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Ca
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kills a
mo
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Ma
la
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elementary
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ude
nts:
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iv
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ts
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a
p
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sc
h
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P
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m
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ts.
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h
e
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s
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d
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re
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o
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ti
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sify
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e
d
th
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m
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li
c
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ti
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n
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p
a
rti
c
u
larly
t
o
wa
rd
s
th
e
tea
c
h
in
g
a
n
d
lea
rn
in
g
o
f
sc
ien
c
e
p
ro
c
e
ss
sk
il
ls
in
t
h
e
c
las
sro
o
m
.
T
e
a
c
h
e
rs
sh
o
u
ld
se
ri
o
u
sly
c
o
n
si
d
e
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h
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e
p
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ls
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e
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sig
n
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th
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tea
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n
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a
n
d
lea
rn
i
n
g
stra
teg
ies
i
n
t
h
e
c
las
sro
o
m
.
K
ey
w
o
r
d
s
:
E
lem
en
tar
y
s
tu
d
en
ts
R
as
ch
m
o
d
el
an
aly
s
is
Scien
ce
p
r
o
ce
s
s
s
k
ills
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
:
Naz
ah
iy
ah
Mu
s
taf
a
Sch
o
o
l o
f
E
d
u
ca
tio
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Stu
d
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Un
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s
iti Sain
s
Ma
lay
s
ia
1
1
8
0
0
Gelu
g
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r
,
Pen
an
g
,
Ma
la
y
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ia
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m
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az
ah
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_
m
u
s
taf
a@
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o
o
.
c
o
m
1.
I
NT
RO
D
UCT
I
O
N
Scien
ce
p
r
o
ce
s
s
s
k
ills
ar
e
d
ef
in
ed
as
a
s
et
o
f
s
k
ills
u
s
in
g
s
cien
tific
p
r
o
ce
s
s
es
an
d
ap
p
r
o
ac
h
es
[
1
]
.
T
h
e
s
k
ills
co
n
s
is
t
o
f
two
b
asi
c
s
k
ills
,
wh
ich
ar
e
b
asic
s
cien
ce
p
r
o
ce
s
s
an
d
in
teg
r
ated
s
cien
ce
p
r
o
ce
s
s
.
B
asic
s
k
ills
ar
e
co
m
p
o
s
ed
o
f
th
e
s
k
ills
o
f
o
b
s
er
v
in
g
,
class
if
y
in
g
,
m
ea
s
u
r
in
g
u
s
in
g
n
u
m
b
er
s
,
in
f
er
r
in
g
,
p
r
ed
ictin
g
,
co
m
m
u
n
icatin
g
,
an
d
u
s
in
g
s
p
a
ce
-
tim
e
r
elatio
n
s
h
ip
[
2
]
.
Me
an
wh
ile,
in
teg
r
ated
s
cien
ce
p
r
o
c
ess
s
k
ill
s
co
m
b
in
e
o
n
e
o
r
m
o
r
e
b
asic
s
cien
ce
p
r
o
ce
s
s
s
k
ill
s
in
o
n
e
s
k
ill.
T
h
er
e
ar
e
f
iv
e
s
cien
ce
-
b
ased
s
k
il
ls
in
th
e
in
teg
r
ated
s
cien
ce
p
r
o
ce
s
s
:
d
ata
in
ter
p
r
e
tatio
n
s
k
ills
,
o
p
e
r
atio
n
al
d
ef
i
n
itio
n
s
k
ills
,
v
a
r
iab
le
c
o
n
tr
o
l
s
k
ills
,
h
y
p
o
th
esis
-
m
ak
in
g
s
k
ills
,
an
d
p
r
ac
tical
s
k
ills
[
3
]
.
T
h
ese
s
k
ills
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
'
p
er
f
o
r
m
an
ce
in
te
r
m
s
o
f
th
eir
ab
ilit
y
to
h
elp
s
tu
d
en
ts
i
n
th
e
lear
n
i
n
g
p
r
o
ce
s
s
an
d
f
ac
ilit
ate
s
tu
d
en
ts
to
d
is
co
v
er
s
cien
tif
ic
m
e
th
o
d
s
in
p
r
o
b
lem
-
s
o
lv
in
g
[
4
]
.
Scien
ce
p
r
o
ce
s
s
s
k
ills
ar
e
al
s
o
in
v
esti
g
ated
with
r
eg
ar
d
s
to
o
th
er
r
elate
d
co
n
s
tr
u
cts
s
u
ch
as
cr
itical
th
in
k
in
g
[
5
]
,
[
6
]
,
c
r
ea
tiv
e
th
in
k
in
g
[
7
]
,
an
d
p
r
o
b
lem
s
o
lv
in
g
s
k
ills
[
8
]
.
I
n
Ma
lay
s
ia,
s
cien
ce
p
r
o
ce
s
s
s
k
ills
ar
e
r
ef
er
r
ed
in
m
u
ltip
le
ter
m
s
s
u
ch
as
s
cien
tific
m
eth
o
d
s
,
s
cien
tific
th
in
k
in
g
,
cr
itical
t
h
in
k
in
g
,
an
d
p
r
o
b
le
m
-
s
o
lv
in
g
[
9
]
.
T
h
ese
s
k
ills
ar
e
im
p
o
r
tan
t
i
n
s
cien
ce
e
d
u
ca
tio
n
as
it
ac
ts
as
a
n
ec
ess
ar
y
to
o
l
in
lear
n
i
n
g
a
n
d
u
n
d
e
r
s
tan
d
in
g
th
e
s
cien
ce
.
Scien
ce
lear
n
i
n
g
th
r
o
u
g
h
s
cien
ce
p
r
o
ce
s
s
s
k
ills
was
ex
p
ec
ted
to
b
e
a
v
eh
icle
f
o
r
s
tu
d
en
ts
to
lear
n
ab
o
u
t
th
em
s
elv
e
s
an
d
th
ei
r
n
at
u
r
al
s
u
r
r
o
u
n
d
in
g
s
a
n
d
th
e
f
u
r
th
er
p
r
o
s
p
ec
t
o
f
ap
p
l
y
in
g
s
cien
ce
p
r
o
ce
s
s
s
k
ills
in
th
eir
d
aily
liv
es
[
1
0
]
.
Acc
o
r
d
in
g
to
th
e
Ma
lay
s
ian
cu
r
r
icu
lu
m
,
th
e
o
b
jectiv
e
o
f
ac
q
u
ir
in
g
t
h
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
is
to
h
elp
s
t
u
d
en
ts
to
b
e
ab
le
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
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2252
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8
8
2
2
C
a
lib
r
a
tio
n
o
f th
e
s
cien
ce
p
r
o
ce
s
s
s
kil
ls
a
mo
n
g
Ma
la
ysia
n
e
leme
n
ta
r
y
s
tu
d
en
ts
…
(
N
a
z
a
h
iya
h
Mu
s
ta
fa
)
1345
ask
a
q
u
esti
o
n
an
d
f
in
d
th
e
a
n
s
wer
s
in
a
s
y
s
tem
atic
ap
p
r
o
ac
h
[
1
1
]
.
T
h
ese
s
k
ills
ac
t
a
s
a
b
r
id
g
e
to
co
n
n
ec
t
b
etwe
en
p
r
ev
io
u
s
ex
p
er
ie
n
ce
an
d
n
ew
ex
p
e
r
ien
ce
b
y
o
r
g
an
izin
g
an
d
lin
k
in
g
th
e
ac
q
u
ir
ed
k
n
o
wled
g
e.
Pre
v
io
u
s
s
tu
d
ies
o
n
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
wer
e
ab
u
n
d
an
ce
.
I
n
th
eir
q
u
alitativ
e
s
tu
d
ies,
R
au
f
,
et
a
l.
[
1
2
]
r
ev
ea
led
th
at
th
e
p
r
o
ce
s
s
o
f
teac
h
in
g
an
d
lear
n
in
g
s
cien
c
e
th
at
u
s
es
v
ar
io
u
s
teac
h
in
g
ap
p
r
o
ac
h
es
in
o
n
e
s
cien
ce
less
o
n
s
h
as
ad
d
itio
n
al
ad
v
an
tag
es
in
ter
m
s
o
f
p
r
o
v
i
d
in
g
o
p
p
o
r
tu
n
ities
f
o
r
th
e
in
c
u
lcatio
n
o
f
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
R
esear
ch
also
co
n
d
u
cte
d
to
in
v
esti
g
ate
d
em
o
g
r
ap
h
ic
v
a
r
iab
les
s
u
ch
as
g
e
n
d
er
,
eth
n
icity
,
an
d
s
ch
o
o
l
lo
ca
tio
n
o
n
t
h
e
s
cien
c
e
p
r
o
c
ess
s
k
ills
[
1
3
]
,
[
1
4
]
.
T
h
er
e
wer
e
also
s
tu
d
ies
r
elate
d
to
d
ev
elo
p
m
en
t
o
f
in
s
tr
u
m
en
t to
m
ea
s
u
r
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
[
1
5
]
,
[
1
6
]
.
Ho
wev
er
,
r
ec
e
n
t
s
tu
d
ies
f
o
u
n
d
th
at
th
ese
s
k
ills
wer
e
n
o
t
y
et
f
u
lly
m
aster
ed
b
y
s
tu
d
en
ts
.
Fo
r
ex
am
p
le,
s
tu
d
en
ts
d
id
n
o
t
b
ec
o
m
e
f
am
iliar
with
im
p
o
r
tan
t
t
er
m
s
in
s
cien
ce
p
r
o
ce
s
s
s
k
ills
s
u
ch
as
in
f
er
en
ce
,
co
n
tr
o
l
v
ar
iab
les,
an
d
in
ter
p
r
e
tatio
n
o
f
d
ata
[
1
7
]
.
