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I
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2252
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8822
Tea
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u
nd
a
nd
re
s
ea
rc
h ques
t
io
n
s
As Ha
n
u
s
h
e
k
[
6
]
s
u
g
g
es
ts
,
t
h
e
b
est th
in
g
a
s
ch
o
o
l c
a
n
s
u
p
p
ly
f
o
r
its
s
tu
d
e
n
ts
is
g
o
o
d
teac
h
er
s
.
I
n
t
h
is
co
n
tex
t,
it
h
as
b
ee
n
o
b
s
er
v
e
d
th
at
th
e
q
u
alit
y
o
f
r
elatio
n
s
h
ip
b
et
w
ee
n
t
h
e
teac
h
er
an
d
s
tu
d
en
t
i
n
f
l
u
en
ce
s
s
tu
d
e
n
ts
’
lear
n
in
g
p
r
o
ce
s
s
an
d
ac
ad
em
ic
s
u
cc
ess
[7
]
,
[
8
]
.
T
h
er
ef
o
r
e,
it
is
i
m
p
o
r
tan
t
to
d
ete
r
m
in
e
t
h
e
e
x
ten
t
to
w
h
ic
h
teac
h
er
s
p
la
y
a
r
o
le
in
s
tu
d
e
n
ts
’
d
i
f
f
er
en
t
lev
e
ls
o
f
a
ch
iev
e
m
e
n
t.
Mo
r
eo
v
er
,
Hat
tie
[
9
]
d
escr
ib
ed
g
o
o
d
teac
h
er
s
as
t
h
o
s
e
w
h
o
c
h
al
l
en
g
ed
t
h
eir
s
tu
d
e
n
ts
.
R
ec
e
n
t
m
eta
-
a
n
al
y
s
i
s
s
t
u
d
ies
[1
0]
-
[
13]
h
av
e
p
r
o
v
id
ed
ev
id
en
ce
f
o
r
th
e
ef
f
ec
t
s
o
f
tea
ch
er
b
eh
av
io
u
r
s
o
n
s
tu
d
e
n
t a
ch
iev
e
m
e
n
t.
1
.
1
.
1
.
L
ea
rning
t
heo
ries a
nd
t
ea
chi
ng
s
t
ra
t
eg
ies
A
v
ar
iet
y
o
f
lear
n
i
n
g
t
h
eo
r
ies
u
s
ed
b
y
teac
h
er
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
a
ls
o
h
av
e
a
n
e
f
f
ec
t
o
n
s
t
u
d
en
t
ac
h
iev
e
m
e
n
t.
T
h
ese
t
h
eo
r
ies
f
o
cu
s
o
n
o
n
e
o
r
m
o
r
e
b
eh
a
v
io
r
al,
e
m
o
tio
n
al,
a
n
d
co
g
n
i
tiv
e
asp
ec
ts
o
f
lear
n
in
g
[
1
4
]
.
“
B
eh
av
io
r
is
m
i
s
a
t
h
eo
r
y
o
f
lear
n
i
n
g
f
o
cu
s
in
g
o
n
o
b
s
er
v
ab
le
b
eh
a
v
io
u
r
s
a
n
d
d
i
s
c
o
u
n
ti
n
g
a
n
y
m
e
n
tal
ac
tiv
it
y
.
L
ea
r
n
i
n
g
i
s
d
ef
i
n
ed
s
i
m
p
l
y
as
t
h
e
ac
q
u
is
i
tio
n
o
f
n
e
w
b
eh
a
v
io
r
”
[1
5
]
.
“
C
o
n
s
tr
u
cti
v
is
t
s
v
ie
w
t
h
at
lear
n
in
g
ta
k
es
p
lace
w
h
e
n
n
e
w
i
n
f
o
r
m
atio
n
is
b
u
ilt
in
to
a
n
d
ad
d
ed
o
n
to
an
in
d
iv
id
u
al
’
s
cu
r
r
en
t
s
tr
u
ct
u
r
e
o
f
k
n
o
w
led
g
e,
u
n
d
er
s
ta
n
d
in
g
an
d
s
k
i
lls
”
[1
5
]
.
Fu
r
th
er
m
o
r
e,
n
o
t
o
n
l
y
d
o
teac
h
er
s
u
til
ize
d
i
f
f
er
en
t
t
h
eo
r
ies
b
u
t
also
th
er
e
ar
e
d
if
f
er
e
n
ce
s
i
n
p
r
ac
tices r
esu
lti
n
g
f
r
o
m
c
u
ltu
r
e
s
an
d
ch
ar
ac
ter
is
tic
s
o
f
teac
h
er
s
th
e
m
s
el
v
es.
T
ea
ch
er
s
tak
in
g
a
b
eh
av
io
r
al
ap
p
r
o
ac
h
g
en
er
all
y
u
s
e
tea
ch
er
-
d
ir
ec
ted
in
s
tr
u
ctio
n
.
T
h
e
Natio
n
al
M
ath
e
m
atics
A
d
v
is
o
r
y
P
an
e
l
[
1
6
]
d
ef
in
ed
teac
h
er
-
d
ir
ec
ted
in
s
tr
u
ctio
n
a
s
“
i
n
s
tr
u
ctio
n
i
n
w
h
ic
h
p
r
i
m
ar
il
y
th
e
teac
h
er
is
co
m
m
u
n
icati
n
g
th
e
m
at
h
e
m
a
tics
to
th
e
s
t
u
d
en
t
s
d
ir
ec
tl
y
an
d
in
w
h
ich
t
h
e
m
aj
o
r
it
y
o
f
in
ter
ac
tio
n
s
ab
o
u
t
th
e
m
at
h
e
m
a
tics
ar
e
b
e
t
w
ee
n
t
h
e
teac
h
er
an
d
th
e
s
t
u
d
en
t”
(
p
4
5
)
,
an
d
s
tu
d
en
t
-
ce
n
t
er
ed
in
s
tr
u
ct
io
n
as
“
t
h
e
i
n
s
tr
u
ctio
n
in
w
h
ic
h
p
r
i
m
ar
il
y
s
t
u
d
en
t
s
ar
e
d
o
in
g
th
e
teac
h
i
n
g
o
f
t
h
e
m
ath
e
m
at
ics
a
n
d
th
at
th
e
m
aj
o
r
it
y
o
f
th
e
in
ter
ac
tio
n
s
ab
o
u
t
t
h
e
m
at
h
e
m
a
tics
o
cc
u
r
s
a
m
o
n
g
s
t
u
d
en
t
s
”
(
p
4
5
)
.
T
ea
ch
er
s
ad
o
p
t
in
g
a
co
n
s
tr
u
cti
v
i
s
ts
ap
p
r
o
ac
h
g
en
er
all
y
u
s
e
s
t
u
d
en
t
-
d
ir
ec
ted
i
n
s
tr
u
ctio
n
.
T
h
er
e
i
s
a
co
n
s
id
er
ab
le
a
m
o
u
n
t
o
f
r
es
ea
r
ch
t
h
at
p
r
o
v
id
es
s
u
p
p
o
r
tin
g
ev
id
e
n
ce
f
o
r
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
teac
h
er
s
’
i
n
s
tr
u
ctio
n
al
b
e
h
av
io
u
r
s
a
n
d
s
t
u
d
en
t
ac
h
ie
v
e
m
e
n
t
.
W
h
ile
s
o
m
e
r
esear
c
h
er
s
h
av
e
s
u
g
g
e
s
ted
th
at
teac
h
er
-
d
ir
ec
ted
p
r
ac
tices
in
cr
ea
s
e
s
t
u
d
en
ts
’
m
a
th
e
m
atic
s
ac
h
iev
e
m
e
n
t
[
1
7
]
-
[
19]
,
o
th
er
co
m
p
ar
ativ
e
s
t
u
d
ies
f
o
u
n
d
s
tu
d
en
t
-
ce
n
ter
ed
p
r
ac
tices
to
b
e
m
o
r
e
i
n
f
lu
e
n
tial
[
1
1
]
,
[
2
0
]
.
An
o
th
er
v
ar
ia
b
le
t
h
at
m
a
y
af
f
ec
t
s
tu
d
en
t
ac
h
ie
v
e
m
e
n
t
i
s
th
e
teac
h
er
s
’
u
s
e
o
f
f
o
r
m
ati
v
e
as
s
ess
m
e
n
t,
w
h
ic
h
i
s
d
escr
ib
ed
as
“th
e
p
r
o
ce
s
s
o
f
r
ec
o
g
n
izi
n
g
,
d
esc
r
ib
in
g
,
a
n
d
u
s
i
n
g
s
tu
d
e
n
ts
’
p
r
io
r
k
n
o
w
led
g
e
in
in
s
tr
u
ctio
n
”
[
2
1
]
.
T
h
e
r
esu
lt
s
o
f
th
e
Natio
n
al
M
at
h
e
m
at
ics
A
d
v
is
o
r
y
P
an
el
[
1
6
]
s
u
g
g
est
th
a
t
ad
ap
tin
g
f
o
r
m
ati
v
e
a
s
s
e
s
s
m
en
ts
h
as
ad
v
an
ta
g
e
s
f
o
r
all
s
tu
d
e
n
ts
at
a
ll
ab
ilit
y
le
v
els.
T
h
er
e
ar
e
m
an
y
s
t
u
d
ies
in
th
e
liter
atu
r
e
t
h
at
s
u
p
p
o
r
t
th
e
ar
g
u
m
en
t
t
h
at
th
e
u
s
e
o
f
f
o
r
m
at
iv
e
ass
e
s
s
m
e
n
t
lead
s
to
t
h
e
i
m
p
r
o
v
e
m
e
n
t
o
f
s
t
u
d
en
t
ac
h
iev
e
m
e
n
t
an
d
eli
m
in
a
tes
t
h
e
g
ap
b
et
w
ee
n
s
t
u
d
en
ts
r
eg
ar
d
in
g
ac
h
ie
v
e
m
en
t
[
2
2
]
-
[
2
4
]
.
A
s
f
o
r
co
g
n
i
tiv
e
ac
tiv
atio
n
,
is
ab
o
u
t
teac
h
in
g
s
tu
d
e
n
ts
s
tr
ateg
ies,
s
u
c
h
as
s
u
m
m
ar
izi
n
g
,
q
u
es
tio
n
i
n
g
,
an
d
p
r
ed
ictin
g
,
w
h
ic
h
th
e
y
ca
n
r
e
f
er
to
w
h
en
s
o
lv
i
n
g
m
at
h
e
m
atica
l
p
r
o
b
le
m
s
[
2
5]
.
