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jectiv
e
o
f
o
p
tim
izatio
n
o
f
th
e
o
u
tco
m
e
o
f
th
e
lear
n
in
g
to
g
et
h
er
with
th
e
ex
p
en
s
es.
B
L
o
n
ly
e
m
p
h
as
izes
ac
h
iev
em
en
t
o
p
tim
izatio
n
b
y
im
p
lem
e
n
tin
g
th
e
r
ig
h
t
tech
n
o
l
o
g
y
to
m
at
ch
th
e
r
ig
h
t
in
d
iv
id
u
al
lear
n
in
g
p
r
e
f
er
en
ce
s
o
th
at
t
h
e
r
ig
h
t
s
k
ills
ca
n
b
e
tr
an
s
f
er
r
ed
to
th
e
r
ig
h
t
p
e
r
s
o
n
at
th
e
r
ig
h
t
tim
e
[
7
]
.
Va
r
iety
o
f
teac
h
in
g
an
d
lear
n
i
n
g
task
s
,
in
clu
d
in
g
in
class
r
o
o
m
ac
tiv
ities
,
o
n
lin
e
lear
n
in
g
an
d
s
elf
-
s
tu
d
y
ca
n
b
e
m
ix
ed
in
B
L
[
8
]
.
B
asically
,
f
r
o
m
th
e
d
ef
in
itio
n
,
it
is
n
o
t
to
in
ter
r
u
p
t
t
h
e
tr
ad
iti
o
n
al
f
ac
e
-
to
-
f
ac
e
e
n
v
ir
o
n
m
en
t
b
y
th
e
teac
h
er
,
b
u
t
to
b
le
n
d
with
co
llab
o
r
atio
n
,
tech
n
o
lo
g
y
,
an
d
th
e
h
u
m
an
.
B
len
d
ed
lea
r
n
in
g
in
h
ig
h
er e
d
u
ca
tio
n
Ma
n
y
h
i
g
h
er
ed
u
ca
tio
n
ar
e
n
o
w
im
p
lem
en
tin
g
B
L
b
y
o
f
f
er
i
n
g
a
v
ar
iety
o
f
p
r
o
g
r
am
s
th
at
ap
p
ly
b
o
th
o
n
lin
e
a
n
d
i
n
-
class
ac
tiv
ities
.
Dig
ital
tech
n
o
l
o
g
ies
s
u
ch
as
th
e
I
n
ter
n
et,
em
ail,
n
o
teb
o
o
k
,
an
d
s
m
ar
tp
h
o
n
es
h
av
e
af
f
ec
te
d
s
ev
er
al
d
e
v
elo
p
m
en
ts
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
in
th
e
m
aj
o
r
ity
o
f
ter
tiar
y
ed
u
ca
tio
n
.
Utilis
at
io
n
o
f
W
eb
r
eso
u
r
ce
s
in
teac
h
in
g
an
d
lear
n
in
g
p
r
o
v
id
es
g
r
ea
ter
f
lex
ib
ilit
y
in
in
ter
ac
tio
n
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
a
m
o
u
n
t
o
f
f
ac
e
to
f
ac
e
teac
h
in
g
m
o
d
u
les
h
a
v
e
b
ee
n
s
u
b
s
titu
ted
with
W
eb
m
ater
ials
is
v
ar
ied
d
ep
en
d
in
g
o
n
u
n
iv
er
s
ity
an
d
in
s
tr
u
cto
r
.
T
h
er
e
i
s
n
o
f
ix
ed
r
u
le
o
n
h
o
w
m
u
c
h
o
r
wh
at
p
a
r
ts
o
f
a
p
r
o
g
r
am
t
h
at
n
ee
d
to
u
s
e
web
co
m
p
o
n
en
ts
[
9
]
.
B
L
ca
n
b
e
u
tili
ze
d
f
o
r
th
o
s
e
p
r
o
g
r
a
m
s
th
at
cr
ea
t
ed
f
o
r
s
tu
d
en
ts
in
th
e
d
is
tan
ce
,
w
h
ich
p
r
ev
e
n
ts
th
em
f
r
o
m
atten
d
in
g
in
class
r
o
o
m
d
eliv
e
r
y
p
r
o
g
r
am
s
[
1
0
]
.
B
y
im
p
lem
en
tin
g
B
L
,
h
ig
h
er
ed
u
ca
tio
n
ca
n
s
till
k
ee
p
th
e
h
ig
h
s
tan
d
ar
d
s
a
n
d
ac
cr
ed
itat
io
n
wh
ile
th
e
e
x
tr
a
f
lex
ib
ilit
y
ca
n
b
e
p
r
o
v
i
d
ed
to
th
e
s
tu
d
en
ts
.
T
h
e
n
u
m
b
er
o
f
h
ig
h
er
ed
u
c
atio
n
im
p
lem
en
tin
g
B
L
is
in
cr
ea
s
in
g
r
ap
id
ly
an
d
th
er
e
is
an
esti
m
atio
n
th
at
f
r
o
m
8
0
to
9
0
p
e
r
ce
n
t
o
f
th
e
co
u
r
s
e
will b
e
h
y
b
r
id
s
o
m
ed
ay
[
1
1
]
.
Lea
r
n
in
g
s
tyle
Aca
d
em
ic
ac
h
iev
em
en
t
o
f
a
s
tu
d
en
t
d
o
es
n
o
t
d
ep
e
n
d
o
n
in
tellectu
al
ab
ilit
y
b
u
t
also
o
n
th
e
in
d
iv
id
u
al’
s
u
n
iq
u
e
lear
n
i
n
g
s
ty
les
[
1
2
]
.
Acc
o
r
d
in
g
to
Fed
er
ico
[
1
3
]
,
th
er
e
is
n
o
o
n
e
i
n
s
tr
u
ctio
n
al
s
tr
ateg
y
th
at
ca
n
f
it
f
o
r
all
s
tu
d
en
ts
.
He
s
tated
th
at
"Stu
d
en
ts
wil
l
b
e
ab
le
to
ac
h
iev
e
lear
n
in
g
g
o
als
m
o
r
e
ef
f
icien
tly
wh
en
p
ed
a
g
o
g
ical
p
r
o
ce
d
u
r
es
ar
e
ad
ap
ted
o
r
ac
c
o
m
m
o
d
ated
to
th
eir
in
d
iv
i
d
u
al
d
if
f
er
en
ce
s
"
.
Sm
ith
an
d
Dalto
n
[
1
4
]
d
ef
in
e
lear
n
in
g
s
ty
le
as
a“
d
is
tin
ctiv
e
an
d
h
a
b
itu
al
m
an
n
er
o
f
ac
q
u
ir
in
g
k
n
o
wled
g
e,
s
k
ills
o
r
attitu
d
es th
r
o
u
g
h
s
tu
d
y
o
r
e
x
p
er
ien
c
e”
.
Kee
f
e
[
1
5
]
d
ef
in
es
lear
n
in
g
s
ty
le
as
th
e
c
o
m
b
in
atio
n
o
f
co
g
n
itiv
e,
em
o
tio
n
al
an
d
p
s
y
ch
o
lo
g
ical
ch
ar
ac
ter
is
tics
o
f
lear
n
er
s
th
at
wo
r
k
as
co
h
er
en
t
in
d
icato
r
s
lear
n
er
s
'
p
er
ce
p
tio
n
o
f
th
eir
lear
n
in
g
en
v
i
r
o
n
m
e
n
t,
h
o
w
th
ey
in
ter
ac
t
with
an
d
r
es
p
o
n
d
to
th
eir
s
u
r
r
o
u
n
d
in
g
s
.
Fe
ld
er
an
d
Sil
v
er
m
a
n
[
1
6
]
s
tated
th
at
lear
n
in
g
s
ty
le
is
a
lear
n
er
p
r
ef
er
en
ce
a
n
d
s
tr
en
g
th
ch
ar
ac
ter
is
tic
th
at
th
ey
f
av
o
r
wh
ile
p
r
o
ce
s
s
in
g
k
n
o
wle
d
g
e.
L
ea
r
n
i
n
g
s
ty
le
ca
n
b
e
d
escr
ib
ed
as
a
tech
n
iq
u
e
f
av
o
r
ed
b
y
a
p
er
s
o
n
d
u
r
in
g
t
h
e
ac
k
n
o
wled
g
m
en
t
an
d
h
a
n
d
l
in
g
o
f
a
p
ar
ticu
lar
s
lic
e
o
f
d
ata
wh
ich
in
clu
d
e
b
o
th
m
en
tal
an
d
em
o
tio
n
al
d
im
en
s
io
n
[
1
2
]
.
Ma
n
y
s
tu
d
ies
s
u
g
g
est
th
at
ea
c
h
in
d
iv
id
u
al
h
as
its
o
wn
lear
n
in
g
s
ty
le.
Fo
r
an
ed
u
ca
to
r
,
b
y
k
n
o
win
g
lear
n
in
g
s
ty
les,
it
ca
n
h
elp
t
o
id
en
tify
a
n
d
r
eso
lv
e
s
tu
d
e
n
t
lear
n
in
g
p
r
o
b
lem
s
[
1
7
]
.
T
h
is
will
en
co
u
r
ag
e
th
e
s
tu
d
en
ts
to
lear
n
m
o
r
e
ef
f
i
cien
tly
as
th
e
ed
u
ca
t
o
r
ab
le
to
m
atch
th
e
ed
u
ca
tio
n
m
ater
ial
with
th
e
s
tu
d
en
ts
’
lear
n
in
g
s
ty
le.
Lea
r
n
in
g
s
tyle
a
n
d
b
le
n
d
ed
lea
r
n
in
g
Fro
m
th
e
liter
atu
r
e,
th
er
e
we
r
e
m
an
y
o
b
s
tacle
s
r
ec
o
r
d
ed
r
eg
ar
d
in
g
t
h
e
B
L
im
p
lem
en
ta
tio
n
s
u
ch
as
th
e
s
tu
d
en
ts
,
ed
u
ca
to
r
s
an
d
s
y
s
tem
f
ac
to
r
s
.
