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m
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s
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n
d
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d
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e
stu
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y
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t
h
is
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s
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m
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m
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re
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o
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sti
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ire
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a
n
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ts’
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m
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k
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s
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rc
h
a
b
o
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t
th
e
ir
a
ss
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n
m
e
n
ts
a
n
d
so
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e
fo
r
o
th
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d
u
c
a
ti
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l
m
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teria
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sta
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p
t
o
d
a
tes
with
late
st
tren
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s
a
n
d
n
e
ws
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e
fi
n
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i
n
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lso
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o
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th
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2
to
4
h
o
u
rs
d
a
il
y
o
n
so
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ial
m
e
d
ia.
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h
e
re
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s
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sig
n
ifi
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a
n
t
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n
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y
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f
so
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m
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se
b
y
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ts
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th
e
ir
m
e
a
n
a
c
a
d
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m
ic
a
c
h
iev
e
m
e
n
ts
in
Ac
c
o
u
n
t
in
g
;
h
o
we
v
e
r,
g
e
n
d
e
r
o
f
stu
d
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n
ts
wa
s
fo
u
n
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to
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v
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sig
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ifi
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n
t
in
f
lu
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o
n
stu
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ts’
m
e
a
n
a
c
a
d
e
m
ic
a
c
h
iev
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m
e
n
t
in
Ac
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o
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n
ti
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g
.
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tu
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ts
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d
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rm
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ra
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if
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h
e
y
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to
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p
p
ro
p
riate
ly
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ti
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t
h
e
o
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p
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rtu
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ies
th
a
t
c
o
m
e
with
h
a
v
in
g
so
c
ial
m
e
d
ia
p
latfo
rm
s.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
ac
h
iev
em
en
t
Acc
o
u
n
tin
g
I
n
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
So
cial
m
ed
ia
n
etwo
r
k
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
C
ath
er
in
e
U.
E
n
e
,
Dep
ar
tm
en
t o
f
Scien
ce
E
d
u
ca
t
io
n
,
Un
iv
er
s
ity
o
f
Nig
er
ia,
Nsu
k
k
a,
Nig
er
ia.
E
m
ail: c
ath
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in
e.
en
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n
n
.
ed
u
.
n
g
1.
I
NT
RO
D
UCT
I
O
N
I
n
f
o
r
m
atio
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a
n
d
C
o
m
m
u
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n
T
ec
h
n
o
lo
g
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(
I
C
T
)
h
as
b
ee
n
r
eg
a
r
d
ed
as
o
n
e
o
f
th
e
f
aste
s
t
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r
o
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s
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th
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wo
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ld
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r
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o
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ar
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tim
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h
e
a
d
v
an
ce
m
en
t
o
f
I
C
T
h
as
g
iv
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d
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m
en
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an
d
th
e
b
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th
in
g
o
f
r
a
p
id
ch
an
g
es
in
th
e
s
o
ciety
b
y
s
h
ap
in
g
th
e
g
lo
b
al
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o
n
o
m
y
.
Sig
n
if
ican
t
ch
a
n
g
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i
n
in
d
u
s
tr
ies,
ed
u
ca
tio
n
,
ag
r
icu
ltu
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e,
m
e
d
icin
e,
b
u
s
in
ess
,
en
g
i
n
ee
r
in
g
a
n
d
o
th
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f
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s
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av
e
b
ee
n
b
r
o
u
g
h
t
ab
o
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t
b
y
I
C
T
.
W
ith
in
th
e
p
ast
d
ec
a
d
es,
n
ew
I
C
T
to
o
ls
s
u
ch
as
s
m
ar
tp
h
o
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an
d
tab
lets
h
a
v
e
p
r
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v
id
e
d
s
u
f
f
icien
t
in
ce
n
tiv
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f
o
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n
h
an
cin
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c
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m
m
u
n
icatio
n
s
a
n
d
en
tr
ep
r
en
eu
r
ial
ac
tiv
ity
[
1
]
.
So
cial
m
e
d
ia
i
s
an
asp
ec
t
o
f
I
C
T
th
at
h
as r
ap
id
l
y
p
r
o
life
r
ated
a
n
d
p
en
etr
ated
alm
o
s
t e
v
er
y
s
ec
to
r
o
f
h
u
m
an
life
.
I
n
o
u
r
p
r
esen
t d
ay
s
,
it is
alm
o
s
t
a
co
m
m
o
n
p
r
ac
tice
f
o
r
p
eo
p
l
e
to
s
p
en
d
a
m
ajo
r
o
f
th
ei
r
tim
e
m
ak
in
g
u
s
in
g
o
f
s
o
cial
n
etwo
r
k
s
.
T
h
is
is
tr
ac
ea
b
le
to
th
e
f
ac
t
th
at
it
is
e
asy
to
u
s
e
an
d
it
f
ac
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litates
s
p
ee
d
s
an
d
d
u
r
ab
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.
So
cial
m
ed
ia
is
f
ast
ch
an
g
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p
u
b
lic
d
is
co
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r
s
e
in
o
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o
cieties
an
d
s
ettin
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tr
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s
an
d
ag
en
d
a
s
in
to
p
ics th
at
r
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g
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f
r
o
m
th
e
en
v
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m
en
t,
ed
u
ca
tio
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an
d
p
o
liti
cs
to
tec
h
n
o
lo
g
y
a
n
d
t
h
e
e
n
ter
tain
m
e
n
t
in
d
u
s
tr
ies
[
2
]
.
I
t
is
t
h
er
ef
o
r
e
o
b
v
io
u
s
t
h
at
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
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&
R
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d
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I
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N:
2252
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8
8
2
2
I
n
flu
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f so
ci
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l m
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o
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s
tu
d
en
ts
’
a
ca
d
emic
a
ch
ieve
men
t
(
B
a
s
il C
.
E
.
Og
u
g
u
o
)
1001
m
o
d
er
n
r
ea
lity
r
eq
u
ir
es
o
n
e
t
o
s
tay
in
to
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ch
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k
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p
ab
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t
with
th
e
late
s
t
n
ews
an
d
tr
en
d
s
o
f
o
u
r
tim
e
.
User
s
o
f
s
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k
s
,
in
m
o
s
t c
ases
as h
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te
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,
ar
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ep
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esen
tativ
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o
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th
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g
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.
On
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ass
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g
in
f
o
r
m
atio
n
ac
r
o
s
s
is
th
e
m
ed
ia
[
3
]
.
I
n
a
lay
m
a
n
u
n
d
e
r
s
tan
d
in
g
,
m
e
d
ia
is
s
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n
as
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y
m
ea
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s
o
f
in
f
o
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m
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s
h
a
r
in
g
th
at
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e
q
u
ir
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th
e
u
s
e
o
f
s
u
ch
m
ed
ia
as
n
ewsp
ap
e
r
s
,
r
ad
io
s
,
telev
is
io
n
s
,
m
a
g
az
in
es
etc.
ac
co
r
d
i
n
g
to
[
4
]
,
m
e
d
ia
m
ay
b
e
s
ee
n
as
th
o
s
e
m
ea
n
s
o
f
co
m
m
u
n
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n
th
r
o
u
g
h
wh
ich
o
n
e
ca
n
b
e
ab
le
to
p
ass
in
f
o
r
m
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n
ac
r
o
s
s
to
a
lar
g
e
p
o
p
u
latio
n
o
f
p
er
s
o
n
s
;
th
ese
m
ea
n
s
in
clu
d
e
th
e
telev
is
io
n
s
,
n
ewsp
ap
er
s
,
an
d
r
ad
i
o
s
.
Mo
r
e
s
o
,
W
eb
s
ter
[
5
]
r
ef
er
r
ed
t
o
m
ed
ia
as
an
y
m
ed
i
u
m
th
r
o
u
g
h
w
h
ich
o
n
e
is
ab
le
to
ex
p
r
ess
,
cu
ltiv
ate
o
r
c
o
n
v
e
y
in
f
o
r
m
atio
n
.
On
th
e
o
th
er
h
an
d
,
s
o
cial
m
ay
b
e
s
ee
n
as th
o
s
e
ac
t
iv
ities
in
v
o
lv
in
g
h
u
m
a
n
en
v
ir
o
n
m
en
t a
n
d
th
e
in
d
iv
id
u
als liv
in
g
an
d
s
h
ar
in
g
r
es
o
u
r
ce
s
to
g
eth
e
r
in
th
e
en
v
ir
o
n
m
e
n
t
[
3
]
.
Mo
r
e
s
o
,
[
5
]
d
e
f
in
ed
s
o
cial
as
a
m
ea
n
th
r
o
u
g
h
wh
ich
in
ter
ac
t to
g
eth
er
f
o
r
t
h
e
co
m
m
o
n
g
o
o
d
o
f
all
;
it si
m
p
ly
r
ef
e
r
s
to
th
e
p
e
o
p
le
o
r
th
e
s
o
ciety
in
g
en
er
al.
Fro
m
th
e
f
o
r
eg
o
in
g
,
o
n
e
co
u
l
d
r
ef
er
to
s
o
cial
m
ed
ia
as
an
y
m
ed
ia
cir
cu
lated
with
th
e
h
elp
o
f
s
o
cial
in
ter
ac
t
io
n
s
.
B
asically
,
s
o
cial
m
ed
ia
m
ay
b
e
r
ef
er
r
e
d
to
th
e
cy
b
er
n
etic
an
d
s
im
u
lated
r
e
latio
n
s
h
ip
s
,
am
o
n
g
p
eo
p
le,
o
r
g
an
izatio
n
s
,
an
d
co
m
p
an
ies
etc.
,
t
h
is
en
tails
th
e
in
v
en
tio
n
,
s
h
ar
in
g
o
r
ex
ch
a
n
g
in
g
o
r
d
ata
in
th
e
f
o
r
m
o
f
tex
ts
,
im
ag
es,
an
d
s
y
m
b
o
ls
.
Acc
o
r
d
in
g
to
[
6
]
,
i
t
en
tails
th
e
p
r
o
ce
s
s
th
r
o
u
g
h
wh
ic
h
p
eo
p
le
in
ter
ac
t
b
y
s
h
ar
in
g
,
cr
ea
tin
g
a
n
d
ex
c
h
a
n
g
in
g
in
f
o
r
m
atio
n
an
d
id
ea
s
th
r
o
u
g
h
v
i
r
tu
al
co
m
m
u
n
it
ies
an
d
n
etw
o
r
k
s
.
Acc
o
r
d
in
g
to
[
7
]
,
s
o
cial
m
ed
ia
wh
ich
ar
e
in
ter
n
et
-
b
ased
ap
p
licatio
n
s
ar
e
b
u
ilt
o
n
th
e
W
e
b
2
.
0
id
eo
lo
g
y
an
d
tec
h
n
o
lo
g
y
.
C
o
n
s
eq
u
en
tly
,
B
o
y
d
a
n
d
E
llis
o
n
[
8
]
ass
er
ted
th
at
s
o
cial
m
ed
ia
a
r
e
b
u
ilt
o
n
w
eb
-
b
ased
f
ac
ilit
ies
th
at
allo
w
f
o
r
th
e
co
n
s
tr
u
ctio
n
o
f
p
u
b
lic
o
r
s
em
i
-
p
u
b
lic
p
r
o
f
i
les b
y
in
d
iv
id
u
als
o
r
g
r
o
u
p
s
o
f
in
d
iv
id
u
als
.
T
h
e
f
o
llo
win
g
h
av
e
b
ee
n
id
e
n
tifie
d
as
th
e
m
o
s
t
co
m
m
o
n
s
o
cial
m
ed
ia
p
latf
o
r
m
s
cu
r
r
e
n
tly
in
u
s
e,
th
ese
ar
e;
Face
b
o
o
k
,
T
witter
,
W
h
atsap
p
,
Yo
u
T
u
b
e,
W
ik
ip
ed
ia,
L
in
k
ed
I
n
,
R
ed
d
it,
I
n
s
tag
r
am
,
Pin
ter
est
etc.