Fu
r
t
h
er
m
o
r
e,
co
g
n
iti
v
e
ac
ti
v
at
io
n
is
s
i
g
n
i
f
ica
n
tl
y
r
elate
d
to
h
ig
h
er
m
at
h
e
m
a
tics
ac
h
iev
e
m
e
n
t
[
2
6
]
,
[
2
7
]
.
A
r
e
v
ie
w
o
f
th
e
l
iter
atu
r
e
s
h
o
w
s
co
n
tr
ad
icto
r
y
f
i
n
d
in
g
s
r
e
g
ar
d
in
g
teac
h
er
s
’
ef
f
ec
t
o
n
th
e
d
if
f
er
e
n
ce
s
in
s
tu
d
e
n
t a
c
h
ie
v
e
m
en
t.
I
t is
c
o
n
s
id
er
ed
th
at
th
er
e
ar
e
v
ar
io
u
s
f
ac
to
r
s
t
h
at
m
a
y
a
f
f
ec
t s
tu
d
e
n
t a
c
h
ie
v
e
m
e
n
t
an
d
th
eir
e
f
f
ec
ts
al
s
o
v
ar
y
b
et
w
e
en
d
if
f
er
e
n
t
c
u
lt
u
r
es.
I
n
m
o
s
t
ap
p
licatio
n
s
i
n
ed
u
ca
tio
n
al
f
ield
s
,
i
n
d
i
v
id
u
al
s
(
lev
el
-
1
)
ar
e
s
a
m
p
led
f
r
o
m
l
ev
el
-
2
clu
s
ter
s
s
u
ch
a
s
class
an
d
s
o
ciet
y
.
T
h
is
s
it
u
at
io
n
r
e
s
u
lt
i
n
co
r
r
elatio
n
s
b
et
w
ee
n
th
e
o
b
s
er
v
atio
n
s
f
r
o
m
th
e
s
a
m
e
cl
u
s
ter
[
2
8
]
.
Ho
w
ev
er
,
t
h
er
e
ar
e
n
o
t
er
r
o
r
s
ca
u
s
ed
f
r
o
m
co
r
r
elatio
n
d
u
e
to
t
h
e
f
ac
t
t
h
at
s
t
u
d
en
t
s
a
n
d
s
c
h
o
o
l
lev
e
l
ar
e
h
an
d
led
s
ep
ar
ately
i
n
m
u
l
ti
-
lev
e
l
m
o
d
el
s
[
2
9
]
.
I
n
th
e
r
elate
d
liter
a
tu
r
e,
t
h
er
e
ar
e
o
n
l
y
a
li
m
ited
n
u
m
b
er
o
f
s
t
u
d
ies
r
e
g
a
r
d
in
g
m
u
ltil
e
v
el
laten
t
clas
s
m
o
d
el
s
[
2
9
]
-
[
32]
an
d
m
o
s
t
d
o
n
o
t
f
o
cu
s
o
n
th
e
d
if
f
er
en
ce
s
b
et
w
ee
n
s
ch
o
o
ls
in
te
r
m
s
o
f
s
tu
d
e
n
t
ac
h
ie
v
e
m
en
t
e
x
ce
p
t
t
h
e
s
tu
d
y
b
y
Fin
c
h
an
d
Ma
r
ch
a
n
t
[3
1
]
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
a
i
m
ed
to
f
ill
th
e
g
ap
in
t
h
e
liter
at
u
r
e
b
y
u
s
in
g
late
n
t
cla
s
s
m
o
d
el
s
b
ased
o
n
a
m
u
ltil
e
v
el
d
ata
s
tr
u
c
tu
r
e
to
id
e
n
ti
f
y
late
n
t
cla
s
s
e
s
at
t
h
e
s
ch
o
o
l
le
v
el
f
o
r
th
e
in
ter
-
s
c
h
o
o
l
m
at
h
e
m
a
tics
ac
h
iev
e
m
e
n
t
o
f
t
h
e
s
t
u
d
en
t
s
th
at
p
ar
ticip
ated
in
P
I
SA
2
0
1
2
.
T
h
is
r
esea
r
ch
s
o
u
g
h
t
a
n
s
w
er
s
to
th
e
f
o
llo
w
in
g
q
u
e
s
tio
n
s
in
t
h
e
co
n
tex
t o
f
T
u
r
k
e
y
an
d
t
h
e
Neth
er
l
an
d
s
:
1.
W
h
at
ar
e
th
e
laten
t c
lass
e
s
r
eg
ar
d
in
g
s
c
h
o
o
ls
’
m
at
h
e
m
atic
s
ac
h
iev
e
m
e
n
t i
n
P
I
SA
2
0
1
2
?
2.
T
o
w
h
at
e
x
te
n
t
ar
e
th
e
id
en
t
if
ied
late
n
t
clas
s
es
p
r
ed
icted
b
y
teac
h
er
s
u
p
p
o
r
t
in
m
ath
e
m
atic
s
cla
s
s
es
,
teac
h
er
b
eh
av
io
u
r
s
r
elate
d
to
teac
h
er
-
o
r
s
tu
d
e
n
t
-
d
ir
ec
ted
in
s
tr
u
ctio
n
,
s
t
u
d
en
t
o
r
ien
tatio
n
,
an
d
f
o
r
m
ati
v
e
ass
es
s
m
en
t,
teac
h
er
s
’
u
s
e
o
f
c
o
g
n
iti
v
e
ac
ti
v
atio
n
s
tr
ate
g
ies,
an
d
teac
h
er
s
’
f
o
c
u
s
o
n
s
t
u
d
en
t
s
?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
201
7
:
1
7
4
–
1
8
2
176
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Sa
m
pl
e
T
h
e
tar
g
et
p
o
p
u
latio
n
w
a
s
1
5
-
y
ea
r
-
o
ld
s
tu
d
e
n
ts
an
d
s
c
h
o
o
l p
r
in
cip
als
w
h
o
p
ar
ticip
ated
i
n
P
I
SA 2
0
1
2
f
r
o
m
T
u
r
k
e
y
an
d
t
h
e
Net
h
er
la
n
d
s
(
s
t
u
d
en
t
n
u
m
b
er
=
4
8
4
8
a
n
d
4
4
6
0
,
r
esp
ec
tiv
ely
;
s
c
h
o
o
l
n
u
m
b
er
=
1
7
0
an
d
1
7
9
,
r
esp
ec
tiv
el
y
)
.
T
h
e
s
t
u
d
en
ts
w
er
e
s
e
lecte
d
v
ia
t
wo
-
s
ta
g
e
s
tr
atif
ied
s
a
m
p
lin
g
.
I
n
t
h
e
f
ir
s
t
s
ta
g
e,
th
e
s
c
h
o
o
ls
w
er
e
d
eter
m
in
ed
a
n
d
i
n
t
h
e
s
ec
o
n
d
s
ta
g
e,
1
5
-
y
ea
r
-
o
ld
s
t
u
d
en
ts
w
er
e
r
an
d
o
m
l
y
s
a
m
p
led
f
r
o
m
t
h
e
s
e
s
c
h
o
o
ls
[
4
]
.
T
h
e
P
I
SA
s
tu
d
en
t
q
u
esti
o
n
n
air
e
co
n
s
i
s
ts
o
f
f
o
u
r
f
o
r
m
s
;
A
,
B
,
C
,
an
d
UH
[
3
3
]
.
Sin
ce
th
e
s
tu
d
e
n
t
-
lev
e
l
v
ar
iab
les
ch
o
s
e
n
i
n
th
is
s
t
u
d
y
w
er
e
r
elate
d
to
th
e
co
n
te
n
t
o
f
th
e
B
an
d
C
f
o
r
m
s
o
f
th
e
q
u
esti
o
n
n
air
e,
d
ata
b
elo
n
g
i
n
g
to
s
t
u
d
en
t
s
w
h
o
h
a
d
n
o
t
co
m
p
leted
th
ese
f
o
r
m
s
w
a
s
ex
cl
u
d
ed
f
r
o
m
an
al
y
s
e
s
.
Af
ter
eli
m
in
a
tin
g
t
h
e
m
is
s
i
n
g
d
ata,
th
e
s
a
m
p
le
o
f
t
h
e
s
t
u
d
y
co
n
s
is
ted
o
f
2
5
4
1
s
tu
d
en
t
s
f
r
o
m
1
5
6
s
ch
o
o
ls
i
n
t
h
e
Neth
er
la
n
d
s
a
n
d
3
2
1
0
s
tu
d
en
t
s
f
r
o
m
1
6
8
s
ch
o
o
ls
in
T
u
r
k
e
y
.
F
u
r
th
er
m
o
r
e,
th
e
s
t
u
d
en
t
f
in
a
l
w
e
ig
h
t
s
w
er
e
in
clu
d
ed
in
t
h
e
an
al
y
s
es
f
o
r
b
o
th
T
u
r
k
e
y
an
d
t
h
e
Neth
er
la
n
d
s
.
2
.
2
.
I
ns
t
ru
m
ent
s
Data
r
eg
ar
d
in
g
P
I
S
A
2
0
1
2
w
as
o
b
tain
ed
f
r
o
m
t
h
e
w
eb
s
ite
o
f
P
I
SA
an
d
in
c
lu
d
ed
a
m
a
th
e
m
atic
s
liter
ac
y
test
a
n
d
t
w
o
d
if
f
er
e
n
t
q
u
esti
o
n
n
air
es,
o
n
e
f
o
r
s
tu
d
en
ts
a
n
d
th
e
o
th
er
f
o
r
s
c
h
o
o
l
p
r
in
cip
als.
I
n
th
i
s
r
esear
ch
,
th
e
v
ar
iab
les
r
ep
r
es
en
ti
n
g
m
at
h
e
m
atic
s
liter
ac
y
w
er
e
s
e
lecte
d
as
f
o
u
r
p
lau
s
ib
l
e
v
al
u
es
(
t
h
e
f
ir
s
t
o
f
f
i
v
e
p
lau
s
ib
le
v
al
u
es)
p
r
ed
icted
f
r
o
m
th
e
m
at
h
e
m
a
tics
s
u
b
s
c
ale
s
co
r
es.
