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.
K
ey
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d
s
:
I
n
s
tr
u
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al
d
esig
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Pre
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W
PA
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K
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s
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CC B
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C
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A
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M.
An
as T
h
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D
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tm
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tar
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Pre
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tio
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Un
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s
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Neg
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i M
alan
g
J
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Sem
ar
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5
Ma
lan
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6
5
1
4
5
Ma
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I
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d
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E
m
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as
.
th
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f
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p
@
um
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
p
r
o
ce
s
s
o
f
lear
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in
g
h
as
b
ee
n
m
ass
iv
ely
p
r
ev
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b
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teg
r
atio
n
o
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p
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d
ag
o
g
y
,
co
n
ten
t,
an
d
tech
n
o
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g
y
.
I
n
s
tr
u
ctio
n
al
-
s
u
p
p
o
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ted
tech
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o
lo
g
y
r
ef
i
n
es
th
e
p
ar
ad
i
g
m
o
f
p
r
e
-
s
er
v
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te
ac
h
er
c
o
m
p
eten
cies
ex
p
ec
ted
f
o
r
th
e
f
u
tu
r
e
teac
h
er
.
Mo
r
eo
v
er
,
r
ec
en
tly
,
t
h
e
in
ter
n
et
was
a
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is
r
u
p
tio
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in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
to
in
f
u
s
e
i
n
th
e
p
r
o
ce
s
s
o
f
lear
n
i
n
g
a
n
d
teac
h
in
g
[
1
–
3
]
in
clu
d
i
n
g
W
eb
.
I
t
em
er
g
ed
tech
n
o
l
o
g
y
th
at
c
h
an
g
e
s
th
e
way
o
f
co
m
m
u
n
icatio
n
[
2
]
,
c
o
llab
o
r
atio
n
[
4
]
,
tu
to
r
i
al,
an
d
in
f
o
r
m
atio
n
[
5
]
.
H
o
wev
er
,
th
er
e
was
lit
tle
ex
p
lan
atio
n
o
f
p
r
e
-
s
er
v
i
ce
teac
h
er
p
r
ep
a
r
atio
n
b
ef
o
r
e
th
ey
in
teg
r
ated
tech
n
o
lo
g
y
esp
ec
ially
th
e
W
e
b
in
th
e
I
D
p
r
o
ce
s
s
.
T
h
is
is
r
eq
u
ir
ed
to
p
r
ep
a
r
e
th
e
p
r
e
-
s
er
v
ice
teac
h
er
f
r
o
m
“d
ig
ital
n
ativ
e
s
tu
d
en
ts
to
d
i
g
i
tal
n
ativ
e
teac
h
er
s
”
[
6
]
.
Fu
r
t
h
er
m
o
r
e
,
th
e
p
r
ep
ar
atio
n
o
f
th
e
W
eb
in
teg
r
atio
n
in
to
th
e
I
D
will b
e
an
im
p
o
r
tan
t c
o
n
tr
ib
u
tio
n
to
e
n
h
an
ce
th
e
p
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-
s
er
v
ice
teac
h
er
co
m
p
eten
c
ies.
T
ec
h
n
o
lo
g
ical
Ped
ag
o
g
ical
C
o
n
ten
t
Kn
o
wled
g
e
(
T
PAC
K)
was
a
p
o
p
u
lar
f
r
am
ewo
r
k
t
o
in
teg
r
ate
tech
n
o
lo
g
y
in
to
th
e
I
D
p
r
o
ce
s
s
.
I
n
th
is
co
n
ce
p
t,
Mish
r
a
a
n
d
Ko
eh
ler
[
7
]
d
escr
ib
ed
a
lea
r
n
i
n
g
tech
n
o
lo
g
y
b
y
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
Th
e
effec
ts
o
f in
s
tr
u
ctio
n
a
l d
esig
n
b
a
s
ed
w
eb
c
o
u
r
s
e
o
n
p
r
e
-
s
ervice
tea
ch
ers
’
co
mp
eten
cies
(
M.
A
n
a
s
Th
o
h
ir
)
231
d
esig
n
ap
p
r
o
ac
h
th
at
T
PAC
K
f
r
am
ewo
r
k
ca
n
b
e
a
g
u
id
in
g
d
esig
n
o
f
cu
r
r
icu
lu
m
an
d
to
b
e
th
e
ass
is
tan
ce
o
f
a
th
eo
r
etica
l
an
d
ep
is
tem
o
lo
g
ical
lear
n
in
g
en
v
ir
o
n
m
e
n
t
lik
e
W
eb
lear
n
in
g
.
L
ee
an
d
T
s
ai
[
3
]
also
ex
p
an
d
ed
th
e
f
r
am
ewo
r
k
t
o
in
teg
r
ate
th
e
W
eb
in
to
a
PC
K
k
n
o
wn
as
T
PAC
K
-
W
eb
o
r
W
P
AC
K
[
2
]
.
C
o
n
s
eq
u
en
tly
,
i
n
th
e
pr
ac
tice
o
f
s
p
ec
if
ic
W
eb
co
u
r
s
e,
th
e
lear
n
in
g
tech
n
o
lo
g
y
b
y
d
esig
n
b
ec
o
m
e
th
e
lear
n
in
g
W
eb
b
y
a
d
esig
n
ap
p
r
o
ac
h
th
at
n
ee
d
to
v
iew
t
h
e
ef
f
ec
tiv
e
m
eth
o
d
in
I
D
co
u
r
s
e
lik
e
p
r
ev
io
u
s
s
tu
d
ies
[
8
]
.
As
Ug
u
l
,
et
a
l
.
[
9
]
p
r
o
v
id
e
d
th
e
s
p
ec
if
ic
o
f
i
n
f
u
s
in
g
th
e
tech
n
o
lo
g
y
in
to
th
e
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
.
Ho
wev
er
,
o
th
e
r
s
tu
d
ies
s
h
o
wed
th
at
th
e
p
r
e
-
s
er
v
ice
teac
h
er
r
ea
ch
e
d
th
e
lo
west
s
co
r
e
o
f
tech
n
o
lo
g
ical
k
n
o
wled
g
e
[
1
0
,
1
1
]
.
T
h
u
s
,
th
er
e
is
a
n
ee
d
to
p
r
o
v
id
e
a
m
o
d
el
to
i
n
clu
d
e
th
e
p
r
ep
ar
in
g
s
y
s
tem
an
d
attitu
d
e.
T
h
e
r
ec
e
n
t
s
tu
d
y
in
v
esti
g
ates
th
e
ef
f
ec
tiv
e
p
r
o
c
ess
o
f
W
eb
in
teg
r
atio
n
in
to
less
o
n
p
lan
n
in
g
co
n
d
u
cted
b
y
p
r
e
-
s
er
v
ice
s
cien
ce
teac
h
er
s
.
F
o
r
th
is
p
r
o
ce
s
s
b
ased
o
n
th
e
te
ac
h
er
s
’
attitu
d
e
to
war
d
I
C
T
,
th
e
W
PAC
K
f
r
am
ewo
r
k
,
an
d
th
e
lear
n
in
g
W
eb
b
y
d
esig
n
ap
p
r
o
ac
h
,
a
n
I
D
m
o
d
el
is
co
n
s
tr
u
c
ted
.
T
h
e
c
o
m
p
a
r
is
o
n
o
f
s
ev
er
al
m
o
d
els
d
escr
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ed
to
p
r
o
p
o
s
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
t
h
e
m
o
d
el
in
en
h
a
n
cin
g
th
e
p
r
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-
s
er
v
ice
teac
h
e
r
s
’
c
o
m
p
eten
ce
t
h
r
o
u
g
h
co
n
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tr
u
ctin
g
th
e
elem
en
t
o
f
g
en
er
ic
less
o
n
p
lan
n
in
g
an
d
W
eb
less
o
n
d
esig
n
[
1
2
]
.
T
h
er
ef
o
r
e
,
th
e
m
ain
p
u
r
p
o
s
es
o
f
th
is
s
tu
d
y
wer
e
to
d
ev
elo
p
th
e
n
ew
m
o
d
el
I
D
-
b
ased
th
e
teac
h
er
s
’
attitu
d
e
to
war
d
I
C
T
,
th
e
W
PA
C
K
f
r
am
ewo
r
k
,
an
d
th
e
lear
n
in
g
W
eb
b
y
d
esig
n
ap
p
r
o
ac
h
,
an
d
to
id
en
tify
t
h
e
ef
f
e
cts
o
f
th
e
I
D
m
o
d
el
co
m
p
ar
ed
with
o
th
er
I
D
m
o
d
e
ls
.
T
PAC
K
is
th
e
in
teg
r
atio
n
o
f
t
h
r
ee
k
n
o
wled
g
e
d
o
m
ain
s
,
n
a
m
ely
tech
n
o
lo
g
y
,
p
e
d
ag
o
g
y
,
a
n
d
co
n
ten
t
k
n
o
wled
g
e.
T
h
is
co
n
ce
p
t w
as e
x
p
an
d
e
d
b
y
Mish
r
a
an
d
Ko
e
h
ler
[
1
]
f
r
o
m
th
e
Ped
a
g
o
g
ical
C
o
n
ten
t K
n
o
wled
g
e
(
PC
K)
f
r
am
ewo
r
k
th
at
h
as
b
e
en
p
o
p
u
lar
is
ed
b
y
Sh
u
lm
an
[
1
3
]
.