On
e
o
f
th
e
r
ea
s
o
n
s
s
tu
d
e
n
ts
'
wea
k
n
ess
es
in
m
aster
in
g
t
h
ese
s
k
ills
wer
e
s
tu
d
en
ts
h
as
tr
o
u
b
le
d
is
tin
g
u
is
h
in
g
b
etwe
en
in
f
er
en
tial
s
k
ills
b
y
h
y
p
o
th
esizin
g
an
d
in
ter
p
r
etin
g
d
ata.
T
h
is
is
b
ec
au
s
e
th
ese
t
h
r
ee
s
cien
ce
p
r
o
ce
s
s
s
k
ills
ar
e
am
o
n
g
th
e
m
o
s
t
d
if
f
icu
lt
to
u
n
d
er
s
tan
d
.
Ma
n
y
s
tu
d
en
ts
f
in
d
it
d
if
f
icu
lt
to
d
is
tin
g
u
is
h
b
etwe
en
in
f
er
en
ce
s
k
ills
an
d
h
y
p
o
th
esis
-
b
u
ild
in
g
s
k
ills
.
Pu
p
ils
tr
ied
to
r
elate
a
h
y
p
o
th
esis
to
t
h
e
titl
e
o
r
p
u
r
p
o
s
e
o
f
an
e
v
en
t
o
r
p
h
e
n
o
m
en
o
n
.
Stu
d
en
ts
n
ee
d
to
b
e
ab
le
to
d
is
tin
g
u
is
h
b
etwe
en
th
ese
th
r
ee
s
k
ills
as
th
ese
s
k
ills
ar
e
im
p
o
r
ta
n
t
b
ef
o
r
e
s
tu
d
e
n
ts
ca
n
d
r
aw
an
y
co
n
clu
s
io
n
s
in
an
ex
p
er
im
en
t.
B
esid
es,
s
tu
d
en
ts
ar
e
wea
k
in
m
aster
in
g
in
teg
r
ated
s
cien
ce
p
r
o
ce
s
s
s
k
ills
an
d
h
a
v
e
d
i
f
f
icu
lty
an
s
wer
in
g
th
o
s
e
s
k
ills
.
I
n
teg
r
ated
s
k
ills
in
clu
d
e
d
ata
in
ter
p
r
etatio
n
,
o
p
er
atio
n
al
d
e
f
in
itio
n
,
v
a
r
iab
le
c
o
n
tr
o
l,
h
y
p
o
th
esis
,
an
d
ex
p
e
r
im
en
tal
s
k
ills
[
1
8
]
.
Oth
er
th
an
t
h
at,
s
tu
d
ies
f
o
u
n
d
th
at
s
tu
d
en
ts
d
id
n
o
t
u
n
d
er
s
tan
d
th
e
co
n
ce
p
ts
o
f
s
cien
ce
p
r
o
c
ess
s
k
ill
s
.
T
h
e
p
r
o
b
lem
o
cc
u
r
r
e
d
b
ec
a
u
s
e
s
tu
d
en
ts
o
n
ly
f
o
cu
s
o
n
th
e
p
r
o
ce
d
u
r
e
p
r
o
v
id
ed
i
n
th
e
tex
tb
o
o
k
.
I
n
s
tead
,
s
tu
d
en
ts
n
ee
d
to
p
r
o
v
id
e
th
e
ir
m
eth
o
d
s
to
co
n
d
u
ct
ex
p
e
r
i
m
en
ts
b
ased
o
n
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
[
1
9
]
.
I
f
s
tu
d
en
ts
d
o
n
o
t
u
n
d
e
r
s
tan
d
th
is
co
n
ce
p
t,
th
en
th
e
s
k
ills
o
f
th
is
s
cien
tific
p
r
o
ce
s
s
ca
n
n
o
t
b
e
ad
eq
u
ately
ap
p
lied
.
Ma
s
ter
y
o
f
s
cien
tific
s
k
ills
is
e
s
s
en
tia
l
f
o
r
a
b
etter
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
o
f
s
cien
ce
in
th
e
p
r
o
ce
s
s
o
f
th
e
s
cien
tific
p
r
o
ce
s
s
.
Scien
ce
p
r
o
ce
s
s
s
k
ills
ar
e
f
u
n
d
am
en
tal
f
o
r
ev
er
y
s
tu
d
en
t
to
p
r
ac
tice
s
cien
tific
m
eth
o
d
s
in
d
ev
elo
p
in
g
s
cien
ce
an
d
ar
e
ex
p
ec
ted
to
ac
q
u
ir
e
n
ew
k
n
o
wle
d
g
e
o
r
d
e
v
elo
p
th
e
k
n
o
wled
g
e
th
at
h
as
b
ee
n
o
wn
ed
[
2
0
]
.
L
ea
r
n
in
g
ex
er
ci
s
es
d
ev
elo
p
m
en
t
will
en
h
an
ce
th
eir
ac
ad
em
ic
ac
h
iev
em
en
t
o
n
b
asic
an
d
in
t
eg
r
ated
s
cien
ce
p
r
o
ce
s
s
s
k
ills
[
2
1
]
.
T
h
e
n
o
v
elty
in
th
is
s
tu
d
y
is
b
ased
o
n
th
e
ca
lib
r
atio
n
s
cien
ce
p
r
o
ce
s
s
s
k
ills
am
o
n
g
Ma
lay
s
ian
elem
e
n
tar
y
s
tu
d
en
ts
u
s
in
g
a
R
asch
m
o
d
el
an
aly
s
is
in
Ma
lay
s
ia
[
2
2
]
.
T
h
er
e
f
o
r
e,
th
i
s
s
tu
d
y
an
aly
ze
s
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
an
d
s
u
g
g
ests
t
h
at
teac
h
er
s
s
h
o
u
ld
s
er
io
u
s
ly
co
n
s
id
er
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
wh
en
d
esig
n
in
g
th
eir
teac
h
in
g
a
n
d
lear
n
i
n
g
s
tr
ateg
ies
in
th
e
class
r
o
o
m
.
T
h
ese
r
esear
ch
o
b
j
ec
tiv
es
ar
e
m
ain
ly
f
o
cu
s
in
g
o
n
teac
h
in
g
an
d
lear
n
in
g
s
cien
ce
p
r
o
ce
s
s
s
k
ills
in
th
e
class
r
o
o
m
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
A
s
am
p
le
o
f
1
2
8
e
lem
en
tar
y
s
tu
d
en
ts
(
av
er
ag
e
ag
e
=1
1
y
ea
r
s
o
ld
)
en
g
ag
e
d
in
th
e
p
r
e
s
en
t
s
tu
d
y
em
p
lo
y
in
g
th
e
p
u
r
p
o
s
iv
e
s
am
p
lin
g
f
r
am
ewo
r
k
.
T
h
e
f
r
am
ew
o
r
k
was
u
s
ed
to
m
ain
tain
an
eq
u
al
p
r
o
p
o
r
tio
n
o
f
h
ig
h
,
m
o
d
e
r
ate,
an
d
lo
w
a
b
ilit
y
s
tu
d
en
ts
.
T
h
e
p
ar
ticip
a
n
ts
co
n
s
is
ted
o
f
6
6
m
a
les
(
5
1
.
5
6
%)
an
d
6
2
f
em
ales
(
4
8
.
4
4
%)
f
r
o
m
s
ch
o
o
ls
in
Pen
an
g
in
th
e
n
o
r
t
h
er
n
p
ar
t o
f
Ma
lay
s
ia.
2
.
1
.
I
ns
t
rum
ent
I
n
th
is
s
tu
d
y
,
th
e
s
cien
ce
p
r
o
c
ess
s
k
ills
wer
e
m
ea
s
u
r
ed
u
s
in
g
a
7
3
-
item
s
elf
-
d
e
v
elo
p
ed
m
i
x
ed
-
f
o
r
m
at
test
.
T
h
er
e
wer
e
4
0
m
u
ltip
le
ch
o
ice
(
MCQ)
an
d
3
3
p
ar
tial
cr
ed
it
item
s
in
th
e
tes
t.
I
n
th
e
MCQ,
th
e
s
tu
d
en
ts
ch
o
s
e
an
an
s
wer
f
r
o
m
th
e
lis
t
o
f
f
o
u
r
p
o
s
s
ib
le
a
lter
n
ativ
es.
On
e
m
ar
k
was
awa
r
d
ed
f
o
r
t
h
e
co
r
r
ec
t
an
s
wer
,
wh
ile
n
o
m
ar
k
was
g
iv
e
n
f
o
r
th
e
in
co
r
r
ec
t
o
n
e.
Me
an
wh
il
e,
in
th
e
p
ar
tial
cr
ed
it
f
o
r
m
at
,
th
e
s
tu
d
en
ts
wer
e
ask
ed
to
co
n
s
tr
u
ct
th
eir
a
n
s
wer
s
.
T
h
e
n
u
m
b
er
o
f
m
ar
k
s
aw
ar
d
ed
was
b
etwe
en
o
n
e
a
n
d
t
wo
m
ar
k
s
,
b
ased
o
n
th
e
n
u
m
b
er
o
f
s
tep
s
n
ee
d
ed
t
o
an
s
wer
th
e
item
.
2
.
2
.
