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I
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:
2252
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8822
I
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.
J
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E
v
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&
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d
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.
Vo
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9
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No
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2
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J
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2020
:
3
5
9
-
3
6
3
360
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u
ld
b
e
u
s
ed
to
teac
h
s
tu
d
en
t
s
an
d
m
o
n
it
o
r
th
eir
lear
n
in
g
p
r
o
g
r
ess
.
So
f
t
w
ar
e
co
u
ld
also
b
e
p
r
o
v
id
ed
.
I
C
T
c
o
u
ld
b
e
u
tili
ze
d
to
im
p
r
o
v
e
ef
f
icie
n
c
y
,
e
f
f
ec
t
iv
en
e
s
s
a
n
d
ex
ce
lle
n
ce
in
teac
h
in
g
a
n
d
lear
n
in
g
.
Stu
d
e
n
ts
co
u
ld
b
e
tau
g
h
t
f
r
o
m
a
d
is
ta
n
t
t
h
r
o
u
g
h
th
e
I
C
T
ce
n
tr
e
to
th
e
cla
s
s
r
o
o
m
s
w
h
er
e
th
e
y
r
ec
eiv
e
lect
u
r
es.
Stu
d
e
n
ts
w
o
u
ld
h
a
v
e
t
h
e
o
p
p
o
r
tu
n
it
y
to
s
ee
a
n
d
lis
te
n
to
t
h
e
teac
h
er
.
A
tele
v
i
s
io
n
s
cr
ee
n
co
u
ld
b
e
u
s
ed
to
p
r
o
v
id
e
v
id
eo
an
d
au
d
io
v
is
u
al
aid
d
u
r
in
g
t
h
e
teac
h
in
g
p
e
r
io
d
.
W
eb
ca
m
in
lap
to
p
s
co
u
ld
also
b
e
u
s
ed
to
f
ac
ilit
ate
teac
h
i
n
g
an
d
lear
n
i
n
g
.
T
h
e
s
tu
d
en
ts
w
il
l h
a
v
e
th
e
o
p
p
o
r
tu
n
it
y
to
as
k
q
u
e
s
tio
n
s
an
d
in
ter
ac
t.
A
l
l th
e
s
e
w
o
u
ld
h
elp
to
i
m
p
r
o
v
e
teac
h
in
g
an
d
lear
n
i
n
g
w
it
h
I
C
T
in
B
u
s
in
e
s
s
E
d
u
ca
tio
n
.
An
o
th
er
ad
v
a
n
ta
g
e
o
f
I
C
T
is
t
h
e
u
s
e
o
f
w
eb
s
ite
f
o
r
lear
n
i
n
g
.
Stu
d
en
ts
co
u
ld
o
b
tain
i
n
f
o
r
m
atio
n
f
r
o
m
th
e
w
eb
s
ite
ab
o
u
t
th
eir
s
u
b
j
ec
t
ar
ea
s
as
w
e
ll
as
d
o
th
eir
ass
i
g
n
m
e
n
t
[
4
]
.
I
C
T
h
as
a
lo
t
o
f
ad
v
an
tag
e
s
to
teac
h
i
n
g
a
n
d
lear
n
i
n
g
.
T
h
e
p
er
ce
p
tio
n
o
f
s
t
u
d
en
ts
w
o
u
ld
h
el
p
th
e
m
to
i
m
p
r
o
v
e
w
h
e
n
I
C
T
is
p
r
o
p
er
ly
ap
p
lied
to
teac
h
i
n
g
a
n
d
lear
n
in
g
.
Ho
w
e
v
er
,
th
e
g
r
e
ate
s
t
p
r
o
b
le
m
s
to
I
C
T
ar
e
p
o
w
er
a
n
d
n
et
wo
r
k
to
I
C
T
f
ailu
r
e
s
.
T
h
er
e
s
h
o
u
ld
b
e
c
o
n
s
tan
t
p
o
w
er
s
u
p
p
l
y
a
n
d
s
tab
le
n
et
w
o
r
k
.
I
t
h
as
b
ee
n
p
o
in
ted
o
u
t
th
at
in
f
o
r
m
atio
n
an
d
C
o
m
m
u
n
ica
tio
n
T
ec
h
n
o
lo
g
y
(
I
C
T
)
is
th
e
u
s
e
o
f
s
cie
n
ti
f
ic
m
et
h
o
d
to
p
r
o
v
id
e
an
d
r
ec
eiv
e
i
n
f
o
r
m
at
io
n
f
a
s
ter
an
d
b
etter
[
5
,
6
]
.
Ma
n
y
s
c
h
o
lar
s
an
d
o
r
g
an
izatio
n
s
h
av
e
s
u
p
p
o
r
ted
t
h
e
u
s
e
o
f
I
C
T
.
T
h
ese
in
cl
u
d
e
[
7
,
8
]
.
I
C
T
in
ed
u
ca
tio
n
r
ef
er
s
to
th
e
teac
h
in
g
an
d
lear
n
in
g
w
it
h
I
C
T
to
o
ls
.
T
h
is
s
h
o
u
ld
b
e
a
p
p
lied
to
B
u
s
in
ess
E
d
u
ca
tio
n
to
i
m
p
r
o
v
e
teac
h
i
n
g
an
d
l
ea
r
n
i
n
g
.
I
C
T
s
er
v
es
as
a
to
o
l,
as
an
ag
en
t
o
f
ch
an
g
e,
an
d
as
an
alter
n
ati
v
e
m
ea
s
u
r
e.
T
h
e
u
s
e
o
f
telep
h
o
n
e
,
w
eb
s
ite
s
,
e
-
m
ail,
f
ac
e
to
f
ac
e
f
ac
ilit
ie
s
co
u
ld
b
e
alter
n
ati
v
e
s
er
v
ices [
9
].
