In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.1,
M
a
r
ch
2018,
pp.
25~
3
1
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v
7
.
i
1
.11
6
2
5
25
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Teachers’ Obstacles in Impleme
nting Numbered
Head Tog
e
ther
in Social Science Learning
Ha
rini
W
id
ya
n
i
ng
ty
a
s
1
,
R
e
t
n
o
W
i
na
r
n
i
2
, T
r
i
M
urw
a
nin
g
s
i
h
3
1
M
a
st
er P
rog
r
am
o
f Elem
ent
a
ry
S
ch
oo
l T
eacher Trai
n
i
ng and
Educat
ion
,
S
eb
elas M
a
r
et
Univ
e
rsity
, Ind
on
es
ia
2,
3
P
o
stg
r
adu
a
te D
epartm
en
t,
S
ebelas
M
aret U
ni
v
e
rsi
t
y, In
don
esi
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Dec
1
2
,
2
017
Re
vise
d F
e
b 2,
201
8
A
c
c
e
pte
d
F
eb 25,
2
0
1
8
Th
is
s
t
udy
i
s
aim
e
d
a
t
d
es
crib
in
g
teach
ers’
o
b
s
tacles
i
n
ap
pl
yi
ng
N
u
m
b
e
r
e
d
Head
T
o
g
et
her
l
e
a
r
n
i
n
g
m
o
d
el
i
n
so
cial
s
c
i
ence
l
e
a
r
nin
g
.
Th
e
ty
pe
o
f
research
i
s
q
u
al
it
ativ
e
d
e
scri
pti
v
e.
T
h
e
s
ubject
o
f
th
e
res
e
arc
h
is
t
he
t
h
i
rd-
grad
e
teach
er
o
f
elem
ent
a
ry
s
chool
i
n
S
u
koh
arjo
S
ub
-di
s
tri
c
t.
T
h
e
f
in
d
i
ng
s
of
th
e
research
w
er
e
analy
z
ed
u
si
ng
i
n
t
eract
iv
e
anal
ysi
s
o
f
Miles
a
n
d
Hu
be
r
m
a
n
a
n
d
we
re
p
re
sen
t
e
d
t
hro
u
g
h
d
e
s
c
r
ip
tive
n
a
rra
tiv
e
t
e
c
hn
iq
ue
.
The
r
e
s
u
l
t
s
reveal
s
ev
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o
bs
tacl
es
t
hat
w
e
re
e
x
p
e
rien
ced
b
y
th
e
t
e
ach
ers.
F
irst,
the
t
i
me
is
l
im
ited.
S
econ
d
,
th
e
cl
assro
o
m
atm
o
s
p
h
e
re
i
s
noi
sy
d
u
e
t
o
la
rge
nu
m
b
er
o
f
st
ud
ents.
Th
i
r
d,
t
h
e
n
um
ber
o
f
s
tu
den
t
s
in
t
o
t
al
i
s
not
e
v
e
n.
F
ou
rt
h
,
t
h
e
st
ud
ents
i
nt
erf
e
re
each
o
th
e
r
.
F
i
fth,
n
ot
a
ll
o
f
t
h
e
s
tu
den
t
s
w
o
r
k
in
t
he
g
ro
up.
S
i
xth
,
t
he
s
tu
den
t
s
are
n
o
t
acti
v
ely
respo
n
d
i
n
g
.
S
e
vent
h,
t
h
e
s
tu
de
nt
s
are
lack
of
c
o
n
fi
den
c
e
in
th
e
p
res
e
ntatio
n.
K
eyw
ord
:
Num
b
ere
d
H
ea
d To
get
h
e
r
(N
H
T
)
lea
r
nin
g
m
od
e
l
So
ci
al
sci
e
n
ces
Tea
c
her
s
’
obs
t
acle
s
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ha
ri
n
i
Wid
y
a
ni
ngt
y
a
s
D
e
pa
rtme
nt
o
f
El
e
m
e
n
t
a
ry
S
cho
o
l
Te
a
c
h
e
r
T
rain
in
g an
d
Ed
ucat
i
on,
Se
belas Ma
ret
U
n
ive
r
sity,
Jl
.
I
r
. S
u
tam
i
N
o.
36A
,
Jebr
es,
S
u
ra
karta, Ja
w
a
Tenga
h,
Indo
ne
s
i
a
(5
7
126
).
Em
ail:
nin
g
t
y
a
s
har
i
ni
@
g
m
a
il
.com
1.
I
N
TR
OD
U
C
TI
O
N
The
l
e
arn
i
ng
m
odel
ca
n
be
d
efi
n
ed
a
s
a
pa
tter
n
t
o
de
ve
l
o
p
the
c
ur
ricu
lu
m,
t
o
or
gan
i
ze
t
he
m
ate
r
ial,
and
to
g
i
v
e
ins
t
ruc
t
i
o
n
t
o
t
he
t
e
ache
r
d
uri
n
g
the
le
ar
ni
n
g
p
roc
ess.
T
he
l
ea
r
n
ing
mo
del
is
a
f
orm
of
l
ear
nin
g
tha
t
i
s
t
y
pic
a
l
l
y
p
re
sen
t
e
d
b
y
t
h
e
tea
c
her
de
pic
t
e
d
f
r
o
m
be
gi
n
n
in
g
to
e
nd.
T
he
p
urp
o
se
o
f
a
p
p
l
yi
n
g
t
he
lear
n
i
n
g
m
o
d
e
l
i
s
ma
k
i
n
g
t
he
s
tude
nts
ha
ve
t
he
e
n
t
hus
i
a
sm
dur
in
g
th
e
l
e
ar
ni
ng.
I
t
w
i
l
l
a
l
s
o
af
fec
t
t
he
ma
ximum
lear
nin
g
o
u
t
c
o
m
e
s.
T
he
s
e
l
ec
t
i
o
n
o
f
l
ea
rn
in
g
m
ode
l
s
a
p
p
lie
d
by
t
he
t
ea
c
h
e
r
s
ho
ul
d
be
a
dj
uste
d
to
the
st
u
d
en
ts
'
c
h
a
r
ac
t
e
rs
a
nd
ne
ed
s.
E
ach
m
ode
l
has
d
i
ffere
nt
m
a
in
o
b
j
ec
ti
ves,
p
r
i
nc
i
p
les,
a
nd
pressures.
A
s
c
h
oo
sin
g
a
l
e
a
r
n
i
ng
m
od
el
s
ho
ul
d
b
e
a
p
p
r
opri
a
t
e
,
t
h
e
t
e
ache
r
s
n
ee
d t
o
pa
y
at
t
en
t
i
o
n
t
o th
e stude
n
t
s
'
c
o
n
d
it
io
n,
the
na
t
u
re
o
f
teac
h
i
ng
m
ate
r
i
a
ls,
t
h
e
a
v
a
ilab
i
li
ty
o
f
m
e
dia
fac
ili
t
i
e
s
,
and
t
h
e
c
o
ndi
ti
o
n
o
f
the
te
ac
hers
them
se
lves.
T
h
e
teac
hers
m
us
t
un
derst
a
n
d
the
l
e
ar
ni
n
g
m
odel
in
orde
r
to
m
a
k
e
the
l
e
arni
n
g
p
roc
e
ss
run
effec
t
i
v
e
l
y.
O
ne
o
f
t
h
e
m
a
in
o
b
j
ec
ti
ves
of
t
he
t
e
a
c
h
in
g
an
d
lea
rn
i
n
g
pr
o
cess
is
ach
ie
ve
me
nt
i
n
t
h
e
f
o
rm
o
f
a
score
bec
a
u
se
it
is
t
he
o
n
l
y
me
asure
m
e
n
t
t
o
o
l
t
h
a
t
ca
n
be
o
bse
r
ve
d.
T
ea
cher
s
u
s
e
vari
o
u
s
t
e
ac
hin
g
m
eth
o
d
s,
suc
h
a
s
lec
t
ure
s
,
disc
uss
i
o
n
s,
a
nd
dem
o
ns
t
r
ati
ons
[
1].
V
a
rious
k
n
o
w
l
e
dge
a
nd
s
k
i
l
l
s
m
u
st
a
lso
be
e
q
u
i
ppe
d
w
ith
t
h
e
t
ea
c
h
er
s'
a
b
ili
t
y
i
n
m
a
na
gin
g
t
he
l
ea
rning
s
o
t
ha
t
lea
rni
ng
ma
te
rials
c
a
n
b
e
de
li
vere
d
pro
p
e
r
l
y
a
n
d
ac
hi
e
v
e
the
le
a
r
ni
ng
o
b
j
ec
t
i
ve
s
[2]
.
V
arious
k
n
o
w
l
e
d
ge
a
n
d
sk
i
l
ls
m
ust
be
a
ssis
t
e
d
b
y
t
h
e
t
e
ac
he
rs
i
n
or
de
r
to
del
i
v
er
t
he
m
at
e
r
ial
w
e
l
l
a
n
d
t
o
a
c
h
i
e
ve
t
he
e
xp
e
c
t
e
d
goa
l
s
.
Th
e
imp
l
e
m
e
n
t
a
tio
n
of
t
he
r
igh
t
l
ea
rni
n
g
mode
l
w
ill
pro
v
i
de
s
tim
ul
us
f
or
s
t
ude
n
t
s
d
u
r
i
ng
t
he
l
e
a
r
n
i
n
g
pr
o
c
ess.
T
he
i
mporta
nt
o
b
j
e
c
t
i
v
es
i
n
ap
pl
yin
g
classro
o
m
lea
r
ni
n
g
m
ode
ls
a
re
t
ra
i
n
i
ng
s
t
ud
ent
s
t
o
w
o
rk
i
n
gro
u
ps,
c
o
mple
tin
g
a
u
the
n
tic
t
as
ks
p
rov
i
d
e
d
b
y
teac
hers,
and
g
u
id
in
g t
h
e
stud
e
n
ts
w
ho e
xpe
rienc
e
o
bs
tac
l
e
s
[
3]
.
The
lear
ni
ng
m
odel
c
o
n
t
a
i
n
i
ng
the
d
i
sc
uss
i
o
n
a
c
t
i
v
i
tie
s
t
o
s
o
l
v
e
t
h
e
pr
ob
lem
is
N
um
be
red
H
e
a
d
To
get
h
er
[
4].
The
m
e
t
h
od
i
s
ofte
n
used
b
y
te
ac
h
e
rs
t
o
ke
e
p
t
he
st
ud
en
ts
a
c
t
iv
e
in
t
h
e
d
isc
u
ssi
o
n
and
c
o
me
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 25
– 31
26
t
h
e
front
o
f
t
h
e
cl
ass
.
N
HT
m
o
d
e
l
can
b
e
o
n
e
o
f
th
e
g
r
ou
p
mo
d
e
l
s
t
h
a
t
s
hare
t
h
e
r
ea
sons
a
nd
c
o
n
s
i
der
t
h
e
ri
gh
t
a
n
swers
t
o
s
ol
v
e
a
p
robl
em.
Th
e
sy
nta
x
o
f
th
e
NHT
l
ea
rni
n
g
mo
del
is
n
um
beri
ng,
a
sk
i
ng
que
st
io
ns,
th
ink
i
ng
t
oge
t
h
er
,
and
a
n
sw
erin
g
que
s
t
i
o
n
s
[
5].
