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.2,
Ju
n
e
20
1
8
,
pp. 159~
166
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ije
re.
v7.i
2
.13
4
5
2
159
Jou
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ge
: h
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core.
c
om
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x.
p
hp/IJ
ERE
Elementary S
chool Third Grade
Students’ Expectations of
Their Teachers in The Cour
se of Language Education
Sa
bri Sid
e
k
l
i
1
,
Z
e
liha C
u
ra
2
, A
l
p
er Yoru
lmaz
3
1,
3
Dep
a
rt
m
e
nt
o
f Elem
ent
a
ry Educati
on,
F
acul
t
y o
f
E
du
catio
n, M
u
g
la
S
ıtk
ı Ko
cma
n
Un
i
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e
rsi
t
y,
T
u
r
key
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P
r
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ma
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c
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a
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f
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c
a
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io
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Turk
e
y
Art
i
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fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
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M
ay
2
6
,
2
018
Re
vise
d Ma
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2
7
, 201
8
Ac
ce
p
t
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a
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3
0
,
2
018
The
p
u
rp
ose
of
t
he
s
tu
dy
i
s
to
d
e
t
e
r
mine
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h
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le
m
e
nta
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y
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ho
o
l
t
h
ird
grad
e
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ud
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ex
pectat
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o
f
thei
r
c
l
assro
o
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eache
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s
with
in
t
h
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c
onte
x
t
of
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he
cou
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se
o
f
l
a
ng
ua
ge
e
du
c
a
tio
n.
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he
s
amp
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attend
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Pro
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e
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w
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,
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w
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t
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topi
cs
a
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m
easu
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em
e
nt
a
nd
eval
uat
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on
.
The
st
ud
e
n
ts
’
ex
pectat
io
ns
o
f
th
eir
te
achers
i
n
r
el
ati
o
n
to
t
he
s
ub
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m
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nsion
o
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eas
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and
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alu
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on
w
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f
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t
o
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e
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ryi
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si
gnif
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c
a
n
t
l
y
d
ep
end
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ng
on
t
h
e
gend
er
v
ariab
l
e.
T
h
i
s
d
i
ff
erence
i
s
i
n
f
a
v
o
r
of
b
oys.
K
eyw
ord
:
Elem
en
tary
s
cho
o
l
Exp
e
ct
a
t
i
on
Lan
gua
ge
e
duc
ati
o
n
S
t
ude
n
t
Teacher
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:
Al
p
e
r
Yo
ru
l
m
az
D
e
pa
rtme
nt
o
f
El
e
m
e
n
t
a
ry E
duc
at
i
on,
Mu
gla
S
ı
t
k
ı K
o
c
m
a
n
U
ni
versit
y,
K
o
te
kl
i
,
Mu
g
l
a
Co
un
t
y
48
0
0
0
,
T
urkey.
Em
ail:
alper
y
o
r
ulm
a
z
@
mu.
e
du.tr
1.
I
N
TR
OD
U
C
TI
O
N
F
r
om
b
i
r
t
h
t
o
dea
t
h,
h
uma
n
b
e
i
n
g
s
ha
ve
t
o
a
d
a
p
t
to
t
he
s
ocia
l
e
nvir
onm
ent
i
n
w
hi
c
h
t
h
e
y
li
ve.
T
h
is
ada
p
ta
tio
n
is
o
n
l
y
p
o
ss
ib
le
t
hr
ou
g
h
l
e
a
rn
i
ng.
E
d
u
ca
t
i
o
n
st
a
r
ted
w
i
t
h
t
he
e
xiste
n
c
e
o
f
le
ar
nin
g
a
nd
st
i
l
l
con
t
in
u
e
s.
T
he
m
ain
o
b
jec
tiv
e
of
e
d
u
ca
tio
n
is
t
o
c
r
ea
t
e
i
nd
iv
i
d
u
a
l
s
w
h
o
c
a
n
k
e
e
p
u
p
w
i
t
h
t
h
e
a
g
e
,
t
h
i
n
k
,
a
r
e
ope
n
t
o
c
ha
n
g
e
a
nd
i
nno
va
t
i
on,
q
ue
st
i
on,
c
r
i
t
i
cize
,
ca
n
e
x
press
t
he
ir
o
p
i
ni
o
n
s
free
l
y
and
lear
n
t
o
l
ea
r
n
b
y
us
i
n
g
t
h
e
w
a
ys
o
f
ha
vi
n
g
a
cc
e
s
s
to
i
n
f
orma
t
i
o
n
.
A
c
c
o
mp
li
shme
n
t
o
f
t
he
obje
c
tive
s
o
f
e
duca
t
io
n
is
p
o
s
si
bl
e
thr
o
u
g
h
t
he
e
ffe
c
ti
ve
a
rra
ng
e
m
e
n
t
of
i
n
s
tru
c
ti
o
n
al
a
c
t
i
v
i
t
i
e
s
a
ccor
d
in
g
to
s
t
ude
n
t
s’
n
e
e
ds
a
n
d
i
ntere
s
ts.
The
perso
n
w
ho
organ
i
ze
s
the
ins
t
ruc
t
i
o
nal
ac
t
i
v
i
t
i
e
s
a
nd
im
ple
m
ent
s
th
e
in
st
ru
c
tio
n
a
l
p
r
o
c
e
s
s
e
f
fe
ct
iv
el
y
is
t
he
teac
her.
A
n
e
f
fe
cti
v
e
t
e
ac
he
r
i
s
n
o
t
t
he
o
ne
w
ho
transm
i
t
s
kn
ow
le
d
g
e
to
s
tu
de
nt
s
rat
h
er
t
he
one
w
h
o
c
a
n
f
in
d
and
i
m
p
l
em
en
t
m
e
thod
s tha
t
c
an fac
il
ita
te le
a
r
ni
ng f
o
r
stu
d
e
n
t
s
w
it
h in
d
i
v
i
dua
l d
i
ffere
nce
s
[
1].
It
i
s
not
e
n
oug
h
ju
st
t
o
i
m
pro
v
e
t
h
e
p
hy
si
ca
l
en
vi
ron
m
e
n
t
a
n
d
t
oo
l
s
a
nd
eq
u
i
pme
n
ts
t
o
incre
a
se
efficie
n
c
y
i
n
e
duca
t
io
n.
B
es
ide
s
t
o
o
l
s
a
n
d
e
q
uipm
en
ts
u
se
d
i
n
e
duc
a
t
ion,
t
he
hum
a
n
f
a
c
t
o
r
part
ic
ular
ly
repr
esente
d
by
t
he
t
e
a
c
h
e
r
f
i
gure
is
o
f
grea
t
im
porta
nc
e.
T
he
q
ua
l
i
t
y
a
nd
pro
f
i
c
i
e
nc
y
of
t
he
t
e
a
c
he
r
a
r
e
direc
t
l
y
rela
t
ed
to t
h
e qua
lit
y of e
du
c
a
t
io
n [2
] and an i
m
p
orta
n
t
fac
t
o
r dete
r
m
ini
ng the su
c
c
e
s
s of e
duca
t
io
na
l-
in
struc
tio
na
l
ac
t
i
v
itie
s
[3]
.
T
he
t
e
a
c
h
e
r
n
eeds
to
a
d
o
p
t
a
r
ole
of
som
e
o
n
e
w
ho
fac
i
lita
t
e
s
t
h
e
a
c
q
u
i
s
i
t
i
on
of
t
h
e
nec
e
ssary i
n
f
orm
a
tion
a
n
d
pre
p
a
r
es
t
h
e
s
ui
ta
ble
e
n
v
i
ronm
e
n
t
s
.
I
n
orde
r
to
f
u
l
fi
l
l
t
he
r
eq
u
i
re
me
nt
s of th
i
s
r
o
l
e
,
the
teac
her
m
u
st
b
e
i
n
tere
st
e
d
a
n
d
w
i
l
l
i
ng
a
t
lea
s
t
as
m
uch
a
s
h
i
s/
he
r
st
ude
n
t
s
[4].
M
or
e
over
,
t
h
e
t
e
a
c
h
e
r
sho
u
l
d
m
a
k
e hi
s/
her
st
u
d
e
n
ts
acti
v
e
an
d de
ve
lo
p
sens
i
t
i
v
e
cha
r
a
c
t
e
r
is
tics
[5].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June
2
0
18 :
1
5
9
–
16
6
16
0
I
n
t
he
d
e
v
e
l
o
p
m
e
nt
o
f
stud
e
n
ts,
lan
gua
ge
p
la
ys
a
n
im
p
o
r
tan
t
r
ol
e
.
T
h
r
o
u
g
h
t
h
e
e
f
f
e
c
t
i
v
e
u
s
e
o
f
lan
g
u
age
,
t
hey
c
a
n
c
o
mm
un
icate
w
e
l
l
,
acqu
i
re
i
nform
a
tio
n,
a
nd
d
eve
l
o
p
t
hem
s
el
ve
s.
L
angua
ge
m
akes
impor
ta
nt
c
o
n
t
r
ib
ut
ions
t
o
the
m
by
e
n
ab
l
i
n
g
t
hem
t
o
m
a
k
e
dec
i
si
o
n
s
thr
o
u
g
h
q
ues
t
io
ni
ng,
t
o
e
v
a
l
ua
te
e
ve
n
t
s
from
d
i
f
fe
rent
p
e
r
spec
ti
ves,
t
o
s
o
c
i
a
liz
e
a
n
d
to
m
odern
ize
[6].
T
her
e
for
e
,
st
ude
n
t
s
nee
d
t
o
be
w
e
ll
e
q
ui
pp
e
d
w
ith
t
he
b
a
s
ic
s
k
i
l
l
s
of
l
a
ngu
a
g
e.
T
he
o
b
j
e
c
t
i
v
e
of
l
a
n
gua
g
e
e
d
u
c
a
t
i
on
i
n
t
he
t
r
a
i
n
i
n
g
of
i
n
d
i
v
i
dua
l
s
o
f
to
da
y
and
fut
u
re
i
s
n
o
t
o
n
l
y
t
h
e
inc
u
lca
tio
n
of
t
e
c
h
n
i
ca
l
s
k
i
lls
s
u
c
h
a
s
liste
n
i
n
g
,
spea
kin
g
,
re
adi
n
g
a
nd
w
r
i
t
i
ng
bu
t
als
o
t
o
fo
ster
s
t
u
de
nt
s’
c
o
g
n
i
tive
s
k
i
l
l
s
s
uch
as
t
h
i
nk
ing
ac
ro
s
s
t
ex
ts,
com
p
re
h
e
n
s
io
n,
s
e
q
u
e
nci
n
g,
class
i
fica
t
i
o
n
,
que
sti
o
n
i
ng,
e
s
t
a
b
lis
hi
n
g
c
on
nec
t
ion
s
,
crit
ic
iz
i
n
g,
a
na
l
y
sis-
syn
t
hes
i
s
a
n
d
eval
ua
t
i
o
n
a
n
d
sk
i
lls
o
f
u
s
i
ng
t
h
e
b
rai
n
t
e
c
h
nol
ogy
[
6
].
