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s
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C
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p
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tatio
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al
th
in
k
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g
Gam
e
-
b
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lear
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Hier
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ch
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co
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p
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o
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Par
tial le
ast s
q
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Stru
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eq
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T
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CC B
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C
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Dep
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1.
I
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I
O
N
C
o
m
p
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tatio
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th
in
k
in
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(
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n
o
w
a
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esp
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im
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t
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t
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tain
a
t
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o
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o
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g
h
g
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asp
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f
s
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T
s
k
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ate
C
T
i
n
p
r
im
ar
y
ed
u
ca
tio
n
g
r
o
ws
[
1
]
.
Ma
n
y
s
ch
o
la
r
s
p
er
ce
i
v
e
C
T
as
a
co
llectio
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s
k
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ar
ate
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th
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m
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s
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ir
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in
g
as
well
as
th
e
ab
ilit
y
to
s
o
lv
e
p
r
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b
lem
s
[
2
]
.
C
h
en
et
a
l.
[
3
]
id
en
tifie
d
th
e
p
r
o
m
in
e
n
ce
o
f
C
T
g
r
o
wth
in
K
-
1
2
e
d
u
ca
tio
n
as
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is
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at
was
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g
h
a
clu
s
ter
in
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is
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s
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A
d
d
itio
n
ally
,
Du
r
ak
an
d
Sar
itep
ec
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s
tu
d
y
[
4
]
f
o
u
n
d
th
at
th
in
k
in
g
s
ty
les,
ac
a
d
em
ic
p
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f
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r
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an
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m
ath
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atics,
an
d
attitu
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es to
war
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m
ath
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a
tics
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e
h
ig
h
ly
p
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d
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o
f
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icien
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.
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p
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ab
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s
s
v
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s
f
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an
d
d
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m
ain
s
[
5
]
.
T
h
e
c
o
r
e
co
m
p
o
n
en
ts
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f
C
T
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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Vo
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13
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No
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6
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Dec
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b
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2
0
2
4
:
41
1
5
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4
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2
4
4116
in
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cien
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ev
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ac
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in
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ain
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,
in
clu
d
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s
cien
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en
g
in
ee
r
in
g
,
b
u
s
in
ess
,
s
o
cial
s
cien
ce
s
,
an
d
ev
er
y
d
ay
life
[
6
]
.
T
h
e
ab
ilit
ies
cu
ltiv
ated
b
y
C
T
a
r
e
h
ig
h
ly
tr
a
n
s
f
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ab
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o
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s
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ettin
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en
c
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m
p
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in
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lo
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ical
r
ea
s
o
n
in
g
,
cr
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th
in
k
in
g
,
c
r
ea
tiv
ity
an
d
s
y
s
tem
atic
p
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o
b
lem
s
o
lv
i
n
g
.
A
teac
h
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g
s
tr
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k
n
o
w
n
as
g
am
e
-
b
ased
lear
n
in
g
(
GB
L
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m
ak
es
u
s
e
o
f
g
am
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as
a
p
ed
a
g
o
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ical
to
o
l
to
en
co
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r
ag
e
lear
n
in
g
a
n
d
en
g
ag
em
en
t
am
o
n
g
s
tu
d
en
ts
.
As
s
tated
b
y
Kh
ald
i
et
a
l.
[
7
]
,
a
r
an
g
e
o
f
g
a
m
e
f
o
r
m
ats
u
tili
ze
d
o
n
co
m
p
u
ter
s
o
r
m
o
b
ile
d
ev
ices
ca
n
s
er
v
e
as
ed
u
c
atio
n
al
to
o
ls
.
T
h
ese
g
am
es
ca
n
b
e
m
ad
e
to
teac
h
s
p
ec
if
ic
s
u
b
jects,
lik
e
ar
ith
m
etic,
s
cien
ce
,
h
is
to
r
y
,
o
r
a
f
o
r
eig
n
lan
g
u
ag
e
,
o
r
th
e
y
ca
n
b
e
m
a
d
e
to
im
p
r
o
v
e
m
o
r
e
g
en
er
al
a
b
il
ities
,
lik
e
p
r
o
b
le
m
-
s
o
lv
in
g
,
cr
itical
th
in
k
in
g
,
t
ea
m
wo
r
k
,
an
d
d
ec
is
io
n
-
m
ak
i
n
g
.
GB
L
m
o
tiv
ates
s
tu
d
en
ts
to
ac
tiv
ely
e
n
g
ag
e
,
e
x
p
lo
r
e,
an
d
p
er
s
is
t
in
p
r
o
b
lem
s
o
lv
in
g
b
y
h
ar
n
ess
in
g
th
ei
r
e
n
th
u
s
iasm
[
8
]
.
GB
L
p
r
o
m
o
tes
ac
tiv
e
lea
r
n
in
g
,
in
w
h
ich
s
tu
d
en
ts
ac
tiv
ely
c
o
n
tr
ib
u
te
to
th
eir
ed
u
ca
tio
n
r
ath
er
t
h
a
n
m
er
ely
a
b
s
o
r
b
in
g
it.
Gam
es
o
f
f
er
q
u
ick
,
r
elev
an
t
f
ee
d
b
ac
k
th
at
ca
n
ass
is
t
s
tu
d
en
ts
in
an
aly
zin
g
th
eir
p
er
f
o
r
m
an
ce
,
co
r
r
ec
tin
g
th
eir
er
r
o
r
s
,
an
d
d
ev
el
o
p
in
g
n
ew
ab
ilit
ies.
Nu
m
er
o
u
s
ad
v
an
ta
g
es
o
f
GB
L
h
av
e
b
ee
n
d
em
o
n
s
tr
ated
,
in
clu
d
i
n
g
en
h
an
ce
d
lear
n
in
g
o
u
tco
m
es,
g
r
ea
ter
m
o
tiv
atio
n
an
d
en
g
a
g
em
en
t,
im
p
r
o
v
e
d
p
r
o
b
lem
s
o
lv
in
g
a
n
d
c
r
itical
th
in
k
in
g
ab
ilit
ies,
an
d
g
r
o
wth
in
s
o
cial
s
k
ills
lik
e
co
o
p
er
atio
n
an
d
co
m
m
u
n
icatio
n
[
9
]
.
I
t
c
an
b
e
im
p
lem
en
te
d
ac
r
o
s
s
a
r
an
g
e
o
f
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
,
s
p
an
n
in
g
f
o
r
m
a
l
class
r
o
o
m
s
to
in
f
o
r
m
al
lear
n
in
g
s
etu
p
s
,
an
d
ca
n
b
e
tailo
r
ed
to
s
u
it
d
iv
er
s
e
ag
e
g
r
o
u
p
s
,
s
u
b
jects,
an
d
lear
n
er
d
em
o
g
r
ap
h
ics.
T
h
e
p
r
in
ci
p
les
o
f
C
T
an
d
GB
L
m
ay
b
e
b
len
d
ed
to
p
r
o
d
u
ce
in
ter
esti
n
g
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
.
I
n
o
r
d
er
to
ad
d
r
ess
d
if
f
icu
lt
is
s
u
e
s
,
C
T
in
v
o
lv
es
b
r
e
ak
in
g
th
in
g
s
d
o
wn
in
to
s
m
aller
,
m
o
r
e
m
a
n
ag
ea
b
le
s
tag
es
an
d
ap
p
ly
in
g
lo
g
ic
a
n
d
al
g
o
r
ith
m
ic
th
in
k
in
g
.
On
th
e
o
t
h
e
r
h
an
d
,
G
B
L
en
tails
u
s
in
g
g
am
es
as
a
tea
ch
in
g
a
n
d
lear
n
in
g
m
eth
o
d
in
wh
ich
s
tu
d
en
ts
p
ar
t
icip
ate
in
im
m
er
s
iv
e
an
d
in
ter
ac
tiv
e
ex
p
er
ien
ce
s
to
lear
n
n
e
w
in
f
o
r
m
atio
n
an
d
s
k
ills
.
C
T
ca
n
b
e
in
co
r
p
o
r
ated
in
to
GB
L
in
s
ev
er
al
way
s
.
I
n
p
r
o
b
lem
-
s
o
lv
in
g
c
o
n
tex
t,
g
am
es
p
r
o
v
id
e
s
tu
d
en
ts
a
r
ich
f
r
am
ewo
r
k
in
wh
ich
to
em
p
lo
y
C
T
tech
n
iq
u
es
w
h
ile
ad
d
r
ess
in
g
p
r
o
b
lem
s
.
I
t
f
r
eq
u
en
tly
i
n
v
o
lv
e
ch
allen
g
es,
p
u
zz
les,
an
d
m
is
s
io
n
s
th
at
d
em
an
d
p
la
y
er
s
to
ex
er
cise
cr
itical
th
in
k
in
g
,
s
itu
atio
n
al
an
aly
s
is
,
an
d
s
tr
ateg
y
d
ev
elo
p
m
en
t.
Play
in
g
g
am
es
is
a
f
u
n
a
n
d
e
n
g
ag
in
g
tech
n
iq
u
e
f
o
r
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
C
r
ea
tin
g
r
u
les,
m
ec
h
an
is
m
s
,
an
d
in
ter
ac
tio
n
s
th
at
co
n
tr
o
l
h
o
w
th
e
g
am
e
wo
r
ld
b
eh
av
es
is
a
k
ey
co
m
p
o
n
en
t
o
f
alg
o
r
ith
m
i
c
th
in
k
in
g
in
g
am
e
d
esig
n
.
T
h
is
d
em
an
d
s
al
g
o
r
ith
m
ic
th
in
k
in
g
s
in
ce
g
am
e
d
esig
n
er
s
m
u
s
t e
s
tab
lis
h
th
e
o
r
d
er
an
d
lo
g
ic
o
f
th
e
ac
tiv
ity
.
