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[
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13
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en
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ir
o
n
m
e
n
t.
Ho
wev
er
,
lim
ited
r
esear
ch
to
u
ch
ed
th
ese
asp
ec
ts
d
u
r
in
g
th
e
p
an
d
em
ic
an
d
th
is
co
n
ce
n
tr
ati
o
n
o
n
o
n
l
y
s
atis
f
ac
tio
n
an
d
m
o
tiv
atio
n
h
a
s
g
en
er
ated
a
th
eo
r
etica
l
an
d
em
p
ir
ical
g
ap
in
th
e
s
cien
tific
r
esear
ch
r
eg
ar
d
in
g
s
tu
d
en
ts
’
en
g
a
g
em
en
t
t
o
war
d
s
lear
n
in
g
th
r
o
u
g
h
s
tu
d
e
n
ts
‘
ev
alu
atio
n
o
f
teac
h
e
r
s
’
ef
f
ec
ti
v
e
n
ess
in
C
OVI
D
-
19
co
n
tex
t,
wh
er
e
all
teac
h
in
g
p
r
ac
tices
an
d
s
tu
d
en
ts
’
p
er
ce
p
ti
o
n
s
h
av
e
b
ee
n
ch
an
g
e
d
.
Ad
d
it
io
n
ally
,
m
o
s
t
o
f
th
e
ac
tu
al
r
esear
ch
er
s
ar
e
m
ain
l
y
f
o
cu
s
in
g
o
n
C
OVI
D
-
1
9
c
ir
cu
m
s
tan
ce
s
an
d
ef
f
ec
t
o
n
teac
h
in
g
s
ty
le
an
d
s
tu
d
en
ts
’
attitu
d
es
as
well
as
th
e
ch
allen
g
es
o
f
o
n
lin
e
lea
r
n
in
g
i
n
teg
r
atio
n
f
o
r
in
s
titu
tio
n
s
,
teac
h
er
s
,
an
d
s
tu
d
en
ts
[
1
]
,
[
1
0
]
.
T
h
e
r
ef
o
r
e
,
th
e
m
ajo
r
p
u
r
p
o
s
e
of
o
u
r
q
u
an
titativ
e
s
tu
d
y
is
to
ex
a
m
in
e
th
e
im
p
ac
t
o
f
s
tu
d
en
ts
’
f
ee
d
b
ac
k
o
n
teac
h
in
g
ef
f
ec
tiv
e
n
ess
an
d
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
with
t
h
e
ch
a
n
g
e
f
r
o
m
t
h
e
tr
a
d
itio
n
al
teac
h
in
g
s
ty
le
to
th
e
n
ew
o
n
lin
e
lear
n
in
g
s
y
s
tem
an
d
d
eter
m
in
e
to
wh
at
ex
ten
t
co
u
ld
th
e
teac
h
in
g
ef
f
ec
tiv
en
ess
p
lay
th
e
m
ed
iati
o
n
r
o
le
in
t
h
at
r
elatio
n
s
h
ip
wi
th
in
Hu
n
g
ar
ia
n
h
ig
h
er
u
n
i
v
er
s
ities
in
th
e
tim
e
o
f
C
OVI
D
-
1
9
.
T
h
is
r
esear
ch
is
th
en
o
r
g
a
n
ize
d
as
f
o
llo
ws.
First,
we
will
g
o
th
r
o
u
g
h
th
e
liter
atu
r
e
r
ev
iew
co
n
tain
in
g
th
e
d
ef
in
itio
n
o
f
th
e
r
esear
ch
v
ar
iab
les
an
d
clar
if
icatio
n
o
f
th
e
lin
k
s
b
etwe
en
th
e
m
.
T
h
en
,
we
will
tr
y
to
d
escr
ib
e
th
e
s
tu
d
y
’
s
m
eth
o
d
o
lo
g
y
,
s
h
o
w,
a
n
d
d
is
cu
s
s
th
e
r
esu
lts
o
f
th
e
d
ata
a
n
aly
s
is
,
a
n
d
f
i
n
ally
,
we
will
p
r
esen
t th
e
th
eo
r
etica
l a
n
d
p
r
a
ctica
l c
o
n
tr
ib
u
tio
n
s
p
l
u
s
th
e
lim
its
,
an
d
th
e
s
tu
d
y
'
s
f
u
tu
r
e
p
e
r
s
p
ec
tiv
es.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Student
s
’
f
ee
db
a
ck
a
nd
s
t
ud
ent
s
’
eng
a
g
em
ent
No
wad
ay
s
,
r
ec
eiv
in
g
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
en
ts
is
co
n
s
id
er
e
d
a
v
er
y
im
p
o
r
ta
n
t
p
ar
t
o
f
u
n
iv
e
r
s
ities
’
life
[
1
1
]
,
esp
ec
ially
d
u
r
in
g
c
h
an
g
e
cir
cu
m
s
tan
ce
s
.
Sev
er
al
ex
p
lan
atio
n
s
wer
e
u
s
ed
to
d
ef
i
n
e
th
e
co
n
ce
p
t
o
f
f
ee
d
b
ac
k
an
d
m
an
y
a
u
th
o
r
s
tr
i
ed
to
t
o
u
ch
d
if
f
e
r
en
t
asp
ec
ts
o
f
it
[
1
2
]
.
So
m
e
o
f
t
h
em
c
o
n
s
id
er
it
as
in
f
o
r
m
atio
n
g
ain
ed
f
r
o
m
lear
n
er
s
’
p
er
f
o
r
m
an
ce
[
1
3
]
.
Oth
er
s
ch
ar
ac
ter
ize
it
as
an
in
ter
ch
an
g
e
b
etwe
en
lear
n
er
s
an
d
teac
h
er
s
.
R
ec
en
t
ap
p
r
o
ac
h
es
c
o
n
tem
p
late
f
ee
d
b
ac
k
as
a
p
r
o
c
ess
wh
er
e
teac
h
er
s
co
llect
b
ac
k
in
f
o
r
m
atio
n
f
r
o
m
lear
n
er
s
to
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
ce
[
1
2
]
.
Sch
o
lar
s
h
av
e
m
en
ti
o
n
ed
t
h
a
t
s
tu
d
en
t
f
ee
d
b
ac
k
r
ef
e
r
s
to
th
e
co
n
ce
n
tr
atio
n
o
n
s
tu
d
en
ts
’
o
p
in
io
n
s
ab
o
u
t
th
eir
b
elief
s
co
n
c
er
n
in
g
th
e
q
u
ality
en
h
a
n
ce
m
en
t
o
f
a
ca
d
em
ic
teac
h
in
g
an
d
lear
n
in
g
in
u
n
iv
er
s
ities
[
2
]
.
T
h
e
r
ea
s
o
n
b
e
h
in
d
th
is
co
m
m
o
n
ly
u
s
ed
e
x
er
cise
is
to
im
p
r
o
v
e
th
e
teac
h
in
g
q
u
ality
,
w
h
er
e
in
s
tr
u
cto
r
s
ca
n
k
n
o
w
wh
at
th
eir
wea
k
n
ess
es a
r
e
an
d
wh
at
th
ey
s
h
o
u
l
d
im
p
r
o
v
e.
I
n
th
eir
s
tu
d
y
,
Kem
b
er
et
a
l
.
[
1
4
]
en
u
m
er
ated
s
ix
f
ac
to
r
s
o
f
s
tu
d
en
ts
’
f
ee
d
b
a
ck
wh
ich
ar
e
lear
n
in
g
o
u
tc
o
m
es,
in
ter
ac
tio
n
,
in
d
iv
id
u
al
h
el
p
,
o
r
g
an
izatio
n
an
d
p
r
esen
tatio
n
,
m
o
tiv
atio
n
,
a
n
d
f
ee
d
b
ac
k
.
I
n
p
r
ev
i
o
u
s
s
tu
d
ies,
th
e
co
n
ce
p
t
o
f
en
g
a
g
em
en
t
h
as
alwa
y
s
b
ee
n
d
eter
m
in
e
d
b
y
th
e
tim
e
an
d
ef
f
o
r
t
allo
ca
ted
b
y
s
tu
d
en
ts
to
d
o
th
eir
ac
tiv
ities
an
d
r
ea
ch
s
o
m
e
s
p
ec
if
ic
o
u
tco
m
es
[
1
5
]
,
wh
er
e
r
esear
ch
e
r
s
s
u
g
g
ested
th
r
ee
ty
p
es
o
f
en
g
ag
em
e
n
t:
b
eh
av
io
r
al
en
g
a
g
em
en
t,
em
o
tio
n
al
en
g
ag
em
en
t,
an
d
co
g
n
itiv
e
en
g
ag
em
e
n
t
[
1
6
]
.
B
eh
av
i
o
r
al
en
g
ag
em
en
t
co
n
s
is
ts
o
f
s
tu
d
en
ts
’
in
v
o
lv
em
en
t
an
d
ef
f
o
r
ts
.
As
f
o
r
em
o
tio
n
al
en
g
ag
em
e
n
t,
it
co
n
ce
n
tr
ates
o
n
s
tu
d
en
ts
’
r
ea
ctio
n
s
to
o
th
er
s
lik
e
teac
h
er
s
an
d
p
e
er
s
,
an
d
co
g
n
itiv
e
en
g
ag
em
e
n
t,
s
tates
th
e
a
p
p
lic
atio
n
o
f
th
e
n
ec
ess
ar
y
e
f
f
o
r
ts
to
u
n
d
e
r
s
tan
d
c
o
m
p
lex
id
ea
s
[
1
6
]
.
A
p
o
s
itiv
e
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
et
wee
n
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
an
d
t
h
e
q
u
ality
o
f
lear
n
in
g
o
u
tco
m
es
an
d
ac
h
iev
em
en
ts
was
r
ep
o
r
ted
i
n
an
ter
io
r
s
tu
d
ies
[
1
7
]
,
wh
ic
h
ex
p
lain
s
th
at
an
in
cr
ea
s
e
in
th
e
p
er
f
o
r
m
an
ce
,
r
eten
tio
n
,
p
e
r
s
is
ten
ce
,
an
d
ex
p
er
ien
ce
o
f
teac
h
er
s
is
f
o
llo
wed
b
y
an
i
n
cr
ea
s
e
in
s
tu
d
en
ts
’
e
n
g
ag
em
en
t a
s
well.
Stu
d
en
ts
’
en
g
ag
em
e
n
t
h
as
al
way
s
b
ee
n
d
escr
ib
ed
a
n
d
s
tu
d
ied
in
ter
m
s
o
f
s
tu
d
e
n
ts
’
lev
e
ls
o
f
u
s
u
al
an
d
ac
tiv
e
in
v
o
lv
em
e
n
t,
lik
e
f
o
r
ex
a
m
p
le
th
e
s
h
ar
e
o
f
th
ei
r
f
ee
d
b
ac
k
ab
o
u
t
u
n
iv
er
s
ities
’
s
y
s
tem
s
,
teac
h
er
s
’
co
m
p
eten
cies,
an
d
p
e
r
f
o
r
m
an
ce
.
