l
o
w"
lev
el
d
ec
r
ea
s
es
(
4
6
.
8
7
%).
Desp
ite
t
h
e
in
cr
ea
s
e,
t
h
e
lev
el
o
f
s
cien
t
if
ic
ar
g
u
m
e
n
tatio
n
s
k
ills
o
f
th
i
s
g
r
o
u
p
is
s
till
at
a
lo
w
lev
el
(
1
.
2
8
;
SD=
0
.
6
3
)
.
I
t
s
h
o
ws
th
at
th
e
m
o
d
el
wa
s
u
s
ed
in
teac
h
in
g
h
as
n
o
s
ig
n
if
ican
t
ef
f
ec
t
in
im
p
r
o
v
in
g
th
e
s
k
ills
.
T
h
e
r
esu
lts
of
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
PB
L
g
r
o
u
p
af
ter
lear
n
in
g
p
r
o
ce
s
s
s
h
o
w
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
.
T
h
e
d
if
f
e
r
en
ce
in
th
e
m
ea
n
of
p
o
s
t
-
test
(
1
.
5
0
)
a
n
d
th
e
p
r
e
-
test
(
0
.
1
7
)
was
1
.
3
3
.
I
t
in
d
icate
s
th
at
PB
L
m
o
d
el
h
elp
ed
in
in
cr
ea
s
in
g
th
e
lev
el
o
f
s
tu
d
en
ts
'
s
cie
n
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
T
h
is
is
s
im
ilar
with
Nu
r
in
d
a
,
et
a
l.
[
2
8
]
,
p
r
o
b
lem
-
b
ased
lear
n
in
g
ca
n
b
e
u
s
ed
to
im
p
r
o
v
e
s
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
Acc
o
r
d
in
g
to
Po
n
im
in
,
et
a
l.
[
2
9
]
,
t
h
e
s
cien
tific
ar
g
u
m
en
tati
o
n
s
k
ill
in
t
h
e
ex
p
er
im
en
tal
cl
ass
(
u
s
in
g
th
e
PB
L
m
o
d
el)
wer
e
b
etter
th
an
th
e
co
n
tr
o
l
class
(
n
o
n
-
PB
L
)
.
B
ec
au
s
e
PB
L
ca
n
h
elp
s
tu
d
en
ts
g
en
er
ate
id
ea
s
an
d
en
co
u
r
a
g
e
d
eb
ate
o
r
d
is
cu
s
s
io
n
ab
o
u
t
ce
r
tain
p
r
o
b
lem
s
[
6
]
.
Fo
r
PB
L
-
OL
g
r
o
u
p
,
t
h
e
s
tu
d
e
n
ts
'
an
s
wer
s
o
n
th
e
claim
asp
ec
t
s
h
o
wed
th
e
h
ig
h
est
m
ea
n
(
0
.
8
0
:
v
er
y
lo
w)
an
d
t
h
e
r
eb
u
ttal
asp
ec
ts
s
h
o
wed
th
e
lo
west
(
0
.
0
9
:
v
e
r
y
lo
w)
b
ased
o
n
p
r
e
-
test
.
I
n
g
e
n
er
al,
th
e
s
tu
d
e
n
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
th
e
P
B
L
-
OL
g
r
o
u
p
b
as
ed
o
n
th
e
p
r
e
-
test
wer
e
0
.
4
4
(
v
er
y
lo
w)
.
Af
ter
s
tu
d
en
ts
ar
e
tau
g
h
t
with
PB
L
-
OL
,
all
asp
ec
t
o
f
s
cien
tific
a
r
g
u
m
en
tatio
n
s
k
ills
is
in
cr
ea
s
e.
C
laim
s
,
d
ata
an
d
b
ac
k
in
g
asp
ec
ts
f
r
o
m
"v
er
y
lo
w"
in
c
r
ea
s
ed
to
"a
v
er
a
g
e"
lev
el
.
Me
an
wh
ile
,
th
e
asp
ec
ts
o
f
war
r
an
t
an
d
r
eb
u
ttal
ar
e
s
till
at
"lo
w"
lev
el.
T
h
e
h
ig
h
est
m
ea
n
is
asp
ec
t
o
f
claim
(
2
.
9
5
)
wh
ile
th
e
asp
ec
t
o
f
r
eb
u
t
tal
s
h
o
ws
th
e
lo
west (
1
.
8
8
)
.
Th
e
lev
el
o
f
s
tu
d
en
ts
in
th
e
P
B
L
-
OL
g
r
o
u
p
b
ef
o
r
e
lear
n
in
g
p
r
o
ce
s
s
was
at
v
er
y
lo
w
(
9
6
.
8
8
%
)
an
d
o
n
ly
1
s
tu
d
en
t
(
3
.
1
2
%)
s
h
o
w
ed
a
lo
w
le
v
el.
I
n
g
e
n
er
al,
t
h
e
s
tu
d
en
ts
in
th
is
g
r
o
u
p
h
a
v
e
a
v
er
y
lo
w
lev
el
o
f
with
m
ea
n
0
.
3
7
with
SD
=0
.
3
5
.
