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p
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2
1
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n
t
u
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re
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stil
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Histo
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tea
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m
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e
o
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l
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c
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it
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stu
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n
t
lea
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,
b
u
t
stil
l
h
a
v
e
li
tt
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to
d
o
with
e
v
e
ry
d
a
y
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ife,
c
a
re
e
r
a
sp
iratio
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s
a
n
d
n
o
b
le
v
a
l
u
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.
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h
is
stu
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h
a
s
d
e
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lo
p
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d
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re
v
iew
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ifi
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lea
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g
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o
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ten
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o
a
c
c
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t
in
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c
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a
p
p
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h
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c
a
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sp
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a
n
d
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o
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le
v
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lu
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f
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su
b
jec
t.
F
in
a
ll
y
,
th
is
stu
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y
e
x
a
m
in
e
s
th
e
e
ffe
c
ti
v
e
n
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ss
o
f
th
e
lea
rn
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g
th
a
t
e
m
p
h
a
siz
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th
e
in
d
u
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ti
v
e
a
p
p
r
o
a
c
h
,
c
a
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e
r
a
sp
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s
a
n
d
n
o
b
le
v
a
l
u
e
s
.
T
h
is
stu
d
y
u
se
s
a
q
u
a
li
tati
v
e
a
p
p
ro
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h
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p
p
o
rted
b
y
q
u
a
n
t
it
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ti
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d
a
ta
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n
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lv
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f
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n
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ly
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d
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,
o
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se
rv
a
ti
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n
s,
e
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rt
su
g
g
e
sti
o
n
s
a
n
d
q
u
a
si
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e
x
p
e
rim
e
n
ts.
3
0
tea
c
h
e
rs
a
n
d
6
0
stu
d
e
n
ts
we
re
se
lec
ted
th
ro
u
g
h
p
u
rp
o
se
fu
l
sa
m
p
li
n
g
.
T
h
e
re
su
lt
s
sh
o
w
th
a
t
m
e
a
n
in
d
u
c
ti
v
e
lea
rn
in
g
e
x
p
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rien
c
e
s,
c
a
re
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r
a
sp
i
ra
ti
o
n
s
a
n
d
n
o
b
le
v
a
lu
e
s
in
th
e
su
b
jec
t
is
h
ig
h
e
r
th
a
n
t
h
e
lea
rn
i
n
g
wi
th
o
t
h
e
r
m
e
th
o
d
.
Th
e
In
d
u
c
ti
v
e
-
d
irec
ted
d
e
li
v
e
ry
a
p
p
ro
a
c
h
sh
o
we
d
a
m
e
a
n
in
c
r
e
a
se
o
f
1
.
1
5
i
n
st
u
d
e
n
ts
a
ss
o
c
iate
with
c
las
sro
o
m
a
c
ti
v
it
ies
.
Th
e
re
su
lt
s
a
lso
sh
o
w
th
a
t
a
n
in
c
re
a
se
o
f
m
e
a
n
1
.
5
a
n
d
0.
35
in
c
a
re
e
r
a
sp
iratio
n
s
a
n
d
n
o
b
le
v
a
lu
e
s.
T
h
is
st
u
d
y
h
a
s
re
v
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a
led
a
c
h
e
c
k
li
st
o
f
lea
rn
in
g
e
x
p
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rien
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e
s,
c
a
re
e
r
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sp
iratio
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s
a
n
d
n
o
b
le
v
a
lu
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s
t
h
a
t
b
e
n
e
ficia
l
to
a
l
l
e
d
u
c
a
t
o
rs.
K
ey
w
o
r
d
s
:
C
ar
ee
r
asp
ir
atio
n
His
to
r
y
s
u
b
jects
I
n
d
u
ctiv
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a
p
p
r
o
ac
h
No
b
le
v
alu
es
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
:
Mo
h
d
R
az
im
i H
u
s
in
,
Dep
ar
tm
en
t o
f
E
d
u
ca
tio
n
al
Ps
y
ch
o
lo
g
y
,
Un
iv
er
s
iti Pen
d
id
ik
an
Su
ltan
I
d
r
is
,
3
5
9
0
0
T
an
ju
n
g
Ma
lim
,
Per
a
k
,
Ma
lay
s
ia.
E
m
ail:
r
az
im
i@
f
p
m
.
u
p
s
i.e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
L
ess
o
n
co
n
ten
ts
an
d
lear
n
in
g
ex
p
er
ien
ce
s
ar
e
in
ad
e
q
u
ate
wi
th
o
u
t
r
e
g
ar
d
to
s
tu
d
en
ts
lear
n
i
n
g
n
ee
d
s
f
o
r
d
aily
o
r
f
u
tu
r
e
u
s
e.
2
1
s
t
c
en
tu
r
y
e
d
u
ca
tio
n
em
p
h
asizes
o
n
lear
n
i
n
g
f
o
r
life
th
at
s
h
o
u
ld
ap
p
ly
o
f
r
ea
l
-
life
lear
n
in
g
ex
p
e
r
ien
ce
[
1
]
.
A
r
ea
s
o
f
ac
ad
em
ic
d
ev
elo
p
m
en
t
s
h
o
u
ld
im
p
ac
t
life
.
A
lear
n
in
g
ex
p
er
ien
ce
co
m
p
r
is
es
s
ev
er
al
f
ac
to
r
s
an
d
u
n
d
er
s
ta
n
d
in
g
th
em
b
ec
o
m
es
a
cr
u
c
ial
f
ir
s
t
s
tep
in
d
e
v
elo
p
in
g
en
g
ag
in
g
lear
n
in
g
ex
p
er
ien
ce
s
,
c
o
n
s
id
er
in
g
h
o
w
lear
n
in
g
is
n
o
l
o
n
g
e
r
alwa
y
s
a
p
ass
iv
e
"a
b
s
o
r
b
wh
at
is
to
ld
/wh
at
y
o
u
r
e
ad
"
ex
er
cise
[
2
]
.
I
n
d
iv
id
u
als
lear
n
in
d
if
f
e
r
en
t
way
s
u
s
in
g
s
ev
e
r
al
lear
n
in
g
s
ty
les,
b
u
t
teac
h
e
r
s
m
ay
n
o
t
alwa
y
s
s
h
ar
e
m
ater
ial
an
d
lear
n
in
g
ex
p
er
ien
ce
s
th
at
m
atch
s
tu
d
e
n
ts
’
lear
n
in
g
p
r
ef
er
en
ce
s
[
3
]
.
A
p
r
e
v
io
u
s
s
t
u
d
y
in
d
icate
d
th
at
s
tu
d
en
ts
m
u
s
t h
av
e
th
e
ab
ilit
y
to
a
n
aly
ze
in
s
o
lv
in
g
ev
er
y
d
ay
p
r
o
b
lem
s
[
4
]
.
Pre
v
io
u
s
s
tu
d
ies
o
n
n
o
n
-
tech
n
ical
s
k
ills
co
n
d
u
cte
d
n
atio
n
all
y
an
d
in
te
r
n
atio
n
ally
h
a
v
e
g
iv
en
r
is
e
to
m
an
y
s
k
ills
th
at
ca
n
m
ak
e
th
e
m
em
p
lo
y
ab
le
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
p
r
o
f
ess
io
n
al
p
er
s
p
ec
tiv
es o
n
n
o
n
-
tec
h
n
ical
s
k
ills
th
at
wer
e
co
n
s
id
er
ed
im
p
o
r
tan
t
th
at
co
u
ld
b
e
em
p
h
asized
in
th
e
cu
r
r
icu
lu
m
[
5
-
6
]
.
T
h
e
Ma
lay
s
ian
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
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8
8
2
2
I
n
d
u
ctive
in
s
tr
u
ctio
n
a
l
a
p
p
r
o
a
ch
,
ca
r
ee
r
a
s
p
ir
a
tio
n
a
n
d
n
o
b
l
e
va
lu
es in
h
is
to
r
y
(
Mo
h
d
R
a
z
imi H
u
s
in
)
163
E
d
u
ca
tio
n
Dev
elo
p
m
e
n
t
Plan
2
0
1
3
-
2
0
2
5
p
lan
s
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
e
d
u
ca
tio
n
d
eliv
er
y
.