Ma
n
y
s
tu
d
ies
em
p
h
asized
th
e
u
s
e
o
f
ass
es
s
m
en
t
an
d
f
ee
d
b
ac
k
in
a
p
r
o
ce
s
s
o
f
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
w
h
ich
ca
n
in
cr
ea
s
e
s
tu
d
e
n
ts
’
en
g
ag
em
en
t
th
er
ea
f
ter
[
1
8
]
.
Pric
e
et
a
l
.
[
1
9
]
s
tated
th
at
o
n
e
m
o
s
t
im
p
o
r
tan
t
k
ey
f
ac
to
r
s
o
f
s
tu
d
en
ts
’
en
g
a
g
em
e
n
t
ar
e
th
e
s
h
ar
e
o
f
g
o
o
d
v
alu
e
s
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
d
u
r
in
g
lear
n
in
g
.
T
h
er
ef
o
r
e,
s
tu
d
en
ts
’
in
v
o
lv
em
en
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
ev
alu
atio
n
s
h
o
u
l
d
b
e
an
in
d
icato
r
an
d
a
b
o
o
s
t
er
f
o
r
th
eir
en
g
ag
em
e
n
t
[
2
0
]
.
Kee
p
in
g
with
th
e
s
am
e
th
o
u
g
h
ts
,
Hy
att
[
2
1
]
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
in
cr
ea
s
in
g
th
e
d
ialo
g
u
e
m
et
h
o
d
wh
en
s
tu
d
en
ts
ar
e
in
th
e
p
r
o
ce
s
s
o
f
g
iv
in
g
f
ee
d
b
ac
k
to
e
n
s
u
r
e
th
eir
en
g
ag
em
en
t.
I
n
ad
d
itio
n
,
C
h
in
n
an
d
B
r
ewe
r
[
2
2
]
r
ep
o
r
ted
in
th
eir
s
tu
d
y
th
at
f
ee
d
b
ac
k
ca
n
b
e
c
o
n
s
id
er
ed
a
s
a
s
o
cial
p
r
o
ce
d
u
r
e
th
at
g
o
e
s
with
en
g
ag
e
m
en
t
p
r
o
ce
s
s
s
h
o
wed
in
s
tu
d
en
ts
’
ch
o
ices a
n
d
ac
tio
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
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d
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c
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SS
N:
2252
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8
8
2
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I
mp
a
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d
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fee
d
b
a
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o
n
th
eir en
g
a
g
eme
n
t to
w
a
r
d
s
o
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s
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3777
L
iter
atu
r
e
ab
o
u
t
s
tu
d
en
ts
’
f
ee
d
b
ac
k
a
n
d
e
n
g
ag
e
m
en
t
[
2
3
]
,
s
tated
th
at
in
a
tu
r
b
u
len
t
an
d
u
n
ce
r
tain
en
v
ir
o
n
m
en
t,
in
n
o
v
atio
n
is
r
e
co
g
n
ized
as
a
k
ey
s
u
cc
ess
f
a
cto
r
o
f
p
er
f
o
r
m
an
ce
an
d
co
m
p
etitiv
e
ad
v
a
n
tag
e
,
d
u
e
to
th
e
v
ast
s
p
r
ea
d
o
f
C
O
VI
D
-
1
9
,
m
o
s
t
o
f
th
e
u
n
iv
er
s
ities
d
ec
id
ed
to
clo
s
e
an
d
a
d
o
p
t
th
e
ad
v
an
ce
d
n
ew
tech
n
o
lo
g
y
to
en
a
b
le
ef
f
ec
tiv
e
o
n
lin
e
lear
n
in
g
[
2
4
]
an
d
a
v
o
id
lea
r
n
in
g
in
ter
r
u
p
tio
n
s
[
2
5
]
.
I
n
th
eir
s
tu
d
y
,
W
u
et
a
l.
[
2
6
]
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
o
f
s
tu
d
en
t
i
n
n
o
v
ativ
e
n
ess
wh
ich
in
clu
d
es
th
eir
f
lex
i
b
ilit
y
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ca
p
a
b
ilit
ies
in
h
ar
d
t
im
es
.
I
n
th
is
lin
e,
s
ev
er
al
u
n
iv
er
s
ities
s
tar
ted
to
co
n
ce
n
tr
a
te
o
n
h
o
w
to
b
est
p
r
o
v
id
e
g
o
o
d
o
n
lin
e
co
u
r
s
es,
an
d
wh
at
th
ey
s
h
o
u
l
d
d
o
to
e
n
g
ag
e
lear
n
e
r
s
th
r
o
u
g
h
th
eir
f
ee
d
b
ac
k
s
,
r
atin
g
s
,
an
d
ev
alu
atio
n
s
r
eg
ar
d
in
g
th
e
n
ew
o
n
lin
e
teac
h
in
g
s
ty
le
[
2
4
]
.
Fro
m
th
is
p
er
s
p
ec
tiv
e
,
we
ca
n
co
n
clu
d
e
o
u
r
f
ir
s
t
h
y
p
o
th
esis
:
Stu
d
en
ts
‘
f
ee
d
b
ac
k
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
’
en
g
a
g
em
en
t
t
o
war
d
s
lear
n
in
g
in
th
e
tim
e
o
f
C
OVI
D
-
1
9
p
an
d
e
m
ic
(
H1
)
.
2
.
2
.
Student
s
’
f
ee
db
a
ck
a
nd
t
ea
ching
ef
f
ec
t
iv
eness
L
iter
atu
r
e
r
ev
iew
o
n
h
i
g
h
er
ed
u
ca
tio
n
r
ev
ea
ls
th
at
teac
h
i
n
g
ef
f
ec
tiv
e
n
ess
is
a
ce
n
s
o
r
io
u
s
f
ac
to
r
lead
in
g
t
o
a
v
ar
iatio
n
in
s
tu
d
e
n
ts
’
ac
h
iev
em
e
n
ts
an
d
h
as
a
g
r
ea
t
in
f
lu
e
n
ce
o
n
th
eir
p
er
f
o
r
m
an
ce
[
2
7
]
.
Klass
en
an
d
T
ze
r
ef
e
r
r
ed
to
it
as
“th
e
ag
g
r
eg
ated
e
f
f
ec
ts
o
f
a
co
m
p
lex
s
et
o
f
in
-
class
r
o
o
m
te
ac
h
er
b
eh
a
v
io
r
s
o
n
s
tu
d
en
ts
’
lear
n
in
g
,
ty
p
ically
o
p
er
atio
n
alize
d
as
m
ea
s
u
r
ed
s
tu
d
en
t
ac
h
iev
em
e
n
t
o
r
ev
alu
atio
n
s
o
f
o
b
s
er
v
ed
teac
h
in
g
p
er
f
o
r
m
an
ce
.
”
Ho
wev
er
,
s
o
m
e
au
th
o
r
s
s
tated
th
at
teac
h
in
g
ef
f
ec
tiv
en
ess
co
n
ce
p
t
is
s
till
n
o
t
th
at
clea
r
[
2
8
]
.
I
t
is
f
o
r
th
at
r
ea
s
o
n
,
th
ey
h
ar
d
ly
f
o
cu
s
ed
o
n
u
n
d
er
s
tan
d
in
g
th
e
f
ac
to
r
s
th
at
co
u
ld
co
n
tr
ib
u
te
to
in
cr
ea
s
in
g
teac
h
in
g
ef
f
ec
tiv
en
ess
to
im
p
r
o
v
e
ed
u
ca
tio
n
al
o
u
t
co
m
es,
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
s
atis
f
ac
tio
n
[
2
]
,
an
d
en
g
ag
em
e
n
t
[
1
7
]
.
Klass
en
an
d
T
ze
[
2
7
]
h
av
e
m
en
tio
n
ed
s
o
m
e
o
f
teac
h
er
s
’
ch
ar
ac
ter
is
tics
th
at
ca
n
h
av
e
a
h
u
g
e
ef
f
ec
t
o
n
th
eir
ef
f
ec
tiv
en
ess
s
u
ch
as
th
eir
p
er
s
o
n
ality
a
n
d
m
o
tiv
atio
n
.
I
n
h
is
s
tu
d
y
,
B
ar
r
[
2
9
]
h
i
g
h
lig
h
ted
th
at
teac
h
er
s
’
p
er
s
o
n
ality
was h
ig
h
ly
co
n
n
ec
ted
with
teac
h
in
g
s
u
cc
ess
.
R
eg
ar
d
in
g
th
e
m
o
tiv
atio
n
f
ac
to
r
,
m
an
y
s
tu
d
ies
an
d
f
r
am
ewo
r
k
s
wer
e
ap
p
lied
to
lin
k
m
o
tiv
atio
n
a
n
d
teac
h
in
g
e
f
f
ec
tiv
en
ess
[
3
0
]
,
en
g
ag
e
m
en
t
[
2
7
]
,
an
d
ac
h
iev
e
m
en
t g
o
als
[
3
1
]
,
a
n
d
cu
ltu
r
al
a
d
ju
s
tm
en
t a
n
d
cu
l
tu
r
al
in
tellig
en
ce
lev
el
[
3
2
]
.
P
r
e
v
i
o
u
s
s
t
u
d
i
e
s
r
e
l
a
t
e
d
t
o
e
d
u
c
a
t
i
o
n
i
n
s
i
s
t
e
d
o
n
m
e
n
t
i
o
n
i
n
g
t
h
e
s
i
g
n
i
f
i
c
a
n
t
r
o
le
th
at
s
t
u
d
e
n
t
s
’
f
ee
d
b
ac
k
v
ar
iab
le
p
lay
s
in
im
p
r
o
v
in
g
an
d
in
c
r
ea
s
in
g
teac
h
i
n
g
q
u
ali
ty
as
well
as
s
tu
d
en
ts
’
lev
el
o
f
s
atis
f
ac
tio
n
[
2
]
,
atten
tio
n
s
h
o
u
ld
also
b
e
p
aid
t
o
d
if
f
er
e
n
ce
s
in
s
o
cial
co
n
tex
t
s
an
d
p
er
s
o
n
al
f
ac
to
r
s
[
3
3
]
.
I
n
th
is
lin
e,
s
tu
d
y
b
y
C
r
u
z
et
a
l
.