No
o
n
e
s
h
o
ws
a
h
ig
h
lev
el
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
Af
ter
s
tu
d
en
ts
ar
e
ta
u
g
h
t
with
PB
L
-
OL
,
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
at
th
e
"lo
w"
lev
el
(
7
1
.
8
8
%)
an
d
a
v
er
ag
e
lev
el
(
2
5
%)
in
cr
ea
s
es,
an
d
s
tu
d
en
ts
at
th
e
"v
er
y
lo
w"
lev
el
d
ec
r
ea
s
es
(
3
.
1
2
%).
Desp
ite
th
e
in
cr
ea
s
e,
o
v
er
all,
th
e
s
tu
d
en
ts
’
lev
el
o
f
th
is
g
r
o
u
p
is
s
till
at
l
o
w
lev
el
(
2
.
1
9
;
SD
=0
.
5
3
)
.
I
t
s
h
o
ws
th
at
th
e
m
o
d
el
was
u
s
ed
in
teac
h
in
g
h
as
n
o
s
ig
n
if
ican
t
ef
f
ec
t
in
i
n
cr
ea
s
in
g
th
e
lev
el
o
f
s
tu
d
en
ts
.
T
h
e
r
es
u
lts
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
PB
L
-
OL
g
r
o
u
p
af
ter
lea
r
n
in
g
p
r
o
ce
s
s
s
h
o
w
a
s
ig
n
if
ican
t d
if
f
er
e
n
ce
.
T
h
e
d
if
f
e
r
en
ce
in
th
e
m
ea
n
p
o
s
t
-
test
(
2
.
1
9
)
an
d
th
e
p
r
e
-
test
(
0
.
3
7
)
was
1
.
8
2
i
n
d
i
ca
tin
g
th
at
PB
L
-
OL
s
ig
n
if
ican
tly
h
elp
ed
in
i
n
cr
ea
s
in
g
th
e
lev
el
o
f
s
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
Fo
r
PB
L
-
AM
OL
Gr
o
u
p
,
t
h
e
s
tu
d
en
ts
'
an
s
wer
s
o
n
th
e
clai
m
asp
ec
t
s
h
o
wed
th
e
h
ig
h
est
(
1
.
7
9
;
v
er
y
lo
w)
an
d
th
e
r
eb
u
ttal
asp
ec
ts
s
h
o
wed
th
e
lo
west
(
0
.
1
8
;
v
er
y
lo
w)
.
I
n
g
en
e
r
al,
th
e
s
tu
d
en
ts
’
lev
el
in
th
e
PB
L
-
AM
OL
g
r
o
u
p
b
ased
o
n
th
e
p
r
e
-
test
wer
e
0
.
8
7
(
v
er
y
l
o
w)
.
A
f
ter
s
tu
d
en
ts
ar
e
tau
g
h
t
with
P
B
L
-
AM
OL
m
o
d
el
,
all
asp
ec
t
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
is
in
cr
ea
s
e.
C
laim
s
an
d
war
r
an
t
wer
e
in
itially
at
"v
er
y
lo
w"
in
cr
ea
s
ed
to
"a
v
e
r
ag
e"
.
Asp
ec
t
d
ata
an
d
b
ac
k
in
g
in
cr
ea
s
e
to
“h
ig
h
”
lev
el.
Me
an
wh
ile
,
th
e
r
eb
u
ttal
is
s
till
at
"lo
w"
lev
el.
T
h
is
is
s
im
ilar
t
o
Nu
r
in
d
a
,
et
a
l.
[
3
0
]
,
wh
er
e
PB
L
was
ab
le
to
in
cr
ea
s
e
2
7
.
2
7
%
o
f
s
tu
d
en
ts
'
r
eb
u
ttal a
b
ilit
ies
.
T
h
e
h
ig
h
est m
ea
n
is
asp
ec
t d
ata
(
4
.
0
5
)
w
h
ile
th
e
asp
ec
t o
f
r
e
b
u
ttal sh
o
ws th
e
lo
west
(
2
.
4
2
)
.
T
h
e
lev
el
o
f
s
tu
d
en
ts
in
th
e
PB
L
-
AM
OL
g
r
o
u
p
b
ef
o
r
e
lear
n
in
g
p
r
o
ce
s
s
was
v
er
y
lo
w
lev
el
(
9
6
.
9
7
%)
an
d
o
n
ly
1
s
tu
d
en
ts
(
3
.
0
3
%)
s
h
o
wed
a
lo
w
lev
el.
I
n
g
en
e
r
al,
th
e
r
esu
lts
o
f
th
e
p
r
e
-
test
th
is
g
r
o
u
p
h
a
v
e
a
v
er
y
lo
w
lev
el
(0
.7
6
;
SD=
0
.
3
6
)
.
T
h
er
e
is
n
o
s
tu
d
e
n
ts
s
h
o
ws
a
h
ig
h
lev
el
o
f
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ills
.
Af
ter
s
tu
d
en
ts
ar
e
tau
g
h
t
u
s
in
g
PB
L
-
AM
OL
m
o
d
el
,
th
er
e
is
an
in
cr
ea
s
in
g
th
e
lev
el
o
f
s
tu
d
e
n
t’
s
s
k
ill
at
"lo
w"
lev
el
(
2
1
.
2
1
%),
av
er
ag
e
lev
el
(
6
6
.