I
n
ed
u
ca
tio
n
,
I
C
T
to
o
ls
co
u
ld
b
e
d
iv
id
ed
in
to
th
r
ee
ca
teg
o
r
ies.
T
h
ese
in
clu
d
e
i
n
p
u
t
s
o
u
r
ce
,
o
u
tp
u
t
s
o
u
r
ce
an
d
o
th
er
s
.
T
h
e
in
p
u
t
s
o
u
r
ce
in
clu
d
es
:
Vi
s
u
al
ize
Do
cu
m
en
t
ca
m
er
a,
p
er
s
o
n
al
co
m
p
u
ter
s
,
s
late,
s
o
f
t
w
ar
e
a
n
d
s
t
u
d
en
t
s
’
r
e
s
p
o
n
s
e
s
y
s
te
m
.
T
h
e
o
u
tp
u
t
i
n
clu
d
e
s
:
p
r
o
j
ec
to
r
,
in
ter
ac
tiv
e
w
h
ite
b
o
ar
d
,
m
o
n
ito
r
an
d
T
V.
Oth
er
to
o
ls
in
cl
u
d
e
Di
g
it
al
s
w
itc
h
er
,
an
d
Di
g
ital
r
ec
o
r
d
er
.
I
C
T
lead
s
to
im
p
r
o
v
ed
s
t
u
d
en
t
s
lear
n
i
n
g
a
n
d
b
etter
teac
h
in
g
m
et
h
o
d
s
.
I
t
h
a
s
p
o
s
itiv
e
i
m
p
ac
t
o
n
s
tu
d
e
n
ts
’
ac
h
iev
e
m
e
n
t
esp
ec
iall
y
i
n
B
u
s
in
e
s
s
E
d
u
ca
tio
n
in
ter
m
s
o
f
k
n
o
w
led
g
e,
co
m
p
r
e
h
en
s
io
n
a
n
d
p
r
ac
tical
s
k
i
lls
.
T
h
u
s
,
th
r
o
u
g
h
I
C
T
,
i
m
ag
e
s
c
an
ea
s
il
y
b
e
u
s
ed
in
teac
h
i
n
g
a
n
d
i
m
p
r
o
v
in
g
th
e
r
e
ten
ti
v
e
m
e
m
o
r
y
o
f
s
t
u
d
en
t
s
.
T
ea
ch
er
s
ca
n
ea
s
il
y
ex
p
lai
n
co
m
p
le
x
in
s
tr
u
c
tio
n
s
an
d
en
s
u
r
e
s
t
u
d
en
ts
’
co
m
p
r
eh
en
s
io
n
.
Fu
r
t
h
er
m
o
r
e,
teac
h
er
s
ar
e
ab
le
to
cr
ea
te
in
ter
ac
tiv
e
class
es
a
n
d
less
o
n
s
m
o
r
e
i
n
ter
es
tin
g
w
h
ic
h
co
u
ld
i
m
p
r
o
v
e
s
t
u
d
en
t
s
’
atte
n
d
an
c
e
an
d
in
d
i
v
id
u
al
co
n
ce
n
tr
atio
n
.
T
h
er
ef
o
r
e,
w
it
h
I
C
T
,
it
is
ea
s
y
to
s
ee
th
at
v
is
u
alize
o
r
s
o
ca
lled
d
o
cu
m
en
t
ca
m
er
a
ca
n
b
e
th
e
m
o
s
t
ef
f
ec
ti
v
e
an
d
ef
f
icie
n
t
I
C
T
to
o
l
f
o
r
ed
u
ca
tio
n
.
T
h
e
v
is
u
a
lize
o
r
d
o
cu
m
e
n
t
ca
m
er
a
i
s
a
d
ig
ital
teac
h
i
n
g
to
o
l
th
at
will
allo
w
a
teac
h
er
an
d
s
tu
d
e
n
ts
to
d
is
p
la
y
an
d
s
h
ar
e
m
u
c
h
w
id
er
r
an
g
e
o
f
in
f
o
r
m
atio
n
to
th
e
cla
s
s
an
d
b
r
in
g
lectu
r
es
o
r
less
o
n
s
to
lif
e.
Ass
es
s
m
en
t
o
f
s
tu
d
en
ts
f
o
cu
s
es
o
n
th
e
co
g
n
iti
v
e,
af
f
ec
ti
v
e,
an
d
p
s
y
c
h
o
m
o
to
r
d
o
m
a
in
s
o
f
B
eh
av
io
u
r
[
1
0
].
T
h
e
Fed
er
al
Go
v
er
n
m
e
n
t
o
f
Ni
g
er
ia
[
1
1
-
13
]
r
ec
o
m
m
e
n
d
ed
ass
es
s
m
en
t
o
f
s
t
u
d
en
ts
i
n
s
c
h
o
o
ls
.
T
h
is
w
a
s
also
r
ec
o
m
m
en
d
ed
b
y
[
1
4
]
o
n
co
n
tin
u
o
u
s
ass
e
s
s
m
e
n
t.
C
o
g
n
itiv
e
b
eh
av
io
r
is
co
n
ce
r
n
w
it
h
s
tu
d
en
t
s
’
ab
ilit
y
to
th
i
n
k
an
d
r
ea
s
o
n
.
I
t
d
ea
ls
w
it
h
th
e
m
en
ta
l
p
r
o
ce
s
s
[
1
5
-
19
].
