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1
State
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Hig
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1
7
/2
0
1
8
s
ch
o
o
l
y
ea
r
d
ec
r
ea
s
ed
co
m
p
ar
ed
to
t
h
e
a
v
er
ag
e
2
0
1
6
/2
0
1
7
s
ch
o
o
l
y
ea
r
.
O
n
e
o
f
t
h
e
p
r
o
b
le
m
s
i
s
th
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g
eo
m
etr
y
a
n
d
m
ea
s
u
r
e
m
e
n
t
m
a
ter
ial
o
b
tain
ed
b
y
th
e
av
er
ag
e
ab
s
o
r
p
tio
n
o
f
s
tu
d
en
t
s
b
y
5
0
.
6
5
.
Ma
in
l
y
r
elate
d
to
th
e
m
ater
ia
l
o
f
th
e
r
ec
ta
n
g
le
an
d
tr
ia
n
g
le
t
h
at
tes
ted
co
n
s
i
s
ted
o
f
t
h
e
f
ir
s
t
i
n
d
icato
r
co
n
ce
r
n
in
g
d
eter
m
i
n
i
n
g
th
e
cir
cu
m
f
er
en
ce
o
f
t
h
e
t
w
o
f
lat
s
tr
u
ct
u
r
es
w
h
ic
h
co
in
cid
e
d
w
it
h
o
n
e
s
id
e
an
d
th
e
ir
s
ize
w
er
e
k
n
o
w
n
,
w
h
il
e
th
e
s
ec
o
n
d
i
n
d
icato
r
co
n
ce
r
n
in
g
d
eter
m
in
i
n
g
th
e
ar
ea
o
f
ca
r
d
b
o
ar
d
w
as
u
s
ed
to
m
ak
e
ca
p
ital
letter
s
.
T
h
e
p
e
r
ce
n
tag
e
o
f
s
tu
d
e
n
ts
c
o
r
r
ec
t
f
r
o
m
th
e
f
ir
s
t
in
d
icato
r
is
4
9
.
8
1
%,
an
d
th
e
s
ec
o
n
d
in
d
icato
r
is
5
0
.
5
6
%.
So
,
th
e
p
er
ce
n
tag
e
o
f
t
h
e
t
w
o
i
n
d
icato
r
s
in
d
i
r
ec
tl
y
in
d
icate
s
t
h
at
s
t
u
d
en
t
s
'
m
a
th
e
m
atic
s
is
lo
w
.
Ma
th
e
m
atica
l
co
n
n
ec
t
io
n
ab
i
lit
y
i
s
o
n
e
o
f
t
h
e
es
s
en
tial
ab
ilit
ies
t
h
at
m
u
s
t
b
e
p
o
s
s
ess
ed
an
d
d
ev
elo
p
ed
in
h
ig
h
s
c
h
o
o
l
s
t
u
d
en
ts
.
T
h
e
ter
m
m
a
th
e
m
atica
l
co
n
n
ec
tio
n
i
m
p
lie
s
t
h
e
s
a
m
e
ch
ar
ac
ter
is
tic
o
f
th
e
o
p
i
n
io
n
s
o
f
ex
p
er
ts
,
n
a
m
el
y
th
e
e
x
is
te
n
ce
o
f
li
n
k
s
b
et
w
ee
n
id
ea
s
,
co
n
ce
p
t
s
,
p
r
in
cip
les,
p
r
o
ce
s
s
es,
m
at
h
e
m
a
tical
co
n
te
n
t
a
n
d
th
e
o
r
em
s
,
an
d
t
h
e
r
elatio
n
s
h
ip
o
f
m
ath
e
m
at
ical
co
n
te
n
t
w
it
h
t
h
e
co
n
te
n
t
o
f
o
t
h
er
f
ield
s
o
f
s
tu
d
y
o
r
ev
er
y
d
a
y
p
r
o
b
lem
s
[
6
]
.
Fro
m
t
h
e
s
ta
n
d
ar
d
o
f
teac
h
i
n
g
,
m
ath
e
m
at
i
cs
ca
n
s
u
m
m
ar
ize
th
e
ab
ilit
y
o
f
m
at
h
e
m
atica
l
c
o
n
n
ec
ti
o
n
s
in
th
r
ee
m
aj
o
r
co
m
p
o
n
en
ts
[
3
]
,
n
a
m
el
y
(
a)
r
ec
o
g
n
izi
n
g
a
n
d
u
s
i
n
g
th
e
r
elatio
n
s
h
ip
s
b
et
w
ee
n
id
ea
s
in
m
at
h
e
m
atic
s
,
(
b
)
u
n
d
er
s
tan
d
in
g
h
o
w
th
e
r
elatio
n
s
h
ip
o
f
m
at
h
e
m
a
tical
id
ea
s
an
d
f
o
r
m
i
n
g
n
e
w
m
ath
e
m
ati
ca
l
id
ea
s
to
p
r
o
d
u
ce
a
co
m
p
r
eh
en
s
iv
e
r
elatio
n
s
h
ip
,
an
d
(
c)
r
ec
o
g
n
izin
g
an
d
ap
p
ly
i
n
g
o
n
e
m
at
h
e
m
a
tical
co
n
ten
t
to
o
th
er
m
at
h
e
m
a
tical
co
n
ten
t
an
d
en
v
ir
o
n
m
en
t
s
o
u
ts
id
e
m
a
th
e
m
atic
s
.
I
n
m
o
r
e
d
etail,
th
e
ab
ilit
y
o
f
m
ath
e
m
at
ical
co
n
n
e
ctio
n
s
ca
n
b
e
ca
teg
o
r
ized
in
4
a
s
p
ec
ts
[
7
]
,
n
a
m
el
y
(
a)
co
n
n
ec
tio
n
s
b
et
w
ee
n
m
at
h
e
m
a
tical
to
p
ics
th
at
li
n
k
b
et
w
ee
n
co
n
ce
p
ts
o
r
p
r
in
cip
les
in
th
e
s
a
m
e
to
p
ic,
(
b
)
co
n
n
ec
tio
n
s
b
et
w
ee
n
m
at
h
e
m
atica
l
to
p
ics
t
h
at
li
n
k
m
ate
r
ial
b
et
w
ee
n
s
p
ec
if
ic
to
p
ics
w
ith
t
h
e
m
at
er
ial
i
n
o
th
er
to
p
ics,
(
c)
th
e
co
n
n
ec
tio
n
b
et
w
ee
n
m
ater
ial
a
n
d
s
cien
c
e
o
th
er
th
an
m
at
h
e
m
atics,
a
n
d
(
d
)
th
e
co
n
n
ec
tio
n
w
it
h
d
ail
y
li
f
e.
B
ased
o
n
p
r
eli
m
in
ar
y
d
ata
c
o
n
d
u
cted
o
n
Sep
te
m
b
er
2
7
-
2
9
,
2
0
1
8
,
s
tu
d
en
ts
i
n
Mo
j
o
lab
an
1
State
J
u
n
io
r
Hig
h
Sc
h
o
o
l
(
h
i
g
h
s
c
h
o
o
l
ca
teg
o
r
y
)
,
B
u
l
u
1
State
J
u
n
io
r
Hig
h
Sc
h
o
o
l
(
m
ed
i
u
m
s
c
h
o
o
l
ca
teg
o
r
y
)
,
an
d
Gr
o
g
o
l
3
State
J
u
n
io
r
Hig
h
S
ch
o
o
l
(
lo
w
s
c
h
o
o
l
ca
teg
o
r
y
)
g
iv
e
n
a
m
ath
e
m
atic
s
test
co
n
t
ain
i
n
g
co
n
n
ec
tio
n
s
m
at
h
e
m
a
tics
.