6
7
%),
h
ig
h
lev
el
(
9
.
0
9
)
an
d
s
tu
d
en
ts
at
th
e
"v
er
y
lo
w"
lev
el
d
ec
r
ea
s
es
(
3
.
0
3
%).
Desp
ite
th
e
in
cr
ea
s
e,
o
v
er
all,
th
e
lev
el
o
f
s
cien
tific
ar
g
u
m
e
n
tatio
n
s
k
ills
o
f
th
e
PB
L
-
AM
OL
g
r
o
u
p
is
s
till
a
t
av
er
ag
e
lev
el
(
2
.
7
6
;
SD=
0.
6
6
)
.
I
t
s
h
o
ws
th
at
th
e
m
o
d
el
was
u
s
ed
in
teac
h
in
g
h
as
ef
f
ec
t
in
in
cr
ea
s
in
g
th
e
lev
el
o
f
s
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
T
h
e
r
esu
lts
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
in
PB
L
-
AM
OL
g
r
o
u
p
af
ter
lear
n
in
g
p
r
o
ce
s
s
s
h
o
w
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
.
T
h
e
d
i
f
f
e
r
en
ce
in
th
e
m
ea
n
of
p
o
s
t
-
test
(
2
.
7
6
)
an
d
th
e
p
r
e
-
test
(
0
.
7
6
)
was
2
.
0
0
in
d
icatin
g
th
at
PB
L
-
AM
OL
s
ig
n
if
ican
tly
h
elp
e
d
in
i
n
cr
ea
s
in
g
th
e
lev
el
o
f
s
tu
d
en
ts
.
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
.
1
,
Ma
r
ch
2
0
2
1
:
1
6
-
23
22
T
h
e
Par
tial
E
ta
Sq
u
a
r
ed
v
al
u
e
o
f
PB
L
is
0
.
5
2
9
,
PB
L
-
O
L
is
0
.
7
4
5
a
n
d
PB
L
-
AM
OL
is
0
.
7
8
5
.
Acc
o
r
d
in
g
to
R
iway
an
i
[
2
2
]
,
th
e
m
ea
n
in
g
o
f
th
is
v
alu
e:
PB
L
o
n
ly
is
ab
le
to
im
p
r
o
v
e
s
tu
d
en
ts
’
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
b
y
5
2
.
9
%
,
PB
L
-
OL
7
4
.
5
%
an
d
PB
L
-
AM
OL
7
8
.
5
%.
T
h
ese
r
esu
lts
in
d
icate
th
at
th
e
PB
L
-
AM
OL
lear
n
in
g
is
b
e
m
o
s
t
ef
f
ec
tiv
e
i
n
im
p
r
o
v
in
g
s
tu
d
en
ts
'
s
cien
ti
f
ic
ar
g
u
m
en
tatio
n
s
k
ills
.
I
t
s
im
iliar
ac
co
r
d
in
g
to
Per
d
an
a
,
et
a
l
.
[
3
1
]
,
wh
e
r
e
th
e
in
teg
r
ate
d
o
f
PB
L
-
OL
an
d
co
n
ce
p
t
m
a
p
s
g
iv
e
th
e
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
’
ac
h
iev
em
en
t
an
d
2
1
st
s
k
ills
.
I
n
th
e
P
B
L
-
A
MO
L
g
r
o
u
p
th
er
e
is
an
ex
p
l
an
atio
n
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
th
e
o
r
y
t
h
at
s
tu
d
en
ts
m
u
s
t
u
n
d
er
s
tan
d
[
1
3
]
.
I
n
ad
d
itio
n
,
m
a
p
p
in
g
ar
g
u
m
en
ts
h
elp
s
tu
d
en
ts
in
s
o
lv
in
g
p
r
o
b
lem
s
an
d
f
ac
ilit
ate
s
tu
d
en
ts
to
h
av
e
a
clea
r
u
n
d
e
r
s
tan
d
in
g
[
1
2
]
.
B
ased
o
n
th
e
g
ain
s
co
r
e,
th
er
e
is
an
i
n
cr
ea
s
in
g
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill
in
all
g
r
o
u
p
s
also
as
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
e
PB
L
g
r
o
u
p
is
at
lo
w
lev
el.
T
h
is
is
b
ec
au
s
e
s
tu
d
en
ts
a
r
e
n
o
t
d
ir
ec
ted
h
o
w
to
m
ak
e
th
e
co
r
r
ec
t
s
cien
tific
ar
g
u
m
en
ts
.
T
h
ey
ar
e
o
n
ly
en
co
u
r
ag
e
d
to
s
o
lv
e
p
r
o
b
lem
s
,
with
o
u
t
b
ei
n
g
g
u
id
ed
b
y
th
e
cr
iter
ia
f
o
r
g
o
o
d
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ills
.
T
h
e
PB
L
-
OL
g
r
o
u
p
is
at
th
e
m
id
d
le
lev
el.
I
t
is
b
ec
au
s
e
s
tu
d
en
ts
ca
n
lo
o
k
in
g
f
o
r
th
e
in
f
o
r
m
atio
n
o
n
s
ev
er
al
web
s
ites
.