The
n
u
m
be
rin
g
s
y
n
t
a
x
i
s
the
m
a
i
n
t
hi
n
g
i
n
N
H
T
m
odel
i
n
w
h
ic
h
t
h
e
t
e
ac
he
r
d
i
v
i
des
t
h
e
stu
d
e
n
ts
i
n
t
o
gr
o
ups
a
n
d
a
ss
ig
ns
th
e
m
h
a
v
in
g
di
ff
ere
n
t
numb
e
rs
b
as
ed
o
n
th
e
numbe
r
o
f
s
tu
de
nts
in
t
he
g
rou
p
.
The
sy
n
t
a
x
i
n
ask
i
ng
the
que
st
io
n
:
t
he
t
ea
cher
a
s
k
s
q
u
es
ti
ons
i
nd
i
v
i
d
ua
ll
y
f
o
r
st
ud
en
ts
o
r
t
o
b
e
di
scu
s
se
d
with
t
h
e
g
ro
up
,
qu
e
s
t
i
o
n
s
c
a
n
v
ary
f
r
om
g
en
e
r
al
t
o
sp
e
c
i
f
i
c
t
h
a
t
ha
s
th
e
di
ffe
re
nt
d
i
f
f
i
c
u
lt
y
l
e
vel
a
c
c
o
r
d
ing
t
o
t
he
m
a
t
eria
l.
T
he
s
y
n
t
a
x
of
t
hin
k
ing
t
o
g
e
t
h
er
i
s
t
h
e
st
ag
e
wh
e
n
e
ac
h
stude
n
t
d
isc
u
s
s
es
w
it
h
t
h
e
g
r
ou
p
t
o
d
ec
i
d
e
w
h
ich
a
n
sw
e
r
i
s
corr
ec
t
a
nd
en
su
re
s
e
a
c
h
g
rou
p
t
o
k
now
t
h
e
answ
e
r
s.
A
nswe
ring
q
u
e
s
ti
o
n
s
i
s
a
s
ession
w
h
e
n
t
he
t
eac
he
r
ra
nd
omly
s
e
l
ec
ts
a
c
e
r
tai
n
numbe
r
an
d
t
h
en
t
he
stude
n
t
w
h
o
se
num
ber
is
a
ss
ig
ne
d
prese
n
ts
t
he
r
es
ul
t
of
t
he
g
r
o
u
p
d
i
s
c
u
ss
io
n
i
n
f
r
ont
o
f
the
clas
s.
I
n
t
h
i
s
session,
t
he
s
t
ude
n
t
i
s
no
l
o
n
g
e
r
a
l
l
o
w
e
d
t
o
d
i
s
c
u
ss
w
i
t
h
the
g
rou
p
m
em
ber
s
,
t
h
is
r
u
l
e
is
d
on
e
t
o
m
a
ke
t
he
stude
n
t
r
espo
n
s
i
b
l
e
a
nd
mor
e
moti
v
a
t
e
d
to
p
a
rtic
ipa
t
e
act
i
v
ely
d
u
r
i
n
g
g
ro
up d
i
sc
uss
i
ons.
The
c
once
p
t
o
f
t
he
N
H
T
m
odel
r
e
fe
rs
t
o
gr
ou
p
lea
r
n
i
ng
ac
tiv
i
tie
s
w
h
e
r
e
ea
ch
m
e
m
be
r
has
a
t
a
s
k
w
ith
d
i
ffere
nt
m
em
ber
numb
e
rs.
The
pr
oce
s
s
o
f
eac
h
stu
d
e
nt
i
n
t
he
g
ro
u
p
w
i
l
l
be
n
umbe
red
a
n
d
t
h
e
te
ache
r
w
ill
ass
i
gn
t
h
e
tas
k
s
to
t
he
g
rou
p
b
e
f
or
e
ta
ki
ng
the
n
u
mb
e
r
t
o
re
por
t
t
h
e
resul
t
s.
C
o
n
d
i
tio
ns
c
re
a
t
ed
w
hen
app
l
yi
ng
the
N
H
T
m
odel
a
l
lo
w
t
h
e
stu
d
e
n
t
to
g
e
t
t
he
s
a
m
e
op
por
t
un
it
y
t
o
s
up
por
t
h
i
s
gr
ou
p
t
o
b
e
the
bes
t
.
The
NHT
l
ea
rni
n
g
mode
l
ba
sica
l
l
y
em
p
h
as
ize
s
c
o
o
p
era
tio
n
be
twee
n
g
ro
up
me
mbe
r
s
in
d
isc
u
ss
ion
a
c
t
i
v
i
tie
s.
Pr
esentat
i
o
n
a
c
t
i
v
it
ies
are
c
a
rri
e
d
o
u
t
i
n
t
u
rn
by
t
h
e
re
prese
n
t
a
t
i
v
e
o
f
e
a
c
h
g
r
o
u
p
t
h
a
t
i
s
r
a
n
d
o
m
l
y
a
s
s
i
g
n
e
d
t
o
the ide
n
ti
t
y
n
u
m
ber me
nti
o
ne
d
b
y
t
he
t
ea
c
h
e
r
.
T
h
e
te
ache
r
gi
v
es
fe
e
d
bac
k
on
t
h
e
re
sults of
t
h
e d
i
sc
uss
i
ons by
in
vol
v
i
n
g
t
he
s
tu
de
nt
s
t
o
r
esp
o
n
d
.
The
grou
ps
t
ha
t
su
c
c
e
s
s
f
ul
ly
c
om
p
l
e
t
e
the
tas
k
w
ith
m
ore
cor
r
ec
t
a
n
swers
tha
n
a
ny
o
t
h
er
g
ro
up
w
ill be
r
ew
a
r
ded
b
y
t
he
t
ea
c
h
er.
N
H
T
i
s
a
l
e
a
r
ni
ng
m
o
d
e
l
t
h
at
h
a
s
a
g
o
a
l
t
o
i
mp
rove
t
he
stude
n
t
s’
a
ct
iv
i
t
ies
i
n
t
he
l
e
a
r
ni
ng
proce
s
s,
t
o
tra
i
n
s
t
ude
nt
s
'
l
e
a
d
e
r
ship
s
ki
ll
s
in
m
ak
in
g
d
eci
si
on
s,
a
n
d
to
pro
v
i
d
e o
p
p
o
rt
un
i
t
i
e
s for
stud
e
n
ts
t
o
i
n
te
rac
t
i
n lea
r
nin
g
d
iff
er
ent ba
c
kgro
u
nds.
N
H
T
lea
r
ni
n
g
m
odel
is
e
x
p
ec
ted
t
o
he
l
p st
u
d
en
ts u
nde
rs
ta
nd
t
he
ma
t
e
ri
al
c
on
c
e
pt
s o
f
t
he
n
at
u
r
a
l
a
nd
artific
ia
l en
v
i
ronm
en
t. In a
ddit
i
o
n
, i
t
al
so
d
ec
re
a
s
es
t
he
b
u
r
d
en
o
f the
na
t
u
ral a
n
d a
r
t
i
f
i
c
i
a
l
e
nv
iro
n
m
e
n
t
t
hat
i
s
requ
ire
d
t
o
be
u
n
d
erst
o
od
by
stude
n
t
s.
T
he
i
m
p
l
e
me
n
t
at
ion
of
N
H
T
lear
ning
mo
de
l
in
s
o
c
i
a
l
sc
ie
nc
e
lea
r
ning
is
e
x
p
e
c
t
ed
t
o
ma
k
e
t
he
l
ea
r
n
ing
a
t
mosp
h
e
r
e
o
f
the
thir
d-
grade
st
ud
e
n
t
s
t
o
b
e
f
un
b
ec
a
u
se
t
hi
s
a
c
t
i
vi
t
y
enc
our
ages
t
he
s
tu
de
nts
t
o
p
artic
ipa
t
e
ac
ti
v
e
ly.
S
t
u
d
en
ts
a
re
t
r
a
ine
d
t
o
m
a
ster
t
he
m
a
t
eria
l
i
nde
pe
nde
n
tly
dur
in
g
gro
u
p
d
i
sc
uss
i
on
ac
tiv
itie
s.
I
t
i
s
a
im
e
d
a
t
m
a
k
i
n
g
t
he
s
tude
nts
r
e
a
d
y
to
c
om
e
u
p
w
i
t
h
t
he
i
r
a
ns
w
e
rs.
The
st
u
d
en
ts
a
r
e
d
ire
c
te
d
t
o
h
el
p
e
a
c
h
o
the
r
a
m
ong
t
h
e
g
r
oup
me
mb
ers
i
f
o
th
e
r
s
t
u
d
e
n
t
s
exp
e
ri
en
ce
t
h
e
di
ffic
ul
t
i
e
s
.
Th
e
st
u
d
e
n
ts
w
i
l
l
have
t
he
l
ea
r
n
i
n
g
e
xpe
rie
n
ce
t
h
a
t
i
s
o
b
t
ai
ne
d
d
i
rec
t
ly
i
n
or
der
to
u
nde
rs
t
a
nd
i
n
-
dep
t
h
ma
t
e
ria
l
.
N
H
T
l
ear
ning
m
odel
is
a
ime
d
a
t
m
a
k
i
ng
th
e
stu
d
e
n
t
s
p
a
rt
i
c
ipa
t
e
in
l
ea
rn
i
ng
proc
ess
a
n
d
ha
ve
the i
n
tere
st
o
f
com
p
e
t
it
io
n.
T
hey w
i
ll com
p
ete
to be
the be
st
a
mo
ng
o
th
e
r
st
u
d
e
nt
s.
Th
e
adv
a
n
t
ag
es
o
f
t
h
e
NHT
m
o
d
e
l
wh
en
i
t
b
e
ing
a
p
p
l
i
e
d
a
r
e:
a
)
a
l
l
o
f
t
h
e
s
t
u
d
e
n
t
s
b
e
c
o
m
e
r
e
a
d
y
;
b
)
t
h
e
st
ud
en
t
s
d
is
cu
ss
s
e
r
i
o
u
s
ly;
c)
t
h
e
s
mart
e
r
s
tu
d
e
nt
s
can
t
ea
c
h
o
t
h
er
s.
T
he
a
dva
n
t
a
g
e
s
o
f
a
p
pl
y
i
n
g
t
he
N
H
T
mode
l
c
a
n
b
e
show
n
fr
o
m
t
he
p
r
e
v
i
o
u
s
re
s
ear
ch
r
esul
ts.
Ba
se
d
o
n
t
he
e
m
p
i
r
i
c
a
l
f
ac
t
s
,
the
re
se
arc
h
r
esul
t
s
show
t
ha
t
t
h
e
a
ppl
ica
t
i
o
n
of
N
H
T
m
odel
ca
n
in
flue
nc
e
the
stude
n
t
s
'
le
a
r
n
i
n
g
a
c
h
ie
v
e
m
e
n
t
o
f
Ma
t
h
e
m
a
t
ic
s
t
o
be
b
e
t
t
e
r
t
h
a
n
c
on
ve
nt
i
ona
l
l
e
a
r
ni
ng
m
o
de
l
[6]
.
I
n
ad
di
t
i
on,
t
h
er
e
are
o
t
her
rese
arc
h
f
i
n
d
i
ngs
t
ha
t
sh
ow
t
h
e
app
l
ica
t
i
o
n
of
N
H
T
m
odel
i
n
s
cie
n
ce
s
ub
jec
t
s
is
b
e
t
ter
t
h
a
n
d
i
r
ec
t
lear
nin
g
m
ode
l
[7]
.
T
he
re
fore
,
t
h
e
r
e
sea
r
ch
con
d
u
ct
i
n
g
N
H
T
l
ear
n
i
n
g
m
ode
l
i
n
s
oc
i
a
l
sc
ie
nce
lea
r
ning
i
s
ex
p
e
c
t
ed
t
o
give
a
n
op
tim
al
e
ffe
c
t
o
n
l
e
a
r
ni
ng
ou
t
c
o
mes
.