T
h
a
t
i
s
,
l
a
n
g
u
a
g
e
e
du
c
a
t
i
on
i
s
a
v
e
r
y
im
por
tan
t
f
ac
t
o
r
in
t
he
c
re
at
ion
of
i
n
d
i
v
i
d
u
a
l
s
w
h
o
c
r
i
t
i
c
i
z
e
,
q
u
e
s
t
i
o
n
,
e
s
t
a
b
l
i
s
h
c
o
m
m
u
n
i
c
a
t
i
o
n
,
h
ave
pr
ob
le
m
sol
v
in
g
s
k
i
l
l
s
,
c
a
n
kee
p
w
it
h
t
h
e
soc
i
et
y,
a
r
e
r
espo
ns
i
b
l
e
f
or
t
he
i
r
o
w
n
l
ea
r
n
i
n
g
a
n
d
e
n
tre
p
r
e
neu
r
s
.
Th
us,
l
a
ng
ua
ge
e
d
u
c
a
tio
n
s
h
ou
ld
a
im
t
o
impa
rt t
hese
s
k
i
l
l
s t
o
st
ude
n
t
s.
F
o
r
st
ud
en
t
s
t
o
b
e
e
qu
ipp
e
d
wi
th
t
h
e
se
s
k
i
l
l
s
t
h
r
o
ugh
l
a
ngu
a
g
e
ed
uca
t
i
o
n
,
t
he
t
e
a
c
h
e
r
s
ho
u
l
d
ful
f
ill
s
o
m
e
d
u
t
i
e
s
a
n
d
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
b
e
c
a
u
s
e
t
h
e
t
e
a
c
h
e
r
c
r
e
a
t
e
s
l
o
ng-
las
ting
e
ffe
c
t
s
on
s
tu
de
nt
s
w
ith
t
he
ir
att
itu
des
a
n
d
b
e
hav
i
ors;
t
h
u
s,
a
ffe
c
t
s
t
h
e
i
r
co
gn
i
tive
a
nd
a
f
fe
ct
i
v
e
c
h
a
r
ac
t
e
ri
sti
c
s.
T
h
e
re
i
s
a
d
i
re
ct
c
on
ne
cti
on
b
e
t
w
e
e
n
s
t
ud
en
ts’
a
c
a
d
emi
c
a
c
h
i
e
v
e
me
nt
,
so
ci
a
l
d
ev
elo
p
men
t
a
nd
c
o
m
m
unica
t
i
on
s
k
ill
s
a
n
d
the
t
e
a
c
he
r’s
beha
v
i
ors.
T
h
u
s,
d
ue
t
o
t
h
e
i
r
dire
ct
e
ffect
o
n
ac
adem
ic
a
c
h
i
e
ve
m
e
n
t
,
t
h
eir
effec
t
o
n
t
h
eir
s
t
ude
n
t
s
c
a
n
be
f
o
rever
[
7
].
Ex
pe
cta
t
io
n
re
fer
s
to a s
t
ate of
m
akin
g in
fe
renc
es a
b
o
u
t w
h
at m
ig
h
t
ha
p
pe
n i
n
t
he fu
t
ur
e on
t
h
e ba
s
i
s
of
p
re
v
i
o
u
s
e
x
pe
rie
n
ce
s.
T
he
t
e
ache
r
e
xpe
c
t
ati
on
o
n
t
he
o
t
h
er
h
and
refers
t
o
his
/
her
in
ferences
a
bout
h
is
/h
er
stude
n
t
s’
p
rese
nt
a
nd
fut
u
r
e
a
cade
m
ic
a
c
h
i
e
ve
me
nt
a
nd
c
lassro
o
m
b
eh
a
v
io
rs
o
n
t
h
e
b
a
si
s
of
w
h
a
t
he
/
s
h
e
kn
ow
s
a
bou
t t
h
e
m
[
8]
.
In
o
the
r
w
or
ds,
the
te
a
c
her
’
s
c
onv
ic
t
i
o
n
a
n
d
a
t
t
i
tu
de
i
n
rela
ti
o
n
t
o
how
m
uc
h
a stude
n
t
ca
n
lear
n
an
d
how
a
s
t
u
de
nt
c
a
n
p
e
r
for
m
a
re
c
a
l
l
e
d
teac
her
e
x
pe
c
t
a
tio
n
[9,
10,
11,
12].
T
e
a
c
he
rs’
expe
c
t
a
t
i
o
ns
a
re
infl
u
ence
d b
y
st
ude
n
t
s’
a
tti
tu
des,
b
eha
v
ior
s
a
nd t
h
eir
app
r
oa
che
s
.
[13,
14,
15].
T
h
o
u
g
h
t
e
a
c
h
e
r
s
m
a
y
n
o
t
b
e
a
w
a
r
e
o
f
t
h
e
f
a
c
t
t
h
e
i
r
b
e
h
a
v
i
o
r
s
a
r
e
aff
e
c
t
ed
b
y
th
ei
r
expe
c
t
at
ion
s
o
f
st
u
d
e
nt
s,
s
t
u
d
e
n
t
s
are
al
wa
y
s
c
o
gni
z
a
nt
o
f
t
h
i
s
b
ec
au
se
t
ea
ch
er
s
ca
n
n
o
t
h
i
d
e
the
i
r
ac
t
u
a
l
f
ee
li
ngs
[
1
6
].
T
he
y
show
t
heir
f
ee
lin
gs t
hro
u
g
h
t
h
e
t
one
of vo
ice
,
pos
ture
, fac
i
a
l
e
xpre
ssio
n
s
a
nd eye
co
n
t
ac
t
and
at
t
he sam
e tim
e
in
t
h
i
s
w
a
y,
t
h
e
y
i
n
d
i
ca
te
t
he
ir
e
xpe
c
t
a
t
i
ons
o
f
t
h
e
i
r
stu
d
e
n
ts
.
Tea
c
he
rs’
behav
i
ors
can
b
e
to
l
d
t
o
be
s
h
a
p
e
d
in
line
w
i
t
h
t
heir
e
x
p
ec
ta
t
i
o
n
s
of
t
he
i
r
s
t
ude
nt
s.
T
he
t
ea
c
h
er
’s
e
xpec
t
a
t
i
o
ns
o
f
a
s
t
u
d
e
n
t
ar
e
relate
d
to
t
he
stude
n
t
’
s
a
c
a
de
mic
expe
c
t
at
i
ons of
t
h
e
te
ac
he
r.
W
he
n
t
h
e teac
he
r
is
i
n
d
i
ffer
ent
a
nd
e
xhi
bi
t
ne
ga
tive
a
t
t
i
t
u
des,
the
n
t
he
s
tu
de
n
t
b
ec
ome
s
i
n
d
i
ffer
en
t
t
o
l
es
so
ns.
Ther
efore
,
e
a
c
h
s
t
ude
nt
w
a
n
ts
t
he
ir
t
ea
c
h
ers
to
l
ove
t
he
m
,
t
o
b
e
a
f
f
e
c
t
i
o
n
a
t
e
t
o
t
h
e
m
,
t
o
t
r
u
s
t
t
h
e
m
,
t
o
v
a
l
u
e
t
h
e
m
,
t
o
b
e
p
a
t
i
e
n
t,
n
o
t
t
o
l
e
ve
l
de
s
t
r
u
ct
ive
c
r
i
tic
i
s
m
,
t
o
b
e
sens
iti
ve
a
ga
i
n
st
p
r
o
b
l
e
m
s,
t
o
be
t
olera
n
t
,
t
o
de
li
ve
r
t
h
e
less
o
n
e
n
t
h
u
s
i
as
ti
c
a
l
ly
a
n
d
w
illi
n
g
ly
a
n
d
t
o
b
e
qua
l
i
fie
d
i
n
th
eir
su
bjec
t
a
r
e
a
s
[
1
7
].
W
he
n
t
h
e
teac
her
cann
o
t
m
eet
s
uc
h
ex
pec
t
a
t
io
ns,
i
t
c
a
n
b
e
d
i
f
f
i
c
ul
t
for
stude
n
t
s
to
l
ov
e
the
c
o
urse
o
f
lan
g
u
a
g
e
e
duc
ati
o
n,
t
o
in
ve
st
e
n
ou
g
h
e
ffo
rt
a
n
d
t
o
ac
h
i
e
v
e
a
ce
rtain
le
ve
l
of
lear
n
i
n
g
[
6].
Th
is
s
how
s
t
h
a
t
t
her
e
i
s
a
st
r
ong
c
o
r
r
el
ati
o
n
be
t
we
en
s
t
u
d
e
n
t
e
xp
ect
a
t
i
o
ns
a
nd
t
ea
c
h
er
beha
v
i
ors
[18].
F
o
r
st
u
d
e
n
t
s
t
o
de
ve
lo
p
posit
i
v
e
at
t
i
t
u
des
tow
a
r
d
s
t
h
e
cour
se
o
f
l
a
n
gua
ge
e
du
c
a
t
i
on
fi
r
s
t
t
h
e
i
r
expe
c
t
a
t
i
o
ns of
the
i
r
tea
c
h
er
s sho
u
l
d be deter
m
i
ned a
n
d
te
ac
he
r
s
sh
ou
l
d
c
o
n
d
u
c
t
t
he
ir
a
cti
v
it
ies in ac
c
o
rd
a
n
c
e
w
ith
t
hese
e
x
p
ecta
t
i
o
ns.
In
t
h
e
l
ite
rat
u
re
t
he
n
um
ber
of
s
t
u
die
s
a
ddre
ssi
n
g
t
he
i
ss
ue
o
f
s
t
u
d
e
n
t
s
’
ex
pec
t
atio
ns
of
t
h
e
ir
t
e
a
c
h
e
r
s
se
em
s
to
b
e
qui
te
l
ow
.
Th
is
s
m
a
ll
n
um
ber
of
s
tud
i
es
i
s
al
so
d
i
r
ecte
d
t
o
s
e
con
d
ary
a
nd
hi
g
h
er
educ
a
t
i
o
n
s
t
u
d
e
nts
an
d
t
h
e
r
e
are
ve
ry
f
ew
s
t
u
d
i
es
f
ocu
s
i
n
g
o
n
e
lem
e
n
t
a
r
y
scho
o
l
s
t
u
d
e
nt
s
i
n
t
he
l
i
t
e
r
ature
.