T
h
ey
b
ec
o
m
e
m
o
r
e
s
k
illed
in
d
eter
m
in
in
g
h
o
w
to
p
r
o
p
er
ly
claim
.
T
h
e
PB
L
-
AM
OL
g
r
o
u
p
is
also
at
th
e
m
id
d
le
lev
el
b
u
t
is
b
ett
er
t
h
a
n
th
e
two
ex
is
tin
g
g
r
o
u
p
s
,
b
ec
au
s
e
s
tu
d
en
t
was
g
u
id
ed
to
p
r
o
v
id
e
g
o
o
d
s
c
ien
tific
ar
g
u
m
en
ts
th
r
o
u
g
h
c
o
n
ce
p
t
m
ap
s
an
d
co
m
p
ar
ed
with
s
ev
er
al
asp
ec
ts
o
f
s
cien
tific
ar
g
u
m
en
tatio
n
o
n
s
ev
er
al
web
s
ites
.
Fig
u
r
e
1
.
P
re
-
test
an
d
p
o
s
t
-
test
all
g
r
o
u
p
4.
CO
NCLU
SI
O
N
T
h
e
r
esu
lt
o
f
d
ata
an
aly
s
is
s
h
o
wed
th
at
th
e
PB
L
-
AM
OL
m
o
d
el
was
m
o
r
e
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
s
tu
d
en
t’
s
s
cien
tific
ar
g
u
m
en
ta
tio
n
s
k
ills
th
an
t
h
e
PB
L
-
OL
a
n
d
PB
L
m
o
d
el.
B
ased
o
n
test
,
th
e
PB
L
-
AM
OL
is
ab
le
to
s
tim
u
late
s
tu
d
en
ts
in
c
laim
,
d
ata,
war
r
a
n
t,
b
ac
k
in
g
,
a
n
d
r
e
b
u
ttal
s
k
ill
in
s
cien
tific
a
r
g
u
m
en
tatio
n
s
k
ill
.
T
h
e
PB
L
-
AM
OL
m
o
d
el
ca
n
b
e
r
eg
a
r
d
ed
as
th
e
s
o
lu
tio
n
to
s
o
lv
e
th
e
p
r
o
b
lem
s
o
f
s
tu
d
en
ts
'
s
cien
tific
ar
g
u
m
en
tatio
n
s
k
ill
.
Hen
c
e,
t
h
e
f
in
al
r
esu
lts
in
d
icate
t
h
at
t
h
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
e
n
c
e
(
s
ig
.
0
0
0
)
b
etwe
en
th
e
PB
L
-
AM
OL
,
PB
L
-
OL
,
an
d
PB
L
g
r
o
u
p
s
.
I
n
ad
d
itio
n
,
th
e
PB
L
-
AM
OL
m
o
d
el
h
a
d
also
p
r
o
v
en
to
b
e
ef
f
ec
tiv
e
f
o
r
teac
h
i
n
g
s
cien
tifi
c
ar
g
u
m
en
tatio
n
s
k
ill
wh
ic
h
s
h
o
ws
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
(
s
ig
.
0
0
0
)
b
etwe
en
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
.
RE
F
E
R
E
NC
E
S
[1
]
A.
D
.
Ward
a
n
i
,
e
t
a
l.
,
“
Th
e
a
b
i
li
t
y
o
f
sc
ien
ti
fic
a
rg
u
m
e
n
tatio
n
a
n
d
p
h
y
sic
s
p
r
o
b
lem
so
lv
i
n
g
o
f
h
i
g
h
sc
h
o
o
l
st
u
d
e
n
ts
on
F
o
rc
e
a
n
d
Wo
r
k
su
b
jec
t
m
a
tt
e
r
,
”
in
Pr
o
s.
S
e
mn
a
s P
e
n
d
i
d
ika
n
IP
A
Pa
sc
a
sa
rj
a
n
a
U
M
,
2
0
1
6
,
v
o
l.
1
,
p
p
.
1
3
-
28
.
[2
]
T.
N.
Ain
,
H.
A.
C.
Wi
b
o
wo
,
A.
Ro
h
m
a
n
,
a
n
d
U.
A.
De
ta,
“
Th
e
sc
ien
ti
fic
a
rg
u
m
e
n
tatio
n
p
r
o
fil
e
o
f
p
h
y
sic
s
tea
c
h
e
r
c
a
n
d
id
a
te
i
n
S
u
ra
b
a
y
a
,
”
i
n
J
o
u
rn
a
l
o
f
P
h
y
sic
s:
Co
n
fer
e
n
c
e
S
e
rie
s
,
v
o
l
.
9
9
7
,
2
0
1
8
,
d
o
i
:
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
1
0
8
8
/1
7
4
2
-
6
5
9
6
/9
9
7
/
1
/0
1
2
0
2
5
.
[3
]
C.
S
.
S
m
it
h
a
n
d
L.
C.
H
u
n
g
,
“
Us
in
g
p
ro
b
lem
-
b
a
se
d
lea
rn
i
n
g
t
o
i
n
c
re
a
se
c
o
m
p
u
ter
se
lf
-
e
ffica
c
y
i
n
Taiwa
n
e
se
stu
d
e
n
ts,”
I
n
ter
a
c
t.
L
e
a
rn
.
