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er
al
p
o
ly
to
m
o
u
s
m
o
d
els th
at
ex
is
t.
E
ac
h
m
o
d
el
illu
s
tr
ates th
e
ex
ten
t to
wh
ich
I
R
T
b
asic
p
h
ilo
s
o
p
h
y
f
o
r
n
o
n
-
b
in
ar
y
d
a
ta.
E
ac
h
p
o
ly
to
m
o
u
s
m
o
d
el
d
eter
m
in
es
th
e
b
eh
av
io
u
r
o
f
ca
n
d
id
ates
as
th
eir
laten
t
tr
ait
f
u
n
ctio
n
(
o
f
te
n
k
n
o
wn
as
ab
ilit
y
)
.
Or
d
er
ed
ca
te
g
o
r
y
p
o
ly
to
m
o
u
s
item
s
ar
e
it
em
s
in
wh
ich
th
e
r
esp
o
n
s
e
ca
teg
o
r
ies
h
av
e
a
cl
ea
r
r
an
k
ass
o
ciate
d
with
th
e
n
atu
r
e
o
f
th
e
s
tu
d
y
.
L
ik
er
t
s
ca
le
item
s
an
d
p
a
r
tial
cr
ed
it c
o
g
n
itiv
e
a
b
ilit
ies ar
e
ex
am
p
les o
f
p
o
ly
to
m
o
u
s
item
s
in
th
e
f
o
r
m
o
f
o
r
d
e
r
ed
ca
teg
o
r
ies.
I
n
liter
ac
y
,
s
u
ch
item
s
ar
e
also
k
n
o
wn
as
g
r
ad
ed
r
esp
o
n
s
es.
s
am
ejim
a’
s
g
r
ad
ed
r
atin
g
m
o
d
el
(
SGR
M)
an
d
g
en
er
alize
d
r
atin
g
s
ca
le
m
o
d
el
(
GR
SM)
ar
e
s
o
m
e
ex
am
p
les
o
f
g
r
ad
ed
r
esp
o
n
s
e
m
o
d
el
in
p
o
ly
to
m
o
u
s
I
R
T
m
o
d
el
[8
-
1
0
]
.
T
h
is
s
tu
d
y
aim
s
to
v
alid
ate
a
n
i
n
s
tr
u
m
en
t
wh
ich
m
ea
s
u
r
in
g
teac
h
in
g
,
lear
n
in
g
,
an
d
ass
ess
m
en
t
q
u
ality
o
f
Ma
lay
s
ian
E
C
C
E
u
s
in
g
p
o
ly
to
m
o
u
s
I
R
T
m
o
d
el.
Par
ticu
lar
ly
,
th
e
s
tu
d
y
o
b
jectiv
es
ar
e
to
ass
es
s
t
h
e
r
e
l
i
a
b
i
l
i
t
y
a
n
d
c
o
n
s
t
r
u
c
t
v
a
l
i
d
i
t
y
o
f
t
h
e
i
n
s
t
r
u
m
e
n
t
a
s
w
e
l
l
a
s
d
e
t
e
r
m
i
n
i
n
g
t
h
e
s
u
i
t
a
b
i
l
i
t
y
o
f
t
h
e
i
n
s
t
r
u
m
e
n
t
t
o
r
esp
o
n
d
e
n
ts
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
is
a
q
u
an
titativ
e
s
tu
d
y
with
a
s
u
r
v
ey
m
eth
o
d
.
I
t
ap
p
lies
th
e
I
R
T
p
o
ly
to
m
o
u
s
m
o
d
el
in
r
esp
o
n
d
in
g
to
r
esear
ch
q
u
esti
o
n
s
.
R
esp
o
n
d
en
ts
f
r
o
m
a
p
o
p
u
latio
n
o
f
all
E
C
C
E
teac
h
er
s
in
Ma
lay
s
ia
wer
e
s
am
p
led
r
an
d
o
m
ly
wh
ile
th
e
s
u
r
v
ey
is
co
n
d
u
cte
d
.
I
n
th
e
c
o
n
tex
t
o
f
I
R
T
,
a
s
am
p
le
wh
ic
h
clo
s
ely
r
esem
b
les
th
e
ac
tu
al
p
o
p
u
latio
n
in
ter
m
s
o
f
n
u
m
b
er
s
is
p
r
ef
er
r
ed
to
d
escr
ib
e
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
[
1
1
]
.
Ho
wev
er
,
th
e
s
tu
d
y
o
f
DeM
ar
s
[
1
2
]
s
tated
t
h
at
a
m
in
im
u
m
s
am
p
le
s
ize
o
f
3
0
0
is
r
eq
u
ir
ed
f
o
r
an
in
s
tr
u
m
en
t
ca
lib
r
atio
n
with
a
p
o
ly
to
m
o
u
s
I
R
T
m
o
d
el.
I
n
f
ac
t,
if
th
e
s
am
p
le
s
ize
was
s
m
all
o
r
less
th
an
3
0
0
,
th
e
s
tu
d
y
o
f
Gu
y
e
r
an
d
T
h
o
m
p
s
o
n
[
5
]
e
x
p
lain
ed
th
at
t
h
e
ch
i
-
s
q
u
ar
e
(
χ
2
)
f
it
s
tatis
tics
u
s
ed
in
a
p
o
ly
to
m
o
u
s
I
R
T
m
o
d
el
wo
u
ld
alwa
y
s
p
r
o
v
id
e
s
tatis
tically
in
s
ig
n
if
ic
an
t
p
v
al
u
es.
I
f
s
u
ch
a
th
in
g
h
ap
p
en
s
,
it
will
ce
r
tain
ly
p
r
o
v
id
e
a
m
ea
n
in
g
less
in
ter
p
r
etatio
n
o
f
t
h
e
an
al
y
s
is
r
esu
lts
[
1
3
,
1
4
]
.
T
h
e
s
am
p
le
s
ize
o
f
less
th
an
1
,
5
0
0
is
in
s
u
f
f
i
cien
tly
s
m
all
u
n
d
e
r
th
e
d
em
a
n
d
in
g
d
ata
c
o
n
d
itio
n
s
an
d
a
co
m
p
lex
late
n
t
m
ix
tu
r
e,
an
d
a
s
am
p
le
s
ize
o
f
2
,
5
0
0
s
ee
m
ed
to
b
e
ad
eq
u
ate.
A
f
u
r
th
er
in
c
r
ea
s
e
in
th
e
s
am
p
le
s
ize
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
ac
cu
r
a
cy
o
f
th
e
esti
m
ate,
esp
ec
ially
in
s
m
all
class
es.