There
f
ore
,
i
n
the
curr
en
t
s
t
udy,
i
t
is
a
im
ed
t
o
dete
rm
ine
the
e
l
e
me
n
t
a
r
y
sc
hoo
l
t
h
ird
gr
ade
st
u
d
e
nt
s’
expe
c
t
a
t
i
o
ns
o
f
t
h
e
i
r
clas
sro
o
m
te
ac
he
rs
i
n
re
l
a
t
i
on
t
o
t
h
e
c
ou
rse
of
l
a
n
gu
ag
e
ed
u
cati
o
n
and
t
o
p
rese
nt
i
t
s
results
to
t
eachers
and
r
e
search
e
r
s.
T
o
t
h
is
e
nd,
t
he
p
r
o
b
l
e
m
s
ta
t
e
me
n
t
o
f
t
h
e
s
t
udy
w
a
s
set
t
o
b
e
a
s
f
o
llow
s
“
W
h
a
t
are
the
elem
en
tary
s
c
hoo
l
th
ird
grade
stu
d
e
n
t
s
’
expe
ctat
i
on
s
o
f
t
he
ir
c
lassroom
t
e
ache
r
s
in
t
he
c
ourse
of
l
a
n
gua
ge
e
d
u
ca
ti
on
?
”
2.
RESEARCH
M
ETH
O
D
The
c
u
rr
ent
s
t
u
d
y
e
m
p
l
o
y
e
d
the
s
urve
y
m
e
t
h
od
;
o
n
e of t
he
qua
lit
a
t
i
v
e
rese
a
r
ch
m
eth
o
d
,
to de
t
erm
i
ne
a
n
e
xi
st
i
n
g
st
at
e
.
A
s
t
h
e
su
rv
ey
m
et
h
o
d
is
g
en
e
r
al
ly
u
sed
to
e
l
ic
it
t
h
e
att
itu
des,
b
e
l
i
e
fs
a
n
d
o
pin
i
o
n
s
o
f
a
se
l
e
c
t
ed
g
ro
up
a
b
out
a
s
p
eci
fi
c
i
s
su
e
in
e
du
cat
ion
a
l
re
se
arc
h
[
1
9
],
i
t
w
a
s
s
e
le
ct
ed
as t
h
e r
e
se
arc
h
desi
g
n of
t
h
e
curr
ent st
u
dy.
2.1.
U
n
i
ver
s
e
an
d
S
a
mp
l
i
n
g
The
un
i
v
erse
o
f
the
s
t
ud
y
i
s
c
omprise
d
o
f
t
h
e
e
l
e
m
e
n
t
a
ry
s
cho
o
l
t
h
i
rd
g
ra
de
s
t
u
de
nts
e
n
r
o
lle
d
a
t
t
h
e
sch
o
o
l
s
in
t
he
M
ilas
P
r
ovinc
e
of
t
he
c
i
t
y
o
f
M
uğ
l
a
i
n
20
15-
2
016
s
c
h
oo
l
ye
ar.
The
sa
m
p
l
i
n
g
co
ns
i
s
ts
o
f
2
0
0
elem
en
tar
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sch
oo
l t
h
ir
d gr
ade
stude
n
t
s.
Of
these
stu
d
en
ts,
1
25
a
r
e
gi
r
l
s
an
d 75
are
bo
ys.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
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N
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2252-
88
22
El
e
m
en
t
a
ry
S
c
ho
o
l
T
h
ir
d G
r
ade
St
ude
n
t
s’
Expe
ct
a
t
i
o
ns o
f
T
h
eir T
e
ac
hers
in …
(Sabr
i S
i
dek
l
i)
16
1
2.2.
D
ata C
o
ll
ec
tion
T
o
o
l
s
In
o
rd
er
t
o
d
e
t
e
rmi
n
e
th
e
el
e
m
en
t
a
ry
s
c
hool
t
h
i
rd
g
rad
e
s
tu
d
e
nt
s
’
e
x
p
ecta
t
io
n
s
o
f
t
h
ei
r
cl
ass
r
oo
m
teac
hers
t
e
a
c
h
i
n
g
t
h
e
c
ourse
o
f
l
a
ng
ua
ge
e
d
u
ca
ti
on,
a
d
a
t
a
co
ll
e
c
t
ion
t
ool
d
eve
l
ope
d
by
S
i
de
kl
i
(
2
0
1
0
)
a
n
d
con
s
is
tin
g
of
3
3
i
t
em
s
a
nd
6
su
b-d
i
me
nsi
ons
w
as
u
se
d.
I
n
add
i
ti
o
n
t
o
th
is
d
a
t
a
c
o
ll
e
c
tio
n
t
o
ol
,
a
perso
n
al
in
form
ation
fo
r
m
w
as
a
lso
use
d
t
o
el
ici
t
t
he
p
erso
nal
in
form
ati
o
n
o
f
t
h
e
part
ici
p
a
t
i
n
g
st
ude
n
t
s.
T
he
r
eliab
i
li
ty
coe
f
fic
i
e
n
ts
c
a
l
cu
la
te
d
f
o
r
e
a
c
h
s
ub-d
i
m
e
n
s
i
o
n
of
t
he
q
ues
tio
nn
a
i
r
e
d
evel
o
p
ed
b
y
Side
k
l
i
(20
1
0
)
a
r
e
as
fo
l
l
ow
s;
a
c
t
i
v
e
pa
rt
ici
p
a
t
i
o
n
in
t
he
c
o
u
r
s
e
o
f
l
a
n
gua
ge
e
d
u
c
a
t
i
o
n
(
.61),
v
e
r
b
al
p
ar
tic
ipa
tio
n
in
t
he
c
our
se
o
f
lan
g
u
age
ed
uc
a
t
i
o
n
(.
65),
p
a
rtic
ipa
t
io
n
in
w
ritin
g
a
c
t
ivit
ies
i
n
t
h
e
c
o
ur
se
o
f
l
a
n
gua
ge
e
d
u
ca
ti
o
n
(
.
7
6)
,
part
ici
p
a
t
i
n
g
i
n
r
eadi
n
g
ac
ti
vi
tie
s
in
t
he
c
our
se
o
f
la
n
gua
ge
e
d
u
cat
i
on
(.7
2
)
,
orienta
t
io
n
to
t
he
s
u
b
j
ects
of
t
he
course
o
f
lan
g
u
age
e
duca
tio
n
(.
80)
a
n
d
m
ea
su
r
e
m
e
nt
a
n
d
e
va
lua
t
i
on
i
n
t
h
e
c
o
u
r
se
o
f
l
a
ngu
ag
e
e
d
u
cati
o
n
(.
7
8
)
.
T
he
g
en
er
al
C
ro
n
b
ach
a
lp
ha
v
a
l
ue
o
f
the
m
eas
ure
m
e
n
t
too
l
w
as
f
ou
nd
t
o
b
e
.
81
.
Th
e
Cron
b
a
c
h
a
l
pha
coe
f
fic
i
e
n
t
of
t
he
m
ea
surem
e
nt
t
o
o
l
i
n
t
he
c
ur
rent
s
t
u
d
y
w
as
f
o
un
d
to
b
e
.
79.
T
he
s
cale
item
s
a
re
d
esi
g
ned
as
3-p
o
i
n
t
Li
k
e
rt
s
ca
le
w
i
t
h
r
e
sp
onse
o
p
t
i
o
n
s
ran
g
i
n
g
fr
om
“
I
alw
a
ys
w
ant”,
“
I
s
o
m
e
t
im
es
w
ant
”
t
o
“
I
neve
r w
a
nt
”
.
2.3.
D
ata An
aly
s
is
In
t
h
e
a
n
a
l
y
si
s
o
f
t
h
e
d
at
a
col
l
ect
ed
fro
m
20
0
e
l
e
m
e
n
t
a
ry
s
cho
o
l
third
gr
ade
s
t
ude
n
t
s,
I
BM
S
P
S
S
21
s
t
a
tist
i
ca
l
p
r
ogram
p
a
c
ka
g
e
w
as
u
se
d.
I
n
the
da
ta
a
n
a
l
y
sis
p
ro
ce
ss,
f
i
r
st
t
h
e
fre
qu
en
c
i
es
a
nd
p
e
r
cent
a
g
e
s
w
e
r
e
calc
u
la
t
e
d
for
t
h
e
i
t
em
s.
I
n
or
der
to
d
e
c
i
de
w
he
t
h
er
p
ara
m
e
t
ric
or
n
on-
para
me
t
r
i
c
t
es
ts
w
oul
d
be
u
se
d
in
order
t
o
t
est
w
h
et
her
t
h
e
s
u
b-dim
e
n
s
i
o
ns
v
a
r
y
d
e
pen
d
i
n
g
on
t
h
e
ge
n
d
er
v
aria
ble,
K
o
l
m
ogor
o
v
-S
m
i
mov
t
e
st
(p
>
.
05
)
w
a
s
ru
n
to
t
e
s
t
th
e
n
o
r
ma
li
ty
o
f
th
e
d
i
st
ribu
t
i
on
of
t
h
e
da
ta.
A
s
i
t
w
a
s
det
e
r
m
ined
t
ha
t
the
dat
a
exh
i
bi
t
e
d
a
n
o
r
m
a
l
dis
t
ri
b
u
ti
on,
t
-
t
e
s
t
w
a
s
use
d
i
n
t
h
e
d
i
ffere
nce
a
n
a
l
ys
is.
The
que
st
i
o
nna
ire
i
t
e
m
s
d
e
si
gne
d
in t
he
f
orm
of a
t
hr
ee-
po
i
n
t L
i
ke
r
t
sca
l
e
w
e
r
e
score
d
by a
ssig
n
in
g score
s
ra
n
g
i
ng
from
1
t
o
3.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
In
lin
e
wi
th
t
he
g
en
e
r
al
p
u
r
po
se
o
f
t
h
e
st
udy
,
th
e
an
al
ysi
s
r
e
s
ul
ts
r
ela
t
e
d
t
o
t
h
e
s
u
b-pro
b
lem
s
a
re
prese
n
t
e
d i
n
ta
b
le
s
and t
h
e
n
i
nt
e
r
prete
d
.
Elem
en
tary
s
c
h
o
o
l
t
hir
d
g
r
a
de
s
t
u
den
t
s’
e
xpec
t
at
i
o
ns
o
f
t
h
e
i
r
t
e
ache
r
s
in
t
erm
s
o
f
act
i
v
e
p
a
rti
c
ip
at
ion
i
n
l
a
n
gu
a
g
e
cl
ass
e
s are
sh
ow
n in Table 1.
