I
nte
rna
t
io
na
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.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
,
p
p
.
3
3
6
~
3
4
4
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
0
i
1
.
2
0
7
2
9
336
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Pedag
o
g
ica
l patte
rn of ru
nning
a c
o
urse o
n seco
nda
ry
scho
o
l
students
’
a
chiev
e
ment in
wav
es
Nk
wo
I
ny
a
ng
Nk
wo
1
,
M
a
rg
a
re
t
Ndid
ia
m
a
k
a
Anug
wo
2
,
J
.
O
.
Ug
a
m
a
3
1
De
p
a
rtme
n
t
o
f
Cu
rr
icu
l
u
m
a
n
d
I
n
stru
c
ti
o
n
a
l
Tec
h
n
o
l
o
g
y
,
Cr
o
ss
R
iv
e
r
Un
i
v
e
rsity
o
f
Tec
h
n
o
l
o
g
y
,
C
a
lab
a
r,
Nig
e
ria
2
,
3
De
p
a
rtme
n
t
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
Eb
o
n
y
i
S
tate
Un
iv
e
rsit
y
,
A
b
a
k
a
li
k
i,
Nig
e
ria
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
May
10
,
2
0
20
R
ev
is
ed
Dec
2
3
,
2
0
20
Acc
ep
ted
J
an
2
4
,
2
0
21
Th
is
st
u
d
y
in
v
e
stig
a
ted
th
e
c
o
m
p
a
ra
ti
v
e
e
ffe
c
ti
v
e
n
e
ss
o
f
p
e
d
a
g
o
g
i
c
a
l
p
a
tt
e
rn
o
f
ru
n
n
in
g
a
c
o
u
rse
a
n
d
talk
-
c
h
a
lk
m
e
th
o
d
s
o
n
se
n
io
r
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts’
a
c
h
ie
v
e
m
e
n
t
in
wa
v
e
s.
It
is
tri
g
g
e
re
d
b
y
re
p
o
rts
o
f
p
e
rsiste
n
t
stu
d
e
n
ts’
l
o
w
a
c
h
iev
e
m
e
n
t
in
p
h
y
sic
s
c
o
n
tri
b
u
ted
lar
g
e
ly
b
y
stu
d
e
n
ts’
p
o
o
r
p
e
rfo
rm
a
n
c
e
in
wa
v
e
s
-
re
late
d
i
tem
s.
It
a
d
o
p
ted
th
e
q
u
a
si
-
e
x
p
e
rime
n
tal
p
re
tes
t
-
p
o
sttes
t
c
o
n
tr
o
l
g
ro
u
p
d
e
sig
n
.
T
h
re
e
re
se
a
rc
h
q
u
e
stio
n
s
a
n
d
h
y
p
o
t
h
e
se
s g
u
id
e
d
th
e
stu
d
y
.
Th
e
re
we
re
2
1
6
stu
d
e
n
ts
wh
o
p
a
rti
c
ip
a
ted
in
th
e
st
u
d
y
.
P
h
y
sic
s
Ac
h
iev
e
m
e
n
t
T
e
st
(P
AT)
c
o
n
tai
n
in
g
5
0
m
u
l
ti
p
le
-
c
h
o
ice
re
se
a
rc
h
e
r
-
d
e
v
e
lo
p
e
d
it
e
m
s
we
re
u
se
d
a
s
in
stru
m
e
n
t
fo
r
d
a
ta
c
o
ll
e
c
ti
o
n
.
M
e
a
n
a
n
d
sta
n
d
a
r
d
d
e
v
iati
o
n
w
e
re
u
se
d
to
a
n
sw
e
r
th
e
re
se
a
rc
h
q
u
e
stio
n
s
wh
il
e
AN
COV
A wa
s u
se
d
to
tes
t
th
e
h
y
p
o
th
e
se
s a
t
0
.
0
5
lev
e
l
o
f
si
g
n
ifi
c
a
n
c
e
.
Re
su
lt
s
sh
o
we
d
t
h
a
t:
th
e
p
e
d
a
g
o
g
ica
l
p
a
tt
e
rn
o
f
r
u
n
n
in
g
a
c
o
u
rse
m
e
th
o
d
wa
s
su
p
e
rio
r
m
e
th
o
d
in
f
o
ste
rin
g
stu
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
in
wa
v
e
s; f
e
m
a
le stu
d
e
n
ts
a
c
h
iev
e
d
h
i
g
h
e
r
th
a
n
m
a
le
stu
d
e
n
ts
u
sin
g
p
e
d
a
g
o
g
ica
l
p
a
tt
e
rn
o
f
ru
n
n
in
g
a
c
o
u
rse
stra
teg
y
to
tea
c
h
wa
v
e
s;
a
n
d
th
e
re
wa
s
n
o
sig
n
ifi
c
a
n
t
in
tera
c
ti
o
n
e
ffe
c
t
o
f
tea
c
h
in
g
m
e
th
o
d
s
a
n
d
g
e
n
d
e
r
o
n
stu
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
in
wa
v
e
s.
F
ro
m
th
e
fin
d
i
n
g
s
,
it
wa
s
re
c
o
m
m
e
n
d
e
d
th
a
t
th
e
p
e
d
a
g
o
g
ica
l
p
a
tt
e
rn
o
f
ru
n
n
i
n
g
a
c
o
u
rse
stra
teg
y
sh
o
u
l
d
b
e
u
se
d
in
tea
c
h
in
g
p
h
y
sic
s
in
se
c
o
n
d
a
ry
sc
h
o
o
l
e
d
u
c
a
ti
o
n
sy
ste
m
a
n
d
in
train
i
n
g
o
f
tea
c
h
e
rs.
K
ey
w
o
r
d
s
:
Gen
d
er
an
d
ac
h
iev
em
e
n
t
Ped
ag
o
g
ical
p
atter
n
R
u
n
n
in
g
a
c
o
u
r
s
e
T
alk
an
d
c
h
alk
m
eth
o
d
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
:
Ma
r
g
ar
et
Nd
id
iam
ak
a
An
u
g
w
o
Dep
ar
tm
en
t o
f
Scien
ce
E
d
u
ca
t
io
n
E
b
o
n
y
i State
Un
iv
e
r
s
ity
Ab
ak
alik
i
,
E
b
o
n
y
i State,
Nig
e
r
ia
E
m
ail: m
eg
ito
2
1
8
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
ch
allen
g
e
s
till
f
ac
i
n
g
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
s
tu
d
en
ts
is
v
ex
in
g
,
n
o
t
o
n
l
y
t
o
p
h
y
s
ics
an
d
s
cien
ce
ed
u
ca
t
o
r
s
in
Nig
er
ia
b
u
t to
o
th
e
r
ed
u
ca
t
o
r
s
wo
r
ld
-
wid
e.
T
h
is
ch
allen
g
e
m
a
y
ar
i
s
e
b
ec
au
s
e
p
h
y
s
ics
as
a
b
asic
s
c
ien
ce
with
p
r
o
f
o
u
n
d
in
f
lu
e
n
ce
s
o
n
i
n
d
iv
i
d
u
als,
s
o
cieties,
in
s
titu
tio
n
s
an
d
th
e
p
h
y
s
ical
en
v
ir
o
n
m
en
ts
is
g
r
o
s
s
ly
u
n
d
er
u
tili
ze
d
.
T
h
e
u
n
d
e
r
ly
in
g
in
f
lu
en
ce
is
h
in
g
e
d
o
n
th
e
f
ac
t
th
a
t
an
y
p
er
s
o
n
s
wh
o
p
lan
a
ca
r
ee
r
in
s
cien
ce
an
d
it
s
f
r
in
g
e
d
is
cip
lin
es
s
h
o
u
ld
ac
q
u
ir
e
f
u
n
d
am
en
tal
id
ea
s
,
co
n
c
ep
ts
a
n
d
p
r
in
cip
les
o
f
p
h
y
s
ics.
T
h
is
p
r
esu
p
p
o
s
es
th
e
p
r
im
a
r
y
p
u
r
p
o
s
e
b
eh
in
d
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
teac
h
in
g
c
u
r
r
icu
lu
m
.
T
h
e
p
u
r
p
o
s
e
is
f
o
u
n
d
ed
o
n
g
iv
in
g
t
o
s
tu
d
en
ts
t
h
e
u
n
if
ied
v
i
ew
o
f
p
h
y
s
ics
in
lin
e
with
th
e
ir
p
r
e
d
is
p
o
s
itio
n
to
th
e
f
u
n
d
am
en
tal
u
n
ity
o
f
s
ci
en
ce
alr
ea
d
y
ex
is
tin
g
in
th
ei
r
p
r
io
r
b
e
h
av
io
r
wh
ich
t
h
ey
b
r
in
g
t
o
a
p
h
y
s
ics
class
r
o
o
m
.
Desp
ite
th
e
in
d
is
p
en
s
ab
ilit
y
o
f
p
h
y
s
ics
to
life
an
d
liv
in
g
,
s
tu
d
en
ts
’
m
ass
f
ailu
r
e
in
p
h
y
s
i
cs
f
o
r
th
e
p
ast
f
o
u
r
d
ec
ad
es
in
Nig
er
ia
h
as
o
f
ten
b
ee
n
d
escr
ib
ed
as
u
n
i
m
p
r
ess
iv
e
[
1
]
.
T
h
is
is
th
e
s
tate
o
f
p
h
y
s
ics
in
m
o
s
t
co
u
n
tr
ies
o
f
t
h
e
wo
r
ld
.
T
h
is
u
n
im
p
r
ess
iv
e
s
itu
atio
n
is
f
u
r
th
er
r
e
m
ar
k
e
d
th
at,
th
e
teac
h
i
n
g
a
n
d
lear
n
in
g
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
P
ed
a
g
o
g
ica
l p
a
tter
n
o
f ru
n
n
in
g
a
co
u
r
s
e
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
’
a
ch
ieve
men
t
…
(
N
kwo
I
n
ya
n
g
N
kwo
)
337
p
h
y
s
ics
h
av
e
b
ee
n
f
r
a
u
g
h
t
wi
th
ch
allen
g
es
wh
ich
p
r
ev
e
n
t
m
an
y
s
tu
d
en
ts
f
r
o
m
p
er
f
o
r
m
i
n
g
well
in
ex
ter
n
al
ex
am
in
atio
n
s
[
2
]
.
T
h
er
ef
o
r
e,
th
ese
p
r
o
b
lem
s
o
f
ab
y
s
m
al
s
tu
d
en
ts
’
lo
w
ac
h
iev
em
en
t
in
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
ls
h
av
e
b
ec
o
m
e
an
u
tm
o
s
t
is
s
u
e
o
f
co
n
ce
r
n
.
T
h
e
c
o
n
ce
r
n
is
n
ec
ess
itated
b
y
ev
id
en
ce
-
b
ased
r
esear
c
h
r
ep
o
r
t
o
f
p
er
s
is
ten
t
s
tu
d
en
ts
’
lo
w
ac
h
iev
em
e
n
t
in
p
h
y
s
ics
co
n
tr
ib
u
ted
lar
g
el
y
b
y
th
ei
r
p
o
o
r
p
e
r
f
o
r
m
an
ce
in
wav
es
-
r
elate
d
item
s
o
f
p
u
b
lic
ex
am
in
atio
n
s
.
On
e
ca
r
d
in
al
w
ay
o
f
ad
d
r
ess
in
g
th
e
co
n
ce
r
n
i
s
d
ir
ec
tin
g
f
o
cu
s
o
n
h
o
w
to
teac
h
wh
at
to
teac
h
[
3
]
,
in
ten
s
if
y
in
g
ef
f
o
r
ts
to
en
s
u
r
e
th
at
th
is
f
o
cu
s
is
s
u
s
p
ec
t
ed
to
b
e
f
o
u
n
d
in
en
g
ag
in
g
ac
tiv
e
tech
n
i
q
u
e
b
y
t
h
e
u
s
e
o
f
e
x
p
er
im
e
n
ts
an
d
r
ea
l
-
wo
r
ld
p
r
o
b
lem
-
s
o
l
v
in
g
a
p
p
r
o
ac
h
in
co
n
tex
t [
4
]
.
An
ac
tiv
e
tech
n
iq
u
e
is
an
ef
f
e
ctiv
e
m
eth
o
d
in
wh
ich
a
s
tu
d
en
t
is
in
ter
ac
tiv
ely
en
g
ag
ed
in
teac
h
in
g
-
lear
n
in
g
ac
tiv
ities
f
o
r
th
e
p
u
r
p
o
s
e
o
f
co
n
s
tr
u
ctin
g
k
n
o
wled
g
e,
p
o
s
s
ess
in
g
d
esire
d
s
k
ill
s
an
d
d
is
p
o
s
itio
n
in
o
r
d
er
to
m
an
if
est
m
ea
n
in
g
f
u
l
lear
n
in
g
[
5
]
.
Me
an
in
g
f
u
l
lear
n
in
g
is
d
ef
in
ed
as
lear
n
in
g
with
ass
o
ciate
d
u
n
d
er
s
tan
d
i
n
g
[
6
]
.
On
e
t
h
em
e
wh
ich
c
o
n
ten
t
ar
ea
s
h
a
v
e
p
o
s
ed
d
if
f
icu
lti
es
to
s
tu
d
en
ts
’
lear
n
in
g
o
f
p
h
y
s
ics
is
wav
es.
W
av
es
is
d
ef
in
ed
as
a
p
h
y
s
ical
p
h
en
o
m
en
o
n
ass
o
ci
ated
with
d
is
tu
r
b
an
ce
o
f
a
m
e
d
iu
m
th
at
r
esu
lts
in
n
et
en
er
g
y
tr
an
s
f
er
b
etwe
en
a
n
y
two
p
o
i
n
ts
with
o
u
t
m
ater
i
al
tr
an
s
f
er
o
f
th
e
m
ed
iu
m
p
ar
ticles.
I
t
h
as
b
ee
n
r
ec
o
g
n
ized
as
th
ir
d
o
u
t
o
f
t
h
e
s
ix
th
em
es
in
Nig
e
r
ia’
s
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
h
y
s
ics
cu
r
r
icu
lu
m
.
W
av
es
a
r
e
co
n
s
eq
u
en
ce
o
f
in
te
r
ac
tio
n
o
f
f
ield
co
n
ce
p
ts
an
d
b
r
o
ad
l
y
en
co
m
p
ass
o
p
tics
,
ac
o
u
s
tics
an
d
elec
tr
o
m
ag
n
etis
m
.
T
h
e
f
iv
e
co
n
ten
t
ar
ea
s
o
f
wa
v
es
co
n
s
id
er
ed
f
o
r
th
e
s
tu
d
y
i
n
clu
d
e
class
if
icatio
n
o
f
wav
es,
lo
n
g
itu
d
in
al
wav
es,
tr
an
s
v
er
s
e
wav
es,
s
tan
d
in
g
wa
v
es a
n
d
p
r
o
g
r
ess
iv
e
wav
es e
q
u
atio
n
s
.