T
h
is
f
r
am
ewo
r
k
th
e
n
was
d
er
iv
ed
b
y
L
ee
a
n
d
T
s
ai
[
6
]
in
to
W
eb
-
Ped
ag
o
g
ical
C
o
n
ten
t
Kn
o
wled
g
e
(
W
PAC
K)
.
L
ee
an
d
T
s
ai
[
6
]
also
p
r
o
m
o
ted
W
PAC
K
a
s
th
e
teac
h
er
’
s
co
m
p
eten
cy
n
ee
d
ed
to
teac
h
th
e
W
eb
k
n
o
wled
g
e.
T
h
e
co
n
s
tr
u
ctio
n
o
f
W
PAC
K
d
er
iv
ate
in
to
eig
h
t
co
m
p
o
n
en
ts
:
W
eb
-
Kn
o
wled
g
e
(
W
K)
,
C
o
n
ten
t
Kn
o
wled
g
e
(
C
K)
,
Ped
ag
o
g
y
Kn
o
wled
g
e
(
PK)
,
Ped
ag
o
g
ical
C
o
n
ten
t
Kn
o
wle
d
g
e
(
PC
K)
,
W
eb
-
C
o
n
ten
t
Kn
o
wled
g
e
(
W
C
K)
,
W
eb
-
Ped
ag
o
g
ical
Kn
o
wled
g
e
(
W
PK)
,
W
eb
-
Ped
ag
o
g
ical
C
o
n
ten
t
Kn
o
wled
g
e
(
W
PAC
K)
,
an
d
teac
h
er
s
’
attitu
d
e
to
wa
r
d
web
.
Gen
er
ally
,
T
PAC
K
d
if
f
er
s
with
W
PA
C
K
esp
ec
ially
o
n
th
e
s
u
b
s
titu
tio
n
o
f
W
eb
i
n
to
PC
K
[
1
4
]
an
d
a
d
d
in
g
th
e
attitu
d
es
to
war
d
I
C
T
.
C
o
n
s
eq
u
e
n
tly
,
th
e
f
o
u
r
o
f
s
ev
en
T
PAC
K
co
m
p
o
n
en
ts
ch
an
g
e
f
o
llo
win
g
W
eb
f
o
r
m
atio
n
,
n
a
m
ely
W
K,
W
C
K,
W
PK,
W
P
A
C
K,
an
d
attitu
d
es
to
war
d
W
eb
.
Alth
o
u
g
h
th
e
o
r
i
g
in
al
ar
ticle
o
f
W
PAC
K
[
3
]
h
as
m
an
y
citatio
n
s
,
th
er
e
is
s
till
f
ew
s
tu
d
ies
co
n
s
tr
u
ct
m
o
d
el
-
b
ased
W
PA
C
K.
T
h
is
s
h
o
ws
th
at
W
PA
C
K
i
s
a
p
o
ten
tial to
p
ic
to
d
ev
elo
p
th
e
I
D
m
o
d
el
f
o
r
im
p
r
o
v
in
g
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
m
p
eten
c
ies.
An
aly
s
is
,
d
esig
n
,
d
ev
el
o
p
m
e
n
t,
im
p
lem
en
tatio
n
,
an
d
ev
al
u
atio
n
u
s
u
ally
ar
e
u
s
ed
a
s
th
e
g
en
e
r
al
m
o
d
el
p
r
o
ce
s
s
es
o
f
in
s
tr
u
ctio
n
al
s
y
s
tem
d
ev
elo
p
m
e
n
t
(
I
SD
)
[
1
5
]
to
d
esig
n
an
d
im
p
lem
e
n
t
th
e
less
o
n
p
lan
.
I
t
is
an
ill
-
s
tr
u
ctu
r
e
d
o
f
th
e
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
s
s
b
ec
a
u
s
e
p
r
e
-
s
er
v
ice
teac
h
er
s
en
g
a
g
ed
th
e
m
u
ltip
le
p
ar
t
s
o
f
th
e
I
SD
s
tr
u
ctu
r
e.
T
h
er
e
ar
e
f
ew
k
in
d
s
o
f
I
D
m
o
d
el
f
o
r
p
r
ep
ar
in
g
p
r
e
-
s
er
v
ice
teac
h
er
s
’
T
PAC
K
as
d
esig
n
g
u
id
in
g
s
u
ch
as
[
1
6
]
.
Ho
wev
e
r
,
th
e
im
p
lem
en
tatio
n
o
f
th
e
I
SD
m
o
d
el
f
o
r
in
s
tr
u
ctio
n
al
d
e
s
ig
n
-
b
ased
W
eb
was
r
ar
ely
s
tu
d
ied
.
T
h
e
r
ef
o
r
e
,
a
r
ec
en
t
s
tu
d
y
,
th
e
I
D
-
b
ased
W
eb
was
d
ev
elo
p
ed
to
e
n
h
a
n
ce
th
e
p
r
e
-
s
er
v
ic
e
teac
h
er
s
’
co
m
p
eten
cies in
d
esig
n
in
g
a
less
o
n
p
lan
.
T
h
e
r
ev
iew
o
f
m
o
d
els g
en
e
r
ally
d
escr
ib
es th
e
r
ec
o
m
m
en
d
ati
o
n
to
th
e
d
esig
n
m
o
d
el.
I
t sh
o
ws th
at
th
e
mod
el
s
h
o
u
ld
b
e
th
e
im
p
o
r
tan
t
g
u
id
in
g
d
ev
elo
p
m
en
t
as
:
1
)
T
h
e
m
o
d
el
p
r
o
v
i
d
e
s
a
s
tag
e
to
o
f
f
er
o
p
p
o
r
tu
n
ity
n
o
v
ice
p
r
e
-
s
er
v
ice
teac
h
er
s
to
b
e
ex
p
er
t
s
b
ef
o
r
e
th
ey
tr
a
n
s
f
o
r
m
th
e
to
p
ic
co
n
ten
t
in
to
tech
n
o
lo
g
y
-
r
ic
h
p
ed
ag
o
g
y
r
elate
d
lear
n
er
ch
ar
ac
ter
is
tic
s
;
2
)
I
SD
is
th
e
em
er
g
in
g
s
tag
e
to
d
ev
elo
p
less
o
n
p
lan
n
in
g
th
at
s
tar
ted
f
r
o
m
lear
n
er
a
n
aly
s
is
,
d
es
ig
n
,
im
p
lem
en
tatio
n
,
ev
alu
atio
n
;
3
)
Th
e
s
e
s
tag
es
ar
e
t
h
e
c
y
clic
p
r
o
ce
s
s
to
attem
p
t
th
e
r
ef
in
em
e
n
t o
f
th
e
d
esig
n
p
r
o
d
u
c
t
.
Acc
o
r
d
in
g
to
f
iv
e
r
ec
o
m
m
e
n
d
atio
n
s
f
o
r
th
e
d
ev
elo
p
in
g
m
o
d
el,
th
is
s
tu
d
y
p
r
o
p
o
s
e
s
th
e
W
eb
-
PIN
T
AR
R
m
o
d
el
(
Pre
p
ar
atio
n
,
I
s
o
latio
n
,
Neg
o
tiatio
n
,
T
r
an
s
f
o
r
m
atio
n
,
R
ef
lectio
n
,
an
d
R
ev
is
io
n
)
.
T
h
is
m
o
d
el
ad
d
r
ess
es
to
en
h
an
ce
th
e
p
r
e
-
s
er
v
ice
teac
h
er
co
m
p
eten
ce
in
I
D
as
s
h
o
wn
in
Fig
u
r
e
1
.
W
eb
-
PIN
T
AR
R
m
o
d
el
o
f
f
er
s
th
e
T
PAC
K
-
p
r
ac
tice
to
d
esig
n
less
o
n
p
lan
-
b
ased
W
eb
d
ev
elo
p
ed
as
g
u
id
elin
es
f
o
r
n
o
v
ice
p
r
e
-
s
er
v
ices
teac
h
er
s
in
W
eb
k
n
o
wled
g
e
a
n
d
s
k
ill to
attem
p
t a
s
th
e
ex
p
er
t a
d
ap
to
r
o
f
W
eb
-
b
ased
lear
n
i
n
g
,
esp
ec
ially
W
eb
-
PIN
T
AR
R
ca
n
af
f
ec
t to
en
h
an
ce
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
co
m
p
eten
cies.
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
202
1
:
2
3
0
-
2
3
6
232
Fig
u
r
e
1
.
W
PAC
K
-
PIN
T
AR
R
m
o
d
el
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Co
nte
x
t
a
nd
des
ig
n o
f
s
t
ud
y
T
h
is
s
tu
d
y
aim
ed
to
d
esig
n
th
e
W
PA
C
K
-
PIN
T
AR
R
m
o
d
el
an
d
to
m
ea
s
u
r
e
th
e
o
u
tc
o
m
es
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
’
T
PAC
K
th
r
o
u
g
h
ju
x
ta
p
o
s
in
g
with
th
e
o
t
h
er
m
o
d
els.
T
o
co
m
p
ar
in
g
th
e
m
o
d
els,
a
q
u
asi
-
ex
p
er
im
en
tal
s
tu
d
y
d
esig
n
wa
s
co
n
d
u
cted
to
d
eter
m
in
e
th
e
im
p
ac
t
o
f
a
tr
ea
tm
en
t
o
n
an
o
u
tco
m
e,
wh
ile
th
e
r
an
d
o
m
ize
o
f
p
r
e
-
s
er
v
ice
tea
ch
er
s
was
n
o
t
in
d
iv
i
d
u
a
lly
s
u
f
f
icien
t
[
1
7
]
.