[
3
4
]
h
ig
h
lig
h
ted
th
at
if
teac
h
er
s
p
o
s
s
es
s
th
e
lead
o
v
er
s
u
b
jects a
n
d
m
an
ag
in
g
class
es
in
a
s
u
f
f
icien
t
w
a
y
i
t
i
s
o
b
v
i
o
u
s
t
h
a
t
s
t
u
d
e
n
t
s
w
i
l
l
f
e
e
l
s
a
t
i
s
f
i
e
d
a
n
d
p
r
o
v
i
d
e
a
h
i
g
h
l
e
v
e
l
o
f
f
e
e
d
b
a
c
k
.
F
u
r
t
h
e
r
m
o
r
e
,
E
n
g
e
t
a
l
.
[
8
]
m
en
tio
n
ed
t
h
at
s
tu
d
en
ts
’
f
ee
d
b
ac
k
h
as
th
e
h
u
g
e
p
o
wer
t
o
im
p
r
o
v
e
teac
h
er
s
’
p
er
f
o
r
m
an
ce
in
cr
ea
tin
g
th
e
co
u
r
s
e
m
ater
ials
an
d
ass
ess
m
en
t te
ch
n
iq
u
es a
s
well
as o
r
g
a
n
izin
g
class
es p
r
o
g
r
ess
an
d
in
ter
ac
tio
n
s
.
I
n
ad
d
itio
n
,
g
o
o
d
teac
h
er
s
ar
e
th
o
s
e
wh
o
p
o
s
s
ess
th
e
ab
il
ities
o
f
g
o
o
d
m
em
o
r
y
,
willp
o
wer
,
an
d
k
in
d
n
ess
[
2
]
.
E
d
u
ca
tio
n
f
ield
r
esear
ch
er
s
r
ep
o
r
ted
s
o
m
e
q
u
alities
o
f
ef
f
ec
tiv
e
teac
h
in
g
s
ty
le,
wh
er
e
th
ey
s
p
o
tlig
h
ted
th
at
teac
h
er
s
s
h
o
u
l
d
h
av
e
a
m
ajo
r
co
m
m
itm
en
t to
th
eir
p
r
o
f
ess
io
n
,
b
e
h
u
m
an
e,
ca
n
p
r
o
v
i
d
e
a
g
o
o
d
co
n
s
u
ltatio
n
f
o
r
s
tu
d
e
n
ts
,
an
d
in
v
esti
g
ate
th
eir
tim
e
to
th
e
ad
eq
u
ate
o
r
g
an
izatio
n
[
2
]
.
R
eg
ar
d
in
g
s
tu
d
en
ts
’
f
ee
d
b
ac
k
ef
f
ec
t
o
n
teac
h
in
g
ef
f
ec
tiv
en
ess
,
J
im
aa
[
3
5
]
co
n
f
ir
m
e
d
th
at
co
llectin
g
s
tu
d
en
ts
’
f
ee
d
b
ac
k
s
is
ad
v
an
tag
e
o
u
s
f
o
r
th
e
lear
n
i
n
g
p
r
o
ce
s
s
,
cr
itical
th
in
k
in
g
,
an
d
in
d
ep
en
d
en
t le
ar
n
in
g
.
E
-
l
ea
r
n
in
g
in
co
r
p
o
r
atio
n
in
t
h
e
ed
u
ca
tio
n
s
y
s
tem
d
u
r
in
g
th
e
p
an
d
e
m
ic
is
s
ee
n
as
a
p
er
p
lex
in
g
p
h
en
o
m
en
o
n
b
ec
au
s
e
teac
h
er
s
an
d
s
tu
d
en
ts
ar
e
s
till
attac
h
ed
to
th
e
o
ld
p
ed
ag
o
g
ies an
d
p
r
a
ctice
s
an
d
it i
s
h
ar
d
f
o
r
th
em
to
ad
ju
s
t
th
em
s
elv
e
s
to
th
e
n
ew
in
n
o
v
ativ
e
lear
n
in
g
tech
n
iq
u
es
[
3
6
]
.
Ho
wev
e
r
,
o
th
er
r
esear
ch
er
s
r
ep
o
r
ted
t
h
at
s
o
m
e
o
f
th
e
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
ar
e
v
er
y
s
atis
f
ied
with
th
e
n
ew
o
n
lin
e
lear
n
in
g
b
ec
a
u
s
e
it
g
iv
es
th
em
t
h
e
a
b
ilit
y
to
i
n
cr
ea
s
e
s
tu
d
en
ts
’
p
ar
ticip
atio
n
,
s
u
p
p
o
r
t
teac
h
er
s
’
ef
f
ec
tiv
e
n
ess
,
an
d
in
cr
ea
s
e
t
h
e
co
m
m
u
n
icatio
n
b
etwe
en
th
em
[
3
7
]
.
Fro
m
th
is
p
er
s
p
ec
tiv
e,
we
ca
n
s
u
g
g
est
o
u
r
s
ec
o
n
d
h
y
p
o
th
esis
:
Stu
d
en
ts
’
f
ee
d
b
ac
k
h
as a
s
ig
n
if
ican
t p
o
s
itiv
e
ef
f
ec
t o
n
teac
h
in
g
e
f
f
ec
tiv
en
ess
in
th
e
tim
e
o
f
C
OVI
D
-
1
9
p
an
d
em
ic
(
H2
)
.
2
.
3
.
T
ea
ching
ef
f
ec
t
i
v
eness
a
nd
s
t
ud
e
nt
eng
a
g
em
ent
L
iter
atu
r
e
o
n
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
an
d
e
n
g
ag
em
e
n
t
co
n
tr
i
b
u
ted
t
o
r
esear
c
h
er
s
’
u
n
d
e
r
s
tan
d
in
g
s
o
f
ef
f
ec
tiv
e
teac
h
in
g
p
r
ac
tices
[
3
8
]
.
Ma
n
y
th
eo
r
ies
r
elate
d
to
m
o
tiv
atio
n
an
d
s
atis
f
ac
tio
n
h
av
e
b
ee
n
u
s
ed
to
f
r
am
e
h
o
w
teac
h
er
s
en
g
ag
e
s
tu
d
en
ts
s
u
ch
as
m
o
tiv
atio
n
al
th
eo
r
ies,
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
[
3
9
]
,
ex
p
ec
tan
cy
-
v
alu
e
t
h
eo
r
y
[
4
0
]
,
an
d
g
o
al
th
eo
r
y
[
4
1
]
.
Self
-
d
eter
m
in
atio
n
th
eo
r
y
s
tat
ed
th
at
teac
h
e
r
s
’
ef
f
ec
tiv
en
ess
,
co
m
p
eten
cies,
a
n
d
s
u
p
p
o
r
tiv
e
p
r
ac
tices,
ca
n
i
n
cr
ea
s
in
g
ly
en
g
ag
e
an
d
m
o
tiv
ate
s
tu
d
en
ts
[
3
8
]
.
I
t
is
th
en
ass
u
m
ed
th
at
p
o
s
itiv
e
a
n
d
ef
f
ec
tiv
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teac
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p
r
ac
tices c
an
b
o
o
s
t a
ll ty
p
es o
f
en
g
ag
e
m
en
t
[
4
2
]
.
C
OVI
D
-
1
9
cir
cu
m
s
tan
ce
s
h
a
v
e
g
e
n
er
ated
u
n
p
r
ed
ictab
le
c
h
allen
g
es
r
eq
u
ir
i
n
g
teac
h
er
s
an
d
s
tu
d
en
ts
to
ad
ap
t
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em
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elv
es
to
th
e
n
e
w
o
n
lin
e
teac
h
in
g
m
et
h
o
d
s
[
4
3
]
.
Pre
v
io
u
s
teac
h
in
g
s
ty
le
was
ch
ar
ac
ter
ized
b
y
f
o
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eq
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.
C
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ely
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ities
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p
lete
ly
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tech
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wh
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teac
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ad
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g
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n
lin
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teac
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,
r
e
q
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ir
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th
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to
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s
e
v
ar
io
u
s
d
ig
ital
to
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ls
to
s
o
lv
e
p
r
o
b
lem
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d
im
p
lem
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ap
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r
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h
es.
As
a
r
esp
o
n
s
e
to
t
h
e
b
i
g
ch
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n
g
e,
teac
h
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s
wer
e
also
r
eq
u
ir
e
d
to
s
tay
in
c
o
n
tact
with
th
ei
r
s
tu
d
e
n
ts
to
in
cr
ea
s
e
th
eir
s
o
cial
in
teg
r
atio
n
[
4
3
]
,
[
4
4
]
an
d
m
ain
tain
th
eir
co
n
tin
u
o
u
s
en
g
ag
em
en
t.
T
o
k
ee
p
o
n
th
is
s
tr
ateg
y
,
o
n
lin
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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13
,
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6
,
Dec
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b
er
2
0
2
4
:
3
7
7
5
-
3
7
8
6
3778
teac
h
in
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n
ee
d
ed
a
v
ast
h
ig
h
-
t
ec
h
tr
an
s
f
o
r
m
atio
n
p
r
o
ce
s
s
in
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
s
[
4
5
]
.
I
t
is
o
b
v
io
u
s
,
th
at
d
u
r
in
g
C
OVI
D
-
1
9
c
o
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tex
t te
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ch
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ad
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s
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wh
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ey
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tated
th
at
in
th
is
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itu
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,
teac
h
er
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m
u
s
t
e
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g
ag
e
a
r
an
g
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o
f
co
h
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t
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wled
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d
s
k
ills
to
m
an
ag
e
teac
h
in
g
ch
allen
g
es
in
C
OVI
D
-
1
9
tim
e
[
4
3
]
.
I
n
r
esp
o
n
s
e
to
t
h
e
in
cr
ea
s
in
g
s
ig
n
if
ican
ce
o
f
tech
n
o
lo
g
y
tr
an
s
f
o
r
m
atio
n
i
n
ed
u
ca
tio
n
al
s
y
s
tem
s
[
4
6
]
,
teac
h
er
s
’
p
er
f
o
r
m
an
ce
an
d
ef
f
ec
ti
v
en
ess
ar
e
n
o
w
m
ea
s
u
r
e
d
th
r
o
u
g
h
th
eir
ab
ilit
y
to
m
aster
th
e
ch
allen
g
es
ass
o
cia
ted
with
u
s
in
g
s
o
p
h
is
ticated
to
o
ls
in
teac
h
in
g
an
d
lear
n
in
g
.
Fu
r
th
er
m
o
r
e
,
th
e
C
OVI
D
-
1
9
s
itu
atio
n
r
e
q
u
ir
es
n
o
t
o
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ly
k
n
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k
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b
u
t
also
a
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ig
tr
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s
t
r
e
g
ar
d
i
n
g
s
u
cc
ess
in
o
n
lin
e
teac
h
in
g
.