Ass
es
s
m
en
t
o
f
s
tu
d
en
ts
’
p
er
ce
p
tio
n
as
it
is
in
th
is
s
tu
d
y
is
r
elate
d
to
t
h
e
af
f
ec
ti
v
e
b
eh
av
io
u
r
[
2
0
,
2
1
]
.
P
e
r
ce
p
ti
o
n
d
eter
m
i
n
es s
tu
d
e
n
ts
f
ee
li
n
g
o
r
th
e
w
a
y
t
h
e
y
s
ee
is
s
u
es
r
elate
d
to
th
eir
li
f
e.
T
h
er
ef
o
r
e,
th
e
u
s
e
o
f
I
C
T
in
teac
h
in
g
a
n
d
lear
n
i
n
g
i
s
an
i
m
p
o
r
tan
t
is
s
u
e
i
n
t
h
e
li
f
e
o
f
s
tu
d
e
n
ts
to
w
ar
d
s
th
eir
ed
u
c
atio
n
[
2
2
].
P
s
y
c
h
o
m
o
to
r
b
eh
av
io
r
d
ea
ls
w
it
h
s
t
u
d
en
t
s
’
s
k
i
ll
s
.
T
h
at
is
ab
ilit
y
to
w
r
ite,
r
ea
d
,
s
p
ea
k
,
an
d
d
r
aw
a
m
o
n
g
o
th
er
s
[
2
3
,
2
4
].
A
s
s
es
s
m
en
t
o
f
s
t
u
d
en
t
s
’
p
er
ce
p
tio
n
is
n
ec
es
s
ar
y
b
ec
au
s
e
it
h
elp
s
to
d
eter
m
i
n
e
h
o
w
s
t
u
d
en
ts
s
ee
a
n
d
f
ee
l
ab
o
u
t
th
e
u
s
e
o
f
I
C
T
in
teac
h
in
g
an
d
le
ar
n
in
g
o
f
B
u
s
in
e
s
s
E
d
u
ca
tio
n
in
t
h
e
u
n
iv
er
s
it
y
.
I
t
h
as
b
ee
n
d
ef
i
n
ed
th
at
ass
e
s
s
m
en
t
is
th
e
u
s
e
o
f
v
alid
an
d
r
eli
ab
le
in
s
tr
u
m
e
n
ts
o
r
tech
n
i
q
u
es
s
u
ch
as
test
,
o
b
s
er
v
atio
n
,
q
u
est
io
n
n
air
e,
in
ter
v
ie
w
a
m
o
n
g
o
th
er
s
in
o
b
tain
i
n
g
in
f
o
r
m
atio
n
ab
o
u
t
s
tu
d
e
n
ts
’
b
eh
a
v
io
u
r
u
p
o
n
w
h
i
ch
j
u
d
g
e
m
e
n
t
is
m
ad
e
[
2
5
]
.
T
h
e
f
o
cu
s
o
f
as
s
es
s
m
e
n
t
is
to
a
n
al
y
ze
in
f
o
r
m
a
tio
n
p
r
o
v
id
ed
b
y
te
s
t,
i
n
ter
v
ie
w
,
q
u
esti
o
n
n
air
e,
o
b
s
er
v
at
io
n
a
m
o
n
g
o
t
h
er
s
a
n
d
to
co
m
b
i
n
e
th
e
d
ata
to
m
a
k
e
co
m
p
le
x
a
n
d
i
m
p
o
r
t
an
t
j
u
d
g
e
m
en
t
ab
o
u
t
i
n
d
iv
id
u
al
[
26
-
2
9
]
.
A
s
s
es
s
m
e
n
t
w
o
u
ld
h
e
lp
to
d
eter
m
in
e
w
h
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C
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h
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th
e
p
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s
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tu
d
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p
u
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m
is
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h
at
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h
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u
s
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n
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ate
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t
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en
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th
e
u
s
e
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f
I
C
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in
teac
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in
g
an
d
lear
n
in
g
?
T
h
e
m
ai
n
p
u
r
p
o
s
e
o
f
th
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s
tu
d
y
w
a
s
to
ass
ess
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e
p
er
ce
p
tio
n
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n
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er
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ate
B
u
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d
u
ca
tio
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t
u
d
en
t
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o
n
t
h
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s
e
o
f
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C
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n
g
a
n
d
lear
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g
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n
U
n
iv
er
s
it
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
Un
d
erg
r
a
d
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a
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b
u
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in
ess
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u
c
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p
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tio
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fo
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ma
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…
(
P
a
tr
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Uz
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Osa
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)
361
Sp
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if
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y
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th
e
s
t
u
d
y
:
(
i)
ass
es
s
th
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p
er
c
ep
tio
n
o
f
m
ale
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d
f
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m
ale
u
n
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er
g
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u
ate
B
u
s
i
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ess
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d
u
ca
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tu
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t
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I
C
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in
teac
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(
ii)
ass
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p
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0
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s
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f
I
C
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teac
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2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
as
s
es
s
ed
th
e
p
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ce
p
tio
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u
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g
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u
a
te
B
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d
u
ca
tio
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ts
o
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th
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u
s
e
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f
I
C
T
in
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lear
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Un
i
v
er
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it
y
.
T
h
e
d
ep
en
d
en
t
v
ar
iab
le
is
p
er
ce
p
tio
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.
T
h
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in
d
ep
en
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en
t
v
ar
iab
le
s
in
cl
u
d
e
th
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ex
an
d
class
lev
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o
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tu
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en
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.
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h
u
s
,
th
e
p
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ce
p
tio
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u
s
e
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f
I
C
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f
o
r
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ac
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ep
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o
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th
e
s
t
u
d
en
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s
’
s
e
x
an
d
class
le
v
el.