Da
t
a
a
na
ly
s
is
T
h
is
s
tu
d
y
em
p
lo
y
ed
th
e
R
asch
m
o
d
el
m
ea
s
u
r
em
en
t
f
r
am
ew
o
r
k
u
s
in
g
th
e
W
in
s
tep
s
3
.
7
4
s
o
f
twar
e
t
o
an
aly
ze
th
e
d
ata.
T
h
e
f
r
am
ewo
r
k
was
p
r
ef
er
r
e
d
s
in
ce
it
af
f
o
r
d
s
b
etter
m
ea
s
u
r
em
e
n
t
p
r
ec
is
io
n
o
f
th
e
u
n
o
b
s
er
v
a
b
le
co
n
s
tr
u
ct,
s
u
ch
as
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
I
n
th
is
an
aly
s
is
,
th
e
R
asch
m
o
d
el
tr
an
s
f
o
r
m
ed
th
e
r
esp
o
n
d
en
t
’
s
r
aw
s
co
r
e
in
to
a
n
eq
u
al
-
in
te
r
v
al
u
n
it
o
f
m
ea
s
u
r
em
en
t
(
as
in
a
r
u
ler
)
ca
lle
d
lo
g
its
s
co
r
e
in
a
ca
lib
r
atio
n
p
r
o
ce
s
s
.
C
o
n
s
eq
u
e
n
tly
,
two
cr
itical
p
ar
am
eter
s
in
m
ea
s
u
r
em
en
t,
th
e
item
d
if
f
icu
lty
m
ea
s
u
r
e,
an
d
th
e
r
esp
o
n
d
en
t
’
s
ab
ilit
y
m
ea
s
u
r
e,
wer
e
esti
m
ated
an
d
p
lace
d
o
n
a
co
m
m
o
n
s
ca
le
with
eq
u
al
-
in
ter
v
al
p
r
o
p
er
ties
.
Nev
er
th
eless
,
co
n
s
is
ten
t
with
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
,
we
o
n
ly
f
o
c
u
s
ed
o
n
th
e
item
n
o
te
th
at
th
e
eq
u
al
-
in
ter
v
al
p
r
o
p
er
ty
f
r
o
m
t
h
e
lo
g
its
s
co
r
e
was
ess
en
tial
s
in
ce
it
d
id
n
o
t
o
n
ly
p
r
o
v
id
e
i
d
en
tific
atio
n
o
f
th
e
d
if
f
e
r
en
ce
s
in
r
esp
o
n
d
en
ts
'
co
m
p
eten
cy
b
u
t
also
d
em
o
n
s
tr
ated
h
o
w
m
u
ch
t
h
e
d
if
f
er
en
ce
s
is
.
An
in
-
d
ep
th
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
4
,
Dec
em
b
er
2
0
2
1
:
1
3
4
4
-
1
3
5
1
1346
ex
p
lan
atio
n
o
f
th
e
e
q
u
al
-
in
ter
v
al
m
ea
s
u
r
em
e
n
t
p
r
o
p
er
t
y
wa
s
b
ey
o
n
d
th
e
s
co
p
e
o
f
th
is
m
a
n
u
s
cr
ip
t.
Sti
ll,
th
o
s
e
in
ter
ested
ca
n
r
ef
er
to
th
e
o
r
i
g
in
al
d
escr
ip
tio
n
[
2
3
]
o
r
th
e
m
o
r
e
cu
r
r
e
n
t
wo
r
k
.
Acc
o
r
d
in
g
to
B
o
o
n
e
[
2
4
]
,
th
e
p
r
o
b
a
b
ilit
y
o
f
an
in
d
i
v
id
u
al
t
o
an
s
wer
a
co
r
r
ec
t
r
esp
o
n
s
e
o
f
an
item
d
ep
en
d
s
o
n
th
e
in
d
iv
i
d
u
al
ab
ilit
y
an
d
th
e
item
d
if
f
icu
lty
lev
el.
T
h
e
h
ig
h
er
in
d
iv
id
u
al
a
b
ilit
y
h
as
th
e
h
ig
h
est
p
r
o
b
a
b
ilit
y
to
an
s
wer
all
item
s
.
I
n
co
n
tr
ast,
less
d
if
f
icu
lt
item
s
h
av
e
a
h
ig
h
p
r
o
b
ab
ilit
y
o
f
g
ettin
g
th
e
co
r
r
ec
t
r
esp
o
n
s
e
f
r
o
m
all
r
es
p
o
n
d
e
n
ts
wh
en
th
e
d
if
f
er
en
ce
s
b
etwe
en
item
d
if
f
i
cu
lty
an
d
i
n
d
iv
id
u
al
ab
ilit
y
ar
e
m
o
n
ito
r
e
d
[
2
5
]
.
W
ith
r
eg
ar
d
s
to
th
e
d
ata
an
al
y
s
is
,
f
ir
s
tly
,
we
ev
alu
at
ed
th
e
em
p
ir
ical
d
ata
ag
ain
s
t
two
f
u
n
d
am
en
tal
ass
u
m
p
tio
n
s
o
f
th
e
R
asch
Mo
d
el,
n
am
ely
,
th
e
m
o
d
el
-
d
ata
f
it
an
d
th
e
u
n
id
im
en
s
io
n
ality
[
2
6
]
.
E
x
am
in
atio
n
o
f
m
o
d
el
-
d
ata
f
it
h
el
p
ed
t
o
id
e
n
tify
d
is
cr
ep
a
n
cies
b
etwe
en
t
h
e
m
o
d
el’
s
ex
p
ec
tatio
n
a
n
d
th
e
d
ata
co
llected
.
I
t
was
to
en
s
u
r
e
th
e
q
u
ality
o
f
m
ea
s
u
r
em
en
t
–
in
w
h
ich
th
e
m
ea
s
u
r
em
en
t
co
u
ld
ca
p
tu
r
e
th
e
in
ten
d
ed
co
n
s
tr
u
ct
w
h
ile
k
ee
p
in
g
th
e
u
n
in
ten
d
e
d
co
n
s
tr
u
cts
in
a
r
ea
s
o
n
ab
le
p
r
o
p
o
r
tio
n
.
I
n
th
is
s
tu
d
y
,
th
e
m
o
d
el
-
d
at
a
f
it
was
ex
am
in
ed
u
s
in
g
th
e
g
u
id
elin
e
b
y
B
o
n
d
a
n
d
Fo
x
[
2
7
]
.
T
h
e
d
ata
was
co
n
s
id
er
ed
to
m
ee
t
th
e
R
asch
m
o
d
el'
s
ex
p
ec
tatio
n
if
th
e
v
alu
es
o
f
th
e
in
f
it
an
d
o
u
t
f
it
m
ea
n
-
s
q
u
ar
es
(
MN
SQ)
s
tatis
tics
f
o
r
ev
er
y
item
ar
e
b
etw
ee
n
.
6
to
1
.
4
lo
g
its
[
2
8
]
.
I
tem
s
o
u
ts
id
e
th
e
v
alu
es we
r
e
co
n
s
id
er
ed
m
ea
s
u
r
in
g
to
o
m
u
ch
s
o
m
e
u
n
in
ten
d
e
d
co
n
s
tr
u
ct
o
f
‘
n
o
is
e’
an
d
n
o
t su
itab
le
to
m
ea
s
u
r
e
t
h
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
Me
an
wh
ile,
th
e
u
n
id
im
e
n
s
io
n
ality
ass
u
m
p
tio
n
d
em
an
d
s
th
at
th
e
test
item
s
m
ea
s
u
r
e
o
n
l
y
a
s
in
g
le
co
n
s
tr
u
ct,
t
h
at
is
,
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
I
n
th
is
s
tu
d
y
,
t
h
e
ass
u
m
p
tio
n
was
ex
a
m
in
ed
u
s
in
g
th
e
g
u
id
elin
e
p
r
o
v
id
e
d
[
2
9
]
in
wh
ich
th
e
p
e
r
ce
n
tag
e
o
f
ex
p
lain
e
d
v
ar
ian
c
e
s
h
o
u
ld
b
e
m
o
r
e
th
an
4
0
%
.
Af
ter
ev
alu
atin
g
th
e
ass
u
m
p
tio
n
s
,
we
f
o
cu
s
ed
th
e
a
n
aly
s
is
o
n
th
e
ca
lib
r
atio
n
o
f
ea
ch
item
ac
co
r
d
i
n
g
to
t
h
e
R
asch
lo
g
its
s
ca
le.
2
.
3
.
Resea
rc
h
d
esig
n
T
h
e
p
r
esen
t
s
tu
d
y
was
co
n
d
u
c
ted
u
n
d
er
th
e
d
escr
ip
tiv
e
d
esig
n
;
in
wh
ich
th
e
f
o
c
u
s
is
to
d
escr
ib
e
th
e
ch
ar
ac
ter
is
tics
o
f
item
s
o
r
d
er
ed
ac
co
r
d
in
g
to
th
e
R
asch
c
alib
r
atio
n
o
f
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ill
s
am
o
n
g
Ma
lay
s
ian
elem
en
tar
y
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
im
p
lem
en
ted
c
r
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
.
A
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
allo
ws d
ata
to
b
e
g
ath
er
ed
f
r
o
m
s
elec
ted
in
d
iv
id
u
als at
o
n
e
tim
e
[3
0
]
.
B
esid
es,
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
t in
to
cu
r
r
e
n
t b
eh
a
v
io
r
,
attitu
d
es a
n
d
b
elief
s
in
a
p
o
p
u
latio
n
[3
1
]
.
2
.
4
.