,
h
o
wev
er
,
Six
Deg
r
ee
s
.
co
m
w
h
ich
e
n
a
b
les
p
eo
p
le
to
co
m
m
u
n
icate
t
h
r
o
u
g
h
m
ess
ag
e
s
h
ar
in
g
was
f
ir
s
t
in
tr
o
d
u
ce
d
b
ef
o
r
e
th
e
o
th
er
o
n
es;
h
o
wev
er
,
it
co
u
ld
n
o
t
s
tan
d
th
e
test
o
f
tim
e
d
esp
ite
h
av
i
n
g
m
illi
o
n
s
o
f
u
s
er
s
as
r
eg
is
ter
ed
m
em
b
er
s
,
as
a
r
esu
lt,
it
cr
ash
ed
o
u
t
in
2
0
0
0
[
8
]
.
Fin
d
in
g
s
s
h
o
wed
t
h
at
o
th
er
s
o
cial
p
latf
o
r
m
s
s
u
ch
as
th
e
Frie
n
d
s
ter
an
d
L
in
k
ed
I
n
f
o
llo
wed
in
2
0
0
2
af
ter
th
e
co
llap
s
e
o
f
Six
Deg
r
ee
s
.
co
m
.
Mo
r
e
s
o
,
b
etwe
en
2
0
0
3
an
d
2
0
0
6
,
o
th
e
r
p
latf
o
r
m
s
s
u
ch
as
th
e
Fli
ck
r
an
d
Face
b
o
o
k
(
r
estr
icted
o
n
l
y
to
Ha
r
v
ar
d
)
ca
m
e
in
to
ex
is
ten
ce
in
clu
d
i
n
g
th
e
Hi5
.
Oth
er
p
latf
o
r
m
s
th
at
f
o
ll
o
wed
in
clu
d
e
d
th
e
Or
k
u
t,
a
n
d
My
Sp
ac
e
em
er
g
i
n
g
in
2
0
0
3
,
Yo
u
T
u
b
e,
C
y
wo
r
ld
(
C
h
in
a)
,
an
d
Ya
h
o
o
!
3
6
0
in
2
0
0
4
.
“
I
n
2
0
0
5
,
W
in
d
o
ws
L
iv
e
Sp
ac
es
,
Face
b
o
o
k
(
f
o
r
h
ig
h
s
ch
o
o
l
an
d
co
r
p
o
r
at
e
n
etwo
r
k
s
)
,
Nin
g
,
Asi
an
Av
en
u
e,
B
eb
o
(
r
elau
n
c
h
ed
)
f
o
llo
wed
,
wh
ile
T
witter
,
Face
b
o
o
k
(
n
o
n
-
r
estricte
d
)
,
an
d
C
y
wo
r
ld
(
USA)
f
o
llo
w
ed
i
n
2
0
0
6
”
[
8
]
.
Am
o
n
g
th
ese
n
u
m
er
o
u
s
s
o
cial
m
ed
ia
p
latf
o
r
m
s
,
th
e
Face
b
o
o
k
,
T
wit
ter
,
I
n
s
tag
r
am
an
d
W
h
atsap
p
h
av
e
b
ee
n
r
ec
o
g
n
ized
as
th
e
o
n
es
co
m
m
o
n
ly
u
s
ed
b
y
s
tu
d
en
ts
;
in
Nig
er
ia
f
o
r
in
s
tan
ce
,
m
ajo
r
ity
o
f
s
tu
d
en
ts
s
p
en
d
an
am
p
le
o
f
t
h
eir
tim
e
o
n
p
latf
o
r
m
s
s
u
c
h
as
th
e
Face
b
o
o
k
,
T
witter
an
d
W
h
atsap
p
wh
ile
m
ak
in
g
u
s
e
o
f
s
m
ar
tp
h
o
n
es
wh
ich
is
n
o
w
a
co
m
m
o
n
g
ad
g
ets
am
o
n
g
th
em
;
b
ec
au
s
e
o
f
th
is
r
ea
s
o
n
,
v
er
y
m
an
y
s
tu
d
en
ts
s
p
en
d
2
to
3
h
o
u
r
s
ch
ec
k
in
g
ac
ti
v
ities
an
d
u
p
d
atin
g
th
eir
p
r
o
f
iles
o
n
th
ese
s
o
cial
n
etwo
r
k
s
ev
en
at
th
e
p
er
il o
f
th
eir
ed
u
ca
tio
n
al
a
n
d
ca
r
ee
r
p
u
r
s
u
it [
9
]
.
T
h
e
ad
v
an
ce
m
en
t
o
f
s
o
cial
m
ed
ia
h
as
tak
e
n
o
v
er
alm
o
s
t
all
s
p
h
er
es
o
f
h
u
m
an
e
n
d
ea
v
o
r
s
d
esp
ites
n
eg
ativ
e
im
p
licatio
n
s
.
T
h
e
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
is
eq
u
ally
n
o
t
lef
t
o
u
t
o
f
th
is
;
p
eo
p
le
ar
e
th
er
ef
o
r
e
tem
p
ted
to
claim
th
at
th
at
t
h
ese
s
o
cial
ap
p
licatio
n
s
-
s
o
cial
m
ed
ia
ca
r
r
ies
with
it
th
e
p
o
ten
tial
to
f
u
r
th
er
im
p
r
o
v
e
lear
n
in
g
a
n
d
s
h
ar
in
g
o
f
in
f
o
r
m
atio
n
am
o
n
g
lea
r
n
er
s
an
d
teac
h
er
s
[
1
0
]
.
Acc
o
r
d
in
g
t
o
[
1
1
]
,
s
o
cial
m
ed
ia
h
as
th
e
ab
ilit
y
to
clo
s
e
th
e
g
ap
b
etwe
en
th
e
lear
n
e
r
s
as
th
e
teac
h
er
ev
en
d
o
wn
a
p
h
y
s
ical
d
is
tan
ce
is
ex
is
tin
g
b
etwe
en
th
e
m
;
in
ess
en
ce
,
it
en
a
b
les
lear
n
er
s
f
r
o
m
all
p
ar
ts
o
f
th
e
wo
r
ld
to
lear
n
an
d
w
o
r
k
t
o
g
eth
er
w
ith
o
u
t
an
y
h
in
d
r
an
ce
(
s
)
.
Mia
h
[
1
2
]
s
ee
s
s
o
cial
m
ed
ia
as
a
ce
n
tr
al
p
ath
th
r
o
u
g
h
w
h
ich
in
d
i
v
id
u
als
f
r
eq
u
e
n
tly
in
ter
ac
t
an
d
s
h
ar
e
id
ea
s
d
esp
ite
b
ee
n
f
ar
a
p
ar
t.
So
cial
m
e
d
ia
h
as
p
r
o
v
en
to
im
p
r
o
v
e
co
m
m
u
n
icatio
n
s
k
ills
,
s
o
cial
p
ar
ticip
atio
n
an
d
co
m
m
itm
en
t,
im
p
r
o
v
e
p
ee
r
s
u
p
p
o
r
t,
an
d
en
s
u
r
e
t
h
e
r
ea
lizatio
n
o
f
e
d
u
ca
t
io
n
b
a
s
ed
o
n
co
llab
o
r
ativ
e
s
tr
ateg
ies;
th
u
s
,
th
e
im
p
ac
ts
o
f
s
o
cial
m
e
d
ia
o
n
co
m
m
u
n
icatio
n
,
lear
n
in
g
,
r
esear
c
h
an
d
ed
u
ca
tio
n
in
g
e
n
er
a
l
ca
n
n
o
t
b
e
o
v
er
em
p
h
asized
[
1
3
]
.
No
twith
s
tan
d
in
g
,
d
esp
ites
th
ese
b
en
ef
its
o
f
s
o
cial
m
ed
ia,
it
ap
p
ea
r
s
th
at
th
e
n
e
g
ativ
e
im
p
ac
ts
o
f
it
o
n
s
tu
d
e
n
ts
is
alar
m
in
g
as
s
tu
d
en
ts
te
n
d
to
ab
an
d
o
n
t
h
eir
s
tu
d
ies
in
a
b
id
to
ca
tch
u
p
with
th
e
tr
en
d
s
an
d
d
is
tr
ac
tio
n
s
o
f
th
ese
p
latf
o
r
m
s
s
u
ch
as
ch
attin
g
,
tex
tin
g
,
g
am
in
g
etc.
[
1
4
]
.
Ka
b
ilan
[
1
5
]
n
o
ted
th
at
th
r
o
u
g
h
s
o
cial
m
ed
ia,
s
tu
d
en
ts
lear
n
co
r
r
ec
t
s
p
ellin
g
s
,
s
en
ten
ce
s
,
p
r
o
n
u
n
ciatio
n
s
,
a
n
d
ess
ay
wr
it
in
g
s
th
r
o
u
g
h
th
e
u
s
ag
e
o
f
Go
o
g
le.
Me
h
m
o
o
d
an
d
T
aswir
[
1
6
]
f
o
u
n
d
th
at
s
o
cial
n
etwo
r
k
in
g
s
ites
ca
n
b
e
co
m
e
u
s
ef
u
l
in
s
tr
u
m
en
t
s
in
im
p
r
o
v
i
n
g
co
r
r
ec
t
s
p
ellin
g
s
an
d
wr
iti
n
g
s
am
o
n
g
s
tu
d
en
ts
as
it
o
f
f
er
s
e
last
icity
in
lea
r
n
in
g
,
i
n
s
p
ir
es
in
v
en
tiv
e
id
ea
s
an
d
in
cr
ea
s
e
s
in
ter
p
er
s
o
n
al
in
ter
ac
tio
n
s
am
o
n
g
s
tu
d
en
ts
an
d
in
s
t
r
u
cto
r
s
.
Fo
d
em
an
an
d
Mo
n
r
o
e
[
1
7
]
p
o
in
t
ed
o
u
t
th
at
th
e
u
s
ag
e
o
f
Face
b
o
o
k
h
as
r
aised
th
e
lev
el
o
f
an
x
iety
am
o
n
g
s
tu
d
e
n
ts
as
th
ey
ap
p
ea
r
to
b
ec
o
m
e
a
p
p
r
eh
e
n
s
iv
e
ab
o
u
t
b
ei
n
g
with
o
u
t
th
eir
ce
ll
p
h
o
n
es
f
o
r
a
f
ew
h
o
u
r
s
.
I
t
h
as
b
ee
n
o
b
s
er
v
ed
th
at
all
o
v
er
th
e
wo
r
ld
,
s
tu
d
en
ts
en
g
ag
e
th
em
s
elv
es
in
u
s
in
g
s
o
c
ial
m
ed
ia;
s
p
en
d
in
g
a
q
u
ality
o
f
th
eir
ti
m
e
o
n
th
e
in
ter
n
et
b
y
v
is
itin
g
v
ar
io
u
s
p
latf
o
r
m
s
.
T
h
is
tim
e
s
p
e
n
t
b
y
s
tu
d
en
ts
o
n
s
o
cial
m
ed
ia
h
as
b
ec
o
m
e
o
f
g
r
ea
t
co
n
ce
r
n
t
o
s
o
m
an
y
p
eo
p
le
,
esp
ec
ially
with
th
e
in
cr
ea
s
ein
th
e
a
m
o
u
n
t
o
f
tim
e
s
tu
d
en
ts
s
p
en
d
o
n
lin
e;
s
tu
d
en
ts
s
p
en
d
m
o
r
e
tim
e
u
s
u
ally
m
u
lti
-
task
in
g
b
y
v
is
itin
g
s
ev
er
al
s
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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.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
0
0
0
-
1
0
0
9
1002
ac
ce
s
s
in
g
v
o
lu
m
es
o
f
c
o
n
ten
t
s
[
7
,
1
8
]
.