Delta
State
Un
i
v
er
s
it
y
,
A
b
r
ak
a
w
as
u
s
ed
as
a
ca
s
e
s
tu
d
y
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h
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p
o
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latio
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f
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0
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s
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s
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h
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elate
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s
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d
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as
r
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d
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l
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elec
t
ed
th
r
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s
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p
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m
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d
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m
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es.
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h
e
in
s
tr
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m
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t
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ed
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a
s
a
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air
e
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4
-
p
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t
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ca
le.
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h
e
in
s
tr
u
m
e
n
t
h
a
s
f
ac
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v
alid
it
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o
b
tain
ed
t
h
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g
h
e
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t
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m
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n
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a
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al
y
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r
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b
ac
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lp
h
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w
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ed
t
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eter
m
i
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r
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icie
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t
o
f
0
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8
2
w
a
s
o
b
tain
ed
as
m
ea
s
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ter
n
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co
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is
t
en
c
y
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h
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d
ata
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u
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o
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h
en
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a
m
ar
k
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elo
w
4
0
w
a
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ac
h
h
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esi
s
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test
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it
h
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-
t
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at
t
h
e
0
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lev
el
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3.
RE
SU
L
T
S AN
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D
I
SCU
SS
I
O
N
3
.
1
.
Resea
rc
h
que
s
t
io
n
1
:
Wha
t
is
t
he
perc
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ptio
n
o
f
m
a
le
a
nd
f
e
m
a
le
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ra
du
a
t
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s
ine
s
s
educa
t
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s
t
ud
ent
s
o
n t
he
us
e
o
f
I
CT
in t
ea
ching
a
nd
lea
rning
?
T
ab
le
1
s
h
o
w
s
th
a
t
t
h
e
m
ea
n
p
er
ce
p
tio
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m
ale
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t
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d
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s
w
a
s
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5
.
0
1
w
h
ile
t
h
at
o
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m
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le
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d
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ts
w
a
s
6
3
.
2
2
.
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h
e
m
ea
n
s
co
r
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o
f
b
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m
ale
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d
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v
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th
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en
ch
m
ea
n
o
f
4
0
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d
icatin
g
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i
g
h
p
er
ce
p
tio
n
.
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h
er
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r
e
,
th
e
r
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lt
r
ev
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led
h
ig
h
p
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p
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f
m
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le
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d
f
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m
ale
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tu
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th
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u
s
e
o
f
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o
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n
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lear
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t
h
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U
n
iv
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it
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.
T
ab
le
1
.
Me
an
an
al
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m
al
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d
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n
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er
g
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ate
b
u
s
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n
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ed
u
ca
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s
t
u
d
en
t
s
’
p
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s
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C
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in
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G
e
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r
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D
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M
a
l
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60
6
5
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0
1
H
i
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40
6
3
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2
2
H
i
g
h
3
.
2
.
Resea
rc
h
qu
estio
n
2
:
Wha
t
is
t
he
perc
e
ptio
n
o
f
3
0
0
lev
el
a
nd
4
0
0
lev
el
un
derg
ra
d
ua
t
e
bu
s
i
nes
s
educa
t
io
n stude
nt
s
o
n t
he
us
e
o
f
I
CT
in t
ea
ching
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nd
lea
rning
?
T
ab
le
2
p
r
esen
ts
th
e
m
ea
n
s
co
r
e
o
f
th
e
p
er
ce
p
tio
n
o
f
3
0
0
lev
el
an
d
4
0
0
lev
el
s
t
u
d
en
ts
o
n
th
e
u
s
e
o
f
I
C
T
in
teac
h
in
g
an
d
lear
n
i
n
g
.
T
h
e
m
ea
n
s
co
r
e
o
f
3
0
0
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el
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tu
d
en
t
s
w
a
s
6
4
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0
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d
6
6
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1
2
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o
r
th
e
4
0
0
lev
el
s
tu
d
e
n
ts
.
T
h
e
m
ea
n
s
co
r
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o
f
b
o
th
3
0
0
lev
el
an
d
4
0
0
le
v
el
s
t
u
d
en
t
s
w
er
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ab
o
v
e
th
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b
en
ch
m
ar
k
o
f
4
0
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d
icati
n
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h
i
g
h
p
er
ce
p
t
io
n
.
T
h
er
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r
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e
w
a
s
a
h
ig
h
p
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c
ep
tio
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f
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tu
d
en
t
s
o
n
th
e
u
s
e
o
f
I
C
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teac
h
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g
a
n
d
lear
n
in
g
.
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ab
le
2
.
Me
an
an
al
y
s
is
o
f
3
0
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el
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d
4
0
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lev
el
u
n
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er
g
r
ad
u
ate
b
u
s
in
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ed
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ca
t
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n
s
t
u
d
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n
ts
’
p
er
ce
p
tio
n
o
n
th
e
u
s
e
o
f
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C
T
in
teac
h
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g
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n
d
lear
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n
g
G
e
n
d
e
r
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M
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D
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3
0
0
l
e
v
e
l
40
6
4
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0
2
H
i
g
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4
0
0
l
e
v
e
l
60
6
6
.
1
2
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i
g
h
3
.
3
.
H
y
po
t
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is
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e:
T
here
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o
s
ig
nifica
nt
diff
er
ence
bet
w
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n
t
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perc
ept
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n
o
f
m
a
l
e
a
nd
f
e
m
a
le
un
derg
ra
du
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t
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bu
s
ines
s
edu
ca
t
io
n
s
t
ud
ent
s
o
n t
he
us
e
o
f
I
CT
i
n t
ea
ching
a
nd
le
a
rnin
g
T
ab
le
3
s
h
o
w
ed
th
at
th
e
ca
lc
u
lated
Z
-
v
alu
e
o
f
0
.