T
h
e
test
s
w
er
e
m
ath
e
m
at
ical
co
n
n
ec
tio
n
s
b
et
w
ee
n
s
a
m
e
to
p
ics,
m
a
t
h
e
m
atica
l
co
n
n
ec
tio
n
s
b
et
w
ee
n
s
p
ec
if
ic
to
p
ics
w
ith
o
th
er
to
p
ics,
m
at
h
e
m
atica
l
co
n
n
ec
t
io
n
s
w
it
h
s
cie
n
ce
o
th
er
th
an
m
at
h
e
m
a
tics
,
m
at
h
e
m
a
tical
co
n
n
ec
tio
n
s
w
i
th
d
is
cip
li
n
es
o
th
er
t
h
an
m
a
th
e
m
atics,
a
n
d
m
at
h
e
m
atica
l
co
n
n
ec
tio
n
s
w
it
h
ev
er
y
d
a
y
li
f
e.
St
u
d
en
ts
w
h
o
w
er
e
g
iv
en
t
h
e
test
al
m
o
s
t
all
d
id
n
o
t
an
s
w
er
co
r
r
ec
tly
.
I
n
ad
d
itio
n
,
th
e
r
esu
lts
o
f
o
b
s
er
v
atio
n
s
a
n
d
in
ter
v
ie
w
s
c
o
n
d
u
cted
w
ith
m
at
h
e
m
atics
te
ac
h
er
s
s
h
o
w
th
at
:
(
a)
s
tu
d
en
t
s
ar
e
less
ab
le
to
u
s
e
m
at
h
e
m
a
tical
co
n
ce
p
ts
an
d
p
r
o
ce
d
u
r
es
d
u
e
to
lack
o
f
u
n
d
er
s
ta
n
d
i
n
g
o
f
p
r
eli
m
i
n
ar
y
k
n
o
w
led
g
e
o
r
p
r
er
eq
u
is
ites
o
f
th
e
m
ater
ial
tau
g
h
t
p
r
ev
io
u
s
l
y
,
(
b
)
s
tu
d
en
t
s
ar
e
less
ab
le
to
ap
p
ly
m
a
th
e
m
atica
l
co
n
ce
p
ts
o
u
ts
id
e
t
h
e
to
p
ic
o
f
m
at
h
e
m
atics
b
ec
au
s
e
th
e
y
ac
c
u
s
to
m
e
d
to
b
ein
g
g
iv
e
n
d
i
f
f
er
en
t
p
r
o
b
lem
s
f
r
o
m
w
h
at
th
e
teac
h
er
ex
e
m
p
li
f
ies
b
u
t
a
r
e
s
till
i
n
t
h
e
s
a
m
e
co
n
ce
p
t,
an
d
(
c)
th
e
teac
h
er
s
til
l
ap
p
lies
d
ir
ec
t
lear
n
i
n
g
,
m
ea
n
in
g
teac
h
er
-
ce
n
ter
ed
lea
r
n
in
g
,
t
h
e
teac
h
er
r
ec
o
r
d
s
in
f
o
r
m
at
io
n
o
n
t
h
e
b
o
ar
d
o
r
ex
p
lain
s
it
i
n
f
r
o
n
t
o
f
th
e
class
,
w
h
ile
s
t
u
d
en
t
s
co
p
y
in
t
h
eir
n
o
teb
o
o
k
s
o
r
lis
ten
to
w
h
at
t
h
e
teac
h
e
r
s
ay
s
.
T
h
er
ef
o
r
e,
th
e
m
at
h
e
m
atica
l
co
n
n
ec
tio
n
ab
ilit
y
o
f
State
J
u
n
io
r
Hig
h
S
ch
o
o
l
s
tu
d
en
t
s
in
S
u
k
o
h
ar
j
o
R
eg
en
c
y
is
in
d
icate
d
to
b
e
r
elativ
el
y
lo
w
.
On
e
lear
n
i
n
g
m
o
d
el
th
a
t
is
ex
p
ec
ted
to
b
e
ab
le
t
o
im
p
r
o
v
e
m
at
h
e
m
atica
l
co
n
n
ec
tio
n
ab
ilit
y
is
th
e
P
OGI
L
lear
n
i
n
g
m
o
d
el.
T
h
e
P
OGI
L
lear
n
in
g
m
o
d
el
co
m
b
i
n
es
th
e
m
eth
o
d
s
o
f
g
u
id
ed
in
q
u
ir
y
an
d
co
o
p
er
ativ
e
le
ar
n
in
g
[
8
]
.
T
h
e
m
ec
h
a
n
is
m
o
f
t
h
e
P
OGI
L
lear
n
in
g
m
o
d
el
co
m
es
f
r
o
m
t
h
e
co
m
b
in
at
io
n
o
f
th
e
m
et
h
o
d
o
lo
g
y
o
f
P
O
(
P
r
o
c
ess
Or
ie
n
ted
)
an
d
GI
(
Gu
id
ed
I
n
q
u
ir
y
)
[
9
]
.
T
h
e
GI
s
ec
tio
n
is
ac
h
iev
ed
th
r
o
u
g
h
th
e
u
s
e
o
f
ca
r
e
f
u
ll
y
d
esi
g
n
ed
lear
n
i
n
g
c
y
cle
ac
ti
v
itie
s
to
g
u
id
e
s
t
u
d
en
t
s
to
w
ar
d
s
t
h
e
c
o
n
s
tr
u
ct
io
n
o
f
t
h
eir
u
n
d
er
s
ta
n
d
in
g
.
T
h
e
e
x
p
er
ien
ce
o
f
d
is
co
v
er
y
ca
n
i
n
cr
ea
s
e
th
e
co
n
f
id
e
n
ce
o
f
s
t
u
d
en
t
s
to
u
n
d
er
s
ta
n
d
a
n
d
r
e
m
e
m
b
er
m
o
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e.
T
h
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P
O
p
ar
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es
f
r
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t
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s
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o
f
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m
all
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T
h
e
p
o
s
itiv
e
d
ep
en
d
en
c
y
t
h
at
r
esu
lt
s
in
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2
0
2
0
:
3
9
4
-
4
0
0
396
s
m
al
l
g
r
o
u
p
s
etti
n
g
s
h
as
b
ee
n
s
h
o
w
n
to
w
ea
k
e
n
f
ee
li
n
g
s
o
f
is
o
latio
n
an
d
co
m
p
etitio
n
,
w
h
ich
o
f
ten
co
r
r
elate
w
it
h
ac
h
iev
e
m
e
n
t o
r
f
ail
u
r
e
in
tr
ad
itio
n
al
class
r
o
o
m
e
n
v
ir
o
n
m
en
ts
.
T
h
e
P
OGI
L
lear
n
i
n
g
m
o
d
el
is
a
lear
n
in
g
m
o
d
el
th
at
ca
n
p
r
o
v
id
e
o
p
p
o
r
tu
n
itie
s
f
o
r
s
t
u
d
en
t
s
to
in
ter
ac
t,
ap
p
r
ec
iate,
an
d
b
u
ild
th
eir
k
n
o
w
led
g
e.
Sel
f
-
co
n
s
tr
u
ctio
n
ca
n
m
a
k
e
th
e
p
r
o
ce
s
s
o
f
s
to
r
in
g
s
t
u
d
en
t
s
'
m
e
m
o
r
y
k
n
o
w
led
g
e
lo
n
g
er
a
n
d
d
ev
elo
p
th
eir
th
in
k
i
n
g
s
k
il
ls
[
1
0
]
.