Gen
er
ally
,
th
e
p
o
licies
in
th
e
im
p
lem
en
tatio
n
o
f
all
ty
p
es
o
f
ed
u
ca
tio
n
,
wh
eth
er
d
o
m
esti
c
o
r
in
ter
n
atio
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al,
em
p
h
asize
p
h
y
s
ical,
em
o
tio
n
al,
s
p
ir
itu
al
an
d
in
tellectu
al
d
ev
elo
p
m
en
t
s
o
th
at
s
tu
d
en
ts
ca
n
g
et
to
th
e
h
ig
h
est
le
v
el
o
f
ed
u
ca
tio
n
to
en
a
b
le
th
em
to
f
in
d
jo
b
s
an
d
life
d
o
es
n
o
t
d
ep
en
d
o
n
o
th
er
s
[
7
]
.
I
n
o
r
d
er
to
en
s
u
r
e
th
at
th
is
s
tr
ateg
ic
p
lan
ac
h
iev
es
its
g
o
als,
th
e
f
o
cu
s
is
o
n
a
n
u
m
b
er
o
f
ar
ea
s
in
clu
d
in
g
E
d
u
c
atio
n
an
d
T
r
ai
n
in
g
.
E
m
p
h
asis
is
also
p
lace
d
o
n
en
h
an
cin
g
t
h
e
ab
ilit
y
an
d
g
r
o
wth
o
f
y
o
u
th
in
em
p
lo
y
m
en
t a
n
d
e
n
tr
ep
r
en
e
u
r
s
h
ip
.
On
e
o
f
in
d
u
ctiv
e
in
s
tr
u
ctio
n
a
l
ap
p
r
o
ac
h
is
to
im
p
lem
e
n
t
c
o
o
p
er
ativ
e
lear
n
in
g
.
I
t
was
also
f
o
u
n
d
f
r
o
m
th
e
teac
h
er
s
th
at
s
tu
d
e
n
ts
wh
o
wo
r
k
in
t
h
e
co
o
p
er
ativ
e
lear
n
in
g
g
r
o
u
p
s
wer
e
m
o
r
e
en
g
ag
ed
,
m
o
r
e
r
esp
o
n
s
ib
le
in
co
m
p
letin
g
g
r
o
u
p
ass
ig
n
m
en
ts
an
d
m
o
r
e
o
r
g
an
ized
wh
ile
wo
r
k
i
n
g
i
n
th
eir
r
esp
ec
tiv
e
g
r
o
u
p
s
[
8
]
.
I
n
a
r
ec
en
t
p
ap
er
[
9
]
,
th
e
a
u
th
o
r
s
p
o
in
t
to
th
e
f
o
u
r
c
h
allen
g
es
th
at
th
e
2
1
s
t
ce
n
tu
r
y
will
b
r
in
g
(
g
lo
b
al
in
ter
d
ep
en
d
en
ce
,
i
n
c
r
ea
s
in
g
n
u
m
b
er
o
f
d
em
o
cr
a
cies,
cr
ea
tiv
e
en
tr
ep
r
e
n
eu
r
s
an
d
th
e
g
r
o
win
g
im
p
o
r
tan
ce
o
f
in
ter
p
er
s
o
n
al
r
e
latio
n
s
h
ip
s
)
an
d
h
o
w
co
o
p
e
r
at
io
n
p
lay
s
a
ce
n
tr
al
r
o
le
an
d
h
o
w
th
e
to
o
ls
o
f
f
er
ed
b
y
th
e
c
o
o
p
er
ativ
e
lear
n
in
g
will h
elp
m
ee
tin
g
th
ese
c
h
allen
g
es.
Stu
d
en
ts
in
th
e
u
p
p
er
s
ec
o
n
d
a
r
y
ar
e
r
eq
u
ir
ed
to
tak
e
co
r
e
s
u
b
jects
f
r
o
m
f
o
r
m
o
n
e
th
r
o
u
g
h
f
o
r
m
f
iv
e.
His
to
r
y
is
o
n
e
o
f
th
e
c
o
r
e
s
u
b
jects
o
f
all
ar
ea
s
o
f
s
cien
ce
o
r
h
u
m
a
n
ity
.
A
s
tu
d
y
f
o
u
n
d
th
at
His
to
r
y
teac
h
er
s
em
p
h
asize
th
e
o
n
ly
co
g
n
itiv
e
asp
ec
ts
o
f
s
tu
d
en
t
lear
n
in
g
,
b
u
t
s
till
h
av
e
litt
le
to
d
o
with
ev
er
y
d
a
y
life
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
al
u
es
[
10
-
16
]
.
T
h
e
f
in
d
in
g
s
o
f
a
s
tu
d
y
[
17
]
,
f
o
u
n
d
th
at
th
e
teac
h
in
g
o
f
His
to
r
y
s
u
b
jects
was
b
o
r
in
g
.
Acc
o
r
d
in
g
to
r
es
ea
r
ch
er
s
[
18
-
21
]
,
h
av
e
f
o
u
n
d
th
at
asp
ec
ts
o
f
lear
n
in
g
ap
p
r
o
ac
h
es
n
ee
d
to
b
e
ap
p
lied
with
a
v
ar
iety
o
f
a
p
p
r
o
ac
h
es
an
d
tech
n
iq
u
es
in
v
o
lv
i
n
g
en
v
ir
o
n
m
en
t,
em
o
tio
n
,
s
o
cio
lo
g
y
,
p
h
y
s
io
lo
g
y
an
d
p
s
y
ch
o
l
o
g
y
[
22
]
.
W
h
er
ea
s
th
e
lear
n
in
g
tech
n
iq
u
es
to
b
e
d
ev
elo
p
e
d
s
h
o
u
ld
b
e
clo
s
ely
r
elate
d
t
o
th
e
s
tu
d
en
t'
s
ac
tu
al
s
i
tu
atio
n
[
1
7
,
2
3
-
24
]
.
T
ea
ch
er
s
'
ap
p
r
o
ac
h
es
th
at
lin
k
with
d
aily
life
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
es
ar
e
im
p
o
r
tan
t
to
m
ak
e
th
e
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
ef
f
ec
tiv
e,
as
well
th
e
in
f
o
r
m
atio
n
an
d
s
k
ills
p
r
o
v
id
e
d
ca
n
b
e
le
v
er
ag
ed
wh
e
n
s
tu
d
en
ts
ar
e
o
u
t
o
f
s
ch
o
o
l.
T
h
is
p
ap
er
p
r
esen
t
co
n
ten
t
an
d
lear
n
in
g
ex
p
er
ien
ce
s
r
elate
d
to
th
e
ev
e
r
y
d
a
y
n
ee
d
s
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
s
tr
ateg
is
t
v
alu
es
i
n
His
to
r
y
s
u
b
ject.
T
h
is
s
tu
d
y
u
s
es
m
ix
ed
m
eth
o
d
i
n
d
e
v
elo
p
in
g
a
r
ev
iew
lis
t
o
f
lear
n
i
n
g
ex
p
er
ien
ce
s
,
id
en
tify
i
n
g
ap
p
r
o
p
r
iate
s
u
b
-
to
p
ics
f
o
r
f
o
r
m
u
latin
g
in
d
u
ctiv
e
less
o
n
p
lan
s
an
d
ex
am
in
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
lea
r
n
in
g
th
at
em
p
h
asize
o
n
th
e
in
d
u
ctiv
e
ap
p
r
o
ac
h
,
ca
r
ee
r
asp
i
r
atio
n
s
an
d
n
o
b
le
v
alu
es
in
His
to
r
y
.