9
5
w
as
l
ess
th
a
n
th
e
cr
itical
Z
-
v
al
u
e
o
f
1
.
9
6
at
th
e
0
.
0
5
lev
el
o
f
s
i
g
n
i
f
ican
ce
.
T
h
e
n
u
ll
h
y
p
o
th
e
s
is
w
a
s
ac
ce
p
ted
.
T
h
e
r
esu
lt
m
ain
tain
s
th
at
t
h
er
e
w
as
n
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2020
:
3
5
9
-
3
6
3
362
s
ig
n
i
f
ica
n
t
d
i
f
f
er
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ce
b
et
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er
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p
ti
o
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o
f
m
ale
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d
f
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m
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n
d
er
g
r
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u
ate
B
u
s
i
n
ess
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d
u
ca
tio
n
s
tu
d
e
n
ts
o
n
th
e
u
s
e
o
f
I
C
T
in
teac
h
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g
an
d
lear
n
i
n
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.
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ab
le
3
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Z
-
test
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n
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i
s
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er
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s
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ted
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e
Un
i
v
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s
it
y
.
T
h
e
r
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lt
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s
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o
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a
t
th
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e
w
as
n
o
s
ig
n
i
f
ican
t
d
if
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er
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ce
b
et
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ee
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th
e
p
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ce
p
tio
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o
f
m
ale
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d
f
e
m
ale
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tu
d
e
n
ts
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l
as
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el
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d
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t
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s
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th
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g
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o
f
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u
s
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n
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s
E
d
u
ca
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io
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i
n
t
h
e
Un
iv
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s
it
y
.
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h
e
r
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u
lts
s
u
p
p
o
r
ted
th
e
w
o
r
k
o
f
[
3
0
]
w
h
o
p
r
o
p
o
s
ed
th
at
I
C
T
s
h
o
u
ld
b
e
u
s
ed
to
as
s
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s
B
u
s
i
n
es
s
E
d
u
ca
tio
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s
tu
d
e
n
t
s
.
T
h
is
w
o
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ld
h
elp
th
e
s
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u
d
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r
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h
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clu
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es
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h
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g
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to
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ig
ital.
Oth
er
s
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h
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lar
s
w
h
o
s
u
p
p
o
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ted
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e
u
s
e
o
f
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C
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in
s
c
h
o
o
ls
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e
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l
in
e
w
it
h
th
e
f
i
n
d
i
n
g
s
o
f
Kak
a
[
3
1
]
.
W
ag
n
er
,
Osad
eb
e,
an
d
th
e
J
o
in
t
A
d
m
i
s
s
io
n
[
3
2
-
34
]
also
s
u
p
p
o
r
ted
th
e
u
s
e
o
f
I
C
T
f
o
r
ass
es
s
i
n
g
B
u
s
in
e
s
s
E
d
u
ca
tio
n
s
t
u
d
en
t
s
.
T
h
e
r
esu
lts
ar
e
at
v
ar
ia
n
ce
w
it
h
t
h
e
U
n
i
v
er
s
it
y
p
o
lic
y
i
n
Ni
g
er
ia
w
h
er
e
I
C
T
is
th
e
o
ld
m
e
t
h
o
d
s
o
n
l
y
tau
g
h
t
to
s
t
u
d
en
t
s
f
o
r
k
n
o
w
le
d
g
e
b
u
t
d
o
n
o
t
p
r
ac
tically
u
s
e
th
e
f
ac
il
ities
o
f
I
C
T
in
teac
h
in
g
a
n
d
lear
n
in
g
.
T
h
e
o
ld
m
et
h
o
d
is
s
till
b
ein
g
i
m
p
le
m
e
n
ted
.
C
o
m
p
u
ter
b
ased
test
i
n
g
h
a
s
n
o
t
b
ee
n
f
u
l
l
y
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n
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o
d
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ce
d
.
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h
e
E
-
m
ail
an
d
w
eb
s
ite
h
a
v
e
n
o
t
b
ee
n
f
u
ll
y
u
s
ed
f
o
r
s
tu
d
en
t
s
lear
n
in
g
.
Ho
w
ev
er
,
th
e
h
i
g
h
p
er
ce
p
tio
n
o
f
s
tu
d
en
t
s
h
as
r
e
v
ea
led
th
a
t
I
C
T
f
ac
ilit
ies
s
h
o
u
ld
b
e
u
s
ed
i
n
t
h
e
te
ac
h
in
g
a
n
d
lea
r
n
i
n
g
o
f
B
u
s
i
n
es
s
E
d
u
ca
tio
n
i
n
th
e
U
n
iv
er
s
it
y
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
as
s
es
s
ed
th
e
p
er
ce
p
tio
n
o
f
u
n
d
er
g
r
ad
u
a
te
B
u
s
i
n
es
s
E
d
u
ca
tio
n
s
tu
d
e
n
ts
o
n
th
e
u
s
e
o
f
I
C
T
in
teac
h
i
n
g
a
n
d
lear
n
in
g
i
n
t
h
e
U
n
iv
er
s
it
y
.
C
u
r
r
en
tl
y
,
I
C
T
to
o
ls
ar
e
n
o
t
b
ein
g
u
s
ed
to
teac
h
t
h
e
s
tu
d
e
n
ts
.