A
lo
o
k
at
th
e
C
h
ief
E
x
am
in
er
s
’
R
ep
o
r
ts
o
n
p
h
y
s
ics
p
ap
e
r
2
o
f
th
e
W
est
Af
r
ican
Sen
i
o
r
Sch
o
o
l
C
er
tific
ate
E
x
am
in
atio
n
(
W
ASSC
E
)
f
o
r
f
o
u
r
y
ea
r
s
o
f
Ma
y
/J
u
n
e
(
2
0
1
1
-
2
0
1
4
)
W
est
Af
r
ican
E
x
am
i
n
atio
n
s
C
o
u
n
cil
W
AE
C
[
7
]
in
d
icate
s
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
o
f
th
e
s
tu
d
en
ts
with
s
u
g
g
ested
r
em
ed
ial
m
ea
s
u
r
es
r
elativ
e
to
s
tu
d
en
ts
’
ac
h
iev
em
en
t
in
wav
es
item
s
o
f
th
e
s
aid
ex
am
in
atio
n
s
.
T
h
e
r
ep
o
r
ts
s
h
o
wed
th
at
s
tu
d
en
ts
m
an
if
ested
:
1
)
Po
o
r
m
aster
y
i
n
th
e
m
an
ip
u
latio
n
o
f
c
o
m
p
u
t
atio
n
al
s
k
ills
an
d
a
r
ith
m
etic
p
r
o
ce
s
s
es;
2
)
I
n
ab
ilit
y
to
c
o
n
v
er
t
p
h
y
s
ical
u
n
its
co
r
r
ec
tly
;
3
)
In
ad
eq
u
ate
g
r
asp
o
f
m
an
y
co
n
ce
p
ts
;
4
)
I
n
a
b
ilit
y
to
r
elate
ac
q
u
ir
ed
ac
k
n
o
wled
g
e
to
r
ea
l
-
lif
e
s
itu
atio
n
s
;
5
)
Po
o
r
an
d
in
c
o
m
p
lete
r
e
n
d
er
in
g
o
f
laws
an
d
d
ef
in
it
io
n
s
;
6
)
Failu
r
e
to
r
ec
o
g
n
ize
th
at
d
iag
r
am
s
a
r
e
as
im
p
o
r
tan
t
as
ex
p
lan
atio
n
s
;
7
)
L
an
g
u
ag
e
b
ar
r
ier
p
r
o
b
lem
w
h
ich
tr
an
s
lates
in
to
p
o
o
r
lan
g
u
ag
e
co
o
r
d
in
atio
n
,
f
o
r
wh
ich
th
e
s
tu
d
en
ts
wer
e
n
ei
th
er
ab
le
to
u
n
d
er
s
tan
d
th
e
d
em
an
d
s
o
f
s
o
m
e
q
u
esti
o
n
s
n
o
r
a
b
le
to
ex
p
r
ess
th
em
s
elv
es c
lear
ly
.
T
h
ese
wea
k
n
ess
es a
s
ex
u
d
ed
o
n
wav
es item
s
lar
g
ely
,
co
u
ld
b
e
s
u
s
p
ec
ted
to
h
av
e
led
to
s
tu
d
en
ts
’
lo
w
ac
h
iev
em
en
t
in
th
e
p
h
y
s
ics
ex
am
in
atio
n
s
.
T
h
e
ex
am
in
er
s
c
o
m
m
en
d
e
d
th
e
s
tu
d
en
ts
f
o
r
e
x
u
d
in
g
s
tr
en
g
th
s
in
item
s
o
f
o
t
h
er
c
o
n
ten
t
ar
ea
s
o
f
m
atter
,
s
p
ac
e
a
n
d
tim
e,
co
n
s
er
v
atio
n
p
r
in
cip
les,
f
ield
s
,
en
er
g
y
q
u
a
n
tizatio
n
an
d
d
u
ality
o
f
m
atter
,
an
d
p
h
y
s
ics in
tech
n
o
lo
g
y
.
Ag
ain
s
t
th
is
b
ac
k
d
r
o
p
,
it
is
o
b
s
er
v
ed
th
at
teac
h
er
s
an
d
s
tu
d
e
n
ts
s
ee
m
to
b
e
ca
u
g
h
t
in
th
e
web
o
f
lo
w
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
ab
ilit
ies
o
f
wav
es
co
n
ce
p
ts
[
8
,
9
]
b
ec
au
s
e
o
f
its
ass
u
m
ed
th
e
o
r
e
tical,
co
m
p
lex
an
d
ab
s
tr
ac
t
n
atu
r
e
wh
ich
ev
o
k
e
d
if
f
icu
lty
.
T
h
is
lo
w
ab
ilit
y
h
a
s
p
er
s
is
ten
tly
led
to
m
ass
f
ail
u
r
e
in
lear
n
i
n
g
a
n
d
lo
w
ac
h
iev
em
e
n
t
[
1
]
.
R
esear
ch
er
s
[
1
0
-
1
4
]
r
esp
ec
tiv
ely
,
h
av
e
lin
k
e
d
th
is
lo
w
ac
h
iev
e
m
en
t
in
wav
es
to
teac
h
er
s
’
u
s
e
o
f
p
o
o
r
an
d
in
ap
p
r
o
p
r
iate
teac
h
in
g
m
et
h
o
d
s
h
o
ld
in
g
t
h
at
th
er
e
s
h
o
u
ld
b
e
a
p
ar
ad
ig
m
s
h
if
t
f
r
o
m
th
e
co
n
v
en
tio
n
al
way
s
phy
s
i
cs
is
b
ein
g
tau
g
h
t,
to
m
o
r
e
c
r
ea
tiv
e
an
d
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es.
C
o
n
v
er
s
e
to
ac
tiv
e
tech
n
iq
u
e,
th
e
talk
a
n
d
ch
alk
tr
ad
itio
n
al
m
eth
o
d
o
f
teac
h
in
g
is
in
alien
ab
ly
ass
o
ciate
d
with
p
iece
m
ea
l
ap
p
r
o
ac
h
to
in
s
tr
u
ctio
n
d
eli
v
er
y
.
T
h
u
s
,
th
e
lear
n
er
s
ar
e
d
is
ar
m
ed
o
f
p
r
o
p
er
ly
e
q
u
i
p
p
ed
an
d
r
elev
a
n
t
k
n
o
wled
g
e,
a
n
d
o
f
th
e
k
e
y
d
is
p
o
s
itio
n
,
v
alu
es
an
d
s
k
ills
th
at
m
o
tiv
ate
an
d
em
p
o
wer
th
em
to
b
ec
o
m
e
in
f
o
r
m
e
d
citizen
s
d
r
iv
e
n
to
w
ar
d
s
cr
ea
tin
g
a
b
etter
wo
r
ld
f
o
r
th
is
an
d
f
u
tu
r
e
g
e
n
er
atio
n
[
1
5
]
.
A
clo
s
e
lo
o
k
r
ev
ea
ls
th
at
p
h
y
s
ics
teac
h
er
s
s
till
h
o
ld
o
n
to
th
e
teac
h
in
g
o
f
p
h
y
s
ics
as
in
er
t
f
ac
to
i
d
s
th
at
ar
e
g
iv
e
n
,
r
ec
ei
v
ed
an
d
ab
s
o
lu
te
,
alien
ated
f
r
o
m
th
e
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
a
n
d
d
e
v
o
id
o
f
th
e
in
te
r
ac
tiv
e
en
g
ag
e
m
en
t
o
f
th
e
lear
n
er
s
.
I
n
e
n
s
u
r
in
g
t
h
is
in
ter
ac
tiv
e
en
g
ag
em
e
n
t
.
R
ec
en
t
s
tu
d
ies
[
1
6
]
m
ain
t
ain
th
at
th
e
teac
h
e
r
an
d
s
tu
d
e
n
ts
s
h
o
u
ld
b
e
g
i
v
en
a
m
p
le
o
p
p
o
r
tu
n
ities
to
ad
o
p
t,
a
d
ap
t,
d
ev
elo
p
,
test
ex
p
er
im
en
t,
a
n
aly
ze
,
p
r
ac
tice,
e
x
p
lo
r
e,
m
ak
e
co
n
jectu
r
es,
h
y
p
o
th
esize,
ex
am
i
n
e
,
r
ef
u
te,
d
ev
is
e
p
la
n
s
,
r
ea
s
o
n
,
co
n
clu
d
e,
ju
s
tify
co
n
clu
s
io
n
,
r
ed
esig
n
a
n
d
s
h
a
r
e
d
esig
n
,
r
e
f
lect,
m
o
n
ito
r
a
n
d
ex
p
er
ien
ce
.
T
h
is
is
to
b
r
in
g
ab
o
u
t
a
cr
ea
tiv
e
-
f
r
ien
d
ly
lear
n
in
g
en
v
ir
o
n
m
en
t
an
d
p
r
o
ce
s
s
es
th
at
p
h
y
s
ics
h
as
g
o
n
e
th
r
o
u
g
h
[
1
7
]
d
ef
i
n
itiv
e
co
m
p
o
n
en
t
o
f
teac
h
in
g
at
th
e
s
tim
u
latio
n
,
g
u
id
a
n
ce
,
d
ir
ec
tio
n
an
d
en
co
u
r
a
g
em
en
t
b
y
th
e
teac
h
er
.
T
h
ese
ex
p
lo
it
s
s
im
u
late
th
e
co
m
p
lex
ity
o
f
s
tu
d
en
ts
’
life
in
a
ty
p
ical
p
h
y
s
ics
class
r
o
o
m
th
at
cr
ea
tes
c
o
n
tex
t
s
in
wh
ich
lea
r
n
in
g
ca
n
h
ap
p
en
in
te
r
m
s
o
f
ac
ce
p
tan
ce
o
f
r
esp
o
n
s
ib
ilit
ies
an
d
d
ec
is
io
n
-
m
ak
in
g
.
I
n
cr
ea
tin
g
th
ese
co
n
tex
ts
,
th
e
ac
tiv
e
tech
n
iq
u
e
f
o
u
n
d
in
p
e
d
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
s
tan
d
s
o
u
t
v
er
y
u
n
iq
u
el
y
wh
en
co
m
p
a
r
ed
t
o
th
e
c
o
n
v
en
tio
n
al
m
eth
o
d
o
f
talk
an
d
c
h
alk
d
u
e
to
a
n
aly
s
is
o
f
co
n
v
er
s
atio
n
b
illed
in
t
h
e
f
o
r
m
er
[
1
8
]
.
Fr
o
m
r
esear
ch
r
ep
o
r
ts
o
n
th
e
s
e
d
is
ar
m
in
g
ac
tio
n
s
,
p
h
y
s
ics
t
ea
ch
er
s
teac
h
co
n
s
cio
u
s
ly
b
y
d
ep
en
d
in
g
o
n
ch
alk
b
o
ar
d
d
r
awin
g
an
d
ca
r
d
b
o
ar
d
s
k
etch
in
g
with
o
u
t
r
elatin
g
th
eir
less
o
n
s
to
wh
at
o
b
tain
s
in
th
e
l
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t [
1
9
]
.
T
h
is
d
ep
en
d
en
ce
d
e
p
icts
s
ter
e
o
ty
p
ical
s
tan
ce
ev
id
en
t
in
th
e
r
ec
eiv
ed
p
r
esen
tatio
n
o
f
wav
e
s
co
n
ce
p
ts
as a
g
ain
s
t th
e
in
n
o
v
ativ
e
n
o
tio
n
o
f
co
n
s
en
s
u
al
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
an
d
m
ea
n
in
g
-
m
ak
i
n
g
b
ased
o
n
th
e
f
ac
t
th
at
b
o
th
teac
h
in
g
a
n
d
lear
n
in
g
ar
e
a
co
n
v
e
r
s
atio
n
ac
co
r
d
in
g
to
Pas
k
’
s
an
aly
s
is
[
2
0
]
.
T
h
e
r
ef
o
r
e
,
th
e
tr
e
n
d
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
33
6
-
3
4
4
338
p
er
s
is
ten
t
an
d
co
n
tin
u
o
u
s
lo
w
ac
h
iev
em
en
t o
f
s
tu
d
e
n
ts
,
in
w
h
ich
r
esear
ch
ev
id
e
n
ce
s
h
av
e
im
p
licated
teac
h
in
g
s
tr
ateg
y
as a
m
ajo
r
f
ac
to
r
in
h
i
b
itin
g
s
tu
d
en
ts
’
ac
h
iev
e
m
en
t i
n
p
h
y
s
ics,
an
alter
n
ativ
e
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
is
v
iewe
d
[
2
1
,
2
2
]
b
ased
o
n
in
v
esti
g
atin
g
th
e
ef
f
ec
ts
o
f
p
e
d
a
g
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
c
o
u
r
s
e
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
t’
s
ac
h
iev
em
e
n
t
in
wav
es.
T
h
e
s
tu
d
y
is
ess
en
tially
a
co
m
p
ar
ativ
e
ef
f
ec
tiv
en
ess
o
f
th
is
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
with
talk
a
n
d
ch
al
k
m
eth
o
d
m
o
s
t
p
o
p
u
lar
ly
u
s
ed
i
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
ph
y
s
ics
teac
h
in
g
,
with
atten
d
an
t
s
tu
d
en
ts
’
m
ass
p
r
o
m
o
tio
n
,
m
ass
f
ailu
r
e
an
d
co
n
tin
u
ally
d
ec
lin
in
g
ac
h
iev
em
en
t a
s
y
ea
r
s
co
m
e
b
y
[
2
3
]
.
Ped
ag
o
g
y
is
an
in
s
tr
u
ctio
n
al
as
well
a
s
s
y
s
tem
at
ized
lear
n
in
g
ap
p
r
o
ac
h
th
at
ap
p
lies
th
e
p
r
ac
tice,
p
r
in
cip
le
a
n
d
th
e
o
r
y
o
f
ed
u
ca
t
io
n
to
teac
h
in
g
.
P
atter
n
in
th
e
co
n
tex
t
o
f
th
is
s
tu
d
y
is
a
well
-
p
r
o
v
e
n
p
r
o
b
lem
-
s
o
lu
tio
n
p
air
p
r
esen
ted
in
a
s
tr
u
ctu
r
ed
f
o
r
m
at
[
2
4
]
.
Ped
a
g
o
g
ical
p
atter
n
is
d
ef
in
ed
as
a
teac
h
in
g
-
lear
n
in
g
ac
tiv
ity
s
eq
u
en
ce
d
esig
n
ed
to
lead
to
s
p
ec
if
ic
lear
n
in
g
o
u
tco
m
e
[
2
5
].
R
esear
ch
er
s
o
b
s
er
v
e
th
at
s
tu
d
en
ts
’
m
ass
f
ailu
r
e
in
p
h
y
s
ics
p
u
b
lic
ex
a
m
in
atio
n
s
m
ay
b
e
attr
ib
u
ted
t
o
lo
s
s
o
f
f
o
cu
s
o
n
teac
h
in
g
.
T
h
is
lo
s
s
o
f
f
o
cu
s
is
o
b
s
er
v
ab
ly
lo
ca
ted
in
m
ass
p
r
o
m
o
tio
n
in
s
ch
o
o
ls
,
wh
ich
d
e
n
o
tes
th
at
litt
le
atten
tio
n
h
as
b
ee
n
p
aid
to
e
f
f
ec
tiv
e
tech
n
iq
u
e
i
n
d
id
ac
tical
a
n
d
d
ialec
tical
is
s
u
es
f
o
r
ed
u
ca
tin
g
p
eo
p
le.