Ma
th
e
m
atic
s
co
n
te
n
t
s
u
b
s
ca
le
s
co
r
es
w
er
e
co
m
p
o
s
ed
o
f
t
h
e
f
o
u
r
m
at
h
e
m
atics
s
u
b
s
ca
les
o
f
C
h
a
n
g
e
an
d
R
elatio
n
s
h
ip
s
(
MA
T
C
R
)
,
Q
u
a
n
tit
y
(
MA
T
Q)
,
Sp
ac
e
an
d
S
h
ap
e
(
MA
T
SS
)
,
U
n
ce
r
tain
t
y
a
n
d
D
ata
(
MA
T
UD)
.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
les
w
er
e
ch
o
s
en
f
r
o
m
in
d
ices
v
ar
iab
les
w
h
ic
h
w
er
e
th
e
s
ca
les
co
n
s
i
s
ti
n
g
o
f
s
e
v
er
al
q
u
es
tio
n
n
air
e
ite
m
s
to
m
ea
s
u
r
e
o
n
e
f
u
n
d
a
m
en
ta
l
late
n
t
co
n
s
tr
u
ct.
T
h
e
in
d
ices
s
e
lecte
d
f
r
o
m
t
h
e
s
t
u
d
en
ts
’
d
ata
r
eg
ar
d
in
g
t
ea
ch
er
s
u
p
p
o
r
t
in
m
at
h
e
m
a
tics
c
lass
e
s
(
T
E
A
C
H
SUP
)
,
teac
h
er
-
d
ir
ec
ted
in
s
tr
u
c
tio
n
(
T
C
HB
E
HT
D)
,
teac
h
er
s
’
s
tu
d
e
n
t
o
r
ien
ta
tio
n
(
T
C
HB
E
HSO)
,
teac
h
er
s
’
u
s
e
o
f
f
o
r
m
ati
v
e
a
s
s
es
s
m
en
t
(
T
C
HB
E
HFA
)
,
teac
h
er
s
’
u
s
e
o
f
c
o
g
n
iti
v
e
ac
tiv
a
tio
n
s
tr
ateg
ie
s
(
C
OG
AC
T
)
an
d
in
d
ex
s
elec
ted
f
r
o
m
s
c
h
o
o
l
d
ata
r
eg
ar
d
in
g
teac
h
er
s
’
f
o
cu
s
o
n
s
t
u
d
en
t
s
(
T
C
FOC
ST
)
.
T
h
e
r
eliab
ilit
y
esti
m
ates
f
o
r
th
e
d
ep
en
d
en
t
v
ar
iab
les
w
er
e
h
i
g
h
w
it
h
th
e
c
o
ef
f
icie
n
t
s
r
an
g
in
g
f
r
o
m
.
8
8
to
.
9
0
f
o
r
T
u
r
k
ey
a
n
d
f
r
o
m
.
9
3
to
.
9
5
f
o
r
th
e
Neth
er
lan
d
s
.
T
h
e
r
elia
b
ilit
y
e
s
t
i
m
ate
s
f
o
r
i
n
ter
n
al
co
n
s
is
ten
c
y
o
f
t
h
e
i
n
d
ep
en
d
en
t v
ar
iab
les
w
er
e
also
g
e
n
er
all
y
h
ig
h
w
it
h
t
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
v
ar
y
in
g
b
et
w
ee
n
.
7
5
an
d
.
8
5
f
o
r
T
u
r
k
e
y
an
d
b
et
w
ee
n
.
6
1
an
d
.
8
6
f
o
r
th
e
Neth
er
lan
d
s
[
3
4
]
.
2
.
3
.
Da
t
a
a
na
ly
s
es
As
th
e
f
ir
s
t
s
tep
,
a
m
u
lt
ilev
e
l
laten
t
class
a
n
al
y
s
is
(
M
L
C
A)
w
as
u
s
ed
to
in
v
est
ig
ate
t
h
e
n
u
m
b
er
o
f
m
u
ltil
e
v
el
late
n
t
clas
s
es
f
o
r
i
n
ter
-
s
ch
o
o
l
m
at
h
e
m
atics
ac
h
i
ev
e
m
e
n
t
o
f
s
tu
d
e
n
ts
.
T
h
en
,
a
th
r
ee
-
s
tep
a
n
al
y
s
i
s
w
a
s
p
er
f
o
r
m
ed
to
d
eter
m
in
e
th
e
p
r
ed
ictiv
e
ab
ilit
y
o
f
i
n
d
ep
en
d
en
t
v
ar
iab
le
s
f
o
r
th
e
co
n
s
tr
u
cted
m
u
l
tilev
e
l
laten
t
clas
s
es.
Af
ter
ass
i
g
n
in
g
th
e
g
r
o
u
p
av
er
ag
e
s
o
f
th
e
s
tu
d
en
t
-
le
v
el
v
ar
iab
les
to
th
e
g
r
o
u
p
s
,
a
s
ch
o
o
l
-
le
v
e
l
an
al
y
s
is
w
as
co
n
d
u
cted
b
y
a
p
p
ly
i
n
g
th
e
a
g
g
r
eg
ated
s
t
u
d
e
n
t
-
lev
e
l
s
co
r
es.
I
n
t
h
e
f
o
llo
w
i
n
g
s
ec
tio
n
,
b
o
th
an
al
y
s
es a
r
e
ex
p
lai
n
ed
in
m
o
r
e
d
etail.
2
.
3
.
1
.
M
ultilev
el
la
t
ent
cla
s
s
a
nd
t
hree
-
s
t
ep
a
na
ly
s
es
C
o
n
tr
ar
y
to
s
tan
d
ar
d
laten
t
cl
ass
a
n
al
y
s
es,
i
n
w
h
ic
h
m
o
d
el
p
ar
am
eter
s
ar
e
ass
u
m
ed
to
b
e
th
e
s
a
m
e
f
o
r
all
in
d
i
v
id
u
al
s
,
m
u
ltil
e
v
el
l
aten
t c
las
s
an
a
l
y
s
es a
llo
w
ce
r
t
ain
m
o
d
el
p
ar
a
m
eter
s
to
d
i
f
f
er
b
et
w
ee
n
g
r
o
u
p
s
o
r
clu
s
ter
s
.
T
h
is
m
ak
e
s
it
p
o
s
s
ib
le
to
in
v
esti
g
ate
h
o
w
le
v
el
-
2
u
n
i
ts
af
f
ec
t
le
v
el
-
1
in
d
icato
r
s
,
w
h
ic
h
d
ef
i
n
e
th
e
m
e
m
b
er
s
h
ip
o
f
late
n
t
cla
s
s
e
s
.
I
n
ad
d
itio
n
,
m
u
l
tile
v
el
late
n
t
c
lass
a
n
al
y
s
e
s
allo
w
t
h
e
a
s
s
es
s
m
en
t
o
f
co
n
ce
p
tu
al
p
r
ed
ic
to
r
s
(
lev
el
2
)
an
d
ex
te
n
d
th
e
as
s
ess
m
e
n
t
o
f
e
x
p
lan
at
o
r
y
v
ar
iab
les
to
a
n
i
n
d
iv
id
u
al
lev
el
[
3
5
]
.
I
n
th
is
s
tu
d
y
,
t
h
e
t
h
r
ee
-
s
tep
p
r
o
ce
d
u
r
e
w
as
a
ls
o
u
s
ed
.
I
n
th
e
f
ir
s
t
s
t
ep
,
a
laten
t
class
m
o
d
el
w
as
d
ev
elo
p
ed
in
w
h
ic
h
th
e
s
co
r
es
i
n
s
ep
ar
ate
in
d
iv
i
d
u
al
-
le
v
el
p
r
e
d
icto
r
s
w
er
e
u
s
ed
as
in
d
icato
r
s
f
o
r
a
g
r
o
u
p
-
lev
el
laten
t
clas
s
v
ar
iab
le
(
m
ea
s
u
r
e
m
e
n
t
m
o
d
el)
.
I
n
th
e
s
ec
o
n
d
s
tep
,
th
is
laten
t
cla
s
s
m
o
d
el
w
a
s
u
s
ed
to
ag
g
r
eg
ate
t
h
e
in
d
iv
id
u
al
-
le
v
el
p
r
ed
icto
r
s
b
y
g
r
o
u
p
b
y
as
s
i
g
n
i
n
g
th
e
g
r
o
u
p
s
to
th
e
laten
t
cla
s
s
es.
I
n
t
h
e
f
i
n
al
s
tep
,
a
g
r
o
u
p
-
lev
el
a
n
al
y
s
is
w
as
co
n
d
u
cted
b
ased
o
n
ag
g
r
e
g
ated
m
ea
s
u
r
es
r
elate
d
to
th
e
g
r
o
u
p
-
le
v
el
v
ar
iab
les
(
s
tr
u
ct
u
r
al
mo
d
el)
t
h
at
r
e
m
a
in
ed
[
3
6
]
.
T
h
e
m
o
d
el
w
h
ic
h
is
t
h
e
s
i
m
p
les
t,
h
as
t
h
e
m
in
i
m
u
m
late
n
t
clas
s
es
an
d
h
a
s
th
e
lea
s
t
p
r
ed
ictiv
e
p
ar
am
eter
i
s
p
r
ef
er
r
ed
in
th
e
m
o
d
e
l
s
elec
t
io
n
[
29
]
.
T
o
o
b
tain
th
e
o
p
ti
m
al
n
u
m
b
er
o
f
cl
u
s
ter
s
,
th
e
lo
g
-
l
ik
el
ih
o
o
d
(
L
L
)
,
a
n
d
t
h
e
B
a
y
esia
n
i
n
f
o
r
m
atio
n
cr
iter
io
n
(
B
I
C
)
w
er
e
u
s
ed
.
R
e
g
ar
d
in
g
t
h
e
ch
o
ice
o
f
m
o
d
el,
th
e
s
t
u
d
y
o
f
L
u
k
o
čie
n
ė,
et
al.
[
3
7
]
is
m
ad
e
to
r
ef
er
en
ce
,
it
i
n
clu
d
e
s
a
s
i
m
u
la
tio
n
s
t
u
d
y
t
h
a
t
d
is
p
la
y
s
w
h
y
B
I
C
is
t
h
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r
i
g
h
t
f
it
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n
d
ex
b
y
r
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f
er
r
in
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t
h
at
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s
a
m
p
le
s
ize
i
s
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e
n
w
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th
t
h
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g
r
o
u
p
le
v
el
o
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er
v
atio
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s
.
L
ate
n
t
Go
ld
5
.