I
n
th
is
lin
e,
m
an
y
r
esear
ch
er
s
f
o
cu
s
ed
o
n
teac
h
er
s
’
s
elf
-
ef
f
icac
y
as
o
n
e
o
f
t
h
e
m
o
s
t
im
p
o
r
tan
t
asp
ec
ts
in
teac
h
in
g
ef
f
ec
tiv
en
ess
[
4
7
]
.
R
u
d
n
ák
et
a
l
.
ex
am
in
ed
th
e
p
o
s
s
ib
le
r
o
les
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f
co
n
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lict
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an
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em
en
t
clim
ate
an
d
in
ter
c
u
ltu
r
al
ad
j
u
s
tm
en
t
[
4
8
]
.
A
cc
o
r
d
i
n
g
to
B
an
d
u
r
a
et
a
l
.
[
4
9
]
,
teac
h
e
r
s
’
s
elf
-
ef
f
icac
y
is
ab
o
u
t
th
eir
ab
ilit
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to
r
ea
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h
s
u
cc
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o
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ec
if
ic
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ch
alle
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g
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itu
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s
.
I
t
is
t
h
en
a
b
o
u
t
th
eir
ab
ilit
y
t
o
in
f
lu
en
ce
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n
d
h
o
w
lo
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g
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e
y
m
ay
r
esis
t
to
p
o
s
itiv
ely
i
m
p
ac
t
th
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tu
d
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e
n
g
ag
em
en
t.
Fro
m
th
is
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er
s
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ec
tiv
e,
we
ca
n
s
u
g
g
est
o
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r
th
ir
d
h
y
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o
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esis
:
T
ea
ch
in
g
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f
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tiv
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as
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ig
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if
ican
t
p
o
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o
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tu
d
en
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en
g
ag
em
e
n
t to
war
d
lear
n
in
g
in
th
e
tim
e
o
f
C
OVI
D
-
1
9
p
a
n
d
em
ic
(
H3
)
.
E
v
alu
atin
g
teac
h
er
s
’
ef
f
ec
tiv
en
ess
in
th
eir
ed
u
ca
tio
n
p
r
ac
tices
h
as
b
ec
o
m
e
a
r
o
u
tin
e
in
s
ev
er
al
u
n
iv
er
s
ities
an
d
c
o
lleg
es.
Ma
n
y
s
tu
d
ies
s
tated
th
at
m
o
s
t
u
n
iv
er
s
ities
ad
o
p
t
th
e
s
tr
ateg
y
o
f
s
tu
d
en
ts
’
r
atin
g
s
o
r
s
tu
d
en
t
f
ee
d
b
ac
k
t
o
r
ea
ch
t
ea
ch
in
g
ef
f
ec
tiv
e
n
ess
[
5
0
]
.
I
n
th
is
lin
e,
u
n
iv
er
s
ities
o
r
ien
tatio
n
to
s
tu
d
en
t
ev
alu
atio
n
s
o
f
teac
h
in
g
ef
f
ec
tiv
en
ess
h
as
m
an
y
r
ea
s
o
n
s
wh
ich
ar
e:
p
r
o
v
i
d
in
g
f
ee
d
b
a
ck
to
th
e
f
ac
u
lty
to
im
p
r
o
v
e
teac
h
in
g
q
u
ality
,
s
u
b
jects’
co
n
ten
t,
an
d
s
tr
u
ctu
r
e,
p
r
o
v
id
e
a
s
u
m
m
a
r
y
a
b
o
u
t
tea
ch
er
s
’
ef
f
ec
tiv
e
n
ess
f
o
r
p
r
o
m
o
tio
n
s
d
ec
is
io
n
s
,
p
r
o
v
id
e
in
f
o
r
m
atio
n
to
s
tu
d
en
ts
[
5
1
]
a
n
d
f
in
ally
in
cr
ea
s
e
s
tu
d
e
n
ts
’
s
atis
f
ac
tio
n
an
d
en
g
ag
em
e
n
t.
R
eg
ar
d
in
g
s
tu
d
e
n
ts
’
en
g
ag
em
en
t,
r
esear
ch
er
s
co
n
f
ir
m
ed
th
at
it
in
clu
d
es
a
ctiv
e
lear
n
in
g
an
d
co
llab
o
r
atio
n
o
f
s
tu
d
en
ts
in
in
cr
ea
s
in
g
teac
h
er
s
’
ef
f
ec
tiv
en
es
s
.
T
h
is
ex
p
lain
s
th
at,
wh
en
s
tu
d
en
ts
p
ar
ticip
ate
in
class
d
is
cu
s
s
io
n
s
,
p
r
esen
tatio
n
s
with
th
eir
in
s
tr
u
cto
r
s
,
th
ey
ca
n
d
ev
elo
p
th
eir
k
n
o
wled
g
e
an
d
s
k
ills
[
5
2
]
as
well
as
th
eir
en
g
ag
em
en
t.
Fr
o
m
th
is
p
er
s
p
ec
tiv
e
we
ca
n
s
u
g
g
est
o
u
r
f
o
u
r
th
h
y
p
o
th
esis
:
I
n
th
e
co
n
tex
t
o
f
C
OVI
D
-
1
9
,
teac
h
in
g
ef
f
ec
tiv
en
ess
m
ed
iates
th
e
lin
k
b
etwe
en
s
tu
d
en
ts
’
f
ee
d
b
ac
k
an
d
s
tu
d
en
ts
’
en
g
ag
e
m
en
t
(
H4
)
.
T
h
is
h
y
p
o
th
esis
b
in
d
s
al
l th
r
ee
p
r
e
v
io
u
s
h
y
p
o
th
eses
to
g
eth
er
as it c
an
b
e
s
ee
n
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
T
h
e
s
tu
d
y
’
s
m
o
d
el
3.
M
E
T
H
O
D
3
.
1
.
Sa
m
ple a
nd
pro
ce
du
re
s
T
h
e
q
u
esti
o
n
n
air
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was
d
is
tr
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u
ted
to
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e
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ter
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atio
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al
m
aster
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d
b
ac
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elo
r
s
tu
d
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o
f
d
if
f
er
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t
d
ep
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tm
en
ts
wh
o
we
r
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ar
t
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atin
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in
th
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Hu
n
g
ar
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lan
g
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ag
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co
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r
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e
at
Hu
n
g
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r
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Un
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s
ity
o
f
Ag
r
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ltu
r
al
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d
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if
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Scien
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s
(
MA
T
E
)
.
T
h
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co
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s
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to
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k
p
lace
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th
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r
2020
-
2
0
2
1
.
T
h
e
s
tu
d
en
ts
to
o
k
th
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co
u
r
s
e
o
n
lin
e
d
u
e
to
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
as
it
was
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r
d
er
ed
b
y
th
e
Hu
n
g
ar
ian
g
o
v
er
n
m
en
t
[
5
3
]
.
Self
-
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m
in
is
tr
ated
e
-
q
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n
air
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wer
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.
T
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wh
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in
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t
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e
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r
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e
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2
4
4
s
tu
d
en
ts
.
Par
ticip
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n
in
t
h
e
q
u
esti
o
n
n
air
e
was
d
o
n
e
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n
a
v
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lu
n
teer
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n
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b
asis
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an
d
t
h
e
r
ep
r
esen
tativ
en
ess
o
f
th
e
q
u
esti
o
n
n
air
e
was
an
o
n
y
m
o
u
s
.
T
h
e
q
u
esti
o
n
n
air
e
was
s
en
t
in
two
p
h
ases
to
th
e
s
tu
d
en
ts
,
d
u
r
in
g
th
e
last
m
o
n
th
o
f
th
e
s
em
ester
,
th
e
f
ir
s
t
p
h
ase
was
at
th
e
b
eg
in
n
in
g
o
f
th
e
last
m
o
n
th
,
th
e
n
th
e
s
ec
o
n
d
o
n
e
at
th
e
e
n
d
o
f
it,
as
a
r
em
in
d
er
[
5
4
]
.
B
ar
u
ch
an
d
Ho
lto
m
[
5
5
]
s
tat
ed
th
e
r
esp
o
n
s
e
r
ate
(
9
1
%)
is
co
n
s
id
er
ed
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v
er
y
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o
o
d
r
esp
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n
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e
r
ate.
T
ab
le
1
p
r
esen
ts
th
e
p
ar
ticip
a
n
ts
’
ch
a
r
ac
ter
is
tics
.
T
h
e
tab
le
s
h
o
ws
th
at
m
ale
is
th
e
p
r
e
v
ailed
g
en
d
er
b
etwe
en
th
e
s
tu
d
en
ts
(
5
7
.
2
%).
A
g
e
g
r
o
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Asi
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esp
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tiv
ely
.
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I
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s
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cla
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wer
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ap
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r
o
m
th
e
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r
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u
s
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[
1
7
]
.
A
s
am
p
le
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s
is
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s
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ad
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Ar
eg
b
ey
en
[
5
6
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.
T
wo
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am
p
les
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item
s
ar
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y
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ted
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m
Kem
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l.
[
1
4
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a
s
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le
f
r
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m
th
e
co
n
s
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s
is
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h
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atter
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g
h
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s
taf
f
m
em
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er
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h
e
f
ee
d
b
ac
k
f
r
o
m
t
h
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s
taf
f
m
em
b
er
was
h
elp
f
u
l
a
n
d
co
n
s
tr
u
ctiv
e.
”
All
co
n
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tr
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cts
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s
ed
5
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o
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ts
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1
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5
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2
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th
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s
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ar
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d
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co
r
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3
.
3
.
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mm
o
n m
e
t
ho
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s
B
ag
o
zz
i
an
d
Yi
[
5
7
]
s
tated
t
h
at
co
m
m
o
n
m
eth
o
d
b
ias
is
th
e
“v
ar
ian
ce
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at
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ib
u
t
ed
to
th
e
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ea
s
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r
em
en
t
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et
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o
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ath
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h
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o
n
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n
ter
e
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t
.
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Hav
in
g
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ias
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r
ea
ten
s
th
e
v
alid
ity
o
f
th
e
r
esear
ch
r
esu
lts
[
5
8
]
th
er
e
f
o
r
e
,
th
e
r
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ch
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r
s
u
s
ed
Har
m
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ate
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eth
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ias.
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r
t
h
at
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u
r
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th
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s
lo
ad
ed
all
t
h
e
s
tu
d
ied
v
ar
ia
b
les
in
to
an
ex
p
la
n
ato
r
y
f
ac
to
r
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aly
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is
(
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FA)
b
y
r
estr
ictin
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th
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u
m
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er
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tr
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f
ac
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e,
with
n
o
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ta
tio
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f
ac
to
r
s
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tio
n
u
s
ag
e.