T
h
is
ag
r
ee
s
with
th
e
v
iew
o
f
Pew
I
n
ter
n
et
an
d
Am
er
ican
L
if
e
Pro
ject
th
at
6
4
p
er
ce
n
t o
f
teen
s
o
n
s
o
cial
m
ed
ia
v
is
it
o
n
e
o
r
m
o
r
e
p
latf
o
r
m
s
[
1
9
]
.
E
q
u
ally
,
it h
as b
ee
n
n
o
ted
th
at
clo
s
e
to
5
5
p
er
ce
n
t
o
f
teen
ag
e
r
s
h
a
v
e
cr
ea
ted
p
r
o
f
ile
s
o
n
s
o
cia
l
n
e
two
r
k
in
g
s
ites
,
with
4
7
p
er
ce
n
t
h
a
v
in
g
u
p
l
o
ad
ed
p
h
o
to
s
,
w
h
ile
1
4
p
e
r
ce
n
t
h
a
v
e
p
o
s
ted
v
id
eo
s
,
with
n
ea
r
ly
al
l
o
f
th
em
h
av
in
g
p
o
s
ted
an
im
ag
e
o
r
co
m
m
en
t
o
n
a
p
latf
o
r
m
[
1
9
]
.
I
t
wa
s
r
e
p
o
r
te
d
th
at
an
av
er
a
g
e
Nig
e
r
ian
s
tu
d
en
t
s
p
en
d
s
ab
o
u
t
s
ix
to
s
ev
e
n
h
o
u
r
s
o
n
in
ter
n
et
d
aily
,
with
s
o
m
e
s
p
en
d
m
o
r
e
h
o
u
r
s
d
o
in
g
all
n
ig
h
t b
r
o
wsi
n
g
[
2
0
]
.
Mo
s
t
o
f
th
e
f
ac
to
r
s
th
at
h
av
e
b
ee
n
id
en
tifie
d
to
b
e
r
esp
o
n
s
ib
le
f
o
r
th
e
b
r
ea
k
t
h
r
o
u
g
h
s
ex
p
er
ien
ce
d
b
y
s
o
cial
m
ed
ia
ar
e
its
u
n
iv
er
s
al
ac
ce
s
s
,
co
n
v
en
ien
ce
,
f
u
n
ctio
n
ality
,
an
d
f
lex
i
b
ilit
y
o
f
s
o
cial
tech
n
o
lo
g
ies.
Mo
r
e
s
o
,
s
o
cial
m
ed
ia
p
latf
o
r
m
s
h
av
e
th
e
a
b
ilit
y
to
in
f
lu
e
n
c
e
p
eo
p
le
g
iv
en
s
u
ch
co
n
v
e
n
tio
n
al
m
ed
ia
lik
e
T
elev
is
io
n
s
,
R
ad
io
s
,
an
d
New
s
p
ap
e
r
s
[
2
1
]
.
T
h
u
s
,
b
ea
r
i
n
g
in
m
in
d
th
at
th
e
p
r
im
ar
y
g
o
al
o
f
a
s
tu
d
en
t
is
h
is
ac
ad
em
ic
ac
h
ie
v
em
en
t
s
esp
ec
i
ally
at
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
le
v
el
s
in
ce
it
is
th
e
s
tag
e
f
o
r
m
o
s
t
ca
r
ee
r
b
u
ild
in
g
,
th
e
r
e
is
a
n
ee
d
th
er
ef
o
r
e
to
tak
e
th
eir
s
tu
d
ies
v
er
y
s
er
io
u
s
.
Aca
d
em
ic
ac
h
iev
em
en
t
h
as
b
ec
o
m
e
a
th
in
g
o
f
co
n
ce
r
n
a
n
d
in
ter
est
to
all
lear
n
er
s
,
teac
h
er
s
,
p
ar
en
ts
etc.
;
as
a
r
esu
lt,
ed
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
h
av
e
b
ee
n
wo
r
k
in
g
ef
f
o
r
tles
s
ly
to
e
n
s
u
r
e
th
at
th
o
s
e
f
ac
to
r
s
th
at
ar
e
ca
p
ab
le
o
f
h
in
d
er
i
n
g
ac
a
d
em
ic
ac
h
iev
em
en
t
o
f
s
tu
d
en
ts
ar
e
b
r
o
u
g
h
t
u
n
d
e
r
co
n
tr
o
l [
2
2
]
.
Aca
d
em
ic
ac
h
iev
em
e
n
t
is
r
e
f
er
r
ed
t
o
th
e
way
(
s
)
s
tu
d
en
ts
d
ea
l
with
th
eir
s
tu
d
ies
as
well
as
th
e
ac
tu
aliza
tio
n
s
o
f
d
if
f
er
e
n
t
task
s
ass
ig
n
ed
to
th
em
b
y
t
h
eir
teac
h
er
s
[
2
3
]
.
Acc
o
r
d
in
g
to
[
2
4
]
,
ac
a
d
em
ic
ac
h
iev
em
en
t
is
r
e
f
er
r
ed
to
as
th
e
p
r
o
d
u
ct
o
f
e
d
u
ca
tio
n
-
th
e
ex
ten
t
to
wh
ic
h
s
tu
d
en
t
s
,
teac
h
er
s
o
r
in
s
titu
tio
n
s
h
av
e
ac
h
iev
ed
th
ei
r
ed
u
ca
tio
n
al
o
b
jectiv
es
.
Ac
ad
em
ic
ac
h
iev
em
en
t
ca
n
th
u
s
b
e
s
ee
n
as
o
b
s
er
v
ab
le
an
d
m
ea
s
u
r
ab
le
b
eh
a
v
io
r
s
o
f
a
n
i
n
d
iv
id
u
al
with
in
a
p
ar
ticu
lar
s
itu
atio
n
.
Gr
ad
e
Po
in
t
Av
er
a
g
e
(
GPA)
an
d
test
r
esu
lts
r
ep
r
esen
t
s
tu
d
en
ts
’
ac
ad
em
i
c
a
ch
iev
em
en
t;
it
is
o
n
e
o
f
th
e
cu
r
r
e
n
t
ed
u
ca
tio
n
al
p
r
o
b
lem
s
o
f
p
u
b
lic
in
ter
est
b
ased
o
n
p
o
o
r
lev
el
o
f
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t
esp
ec
ially
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
an
d
p
o
s
t
-
s
ec
o
n
d
ar
y
s
ch
o
o
ls
[
2
5
]
.
Ain
a
an
d
Olan
ip
ek
u
n
[
2
6
]
eq
u
ally
m
ain
tain
ed
th
at
ac
ad
em
ic
ac
h
iev
em
en
t
o
f
s
tu
d
e
n
ts
b
o
th
at
s
ec
o
n
d
a
r
y
an
d
p
o
s
t
-
s
e
co
n
d
ar
y
s
ch
o
o
l
s
is
wo
r
r
is
o
m
e
.
Fu
r
th
er
m
o
r
e,
s
u
ch
f
ac
to
r
s
a
s
ec
o
n
o
m
ic,
s
o
cial
an
d
p
s
y
c
h
o
lo
g
ical
f
ac
to
r
s
h
a
v
e
b
ee
n
id
en
tifie
d
as
lik
ely
th
r
ea
ts
to
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t
[
2
7
]
.
T
h
ese
f
ac
to
r
s
m
ay
h
av
e
s
tr
o
n
g
in
f
l
u
en
ce
s
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
e
n
t;
h
o
wev
er
,
t
h
e
in
f
l
u
en
ce
s
co
u
ld
v
ar
y
f
r
o
m
o
n
e
p
er
s
o
n
to
a
n
o
th
er
an
d
f
r
o
m
co
u
n
tr
y
t
o
an
o
th
er
.
M
o
s
t
p
r
ev
io
u
s
s
tu
d
ies
o
n
ac
ad
em
ic
ac
h
iev
em
en
t
o
f
s
tu
d
e
n
ts
h
av
e
f
o
cu
s
ed
o
n
f
ac
to
r
s
s
u
ch
as
s
o
cio
-
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
,
class
en
v
ir
o
n
m
en
t,
g
en
d
er
d
if
f
er
en
ce
s
,
f
am
ily
e
d
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
a
n
d
teac
h
in
g
a
n
d
lear
n
in
g
s
ty
le
p
r
ef
er
en
ce
s
[
2
8
]
.
T
h
ese
f
ac
to
r
s
id
en
tifie
d
h
av
e
b
ee
n
v
iewe
d
as
f
ac
to
r
s
r
esp
o
n
s
ib
le
f
o
r
s
tu
d
en
ts
’
p
o
o
r
ac
ad
e
m
ic
ac
h
iev
em
en
t
in
s
ch
o
o
l
s
.
I
t
is
th
er
ef
o
r
e
n
ec
ess
ar
y
to
u
n
d
e
r
s
tan
d
th
at
n
o
m
att
er
h
o
w
well
co
n
ce
iv
ed
a
co
u
n
tr
y
’
s
d
ev
elo
p
m
en
tal
p
lan
s
m
ay
b
e,
lo
w
ac
ad
e
m
ic
ac
h
iev
em
en
t
is
ca
p
ab
le
o
f
r
u
i
n
in
g
e
v
er
y
th
i
n
g
.
T
h
is
th
er
e
f
o
r
e
im
p
lies
th
at
p
o
o
r
ac
ad
em
ic
ac
h
iev
em
e
n
t a
n
d
h
i
g
h
f
ailu
r
e
r
ate
ar
e
in
d
icato
r
s
o
f
u
n
d
e
r
d
ev
el
o
p
m
en
t
o
f
a
s
o
cie
ty
.
I
t
h
as
b
ee
n
in
d
icate
d
th
at
s
o
cial
m
ed
ia
n
etwo
r
k
s
o
f
ten
d
ir
ec
tly
o
r
in
d
ir
ec
tly
n
ec
ess
itate
ac
ce
s
s
to
in
f
o
r
m
atio
n
an
d
k
n
o
wled
g
e
a
ttain
m
en
t;
m
o
r
e
s
o
,
th
at
th
ese
n
etwo
r
k
s
h
av
e
in
f
lu
e
n
ce
s
o
n
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t
[
2
9
]
.
H
o
wev
er
,
p
o
o
r
ac
ad
em
ic
ac
h
ie
v
em
e
n
ts
in
th
e
r
ec
en
t
tim
e
s
h
a
v
e
b
ee
n
tr
ac
e
d
to
tech
n
o
lo
g
ical
d
e
v
elo
p
m
e
n
t
s
.
W
h
ile
tech
n
o
lo
g
ical
ad
v
an
ce
m
en
t
is
g
r
ad
u
ally
g
ain
in
g
d
o
m
in
an
ce
in
th
e
p
r
esen
t
s
o
ciety
,
th
e
s
tu
d
y
h
ab
it
s
o
f
s
tu
d
en
ts
ar
e
also
f
ast
v
a
n
is
h
in
g
i
n
to
th
i
n
air
[
3
0
]
.
T
h
e
au
t
h
o
r
s
af
f
ir
m
ed
th
at
s
tu
d
en
ts
n
o
w
lack
th
e
s
k
ill
s
o
f
r
ea
d
i
n
g
a
n
d
in
s
tead
s
p
e
n
d
m
o
r
e
h
o
u
r
s
o
n
elec
tr
o
n
ic
m
ed
ia.
B
r
o
wsi
n
g
th
e
in
ter
n
et,
p
la
y
in
g
with
h
an
d
s
ets
an
d
p
ass
in
g
n
o
n
-
s
to
p
tex
t
m
ess
ag
es
s
ee
m
to
b
e
th
e
o
r
d
e
r
o
f
th
e
d
ay
;
t
h
is
h
as
m
ad
e
r
ea
d
in
g
b
o
o
k
s
an
d
o
t
h
er
p
iece
s
o
f
wr
itten
m
ater
ial
s
in
a
q
u
iet
o
r
p
ea
ce
f
u
l
co
r
n
er
o
f
lib
r
ar
ies
o
r
h
o
m
e
s
ap
p
ea
r
an
a
r
ch
aic
i
d
ea
f
o
r
m
o
s
t
s
ch
o
o
l
’s
ch
ild
r
e
n
a
n
d
ad
u
lts
.