T
h
e
s
tu
d
y
s
h
o
w
ed
th
at
m
ea
n
i
n
d
u
ctiv
e
l
ea
r
n
in
g
e
x
p
er
ien
ce
s
,
ca
r
ee
r
as
p
ir
atio
n
s
an
d
n
o
b
le
v
alu
es
in
th
e
s
u
b
ject
is
h
i
g
h
er
th
an
th
e
lear
n
in
g
with
o
th
er
m
eth
o
d
.
T
h
e
I
n
d
u
ctiv
e
-
d
ir
ec
te
d
d
eliv
e
r
y
ap
p
r
o
ac
h
s
h
o
wed
th
e
m
ea
n
i
n
cr
ea
s
e
in
s
tu
d
en
ts
a
s
s
o
ciate
with
class
r
o
o
m
ac
tiv
ities
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
es.
T
h
is
s
tu
d
y
h
as
r
ev
ea
led
teac
h
in
g
p
lan
s
th
at
in
clu
d
es
o
f
lear
n
in
g
ex
p
e
r
ien
ce
s
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
es
th
at
will b
en
ef
icial
to
a
ll e
d
u
ca
to
r
s
to
p
r
ac
tice
in
th
e
c
lass
r
o
o
m
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
ed
q
u
alitativ
e
an
d
q
u
an
titativ
e
a
p
p
r
o
ac
h
es
in
v
o
lv
in
g
lib
r
a
r
y
s
tu
d
ies,
o
b
s
er
v
atio
n
s
,
ex
p
er
t
s
u
g
g
esti
o
n
s
an
d
q
u
asi
-
ex
p
er
im
en
ts
an
aly
ze
d
u
s
in
g
Nv
iv
o
an
d
SP
SS
s
o
f
twar
e.
T
h
is
s
tu
d
y
is
a
d
esig
n
an
d
d
ev
el
o
p
m
en
t
s
tu
d
y
r
ef
er
to
s
ev
er
al
im
p
lem
en
tatio
n
s
o
f
t
h
e
ADDI
E
(
An
aly
s
is
,
Desig
n
,
Dev
elo
p
m
en
t,
I
m
p
lem
en
t,
an
d
E
v
alu
ate)
m
o
d
el
an
d
No
m
i
n
al
Gr
o
u
p
T
ec
h
n
iq
u
e
(
NGT
)
a
p
p
r
o
a
ch
.
NGT
s
ar
e
u
s
ed
f
o
r
th
e
p
r
o
ce
s
s
o
f
p
r
o
m
o
tin
g
an
d
g
en
er
atin
g
id
ea
s
o
n
is
s
u
es
s
u
c
h
as
th
o
s
e
in
v
o
l
v
in
g
ass
ess
m
e
n
t
o
f
a
c
u
r
r
icu
lu
m
[
25
]
.
T
h
is
tec
h
n
iq
u
e
ca
n
b
e
u
s
ed
to
m
ea
s
u
r
e
a
p
r
o
d
u
ct
t
h
at
h
as
b
ee
n
d
ev
elo
p
ed
.
ADDI
E
i
n
v
o
lv
es
th
r
ee
m
ain
p
h
ases
n
am
ely
th
e
an
aly
s
is
,
t
h
e
d
esig
n
an
d
d
ev
elo
p
m
en
t,
a
n
d
th
e
test
in
g
,
wh
er
ea
s
NGT
in
v
o
lv
es
th
e
ex
p
er
t
r
ec
o
m
m
en
d
atio
n
u
s
ed
in
Desig
n
an
d
Dev
elo
p
m
en
t
R
esear
ch
(
DDR)
m
o
d
u
le
s
tu
d
y
.
B
u
t
th
is
s
tu
d
y
d
id
n
o
t
ex
ac
tly
f
o
llo
w
t
h
ese
m
o
d
els
a
n
d
tech
n
iq
u
es.
I
t
ju
s
t
f
o
llo
ws
a
f
ew
s
ec
tio
n
s
o
r
id
ea
s
.
T
h
e
f
i
r
s
t
ac
t
o
f
th
is
s
tu
d
y
is
g
ettin
g
a
ch
ec
k
lis
t
o
f
lea
r
n
in
g
e
x
p
er
ie
n
ce
s
o
n
lea
r
n
in
g
co
n
te
n
t
th
at
tak
es
in
t
o
ac
co
u
n
t
th
e
r
eq
u
ir
ed
ac
tiv
ities
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
es
o
f
th
e
s
u
b
ject.
B
u
ild
th
e
ch
ec
k
lis
t
in
v
o
l
v
ed
e
x
p
er
ts
o
f
3
0
ex
p
er
ien
ce
d
teac
h
er
s
.
All
p
o
i
n
ts
o
f
v
iew
ar
e
ta
k
en
as
a
lea
r
n
in
g
a
p
p
r
o
ac
h
ca
lled
I
n
d
u
ctiv
e
d
ir
ec
ted
d
eliv
er
y
ap
p
r
o
ac
h
.
T
h
o
s
e
ex
p
e
r
t
s
b
r
ain
s
t
o
r
m
ed
o
n
lear
n
in
g
ex
p
er
ie
n
c
es,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
l
e
v
alu
es
o
f
f
o
r
m
1
His
to
r
y
s
u
b
jects
[
26
]
.
T
h
e
f
i
n
d
in
g
s
to
co
n
f
ir
m
th
e
s
tu
d
y
'
s
n
ee
d
o
f
ap
p
r
o
p
r
iate
s
u
b
-
to
p
i
cs
f
o
r
f
o
r
m
u
latin
g
in
d
u
ctiv
e
less
o
n
p
lan
s
in
His
t
o
r
y
s
u
b
jects.
T
h
e
in
d
u
ctiv
e
le
s
s
o
n
p
lan
r
eq
u
ir
es
th
e
v
alid
ity
o
f
th
e
5
ex
p
er
ts
in
th
e
f
ield
.
B
u
ild
th
e
ch
e
ck
lis
t
o
f
in
d
u
ctiv
e
lear
n
in
g
ex
p
er
ien
ce
s
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
e
s
in
v
o
l
v
ed
ex
p
er
ts
o
f
3
0
e
x
p
er
ien
ce
d
tea
ch
er
s
.
T
h
e
lev
el
o
f
s
u
b
-
t
o
p
ic’
s
n
ee
d
was
as
s
ess
ed
u
s
in
g
f
iv
e
s
ca
le
(
5
,
7
,
1
8
,
2
3
,
2
5
)
b
y
ex
p
e
r
ts
b
ased
o
n
th
e
r
e
latio
n
s
h
ip
b
etwe
en
th
e
lear
n
i
n
g
ex
p
er
ien
ce
an
d
th
e
d
aily
life
o
f
th
e
s
tu
d
en
ts
as
s
h
o
wn
in
T
ab
le
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
6
2
-
16
7
164
T
ab
le
1
.
T
h
e
ch
ec
k
lis
t o
f
i
n
d
u
ctiv
e
l
ea
r
n
in
g
e
x
p
er
ien
ce
s
,
c
a
r
ee
r
a
s
p
ir
atio
n
s
, n
o
b
le
v
alu
e
s
a
n
d
its
lev
el
i
n
v
o
lv
ed
e
x
p
er
ts
o
f
3
0
e
x
p
e
r
ien
ce
d
t
ea
ch
er
s
Ti
t
l
e
a
n
d
S
u
b
-
t
i
t
l
e
Le
a
r
n
i
n
g
Ex
p
e
r
i
e
n
c
e
s
Le
v
e
l
C
a
r
e
e
r
N
o
b
l
e
V
a
l
u
e
s
x
x
y
z
x
x
y
z
z
y
z
T
h
en
,
r
esear
ch
er
s
c
h
o
o
s
e
a
h
ig
h
-
lev
el
s
u
b
-
to
p
ic
th
at
is
f
o
u
r
an
d
a
b
o
v
e
b
ased
o
n
s
ca
le
g
iv
en
b
y
ex
p
er
ts
.
th
e
less
o
n
p
lan
b
ased
o
n
th
r
ee
elem
en
ts
,
wh
ich
ar
e
i
n
d
u
ctiv
e
lear
n
i
n
g
ex
p
er
ien
ce
s
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
e
s
h
as
b
ee
n
d
e
v
elo
p
ed
.