I
n
th
is
s
tu
d
y
,
cl
ass
es
wer
e
f
o
r
m
ed
b
ef
o
r
e
th
e
s
tu
d
y
b
eg
an
.
C
o
n
s
eq
u
en
tly
,
th
e
r
a
n
d
o
m
ize
o
n
ly
o
cc
u
r
r
ed
wh
e
n
t
h
e
class
es
o
f
ex
p
er
im
en
t
s
wer
e
d
r
awn
,
an
d
th
is
r
ea
s
o
n
is
th
e
a
lter
n
ativ
e
d
esig
n
to
e
n
s
u
r
e
th
e
o
b
s
er
v
ed
e
f
f
ec
t
[
1
8
]
.
T
h
r
ee
class
o
f
two
teac
h
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
wer
e
r
an
d
o
m
ized
th
e
m
u
ltime
d
ia
g
r
o
u
p
,
t
h
e
W
eb
-
lear
n
in
g
d
esig
n
,
an
d
th
e
W
eb
-
PIN
T
AR
R
(
Fig
u
r
e
2
)
.
T
h
e
s
tag
es
o
f
ea
ch
class
wer
e
d
if
f
er
en
t
an
d
h
ad
a
f
u
n
c
tio
n
in
th
is
s
tu
d
y
.
T
h
e
M
u
ltime
d
ia
g
r
o
u
p
w
as
g
en
er
all
y
u
s
ed
b
y
in
s
tr
u
cto
r
s
to
in
teg
r
ate
th
e
tech
n
o
lo
g
y
in
to
lear
n
in
g
in
I
n
d
o
n
esian
te
ac
h
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
h
er
ef
o
r
e,
th
is
g
r
o
u
p
c
o
v
er
e
d
as
a
co
n
tr
o
l
g
r
o
u
p
an
d
s
tar
tin
g
p
o
in
t
in
co
m
p
a
r
i
n
g
o
th
er
s
.
T
h
e
s
tag
e
o
f
th
e
Mu
ltime
d
ia
m
o
d
el
is
s
im
ilar
l
y
as
th
e
I
D
m
o
d
el,
n
am
ely
an
aly
s
is
,
d
esig
n
,
d
e
v
e
lo
p
m
en
t
,
im
p
lem
e
n
t
atio
n
,
a
n
d
ev
alu
at
io
n
.
At
th
e
an
al
y
s
is
s
t
ag
e,
th
e
p
r
e
-
s
er
v
ice
teac
h
er
an
aly
z
ed
t
h
e
s
tu
d
en
t
c
h
ar
ac
ter
is
tics
an
d
s
u
b
ject
m
atter
an
aly
s
is
.
T
h
e
n
,
p
r
e
-
s
er
v
ice
teac
h
er
s
co
n
d
u
cted
lear
n
in
g
o
b
jectiv
es
d
esig
n
in
g
,
m
eth
o
d
o
f
lean
in
g
s
elec
tin
g
,
an
d
ev
alu
tio
n
d
esig
n
in
g
in
th
e
d
esig
n
s
tag
e.
At
th
e
d
ev
elo
p
m
en
t
s
tag
e,
p
r
e
-
s
er
v
ice
teac
h
er
s
i
n
teg
r
ated
th
e
r
esu
lt
o
f
th
e
an
aly
s
is
m
o
d
el
in
t
o
W
eb
af
f
o
r
d
a
n
ce
s
.
T
h
e
last
,
I
m
p
lem
en
t
s
tag
e
was
a
s
tag
e
to
p
r
ac
tic
e
th
e
r
esu
lt
o
f
d
esig
n
i
n
a
class
r
o
o
m
s
im
u
latio
n
.
T
h
e
s
ec
o
n
d
,
W
eb
-
L
ea
r
n
in
g
Desig
n
g
r
o
u
p
u
s
ed
th
e
T
PAC
K
-
s
ettin
g
,
b
u
t
th
e
p
r
ep
a
r
atio
n
a
n
d
is
o
latio
n
wer
e
r
em
o
v
e
d
.
T
h
e
fu
ctio
n
o
f
th
is
g
r
o
u
p
was to
s
h
o
w
th
e
ef
f
ec
t o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
’
T
PAC
K
wi
t
h
o
u
t th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
attitu
d
e
s
to
w
a
r
d
W
eb
.
T
h
e
la
s
t,
W
eb
-
PIN
T
AR
R
g
r
o
u
p
was
co
n
d
u
cted
th
r
o
u
g
h
im
p
lem
e
n
tin
g
th
e
s
tag
es
as
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
is
g
r
o
u
p
was
tr
ea
ted
as
an
ex
p
er
im
en
tal
g
r
o
u
p
th
at
r
ec
eiv
e
d
p
r
e
-
s
er
v
ice
teac
h
er
s
'
attitu
d
e
s
to
war
d
th
e
W
eb
in
p
r
ep
ar
atio
n
an
d
is
o
la
tio
n
s
tag
es
.
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
effec
ts
o
f in
s
tr
u
ctio
n
a
l d
esig
n
b
a
s
ed
w
eb
c
o
u
r
s
e
o
n
p
r
e
-
s
ervice
tea
ch
ers
’
co
mp
eten
cies
(
M.
A
n
a
s
Th
o
h
ir
)
233
Fig
u
r
e
2
.
Q
u
asi
-
ex
p
er
im
en
tal
s
tu
d
y
d
esig
n
2
.
2
.
P
a
rt
ic
ipa
n
t
s
T
h
e
s
tu
d
y
in
v
o
l
v
ed
7
4
p
r
e
-
s
er
v
ice
teac
h
er
s
th
at
co
n
s
is
t
o
f
2
0
m
ale
an
d
5
4
f
em
ale
(
n
=
5
4
)
f
r
o
m
two
h
ig
h
er
teac
h
e
r
ed
u
ca
tio
n
s
th
at
h
av
e
th
e
s
am
e
q
u
ality
ac
c
r
ed
itatio
n
,
n
am
ely
4
9
p
r
e
-
se
r
v
ice
teac
h
er
s
f
r
o
m
Un
iv
er
s
itas
Neg
er
i
Yo
g
y
ak
ar
t
a
(
UNY)
an
d
2
2
f
r
o
m
Un
i
v
er
s
itas
Ah
m
ad
Dah
lan
(
UAD)
.
Th
eir
ag
e
s
r
an
g
ed
f
r
o
m
18
to
2
1
y
ea
r
s
.
T
h
e
c
o
m
p
o
s
itio
n
o
f
ex
p
e
r
im
en
tal
g
r
o
u
p
s
war
e
two
class
es
as
Mu
ltime
d
ia
Gr
o
u
p
s
(n
=
2
7
)
,
W
eb
-
PIN
T
AR
R
(
n
=
2
5
)
,
an
d
W
eb
-
lear
n
in
g
d
esig
n
(
n
=
2
2
)
.
T
h
o
s
e
class
es
war
e
b
eg
an
at
th
e
f
if
t
h
s
em
ester
s
in
Sep
tem
b
er
2
0
1
8
u
n
til
Feb
r
u
ar
y
2
0
1
9
.
E
ac
h
g
r
o
u
p
m
et
o
n
e
tim
e
p
er
we
ek
f
o
r
th
r
ee
h
o
u
r
s
.
Alth
o
u
g
h
p
ar
ticip
an
ts
j
o
in
ed
o
th
er
s
u
b
ject
-
m
atter
co
u
r
s
es
,
th
e
m
ater
ial
o
b
tain
ed
was
n
o
t
r
e
lated
to
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
.
T
h
ey
h
av
e
jo
in
e
d
th
e
f
u
n
d
am
en
tal
o
f
p
ed
a
g
o
g
ical
an
d
p
h
y
s
ics
co
n
ten
t
co
u
r
s
es
alo
n
g
th
e
f
if
th
s
em
ester
s
.
T
h
e
tech
n
o
lo
g
y
th
at
h
as
b
ee
n
ta
u
g
h
t
in
clu
d
in
g
W
o
r
d
,
E
x
ce
l,
Po
w
er
-
Po
in
t,
d
an
Flas
h
m
ed
ia,
wh
ile
W
eb
was star
ted
to
lear
n
in
teg
r
ated
in
to
t
h
is
co
u
r
s
e,
n
am
ely
e
d
u
ca
tio
n
al
tec
h
n
o
lo
g
y
in
p
h
y
s
ics.
2
.
3
.
I
ns
t
rum
ent
v
a
lid
it
y
a
nd
re
li
a
bil
it
y
Pre
-
s
er
v
ice
teac
h
er
s
wer
e
ass
e
s
s
ed
to
m
ea
s
u
r
in
g
th
e
o
u
tco
m
e
af
ter
tr
ea
tm
en
t
f
o
r
all
g
r
o
u
p
s
.
Fo
r
th
is
p
u
r
p
o
s
e,
th
e
in
s
tr
u
m
en
t
was
co
n
s
tr
u
cted
u
s
in
g
a
test
f
r
o
m
th
e
E
d
u
ca
tio
n
al
T
esti
n
g
Ser
v
ice
[
1
9
–
2
2
]
.
T
h
is
was
ca
teg
o
r
ized
in
to
s
ix
p
r
e
-
s
er
v
ic
e
teac
h
er
s
’
d
esig
n
in
d
icato
r
s
,
n
am
ely
s
tu
d
e
n
t
a
n
aly
s
is
,
cu
r
r
i
cu
lu
m
o
r
g
a
n
i
z
atio
n
,
in
s
tr
u
ctio
n
al
s
tr
ateg
y
s
elec
tio
n
,
tech
n
o
l
o
g
ical
k
n
o
wled
g
e
,
ev
alu
atio
n
d
esig
n
,
an
d
c
o
n
ten
t
k
n
o
wled
g
e
[
1
5
]
.