T
h
ese
to
o
ls
in
cl
u
d
e
i
n
ter
n
e
t
co
n
n
ec
t
io
n
,
w
eb
s
ite
s
,
v
is
u
a
lis
er
,
Do
cu
m
e
n
t
ca
m
er
a,
co
m
p
u
ter
s
,
s
o
f
t
w
ar
e,
s
tu
d
e
n
ts
’
r
esp
o
n
s
e
s
y
s
te
m
,
p
r
o
j
ec
to
r
,
in
ter
ac
tiv
e
w
h
ite
b
o
ar
d
,
m
o
n
ito
r
,
T
V,
s
w
itch
er
,
d
ig
i
tal
r
ec
o
r
d
er
am
o
n
g
o
th
er
s
.
T
h
e
s
tu
d
e
n
ts
n
ee
d
I
C
T
to
o
ls
to
b
e
w
ell
i
n
f
o
r
m
ed
an
d
lear
n
b
etter
.
T
h
e
r
esu
lt
o
f
t
h
e
s
tu
d
y
r
ev
ea
led
t
h
at
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
w
a
s
h
i
g
h
in
f
a
v
o
u
r
to
th
e
u
s
e
o
f
I
C
T
in
teac
h
in
g
an
d
lear
n
i
n
g
.
T
h
is
i
m
p
lie
s
th
at
I
C
T
s
h
o
u
ld
b
e
u
s
ed
in
teac
h
in
g
a
n
d
lear
n
in
g
in
t
h
e
U
n
iv
er
s
it
y
.
RE
F
E
R
E
NC
E
S
[1
]
Os
a
d
e
b
e
,
P
U.,
“
A
ss
e
ss
m
e
n
t
sc
o
re
o
f
u
n
iv
e
rsity
lec
tu
re
rs,”
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
n
d
Pra
c
ti
c
e
,
v
o
l.
5
,
n
o
.
2
,
p
p
.
8
-
1
4
,
2
0
1
4
.
[2
]
W
ik
ip
e
d
ia,
“
In
f
o
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
y
,
”
2
0
1
4
.
R
e
tri
e
v
e
d
o
n
5
th
A
p
ril
f
ro
m
f
r
e
e
En
c
y
c
lo
p
e
d
ia
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
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&
R
e
s
E
d
u
c
.
I
SS
N:
2252
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8822
Un
d
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r
a
d
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te
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u
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in
ess
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c
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p
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…
(
P
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Uz
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Osa
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363
[3
]
Os
a
d
e
b
e
,
P
U.,
“
T
e
a
c
h
e
rs
a
ss
e
ss
m
e
n
t
o
f
c
la
ss
ro
o
m
le
a
rn
in
g
o
u
tco
m
e
s
,
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o
u
rn
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l
o
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E
d
u
c
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ti
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n
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ra
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ti
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e
,
v
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l.
5
,
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o
.
1
5
,
p
p
.
1
5
-
2
1
,
2
0
1
4
.
[4
]
P
.
U.
Os
a
d
e
b
e
,
“
Us
e
o
f
c
o
m
p
u
ter
in
In
f
o
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
y
,
”
A
se
m
in
a
r
P
a
p
e
r
,
De
lt
a
S
tate
Un
iv
e
rsit
y
,
A
b
ra
k
a
,
2
0
1
4
.
[5
]
W
ik
ip
e
d
ia,
“
In
f
o
r
m
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
y
u
se
in
tea
c
h
in
g
a
n
d
lea
rn
in
g
,
”
2
0
1
6
.
R
e
tri
e
v
e
o
n
1
0
th
Oc
to
b
e
r
f
r
o
m
f
re
e
En
c
y
c
lo
p
e
d
ia.
[6
]
P
.
U.
Os
a
d
e
b
e
,
“
S
tan
d
a
rd
a
d
iza
tt
i
o
n
o
f
tes
t
f
o
r
a
ss
e
ss
m
e
n
t
a
n
d
c
o
m
p
a
rin
g
o
f
st
u
d
e
n
ts’
m
e
a
su
re
m
e
n
t
,
”
In
te
rn
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
S
tu
d
ies
,
v
o
l.
7
,
n
o
.
5
,
p
p
.
9
4
-
1
0
3
,
2
0
1
4
.
[7
]
P
.
U.
Os
a
d
e
b
e
,
“
Ev
a
lu
a
ti
o
n
o
f
a
c
h
iev
e
m
e
n
t
o
f
u
n
iv
e
rsa
l
b
a
sic
e
d
u
c
a
ti
o
n
in
De
lt
a
sta
te,”
E
d
u
c
a
t
io
n
,
v
o
l.
1
3
4
,
n
o
.
3
,
p
p
.
4
1
9
-
4
2
4
,
2
0
1
4
.
[8
]
Jo
in
t
A
d
m
is
sio
n
a
n
d
M
a
tri
c
u
lati
o
n
Bo
a
rd
,
C
o
m
p
u
ter
b
a
se
d
tes
t
e
–
r
e
g
istratio
n
,
A
b
u
ja:
JA
M
B
p
rin
ti
n
g
p
re
ss
,
2
0
1
4
.
[9
]
N.D.
O
y
e
,
M
.
C.
Ob
i,
T
.
N.
M
o
h
d
,
a
n
d
A
.
Be
rn
ice
,
“
G
u
id
a
n
c
e
a
n
d
c
o
u
n
se
li
n
g
in
Nig
e
ria
se
c
o
n
d
a
ry
sc
h
o
o
ls
o
n
t
h
e
ro
le o
f
ICT
,
”
J
o
u
rn
a
l
o
f
mo
d
e
rn
Ed
u
c
a
ti
o
n
a
n
d
c
o
mp
u
ter
sc
ien
c
e
,
v
o
l.
8
,
p
p
3
3
-
3
6
,
2
0
1
2
.
[1
0
]
P
.
U.