A
s
tu
d
y
[
2
6
]
en
u
n
ci
ates
th
at
d
id
ac
tical
is
s
u
es
ar
e
b
ased
o
n
s
y
s
tem
ati
c
in
s
tr
u
ctio
n
o
r
lear
n
in
g
b
y
i
n
s
tr
u
ctio
n
f
o
r
wh
ic
h
talk
an
d
ch
alk
is
lo
ca
ted
f
o
r
tr
an
s
m
is
s
io
n
o
f
k
n
o
wled
g
e
to
p
ass
iv
e
lear
n
er
s
,
wh
ile
d
ialec
tical
is
s
u
e
s
ar
e
b
ased
o
n
s
y
s
tem
atic
r
ea
s
o
n
in
g
o
r
lear
n
in
g
b
y
d
is
co
v
er
y
a
n
d
in
q
u
ir
y
f
o
r
wh
ich
p
ed
a
g
o
g
ical
p
a
tter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
is
lo
ca
ted
with
em
p
h
asis
o
n
ac
q
u
is
itio
n
o
f
k
n
o
wled
g
e
,
s
k
ills
an
d
attitu
d
es b
y
ac
tiv
e
le
ar
n
er
s.
Fro
m
th
ese
r
elatio
n
al
is
s
u
es,
E
ck
s
tein
[
1
0
]
in
n
o
v
ates
th
e
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
with
a
s
ig
n
if
ican
t
f
ea
tu
r
e
o
f
“
cr
ea
tin
g
a
co
n
tex
t
in
w
h
ich
le
ar
n
in
g
ca
n
h
a
p
p
en
.
”
I
t
is
a
f
a
m
ily
p
atter
n
o
f
f
i
v
e
in
ter
r
elate
d
,
in
ter
d
ep
en
d
en
t
a
n
d
co
m
p
letio
n
p
atter
n
s
.
T
h
is
is
b
ec
au
s
e
th
e
n
ex
t
p
atter
n
f
o
llo
ws
f
r
o
m
th
e
p
r
ev
io
u
s
o
n
e
lar
g
el
y
in
a
n
o
n
-
lin
ea
r
s
eq
u
e
n
ce
as
s
h
o
wn
in
th
e
ar
r
o
ws
lin
k
in
g
o
n
e
to
an
o
th
er
i
n
a
web
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Ped
a
g
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
[
1
0
]
R
u
n
n
in
g
a
co
u
r
s
e
is
a
p
ed
ag
o
g
ical
p
atter
n
cu
lled
f
r
o
m
a
p
a
tter
n
lan
g
u
ag
e
titl
ed
“lea
r
n
in
g
to
teac
h
an
d
lear
n
in
g
to
lear
n
.
”
T
h
e
f
iv
e
r
elate
d
p
atter
n
s
o
f
r
u
n
n
in
g
a
co
u
r
s
e
ar
e:
‘
Op
en
th
e
d
o
o
r
’
,
‘
Ask
y
o
u
r
n
eig
h
b
o
r
’
,
‘
C
h
allen
g
e
’
,
‘
W
r
ap
u
p
’
a
n
d
‘
Do
y
o
u
r
em
em
b
er
?
’
B
r
ief
ly
,
th
e
f
ir
s
t
o
n
e
“
o
p
en
th
e
d
o
o
r
”
ad
d
r
ess
es
th
e
is
s
u
es
o
f
in
tr
o
d
u
cin
g
o
r
b
e
g
in
n
in
g
o
r
s
tar
tin
g
a
less
o
n
;
teac
h
er
en
co
u
r
ag
es
s
tu
d
en
ts
to
ask
ea
c
h
o
th
er
a
b
o
u
t
th
eir
k
n
o
wled
g
e
o
f
p
o
s
s
ib
le
f
a
cto
r
s
o
f
class
if
y
in
g
wav
es.
Her
e,
p
ar
tn
e
r
in
ter
v
iew
is
u
s
ed
as
an
o
p
e
n
er
.
Par
tn
er
in
ter
v
iew
is
an
elem
e
n
t
o
f
“o
p
en
th
e
d
o
o
r
”
in
wh
ich
s
tu
d
en
ts
ar
e
allo
wed
to
in
ter
v
iew
ea
ch
o
th
e
r
at
th
e
b
eg
in
n
in
g
o
f
a
less
o
n
wh
ile
t
h
e
teac
h
er
clar
if
ies
wh
ich
q
u
esti
o
n
s
,
h
e
o
r
s
h
e
will
lik
e
th
em
to
a
n
s
wer
,
a
n
d
watc
h
es
th
e
tim
e
u
s
ed
as
s
tu
d
en
ts
ten
d
to
talk
f
o
r
ev
er
.
I
t
is
a
p
er
f
ec
t
o
p
e
n
in
g
f
o
r
p
h
y
s
ics
as
a
s
u
b
ject
r
el
ated
to
d
is
tr
ib
u
ted
o
b
jects;
it
s
h
o
ws
h
o
w
ev
er
y
o
b
ject
co
u
ld
b
e
s
er
v
er
-
o
b
ject
at
o
n
e
p
o
in
t
an
d
clien
t
-
o
b
ject
at
an
o
th
er
p
o
in
t.
A
s
er
v
er
o
b
je
ct
is
u
s
ed
to
in
itiate
an
d
ac
ce
s
s
p
r
o
p
er
ties
an
d
m
eth
o
d
in
a
s
er
v
er
wh
ile
clien
t
o
b
ject
is
a
r
ela
tio
n
s
h
ip
b
etwe
en
a
co
m
p
o
n
e
n
t
an
d
a
clien
t’
s
p
r
o
d
u
ct.
T
h
is
is
ex
em
p
lifie
d
in
a
q
u
esti
o
n
p
o
s
ed
b
y
a
p
h
y
s
ics
teac
h
er
to
a
s
tu
d
en
t
o
n
m
e
n
tio
n
in
g
f
ac
to
r
s
o
f
class
if
y
in
g
ty
p
e
o
f
wav
es.
T
h
e
s
tu
d
en
t
af
ter
m
ak
i
n
g
attem
p
t,
p
ass
es
th
e
q
u
esti
o
n
to
an
o
t
h
er
s
tu
d
en
t
f
o
r
h
el
p
.
T
h
e
s
ec
o
n
d
o
n
e,
“Ask
y
o
u
r
n
eig
h
b
o
r
”
ad
d
r
ess
es
th
e
is
s
u
e
s
o
f
g
iv
in
g
o
p
p
o
r
tu
n
ity
f
o
r
s
tu
d
en
ts
to
in
ter
ac
t
with
th
em
s
elv
es
ab
o
u
t
a
to
p
ic,
less
o
n
o
r
co
n
ce
p
t
in
tr
o
d
u
ce
d
b
y
th
e
teac
h
er
;
s
tu
d
e
n
ts
ar
e
en
c
o
u
r
a
g
ed
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
P
ed
a
g
o
g
ica
l p
a
tter
n
o
f ru
n
n
in
g
a
co
u
r
s
e
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
’
a
ch
ieve
men
t
…
(
N
kwo
I
n
ya
n
g
N
kwo
)
339
an
d
g
iv
e
n
o
p
p
o
r
tu
n
ity
t
o
th
in
k
,
ask
an
d
in
ter
ac
t
with
e
ac
h
o
th
er
a
n
d
with
t
h
e
en
v
ir
o
n
m
en
t
ab
o
u
t
p
o
s
s
ib
le
f
ac
to
r
s
th
at
co
u
ld
b
e
co
n
s
id
er
ed
f
o
r
class
if
y
in
g
t
y
p
es
o
f
wa
v
es.
T
ea
ch
er
d
r
aws
s
tu
d
en
ts
’
atten
tio
n
to
m
o
v
in
g
leav
es
an
d
b
r
an
ch
es
o
f
tr
ee
-
l
im
b
d
u
e
to
a
b
lo
win
g
win
d
ar
o
u
n
d
th
e
n
eig
h
b
o
r
h
o
o
d
o
f
th
e
class
r
o
o
m
,
a
n
d
im
ag
in
ed
m
o
v
e
m
en
t
o
f
an
o
b
ject
in
a
r
iv
er
to
s
s
ed
b
y
wav
es.
T
h
e
elem
en
ts
o
f
th
e
p
atte
r
n
ap
p
lied
in
clu
d
e
g
r
o
u
p
d
is
cu
s
s
io
n
,
co
ac
h
in
g
an
d
lear
n
er
b
a
ck
-
u
p
.
Gr
o
u
p
d
is
c
u
s
s
io
n
h
er
e
m
ea
n
s
a
co
n
v
er
s
a
tio
n
ar
is
in
g
f
r
o
m
a
less
o
n
p
r
esen
tatio
n
b
ef
o
r
e
th
e
g
r
o
u
p
o
r
wh
o
le
class
o
n
th
e
b
asis
o
f
s
tu
d
en
t
-
s
tu
d
en
t
in
ter
ac
tio
n
as
m
o
d
er
ated
b
y
th
e
p
h
y
s
ics
teac
h
er
s
.
Her
e,
a
teac
h
er
s
er
v
es
as
b
o
t
h
a
f
ac
ilit
ato
r
an
d
a
p
ar
tic
ip
an
t.
E
x
am
p
les
an
d
d
r
awb
ac
k
s
ar
e
u
s
ed
to
b
u
ttre
s
s
i
s
s
u
es
o
f
co
n
ce
r
n
as
th
e
s
t
u
d
en
ts
attem
p
t
to
f
in
d
o
u
t
f
r
o
m
o
n
e
an
o
th
er
th
e
p
o
s
s
ib
le
f
ac
to
r
s
o
f
class
if
y
in
g
ty
p
es
o
f
wav
es.
C
o
ac
h
i
n
g
o
r
s
ca
f
f
o
ld
in
g
in
th
is
co
n
tex
t
is
a
teac
h
in
g
tech
n
i
q
u
e
o
f
u
s
in
g
a
b
r
ig
h
te
r
s
tu
d
en
t
o
r
f
ast
lear
n
e
r
to
lead
wea
k
o
n
es
to
war
d
s
lear
n
i
n
g
a
task
o
f
m
e
n
tio
n
in
g
an
d
class
if
y
in
g
f
ac
to
r
s
o
f
wav
es
t
y
p
es.
L
ea
r
n
e
r
b
ac
k
-
up
is
also
a
tech
n
iq
u
e
in
w
h
ich
a
lear
n
er
r
elies
o
n
a
n
o
th
er
lear
n
er
f
o
r
co
n
tr
ib
u
tio
n
s
to
war
d
s
m
en
tio
n
in
g
f
ac
to
r
s
o
f
class
if
y
in
g
ty
p
es o
f
wav
es in
t
h
e
ab
s
en
ce
o
f
a
teac
h
er
.
T
h
e
th
ir
d
o
n
e
“c
h
allen
g
e”
p
r
o
v
id
es
o
p
p
o
r
t
u
n
ity
f
o
r
s
tu
d
en
ts
to
b
r
in
g
o
u
t
s
o
lu
tio
n
to
th
e
p
r
o
b
lem
p
o
s
ed
in
s
tead
o
f
d
ep
e
n
d
in
g
o
n
th
e
teac
h
er
as
th
e
o
n
ly
o
n
e
t
o
tr
u
s
t.
T
h
e
p
atter
n
is
p
r
em
is
e
d
o
n
th
e
f
ac
t
th
at
a
m
ix
o
f
s
tu
d
en
ts
ca
n
p
r
o
v
id
e
a
u
to
m
atic
s
o
lu
tio
n
,
b
ec
a
u
s
e
th
er
e
m
ay
n
o
t
b
e
o
n
ly
o
n
e
s
o
lu
t
io
n
b
u
t
o
f
ten
m
an
y
eq
u
ally
p
o
s
s
ib
le
co
r
r
ec
t
an
s
wer
s
f
r
o
m
m
an
y
g
r
o
u
p
s
o
f
s
tu
d
en
ts
as
m
ay
b
e
f
o
r
m
ed
.
T
ea
ch
er
en
co
u
r
ag
es
s
tu
d
en
ts
in
th
ei
r
g
r
o
u
p
s
to
in
i
tiate
th
eir
o
w
n
s
o
lu
tio
n
s
th
r
o
u
g
h
c
o
-
o
p
er
atio
n
o
r
co
llab
o
r
ati
o
n
in
o
r
d
er
to
f
in
d
o
u
t
p
o
s
s
ib
le
f
ac
to
r
s
o
f
class
if
y
in
g
wav
es
in
to
its
ty
p
es.
T
ea
ch
er
m
ay
p
r
o
v
id
e
h
in
ts
,
s
tr
u
ctu
r
es,
clu
es
an
d
q
u
esti
o
n
s
u
s
in
g
elem
en
ts
o
f
g
r
o
u
p
d
is
cu
s
s
io
n
,
co
ac
h
in
g
,
lear
n
er
b
ac
k
-
u
p
,
teac
h
er
b
ac
k
-
u
p
,
c
o
n
s
u
ltin
g
m
ater
ials
,
teac
h
er
s
o
lu
tio
n
a
n
d
p
o
s
t
-
in
s
tr
u
ctio
n
al
d
is
cu
s
s
io
n
.
T
ea
ch
e
r
b
ac
k
-
u
p
is
a
co
n
t
r
ib
u
tio
n
o
f
f
er
e
d
b
y
a
p
h
y
s
ics
teac
h
er
to
a
lear
n
er
wh
o
is
s
tu
ck
-
u
p
o
r
c
o
n
f
u
s
ed
in
th
e
co
u
r
s
e
o
f
lear
n
in
g
a
ta
s
k
o
r
co
n
ce
p
t
s
ay
,
m
en
tio
n
in
g
an
d
ass
o
c
iatin
g
f
a
cto
r
s
o
f
class
if
y
in
g
wav
es
with
ty
p
es
o
f
wav
es.
T
ea
c
h
er
s
o
l
u
tio
n
is
a
n
an
s
wer
o
r
ex
p
lan
atio
n
o
f
f
e
r
ed
b
y
a
p
h
y
s
ics
teac
h
er
to
en
a
b
le
a
lear
n
er
h
an
d
le
a
p
r
o
b
lem
s
itu
atio
n
s
u
ch
as
ass
o
ciatin
g
ea
ch
f
ac
to
r
with
ty
p
es
o
f
wav
es.
Po
s
t
-
in
s
tr
u
ctio
n
al
d
is
cu
s
s
i
o
n
is
a
co
n
v
er
s
atio
n
en
g
ag
ed
b
etwe
en
a
p
h
y
s
ics
teac
h
er
an
d
th
e
lear
n
er
s
af
te
r
th
e
f
o
r
m
al
g
r
o
u
p
o
r
wh
o
le
-
class
in
ter
ac
tio
n
.
I
t
is
en
g
ag
ed
to
f
u
r
th
er
s
h
ed
ex
p
lan
atio
n
o
n
a
task
o
r
co
n
ce
p
t
n
o
t
well
u
n
d
er
s
to
o
d
b
y
th
em
.
I
n
f
u
r
t
h
er
ass
o
ciatin
g
s
o
m
e
f
ac
to
r
s
o
f
class
if
y
in
g
wav
es
with
t
y
p
es
o
f
wav
es,
t
o
m
e
n
tio
n
f
ac
to
r
s
o
f
class
if
y
in
g
wav
es
a
n
d
a
s
s
o
ciate
th
em
with
wav
es ty
p
es.
T
h
e
f
o
u
r
th
p
atter
n
,
“wr
ap
u
p
”
co
n
cl
u
d
es
a
less
o
n
b
y
p
r
o
v
i
d
in
g
s
u
m
m
a
r
y
,
r
ev
ie
w,
r
ev
is
io
n
,
ass
ig
n
m
en
t,
h
o
m
ewo
r
k
o
n
g
r
a
d
ed
p
r
o
b
lem
s
an
d
r
ef
er
e
n
ce
to
n
ex
t d
ay
’
s
wo
r
k
.