T
h
e
Har
m
a
n
test
r
esu
l
ts
in
d
icate
d
th
at
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e
-
f
ac
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ted
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ly
4
3
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8
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s
u
all
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e
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ax
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m
v
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r
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th
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ac
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p
ted
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y
t
h
e
co
m
m
o
n
m
et
h
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d
v
a
r
ian
ce
f
o
r
Har
m
an
'
s
o
n
e
-
f
ac
to
r
test
[
5
9
]
.
T
h
is
in
d
icate
s
th
e
r
ev
ea
lin
g
o
f
n
o
p
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ten
tial th
r
ea
t
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o
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th
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s
tu
d
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o
f
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m
m
o
n
m
et
h
o
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3
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4
.
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it
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est
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o
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ct
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ity
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o
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g
h
u
s
in
g
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FA
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o
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e
SP
SS
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2
5
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ac
k
ag
e.
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h
e
p
r
in
cip
al
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m
p
o
n
en
ts
m
eth
o
d
was
u
s
ed
ass
o
ciate
d
with
u
s
in
g
v
ar
i
m
ax
r
o
tatio
n
.
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h
e
m
o
d
el
e
x
tr
ac
ted
eig
h
t
f
ac
t
o
r
s
ex
p
lain
in
g
6
7
.
7
%
o
f
th
e
v
a
r
ian
ce
with
l
o
ad
in
g
s
ab
o
v
e
(
0
.
3
)
.
F
u
r
th
er
o
b
s
er
v
atio
n
o
f
th
e
E
FA
r
esu
lts
s
h
o
wed
th
at
th
e
v
al
u
e
o
f
Kaiser
-
Me
y
e
r
-
Olk
in
was
(
0
.
9
1
8
)
,
with
ap
p
r
o
x
im
ate
ch
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-
s
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u
ar
e
(4
,
0
7
1
.
5
9
,
d
f
=3
5
1
)
,
B
ar
tlett’s
test
o
f
s
p
h
er
icity
was
s
ig
n
if
ican
t
(
P<0
.
0
0
1
)
all
th
ese
r
esu
lts
wer
e
with
in
th
e
ac
ce
p
ted
r
esu
lts
[
6
0
]
.
Af
te
r
co
n
d
u
ctin
g
a
co
n
s
tr
u
ctiv
e
an
aly
s
is
,
two
m
ea
s
u
r
em
en
ts
f
o
r
d
ata
v
alid
ity
wer
e
u
s
ed
,
t
h
e
f
ir
s
t
o
n
e
is
th
e
ass
es
s
m
en
t
o
f
v
alid
ity
an
aly
s
is
wh
ich
in
v
o
lv
es
test
in
g
th
e
o
u
ter
lo
a
d
in
g
v
alu
es
o
f
th
e
ite
m
s
an
d
th
e
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
.
As
was
m
en
tio
n
ed
b
y
Hair
et
a
l
.
[
6
1
]
,
wea
k
er
o
u
ter
lo
ad
i
n
g
s
in
d
icato
r
s
ca
n
b
e
p
r
eser
v
ed
i
f
o
th
e
r
in
d
icato
r
s
with
h
ig
h
l
o
ad
in
g
s
e
x
p
lain
at
least
5
0
%
o
f
t
h
e
v
a
r
ian
ce
.
B
ased
o
n
th
is
as
it
is
p
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ted
in
T
ab
le
3
,
ex
clu
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in
g
item
SE5
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th
e
AVE
v
alu
es
f
o
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all
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th
er
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n
s
tr
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cts
wer
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f
o
u
n
d
to
b
e
s
u
itab
le
an
d
n
o
item
s
n
ee
d
ed
t
o
b
e
d
elete
d
f
r
o
m
an
y
o
f
th
e
c
o
n
s
tr
u
ct
s
.
T
h
e
s
ec
o
n
d
m
ea
s
u
r
em
e
n
t
o
f
v
alid
ity
was
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
f
o
llo
win
g
th
e
s
u
g
g
esti
o
n
s
o
f
Hair
et
a
l
.
[
6
1
]
,
co
m
p
o
s
ite
r
e
liab
ilit
y
(
C
R
)
was
a
s
s
e
s
s
ed
a
s
a
m
ea
s
u
r
e
o
f
in
ter
n
al
co
n
s
is
ten
cy
.
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o
m
p
o
s
ite
r
eliab
ilit
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(
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R
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f
o
r
a
m
ea
s
u
r
em
en
t
s
ca
le
with
a
v
alu
e
ab
o
v
e
0
.
7
as
th
e
m
in
im
u
m
lim
it
f
o
r
ea
ch
o
f
th
e
co
n
s
tr
u
cts
is
co
n
s
id
er
ed
as
s
at
is
f
ac
to
r
y
[
6
2
]
.
T
h
e
r
esu
lts
p
r
e
s
en
ted
in
T
ab
le
3
r
ev
ea
l
th
at
C
R
v
alu
es
f
o
r
all
th
e
co
n
s
tr
u
cts we
r
e
ab
o
v
e
th
e
m
in
im
u
m
v
alu
e
o
f
0
.
7
.
3
.
5
.
Relia
bil
it
y
t
est
B
ef
o
r
e
s
tar
tin
g
th
e
an
aly
s
is
o
f
th
e
r
esu
lts
,
th
e
r
eliab
ilit
y
test
was
co
n
d
u
cted
to
test
th
e
v
alu
e
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
wh
ich
ass
e
s
s
es
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
c
o
n
s
tr
u
cts
o
f
th
e
s
tu
d
y
.
T
h
e
v
alu
es
o
f
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
w
e
r
e
f
o
r
a
l
l
c
o
n
s
t
r
u
c
t
s
e
x
c
e
e
d
i
n
g
0
.
6
,
i
n
d
i
c
a
t
i
n
g
a
n
a
p
p
r
o
p
r
i
a
t
e
r
e
l
i
a
b
i
l
i
t
y
l
e
v
e
l
[
6
3
]
.
T
a
b
l
e
3
in
tr
o
d
u
ce
s
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es o
f
ea
ch
v
a
r
iab
le.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
7
7
5
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3
7
8
6
3780
T
ab
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2
.
C
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r
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is
V
a
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a
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s
M
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a
n
SD
1
2
3
S
t
u
d
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7
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6
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D
e
l
e
t
e
d
3
.
6
.
M
o
del f
it
As
it
wa
s
s
u
g
g
ested
b
y
H
air
et
a
l
.
[
6
4
]
,
d
iag
n
o
s
in
g
th
e
m
o
d
el
g
o
o
d
n
ess
o
f
f
it
in
d
ices
is
r
eq
u
ir
ed
b
ef
o
r
e
b
u
ild
in
g
co
n
clu
s
io
n
s
.
T
h
e
m
o
s
t
co
m
m
o
n
l
y
u
s
ed
i
n
d
ices
in
v
o
lv
e
th
e
m
o
d
el
’
s
C
h
i
-
s
q
u
ar
e
(
X2
)
,
d
e
g
r
ee
o
f
f
r
ee
d
o
m
o
f
th
e
m
o
d
el
(
d
f
)
,
co
m
p
ar
ativ
e
f
it
in
d
e
x
(
C
FI)
,
T
u
ck
er
-
L
ewis’s
in
d
ex
(
T
L
I
)
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
,
an
d
th
e
s
tan
d
ar
d
ize
d
r
o
o
t
m
ea
n
r
esid
u
al
(
SR
MR).
Acc
o
r
d
in
g
to
r
esear
ch
by
Hair
et
a
l
.
[
6
4
]
,
to
m
ee
t
th
e
g
o
o
d
m
o
d
el
f
it
ac
ce
p
te
d
v
al
u
es
o
f
m
en
tio
n
e
d
in
d
ices
ar
e
r
eq
u
ir
ed
,
an
d
th
ei
r
s
u
g
g
ested
m
ax
im
u
m
v
al
u
es
ar
e
X
2
/d
f
≤
3
,
R
MSE
A≤
.
0
8
,
SR
M
R
≤
.
0
6
C
FI>
0
.
9
,
T
L
I
>0
.
9
[
6
4
]
.
T
h
er
ef
o
r
e,
ass
es
s
in
g
th
e
m
o
d
el
g
o
o
d
n
ess
f
it
is
im
p
o
r
tan
t
b
ef
o
r
e
p
r
o
c
ee
d
in
g
to
th
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f
in
al
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aly
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is
.
I
n
T
ab
le
4
,
t
h
e
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ey
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n
o
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tics
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e
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ich
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u
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o
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el
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d
ataset.
T
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le
4
s
h
o
ws
th
e
r
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lts
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ich
in
d
icate
a
g
o
o
d
f
it f
o
r
ea
c
h
co
n
s
tr
u
ct.
T
h
is
p
r
o
v
id
es th
e
b
asi
s
f
o
r
test
in
g
th
e
h
y
p
o
t
h
esis
o
f
th
is
s
tu
d
y
.
T
ab
le
4
.
T
h
e
g
o
o
d
n
ess
o
f
f
it st
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tics
V
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a
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2252
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g
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w
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r
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3781
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Da
t
a
a
na
ly
s
is
Stru
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
an
aly
s
is
was
u
s
ed
to
test
th
e
f
o
r
m
u
lated
h
y
p
o
th
eses
b
y
u
s
in
g
AM
OS
2
2
p
ac
k
ag
e.
SEM
is
u
s
ed
f
o
r
d
eter
m
in
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
d
ep
en
d
en
t
v
ar
iab
le
o
v
er
th
e
d
ep
en
d
e
n
t
v
a
r
iab
les
b
y
u
s
in
g
a
co
v
ar
ia
n
ce
m
atr
i
x
.
SEM
is
a
ls
o
u
s
ed
f
o
r
e
v
alu
atin
g
th
e
i
n
d
ep
en
d
en
t
v
ar
iab
les’
weig
h
t
an
d
th
e
d
ep
en
d
en
t
o
n
e
s
.
B
esid
es,
i
t
will
h
elp
to
p
r
ed
ict
wh
at
in
f
lu
en
ce
d
o
es
th
e
in
d
ep
en
d
e
n
t
v
ar
iab
le
h
as
o
v
er
th
e
d
ep
e
n
d
en
t
o
n
e.
T
h
e
m
ain
a
d
v
an
tag
e
o
f
SEM
an
aly
s
is
is
th
e
ab
ilit
y
to
co
n
d
u
ct
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
an
d
in
r
eg
r
ess
io
n
an
aly
s
is
s
im
u
ltan
eo
u
s
ly
wh
ich
h
elp
s
test
in
g
m
e
d
iatio
n
o
r
m
o
d
er
atio
n
r
elatio
n
s
h
ip
s
[
6
1
]
,
[
6
5
]
.