B
y
p
lan
n
in
g
,
c
r
ea
tin
g
,
an
d
te
s
tin
g
v
ar
io
u
s
g
am
e
elem
en
ts
s
u
ch
as
ch
ar
ac
te
r
s
,
o
b
jects,
a
n
d
ac
tio
n
s
,
lear
n
er
s
ca
n
p
r
ac
tice
al
g
o
r
ith
m
ic
th
in
k
in
g
[
1
0
]
.
Acc
o
r
d
in
g
to
Gr
eip
l
et
a
l.
[
1
1
]
,
p
lay
is
th
e
co
r
n
e
r
s
to
n
e
o
f
a
n
y
g
am
e.
Ob
v
i
o
u
s
ly
,
p
la
y
in
g
is
a
co
m
m
o
n
o
cc
u
r
r
en
ce
i
n
a
ch
ild
'
s
d
ev
elo
p
m
e
n
t
an
d
o
f
ten
h
as
a
n
u
m
b
er
o
f
p
o
s
itiv
e
d
ev
elo
p
m
e
n
tal
co
n
s
eq
u
en
ce
s
.
On
e
m
ay
c
o
n
ten
d
th
at
p
la
y
in
g
a
g
a
m
e
with
o
th
e
r
s
(
e.
g
.
,
in
co
m
p
etitio
n
o
r
co
o
p
er
atio
n
)
cr
ea
tes
a
u
n
iq
u
e
s
ettin
g
th
at
s
tim
u
lates
an
d
m
o
t
iv
ates
n
o
t
ju
s
t
f
o
r
win
n
in
g
th
e
g
am
e
o
r
ch
allen
g
e
b
u
t
f
r
eq
u
en
tly
f
o
r
im
p
r
o
v
in
g
o
n
e'
s
co
m
p
eten
ce
o
r
s
k
ill.
Mo
r
eo
v
er
,
th
er
e
is
ev
id
en
ce
in
d
icatin
g
th
at
GB
L
co
n
f
er
s
b
en
e
f
its
o
v
er
co
n
v
en
ti
o
n
al
teac
h
in
g
m
et
h
o
d
s
in
f
o
s
t
er
in
g
d
ee
p
lea
r
n
in
g
[
1
2
]
.
W
h
en
co
m
p
ar
e
d
to
th
e
co
n
v
en
tio
n
al
ap
p
r
o
ac
h
,
n
eith
e
r
o
f
th
e
GB
L
s
tr
ateg
ies
in
v
o
lv
i
n
g
p
ar
e
n
ts
o
r
n
o
t
h
as
m
u
ch
en
h
an
ce
d
th
e
c
h
ild
r
en
'
C
T
in
ed
u
ca
tio
n
al
cir
cu
m
s
tan
ce
s
[
1
3
]
.
T
h
e
o
u
tco
m
es
also
d
em
o
n
s
tr
ated
t
h
at,
in
co
m
p
ar
is
o
n
to
th
e
o
th
e
r
two
s
tr
ateg
ies,
th
e
in
co
r
p
o
r
atio
n
o
f
p
ar
en
tal
in
v
o
lv
e
m
en
t
in
th
e
GB
L
ap
p
r
o
ac
h
s
ig
n
if
ican
tly
en
h
an
ce
d
s
tu
d
e
n
ts
'
r
ec
ep
tiv
en
ess
to
war
d
s
ac
q
u
ir
i
n
g
C
T
.
C
T
an
d
GB
L
ar
e
clo
s
ely
r
elate
d
s
in
ce
b
o
th
co
n
ce
p
t
s
r
eq
u
ir
e
p
r
o
b
lem
-
s
o
lv
in
g
,
c
r
itical
th
in
k
in
g
,
an
d
l
o
g
ical
r
ea
s
o
n
i
n
g
ab
ilit
ies
[
1
4
]
.
GB
L
d
en
o
tes
th
e
u
tili
za
tio
n
o
f
ed
u
ca
tio
n
al
g
am
es
as a
p
ed
ag
o
g
ical
s
tr
ateg
y
to
en
h
an
ce
lear
n
in
g
an
d
s
tim
u
late
en
g
ag
em
e
n
t a
m
o
n
g
lear
n
e
r
s
.
On
th
e
co
n
tr
ar
y
,
C
T
en
tails
a
p
r
o
b
lem
-
s
o
lv
in
g
m
eth
o
d
o
lo
g
y
wh
e
r
e
in
tr
icate
p
r
o
b
lem
s
ar
e
d
ec
o
n
s
tr
u
cted
in
to
m
o
r
e
m
a
n
a
g
ea
b
le
s
tep
s
,
an
d
lo
g
ical,
alg
o
r
ith
m
ic
th
in
k
in
g
is
em
p
lo
y
e
d
to
r
eso
lv
e
th
em
.
GB
L
an
d
C
T
p
lace
a
s
tr
o
n
g
em
p
h
asis
o
n
th
e
im
p
r
o
v
em
e
n
t
o
f
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
[
1
5
]
.
I
n
GB
L
,
s
tu
d
e
n
ts
en
co
u
n
ter
o
b
s
tacle
s
o
r
is
s
u
es
th
at
f
o
r
ce
th
em
to
u
s
e
th
ei
r
cr
itical
th
in
k
in
g
s
k
ills
,
s
itu
atio
n
al
an
aly
s
is
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
a
b
ilit
ies.
Si
m
ilar
to
an
aly
tical
th
in
k
in
g
,
C
T
co
n
ce
n
tr
ates
o
n
f
o
r
m
u
latin
g
is
s
u
es,
d
esig
n
in
g
alg
o
r
ith
m
s
,
an
d
u
s
in
g
lo
g
ic
to
s
o
lv
e
co
m
p
licated
p
r
o
b
lem
s
.
B
o
th
co
n
ce
p
ts
in
s
p
ir
e
s
tu
d
en
ts
to
tack
le
ch
allen
g
es
m
eth
o
d
ically
a
n
d
s
tr
ateg
ically
an
d
p
r
o
v
id
e
with
cr
ea
tiv
e
s
o
l
u
tio
n
s
.
Similar
to
th
is
,
in
GB
L
,
p
lay
er
s
f
r
eq
u
e
n
tly
n
ee
d
to
ad
h
er
e
to
ce
r
tain
g
u
id
e
lin
es,
p
r
o
to
c
o
ls
,
o
r
alg
o
r
ith
m
s
in
o
r
d
e
r
to
a
cc
o
m
p
lis
h
th
ei
r
o
b
jectiv
es.
T
h
is
m
ig
h
t
en
tail
d
ev
elo
p
in
g
s
tr
ateg
ies,
m
ak
in
g
ch
o
ices
d
ep
en
d
in
g
o
n
th
e
f
ac
ts
at
h
an
d
,
an
d
ca
r
r
y
in
g
o
u
t
tas
k
s
in
a
s
eq
u
en
tial
o
r
d
er
.
T
h
r
o
u
g
h
en
g
ag
in
g
a
n
d
in
ter
a
ctiv
e
g
am
es
,
GB
L
g
iv
es
s
tu
d
en
ts
th
e
ch
a
n
ce
to
p
r
ac
tice
a
n
d
im
p
r
o
v
e
th
eir
alg
o
r
ith
m
ic
th
in
k
in
g
ab
ilit
ies.
B
o
th
GB
L
an
d
C
T
f
o
s
ter
cr
itical
th
in
k
in
g
ab
ilit
ies.
Stu
d
en
ts
m
u
s
t
an
aly
ze
ev
e
n
ts
,
ev
alu
ate
ac
ti
o
n
s
,
an
d
ac
co
m
p
lis
h
well
-
in
f
o
r
m
ed
c
o
n
clu
s
io
n
s
in
o
r
d
er
t
o
ad
v
a
n
ce
in
GB
L
.
Ap
p
ly
in
g
cr
itical
th
in
k
in
g
a
b
ilit
ies
lik
e
an
aly
zin
g
d
ata,
m
a
k
in
g
lo
g
ical
ar
g
u
m
e
n
ts
,
an
d
s
o
lv
in
g
p
r
o
b
lem
s
is
r
eq
u
ir
ed
f
o
r
th
is
.
Similar
to
t
h
is
,
C
T
r
eq
u
ir
es
u
s
in
g
cr
itica
l
th
in
k
in
g
ab
ili
ties
wh
ile
f
o
r
m
u
latin
g
p
r
o
b
lem
s
,
d
esig
n
in
g
al
g
o
r
ith
m
s
,
an
d
ass
ess
in
g
th
e
ef
f
icac
y
o
f
s
o
lu
tio
n
s
.
Yad
av
a
n
d
O
y
eler
e
[
1
6
]
r
e
v
ea
led
th
at
p
lay
in
g
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
Mo
d
ellin
g
co
mp
u
ta
tio
n
a
l t
h
in
kin
g
w
ith
g
a
me
-
b
a
s
ed
lea
r
n
in
g
a
mo
n
g
p
r
ima
r
y
…
(
Zu
lkifley
Mo
h
a
med
)
4117
g
am
es
wh
ile
s
tu
d
y
in
g
c
o
u
ld
p
r
o
v
id
e
s
tu
d
en
ts
a
f
u
n
s
ettin
g
in
wh
ich
to
p
r
ac
tice
a
n
d
r
e
f
in
e
th
eir
cr
itical
th
in
k
in
g
ab
ilit
ies
.
C
o
llab
o
r
ativ
e
an
d
tea
m
wo
r
k
a
c
t
i
v
i
t
i
es
a
r
e
p
r
o
m
i
n
e
n
t
i
n
GB
L
,
as
s
t
u
d
e
n
ts
g
et
t
o
g
e
th
e
r
t
o
a
c
c
o
m
p
li
s
h
a
t
a
s
k
o
r
r
e
s
o
l
v
e
a
n
i
s
s
u
e
.