T
ea
ch
e
r
en
c
o
u
r
ag
es st
u
d
en
ts
to
u
s
e
m
in
im
u
m
an
d
r
ef
lectiv
e
wr
ap
u
p
ap
p
r
o
ac
h
es.
I
n
eith
e
r
ca
s
e,
s
tu
d
en
ts
m
en
tio
n
k
ey
co
n
ce
p
ts
lear
n
t
an
d
s
u
m
m
ar
ize
th
em
at
t
h
e
en
d
o
f
th
e
less
o
n
(
m
in
im
u
m
wr
ap
u
p
)
o
r
at
th
e
en
d
o
f
th
e
s
ess
io
n
(
r
ef
lectiv
e
wr
ap
u
p
)
u
s
in
g
o
b
s
er
v
e
d
ex
p
e
r
ien
ce
o
f
m
o
tio
n
o
f
b
r
ee
zy
tr
ee
lim
b
an
d
im
ag
in
ed
m
o
tio
n
o
f
o
b
ject
alo
n
g
wate
r
cu
r
r
en
t
in
a
r
iv
er
t
o
s
s
ed
b
y
wav
es.
T
h
e
f
if
th
p
atter
n
,
“Do
y
o
u
r
e
m
em
b
er
?”
is
b
ased
o
n
th
e
f
ac
t
th
at
if
s
tu
d
e
n
ts
h
av
e
ca
u
s
e
t
o
p
r
o
ce
ed
af
ter
a
b
r
ea
k
f
o
r
an
h
o
u
r
,
a
d
ay
,
wee
k
e
n
d
o
r
h
o
lid
ay
,
it
i
s
lik
ely
th
at
r
eg
r
ess
io
n
m
i
g
h
t
s
et
in
.
T
h
er
e
a
r
e
s
tr
ateg
ies
th
at
ca
n
b
e
d
e
p
lo
y
e
d
b
y
th
e
teac
h
er
to
ca
u
s
e
th
e
s
tu
d
en
ts
to
r
ec
o
u
p
o
r
r
em
em
b
e
r
th
in
g
s
lear
n
t
d
ay
s
af
ter
th
e
b
r
ea
k
i
n
o
r
d
er
to
r
ef
r
esh
th
eir
m
em
o
r
ies
t
o
s
tar
t
a
f
r
esh
less
o
n
in
a
n
ew
d
ay
.
T
h
e
s
tr
ateg
ic
elem
en
ts
in
v
o
lv
ed
in
th
is
p
atter
n
in
clu
d
e
v
o
ca
b
u
lar
y
ex
er
cises
b
y
r
e
v
iew.
Her
e,
s
tu
d
en
ts
ar
e
en
co
u
r
ag
ed
to
m
e
n
tio
n
k
ey
p
o
in
ts
lear
n
t
in
th
e
class
.
T
h
ese
k
ey
p
o
in
ts
ar
e
wr
itten
o
u
t
o
n
t
h
e
ch
al
k
b
o
a
r
d
.
E
ac
h
s
tu
d
en
t
was
ask
e
d
t
o
ex
p
lain
an
y
o
n
e
in
h
is
o
r
h
er
o
wn
wo
r
d
s
.
T
h
ese
elem
en
ts
u
n
co
m
m
o
n
l
y
u
s
ed
b
y
p
h
y
s
ics
te
ac
h
er
s
in
class
r
o
o
m
p
r
esen
tatio
n
,
p
o
r
tr
a
y
th
e
p
att
er
n
o
f
r
u
n
n
i
n
g
a
co
u
r
s
e
as
a
n
o
v
el
an
d
u
n
iq
u
e
ap
p
r
o
ac
h
to
b
r
in
g
in
g
a
b
o
u
t
r
ev
o
lu
tio
n
a
r
y
class
r
o
o
m
e
x
p
e
r
ien
ce
ch
ar
ac
ter
is
tic
o
f
m
ea
n
in
g
f
u
l le
ar
n
i
n
g
.
E
ac
h
o
f
th
ese
f
i
v
e
p
atter
n
s
is
ch
ar
ac
ter
ized
b
y
th
e
f
o
u
r
s
ec
tio
n
s
o
r
ca
teg
o
r
ies
in
clu
d
in
g
:
p
r
o
b
le
m
(
f
o
r
m
u
lated
as
a
q
u
esti
o
n
)
;
f
o
r
ce
s
(
co
n
s
id
er
atio
n
s
o
r
p
u
ll
an
d
p
u
s
h
)
t
h
at
b
r
in
g
ab
o
u
t
s
o
lu
tio
n
;
s
o
lu
tio
n
(
an
s
w
er
to
t
h
e
p
r
o
b
lem
)
an
d
d
is
cu
s
s
io
n
(
ex
am
p
les
an
d
d
r
awb
ac
k
s
)
.
T
h
ese
s
ec
tio
n
s
wer
e
u
s
ed
in
p
r
ep
ar
in
g
th
e
in
s
tr
u
ctio
n
al
p
ac
k
a
g
es
em
p
l
o
y
ed
f
o
r
teac
h
in
g
th
e
e
x
p
e
r
im
en
tal
g
r
o
u
p
alo
n
g
s
id
e
th
e
teac
h
in
g
-
lear
n
in
g
ac
tiv
ities
(
T
L
As).
Similar
ly
,
a
c
o
m
p
ar
is
o
n
o
f
th
e
f
ea
t
u
r
es
o
f
talk
a
n
d
ch
alk
m
eth
o
d
wh
ich
was
u
s
ed
o
n
t
h
e
co
n
tr
o
l
g
r
o
u
p
ar
e
f
o
u
r
ele
m
en
ts
n
am
el
y
in
tr
o
d
u
ctio
n
,
e
x
p
lan
atio
n
/wr
itin
g
,
q
u
esti
o
n
in
g
an
d
s
u
m
m
ar
y
[
2
7
-
3
0
]
.
a.
I
n
tr
o
d
u
ctio
n
:
T
h
is
is
th
e
f
ir
s
t
p
r
esen
tatio
n
p
h
ase
o
f
co
m
m
en
cin
g
th
e
less
o
n
o
n
“f
ac
to
r
s
o
f
class
i
f
y
in
g
wav
es
b
y
tellin
g
o
r
talk
in
g
an
d
wr
itin
g
o
n
wh
ite
b
o
ar
d
.
T
h
e
talk
in
g
an
d
wr
itin
g
r
esp
ec
tiv
ely
ca
r
r
y
th
e
d
escr
ip
tio
n
s
o
f
“talk
a
n
d
c
h
alk
”.
b.
E
x
p
lan
atio
n
:
T
h
is
is
th
e
s
ec
o
n
d
p
r
esen
tatio
n
p
h
ase
o
f
teac
h
er
d
r
awin
g
s
tu
d
en
ts
’
atten
tio
n
to
m
o
tio
n
o
f
b
r
ee
zy
tr
e
e
lim
b
an
d
m
o
tio
n
o
f
o
b
ject
alo
n
g
wate
r
c
u
r
r
en
ts
i
n
a
r
iv
er
.
T
ea
ch
e
r
lis
ts
f
ac
to
r
s
o
f
class
if
y
in
g
wav
es
to
in
clu
d
e:
m
e
d
ia
o
f
p
r
o
p
ag
atio
n
,
en
er
g
y
tr
a
n
s
f
er
,
d
ir
ec
tio
n
o
f
d
is
p
lace
m
en
t,
d
ir
ec
tio
n
o
f
p
r
o
p
a
g
atio
n
a
n
d
p
e
r
io
d
icity
.
T
ea
ch
er
ex
p
lain
s
ea
ch
o
f
th
ese
f
ac
to
r
s
an
d
t
h
e
ty
p
es
o
f
wav
es
(
lo
n
g
itu
d
in
al,
tr
an
s
v
er
s
e,
tr
av
ellin
g
,
s
tan
d
in
g
,
p
lan
e
an
d
s
p
h
er
ical
wav
es)
a
s
s
o
ciate
d
with
ea
ch
f
ac
to
r
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
33
6
-
3
4
4
340
c.
Qu
esti
o
n
in
g
:
T
h
is
is
th
e
th
ir
d
p
r
esen
tatio
n
p
h
ase
o
f
talk
-
c
h
a
lk
m
eth
o
d
.
T
ea
ch
e
r
ask
s
s
tu
d
en
ts
to
m
en
tio
n
an
y
f
iv
e
f
ac
to
r
s
o
f
class
if
y
in
g
wav
es in
to
its
ty
p
es.
Stu
d
en
ts
ask
teac
h
er
to
f
u
r
th
er
ex
p
lain
t
y
p
es o
f
wav
es
an
d
th
e
f
ac
to
r
s
ass
o
ciate
d
wit
h
ea
ch
u
s
in
g
th
e
ex
p
er
ie
n
ce
o
f
m
o
tio
n
o
f
leav
es a
n
d
b
r
a
n
ch
e
s
o
f
b
r
ee
zy
tr
ee
lim
b
an
d
im
a
g
in
ed
m
o
tio
n
o
f
o
b
ject
f
lo
win
g
al
o
n
g
wate
r
cu
r
r
en
ts
in
a
r
iv
er
to
s
s
ed
b
y
wav
e
s
.
d.
Su
m
m
ar
y
:
T
ea
ch
e
r
co
n
clu
d
es
th
e
less
o
n
b
y
s
u
m
m
a
r
izin
g
o
n
:
1
)
Me
n
tio
n
in
g
f
iv
e
f
ac
to
r
s
co
n
s
id
er
e
d
i
n
class
if
y
in
g
ty
p
es
o
f
wav
es;
2
)
L
is
tin
g
an
d
ex
p
lain
in
g
ty
p
es
o
f
wav
es
with
ass
o
ciate
d
f
ac
to
r
s
o
f
ea
c
h
ty
p
e
u
s
in
g
th
e
o
b
s
er
v
ed
ex
p
er
ien
ce
o
f
m
o
v
in
g
leav
es
an
d
b
r
an
ch
es
o
f
a
b
r
ee
zy
tr
ee
lim
b
an
d
im
ag
in
ed
m
o
tio
n
o
f
o
b
jects
alo
n
g
wate
r
cu
r
r
e
n
t
in
a
r
iv
er
to
s
s
ed
b
y
wav
e
s
;
3
)
Ma
k
in
g
r
ef
e
r
en
ce
t
o
f
u
r
th
er
“ty
p
es
o
f
wav
es”
d
u
r
in
g
n
ex
t c
lass
.
T
h
ese
elem
en
ts
wer
e
also
u
s
ed
in
p
r
e
p
ar
in
g
th
e
i
n
s
tr
u
c
tio
n
al
p
ac
k
a
g
es
f
o
r
th
e
c
o
n
t
r
o
l
g
r
o
u
p
alo
n
g
s
id
e
th
e
teac
h
in
g
-
lear
n
i
n
g
ac
tiv
ities
(
T
L
As).
T
h
e
im
p
o
r
t
o
f
th
is
wo
r
k
is
to
ag
ain
s
h
o
w
wh
eth
er
th
e
p
er
ce
iv
ed
lo
w
ac
h
iev
em
e
n
t
o
f
f
em
ale
s
tu
d
en
ts
in
m
ale
-
d
o
m
in
ated
p
h
y
s
ics
class
r
o
o
m
s
can
b
e
im
p
r
o
v
e
d
u
s
in
g
th
e
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
c
o
u
r
s
e.
I
n
p
r
o
p
o
s
in
g
a
s
o
lu
tio
n
to
th
e
p
r
o
b
lem
ab
o
v
e,
th
is
wo
r
k
id
e
n
tifie
s
a
r
esear
ch
-
b
ased
ev
id
en
ce
o
f
lo
w
ac
h
iev
em
en
t
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
p
h
y
s
ics,
an
d
th
at
th
is
lo
w
ac
h
iev
em
en
t
is
s
u
s
p
ec
ted
to
r
esu
lt
f
r
o
m
th
eir
lar
g
ely
p
o
o
r
p
er
f
o
r
m
an
ce
in
wav
es
-
r
elate
d
item
s
in
p
u
b
lic
ex
am
in
atio
n
s
.
T
h
e
a
u
th
o
r
s
o
b
s
er
v
e
d
th
at
th
is
is
s
u
e
o
f
p
o
o
r
s
tu
d
en
ts
’
p
e
r
f
o
r
m
a
n
ce
in
p
h
y
s
ics
m
ig
h
t
b
e
tr
ac
ed
to
p
h
y
s
ics
teac
h
er
s
’
o
v
er
u
s
e
o
f
tal
k
an
d
ch
alk
m
eth
o
d
co
n
s
id
er
e
d
to
b
e
an
tit
h
etic
to
th
e
teac
h
in
g
a
n
d
lear
n
in
g
o
f
p
h
y
s
ics
an
d
th
e
m
e
o
f
wav
es
b
ec
au
s
e
o
f
its
in
h
e
r
en
t
lac
k
o
f
th
e
p
o
ten
tiality
f
o
r
tr
an
s
f
er
o
f
k
n
o
wled
g
e
d
esig
n
p
r
o
ce
s
s
es
o
f
e
x
p
er
ien
cin
g
,
co
n
ce
p
tu
alizin
g
,
an
aly
zin
g
a
n
d
ap
p
ly
in
g
[
3
1
],
an
d
s
cien
tifi
c
attitu
d
es
to
b
o
th
th
e
teac
h
er
s
an
d
th
e
lear
n
er
s
[
3
2
,
33
].
B
ec
au
s
e
o
f
th
is
lac
k
o
f
tr
an
s
f
er
ab
ilit
y
,
th
e
au
th
o
r
s
s
u
g
g
est
an
in
s
tr
u
ctio
n
al
in
ter
v
en
tio
n
th
r
o
u
g
h
en
g
ag
em
e
n
t
o
f
ac
tiv
e
tec
h
n
iq
u
es
in
wh
ich
a
c
o
o
p
er
ativ
e
an
d
co
llab
o
r
ativ
e
in
ter
ac
ti
v
e
ap
p
r
o
ac
h
[
3
4
]
f
o
u
n
d
in
p
ed
ag
o
g
ic
al
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
co
u
ld
b
e
in
v
esti
g
ated
.
T
h
is
in
v
esti
g
atio
n
is
d
ir
e
cted
at
d
eter
m
in
in
g
wh
eth
er
o
r
n
o
t
th
e
two
teac
h
in
g
m
eth
o
d
s
o
f
p
e
d
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
c
o
u
r
s
e
an
d
talk
an
d
ch
alk
ap
p
r
o
ac
h
f
o
s
ter
h
ig
h
er
s
tu
d
en
t
s
’
ac
h
iev
em
en
t
in
wav
es.
C
u
ltu
r
ally
,
g
e
n
d
er
s
ter
eo
ty
p
ical
s
tan
ce
s
ar
is
in
g
f
r
o
m
p
r
eju
d
ices
ag
ain
s
t
wo
m
en
an
d
th
e
g
ir
l
-
ch
ild
r
en
ar
e
well
k
n
o
wn
,
esp
ec
ially
in
r
o
le
ex
p
e
ctatio
n
s
an
d
ca
r
ee
r
o
p
p
o
r
tu
n
ities
[
3
5
]
.
