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a
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r
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K
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s
:
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d
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C
o
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v
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1.
I
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T
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cr
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t
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p
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in
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s
tu
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ts
in
cr
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th
in
k
in
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ab
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(
C
T
S)
asp
ec
ts
.
T
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is
is
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s
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C
T
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is
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n
e
o
f
th
e
p
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v
is
io
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s
th
at
is
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y
n
ec
ess
ar
y
f
o
r
s
tu
d
en
ts
to
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e
ab
le
to
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d
ap
t
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d
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e
s
u
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ess
f
u
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in
d
ea
lin
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with
ch
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g
es
t
h
at
ar
e
co
n
s
ta
n
tly
o
cc
u
r
r
in
g
in
a
g
lo
b
al
s
o
ciety
[
1
]
–
[
3
]
.
T
h
e
C
T
S
co
n
ce
p
t
in
v
o
lv
es
s
tu
d
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n
ts
’
ac
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iev
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en
t
to
cr
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a
n
a
ly
ze
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an
d
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in
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s
in
v
ar
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s
lif
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s
itu
atio
n
s
[
4
]
–
[
7
]
.
T
h
er
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r
e,
th
e
lea
r
n
in
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s
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2
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d
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p
m
en
t
o
f
s
tu
d
en
t
C
T
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[
8
]
,
[
9
]
.
T
h
e
d
ev
elo
p
m
en
t
o
f
C
T
S
h
as
a
v
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ig
n
if
ican
t
r
elatio
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s
h
ip
with
th
e
s
u
cc
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r
ate
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s
tu
d
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in
th
e
lear
n
in
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p
r
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c
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.
T
h
is
is
d
u
e
to
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T
S
s
tu
d
en
ts
’
ac
h
iev
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e
n
t
in
b
u
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in
g
th
eir
k
n
o
wled
g
e,
wh
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in
tu
r
n
h
as
a
p
o
s
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im
p
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n
in
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t
h
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d
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iev
em
en
t.
T
h
r
o
u
g
h
C
T
S,
s
tu
d
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ts
ca
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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13
,
No
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6
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Dec
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b
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2
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2
4
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2
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ac
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s
tr
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cr
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o
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p
lex
p
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[
1
0
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[
1
2
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.
T
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ills
[
1
3
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[
1
4
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C
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ip
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ess
[
1
5
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.
B
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tu
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ca
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m
e
in
d
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ca
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in
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r
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life
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ce
ch
allen
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in
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s
asp
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f
life
[
1
6
]
–
[
1
9
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.
Ho
w
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r
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m
an
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[
2
0
]
,
[
2
1
]
.
T
h
is
m
eth
o
d
p
r
o
d
u
ce
s
m
o
r
e
p
ass
iv
e
lear
n
i
n
g
ac
tiv
ities
,
in
wh
ich
s
tu
d
en
ts
p
ass
iv
ely
r
ec
eiv
e
th
e
m
ater
ia
l
th
e
teac
h
er
p
r
esen
ts
[
2
2
]
,
[
2
3
]
.
Ap
a
r
t
f
r
o
m
th
at,
i
n
co
n
v
en
tio
n
al
lear
n
in
g
,
s
tu
d
en
ts
also
o
f
ten
s
tu
d
y
i
n
g
r
o
u
p
s
an
d
in
ter
ac
t
with
ea
ch
o
th
er
to
s
o
lv
e
p
r
o
b
lem
s
g
iv
en
b
y
th
e
teac
h
er
[
2
4
]
.
T
h
is
ca
u
s
es
s
tu
d
en
ts
to
s
ee
k
h
elp
f
r
o
m
ea
ch
o
th
er
a
n
d
in
te
r
ac
t
m
o
r
e
in
a
f
ac
e
-
to
-
f
ac
e
le
ar
n
in
g
atm
o
s
p
h
er
e.
T
h
e
lear
n
in
g
p
r
o
ce
s
s
em
p
h
asizes
o
b
tain
in
g
h
ig
h
s
tu
d
en
t
s
co
r
es,
with
th
e
p
r
im
ar
y
g
o
al
o
f
ac
h
iev
in
g
h
ig
h
ac
ad
em
ic
ac
h
iev
em
en
t.
Fu
r
th
er
m
o
r
e,
in
c
o
n
v
e
n
tio
n
al
lear
n
in
g
,
th
e
m
ain
f
o
cu
s
is
m
em
o
r
izin
g
co
n
ce
p
ts
an
d
wo
r
k
in
g
o
n
o
b
jectiv
e
q
u
esti
o
n
s
[
2
5
]
.
I
n
co
n
v
en
tio
n
al
lear
n
in
g
,
u
n
d
er
s
tan
d
i
n
g
c
o
n
ce
p
ts
a
n
d
ap
p
ly
in
g
cr
itical
s
k
ills
o
f
ten
d
o
n
o
t g
et
ad
e
q
u
at
e
atten
tio
n
.
C
o
n
v
en
tio
n
al
lear
n
in
g
ten
d
s
t
o
p
ay
less
atten
tio
n
to
th
e
im
p
o
r
tan
ce
o
f
a
co
n
tex
tu
al
lear
n
i
n
g
p
r
o
ce
s
s
,
wh
er
e
s
tu
d
en
ts
ca
n
s
ee
th
e
r
e
latio
n
s
h
ip
b
etwe
en
th
e
m
ate
r
ial
b
ein
g
s
tu
d
ied
a
n
d
th
ei
r
r
ea
l
-
life
co
n
tex
t
[
2
6
]
.
I
n
ad
d
itio
n
,
co
n
v
en
tio
n
al
lear
n
in
g
also
p
ay
s
less
atten
tio
n
to
C
T
S
em
p
o
wer
m
en
t,
wh
ich
in
v
o
lv
es
s
tu
d
en
ts
’
ac
h
iev
em
en
t
to
cr
itically
test
,
q
u
esti
o
n
,
co
n
n
ec
t,
an
d
e
v
alu
ate
in
f
o
r
m
atio
n
[
2
7
]
–
[
2
9
]
.
I
n
co
n
v
en
tio
n
al
lear
n
in
g
,
th
e
m
ain
g
o
al
is
f
o
r
s
tu
d
en
ts
to
b
e
ab
le
to
m
em
o
r
ize
th
e
c
o
n
ten
ts
o
f
t
h
e
m
ate
r
ial
b
ein
g
tau
g
h
t.
