I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
10
,
No
.
4
,
Dec
em
b
er
202
1
,
p
p
.
1
2
2
1
~
1
2
2
8
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ije
r
e
.
v
10
i
4
.
2
2
0
5
6
1221
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Perc
ep
tion o
f
teac
hing
perf
o
rma
nce
in
th
e virtua
l
lea
rning
env
iro
nment
G
uil
lerm
o
M
o
ra
les
-
Ro
m
er
o
1
,
Nicé
f
o
ro
T
rinid
a
d
-
L
o
li
2
,
B
e
a
t
riz
Ca
y
cho
-
Sa
la
s
3
,
Ya
net
P
a
uca
r
-
M
a
nriq
ue
4
,
Césa
r
L
eó
n
-
Vel
a
rde
5
,
So
f
ia
G
a
m
a
rr
a
-
M
end
o
za
6
,
Nest
o
r
Alv
a
r
a
do
-
B
ra
v
o
7
,
Alm
into
r
T
o
rr
ez
-
Q
uiro
z
8
,
Ca
rlo
s
Alia
g
a
-
Va
ldez
9
,
F
lo
rc
it
a
Alda
na
-
T
re
j
o
10
1,
2
F
a
c
u
lt
y
S
c
ien
c
e
,
E
n
riq
u
e
G
u
z
m
á
n
y
Va
ll
e
Na
ti
o
n
a
l
Un
i
v
e
rsity
o
f
Ed
u
c
a
ti
o
n
,
P
e
rú
3
F
a
c
u
lt
y
o
f
B
u
sin
e
ss
S
c
ien
c
e
s,
En
riq
u
e
G
u
z
m
á
n
y
Va
ll
e
Na
ti
o
n
a
l
U
n
iv
e
rsit
y
o
f
Ed
u
c
a
ti
o
n
,
P
e
rú
4
F
a
c
u
lt
y
E
d
u
c
a
ti
o
n
,
F
e
d
e
rico
Vill
a
re
a
l
Na
ti
o
n
a
l
Un
i
v
e
rsity
,
P
e
rú
5
F
a
c
u
lt
y
E
d
u
c
a
ti
o
n
,
Tec
h
n
o
lo
g
ica
l
Un
iv
e
rsit
y
o
f
P
e
ru
,
P
e
rú
6
De
p
a
rtme
n
t
P
o
stg
ra
d
u
a
te,
S
a
in
t
I
g
n
a
ti
u
s o
f
Lo
y
o
la Un
iv
e
rsity
,
P
e
r
ú
7
F
a
c
u
lt
y
o
f
C
h
e
m
ica
l
En
g
i
n
e
e
rin
g
,
Un
iv
e
rsit
y
Na
ti
o
n
a
l
o
f
Ca
ll
a
o
,
C
a
ll
a
o
,
P
e
rú
8
F
a
c
u
lt
y
o
f
Eco
n
o
m
ic S
c
ie
n
c
e
s,
Un
iv
e
rsity
Na
ti
o
n
a
l
o
f
Ca
ll
a
o
,
Ca
ll
a
o
,
P
e
r
ú
9
F
a
c
u
lt
y
o
f
Ad
m
i
n
istrativ
e
S
c
ien
c
e
s,
Un
iv
e
rsity
Na
ti
o
n
a
l
o
f
Ca
ll
a
o
,
Ca
ll
a
o
,
P
e
rú
10
F
a
c
u
lt
y
o
f
Eco
n
o
m
ic S
c
ie
n
c
e
s,
F
e
d
e
rico
Vill
a
re
a
l
Na
ti
o
n
a
l
Un
i
v
e
rsity
,
Li
m
a
,
P
e
rú
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
22
,
2
0
21
R
ev
is
ed
Au
g
23
,
2
0
21
Acc
ep
ted
Sep
6
,
2
0
21
Th
is
a
rti
c
le
a
ims
to
a
n
a
ly
z
e
th
e
p
e
rc
e
p
ti
o
n
o
f
t
h
e
stu
d
e
n
ts
o
f
t
h
e
p
r
o
fe
ss
io
n
a
l
sc
h
o
o
l
o
f
b
u
si
n
e
ss
a
d
m
in
istrati
o
n
a
b
o
u
t
t
h
e
tea
c
h
i
n
g
p
e
rf
o
rm
a
n
c
e
in
th
e
v
irt
u
a
l
lea
rn
in
g
e
n
v
iro
n
m
e
n
t
d
u
ri
n
g
th
e
COV
ID
-
1
9
p
a
n
d
e
m
ic.
Wh
e
n
d
e
v
e
lo
p
in
g
t
h
e
re
se
a
rc
h
,
it
wa
s
d
e
term
in
e
d
t
h
a
t
t
h
e
re
is
a
g
o
o
d
tea
c
h
in
g
p
e
rfo
rm
a
n
c
e
,
a
c
c
o
rd
in
g
to
t
h
e
p
e
rc
e
p
ti
o
n
o
f
t
h
e
stu
d
e
n
ts.
Ho
we
v
e
r,
it
wa
s
id
e
n
ti
fie
d
th
a
t
th
e
fa
c
to
rs
o
f
d
o
m
a
in
o
f
t
h
e
to
p
ic
a
n
d
c
las
s
se
ss
io
n
m
a
n
a
g
e
m
e
n
t,
p
re
se
n
t
a
b
e
tt
e
r
p
e
rc
e
p
ti
o
n
i
n
th
is
c
o
n
tex
t
o
f
v
irt
u
a
l
lea
rn
in
g
;
wh
il
e
t
h
e
d
id
a
c
ti
c
stra
teg
ies
fa
c
to
r
is
t
h
e
o
n
e
th
a
t
p
re
se
n
t
s
a
n
o
t
so
fa
v
o
ra
b
le
p
e
rc
e
p
ti
o
n
.
I
n
a
d
d
it
i
o
n
,
th
r
o
u
g
h
a
c
o
m
p
a
ra
ti
v
e
a
n
a
ly
sis,
it
wa
s
d
e
term
in
e
d
th
a
t
th
e
d
i
d
a
c
ti
c
stra
teg
ies
a
n
d
p
lan
n
in
g
fa
c
to
rs
h
a
v
e
su
ffe
re
d
a
n
e
g
a
ti
v
e
v
a
riatio
n
wit
h
re
sp
e
c
t
to
t
h
e
p
e
rc
e
p
ti
o
n
p
e
r
tea
c
h
e
r,
wh
e
n
m
o
v
in
g
fro
m
fa
c
e
-
to
-
fa
c
e
to
v
irt
u
a
l
lea
rn
in
g
,
si
n
c
e
,
o
f
th
e
to
tal
o
f
1
7
s
p
e
c
ialty
tea
c
h
e
rs,
se
v
e
n
o
f
th
e
m
o
n
e
n
e
g
a
ti
v
e
v
a
riatio
n
.
Th
e
se
re
su
lt
s
a
re
v
a
li
d
a
te
d
b
y
th
e
li
n
e
a
r
re
g
re
ss
io
n
tes
t,
wh
e
re
a
n
R
2
v
a
lu
e
o
f
0
.
9
6
5
is
c
a
lcu
late
d
,
wi
th
re
s
p
e
c
t
to
t
h
e
d
id
a
c
ti
c
stra
teg
ies
fa
c
to
r.
I
t
m
e
a
n
s
th
a
t
th
is
fa
c
to
r
in
f
lu
e
n
c
e
s
9
6
.
5
%
o
n
th
e
p
e
rc
e
p
ti
o
n
o
f
stu
d
e
n
ts
wit
h
th
e
g
l
o
b
a
l
fa
c
to
r
a
n
d
a
n
R2
v
a
lu
e
o
f
0
.
9
2
1
f
o
r
t
h
e
p
lan
n
in
g
fa
c
to
r,
w
h
ich
i
n
d
ica
tes
a
n
in
f
lu
e
n
c
e
o
f
9
2
.
1
%
.
K
ey
w
o
r
d
s
:
B
u
s
in
ess
ad
m
in
is
tr
atio
n
C
OVI
D
-
19
Stu
d
en
t p
er
ce
p
tio
n
T
ea
ch
in
g
p
e
r
f
o
r
m
an
ce
Vir
tu
al
lear
n
in
g
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Gu
iller
m
o
Mo
r
ales
-
R
o
m
er
o
Facu
lty
Scien
ce
E
n
r
iq
u
e
Gu
zm
án
y
Valle
Natio
n
al
Un
iv
er
s
ity
o
f
E
d
u
ca
tio
n
C
ir
cu
n
v
alac
io
n
1
0
0
4
,
L
u
r
i
g
an
ch
o
-
C
h
o
s
ica
1
5
4
7
2
,
Per
u
E
m
ail:
e.
r
o
s
ar
io
m
ar
tin
ez
s
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
r
ec
en
t
y
ea
r
s
,
th
e
u
n
iv
e
r
s
ity
s
y
s
tem
h
as
u
n
d
er
g
o
n
e
s
u
b
s
tan
tial
m
o
d
if
icatio
n
s
,
b
o
th
in
s
tr
u
ctu
r
e
an
d
in
th
e
p
lan
n
in
g
o
f
ac
tiv
ities
ass
o
ciate
d
with
u
n
iv
er
s
ity
teac
h
i
n
g
[
1
]
.
T
h
is
n
ew
f
o
r
m
o
f
teac
h
er
p
er
f
o
r
m
a
n
ce
i
n
th
e
class
r
o
o
m
,
i
n
wh
ich
wen
t
f
r
o
m
b
ein
g
a
c
o
n
ten
t
e
x
h
ib
ito
r
to
a
n
in
f
o
r
m
atio
n
f
ac
ilit
ato
r
,
h
as
m
ea
n
t
th
at
th
e
p
er
ce
p
tio
n
o
f
s
tu
d
en
ts
r
eg
ar
d
in
g
th
eir
d
ev
elo
p
m
en
t
is
im
p
o
r
tan
t
an
d
n
ec
ess
ar
y
to
m
ea
s
u
r
e
it,
in
o
r
d
e
r
to
ac
h
iev
e
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
with
r
esp
ec
t
t
o
u
n
iv
er
s
ity
ac
ad
em
ic
q
u
ality
[
2
]
,
[
3
]
.
T
h
e
o
v
er
c
r
o
wd
in
g
o
f
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
.
4
,
Dec
em
b
er
2
0
2
1
:
1
2
2
1
-
1
2
2
8
1222
h
ig
h
er
ed
u
ca
tio
n
,
th
e
d
iv
e
r
s
if
icatio
n
o
f
in
s
titu
tio
n
s
an
d
s
tu
d
en
ts
,
th
e
im
p
ac
t
o
f
n
ew
tech
n
o
lo
g
ies
o
n
ac
ce
s
s
to
k
n
o
wled
g
e
a
n
d
t
h
e
n
ee
d
to
m
ee
t
th
e
d
em
an
d
s
o
f
th
e
ac
a
d
e
m
ic
s
u
p
p
ly
o
f
th
e
la
b
o
r
m
a
r
k
e
t,
h
av
e
led
th
e
s
tate
to
p
r
o
m
o
te
p
o
licies to
en
s
u
r
e
t
h
e
u
n
iv
e
r
s
ity
ac
ad
em
ic
q
u
ality
[
4
]
.
Un
d
er
th
e
af
o
r
em
en
tio
n
ed
,
we
ar
e
f
ac
ed
with
a
co
n
tex
t
wh
er
e
we
m
u
s
t
ad
o
p
t
a
r
ap
i
d
ch
an
g
e
with
o
u
t
n
eg
lectin
g
th
e
p
ed
ag
o
g
ical
p
r
in
cip
les
th
at
allo
w
u
s
to
d
ev
e
lo
p
a
q
u
ality
teac
h
in
g
p
r
o
ce
s
s
[
5
]
,
[
6
]
.
Alth
o
u
g
h
u
n
iv
er
s
ity
in
s
titu
tio
n
s
co
n
s
tan
tly
ch
an
g
e
th
ei
r
ed
u
ca
tio
n
al
m
o
d
el,
in
th
e
s
am
e
way
th
e
way
o
f
lear
n
i
n
g
an
d
teac
h
in
g
m
u
s
t
ch
an
g
e
[
7
]
.
T
h
is
is
wh
er
e
t
h
e
n
ee
d
to
ass
ess
wh
eth
er
th
e
teac
h
er
r
ea
lly
co
m
p
lies
with
wh
at
is
ex
p
ec
ted
b
ec
o
m
es r
elev
an
t.
Un
iv
er
s
ity
teac
h
in
g
is
ex
e
r
cised
f
r
o
m
a
co
m
p
lex
n
etwo
r
k
in
wh
ich
m
u
ltip
le
in
te
r
s
ec
tio
n
s
co
ex
is
t
.