I
n
its
i
m
p
le
m
e
n
tat
io
n
,
th
e
P
OGI
L
lear
n
in
g
m
o
d
el
b
ased
o
n
f
iv
e
k
e
y
id
ea
s
ab
o
u
t
lear
n
in
g
o
b
tain
ed
f
r
o
m
r
esear
ch
r
esu
lts
in
co
g
n
iti
v
e
s
cie
n
ce
[
1
1
]
.
I
n
th
e
s
tu
d
y
it
w
as
co
n
cl
u
d
e
d
th
at
s
t
u
d
en
ts
w
o
u
ld
lear
n
b
y
(
a)
b
u
ild
in
g
th
eir
u
n
d
er
s
tan
d
i
n
g
b
ased
o
n
p
r
ev
io
u
s
k
n
o
w
led
g
e,
ex
p
er
ien
ce
,
s
k
ills
,
attitu
d
es,
an
d
b
elief
s
,
(
b
)
f
o
llo
w
i
n
g
a
lear
n
i
n
g
c
y
cle
th
at
i
n
clu
d
ed
ex
p
lo
r
atio
n
o
f
co
n
ce
p
t
f
o
r
m
atio
n
an
d
ap
p
licatio
n
,
(
c)
co
n
n
ec
tin
g
an
d
d
escr
ib
in
g
co
n
ce
p
t
s
,
(
d
)
d
is
cu
s
s
an
d
in
ter
ac
t
w
i
th
o
th
er
s
,
an
d
(
e)
r
ef
lect
th
e
d
e
v
elo
p
m
e
n
t
an
d
ev
a
lu
at
io
n
o
f
ac
tio
n
s
.
P
OGI
L
lear
n
in
g
m
o
d
el
d
esig
n
[
1
2
,
13
]
,
n
a
m
e
l
y
t
h
e
lear
n
i
n
g
c
y
cle
th
at
b
u
ild
s
th
eir
u
n
d
er
s
ta
n
d
in
g
co
n
s
is
ti
n
g
o
f
o
r
ien
tatio
n
,
ex
p
lo
r
atio
n
,
co
n
ce
p
t
f
o
r
m
atio
n
,
ap
p
licatio
n
,
an
d
clo
s
u
r
e.
A
l
s
o
,
s
o
th
at
s
tu
d
e
n
ts
h
av
e
s
u
f
f
icien
t
s
k
i
lls
,
ea
ch
m
e
m
b
er
o
f
th
e
g
r
o
u
p
h
as
t
h
eir
r
esp
ec
tiv
e
r
o
les.
T
h
e
ass
ig
n
m
e
n
t
o
f
r
o
les
w
ill
b
e
d
if
f
er
e
n
t
at
ea
ch
m
ee
ti
n
g
;
it
in
ten
d
ed
th
at
t
h
e
y
co
n
tr
ib
u
te
to
ea
ch
o
th
er
to
s
o
lv
e
p
r
o
b
lem
s
an
d
h
a
v
e
in
d
i
v
id
u
al
r
esp
o
n
s
ib
ilit
ie
s
.
T
h
e
r
o
le
o
f
s
tu
d
en
ts
i
n
th
e
clas
s
ca
n
b
e
as a
m
a
n
a
g
er
,
r
ec
o
r
d
er
,
p
r
esen
ter
,
an
d
r
ef
lecto
r
.
Stu
d
e
n
ts
ca
n
n
o
t
r
ely
s
o
lel
y
o
n
class
r
o
o
m
lear
n
in
g
w
h
ic
h
is
o
n
ly
f
o
u
r
h
o
u
r
s
o
f
s
t
u
d
y
p
er
w
ee
k
.
T
h
e
s
u
cc
ess
o
f
lear
n
i
n
g
m
u
s
t
h
av
e
a
s
t
u
d
en
t
's
s
elf
-
a
w
ar
e
n
es
s
to
le
ar
n
in
d
ep
en
d
en
tl
y
i
n
ad
d
itio
n
to
lear
n
in
g
i
n
class
.
An
o
th
er
f
ac
to
r
n
ee
d
ed
in
t
h
e
s
u
cc
e
s
s
o
f
a
lear
n
i
n
g
p
r
o
ce
s
s
is
s
el
f
-
r
e
g
u
lat
ed
lea
r
n
in
g
.
Ya
n
g
i
n
[
6
]
r
ep
o
r
ted
th
at
s
tu
d
e
n
ts
w
h
o
h
a
v
e
h
i
g
h
s
el
f
-
r
e
g
u
lated
lear
n
i
n
g
:
(
a)
ten
d
to
lear
n
b
etter
in
th
eir
s
u
p
er
v
is
i
o
n
t
h
an
in
p
r
o
g
r
a
m
s
u
p
er
v
is
io
n
,
(
b
)
a
b
le
to
m
o
n
ito
r
,
ev
al
u
ate
an
d
m
an
a
g
e
t
h
eir
lear
n
i
n
g
e
f
f
ec
tiv
el
y
,
(
c)
s
av
e
ti
m
e
i
n
co
m
p
let
in
g
t
h
eir
w
o
r
k
,
an
d
(
d
)
m
an
a
g
i
n
g
lear
n
i
n
g
a
n
d
ti
m
e
e
f
f
icien
tl
y
.
Self
-
r
eg
u
lated
lear
n
i
n
g
co
n
s
is
ts
o
f
4
ca
teg
o
r
ies
[
1
4
]
,
n
a
m
e
l
y
co
g
n
iti
v
e,
m
e
taco
g
n
itiv
e,
s
el
f
-
m
an
a
g
e
m
e
n
t,
an
d
m
o
t
iv
atio
n
.
C
o
g
n
iti
v
e
s
tr
ate
g
ies ar
e
as
s
o
ci
ated
w
it
h
co
g
n
iti
v
e
b
eh
a
v
io
r
s
an
d
p
r
o
ce
s
s
es u
s
ed
b
y
s
t
u
d
en
t
s
d
u
r
i
n
g
t
h
eir
lea
r
n
in
g
to
co
m
p
lete
a
s
s
i
g
n
m
e
n
ts
o
r
ac
h
ie
v
e
ac
ad
e
m
ic
g
o
als.
Me
taco
g
n
iti
v
e
s
tr
ateg
ie
s
in
v
o
l
v
e
p
r
e
d
ictio
n
,
p
lan
n
i
n
g
,
m
o
n
ito
r
in
g
an
d
ev
a
lu
atio
n
t
h
at
h
elp
in
d
i
v
id
u
al
s
c
o
n
tr
o
l
an
d
m
a
n
ag
e
th
eir
co
g
n
i
tiv
e
p
r
o
ce
s
s
es.
Sel
f
-
m
a
n
a
g
e
m
e
n
t
s
tr
ate
g
ie
s
e
m
b
o
d
y
s
tr
ate
g
ies
s
u
c
h
as
co
n
tr
o
llin
g
an
d
m
a
n
ag
i
n
g
th
e
ti
m
e
an
d
en
v
ir
o
n
m
e
n
t
o
f
l
ea
r
n
in
g
,
ef
f
o
r
t,
co
o
p
er
atio
n
an
d
s
ee
k
in
g
h
e
lp
.