T
h
e
d
esig
n
ta
b
le
o
f
les
s
o
n
p
lan
as sh
o
wn
i
n
Fig
u
r
e
1.
Fig
u
r
e
1
.
T
a
b
le
o
f
I
DDA
L
ess
o
n
p
lan
Fin
ally
,
a
q
u
asi
-
ex
p
er
im
e
n
t w
as c
ar
r
ied
o
u
t
wh
ich
in
v
o
lv
es 3
0
s
am
p
les o
f
1
5
s
tu
d
e
n
ts
in
a
g
r
o
u
p
th
at
will u
s
e
d
if
f
er
en
t te
ac
h
in
g
m
eth
o
d
s
s
u
ch
as I
DDA
an
d
r
eg
u
lar
teac
h
in
g
.
T
h
e
ex
p
er
im
en
t w
a
s
p
er
f
o
r
m
ed
twice
p
er
g
r
o
u
p
,
wh
ic
h
was
cr
o
s
s
s
ec
tio
n
ed
in
to
two
g
r
o
u
p
s
ag
ai
n
s
t
th
e
two
m
eth
o
d
s
[2
7
-
28
]
.
E
x
p
er
i
m
en
tal
d
ata
u
s
in
g
p
e
r
ce
p
tio
n
s
u
r
v
e
y
s
wer
e
an
aly
ze
d
u
s
in
g
Nv
iv
o
a
n
d
SP
SS
s
o
f
twar
e
.
T
h
e
d
ata
wer
e
p
r
e
an
d
p
o
s
t
test
d
ata,
an
d
p
er
ce
p
tu
al
s
u
r
v
ey
d
a
ta.
T
h
e
m
eth
o
d
o
f
co
m
p
u
tin
g
t
h
e
co
llected
s
u
r
v
e
y
d
ata
is
s
h
o
wn
in
(
1
)
.
Σ
1
1
+
Σ
2
2
−
Σ
1
2
+
Σ
2
1
=
(
1
)
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
B
ased
o
n
o
b
s
er
v
atio
n
s
m
ad
e
o
n
His
to
r
y
s
u
b
jects
to
s
u
p
p
o
r
t
th
e
liter
atu
r
e
r
ev
iew,
it
s
h
o
w
s
th
at
m
o
s
t
teac
h
er
s
d
id
n
o
t
p
lan
th
eir
lea
r
n
in
g
ac
co
r
d
in
g
t
o
th
e
n
ee
d
s
o
f
th
e
s
tu
d
en
ts
[2
9
-
30
]
.
T
h
e
ex
ten
t
to
wh
ich
th
ese
r
ea
l
n
ee
d
s
ar
e
u
s
ed
in
ev
er
y
d
ay
life
n
ee
d
s
to
b
e
f
u
r
th
e
r
d
is
cu
s
s
ed
.
T
h
e
f
ir
s
t
f
in
d
in
g
is
p
r
esen
ted
with
a
ch
ec
k
lis
t
o
f
lear
n
in
g
ex
p
er
i
en
ce
s
o
n
s
p
ec
if
ic
lea
r
n
in
g
co
n
ten
t
th
at
tak
es
in
to
ac
co
u
n
t
i
n
d
u
ctiv
e
ap
p
r
o
ac
h
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
e
o
f
His
to
r
y
s
u
b
ject.
T
h
e
f
in
d
i
n
g
is
th
en
p
r
esen
te
d
with
an
I
d
en
tif
y
ap
p
r
o
p
r
iate
s
u
b
-
to
p
ics
f
o
r
f
o
r
m
u
latin
g
in
d
u
ctiv
e
less
o
n
p
lan
s
in
His
to
r
y
s
u
b
jects.
Fin
ally
,
ass
es
s
in
g
th
e
ef
f
ec
tiv
en
ess
lear
n
in
g
em
p
h
asizes
o
n
th
e
in
d
u
ctiv
e
ap
p
r
o
ac
h
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
al
u
es
f
o
r
th
e
s
p
ec
if
ic
lear
n
in
g
co
n
ten
t is
p
r
esen
ted
.
3
.
1
.
Dev
elo
ped
a
chec
k
lis
t
o
f
lea
r
nin
g
ex
perience
s
o
n s
pecif
ic
lea
rning
co
nte
nt
t
ha
t
t
a
k
es i
nto
a
cc
o
un
t
ind
uct
iv
e
a
pp
ro
a
ch,
ca
re
er
a
s
pira
t
io
ns
a
nd
no
b
le
v
a
lues
o
f
h
is
t
o
ry
s
ub
j
ec
t
T
h
e
co
n
s
tr
u
ctio
n
o
f
ch
ec
k
lis
t
s
r
eq
u
ir
es
in
-
d
ep
th
s
tu
d
y
o
f
s
elec
ted
s
u
b
jects
th
at
tak
es
in
t
o
ac
co
u
n
t
th
e
in
d
u
ctiv
e
ap
p
r
o
ac
h
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
es.
T
h
e
r
esu
lts
wer
e
o
b
tain
ed
th
r
o
u
g
h
e
x
p
er
t
o
p
in
i
o
n
u
s
in
g
No
m
i
n
al
Gr
o
u
p
T
ec
h
n
iq
u
es
(
NGT
s
)
i
n
wh
ic
h
th
e
y
h
av
e
co
n
tr
ib
u
ted
to
th
e
is
s
u
e
b
y
b
u
ild
in
g
a
lis
t
o
f
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
d
u
ctive
in
s
tr
u
ctio
n
a
l
a
p
p
r
o
a
ch
,
ca
r
ee
r
a
s
p
ir
a
tio
n
a
n
d
n
o
b
l
e
va
lu
es in
h
is
to
r
y
(
Mo
h
d
R
a
z
imi H
u
s
in
)
165
His
to
r
y
lear
n
in
g
ex
p
er
ie
n
ce
s
ca
r
e
er
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
es
(
T
ab
le
2
)
.
T
h
e
co
n
ten
ts
o
f
th
e
ch
ec
k
lis
t
ar
e
titl
es,
s
u
b
-
titl
es,
lear
n
in
g
ex
p
er
ien
ce
s
,
lev
el
o
f
n
ee
d
,
em
p
l
o
y
m
en
t
a
n
d
s
tr
ateg
ic
v
al
u
e.
T
h
e
lev
el
o
f
n
ee
d
is
ass
es
s
ed
b
y
ex
p
er
ts
b
ased
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
lear
n
in
g
e
x
p
er
ien
ce
a
n
d
th
e
d
aily
life
o
f
th
e
s
tu
d
en
ts
.
T
ab
le
2
.
T
h
e
lis
t
o
f
ex
p
e
r
ien
ce
s
o
f
lear
n
in
g
h
is
to
r
y
f
o
cu
s
in
g
o
n
in
d
u
ctiv
e
ap
p
r
o
ac
h
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
alu
es
Ti
t
l
e
a
n
d
S
u
b
-
t
i
t
l
e
Le
a
r
n
i
n
g
E
x
p
e
r
i
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n
c
e
s
C
a
r
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e
r
N
o
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l
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V
a
l
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e
s
Ea
r
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W
o
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l
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z
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t
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Lo
c
a
t
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n
s
Ex
p
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D
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l
o
p
me
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t
/
A
g
r
i
c
u
l
t
u
r
e
Lo
c
a
t
i
o
n
a.
A
g
r
i
c
u
l
t
u
r
e
b.
A
r
c
h
a
e
o
l
o
g
i
st
a.
A
p
p
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e
c
i
a
t
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n
d
G
r
a
t
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f
u
l
b.