Stu
d
en
ts
’
i
n
v
o
lv
e
m
en
t
i
n
s
o
c
ial
m
ed
ia
ac
tiv
ities
s
u
ch
as
m
ak
in
g
n
ew
f
r
ien
d
s
an
d
g
ain
in
g
ac
ce
s
s
to
r
elev
an
t
in
f
o
r
m
atio
n
ca
n
b
e
c
h
an
n
el
ed
to
war
d
s
m
ak
in
g
im
p
r
o
v
em
e
n
ts
in
th
eir
ac
ad
e
m
ic
ac
h
iev
em
en
t,
b
u
t
th
is
d
ep
en
d
s
o
n
th
e
in
d
iv
id
u
al’
s
ab
ilit
y
an
d
willin
g
n
ess
to
u
tili
ze
th
e
o
p
p
o
r
tu
n
ity
o
f
co
p
in
g
with
ac
ad
em
ic
r
elate
d
s
tr
ess
.
Uti
lizin
g
th
ese
o
p
p
o
r
tu
n
i
ties
an
d
b
en
ef
its
o
f
s
o
cial
m
ed
ia
n
etwo
r
k
s
ca
n
p
o
s
itiv
ely
h
elp
s
tu
d
en
ts
im
p
r
o
v
e
in
th
eir
ac
a
d
em
ic
p
u
r
s
u
its
.
A
s
tu
d
en
t
wh
o
is
ab
l
e
to
cr
ea
tiv
ely
m
a
k
e
wav
es
an
d
en
o
r
m
o
u
s
p
r
o
g
r
ess
in
th
e
u
tili
za
tio
n
o
f
s
o
cial
m
ed
ia
ca
n
eq
u
ally
d
o
ex
p
lo
its
in
h
is
/h
er
ac
ad
em
ic
life
if
h
e
is
ab
le
to
ch
an
n
el
th
e
s
am
e
en
e
r
g
y
to
war
d
s
h
is
/h
er
s
tu
d
ies [
2
9
]
.
Acc
o
r
d
in
g
to
[
3
1
]
,
ch
ild
r
e
n
ca
n
n
o
t
ac
h
iev
e
s
u
cc
ess
in
th
eir
ac
ad
em
ics
u
n
less
th
eir
ex
p
ec
tatio
n
s
ar
e
r
aised
an
d
telev
is
io
n
s
ets ar
e
t
u
r
n
ed
o
f
f
.
Ap
u
k
e
[
3
2
]
p
o
s
tu
lat
ed
th
at
it is
a
co
m
m
o
n
th
in
g
th
ese
d
ay
s
f
o
r
y
o
u
n
g
p
eo
p
le
to
b
ec
o
m
e
ad
d
i
cted
t
o
s
o
cial
m
ed
ia
ac
tiv
ities
;
as
a
r
esu
lt,
th
ey
ab
an
d
o
n
th
ei
r
s
tu
d
ies
an
d
s
h
if
t
atten
tio
n
s
to
ch
attin
g
with
f
r
i
en
d
s
,
ev
e
n
d
u
r
in
g
lectu
r
e
s.
Ad
d
itio
n
ally
,
m
a
n
y
s
tu
d
en
ts
u
s
e
th
eir
p
h
o
n
es
t
o
en
g
ag
e
in
ac
tiv
it
ies
wh
ich
ap
p
ea
r
to
b
e
q
u
ite
d
is
tr
ac
tin
g
m
o
s
t
tim
es.
Ho
wev
er
,
B
am
ig
b
o
y
e
an
d
Olu
s
esan
[
3
3
]
s
tated
th
at
s
o
cial
m
ed
ia
ca
n
b
e
v
er
y
r
eso
u
r
ce
f
u
l to
th
e
ac
a
d
e
m
ic
p
r
o
g
r
ess
o
f
b
o
t
h
m
ale
an
d
f
em
ale
s
tu
d
en
ts
.
B
ein
g
a
m
ale
o
r
a
f
em
ale
co
u
ld
s
im
p
ly
b
e
r
e
f
er
r
ed
to
as
Gen
d
er
.
Gen
d
er
h
as
b
ec
o
m
e
a
r
e
o
cc
u
r
r
in
g
d
ec
im
al
in
s
tu
d
ies
th
at
in
v
o
lv
e
d
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
ie
v
e
m
en
t.
Gen
d
er
i
s
s
ee
n
as
a
co
n
ce
p
t
th
at
d
r
aws
o
u
t
th
e
d
is
tin
ctio
n
s
b
etwe
en
th
e
m
ales’
r
o
les
an
d
r
esp
o
n
s
ib
ilit
ies
an
d
th
a
t
o
f
th
e
f
em
ales.
Gen
d
er
r
ef
e
r
s
to
s
o
cially
co
n
s
tr
u
cted
ex
p
ec
tati
o
n
s
f
o
r
m
ale
an
d
f
em
ale
b
eh
av
io
r
s
wh
ich
p
r
escr
ib
e
a
d
iv
i
s
io
n
o
f
lab
o
u
r
a
n
d
r
esp
o
n
s
ib
ilit
ies
b
etwe
en
m
al
es
an
d
f
em
ales
g
r
an
tin
g
o
f
d
if
f
er
en
t
r
ig
h
ts
an
d
o
b
lig
atio
n
to
th
em
[
3
4
]
.
I
n
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
I
n
flu
en
ce
o
f so
ci
a
l m
ed
ia
o
n
s
tu
d
en
ts
’
a
ca
d
emic
a
ch
ieve
men
t
(
B
a
s
il C
.
E
.
Og
u
g
u
o
)
1003
co
n
s
o
n
an
ce
w
ith
t
h
e
ab
o
v
e
ass
er
tio
n
,
C
ass
el
[
3
5
]
m
ain
tain
ed
th
at
g
en
d
e
r
r
ef
er
s
to
t
h
o
s
e
s
o
cial
f
ac
ts
o
f
b
ein
g
a
m
ale
o
r
a
f
em
ale
.
Sev
er
al
s
tu
d
ies
h
av
e
b
ee
n
ca
r
r
ied
o
u
t
o
n
s
o
cial
m
ed
ia
an
d
g
en
d
er
d
if
f
er
en
ce
s
an
d
its
in
f
lu
en
ce
s
o
n
ac
ad
em
ic
ac
h
ie
v
em
en
t
o
f
s
tu
d
en
ts
.
So
m
e
r
es
ea
r
ch
er
s
h
av
e
r
ep
o
r
ted
th
at
f
e
m
ales
s
p
en
d
m
o
r
e
tim
e
o
n
s
o
cial
m
ed
ia
th
an
th
eir
m
ale
co
u
n
ter
p
a
r
ts
ac
co
r
d
i
n
g
to
Ma
tr
a
[
3
6
]
.
T
h
is
is
in
ag
r
ee
m
en
t
with
th
e
f
in
d
in
g
o
f
Selwy
n
[
3
7
]
wh
o
r
ep
o
r
ted
th
at
f
em
ale
s
tu
d
en
ts
s
p
en
d
m
o
r
e
tim
e
o
n
lin
e
th
an
t
h
e
m
ale
s
tu
d
en
t
s
;
it
was
ad
d
ed
with
th
e
o
cc
u
r
r
e
n
ce
s
o
f
ev
en
ts
,
th
e
ad
v
an
ce
m
en
t
o
f
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
is
in
cr
ea
s
in
g
ly
b
ec
o
m
in
g
a
f
em
in
in
e
ac
tiv
ity
.
On
th
e
o
th
e
r
h
a
n
d
,
r
esear
ch
es
am
o
n
g
C
h
in
ese
an
d
B
r
itis
h
s
tu
d
en
ts
h
av
e
r
ep
o
r
ted
th
e
m
al
es
en
g
ag
e
th
em
s
elv
es
in
u
s
in
g
s
o
c
ial
m
ed
ia
m
o
r
e
th
a
n
th
e
f
em
ales
a
s
th
ey
a
p
p
ea
r
to
b
e
m
o
r
e
s
k
illed
tech
n
o
lo
g
icall
y
th
an
th
e
f
em
ales
[
3
8
]
.
I
t
was
r
ep
o
r
ted
b
y
[
3
9
]
th
at
a
s
ig
n
if
ic
an
t
d
if
f
er
e
n
ce
ex
is
ts
b
etwe
en
th
e
ac
h
iev
em
en
t
o
f
m
ale
an
d
f
em
ale
s
tu
d
en
ts
wit
h
th
e
m
ale
s
tu
d
en
ts
h
av
i
n
g
a
b
etter
ac
h
iev
em
e
n
t
th
an
th
e
f
e
m
ales
.
I
n
ag
r
ee
m
en
t
with
th
is
v
iew,
Hasan
an
d
K
h
an
[
4
0
]
ass
er
ted
th
at
th
er
e
i
s
a
s
ig
n
if
ican
t
in
f
lu
e
n
ce
o
f
g
en
d
er
o
n
s
tu
d
en
ts
`
ac
ad
em
ic
ac
h
iev
em
en
t
.
Ho
w
ev
er
,
th
ese
f
in
d
i
n
g
s
ab
o
v
e
a
r
e
in
d
is
ag
r
ee
m
en
t
with
th
e
f
in
d
in
g
s
o
f
o
th
e
r
r
esear
ch
er
s
as
[
4
1
]
r
ep
o
r
ted
t
h
at
th
e
in
f
lu
en
ce
o
f
g
en
d
e
r
o
n
an
y
o
f
th
e
d
im
en
s
io
n
s
o
f
te
ch
n
o
lo
g
ies
s
tu
d
i
ed
was
n
o
t
s
ig
n
if
ican
t
[
4
1
]
.
Fu
r
t
h
er
m
o
r
e
,
n
o
d
if
f
er
en
ce
s
h
a
v
e
b
ee
n
f
o
u
n
d
b
y
n
u
m
er
o
u
s
s
tu
d
ies
o
n
th
e
u
s
ag
e
o
f
s
o
cial
m
ed
ia
b
y
m
ales
an
d
f
e
m
ales
[
4
2
]
.
T
h
is
alig
n
s
with
t
h
e
f
in
d
in
g
o
f
[
4
3
]
th
at
g
en
d
er
h
as
n
o
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
th
e
ac
h
iev
e
m
en
t
o
f
m
ale
an
d
f
em
ale
s
tu
d
en
ts
.
So
th
er
e
s
till
ex
is
ts
a
g
r
ea
t
d
e
al
o
f
co
n
tr
o
v
er
s
ies
am
o
n
g
v
ar
io
u
s
s
tu
d
ies o
n
g
en
d
er
co
m
p
ar
is
o
n
.
So
cial
m
ed
ia
h
av
e
b
ec
o
m
e
v
e
r
y
co
m
m
o
n
am
o
n
g
s
tu
d
en
ts
all
o
v
er
th
e
w
o
r
ld
;
th
is
o
f
c
o
u
r
s
e
in
clu
d
es
th
e
s
ch
o
o
ls
in
E
n
u
g
u
State
wh
er
e
s
tu
d
en
ts
h
av
e
b
ee
n
s
ee
n
to
atten
d
in
g
s
ch
o
o
ls
an
d
class
es
with
ex
p
en
s
iv
e
g
ad
g
ets
lik
e
th
e
m
o
b
ile
p
h
o
n
es,
tab
lets
an
d
iPo
d
s
etc.
w
ith
ap
p
licatio
n
s
,
f
ac
ilit
ies
an
d
s
o
f
twar
e
th
at
ca
n
co
n
n
e
ct
th
em
to
th
e
i
n
ter
n
et
an
d
all
f
o
r
m
s
o
f
s
o
cial
m
e
d
ia
p
latf
o
r
m
s
,
web
s
ites
an
d
s
o
o
n
.