Ta
b
l
e 1.
F
reque
ncie
s a
nd P
e
rc
enta
ges
o
f
th
e
R
e
s
p
o
ns
e
s
G
iven
t
o
t
h
e It
ems i
n
t
h
e
Su
b
-Di
m
en
s
i
o
n
o
f
Act
iv
e
P
a
rtici
p
at
i
on i
n
A
c
t
iv
it
i
e
s i
n
t
he
C
ourse
of
L
a
ng
ua
ge
Ed
u
ca
t
i
o
n
Item
s
I a
l
wa
y
s
w
a
n
t
I
so
met
i
mes
wa
nt
I
ne
ve
r
wan
t
f
%
f
%
f
%
D
o
y
ou
wa
nt
y
our
t
ea
c
h
e
r
t
o
brin
g
a
c
tivit
ie
s
out
side
t
he
t
e
x
tbo
o
k
t
o
t
h
e
c
l
a
s
s
f
o
r
y
o
u
to do them
?
155
77.
5
39
19.
5
6
3.
0
D
o
you
w
a
nt
y
our
t
ea
c
h
e
r
t
o
ge
t
y
o
u
to
w
a
t
c
h
s
li
de
s
how
s,
p
re
se
n
t
a
t
i
o
ns
a
nd
V
C
D
a
bout
t
he
i
ssue
s
s
t
udie
d
i
n
the c
our
se
o
f
l
a
ngua
g
e
e
du
c
a
ti
on?
136
68.
0
63
31.
5
1
.
5
D
o
y
ou
wa
nt
y
our
t
e
a
c
h
e
r
t
o
l
e
t
y
o
u
do
a
n
a
c
t
ivit
y
th
at
y
ou
wa
n
t
to
do
in
t
he
c
l
a
ss
or
a
n
a
cti
v
ity
o
f
i
n
t
e
re
st
t
o y
ou?
157
78.
5
43
21.
5
-
-
D
o
y
ou
w
a
n
t
y
our
t
e
a
c
h
e
r
t
o
ta
ke
y
ou
to
a
f
i
e
ld
t
ri
p
re
la
t
e
d
to
t
he
c
o
u
rse
of
l
a
ngua
ge
ed
u
cat
io
n
?
123
61.
5
68
34.
0
9
4.
5
As
c
an
b
e
se
en
i
n
Ta
bl
e
1
,
t
he
s
tu
de
nt
s’
e
x
p
ec
t
a
ti
on
s
o
f
t
he
i
r
t
e
a
c
h
e
r
s
a
r
e
h
i
g
h
i
n
r
e
l
a
t
e
d
t
o
t
h
e
s
k
i
l
l
of
a
c
t
ive
l
y
pa
r
t
i
c
ipa
t
i
n
g
in
a
c
t
i
v
itie
s.
O
f
the
stu
d
en
ts,
61,5
%
e
x
p
e
ct
fro
m
t
h
ei
r
t
e
a
c
h
ers
t
o
t
ak
e
t
h
e
m
t
o
f
i
e
l
d
t
r
ip
s
a
n
d
6
8
%
ex
p
e
ct
t
he
i
r
t
e
a
c
h
ers
to
m
ake
t
h
em
w
at
ch
s
li
d
e
s
h
ows,
V
CDs
an
d
pr
esenta
t
i
o
n
s.
T
h
e
r
ati
o
o
f
the
s
t
ud
e
n
t
s
e
x
p
e
c
t
i
ng
t
h
eir
te
a
c
her
s
t
o
bri
n
g
acti
v
ities
d
i
ffe
rent
f
r
o
m
t
h
e
o
n
es
g
i
v
en
i
n
t
h
eir
te
xt
b
o
o
k
s
to
d
o
in
t
he
c
lass
w
a
s
fo
u
nd
t
o
b
e
77.
5
%
.
The
h
i
ghe
st
e
x
p
ec
ta
t
i
on
o
f
teac
hers
w
it
hi
n
t
h
e
su
b
-
dime
nsio
n
of
acti
v
e
part
ici
p
a
t
i
o
n
i
s
t
he
ir
c
o
n
duc
t
i
ng
ac
t
i
v
i
t
i
es
i
n
t
h
e
c
o
ur
se
o
f
l
angu
a
g
e
e
d
u
cat
ion
co
mp
lyi
n
g
wit
h
t
h
e
i
nt
eres
t
s
of
s
t
u
den
t
s.
The
s
e
f
i
nd
i
n
g
s
i
n
d
i
cate
tha
t
t
he
s
tude
n
t
s
a
r
e
w
illin
g
t
o
i
nte
r
a
c
t
w
ith
t
heir
s
t
u
de
nts
i
n
l
a
ngua
ge
educ
a
t
i
o
n
clas
ses.
A
s
t
h
e
st
ude
n
t
s
a
r
e
w
i
l
l
i
n
g
t
o
p
arti
ci
pate
a
c
tive
l
y
i
n
l
ess
o
n
s
,
it
c
a
n
be
a
ss
um
e
d
t
h
a
t
con
d
u
ct
i
n
g
st
u
d
en
t-c
e
n
t
ere
d
a
cti
v
ities
i
n
t
h
e
c
la
ssr
oom
m
igh
t
b
e
nece
ssa
r
y.
D
oin
g
s
tud
e
nt-c
e
n
ter
e
d
ac
ti
v
itie
s
w
ill
pos
i
tive
l
y
affec
t
s
tu
de
nt
s’
a
ca
dem
i
c
ac
hi
e
v
em
en
t
[2
0
]
.
Thi
s
fi
nd
i
n
g
m
a
y
lea
d
u
s
t
o
t
he
c
o
n
cl
us
ion
t
h
a
t
del
i
v
eri
ng
the
lesso
n
b
y
u
si
ng
the
ac
tiv
i
tie
s
selec
t
ed
b
y
st
u
d
e
n
t
s
a
n
d
th
us
i
n
w
h
i
c
h
the
y
a
re
w
il
lin
g
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June
2
0
18 :
1
5
9
–
16
6
16
2
part
ici
p
a
t
e
w
i
l
l
i
nc
rea
s
e
t
h
e
i
r
ac
adem
ic
a
c
h
i
e
vem
e
n
t
.
S
i
m
ilarl
y
,
in
t
he
s
t
u
d
y
b
y
S
i
d
e
kl
i
(2
0
10),
it
w
as
repor
t
e
d tha
t
st
ude
n
t
s’
acti
v
e
part
ici
p
a
t
i
on
in
lesso
ns at
the
i
r
own
d
i
scr
e
t
i
o
n
wil
l
fos
t
er
t
h
e
ir self-
co
nfi
d
e
n
c
e
.
Ele
m
e
n
ta
ry
s
c
h
o
o
l
t
h
i
r
d
gra
d
e
s
t
u
d
e
n
ts’
expe
cta
t
io
ns
o
f
t
h
eir
t
each
e
r
s
i
n
t
e
r
ms
o
f
v
e
rb
al
part
ici
p
a
t
i
o
n in
lang
u
a
g
e c
l
ass
e
s a
r
e
show
n i
n
Ta
b
le
2.
Tab
l
e
2. F
re
qu
e
n
cie
s
a
nd P
e
rc
enta
ge
s
o
f
t
h
e
S
tuden
t
s’
R
e
s
p
o
nse
s
G
i
v
en t
o
t
h
e
Item
s Co
nce
r
n
i
n
g
t
he V
erbal
P
a
r
t
ic
ipa
t
i
on i
n
the
C
ourse of
Lan
gua
ge Ed
u
c
ati
o
n
It
e
m
s
I a
l
way
s
wa
n
t
I
s
o
m
e
tim
e
s
wa
nt
I
ne
ve
r
wa
n
t
f
%
f
%
f
%
Do
y
ou
w
a
nt
y
ou
r
te
ac
h
e
r
to
l
e
t
you
f
r
e
e
l
y
e
xpr
e
ss
y
our
opi
ni
on
s
a
bout
t
he
subjec
ts
s
tudie
d
i
n the
le
sson?
109
54.
5
71
35.
5
20
10.
0
Do
you
w
a
nt
y
our
t
e
a
c
h
e
r
t
o
h
a
v
e
you
te
ll
a
bout
a
f
ilm
y
ou
ha
v
e
w
at
ch
ed
o
n
TV
,
or
sto
rie
s
or
folk ta
l
e
s
y
ou h
a
ve liste
n
e
d in th
e
c
l
a
s
s
?
157
78.
5
26
13.
0
17
8
.
5
Do
y
o
u
w
a
n
t
y
our
t
e
a
c
h
e
r
t
o
ha
ve
you
t
a
lk
w
it
hou
t
m
a
king
a
n
y
pr
e
p
a
r
a
t
i
on
a
b
out
a
n
y
subje
c
t
a
t
th
e
be
ginning
of
t
he
l
e
sson
f
o
r
5
-
10
m
i
nute
s
?
146
73.
0
35
17.
5
19
9
.
5
Do
y
ou
wa
n
t
y
our
t
ea
c
h
e
r
t
o
pr
ovi
de
y
ou
w
ith
a
n
o
pportunit
y
t
o
te
ll
wha
t
y
ou
ha
v
e
r
e
a
d
i
n
a
book,
n
e
w
s
p
a
p
e
r
o
r
m
a
g
a
z
i
n
e
a
side
f
rom
y
our
t
e
x
t
book
t
o
y
our
f
r
ie
nd
s
i
n
t
he
c
l
a
ss?
163
81.
5
15
7
.
5
2
2
11.
0
Do
y
ou
w
a
nt
y
our
t
e
a
c
h
e
r
t
o
c
onduc
t
pla
y
-
l
ike
ac
tivitie
s
on
the
b
a
s
is
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176
88.
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tories
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IJERE
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2252-
88
22
El
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St
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3
Tab
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e 3.
F
reque
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s a
nd P
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rc
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for
t
h
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S
t
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Sub-
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me
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P
a
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t
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C
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f
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Item
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alw
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t
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meti
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f
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101
50.
5
56
28.0
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D
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160
80.
0
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13.5
1
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.
5
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106
53.
0
59
29.5
3
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130
65.
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22.0
2
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71
31.
5
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51.0
2
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5
D
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93
46.
5
69
34.5
3
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1
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0
D
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our
t
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i
l
y
l
i
f
e
?
98
49.
0
61
30.5
4
1
2
0.
5
El
emen
t
a
ry
s
ch
ool
t
hi
rd
g
rad
e
s
t
u
d
e
n
t
s’
e
x
p
ect
ati
o
n
s
o
f
th
e
i
r
t
e
a
c
he
rs
i
n
t
e
rms
of
r
ea
din
g
p
a
rti
c
ip
at
ion
i
n
l
a
n
gu
a
g
e
cl
ass
e
s are
sh
ow
n in Table 4.