A
s
tu
d
y
co
n
d
u
cte
d
b
y
Ma
ar
o
p
an
d
E
m
b
i
[
18
]
f
o
u
n
d
th
at
s
tu
d
en
t'
s
p
ar
ticip
atio
n
is
th
e
m
ain
b
ar
r
ie
r
in
b
len
d
ed
im
p
le
m
en
tatio
n
.
Few
f
ac
to
r
s
s
u
ch
a
s
lev
el
o
f
d
is
cip
lin
e
an
d
r
esp
o
n
s
iv
en
ess
o
f
th
e
s
tu
d
en
ts
,
p
o
o
r
tim
e
m
an
ag
em
e
n
t
an
d
d
iv
er
s
ity
o
f
s
tu
d
en
ts
'
b
ac
k
g
r
o
u
n
d
s
af
f
ec
t
th
eir
p
ar
ticip
atio
n
in
B
L
[
18
].
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
S
tu
d
en
ts
’
lea
r
n
in
g
s
tyle
a
n
d
it
s
effec
t o
n
b
len
d
ed
lea
r
n
in
g
,
d
o
es it m
a
tter
?
(
N
u
r
a
s
ma
’
S
h
a
msu
d
d
in
)
197
Acc
o
r
d
in
g
to
Go
o
d
r
id
g
e,
L
awa
n
to
an
d
San
to
s
o
[
19
]
,
o
n
e
o
f
t
h
e
f
ac
t
o
r
s
th
at
im
p
ac
ts
o
n
th
e
s
y
n
ch
r
o
n
o
u
s
o
n
lin
e
d
eliv
e
r
ab
le
en
g
in
ee
r
in
g
g
r
ap
h
ics cu
r
r
icu
lu
m
is
co
n
ce
r
n
s
o
n
lear
n
in
g
s
ty
les b
u
t th
er
e
is
n
o
t
s
o
m
u
ch
i
n
v
es
tig
atio
n
o
n
i
t.
Mo
r
eo
v
er
,
C
h
en
g
a
n
d
C
h
au
[
20
]
wo
r
k
s
h
o
wed
th
at
in
d
i
v
id
u
al
lear
n
in
g
s
ty
les
af
f
ec
t
th
e
s
tu
d
e
n
t'
s
p
ar
ticip
atio
n
in
B
L
ac
tiv
ity
as
s
tu
d
e
n
ts
p
r
ef
er
to
p
a
r
ticip
ate
in
t
h
e
ac
t
iv
ity
th
at
f
its
with
th
eir
lear
n
in
g
p
r
ef
e
r
en
ce
s
.
Oth
er
f
in
d
in
g
s
f
r
o
m
Vas
ilev
a
-
Sto
jan
o
v
s
k
a,
Ma
lin
o
v
s
k
i,
Vasilev
a,
J
o
v
ev
s
k
i,
an
d
T
r
ajk
o
v
ik
[
21
]
s
tated
th
at
d
i
f
f
er
en
t
lear
n
in
g
en
v
ir
o
n
m
en
t
n
ee
d
s
t
o
b
e
c
o
n
s
tr
u
cted
d
ep
en
d
in
g
o
n
lear
n
in
g
s
ty
les to
g
et
o
p
tim
al
o
u
tp
u
ts
o
n
ed
u
ca
tio
n
al
o
u
tco
m
e.
W
ith
th
e
em
er
g
en
ce
o
f
d
ig
ital
tech
n
o
lo
g
y
,
teac
h
i
n
g
s
ty
le
u
s
in
g
m
u
ltime
d
ia
-
b
ased
h
as
b
ee
n
em
p
h
asized
.
Un
f
o
r
tu
n
ately
,
n
o
t
ev
er
y
s
tu
d
en
t
ab
le
to
u
s
e
th
e
m
ater
ial
well
an
d
th
eir
lear
n
in
g
s
ty
les
in
f
lu
en
ce
th
eir
lear
n
in
g
ac
h
iev
em
en
t
[
22
]
.
T
h
er
ef
o
r
e,
m
o
r
e
r
esear
ch
i
s
n
ee
d
ed
r
eg
ar
d
in
g
th
e
im
p
ac
t
o
f
lear
n
i
n
g
s
ty
les
to
war
d
s
th
e
B
L
en
v
ir
o
n
m
en
t e
s
p
ec
ially
in
Ma
lay
s
ian
co
n
tex
t
.
Dif
f
er
en
t
m
o
d
els
p
o
r
tr
ay
d
i
f
f
er
en
t
lear
n
in
g
s
ty
les
th
at
h
av
e
b
ee
n
p
r
o
p
o
s
ed
to
im
p
r
o
v
e
i
n
d
iv
id
u
als'
u
n
d
er
s
tan
d
i
n
g
s
u
c
h
as
K
o
lb
[
1
2
]
,
Feld
er
a
n
d
Sil
v
er
m
an
[
1
6
]
an
d
VARK
[
23
]
.
T
h
ese
a
r
e
th
e
t
h
r
ee
p
o
p
u
lar
lear
n
in
g
s
ty
les
m
o
d
el
th
at
u
s
u
ally
b
ein
g
u
s
ed
t
o
ass
ess
th
e
lear
n
in
g
p
r
ef
er
en
ce
o
f
a
d
u
lt
s
tu
d
en
ts
[
24
]
.
W
ith
in
th
e
s
co
p
e
o
f
th
is
s
tu
d
y
,
Ko
lb
’
s
L
ea
r
n
i
n
g
Sty
le
was
s
e
lecte
d
to
id
en
tif
y
th
e
s
tu
d
en
ts
'
lear
n
in
g
s
ty
le
as
it
h
as
ex
ten
s
iv
ely
b
ee
n
u
s
ed
in
p
r
ev
io
u
s
wo
r
k
o
n
web
-
b
ased
lear
n
in
g
,
e
-
lear
n
in
g
a
n
d
B
L
[
25
-
29
]
.
T
h
is
p
ap
e
r
p
r
esen
ts
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
K
o
lb
’
s
lear
n
in
g
s
ty
le
am
o
n
g
th
e
s
tu
d
en
ts
a
n
d
t
h
eir
r
elatio
n
s
h
ip
with
p
er
ce
p
tio
n
s
o
f
b
len
d
ed
lear
n
in
g
.
K
o
lb
’
s
lea
r
n
in
g
s
tyle
Ko
lb
’
s
L
ea
r
n
i
n
g
Sty
le
m
o
d
el
is
a
co
m
b
in
atio
n
o
f
co
g
n
itio
n
,
ex
p
er
ien
ce
,
p
er
ce
p
tio
n
,
an
d
b
e
h
av
io
r
.
T
h
er
e
ar
e
f
o
u
r
ca
teg
o
r
ies
o
f
le
ar
n
in
g
m
o
d
es
o
r
o
r
ien
tatio
n
s
i
n
th
e
m
o
d
el
wh
ich
ar
e
c
o
n
cret
e
ex
p
erien
ce
(
C
E
)
,
r
eflec
tive
o
b
s
erva
tio
n
(
R
O)
,
a
b
s
tr
a
ct
co
n
ce
p
tu
a
liz
a
tio
n
(
A
C
)
a
n
d
a
ctive
ex
p
erimen
ta
tio
n
(
A
E
)
.
T
h
e
co
n
cr
ete
ex
p
er
ien
ce
lear
n
in
g
m
o
d
el
em
p
h
asizes
lear
n
in
g
th
r
o
u
g
h
e
x
p
er
ien
ce
,
wh
ile
r
ef
lectiv
e
o
b
s
er
v
atio
n
is
in
v
o
lv
e
d
lear
n
in
g
th
r
o
u
g
h
o
b
s
er
v
atio
n
,
ab
s
tr
ac
t
co
n
ce
p
tu
aliza
tio
n
e
m
p
h
asizes
lear
n
in
g
th
r
o
u
g
h
t
h
in
k
in
g
a
n
d
ac
tiv
e
ex
p
er
im
en
tatio
n
f
o
c
u
s
es o
n
le
ar
n
in
g
b
y
d
o
in
g
[
26
].
L
ea
r
n
in
g
s
ty
les
in
K
o
lb
’
s
ca
n
b
e
ca
teg
o
r
ize
d
as
d
iv
er
g
en
t,
ass
im
ilato
r
,
co
n
v
e
r
g
en
t
a
n
d
a
cc
o
m
m
o
d
at
o
r
wh
ich
ea
ch
lear
n
in
g
s
ty
le
is
a
co
m
b
i
n
atio
n
o
f
tw
o
lear
n
in
g
m
o
d
es.
T
h
e
Div
er
g
en
t
lear
n
in
g
s
ty
le
is
a
r
es
u
ltan
t
o
f
r
ef
lectiv
e
o
b
s
er
v
atio
n
an
d
co
n
c
r
ete
ex
p
er
ien
ce
an
d
is
th
o
s
e
wh
o
p
r
e
f
er
to
"wa
tch
"
an
d
"f
ee
l".
T
h
ese
g
r
o
u
p
o
f
p
e
o
p
le
ar
e
ca
p
ab
le
o
f
r
ev
is
in
g
c
o
n
cr
e
te
s
itu
atio
n
s
f
r
o
m
d
if
f
er
e
n
t
an
g
les
an
d
tak
e
th
ei
r
th
o
u
g
h
ts
an
d
f
ee
lin
g
s
in
to
c
o
n
s
id
er
atio
n
.
T
h
ese
t
y
p
es
o
f
p
eo
p
le
ar
e
o
b
jectiv
e,
p
atien
t,
an
d
s
u
ited
in
a
v
ar
io
u
s
ar
tis
tic
f
ield
s
u
ch
as
p
s
y
ch
o
lo
g
y
,
liter
atu
r
e,
n
u
r
s
in
g
,
m
ed
ia,
th
ea
tr
e,
d
esig
n
,
jo
u
r
n
alis
m
,
an
d
s
o
cial
wo
r
k
[
19
,
30
,
31
]
.