T
h
is
m
eth
o
d
o
f
ten
em
p
h
asizes
s
tu
d
en
ts
’
ac
h
iev
em
en
t
i
n
r
em
em
b
er
in
g
an
d
r
e
p
ea
tin
g
in
f
o
r
m
ati
o
n
g
iv
e
n
[
3
0
]
,
[
3
1
]
.
I
n
ad
d
itio
n
,
in
th
e
co
n
tex
t
o
f
co
n
v
en
tio
n
al
lear
n
i
n
g
,
s
tu
d
e
n
ts
ar
e
r
ar
ely
tau
g
h
t
to
test
,
q
u
esti
o
n
,
r
elate
,
an
d
ev
alu
ate
th
e
m
ater
ial
b
ein
g
s
tu
d
ied
.
C
o
n
v
en
tio
n
al
lear
n
i
n
g
ten
d
s
to
p
r
o
v
id
e
litt
le
s
p
ac
e
f
o
r
s
tu
d
e
n
ts
to
d
ev
elo
p
th
eir
C
T
S.
Stu
d
en
ts
f
o
cu
s
m
o
r
e
o
n
p
ass
iv
e
ac
ce
p
t
an
ce
an
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ater
ial
th
an
in
-
d
ep
th
an
al
y
s
is
,
r
ea
s
o
n
in
g
,
a
n
d
ev
alu
atio
n
[
3
2
]
,
[
3
3
]
.
Fu
r
th
er
m
o
r
e
,
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
e
m
en
t
o
f
ten
d
o
n
o
t
g
et
ad
e
q
u
ate
atten
t
io
n
in
th
e
co
n
v
en
tio
n
al
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
is
is
d
u
e
to
th
e
ass
u
m
p
tio
n
th
at
lo
w
ac
ad
em
ic
ac
h
ie
v
em
en
t
in
d
icate
s
a
s
tu
d
en
t
’
s
ac
h
iev
em
en
t
in
co
m
p
letin
g
th
e
g
iv
e
n
task
s
.
Ho
wev
er
,
it
is
ess
en
tial
to
r
ea
lize
th
at
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
ie
v
em
en
t
n
ee
d
p
ar
ticu
lar
lear
n
in
g
s
tr
ateg
ies
to
s
tu
d
y
well
[
3
4
]
.
L
o
w
ac
a
d
em
ic
ac
h
ie
v
em
en
t
s
h
o
u
ld
n
o
t
b
e
an
o
b
s
tacle
in
th
eir
d
ev
elo
p
m
en
t
b
u
t
s
h
o
u
l
d
b
e
a
f
o
c
u
s
to
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
lear
n
in
g
.
T
h
er
ef
o
r
e,
teac
h
e
r
s
n
ee
d
to
a
p
p
ly
ap
p
r
o
p
r
iate
lear
n
in
g
m
o
d
e
ls
to
in
cr
ea
s
e
th
e
C
T
S
o
f
s
tu
d
en
ts
with
d
if
f
er
e
n
t
ac
ad
em
ic
ac
h
iev
em
e
n
ts
,
esp
ec
ially
s
tu
d
en
ts
with
lo
w
ac
ad
e
m
ic
ac
h
iev
em
en
t,
i
n
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
r
esear
ch
h
as
v
e
r
y
h
ig
h
i
m
p
o
r
tan
ce
b
ec
au
s
e
th
e
r
e
ar
e
r
ar
e
r
esear
ch
r
ep
o
r
ts
r
elate
d
to
an
in
cr
ea
s
e
in
C
T
S
in
s
tu
d
en
ts
with
d
if
f
er
en
t
ac
ad
e
m
ic
ac
h
iev
em
e
n
ts
,
esp
ec
ially
in
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
r
ef
o
r
e
,
th
is
r
esear
ch
h
as
a
v
ital
r
o
le
in
f
illi
n
g
th
is
d
ef
icien
cy
.
T
h
e
m
ai
n
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
d
eter
m
in
e
th
e
in
cr
ea
s
e
in
C
T
S
in
s
tu
d
en
ts
with
d
if
f
er
en
t
ac
ad
em
ic
ac
h
ie
v
em
en
ts
b
y
ap
p
ly
in
g
a
p
r
o
ject
-
b
ased
lear
n
in
g
(
PjB
L
)
m
o
d
el.
B
y
co
n
d
u
ctin
g
th
is
r
esear
ch
,
it
is
h
o
p
e
d
th
at
th
e
r
e
will
b
e
an
in
cr
ea
s
e
i
n
th
e
u
n
d
er
s
tan
d
in
g
an
d
ap
p
lica
tio
n
o
f
C
T
S
to
s
tu
d
en
ts
with
d
if
f
er
en
t
ac
ad
e
m
ic
ac
h
iev
em
e
n
ts
.
Usi
n
g
th
e
PjB
L
m
aster
y
m
o
d
el
in
th
is
s
tu
d
y
is
ex
p
ec
ted
to
p
r
o
v
id
e
a
m
o
r
e
r
elev
an
t
an
d
ex
citin
g
lear
n
in
g
co
n
tex
t
f
o
r
s
tu
d
en
ts
with
d
iv
er
s
e
ac
ad
em
ic
ac
h
ie
v
e
m
en
ts
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
e
r
esear
ch
d
esig
n
u
s
ed
a
q
u
asi
-
ex
p
er
im
e
n
tal
m
eth
o
d
.
T
h
is
s
tu
d
y
u
s
es
th
e
p
r
ete
s
t
-
p
o
s
ttes
t
n
o
n
eq
u
iv
alen
t
g
r
o
u
p
d
esig
n
,
wh
ich
is
ca
r
r
ie
d
o
u
t
b
y
m
an
ip
u
latin
g
th
e
lear
n
in
g
m
o
d
el
an
d
ac
ad
e
m
ic
ac
h
iev
em
en
t
as
in
d
ep
en
d
en
t
v
ar
iab
les,
an
d
C
T
S
as
t
h
e
d
ep
en
d
en
t
v
ar
iab
le.
Det
ails
r
eg
ar
d
in
g
th
e
im
p
lem
en
tatio
n
o
f
th
e
tr
ea
tm
e
n
t c
an
b
e
f
o
u
n
d
in
T
ab
le
1
.
T
ab
le
1
.