T
h
i
s
p
r
o
m
o
t
e
s
t
e
a
m
w
o
r
k
,
c
o
m
m
u
n
i
c
a
ti
o
n
,
a
n
d
c
o
l
l
a
b
o
r
a
t
i
o
n
a
m
o
n
g
s
t
u
d
e
n
t
s
a
s
t
h
e
y
w
o
r
k
t
o
w
a
r
d
s
a
c
o
m
m
o
n
g
o
a
l
.
S
i
m
il
a
r
l
y
t
o
t
h
is
,
C
T
c
a
n
e
n
t
ai
l
g
r
o
u
p
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
,
w
h
e
r
e
s
tu
d
e
n
t
s
e
m
e
r
g
e
wi
t
h
a
l
g
o
r
i
t
h
m
s
,
a
n
al
y
z
e
is
s
u
es
,
a
n
d
a
s
s
ess
s
o
l
u
t
i
o
n
s
.
I
n
r
e
a
l
-
w
o
r
l
d
s
i
t
u
at
i
o
n
s
w
h
e
r
e
t
e
a
m
w
o
r
k
a
n
d
c
o
l
l
a
b
o
r
a
t
i
o
n
a
r
e
v
a
l
u
e
d
,
C
T
a
n
d
GB
L
b
o
t
h
f
o
s
t
er
c
o
l
l
a
b
o
r
a
t
i
v
e
a
b
i
li
t
ie
s
.
T
h
e
a
b
i
l
i
t
y
o
f
GB
L
t
o
i
n
s
p
i
r
e
a
n
d
e
n
g
a
g
e
s
t
u
d
e
n
ts
i
s
w
e
ll
e
s
t
a
b
li
s
h
e
d
.
T
h
e
i
m
m
e
r
s
i
v
e
a
n
d
e
n
g
a
g
i
n
g
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
t
h
a
t
m
a
y
b
e
o
f
f
e
r
e
d
b
y
w
e
l
l
-
d
e
s
i
g
n
e
d
e
d
u
c
a
t
i
o
n
al
g
a
m
e
s
h
as
t
h
e
p
o
t
e
n
ti
a
l
t
o
b
o
o
s
t
s
t
u
d
e
n
ts
’
d
es
i
r
e
t
o
e
n
g
a
g
e
f
u
l
l
y
i
n
t
h
e
l
e
a
r
n
i
n
g
p
r
o
c
e
s
s
.
S
i
m
i
l
a
r
l
y
,
C
T
a
ls
o
i
n
c
o
r
p
o
r
a
t
e
s
p
r
a
c
ti
c
a
l
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
a
n
d
i
n
s
p
i
r
es
l
ea
r
n
e
r
s
t
o
t
h
i
n
k
cr
itically
an
d
cr
ea
tiv
ely
.
T
h
e
m
ajo
r
it
y
o
f
th
e
C
T
ac
tiv
ities
in
clu
d
ed
in
th
e
s
tu
d
y
wer
e
GB
L
,
co
o
p
e
r
ativ
e
lear
n
in
g
,
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
an
d
p
r
o
ject
-
b
a
s
ed
lear
n
in
g
[
1
7
]
.
I
t
was
f
o
u
n
d
in
a
s
tu
d
y
b
y
Ub
aid
u
llah
et
a
l.
[
1
8
]
th
at
lack
in
g
h
ig
h
ly
d
ev
el
o
p
ed
C
T
p
r
ac
tices
co
u
ld
r
esu
lt
in
in
d
iv
id
u
als
en
c
o
u
n
ter
in
g
m
ajo
r
is
s
u
es
th
at
m
i
g
h
t
u
n
d
e
r
m
in
e
th
eir
ed
u
ca
tio
n
al
o
r
ca
r
ee
r
asp
ir
atio
n
s
.
As th
e
r
esu
lt o
f
t
h
e
e
d
u
ca
ti
o
n
al
b
en
ef
its
th
at
C
T
o
f
f
er
to
b
o
th
i
n
s
tr
u
cto
r
s
a
n
d
s
tu
d
en
ts
,
th
er
e
h
as
b
ee
n
ex
ten
s
iv
e
im
p
lem
en
tatio
n
o
f
teac
h
i
n
g
s
tr
ateg
ies
lik
e
p
r
o
ject
-
b
ased
lear
n
in
g
an
d
C
T
co
r
r
esp
o
n
d
in
g
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
d
u
r
es
[
1
9
]
.
Nu
m
er
o
u
s
r
esear
ch
p
r
o
b
in
g
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
C
T
an
d
GB
L
h
av
e
b
ee
n
p
er
f
o
r
m
e
d
.
Dig
ital
g
am
es
u
s
ed
in
C
T
e
d
u
ca
tio
n
h
a
v
e
f
av
o
r
a
b
le
im
p
a
cts,
b
u
t
s
u
ch
r
esu
lts
s
tr
o
n
g
ly
r
ely
o
n
th
e
en
v
ir
o
n
m
en
t
in
wh
ich
lear
n
in
g
is
b
ein
g
p
u
t
in
to
p
r
ac
tice
an
d
th
e
u
s
er
s
wh
o
ar
e
u
tili
zin
g
th
e
g
am
es
[
2
0
]
.
I
t
s
h
o
u
ld
b
e
e
m
p
h
asized
th
at
th
e
f
av
o
r
ab
le
i
m
p
ac
t
o
f
GB
L
o
n
s
tu
d
en
ts
'
C
T
im
p
lies
,
in
a
p
r
ac
tical
s
en
s
e,
th
at
ed
u
ca
to
r
s
th
in
k
ab
o
u
t
way
s
to
s
u
p
p
o
r
t
in
s
tr
u
ct
o
r
s
in
in
co
r
p
o
r
atin
g
GB
L
in
to
th
eir
class
es
s
o
th
at
s
tu
d
en
ts
m
ay
lear
n
m
o
r
e
C
T
.
I
t
is
ess
en
tial
to
cr
ea
te
a
m
o
d
el
th
at
tak
es
in
to
co
n
s
id
er
atio
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
GB
L
an
d
C
T
b
ased
o
n
th
e
in
f
o
r
m
atio
n
f
o
u
n
d
in
th
is
liter
atu
r
e.
C
T
ca
n
b
e
em
p
lo
y
e
d
in
a
v
ar
i
ety
o
f
d
is
cip
lin
es
an
d
g
r
ad
e
le
v
els,
wh
ich
p
r
esen
ts
b
o
th
p
o
t
en
tial
an
d
ch
allen
g
es.
E
n
g
a
g
em
en
t
b
etw
ee
n
ed
u
ca
to
r
s
an
d
r
esear
ch
e
r
s
f
r
o
m
m
a
n
y
f
ield
s
an
d
ed
u
c
atio
n
al
b
ac
k
g
r
o
u
n
d
s
is
en
co
u
r
a
g
ed
s
o
t
h
at
C
T
m
ay
b
e
ass
ess
ed
an
d
p
r
o
m
o
ted
.
H
en
ce
,
th
is
s
tu
d
y
s
ee
k
s
to
m
o
d
el
th
e
r
elatio
n
s
h
ip
b
etwe
en
C
T
an
d
GB
L
am
o
n
g
p
r
im
a
r
y
s
ch
o
o
l
s
tu
d
e
n
ts
’
b
y
u
tili
zin
g
SEM
.
T
h
e
s
tu
d
y
ex
p
lo
r
es
th
e
o
r
etica
l
u
n
d
er
p
in
n
in
g
s
o
n
s
tu
d
en
ts
'
C
T
an
d
GB
L
in
attem
p
t
to
esti
m
ate
th
e
r
elatio
n
s
h
ip
am
i
d
s
t
C
T
an
d
GB
L
th
r
o
u
g
h
SEM
.
T
h
e
n
o
tio
n
o
f
lear
n
in
g
t
h
r
o
u
g
h
g
am
i
n
g
elu
cid
ates
h
o
w
s
tu
d
en
ts
ac
q
u
ir
e
co
m
p
u
tatio
n
al
th
in
k
in
g
co
n
ce
p
ts
wh
ile
ac
tiv
ely
p
ar
ticip
atin
g
in
a
g
am
e
an
d
ac
co
m
p
lis
h
in
g
its
d
esig
n
ated
o
b
jectiv
es
[
2
1
]
.
Stu
d
en
ts
m
ay
ex
p
lo
r
e
C
T
co
n
ce
p
ts
in
clu
d
in
g
p
r
o
b
le
m
-
s
o
lv
in
g
,
d
ec
o
m
p
o
s
itio
n
,
ab
s
tr
ac
tio
n
,
an
d
p
atter
n
id
en
tific
atio
n
wh
en
lear
n
i
n
g
th
r
o
u
g
h
g
am
es
an
d
to
en
h
a
n
c
e
C
T
s
k
il
ls
,
es
tab
lis
h
in
g
en
ter
tain
in
g
g
am
in
g
is
ess
en
ti
al
[
1
4
]
.
I
n
th
is
s
tu
d
y
,
a
SEM
f
o
r
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
C
T
an
d
GB
L
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l stu
d
e
n
ts
’
is
estab
lis
h
ed
an
d
ex
am
in
e
d
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
p
o
p
u
latio
n
co
n
s
is
ted
o
f
elev
e
n
-
y
ea
r
-
o
ld
Ma
lay
s
ia
n
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
e
n
ts
.
Fo
llo
win
g
th
is
,
th
e
s
am
p
le
was
ch
o
s
en
u
s
in
g
th
e
m
u
ltis
tag
e
clu
s
ter
s
am
p
lin
g
p
r
o
ce
d
u
r
e.
I
n
th
e
f
ir
s
t
s
tag
e,
th
e
r
esear
ch
e
r
s
r
an
d
o
m
l
y
s
elec
t
a
s
tate
in
Ma
l
ay
s
ia
f
r
o
m
1
3
s
tates.