Mo
tiv
atio
n
al
s
tr
ateg
ies
i
n
cl
u
d
in
g
in
tr
i
n
s
ic
v
al
u
es,
s
el
f
-
e
f
f
icac
y
,
an
d
an
x
iet
y
i
n
t
h
e
test
s
ta
n
d
as
t
h
e
las
t
d
i
m
e
n
s
io
n
o
f
s
e
lf
-
r
eg
u
lated
lear
n
in
g
.
T
h
e
s
tr
u
ctu
r
e
o
f
t
h
e
p
r
o
ce
s
s
o
f
s
el
f
-
r
e
g
u
latio
n
lear
n
in
g
co
n
s
is
ts
o
f
t
h
r
ee
m
a
in
p
r
o
ce
s
s
es
[
1
5
]
,
n
a
m
el
y
f
o
r
eth
o
u
g
h
t
(
th
e
p
r
o
ce
s
s
o
f
d
esig
n
i
n
g
lear
n
i
n
g
)
,
p
er
f
o
r
m
a
n
ce
co
n
tr
o
l
(
th
e
p
r
o
ce
s
s
o
f
m
o
n
ito
r
in
g
lear
n
i
n
g
p
r
o
g
r
ess
w
h
ile
i
m
p
le
m
e
n
ti
n
g
a
d
esig
n
)
an
d
s
el
f
-
r
e
f
lectio
n
(
th
e
p
r
o
ce
s
s
o
f
ev
alu
ati
n
g
lear
n
in
g
o
u
tco
m
e
s
in
f
u
ll).
So
,
s
el
f
-
r
e
g
u
lated
lear
n
i
n
g
is
t
h
e
a
w
ar
en
e
s
s
o
f
in
d
i
v
id
u
als
w
h
o
ac
ti
v
el
y
d
esig
n
g
o
al
s
,
ch
o
o
s
e
s
tr
ate
g
ies
an
d
m
o
n
i
to
r
th
e
m
s
el
v
es i
n
t
h
e
lear
n
in
g
p
r
o
ce
s
s
f
o
r
ac
h
ie
v
i
n
g
ac
ad
e
m
ic
g
o
als.
B
ased
o
n
th
e
d
escr
ip
tio
n
a
b
o
v
e,
th
e
ap
p
licatio
n
o
f
th
e
P
OGI
L
lear
n
in
g
m
o
d
el
ca
n
p
r
o
v
id
e
an
o
p
p
o
r
tu
n
it
y
f
o
r
s
t
u
d
en
t
s
to
b
e
in
d
ep
en
d
en
t
i
n
lear
n
in
g
w
it
h
o
u
t
d
ep
en
d
in
g
m
u
c
h
o
n
th
e
teac
h
er
's
ex
p
lan
atio
n
s
o
th
a
t it
w
ill
h
av
e
a
b
etter
im
p
ac
t o
n
t
h
e
ab
ilit
y
o
f
s
tu
d
e
n
ts
'
m
at
h
e
m
atica
l c
o
n
n
ec
tio
n
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
f
ir
s
t
in
d
ep
en
d
e
n
t
v
ar
iab
le
is
th
e
m
o
d
el
o
f
p
r
o
ce
s
s
-
o
r
i
en
ted
g
u
id
ed
in
q
u
ir
y
lear
n
in
g
(
P
OGI
L
)
th
at
ap
p
lied
to
th
e
ex
p
er
i
m
en
t
al
class
a
n
d
d
ir
ec
t
lear
n
in
g
(
DL
)
t
h
at
ap
p
lied
to
th
e
co
n
tr
o
l
class
.
T
h
e
s
ec
o
n
d
in
d
ep
en
d
en
t
v
ar
iab
le
is
s
el
f
-
r
eg
u
la
ted
lear
n
in
g
w
h
ic
h
co
n
s
is
ts
o
f
t
h
r
ee
ca
teg
o
r
ies,
n
a
m
el
y
h
i
g
h
,
m
ed
i
u
m
,
an
d
lo
w
.
T
h
e
d
ep
en
d
en
t
v
ar
iab
le
is
t
h
e
m
ath
e
m
atica
l
co
n
n
ec
tio
n
ab
il
it
y
.
T
h
i
s
t
y
p
e
o
f
r
esear
ch
is
a
q
u
as
i
-
ex
p
er
i
m
e
n
tal
s
t
u
d
y
w
i
th
a
2
×
3
f
ac
to
r
ial
d
esig
n
s
ee
n
i
n
T
ab
le
2
.
T
ab
le
2
.
R
esear
ch
d
esig
n
L
e
a
r
n
i
n
g
M
o
d
e
l
(
A
)
S
e
l
f
-
R
e
g
u
l
a
t
e
d
L
e
a
r
n
i
n
g
(
B
)
H
i
g
h
(B
1
)
M
e
d
i
u
m
(B
2
)
L
o
w
(B
3
)
P
O
G
I
L
(
A
1
)
A
1
B
1
A
1
B
2
A
1
B
3
D
L
(
A
2
)
A
2
B
1
A
2
B
2
A
2
B
3
T
h
e
p
o
p
u
latio
n
o
f
t
h
is
r
esear
ch
w
er
e
all
s
t
u
d
en
t
s
7
th
g
r
ad
e
o
f
Sta
te
J
u
n
io
r
Hig
h
Sc
h
o
o
ls
i
n
Su
k
o
h
ar
j
o
R
eg
e
n
c
y
,
C
e
n
tr
al
J
av
a,
I
n
d
o
n
esia,
in
th
e
ac
ad
e
m
ic
y
ea
r
2
0
1
8
/2
0
1
9
.
T
h
e
r
esear
ch
s
a
m
p
le
o
b
tain
ed
b
y
ta
k
i
n
g
s
tu
d
e
n
ts
f
r
o
m
t
h
r
ee
class
e
s
in
ea
ch
o
f
th
e
t
h
r
ee
State
J
u
n
io
r
Hig
h
Sc
h
o
o
ls
in
S
u
k
o
h
ar
j
o
R
eg
en
c
y
.
T
h
e
r
esear
ch
s
a
m
p
le
co
n
s
i
s
t
ed
o
f
t
w
o
g
r
o
u
p
s
,
n
a
m
e
l
y
t
h
e
ex
p
er
i
m
en
tal
g
r
o
u
p
a
n
d
th
e
co
n
tr
o
l
g
r
o
u
p
.
An
e
x
p
er
i
m
e
n
tal
g
r
o
u
p
is
a
g
r
o
u
p
th
at
i
s
s
u
b
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RE
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1
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H
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ted
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h
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m
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m
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h
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es n
o
t d
ep
en
d
o
n
s
tu
d
e
n
ts
'
s
e
lf
-
r
e
g
u
lat
ed
lear
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2
0
2
0
:
3
9
4
-
4
0
0
398
Ta
b
le
5
.
T
h
e
r
esu
lts
o
f
t
w
o
-
w
a
y
A
NOV
A
te
s
t
w
it
h
u
n
b
ala
n
c
ed
ce
lls
S
o
u
r
c
e
SS
df
MS
F
ob
s
e
r
v
a
t
i
o
n
F
t
a
b
l
e
D
e
c
i
si
o
n
L
e
a
r
n
i
n
g
mo
d
e
l
(
A
)
1
5
5
7
6
.
4
3
1
1
5
5
7
6
.
4
3
5
7
.
4
3
3
8
6
3
.
8
9
5
7
7
H
0A
i
s r
e
j
e
c
t
e
d
S
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
(
B
)
6
7
0
4
.
1
9
2
3
3
5
2
.
1
0
1
2
.
3
5
9
9
4
3
.