E
v
id
e
n
ce
s
h
av
e
s
h
o
wn
b
o
th
f
r
o
m
th
e
r
esu
lts
o
f
W
est
Af
r
ican
E
x
am
in
atio
n
C
o
u
n
cil
(
W
AE
C
)
o
f
2
0
1
4
to
2
0
1
8
an
d
in
ter
n
al
ex
am
in
atio
n
s
th
at
m
o
s
t
s
tu
d
en
ts
f
ail
ac
co
u
n
tin
g
.
T
h
is
tr
en
d
co
u
ld
b
e
attr
ib
u
ted
to
m
a
n
y
f
ac
to
r
s
s
u
ch
as
m
is
u
s
e
o
f
s
o
cial
m
ed
ia
as
a
to
o
l
f
o
r
le
ar
n
in
g
,
ex
am
i
n
atio
n
m
alp
r
ac
tice
an
d
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
,
am
o
n
g
o
th
er
s
.
I
t
is
ag
ain
s
t
th
is
b
ac
k
g
r
o
u
n
d
th
at
th
is
s
tu
d
y
s
o
u
g
h
t
to
in
v
esti
g
ate
th
e
in
f
lu
en
ce
o
f
s
o
cial
m
ed
ia
o
n
s
tu
d
en
t’
s
ac
ad
em
ic
ac
h
iev
e
m
e
n
t in
ac
co
u
n
tin
g
.
Var
io
u
s
r
esear
ch
es
h
av
e
s
h
o
w
n
th
at
th
er
e
h
av
e
b
ee
n
co
n
s
is
ten
t
p
o
o
r
ac
a
d
em
ic
ac
h
iev
em
e
n
t
s
am
o
n
g
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
’s
s
tu
d
en
ts
in
Nig
e
r
ia
[
2
5
,
2
6
,
2
8
]
.
T
h
is
h
as
b
ec
o
m
e
a
m
ajo
r
p
o
in
t
o
f
co
n
ce
r
n
t
o
s
tu
d
en
ts
,
teac
h
er
s
,
p
ar
en
ts
,
g
u
ar
d
ian
s
,
as
well
as
o
th
er
s
t
ak
eh
o
ld
er
s
in
th
e
f
ield
o
f
e
d
u
ca
tio
n
,
in
clu
d
in
g
r
esear
ch
er
s
.
An
d
if
t
h
is
p
r
o
b
lem
is
n
o
t
ad
d
r
ess
ed
,
th
e
is
s
u
e
o
f
p
o
o
r
ac
ad
em
ic
ac
h
ie
v
e
m
en
t
esp
ec
ially
in
Acc
o
u
n
tin
g
m
a
y
g
r
o
w
wo
r
s
e.
Alr
ea
d
y
,
s
tu
d
ies
h
av
e
r
e
v
ea
le
d
th
at
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t
in
th
e
u
s
e
o
f
E
n
g
lis
h
h
as
b
ee
n
ad
v
er
s
ely
af
f
ec
ted
b
y
s
o
cial
m
ed
ia.
Stu
d
en
ts
ten
d
to
u
s
e
s
h
o
r
t
-
h
an
d
wr
itin
g
in
ch
attin
g
with
f
r
ien
d
s
;
as
a
r
esu
lt,
th
ey
b
ec
o
m
e
u
s
ed
to
it,
th
is
th
u
s
m
ak
es
th
em
co
m
m
it
er
r
o
r
s
d
u
r
in
g
e
x
am
in
at
io
n
.
Ho
wev
er
,
th
is
is
s
u
e
o
f
p
o
o
r
ac
h
iev
em
en
t
h
as
b
ee
n
lin
k
ed
to
teac
h
er
s
an
d
s
tu
d
en
t’
s
ch
ar
ac
ter
is
tics
s
u
ch
as
q
u
alif
icatio
n
,
ex
p
er
ien
ce
,
attitu
d
e
o
r
i
n
ter
est an
d
g
e
n
d
er
.
Sev
er
al
s
tu
d
ies
o
n
a
ca
d
em
ic
ac
h
iev
em
en
t
o
f
s
tu
d
en
ts
f
o
cu
s
ed
o
n
f
ac
to
r
s
lik
e
s
o
cio
-
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
,
class
en
v
ir
o
n
m
e
n
t,
g
e
n
d
er
d
if
f
e
r
en
ce
s
,
f
am
ily
`s
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
te
ac
h
in
g
a
n
d
lear
n
in
g
s
ty
le
am
o
n
g
o
th
er
s
;
h
o
we
v
er
,
th
er
e
ap
p
ea
r
s
to
b
e
lim
ited
s
tu
d
ies
th
at
id
en
tifie
d
s
o
cial
m
ed
ia
as
a
f
ac
to
r
th
at
co
u
ld
i
n
f
lu
en
ce
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
e
n
t
in
Acc
o
u
n
t
in
g
;
f
u
r
th
er
m
o
r
e,
s
tu
d
en
ts
in
E
n
u
g
u
State
ar
e
n
o
t
ex
clu
d
ed
f
r
o
m
th
is
tr
o
u
b
le
d
p
o
p
u
latio
n
as
th
e
r
esear
ch
e
r
s
n
o
ted
an
in
cr
ea
s
e
in
u
s
e
o
f
m
o
b
ile
d
ev
ices
b
y
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
en
ts
,
q
u
est to
f
o
llo
w
th
e
tr
en
d
s
an
d
f
ee
l a
m
o
n
g
an
d
u
s
e
o
f
s
lan
g
s
b
y
th
ese
s
tu
d
en
ts
ev
en
wh
en
co
m
m
u
n
icatin
g
f
o
r
m
all
y
with
p
ee
r
s
an
d
eld
er
s
.
B
ased
o
n
liter
atu
r
e
s
av
ailab
le
to
th
e
r
esear
ch
er
s
at
th
e
tim
e
o
f
s
tu
d
y
,
th
er
e
s
ee
m
to
b
e
lim
ited
em
p
ir
ical
s
tu
d
ies
to
s
u
p
p
o
r
t
th
e
f
ac
t
th
at
s
tu
d
en
ts
’
en
g
ag
em
en
t
i
n
s
o
cial
m
ed
ia
ac
tiv
ities
in
f
lu
en
ce
s
ig
n
if
ican
tly
o
r
o
th
er
wis
e
o
n
a
ca
d
em
ic
ac
h
iev
em
en
t
.
B
esid
es
,
th
er
e
wer
e
also
d
is
ag
r
ee
m
en
ts
in
liter
atu
r
e
s
r
eg
ar
d
in
g
th
e
m
o
d
er
atin
g
in
f
lu
en
ce
o
f
g
en
d
er
o
n
en
g
ag
em
en
t
o
n
s
o
cial
m
ed
ia
an
d
ac
ad
em
ic
ac
h
iev
e
m
en
ts
o
f
s
tu
d
en
ts
.
B
ased
o
n
th
ese
p
r
em
is
es
,
th
e
p
r
o
b
lem
o
f
th
is
s
tu
d
y
is
to
ascer
tain
to
wh
at
e
x
ten
t
s
o
ci
al
m
ed
ia
in
f
lu
en
ce
s
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t
in
A
cc
o
u
n
tin
g
in
s
en
i
o
r
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
E
n
u
g
u
So
u
th
ea
s
t
,
Nig
er
ia.
T
h
e
g
en
er
al
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
is
to
d
eter
m
in
e
th
e
ex
ten
t to
wh
ich
th
e
u
s
e
o
f
s
o
cial
m
e
d
ia
h
as
in
f
lu
en
ce
d
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Acc
o
u
n
tin
g
.
T
h
e
f
o
llo
win
g
r
e
s
ea
r
ch
q
u
esti
o
n
s
wer
e
p
o
s
ed
t
o
g
u
i
d
e
th
e
s
tu
d
y
;
1
)
W
h
at
ar
e
th
e
u
s
es
o
f
s
o
cial
m
ed
ia
to
s
tu
d
en
ts
?
2
)
W
h
at
ar
e
th
e
d
u
r
atio
n
s
o
f
tim
e
s
p
en
t o
n
s
o
cial
m
ed
ia
b
y
s
tu
d
en
ts
?
3
)
W
h
at
s
o
cial
m
ed
ia
n
etwo
r
k
s
ar
e
m
o
s
tly
u
s
ed
b
y
s
tu
d
en
ts
?
4
)
W
h
at
in
f
lu
en
ce
d
o
es
f
r
eq
u
en
cy
in
th
e
u
s
e
o
f
s
o
cia
l
m
ed
ia
h
as
o
n
s
tu
d
en
ts
’
m
ea
n
ac
ad
em
ic
ac
h
iev
em
en
t in
Acc
o
u
n
tin
g
?
5
)
W
h
at
in
f
lu
en
ce
d
o
es
g
en
d
er
h
a
v
e
o
n
s
tu
d
en
ts
’
m
ea
n
ac
ad
em
ic
ac
h
iev
em
e
n
t in
Acc
o
u
n
tin
g
?
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.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
0
0
0
-
1
0
0
9
1004
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
m
ad
e
u
s
e
o
f
e
x
-
p
o
s
t
f
ac
to
r
esear
ch
d
esig
n
.
Acc
o
r
d
in
g
to
Nwo
r
g
u
[
4
4
]
,
an
ex
-
p
o
s
t
f
ac
to
r
esear
ch
d
esig
n
is
a
ty
p
e
o
f
s
tu
d
y
wh
ich
tr
ies
to
estab
lis
h
ca
u
s
e
-
ef
f
ec
t
r
elatio
n
s
h
ip
s
b
e
twee
n
v
ar
iab
les
o
f
in
ter
est
th
at
ca
n
n
o
t
b
e
m
an
i
p
u
lated
.
T
h
is
s
tu
d
y
lin
k
e
d
s
o
m
e
alr
ea
d
y
e
x
is
tin
g
ef
f
ec
ts
o
r
o
b
s
er
v
atio
n
s
to
s
o
m
e
v
ar
iab
les
as
ca
u
s
ativ
e
ag
en
ts
o
f
th
e
in
f
lu
e
n
ce
s
s
o
cial
m
e
d
ia
h
as
o
n
th
e
ac
a
d
em
ic
ac
h
iev
em
en
ts
o
f
s
en
i
o
r
s
ec
o
n
d
ar
y
s
tu
d
e
n
ts
.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
d
esig
n
was c
o
n
s
id
er
ed
ap
p
r
o
p
r
iate
f
o
r
th
is
s
tu
d
y
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
p
ar
ticip
an
ts
co
n
s
is
t
o
f
1
5
0
ac
co
u
n
tin
g
s
tu
d
e
n
ts
(
7
0
m
ales
an
d
8
0
f
em
ales)
.
T
h
e
p
ar
ticip
an
ts
wer
e
s
elec
ted
th
r
o
u
g
h
m
u
lti
-
s
tag
e
s
am
p
lin
g
p
r
o
ce
d
u
r
e.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e
was
u
s
ed
in
s
elec
tin
g
s
ch
o
o
ls
with
in
th
e
u
r
b
an
ar
ea
wh
er
e
s
o
cial
m
e
d
ia
p
latf
o
r
m
s
ar
e
m
o
s
tly
u
s
ed
;
an
d
to
also
s
elec
t
f
iv
e
co
-
ed
u
ca
tio
n
al
s
ch
o
o
ls
f
o
r
p
r
o
p
er
r
ep
r
esen
tatio
n
o
f
b
o
th
g
en
d
er
s
.
I
n
t
h
e
th
ir
d
s
tag
e,
d
is
p
r
o
p
o
r
tio
n
at
e
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
te
ch
n
iq
u
e
was
em
p
lo
y
ed
in
s
el
ec
tin
g
th
e
s
am
p
le
o
f
s
tu
d
e
n
ts
wh
o
wer
e
u
s
ed
f
o
r
th
e
s
tu
d
y
,
f
r
o
m
ea
c
h
s
elec
ted
s
ch
o
o
l.