A
s
tate
s
elec
ted
co
n
s
is
ted
o
f
1
3
d
is
tr
icts
.
I
n
a
s
ec
o
n
d
s
tag
e,
a
d
is
tr
ict
was
r
an
d
o
m
ly
s
elec
te
d
wh
ich
co
n
s
is
ted
o
f
1
1
lo
ca
lit
ies/
citie
s
.
I
n
a
th
ir
d
s
tag
e,
a
lo
ca
lity
/city
was
th
en
r
an
d
o
m
l
y
s
elec
ted
wh
ich
co
n
s
is
ted
o
f
1
2
ar
ea
s
.
I
n
a
f
o
u
r
th
s
tag
e,
an
ar
ea
was
r
an
d
o
m
ly
s
elec
ted
wh
ich
co
n
s
is
ted
o
f
f
i
v
e
p
r
im
ar
y
s
ch
o
o
ls
.
At
th
e
f
i
n
al
s
tag
e,
a
p
r
i
m
ar
y
s
ch
o
o
l
was
th
en
r
an
d
o
m
ly
s
elec
ted
an
d
th
e
en
tire
s
tan
d
ar
d
5
(
1
1
y
ea
r
s
o
f
ag
e
)
s
tu
d
en
ts
wer
e
s
elec
ted
as
a
s
am
p
le
f
o
r
th
e
s
tu
d
y
.
T
h
e
n
u
m
b
er
o
f
s
tu
d
en
ts
s
elec
ted
was
9
0
wh
ich
co
m
p
r
i
s
es
o
f
th
r
ee
class
es
with
th
e
esti
m
ate
o
f
th
e
p
o
p
u
latio
n
p
r
o
p
o
r
tio
n
o
f
0
.
1
7
7
an
d
b
o
u
n
d
o
f
e
r
r
o
r
o
f
0
.
0
1
2
.
T
h
e
g
en
er
al
g
u
id
elin
e
s
u
g
g
ests
,
as
p
r
o
p
o
s
ed
b
y
Hair
et
a
l.
[
2
2
]
,
wh
ich
th
e
s
m
allest
s
am
p
le
s
ize
allo
wed
f
o
r
a
PLS
-
SEM
m
o
d
el
o
u
g
h
t
to
b
e
ten
ti
m
es
th
e
n
u
m
b
er
o
f
in
d
ep
en
d
e
n
t
v
ar
iab
les,
tak
i
n
g
in
to
ac
co
u
n
t
b
o
th
m
ea
s
u
r
e
m
e
n
t
an
d
s
tr
u
ctu
r
al
m
o
d
els,
o
r
t
en
tim
es
th
e
h
ig
h
est
co
u
n
t
o
f
in
n
er
m
o
d
el
p
ath
s
lead
in
g
to
a
s
p
ec
if
ic
c
o
n
s
tr
u
ct
with
in
th
e
in
n
e
r
m
o
d
el.
L
ess
th
an
n
in
e
v
ar
iab
les
ar
e
in
v
o
lv
ed
in
th
e
m
o
s
t
in
tr
icate
r
eg
r
ess
io
n
in
t
h
is
s
tu
d
y
.
Mo
r
e
o
v
er
,
as
n
o
ted
b
y
Hair
et
a
l.
[
2
2
]
,
t
h
e
en
tire
in
tr
icac
y
o
f
a
s
tr
u
ctu
r
al
m
o
d
el
h
as
m
in
im
al
im
p
ac
t
o
n
PLS
-
SEM
s
am
p
le
s
ize
r
eq
u
ir
em
en
t.
T
h
i
s
is
ju
s
tifie
d
b
y
th
e
f
ac
t
th
at
n
o
t
all
r
elatio
n
s
h
ip
s
with
in
th
e
s
tr
u
ctu
r
al
m
o
d
el
ar
e
co
m
p
u
te
d
co
n
c
u
r
r
e
n
tly
b
y
th
e
PLS
-
SEM
p
r
o
ce
d
u
r
e
.
A
GB
L
m
o
d
u
le
in
c
o
r
p
o
r
ated
with
th
e
C
T
was
d
ev
elo
p
ed
an
d
im
p
lem
e
n
ted
i
n
th
e
ac
tiv
ities
o
f
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
m
o
d
u
le
d
e
v
elo
p
ed
c
o
n
s
is
ted
o
f
th
e
t
o
p
i
cs
o
f
f
r
ac
tio
n
f
o
r
p
r
im
ar
y
s
ch
o
o
l
in
Ma
lay
s
ia.
I
n
ass
es
s
in
g
th
e
s
tu
d
en
ts
’
ac
ce
p
tan
ce
o
n
th
e
m
o
d
u
le
d
ev
elo
p
m
e
n
t,
th
e
s
tu
d
y
u
tili
ze
d
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
.
T
h
is
s
tu
d
y
ass
ess
ed
s
tu
d
en
ts
’
C
T
b
y
u
tili
zin
g
th
e
K
o
r
k
m
az
C
T
s
ca
les s
u
r
v
ey
in
s
tr
u
m
en
t
[
2
3
]
.
T
h
e
C
T
s
ca
les
s
u
r
v
ey
in
s
tr
u
m
en
t
co
n
s
i
s
ted
o
f
eig
h
t
item
s
to
ass
ess
cr
ea
tiv
ity
,
s
ix
item
s
to
ass
ess
a
lg
o
r
ith
m
ic
t
h
in
k
in
g
,
f
iv
e
item
s
to
ass
es
s
c
r
itical
t
h
in
k
in
g
a
n
d
s
ix
item
s
to
ass
ess
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
.
Fo
r
th
is
s
tu
d
y
,
th
e
ad
ap
tatio
n
o
f
th
e
C
T
s
ca
le
s
u
r
v
ey
in
s
tr
u
m
e
n
t
u
n
d
er
wen
t
f
u
r
th
e
r
v
alid
atio
n
b
y
s
ev
en
p
an
els
o
f
ex
p
er
ts
s
p
ec
ializin
g
in
c
o
m
p
u
tatio
n
al
th
in
k
in
g
,
m
ath
em
atics,
a
n
d
ed
u
ca
tio
n
.
T
h
e
r
esear
ch
u
tili
ze
d
th
e
co
n
te
n
t
v
alid
ity
in
d
ex
to
v
alid
ate
C
T
s
ca
le
s
u
r
v
ey
in
s
tr
u
m
en
t
in
wh
ich
I
-
C
V
I
f
o
r
item
v
alid
ity
an
d
S
-
C
VI
f
o
r
ea
ch
an
d
e
v
er
y
item
o
n
th
e
s
ca
le.
T
h
e
co
m
p
u
te
d
I
-
C
VI
r
an
g
e
d
f
r
o
m
0
.
7
1
4
3
t
o
1
.
0
0
0
,
an
d
S
-
C
VI
was
r
ec
o
r
d
e
d
as
0
.
8
9
7
1
,
s
h
o
w
s
th
e
allo
wed
lev
el
o
f
v
alid
ity
[
2
4
]
.
Mo
r
eo
v
e
r
,
Kr
ip
p
en
d
o
r
f
f
’
s
Alp
h
a
(
KA)
r
eliab
ilit
y
m
ea
s
u
r
e
was
u
tili
ze
d
to
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
:
41
1
5
-
4
1
2
4
4118
ev
alu
ate
th
e
in
te
r
-
r
ater
r
eliab
ilit
y
am
o
n
g
th
e
p
an
el
o
f
ex
p
er
t
s
.
T
h
e
o
b
tai
n
ed
KA
v
al
u
e
was
0
.
8
1
3
6
,
in
d
icatin
g
th
at
th
e
C
T
in
s
tr
u
m
en
t scale
s
y
ield
ed
p
r
ec
is
e
m
ea
s
u
r
e
m
en
ts
[
2
5
]
.
Me
an
wh
ile,
T
AM
in
s
tr
u
m
en
t
was
u
s
ed
to
as
s
ess
GB
L
m
o
d
u
le
d
ev
elo
p
ed
.
T
AM
in
s
tr
u
m
e
n
t
co
n
s
is
ted
o
f
2
0
item
s
wh
er
e
f
iv
e
item
s
wer
e
r
eg
ar
d
s
to
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
,
s
ix
item
s
wer
e
ab
o
u
t
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e,
s
ix
item
s
wer
e
to
ass
ess
s
tu
d
en
ts
’
attitu
d
e
an
d
f
o
u
r
item
s
wer
e
ab
o
u
t
b
eh
a
v
io
r
al
in
te
n
tio
n
to
u
s
e.
T
AM
in
s
tr
u
m
en
t
u
s
ed
was
v
alid
ated
b
y
s
ev
en
p
an
els
o
f
ex
p
er
t
s
in
th
e
f
ield
o
f
m
ath
em
atic
s
an
d
m
ath
em
atics
ed
u
ca
tio
n
.
T
h
e
estab
lis
h
ed
I
-
C
VI
wer
e
b
etwe
en
0
.
7
1
4
3
an
d
1
.
0
0
0
,
a
n
d
th
e
S
-
C
VI
h
ad
a
v
al
u
e
o
f
0
.
8
8
5
7
.
T
h
is
s
h
o
ws
th
at
th
e
T
AM
in
s
tr
u
m
e
n
t
u
s
ed
h
as
th
e
s
u
f
f
icien
t
c
o
n
t
en
t
v
alid
ity
[
2
4
]
.
Ad
d
itio
n
ally
,
th
e
KA
in
ter
-
r
ater
r
eliab
ilit
y
am
o
n
g
th
e
p
an
els
o
f
ex
p
er
ts
f
o
r
th
e
T
AM
in
s
tr
u
m
e
n
t
was
r
ec
o
r
d
e
d
as
0
.