Tab
l
e 4.
F
reque
ncie
s a
nd P
e
rc
enta
ge
s
for
t
h
e
S
t
ude
n
t
s’
Re
s
po
nse
s G
i
ve
n
t
o
t
h
e
I
t
e
ms
I
nvo
lve
d
i
n t
h
e
Sub-
D
i
m
e
nsi
o
n of
R
e
a
d
i
n
g P
a
rticipa
t
io
n
Ite
m
s
I
alw
a
ys
w
an
t
I some
times
wa
nt
I
ne
ve
r
wan
t
f
%
f
%
f
%
D
o
you
w
a
nt
y
ou
r
tea
c
h
e
r
t
o
le
t
you
re
a
d
t
he
t
e
x
ts
f
r
o
m
journa
l
s,
books
o
r
ne
wsp
a
p
e
rs
r
e
l
a
t
e
d
t
o
the
subje
c
t
s
of
t
he
c
ourse
o
f
l
a
ng
ua
g
e
e
d
u
cat
io
n
i
n
t
h
e
c
l
a
ss?
95
47.
5
65
32.5
4
0
20.
0
D
o
y
ou
wa
nt
y
our
t
e
a
c
h
e
r
t
o
rea
d
t
exts
from
j
our
na
ls
o
r
ne
ws
p
a
p
e
r
s
w
h
ic
h
y
ou
ma
y lik
e
i
n
th
e
c
l
a
s
s
?
127
63.
5
50
25.0
2
3
11.
5
D
o
y
ou
w
a
nt
t
o
h
a
ve
a
libra
ry
o
f
b
o
o
k
s
inc
l
uding
i
n
f
or
m
a
tion
a
b
out
t
he
c
ourse
o
f
la
ngua
g
e
e
duca
t
ion
suit
a
b
l
e
f
or
y
our
d
e
v
e
l
op
m
e
nt
a
l
l
e
v
e
l
?
120
60.
0
51
25.5
2
9
14.
5
D
o
you
wa
nt
y
our
t
ea
c
h
e
r
t
o
a
llo
c
a
t
e
one
c
l
a
ss
hour
f
r
o
m
th
e
cl
a
ss
hours
of
t
he
c
our
se
o
f
l
a
ngua
g
e
e
duc
a
tion
for
f
r
e
e
r
e
a
d
ing
?
122
61.
0
67
33.5
1
1
5
.
5
D
o
y
ou
wa
nt
y
our
t
e
a
c
h
e
r
t
o
br
ing
the
n
e
w
l
y
publi
s
he
d
books
a
bo
ut
l
a
ngua
g
e
e
d
u
c
a
t
ion
suita
bl
e fo
r
your
l
e
v
e
l
t
o
th
e
c
l
a
ss
to
i
n
c
r
e
a
s
e
y
our
i
n
t
er
est
i
n
r
e
a
d
i
n
g
?
118
59.
0
52
26.0
3
0
15.
0
D
o
y
ou
wa
nt
y
our tea
c
h
e
r
t
o
ha
ve
y
o
u
r
e
a
d
m
o
re
i
nfor
m
a
ti
v
e
t
e
x
t
s
in
t
he
c
ourse
o
f
la
ngua
g
e
e
duca
t
ion
?
98
49.
0
69
34.5
3
3
16.
5
D
o
y
ou
wa
nt
y
our
t
e
a
c
h
e
r
t
o
h
a
v
e
you
r
e
a
d
m
o
r
e
n
a
rra
ti
v
e
t
e
x
t
s
i
n
t
h
e
c
o
u
r
s
e
o
f
la
ngua
g
e
e
duca
t
ion
?
103
51.
5
66
33.0
3
1
15.
5
A
s
c
a
n
b
e
s
e
e
n
i
n
T
a
b
l
e
4
,
4
7
.
5
%
o
f
t
h
e
s
t
u
d
e
n
t
s
w
a
n
t
i
n
t
e
r
e
s
t
i
ng
t
e
x
t
s
f
r
om
b
o
oks,
m
a
ga
zi
nes
a
n
d
new
s
pa
pe
rs
t
o
be
r
ead
i
n
the
cla
ss,
49%
w
ant
m
o
re
i
nf
orm
a
tive
t
ex
ts
t
o
be
r
e
a
d,
51.5%
w
a
n
t
m
o
r
e
in
form
ative
te
xt
s
to
b
e
rea
d
.
O
f
t
he
s
tu
de
n
t
s,
59%
w
an
t
n
e
w
l
y
p
ubl
is
h
e
d
boo
k
s
s
uit
a
bl
e
fo
r
t
h
ei
r
l
e
ve
l
to
b
e
bro
u
g
h
t
t
o
t
h
e
c
l
ass
a
nd
intr
od
uc
e
d
t
o
t
h
e
m
;
6
0
%
w
a
nt
t
o
ha
ve
a
l
i
b
rar
y
i
n
t
h
e
c
l
ass
ha
vi
n
g
c
ourse
-r
elated
b
ook
s
sui
t
a
bl
e
f
o
r
th
e
i
r
l
e
v
e
l
;
61
%
want
o
n
e
c
l
a
ss
ho
u
r
t
o
b
e
a
ll
o
cat
e
d
f
o
r
f
re
e
re
adi
n
g
and
63
.5
%
wa
n
t
in
t
e
rest
i
ng
tex
t
s fr
om
n
ew
spape
r
s and
ma
gaz
i
ne
s
to be
re
ad in t
he class.
The
s
t
u
d
e
n
ts
w
ant
i
n
tere
s
t
i
n
g
t
e
x
t
s
fr
om
n
ew
spa
p
e
r
s
and
jo
ur
n
a
l
s
t
o
b
e
re
a
d
i
n
the
c
l
ass.
T
hi
s
m
i
ght
in
dic
a
t
e
t
he
ir
w
i
l
li
ngne
ss
t
o
be
a
p
a
r
t
of
t
he
p
roc
e
ss
t
h
ro
ug
h
b
o
oks,
m
a
ga
zine
s
an
d
new
s
pape
rs.
The
i
r
e
x
p
ect
ati
o
n
for
t
h
e
al
lo
c
a
t
i
on
o
f
a
f
r
ee
r
e
a
d
ing
hou
r
ma
y
ind
i
c
at
e
th
e
i
r
d
e
si
re
t
o
read
i
nd
e
p
end
e
n
tly
a
nd
w
itho
u
t
g
ui
da
nce
.
I
n
li
g
h
t
o
f
t
h
e
s
e
fi
n
d
i
n
g
s
,
it
ca
n
be
s
a
i
d
th
a
t
t
he
s
tu
de
nts’
h
a
v
e
h
i
gh
e
xpe
c
t
a
t
i
o
n
s
f
or
rea
d
i
ng.
T
h
i
s
fi
n
d
i
n
g
co
nc
urs
w
i
t
h
t
he
f
in
di
n
g
s
rep
o
rte
d
by
S
i
d
e
k
l
i
(
20
1
0
)
as
a
r
e
s
ult
of
h
is
s
tu
dy
to
deter
m
i
n
e
th
e
4
th
a
nd 5
th
g
ra
de st
u
d
e
nt
s
’
ex
p
ec
t
a
tion
s
.
El
emen
t
a
ry
s
ch
ool
t
h
i
rd
g
ra
d
e
s
t
u
d
e
nt
s’
e
x
p
ect
ati
o
n
s
o
f
t
h
ei
r
t
eac
hers
i
n
term
s
of
i
ncl
u
sio
n
o
f
t
h
e
subj
ects of
l
anguage
c
lasses
are
show
n in
T
a
b
le 5.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June
2
0
18 :
1
5
9
–
16
6
16
4
Tab
l
e 5.
F
reque
ncie
s a
nd P
e
rc
enta
ge
s
for
t
h
e
S
t
ude
n
t
s’
Re
s
po
nse
s G
i
ve
n
t
o
t
he
I
t
e
ms
I
nvo
lve
d
i
n t
h
e
Sub-
di
m
e
n
s
i
o
n of
t
h
e
I
n
c
l
u
si
o
n
of
the
S
ubjec
t
s
i
n
t
h
e
C
ourse
o
f
La
n
gua
ge
E
d
u
c
a
ti
o
n
It
e
m
s
I
alw
a
ys
w
an
t
I
so
meti
mes
wan
t
I
ne
ve
r
wan
t
f
%
f
%
f
%
Do
y
ou
wa
nt
y
o
u
r
te
ac
h
e
r
to
a
llo
c
a
te
m
or
e
time
for
t
h
e
subjec
ts
o
f
the
c
ourse
o
f
la
ngua
g
e
e
duca
t
ion
?
115
57.
5
60
30.0
3
1
15.
5
D
o
y
ou
wa
nt
y
our
t
e
a
c
h
e
r
t
o
fir
s
t
give
c
on
c
r
e
t
e
e
x
am
p
l
e
s
a
nd
th
e
n
t
o
te
ac
h
t
h
e
subje
c
t
w
hil
e
d
e
l
iv
e
r
ing
la
n
g
u
a
g
e
e
duca
tion
l
e
ssons
?
123
61.
5
61
30.5
1
6
8
.
0
D
o
y
ou
wa
nt
y
our
t
e
a
c
h
e
r
t
o
give
h
om
e
w
ork
f
o
r
t
h
e
r
e
vision
of
t
he
s
ubje
c
t
s
of
t
h
e
c
our
se
o
f
l
a
ngua
g
e
e
duc
a
tion?
96
48.
0
47
23.5
5
7
28.
5
D
o
y
ou
w
a
nt y
our
t
eac
h
e
r
to
i
nform
you
a
bout
w
h
e
re
,
whe
n
a
nd
h
o
w
y
ou ca
n
us
e
t
h
e
s
u
b
j
e
c
t
s
i
n
t
h
e
r
e
a
l
l
i
f
e
b
e
f
o
r
e
s
t
a
r
t
i
n
g
t
o
t
e
a
c
h
t
h
e
s
e
s
u
b
j
e
c
ts
i
n
t
h
e
c
ourse
o
f
la
ngua
g
e
e
duca
t
ion
?
117
58.
5
64
32.0
1
9
9
.
5
A
s
ca
n
be seen
in Ta
ble
5, 48
%
stu
de
nt
s w
a
nt to be g
i
v
en hom
ew
o
r
k
to re
vi
se
t
he su
b
je
cts t
h
e
y
ha
v
e
stud
ie
d
i
n
t
he
c
lass
;
5
7
.