Qu
asi
-
ex
p
er
im
en
t
r
es
ea
r
ch
d
esig
n
P
r
e
t
e
s
t
G
r
o
u
p
P
o
st
t
e
s
t
O1
S
1
A
1
O2
O3
S
I
A
2
O4
O5
S
2
A
1
O6
O7
S
2
A
2
O8
O
1
,
O
3
,
O
5
,
O7
is
p
r
e
t
e
s
t
sc
o
r
e
;
O
2
,
O
4
,
O
6
,
O
8
is
p
o
s
t
t
e
st
s
c
o
r
e
;
S1
i
s
P
j
B
L
l
e
a
r
n
i
n
g
mo
d
e
l
;
S2
is
c
o
n
v
e
n
t
i
o
n
a
l
l
e
a
r
n
i
n
g
;
A
1
i
s
h
i
g
h
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
;
a
n
d
A
2
is
l
o
w
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
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d
u
c
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SS
N:
2252
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8
8
2
2
E
n
h
a
n
ci
n
g
crit
ica
l th
in
kin
g
a
n
d
a
ca
d
emic
a
ch
ieve
men
t th
r
o
u
g
h
d
iffer
en
t le
a
r
n
in
g
(
A
li Usma
n
)
4273
2
.
2
.
Sa
m
ple a
nd
da
t
a
co
llect
io
n
T
h
is
s
tu
d
y
in
v
o
lv
ed
s
ec
o
n
d
ar
y
s
ch
o
o
ls
as
a
p
o
p
u
latio
n
in
t
h
e
2
0
2
1
/2
0
2
2
ac
a
d
em
ic
y
ea
r
,
with
a
to
tal
s
am
p
le
o
f
1
3
4
s
tu
d
e
n
ts
.
T
h
is
i
s
in
lin
e
with
Sek
ar
an
[
3
5
]
,
s
tated
th
at
a
n
a
p
p
r
o
p
r
iate
s
am
p
l
e
s
ize
in
r
esear
ch
is
b
etwe
en
3
0
an
d
5
0
0
.
Sam
p
li
n
g
was
ca
r
r
ied
o
u
t
u
s
in
g
a
clu
s
ter
s
am
p
lin
g
tech
n
iq
u
e,
in
wh
ich
class
g
r
o
u
p
s
wer
e
s
elec
ted
r
an
d
o
m
ly
.
T
h
e
class
es
th
at
b
ec
am
e
th
e
s
tu
d
y
s
am
p
le
wer
e
test
ed
f
o
r
e
q
u
alit
y
u
s
in
g
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
u
s
in
g
I
B
M
SP
SS
s
tatis
tic
2
5
.
0
f
o
r
W
in
d
o
ws
s
o
f
twar
e
o
n
p
lace
m
en
t t
est s
co
r
es.
Fo
u
r
class
es
r
ec
eiv
ed
t
r
ea
tm
e
n
t
in
t
h
is
s
tu
d
y
.
T
wo
class
es
u
s
e
th
e
PjB
L
lear
n
in
g
m
o
d
el,
wh
ile
th
e
o
th
er
s
ar
e
tau
g
h
t
u
s
in
g
t
h
e
co
n
v
en
tio
n
al
lear
n
in
g
m
et
h
o
d
.
Fu
r
th
er
m
o
r
e
,
ea
ch
class
wa
s
d
iv
id
ed
in
to
tw
o
g
r
o
u
p
s
:
th
e
g
r
o
u
p
with
a
h
ig
h
lev
el
o
f
ac
ad
em
ic
ac
h
iev
e
m
en
t
an
d
th
e
g
r
o
u
p
with
a
lo
w
lev
el
o
f
ac
ad
em
ic
ac
h
iev
em
en
t.
Stu
d
en
ts
’
C
T
S
was
m
ea
s
u
r
ed
u
s
in
g
a
p
r
etest
an
d
p
o
s
ttes
t
u
s
in
g
an
ex
p
o
s
itio
n
test
.
T
h
e
v
alid
ity
o
f
th
e
ex
p
o
s
itio
n
test
was
ap
p
r
o
v
e
d
b
y
lear
n
in
g
s
p
ec
ialis
ts
an
d
was
co
n
s
id
er
ed
v
alid
f
o
r
th
is
s
tu
d
y
.
Fo
r
em
p
ir
ical
v
alid
atio
n
b
y
u
s
in
g
Mic
r
o
s
o
f
t
E
x
ce
l,
th
e
r
esu
lt
o
f
an
aly
s
is
s
h
o
wed
th
at
th
e
in
s
t
r
u
m
en
ts
wer
e
v
alid
(
0
.
3
6
5
-
0
.
6
0
1
)
a
n
d
r
eliab
le
(
0
.
8
7
6
)
.
An
s
wer
s
to
test
q
u
esti
o
n
s
ar
e
ass
ess
ed
b
ased
o
n
th
e
C
T
S
r
u
b
r
ic
r
ef
er
r
i
n
g
to
p
r
ev
i
o
u
s
s
tu
d
y
[
3
6
]
with
in
d
icato
r
s
(
f
o
c
u
s
,
r
ea
s
o
n
s
,
c
o
n
cl
u
s
io
n
s
,
s
itu
atio
n
,
clar
ity
,
an
d
g
en
er
al
d
escr
ip
tio
n
)
m
o
d
if
ied
b
y
Z
u
b
aid
ah
[
3
7
]
;
th
e
s
co
r
e
r
an
g
e
in
th
is
r
u
b
r
ic
is
0
-
5.
2
.
3
.
Ana
ly
zing
o
f
da
t
a
I
n
f
o
r
m
atio
n
ab
o
u
t
cr
itical
th
in
k
in
g
s
k
ills
is
th
en
an
aly
ze
d
u
s
in
g
co
v
ar
ian
ce
an
aly
s
is
(
ANCOV
A)
wh
ich
r
elate
s
it
to
th
e
im
p
a
ct
o
f
lear
n
i
n
g
m
o
d
els,
ac
ad
e
m
ic
ac
h
iev
em
en
t,
an
d
th
e
in
ter
ac
tio
n
b
etwe
en
lear
n
in
g
m
o
d
els
an
d
ac
ad
em
i
c
ac
h
iev
em
en
t
o
n
s
tu
d
e
n
ts
’
C
T
S.