T
h
er
ef
o
r
e
,
a
s
am
p
le
o
f
3
4
9
8
E
C
C
E
teac
h
er
s
in
th
is
s
tu
d
y
is
co
n
s
id
er
ed
ad
eq
u
ate
to
m
ak
e
a
g
en
er
al
izatio
n
o
f
th
e
p
o
p
u
latio
n
in
th
is
s
tu
d
y
.
2
.
1
.
I
ns
t
rum
ent
T
ea
ch
in
g
,
L
ea
r
n
in
g
,
an
d
Ass
e
s
s
m
en
t
Qu
ality
'
in
s
tr
u
m
en
t
is
p
ar
t
o
f
'
T
h
e
Qu
ality
o
f
Ma
lay
s
ian
E
ar
ly
C
h
ild
h
o
o
d
C
ar
e
a
n
d
E
d
u
ca
tio
n
'
in
s
tr
u
m
en
t
wh
ich
is
co
p
y
r
i
g
h
ted
b
y
Natio
n
al
C
h
ild
Dev
elo
p
m
en
t
R
esear
ch
C
en
tr
e
(
NC
DR
C
)
lo
ca
ted
in
Un
iv
er
s
iti
Pen
d
id
ik
an
Su
ltan
I
d
r
is
,
Ma
lay
s
ia.
I
t
co
n
s
is
tin
g
f
o
u
r
co
n
s
tr
u
cts
o
r
fa
cto
r
s
:
'C
h
ild
C
ar
e
Pro
v
id
er
’
s
/
T
ea
ch
er
’
s
R
o
les
An
d
I
n
ter
ac
tio
n
W
ith
C
h
ild
'
,
'
E
n
v
ir
o
n
m
en
t,
Facilities
An
d
R
eso
u
r
ce
s
'
,
'
T
ea
ch
in
g
Stra
teg
ies An
d
L
ea
r
n
in
g
Ma
n
ag
e
m
en
t
'
,
an
d
'
Ob
s
er
v
atio
n
An
d
Ass
es
s
m
en
t'
[
1
5
-
18]
.
T
h
is
in
s
tr
u
m
en
t
was
in
v
o
lv
ed
in
p
h
ases
s
u
ch
as
p
la
n
n
in
g
,
co
n
s
tr
u
ctio
n
,
test
in
g
,
a
n
d
v
ali
d
atio
n
,
as
s
u
g
g
ested
b
y
C
o
h
e
n
an
d
Swe
r
d
lik
[
1
9
]
.
So
m
e
ex
p
er
ts
wer
e
also
in
v
o
lv
ed
in
all
th
e
in
s
tr
u
m
en
t
d
ev
elo
p
m
en
t
p
h
ases
.
T
h
e
'
T
ea
ch
in
g
,
L
ea
r
n
i
n
g
,
a
n
d
Ass
ess
m
en
t
Qu
ality
'
i
n
s
tr
u
m
en
t
co
n
tain
s
6
8
item
s
wh
ich
r
esp
o
n
d
en
ts
wer
e
r
eq
u
ir
e
d
to
p
r
o
v
i
d
e
r
esp
o
n
s
es
b
ased
o
n
t
h
e
L
ik
er
t
s
ca
le
f
r
o
m
‘
1
’
=N
ev
e
r
,
‘
2
’
=Seld
o
m
,
‘
3
’
=So
m
etim
es,
an
d
‘
4
’
=
Of
ten
f
o
r
ea
ch
item
.
T
h
e
in
f
o
r
m
atio
n
p
er
tin
en
t to
c
o
n
s
tr
u
cts an
d
its
item
s
ar
e
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
C
o
n
s
tr
u
ct
a
n
d
item
s
a
s
s
es
s
ed
in
teac
h
in
g
,
lear
n
in
g
,
an
d
ass
ess
m
en
t q
u
ality
C
o
d
e
C
o
n
st
r
u
c
t
s
N
u
mb
e
r
o
f
i
t
e
ms
I
t
e
ms
1
C
h
i
l
d
c
a
r
e
p
r
o
v
i
d
e
r
’
s
/
T
e
a
c
h
e
r
’
s
r
o
l
e
s
a
n
d
i
n
t
e
r
a
c
t
i
o
n
w
i
t
h
c
h
i
l
d
25
I
t
e
m 7
6
t
o
I
t
e
m
1
0
0
2
En
v
i
r
o
n
m
e
n
t
,
f
a
c
i
l
i
t
i
e
s
a
n
d
r
e
so
u
r
c
e
s
16
I
t
e
m 1
0
1
t
o
I
t
e
m
1
1
6
3
Te
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s a
n
d
l
e
a
r
n
i
n
g
ma
n
a
g
e
me
n
t
18
I
t
e
m 1
1
7
t
o
I
t
e
m
1
3
4
4
O
b
serv
a
t
i
o
n
a
n
d
a
sse
ssm
e
n
t
9
I
t
e
m 1
3
5
t
o
I
t
e
m
1
4
3
To
t
a
l
68
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
V
a
lid
a
tin
g
th
e
tea
ch
in
g
,
lea
r
n
i
n
g
,
a
n
d
a
s
s
ess
men
t q
u
a
lity o
f
Ma
la
ysia
n
E
C
C
E
…
(
His
h
a
mu
d
d
in
A
h
ma
d
)
137
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Da
t
a
a
na
ly
s
is
B
ef
o
r
e
th
e
d
ata
wer
e
an
aly
ze
d
with
an
I
R
T
-
b
ased
s
o
f
twar
e
k
n
o
wn
as
Xca
lib
r
e,
two
ass
u
m
p
tio
n
s
h
ad
to
b
e
f
u
lf
illed
.
T
h
e
s
tu
d
y
o
f
His
h
am
u
d
d
in
an
d
E
s
h
ah
[
2
0
]
f
o
u
n
d
th
at
th
e
u
n
i
d
im
en
s
io
n
ality
an
d
lo
ca
l
in
d
ep
en
d
en
ce
ass
u
m
p
tio
n
s
s
h
o
u
ld
b
e
test
ed
b
ef
o
r
e
co
n
d
u
ctin
g
an
I
R
T
-
b
ased
a
n
aly
s
is
.
A
s
s
u
ch
,
th
e
ex
p
lo
r
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
E
FA)
was
u
til
ized
to
test
th
e
co
m
p
atib
ilit
y
o
f
u
n
id
im
e
n
s
io
n
al
s
tr
u
ctu
r
es
with
th
e
d
ata
an
d
s
u
b
s
eq
u
en
tly
test
in
g
t
h
e
lo
ca
l in
d
e
p
en
d
e
n
ce
o
f
item
s
.
Fro
m
Fig
u
r
e
1
,
th
e
f
ir
s
t e
ig
en
v
alu
e
was f
o
u
n
d
m
u
ch
g
r
ea
ter
th
an
th
e
o
th
er
eig
e
n
v
alu
es.