5
%
w
a
nt
t
he
a
l
l
o
ca
ti
on
of
m
ore
tim
e
fo
r
la
n
gua
ge
e
duca
t
io
n
su
bj
ec
ts;
5
8
,5%
w
a
nt
t
o
be
i
n
f
orm
e
d
a
b
o
u
t
w
here
,
w
h
e
n
a
n
d
h
ow
t
o
u
s
e
t
h
e
su
bje
c
t
s
to
b
e
t
aught
i
n
th
e
cl
a
s
s
an
d
61
.5
%
wa
nt
t
o
b
e
gi
ve
n c
oncre
te
exa
mple
s
befor
e
the
pre
se
n
t
a
tion
o
f
t
he
s
ub
j
e
ct.
The
s
t
ude
n
t
s
s
t
a
t
e
d
t
hat
p
r
es
enta
t
i
o
n
o
f
co
ncr
e
te
e
xam
p
l
e
s
be
fo
re
t
he
i
ns
truct
i
on
o
f
a
ny
s
u
b
j
ec
t
in
the
c
o
urse
o
f
lan
g
u
age
e
duc
ati
o
n
is
i
m
p
ortan
t
.
Pr
esentat
i
o
n
o
f
c
oncre
te
e
xam
p
l
e
s
c
a
n
be
i
m
por
tan
t
f
or
me
anin
g
f
u
l
l
e
a
r
ni
ng
to
o
c
c
u
r.
M
ore
o
ver,
p
re
sen
t
at
i
on
of
c
oncr
e
t
e
e
x
am
ple
s
i
s
a
l
so
s
up
p
o
rted
by
t
h
e
pri
n
ci
p
l
es
o
f
i
n
struc
t
i
o
n;
t
hat
i
s
,
pre
s
e
n
ta
t
i
o
n
f
rom
concr
e
te
tow
a
rds
a
b
s
t
rac
t
.
The
stu
d
e
n
t
s
a
lso
w
a
nt
t
o
kn
ow
h
o
w
t
h
e
s
u
b
j
e
c
t
s
t
u
d
i
e
d
i
n
t
h
e
c
l
a
s
s
r
e
l
a
t
e
s
t
o
t
h
e
r
e
a
l
l
i
f
e
.
The
r
easo
n
f
or
t
h
i
s
mig
h
t
b
e
beca
u
s
e
t
h
e
stude
nts
th
ink
tha
t
t
hey
feel
m
ore
m
o
tiva
t
e
d
w
he
n t
h
e
y
kn
o
w
the i
n
form
at
i
on lea
r
n
e
d
w
ill
be use
ful i
n
t
he
r
ea
l
life.
Ele
m
e
n
ta
ry
s
c
h
o
o
l
th
i
r
d
gra
d
e
s
t
ude
nts’
e
xpe
c
t
a
t
ions
o
f
the
i
r
t
ea
ch
ers
in
t
erms
o
f
in
c
l
u
s
i
o
n
of
assessm
ent and
eval
ua
ti
on i
n
l
a
n
g
u
a
g
e
classe
s a
r
e
show
n i
n
Ta
b
l
e 6
.
Tab
l
e
6. F
re
quencie
s
and pe
r
c
e
n
t
a
ges f
o
r th
e
st
u
d
e
n
t
s
’
re
spo
n
se
s
g
i
ve
n t
o
the
ite
ms
i
n
v
o
l
v
e
d
i
n
the
su
b-
dime
n
s
i
o
n
o
f
m
ea
sur
e
m
e
nt a
nd eva
l
ua
ti
o
n
It
e
m
s
I a
l
wa
y
s
w
a
n
t
I
so
met
i
mes
wan
t
I
ne
ve
r
wa
nt
f
%
f
%
f
%
D
o
y
ou wa
n
t
y
our te
a
c
h
e
r
to
a
llo
ca
te
3
-5 m
inut
e
s
for t
he sum
m
a
r
y
of w
h
a
t
ha
s b
e
e
n
studie
d
a
t
th
e
e
nd of
t
he
l
e
sson
?
130
65.
0
42
21.
0
28
14.
0
D
o
y
ou
wa
nt
your
t
e
a
c
h
e
r
t
o
giv
e
e
x
a
m
s
i
n
th
e
c
our
se
o
f
la
ngua
g
e
e
d
u
c
a
t
i
o
n?
105
52.
5
57
28.
5
38
19.
0
Do
y
ou
want
y
our
t
eac
h
er
t
o
c
ondu
ct
a
ss
e
s
s
m
ent
fo
l
l
owing
each
p
roje
ct
w
ork
or
gr
o
up
a
c
t
i
v
ity
?
100
50.
0
61
30.
5
39
19.
5
D
o
y
ou
w
a
nt
y
our
t
ea
c
h
e
r
t
o
e
v
a
l
u
a
t
e
y
our
c
o
m
pr
e
h
e
n
sion
o
f
a
s
t
or
y
yo
u
h
a
v
e
r
e
a
d
in
t
he
c
ourse
o
f
la
n
gua
ge e
du
c
a
t
i
on
by
a
sking
que
stions?
91
45.
5
65
32.
5
44
22.
0
D
o
y
ou
w
a
nt
y
our
t
ea
c
h
e
r
t
o
e
v
a
l
ua
t
e
y
our
c
o
m
pr
e
h
e
n
sion
o
f
a
s
t
or
y
yo
u
h
a
v
e
r
e
a
d
in
t
he
c
o
u
rse
of
l
angua
ge
e
du
ca
tion
by
m
a
k
ing
y
ou
draw
p
i
c
ture
s
o
r
pe
rf
o
r
m
s
i
m
i
l
a
r
ac
tivitie
s?
100
50.
0
58
29.
0
42
21.
0
A
s
c
a
n
b
e
se
en
i
n
Ta
ble
6,
4
5
.
5%
o
f
t
h
e
s
t
u
d
e
nt
s
w
a
n
t
t
he
ir
t
ea
c
h
er
t
o
eva
l
ua
te
t
heir
c
om
pre
h
e
n
sio
n
of
a
s
t
o
ry
t
he
y
ha
ve
r
ea
d
by
a
sk
in
g
q
u
es
tio
n
s
;
50%
w
an
t
t
h
e
e
v
a
l
u
at
io
n
t
o
b
e
con
d
u
cte
d
a
ft
e
r
e
a
c
h
pr
oj
ect
o
r
gro
up
w
o
rk.
O
f
t
h
e
s
t
ude
n
t
s,
5
0
%
w
ant
the
i
r
c
o
mpr
e
hens
i
on
of
a
stor
y
t
h
ey
h
ave
rea
d
by
m
eans
o
f
d
r
a
w
i
n
g
s
or
s
imilar
act
i
v
it
ies
;
5
2.5%
w
a
n
t
to
b
e
e
v
a
l
ua
te
d
t
h
ro
ug
h
exa
m
s
a
nd
6
5
%
expec
t
t
he
i
r
t
e
a
c
h
er
t
o
su
mm
a
r
i
z
e
w
h
at t
he
y ha
ve
stu
d
i
e
d
at
the
end
o
f
t
he
less
on.
Th
e
st
ud
en
t
s
e
x
p
ect
t
h
e
i
r
t
e
ach
e
r
t
o
con
t
inuo
u
s
ly
m
e
a
su
re
a
n
d
e
v
a
lu
at
e
th
e
i
r
in
fo
rmat
ion
and
sk
il
l
s
to
b
e
acq
u
i
re
d
in
t
he
c
ourse
o
f
la
ngua
ge
e
d
u
c
a
tio
n.
T
he
s
tu
de
nt
s
s
t
ate
d
t
ha
t
a
t
t
he
e
nd
of
t
he
l
e
s
so
n,
s
u
b
jec
t
s
stud
ie
d
s
hou
ld
b
e
s
u
m
m
a
r
ized.
Th
is
m
i
g
h
t
b
e
be
ca
u
s
e
t
h
e
st
ude
n
t
s
ha
ve
g
r
eater
n
ee
d
for
cle
a
r
i
n
for
m
a
tio
n
and
c
a
n
ac
qu
i
r
e
t
h
e
i
n
form
ati
o
n
mor
e
e
a
s
i
l
y
i
n
t
he
s
umm
a
r
y
.
Mor
e
ove
r,
t
he
s
tu
de
nt
s
e
x
pe
ct
t
o
be
e
xa
m
i
ned
i
n
t
h
e
c
ou
rse
of
l
a
n
gu
a
g
e
e
duca
t
i
o
n
.
T
hi
s
mig
h
t
i
ndi
c
a
t
e
tha
t
t
he
c
la
ss
ica
l
u
n
d
e
r
sta
n
din
g
of
e
duca
t
io
n
is
s
t
ill
domi
n
a
n
t
am
o
n
g
t
h
e
s
t
ude
nt
s.
I
n
ad
di
t
i
o
n
t
o
th
is,
m
o
s
t
o
f
t
h
e
s
tu
de
n
t
s
a
l
so
w
a
n
t
the
i
r
te
ache
r
t
o
test
t
heir
c
o
mp
re
h
e
n
s
i
on
of
a
s
to
ry
r
ead
i
n
th
e
c
l
ass
by
h
a
v
in
g
t
h
em
d
raw
p
i
ct
ures
o
r
d
o
s
i
m
i
l
ar
activiti
e
s.
T
his
shows
tha
t
t
he
s
t
ude
n
t
s e
xpec
t
t
o
u
n
d
e
r
go i
n
-c
lass e
v
a
l
ua
tio
n.
El
emen
t
a
ry
s
ch
ool
t
hi
rd
g
ra
de
s
tu
d
e
nt
s
’
e
xpec
t
a
tion
s
of
t
h
e
i
r
t
ea
c
h
er
s i
n
te
r
m
s
of ge
nde
r i
n
l
a
n
gua
ge
classes
are shown in
T
able 7.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
El
e
m
en
t
a
ry
S
c
ho
o
l
T
h
ir
d G
r
ade
St
ude
n
t
s’
Expe
ct
a
t
i
o
ns o
f
T
h
eir T
e
ac
hers
in …
(Sabr
i S
i
dek
l
i)
16
5
Ta
ble
7.
T
-test r
e
sul
t
s
sh
ow
i
n
g the
re
l
a
tio
ns
hi
p be
tw
e
e
n t
h
e
st
u
d
e
n
t
s
’
exp
e
c
t
at
io
ns
o
f t
h
e
i
r
classroom
t
e
ac
h
e
rs
a
nd
t
hei
r
g
e
n
d
e
r
G
e
n
d
e
r
N
X
S
s
d
f
t
p
Ac
tive
p
a
rtic
ip
a
t
i
o
n
Gi
r
l
125
2
.