T
h
is
test
was
co
n
d
u
cted
to
test
th
e
f
o
llo
win
g
h
y
p
o
th
eses
:
i
)
th
er
e
was
a
d
if
f
er
en
ce
in
C
T
S
b
etwe
en
s
tu
d
en
ts
wh
o
to
o
k
th
e
PjB
L
lear
n
in
g
m
o
d
el
an
d
s
tu
d
en
ts
wh
o
to
o
k
co
n
v
en
tio
n
al
lear
n
in
g
;
ii
)
th
er
e
was
a
d
if
f
er
en
ce
i
n
C
T
S
b
etwe
en
s
tu
d
en
ts
with
h
ig
h
an
d
lo
w
ac
ad
em
ic
ac
h
iev
em
e
n
t
;
a
n
d
iii
)
th
er
e
was
a
d
if
f
er
en
ce
in
c
r
itical
th
in
k
in
g
ac
h
iev
e
m
en
t
r
elate
d
to
th
e
in
ter
ac
tio
n
b
etwe
en
lear
n
in
g
m
o
d
el
an
d
ac
ad
em
ic
ac
h
iev
e
m
en
t.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
e
ANCOVA
an
aly
s
is
ar
e
p
r
esen
ted
in
T
ab
l
e
s
2
-
5
.
A
s
u
m
m
a
r
y
o
f
th
e
AN
C
OVA
te
s
t
r
esu
lts
is
in
T
ab
le
2
.
I
n
th
e
tab
le
,
it
ca
n
b
e
s
ee
n
th
at
t
h
e
lear
n
in
g
m
o
d
el,
ac
a
d
em
ic
ac
h
iev
em
en
t,
a
n
d
th
e
in
ter
ac
tio
n
b
etwe
en
t
h
e
lear
n
in
g
m
o
d
el
an
d
ac
a
d
em
ic
ac
h
i
ev
em
en
t
h
a
v
e
a
h
ig
h
er
p
-
lev
el
s
m
aller
th
an
th
e
alp
h
a
v
alu
e
o
f
0
.
0
5
(
p
<
0
.
0
5
)
with
a
s
ig
n
if
ican
ce
v
alu
e
o
f
0
.
0
0
0
ea
ch
;
0
.
0
0
0
;
an
d
0
.
0
4
3
.
T
h
is
s
h
o
ws
th
at
th
e
alter
n
ativ
e
h
y
p
o
th
esis
is
ac
ce
p
ted
.
T
h
u
s
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
th
er
e
is
a
s
ig
n
i
f
ican
t
in
f
lu
en
ce
b
etwe
en
lear
n
in
g
m
o
d
el,
ac
ad
em
ic
ac
h
iev
em
en
t,
an
d
lear
n
in
g
m
o
d
el
in
ter
ac
tio
n
with
ac
ad
em
ic
ac
h
iev
em
en
t
in
C
T
S
af
ter
s
tu
d
en
ts
f
o
llo
w
th
e
PjB
L
lear
n
in
g
m
o
d
el
an
d
co
n
v
en
tio
n
al
lear
n
in
g
.
T
ab
le
3
id
en
tifie
s
th
e
d
if
f
er
e
n
ce
s
b
etwe
en
t
h
e
PjB
L
m
o
d
e
l
an
d
co
n
v
en
tio
n
al
lear
n
in
g
.
T
h
e
PjB
L
m
o
d
el
h
as
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
co
m
p
ar
e
d
to
c
o
n
v
e
n
tio
n
al
lear
n
in
g
.
I
n
p
e
r
ce
n
tag
e
ter
m
s
,
th
er
e
is
a
s
ig
n
if
ican
t
in
cr
ea
s
e
in
th
e
av
er
ag
e
s
co
r
e
o
f
8
.
1
3
%
in
th
e
PjB
L
m
o
d
el
co
m
p
ar
ed
to
c
o
n
v
e
n
tio
n
al
lear
n
in
g
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
s
h
o
w
th
at
th
e
PjB
L
lear
n
in
g
m
o
d
el
i
s
m
o
r
e
ef
f
ec
tiv
e
in
i
n
cr
ea
s
in
g
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
ac
h
iev
em
en
t w
h
en
co
m
p
ar
ed
to
co
n
v
en
tio
n
al
lear
n
i
n
g
.
T
ab
le
4
clea
r
ly
illu
s
tr
ates
t
h
e
d
if
f
er
en
ce
b
etwe
en
h
ig
h
an
d
lo
w
ac
a
d
em
ic
ac
h
ie
v
e
m
en
t.
Hig
h
ac
ad
em
ic
ac
h
iev
em
e
n
t
is
s
ig
n
if
ican
tly
d
if
f
er
en
t
f
r
o
m
l
o
w
ac
ad
em
ic
ac
h
iev
em
e
n
t.
I
n
p
e
r
ce
n
tag
e,
th
e
r
e
is
a
s
ig
n
if
ican
t
in
cr
ea
s
e
in
th
e
a
v
er
ag
e
s
co
r
e
o
f
1
1
.
3
3
%
in
h
i
g
h
a
ca
d
em
ic
ac
h
iev
em
e
n
t
co
m
p
a
r
ed
to
lo
w
ac
ad
e
m
ic
ac
h
iev
em
en
t.
T
h
e
r
esu
lts
s
h
o
wed
th
at
s
tu
d
en
ts
with
h
ig
h
a
ca
d
em
ic
ac
h
ie
v
em
en
t
h
ad
b
et
ter
cr
itical
th
in
k
in
g
s
k
ills
th
an
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
e
n
t.
T
ab
le
5
s
h
o
ws
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
PjB
L
lear
n
in
g
m
o
d
el
at
lo
w
ac
ad
em
ic
ac
h
iev
em
en
t
a
n
d
co
n
v
en
tio
n
a
l
lear
n
in
g
at
h
ig
h
ac
ad
em
ic
a
ch
iev
em
en
t.
As
a
p
e
r
ce
n
tag
e,
it
ca
n
b
e
s
ee
n
th
a
t
th
e
av
er
ag
e
c
o
r
r
ec
ted
s
co
r
e
in
co
n
v
en
tio
n
al
lear
n
in
g
at
h
ig
h
ac
ad
em
ic
ac
h
iev
em
e
n
t
is
o
n
ly
3
.
4
0
%
h
i
g
h
er
th
an
th
e
PjB
L
lear
n
in
g
m
o
d
el
at
l
o
w
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
r
esu
lts
s
h
o
wed
th
at
t
h
e
PjB
L
lear
n
in
g
m
o
d
el
im
p
r
o
v
e
d
s
tu
d
en
ts
’
ac
ad
e
m
ic
ac
h
iev
em
en
t,
esp
ec
ially
f
o
r
s
t
u
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
en
t.
T
ab
le
2
.