A
p
p
r
e
c
i
a
t
e
H
e
r
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t
a
g
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o
f
En
v
i
r
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n
me
n
t
c.
A
c
c
e
p
t
a
n
c
e
o
f
Eq
u
a
t
i
o
n
s a
n
d
D
i
f
f
e
r
e
n
c
e
s
3
.
2
.
Appro
pria
t
e
s
ub
-
t
o
pic
s
f
o
r
f
o
rm
ula
t
ing
ind
uct
iv
e
less
o
n pla
ns
in
hi
s
t
o
ry
T
h
er
e
ar
e
a
n
u
m
b
e
r
o
f
s
u
b
-
t
o
p
ics
in
f
o
r
m
1
His
to
r
y
s
u
b
j
ec
t
th
at
ar
e
a
p
p
r
o
p
r
iate
f
o
r
d
ev
elo
p
in
g
I
n
d
u
ctiv
e
Dir
ec
ted
Deliv
er
y
Ap
p
r
o
ac
h
(
I
DDA)
less
o
n
p
lan
s
ac
co
r
d
in
g
t
o
th
e
r
ec
o
m
m
en
d
at
io
n
s
o
f
ex
p
er
ts
an
d
ce
r
tifie
d
b
y
5
ex
p
er
ts
in
th
e
f
ie
ld
.
T
h
e
s
u
b
-
to
p
ics ar
e
as T
ab
le
3
an
d
Fig
u
r
e
2
.
T
ab
le
3
.
T
h
e
s
u
b
-
to
p
ics f
o
r
f
o
r
m
u
latin
g
in
d
u
ctiv
e
less
o
n
p
lan
s
in
His
to
r
y
S
u
b
-
t
o
p
i
c
s
Le
a
r
n
i
n
g
E
x
p
e
r
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e
n
c
e
s
C
a
r
e
e
r
N
o
b
l
e
V
a
l
u
e
s
A
r
c
h
i
t
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t
u
r
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o
f
R
o
m
e
C
i
v
i
l
i
z
a
t
i
o
n
C
h
a
p
t
e
r
6
Ex
p
l
o
r
e
t
h
e
s
c
h
o
o
l
's
c
o
l
o
ss
e
u
m
a.
A
r
c
h
i
t
e
c
t
u
r
e
a.
D
i
l
i
g
e
n
c
e
b.
C
r
e
a
t
i
v
e
s
c.
N
o
d
a
ma
g
e
t
o
p
u
b
l
i
c
p
r
o
p
e
r
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y
P
u
b
l
i
c
E
x
a
m
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f
C
h
i
n
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s
e
C
i
v
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l
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z
a
t
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n
C
h
a
p
t
e
r
7
Ex
p
l
o
r
e
t
h
e
e
x
a
m
st
a
t
e
me
n
t
b
o
a
r
d
s
a.
Te
a
c
h
e
r
a.
D
i
l
i
g
e
n
c
e
b.
I
mi
t
a
t
e
t
h
e
s
u
c
c
e
ss
o
f
o
t
h
e
r
s
c.
N
o
t
j
e
a
l
o
u
s
o
f
o
t
h
e
r
s'su
c
c
e
ss
Fig
u
r
e
2
.
E
x
am
p
le
o
f
I
DDA
L
ess
o
n
Plan
3
.
3
.
E
f
f
ec
t
iv
eness
lea
rning
em
ph
a
s
ize
o
n t
he
ind
uct
iv
e
a
pp
ro
a
ch,
ca
re
er
a
s
pira
t
io
ns
a
nd
no
ble v
a
lues
T
h
is
s
tu
d
y
s
h
o
wed
th
at
th
e
r
e
was
a
m
ea
n
in
cr
ea
s
e
in
p
er
c
ep
tu
al
ap
p
r
o
ac
h
p
er
ce
p
tio
n
s
o
f
item
s
2
(
Un
d
er
s
tan
d
in
g
less
o
n
s
)
,
4
(
Ass
o
ciatin
g
class
r
o
o
m
ac
tiv
ity
with
l
ess
o
n
co
n
te
n
t)
an
d
5
(
E
x
p
a
n
d
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
)
as T
ab
le
4
,
T
ab
le
5
,
T
ab
le
6
an
d
T
ab
le
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
6
2
-
16
7
166
T
ab
le
4
.
Me
an
o
f
X
a
p
p
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ac
h
P
e
r
c
e
p
t
i
o
n
M
e
a
n
U
n
d
e
r
st
a
n
d
t
h
e
l
e
ss
o
n
3
.
9
0
A
sso
c
i
a
t
e
c
l
a
s
sr
o
o
m
a
c
t
i
v
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w
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n
c
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n
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e
n
t
3
.
6
1
En
g
a
g
e
i
n
g
r
o
u
p
d
i
sc
u
ss
i
o
n
s
2
.
9
0
T
ab
le
5
.
Me
an
o
f
in
d
u
ctiv
e
d
ir
ec
ted
d
eliv
er
y
a
p
p
r
o
ac
h
(
I
DDA)
P
e
r
c
e
p
t
i
o
n
M
e
a
n
U
n
d
e
r
st
a
n
d
t
h
e
l
e
ss
o
n
4
.
4
9
A
sso
c
i
a
t
e
c
l
a
s
sr
o
o
m
a
c
t
i
v
i
t
i
e
s
w
i
t
h
l
e
sso
n
c
o
n
t
e
n
t
4
.
7
6
En
g
a
g
e
i
n
g
r
o
u
p
d
i
sc
u
ss
i
o
n
s
3
.
4
4
T
ab
le
6
.
No
b
le
v
alu
es m
ea
n
P
e
r
c
e
p
t
i
o
n
M
e
a
n
G
r
o
u
p
1
(
x
A
p
p
r
o
a
c
h
)
3
.
8
6
G
r
o
u
p
2
(
I
D
D
A
A
p
p
r
o
a
c
h
)
4
.
2
1
T
ab
le
7
.
C
ar
ee
r
asp
ir
atio
n
m
e
an
P
e
r
c
e
p
t
i
o
n
M
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a
n
G
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o
u
p
1
(
x
A
p
p
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o
a
c
h
)
1
.
0
0
G
r
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u
p
2
(
I
D
D
A
A
p
p
r
o
a
c
h
)
2
.
5
0
4.
CO
NCLU
SI
O
N
T
h
e
co
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s
tr
u
ctio
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f
ch
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k
lis
ts
h
av
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co
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ib
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to
th
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in
g
a
lis
t
o
f
His
to
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y
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ex
p
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ce
s
,
ca
r
ee
r
asp
ir
atio
n
s
an
d
n
o
b
le
v
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ex
am
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is
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p
lo
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e
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s
.
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h
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e
ar
e
a
n
u
m
b
er
o
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s
u
b
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t
o
p
ics
in
f
o
r
m
1
His
to
r
y
s
u
b
j
ec
t
th
at
ar
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ap
p
r
o
p
r
iate
f
o
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d
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n
d
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Dir
ec
ted
Deliv
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Ap
p
r
o
ac
h
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less
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n
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lan
s
ac
co
r
d
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g
to
th
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r
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o
m
m
en
d
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o
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ex
p
er
ts
s
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ch
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E
ar
ly
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o
r
ld
C
iv
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L
o
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tio
n
s
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Ar
ch
itectu
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e
o
f
R
o
m
e
C
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ilizatio
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d
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b
lic
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x
am
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h
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ese
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iv
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h
e
r
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lts
also
s
h
o
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th
at
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in
cr
ea
s
e
o
f
m
ea
n
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I
n
d
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d
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ec
ted
D
eliv
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A
p
p
r
o
ac
h
,
ca
r
ee
r
asp
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atio
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s
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d
n
o
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le
v
alu
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o
o
l
-
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ased
lea
r
n
in
g
ex
p
e
r
ie
n
ce
s
n
ee
d
t
o
b
e
d
esig
n
e
d
s
o
t
h
at
in
f
o
r
m
atio
n
an
d
s
k
ills
g
ain
ed
ca
n
b
e
u
s
ed
d
ir
ec
tly
.