A
cc
o
r
d
in
g
t
o
R
u
s
cio
an
d
R
o
ch
e
[
2
1
]
,
s
teep
d
r
o
p
f
ac
to
r
s
o
r
‘
elb
o
w’
f
o
llo
wed
b
y
s
eq
u
e
n
ce
f
ac
to
r
s
is
to
b
e
in
s
p
ec
t
ed
.
T
h
e
y
s
u
g
g
est
th
at,
if
o
n
ly
th
er
e
was
a
d
r
o
p
o
r
d
o
m
in
an
t
‘
elb
o
w’
o
r
b
en
d
in
th
e
s
cr
ee
s
lo
p
es,
th
en
th
e
ass
u
m
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u
n
id
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en
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ality
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atis
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ied
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h
er
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o
r
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s
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g
g
ests
th
at
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n
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im
en
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io
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al
m
o
d
el
is
r
ea
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o
n
ab
le
f
o
r
th
is
s
tu
d
y
d
ata
wh
ich
in
lin
e
with
[
2
0
]
,
wh
o
s
u
g
g
ests
th
at
a
u
n
id
im
e
n
s
io
n
al
m
o
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is
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ea
s
o
n
ab
le
f
o
r
d
ata
if
th
e
f
ir
s
t
eig
en
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alu
e
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o
u
n
d
m
u
c
h
g
r
ea
ter
th
an
t
h
e
o
t
h
e
r
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i
g
e
n
v
a
l
u
e
s
.
T
h
e
r
e
s
u
l
t
s
o
f
Ham
b
leto
n
[
2
2
]
s
t
a
t
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d
t
h
a
t
,
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h
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n
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h
e
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t
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d
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i
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e
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h
e
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n
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en
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n
ality
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m
p
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o
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e
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t
tr
ait
m
ea
s
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r
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in
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d
y
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n
s
id
er
ed
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ea
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n
ab
le,
th
er
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o
r
e
th
e
ass
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m
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n
o
f
lo
ca
l i
n
d
ep
e
n
d
e
n
ce
is
also
ac
ce
p
ted
.
Fig
u
r
e
1
.
Data
s
cr
ee
p
l
o
t
T
h
e
Kaiser
-
Me
y
er
-
Olk
in
(
K
MO
)
test
(
T
ab
le
2
)
with
a
v
alu
e
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f
0
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9
8
in
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icate
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th
at
th
e
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am
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le
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u
f
f
icien
t
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o
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ly
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h
e
B
ar
tlet
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'
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te
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icity
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o
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8
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7
9
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0
.
5
9
,
p
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0
5
t
o
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en
tify
wh
eth
e
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c
o
r
r
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n
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am
o
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g
t
h
e
6
8
item
s
wer
e
d
if
f
er
en
t
to
ze
r
o
,
was
s
ig
n
if
ican
t.
T
h
ese
in
d
ices
s
u
g
g
ested
th
at
th
e
f
ac
to
r
an
aly
s
is
test
was
ap
p
r
o
p
r
iate
an
d
v
ali
d
to
b
e
c
o
n
d
u
cted
.
I
n
s
tr
u
m
en
t so
u
n
d
n
ess
was e
x
a
m
in
ed
u
s
in
g
p
r
in
cip
al
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o
m
p
o
n
en
ts
f
ac
to
r
an
aly
s
is
with
v
ar
im
ax
r
o
tatio
n
.
T
ab
le
2
.
Kaiser
-
Me
y
er
-
Olk
in
m
ea
s
u
r
e
an
d
B
ar
tlett'
s
tes
t
K
a
i
ser
-
M
e
y
e
r
-
O
l
k
i
n
m
e
a
s
u
r
e
o
f
s
a
mp
l
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n
g
a
d
e
q
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a
c
y
0
.
9
8
B
a
r
t
l
e
t
t
's
t
e
s
t
o
f
s
p
h
e
r
i
c
i
t
y
A
p
p
r
o
x
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C
h
i
-
sq
u
a
r
e
1
3
7
9
3
0
.
5
9
df
2
2
7
8
S
i
g
.
0
.
0
0
B
ef
o
r
e
th
e
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ata
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an
al
y
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ed
with
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I
R
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ased
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t
wo
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h
a
d
to
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e
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lf
illed
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T
h
e
s
tu
d
y
o
f
His
h
am
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d
d
in
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d
E
s
h
ah
[
2
0
]
f
o
u
n
d
th
at
th
e
u
n
i
d
i
m
en
s
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ality
an
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l
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ep
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n
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en
ce
ass
u
m
p
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n
s
s
h
o
u
ld
b
e
test
ed
b
ef
o
r
e
c
o
n
d
u
ctin
g
an
I
R
T
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b
ased
an
aly
s
is
.
As
s
u
ch
,
th
e
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
(
E
FA)
was
u
tili
s
ed
to
test
th
e
co
m
p
a
tib
ilit
y
o
f
u
n
id
im
en
s
io
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al
s
tr
u
ctu
r
es
with
th
e
d
ata
an
d
s
u
b
s
e
q
u
en
tly
test
in
g
th
e
lo
ca
l
in
d
ep
en
d
en
ce
o
f
item
s
.
As
s
u
ch
,
th
is
d
ata
an
aly
s
is
was
co
n
d
u
cted
b
ased
o
n
th
e
s
am
ejim
a’
s
g
r
ad
ed
r
atin
g
m
o
d
el
(
SGR
M)
p
o
ly
to
m
o
u
s
I
R
T
m
o
d
el
f
o
r
a
b
etter
f
i
t a
s
p
r
o
p
o
s
ed
b
y
[
6
,
2
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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3
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2
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ind
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2
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1
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lia
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e
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α
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7
is
f
r
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tly
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ef
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to
as
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e
‘
cu
t
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o
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f
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,
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m
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,
o
r
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g
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ex
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wev
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tu
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f
[
2
4
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f
o
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n
d
th
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e
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4
5
is
ca
teg
o
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ized
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‘
ac
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s
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f
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T
h
e
au
th
o
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s
o
f
Gr
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u
ijs
en
,
et
a
l.
[
2
5
]
in
th
eir
s
tu
d
y
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
in
ter
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ies
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er
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0
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7
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r
0
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6
.