T
h
e
Ass
im
ilato
r
lear
n
in
g
s
ty
l
e
co
n
s
is
ts
o
f
r
ef
lectiv
e
o
b
s
er
v
atio
n
an
d
a
b
s
tr
ac
t
co
n
ce
p
t
u
aliza
tio
n
th
at
ca
n
b
e
q
u
alif
ied
as
"th
in
k
"
an
d
"wa
tch
".
T
h
e
m
ain
ch
a
r
ac
te
r
is
tic
o
f
th
is
ty
p
e
o
f
p
er
s
o
n
is
cr
ea
tin
g
co
n
ce
p
tu
al
m
o
d
els
as
th
ey
lo
v
e
co
n
ce
p
tu
aliza
tio
n
an
d
ab
s
tr
ac
t
id
ea
s
.
T
h
ey
ar
e
s
u
ited
to
ed
u
ca
tio
n
al
r
esear
ch
,
m
ath
em
atics,
s
o
cio
lo
g
y
,
t
h
eo
l
o
g
y
,
law,
p
h
y
s
ical
s
cien
ce
s
,
an
d
b
io
l
o
g
y
[
1
9
,
3
0
,
3
1
]
.
T
h
e
C
o
n
v
er
g
en
t
lear
n
in
g
s
ty
le
is
a
m
ix
tu
r
e
o
f
a
b
s
tr
ac
t
ac
tiv
e
ex
p
er
im
e
n
tatio
n
an
d
co
n
ce
p
t
u
aliza
tio
n
an
d
f
all
with
in
"th
in
k
"
an
d
"d
o
".
T
h
ey
ar
e
p
eo
p
le
th
at
s
u
cc
e
s
s
f
u
l
in
t
er
m
s
o
f
s
o
lv
in
g
p
r
o
b
lem
s
,
d
ec
id
in
g
with
s
y
s
tem
atic
p
lan
n
in
g
an
d
ap
p
l
y
id
ea
s
th
r
o
u
g
h
p
r
ac
tical.
T
h
ese
ty
p
es
o
f
p
eo
p
le
ar
e
co
m
m
itted
to
m
ed
ical
tech
n
o
lo
g
y
,
co
m
p
u
ter
s
cien
ce
,
en
g
in
ee
r
i
n
g
,
ac
c
o
u
n
tin
g
,
ec
o
n
o
m
ics,
en
v
ir
o
n
m
en
tal
s
cien
c
es,
an
d
ag
r
icu
ltu
r
e
an
d
f
o
r
e
s
tr
y
[
1
9
,
3
0
,
3
1
]
.
T
h
e
Acc
o
m
m
o
d
at
o
r
lear
n
in
g
s
ty
le
ar
e
th
o
s
e
in
d
iv
id
u
als
with
h
ig
h
r
atin
g
s
in
th
e
f
ield
s
o
f
ac
tiv
e
ex
p
er
im
en
tatio
n
a
n
d
co
n
c
r
ete
ex
p
er
ien
ce
an
d
th
ey
ca
n
b
e
c
o
n
s
id
er
ed
as
"f
ee
l"
an
d
"d
o
".
I
n
d
iv
id
u
al
lear
n
in
g
in
th
is
s
ty
le
ar
e
o
p
en
-
m
in
d
ed
,
lik
e
n
ew
ex
p
er
ien
ce
s
,
p
lan
n
i
n
g
an
d
ea
s
ily
ad
a
p
t
to
ch
a
n
g
e
.
T
h
ese
p
eo
p
le
also
p
r
ef
er
t
o
ac
t
o
n
f
ee
lin
g
an
d
s
u
ited
to
e
d
u
ca
tio
n
,
m
an
a
g
em
en
t,
p
u
b
lic
f
in
an
ce
,
m
ar
k
etin
g
,
h
u
m
an
r
eso
u
r
ce
s
,
an
d
p
u
b
lic
ad
m
in
is
tr
atio
n
[
1
9
,
3
0
,
3
1
]
.
L
ea
r
n
in
g
s
ty
les
ch
an
g
e
o
v
er
t
im
e,
th
u
s
,
b
y
co
n
s
id
er
in
g
th
e
d
if
f
er
en
t
lear
n
i
n
g
s
ty
le,
all
th
e
teac
h
in
g
m
ater
ials
,
class
en
v
ir
o
n
m
en
t,
th
e
m
eth
o
d
s
,
an
d
s
tr
ateg
ies
ca
n
b
e
p
r
ep
a
r
ed
ac
co
r
d
in
g
ly
.
T
h
is
will
b
e
m
u
ch
m
o
r
e
e
f
f
icien
t
as
th
e
s
tu
d
en
t
lear
n
in
g
e
x
p
er
ie
n
ce
will
b
e
i
m
p
r
o
v
e
d
th
a
n
e
x
p
ec
tin
g
th
e
s
tu
d
en
ts
th
em
s
elv
es
ad
ap
tin
g
to
t
h
e
s
u
r
r
o
u
n
d
in
g
[
30
]
.
I
n
th
e
p
r
ep
a
r
atio
n
an
d
u
s
ag
e
o
f
B
L
,
lear
n
in
g
s
ty
les
ar
e
s
ig
n
if
ican
t
,
co
n
s
eq
u
en
tly
,
th
is
r
esear
ch
f
o
cu
s
es o
n
lear
n
er
s
’
lear
n
in
g
s
ty
les.
T
h
e
in
v
en
to
r
y
o
f
Ko
lb
’
s
lear
n
in
g
s
ty
le
was
ch
o
s
en
in
th
is
r
esear
ch
f
o
r
m
u
ltip
le
r
ea
s
o
n
s
.
Firstl
y
,
Ko
lb
’
s
[
1
2
]
lea
r
n
in
g
s
ty
le
in
v
en
to
r
y
,
h
as
b
ee
n
p
r
ac
ticed
in
e
-
lear
n
in
g
o
r
web
-
b
ased
lear
n
in
g
r
esear
c
h
[
25
,
27
,
32
-
34
]
t
o
ass
ess
s
tu
d
en
ts
p
r
e
f
er
en
ce
s
in
two
b
ip
o
lar
co
n
ce
p
ts
.
W
h
en
s
k
ills
an
d
in
f
o
r
m
atio
n
ar
e
ac
q
u
ir
ed
o
v
e
r
tim
e
,
Ko
lb
p
r
o
p
o
s
e
th
at
s
tu
d
en
ts
wo
u
ld
p
r
ef
e
r
eith
er
co
n
cr
ete
ex
p
er
ien
ce
o
r
a
b
s
tr
ac
t
co
n
ce
p
t
u
aliza
tio
n
.
L
ea
r
n
er
s
m
a
y
d
e
v
elo
p
p
r
e
f
er
en
ce
in
p
r
ac
tical
b
y
ac
tiv
e
e
x
p
er
im
en
tatio
n
,
o
r
t
h
ey
e
m
p
h
asize
ab
o
u
t
th
eir
ex
p
er
ien
ce
s
b
y
r
ef
lectiv
e
o
b
s
er
v
atio
n
[
30
]
.
T
h
u
s
,
Ko
lb
lear
n
in
g
s
ty
le
will
b
e
u
s
ed
in
t
h
is
s
tu
d
y
to
ass
ess
s
tu
d
en
ts
b
ased
o
n
th
ei
r
lear
n
in
g
ex
p
er
ie
n
ce
s
an
d
f
u
r
th
er
ex
p
l
o
r
e
its
r
elatio
n
s
h
ip
with
B
L
en
v
ir
o
n
m
e
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
9
5
-
2
0
2
198
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
b
et
wee
n
s
tu
d
en
ts
’
lear
n
i
n
g
s
ty
le
with
th
eir
p
er
ce
p
tio
n
to
war
d
s
B
L
,
th
u
s
th
e
r
esear
ch
tak
es
o
n
q
u
a
n
titativ
e
r
esear
ch
.
T
h
is
s
tu
d
y
'
s
c
o
n
ce
p
tu
al
m
o
d
el
is
s
h
o
wn
in
Fig
u
r
e
1.
Fig
u
r
e
1.
C
o
n
ce
p
tu
al
m
o
d
el
T
h
e
r
esear
ch
was
ca
r
r
ied
o
u
t
at
a
Ma
lay
s
ian
p
r
iv
ate
h
ig
h
er
lear
n
in
g
in
s
titu
tio
n
.
T
h
e
s
am
p
lin
g
in
clu
d
ed
1
1
9
s
tu
d
en
ts
o
f
Dip
l
o
m
a
in
I
n
f
o
r
m
atio
n
T
ec
h
n
o
l
o
g
y
th
at
u
s
es
B
L
m
eth
o
d
f
o
r
te
ac
h
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
e
m
a
p
p
in
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o
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r
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ch
m
eth
o
d
s
an
d
d
eliv
er
ab
les
with
th
eir
o
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s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
T
h
e
m
ap
p
in
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o
f
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r
ch
q
u
esti
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n
,
o
b
jectiv
es,
m
eth
o
d
s
&
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eliv
er
a
b
les
R
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a
r
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h
Q
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e
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i
o
n
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e
se
a
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l
s
D
e
l
i
v
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r
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b
l
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s
/
o
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t
c
o
mes
Q
1
.
W
h
a
t
a
r
e
t
h
e
l
e
a
r
n
i
n
g
st
y
l
e
s
f
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n
d
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m
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n
g
st
u
d
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t
s
?
To
a
ssess
t
h
e
l
e
a
r
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i
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st
y
l
e
a
m
o
n
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st
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t
s
i
n
M
M
U
D
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t
a
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l
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t
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n
:
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K
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s
Le
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Li
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f
s
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s’
l
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r
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(
D
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t
,
A
ssi
m
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t
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t
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a
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d
A
c
c
o
m
mo
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r
)
Q
2
.
A
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a
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g
s
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y
l
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w
h
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n
u
si
n
g
B
L?