T
h
is
s
tu
d
y
th
er
ef
o
r
e
in
ten
d
s
to
also
s
h
o
w
wh
eth
er
th
e
ef
f
ec
ts
o
f
talk
an
d
c
h
alk
ap
p
r
o
ac
h
o
n
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
f
em
ale
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t
in
p
h
y
s
ics
ca
n
b
e
r
ev
e
r
s
ed
b
y
n
o
tin
g
wh
eth
er
b
o
y
s
o
r
g
ir
ls
ac
h
iev
e
h
ig
h
er
wh
e
n
tau
g
h
t
with
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e.
T
h
e
s
tu
d
y
f
u
r
th
er
d
eter
m
i
n
ed
wh
eth
er
o
r
n
o
t
th
er
e
is
s
ig
n
if
i
ca
n
t
in
ter
ac
tio
n
ef
f
ec
t
o
f
th
e
t
wo
m
eth
o
d
s
an
d
g
en
d
er
o
n
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t
in
wav
es.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
ad
o
p
ted
th
e
q
u
asi
-
ex
p
er
im
e
n
tal
n
o
n
-
r
a
n
d
o
m
ize
d
p
r
etest
-
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
.
T
wo
s
tu
d
y
g
r
o
u
p
s
wer
e
u
s
ed
.
T
h
e
ex
p
e
r
im
en
tal
g
r
o
u
p
,
tau
g
h
t
wav
es
with
th
e
p
ed
a
g
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e,
an
d
th
e
o
th
e
r
a
co
n
tr
o
l
g
r
o
u
p
tau
g
h
t
wav
es
with
ta
lk
an
d
ch
al
k
m
eth
o
d
.
B
o
th
g
r
o
u
p
s
wer
e
tau
g
h
t
at
in
tact
class
es
an
d
s
o
n
o
r
m
al
a
n
d
r
o
u
tin
e
s
ch
o
o
l
ac
tiv
ities
wer
e
n
o
t
d
is
r
u
p
ted
.
T
h
e
ar
ea
o
f
th
e
s
tu
d
y
is
C
r
o
s
s
R
iv
er
State
an
d
th
e
s
tu
d
y
was
co
n
d
u
cted
i
n
C
alab
ar
E
d
u
ca
ti
o
n
Z
o
n
e
o
f
t
h
e
State
,
Nig
er
ia
.
T
h
e
p
o
p
u
latio
n
o
f
th
e
s
tu
d
y
was
4
,
3
2
0
s
tu
d
en
ts
an
d
th
is
co
n
s
is
ted
o
f
all
th
e
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
t
wo
(
SS
SII
)
p
h
y
s
ics
s
tu
d
en
ts
in
p
u
b
lic
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
C
alab
ar
E
d
u
ca
tio
n
Z
o
n
e.
T
h
er
e
wer
e
8
3
s
en
io
r
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
o
f
f
er
ed
p
h
y
s
ics
u
p
to
SS
I
I
in
th
e
Z
o
n
e.
Ou
t
o
f
th
ese
wer
e
30
co
-
ed
u
ca
tio
n
al
s
ch
o
o
ls
f
r
o
m
wh
ich
s
ix
s
ch
o
o
ls
wer
e
d
r
awn
o
u
t
f
o
r
t
h
e
s
tu
d
y
b
y
u
s
e
o
f
s
im
p
le
r
a
n
d
o
m
s
am
p
lin
g
tec
h
n
iq
u
e
o
f
h
at
an
d
d
r
aw.
T
h
er
e
wer
e
2
1
6
s
tu
d
e
n
ts
in
t
h
e
s
ix
in
tact
class
es
o
f
th
e
s
ix
s
ch
o
o
l
s
co
n
s
titu
ted
th
e
s
tu
d
y
s
am
p
le
.
T
h
er
e
wer
e
th
r
ee
in
tact
class
es f
o
r
ex
p
er
im
en
tal
g
r
o
u
p
an
d
th
e
o
th
e
r
th
r
ee
f
o
r
co
n
tr
o
l g
r
o
u
p
.
T
h
e
s
am
p
le
d
is
tr
ib
u
tio
n
c
o
m
p
r
is
ed
1
2
8
s
tu
d
en
ts
(
7
5
m
ales
an
d
5
3
f
e
m
ales)
f
o
r
th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
8
8
s
tu
d
e
n
ts
(
4
3
m
ales
a
n
d
4
5
f
em
ales)
f
o
r
th
e
co
n
tr
o
l g
r
o
u
p
.
T
h
e
in
s
tr
u
m
en
t
u
s
ed
f
o
r
th
e
s
tu
d
y
was
a
5
0
-
item
r
esear
ch
e
r
-
m
ad
e
test
ca
lled
Ph
y
s
ics
Ac
h
iev
em
en
t
T
est
(
PAT)
.
I
t
was
a
m
u
ltip
le
-
ch
o
i
ce
o
b
jectiv
e
test
with
ea
ch
item
m
ad
e
o
f
th
e
s
tem
,
f
iv
e
o
p
tio
n
s
,
f
o
u
r
d
is
tr
ac
to
r
s
an
d
o
n
e
k
ey
.
T
h
e
item
s
r
ef
lecte
d
to
p
ics
in
wav
es
n
am
ely
:
class
if
icatio
n
o
f
wav
es,
lo
n
g
itu
d
in
al
wav
es,
tr
an
s
v
er
s
e
wav
es,
s
tan
d
in
g
wav
es
an
d
p
r
o
g
r
ess
iv
e
wav
e’
s
eq
u
atio
n
s
as
c
o
n
ta
in
ed
in
th
e
s
en
io
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
I
I
p
h
y
s
ics
cu
r
r
icu
lu
m
.
T
h
e
in
s
tr
u
m
en
t
was
f
ac
e
-
v
alid
ated
b
y
th
r
ee
ex
p
er
ts
,
o
n
e
p
h
y
s
ics
ed
u
ca
tio
n
s
p
ec
ialis
t
an
d
two
test
an
d
m
ea
s
u
r
em
en
t
e
x
p
e
r
ts
.
T
h
ese
s
p
ec
ialis
t
an
d
ex
p
er
ts
ch
ec
k
ed
t
h
e
co
r
r
ec
tn
ess
o
f
th
e
an
s
wer
s
,
th
e
attr
ac
tiv
en
ess
o
f
th
e
d
is
tr
ac
to
r
s
an
d
clar
ity
an
d
lan
g
u
a
g
e
lev
el
o
f
th
e
item
s
.
Als
o
,
th
e
co
n
ten
t
v
alid
ity
o
f
t
h
e
in
s
tr
u
m
e
n
t
was
ascer
tain
ed
u
s
in
g
th
e
test
-
b
lu
e
p
r
i
n
t
o
f
th
e
test
.
Ap
p
ly
in
g
th
e
C
h
i
s
q
u
ar
e
test
o
f
g
o
o
d
n
ess
o
f
f
it
to
d
eter
m
in
e
th
e
c
o
n
ten
t
v
al
id
ity
,
it
was
ce
r
tifie
d
t
h
at
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
test
item
s
in
PAT
d
id
n
o
t
d
e
v
iate
s
ig
n
if
ican
tly
f
r
o
m
t
h
e
s
p
ec
if
icatio
n
o
f
th
e
b
lu
e
-
p
r
in
t
in
wh
ich
ca
s
e
2
(
3
1
.
4
1
)
>
2
(
6
.
0
5
)
.
T
h
e
d
if
f
icu
lty
in
d
ex
was
f
o
u
n
d
with
in
th
e
r
an
g
e
0
.
2
5
≤
P
≤
0
.
6
2
wh
i
le
th
e
d
is
cr
im
in
atio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
ed
a
g
o
g
ica
l p
a
tter
n
o
f ru
n
n
in
g
a
co
u
r
s
e
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
’
a
ch
ieve
men
t
…
(
N
kwo
I
n
ya
n
g
N
kwo
)
341
in
d
ex
was
f
o
u
n
d
with
in
th
e
r
an
g
e
0
.
2
5
≤
D
≤
0
.
6
6
.
T
h
e
in
te
r
n
al
co
n
s
is
ten
cy
o
f
th
e
test
item
s
was
f
o
u
n
d
b
y
d
eter
m
in
in
g
th
e
r
eliab
ilit
y
o
f
PAT
u
s
in
g
K
u
d
er
-
R
ich
ar
d
s
o
n
–
2
0
esti
m
ated
to
b
e
0
.
8
6
.
T
h
e
c
o
ef
f
icien
t
o
f
s
tab
ilit
y
o
f
PAT
b
ec
a
u
s
e
o
f
th
e
u
s
e
o
f
p
r
etest
an
d
p
o
s
ttes
t
m
ea
s
u
r
es
wer
e
d
eter
m
i
n
ed
u
s
in
g
Pear
s
o
n
–
p
r
o
d
u
ct
m
o
m
en
t c
o
r
r
elatio
n
s
tatis
tics
f
o
r
test
-
r
etest r
eliab
ilit
y
in
d
ex
o
b
tain
ed
at
0
.
8
9
.
I
n
th
e
ex
p
er
im
en
tal
p
r
o
ce
d
u
r
e
two
s
ets o
f
in
s
tr
u
ctio
n
al
p
ac
k
a
g
es we
r
e
p
r
ep
ar
e
d
f
o
r
th
e
s
tu
d
y
,
o
n
e
s
et
f
o
r
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
a
p
p
r
o
ac
h
a
n
d
th
e
o
th
er
f
o
r
tal
k
an
d
c
h
alk
(
co
n
v
en
tio
n
al)
m
eth
o
d
r
esp
ec
tiv
ely
u
s
ed
o
n
th
e
tr
ea
t
m
en
t
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
.
Six
p
h
y
s
ics
class
r
o
o
m
teac
h
er
s
,
o
n
e
f
r
o
m
ea
ch
s
ch
o
o
l
o
f
s
tu
d
y
was
u
s
ed
as
r
esear
ch
ass
is
tan
t
af
ter
en
g
ag
em
en
t
in
tr
ain
in
g
s
ess
io
n
f
o
r
co
n
tr
o
l
o
f
ex
tr
an
e
o
u
s
v
ar
iab
les
s
u
ch
as
s
u
b
ject
in
ter
ac
tio
n
,
teac
h
er
v
ar
iab
le,
test
wis
en
ess
,
in
ter
-
g
r
o
u
p
v
ar
iab
l
e
an
d
in
s
tr
u
ctio
n
al
s
itu
atio
n
v
ar
iab
le.
Fo
r
d
ata
co
llectio
n
,
th
e
r
esear
ch
er
wr
o
te
to
ea
ch
p
r
in
cip
al
o
f
th
e
s
ch
o
o
ls
o
f
s
tu
d
y
s
ee
k
in
g
p
er
m
is
s
io
n
to
u
s
e
th
eir
s
ch
o
o
l
r
eso
u
r
ce
s
f
o
r
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
.
T
h
e
in
s
tr
u
m
en
t,
PAT,
at
th
e
o
n
s
et
was
ad
m
in
is
ter
ed
as
p
r
etest
t
o
s
tu
d
e
n
ts
in
all
th
e
s
ix
s
ch
o
o
ls
.
Af
ter
th
e
p
r
etest
was
t
h
e
ex
p
er
im
en
t.
T
h
e
tr
ea
tm
en
t
last
ed
f
o
r
s
ix
wee
k
s
.
At
th
e
en
d
o
f
th
e
ex
p
er
im
e
n
t,
a
p
o
s
ttes
t
was
ad
m
in
is
ter
ed
o
n
th
e
s
ix
th
wee
k
to
all
th
e
s
u
b
jects.
T
h
e
s
co
r
es
an
d
r
esu
lts
o
f
th
e
p
r
etest
an
d
p
o
s
ttes
t
wer
e
r
ec
o
r
d
ed
an
d
k
e
p
t
s
ep
ar
ately
f
o
r
u
s
e
in
d
ata
an
aly
s
is
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resea
rc
h
qu
e
s
t
io
n
1
:
Wha
t
is
t
he
ef
f
ec
t
o
f
peda
g
o
g
ica
l
pa
t
t
er
n
o
f
runn
ing
a
co
urs
e
o
n
s
enio
r
s
ec
o
nd
a
ry
s
cho
o
l st
ud
ent
s
’
a
chiev
em
ent
in wa
v
es?
T
ab
le
1
s
h
o
ws
th
at
th
e
m
ea
n
ac
h
iev
em
en
t
s
co
r
e
o
f
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
tau
g
h
t
wav
es
with
th
e
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
i
n
g
a
c
o
u
r
s
e
s
tr
ateg
y
(
̅
=
5
9
.
5
2
)
a
n
d
(
SD
=
8
.
5
6
)
is
g
r
ea
ter
th
an
t
h
at
o
f
th
o
s
e
ta
u
g
h
t
u
s
in
g
talk
an
d
ch
alk
m
eth
o
d
(
̅
=
3
4
.
3
9
an
d
(
SD
=
6
.
3
0
)
.
T
h
is
m
ea
n
s
th
at
th
e
p
e
d
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
i
n
g
a
co
u
r
s
e
is
s
u
p
er
io
r
to
th
e
talk
a
n
d
ch
alk
m
eth
o
d
in
en
h
an
cin
g
s
tu
d
en
ts
’
ac
h
iev
em
en
t i
n
wav
es.
T
ab
le
1
.
Ad
ju
s
ted
m
ea
n
r
esu
lt
s
b
ased
o
n
teac
h
in
g
m
eth
o
d
s
M
e
t
h
o
d
V
a
r
i
a
b
l
e
A
d
j
.
̅
SD
N
R
u
n
n
i
n
g
a
c
o
u
r
se
st
r
a
t
e
g
y
5
9
.
5
2
8
.
5
6
1
2
8
Ta
l
k
a
n
d
c
h
a
l
k
m
e
t
h
o
d
3
4
.
3
9
6
.
3
0
88
3
.
2
.
Resea
rc
h
q
ue
s
t
io
n
2
:
Wha
t
i
s
t
he
ef
f
ec
t
o
f
peda
g
o
g
ica
l
m
et
ho
d
o
f
runn
ing
a
co
urs
e
o
n
s
ec
o
nd
a
ry
s
cho
o
l m
a
le
a
nd
f
ema
le
s
t
ud
ent
s
’
a
chiev
em
ent
in wa
v
es?
T
ab
le
2
s
h
o
ws
th
at
th
e
m
ea
n
ac
h
iev
em
en
t
s
co
r
e
o
f
s
ec
o
n
d
a
r
y
s
ch
o
o
l
f
em
ale
s
tu
d
e
n
ts
(
̅
=
6
3
.
0
1
a
n
d
SD
=
6
.
4
1
)
ta
u
g
h
t
wav
es
with
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
s
tr
ateg
y
is
g
r
ea
ter
th
an
th
at
o
f
m
ale
s
tu
d
en
ts
(
̅
=
5
6
.
9
6
an
d
SD
=
9
.
0
5
)
tau
g
h
t
u
s
in
g
th
e
s
am
e
s
tr
ateg
y
.
T
ab
le
2
.
Ad
ju
s
ted
m
ea
n
r
esu
lt
s
b
ased
o
n
g
e
n
d
er
G
e
n
d
e
r
g
r
o
u
p
s
M
e
a
n
̅
SD
N
M
a
l
e
5
6
.
9
6
9
.
0
5
74
F
e
mal
e
6
3
.
0
1
6
.
4
1
54
3
.
3
.
Resea
rc
h
q
ue
s
t
io
n
3
:
Wha
t
is
t
he
inte
ra
ct
io
n
ef
f
ec
t
o
f
t
e
a
ching
m
et
ho
ds
a
nd
g
ender
o
n
s
ec
o
nd
a
ry
s
cho
o
l st
ud
ent
s
’
a
chiev
em
ent
in wa
v
es?
