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I
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)
Vo
l.
10
,
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.
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Ma
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ch
2
0
2
1
,
p
p
.
48
~
56
I
SS
N:
2252
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8
8
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:
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.
1
1
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9
1
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ije
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48
J
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:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Tea
chers’
v
iews
on
cha
lleng
es
a
f
fec
ting
lea
rners
’
per
forma
nce
in
na
tural scie
nce
M.
N.
N.
Ndj
a
ng
a
la
,
J
.
Aba
h
,
P.
M
a
s
hebe
De
p
a
rtme
n
t
of
M
a
t
h
e
m
a
ti
c
s,
S
c
ien
c
e
a
n
d
S
p
o
r
t
E
d
u
c
a
ti
o
n
,
F
a
c
u
lt
y
of
Ed
u
c
a
ti
o
n
,
U
n
iv
e
rsit
y
of
Na
m
ib
ia
,
Na
m
ib
ia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ma
y
1
1
,
20
20
R
ev
is
ed
Dec
2
0
,
20
20
Acc
ep
ted
J
an
2
3
,
20
21
In
Na
m
ib
ia,
n
a
tu
ra
l
sc
ien
c
e
(NS)
is
one
of
t
h
e
p
rio
r
it
y
s
u
b
jec
t
s
in
u
p
p
e
r
p
rima
ry
p
h
a
se
s
(
G
ra
d
e
s
4
to
7
).
H
o
we
v
e
r,
in
th
e
Om
u
sa
ti
Re
g
i
o
n
of
Na
m
ib
ia,
th
e
re
a
re
in
c
re
a
sin
g
p
u
b
li
c
c
o
n
c
e
rn
s
th
a
t
m
a
n
y
lea
rn
e
rs
a
re
n
o
t
p
e
rfo
rm
in
g
we
ll
in
NS
.
T
h
is
st
u
d
y
su
r
v
e
y
e
d
th
e
v
iew
s
of
NS
tea
c
h
e
rs
on
th
e
c
h
a
ll
e
n
g
e
s
a
ffe
c
ti
n
g
u
p
p
e
r
p
rima
ry
lea
rn
e
rs’
p
e
rfo
rm
a
n
c
e
in
NS
at
th
re
e
se
lec
ted
c
o
m
b
in
e
d
sc
h
o
o
ls
in
t
h
e
Om
u
sa
t
i
Re
g
io
n
.
Qu
a
li
tati
v
e
re
se
a
rc
h
d
e
sig
n
u
sin
g
fa
c
e
-
to
-
fa
c
e
in
terv
iew
wa
s
u
se
d
to
g
a
t
h
e
r
th
e
v
iew
s
of
u
p
p
e
r
p
rima
ry
NS
tea
c
h
e
rs
in
th
e
sc
h
o
o
ls
.
S
e
v
e
n
te
a
c
h
e
rs
wh
o
a
re
c
u
rre
n
tl
y
tea
c
h
in
g
NS
at
th
e
se
lec
ted
sc
h
o
o
ls
we
re
se
lec
t
e
d
u
sin
g
th
e
p
u
rp
o
siv
e
sa
m
p
li
n
g
m
e
th
o
d
to
p
a
rti
c
ip
a
te
in
th
e
st
u
d
y
.
Th
e
re
su
lt
s
o
b
tai
n
e
d
re
v
e
a
led
t
h
a
t
t
h
e
fo
ll
o
win
g
c
h
a
ll
e
n
g
e
s
a
ffe
c
t
u
p
p
e
r
p
rima
ry
l
e
a
rn
e
rs’
p
e
rfo
rm
a
n
c
e
in
NS
in
t
h
e
se
lec
ted
sc
h
o
o
ls:
m
e
d
i
u
m
of
in
str
u
c
ti
o
n
,
lac
k
of
a
d
e
q
u
a
te
tea
c
h
in
g
a
n
d
lea
rn
in
g
re
so
u
rc
e
s,
lac
k
of
lab
o
ra
to
ries
,
se
n
siti
v
e
to
p
ics
,
o
v
e
rc
ro
w
d
e
d
c
las
sro
o
m
,
in
d
isc
ip
li
n
e
a
m
o
n
g
lea
rn
e
rs,
a
b
se
n
tee
ism
,
u
n
fa
v
o
ra
b
le
tea
c
h
in
g
e
n
v
iro
n
m
e
n
t,
h
u
n
g
e
r,
a
n
d
lac
k
of
p
ro
p
e
r
g
u
i
d
a
n
c
e
fro
m
s
u
b
jec
t
a
d
v
is
o
ry
tea
c
h
e
rs.
Th
e
stu
d
y
re
c
o
m
m
e
n
d
e
d
t
h
a
t
th
e
g
o
v
e
rn
m
e
n
t
sh
o
u
l
d
p
r
o
v
i
d
e
sc
h
o
o
ls
wi
th
fe
e
d
in
g
p
ro
g
ra
m
s,
b
u
il
d
lab
o
ra
to
ries
,
re
n
o
v
a
te
c
las
se
s
a
n
d
p
ro
v
i
d
e
tea
c
h
in
g
m
a
teria
ls.
Th
e
sc
h
o
o
ls
sh
o
u
ld
e
v
o
lv
e
d
isc
ip
li
n
a
ry
m
e
a
su
re
s
to
c
h
e
c
k
th
e
lea
rn
e
rs’
in
d
isc
ip
li
n
e
.
K
ey
w
o
r
d
s
:
C
h
allen
g
es
Natu
r
al
s
cien
ce
Om
u
s
ati
r
eg
io
n
T
ea
ch
er
s
’
v
iews
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
J
.
Ab
ah
Dep
ar
tm
en
t
of
Ma
th
em
atic
s,
Scien
ce
an
d
Sp
o
r
t
E
d
u
ca
tio
n
,
F
ac
u
lty
of
Ed
u
ca
tio
n
Un
iv
er
s
ity
of
Nam
ib
ia
Katim
a
Mu
lilo
C
am
p
u
s
,
Priv
ate
B
ag
,
1
0
9
6
,
Katim
a
Mu
lilo
,
Nam
ib
ia
E
m
ail:
jab
ah
@
u
n
am
.
n
a
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
h
u
m
a
n
s
o
ciety
in
th
e
p
r
e
s
en
t
d
ay
liv
es
in
th
e
ag
e
o
f
s
cien
ce
[
1
]
,
an
d
as
k
n
o
wled
g
e
r
eg
ar
d
in
g
h
u
m
an
d
ev
elo
p
m
en
t
an
d
lear
n
in
g
ar
e
g
r
o
win
g
at
a
r
a
p
id
p
ac
e,
th
e
o
p
p
o
r
tu
n
ity
to
s
h
ap
e
m
o
r
e
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
p
r
ac
tices
h
as
in
c
r
ea
s
ed
[
2
]
.
I
n
Nam
ib
ia,
t
h
e
M
in
is
tr
y
o
f
E
d
u
ca
tio
n
Ar
ts
a
n
d
C
u
ltu
r
e
(
M
o
E
AC
)
s
tates
th
at
lear
n
in
g
e
x
p
er
ie
n
c
es
in
th
e
n
atu
r
al
s
cien
ce
(
NS
)
s
h
o
u
l
d
b
e
f
o
cu
s
ed
o
n
p
r
o
m
o
tin
g
teac
h
i
n
g
a
n
d
lear
n
in
g
f
o
r
u
n
d
er
s
tan
d
i
n
g
[
3
]
.
Nam
ib
ia,
lik
e
m
o
s
t
Af
r
ican
co
u
n
t
r
ies,
is
r
ich
in
n
atu
r
al
r
eso
u
r
ce
s
an
d
t
h
e
o
p
tim
u
m
ex
p
lo
r
atio
n
an
d
u
tili
za
tio
n
o
f
th
ese
r
eso
u
r
ce
s
r
e
q
u
ir
es
s
cie
n
tific
k
n
o
wled
g
e
a
n
d
r
elev
a
n
t
s
k
ills
.
Mo
r
eo
v
er
,
s
cien
tific
k
n
o
wled
g
e
an
d
tech
n
ical
s
k
ills
ar
e
p
r
e
r
eq
u
is
ite
f
o
r
ad
v
a
n
cin
g
th
e
n
a
tio
n
al
ec
o
n
o
m
y
an
d
im
p
r
o
v
in
g
t
h
e
s
tan
d
ar
d
s
o
f
liv
es
o
f
p
eo
p
le
as
en
v
is
ag
ed
i
n
th
e
Nam
ib
ia’
s
lo
n
g
-
ter
m
Vis
io
n
2
0
3
0
.
As
n
o
ted
b
y
Pr
ak
ash
[
1
]
,
t
h
e
d
is
tin
ctiv
e
ch
ar
ac
ter
is
tic
o
f
s
cien
tific
k
n
o
wled
g
e
is
t
h
at
it
p
r
o
v
id
es
m
ater
i
al
ex
p
lan
atio
n
s
f
o
r
th
e
b
eh
av
io
r
o
f
th
e
m
ater
ial
w
o
r
ld
.
Po
in
ca
r
e
[
4
]
also
ad
d
e
d
th
at
wh
ile
s
cien
tific
k
n
o
wled
g
e
is
alwa
y
s
o
p
en
to
r
ev
is
io
n
,
its
co
r
e
elem
en
ts
a
r
e
s
t
ab
le
an
d
b
ey
o
n
d
r
ea
s
o
n
ab
le
d
o
u
b
t.
As
n
o
ted
b
y
C
an
to
r
,
et
a
l
.
[
5
]
,
t
h
e
k
e
y
in
s
ig
h
ts
f
r
o
m
th
e
s
cien
ce
o
f
lear
n
in
g
an
d
d
e
v
elo
p
m
e
n
t
a
r
e
th
at
th
e
b
r
ain
an
d
th
e
d
e
v
elo
p
m
en
t
o
f
in
tellig
en
ce
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
views
o
n
ch
a
llen
g
es a
ffectin
g
lea
r
n
ers
’
p
erfo
r
ma
n
ce
in
n
a
tu
r
a
l scien
ce
(
M.N
.
N
.
N
d
ja
n
g
a
la
)
49
an
d
ca
p
ac
ities
ar
e
m
allea
b
le,
a
n
d
th
e
d
ev
elo
p
m
en
t
o
f
t
h
e
b
r
a
in
is
an
ex
p
er
ien
ce
-
d
ep
en
d
en
t p
r
o
ce
s
s
.
T
h
u
s
,
it
is
im
p
o
r
tan
t
f
o
r
lear
n
er
s
to
ac
q
u
ir
e
s
cien
tific
k
n
o
wled
g
e
an
d
s
k
ills
wh
ich
will
f
o
s
ter
th
eir
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
in
ter
ac
tio
n
o
f
th
e
h
u
m
an
b
ein
g
an
d
th
e
e
n
v
ir
o
n
m
en
t in
o
r
d
er
to
s
atis
f
y
h
u
m
an
n
ee
d
s
.
Alth
o
u
g
h
NS
is
an
im
p
er
ativ
e
s
u
b
ject,
it
h
as
b
ee
n
id
en
tif
ied
th
at
ler
an
er
s
o
f
ten
h
av
e
s
ig
n
if
ican
t
m
is
co
n
ce
p
tio
n
ab
o
u
t
th
e
s
u
b
je
ct
[
4
]
.
L
ea
r
n
er
s
’
v
iews
ab
o
u
t
NS
h
av
e
b
ee
n
p
ick
e
d
u
p
f
r
o
m
wh
at
th
ey
lear
n
v
ia
p
o
p
u
lar
m
ed
ia
lik
e
telev
is
io
n
,
in
t
er
n
e
t,
m
a
g
az
in
es,
n
ewsp
ap
er
s
,
an
d
f
r
o
m
class
r
o
o
m
ex
p
e
r
ien
ce
[
4
]
.
Mo
s
tly
,
s
cien
ce
is
d
is
to
r
ted
in
th
e
m
ed
ia,
an
d
class
r
r
o
m
teac
h
in
g
ca
n
r
ee
m
p
h
asis
e
wh
at
we
k
n
o
w
r
ath
er
th
an
h
o
w
we
k
n
o
w
it.
W
h
ile
ac
k
n
o
wled
g
in
g
th
at
s
cien
ce
ed
u
ca
tio
n
in
to
d
ay
’
s
g
lo
b
al
e
d
u
ca
tio
n
s
y
s
tem
is
m
u
ch
m
o
r
e
t
h
an
f
ac
t
-
b
ased
k
n
o
wled
g
e,
J
ess
an
i
[
6
]
n
o
ted
th
at
s
cien
ce
e
d
u
ca
t
io
n
b
ec
o
m
es
m
ea
n
in
g
less
an
d
in
co
m
p
r
eh
en
s
ib
le
f
o
r
lear
n
er
s
if
th
e
y
ar
e
n
o
t
a
b
le
to
r
elate
it
to
th
eir
liv
es.
T
h
e
aim
s
o
f
s
cien
ce
ed
u
ca
ti
o
n
in
clu
d
e
h
elp
in
g
lear
n
er
s
to
g
ain
an
u
n
d
er
s
tan
d
in
g
o
f
as m
u
ch
o
f
th
e
e
s
tab
lis
h
ed
b
o
d
y
o
f
s
cien
tific
k
n
o
wled
g
e
as is
ap
p
r
o
p
r
iate
to
th
eir
n
ee
d
s
,
i
n
ter
ests
an
d
c
ap
ac
ities
[
7
]
.
I
t
h
as
b
ee
n
r
e
p
o
r
ted
th
at
a
k
n
o
wled
g
e
a
n
d
lo
v
e
o
f
s
cien
ce
is
th
e
u
ltima
te
eq
u
alize
r
an
d
th
e
p
a
th
way
to
h
u
m
an
r
i
g
h
ts
an
d
b
etter
q
u
ality
o
f
life
[
8
]
.