Fo
r
ex
am
p
le,
in
Pra
x
is
’
s
test
[
2
2
]
:
1.
W
h
en
s
ca
n
n
in
g
a
d
r
iv
e
f
o
r
v
ir
u
s
es,
it is
ty
p
ically
im
p
o
r
tan
t t
o
ch
ec
k
f
iles
h
av
in
g
w
h
ich
o
f
th
e
f
o
llo
win
g
ex
ten
s
io
n
s
?
(
A)
.
jp
g
(
B
)
.
p
d
f
(
C
)
.
wav
(
D)
.
ex
e
an
d
d
esig
n
e
d
in
W
eb
co
n
tex
t:
2.
W
h
en
u
p
lo
d
i
n
g
a
p
r
esen
tatio
n
s
lid
e
f
ile,
it is
ty
p
ically
im
p
o
r
t
an
t to
o
l h
a
v
in
g
wh
ic
h
o
f
t
h
e
f
o
llo
win
g
n
am
es?
(
A)
Pag
e
(
B
)
R
eso
u
r
c
es
(
C
)
SC
R
OM
Pack
ag
e
(
D
)
E
x
ter
n
al
to
o
l
Mu
ltip
le
ch
o
ice
test
s
wer
e
d
es
ig
n
ed
f
iv
e
item
s
f
o
r
ea
c
h
in
d
i
ca
to
r
s
,
an
d
co
n
s
u
ltated
to
two
ex
p
er
ts
in
tech
n
o
lo
g
y
an
d
p
h
y
s
ics
ed
u
ca
tio
n
.
T
h
e
ex
p
e
r
ts
ad
v
is
ed
to
r
ev
is
e
item
s
o
f
th
e
test
in
clu
d
i
n
g
in
wo
r
d
r
ea
d
ib
le
an
d
m
is
tak
e.
Af
ter
r
ef
in
in
g
all
item
s
,
th
e
in
s
tr
u
m
en
t
was
ex
em
ain
ed
to
5
0
p
r
e
-
s
er
v
ice
p
h
y
s
ics
teac
h
er
s
in
o
th
er
u
n
iv
e
r
s
ities
,
an
d
an
aly
s
ed
item
r
esp
o
n
s
e
in
d
ex
t
with
two
ca
r
ac
ter
is
tic
m
o
d
el
u
s
in
g
Qu
est
p
r
o
g
r
am
[
2
3
]
.
Acc
o
r
d
in
g
to
th
e
d
if
f
icu
lty
t
h
r
esh
o
ld
,
p
e
r
s
o
n
ab
ilit
y
,
an
d
f
it
th
e
m
o
d
el
[
2
3
,
24]
,
th
e
r
e
jecte
d
item
o
f
test
co
n
tain
s
f
iv
e
item
s
:
1
item
of
s
tu
d
en
t
an
aly
s
is
,
2
item
s
o
f
in
s
tr
u
ctio
n
al
s
tr
ateg
y
s
elec
tio
n
,
an
d
3
item
s
o
f
co
n
ten
t
k
n
o
wled
g
e
.
Af
ter
t
h
e
r
ejec
ted
item
s
r
em
o
v
ed
,
C
r
o
n
b
ac
h
’
s
alp
h
a
o
n
in
d
icato
r
s
r
an
g
ed
f
r
o
m
0
.
9
0
to
0
.
7
6
.
Fin
ally
,
th
e
test
item
s
tr
an
s
f
o
r
m
ed
i
n
to
o
n
lin
e
test
to
f
a
s
ib
ilit
y
d
ata
an
aly
s
is
.
2
.
4
.
Da
t
a
a
na
ly
s
is
Data
f
r
o
m
p
r
e
-
s
er
v
ice
teac
h
er
s
’
r
esp
o
n
s
es
in
Mu
ltime
d
ia
Gr
o
u
p
s
,
W
eb
-
PIN
T
AR
R
,
an
d
W
eb
-
lear
n
in
g
d
esig
n
g
r
o
u
p
wer
e
co
llected
.
T
h
e
d
ata
wer
e
an
al
y
z
ed
b
y
I
MB
Statis
tical
Pac
k
ag
e
f
o
r
th
e
So
cial
Scien
ce
s
(
SP
S
S)
2
5
v
er
s
io
n
.
T
h
e
d
esc
r
ip
tio
n
s
tatis
tic
o
cc
u
r
r
ed
t
o
d
e
s
cr
ip
tio
n
p
r
e
-
s
er
v
ice
teac
h
er
’
s
ac
h
iev
em
en
t.
T
h
e
p
r
elim
in
ar
y
an
aly
s
is
was
d
o
n
e
to
test
th
e
ass
u
m
p
tio
n
o
f
d
ata,
in
clu
d
i
n
g
n
o
r
m
al
l
y
,
lin
ea
r
ity
,
h
o
m
o
g
en
eity
,
an
d
m
u
ltico
llin
ea
r
ity
test
.
T
h
e
r
esu
lt
s
h
o
wed
th
at
th
er
e
wer
e
n
o
s
er
io
u
s
v
io
latio
n
s
.
T
h
en
,
th
e
m
u
ltiv
ar
iate
an
aly
s
is
o
f
v
ar
ian
ce
(
MA
NOVA
)
wa
s
u
s
ed
to
e
x
a
m
in
e
th
e
d
if
f
er
e
n
ce
am
o
n
g
g
r
o
u
p
s’
m
ea
n
d
ata
f
o
r
th
e
s
ix
-
i
n
d
icato
r
.
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
202
1
:
2
3
0
-
2
3
6
234
3.
RE
SU
L
T
S
T
h
e
d
escr
ip
tiv
e
s
tatis
tic
wa
s
ca
lcu
lated
in
o
r
d
er
to
d
ete
r
m
in
e
th
e
co
m
p
ar
ativ
e
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
m
p
eten
cies
in
th
r
e
e
g
r
o
u
p
s
o
f
th
e
tech
n
o
lo
g
ical
co
u
r
s
e
as
s
h
o
wn
in
T
ab
le
1
.
O
v
er
all,
th
e
s
co
r
e
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
h
as
in
cr
ea
s
ed
.
Mo
s
t
p
r
e
-
s
er
v
ice
teac
h
er
s
f
o
r
th
e
W
eb
-
PIN
T
AR
R
g
r
o
u
p
wer
e
h
ig
h
er
m
ea
n
s
co
r
es
in
p
o
s
t
-
test
th
an
o
th
er
g
r
o
u
p
s
,
an
d
th
ey
h
ad
th
e
h
ig
h
est
s
co
r
es
f
o
r
Ph
y
s
ics
k
n
o
wled
g
e
(
M
=
8
.
3
3
,
SD
=
1
.
7
3
)
.
W
h
er
ea
s
,
th
e
m
o
s
t
p
r
e
-
s
er
v
ice
teac
h
er
f
o
r
W
eb
-
lear
n
in
g
d
esig
n
g
r
o
u
p
was
h
ig
h
er
th
an
th
e
Mu
l
tim
ed
ia
g
r
o
u
p
.
Ho
wev
er
,
it
was
ap
p
ea
r
ed
t
h
at
p
o
s
t
-
test
m
ea
n
s
co
r
e
o
f
C
u
r
r
ic
u
lu
m
o
r
g
an
is
atio
n
(M
=
6
.
3
2
;
SD
=
2
.
5
3
)
f
o
r
W
eb
-
lear
n
in
g
d
esig
n
p
er
f
o
r
m
ed
b
etter
th
an
W
eb
-
PIN
T
AR
(
M
=
6
.
1
5
,
SD
=
1
.
5
6
)
an
d
Mu
ltime
d
ia
g
r
o
u
p
(
M
=
5
.
24
,
SD
=
1
.
9
8
)
.
T
ab
le
1
.
Descr
itp
tiv
e
s
tatis
tic
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
’
c
o
m
p
eten
cies a
m
o
n
g
g
r
o
u
p
s
C
o
m
p
e
t
e
n
c
i
e
s
G
r
o
u
p
s
n
P
r
e
t
e
s
t
M
(SD)
P
o
st
t
e
s
t
M
(SD)
S
t
u
d
e
n
t
a
n
a
l
y
s
i
s
M
u
l
t
i
me
d
i
a
27
4
.
0
4
(
1
.
5
4
)
5
.
88
(
1
.
8
3
)
W
e
b
-
l
e
a
r
n
i
n
g
d
e
si
g
n
22
3
.
8
2
(
1
.
3
3
)
3
.
9
0
(
1
.
6
5
)
W
e
b
-
P
I
N
TA
R
25
4
.
2
6
(
1
.
4
8
)
7
.
22
(
1
.
4
7
)
C
u
r
r
i
c
u
l
u
m
o
r
g
a
n
i
sa
t
i
o
n
M
u
l
t
i
me
d
i
a
27
4
.
5
6
(
1
.
7
6
)
5
.
24
(
1
.
9
8
)
W
e
b
-
l
e
a
r
n
i
n
g
d
e
si
g
n
22
3
.
8
6
(
1
.
2
8
)
6
.
3
2
(
2
.
5
3
)
W
e
b
-
P
I
N
TA
R
R
25
4
.
3
0
(
1
.
5
9
)
6
.
1
5
(
1
.