To
e
x
a
mi
n
e
t
h
e
r
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l
a
t
i
o
n
s
h
i
p
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e
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n
st
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t
s’
l
e
a
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i
n
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st
y
l
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w
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e
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u
s
i
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g
b
l
e
n
d
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d
l
e
a
r
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i
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g
D
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t
a
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o
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l
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c
t
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n
:
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d
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d
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Q
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(
su
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v
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y
)
D
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t
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A
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si
s
:
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D
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scri
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O
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A
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a
n
a
l
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s
i
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si
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SPSS
-
S
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t
s’
p
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S
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p
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o
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a
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R
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a
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s
t
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l
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st
y
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d
b
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d
e
d
l
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a
r
n
i
n
g
u
sa
g
e
s
t
a
t
i
s
t
i
c
2
.
1
.
Resea
rc
h ins
t
rum
ent
T
o
d
is
co
v
er
th
e
an
s
wer
f
o
r
th
e
r
esear
ch
q
u
esti
o
n
s
,
Ko
lb
’
s
L
ea
r
n
in
g
Sty
le
I
n
v
e
n
to
r
y
(
L
SI)
a
n
d
a
f
iv
e
-
p
o
in
t
L
ik
e
r
t
-
s
ca
le
B
L
q
u
esti
o
n
n
air
e
wer
e
u
s
ed
to
g
ath
er
d
a
ta.
T
h
e
lear
n
in
g
s
ty
le
q
u
esti
o
n
n
air
e
ad
a
p
ted
f
r
o
m
Ko
lb
’
s
L
ea
r
n
i
n
g
Sty
le
I
n
v
e
n
to
r
y
(
1
9
8
6
)
was
u
s
ed
to
d
eter
m
in
e
t
h
e
lear
n
in
g
s
ty
le
o
f
ea
ch
s
tu
d
en
t.
T
h
e
in
v
en
to
r
y
co
n
s
is
ts
o
f
a
12
-
item
q
u
esti
o
n
n
air
e
ap
p
licab
le
to
y
o
u
th
s
an
d
a
d
u
lt
lear
n
er
s
.
E
ac
h
item
h
as
f
o
u
r
ex
p
r
ess
io
n
s
o
f
an
s
wer
s
,
wh
ic
h
r
esp
o
n
d
en
ts
ar
e
d
em
an
d
e
d
t
o
g
iv
e
a
s
co
r
e
(
f
r
o
m
4
to
1
)
t
o
ea
ch
ex
p
r
ess
io
n
;
s
tar
tin
g
f
r
o
m
t
h
e
b
est
ch
ar
ac
t
er
is
tic
to
th
e
least
ch
ar
ac
ter
is
tic.
T
h
e
L
SI
was
co
n
d
u
cted
u
s
in
g
"On
lin
e
Go
o
g
le
Fo
r
m
"
to
th
e
r
esp
o
n
d
e
n
ts
in
en
o
u
g
h
tim
e
b
y
g
iv
in
g
t
h
em
th
e
r
eq
u
ir
ed
ex
p
lan
atio
n
s
ea
r
l
ier
.
T
h
e
s
co
r
es
ar
e
g
iv
en
b
y
th
e
s
tu
d
en
ts
f
o
r
C
E
,
AC
,
R
O,
an
d
AE
wer
e
ad
d
ed
,
an
d
th
en
AC
-
C
E
an
d
AE
-
R
O
wer
e
ca
lcu
lated
to
d
eter
m
in
e
s
tu
d
en
ts
'
p
r
ef
er
r
e
d
s
ty
le
o
f
lear
n
in
g
.
T
h
e
r
elia
b
ilit
y
co
ef
f
icien
t
o
f
th
e
I
n
v
e
n
to
r
y
f
o
r
c
o
n
cr
ete
ex
p
er
ien
ce
(
C
E
)
,
r
ef
lectiv
e
o
b
s
er
v
atio
n
(
R
O)
,
ab
s
tr
ac
t
co
n
ce
p
tu
aliza
tio
n
(
AC
)
,
an
d
ac
tiv
e
ex
p
er
im
en
tatio
n
(
AE
)
wer
e
.
8
1
,
.
7
8
,
.
8
3
,
a
n
d
.
8
4
,
ac
co
r
d
in
g
ly
[
35
,
3
6
].
T
h
e
B
L
q
u
esti
o
n
n
air
e
was
ad
ap
ted
f
r
o
m
Sh
an
tak
u
m
ar
i
an
d
Sajith
[
37
]
.
T
h
er
e
ar
e
t
h
r
ee
m
ain
ca
teg
o
r
ies
in
th
e
q
u
esti
o
n
n
air
es.
T
h
e
f
ir
s
t
1
0
s
tatem
en
ts
ai
m
to
h
ig
h
lig
h
t
th
e
p
e
r
ce
p
tio
n
o
f
s
tu
d
en
ts
in
B
L
p
r
o
ce
s
s
.
T
h
e
f
o
llo
win
g
9
s
tat
em
en
ts
aim
to
id
en
tify
th
e
p
er
ce
p
tio
n
o
f
th
e
B
L
co
n
ten
t
an
d
th
e
r
em
ai
n
in
g
5
s
tatem
en
ts
aim
to
d
eter
m
in
e
s
tu
d
en
t'
s
p
er
ce
iv
ed
u
s
e
o
f
c
o
m
p
u
ter
an
d
web
en
v
ir
o
n
m
e
n
t.
Usi
n
g
a
5
-
p
o
i
n
t
L
ik
er
t
s
ca
le
(
s
tr
o
n
g
ly
ag
r
ee
,
a
g
r
ee
,
n
eu
t
r
al,
d
is
ag
r
ee
an
d
s
tr
o
n
g
ly
d
is
ag
r
ee
)
,
th
e
s
co
r
es
we
r
e
co
m
p
u
te
d
as
f
o
u
r
p
o
in
ts
,
th
r
ee
,
two
,
o
n
e,
an
d
z
er
o
,
ac
c
o
r
d
in
g
ly
.
T
h
e
c
o
ef
f
ici
en
t
o
f
th
e
r
eliab
ilit
y
o
f
th
e
s
c
ale
was
d
eter
m
in
ed
as
.
8
7
,
it
s
h
o
ws
th
at
th
e
to
o
l
was
r
eliab
le
[
37
]
.
Oth
er
d
e
m
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
r
ec
o
r
d
ed
in
cl
u
d
ed
g
en
d
er
,
d
ate
o
f
b
ir
th
an
d
r
eg
is
ter
ed
co
u
r
s
e.
Op
en
-
en
d
ed
q
u
esti
o
n
s
also
b
ein
g
ask
ed
to
h
ig
h
lig
h
t
w
h
eth
er
is
th
er
e
an
y
d
if
f
icu
lties
th
e
s
tu
d
en
t
h
ad
f
ac
ed
o
r
b
en
e
f
its
th
ey
o
b
tain
ed
b
y
th
e
im
p
lem
e
n
tatio
n
o
f
a
B
L
m
eth
o
d
to
th
e
co
u
r
s
e
d
eliv
e
r
y
.
2
.
2
.
Da
t
a
a
na
ly
s
is
Data
in
E
x
ce
l
s
p
r
ea
d
s
h
ee
ts
was
an
aly
ze
d
u
s
in
g
I
B
M
Statis
tical
Pack
ag
e
f
o
r
So
cial
Scien
ce
s
(
I
B
M
SP
SS
Stati
s
tic
s
2
5
.
0
)
.
Descr
ip
tiv
e
s
tatis
tic
s
an
d
o
n
e
-
way
v
ar
ian
ce
an
aly
s
is
,
On
e
-
way
ANOV
A
wer
e
u
s
ed
with
a
s
ig
n
if
ican
ce
lev
el.
B
esid
es
th
is
,
f
ee
d
b
ac
k
f
r
o
m
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
wer
e
an
a
ly
ze
d
an
d
r
e
p
o
r
ted
as p
ar
t o
f
th
e
f
in
d
in
g
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
S
tu
d
en
ts
’
lea
r
n
in
g
s
tyle
a
n
d
it
s
effec
t o
n
b
len
d
ed
lea
r
n
in
g
,
d
o
es it m
a
tter
?
(
N
u
r
a
s
ma
’
S
h
a
msu
d
d
in
)
199
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
d
escr
ip
tiv
e
s
tatis
tics
s
h
o
wed
th
at
2
3
%
(
2
7
/1
1
9
)
o
f
th
e
s
tu
d
en
ts
wer
e
f
em
ales,
an
d
7
7
%
(
9
2
/1
1
9
)
wer
e
m
ales.
T
h
e
s
tu
d
en
t’
s
ag
e
r
an
g
ed
b
etwe
en
1
7
-
2
6
y
ea
r
s
.
3
.
1
.
Wha
t
a
re
t
he
lea
rning
s
t
y
les f
o
un
d a
m
o
ng
s
t
u
dents?
T
h
e
r
esear
ch
ex
am
in
e
d
th
e
s
tu
d
en
ts
’
lear
n
in
g
s
ty
le
an
d
f
in
d
in
g
s
as
s
h
o
wn
in
Fig
u
r
e
2
s
h
o
wed
th
a
t
3
4
%
(
4
0
/
1
1
9
)
o
f
th
e
s
tu
d
e
n
ts
ca
teg
o
r
ized
in
to
th
e
g
r
o
u
p
o
f
co
n
v
er
g
en
t,
2
4
%
(
2
9
/1
1
9
)
wer
e
d
iv
er
g
e
n
t,
2
1
% (
2
5
/1
1
9
)
wer
e
ac
co
m
m
o
d
ato
r
,
an
d
2
1
% (
2
5
/1
1
9
)
we
r
e
ass
im
ilato
r
.
Fig
u
r
e
2
.
Per
ce
n
ta
g
e
o
f
s
tu
d
en
ts
’
lear
n
in
g
s
ty
le
3
.
2
.
Are
t
here
a
ny
s
ig
nifica
nt
diff
er
ence
s
in lea
rning
s
t
y
le
wh
en
us
ing
ble
nd
ed
lea
rn
ing
?