Mo
r
e
o
v
er
,
NS
p
r
o
v
i
d
es
s
p
ec
ial
tr
ain
in
g
in
o
b
s
er
v
atio
n
an
d
r
ea
s
o
n
in
g
wh
ic
h
ex
p
la
in
s
wh
y
s
cien
ce
lear
n
er
s
r
ea
s
o
n
f
r
o
m
d
ef
i
n
itely
ascer
tain
ed
f
ac
ts
an
d
f
o
r
m
cl
ea
r
co
n
ce
p
ts
wh
ich
m
ak
e
o
n
e
to
b
e
s
y
s
tem
atic
an
d
en
ab
le
o
n
e
to
f
o
r
m
an
o
b
jectiv
e
ju
d
g
m
en
t
[
1
]
.
As t
h
e
wo
r
ld
is
b
ec
o
m
in
g
a
k
n
o
wled
g
e
s
o
ciety
,
it is
im
p
o
r
tan
t to
in
clu
d
e
th
e
n
at
u
r
e
o
f
s
cien
ce
in
p
lan
n
in
g
an
d
teac
h
i
n
g
,
s
o
th
at
o
u
r
lea
r
n
er
s
g
ain
u
s
ef
u
l
u
n
d
er
s
tan
d
in
g
to
en
a
b
le
th
em
p
er
ce
iv
e
h
o
w
s
cien
ce
is
r
elate
d
to
th
eir
r
ea
l l
if
e.
I
n
h
is
c
o
m
m
u
n
iq
u
e
o
n
th
e
r
o
l
e
o
f
p
r
ac
tical
wo
r
k
in
th
e
teac
h
in
g
a
n
d
lear
n
in
g
o
f
s
cien
ce
,
Millar
[
7
]
n
o
ted
th
at
s
ch
o
o
l
s
cien
ce
c
u
r
r
icu
lu
m
in
m
o
s
t
co
u
n
tr
ies
h
a
s
two
d
is
tin
ct
p
u
r
p
o
s
es.
First,
it
aim
s
to
p
r
o
v
id
e
ev
er
y
y
o
u
n
g
p
er
s
o
n
with
s
u
f
f
icien
t
u
n
d
er
s
tan
d
in
g
o
f
s
cien
c
e
to
p
a
r
ticip
a
te
co
n
f
id
en
tly
an
d
ef
f
ec
tiv
el
y
in
th
e
m
o
d
er
n
wo
r
ld
—
a
‘
s
cien
tific
liter
ac
y
’
aim
.
Seco
n
d
,
ad
v
an
ce
d
s
o
cieties
r
eq
u
ir
e
a
s
tead
y
s
u
p
p
ly
o
f
n
ew
r
ec
r
u
its
to
jo
b
s
r
eq
u
ir
in
g
m
o
r
e
d
etaile
d
s
cien
tific
k
n
o
wled
g
e
an
d
ex
p
er
tis
e;
s
ch
o
o
l
s
cien
ce
p
r
o
v
id
es
th
e
f
o
u
n
d
atio
n
s
f
o
r
m
o
r
e
a
d
v
an
ce
d
s
tu
d
y
lead
in
g
to
s
u
ch
jo
b
s
[
7
]
.
Desp
ite
th
ese
lau
d
ab
le
aim
s
,
it
is
wo
r
r
is
o
m
e
th
at
th
e
teac
h
in
g
an
d
lea
r
n
in
g
o
f
s
cien
ce
s
u
b
jects
in
s
o
m
e
s
ch
o
o
ls
,
esp
ec
ially
in
th
e
s
u
td
y
ar
ea
ar
e
n
o
t
p
r
o
d
u
cin
g
th
e
d
esire
d
r
esu
lt
an
d
u
p
p
er
p
r
im
ar
y
lear
n
e
r
s
c
o
n
tin
u
ed
t
o
p
e
r
f
o
r
m
p
o
o
r
l
y
in
NS
.
I
n
a
s
tu
d
y
o
n
t
h
e
ch
allen
g
es
en
co
u
n
ter
e
d
in
th
e
teac
h
in
g
a
n
d
lear
n
in
g
o
f
t
h
e
NS
in
r
u
r
a
l
s
ch
o
o
ls
in
So
u
th
Af
r
ica,
th
e
au
th
o
r
s
id
en
tifie
d
lack
o
f
r
eq
u
ir
ed
i
n
f
r
astru
ctu
r
e
an
d
r
eso
u
r
ce
s
f
o
r
s
cien
c
e
teac
h
in
g
,
lear
n
er
s
’
b
ac
k
g
r
o
u
n
d
,
lan
g
u
ag
e
o
f
in
s
tr
u
ctio
n
,
an
d
lack
o
f
p
ar
e
n
t
al
s
u
p
p
o
r
t a
m
o
n
g
th
e
f
ac
to
r
s
af
f
ec
tin
g
s
cien
ce
lear
n
i
n
g
[
9
]
.
Scien
ce
an
d
tech
n
o
lo
g
y
a
r
e
at
th
e
h
ea
r
t
o
f
t
h
e
2
0
3
0
ag
e
n
d
a
,
in
cl
u
d
ed
as
o
n
e
o
f
t
h
e
m
ea
n
s
o
f
im
p
lem
en
tatio
n
u
n
d
er
Go
al
1
7
.
R
ea
lizin
g
th
e
f
u
ll
p
o
te
n
tial
o
f
s
cien
ce
an
d
tech
n
o
lo
g
y
d
ep
en
d
s
o
n
a
h
o
s
t
o
f
ac
to
r
s
,
in
clu
d
in
g
s
cien
tis
ts
a
n
d
en
g
in
ee
r
s
in
th
e
p
u
b
lic
an
d
p
r
iv
ate
s
ec
t
o
r
s
,
en
tr
ep
r
e
n
eu
r
s
,
f
in
an
cier
s
,
p
o
licy
m
ak
er
s
an
d
ed
u
ca
to
r
s
,
am
o
n
g
o
t
h
er
s
[
1
0
]
.
I
n
a
d
if
f
er
e
n
t
r
ep
o
r
t,
it
was
ar
g
u
ed
th
at
s
cien
ce
teac
h
er
s
ar
e
im
p
o
r
tan
t
i
n
th
e
teac
h
in
g
an
d
lear
n
in
g
o
f
s
cien
ce
a
n
d
th
er
e
is
n
o
d
ev
el
o
p
m
en
t
o
f
s
cien
c
e
ed
u
ca
tio
n
in
an
y
co
u
n
tr
y
with
o
u
t
co
n
s
id
er
in
g
te
ac
h
er
s
’
co
n
t
r
ib
u
tio
n
[
9
]
.
W
h
il
e
teac
h
in
g
NS
e
f
f
ec
tiv
ely
ca
n
h
elp
lear
n
e
r
s
ap
p
ly
th
eir
k
n
o
wled
g
e
a
n
d
s
k
ills
in
u
n
d
er
s
tan
d
in
g
th
e
n
atu
r
e
o
f
s
cien
ce
wh
ich
ca
n
d
elib
er
ately
in
cr
ea
s
e
lear
n
er
s
’
in
ter
est
in
th
e
s
u
b
ject,
t
h
e
co
n
tin
u
ed
lear
n
er
s
’
p
o
o
r
p
er
f
o
r
m
an
ce
s
in
NS
in
th
e
s
tu
d
y
a
r
ea
p
u
t
q
u
esti
o
n
s
to
s
ev
er
al
p
er
ce
iv
ed
ch
allen
g
es.
A
r
ep
o
r
t
b
y
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
s
h
o
wed
th
at
t
h
e
g
o
v
er
n
m
en
t
o
f
Nam
ib
ia
h
as
im
p
r
o
v
e
d
it
s
ed
u
ca
tio
n
s
y
s
tem
b
y
ch
an
g
in
g
th
e
cu
r
r
icu
lu
m
,
en
r
o
llin
g
m
o
r
e
q
u
a
lifie
d
teac
h
er
s
an
d
p
r
o
v
id
i
n
g
s
u
b
ject
ad
v
is
o
r
y
te
ac
h
er
s
with
a
p
u
r
p
o
s
e
o
f
im
p
r
o
v
in
g
lea
r
n
er
s
’
p
e
r
f
o
r
m
an
ce
in
NS
.
Desp
ite
all
th
ese
lau
d
ab
le
m
ea
s
u
r
es,
th
er
e
is
an
in
cr
ea
s
in
g
p
u
b
lic
o
u
tcr
y
th
at
lear
n
er
s
ar
e
n
o
t
p
er
f
o
r
m
i
n
g
well,
esp
ec
ially
in
th
e
NS
,
an
d
n
o
d
o
cu
m
e
n
t
ed
s
tu
d
y
h
as
b
ee
n
ca
r
r
ied
to
estab
lis
h
th
e
v
iews
o
f
th
e
tea
ch
er
s
wh
ich
co
u
ld
p
r
o
v
id
e
im
p
o
r
tan
t
in
s
ig
h
t
to
w
ar
d
s
d
ev
is
i
n
g
s
p
ec
if
ic
r
em
ed
iatio
n
m
ea
s
u
r
es.
T
h
er
ef
o
r
e
,
it
b
ec
o
m
es
p
er
tien
t
to
ca
r
r
y
o
u
t
th
e
s
tu
d
y
a
n
d
u
n
d
er
s
tan
d
th
e
v
iews
o
f
NS
teac
h
e
r
s
o
n
th
e
ch
allen
g
es
af
f
ec
tin
g
p
r
im
ar
y
lear
n
e
r
s
’
p
er
f
o
r
m
an
ce
in
NS
in
th
e
O
m
u
s
ati
R
eg
io
n
an
d
ad
v
ice
r
e
m
ed
iatio
n
m
ea
s
u
r
es.
T
h
e
s
tu
d
y
p
r
o
v
id
es
v
alu
a
b
le
b
aselin
e
liter
atu
r
e
in
f
o
r
m
atio
n
wh
ich
co
u
ld
b
e
ex
p
lo
r
ed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
ab
o
u
t
th
e
c
h
allen
g
es
af
f
ec
tin
g
th
e
p
er
f
o
r
m
a
n
ce
o
f
l
ea
r
n
er
s
in
NS
in
th
e
s
tu
d
y
ar
e
a
an
d
d
ev
is
e
ap
p
r
o
p
r
iate
m
ea
s
u
r
es
an
d
p
o
licies
to
tack
le
th
e
ch
allen
g
es
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
R
esear
ch
d
esig
n
r
ef
er
s
to
th
e
s
et
o
f
m
eth
o
d
s
an
d
p
r
o
ce
d
u
r
e
s
u
s
ed
f
o
r
th
e
c
o
llectio
n
an
d
an
aly
s
is
o
f
th
e
m
ea
s
u
r
es
o
f
v
ar
iab
les
s
ta
ted
in
th
e
r
esear
ch
p
r
o
b
lem
[
1
1
]
.
T
h
is
s
tu
d
y
u
s
ed
q
u
alitati
v
e
r
esear
ch
d
esig
n
u
s
in
g
d
escr
ip
tiv
e
ap
p
r
o
ac
h
.
T
h
e
q
u
alitativ
e
d
esig
n
was
u
s
ed
b
ec
au
s
e
it
en
ab
led
th
e
r
esear
c
h
er
s
to
g
ain
i
n
s
ig
h
t
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
ch
al
len
g
es
ca
u
s
in
g
p
o
o
r
p
er
f
o
r
m
a
n
ce
o
f
th
e
u
p
p
er
p
r
im
a
r
y
lear
n
er
s
in
NS
f
r
o
m
th
e
p
ar
ticip
an
ts
’
p
er
s
p
ec
tiv
e.
T
h
is
is
im
p
o
r
tan
t
f
o
r
th
e
p
u
r
p
o
s
e
o
f
id
en
tify
i
n
g
an
d
r
ec
o
m
m
en
d
in
g
h
elp
f
u
l
m
itig
atio
n
m
ea
s
u
r
es
th
at
co
u
ld
ad
d
r
ess
th
e
ch
allen
g
e
o
f
th
e
s
tu
d
y
ar
ea
a
n
d
o
t
h
er
p
lace
s
with
s
im
ilar
ch
ar
ac
ter
is
tics
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es
E
d
u
c
,
V
o
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
48
-
56
50
2
.
2
.
Sa
m
ple a
nd
s
a
m
pli
ng
pro
ce
du
res
Sam
p
lin
g
is
a
tech
n
i
q
u
e
o
r
a
p
r
o
ce
s
s
o
f
ch
o
o
s
in
g
a
s
u
b
-
g
r
o
u
p
f
r
o
m
a
p
o
p
u
latio
n
to
p
ar
tici
p
ate
in
th
e
s
tu
d
y
[
1
2
]
.
T
h
e
s
tu
d
y
u
s
ed
p
u
r
p
o
s
iv
e
s
am
p
lin
g
p
r
o
ce
d
u
r
e
to
s
elec
t
th
e
p
ar
ticip
an
ts
f
o
r
t
h
e
s
tu
d
y
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
is
a
p
r
o
ce
d
u
r
e
wh
e
r
e
th
e
r
esear
ch
e
r
ch
o
o
s
es
th
e
s
am
p
le
b
ased
o
n
wh
o
is
th
o
u
g
h
t
to
b
e
ap
p
r
o
p
r
iate
f
o
r
th
e
s
tu
d
y
.
Me
m
b
er
s
o
f
th
e
s
am
p
le
ar
e
th
o
s
e
th
at
ca
n
a
d
e
q
u
ately
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
u
s
,
th
e
r
esear
ch
er
s
elec
ted
s
ev
e
n
u
p
p
er
p
r
im
ar
y
NS
teac
h
er
s
f
r
o
m
th
r
ee
co
m
b
in
ed
s
ch
o
o
l
in
On
a
wa
clu
s
ter
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
2
.
3
.