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I
n
d
u
ctiv
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Dir
ec
ted
Deliv
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Ap
p
r
o
ac
h
(
I
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ca
n
g
r
ea
tly
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ef
it
s
tu
d
en
ts
in
u
n
d
er
s
tan
d
i
n
g
th
e
co
n
ten
t
o
f
lear
n
in
g
.
Ou
t
-
of
-
class
ac
tiv
i
ties
cr
ea
ted
an
d
ass
o
ciate
d
with
p
ast
h
is
to
r
ical
ev
en
ts
h
elp
s
tu
d
en
ts
ea
s
ily
r
ec
ei
v
e
in
f
o
r
m
atio
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,
an
d
s
im
ilar
ly
,
th
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ap
p
r
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ac
h
g
i
v
es
s
tu
d
en
ts
co
n
f
id
e
n
ce
to
p
r
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lear
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co
n
te
n
t
af
ter
a
d
is
cu
s
s
io
n
s
e
s
s
io
n
with
p
ee
r
s
.
T
h
er
ef
o
r
e,
an
I
DDA
ca
n
b
e
ac
ce
p
ted
as
an
ap
p
r
o
ac
h
to
s
ch
o
o
l
-
b
ased
l
ea
r
n
in
g
to
m
ee
t
th
e
r
eq
u
ir
em
e
n
ts
o
f
th
e
Min
is
tr
y
o
f
E
d
u
ca
ti
o
n
Ma
lay
s
ia
(
MO
E
)
wh
ich
is
r
esp
o
n
s
ib
le
f
o
r
ed
u
ca
tio
n
to
d
eliv
er
lear
n
in
g
co
n
te
n
t in
th
e
m
o
s
t b
en
e
f
icial
m
an
n
e
r
to
s
tu
d
en
ts
.
T
ea
ch
er
also
n
ee
d
to
m
o
v
e
f
r
o
m
th
e
o
l
d
-
f
ash
io
n
ed
a
p
p
r
o
ac
h
to
p
r
ess
u
r
es
ap
p
r
o
p
r
iate
to
2
1
s
t
ce
n
tu
r
y
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
cl
ea
r
ly
d
em
o
n
s
tr
ates
th
e
u
s
u
al
m
et
h
o
d
s
with
o
u
t
e
n
g
ag
i
n
g
i
n
o
r
g
an
ized
ac
tiv
ities
th
at
m
ak
e
s
tu
d
en
ts
f
ee
l
less
m
o
tiv
ated
an
d
less
awa
r
e
o
f
th
ei
r
lear
n
in
g
co
n
ten
t.
I
n
d
u
ctiv
e
Dir
ec
ted
Deliv
er
y
Ap
p
r
o
ac
h
(
I
DDA)
m
ak
es
teac
h
in
g
an
d
lear
n
in
g
o
f
h
is
to
r
y
is
n
o
t
b
o
r
in
g
.
T
h
er
e
f
o
r
e,
p
r
ac
ticin
g
His
to
r
y
teac
h
er
s
u
s
in
g
t
h
is
ap
p
r
o
ac
h
is
ex
p
ec
te
d
to
r
ed
u
ce
s
tu
d
en
t
f
atig
u
e
in
th
e
class
r
o
o
m
.
E
n
v
ir
o
n
m
en
tal,
em
o
tio
n
al,
s
o
cio
lo
g
ical,
p
h
y
s
io
lo
g
ical
an
d
p
s
y
ch
o
lo
g
ical
asp
ec
ts
n
ee
d
to
b
e
in
co
r
p
o
r
ated
in
to
lear
n
in
g
ap
p
r
o
ac
h
es
an
d
tech
n
i
q
u
es.
T
h
e
s
tu
d
en
t'
s
ac
tu
al
co
n
d
itio
n
is
a
r
ef
lectio
n
o
f
th
e
p
lan
n
in
g
an
d
c
o
n
s
tr
u
ctio
n
o
f
s
tu
d
en
t le
ar
n
in
g
m
eth
o
d
s
an
d
t
ec
h
n
iq
u
es.
ACK
NO
WL
E
DG
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M
E
NT
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T
h
is
p
ap
er
is
b
ased
o
n
th
e
r
esear
ch
p
r
o
ject
en
titl
ed
Mo
d
u
l
Pen
d
ek
atan
Pen
y
am
p
aia
n
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n
d
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k
tif
T
er
ar
ah
,
Nilai
Stra
teg
is
d
an
Asp
ir
asi
Ker
jay
a
d
alam
Ma
t
a
Pelajar
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Sejar
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T
h
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au
th
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s
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ld
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ten
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R
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ch
Ma
n
ag
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d
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n
n
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v
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C
en
tr
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(
R
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C
)
,
Su
l
tan
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r
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E
d
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ca
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Un
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s
ity
(
UPSI)
f
o
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E
d
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I
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n
o
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Gr
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Ger
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d
id
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)
2
0
1
9
th
at
h
elp
ed
f
u
n
d
th
e
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
O.
G
o
e
th
e
,
“
Lea
rn
in
g
e
x
p
e
rien
c
e
s in
re
a
l
li
fe
,
”
i
n
G
a
mifi
c
a
ti
o
n
M
i
n
d
se
t
,
p
p
.
1
4
-
20
,
2
0
1
9
.
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
d
u
ctive
in
s
tr
u
ctio
n
a
l
a
p
p
r
o
a
ch
,
ca
r
ee
r
a
s
p
ir
a
tio
n
a
n
d
n
o
b
l
e
va
lu
es in
h
is
to
r
y
(
Mo
h
d
R
a
z
imi H
u
s
in
)
167
[2
]
R.
S
a
m
p
a
n
g
i
a
n
d
A.
S
ieg
e
l
,
“
De
sig
n
in
g
En
g
a
g
i
n
g
Lea
rn
i
n
g
Ex
p
e
rien
c
e
s
,”
in
th
e
2
0
1
9
AC
M
Co
n
fer
e
n
c
e
,
p
p
.
1
0
-
18
,
2
0
1
9
.
[3
]
N.
Ch
e
tt
y
,
e
t
a
l
.
,
“
Lea
rn
in
g
s
ty
l
e
s
a
n
d
t
e
a
c
h
in
g
s
t
y
les
d
e
term
in
e
s
tu
d
e
n
ts’
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
s
,
”
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
p
p
.
2
5
-
3
2
,
2
0
1
9
.
[4
]
J.
Ju
fri
d
a
,
e
t
a
l.
,
“
Th
e
c
o
rre
lati
o
n
b
e
twe
e
n
sc
ien
t
ifi
c
l
it
e
ra
c
y
a
n
d
sc
ien
c
e
lea
rn
in
g
a
c
h
iev
e
m
e
n
t
a
t
j
u
n
io
r
h
i
g
h
S
c
h
o
o
l
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
p
p
.
1
0
6
-
204
,
2
0
1
9
.
[5
]
B.
S
h
o
la,
e
t
a
l.
,
“
Th
e
n
o
n
-
tec
h
n
i
c
a
l
sk
il
ls
n
e
e
d
e
d
b
y
g
ra
d
u
a
tes
o
f
tec
h
n
ica
l
c
o
ll
e
g
e
s
in
m
e
talwo
rk
tec
h
n
o
l
o
g
y
f
o
r
fu
tu
re
Em
p
lo
y
m
e
n
t
,
”
I
n
ter
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E),
v
o
l
.
8
,
p
p
.
9
8
-
1
0
6
.
2
0
1
9
.
[6
]
T.
S
e
l
v
a
m
,
“
Ca
re
e
r
a
sp
iratio
n
a
m
o
n
g
ru
ra
l
u
n
d
e
r
g
ra
d
u
a
te
stu
d
e
n
ts
,
”
I
n
ter
n
a
t
io
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l
o
f
Hu
m
a
n
Res
o
u
rc
e
s a
n
d
S
o
c
ia
l
S
c
ien
c
e
s,
v
o
l.