7
9
8
8
.
T
h
i
s
in
d
icate
s
th
at
th
e
T
AM
in
s
tr
u
m
en
t
p
r
o
d
u
ce
d
m
e
asu
r
em
en
ts
th
at
wer
e
ac
cu
r
ate
[
2
5
]
.
T
h
e
laten
t v
ar
iab
les an
d
in
d
icato
r
v
ar
iab
les
d
er
iv
ed
f
r
o
m
t
h
e
s
u
r
v
e
y
in
s
tr
u
m
en
ts
with
its
d
escr
ip
tio
n
wer
e
d
ep
icted
in
T
a
b
le
1
.
Fo
llo
win
g
th
e
cu
lm
in
atio
n
o
f
d
ata
g
ath
er
in
g
,
th
e
r
esp
o
n
s
e
d
ata
was
ev
alu
ated
u
s
in
g
th
e
Sm
ar
tPLS.
T
h
e
r
esear
ch
u
tili
ze
d
a
two
-
s
tag
e
d
is
jo
in
t
ap
p
r
o
ac
h
em
p
lo
y
in
g
PLS
-
SEM
r
ef
lectiv
e
-
r
ef
l
ec
tiv
e
h
ier
ar
ch
ical
co
m
p
o
n
en
t
m
o
d
el
(
HC
M)
to
e
v
alu
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
C
T
a
n
d
GB
L
.
T
h
e
in
itial
P
L
S
-
SEM
p
o
r
tr
a
y
al
as a
r
esear
ch
f
r
am
ewo
r
k
is
d
e
p
icted
in
Fig
u
r
e
1
.
As r
ep
r
ese
n
ted
in
Fig
u
r
e
1
,
t
h
e
r
ef
lectiv
e
-
r
ef
lectiv
e
HC
M
ar
e
C
T
an
d
GB
L
.
T
h
e
lo
wer
o
r
d
e
r
co
m
p
o
n
en
ts
(
L
OC
)
f
o
r
HC
M
C
T
ar
e
alg
o
r
ith
m
ic
th
in
k
in
g
,
c
r
itical
th
in
k
in
g
,
c
r
ea
tiv
ity
,
p
r
o
b
lem
-
s
o
l
v
in
g
an
d
c
o
o
p
er
ativ
ity
.
W
h
ile
t
h
e
L
O
C
f
o
r
HC
M
GB
L
ar
e
a
ttit
u
d
e,
b
eh
av
io
r
al
in
ten
tio
n
,
p
er
ce
iv
ed
u
s
ef
u
ln
ess
,
an
d
pe
r
c
eiv
ed
ea
s
e
o
f
u
s
e.
T
h
e
s
tu
d
y
’
s
h
y
p
o
th
esis
ex
am
in
es
th
e
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
am
o
n
g
C
T
an
d
GB
L
.
T
ab
le
1
.
Descr
ip
tio
n
o
f
laten
t
an
d
in
d
icato
r
v
ar
ia
b
les
La
t
e
n
t
v
a
r
i
a
b
l
e
(
c
o
n
st
r
u
c
t
)
I
n
d
i
c
a
t
o
r
v
a
r
i
a
b
l
e
D
e
scri
p
t
i
o
n
C
r
e
a
t
i
v
i
t
y
(
C
O
Y
)
C
O
Y
1
,
C
O
Y
2
,
C
O
Y
3
,
C
O
Y
4
,
C
O
Y
5
,
C
O
Y
6
,
C
O
Y
7
,
C
O
Y
8
C
r
e
a
t
i
v
i
t
y
:
T
h
e
a
c
t
o
f
p
o
r
t
r
a
y
i
n
g
a
n
d
u
t
i
l
i
z
i
n
g
t
h
o
u
g
h
t
s
a
n
d
i
d
e
a
s.
A
l
g
o
r
i
t
h
m
i
c
t
h
i
n
k
i
n
g
(
AO
)
A
O
1
,
A
O
2
,
A
O
3
,
A
O
4
,
A
O
5
,
A
O
6
A
l
g
o
r
i
t
h
m
i
c
t
h
i
n
k
i
n
g
:
E
n
c
o
m
p
a
ss
e
s
t
h
e
c
a
p
a
c
i
t
y
t
o
u
n
d
e
r
st
a
n
d
,
e
mp
l
o
y
,
a
s
sess,
a
n
d
d
e
v
i
s
e
a
l
g
o
r
i
t
h
ms.
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
(
C
G
)
C
G
1
,
C
G
2
,
C
G
3
,
C
G
4
,
C
G
5
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
:
T
h
e
u
t
i
l
i
z
a
t
i
o
n
o
f
c
o
g
n
i
t
i
v
e
a
b
i
l
i
t
i
e
s
o
r
m
e
t
h
o
d
s
t
o
i
n
c
r
e
a
s
e
t
h
e
p
r
o
b
a
b
i
l
i
t
y
o
f
e
x
p
e
c
t
e
d
o
u
t
c
o
mes
.
P
r
o
b
l
e
m
-
s
o
l
v
i
n
g
(
P
M
)
P
M
1
,
P
M
2
,
P
M
3
,
P
M
4
,
P
M
5
,
P
M
6
P
r
o
b
l
e
m
-
s
o
l
v
i
n
g
:
I
n
t
h
e
r
e
a
l
m
o
f
e
d
u
c
a
t
i
o
n
,
t
h
i
s
i
s
a
c
k
n
o
w
l
e
d
g
e
d
a
s
t
h
e
p
r
o
c
e
ss
o
f
i
d
e
n
t
i
f
y
i
n
g
a
n
u
mer
i
c
a
l
p
r
o
b
l
e
m
b
a
se
d
o
n
sp
e
c
i
f
i
c
v
a
l
u
e
s
a
n
d
d
e
t
e
r
mi
n
i
n
g
i
t
s s
o
l
u
t
i
o
n
.
C
o
o
p
e
r
a
t
i
v
i
t
y
(
C
O
O
)
C
O
O
1
,
C
O
O
2
,
C
O
O
3
,
C
O
O
4
C
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
:
A
t
e
a
c
h
i
n
g
me
t
h
o
d
k
n
o
w
n
a
s c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
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i
n
g
e
n
d
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a
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r
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mp
r
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h
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r
e
s
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l
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s f
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sma
l
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n
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t
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e
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sef
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l
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ss
(UF)
U
F
1
,
U
F
2
,
U
F
3
,
U
F
4
,
U
F
5
P
e
r
c
e
i
v
e
d
u
s
e
f
u
l
n
e
ss
:
P
e
r
c
e
p
t
i
o
n
o
f
o
n
e
s
e
l
f
o
n
p
e
r
f
o
r
ma
n
c
e
a
n
d
e
f
f
i
c
i
e
n
c
y
o
f
a
t
e
c
h
n
o
l
o
g
y
.
P
e
r
c
e
i
v
e
d
e
a
s
e
o
f
u
se
(
EF)
EF1
,
EF2
,
EF
3
,
EF4
,
EF5
,
EF6
P
e
r
c
e
i
v
e
d
e
a
s
e
o
f
u
se:
P
e
r
c
e
p
t
i
o
n
o
f
o
n
e
s
e
l
f
o
n
t
h
e
e
a
si
n
e
ss
o
f
f
e
a
t
u
r
e
s
o
f
a
t
e
c
h
n
o
l
o
g
y
.
A
t
t
i
t
u
d
e
(AD)
A
D
1
,
A
D
2
,
A
D
3
,
A
D
4
,
AD5
A
t
t
i
t
u
d
e
:
S
t
u
d
e
n
t
s' a
t
t
i
t
u
d
e
s
a
r
e
t
h
e
i
r
a
ssessme
n
t
s
o
f
w
h
e
t
h
e
r
u
si
n
g
t
h
e
t
e
c
h
n
o
l
o
g
y
w
i
l
l
b
e
a
d
v
a
n
t
a
g
e
o
u
s t
o
t
h
e
m.
B
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
(
B
E)
B
E1
,
B
E
2
,
B
E
3
,
B
E
4
B
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
:
T
h
e
t
e
r
m
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
d
e
s
c
r
i
b
e
s
h
o
w
so
me
o
n
e
i
n
t
e
n
d
s
t
o
u
se
t
e
c
h
n
o
l
o
g
y
f
o
r
l
e
a
r
n
i
n
g
b
o
t
h
n
o
w
a
n
d
i
n
t
h
e
f
u
t
u
r
e
.
Fig
u
r
e
1
.
Fra
m
ewo
r
k
o
f
th
e
s
t
u
d
y
C
r
e
a
t
i
v
i
t
y
CT
A
l
g
o
r
i
t
h
mi
c
t
h
i
n
k
i
n
g
B
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
Pe
r
c
e
i
v
e
d
of
u
sefu
l
n
e
ss
Pe
r
c
e
i
v
e
d
e
a
s
e
o
f
u
se
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
C
o
o
p
e
r
a
t
i
v
i
t
y
Pr
o
b
l
e
m
-
so
l
v
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n
g
A
t
t
i
t
u
d
e
T
A
M
(
GBL
)
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
Mo
d
ellin
g
co
mp
u
ta
tio
n
a
l t
h
in
kin
g
w
ith
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a
me
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b
a
s
ed
lea
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n
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g
a
mo
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p
r
ima
r
y
…
(
Zu
lkifley
Mo
h
a
med
)
4119
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Str
uct
ura
l a
nd
m
ea
s
urem
ent
m
o
del
T
h
e
s
tu
d
y
'
s
m
o
d
el
is
co
m
p
o
s
ed
o
f
two
p
r
im
ar
y
p
ar
ts
:
th
e
o
u
t
er
m
o
d
el,
also
r
ef
er
r
e
d
to
as
th
e
s
tr
u
ctu
r
al
m
o
d
el,
a
n
d
t
h
e
m
ea
s
u
r
e
m
e
n
t
m
o
d
el,
wh
ich
also
in
c
o
r
p
o
r
ates
t
h
e
r
ef
lectiv
e
-
r
ef
l
ec
tiv
e
HC
M.