1
p
ac
k
ag
e
p
r
o
g
r
am
w
a
s
u
s
e
d
f
o
r
th
e
d
ata
an
al
y
s
is
[
38
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
R
E
I
SS
N:
2252
-
8822
Tea
ch
er B
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a
vio
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xp
la
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'
Ma
th
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A
ch
ieve
men
ts
(
S
eh
er Ya
lcin
)
177
3.
RE
SU
L
T
S
A
ND
AN
AL
Y
SI
S
3
.
1
.
L
a
t
ent
s
cho
o
l c
la
s
s
es
First,
th
e
M
L
C
A
w
a
s
co
n
d
u
c
ted
co
n
s
id
er
in
g
t
h
e
n
ested
d
ata
s
tr
u
ctu
r
e.
T
ab
le
1
p
r
esen
ts
v
alu
e
s
th
e
lo
g
-
l
ik
el
ih
o
o
d
an
d
th
e
B
I
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an
d
th
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u
m
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er
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f
p
ar
a
m
eter
s
f
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th
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esti
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ated
m
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lti
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laten
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class
s
ca
li
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g
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o
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el
s
f
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r
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th
T
u
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k
is
h
an
d
Du
tc
h
p
ar
tici
p
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ts
.
T
ab
le
1
.
Fit
Me
asu
r
es o
f
t
h
e
R
esu
lt
s
M
o
d
e
l
LL
B
I
C
(
L
L
)
N
p
a
r
T
u
r
k
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y
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l
u
s
t
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r
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C
l
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ss
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5
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o
n
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l
ts
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ML
C
A
,
9
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l
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s
ter
-
5
GC
la
s
s
m
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d
el
w
a
s
a
b
etter
f
i
t
f
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r
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h
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d
a
t
a
o
b
tain
ed
f
r
o
m
T
u
r
k
e
y
.
T
ab
le
2
s
h
o
w
s
th
e
cla
s
s
p
r
o
b
ab
ilit
ies
o
f
th
e
9
C
lu
s
ter
-
5
G
C
las
s
m
o
d
el
a
n
d
th
e
m
ea
n
s
at
ea
c
h
class
o
f
t
h
e
d
ep
en
d
en
t
v
ar
iab
l
es
.
A
ls
o
,
t
h
e
9
C
l
u
s
ter
-
4
G
C
las
s
m
o
d
el
w
a
s
f
o
u
n
d
to
b
e
th
e
p
r
ef
er
r
ed
m
o
d
el
f
o
r
th
e
Net
h
er
la
n
d
s
.
T
h
e
m
ea
n
v
al
u
es
at
ea
c
h
cla
s
s
o
f
t
h
e
5
GC
las
s
a
n
d
4
GC
la
s
s
m
o
d
els
an
d
t
h
e
c
las
s
p
r
o
b
a
b
ilit
ies o
f
t
h
ese
m
o
d
el
s
ar
e
s
h
o
w
n
i
n
T
ab
le
2
.
T
h
e
class
es a
r
e
o
r
d
er
e
d
b
y
th
e
i
n
c
r
ea
s
i
n
g
s
co
r
es.
T
ab
le
2
.
C
lass
P
r
o
b
a
b
ilit
ies o
f
th
e
5
GC
la
s
s
an
d
4
GC
lass
Mo
d
els an
d
Me
an
s
at
E
ac
h
C
la
s
s
o
f
th
e
Dep
en
d
en
t V
ar
iab
les
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C
l
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ss
1
2
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5
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R
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5
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D
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3
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.
1
1
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7
6
5
9
0
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3
6
6
3
1
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4
0
As
s
h
o
w
n
i
n
T
ab
le
2
,
th
e
GC
las
s
es
o
r
s
ch
o
o
l
clas
s
es
ca
n
b
e
d
escr
ib
ed
u
s
in
g
s
tu
d
e
n
t
s
co
r
es.
T
h
e
tab
le
also
p
r
esen
t
s
t
h
e
p
er
ce
n
t
ag
e
o
f
ea
c
h
cla
s
s
s
ize.
Fo
r
T
u
r
k
e
y
,
th
e
f
o
llo
w
i
n
g
s
c
h
o
o
l c
las
s
es
w
er
e
id
e
n
ti
f
ied
:
GC
las
s
1
s
c
h
o
o
ls
w
it
h
q
u
ite
l
o
w
ac
h
iev
e
m
e
n
t
(
Q
L
A
)
(
2
1
%),
GC
lass
2
s
ch
o
o
ls
w
i
th
f
air
l
y
lo
w
ac
h
iev
e
m
e
n
t
(
FLA
)
(
5
0
%),
GC
las
s
3
s
c
h
o
o
ls
w
it
h
lo
w
ac
h
iev
e
m
e
n
t
(
L
A
)
(
1
0
%),
GC
lass
4
s
c
h
o
o
ls
w
ith
m
ed
i
u
m
ac
h
iev
e
m
e
n
t
(
M
A
)
(
1
1
%),
G
C
las
s
5
s
ch
o
o
ls
w
it
h
h
i
g
h
ac
h
iev
e
m
en
t
(
H
A
)
(
8
%).
Fo
r
Net
h
er
lan
d
s
:
G
C
las
s
1
s
ch
o
o
ls
w
i
th
F
L
A
(
2
8
%),
GC
lass
2
s
c
h
o
o
ls
w
i
th
M
A
(
2
6
%
)
,
GC
las
s
3
s
c
h
o
o
ls
w
it
h
f
air
l
y
h
ig
h
ac
h
ie
v
e
m
e
n
t
(
FHA
)
(
3
1
%),
an
d
GC
la
s
s
4
s
ch
o
o
ls
w
it
h
H
A
(
1
5
%).
3
.
2
.
E
x
pla
ini
ng
t
he
la
t
ent
G
C
la
s
s
m
e
m
bers
hip
Fo
llo
w
i
n
g
th
e
d
eter
m
in
a
tio
n
o
f
th
e
cl
as
s
es
o
b
tain
ed
ac
co
r
d
in
g
to
t
h
e
5
GC
la
s
s
a
n
d
4
GC
la
s
s
m
o
d
els,
a
th
r
ee
-
s
tep
an
a
l
y
s
is
w
as
co
n
d
u
cted
o
n
t
h
e
d
ata
co
m
p
o
s
ed
b
y
ag
g
r
e
g
ati
n
g
t
h
e
s
t
u
d
en
t
-
le
v
e
l
v
ar
iab
les.
T
ab
le
3
p
r
esen
ts
t
h
e
co
n
d
itio
n
a
l p
r
o
b
a
b
ilit
y
o
f
s
c
h
o
o
ls
i
n
ea
ch
G
C
la
s
s
f
o
r
t
h
e
in
d
i
v
id
u
al
v
ar
ia
b
les
f
o
r
T
u
r
k
e
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
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Vo
l.
6
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2
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C
l
a
ss 1
G
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ss 2
G
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l
a
ss 3
G
C
l
a
ss 4
G
C
l
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ss 5
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,
th
e
p
er
ce
n
t
ag
e
o
f
s
t
u
d
en
ts
i
n
GC
las
s
4
(
H
A
)
d
ec
r
ea
s
ed
.
GC
las
s
3
(
FH
A
)
r
ep
r
esen
ted
th
e
g
r
o
u
p
in
w
h
ic
h
t
h
e
teac
h
er
s
ten
d
ed
to
co
n
d
u
ct
m
o
r
e
f
o
r
m
ati
v
e
as
s
es
s
m
e
n
t t
h
an
th
e
OE
C
D
a
v
er
ag
e
(
-
0
.
2
8
)
.
T
h
e
r
esu
lt
s
i
n
d
icate
t
h
at
teac
h
er
b
eh
a
v
io
r
r
elate
d
to
s
tu
d
e
n
t
o
r
ien
tatio
n
an
d
f
o
r
m
a
tiv
e
ass
es
s
m
en
t,
an
d
teac
h
er
f
o
cu
s
o
n
s
t
u
d
en
t
ac
h
iev
e
m
e
n
t
s
i
g
n
i
f
ican
tl
y
p
r
ed
icts
th
e
m
e
m
b
er
s
h
ip
o
f
d
if
f
er
e
n
t
ac
h
ie
v
i
n
g
s
ch
o
o
ls
f
o
r
b
o
th
T
u
r
k
is
h
an
d
Du
tch
s
t
u
d
en
ts
.
T
h
e
f
i
n
d
in
g
s
o
f
t
h
e
p
r
esen
t
s
tu
d
y
ar
e
s
u
p
p
o
r
ted
b
y
th
o
s
e
r
ep
o
r
te
d
in
th
e
liter
at
u
r
e
(
e.
g
.
,
[
1
1
]
,
[
2
0
]
,
[
2
2
]
-
[
2
4
]
)
.
T
h
e
r
esu
lts
al
s
o
d
e
m
o
n
s
tr
ate
t
h
at
teac
h
er
b
eh
av
io
r
r
elate
d
to
s
tu
d
e
n
t
o
r
ien
ta
tio
n
p
la
y
s
an
i
m
p
o
r
tan
t
r
o
le
i
n
b
o
th
T
u
r
k
i
s
h
an
d
D
u
tc
h
s
tu
d
e
n
ts
’
ac
h
iev
e
m
e
n
t.
T
h
es
e
f
i
n
d
in
g
ar
e
s
u
p
p
o
r
ted
b
y
o
t
h
er
s
tu
d
ies
[
1
1
]
,
[
2
0
]
in
w
h
ic
h
le
ar
n
er
-
ce
n
ter
ed
p
r
ac
tices
w
er
e
f
o
u
n
d
to
h
av
e
m
o
r
e
i
m
p
ac
t
o
n
s
t
u
d
en
t
ac
h
ie
v
e
m
e
n
t.
T
ea
ch
er
s
ad
o
p
tin
g
a
co
n
s
tr
u
ctiv
i
s
t
ap
p
r
o
ac
h
g
en
er
all
y
p
r
e
f
er
s
tu
d
en
t
-
d
ir
ec
ted
in
s
tr
u
ctio
n
.
I
n
t
h
is
co
n
tex
t,
t
h
e
co
n
s
tr
u
cti
v
i
s
t
ap
p
r
o
ac
h
ap
p
ea
r
s
to
b
e
m
o
r
e
ef
f
ec
t
i
v
e
t
h
an
o
t
h
er
ap
p
r
o
ac
h
es
f
o
r
s
tu
d
e
n
t a
ch
ie
v
e
m
e
n
t in
b
o
th
c
o
u
n
tr
ies.