4
,
p
p
.
21
-
27
,
2
0
1
7
.
[7
]
A
.
Yu
so
ff,
e
t
a
l.
,
“
S
p
e
c
ial
e
d
u
c
a
ti
o
n
c
u
rr
icu
lu
m
m
a
n
a
g
e
m
e
n
t
le
a
rn
in
g
p
ro
b
lem
s:
a
n
e
a
rly
stu
d
y
a
n
d
i
n
n
o
v
a
ti
o
n
n
e
e
d
s
(in
M
a
lay
)
,
”
i
n
Pro
si
d
i
n
g
I
n
ter
n
a
ti
o
n
a
l
C
o
n
fe
re
n
c
e
o
n
E
a
rl
y
Ch
il
d
h
o
o
d
a
n
d
S
p
e
c
ia
l
Ed
u
c
a
ti
o
n
2
0
1
1
.
Pu
la
u
Pi
n
a
n
g
:
Un
ive
rs
it
i
S
a
i
n
s M
a
la
y
si
a
,
p
p
.
7
-
14
,
2
0
0
9
.
[8
]
M
.
Jo
n
y
,
“
Ex
p
lo
r
in
g
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
c
o
o
p
e
ra
ti
v
e
lea
rn
in
g
a
t
se
c
o
n
d
a
ry
lev
e
l
i
n
Ba
n
g
la
d
e
sh
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
Re
v
iew,
v
o
l.
5
,
p
p
.
9
3
-
9
9
,
2
0
1
9
.
[9
]
D.
Jo
h
n
s
o
n
a
n
d
R.
Jo
h
n
so
n
,
“
Ap
re
n
d
iza
je
c
o
o
p
e
ra
ti
v
o
e
n
e
l
sig
lo
XX
I
,”
An
a
les
d
e
Psico
lo
g
i
a
,
v
o
l.
3
0
,
p
p
.
8
4
1
–
8
5
1
,
2
0
1
4
.
[1
0
]
M
.
Hu
sin
a
n
d
H.
Ah
m
a
d
,
“T
e
a
c
h
e
r
se
lf
-
m
e
a
su
re
m
e
n
t
o
f
th
e
d
a
il
y
u
se
o
f
les
so
n
c
o
n
te
n
t
(in
M
a
la
y
)
,
”
in
Pro
sid
i
n
g
In
ter
n
a
t
io
n
a
l
Co
n
fer
e
n
c
e
o
n
Psy
c
h
o
l
o
g
y
a
n
d
Co
u
n
se
ll
in
g
Asse
ss
me
n
t
2
0
1
7
.
T
a
n
j
u
n
g
M
a
l
im:
Un
ive
rs
it
i
Pen
d
id
ika
n
S
u
lt
a
n
Id
ris
,
p
p
.
1
2
8
-
1
3
1
,
20
17
.
[1
1
]
M
.
Hu
si
n
,
e
t
a
l
.
,
“
Lea
rn
in
g
a
n
d
En
v
iro
n
m
e
n
ts
In
f
lu
e
n
c
i
n
g
S
tu
d
e
n
ts'
Difficu
lt
y
Lea
rn
in
g
i
n
Isla
m
ic
Ed
u
c
a
ti
o
n
S
u
b
jec
ts
(i
n
M
a
lay
)
,
”
J
u
rn
a
l
Pen
y
e
li
d
ika
n
De
d
ika
si
,
v
o
l
1
1
,
p
p
.
9
8
-
1
1
1
,
2
0
1
1
.
[1
2
]
M
.
Hu
si
n
,
“
Ex
p
lo
ri
n
g
t
h
e
u
se
o
f
d
ig
it
a
l
d
e
v
ice
s
a
m
o
n
g
p
u
p
il
s
wit
h
lea
rn
i
n
g
d
isa
b
il
it
ies
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
M
u
lt
ime
d
ia
a
n
d
i
ts A
p
p
li
c
a
t
io
n
s,
v
o
l.
9
,
p
p
.
75
-
86
,
2
0
1
7
.
[1
3
]
M
.
Hu
si
n
,
e
t
a
l
.
,
“
Vid
e
o
a
p
p
li
c
a
ti
o
n
m
o
d
e
l
in
lea
rn
in
g
sty
les
o
f
m
o
ra
l
e
d
u
c
a
ti
o
n
stu
d
e
n
ts
in
tea
c
h
e
r
e
d
u
c
a
ti
o
n
a
l
in
stit
u
ti
o
n
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
g
i
n
e
e
rin
g
a
n
d
T
e
c
h
n
o
lo
g
y
(
UAE)
,
v
o
l.
7
,
p
p
.
21
-
26
,
2
0
1
8
.
[1
4
]
M
.
Hu
si
n
,
e
t
a
l
.
,
“
M
a
k
i
n
g
sh
o
r
t
v
id
e
o
a
n
d
m
u
lt
i
-
se
n
so
r
y
in
str
u
c
ti
o
n
a
l
p
a
c
k
a
g
e
s
fo
r
m
o
ra
l
e
d
u
c
a
ti
o
n
c
o
u
rse
s
i
n
tea
c
h
e
r
e
d
u
c
a
ti
o
n
i
n
stit
u
tes
,
”
Glo
b
a
l
J
o
u
rn
a
l
of
Ad
v
a
n
c
e
d
En
g
in
e
e
rin
g
T
e
c
h
n
o
lo
g
ies
a
n
d
S
c
i
e
n
c
e
s,
v
o
l.
5
,
p
p
.
9
-
18
,
2
0
1
8
.
[1
5
]
M
.
H
u
sin
a
n
d
M
.
Ra
h
m
a
n
,
“
P
sy
c
h
o
l
o
g
y
a
n
d
c
iv
il
iza
ti
o
n
”
in
In
ter
n
a
t
io
n
a
l
C
o
n
fer
e
n
c
e
o
n
Isl
a
mic
Rev
e
a
led
Kn
o
wled
g
e
2
0
1
8
,
UP
S
I
,
p
p
.
4
0
9
-
417
,
2
0
1
8
.
[1
6
]
M
.
Hu
sin
,
“
S
ty
le
o
f
lea
rn
i
n
g
st
u
d
e
n
ts
d
iff
icu
lt
t
o
st
u
d
y
in
islam
ic
e
d
u
c
a
ti
o
n
s
u
b
jec
ts
a
n
d
j
-
QAF
(in
M
a
lay
)
,
in
Un
p
u
b
li
sh
e
d
T
h
e
sis UPS
I
,
p
p
.
3
0
0
-
3
5
0
,
2
0
1
7
.
[1
7
]
M
.
S
a
m
su
d
in
a
n
d
S
.
S
h
a
h
a
ru
d
d
i
n
,
“
M
a
n
a
g
e
m
e
n
t
a
n
d
a
d
m
i
n
istratio
n
o
f
Isla
m
ic
Ed
u
c
a
ti
o
n
i
n
M
a
lay
s
ia
(in
M
a
lay
)
,”
J
e
b
a
t,
v
o
l.
39
,
p
p
.
1
1
6
-
1
4
1
,
2
0
1
2
.
[1
8
]
A.
Din
,
“
M
a
n
a
g
e
m
e
n
t
a
n
d
a
d
m
in
istratio
n
o
f
Isla
m
ic
Ed
u
c
a
ti
o
n
i
n
M
a
la
y
sia
(in
M
a
lay
)
,
”
in
Ko
n
v
e
n
sy
e
n
Ke
b
a
n
g
sa
a
n
Pe
n
d
i
d
ika
n
Isla
m
2
0
1
1
,
p
p
.
4
5
0
-
4
6
4
,
K
u
a
la
L
u
mp
u
r:
Un
ive
rs
it
i
M
a
l
a
y
a
,
2
0
1
1
.