5
6
)
I
n
st
r
u
c
t
i
o
n
a
l
st
r
a
t
e
g
y
s
e
l
e
c
t
i
o
n
M
u
l
t
i
me
d
i
a
27
2
.
0
8
(
.
8
1
)
2
.
20
(
.
8
7
)
W
e
b
-
l
e
a
r
n
i
n
g
d
e
si
g
n
22
1
.
8
6
(
.
8
3
)
2
.
95
(
.
6
5
)
W
e
b
-
P
I
N
TA
R
R
25
2
.
1
1
(
.
9
7
)
3
.
1
5
(
1
.
1
0
)
Ev
a
l
u
a
t
i
o
n
M
u
l
t
i
me
d
i
a
27
2
.
3
6
(
.
9
9
)
2
.
64
(
1
.
1
9
)
W
e
b
-
l
e
a
r
n
i
n
g
d
e
si
g
n
22
2
.
0
5
(
1
.
0
5
)
3
.
27
(
.
9
8
)
W
e
b
-
P
I
N
TA
R
R
25
2
.
2
6
(
.
8
6
)
3
.
44
(
.
9
7
)
Te
c
h
n
o
l
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
M
u
l
t
i
me
d
i
a
27
2
.
0
8
(
.
9
5
)
2
.
80
(
1
.
4
7
)
W
e
b
-
l
e
a
r
n
i
n
g
d
e
si
g
n
22
2
.
0
9
(
1
.
0
6
)
3
.
3
2
(
1
.
2
4
)
W
e
b
-
P
I
N
TA
R
R
25
2
.
1
5
(
.
9
5
)
3
.
81
(
1
.
1
8
)
P
h
y
s
i
c
s
k
n
o
w
l
e
d
g
e
M
u
l
t
i
me
d
i
a
27
4
.
9
6
(
1
.
4
3
)
4
.
68
(
.
8
5
)
W
e
b
-
l
e
a
r
n
i
n
g
d
e
si
g
n
22
6
.
0
5
(
1
.
2
9
)
7
.
4
1
(
1
.
4
0
)
W
e
b
-
P
I
N
TA
R
R
25
5
.
4
8
(
1
.
5
0
)
8
.
33
(
1
.
7
3
)
T
h
e
test
o
f
MA
NOVA
was
p
er
f
o
r
m
ed
t
o
id
e
n
tify
t
h
e
d
i
f
f
er
en
t
p
r
e
-
s
er
v
ice
teac
h
er
s
’
c
o
m
p
eten
ce
am
o
n
g
Mu
ltime
d
ia,
W
eb
-
lear
n
in
g
d
esig
n
,
an
d
W
eb
-
PIN
T
AR
R
g
r
o
u
p
.
Fo
r
u
n
d
e
r
s
tan
d
i
n
g
th
e
in
itial
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
m
p
ete
n
cies,
m
ea
s
u
r
ed
th
e
p
r
e
-
test
d
ata
was
u
s
ed
MA
NOVA
.
T
h
e
r
esu
lt
s
h
o
w
s
th
at
th
er
e
wer
e
n
o
s
tatis
tically
s
ig
n
if
ican
t
f
o
r
all
g
r
o
u
p
s
in
p
r
e
-
test
(
W
ilk
s
'
=
.
80
,
F
(
12,
1
3
2
)
=
1
.
2
6
,
p
=
.
25
,
2
=
.
10
)
.
T
h
is
in
d
icate
d
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
h
ad
th
e
s
am
e
a
b
i
lity
b
ef
o
r
e
th
e
tr
ea
tm
e
n
t
was
ap
p
lied
.
C
o
n
s
eq
u
en
tly
,
th
e
m
ea
s
u
r
em
en
t
o
f
th
e
g
r
o
u
p
e
f
f
ec
tiv
en
ess
was
co
n
tin
u
e
d
t
o
th
e
p
o
s
t
-
test
,
with
o
u
t
j
o
in
ed
p
r
e
-
test
d
ata
as
co
v
ar
iate
an
aly
s
is
.
I
n
o
r
d
er
to
ex
am
i
n
e
th
e
d
if
f
e
r
en
ce
am
o
n
g
th
r
ee
g
r
o
u
p
s
,
M
ANOV
A
also
was
ap
p
lied
.
Ov
er
all,
th
e
r
esu
lt
s
h
o
ws
th
at
th
e
d
i
f
f
er
en
ce
of
p
r
e
-
s
er
v
ice
teac
h
er
s
’
c
o
m
p
eten
cies
was
a
s
tatis
tically
s
ig
n
if
ican
t
am
o
n
g
g
r
o
u
p
s
(
W
ilk
s
'
=
.
2
0
,
F
(
1
0
,
13
2)
=
1
3
.
7
1
,
p
=
.
0
0
,
2
=
.
56
)
,
s
h
o
wed
ef
f
ec
t
s
ize
was
lar
g
e
[
2
5
]
.
I
f
th
is
was
d
eter
m
in
ed
s
p
ar
ated
ly
,
Stu
d
e
n
t
an
aly
s
is
(
F
(
2
,
7
1
)
=
2
4
.
2
7
,
p
=
.
0
0
,
2
=
.
4
1
)
,
I
n
s
tr
u
ctio
n
al
s
tr
ateg
y
s
elec
tio
n
(
F
(
2
,
7
1
)
=
7
.
7
5
,
p
=
.
0
0
,
2
=
.
1
8)
,
E
v
al
u
atio
n
(
F
(
2
,
7
1
)
=
4
.
1
1
,
p
=
.
0
2
,
2
=
.
1
1
)
,
T
ec
h
n
o
lo
g
y
k
n
o
wled
g
e
(
F
(
2
,
7
1
)
=
3
.
9
3
,
p
=
.
0
2
,
2
=
.
10
)
,
an
d
C
o
n
ten
t
k
n
o
wled
g
e
co
m
p
eten
ce
(
F
(
2
,
7
1
)
=
4
7
.
7
5
,
p
=
.
0
0
,
2
=
.
57
)
wer
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
am
o
n
g
g
r
o
u
p
s
.
Ho
wev
er
,
C
u
r
r
icu
lu
m
o
r
g
an
is
atio
n
(
F
(
2
,
7
1
)
=
1
.
9
9
,
p
=
.
1
4
,
2
=
.
1
0
)
was
n
o
s
ig
n
if
ican
t
d
ef
f
er
e
n
tce
o
f
c
o
m
p
eten
ce
.
Mo
r
eo
v
er
,
p
o
s
t
-
hoc
u
s
in
g
T
u
k
ey
’
s
HSD
was
ap
p
lied
,
t
o
lo
o
k
f
o
r
th
e
e
f
f
ec
t
o
f
ea
ch
v
ar
ia
b
le
b
etwe
en
g
r
o
u
p
s
.
Fig
u
r
e
3
s
h
o
ws
th
e
esti
m
ated
m
ea
n
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
m
p
eten
cies
.
T
h
e
r
esu
lt
s
h
o
wed
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
m
p
ete
n
cies
f
o
r
th
e
W
eb
-
PIN
T
AR
R
g
r
o
u
p
wer
e
s
ig
n
if
ican
tly
d
if
f
e
r
en
t.
Fo
r
ex
am
p
le,
co
m
p
eten
ce
o
f
Stu
d
en
t
an
aly
s
is
f
o
r
t
h
e
W
eb
-
PIN
T
AR
R
(
M
=
7
.
2
2
,
SD
=
1
.
4
7
)
was
s
ig
n
if
ic
an
tly
d
if
f
er
en
t
f
r
o
m
W
eb
Desig
n
L
ea
r
n
in
g
(
M
=
3
.
90
,
SD
=
1
.
6
5
)
an
d
Mu
ltime
d
i
a
(
M
=
5
.
8
8
,
SD
=
1
.
8
3
)
.
Alth
o
u
g
h
,
th
e
c
o
m
p
eten
ce
o
f
C
u
r
r
icu
lu
m
o
r
g
an
izatio
n
f
o
r
th
e
W
eb
Desig
n
L
ea
r
n
in
g
(
6
.
3
2
(
2
.
5
3
)
was
a
h
i
g
h
er
s
c
o
r
e
th
an
t
h
e
W
eb
-
PIN
T
AR
R
(
M
=
6
.
1
5
,
SD
=
1
.
5
6
)
an
d
Mu
ltime
d
ia
(
M
=
5
.
2
4
,
S
D
=
1
.
9
8
)
,
it wa
s
n
o
t sig
n
if
ican
t
ly
d
if
f
er
e
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
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&
R
es E
d
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SS
N:
2252
-
8
8
2
2
Th
e
effec
ts
o
f in
s
tr
u
ctio
n
a
l d
esig
n
b
a
s
ed
w
eb
c
o
u
r
s
e
o
n
p
r
e
-
s
ervice
tea
ch
ers
’
co
mp
eten
cies
(
M.
A
n
a
s
Th
o
h
ir
)
235
Fig
u
r
e
3
.
Me
an
p
r
e
-
s
er
v
ice
te
a
ch
er
s
’
co
m
p
ete
n
cies sco
r
e
f
o
r
w
eb
PIN
T
AR
R
,
web
d
esig
n
lear
n
in
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,
a
n
d
m
u
ltime
d
ia
g
r
o
u
p
4.
DIS
CU
SS
I
O
N
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
wa
s
to
test
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
W
eb
-
PIN
T
AR
R
m
o
d
el
in
im
p
r
o
v
in
g
th
e
co
m
p
ete
n
cy
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
.