Su
m
m
a
r
y
o
f
ANCOVA
test
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u
tco
m
es f
r
o
m
cr
itica
l th
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k
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g
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ills
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o
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r
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itical
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t
4
5
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7
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1
c
T
h
e
an
aly
s
is
s
h
o
ws
th
at
th
er
e
is
a
ten
d
en
cy
th
at
th
e
u
s
e
o
f
lear
n
in
g
m
o
d
els
ca
n
in
cr
ea
s
e
s
tu
d
en
ts
’
C
T
S.
T
h
e
r
esu
lts
ar
e
co
n
s
is
ten
t
with
r
esear
c
h
co
n
d
u
cte
d
b
y
s
ev
er
al
r
esear
c
h
er
s
,
s
u
ch
as
r
esear
ch
th
at
r
ep
o
r
ts
th
at
lear
n
in
g
m
o
d
els
af
f
ec
t
in
cr
ea
s
in
g
s
tu
d
en
t
C
T
S
[
3
8
]
,
[
3
9
]
.
T
h
e
ap
p
licatio
n
o
f
d
if
f
er
e
n
t
lear
n
in
g
m
o
d
els
h
as
d
if
f
er
en
t
p
o
ten
tials
to
im
p
r
o
v
e
C
T
S.
T
h
e
PjB
L
lear
n
in
g
m
o
d
el
h
as
b
e
en
r
e
p
o
r
ted
to
p
r
o
d
u
ce
s
ig
n
if
ica
n
tly
b
etter
C
T
S
test
s
co
r
es
th
an
c
o
n
v
en
tio
n
al
lear
n
i
n
g
.
T
h
is
f
in
d
in
g
is
c
o
n
s
is
ten
t
with
p
r
e
v
io
u
s
r
esear
ch
r
ep
o
r
ts
,
in
d
icatin
g
th
at
ea
c
h
lear
n
i
n
g
m
o
d
el
h
as
a
d
if
f
er
e
n
t
p
o
ten
tia
l
to
in
cr
ea
s
e
s
tu
d
en
ts
’
C
T
S
[
3
1
]
,
[
3
8
]
,
[
4
0
]
.
T
h
e
PjB
L
lear
n
in
g
m
o
d
el
is
an
a
p
p
r
o
ac
h
th
at
tr
ain
s
s
tu
d
en
ts
t
o
b
e
ac
tiv
e
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
an
d
co
n
s
tr
u
ct
k
n
o
wled
g
e.
T
h
e
s
tep
s
co
n
tain
ed
in
th
e
PjB
L
m
o
d
el
en
co
u
r
a
g
e
s
tu
d
en
ts
to
b
e
ac
tiv
ely
in
v
o
lv
ed
in
lear
n
in
g
to
b
u
ild
th
eir
k
n
o
wled
g
e
[
4
1
]
,
[
4
2
]
.
I
n
a
d
d
itio
n
,
s
ev
er
al
f
in
d
in
g
s
[
4
3
]
–
[
4
5
]
em
p
h
asize
th
at
b
u
ild
in
g
k
n
o
wled
g
e
th
r
o
u
g
h
s
o
cial
in
ter
ac
tio
n
i
n
th
e
lear
n
in
g
p
r
o
ce
s
s
is
also
an
ess
en
tial f
ac
to
r
in
in
cr
ea
s
in
g
s
tu
d
en
t CTS.
T
h
e
in
cr
ea
s
e
in
s
tu
d
en
t
C
T
S
i
n
th
e
PjB
L
lear
n
in
g
m
o
d
el
ca
n
b
e
attr
ib
u
te
d
to
th
e
s
tr
u
ctu
r
e
d
lear
n
i
n
g
s
tep
s
f
r
o
m
b
eg
in
n
in
g
to
e
n
d
.
T
h
e
PjB
L
lear
n
in
g
m
o
d
el
s
tar
ts
with
th
e
ess
en
tial
q
u
esti
o
n
s
s
tag
e,
in
wh
ich
s
tu
d
en
ts
ch
o
o
s
e
to
p
ics
r
elev
a
n
t
to
th
e
r
ea
l
wo
r
ld
an
d
co
n
d
u
c
t
in
v
esti
g
atio
n
s
.
Nex
t,
th
ey
d
e
s
ig
n
a
p
r
o
ject
p
lan
with
th
e
h
elp
o
f
co
llab
o
r
atio
n
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
er
s
to
in
teg
r
ate
v
ar
io
u
s
m
ater
ials
.
Stu
d
en
ts
al
s
o
cr
ea
te
p
r
o
ject
co
m
p
letio
n
s
ch
ed
u
les
an
d
ac
tiv
ely
m
o
n
ito
r
t
h
e
p
r
o
g
r
ess
o
f
th
eir
p
r
o
jects,
f
o
llo
win
g
d
ir
ec
tio
n
s
an
d
r
u
b
r
ics
p
r
o
v
id
e
d
b
y
th
e
te
ac
h
er
.
T
h
e
n
e
x
t
s
tag
e
in
v
o
lv
es
ass
es
s
in
g
th
e
r
ep
o
r
ted
r
esu
lts
,
in
wh
ich
s
tu
d
en
ts
r
ep
o
r
t
o
n
th
e
p
r
o
g
r
ess
an
d
co
m
p
eten
cies
th
ey
h
av
e
ac
h
iev
ed
.
Fin
ally
,
s
tu
d
en
ts
an
d
tea
ch
er
s
ev
alu
ate
th
eir
ex
p
er
ien
ce
s
an
d
r
ef
lect
o
n
t
h
e
ac
tiv
ities
an
d
r
esu
lts
o
f
th
e
p
r
o
jects
th
at
h
av
e
b
ee
n
ca
r
r
ied
o
u
t.
T
h
r
o
u
g
h
th
ese
s
tep
s
,
s
tu
d
en
ts
ar
e
en
co
u
r
ag
e
d
to
d
ev
elo
p
th
e
ac
h
iev
em
e
n
t
to
f
o
r
m
u
late
p
r
o
b
lem
s
,
f
o
r
m
u
late
s
o
lu
tio
n
s
,
an
d
d
esig
n
,
an
d
ev
alu
ate
p
r
o
ject
a
ctiv
ities
to
s
o
lv
e
p
r
o
b
lem
s
.
T
h
e
PjB
L
lear
n
in
g
m
o
d
el
ca
n
en
co
u
r
a
g
e
s
tu
d
en
ts
with
lear
n
in
g
d
i
f
f
icu
lties
to
b
e
ac
tiv
e
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
4
6
]
–
[
4
8
]
.