I
n
a
d
d
it
i
o
n
to
t
he
a
dva
n
t
age
s
p
osse
sse
d,
t
h
e
N
H
T
m
ode
l
als
o
h
as
w
e
a
k
n
e
s
s
e
s
w
h
e
n
i
t
i
s
a
p
p
l
i
e
d
,
nam
e
ly
:
a)
t
he
re
i
s
t
h
e
p
o
ss
ibi
l
ity
o
f
the
num
ber
s
t
hat
h
a
ve
b
e
e
n
m
e
n
tio
ne
d
w
ill
be
c
a
l
l
e
d
bac
k
b
y
t
h
e
teac
her
;
b
)
se
ve
ral
gro
u
p
m
e
m
b
ers
ar
e
po
ssibl
y
n
o
t
c
a
l
l
ed
b
y
t
h
e
tea
c
h
er
[
8]
.
A
c
c
o
rd
in
g
S
h
oim
i
n
the
w
e
a
k
n
e
s
s
e
s
o
f
t
h
e
N
H
T
m
o
d
e
l
t
h
a
t
i
s
a
p
p
l
i
e
d
a
r
e
:
(
a
)
i
t
i
s
n
o
t
ve
ry
a
pp
l
i
c
a
b
le
i
n
la
rge
numbe
rs
b
ec
a
u
se
i
t
take
s
a
l
o
n
g
tim
e,
b
)
the
po
s
s
ibi
l
ity
t
ha
t
se
ver
a
l
grou
p
me
mbe
r
s
ar
e
not
cal
le
d
b
y
t
he
t
eac
her
d
u
e
to
t
h
e
li
m
i
te
d time
a
l
l
o
tme
n
t [9].
Th
e
de
s
c
r
i
p
t
i
o
n
o
f t
h
e w
e
a
k
ne
ss
o
f
t
h
e
NHT mo
d
e
l
i
s
t
h
e
o
b
s
t
acl
es
e
xp
eri
e
n
ced
b
y
rese
arc
h
ers
w
h
en
c
o
nduc
tin
g
the
re
se
arc
h
.
S
o
m
e
w
e
a
knesses
tha
t
co
ns
train
teac
hers
i
n
app
l
y
i
ng
t
h
e
NHT
mode
l
nee
d
t
o be
a
na
l
y
ze
d
fo
r
the
impr
o
v
e
m
e
n
t
i
n
t
he
a
ppl
ica
tio
n
of
N
H
T
i
n
the
lea
r
n
i
n
g
p
r
o
c
e
ss.
T
here
fore
,
t
h
e
res
e
a
r
ch
w
a
s
c
o
n
d
u
c
t
e
d
t
o
f
i
n
d
out
t
h
e
o
b
s
t
acl
e
s
f
aced
b
y
t
ea
ch
ers
wh
e
n
a
pp
lyi
n
g
t
h
e
NHT
l
ea
rn
i
n
g
mode
l
o
n
t
he
t
hir
d
-
g
rade
s
o
c
ia
l
scie
nce
lear
nin
g
.
The
p
u
rp
ose
o
f
th
is
s
t
u
dy
i
s
de
sc
rib
i
n
g
t
ea
c
h
e
r
s’
obs
t
a
cle
s
in ap
p
l
y
i
ng N
u
m
b
ere
d
H
ea
d To
ge
the
r
le
a
rni
ng m
ode
l i
n
so
c
i
a
l sc
i
e
n
ce
l
earn
i
n
g
.
2.
RESEARCH
M
ETH
O
D
The
ty
pe
o
f
t
h
i
s
r
esea
rch
i
s
d
e
s
cri
p
tive
qua
l
i
ta
ti
ve
w
h
i
ch
i
s
a
i
m
e
d
a
t
d
e
s
c
r
i
b
i
n
g
t
h
e
t
e
a
c
h
e
r
s
’
obs
t
a
c
l
es
i
n
a
p
p
l
yin
g
N
H
T
m
ode
l
on
s
oc
i
a
l
sc
i
e
nce
le
arni
n
g
.
The
r
e
s
ea
rch
wa
s
co
ndu
ct
e
d
a
t
El
e
m
e
n
t
a
ry
Sc
hoo
l
loca
t
e
d
in
S
u
k
o
h
a
r
j
o
D
istric
t.
T
he
s
a
m
pli
n
g
te
c
h
ni
q
u
e
w
a
s
pu
rposi
v
e
s
a
mp
lin
g
t
h
a
t
r
e
p
res
e
nt
s
t
h
e
po
p
u
l
a
tio
n
of
t
he
e
lem
e
n
t
ary
sc
ho
o
l
i
n
S
u
ko
har
j
o
S
ub-
d
i
s
t
rict
w
hic
h
w
as
d
i
v
i
d
e
d
i
nt
o
tw
o
a
ccr
edi
t
a
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
e
ache
rs'
O
b
st
a
c
le
s in I
m
ple
m
ent
i
n
g
N
u
m
b
ered
H
e
ad T
o
g
e
the
r
i
n
S
o
c
i
a
l
Scie
nc
e .
.
.
(H
ari
n
i W
i
dy
a
n
i
n
g
t
ya
s)
27
ca
t
e
g
o
ry
o
f
A
and
B.
T
he
e
lem
e
n
t
ar
y
sc
ho
o
l
s
w
e
re
c
h
o
se
n
ba
se
d
o
n
the
re
prese
n
ta
t
i
ve
c
ri
t
e
ria
of
t
he
po
p
u
l
a
tio
n.
T
h
e
E
lem
e
n
t
ar
y
S
c
hoo
ls
t
ha
t
w
e
re
u
se
d
i
n
t
his
r
e
sea
rc
h
we
re
J
eti
s
0
1
and
Gay
a
m
05
.
Th
e
su
bj
ect
of
r
esea
rch
is
t
he
t
ea
c
h
e
r
s
of
t
h
e
t
h
i
rd-gra
d
e
o
f
t
h
e
elem
e
n
tar
y
sch
o
o
l
i
n
Je
tis
0
1
an
d
G
a
yam
05.
The
data
val
i
d
it
y
te
st
u
se
d
tr
ian
g
u
la
t
i
on
t
e
c
h
n
i
que.
The
me
t
h
o
d
s
w
e
re
o
b
serva
t
i
on
a
n
d
i
n
t
e
r
v
i
e
w
.
T
he
r
ese
a
rc
hers
che
c
ke
d
t
h
e
v
a
lid
it
y
o
f
d
a
t
a
b
y
c
heck
i
n
g
the
o
b
se
rva
t
ion
data
a
n
d
t
he
i
nter
view
s
r
e
su
lt
s
a
b
o
u
t
t
e
a
c
he
rs’
obs
t
a
c
l
es
i
n
a
p
p
l
yi
ng
t
h
e
N
H
T
m
odel
on
t
h
e
t
h
i
r
d-
grade
of
s
ocia
l
sc
ie
nc
e
lea
r
n
i
n
g
.
The
o
b
serva
tio
n
is
a
me
tho
d
o
f
o
b
se
rvi
n
g
the
l
e
arni
n
g
p
roce
ss
of
s
ocia
l
sc
ie
nc
e
of
n
a
t
ura
l
a
n
d
a
rt
ific
ia
l
e
n
v
i
ro
nm
ent
b
y
a
pp
l
y
in
g
the
N
H
T
l
ear
nin
g
m
ode
l
obse
r
ve
d
b
y
t
h
e
r
e
s
e
a
rc
her.
T
he
i
n
t
e
r
v
i
e
w
i
s
a
m
etho
d
use
d
t
o
obta
i
n
da
ta
b
y
c
o
ndu
c
tin
g
ques
t
i
o
n
an
d
an
swe
r
p
ro
ce
ss
o
r
a
l
l
y
b
et
wee
n
r
e
s
ea
rch
e
r
as
a
n
i
n
t
e
rv
iew
e
r
a
n
d
the
tea
c
h
er
o
f
t
h
ird-
grade
o
f
J
et
is 0
1 an
d
G
a
yam
0
5
as the
i
n
form
ant.
I
nter
vi
e
w
a
cti
vi
t
y
w
a
s
don
e
at
t
h
e
l
ast
mee
t
in
g
a
f
t
e
r
t
eac
h
e
r
app
l
ied
N
H
T
l
ea
rni
n
g
m
o
del
.
I
nterv
i
ew
s
w
e
re
c
onduc
t
e
d
ind
i
v
i
dua
l
l
y
w
i
t
h
e
a
c
h
tea
c
h
e
r
of
t
h
i
rd-
g
ra
de
i
n
ea
ch
s
c
h
o
o
l
a
n
d
w
ere
in
ter
v
ie
wed
d
i
r
ect
ly
b
y
t
h
e
resea
r
che
r
i
n-
de
pt
h
,
f
ree
,
c
lea
r
a
nd
w
i
t
h
o
u
t
a
n
y
i
n
t
erfe
renc
e
from
o
the
r
s.
I
nter
vie
w
s
w
e
re
r
e
c
orde
d
by
re
se
arc
h
ers.
T
he
obs
er
v
a
t
i
on
a
n
d
in
te
rv
i
e
w
ins
t
rum
e
n
t
s
a
r
e
ta
il
ored
to
t
he
f
o
u
r
sy
nt
a
c
t
s
o
f
t
he
N
H
T
l
e
a
rni
n
g
m
ode
l
w
h
ich
co
nsi
s
t
of
numb
e
ri
ng
,
as
ki
ng
q
u
e
sti
o
n
s
,
th
inki
ng
to
ge
ther,
a
nd
answe
r
in
g.
T
h
e
d
ata
ana
l
ys
is
t
ec
h
n
iq
ue
s
fo
r
the
o
b
s
e
r
va
ti
ons
a
nd
in
terv
iew
s
u
se
d
inte
r
acti
v
e
ana
l
ys
is
o
f
M
i
le
s
a
n
d
H
ube
rm
an
m
odel
t
h
ro
ug
h
t
h
ree
ste
p
s
na
me
ly
:
da
t
a
r
ed
uc
ti
o
n
,
da
ta
d
isp
l
a
y
,
and
conc
l
u
s
i
o
n
.
Th
e
resul
t
s
o
f
d
at
a
ana
l
ys
is
o
f
re
se
arc
h
f
i
n
d
i
n
g
s
w
e
r
e
pre
s
ente
d
usi
ng
q
u
a
l
i
t
a
t
i
v
e descr
i
pt
i
v
e
w
i
t
h
narr
ati
v
e te
xt
t
o
descr
i
be
the
obstac
l
es i
n a
p
ply
i
n
g
N
H
T
mode
l
i
n
soc
ia
l
s
c
ience
lea
r
ni
n
g
.
3.
RESULT
S
A
N
D
ANALY
S
IS
Base
d
o
n
t
he
r
esul
t
s
o
f
o
b
se
rvat
io
n
a
n
d
i
n
ter
v
iew
the
l
ear
ning
p
r
o
c
ess
by
a
ppl
yi
n
g
t
he
m
o
d
el
Nu
mb
e
r
ed
He
a
d
Tog
e
th
er (NHT) o
n
t
h
i
r
d
-
gra
d
e so
c
i
al
s
ci
en
c
e
sub
j
e
c
t
s
can
b
e sho
w
n
in
Ta
b
l
e
1
.
Tab
l
e
1.