6
7
.
27
198
-
1.
4
8
.
13
B
oy
75
2
.
7
3
.
25
Ve
r
b
a
l
p
a
r
tic
ipa
tion
Gi
r
l
125
2
.
6
8
.
27
198
.
31
.
7
5
B
oy
75
2
.
6
7
.
26
W
r
i
t
te
n
p
a
rt
ic
i
p
a
t
io
n
Gi
r
l
125
2
.
3
6
.
28
198
-
1.
0
7
.
28
B
oy
75
2
.
4
1
.
29
Re
a
d
ing
pa
r
t
i
c
ipa
t
i
o
n
Gi
r
l
125
2
.
4
7
.
45
1
9
8
1
.4
8
.1
3
B
oy
75
2
.
3
8
.
29
Subje
c
t
i
n
c
lusi
on
Gi
r
l
125
2
.
4
4
.
38
1
9
8
1
.2
9
.1
9
B
oy
75
2
.
3
7
.
35
Mea
s
ur
e
m
ent
a
nd e
v
a
l
u
a
tion
Gi
r
l
125
2
.
2
8
.
36
198
-
2.
4
4
.
01
B
oy
75
2
.
4
1
.
28
E
xpec
t
a
t
ions
f
rom
the
t
e
a
c
h
e
r
Gi
r
l
125
2
.
4
8
.
14
198
-
.
29
.
7
7
B
oy
75
2
.
4
8
.
11
The
re
sults
s
h
o
w
n
i
n
T
a
ble
7
ha
ve
r
eve
a
l
e
d
t
h
a
t
t
he
s
t
ude
n
t
s’
e
xpe
ct
ati
o
ns
o
f
t
h
e
i
r
teac
hers
i
n
rela
tio
n
t
o
m
e
a
sure
me
nt
a
nd
eval
ua
t
i
o
n
[
t
(198)
=
-
2
.44]
v
ar
y
sig
n
i
fica
ntl
y
d
epe
n
din
g
on
g
e
nde
r
(p
<0.0
5)
.
Thi
s
di
ffe
re
nce
i
s
i
n
fa
vor
o
f
the
b
oys
(
X
=
2.41).
Th
us,
it
c
a
n
b
e
ar
g
u
e
d
t
h
a
t
t
he
boy
s
att
a
c
h
g
rea
t
e
r
i
mpo
r
t
a
n
c
e
t
o
me
asure
m
e
n
t
and
eva
l
uat
i
o
n
t
han
the
g
i
rls.
4.
CONCL
U
S
ION
A
s
a
r
esult
o
f
t
he
s
t
u
dy,
t
h
e
f
o
l
low
i
n
g
c
onc
lus
i
o
n
s
re
l
a
ted
to
t
h
e
e
l
emen
t
a
ry
s
ch
oo
l
th
i
r
d
y
e
a
r
stude
n
t
s’
e
xp
e
c
t
a
t
ion
s
o
f
the
i
r
teac
hers
w
it
hi
n
th
e
c
o
nte
x
t
o
f
t
h
e
co
u
r
se
o
f
l
a
ngu
ag
e
e
d
u
cati
o
n
and
th
ei
r
rela
tio
ns
hip
w
i
t
h
g
e
n
der
ar
e
gi
ve
n be
low
.
The perc
en
tag
e
of s
t
ude
nts’ expe
c
t
a
t
ion for ac
t
i
ve
par
tici
p
ati
o
n
i
n
t
h
e
a
ct
i
v
i
tie
s
c
o
n
duc
t
e
d
w
ith
i
n
t
h
e
c
o
nt
ex
t
of
t
h
e
c
o
u
r
se
o
f
l
a
ngu
a
g
e
e
d
u
cat
i
on
wa
s
fo
und
t
o
b
e
7
1
.
37%
.
T
h
i
s
s
h
o
ws
t
ha
t
t
h
e
s
t
u
d
e
n
ts
h
a
v
e
a
hi
gh
le
ve
l
of
e
xp
e
c
t
a
t
io
ns.
T
h
e
pe
rce
n
ta
ge
o
f
the
s
t
u
d
e
n
t
s
’
exp
ec
t
a
ti
on
f
or
v
erba
l
part
i
c
ipa
t
ion
in
t
he
l
e
sso
n
w
a
s
fo
un
d
to
b
e
76.
7
5
%
.
T
h
u
s
,
it
ca
n
be
s
ai
d
t
h
a
t
m
os
t
o
f
t
he
s
t
u
den
t
s
e
x
pect
t
he
i
nc
orp
o
r
a
t
i
o
n
o
f
ac
t
i
vit
i
es
tha
t
w
ill
pro
m
o
t
e
t
h
e
i
r
ve
rbal
p
ar
tic
ipa
t
io
n.
T
he
p
e
r
c
e
n
t
a
ge
o
f
t
he
s
tude
n
t
s’
e
x
p
ecta
t
i
on
for
w
r
itte
n
part
ici
p
a
t
i
o
n i
n
the c
our
se
o
f l
a
ng
ua
ge
ed
u
c
a
tio
n is
53.6
4
%.
Th
us, m
ore t
h
a
n
ha
l
f of
t
h
e
s
tu
de
nt
s a
l
w
a
y
s
w
ant
ac
t
i
v
i
ti
e
s
t
o
be
d
o
n
e
i
n
t
he
c
o
u
rse
of
l
a
n
gua
ge
e
d
u
ca
ti
on
t
o
a
l
low
m
o
re
w
r
i
tte
n
par
tic
i
p
a
t
i
on.
T
he
p
e
r
ce
nt
a
g
e
of
t
he
s
tu
de
nt
s’
e
xpe
c
t
a
t
io
n
f
o
r
part
ic
ip
at
ion
i
n
r
ea
d
i
n
g
w
as
f
oun
d
to
b
e
55
.9
2%.
As
t
h
e
s
tu
d
e
nt
s’
part
ici
p
a
t
i
o
n
in
r
e
a
di
n
g
i
n
t
h
e
co
ur
se
o
f
la
ng
ua
ge
e
d
u
c
a
t
i
on
is
a
t
a
g
o
od
le
vel,
t
he
s
t
u
de
nts
par
tic
i
p
a
t
e
i
n
rea
d
i
n
g
ac
t
i
v
itie
s
t
o
a
g
rea
t
e
xte
n
t.
T
he
p
e
r
ce
nta
g
e
of
t
h
e
s
t
u
de
nts’
e
x
p
ec
ta
t
i
on
for
t
h
e
i
n
cl
usio
n
of
t
h
e
sub
j
e
c
t
s
in
t
he
c
our
se
o
f
l
a
n
gua
ge
e
duca
t
io
n
is
5
6.37
%.
T
he
s
t
u
de
nts
e
xpe
ct
t
heir
s
tu
d
e
nt
s
t
o
a
ll
oca
t
e
m
o
r
e
ti
m
e
o
n
s
u
bjec
ts
r
ela
t
e
d
t
o
t
h
e
cour
se
o
f
la
n
gua
ge
e
duca
t
i
o
n.
T
he
p
er
cent
a
g
e
o
f
the
s
t
ud
e
n
ts’
e
xpec
t
a
t
i
on
for
me
asure
m
e
n
t
and
eva
l
ua
t
i
o
n
w
a
s
fou
n
d
t
o
be
52.
6%.
T
h
e
s
t
ude
n
t
s’
e
x
p
ec
ta
t
i
on
f
o
r
m
e
a
s
ur
em
ent
an
d
eva
l
ua
tio
n
in
t
he
c
ourse
o
f
la
ng
ua
ge
e
duca
t
i
o
n
is
h
i
gh
a
n
d
th
e
y
a
re
w
il
li
n
g
t
o
be
c
ont
i
n
u
ousl
y
e
va
lua
t
e
d
.
N
o
sign
ifica
n
t
d
i
ffe
renc
e
base
d
on
ge
nde
r
w
a
s
fo
u
nd
for
t
h
e
sub-
di
me
ns
ions
o
f
a
c
t
i
ve
p
art
i
ci
pa
ti
o
n
,
verba
l
part
ici
p
a
t
i
o
n,
w
ritte
n
par
tic
i
p
a
t
i
on,
r
eadi
n
g
part
ic
ipa
t
io
n
and
i
nc
lusi
on
o
f
su
bjec
t
s
.
H
o
w
e
ver
,
a
s
i
g
n
i
fica
n
t
di
ffe
re
nce
bas
e
d
o
n
g
en
de
r
w
a
s
fou
n
d
f
or
t
he
s
ub-
d
i
m
e
nsi
on
of
m
easure
m
e
n
t
a
n
d
eva
l
uat
i
on
a
nd
t
h
is
di
ffe
re
nce
is i
n
favo
ur
o
f t
h
e
bo
ys.
REFE
RENCES
[1]
K. Açıkg
öz,
“
A
k
ti
f ö
ğ
renme
,
”
İ
z
m
ir
:
Eğ
it
i
m
D
ün
ya
s
ı
Y
a
y
ın
la
r
ı
,
2
0
03
.
[2]
A.
K
araçalı,
“
Keerem
A
lt
un
i
l
e
öğret
m
e
n
yet
e
rlikleri
ü
zeri
n
e,”
Bi
l
i
m ve Akl
ı
n Ay
d
ı
nl
ı
ğ
ı
n
da E
ğ
it
i
m
D
e
rg
is
i,
vol.
5
,
58
,
p
p.
2
0-2
6
,
2
0
04.
[3]
S
.
B
üy
ük
karag
ö
z
an
d
C.
Ç
iv
i
,
“
Ge
n
e
l ö
ğ
reti
m
metotl
ar
ı
” K
ony
a:
Ö
z E
ğ
itim Bas
ım
Y
ay
ı
n
D
ağıtım
, 19
9
8
.
[4]
İ.
F
ı
ndıkçı
, “
Yine
ö
ğ
r
e
t
m
e
nl
er
y
e
n
i
ö
ğ
retmen
ler,
”
Ya
ş
ad
ı
kça E
ğ
it
im Derg
i
s
i
,
vo
l. 2
7, 19
9
7
.
[5]
R.Öz
ka
n
,
“
B
i
re
y
ve
t
op
lu
m
ge
lişi
m
in
de
ö
ğr
e
t
me
n
lik
m
e
s
le
ğinin
ö
n
em
i,
”
Mill
i
E
ğ
it
im Derg
i
s
i
,
[
O
n
line]:
ht
tp:
/
/dhgm.
meb.gov.tr/
y
ayi
m
lar
/
dergi
l
er
/
m
illi_egitim_derg
i
s
i/166/
i
ndex3-ozkan.
h
t
m,
20
05
.