I
n
co
m
p
a
r
in
g
th
e
PjB
L
lear
n
in
g
m
o
d
el
a
n
d
co
n
v
en
tio
n
al
lear
n
in
g
,
co
n
v
en
ti
o
n
al
lear
n
i
n
g
in
th
is
s
tu
d
y
is
co
m
m
o
n
ly
u
s
ed
b
y
t
ea
ch
er
s
.
T
h
e
r
esu
lts
s
h
o
wed
t
h
at
co
n
v
en
tio
n
al
lea
r
n
in
g
r
es
u
lted
in
lo
w
s
tu
d
en
t
C
T
S
s
co
r
es.
T
h
is
i
s
ca
u
s
ed
b
y
th
e
f
o
c
u
s
o
f
lear
n
in
g
,
wh
ich
is
o
n
ly
o
n
s
tan
d
ar
d
m
aster
y
,
with
o
u
t
g
i
v
in
g
s
tu
d
en
ts
o
p
p
o
r
t
u
n
ities
to
b
e
ac
tiv
ely
in
v
o
lv
e
d
,
s
o
lear
n
in
g
tech
n
iq
u
es
b
ec
o
m
e
m
ea
n
i
n
g
less
.
C
o
n
v
en
tio
n
al
lear
n
in
g
d
o
es
n
o
t
en
c
o
u
r
a
g
e
s
tu
d
en
ts
’
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ills
b
ec
au
s
e
s
tu
d
en
ts
d
o
n
o
t
g
et
lear
n
in
g
ex
p
er
ien
ce
,
m
o
tiv
atio
n
,
an
d
c
o
n
f
id
en
ce
to
b
e
ac
tiv
ely
in
v
o
lv
ed
[
4
9
]
.
Fu
r
th
e
r
m
o
r
e
,
co
n
v
en
tio
n
al
lear
n
in
g
is
d
o
m
in
ated
b
y
r
h
y
th
m
an
d
a
s
s
ig
n
m
en
ts
with
o
u
t
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
an
d
co
n
f
i
d
en
ce
f
o
r
s
tu
d
en
ts
to
co
n
s
tr
u
ct
th
eir
k
n
o
wled
g
e
[
5
0
]
,
[
5
1
]
.
T
h
u
s
,
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
PjB
L
lear
n
in
g
m
o
d
el
an
d
co
n
v
en
tio
n
al
lear
n
in
g
is
th
at
th
e
PjB
L
lear
n
in
g
m
o
d
el
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
b
e
ac
tiv
ely
in
v
o
lv
ed
in
lear
n
in
g
,
en
c
o
u
r
a
g
es h
ig
h
er
-
o
r
d
er
t
h
in
k
in
g
s
k
ills
,
an
d
allo
ws s
tu
d
en
ts
to
co
n
s
tr
u
ct
k
n
o
wled
g
e.
Aca
d
em
ic
ac
h
iev
em
e
n
t
in
d
ica
tes
lear
n
in
g
ac
h
ie
v
em
en
t
t
h
at
in
clu
d
es
s
tu
d
en
ts
’
k
n
o
wled
g
e
an
d
s
k
ills
.
I
n
th
is
s
tu
d
y
,
h
ig
h
er
ac
ad
em
i
c
ac
h
iev
em
en
t
was
ass
o
ciate
d
with
h
ig
h
er
ac
h
iev
em
en
t
th
an
lo
wer
ac
ad
em
ic
ac
h
iev
em
en
t
.
Hig
h
ac
ad
em
ic
ac
h
iev
em
en
t
in
f
lu
e
n
ce
s
th
e
w
ay
s
tu
d
en
ts
lear
n
.
Stu
d
en
ts
w
ith
h
ig
h
ac
ad
em
ic
ac
h
iev
em
en
t
ten
d
to
h
av
e
a
b
r
o
ad
e
r
r
an
g
e
o
f
k
n
o
wled
g
e
an
d
s
k
ills
th
at
ca
n
b
e
u
s
ed
to
s
o
lv
e
co
m
p
lex
p
r
o
b
lem
s
in
v
o
lv
in
g
C
T
S
asp
ec
ts
.
A
ca
d
em
ic
ac
h
iev
em
en
t
af
f
ec
ts
s
tu
d
en
ts
’
ac
h
iev
em
en
t
to
an
aly
ze
,
in
te
r
p
r
et,
an
d
m
ak
e
d
ec
is
io
n
s
[
5
2
]
.
I
n
ad
d
itio
n
,
s
tu
d
en
ts
with
h
ig
h
ac
ad
em
ic
ac
h
iev
e
m
en
t
ar
e
b
etter
ab
le
to
s
o
lv
e
co
m
p
lex
p
r
o
b
lem
s
th
at
r
eq
u
ir
e
a
h
ig
h
er
lev
el
o
f
th
in
k
in
g
th
a
n
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
en
t
[
3
1
]
.
L
o
w
ac
ad
em
ic
ac
h
iev
em
en
t
i
n
s
tu
d
en
ts
ca
n
b
e
ca
u
s
ed
b
y
a
lack
o
f
s
k
ills
in
f
in
d
in
g
,
o
b
ta
in
in
g
,
an
d
u
s
in
g
in
f
o
r
m
atio
n
.
Stu
d
e
n
ts
wh
o
h
av
e
lo
w
ac
ad
em
ic
ac
h
iev
e
m
en
t o
f
ten
f
ac
e
o
b
s
tacle
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
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
E
n
h
a
n
ci
n
g
crit
ica
l th
in
kin
g
a
n
d
a
ca
d
emic
a
ch
ieve
men
t th
r
o
u
g
h
d
iffer
en
t le
a
r
n
in
g
(
A
li Usma
n
)
4275
S
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
en
t
ten
d
n
o
t
to
h
av
e
ef
f
ec
tiv
e
s
tr
ateg
ies
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
[
5
3
]
.
T
h
ey
m
ay
h
av
e
d
if
f
ic
u
lty
m
a
n
ag
in
g
an
d
o
r
g
an
izin
g
in
f
o
r
m
atio
n
ef
f
icien
tly
.
I
n
ad
d
itio
n
,
s
tu
d
e
n
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
e
n
t
m
ay
ex
p
er
ien
ce
c
h
allen
g
es
in
co
n
s
tr
u
ctin
g
th
eir
k
n
o
wled
g
e
[
5
4
]
.
