In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.4,
D
ece
mbe
r
201
8,
pp.
3
0
5
~
3
1
2
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
5
9
1
/
i
j
ere
.
v7
i
4
.15
0
1
5
305
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
Paren
ts’ Roles in Overcoming
Elementary Stud
ents’
Learning Difficulties
I
k
a
Mar
yan
i
1
,
No
v
e
n
k
u
sai
n
un
2
,
La
i
l
a Fat
m
aw
ati
3
,
V
e
r
a
Yu
l
i
Er
vian
a
4
, Muha
mma
d
Nu
r
Wa
ng
id
5
,
A
li Mu
stadi
6
1
,
2,
3,
4
Dep
artm
ent
o
f
El
e
mentary
Scho
ol
E
du
cati
o
n
,
Un
i
v
e
rsitas
A
h
m
ad
Da
hlan, In
d
o
n
esia
5,
6
Dep
artm
ent
o
f
P
rim
a
ry E
du
catio
n
, Yo
gyak
a
rta St
ate U
n
i
v
ersity,
In
don
esi
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Au
g
1
3
,
2
018
Re
vise
d S
e
p 2,
201
8
Ac
ce
p
t
ed
Oc
t
1
2
,
2
018
Th
is
r
esearch
a
i
m
s
t
o
i
den
t
if
y
learn
i
n
g
p
ro
bl
ems
an
d
t
h
e
paren
t
s’
r
o
le
s
in
ov
ercom
i
n
g
l
earni
ng
d
iff
i
cu
lties
of
5
th
-grade
s
tuden
t
s
o
f
M
uham
m
a
diyah
Karan
g
tu
ri
E
l
e
men
t
ary
S
c
ho
ol,
Ban
t
ul
,
Yog
y
ak
arta.
Res
earch
p
art
ic
i
p
a
n
t
s
w
e
r
e
s
ix
s
tu
de
n
t
s
w
i
th
l
e
a
r
ni
ng
d
i
f
f
i
c
u
l
t
ie
s
,
s
ix
p
a
r
e
n
t
s
,
a
n
d
f
our
t
eachers
.
S
e
lect
ion
o
f
s
u
b
jects
us
ed
p
urp
o
si
ve
s
am
p
l
i
ng
tech
ni
que.
Res
ear
ch
o
bj
ect
was
th
e
paren
t
s’
r
ol
es
i
n
ov
e
r
c
o
m
i
n
g
s
tu
den
t
s’
l
earni
ng
d
ifficu
lties.
T
hi
s
research
w
as
a
q
ual
i
tativ
e
resea
r
ch
w
it
h
d
a
ta
c
ol
lection
tech
ni
qu
es
i
n
th
e
f
o
rm
o
f
ob
servatio
n,
i
nterv
i
ews
,
a
nd
d
ocu
m
en
tat
i
o
n
.
Dat
a
a
n
a
l
y
s
is
t
echn
i
qu
e
was
th
e
interactive
m
o
del
(d
ata
co
ll
ec
t
i
o
n
,
data
r
ed
uct
i
o
n
,
d
a
t
a
m
o
d
e
ls,
and
draw
in
g
con
c
lu
si
on
s).
T
r
ian
gul
ati
o
n
is
u
s
e
d
as
a
m
eth
od
o
f
d
ata
v
alidat
i
o
n.
Th
e
resul
t
s
showed
t
h
a
t
th
e
problem
s
e
x
peri
enced
b
y
s
t
ud
ent
s
w
i
th
l
earni
ng
diff
icu
lti
es
i
n
M
u
h
a
m
m
a
d
i
y
a
h
Karang
tu
ri
Ele
m
e
n
t
ary
S
c
ho
ol
w
ere
lower
th
an
a
verag
e
l
ea
rni
ng
o
u
t
c
om
es
,
s
l
o
w
u
n
d
erstan
din
g
,
an
d
lack
o
f
r
easo
n
abl
e
attit
ude
s
,
behavi
or
,
and
emotion
a
l
symptoms
d
u
r
i
ng
the
learni
ng
p
ro
cess
.
The
parents’
r
ol
es
i
n
ove
r
comi
ng
s
tudent
s’
l
earni
ng
d
ifficultie
s
in
clu
d
ed:
findi
ng
t
u
t
o
ri
ng
i
nstitution
s
f
o
r
c
hi
ldre
n,
accom
p
anyi
ng
c
hi
ldr
en
w
hen
com
i
ng
an
d
go
ing
hom
e
f
r
om
s
ch
oo
l,
b
ei
ng
g
o
o
d
listen
e
rs,
accom
p
anyi
ng
learn
i
n
g
act
iv
i
t
i
e
s a
t
h
om
e,
t
aki
n
g
chi
l
dren
o
n t
h
e
fi
rs
t
day
o
f
scho
ol
,
m
eeti
ng
with
t
each
ers
t
h
rou
g
h
paren
t
s
ass
o
ciatio
n,
a
nd
p
r
es
e
n
t
at
t
he
d
i
s
tribu
tion
of
le
a
r
ning
ou
t
c
o
m
e
s re
po
rt c
a
r
d
.
K
eyw
ord
:
P
a
rents’
r
oles
Lea
r
ni
ng d
i
ffic
ul
t
i
e
s
Elem
en
tary
s
cho
o
l
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ika
Maryani
,
De
p
a
rt
men
t
of
El
ement
a
ry
Sc
h
ool
Edu
ca
ti
o
n
,
Un
iv
ersit
a
s Ahmad
Dah
l
an
,
Jl
.
K
i
A
geng P
e
m
a
na
han 1
9
,
S
o
rosuta
n Y
o
g
y
aka
r
ta,
Indon
esia.
Em
ail:
i
k
a
.
m
a
i
l
8
7
@
y
ma
il.
co
m
1.
I
N
TR
OD
U
C
TI
O
N
Le
arni
ng
i
n
e
l
e
m
e
ntar
y
sc
ho
ol
c
a
n
b
e
d
i
v
i
de
d
int
o
l
ea
rn
i
ng
in
l
o
w
er
c
las
s
es
a
nd
h
igh
e
r
cl
ass
e
s.
Lea
r
ni
ng
i
n
t
h
e
l
ow
er
c
l
a
sse
s
e
m
p
h
a
s
i
z
e
s
conc
re
te
l
ea
rni
ng,
i
n
w
h
i
c
h
s
t
u
d
e
n
t
s
l
e
a
r
n
t
h
r
o
u
g
h
f
a
c
t
s
o
r
r
e
a
l
t
h
i
n
g
s
a
r
o
u
n
d
t
h
e
m
.
L
e
a
r
n
i
n
g
i
n
h
i
g
h
e
r
c
l
a
s
s
e
s
,
e
s
p
e
c
i
a
l
l
y
i
n
5
th
g
ra
de,
is
a
l
ea
rn
ing
proc
ess
tha
t
s
um
ma
rize
s
and
dee
p
e
n
s
t
h
e
sub
j
ect
m
a
t
te
r of the
p
r
e
v
i
o
u
s le
vels
o
r c
l
a
s
se
s.
Le
arni
ng i
n
5
th
gra
de sh
ou
ld be more
foc
use
d
o
n prepa
r
a
t
i
o
n for
the
nex
t
l
eve
l or class. In thi
s
gra
de
stude
n
t
s
w
i
ll
f
ace
t
he
f
i
n
a
l
e
xam
i
na
t
i
on
for
gradua
t
i
o
n
.
T
h
e
de
ve
lo
pme
n
t
o
f
e
lem
e
n
t
ar
y
sch
o
o
l
s
t
ude
n
t
s
is
i
n
the
c
oncre
t
e
o
pera
t
i
o
n
a
l
s
t
a
g
e
(
1
st
-
5
th
gr
a
d
es)
and
for
m
a
l
o
pera
tio
na
l
sta
g
e
(6
th
g
ra
de),
w
h
i
ch
h
ave
t
h
e
lear
n
i
n
g
t
e
n
de
nc
y
of
c
o
n
cr
ete,
i
n
t
e
g
r
a
t
i
ve
,
and
hier
arc
h
ic
al.
G
r
a
d
e
5
i
s
t
h
e
f
i
n
a
l
s
t
a
g
e
o
f
t
h
e
c
o
n
c
r
e
t
e
opera
tio
nal
s
t
a
g
e,
a
nd
6
th
g
ra
d
e
is t
h
e
in
itia
l
stage
of
t
h
e
f
or
ma
l
opera
tio
n
a
l
[1,2]
.
A
c
cordi
n
g t
o
t
he
p
at
ter
n
of c
o
g
n
iti
ve
d
eve
l
opm
en
t from P
i
a
g
e
t
,
it s
h
ow
e
d
t
ha
t c
h
il
dre
n
of
7-1
1
ye
a
rs
ol
d
w
i
ll
e
n
te
r
the
co
ncr
e
te
o
p
e
ra
tiona
l
s
t
age,
i
.
e
.
star
t
i
n
g
t
o
b
e
fa
ced
w
i
t
h
r
ea
l
[3
,4
].
B
as
ed
o
n
th
is
o
p
i
nio
n
,
i
t
is
c
lear
t
ha
t
le
arni
ng
i
n
5
th
g
r
a
de
h
a
s
a
q
ual
i
ty
o
f
co
ncr
e
te
oper
a
ti
ona
l,
i
n
w
h
ich
s
t
u
d
e
n
ts
l
ea
rn
f
r
o
m
th
e
r
eal
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
30
5
–
312
30
6
th
ing
s
a
r
o
u
nd
the
m
t
o
un
der
s
t
a
n
d
a
c
onc
e
p
t.
L
e
a
rni
ng
in
5
th
g
rade
i
s
a
l
so
a
p
repa
rat
i
o
n
f
or
s
tu
de
n
t
s
to
e
nter
the ne
xt
d
evelopm
e
nt s
tage, i.
e
.
the form
al oper
a
tion
a
l
stage.
F
a
c
t
s
in
t
he
f
ie
ld
s
h
o
w
e
d
t
h
a
t
i
n
5
th
g
r
a
de
t
h
e
re
a
re
obstac
l
es
i
n
t
h
e
lea
r
n
i
ng
proc
ess.
O
n
e
o
f
them
i
s
the oc
curr
ence
of
lea
r
ni
ng d
i
fficu
l
tie
s. Lear
ning di
ffic
ul
t
i
e
s
a
r
e t
h
e
br
ai
n’s
ina
b
il
it
y cause
d
b
y
i
n
t
er
na
l
fa
ctors
(bra
i
n
d
ys
fu
nc
ti
o
n
)
no
t
d
u
e
to
e
xter
na
l
fa
ctors
(soc
ia
l
,
c
ul
tur
al,
lear
n
i
ng
fa
ci
l
i
t
i
es,
e
t
c
.
)
[5,6].
L
e
a
r
n
ing
di
ffic
ul
t
i
e
s
a
re
a
g
r
o
up
of
d
is
order
s
t
ha
t
af
fe
c
t
a
cade
m
ic
a
n
d
f
u
n
c
t
i
ona
l
a
b
il
i
tie
s,
s
uch
a
s
t
he
a
b
ili
t
y
t
o
s
p
ea
k,
re
ad
,
wri
t
e,
a
nd
o
rg
ani
ze
in
fo
rm
ati
on.
P
reli
mina
ry
s
tud
i
es
i
n
t
he
f
iel
d
s
h
o
w
e
d
t
h
at
t
her
e
a
re
s
til
l
ma
ny
c
a
se
s
of
l
ea
r
n
i
n
g
d
i
f
f
ic
u
ltie
s
e
x
peri
enc
e
d
by
5
th
-g
r
a
de
s
tu
de
nts
i
n
e
lem
e
n
t
ary
sc
h
o
o
l
s,
e
spec
i
a
ll
y
i
n
t
he
S
pecia
l
P
r
ov
i
n
c
e
o
f Y
o
gya
ka
rta.
The
f
orm
s
of lea
r
ni
ng d
i
fficu
l
t
i
e
s b
e
in
g obs
e
r
ved
in th
i
s resea
r
ch
a
re
obs
tac
l
e
s
i
n t
h
e
u
n
d
e
rst
a
nd
ing
subj
e
c
t
ma
tt
er
o
r
o
r
g
a
ni
zi
ng
i
nfo
r
ma
t
i
o
n
,
l
o
w
v
er
bal
a
b
i
l
i
t
ies
d
u
e
to
l
ac
k
of
c
on
fi
dence
,
rea
d
i
n
g
d
i
fficu
lt
i
e
s,
l
e
a
rni
n
g
di
ff
i
c
ult
i
es
i
n
ma
th
e
m
a
t
i
c
s,
a
nd
d
iffic
u
lty
i
n
w
r
itin
g
[7].