2
.
3
.
I
ns
t
rum
ent
f
o
r
da
t
a
co
llect
io
n
T
h
e
in
s
tr
u
m
en
ts
u
s
ed
f
o
r
d
at
a
co
llectio
n
wer
e
So
cial
Me
d
ia
Qu
esti
o
n
n
air
e
(
SMQ)
an
d
Stu
d
en
ts
Acc
o
u
n
tin
g
Ach
iev
e
m
en
t
Pr
o
f
o
r
m
a
(
SAAP).
T
h
e
q
u
esti
o
n
n
air
es
h
av
e
two
s
ec
tio
n
s
;
s
ec
tio
n
A
co
n
tain
ed
d
em
o
g
r
a
p
h
ic
d
ata
o
f
t
h
e
r
esp
o
n
d
en
ts
wh
ile
s
ec
tio
n
B
co
n
s
is
t
ed
o
f
th
r
ee
clu
s
ter
s
:
clu
s
ter
A
-
wh
at
s
tu
d
en
ts
u
s
e
s
o
cial
m
ed
ia
f
o
r
co
n
s
is
ted
n
in
e
item
s
;
clu
s
ter
B
-
d
u
r
atio
n
o
f
tim
e
s
p
en
t
o
n
s
o
cial
m
ed
ia
co
n
tain
ed
n
in
e
item
s
an
d
clu
s
ter
C
-
f
r
eq
u
en
tly
u
s
ed
s
o
cial
m
ed
ia
co
n
tain
e
d
ele
v
en
item
s
.
T
h
is
r
esu
lted
to
a
to
tal
o
f
30
item
s
s
tr
u
ctu
r
ed
o
n
a
f
o
u
r
Po
i
n
t
L
ik
er
t
-
ty
p
e
s
ca
le
to
s
ee
k
in
f
o
r
m
at
io
n
o
n
th
e
p
u
r
p
o
s
e
o
f
s
o
cial
m
ed
ia
u
s
ag
e,
q
u
ality
o
f
tim
e
s
p
en
t
o
n
s
o
cial
m
ed
i
a,
f
r
eq
u
e
n
tly
u
s
ed
s
o
cial
m
e
d
ia
an
d
th
e
im
p
ac
t
o
f
s
o
cial
m
ed
ia
o
n
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
Stu
d
en
ts
’
Acc
o
u
n
tin
g
Ach
iev
em
en
t
Pro
f
o
r
m
a
(
SAAP)
was
u
s
ed
t
o
c
o
llect
th
e
e
x
is
tin
g
ter
m
s
’
r
esu
lts
an
d
c
u
m
u
lativ
e
s
co
r
e
s
f
o
r
p
r
ev
i
o
u
s
ac
ad
e
m
ic
s
ess
io
n
s
o
f
th
e
s
am
p
led
s
tu
d
en
ts
.
T
h
e
p
r
o
f
o
r
m
a
co
n
s
is
ted
o
f
eig
h
t
co
lu
m
n
s
:
s
er
ial
n
u
m
b
er
s
,
n
am
e,
class
,
ac
ad
em
ic
y
ea
r
,
1
st
ter
m
,
2
nd
ter
m
,
3
rd
ter
m
an
d
cu
m
u
lativ
e
g
r
a
d
e.
2
.
4
.
Va
lid
it
y
o
f
t
he
i
ns
t
rum
ent
T
h
e
in
s
tr
u
m
en
t
was
v
alid
ate
d
b
y
th
r
ee
ex
p
er
ts
o
f
r
esear
ch
m
ea
s
u
r
em
e
n
t
an
d
ev
alu
at
io
n
.
T
h
e
y
v
alid
ato
r
s
ex
am
in
ed
t
h
e
item
s
o
f
th
e
in
s
t
r
u
m
en
ts
to
en
s
u
r
e
th
at
th
e
item
s
wer
e
clea
r
an
d
in
lin
e
with
th
e
o
b
jectiv
es o
f
th
e
s
tu
d
y
,
as we
ll a
s
th
e
ap
p
r
o
p
r
iaten
ess
o
f
th
e
in
s
tr
u
m
en
ts
`
item
s
in
ter
m
s
o
f
th
e
lan
g
u
ag
e
u
s
ed
.
T
h
eir
v
alu
ab
le
o
b
s
er
v
atio
n
s
an
d
co
r
r
ec
tio
n
s
wer
e
u
s
ed
to
d
esig
n
th
e
f
in
al
v
er
s
io
n
s
o
f
th
e
in
s
tr
u
m
en
ts
wh
ich
wer
e
u
s
ed
f
o
r
d
ata
co
llectio
n
f
o
r
th
e
s
tu
d
y
.
2
.
5
.
Relia
bil
it
y
o
f
t
he
ins
t
rum
ent
T
h
e
in
s
tr
u
m
en
ts
wer
e
tr
ial
test
ed
o
n
th
r
ee
(
3
)
s
en
io
r
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
wh
ich
wer
e
o
u
ts
id
e
th
e
m
ain
s
tu
d
y
ar
ea
.
A
s
am
p
le
o
f
30
s
e
n
io
r
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
t
s
in
s
en
io
r
s
ch
o
o
l two
(
SS
2
)
was r
an
d
o
m
ly
ch
o
s
en
f
r
o
m
th
e
th
r
ee
(
3
)
s
elec
ted
s
ch
o
o
ls
.
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
o
f
t
h
e
in
s
tr
u
m
en
ts
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ated
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s
in
g
C
r
o
n
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eth
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ased
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th
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h
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ates
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ter
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in
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tr
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m
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e
ca
lcu
lated
a
s
f
o
llo
w:
clu
s
ter
1
=
.
6
0
;
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u
s
ter
2
=
.
6
2
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3
=
.
8
6
.
T
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o
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er
all
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o
f
th
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in
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tr
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th
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0
.
6
8
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.
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at
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ig
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ce
o
f
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th
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s
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ized
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atin
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.
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n
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6
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0
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ig
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ce
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Uses
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f
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1
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6
to
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.
0
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to
teac
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in
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o
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.
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clu
s
ter
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.
1
1
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at
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m
ed
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latf
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ater
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ate
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latest
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n
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n
ews,
to
r
ea
ch
o
u
t
to
th
eir
class
m
ates
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
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&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
I
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B
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Og
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with
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o
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[
4
5
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th
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ates
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s
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n
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th
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tu
d
y
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r
r
ie
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o
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t in
Ma
lay
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y
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4
6
]
,
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t w
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1
.
Me
an
(
̅
)
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d
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d
ar
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d
ev
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io
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(
SD)
o
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s
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2
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LU
2
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Dura
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T
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f
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a
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2
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ay
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ay
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tiv
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.
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h
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a
b
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2
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3
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s
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o
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at
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s
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s
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s
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4
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s
d
aily
.
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e
s
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y
s
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th
at
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aily
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s
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Mo
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ay
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d
Su
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h
o
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T
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r
s
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ay
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d
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s
.
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h
ese
f
in
d
in
g
s
co
r
r
o
b
o
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ate
with
ea
r
lier
f
in
d
in
g
s
b
y
o
t
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er
r
esear
c
h
er
s
.
Fin
d
in
g
s
o
n
th
e
d
u
r
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n
o
f
tim
e
s
tu
d
e
n
ts
s
p
en
d
o
n
s
o
cial
m
ed
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ar
e
in
a
g
r
ee
m
en
t
with
th
e
f
in
d
in
g
o
f
[
9
]
;
th
e
a
u
th
o
r
r
ep
o
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ted
th
at
s
tu
d
en
ts
s
p
en
d
2
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3
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o
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r
s
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aily
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n
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C
h
af
f
ey
’
s
r
ep
o
r
t
in
2
0
1
6
also
co
r
r
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Ma
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State,
Nig
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ia.
T
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lted
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o
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h
is
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tu
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y
.
RE
F
E
R
E
NC
E
S
[1
]
Lag
i,
B.
a
n
d
Ra
ja,
W
.
D.,
“
M
o
b
i
l
e
lea
rn
in
g
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Res
e
a
rc
h
,
v
o
l.
5
,
n
o
.
4
,
p
p
.
1
-
6
,
2
0
1
7
.
[2
]
Na
m
i,
K.,
“
Im
p
a
c
t
o
f
ICT
o
n
e
n
t
re
p
re
n
e
u
rsh
i
p
,”
Fi
rs
t
In
ter
n
a
ti
o
n
a
l
C
o
n
fer
e
n
c
e
o
n
M
a
n
a
g
e
me
n
t,
I
n
n
o
v
a
ti
o
n
a
n
d
En
tre
p
re
n
e
u
rs
h
i
p
,
v
o
l.
9
,
p
p
.
3
2
-
4
5
,
2
0
1
0
.
[3
]
Ha
n
k
s,
P
.
(E
d
.
),
C
o
ll
in
s
Dic
ti
o
n
a
ry
a
n
d
T
h
e
sa
u
ru
s
o
f
th
e
En
g
li
s
h
L
a
n
g
u
a
g
e
.
L
o
n
d
o
n
:
G
las
g
o
w:
Ha
rp
e
rCo
ll
in
s,
2
0
1
4
.
[4
]
Urd
a
n
g
,
L.
(E
d
.
).
,
Co
ll
in
s O
n
li
n
e
Dic
ti
o
n
a
ry
.
Lo
n
d
o
n
:
G
las
g
o
w:
Ha
rp
e
rCo
ll
in
s,
2
0
1
4
.
[5
]
Web
ste
r,
N.,
“
M
e
rriam
-
Web
ste
r
Co
ll
e
g
iate
Dic
ti
o
n
a
ry
,
”
S
p
r
in
g
field
,
M
a
ss
a
c
h
u
se
tt
s:
G
e
o
rg
e
&
Ch
a
rles
M
e
rriam
2
0
1
9
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
s://
d
o
i.
o
rg
/1
0
.
5
8
6
0
/ch
o
ice
.
3
1
-
0
6
6
9
[6
]
Ah
lq
v
ist,
T
.
,
Bä
c
k
,
A.,
Ha
lo
n
e
n
,
M
.
a
n
d
He
in
o
n
e
n
,
S
.
,
“
S
o
c
ial
m
e
d
ia
ro
a
d
m
a
p
s:
Ex
p
lo
r
in
g
t
h
e
fu
t
u
re
s
tri
g
g
e
re
d
b
y
so
c
ial
m
e
d
ia
,”
VTT
Ti
e
d
o
tt
e
it
a
-
V
a
lt
io
n
Tek
n
i
ll
in
e
n
T
u
tk
im
u
sk
e
k
u
s
,
p
.
1
3
,
2
0
0
8
[7
]
Ka
p
lan
,
A.
M
.
a
n
d
Ha
e
n
lein
,
M
.
,
“
Us
e
rs
o
f
th
e
wo
rl
d
,
u
n
i
te!
Th
e
c
h
a
ll
e
n
g
e
s
a
n
d
o
p
p
o
rtu
n
it
ies
o
f
S
o
c
ial
M
e
d
ia
,”
Bu
sin
e
ss
Ho
rizo
n
s
,
v
o
l
.
5
3
,
n
o
.
1
,
p
p
.
5
9
-
6
8
,
2
0
1
0
.
[8
]
Bo
y
d
.
D.M
.
a
n
d
El
li
so
n
,
N.B.
,
“
S
o
c
ial
n
e
two
r
k
sites
:
d
e
fi
n
it
i
o
n
,
h
isto
r
y
a
n
d
sc
h
o
lars
h
i
p
,”
J
o
u
rn
a
l
o
f
Co
m
p
u
ter
-
M
e
d
ia
ted
Co
mm
u
n
ica
ti
o
n
s
,
v
o
l
.
1
3
,
n
o
.
5
,
p
p
.
2
1
0
-
2
3
0
,
2
0
0
7
.
[9
]
Ow
u
su
-
Ac
h
e
a
w,
M
.
a
n
d
Lars
o
n
,
A.G
.