Os
a
d
e
b
e
,
“
Ev
a
lu
a
ti
o
n
o
f
c
o
n
ti
n
u
o
u
s
a
ss
e
ss
m
e
n
t
p
r
a
c
ti
c
e
b
y
u
n
iv
e
rsit
y
lec
tu
re
rs,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
,
v
o
l
.
4
,
n
o
.
4
,
p
p
.
2
1
5
-
2
2
0
,
2
0
1
5
.
[1
1
]
F
e
d
e
ra
l
G
o
v
e
rn
m
e
n
t
o
f
Nig
e
ria,
Na
ti
o
n
a
l
p
o
li
c
y
o
n
e
d
u
c
a
ti
o
n
.
L
a
g
o
s,
G
o
v
e
rn
m
e
n
t
P
r
i
n
ti
n
g
P
re
ss
,
1
9
8
1
.
[1
2
]
F
e
d
e
ra
l
G
o
v
e
rn
m
e
n
t
o
f
Nig
e
ria,
Na
ti
o
n
a
l
p
o
li
c
y
o
n
e
d
u
c
a
ti
o
n
.
L
a
g
o
s.
G
o
v
e
rn
m
e
n
t
P
ri
n
ti
n
g
P
re
ss
,
1
9
9
8
.
[1
3
]
F
e
d
e
ra
l
G
o
v
e
rn
m
e
n
t
o
f
Nig
e
ria,
Na
ti
o
n
a
l
p
o
l
icy
o
n
e
d
u
c
a
ti
o
n
.
Nig
e
ria
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
a
n
d
De
v
e
lo
p
m
e
n
t
Co
u
n
c
il
P
re
ss
,
2
0
1
4
.
[1
4
]
F
e
d
e
ra
l
M
i
n
istry
if
E
d
u
c
a
ti
o
n
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
A
Ha
n
d
b
o
o
k
o
n
c
o
n
ti
n
o
u
s
Asse
ss
me
n
t
.
I
b
a
d
a
n
He
in
e
m
a
n
n
Ed
u
c
a
ti
o
n
a
l
Bo
o
k
s Nig
e
ria,
L
td
.
,
1
9
8
5
.
[1
5
]
B.
S
.
Bl
o
o
m
,
T
a
x
o
n
o
my
o
f
E
d
u
c
a
t
io
n
a
l
o
b
jec
ti
v
e
s o
f
c
o
g
n
it
ive
Do
m
a
in
.
Ne
w
Yo
rk
.
Da
v
id
M
c
Ka
y
C
o
.
I
n
c
.
,
1
9
5
6
.
[1
6
]
P
.
U.
Os
a
d
e
b
e
,
“
S
t
u
d
e
n
ts
A
c
a
d
e
m
ic
A
b
il
it
y
in
sc
h
o
o
l
-
b
a
se
d
A
ss
e
ss
m
e
n
t
a
s
c
o
rre
late
o
f
c
a
re
e
r
c
h
o
ice
,
”
Brit
is
h
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
so
c
iety
a
n
d
Beh
a
v
i
o
u
ra
l
S
c
ien
c
e
,
v
o
l
.
7
,
n
o
.
2
.
p
p
.
1
5
0
-
1
5
6
,
2
0
1
5
.
[1
7
]
R.
P
.
I.
Uk
w
u
ij
e
,
T
e
st a
n
d
M
e
a
su
r
e
me
n
t
.
P
o
rt
Ha
rc
o
u
rt.
A
b
e
P
u
b
li
s
h
e
rs,
1
9
9
6
.
[1
8
]
R.
P
.
I.
Uk
w
u
ij
e
a
n
d
G
.
W
.
Orlu
w
e
n
e
,
Pea
n
u
ts E
d
u
c
a
ti
o
n
a
l
S
ta
ti
st
ics
.
P
o
rt
Ha
rc
o
u
rt.
C
h
a
d
ik
P
r
in
ti
n
g
P
re
ss
,
2
0
1
2
.
[1
9
]
P
.
J.
Kp
o
lo
v
ie,
T
e
st M
e
a
su
re
me
n
t
a
n
d
Eva
l
u
a
t
io
n
.
P
o
rt
Ha
rc
o
u
rt,
E
m
h
a
i
P
rin
t
in
g
a
n
d
P
u
b
li
s
h
in
g
C
o
.
,
2
0
0
2
[2
0
]
D.R.
Kra
th
w
o
h
l,
T
a
x
o
n
o
my
o
f
Af
f
e
c
ti
v
e
Do
ma
in
.
Ne
w
Yo
rk
.
Da
v
id
M
c
Ka
y
.
,
In
c
.
,
1
9
6
4
.
[2
1
]
P
.
U.
Os
a
d
e
b
e
,
“
T
e
st
it
e
m
f
a
irn
e
ss
f
o
r
a
ss
e
ss
m
e
n
t
o
f
m
a
le
a
n
d
f
e
m
a
le
stu
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
i
n
Eco
n
o
m
ics
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
C
u
rr
e
n
t
Ad
v
a
n
c
e
d
Res
e
a
rc
h
,
v
o
l.
7
,
n
o
.
5
,
p
p
.
1
2
6
3
2
-
1
2
6
3
6
,
2
0
1
8
.
[2
2
]
P
.
U.
Os
a
d
e
b
e
a
n
d
T
.
O.
Ese
g
b
u
e
,
“
Ev
a
lu
a
ti
o
n
o
f
stu
d
e
n
ts’
a
c
a
d
e
m
i
c
p
e
rf
o
r
m
a
n
c
e
in
J
A
M
B
Ch
e
m
istr
y
t
e
st u
n
d
e
r
t
h
e
c
o
m
p
u
ter
b
a
se
d
tes
ti
n
g
a
n
d
p
a
p
e
r
p
e
n
c
il
m
e
d
ia
in
De
lt
a
S
tate
Un
iv
e
rsit
y
,
”
In
t.