Ho
wev
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is
s
tu
d
y
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o
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n
d
th
at
th
e
in
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tr
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m
en
t
r
eliab
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(
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9
6
6
)
is
v
er
y
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o
o
d
a
n
d
e
x
ce
ed
ed
t
h
e
m
in
im
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m
v
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wh
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was
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f
ten
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s
ed
as
th
e
r
ef
er
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ce
i
n
s
o
m
e
r
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r
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v
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ch
o
f
th
e
f
o
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co
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s
tr
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also
s
h
o
win
g
a
v
er
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o
o
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alp
h
a
v
alu
e
(
T
ab
le
3
)
w
h
ich
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th
at
th
e
r
eli
ab
ilit
y
o
f
ea
ch
co
n
s
tr
u
ct
is
ex
ce
llen
t.
T
ab
le
3
.
R
eliab
ilit
y
o
f
in
s
tr
u
m
en
t a
n
d
f
ac
t
o
r
s
Te
st
/
F
a
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s
N
o
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o
f
i
t
e
m
A
l
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F
u
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t
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0
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9
6
6
1
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9
5
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2
16
0
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8
5
4
3
18
0
.
9
4
5
4
9
0
.
8
7
7
3
.
2
.
2
.
I
ns
t
rum
ent
co
ns
t
ruct
v
a
lid
it
y
Valid
ity
an
d
r
eliab
ilit
y
ar
e
im
p
o
r
tan
t
attr
i
b
u
tes
f
o
r
th
e
q
u
ality
o
f
an
ass
ess
m
en
t.
T
h
e
s
tu
d
y
o
f
Kelley
[
2
6
]
s
tated
th
at
th
e
p
r
o
b
lem
o
f
v
alid
ity
c
o
n
ce
r
n
s
with
wh
eth
er
a
test
r
ea
lly
m
ea
s
u
r
es
wh
at
it
p
u
r
p
o
r
ts
t
o
m
ea
s
u
r
e.
Acc
o
r
d
in
g
t
o
Hair
,
et
a
l.
[
2
7
]
,
th
e
ac
ce
p
tab
le
t
o
tal
v
ar
ian
ce
e
x
p
lain
ed
in
f
a
cto
r
an
aly
s
is
f
o
r
a
co
n
s
tr
u
ct
to
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e
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alid
is
6
0
%.
Ho
wev
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th
e
s
o
cial
s
cien
ce
s
wh
er
e
in
f
o
r
m
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n
is
o
f
ten
less
p
r
ec
is
e,
it
i
s
n
o
t
u
n
co
m
m
o
n
to
co
n
s
id
er
a
s
o
lu
tio
n
th
at
ac
co
u
n
ts
f
o
r
6
0
%
o
f
th
e
to
tal
v
ar
i
an
ce
(
an
d
in
s
o
m
e
in
s
tan
ce
s
ev
en
less
)
as
to
s
at
is
f
ac
to
r
y
.
T
h
e
a
u
th
o
r
s
o
f
Ku
tlu
ca
,
et
a
l.
[
2
8
]
also
s
u
g
g
ested
th
at
th
e
v
ar
ia
n
ce
v
alu
e
b
etwe
en
4
0
%
an
d
6
0
%
is
s
u
f
f
icien
t
f
o
r
th
e
s
o
cial
s
cien
ce
s
.
B
ased
o
n
th
e
E
FA
r
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lt
o
f
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is
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tu
d
y
,
th
e
an
aly
s
is
o
u
tp
u
t
s
h
o
w
ed
th
at
th
e
in
s
tr
u
m
en
t
co
n
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tr
u
cts
co
n
tr
ib
u
ted
5
8
.
1
7
%
o
f
th
e
to
tal
v
ar
ian
ce
ex
p
lain
ed
.
T
h
is
in
d
icate
d
th
at
th
e
co
n
s
tr
u
cts
in
th
e
s
tu
d
y
h
a
d
s
u
f
f
icien
t
c
o
n
s
tr
u
ct
v
alid
ity
.
As
s
u
ch
,
it
co
u
l
d
b
e
s
tated
th
at
th
e
in
s
tr
u
m
e
n
t
u
s
ed
in
th
is
s
tu
d
y
h
a
d
f
air
ly
m
ea
s
u
r
ed
wh
at
it wa
s
s
u
p
p
o
s
ed
to
m
ea
s
u
r
e.
3
.
2
.
3
.
T
o
t
a
l inf
o
r
m
a
t
io
n f
un
c
t
io
n
T
h
e
test
in
f
o
r
m
atio
n
f
u
n
ctio
n
(
T
I
F)
is
a
u
s
ef
u
l
f
ea
tu
r
e
o
f
item
r
esp
o
n
s
e
th
eo
r
y
.
I
t
b
asically
tells
u
s
h
o
w
well
th
e
test
is
d
o
in
g
in
esti
m
atin
g
ab
ilit
y
o
v
er
th
e
wh
o
le
r
an
g
e
o
f
a
b
ilit
y
s
co
r
es.
T
h
e
T
I
F
is
a
g
r
ap
h
ical
r
ep
r
esen
tatio
n
o
f
h
o
w
m
u
ch
in
f
o
r
m
atio
n
th
e
test
is
p
r
o
v
id
in
g
at
ea
ch
lev
el
o
f
th
eta
[
5
]
.
Acc
o
r
d
in
g
to
His
h
am
u
d
d
in
,
et
a
l.
[
2
9
]
,
I
R
T
b
eg
in
s
with
th
e
f
ac
t
th
at
in
d
iv
id
u
al
r
esp
o
n
s
es
to
item
s
o
r
s
p
ec
if
ic
q
u
esti
o
n
s
ar
e
d
eter
m
in
ed
b
y
t
h
e
ex
a
m
in
ee
s
'
m
en
tal
n
atu
r
e
o
f
u
n
o
b
s
er
v
a
b
le
o
r
laten
t
tr
aits
.
I
n
item
r
esp
o
n
s
e
th
eo
r
y
,
th
e
in
ter
est
is
in
es
tim
atin
g
th
e
v
alu
e
o
f
th
e
ab
ilit
y
p
a
r
am
ete
r
f
o
r
an
ex
a
m
in
atio
n
.
T
h
e
a
b
ilit
y
p
ar
am
eter
is
d
en
o
ted
b
y
θ
[
3
0
]
.
I
R
T
allo
w
s
th
e
laten
t
p
r
o
p
er
ties
m
ea
s
u
r
e
d
o
n
a
s
ca
le
o
f
th
eta
(
θ)
wh
i
ch
h
as
a
ze
r
o
ce
n
ter
p
o
in
t
in
th
e
r
an
g
e
f
r
o
m
n
eg
at
iv
e
in
f
in
ity
to
p
o
s
itiv
e
in
f
in
ity
.
Ho
wev
er
,
th
e
g
r
a
p
h
s
o
f
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aly
s
is
r
esu
lt
s
with
s
o
f
twar
e
b
ased
o
n
t
h
e
I
R
T
m
o
d
el,
Xca
lib
r
e
s
h
o
ws a
r
an
g
e
o
f
θ
s
ca
le
f
r
o
m
-
4
to
4
[
5
]
.