T
h
e
co
m
p
r
eh
e
n
s
iv
e
m
o
d
el
en
co
m
p
ass
es
two
r
ef
lectiv
e
-
r
ef
lectiv
e
HC
Ms
an
d
n
in
e
m
ea
s
u
r
e
m
en
t
m
o
d
els,
ea
c
h
r
ep
r
esen
ted
b
y
its
laten
t
an
d
in
d
icato
r
v
ar
ia
b
les.
Fo
r
C
T
r
ef
le
ctiv
e
-
r
ef
lectiv
e
HC
M,
co
m
p
r
is
es
o
f
L
OC
,
n
am
ely
alg
o
r
ith
m
ic
th
in
k
in
g
,
c
r
itical
t
h
in
k
in
g
,
c
r
ea
tiv
ity
,
p
r
o
b
lem
-
s
o
lv
in
g
an
d
c
o
o
p
er
ativ
ity
.
T
h
e
m
ea
s
u
r
em
en
t
m
o
d
e
l
alg
o
r
ith
m
ic
th
in
k
in
g
co
n
s
is
ted
o
f
th
e
in
d
icat
o
r
v
ar
ia
b
les
AO1
,
AO2
,
AO3
,
AO4
,
AO5
an
d
AO6
.
T
h
e
in
d
icato
r
v
ar
iab
les
C
G1
,
C
G2
,
C
G3
,
C
G4
an
d
C
G5
wer
e
co
m
p
o
s
ed
i
n
c
r
itical
th
in
k
in
g
.
C
OY1
,
C
OY2
,
C
OY3
,
C
OY4
,
C
OY5
,
C
O
Y6
,
C
OY7
an
d
C
O
Y8
wer
e
th
e
in
d
icato
r
v
ar
iab
le
s
f
o
r
cr
ea
tiv
ity
.
T
h
e
in
d
icato
r
v
ar
iab
les
PM1
,
PM2
,
PM3
,
PM4
,
PM5
an
d
PM6
wer
e
co
m
p
o
s
ed
i
n
p
r
o
b
lem
-
s
o
lv
in
g
.
W
h
ile
th
e
in
d
icato
r
v
a
r
ia
b
les
C
OO1
,
C
O
O2
,
C
OO3
an
d
C
OO4
wer
e
co
m
p
o
s
ed
in
c
o
o
p
er
ativ
ity
.
T
h
e
s
ec
o
n
d
r
ef
lectiv
e
-
r
ef
lectiv
e
HC
M
was
GB
L
co
n
s
is
ted
o
f
f
o
u
r
lo
we
r
co
m
p
o
n
e
n
t
m
o
d
els,
n
am
ely
a
ttit
u
d
e,
b
eh
a
v
io
r
al
in
ten
tio
n
,
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
pe
r
ce
iv
ed
ea
s
e
o
f
u
s
e
.
T
h
e
in
d
i
ca
to
r
v
ar
iab
les
f
o
r
attitu
d
e
wer
e
AD1
,
AD2
,
AD3
,
AD4
an
d
AD5
.
T
h
e
in
d
ica
to
r
v
ar
iab
les
f
o
r
b
eh
a
v
io
r
al
in
ten
tio
n
wer
e
B
E
1
,
B
E
2
,
B
E
3
an
d
B
E
4
.
T
h
e
in
d
icato
r
v
a
r
iab
les
f
o
r
p
er
ce
iv
ed
u
s
ef
u
ln
ess
wer
e
UF1
,
UF2
,
U
F3
,
UF4
a
n
d
UF5
.
W
h
ile
th
e
in
d
icato
r
v
ar
iab
les
f
o
r
p
er
ce
i
v
ed
ea
s
e
o
f
u
s
e
wer
e
E
F1
,
E
F2
,
E
F3
,
E
F4
,
E
F5
an
d
E
F6
.
T
h
e
p
ath
d
iag
r
am
c
o
n
n
ec
ti
n
g
C
T
a
n
d
GB
L
co
n
s
titu
tes
th
e
s
tu
d
y
s
tr
u
ctu
r
al
m
o
d
el.
T
h
e
r
ef
lectiv
e
-
r
ef
lectiv
e
HC
M,
m
ea
s
u
r
em
en
t
m
o
d
els
an
d
s
tr
u
ctu
r
al
m
o
d
el
with
its
co
m
p
o
n
e
n
ts
lo
ad
in
g
a
n
d
co
e
f
f
icien
t
o
f
d
eter
m
in
atio
n
wer
e
d
ep
icted
in
Fig
u
r
e
2
.
All
in
d
ica
to
r
v
ar
iab
les'
co
m
p
o
n
en
t
lo
ad
i
n
g
s
f
o
r
th
eir
r
esp
ec
tiv
e
laten
t
v
ar
iab
les
ar
e
g
r
ea
ter
th
an
0
.
7
0
0
,
i
n
d
icatin
g
t
h
at
ea
c
h
in
d
icato
r
v
ar
iab
le
s
u
f
f
icien
tly
r
ef
lects its
laten
t v
ar
iab
le
[
2
6
]
.
Fig
u
r
e
2
.
T
h
e
r
eg
r
ess
io
n
co
ef
f
icien
t a
n
d
co
ef
f
icien
t o
f
d
eter
m
in
atio
n
f
o
r
ea
ch
c
o
n
s
tr
u
ct
3
.
2
.
M
ea
s
urem
ent
m
o
del v
a
lid
it
y
a
nd
re
lia
bil
it
y
T
h
is
s
ec
tio
n
ex
am
in
ed
th
e
co
n
s
tr
u
cts
’
v
alid
ity
a
n
d
r
eli
ab
ilit
y
in
ad
d
itio
n
to
e
v
alu
atin
g
ea
ch
m
ea
s
u
r
em
en
t
m
o
d
el.
W
h
en
ass
es
s
in
g
th
e
m
ea
s
u
r
em
en
t
m
o
d
el,
v
ar
io
u
s
ev
alu
atio
n
s
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
,
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
:
41
1
5
-
4
1
2
4
4120
in
clu
d
in
g
th
e
AVE
f
o
r
co
n
v
e
r
g
en
t
v
alid
ity
,
t
h
e
HT
MT
f
o
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d
is
cr
im
in
an
t
v
alid
ity
,
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
)
a
n
d
co
m
p
o
s
ite
r
eliab
ilit
y
f
o
r
in
ter
n
al
co
n
s
is
ten
cy
,
an
d
o
u
ter
l
o
ad
i
n
g
f
o
r
i
n
d
icato
r
r
eliab
ilit
y
.
A
HT
MT
v
alu
e
b
elo
w
0
.
9
0
0
in
d
icate
s
th
e
estab
lis
h
m
en
t
o
f
d
is
cr
im
in
an
t
v
alid
ity
b
e
twee
n
two
r
ef
lectiv
e
co
n
s
tr
u
ct
s
.
W
h
ile
th
e
AVE
h
ig
h
er
th
an
0
.
5
0
0
,
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
)
a
n
d
c
o
m
p
o
s
ite
r
eliab
ilit
y
v
alu
e
b
etwe
en
0
.
7
0
an
d
0
.
9
5
,
t
h
e
co
n
v
er
g
en
t
v
alid
ity
an
d
r
eliab
ilit
y
r
esp
ec
tiv
ely
ar
e
estab
lis
h
e
d
[
2
2
]
.
T
ab
l
e
2
d
is
p
lay
s
th
e
v
alid
ity
,
in
ter
n
al
co
n
s
is
ten
cy
an
d
r
eliab
ilit
y
s
tatis
tic
s
f
r
o
m
th
e
PLS
-
SEM
.
T
h
e
v
alu
es
o
f
AVE
f
o
r
alg
o
r
ith
m
ic
th
in
k
in
g
,
c
r
itical
th
in
k
in
g
,
c
r
ea
tiv
ity
,
p
r
o
b
lem
-
s
o
lv
i
n
g
,
c
o
o
p
er
ativ
ity
,
a
ttit
u
d
e,
b
eh
a
v
io
r
al
in
ten
tio
n
,
p
er
ce
i
v
ed
u
s
ef
u
l
n
ess
an
d
pe
r
ce
iv
ed
ea
s
e
o
f
u
s
e
ar
e
g
r
ea
ter
th
an
0
.
5
0
0
.
T
h
is
d
em
o
n
s
tr
ates
th
e
estab
lis
h
m
en
t
o
f
co
n
v
er
g
e
n
t
v
alid
ity
,
wh
er
ein
all
in
d
icato
r
v
a
r
iab
les
in
th
e
m
o
d
el
co
n
v
er
g
e
to
r
ep
r
esen
t
th
e
u
n
d
er
ly
in
g
co
n
s
tr
u
cts
d
ev
elo
p
e
d
,
as
r
ec
o
m
m
en
d
e
d
b
y
Hair
e
t
a
l
.
[
2
2
]
.
I
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ad
d
itio
n
,
th
e
f
ac
t
th
at
all
o
f
th
e
co
n
s
tr
u
cts
in
T
ab
le
3
h
ad
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MT
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alu
es
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s
th
an
0
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8
5
0
,
wh
ich
im
p
ly
d
is
cr
im
in
an
t
v
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ity
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d
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th
e
r
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s
tr
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th
e
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.
As
f
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ter
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o
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cy
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d
r
eliab
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all
t
h
e
C
r
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n
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h
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s
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(
α
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d
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m
p
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ite
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y
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n
am
ely
AO,
CG
,
C
OY
,
PM,
C
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,
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,
B
E
,
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d
EF
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e
h
ig
h
er
th
an
0
.