Firstl
y
,
th
e
d
is
cu
s
s
io
n
will
s
tar
t
r
eg
ar
d
in
g
t
h
e
av
e
r
ag
e
v
alu
e
s
p
er
tain
in
g
t
h
e
s
tu
d
en
ts
’
p
er
c
ep
tio
n
o
f
b
len
d
ed
lear
n
in
g
o
n
th
r
ee
d
o
m
ain
s
as
p
r
esen
ted
in
T
ab
le
2
.
T
h
e
f
o
llo
win
g
T
ab
le
2
p
r
ese
n
ts
m
ea
n
s
co
r
es
o
n
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
n
B
L
b
a
s
ed
o
n
p
r
o
ce
s
s
,
co
n
ten
t a
n
d
ea
s
e
o
f
u
s
e.
T
ab
le
2
.
Stu
d
e
n
ts
’
p
er
ce
p
tio
n
o
f
b
len
d
ed
lear
n
in
g
(
n
=1
1
9
)
D
o
ma
i
n
s
M
e
a
n
SD
B
L
p
r
o
c
e
ss
2
.
5
3
0
.
6
4
B
L
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n
t
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1
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se
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,
wh
ile
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m
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n
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L
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er
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m
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e
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2
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6
7
wh
ich
s
u
g
g
est
th
at
s
tu
d
en
ts
h
av
e
a
n
av
e
r
ag
e
p
er
c
ep
tio
n
o
f
B
L
.
Stu
d
e
n
ts
ag
r
ee
th
at
B
L
is
a
n
ew
an
d
in
ter
esti
n
g
way
o
f
lea
r
n
in
g
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th
in
g
s
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an
ea
s
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wa
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an
d
y
et
less
tim
e
co
n
s
u
m
i
n
g
as
co
m
p
ar
ed
with
tr
ad
itio
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al
cla
s
s
es.
B
L
p
r
o
m
o
tes
in
d
ep
en
d
en
ce
an
d
s
elf
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lear
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g
o
r
ien
tatio
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.
As
th
is
r
esear
ch
p
u
r
p
o
s
e
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t
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ex
am
i
n
e
wh
eth
e
r
th
e
r
e
a
r
e
an
y
d
if
f
e
r
en
ce
s
in
lear
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i
n
g
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ty
le
wh
en
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s
in
g
B
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,
th
e
d
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ip
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s
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o
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en
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s
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r
e
o
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th
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h
r
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o
m
ain
s
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r
d
in
g
to
th
eir
lear
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in
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s
ty
le
ar
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s
h
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wn
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T
a
b
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3
.
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ab
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3
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Descr
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m
m
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ts
’
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n
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9
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SD
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Evaluation Warning : The document was created with Spire.PDF for Python.
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8
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&
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200
T
h
e
r
esu
lts
s
h
o
w
th
at
h
ig
h
est
p
o
s
itiv
e
v
alu
e
to
war
d
s
th
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B
L
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r
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ce
s
s
b
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s
to
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e
C
o
n
v
er
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t
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r
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p
wh
ile
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e
Ass
im
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f
o
r
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h
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B
L
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th
e
C
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er
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t
g
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p
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ag
ain
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o
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ates
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y
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e
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g
en
t,
Ass
im
ilato
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d
Acc
o
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m
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ato
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r
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p
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th
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ir
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d
o
m
ain
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s
till
,
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o
n
v
er
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en
t
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p
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k
s
h
ig
h
est,
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im
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d
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o
m
m
o
d
ato
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wer
e
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tie
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d
Div
er
g
en
t
r
an
k
s
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west.
T
h
r
ee
s
tu
d
e
n
ts
f
r
o
m
th
e
Ass
im
ilato
r
lear
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g
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teg
o
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y
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o
u
n
d
th
at
B
L
im
p
lem
en
tatio
n
as
lear
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in
g
m
ed
i
u
m
is
d
if
f
icu
lt
as
th
er
e
ar
e
s
u
b
ject
m
atter
th
at
is
d
if
f
icu
lt
to
u
n
d
er
s
tan
d
.
W
h
ils
t
th
r
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tu
d
en
ts
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r
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m
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o
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t
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er
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a
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m
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o
s
itiv
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t
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e
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eg
a
r
d
in
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L
im
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lem
e
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tatio
n
as
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s
y
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d
q
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ick
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t
o
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with
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len
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o
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s
elf
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g
o
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p
o
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n
ity
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ith
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u
t tim
e
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n
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tr
ain
ts
.
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wev
er
,
th
e
av
e
r
ag
e
r
ates
as
s
h
o
wn
in
T
ab
le
3
,
illu
s
tr
ates
th
at
s
tu
d
en
ts
in
all
f
o
u
r
g
r
o
u
p
s
o
f
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g
s
ty
les
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e
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ite
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il
ar
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h
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s
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ec
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r
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ar
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g
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eir
lear
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in
g
s
ty
les,
v
ar
i
an
ce
an
al
y
s
is
(
ANOV
A)
was
ex
ec
u
ted
an
d
o
u
tc
o
m
es
ar
e
p
r
o
d
u
ce
d
i
n
T
ab
le
4
.
ANOV
A
r
esu
lts
s
h
o
ws
th
at
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
B
L
p
r
esen
ts
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
am
o
n
g
lear
n
i
n
g
s
ty
les,
F(3
,
1
1
5
)
=
0
.
8
0
8
an
d
p
=
0
.
4
9
.
T
ab
le
4
.
ANOV
A
o
n
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
o
f
b
len
d
e
d
lear
n
in
g
with
lear
n
in
g
s
ty
le
(
n
=1
1
9
)
B
l
e
n
d
e
d
L
e
a
r
n
i
n
g
P
e
r
c
e
p
t
i
o
n
S
u
m
o
f
S
q
u
a
r
e
s
df
M
e
a
n
S
q
u
a
r
e
F
S
i
g
.
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e
t
w
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e
n
G
r
o
u
p
s
2
.
0
7
1
3
0
.
6
9
0
1
.
7
0
2
0
.
1
7
0
B
L
P
r
o
c
e
ss
W
i
t
h
i
n
G
r
o
u
p
s
4
6
.
6
2
8
1
1
5
0
.
4
0
5
To
t
a
l
4
8
.
6
9
9
1
1
8
B
e
t
w
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e
n
G
r
o
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p
s
0
.
5
6
6
3
0
.
1
8
9
0
.
5
0
1
0
.
6
8
2
B
L
C
o
n
t
e
n
t
W
i
t
h
i
n
G
r
o
u
p
s
4
3
.
3
3
1
1
1
5
0
.
3
7
7
To
t
a
l
4
3
.
8
9
7
1
1
8
Ea
se
o
f
U
s
e
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e
t
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e
n
G
r
o
u
p
s
0
.
9
3
7
3
0
.
3
1
2
0
.
6
8
6
0
.
5
6
2
W
i
t
h
i
n
G
r
o
u
p
s
5
2
.
3
4
2
1
1
5
0
.
4
5
5
To
t
a
l
5
3
.
2
7
9
1
1
8
O
v
e
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a
l
l
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e
t
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n
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p
s
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.
7
6
0
3
0
.
2
5
3
0
.
8
0
8
0
.
4
9
2
W
i
t
h
i
n
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r
o
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p
s
3
6
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0
6
5
1
1
5
0
.
3
1
4
To
t
a
l
3
6
.
8
2
5
1
1
8
Stu
d
en
ts
'
p
er
ce
p
tio
n
o
n
B
L
as
ac
co
r
d
in
g
to
g
r
o
u
p
s
o
f
Acc
o
m
m
o
d
ato
r
,
Ass
im
ilato
r
,
C
o
n
v
er
g
en
t
an
d
Div
er
g
en
t
also
q
u
ite
s
im
ilar
.
T
h
is
r
esu
lt
v
alid
with
th
e
a
n
s
wer
s
g
iv
en
b
y
a
s
tu
d
en
t
f
r
o
m
th
e
o
p
en
-
en
d
ed
q
u
esti
o
n
.
T
h
e
f
o
llo
win
g
ar
e
th
e
s
tu
d
en
t'
s
an
s
wer
s
ab
o
u
t t
h
e
d
if
f
icu
lties
m
et
d
u
r
in
g
co
u
r
s
e
d
eliv
er
y
u
s
in
g
B
L
:
Acc
o
m
mo
da
t
o
r
:
“N
o
th
in
g
s
e
r
io
u
s
”.
Ass
im
ila
t
o
r
:
“
I
d
o
n
o
t
h
a
ve
a
n
y
d
iffi
cu
lties
o
n
th
e
co
u
r
s
e.
On
ly
mo
r
e
lea
r
n
in
g
a
n
d
p
r
a
ctice
a
r
e
n
ee
d
ed
".
Co
nv
er
g
ent
:
“N
o
,
n
o
d
iffi
cu
lt
ies”
.
Div
er
g
ent
:
“N
o
I
d
o
n
o
t"
.
W
h
e
n
th
e
s
tu
d
en
ts
'
f
r
o
m
th
e
d
if
f
er
en
t
g
r
o
u
p
s
o
f
lear
n
in
g
s
ty
le
wer
e
ask
ed
ab
o
u
t
th
e
b
en
e
f
its
g
ain
ed
f
r
o
m
th
is
B
L
d
eliv
er
y
m
eth
o
d
,
th
ey
r
esp
o
n
d
ed
t
o
s
im
ilar
p
er
ce
p
tio
n
s
;
Acc
o
m
mo
da
t
o
r:
“I
p
u
t m
o
r
e
effo
r
t in
s
tu
d
yin
g
r
a
th
er th
a
n
in
n
o
r
ma
l c
la
s
s
”.
Ass
im
ila
t
o
r:
“
E
a
s
y
to
u
n
d
ers
ta
n
d
w
ith
o
u
t a
n
y
d
is
tu
r
b
n
o
is
es”
.
Co
nv
er
g
ent
:
“T
h
e
time
ma
n
a
g
eme
n
t b
ec
o
mes e
a
s
ier”
.