T
h
e
co
m
p
ar
ati
v
e
r
es
u
lts
b
et
wee
n
t
h
e
t
w
o
co
u
n
tr
ie
s
s
h
o
w
t
h
at
teac
h
er
b
eh
a
v
io
u
r
s
r
elate
d
to
s
tu
d
e
n
t
o
r
ien
tatio
n
an
d
f
o
r
m
ati
v
e
as
s
ess
m
en
t
ar
e
a
s
tr
o
n
g
er
p
r
ed
icto
r
o
f
th
e
Du
tc
h
s
t
u
d
en
t
s
atte
n
d
in
g
s
c
h
o
o
ls
w
it
h
MA
o
r
FH
A
co
m
p
ar
ed
to
th
e
T
u
r
k
is
h
s
t
u
d
en
t
s
.
T
h
is
s
it
u
atio
n
m
a
y
r
esu
lt
f
r
o
m
c
u
lt
u
r
al
d
if
f
er
e
n
ce
s
s
i
n
ce
v
ar
iab
les
af
f
ec
t
d
i
f
f
er
e
n
t
cu
l
t
u
r
es
in
d
i
f
f
er
en
t
w
a
y
s
.
Fo
r
ex
a
m
p
le,
s
t
u
d
en
ts
i
n
a
co
llectiv
i
s
t
cu
lt
u
r
e
m
a
y
h
esit
a
te
to
s
p
ea
k
u
p
in
lar
g
e
r
g
r
o
u
p
s
w
it
h
o
u
t
th
e
teac
h
er
n
o
m
i
n
ati
n
g
th
e
m
.
Mo
r
eo
v
er
,
in
an
in
d
i
v
id
u
al
is
t
s
o
ciet
y
,
t
h
e
ass
i
g
n
m
en
t
o
f
co
m
m
o
n
w
o
r
k
s
m
o
r
e
ea
s
il
y
ca
u
s
e
s
th
e
f
o
r
m
atio
n
o
f
n
e
w
g
r
o
u
p
s
t
h
an
i
n
a
co
llectiv
i
s
t
s
o
ciet
y
[
39
]
.
Fo
r
th
is
r
ea
s
o
n
,
it
is
e
x
p
ec
ted
th
at
teac
h
er
b
eh
a
v
io
r
is
m
o
r
e
in
f
l
u
e
n
tial
i
n
th
e
ac
h
iev
e
m
e
n
t
o
f
s
tu
d
e
n
ts
f
r
o
m
th
e
Neth
er
la
n
d
s
,
w
h
ic
h
h
as
an
i
n
d
iv
id
u
ali
s
t
s
o
ciet
y
s
tr
u
ct
u
r
e
t
h
an
in
T
u
r
k
e
y
w
it
h
a
co
llecti
v
is
t
c
u
lt
u
r
al
s
tr
u
ctu
r
e.
Mo
r
eo
v
er
,
ac
co
r
d
in
g
to
t
h
e
r
esu
lts
o
f
t
h
e
T
ea
c
h
in
g
an
d
L
ea
r
n
in
g
I
n
ter
n
atio
n
al
S
u
r
v
e
y
,
i
n
lar
g
e
r
class
es,
a
le
s
s
n
u
m
b
er
o
f
s
t
u
d
en
t
-
o
r
ien
ted
p
r
ac
tices
ar
e
e
m
p
lo
y
ed
[
1
8
]
.
T
h
is
in
d
icate
s
th
a
t
ea
c
h
i
n
d
iv
id
u
a
l
s
t
u
d
en
t
h
a
s
le
s
s
ch
a
n
ce
o
f
b
ein
g
co
m
m
u
n
icate
d
b
ec
au
s
e
o
f
t
h
e
li
m
itatio
n
ca
u
s
ed
b
y
th
e
lar
g
e
cla
s
s
s
ize.
T
h
e
r
esu
lt
o
f
th
i
s
r
esear
ch
s
u
p
p
o
r
ts
th
ese
f
i
n
d
in
g
s
.
T
ea
ch
er
s
m
a
y
b
e
ad
o
p
tin
g
a
less
s
t
u
d
en
t
-
o
r
ien
ted
ap
p
r
o
ac
h
d
u
e
to
th
e
lar
g
er
class
es
in
T
u
r
k
e
y
co
m
p
ar
ed
to
th
e
Neth
er
lan
d
s
[
4
0
]
,
r
esu
ltin
g
in
lo
w
er
s
t
u
d
en
t a
ch
iev
e
m
e
n
t i
n
th
e
f
o
r
m
er
.
Fu
r
t
h
er
m
o
r
e,
ac
co
r
d
in
g
to
th
e
r
esu
lts
o
f
th
i
s
s
t
u
d
y
,
t
ea
ch
e
r
s
u
p
p
o
r
t
h
as
a
f
air
ly
lo
w
a
s
ig
n
i
f
ica
n
t
ef
f
ec
t
o
n
d
if
f
er
en
t
le
v
els
o
f
s
c
h
o
o
l
ac
h
iev
e
m
e
n
t.
T
h
is
m
a
y
b
e
b
ec
au
s
e
th
e
s
t
u
d
en
t
s
atten
d
i
n
g
t
h
ese
s
c
h
o
o
ls
at
all
ac
h
ie
v
e
m
e
n
t
le
v
els
m
a
y
b
e
in
n
ee
d
o
f
teac
h
er
s
u
p
p
o
r
t.
Mo
r
eo
v
er
,
s
tu
d
en
ts
w
it
h
H
L
A
m
a
y
n
o
t
n
ee
d
ad
d
itio
n
al
h
elp
o
r
in
s
tr
u
ctio
n
in
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
,
w
h
i
ch
,
in
t
u
r
n
,
m
a
y
lead
to
less
teac
h
er
s
u
p
p
o
r
t
in
s
ch
o
o
ls
a
tten
d
ed
b
y
s
tu
d
e
n
ts
w
it
h
H
A
.
T
h
is
r
e
s
u
l
t
m
a
y
a
ls
o
b
e
attr
ib
u
ted
to
t
h
e
d
i
f
f
e
r
en
t
p
er
ce
p
tio
n
s
o
f
s
tu
d
e
n
ts
a
n
d
teac
h
er
s
co
n
ce
r
n
in
g
s
u
p
p
o
r
t;
a
teac
h
er
w
h
o
co
n
s
id
er
s
t
h
e
m
s
el
v
es
to
s
u
p
p
o
r
t
th
eir
s
t
u
d
en
t
s
m
a
y
n
o
t
b
e
p
er
ce
iv
ed
a
s
s
u
p
p
o
r
tiv
e
b
y
t
h
e
s
t
u
d
en
ts
[
4
1
]
.
T
h
er
ef
o
r
e,
s
in
ce
t
h
e
d
ata
w
as
g
o
t
f
r
o
m
t
h
e
s
tu
d
e
n
ts
,
th
e
r
esu
lt
s
r
ef
lect
t
h
eir
p
er
ce
p
tio
n
s
o
f
teac
h
er
s
u
p
p
o
r
t.
T
h
e
i
m
p
ac
t
o
f
teac
h
er
s
’
u
s
e
o
f
co
g
n
iti
v
e
ac
ti
v
atio
n
s
tr
ate
g
ies
in
th
eir
m
at
h
e
m
atic
le
s
s
o
n
s
i
s
n
o
t
s
ig
n
i
f
ica
n
t
to
ac
co
u
n
t
f
o
r
th
e
d
is
cr
ep
an
c
y
in
T
u
r
k
is
h
a
n
d
D
u
tch
s
t
u
d
en
ts
’
ac
h
ie
v
e
m
en
t
s
.
C
o
n
s
id
er
in
g
s
o
m
e
ite
m
s
o
f
a
s
t
u
d
y
b
y
B
u
r
g
e
et
a
l.
[
2
4
]
,
elicitin
g
t
h
e
teac
h
er
s
’
u
s
e
o
f
co
g
n
iti
v
e
ac
ti
v
atio
n
s
tr
ateg
ies
i
n
r
e
f
er
en
ce
to
th
e
f
r
eq
u
e
n
c
y
o
f
t
h
eir
tea
ch
er
h
e
lp
in
g
t
h
e
m
lear
n
f
r
o
m
t
h
eir
er
r
o
r
s
,
t
h
e
ab
ilit
y
g
r
o
u
p
s
w
er
e
s
i
m
ilar
.
Ho
w
e
v
er
,
Hattie
[
9
]
e
m
p
h
a
s
iz
ed
th
at
it
w
a
s
n
o
t
o
n
l
y
s
t
u
d
en
ts
w
it
h
lo
w
ab
ilit
y
w
h
o
m
ad
e
m
is
tak
e
s
,
s
t
u
d
en
t
s
o
f
all
ab
i
liti
es
m
ad
e
m
i
s
ta
k
es,
an
d
th
er
ef
o
r
e
lear
n
i
n
g
f
r
o
m
m
is
tak
e
s
is
v
alid
f
o
r
all
s
t
u
d
en
t
s
.
T
h
e
r
esu
lts
o
f
t
h
is
s
tu
d
y
r
ev
ea
led
n
o
s
i
g
n
if
ica
n
t
e
f
f
ec
t
o
f
teac
h
er
-
d
ir
ec
ted
p
r
ac
tice
o
n
s
tu
d
e
n
t
ac
h
iev
e
m
e
n
t.
T
h
er
e
ar
e
s
ev
er
al
s
tu
d
ie
s
r
ep
o
r
tin
g
t
h
at
teac
h
er
-
d
ir
ec
ted
p
r
ac
tices
p
av
e
t
h
e
w
a
y
f
o
r
g
r
ea
ter
m
at
h
e
m
a
tics
ac
h
ie
v
e
m
e
n
t
f
o
r
s
tu
d
en
ts
[
1
7
]
-
[
1
9
]
.
Ho
w
e
v
er
,
in
h
i
s
s
t
u
d
y
,
J
o
n
es
[
4
2
]
f
o
u
n
d
n
o
s
ig
n
i
f
ica
n
t
d
if
f
er
e
n
ce
b
et
w
ee
n
s
t
u
d
en
t
-
c
en
ter
ed
o
r
teac
h
er
-
d
ir
ec
ted
i
n
s
tr
u
ctio
n
i
n
ter
m
s
o
f
t
h
e
ac
a
d
em
ic
ac
h
iev
e
m
e
n
t
lev
el
o
f
s
t
u
d
e
n
t
s
.