I
m
p
l
e
me
nt
a
t
io
n
of Mo
d
e
l
N
H
T
on
t
h
e
Le
arn
i
ng
of
S
oc
i
a
l
S
c
ien
c
e
in the
T
hi
r
d
-G
ra
de
NH
T S
i
n
t
ax
Tea
c
h
e
r
s
’
obsta
c
l
es
S
y
n
ta
x skill
s
G
a
ya
m
05
J
e
tis
0
1
G
a
ya
m
05
J
e
t
is
0
1
N
u
m
b
e
r
ing
The
a
t
m
o
sph
e
re of the c
l
a
ss is noisy
bec
a
u
s
e
o
f
th
e
l
a
rge
nu
m
b
e
r
of
stude
nts
T
h
e
nu
m
b
e
r
o
f
st
ud
e
n
ts
i
s
not e
v
e
n
65%
70%
A
s
king
Q
u
e
s
t
i
on
-
-
85%
85%
T
h
inki
n
g
T
oge
th
e
r
Stude
nts
int
e
r
f
e
r
e
w
i
t
h
e
ac
h
othe
r,
t
he
c
l
a
s
s
is
not c
onduc
ive
,
t
he
n
u
m
b
e
r
of
stude
nts
i
s
t
oo
l
a
rge
,
not
a
ll
st
ud
e
n
ts
wa
nt
t
o
disc
uss
N
o
t a
ll
stude
nts wor
k
g
ro
up,
w
hic
h
a
c
t
u
a
ll
y
h
a
pp
e
n
s
is
t
he
d
ivisi
on of
t
a
sks
in e
ac
h
gr
ou
p
65%
75%
A
n
sw
e
r
ing
Q
u
e
s
tion
Tim
e
i
s
l
i
m
i
t
e
d,
s
t
ude
nt
s a
r
e
not
a
ctive
l
y
r
e
spondin
g
,
s
tude
nts
l
a
c
k
c
onfide
n
c
e
a
t
pr
e
s
e
n
t
a
tion
Time
is limit
e
d
, o
n
l
y so
me
stu
d
e
n
t
s
a
r
e
w
ill
i
n
g
t
o
re
s
pond
70%
75%
The
rese
arc
h
a
c
t
i
v
ity
w
as
d
o
n
e
whe
n
t
he
t
h
i
r
d
-gra
d
e
t
eac
h
e
r
a
p
p
li
e
d
t
he
N
um
bere
d
H
e
a
d
T
oge
t
h
er
(N
H
T
)
mode
l
on
t
he
s
u
b
j
e
c
ts
o
f
s
o
cia
l
s
cie
n
ce
t
o
te
ac
h
n
a
t
u
re
a
n
d
a
r
t
i
f
ic
i
a
l
in
t
he
t
hird-
g
rade
o
f
E
l
em
entar
y
sch
o
o
l
.
The
m
a
t
e
ria
l
w
as
m
ade
d
i
ffere
n
tly in
wh
ich it had a
gr
a
d
u
al l
e
v
el
o
f
d
i
ffi
c
u
l
t
y i
n
e
a
c
h
me
et
i
n
g.
I
n
t
h
e
f
i
rst
me
e
t
in
g
,
t
h
e
t
ea
ch
ing
ma
t
e
ri
al
w
a
s
a
b
out
u
nd
erst
and
i
ng
t
h
e
de
fin
i
t
i
on
a
n
d
t
h
e
cha
r
ac
teris
tic
s
of
t
he
nat
u
ra
l
a
n
d art
i
f
ic
ia
l
e
n
v
i
r
o
n
m
e
n
t
at hom
e and s
c
h
o
o
l. The
s
e
c
o
nd
m
e
e
t
i
ng ma
t
e
r
i
al w
a
s
a
b
o
u
t
c
lass
ifyi
n
g
t
he
ty
pes
of
n
a
t
ur
a
l
a
n
d
a
rt
i
f
ic
ia
l
en
v
i
ro
nme
n
ts
a
t
hom
e
an
d
sch
o
o
l
.
T
h
e
t
h
ird
me
et
i
n
g
m
a
teria
l
w
as
a
b
o
u
t
t
he
bene
f
i
t
s
o
f
the
nat
u
ral
a
nd
ar
ti
fic
i
a
l
e
nvir
o
n
m
ent
at
home
a
nd
sc
h
ool.
Th
e
fo
urth
m
e
e
t
i
ng
m
a
ter
i
a
l
w
a
s
a
bou
t
ma
int
a
in
in
g or
d
e
s
t
r
oyi
ng
t
he
n
a
t
ur
al
a
n
d
a
rt
ifi
c
i
a
l
e
n
v
i
ro
n
m
en
t
at
h
o
m
e
a
n
d
s
c
hoo
l
.
T
he
m
a
t
e
r
i
a
l
on
t
h
e
f
i
f
t
h
me
etin
g
w
a
s
form
ul
a
tin
g
ne
w
idea
s
i
n
t
he
m
a
i
nte
n
a
n
ce
of
n
a
t
ura
l
a
nd
a
rtific
ial
e
n
v
i
ronme
n
t
a
t
h
o
m
e
and
sch
o
o
l
.
Le
arni
ng
proc
ess
w
a
s
beg
un
by
the
i
n
f
o
r
m
a
tio
n
from
the
t
e
ach
e
r
a
b
o
u
t
t
h
e
m
a
t
eri
a
l
th
at
n
e
e
d
t
o
b
e
lear
ne
d.
E
ach
m
ee
ti
n
g
h
a
d
t
h
e
d
iffe
ren
t
m
at
er
ial.
T
he
t
eac
her
d
iv
ide
d
t
h
e
s
tu
den
t
s
in
t
o
g
rou
p
s
b
y
a
ss
ig
nin
g
t
a
sk
s
to
t
h
e
m
at
eri
a
l
.
E
a
c
h
stud
e
n
t
i
n
a
g
roup
wa
s
g
i
v
e
n
a
nu
mb
e
r
t
ha
t
be
l
o
n
g
s
to
a
n
o
t
he
r
group.
T
he
t
e
acher
gave
t
he
p
ro
bl
em
t
o
th
e
gr
o
u
p
a
nd
t
h
e
s
t
ud
ent
s
s
ho
u
l
d
d
i
s
c
uss
t
hose
pr
oble
m
s
to
b
e
solve
d
.
The
ne
x
t
s
ta
g
e
w
a
s
the
presenta
t
i
o
n
a
c
t
i
v
i
t
i
e
s
repr
esen
te
d
b
y
s
tu
de
nt
s
w
ho
w
e
r
e
ra
nd
oml
y
c
hos
e
n
b
y
t
h
e
te
ac
her;
mea
n
wh
il
e
,
o
th
er
s
t
u
d
e
nt
s
sho
u
l
d
p
ay
a
t
t
enti
on
.
Th
e
t
e
ache
r
a
p
p
oi
nte
d
s
e
v
era
l
s
tu
de
nt
s
to
p
re
sen
t
t
he
r
esul
t
s
of
t
he
gro
up
di
scuss
i
o
n
i
n fro
nt
o
f
the
cla
s
s.
The
t
eac
her
resp
o
n
d
ed
t
o t
h
e e
ithe
r
c
orre
ct or
wrong
a
n
sw
ers.
The
r
e
su
l
t
s of
obs
er
vat
i
on
s and inter
v
i
e
w
s
c
an
b
e
se
e
n
i
n T
a
ble
1
o
n
t
h
e
imp
l
emen
t
a
t
i
o
n
o
f
th
e
NHT
mode
l
i
n
t
he
s
ocia
l
scie
nc
e
l
ear
ning
i
n
t
h
i
r
d-
grade
w
h
i
c
h.
I
t
w
as
a
d
a
pt
ed
t
o
t
h
e
NHT
m
o
d
e
l
sy
nt
ax
,
n
a
me
ly
:
numbe
r
i
n
g
,
as
ki
n
g
que
sti
o
n
s
,
th
ink
i
ng
t
o
g
e
t
her,
a
n
d
a
nsw
e
rin
g
.
A
n
ove
r
v
iew
o
f
t
he
o
bserva
t
i
o
n
r
e
s
ul
ts
i
s
show
n
i
n
t
h
e
s
yn
t
a
x
s
k
ill
c
o
l
umn,
w
h
ile
t
h
e
i
n
t
ervi
ew
r
e
s
u
l
ts
a
re
s
how
n
i
n
t
he
t
eac
her's
o
bs
tac
l
e
s
c
ol
um
n.
Ba
se
d
o
n
t
he
s
yn
ta
x
of
n
umb
e
rin
g
o
n
t
h
e
N
H
T
m
ode
l
,
t
he
r
e
s
ul
t
o
f
o
b
se
rva
tio
n
at
J
e
t
i
s
01
w
a
s
75
%
w
h
ic
h
w
a
s
su
pp
orte
d
by
t
h
e
i
n
te
rvie
w
s
r
e
s
ul
ts.
T
h
e
i
n
t
e
r
v
iew
s
h
o
w
ed
t
ha
t
t
h
e
o
b
s
t
acle
s
o
n
the
e
l
em
en
tary
s
c
h
o
o
l
i
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 25
– 31
28
the
to
ta
l
num
b
e
r
of
t
he
s
t
u
de
nt
s
tha
t
w
a
s
not
e
ven.
I
t
resul
t
e
d
i
n
t
h
e
t
o
ta
l
nu
mb
er
o
f
st
ud
en
ts
i
n
e
ach
g
roup
bec
o
me
d
i
f
fer
e
nt.
The
o
b
se
rv
ati
o
n
resu
lt
i
n
s
ynta
x
s
ki
l
l
a
t
G
a
y
a
m
05
w
a
s
70%
w
h
i
c
h
w
as
s
up
p
o
rte
d
b
y
t
h
e
in
t
e
rv
iew
re
sul
t
s.
T
he
l
a
r
ge
num
ber
of
s
tu
den
t
s
m
a
de
t
h
e
c
la
ss
ten
d
s
t
o
b
e
n
o
isy.
I
t
always
o
cc
urs
when
teac
hers
d
i
v
ide
d
t
he
s
t
ude
n
t
s
i
n
t
o
s
e
v
era
l
g
rou
p
s.
H
ow
eve
r
,
som
e
stu
d
en
ts
w
a
n
ted
to
b
e
in
t
he
s
a
m
e
gro
u
p
w
ith
t
he
ir
c
los
e
frie
nd.
T
he
s
yn
ta
x
s
k
il
l
i
n
J
eti
s
01
is
75%
s
u
p
p
o
rte
d
by
t
h
e
inte
rv
iew
resu
lt.
T
he
obs
ta
cle
o
n
the e
l
em
e
n
tary
s
c
h
o
o
l
is ca
u
se
d by
the
n
u
m
b
er
o
f st
ude
n
t
s w
ho
i
s
not
even.
Base
d
o
n
obse
r
vat
i
o
n
s
a
nd
i
n
terv
iew
s
o
f
n
u
m
be
rin
g
s
y
n
ta
x,
t
he
a
pp
l
i
cat
i
o
n
o
f
NHT
m
od
e
l
h
as
n
ot
bee
n
d
o
n
e
ma
x
i
ma
l
l
y
beca
use
t
h
er
e
were
s
t
i
l
l
s
ome
o
b
s
t
ac
l
e
s.
T
h
e
r
efore,
t
her
e
m
ust
be
s
ol
u
t
i
o
n to over
c
ome
.