T
h
e
r
ea
s
o
n
f
o
r
u
s
in
g
SEM
in
th
is
s
tu
d
y
is
th
at
SEM
h
as
ad
v
an
ta
g
es
o
v
er
r
e
g
r
ess
io
n
an
aly
s
is
:
i)
it
is
m
o
r
e
p
o
wer
f
u
l
in
co
n
t
r
o
llin
g
f
o
r
m
ea
s
u
r
em
en
t
er
r
o
r
s
c
o
m
p
ar
e
d
to
r
e
g
r
ess
io
n
an
aly
s
is
;
ii)
SEM
ca
n
d
ea
l
with
d
if
f
er
en
t
d
ep
en
d
e
n
t
an
d
in
d
e
p
en
d
e
n
t
v
ar
iab
les
at
th
e
s
am
e
tim
e
wh
ich
r
eg
r
ess
io
n
an
aly
s
is
u
s
u
ally
d
o
es
n
o
t
p
r
o
v
id
e;
iii)
SEM
p
r
o
v
id
e
m
o
r
e
f
lex
ib
ilit
y
in
an
aly
s
is
an
d
p
r
o
v
id
e
m
o
r
e
ac
c
u
r
ate
r
esu
lts
co
m
p
ar
ed
to
r
eg
r
ess
io
n
an
aly
s
is
[
6
6
]
.
4
.
2
.
H
y
po
t
hes
es t
est
T
o
test
th
e
h
y
p
o
th
esized
m
e
d
iated
r
elatio
n
s
h
ip
,
th
e
r
esear
c
h
er
s
u
s
ed
a
m
et
h
o
d
o
f
m
ed
iat
io
n
with
a
two
-
s
tep
s
p
r
o
ce
s
s
u
s
in
g
SEM
[
6
4
]
.
T
h
e
f
ir
s
t
s
tep
o
f
th
e
m
e
d
iatio
n
an
aly
s
is
in
v
o
l
v
es
test
in
g
th
e
s
ig
n
i
f
ican
ce
o
f
b
o
t
h
th
e
d
i
r
ec
t
ef
f
ec
ts
(
s
tu
d
en
t
f
ee
d
b
ac
k
→
s
tu
d
en
t
en
g
a
g
em
en
t)
,
an
d
in
d
ir
ec
t
(
m
ed
iati
o
n
)
ef
f
ec
ts
(
s
tu
d
en
t
f
ee
d
b
ac
k
teac
h
in
g
ef
f
ec
tiv
en
e
s
s
→
s
tu
d
en
t
en
g
ag
em
en
t)
[
6
4
]
.
Fo
r
th
is
p
u
r
p
o
s
e,
tech
n
iq
u
es
o
f
p
ath
an
aly
s
is
o
f
SEM
wer
e
u
s
ed
.
Acc
o
r
d
in
g
to
Hair
et
a
l
.
[
6
4
]
,
if
b
o
th
p
ath
s
(
a:
SF
→
T
E
;
b
:
T
E
→
SE)
wer
e
s
ig
n
if
ican
t,
wh
ile
(
p
ath
c:
SF
→
SE)
was
n
o
t
s
ig
n
if
ican
t
th
en
th
e
m
ed
itatio
n
is
co
n
s
id
er
ed
f
u
ll
m
ed
iatio
n
.
W
h
er
ea
s
,
if
p
ath
s
a,
b
,
an
d
c
wer
e
s
ig
n
if
ica
n
t
b
u
t
b
<c
,
th
en
th
er
e
is
p
ar
tial
m
ed
i
atio
n
.
W
h
ile
an
y
th
in
g
else
th
er
e
is
n
o
m
ed
iatio
n
r
elatio
n
s
h
ip
.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
,
s
tan
d
ar
d
r
eg
r
ess
io
n
esti
m
atio
n
s
,
ar
e
p
r
esen
ted
in
T
ab
le
5
,
wh
ich
in
d
icate
s
th
at
s
tu
d
en
t
f
ee
d
b
a
ck
p
o
s
itiv
ely
p
r
e
d
ictin
g
th
e
t
ea
ch
in
g
ef
f
ec
tiv
en
ess
d
u
r
in
g
th
e
o
n
lin
e
class
es
(
b
=0
.
4
3
2
,
p
<
0
.
0
0
1
)
.
s
im
ilar
ly
,
teac
h
in
g
ef
f
ec
ti
v
en
ess
was
p
o
s
itiv
ely
p
r
ed
ictin
g
s
tu
d
en
t
en
g
ag
em
en
t (
b
=0
.
5
5
2
.
p
<0
.
0
0
1
)
h
o
wev
er
,
s
tu
d
en
t
f
e
ed
b
ac
k
in
th
e
p
r
esen
ce
o
f
teac
h
in
g
ef
f
ec
tiv
en
ess
was
n
o
t
p
r
ed
ictin
g
p
o
s
itiv
ely
s
tu
d
en
t
en
g
ag
em
e
n
t
(
p
ath
c
)
(
b
=0
.
0
7
9
,
p
=
0
.
0
6
6
)
.
W
h
er
ea
s
in
th
e
p
r
esen
ce
o
f
teac
h
i
n
g
ef
f
ec
tiv
en
ess
it
was
s
ig
n
if
ican
tly
p
r
ed
ictin
g
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
(
p
ath
c)
(
b
=0
.
3
1
7
,
p
<0
.
0
0
1
)
.
T
h
er
ef
o
r
e,
b
ased
o
n
th
e
r
ec
o
m
m
en
d
atio
n
o
f
Hair
et
a
l
.
[
6
4
]
.
we
co
u
l
d
co
n
clu
d
e
th
at
teac
h
in
g
ef
f
ec
tiv
en
ess
p
o
s
itiv
ely
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
e
n
t f
ee
d
b
ac
k
a
n
d
s
tu
d
en
t e
n
g
ag
e
m
en
t a
n
d
th
is
m
ed
iatio
n
is
a
f
u
ll
m
ed
iatio
n
.
T
ab
le
5
.
R
eg
r
ess
io
n
weig
h
ts
a
n
d
s
q
u
ar
e
m
u
ltip
le
co
r
r
elatio
n
s
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
Est
i
m
a
t
e
SE
CR
S
i
g
S
t
u
d
e
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t
’
s f
e
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a
c
k
→
S
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n
t
’
s e
n
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a
g
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m
e
n
t
0
.
0
7
9
0
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0
4
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1
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8
3
8
0
.
0
6
6
S
t
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k
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Te
a
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f
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ss
0
.
4
3
2
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0
3
8
1
1
.
5
1
5
***
Te
a
c
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i
n
g
e
f
f
e
c
t
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→
S
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g
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t
0
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5
5
2
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0
6
1
9
.
1
0
4
***
R
2
Te
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h
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f
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t
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3
7
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S
t
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e
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g
a
g
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me
n
t
0
.
4
3
6
*
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P
<
0
.
0
0
1
T
ab
le
6
p
r
esen
ts
th
e
an
al
y
s
is
o
f
th
e
i
n
d
ir
ec
t
e
f
f
ec
ts
o
f
t
h
e
s
tu
d
en
t
f
ee
d
b
ac
k
o
n
s
tu
d
en
t
e
n
g
ag
em
en
t
th
r
o
u
g
h
th
e
teac
h
in
g
ef
f
ec
tiv
e
n
ess
,
th
e
r
esu
lts
s
h
o
wed
th
at
s
tu
d
en
t
f
ee
d
b
ac
k
h
as
a
s
ig
n
if
ic
an
t
in
d
ir
ec
t p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
t
en
g
ag
em
e
n
t.
wh
en
s
tu
d
en
ts
h
av
e
p
o
s
itiv
e
f
ee
d
b
ac
k
p
er
ce
p
tio
n
s
,
th
e
teac
h
in
g
ef
f
ec
tiv
e
n
ess
w
i
l
l
b
e
e
n
h
a
n
c
e
d
w
h
i
c
h
i
n
t
u
r
n
w
i
l
l
b
e
r
e
f
l
e
c
t
e
d
p
o
s
i
t
i
v
e
l
y
i
n
t
h
e
e
n
g
a
g
e
m
e
n
t
o
f
t
h
e
s
t
u
d
e
n
t
s
i
n
c
l
a
s
s
.
F
i
g
u
r
e
2
p
r
ev
iews
th
e
p
ath
s
an
d
th
e
s
ta
n
d
ar
d
ized
esti
m
ates.
B
ased
o
n
th
is
th
e
f
o
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r
th
h
y
p
o
t
h
esis
wa
s
s
u
p
p
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ted
ex
ce
p
t
f
o
r
th
e
teac
h
er
’
s
o
r
g
an
izatio
n
an
d
p
r
esen
tatio
n
.
T
ab
le
6
.
Me
d
iatio
n
an
aly
s
is
o
f
o
v
er
all
s
tu
d
en
t
f
ee
d
b
ac
k
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
I
n
d
i
r
e
c
t
e
st
i
mat
e
SE
Lo
w
e
r
b
o
u
n
d
U
p
p
e
r
b
o
u
n
d
P
-
v
a
l
u
e
S
t
u
d
e
n
t
f
e
e
d
b
a
c
k
→
t
e
a
c
h
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss
→
st
u
d
e
n
t
e
n
g
a
g
e
me
n
t
0
.
2
3
8
0
.
0
6
3
0
.
1
2
5
0
.
3
6
9
***
*
*
*
P
<
0
.
0
0
1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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J
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13
,
No
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6
,
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er
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Fig
u
r
e
2
.
T
h
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tan
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o
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:
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wn
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itin
g
4
.
3
.
Dis
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io
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T
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p
u
r
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o
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c
h
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u
r
i
n
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e
C
OVI
D
-
1
9
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an
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em
ic,
wh
er
e
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wer
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n
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u
cted
o
n
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e.
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is
lin
e,
th
e
r
esear
ch
tr
ie
d
f
ir
s
t
to
in
v
esti
g
ate
th
e
lin
k
b
etwe
en
s
tu
d
en
ts
’
f
ee
d
b
ac
k
a
n
d
s
tu
d
e
n
t
en
g
ag
em
e
n
t
in
its
f
ir
s
t
h
y
p
o
th
esis
.
Acc
o
r
d
in
g
t
o
th
e
f
in
d
i
n
g
s
,
we
wer
e
ab
le
t
o
c
o
n
f
ir
m
th
e
s
ig
n
if
ican
t
a
n
d
p
o
s
itiv
e
d
ir
ec
t
ef
f
ec
t
b
etwe
en
t
h
e
two
s
tated
v
a
r
iab
les,
wh
ich
co
r
r
o
b
o
r
ates
o
th
er
s
tu
d
ies
[
1
8
]
,
[
2
0
]
,
wh
o
em
p
h
asized
th
at
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
h
as
alwa
y
s
b
ee
n
d
escr
ib
ed
an
d
s
tu
d
ied
in
ter
m
s
o
f
s
tu
d
en
ts
’
lev
els
o
f
u
s
u
al
an
d
ac
t
iv
e
in
v
o
l
v
em
en
t
with
ex
p
lai
n
in
g
th
at
s
tu
d
en
ts
’
in
v
o
lv
em
e
n
t
in
lear
n
in
g
p
r
o
ce
s
s
an
d
ev
alu
atio
n
s
h
o
u
ld
b
e
a
n
in
d
icato
r
an
d
a
b
o
o
s
ter
f
o
r
t
h
eir
en
g
ag
em
e
n
t.
