I
nte
rna
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l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
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,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
,
p
p
.
920
~
925
I
SS
N:
2252
-
8
8
2
2
,
DOI
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0
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1
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5
9
1
/
ije
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J
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:
h
ttp
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//ij
ere.
ia
esco
r
e.
co
m
Science
-
rela
ted
as
pira
tions
of caree
r bas
ed on lea
rni
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content
in upper
seco
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level
M
o
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Un
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a
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Art
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A
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Ap
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2
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ted
Oct
2
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2
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Th
is
stu
d
y
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se
d
q
u
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li
tati
v
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h
wh
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v
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terv
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th
a
t
a
re
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n
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ly
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e
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si
n
g
Nv
i
v
o
so
ftwa
re
.
Qu
a
li
tati
v
e
a
p
p
ro
a
c
h
wh
ich
u
se
s
p
h
e
n
o
m
e
n
o
l
o
g
ica
l
d
e
sig
n
to
re
flec
t
o
n
th
e
e
x
p
e
rien
c
e
o
f
th
e
f
o
rm
e
r
stu
d
e
n
ts
to
wa
rd
s
th
e
ir
e
x
p
e
rien
c
e
a
n
d
le
a
rn
in
g
c
o
n
te
n
ts
o
f
se
c
o
n
d
a
r
y
s
c
h
o
o
l
u
p
p
e
r
lev
e
l
sc
ien
c
e
c
o
re
su
b
jec
t
wh
ic
h
imp
a
c
ted
th
e
ir
c
a
re
e
r
a
sp
irati
o
n
s
to
d
a
y
.
Twe
lv
e
e
x
p
e
rien
c
e
wo
r
k
e
rs
we
re
se
lec
ted
th
ro
u
g
h
p
u
r
p
o
se
fu
l
sa
m
p
li
n
g
.
Th
e
re
su
lt
s
sh
o
w
t
h
a
t
m
o
st
re
sp
o
n
d
e
n
t
ju
st
g
o
t
C
fo
r
th
e
ir
S
c
ien
c
e
S
u
b
jec
t
i
n
M
a
lay
sia
n
Ce
rti
fica
te
o
f
E
d
u
c
a
ti
o
n
(
M
CE).
Th
e
c
e
rtain
tec
h
n
iq
u
e
s
in
c
lu
d
in
g
th
e
u
se
o
f
t
h
e
lea
rn
in
g
a
id
s
a
n
d
r
o
o
m
we
re
v
e
ry
e
ffe
c
ti
v
e
;
w
h
il
e
c
o
n
ten
ts
o
f
flu
id
a
n
d
o
rg
a
n
s
we
re
m
u
c
h
re
l
a
ted
to
wo
r
k
s.
Th
is
st
u
d
y
h
a
s
re
v
e
a
led
t
h
e
e
ffe
c
ti
v
e
tec
h
n
iq
u
e
s o
f
lea
rn
i
n
g
e
x
p
e
rien
c
e
s th
a
t
b
e
n
e
ficia
l
t
o
a
ll
e
d
u
c
a
to
rs.
K
ey
w
o
r
d
s
:
C
ar
ee
r
asp
ir
atio
n
Scien
ce
s
u
b
ject
Seco
n
d
ar
y
s
tu
d
e
n
ts
T
ea
ch
in
g
an
d
lear
n
i
n
g
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
T
h
e
im
p
lem
en
tatio
n
o
f
teac
h
i
n
g
an
d
lear
n
i
n
g
wh
ich
em
p
h
a
s
ize
o
n
th
e
ef
f
ec
tiv
e
lear
n
in
g
ex
p
er
ien
ce
s
an
d
ef
f
ec
tiv
e
lear
n
in
g
co
n
ten
t in
th
eir
d
aily
life
an
d
th
e
f
u
tu
r
e
o
f
s
tu
d
en
ts
’
wo
r
k
is
v
er
y
im
p
o
r
tan
t.
Asp
ec
ts
o
f
th
e
ef
f
ec
tiv
e
lear
n
i
n
g
ex
p
er
i
en
ce
s
an
d
ef
f
ec
tiv
e
lea
r
n
in
g
co
n
ten
t
th
at
tak
in
g
in
to
ac
c
o
u
n
t
s
tu
d
en
t
ca
r
e
er
asp
ir
atio
n
s
ar
e
n
ec
ess
ar
y
to
m
ee
t
th
e
f
in
d
in
g
s
o
f
s
tu
d
y
t
h
at
is
lear
n
i
n
g
t
o
m
ee
t
th
e
r
eq
u
ir
em
en
ts
o
f
th
eir
em
p
lo
y
er
s
[
1
]
.
T
h
e
k
in
d
o
f
le
ar
n
in
g
ar
e
tak
in
g
in
to
ac
co
u
n
t
o
f
h
av
in
g
a
ch
o
s
en
ca
r
ee
r
f
o
r
f
u
tu
r
e
p
r
o
f
ess
io
n
,
h
av
in
g
a
s
en
s
e
o
f
ca
r
e,
awa
r
e
o
f
th
e
ch
ar
ac
ter
is
tics
o
f
th
eir
ch
o
ice
o
f
ca
r
ee
r
an
d
co
n
f
id
e
n
t
in
th
eir
ab
ilit
y
to
p
er
f
o
r
m
th
eir
ch
o
s
en
ca
r
ee
r
[
1
]
.
Ho
wev
er
,
th
er
e
is
n
o
s
p
ec
if
ic
r
esear
ch
f
o
r
teac
h
es
f
o
r
it
to
b
e
u
s
e
as
a
g
u
id
e.
T
h
e
n
ew
cu
r
r
icu
l
u
m
im
p
lem
e
n
ted
ad
d
r
ess
es
th
e
co
n
ten
t
th
a
t
is
r
eq
u
ir
ed
to
b
e
d
eliv
er
e
d
to
th
e
s
tu
d
en
ts
b
ased
o
n
th
eir
co
r
e
a
n
d
s
tr
ea
m
o
f
t
h
e
s
tu
d
en
ts
[
2
]
.
On
e
o
f
th
e
s
u
b
jects
th
at
SP
M
s
tu
d
en
ts
m
u
s
t
tak
e
is
Scien
ce
.
Acc
o
r
d
in
g
to
T
r
ip
n
e
y
,
et
a
l
.
[
3
]
,
im
p
r
o
v
e
m
en
t
in
th
e
e
d
u
ca
tio
n
s
y
s
tem
in
s
cien
ce
is
a
k
ey
elem
en
t
in
s
tr
en
g
th
en
in
g
Scien
ce
ed
u
ca
tio
n
.
T
h
is
r
eq
u
ir
es
a
s
tr
ateg
ic
f
r
am
ewo
r
k
to
s
u
p
p
o
r
t
th
e
s
cien
ce
an
d
f
u
tu
r
e
ca
r
ee
r
s
o
f
s
tu
d
e
n
ts
[
4
]
.
T
r
ip
n
e
y
,
et
a
l
.
s
u
g
g
est
th
at
a
d
o
lesce
n
ts
m
ak
e
ca
r
ee
r
ch
o
ices
at
t
h
e
n
ex
t
s
ch
o
o
l
lev
el.
B
ased
o
n
p
ast
s
tu
d
ies
o
f
ef
f
ec
tiv
e
Scien
c
e
lear
n
in
g
ex
p
e
r
ien
ce
s
,
it
is
th
r
o
u
g
h
h
an
d
s
-
o
n
m
eth
o
d
s
[5
-
7]
.
I
n
ad
d
itio
n
to
m
et
h
o
d
s
o
f
h
an
d
s
-
o
n
ac
tiv
ity
s
im
u
latio
n
a
n
d
g
am
es
ar
e
m
eth
o
d
s
th
at
en
h
an
ce
s
tu
d
e
n
ts
'
u
n
d
er
s
tan
d
i
n
g
o
f
Scien
ce
s
u
b
jects
[8
,
9]
.
C
o
llab
o
r
ativ
e
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
ities
also
h
e
lp
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
co
n
ten
t
o
f
Sc
ien
ce
s
u
b
jects
[
1
0
]
.
Oth
er
s
tu
d
ies
h
av
e
f
o
u
n
d
team
wo
r
k
,
r
esp
o
n
s
ib
ilit
y
,
an
d
co
llab
o
r
ativ
e
lear
n
in
g
a
p
p
ea
r
s
to
b
e
th
e
m
o
s
t im
p
o
r
ta
n
t f
ac
to
r
s
f
o
r
ef
f
ec
ti
v
e
lear
n
in
g
[
1
1
-
1
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
S
cien
ce
-
r
ela
ted
a
s
p
ir
a
tio
n
s
o
f
ca
r
ee
r
b
a
s
ed
o
n
lea
r
n
in
g
co
n
ten
t in
u
p
p
er seco
n
d
a
r
y
…
(
Mo
h
d
R
a
z
imi H
u
s
in
)
921
I
t
is
th
e
g
r
ea
ter
r
esp
o
n
s
ib
ilit
y
o
f
all
teac
h
er
s
to
im
p
lem
e
n
t
th
e
co
n
ten
t
k
n
o
wled
g
e
in
th
e
m
o
s
t
b
en
ef
icial
m
an
n
er
to
th
e
s
tu
d
en
ts
[
1
5
]
.