I
n
th
at
s
en
s
e,
th
e
ev
alu
atio
n
o
f
teac
h
er
p
er
f
o
r
m
an
ce
is
ass
u
m
ed
f
r
o
m
th
e
in
s
titu
tio
n
al
p
er
s
p
ec
tiv
e
in
th
e
u
n
d
er
s
tan
d
i
n
g
th
at
f
r
o
m
its
d
ef
in
itio
n
s
th
e
s
ce
n
ar
io
is
estab
lis
h
ed
f
r
o
m
wh
ic
h
all
teac
h
er
s
it
ca
n
b
u
ild
its
id
en
tity
an
d
p
r
o
jectio
n
o
f
ac
a
d
em
ic
life
[
8
]
,
[
9
]
.
T
ea
c
h
in
g
p
er
f
o
r
m
an
ce
is
o
n
e
o
f
th
e
p
ill
ar
s
th
at
ca
n
s
u
s
tain
th
e
q
u
ality
o
f
th
e
u
n
i
v
er
s
ity
e
d
u
ca
tio
n
s
y
s
tem
[
1
0
]
,
[
1
1
]
.
T
h
e
m
o
r
e
atten
tio
n
is
p
ai
d
to
a
s
s
es
s
m
en
t
an
d
t
h
e
m
o
r
e
its
r
esu
lts
ar
e
u
s
ed
f
o
r
d
ec
is
io
n
-
m
ak
in
g
,
th
e
m
o
r
e
r
ele
v
an
t
its
r
o
le
in
teac
h
in
g
will
b
e
[
1
2
]
.
E
v
en
m
o
r
e
so
,
if
th
e
p
r
o
b
lem
o
f
u
n
iv
er
s
it
y
ed
u
ca
tio
n
al
q
u
ality
h
as
as
a
lev
er
ag
e
f
ac
to
r
th
e
teac
h
in
g
p
er
f
o
r
m
a
n
ce
an
d
th
at
is
th
e
ac
tio
n
s
ca
r
r
ied
o
u
t
d
u
r
in
g
th
eir
teac
h
in
g
an
d
r
esear
ch
wo
r
k
s
h
o
w
th
e
p
r
ec
ar
io
u
s
n
ess
o
f
th
eir
p
er
s
o
n
al
an
d
p
ed
ag
o
g
ical
s
k
ills
[
1
3
]
,
[
1
4
]
.
Giv
en
th
is
,
th
e
ev
alu
atio
n
o
f
tea
ch
i
n
g
p
er
f
o
r
m
an
ce
is
ess
en
tial
f
r
o
m
th
e
s
tu
d
en
t'
s
p
er
s
p
ec
tiv
e,
wh
ich
m
u
s
t b
e
o
b
tain
ed
th
r
o
u
g
h
a
q
u
es
tio
n
n
air
e
[
1
5
]
.
T
h
e
im
p
o
r
tan
ce
o
f
th
e
r
esu
lt
s
o
f
teac
h
e
r
p
e
r
f
o
r
m
an
ce
e
v
alu
atio
n
r
esid
es
in
ass
u
m
p
tio
n
th
at
th
e
in
f
o
r
m
atio
n
p
r
o
v
id
ed
t
o
th
e
t
ea
ch
er
as
a
r
esu
lt
will
s
tim
u
l
ate
im
p
r
o
v
em
e
n
t
an
d
m
ak
e
p
er
tin
en
t
ch
an
g
es
in
th
eir
way
o
f
co
v
e
r
in
g
th
e
teac
h
in
g
p
r
o
ce
s
s
[
1
6
]
,
[
1
7
]
.
No
w
if
we
tak
e
in
to
ac
co
u
n
t
th
e
s
c
en
ar
io
o
f
th
e
h
ea
lth
em
er
g
en
cy
g
e
n
er
ated
b
y
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
it
is
p
o
in
ted
o
u
t
th
at
th
e
d
er
i
v
ed
ex
ce
p
tio
n
al
s
itu
atio
n
h
as
co
v
er
ed
all
ar
ea
s
o
f
o
u
r
f
u
n
ct
io
n
in
g
as
a
s
o
ciety
:
h
ea
lth
,
r
elatio
n
al,
ec
o
n
o
m
ic
an
d
o
f
co
u
r
s
e
th
e
ed
u
ca
tio
n
al
[
1
8
]
,
[
1
9
]
.
I
n
m
a
n
y
c
o
u
n
tr
ies
in
o
r
d
er
to
g
iv
e
co
n
tin
u
ity
t
o
th
e
lear
n
in
g
o
f
u
n
iv
er
s
ity
s
t
u
d
en
ts
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
o
p
ted
f
o
r
a
to
tally
v
ir
tu
alize
d
teac
h
in
g
[
2
0
]
,
[
2
1
]
.
N
o
t
all
teac
h
er
s
ar
e
p
r
e
p
ar
ed
to
ass
u
m
e
th
e
teac
h
in
g
p
r
o
ce
s
s
u
s
in
g
d
ig
it
al
to
o
ls
[
2
2
]
,
[
2
3
]
wh
ich
im
p
lies
th
at
it
i
s
n
ec
ess
ar
y
to
ev
alu
ate
teac
h
er
p
er
f
o
r
m
an
ce
in
t
h
is
co
n
tex
t.
No
w
if
we
f
o
cu
s
s
tr
ictly
o
n
th
e
b
u
s
in
ess
ad
m
in
is
tr
atio
n
ca
r
ee
r
,
it
is
p
o
in
ted
o
u
t
th
at
th
is
p
r
o
f
ess
io
n
al
ca
r
ee
r
is
r
elate
d
to
s
k
ills
s
u
ch
as
en
tr
ep
r
en
eu
r
s
h
ip
,
s
tr
ateg
ic
ad
m
in
is
tr
atio
n
,
m
an
a
g
em
en
t
.
I
n
o
r
d
e
r
f
o
r
th
em
t
o
b
e
r
ea
ch
e
d
b
y
s
tu
d
e
n
ts
,
it
is
n
ec
ess
ar
y
f
o
r
teac
h
er
s
to
h
av
e
a
p
r
o
f
ile
th
at
allo
ws
th
em
to
ac
h
iev
e
o
p
tim
al
p
er
f
o
r
m
an
ce
,
f
r
o
m
t
h
e
p
er
s
p
ec
tiv
e
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
[
2
4
]
,
[
2
5
]
.
Hav
in
g
m
ad
e
th
e
in
tr
o
d
u
ctio
n
,
th
e
o
b
jectiv
e
o
f
th
is
ar
ticle
is
to
an
aly
ze
th
e
p
er
ce
p
tio
n
o
f
th
e
s
tu
d
en
ts
o
f
th
e
p
r
o
f
ess
io
n
al
b
u
s
in
ess
ad
m
in
is
tr
atio
n
s
ch
o
o
l
ab
o
u
t
th
e
teac
h
in
g
p
er
f
o
r
m
an
ce
in
th
e
v
i
r
tu
al
lear
n
in
g
e
n
v
ir
o
n
m
en
t
o
f
a
s
tate
u
n
iv
er
s
ity
i
n
Per
u
.
T
h
e
an
al
y
s
is
will
b
e
ca
r
r
ied
o
u
t
f
o
r
ea
ch
f
ac
to
r
th
at
m
a
k
e
u
p
th
e
d
ata
co
llectio
n
i
n
s
tr
u
m
en
t
(
s
p
ec
if
ic
f
ac
to
r
s
an
d
g
lo
b
al
f
ac
to
r
)
.
L
ik
ewise,
it
will
b
e
s
u
p
p
o
r
ted
s
tatis
t
ically
if
th
er
e
is
a
c
o
r
r
elatio
n
b
etwe
en
th
e
r
esu
lts
o
b
tain
ed
.
T
h
is
in
o
r
d
er
t
o
g
e
n
er
ate
a
f
r
am
e
o
f
r
ef
er
en
ce
in
th
e
au
th
o
r
ities
in
o
r
d
er
to
estab
lis
h
ac
tio
n
p
lan
s
th
at
co
n
tr
ib
u
te
to
im
p
r
o
v
in
g
t
ea
ch
in
g
-
lear
n
in
g
in
th
e
n
ex
t
ac
a
d
em
ic
s
em
ester
s
,
co
n
s
id
er
in
g
ev
en
m
o
r
e
th
at
in
th
is
y
ea
r
2
0
2
1
,
class
es
will
s
ti
l
l
b
e
d
e
v
elo
p
ed
in
a
v
ir
tu
al.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h lev
el
T
h
e
r
ese
ar
ch
d
esig
n
is
n
o
n
-
ex
p
er
im
en
tal,
s
in
ce
n
o
ac
tio
n
is
tak
en
o
r
an
y
im
p
r
o
v
em
en
t
p
lan
is
ap
p
lied
to
th
e
u
n
iv
er
s
ity
tea
ch
er
s
o
f
th
e
p
r
o
f
ess
io
n
al
s
ch
o
o
l
o
f
b
u
s
in
ess
ad
m
in
is
tr
atio
n
,
wh
ich
alter
s
o
r
g
en
er
ates
an
y
ef
f
ec
t
o
n
th
eir
p
er
f
o
r
m
a
n
ce
ev
al
u
atio
n
.
It
is
i
n
ten
d
ed
is
to
an
aly
ze
in
a
n
atu
r
al
way
th
e
teac
h
in
g
p
er
f
o
r
m
an
ce
,
u
n
d
e
r
th
e
c
o
n
te
x
t
o
f
v
ir
tu
al
lear
n
in
g
im
p
lem
e
n
ted
b
y
th
e
d
ec
lar
atio
n
o
f
h
ea
lth
em
er
g
en
c
y
d
u
e
to
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
in
Per
u
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
p
o
p
u
latio
n
is
m
ad
e
u
p
o
f
all
teac
h
er
s
wh
o
ar
e
i
n
ch
ar
g
e
o
f
s
p
ec
ialty
s
u
b
jects,
ass
ig
n
ed
to
th
e
p
r
o
f
ess
io
n
al
s
ch
o
o
l
o
f
b
u
s
in
ess
ad
m
in
is
tr
atio
n
,
wh
o
s
e
n
u
m
b
er
is
17
teac
h
er
s
.
W
h
ile
it
wa
s
p
o
s
s
ib
le
to
ca
r
r
y
o
u
t
th
e
ev
alu
atio
n
o
f
teac
h
er
p
er
f
o
r
m
a
n
ce
,
f
r
o
m
th
e
p
e
r
s
p
ec
tiv
e
o
f
th
e
s
tu
d
en
ts
to
all
tea
ch
er
s
wh
o
ar
e
p
ar
t
o
f
th
e
p
o
p
u
latio
n
u
n
d
er
an
aly
s
is
;
is
th
at
th
e
p
o
p
u
latio
n
an
d
th
e
s
am
p
le
will
b
e
th
e
s
am
e.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
th
e
ev
alu
atio
n
o
f
teac
h
i
n
g
p
er
f
o
r
m
an
ce
is
ca
r
r
ied
o
u
t
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
th
e
1
5
5
s
tu
d
e
n
ts
f
r
o
m
th
e
7
th
to
th
e
1
0
th
cli
c
o
f
th
e
ac
a
d
em
ic
s
em
ester
2
0
2
0
-
A,
b
ec
au
s
e,
i
n
t
h
ese
cy
cles,
s
p
ec
ialty
s
u
b
jects a
r
e
tau
g
h
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
ercep
tio
n
o
f te
a
ch
i
n
g
p
erfo
r
ma
n
ce
in
th
e
virt
u
a
l le
a
r
n
i
n
g
en
viro
n
men
t
(
Gu
iller
mo
Mo
r
a
les
-
R
o
mero
)
1223
2
.
3
.
Da
t
a
co
llect
io
n t
ec
hn
iqu
e
T
h
e
tech
n
iq
u
e
u
s
ed
f
o
r
d
ata
co
llectio
n
was
th
e
s
u
r
v
ey
,
an
d
th
e
in
s
tr
u
m
en
t
u
s
ed
is
th
e
q
u
esti
o
n
n
air
e
[
2
6
]
,
i
n
wh
ich
two
e
v
alu
atio
n
f
ac
to
r
s
ar
e
estab
lis
h
ed
:
s
p
ec
if
ic
ev
alu
atio
n
f
ac
to
r
an
d
g
lo
b
a
l
ev
alu
atio
n
f
ac
to
r
.
I
n
th
e
ca
s
e
o
f
th
e
s
p
ec
if
ic
ev
al
u
atio
n
f
ac
to
r
,
it h
as
as
in
d
icat
o
r
s
:
p
lan
n
in
g
,
d
id
ac
tic
s
tr
ateg
ies,
co
m
m
u
n
icatio
n
,
class
s
ess
io
n
m
an
ag
em
en
t
an
d
f
in
ally
d
o
m
ai
n
o
f
th
e
to
p
ic.