Acc
o
r
d
in
g
t
o
th
e
r
e
s
u
lt
,
th
e
W
eb
-
PIN
T
AR
R
g
r
o
u
p
m
ig
h
t
b
e
a
b
le
to
im
p
r
o
v
e
p
r
e
-
s
er
v
ice
teac
h
er
s’
co
m
p
eten
cies
.
T
h
ese
r
esu
lts
wer
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
th
at
u
s
e
d
tech
n
o
lo
g
y
r
elate
d
PC
K
as
a
f
u
n
d
am
e
n
tal
o
f
m
o
d
el
d
esig
n
[
1
6
,
2
6
,
2
7
]
.
I
n
ad
d
itio
n
,
t
h
e
W
eb
-
PIN
T
AR
R
g
r
o
u
p
was
m
o
r
e
ef
f
ec
tiv
e
th
a
n
th
e
M
u
ltime
d
ia
g
r
o
u
p
an
d
W
eb
-
lear
n
in
g
d
esig
n
g
r
o
u
p
.
T
h
e
in
ter
esti
n
g
n
o
te
is
th
e
ad
d
itio
n
o
f
in
tr
o
d
u
ctio
n
an
d
is
o
latio
n
in
s
tag
e
at
th
e
b
eg
in
n
i
n
g
o
f
th
e
co
u
r
s
e,
a
n
d
co
m
p
ar
is
o
n
o
f
m
u
ltime
d
ia
an
d
W
eb
lear
n
in
g
d
esig
n
.
T
h
e
r
esu
lt
m
ig
h
t
s
h
o
w
th
e
r
ea
s
o
n
s
wh
y
th
e
W
eb
-
PI
NT
AR
R
g
r
o
u
p
was
m
o
r
e
ef
f
ec
tiv
e
th
an
o
t
h
er
g
r
o
u
p
s
to
ac
h
iev
e
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
m
p
eten
cies.
First
,
th
e
f
in
d
in
g
in
d
icate
d
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
W
eb
-
PIN
T
AR
R
g
r
o
u
p
b
e
ca
u
s
e
o
f
th
e
r
ea
d
in
ess
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
to
d
esig
n
tech
n
o
lo
g
y
.
Sp
ec
if
icall
y
,
p
r
e
-
s
er
v
ice
teac
h
e
r
s
f
o
r
th
e
W
eb
-
PIN
T
AR
R
g
r
o
u
p
h
ad
p
lan
n
ed
to
d
esig
n
th
e
W
eb
in
p
r
ep
ar
atio
n
an
d
is
o
latio
n
s
tag
e,
an
d
th
ey
h
ad
d
i
r
ec
ted
o
n
s
o
lv
in
g
th
e
p
r
o
b
le
m
in
tr
an
s
f
o
r
m
in
g
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
,
an
d
c
o
n
ten
t
k
n
o
wled
g
e
in
t
h
e
tr
an
s
f
o
r
m
atio
n
s
tag
e.
Me
an
wh
ile,
in
th
e
m
u
ltime
d
ia
g
r
o
u
p
,
in
tr
o
d
u
ctio
n
a
n
d
W
eb
d
esig
n
wer
e
ca
r
r
ied
o
u
t
s
im
u
ltan
eo
u
s
ly
at
th
e
tr
an
s
f
o
r
m
atio
n
an
d
d
esig
n
s
tag
e
as
p
r
ev
io
u
s
r
esear
ch
[
2
6
]
.
I
n
a
d
d
itio
n
,
th
e
f
i
n
d
in
g
was
p
o
s
s
ib
le
to
f
ac
ilit
ate
th
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
T
PAC
K
co
m
p
o
n
en
t
in
th
e
is
o
latio
n
s
tag
e
.
T
h
u
s
,
t
h
e
s
tu
d
y
s
u
g
g
ested
u
s
in
g
th
e
p
r
ep
a
r
atio
n
a
n
d
i
s
o
latio
n
s
tag
es
f
o
r
n
o
v
ice
p
r
e
-
s
er
v
ice
teac
h
e
r
s
in
tech
n
o
lo
g
y
in
teg
r
atio
n
b
e
f
o
r
e
th
ey
d
esig
n
ed
th
e
less
o
n
p
lan
.
T
h
e
s
ec
o
n
d
,
p
r
e
-
s
er
v
ice
teac
h
er
s
in
th
e
p
r
ep
a
r
atio
n
s
tag
e
in
tr
o
d
u
ce
d
th
e
W
eb
to
ad
ap
tiv
e
th
e
d
if
f
er
en
t
c
o
n
ten
t
an
d
m
o
tiv
a
t
ed
th
em
t
o
co
m
p
lete
in
t
h
e
f
u
tu
r
e
s
tag
e.
B
ec
au
s
e
in
teg
r
atin
g
tech
n
o
lo
g
y
in
to
teac
h
in
g
an
d
lear
n
in
g
n
ee
d
c
o
m
p
lex
ac
tiv
ity
[2
8
,
29
]
,
p
r
e
-
s
er
v
ice
teac
h
er
s
r
eq
u
ir
ed
th
e
f
u
n
d
am
e
n
tal
o
f
W
eb
d
esig
n
.
T
h
er
ef
o
r
e,
th
e
in
s
tr
u
ct
o
r
en
co
u
r
ag
ed
t
h
em
to
m
o
d
if
y
as a
n
ew
ex
p
er
ien
ce
in
tech
n
o
lo
g
ical
in
teg
r
atio
n
.
Similar
ly
p
r
ev
io
u
s
r
esear
ch
[
30
]
,
th
e
p
r
ep
a
r
atio
n
s
tag
e
m
i
g
h
t
p
r
o
v
id
e
an
ep
is
tem
ic
ac
tiv
ity
th
at
lead
s
to
in
v
o
lv
em
e
n
t
in
ef
f
o
r
ts
to
in
t
eg
r
ate
k
n
o
wled
g
e,
b
u
ild
f
lex
ib
le
k
n
o
wled
g
e
,
in
v
o
lv
e
th
e
in
q
u
ir
y
ass
ets,
an
d
b
ec
o
m
e
lea
r
n
er
s
o
r
ien
ted
to
th
e
co
m
p
lex
ity
o
f
W
eb
in
teg
r
atio
n
.
I
n
a
d
d
itio
n
,
th
is
m
i
g
h
t
n
ee
d
p
r
e
-
s
er
v
ice
tea
ch
er
s
to
m
aster
W
eb
d
esig
n
.
Alth
o
u
g
h
p
r
e
-
s
er
v
ice
tea
ch
er
s
f
o
r
W
eb
-
lear
n
in
g
d
esig
n
u
s
ed
t
h
e
W
eb
to
tr
an
s
f
o
r
m
tech
n
o
lo
g
ical
k
n
o
wled
g
e
in
to
lear
n
in
g
a
n
d
tea
ch
in
g
,
th
e
y
h
a
d
th
e
p
r
o
b
lem
,
esp
ec
ially
in
W
eb
o
p
er
atin
g
tech
n
iq
u
es.
T
h
is
m
ig
h
t
b
e
th
e
r
ea
s
o
n
wh
y
p
r
e
-
s
er
v
ice
teac
h
er
s
n
ee
d
to
f
ee
l
co
m
p
eten
t
en
o
u
g
h
in
u
s
in
g
tech
n
o
lo
g
y
to
in
s
tr
u
ctio
n
[
31
]
.
T
h
u
s
,
th
is
s
tu
d
y
p
r
o
p
o
s
ed
to
ass
u
r
e
th
e
attitu
d
e
to
w
ar
d
W
eb
in
d
esig
n
W
PA
C
K.
T
h
e
lim
itatio
n
o
f
th
is
s
tu
d
y
w
as
th
e
n
u
m
b
er
o
f
p
ar
ticip
a
n
s
o
n
ly
7
4
p
r
e
-
s
er
v
ice
p
h
y
s
ics
teac
h
er
s
f
r
o
m
two
u
n
iv
er
s
it
ies.
T
h
er
ef
o
r
e
,
th
e
g
en
er
atio
n
o
f
co
n
clu
s
io
n
f
r
o
m
th
e
r
esu
lt
an
aly
s
is
was
lim
ited
.
L
ar
g
er
p
ar
ticip
an
ts
m
ig
h
m
ak
e
f
u
r
th
e
r
r
esear
ch
m
o
r
e
cr
ed
ib
le
.
T
h
e
r
esu
lt
also
was
l
im
ited
with
d
ata
o
b
tain
ed
f
r
o
m
m
u
ltip
le
ch
o
ice
q
u
esti
o
n
s
wh
ich
ca
n
b
e
b
iased
.
Data
s
u
p
p
o
r
t
o
b
tain
ed
f
r
o
m
s
u
r
v
ey
s
a
n
d
in
ter
v
iews
will
s
u
p
p
o
r
t
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
.
Hen
ce
,
d
ata
ca
n
b
e
co
llected
in
d
ep
th
th
r
o
u
g
h
q
u
alitativ
e
r
esear
ch
an
d
m
ix
m
eth
o
d
s
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
av
e
d
ev
el
o
p
ed
t
h
e
n
ew
m
o
d
el
I
D
-
b
ased
attitu
d
e
to
war
d
I
C
T
o
f
p
r
e
-
s
er
v
ice
t
ea
ch
er
,
th
e
W
PA
C
K
f
r
am
ewo
r
k
,
an
d
th
e
lear
n
in
g
web
b
y
d
esig
n
ap
p
r
o
ac
h
.