T
h
e
willin
g
n
ess
to
d
o
s
o
m
eth
in
g
b
en
e
f
icial
an
d
im
p
lem
en
tin
g
th
e
ap
p
r
o
p
r
iate
im
p
r
o
v
em
e
n
ts
will
en
h
an
ce
th
e
q
u
ality
o
f
k
n
o
w
led
g
e
p
r
esen
ted
,
o
r
g
an
izatio
n
s
an
d
co
m
m
u
n
it
ies
an
d
co
u
n
tr
ies
to
war
d
s
ex
ce
ll
en
ce
.
A
p
er
s
o
n
’
s
k
n
o
wled
g
e
an
d
s
k
ills
b
eg
in
at
s
ch
o
o
l
th
r
o
u
g
h
th
e
less
o
n
at
s
ch
o
o
l.
“
E
n
a
b
lin
g
ac
tiv
e
p
a
r
ticip
atio
n
,
u
s
in
g
d
if
f
er
en
t
m
eth
o
d
s
an
d
tech
n
i
q
u
es,
en
a
b
lin
g
m
ea
n
in
g
f
u
l
lear
n
i
n
g
,
class
m
an
ag
em
en
t,
an
d
d
ir
e
ctin
g
to
d
if
f
er
e
n
t
r
eso
u
r
ce
s
”
wer
e
n
o
t
p
r
esen
t
at
th
e
b
eg
in
n
in
g
o
f
th
e
p
r
o
g
r
a
m
[
1
5
]
.
O
u
t
-
of
-
class
ac
tiv
ities
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
eiv
e
in
f
o
r
m
atio
n
,
an
d
s
im
ilar
ly
,
th
is
ap
p
r
o
ac
h
g
i
v
es
s
tu
d
e
n
ts
co
n
f
id
e
n
ce
to
p
r
esen
t
lear
n
in
g
c
o
n
ten
t
a
f
ter
a
d
is
cu
s
s
io
n
s
ess
io
n
with
p
ee
r
s
[
1
6
]
.
Stu
d
en
ts
ar
e
tau
g
h
t
to
f
o
llo
w
th
eir
ch
o
s
en
s
tr
ea
m
wh
ich
th
e
y
s
elec
ted
af
ter
f
o
r
m
th
r
ee
.
H
o
wev
er
,
th
e
ch
o
s
en
s
tr
ea
m
m
ay
n
o
t
n
ec
ess
ar
ily
b
u
ild
a
ca
r
ee
r
asp
ir
atio
n
in
th
eir
s
o
u
l
[
1
7
]
.
So
m
e
o
f
th
e
m
wan
t
to
wo
r
k
in
an
ar
ea
th
at
is
less
r
elev
an
t
to
th
eir
ch
o
s
en
s
tr
ea
m
.
Stu
d
en
ts
will
lear
n
s
o
m
eth
in
g
m
ea
n
i
n
g
f
u
lly
if
th
ey
a
r
e
ab
le
to
m
ak
e
th
eir
k
n
o
wled
g
e
g
ain
ed
in
s
ch
o
o
l
as
asp
ir
atio
n
s
f
o
r
th
eir
f
u
tu
r
e
liv
e
an
d
o
c
cu
p
atio
n
s
as
well
as
th
e
o
b
jectiv
es
o
f
Ku
r
ik
u
lu
m
B
er
s
ep
ad
u
Sek
o
lah
Me
n
e
n
g
a
h
(
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d
ar
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Sch
o
o
l
I
n
teg
r
at
ed
C
u
r
r
icu
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m
)
an
d
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lu
m
Stan
d
ar
d
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o
lah
Me
n
en
g
ah
(
Seco
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d
a
r
y
Sch
o
o
l
Stan
d
ar
d
C
u
r
r
ic
u
lu
m
)
[
1
8
]
.
T
h
e
ap
p
r
o
ac
h
an
d
m
eth
o
d
u
s
ed
b
y
th
e
teac
h
er
is
a
k
ey
s
u
p
p
o
r
t
t
o
o
l
th
at
h
elp
s
to
im
p
r
o
v
e
th
e
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
o
f
th
eir
d
aily
n
ee
d
s
an
d
ca
r
ee
r
s
.
T
h
er
e
f
o
r
e,
in
-
d
ep
th
r
esear
ch
is
n
ee
d
ed
n
o
t
o
n
ly
o
n
th
e
s
tu
d
en
ts
’
k
n
o
wled
g
e,
b
u
t
also
ap
p
r
o
ac
h
es
an
d
s
tr
ateg
ies
th
at
co
n
tr
ib
u
tes
to
th
e
asp
ir
atio
n
s
o
f
th
e
s
tu
d
en
ts
’
ca
r
ee
r
s
in
c
o
n
ten
t
d
eliv
er
y
.
T
h
is
r
esear
ch
s
elec
ted
s
cien
ce
s
u
b
ject
as
a
s
tu
d
y
’
s
s
et
b
ec
au
s
e
it
is
a
co
r
e
s
u
b
ject
f
o
r
th
e
h
u
m
an
ities
s
tr
ea
m
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
ap
p
r
o
p
r
i
ate
lear
n
in
g
e
x
p
er
ien
ce
s
an
d
c
o
n
ten
t
ar
e
e
x
p
ec
ted
t
o
h
elp
t
h
e
s
tu
d
en
ts
n
o
t
o
n
ly
ac
h
iev
in
g
a
h
ig
h
p
er
f
o
r
m
an
ce
in
s
cien
ce
s
u
b
jects,
b
u
t a
h
a
v
e
s
tr
o
n
g
er
ca
r
ee
r
asp
ir
atio
n
s
.
T
ee
n
ag
e
s
tu
d
en
ts
ar
e
f
o
u
n
d
t
o
n
o
t
h
av
e
a
ca
r
ee
r
o
f
ch
o
ice
at
th
e
b
eg
in
n
in
g
.
Acc
o
r
d
i
n
g
to
Gu
tm
an
an
d
Sch
o
o
n
[
1
9
]
,
th
er
e
a
r
e
teen
ag
er
s
with
u
n
ce
r
tain
ca
r
ee
r
a
s
p
ir
atio
n
s
to
h
av
e
h
ig
h
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
at
t
h
e
ag
e
o
f
1
6
.
L
ik
ewise,
te
en
ag
er
s
wh
o
h
a
v
e
a
lo
w
p
e
r
f
o
r
m
a
n
ce
ar
e
lik
ely
to
h
av
e
u
n
ce
r
tain
ca
r
ee
r
asp
ir
atio
n
s
[
2
0
]
.
T
h
e
o
b
jectiv
e
o
f
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
(
MO
E
)
in
th
e
C
u
r
r
icu
lu
m
Sp
ec
if
icatio
n
s
s
till
h
o
p
es
th
at
th
e
k
n
o
wled
g
e
g
ain
ed
b
y
th
e
s
tu
d
e
n
ts
f
r
o
m
t
h
e
o
u
ts
et
will
a
s
s
i
s
t
th
em
in
th
eir
d
aily
life
an
d
ca
r
ee
r
s
elec
tio
n
.
On
e
th
e
s
tep
tak
e
n
b
y
MO
E
is
to
ap
p
l
y
s
k
ills
f
o
r
th
e
teen
ag
e
r
at
th
e
ea
r
ly
s
tag
e
as
d
o
n
e
i
n
th
e
Vo
ca
tio
n
al
C
o
lleg
e
C
u
r
r
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l
u
m
.
Ho
wev
er
,
th
e
s
tr
ea
m
o
f
u
p
p
er
s
ec
o
n
d
ar
y
lev
el
ed
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ca
tio
n
s
in
th
e
MO
E
s
ec
o
n
d
ar
y
s
ch
o
o
l
w
h
eth
er
it
is
s
cien
ce
,
h
u
m
an
ity
o
r
ac
co
u
n
tin
g
is
n
o
t
a
d
eter
m
i
n
an
t
o
f
ca
r
ee
r
s
elec
tio
n
.
Pre
v
io
u
s
r
esear
ch
r
elate
d
to
th
e
ac
co
u
n
tin
g
s
tr
ea
m
s
tu
d
en
ts
f
o
u
n
d
th
at
ex
p
er
ien
ce
an
d
th
e
co
n
ten
t
o
f
lear
n
in
g
in
ac
co
u
n
tin
g
d
id
n
o
t
h
elp
i
n
th
e
s
tu
d
en
t’
s
ca
r
ee
r
s
elec
tio
n
in
th
eir
r
esp
ec
ted
s
tr
ea
m
.
Acc
o
r
d
in
g
to
Z
ai
n
al,
Su
h
aid
a
an
d
Z
aid
ato
l
[
2
1
]
ac
co
u
n
tin
g
s
tr
ea
m
s
tu
d
en
ts
d
o
n
o
t
n
ec
ess
ar
ily
wan
t
to
wo
r
k
in
th
e
ac
c
o
u
n
tin
g
f
ield
.
T
h
er
e
f
o
r
e,
th
is
r
esear
ch
d
o
es
n
o
t
o
n
l
y
lo
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k
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n
th
e
f
a
cto
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s
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f
s
u
b
ject
,
b
u
t
r
ath
er
o
n
th
e
ex
p
er
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ce
a
n
d
th
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lear
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in
g
c
o
n
ten
t t
h
at
s
h
o
u
l
d
b
e
u
s
ed
i
n
th
e
class
r
o
o
m
.