Resea
rc
h ins
t
rum
ent
a
nd
da
t
a
co
llect
io
n
R
esear
ch
in
s
tr
u
m
en
ts
ar
e
to
o
ls
(
f
o
r
ex
am
p
le
q
u
esti
o
n
n
air
es,
i
n
ter
v
iews,
an
d
o
b
s
er
v
atio
n
)
i
n
ten
d
ed
to
o
b
tain
d
ata
o
n
a
to
p
ic
o
f
in
ter
est
[
1
3
]
.
T
h
is
s
tu
d
y
u
s
ed
an
in
ter
v
iew
as
a
r
esear
ch
in
s
tr
u
m
en
t
to
o
b
tain
d
ata
o
n
th
e
v
iews
o
f
NS
teac
h
er
s
ab
o
u
t
th
e
ch
allen
g
es
af
f
e
ctin
g
u
p
p
er
p
r
im
a
r
y
lear
n
e
r
s
’
p
er
f
o
r
m
an
ce
in
NS
in
th
e
s
elec
ted
s
ch
o
o
ls
.
R
ed
d
y
[
1
4
]
d
ef
in
ed
an
in
ter
v
iew
as
a
g
en
tle
co
n
s
er
v
atio
n
b
etwe
en
t
wo
o
r
m
o
r
e
p
e
o
p
le
wh
er
e
q
u
esti
o
n
s
ar
e
ask
ed
to
a
p
er
s
o
n
to
g
et
th
e
r
eq
u
ir
ed
a
n
s
wer
s
.
T
h
is
s
tu
d
y
u
s
ed
th
e
f
a
ce
-
to
-
f
ac
e
in
ter
v
iew
d
u
r
in
g
th
e
d
ata
co
llectio
n
.
T
h
is
in
ter
v
iew
allo
ws
th
e
r
e
s
e
ar
ch
er
th
e
f
lex
ib
ilit
y
to
p
u
r
s
u
e
an
id
ea
in
th
e
r
esp
o
n
s
e
in
m
o
r
e
d
etail.
I
n
te
r
v
iews
ar
e
u
s
ef
u
l
to
g
et
co
m
p
r
eh
en
s
iv
e
in
f
o
r
m
atio
n
ab
o
u
t
p
er
s
o
n
al
f
ee
lin
g
s
,
p
er
ce
p
tio
n
s
an
d
o
p
in
io
n
s
an
d
th
ey
also
allo
w
m
o
r
e
d
etailed
q
u
esti
o
n
s
to
b
e
ask
ed
.
T
h
e
r
esear
ch
er
ask
ed
th
e
NS
teac
h
er
s
to
r
esp
o
n
d
to
o
p
en
-
en
d
ed
in
ter
v
iew
q
u
esti
o
n
s
ab
o
u
t
th
e
ch
allen
g
es
af
f
ec
t
in
g
u
p
p
e
r
p
r
im
ar
y
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
in
NS
an
d
th
e
p
o
s
s
ib
le
s
u
g
g
esti
o
n
s
o
n
h
o
w
t
o
im
p
r
o
v
e
o
n
th
e
ch
allen
g
es.
Qu
esti
o
n
s
wer
e
ask
ed
f
ac
e
-
to
-
f
ac
e
an
d
th
e
r
esp
o
n
s
es we
r
e
r
ec
o
r
d
ed
u
s
in
g
a
v
o
ice
r
ec
o
r
d
er
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
th
em
atic
a
n
aly
s
is
m
eth
o
d
was
u
s
ed
to
an
aly
s
e
th
e
d
a
ta
co
llected
in
th
e
s
tu
d
y
.
T
h
is
an
aly
s
is
m
eth
o
d
in
v
o
lv
es
th
e
p
r
o
ce
s
s
o
f
s
y
s
tem
atica
lly
ap
p
ly
in
g
lo
g
ical
tech
n
iq
u
es
to
d
escr
ib
e,
co
n
d
en
s
e,
r
ec
ap
an
d
p
r
esen
t
th
e
d
ata
ac
c
o
r
d
i
n
g
t
o
th
e
em
er
g
in
g
th
em
es.
I
t
in
v
o
l
v
es
th
e
id
e
n
tific
atio
n
o
f
co
m
m
o
n
p
atter
n
s
with
in
th
e
r
esp
o
n
s
es a
n
d
c
r
itically
an
aly
s
in
g
th
em
ac
co
r
d
in
g
to
th
e
r
esear
ch
q
u
esti
o
n
s
[
1
5
]
.
T
h
e
r
ec
o
r
d
e
d
d
ata
wer
e
tr
an
s
cr
ib
ed
f
r
o
m
a
u
d
io
tap
e
to
wr
it
ten
in
f
o
r
m
atio
n
s
o
th
at
th
ey
c
an
b
e
r
ea
d
th
r
o
u
g
h
o
v
er
a
n
d
o
v
e
r
to
p
r
o
v
id
e
a
clea
r
u
n
d
er
s
tan
d
in
g
,
an
d
to
en
s
u
r
e
th
at
all
in
f
o
r
m
atio
n
th
at
an
s
wer
ed
th
e
r
esear
ch
q
u
esti
o
n
s
wer
e
tak
e
n
d
o
wn
.
T
h
en
,
th
e
d
ata
wer
e
s
u
m
m
ar
is
ed
in
to
th
em
es
a
n
d
s
u
b
th
em
es,
a
n
d
in
ter
p
r
eted
to
g
iv
e
m
ea
n
in
g
s
t
o
th
e
r
esear
ch
f
in
d
in
g
s
.
2
.
5
.
Resea
rc
h e
t
hics
T
h
e
r
esear
ch
er
s
f
ir
s
t
s
o
u
g
h
t
a
n
d
o
b
tain
ed
t
h
e
ap
p
r
o
v
al
o
f
Un
iv
er
s
ity
o
f
Nam
i
b
ia
(
UNA
M)
,
Katim
a
Mu
lilo
C
am
p
u
s
R
esear
ch
E
t
h
ic
C
o
m
m
itte
e
to
ca
r
r
y
o
u
t
th
e
s
tu
d
y
.
Fu
r
th
er
p
er
m
is
s
io
n
was
s
o
u
g
h
t
an
d
o
b
tain
ed
f
r
o
m
th
e
p
r
in
cip
als
o
f
th
e
s
elec
ted
co
m
b
in
ed
s
ch
o
o
ls
.
B
ef
o
r
e
d
ata
co
llectio
n
,
th
e
r
esear
ch
er
s
clea
r
ly
ex
p
lain
ed
t
h
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
to
th
e
p
ar
ticip
an
ts
.
Pa
r
ticip
an
ts
wer
e
g
u
a
r
an
teed
o
f
co
n
f
id
e
n
tiality
b
y
in
f
o
r
m
in
g
th
em
th
at
th
eir
n
a
m
es
an
d
n
am
es
o
f
s
ch
o
o
ls
w
ill
n
o
t
ap
p
ea
r
o
n
t
h
e
r
esear
c
h
d
o
cu
m
e
n
t.
T
h
u
s
,
n
am
es
o
f
p
a
r
ticip
an
ts
an
d
th
e
s
elec
ted
s
ch
o
o
ls
h
a
v
e
b
ee
n
k
e
p
t
an
o
n
y
m
o
u
s
in
th
is
s
tu
d
y
;
t
h
e
r
esear
ch
e
r
s
u
s
ed
T
ea
ch
er
1
,
2
,
3
,
4
,
5
,
6
,
7
in
s
te
ad
o
f
th
e
r
ea
l
n
am
es.
Par
ticip
a
n
ts
wer
e
also
in
f
o
r
m
ed
th
at
th
eir
p
ar
ticip
atio
n
in
th
e
s
tu
d
y
is
s
tr
ictly
v
o
lu
n
tar
y
an
d
ass
u
r
ed
o
f
th
eir
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
an
y
t
im
e
th
ey
wis
h
ed
to
with
o
u
t a
n
y
h
ar
m
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
th
is
s
ec
tio
n
,
th
e
r
esear
ch
er
s
u
s
ed
letter
Q
to
r
ef
er
to
t
h
e
q
u
esti
o
n
ask
ed
a
n
d
letter
T
to
r
ep
r
esen
t
teac
h
er
s
in
v
o
lv
e
d
in
th
e
s
tu
d
y
r
esp
ec
tiv
ely
.
3
.
1
.
Q1
:
Which g
ra
de/s
do
y
o
u t
e
a
ch
NS
?
I
n
o
r
d
e
r
to
ascer
tain
th
e
ac
tu
al
g
r
ad
es,
th
e
p
ar
ticip
an
ts
teac
h
NS,
th
ey
wer
e
ask
ed
to
in
d
icate
th
e
g
r
ad
es
th
ey
teac
h
th
e
s
u
b
ject
an
d
th
e
r
esu
lts
ab
s
tain
ed
we
r
e
p
r
esen
ted
in
T
ab
le
1
.
T
h
e
s
e
r
esu
lts
o
b
tain
ed
r
ev
ea
led
th
at
th
e
p
ar
ticip
a
n
ts
tau
g
h
t
NS
in
g
r
ad
es
4
to
7
.
I
t
was
f
o
u
n
d
th
at
T
ea
ch
er
s
1
a
n
d
3
tau
g
h
t
G
r
ad
e
6
o
n
ly
i
n
th
eir
r
esp
e
ctiv
e
s
ch
o
o
ls
,
T
ea
ch
er
2
tau
g
h
t
G
r
a
d
e
5
o
n
ly
,
T
ea
ch
er
4
tau
g
h
t
G
r
ad
e
4
o
n
ly
,
T
ea
ch
e
r
5
tau
g
h
t
G
r
ad
e
s
5
,
6
a
n
d
7
,
T
e
ac
h
er
6
tau
g
h
t
G
r
ad
e
s
5
an
d
6
,
wh
ile
T
ea
ch
er
7
tau
g
h
t
G
r
ad
e
s
4
an
d
7
.
T
h
ese
r
esu
lts
also
s
h
o
wed
th
at
G
r
ad
e
6
NS
teac
h
er
s
c
o
n
s
titu
ted
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
y
p
ar
tici
p
an
ts
wh
ile
G
r
ad
e
4
an
d
7
NS
teac
h
er
s
co
n
s
titu
ted
th
e
m
in
o
r
ity
.
Ho
wev
e
r
,
all
th
e
p
ar
ticip
an
ts
tau
g
h
t
in
u
p
p
er
p
r
im
ar
y
p
h
ase
(
G
r
ad
e
s
4
to
7
)
a
n
d
h
en
ce
c
o
u
ld
p
r
o
v
id
e
r
elev
a
n
t
o
p
in
i
o
n
s
o
n
th
e
c
h
allen
g
es
af
f
ec
tin
g
th
e
u
p
p
er
p
r
im
ar
y
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
in
NS i
n
th
eir
s
ch
o
o
ls
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
views
o
n
ch
a
llen
g
es a
ffectin
g
lea
r
n
ers
’
p
erfo
r
ma
n
ce
in
n
a
tu
r
a
l scien
ce
(
M.N
.
N
.
N
d
ja
n
g
a
la
)
51
T
ab
le
1
.
So
m
e
d
em
o
g
r
ap
h
ic
c
h
ar
ac
ter
is
tics
o
f
th
e
s
tu
d
y
p
ar
t
icip
an
ts
Te
a
c
h
e
r
G
r
a
d
e
t
a
u
g
h
t
P
e
r
i
o
d
(
Y
e
a
r
s)
N
u
mb
e
r
o
f
c
l
a
sse
s
N
u
mb
e
r
o
f
N
S
l
e
sso
n
/
d
a
y
T
1
6
16
2
1
T
2
5
4
2
1
T
3
6
1
1
1
T
4
4
3
2
1
T
5
5
,
6
,
7
20
6
1
T
6
5,
6
3
2
1
T
7
4,
7
2
5
1
T
=
t
e
a
c
h
e
r
3
.
2
.
Q
2
:
H
o
w
l
o
ng
ha
v
e
y
o
u bee
n t
ea
ching
NS
?
T
h
is
q
u
esti
o
n
aim
ed
to
f
in
d
o
u
t
th
e
n
u
m
b
er
o
f
y
ea
r
s
o
f
ex
p
er
ien
ce
th
e
p
ar
ticip
an
ts
h
a
d
in
teac
h
in
g
NS.
T
h
e
f
in
d
in
g
s
o
b
tain
ed
we
r
e
as
p
r
esen
ted
in
T
ab
le
1
.
T
h
is
f
in
d
in
g
s
h
o
wed
th
at
T
ea
ch
e
r
s
1
an
d
5
ar
e
m
o
s
t
ex
p
er
ien
ce
d
in
teac
h
in
g
NS
w
ith
1
6
an
d
2
0
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
s
r
esp
ec
tiv
el
y
.
T
h
e
o
th
er
p
ar
ticip
a
n
ts
h
ad
teac
h
in
g
ex
p
e
r
ien
ce
s
r
an
g
in
g
f
r
o
m
1
to
4
y
ea
r
s
.
T
h
is
wid
e
r
an
g
e
in
th
e
p
ar
ticip
an
ts
’
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
s
m
ig
h
t
h
el
p
to
p
r
o
v
id
e
a
wid
e
r
a
n
g
e
o
f
in
f
o
r
m
atio
n
r
elate
d
to
t
h
e
ch
allen
g
es
af
f
ec
tin
g
u
p
p
er
p
r
im
ar
y
lear
n
er
s
’
p
e
r
f
o
r
m
an
ce
in
NS in
th
e
s
elec
ted
s
ch
o
o
ls
.
3
.
3
.
Q
3
:
H
o
w
m
a
ny
cl
a
s
s
es do
y
o
u c
urre
ntly
t
ea
ch
NS in?