Sin
ce
a
test
ca
n
b
e
u
s
ed
to
es
tim
ate
th
e
ab
ilit
y
o
f
all
o
r
ea
c
h
ex
am
in
ee
,
th
e
am
o
u
n
t
o
f
in
f
o
r
m
atio
n
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ield
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b
y
th
e
test
at
an
y
ab
ili
ty
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el
ca
n
also
b
e
o
b
tain
ed
[
3
0
]
.
As
s
tated
b
y
B
ak
er
[
3
0
]
,
a
test
o
r
in
s
tr
u
m
en
t
is
a
s
et
o
f
item
s
.
T
h
er
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o
r
e
,
th
e
test
in
f
o
r
m
atio
n
at
a
g
iv
en
ab
ilit
y
lev
el
is
s
im
p
ly
th
e
s
u
m
o
f
th
e
item
in
f
o
r
m
atio
n
at
th
at
le
v
el.
Ov
er
all
m
ax
im
u
m
t
o
tal
in
f
o
r
m
atio
n
f
o
r
f
u
ll
test
o
r
in
s
tr
u
m
e
n
t
u
s
ed
in
th
is
s
tu
d
y
was
1
0
1
.
3
6
2
at
th
e
ta
=
-
2
.
8
0
0
(
T
a
b
le
4
)
.
T
h
is
m
ea
n
s
th
e
in
s
tr
u
m
e
n
t is f
u
n
ctio
n
in
g
v
er
y
well
wh
en
i
t is ad
m
in
is
ter
ed
to
th
e
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h
er
s
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th
an
av
er
ag
e
o
n
th
eir
p
er
ce
p
tio
n
s
f
o
r
'
teac
h
in
g
,
lear
n
in
g
,
an
d
ass
ess
m
en
t
q
u
ality
in
E
C
C
E
'
(
Fig
u
r
e
2
)
.
B
u
t,
if
th
is
in
s
tr
u
m
en
t
is
ad
m
in
is
ter
ed
to
teac
h
er
s
with
b
etter
p
er
ce
p
tio
n
s
,
th
e
T
I
F
will
b
e
lo
wer
.
I
n
o
th
e
r
wo
r
d
s
,
teac
h
e
r
s
'
p
er
ce
p
tio
n
s
o
f
th
e
q
u
ality
o
f
teac
h
in
g
,
lea
r
n
in
g
,
an
d
ass
ess
m
en
t
q
u
ality
i
n
ea
r
ly
ch
ild
h
o
o
d
ca
r
e
an
d
ed
u
c
atio
n
ar
e
less
th
an
av
er
a
g
e
f
o
r
th
is
s
tu
d
y
.
T
ab
le
4
.
T
o
tal
in
f
o
r
m
atio
n
f
u
n
ctio
n
an
d
t
h
eta
Te
st
/
C
o
n
st
r
u
c
t
TI
F
Th
e
t
a
(
θ)
Le
v
e
l
F
u
l
l
t
e
st
1
0
1
.
3
6
-
2
.
8
0
1
4
5
.
6
2
-
3
.
0
0
2
1
8
.
3
0
-
2
.
7
0
3
3
1
.
0
3
-
2
.
6
5
4
7
.
3
9
-
2
.
4
5
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
V
a
lid
a
tin
g
th
e
tea
ch
in
g
,
lea
r
n
i
n
g
,
a
n
d
a
s
s
ess
men
t q
u
a
lity o
f
Ma
la
ysia
n
E
C
C
E
…
(
His
h
a
mu
d
d
in
A
h
ma
d
)
139
Fig
u
r
e
2
.
Fu
ll test T
I
F
T
h
e
s
itu
atio
n
s
ar
e
s
im
ilar
to
a
ll
th
e
co
n
s
tr
u
cts
1
,
2
,
3
,
a
n
d
4
(
Fig
u
r
e
3
)
.
C
o
n
s
tr
u
ct
1
is
f
u
n
ctio
n
in
g
v
er
y
well
wh
en
it
is
ad
m
in
is
ter
ed
to
th
e
teac
h
e
r
s
with
less
th
an
av
er
a
g
e
(
θ=
-
3
.
0
0
)
o
n
t
h
eir
p
er
ce
p
tio
n
s
f
o
r
'
ch
ild
ca
r
e
p
r
o
v
id
er
’
s
/teac
h
er
’
s
r
o
les
an
d
in
ter
ac
tio
n
with
c
h
ild
'
.
C
o
n
s
tr
u
ct
2
is
also
f
u
n
ctio
n
in
g
v
er
y
well
wh
en
it
is
a
d
m
in
is
ter
ed
to
th
e
teac
h
er
s
with
less
th
an
av
er
ag
e
(
θ=
-
2
.
7
0
)
o
n
th
ei
r
p
e
r
ce
p
tio
n
s
f
o
r
'
en
v
ir
o
n
m
e
n
t,
fa
cilities
an
d
r
eso
u
r
ce
s
'
.
Fo
r
co
n
s
tr
u
ct
3
,
it
is
f
u
n
ctio
n
in
g
v
er
y
well
wh
en
it
is
ad
m
i
n
is
ter
ed
to
th
e
teac
h
er
s
with
less
th
an
a
v
er
ag
e
(
θ=
-
2
.
6
5
)
o
n
th
eir
p
er
ce
p
tio
n
s
f
o
r
'
teac
h
in
g
s
tr
ateg
ies
an
d
lear
n
in
g
m
an
ag
e
m
en
t'
.
Dif
f
er
en
t
f
r
o
m
o
th
er
co
n
s
tr
u
cts,
co
n
s
tr
u
c
t
4
n
ee
d
th
e
h
i
g
h
est
th
eta
in
f
u
n
ctio
n
in
g
v
er
y
well
wh
e
n
it
is
ad
m
in
is
ter
ed
to
th
e
teac
h
e
r
s
.
B
u
t,
th
e
teac
h
er
s
'
p
er
ce
p
tio
n
s
f
o
r
'
o
b
s
er
v
atio
n
an
d
ass
ess
m
e
n
t'
a
r
e
s
till
less
th
an
av
er
ag
e
(
θ=
-
2
.
4
5
)
.
Fig
u
r
e
3
.
T
I
F f
o
r
c
o
n
s
tr
u
ct
1
,
2
,
3
an
d
4
4.