T
h
e
f
in
d
in
g
s
co
n
f
ir
m
ed
th
at
ed
u
ca
tio
n
asp
ir
atio
n
s
ar
e
o
n
e
o
f
th
e
f
ac
to
r
s
in
u
n
d
er
s
tan
d
i
n
g
ca
r
ee
r
asp
ir
atio
n
s
am
o
n
g
th
e
y
o
u
n
g
e
r
g
en
er
atio
n
s
[
2
2
,
23]
.
As
s
u
ch
,
th
e
ed
u
ca
tio
n
al
asp
ir
atio
n
p
r
esen
ted
in
th
e
2
1
st
ce
n
tu
r
y
lear
n
in
g
h
as
b
ec
o
m
e
o
n
e
o
f
th
e
aim
s
o
f
th
is
r
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ch
to
l
o
o
k
at
th
e
n
ee
d
s
o
f
th
e
n
atio
n
al
e
d
u
ca
tio
n
asp
ir
atio
n
.
E
ac
h
lear
n
in
g
co
n
ten
t
h
as
its
o
wn
im
p
o
r
ta
n
ce
in
ev
er
y
d
ay
life
.
Ho
wev
er
,
im
p
l
em
en
tin
g
th
e
r
i
g
h
t
s
tr
ateg
y
will
d
eter
m
in
e
its
ef
f
ec
tiv
en
ess
[
2
4
]
.
Scien
ce
is
an
im
p
o
r
ta
n
t
co
r
e
s
u
b
ject
f
o
r
h
u
m
a
n
ity
s
tr
ea
m
s
tu
d
en
ts
an
d
8
0
%
o
f
th
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u
p
p
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ec
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ar
y
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ch
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o
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tu
d
e
n
ts
will
tak
e
th
is
s
u
b
ject.
T
h
er
e
f
o
r
e,
t
h
e
ex
p
e
r
ien
ce
an
d
th
e
lear
n
in
g
co
n
te
n
t
o
f
t
h
e
s
cien
ce
s
u
b
ject
h
a
v
e
to
b
e
em
p
h
asized
d
u
e
to
its
r
ea
s
o
n
to
b
e
o
n
e
o
f
th
e
im
p
o
r
tan
t
s
u
b
jects
wh
ich
will in
d
ir
ec
tly
af
f
ec
ts
th
e
s
tu
d
en
t’
s
ca
r
ee
r
asp
ir
atio
n
s
.
I
n
d
iv
id
u
al
lear
n
in
g
co
n
ten
t
a
n
d
ex
p
er
ie
n
ce
ar
e
in
a
d
eq
u
ate
i
f
th
ey
ar
e
o
n
ly
a
b
le
to
ap
p
l
y
wh
at
th
ey
h
av
e
lear
n
ed
w
h
ile
d
is
r
eg
ar
d
i
n
g
its
n
ee
d
s
in
d
aily
life
o
r
f
u
tu
r
e
u
s
e
[
2
5
]
.
T
h
e
s
am
e
g
o
es
f
o
r
th
e
lear
n
i
n
g
f
o
r
th
e
s
ak
e
o
f
p
ass
in
g
an
ex
am
in
atio
n
.
T
h
e
2
1
st
ce
n
tu
r
y
ed
u
ca
tio
n
em
p
h
asizes
o
n
lea
r
n
in
g
f
o
r
life
[
2
6
]
.
T
h
er
ef
o
r
e,
ed
u
ca
tio
n
al
b
o
d
y
h
av
e
to
in
v
esti
g
ate
d
ee
p
e
r
r
eg
ar
d
in
g
th
is
is
s
u
e.
No
t
o
n
ly
d
o
tech
n
ical
s
tr
ea
m
an
d
v
o
ca
tio
n
al
s
tr
ea
m
s
tu
d
en
t
h
av
e
to
b
e
p
aid
s
p
ec
ial
atten
tio
n
in
th
e
asp
ec
t o
f
ca
r
ee
r
,
b
u
t e
x
p
er
ien
ce
an
d
lear
n
in
g
co
n
ten
t
o
f
m
ain
s
tr
ea
m
s
ch
o
o
l
h
av
e
to
b
e
lo
o
k
at
o
n
th
e
asp
e
ct
o
f
lear
n
in
g
f
o
r
life
.
As
s
u
ch
,
th
is
r
esear
ch
will
lo
o
k
at
th
e
ex
p
er
ien
ce
a
n
d
s
ci
en
ce
lear
n
in
g
co
n
ten
t w
h
ic
h
ar
e
r
elate
d
to
th
e
d
aily
life
an
d
c
ar
ee
r
asp
ir
atio
n
s
as
well
as
o
th
er
asp
ec
ts
wh
ich
ar
e
r
elate
d
to
th
e
f
o
r
m
er
Sij
il
Pelajar
an
Ma
lay
s
ia
(
SP
M)
s
tu
d
en
ts
in
th
eir
ca
r
ee
r
s
elec
t
io
n
.
W
h
ile,
t
o
p
m
an
ag
e
m
en
t
lead
er
s
h
ip
was
d
is
co
v
er
ed
to
h
av
e
th
e
m
o
s
t
s
ig
n
if
ica
n
t
r
elatio
n
s
h
ip
with
jo
b
s
atis
f
ac
tio
n
[
2
7
]
.
W
h
er
ea
s
th
o
s
e
wh
o
g
o
t
lo
wer
ac
h
iev
e
m
en
t
in
s
ch
o
o
l
f
o
r
s
cien
ce
co
r
e
s
u
b
ject
d
o
es
n
o
t
h
av
e
f
u
t
u
r
e
asp
ir
atio
n
d
u
r
i
n
g
s
ch
o
o
l a
g
e
.
T
h
ey
wo
r
k
b
ased
o
n
o
p
p
o
r
tu
n
ity
s
u
r
r
o
u
n
d
th
em
.
T
h
is
p
ap
er
p
r
esen
t
lear
n
i
n
g
a
n
d
c
o
n
ten
t
ex
p
e
r
ien
ce
s
r
elate
d
to
th
e
s
tu
d
en
ts
’
a
c
h
iev
em
en
t,
th
e
m
o
s
t
ef
f
ec
tiv
e
ap
p
r
o
ac
h
to
th
e
m
e
d
iu
m
lev
el
o
f
s
tu
d
en
ts
an
d
lear
n
in
g
ex
p
er
ien
ce
a
n
d
c
o
n
ten
t
t
h
at
r
elate
d
to
wo
r
k
in
S
cien
ce
co
r
e
s
u
b
ject
.
T
h
is
s
tu
d
y
u
s
es
q
u
alitativ
e
m
eth
o
d
in
ex
am
in
in
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e
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tiv
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ap
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at
in
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u
b
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an
d
th
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r
elate
d
co
n
ten
t
to
wo
r
k
s
.
T
h
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s
tu
d
y
s
h
o
w
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at
m
o
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t
r
esp
o
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d
en
t
ju
s
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g
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t
C
f
o
r
th
eir
Scien
ce
Su
b
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in
SP
M
,
t
h
e
ce
r
tain
tech
n
iq
u
es
in
clu
d
in
g
th
e
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s
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o
f
th
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lear
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in
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an
d
o
r
g
an
s
wer
e
m
u
ch
r
elate
d
to
wo
r
k
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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n
an
al
y
ze
d
u
s
in
g
NViv
o
s
o
f
twar
e.
T
h
is
r
esear
c
h
is
a
cr
o
s
s
-
s
ec
tio
n
al
s
tu
d
y
i
n
v
o
lv
in
g
f
o
r
m
er
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
o
v
e
r
1
0
y
ea
r
s
an
d
b
elo
w
o
f
f
in
is
h
in
g
s
ch
o
o
l
an
d
h
a
v
in
g
t
h
eir
o
wn
ca
r
ee
r
s
.
T
h
e
q
u
alitativ
e
ap
p
r
o
ac
h
in
th
is
r
esear
ch
u
s
es
p
h
en
o
m
en
o
lo
g
ical
d
esig
n
t
o
d
escr
ib
e
s
tu
d
en
ts
'
ex
p
er
ie
n
ce
s
o
f
t
h
e
c
o
n
ten
t
o
f
u
p
p
er
s
ec
o
n
d
ar
y
lear
n
in
g
f
o
r
s
cien
ce
as
well
as
ca
r
ee
r
asp
ir
atio
n
s
r
elate
d
to
th
e
ex
p
er
i
en
ce
an
d
c
o
n
ten
t
o
f
lear
n
in
g
in
th
e
s
u
b
ject.
T
o
m
ea
s
u
r
e
th
e
ca
r
ee
r
asp
ir
atio
n
s
o
f
th
is
r
esear
ch
,
p
ar
ticip
an
ts
wer
e
as
k
ed
to
an
s
wer
o
p
en
q
u
esti
o
n
s
ad
ap
ted
f
r
o
m
th
e
ca
r
ee
r
asp
ir
atio
n
s
q
u
esti
o
n
s
b
y
C
r
ee
d
,
et
a
l.
[
2
8
]
.