I
t
s
h
o
u
ld
b
e
n
o
ted
t
h
at
th
e
f
a
cto
r
s
estab
lis
h
ed
in
th
e
q
u
esti
o
n
n
air
e
wer
e
ap
p
r
o
v
ed
b
y
r
eso
lu
tio
n
at
th
e
R
ec
to
r
y
lev
el
o
f
t
h
e
State
Un
iv
er
s
ity
o
f
Per
u
.
2
.
4
.
Va
lid
a
t
io
n o
f
t
he
da
t
a
co
llect
io
n ins
t
rum
ent
T
h
e
v
alid
atio
n
o
f
th
e
d
ata
co
ll
ec
tio
n
in
s
tr
u
m
en
t
is
m
ad
e
u
p
o
f
tw
o
asp
ec
ts
.
T
h
e
f
ir
s
t
is
th
e
v
alid
atio
n
o
f
th
e
c
o
n
ten
t
o
f
th
e
in
s
tr
u
m
e
n
t
;
an
d
th
e
s
ec
o
n
d
is
th
e
v
ali
d
atio
n
o
f
th
e
d
ata
co
llected
f
r
o
m
th
e
in
s
tr
u
m
en
t
.
Fo
r
th
is
,
th
e
s
tatis
tical
s
o
f
twa
r
e
SP
SS
V2
5
was
u
s
ed
,
in
o
r
d
er
to
d
eter
m
i
n
e
C
r
o
n
b
ac
h
'
s
alp
h
a,
th
e
r
esu
lt
o
f
wh
ich
s
h
o
ws
u
s
th
at
th
e
s
ca
le
o
b
tain
ed
p
r
esen
ts
a
C
r
o
n
b
ac
h
'
s
alp
h
a
o
f
0
.
9
7
5
,
wh
i
ch
in
d
icate
s
a
h
ig
h
h
o
m
o
g
en
eity
an
d
eq
u
iv
alen
ce
o
f
r
esp
o
n
s
e
o
f
all
in
d
icato
r
s
[
2
7
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Ana
ly
s
is
o
f
t
he
perc
ept
io
n o
f
t
ea
ching
perf
o
rma
nce
by
ea
ch
f
a
ct
o
r
Fig
u
r
e
1
s
h
o
ws
th
e
av
er
ag
e
q
u
alif
icatio
n
o
f
teac
h
in
g
p
er
f
o
r
m
an
ce
f
o
r
ea
c
h
f
ac
to
r
,
ac
c
o
r
d
in
g
to
th
e
p
er
ce
p
tio
n
o
f
ad
m
in
is
tr
atio
n
s
tu
d
en
ts
,
as c
an
b
e
s
ee
n
th
e
r
an
g
e
is
b
etwe
en
1
4
.
4
-
1
4
.
9
,
s
o
it c
an
b
e
q
u
alitativ
ely
in
d
icate
d
th
at
th
er
e
is
g
o
o
d
tea
ch
in
g
p
er
f
o
r
m
an
ce
in
ea
ch
f
ac
to
r
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
teac
h
in
g
p
er
f
o
r
m
an
ce
was
r
ated
with
in
a
r
an
g
e
o
f
0
to
2
0
.
Alth
o
u
g
h
o
n
a
v
er
ag
e
th
er
e
is
g
o
o
d
teac
h
in
g
p
e
r
f
o
r
m
an
ce
,
th
e
r
esu
lts
o
b
tain
ed
b
y
ea
ch
f
ac
to
r
will
b
e
s
p
ec
if
ically
d
escr
ib
ed
.
R
eg
a
r
d
in
g
th
e
s
p
ec
if
i
c
p
lan
n
i
n
g
f
a
cto
r
,
wh
ich
r
e
f
lects
th
e
ab
ilit
y
an
d
ef
f
o
r
t o
f
th
e
tea
ch
er
f
o
r
th
e
p
r
e
p
ar
atio
n
an
d
a
ch
iev
em
en
t o
f
th
e
s
u
b
ject,
it
c
an
b
e
i
n
d
icate
d
t
h
at
4
7
%
o
f
t
h
e
teac
h
er
s
p
r
esen
te
d
a
g
o
o
d
p
er
f
o
r
m
a
n
ce
,
2
9
%
h
ad
a
r
eg
u
lar
p
er
f
o
r
m
a
n
ce
,
1
2
%
h
ad
a
v
er
y
g
o
o
d
p
er
f
o
r
m
an
ce
,
wh
ile
6
% h
ad
a
p
o
o
r
a
n
d
g
o
o
d
p
er
f
o
r
m
a
n
ce
.
Fig
u
r
e
1
.
Av
e
r
ag
e
teac
h
i
n
g
p
e
r
f
o
r
m
a
n
ce
f
o
r
ea
ch
f
ac
to
r
R
eg
ar
d
in
g
th
e
s
p
ec
if
ic
f
ac
to
r
d
id
ac
tic
s
tr
ateg
ies,
wh
ich
r
ef
l
ec
ts
th
e
u
s
e
o
f
to
o
ls
o
r
tech
n
i
q
u
es
b
y
t
h
e
teac
h
er
,
s
o
th
at
th
eir
s
tu
d
en
ts
ac
q
u
ir
e
r
elev
an
t
k
n
o
wled
g
e,
s
k
ills
an
d
attitu
d
es
.
I
t
ca
n
b
e
in
d
icate
d
th
at
5
3
%
o
f
th
e
teac
h
er
s
p
r
esen
ted
a
g
o
o
d
p
er
f
o
r
m
an
ce
,
2
9
%
p
r
esen
ted
a
r
eg
u
lar
p
er
f
o
r
m
an
ce
,
an
d
6
%
p
r
esen
ted
b
o
th
a
n
ex
ce
llen
t,
v
er
y
g
o
o
d
an
d
p
o
o
r
p
er
f
o
r
m
an
ce
.
Re
g
ar
d
in
g
th
e
s
p
ec
if
ic
co
m
m
u
n
icatio
n
f
ac
to
r
,
wh
ic
h
r
ef
lects
th
e
m
o
tiv
atio
n
th
at
th
e
teac
h
er
ar
o
u
s
es
f
o
r
th
e
p
ar
ticip
atio
n
o
f
th
e
s
tu
d
en
ts
an
d
s
u
itab
le
lan
g
u
a
g
e
in
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
s
u
b
jects
.
I
t
ca
n
b
e
in
d
icate
d
th
at
4
7
%
o
f
th
e
te
ac
h
er
s
p
r
esen
ted
a
g
o
o
d
p
e
r
f
o
r
m
an
ce
,
2
3
%
p
r
esen
ted
f
air
p
er
f
o
r
m
an
ce
,
6
%
p
r
esen
ted
b
o
th
ex
ce
llen
t a
n
d
p
o
o
r
p
e
r
f
o
r
m
an
ce
,
a
n
d
1
8
% p
r
e
s
en
ted
v
er
y
g
o
o
d
p
er
f
o
r
m
a
n
ce
.
R
eg
ar
d
in
g
th
e
s
p
ec
if
ic
f
ac
to
r
class
s
e
s
s
io
n
m
an
ag
em
en
t,
w
h
ich
r
ef
lects
th
e
o
p
tim
al
m
an
ag
em
en
t
o
f
th
e
g
r
o
u
p
an
d
f
u
ll
co
m
p
lian
c
e
with
th
e
d
ev
elo
p
m
en
t
o
f
t
h
e
s
u
b
jects
b
y
th
e
teac
h
er
.
I
t
c
an
b
e
in
d
icate
d
t
h
at
6
5
%
o
f
th
e
teac
h
e
r
s
p
r
esen
te
d
a
g
o
o
d
p
er
f
o
r
m
a
n
ce
,
1
7
%
p
r
esen
ted
a
r
eg
u
la
r
p
er
f
o
r
m
an
c
e,
1
2
%
p
r
esen
ted
a
v
er
y
g
o
o
d
p
er
f
o
r
m
an
ce
,
an
d
6
% p
r
esen
ted
a
p
o
o
r
p
er
f
o
r
m
an
ce
.
R
eg
ar
d
in
g
th
e
s
p
ec
if
ic
f
ac
to
r
d
o
m
ain
o
f
th
e
to
p
ic,
wh
ich
r
ef
lects
th
e
ab
ilit
y
o
f
th
e
teac
h
er
to
in
ter
ac
t
p
o
s
itiv
ely
u
n
d
er
th
eir
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
ex
p
er
ien
c
es
with
th
e
s
tu
d
en
ts
,
with
p
r
o
ac
tiv
e
attitu
d
es
f
o
r
th
e
d
ev
el
o
p
m
en
t
o
f
th
e
s
u
b
jec
ts
.
I
t
ca
n
b
e
in
d
icat
ed
th
at
5
9
%
o
f
t
h
e
teac
h
e
r
s
p
r
esen
ted
a
g
o
o
d
p
e
r
f
o
r
m
an
ce
,
1
8
%
p
r
esen
ted
a
r
eg
u
lar
p
e
r
f
o
r
m
an
ce
,
1
7
%
p
r
esen
ted
a
v
e
r
y
g
o
o
d
p
er
f
o
r
m
an
ce
,
an
d
6
%
p
r
esen
ted
a
p
o
o
r
p
er
f
o
r
m
an
ce
.
14
14.
1
14.
2
14.
3
14.
4
14.
5
14.
6
14.
7
14.
8
14.
9
15
P
l
a
n
n
i
n
g
f
a
c
t
o
r
D
i
d
a
c
t
i
c
s
t
r
a
t
e
g
i
e
s fac
t
o
r
C
o
mm
u
n
i
c
a
t
i
o
n
f
a
c
t
o
r
C
l
ass
sess
i
o
n
m
an
ag
eme
n
t
fac
t
o
r
D
o
mai
n
o
f
t
h
e
t
o
p
i
c
f
a
c
t
o
r
O
v
e
r
a
l
l
p
e
r
f
o
r
man
c
e
f
a
c
t
o
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
.
4
,
Dec
em
b
er
2
0
2
1
:
1
2
2
1
-
1
2
2
8
1224
On
th
e
o
th
er
h
an
d
,
r
e
g
ar
d
in
g
th
e
f
ac
to
r
o
v
er
all
p
er
f
o
r
m
an
ce
,
wh
ich
r
ef
lects
th
e
ac
ce
p
tan
ce
o
f
th
e
s
tu
d
en
t
with
th
e
teac
h
er
.
I
t
c
an
b
e
in
d
icate
d
th
at
4
1
%
o
f
t
h
e
teac
h
er
s
p
r
esen
ted
a
g
o
o
d
p
er
f
o
r
m
an
ce
,
3
5
%
p
r
esen
ted
a
r
e
g
u
lar
p
er
f
o
r
m
an
ce
,
1
8
%
h
ad
a
v
er
y
g
o
o
d
p
er
f
o
r
m
an
ce
,
a
n
d
6
%
h
ad
a
p
o
o
r
p
er
f
o
r
m
an
ce
.
T
h
is
f
ac
to
r
is
alwa
y
s
tak
en
i
n
to
c
o
n
s
id
er
atio
n
b
ec
au
s
e,
alth
o
u
g
h
it
in
d
icate
s
h
o
w
m
u
ch
th
e
s
tu
d
en
t
wan
ts
th
e
teac
h
er
to
c
o
n
tin
u
e
teac
h
in
g
th
is
s
u
b
ject
.
I
t
is
also
a
r
ef
er
en
ce
th
at
th
e
au
th
o
r
ities
m
u
s
t
tak
e
to
tr
ai
n
an
d
r
ec
o
m
m
en
d
th
e
teac
h
e
r
in
th
ei
r
s
elf
-
ev
alu
atio
n
f
o
r
t
h
e
im
p
r
o
v
em
en
t in
th
eir
p
e
r
f
o
r
m
a
n
ce
.
Acc
o
r
d
in
g
to
th
ese
r
esu
lts
,
th
e
f
ac
to
r
s
d
o
m
ain
o
f
th
e
to
p
ic
an
d
class
s
e
s
s
io
n
m
an
ag
em
en
t
ar
e
th
o
s
e
th
at
p
r
esen
t
a
b
etter
p
er
ce
p
tio
n
b
y
th
e
s
tu
d
en
ts
in
th
is
co
n
te
x
t
o
f
v
ir
tu
al
lear
n
in
g
,
wh
ile
th
e
d
id
ac
tic
s
tr
ateg
ies
f
ac
to
r
is
th
e
o
n
e
th
at
p
r
esen
t
s
a
n
o
t
s
o
f
a
v
o
r
a
b
le
p
e
r
ce
p
tio
n
.