T
he
c
a
u
se
o
f
t
h
i
s
lear
n
i
n
g
d
iffic
u
l
tie
s
is
m
os
tl
y
d
u
e
to
t
he
s
t
ude
n
t
s’
l
ow
m
ot
i
v
a
t
i
on
i
n
l
e
a
r
n
ing
[8,9]
.
L
e
a
rni
ng
mo
t
i
va
tio
n
is
most
ly i
nfl
u
e
n
ce
d by
ex
terna
l
f
ac
tors,
i
.
e. th
e
s
up
port
o
f
t
h
e
st
ud
ent
s
’ l
e
a
r
n
i
ng
e
n
v
i
r
on
men
t
.
Ove
r
com
i
n
g
l
ear
ning
d
i
ffic
u
l
ties
is
n
o
t
o
n
l
y
t
h
e
tea
c
h
er
s’
r
e
s
p
onsi
b
i
lit
y
b
u
t
a
l
s
o
t
he
p
a
r
en
ts’
respons
i
bility.
B
a
rr
&
Sal
t
m
a
rsh
stated
t
ha
t
pa
re
nta
l
i
n
v
o
lve
m
e
n
t
i
n
l
e
arn
i
n
g
a
s
s
ista
nce
af
fec
t
s
the
i
r
chi
l
d
ren’s
suc
cess
i
n
s
c
h
o
o
l
[1
0].
P
a
re
nt
s
sho
u
l
d
prov
i
d
e
lea
r
n
in
g
f
a
c
i
l
iti
es,
sup
e
rv
i
s
e
l
e
a
r
nin
g
a
cti
v
iti
e
s
,
moni
t
o
r
lea
r
n
i
ng
tim
e,
f
i
nd
ou
t
l
e
arn
i
n
g
d
iffic
u
lt
ies,
a
nd
h
e
l
p
o
verc
ome
t
h
ese
di
ffic
ult
i
es.
T
h
e
w
a
y
s
t
ha
t
p
a
rent
s
do
t
o
o
v
e
rc
o
m
e
stude
n
t
s’
l
ea
rnin
g
d
i
ffi
c
ult
i
es
a
r
e
d
i
f
f
e
r
e
n
t
.
T
h
e
r
e
a
r
e
p
a
r
e
n
t
s
w
h
o
p
r
o
v
i
d
e
f
u
l
l
fa
ci
lit
ies,
s
ome
are
i
n
di
ffe
ren
t
o
r
no
t
pa
y
a
n
y
at
te
nt
ion
t
o
s
t
ude
n
t
s’
l
e
a
rni
n
g
d
i
ffic
u
lties.
I
n
a
d
dit
i
o
n
,
t
h
er
e
a
r
e
pare
n
t
s
w
h
o
a
c
tive
l
y
c
o
m
m
u
n
ica
t
e
a
nd
exc
h
an
ge
i
n
f
ormatio
n
w
i
t
h
t
e
ac
he
rs
t
o
ove
rc
om
e
stude
nts’
l
ea
r
n
ing
di
ffic
ul
t
i
e
s
, the
re
a
re
also pa
rent
s w
h
o
com
p
l
e
tel
y
re
l
y o
n
t
h
e
t
eac
hers
t
o
o
v
erc
o
me
these
l
ear
nin
g
d
iffic
u
l
ties.
P
a
re
nts
are
not
o
n
l
y
e
n
ti
tle
d
t
o
w
ant
to
t
he
ir
c
hildre
n
ob
t
a
in
goo
d
le
arn
i
n
g
o
utc
o
me
s
bu
t
als
o
h
a
v
e
an
o
b
l
i
g
at
i
on
to
h
el
p
st
u
d
en
ts
o
ver
c
om
e
l
e
arni
ng
di
ffic
u
l
t
i
es.
Th
i
s
i
s
the
re
ason
for
nee
d
ing
a
st
u
dy
on
col
l
a
bora
t
i
o
n
o
r
d
i
v
i
s
i
o
n
of
r
o
l
es
b
e
t
w
e
e
n
p
a
r
e
n
t
s
a
nd
tea
c
h
er
s
i
n
ov
e
r
c
o
m
i
ng
s
tud
e
nt
s’
l
ea
rn
in
g
dif
f
i
c
ul
ti
es.
Th
is
a
r
tic
le
w
il
l
pre
s
e
n
t
t
h
e
resea
r
ch
r
e
s
u
l
t
o
n
t
h
e
i
m
p
orta
nce
o
f
par
e
nt
s’
r
ol
e
s
i
n
over
c
om
i
n
g
le
ar
ning
di
ffic
ul
t
i
e
s
o
f
elem
en
ta
ry
s
cho
o
l
s
tu
de
nts
,
e
spec
ia
lly
5
th
-gra
de
s
t
ude
n
t
s
of
M
u
h
am
m
a
diya
h
K
a
ra
ng
turi
Elem
en
tary
S
c
hoo
l,
Ban
tu
l
,
Y
og
ya
kar
t
a.
2.
RESEARCH
M
ETH
O
D
P
a
rtici
p
an
ts
i
n
th
is
r
e
s
ear
ch
w
e
r
e
si
x
5
th
g
ra
de
s
t
u
den
t
s
o
f
M
uha
mm
ad
i
y
ah
K
ara
n
gtur
i
Elem
entar
y
S
c
hoo
l
w
h
o
ha
d
lea
r
n
i
n
g
d
iffic
u
lt
ies.
S
ub
jec
t
d
eter
mi
nat
i
on
i
s
b
a
se
d
on
t
he
i
d
e
nti
f
i
c
at
ion
o
f
s
t
u
d
e
n
t
l
e
a
r
ni
ng
d
i
f
f
i
c
u
lti
es.
Part
i
c
i
p
ant
se
l
e
c
t
i
o
n
was
co
nduc
t
e
d
by
p
u
r
po
si
v
e
sa
mpl
i
ng
t
ec
hn
ique
.
S
u
bj
ec
ts
a
re
s
t
u
d
e
n
t
s
w
h
o
have
l
e
a
rn
in
g
diffic
u
l
tie
s
pro
b
le
m,
t
he
n
t
h
ei
r
pa
rents
are
also
b
e
a
pa
rtic
ipa
n
t
be
ca
use
h
e
/
s
he
i
s
a
ke
y
sourc
e
in
t
h
i
s
s
t
ud
y,
c
lassro
o
m
t
e
ache
r
s
are
cons
idere
d
t
o
k
now
t
he
l
e
arni
ng
p
r
o
bl
ems
o
f
s
t
u
d
e
n
t
a
s
we
l
l
as
con
n
ec
tin
g be
t
w
ee
n
s
t
u
d
e
n
ts and
the
i
r
p
a
r
en
ts. Ba
s
e
d o
n
inform
a
tio
n by
t
he c
lassro
o
m
t
e
a
c
he
r, there
w
er
e six
st
u
d
e
nt
s
who
ha
d
l
e
a
r
ni
ng
d
i
f
f
i
cul
t
i
e
s
and
w
e
re
s
u
ppo
rt
ed
b
y
in
for
m
a
t
i
o
n
from
aca
dem
i
c
t
e
s
t
s.
I
n
a
d
diti
o
n
t
o
them
,
t
h
e
part
i
c
ipa
n
ts
i
n
th
is
r
ese
a
rc
h
w
e
r
e
p
a
r
en
ts
o
f
s
t
u
d
e
nt
s
w
i
t
h
l
e
a
rn
in
g
d
i
fficu
l
ties
,
a
nd
a
l
s
o
te
ac
he
rs.
Tea
c
her
s
w
ho
p
artic
i
p
ate
d
i
n
t
h
e
st
u
dy
w
e
re
5
th
-gra
de
t
ea
cher
s,
A
rabic
lan
g
u
a
g
e
teac
hers,
t
e
ac
he
rs
o
f
Mu
ham
m
a
d
iya
h
s
t
u
d
i
e
s
,
a
nd
spec
ia
l
me
n
t
or
i
n
g
teac
hers
a
t
Mu
ham
m
a
diy
a
h
K
a
rangt
uri
Ele
m
e
n
ta
ry
S
cho
o
l
.
Th
e
re
sea
r
ch
w
a
s
c
ond
uc
t
e
d
at
M
uh
a
mma
d
i
ya
h
Kara
n
g
t
u
r
i
El
emen
t
a
r
y
S
c
ho
o
l
,
Ba
n
gun
ta
pa
n,
Ba
ntu
l
,
Y
ogya
ka
rta.
D
a
ta
c
o
l
l
e
c
t
ion
tec
h
n
i
q
u
es
u
se
d
i
n
t
hi
s
st
ud
y
w
e
re
obs
er
v
a
t
i
o
n
,
i
nt
e
r
v
i
e
w
s
,
a
nd
doc
u
m
e
n
t
a
tio
n
.
O
b
serva
t
i
o
n
s
a
nd
doc
ume
n
ta
t
i
o
n
w
er
e
use
d
t
o
o
b
t
a
i
n
da
ta
a
bo
ut
t
he
l
e
a
rn
in
g
d
i
f
f
ic
u
l
t
i
e
s
o
f
5
th
-gra
de
s
tude
n
t
s
of
M
uham
m
a
d
iya
h
K
a
r
an
gt
u
r
i
Elem
en
tary
S
c
hoo
l
.
I
nter
vi
ew
s
w
e
re
u
se
d
to
obt
a
i
n
d
a
t
a
a
bo
ut
t
h
e
p
are
n
ts’
roles
i
n
ove
rcom
in
g
lear
nin
g
d
i
f
fic
u
l
ties
o
f
5
th
-gr
a
de
s
tu
de
nts
in
M
u
h
am
m
a
diya
h
K
a
ra
ngt
uri
Elem
en
tary
S
c
hoo
l.
Dat
a
v
a
l
i
d
it
y
te
c
h
niq
u
e
s
i
n
t
h
i
s
st
udy
w
ere
t
e
ch
ni
c
t
r
i
a
ngu
l
a
t
i
on
a
nd
s
ou
rc
e
t
r
i
a
ng
ul
ati
o
n
.
T
ech
ni
c
tria
ng
u
l
at
ion
w
a
s
use
d
t
o
de
t
e
rmine
t
h
e
va
li
d
ity
o
f
t
h
e
da
ta
a
b
o
u
t
l
ea
rn
in
g
di
ff
i
c
ult
i
es
o
f
5
th
-grade
s
t
ude
nt
s
in
Mu
ham
m
a
d
iya
h
K
ara
n
g
t
ur
i
E
l
e
m
e
n
t
a
ry
S
choo
l.
T
he
t
ec
h
n
i
q
u
es
u
sed
w
e
re
observa
tio
n,
doc
um
en
ta
tio
n
,
a
nd
in
t
e
rv
iew
s
.
S
our
ce
tr
ian
g
u
la
t
i
o
n
w
a
s
u
sed
to
f
i
n
d
the
da
ta
a
b
o
u
t
t
h
e
par
e
nt
s’
r
ole
s
i
n
over
c
om
i
n
g
le
ar
n
i
ng
di
ffic
ul
t
i
e
s
o
f
5
th
-
g
rade
s
t
u
de
nt
s
i
n
M
uham
m
a
d
iya
h
K
ara
n
g
t
ur
i
Elem
en
t
a
r
y
S
choo
l.
S
ource
t
r
i
a
n
g
u
l
a
ti
on
w
a
s
do
ne
by
i
n
-de
p
t
h
i
nt
e
r
view
s
w
ith
s
t
u
d
e
n
t
s,
p
a
r
en
ts,
a
n
d
te
a
c
her
s.
D
ata
w
e
r
e
a
na
lyz
e
d
by
i
n
tera
ct
i
v
e
m
ode
l
or
data
a
na
ly
s
i
s
mode
l
of
M
il
e
s
a
nd
H
u
berm
an
w
it
h
the
s
t
ages
:
da
ta
r
ed
u
c
ti
o
n
,
d
a
t
a
di
spl
a
y
,
a
nd
c
onc
l
u
si
on
draw
i
n
g
/
ver
i
f
i
c
a
tio
n.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
P
a
re
nts’ Roles
in
O
vercom
i
n
g
El
e
m
en
t
a
ry Stu
d
e
n
t
s
’ L
e
arni
ng
D
i
ff
i
c
ult
i
es (Ika Maryan
i)
30
7
3.