CO
NCLU
SI
O
N
I
n
ter
n
al
co
n
s
is
ten
cy
f
o
r
'
teac
h
in
g
,
lear
n
in
g
,
an
d
ass
ess
m
en
t
q
u
ality
in
ea
r
ly
ch
ild
h
o
o
d
ca
r
e
an
d
ed
u
ca
tio
n
'
in
s
tr
u
m
en
ts
i
s
v
er
y
h
ig
h
,
as
s
tated
with
α
=
0
.
9
6
6
.
T
h
e
co
n
s
tr
u
ct
v
alid
ity
f
o
r
th
e
in
s
tr
u
m
en
t
was
als
o
f
o
u
n
d
as
f
air
ly
ac
ce
p
tab
le,
w
h
ich
5
8
.
1
7
%
o
f
th
e
item
s
h
a
d
m
ea
s
u
r
e
d
wh
at
it
was
s
u
p
p
o
s
ed
to
m
ea
s
u
r
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
1
3
5
-
1
4
1
140
T
h
er
ef
o
r
e,
th
e
in
s
tr
u
m
en
t
is
s
u
g
g
ested
to
b
e
u
s
ed
as
f
air
ly
t
o
m
ea
s
u
r
e
th
e
q
u
ality
o
f
Ma
la
y
s
ian
E
C
C
E
am
o
n
g
teac
h
er
s
s
o
th
at
ap
p
r
o
p
r
iate
f
o
llo
w
-
u
p
ac
tio
n
s
ca
n
b
e
im
p
l
e
m
en
ted
to
war
d
s
th
e
b
etter
m
en
t o
f
E
C
C
E
q
u
ality
.
At
th
e
s
am
e
tim
e
,
th
e
in
s
tr
u
m
en
t
is
f
o
u
n
d
th
at
it
will
f
u
n
cti
o
n
b
etter
if
it
is
a
d
m
in
is
ter
ed
to
teac
h
er
s
with
lo
wer
,
r
ath
er
th
an
h
ig
h
e
r
p
er
ce
p
tio
n
to
'
teac
h
in
g
,
lear
n
in
g
,
an
d
ass
ess
m
en
t
q
u
ality
in
ea
r
ly
ch
ild
h
o
o
d
ca
r
e
an
d
e
d
u
ca
tio
n
'
.
I
n
o
th
er
wo
r
d
s
,
th
is
s
tu
d
y
s
h
o
we
d
th
a
t
th
e
teac
h
er
s
'
p
er
ce
p
tio
n
s
in
'
teac
h
in
g
,
lear
n
in
g
,
an
d
ass
ess
m
en
t
q
u
ality
in
ea
r
l
y
ch
ild
h
o
o
d
ca
r
e
a
n
d
ed
u
ca
ti
o
n
'
is
s
till
lo
w.
T
h
at
m
ea
n
s
is
also
s
u
g
g
ested
f
o
r
th
e
s
er
v
ice
p
r
o
v
id
er
in
E
C
C
E
to
ed
u
ca
te
a
n
d
g
iv
in
g
well
ex
p
o
s
u
r
es
to
t
h
e
teac
h
er
s
ab
o
u
t
th
e
s
y
s
tem
as
well
as
'
teac
h
in
g
,
lear
n
in
g
,
an
d
ass
ess
m
en
t
'
in
th
eir
o
r
g
an
izatio
n
.
T
ea
ch
e
r
s
'
p
er
ce
p
tio
n
s
,
esp
ec
ially
f
o
r
wh
o
a
r
e
in
v
o
lv
in
g
in
E
C
C
E
ar
e
v
er
y
i
m
p
o
r
tan
t
b
ec
au
s
e
th
e
q
u
ality
i
n
E
C
C
E
will a
l
s
o
d
ep
en
d
o
n
t
h
em
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
p
ar
t
o
f
th
e
r
esear
ch
'
Dev
elo
p
m
en
t
o
f
a
C
o
m
p
r
eh
e
n
s
iv
e
an
d
I
n
teg
r
ate
d
Mo
d
el
o
f
Qu
ality
Ma
lay
s
ian
E
ar
ly
C
h
ild
h
o
o
d
C
ar
e
an
d
E
d
u
ca
tio
n
-
Pr
o
ject
3
/T
L
A:
Dete
r
m
in
in
g
C
o
n
tr
ib
u
tin
g
Facto
r
s
o
f
Qu
ality
E
C
C
E
'
(
2
0
1
5
-
0
0
2
4
-
1
0
6
-
04
-
3
)
is
f
u
n
d
ed
b
y
Min
is
tr
y
o
f
Fi
n
an
ce
th
r
o
u
g
h
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia.
Sp
ec
ial
ap
p
r
ec
iatio
n
is
also
d
ed
icate
d
to
Natio
n
al
C
h
ild
Dev
elo
p
m
en
t Res
ea
r
ch
C
en
tr
e,
Un
iv
er
s
iti Pen
d
id
ik
an
Su
ltan
I
d
r
is
,
Ma
lay
s
ia,
f
o
r
g
iv
i
n
g
u
s
th
e
o
p
p
o
r
tu
n
ity
t
o
ca
r
r
y
o
u
t th
is
r
esear
ch
p
r
o
ject.
RE
F
E
R
E
NC
E
S
[1
]
S
.
S
it
i
S
h
a
m
sia
h
,
e
t
a
l.
,
“
P
a
r
e
n
ts’
P
e
rsp
e
c
ti
v
e
s
o
n
Qu
a
li
t
y
ECCE
Cu
r
ricu
l
u
m
:
In
stru
m
e
n
t
De
v
e
lo
p
m
e
n
t,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
n
g
in
e
e
rin
g
&
T
e
c
h
n
o
lo
g
y
,
v
o
l.
7
,
n
o
.
4
.
3
8
,
p
p
.
1
2
6
6
-
1
2
6
9
,
2
0
1
8
.
[2
]
S
.
S
c
h
u
c
k
,
e
t
a
l.
,
“
Th
e
e
x
p
e
rie
n
c
e
s
o
f
e
a
rly
c
a
re
e
r
tea
c
h
e
rs:
n
e
w
in
it
iati
v
e
s
a
n
d
o
l
d
p
ro
b
lem
s,”
Pro
fes
sio
n
a
l
De
v
e
lo
p
me
n
t
in
Ed
u
c
a
ti
o
n
,
v
o
l.
4
4
,
n
o
.
2
,
p
p
.
2
0
9
-
2
2
1
,
2
0
1
8
.
[3
]
A.
An
is,
e
t
a
l
.
,
“
Ch
a
ll
e
n
g
e
s
fa
c
e
d
b
y
M
a
lay
sia
n
p
ri
v
a
te
HLIs
in
p
ro
v
i
d
in
g
q
u
a
li
t
y
e
d
u
c
a
ti
o
n
:
a
t
h
e
m
a
ti
c
a
n
a
ly
sis
,”
Qu
a
li
ty A
ss
u
ra
n
c
e
i
n
E
d
u
c
a
t
io
n
,
v
o
l.