T
h
e
m
o
d
el
co
u
l
d
ef
f
e
ctiv
ely
in
cr
ea
s
e
th
e
co
m
p
eten
ce
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
e
m
o
d
el
m
ay
b
e
u
s
ed
b
y
lectu
r
er
s
to
c
o
n
d
u
ct
i
n
s
tr
u
ctio
n
al
d
esig
n
co
u
r
s
es.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
em
p
h
asize
n
o
v
ice
p
r
e
-
s
er
v
ice
teac
h
er
s
'
web
k
n
o
wled
g
e
in
th
e
p
r
ep
ar
atio
n
p
h
ase.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
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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
202
1
:
2
3
0
-
2
3
6
236
RE
F
E
R
E
NC
E
S
[1
]
Ş
.
G
ö
k
ç
e
a
rsla
n
,
e
t
a
l.
,
“
P
re
se
rv
i
c
e
Tea
c
h
e
rs’
Lev
e
l
o
f
Web
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
Kn
o
wle
d
g
e
:
As
se
ss
m
e
n
t
b
y
In
d
i
v
id
u
a
l
In
n
o
v
a
ti
v
e
n
e
ss
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
io
n
a
l
C
o
mp
u
ti
n
g
Res
e
a
rc
h
,
v
o
l.
5
5
,
n
o
.
1
,
p
p
.
7
0
–
9
4
,
2
0
1
7
.
[2
]
S
.
Ka
v
a
n
o
z
,
H.
G
.
Yü
k
se
l,
a
n
d
E.
Öz
c
a
n
,
“
P
re
-
se
rv
ice
te
a
c
h
e
rs’
se
lf
-
ef
fica
c
y
p
e
rc
e
p
ti
o
n
s
o
n
Web
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
Kn
o
wle
d
g
e
,
”
C
o
mp
u
t.
E
d
u
c
.
,
v
o
l.
8
5
,
p
p
.
9
4
–
1
0
1
,
Ju
l.
2
0
1
5
.
[3
]
M.
-
H.
Lee
a
n
d
C.
-
C
.
Tsa
i,
“
E
x
p
lo
ri
n
g
tea
c
h
e
rs’
p
e
rc
e
iv
e
d
se
lf
e
ffica
c
y
a
n
d
tec
h
n
o
lo
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
wit
h
re
sp
e
c
t
to
e
d
u
c
a
ti
o
n
a
l
u
se
o
f
t
h
e
Wo
r
ld
W
id
e
Web
,
”
In
stru
c
ti
o
n
a
l
S
c
ien
c
e
:
An
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
th
e
L
e
a
rn
i
n
g
S
c
ien
c
e
s
,
v
o
l
.
3
8
,
n
o
.
1
,
p
p
.
1
–
2
1
,
2
0
1
0
.
[4
]
T.
P
ieta
rin
e
n
,
e
t
a
l.
,
“
Hig
h
sc
h
o
o
l
stu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
f
a
ffe
c
t
a
n
d
c
o
ll
a
b
o
ra
ti
o
n
d
u
ri
n
g
v
irt
u
a
l
sc
ien
c
e
in
q
u
ir
y
lea
rn
in
g
,
”
J
.
Co
mp
u
t.
Assist.
L
e
a
rn
.
,
v
o
l
.
3
5
,
n
o
.
3
,
p
p
.
3
3
4
–
3
4
8
,
2
0
1
9
.
[5
]
C.
S
.
Ch
a
i
a
n
d
L.
Tan
,
“
Ex
a
m
in
i
n
g
p
re
-
se
rv
ice
tea
c
h
e
rs’ d
e
sig
n
c
a
p
a
c
it
ies
fo
r
we
b
-
b
a
se
d
2
1
st ce
n
tu
ry
n
e
w cu
lt
u
re
o
f
lea
rn
i
n
g
,
”
A
u
stra
l
a
s.
J
.
Ed
u
c
.
T
e
c
h
n
o
l
.
,
v
o
l
.
3
3
,
n
o
.
1
,
p
p
.
1
–
2
0
,
2
0
1
7
.
[6
]
A.
Hu
tch
iso
n
a
n
d
J
.
Co
lwe
ll
,
“
P
r
e
se
rv
ice
Tea
c
h
e
rs’
U
se
o
f
th
e
Tec
h
n
o
l
o
g
y
In
teg
ra
ti
o
n
P
lan
n
i
n
g
C
y
c
le
to
In
te
g
ra
te
iP
a
d
s In
t
o
Li
tera
c
y
In
str
u
c
ti
o
n
,
”
J
.
Res
.
T
e
c
h
n
o
l.
Ed
u
c
.
,
v
o
l
.
4
8
,
n
o
.
1
,
p
p
.
1
–
1
5
,
2
0
1
6
.
[7
]
M
.
J.
M
ish
ra
a
n
d
P
.
Ko
e
h
ler,
“
Tec
h
n
o
lo
g
ica
l
p
e
d
a
g
o
g
ic
a
l
c
o
n
ten
t
k
n
o
wle
d
g
e
:
A
fra
m
e
wo
rk
f
o
r
tea
c
h
e
r
k
n
o
wle
d
g
e
,
”
T
e
a
c
h
.
C
o
ll
.
Rec
.
,
v
o
l.
1
0
8
,
n
o
.
6
,
p
p
.
1
0
1
7
–
1
0
5
4
,
2
0
0
6
.
[8
]
D.
S
.
Nie
d
e
rh
a
u
se
r
a
n
d
D.
L.
Li
n
d
stro
m
,
“
In
stru
c
ti
o
n
a
l
Tec
h
n
o
lo
g
y
In
teg
ra
ti
o
n
M
o
d
e
ls
a
n
d
F
ra
m
e
wo
rk
s
:
Diffu
sio
n
,
C
o
m
p
e
ten
c
ies
,
Att
it
u
d
e
s,
a
n
d
Disp
o
si
ti
o
n
s,”
i
n
S
e
c
o
n
d
Ha
n
d
b
o
o
k
o
f
I
n
f
o
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
y
in
Prima
ry
a
n
d
S
e
c
o
n
d
a
ry
Ed
u
c
a
ti
o
n
.
S
p
r
in
g
e
r
,
2
0
1
8
,
p
p
.
1
–
21
.
[9
]
U.
Ka
le,
J.
Yu
a
n
,
a
n
d
A.
Ro
y
,
“
To
d
e
sig
n
o
r
to
i
n
teg
ra
te?
In
str
u
c
ti
o
n
a
l
d
e
si
g
n
v
e
rsu
s
tec
h
n
o
lo
g
y
in
teg
ra
ti
o
n
i
n
d
e
v
e
lo
p
in
g
lea
rn
i
n
g
in
ter
v
e
n
ti
o
n
s
,
”
Ed
u
c
a
ti
o
n
T
e
c
h
Res
e
a
rc
h
De
v
.
,
v
o
l.
6
8
,
p
p
.
2
4
7
3
-
2
5
0
4
,
Ap
r
.
2
0
2
0
.
[1
0
]
Y.
-
H.
Ch
e
n
a
n
d
S
.
-
J.
Ja
n
g
,
“
E
x
p
l
o
rin
g
th
e
Re
latio
n
sh
i
p
Be
tw
e
e
n
S
e
lf
-
Re
g
u
latio
n
a
n
d
TP
AC
K
o
f
Taiwa
n
e
se
S
e
c
o
n
d
a
ry
In
-
S
e
r
v
ice
Tea
c
h
e
rs,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
C
o
mp
u
ti
n
g
Res
e
a
rc
h
,
v
o
l
.
5
7
,
n
o
.
4
,
p
p
.
9
7
8
-
1
0
0
2
,
2
0
1
9
.
[1
1
]
K.
H.
Ch
e
n
g
,
“
A
su
r
v
e
y
o
f
n
a
ti
v
e
lan
g
u
a
g
e
t
e
a
c
h
e
rs’
tec
h
n
o
l
o
g
ic
a
l
p
e
d
a
g
o
g
ica
l
a
n
d
c
o
n
ten
t
k
n
o
w
led
g
e
(TP
ACK
)
in
Taiwa
n
,
”
C
o
mp
u
t.
Assist.
L
a
n
g
.
L
e
a
rn
.
,
v
o
l.
3
0
,
n
o
.
7
,
p
p
.
6
9
2
–
7
0
8
,
2
0
1
7
.
[1
2
]
J.
Hw
e
e
,
L.
Ko
h
,
a
n
d
C
.
S
.
Ch
a
i,
“
To
wa
rd
s
a
Web
2
.
0
TP
ACK
Les
so
n
De
sig
n
F
ra
m
e
wo
rk
:
Ap
p
li
c
a
t
io
n
s
o
f
a
Web
2
.
0
T
P
AC
K
S
u
r
v
e
y
o
f
S
in
g
a
p
o
re
P
re
se
rv
ice
Tea
c
h
e
rs,”
in
Ne
w
M
e
d
ia
a
n
d
L
e
a
rn
in
g
in
th
e
2
1
st
Ce
n
t
u
ry
,
S
in
g
a
p
o
re
:
S
p
ri
n
g
e
r
S
c
ien
c
e
,
p
p
.
1
6
1
–
1
8
0
,
2
0
1
5
.
[1
3
]
L.
S
.
S
h
u
lma
n
,
“
T
h
o
se
W
h
o
Un
d
e
rsta
n
d
:
Kn
o
wle
d
g
e
G
ro
wth
in
T
e
a
c
h
in
g
,
”
Am.
E
d
u
c
.
Res
.
Asso
c
.
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
4
–
1
4
,
1
9
8
6
.