0
4
8
2
1
H
0B
i
s r
e
j
e
c
t
e
d
I
n
t
e
r
a
c
t
i
o
n
(
A
B
)
9
6
2
.
6
3
2
4
8
1
.
3
1
1
.
7
7
4
7
1
3
.
0
4
8
2
1
H
0A
B
i
s n
o
t
r
e
j
e
c
t
e
d
Er
r
o
r
(
G
)
4
6
9
1
8
.
7
2
1
7
3
2
7
1
.
2
1
T
o
t
a
l
7
0
1
6
1
.
9
7
1
7
8
T
h
e
H
oA
te
s
t
r
es
u
lt
r
ej
ec
ted
,
m
ea
n
in
g
t
h
at
i
n
t
h
is
ca
s
e
th
e
lear
n
in
g
m
o
d
el
v
ar
iab
le
h
a
s
o
n
l
y
t
w
o
v
alu
e
s
,
s
o
t
h
er
e
is
n
o
n
ee
d
to
m
a
k
e
a
p
o
s
t
-
A
NOV
A
co
m
p
ar
is
o
n
b
et
w
ee
n
li
n
es.
T
h
er
ef
o
r
e,
in
f
er
en
ce
b
y
lo
o
k
in
g
at
th
e
m
ar
g
i
n
al
m
ea
n
af
ter
P
OGI
L
lear
n
in
g
m
o
d
el
s
tatis
tics
an
d
d
ir
ec
t
lear
n
in
g
m
o
d
els
d
if
f
er
m
at
h
e
m
a
tical
co
n
n
ec
tio
n
ab
ili
t
y
.
B
esid
es,
th
e
H
oB
r
esu
l
t
r
ejec
ted
w
h
ich
m
ea
n
s
t
h
at
t
h
er
e
ar
e
th
r
ee
v
al
u
es
f
o
r
th
e
s
el
f
-
r
eg
u
lated
lear
n
i
n
g
v
a
r
iab
le,
s
o
it
is
n
ec
ess
ar
y
to
c
o
n
d
u
ct
f
u
r
t
h
er
p
o
s
t
h
o
c
test
s
u
s
i
n
g
t
h
e
Sc
h
ef
f
e
m
et
h
o
d
to
s
ee
w
h
ic
h
ca
te
g
o
r
ies
o
f
s
el
f
-
r
e
g
u
lated
lear
n
i
n
g
p
r
o
v
id
e
d
if
f
er
e
n
t
e
f
f
ec
ts
o
r
m
u
ltip
le
co
m
p
ar
i
s
o
n
s
b
et
w
ee
n
co
lu
m
n
s
.
H
AB
r
es
u
lt
is
n
o
t
r
ej
ec
ted
,
w
h
ic
h
m
ea
n
s
th
at
t
h
er
e
i
s
n
o
n
ee
d
to
d
o
f
u
r
th
er
test
s
b
et
w
ee
n
ce
lls
in
th
e
s
a
m
e
co
lu
m
n
o
r
li
n
es.
T
h
is
r
esu
lt
i
m
p
lie
s
th
at
d
if
f
er
en
ce
s
i
n
th
e
m
at
h
e
m
atica
l
co
n
n
ec
tio
n
ab
ilit
y
b
et
w
ee
n
s
t
u
d
en
t
s
w
it
h
h
i
g
h
,
m
ed
iu
m
,
an
d
lo
w
s
el
f
-
r
eg
u
lat
ed
lear
n
in
g
i
n
ea
c
h
lear
n
i
n
g
m
o
d
el
ar
e
th
e
s
a
m
e
a
s
in
g
e
n
er
al
co
n
cl
u
s
io
n
s
.
3
.
3
.
M
ultiple c
o
m
pa
riso
n
s
B
ef
o
r
e
m
ak
i
n
g
a
p
air
ed
co
m
p
ar
is
o
n
,
th
e
m
ar
g
in
a
l
m
ea
n
a
n
d
th
e
av
er
a
g
e
o
f
ea
c
h
ce
ll
ar
e
s
ea
r
ch
ed
f
ir
s
t,
t
h
e
r
esu
lt
s
o
f
w
h
ich
s
h
o
w
n
in
T
ab
le
6
.
T
ab
le
6
s
h
o
w
s
th
at
t
h
e
av
er
ag
e
m
ar
g
i
n
al
o
f
P
OGI
L
lear
n
i
n
g
m
o
d
el
i
s
5
2
.
2
0
,
w
h
ile
th
e
a
v
er
ag
e
m
ar
g
i
n
al
o
f
d
ir
ec
t
le
ar
n
in
g
m
o
d
el
i
s
3
2
.
1
4
.
T
h
is
r
esu
lt
m
e
a
n
s
t
h
at
th
e
av
er
a
g
e
P
OGI
L
lear
n
in
g
m
o
d
el
i
s
b
etter
th
a
n
t
h
e
av
er
ag
e
d
ir
ec
t
lear
n
i
n
g
m
o
d
el.
Du
r
in
g
t
h
e
ac
ti
v
itie
s
u
s
i
n
g
P
OGI
L
[
1
6
]
,
s
tu
d
en
ts
ar
e
co
m
p
letel
y
o
f
f
tr
ac
k
in
t
h
ei
r
r
ea
s
o
n
in
g
p
r
o
ce
s
s
,
b
u
t
p
r
o
b
le
m
s
ca
n
b
e
s
o
lv
ed
i
m
m
ed
iatel
y
b
y
t
h
e
in
s
tr
u
cto
r
,
eit
h
er
b
y
p
r
o
v
id
in
g
s
m
al
l
in
f
o
r
m
at
io
n
o
r
b
y
ask
i
n
g
q
u
esti
o
n
s
p
r
o
b
in
g
f
u
r
th
er
.
I
n
co
n
tr
ast,
w
it
h
th
e
tr
ad
itio
n
al
class
f
o
r
m
a
t,
m
is
u
n
d
er
s
t
an
d
in
g
s
ar
e
r
ar
el
y
r
e
v
ea
led
,
an
d
t
h
e
y
b
ec
o
m
e
d
eep
-
r
o
o
ted
an
d
p
er
s
is
ten
t
m
i
s
u
n
d
er
s
tan
d
i
n
g
s
o
u
ts
id
e
th
e
class
r
o
o
m
.
Ass
e
s
s
m
en
t
o
f
s
tu
d
e
n
ts
'
u
n
d
er
s
ta
n
d
in
g
an
d
m
is
u
n
d
er
s
tan
d
i
n
g
also
g
u
id
es
f
u
t
u
r
e
teac
h
i
n
g
b
y
en
a
b
lin
g
teac
h
er
s
to
an
ticip
ate
b
etter
w
h
y
s
tu
d
e
n
ts
ex
p
er
ien
ce
d
if
f
ic
u
ltie
s
w
it
h
th
e
lin
k
a
g
e
o
f
ce
r
tai
n
co
n
ce
p
ts
.
T
ab
le
6
.
M
ar
g
in
al
a
v
er
ag
e
ce
ll
s
L
e
a
r
n
i
n
g
mo
d
e
l
(
A
)
S
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
(
B
)
M
a
r
g
i
n
a
l
a
v
e
r
a
g
e
H
i
g
h
M
e
d
i
u
m
L
o
w
P
O
G
I
L
l
e
a
r
n
i
n
g
mo
d
e
l
6
1
.
4
8
5
4
.
3
3
4
0
.
7
8
5
2
.
2
0
D
i
r
e
c
t
l
e
a
r
n
i
n
g
mo
d
e
l
3
9
.