T
h
is
q
u
esti
o
n
aim
ed
t
o
f
in
d
o
u
t
th
e
n
u
m
b
er
o
f
class
es
in
wh
ich
ea
ch
p
a
r
ticip
an
t
is
cu
r
r
e
n
tly
teac
h
in
g
in
NS
an
d
th
e
f
in
d
in
g
s
o
b
tai
n
ed
wer
e
g
iv
en
in
T
ab
le
1
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
T
5
an
d
T
7
tau
g
h
t
m
o
r
e
class
es
;
6
an
d
5
r
esp
ec
tiv
ely
wh
ile
T
3
tau
g
h
t
o
n
e
class
o
n
ly
an
d
th
e
r
est
tau
g
h
t
2
class
es
ea
ch
.
I
t
is
s
u
r
p
r
is
in
g
th
at
T
7
h
av
in
g
ju
s
t
two
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
is
cu
r
r
en
tly
teac
h
in
g
NS
in
f
iv
e
d
if
f
er
en
t
class
es.
T
h
is
m
ig
h
t n
o
t
b
e
u
n
co
n
n
ec
ted
with
th
e
s
h
o
r
ta
g
e
o
f
NS te
ac
h
e
r
s
in
th
e
s
ch
o
o
l.
3
.
4
.
Q
4
:
H
o
w
m
a
ny
NS le
s
s
o
n do
t
ea
ch
in a
cla
s
s
per
da
y
?
T
h
is
q
u
esti
o
n
was
aim
e
d
to
f
i
n
d
o
u
t
h
o
w
m
a
n
y
less
o
n
s
th
e
NS
teac
h
er
s
teac
h
in
ea
ch
class
p
er
d
ay
o
f
th
e
wee
k
.
T
h
e
f
in
d
in
g
s
o
b
tain
ed
r
ev
ea
led
th
at
all
th
e
p
ar
ticip
an
ts
tau
g
h
t
o
n
e
less
o
n
in
e
ac
h
class
ev
er
y
d
ay
f
r
o
m
Mo
n
d
ay
to
Frid
ay
(
f
iv
e
l
ess
o
n
s
p
er
wee
k
)
.
T
h
is
m
ig
h
t
b
e
d
u
e
t
o
th
e
tim
e
tab
le
p
lan
.
3
.
5
.
T
ea
cher
s
’
cha
lleng
es w
hich
a
f
f
ec
t
lea
rner
s
’
perf
o
r
m
a
nce
in NS in t
he
s
elec
t
ed
s
cho
o
ls
T
h
e
r
esu
lts
in
Fig
u
r
e
1
o
u
tlin
ed
th
e
d
if
f
er
en
t
teac
h
e
r
s
’
ch
allen
g
es
as
in
d
icate
d
b
y
th
e
p
ar
t
icip
an
ts
to
b
e
co
n
t
r
ib
u
tin
g
to
th
e
lear
n
er
s
’
p
o
o
r
p
er
f
o
r
m
an
ce
s
i
n
NS
in
th
e
s
elec
ted
s
ch
o
o
ls
.
As
s
h
o
wn
in
Fig
u
r
e
1
,
th
e
r
esu
lts
r
ev
ea
led
t
h
at
th
e
m
ajo
r
ity
(
8
6
%)
o
f
th
e
p
a
r
ticip
an
ts
i
n
d
icate
d
lac
k
o
f
teac
h
in
g
an
d
lear
n
in
g
r
eso
u
r
ce
s
as
a
m
ajo
r
ch
allen
g
e
af
f
ec
ti
n
g
lear
n
er
s
’
p
e
r
f
o
r
m
an
ce
in
NS
in
th
e
s
tu
d
y
ar
ea
.
T
h
e
l
ac
k
o
f
r
eso
u
r
ce
s
is
f
o
llo
wed
b
y
m
ed
iu
m
o
f
in
s
t
r
u
ctio
n
wh
ich
was
in
d
icate
d
b
y
5
6
%
o
f
th
e
p
ar
ticip
a
n
ts
wh
ile
4
3
%
o
f
th
e
p
ar
ticip
an
ts
in
d
icate
d
lack
o
f
g
u
id
a
n
ce
f
r
o
m
ad
v
is
o
r
y
t
ea
ch
er
s
as
a
ch
allen
g
e
af
f
e
ctin
g
th
e
lear
n
e
r
s
’
p
er
f
o
r
m
an
ce
in
NS.
T
h
e
f
ig
u
r
e
f
u
r
t
h
er
s
h
o
wed
th
at
2
9
%
o
f
th
e
p
ar
ticip
an
ts
i
n
d
icate
d
lear
n
er
s
’
a
b
s
en
teeism
an
d
u
n
f
av
o
r
ab
le
teac
h
i
n
g
en
v
ir
o
n
m
e
n
t
r
esp
ec
tiv
ely
as
ch
allen
g
es
af
f
ec
tin
g
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
in
NS
.
Oth
er
ch
allen
g
es
lik
e
lack
o
f
lab
o
r
ato
r
ies,
s
en
s
itiv
e
to
p
ics,
to
o
m
u
ch
cu
r
r
icu
l
u
m
co
n
t
en
ts
,
o
v
er
cr
o
wd
e
d
class
es,
in
d
is
cip
lin
e
lear
n
er
s
a
n
d
h
u
n
g
e
r
wer
e
r
esp
ec
t
iv
ely
in
d
icate
d
b
y
1
4
%
o
f
th
e
p
ar
tic
ip
an
ts
.
T
h
e
f
o
llo
w
u
p
f
ac
e
to
f
ac
e
i
n
ter
v
iew
o
n
h
o
w
th
e
c
h
allen
g
es
id
e
n
tifie
d
b
y
th
e
p
ar
ticip
an
ts
af
f
ec
t
th
e
lear
n
er
s
’
p
er
f
o
r
m
an
ce
s
in
NS
r
ev
ea
led
th
e
f
o
llo
win
g
.
3
.
6
.
M
edi
um
o
f
ins
t
ruct
io
n
I
t
was
f
o
u
n
d
d
u
r
i
n
g
th
e
in
te
r
v
iew
th
at
s
o
m
e
lear
n
er
s
d
o
n
o
t
u
n
d
e
r
s
tan
d
E
n
g
lis
h
lan
g
u
a
g
e
wh
ich
is
th
e
m
ed
iu
m
o
f
in
s
tr
u
ctio
n
as
f
r
o
m
u
p
p
er
p
r
im
a
r
y
p
h
ase
in
th
e
s
tu
d
y
ar
ea
an
d
Nam
ib
ia
as
a
wh
o
le.
On
e
o
f
th
e
r
esp
o
n
d
en
ts
r
e
v
ea
led
th
at:
“
S
o
me
lea
r
n
ers
h
a
ve
d
iffi
cu
lt
ies
in
ex
p
r
ess
in
g
th
emselv
es
in
E
n
g
lis
h
la
n
g
u
a
g
e.
Mo
s
t
lea
r
n
ers
d
o
n
o
t
kn
o
w
h
o
w
to
r
ea
d
E
n
g
lis
h
texts
a
n
d
h
o
w
to
s
p
ell
E
n
g
lis
h
w
o
r
d
s
.
S
ev
er
a
l
lea
r
n
ers
d
o
n
o
t
u
n
d
ers
ta
n
d
me
w
h
en
tea
ch
in
g
u
s
in
g
E
n
g
lis
h
la
n
g
u
a
g
e
a
n
d
s
o
me
ten
d
to
w
r
ite
th
ei
r
w
o
r
k
in
Osh
i
w
a
mb
o
.
”
Yan
[
1
6
]
ass
er
ted
th
at
teac
h
i
n
g
s
o
m
e
s
u
b
ject
c
o
n
ten
ts
in
E
n
g
lis
h
lan
g
u
ag
e
m
ay
af
f
ec
t
lear
n
er
s
’
p
er
f
o
r
m
an
ce
n
eg
ativ
ely
esp
ec
ially
in
s
cien
ce
s
u
b
jects
wh
er
e
d
if
f
icu
lt
lin
g
u
is
tic
f
ea
tu
r
es
ar
e
u
s
ed
.
R
esear
ch
f
in
d
in
g
s
co
n
s
is
ten
tly
s
h
o
w
th
at
lear
n
er
s
b
en
ef
it
f
r
o
m
u
s
in
g
th
eir
h
o
m
e
lan
g
u
a
g
e
in
ed
u
c
atio
n
in
ea
r
ly
g
r
ad
e
y
ea
r
s
(
ah
ea
d
o
f
a
late
p
r
im
ar
y
tr
an
s
itio
n
s
tag
e)
;
y
et,
m
an
y
d
ev
elo
p
in
g
co
u
n
tr
ies
co
n
tin
u
e
to
u
s
e
o
th
er
lan
g
u
ag
es
f
o
r
teac
h
in
g
i
n
th
ei
r
s
ch
o
o
ls
[
1
7
]
.
I
n
a
d
d
itio
n
,
Sh
ip
an
g
a
[
1
8
]
h
i
g
h
lig
h
ted
t
h
at
lear
n
er
s
in
Nam
ib
ia
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es
E
d
u
c
,
V
o
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
48
-
56
52
ar
e
h
av
i
n
g
th
eir
v
er
n
ac
u
lar
la
n
g
u
ag
e
as
a
m
ed
iu
m
o
f
in
s
tr
u
ctio
n
at
lo
wer
p
r
im
ar
y
p
h
ase
an
d
th
ey
en
d
u
p
s
tr
u
g
g
lin
g
with
E
n
g
lis
h
lan
g
u
ag
e
wh
en
t
h
ey
g
et
to
u
p
p
er
p
r
im
ar
y
.
T
h
e
ch
an
g
e
in
t
h
e
lan
g
u
ag
e
o
f
in
s
tr
u
ctio
n
s
as
lear
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er
s
p
r
o
g
r
ess
f
r
o
m
lo
w
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p
r
im
ar
y
p
h
ase
to
th
e
u
p
p
er
p
r
im
ar
y
p
h
ase
in
Nam
ib
ia
m
ad
e
it
d
if
f
ic
u
lt
f
o
r
s
ev
er
al
lear
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er
s
to
co
n
n
ec
t
th
eir
s
k
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d
ex
p
er
ien
ce
s
f
r
o
m
th
e
f
o
r
m
er
to
th
e
latter
p
h
a
s
e
an
d
th
is
ten
d
s
to
cr
ea
te
r
ea
l
ch
allen
g
e
f
o
r
th
e
teac
h
er
s
to
b
r
id
g
e
th
e
g
ap
in
o
r
d
er
to
ac
h
iev
e
co
n
tin
u
ity
i
n
th
e
teac
h
in
g
an
d
lear
n
in
g
s
tag
es.
T
h
e
in
ter
ac
tiv
e
lear
n
er
-
ce
n
ter
e
d
ap
p
r
o
ac
h
—
r
ec
o
m
m
en
d
ed
b
y
all
ed
u
ca
tio
n
alis
ts
—
th
r
i
v
es
i
n
an
en
v
ir
o
n
m
en
t w
h
er
e
lear
n
e
r
s
ar
e
s
u
f
f
icien
tly
p
r
o
f
icien
t in
th
e
lan
g
u
a
g
e
o
f
i
n
s
tr
u
ctio
n
[
1
7
]
.
Fig
u
r
e
1
.
Per
ce
n
ta
g
e
r
esp
o
n
d
e
n
ts
o
n
ch
allen
g
es
af
f
ec
tin
g
lea
r
n
er
s
’
p
er
f
o
r
m
a
n
ce
in
NS in
th
e
s
tu
d
y
ar
ea
(
N
o
te:
a
p
ar
ticip
an
t c
a
n
m
en
ti
o
n
m
o
r
e
th
an
o
n
e
c
h
allen
g
e
)
3
.
7
.
L
a
ck
o
f
re
s
o
urce
s
I
t
was
f
o
u
n
d
th
at
th
e
lack
o
f
t
ea
ch
in
g
a
n
d
lear
n
in
g
r
eso
u
r
ce
s
s
u
ch
as
tex
tb
o
o
k
s
is
th
e
m
o
s
t
p
r
ev
alen
t
ch
allen
g
e
af
f
ec
tin
g
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
in
NS
as
r
ev
ea
led
b
y
8
6
%
o
f
th
e
r
esp
o
n
d
e
n
ts
.
Du
r
in
g
t
h
e
f
o
llo
w
u
p
in
ter
v
iew,
th
e
r
esp
o
n
d
en
ts
s
tated
th
at
th
er
e
ar
e
n
o
t
en
o
u
g
h
tex
tb
o
o
k
s
in
th
eir
s
ch
o
o
ls
an
d
s
o
m
e
lear
n
er
s
ar
e
s
h
ar
in
g
tex
tb
o
o
k
s
.
Acc
o
r
d
in
g
to
o
n
e
o
f
th
e
r
esp
o
n
d
e
n
ts
:
“
Th
is
ch
a
llen
g
e
is
a
ffectin
g
th
e
p
erfo
r
ma
n
ce
o
f
lea
r
n
ers
n
eg
a
tively
b
ec
a
u
s
e
le
a
r
n
ers
d
o
n
o
t
g
et
en
o
u
g
h
time
to
u
s
e
th
e
textb
o
o
k.
F
o
r
ex
a
mp
le,
w
h
e
n
g
iven
h
o
mewo
r
k,
if
o
n
e
lea
r
n
e
r
g
o
es
h
o
me
w
ith
th
e
textb
o
o
k,
o
th
ers
w
il
l
n
o
t
h
a
ve
o
p
p
o
r
tu
n
ity
to
u
s
e
it
a
n
d
th
is
w
i
ll
a
ffe
ct
th
eir
p
erfo
r
ma
n
ce
in
th
e
g
iven
ta
s
k
.
”
T
h
e
r
esp
o
n
d
e
n
ts
f
u
r
th
er
ad
d
e
d
th
at
th
er
e
ar
e
s
o
m
e
g
r
ad
es
wer
e
th
er
e
is
o
n
ly
o
n
e
tex
tb
o
o
k
wh
ich
is
r
eser
v
ed
f
o
r
th
e
teac
h
er
s
’
u
s
e
o
n
ly
,
an
d
th
e
lear
n
er
s
d
o
n
o
t
h
av
e
ac
ce
s
s
to
an
y
tex
tb
o
o
k
wh
ich
th
ey
ca
n
u
s
e
to
r
ea
d
f
o
r
f
u
r
th
e
r
u
n
d
er
s
tan
d
in
g
,
o
r
to
d
o
th
eir
h
o
m
ewo
r
k
o
r
p
r
ep
ar
e
f
o
r
test
s
an
d
ex
am
s
.