On
e
of
t
h
e
s
olu
t
io
ns
t
o
o
v
e
rco
m
e
th
i
s
o
b
s
t
a
c
l
e
i
s
a
ppl
yi
ng
a
ra
nd
om
m
e
t
ho
d
of
c
o
u
n
t
in
g,
f
or
e
xam
p
l
e
,
if
t
he
teac
her
w
a
n
t
s
t
o
d
iv
ide
t
h
e
c
l
ass
in
to
5
g
r
o
u
p
s,
eac
h
stu
d
e
n
t
c
ou
nts
o
n
e
t
o
f
ive
a
c
c
o
r
d
i
n
g
t
o
t
he
ir
s
ea
t
s
.
The
stude
n
t
s
me
n
t
i
o
n
i
ng
t
he
s
am
e
num
ber
ga
t
h
er
ed
i
n
t
o
one
g
ro
up.
B
y
d
o
i
ng
t
h
i
s
ac
t
i
vi
t
y
,
the
s
t
ude
n
t
s
ar
e
all
o
w
e
d
t
o
i
n
t
e
r
a
c
t
w
i
t
h
o
t
h
e
r
s
tu
de
n
t
s
an
d
no
t
a
l
l
o
w
e
d
t
o
c
ho
o
se
s
pe
c
i
fi
c
frien
ds.
I
n
a
dd
i
tio
n,
t
eac
h
e
rs
c
an
di
vide
gro
u
p
s ba
se
d o
n
t
he
s
t
ude
n
t
s'
l
e
v
e
l
of
ab
il
i
t
y,
for
e
x
a
m
ple
,
t
he
s
tu
d
e
nts ha
v
i
n
g
h
ig
her ab
il
ity
t
ha
n
o
t
her
stude
n
t
s
a
r
e
di
vi
de
d
ea
rli
e
r
a
nd
a
p
po
i
n
t
e
d
a
s
t
he
g
ro
up
lea
d
er.
M
e
a
n
while
,
t
h
e
ot
h
e
r
st
ud
e
n
t
s
c
an
b
e
ch
o
s
e
n
rand
om
ly.
C
l
a
ssroom
c
on
d
i
t
i
ons
a
l
s
o
ne
ed
t
o
be
c
o
n
s
i
d
e
re
d
to
m
a
k
e
t
h
e
c
l
a
s
s
r
o
o
m
c
o
n
d
u
c
i
v
e
w
h
i
l
e
t
h
e
stude
nt
s
move
d
their seats.
Base
d
on
the
s
y
n
t
a
x
o
f
q
u
e
s
t
i
on
i
ng,
t
he
o
bse
r
vat
i
o
n
s
from
G
aya
m
05
a
n
d
Jet
i
s
01
w
e
r
e
b
oth
9
0
%.
I
t
was
suppo
r
t
ed
b
y
the
res
u
lts
of
i
nter
view
s
fr
o
m
b
o
t
h
e
l
e
m
e
n
t
a
r
y
s
ch
ool
.
Th
e
t
e
a
c
h
e
rs
w
e
r
e
sk
ill
ful
.
T
he
y
d
i
d
no
t
e
xpe
rie
n
ce
s
ign
i
fic
a
n
t
o
b
s
t
a
c
l
es
w
he
n
pro
v
i
d
in
g
q
u
e
s
t
i
ons
o
r
t
a
sks
fo
r
stud
e
n
t
s
a
cc
o
r
di
ng
t
o
su
bj
e
c
t
ma
tt
e
r
.
Resea
r
ch
c
o
n
d
u
c
t
ed
by
G
a
rdi
n
er
y
ie
l
d
s
tha
t
tt
s
h
o
w
s
tha
t
the
a
b
i
l
i
t
y
an
d
w
i
l
l
in
gn
e
s
s
of
t
e
a
c
h
ers
to
teac
h
us
in
g
t
h
eir
c
r
ea
ti
v
i
t
y
i
s
stron
g
l
y
in
fl
uence
d
b
y
t
h
e
kn
ow
le
d
g
e
[1
0
]
.
Louw
s
re
por
ted
tha
t
t
he
r
e
s
ear
ch
abo
u
t
t
he
t
e
a
c
h
er’
s
q
ua
li
ty
s
how
t
ha
t
the
d
i
ffere
nces
i
n
teac
h
i
n
g
s
k
i
l
l
s
a
r
e
c
l
o
s
e
l
y
r
e
l
a
t
e
d
t
o
t
e
a
c
h
i
n
g
expe
r
i
ence
[
1
1
]
.
T
he
a
dv
i
c
e
tha
t
c
a
n
b
e
g
i
ve
n
to
t
he
t
eac
he
r
is
t
o
r
e
m
a
i
n
c
o
n
s
i
s
t
e
n
t
i
n
p
r
o
v
i
d
i
n
g
q
u
e
s
t
i
o
n
s
o
r
assi
gnme
n
ts
t
o
st
ude
n
t
s
b
o
t
h
f
or
i
n
d
i
vi
dua
ls
a
n
d
g
r
o
u
p
s.
Q
ue
sti
o
n
s
or
t
a
s
ks
a
ss
i
gne
d
to
s
t
ude
n
t
s
a
r
e
a
d
j
u
ste
d
to
t
he
s
ub
jec
t
m
atter
and
va
ryi
n
g
de
gre
e
s
o
f
d
iffic
u
lty
a
t
ea
ch
m
ee
ting.
T
ea
cher
s
can
t
a
k
e
a
d
van
t
a
g
e
of
t
h
e
env
i
ro
nm
en
t
a
s
l
ea
rni
n
g
m
e
dium
t
hat
ca
n
b
e
v
iew
e
d
a
nd
a
n
al
yze
d
b
y
s
t
u
den
t
s
dire
ct
l
y
.
F
a
t
i
m
a
h
repor
te
d
t
h
at
the
s
t
u
d
e
n
t
s
c
a
n
g
a
i
n
k
n
o
w
l
e
dge
from
d
i
ffe
re
nt
s
ourc
e
s.
T
he
y
ca
n
l
e
a
r
n
f
r
o
m
t
h
e
i
r
t
e
a
c
h
e
r
s
,
c
l
a
s
s
m
a
t
e
s
,
a
n
d
the e
n
v
i
r
o
nme
n
t
[1
2].
Base
d
o
n
t
he
s
y
n
ta
x
o
f
t
hi
n
k
i
ng
to
ge
ther,
th
e
result
of
obse
r
va
ti
on
o
f
syn
t
acti
c
s
kil
l
o
f
G
a
y
a
m
05
w
a
s
65%
w
h
i
c
h
w
as
r
e
i
nforc
e
d
b
y
t
h
e
re
sul
t
o
f
t
h
e
i
n
te
rv
ie
w
.
I
t
s
how
e
d
t
ha
t
the
ob
sta
c
l
es
on
t
h
e
e
l
e
m
entar
y
sc
ho
ol
a
ro
se
b
e
c
a
use
t
h
e
nu
mb
e
r
o
f
st
uden
t
s
was
t
o
o
l
a
rg
e
.
T
h
e
r
e
f
o
r
e
,
t
h
e
c
l
a
s
s
a
t
m
o
s
p
h
e
r
e
w
a
s
n
o
t
con
d
u
ci
ve
d
urin
g
t
h
e
d
i
sc
ussi
on.
A
s
a
re
su
l
t
,
s
o
m
e
s
tu
d
e
nts
bec
am
e
i
n
t
e
rfe
r
e
w
i
t
h
e
ac
h
o
t
her
a
n
d
n
o
t
part
ici
p
a
t
e
i
n
d
isc
u
ssio
n
,
the
r
e
su
l
t
o
f
obser
v
a
t
i
o
n
o
f
t
h
e
sy
n
t
a
x
s
k
i
l
l
Je
tis
01
w
a
s
70%
w
hi
c
h
w
as
r
ein
f
orc
e
d
by
the
i
n
ter
v
ie
w
r
e
sult
s
how
i
ng
t
h
e
o
b
s
t
acle
s
on
th
e
e
l
em
entar
y
s
ch
o
o
l.
N
ot
a
ll
of
t
he
s
tu
de
nt
s
c
a
n
c
o
ope
ra
t
e
in
t
h
e
d
isc
u
ssi
on
w
e
ll.
T
he
re
w
ere
som
e
g
rou
p
s
tha
t
d
i
v
i
d
e
t
h
e
tas
k
t
o
b
e
d
one
b
y
t
h
em
selves
a
nd
di
d
no
t
share
the
a
n
sw
e
r
s
with
t
he
f
e
l
l
o
w
gro
u
p
m
em
bers.
The
stu
d
en
ts’
inter
a
c
t
i
on
c
o
u
l
d
run
w
e
ll
b
y
g
i
v
in
g
the
m
op
p
o
rt
uni
ties
to
w
ork
a
n
d
di
s
c
uss
[13].
Bas
e
d
o
n
t
he
r
esu
l
ts
o
f
o
b
s
er
vat
i
on
a
nd
i
n
terv
ie
w
,
s
yn
ta
x
of
t
h
i
n
k
i
n
g
t
h
at
w
a
s
d
o
n
e
i
n
t
h
e
a
ppl
i
c
atio
n
of
NHT
m
od
el
h
as
not
b
e
e
n
d
o
n
e
o
p
t
i
m
al
ly
d
ue
t
o
som
e
o
bst
a
c
l
es
t
ha
t
ne
ed
the
s
o
lu
tio
n.
T
he
s
o
l
uti
on
for
th
e
s
t
ud
e
n
ts
t
ha
t
t
e
nd
no
t
t
o
w
o
r
k
c
a
n
b
e
ove
rc
om
e
by
a
n
e
a
r
ly
l
ear
n
i
n
g
.
The
teac
her
e
m
p
h
a
s
iz
e
d
t
h
a
t
the
a
p
p
lic
at
io
n
o
f
t
he
N
H
T
m
ode
l
sha
p
e
d
t
he
l
ea
rni
ng
a
t
m
o
s
phe
re
i
n
t
o
a
di
sc
uss
i
o
n
gro
up
i
n
o
r
d
er
t
o
c
o
m
p
l
e
te
t
h
e
t
asks.
In
t
h
e
e
nd,
t
he
a
nsw
e
rs
t
o
the
gr
o
up
disc
uss
i
o
n
r
e
s
ul
ts
w
il
l
be
p
r
e
sen
t
e
d
by
s
t
u
de
nt
s
th
at
w
ere
ch
ose
n
r
a
n
d
o
ml
y
by
t
he
t
e
a
c
h
e
r
.
A
t
t
ha
t
t
im
e,
t
he
s
t
u
de
nts
w
e
re
n
o
l
o
n
g
e
r
a
ll
ow
ed
t
o
di
sc
uss
w
i
t
h
m
em
ber
s
o
f
t
h
e
gr
o
up.
T
he
se
c
on
d
i
t
i
on
s
m
a
d
e
t
he
s
t
ude
n
t
s
respo
n
s
i
b
l
e
a
n
d
m
o
re
m
oti
v
a
t
ed
t
o
wo
rk
i
n
g
r
oups
t
o
un
d
e
rst
a
nd
e
a
c
h
an
swe
r
o
f
t
h
e
giv
e
n
t
a
sk
.
Th
e
s
o
l
u
tio
ns
f
or
t
he
s
tu
de
nt
s
w
h
o
d
i
d
no
t
part
ici
p
a
t
e
in
t
he
d
i
s
cus
s
io
n
w
e
re
t
he
t
e
a
c
h
e
r
t
ha
t
ca
n
w
a
lk
a
r
ou
nd
a
nd
sup
e
rv
i
s
e
ea
c
h
g
rou
p
s
o
tha
t
t
h
e
di
sc
ussi
o
n
p
ro
c
e
ss
ca
n
t
a
ke
p
lac
e
e
ffe
c
t
ive
l
y.