T
h
e
g
o
o
d
p
er
ce
p
tio
n
o
f
th
e
s
t
u
d
en
t
ca
n
b
e
g
i
v
en
,
b
y
th
e
cr
ea
tio
n
b
y
teac
h
er
s
o
f
f
o
r
u
m
s
as
co
m
m
u
n
icatio
n
a
n
d
in
f
o
r
m
atio
n
s
p
ac
es,
wh
e
r
e
th
er
e
ar
e
d
i
f
f
er
en
t
lear
n
in
g
ac
tiv
ities
th
at
p
r
o
m
o
t
e
team
wo
r
k
an
d
in
ter
ac
tio
n
b
e
twee
n
th
e
teac
h
er
-
s
tu
d
e
n
t.
No
w
if
we
tak
e
in
to
co
n
s
id
er
a
tio
n
th
e
r
esu
lts
o
b
tain
ed
in
th
e
2
0
1
9
-
B
s
em
ester
wh
en
th
e
lear
n
in
g
was
f
ac
e
-
to
-
f
ac
e,
we
ca
n
d
ete
r
m
in
e
th
e
f
a
cto
r
s
th
at
h
av
e
p
r
esen
t
ed
th
e
h
ig
h
est
n
u
m
b
er
o
f
teac
h
er
s
with
n
e
g
ativ
e
v
ar
iatio
n
with
v
ir
t
u
al
lear
n
i
n
g
,
th
ese
r
esu
lts
a
r
e
s
h
o
w
n
in
Fi
g
u
r
e
2
.
Fig
u
r
e
2
in
d
icate
s
th
at
f
r
o
m
1
7
s
p
ec
ialty
teac
h
er
s
in
th
e
p
r
o
f
ess
io
n
al
b
u
s
in
ess
ad
m
in
is
tr
atio
n
s
ch
o
o
l,
s
ev
en
o
f
th
em
s
h
o
w
a
n
eg
ativ
e
v
a
r
iatio
n
co
m
p
ar
ed
to
th
e
2
0
1
9
-
B
s
em
ester
,
wh
en
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
was
ca
r
r
ied
o
u
t,
t
h
e
f
ac
to
r
s
o
v
er
all
p
er
f
o
r
m
an
ce
,
d
o
m
ain
o
f
th
e
to
p
ic,
d
id
ac
tic
s
tr
ateg
ies
an
d
p
lan
n
in
g
,
wh
ich
r
esu
lted
wi
th
g
r
ea
ter
n
eg
ativ
e
v
ar
iatio
n
wh
en
th
e
v
ir
t
u
al
lear
n
in
g
was d
ictated
.
As
v
ar
io
u
s
s
tu
d
ies
in
d
icate
[
2
8
]
,
[
2
9
]
,
th
is
n
ew
co
n
te
x
t
u
n
d
o
u
b
ted
ly
m
a
k
es
it
n
ec
ess
ar
y
to
r
estru
ctu
r
e,
t
h
e
ac
t
o
f
p
lan
n
in
g
an
d
a
d
m
in
is
tr
atio
n
o
f
teac
h
i
n
g
.
A
s
a
co
n
s
eq
u
en
ce
o
f
ce
r
t
ain
f
ac
to
r
s
,
s
tu
d
en
t
d
is
s
atis
f
ac
tio
n
ca
n
b
e
p
er
ce
iv
ed
,
a
ca
s
e
to
in
d
icate
is
in
t
h
e
ev
alu
atio
n
o
f
th
e
teac
h
er
,
th
is
p
r
o
ce
s
s
u
n
d
er
v
ir
tu
al
teac
h
in
g
.
I
t b
e
co
m
es q
u
ite
a
ch
allen
g
e
,
s
in
ce
it b
r
in
g
s
with
it th
e
r
eq
u
ir
em
en
t to
r
e
d
esig
n
an
ev
alu
atio
n
p
r
o
ce
s
s
th
at
g
o
es
h
an
d
in
h
an
d
with
a
n
ew
way
o
f
t
ea
ch
in
g
.
I
n
th
ese
s
itu
atio
n
s
,
th
e
im
p
o
r
tan
ce
o
f
tech
n
o
lo
g
ical
to
o
ls
is
id
en
tifie
d
to
v
er
if
y
th
e
lear
n
in
g
p
r
o
ce
s
s
in
s
tu
d
en
ts
,
ev
e
n
m
o
r
e
s
o
i
f
m
an
y
s
tu
d
e
n
ts
d
o
n
o
t
h
av
e
th
e
r
eso
u
r
ce
s
to
ac
ce
s
s
o
n
lin
e
ed
u
ca
tio
n
in
an
o
p
ti
m
al
way
.
T
h
e
r
ef
o
r
e
,
th
e
u
s
e
o
f
d
id
ac
tic
s
tr
ateg
ies
f
o
r
b
o
th
teac
h
er
s
a
n
d
s
tu
d
en
ts
b
ec
o
m
e
ess
en
tial f
o
r
f
ee
d
b
ac
k
o
n
th
eir
p
r
o
g
r
ess
an
d
s
etb
ac
k
s
in
th
e
d
is
cip
lin
e.
Fig
u
r
e
2
.
C
o
m
p
a
r
is
o
n
o
f
teac
h
er
s
with
n
eg
ativ
e
v
ar
iatio
n
f
o
r
ea
ch
f
ac
to
r
(
2
0
1
9
B
-
2
0
2
0
A)
3
.
2
.
I
nfluence
a
n
d r
ela
t
io
ns
hip
b
et
wee
n sp
ec
if
ic
f
a
ct
o
rs a
nd
g
lo
ba
l f
a
ct
o
r
No
w
th
e
in
f
lu
en
ce
is
an
aly
ze
d
an
d
th
e
r
elatio
n
s
h
ip
th
at
th
e
s
p
ec
if
ic
f
ac
to
r
s
h
av
e
o
n
th
e
g
lo
b
al
teac
h
er
p
er
f
o
r
m
an
ce
f
ac
to
r
wi
ll
b
e
s
tatis
tically
s
u
p
p
o
r
ted
,
b
y
m
ea
n
s
o
f
th
e
lin
ea
r
r
e
g
r
ess
io
n
test
in
th
e
SP
S
S
s
o
f
twar
e.
I
n
itially
we
will
b
eg
in
with
th
e
an
aly
s
is
o
f
th
e
p
la
n
n
in
g
f
ac
to
r
a
n
d
th
e
o
v
er
all
p
er
f
o
r
m
a
n
ce
f
ac
to
r
.
T
h
e
ANOV
A
s
tatis
tic
in
f
o
r
m
s
wh
eth
er
o
r
n
o
t
th
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
f
ac
to
r
s
a
n
aly
ze
d
th
r
o
u
g
h
th
e
c
r
itical
v
alu
e
o
f
s
ig
n
if
ican
ce
.
T
a
b
le
1
s
h
o
ws
th
e
v
alu
e
o
f
s
ig
n
if
ican
ce
is
eq
u
al
to
0
.
0
0
0
,
w
h
ich
in
d
icate
s
th
at
b
o
th
f
ac
to
r
s
ar
e
lin
ea
r
ly
r
elate
d
.
I
n
tu
r
n
,
th
e
m
u
ltip
le
co
r
r
elati
o
n
co
ef
f
ic
ien
t
R
,
o
r
Pear
s
o
n
's
co
ef
f
icien
t,
is
0
.
9
5
9
,
wh
ich
m
ea
n
s
th
at
th
e
d
eg
r
ee
o
f
r
elatio
n
s
h
ip
is
v
er
y
h
ig
h
.
L
ik
ewise,
b
y
m
ea
n
s
o
f
th
e
R
s
q
u
ar
ed
,
it
ca
n
b
e
in
d
icate
d
th
at
9
2
.
1
%
o
f
t
h
e
v
a
r
iatio
n
o
f
t
h
e
q
u
alif
icatio
n
o
f
th
e
o
v
e
r
all
p
er
f
o
r
m
an
ce
f
ac
to
r
(
Y)
is
d
u
e
to
th
e
p
er
ce
p
tio
n
o
f
th
e
s
tu
d
en
ts
with
th
e
p
lan
n
i
n
g
f
ac
to
r
(
X)
.
T
h
is
is
tr
an
s
lated
b
y
m
ea
n
s
o
f
th
e
f
o
llo
win
g
lin
ea
r
r
eg
r
ess
io
n
:
Y=
-
0
.
8
1
5
+1
.
0
7
1
X
≈
O
v
er
all
p
er
f
o
r
m
a
n
ce
=
-
0
.
8
1
5
+
1
.
0
7
1
Pla
n
n
in
g
.
1
2
3
4
5
6
7
8
P
l
a
n
n
i
n
g
f
a
c
t
o
r
D
i
d
a
c
t
i
c
s
t
r
a
t
e
g
i
e
s fac
t
o
r
C
o
mm
u
n
i
c
a
t
i
o
n
f
a
c
t
o
r
C
l
a
ss
sessi
o
n
m
a
n
a
g
e
me
n
t
f
a
c
t
o
r
F
a
c
t
o
r
D
o
mai
n
o
f
t
h
e
t
o
p
i
c
O
v
er
al
l
p
er
f
o
r
m
an
ce
fac
t
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
ercep
tio
n
o
f te
a
ch
i
n
g
p
erfo
r
ma
n
ce
in
th
e
virt
u
a
l le
a
r
n
i
n
g
en
viro
n
men
t
(
Gu
iller
mo
Mo
r
a
les
-
R
o
mero
)
1225
R
eg
ar
d
in
g
th
e
d
id
ac
tic
s
tr
ate
g
ies
f
ac
to
r
,
T
ab
le
2
s
h
o
ws
th
e
cr
itical
v
alu
e
o
f
s
ig
n
if
ican
c
e
eq
u
al
to
0
.
0
0
0
,
wh
ic
h
in
d
icate
s
th
at
b
o
th
f
ac
t
o
r
s
ar
e
lin
ea
r
ly
r
elate
d
;
in
tu
r
n
,
th
e
Pear
s
o
n
co
ef
f
ic
ien
t
is
0
.
9
8
2
,
wh
ich
m
ea
n
s
th
at
th
e
d
e
g
r
ee
o
f
r
el
atio
n
s
h
ip
is
v
er
y
h
ig
h
.
L
ik
e
wis
e,
R
s
q
u
ar
ed
is
eq
u
al
to
0
.
9
6
5
,
s
o
it
ca
n
b
e
in
d
icate
d
th
at
9
6
.
5
%
o
f
th
e
v
ar
iatio
n
o
f
th
e
r
atin
g
o
f
th
e
o
v
er
all
p
er
f
o
r
m
an
ce
f
ac
to
r
(
Y)
is
d
u
e
to
th
e
p
er
ce
p
tio
n
o
f
th
e
s
tu
d
en
ts
with
th
e
d
id
ac
tic
s
tr
ateg
ies
f
ac
to
r
(
X)
.
T
h
is
is
tr
an
s
lated
b
y
m
ea
n
s
o
f
th
e
f
o
llo
win
g
lin
ea
r
r
eg
r
ess
io
n
:
Y=
-
0
.
4
1
8
+1
.
0
4
3
X
≈
O
v
er
all
p
er
f
o
r
m
a
n
ce
=
-
0
.
4
1
8
+
1
.
0
4
3
T
ea
ch
in
g
s
tr
ateg
ies.
T
ab
le
1
.
Plan
n
in
g
f
ac
to
r
an
d
o
v
er
all
p
er
f
o
r
m
an
ce
f
ac
to
r
M
o
d
e
l
R
R
s
q
u
a
r
e
P
a
r
a
me
t
e
r
e
st
i
ma
t
e
s
ANOVA
C
o
n
st
a
n
t
b
S
i
g
n
i
f
i
c
a
n
c
e
1
.
9
5
9
a
.
9
2
1
-
0
.
8
1
5
1
.
0
7
1
.
0
0
0
a
.
P
r
e
d
i
c
t
o
r
s:
(
C
o
n
s
t
a
n
t
)
,
P
l
a
n
n
i
n
g
f
a
c
t
o
r
T
ab
le
2
.
Did
ac
tic
s
tr
ateg
ies f
a
cto
r
an
d
o
v
er
all
p
er
f
o
r
m
an
ce
f
ac
to
r
M
o
d
e
l
R
R
s
q
u
a
r
e
P
a
r
a
me
t
e
r
e
st
i
ma
t
e
s
ANOVA
C
o
n
st
a
n
t
b
S
i
g
n
i
f
i
c
a
n
c
e
1
.
9
8
2
a
.
9
6
5
-
.
4
1
8
1
.
0
4
3
.
0
0
0
a
.