T
h
e
y
m
ay
h
av
e
d
if
f
icu
lty
u
n
d
er
s
tan
d
in
g
n
ew
co
n
ce
p
ts
an
d
r
elatin
g
th
em
to
ex
is
tin
g
k
n
o
wled
g
e.
T
h
is
ca
n
ca
u
s
e
o
b
s
tacle
s
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
an
aly
s
is
r
esu
lts
s
h
o
w
th
at
th
e
PjB
L
lear
n
in
g
m
o
d
el
te
n
d
s
to
in
cr
ea
s
e
th
e
C
T
S
o
f
s
tu
d
en
ts
with
h
ig
h
an
d
lo
w
ac
ad
em
ic
ac
h
ie
v
em
en
t,
esp
ec
ially
f
o
r
s
tu
d
en
t
s
with
lo
w
ac
ad
em
ic
ac
h
iev
e
m
en
t.
Ap
p
ly
i
n
g
th
e
PjB
L
lear
n
in
g
m
o
d
el
is
co
n
s
id
er
ed
v
er
y
ef
f
ec
tiv
e
i
n
in
cr
ea
s
i
n
g
s
tu
d
en
t CTS.
T
h
is
ca
n
b
e
s
ee
n
f
r
o
m
th
e
r
esu
lts
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
b
etwe
en
t
h
e
C
T
S
o
f
s
tu
d
en
ts
in
t
h
e
PjB
L
lear
n
in
g
m
o
d
el
with
lo
w
ac
ad
em
ic
ac
h
iev
em
e
n
t
an
d
th
e
C
T
S
o
f
s
tu
d
en
ts
in
co
n
v
en
t
io
n
al
lear
n
in
g
with
h
ig
h
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
c
h
[
5
5
]
w
h
ich
co
n
cl
u
d
ed
t
h
at
th
e
B
OPP
PS
lear
n
in
g
m
o
d
e
l
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
’
ac
ad
e
m
ic
ac
h
iev
em
e
n
t
in
g
e
n
er
al.
I
n
ad
d
itio
n
,
o
th
er
r
esear
ch
[
5
6
]
also
s
h
o
ws
t
h
at
th
e
R
MS
lear
n
in
g
m
o
d
el
ten
d
s
to
in
cr
ea
s
e
th
e
C
T
S o
f
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
e
n
t.
T
h
e
PjB
L
m
o
d
el
is
a
lear
n
in
g
m
o
d
el
th
at
ca
n
p
o
ten
tially
im
p
r
o
v
e
s
tu
d
en
ts
’
C
T
S,
esp
ec
ially
f
o
r
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
lev
els
ca
n
ex
p
er
ien
ce
p
o
s
itiv
e
lear
n
in
g
e
x
p
er
ien
ce
s
.
T
h
is
p
o
s
itiv
e
ex
p
er
ien
ce
is
o
b
tain
ed
th
r
o
u
g
h
th
e
s
tep
s
in
th
e
PjB
L
m
o
d
el,
wh
ic
h
h
elp
s
tr
ai
n
s
tu
d
en
ts
with
lo
w
ac
ad
e
m
ic
ac
h
iev
em
en
t
to
co
m
p
lete
ass
ig
n
m
en
ts
well.
T
h
is
f
in
d
in
g
is
in
lin
e
with
th
e
s
ev
er
al
r
esear
ch
es
[
5
7
]
,
[
5
8
]
,
wh
ich
s
tate
th
at
P
B
L
ca
n
tr
ain
s
tu
d
en
ts
to
s
ee
k
,
d
is
co
v
er
,
an
d
ap
p
ly
th
eir
k
n
o
wled
g
e
to
id
en
tif
y
an
d
f
in
d
a
s
o
lu
tio
n
to
t
h
e
p
r
o
b
lem
at
h
an
d
.
P
r
o
b
lem
-
b
ased
lear
n
in
g
p
r
o
ce
s
s
h
as
h
ig
h
ef
f
ec
tiv
en
ess
an
d
p
r
o
d
u
ce
s
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
er
ien
ce
s
[
5
9
]
–
[
6
1
]
.
T
h
e
Pj
B
L
lear
n
in
g
m
o
d
el
h
as
ad
v
an
t
ag
es
in
tr
ain
in
g
s
tu
d
e
n
ts
to
lear
n
co
llab
o
r
ativ
ely
,
d
is
co
v
er
,
an
d
u
s
e
in
f
o
r
m
atio
n
in
p
r
o
ject
co
n
tex
ts
.
I
n
th
e
PjB
L
m
o
d
el,
s
tu
d
en
ts
ar
e
en
co
u
r
a
g
ed
to
d
ig
u
p
m
o
r
e
f
ac
ts
ab
o
u
t
a
to
p
ic
an
d
r
ea
d
th
e
r
elev
an
t
m
ater
ial
to
g
ain
b
r
o
ad
er
in
s
ig
h
ts
ab
o
u
t
v
ar
io
u
s
p
r
o
b
lem
s
,
team
wo
r
k
,
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
ap
p
ly
i
n
g
co
n
ce
p
ts
in
p
r
o
b
lem
co
n
tex
t
s
.
T
h
is
is
co
n
s
is
ten
t
th
e
f
in
d
in
g
s
[
6
2
]
,
[
6
3
]
,
wh
ich
s
tate
th
at
co
llab
o
r
ativ
e
lear
n
in
g
p
r
o
v
id
es
ess
en
tial
s
u
p
p
o
r
t
in
p
la
n
n
in
g
an
d
co
m
m
u
n
icatio
n
in
s
o
lv
i
n
g
p
r
o
b
lem
s
.
I
n
a
d
d
itio
n
,
c
o
o
p
e
r
ativ
e
lear
n
in
g
ca
n
im
p
r
o
v
e
s
t
u
d
en
ts
'
s
cien
tific
s
k
ills
an
d
c
o
m
p
eten
cies
[
6
4
]
.
T
h
u
s
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
th
e
PjB
L
lear
n
in
g
m
o
d
el,
with
a
f
o
cu
s
o
n
co
llab
o
r
ati
v
e
lea
r
n
in
g
,
s
ig
n
if
ican
tly
en
h
an
ce
s
s
tu
d
en
ts
'
s
k
ills
,
co
m
p
eten
cies,
an
d
lear
n
in
g
e
x
p
er
i
en
ce
in
s
o
lv
in
g
p
r
o
b
lem
s
ef
f
ec
tiv
ely
.