Resea
rc
h
p
ro
ce
du
re
I
n
th
is
r
esear
ch
,
th
e
in
s
tr
u
m
en
t
was
ad
m
in
is
ter
ed
as
th
e
h
ig
h
-
s
tak
e
y
ea
r
-
en
d
test
in
th
e
s
c
h
o
o
ls
.
T
h
e
tim
e
allo
ca
ted
f
o
r
th
e
s
tu
d
en
t
s
to
co
m
p
lete
th
e
test
wa
s
one
h
o
u
r
a
n
d
1
5
m
in
u
tes.
T
h
e
teac
h
er
s
p
r
o
v
id
e
d
s
co
r
es
o
f
th
e
s
tu
d
en
ts
.
T
h
e
s
co
r
es
f
o
r
ea
ch
item
wer
e
r
ec
o
r
d
ed
in
to
an
elec
tr
o
n
ic
d
ata
b
ase
an
d
later
an
aly
ze
d
u
s
in
g
th
e
s
o
f
twar
e.
T
h
e
eth
i
ca
l
s
tan
d
ar
d
s
an
d
p
r
o
ce
d
u
r
es
wer
e
ca
r
ef
u
lly
f
o
llo
wed
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
,
in
clu
d
in
g
e
n
s
u
r
in
g
th
e
co
n
f
id
e
n
tiality
o
f
th
e
d
ata
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
ab
le
1
(
s
ee
ap
p
e
n
d
ix
)
p
r
esen
ts
th
e
item
d
if
f
icu
lty
s
tatis
tics
m
ea
s
u
r
e
an
d
its
co
r
r
esp
o
n
d
in
g
s
tan
d
ar
d
er
r
o
r
,
in
f
it,
an
d
o
u
tf
it
MN
SQ
f
o
r
ea
ch
item
.
T
h
e
in
f
it
MN
SQ
v
alu
es
f
o
r
all
7
3
item
s
r
a
n
g
ed
f
r
o
m
.
7
6
-
1
.
2
8
lo
g
its
,
wh
ile
o
u
tf
it
MN
SQ
v
al
u
es
r
an
g
ed
f
r
o
m
.
6
1
to
1
.
4
0
lo
g
its
wh
ich
ar
e
with
in
th
e
in
ten
d
ed
v
al
u
es
o
f
.
6
t
o
1
.
4
lo
g
its
[3
2
]
.
T
h
e
r
esu
lt
co
n
f
ir
m
e
d
th
at
th
e
test
item
s
m
et
th
e
R
asch
’
s
m
o
d
el
-
d
a
ta
f
it
ex
p
ec
tatio
n
.
Me
an
wh
ile,
th
e
asp
ec
t
o
f
u
n
i
d
im
en
s
io
n
ality
is
cr
itical
in
d
eter
m
in
in
g
s
o
m
eth
in
g
th
e
i
n
s
tr
u
m
en
t
ca
n
m
ea
s
u
r
e
in
o
n
e
d
i
r
ec
tio
n
an
d
o
n
e
f
ac
e.
R
esu
lts
s
h
o
wed
th
at
th
e
e
x
p
lain
ed
v
ar
ian
ce
b
y
m
ea
s
u
r
es
an
d
p
er
s
o
n
s
was
4
8
.
8
%,
wh
ich
is
m
o
r
e
th
a
n
th
e
in
ten
d
ed
4
0
%.
Hen
ce
,
t
h
e
u
n
i
d
im
en
s
io
n
ality
ass
u
m
p
tio
n
wa
s
also
m
et.
W
ith
r
eg
ar
d
s
to
th
e
i
n
d
iv
id
u
a
l
item
,
th
e
s
tu
d
en
ts
co
n
f
ir
m
e
d
th
at
I
tem
5
5
(
in
f
er
r
i
n
g
)
wa
s
th
e
m
o
s
t
d
if
f
icu
lt
-
to
-
m
aste
r
item
(
item
d
if
f
icu
lty
m
ea
s
u
r
e=
3
.
3
5
l
o
g
its
,
SE
=.
5
1
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
e
item
was
a
one
-
m
ar
k
p
ar
tial
cr
e
d
it
item
an
d
m
ea
s
u
r
in
g
th
e
in
f
er
r
in
g
s
k
ills
in
th
e
to
p
ic
o
f
h
ea
t.
A
p
o
s
s
ib
le
a
n
s
wer
f
o
r
th
is
item
is
g
iv
en
as:
i)
T
h
e
wate
r
r
ec
ei
v
es h
ea
t e
n
er
g
y
; a
n
d
ii)
T
h
e
w
ater
tem
p
er
atu
r
e
in
cr
ea
s
es.
B
ased
o
n
th
e
s
tu
d
en
ts
'
an
s
we
r
s
,
m
an
y
o
f
th
em
d
id
n
o
t
ev
e
n
attem
p
t
th
ese
item
s
.
An
o
th
er
p
o
p
u
lar
in
ac
cu
r
ate
an
s
wer
was
“
th
e
wate
r
b
o
ils
”
.
T
h
is
was
an
o
b
s
er
v
atio
n
r
ath
er
t
h
an
in
f
e
r
r
i
n
g
.
On
e
p
o
s
s
ib
le
ex
p
lan
atio
n
o
f
wh
y
th
is
item
was
co
n
s
id
er
ed
d
if
f
icu
lt
was
th
at
th
e
s
tu
d
e
n
ts
co
u
l
d
n
o
t
d
if
f
er
en
tiate
b
etwe
en
r
esp
o
n
d
in
g
an
d
m
an
ip
u
lated
v
ar
iab
les.
T
h
e
s
tu
d
en
ts
also
ag
r
ee
d
th
at
I
tem
7
1
(
co
n
t
r
o
llin
g
v
a
r
iab
les)
was a
ls
o
a
d
if
f
icu
l
t item
(
item
d
if
f
icu
lty
m
ea
s
u
r
e=
2
.
5
5
lo
g
its
,
SE
=.
2
8
)
as
s
h
o
wn
in
Fig
u
r
e
2
.
I
t
was
also
a
p
ar
tial
c
r
ed
it
item
with
two
m
ar
k
s
.
Hig
h
ab
ilit
y
s
tu
d
en
ts
co
u
ld
id
e
n
tif
y
th
at
th
e
m
an
i
p
u
lated
v
a
r
iab
le
in
th
is
item
is
th
e
n
u
m
b
er
o
f
b
u
l
b
s
wh
ile
th
e
r
esp
o
n
d
in
g
v
a
r
iab
les
wer
e
th
e
lig
h
t
o
f
th
e
b
u
l
b
s
.
Acc
o
r
d
in
g
to
th
e
teac
h
er
s
,
t
h
e
s
tu
d
en
t
c
o
u
ld
n
o
t
a
n
s
wer
th
e
item
co
r
r
ec
tly
b
ec
au
s
e
t
h
ey
d
i
d
n
o
t
h
av
e
s
u
f
f
icien
t
co
m
p
r
eh
en
s
io
n
o
f
th
e
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
r
eg
ar
d
in
g
th
e
r
esp
o
n
d
i
n
g
an
d
m
an
ip
u
lated
v
ar
iab
les.
Nev
er
th
eless
,
we
d
id
n
o
t
r
u
le
o
u
t
th
e
p
o
s
s
ib
ilit
y
th
at
th
e
s
tu
d
en
ts
wer
e
co
n
f
u
s
ed
b
y
th
e
item
.
So
m
e
m
a
y
b
eliev
e
th
at
item
s
f
r
o
m
th
e
lef
t
co
lu
m
n
m
u
s
t
m
atch
all
th
e
item
s
in
th
e
r
ig
h
t c
o
lu
m
n
.
I
t is a
ty
p
ical
in
s
tan
ce
wh
er
e
th
e
f
o
r
m
at
o
f
an
item
m
ay
d
ec
i
d
e
its
d
if
f
icu
lty
.
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
C
a
lib
r
a
tio
n
o
f th
e
s
cien
ce
p
r
o
ce
s
s
s
kil
ls
a
mo
n
g
Ma
la
ysia
n
e
leme
n
ta
r
y
s
tu
d
en
ts
…
(
N
a
z
a
h
iya
h
Mu
s
ta
fa
)
1347
Fig
u
r
e
1
.
I
te
m
5
5
(
in
f
er
r
in
g
)
Fig
u
r
e
2
.
I
te
m
7
1
(
co
n
t
r
o
llin
g
v
ar
iab
les)
Ap
ar
t
f
r
o
m
th
e
item
d
if
f
icu
lty
m
ea
s
u
r
e,
we
also
r
ep
o
r
ted
s
c
ale
d
if
f
icu
lty
ac
r
o
s
s
all
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
T
h
is
in
f
o
r
m
atio
n
was
v
alu
ab
le
to
id
e
n
tify
wh
ich
s
cien
ce
p
r
o
ce
s
s
s
k
ills
ar
e
co
n
s
id
er
ed
d
if
f
icu
lt
to
m
aster
b
y
th
e
s
tu
d
en
ts
.
As
s
h
o
wn
in
th
e
f
o
llo
win
g
T
a
b
le
2
,
b
ased
o
n
th
e
h
ig
h
est
m
ea
n
o
f
th
e
item
d
if
f
icu
lty
(
i.e
.
,
th
e
m
o
r
e
d
if
f
icu
lt)
th
e
s
tu
d
en
ts
co
n
f
i
r
m
ed
th
at
in
f
er
r
in
g
is
th
e
m
o
s
t
d
if
f
icu
lt
s
k
ill
t
o
m
aster
(
m
ea
n
=.
6
8
lo
g
its
,
SD
=0
.