I
t
also
g
o
es
in
lin
e
with
t
h
e
s
am
e
id
ea
[
2
1
]
,
[
2
2
]
,
wh
o
r
ep
o
r
ted
th
at
f
ee
d
b
ac
k
ca
n
b
e
co
n
s
id
er
ed
as
a
s
o
cial
p
r
o
ce
d
u
r
e
th
at
g
o
es
with
en
g
ag
em
en
t
p
r
o
ce
s
s
s
h
o
wn
in
s
t
u
d
en
ts
’
ch
o
ices
an
d
ac
tio
n
s
.
T
h
is
ex
p
lain
s
th
en
,
th
at,
d
u
r
in
g
C
OVI
D
-
1
9
p
a
n
d
e
m
ic
wh
en
teac
h
in
g
s
ty
le
f
ac
e
d
a
s
u
d
d
e
n
ch
an
g
e,
s
ev
er
al
u
n
iv
er
s
ities
s
tar
ted
to
co
n
ce
n
tr
ate
o
n
h
o
w
to
b
est
p
r
o
v
id
e
g
o
o
d
o
n
lin
e
co
u
r
s
es,
an
d
wh
at
th
ey
s
h
o
u
ld
d
o
to
en
g
a
g
e
lear
n
er
s
th
r
o
u
g
h
th
eir
f
ee
d
b
ac
k
s
,
r
atin
g
s
,
an
d
to
s
u
cc
ess
f
u
lly
r
ea
ch
th
eir
e
n
g
ag
em
en
t
[
2
4
]
.
Seco
n
d
,
we
wer
e
also
ab
le
to
co
n
f
ir
m
th
e
s
ec
o
n
d
h
y
p
o
th
esis
,
s
tatin
g
th
e
s
ig
n
if
ican
t
an
d
p
o
s
itiv
e
ef
f
ec
t o
f
s
tu
d
en
ts
’
f
ee
d
b
ac
k
o
n
teac
h
in
g
ef
f
ec
tiv
en
ess
.
I
n
d
e
ed
,
th
is
co
r
r
o
b
o
r
ates
p
r
ev
io
u
s
s
tu
d
ies
[
2
]
,
[
8
]
,
wh
o
s
p
o
tlig
h
ted
th
at
s
tu
d
en
ts
’
f
ee
d
b
ac
k
v
ar
ia
b
le
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
im
p
r
o
v
in
g
a
n
d
in
cr
ea
s
in
g
teac
h
in
g
q
u
ality
as
well
as
s
tu
d
e
n
ts
’
le
v
el
o
f
s
atis
f
ac
tio
n
.
T
h
e
y
also
h
av
e
s
h
o
w
n
th
at
s
tu
d
en
ts
‘
f
ee
d
b
ac
k
h
as
th
e
h
u
g
e
p
o
wer
to
im
p
r
o
v
e
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
in
cr
ea
tin
g
th
e
c
o
u
r
s
e
m
ater
ials
an
d
ass
ess
m
en
t
tech
n
iq
u
es
as
well
as o
r
g
an
izin
g
class
es’
p
r
o
g
r
es
s
an
d
in
ter
ac
tio
n
s
.
T
h
ir
d
,
we
also
co
n
f
ir
m
e
d
o
u
r
th
ir
d
h
y
p
o
th
esis
,
s
h
o
win
g
th
e
s
ig
n
if
ican
t
an
d
p
o
s
itiv
e
ef
f
ec
t
o
f
teac
h
in
g
e
f
f
ec
tiv
en
ess
o
n
s
tu
d
en
ts
’
en
g
a
g
em
en
t,
wh
er
e
th
is
f
in
d
in
g
f
alls
in
lin
e
with
s
tu
d
i
es
[
3
8
]
,
[
6
7
]
,
[
6
8
]
,
wh
o
with
th
e
s
tr
ess
o
n
s
elf
-
d
e
ter
m
in
atio
n
th
e
o
r
y
,
s
tated
th
at
teac
h
er
s
’
ef
f
ec
tiv
en
ess
,
co
m
p
eten
cies,
an
d
t
h
eir
s
u
p
p
o
r
tiv
e
p
r
ac
tices,
ca
n
in
cr
e
asin
g
ly
en
g
ag
e
an
d
m
o
tiv
ate
s
tu
d
en
ts
.
T
h
ey
also
h
av
e
e
m
p
h
asized
th
at
s
tu
d
en
ts
‘
m
o
tiv
atio
n
an
d
en
g
a
g
em
en
t
a
r
e
h
ig
h
ly
r
elate
d
to
d
if
f
er
e
n
t
teac
h
in
g
p
r
ac
tices.
I
t
is
th
en
ass
u
m
ed
th
at
p
o
s
itiv
e
an
d
ef
f
ec
tiv
e
teac
h
in
g
p
r
ac
tice
s
b
o
o
s
t a
ll ty
p
es o
f
en
g
ag
em
e
n
t.
Fin
ally
,
r
eg
ar
d
in
g
t
h
e
f
o
u
r
t
h
h
y
p
o
th
esis
r
elate
d
to
th
e
m
ed
iatio
n
r
o
le
p
lay
ed
b
y
teac
h
in
g
ef
f
ec
tiv
en
ess
,
we
wer
e
a
b
le
to
co
n
f
ir
m
th
at
s
tu
d
en
t’
s
f
ee
d
b
ac
k
d
ir
ec
t
ef
f
ec
t
o
n
s
tu
d
e
n
t
en
g
a
g
em
en
t
b
e
m
ar
g
in
alize
d
wh
e
n
it
is
ass
ess
ed
with
s
tr
o
n
g
teac
h
in
g
ef
f
ec
tiv
en
ess
.
W
h
ich
is
r
ev
ea
ls
th
at
teac
h
in
g
ef
f
ec
tiv
en
ess
m
ed
iates
th
e
r
e
latio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
’
f
ee
d
b
ac
k
an
d
s
tu
d
en
ts
’
e
n
g
a
g
em
en
t
d
u
r
in
g
th
e
o
n
lin
e
class
es
o
f
f
o
r
ei
g
n
lan
g
u
ag
es
.
T
h
is
also
was
co
n
f
ir
m
ed
in
o
th
er
s
tu
d
ies
[
5
0
]
,
[
5
1
]
,
wh
o
r
ep
o
r
ted
th
at
u
n
iv
er
s
ities
o
r
ien
tatio
n
to
s
tu
d
en
ts
’
ev
alu
atio
n
o
f
teac
h
i
n
g
ef
f
ec
tiv
en
ess
h
as
m
an
y
r
ea
s
o
n
s
wh
ich
ar
e
p
r
o
v
id
i
n
g
f
ee
d
b
ac
k
to
th
e
f
a
cu
lty
to
im
p
r
o
v
e
teac
h
in
g
q
u
ality
,
s
u
b
jects’
co
n
ten
t,
an
d
s
tr
u
ctu
r
e,
p
r
o
v
id
e
a
s
u
m
m
ar
y
ab
o
u
t
teac
h
er
s
’
ef
f
e
ctiv
en
ess
f
o
r
p
r
o
m
o
tio
n
s
d
ec
is
io
n
s
,
p
r
o
v
id
e
in
f
o
r
m
atio
n
to
s
tu
d
en
ts
,
an
d
f
in
ally
in
cr
ea
s
e
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
an
d
en
g
ag
em
en
t.
4
.
4
.
Resea
rc
h im
pli
ca
t
io
ns
Usi
n
g
f
ee
d
b
ac
k
th
eo
r
y
an
d
s
t
u
d
en
t
e
n
g
ag
e
m
en
t
t
h
eo
r
y
[
6
9
]
,
th
e
m
ain
p
u
r
p
o
s
e
o
f
o
u
r
r
ese
ar
ch
to
p
ic
was
to
s
h
o
w
th
at
s
tu
d
en
ts
’
f
e
ed
b
ac
k
is
a
k
e
y
f
ac
to
r
in
p
r
o
m
o
tin
g
teac
h
er
s
ef
f
ec
tiv
en
ess
,
im
p
r
o
v
i
n
g
teac
h
in
g
q
u
ality
,
an
d
e
n
s
u
r
in
g
s
tu
d
e
n
ts
’
en
g
ag
em
e
n
t.
Ho
wev
er
,
o
b
je
ctiv
ity
is
k
ey
wh
en
it
co
m
es
to
s
tu
d
en
t
f
ee
d
b
ac
k
:
th
e
r
esu
lt
is
o
b
jectiv
e
if
an
d
o
n
ly
if
a
h
ig
h
p
er
ce
n
ta
g
e
o
f
s
tu
d
en
ts
g
iv
e
f
ee
d
b
ac
k
.
Sin
ce
th
e
teac
h
er
-
s
tu
d
en
t
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
I
mp
a
ct
o
f stu
d
en
ts
’
fee
d
b
a
ck
o
n
th
eir en
g
a
g
eme
n
t to
w
a
r
d
s
o
n
lin
e
cla
s
s
es
…
(
I
ld
ikó
R
u
d
n
á
k
)
3783
r
elatio
n
s
h
ip
is
h
ie
r
ar
ch
ical,
th
e
ev
alu
atio
n
ca
n
s
lip
eith
er
p
o
s
itiv
ely
o
r
n
eg
ativ
ely
if
t
h
e
r
e
s
p
o
n
d
en
ts
ar
e
u
n
d
er
em
o
tio
n
al
in
f
lu
e
n
ce
.
Fo
r
t
h
is
r
ea
s
o
n
,
m
ak
i
n
g
f
ee
d
b
ac
k
o
n
ess
en
tial
q
u
esti
o
n
s
co
m
p
u
ls
o
r
y
f
o
r
all
s
tu
d
en
ts
co
u
ld
b
e
o
n
e
wa
y
to
ac
h
ie
v
e
o
b
jectiv
ity
.