Div
er
g
ent
:
“Be
tter
time
ma
n
a
g
eme
n
t.
O
n
s
o
me
w
ee
ks
o
r
d
a
ys
w
h
ere
s
tu
d
en
ts
a
r
e
r
eq
u
ir
ed
to
fo
cu
s
mo
r
e
o
n
o
th
er
p
a
r
ticu
la
r
s
u
b
ject,
th
e
time
a
va
ila
b
le
w
h
e
n
t
h
ere's
n
o
tr
a
d
itio
n
a
l
i
n
-
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s
s
less
o
n
h
elp
s
to
g
ive
s
p
a
ce
fo
r
th
em
to
co
mp
lete
th
e
r
eq
u
ir
ed
ta
s
k
fo
r
th
a
t o
th
er su
b
ject.
”
I
n
r
e
g
ar
d
s
to
th
e
o
n
lin
e
e
n
v
ir
o
n
m
en
t,
th
e
s
tu
d
e
n
t'
s
r
esp
o
n
s
es
f
r
o
m
t
h
e
d
if
f
er
en
t
g
r
o
u
p
o
f
lear
n
in
g
s
ty
les ar
e
s
h
o
wn
b
elo
w:
Acc
o
m
mo
da
t
o
r:
“Y
o
u
ca
n
a
l
w
a
ys d
o
w
h
en
ev
er y
o
u
a
r
e
b
ef
o
r
e
th
e
d
a
telin
e”.
Ass
im
ila
t
o
r:
“I
w
ill ex
p
lo
r
e
mo
r
e
b
y
s
ea
r
ch
in
g
th
r
o
u
g
h
th
e
in
tern
et”.
Co
nv
er
g
ent
:
“N
o
p
a
p
ers
w
ere
u
s
ed
#
s
a
ve
ea
r
th
”
.
Div
er
g
ent
:
“All in
fo
r
ma
tio
n
i
s
a
va
ila
b
le
a
t y
o
u
r
fin
g
erti
p
”.
Fro
m
th
e
r
esu
lts
,
it
s
h
o
ws
th
at
s
tu
d
en
ts
wer
e
awa
r
e
o
f
th
e
d
if
f
er
en
ce
b
etwe
en
B
L
a
n
d
tr
ad
itio
n
a
l
in
class
d
eliv
er
y
m
eth
o
d
.
Fe
w
an
s
wer
s
th
at
r
ec
o
r
d
ed
m
o
s
tly
r
ef
lect
in
ter
m
s
o
f
f
lex
i
b
ilit
y
to
lear
n
with
o
u
t
b
ein
g
p
h
y
s
ically
in
class
.
T
h
e
an
s
wer
s
ar
e
g
iv
en
b
el
o
w:
Ass
im
ila
t
o
r
1
:
“N
o
n
ee
d
to
w
a
lk
to
cla
s
s
”.
Ass
im
ila
t
o
r
2
:
“Do
n
’
t
h
a
ve
t
o
g
o
to
cla
s
s
”.
Co
nv
er
g
ent
:
“L
ess
en
erg
y
u
s
ed
in
d
r
ivin
g
to
cla
s
s
a
n
d
b
e
in
g
a
b
le
to
ta
ke
yo
u
r
time
th
i
n
kin
g
a
n
d
s
o
lvin
g
th
e
q
u
esti
o
n
”.
Div
er
g
ent
:
“Do
n
’
t h
a
ve
to
tr
a
ve
l to
ca
mp
u
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
S
tu
d
en
ts
’
lea
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tyle
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n
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in
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201
B
ased
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19
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3
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38
]
.
As
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[
1
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]
.
4.
CO
NCLU
SI
O
N
I
n
th
is
s
tu
d
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th
e
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tu
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Acc
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Ass
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ter
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h
e
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s
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ea
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s
co
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ain
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r
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s
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co
n
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d
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itiv
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p
tio
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th
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lts
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alid
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m
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h
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p
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C
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k
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est f
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Acc
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m
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Div
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g
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n
t a
n
d
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im
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in
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ts
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in
ter
m
s
o
f
th
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lear
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ty
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s
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wev
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,
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ter
ex
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u
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e
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y
an
aly
s
is
o
f
v
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ian
ce
(
o
n
e
-
way
ANOV
A)
,
n
o
s
ig
n
if
ican
t
d
if
f
e
r
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ce
was
f
o
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etwe
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ts
'
lear
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s
ty
le
an
d
th
ei
r
s
co
r
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f
o
r
B
L
at
least
in
th
is
d
ip
lo
m
a
in
I
T
p
r
o
g
r
am
m
e
.
T
h
e
s
tu
d
en
t'
s
an
s
wer
g
iv
en
to
th
e
o
p
en
-
en
d
ed
q
u
esti
o
n
s
also
alig
n
s
with
th
i
s
f
in
d
in
g
w
h
ich
is
g
en
er
ally
p
o
s
itiv
e
ab
o
u
t BL
r
e
g
a
r
d
less
wh
ich
lear
n
in
g
s
ty
le
th
ey
ar
e
b
elo
n
g
s
to
.
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
n
s
.
T
h
e
r
esp
o
n
d
en
ts
wer
e
o
n
ly
f
o
cu
s
ed
o
n
Dip
l
o
m
a
in
I
T
s
tu
d
en
ts
.
Fu
tu
r
e
s
tu
d
ies
co
u
ld
g
ath
er
d
ata
f
r
o
m
d
if
f
e
r
en
t
co
u
r
s
e
as
to
v
alid
ate
th
e
o
u
tco
m
e
o
f
t
h
is
s
tu
d
y
.
An
o
th
er
lim
itatio
n
is
th
at
th
is
r
esear
ch
u
s
ed
s
elf
-
r
ep
o
r
ted
s
u
r
v
ey
f
o
r
m
,
th
u
s
,
n
atu
r
ally
it
d
ep
e
n
d
s
o
n
th
e
ac
cu
r
ac
y
o
f
th
e
an
s
wer
s
g
iv
en
b
y
r
esp
o
n
d
en
ts
.
Alth
o
u
g
h
th
e
f
in
d
in
g
s
ar
e
v
alid
,
r
esu
lts
s
h
o
u
ld
n
o
t
b
e
g
en
er
alize
d
to
o
th
er
h
ig
h
er
lear
n
in
g
i
n
s
titu
tio
n
s
.
RE
F
E
R
E
NC
E
S
[1
]
M
in
istr
y
o
f
Ed
u
c
a
ti
o
n
,
M
a
l
a
y
sia
n
Ed
u
c
a
ti
o
n
B
lu
e
p
ri
n
t
2
0
1
3
-
2
0
2
5
.
M
in
istr
y
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
2
0
1
2
.
[2
]
C.
C.
Wai
a
n
d
E.
L.
K.
S
e
n
g
,
“
E
x
p
lo
ri
n
g
t
h
e
e
ffe
c
ti
v
e
n
e
ss
a
n
d
e
fficie
n
c
y
o
f
b
len
d
e
d
lea
rn
in
g
to
o
ls
in
a
sc
h
o
o
l
o
f
b
u
sin
e
ss
,
”
Pro
c
e
d
ia
-
so
c
i
a
l
a
n
d
b
e
h
a
v
io
ra
l
sc
ien
c
e
s
,
v
o
l.
1
2
3
,
p
p
.
4
7
0
-
4
7
6
,
2
0
1
4
.
[3
]
Az
iza
n
,
F
.
Z.
,
“
Blen
d
e
d
lea
rn
i
n
g
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
i
n
stit
u
ti
o
n
i
n
M
a
lay
sia
,
”
I
n
Pro
c
e
e
d
i
n
g
s
o
f
re
g
i
o
n
a
l
c
o
n
fer
e
n
c
e
o
n
k
n
o
wle
d
g
e
i
n
teg
ra
t
io
n
in
IC
T
,
v
o
l.
1
0
,
p
p
.
4
5
4
-
4
6
6
,
2
0
1
0
.
[4
]
L.
D.
G
e
o
rg
e
‐W
a
lk
e
r
a
n
d
M
.
Ke
e
ffe
,
“
S
e
lf‐d
e
term
in
e
d
b
len
d
e
d
lea
rn
in
g
:
a
c
a
se
stu
d
y
o
f
b
len
d
e
d
le
a
rn
in
g
d
e
sig
n
,
”
Hig
h
e
r E
d
u
c
a
ti
o
n
Res
e
a
rc
h
&
De
v
e
lo
p
me
n
t
,
v
o
l
.
2
9
n
o
.
1
,
p
p
.
1
-
1
3
,
2
0
1
0
.
[5
]
I.
Clark
a
n
d
P
.
Ja
m
e
s,
“
Blen
d
e
d
lea
rn
in
g
:
A
n
a
p
p
r
o
a
c
h
to
d
e
li
v
e
r
in
g
sc
ien
c
e
c
o
u
rse
s
o
n
-
li
n
e
,
”
In
Pro
c
e
e
d
in
g
s
o
f
T
h
e
A
u
stra
li
a
n
Co
n
fer
e
n
c
e
o
n
S
c
ien
c
e
a
n
d
M
a
th
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
(f
o
rm
e
rly
Un
iS
e
rv
e
S
c
ien
c
e
Co
n
fer
e
n
c
e
)
v
o
l.
1
1
,
Oc
t
2
0
1
2
.
[6
]
Leid
n
e
r,
D.
E
.
,
&
Ja
rv
e
n
p
a
a
,
S
.
L
.
,
T
h
e
u
se
o
f
i
n
fo
rm
a
ti
o
n
tec
h
n
o
l
o
g
y
to
e
n
h
a
n
c
e
ma
n
a
g
e
me
n
t
sc
h
o
o
l
e
d
u
c
a
ti
o
n
:
A
th
e
o
re
ti
c
a
l
v
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p
p
.
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1
9
9
5
.
[7
]
S
in
g
h
,
H.,
&
Re
e
d
,
C.