Fro
m
T
ab
le
3
,
th
er
e
is
an
in
d
icatio
n
th
at
f
o
r
th
e
two
lev
e
ls
o
f
g
en
d
er
,
th
e
p
e
d
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
c
o
u
r
s
e
s
tr
ateg
y
is
s
u
p
er
io
r
to
th
e
c
o
n
v
e
n
tio
n
al
m
eth
o
d
.
T
h
is
is
to
s
ay
th
at
th
er
e
is
n
o
in
ter
ac
tio
n
o
f
teac
h
in
g
m
eth
o
d
s
an
d
g
en
d
e
r
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
’
ac
h
iev
em
en
t in
wa
v
es.
T
ab
le
3
.
Me
an
in
ter
ac
tio
n
e
f
f
e
ct
o
f
teac
h
in
g
m
eth
o
d
s
an
d
g
e
n
d
er
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
’
ac
h
iev
em
en
t
in
w
av
es
M
e
t
h
o
d
V
a
r
i
a
b
l
e
M
a
l
e
̅
F
e
mal
e
̅
R
u
n
n
i
n
g
a
c
o
u
r
se
st
r
a
t
e
g
y
5
6
.
9
6
6
3
.
0
2
Ta
l
k
a
n
d
c
h
a
l
k
m
e
t
h
o
d
3
2
.
6
7
3
6
.
8
6
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
33
6
-
3
4
4
342
3
.
4
.
H
y
po
t
hes
is
o
ne:
T
here
is
no
s
ig
nifica
nt
diff
er
ence
in
t
he
m
ea
n
a
chiev
em
ent
o
f
s
ec
o
n
da
ry
s
cho
o
l
s
t
ud
ent
s
’
t
a
ug
ht
wa
v
es
wit
h
peda
g
o
g
ica
l
pa
t
t
er
n
o
f
runn
ing
a
co
urs
e
a
n
d
t
ho
s
e
t
a
u
g
ht
us
ing
t
a
lk
a
nd
cha
lk
m
et
ho
d
T
h
e
an
aly
s
is
an
d
in
ter
p
r
etatio
n
o
f
d
ata
in
T
ab
le
4
co
v
er
th
e
test
in
g
o
f
h
y
p
o
t
h
eses
o
n
e
an
d
th
r
ee
.
Fro
m
T
ab
le
4
,
th
e
m
eth
o
d
s
m
ai
n
ef
f
ec
t is si
g
n
if
ican
t a
t 0
.
0
0
.
I
t m
ea
n
s
th
at
th
e
n
u
ll h
y
p
o
th
eses
o
n
e
is
r
ejec
ted
.
F
o
r
th
e
alter
n
ativ
e,
s
tatin
g
th
a
t
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
th
e
m
ea
n
ac
h
iev
em
en
t
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
tau
g
h
t
wav
es
with
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
an
d
th
o
s
e
tau
g
h
t
u
s
in
g
talk
an
d
ch
alk
m
eth
o
d
.
T
ab
le
4
.
ANCOVA
r
esu
lts
b
as
ed
o
n
g
en
d
e
r
S
o
u
r
c
e
o
f
v
a
r
i
a
t
i
o
n
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
o
f
F
C
o
v
a
r
i
a
t
e
1
0
6
8
.
2
2
1
1
0
6
8
.
2
2
1
8
.
5
4
0
.
0
0
P
r
e
t
e
s
t
1
0
6
8
.
2
2
1
1
0
6
8
.
2
2
1
8
.
5
4
0
.
0
0
M
a
i
n
e
f
f
e
c
t
s
1
0
2
2
.
1
5
1
1
0
2
2
.
1
5
1
7
.
7
4
0
.
0
0
G
e
n
d
e
r
1
0
2
2
.
1
5
1
1
0
2
2
.
1
5
1
7
.
7
4
0
.
0
0
Ex
p
l
a
i
n
e
d
2
0
9
0
.
3
8
2
1
0
4
5
.
1
8
1
8
.
1
4
0
.
0
0
R
e
si
d
u
a
l
7
1
4
4
.
5
0
1
2
4
5
7
.
6
2
To
t
a
l
9
2
3
4
.
8
8
1
2
6
7
3
.
2
9
3
.
5
.
H
y
po
t
hes
is
t
wo
:
T
here
is
n
o
s
ig
nifica
nt
diff
er
ence
i
n
t
he
m
ea
n
a
chiev
em
ent
o
f
m
a
le
a
nd
f
em
a
le
s
ec
o
nd
a
ry
s
cho
o
l st
ud
ent
s
t
a
ug
ht
wa
v
es wit
h t
he
peda
g
o
g
ica
l pa
t
t
er
n o
f
runn
ing
a
co
u
rse
T
ab
le
5
r
ev
ea
ls
th
at
g
e
n
d
er
is
s
ig
n
if
ican
t
at
0
.
0
m
ea
n
in
g
th
at
th
e
n
u
ll
h
y
p
o
th
esis
is
r
ejec
ted
f
o
r
th
e
alter
n
ativ
e.
T
h
er
ef
o
r
e,
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
m
ea
n
ac
h
iev
em
e
n
t
o
f
m
ale
an
d
f
em
ale
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
en
ts
tau
g
h
t w
av
es with
th
e
p
e
d
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e.
T
ab
le
5
.
ANCOVA
r
esu
lts
b
as
ed
o
n
i
n
ter
ac
tio
n
ef
f
ec
t o
f
teac
h
in
g
m
eth
o
d
s
an
d
g
en
d
er
S
o
u
r
c
e
o
f
v
a
r
i
a
t
i
o
n
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
o
f
F
C
o
v
a
r
i
a
t
e
2
1
8
3
.
4
4
1
2
1
8
3
.
4
4
4
3
.
9
3
0
.
0
0
P
r
e
t
e
s
t
2
1
8
3
.
4
4
1
2
1
8
3
.
4
4
4
3
.
9
3
0
.
0
0
M
a
i
n
e
f
f
e
c
t
s
3
2
9
2
5
.
7
9
2
1
6
4
6
2
.
9
0
3
3
1
.
2
4
0
.
0
0
G
e
n
d
e
r
1
1
8
8
.
4
6
1
3
1
7
3
7
.
3
2
6
3
8
.
5
8
0
.
0
0
2
-
w
a
y
i
n
t
e
r
a
c
t
i
o
n
9
4
.
2
2
1
9
4
.
2
2
1
.
9
0
0
.
1
7
M
e
t
h
o
d
g
e
n
d
e
r
9
4
.
2
2
1
9
4
.
2
2
1
.
9
0
0
.
1
7
Ex
p
l
a
i
n
e
d
3
5
2
0
3
.
4
6
4
8
8
0
0
.
8
6
1
7
7
.
0
8
0
.
0
0
R
e
si
d
u
a
l
1
0
4
8
7
.
8
8
2
1
1
4
9
.
7
0
To
t
a
l
4
5
6
9
1
.
3
3
2
1
5
2
1
2
.
5
2
3
.
6
.
H
y
po
t
hes
is
t
hree
:
T
here
is
no
s
ig
nifica
nt
inte
ra
ct
io
n
b
et
wee
n
t
ea
ching
m
et
ho
ds
a
nd
g
ender
o
n
s
ec
o
nd
a
ry
s
cho
o
l st
ud
ent
s
’
a
chiev
em
ent
in wa
v
es
T
ab
le
4
s
h
o
ws
th
e
2
-
way
i
n
ter
ac
tio
n
ef
f
ec
t o
f
teac
h
in
g
m
et
h
o
d
s
an
d
g
e
n
d
er
.
T
h
is
in
ter
ac
tio
n
ef
f
ec
t
is
n
o
t
s
ig
n
if
ican
t
at
0
.
1
7
,
m
ea
n
in
g
th
at
th
e
n
u
ll
h
y
p
o
th
esis
th
r
ee
is
r
etain
ed
.
T
h
u
s
,
th
er
e
is
n
o
s
ig
n
if
ican
t
in
ter
ac
tio
n
ef
f
ec
t
o
f
teac
h
in
g
m
eth
o
d
s
an
d
g
e
n
d
er
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
’
ac
h
iev
e
m
en
t
in
wav
es.
T
h
is
f
u
r
th
er
im
p
lies
th
at
th
e
ef
f
ec
t
o
f
teac
h
in
g
m
eth
o
d
s
at
th
e
lev
els o
f
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
an
d
talk
an
d
ch
alk
m
eth
o
d
is
th
e
s
am
e
at
all
lev
els
o
f
g
en
d
er
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
t
s
’
ac
h
iev
em
en
t
in
wav
es.
R
esu
lts
in
T
ab
le
1
s
h
o
wed
th
a
t th
e
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
s
tr
ateg
y
is
s
u
p
er
io
r
to
th
e
co
n
v
en
tio
n
al
m
eth
o
d
in
f
o
s
ter
in
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
’
ac
h
iev
em
en
t
in
wav
es.
T
h
e
s
tu
d
en
ts
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
ac
h
iev
e
d
h
i
g
h
er
m
ea
n
s
co
r
e
(
̅
=
5
9
.
5
2
)
th
a
n
th
o
s
e
in
th
e
c
o
n
tr
o
l
g
r
o
u
p
(
̅
=
3
4
.
3
9
)
.
Als
o
,
s
tu
d
en
ts
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
o
b
tain
ed
h
ig
h
er
m
ea
n
ac
h
iev
em
en
t
s
co
r
e
r
ev
ea
le
d
in
m
eth
o
d
m
ain
e
f
f
ec
t
(F
=
6
3
8
.
5
8
)
.
T
h
is
im
p
lied
th
at
th
e
p
ed
a
g
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
af
f
ec
ted
s
tu
d
e
n
ts
m
o
r
e
p
o
s
itiv
ely
th
an
th
e
talk
-
c
h
alk
m
eth
o
d
.
T
h
is
r
esu
lt
ag
r
ee
s
with
th
e
s
tu
d
ies
o
f
Of
f
o
r
in
Nwa
n
k
wo
[
1
2
]
an
d
Od
o
[
3
4
]
th
at
th
er
e
is
u
r
g
en
t
n
ee
d
f
o
r
a
p
a
r
a
d
ig
m
s
h
if
t
f
r
o
m
t
h
e
co
n
v
en
tio
n
al
way
p
h
y
s
ics
is
b
ein
g
tau
g
h
t
in
th
e
class
r
o
o
m
,
to
a
m
o
r
e
c
r
ea
tiv
e
p
atter
n
th
at
is
lear
n
er
s
’
f
r
ien
d
ly
.
I
n
ad
d
itio
n
,
o
n
h
y
p
o
th
esis
two
th
at
s
ay
s
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
th
e
m
ea
n
ac
h
iev
em
en
t
o
f
m
ale
an
d
f
em
ale
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
tau
g
h
t
wav
es
with
p
ed
a
g
o
g
ica
l
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e,
th
e
f
in
d
i
n
g
s
s
h
o
wed
th
at
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
ac
h
ie
v
em
en
t
o
f
m
ale
an
d
f
e
m
ale
s
tu
d
en
ts
tau
g
h
t
u
s
in
g
p
ed
a
g
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
c
o
u
r
s
e
m
eth
o
d
.
I
n
T
ab
le
2
,
m
ale
s
tu
d
en
ts
o
b
tain
e
d
less
m
ea
n
ac
h
iev
em
en
t
s
co
r
e
(
̅
=
5
6
.
9
6
)
th
an
f
e
m
ale
s
tu
d
en
ts
’
m
e
an
ac
h
iev
em
en
t
s
co
r
e
(
̅
=
6
3
.
0
1
)
.
Similar
ly
,
o
n
th
e
g
en
d
e
r
an
d
m
eth
o
d
m
ain
e
f
f
ec
ts
(
F
=
1
7
.
7
4
)
at
0
.
0
5
lev
el
o
f
s
ig
n
if
ican
ce
.
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
P
ed
a
g
o
g
ica
l p
a
tter
n
o
f ru
n
n
in
g
a
co
u
r
s
e
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
’
a
ch
ieve
men
t
…
(
N
kwo
I
n
ya
n
g
N
kwo
)
343
T
ab
le
5
s
h
o
ws
th
at
th
e
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
d
is
cr
im
in
ated
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
’
ac
h
iev
em
en
t
in
wav
es.
T
h
is
f
in
d
in
g
wa
s
s
u
p
p
o
r
ted
b
y
Nig
er
ia’
s
s
tatis
tics
o
f
p
h
y
s
ics
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
in
Ma
y
/J
u
n
e
(
2
0
0
8
-
2
0
1
6
)
W
est
Af
r
ican
Seco
n
d
ar
y
Sch
o
o
l
C
er
tific
ate
E
x
am
in
atio
n
r
esu
lts
o
f
m
ale
an
d
f
em
ale
s
tu
d
en
ts
.
T
h
e
r
esu
lts
wer
e
ap
p
r
aised
an
d
it
r
ev
ea
led
s
u
p
er
io
r
p
e
r
f
o
r
m
an
ce
o
f
f
em
ale
s
tu
d
en
ts
to
m
ale
s
tu
d
e
n
ts
in
p
h
y
s
ics
f
o
r
n
i
n
e
y
ea
r
s
co
n
s
is
ten
tly
.
T
h
is
ev
id
en
ce
w
as
s
h
o
wn
in
h
i
g
h
er
m
ea
n
p
er
ce
n
tag
e
cr
e
d
it
p
ass
(
1
–
6
)
f
o
r
f
em
ale
s
tu
d
e
n
ts
(
6
2
.
6
1
%),
th
an
m
ale
s
tu
d
en
ts
(
5
6
.
5
3
%)
[
5
]
.
T
h
e
u
s
e
o
f
co
n
tex
tu
alize
d
teac
h
in
g
-
lear
n
i
n
g
p
r
ac
tice
en
v
ir
o
n
m
en
t
in
w
h
ich
th
e
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
c
o
u
r
s
e
th
r
iv
es
s
ee
m
ed
to
b
e
m
o
r
e
f
e
m
ale
-
f
r
ien
d
ly
.
Her
e,
b
o
y
s
an
d
g
ir
ls
p
ar
ticip
ated
in
wa
v
es
lear
n
in
g
task
s
th
r
o
u
g
h
co
-
o
p
e
r
ativ
e
an
d
co
llab
o
r
ativ
e
lear
n
in
g
g
r
o
u
p
s
i
n
wh
ich
r
o
les
ar
e
well
d
ef
in
e
d
an
d
r
elate
d
s
o
th
at
ev
er
y
o
n
e
h
as e
q
u
al
ch
an
ce
to
ex
h
ib
it c
o
m
p
eten
ce
an
d
b
e
m
o
r
e
m
o
tiv
a
ted
to
p
ar
ticip
ate
[
3
6
]
.
Su
c
h
p
ar
ticip
atio
n
b
r
o
u
g
h
t
ab
o
u
t
th
e
p
h
e
n
o
m
en
al
tu
r
n
in
g
p
o
in
t
in
ac
h
iev
em
e
n
t
in
f
av
o
r
o
f
f
e
m
ale
s
tu
d
en
ts
.
Desp
ite
th
is
s
u
p
er
io
r
ac
h
iev
em
en
t
o
f
r
u
n
n
in
g
a
co
u
r
s
e
o
v
er
talk
an
d
ch
alk
,
it
is
h
eld
th
at
it
m
ig
h
t
b
e
m
is
lead
in
g
to
co
n
clu
d
e
th
at
latter
p
ed
ag
o
g
ies
s
u
ch
as
r
u
n
n
in
g
a
co
u
r
s
e
s
u
p
er
s
ed
e
f
o
r
m
er
o
n
es
s
u
ch
as
talk
an
d
ch
alk
.