J
.
o
f
A
d
v
.
Res
.
,
v
o
l.
6
,
n
o
.
5
,
p
p
.
4
1
5
-
4
2
6
,
2
0
1
8
.
[2
3
]
A
.
J.
A
.
Ha
rro
w
,
T
a
x
o
n
o
my
o
f
th
e
Psy
c
h
o
mo
to
r D
o
ma
i
n
.
Ne
w
Yo
rk
,
Da
v
id
M
c
Ka
y
Co
.
,
In
c
.
,
1
9
7
2
.
[2
4
]
P
.
U.
Os
a
d
e
b
e
,
“
Ev
a
lu
a
ti
o
n
o
f
u
n
d
e
rg
ra
d
u
a
te
stu
d
e
n
ts’
p
e
rf
o
rm
a
n
c
e
in
T
e
st
a
n
d
M
e
a
su
re
m
e
n
t
a
c
h
iev
e
m
e
n
t
tes
t
w
it
h
sa
m
p
le
f
ro
m
p
ro
b
a
b
il
ist
ic
a
n
d
n
o
n
-
p
ro
b
a
b
il
isti
c
sa
m
p
li
n
g
p
ro
c
e
d
u
re
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Asse
ss
me
n
t
a
n
d
Eva
lu
a
ti
o
n
i
n
E
d
u
c
a
ti
o
n
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
2
6
-
3
1
.
2
0
1
7
.
[2
5
]
P
.
U.
Os
a
d
e
b
e
,
“
T
e
a
c
h
e
rs’
c
o
n
ti
n
u
o
u
s a
ss
e
ss
m
e
n
t
p
ra
c
ti
c
e
,
”
A
s
e
m
i
n
a
r
p
a
p
e
r
,
De
lt
a
S
tate
Un
iv
e
rsity
,
A
b
ra
k
a
,
2
0
1
3
.
[2
6
]
L
.
W
.
A
ik
e
n
,
Psy
c
h
o
lo
g
ica
l
tes
ti
n
g
a
n
d
a
ss
e
ss
me
n
t
.
Bo
st
o
n
.
A
ll
y
n
a
n
d
Ba
c
o
n
,
In
c
.
,
1
9
7
9
.
[2
7
]
N.E
.
G
ro
n
lu
n
d
,
M
e
a
su
re
me
n
t
a
n
d
e
v
a
lu
a
t
io
n
i
n
tea
c
h
in
g
.
Ne
w
Yo
rk
M
a
c
m
il
li
a
n
P
u
b
li
sh
i
n
g
Co
.
In
c
.
,
1
9
8
5
.
[2
8
]
K.
R.
M
u
r
p
h
y
a
n
d
C.
O.
Da
v
id
sh
o
f
e
r,
Psy
c
h
o
lo
g
ica
l
tes
ti
n
g
.
Ne
w
Je
rse
y
,
P
re
n
ti
c
e
Ha
ll
In
tern
a
ti
o
n
a
l
In
c
.
,
1
9
8
8
.
[2
9
]
P
.
Eg
g
e
n
a
n
d
D.
Ka
u
c
h
a
k
,
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
.
Ne
w
Yo
r
k
,
M
a
c
m
il
lan
P
u
b
l
ish
i
n
g
Co
m
p
a
n
y
,
1994.
[3
0
]
P
.
U.
Os
a
d
e
b
e
,
“
A
ss
e
ss
m
e
n
t
o
f
t
e
st
it
e
m
s
w
it
h
Ra
sc
h
M
e
a
su
re
m
e
n
t
M
o
d
e
l
,
”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
M
e
a
su
re
me
n
t
,
v
o
l.
19
,
n
o
.
1
,
p
p
.
1
0
6
-
1
1
2
,
2
0
1
8
.
[3
1
]
S
.
Ka
k
a
,
“
T
h
e
r
o
le o
f
ICT
in
e
d
u
c
a
ti
o
n
S
e
c
to
r,
”
2
0
1
4
.
[
O
n
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
//
v
e
ry
k
a
k
a
.
w
o
rd
p
re
ss
[3
2
]
M
.
M
.
W
a
g
n
e
r
–
M
e
n
g
h
in
a
n
d
G
.
N.
M
a
ste
r,
“
A
d
a
p
ti
v
e
Tes
ti
n
g
f
o
r
P
sy
c
h
o
lo
g
ica
l
A
s
se
ss
m
e
n
t,
”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
M
e
a
su
re
me
n
t
,
v
o
l.
1
4
,
n
o
.
2
,
p
p
.
1
0
6
-
1
1
7
,
2
0
1
3
.
[3
3
]
P
.
U.
Os
a
d
e
b
e
.
“
A
ss
e
ss
m
e
n
t
o
f
st
u
d
e
n
ts’
p
e
rc
e
p
ti
o
n
o
n
p
o
p
u
lati
o
n
c
o
n
tr
o
l
m
e
a
su
re
s
,
”
Brit
ish
J
o
u
rn
a
l
o
f
A
d
v
a
n
c
e
d
Aca
d
e
mic
Res
e
a
rc
h
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
9
5
-
1
0
3
,
2
0
1
3
.
[3
4
]
Jo
in
t
A
d
m
issio
n
a
n
d
M
a
tri
c
u
lati
o
n
Bo
a
rd
,
Co
m
p
u
ter
Asse
ss
me
n
t
.
A
b
u
ja JA
M
B
P
rin
ti
n
g
P
re
ss
,
2
0
1
8
.
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