T
h
ey
also
s
tated
th
at
th
er
e
is
n
o
ap
p
a
r
atu
s
to
d
o
e
x
p
er
im
en
ts
in
th
e
s
ch
o
o
ls
;
a
s
itu
atio
n
wh
ich
m
a
d
e
th
e
lea
r
n
er
s
to
co
n
tin
u
e
t
o
p
er
f
o
r
m
p
o
o
r
ly
in
p
r
ac
tical
q
u
esti
o
n
s
.
T
h
ese
f
in
d
in
g
s
co
r
r
o
b
o
r
ate
o
th
er
r
esear
ch
r
e
p
o
r
t
wh
ich
r
ev
ea
led
th
at
r
eso
u
r
ce
s
s
u
ch
as
te
x
tb
o
o
k
s
,
t
ea
ch
in
g
aid
s
an
d
s
tatio
n
er
ies
af
f
ec
t
th
e
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
o
f
lear
n
e
r
s
[
1
9
]
.
I
t
was
f
u
r
th
er
ass
er
ted
th
at
lea
r
n
in
g
is
s
tr
en
g
th
en
ed
wh
e
n
th
er
e
ar
e
en
o
u
g
h
r
ef
er
e
n
ce
m
ate
r
ials
esp
ec
ially
th
e
tex
tb
o
o
k
s
[
1
9
]
.
Ho
wev
er
,
Og
b
aji
[
2
0
]
ar
g
u
es
th
at
o
n
e
o
f
th
e
b
ig
g
est
s
etb
ac
k
s
in
th
e
u
s
e
o
f
in
s
tr
u
ctio
n
al
m
ater
ials
is
in
ad
eq
u
ate
s
u
p
p
l
y
o
f
th
e
m
ater
ials
.
I
n
d
ee
d
,
th
is
is
am
o
n
g
th
e
m
ajo
r
ch
alle
n
g
es
o
b
s
er
v
e
d
to
b
e
af
f
ec
tin
g
th
e
lea
r
n
er
s
’
p
e
r
f
o
r
m
an
ce
in
NS
in
th
e
s
tu
d
y
ar
ea
.
3
.
8
.
L
a
ck
o
f
la
bo
r
a
t
o
ries
T
h
er
e
ar
e
1
4
%
o
f
th
e
r
esp
o
n
d
en
ts
id
en
tifie
d
lack
o
f
lab
o
r
at
o
r
ies
at
s
ch
o
o
ls
as
o
n
e
o
f
th
e
ch
allen
g
es
af
f
ec
tin
g
lear
n
e
r
s
’
p
er
f
o
r
m
a
n
c
e
in
NS in
th
e
s
tu
d
y
a
r
ea
.
On
e
r
esp
o
n
d
en
t
r
ev
ea
led
t
h
at:
“T
h
ere
a
r
e
n
o
la
b
o
r
a
to
r
ie
s
a
t
s
ch
o
o
ls
w
h
ere
s
cien
c
e
tea
ch
ers
ca
n
g
o
a
n
d
d
o
p
r
a
ct
ica
l/exp
erimen
ts
.
S
o
,
w
e
ten
d
to
lea
ve
th
o
s
e
p
r
a
ctica
l
u
n
a
tten
d
e
d
to
,
a
n
d
th
is
h
a
s
co
n
tin
u
e
to
a
ffect
th
e
lea
r
n
e
r
s
’
p
erfo
r
ma
n
ce
b
ec
a
u
s
e
th
ey
en
d
u
p
fa
ilin
g
t
h
o
s
e
p
a
r
ts
in
ex
a
ms
.”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
views
o
n
ch
a
llen
g
es a
ffectin
g
lea
r
n
ers
’
p
erfo
r
ma
n
ce
in
n
a
tu
r
a
l scien
ce
(
M.N
.
N
.
N
d
ja
n
g
a
la
)
53
Dh
u
r
u
m
r
aj
[
2
1
]
o
p
in
es
th
at
lear
n
er
s
s
h
o
u
ld
b
e
en
co
u
r
a
g
ed
to
d
o
lab
o
r
ato
r
y
ac
t
iv
it
ies
d
u
r
in
g
p
r
ac
tical
less
o
n
s
b
ec
au
s
e
s
cie
n
tific
co
n
ce
p
ts
ar
e
clar
if
ie
d
a
n
d
r
ein
f
o
r
ce
d
th
r
o
u
g
h
s
u
c
h
a
ctiv
ities
.
L
ea
r
n
er
s
b
eg
in
to
en
g
a
g
e
with
s
cien
tific
co
n
ce
p
ts
an
d
ex
p
er
im
e
n
ts
v
ia
th
e
m
an
ip
u
latio
n
o
f
m
ater
ial
s
d
u
r
in
g
lab
o
r
at
o
r
y
ex
p
er
ien
ce
s
.
I
t
was
f
u
r
th
e
r
in
d
icate
d
th
at
s
o
m
e
lear
n
er
s
lea
r
n
th
r
o
u
g
h
k
in
esth
etic
lear
n
in
g
wh
er
e
th
ey
ca
r
r
y
o
u
t
p
h
y
s
ical
ac
tiv
ities
r
ath
er
th
an
lis
ten
in
g
to
a
teac
h
er
o
r
w
atch
in
g
d
em
o
n
s
tr
atio
n
[
2
1
]
.
T
h
u
s
,
if
e
x
p
er
im
e
n
ts
ar
e
n
o
t d
o
n
e
b
y
NS
teac
h
er
s
,
i
t w
ill g
r
ea
tly
af
f
ec
t th
e
le
ar
n
er
s
’
p
er
f
o
r
m
an
ce
in
NS in
t
h
e
s
tu
d
y
ar
ea
.
3
.
9
.
Sens
it
iv
e
t
o
pics
T
h
e
u
p
p
er
p
r
im
ar
y
NS
is
an
in
teg
r
ated
s
cien
ce
s
u
b
ject
th
a
t
co
v
er
s
to
p
ics
s
u
ch
as
th
e
e
co
s
y
s
tem
,
h
u
m
an
b
o
d
y
,
o
r
g
a
n
is
m
s
an
d
e
lectr
icity
am
o
n
g
o
th
e
r
s
.
Fin
d
i
n
g
s
f
r
o
m
th
e
in
ter
v
iew
r
ev
ea
l
ed
th
at
1
4
%
o
f
th
e
r
esp
o
n
d
en
ts
in
d
icate
d
th
at
tea
ch
in
g
s
en
s
itiv
e
to
p
ic
is
o
n
e
o
f
th
e
ch
allen
g
es
af
f
ec
tin
g
lear
n
er
s
’
p
er
f
o
r
m
an
ce
in
NS in
th
e
s
tu
d
y
ar
ea
.
T
h
e
r
esp
o
n
d
en
t e
x
p
lain
ed
th
at:
“Ou
r
lea
r
n
er
s
a
r
e
mo
r
e
o
n
tr
a
d
itio
n
a
l
myth
s
a
n
d
va
lu
es,
a
n
d
w
h
en
I
tea
ch
to
p
ics
th
a
t
in
clu
d
e
s
en
s
itive
co
n
ce
p
ts
,
e
.
g
.
,
r
ep
r
o
d
u
ctive
s
ystem;
s
o
me
lea
r
n
ers
immed
ia
tely
d
ev
elo
p
s
h
yn
ess
a
n
d
b
ec
o
me
u
n
co
mfo
r
ta
b
le,
a
n
d
th
is
ma
ke
s
th
em
to
l
o
s
e
co
n
ce
n
tr
a
tio
n
i
n
cla
ss
.”
T
h
is
f
in
d
in
g
is
in
co
n
s
o
n
an
ce
with
ea
r
lier
r
esear
ch
f
in
d
in
g
wh
er
e
it
was
r
ep
o
r
ted
th
at
attit
u
d
es
ab
o
u
t
s
en
s
itiv
e
to
p
ics ar
e
o
f
ten
b
o
u
n
d
u
p
in
is
s
u
es o
f
s
h
am
e,
g
u
ilt,
o
r
f
r
ee
d
o
m
[
2
2
]
.
3
.
1
0
.
T
o
o
m
uch c
o
nte
nt
T
h
er
e
ar
e
1
4
%
o
f
th
e
p
ar
ticip
an
ts
in
d
icate
d
th
at
NS
h
av
e
to
o
m
u
ch
co
n
ten
ts
an
d
th
e
tim
e
g
iv
en
p
er
ter
m
is
s
h
o
r
t
to
co
v
er
th
em
.
T
h
u
s
,
th
e
teac
h
e
r
s
f
in
d
th
e
m
s
elv
es
o
v
er
lo
ad
e
d
an
d
en
d
u
p
n
o
t
teac
h
in
g
s
o
m
e
co
n
ten
ts
o
r
r
u
s
h
in
g
th
r
o
u
g
h
th
e
to
p
ics,
an
d
at
th
e
en
d
,
th
e
lear
n
er
s
d
o
n
o
t
p
er
f
o
r
m
well
in
th
o
s
e
to
p
ics.
I
n
a
d
if
f
er
en
t
r
ep
o
r
t,
it
was
h
eld
th
at
s
o
m
e
cu
r
r
icu
lu
m
is
p
ac
k
ed
with
s
o
m
u
ch
co
n
te
n
ts
th
at
le
av
es
litt
le
tim
e
f
o
r
lear
n
er
s
to
ac
q
u
ir
e
a
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
ject
o
r
to
d
ev
elo
p
a
life
-
s
k
ills
s
u
ch
as
cr
itical
th
in
k
in
g
,
co
m
m
u
n
icatio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
2
3
]
.
3
.
1
1
.
O
v
er
cr
o
wded c
la
s
s
es
Ov
er
cr
o
wd
ed
class
es
wer
e
id
e
n
tifie
d
as
o
n
e
o
f
th
e
ch
allen
g
e
s
af
f
ec
tin
g
th
e
lear
n
er
s
’
p
er
f
o
r
m
an
ce
as
in
d
icate
d
b
y
1
4
% o
f
th
e
r
esp
o
n
d
en
ts
.
I
n
r
esp
o
n
s
e
to
t
h
e
in
ter
v
iews,
o
n
e
r
esp
o
n
d
en
t e
x
p
lain
ed
th
at:
“T
h
ere
a
r
e
s
o
me
cla
s
s
es
w
h
er
e
w
e
a
b
o
u
t
4
5
–
5
0
lea
r
n
ers
a
n
d
th
is
ca
u
s
e
s
o
me
s
lo
w
lea
r
n
e
r
s
to
b
e
n
e
g
lecte
d
.
P
ers
o
n
a
lly,
I
d
o
n
o
t
h
a
ve
en
o
u
g
h
time
to
g
ive
a
tten
tio
n
to
th
o
s
e
lea
r
n
e
r
s
b
ec
a
u
s
e
th
e
cla
s
s
is
fu
ll
.”
Ov
er
cr
o
wd
ed
class
es
p
r
ev
en
t
lear
n
er
s
f
r
o
m
c
o
n
ce
n
tr
atin
g
o
n
th
e
less
o
n
s
.
L
ea
r
n
er
s
wh
o
ar
e
s
ea
ted
to
o
clo
s
e
to
o
n
e
an
o
th
er
in
a
class
r
o
o
m
h
av
e
d
if
f
icu
lty
c
o
n
ce
n
tr
atin
g
o
n
th
e
less
o
n
s
,
an
d
th
is
lead
to
less
lear
n
in
g
an
d
lo
wer
test
/ex
am
s
co
r
es
[
2
4
]
.
3
.
1
2
.
I
nd
i
s
cipl
ine a
m
o
ng
lea
rner
s
T
h
e
s
tu
d
y
also
f
o
u
n
d
th
at
1
4
%
o
f
th
e
r
esp
o
n
d
en
ts
r
e
v
ea
led
th
at
in
d
is
cip
lin
e
am
o
n
g
lear
n
er
s
is
o
n
e
o
f
th
e
ch
allen
g
es
in
th
e
s
tu
d
y
ar
e
a.
Acc
o
r
d
in
g
to
th
e
r
esp
o
n
d
en
ts
:
“
S
o
me
lea
r
n
ers
d
o
n
o
t
r
esp
ec
t
tea
ch
ers
a
n
d
th
ey
d
o
n
o
t
lis
ten
to
t
h
e
tea
c
h
er
b
u
t
mis
b
eh
a
ve
in
th
e
cla
s
s
r
o
o
m.
Th
ey
a
ls
o
d
o
n
o
t
o
b
ey
t
h
e
s
ch
o
o
l/cla
s
s
r
o
o
m
r
u
les.
B
y
th
e
en
d
o
f
th
e
d
a
y,
th
ese
lea
r
n
ers
d
o
n
o
t
m
a
ke
i
t
to
p
a
s
s
test
a
n
d
ex
a
ms;
s
o
,
th
eir
p
erfo
r
ma
n
ce
is
a
ffected
n
eg
a
tively
.”
I
t
h
as
b
ee
n
ass
er
ted
th
at
in
d
is
cip
lin
e
h
as
an
e
f
f
ec
t
o
n
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
o
f
lear
n
er
s
wh
ich
in
clu
d
e,
lear
n
er
s
’
in
a
b
ilit
y
to
co
n
ce
n
tr
ate
i
n
class
,
lo
s
s
o
f
m
ater
ials
tau
g
h
t
d
u
e
to
a
b
s
en
tee
is
m
an
d
in
a
b
ilit
y
to
lear
n
.