T
h
e
q
u
alitativ
e
ap
p
r
o
ac
h
i
n
t
h
is
s
tu
d
y
em
p
h
asizes
in
ter
v
ie
ws
an
d
d
o
cu
m
e
n
tatio
n
.
I
n
co
l
lectin
g
an
d
an
aly
zin
g
d
ata,
r
esear
ch
er
s
will
u
s
e
co
d
in
g
,
r
ef
in
i
n
g
,
ca
teg
o
r
ies
an
d
co
n
ce
p
ts
lin
k
in
g
an
d
d
ev
elo
p
th
eo
r
ies
as
s
u
g
g
ested
b
y
Me
r
r
iam
[
2
9
]
.
T
h
e
r
esear
ch
p
ar
ticip
a
n
ts
wer
e
s
elec
ted
as
in
ten
d
ed
in
th
e
s
tu
d
y
o
f
J
aa
f
ar
an
d
Hu
s
in
[
3
0
-
3
3
]
.
T
h
e
in
f
o
r
m
at
io
n
is
p
r
o
ce
s
s
ed
b
y
r
ed
u
ctio
n
o
r
s
cr
ee
n
in
g
,
co
d
in
g
an
d
v
er
if
icatio
n
,
an
d
is
an
aly
ze
d
b
ased
o
n
th
em
es
p
er
f
o
r
m
e
d
ac
co
r
d
in
g
to
t
h
e
s
tu
d
y
p
a
r
ticip
an
ts
.
On
e
o
f
t
h
e
s
tr
ateg
ies
in
th
is
ap
p
r
o
ac
h
is
to
co
n
ce
n
tr
ate
o
n
in
f
o
r
m
atio
n
th
at
m
a
y
p
r
o
d
u
c
e
lar
g
e
am
o
u
n
ts
o
f
d
ata
in
itia
lly
an
d
r
em
o
v
e
th
e
less
im
p
o
r
tan
t in
f
o
r
m
atio
n
as
s
u
g
g
ested
b
y
M
iles
an
d
H
u
b
er
m
an
[
3
4
]
.
T
h
e
in
ter
v
iews
to
b
e
co
n
d
u
ct
ed
ar
e
s
em
i
-
s
tr
u
ctu
r
ed
wh
e
r
e
b
y
th
e
q
u
esti
o
n
s
d
r
af
t
ar
e
p
r
o
v
id
ed
as
g
u
id
elin
es
an
d
a
r
e
co
n
d
u
cted
in
d
iv
id
u
ally
.
I
n
ter
v
iew
d
ata
will
b
e
tr
an
s
cr
ib
ed
in
to
tex
t
f
o
r
m
f
o
r
ea
s
y
d
ata
in
ter
p
r
etatio
n
.
R
esear
ch
er
s
in
t
er
v
iewe
d
1
2
f
o
r
m
er
B
atan
g
P
ad
an
g
an
d
Kin
ta
No
r
th
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
wh
o
to
o
k
Scien
ce
as th
eir
co
r
e
s
u
b
ject.
T
h
ey
wer
e
s
elec
ted
b
y
p
u
r
p
o
s
iv
e
s
am
p
lin
g
to
o
b
tain
clea
r
in
f
o
r
m
atio
n
o
n
o
n
e
to
th
r
ee
r
esear
ch
q
u
e
s
tio
n
s
.
T
h
is
r
esear
ch
is
a
d
e
s
ig
n
th
at
h
as
th
e
p
h
en
o
m
en
o
n
th
at
n
ee
d
ed
to
b
e
r
esear
ch
ed
an
d
th
e
co
n
te
x
t
o
f
r
esear
ch
[
3
5
]
.
E
x
a
m
p
les
o
f
th
e
p
h
en
o
m
en
a
th
at
ar
e
ex
am
i
n
ed
ar
e
th
e
lear
n
in
g
ac
tiv
ities
,
titl
es
an
d
k
n
o
wled
g
e
o
f
f
o
r
m
f
o
u
r
a
n
d
f
i
v
e
th
at
h
av
e
a
lo
t
to
d
o
with
t
h
eir
d
aily
life
an
d
ca
r
ee
r
asp
ir
atio
n
s
,
Scien
ce
lear
n
i
n
g
ex
p
er
ien
ce
s
th
at
ca
n
d
ev
elo
p
e
p
er
s
o
n
al
in
ter
est
in
ca
r
ee
r
s
,
th
e
r
ea
l
f
ac
to
r
s
o
f
ca
r
ee
r
s
elec
tio
n
f
o
r
Sij
il Pelaja
r
an
Ma
lay
s
ia
(
SP
M)
s
tu
d
en
ts
.
3.
RE
SU
L
T
S
B
ased
o
n
o
b
s
er
v
atio
n
s
m
ad
e
o
n
Scien
ce
s
u
b
jects
to
s
u
p
p
o
r
t
th
e
lite
r
atu
r
e
r
ev
iew,
it
s
h
o
ws
th
at
m
o
s
t
s
tu
d
en
ts
g
o
t
m
e
d
iu
m
lev
el
in
t
h
eir
SP
M
ac
h
iev
em
e
n
t.
T
h
er
e
wer
e
s
ev
er
al
ef
f
ec
tiv
e
ap
p
r
o
ac
h
es
to
th
e
m
ed
iu
m
lev
el
o
f
s
tu
d
en
ts
in
Scien
ce
c
o
r
e
s
u
b
ject.
Scien
ce
co
r
e
s
u
b
j
ec
t
is
r
elate
d
to
wo
r
k
in
lear
n
in
g
ex
p
e
r
ien
ce
an
d
co
n
ten
t
.
T
h
e
ex
ten
t
to
wh
ich
t
h
ese
n
ee
d
s
to
ev
er
y
d
ay
life
an
d
f
u
tu
r
e
wo
r
k
f
o
r
s
tu
d
en
ts
an
d
f
u
r
th
er
s
tu
d
y
o
n
it
n
ee
d
to
b
e
f
u
r
th
er
d
is
cu
s
s
ed
.
3
.
1
.
L
ev
el
o
f
s
t
ud
ent
s
’
a
chiev
em
ent
in s
cience
co
re
s
u
bje
ct
I
n
f
o
r
m
atio
n
o
f
s
tu
d
en
ts
’
ac
h
ie
v
em
en
t
in
SP
M
r
eq
u
ir
es
to
ta
k
es
in
to
ac
co
u
n
t
to
g
en
er
alize
th
e
d
ata
in
th
is
s
tu
d
y
.
T
h
e
r
esu
lts
wer
e
o
b
tain
ed
th
r
o
u
g
h
t
h
e
d
o
c
u
m
en
ts
o
f
SP
M
r
esu
lt sh
o
w
b
y
th
e
r
esp
o
n
d
e
n
ts
as sh
o
wn
in
T
ab
le
1
.
Mo
s
t
s
tu
d
en
ts
ar
e
n
o
t
g
o
o
d
in
th
eir
SP
M
r
esu
lts
.
Mo
s
t
r
esp
o
n
d
en
t
ju
s
t
g
o
t
C
f
o
r
th
eir
Scien
ce
s
u
b
ject.
T
ab
le
1
.
L
e
v
el
o
f
s
tu
d
e
n
ts
’
ac
h
iev
em
en
t in
s
cien
ce
c
o
r
e
s
u
b
j
ec
t
S1
S2
S3
S4
S
5
S6
S
7
S8
S
9
S
1
0
S
1
1
S
1
2
S
t
u
d
e
n
t
s
a
c
h
i
e
v
e
m
e
n
t
C
D
C
C
C
C
C
C
C
C
C
C
3
.
2
.
T
he
m
o
s
t
ef
f
ec
t
iv
e
a
pp
ro
a
ch
t
o
t
he
m
idd
le
lev
el
s
t
ud
ent
s
T
h
er
e
ar
e
a
n
u
m
b
e
r
o
f
s
u
b
-
to
p
ics
in
Scien
ce
u
p
p
er
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
u
b
ject
th
at
ar
e
a
p
p
r
o
p
r
iate
f
o
r
th
e
ce
r
tain
ap
p
r
o
ac
h
to
th
e
m
i
d
d
le
lev
el
s
tu
d
en
ts
.
T
h
e
ap
p
r
o
ac
h
is
in
clu
d
in
g
th
e
u
s
e
o
f
th
e
r
ea
l
lear
n
in
g
aid
s
an
d
p
r
ac
tical
in
lab
o
r
ato
r
y
r
o
o
m
s
u
ch
as
s
h
o
wn
in
T
ab
le
2
.
R
ea
l
lear
n
in
g
aid
s
ar
e
lik
e
f
r
o
g
s
,
wh
ile
p
r
ac
ticals
in
th
e
lab
ar
e
lik
e
m
ix
in
g
ce
r
ta
in
co
lo
r
s
to
p
r
o
d
u
ce
n
ew
c
o
lo
r
s
.
T
ab
le
2
.