[1
4
]
Ş
.
G
ö
k
ç
e
a
rsla
n
,
T.
Ka
ra
d
e
m
ir,
a
n
d
A.
T.
Ko
ru
c
u
,
“
P
re
se
rv
ice
Tea
c
h
e
rs’
Lev
e
l
o
f
Web
P
e
d
a
g
o
g
ica
l
Co
n
ten
t
Kn
o
wle
d
g
e
,
”
J
.
Ed
u
c
.
Co
m
p
u
t
.
R
e
s.
,
v
o
l
.
5
5
,
n
o
.
1
,
p
p
.
7
0
–
9
4
,
2
0
1
6
.
[1
5
]
W.
Dic
k
,
L.
Ca
re
y
,
a
n
d
J.
O.
C
a
re
y
,
T
h
e
sy
ste
ma
ti
c
d
e
sig
n
o
f
i
n
stru
c
ti
o
n
,
S
i
x
t
h
Ed
.
U
n
it
e
d
S
tat
e
s
o
f
Am
e
rica
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
I
n
c
,
2
0
1
5
.
[1
6
]
C.
J.
Lee
a
n
d
C.
M
.
Kim
,
“
A
te
c
h
n
o
l
o
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
b
a
se
d
in
str
u
c
ti
o
n
a
l
d
e
sig
n
m
o
d
e
l:
a
th
ird
v
e
rsio
n
imp
lem
e
n
tati
o
n
stu
d
y
in
a
tec
h
n
o
lo
g
y
i
n
teg
ra
ti
o
n
c
o
u
rse
,
”
Ed
u
c
.
T
e
c
h
n
o
l.
Res
.
De
v
.
,
v
o
l.
6
5
,
n
o
.
6
,
p
p
.
1
6
2
7
–
1
6
5
4
,
2
0
1
7
.
[1
7
]
J.
W.
Cre
sw
e
ll
,
Res
e
a
rc
h
De
sig
n
Q
u
a
li
ta
ti
v
e
,
Q
u
a
n
ti
t
a
ti
v
e
,
a
n
d
M
ixe
d
M
e
th
o
d
s
Ap
p
ro
a
c
h
e
s
,
F
ift
h
Ed
it
io
n
.
Th
o
u
sa
n
d
Oa
k
s:
S
AG
E
P
u
b
li
c
a
ti
o
n
s,
2
0
1
8
.
[1
8
]
W.
R.
S
h
a
d
ish
,
T.
D.
C
o
o
k
,
a
n
d
D.
T.
Ca
m
p
b
e
ll
,
“
Ex
p
e
rime
n
ts an
d
g
e
n
e
ra
li
z
e
d
c
a
u
sa
l
in
fe
re
n
c
e
,
”
Exp
.
De
s.
Qu
a
si
-
Exp
e
rime
n
ta
l
De
s.
Ge
n
.
Ca
u
sa
l
I
n
fer
e
n
c
e
,
p
p
.
1
–
3
2
,
2
0
0
2
.
[1
9
]
ET
S
P
ra
x
is,
P
h
y
sic
s: Co
n
ten
t
Kn
o
wled
g
e
.
Was
h
in
g
t
o
n
,
D.C:
E
d
u
c
a
ti
o
n
a
l
Tes
ti
n
g
S
e
rv
ice
,
2
0
1
7
.
[2
0
]
ET
S
P
ra
x
is,
Prin
c
i
p
les
o
f
L
e
a
r
n
i
n
g
a
n
d
T
e
a
c
h
i
n
g
:
Gr
a
d
e
s
7
–
12
,
v
o
l.
1
2
,
n
o
.
0
5
2
4
.
Ed
u
c
a
ti
o
n
a
l
T
e
stin
g
S
e
rv
ice
,
2
0
1
7
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
s://
ww
w.ets
.
o
rg
/s/p
ra
x
is/p
d
f/5
6
2
4
.
p
d
f
[2
1
]
ET
S
P
ra
x
is,
Prin
c
i
p
les
o
f
L
e
a
rn
i
n
g
a
n
d
T
e
a
c
h
in
g
:
Gr
a
d
e
s
K
–
6
,
v
o
l.
6
,
n
o
.
0
6
2
2
.
Was
h
i
n
g
t
o
n
:
E
d
u
c
a
ti
o
n
a
l
Tes
ti
n
g
S
e
rv
ice
,
2
0
1
7
.
[2
2
]
ET
S
P
ra
x
is,
T
e
c
h
n
o
l
o
g
y
E
d
u
c
a
ti
o
n
.
Was
h
i
n
g
to
n
:
E
d
u
c
a
ti
o
n
a
l
Tes
ti
n
g
S
e
rv
ice
,
2
0
1
7
.
[2
3
]
R.
J.
Ad
a
m
s
a
n
d
S
.
T.
K
h
o
o
,
“
QU
ES
T
(Ve
rsio
n
2
.
1
):
T
h
e
i
n
ter
a
c
ti
v
e
tes
t
a
n
a
ly
sis
sy
ste
m
,
”
R
a
s
c
h
M
e
a
s
T
ra
n
s
,
v
o
l.
1
1
,
n
o
.
4
,
p
p
.
5
8
7
-
6
0
4
,
1
9
9
8
.
[2
4
]
R.
D.
G
ib
b
o
n
s
a
n
d
L.
Ca
i,
“
Dim
e
n
sio
n
a
li
ty
An
a
l
y
sis,”
i
n
H
a
n
d
b
o
o
k
o
f
Item
Res
p
o
n
se
T
h
e
o
ry
.
Bo
c
a
Ra
to
n
:
Tay
l
o
r
&
F
ra
n
c
is G
ro
u
p
,
2
0
1
8
.
[2
5
]
J.
Co
h
e
n
,
S
ta
ti
st
ica
l
P
o
we
r
An
a
ly
sis fo
r
t
h
e
Beh
a
v
i
o
ra
l
S
c
ien
c
e
.
Ne
w Yo
rk
:
R
o
u
t
led
g
e
,
1
9
8
8
.
[2
6
]
C.
J.
Lee
a
n
d
C.
M
.
Kim
,
“
A
te
c
h
n
o
l
o
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
b
a
se
d
in
str
u
c
ti
o
n
a
l
d
e
sig
n
m
o
d
e
l:
a
th
ird
v
e
rsio
n
imp
lem
e
n
tati
o
n
stu
d
y
in
a
tec
h
n
o
lo
g
y
i
n
teg
ra
ti
o
n
c
o
u
rse
,
”
Ed
u
c
.
T
e
c
h
n
o
l.
Res
.
De
v
.
,
v
o
l.
6
5
,
n
o
.
6
,
p
p
.
1
6
2
7
–
1
6
5
4
,
2
0
1
7
.
[2
7
]
D.
M
.
Ha
rv
e
y
a
n
d
R.
Ca
r
o
,
“
Bu
il
d
i
n
g
TP
ACK
i
n
P
re
se
rv
ice
Tea
c
h
e
rs
Th
ro
u
g
h
E
x
p
li
c
it
C
o
u
rse
De
sig
n
,
”
T
e
c
h
T
re
n
d
s
,
v
o
l
.
6
1
,
n
o
.
2
,
p
p
.
1
0
6
–
1
1
4
,
2
0
1
7
.
[2
8
]
D.
On
e
r,
“
A
v
irt
u
a
l
in
tern
sh
i
p
fo
r
d
e
v
e
l
o
p
i
n
g
tec
h
n
o
l
o
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
,
”
A
u
stra
la
s.
J
.
Ed
u
c
.
T
e
c
h
n
o
l
.
,
v
o
l
.
3
6
,
n
o
.
2
,
p
p
.
2
7
–
4
2
,
2
0
2
0
.
[2
9
]
A.
Tan
a
k
,
“
De
sig
n
i
n
g
tp
a
c
k
-
b
a
se
d
c
o
u
rse
f
o
r
p
re
p
a
rin
g
st
u
d
e
n
t
tea
c
h
e
rs
to
tea
c
h
sc
ien
c
e
with
tec
h
n
o
lo
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
,
”
Ka
se
tsa
rt J.
S
o
c
.
S
c
i.
,
v
o
l
.
4
1
,
n
o
.
1
,
p
p
.
5
3
–
5
9
,
2
0
2
0
.
[3
0
]
T.
Z.
Uly
s
h
e
n
,
M
.
J.
Ko
e
h
ler
,
a
n
d
F
.
G
a
o
,
“
Un
d
e
rsta
n
d
i
n
g
th
e
c
o
n
n
e
c
ti
o
n
b
e
twe
e
n
e
p
istem
ic
b
e
li
e
fs
a
n
d
in
ter
n
e
t
se
a
rc
h
in
g
,
”
J
.
E
d
u
c
.
C
o
mp
u
t.
Res
.
,
v
o
l.
5
3
,
n
o
.
3
,
p
p
.
3
4
5
–
3
8
3
,
2
0
1
5
.
[3
1
]
A.
As
h
ra
fz
a
d
e
h
a
n
d
S
.
S
a
y
a
d
ian
,
“
Un
i
v
e
rsity
in
str
u
c
to
rs’
c
o
n
c
e
rn
s
a
n
d
p
e
rc
e
p
ti
o
n
s
o
f
tec
h
n
o
lo
g
y
i
n
teg
ra
ti
o
n
,
”
Co
mp
u
t
.
Hu
m
a
n
Beh
a
v
.
,
v
o
l.
4
9
,
p
p
.
6
2
–
7
3
,
A
u
g
.
2
0
1
5
.
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