T
h
u
s
,
th
e
lear
n
er
s
’
in
d
i
s
cip
lin
e
co
u
ld
n
eg
ativ
ely
af
f
e
ct
th
e
p
e
r
f
o
r
m
an
ce
o
f
t
h
e
u
p
p
er
p
r
im
a
r
y
lear
n
er
s
in
NS in
th
e
s
tu
d
y
ar
e
a
[
2
5
]
.
3
.
1
3
.
L
ea
rner
s
’
a
bs
ent
ee
i
s
m
Ab
s
en
teeism
was
o
n
e
o
f
th
e
ch
allen
g
es
af
f
ec
tin
g
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
in
NS
in
th
e
s
t
u
d
y
ar
ea
as
in
d
icate
d
b
y
2
9
%
o
f
th
e
r
esp
o
n
d
en
ts
.
T
h
e
r
esp
o
n
d
en
ts
r
ev
ea
led
th
at
s
o
m
e
lear
n
er
s
ca
n
g
o
u
p
to
2
wee
k
s
with
o
u
t
co
m
in
g
to
s
ch
o
o
l
an
d
th
ese
lear
n
er
s
a
r
e
u
s
u
ally
lef
t
o
u
t
b
ec
au
s
e
th
ey
m
is
s
a
lo
t.
I
n
a
d
d
itio
n
,
s
o
m
e
lear
n
er
s
m
ay
c
o
m
e
to
s
ch
o
o
l
b
u
t
th
ey
ch
o
o
s
e
to
ab
s
en
t
t
h
e
m
s
elv
es
f
r
o
m
NS
less
o
n
b
ec
a
u
s
e
th
ey
d
o
n
o
t
wan
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es
E
d
u
c
,
V
o
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
48
-
56
54
to
wr
ite
a
test
,
task
o
r
q
u
iz
a
n
d
th
ey
e
n
d
u
p
h
a
v
in
g
lo
w
c
o
n
tin
u
o
u
s
ass
ess
m
en
t
m
ar
k
.
I
n
a
d
if
f
er
en
t
s
tu
d
y
,
it
h
as
b
ee
n
s
h
o
wn
th
at
lear
n
er
s
’
class
p
ar
ticip
atio
n
b
ec
o
m
es
af
f
ec
ted
d
u
e
to
ab
s
en
teeism
.
L
ea
r
n
er
s
wh
o
ar
e
alwa
y
s
ab
s
en
t
f
r
o
m
class
o
f
te
n
m
is
s
th
e
ch
an
ce
t
o
b
ec
o
m
e
a
p
ar
t
o
f
th
e
less
o
n
.
Su
c
h
le
ar
n
er
s
ca
n
n
o
t
r
aise
q
u
esti
o
n
s
ab
o
u
t
th
e
co
n
f
u
s
io
n
th
ey
h
av
e
r
eg
ar
d
in
g
th
e
to
p
ic
s
an
d
th
ey
also
m
is
s
th
e
ch
an
ce
to
p
ar
ticip
ate
in
g
r
o
u
p
wo
r
k
with
in
th
e
class
[
2
6
]
.
E
d
u
ca
tio
n
r
esear
ch
h
as
lo
n
g
s
u
g
g
ested
t
h
at
b
r
o
ad
e
r
i
n
d
icato
r
o
f
s
tu
d
en
t
b
eh
av
io
r
,
s
tu
d
e
n
t
en
g
ag
em
e
n
t,
s
ch
o
o
l
clim
ate
a
n
d
s
tu
d
en
t
well
-
b
ein
g
a
r
e
ass
o
cia
ted
with
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
ed
u
ca
tio
n
al
attai
n
m
en
t
a
n
d
r
is
k
o
f
d
r
o
p
p
in
g
o
u
t
[
2
7
]
.
I
n
a
d
if
f
er
e
n
t
r
esear
c
h
r
ep
o
r
t,
th
e
a
u
th
o
r
n
o
ted
t
h
at
s
tu
d
en
t
a
b
s
en
teeism
im
p
ac
ts
n
o
t
o
n
ly
s
tu
d
e
n
ts
’
ed
u
ca
tio
n
al
p
r
o
g
r
ess
b
u
t
als
o
af
f
ec
ts
t
h
eir
s
o
cial
d
ev
elo
p
m
e
n
t
[
2
8
]
.
T
h
u
s
,
th
er
e
is
n
ee
d
to
in
tr
o
d
u
ce
e
f
f
ec
tiv
e
m
ea
s
u
r
e
as
well
as
b
u
ild
s
tr
o
n
g
s
y
n
er
g
y
b
etwe
en
th
e
s
ch
o
o
ls
an
d
p
ar
en
ts
/g
u
ar
d
i
an
s
to
cu
r
b
lea
r
n
er
s
’
a
b
s
en
t
ee
is
m
in
th
e
s
tu
d
y
ar
ea
.
3
.
1
4
.
Unf
a
v
o
ura
ble t
ea
ching
env
iro
nm
ent
T
h
e
r
esu
lts
f
u
r
th
er
s
h
o
wed
th
at
2
9
%
o
f
th
e
r
esp
o
n
d
en
ts
in
d
icate
d
th
at
th
e
class
r
o
o
m
en
v
i
r
o
n
m
en
t
in
wh
ich
th
ey
teac
h
NS
is
n
o
t
c
o
n
d
u
ci
v
e
f
o
r
teac
h
i
n
g
a
n
d
lea
r
n
in
g
.
T
h
ey
in
d
icate
d
th
at
th
e
class
r
o
o
m
s
ar
e
o
l
d
an
d
d
ilap
id
ated
s
u
c
h
th
at
th
e
teac
h
er
s
d
o
n
o
t
s
tay
th
er
e
c
o
m
f
o
r
tab
ly
.
So
m
e
class
r
o
o
m
s
’
b
o
ar
d
wh
er
e
teac
h
e
r
s
ca
n
p
aste
p
o
s
ter
a
r
e
wo
r
n
o
u
t,
lear
n
er
s
a
r
e
s
itti
n
g
o
n
b
r
o
k
en
ch
air
s
a
n
d
tab
les
wh
ich
ar
e
n
o
t
co
m
f
o
r
tab
le
f
o
r
th
em
to
co
n
ce
n
tr
ate
an
d
lear
n
in
th
e
class
.
I
n
a
d
if
f
er
en
t
r
ep
o
r
t,
it
was
h
eld
th
at
clas
s
r
o
o
m
n
ee
d
s
s
u
p
p
o
r
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
c
o
n
tr
ib
u
te
to
lear
n
er
s
’
ac
h
iev
em
en
t.
C
lass
r
o
o
m
en
v
ir
o
n
m
en
t
m
ay
in
f
lu
e
n
ce
lear
n
er
s
’
wellb
ein
g
an
d
th
eir
ca
p
ac
ity
to
p
ick
u
p
to
ce
r
tain
d
eg
r
ee
[
2
9
]
.
I
t
was
f
u
r
t
h
er
a
r
g
u
ed
th
at
lear
n
e
r
s
wh
o
f
ee
l
co
n
ten
ted
a
n
d
s
ec
u
r
ed
ar
e
p
r
o
b
ab
ly
g
o
in
g
to
o
b
t
ain
m
o
r
e
in
f
o
r
m
atio
n
wh
e
n
c
o
n
tr
asted
with
th
e
in
d
iv
id
u
als
wh
o
ar
e
u
n
h
ap
p
y
an
d
u
n
co
m
f
o
r
tab
le.
Als
o
,
n
eg
ativ
e
class
r
o
o
m
co
n
d
itio
n
ca
n
d
eb
ilit
ate
th
e
lear
n
er
s
ca
u
s
in
g
th
em
to
b
e
le
s
s
r
ea
d
y
to
lear
n
[
2
9
]
.
3
.
1
5
.
L
a
ck
o
f
pro
per
g
uid
a
nce
f
ro
m
s
ub
j
ec
t
a
dv
is
o
ry
t
ea
cher
Fro
m
th
e
in
ter
v
iew,
4
3
%
o
f
th
e
r
esp
o
n
d
e
n
ts
in
d
icate
d
th
e
lack
o
f
p
r
o
p
er
g
u
id
an
ce
f
r
o
m
s
u
b
ject
ad
v
is
o
r
y
teac
h
er
as
o
n
e
o
f
th
e
ch
allen
g
es
af
f
ec
tin
g
lear
n
er
s
’
p
er
f
o
r
m
a
n
ce
in
NS.
I
t
was
r
ev
ea
led
th
at
th
e
s
u
b
ject
ad
v
is
o
r
y
teac
h
e
r
d
o
es
n
o
t
v
is
it
s
ch
o
o
ls
to
s
ee
h
o
w
t
h
e
teac
h
in
g
a
n
d
lear
n
in
g
ar
e
g
o
in
g
an
d
co
m
m
en
t
o
n
th
em
.
Mo
r
eo
v
er
,
th
e
s
u
b
je
ct
ad
v
is
o
r
y
teac
h
er
d
o
es
n
o
t
g
i
v
e
teac
h
er
s
in
f
o
r
m
atio
n
o
n
h
o
w
to
as
s
es
p
r
ac
ti
ca
l
in
v
esti
g
atio
n
in
NS,
an
d
d
o
es
n
o
t
o
r
g
a
n
ize
wo
r
k
s
h
o
p
s
wh
e
r
e
NS
teac
h
er
s
ca
n
g
o
a
n
d
d
i
s
cu
s
s
to
lear
n
th
e
s
u
b
ject
is
s
u
es.
T
h
e
r
esp
o
n
d
en
ts
ex
p
lain
ed
th
at
s
o
m
e
is
s
u
es
t
h
at
ca
n
n
o
t
b
e
s
o
lv
ed
b
y
teac
h
er
s
with
o
u
t
th
e
h
elp
o
f
th
e
s
u
b
ject
a
d
v
is
o
r
y
teac
h
e
r
s
ar
e
a
f
f
ec
tin
g
th
e
lear
n
er
s
’
p
er
f
o
r
m
an
ce
.
I
n
a
d
if
f
er
e
n
t
s
t
u
d
y
,
it
was
ass
er
ted
th
at
with
o
u
t
an
ad
eq
u
ate
k
n
o
wled
g
e
b
ase,
teac
h
er
s
m
i
g
h
t
lack
th
e
s
k
ills
n
ec
ess
ar
y
to
p
r
o
v
id
e
s
u
p
p
o
r
t
to
lear
n
er
s
.
T
h
e
au
th
o
r
a
d
d
ed
th
a
t
th
e
lack
o
f
ex
p
er
tis
e
in
teac
h
in
g
s
tr
ateg
ies
is
a
b
ig
g
er
im
p
ed
im
en
t
to
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
th
an
lack
o
f
c
o
n
ten
t e
x
p
er
tis
e
[
3
0
]
.
3
.
1
6
.
H
un
g
er
T
h
e
r
esu
lt
also
r
e
v
ea
led
t
h
at
1
4
%
o
f
th
e
r
esp
o
n
d
en
ts
in
d
icate
d
h
u
n
g
er
as
o
n
e
o
f
t
h
e
ch
allen
g
es
af
f
ec
tin
g
lear
n
e
r
s
’
p
er
f
o
r
m
a
n
c
e
in
NS in
th
e
s
tu
d
y
a
r
ea
.
On
e
r
esp
o
n
d
en
t
r
ev
ea
led
t
h
at:
“S
o
me
lea
r
n
ers
co
me
to
s
ch
o
o
l
w
ith
emp
ty
s
to
ma
ch
(
co
min
g
to
s
ch
o
o
l
w
ith
o
u
t
ea
tin
g
a
n
yth
in
g
)
a
n
d
th
ese
lea
r
n
ers
co
u
ld
n
o
t
c
o
n
ce
n
tr
a
te
d
u
r
in
g
less
o
n
s
,
th
ey
a
r
e
u
s
u
a
lly
s
leep
in
g
b
ec
a
u
s
e
th
ey
a
p
p
a
r
en
tly
d
o
n
o
t h
a
ve
en
erg
y
to
p
a
r
tici
p
a
te
in
cla
s
s
.
”
A
t
an
ea
r
lier
s
tu
d
y
,
it
was
s
u
b
m
itted
th
at
h
u
n
g
e
r
an
d
p
o
o
r
d
iet
ca
n
m
ak
e
it
h
ar
d
f
o
r
an
in
d
iv
id
u
al
to
co
n
ce
n
tr
ate.
Feelin
g
h
u
n
g
er
i
s
u
n
co
m
f
o
r
tab
le,
an
d
is
th
e
b
o
d
y
’
s
way
o
f
s
ay
in
g
t
h
at
it
n
ee
d
s
n
u
tr
ien
ts
an
d
en
er
g
y
[
3
1
]
.
T
h
e
au
th
o
r
f
u
r
t
h
er
ad
d
ed
th
at
th
is
s
en
s
atio
n
(
h
u
n
g
er
)
tak
es
o
v
er
alm
o
s
t
all
o
f
t
h
e
ch
ild
r
en
’
s
co
g
n
itiv
e
r
eso
u
r
ce
s
,
m
ak
in
g
it
d
if
f
icu
lt f
o
r
th
em
t
o
co
n
ce
n
tr
ate
an
d
it a
f
f
ec
ts
h
o
w
t
h
e
b
r
ai
n
wo
r
k
s
[
3
1
]
.
3
.
1
7
.
P
a
rt
icipa
nts su
g
g
estio
ns
o
n t
he
cha
lleng
es a
f
f
ec
t
ing
lea
rner
s
’
perf
o
rm
a
nce
T
h
e
teac
h
er
s
wh
o
p
ar
ticip
ated
in
th
e
s
tu
d
y
wer
e
ask
ed
to
s
u
g
g
est p
o
s
s
ib
le
way
s
th
at
co
u
ld
b
e
u
s
ed
to
m
in
im
ize
th
e
ch
allen
g
es
af
f
e
ctin
g
lear
n
er
s
’
p
e
r
f
o
r
m
an
ce
i
n
NS
in
th
e
s
tu
d
y
ar
ea
an
d
th
ey
g
av
e
v
ar
iab
le
o
p
in
io
n
s
.