1
7
2
9
.
6
2
2
7
.
6
4
3
2
.
1
4
M
a
r
g
i
n
a
l
a
v
e
r
a
g
e
5
0
.
3
2
4
1
.
9
7
3
4
.
2
1
Sev
er
al
s
tu
d
ie
s
b
y
[
1
7
-
19
]
th
at
th
e
P
OGI
L
m
o
d
el
is
b
etter
th
a
n
t
h
e
d
ir
ec
t
lear
n
in
g
m
o
d
el.
P
OGI
L
h
as
b
ee
n
s
u
cc
es
s
f
u
l
l
y
ap
p
lied
to
m
a
n
y
p
r
o
g
r
a
m
s
,
in
cl
u
d
in
g
b
io
ch
e
m
is
tr
y
,
p
h
y
s
ical
c
h
e
m
is
tr
y
,
p
h
ar
m
ac
e
u
ticals,
a
n
d
m
ar
k
et
i
n
g
[
20
-
2
3
]
.
I
n
th
i
s
r
esear
ch
,
P
OGI
L
ai
m
s
to
m
a
k
e
s
tu
d
e
n
t
s
ac
ti
v
el
y
in
v
o
l
v
ed
an
d
th
in
k
i
n
th
e
m
at
h
e
m
atic
s
class
r
o
o
m
.
Du
r
i
n
g
t
h
e
e
x
p
lo
r
atio
n
p
h
ase,
s
t
u
d
en
t
s
p
r
ese
n
ted
w
i
th
ad
eq
u
ate
in
f
o
r
m
atio
n
.
T
h
is
m
o
d
el
w
il
l
en
s
u
r
e
th
e
r
ig
h
t
f
o
u
n
d
atio
n
f
o
r
b
u
ild
in
g
k
n
o
w
led
g
e
an
d
u
n
d
er
s
ta
n
d
in
g
.
T
h
en
,
th
e
q
u
esti
o
n
s
ar
r
an
g
e
d
s
o
th
at
al
l
s
t
u
d
en
ts
ar
r
i
v
e
at
th
e
co
r
r
ec
t
co
n
clu
s
io
n
s
an
d
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
o
f
p
r
o
ce
s
s
s
k
ill
s
.
Stu
d
e
n
ts
w
h
o
h
a
v
e
t
h
eir
r
esp
e
ctiv
e
r
o
les
in
th
e
g
r
o
u
p
n
o
t o
n
l
y
u
n
d
er
s
ta
n
d
t
h
eir
lear
n
in
g
,
b
u
t t
h
e
teac
h
er
o
r
in
s
tr
u
cto
r
also
g
u
id
es st
u
d
en
t
s
in
w
a
y
s
t
h
at
s
till
allo
w
t
h
e
m
to
f
i
n
d
th
eir
co
n
ce
p
ts
.
R
ese
ar
ch
f
r
o
m
B
r
o
w
n
[
23
]
co
n
clu
d
es
th
a
t
P
OGI
L
i
m
p
r
o
v
es
class
r
o
o
m
o
u
tco
m
e
s
f
o
r
s
tu
d
en
ts
,
en
co
u
r
ag
e
s
ac
tiv
e
in
v
o
l
v
e
m
e
n
t
w
it
h
th
e
m
ater
ial
d
u
r
i
n
g
clas
s
ti
m
e,
p
r
o
v
id
es
d
ir
ec
t
f
ee
d
b
ac
k
to
teac
h
er
s
ab
o
u
t
k
n
o
w
led
g
e
s
t
u
d
en
ts
h
av
e
n
o
t
m
as
ter
ed
,
an
d
cr
ea
tes
a
cla
s
s
en
v
i
r
o
n
m
e
n
t
t
h
at
i
s
w
ell
r
e
ce
iv
ed
b
y
s
tu
d
e
n
ts
.
E
s
s
en
tial
ele
m
e
n
ts
f
o
r
P
OGI
L
i
m
p
le
m
en
ta
tio
n
ar
e
t
h
e
u
s
e
o
f
s
m
all
g
r
o
u
p
s
o
f
s
tu
d
e
n
ts
w
it
h
t
h
eir
r
o
les
(
m
an
a
g
er
,
r
ec
o
r
d
er
,
p
r
esen
ter
an
d
r
ef
lecto
r
)
,
th
e
r
o
le
o
f
in
s
tr
u
cto
r
s
as
f
ac
il
itato
r
s
,
t
h
e
u
s
e
o
f
ac
ti
v
itie
s
d
es
ig
n
ed
g
e
n
er
all
y
to
f
o
llo
w
th
e
p
ar
ad
ig
m
o
f
t
h
e
lear
n
i
n
g
c
y
cle,
an
d
t
h
e
e
m
p
h
asi
s
o
n
d
ev
elo
p
in
g
p
r
o
ce
s
s
s
k
il
ls
i
n
ad
d
itio
n
to
m
as
te
r
in
g
co
n
ten
t [
2
4
].
T
ab
le
7
s
h
o
w
s
t
h
e
f
ir
s
t
h
y
p
o
th
esis
μ
.1
=
μ
.2
,
ie
th
e
f
ir
s
t
an
d
s
ec
o
n
d
co
lu
m
n
s
o
b
tain
ed
F
.1
-
.2
=
8
.
6
3
4
3
3
w
it
h
C
R
=
{F
|
F >
6
.
0
9
6
4
2
},
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3
4
.
2
1
.
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co
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th
at
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u
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s
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u
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lear
n
i
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ar
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p
r
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v
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m
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m
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co
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n
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ab
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t
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an
s
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d
e
n
ts
w
it
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lo
w
s
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u
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lear
n
in
g
.
Self
-
r
eg
u
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lear
n
in
g
e
m
p
h
a
s
is
es
t
h
e
ac
ti
v
e
r
o
le
o
f
s
t
u
d
en
ts
.
T
h
e
y
s
et
g
o
als
to
g
et
g
o
o
d
r
esu
lts
i
n
th
eir
lear
n
in
g
,
m
o
n
ito
r
p
r
o
g
r
ess
to
w
ar
d
s
t
h
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g
o
als,
an
d
r
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u
late
co
g
n
itio
n
,
m
o
ti
v
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n
,
an
d
b
eh
a
v
io
u
r
to
ac
h
iev
e
t
h
eir
g
o
al
s
[
2
5
]
.
B
esid
es,
v
ar
io
u
s
s
tr
ate
g
ie
s
ar
e
u
s
e
d
to
h
elp
s
tu
d
en
ts
d
ec
id
e
w
h
e
th
er
th
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lear
n
in
g
p
r
o
ce
s
s
s
h
o
u
ld
p
r
o
ce
ed
in
th
e
s
a
m
e
w
a
y
o
r
if
n
ec
es
s
ar
y
s
o
m
e
c
h
an
g
es
[
2
6
]
.
R
esear
ch
co
n
d
u
cted
b
y
Yild
izli
[
27
]
s
h
o
w
s
t
h
at
s
el
f
-
r
eg
u
lated
lear
n
i
n
g
ef
f
ec
ti
v
e
l
y
s
u
p
p
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r
ts
lear
n
i
n
g
.