En
v
ir
o
n
,
v
o
l.
25
,
n
o.
3
,
p
p
.
3
2
9
-
3
4
2
,
2
0
1
7
,
d
o
i
:
1
0
.
1
0
8
0
/1
0
4
9
4
8
2
0
.
2
0
1
5
.
1
1
2
7
8
1
8
.
[4
]
A.
Alra
h
lah
,
“
Ho
w
e
ffe
c
ti
v
e
th
e
p
ro
b
lem
-
b
a
se
d
lea
rn
in
g
(
P
BL)
in
d
e
n
tal
e
d
u
c
a
ti
o
n
.
A
c
rit
ica
l
re
v
iew
,
”
S
a
u
d
i
De
n
ta
l
J
o
u
rn
a
l
,
v
ol
.
2
8
,
n
o
.
4
,
p
p
.
1
5
5
-
1
6
1
,
2
0
1
6
,
doi
:
h
t
tp
s://
d
o
i.
o
r
g
/1
0
.
1
0
1
6
/j
.
s
d
e
n
tj
.
2
0
1
6
.
0
8
.
0
0
3
.
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
Th
e
imp
a
ct
o
f p
r
o
b
lem
-
b
a
s
ed
l
ea
r
n
in
g
w
ith
a
r
g
u
men
t
ma
p
p
i
n
g
a
n
d
o
n
lin
e
la
b
o
r
a
to
r
y
...
(
J
u
ma
d
i J
u
ma
d
i
)
23
[5
]
Y.
Ay
y
il
d
iz
a
n
d
L.
Tar
h
a
n
,
“
P
ro
b
lem
-
b
a
se
d
lea
rn
in
g
in
tea
c
h
i
n
g
c
h
e
m
istry
:
e
n
th
a
lp
y
c
h
a
n
g
e
s
in
sy
st
e
m
s,”
Res
.
S
c
i.
T
e
c
h
n
o
l
.
E
d
u
c
,
v
o
l
.
3
6
,
n
o
.
1
,
p
p
.
3
5
-
54,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/0
2
6
3
5
1
4
3
.
2
0
1
7
.
1
3
6
6
8
9
8
.
[6
]
N.
S
.
Ism
a
il
,
J.
Ha
ru
n
,
M
.
A.
Z
.
M
.
Zak
a
ria,
a
n
d
S
.
M
.
S
a
ll
e
h
,
“
Th
e
e
ffe
c
t
o
f
M
o
b
il
e
p
r
o
b
lem
-
b
a
se
d
lea
rn
in
g
a
p
p
li
c
a
ti
o
n
Dic
S
c
ien
c
e
P
BL
o
n
stu
d
e
n
ts’
c
rit
ica
l
th
in
k
in
g
,
”
T
h
in
k
.
S
k
i.
Cre
a
t.
,
v
o
l.
2
8
,
p
p
.
1
7
7
-
1
9
5
,
2
0
1
8
,
d
o
i
:
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
1
0
1
6
/j
.
tsc
.
2
0
1
8
.
0
4
.
0
0
2
.
[7
]
B.
R.
Be
ll
a
n
d
,
K.
D.
G
laz
e
ws
k
i
,
a
n
d
J.
C.
Rich
a
rd
so
n
,
“
P
r
o
b
le
m
-
b
a
se
d
lea
rn
in
g
a
n
d
a
rg
u
m
e
n
ta
ti
o
n
:
Tes
ti
n
g
a
sc
a
ffo
ld
in
g
fra
m
e
wo
rk
t
o
s
u
p
p
o
rt
m
id
d
le
sc
h
o
o
l
st
u
d
e
n
ts’
c
re
a
ti
o
n
o
f
e
v
id
e
n
c
e
-
b
a
se
d
a
rg
u
m
e
n
t
s,”
In
str.
S
c
i.
,
v
o
l.
3
9
,
p
p
.
6
6
7
–
6
9
4
,
2
0
1
1
,
doi
:
h
tt
p
s://
d
o
i
.
o
r
g
/1
0
.
1
0
0
7
/s1
1
2
5
1
-
0
1
0
-
9
1
4
8
-
z
.
[8
]
J.
G
ro
o
m
s,
P
.
En
d
e
rle,
a
n
d
V.
S
a
m
p
so
n
,
“
C
o
o
r
d
in
a
ti
n
g
sc
ien
ti
fic
a
rg
u
m
e
n
tati
o
n
a
n
d
t
h
e
n
e
x
t
g
e
n
e
ra
ti
o
n
sc
ien
c
e
sta
n
d
a
rd
s t
h
ro
u
g
h
a
rg
u
m
e
n
t
d
r
iv
e
n
in
q
u
iry
,
”
S
c
i.
E
d
u
c
,
v
o
l.
24
,
n
o
.
1
,
p
p
.
4
5
-
5
0
,
2
0
1
5
.
[9
]
J.
B.
He
n
d
e
rso
n
,
K.
L.
M
c
Ne
il
l,
M
.
G
o
n
z
á
lez
-
Ho
wa
rd
,
K.
Clo
s
e
,
a
n
d
M
.