,
“
A
wh
it
e
p
a
p
e
r:
Ac
h
iev
i
n
g
s
u
c
c
e
ss
with
b
len
d
e
d
lea
rn
i
n
g
,
”
Ce
n
tra
s
o
ftwa
re
,
v
o
l
.
1
,
p
p
.
1
-
1
1
,
2
0
0
1
.
[8
]
S
in
g
h
,
H.,
“
Bu
il
d
i
n
g
e
ffe
c
ti
v
e
b
le
n
d
e
d
lea
rn
i
n
g
p
r
o
g
ra
m
s,”
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
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o
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y
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S
a
d
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l
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k
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h
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n
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g
lew
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s NJ
,
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l.
4
3
,
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o
.
6
,
p
p
.
5
1
-
5
4
,
2
0
0
3
.
[9
]
G
a
rriso
n
,
D.
R.
,
&
Ka
n
u
k
a
,
H.,
“
Blen
d
e
d
lea
rn
i
n
g
:
Un
c
o
v
e
rin
g
i
ts
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sfo
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a
ti
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o
ten
ti
a
l
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h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
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h
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in
ter
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t
a
n
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h
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g
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ti
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n
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l.
7
,
n
o
.
2
,
p
p
.
9
5
-
1
0
5
,
2
0
0
4
.
[1
0
]
Ca
rro
ll
,
B.
,
&
Hs
u
,
L.
,
“
G
o
in
g
h
y
b
rid
:
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li
n
e
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o
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o
m
p
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e
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ts
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re
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se
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a
m
p
u
s
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o
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rse
s,”
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li
n
e
Cl
a
ss
ro
o
m
,
p
p
.
4
-
7
,
2
0
0
3
.
[1
1
]
Yo
u
n
g
,
J.
R.
,
”
Hy
b
ri
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'
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o
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li
n
e
i
n
stru
c
ti
o
n
,
”
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ro
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2
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0
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.
[1
2
]
Ko
lb
,
D.
A.
,
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:
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lea
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me
n
t,
U
p
p
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r
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a
d
d
le
Ri
v
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r
,
P
re
n
ti
c
e
Ha
ll
:
N.
J,
1
9
8
4
.
[1
3
]
F
e
d
e
rico
,
P
.
,
“
Lea
rn
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n
g
sty
les
a
n
d
st
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d
e
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t
a
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d
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ts
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f
n
e
two
r
k
-
b
a
se
d
i
n
stru
c
ti
o
n
,
”
Co
mp
u
ter
s i
n
Hu
m
a
n
Beh
a
v
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o
r
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v
o
l.
1
6
,
p
p
.
3
5
9
-
3
7
9
,
2
0
0
0
.
[1
4
]
S
m
it
h
,
P
.
,
&
Da
lt
o
n
,
J.,
Ge
tt
i
n
g
t
o
Gr
ip
s
wit
h
L
e
a
rn
i
n
g
S
tyle
s
.
Na
ti
o
n
a
l
Ce
n
tre
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o
r
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ti
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n
a
l
Ed
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ti
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n
Re
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.
P
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8
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8
8
,
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tatio
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Arc
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e
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A 5
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A
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a
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0
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5
.
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202
[1
5
]
Ke
e
fe
,
J.
W.
,
L
e
a
rn
in
g
S
tyle
T
h
e
o
ry
a
n
d
Pra
c
ti
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e
.
Na
ti
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l
As
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o
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ry
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r
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sto
n
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VA
2
2
0
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1
,
1
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8
7
.
[1
6
]
F
e
ld
e
r,
R.
M
.
,
&
S
il
v
e
rm
a
n
,
L.
K.,
“
Lea
rn
in
g
a
n
d
tea
c
h
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n
g
sty
les
i
n
e
n
g
i
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g
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d
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ti
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n
,
”
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n
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8
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o
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7
,
p
p
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6
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4
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6
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1
,
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9
8
8
.
[1
7
]
S
h
a
h
,
K
.
,
Ah
m
e
d
,
J.,
S
h
e
n
o
y
,
N.,
&
S
ri
k
a
n
t
,
N.
,
“
Ho
w
d
if
fe
re
n
t
a
re
stu
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e
n
ts
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n
d
t
h
e
ir
l
e
a
rn
in
g
sty
les
?
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
M
e
d
ica
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c
ien
c
e
s
,
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l.
1
,
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o
.
3
,
p
p
.
2
1
2
-
2
1
5
,
2
0
1
7
.
[1
8
]
A.H.
M
a
a
ro
p
a
n
d
M
.
A.
Emb
i
,
“
Im
p
lem
e
n
tatio
n
o
f
b
len
d
e
d
lea
rn
in
g
i
n
h
ig
h
e
r
lea
rn
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g
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n
stit
u
ti
o
n
s:
A
re
v
iew
o
f
li
tera
tu
re
,
”
In
ter
n
a
ti
o
n
a
l
E
d
u
c
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t
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o
n
S
tu
d
ies
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
4
1
,
2
0
1
6
.
[1
9
]
G
o
o
d
rid
g
e
,
W.
H.,
Law
a
n
to
,
O.,
&
S
a
n
to
so
,
H.
B.
,
“
A
lea
rn
i
n
g
st
y
le
c
o
m
p
a
riso
n
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e
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sy
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ro
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o
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li
n
e
a
n
d
fa
c
e
-
to
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e
e
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g
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g
g
ra
p
h
ics
in
stru
c
ti
o
n
,
”
I
n
ter
n
a
ti
o
n
a
l
Ed
u
c
a
t
io
n
S
t
u
d
ies
,
v
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l
.
1
0
,
n
o
.
2
,
p
p
.
1
-
1
4
,
2
0
1
7
.
[2
0
]
Ch
e
n
g
,
G
.
,
&
C
h
a
u
,
J.,
“
E
x
p
l
o
rin
g
t
h
e
re
lati
o
n
sh
ip
s
b
e
twe
e
n
lea
rn
in
g
st
y
les
,
o
n
li
n
e
p
a
rti
c
ip
a
ti
o
n
,
lea
rn
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n
g
a
c
h
iev
e
m
e
n
t
a
n
d
c
o
u
rse
sa
ti
sfa
c
ti
o
n
:
An
e
m
p
iri
c
a
l
st
u
d
y
o
f
a
b
le
n
d
e
d
lea
rn
i
n
g
c
o
u
rse
,
”
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ish
J
o
u
rn
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l
o
f
Ed
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c
a
ti
o
n
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l
T
e
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h
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y
,
v
o
l
.
4
7
,
n
o
.
2
,
p
p
.
2
5
7
-
2
7
8
,
2
0
1
6
.
[2
1
]
Va
silev
a
-
S
to
jan
o
v
sk
a
,
T.
,
M
a
li
n
o
v
sk
i
,
T
.
,
Va
silev
a
,
M
.
,
Jo
v
e
v
sk
i,
D.,
&
Trajk
o
v
i
k
,
V.,
“
Im
p
a
c
t
o
f
sa
ti
sfa
c
ti
o
n
,
p
e
rso
n
a
li
t
y
a
n
d
lea
rn
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n
g
sty
le
o
n
e
d
u
c
a
ti
o
n
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l
o
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tco
m
e
s
i
n
a
b
len
d
e
d
lea
rn
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n
g
e
n
v
i
ro
n
m
e
n
t,
”
L
e
a
rn
i
n
g
a
n
d
In
d
ivi
d
u
a
l
Diff
e
re
n
c
e
s
,
v
o
l.
3
8
,
p
p
.
1
2
7
-
1
3
5
,
2
0
1
5
.
[2
2
]
Wen
g
,
e
t
a
l
.
,
“
T
h
e
in
f
lu
e
n
c
e
o
f
lea
rn
in
g
st
y
le
o
n
lea
rn
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n
g
a
tt
i
tu
d
e
with
m
u
lt
ime
d
ia
tea
c
h
in
g
m
a
teria
ls,”
Eu
ra
sia
J
o
u
rn
a
l
o
f
M
a
th
e
m
a
ti
c
s,
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
E
d
u
c
a
ti
o
n
,
v
o
l
.
1
5
,
n
o
.
1
,
2
0
1
8
.
[2
3
]
F
lem
in
g
,
N
.
D.,
T
e
a
c
h
i
n
g
a
n
d
le
a
rn
in
g
sty
les
:
VA
RK
stra
teg
ies
,
IG
I
G
lo
b
a
l,
2
0
0
1
.
[2
4
]
Öz
y
u
rt,
Ö.,
&
Öz
y
u
rt,
H.,
“
Lea
rn
in
g
sty
le
b
a
se
d
in
d
i
v
id
u
a
li
z
e
d
a
d
a
p
ti
v
e
e
-
lea
rn
i
n
g
e
n
v
ir
o
n
m
e
n
ts:
Co
n
ten
t
a
n
a
l
y
sis
o
f
th
e
a
rti
c
les
p
u
b
li
sh
e
d
fro
m
2
0
0
5
to
2
0
1
4
,
”
Co
mp
u
ter
s in
Hu
ma
n
Beh
a
v
io
r
,
v
o
l.
5
2
,
p
p
.
3
4
9
-
3
5
8
,
2
0
1
5
.
[2
5
]
M
a
n
o
c
h
e
h
r
i,
N.
N.
,
&
Yo
u
n
g
,
J.
I.
,
“
Th
e
imp
a
c
t
o
f
stu
d
e
n
t
lea
rn
i
n
g
st
y
les
with
we
b
-
b
a
se
d
lea
rn
in
g
o
r
i
n
stru
c
t
o
r
-
b
a
se
d
lea
rn
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g
o
n
st
u
d
e
n
t
k
n
o
wl
e
d
g
e
a
n
d
sa
ti
sfa
c
ti
o
n
,
”
Q
u
a
rte
rl
y
Rev
iew
o
f
Dista
n
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
7
,
n
o
.
3
,
p
.
3
1
3
,
2
0
0
6
.
[2
6
]
Ak
k
o
y
u
n
lu
,
B.