T
h
e
p
ar
ticip
an
ts
o
p
i
n
ed
th
at
t
h
e
s
ch
o
o
ls
s
h
o
u
l
d
o
r
g
an
ize
f
u
n
d
r
aisi
n
g
ev
e
n
ts
in
o
r
d
er
t
o
r
aise
f
u
n
d
s
th
at
co
u
l
d
b
e
u
s
ed
to
p
u
r
ch
a
s
e
in
s
tr
u
m
en
ts
an
d
m
ater
ials
n
ee
d
ed
to
ca
r
r
y
o
u
t
p
r
ac
tical
wo
r
k
s
.
T
h
e
y
also
ad
d
ed
th
at
th
e
s
ch
o
o
ls
s
h
o
u
ld
d
esig
n
ate
s
cien
ce
s
u
b
jects
a
s
p
r
io
r
ity
item
s
in
th
ei
r
b
u
d
g
et
at
least,
to
p
u
r
ch
ase
th
e
cr
itical
s
cien
ce
m
ater
ials
.
I
n
an
o
th
er
s
u
g
g
esti
o
n
,
it
was
in
d
icate
d
th
at
b
o
th
th
e
s
ch
o
o
ls
an
d
th
e
co
m
m
u
n
it
y
s
h
o
u
ld
o
r
g
an
ize
p
ar
en
t
-
teac
h
e
r
m
ee
tin
g
to
d
is
cu
s
s
m
atter
s
s
u
ch
as
d
is
cip
lin
e
am
o
n
g
lea
r
n
er
s
,
p
o
o
r
class
r
o
o
m
in
f
r
a
s
tr
u
ctu
r
e,
lack
o
f
ad
e
q
u
ate
teac
h
in
g
an
d
lear
n
in
g
m
ater
ials
at
s
ch
o
o
ls
an
d
p
o
s
s
ib
le
in
ter
v
en
tio
n
m
ea
s
u
r
es,
as
well
as
o
r
g
a
n
is
in
g
r
em
ed
ial
less
o
n
s
to
ass
is
t
s
l
o
w
lear
n
er
s
m
ee
t
u
p
with
th
ei
r
lear
n
in
g
d
e
m
an
d
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
views
o
n
ch
a
llen
g
es a
ffectin
g
lea
r
n
ers
’
p
erfo
r
ma
n
ce
in
n
a
tu
r
a
l scien
ce
(
M.N
.
N
.
N
d
ja
n
g
a
la
)
55
T
h
ese
th
ey
f
elt
will
m
ak
e
th
e
p
ar
en
ts
/g
u
ar
d
ian
s
t
o
b
e
m
o
r
e
in
v
o
lv
e
d
an
d
co
m
m
itted
to
th
e
welf
ar
e
o
f
th
eir
ch
ild
r
en
(
t
h
e
lear
n
er
s
)
.
Fu
r
th
er
m
o
r
e
,
th
e
p
ar
ticip
a
n
ts
s
u
g
g
ested
th
at
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
s
h
o
u
l
d
p
r
o
d
u
c
e
p
r
ac
tical
m
an
u
al
th
at
NS
teac
h
er
s
will
u
s
e
to
c
o
n
d
u
ct
p
r
ac
tical
wo
r
k
s
,
an
d
also
tr
ain
teac
h
er
s
in
th
eir
f
ir
s
t
y
ea
r
o
f
teac
h
in
g
o
n
h
o
w
t
o
teac
h
an
d
ass
es
v
ar
io
u
s
task
s
.
I
t
was
also
ad
d
ed
th
at
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
s
h
o
u
ld
p
r
o
v
id
e
ad
e
q
u
ate
f
u
n
d
s
to
th
e
s
ch
o
o
ls
to
en
ab
le
th
em
r
esp
o
n
d
to
n
ee
d
s
th
at
ca
n
aid
teac
h
in
g
an
d
lear
n
in
g
in
NS.
Als
o
s
tr
ess
ed
was
th
e
n
ee
d
f
o
r
th
e
s
u
b
ject
ad
v
is
o
r
y
te
ac
h
er
to
v
is
it
s
ch
o
o
ls
at
least,
o
n
ce
i
n
a
ter
m
to
ch
ec
k
h
o
w
NS
teac
h
in
g
an
d
lear
n
in
g
a
r
e
g
o
in
g
o
n
.
I
t
was
ad
d
ed
th
at
th
e
s
u
b
ject
a
d
v
is
o
r
y
teac
h
er
s
h
o
u
ld
o
r
g
an
ize
wo
r
k
s
h
o
p
s
f
o
r
th
e
NS te
ac
h
er
s
to
d
ev
elo
p
th
eir
p
e
d
ag
o
g
ical
s
k
ills
.
I
n
o
r
d
e
r
to
ad
d
r
ess
th
e
p
lig
h
t
o
f
h
u
n
g
r
y
lear
n
e
r
s
an
d
m
o
t
iv
ate
th
em
to
p
u
t
m
o
r
e
ef
f
o
r
ts
in
th
eir
s
tu
d
ies,
th
e
p
ar
ticip
an
ts
s
u
g
g
ested
th
at
g
o
v
er
n
m
en
t
s
h
o
u
ld
i
m
p
lem
en
t
s
ch
o
o
l
f
ee
d
i
n
g
p
r
o
g
r
am
m
e.
T
h
is
will
m
o
tiv
ate
th
e
less
p
r
iv
ileg
e
lea
r
n
er
s
to
b
ec
o
m
e
m
o
r
e
in
ter
est
ed
in
atten
d
in
g
s
ch
o
o
l,
wh
ich
is
cr
itical
f
o
r
g
o
o
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
Fin
a
lly
,
it
was
s
u
g
g
ested
th
at
th
e
p
ar
en
ts
s
h
o
u
ld
p
r
o
v
id
e
h
o
m
e
ed
u
ca
tio
n
t
o
th
ei
r
ch
ild
r
en
o
n
s
o
m
e
s
en
s
itiv
e
is
s
u
es
r
elate
d
to
g
r
o
wth
ch
an
g
es
an
d
s
o
c
ial
awa
r
en
ess
.
T
h
is
i
s
h
o
p
e
to
m
in
im
ize
s
o
m
e
lear
n
er
s
’
s
h
y
n
ess
d
u
r
in
g
class
r
o
o
m
in
s
tr
u
ctio
n
s
o
f
s
o
m
e
to
p
ics s
u
ch
as a
d
o
lescen
ce
a
n
d
r
ep
r
o
d
u
ctio
n
.
4.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
of
th
e
s
tu
d
y
r
ev
ea
led
th
e
poor
p
er
f
o
r
m
an
ce
of
lear
n
er
s
in
NS
in
th
e
s
tu
d
y
ar
ea
was
attr
ib
u
ted
to
v
a
r
io
u
s
ch
allen
g
es
s
u
ch
as
lack
of
teac
h
in
g
a
n
d
lear
n
in
g
r
eso
u
r
ce
s
in
th
e
s
u
b
ject,
m
ed
iu
m
of
in
s
tr
u
ctio
n
,
lear
n
er
s
’
ab
s
en
teei
s
m
,
u
n
f
av
o
r
ab
le
class
r
o
o
m
s
en
v
ir
o
n
m
en
t
an
d
lac
k
of
p
r
o
p
er
g
u
id
an
ce
f
r
o
m
th
e
s
u
b
ject
ad
v
is
o
r
y
teac
h
er
.
T
h
e
r
e
wer
e
also
ch
allen
g
es
of
h
u
n
g
er
,
in
d
is
cip
lin
e
am
o
n
g
lear
n
er
s
,
o
v
e
r
cr
o
wd
e
d
class
es
an
d
lack
of
lab
o
r
at
o
r
ie
s
th
at
wer
e
id
en
tifie
d
to
af
f
ec
t
th
e
p
er
f
o
r
m
an
ce
of
lear
n
er
s
in
th
e
s
tu
d
y
ar
ea
.
In
o
r
d
er
to
a
d
d
r
ess
th
ese
b
u
r
n
in
g
ch
allen
g
es
an
d
im
p
r
o
v
e
t
h
e
p
er
f
o
r
m
an
ce
of
lear
n
er
s
in
NS
in
th
e
s
tu
d
y
,
th
e
p
ar
ticip
an
ts
s
u
g
g
ested
am
o
n
g
o
th
er
s
th
e
n
ee
d
to
o
r
g
a
n
ize
f
u
n
d
r
aisi
n
g
ev
e
n
t
an
d
in
clu
d
i
n
g
NS
as
a
p
r
io
r
ity
in
th
e
s
ch
o
o
l
b
u
d
g
et,
o
r
g
a
n
izin
g
p
ar
en
t
-
teac
h
er
m
ee
tin
g
to
d
is
cu
s
s
is
s
u
es
th
at
co
u
ld
ass
i
s
t
th
e
s
ch
o
o
ls
,
b
u
ild
in
g
class
r
o
o
m
s
,
lab
o
r
ato
r
ies
an
d
p
r
o
v
is
io
n
of
ad
eq
u
ate
teac
h
i
n
g
an
d
lear
n
in
g
r
eso
u
r
ce
s
by
t
h
e
Mo
E
as
well
as
im
p
lem
en
tin
g
s
ch
o
o
l
f
ee
d
in
g
p
r
o
g
r
a
m
m
e
to
m
itig
ate
th
e
r
elate
d
ch
allen
g
es.
T
h
u
s
,
co
n
s
id
e
r
in
g
th
e
im
p
o
r
tan
c
e
of
ef
f
ec
tiv
e
s
cien
ce
ed
u
ca
tio
n
at
th
e
f
o
u
n
d
atio
n
s
tag
e
to
th
e
f
u
tu
r
e
s
cien
ce
ca
r
ee
r
s
of
th
e
lear
n
er
s
,
it
is
n
ec
ess
ar
y
f
o
r
th
e
e
d
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
to
w
o
r
k
to
g
eth
e
r
an
d
ad
d
r
ess
th
e
id
e
n
tifie
d
c
h
al
len
g
es.
In
ad
d
itio
n
,
th
er
e
is
n
ee
d
to
ad
d
r
ess
th
e
ch
allen
g
e
of
m
ed
i
u
m
of
in
s
tr
u
ctio
n
as
th
is
is
cr
itical
to
s
u
cc
ess
f
u
l
class
r
o
o
m
in
s
tr
u
ctio
n
s
.
L
ea
r
n
er
s
s
h
o
u
ld
be
tau
g
h
t
in
E
n
g
lis
h
r
ig
h
t
f
r
o
m
th
e
lo
wer
p
r
im
ar
y
p
h
ase
(
G
r
ad
e
0
–
3)
so
th
at
th
ey
b
ec
o
m
e
p
r
o
p
e
r
liter
ate
in
E
n
g
lis
h
in
o
r
d
e
r
f
o
r
th
e
lear
n
in
g
ex
p
er
ien
ce
s
g
ain
e
d
at
th
at
p
h
ase
to
a
u
g
m
e
n
t
f
u
r
th
er
lea
r
n
in
g
s
at
th
e
u
p
p
e
r
p
r
im
ar
y
p
h
ase.
ACK
NO
WL
E
DG
E
M
E
NT
S
Au
th
o
r
s
ar
e
th
a
n
k
f
u
l
to
th
e
Un
iv
er
s
ity
of
Nam
i
b
ia’
s
Katim
a
Mu
lilo
C
am
p
u
s
r
esear
ch
eth
ics
co
m
m
ittee
f
o
r
ap
p
r
o
v
in
g
th
is
s
tu
d
y
as
a
p
ar
t
of
u
n
d
er
g
r
a
d
u
ate
r
esear
ch
p
r
o
ject.
Au
th
o
r
s
also
th
an
k
th
e
p
r
in
cip
als
of
th
e
s
elec
ted
s
ch
o
o
ls
f
o
r
th
e
p
e
r
m
is
s
io
n
g
r
an
te
d
to
ca
r
r
y
out
th
e
s
tu
d
y
in
th
e
ir
s
ch
o
o
ls
.
Fin
ally
,
au
th
o
r
s
th
an
k
th
e
s
tu
d
y
p
ar
ticip
an
ts
f
o
r
v
o
lu
n
ta
r
ily
p
ar
tic
ip
atin
g
in
th
e
s
tu
d
y
a
n
d
p
r
o
v
id
in
g
s
u
c
h
u
s
ef
u
l
r
esp
o
n
s
es.
RE
F
E
R
E
NC
E
S
[1
]
J.
P
ra
k
a
sh
,
“
Wh
a
t
is
th
e
imp
o
rta
n
c
e
o
f
S
c
ien
c
e
e
d
u
c
a
ti
o
n
a
s
a
S
c
h
o
o
l
S
u
b
jec
t?”
P
re
se
rv
e
Article
s.c
o
m
:
P
re
se
rv
in
g
Yo
u
r
Article
s
f
o
r
E
tern
it
y
,
2
0
1
1
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:/
/www
.
p
re
se
rv
e
a
rti
c
les
.
c
o
m
/2
0
1
1
0
5
2
1
6
9
6
1
/i
m
p
o
rtan
c
e
-
of
-
sc
ien
c
e
-
as
-
a
-
sc
h
o
o
l
-
su
b
jec
t.
h
t
m
l
(a
c
c
e
ss
e
d
No
v
.
20
,
2
0
1
9
)
.
[2
]
L.
Da
rli
n
g
-
Ha
m
m
o
n
d
,
et
al
.
,
“
I
m
p
li
c
a
ti
o
n
s
fo
r
e
d
u
c
a
ti
o
n
a
l
p
ra
c
ti
c
e
of
t
h
e
sc
ien
c
e
of
lea
rn
i
n
g
a
n
d
d
e
v
e
lo
p
m
e
n
t
,”
Ap
p
li
e
d
De
v
e
lo
p
me
n
t
a
l
S
c
ien
c
e
,
v
o
l.