T
he
o
b
s
tac
l
e
s
f
r
om
s
t
ude
n
t
s
w
h
o
a
r
e
row
dy
d
u
ri
ng
t
h
e
di
sc
ussi
o
n
p
r
o
c
e
ss
in
dic
a
t
e
t
h
at
t
he
s
t
ude
n
t
s
are
too
ac
t
i
v
e
a
n
d
are
l
e
s
s
busy
i
n
d
o
i
ng
t
he
t
as
k.
T
he
t
eac
hers
ca
n
pro
v
i
d
e
d
i
rec
tion
t
o
t
he
g
ro
up
i
n
order
to
m
a
x
i
m
ize
the
ass
i
g
nme
n
t
.
I
n
a
d
d
i
t
i
o
n
,
th
e
teac
hers
a
dju
s
t
t
h
e
assi
gnme
n
t
o
f
t
he
num
ber
o
f
t
a
s
ks
d
e
p
e
n
d
s
on
the
s
t
ude
nts’
a
bi
l
i
t
y
w
h
ic
h
i
s
n
ot
t
o
o
easy
a
nd
di
fficu
l
t
.
Tea
c
her
s
c
an
c
r
eate
a
com
p
eti
tiv
e
le
arn
i
n
g
b
y
g
i
vi
n
g
r
ew
ards
f
o
r
gr
oups
t
ha
t
s
u
c
c
e
ssful
ly
a
nsw
e
r
the
q
u
e
s
t
i
o
n
s
c
o
r
r
e
c
t
l
y
m
o
r
e
t
h
a
n
a
n
y
o
t
h
e
r
g
r
o
u
p
.
T
h
i
s
c
o
n
d
i
t
i
o
n
c
a
n
m
ot
i
v
a
t
e
ea
c
h
g
ro
up
to
c
om
pe
te
t
o
be
the be
st
.
Ba
se
d
on
t
h
e
a
n
s
we
r
sy
nt
a
x
,
t
h
e
resu
lt
o
f
ob
s
e
rv
at
ion
of
t
h
e
s
k
i
l
l
of
G
a
y
am
05
e
l
e
m
e
n
tar
y
s
c
h
oo
l
w
a
s
70%
w
h
i
c
h
i
s
re
in
for
c
e
d
by
t
h
e
i
n
tervi
e
w
re
sul
t
.
It
s
how
e
d
t
h
a
t
t
he
obstac
l
e
o
n
t
h
e
e
l
e
me
nt
a
r
y
s
c
hoo
l
o
c
cu
rre
d
b
ecau
se
t
h
e
s
t
u
d
e
n
t
w
a
s
l
e
s
s
co
nfi
d
ent
.
T
h
e
s
t
u
d
e
n
t
s
w
h
o
se
n
umbe
r
w
a
s
app
o
in
te
d
a
s
t
he
repr
esenta
t
i
ve
s
o
f
t
he
g
rou
p
w
e
re
l
ess
c
o
n
f
ide
n
t
a
nd
t
h
e
y
t
oo
k
t
i
me
t
o
bu
ild
t
he
ir
s
e
l
f-con
fide
nc
e.
O
t
h
e
r
impa
ct
s
o
f
tim
e
a
r
e
trunca
t
e
d
a
nd
few
e
r
st
u
d
en
ts
f
e
e
l
c
o
n
f
i
de
n
t
w
he
n
pr
esen
ti
n
g
i
n
fron
t
o
f
t
he
c
las
s
.
A
s
a
re
su
lt
,
th
ei
r
d
e
l
i
v
e
ry
o
f
p
r
e
s
e
n
t
a
t
i
on
was
not
l
oud
a
nd
c
l
e
a
r
.
The
re
su
l
t
o
f
obser
vat
i
o
n
of
t
he
s
yn
ta
x
s
k
i
l
l
o
f
Jet
i
s
0
1
i
s
7
5
%
w
as
r
einforc
e
d
b
y
t
he
i
nte
r
view
.
I
t
s
h
o
w
ed
t
hat
t
he
o
bs
tacle
i
n
a
p
p
l
yi
n
g
N
H
T
m
odel
w
a
s
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
e
ache
rs'
O
b
st
a
c
le
s in I
m
ple
m
ent
i
n
g
N
u
m
b
ered
H
e
ad T
o
g
e
the
r
i
n
S
o
c
i
a
l
Scie
nc
e .
.
.
(H
ari
n
i W
i
dy
a
n
i
n
g
t
ya
s)
29
li
m
i
te
d
b
y
t
he
time
a
l
l
o
tm
en
t.
T
her
e
for
e
,
o
n
l
y
s
om
e
s
t
u
d
e
n
t
s
h
a
ve
t
he
c
ha
nc
e
to
p
re
sen
t
t
he
d
isc
u
ss
i
o
n
r
e
su
lt
i
n
f
r
o
n
t
o
f
t
h
e
c
l
a
s
s
o
r
r
e
s
p
o
n
d
t
h
e
o
t
h
e
r
s
t
u
d
e
n
t
s
'
a
n
s
w
e
r
s
.
B
a
s
ed
o
n
the
resul
t
s
of
o
bser
va
t
i
on
s
and
i
n
t
e
rvi
e
ws,
th
e
a
p
p
l
i
cati
o
n
o
f
NHT
m
o
d
el
h
a
s
not
b
ee
n
d
one
o
p
t
i
ma
ll
y
be
ca
use
the
r
e
ar
e
st
i
ll
som
e
o
bst
a
c
l
e
s
.
There
f
ore
,
t
her
e
m
ust
be
a
s
ol
uti
o
n
to
o
verc
ome
.
T
he
s
olut
i
o
n
t
ha
t
ca
n
be
i
mple
me
nte
d
i
s
usi
n
g
a
w
a
y
to
requ
ire
ea
ch
g
r
oup
to
h
a
v
e
o
n
e
ques
t
io
n
fo
r
t
h
e
o
t
her
g
r
o
u
p
'
s
r
epre
sen
t
a
tive
.
T
he
o
bs
ta
cles
f
or
t
he
s
tu
de
nts
w
ho
lac
k
c
on
fide
nce
is
w
he
n
be
in
g
a
p
p
o
in
te
d
to
r
e
p
resen
t
t
he
r
e
sults
o
f
gr
oup
discussions
i
n
t
h
e
classroom
.
R
e
se
a
r
c
h
c
o
ndu
c
t
ed
b
y
Novit
a
sa
ri
&
A
bdul
l
a
h
y
i
eld
s
t
h
a
t
t
h
e
t
e
a
c
h
e
r
s
c
a
n
b
u
i
l
d
a
spir
it
of
c
on
fi
d
e
nc
e
thr
o
u
g
h
c
l
a
p
p
i
ng
o
r
s
i
ng
in
g
e
n
c
o
urage
m
e
n
t
fr
om
o
ther
g
ro
ups
s
o
tha
t
s
t
ude
n
t
s
bec
o
me
c
on
fide
n
t
a
nd
d
are
t
o
appe
ar
i
n
fro
n
t
o
f
t
h
e
c
l
a
s
s
[1
4]
.
A
w
o
rka
b
l
e
s
o
l
ut
i
o
n
t
o
o
ver
c
om
e
t
h
e
l
i
m
ite
d
t
i
m
e
obs
tac
l
e
s
from
ear
ly
teac
her
lea
r
n
i
ng
sh
ou
ld
o
pt
i
m
ize
tim
e
as
e
ffec
ti
ve
l
y
a
s
p
o
ss
ib
l
e,
f
or
e
x
a
m
p
l
e
i
n
eve
r
y
sy
nta
x
o
f
t
h
e
N
H
T
mode
l t
h
e te
ac
he
r gi
ves
t
h
e
d
u
ra
tio
n
of t
ime
that t
he
st
ude
n
t
m
ust
ad
here
to.
Te
ac
h
e
rs
a
re
r
equ
i
re
d
to
b
e
a
l
w
a
ys
c
r
eat
iv
e
an
d
in
n
ova
t
i
ve
i
n
t
e
achi
n
g,
i
n
add
iti
on
t
o
ap
plyi
ng
varie
d
l
ea
rn
i
n
g
m
ode
ls
on
ea
ch
s
ub
j
e
c
t
m
a
t
ter
[1
5].
Le
arni
ng
pr
o
c
e
s
s
t
h
at
h
a
v
e
t
h
e
p
u
r
po
se
o
f
h
a
vi
ng
com
p
rehe
nsio
n
of
n
ew
i
nform
a
ti
o
n
i
n
s
o
c
i
al
p
ri
nci
p
le
o
f
lea
r
nin
g,
i
n
w
h
ic
h
s
t
ude
nts
w
i
t
h
i
n
g
lea
r
n
i
n
g
g
rou
p
s
of
m
em
ber
s
w
i
t
h
d
i
verse
a
b
i
lit
ies
c
a
n
do
l
ear
ning
a
c
t
i
v
it
ies
to
u
n
d
ersta
nd
ne
w
in
form
atio
n
[1
6].
Seit
o
v
a
repor
t
e
d
t
h
a
t
i
t
is
i
mp
orta
n
t
t
hat
tea
c
h
er
s
ha
ve
a
n
u
nders
ta
nd
i
ng
of
h
ow
s
t
u
d
e
n
t
s
le
ar
n
a
nd
prac
tice
s
[
17].
If
t
h
e
a
ppl
i
c
ati
on
o
f
l
ea
rnin
g
mo
d
e
l
e
x
p
e
ri
e
n
c
e
o
bst
acl
e
s
,
t
eac
h
e
r
s
nee
d
t
o
a
n
a
l
yz
e
a
n
d
fi
n
d
t
he
r
i
g
ht
s
o
l
uti
o
n
s
,
so
t
ha
t
s
t
u
d
e
n
t
achie
ve
me
n
t
can
b
e
ac
h
i
e
v
ed
o
p
tima
l
l
y
a
ccord
in
g
t
o
the
l
e
arni
ng
o
bj
ec
t
i
v
e
s.
M
un
aw
a
r
o
h
repor
t
e
d
t
h
at
i
n
a
d
dit
i
o
n
,
te
ac
hers
can
c
h
oos
e
a
lea
r
ni
n
g
m
ode
l
t
ha
t
ca
n
su
pp
ort
te
ac
hin
g
a
n
d
l
e
a
r
n
i
ng
ac
t
i
v
i
ti
e
s
t
o
be
m
ana
g
e
d
e
ffe
c
ti
ve
ly
[
18]
.
A
gust
i
n
rep
o
rte
d
t
ha
t
the
N
H
T
mode
l
a
i
m
s
t
o
en
ha
nc
e
stu
d
en
ts’
a
c
t
i
v
e
l
ea
rni
n
g
a
c
ti
v
iti
es,
trai
n
st
ud
en
ts'
l
e
a
d
ersh
i
p
s
k
i
ll
s
i
n
m
a
k
i
ng
dec
i
s
i
o
n
s,
a
nd
i
m
pro
v
e
st
u
d
e
n
t
moti
va
t
i
o
n
[
1
9
]
.
NH
T
mode
l
can
b
e
i
n
terpr
e
ted
a
s
t
he
a
tt
em
pt
c
o
ndu
ct
e
d
b
y
t
e
ach
e
r
s
t
o
e
ng
ag
e
st
ud
e
n
t
s
i
n
teac
h
i
ng
a
nd
l
e
a
rni
n
g
pr
oce
s
s.
T
ea
chi
n
g
a
nd
lea
r
nin
g
a
c
t
i
v
ity
w
i
t
h
th
e
i
m
pl
e
m
e
n
t
a
tio
n
of
NHT
m
et
hod
affec
t
i
n
g
the
stu
d
e
n
t
s
’
o
u
tc
o
m
e
i
n
t
he
t
eac
hin
g
a
nd
l
ea
r
n
i
n
g
pr
oc
es
s
[
2
0].