2
4
lo
g
its
)
f
o
llo
wed
b
y
class
if
y
in
g
(
m
ea
n
=0
.
6
1
lo
g
its
,
SD
=0
.
2
5
lo
g
its
)
an
d
in
ter
p
r
etin
g
d
at
a
(
m
ea
n
=0
.
5
5
lo
g
its
,
SD
=0
.
1
9
)
.
I
n
co
n
t
r
ast,
b
ased
o
n
th
e
s
tu
d
en
ts
'
r
esp
o
n
s
e,
c
o
m
m
u
n
icatin
g
was
ac
k
n
o
wled
g
e
d
as
th
e
ea
s
iest
-
to
-
m
ast
er
s
cien
ce
p
r
o
ce
s
s
s
k
ills
(
m
ea
n
=
-
1
.
7
5
lo
g
its
,
SD
=0
.
2
4
)
an
d
f
o
llo
wed
b
y
obs
er
v
in
g
(
m
ea
n
=
-
0
.
5
5
lo
g
its
,
SD
=0
.
2
2
)
a
n
d
m
ea
s
u
r
e
u
s
in
g
n
u
m
b
er
(
m
ea
n
=
-
0
.
2
0
lo
g
its
,
S
D=
0
.
1
9
)
.
T
ab
le
2
.
Scien
ce
p
r
o
ce
s
s
s
k
ills
–
s
ca
le
d
if
f
icu
lty
in
lo
g
its
S
c
i
e
n
c
e
p
r
o
c
e
ss s
k
i
l
l
No
.
o
f
i
t
e
m
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
I
n
f
e
r
r
i
n
g
9
0
.
6
8
0
.
2
4
C
l
a
s
si
f
y
i
n
g
8
0
.
6
1
0
.
2
5
I
n
t
e
r
p
r
e
t
i
n
g
d
a
t
a
7
0
.
5
5
0
.
1
9
P
r
e
d
i
c
t
i
n
g
10
0
.
3
3
0
.
2
1
U
si
n
g
t
i
m
e
-
sp
a
c
e
1
0
.
1
7
0
.
2
0
Ex
p
e
r
i
m
e
n
t
i
n
g
5
0
.
0
0
8
0
0
.
2
0
H
y
p
o
t
h
e
s
i
z
i
n
g
4
0
.
0
0
2
5
0
.
2
0
D
e
f
i
n
e
o
p
e
r
a
t
i
o
n
a
l
l
y
8
-
0
.
0
4
5
0
.
2
1
C
o
n
t
r
o
l
l
i
n
g
v
a
r
i
a
b
l
e
s
4
-
0
.
1
7
0
.
2
2
M
e
a
su
r
e
u
si
n
g
n
u
m
b
e
r
1
-
0
.
2
0
0
.
1
9
O
b
serv
i
n
g
12
-
0
.
5
5
0
.
2
2
C
o
mm
u
n
i
c
a
t
i
n
g
4
-
1
.
7
5
0
.
2
4
3
.
1
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
r
e
p
o
r
te
d
th
at
c
o
m
m
u
n
icatin
g
an
d
o
b
s
er
v
i
n
g
s
k
i
lls
wer
e
th
e
ea
s
iest
item
s
f
o
r
s
tu
d
en
ts
to
an
s
wer
.
On
e
p
o
s
s
ib
le
r
ea
s
o
n
was
th
at
th
ese
two
b
asic
s
cien
ce
p
r
o
ce
s
s
s
k
ills
wer
e
alwa
y
s
co
n
s
id
er
ed
wo
r
k
i
n
g
co
n
cu
r
r
en
tly
[
3
3
]
.
Fo
r
ex
a
m
p
l
e,
s
tu
d
en
ts
n
ee
d
to
co
m
m
u
n
ic
ate
s
o
th
at
th
ey
ca
n
s
h
ar
e
th
eir
o
b
s
er
v
atio
n
s
with
o
th
er
s
.
I
t
is
also
wo
r
th
n
o
tin
g
th
at
o
b
s
er
v
in
g
a
n
d
co
m
m
u
n
icatin
g
ar
e
also
r
e
q
u
is
ite
f
o
r
ad
v
a
n
ce
d
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
Me
a
s
u
r
in
g
,
f
o
r
ex
am
p
le,
is
d
ef
in
ed
as
th
e
p
r
o
ce
s
s
o
f
ass
ig
n
in
g
n
u
m
b
er
s
to
a
p
ar
ticu
lar
co
n
s
tr
u
ct.
T
h
er
e
f
o
r
e,
wh
en
a
s
tu
d
en
t
s
ay
s
th
at
th
e
len
g
th
o
f
a
b
o
o
k
is
2
5
cm
,
h
e
o
r
s
h
e
is
c
o
m
m
u
n
icatin
g
h
o
w
m
u
ch
len
g
t
h
th
e
b
o
o
k
h
e/sh
e
o
b
s
er
v
e
d
.
T
h
u
s
,
m
ea
s
u
r
in
g
is
s
o
m
etim
es
r
eg
ar
d
ed
as
th
e
q
u
an
titativ
e
o
b
s
er
v
atio
n
a
n
d
c
o
m
m
u
n
icatio
n
o
f
a
c
o
n
s
tr
u
ct.
W
e
r
ec
o
g
n
i
ze
d
th
e
f
i
n
d
in
g
s
as
p
o
s
itiv
e
s
in
ce
s
tu
d
en
ts
r
eq
u
ir
e
a
h
ig
h
lev
el
o
f
c
o
m
m
u
n
icatio
n
an
d
co
m
p
lian
ce
in
v
ar
io
u
s
s
cien
ce
-
r
elate
d
ac
tiv
ities
s
u
ch
as
r
etr
iev
in
g
in
f
o
r
m
atio
n
f
r
o
m
th
e
lib
r
ar
y
o
r
elec
tr
o
n
ic
d
ata
b
ase,
d
o
in
g
a
s
cien
tific
r
ea
d
in
g
f
r
o
m
ar
ti
cles
an
d
tex
tb
o
o
k
s
,
lis
ten
in
g
an
d
o
b
s
er
v
in
g
lectu
r
e
an
d
d
em
o
n
s
tr
atio
n
,
wr
it
in
g
s
cien
tific
r
ep
o
r
ts
,
r
ep
r
es
en
tin
g
in
f
o
r
m
atio
n
th
r
o
u
g
h
tab
les an
d
g
r
ap
h
s
,
as we
ll a
s
th
e
p
r
esen
tin
g
k
n
o
wled
g
e
v
ia
b
r
ief
in
g
o
r
o
r
al
co
n
f
er
en
ce
s
[
3
4
]
.
I
n
co
n
tr
ast,
th
e
s
tu
d
e
n
ts
co
n
f
i
r
m
ed
th
at
class
if
y
in
g
an
d
in
f
er
r
in
g
wer
e
th
e
m
o
s
t
d
if
f
icu
lt
-
to
-
m
aster
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
T
h
e
r
esu
lts
wer
e
r
ath
er
d
is
tu
r
b
in
g
s
in
ce
th
e
ca
p
ac
ity
to
class
if
y
is
u
s
u
ally
ass
o
ciate
d
with
th
e
ab
ilit
y
t
o
u
n
d
er
s
tan
d
s
im
ilar
ities
,
d
if
f
er
en
ce
s
,
a
n
d
in
ter
r
elatio
n
s
h
ip
s
.
Un
d
er
s
ta
n
d
in
g
th
ese
in
ter
-
r
elate
d
s
k
ills
i
s
im
p
er
ativ
e
in
u
n
d
er
s
tan
d
i
n
g
d
if
f
e
r
en
t
o
b
ject
s
an
d
ev
en
ts
in
s
cien
ce
.
Me
an
wh
ile,
in
f
er
r
in
g
is
r
elate
d
to
th
e
a
b
ilit
y
to
m
ak
e
a
lo
g
ical
ex
p
la
n
atio
n
f
r
o
m
o
b
s
er
v
atio
n
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
a
s
in
g
le
o
b
s
er
v
atio
n
m
ay
r
esu
lt in
d
if
f
e
r
en
t in
f
er
e
n
ce
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
4
,
Dec
em
b
er
2
0
2
1
:
1
3
4
4
-
1
3
5
1
1348
Fu
r
th
er
m
o
r
e
,
to
r
ein
f
o
r
ce
th
e
in
f
er
en
ce
s
,
th
e
s
tu
d
en
ts
m
ig
h
t
n
ee
d
to
m
ak
e
an
a
d
d
itio
n
al
o
b
s
er
v
atio
n
o
f
a
p
a
r
ticu
lar
ev
e
n
t.
Stu
d
e
n
ts
m
ig
h
t
also
r
ein
f
o
r
ce
th
e
ir
in
f
er
en
ce
s
b
y
r
elatin
g
th
e
ev
en
t
with
th
eir
ex
p
er
ien
ce
.
I
t
m
ay
ex
p
lain
wh
y
th
ese
two
s
cien
ce
p
r
o
ce
s
s
s
k
ills
wer
e
co
n
s
id
er
ed
as
co
m
p
licated
b
y
th
e
s
tu
d
en
ts
.
As
f
o
r
teac
h
e
r
s
,
th
e
y
s
h
o
u
ld
k
n
o
w
th
at
tea
ch
i
n
g
s
tu
d
en
ts
to
m
a
k
e
lo
g
ical
in
f
er
e
n
ce
s
is
a
s
tr
en
u
o
u
s
b
u
s
in
ess
.