24
,
no.
2,
p
p
.
97
–
1
4
0
,
2
0
2
0
,
doi
:
1
0
.
1
0
8
0
/1
0
8
8
8
6
9
1
.
2
0
1
8
.
1
5
3
7
7
9
1
.
[3
]
M
in
istr
y
of
Ed
u
c
a
ti
o
n
,
Art
,
a
n
d
Cu
lt
u
re
.
Na
t
u
ra
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H.
P
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c
a
re
,
“
Re
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so
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s
fo
r
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c
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in
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th
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a
rn
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Hu
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0
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li
n
e
].
Av
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b
le:
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tt
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1
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23
2
0
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9
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.
[5
]
P.
Ca
n
to
r
,
et
al
.,
“
M
a
ll
e
a
b
il
it
y
,
p
las
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a
n
d
in
d
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a
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ty
:
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d
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lo
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in
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t,
”
A
p
p
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lo
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2
3
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4,
p
p
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0
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3
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0
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8
8
6
9
1
.
2
0
1
7
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1
3
9
8
6
4
9
.
[6
]
S.
I.
Je
ss
a
n
i,
“
S
c
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c
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e
d
u
c
a
ti
o
n
:
issu
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s,
a
p
p
ro
a
c
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s
a
n
d
c
h
a
ll
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n
g
e
s
,
”
J
o
u
rn
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l
of
E
d
u
c
a
ti
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d
E
d
u
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De
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2,
n
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.
1
,
p
p
.
79
–
8
7
,
2
0
1
5
.
[7
]
R.
M
il
lar,
“
T
h
e
ro
le
of
p
ra
c
ti
c
a
l
wo
rk
in
t
h
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tea
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g
a
n
d
lea
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g
of
sc
ien
c
e
,
”
P
a
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p
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p
a
re
d
at
Hig
h
S
c
h
o
o
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S
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ien
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e
Lab
o
ra
to
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ies
:
Ro
le
a
n
d
Visio
n
,
Na
ti
o
n
a
l
Ac
a
d
e
m
y
o
f
S
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ien
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e
s,
Was
h
in
g
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o
n
,
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,
2
0
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4
.
[On
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n
e
].
Av
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K.
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of
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ti
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n
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p
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2
0
1
3
.
[9
]
N.
M
tsi
a
n
d
C.
M
a
p
h
o
sa
,
“
Ch
a
ll
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n
g
e
s
E
n
c
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u
n
tere
d
in
th
e
Tea
c
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in
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a
n
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Lea
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n
g
of
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l
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e
s
in
R
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ra
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S
c
h
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ls
in
S
o
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th
Afric
a
,”
J
o
u
rn
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l
of
S
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s
,
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9
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0
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6
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1
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8
9
3
5
4
4
.
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0
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Un
it
e
d
Na
ti
o
n
(UN
),
“
Th
e
f
u
tu
re
is
now
–
S
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a
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2
0
1
9
.
[On
li
n
e
].
Av
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le:
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tt
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s:
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c
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s
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Au
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.
18
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0
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0
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[1
1
]
J.
W.
Cre
sw
e
ll
,
E
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
:
Pl
a
n
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g
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c
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h
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Up
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e
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S
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d
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le
Ri
v
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r:
NJ:
P
re
n
t
ice
Ha
ll
,
2
0
1
2
.
[1
2
]
A.
M.
Wa
n
jo
h
i,
“
S
a
m
p
l
in
g
P
r
o
c
e
d
u
re
s,
”
Na
iro
b
i:
Ke
n
y
a
,
2
0
1
2
.
[1
3
]
Kn
o
wle
d
g
e
,
“
In
CINA
HL,
w
h
a
t
is
re
se
a
rc
h
in
stru
m
e
n
t,
”
EB
S
CO
Co
n
n
e
c
t
,
2
0
1
8
.
[On
li
n
e
].
Av
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:
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tt
p
s:/
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c
c
e
s
se
d
No
v
.
23
,
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0
1
9
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.
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4
]
K.
Re
d
d
y
,
“
Wh
a
t
is
an
in
terv
i
e
w
:
De
fin
it
io
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,
Ob
jec
ti
v
e
s,
Ty
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e
s
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n
d
G
u
id
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li
n
e
s,
”
W
ise
S
tep
,
2
0
1
9
.
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n
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s://
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n
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ste
p
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terv
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/
(a
c
c
e
ss
e
d
No
v
.
21
,
2
0
1
9
)
.
[1
5
]
J.
Du
d
o
v
s
k
iy
,
T
h
e
Ulti
ma
te
G
u
i
d
e
to
W
riti
n
g
a
Dise
rta
ti
o
n
in
B
u
sin
e
ss
S
t
u
d
ies
:
a
ste
p
by
ste
p
a
ss
ista
n
c
e
.
USA
:
re
se
a
rc
h
-
m
e
th
o
d
o
lo
g
y
.
n
e
t,
2
0
1
8
.
[1
6
]
D.
Ya
n
,
“
Ev
a
lu
a
ti
o
n
of
t
h
e
Eff
e
c
ts
of
M
e
d
iu
m
of
I
n
stru
c
ti
o
n
on
t
h
e
S
c
ien
c
e
Lea
rn
in
g
,
”
Bi
li
n
g
u
a
l
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l.
2
7
,
no.
2,
p
p
.
2
9
5
–
3
3
3
,
2
0
0
3
.
[1
7
]
A.
Kio
k
o
,
“
Wh
y
sc
h
o
o
ls
s
h
o
u
l
d
tea
c
h
y
o
u
n
g
lea
rn
e
rs
in
h
o
m
e
lan
g
u
a
g
e
,”
Brit
is
h
Co
u
n
c
il
,
2
0
1
5
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
s://
ww
w.
b
ri
ti
sh
c
o
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n
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il
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ice
s
-
m
a
g
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/
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y
-
sc
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o
ls
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o
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rn
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rs
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o
m
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lan
g
u
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g
e
(a
c
c
e
ss
e
d
Au
g
.
18
,
2
0
2
0
)
.
[1
8
]
S.
S
h
ip
a
n
g
a
,
E
d
u
c
a
ti
o
n
f
a
c
e
s
ma
n
y
c
h
a
ll
e
n
g
e
s
.
W
in
d
h
o
e
k
:
T
h
e
Na
m
ib
ian
,
2
0
1
1
.
[1
9
]
P.
O
.
Ya
ra
a
n
d
K.
O.
Ot
ien
o
,
“
Tea
c
h
in
g
/L
e
a
rn
i
n
g
Re
so
u
rc
e
s
a
n
d
Ac
a
d
e
m
ic
P
e
rfo
rm
a
n
c
e
,
”
Asia
n
S
o
c
ia
l
S
c
ien
c
e
,
v
o
l.
6,
n
o
.
12,
p
p.
1
2
6
–
1
3
2
,
2
0
1
0
.
[2
0
]
D.
I.
Og
b
a
ji
,
“
Tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
of
t
h
e
u
t
il
iza
ti
o
n
of
in
str
u
c
ti
o
n
a
l
m
a
teria
ls
in
tea
c
h
in
g
so
c
ial
s
tu
d
ies
in
j
u
n
i
o
r
se
c
o
n
d
a
ry
sc
h
o
o
ls
in
Ca
lab
a
r
M
u
n
icip
a
li
t
y
,
Cr
o
ss
Riv
e
r
S
tate
,
Ni
g
e
ria
,”
Glo
b
a
l
J
o
u
r
n
a
l
of
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
1
6
,
no.
2,
p
p
.
95
-
1
0
0
,
2
0
1
7
,
d
o
i
:
h
tt
p
:/
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x
.
d
o
i
.
o
r
g
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0
.
4
3
1
4
/
g
jed
r.
v
1
6
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.
3
.
[2
1
]
T.
Dh
u
r
u
m
ra
j,
Co
n
tri
b
u
t
o
ry
to
poor
le
a
rn
e
rs
p
e
rfo
rm
a
n
c
e
in
Ph
y
sic
a
l
S
c
ien
c
e
.
P
re
to
ria:
U
n
iv
e
rsity
of
S
o
u
th
Afric
a
,
2
0
1
3
.
[2
2
]
D.
W.
Ott
,
“
Ad
d
re
ss
in
g
S
e
x
u
a
li
t
y
in
t
h
e
Clas
sro
o
m
:
O
v
e
rc
o
m
in
g
S
il
e
n
c
e
a
n
d
Tab
o
o
,
”
Relig
i
o
u
s
S
t
u
d
ies
Ne
ws
,
2
0
1
5
.
[On
l
in
e
].
Av
a
il
a
b
le:
h
tt
p
:
//
rsn
.
a
a
rwe
b
.
o
r
g
/article
s/a
d
d
re
ss
i
n
g
-
se
x
u
a
li
ty
-
c
las
sro
o
m
-
o
v
e
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o
m
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n
g
-
silen
c
e
-
a
n
d
-
tab
o
o
(a
c
c
e
ss
e
d
No
v
.
20
,
2
0
1
9
)
.
[2
3
]
H.
L.
DiCa
rlo
,
“
To
o
m
u
c
h
tea
c
h
i
n
g
,
n
o
t
e
n
o
u
g
h
lea
rn
i
n
g
:
wh
a
t
is
t
h
e
so
lu
ti
o
n
?
”
Ad
v
a
n
c
e
s in
Ph
y
sio
lo
g
y
Ed
u
c
a
ti
o
n
,
v
o
l.
3
0
,
n
o
.
1
,
p
p
.
1
7
–
2
2
,
2
0
0
6
.
[2
4
]
K.
M
a
y
,
“
T
h
e
e
ffe
ts
of
an
Ov
e
rc
ro
wd
e
d
c
las
sro
o
m
,
”
Cla
ss
ro
o
m
,
2
0
1
7
.
[On
l
in
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/cla
ss
ro
o
m
.
sy
n
o
n
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m
.
c
o
m
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c
ts
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o
v
e
rc
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e
d
-
c
las
sro
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m
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7
6
3
9
0
3
8
.
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tml
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c
c
e
ss
e
d
No
v
.
22
,
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0
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9
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.
[2
5
]
K.
N.
Ofo
ri
a
n
d
G
.
To
rd
z
ro
,
“
Th
e
Eff
e
c
ts o
f
In
d
isc
ip
li
n
e
o
n
Ac
a
d
e
m
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rm
a
n
c
e
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f
Ju
n
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r
Hig
h
S
c
h
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tu
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in
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h
e
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h
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o
u
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o
f
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c
ti
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e
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1
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p
p
.
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0
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–
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7
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0
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8
.
[2
6
]
N.
Kh
a
li
d
,
“
Eff
e
c
ts
of
Ab
se
n
tee
ism
on
S
tu
d
e
n
t
s
P
e
rfo
rm
a
n
c
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
of
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c
ie
n
ti
fi
c
and
Res
e
a
rc
h
Pu
b
li
c
a
ti
o
n
,
v
o
l.
7,
no.
9,
p.
1
5
1
–
168
,
2
0
1
7
.
[2
7
]
E.
G
a
rc
ía
a
n
d
E.
Weiss
,
“
S
t
u
d
e
n
t
a
b
se
n
tee
ism
:
wh
o
m
isse
s
sc
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l
a
n
d
h
o
w
m
issin
g
sc
h
o
o
l
m
a
tt
e
rs
fo
r
p
e
rfo
rm
a
n
c
e
,”
Eco
n
o
mic
P
o
li
c
y
In
stit
u
te
,
2
0
1
8
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
fil
e
s.e
p
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o
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/
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8
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0
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)
.
[2
8
]
M.
Ba
lk
ıs,
G.
Ars
lan
,
a
n
d
E.
Du
ru
,
“
T
h
e
sc
h
o
o
l
a
b
se
n
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a
m
o
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g
h
ig
h
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h
o
o
l
st
u
d
e
n
ts:
C
o
n
tri
b
u
ti
n
g
fa
c
to
rs,
”
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s:
T
h
e
o
ry
&
Pra
c
ti
c
e
,
v
o
l.
16,
n
o
.
6,
pp.
5
–
17
,
2
0
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6
,
d
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tp
.
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0
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6
.
6
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0
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.
[2
9
]
Q.
S
u
lem
a
n
,
“
Eff
e
c
t
of
Clas
sro
o
m
En
v
ir
o
n
m
e
n
t
on
t
h
e
Ac
a
d
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m
ic
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h
iev
e
m
e
m
n
t
of
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e
c
o
n
d
a
r
y
S
c
h
o
o
l
S
t
u
d
e
n
ts
,
”
J
o
u
rn
a
l
of
E
d
u
c
a
t
io
n
a
n
d
Pra
c
ti
c
e
,
v
o
l
.
8,
n
o
.
2
4
,
p
p
.
56
-
5
7
,
2
0
1
7
.
[3
0
]
P.
D.
Ka
p
p
a
n
,
“
P
rin
c
i
p
a
ls
sa
y
lac
k
of
tea
c
h
in
g
sk
il
ls
a
n
d
stra
teg
ies
a
b
ig
g
e
r
p
ro
b
lem
th
a
n
l
a
c
k
of
c
o
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te
n
t
k
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wle
d
g
e
,
”
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
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wsle
tt
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r
,
v
o
l
.
1
9
,
n
o
.
1,
2
0
0
6
.
[3
1
]
A.
G.
Ce
rd
a
n
,
“
Co
n
c
e
n
tratio
n
P
r
o
b
lem
s:
S
y
m
p
to
m
s,
Ca
u
se
s,
a
n
d
Ti
p
s,
”
C
o
g
n
it
ive
tes
ts
&
b
ra
in
tra
in
i
n
g
,
2
0
1
8
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
b
lo
g
.
c
o
g
n
ifi
t.
c
o
m
/co
n
c
e
n
trati
o
n
-
p
ro
b
le
m
s
(a
c
c
e
ss
e
d
No
v
.
24
,
20
20
)
.
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