T
h
e
m
o
s
t e
f
f
ec
tiv
e
ap
p
r
o
a
ch
t
o
th
e
m
id
d
le
l
ev
el
o
f
s
tu
d
en
ts
Ef
f
e
c
t
i
v
e
A
p
p
r
o
a
c
h
S1
S2
S3
S4
S
5
S6
S
7
S8
S
9
S
1
0
S
1
1
S
1
2
La
b
o
r
a
t
o
r
y
/
/
/
/
/
/
/
/
/
/
/
/
R
e
a
l
L
e
a
r
n
i
n
g
a
i
d
/
/
/
/
/
/
/
/
/
/
/
/
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
S
cien
ce
-
r
ela
ted
a
s
p
ir
a
tio
n
s
o
f
ca
r
ee
r
b
a
s
ed
o
n
lea
r
n
in
g
co
n
ten
t in
u
p
p
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r
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(
Mo
h
d
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a
z
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u
s
in
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923
3
.
3
.
L
ea
rning
co
nte
nt
t
ha
t
re
la
t
e
d t
o
wo
rk
Ho
wev
er
,
f
o
r
p
ar
ticip
an
ts
wo
r
k
in
g
at
th
e
air
p
o
r
t,
ass
o
ciatin
g
th
eir
cu
r
r
en
t
wo
r
k
with
f
lu
id
elem
en
ts
,
v
ar
io
u
s
f
lu
id
s
to
air
cr
af
t,
l
u
g
g
ag
e
s
h
o
u
ld
b
e
m
o
n
ito
r
e
d
.
W
h
ile
th
e
in
ter
n
al
o
r
g
a
n
s
s
u
ch
as
th
e
lu
n
g
s
,
liv
er
an
d
in
test
in
es
ar
e
h
ig
h
l
y
h
ea
lth
-
r
elate
d
o
r
g
an
s
an
d
s
e
r
v
e
a
g
r
ea
t
r
o
le
in
p
r
o
m
o
tin
g
d
aily
ac
tiv
ities
s
u
ch
as
b
r
ea
th
in
g
,
p
o
ac
h
in
g
a
n
d
b
o
d
y
to
x
in
s
ac
co
r
d
i
n
g
to
i
n
f
o
r
m
atio
n
p
r
o
v
id
ed
b
y
th
e
s
tu
d
y
p
a
r
ticip
an
ts
:
Tea
ch
ers
b
r
in
g
th
i
n
g
s
,
like
p
u
p
p
ets,
h
e
a
r
ts
,
b
o
w
els,
h
e
s
h
o
w
s
th
em
a
ll
to
u
s
.
.
.
co
me
to
th
i
n
k
o
f
it.
Th
ere
mu
s
t
b
e
s
o
me
c
o
n
n
ec
tio
n
th
ere
b
etw
ee
n
o
r
g
a
n
a
n
d
o
u
r
jo
b
.
Org
a
n
w
o
r
ks
fo
r
a
ll
h
u
ma
n
life in
clu
d
in
g
w
o
r
k.
As
well
th
e
n
er
v
es
,
i
t
m
ea
n
s
th
at
wh
en
we
d
o
all
wo
r
k
,
o
u
r
n
er
v
es
wo
r
k
.
B
u
t
it
h
as
n
o
th
in
g
to
d
o
with
o
u
r
s
k
ills
as
a
s
alesp
er
s
o
n
.
B
u
t
f
o
r
f
r
eig
h
t
lo
a
d
er
w
o
r
k
er
s
,
it
is
r
elate
d
to
t
h
e
m
u
s
le
a
n
d
h
o
w
to
p
r
o
p
er
ly
lo
ad
th
e
g
o
o
d
s
.
T
h
is
s
tu
d
y
s
h
o
wed
th
at
t
h
er
e
wer
e
a
f
ew
jo
b
s
th
at
r
elate
d
to
th
e
Scien
ce
co
r
e
s
u
b
ject
b
u
t
s
till
g
iv
en
th
e
b
asic
k
n
o
wled
g
e
a
n
d
n
ee
d
f
u
r
t
h
er
s
k
ills
s
u
ch
a
s
m
o
to
r
cy
cle
m
ec
h
an
ic
b
esid
e
f
r
eig
h
t
lo
a
d
er
an
d
s
alesp
er
s
o
n
as
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
ey
h
ad
n
o
i
d
ea
o
f
th
e
ir
f
u
tu
r
e
jo
b
d
u
r
i
n
g
th
e
p
ast
f
o
r
m
4
an
d
f
o
r
m
5
.
T
ab
le
3
s
h
o
w
s
th
e
co
n
ten
ts
th
at
r
elate
d
to
th
e
jo
b
s
th
at
is
f
lu
id
an
d
o
r
g
an
s
;
w
h
er
ea
s
,
th
e
B
u
n
s
en
b
u
r
n
er
is
m
at
ch
in
g
f
o
r
m
o
to
r
cy
cle
m
ec
h
an
ics
o
n
ly
.
Fig
u
r
e
1
.
R
elate
d
jo
b
s
to
t
h
e
s
cien
ce
co
r
e
s
u
b
ject
T
ab
le
3
.
L
ea
r
n
in
g
c
o
n
ten
t t
h
at
r
elate
d
to
wo
r
k
C
o
n
t
e
n
t
s
S1
S2
S3
S4
S
5
S6
S
7
S8
S
9
S
1
0
S
1
1
S
1
2
F
l
u
i
d
/
/
/
/
/
/
/
/
/
/
/
/
O
r
g
a
n
s
/
/
/
/
/
/
/
/
/
/
/
/
4.
DIS
CU
SS
I
O
N
T
h
e
r
esp
o
n
s
ib
ilit
y
o
f
teac
h
er
s
is
v
er
y
m
u
ch
n
ee
d
ed
to
te
ac
h
m
id
d
le
class
s
tu
d
en
ts
b
e
ca
u
s
e
m
o
s
t
s
tu
d
en
ts
ar
e
in
th
is
c
ir
cle
[
3
6
]
.
T
h
e
ef
f
ec
tiv
e
ap
p
r
o
ac
h
es
to
th
e
m
ed
iu
m
lev
el
o
f
s
tu
d
en
ts
in
Scien
ce
co
r
e
s
u
b
ject
ar
e
r
eg
u
latin
g
th
e
u
s
e
o
f
lab
o
r
at
o
r
ies,
o
r
g
a
n
izin
g
th
e
m
with
tactica
l
ac
tiv
ities
an
d
ap
p
r
ec
iatin
g
u
s
in
g
th
e
o
r
g
an
lear
n
in
g
to
o
ls
.
Flu
id
an
d
o
r
g
an
s
a
r
e
th
e
m
o
s
t
lear
n
in
g
co
n
ten
t
t
h
at
r
elate
d
to
wo
r
k
.
T
ea
c
h
er
s
s
h
o
u
ld
h
av
e
an
id
ea
l
way
to
teac
h
s
tu
d
en
ts
h
o
w
to
u
s
e
s
elf
-
m
o
n
ito
r
in
g
s
tr
ateg
ies
s
u
ch
as
a
s
tu
d
y
th
at
f
o
cu
s
es
o
n
th
e
im
p
o
r
tan
ce
o
f
m
o
n
ito
r
i
n
g
a
n
d
s
elf
-
ef
f
icac
y
s
tr
ateg
ies
th
at
h
elp
s
tu
d
en
ts
p
r
ac
tice
th
e
m
[
3
7
]
.
T
ea
c
h
in
g
i
n
th
e
class
r
o
o
m
s
h
o
u
ld
r
elate
to
d
ai
ly
life
o
r
th
e
o
u
ts
id
e
ac
tu
al
s
itu
atio
n
in
clu
d
in
g
at
wo
r
k
p
lac
e.
I
n
s
cien
ce
,
th
er
e
ar
e
m
an
y
s
y
llab
les
th
at
ca
n
b
e
d
ir
ec
tly
r
elate
d
to
wo
r
k
.
E
x
a
m
p
les
o
f
jo
b
s
r
elate
d
to
s
cien
ce
an
d
ev
er
y
d
ay
life
is
n
u
r
s
in
g
[
3
8
]
.
Alth
o
u
g
h
s
tu
d
e
n
t
ac
h
iev
em
en
t
is
f
air
in
s
cien
ce
co
r
e
s
u
b
ject,
th
e
lo
n
g
-
ter
m
im
p
ac
t
is
im
p
o
r
tan
t
s
o
th
at
th
e
k
n
o
wled
g
e
g
ain
ed
in
s
ch
o
o
l
ca
n
b
e
lev
er
a
g
ed
later
.
I
t
will
ex
p
ec
t
th
at
ed
u
ca
tio
n
will
b
ec
o
m
e
m
o
r
e
m
ea
n
in
g
f
u
l
an
d
n
atio
n
al
e
d
u
ca
tio
n
in
s
titu
tio
n
s
will
ex
ce
l
in
s
u
ch
a
way
o
f
lear
n
in
g
.
T
h
e
f
ac
t
in
s
cien
ce
s
h
o
u
ld
n
o
t
b
e
a
te
n
tativ
e
b
u
t
i
n
s
p
ir
e
s
tu
d
en
t
to
th
in
k
o
f
ca
r
e
er
.
I
t
is
u
n
d
e
r
s
to
o
d
t
h
at
all
s
cien
ce
in
f
o
r
m
atio
n
is
ten
tativ
e
an
d
ca
n
b
e
e
v
o
lv
in
g
.
I
t
is
th
e
r
o
le
o
f
teac
h
er
s
to
k
ee
p
s
tu
d
en
ts
’
ex
p
er
ien
tial
to
d
ev
elo
p
m
ea
n
in
g
f
u
l
co
n
tex
tu
al
in
f
o
r
m
atio
n
.