Si
m
ilar
l
y
,
Dele
n
a
n
d
B
ellib
as
[
4
3
]
s
h
o
w
ed
th
at
teac
h
er
-
d
ir
ec
ted
in
s
tr
u
ctio
n
h
ad
n
o
s
u
b
s
ta
n
tial
co
n
tr
ib
u
tio
n
to
T
u
r
k
is
h
s
tu
d
e
n
ts
’
s
cie
n
ce
s
u
cc
e
s
s
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ter
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m
m
en
d
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n
s
ab
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t
teac
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ch
ar
ac
ter
is
t
ics t
h
at
w
o
u
ld
in
cr
ea
s
e
s
tu
d
e
n
ts
’
s
u
cc
es
s
in
m
a
th
e
m
atic
s
.
ACK
NO
WL
E
D
G
E
M
E
NT
S
T
h
is
p
ap
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w
as
w
r
itte
n
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n
d
er
s
u
p
er
v
is
io
n
o
f
P
r
o
f
.
Dr
.
J
e
r
o
en
K.
Ver
m
u
n
t
d
u
r
i
n
g
au
t
h
o
r
’
s
p
o
s
td
o
c
p
er
io
d
at
T
ilb
u
r
g
Un
iv
er
s
it
y
.
I
ex
p
r
ess
o
n
e’
s
s
i
n
ce
r
e
th
a
n
k
s
h
i
m
f
o
r
h
elp
an
d
s
u
p
p
o
r
t.
F
u
n
d
i
n
g
:
T
h
is
w
o
r
k
w
a
s
s
u
p
p
o
r
ted
b
y
th
e
Scie
n
ti
f
i
c
an
d
T
ec
h
n
ical
R
esear
c
h
C
o
u
n
cil
o
f
T
u
r
k
e
y
(
T
UB
I
T
A
K)
.
RE
F
E
R
E
NC
E
S
[1
]
B.
A
d
a
m
so
n
,
“
In
tern
a
ti
o
n
a
l
c
o
m
p
a
ra
ti
v
e
stu
d
ies
in
tea
c
h
in
g
a
n
d
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
/i
ss
u
e
:
2
8
(5
)
,
p
p
.
6
4
1
-
6
4
8
,
2
0
1
2
.
[2
]
J.
O.
A
n
d
e
rso
n
,
e
t
a
l.
,
“
Us
in
g
la
rg
e
-
sc
a
le
a
s
se
ss
m
e
n
t
d
a
tas
e
ts
f
o
r
re
se
a
r
c
h
in
sc
ien
c
e
a
n
d
m
a
th
e
m
a
ti
c
s
e
d
u
c
a
ti
o
n
:
P
r
o
g
ra
m
m
e
f
o
r
in
tern
a
ti
o
n
a
l
st
u
d
e
n
t
a
ss
e
ss
m
e
n
t
(P
I
S
A
),
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
M
a
th
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
,
v
o
l
/i
ss
u
e
:
5
(
4
),
p
p
.
591
-
6
1
4
,
2
0
0
7
.
[3
]
I.
Kirsc
h
,
e
t
a
l.
,
“
On
t
h
e
g
ro
w
in
g
i
m
p
o
rtan
c
e
o
f
in
tern
a
ti
o
n
a
l
lar
g
e
-
sc
a
le
a
ss
e
ss
m
e
n
ts
,
”
i
n
M
.
v
o
n
Da
v
ier,
e
t
a
l
.
,
“
T
h
e
ro
le
o
f
in
tern
a
ti
o
n
a
l
larg
e
-
sc
a
le
a
ss
e
ss
m
e
n
ts:
P
e
rsp
e
c
ti
v
e
s
f
ro
m
tec
h
n
o
lo
g
y
,
e
c
o
n
o
m
y
a
n
d
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
,”
Do
rd
re
c
h
t,
Ne
th
e
rlan
d
s
,
S
p
ri
n
g
e
r,
p
p
.
1
-
11
,
2
0
1
3
.
[4
]
OECD
[
Org
a
n
isa
ti
o
n
f
o
r
Eco
n
o
m
ic
Co
-
o
p
e
ra
ti
o
n
a
n
d
De
v
e
lo
p
m
e
n
t]
,
“
P
IS
A
2
0
1
2
re
su
lt
s
i
n
f
o
c
u
s:
W
h
a
t
1
5
-
y
e
a
r
-
o
ld
s k
n
o
w
a
n
d
w
h
a
t
th
e
y
c
a
n
d
o
w
it
h
w
h
a
t
th
e
y
k
n
o
w
,
”
OECD P
u
b
li
sh
i
n
g
,
2
0
1
4
a
.
[5
]
H.
Yild
iri
m
,
e
t
a
l
.
,
“
P
IS
A
2
0
1
2
u
lu
sa
l
ö
n
ra
p
o
r
u
(T
h
e
n
a
ti
o
n
a
l
p
re
li
m
in
a
r
y
re
p
o
rt
o
n
th
e
P
IS
A
2
0
1
2
),
”
A
n
k
a
r
a
,
Ye
n
il
ik
v
e
Eğ
it
im
T
e
k
n
o
lo
ji
leri
G
e
n
e
l
M
ü
d
ü
rl
ü
ğ
ü
,
2
0
1
3
.
[6
]
E.
A
.
Ha
n
u
sh
e
k
,
“
T
h
e
e
c
o
n
o
m
ic
v
a
lu
e
o
f
h
ig
h
e
r
tea
c
h
e
r
q
u
a
li
ty
,
”
Eco
n
o
mic
s o
f
Ed
u
c
a
ti
o
n
Rev
iew
,
v
o
l.
3
0
,
p
p
.
4
6
6
-
4
7
9
,
2
0
1
1
.
[7
]
D.
M
u
ij
s
a
n
d
D.
Re
y
n
o
ld
s,
“
S
tu
d
e
n
t
b
a
c
k
g
ro
u
n
d
a
n
d
tea
c
h
e
r
e
ff
e
c
ts
o
n
a
c
h
iev
e
m
e
n
t
a
n
d
a
tt
a
in
m
e
n
t
in
m
a
th
e
m
a
ti
c
s:
A
lo
n
g
it
u
d
in
a
l
st
u
d
y
,
”
J
o
u
rn
a
l
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
a
n
d
Eva
l
u
a
t
io
n
:
A
n
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
n
T
h
e
o
ry
a
n
d
Pra
c
ti
c
e
,
v
o
l/
iss
u
e
:
9
(
3
),
pp.
2
8
9
-
3
1
4
,
2
0
0
3
.
[8
]
C.
V
a
li
e
n
te,
e
t
a
l.
,
“
P
re
d
icti
o
n
o
f
c
h
il
d
re
n
'
s
a
c
a
d
e
m
ic
c
o
m
p
e
ten
c
e
f
ro
m
th
e
ir
e
ff
o
rtf
u
l
c
o
n
tro
l
,
re
latio
n
sh
i
p
s,
a
n
d
c
las
sro
o
m
p
a
rti
c
ip
a
ti
o
n
,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
P
sy
c
h
o
l
o
g
y
,
v
o
l/
i
ss
u
e
:
1
0
0
(1
)
,
p
p
.
67
–
7
7
,
2
0
0
8
.
[9
]
J.
A
.
C.
Ha
tt
ie,
“
V
isib
le
lea
rn
in
g
:
A
s
y
n
th
e
sis
o
f
o
v
e
r
8
0
0
m
e
ta
-
a
n
a
l
y
se
s
re
l
a
ti
n
g
to
a
c
h
iev
e
m
e
n
t
,
”
Ne
w
Yo
rk
,
NY
,
T
a
y
lo
r
&
F
ra
n
c
is,
2
0
0
9
.
[1
0
]
M
.
A
ll
e
n
,
e
t
a
l
.
,
“
T
h
e
ro
le o
f
tea
c
h
e
r
imm
e
d
iac
y
a
s a
m
o
ti
v
a
ti
o
n
a
l
f
a
c
to
r
in
stu
d
e
n
t
lea
rn
i
n
g
:
Us
in
g
m
e
ta
-
a
n
a
l
y
sis to
tes
t
a
c
a
u
sa
l
m
o
d
e
l,
”
Co
mm
u
n
ica
t
io
n
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
5
5
(
1
),
p
p
.
21
–
3
1
,
2
0
0
6
.
[1
1
]
J.
C
.
W
h
it
e
,
“
L
e
a
rn
e
r
-
c
e
n
tere
d
tea
c
h
e
r
–
stu
d
e
n
t
re
lati
o
n
sh
ip
s are
e
ff
e
c
ti
v
e
:
A
m
e
ta
-
a
n
a
l
y
sis,”
Re
v
iew
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l/
issu
e
:
7
7
(
1
),
pp.
113
–
1
4
3
,
2
0
0
7
.
[1
2
]
D.
L
.
Ro
o
rd
a
,
e
t
a
l.
,
“
T
h
e
in
f
lu
e
n
c
e
o
f
a
ffe
c
ti
v
e
tea
c
h
e
r
-
stu
d
e
n
t
r
e
latio
n
sh
i
p
s
o
n
stu
d
e
n
ts’
sc
h
o
o
l
e
n
g
a
g
e
m
e
n
t
a
n
d
a
c
h
iev
e
m
e
n
t:
A
m
e
ta an
a
l
y
ti
c
a
p
p
ro
a
c
h
,
”
Rev
iew o
f
E
d
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,
v
o
l/
issu
e
:
8
1
(
4
),
p
p
.
4
9
3
–
5
2
9
,
2
0
1
1
.
[1
3
]
P
.
L
.
W
it
t,
e
t
a
l
.
,
“
A
m
e
ta
-
a
n
a
l
y
t
ica
l
re
v
ie
w
o
f
th
e
re
latio
n
sh
ip
b
e
tw
e
e
n
tea
c
h
e
r
i
m
m
e
d
iac
y
a
n
d
stu
d
e
n
t
lea
rn
in
g
,
”
Co
mm
u
n
ica
ti
o
n
M
o
n
o
g
ra
p
h
s
,
v
o
l
/i
ss
u
e
:
7
1
(2
),
p
p
.
1
8
4
–
2
0
7
,
2
0
0
4
.
[1
4
]
B.
L
.
M
c
Co
m
b
s,
“
T
h
e
lea
rn
e
r
-
c
e
n
tere
d
p
sy
c
h
o
lo
g
ica
l
p
ri
n
c
ip
les
:
A
f
ra
m
e
w
o
rk
f
o
r
b
a
lan
c
in
g
a
f
o
c
u
s
o
n
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
w
it
h
a
f
o
c
u
s
o
n
s
o
c
i
a
l
a
n
d
e
m
o
ti
o
n
a
l
lea
rn
in
g
n
e
e
d
s,”
i
n
J.