2
6
,
n
o
.
2
,
p
p
.
3
4
9
-
3
7
3
,
2
0
1
8
.
[4
]
L.
He
ik
o
n
e
n
,
e
t
a
l.
,
“
Early
c
a
re
e
r
tea
c
h
e
rs’
se
n
se
o
f
p
r
o
fe
ss
io
n
a
l
a
g
e
n
c
y
i
n
t
h
e
c
las
sro
o
m
:
As
so
c
iatio
n
s
with
tu
rn
o
v
e
r
i
n
ten
ti
o
n
s
a
n
d
p
e
rc
e
iv
e
d
in
a
d
e
q
u
a
c
y
i
n
tea
c
h
e
r
–
st
u
d
e
n
t
in
tera
c
ti
o
n
,
”
Asia
-
P
a
c
if
ic
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
5
,
n
o
.
3
,
p
p
.
2
5
0
-
2
6
6
,
2
0
1
7
.
[5
]
R.
G
u
y
e
r
a
n
d
N.
A.
T
h
o
m
p
so
n
,
Us
e
r’s
ma
n
u
a
l
fo
r
Xc
a
li
b
re
™
it
e
m
re
sp
o
n
se
th
e
o
ry
c
a
li
b
r
a
ti
o
n
so
ft
wa
re
,
v
e
rs
io
n
4
.
2
.
Wo
o
d
b
u
r
y
M
N:
As
se
ss
m
e
n
t
S
y
ste
m
s Co
rp
o
ra
ti
o
n
P
re
ss
,
2
0
1
3
.
[6
]
A
.
Hish
a
m
u
d
d
i
n
,
e
t
a
l.
,
“
M
e
a
su
rin
g
th
e
a
c
a
d
e
m
ic
su
c
c
e
ss
o
f
stu
d
e
n
ts
with
ASICS
u
si
n
g
p
o
l
y
to
m
o
u
s
it
e
m
re
sp
o
n
se
th
e
o
ry
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ad
v
a
n
c
e
d
a
n
d
A
p
p
li
e
d
S
c
ien
c
e
s
,
v
o
l.
6
,
n
o
.
1
4
,
p
p
.
1
2
3
-
1
2
9
,
2
0
1
9
.
[7
]
R.
Os
ti
n
i
a
n
d
M
.
L.
Ne
rin
g
,
Po
lyto
m
o
u
s
Item
Res
p
o
n
se
T
h
e
o
ry
M
o
d
e
ls
.
T
h
o
u
sa
n
d
Oa
k
s,
Ca
li
fo
rn
ia:
S
a
g
e
P
u
b
l
ica
ti
o
n
s,
In
c
,
2
0
0
6
.
[8
]
N.
M
a
m
a
t,
e
t
a
l
.
,
“
Re
li
a
b
il
it
y
,
Va
li
d
it
y
a
n
d
F
a
irn
e
ss
o
f
I
n
terv
iew
s
fo
r
Tea
c
h
in
g
a
n
d
Lea
rn
i
n
g
P
ro
jec
t
in
Qu
a
li
t
y
Early
C
h
il
d
h
o
o
d
Ca
re
a
n
d
E
d
u
c
a
t
io
n
:
P
re
li
m
in
a
r
y
S
tu
d
y
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Aca
d
e
mic
Res
e
a
rc
h
in
B
u
sin
e
ss
a
n
d
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
8
,
n
o
.
6
,
p
p
.
1
2
8
3
-
1
2
9
2
,
2
0
1
8
.
[9
]
S
.
S
imo
n
,
“
A
S
tu
d
y
o
f
P
rima
ry
S
c
h
o
o
l
P
a
re
n
ts’
In
tera
c
ti
o
n
wit
h
Tea
c
h
e
rs’
in
M
a
lay
sia
,
”
W
o
rld
Aca
d
e
my
o
f
S
c
ien
c
e
,
En
g
in
e
e
rin
g
a
n
d
T
e
c
h
n
o
lo
g
y
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
a
n
d
Ped
a
g
o
g
ic
a
l
S
c
ien
c
e
s
,
v
o
l.
1
1
,
n
o
.
3
,
p
p
.
2
5
9
-
3
6
7
,
2
0
1
7
.
[1
0
]
D.
P
lay
e
r,
e
t
a
l
.
,
“
Ho
w
p
ri
n
c
ip
a
l
lea
d
e
rsh
ip
a
n
d
p
e
rso
n
-
jo
b
fit
a
re
a
ss
o
c
iate
d
with
tea
c
h
e
r
m
o
b
il
it
y
a
n
d
a
tt
rit
i
o
n
,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l
.
6
7
,
p
p
.
3
3
0
-
3
3
9
,
2
0
1
7
.
[1
1
]
S
.
E
.
Em
b
re
tso
n
a
n
d
S
.
P
.
Re
i
se
,
Item
Res
p
o
n
se
T
h
e
o
ry
f
o
r
Psy
c
h
o
lo
g
ists
.
M
a
h
wa
h
,
Ne
w
J
e
rse
y
:
Law
re
n
c
e
Erl
b
a
u
m
As
so
c
iate
s,
In
c
,
2
0
0
0
.
[1
2
]
C.
De
M
a
rs,
Item
re
sp
o
n
se
t
h
e
o
ry
:
Un
d
e
rs
ta
n
d
i
n
g
st
a
ti
stic me
a
s
u
re
me
n
t
.
Ox
f
o
rd
U
n
iv
e
rsit
y
P
re
ss
,
I
n
c
,
2
0
1
0
.
[1
3
]
L.
F
o
o
n
g
,
e
t
a
l
.
,
“
P
riv
a
te
se
c
to
r
e
a
rly
c
h
il
d
c
a
re
a
n
d
e
d
u
c
a
ti
o
n
in
M
a
lay
sia
:
w
o
rk
f
o
rc
e
re
a
d
in
e
ss
fo
r
fu
rth
e
r
e
d
u
c
a
ti
o
n
,
”
Ka
ji
a
n
M
a
la
y
si
a
,
3
6
,
n
o
.
1
,
p
p
.
1
27
-
1
54
,
2
0
1
8
.
[1
4
]
N.
No
rd
i
n
a
n
d
M
.
A
.
S
a
m
su
d
in
,
“
P
ro
fe
ss
io
n
a
l
I
d
e
n
ti
ty
F
o
rm
a
ti
o
n
in
G
lo
b
a
li
z
a
ti
o
n
Era:
Ca
se
o
f
M
a
lay
sia
n
No
v
ice
Tea
c
h
e
rs
,”
Glo
b
a
l
Bu
si
n
e
ss
&
M
a
n
a
g
e
me
n
t
Res
e
a
rc
h
,
v
o
l.