RESULT
S
A
N
D
DISCU
SSIO
N
Base
d
on
ob
se
r
v
at
ions,
doc
u
m
entat
i
o
n
,
an
d
i
n
terview
s
,
t
h
e
r
e
are
s
ev
e
r
al
l
ea
rnin
g
d
i
f
f
i
c
u
lti
es
o
f
5
th
-
grade
s
t
ude
n
t
s
i
n
M
u
h
a
m
m
a
d
i
ya
h
K
a
r
a
ng
t
u
ri
E
lem
e
n
t
ary
S
c
ho
o
l
.
T
h
ese
d
i
ffic
u
l
t
i
e
s
a
r
e
l
ower
t
ha
n
a
v
era
g
e
lear
n
i
n
g
o
u
t
c
o
me
s,
t
he
ach
ie
ve
me
nt
a
re
n
ot
c
orrespo
n
d
ed
w
it
h
th
e
eff
o
rts
t
h
at
h
av
e
b
een
d
on
e
,
s
lo
w
in
d
oi
ng
lear
n
i
n
g
a
c
t
i
v
i
t
ie
s,
t
he
e
x
i
s
t
ence
o
f
a
t
t
i
tu
de
s
a
nd
be
ha
vi
or
t
h
a
t
a
r
e
n
o
t
n
at
ura
l
,
a
nd
t
h
e
e
x
is
t
e
nce
o
f
unrea
s
ona
b
l
e
e
m
oti
o
nal
sym
p
toms.
The
re
s
u
lt
s
o
f
i
n
t
erv
i
ew
s
w
ith
s
t
u
d
e
n
t
s
,
p
a
r
ents,
an
d te
ac
hers
s
h
o
we
d
t
h
a
t
there
a
r
e
seve
r
a
l
roles
tha
t
h
ave
be
e
n
c
ar
ried
o
u
t
o
p
t
im
all
y
a
n
d
se
ve
r
a
l
rol
e
s
tha
t
h
ave
n
o
t
b
ee
n
do
ne
ma
xima
lly.
T
h
e
ro
les
t
h
a
t
h
ave
bee
n
d
o
n
e
ma
xima
l
l
y
is
l
oo
ki
n
g
f
o
r
t
u
t
ori
n
g
i
n
st
it
uti
o
ns
f
or
c
hil
d
re
n,
h
a
bit
u
at
e
t
o
s
a
y
ing
go
odb
ye
b
ef
o
r
e
go
o
u
t
,
pi
cki
n
g
u
p
c
hild
re
n
f
r
o
m
s
ch
oo
l
,
b
e
i
ng
a
g
ood
l
i
s
t
e
n
e
r,
ac
com
p
an
y
i
ng
l
e
a
rn
i
n
g
a
c
t
i
v
i
t
i
es
a
t
hom
e,
t
aki
n
g
c
h
i
l
d
re
n
o
n
t
h
e
f
i
r
s
t
da
y
of
s
c
h
o
o
l
,
m
eeti
n
g
w
i
t
h
t
ea
c
h
ers
t
h
r
o
u
g
h
p
a
r
e
n
t
s
a
s
s
o
c
i
a
t
i
o
n
,
a
n
d
p
r
e
s
e
n
t
a
t
r
e
p
o
r
t
c
a
r
d
d
i
s
t
r
i
b
u
t
i
on.
T
he
r
ole
s
t
ha
t
ha
ve
n
o
t
b
een
d
o
n
e
or
n
o
t
y
e
t
ma
xi
mi
ze
d
i
s
c
ont
a
c
tin
g
t
h
e
d
o
c
t
o
r
fo
r
a
n
i
n
i
ti
a
l
d
i
a
gn
o
s
i
s
,
c
o
op
erat
e
wi
th
s
p
e
ci
a
l
e
d
u
c
a
t
i
on
p
r
ogra
m
s
,
form
a
u
n
i
fie
d
t
e
a
m
i
n
t
he
f
a
m
il
y,
c
om
munica
t
e
w
i
t
h
ot
her
fa
mi
l
ie
s,
a
nd
a
c
c
o
m
p
an
y
c
h
i
l
dr
en
w
hi
le
wa
t
c
hi
ng
t
e
l
e
v
i
s
io
n
.
3.1.
Lea
r
n
i
ng
Problems
in 5
th
g
rade
of
Muhamm
a
d
i
yah Ka
r
an
gtu
r
i Elem
en
tary
S
chool
The
r
e
ar
e
be
hav
i
oral
c
h
a
r
acter
i
s
ti
cs
i
n
stu
d
e
n
t
s
w
ho
have
l
ea
rn
i
ng
di
ffic
ul
t
i
es
[
11
]
.
T
hes
e
cha
r
ac
t
e
ris
tics
a
r
e
lowe
r
t
h
an
a
ve
rage
l
ear
nin
g
o
u
t
c
o
m
e
s,
t
he
a
ch
ie
ve
me
nt
a
re
n
o
t
c
o
rre
spon
de
d
w
i
t
h
t
he
efforts
tha
t
h
a
v
e
bee
n
d
one,
sl
ow
i
n
d
o
i
n
g
l
e
a
r
ning
a
ct
ivi
t
i
e
s
,
t
he
e
x
i
s
t
e
n
c
e
o
f
a
tt
it
udes
a
n
d
be
ha
v
i
or
t
h
a
t
ar
e
no
t
nat
u
ral,
a
nd
t
h
e
e
x
i
s
te
n
c
e
of
u
nre
a
so
nab
l
e
em
ot
io
n
a
l
s
y
mpt
o
ms.
Th
es
e
ch
ara
c
t
e
ri
st
i
c
s
a
r
e
u
s
ed
a
s
gu
ide
l
ine
s
f
or
obs
erva
ti
on
a
n
d
d
o
cum
e
n
t
a
t
i
on
t
o
f
ind
ou
t
the
le
ar
n
i
ng
di
ffic
ul
t
i
es
i
n
5
th
-
g
rade
s
t
u
de
nt
s
of
Mu
ham
m
a
d
iya
h
K
ar
angt
uri E
l
em
ent
a
r
y
S
c
hoo
l
.
3.1.
1.L
o
wer
th
an
Avera
ge
Le
a
rn
i
n
g Ou
tcome
s
Low
e
r
tha
n
a
v
e
r
a
ge
l
ear
nin
g
o
u
t
c
o
m
e
s
is
i
n
d
ica
t
e
d
b
y
t
h
e
st
ude
n
ts
'
score
s
on
se
ve
ral
s
u
bjec
ts
t
ha
t
no
t
ye
t
a
c
h
ie
v
e
d
t
h
e
m
i
n
i
m
u
m
c
r
it
e
r
ia
(
p
a
ssi
ng
grade
)
,
or
l
ow
e
r
t
h
a
n
75
s
co
re
.
Th
e
si
x
st
ud
en
ts
w
ho
expe
r
i
ence
d
le
ar
ning
d
i
ffic
u
l
tie
s
o
b
t
a
ine
d
l
o
w
er
t
han
a
v
era
g
e
l
e
a
rn
in
g
o
u
t
com
e
s
i
n
t
he
t
hem
a
t
i
c
s
u
b
j
e
c
t.
I
n
add
i
tio
n,
t
h
e
s
ix
s
tu
de
n
t
s
w
h
o
ex
pe
rie
n
ce
d
l
e
arn
i
n
g
d
iffic
u
l
t
i
e
s
a
l
so
o
b
t
aine
d
low
e
r
t
h
an
a
vera
ge
l
ea
r
n
ing
ou
tc
ome
s
i
n
m
a
the
m
a
t
ics
ass
e
ssme
n
t
a
t
t
he
e
n
d
o
f
t
h
e
o
d
d
s
em
est
er.
Ex
a
m
ple
of
t
he
a
vera
g
e
m
at
he
m
a
tics
lear
n
i
n
g
o
ut
c
o
me
s
of
t
he
si
x
st
ude
n
t
s
is
2
4,4; 3
5
;
26,
9
;
2
9,4;
3
1
,
3
;
and
43
,
75 fr
om
a
s
c
a
le
o
f 10
0.
3.1.
2.Th
e
ach
i
e
v
em
e
n
t are
n
o
t c
o
rre
sp
on
d
e
d
with
th
e
e
fforts
th
a
t
h
a
v
e
b
een
do
ne
Ach
i
ev
e
m
e
n
t
are
n
o
t
c
o
rres
p
ond
ed
w
it
h
th
e
e
f
fo
rt
s
t
h
at
h
av
e
b
e
e
n
d
o
ne
i
s
i
ndic
a
t
ed
by
tw
o
in
dic
a
t
o
rs.
The
first
ind
i
c
a
t
or
i
s
t
h
a
t
s
t
u
den
t
s
t
a
ke
l
ess
ons
w
el
l
,
but
d
i
f
f
i
cult
t
o
und
e
r
st
an
d
t
h
e
su
b
j
ect
m
at
t
e
r.
The
se
co
n
d
i
n
d
ica
t
or
i
s
t
h
at
s
t
ude
n
t
s
ca
n
c
o
m
p
le
te
t
he
t
a
s
k
b
u
t
n
ot
m
atch
t
o
the
tas
k
c
rit
e
ria
reques
ted.
A
n
exa
m
ple
i
s
s
t
u
de
n
t
s
be
i
ng
c
a
l
m
i
n
l
e
arn
i
n
g
,
b
u
t
n
ee
di
ng
a
r
e-e
x
p
l
a
n
at
i
o
n
i
n
doi
ng
t
h
e
p
rac
t
i
c
e
qu
es
ti
on
s.
S
t
ude
n
t
s
o
f
t
e
n
ask
t
o
b
e
e
x
p
l
a
i
ne
d
ag
a
i
n
i
n
a
nsw
e
ring
pr
ac
t
i
ce
qu
est
i
on
s
be
c
a
u
s
e
t
h
e
y
d
o
n
o
t
und
e
r
st
and
th
e
po
int
o
f
t
he
p
rob
l
em
s pre
s
e
n
te
d.
3.1.
3.S
l
ow
i
n
le
arn
i
n
g
act
i
v
itie
s
S
l
ow
l
ea
r
n
i
n
g
ac
tiv
i
ties
a
r
e
i
n
di
c
a
t
e
d
by
t
h
e i
n
d
i
ca
t
o
r
of
s
t
u
d
en
ts
n
ee
d
a
l
o
nger t
i
me
t
o
d
o
tas
k
s
t
h
an
stude
n
t
s
in
g
e
n
e
r
al.
Exa
m
p
l
e
of
o
bserva
ti
on
t
ha
t
s
how
e
d
t
his
in
d
i
ca
t
o
r
is
w
he
n
w
o
r
k
i
n
g
on
a
m
i
d
term
rem
e
dia
l
q
ues
tio
n,
s
tude
n
t
s
w
ho
ex
pe
rie
n
c
e
lear
nin
g
d
i
f
fi
cul
tie
s
requ
ire
a
l
o
nge
r
t
i
me
t
o
com
p
let
e
t
he
t
ask.
Stude
n
t
s who
e
xper
i
e
n
ce
lear
n
i
n
g
d
i
f
fic
u
l
t
ie
s
als
o
see
m
to lack
i
n u
n
d
er
sta
n
di
n
g
the
p
o
i
nt
o
f t
h
e
pro
b
lem
s
.
3.1.
4.Th
e
Existe
n
c
e of
attitud
e
s an
d b
e
h
avior t
h
a
t
are n
o
t
n
a
t
u
ra
l
Base
d
on
the
resu
lts
o
f
obser
va
ti
on,
a
tt
i
t
u
d
e
s
a
n
d
b
e
h
a
v
io
r
s
t
h
at
a
re
l
e
s
s
norm
a
l
are
i
n
d
i
ca
t
e
d
b
y
fo
ur in
d
ic
a
t
ors. The first
i
n
d
ic
ator is t
h
at
s
t
u
den
t
s often c
o
m
e late or
sk
ip
c
lasses. The s
econ
d
in
d
i
ca
to
r
is
t
ha
t
stude
n
t
s
ofte
n
no
t
d
o
i
ng
a
ssi
gnm
en
ts.
T
h
e
t
h
ir
d
i
n
d
i
ca
t
o
r
is
t
h
a
t
s
tude
nts
ofte
n
m
a
ke
d
i
s
tur
b
anc
e
b
o
t
h
ins
i
de
and
o
u
ts
ide
the
c
l
a
s
sr
oom.
Th
e fourt
h
in
d
ica
t
or
i
s
s
t
u
d
e
n
t
s
w
ho
ha
v
e lear
nin
g
d
i
f
fi
cu
l
t
ie
s are
di
ff
i
c
ult
to work
in a
t
eam
.
3.1.