E.
Zi
n
s,
e
t
a
l
.
,
“
Bu
i
ld
i
n
g
a
c
a
d
e
m
i
c
su
c
c
e
ss
o
n
s
o
c
ial
a
n
d
e
m
o
ti
o
n
a
l
lea
rn
i
n
g
:
W
h
a
t
d
o
e
s
th
e
re
se
a
rc
h
sa
y
?
”
Ne
w
Yo
rk
,
T
e
a
c
h
e
rs
Co
ll
e
g
e
P
r
e
ss
,
pp.
23
–
39
,
2
0
0
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
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R
E
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N:
2252
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'
Ma
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ema
tic
A
ch
ieve
men
ts
(
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)
181
[1
5
]
A
.
P
rit
c
h
a
rd
,
“
W
a
y
s
o
f
lea
rn
in
g
:
L
e
a
rn
in
g
th
e
o
ries
a
n
d
lea
rn
i
n
g
sty
le
s
in
th
e
c
las
sro
o
m
,
”
Ab
in
g
d
o
n
,
Ox
o
n
,
Ro
u
tl
e
d
g
e
,
2
0
0
9
.
[1
6
]
Na
ti
o
n
a
l
M
a
t
h
e
m
a
ti
c
s
A
d
v
iso
r
y
P
a
n
e
l
,
“
F
o
u
n
d
a
ti
o
n
s
f
o
r
su
c
c
e
s
s:
T
h
e
f
in
a
l
re
p
o
rt
o
f
th
e
n
a
ti
o
n
a
l
m
a
th
e
m
a
ti
c
s
a
d
v
iso
ry
p
a
n
e
l,
”
W
a
sh
in
g
to
n
,
DC
,
U.S
.
De
p
a
rtm
e
n
t
o
f
Ed
u
c
a
ti
o
n
,
Of
f
ice
o
f
P
lan
n
in
g
,
Ev
a
lu
a
t
io
n
a
n
d
P
o
l
icy
De
v
e
lo
p
m
e
n
t,
2
0
0
8
.
[1
7
]
K.
B.
Ho
p
k
in
s,
e
t
a
l.
,
“
S
tu
d
e
n
t
g
e
n
d
e
r
a
n
d
tea
c
h
in
g
m
e
th
o
d
s
a
s
s
o
u
rc
e
s
o
f
v
a
riab
il
it
y
in
c
h
il
d
re
n
’s
c
o
m
p
u
tatio
n
a
l
a
rit
h
m
e
ti
c
p
e
r
f
o
rm
a
n
c
e
,
”
J
o
u
r
n
a
l
o
f
Ge
n
e
ti
c
Psy
c
h
o
lo
g
y
,
v
o
l/
iss
u
e
:
1
5
8
(3
)
,
p
p
.
3
3
3
–
3
4
5
,
1
9
9
7
.
[1
8
]
OECD
[
Org
a
n
isa
ti
o
n
f
o
r
Eco
n
o
m
ic
Co
-
ope
ra
ti
o
n
a
n
d
De
v
e
lo
p
m
e
n
t]
,
“
Cre
a
ti
n
g
e
f
fe
c
ti
v
e
t
e
a
c
h
in
g
a
n
d
lea
rn
i
n
g
e
n
v
iro
n
m
e
n
ts:
F
irst
re
su
lt
s f
ro
m
TAL
IS
,
”
P
a
ris
,
OECD,
2
0
0
9
.
[1
9
]
B.
R
.
Jo
h
n
so
n
,
“
P
ro
m
o
ti
n
g
tra
n
sf
e
r:
E
f
fe
c
ts
o
f
se
l
f
-
e
x
p
lan
a
ti
o
n
a
n
d
d
irec
t
in
str
u
c
ti
o
n
,
”
Ch
i
ld
De
v
e
lo
p
me
n
t
,
v
o
l/
issu
e
:
7
7
(1
),
p
p
.
1
–
1
5
,
2
0
0
6
.
[2
0
]
R.
E.
S
lav
in
a
n
d
N.
L
.
Ka
rwe
i
t,
“
Eff
e
c
ts
o
f
w
h
o
le
c
las
s,
a
b
il
it
y
g
ro
u
p
e
d
,
a
n
d
i
n
d
iv
id
u
a
li
z
e
d
in
stru
c
ti
o
n
o
n
m
a
th
e
m
a
ti
c
s ac
h
ie
v
e
m
e
n
t,
”
Am
e
r
ica
n
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l/
issu
e
:
2
2
(3
)
,
p
p
.
3
5
1
–
3
6
7
,
1
9
8
5
.
[2
1
]
V
.
K.
Ote
ro
,
“
M
o
v
in
g
b
e
y
o
n
d
t
h
e
“
g
e
t
it
o
r
d
o
n
’t”
c
o
n
c
e
p
ti
o
n
o
f
f
o
r
m
a
ti
v
e
a
ss
e
ss
m
e
n
t,
”
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
/i
ss
u
e
:
5
7
(3
)
,
p
p
.
2
4
7
–
2
5
5
,
2
0
0
6
.
[2
2
]
B.
Be
ll
a
n
d
B.
Co
w
ie,
“
T
h
e
c
h
a
ra
c
teristics
o
f
f
o
r
m
a
ti
v
e
a
ss
e
ss
m
e
n
t
in
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
”
S
c
i
e
n
c
e
Ed
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
8
5
(5
),
p
p
.
5
3
6
-
5
5
3
,
2
0
0
1
.
[2
3
]
D.
W
il
ia
m
,
e
t
a
l.
,
“
T
e
a
c
h
e
rs
d
e
v
e
lo
p
i
n
g
a
ss
e
ss
m
e
n
t
f
o
r
lea
rn
in
g
:
Im
p
a
c
t
o
n
stu
d
e
n
t
a
c
h
iev
e
m
e
n
t,
”
Asse
ss
me
n
t
in
Ed
u
c
a
ti
o
n
:
Pri
n
c
ip
les
,
P
o
li
c
y
&
Pra
c
ti
c
e
,
v
o
l/
issu
e
:
1
1
(
1
),
pp.
49
-
6
5
,
2
0
0
4
.
[2
4
]
Z.
Ya
n
a
n
d
E.
C.
K.
C
h
e
n
g
,
“
P
ri
m
a
r
y
tea
c
h
e
rs
'
a
tt
it
u
d
e
s,
i
n
ten
ti
o
n
s
a
n
d
p
ra
c
ti
c
e
s
re
g
a
rd
in
g
f
o
r
m
a
ti
v
e
a
ss
e
ss
m
e
n
t,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l
.
4
5
,
p
p
.
1
2
8
-
1
3
6
,
2
0
1
5
.
[2
5
]
B.
Bu
rg
e
,
e
t
a
l
., “
PI
S
A
i
n
p
r
a
c
ti
c
e
:
Co
g
n
it
ive
a
c
ti
v
a
t
io
n
i
n
ma
t
h
s
,
”
S
lo
u
g
h
,
NFE
R
,
2
0
1
5
.
[2
6
]
J.
Ba
u
m
e
rt,
e
t
a
l.
,
“
T
e
a
c
h
e
rs'
m
a
th
e
m
a
ti
c
a
l
k
n
o
w
led
g
e
,
c
o
g
n
it
iv
e
a
c
ti
v
a
ti
o
n
in
th
e
c
las
sro
o
m
,
a
n
d
stu
d
e
n
t
p
ro
g
re
ss
,
”
Ame
ric
a
n
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l
/i
ss
u
e
:
47
(
1
),
p
p
.
1
3
3
-
1
8
0
,
2
0
1
0
.
[2
7
]
V
.
T
h
i
e
ss
e
n
a
n
d
J.
Blas
iu
s,
“
M
a
th
e
m
a
ti
c
s
a
c
h
iev
e
m
e
n
t
a
n
d
m
a
th
e
m
a
ti
c
s
le
a
rn
in
g
stra
teg
i
e
s:
Co
g
n
it
iv
e
c
o
m
p
e
ten
c
ies
a
n
d
c
o
n
str
u
c
t
d
if
f
e
re
n
ti
a
ti
o
n
,
”
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
Res
e
a
rc
h
,
v
o
l/
is
su
e
:
47
(
6
),
pp.
362
–
3
7
1
,
2
0
0
8
.
[2
8
]
T
.
A
sp
a
ro
u
h
o
v
a
n
d
B.
M
u
th
e
n
,
“
M
u
lt
il
e
v
e
l
m
ix
tu
re
m
o
d
e
ls,
”
i
n
G
.
R.
Ha
n
c
o
c
k
a
n
d
K.
M
.
S
a
m
u
e
lse
n
(Ed
.
),
“
A
d
v
a
n
c
e
s in
late
n
t
v
a
riab
le m
ix
t
u
re
m
o
d
e
ls
,”
Ch
a
rlo
tt
e
,
NC
,
In
f
o
r
m
a
ti
o
n
A
g
e
P
u
b
li
sh
i
n
g
,
In
c
,
p
p
.
2
7
-
51
,
2
0
0
8
.
[2
9
]
J.
K.
V
e
rm
u
n
t,
“
M
u
lt
il
e
v
e
l
late
n
t
c
las
s
m
o
d
e
ls
,”
S
o
c
io
lo
g
ica
l
M
e
th
o
d
o
lo
g
y
,
v
o
l/
issu
e
:
33
(1
),
p
p
.
2
1
3
-
2
3
9
,
2
0
0
3
.
[3
0
]
M
.
F
.
F
.
A
u
e
r,
e
t
a
l
.
,
“
M
u
lt
i
lev
e
l
late
n
t
c
las
s
a
n
a
ly
sis
f
o
r
larg
e
-
s
c
a
le
e
d
u
c
a
ti
o
n
a
l
a
ss
e
ss
m
e
n
t
d
a
ta:
Ex
p
lo
ri
n
g
th
e
re
latio
n
b
e
tw
e
e
n
th
e
c
u
rricu
l
u
m
a
n
d
stu
d
e
n
ts’
m
a
th
e
m
a
ti
c
a
l
str
a
teg
ies
,
”
Ap
p
li
e
d
M
e
a
su
re
me
n
t
in
E
d
u
c
a
ti
o
n
,
v
o
l/
issu
e
:
29
(2
),
p
p
.