T
ea
ch
er
s
an
d
r
esear
ch
e
r
s
s
h
o
u
ld
n
o
t
b
e
s
h
y
ab
o
u
t
s
ay
in
g
o
r
d
o
in
g
so
,
b
o
th
to
th
o
s
e
in
s
ch
o
o
ls
an
d
to
th
o
s
e
in
ch
a
r
g
e
o
f
s
ch
o
o
ls
[
3
9
]
.
T
ea
c
h
er
s
also
n
ee
d
to
m
o
v
e
f
r
o
m
th
e
o
ld
-
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
.
Pre
v
io
u
s
s
tu
d
y
was
s
h
o
wn
th
a
t
t
o
p
m
a
n
ag
em
en
t
lead
er
s
h
ip
th
a
t
h
ad
ca
r
ee
r
asp
ir
atio
n
as
ea
r
l
y
as
i
n
s
ch
o
o
l
a
g
e,
b
u
t
th
e
ex
-
s
tu
d
en
ts
with
l
o
wer
ac
h
ie
v
em
en
t
Job
F
r
e
i
g
h
t L
o
ad
e
r
S
al
e
s
p
e
rs
o
n
W
o
rk
s
h
o
p
Man
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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v
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&
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Vo
l.
9
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4
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e
r
2
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an
d
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av
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asp
ir
a
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was
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is
co
v
er
ed
to
h
av
e
t
h
e
u
n
ce
r
tain
ty
in
th
eir
ca
r
ee
r
.
I
n
a
n
u
t
s
h
ell,
wh
at
is
v
alu
ed
in
s
cien
ce
s
u
b
ject
is
wh
at
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co
n
s
id
er
ed
r
ele
v
a
n
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th
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tu
d
en
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s
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tex
t
t
h
at
in
f
lu
en
ce
s
t
h
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liv
es
[
4
0
]
.
5.
CO
NCLU
SI
O
N
T
h
is
p
ap
er
p
r
esen
ts
s
cien
ce
-
r
elate
d
a
s
p
ir
atio
n
s
o
f
c
a
r
ee
r
b
ased
o
n
l
ea
r
n
in
g
c
o
n
ten
t
in
Up
p
er
Seco
n
d
ar
y
L
ev
el
.
C
o
r
e
Scien
ce
s
u
b
ject
teac
h
er
s
s
h
o
u
ld
u
s
e
th
e
m
o
s
t
ap
p
r
o
p
r
iate
a
p
p
r
o
ac
h
to
s
tu
d
en
ts
.
Su
ch
an
ap
p
r
o
ac
h
is
lik
e
u
s
in
g
ex
i
s
tin
g
-
r
ea
l
lear
n
in
g
ai
d
s
an
d
d
o
in
g
p
r
ac
ticals
in
th
e
lab
o
r
ato
r
y
esp
ec
ially
f
o
r
to
p
ics
th
at
ar
e
m
u
ch
r
elate
d
t
o
th
e
d
aily
r
o
u
tin
e
o
f
s
tu
d
en
t
s
an
d
f
u
tu
r
e
p
r
o
s
p
ec
ts
to
s
tu
d
en
ts
.
Acc
o
r
d
in
g
to
pr
ev
io
u
s
s
tu
d
ies,
teac
h
er
s
s
h
o
u
ld
h
av
e
a
p
p
r
o
p
r
iate
m
eth
o
d
s
to
teac
h
s
tu
d
en
ts
h
o
w
to
u
s
e
s
elf
-
m
o
n
ito
r
in
g
s
tr
ateg
ies.
Ho
wev
er
,
th
e
lev
el
o
f
s
tu
d
en
ts
s
tu
d
ied
r
eq
u
ir
ed
m
o
r
e
g
u
id
a
n
ce
f
r
o
m
teac
h
er
s
th
an
s
elf
-
m
o
n
ito
r
i
n
g
.
I
n
s
cien
ce
,
th
e
r
e
ar
e
m
an
y
s
y
llab
u
s
es
th
at
a
r
e
d
i
r
ec
tly
r
elate
d
to
o
cc
u
p
atio
n
s
s
u
ch
as
n
u
r
s
in
g
.
B
u
t
o
n
th
e
o
th
e
r
h
an
d
,
th
e
co
r
e
Scien
ce
s
u
b
jec
t
will
n
o
t
q
u
alif
y
s
tu
d
en
ts
to
v
en
tu
r
e
i
n
to
th
e
f
ield
o
f
n
u
r
s
i
n
g
ac
co
r
d
in
g
to
th
e
q
u
alif
icatio
n
s
o
f
n
u
r
s
es in
s
o
m
e
u
n
iv
er
s
ities
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
p
ap
er
is
b
ased
o
n
th
e
r
e
s
ea
r
ch
p
r
o
ject
en
titl
ed
Asp
ir
a
s
i
Ker
jay
a
B
er
asa
s
k
an
Pen
g
alam
an
d
an
Kan
d
u
n
g
a
n
Pem
b
elaja
r
an
Sai
n
s
Pelajar
Me
n
en
g
ah
Atas
.
T
h
e
au
th
o
r
s
wo
u
l
d
lik
e
to
ex
te
n
d
th
eir
g
r
atitu
d
e
to
th
e
R
esear
ch
Ma
n
ag
em
en
t
an
d
I
n
n
o
v
atio
n
C
en
tr
e
(
R
MI
C
)
,
Su
ltan
I
d
r
is
E
d
u
ca
tio
n
Un
iv
er
s
ity
(
UPSI)
f
o
r
th
e
Un
iv
er
s
ity
R
esear
ch
Gr
an
t
B
ased
o
n
E
d
u
ca
tio
n
(
2
0
1
9
-
0
0
8
0
-
1
0
7
-
0
1
)
Ph
ase
1
/2
0
1
9
th
a
t
h
elp
ed
f
u
n
d
th
e
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
R.
Tl
a
d
in
y
a
n
e
a
n
d
M
.
M
e
rwe
,
“
Ca
re
e
r
a
d
a
p
tab
il
it
y
a
n
d
e
m
p
lo
y
e
e
e
n
g
a
g
e
m
e
n
t
o
f
a
d
u
lt
s
e
m
p
l
o
y
e
d
i
n
a
n
in
su
ra
n
c
e
c
o
m
p
a
n
y
:
A
n
e
x
p
lo
ra
t
o
ry
stu
d
y
,
”
S
A
J
o
u
rn
a
l
o
f
Hu
ma
n
Res
o
u
rc
e
M
a
n
a
g
e
me
n
t
,
v
o
l.
1
4
,
n
o
.
1
,
p
.
752
,
2
0
1
6
.
[2
]
R.
S
a
m
p
a
n
g
i
a
n
d
A.
S
ie
g
e
l
,
“
De
sig
n
in
g
En
g
a
g
i
n
g
Lea
rn
i
n
g
E
x
p
e
rien
c
e
s
,
”
in
Pro
c
e
e
d
i
n
g
s
o
f
th
e
2
0
1
9
AC
M
Co
n
fer
e
n
c
e
o
n
In
n
o
v
a
t
io
n
a
n
d
T
e
c
h
n
o
l
o
g
y
i
n
C
o
mp
u
ter
S
c
ien
c
e
Ed
u
c
a
ti
o
n
(IT
iC
S
E
'
1
9
).
Asso
c
ia
ti
o
n
f
o
r
Co
mp
u
t
in
g
M
a
c
h
i
n
e
ry
,
Ne
w
Y
o
rk
,
US
A
,
p
p
.
1
0
-
18
,
2
0
1
9
.
[3
]
J.
Tri
p
n
e
y
,
e
t
a
l.
,
“
F
a
c
to
rs
I
n
flu
e
n
c
in
g
Yo
u
n
g
P
e
o
p
le
(Ag
e
d
1
4
-
1
9
)
in
Ed
u
c
a
ti
o
n
a
b
o
u
t
S
TE
M
S
u
b
jec
t
Ch
o
i
c
e
s:
A
S
y
ste
m
a
ti
c
Re
v
iew
o
f
t
h
e
UK
Li
t
e
ra
tu
re
,
”
Ev
i
d
e
n
c
e
f
o
r
P
o
li
c
y
a
n
d
P
ra
c
ti
c
e
In
f
o
rm
a
ti
o
n
a
n
d
C
o
-
Ord
in
a
ti
n
g
Ce
n
tre,
In
stit
u
te
o
f
E
d
u
c
a
ti
o
n
,
Un
i
v
e
rsity
o
f
Lo
n
d
o
n
,
L
o
n
d
o
n
,
2
0
1
0
.
[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
ti
fic
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
,
”
I
n
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
,
n
o
.
4
,
p
p
.
1
0
6
-
2
0
4
,
2
0
1
9
.
[5
]
S.
P
e
ters
o
n
a
n
d
S
.
S
c
o
t
t
,
“
As
p
a
rt
o
f
t
h
e
Im
p
r
o
v
e
d
M
e
th
o
d
s
f
o
r
Tea
c
h
i
n
g
S
c
ien
c
e
,
”
S
c
h
o
o
l
S
c
ien
c
e
Rev
iew,
v
o
l.
71
,
p
p
.
63
-
72
,
2
0
1
8
.
[6
]
S.