,
&
Yilma
z
-
S
o
y
l
u
,
M
.
,
“
A
stu
d
y
o
f
stu
d
e
n
t'
s
p
e
rc
e
p
ti
o
n
s
in
a
b
len
d
e
d
lea
rn
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g
e
n
v
ir
o
n
m
e
n
t
b
a
se
d
o
n
d
iffere
n
t
lea
rn
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n
g
sty
les
,
”
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
&
S
o
c
iety
,
v
o
l.
1
1
,
n
o
.
1
,
p
p
.
1
8
3
-
1
9
3
,
2
0
0
8
.
[2
7
]
S
a
h
a
sra
b
u
d
h
e
,
V.
,
&
Ka
n
u
n
g
o
,
S
.
,
“
Ap
p
r
o
p
riate
m
e
d
ia
c
h
o
ice
fo
r
e
-
lea
rn
in
g
e
ffe
c
ti
v
e
n
e
ss
:
Ro
l
e
o
f
le
a
rn
in
g
d
o
m
a
in
a
n
d
lea
rn
i
n
g
st
y
le,”
Co
m
p
u
ter
s &
Ed
u
c
a
ti
o
n
,
v
o
l.
7
6
,
p
p
.
2
3
7
-
2
4
9
,
2
0
1
4
.
[2
8
]
P
a
ti
l,
R.
,
Bro
w
n
,
M
.
,
Ib
ra
h
im,
M
.
,
Ca
ll
a
wa
y
,
R
.
,
&
Ha
m
id
i,
R.
,
“
Th
e
e
ffe
c
ts
o
f
t
h
e
u
se
o
f
in
tern
e
t
a
n
d
p
h
o
n
e
o
n
stu
d
e
n
ts’
p
e
rfo
rm
a
n
c
e
a
c
ro
ss
d
if
fe
re
n
t
d
isc
ip
li
n
e
s,
”
In
E
-
L
e
a
rn
:
W
o
rld
Co
n
fer
e
n
c
e
o
n
E
-
L
e
a
rn
i
n
g
in
C
o
rp
o
ra
te,
Go
v
e
rn
me
n
t,
He
a
l
th
c
a
re
,
a
n
d
Hi
g
h
e
r
E
d
u
c
a
ti
o
n
,
p
p
.
6
4
2
-
6
5
0
,
As
so
c
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n
fo
r
t
h
e
A
d
v
a
n
c
e
m
e
n
t
o
f
Co
m
p
u
ti
n
g
in
Ed
u
c
a
ti
o
n
(AA
CE),
Oc
t
2
0
1
8
.
[2
9
]
Diwa
k
a
r,
S
.
,
Ra
d
h
a
m
a
n
i,
R
.
,
Niz
a
r,
N.,
K
u
m
a
r,
D.,
Na
ir,
B.
,
&
Ac
h
u
t
h
a
n
,
K.,
“
Us
in
g
Lea
rn
i
n
g
Th
e
o
ry
fo
r
As
se
ss
in
g
Eff
e
c
ti
v
e
n
e
ss
o
f
La
b
o
ra
to
r
y
E
d
u
c
a
ti
o
n
De
li
v
e
re
d
v
ia
a
Web
-
Ba
se
d
P
latf
o
rm
,
”
In
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
Rem
o
te E
n
g
i
n
e
e
rin
g
a
n
d
Vi
rt
u
a
l
In
str
u
me
n
ta
t
io
n
,
p
p
.
6
3
9
-
6
4
8
,
S
p
ri
n
g
e
r,
Ch
a
m
,
M
a
r
2
0
1
8
.
[3
0
]
Uğ
u
r,
B.
,
Ak
k
o
y
u
n
lu
,
B
.
,
&
Ku
r
b
a
n
o
ğ
lu
,
S
.
,
“
S
tu
d
e
n
ts’
o
p
i
n
io
n
s
o
n
b
len
d
e
d
lea
rn
in
g
a
n
d
it
s
im
p
lem
e
n
tatio
n
i
n
term
s o
f
th
e
ir
lea
rn
i
n
g
sty
les
,
”
E
d
u
c
a
ti
o
n
a
n
d
I
n
fo
rm
a
t
io
n
T
e
c
h
n
o
l
o
g
ies
,
v
o
l
.
1
6
,
n
o
.
1
,
p
p
.
5
-
2
3
,
2
0
1
1
.
[3
1
]
Altu
n
,
H.,
“
In
v
e
stig
a
ti
o
n
o
f
h
ig
h
sc
h
o
o
l
stu
d
e
n
ts’
g
e
o
m
e
try
c
o
u
rse
a
c
h
iev
e
m
e
n
t
a
c
c
o
r
d
in
g
to
t
h
e
ir
l
e
a
rn
in
g
sty
les
,
”
Hig
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
1
,
2
0
1
9
.
[3
2
]
Kü
ç
ü
k
,
M
.
,
G
e
n
ç
‐Ku
m
tep
e
,
E.
,
&
Taş
c
ı,
D.,
“
S
u
p
p
o
r
t
se
rv
ice
s
a
n
d
lea
rn
in
g
sty
les
in
fl
u
e
n
c
i
n
g
i
n
tera
c
ti
o
n
in
a
sy
n
c
h
ro
n
o
u
s o
n
li
n
e
d
isc
u
ss
i
o
n
s,
”
Ed
u
c
a
ti
o
n
a
l
M
e
d
i
a
I
n
ter
n
a
ti
o
n
a
l
,
v
o
l.
4
7
,
n
o
.
1
,
p
p
.
3
9
-
5
6
,
2
0
1
0
.
[3
3
]
Ça
k
ıro
ğ
lu
,
Ü.,
“
An
a
l
y
z
in
g
th
e
e
ffe
c
t
o
f
lea
rn
in
g
st
y
les
a
n
d
stu
d
y
h
a
b
it
s
o
f
d
istan
c
e
lea
rn
e
rs
o
n
lea
rn
i
n
g
p
e
rfo
rm
a
n
c
e
s:
A
c
a
se
o
f
a
n
in
tro
d
u
c
to
r
y
p
r
o
g
ra
m
m
in
g
c
o
u
rse
,
”
T
h
e
In
ter
n
a
t
io
n
a
l
Rev
iew
o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
in
g
,
v
o
l.
1
5
,
n
o
.
4
,
2
0
1
4
.
[3
4
]
P
a
rk
in
so
n
,
D.,
G
re
e
n
e
,
W.
,
Kim
,
Y.,
&
M
a
rio
n
i,
J.,
“
Eme
rg
i
n
g
t
h
e
m
e
s
o
f
stu
d
e
n
t
sa
ti
sfa
c
ti
o
n
in
a
tr
a
d
it
io
n
a
l
c
o
u
rse
a
n
d
a
b
len
d
e
d
d
ista
n
c
e
c
o
u
rse
,
”
T
e
c
h
T
re
n
d
s
,
v
o
l.
4
7
,
n
o
.
4
,
p
p
.
2
2
-
2
8
,
2
0
0
3
.
[3
5
]
Ka
y
e
s,
D.
C.
,
“
In
tern
a
l
v
a
li
d
i
ty
a
n
d
re
li
a
b
il
it
y
o
f
Ko
l
b
’s
lea
rn
i
n
g
sty
le
i
n
v
e
n
to
r
y
v
e
rsio
n
3
(
1
9
9
9
),
”
J
o
u
r
n
a
l
o
f
Bu
sin
e
ss
a
n
d
Psy
c
h
o
l
o
g
y
,
v
o
l
.
2
0
,
n
o
.
2
,
p
p
.
2
4
9
-
2
5
7
,
2
0
0
5
.
[3
6
]
Weirstra
,
R.
F
.
A.
,
&
De
Jo
n
g
,
J.
A.,
“
A
sc
a
li
n
g
th
e
o
re
ti
c
a
l
e
v
a
lu
a
ti
o
n
o
f
Ko
l
b
’s
lea
rn
i
n
g
sty
le
in
v
e
n
to
ry
-
2
.
In
M
.
Va
lck
e
&
D.
G
o
m
b
e
ir
(Ed
s.),
L
e
a
rn
in
g
sty
les
:
re
li
a
b
il
it
y
a
n
d
v
a
l
i
d
it
y
(p
p
.
4
3
1
-
4
4
0
)
,
”
Pro
c
e
e
d
in
g
s
o
f
th
e
se
v
e
n
th
a
n
n
u
a
l
E
u
ro
p
e
a
n
le
a
rn
i
n
g
sty
les
i
n
fo
rm
a
t
io
n
n
e
tw
o
rk
,
G
h
e
n
t,
Be
lg
i
u
m
:
Un
i
v
e
rsity
o
f
G
h
e
n
t,
2
6
-
2
8
J
u
n
2
0
0
2
.
[3
7
]
S
h
a
n
tak
u
m
a
r
i,
N.
,
&
S
a
ji
th
,
P
.
,
“
Blen
d
e
d
lea
rn
in
g
:
Th
e
st
u
d
e
n
t
v
i
e
wp
o
in
t
,
”
A
n
n
a
ls
o
f
me
d
ic
a
l
a
n
d
h
e
a
lt
h
sc
ien
c
e
s
re
se
a
rc
h
,
v
o
l.
5
,
n
o
.
5
,
p
p
.
3
2
3
-
3
2
8
,
2
0
1
5
.
[3
8
]
Ba
y
k
a
n
,
Z.
,
&
Na
ç
a
r,
M
.
,
“
Lea
rn
in
g
sty
les
o
f
first
-
y
e
a
r
m
e
d
ica
l
st
u
d
e
n
ts
a
tt
e
n
d
in
g
Erci
y
e
s
Un
i
v
e
rsity
in
Ka
y
se
ri
,
Tu
rk
e
y
,
”
Ad
v
a
n
c
e
s in
p
h
y
si
o
lo
g
y
e
d
u
c
a
ti
o
n
,
v
o
l.
3
1
,
n
o
.
2
,
p
p
.
1
5
8
-
1
6
0
,
2
0
0
7
.
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