7
0
0
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T
h
is
in
d
icate
s
th
at
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ch
m
o
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el'
s
in
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icato
r
v
ar
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le
r
e
p
r
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e
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elate
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n
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.
T
ab
le
2
.
T
h
e
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eliab
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th
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C
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Mo
d
ellin
g
co
mp
u
ta
tio
n
a
l t
h
in
kin
g
w
ith
g
a
me
-
b
a
s
ed
lea
r
n
in
g
a
mo
n
g
p
r
ima
r
y
…
(
Zu
lkifley
Mo
h
a
med
)
4121
T
ab
le
3
.
T
h
e
HT
MT
v
alu
e
o
f
t
h
e
m
o
d
el
c
o
n
s
tr
u
cts
C
o
n
st
r
u
c
t
AO
AD
BE
C
T
C
O
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C
O
Y
CG
UF
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PM
AD
0
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4
8
0
BE
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4
2
6
0
.
6
3
3
CT
0
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5
3
3
0
.
3
7
1
0
.
2
7
6
C
O
O
0
.
2
2
0
0
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2
1
4
0
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2
6
8
0
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5
9
4
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O
Y
0
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4
4
5
0
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3
4
5
0
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3
8
2
0
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4
8
2
0
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1
9
9
CG
0
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4
6
4
0
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4
7
4
0
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4
4
0
0
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7
6
9
0
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2
0
2
0
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4
2
6
UF
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3
5
9
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4
3
8
0
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5
8
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1
9
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3
9
2
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2
3
5
0
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2
8
2
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0
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1
7
3
0
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2
6
5
0
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2
9
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5
3
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5
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2
1
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2
1
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5
4
8
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2
8
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0
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3
1
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2
4
5
0
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7
2
2
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5
1
0
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1
7
1
0
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5
7
5
0
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1
3
6
0
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3
2
8
TA
M
(
G
B
L)
0
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2
2
6
0
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4
4
0
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6
1
0
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3
4
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2
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3
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6
9
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2
4
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N
o
t
e
:
C
T=
C
o
mp
u
t
a
t
i
o
n
a
l
t
h
i
n
k
i
n
g
,
T
A
M
(
G
B
L)
=
TA
M
(
G
a
me
-
b
a
s
e
d
l
e
a
r
n
i
n
g
)
3
.
3
.
Str
uct
ura
l m
o
del e
v
a
lua
t
io
n
Stru
ctu
r
al
m
o
d
els
ar
e
ev
alu
ated
b
y
ass
ess
in
g
th
e
v
alu
es
o
f
th
e
f
o
r
m
u
lated
h
y
p
o
th
esis
p
ath
co
ef
f
icien
ts
as th
er
e
is
a
r
elatio
n
s
h
ip
b
etw
ee
n
C
T
an
d
GB
L
.
A
PLS
-
SEM
b
o
o
ts
tr
ap
p
r
o
c
ed
u
r
e
was
co
n
d
u
cted
,
u
tili
zin
g
t
h
e
t
-
s
co
r
e
to
ev
alu
ate
th
e
s
ig
n
if
ican
ce
l
e
v
e
l
o
f
r
e
l
a
t
i
o
n
s
h
i
p
s
.
T
h
e
f
i
n
d
i
n
g
s
in
d
icate
d
a
s
ig
n
if
ican
t
r
e
l
a
t
i
o
n
s
h
i
p
b
etwe
en
CT
a
n
d
G
B
L
(
r
=
0
.
6
0
7
,
t
=
7
.
1
6
5
,
p
<
0
.
0
0
1
)
.
T
h
e
r
e
s
u
l
t
i
n
g
R
2
v
a
l
u
e
,
w
h
i
c
h
is
0
.
3
7
0
,
i
n
d
i
c
a
t
es
t
h
a
t
3
7
p
er
ce
n
t
o
f
t
h
e
v
ar
ian
ce
i
n
C
T
ca
n
b
e
im
p
ac
ted
b
y
GB
L
,
o
r
i
n
o
th
e
r
wo
r
d
,
GB
L
co
n
tr
ib
u
te
d
alm
o
s
t
3
7
p
er
ce
n
t
t
o
CT
.
T
h
e
s
t
u
d
y
d
o
es
n
o
t
d
i
s
tin
g
u
is
h
f
r
o
m
t
h
e
w
o
r
k
o
f
M
a
e
t
a
l
.
[
2
7
]
,
wh
ic
h
s
h
o
wn
t
h
at
GB
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
s
tu
d
en
ts
'
C
T
o
n
th
e
wh
o
le.
Fu
r
th
e
r
m
o
r
e
,
a
s
u
b
s
tan
tial
r
elatio
n
s
h
ip
am
o
n
g
all
L
OC
,
n
am
ely
alg
o
r
ith
m
ic
th
in
k
in
g
,
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
p
r
o
b
lem
-
s
o
lv
in
g
an
d
co
o
p
er
ativ
ity
with
th
e
HC
M
C
T
as
in
d
icate
d
b
y
th
ei
r
co
m
p
o
n
en
t
l
o
ad
in
g
s
d
ep
icted
i
n
Fig
u
r
e
2
.
T
h
e
r
esear
ch
o
r
g
an
ized
b
y
Po
n
c
e
e
t
a
l
.
[
2
6
]
in
d
icate
th
at
alg
o
r
ith
m
ic
th
in
k
in
g
,
as
a
C
T
co
m
p
o
n
en
t,
d
em
o
n
s
tr
ates
a
s
im
ilar
co
r
r
elatio
n
p
atter
n
to
o
u
r
s
t
u
d
y
(
r
=
0
.
2
2
5
,
t
=
2
.
1
6
6
,
p
<
0
.
0
5
)
.
S
t
u
d
y
by
L
e
m
a
y
e
t
a
l
.
[
2
8
]
f
o
u
n
d
th
at
c
r
i
t
i
ca
l
t
h
i
n
k
i
n
g
,
a
s
a
C
T
co
n
s
t
i
t
u
e
n
t
,
d
o
e
s
n
o
t
s
i
g
n
i
f
i
c
a
n
t
l
y
d
i
f
f
e
r
f
r
o
m
o
u
r
f
i
n
d
i
n
g
s
,
w
h
i
c
h
e
x
h
i
b
i
t
a
s
i
g
n
i
f
ic
a
n
t
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
C
T
a
n
d
c
r
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t
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c
a
l
t
h
i
n
k
i
n
g
(
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=
0
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5
0
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,
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=
5
.
4
5
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,
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<
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)
.
T
h
e
s
t
u
d
y
u
n
v
e
i
l
e
d
t
h
at
c
r
e
a
ti
v
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ty
,
a
s
a
n
i
n
te
g
r
a
l
p
a
r
t
o
f
C
T
,
e
x
h
i
b
i
t
s
a
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
t
i
o
n
s
h
i
p
(
r
=
0
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3
1
7
,
t
=
3
.
1
3
5
,
p
<
0
.
0
0
5
)
,
c
o
n
s
i
s
t
e
n
t
w
it
h
Du
r
a
k
a
n
d
S
a
r
i
t
e
p
e
ci
[
4
]
.
A
d
d
it
i
o
n
a
l
l
y
,
o
u
r
s
t
u
d
y
h
ig
h
lig
h
ts
th
e
r
elatio
n
s
h
ip
b
et
wee
n
C
T
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
(
r
=0
.
4
7
5
,
t
=5
.
0
6
4
,
p
<0
.
0
0
1
)
,
as
in
itially
o
b
s
er
v
ed
by
Palts
an
d
Ped
aste
[
2
9
]
.
Mo
r
eo
v
e
r
,
th
e
s
tu
d
y
u
n
d
er
s
co
r
e
s
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
co
o
p
er
ativ
it
y
an
d
C
T
(
r
=0
.
5
6
9
,
t
=6
.
4
9
1
,
p
<
0
.
0
0
1
)
,
in
-
li
n
e
with
Du
r
ak
an
d
Sar
itep
ec
i
[
4
]
r
esear
c
h
.
I
n
th
e
co
n
te
x
t
o
f
T
AM
f
o
r
GB
L
,
th
e
s
tu
d
y
u
n
v
eiled
r
ela
tio
n
s
h
ip
s
th
r
o
u
g
h
o
u
t
attitu
d
e,
b
eh
a
v
io
r
al
in
ten
tio
n
,
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
,
an
d
p
er
ce
iv
e
d
ea
s
e
o
f
u
s
e
with
HC
M
G
B
L
.
Yeo
et
a
l.
[
3
0
]
f
o
u
n
d
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
et
wee
n
attitu
d
e
to
war
d
s
g
am
e
u
s
e
an
d
in
ten
tio
n
to
u
s
e
d
ig
ital
g
am
es,
wh
ich
alig
n
s
with
o
u
r
s
tu
d
y
wh
er
e
GB
L
s
tatis
tically
r
elate
s
to
attitu
d
e
(
r
=0
.
3
2
3
,
t
=3
.
2
0
2
,
p
<0
.
0
0
5
)
.
T
h
e
s
tu
d
y
also
id
en
tifie
d
th
at
b
eh
av
io
r
al
in
ten
tio
n
is
in
f
l
u
en
ce
d
b
y
GB
L
,
estab
lis
h
in
g
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
ese
co
n
s
tr
u
cts
(
r
=0
.
4
3
3
,
t
=4
.
3
6
7
,
p
<0
.
0
0
1
)
,
wh
ich
co
r
r
esp
o
n
d
s
with
R
az
a
m
i
an
d
I
b
r
ah
im
’
s
in
v
esti
g
atio
n
[
3
1
]
o
n
th
e
im
p
ac
t
o
f
g
am
if
icatio
n
o
n
b
e
h
av
io
r
al
in
ten
tio
n
.