5.Th
e
Existe
n
c
e of
u
n
r
e
a
so
nable
emo
t
io
n
a
l sy
mp
to
ms
O
b
se
rvat
i
o
n
resu
lts
s
how
e
d
t
ha
t
there
ar
e
thr
ee
i
n
d
i
ca
tors
o
f
t
he
e
xiste
n
c
e
o
f
u
n
re
aso
n
ab
le
em
otio
na
l
sympt
o
m
s
on
s
t
ude
nts
w
ho
h
a
ve
l
ear
ning
diffic
u
lt
i
e
s.
Th
e
fi
rst
i
ndi
c
a
t
o
r
i
s
th
at
s
t
u
den
t
s
of
ten
l
o
ok
mood
y.
T
he
s
ec
ond
in
d
i
cat
o
r
i
s
tha
t
s
t
u
de
nt
s
ea
sil
y
g
e
t
i
rrita
t
e
d
a
nd
o
f
fe
nde
d.
T
he
t
hir
d
i
nd
ic
a
t
or
i
s
t
h
a
t
stude
n
t
s
do n
o
t
show
r
egre
t
when
g
e
t
t
i
n
g
l
o
w
s
c
o
res.
Re
late
d
t
o
l
ea
rni
ng
di
ffic
ul
t
i
es
i
n
s
l
ow
l
e
a
rne
r
s
tu
den
t
s,
i
nd
i
c
a
t
ors
of
l
ear
n
i
n
g
d
ifficu
l
tie
s
as
descr
i
be
d
prev
io
us
ly
a
re
a
l
s
o
in
a
c
c
o
rda
n
c
e
w
i
t
h
t
he
u
n
d
e
r
stan
d
i
ng
o
f
s
l
o
w
lea
r
ner
.
B
a
s
ed
o
n
the
op
ini
o
n
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
30
5
–
312
30
8
some
e
x
p
erts,
slow
l
ea
rner
i
s
the
s
t
u
d
e
n
t
wh
o
is
s
l
o
w
i
n
t
he
l
e
arn
i
ng
p
r
o
ce
ss
so
t
ha
t
it
t
a
k
es
l
on
ger
tha
n
o
t
h
er
stude
n
t
s
t
o
h
av
e
t
h
e
sa
me
l
e
v
e
l
o
f
in
te
llec
t
u
a
l
p
o
te
n
tia
l
[1
2–
1
4
]
.
Ba
se
d
on
t
he
d
es
crip
t
i
o
n
o
f
th
e
ob
se
rv
ati
o
n
resul
t
s, slow
l
e
arne
rs stude
n
t
s
ar
e
ofte
n e
x
p
e
rienc
i
n
g
d
e
l
ay
s
i
n the
le
ar
nin
g
proce
s
s.
Base
d
o
n
t
he
o
bser
va
ti
ons
r
e
s
ul
ts,
an
d
al
so
s
up
p
o
rte
d
b
y
i
n
terv
iew
s
,
stu
d
e
n
t
s
w
ho
e
xpe
ri
enc
e
v
er
bal
lear
n
i
n
g
d
i
f
fic
u
l
t
i
e
s
a
re
d
iffi
c
u
l
t
t
o
e
x
pre
ss
op
i
n
i
ons
o
r
ha
ve
d
i
f
fic
u
lt
ies
in
t
er
ms
o
f
com
m
unica
ti
on.
S
tude
nts
w
ho
ha
ve
v
e
r
bal
l
e
arn
i
n
g
d
iffic
u
lties
a
l
s
o
c
la
i
m
t
o
ha
v
e
d
iffic
ulti
es
i
n
subj
e
c
t
s
re
l
a
t
e
d
t
o
l
a
ngu
age,
f
o
r
exa
m
ple
E
n
gl
i
s
h,
w
hich
c
er
ta
i
n
l
y
r
e
q
u
i
r
e
s
ver
b
a
l
s
k
i
l
l
s.
D
e
s
pit
e
ex
per
i
e
n
ci
n
g
v
erba
l
le
arn
i
n
g
d
iffic
u
l
t
i
e
s,
se
v
e
ra
l
in
d
i
cat
o
r
s
o
f
l
e
a
rn
in
g
di
ffi
c
u
lt
i
e
s
are
no
t
fo
un
d
in
s
t
ude
n
t
s
w
h
o
e
x
peri
enc
e
v
e
r
ba
l
l
ear
nin
g
d
i
f
f
i
c
u
lti
es.
Thes
e
in
di
cat
o
r
s
a
r
e
st
ud
en
t
s
o
ft
e
n
not
doi
ng
t
h
e
a
ss
i
gnme
n
t
,
s
t
u
d
e
n
t
s
are
d
i
f
f
ic
u
l
t
to
w
or
k
i
n
a
team
,
stu
d
e
n
ts
o
fte
n
lo
o
k
m
oo
dy,
a
nd s
t
u
d
e
n
t
s
e
asily
g
et
i
rr
i
t
a
te
d an
d
offe
nde
d.
V
e
rbal
a
bil
i
t
y
o
c
c
u
p
i
es
a
l
a
r
ge
por
ti
o
n
o
f
the
c
o
mm
un
ic
ati
o
n,
i
d
e
as
o
r
t
h
oug
ht
s
a
r
e
mo
re
e
a
s
i
l
y
con
v
e
y
e
d
v
er
bal
l
y
rather
t
han
no
n-ve
rba
l
l
y
b
e
c
a
u
se
l
i
s
te
ner
s
o
r
r
e
c
i
p
i
e
n
t
s
o
f
i
n
f
o
r
m
a
t
i
o
n
m
o
r
e
e
a
s
i
l
y
un
dersta
n
d
t
he
m
e
s
sa
ges
del
i
v
ere
d
v
erba
lly
[
1
5
].
V
erba
l
l
e
arni
n
g
d
i
fficu
lt
ies
ar
e
ce
rtai
nl
y
inf
l
u
e
n
t
s
t
ude
n
t
s’
l
e
a
r
ni
ng
a
c
tiv
it
i
e
s.
T
h
e
e
vi
de
n
c
e
in
s
o
m
e
su
bj
e
c
t
s
i
s
st
ud
e
n
t
s
w
h
o
e
x
pe
rienc
e
v
er
bal
lear
nin
g
d
iffic
u
lt
ies
ob
ta
in
l
ow
e
r
t
ha
n
a
v
era
g
e
l
ear
ning
ou
tc
o
m
e
s
.
In
a
ddi
t
i
on,
t
he
o
bse
r
v
a
ti
o
n
a
lso
see
n
t
hat
s
t
ude
nts
w
ho
expe
r
i
ence
ver
bal lea
r
ni
ng
di
ffic
u
l
t
i
e
s
ha
v
e
d
i
ffic
ult
y
i
n c
o
mm
unica
ti
o
n
w
it
h the
i
r
frien
d
s.
Base
d
o
n
t
he
c
hara
cteris
t
i
c
s
o
r
indic
a
t
ors
tha
t
h
a
v
e
bee
n
d
e
s
cr
ibe
d
,
it
c
a
n
b
e
sa
id
t
ha
t
st
ude
n
t
s
w
h
o
have
l
ea
r
n
i
ng di
ffic
ul
t
i
e
s
o
ft
e
n
s
how
differe
nt
b
e
h
a
v
ior
s
t
han
st
u
d
en
ts
i
n
ge
ner
a
l.
T
h
i
s beha
vior is
n
o
t
o
n
l
y
i
n
the
co
g
n
i
tive
a
s
pec
t
s
bu
t
a
l
s
o
i
n
the
effec
t
ive
an
d
psyc
h
o
m
o
tor
a
sp
e
c
t
s.
S
o
m
e
u
n
r
e
a
s
o
nabl
e
at
t
i
t
ude
s
a
n
d
beha
v
i
ors
in
s
t
ude
n
t
s
w
h
o
e
xpe
rie
n
c
e
l
ea
r
n
i
ng
d
i
f
f
ic
u
l
t
i
e
s
i
n
d
i
c
a
te
t
h
a
t
the
y
n
eed
m
oti
v
at
ion
,
a
tt
e
n
ti
on,
a
nd
gu
ida
n
ce
, bo
t
h from
tea
c
hers
a
nd
p
a
re
nts.
D
e
spite
e
x
p
er
ie
nci
n
g
d
i
fficu
l
tie
s
i
n
c
erta
in
l
ea
rn
in
g
m
a
teria
l
o
r
s
ub
j
e
c
t
s,
i
f
st
ud
e
n
ts
c
on
ti
n
u
e
t
o
be
gu
ide
d
a
n
d
m
ot
iva
t
e
d
,
t
h
e
r
e
w
i
l
l
c
er
tai
n
ly
b
e
p
o
s
i
t
i
ve
c
ha
nge
s
o
r
d
e
v
e
l
o
p
m
e
n
t
s
i
n
t
h
e
s
t
u
d
e
n
t
'
s
l
e
a
r
n
i
n
g
ac
t
i
v
i
ti
e
s
.
Gui
d
anc
e
f
r
o
m
th
e
t
e
ache
r
s
c
a
n
be
i
n
t
h
e
form
o
f
a
re
-e
xp
lana
t
i
o
n
o
f
th
e
sub
j
e
c
t
m
a
t
t
e
r
and
gu
ida
n
ce
i
n
c
o
mplet
i
ng t
h
e pr
ac
t
i
c
e
/
t
a
s
k. Th
e
g
u
i
d
a
nc
e fro
m
p
a
r
ents
c
an be in the
f
orm of lear
n
i
n
g
ass
ista
nc
e
at hom
e
or w
hen st
ude
n
t
s ar
e
d
o
i
n
g hom
ew
ork.
Le
arni
ng
diffi
cul
t
i
e
s
a
r
e
no
t
o
n
ly
e
xpe
rie
n
ce
d
by
s
t
u
d
e
n
t
s
w
ho
ha
ve
l
ow
i
nte
l
l
i
ge
nc
e
b
u
t
a
l
s
o
in
flue
nce
d
b
y
a
l
e
ss
s
u
p
p
o
rt
ive
e
n
v
i
r
o
nme
n
t.
W
he
n
st
ude
n
t
s
are
stu
dyi
n
g
a
t
sc
hool
,
t
h
e
l
e
arni
ng
e
n
v
i
r
o
n
m
e
n
t
i
n
t
h
e
c
l
a
s
s
r
o
o
m
i
s
v
e
r
y
i
n
f
l
u
e
n
t
i
a
l
o
n
s
t
u
d
e
n
t
s
,
e
s
p
e
c
i
a
l
l
y
t
h
ose
w
h
o
ha
ve
l
e
a
rn
i
n
g
d
i
f
f
ic
u
ltie
s.
W
he
n
stude
n
t
s
ar
e
at
hom
e,
o
f
c
o
u
r
se
t
he
f
am
i
l
y
env
i
ro
nm
en
t
i
s
v
ery
in
flue
n
tia
l
o
n
s
tude
n
t
s’
l
ea
rni
n
g
a
c
t
i
v
i
t
i
es
,
inc
l
ud
ing
the
p
a
r
e
nts’ r
ol
e
s
in
hel
p
i
n
g
to
o
v
e
rc
ome
stude
n
t
s
l
ear
ning
d
i
ffi
cul
tie
s.
3.2.
The
Pare
nts’ Role
i
n
Over
c
o
m
i
ng
S
tu
d
e
n
t
s
’
Learning
Difficu
l
t
i
e
s
The
pare
nts’
r
ol
e
s
a
re
t
o
pro
v
i
d
e
c
h
il
dre
n
's
l
ea
rn
ing
a
ssis
t
anc
e
b
o
t
h
a
t
h
om
e
a
n
d
sc
ho
o
l
.
Me
ntor
ing
at
hom
e
c
a
n
b
e
star
t
e
d
b
y
k
n
o
w
i
ng
t
he
c
h
i
ldre
n’s
lea
r
ni
ng
s
t
y
le
a
nd
barrie
r
s,
a
n
d
t
h
e
n
ac
com
p
an
y
ch
i
l
dre
n
ac
cord
in
g
to
t
h
e
ir
n
e
e
d
s
an
d
l
e
a
r
ni
ng
st
yle
s
.
Wh
ile
a
t
t
h
e
sc
ho
o
l
,
it
ca
n
be
d
o
n
e
by
p
l
a
y
in
g
a
n
a
c
t
iv
e
rol
e
i
n
the
sc
h
o
o
l
’
s
a
c
tiv
it
ies
so
t
ha
t
c
h
il
dre
n
f
e
e
l
t
h
a
t
t
her
e
i
s
par
e
n
t
a
l
i
n
v
o
lve
m
e
n
t
in
t
he
c
h
i
l
d
re
n's
le
arni
ng
proce
s
s.