,
“
Us
e
o
f
so
c
ial
m
e
d
ia
a
n
d
it
s
imp
a
c
t
o
n
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
o
f
t
e
rti
a
ry
in
stit
u
ti
o
n
st
u
d
e
n
ts:
A
stu
d
y
o
f
s
tu
d
e
n
ts
o
f
K
o
fo
ri
d
u
a
P
o
l
y
tec
h
n
i
c
,
G
h
a
n
a
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
Pr
a
c
ti
c
e
,
v
o
l.
6
,
n
o
.
6
,
p
p
.
9
4
-
1
0
1
,
2
0
1
5
.
[1
0
]
F
e
rd
ig
,
M
.
,
“
S
u
sta
i
n
a
b
il
it
y
lea
d
e
rsh
ip
:
c
o
-
c
re
a
ti
n
g
a
su
sta
in
a
b
le
f
u
tu
re
,”
J
o
u
r
n
a
l
o
f
Ch
a
n
g
e
M
a
n
a
g
e
me
n
t
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
2
5
-
3
5
,
2
0
0
7
.
[1
1
]
Wes
t
D.M
.
,
“
Ho
w
b
lo
g
s,
s
o
c
ial
m
e
d
ia
a
n
d
v
i
d
e
o
g
a
m
e
s
imp
ro
v
e
e
d
u
c
a
ti
o
n
,
”
G
o
v
e
rn
a
n
c
e
stu
d
ies
:
Th
e
b
ro
o
k
i
n
g
in
stit
u
ti
o
n
,
Was
h
in
g
to
n
,
2
0
1
2
.
[1
2
]
M
iah
,
M
.
,
e
t
a
l
.
,
“
Eff
e
c
ts
o
f
s
o
c
i
a
l
n
e
two
r
k
in
g
o
n
a
d
o
les
c
e
n
t
e
d
u
c
a
ti
o
n
,”
In
f
o
rm
a
ti
o
n
S
y
ste
ms
E
d
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l.
11
,
n
o
.
3
,
p
p
.
90
-
1
0
0
2
0
1
3
.
[1
3
]
G
ü
lb
a
h
a
r,
Y.,
e
t
a
l.
,
“
Us
a
b
il
it
y
e
v
a
lu
a
ti
o
n
o
f
"
we
b
m
a
c
e
ra
si"
a
s
a
n
in
str
u
c
ti
o
n
a
l
a
n
d
e
v
a
lu
a
ti
o
n
m
e
th
o
d
,
”
An
k
a
r
a
Un
ive
rs
it
y
,
J
o
u
rn
a
l
o
f
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
,
v
o
l.
4
1
,
n
o
.
2
,
p
p
.
2
0
9
-
2
3
6
,
2
0
0
8
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
1
5
0
1
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IF
AK
_
0
0
0
0
0
0
1
1
3
4
[1
4
]
Om
a
c
h
o
n
u
,
C,
G
.
a
n
d
Ak
a
n
y
a
,
J.
,
“
Eff
e
c
ts
o
f
s
o
c
ial
m
e
d
ia
o
n
th
e
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
stu
d
e
n
t
s:
A
c
a
se
stu
d
y
o
f
t
h
e
stu
d
e
n
ts
o
f
th
e
Aa
y
ig
b
a
,
Nig
e
r
ia,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
En
g
li
s
h
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l.
7
,
n
o
.
5
,
p
p
.
1
4
-
23
,
2
0
1
9
.
[1
5
]
Ka
b
il
a
n
,
M
.
,
Ah
m
a
d
,
N.
a
n
d
Ja
fr
e
,
M
.
,
“
F
a
c
e
b
o
o
k
:
An
o
n
li
n
e
e
n
v
i
ro
n
m
e
n
t
fo
r
lea
rn
in
g
o
f
E
n
g
l
ish
i
n
in
stit
u
ti
o
n
s
o
f
h
ig
h
e
r
Ed
u
c
a
ti
o
n
?
”
T
h
e
In
ter
n
e
t
a
n
d
Hig
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
1
3
,
n
o
.
4
,
p
p
.
1
7
9
-
1
8
7
,
2
0
1
0
.
[1
6
]
M
e
h
m
o
o
d
,
S
.
a
n
d
Tas
wir,
T.
,
“
T
h
e
e
ffe
c
ts
o
f
so
c
ial
n
e
two
rk
in
g
sites
o
n
th
e
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
o
f
stu
d
e
n
ts
i
n
c
o
ll
e
g
e
o
f
a
p
p
li
e
d
sc
ien
c
e
s
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Arts
a
n
d
Co
m
me
rc
e
.
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
1
1
-
1
2
5
,
2
0
1
3
.
[1
7
]
F
o
d
e
m
a
n
,
D.
a
n
d
M
o
n
ro
e
.
M
.
,
“
T
h
e
imp
a
c
t
o
f
F
a
c
e
b
o
o
k
o
n
o
u
r
stu
d
e
n
ts
,”
T
e
a
c
h
.
L
ib
.
,
v
o
l.
3
6
,
n
o
.
5
,
p
.
3
6
,
2
0
0
9
.
[1
8
]
Rid
e
o
u
t
,
V.,
F
o
e
h
r,
U.,
a
n
d
Ro
b
e
rts,
D.,
“
Ge
n
e
ra
ti
o
n
M
2
:
M
e
d
ia i
n
th
e
li
v
e
s o
f
8
-
t
o
1
8
-
y
e
a
r
o
ld
s,”
2
0
1
0
.
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[1
9
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Len
h
a
rt,
M
.
a
n
d
M
a
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d
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n
,
M
.
,
“
Tee
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p
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h
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ti
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n
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e
a
g
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o
f
m
y
sp
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c
e
,”
P
e
w In
tern
e
t
&
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e
rica
n
Li
fe
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t
Re
p
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r
t
,
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p
.
1
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4
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2
0
0
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0
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Aje
wo
le,
O.O.
a
n
d
F
a
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O.S
.
,
“
S
o
c
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two
r
k
a
d
d
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a
m
o
n
g
y
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u
t
h
s
in
Nig
e
ria
,”
J
o
u
rn
a
l
o
f
S
o
c
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l
S
c
ien
c
e
a
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d
Po
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Rev
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1
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o
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2
,
p
p
.
7
2
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5
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2
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1
2
.
[2
1
]
Bro
wn
,
S
.
,
“
F
r
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m
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to
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we
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th
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.
0
fo
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a
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,”
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ter
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[2
2
]
Are
m
u
,
O.A
a
n
d
S
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n
,
B.
O
.
,
“
A
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Nig
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rs:
Iss
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d
imp
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ti
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s f
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n
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ti
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n
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l
d
e
v
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lo
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m
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n
t
,”
An
u
n
p
u
b
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ish
e
d
M
a
n
u
sc
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p
t,
Un
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e
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o
f
Ib
a
d
a
n
:
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,
2
0
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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3
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Kim
b
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,
B
.
,
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t
a
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.
,
“
S
o
c
ial
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two
rk
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g
sites
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t
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e
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a
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e
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ic
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c
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,
”
2
0
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9
.
[O
n
li
n
e
]
.
Av
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b
le:
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sc
rib
d
.
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1
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5
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5
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L
-
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TW
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IN
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-
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ITE
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-
[2
4
]
Ward
,
A.
,
S
to
k
e
r,
H.
W
.
,
a
n
d
M
u
rra
y
-
War
d
,
M
.
,
“
Ac
h
iev
e
m
e
n
t
a
n
d
a
b
il
it
y
tes
ts
-
De
fin
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i
o
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o
f
th
e
d
o
m
a
in
,”
Ed
u
c
a
ti
o
n
a
l
M
e
a
s
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me
n
t,
v
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l.
2
,
p
p
.
2
-
5
,
1
9
9
6
.
[2
5
]
Ko
law
a
le,
C.
O.O.
a
n
d
De
le,
A.,
“
An
e
x
a
m
in
a
ti
o
n
o
f
th
e
n
a
ti
o
n
a
l
p
o
li
c
y
o
f
lan
g
u
a
g
e
e
d
u
c
a
ti
o
n
i
n
Nig
e
ria
a
n
d
it
s
imp
li
c
a
ti
o
n
s
fo
r
th
e
tea
c
h
in
g
a
n
d
lea
rn
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g
o
f
th
e
E
n
g
li
sh
lan
g
u
a
g
e
,”
Ib
a
d
a
n
J
o
u
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n
a
l
o
f
E
d
u
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io
n
S
tu
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ies
,
v
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.
2
,
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o
.
1
,
p
p
.
1
2
-
2
0
,
2
0
1
2
.
[2
6
]
Ain
a
,
J.K.
a
n
d
Ola
n
ip
e
k
u
n
,
S
.
S
.
,
“
Th
e
in
flu
e
n
c
e
o
f
En
g
li
sh
la
n
g
u
a
g
e
o
n
st
u
d
e
n
ts’
a
c
a
d
e
m
ic p
e
rfo
rm
a
n
c
e
in
P
h
y
sic
s
Co
ll
e
g
e
s
o
f
e
d
u
c
a
ti
o
n
,
As
ian
,”
Aca
d
e
mic
Res
e
a
rc
h
J
o
u
rn
a
l
o
f
S
o
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ia
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S
c
ien
c
e
a
n
d
H
u
ma
n
it
ies
,
v
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l.
1
,
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o
.
2
3
,
p
p
.
2
7
2
-
2
8
1
,
2
0
1
4
.
[2
7
]
M
lam
b
o
,
V
.
,
“
An
a
n
a
ly
sis
o
f
so
m
e
fa
c
to
rs
a
f
fe
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ti
n
g
stu
d
e
n
ts’
a
c
a
d
e
m
ic
p
e
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a
n
c
e
in
a
n
i
n
tro
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t
o
ry
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h
e
m
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c
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u
rse
a
t
t
h
e
Un
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v
e
r
sity
o
f
Wes
t
In
d
ies
,”
Ca
rr
ib
e
a
n
T
e
a
c
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g
S
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a
r,
v
o
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o
.
2
,
p
p
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7
9
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2
,
2
0
1
1
.
[2
8
]
Arip
in
,
R.
,
e
t
a
l.
,
“
S
t
u
d
e
n
ts’
lea
rn
in
g
st
y
les
a
n
d
a
c
a
d
e
m
ic p
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rm
a
n
c
e
,”
22
nd
An
n
u
a
l
S
AS
M
a
lys
ia
F
o
ru
m
,
2
0
0
8
.
[2
9
]
Ba
ld
win
,
T
.
T.
,
Be
d
e
ll
,
M
.
D.
a
n
d
Jo
h
n
so
n
,
J.L
.,
“
Th
e
so
c
ial
fa
b
ric
o
f
a
tea
m
-
b
a
se
d
M
.
B.
A.
p
r
o
g
ra
m
:
n
e
two
rk
e
ffe
c
ts o
n
stu
d
e
n
t
sa
ti
sfa
c
ti
o
n
a
n
d
p
e
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rm
a
n
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e
,
”
Aca
d
e
my
o
f
M
a
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a
g
e
me
n
t
J
o
u
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n
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l
,
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4
0
,
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o
.
6
,
p
p
.
5
0
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0
,
2
0
0
7
.
[3
0
]
Eze
m
a
.
I.
J.
a
n
d
Ek
e
re
,
J.N.,
“
Th
e
tea
c
h
e
r
li
b
ra
rian
a
n
d
p
ro
m
o
t
io
n
o
f
re
a
d
in
g
c
u
l
tu
re
a
m
o
n
g
Nig
e
rian
c
h
il
d
re
n
,”
T
h
e
Nig
e
ria
n
L
ib
r
a
ry
L
i
n
k
,
2
0
0
9
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:
//
ww
w.sc
rib
d
.
c
o
m
/d
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6
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2
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a
c
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e
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-
Li
b
ra
rian
[3
1
]
Ob
a
m
a
,
B.