Hen
ce
,
teac
h
er
s
n
ee
d
to
m
ak
e
th
e
p
r
o
ce
s
s
as
ex
p
licit
as
p
o
s
s
ib
le
b
y
ask
in
g
h
o
w
an
d
wh
y
q
u
esti
o
n
s
.
I
t
is
im
p
er
ativ
e
to
r
ef
lect
o
n
h
o
w
th
ey
co
m
m
u
n
icate
th
eir
an
s
wer
[
3
5
]
,
s
u
g
g
ested
ac
tiv
e
lear
n
in
g
u
s
in
g
d
is
cu
s
s
io
n
,
b
r
ain
s
to
r
m
in
g
,
o
p
en
in
q
u
i
r
y
lab
o
r
ato
r
ies,
lectu
r
es,
an
d
p
r
esen
tatio
n
s
as
p
r
a
ctica
l
tech
n
iq
u
es
to
n
u
r
tu
r
e
s
tu
d
en
ts
in
f
er
r
i
n
g
s
k
ill
s
[
3
6
]
.
Sev
er
al
lim
itatio
n
s
b
o
u
n
d
th
is
s
tu
d
y
.
First,
alth
o
u
g
h
th
e
test
item
s
u
s
ed
in
th
is
s
tu
d
y
was
ca
r
ef
u
lly
d
ev
elo
p
e
d
to
m
ea
s
u
r
e
s
p
ec
if
ic
s
cien
ce
p
r
o
ce
s
s
s
k
ills
,
it
o
n
ly
r
ep
r
esen
ted
s
o
m
e
lim
ited
s
am
p
le
o
f
b
eh
a
v
io
r
o
r
s
tim
u
lu
s
.
So
,
th
er
e
is
a
n
ec
ess
ity
to
co
n
d
u
ct
s
im
ilar
s
tu
d
ies
to
a
co
m
p
ar
ab
le
s
am
p
le
o
f
s
tu
d
en
ts
.
I
t
is
to
en
s
u
r
e
th
at
m
o
r
e
in
f
o
r
m
atio
n
is
g
at
h
er
ed
p
r
im
a
r
ily
in
lo
o
k
in
g
at
th
e
tr
en
d
s
an
d
d
if
f
er
en
ce
s
i
n
th
e
b
asic
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
Seco
n
d
,
ev
en
t
h
o
u
g
h
it
was
p
o
s
s
ib
le
to
m
ea
s
u
r
e
ea
ch
p
r
o
ce
s
s
s
k
ill,
r
esear
c
h
er
s
ar
g
u
ed
t
h
at
all
th
e
s
k
ills
wer
e
in
teg
r
ate
d
wh
en
s
cien
tis
ts
d
esig
n
ed
an
d
ca
r
r
ied
o
u
t
ex
p
er
im
en
ts
[
3
7
]
.
He
n
ce
,
m
ea
s
u
r
i
n
g
t
h
e
b
asic
s
cien
ce
p
r
o
ce
s
s
s
k
ills
th
r
o
u
g
h
ex
p
e
r
im
en
ts
o
r
d
em
o
n
s
tr
atio
n
s
m
ay
p
r
o
v
id
e
m
o
r
e
in
f
o
r
m
atio
n
o
n
in
teg
r
atin
g
th
ese
s
k
ills
[
3
8
]
.
T
h
is
,
in
tu
r
n
,
will
h
elp
teac
h
er
s
to
teac
h
b
asic
s
cien
ce
p
r
o
ce
s
s
s
k
ills
m
o
r
e
p
r
o
d
u
ctiv
ely
.
T
h
ir
d
,
th
is
s
tu
d
y
was lim
ited
s
in
ce
it f
o
cu
s
ed
o
n
b
asic scien
ce
p
r
o
ce
s
s
s
k
ills
o
n
ly
.
Nev
er
th
eless
,
to
b
e
s
u
cc
ess
f
u
l in
s
cien
ce
,
s
tu
d
en
ts
n
ee
d
o
th
er
s
k
ills
a
s
well
[
3
9
]
.
A
s
tu
d
y
th
at
m
o
d
els
n
ec
ess
ar
y
s
cien
ce
p
r
o
ce
s
s
s
k
i
lls
with
o
th
er
s
k
ill
s
s
u
ch
as
p
r
o
ce
s
s
s
k
ill
s
,
attitu
d
es,
o
r
d
is
p
o
s
itio
n
s
m
ay
also
p
r
o
v
id
e
r
elev
a
n
t
d
ata,
esp
ec
ial
ly
h
o
w
o
n
e
s
k
ill
in
s
p
ir
es o
th
er
s
.
T
h
is
k
n
o
wled
g
e
is
wo
r
th
y
t
o
p
r
o
m
o
te
teac
h
in
g
an
d
lear
n
in
g
,
m
a
k
in
g
s
cien
ce
m
o
r
e
en
g
ag
in
g
an
d
c
o
n
g
e
n
ial
[
4
0
]
.
4.
CO
NCLU
SI
O
N
T
h
e
R
asch
m
o
d
el
is
f
ea
s
ib
le
t
o
id
en
tify
lear
n
i
n
g
d
if
f
icu
lties
o
f
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
R
e
s
u
lts
f
r
o
m
th
e
p
r
esen
t
s
tu
d
y
r
ev
ea
led
th
at
th
e
m
ea
s
u
r
em
en
t
m
ad
e
f
u
l
f
illed
b
o
th
m
o
d
el
-
d
ata
f
it
an
d
u
n
id
im
en
s
io
n
alit
y
ass
u
m
p
tio
n
s
.
T
h
e
item
-
lev
el
an
aly
s
is
s
h
o
wed
th
at
o
b
s
er
v
in
g
an
d
co
m
m
u
n
icatin
g
wer
e
en
d
o
r
s
ed
as
th
e
ea
s
ie
s
t
to
m
aster
wh
ile
in
f
er
r
in
g
an
d
class
if
y
in
g
wer
e
th
e
m
o
s
t
c
h
allen
g
in
g
.
T
h
e
s
cien
ce
p
r
o
c
ess
es
s
k
il
ls
ar
e
b
est
tau
g
h
t
h
an
d
-
o
n
s
cien
ce
s
u
ch
as
cr
ea
te
m
o
r
e
ac
tiv
ities
,
ex
p
er
im
en
ts
,
an
d
p
r
o
jects.
T
ea
ch
er
s
s
h
o
u
ld
s
er
io
u
s
ly
co
n
s
id
er
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
wh
en
d
esig
n
in
g
t
h
eir
teac
h
in
g
an
d
lear
n
in
g
s
tr
ateg
ies in
th
e
class
r
o
o
m
.
Ho
wev
er
,
f
in
d
in
g
s
f
r
o
m
th
e
p
r
esen
t
s
tu
d
y
ar
e
lim
ited
in
ter
m
s
o
f
g
en
er
aliza
tio
n
s
in
ce
th
e
s
tu
d
y
in
v
o
lv
es
o
n
ly
o
n
e
c
o
h
o
r
t
o
f
s
tu
d
en
ts
.
Fo
r
th
e
f
u
tu
r
e
s
tu
d
y
it
is
r
ec
o
m
m
en
d
ed
t
o
co
n
d
u
ct
s
im
ilar
s
tu
d
y
with
b
r
o
ad
e
r
s
am
p
le
o
f
s
tu
d
e
n
ts
s
o
th
at
m
o
r
e
s
am
p
les
o
f
s
c
ien
ce
p
r
o
ce
s
s
s
k
ills
ca
n
b
e
ca
lib
r
ated
an
d
th
er
e
f
o
r
e
p
r
o
v
id
e
m
o
r
e
r
ef
in
e
in
f
o
r
m
at
io
n
ab
o
ut
th
e
s
cien
ce
p
r
o
ce
s
s
s
k
ills
.
I
t
s
lim
it
n
o
twith
s
tan
d
in
g
,
in
g
en
er
al,
th
e
p
r
esen
t
s
tu
d
y
is
ab
le
to
id
en
ti
f
y
th
e
ea
s
y
an
d
d
if
f
icu
lt
-
to
-
m
aster
s
cien
ce
p
r
o
ce
s
s
s
k
ills
th
at
m
ay
b
e
h
elp
f
u
l
to
teac
h
er
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
e
x
p
r
ess
th
eir
u
tm
o
s
t
g
r
atitu
d
e
to
th
e
Sch
o
o
l
o
f
E
d
u
ca
tio
n
al
Stu
d
ies,
Un
iv
er
s
iti
Sain
s
Ma
lay
s
ia
,
E
d
u
ca
tio
n
Sp
o
n
s
o
r
s
h
ip
Div
is
io
n
,
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
a
n
d
Prin
cip
al,
Sek
o
lah
Keb
an
g
s
aa
n
Ser
i Pen
an
ti.
RE
F
E
R
E
NC
E
S
[1
]
A.
Yılma
z
,
“
Th
e
e
ffe
c
t
o
f
tec
h
n
o
l
o
g
y
in
teg
ra
ti
o
n
i
n
e
d
u
c
a
ti
o
n
o
n
p
ro
s
p
e
c
ti
v
e
tea
c
h
e
rs’
c
rit
ic
a
l
a
n
d
c
re
a
ti
v
e
th
in
k
in
g
,
m
u
lt
id
ime
n
si
o
n
a
l
2
1
st
c
e
n
tu
ry
sk
i
ll
s
a
n
d
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
ts,”
Pa
rticip
a
t
o
ry
Ed
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
1
6
3
–
1
9
9
,
2
0
2
1
.
[2
]
A.
Dw
ian
to
,
I.
Wi
l
u
jen
g
,
Z.
K.