P
r
e
d
i
c
t
o
r
s:
(
C
o
n
s
t
a
n
t
)
,
D
i
d
a
c
t
i
c
s
t
r
a
t
e
g
i
e
s
f
a
c
t
o
r
Giv
en
th
is
,
it
is
in
d
icate
d
by
R
am
k
is
s
o
o
n
,
B
elle,
an
d
B
h
u
r
o
s
y
[
2
9
]
th
at
th
e
teac
h
er
s
in
ter
v
iewe
d
ag
r
ee
,
alth
o
u
g
h
n
o
o
n
e
was
p
r
ep
ar
e
d
f
o
r
s
o
m
eth
i
n
g
o
f
th
is
m
ag
n
itu
d
e,
th
is
r
ef
er
s
to
th
e
v
ir
tu
al
teac
h
in
g
m
o
d
ality
.
T
h
e
y
h
av
e
h
ad
to
i
n
n
o
v
ate
in
n
ew
m
e
th
o
d
o
lo
g
ie
s
an
d
lear
n
in
th
e
v
i
r
tu
al
lear
n
in
g
p
r
o
ce
s
s
,
s
in
ce
th
eir
r
o
le
as
m
ed
iato
r
o
p
en
s
a
n
ew
win
d
o
w
to
t
h
is
v
ir
tu
al
f
o
r
m
at
in
w
h
ich
a
u
to
n
o
m
y
an
d
s
elf
-
d
ir
ec
tio
n
b
ec
o
m
e
th
e
a
p
p
r
o
p
r
iate
way
t
o
m
an
ag
e
th
e
lear
n
in
g
p
r
o
ce
s
s
.
R
eg
ar
d
in
g
t
h
e
co
m
m
u
n
icatio
n
f
ac
to
r
,
T
ab
le
3
s
h
o
ws
th
e
cr
itical
v
alu
e
o
f
s
ig
n
if
ican
ce
eq
u
al
to
0
.
0
0
0
,
wh
ich
in
d
icate
s
th
at
b
o
th
f
ac
t
o
r
s
ar
e
lin
ea
r
ly
r
elate
d
.
I
n
tu
r
n
,
th
e
Pear
s
o
n
co
e
f
f
icien
t
is
0
.
8
8
1
,
w
h
ich
m
ea
n
s
th
at
th
e
d
eg
r
ee
o
f
r
elatio
n
s
h
ip
is
v
er
y
h
ig
h
.
L
ik
ewise,
R
s
q
u
ar
ed
is
eq
u
al
to
0
.
7
7
6
,
s
o
it
ca
n
b
e
in
d
icate
d
th
at
7
7
.
6
%
o
f
th
e
v
ar
iatio
n
in
th
e
r
atin
g
o
f
t
h
e
o
v
er
all
p
e
r
f
o
r
m
an
ce
f
ac
to
r
(
Y)
is
d
u
e
to
t
h
e
p
er
ce
p
tio
n
o
f
t
h
e
s
tu
d
en
ts
with
th
e
co
m
m
u
n
icatio
n
f
ac
to
r
(
X)
.
T
h
is
is
tr
an
s
lated
b
y
m
ea
n
s
o
f
th
e
f
o
llo
win
g
lin
ea
r
r
eg
r
ess
io
n
:
Y=
0
.
5
9
8
+
0
.
9
4
9
X
≈
Ov
er
all
p
er
f
o
r
m
an
ce
=0
.
5
9
8
+
0
.
9
4
9
C
o
m
m
u
n
icatio
n
.
T
ab
le
3
.
C
o
m
m
u
n
icatio
n
f
ac
to
r
an
d
o
v
er
all
p
e
r
f
o
r
m
an
ce
f
ac
t
o
r
M
o
d
e
l
R
R
s
q
u
a
r
e
P
a
r
a
me
t
e
r
e
st
i
ma
t
e
s
ANOVA
C
o
n
st
a
n
t
b
S
i
g
n
i
f
i
c
a
n
c
e
1
.
8
8
1
a
.
7
7
6
0
.
5
9
8
.
9
4
9
.
0
0
0
a
.
P
r
e
d
i
c
t
o
r
s:
(
C
o
n
s
t
a
n
t
)
,
C
o
mm
u
n
i
c
a
t
i
o
n
f
a
c
t
o
r
T
h
e
r
esu
lts
s
h
o
w
th
at
th
er
e
is
a
m
o
d
er
ate
in
f
lu
en
ce
b
etw
ee
n
th
e
co
m
m
u
n
icatio
n
f
ac
to
r
an
d
th
e
o
p
tim
al
p
e
r
ce
p
tio
n
o
f
teac
h
e
r
p
er
f
o
r
m
an
ce
,
as
in
d
icate
d
b
y
v
ar
io
u
s
s
tu
d
ies
[
3
0
]
,
[
3
1
]
,
wh
er
e
th
e
im
p
o
r
tan
c
e
o
f
co
m
m
u
n
icatio
n
is
b
ased
o
n
lead
er
s
h
ip
ca
p
ac
ity
,
wh
ich
is
t
h
e
k
ey
f
ac
to
r
in
s
h
ap
in
g
attitu
d
es
o
f
th
e
s
tu
d
en
ts
.
T
h
is
f
ac
to
r
m
u
s
t
cr
ea
te
an
en
v
ir
o
n
m
e
n
t
o
f
m
o
tiv
atio
n
an
d
in
ter
ac
tio
n
b
etwe
en
th
e
teac
h
er
-
s
tu
d
en
t,
th
is
will
allo
w
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
f
t
h
e
s
tu
d
e
n
t,
wh
o
w
i
ll
f
ee
l
ca
p
a
b
le
o
f
m
ak
in
g
d
ec
i
s
io
n
s
an
d
h
av
in
g
a
co
llab
o
r
ativ
e
p
a
r
ticip
atio
n
in
t
h
e
teac
h
in
g
-
lea
r
n
in
g
p
r
o
c
ess
.
R
eg
ar
d
in
g
th
e
class
s
es
s
io
n
m
an
ag
em
en
t
f
ac
t
o
r
,
T
ab
le
4
s
h
o
ws
th
e
cr
itical
v
alu
e
o
f
s
i
g
n
if
ican
ce
eq
u
al
to
0
.
0
0
0
,
wh
ich
in
d
icate
s
th
at
b
o
th
f
ac
to
r
s
ar
e
lin
ea
r
ly
r
elate
d
.
I
n
tu
r
n
,
th
e
Pear
s
o
n
c
o
ef
f
icien
t
is
0
.
9
0
9
,
wh
ich
m
ea
n
s
th
at
th
e
d
eg
r
ee
o
f
r
elatio
n
s
h
ip
is
v
er
y
h
ig
h
.
L
ik
ewise,
R
s
q
u
ar
ed
is
eq
u
al
to
0
.
8
2
7
,
s
o
it
ca
n
b
e
in
d
icate
d
th
at
8
2
.
7
%
o
f
th
e
v
ar
iatio
n
in
th
e
r
atin
g
o
f
th
e
o
v
er
all
p
er
f
o
r
m
an
ce
f
ac
to
r
(
Y)
is
d
u
e
to
th
e
p
er
ce
p
tio
n
o
f
s
tu
d
en
ts
with
th
e
class
s
e
s
s
io
n
m
an
ag
em
en
t
f
ac
to
r
(
X)
.
T
h
is
is
tr
an
s
late
d
b
y
m
ea
n
s
o
f
th
e
f
o
llo
win
g
lin
ea
r
r
eg
r
ess
io
n
:
Y=
-
5
.
9
2
9
+1
.
3
7
8
X
≈
O
v
er
all
p
er
f
o
r
m
a
n
ce
=
-
5
.
9
2
9
+
1
.
3
7
8
C
lass
s
e
s
s
io
n
m
an
ag
em
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
.
4
,
Dec
em
b
er
2
0
2
1
:
1
2
2
1
-
1
2
2
8
1226
W
ith
r
esp
ec
t
to
t
h
e
d
o
m
ain
o
f
th
e
to
p
ic
f
ac
to
r
,
T
a
b
le
5
s
h
o
ws
th
e
cr
itical
v
alu
e
o
f
s
ig
n
if
ican
ce
eq
u
a
l
to
0
.
0
0
0
,
wh
ich
in
d
icate
s
th
at
b
o
th
f
ac
to
r
s
ar
e
lin
ea
r
ly
r
elate
d
.
I
n
t
u
r
n
,
t
h
e
Pear
s
o
n
co
ef
f
ici
en
t
is
0
.
8
4
4
,
wh
ich
m
ea
n
s
th
at
th
e
d
e
g
r
ee
o
f
r
el
atio
n
s
h
ip
is
v
er
y
h
ig
h
.
L
ik
e
wis
e,
R
s
q
u
ar
ed
is
eq
u
al
to
0
.
7
1
2
,
s
o
it
ca
n
b
e
in
d
icate
d
th
at
7
1
.
2
%
o
f
th
e
v
ar
iatio
n
in
th
e
r
atin
g
o
f
th
e
o
v
er
all
p
er
f
o
r
m
an
ce
f
ac
to
r
(
Y)
is
d
u
e
to
th
e
p
er
ce
p
tio
n
o
f
th
e
s
tu
d
en
ts
w
ith
th
e
d
o
m
ain
o
f
th
e
to
p
ic
f
ac
to
r
(
X)
.
T
h
is
is
tr
an
s
lated
b
y
m
ea
n
s
o
f
t
h
e
f
o
llo
win
g
lin
ea
r
r
eg
r
ess
io
n
:
Y=
-
2
.
0
7
3
+
1
.
1
1
8
X
≈
Glo
b
al
p
er
f
o
r
m
an
ce
=
-
2
.
0
7
3
+1
.
1
1
8
D
o
m
ain
o
f
th
e
to
p
ic
f
ac
to
r
.
T
ab
le
4
.
C
lass
s
es
s
io
n
m
an
ag
e
m
en
t f
ac
to
r
a
n
d
o
v
er
all
p
e
r
f
o
r
m
an
ce
f
ac
to
r
M
o
d
e
l
R
R
s
q
u
a
r
e
P
a
r
a
me
t
e
r
e
st
i
ma
t
e
s
ANOVA
C
o
n
st
a
n
t
b
S
i
g
n
i
f
i
c
a
n
c
e
1
.
9
0
9
a
.
8
2
7
-
5
.
9
2
9
1
.
3
7
8
.
0
0
0
a
.
P
r
e
d
i
c
t
o
r
s:
(
C
o
n
s
t
a
n
t
)
,
C
l
a
ss
sess
i
o
n
m
a
n
a
g
e
me
n
t
f
a
c
t
o
r
T
ab
le
5
.
Do
m
ai
n
o
f
th
e
to
p
ic
f
ac
to
r
an
d
o
v
er
all
p
er
f
o
r
m
an
ce
f
ac
to
r
M
o
d
e
l
R
R
s
q
u
a
r
e
P
a
r
a
me
t
e
r
e
st
i
ma
t
e
s
ANOVA
C
o
n
st
a
n
t
b
S
i
g
n
i
f
i
c
a
n
c
e
1
.
8
4
4
a
.
7
1
2
-
2
.
0
7
3
1
.
1
1
8
.
0
0
0
a
.
P
r
e
d
i
c
t
o
r
s:
(
C
o
n
s
t
a
n
t
)
,
D
o
m
a
i
n
o
f
t
h
e
t
o
p
i
c
f
a
c
t
o
r
T
h
e
s
tu
d
y
ca
r
r
ied
o
u
t
by
T
a
m
b
u
n
a
n
,
Sin
ag
a,
an
d
W
id
ad
a
[
3
2
]
,
in
d
icate
t
h
at
th
e
p
er
f
o
r
m
an
ce
o
f
teac
h
er
s
g
en
er
ates
in
ter
est
in
s
tu
d
en
ts
,
s
o
th
er
e
is
a
v
er
y
s
tr
o
n
g
r
elatio
n
s
h
ip
b
etwe
en
lear
n
i
n
g
,
m
o
tiv
atio
n
a
n
d
ac
tio
n
s
o
f
teac
h
er
s
to
war
d
s
th
e
ac
h
iev
em
en
t
o
f
lea
r
n
in
g
,
th
i
s
is
in
d
icate
d
b
y
th
e
v
alu
e
o
f
p
ath
co
ef
f
icien
t
P2
,
th
at
is
,
2
5
=0
.
2
3
9
>
r
(
α
=
0
.
0
1
)
=
0
.
1
3
7
.
I
n
ad
d
itio
n
,
t
h
e
s
tu
d
y
ca
r
r
ied
o
u
t
by
W
o
lo
m
asi,
Asalo
ei,
an
d
W
er
an
g
[
3
3
]
,
in
d
icate
th
at
th
e
jo
b
p
er
f
o
r
m
a
n
ce
o
f
teac
h
er
s
i
s
s
ig
n
if
ican
tly
r
elate
d
to
th
eir
jo
b
s
atis
f
ac
tio
n
as
in
d
icate
d
b
y
th
e
v
alu
e
o
f
th
e
co
ef
f
ic
ien
t o
f
R
2
=.