T
h
e
m
o
r
e
th
in
g
ch
an
g
es
,
th
e
m
o
r
e
t
h
ey
s
tay
th
e
s
am
e.
Mo
r
e
s
o
,
th
e
is
s
u
e
o
f
g
en
d
er
-
r
elate
d
ac
h
iev
e
m
en
t
in
s
cien
ce
s
u
b
jects
an
d
m
ath
em
atics is
n
o
t
co
n
clu
s
iv
e
b
ec
au
s
e
o
f
s
ee
m
in
g
co
n
f
li
ctin
g
r
esear
ch
r
e
p
o
r
t a
s
r
e
p
lete
in
liter
atu
r
e
[
3
7
]
.
F
o
r
r
esear
ch
q
u
esti
o
n
3
a
n
d
4
,
th
e
h
y
p
o
th
esis
th
r
ee
s
tatin
g
th
at
th
e
r
e
is
n
o
in
ter
ac
tio
n
ef
f
ec
t
o
f
teac
h
in
g
m
eth
o
d
s
an
d
g
e
n
d
er
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
ac
h
iev
em
en
t
in
wav
es,
th
e
r
esu
lts
o
f
f
in
d
in
g
s
h
o
wed
th
at
th
er
e
is
n
o
in
t
er
ac
tio
n
o
f
teac
h
i
n
g
m
eth
o
d
s
an
d
g
en
d
e
r
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
ac
h
iev
em
en
t
i
n
wav
es.
T
ab
le
3
s
h
o
w
ed
th
at
th
e
m
ea
n
i
n
ter
ac
tio
n
ef
f
ec
t
o
f
p
e
d
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
in
g
a
co
u
r
s
e
o
n
m
ale
(
̅
=
5
6
.
9
6
)
a
n
d
f
em
ale
(
̅
=
6
3
.
0
2
)
s
tu
d
e
n
ts
’
ac
h
iev
em
en
t
in
wav
es
is
in
cr
ea
s
in
g
ly
h
ig
h
er
th
an
th
at
o
f
talk
an
d
c
h
alk
o
n
m
a
le
(
̅
=
3
2
.
6
7
)
an
d
f
em
ale
(
̅
=
3
6
.
8
6
)
s
tu
d
en
t
s
’
ac
h
iev
e
m
en
t
in
wav
es.
T
ab
le
4
s
h
o
ws
th
e
2
-
wa
y
in
ter
ac
tio
n
o
f
teac
h
in
g
m
eth
o
d
s
a
n
d
g
en
d
er
(
F
=
1
.
9
)
at
0
.
1
7
s
ig
n
if
ican
t
lev
el,
im
p
lies
th
a
t
th
er
e
is
n
o
in
ter
ac
tio
n
o
f
teac
h
in
g
m
eth
o
d
s
an
d
g
en
d
e
r
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
ac
h
iev
em
en
t
in
wav
es.
T
h
is
m
ea
n
s
th
at
th
e
p
ed
ag
o
g
i
ca
l
p
atter
n
o
f
r
u
n
n
i
n
g
a
co
u
r
s
e
s
tr
ateg
y
ca
n
b
e
u
s
ed
to
te
ac
h
b
o
th
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
’
in
th
e
s
am
e
class
to
p
r
o
d
u
ce
th
e
s
am
e
ac
h
iev
em
en
t
in
wav
es.
T
h
is
f
in
d
in
g
s
ee
m
s
to
ag
r
ee
with
th
at
o
f
Ner
v
ile
[
1
1
]
an
d
Od
o
[
3
4
]
wh
o
in
v
esti
g
ated
a
b
o
u
t
ch
an
g
in
g
p
ed
a
g
o
g
ical
p
r
o
ce
s
s
es
an
d
f
o
u
n
d
th
at
teac
h
er
m
ad
e
s
ig
n
if
ica
n
t
p
r
o
g
r
ess
in
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
’
ac
h
iev
em
en
t
th
er
eb
y
r
esu
ltin
g
in
class
r
o
o
m
r
ev
o
lu
tio
n
ar
y
e
x
p
er
ien
ce
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
co
n
clu
d
e
d
th
at
s
tu
d
en
ts
’
class
r
o
o
m
r
e
v
o
lu
tio
n
ar
y
ex
p
e
r
ien
ce
is
ac
q
u
ir
e
d
b
ec
au
s
e
th
e
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
i
n
g
a
co
u
r
s
e
is
s
u
p
er
io
r
to
th
e
co
n
v
en
tio
n
al
talk
an
d
ch
alk
m
eth
o
d
in
f
o
s
ter
in
g
s
tu
d
en
ts
’
ac
h
iev
em
en
t
i
n
wav
es
th
r
o
u
g
h
cr
ea
tin
g
a
co
n
te
x
t
in
wh
ich
p
h
y
s
ics
lear
n
in
g
ca
n
h
ap
p
en
.
T
h
e
p
atter
n
o
f
r
u
n
n
i
n
g
a
co
u
r
s
e
d
o
es
n
o
t
d
is
cr
im
in
ate
b
etwe
en
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
h
en
ce
n
o
i
n
ter
ac
tio
n
e
f
f
ec
t
o
f
teac
h
in
g
m
eth
o
d
s
an
d
g
en
d
e
r
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l stu
d
en
ts
’
ac
h
iev
em
en
t in
wa
v
es.
T
h
e
s
t
u
d
y
r
ec
o
m
m
en
d
e
d
th
at
p
ed
ag
o
g
ic
al
p
atter
n
o
f
r
u
n
n
in
g
a
c
o
u
r
s
e
s
tr
ateg
y
s
h
o
u
ld
b
e
ad
o
p
ted
in
th
e
Nig
er
ian
s
ec
o
n
d
ar
y
s
ch
o
o
l
ed
u
ca
tio
n
s
y
s
tem
an
d
f
o
r
tr
ai
n
in
g
o
f
teac
h
er
s
.
G
o
v
er
n
m
en
t
at
all
lev
els
s
h
o
u
ld
co
llab
o
r
ate
with
all
s
tak
eh
o
ld
er
in
e
d
u
ca
tio
n
to
g
a
r
n
er
e
v
er
y
r
eso
u
r
ce
(
b
o
th
m
ater
ial
an
d
p
er
s
o
n
n
el)
t
o
o
r
g
an
ize
in
-
s
er
v
ice
tr
ain
in
g
i
n
th
e
f
o
r
m
o
f
c
o
n
f
er
e
n
ce
s
,
wo
r
k
s
h
o
p
s
a
n
d
s
em
in
ar
s
f
o
r
teac
h
er
s
in
o
r
d
er
to
d
is
cu
s
s
h
o
w
th
is
cr
ea
tiv
e
an
d
i
n
n
o
v
ativ
e
m
eth
o
d
ca
n
b
e
m
a
d
e
p
r
ac
tica
b
le
in
t
h
e
class
r
o
o
m
an
d
r
esear
ch
e
r
s
o
n
p
ed
ag
o
g
ical
p
atter
n
o
f
r
u
n
n
i
n
g
a
c
o
u
r
s
e
s
tr
ateg
y
s
h
o
u
ld
ascer
tain
its
in
ten
s
iv
en
ess
in
ter
m
s
o
f
c
o
s
t
an
d
m
ater
ials
s
o
as to
b
e
g
u
id
e
d
in
th
e
r
ev
iew
o
f
s
ec
o
n
d
a
r
y
s
ch
o
o
l p
h
y
s
ics cu
r
r
ic
u
lu
m
.
RE
F
E
R
E
NC
E
S
[1
]
Iv
o
wi,
U.
M
.
O.
,
“
Ac
h
iev
e
m
e
n
t
lev
e
l
in
u
n
d
e
rsta
n
d
i
n
g
p
h
y
sic
s
c
o
n
c
e
p
ts
in
se
c
o
n
d
a
ry
sc
h
o
o
l
s
,”
J
o
u
r
n
a
l
o
f
Res
e
a
rc
h
in
C
u
rr
icu
lu
m
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
23
–
3
4
,
1
9
9
3
.
[2
]
Nig
e
rian
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
a
n
d
De
v
e
lo
p
m
e
n
t
Co
u
n
c
il
(NERD
C)
,
S
e
n
io
r
se
c
o
n
d
a
ry
sc
h
o
o
l
p
h
y
s
ics
c
u
rr
icu
lu
m.
Ab
u
ja:
F
e
d
e
ra
l
M
in
istry
o
f
E
d
u
c
a
ti
o
n
,
2
0
0
9
.
[3
]
Id
ieg
e
,
K.
J.,
Ele
n
wo
k
e
,
U.
E.
,
a
n
d
Ok
o
re
,
S
.
E
.
,
“
S
c
ien
c
e
la
b
o
ra
to
ry
:
Re
so
u
rc
e
to
o
ls
f
o
r
q
u
a
li
t
y
d
e
li
v
e
ry
o
f
se
c
o
n
d
a
ry
sc
h
o
o
l
c
h
e
m
istry
c
o
n
c
e
p
t
fo
r
tec
h
n
o
l
o
g
y
a
n
d
e
c
o
n
o
m
ic
d
e
v
e
lo
p
m
e
n
t
in
Nig
e
ria
,”
M
u
lt
i
d
isc
ip
l
in
a
ry
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
Per
sp
e
c
ti
v
e
,
v
o
l
.
6
, n
o
.
2
,
p
p
.
1
2
5
-
1
3
9
,
2
0
1
7
.
[4
]
Ne
ji
,
H.
A.,
Ntib
i,
J.
E
.
a
n
d
Ag
u
b
e
,
C.
C.
,
“
Co
m
m
u
n
ica
ti
n
g
c
h
e
m
istry
a
n
d
p
h
y
sic
s
th
ro
u
g
h
h
a
n
d
s
-
o
n
a
c
ti
v
it
ies
:
A
sc
a
lab
le
in
n
o
v
a
ti
v
e
a
p
p
ro
a
c
h
t
o
p
ro
m
o
te
st
u
d
e
n
ts’
p
e
rfo
rm
a
n
c
e
a
n
d
e
n
trep
re
n
e
u
rial
sk
il
ls
,
”
M
u
lt
id
isc
ip
li
n
a
ry
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
Per
sp
e
c
ti
v
e
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
32
-
3
9
,
2
0
1
7
.
[5
]
Nk
wo
,
N.
I.
,
“
Eff
e
c
ts
o
f
p
e
d
a
g
o
g
ica
l
p
a
tt
e
rn
o
f
r
u
n
n
in
g
a
c
o
u
rse
o
n
se
c
o
n
d
a
r
y
sc
h
o
o
l
stu
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
i
n
wa
v
e
s
,
”
Un
p
u
b
li
sh
e
d
P
h
.
D
Th
e
si
s
,
Eb
o
n
y
i
S
tate
U
n
iv
e
rsit
y
,
Ab
a
k
a
li
k
i
,
Ni
g
e
ria,
2
0
2
0
.
[6
]
Uc
h
e
,
S
.
C.
,
“
As
se
ss
m
e
n
t
o
f
st
u
d
e
n
ts’
lea
rn
i
n
g
in
sc
ien
c
e
,”
A
k
a
mk
p
a
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
M
a
t
h
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
31
-
4
4
,
1
9
9
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
33
6
-
3
4
4
344
[7
]
Wes
t
Afric
a
n
Ex
a
m
in
a
ti
o
n
s
Co
u
n
c
il
(W
AEC)
,
“
Ch
ief
Ex
a
m
in
e
rs
’
re
p
o
rt
o
n
p
h
y
sic
s
p
a
p
e
r
2
M
a
y
/Ju
n
e
(
2
0
1
1
–
2
0
1
4
)
,
”
S
id
m
a
c
h
Tec
h
n
o
l
o
g
ies
(
Nig
e
ria) L
td
,
2
0
1
2
–
2
0
1
5
.
[8
]
Ok
e
b
u
k
o
la,
P
.
A.
,
Bey
o
n
d
t
h
e
ste
re
o
typ
e
s
to
n
e
w
tra
jec
to
rie
s
in
sc
ien
c
e
tea
c
h
in
g
.
Tex
t
o
f
sp
e
c
ial
lec
tu
re
p
re
se
n
ted
a
t
th
e
4
3
rd
S
c
ien
c
e
Tea
c
h
e
rs
As
so
c
iatio
n
o
f
Nig
e
ria
(S
TAN
)
a
n
d
Co
m
m
o
n
we
a
lt
h
As
so
c
iati
o
n
o
f
S
c
ien
c
e
,
Tec
h
n
o
l
o
g
y
a
n
d
M
a
t
h
e
m
a
ti
c
s E
d
u
c
a
to
rs (CAS
TM
E)
,
Au
g
u
st
,
2
2
,
2
0
0
2
.
[9
]
Nk
wo
,
N.
I.
,
“
In
f
lu
e
n
c
e
o
f
n
o
n
-
sc
ien
ti
fic
b
e
li
e
f
m
isc
o
n
c
e
p
ti
o
n
s
o
n
se
n
io
r
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
in
p
h
y
sic
s
,”
J
o
u
rn
a
l
o
f
t
h
e
S
c
ien
c
e
T
e
a
c
h
e
rs
Asso
c
ia
ti
o
n
o
f
N
ig
e
ria
(J
S
T
AN)
,
v
o
l.
54
,
n
o
.
1
,
p
p
.
37
-
5
4
,
2
0
1
9
.
[1
0
]
Eck
ste
in
,
J.
,
“
Lea
rn
in
g
t
o
tea
c
h
a
n
d
lea
rn
in
g
t
o
lea
rn
:
Ru
n
n
i
n
g
a
c
o
u
rse
,
”
Pro
c
e
e
d
i
n
g
s
of
E
u
ro
PL
o
P
2
0
0
0
,
UK
V
Ko
n
sta
n
z
,
2
0
0
1
.
[1
1
]
Ne
rv
il
e
,
M
.
,
T
e
a
c
h
in
g
mu
lt
imo
d
a
l
li
ter
a
c
y
u
si
n
g
th
e
lea
r
n
in
g
b
y
d
e
sig
n
a
p
p
ro
a
c
h
t
o
p
e
d
a
g
o
g
y
.
M
e
lb
o
u
rn
e
Un
iv
e
rsity
P
re
ss
a
n
d
C
o
m
m
o
n
G
ro
u
n
d
,
2
0
0
8
.
[1
2
]
Nw
a
n
k
wo
,
A.
O.
,
Hist
o
ry
o
f
e
d
u
c
a
ti
o
n
i
n
Ni
g
e
ria
.
E
n
u
g
u
:
T
o
n
s a
n
d
To
n
s,
2
0
1
4
.
[1
3
]
Nn
e
ji
,
S
.
O.
,
“
Eff
e
c
t
o
f
d
a
rt
g
a
m
e
o
n
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
t
s’
in
tere
s
t
i
n
a
l
g
e
b
ra
,”
J
o
u
rn
a
l
o
f
t
h
e
S
c
ien
c
e
T
e
a
c
h
e
rs
Asso
c
ia
ti
o
n
o
f
N
ig
e
ria
(
J
S
T
AN)
,
v
o
l
.
54
,
n
o
.
1,
p
p
.
1
-
9
,
2
0
1
9
.