S
tu
d
e
n
ts
w
it
h
h
ig
h
s
el
f
-
r
eg
u
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lear
n
in
g
te
n
d
to
b
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m
o
r
e
p
r
ep
ar
ed
w
h
e
n
f
ac
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n
g
lear
n
i
n
g
in
c
lass
b
ec
a
u
s
e
t
h
e
y
h
a
v
e
p
r
ep
ar
ed
th
e
m
ater
ial
ta
u
g
h
t e
v
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n
s
t
u
d
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ts
to
h
av
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a
v
ar
iet
y
o
f
r
ele
v
a
n
t so
u
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ce
s
to
s
u
p
p
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r
t th
eir
lear
n
in
g
.
Ho
w
e
v
er
,
lo
w
s
elf
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r
eg
u
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lear
n
i
n
g
s
tu
d
e
n
ts
ten
d
to
as
k
a
lo
t
o
f
h
elp
o
r
d
ir
ec
tio
n
f
r
o
m
t
h
e
teac
h
er
in
s
o
lv
i
n
g
p
r
o
b
le
m
s
b
ef
o
r
e
tr
y
in
g
to
s
o
lv
e
th
e
m
th
e
m
s
el
v
e
s
.
St
u
d
en
t
s
w
h
o
can
o
r
g
a
n
ize
t
h
e
m
s
el
v
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ac
a
d
em
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y
ar
e
m
o
r
e
s
u
cc
e
s
s
f
u
l
th
a
n
s
t
u
d
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t
s
w
it
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lo
w
s
el
f
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lated
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n
i
n
g
s
k
il
ls
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r
th
o
s
e
w
h
o
d
o
n
o
t
h
av
e
s
el
f
-
r
e
g
u
lated
lear
n
in
g
i
n
th
eir
lear
n
i
n
g
[
2
8
]
.
A
s
f
o
r
s
t
u
d
en
ts
,
t
h
e
y
m
u
s
t
tr
y
to
in
cr
ea
s
e
t
h
eir
s
el
f
-
ef
f
icac
y
b
elie
f
s
b
y
r
eg
u
lar
l
y
en
g
a
g
in
g
i
n
ac
ad
e
m
i
c
ass
i
g
n
m
e
n
ts
[
2
9
,
3
0
].
4.
CO
NCLU
SI
O
N
T
h
e
P
OGI
L
m
o
d
el
p
r
o
d
u
ce
s
b
etter
m
ath
e
m
atica
l
co
n
n
ec
tio
n
s
k
ill
s
t
h
an
t
h
e
d
ir
ec
t
lear
n
i
n
g
m
o
d
el.
Stu
d
e
n
ts
w
it
h
h
ig
h
ca
teg
o
r
y
s
el
f
-
r
e
g
u
lated
lear
n
i
n
g
h
av
e
b
etter
m
at
h
e
m
atica
l
co
n
n
e
ctio
n
ab
ilit
y
t
h
a
n
th
e
m
ed
i
u
m
a
n
d
lo
w
ca
te
g
o
r
ies,
an
d
s
tu
d
en
ts
w
it
h
m
ed
i
u
m
ca
teg
o
r
y
s
e
lf
-
r
e
g
u
lated
lea
r
n
in
g
p
r
o
d
u
ce
h
av
e
m
at
h
e
m
a
tical
co
n
n
ec
tio
n
ab
ili
t
y
th
a
n
t
h
e
lo
w
ca
teg
o
r
y
.
RE
F
E
R
E
NC
E
S
[1
]
S
.
He
p
p
e
l
,
e
t
a
l
.
,
21
st
Ce
n
t
u
ry
S
c
h
o
o
l:
L
e
a
rn
i
n
g
En
v
iro
n
me
n
ts
o
f
T
h
e
Fu
t
u
re
.
L
o
n
d
o
n
:
CA
BE
&
RIBA
,
2
0
0
4
.
[2
]
S
o
e
d
jad
i
R.
,
M
a
th
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
T
ip
s
i
n
I
n
d
o
n
e
si
a
(i
n
Ba
h
a
sa
)
.
In
d
o
n
e
sia
:
Dire
k
to
ra
t
Je
n
d
e
ra
l
P
e
n
d
i
d
ik
a
n
T
in
g
g
i
De
p
a
rte
m
e
n
P
e
n
d
i
d
ik
a
n
N
a
sio
n
a
l,
2
0
0
0
.
[3
]
NCT
M
,
Prin
c
ip
les
a
n
d
S
t
a
n
d
a
rd
s
fo
r S
c
h
o
o
l
M
a
t
h
e
ma
ti
c
s
.
Un
it
e
d
S
tate
s o
f
Am
e
rica
:
NC
T
M
,
2
0
0
0
.
[4
]
W
e
i
M
.
H
.
a
n
d
Dz
e
n
g
H.
A
.,
“
Co
m
p
a
riso
n
S
tu
d
y
o
f
M
a
th
Ed
u
c
a
ti
o
n
a
n
d
M
a
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G
u
in
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l.
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tate
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rsit
y
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ter
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ti
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El
e
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tro
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ic Jo
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l.
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o
.
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.
[6
]
He
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rian
a
,
R
o
h
a
e
ti
,
a
n
d
S
u
m
a
r
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r
d
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Ba
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n
g
:
P
T
Re
f
ik
a
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d
it
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m
a
,
2018
.
[7
]
S
u
g
im
a
n
,
“
Ma
th
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m
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ti
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a
l
Co
n
n
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rn
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in
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id
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le
S
c
h
o
o
l
(in
Ba
h
a
sa
)
,”
J
u
rn
a
l
Pen
d
i
d
ika
n
M
a
tem
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k
a
P
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l
.
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.
1
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p
.
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-
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,
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0
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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.
,
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e
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[9
]
S
trau
m
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is
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A
.
,
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ss
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o
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Imp
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e
n
ta
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id
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q
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e
a
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in
g
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a
Pra
c
t
ica
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Gu
i
d
e
fo
r
In
stru
c
to
r
.
U
S
A
:
P
OG
IL
Org
.
,
2010.
[1
0
]
De
n
i,
F
A
,
M
a
sru
k
a
n
,
“
T
h
e
A
n
a
ly
sis
o
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l.
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p
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1
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1
]
Bra
n
sf
o
rd
,
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t
al
.
,
Ho
w
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p
le
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rn
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ra
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in
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,
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e
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n
d
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l
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sh
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ti
o
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l
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c
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re
ss
,
2
0
0
0
.
[1
2
]
Ha
n
so
n
,
D
M.
,
De
sig
n
i
n
g
Pro
c
e
ss
Or
ien
ted
Gu
i
d
e
d
I
n
q
u
iry
Activit
ies
.
L
isle,
IL
:
P
a
c
if
ic Cres
t,
2005
.
[1
3
]
Ha
n
so
n
,
D
M.
,
I
n
stru
c
t
o
r’s
Gu
i
d
e
to
Pr
o
c
e
ss
Or
ien
ted
Gu
i
d
e
d
I
n
q
u
iry
L
e
a
rn
in
g
.
L
isle,
IL
:
P
a
c
if
ic Cres
t,
2
0
0
6
.
[1
4
]
Ka
n
a
d
li
,
S
.
a
n
d
Erg
e
n
,
B.
,
“
T
h
e
Eff
e
c
t
o
f
S
e
l
f
Re
g
u
late
d
L
e
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rn
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trate
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ies
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n
A
c
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d
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i
c
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iev
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e
n
t:
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M
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ta
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A
n
a
l
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s S
tu
d
y
,
”
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ra
sia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
io
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Res
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a
rc
h
(
EJER)
,
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o
l.
69
,
n
o
.
3
,
p
p
.
55
-
74
,
2
0
1
7
.