Wala
n
,
“
Tea
c
h
in
g
c
h
il
d
re
n
sc
ien
c
e
th
ro
u
g
h
sto
r
y
telli
n
g
c
o
m
b
in
e
d
with
h
a
n
d
s
-
o
n
a
c
ti
v
it
ies
–
a
su
c
c
e
ss
fu
l
in
stru
c
ti
o
n
a
l
stra
teg
y
?
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Prim
a
ry
,
El
e
me
n
ta
ry
a
n
d
Ea
rly
Y
e
a
rs
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
7
,
n
o
.
1
,
pp
.
34
-
46
,
2
0
1
7
.
[7
]
R.
Hu
b
a
h
ib
,
“
S
tu
d
e
n
ts’
P
e
rfo
rm
a
n
c
e
in
I
n
q
u
iry
a
n
d
Ha
n
d
s
-
On
Ac
ti
v
it
ies
o
n
Eati
n
g
a
n
d
Ex
e
rc
is
,
”
M
a
n
c
e
ste
r
Cit
y
:
MSU
-
Ili
g
a
n
In
sti
tu
te
o
f
Tec
h
n
o
l
o
g
y
,
2
0
1
6
.
[8
]
N.
B
a
las
u
b
ra
m
a
n
iam
,
e
t
a
l.
,
“
In
n
o
v
a
t
iv
e
M
e
th
o
d
s
o
f
Tea
c
h
i
n
g
S
c
ien
c
e
a
n
d
E
n
g
in
e
e
rin
g
i
n
S
e
c
o
n
d
a
ry
S
c
h
o
o
ls
,”
S
y
ste
m
ics
,
Cy
b
e
rn
e
t
ics
An
d
I
n
fo
r
m
a
ti
c
s
,
v
o
l.
6
,
n
o
.
6
,
p
p
.
4
1
-
46
,
2
0
0
6
.
[9
]
N.
Ch
e
tt
y
,
e
t
a
l
.
,
“
Lea
rn
in
g
S
ty
le
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
,
n
o
.
4
,
p
p
.
2
5
-
3
2
,
2
0
1
9
.
[1
0
]
R
.
Zen
d
a
,
“
Esse
n
ti
a
l
tea
c
h
in
g
m
e
th
o
d
s
to
e
n
h
a
n
c
e
lea
rn
e
r
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
in
p
h
y
sic
a
l
sc
ien
c
e
s
in
ru
ra
l
se
c
o
n
d
a
ry
sc
h
o
o
ls:
A
S
o
u
th
Afric
a
n
c
a
se
stu
d
y
,
”
I
n
fo
rm
a
t
io
n
a
n
d
L
e
a
r
n
in
g
S
c
ie
n
c
e
s,
v
o
l
.
1
1
8
,
n
o
.
3
/4
,
p
p
.
1
7
0
-
184
,
2
0
1
7
.
[1
1
]
G
.
Cre
b
e
rt
,
e
t
a
l.
,
“
De
v
e
lo
p
in
g
g
e
n
e
ric
sk
il
ls
a
t
u
n
i
v
e
rsity
,
d
u
ri
n
g
wo
rk
p
lac
e
m
e
n
t
a
n
d
i
n
e
m
p
lo
y
m
e
n
t:
g
ra
d
u
a
tes
'
p
e
rc
e
p
ti
o
n
s
,
”
Hig
h
e
r E
d
u
c
a
ti
o
n
R
e
se
a
rc
h
&
De
v
e
lo
p
me
n
t,
v
o
l.
2
3
,
n
o
.
2
,
p
p
.
1
4
7
-
1
6
5
,
2
0
0
4
.
[1
2
]
N.
Wam
b
a
an
d
K.
Du
n
n
,
“
Eff
e
c
ti
v
e
In
d
iv
id
u
a
li
z
e
d
E
d
u
c
a
ti
o
n
a
l
P
lan
s:
Do
S
o
m
e
th
i
n
g
S
p
e
c
ial
with
Lea
rn
i
n
g
S
ty
les
,”
In
si
g
h
ts
o
n
L
e
a
r
n
in
g
Dis
a
b
il
i
ti
e
s
,
v
o
l.
6
,
p
p
.
1
-
11
,
2
0
0
9
.
[1
3
]
O.
G
o
e
th
e
,
“
Lea
rn
in
g
Ex
p
e
rien
c
e
s
in
Re
a
l
Li
fe
,
”
in
Ga
mifi
c
a
ti
o
n
M
i
n
d
se
t
.
Hu
m
a
n
–
C
o
m
p
u
ter
In
t
e
ra
c
ti
o
n
S
e
ries
.
S
p
rin
g
e
r,
C
h
a
m
,
p
p
.
1
4
-
20
,
2
0
1
9
.
[1
4
]
W.
Wi
d
o
d
o
,
“
As
se
ss
in
g
t
h
e
Re
a
d
in
e
ss
o
f
S
tu
d
e
n
t
Lea
rn
in
g
Ac
it
i
v
i
ty
a
n
d
Lea
rn
in
g
Ou
tc
o
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
.
[1
5
]
M
.
Be
h
re
n
d
t
a
n
d
T.
F
ra
n
k
li
n
,
“
A
Re
v
iew
o
f
Re
se
a
r
c
h
o
n
S
c
h
o
o
l
F
ield
Tri
p
s
a
n
d
T
h
e
ir
Va
lu
e
in
Ed
u
c
a
ti
o
n
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
n
v
iro
n
me
n
ta
l
a
n
d
S
c
ien
c
e
E
d
u
c
a
ti
o
n
,
v
o
l
.
9,
n
o
.
3
,
p
p
2
3
5
-
2
4
5
,
2
0
1
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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925
[1
6
]
Z
.
Ay
v
a
z
-
Tu
n
c
e
l
a
n
d
İ
.
Tu
n
c
e
l
,
“
G
o
o
d
tea
c
h
e
r
p
e
rc
e
p
ti
o
n
s
o
f
stu
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e
n
ts
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tt
e
n
d
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n
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th
e
p
e
d
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o
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ica
l
fo
rm
a
ti
o
n
c
e
rti
fica
te
p
ro
g
ra
m
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
R
e
se
a
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in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
6
5
-
172
,
2
0
1
9
.
[1
7
]
M
.
Hu
sin
,
e
t
a
l.
,
“
In
d
u
c
ti
v
e
i
n
st
ru
c
ti
o
n
a
l
a
p
p
r
o
a
c
h
,
c
a
re
e
r
a
sp
iratio
n
a
n
d
n
o
b
le
v
a
lu
e
s
in
h
ist
o
ry
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
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
.
9
,
n
o
.
1
,
p
p
.
1
6
2
-
1
6
7
,
2
0
2
0
.
[1
8
]
T.
S
e
l
v
a
m
,
“
Ca
re
e
r
As
p
irati
o
n
A
m
o
n
g
Ru
ra
l
Un
d
e
rg
ra
d
u
a
te
S
tu
d
e
n
ts,”
In
ter
n
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l
o
f
Hu
ma
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
,
n
o
.
1
2
,
p
p
.
21
-
27
,
2
0
1
7
.
[1
9
]
Ke
m
e
n
teria
n
P
e
n
d
i
d
ik
a
n
M
a
lay
sia
,
Do
k
u
m
e
n
sta
n
d
a
rd
k
u
ri
k
u
l
u
m
d
a
n
p
e
n
tak
sira
n
.
Ku
a
la
L
u
m
p
u
r:
Ba
h
a
g
ian
P
e
n
d
i
d
ik
a
n
G
u
ru
,
p
p
.
1
-
4
0
,
20
15
.
[2
0
]
L.
G
u
tma
n
a
n
d
I.
S
c
h
o
o
n
,
“
Co
rr
e
late
s
a
n
d
c
o
n
se
q
u
e
n
c
e
s
o
f
u
n
c
e
rtain
ty
i
n
c
a
re
e
r
a
sp
iratio
n
s:
G
e
n
d
e
r
d
iffere
n
c
e
s
a
m
o
n
g
a
d
o
les
c
e
n
ts i
n
En
g
lan
d
,
”
J
o
u
rn
a
l
o
f
V
o
c
a
ti
o
n
a
l
Be
h
a
v
io
r
,
v
o
l.
80
,
n
o
.
3
,
p
p
.
6
0
8
-
6
1
8
,
2
0
1
2
.
[2
1
]
Z
.
Ism
a
il
,
e
t
a
l.
,
“
Ca
re
e
r
As
p
iratio
n
a
m
o
n
g
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
Ac
c
o
u
n
ti
n
g
S
t
u
d
e
n
ts
in
S
e
la
n
g
o
r
,
”
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
Hu
ma
n
it
ies
,
S
o
c
ie
ty a
n
d
Cu
l
tu
re
IPE
DR
,
v
o
l.
20
,
p
p
.
1
-
8
,
2
0
1
1
.
[2
2
]
M.
G
re
g
o
r
,
e
t
a
l.
,
“
Un
d
e
rsta
n
d
i
n
g
Ca
re
e
r
As
p
iratio
n
s
a
m
o
n
g
Yo
u
n
g
M
e
n
,
”
J
o
u
rn
a
l
o
f
Ca
re
e
r
Asse
ss
me
n
t
,
v
o
l
.
2
7
,
n
o
.
2
,
p
p
.