9
,
p
p
.
1
93
-
2
0
5
,
2
0
1
7
.
[1
5
]
C.
P
.
Bro
wn
,
e
t
a
l.
,
T
h
e
W
il
e
y
Ha
n
d
b
o
o
k
o
f
Ea
rly
Ch
il
d
h
o
o
d
Ca
re
a
n
d
E
d
u
c
a
ti
o
n
.
Ne
w
Je
rse
y
,
Un
it
e
d
S
tate
s,
Jo
h
n
Wi
ley
&
S
o
n
s
,
2
0
1
9
.
[1
6
]
A.
H
.
M
a
sn
a
n
,
M
.
C
h
e
M
u
sta
fa
,
a
n
d
H
.
Ho
ss
h
a
n
,
“
Ne
w
p
re
sc
h
o
o
l
tea
c
h
e
rs
a
n
d
imp
lem
e
n
tatio
n
o
f
i
n
c
lu
siv
e
c
las
s’s
issu
e
s
in
M
a
lay
sia
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ac
a
d
e
mic
Res
e
a
rc
h
in
Bu
si
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
ien
c
e
s
,
v
o
l.
7
,
n
o
.
1
0
,
p
p
.
6
4
4
-
6
5
2
,
2
0
1
7
.
[1
7
]
C.
M
.
W
o
ti
p
k
a
,
e
t
a
l.
,
“
T
h
e
wo
r
ld
wid
e
e
x
p
a
n
sio
n
o
f
e
a
rl
y
c
h
i
l
d
h
o
o
d
c
a
re
a
n
d
e
d
u
c
a
ti
o
n
,
1
9
8
5
-
2
0
1
0
,
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
1
2
3
,
n
o
.
2
,
p
p
.
1
-
1
4
,
2
0
1
7
.
[1
8
]
A.
Ch
u
rc
h
,
a
n
d
A.
Ba
tem
a
n
,
“
M
e
th
o
d
o
l
o
g
y
a
n
d
P
r
o
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t:
C
o
n
v
e
rsa
ti
o
n
An
a
ly
ti
c
R
o
le
-
P
lay
M
e
th
o
d
(CARM
)
f
o
r
e
a
rly
C
h
il
d
h
o
o
d
Ed
u
c
a
ti
o
n
,
”
J
o
u
rn
a
l
o
f
Pra
g
ma
ti
c
s
,
v
o
l.
1
4
3
,
p
p
.
2
4
2
-
2
5
4
,
2
0
1
9
.
[1
9
]
R.
J.
Co
h
e
n
a
n
d
M
.
E.
S
we
rd
l
ik
,
Psy
c
h
o
lo
g
ica
l
T
e
stin
g
a
n
d
Asse
ss
me
n
t:
An
I
n
tro
d
u
c
ti
o
n
t
o
T
e
st a
n
d
M
e
a
s
u
re
me
n
t
,
5
th
e
d
.
Ne
w Yo
r
k
,
Un
it
e
d
S
tate
s: M
c
G
ra
w
-
Hill
Co
m
p
a
n
ies
,
I
n
c
,
2
0
0
2
.
[2
0
]
A.
Hish
a
m
u
d
d
in
a
n
d
M
.
S
i
ti
Es
h
a
h
,
“
Is
3
P
L
IRT
a
n
a
p
p
r
o
p
riate
m
o
d
e
l
f
o
r
d
ich
o
to
m
o
u
s
i
tem
a
n
a
ly
s
is
o
f
A&
P
fin
a
l
e
x
a
m
?
”
M
a
la
y
sia
n
S
c
ien
c
e
&
M
a
th
e
ma
ti
c
s E
d
u
c
a
ti
o
n
J
o
u
r
n
a
l
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
3
-
2
3
,
2
0
1
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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ch
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,
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r
n
i
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g
,
a
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d
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s
s
ess
men
t q
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(
His
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mu
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in
A
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ma
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)
141
[2
1
]
J.
Ru
sc
io
a
n
d
B.
R
o
c
h
e
,
“
De
term
in
in
g
th
e
n
u
m
b
e
r
o
f
fa
c
to
rs
t
o
re
tain
in
a
n
e
x
p
lo
ra
t
o
ry
fa
c
to
r
a
n
a
ly
sis
u
sin
g
c
o
m
p
a
riso
n
d
a
ta o
f
k
n
o
wn
fa
c
t
o
ri
a
l
stru
c
tu
re
,
”
Psy
c
h
o
l
o
g
ica
l
Asse
s
sm
e
n
t
,
v
o
l.
2
4
,
n
o
.
2
,
p
p
.
2
8
2
-
2
9
2
,
2
0
1
2
.
[2
2
]
R.
K.
Ha
m
b
leto
n
,
F
u
n
d
a
me
n
t
a
ls
o
f
it
e
m r
e
sp
o
n
se
th
e
o
ry
.
S
a
g
e
P
u
b
li
c
a
ti
o
n
,
1
9
9
1
.
[2
3
]
R.
J.
d
e
A
y
a
la,
T
h
e
T
h
e
o
ry
a
n
d
P
ra
c
ti
c
e
o
f
Item
Res
p
o
n
se
T
h
e
o
ry
.
Ne
w Yo
rk
:
T
h
e
G
u
il
fo
rd
P
re
ss
,
2
0
0
9
.
[2
4
]
S
.
K.
Tab
e
r,
“
T
h
e
u
se
o
f
Cr
o
n
b
a
c
h
’s
a
lp
h
a
wh
e
n
d
e
v
e
lo
p
in
g
&
re
p
o
rti
n
g
re
se
a
rc
h
i
n
stru
m
e
n
ts
in
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
”
R
e
se
a
rc
h
in
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
8
,
p
p
.
1
2
7
3
-
1
2
9
6
,
2
0
1
8
.
[2
5
]
R.
V.
G
rieth
u
ij
se
n
,
e
t
a
l
.
,
“
G
lo
b
a
l
p
a
tt
e
rn
s
i
n
stu
d
e
n
ts’
v
iew
s
o
f
sc
ien
c
e
a
n
d
in
tere
st
i
n
sc
ien
c
e
,
”
Res
e
a
rc
h
in
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
4
5
,
n
o
.
4
,
p
p
.
5
8
1
-
6
0
3
,
2
0
1
5
.
[2
6
]
T.
L.
Ke
ll
e
y
,
In
ter
p
re
ta
ti
o
n
o
f
E
d
u
c
a
ti
o
n
a
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A.
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F
.
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Res
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Wi
sc
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sin
:
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.
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