0
7
1
an
d
th
e
s
ig
n
if
ican
t v
alu
e
is
.
0
0
0
.
T
h
es
e
r
esu
lts
allo
wed
to
v
alid
ate
th
e
alter
n
ativ
e
h
y
p
o
th
esis
(
Ha)
.
B
ased
o
n
th
e
s
tatis
tical
r
esu
lts
,
th
e
d
id
ac
tic
s
tr
ateg
ies
f
ac
to
r
is
th
e
o
n
e
th
at
h
as
a
g
r
ea
ter
in
f
lu
en
ce
o
n
th
e
p
er
ce
p
tio
n
o
f
s
tu
d
e
n
ts
wit
h
teac
h
in
g
p
er
f
o
r
m
a
n
ce
,
wit
h
an
R
2
v
alu
e
o
f
0
.
9
6
5
,
th
is
in
f
lu
en
ce
is
9
6
.
5
%,
th
en
it
is
th
e
p
lan
n
in
g
f
ac
to
r
,
wh
ich
h
as
an
R
2
v
alu
e
o
f
0
.
9
2
1
,
in
d
icatin
g
an
in
f
l
u
en
ce
o
f
9
2
.
1
%.
Alth
o
u
g
h
th
e
u
s
e
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
s
tech
n
o
lo
g
y
(
I
C
T
)
in
ed
u
ca
tio
n
h
as
b
ee
n
th
e
s
u
b
ject
o
f
d
eb
ate
b
y
m
an
y
p
r
o
f
ess
io
n
als
in
th
e
s
ec
to
r
,
in
d
icatin
g
th
at
th
ese
r
eso
u
r
ce
s
d
o
n
o
t
g
u
a
r
an
tee
ef
f
ec
tiv
e
teac
h
in
g
.
I
t
s
h
o
u
ld
b
e
tak
en
in
to
ac
co
u
n
t
th
at
u
n
d
er
th
is
n
ew
co
n
tex
t
g
en
er
ate
d
b
y
C
OVI
D
-
1
9
,
th
e
u
s
e
o
f
tech
n
o
lo
g
ies
is
n
o
lo
n
g
er
an
o
p
tio
n
b
u
t
a
n
ec
ess
ity
.
Fo
r
th
is
r
ea
s
o
n
,
it
is
im
p
o
r
tan
t
th
at
teac
h
e
r
s
an
d
s
tu
d
e
n
ts
ar
e
i
n
s
er
ted
in
th
e
d
ig
ital e
n
v
ir
o
n
m
en
t,
t
h
u
s
g
en
e
r
atin
g
a
p
e
d
ag
o
g
ical
r
ec
o
n
f
ig
u
r
atio
n
o
n
th
e
p
a
r
t o
f
teac
h
er
s
[
3
4
]
.
E
v
en
m
o
r
e
s
o
if
th
e
s
tu
d
en
t
s
s
ati
s
f
ac
to
r
ily
ev
alu
at
e
th
e
t
ea
ch
in
g
p
er
f
o
r
m
a
n
ce
,
wh
en
it
p
r
o
v
id
es
q
u
ality
teac
h
in
g
b
o
th
in
th
e
e
x
p
lan
atio
n
,
in
th
e
u
s
e
o
f
to
o
ls
an
d
in
t
h
e
r
eso
u
r
ce
s
p
r
o
v
id
e
d
,
th
er
e
f
o
r
e
th
e
I
C
T
to
o
ls
ar
e
in
te
n
d
ed
to
g
u
id
e
th
e
m
eth
o
d
o
lo
g
ical
an
d
d
id
ac
tic
ac
tio
n
s
,
to
allo
w
to
im
p
r
o
v
e
t
h
e
co
g
n
iti
v
e
s
y
s
tem
,
th
e
q
u
alities
an
d
p
r
in
cip
les,
o
f
th
e
ad
m
in
is
tr
atio
n
s
tu
d
e
n
t [
3
5
]
.
4.
CO
NCLU
SI
O
N
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
r
esea
r
ch
allo
wed
to
d
eter
m
in
e
a
g
o
o
d
teac
h
in
g
p
er
f
o
r
m
a
n
ce
,
ac
co
r
d
in
g
to
th
e
p
er
ce
p
tio
n
o
f
th
e
s
tu
d
en
t
s
.
Alth
o
u
g
h
th
e
en
tire
ed
u
ca
tio
n
s
ec
to
r
h
as
n
o
t
b
ee
n
p
r
e
p
ar
ed
f
o
r
s
u
c
h
an
ac
ce
ler
ated
ch
an
g
e
in
teac
h
in
g
-
lear
n
in
g
m
o
d
ality
,
m
a
n
y
tea
ch
er
s
h
av
e
f
o
u
n
d
it
n
ec
ess
ar
y
to
in
n
o
v
ate
in
n
ew
teac
h
in
g
m
et
h
o
d
o
lo
g
ies,
in
c
o
r
p
o
r
atin
g
in
ter
ac
tiv
e
to
o
ls
t
h
r
o
u
g
h
v
id
e
o
s
an
d
o
n
lin
e
f
o
r
u
m
s
,
cr
ea
tin
g
in
t
h
is
way
f
r
ien
d
ly
a
n
d
f
lex
ib
le
e
n
v
ir
o
n
m
en
ts
,
tak
in
g
i
n
to
co
n
s
id
er
atio
n
th
e
n
atu
r
e
o
f
th
e
b
u
s
in
ess
ad
m
in
is
tr
atio
n
ca
r
ee
r
.
I
n
g
en
er
al,
th
e
r
esu
lts
v
alid
ate
th
at
th
e
teac
h
in
g
p
er
f
o
r
m
a
n
c
e
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
th
e
m
o
tiv
atio
n
an
d
th
e
s
atis
f
ac
to
r
y
p
e
r
ce
p
tio
n
o
f
th
e
s
tu
d
e
n
ts
o
f
th
e
p
r
o
f
e
s
s
io
n
al
s
ch
o
o
l
o
f
b
u
s
in
ess
ad
m
in
is
tr
atio
n
.
I
t
was
d
eter
m
in
ed
th
at
t
h
e
f
ac
to
r
s
d
o
m
ain
o
f
th
e
to
p
ic
an
d
class
s
e
s
s
io
n
m
an
ag
em
e
n
t,
p
r
esen
t
a
b
etter
p
e
r
ce
p
tio
n
b
y
th
e
s
tu
d
en
ts
in
th
is
co
n
tex
t
o
f
v
ir
tu
al
lea
r
n
in
g
;
wh
ile
th
e
d
id
ac
tic
s
tr
ateg
ies
f
ac
to
r
is
th
e
o
n
e
th
at
p
r
esen
ts
a
n
o
t so
f
av
o
r
ab
le
p
er
ce
p
tio
n
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
e
d
ed
u
c
atio
n
al
in
s
titu
tio
n
s
ad
ap
t
v
ir
tu
al
p
latf
o
r
m
s
a
n
d
c
h
an
n
els
th
at
m
ee
t
th
e
n
ee
d
s
an
d
in
ter
ests
o
f
s
tu
d
en
ts
,
wh
ich
s
h
o
u
ld
h
av
e
an
in
ter
ac
tiv
e
an
d
f
r
ien
d
ly
a
p
p
r
o
ac
h
f
o
r
b
o
th
th
e
s
tu
d
en
t
an
d
th
e
teac
h
er
.
T
h
ese
d
is
s
em
in
atio
n
ch
an
n
els
s
h
o
u
ld
s
er
v
e
as
m
ea
n
s
f
o
r
th
e
s
tu
d
en
t
to
p
r
o
v
id
e
th
eir
p
er
ce
p
tio
n
ab
o
u
t
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
in
th
is
way
th
e
au
th
o
r
ities
in
ch
ar
g
e
m
u
s
t
tak
e
ce
r
tain
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
P
ercep
tio
n
o
f te
a
ch
i
n
g
p
erfo
r
ma
n
ce
in
th
e
virt
u
a
l le
a
r
n
i
n
g
en
viro
n
men
t
(
Gu
iller
mo
Mo
r
a
les
-
R
o
mero
)
1227
m
ea
s
u
r
es
to
im
p
r
o
v
e
th
e
ed
u
ca
tio
n
al
s
er
v
ice
th
at
is
p
r
o
v
id
ed
.
U
n
d
er
th
is
n
ew
c
o
n
t
ex
t
o
f
v
ir
tu
alize
d
ed
u
ca
tio
n
,
teac
h
er
s
m
u
s
t
b
e
tr
ain
ed
in
t
h
e
u
s
e
o
f
n
ew
te
ch
n
o
lo
g
ical
to
o
ls
,
tak
in
g
in
to
co
n
s
id
er
atio
n
th
e
d
if
f
er
en
t c
h
a
r
ac
ter
is
tics
o
f
ea
ch
teac
h
er
.
All th
is
in
o
r
d
er
t
o
m
ee
t th
e
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
at
th
e
s
am
e
tim
e
to
f
in
d
teac
h
e
r
s
in
a
m
o
r
e
p
r
o
d
u
ctiv
e
en
v
ir
o
n
m
e
n
t
an
d
m
o
tiv
ate,
th
is
will
in
f
lu
en
ce
a
b
etter
p
er
f
o
r
m
a
n
ce
an
d
g
r
ea
ter
d
e
v
elo
p
m
e
n
t in
ter
m
s
o
f
d
ig
itizatio
n
.
RE
F
E
R
E
NC
E
S
[1
]
D.
H.
Alc
a
lá
,
V
.
A
.
Vi
ll
a
v
e
rd
e
,
V
.
D
.
Be
n
it
o
,
a
n
d
V
.
A
.
G
a
rc
ía
,
“
An
a
ly
sis
o
f
t
h
e
imp
o
rtan
c
e
o
f
e
v
a
lu
a
ti
o
n
c
rit
e
ri
a
a
n
d
a
c
a
d
e
m
ic
re
c
o
g
n
i
ti
o
n
o
f
u
n
i
v
e
rsity
tea
c
h
e
rs
a
s
i
n
d
ica
to
rs
o
f
e
d
u
c
a
ti
o
n
a
l
q
u
a
li
ty
i
n
S
p
a
i
n
,
”
RE
S
U
J
o
u
rn
a
l
,
v
o
l.
4
6
,
n
o
.
1
8
1
,
p
p
.
7
5
-
8
7
,
2
0
1
7
,
d
o
i
:
1
0
.
1
0
1
6
/j
.
re
su
.
2
0
1
6
.
1
0
.
0
0
2
.
[2
]
A.
d
e
Vin
c
e
n
z
i,
“
In
sti
tu
ti
o
n
a
l
e
v
a
lu
a
ti
o
n
a
n
d
im
p
ro
v
e
m
e
n
t
o
f
e
d
u
c
a
ti
o
n
a
l
q
u
a
li
t
y
a
m
o
n
g
p
r
iv
a
te
u
n
i
v
e
rsiti
e
s
in
Arg
e
n
ti
n
a
,
”
Rev
ista
Ib
e
ro
a
me
ric
a
n
a
d
e
Ed
u
c
a
c
ió
n
S
u
p
e
rio
r
,
v
o
l.
4
,
n
o
.
9
,
p
p
.
7
6
-
9
4
,
2
0
1
3
,
d
o
i
:
1
0
.
1
0
1
6
/
S
2
0
0
7
-
2
8
7
2
(
1
3
)
7
1
9
1
8
-
8
.
[3
]
G
.
M
a
rti
n
e
z
-
Ch
a
irez
,
A.
G
u
e
v
a
ra
-
Ara
iza
,
a
n
d
M
.
M
.
Va
ll
e
s
-
Orn
e
las
,
“
Tea
c
h
e
r
p
e
rfo
rm
a
n
c
e
a
n
d
q
u
a
l
it
y
e
d
u
c
a
ti
o
n
,
”
Ra
X
imh
a
i
J
o
u
rn
a
l
,
v
o
l.
1
2
,
n
o
.
6
,
p
p
.
1
2
3
-
1
3
4
,
2
0
1
6
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/www
.
re
d
a
ly
c
.
o
r
g
/articu
lo
.
o
a
?
id
=
4
6
1
4
8
1
9
4
0
0
7
.
[4
]
G
.
M
a
rti
n
e
z
-
Ch
a
irez
a
n
d
A.
G
u
e
v
a
ra
-
Ara
l
z
a
,
“
Tea
c
h
e
r
p
e
rfo
rm
a
n
c
e
e
v
a
lu
a
ti
o
n
,
”
Ra
Xi
mh
a
i
J
o
u
rn
a
l
,
v
o
l.
1
1
,
n
o
.
4
,
p
p
.