Ev
a
n
s,
“
Ke
y
c
h
a
ll
e
n
g
e
s
a
n
d
fu
t
u
re
d
irec
ti
o
n
s
f
o
r
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
o
n
sc
ien
t
ifi
c
a
rg
u
m
e
n
tati
o
n
,
”
J
.
Res
.
S
c
i.
T
e
a
c
h
.
,
v
o
l.
5
5
,
p
p
.
5
-
1
8
,
2
0
1
8
,
d
o
i
:
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
1
0
0
2
/t
e
a
.
2
1
4
1
2
.
[
10]
C.
M
a
rtí
n
-
G
á
m
e
z
a
n
d
S
.
Erd
u
r
a
n
,
“
Un
d
e
rsta
n
d
in
g
a
rg
u
m
e
n
tati
o
n
a
b
o
u
t
so
c
i
o
-
sc
ien
ti
fic
iss
u
e
s
o
n
e
n
e
rg
y
:
a
q
u
a
n
t
it
a
ti
v
e
stu
d
y
with
p
rima
ry
p
re
-
se
rv
ice
tea
c
h
e
rs
in
S
p
a
i
n
,
”
Res
.
S
c
i
.
T
e
c
h
n
o
l.
Ed
u
c
,
v
o
l
.
3
6
,
n
o
.
4
,
p
p
.
4
6
3
-
4
8
3
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
3
5
1
4
3
.
2
0
1
8
.
1
4
2
7
5
6
8
[1
1
]
M
.
M
e
tca
lfe
a
n
d
S
.
S
a
stro
wa
rd
o
y
o
,
“
Co
m
p
lex
p
r
o
jec
t
c
o
n
c
e
p
t
u
a
li
sa
ti
o
n
a
n
d
a
rg
u
m
e
n
t
m
a
p
p
in
g
,
”
In
t.
J
.
Pro
j.
M
a
n
a
g
,
v
ol
.
3
1
,
n
o.
8
,
p
p
.
1
1
2
9
-
1
1
3
8
,
2
0
1
3
,
d
o
i
:
h
tt
p
s:
/
/d
o
i.
o
rg
/
1
0
.
1
0
1
6
/j
.
ij
p
r
o
m
a
n
.
2
0
1
3
.
0
1
.
0
0
4
.
[1
2
]
M
.
Da
v
ies
,
“
Co
n
c
e
p
t
m
a
p
p
in
g
,
m
in
d
m
a
p
p
i
n
g
a
n
d
a
rg
u
m
e
n
t
m
a
p
p
in
g
:
W
h
a
t
a
re
th
e
d
iffere
n
c
e
s
a
n
d
d
o
th
e
y
m
a
tt
e
r?
”
Hig
h
.
Ed
u
c
,
v
o
l.
6
2
,
p
p
.
279
–
3
0
1
,
2
0
1
1
,
d
o
i
:
h
tt
p
s:/
/d
o
i.
o
r
g
/1
0
.
1
0
0
7
/s1
0
7
3
4
-
0
1
0
-
9
3
8
7
-
6
.
[1
3
]
K.
H.
Ye
h
a
n
d
H.
C.
S
h
e
,
“
On
-
li
n
e
sy
n
c
h
ro
n
o
u
s
sc
ien
ti
fic
a
rg
u
m
e
n
tatio
n
lea
rn
i
n
g
:
N
u
rt
u
rin
g
stu
d
e
n
ts’
a
rg
u
m
e
n
tatio
n
a
b
il
it
y
a
n
d
c
o
n
c
e
p
tu
a
l
c
h
a
n
g
e
in
sc
ien
c
e
c
o
n
tex
t,
”
Co
mp
u
t
.
Ed
u
c
.
,
v
o
l.
5
5
,
no
.
2
,
p
p
.
5
8
6
-
6
0
2
,
2
0
1
0
,
doi
:
h
tt
p
s://
d
o
i
.
o
r
g
/1
0
.
1
0
1
6
/j
.
c
o
m
p
e
d
u
.
2
0
1
0
.
0
2
.
0
2
0
.
[1
4
]
C.
Y.
Tsa
i,
“
Th
e
e
ffe
c
t
o
f
o
n
li
n
e
a
rg
u
m
e
n
tati
o
n
o
f
s
o
c
io
-
sc
ien
ti
f
i
c
issu
e
s
o
n
stu
d
e
n
ts’
sc
ien
ti
f
ic
c
o
m
p
e
ten
c
ies
a
n
d
su
sta
in
a
b
il
it
y
a
tt
i
tu
d
e
s,”
Co
mp
u
t.
Ed
u
c
,
v
o
l.
1
1
6
,
p
p
.
1
4
-
2
7
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/j
.
c
o
m
p
e
d
u
.
2
0
1
7
.
0
8
.
0
0
9
.
[1
5
]
D.
Clark
,
e
t
a
l.
,
“
S
c
a
ffo
ld
i
n
g
sc
ie
n
ti
fic
a
rg
u
m
e
n
tati
o
n
b
e
twe
e
n
m
u
l
ti
p
le
stu
d
e
n
ts
in
o
n
l
in
e
lea
rn
i
n
g
e
n
v
ir
o
n
m
e
n
ts
t
o
su
p
p
o
rt
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
2
1
st ce
n
tu
ry
sk
il
ls,”
in
th
e
Na
t
io
n
a
l
A
c
a
d
e
mie
s’
Bo
a
rd
o
n
S
c
ien
c
e
Ed
u
c
a
ti
o
n
wo
rk
sh
o
p
o
n
Ex
p
lo
ri
n
g
th
e
I
n
ter
se
c
ti
o
n
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
a
n
d
2
1
s
t
Ce
n
tu
r
y
S
k
il
ls
,
2
0
0
9
,
p
p
.