2
62
-
2
7
2
,
2
0
1
7
.
[2
3
]
M.
G
re
g
o
r
a
n
d
K.
O’Brie
n
,
“
Un
d
e
rsta
n
d
i
n
g
Ca
re
e
r
As
p
i
ra
ti
o
n
s
a
m
o
n
g
Yo
u
n
g
Wo
m
e
n
:
Im
p
ro
v
i
n
g
In
stru
m
e
n
tati
o
n
,
”
J
o
u
rn
a
l
o
f
C
a
re
e
r A
ss
e
ss
me
n
t
,
v
o
l
.
24
,
n
o
.
3
,
p
p
.
5
5
9
-
5
7
2
,
2
0
1
5
.
[2
4
]
M
.
Jo
n
y
,
“
Ex
p
l
o
rin
g
th
e
Eff
e
c
ti
v
e
n
e
ss
o
f
Co
o
p
e
ra
ti
v
e
Lea
rn
in
g
a
t
S
e
c
o
n
d
a
ry
Lev
e
l
in
Ba
n
g
lad
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
Rev
iew,
v
o
l.
5
,
n
o
.
1
,
p
p
.
9
3
-
9
9
,
2
0
1
9
.
[2
5
]
O.
Wi
jay
a
a
n
d
I.
B
u
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
i
n
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
,
n
o
.
3
,
pp
.
1
9
2
-
2
0
2
,
2
0
1
7
.
[2
6
]
B.
S
h
o
la,
e
t
a
l
,
“
T
h
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
i
n
m
e
talwo
rk
tec
h
n
o
lo
g
y
fo
r
fu
tu
re
Emp
l
o
y
m
e
n
t
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
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
,
n
o
.
4
,
p
p
.
9
8
-
1
0
6
.
2
0
1
9
.
[2
7
]
C
.
On
g
,
“
F
a
c
to
rs
i
n
flu
e
n
c
in
g
jo
b
sa
ti
sfa
c
ti
o
n
a
m
o
n
g
a
c
a
d
e
m
ic
sta
ffs:
Ev
id
e
n
c
e
fro
m
M
a
lay
sia
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
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
.
9
,
n
o
.
2
,
p
p
.
2
8
5
-
2
9
1
,
2
0
2
0
.
[2
8
]
P
.
Cre
e
d
,
e
t
a
l.
,
“
Th
e
re
latio
n
sh
i
p
b
e
twe
e
n
g
o
a
l
o
rien
tati
o
n
a
n
d
c
a
re
e
r
striv
in
g
in
y
o
u
n
g
a
d
o
les
c
e
n
ts
,
”
J
o
u
r
n
a
l
o
f
Ap
p
li
e
d
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
43
,
n
o
.
7,
p
p
.
1
4
8
0
–
1
4
9
0
,
2
0
1
3
.
[2
9
]
S.
M
e
rriam
,
Qu
a
li
ta
ti
v
e
re
se
a
rc
h
a
n
d
C
a
se
S
tu
d
y
A
p
p
li
c
a
ti
o
n
s
i
n
E
d
u
c
a
ti
o
n
.
S
a
n
F
ra
n
c
isc
o
:
Jo
s
se
y
-
Ba
ss
P
u
b
.
,
2
0
0
1
.
[3
0
]
M
.
Hu
sin
,
e
t
a
l.
,
“
G
a
y
a
P
e
m
b
e
laja
ra
n
d
a
n
P
e
rse
k
it
a
ra
n
y
a
n
g
M
e
m
p
e
n
g
a
ru
h
i
M
u
ri
d
S
u
k
a
r
Be
laja
r
Da
lam
M
a
ta
P
e
laja
ra
n
P
e
n
d
i
d
i
k
a
n
Isla
m
,
”
J
u
r
n
a
l
Pen
y
e
li
d
ika
n
De
d
ik
a
si
,
v
o
l
1
1
,
p
p
.
9
8
-
1
1
1
,
2
0
1
1
.
[3
1
]
M
.
Hu
si
n
,
“
Ex
p
lo
ri
n
g
t
h
e
Us
e
o
f
Dig
it
a
l
De
v
ice
s
a
m
o
n
g
P
u
p
il
s
w
it
h
Lea
rn
in
g
Disa
b
i
li
ti
e
s
,”
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
it
s
Ap
p
li
c
a
t
io
n
s,
v
o
l
.
9
,
n
o
.
4
/
5
/6
,
p
p
.
75
-
86
,
2
0
1
7
.
[3
2
]
M
.
Hu
sin
,
e
t
a
l.
, “
Vid
e
o
Ap
p
l
ica
ti
o
n
M
o
d
e
l
i
n
Lea
rn
in
g
S
t
y
les
o
f
M
o
ra
l
Ed
u
c
a
ti
o
n
S
tu
d
e
n
ts i
n
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
a
l
In
stit
u
t
io
n
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
n
g
in
e
e
rin
g
a
n
d
T
e
c
h
n
o
lo
g
y
(UAE
),
v
o
l.
7
,
n
o
.
4
,
p
p
.
21
-
26
,
2
0
1
8
.
[3
3
]
M
.
H
u
sin
,
e
t
a
l
.
,
“
M
a
k
in
g
S
h
o
rt
Vid
e
o
a
n
d
M
u
lt
i
-
S
e
n
so
r
y
I
n
stru
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
Ed
u
c
a
ti
o
n
In
st
it
u
tes
,
”
Gl
o
b
a
l
J
o
u
rn
a
l
of
A
d
v
a
n
c
e
d
E
n
g
in
e
e
rin
g
T
e
c
h
n
o
lo
g
ies
a
n
d
S
c
ien
c
e
s,
v
o
l.
5
,
n
o
.
1
2
,
p
p
.
9
-
18
,
2
0
1
8
.
[3
4
]
M.
M
il
e
s
a
n
d
M
.
Hu
b
e
rm
a
n
,
Q
u
a
li
ta
ti
v
e
d
a
ta
a
n
a
lys
is:
A
s
o
u
rc
e
b
o
o
k
fo
r
n
e
w
me
t
h
o
d
s
.
Be
v
e
rl
y
Hill
s,
CA:
S
a
g
e
P
u
b
l
ica
ti
o
n
s
,
p
p
.
3
5
-
50
,
1
9
8
4
.
[3
5
]
N
.
Id
ris
,
Pen
y
e
li
d
ika
n
d
a
l
a
m p
e
n
d
id
ik
a
n
.
Ku
a
la L
u
m
p
u
r:
M
c
G
ra
w
Hill
,
p
p
.
4
5
-
52
,
2
0
1
0
.
[3
6
]
M
.
Ba
rro
s,
“
Tea
c
h
e
rs'
r
e
sp
o
n
si
b
il
it
y
in
th
e
e
d
u
c
a
ti
o
n
o
f
m
e
d
iu
m
-
lev
e
l
p
e
rso
n
n
e
l
,
”
Rev
ista
b
ra
sileira
d
e
e
n
fer
ma
g
e
m
,
v
o
l.
3
8
,
n
o
.
1
,
p
p
.
9
5
-
1
0
0
,
1
9
8
5
.
[3
7
]
R.
Ue
k
i,
“
I
d
e
a
l
Way
s
t
o
Tea
c
h
S
t
u
d
e
n
ts
Ho
w
to
Ut
il
ize
S
e
l
f
-
M
o
n
it
o
ri
n
g
S
trate
g
ies
,”
J
a
p
a
n
e
se
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
52
,
n
o
.
3
,
p
p
.
2
7
7
-
2
8
6
,
2
0
1
3
.
[3
8
]
K
.
Tsu
d
a
,
“
Nu
rsin
g
re
late
d
t
o
d
a
il
y
li
fe
,
”
Ka
n
g
o
k
y
o
sh
it
su
(
N
u
rs
in
g
c
la
ss
ro
o
m
)
,
v
o
l.
18
,
n
o
.
5
,
p
p
.
14
-
1
5
,
1
9
7
4
.
[3
9
]
Ed
it
o
rs
,
“
S
c
h
o
o
l
d
a
z
e
:
As
US
sta
tes
tu
rn
th
e
sc
re
w
o
n
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
re
se
a
rc
h
e
rs
e
v
e
ry
wh
e
re
s
h
o
u
l
d
p
a
y
m
o
re
a
tt
e
n
ti
o
n
to
h
o
w t
h
e
ir
su
b
jec
t
is p
re
se
n
ted
,
”
Na
tu
re
,
v
o
l.
5
4
3
,
p
.
1
4
9
,
2
0
1
7
.
[4
0
]
L.
F
ra
n
c
o
a
n
d
Da
n
u
sa
M
u
n
f
o
rd
,
“
S
c
ien
c
e
lea
rn
in
g
:
a
n
a
n
a
l
y
sis
o
f
d
isc
u
rsiv
e
i
n
tera
c
ti
o
n
s
a
n
d
d
iffere
n
t
sp
a
c
e
-
tem
p
o
ra
l
d
ime
n
si
o
n
s i
n
t
h
e
c
las
sro
o
m
d
a
il
y
li
fe
,
”
Bra
sileira
d
e
E
d
u
c
a
ç
ã
o
,
v
ol
.
2
5
,
n
o
.
1
,
p
p
.
1
-
3
1
,
2
0
2
0
.
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