[1
5
]
Zi
m
m
e
r
m
a
n
,
“
Be
c
o
m
in
g
a
S
e
l
f
Re
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late
d
L
e
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rn
e
r:
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n
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w
,
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h
e
o
ry
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n
to
Pra
c
ti
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e
J
o
u
rn
a
l
,
v
o
l.
41
,
n
o
.
2
,
pp.
64
-
70
,
2
0
0
2
.
[1
6
]
G
e
i
g
e
r,
M
.
,
“
Im
p
le
m
e
n
ti
n
g
P
OG
I
L
in
A
ll
ied
Ha
lt
h
Ch
e
m
istr
y
Co
u
rse
s:
In
sig
h
ts
f
ro
m
P
ro
c
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ss
Ed
u
c
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ti
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n
,
”
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ter
n
a
t
io
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J
o
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rn
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ti
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v
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l
.
2
,
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o
.
1
,
p
p
.
19
-
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,
2
0
1
0
.
[1
7
]
Irw
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n
to
,
S
a
p
u
tr
o
,
A
D
,
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h
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ti
,
E
.,
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n
d
P
ro
d
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sa
n
to
so
,
A
K.
,
“
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r
o
m
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ti
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Crit
ica
l
T
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in
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in
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n
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ro
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lv
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ice
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ro
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r
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ss
-
Orie
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ted
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u
id
e
d
-
In
q
u
iry
L
e
a
rn
in
g
(
P
OG
I
L
),
”
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ter
n
a
t
io
n
a
l
J
o
u
rn
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l
o
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n
stru
c
ti
o
n
,
v
o
l.
11
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n
o
.
4
,
p
p
.
7
7
7
-
7
9
4
,
2
0
1
8
.
[1
8
]
Zaw
a
d
z
k
i,
R
.
,
“
Is
P
r
o
c
e
ss
-
Orie
n
ted
G
u
id
e
d
-
In
q
u
iry
L
e
a
rn
in
g
(P
OG
IL
)
S
u
it
a
b
le
a
s
a
T
e
a
c
h
in
g
M
e
th
o
d
in
T
h
a
il
a
n
d
’s Hig
h
e
r
Ed
u
c
a
ti
o
n
?
”
A
sia
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
n
d
L
e
a
rn
in
g
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
66
-
74
,
2
0
1
0
.
[1
9
]
W
a
lk
e
r,
L
,
A
b
d
i
-
Riza
k
,
War
f
a
,
M
.
,
“
P
ro
c
e
ss
Orie
n
ted
G
u
id
e
d
In
q
u
iry
L
e
a
rn
in
g
(P
OG
IL
)
M
a
rg
in
a
ll
y
Aff
e
c
ts
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tu
d
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n
t
A
c
h
iev
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m
e
n
t
M
e
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re
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t
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u
b
sta
n
ti
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ll
y
In
c
re
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e
s
T
h
e
Od
d
s
o
f
P
a
ss
in
g
a
Co
u
rse
,
”
Pl
o
S
ONE
J
o
u
rn
a
l
,
v
o
l.
12
,
n
o
.
1
0
,
p
p
.
1
-
17
,
2
0
1
7
.
[2
0
]
M
in
d
e
r
h
o
u
t,
V
.
a
n
d
L
o
e
rtch
e
r,
J.
,
“
L
e
c
tu
re
-
F
re
e
Bio
c
h
e
m
istr
y
:
A
P
ro
c
e
ss
O
rien
ted
G
u
id
e
d
In
q
u
iry
A
p
p
ro
a
c
h
,
”
Bi
o
c
h
e
m M
o
l
B
io
Ed
u
c
.
,
v
o
l.
35
,
n
o
.
3
,
p
p
.
1
7
2
-
1
8
0
,
2
0
0
7
.
[2
1
]
Hin
d
e
,
R
J
.
a
n
d
Ko
v
a
c
,
J.
,
“
S
tu
d
e
n
t
A
c
ti
v
e
Lea
rn
in
g
M
e
th
o
d
s
i
n
P
h
y
sic
a
l
Ch
e
m
istr
y
,
”
J
Ch
e
m
Ed
u
c
.
,
v
o
l
.
78
,
no.
1
,
p
p
.
93
-
99
,
2
0
0
1
.
[2
2
]
Ha
le,
D
.
,
a
n
d
M
u
ll
e
n
,
L
.
G.
,
“
De
sig
n
in
g
P
ro
c
e
ss
-
Orie
n
ted
G
u
i
d
e
d
-
In
q
u
iry
A
c
ti
v
it
ies
:
A
Ne
w
In
n
o
v
a
ti
o
n
f
o
r
M
a
rk
e
ti
n
g
Clas
s,”
M
a
rk
e
t
Ed
u
c
Rev
.
,
v
o
l.
19
,
p
p
.
73
-
80
,
2
0
0
9
.
[2
3
]
Bro
w
n
,
S
D.,
“
A
P
ro
c
e
ss
-
Orie
n
ted
G
u
id
e
d
In
q
u
iry
A
p
p
ro
a
c
h
to
T
e
a
c
h
n
g
M
e
d
icin
a
l
Ch
e
m
istr
y
,
”
Am
e
c
ica
n
J
o
u
rn
a
l
o
f
P
h
a
rm
a
c
e
u
ti
c
a
l
E
d
u
c
a
ti
o
n
,
v
o
l
.
74
,
n
o
.
7
,
p
p
.
1
-
6
,
2
0
1
0
.
[2
4
]
Eb
e
rlein
,
T
.
,
e
t
a
l
.
,
“
P
e
d
a
g
o
g
ies
o
f
En
g
a
g
e
m
e
n
t
in
S
c
ien
c
e
:
A
Co
m
p
a
riso
n
o
f
P
BL
,
P
OG
IL
a
n
d
P
L
T
L
,
”
T
h
e
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
B
io
c
h
e
m
istry
a
n
d
M
o
lec
u
la
r
Bi
o
l
o
g
y
,
v
o
l.
38
,
n
o
.
4,
p
p
.
2
6
2
-
2
7
3
,
2
0
0
8
.
[2
5
]
P
i
n
tri
c
h
,
P
R
.
,
“
A
Co
n
c
e
p
t
u
a
l
F
ra
m
e
w
o
rk
f
o
r
A
s
se
ss
in
g
S
tu
d
e
n
t
M
o
ti
v
a
ti
o
n
a
n
d
S
e
lf
-
R
eg
u
late
d
L
e
a
rn
in
g
in
Co
ll
e
g
e
S
tu
d
e
n
ts,”
Ed
u
c
a
ti
o
n
a
l
P
sy
c
h
o
lo
g
y
Rev
iew
,
v
o
l.
16
,
n
o
.
4
,
p
p
.
3
8
5
-
407
,
2
0
0
4
.
[2
6
]
M
u
is,
K.
R.
,
“
T
h
e
R
o
le
o
f
E
p
iste
m
ic
Be
li
e
f
s
in
S
e
lf
-
Re
g
u
late
d
L
e
a
rn
in
g
,
”
E
d
u
c
a
t
io
n
a
l
Psy
c
h
o
l
o
g
ist
,
v
o
l.
42
,
n
o
.
3,
p
p
.
1
7
3
–
1
9
0
,
2
0
0
7
.
[2
7
]
Yild
izli,
H
a
n
d
S
a
b
a
n
,
A
.
,
“
T
h
e
Eff
e
c
t
o
f
S
e
l
f
Re
g
u
late
d
L
e
a
rn
in
g
o
n
S
ix
t
h
G
ra
d
e
T
u
rk
ish
S
tu
d
e
n
ts'
M
a
th
e
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