P
ra
se
ty
o
,
a
n
d
I
.
G
.
P
.
S
u
ry
a
d
a
r
m
a
,
“
Th
e
d
e
v
e
lo
p
m
e
n
t
o
f
sc
ien
c
e
d
o
m
a
in
b
a
se
d
lea
rn
in
g
to
o
l
wh
ic
h
is
i
n
teg
ra
ted
with
l
o
c
a
l
wisd
o
m
t
o
imp
r
o
v
e
sc
ien
c
e
p
ro
c
e
ss
sk
il
l
a
n
d
sc
ien
ti
f
ic
a
tt
it
u
d
e
,
”
J
.
Pen
d
i
d
ik.
IPA
In
d
o
n
e
s.
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
2
3
–
3
1
,
2
0
1
7
,
d
o
i:
1
0
.
1
5
2
9
4
/j
p
i
i.
v
6
i
1
.
7
2
0
5
.
[3
]
S
.
Öz
g
e
len
,
“
S
tu
d
e
n
ts’
sc
ien
c
e
p
r
o
c
e
ss
sk
il
ls wi
th
in
a
c
o
g
n
it
i
v
e
d
o
m
a
in
fra
m
e
wo
rk
,
”
Eu
ra
sia
J
.
M
a
t
h
.
S
c
i.
T
e
c
h
n
o
l
.
Ed
u
c
.
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
2
8
3
–
2
9
2
,
2
0
1
2
,
d
o
i:
1
0
.
1
2
9
7
3
/eu
ra
sia
.
2
0
1
2
.
8
4
6
a
.
[4
]
L.
N.
Nw
o
rg
u
a
n
d
V.
V.
Ot
u
m
,
“
Eff
e
c
t
o
f
G
u
id
e
d
I
n
q
u
ir
y
with
A
n
a
lo
g
y
In
str
u
c
ti
o
n
a
l
S
trat
e
g
y
o
n
S
t
u
d
e
n
ts
Ac
q
u
isit
io
n
o
f
S
c
ien
c
e
P
r
o
c
e
ss
S
k
il
ls,”
J
o
u
rn
a
l
E
d
u
c
a
t
io
n
a
n
d
Pra
c
ti
c
,
v
o
l
.
4
,
n
o
.
2
7
,
p
p
.
3
5
–
4
1
,
2
0
1
3
.
[5
]
S
.
S
u
s
d
a
rwa
ti
,
A.
Dim
a
s,
a
n
d
F
.
Ha
n
n
u
m
,
“
T
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
s
c
ien
ti
fic
li
tera
c
y
-
b
a
se
d
p
h
y
sic
s
lea
rn
in
g
m
o
d
u
le
o
n
d
irec
t
c
u
rre
n
t
c
ircu
it
m
a
teria
l,
”
J
.
P
h
y
s.
C
o
n
f
.
S
e
r.
,
v
o
l.
1
8
6
9
p
p
.
1
-
6
,
2
0
2
1
,
d
o
i:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
8
6
9
/
1
/0
1
2
1
6
4
.
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
C
a
lib
r
a
tio
n
o
f th
e
s
cien
ce
p
r
o
ce
s
s
s
kil
ls
a
mo
n
g
Ma
la
ysia
n
e
leme
n
ta
r
y
s
tu
d
en
ts
…
(
N
a
z
a
h
iya
h
Mu
s
ta
fa
)
1349
[6
]
W.
Warto
n
o
,
M
.
N.
Hu
d
h
a
,
a
n
d
J
.
R.
Ba
tl
o
lo
n
a
,
“
Ho
w
a
re
th
e
p
h
y
sic
s
c
rit
ica
l
th
in
k
i
n
g
sk
il
ls
o
f
th
e
stu
d
e
n
ts
tau
g
h
t
b
y
u
sin
g
i
n
q
u
ir
y
-
d
isc
o
v
e
ry
th
r
o
u
g
h
e
m
p
ir
ica
l
a
n
d
th
e
o
re
ti
c
a
l
o
v
e
rv
iew
?
”
Eu
ra
si
a
J
.
M
a
t
h
.
S
c
i.
T
e
c
h
n
o
l.
Ed
u
c
.
,
v
o
l.
1
4
,
n
o
.
2
,
p
p
.
6
9
1
-
6
9
7
,
2
0
1
8
,
d
o
i:
1
0
.
1
2
9
7
3
/ejm
ste
/8
0
6
3
2
.
[7
]
M
.
Lea
sa
,
J.
R
.
Ba
tl
o
lo
n
a
,
a
n
d
M
.
Tala
k
u
a
,
“
El
e
m
e
n
tary
st
u
d
e
n
ts’
c
re
a
ti
v
e
th
in
k
i
n
g
sk
il
ls
in
sc
ien
c
e
in
th
e
M
a
lu
k
u
islan
d
s,
I
n
d
o
n
e
sia
,
”
Cre
a
t.
S
t
u
d
.
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
7
4
–
8
9
,
2
0
2
1
.
[8
]
J.
R.
Ba
tl
o
lo
n
a
,
C.
Ba
sk
a
r,
M
.
A.
Ku
rn
a
z
,
a
n
d
M
.
Lea
sa
,
“
Th
e
imp
ro
v
e
m
e
n
t
o
f
p
ro
b
lem
-
so
l
v
in
g
sk
il
ls
a
n
d
p
h
y
sic
s
c
o
n
c
e
p
t
m
a
ste
ry
o
n
tem
p
e
ra
tu
re
a
n
d
h
e
a
t
to
p
ic,”
J
.
Pen
d
i
d
ik.
IPA
I
n
d
o
n
e
s.
,
v
o
l
.
7
,
n
o
.
3
,
p
p
.
2
7
3
–
2
7
9
,
2
0
1
8
.
[9
]
E.
Ha
fiza
n
,
L.
Ha
li
m
,
a
n
d
T.
S
.
M
e
e
ra
h
,
“
P
e
rc
e
p
ti
o
n
,
c
o
n
c
e
p
t
u
a
l
k
n
o
wle
d
g
e
a
n
d
c
o
m
p
e
ten
c
y
lev
e
l
o
f
in
teg
ra
ted
sc
ien
c
e
p
ro
c
e
ss
sk
il
l
to
wa
rd
s
p
la
n
n
i
n
g
a
p
r
o
fe
ss
io
n
a
l
e
n
h
a
n
c
e
m
e
n
t
p
ro
g
ra
m
m
e
,
”
S
a
in
s
M
a
la
y
si
a
n
a
,
v
o
l.
4
1
,
n
o
.
7
,
p
p
.
9
2
1
–
9
3
0
,
2
0
1
2
.
[1
0
]
K.
N.
Az
iza
h
,
M
.
Ib
ra
h
im,
a
n
d
W.
Wi
d
o
d
o
,
“
P
r
o
c
e
ss
sk
il
l
a
ss
e
ss
m
e
n
t
in
str
u
m
e
n
t
:
I
n
n
o
v
a
ti
o
n
t
o
m
e
a
su
re
stu
d
e
n
t’
s
lea
rn
in
g
re
su
lt
h
o
li
st
ica
ll
y
,
”
J
.
P
h
y
s.
Co
n
f.
S
e
r.
,
v
o
l.
9
4
7
,
p
p
.
1
-
5
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
8
8
/1
7
4
2
-
6
5
9
6
/
9
4
7
/1
/0
1
2
0
2
6
.
[1
1
]
N.
A.
Na
d
h
irah
,
D.
A.
M
u
iz
Li
d
z
in
il
la
h
,
N.
H.
Ya
n
ti
,
a
n
d
A.
B.
Ah
m
a
d
,
“
I
n
stru
m
e
n
t
a
n
a
ly
sis
o
f
e
lem
e
n
tar
y
stu
d
e
n
ts’
c
u
r
io
sit
y
o
n
n
a
t
u
ra
l
sc
ien
c
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su
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ts
u
sin
g
th
e
Ra
sc
h
m
o
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l,
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Un
ive
rs
.
J
.
Ed
u
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.
Res
.
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]
R.
A.
A.
Ra
u
f,
M
.
S
.
Ra
su
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N.
M
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s
o
r,
Z.
Oth
m
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N
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y
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,
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n
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ss
sk
il
ls
in
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sc
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e
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las
sro
o
m
,
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Asia
n
S
o
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s.
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4
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[1
3
]
Da
rm
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ji
,
D.
A.
Ku
rn
iaw
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n
,
As
talin
i,
R.
P
e
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d
a
n
a
,
Ku
sw
a
n
to
,
a
n
d
M
.
Ik
h
las
,
“
Do
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sc
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e
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ro
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e
ss
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il
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rit
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e
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e
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c
e
s
in
u
r
b
a
n
a
n
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ra
l,
”
In
ter
n
a
ti
o
n
a
l
J
o
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rn
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Eva
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Res
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Ed
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(IJ
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)
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4
]
M
.
A
.
-
J
.
M
o
h
a
m
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E.
T
.
O
n
g
,
“
Tes
t
o
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teg
ra
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ro
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il
ls
(T
-
BI
S
P
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):
h
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rm
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ts i
n
Ke
lan
tan
fa
re
?
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In
t.
J
.
Asse
ss
.
Eva
l.
E
d
u
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.
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l.
3
,
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p
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0
,
2
0
1
3
.
[1
5
]
E.
T.
On
g
,
P
.
Ra
m
iah
,
K.
Ru
t
h
v
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n
,
S
.
M
.
S
a
l
leh
,
N.
A.
N.
Y
u
su
ff,
a
n
d
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.
E.