Alo
n
g
with
th
is
,
we
wer
e
ab
l
e
to
co
n
f
ir
m
th
at
in
th
e
ac
tu
al
h
ar
d
c
o
n
d
itio
n
s
ca
u
s
ed
b
y
C
OVI
D
-
1
9
,
m
o
s
t
o
f
th
e
u
n
iv
er
s
ities
d
ec
id
ed
to
o
p
t
f
o
r
o
n
lin
e
lear
n
in
g
[
2
4
]
in
wh
ich
r
ec
ei
v
in
g
f
ee
d
b
a
ck
f
r
o
m
s
tu
d
e
n
ts
is
co
n
s
id
er
ed
as
a
v
er
y
im
p
o
r
tan
t
p
ar
t
in
u
n
i
v
er
s
ities
’
life
[
1
1
]
,
s
o
th
at
in
s
tr
u
cto
r
s
co
u
ld
k
n
o
w
th
eir
wea
k
n
ess
es
an
d
s
tr
en
g
th
s
an
d
in
cr
ea
s
e
t
h
eir
s
tu
d
en
ts
’
en
g
a
g
em
en
t
[
1
8
]
.
I
t
h
as
b
ee
n
also
co
n
f
ir
m
ed
th
at
p
r
o
v
id
in
g
f
ee
d
b
ac
k
ca
n
im
p
r
o
v
e
th
e
s
u
b
jects
’
co
n
ten
t
an
d
th
eir
s
tr
u
ct
u
r
e
wh
ich
ca
n
in
c
r
ea
s
e
s
tu
d
e
n
t
s
atis
f
ac
tio
n
[
5
1
]
.
T
h
is
f
ac
t
h
u
g
ely
d
em
o
n
s
tr
ates
th
e
ef
f
ec
tiv
e
m
ed
iatin
g
r
o
le
o
f
teac
h
in
g
e
f
f
ec
tiv
en
ess
in
t
h
e
lin
k
b
etwe
en
th
e
two
im
p
o
r
tan
t
v
ar
iab
les
wh
ic
h
ar
e
s
tu
d
en
ts
’
f
ee
d
b
ac
k
a
n
d
s
tu
d
en
ts
’
e
n
g
ag
em
e
n
t
in
th
e
f
o
r
ei
g
n
lan
g
u
a
g
e
co
u
r
s
es.
T
h
e
cu
r
r
en
t
s
tu
d
y
also
v
alid
ated
a
q
u
esti
o
n
n
air
e
f
o
r
test
in
g
th
e
s
tu
d
en
t
f
ee
d
b
ac
k
with
its
s
ix
d
im
en
s
io
n
s
.
I
n
ad
d
itio
n
to
th
e
th
e
o
r
etica
l
co
n
tr
ib
u
tio
n
s
,
th
is
r
ese
ar
ch
h
as
s
ev
er
al
i
n
ter
esti
n
g
p
r
ac
tical
im
p
licatio
n
s
as
well.
Firs
t,
we
wer
e
ab
le
to
s
h
o
w
th
at
u
n
iv
er
s
ities
’
ad
m
in
is
tr
atio
n
s
s
h
o
u
ld
in
s
is
t
o
n
th
e
im
p
o
r
tan
ce
o
f
s
tu
d
en
ts
‘
f
ee
d
b
ac
k
an
d
tr
y
to
o
r
g
an
ize
a
r
ati
n
g
s
y
s
tem
f
o
r
ea
ch
s
em
ester
wh
er
e
s
tu
d
en
ts
ca
n
p
ar
ticip
ate
to
ev
alu
ate
th
eir
teac
h
er
s
’
p
er
f
o
r
m
an
ce
,
im
p
lic
atio
n
,
an
d
ef
f
ec
tiv
e
n
ess
.
I
n
ad
d
itio
n
,
we
h
ig
h
ly
f
o
cu
s
ed
o
n
d
em
o
n
s
tr
atin
g
th
a
t
s
tu
d
en
ts
’
en
g
ag
em
en
t
d
u
r
in
g
o
n
lin
e
class
es
is
n
o
t
th
at
ea
s
y
to
r
ea
ch
th
at
is
wh
y
,
n
o
wad
ay
s
u
n
i
v
er
s
ities
s
h
o
u
ld
r
ec
o
n
s
id
er
th
is
an
d
tr
y
to
p
r
o
v
id
e
s
o
m
e
en
g
ag
em
en
t
p
r
o
g
r
am
s
th
at
co
u
ld
b
e
d
o
n
e
o
n
lin
e
as we
ll to
k
ee
p
all
th
e
s
tu
d
en
ts
s
atis
f
ied
an
d
m
o
tiv
ated
.
T
h
is
r
esear
ch
is
m
a
r
k
ed
b
y
s
o
m
e
lim
itatio
n
s
th
at
s
h
o
u
ld
b
e
tak
en
in
to
ac
c
o
u
n
t
in
f
u
tu
r
e
r
esear
ch
.
First,
we
wer
e
n
o
t
ab
le
t
o
a
v
o
id
th
e
r
is
k
o
f
b
ias
in
th
e
ca
u
s
al
r
elatio
n
s
h
ip
s
,
d
esp
ite
th
e
es
tim
atio
n
o
f
th
e
f
u
ll
co
llin
ea
r
ity
an
d
th
e
co
n
f
ir
m
ati
o
n
o
f
th
e
ca
u
s
al
lin
k
s
b
etwe
en
v
ar
iab
les ac
co
r
d
in
g
to
th
e
liter
atu
r
e.
T
o
co
n
s
id
er
th
is
is
s
u
e,
f
u
tu
r
e
s
tu
d
ies
co
u
l
d
u
s
e
l
o
n
g
itu
d
in
al
r
esear
c
h
to
an
aly
ze
b
etter
th
e
ac
tiv
e
lin
k
s
b
etwe
en
v
a
r
iab
les
an
d
p
r
o
v
id
e
m
o
r
e
s
o
lid
r
esu
lts
ab
o
u
t
th
eir
ca
u
s
ality
.
Seco
n
d
,
th
is
s
tu
d
y
was
p
er
f
o
r
m
e
d
i
n
Hu
n
g
a
r
y
,
with
in
s
p
ec
if
ic
ca
m
p
u
s
es,
an
d
c
o
n
s
id
er
ed
o
n
ly
th
e
Hu
n
g
ar
ian
lan
g
u
a
g
e
class
es
wh
ich
c
o
u
ld
d
ec
r
ea
s
e
th
e
g
en
er
aliza
b
ilit
y
o
f
o
u
r
r
esear
ch
,
b
ec
a
u
s
e
o
f
th
e
lim
ited
s
a
m
p
le
s
ize
wh
ich
h
as
r
esu
lted
in
th
e
d
if
f
icu
lty
o
f
o
b
tain
in
g
s
u
f
f
icien
t
r
esp
o
n
s
es
,
th
at
is
wh
y
f
u
tu
r
e
i
n
v
esti
g
atio
n
s
co
u
ld
im
p
r
o
v
e
t
h
is
is
s
u
e
b
y
s
u
r
v
e
y
in
g
o
n
a
lar
g
er
s
ca
le,
u
s
in
g
p
r
o
b
ab
ilis
tic
s
am
p
lin
g
m
eth
o
d
a
n
d
r
e
p
r
o
d
u
cin
g
th
e
s
tu
d
y
’
s
m
o
d
el
in
o
th
er
co
u
n
tr
ies
an
d
o
th
er
ca
m
p
u
s
es
co
n
s
id
er
in
g
d
if
f
er
en
t
class
es
as
well.
T
h
ir
d
,
we
s
u
g
g
est
also
in
teg
r
atin
g
o
th
er
v
a
r
iab
les
in
th
e
r
esear
ch
m
o
d
el
as
m
ed
iato
r
s
o
r
m
o
d
er
ato
r
s
b
etwe
en
s
tu
d
e
n
ts
’
f
ee
d
b
ac
k
a
n
d
s
tu
d
en
ts
’
e
n
g
ag
em
e
n
t
lik
e
f
o
r
ex
am
p
le
tr
u
s
t,
k
n
o
wled
g
e
s
h
a
r
in
g
,
cu
ltu
r
e,
an
d
s
tu
d
en
ts
’
a
u
to
n
o
m
y
.
Fin
ally
,
f
u
tu
r
e
r
ese
ar
ch
er
s
ca
n
en
lar
g
e
th
e
s
tu
d
y
b
y
a
d
o
p
ti
n
g
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
r
esear
ch
,
wh
ich
h
elp
s
in
p
r
o
v
id
in
g
m
o
r
e
r
eliab
le
f
in
d
in
g
s
an
d
r
esu
lts
.
5.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
is
co
n
s
id
er
ed
as
o
n
e
o
f
th
e
f
ew
s
tu
d
ies
th
at
h
av
e
tr
ied
to
em
p
h
asize
th
e
im
p
ac
t
o
f
s
tu
d
en
ts
’
f
ee
d
b
ac
k
o
n
th
eir
e
n
g
ag
em
e
n
t
th
r
o
u
g
h
o
n
lin
e
cla
s
s
es
d
u
r
in
g
th
e
p
an
d
em
ic
.
T
h
e
cu
r
r
en
t
s
tu
d
y
was
aim
ed
to
d
eter
m
in
e
th
e
ef
f
ec
t
o
f
s
tu
d
en
t
f
ee
d
b
ac
k
,
th
r
o
u
g
h
its
s
ix
f
ac
to
r
s
,
o
n
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
th
e
r
o
le
o
f
teac
h
in
g
ef
f
ec
tiv
e
n
ess
b
etwe
en
th
em
in
th
e
co
n
tex
t
o
f
t
h
e
Hu
n
g
ar
ian
h
i
g
h
er
ed
u
ca
tio
n
s
y
s
tem
d
u
r
in
g
th
e
tim
e
o
f
C
OVI
D
-
1
9
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
s
tu
d
en
ts
’
f
e
ed
b
ac
k
i
n
Hu
n
g
ar
ian
lan
g
u
a
g
e
o
n
lin
e
class
es
is
s
ig
n
if
ican
tly
im
p
o
r
tan
t
i
n
p
r
ed
ictin
g
teac
h
in
g
e
f
f
ec
tiv
en
e
s
s
an
d
ass
o
ciate
d
with
a
h
i
g
h
lev
el
o
f
s
tu
d
e
n
t
en
g
ag
em
e
n
t.
T
h
e
r
esu
lts
also
r
ev
ea
led
th
at
teac
h
i
n
g
e
f
f
ec
t
iv
en
ess
m
ed
iated
p
o
s
itiv
ely
t
h
e
ef
f
ec
t
o
f
s
tu
d
en
t
f
ee
d
b
ac
k
o
n
th
e
s
tu
d
en
t
en
g
ag
em
en
t.
T
h
er
ef
o
r
e,
at
th
e
tim
e
o
f
C
OVI
D
-
1
9
an
d
in
th
e
o
n
lin
e
teac
h
in
g
co
n
tex
t
d
ir
ec
t
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
en
t
s
h
as
ex
tr
a
im
p
o
r
tan
ce
to
e
n
h
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