T
he
f
orm
of
p
a
r
en
ta
l
a
t
t
e
n
t
i
o
n
i
s
p
rov
i
di
ng
l
e
arni
ng
f
ac
i
lit
ie
s,
s
upervi
s
in
g
le
arni
n
g
a
c
t
i
v
i
t
i
e
s
,
moni
t
o
ri
ng
lea
r
ning
t
i
m
e
,
kn
ow
in
g
lea
r
n
i
ng
d
i
ffic
u
l
t
i
e
s
,
a
n
d
he
lp
ing
to
o
ve
rcom
e
l
e
a
r
ni
ng
d
i
ffic
ul
t
i
e
s
.
Merr
ell
,
F
e
l
ve
r-G
a
n
t
,
&
T
om
s
tate
d
tha
t
p
ar
en
ts
w
it
h
c
h
i
l
dr
en
t
ha
t
ha
ve
l
e
a
rn
i
ng
dif
f
ic
u
l
t
i
e
s
n
e
e
d
t
o
g
i
v
e
grea
t
a
t
ten
t
io
n
t
o
c
h
i
l
d
re
n
[16]
.
Th
is
a
t
t
e
n
ti
on
i
s
one
o
f
t
h
e
f
act
o
r
s
th
at
c
ont
ri
but
e
t
o
t
h
e
c
h
i
ld
ren'
s
lear
n
i
n
g
p
roce
ss.
Th
ere
a
r
e
a
nu
mb
e
r
o
f
ef
fo
rt
s
th
at
p
a
r
e
n
ts
o
f
el
e
m
e
n
t
a
ry
s
c
hool
s
t
u
de
nt
s
c
a
n
d
o
i
n
rela
tio
n
to
l
e
a
r
ni
ng
d
if
fi
cu
lti
es.
Th
e
s
e
eff
o
rts
a
r
e
co
nt
a
c
t
i
n
g
do
ct
o
r
s
fo
r
i
nit
i
a
l
di
a
gno
si
s
(me
d
i
c
a
l
t
h
e
raph
y
)
a
nd
m
a
n
ag
e
the
i
r
c
h
ildre
n
s
b
eha
v
ior
,
fi
ndi
ng
r
e
le
va
nt
i
ns
t
itu
t
i
o
n
s
o
r
p
r
o
fess
ions,
coo
p
e
r
at
i
ng
w
i
t
h
s
pec
i
a
l
e
d
u
ca
ti
on
pro
g
ra
ms, for
ming
u
n
i
fie
d
t
e
a
m
s
in fam
ilie
s
, and c
o
m
m
un
i
c
a
t
i
n
g
w
i
t
h
ot
h
er
fa
m
il
ies. Pa
r
enta
l
inv
o
l
vem
e
nt
i
n
lear
n
i
n
g
a
t h
o
m
e are
ha
b
i
t
u
a
t
i
n
g to
s
a
y
in
g go
odb
ye
be
f
or
e g
o
in
g
o
ut
,
pi
cki
n
g u
p
or w
e
lcom
i
n
g
w
h
en
chi
l
d
ren
home
fr
om
s
cho
o
l
,
be
in
g
a
g
o
o
d
l
i
s
te
n
e
r,
a
cc
o
m
pan
y
i
n
g
c
h
i
l
d
ren
wh
il
e
wa
t
c
hi
ng
t
el
e
v
i
s
io
n
,
a
nd
ac
com
p
an
y
i
ng
l
ear
n
i
n
g
a
c
tiv
itie
s.
P
are
n
ta
l
in
v
o
l
v
e
m
e
n
t
in
l
ea
rn
in
g
a
t
s
c
h
o
o
l
i
s
ta
k
i
n
g
c
hi
ldre
n
on
th
e
fi
r
s
t
day
o
f
s
c
h
o
o
l,
m
e
e
tin
g
w
i
t
h
t
he
t
ea
c
h
e
r
s
a
t
t
he
b
e
g
i
n
ni
n
g
a
nd
t
he
m
i
d
d
l
e
of
t
he
s
em
est
e
r,
b
ein
g
i
n
v
o
l
ved
i
n
the
pare
nt
s
ass
o
cia
t
io
n,
a
nd
a
tte
n
d
i
n
g
t
h
e
r
e
por
t
car
d
d
i
s
t
ribu
ti
o
n
.
Bas
e
d
o
n
t
he
r
esu
lts
o
f
inte
rv
iew
s
w
i
t
h
stude
n
t
s,
p
a
r
en
ts,
and t
e
ac
her
s
,
there
a
r
e
seve
ral
roles
t
h
a
t
p
are
n
t
s
h
a
v
e
al
re
ady
d
o
n
e,
a
nd
t
h
ere
a
r
e
also
s
om
e
roles t
h
a
t
h
a
v
e
no
t
bee
n
do
n
e
by par
e
nts.
3.2.
1.C
o
n
t
actin
g
th
e
D
octor
for a
n
I
nitial D
iagn
os
is
Mo
st
p
a
r
en
ts
h
ave
no
t
m
a
de
a
n
e
f
for
t
t
o
c
ons
ul
t
a
doc
t
o
r
abou
t
an
i
n
iti
al
d
i
a
gno
sis
be
ca
u
s
e
th
ey
th
ink
tha
t
t
he
l
e
a
rni
n
g
di
ff
icu
lties
ex
pe
rie
n
c
e
d
b
y
the
i
r
c
h
i
l
d
re
n
are
no
t
so
a
l
a
rmi
n
g
.
I
n
a
d
di
t
i
on
,
p
a
re
nts
al
so
do
n
o
t
u
n
d
erst
and
w
h
e
t
her
th
e
i
r
ch
il
dren
n
e
e
d
a
psyc
h
o
l
o
gica
l
t
es
t
or
n
ot
.
O
n
e
of
t
he
p
are
n
t
s
a
dm
i
t
t
e
d
t
h
a
t
there
had
bee
n
a
n
e
ffort
f
r
o
m
t
h
e
fam
i
l
y
t
o
c
o
n
s
ul
t
a
psyc
hol
og
is
t
rega
rd
ing
h
i
s
c
h
i
l
d's
l
e
arn
i
n
g
d
i
f
fic
u
l
t
ies,
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
P
a
re
nts’ Roles
in
O
vercom
i
n
g
El
e
m
en
t
a
ry Stu
d
e
n
t
s
’ L
e
arni
ng
D
i
ff
i
c
ult
i
es (Ika Maryan
i)
30
9
b
u
t
th
e
ef
fo
rt
h
ad
n
ot
b
een
f
oll
o
w
e
d
u
p
unt
i
l
n
o
w
.
C
ont
a
c
t
i
ng
a
d
oc
tor
for
an
i
n
i
t
i
a
l
d
ia
gn
os
is
s
h
o
u
l
d
be
d
o
n
e
by
p
ar
ent
s
w
h
o
h
a
v
e
c
h
il
dre
n
w
i
t
h
lea
r
n
i
ng
d
i
f
f
ic
u
l
t
i
e
s
.
B
y
c
on
t
a
c
t
i
n
g
a
doc
tor,
p
are
n
ts
w
il
l
ge
t
ref
e
re
nces
abo
u
t
in
s
ti
tu
t
i
o
n
s
or profess
io
ns
t
ha
t
are
r
e
levan
t
t
o
chi
l
dr
en
'
s
learning
diff
iculti
es.
Co
nt
a
c
t
i
ng
a
d
o
c
to
r
f
o
r
a
n
i
nit
i
a
l
d
i
a
gn
o
s
i
s
a
l
s
o
a
fo
rm
o
f
p
a
r
e
n
ta
l
re
spo
n
s
i
bi
lit
y
fo
r
chil
dren’s
grow
t
h
a
nd
d
eve
l
opm
en
t.
The
pa
ren
t
s’
o
b
liga
t
io
n
is
t
o
ta
ke
f
u
ll
resp
o
n
s
i
bi
li
ty
f
or
t
he
c
hi
ldr
e
n,
w
hic
h
i
s
ma
int
a
in
in
g,
r
a
i
s
i
n
g
,
ca
ri
ng,
s
up
p
o
rt
in
g,
a
n
d
e
duca
t
i
n
g
th
e
i
r
c
h
ildre
n
w
i
th
f
u
l
l
resp
ons
ibi
l
i
t
y
a
n
d
affe
cti
o
n.
Whe
n
a
ss
oc
iat
e
d
w
i
th
l
ear
n
i
n
g
d
iff
i
c
u
ltie
s
a
nd
pare
n
t
a
l
r
es
po
ns
ibi
l
ity
f
or
c
hi
l
d
ren,
c
on
ta
c
t
i
n
g
t
h
e
d
o
c
t
o
r
f
or
in
itia
l d
i
a
g
n
o
s
i
s is ver
y impor
t
a
n
t
f
or
p
are
n
t
s
t
o
overc
ome
lea
rning difficulties.
3.2.
2.Fin
d
in
g R
e
lev
a
n
t
In
s
titu
tion
s
or
P
rofe
ssi
o
n
s
F
i
ndi
ng
rele
v
a
nt
i
n
s
ti
tu
t
i
o
n
s
or
p
rofes
s
i
o
ns
i
s
d
o
n
e
b
y
l
ooki
n
g
a
t
t
h
e
r
i
g
h
t
t
u
t
o
ri
ng
in
st
itu
ti
o
n
s
o
r
tu
tors
f
or
c
hi
l
d
ren.
S
tuden
t
s
w
ho
have
l
ea
rni
n
g
d
i
ffic
u
l
tie
s
ha
ve
a
t
t
en
de
d
t
u
t
o
r
i
n
g
,
bo
t
h
o
u
t
si
de
o
f
sc
ho
o
l
a
n
d
t
u
t
o
rin
g
h
eld
by
t
h
e
sch
ool
.
Lo
oki
ng
fo
r
t
u
t
ori
n
g
i
n
st
i
t
ut
i
ons
or
tu
t
or
s is
o
ne
o
f t
h
e
par
e
n
t
s’
ro
l
e
s
t
ha
t c
a
n
he
l
p
chi
l
d
ren
i
n
l
ea
rni
n
g
.
B
e
c
a
u
se
o
f
bu
syne
ss,
o
f
c
o
urse
p
are
n
ts
c
a
n
n
o
t
a
cco
mp
a
ny
th
ei
r
c
h
ild
re
n
at
a
ll
t
i
m
es.
Pare
n
t
s al
so
c
an
not
h
elp
wi
th
a
l
l
th
e
t
a
sk
s tha
t
mu
s
t
b
e
do
n
e b
y
chi
l
dr
en.
Re
late
d
t
o
t
he
i
mpor
ta
n
c
e
of
t
he
p
ar
ent
s
’
rol
e
s
i
n
s
u
p
por
ti
n
g
c
h
i
l
d
re
n
'
s
lea
r
ni
ng,
t
he
p
are
n
ts’
r
o
le
i
n
sup
por
tin
g
s
t
u
d
en
ts’
lea
r
n
i
n
g
ac
h
i
e
v
em
en
t
ar
e
a
s
c
a
r
egi
v
e
r
a
nd
e
d
u
c
at
o
r
,
me
n
t
o
r
,
mo
t
i
va
t
o
r,
a
nd
f
a
c
ilit
ato
r
.
F
i
nd
i
n
g
tu
t
o
ri
ng
i
ns
t
i
t
u
ti
ons
o
r
tu
tor
s
i
s
in
c
l
ude
d
i
n
t
he
p
are
nt
s
’
r
ol
es
a
s
fa
cil
i
t
a
t
o
r,
i
.e.
p
r
o
v
i
di
ng
va
ri
ou
s
lear
n
i
n
g
f
aci
l
i
tie
s
tha
t
s
u
p
p
o
r
t
c
h
ildre
n
'
s
l
e
arni
ng
a
ct
ivi
t
i
e
s
.
Le
arni
ng
f
acil
i
ties
ca
n
a
l
so
t
a
k
e
t
h
e
f
o
rm
o
f
tu
iti
o
n
fe
e
s,
t
ext
b
ooks,
a
n
d
o
t
her
fac
i
l
i
t
i
e
s
.
3.2.
3.Wor
k
in
g w
i
th
th
e
Sp
e
c
i
al
E
d
u
cat
i
on
Pr
ogram
P
a
re
nts
ha
ve
n
ot
c
o
opera
t
e
d
w
ith
t
he
s
pec
i
a
l
e
d
u
ca
t
i
o
n
p
r
o
gra
m
ot
her
tha
n
s
c
h
oo
l.