A
t
t
he
t
im
e
o
f
i
mplem
e
n
t
at
i
on,
some
obs
tac
l
es
w
ere
obser
ved
d
u
r
i
ng
obse
r
vat
i
on
a
n
d
int
e
rview
s
in
di
c
a
t
i
ng
t
h
a
t
o
f
t
he
f
ou
r
sy
nt
a
c
t
i
c
NHT
mode
l
s
,
the
r
e
are
thre
e
sy
n
t
a
x
es
t
ha
t
are
not
o
p
tim
al
i
n
the
i
r
im
p
l
em
en
tat
i
on.
S
eve
r
al
o
b
s
tac
l
es
h
a
v
e
bee
n
a
n
al
y
zed
a
nd
f
o
und
s
ol
ut
i
o
n
s
t
o
ov
e
r
co
me
t
h
e
se
o
b
s
t
a
cl
es.
Th
e
p
u
r
p
o
s
e
o
f
t
h
e
s
o
l
u
t
i
o
n
h
a
s
b
e
e
n
p
r
e
s
e
n
t
e
d
s
o
tha
t
i
n
t
h
e
fu
t
u
re
N
H
T
l
ea
rning
m
o
de
l
ca
n
be
a
p
p
l
ied
m
a
xima
ll
y
by
t
h
e
tea
c
her
e
ithe
r
f
or
d
iffe
ren
t
c
la
sses
or
ot
her
sub
j
ec
ts.
4.
CONCL
U
S
ION
The
a
p
p
l
icat
i
o
n
o
f
t
he
N
umb
e
red
H
e
ad
T
og
e
t
he
r
(N
H
T
)
m
odel
has
b
e
n
e
f
i
t
s
to
b
e
a
p
pl
ied
i
n
s
ocia
l
scie
nc
e
sub
j
ec
ts,
na
tur
a
l
a
n
d
ar
t
i
f
i
c
i
a
l
e
nv
ironm
en
t
ma
t
e
ri
als
in
t
h
e
t
hi
rd-g
rad
e
o
f
El
e
m
en
t
a
ry
S
c
hool
.
Th
e
bene
f
i
t
s
a
re
e
nc
o
u
rag
i
ng
t
h
e
sp
i
r
i
t
o
f
st
u
d
en
ts
t
o
be
a
c
tive
a
n
d
e
n
t
h
u
s
i
a
s
t
ic
d
uri
ng
the
lear
n
i
ng
p
r
ocess
alt
h
ou
gh
t
h
e
N
H
T
m
odel
is
a
m
odel
of
g
ro
u
p
l
ear
n
i
ng.
I
t
a
l
s
o
m
a
kes
ea
ch
g
rou
p
m
em
ber
re
spons
i
b
le
f
or
t
h
e
tas
k
o
f
t
h
e
gro
up.
M
ea
nw
h
i
le
,
the
gro
up
is
t
o
i
n
c
r
ea
se
t
he
c
o
o
p
e
r
at
io
n
fr
om
e
a
c
h
me
mbe
r
o
f
the
gro
up
to
w
o
rk
t
oge
t
h
er.
The
N
H
T
m
odel
is
a
ime
d
t
o
e
n
h
a
nce
s
t
u
d
en
ts
'
ac
t
i
v
e
l
e
a
rn
i
n
g
acti
v
iti
e
s
,
to
t
ra
in
s
tu
d
e
nt
s'
leade
r
s
h
ip
s
ki
l
l
s
in
m
a
k
in
g
de
ci
sio
n
s,
a
nd
t
o
pro
v
i
d
e
op
por
tu
n
i
tie
s
for
stu
d
e
n
t
s
t
o
in
te
rac
t
w
it
h
d
i
ffe
r
en
t
stude
n
t
s
'
b
ac
kg
r
o
u
n
ds.
Ba
se
d
o
n
o
b
s
er
vat
i
on
s
and
in
terv
ie
w
s
,
so
m
e
s
ynt
actic
m
o
d
e
l
s
o
f
N
HT
h
a
v
e
o
b
s
t
acle
s
wh
e
n
i
t
i
s
a
pp
li
e
d
,
s
u
ch
a
s
sy
n
t
ax
n
u
m
b
e
ri
ng
,
t
h
i
nki
ng
t
o
g
e
th
e
r
,
and
answering
questi
o
ns.
Obstacles
of
numbe
r
i
n
g
s
y
n
t
a
x
inc
l
ude
t
he
n
umbe
r
o
f
s
tu
d
e
nts
i
s
n
ot
e
ve
n,
t
h
e
num
ber
of
s
tud
e
nt
s
is
t
oo
lar
g
e,
a
nd
st
u
d
e
nt
s
i
s
noi
sy
.
Th
e
sol
u
t
i
o
n
to
o
v
e
rco
m
e
t
h
ese
ob
st
acl
es
i
s
usin
g
ran
d
o
m
m
e
th
ods
o
f
co
u
n
t
i
ng
for
ea
ch
stude
n
t
t
o c
o
u
n
t
t
he
numbe
r o
f
sea
t
s
.
The
r
ef
ore,
the stu
de
n
t
s w
ho m
e
n
tio
n the
sa
me
n
u
m
be
r gat
h
ere
d
in
t
o o
n
e
gro
up.
T
h
i
s
w
a
y
is
f
a
i
r
bec
a
u
se
i
t
al
low
s
t
he
s
tude
nts
to
i
nte
r
ac
t
w
i
th
o
ther
s
tu
de
nts
a
nd
no
t
se
l
e
c
t
c
ertai
n
frie
nds.
Th
e
o
b
s
t
a
c
les
o
f
s
yn
tax
t
o
t
h
i
nk
t
oge
the
r
,
a
m
ong
ot
her
s
a
r
e
t
h
e
st
ude
n
t
s
w
h
o
do
n
o
t
w
an
t
to
d
isc
u
ss
and
i
n
t
e
rfe
r
e
e
ach
o
t
h
er
,
and
the
cla
ss
i
s
n
o
t
c
o
n
d
u
c
i
ve
.
T
h
e
s
o
l
u
tio
ns
t
o
over
c
om
e
th
es
e
o
b
stac
les,
t
h
e
y
a
r
e:
the t
e
ac
he
rs
n
e
e
d
to be
ac
ti
ve and
w
a
lk
a
r
o
u
nd dur
ing t
h
e
d
i
sc
u
ss
io
n
pr
oc
ess,
t
he div
is
i
o
n
o
f
t
a
s
ks
i
s
a
d
j
u
ste
d
to
t
he
a
b
i
li
ty
o
f
s
t
u
d
e
n
ts,
an
d
the
tea
c
h
e
r
g
i
v
e
s
t
he
r
e
w
ards
s
o
th
at
t
h
e
s
t
u
d
e
nt
s
a
r
e
en
co
u
r
ag
e
d
t
o
c
o
mp
et
e
to
be
t
he
b
es
t.
T
he
c
onstra
i
nt
i
n
a
n
sw
er
i
n
g
q
u
e
s
t
i
o
n
s
is
l
i
m
ited
t
i
m
e
,
i
nac
t
iv
e
stud
e
n
t
s
i
n
resp
o
ndi
ng,
l
ac
k
con
f
ide
n
c
e
s
tu
den
t
s
dur
in
g
p
r
esenta
ti
o
n
s.
T
he
s
o
l
ut
i
on
t
o
over
c
om
e
the
s
e
obs
tac
l
es
i
s
to
s
e
t
t
i
m
e
li
m
i
ts
f
o
r
ea
ch
s
y
n
t
a
x
o
f
t
h
e
N
H
T
m
od
e
l
,
re
quir
i
ng
a
gr
o
up
t
o
a
sk
q
ues
t
io
n
s
t
o
g
ro
u
p
r
epr
e
sen
t
at
i
v
es
w
hen
prese
n
t
a
ti
on
s
i
n
f
ro
nt
o
f
t
h
e
class
a
n
d
gi
ve
e
nco
u
ra
gem
e
nt
i
n
t
he
f
orm
of
a
p
p
l
a
u
se
o
r
cha
n
ti
ng
to
s
pu
r
t
h
e
c
o
nfi
d
en
ce
o
f
st
ud
en
ts
w
ho
a
re
s
t
i
l
l
l
o
w.
S
ev
e
r
al
o
b
s
ta
c
l
es
h
a
v
e
be
e
n
a
nal
y
ze
d
a
n
d
fo
un
d.
I
n
t
h
e
f
u
t
u
r
e
,
N
H
T
lear
n
i
n
g
m
ode
l
can
b
e
appl
i
e
d
m
a
xima
lly
by
the
t
e
a
c
he
rs b
o
t
h f
o
r the
d
i
f
f
er
ent c
l
a
s
s
lev
e
l
or
ot
h
er
s
ub
j
e
c
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 25
– 31
30
ACKNOW
LEDG
E
MEN
T
S
A
c
kn
ow
le
dgm
e
n
ts
a
r
e
g
i
v
e
n
t
o
al
l
t
hose
w
ho
ha
ve
h
el
pe
d
in
t
he
w
rit
i
n
g
o
f
t
his
scie
nti
f
ic
a
r
tic
l
e
,
espec
i
al
ly
t
o
t
h
e m
e
ntors
w
ho ne
ve
r ge
t tire
d
to
g
u
ide
an
d
g
i
ve
i
npu
t
a
n
d
f
eed
b
a
ck
t
o
t
h
e re
se
arc
h
ers.
REFE
RENCES
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Gu
ll
&
S
heh
zad,
“
E
ff
ects
of Cooperati
ve
L
earni
ng on
S
tu
den
t
s
Ac
ad
emi
c
A
chiev
e
m
e
nt,
”
Jou
r
n
a
l of
Ed
uca
t
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and
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u
e:
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p.
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S
u
m
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&
A
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“
Ev
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of
P
rim
a
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cho
o
l
Teachers
P
e
dag
ogi
ca
l
Co
m
p
etence
in
I
m
p
l
e
m
e
nti
n
g
Curri
c
ul
u
m
,”
Jou
r
n
a
l
o
f
Ed
ucat
io
n
a
n
d
L
e
ar
ning
,
vol/issu
e:
1
1
(
3),
pp
.
3
43-3
5
0
,
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017
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[3]
S
.
K
at
rien,
“
T
each
a
s
Y
ou
P
r
e
ach:
Th
e
E
f
f
ects
o
f
S
t
u
d
e
nt-Cen
tre
d
ve
rsus
L
e
c
t
u
r
e
-
Ba
se
d
Te
ac
h
i
n
g
on
S
tud
e
nt
Teach
ers ap
proa
ch
es t
o T
eachi
ng,
”
Eu
ro
pe
a
n
J
o
urna
l o
f
Te
a
c
he
r
Ed
u
c
at
io
n
,
v
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l.
33
,
p
p.
4
3-6
4
,
2
0
10.
[4]
S
.
S
ari
&
K
a
timah
,
“T
he
A
p
p
licati
o
n
of
S
ch
oo
l
W
a
t
c
h
i
n
g
M
eth
o
d
t
o
Increase
th
e
E
a
rth
quak
e
D
isast
e
r
K
now
led
g
e
of
P
rim
a
ry S
ch
ool
S
tu
dents
,
”
Jo
u
r
n
a
l of Ed
ucation
an
d L
e
a
r
n
i
ng
,
v
o
l
/issu
e:
9
(3),
p
p
.
2
4
1
-2
45
,
2015
.