1
1
3
-
1
2
4
,
2
0
1
5
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
t
tp
s://
ww
w.red
a
l
y
c
.
o
r
g
/ar
ti
c
u
lo
.
o
a
?
id
=
4
6
1
4
2
5
9
6
0
0
7
.
[5
]
A.
Oje
d
a
-
Be
lt
ra
n
,
D.
Orte
g
a
-
Álv
a
re
z
,
a
n
d
E.
Bo
o
m
-
Ca
rc
a
m
o
,
“
An
a
ly
sis
o
f
t
h
e
p
e
rc
e
p
ti
o
n
o
f
fa
ce
-
to
-
fa
c
e
stu
d
e
n
ts
a
b
o
u
t
v
irt
u
a
l
c
las
se
s
in
re
sp
o
n
se
to
t
h
e
Co
v
i
d
-
1
9
c
risis,”
S
p
a
c
e
s
J
o
u
rn
a
l
,
v
o
l
.
4
1
,
n
o
.
4
2
,
p
p
.
7
6
-
9
4
,
2
0
2
0
,
d
o
i:
1
0
.
4
8
0
8
2
/es
p
a
c
io
s
-
a
2
0
v
4
1
n
4
2
p
0
7
.
[6
]
A.
B.
V.
L
ó
p
e
z
,
“
T
h
e
ro
le
o
f
th
e
u
n
i
v
e
rsity
p
ro
fe
ss
o
r
in
th
e
trai
n
i
n
g
o
f
re
se
a
rc
h
e
r
stu
d
e
n
ts
f
ro
m
t
h
e
e
a
rly
sta
g
e
,
”
Hig
h
e
r
M
e
d
ica
l
Ed
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l
.
3
4
,
n
o
.
2
,
p
p
.
3
3
1
-
3
4
9
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:
//
sc
ielo
.
sl
d
.
c
u
/sc
ielo
.
p
h
p
?
sc
rip
t=s
c
i_
a
rtt
e
x
t&p
i
d
=
S
0
8
6
4
-
2
1
4
1
2
0
2
0
0
0
0
2
0
0
0
1
7
&
ln
g
=
e
s.
[7
]
F
.
F
.
He
rn
á
n
d
e
z
a
,
F
.
G
.
Lara
a
,
M
.
S
á
n
c
h
e
z
-
M
e
n
d
i
o
lab
,
a
n
d
A.
M
.
G
o
n
z
á
lez
b
,
“
Ev
o
lu
ti
o
n
o
f
a
ss
e
ss
in
g
tea
c
h
in
g
p
e
rfo
rm
a
n
c
e
in
th
e
F
a
c
u
lt
y
o
f
M
e
d
icin
e
;
e
v
i
d
e
n
c
e
o
f
v
a
li
d
i
ty
a
n
d
re
li
a
b
il
it
y
,
”
In
v
e
stig
a
c
ió
n
e
n
E
d
u
c
a
c
ió
n
M
é
d
ic
a
,
v
o
l.
6
,
n
o
.
2
2
,
p
p
.
9
6
-
1
0
3
,
2
0
1
7
.
[
On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
ww
w.r
e
d
a
ly
c
.
o
r
g
/articu
l
o
.
o
a
?
id
=
3
4
9
7
5
0
5
2
3
0
0
6
.
[8
]
M.
C
.
R
o
d
ri
g
u
e
z
,
L
.
M
.
M
.
Hin
o
jo
sa
,
a
n
d
M
.
T.
G
.
Ra
m
irez
,
“
Ev
a
lu
a
ti
o
n
o
f
tea
c
h
i
n
g
p
e
rfo
rm
a
n
c
e
,
stre
ss
a
n
d
b
u
r
n
o
u
t
i
n
u
n
i
v
e
rsity
p
r
o
fe
ss
o
rs,”
Rev
.
Actu
a
l.
In
v
e
stig
.
E
d
u
c
.
,
v
o
l
.
1
4
,
n
o
.
1
,
p
p
.
1
-
2
2
,
2
0
1
4
.
[On
l
i
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/www
.
sc
ielo
.
sa
.
c
r/sc
ielo
.
p
h
p
?
p
id
=
S
1
4
0
9
-
4
7
0
3
2
0
1
4
0
0
0
1
0
0
0
0
5
&
sc
rip
t=s
c
i_
a
b
stra
c
t
.
[9
]
D.
Arc
e
-
S
a
n
ti
ll
a
n
,
O.
F
.
C.
At
a
lay
a
,
Y.
P
.
L.
C
h
a
c
ó
n
,
J.
I.
C.
Be
d
ri
ñ
a
n
a
,
a
n
d
E.
R.
M
.
S
a
n
ti
ll
á
n
,
“
Th
e
P
ro
p
o
rti
o
n
a
li
t
y
o
f
Wo
m
e
n
G
ra
d
u
a
ted
fr
o
m
t
h
e
P
r
o
fe
ss
io
n
a
l
Ca
r
e
e
r
o
f
M
e
c
h
a
n
ica
l
a
n
d
El
e
c
tri
c
a
l
En
g
i
n
e
e
rin
g
a
t
UN
TE
LS
:
An
a
ly
sis
o
f
th
e
ir
Ac
a
d
e
m
ic
P
e
rfo
rm
a
n
c
e
a
n
d
Lab
o
r
F
ie
ld
o
f
Ac
ti
o
n
,
”
A
d
v
a
n
c
e
s
in
S
c
ie
n
c
e
,
T
e
c
h
n
o
lo
g
y
a
n
d
En
g
i
n
e
e
r S
y
ste
ms
J
o
u
rn
a
l
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
3
6
8
-
3
7
2
,
2
0
2
0
,
d
o
i:
1
0
.
2
5
0
4
6
/aj
0
5
0
1
4
7
.
[1
0
]
E.
Esc
rib
a
n
o
,
“
Tea
c
h
e
r
p
e
rf
o
rm
a
n
c
e
a
s
a
fa
c
to
r
a
ss
o
c
iate
d
with
e
d
u
c
a
ti
o
n
a
l
q
u
a
li
t
y
in
Latin
Am
e
rica
,
”
Ed
u
c
a
t
io
n
J
o
u
rn
a
l
,
v
o
l
.
4
2
,
n
o
.
2
,
p
p
.
2
4
2
-
2
5
1
,
2
0
1
8
,
d
o
i:
1
0
.
1
5
5
1
7
/R
EVEDU.V4
2
I2
.
2
7
0
3
3
.
[1
1
]
O.
Ch
a
m
o
rro
-
Ata
lay
a
,
D
.
Y
.
A
.
S
a
n
ti
ll
a
n
,
J
.
I
.
C
.
Be
d
ri
ñ
a
n
a
,
Y
.
P
.
L
.
Ch
a
c
ó
n
,
a
n
d
M
.
D
.
Ch
o
q
u
e
,
“
Th
e
c
o
rre
latio
n
o
f
th
e
sp
e
c
ifi
c
a
n
d
g
lo
b
a
l
p
e
rf
o
rm
a
n
c
e
o
f
tea
c
h
e
rs
in
UN
TE
LS
En
g
in
e
e
rin
g
S
c
h
o
o
ls,”
A
d
v
a
n
c
e
s
in
S
c
ien
c
e
,
T
e
c
h
n
o
l
o
g
y
a
n
d
E
n
g
i
n
e
e
rin
g
S
y
st
e
ms
J
o
u
rn
a
l
(AS
T
ES
J
),
v
o
l.
4
,
n
o
.
6
,
p
p
.
1
9
6
–
2
0
2
,
2
0
1
9
,
d
o
i
:
1
0
.
2
5
0
4
6
/aj0
4
0
6
2
5
.
[1
2
]
R.
M
a
ji
d
a
n
d
J.
Ha
sim
,
“
Th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
fro
g
VLE
imp
l
e
m
e
n
tatio
n
:
S
tu
d
e
n
ts’
p
e
rsp
e
c
ti
v
e
,
”
In
d
o
n
e
sia
n
J
o
u
rn
a
l
o
f
El
e
c
trica
l
E
n
g
i
n
e
e
rin
g
a
n
d
C
o
mp
u
ter
S
c
ien
c
e
(IJ
EE
CS
)
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
3
8
1
-
387
,
2
0
1
9
,
d
o
i
:
1
0
.
1
1
5
9
1
/i
jee
c
s.v
1
4
.
i
1
.
p
p
3
8
1
-
3
8
7
.
[1
3
]
I.
Ch
ir
ik
o
v
,
T.
S
e
m
e
n
o
v
a
,
N.
M
a
lo
sh
o
n
o
k
,
E.
Be
tt
i
n
g
e
r,
a
n
d
R.
F
.
Kiz
il
c
e
c
,
“
On
li
n
e
e
d
u
c
a
ti
o
n
p
latfo
rm
s
sc
a
le
c
o
ll
e
g
e
S
TE
M
i
n
stru
c
ti
o
n
wi
th
e
q
u
i
v
a
len
t
lea
rn
i
n
g
o
u
tco
m
e
s
a
t
a
lo
we
r
c
o
st,”
S
c
ien
c
e
Ad
v
a
n
c
e
s,
v
o
l.
6
,
n
o
.
1
5
,
p
p
.
1
-
1
0
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
2
6
/sc
iad
v
.
a
a
y
5
3
2
4
.
[1
4
]
A.
C.
Ac
o
sta
,
L
.
K
.
J
.
Ru
iz,
M
.
R
.
M
a
rin
,
a
n
d
E
.
G
.
P
.
G
u
e
rre
ro
,
“
Oc
c
u
p
a
ti
o
n
a
l
stre
ss
a
n
d
p
e
rf
o
rm
a
n
c
e
e
v
a
lu
a
ti
o
n
in
u
n
iv
e
rsit
y
tea
c
h
e
rs
fro
m
th
e
d
e
p
a
rtme
n
t
o
f
Ce
sa
r,
Co
lo
m
b
ia,
”
En
c
o
u
n
ter
s
J
o
u
rn
a
l
,
v
o
l.
1
7
,
n
o
.
1
,
p
p
.
2
4
-
3
3
,
2
0
1
9
,
d
o
i:
1
0
.
1
5
6
6
5
/en
c
u
e
n
t.
v
1
7
i
0
1
.
1
5
9
5
.
[1
5
]
O.
F
.
C.
Ata
lay
a
,
D.
Y.
A.
S
a
n
ti
l
lan
,
J.
I.
C.
Be
d
ri
ñ
a
n
a
,
T.
N.
D.
Ley
v
a
,
a
n
d
D.
M
.
B.
P
ic
h
il
i
n
g
u
e
,
“
Co
m
p
a
ra
ti
v
e
An
a
ly
sis
o
f
S
t
u
d
e
n
t
Diss
a
ti
sfa
c
ti
o
n
o
f
th
e
C
o
n
ti
n
u
in
g
Ac
a
d
e
m
ic
S
e
m
e
ste
rs
a
t
U
NTEL
S
,
”
A
d
v
a
n
c
e
s
in
S
c
ien
c
e
,
T
e
c
h
n
o
l
o
g
y
a
n
d
E
n
g
i
n
e
e
rin
g
S
y
st
e
ms
J
o
u
rn
a
l
,
v
o
l.
4
,
n
o
.
6
,
p
p
.
2
0
3
-
2
0
7
,
2
0
1
9
,
d
o
i:
1
0
.
2
5
0
4
6
/aj
0
4
0
6
2
6
.
[1
6
]
M
.
T
o
b
ó
n
,
M
.
E.
D.
Ca
sa
s,
a
n
d
A.
A.
d
e
Bra
v
o
,
“
Ac
a
d
e
m
ic
a
n
d
P
ro
fe
ss
io
n
a
l
S
a
ti
sfa
c
ti
o
n
o
f
U
n
iv
e
rsity
S
t
u
d
e
n
ts,
”
Rev
ista
e
lec
tró
n
ica
d
e
Hu
m
a
n
i
d
a
d
e
s,
Ed
u
c
a
c
ió
n
y
Co
mu
n
ica
c
i
ó
n
S
o
c
ia
l
,
v
o
l.
2
2
,
n
o
.
1
1
,
p
p
.
1
1
0
-
1
2
9
,
2
0
1
7
.
[On
li
n
e
].
A
v
a
il
a
b
le
:
h
tt
p
:/
/
o
js.u
r
b
e
.
e
d
u
/i
n
d
e
x
.
p
h
p
/red
h
e
c
s/a
rti
c
le/v
i
e
w/8
.
[1
7
]
L.
G
.
d
e
P
i
lo
,
M
.
C.
Us
e
c
h
e
,
a
n
d
M
.
W.
S
.