M
o
k
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se
in
,
“
Ac
q
u
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sic
sc
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ro
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ss
sk
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m
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M
a
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st
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e
n
ts,”
R
e
se
a
rc
h
in
Ed
u
c
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ti
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v
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1
.
[1
6
]
E
.
Ka
rim
a
n
d
K
.
Os
m
a
n
,
“
Va
li
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ty
a
n
d
Re
li
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ien
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k
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Tes
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P
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d
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n
Ra
sc
h
M
e
a
su
re
m
e
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t
M
o
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e
l
,
”
J
.
Pen
d
id
ik.
M
a
l
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l
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.
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.
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7
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S
.
S
u
laim
a
n
a
n
d
R.
A
z
iz
,
“
Tah
a
p
P
e
n
g
u
a
sa
a
n
Ke
m
a
h
iran
M
e
m
b
u
a
t
I
n
fe
re
n
s,
M
e
m
b
u
a
t
Hi
p
o
tes
is
Da
n
M
e
n
tafs
ir
Da
ta
Da
lam
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a
lan
g
a
n
P
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laja
r
T
a
h
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n
Emp
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t
Ijaz
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h
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rjan
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in
s
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e
rta
P
e
n
d
id
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k
a
n
(
S
a
in
s)
,
”
Un
p
u
b
li
s
h
e
d
Article
,
Un
iv
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rsiti
Tek
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M
a
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,
2
0
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.
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l
in
e
].
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v
a
il
a
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le:
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tt
p
:
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.
[1
8
]
M
.
P
e
d
a
ste
,
A.
Ba
u
c
a
l,
a
n
d
E.
R
e
ise
n
b
u
k
,
“
To
wa
rd
s
a
sc
ien
c
e
in
q
u
ir
y
tes
t
in
p
rima
ry
e
d
u
c
a
ti
o
n
:
d
e
v
e
lo
p
m
e
n
t
o
f
it
e
m
s a
n
d
sc
a
les
,
”
In
t.
J
.
S
T
E
M
E
d
u
c
.
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
-
1
9
,
2
0
2
1
.
[1
9
]
K.
I.
G
a
m
o
r,
“
In
sig
h
ts
o
n
i
d
e
n
ti
f
y
in
g
p
o
ten
t
ial
ty
p
e
s
o
f
g
u
i
d
a
n
c
e
f
o
r
su
p
p
o
r
ti
n
g
stu
d
e
n
t
in
q
u
ir
y
wh
e
n
u
sin
g
v
irt
u
a
l
a
n
d
re
m
o
te
lab
s
in
sc
ien
c
e
,
”
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
Res
e
a
rc
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n
d
De
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t
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v
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l.
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.
[2
0
]
S
.
P
ra
jo
k
o
,
M
.
Am
i
n
,
F
.
Ro
h
m
a
n
,
a
n
d
M
.
G
ip
a
y
a
n
a
,
“
T
h
e
p
r
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fil
e
a
n
d
th
e
u
n
d
e
rsta
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d
i
n
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o
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ien
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ro
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S
u
ra
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rta
O
p
e
n
U
n
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e
rsit
y
st
u
d
e
n
ts
i
n
S
c
ien
c
e
Lab
Co
u
rse
s,”
Pro
c
e
e
d
in
g
o
f
In
ter
n
a
ti
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n
a
l
Co
n
fer
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n
c
e
o
n
T
e
a
c
h
e
r
T
ra
in
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n
g
a
n
d
Ed
u
c
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ti
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n
(IC
T
T
E)
,
v
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l
.
1
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o
.
1
,
2
0
1
6
,
p
p
.
9
8
0
–
9
8
5
.
[2
1
]
J.
S
.
Ra
b
a
c
a
l,
“
Tes
t
o
f
S
c
ie
n
c
e
P
ro
c
e
ss
S
k
il
ls o
f
Bio
l
o
g
y
S
t
u
d
e
n
ts t
o
wa
rd
s De
v
e
lo
p
in
g
o
f
Lea
rn
in
g
E
x
e
rc
ise
s,”
Asia
Pa
c
if
ic J.
M
u
lt
id
isc
ip
.
Res
.
,
v
o
l
.
4
,
n
o
.
4
4
,
p
p
.
9
-
1
6
,
2
0
1
6
.
[2
2
]
S
.
Ra
h
m
a
wa
ti
,
A.
Wi
d
o
d
o
,
a
n
d
E.
El
iy
a
wa
ti
,
“
S
TE
M
lea
rn
i
n
g
o
n
e
n
v
ir
o
n
m
e
n
tal
p
o
ll
u
ti
o
n
t
o
p
ic:
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e
n
ti
fy
i
n
g
sc
ien
c
e
se
lf
-
e
ffica
c
y
in
stru
m
e
n
t
u
si
n
g
R
a
sc
h
m
o
d
e
l
a
n
a
ly
sis,”
J
.
P
h
y
s.
Co
n
f.
S
e
r.
,
v
o
l
.
1
8
0
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,
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o
.
1
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.
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–
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,
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o
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0
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8
/
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-
6
5
9
6
/1
8
0
6
/1
/
0
1
2
2
1
8
.
[2
3
]
B.
D.
Wr
i
g
h
t
a
n
d
G
.
N.
M
a
ste
rs,
Ra
ti
n
g
sc
a
le
a
n
a
lys
is
:
Ra
sc
h
M
e
a
su
re
me
n
t
.
M
ES
A
p
re
ss
,
1
9
8
2
.
[2
4
]
W.
J.
Bo
o
n
e
,
“
Ra
sc
h
a
n
a
l
y
sis
fo
r
in
stru
m
e
n
t
d
e
v
e
l
o
p
m
e
n
t:
Wh
y
,
wh
e
n
,
a
n
d
h
o
w?
”
CBE
L
if
e
S
c
i.
Ed
u
c
.
,
v
o
l.
1
5
,
n
o
.
4
,
2
0
1
6
,
d
o
i:
1
0
.
1
1
8
7
/cb
e
.
1
6
-
04
-
0
1
4
8
.
[2
5
]
P
.
S
u
s
o
n
g
k
o
,
“
Va
li
d
a
ti
o
n
o
f
sc
ien
c
e
a
c
h
iev
e
m
e
n
t
tes
t
with
t
h
e
R
a
sc
h
m
o
d
e
l,
”
J
.
Pen
d
id
ik.
I
PA
I
n
d
o
n
e
s.
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
2
6
8
–
2
7
7
,
2
0
1
6
.
[2
6
]
J.
M
.
Li
n
a
c
re
,
A
u
se
r’s
g
u
i
d
e
to
W
in
ste
p
s/M
i
n
istep
s R
a
sc
h
-
M
o
d
e
l
p
ro
g
r
a
ms
.
Ch
ica
g
o
,
IL
:
M
e
sa
P
re
ss
,
2
0
0
5
.
[2
7
]
T.
Bo
n
d
a
n
d
C
.
F
o
x
,
Ap
p
lyin
g
t
h
e
Ra
sc
h
M
o
d
e
l
,
3
rd
Ed
.
Ro
u
tl
e
d
g
e
,
2
0
1
5
.
[2
8
]
J.
M
.
Li
n
a
c
re
,
“
S
a
m
p
le
siz
e
a
n
d
i
tem
c
a
li
b
ra
ti
o
n
sta
b
il
it
y
,
”
R
a
sc
h
M
e
a
su
re
me
n
t
T
ra
n
sa
c
ti
o
n
s
,
v
o
l.
7
,
n
o
.
4
,
p
.
3
2
8
,
1
9
9
4
.
[On
li
n
e
].
Av
a
il
a
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le:
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t
tp
s://
ww
w.ras
c
h
.
o
rg
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m
.
h
tm
.
[2
9
]
K.
J.
Co
n
ra
d
,
e
t
a
l
.
,
“
Dim
e
n
sio
n
a
li
ty
,
h
iera
rc
h
ica
l
stru
c
tu
re
,
a
g
e
g
e
n
e
ra
li
z
a
b
il
it
y
,
a
n
d
c
rit
e
ri
o
n
v
a
li
d
it
y
o
f
th
e
G
AIN
’
s
Be
h
a
v
io
ra
l
Co
m
p
le
x
it
y
S
c
a
le,”
Psy
c
h
o
l.
Asse
ss
.
,
v
o
l.
2
4
,
n
o
.
4
,
p
p
.
9
1
3
–
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4
,
2
0
1
2
,
d
o
i
:
1
0
.
1
0
3
7
/a
0
0
2
8
1
9
6
.
[3
0
]
J.
W.
Cre
sw
e
ll
,
Res
e
a
rc
h
d
e
si
g
n
q
u
a
li
t
a
ti
v
e
,
q
u
a
n
ti
ta
ti
v
e
,
a
n
d
mix
e
d
me
t
h
o
d
s
a
p
p
r
o
a
c
h
e
s
.
4
th
Ed
.
S
AG
E
P
u
b
l
ica
ti
o
n
s,
In
c
.
,
2
0
0
3
.
[3
1
]
L.
R.
G
a
y
,
G
.
E.
M
il
ls,
a
n
d
P
.
W.
Aira
sia
n
,
Ed
u
c
a
ti
o
n
a
l
re
se
a
rc
h
:
Co
mp
e
ten
c
ies
fo
r
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n
a
lys
is
a
n
d
a
p
p
l
ica
ti
o
n
s
,
1
0
t
h
e
d
.
P
e
a
rso
n
,
2
0
1
2
.
[3
2
]
A
.
Z
.
Kh
a
iran
i
,
M
.
Eff
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