[5]
R.
F
i
r
dh
a,
“
T
h
e
Eff
ect
o
f
Coo
p
er
ati
v
e
Learni
ng
o
n
M
a
t
h
em
ati
c
s
L
earni
ng
O
ut
c
o
m
e
s
V
i
ewed
f
rom
St
ud
en
ts
Learn
i
ng
M
o
tiv
ati
on,”
J
R
AMath
E
d
u
,
v
o
l.
1
,
pp.
4
9-55
,
2
01
6.
[6]
P
r
ady
a
ni,
“
P
enerapan
M
od
el
P
em
bel
a
jaran
Nu
mb
ered
H
ead
T
oget
h
er
t
e
rhadap
P
rest
as
i
Bel
a
j
a
r
Matem
a
t
i
k
a
Diti
n
j
a
u
d
ari
Ke
bi
asan
B
el
ajar
d
i
S
D
,”
E
-
J
o
ur
nal Prog
ra
m
Pa
sc
a
r
j
ana
Universitas
Pend
idika
n
Ga
nes
h
a
,
vo
l.
0
3,
pp
.
0
1-07
,
2
0
1
3
.
[7]
Wijayan
ti,
“
Th
e
Im
pact
o
f
N
u
mbered
H
ead
s
To
get
h
er
M
od
el
o
n
T
h
e
L
earnin
g
u
tco
m
e
s
o
f
Sci
e
nce
V
i
ewed
f
ro
m
S
t
u
d
ents
S
e
l
f
Re
gu
lat
e
d L
earni
ng,
”
Jou
r
na
l of Educat
io
n
a
nd
L
e
a
r
ni
ng
,
vol/issue: 1
1(3),
pp
.
2
57-261
,
2
017
.
[8]
Ham
d
ani, “S
t
ra
tegi
B
e
l
ajar M
en
ga
j
a
,” Ban
du
ng
,
Pust
ak
a
Seti
a
, 2
0
11
.
[9]
A. S
ho
imin
, “
6
8
M
o
del P
e
mb
elajar
an In
t
erakt
i
f
dalam
K
u
ri
ku
l
u
m 2
01
3,
”
Yog
y
ak
a
r
ta,
A
r-Ruzz
M
e
di
a,
2
01
4
.
[10]
P
.
G
ardin
e
r,
“
Ret
h
i
n
k
i
ng
F
eedb
ack:
P
l
ay
writin
g
P
e
dago
gy
a
s
Teac
hi
ng
a
nd
l
earn
i
n
g
f
o
r
C
reati
v
i
t
y,
”
Elsevi
er
T
e
ach
i
ng
an
d T
e
a
c
her
Ed
uca
t
io
n
,
vol.
65,
p
p
.
1
17-126
,
2
01
7.
[11]
Lo
uws,
“
T
eachers
S
e
lf
-Di
r
ected
L
earn
i
ng
a
n
d
T
eachin
g
Exp
e
rien
ce
:
W
h
at,
H
o
w,
a
nd
W
h
y
t
each
ers
W
a
n
t
t
o
Learn
,
”
E
l
se
v
i
e
r
Te
ac
hing
an
d Te
a
c
he
r
Ed
uc
at
io
n
,
v
o
l
.
66
,
p
p
.
171-18
3,
201
7.
[12]
N.
F
atim
ah,
“
T
e
achi
ng
Com
p
e
t
enci
es
o
f
St
uden
t
s
P
r
acti
ce
Teach
in
g
at
Elem
e
nt
a
r
y
S
c
h
o
o
l
s
and
K
i
nd
egart
e
ns:
a
Teach
er
S
uperv
is
or’s
V
i
e
w,”
Jo
ur
nal o
f
E
ducati
o
n
an
d L
e
a
r
nin
g
,
v
ol
/i
ss
ue:
6(3),
p
p
.
1
55-1
6
0
,
2
012.
[13]
I.
W
.
W
i
d
i
ana
&
Jam
p
el,
“
I
m
p
ro
vi
ng
S
t
u
d
e
nts
’
C
reativ
e
Thi
nkin
g
and
Ach
i
eve
m
en
t
th
rou
gh
The
Im
pl
emen
ta
t
i
o
n
of
M
u
lti
p
l
e
Inte
l
l
i
g
en
ce
A
p
p
r
oa
ch
w
it
h
Min
d
M
app
i
n
g
,”
In
tern
at
io
nal Jou
r
n
a
l o
f
E
v
alu
a
t
i
o
n
an
d R
e
sear
ch in
Educat
ion
,
v
o
l
/is
s
ue:
5(3
)
,
p
p
.
2
46
-25
4
,
201
6.
[14]
No
vitasari
&
A
bdu
ll
ah,
“Th
e
I
mp
lem
e
nt
ati
o
n
of
N
um
bered
H
ead
T
o
g
et
her
in
T
e
a
c
h
i
n
g
R
eadi
ng
N
a
rrat
iv
e
T
e
xt
t
o
Th
e Tenth
Grade
r
s
,
”
E
-
Jour
nal U
n
es
a
,
v
o
l
.
1,
p
p
.
2
-
8
, 2
01
3
.
[15]
M
a
m
a
n
&
Raj
a
b,
“
The
Im
p
l
emen
tat
i
on
o
f
Cooperati
ve
L
earni
ng
M
od
e
l
N
u
m
b
e
r
ed
H
ead
T
oget
h
er
i
n
Im
prov
ing
The
S
t
udents
A
bili
t
y
i
n
Readi
n
g
Com
p
rehens
io
n,”
In
te
rn
at
io
na
l J
o
urna
l o
f
Ev
a
l
u
a
tion
and Research
in
E
d
ucation
,
vo
l/issue:
5
(2
),
pp.
174
-18
0
,
2016.
[16]
B.
H
aridadi
&
Tu
tu
t,
“
In
f
l
uence
of
W
eb
B
as
ed
C
oop
erati
v
e
L
earni
ng
Strat
e
g
y
a
nd
Ach
i
ev
er
M
otivatio
n
on
S
tu
dent
S
t
u
dy
O
u
t
c
om
e,”
Int
e
rna
t
i
o
n
a
J
o
u
r
n
a
l
of Evaluat
io
n an
d
Res
e
ar
c
h
in
E
d
u
c
ati
o
n
,
vo
l/
is
sue:
5
(3
),
p
p.
1
89
-199
,
20
16
.
[17]
M
.
S
eit
o
v
a
,
“Th
e
E
uro
p
ean
P
o
r
tf
o
l
i
o
f
or
S
t
u
d
e
nt
T
eachers
o
f
L
an
guag
e
s
(E
P
O
S
T
L
)
p
rom
o
tes
profes
si
on
a
l
dev
e
lo
pm
ent
:
E
LT
i
n-s
e
rvice
teachers
’
v
iews
,”
In
ter
n
a
t
io
nal
Onlin
e
Jo
ur
nal
of Ed
ucat
io
n
and
T
e
a
c
hi
ng
,
vol/issue
:
4(4
)
,
p
p
.
5
41
-550,
2
01
7.
[18]
M
u
n
a
waroh
,
“
Th
e
Co
mp
arati
v
e
S
t
u
dy
b
e
tween
t
he
C
oo
perat
i
v
e
L
earn
in
g
M
odel
of
N
um
bered
H
eads
T
oget
h
e
r
(NH
T
)
an
d
S
t
u
d
ent
T
eam
A
ch
iev
e
men
t
D
i
v
isio
n
(S
TAD
)
t
o
th
e
Learn
in
g
Achi
evem
ent
i
n
S
ocial
S
u
bj
e
c
t
,
”
J
o
ur
nal
of
Res
e
ar
ch &
M
e
thp
d
in
Ed
uc
at
io
n
,
vol.
5
,
p
p
.
24
-3
3,
2
0
15.
[19]
Ag
us
tin,
“
T
h
e
Eff
ect
o
f
U
s
in
g
Nu
mb
ered
H
ea
d
T
o
g
e
th
er
T
ec
h
n
iq
ue
on
th
e
Ei
ghth
Grade
S
t
u
d
ent
s
’
Read
ing
Com
p
reh
e
ns
io
n A
c
hiev
em
ent
at S
m
p
n
2
Tan
g
g
u
l Jem
b
er,
”
J
o
urn
a
l Pa
nc
a
r
a
n
,
vo
l.
2
,
pp
.
20
1-2
1
0
,
2
0
1
3
.
[20]
M
.
M
am
an
&
R
ajab
,
“
T
h
e
I
m
p
lem
e
nt
atio
n
o
f
C
o
o
p
e
rat
i
v
e
L
ear
n
i
n
g
M
odel
N
umbered
Head
T
ogether
(NH
T
)
in
Improving
the
S
t
udents’
A
b
ility
i
n
Reading
C
o
mprehensi
o
n,”
In
ter
n
a
tio
nal Jou
r
nal of
E
v
al
uatio
n
an
d Res
e
arch
i
n
Educat
ion
,
v
o
l
/is
s
ue:
5(2
)
,
p
p
.
1
74
-18
0
,
201
6.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
e
ache
rs'
O
b
st
a
c
le
s in I
m
ple
m
ent
i
n
g
N
u
m
b
ered
H
e
ad T
o
g
e
the
r
i
n
S
o
c
i
a
l
Scie
nc
e .
.
.
(H
ari
n
i W
i
dy
a
n
i
n
g
t
ya
s)
31
B
I
OGRAPHIES
O
F AUTHO
RS
Hari
ni
W
idy
a
ningt
yas
grad
uat
e
d
f
r
om
E
l
e
m
e
n
t
ary
S
c
ho
ol
T
e
ach
er T
rai
n
i
ng
and
Educat
io
n
at
S
e
bel
a
s
M
a
ret
Un
iv
e
r
sit
y
i
n
2
0
15.
C
u
rrently,
s
h
e
is
s
t
udyin
g
a
t
t
he
s
am
e
depart
m
e
nt
f
o
r
m
a
st
er
d
egree
at
S
eb
elas
M
aret
U
n
i
v
e
rs
it
y
.
H
er
r
esearch
i
nt
eres
ts
i
s
appli
e
d
learni
ng
m
od
els
o
n
e
le
me
nta
r
y
sc
ho
o
l
.
Retn
o
Wi
narn
i
is
p
ro
f
e
ss
or
o
f
la
n
g
u
a
ng
e
ed
uc
ati
o
n
.
S
h
e
a
lso
tea
chi
n
g
i
n
F
acul
t
y
o
f
T
eac
h
e
r
Trai
ni
ng
a
nd
E
d
u
catio
n
at
S
eb
elas
M
aret
U
n
i
vers
it
y.
S
he
h
as
p
u
b
li
s
h
e
d
w
id
e
l
y
i
n
v
a
r
i
o
u
s
ref
e
reed
j
o
u
rn
al an
d
p
resented p
aper in national and internat
io
na
l
con
f
ere
n
ces.
Tri
Mu
rwan
ings
i
h
i
s
doct
o
r
o
f
econ
o
m
i
c
ed
ucation
.
S
h
e
a
lso
teac
hi
ng
i
n
F
acul
t
y
o
f
T
ea
ch
er
Trai
ni
ng
a
nd
E
d
u
catio
n
at
S
eb
elas
M
aret
U
n
i
vers
it
y.
S
he
h
as
p
u
b
li
s
h
e
d
w
id
e
l
y
i
n
v
a
r
i
o
u
s
ref
e
reed
j
o
u
rn
al an
d
p
resented p
aper in national and internat
io
na
l
con
f
ere
n
ces.
Evaluation Warning : The document was created with Spire.PDF for Python.