1
–
4
4
.
[1
6
]
R.
Lam
b
,
“
Ex
a
m
in
a
ti
o
n
o
f
a
ll
o
s
tas
is
a
n
d
o
n
li
n
e
lab
o
ra
t
o
ry
sim
u
latio
n
s
i
n
a
m
id
d
le
sc
h
o
o
l
sc
ien
c
e
c
las
sro
o
m
,
”
Co
mp
u
t
.
Hu
m
a
n
Beh
a
v
.
,
v
o
l.
3
9
,
p
p
.
2
2
4
-
2
3
4
,
2
0
1
4
,
d
o
i
:
h
tt
p
s:/
/d
o
i.
o
rg
/1
0
.
1
0
1
6
/j
.
c
h
b
.
2
0
1
4
.
0
7
.
0
1
7
.
[1
7
]
R.
L.
Lam
b
,
“
Ex
a
m
in
a
ti
o
n
o
f
t
h
e
Eff
e
c
ts
o
f
Dim
e
n
sio
n
a
li
ty
o
n
Co
g
n
it
i
v
e
P
r
o
c
e
ss
in
g
i
n
S
c
ien
c
e
:
A
Co
m
p
u
tati
o
n
a
l
M
o
d
e
li
n
g
Ex
p
e
rime
n
t
Co
m
p
a
ri
n
g
On
li
n
e
Lab
o
ra
to
ry
S
imu
lati
o
n
s
a
n
d
S
e
ri
o
u
s
E
d
u
c
a
ti
o
n
a
l
G
a
m
e
s
,
”
J
.
S
c
i
.
E
d
u
c
.
T
e
c
h
n
o
l
,
v
o
l.
25
,
p
p
.
1
–
15
,
2
0
1
6
.
[1
8
]
R.
P
e
rd
a
n
a
,
A.
Wah
y
u
,
a
n
d
H.
Ku
sw
a
n
to
,
“
S
imu
latio
n
u
sin
g
V
BA
in
M
icro
so
f
t
Ex
c
e
l
to
En
h
a
n
c
e
P
re
-
se
rv
ice
P
h
y
sic
s T
e
a
c
h
e
rs’ M
o
ti
v
a
ti
o
n
,
”
I
n
t.
J
.
S
c
i.
B
u
s.
,
v
o
l.
3
,
n
o
.
3
,
p
p
.
1
1
4
–
1
2
3
,
2
0
1
9
.
[1
9
]
J.
S
h
e
n
,
S
.
Jia
n
g
,
a
n
d
O.
L.
Li
u
,
“
Re
c
o
n
c
e
p
tu
a
li
z
in
g
a
Co
ll
e
g
e
S
c
ien
c
e
Lea
rn
in
g
Ex
p
e
rien
c
e
in
t
h
e
Ne
w
Dig
it
a
l
Era:
A
Re
v
iew
o
f
Li
tera
tu
re
,
”
i
n
G
e
X.,
Ife
n
t
h
a
ler
D.,
S
p
e
c
to
r
J.
(e
d
s)
.
Eme
rg
i
n
g
T
e
c
h
n
o
l
o
g
i
e
s
fo
r
S
T
EA
M
Ed
u
c
a
ti
o
n
.
E
d
u
c
a
ti
o
n
a
l
Co
mm
u
n
i
c
a
ti
o
n
s a
n
d
T
e
c
h
n
o
lo
g
y
:
Iss
u
e
s a
n
d
I
n
n
o
v
a
ti
o
n
s
.
S
p
r
in
g
e
r,
Ch
a
m
,
2
0
1
5
.
[2
0
]
K.
J.
Ja
g
e
r,
C
.
Z
o
c
c
a
li
,
A.
M
a
c
leo
d
,
a
n
d
F
.
W.
De
k
k
e
r,
“
C
o
n
f
o
u
n
d
in
g
:
w
h
a
t
it
is
a
n
d
h
o
w
t
o
d
e
a
l
with
it
,
”
Kid
n
e
y
In
t.
,
v
o
l.
7
3
,
n
o
.
3
,
p
p
.
2
5
6
–
2
6
0
,
2
0
0
8
.
[2
1
]
R.
P
e
rd
a
n
a
,
R
.
Riwa
y
a
n
i,
J.
Ju
m
a
d
i,
a
n
d
D.
Ro
sa
n
a
,
“
M
o
d
ifi
c
a
ti
o
n
Lev
e
l
a
n
d
Tes
t
o
f
S
c
ien
t
ifi
c
Arg
u
m
e
n
tatio
n
S
k
il
l:
De
v
e
lo
p
m
e
n
t
a
n
d
Va
li
d
it
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
in
Res
e
a
rc
h
a
n
d
E
d
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
7
6
9
-
7
7
7
,
2
0
2
0
.