B
ased
o
n
th
e
r
esear
ch
,
it
was
f
o
u
n
d
th
at
th
e
lo
west
co
r
r
ec
t
ed
C
T
S
s
co
r
e
o
cc
u
r
r
ed
in
co
n
v
en
tio
n
al
lear
n
in
g
i
n
s
tu
d
e
n
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
e
m
en
t.
Fu
r
th
er
m
o
r
e,
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
co
n
v
en
tio
n
al
lear
n
in
g
f
o
r
s
tu
d
en
ts
with
h
ig
h
ac
ad
em
ic
ac
h
ie
v
em
en
t
an
d
th
e
PjB
L
lear
n
in
g
m
o
d
el
f
o
r
s
tu
d
en
ts
with
h
ig
h
ac
ad
em
ic
ac
h
iev
e
m
en
t.
On
e
o
f
th
e
f
ac
to
r
s
ca
u
s
in
g
th
e
lo
w
C
T
S
s
co
r
e
in
co
n
v
en
tio
n
al
lear
n
in
g
is
th
e
lack
o
f
p
r
ac
tice
a
n
d
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
b
u
ild
th
eir
k
n
o
wled
g
e,
wh
ich
ca
u
s
es
th
e
lo
w
q
u
ality
o
f
co
n
v
en
tio
n
al
lear
n
i
n
g
.
Sev
e
r
a
l
r
esear
ch
es
[
6
5
]
,
[
6
6
]
s
h
o
ws
th
at
co
n
v
en
tio
n
al
lear
n
in
g
d
o
es
n
o
t
en
c
o
u
r
a
g
e
s
tu
d
en
ts
to
lear
n
ac
tiv
ely
.
I
n
ad
d
itio
n
,
Sh
ar
m
a
et
a
l.
[
6
7
]
s
tated
th
at
co
n
v
en
tio
n
al
lear
n
in
g
d
o
es
n
o
t
teac
h
s
tu
d
en
ts
th
e
an
aly
tical
an
d
e
v
alu
atio
n
s
k
ills
n
ee
d
ed
to
s
o
lv
e
p
r
o
b
lem
s
,
co
n
tr
ib
u
tin
g
to
lo
w
C
T
S
s
co
r
es
.
Fu
r
th
er
m
o
r
e
,
W
en
et
a
l.
[
6
8
]
s
tated
th
at
co
n
v
en
tio
n
al
lear
n
in
g
d
o
es
n
o
t
in
cr
e
ase
s
tu
d
e
n
t
ac
h
iev
em
e
n
t
an
d
d
o
es
n
o
t
d
ev
elo
p
in
d
e
p
en
d
e
n
ce
in
lear
n
in
g
.
T
h
u
s
,
it
ca
n
b
e
c
o
n
clu
d
e
d
th
at
c
o
n
v
e
n
tio
n
al
lear
n
in
g
h
as
lim
itatio
n
s
in
in
cr
ea
s
in
g
s
tu
d
e
n
ts
’
C
T
S,
esp
ec
ially
f
o
r
s
tu
d
e
n
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
e
m
en
t.
4.
CO
NCLU
SI
O
N
C
o
m
p
ar
ed
to
c
o
n
v
e
n
tio
n
al
l
ea
r
n
in
g
,
t
h
e
PjB
L
lear
n
in
g
m
o
d
el
h
as
b
ee
n
p
r
o
v
en
e
f
f
ec
tiv
e
in
im
p
r
o
v
in
g
th
in
k
in
g
s
k
ills
,
esp
ec
ially
f
o
r
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
e
n
t.
I
n
th
i
s
co
n
tex
t,
th
e
PjB
L
lear
n
in
g
m
o
d
el
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
’
C
T
S
with
lo
w
ac
ad
em
ic
ac
h
iev
em
en
t
b
y
d
e
v
elo
p
in
g
cr
itical
s
im
u
latio
n
s
k
ills
.
T
h
er
ef
o
r
e,
th
r
o
u
g
h
th
e
im
p
lem
en
tatio
n
o
f
th
e
PjB
L
lear
n
in
g
m
o
d
el,
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
ac
h
iev
em
en
t
h
av
e
th
e
o
p
p
o
r
tu
n
ity
to
im
p
r
o
v
e
th
eir
th
in
k
in
g
s
k
ills
an
d
tech
n
o
lo
g
ical
co
m
p
eten
ce
th
r
o
u
g
h
th
e
u
s
e
o
f
cr
itical
s
im
u
latio
n
s
.
I
n
s
tr
u
cto
r
s
o
r
teac
h
er
s
ca
n
im
p
r
o
v
e
th
e
co
m
p
eten
cy
o
f
s
tu
d
en
ts
’
tech
n
o
lo
g
ical
s
k
ills
wi
th
lo
w
ac
ad
em
ic
n
ee
d
s
th
r
o
u
g
h
th
e
PjB
L
lear
n
in
g
m
o
d
el.
I
n
PB
L
,
in
s
tr
u
cto
r
s
cr
ea
te
lear
n
in
g
ex
p
er
ien
ce
s
f
o
c
u
s
ed
o
n
p
r
o
b
lem
-
s
o
lv
in
g
an
d
p
r
ac
tical
ap
p
licatio
n
,
h
elp
in
g
s
tu
d
en
ts
d
ev
elo
p
tech
n
o
lo
g
y
s
k
ills
.
PB
L
en
g
ag
es
s
tu
d
en
ts
ac
tiv
ely
,
en
c
o
u
r
ag
i
n
g
c
r
itical
th
in
k
in
g
,
co
llab
o
r
ativ
e
wo
r
k
,
an
d
r
ea
l
p
r
o
b
lem
-
s
o
lv
in
g
.
W
ith
PB
L
,
in
s
tr
u
cto
r
s
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
with
lo
w
ac
ad
em
ic
n
ee
d
s
to
d
ev
elo
p
r
ea
l
-
life
,
r
elev
an
t te
ch
n
o
lo
g
y
s
k
ills
.
T
h
e
p
r
ac
tical
im
p
licatio
n
s
o
f
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
e
ed
f
o
r
th
e
in
teg
r
atio
n
o
f
PjB
L
m
o
d
els
in
ed
u
ca
tio
n
al
c
u
r
r
icu
la,
esp
ec
ia
lly
f
o
r
s
tu
d
en
ts
with
l
o
w
ac
a
d
em
ic
ac
h
iev
e
m
en
t.
T
h
r
o
u
g
h
PjB
L
,
s
ch
o
o
ls
ca
n
p
r
o
v
id
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