,
“
Ba
ra
c
k
Ob
a
m
a
o
n
li
b
ra
ries
:
Bo
u
n
d
t
o
th
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wo
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d
,
”
Ke
y
n
o
te ad
d
re
ss
a
t
th
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p
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in
g
g
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n
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t
th
e
ALA
An
n
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a
l
Co
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n
c
e
in
Ch
ica
g
o
,
Ju
n
e
2
3
-
2
9
,
2
0
0
8
.
[O
n
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
:
//
b
o
u
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d
e
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b
ra
ry
.
wo
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.
c
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rica
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ry
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a
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o
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n
/
[3
2
]
Ap
u
k
e
,
D.O
.
,
“
Th
e
in
fl
u
e
n
c
e
o
f
s
o
c
ial
m
e
d
ia
o
n
a
c
a
d
e
m
ic
p
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rfo
rm
a
n
c
e
o
f
u
n
d
e
r
g
ra
d
u
a
te
stu
d
e
n
ts
o
f
Tara
b
a
S
tate
Un
iv
e
rsity
,
Ja
li
n
g
o
,
Nig
e
ria,”
Res
e
a
rc
h
o
n
Hu
ma
n
it
ies
a
n
d
S
o
c
ia
l
S
c
ien
c
e
,
v
o
l.
6
,
n
o
.
1
9
,
p
p
.
6
3
-
7
2
,
2
0
1
6
.
[3
3
]
Ba
m
ig
b
o
y
e
,
O.O.
a
n
d
Olu
se
sa
n
,
A.A.,
“
An
a
n
a
l
y
sis
o
f
im
p
a
c
t
o
f
so
c
ial
m
e
d
ia
fo
r
lea
rn
in
g
i
n
Eas
tern
Ca
p
e
u
n
i
v
e
rsiti
e
s,
S
o
u
t
h
Afric
a
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
,
v
o
l.
1
7
,
n
o
.
3
,
p
p
.
6
9
-
7
5
,
2
0
1
7
.
[3
4
]
P
o
ll
a
rd
,
M
.
S
a
n
d
M
o
rg
a
n
,
S
.
P
.
,
“
Eme
rg
in
g
p
a
re
n
tal
g
e
n
d
e
r
in
d
iffere
n
c
e
,
se
x
c
o
m
p
o
siti
o
n
o
f
c
h
il
d
re
n
a
n
d
t
h
e
th
ir
d
b
irt
h
,”
Ame
ric
a
S
o
c
io
l
o
g
ic
a
l
Rev
i
e
w
,
v
o
l
.
6
7
,
n
o
.
4
,
p
p
.
6
0
0
-
6
1
3
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2
0
0
6
.
[3
5
]
Ca
ss
e
l,
E.
,
Ge
n
d
e
r: S
e
x
u
a
li
ty
.
Ch
ica
g
o
:
T
h
e
Wo
r
ld
B
o
o
k
In
c
,
2
0
0
7
[3
6
]
M
a
tra,
A.,
Wi
ll
y
a
rd
,
J.,
P
latt,
C.
,
a
n
d
P
a
rso
n
s,
M
.
,
“
E
x
p
lo
ri
n
g
we
b
u
sa
g
e
a
n
d
se
lec
ti
o
n
c
rit
e
ria
a
m
o
n
g
m
a
le
a
n
d
fe
m
a
le stu
d
e
n
ts
,”
J
o
u
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n
a
l
o
f
C
o
m
p
u
ter
M
e
d
ia
te
d
Co
mm
u
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ica
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o
n
,
vol
.
1
0
,
n
o
.
3
,
2
0
0
5
.
[3
7
]
S
e
lwy
n
,
N.,
“
E
-
Lea
rn
i
n
g
o
r
sh
e
-
lea
rn
in
g
?
Ex
p
lo
r
in
g
st
u
d
e
n
ts’
g
e
n
d
e
re
d
p
e
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e
p
ti
o
n
s
o
f
e
d
u
c
a
ti
o
n
tec
h
n
o
l
o
g
y
,”
Brit
ish
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
T
e
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o
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o
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y
,
v
o
l.
3
8
,
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o
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4
,
p
p
.
7
4
4
-
7
4
6
,
2
0
0
6
.
[3
8
]
Li
,
N.,
a
n
d
Kir
k
u
p
,
G
.
,
“
G
e
n
d
e
r
a
n
d
c
u
lt
u
ra
l
d
iffere
n
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e
s
in
I
n
tern
e
t
u
se
:
A
stu
d
y
o
f
Ch
i
n
a
a
n
d
t
h
e
UK
,”
Co
mp
u
ter
s
and
Ed
u
c
a
ti
o
n
,
v
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l.
4
8
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2
,
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p
.
3
0
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3
1
7
,
2
0
0
7
.
[3
9
]
Am
o
g
n
e
,
E.
A.
,
“
G
e
n
d
e
r
d
isp
a
rit
y
a
n
a
l
y
sis
in
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
a
t
h
ig
h
e
r
e
d
u
c
a
ti
o
n
p
re
p
a
ra
to
r
y
sc
h
o
o
ls:
Ca
se
o
f
S
o
u
t
h
W
o
ll
o
,
Et
h
ip
ia
,”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
a
n
d
Rev
iews
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
5
0
-
5
8
,
2
0
1
5
.
[4
0
]
Ha
sa
n
,
M
.
a
n
d
Kh
a
n
,
S
.
,
“
Ac
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
tes
t
i
n
E
n
g
l
ish
a
n
d
M
a
th
e
m
a
ti
c
s
o
f
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts
i
n
re
latio
n
t
o
g
e
n
d
e
r
Diffe
re
n
c
e
s
,”
T
h
e
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
In
d
ia
n
Psy
c
h
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o
g
y
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v
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l.
2
,
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o
.
3
,
p
p
.
1
5
5
-
1
6
6
,
2
0
1
5
.
[4
1
]
J
e
n
n
in
g
s,
S
.
E.
a
n
d
O
n
wu
e
g
b
u
z
i
e
,
A.J.,
“
Co
m
p
u
ter
a
tt
it
u
d
e
s
a
s
a
f
u
n
c
ti
o
n
o
f
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g
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,
g
e
n
d
e
r,
m
a
th
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tt
i
tu
d
e
a
n
d
d
e
v
e
lo
p
m
e
n
tal
sta
tu
s
,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Co
m
p
u
ti
n
g
Res
e
a
rc
h
,
v
o
l.
2
5
,
n
o
.
4
,
p
p
.
3
6
7
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3
8
4
,
2
0
0
5
.
[4
2
]
Bian
c
h
i,
A.
a
n
d
P
h
il
i
p
s,
J.G
.
,
“
P
sy
c
h
o
l
o
g
ica
l
p
re
d
icto
rs
o
f
p
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o
b
lem
m
o
b
il
e
p
h
o
n
e
u
se
,”
Cy
b
e
r
Psy
c
h
o
lo
g
y
Beh
a
v
io
r
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
3
9
-
5
1
,
2
0
0
5
.
[4
3
]
Aja
i,
J.
a
n
d
Im
o
k
o
,
I.
,
“
G
e
n
d
e
r
d
iffere
n
c
e
s
in
En
g
li
sh
a
c
h
ie
v
e
m
e
n
t
a
n
d
re
ten
t
io
n
sc
o
re
s:
A
c
a
se
o
f
p
ro
b
lem
-
b
a
se
d
lea
rn
in
g
m
e
th
o
d
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
i
n
E
d
u
c
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ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
4
5
-
5
0
,
2
0
1
5
.
[4
4
]
Nw
o
rg
u
,
B.
G
.
,
E
d
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
:
Ba
sic
Iss
u
e
s
a
n
d
M
e
t
h
o
d
o
lo
g
y
(3
rd
Ed
.
).
Ns
u
k
k
a
:
Un
iv
e
rsity
Tru
st
P
u
b
l
ish
e
rs,
2
0
1
5
.
[4
5
]
M
a
n
a
si,
G
.
,
“
Im
p
a
c
t
o
f
so
c
ial
m
e
d
ia
o
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a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
o
f
stu
d
e
n
ts
,”
M
S
IS
6
7
4
:
S
o
c
ial
m
e
d
ia
a
s
a
to
o
l
,
Un
iv
e
rsity
o
f
S
a
n
F
ra
n
c
isc
o
,
p
p
.
1
-
13
,
2
0
1
9
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s://
d
o
i
.
o
r
g
/
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0
.
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.
2
.
2
.
2
1
4
2
7
.
2
7
6
8
7
[4
6
]
Ag
wi,
U.C
a
n
d
Og
wu
e
lek
a
,
F
.
N
.
,
“
Im
p
a
c
t
o
f
so
c
ial
m
e
d
ia
o
n
st
u
d
e
n
ts’
a
c
a
d
e
m
ic
p
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rfo
rm
a
n
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e
,
”
In
ter
n
a
t
io
n
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l
J
o
u
rn
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l
o
f
S
c
ien
ti
fi
c
a
n
d
En
g
i
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g
R
e
se
a
rc
h
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
1
4
5
4
-
1
4
6
2
,
2
0
1
8
.
[4
7
]
Ch
a
iwa
t
T.
,
Nith
iwa
d
e
e
,
K
.
a
n
d
Au
n
g
k
a
n
a
,
S
.
,
"
T
h
e
imp
a
c
t
o
f
so
c
ial
m
e
d
ia
o
n
stu
d
e
n
ts'
ti
m
e
c
o
n
su
m
p
ti
o
n
o
u
tsid
e
th
e
c
las
sro
o
m
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
fo
rm
a
ti
o
n
a
n
d
Ed
u
c
a
ti
o
n
T
e
c
h
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o
l
o
g
y
,
v
o
l
.
7
,
n
o
.
1
0
,
p
p
.
7
5
3
-
7
5
7
,
2
0
1
7
.
[4
8
]
Ch
in
t
h
a
k
a
y
a
la,
K
.
C.
,
K
o
n
g
,
J
.
,
Zh
a
o
,
C.
a
n
d
Z
h
a
n
g
,
K.,
“
A
c
o
m
p
a
ra
ti
v
e
stu
d
y
o
f
th
re
e
s
o
c
ial
n
e
two
r
k
in
g
we
b
sites
,”
W
o
rld
W
id
e
W
e
b
,
v
o
l
.
1
7
,
n
o
.
6
,
1
2
3
3
–
1
2
5
9
,
2
0
1
3
.
[O
n
l
in
e
].
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il
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b
le:
h
tt
p
s://
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/
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2
2
2
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8
[4
9
]
M
a
u
re
e
n
,
C.
,
“
S
o
c
ial
m
e
d
ia
a
n
d
stu
d
y
h
a
b
it
s
o
f
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts
in
a
n
a
m
b
ra
sta
te,
Ni
g
e
ria
,”
L
ib
r
a
ry
Ph
il
o
s
o
p
h
y
a
n
d
Pra
c
ti
c
e
(e
-
jo
u
rn
a
l),
2
0
1
8
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:/
/d
ig
it
a
lc
o
m
m
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s.u
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l.
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d
u
/l
i
b
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h
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c
/2
1
6
0
[5
0
]
Eze
ji
.
P
.
O.
a
n
d
Eze
ji
K.E
.
,
“
Eff
e
c
t
o
f
so
c
ial
m
e
d
ia
o
n
th
e
st
u
d
y
h
a
b
it
s
o
f
stu
d
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n
ts
o
f
Alv
a
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o
k
u
fe
d
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ra
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c
o
ll
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g
e
o
f
e
d
u
c
a
ti
o
n
,
Ow
e
rri
,”
W
o
rld
Aca
d
e
my
o
f
S
c
ie
n
c
e
,
En
g
in
e
e
rin
g
a
n
d
T
e
c
h
n
o
l
o
g
y
,
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
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a
n
d
Ped
a
g
o
g
ica
l
S
c
ien
c
e
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
2
2
0
-
2
2
4
,
2
0
1
8
.
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