[2
2
]
Riwa
y
a
n
i,
“
De
v
e
lo
p
m
e
n
t
o
f
P
B
L
M
o
d
e
l
P
h
y
sic
s
Lea
rn
in
g
M
e
d
ia
with
OLS
-
a
ss
isted
Ar
g
u
m
e
n
t
M
a
p
p
i
n
g
to
Im
p
r
o
v
e
th
e
A
b
il
it
y
o
f
S
c
ien
ti
fi
c
Arg
u
m
e
n
t
a
n
d
Di
g
it
a
l
L
it
e
ra
c
y
o
f
Hig
h
S
c
h
o
o
l
S
tu
d
e
n
ts
(in
Ba
h
a
sa
)
,
”
M
a
ste
r
Th
e
sis,
Un
i
v
e
rsitas
Ne
g
e
ri
Yo
g
y
a
k
a
rta,
2
0
1
9
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
:
//
e
p
ri
n
ts.u
n
y
.
a
c
.
id
/
6
5
8
5
1
/
[2
3
]
R.
R.
Ha
k
e
,
R.
Wak
e
la
n
d
,
A.
B
h
a
tt
a
c
h
a
ry
y
a
,
a
n
d
R
.
S
ir
o
c
h
m
a
n
,
“
As
se
ss
m
e
n
t
o
f
i
n
d
i
v
i
d
u
a
l
st
u
d
e
n
t
p
e
rfo
rm
a
n
c
e
in
a
n
in
tr
o
d
u
c
to
r
y
m
e
c
h
a
n
ics
c
o
u
rse
,
”
AA
PT
A
n
n
o
u
n
c
.
,
v
o
l.
2
4
,
n
o
.
4
,
p
.
7
6
,
1
9
9
4
.
[2
4
]
R.
H.
Jo
n
e
s a
n
d
C
.
A.
Ha
fn
e
r,
U
n
d
e
rs
ta
n
d
in
g
d
ig
it
a
l
l
it
e
ra
c
ies
:
A
p
ra
c
ti
c
a
l
i
n
tro
d
u
c
ti
o
n
.
Ro
u
tl
e
d
g
e
,
2
0
1
2
.
[2
5
]
N.
M
.
M
irza
a
n
d
A.
N.
P
e
rre
t
-
Clerm
o
n
t,
Arg
u
me
n
ta
ti
o
n
a
n
d
e
d
u
c
a
t
io
n
:
T
h
e
o
re
ti
c
a
l
fo
u
n
d
a
t
io
n
s
a
n
d
p
ra
c
ti
c
e
s
.
S
p
rin
g
e
r
US
,
2
0
0
9
.
[2
6
]
E.
Et
k
in
a
a
n
d
G
.
P
lan
in
šič
,
“
De
fi
n
in
g
a
n
d
De
v
e
lo
p
in
g
‘Crit
ica
l
T
h
in
k
i
n
g
’
Th
r
o
u
g
h
De
v
isi
n
g
a
n
d
T
e
stin
g
M
u
lt
i
p
le
Ex
p
la
n
a
ti
o
n
s o
f
th
e
S
a
m
e
P
h
e
n
o
m
e
n
o
n
,
”
P
h
y
s.
T
e
a
c
h
,
v
o
l.
5
3
,
n
o
.
7
,
p
p
.
4
3
2
-
4
3
7
,
2
0
1
5
.
[2
7
]
J
.
Wan
g
,
“
S
c
ru
ti
n
isin
g
t
h
e
p
o
siti
o
n
s
o
f
stu
d
e
n
ts
a
n
d
tea
c
h
e
r
e
n
g
a
g
e
d
i
n
a
rg
u
m
e
n
tatio
n
i
n
a
h
i
g
h
sc
h
o
o
l
p
h
y
sic
s
c
las
sro
o
m
,
”
In
t.
J
.
S
c
i.
Ed
u
c
.
,
v
o
l.
4
2
,
n
o
.
1
,
p
p
.
2
5
-
49
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
8
0
/0
9
5
0
0
6
9
3
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8
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S
.
Nu
rin
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a
,
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.
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n
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d
B.
A.
P
ra
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it
n
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,
“
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.
Bi
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[2
9
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P
o
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,
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:
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c
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in
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S
.
Nu
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B.
A.
P
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“
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Th
r
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P
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lem
Ba
se
d
Lea
rn
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g
,
”
Pro
c
.
1
st
An
n
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a
l
In
t
C
o
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f
o
n
M
a
t
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ma
ti
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s
,
S
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,
a
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d
E
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ti
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(IC
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)
,
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d
o
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[3
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R.
P
e
rd
a
n
a
,
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t
a
l.
,
“
Th
e
o
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a
b
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ra
to
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lati
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wit
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d
p
ro
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lem
b
a
se
d
l
e
a
rn
in
g
(OL
S
-
CM
P
BL):
Is
it
e
ffe
c
ti
v
e
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n
imp
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st
u
d
e
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ts’
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g
it
a
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tera
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ll
s?
”
J
.
Ca
k
ra
wa
l
a
Pen
d
id
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,
v
o
l.
3
9
,
n
o
.
2
,
p
p
.
3
8
2
–
3
9
4
,
2
0
2
0
.
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