Día
z
,
“
Emp
o
we
rm
e
n
t
a
n
d
Org
a
n
iza
ti
o
n
a
l
C
o
m
m
it
m
e
n
t
o
f
Tea
c
h
i
n
g
S
taff
i
n
t
h
e
Z
u
li
a
n
o
Un
i
v
e
rsity
e
n
v
iro
n
m
e
n
t,
”
Rev
ista
e
lec
tró
n
ic
a
d
e
Hu
m
a
n
i
d
a
d
e
s,
Ed
u
c
a
c
ió
n
y
Co
mu
n
ica
c
i
ó
n
S
o
c
ia
l
,
v
o
l.
1
6
,
n
o
.
9
,
p
p
.
6
-
1
9
,
2
0
1
3
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
:/
/o
js.
u
rb
e
.
e
d
u
/i
n
d
e
x
.
p
h
p
/red
h
e
c
s/a
rti
c
le/v
iew
/5
0
0
.
[1
8
]
A.
Lo
z
a
n
o
-
Dia
z
,
J
.
S
.
F
e
rn
á
n
d
e
z
-
P
ra
d
o
s,
V
.
F
.
Ca
n
o
sa
,
a
n
d
A
.
M
.
M
a
rtí
n
e
z
,
“
Im
p
a
c
to
s
d
e
l
c
o
n
f
in
a
m
ien
to
p
o
r
e
l
COV
ID
-
1
9
e
n
tre
u
n
i
v
e
rsitario
s:
S
a
ti
sfa
c
c
ió
n
Vital,
Re
sili
e
n
c
ia
y
Ca
p
it
a
l
S
o
c
ial
On
li
n
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
o
c
io
lo
g
y
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
5
,
n
o
.
9
,
p
p
.
7
9
-
1
0
4
,
2
0
2
0
,
d
o
i:
1
0
.
1
7
5
8
3
/ri
se
.
2
0
2
0
.
5
9
2
5
.
[1
9
]
A.
L.
S
.
Ag
u
il
a
r,
L.
C.
P
.
Ho
wle
t
,
M
.
D.
C
.
G
.
Die
z
,
a
n
d
J.
L
.
B.
Be
lt
rá
n
,
“
Hig
h
e
r
e
d
u
c
a
ti
o
n
d
u
ri
n
g
th
e
COV
ID
-
19
h
e
a
lt
h
c
o
n
ti
n
e
n
t:
Us
e
o
f
TCI
a
s
a
lea
rn
in
g
to
o
l,
”
Rev
ista
L
a
ti
n
a
De
Co
mu
n
ica
c
i
ó
n
S
o
c
i
a
l
,
v
o
l.
7
8
,
p
p
.
3
0
9
-
3
2
8
,
2
0
2
0
,
d
o
i:
1
0
.
4
1
8
5
/R
LCS
-
2
0
2
0
-
1
4
7
9
.
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
.
4
,
Dec
em
b
er
2
0
2
1
:
1
2
2
1
-
1
2
2
8
1228
[2
0
]
G
.
Ba
silaia
a
n
d
D.
Kv
a
v
a
d
z
e
,
“
Tran
siti
o
n
to
On
li
n
e
E
d
u
c
a
ti
o
n
in
S
c
h
o
o
ls
d
u
ri
n
g
a
S
A
RS
-
Co
V
-
2
Co
ro
n
a
v
ir
u
s
(COV
ID
-
1
9
)
P
a
n
d
e
m
ic i
n
G
e
o
rg
i
a
,
”
Ped
a
g
o
g
ic
a
l
Res
e
a
rc
h
,
v
o
l.
5
,
n
o
.
4
,
p
p
.
1
-
9
,
2
0
2
0
.
[2
1
]
J.
Bu
rg
e
ss
,
“
Tran
sa
c
ti
o
n
a
l
d
istan
c
e
th
e
o
ry
a
n
d
stu
d
e
n
t
sa
ti
sfa
c
ti
o
n
wit
h
we
b
-
b
a
se
d
d
istan
c
e
lea
rn
in
g
c
o
u
rse
s,”
Th
e
sis,
Th
e
U
n
iv
e
rsit
y
o
f
Wes
t
F
l
o
rid
a
,
2
0
1
6
.
[2
2
]
I.
Ch
ir
ik
o
v
,
T
.
S
e
m
e
n
o
v
a
,
N
.
M
a
lo
sh
o
n
o
k
,
E
.
Be
tt
i
n
g
e
r
,
a
n
d
R
.
F
.
Kiz
il
c
e
c
,
“
On
li
n
e
e
d
u
c
a
ti
o
n
p
latfo
rm
s
sc
a
le
c
o
ll
e
g
e
S
TE
M
i
n
stru
c
ti
o
n
wi
th
e
q
u
i
v
a
len
t
lea
rn
i
n
g
o
u
tco
m
e
s
a
t
a
lo
we
r
c
o
st,
”
S
c
ien
c
e
Ad
v
a
n
c
e
s,
v
o
l.
6
,
n
o
.
1
5
,
p
p
.
1
-
1
0
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
2
6
/sc
iad
v
.
a
a
y
5
3
2
4
.
[2
3
]
S
.
Re
sta
u
ri,
“
F
a
c
u
lt
y
-
stu
d
e
n
t
in
tera
c
ti
o
n
c
o
m
p
o
n
e
n
ts
in
o
n
li
n
e
e
d
u
c
a
ti
o
n
:
W
h
a
t
a
re
t
h
e
e
ffe
c
ts
o
n
stu
d
e
n
t
sa
ti
sfa
c
ti
o
n
a
n
d
a
c
a
d
e
m
ic o
u
tco
m
e
s?
”
Th
e
sis,
Ca
p
e
ll
a
Un
iv
e
rsity
,
2
0
1
6
.
[2
4
]
W.
Alp
e
rt,
K.
Co
u
c
h
,
a
n
d
O.
H
a
rm
o
n
,
“
A
Ra
n
d
o
m
ize
d
As
se
s
sm
e
n
t
o
f
On
li
n
e
Lea
rn
i
n
g
,
”
Ame
ric
a
n
Eco
n
o
mic
Rev
iew
,
v
o
l.
1
0
6
,
n
o
.
5
,
p
p
.
3
7
8
-
3
8
2
,
2
0
1
6
,
d
o
i:
1
0
.
1
2
5
7
/ae
r.
p
2
0
1
6
1
0
5
7
.
[2
5
]
E.
S
a
lg
a
d
o
,
“
Tea
c
h
in
g
a
n
d
lea
rn
in
g
in
v
irt
u
a
l
m
o
d
e
fro
m
st
u
d
e
n
t
e
x
p
e
rien
c
e
a
n
d
g
ra
d
u
a
te
p
ro
fe
ss
o
rs,”
Th
e
sis,
Ca
th
o
li
c
Un
iv
e
rsity
o
f
C
o
sta
R
ica
,
2
0
1
5
.
[2
6
]
R.
He
rn
á
n
d
e
z
-
S
a
m
p
ieri,
I
n
v
e
stig
a
ti
o
n
me
th
o
d
o
l
o
g
y
.
M
é
x
ico
:
M
c
G
ra
w
-
Hill
,
2
0
1
4
.
[2
7
]
J.
Ro
d
ríg
u
e
z
-
Ro
d
r
íg
u
e
z
a
n
d
M
.
Re
g
u
a
n
t
-
Ál
v
a
re
z
,
“
Ca
lcu
late
t
h
e
re
li
a
b
il
i
ty
o
f
a
q
u
e
stio
n
n
a
ire
o
r
sc
a
le
u
si
n
g
th
e
S
P
S
S
:
Cro
n
b
a
c
h
'
s
a
lp
h
a
c
o
e
fficie
n
t,
”
RE
IRE
Rev
ista
d
’In
n
o
v
a
c
i
ó
i
Rec
e
rc
a
e
n
E
d
u
c
a
c
i
ó
,
v
o
l.
1
3
,
n
o
.
2
,
p
p
.
1
–
1
3
,
2
0
1
9
.
[2
8
]
S
.
F
e
rn
a
n
d
e
s,
L
.
G
.
He
n
n
,
a
n
d
L
.
B
.
Kist
,
“
O
e
n
sin
o
a
d
istân
c
ia
n
o
Bra
sil
:
a
lg
u
n
s
a
p
o
n
tam
e
n
to
s,”
Re
se
a
rc
h
,
S
o
c
iety
a
n
d
De
v
e
lo
p
me
n
t
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
-
2
4
,
2
0
2
0
.
[2
9
]
P
.
Ra
m
k
isso
o
n
,
L
.
J
.
Be
ll
e
,
a
n
d
T
.
Bh
u
ro
sy
,
“
P
e
rc
e
p
ti
o
n
s
a
n
d
e
x
p
e
rien
c
e
s
o
f
st
u
d
e
n
ts
o
n
th
e
u
s
e
o
f
in
tera
c
ti
v
e
o
n
li
n
e
lea
rn
in
g
tec
h
n
o
l
o
g
ies
i
n
M
a
u
ri
ti
u
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
4
,
p
p
.
8
3
3
–
8
3
9
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
5
9
1
/i
jere
.
v
9
i
4
.
2
0
6
9
2
.
[3
0
]
K.
Bro
wn
a
n
d
S
.
Wy
n
n
,
“
F
i
n
d
i
n
g
,
su
p
p
o
rti
n
g
,
a
n
d
k
e
e
p
in
g
:
T
h
e
ro
le
o
f
th
e
p
ri
n
c
ip
a
l
i
n
tea
c
h
e
r
re
ten
ti
o
n
issu
e
s,
”
L
e
a
d
e
rs
h
ip
a
n
d
Po
li
c
y
i
n
S
c
h
o
o
ls
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
3
7
-
6
3
,
2
0
0
9
,
d
o
i:
1
0
.
1
0
8
0
/1
5
7
0
0
7
6
0
7
0
1
8
1
7
3
7
1
.
[3
1
]
S
.
Jo
h
n
s
o
n
a
n
d
S
.
Birk
e
lan
d
,
“
Th
e
sc
h
o
o
ls
th
a
t
tea
c
h
e
rs
c
h
o
o
se
,
”
E
d
u
c
a
t
io
n
a
l
L
e
a
d
e
rs
h
ip
,
v
o
l.
6
0
,
n
o
.
8
,
p
p
.
2
0
-
2
4
,
2
0
0
3
b
.
[3
2
]
H.
Tam
b
u
n
a
n
,
B
.
S
in
a
g
a
,
a
n
d
W
.
Wi
d
a
d
a
,
“
An
a
ly
sis
o
f
tea
c
h
e
r
p
e
rfo
rm
a
n
c
e
to
b
u
il
d
stu
d
e
n
t
in
tere
st
a
n
d
m
o
ti
v
a
ti
o
n
to
wa
rd
s
m
a
th
e
m
a
ti
c
s
a
c
h
iev
e
m
e
n
t,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
r
c
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
4
2
-
4
7
,
2
0
2
1
,
d
o
i:
1
0
.
1
1
5
9
1
/i
jere
.
v
1
0
i1
.
2
0
7
1
1
.
[3
3
]
A.
Wo
lo
m
a
si,
S
.
I
.
As
a
lo
e
i,
a
n
d
B
.
R
.
Wera
n
g
,
“
Jo
b
sa
ti
sfa
c
ti
o
n
a
n
d
p
e
rfo
rm
a
n
c
e
o
f
e
lem
e
n
tary
sc
h
o
o
l
tea
c
h
e
rs,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
t
io
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
5
7
5
-
5
8
0
,
2
0
1
9
,
d
o
i:
1
0
.
1
1
5
9
1
/i
jere
.
v
8
i
4
.
2
0
2
6
4
.
[3
4
]
A.
Alm
o
n
a
c
i
d
-
F
ierro
,
R
.
Va
rg
a
s
-
Vito
ria,
R
.
S
.
De
Ca
rv
a
l
h
o
,
a
n
d
M
.
A
.
F
ierro
,
“
Im
p
a
c
t
o
n
tea
c
h
in
g
i
n
t
ime
s
o
f
COV
ID
-
1
9
p
a
n
d
e
m
ic:
A
q
u
a
li
t
a
ti
v
e
stu
d
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eva
l
u
a
t
io
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
1
0
,
n
o
.
2
,
p
p
.
4
3
2
-
4
4
0
,
2
0
2
1
,
d
o
i:
1
0
.
1
1
5
9
1
/
ij
e
re
.
v
1
0
i
2
.
2
1
1
2
9
.
[3
5
]
C.
He
n
ry
,
N.
A.
M
d
G
h
a
n
i,
U.
M
.
Ab
d
Ha
m
id
,
a
n
d
A.
N.
Ba
k
a
r,
“
F
a
c
to
rs
c
o
n
tri
b
u
ti
n
g
t
o
wa
rd
s
re
se
a
rc
h
p
ro
d
u
c
ti
v
it
y
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
2
0
3
–
2
1
1
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
5
9
1
/i
jere
.
v
9
i1
.
2
0
4
2
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.