[1
4
]
S
e
n
tu
r
k
,
S
.
a
n
d
Du
ra
n
,
V.
,
“
Li
fe
l
o
n
g
lea
rn
in
g
ten
d
e
n
c
ies
in
a
d
u
l
t
e
d
u
c
a
ti
o
n
,
”
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
t
io
n
(IJ
ER
E)
,
v
o
l.
9
,
n
o
.
1,
p
p
.
1
-
9
,
2
0
2
0
.
[1
5
]
Ek
wu
e
m
e
,
C.
O.
,
Ek
o
n
,
E.
E.
,
a
n
d
Eze
n
wa
-
Ne
b
ife,
D.
C.
,
“
Ed
u
c
a
ti
o
n
fo
r
s
u
sta
in
a
b
il
it
y
t
h
r
o
u
g
h
a
c
a
d
e
m
ic
fre
e
d
o
m
,
”
Glo
b
a
l
J
.
Ed
u
c
.
Res
.
,
v
o
l.
1
5
,
p
p
.
23
-
3
0
,
2
0
1
6
.
[1
6
]
Uw
a
e
z
u
o
k
e
,
F
.
O.
a
n
d
C
h
a
rles
-
Og
a
n
,
G
.
,
“
Tea
c
h
in
g
m
a
th
e
m
a
ti
c
s
c
re
a
ti
v
e
ly
in
t
h
e
ju
n
io
r
se
c
o
n
d
a
ry
c
las
se
s
,”
Glo
b
a
l
J
.
E
d
u
c
.
Res
.
,
v
o
l.
1
5
,
p
p
.
1
-
6,
2
0
1
6
.
[1
7
]
Bid
we
ll
,
C.
E.
,
“
Th
e
so
c
ial
p
sy
c
h
o
lo
g
y
o
f
tea
c
h
i
n
g
,
”
In
R
o
b
e
rt
M
.
W.
Tras
v
e
rs
,
Ed
.
S
e
c
o
n
d
Ha
n
d
b
o
o
k
Res
e
a
rc
h
in
T
e
a
c
h
in
g
.
C
h
ica
g
o
:
Ra
n
d
M
c
Na
ll
y
Co
l
leg
e
,
1
9
7
3
.
[1
8
]
M
g
b
e
k
e
m
,
M
.
A.
,
e
t
a
l.
,
“
Tea
c
h
in
g
p
ra
c
ti
c
e
e
x
p
e
rien
c
e
s
o
f
n
u
rsin
g
stu
d
e
n
ts:
A
c
o
m
p
a
ris
o
n
b
e
twe
e
n
d
irec
t
e
n
tr
y
a
n
d
g
e
n
e
ric
stu
d
e
n
ts
o
f
De
p
a
rtm
e
n
to
f
Nu
rsi
n
g
S
c
ien
c
e
,
Un
i
v
e
rsit
y
o
f
Ca
l
a
b
a
r,
Ca
lab
a
r
,”
Glo
b
a
l
J
.
Ed
u
c
.
Res
.
,
v
o
l.
1
5
,
p
p
.
7
-
2
2
,
2
0
1
6
.
[1
9
]
Nk
wo
,
N.
I.
,
“
Re
-
c
u
lt
iv
a
t
in
g
sc
ien
ti
fic atti
tu
d
e
s in
se
c
o
n
d
a
r
y
sc
h
o
o
l
p
h
y
sic
s stu
d
e
n
ts f
o
r
a
c
a
d
e
m
ic i
n
teg
rit
y
,
”
P
a
p
e
r
P
re
se
n
ted
a
t
th
e
M
a
id
e
n
Na
t
io
n
a
l
Co
n
fer
e
n
c
e
o
f
Fa
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Cr
o
ss
Riv
e
r
Un
i
v
e
rsity
o
f
Tec
h
n
o
lo
g
y
,
Ca
lab
a
r
Cro
ss
Riv
e
r
S
tate
,
Nig
e
ri
a
,
2
0
1
9
.
[2
0
]
P
a
sk
,
G
.
,
Co
n
v
e
rs
a
ti
o
n
a
l
t
h
e
o
ry
:
Ap
p
li
c
a
ti
o
n
s i
n
e
d
u
c
a
ti
o
n
a
n
d
e
p
i
ste
mo
lo
g
y
.
Am
ste
rd
a
m
:
El
se
v
ier
,
1
9
7
6
.
[2
1
]
S
u
le,
M
.
A.
,
“
S
u
p
e
rv
isi
o
n
o
f
stu
d
e
n
ts’
lea
rn
in
g
a
c
ti
v
it
ies
i
n
u
n
i
v
e
rsiti
e
s
a
n
d
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
t
h
e
to
tal
p
e
rso
n
i
n
Cro
ss
Riv
e
r
S
tate
,”
M
u
l
ti
-
d
isc
i
p
li
n
a
ry
J
o
u
r
n
a
l
o
f
Res
e
a
rc
h
a
n
d
Per
sp
e
c
ti
v
e
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
1
4
0
-
1
4
9
,
2
0
1
7
.
[2
2
]
Nk
wo
,
N.
I
.
,
“
Ne
e
d
s
re
q
u
irem
e
n
ts
fo
r
imp
lem
e
n
tati
o
n
o
f
p
h
y
sic
s
in
tec
h
n
o
l
o
g
y
c
u
rricu
l
u
m
o
n
se
n
io
r
se
c
o
n
d
a
r
y
sc
h
o
o
l
st
u
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
i
n
Nig
e
ria,
”
Brit
.
I
n
t
.
J
.
Ed
u
c
.
a
n
d
S
o
c
.
S
c
i
.
,
v
o
l.
6
,
n
o
.
6
,
p
p
.
1
-
1
1
,
2
0
1
9
.
[2
3
]
Nk
wo
,
N.
I.
a
n
d
Ns
u
n
g
o
,
A.
,
“
Re
c
e
n
t
tren
d
i
n
d
a
ta
-
h
a
n
d
li
n
g
te
c
h
n
iq
u
e
s
fo
r
se
n
io
r
se
c
o
n
d
a
r
y
s
c
h
o
o
l
stu
d
e
n
ts’
p
h
y
sic
s
p
ra
c
ti
c
a
l
in
Ni
g
e
ria
,”
M
u
l
ti
-
d
isc
ip
l
in
a
ry
J
.
Res
.
a
n
d
Per
sp
e
c
ti
v
e
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
1
0
0
-
1
1
5
,
2
0
1
7
.
[2
4
]
Re
u
p
in
g
,
A.
,
“
P
ro
jec
t
d
o
c
u
m
e
n
ta
ti
o
n
m
a
n
a
g
e
m
e
n
t
,
”
Pro
c
e
e
d
in
g
s
o
f
Eu
ro
P
L
o
P
,
Ag
il
e
d
o
c
u
m
e
n
tat
io
n
:
A
p
a
tt
e
rn
g
u
i
d
e
to
p
r
o
d
u
c
in
g
li
g
h
twe
ig
h
t
d
o
c
u
m
e
n
ts f
o
r
so
f
twa
re
p
ro
jec
ts.
C
h
ich
e
ste
r
:
Jo
h
n
Wi
ll
e
y
&
S
o
n
s L
t
d
,
2
0
0
3
.
[2
5
]
Lau
ril
lard
,
D.
a
n
d
Lj
u
b
o
jev
ic,
D
.
,
Eva
l
u
a
ti
n
g
le
a
n
i
n
g
d
e
sig
n
s
t
h
r
o
u
g
h
t
h
e
fo
rm
a
l
re
p
re
se
n
ta
ti
o
n
o
f
p
e
d
a
g
o
g
ic
a
l
p
a
tt
e
rn
s
.
Lo
n
d
o
n
:
Lo
n
d
o
n
Kn
o
wl
e
d
g
e
Lab
.
U.K,
2
0
0
9
.
[2
6
]
Welli
n
g
to
n
,
J.
J.
,
“
W
h
a
t’s
su
p
p
o
se
d
t
o
h
a
p
p
e
n
,
S
ir?
S
o
m
e
p
ro
b
lem
s
with
d
isc
o
v
e
r
y
lea
rn
i
n
g
,
”
J
o
u
rn
a
l
o
f
th
e
S
c
ien
c
e
T
e
a
c
h
e
rs
Asso
c
ia
t
io
n
o
f
Nig
e
ria
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
1
6
8
–
1
8
0
,
1
9
8
2
.
[2
7
]
Emin
a
,
F
.
I
.
,
Ai
g
b
o
m
ian
,
D.
O.
a
n
d
I
n
o
m
ies
a
,
E.
A.
,
“
S
u
b
jec
t
m
e
th
o
d
i
n
n
a
tu
ra
l
sc
ien
c
e
s
,
”
A
h
a
n
d
b
o
o
k
f
o
r
t
h
e
tea
c
h
in
g
o
f
sc
ien
c
e
s.
Ag
b
o
r:
Ce
n
t
ra
l
Bo
o
k
s L
imited
,
1
9
9
3
.
[2
8
]
Ek
a
wu
,
D.
O
.,
Eg
b
e
,
C
.
A
.
a
n
d
Eg
im,
S
.
,
“
Histo
ry
tea
c
h
in
g
m
e
th
o
d
,
”
i
n
Oru
E
b
a
m
a
n
d
M
.
J.
Ad
a
,
Ed
s
.
In
stru
c
ti
o
n
a
l
M
e
t
h
o
d
s.
Ca
lab
a
r:
Ce
n
tau
r
P
u
b
li
s
h
e
rs
,
1
9
9
8
.
[2
9
]
In
g
wu
,
E.
O.
,
O
g
a
r,
M
.
N
.
a
n
d
Ad
a
,
M
.
J.
,
“
G
e
n
e
ra
l
tea
c
h
in
g
m
e
th
o
d
s
,
”
i
n
Oru
E
b
a
m
a
n
d
M
.
J.
Ad
a
,
E
d
s
.
In
stru
c
ti
o
n
a
l
M
e
t
h
o
d
s
.
Ca
lab
a
r:
Ce
n
tau
r
P
u
b
li
s
h
e
rs
,
1
9
9
8
.
[3
0
]
Ad
e
o
y
e
,
F
.
M
.
,
e
t
a
l
.
,
E
d
u
.
2
4
4
:
S
u
b
jec
t
me
th
o
d
s
II
p
h
y
sic
s
fo
r
u
n
d
e
rg
ra
d
u
a
tes
.
Na
ti
o
n
a
l
O
p
e
n
Un
iv
e
rsity
o
f
Nig
e
ria (NOU
N),
Lag
o
s:
M
o
k
s S
e
rv
ice
s In
tern
a
ti
o
n
a
l
Lt
d
,
2
0
0
6
.
[3
1
]
Nk
wo
,
N.
I.
,
“
S
c
ien
ti
fic
a
tt
r
ib
u
tes
o
f
p
h
y
sic
s
e
d
u
c
a
ti
o
n
fo
r
tran
sfo
r
m
a
ti
o
n
,
re
f
o
rm
a
ti
o
n
a
n
d
m
o
ra
l
d
e
v
e
lo
p
m
e
n
t
in
a
d
e
p
re
ss
e
d
e
c
o
n
o
m
y
,”
In
t
.
J
.
Rec
e
n
t
In
n
o
v
.
in
Ap
p
l
.
Ph
y
s
.
a
n
d
Ap
p
l
.
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
1
-
1
4
,
2
0
1
8
.
[3
2
]
Eff
io
n
g
,
U
.
U.,
N
k
wo
,
N.
I.
,
a
n
d
Ud
o
,
N.
N.
,
“
Tes
t
t
y
p
e
s,
st
u
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
in
se
n
io
r
se
c
o
n
d
a
r
y
sc
h
o
o
l
p
h
y
sic
s,
e
ra
d
ica
ti
o
n
o
f
p
o
v
e
rty
a
n
d
h
u
n
g
e
r
in
Nig
e
ria
,
”
IOS
R
-
J
R
M
E,
v
o
l.
4
,
n
o
.
1
,
v
e
r.
ii
i,
p
p
.
1
-
5
,
2
0
1
4
.
[3
3
]
Ka
lan
tzis,
M
.
a
n
d
Co
p
e
B.
,
“
Th
e
tea
c
h
e
r
a
s
a
d
e
sig
n
e
r:
P
e
d
a
g
o
g
y
in
th
e
n
e
w
m
e
d
ia
a
g
e
,
”
E
-
lea
rn
i
n
g
a
n
d
Di
g
it
a
l
M
e
d
ia
,
v
o
l.
7
,
n
o
.
3
,
p
p
.
2
0
0
-
2
2
2
,
2
0
1
0
.
[3
4
]
Od
o
,
E
.
E.
,
“
Eff
e
c
ts
o
f
ji
g
sa
w
in
s
tru
c
ti
o
n
a
l
stra
teg
y
o
n
se
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts’
a
c
h
ie
v
e
m
e
n
t
in
c
h
e
m
istry
,
”
Un
p
u
b
li
sh
e
d
P
h
.
D T
h
e
sis,
Eb
o
n
y
i
S
tate
Un
i
v
e
rsity
,
A
b
a
k
a
li
k
i,
E
b
o
n
y
i
S
tate
,
Nig
e
ria,
2
0
1
9
.
[3
5
]
An
u
g
w
o
,
M
.
N.
,
“
Ev
a
lu
a
ti
o
n
i
n
stru
m
e
n
t
u
se
d
b
y
p
rima
ry
a
n
d
se
c
o
n
d
a
ry
sc
h
o
o
l
tea
c
h
e
rs:
Im
p
l
ica
ti
o
n
fo
r
t
h
e
re
fo
rm
s
a
n
d
tran
sfo
rm
a
ti
o
n
o
f
g
irl
-
c
h
il
d
e
d
u
c
a
ti
o
n
,
”
I
n
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
o
f
F
o
ru
m
fo
r
Af
ric
a
n
W
o
me
n
Ed
u
c
a
ti
o
n
a
l
ists i
n
N
ig
e
ria
,
v
o
l.
2
,
n
o
.
1,
2
0
1
0
.
[3
6
]
Ba
k
e
r,
D.
R
.
,
A
Fem
a
le
-
frien
d
ly
s
c
ien
c
e
c
la
ss
ro
o
m.
In
Re
se
a
rc
h
m
a
tt
e
rs
to
th
e
sc
ien
c
e
tea
c
h
e
r.
A p
u
b
li
c
a
ti
o
n
o
f
t
h
e
Na
ti
o
n
a
l
As
so
c
iati
o
n
o
f
Re
se
a
rc
h
in
S
c
ien
c
e
Tea
c
h
i
n
g
.
Ne
w
Yo
rk
:
M
a
c
m
il
lan
Re
se
a
rc
h
M
a
tt
e
rs
In
d
e
x
-
NA
RS
T,
1
9
9
6
.
[3
7
]
S
u
k
o
lata
m
b
a
y
a
,
I.
,
“
T
h
e
imp
a
c
t
o
f
p
rio
r
e
x
p
o
s
u
re
to
b
io
l
o
g
y
term
i
n
o
l
o
g
ies
o
n
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
o
f
se
c
o
n
d
a
r
y
sc
h
o
o
l
st
u
d
e
n
ts i
n
Du
tsi
n
-
M
a
M
e
t
ro
p
o
li
s
,
”
J
.
S
c
i
.
T
e
a
c
h
e
r A
ss
o
c
.
o
f
Nig
e
ria
,
v
o
l.
54
,
n
o
.
1
,
p
p
.
11
-
1
8
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.