[6]
S
.
S
i
d
ekli,
“
İlk
ö
ğ
r
et
im
d
örd
ü
n
c
ü
v
e
b
eş
in
ci
s
ınıf
ö
ğren
cileri
ni
n
T
ü
rk
çe
d
ers
i
i
çin
öğ
retm
enl
e
rinden
bekl
ent
i
l
e
ri,”
Mi
l
li E
ğ
i
t
im
De
r
g
is
i,
v
o
l.
18
7,
pp.
52
-75,
2
0
1
0
.
[7]
M.
T
atar,
“Öğretmen
bek
l
entileri,”
Yüzü
ncü
Y
ı
l Üniver
sit
e
s
i
E
ğ
itim Fak
ü
l
t
es
i
Dergi
s
i
,
v
o
l
.2
,
ht
tp:
/
/e
f
d
ergi
.yy
u
.edu.tr
/
m
a
kal
e
ler/ci
l
t
_II/ozet
l
e
r/
m
_
t
a
tar.ht
m
,
2005.
[8]
J.E.
B
rophy
,
“
İ
n
t
roduction”
.
İn
J
.
Bro
p
h
y
(
E
d
.),
Ad
ven
ces
i
n
Research
o
n
Tea
c
h
i
ng
:
Exp
ecta
t
i
o
n
i
n
th
e
Clas
sroom.
Vo
l
7,
L
ond
on:
J
aı
P
res
s
I
n
c
.
,
1
9
9
8.
[9]
R.I.
A
ren
d
s,
N.E
.
Wi
n
itzk
y
and
M
.D.
T
a
n
n
e
nb
aum, “
Exp
l
o
r
in
g
Teachi
ng
,
”
Bos
t
on:
Th
e
M
cGraw-H
i
l
l
,
199
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June
2
0
18 :
1
5
9
–
16
6
16
6
[10]
I.
T
si
p
l
akid
es
a
nd
A
.
Keramid
a
,
“T
he
r
e
l
ati
o
n
s
h
i
p
bet
w
een
t
each
e
r
e
xp
ectati
ons
a
n
d
s
t
udent
achi
e
v
e
m
e
nt
i
n
t
h
e
teach
ing
of En
g
li
sh as
a f
o
rei
g
n
lan
guag
e
,”
En
gl
is
h L
a
ng
uag
e
T
e
ach
i
n
g
,
3
(2
)
,
2
2-
2
6
,
2
01
0.
[11]
J.
C
han
g
,
“
A
case
s
t
ud
y
of
t
h
e
“
P
y
gm
alion
Eff
ect”:
T
ea
ch
er
E
xp
e
c
t
a
t
io
ns
a
n
d
s
tu
d
e
nt
a
c
h
ie
ve
me
nt,
”
Interna
t
ional
Ed
uca
t
io
n Stu
d
ies,
4
(1)
, 1
98
-20
1
, 2
01
1.
[12]
M
.
M.
F
all,
“
Eı
g
h
th-g
rade
e
ng
li
s
h
l
ang
u
ag
e
l
earn
e
r
(ELL
)
st
udent
s
’
p
ercept
i
o
n
s
of
t
eacher
e
x
p
ecta
t
io
n
s
i
n
relatio
n
to classroom
motiva
t
i
on,” Doctor
al
di
s
serta
t
ion
,
C
a
p
ell
a
Un
i
ver
sity,
20
17
.
[13]
S
.
S
t
r
and
,
“
In
s
i
g
h
t
s
:
W
h
at
accou
n
t
s
f
o
r
e
t
h
n
i
c
ac
h
i
ev
e
m
en
t
gap
in
s
econ
d
ary
sch
ool
s
in
E
ngl
and
”
i
ssu
e
4
.
A
ut
u
m
n:
Retri
e
ved from
http:
/
/
w
ww.ed
uc
a
t
ion
.
ox
.
a
c
.
, 20
1
3
.
[14]
C. M
. Rub
i
e
-Da
v
ies,
“Beco
min
g
a
high
expect
at
io
n t
e
acher
:
Raisin
g
t
h
e b
a
r.
”
L
ond
on
,
U
K
:
R
o
u
t
l
ed
ge,
2
01
5.
[15]
E.R.
P
eters
on,
C
.
Rub
i
e-D
a
vies,
D
.
O
s
b
o
r
n
e
a
n
d
C
.
S
i
b
l
e
y
,
“
T
e
a
c
h
ers’
e
x
p
l
i
cit
ex
pect
atio
ns
a
n
d
i
m
p
licit
preju
d
i
ced
attit
udes
to
e
ducat
ional
achieveme
nt
:
Rel
a
t
i
ons
w
ith
s
tudent
a
c
hi
evem
ent
and
t
h
e
eth
n
i
c
ach
iev
e
men
t
g
ap,”
L
e
ar
nin
g
and
Instr
u
c
t
io
n
,
4
2
,
123-1
40,
2
0
1
6
.
[16]
C.
M
.
Ru
b
i
e-Davi
es,
“Teach
er
e
x
p
ectat
io
ns
a
n
d
p
ercept
i
o
n
s
o
f
s
t
u
d
en
t
attri
butes:
Is
t
h
e
re
a
r
elati
o
n
s
h
i
p
?
,
”
British
Jou
r
n
a
l o
f
Ed
ucat
io
nal
P
y
sch
o
logy,
80
,
1
2
1
-
13
5,
2
01
0.
[17]
Y.
G
ök
bu
lu
t,
S
.
Ya
n
g
ı
n
a
n
d
S
.
S
i
d
e
kli,
“
20
04
i
lk
öğ
re
ti
m
m
a
te
ma
ti
k
öğretimi
pro
g
ramı
d
oğru
ltus
u
nda
il
köğre
tim
4
.
ve
5
.
sınıf
öğren
cil
e
ri
n
i
n
öğ
retm
enl
e
rin
d
en
m
atem
atik
d
ers
i
i
çi
n
beklentileri
,
”
Mi
ll
i E
ğ
itim Dergisi,
vol.
1
79
,
p
p
.2
13
-22
9
, 2
00
8.
[18]
N.
G
arn
e
r
an
d
I.
E
ilk
s,
“
Th
e
ex
pect
ion
s
o
f
te
ach
ers
and
s
t
u
d
ent
w
h
o
v
i
s
i
t
a
n
o
n
-
f
o
r
m
a
l
s
t
u
d
e
n
t
c
h
e
m
i
s
t
r
y
laboratory,”
Eu
ras
i
a Jou
r
n
a
l of
M
a
th
ematics
,
S
c
ience
&
T
e
c
h
no
lo
gy E
d
u
c
ati
o
n
,
11
(5),
1
1
9
7
-
121
0,
2
0
15.
[19]
J.H.
M
cMill
an
a
n
d
S
.
S
c
h
m
ac
h
e
r,
“
R
e
sea
r
ch in
ed
ucat
io
n evidence-ba
sed in
qu
ir
y
,
”
6
th
E
d
i
tio
n,
B
ost
on:
A
lly
n
an
d
Bacon
Inc.,
20
0
6
.
[20]
Ö.
A
yv
a,
“
S
o
s
y
al
b
ilg
il
er
d
ersi
ö
ğ
r
enm
e
ö
ğretme
s
üreci
i
l
e
i
l
g
i
l
i
ö
ğ
r
e
n
c
i
g
ö
r
ü
ş
l
e
r
i
,
”
In
tern
a
tio
nal Co
nfer
ence o
n
New T
r
en
ds in Ed
uca
tio
n a
nd T
h
ei
r Im
p
lica
t
io
ns,
2
01
0,
p
p
.
2
7
6
-282.
B
I
OGRAPHIES
O
F AUTHO
RS
A
s
s
o
c
.
P
r
o
f
.
D
r
.
S
a
b
r
i
S
İ
D
E
K
L
İ
c
o
m
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l
e
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i
s
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A
D
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g
r
e
e
a
t
A
t
a
t
ü
r
k
U
n
i
v
e
r
s
i
t
y
,
K
a
z
ı
m
K
a
ra
beki
r
Facul
t
y
o
f
E
ducat
i
o
n,
P
rimary
E
ducation
Program
and
c
o
m
pl
e
t
ed
h
is
M
A
and
P
h
D
D
e
grees
a
t
Gazi
U
n
i
v
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rs
i
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P
rim
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E
d
u
cati
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og
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e
has
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een
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ork
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t
M
uğl
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Sıt
k
ı
K
o
çm
an
U
n
i
v
e
rsity,
F
acu
lt
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of
E
d
u
cat
ion,
E
l
e
m
e
ntary
Ed
u
cati
o
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epartmen
t,
P
ri
mary
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ducat
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P
r
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is
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esearc
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re
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rim
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ry
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eacher
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rain
ing,
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ead
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g
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d
w
r
iti
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a
bi
lit
y
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s
k
ills
e
ducati
o
n,
n
ew
a
pproaches
i
n
teaching
and
le
arn
i
ng
,
and
ass
e
ssm
ent
and
ev
aluat
i
o
n
.
Te
a
c
he
r
Ze
lih
a
C
URA
gra
d
ua
te
d
from
G
ire
s
un
U
nive
rs
ity
,
P
r
i
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ry
Ed
ucat
ion
Depart
m
e
nt
.
S
h
e
h
a
s
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een
d
oi
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er M
A
at
M
uğla
Sıtk
ı Koçm
an
U
n
i
v
e
rsity,
P
r
im
ary
E
d
u
cat
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P
r
ogram
.
S
h
e
has
al
so
b
een
w
orkin
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as
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eacher f
or
M
in
ist
r
y
of
N
at
io
nal Ed
ucati
on
.
Res
e
arch
er
A
lp
er
YORU
L
M
A
Z
has
b
een
d
o
i
n
g
h
is
P
h
D
a
t
M
a
rm
ara
Uni
ve
r
s
i
t
y,
P
ri
m
a
ry
E
ducat
io
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P
r
og
ram
.
H
e
has
been
w
orki
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a
t
M
u
ğ
l
a
Sıt
k
ı
K
o
çm
an
U
n
i
v
ersity
,
F
acul
t
y
o
f
E
ducat
io
n
,
E
lem
e
nt
ary
Ed
ucatio
n
Dep
a
rtm
e
nt,
P
r
im
ary
E
ducati
on
P
ro
gram
.
Hi
s
res
earch
i
n
t
e
res
t
s
are
Math
em
ati
c
s
E
ducatio
n
fo
r
p
r
imary
level
stud
ent
s
,
p
rim
a
ry
t
each
er
t
rai
n
i
ng,
l
earning and teachi
n
g skills.
Evaluation Warning : The document was created with Spire.PDF for Python.