M
u
h
a
mm
adiya
h
K
a
r
a
ngt
uri
Ele
m
entary
S
c
h
oo
l
is
o
ne
o
f
t
h
e
inc
l
usive
el
em
enta
r
y
s
cho
o
l
s
i
n
Bant
ul
,
but
m
o
s
tly
th
e
reas
on
s
pare
n
t
s
ch
o
o
se
t
he
s
c
h
oo
l
a
r
e
no
t
r
e
la
ted
to
t
he
ir
c
hi
l
d
ren
'
s
l
ea
rn
ing
dif
f
i
c
ul
t
i
e
s
.
Th
e
reasons
a
re
c
loser
to
h
o
m
e
an
d
good
r
el
ig
iou
s
e
d
u
c
a
t
ion
.
S
p
e
ci
a
l
e
du
c
a
tio
n
p
r
og
rams
c
a
n
b
e
de
ve
l
ope
d
b
y
p
are
n
t
s
,
w
o
rk
i
n
g
w
ith
elem
en
tar
y
s
c
h
oo
l
tea
c
h
er
s
or
s
pe
c
i
a
l
m
e
n
to
r
i
n
g
t
ea
cher
s.
T
hro
u
gh
g
o
od
c
o
op
era
t
io
n
,
p
a
r
e
n
t
s
s
hou
ld
b
e
a
b
l
e
to
f
orm
or
d
e
v
e
l
o
p
s
pec
i
a
l
e
duca
tio
n
pro
g
r
a
m
s,
s
o
t
h
at
t
hey
k
n
o
w
t
h
e
rig
h
t
s
t
e
p
s
t
o
ove
rc
om
e
c
h
i
l
dre
n
's
l
e
a
r
ni
ng
di
f
f
i
cu
lt
i
e
s
.
3.2.
4.Form
i
n
g a
U
n
ified
Team
i
n
th
e Fami
ly
The
i
n
terv
ie
w
s
r
e
s
ul
t
s
h
o
w
ed
t
ha
t
par
e
nts
ha
ve
n
ot
f
orm
e
d
a
un
i
fi
ed
t
ea
m
i
n
t
h
e
f
a
m
i
l
y
t
o
ov
erc
o
me
chi
l
d
ren
'
s
le
ar
n
i
n
g
d
iffic
u
l
tie
s. The rea
son
is be
cau
se
o
f b
u
s
y
w
it
h
w
o
r
k
a
n
d
t
he
d
i
f
f
e
re
nc
es betw
e
e
n
hus
ban
d
and
w
i
fe
a
b
o
u
t
h
o
w
t
o
e
duc
a
t
e
t
h
e
i
r
c
h
i
l
dren.
P
a
re
n
t
s
'
b
us
y
tim
e
cau
se
d
t
h
ei
r
c
h
ild
re
n
to
m
e
e
t
p
a
re
nt
s
in
a
very
l
imi
t
ed
t
i
m
e.
I
n
addi
t
i
on,
c
hi
l
d
r
e
n
w
i
l
l
o
nl
y
de
pe
nd
on
th
e
sc
h
o
o
l
a
nd
tu
tor
i
ng
in
st
it
u
t
i
o
n
ab
ou
t
the
i
r
lear
n
i
n
g
a
c
h
ie
ve
me
nts.
F
a
m
i
lie
s
ha
ve
a
b
ig
r
ol
e
in
p
er
so
n
a
l
i
t
y
for
m
a
t
i
o
n
and
al
l
e
via
t
i
n
g
ch
i
l
dr
e
n
p
r
o
blem
s.
Th
e
r
efo
r
e,
p
are
n
ts
a
nd
o
t
h
er
f
ami
l
y
me
mb
e
r
s
ca
n
fo
rm
a
uni
fi
e
d
tea
m
i
n
t
h
e
fam
ily
t
ha
t
focu
s
e
s
o
n
addre
ssi
ng
ch
i
l
dre
n
's
p
ro
b
l
em
s, e
specia
lly
i
n
le
arni
ng.
3
.
2
.
5
.
Co
mmunica
ting
wi
t
h Ot
h
er Fa
milies
Efforts
t
o
c
om
munica
t
e
w
ith
o
the
r
f
am
ilies
w
ho
h
a
ve
c
hi
ldre
n
w
i
th
t
he
s
a
m
e
le
arnin
g
diff
i
c
u
ltie
s
c
a
n
b
e
s
ai
d
to
h
av
e
no
t
b
een
d
on
e
by
p
a
r
en
ts.
Th
e
re
as
o
n
i
s
t
h
a
t
par
e
nt
s
fe
el
a
s
h
am
ed
o
f
t
h
e
i
r
c
h
i
l
dre
n
's
lear
n
i
n
g
d
i
f
fic
u
l
t
i
e
s
a
n
d
b
e
c
a
u
se
o
f
t
h
e
i
r
bu
sy
w
ork.
C
omm
unica
ti
ng
w
i
th
o
th
er
f
a
m
il
ie
s
needs
t
o
b
e
d
one
s
o
pare
n
t
s
ca
n
sh
a
r
e
i
n
form
at
i
o
n.
I
n
a
d
d
iti
o
n
,
pare
n
t
s
c
a
n
a
lso
ac
hie
v
e
d
g
o
o
d
co
o
p
e
r
at
io
n
be
tw
ee
n
fa
mi
l
i
e
s
o
r
pare
n
t
s
w
ho ha
ve c
hil
d
re
n w
i
t
h
the
s
am
e lea
r
ni
n
g
di
f
fic
u
lt
ie
s.
3.2.
6.Hab
i
tu
ate
to S
ayin
g
G
ood
-
B
ye
Befor
e G
o
Ou
t
Getting
us
ed
t
o
s
a
ying
goodbye
b
ef
ore
go
out
can
c
u
ltivate
m
u
tu
al
r
es
p
ect
a
nd
s
t
r
en
g
t
h
e
n
th
e
em
otio
na
l
co
n
n
ec
ti
on
be
t
w
e
e
n
fam
i
ly
m
e
m
be
rs.
Ba
se
d
o
n
the
res
u
l
ts
o
f
in
ter
v
i
e
w
s
,
pa
rent
s
ha
ve
c
u
l
t
i
v
ate
d
the
ha
b
it of
s
a
y
in
g g
o
o
d
bye
b
e
f
ore
go
o
ut
a
nd
o
the
r
g
o
o
d
hab
i
t
s
.
Th
e
o
b
st
a
c
l
e
t
h
at
p
are
n
t
s
s
o
m
e
t
i
m
es
h
av
e
to
fa
ce
is
t
ha
t
t
h
e
chi
l
d
ren
ha
ve
n
o
t
f
u
lly
c
arrie
d
o
ut
t
he
h
a
b
i
t
.
B
e
caus
e
o
f
t
h
at,
it
i
s
i
mp
ort
a
nt
f
or
t
he
p
a
r
ent
s
t
o
be
goo
d
exa
m
p
l
es
f
or t
he
i
r
ch
i
ldre
n.
3.2.
7.Pic
k
u
p
or
Wel
c
o
min
g
w
h
e
n
C
h
ild
re
n
go Home
f
rom
S
c
h
ool
P
a
ren
t
s
c
a
n
fin
d
out
t
h
e
c
hild
re
n'
s
l
e
a
r
nin
g
e
x
p
e
ri
en
ce
b
y
pi
ck
ing
u
p
o
r
w
e
lcom
i
n
g
w
h
en
t
he
y
go
home
from
s
c
h
ool.
W
h
en
p
i
c
kin
g
u
p
or
w
elcom
i
n
g
,
pa
ren
t
s
can
g
i
v
e
a
p
l
easa
n
t
gre
e
t
i
ng
t
o
t
h
e
c
h
i
l
dre
n
.
This
is
i
m
por
tan
t
b
eca
use
i
t
i
s
a
for
m
o
f
pa
re
nt
al
a
tte
n
t
i
o
n
t
o
c
h
i
l
d
r
en
a
nd
k
no
wi
ng
t
h
e
c
h
ild
re
n'
s
exp
e
ri
e
n
c
e
.
Ba
se
d o
n
t
he
r
esu
l
t
s
o
f t
h
e
inte
rv
iew
s
, pic
k
i
n
g
u
p or w
elc
o
m
i
ng
w
h
e
n
goin
g
ho
me
fro
m
sc
ho
ol
h
as
b
ee
n
don
e
by
p
are
n
ts
m
axim
al
l
y
.
M
o
s
t
p
a
r
en
ts
u
n
d
ersta
n
d
t
h
e
be
ne
fi
ts
o
r
i
mpo
r
t
a
n
c
e
o
f
p
i
c
k
i
ng
up
a
nd
w
e
l
c
o
mi
ng
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
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r
20
18
:
30
5
–
312
31
0
w
h
en
c
h
i
l
d
re
n
com
e
h
om
e
fr
om
s
c
h
o
o
l
.
T
h
ese
be
ne
fi
ts
i
ncl
u
de
k
n
o
w
i
n
g
c
hi
l
d
ren
'
s
st
ories
a
b
ou
t
le
ar
nin
g
ac
t
i
v
i
ti
e
s
, for se
c
uri
t
y, a
nd fo
ster
ing
cl
ose
n
e
ss w
ith c
h
ildre
n
.
3.2.
8.Bec
o
m
e
a
G
o
o
d
List
e
n
e
r
Car
i
ng
a
n
d
l
o
v
in
g
par
e
n
t
s
c
a
n
be
f
or
me
d
in
b
e
i
ng
a
g
o
o
d
lis
t
e
ne
r
f
o
r
chi
l
dr
en.
B
y
b
e
i
ng
a
g
o
o
d
liste
ne
r
f
o
r
c
h
il
dre
n
,
it
c
a
n
i
m
p
ro
ve
a
g
o
o
d
rela
ti
o
n
s
h
i
p
b
e
t
w
e
en
f
a
m
ily
m
em
bers
by
hea
r
i
ng
c
h
i
l
d
r
e
n’s
stor
i
e
s
or
e
xp
e
r
ience
s
,
a
nd
becom
e
a
p
lac
e
for
t
h
e
c
h
i
l
d
ren's
l
am
ent
s
.
The
in
te
rv
i
e
w
s
r
e
s
ul
t
sh
ow
ed
t
hat
pare
n
t
s have
t
r
i
ed
t
o
be g
oo
d
li
st
e
n
ers
for
c
h
il
dren
a
n
d
u
nd
e
r
s
tan
d
t
he
b
e
n
e
f
i
t
s o
f
t
ha
t
ro
l
e
.
A
n
e
xa
mp
le is
t
h
e
hab
i
t of
c
h
i
ldre
n w
ho te
ll t
h
e
i
r
pa
rents
be
fore
goi
n
g
to be
d.
I
n
a
d
d
i
t
i
o
n
t
o
be
i
ng
a
b
le
t
o
kn
ow
t
he
c
h
i
l
d
ren's
lam
e
n
t
s,
t
he
re
c
a
n
b
e
a
clo
s
ene
ss
b
e
tw
een
p
are
n
ts
and
c
h
il
dre
n
i
f
pa
ren
t
s
ca
n
be
g
ood
lis
t
e
ner
s
f
or
c
h
i
ldr
e
n.
I
n
add
i
t
i
on
to
nurtur
i
ng,
m
ain
t
a
i
n
i
n
g
,
and
educ
a
t
i
n
g,
t
he
r
e
s
pons
ib
i
l
i
t
y
o
f
pa
ren
t
s
is
t
o
pr
o
t
e
c
t
t
he
i
r
c
h
i
l
d
r
en
.
B
e
in
g
a
g
ood
l
i
s
te
n
e
r
fo
r
c
h
il
d
r
e
n
w
il
l
ma
ke
t
he
c
h
i
l
d
r
e
n
fee
l
p
r
o
te
c
t
ed
b
y
pa
ren
t
s.
O
bstac
l
e
s
i
s
w
h
e
n
c
h
i
l
dre
n
do
n
o
t
w
a
n
t
t
o
t
e
ll
a
nyt
hi
n
g
,
th
us
t
he
p
a
r
e
n
t
s
m
u
s
t
b
e
a
b
l
e
t
o
c
r
e
a
t
e
a
s
e
n
s
e
o
f
s
e
c
u
r
i
t
y
a
n
d
c
o
m
f
o
r
t
for
c
h
il
dre
n
.
P
a
re
nt
s
m
u
st
i
ncre
ase
c
h
il
dre
n
'
s
self-c
on
fi
de
nc
e
to tel
l a
b
o
u
t
the
i
r d
i
ffi
c
u
l
t
ies
,
s
o par
e
nts ca
n he
lp
o
verc
om
e
it
.
.
3.2.