[1
9
]
N.
Wam
b
a
a
n
d
K.
Du
n
n
,
“
Eff
e
c
t
iv
e
in
d
iv
i
d
u
a
li
z
e
d
e
d
u
c
a
ti
o
n
a
l
p
l
a
n
s:
Do
so
m
e
th
i
n
g
sp
e
c
ial
wit
h
l
e
a
rn
in
g
st
y
les
,”
In
sig
h
ts o
n
L
e
a
r
n
in
g
Disa
b
il
i
ti
e
s
,
v
o
l
.
6
,
p
p
.
1
-
11
,
2
0
0
9
.
[2
0
]
O
.
Ka
re
e
m
,
“
Isla
m
i
c
e
d
u
c
a
ti
o
n
m
a
n
a
g
e
m
e
n
t:
Is
re
a
li
ty
f
u
lfi
ll
i
n
g
e
x
p
e
c
tatio
n
s?
(in
M
a
lay
),
”
in
Ko
n
v
e
n
sy
e
n
Ke
b
a
n
g
sa
a
n
Pe
n
d
i
d
ika
n
Isla
m
2
0
1
1
,
p
p
.
1
-
2
,
K
u
a
la L
u
m
p
u
r:
U
n
iv
e
rsiti
M
a
lay
a
,
2
0
1
1
.
[2
1
]
Z.
Hu
ss
i
n
,
e
t
a
l
.
,
“
Tea
c
h
in
g
a
n
d
l
e
a
rn
in
g
islam
ic
e
d
u
c
a
ti
o
n
fo
r
sp
e
c
ial
n
e
e
d
s
p
u
p
il
s:
I
m
p
lem
e
n
tatio
n
a
n
d
p
ro
b
lem
s
(in
M
a
lay
),
”
in
Pr
o
sid
i
n
g
I
n
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
a
n
d
Exh
i
b
it
i
o
n
on
Res
e
a
rc
h
i
n
Isla
mic
a
n
d
Ar
a
b
ic
L
a
n
g
u
a
g
e
Ed
u
c
a
ti
o
n
2
0
1
1
,
p
p
.
9
-
17
,
Lan
g
k
a
wi:
Ho
tel
Aw
a
n
a
P
o
r
to
M
a
lai
,
2
0
1
1
.
[2
2
]
O.
Wi
jay
a
a
n
d
I.
Bu
k
h
o
ri,
“
Eff
e
c
t
o
f
Lea
rn
i
n
g
M
o
ti
v
a
ti
o
n
,
F
a
m
il
y
F
a
c
to
r,
S
c
h
o
o
l
F
a
c
to
r,
a
n
d
C
o
m
m
u
n
it
y
F
a
c
to
r
o
n
St
u
d
e
n
t
Lea
rn
in
g
O
u
tco
m
e
s
o
n
P
ro
d
u
c
ti
v
e
S
u
b
jec
t,
”
J
u
rn
a
l
Pen
d
id
ik
a
n
Bi
s
n
is
d
a
n
M
a
n
a
jem
e
n
,
vol
.
3
,
pp
.
1
9
2
-
2
0
2
,
2
0
1
7
.
[2
3
]
A
.
Ad
n
a
n
a
n
d
W
.
Ja
m
a
l
,
“
S
p
e
c
ial
e
d
u
c
a
ti
o
n
st
u
d
e
n
t
p
ra
y
e
r
re
q
u
ire
m
e
n
ts
a
n
d
p
ro
c
e
d
u
re
s
(in
M
a
lay
)
”,
in
Pro
sid
in
g
Per
sid
a
n
g
a
n
A
n
ta
r
a
b
a
n
g
sa
Pen
d
i
d
ika
n
Kh
a
s 2
0
1
2
,
p
p
.
2
0
-
27
,
M
e
l
a
k
a
:
Ho
tel
M
a
h
k
o
t
a
,
2
0
1
2
.
[2
4
]
H.
S
o
m
,
“
Tea
c
h
in
g
a
n
d
Lea
rn
i
n
g
Isla
m
ic
Ed
u
c
a
ti
o
n
in
M
a
la
y
sia
:
On
e
h
ig
h
li
g
h
t
(i
n
M
a
lay
)
,
”
in
Ko
n
v
e
n
sy
e
n
Ke
b
a
n
g
sa
a
n
Pe
n
d
i
d
ika
n
Isla
m
2
0
1
1
,
p
p
.
6
5
-
71
,
K
u
a
la L
u
m
p
u
r:
U
n
iv
e
rsiti
M
a
lay
a
,
2
0
1
1
.
[2
5
]
A.
Do
b
b
ie,
e
t
a
l.
,
“
Us
in
g
a
m
o
d
i
fied
n
o
m
in
a
l
g
ro
u
p
tec
h
n
i
q
u
e
a
s
a
c
u
rricu
lu
m
e
v
a
lu
a
ti
o
n
t
o
o
l
,
F
a
mily
M
e
d
icin
e
,
v
o
l
3
6
,
p
p
.
4
0
2
-
4
0
6
,
2
0
1
4
.
[2
6
]
26
M
.
Be
h
re
n
d
t
&
T.
F
ra
n
k
li
n
.
,
“
A
re
v
iew
o
f
re
se
a
rc
h
o
n
sc
h
o
o
l
fiel
d
tri
p
s
a
n
d
t
h
e
ir
v
a
l
u
e
in
e
d
u
c
a
ti
o
n
”
,
In
ter
n
a
t
io
n
a
l
S
o
c
iety
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l
9
,
p
p
2
3
5
-
2
4
5
,
2
0
1
4
[2
7
]
W.
Wi
d
o
d
o
,
“
As
se
ss
in
g
th
e
re
a
d
in
e
ss
o
f
stu
d
e
n
t
lea
rn
in
g
a
c
it
iv
it
y
a
n
d
lea
rn
i
n
g
o
u
tco
m
e
,
”
J
u
rn
a
l
Pen
c
e
ra
h
a
n
,
v
o
l.
1
0
,
p
p
.
81
-
9
4
,
S
e
p
2
0
1
6
.
[2
8
]
Z.
Tau
rin
a
,
“
St
u
d
e
n
t’s
m
o
ti
v
a
ti
o
n
a
n
d
lea
rn
in
g
o
u
tco
m
e
s:
S
i
g
n
if
i
c
a
n
t
fa
c
to
rs
in
in
ter
n
a
l
st
u
d
y
q
u
a
li
ty
a
ss
u
ra
n
c
e
sy
ste
m
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
f
o
r Cro
ss
-
Disc
ip
l
in
a
ry
S
u
b
jec
ts i
n
Ed
u
c
a
ti
o
n
,
vol
.
5
,
p
p
.
2
6
2
5
-
2
6
3
0
,
2
0
1
5
.
[2
9
]
R
.
Ish
a
k
a
n
d
R
.
Ja
n
tan
, “
Re
v
iew
o
f
stu
d
e
n
t
p
e
rc
e
p
ti
o
n
s o
f
lo
w sc
h
o
o
l
h
isto
r
y
su
b
jec
ts
(in
M
a
lay
)
,”
Asia
n
E
d
u
c
a
t
io
n
Actio
n
Res
e
a
rc
h
J
o
u
r
n
a
l
(AE
AR
J
),
v
o
l.
4
,
p
p
.
64
-
80
,
2
0
1
5
.
[3
0
]
S.
Ja
a
fa
r
a
n
d
A
.
No
r
,
“
Im
p
lem
e
n
tatio
n
o
f
tea
c
h
i
n
g
a
n
d
lea
rn
i
n
g
h
isto
r
y
i
n
sc
h
o
o
ls
in
M
a
lay
sia
(in
M
a
lay
)
,
1
9
5
7
-
1
9
8
9
.
S
e
ja
r
a
h
,
v
o
l.
2
5
,
p
p
.
40
-
57
,
2
0
1
6
.
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