1
4
4
-
1
5
9
,
2
0
1
6
.
[3
1
]
W
.
H.
F
in
c
h
a
n
d
G
.
J.
M
a
r
c
h
a
n
t,
“
A
p
p
li
c
a
ti
o
n
o
f
m
u
lt
il
e
v
e
l
late
n
t
c
las
s
a
n
a
l
y
sis
to
id
e
n
ti
fy
a
c
h
iev
e
m
e
n
t
a
n
d
so
c
io
-
e
c
o
n
o
m
ic
t
y
p
o
lo
g
ies
in
th
e
2
0
w
e
a
lt
h
ies
t
c
o
u
n
tri
e
s,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
io
n
a
l
a
n
d
De
v
e
lo
p
me
n
t
a
l
Psy
c
h
o
lo
g
y
,
v
o
l/
issu
e
:
3
(
1
),
p
p
.
2
0
1
-
2
2
1
,
2
0
1
3
.
[3
2
]
R.
M
u
tz
a
n
d
H.
D.
Da
n
iel,
“
U
n
iv
e
rsity
a
n
d
stu
d
e
n
t
se
g
m
e
n
tati
o
n
:
M
u
lt
il
e
v
e
l
late
n
t
-
c
las
s
a
n
a
l
y
sis
o
f
stu
d
e
n
ts’
a
tt
it
u
d
e
s
t
o
w
a
rd
s
re
se
a
rc
h
m
e
th
o
d
s
a
n
d
sta
ti
stics
,
”
Brit
is
h
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l/
i
ss
u
e
:
83
(
2
),
p
p
.
280
–
3
0
4
,
2
0
1
3
.
[3
3
]
OECD
[
Org
a
n
isa
ti
o
n
f
o
r
Eco
n
o
m
ic
Co
-
o
p
e
ra
ti
o
n
a
n
d
De
v
e
lo
p
m
e
n
t]
,
“
P
IS
A
2
0
1
2
a
ss
e
ss
m
e
n
t
a
n
d
a
n
a
l
y
ti
c
a
l
f
ra
m
e
w
o
rk
:
M
a
th
e
m
a
ti
c
s,
re
a
d
in
g
,
sc
ien
c
e
,
p
ro
b
lem
so
lv
in
g
a
n
d
f
in
a
n
c
ial
li
tera
c
y
,
”
OECD P
u
b
li
s
h
in
g
,
2
0
1
3
.
[3
4
]
OECD
[
Org
a
n
i
sa
ti
o
n
f
o
r
Eco
n
o
m
ic
Co
-
o
p
e
ra
ti
o
n
a
n
d
De
v
e
lo
p
m
e
n
t]
,
“
P
IS
A
2
0
1
2
tec
h
n
ica
l
re
p
o
rt
,
”
OEC
D
P
u
b
l
ish
i
n
g
,
2
0
1
4
b
.
[3
5
]
K.
He
n
r
y
a
n
d
B.
M
u
th
é
n
,
“
M
u
lt
i
lev
e
l
late
n
t
c
l
a
ss
a
n
a
l
y
sis:
A
n
a
p
p
li
c
a
ti
o
n
o
f
a
d
o
les
c
e
n
t
s
m
o
k
in
g
t
y
p
o
lo
g
ies
w
it
h
in
d
iv
id
u
a
l
a
n
d
c
o
n
tex
tu
a
l
p
re
d
ict
o
rs,”
S
tr
u
c
tu
ra
l
Eq
u
a
t
io
n
M
o
d
e
li
n
g
,
v
o
l/
issu
e
:
1
7
(
2
),
pp.
1
9
3
-
2
1
5
,
2
0
1
0
.
[3
6
]
M
.
Be
n
n
i
n
k
,
e
t
a
l.
,
“
M
icro
-
m
a
c
ro
m
u
lt
il
e
v
e
l
a
n
a
l
y
sis
f
o
r
d
isc
re
te
d
a
ta:
A
late
n
t
v
a
riab
le
a
p
p
ro
a
c
h
a
n
d
a
n
a
p
p
li
c
a
ti
o
n
o
n
p
e
rso
n
a
l
n
e
tw
o
rk
d
a
ta,”
S
o
c
io
l
o
g
ic
a
l
M
e
th
o
d
s
a
n
d
R
e
se
a
rc
h
,
v
o
l/
issu
e
:
4
2
(4
)
,
p
p
.
4
3
1
-
4
5
7
,
2
0
1
3
.
[3
7
]
O.
L
u
k
o
č
ien
ė
,
e
t
a
l
.
,
“
T
h
e
sim
u
lt
a
n
e
o
u
s
d
e
c
isi
o
n
(s)
a
b
o
u
t
t
h
e
n
u
m
b
e
r
o
f
lo
w
e
r
a
n
d
h
ig
h
e
r
-
l
e
v
e
l
c
las
s
e
s
in
m
u
lt
il
e
v
e
l
late
n
t
c
las
s an
a
l
y
sis,”
S
o
c
io
l
o
g
ica
l
M
e
th
o
d
o
l
o
g
y
,
v
o
l/
issu
e
:
40
(
1
),
p
p
.
2
4
7
-
2
8
3
,
2
0
1
0
.
[3
8
]
J.
K.
V
e
rm
u
n
t
a
n
d
J.
M
a
g
id
s
o
n
,
“
L
a
t
e
n
t
G
O
L
D
5
.
0
u
p
g
ra
d
e
m
a
n
u
a
l
,”
Be
lm
o
n
t,
M
A
,
S
tatisti
c
a
l
I
n
n
o
v
a
ti
o
n
s
I
n
c
,
2
0
1
3
.
[3
9
]
G
.
Ho
f
st
e
d
e
,
e
t
a
l.
,
“
Cu
lt
u
re
s
a
n
d
o
rg
a
n
iza
ti
o
n
s:
S
o
f
twa
re
o
f
th
e
m
in
d
:
In
terc
u
l
tu
ra
l
c
o
o
p
e
ra
ti
o
n
a
n
d
it
s
im
p
o
rtan
c
e
f
o
r
su
rv
iv
a
l
(3
rd
e
d
.
),
”
Ne
w
Yo
rk
,
M
c
G
ra
w
Hill
,
2
0
1
0
.
[4
0
]
O
ECD
[
Org
a
n
isa
ti
o
n
f
o
r
Eco
n
o
m
ic
Co
-
o
p
e
ra
ti
o
n
a
n
d
De
v
e
lo
p
m
e
n
t]
,
“
Ed
u
c
a
ti
o
n
a
t
a
G
lan
c
e
2
0
1
5
:
O
ECD
In
d
ica
to
rs
,
”
OECD
P
u
b
li
sh
i
n
g
,
2
0
1
5
.
[4
1
]
J.
N.
Hu
g
h
e
s,
“
L
o
n
g
it
u
d
in
a
l
e
f
fe
c
ts
o
f
tea
c
h
e
r
a
n
d
stu
d
e
n
t
p
e
rc
e
p
ti
o
n
s
o
f
tea
c
h
e
r
-
stu
d
e
n
t
re
latio
n
s
h
ip
q
u
a
li
ti
e
s
o
n
a
c
a
d
e
m
ic ad
ju
stm
e
n
t,
”
El
e
me
n
ta
r
y
S
c
h
o
o
l
J
o
u
rn
a
l
,
v
o
l
/i
ss
u
e
:
1
1
2
(
1
),
p
p
.
38
-
6
0
,
2
0
1
1
.
[4
2
]
C.
E.
Jo
n
e
s,
“
S
t
u
d
e
n
t
-
c
e
n
tere
d
in
stru
c
ti
o
n
v
s.
tea
c
h
e
r
-
d
irec
ted
in
st
ru
c
ti
o
n
:
W
h
ich
is
m
o
st
e
f
fe
c
ti
v
e
?
”
Un
p
u
b
li
sh
e
d
M
a
ste
r
T
h
e
sis,
L
a
Gra
n
g
e
Co
ll
e
g
e
,
G
e
o
rg
ia,
Un
it
e
d
S
tate
s,
2
0
1
1
.
[4
3
]
I.
De
len
a
n
d
M
.
S
.
Be
ll
i
b
a
s,
“
F
o
rm
a
ti
v
e
a
ss
e
ss
m
e
n
t,
tea
c
h
e
r
-
d
irec
ted
in
stru
c
ti
o
n
a
n
d
tea
c
h
e
r
su
p
p
o
rt
in
T
u
rk
e
y
:
Ev
id
e
n
c
e
f
ro
m
P
IS
A
2
0
1
2
,
”
M
e
v
la
n
a
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
(
M
IJ
E),
v
o
l/
issu
e
:
5
(1
)
,
p
p
.
88
-
1
0
2
,
2
0
1
5
.
[4
4
]
E.
C.
M
e
r
o
n
i
,
e
t
a
l
.
,
“
Ca
n
l
o
w
sk
il
l
tea
c
h
e
rs
m
a
k
e
g
o
o
d
stu
d
e
n
ts
?
Em
p
iri
c
a
l
e
v
id
e
n
c
e
f
ro
m
P
IA
A
C
a
n
d
P
I
S
A
,
”
J
o
u
rn
a
l
o
f
P
o
li
c
y
M
o
d
e
li
n
g
,
v
o
l/
i
ss
u
e
:
37
(
2
),
p
p
.
3
0
8
–
3
2
3
,
2
0
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8822
I
J
E
R
E
Vo
l.
6
,
No
.
2
,
J
u
n
e
201
7
:
1
7
4
–
1
8
2
182
BI
O
G
RAP
H
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O
F
AUTHO
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h
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r
Ya
lçın
is
a
P
h
D
re
se
a
rc
h
a
ss
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t
in
th
e
De
p
a
rtm
e
n
t
o
f
M
e
a
su
re
m
e
n
t
a
n
d
Ev
a
lu
a
ti
o
n
,
A
n
k
a
r
a
Un
iv
e
rsit
y
,
T
u
rk
e
y
.
S
h
e
is
in
tere
ste
d
i
n
larg
e
sc
a
le
a
ss
e
s
s
m
e
n
ts,
p
sy
c
h
o
lo
g
ica
l
f
a
c
to
rs
re
late
d
to
st
u
d
e
n
ts’
a
c
h
iev
e
m
e
n
t,
m
u
lt
il
e
v
e
l
sta
ti
stica
l
m
e
th
o
d
s an
d
c
ro
ss
-
c
u
lt
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d
ies
.
Evaluation Warning : The document was created with Spire.PDF for Python.