9.A
c
comp
a
n
yin
g
C
h
ild
re
n
whe
n
W
atch
i
n
g Te
lev
i
s
i
on
Base
d
o
n
t
he
r
e
s
ults
o
f
the
inte
r
v
iew
s
,
pare
nt
s
ha
ve
n
ot
b
e
e
n
m
axim
al
i
n
carrying
out
the
role
o
f
ac
com
p
an
y
i
ng
c
h
i
l
d
r
e
n
w
h
il
e
w
a
tc
hi
n
g
t
el
evi
s
io
n.
B
usy
w
ith
w
or
k
i
s
t
h
e
r
easo
n
t
h
a
t
t
he
p
are
n
t
s
d
o
n
o
t
ac
com
p
an
y
c
h
i
l
dre
n
w
he
n
w
a
tch
i
ng
te
lev
i
s
i
on,
s
o
the
r
e
is
a
n
omi
s
s
io
n.
T
his
r
o
l
e
s
hou
l
d
b
e
d
one
b
y
pa
re
nt
s
to
h
e
l
p
c
h
ildre
n
ch
oose
the
r
i
g
h
t
p
r
o
gram
s
or
e
ven
t
s.
L
ik
ew
i
s
e
,
w
ith
t
h
e
dur
at
ion
o
f
w
a
t
ch
in
g
te
l
e
v
i
s
i
o
n
,
pare
n
t
s
nee
d
t
o
l
i
m
it
the
dur
ati
o
n
so
t
ha
t
c
h
il
dre
n
c
an
d
o
l
e
ar
n
i
ng
a
c
t
i
v
i
t
i
e
s.
W
h
e
n
a
c
c
o
mp
a
nyi
ng
c
h
ild
re
n
w
a
tch
i
n
g
t
e
l
e
v
isio
n,
p
ar
en
ts
c
a
n
d
o
se
ver
a
l
t
h
i
n
gs
s
uch
as
e
xp
l
ai
ni
n
g
t
h
e
s
h
o
w
s
t
h
at
a
re
b
e
i
ng
w
a
t
ch
ed
b
y
th
e
c
h
ild
re
n
a
n
d
di
re
c
t
in
g
t
h
e
chi
l
d
r
en
t
o
po
s
itiv
e
t
h
i
n
g
s
.
Pare
n
t
s
can
l
i
m
i
t
t
he
durat
io
n
of
w
atch
i
ng
tele
v
i
s
i
on
by
in
vit
i
ng
ou
tdo
o
r
pla
y
,
re
adin
g
b
ooks,
exe
r
cis
i
n
g
,
and
o
t
he
r
p
o
s
iti
v
e
a
c
t
i
vi
ti
es
s
o
t
h
a
t
c
hi
ld
ren'
s
act
ivi
t
ie
s
a
r
e
no
t j
u
st
w
atch
i
ng te
le
vi
si
o
n
.
3.2.
10.
Ac
co
m
p
a
n
y
i
ng
L
ea
rni
n
g
Ac
ti
vi
ti
e
s
A
c
com
p
an
yi
n
g
hom
e le
arn
i
ng
a
cti
v
it
ies is v
e
r
y im
por
tan
t
t
o
b
e
d
one
b
y pa
rents be
cause
o
f the
m
a
n
y
bene
f
i
t
s
.
T
h
e
s
e
be
nef
its
a
re
s
tre
n
gthe
nin
g
t
he
p
are
n
t
s
a
n
d
ch
il
dren
b
o
n
d
,
i
ncre
as
in
g
c
h
il
dre
n
'
s
v
oca
b
ula
r
y,
impro
v
i
n
g
re
adi
n
g
sk
i
lls.
Ba
sed
o
n
t
he
r
e
s
ults
o
f
i
n
terv
ie
w
s
w
i
t
h
r
e
s
pon
d
e
nt
s,
a
c
c
o
m
p
a
nyi
ng
h
o
m
e
l
e
a
r
ni
ng
ac
t
i
v
i
ti
e
s
i
s
ca
r
r
ied
o
u
t
b
y
hel
p
in
g
c
h
ildre
n
w
h
en
d
o
i
ng
sc
ho
o
l
w
o
rk
a
nd
gu
i
d
i
n
g
in
l
ea
rni
n
g.
P
a
r
ents
n
ee
d
t
o
ac
com
p
an
y
c
h
ildre
n
'
s
lea
r
nin
g
a
c
t
ivi
t
i
e
s
a
t
hom
e
in
o
rder
t
o
mo
n
i
t
o
r
ch
i
l
dr
en
's
l
ea
rn
in
g
progr
ess.
P
a
r
e
n
t
s
c
an
als
o
f
in
d
out
c
h
i
l
d
r
e
n
'
s
lea
r
ning
d
ifficu
l
t
i
e
s
a
n
d
he
lp
over
c
om
e
the
m
.
In
g
ene
r
al
,
st
u
d
e
n
ts
f
ee
l
m
o
r
e
com
f
orta
b
l
e
i
n
l
e
a
r
n
i
n
g
w
h
e
n
a
c
c
om
pan
i
e
d
by
pa
ren
t
s.
S
tuden
t
s
a
lso
bec
o
me
m
ore
focuse
d
o
n
t
he
m
ateria
l
bei
n
g
st
u
d
ie
d.
T
he
e
x
p
l
ana
tio
n
s
t
r
e
n
g
t
h
e
n
s
the
n
o
t
i
on
tha
t
acc
o
mpa
nyi
n
g
h
ome
le
a
r
ni
ng
a
c
t
ivi
t
i
e
s
i
s
impor
ta
nt
f
or
p
are
n
t
s
t
o
overc
ome
chil
dren
's
l
e
a
rn
in
g d
i
ffic
ult
ies.
3.2.
11.
D
e
li
ver
i
n
g
C
h
i
l
d
re
n
on
t
h
e
First
D
ay of
S
c
h
ool
P
a
re
nts
nee
d
t
o
ta
ke
t
he
c
hi
ldr
e
n
o
n
t
he
f
ir
st
d
a
y
o
f
sc
hoo
l
as
a
s
u
ppor
t
for
c
h
ildre
n
a
n
d
ge
t
t
o
k
no
w
the
sc
ho
ol
e
n
v
i
r
o
nme
n
t.
T
hi
n
g
s
tha
t
p
ar
en
ts
c
a
n
d
o
w
h
e
n
d
el
i
v
er
i
ng
c
h
il
dre
n
on
t
h
e
first
day
of
s
ch
o
o
l
a
r
e
p
a
rent
s
c
a
n
exc
h
a
n
g
e
t
el
e
phon
e
nu
mb
e
r
s
wi
t
h
t
ea
c
h
e
r
s,
p
ri
n
c
ip
a
l
s,
a
nd
fe
l
l
ow
p
are
n
ts,
a
nd
a
l
s
o
c
a
n
g
et
t
o
kn
ow
t
he
s
c
h
o
o
l
e
n
vir
onm
en
t
.
P
arents
can
a
l
s
o
de
term
ine
the
me
e
tin
gs
s
c
h
ed
u
l
ed
w
it
h
t
h
e
cla
s
sro
o
m
te
ac
h
e
r
a
n
d
fo
rm
p
are
n
ts
a
sso
ci
a
t
i
o
n
,
a
s
we
ll
a
s
c
o
n
v
e
y
t
h
e
ch
i
l
d
r
en'
s
h
i
st
ory
a
n
d
t
h
e
i
r
ex
pe
cta
t
io
ns
t
ow
ar
d
the sc
hoo
l.
Base
d
o
n
t
he
r
e
s
u
lts
o
f
the
in
ter
v
i
e
w
s
,
all
p
a
re
nt
s
ta
ke
t
he
c
h
i
l
d
r
e
n
o
n
t
h
e
f
i
r
s
t
d
a
y
o
f
s
c
h
o
o
l
.
I
n
t
h
e
firs
t
da
y
of
s
c
h
oo
l,
p
are
n
t
s
a
r
e
i
n
t
er
v
i
e
w
ed
r
elate
d
t
o
c
h
ildr
e
n
'
s
re
ad
ine
ss
for
sch
o
o
l
.
In
a
dd
i
tio
n to
i
nter
view
s
w
ith
p
are
n
ts,
the
sch
o
o
l
als
o he
ld
a
p
retes
t
t
o fi
nd
ou
t
ch
il
d
r
en's r
ead
ines
s.
P
a
re
nts
nee
d
t
o
k
n
o
w
t
h
e
c
h
i
l
dre
n
's
r
ea
dine
ss
f
or
s
ch
oo
l
a
nd
i
n
for
m
t
he
s
c
h
oo
l
a
b
o
u
t
t
he
i
r
c
hil
d
re
n
'
s
a
b
ili
ti
e
s
.
In
a
dd
it
i
o
n
to
c
o
m
mu
n
i
c
a
tio
n
with
t
h
e
t
ea
c
h
er
o
r
h
e
a
d
m
ast
e
r,
p
a
r
ent
s
c
a
n
a
lso
co
mmu
ni
cat
e
wi
th
f
e
l
l
o
w
p
a
r
ent
s
o
n
t
h
e
fi
rst
d
a
y
o
f
s
c
hoo
l
.
T
h
e
c
o
m
mu
ni
c
a
ti
on
a
l
so
i
nfl
u
en
c
e
s
o
t
he
r
pare
nt
s’
r
oles,
suc
h
a
s
t
h
e
sche
du
le
o
f
reg
u
lar
m
eeti
n
g
s
or
t
h
e
for
m
a
tio
n of pa
r
en
ts a
ssoc
i
a
t
i
on,
s
o i
t
is im
por
t
a
n
t
t
o do so.
3.2.
12.
Me
eting
with Te
a
ch
ers
a
t t
h
e
Beg
i
nn
i
n
g an
d
Midd
l
e
of th
e S
e
m
e
st
er
Pa
ren
t
s
n
e
e
d
t
o
co
mmu
n
i
c
ate
wi
t
h
t
h
e
t
each
ers
t
o
f
i
n
d
o
u
t
th
e
s
tude
nts
lear
nin
g
de
vel
o
pm
ent
.
Com
m
uni
c
a
t
ion
be
t
w
e
e
n
par
e
nt
s
a
n
d
tea
c
her
s
c
an
b
e
do
ne
i
n
t
h
e
m
e
e
t
i
n
g
a
t
t
h
e
b
e
g
i
n
n
i
n
g
a
n
d
t
h
e
m
i
d
d
l
e
o
f
t
h
e
semes
t
er.
M
e
et
ing
a
t
t
he
b
e
g
i
nni
ng
o
f
t
h
e
semes
t
er
c
a
n
b
e
d
one
t
o
in
form
t
he
c
hi
ldr
e
n
'
s
h
i
s
t
or
y
or
con
d
i
t
i
on,
a
nd
t
o
k
n
o
w
t
h
e
sc
ho
o
l
p
r
ogram
.
Mee
tin
gs
i
n
t
h
e
m
i
d
d
l
e
a
n
d
t
he
e
nd
o
f
t
he
s
em
ester
c
a
n
be
d
one
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
P
a
re
nts’ Roles
in
O
vercom
i
n
g
El
e
m
en
t
a
ry Stu
d
e
n
t
s
’ L
e
arni
ng
D
i
ff
i
c
ult
i
es (Ika Maryan
i)
31
1
by
par
e
n
t
s
t
o
f
i
nd
o
u
t
the
chi
l
d
ren
'
s
lea
r
ni
ng
de
vel
o
p
m
ent,
i
nc
l
u
d
i
n
g
l
ear
nin
g
d
iffic
u
lties
e
x
p
e
rie
n
ce
d
by c
h
i
l
dre
n
.
B
a
se
d
o
n
th
e
resu
l
t
s
o
f
the
in
t
e
rvi
e
ws,
mo
st
p
a
r
ent
s
h
av
e
h
e
ld
me
eti
n
gs
w
i
t
h
te
ac
hers
a
t
t
h
e
beg
i
nn
ing
an
d
the
m
i
d
d
l
e
o
f
t
he
s
em
ester
.
M
e
e
tin
g
at
t
he
b
e
g
in
n
i
n
g
o
f
t
he
s
em
ester
i
s
c
on
d
u
cte
d
w
he
n
t
h
e
firs
t
a
ssoc
i
a
tio
n
is
h
e
l
d,
w
hi
c
h
i
s
tw
o
w
e
eks
after
the
s
t
ude
nt
s
e
n
t
e
r
t
h
e
sc
ho
o
l
.
T
h
e
me
eting
be
tw
e
e
n
pa
re
nt
s
and
the
teac
he
rs
s
how
s
pare
nts'
i
nv
o
l
vem
e
nt
i
n
lea
r
n
i
n
g
a
t
sc
ho
o
l
,
an
d
pare
nts
a
r
e
re
sp
on
si
bl
e
for
t
h
e
i
r
c
h
ild
re
n'
s edu
c
a
t
ion
.
Be
ne
fits
g
ai
ne
d
by
p
a
r
ent
s
w
he
n
c
o
n
d
u
ct
i
n
g
m
eet
i
ngs
w
i
t
h
t
eac
he
rs
a
re
k
n
o
w
i
ng
sc
h
o
o
l
pr
ogra
m
s
and
ac
ti
vi
t
i
e
s
,
and
a
l
s
o
c
h
i
l
d
ren
de
ve
lo
pm
ent
i
n
s
c
h
oo
l
.
I
n
a
d
d
it
ion
,
p
are
n
ts
c
an
c
on
sul
t
d
i
r
e
c
tly
w
it
h
t
h
e
teac
hers
i
n
su
pp
ort
i
ng
t
h
e
c
h
i
l
dren
's
g
r
o
w
t
h
a
n
d
de
ve
lo
pm
ent
a
t
h
om
e,
a
nd
al
so
c
a
n
g
ive
ad
v
i
ce
on
t
h
e
pro
g
re
ss
o
f t
h
e
scho
ol.
3.2.
13.
In
vol
ved
in
t
h
e
Par
en
ts A
ssoci
ati
o
n
Base
d
on
t
he
r
esul
t
s
o
f
the
i
n
ter
v
i
e
w
s
,
al
l
pa
ren
t
s
are
i
n
v
o
l
ve
d
in
p
a
r
ents
a
ssoc
i
a
ti
on.
P
are
n
t
s
part
ici
p
a
t
e
in
p
are
n
t
s
a
ssoc
i
atio
n
act
iv
i
ties
e
v
ery
t
w
o
mon
t
hs.
P
ar
ents
u
n
d
ersta
nd
th
at
m
a
n
y
be
ne
f
i
t
s
a
re
ob
ta
ine
d
f
r
o
m
the
ass
o
c
i
at
i
o
n.
T
he
i
n
t
en
de
d
be
ne
fi
ts
a
re
k
n
o
w
i
n
g
the
o
f
c
h
i
l
d
r
e
n
'
s
l
e
a
r
ni
ng
deve
l
o
p
m
ent,
kn
ow
i
ng
chi
l
d
ren
'
s lea
r
n
i
n
g
d
i
f
ficu
l
t
i
e
s,
a
nd be
in
g
able
t
o
s
h
a
re
inform
a
ti
on w
i
th tea
c
h
e
r
s
and ot
he
r pa
rents.
I
n
a
d
d
i
t
i
o
n
t
o
t
h
e
s
e
b
e
n
e
f
i
t
s
,
t
h
e
r
e
a
r
e
a
n
u
m
b
e
r
o
f
o
t
h
e
r
b
e
n
e
fit
s
f
ro
m
th
e
i
n
vol
ve
me
n
t
o
f
p
a
re
nt
s
i
n
pare
n
t
s
a
ssoc
i
a
tio
n
ac
t
i
v
i
t
i
es.
P
a
re
nt
s
a
s
soc
i
a
t
i
o
n
i
s
a
p
lace
of
c
om
mun
i
ca
tio
n
betw
e
e
n
p
are
n
ts
a
nd
t
e
ac
he
rs
.
T
h
e
b
e
n
e
f
i
t
s
a
r
e
b
e
i
n
g
a
b
l
e
t
o
e
s
t
a
b
l
i
s
h
c
l
o
s
e
r
c
o
m
m
u
n
i
c
a
t
i
o
n
w
i
t
h
fe
l
l
ow
p
are
n
ts,
he
lp
s
cho
o
l
s
i
n
a
dva
nc
in
g
chi
l
d
ren
'
s
e
d
uc
a
t
i
o
n,
o
bta
i
n
i
m
por
t
a
nt
i
nform
a
tio
n
a
b
ou
t
c
h
i
l
dr
en
,
an
d
can
c
onv
ey
c
hi
l
d
ren
'
s
p
r
obl
e
m
s
t
o
t
he
teac
hers
o
r the
sch
o
o
l
.
3.2.
14.
Pre
s
ent
at
t
h
e
R
epor
t C
a
rd Distribu
t
ion
Aft
e
r
l
e
a
r
ni
ng
p
ro
ce
ed
s
f
o
r
on
e
semes
t
er,
st
u
d
e
nt
s
wi
ll
r
e
c
e
i
v
e
l
earning
results
i
n
the
form
o
f
repor
t
ca
rds.
T
he
r
eport
c
a
rds
d
i
s
t
r
i
bu
t
i
o
n
i
s
a
tten
d
e
d
by
p
a
ren
t
s.
P
r
e
s
e
n
t
in
t
he
r
eport
ca
rd
s
distri
b
u
t
i
on
i
s
one
indicator
of
t
he
p
arents’
roles
in
l
e
a
rnin
g
.
P
are
n
t
s
c
a
n
f
ind
o
ut
t
h
e
c
hi
l
d
ren
’
s
l
e
a
r
ni
n
g
o
ut
co
me
s
a
nd
ca
n
g
e
t
in
form
ation
d
i
rec
t
l
y
from
the
te
ac
h
e
rs a
bo
ut
l
ear
n
i
ng
ou
tc
om
es
and c
h
i
l
dr
e
n
’s de
v
e
l
o
p
me
nt
i
n sch
o
o
l.
Base
d
o
n
t
he
r
esul
ts
o
f
t
h
e
i
n
t
e
r
v
iew
s
,
pa
ren
t
s
ar
e
a
l
w
a
ys
p
res
ent
wh
e
n
t
h
e
r
e
p
o
r
t
ca
rds
are
di
stri
b
u
te
d.
P
are
n
t
s
a
ls
o
co
n
v
ey
p
erm
i
ssio
n
t
o
t
h
e
tea
c
h
ers
whe
n
una
b
l
e
to
a
t
t
e
n
d
r
e
por
t
car
d
dis
t
r
i
b
u
t
i
o
n.
Be
nefit
s
g
ai
ne
d
by
p
ar
e
n
ts
i
n
a
tte
n
d
i
n
g
re
po
rt
car
ds
d
istr
ib
uti
o
n
a
re
e
st
ab
l
i
shi
n
g
goo
d
rel
a
ti
o
n
ship
s
wi
th
t
he
sch
o
o
l
,
ob
ta
in
ing
in
form
at
io
n
ab
ou
t
c
h
ildr
e
n’s
deve
l
opm
e
n
t,
a
n
d
a
s
a
form
o
f
suppor
t
f
o
r
chi
l
dr
en.
In
add
i
tio
n,
p
a
r
en
ts
c
a
n
c
ons
u
l
t
to
t
he
t
eac
hers
d
irec
tly
o
n
h
o
w
t
o
op
t
i
miz
e
c
h
i
l
dre
n
’s
d
e
v
el
o
p
me
nt
a
t
home
.
P
a
rents c
a
n a
l
so
c
on
su
l
t
a
bo
u
t
the
r
ig
ht
s
o
l
u
t
i
on t
o
o
ver
c
om
e c
hildr
e
n
'
s
le
a
r
ning
d
i
f
f
icu
l
t
i
e
s
.
4.
CONCL
U
S
ION
Le
arni
ng
di
ff
ic
ult
i
es
o
f
5
th
-gra
de
s
t
u
den
t
s
of
M
u
h
a
m
m
a
di
ya
h
K
a
ra
ng
tur
i
E
l
e
me
n
t
ar
y
S
c
ho
ol
a
r
e
low
e
r
tha
n
a
ve
rage
l
ear
nin
g
o
u
t
c
o
m
e
s,
t
he
a
chie
vem
e
n
t
i
s
no
t
co
r
r
esp
o
n
d
ed
w
it
h
t
h
e
eff
o
rts
tha
t
h
a
v
e
bee
n
do
ne,
s
l
ow
i
n
do
i
ng
lear
nin
g
act
i
v
it
ies,
t
he
e
xi
ste
n
ce
o
f
a
tti
t
ud
e
s
a
nd
b
e
h
av
i
o
r
tha
t
a
re
n
ot
n
a
t
ur
al,
a
n
d
t
h
e
exi
s
te
nce
of
u
n
r
easona
ble
e
m
ot
i
ona
l
sym
p
to
ms.
The
pare
nts’
r
ole
s
i
n
over
c
omin
g
l
e
arn
i
n
g
d
ifficu
l
t
i
e
s
o
f
5
th
grade
s
t
ude
n
t
s
of
M
u
h
am
madiya
h
K
a
rang
t
u
ri
E
le
me
n
t
a
r
y
S
c
ho
ol
i
nc
l
u
d
e
d:
f
ind
i
n
g
t
ut
ori
ng
i
n
s
tit
ut
io
ns
f
or
chi
l
d
ren,
a
c
c
o
m
p
a
ny
ing
c
h
i
l
dr
en
w
he
n
c
o
m
i
n
g
a
n
d
g
oi
n
g
h
ome
from
s
cho
o
l
,
bein
g
g
o
od
lis
tene
rs,
ac
com
p
an
y
i
ng
l
e
a
rn
i
n
g
a
c
t
i
v
i
t
i
es
a
t
hom
e,
t
aki
n
g
c
h
i
l
d
re
n
o
n
t
h
e
f
i
r
s
t
da
y
of
s
c
h
o
o
l
,
m
eeti
n
g
w
i
t
h
t
ea
c
h
ers
thr
o
u
g
h
par
ent
s
a
ssocia
t
io
n,
a
nd pr
ese
n
t a
t
t
h
e
dis
trib
u
t
i
o
n o
f
lea
rni
ng
ou
tc
ome
s
re
port ca
rds.
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azi
S
R,
U
l
l
ah
K
.
“
C
o
n
cret
e
Op
eratio
nal
Stag
e
of
P
i
a
get
’
s
Co
gn
itive
Devel
o
pme
n
t
Theory
:
An
I
mplication
in
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i
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u
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t
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Cognitive
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cat
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sessm
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“
U
n
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vel
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“
F
i
rst
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Grad
e
Co
gn
it
iv
e
P
r
edict
o
rs
o
f
W
r
iting
Di
sabil
ities
in
G
rades
2
th
rou
g
h
4
Elem
e
n
tary
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t
u
d
ent
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”.
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afi
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“
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earn
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i
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s :
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truct
i
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n
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ppro
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”.
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t J
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n
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M
,
B
r
a
d
y
K
.
“
A
n
i
n
v
e
s
t
iga
t
ion
o
f
f
act
ors
impact
ing
on
m
ain
s
t
r
eam
t
eachers
’
b
el
iefs
a
bo
ut
t
eac
h
i
n
g
st
ud
ents wit
h l
earnin
g
d
iff
i
cu
l
t
i
e
s
”
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Ed
uc
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c
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ol
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c
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w
n
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,
N
o
rg
ate
R,
W
arh
u
rst
A
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“
E
xpl
ori
n
g
i
n
tri
n
sic
a
n
d
ext
rin
s
ic
r
e
a
d
ing
mo
tiv
a
tion
a
m
o
n
g
v
e
r
y
go
od
a
nd
very poor reader
s”.
Ed
uc
Re
s.
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Becker
M
,
M
c
E
l
van
y
N
,
Ko
rte
n
bruck
M
.
“
In
t
r
in
s
i
c
and
ex
tri
n
s
i
c
r
eadi
n
g
moti
vatio
n
as
p
redicto
r
s
of
r
ead
in
g
literacy: A longi
t
udi
na
l
s
t
udy”.
J Ed
uc
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ycho
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[10]
Barr
J
,
S
al
tm
arsh
S
.
“
I
t
all
co
m
e
s
do
wn
t
o
t
h
e
leaders
h
i
p
t
h
e
r
o
l
e
of
t
h
e
s
c
h
oo
l
princ
i
p
a
l
in
f
o
s
te
ri
ng
p
a
r
e
n
t-sc
ho
ol
e
n
ga
g
e
me
nt”
.
Edu
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Mix
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“
E
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fe
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4
R
Stra
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Slow
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r
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e
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Le
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f
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E
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h
S
u
b
j
e
c
t
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S
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t
es
o
f
ph
ysi
cal
l
earni
ng
en
vi
ronm
en
t
at
pres
cho
o
l
lev
e
l fo
r sl
ow
learn
e
rs
”. In
:
A
s
i
an
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ce
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vir
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n
m
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“
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r
a
d
es
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o
ugh
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e
n
t
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n
d
v
al
id
a
t
io
n
o
f
a
pare
n
t
r
eport
m
eas
ure
f
o
r
as
sess
in
g
soc
i
a
l
-e
m
o
tio
n
a
l
c
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e
te
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