Mo
r
e
o
v
er
,
t
h
e
s
tu
d
y
f
o
u
n
d
th
at
GB
L
an
d
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
h
av
e
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
(
r
=0
.
6
2
5
,
t
=7
.
5
1
1
,
p
<0
.
0
0
1
)
,
c
o
n
s
is
ten
t
with
Kr
ath
et
a
l.
[
3
2
]
em
p
h
asis
o
n
GB
L
's
r
o
le
in
en
h
an
cin
g
k
n
o
wled
g
e
ac
q
u
is
itio
n
th
r
o
u
g
h
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
.
Fin
ally
,
th
e
s
tu
d
y
d
e
m
o
n
s
tr
ated
th
at
GB
L
s
ig
n
if
ican
tly
co
n
tr
ib
u
tes
to
s
tu
d
en
ts
'
p
er
ce
p
tio
n
o
f
ea
s
e
o
f
u
s
e
(
r
=0
.
5
1
6
,
t
=5
.
6
5
1
,
p
<0
.
0
0
1
)
,
m
ir
r
o
r
in
g
r
esear
ch
by
Mu
s
y
af
f
i
et
a
l.
[
3
3
]
o
n
g
a
m
if
icatio
n
q
u
ality
a
n
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
r
elatio
n
s
h
ip
.
R
esear
ch
b
y
T
h
eo
d
o
r
o
p
o
u
lo
s
[
3
4
]
r
ev
ea
le
d
th
at
s
tu
d
en
ts
ca
n
im
p
r
o
v
e
p
r
o
b
lem
-
s
o
l
v
in
g
a
n
d
c
r
itical
th
in
k
in
g
th
r
o
u
g
h
d
e
b
u
g
g
in
g
g
am
es,
wh
er
e
t
h
ey
i
d
en
tify
an
d
f
ix
is
s
u
es
lik
e
b
u
g
s
an
d
er
r
o
r
s
.
Deb
u
g
g
in
g
an
d
tr
o
u
b
lesh
o
o
ti
n
g
ar
e
ess
en
tial
C
T
s
k
ill
s
.
C
o
m
p
u
tatio
n
al
cr
ea
tiv
ity
,
u
s
in
g
co
m
p
u
tatio
n
al
to
o
ls
f
o
r
o
r
ig
i
n
al
s
o
lu
tio
n
s
,
ca
n
b
e
f
o
s
ter
ed
th
r
o
u
g
h
GB
L
[
3
5
]
.
Stu
d
en
ts
ca
n
cr
ea
te
g
am
es,
s
im
u
latio
n
s
,
o
r
in
ter
ac
tiv
e
s
to
r
ies
u
s
in
g
g
am
e
en
g
i
n
es
o
r
co
d
in
g
p
latf
o
r
m
s
to
ex
p
r
ess
cr
ea
tiv
ity
an
d
ap
p
ly
C
T
.
Gam
e
d
ata
co
ll
ec
tio
n
an
d
an
aly
s
is
ty
p
ically
in
v
o
lv
e
p
lay
e
r
b
eh
av
i
o
r
,
g
am
e
p
er
f
o
r
m
a
n
ce
,
o
r
u
s
er
f
ee
d
b
ac
k
[
3
6
]
.
As
th
ey
b
ase
d
ec
is
io
n
s
o
n
g
ath
er
ed
d
ata,
th
is
allo
ws
s
tu
d
en
ts
to
p
r
ac
tice
d
ata
an
aly
s
is
an
d
d
ec
i
s
io
n
-
m
ak
in
g
.
L
ea
r
n
e
r
s
s
tr
en
g
th
en
an
aly
tical
an
d
cr
itical
th
in
k
in
g
th
r
o
u
g
h
g
a
m
in
g
d
ata
a
n
aly
s
is
,
an
d
lear
n
t
o
m
ak
e
d
ata
-
d
r
iv
en
d
ec
is
io
n
s
.
B
o
th
C
T
an
d
GB
L
ca
n
b
o
o
s
t le
ar
n
er
s
’
m
o
tiv
atio
n
a
n
d
in
v
o
lv
em
e
n
t,
p
o
s
itiv
ely
im
p
a
ctin
g
r
esu
lts
.
W
ith
a
s
h
ar
ed
f
o
cu
s
o
n
co
o
p
er
atio
n
,
p
r
o
b
lem
-
s
o
lv
in
g
,
cr
itical
th
in
k
in
g
,
an
d
alg
o
r
ith
m
ic
r
ea
s
o
n
i
n
g
,
C
T
an
d
GB
L
ar
e
clo
s
ely
lin
k
ed
.
C
T
en
h
an
ce
s
p
r
o
b
lem
-
s
o
lv
in
g
an
d
cr
itical
th
in
k
in
g
,
b
en
ef
icial
in
GB
L
s
c
en
ar
io
s
,
wh
ile
GB
L
p
r
o
v
id
es
an
en
v
ir
o
n
m
en
t
to
d
ev
elo
p
t
h
ese
s
k
ills
.
I
n
th
e
p
er
s
p
ec
tiv
e
o
f
SEM
,
th
e
s
tu
d
y
d
em
o
n
s
tr
ated
p
r
ac
t
ical
co
n
tr
ib
u
tio
n
i
n
u
n
d
er
s
ta
n
d
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
GB
L
a
n
d
C
T
b
y
e
m
p
lo
y
i
n
g
HC
M
PLS
-
SEM
.
C
u
r
r
en
t
r
esear
ch
p
r
ac
tices
p
r
im
ar
ily
em
p
h
asize
a
m
o
d
el
th
at
ex
am
in
es
o
n
ly
th
e
L
OC
o
f
C
T
.
Se
v
er
al
s
tu
d
ies
[
4
]
,
[
2
8
]
,
[
3
7
]
h
av
e
co
n
ce
n
tr
ated
o
n
th
ese
L
OC
to
an
aly
ze
th
e
r
elatio
n
s
h
ip
b
etwe
en
C
T
a
n
d
its
co
n
s
titu
en
t
elem
en
ts
.
Similar
ly
,
r
esear
ch
b
y
Alt
[
8
]
h
as
ex
am
in
ed
t
h
e
co
n
s
titu
en
t e
lem
en
ts
o
f
GB
L
u
s
in
g
s
im
ilar
L
OC
.
T
h
is
s
tu
d
y
s
ig
n
if
ies
a
p
io
n
ee
r
in
g
in
itiativ
e
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
:
41
1
5
-
4
1
2
4
4122
in
em
p
lo
y
i
n
g
HC
M
PLS
-
SEM
m
o
d
elin
g
,
p
ar
tic
u
lar
ly
in
th
e
s
p
h
er
es
o
f
GB
L
an
d
C
T
,
wh
ic
h
ar
e
r
ec
o
g
n
ize
d
as
v
ital e
lem
en
ts
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
4.
CO
NCLU
SI
O
N
T
h
e
m
o
d
el
was
ad
ep
tly
d
ev
e
lo
p
ed
an
d
test
ed
.
PLS
-
SEM
was
u
tili
ze
d
in
th
e
s
tu
d
y
to
ef
f
ec
tiv
ely
v
alid
ate
all
in
d
icato
r
v
ar
iab
le
s
,
an
d
th
e
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
th
e
d
ev
elo
p
e
d
m
o
d
el
was
s
tr
en
g
th
en
ed
b
y
em
p
ir
ical
ev
id
en
ce
,
alig
n
in
g
with
p
r
ev
io
u
s
r
esu
lts
an
d
th
e
th
eo
r
etica
l
f
r
am
ew
o
r
k
.
T
h
e
f
in
d
in
g
s
r
ev
ea
l
th
at
s
tu
d
en
ts
'
C
T
an
d
GB
L
r
elatio
n
s
h
ip
ar
e
s
tatis
tically
s
ig
n
if
ic
an
t.
T
h
e
d
e
v
elo
p
e
d
HC
M
h
as
m
ad
e
a
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
to
th
e
r
esear
ch
m
eth
o
d
o
lo
g
y
.
T
h
e
HC
M
m
eth
o
d
o
lo
g
ical
co
n
tr
ib
u
tio
n
is
r
o
o
te
d
in
th
e
f
r
a
m
ewo
r
k
it
p
r
o
v
i
d
es
f
o
r
co
m
p
r
eh
en
d
in
g
an
d
ex
am
i
n
in
g
p
r
o
ce
s
s
es
o
f
C
T
an
d
GB
L
.
T
h
e
HC
M
en
a
b
les
r
esear
ch
er
s
to
d
ec
o
m
p
o
s
ed
co
m
p
lex
C
T
p
r
o
c
ess
es
in
to
s
m
aller
,
m
o
r
e
d
ig
esti
b
le
co
m
p
o
n
e
n
ts
.
T
h
is
d
ec
o
m
p
o
s
itio
n
p
r
o
v
i
d
es a
p
u
lv
er
ized
a
n
aly
s
is
o
f
C
T
an
d
GB
L
o
p
er
atio
n
s
,
wh
ich
m
a
k
es
it
p
o
s
s
ib
le
to
ex
am
in
e
an
d
co
m
p
r
e
h
en
d
h
o
w
v
ar
io
u
s
o
p
er
atio
n
s
in
ter
ac
t a
n
d
co
n
tr
ib
u
te
to
o
v
er
all
p
e
r
f
o
r
m
an
ce
.
I
n
co
n
clu
s
io
n
,
th
e
p
r
ac
tical
co
n
tr
ib
u
tio
n
s
o
f
C
T
an
d
GB
L
in
ed
u
ca
tio
n
ca
n
b
e
am
alg
am
ated
to
cr
ea
te
im
p
ac
tf
u
l
ed
u
ca
tio
n
al
en
c
o
u
n
ter
s
n
u
r
tu
r
i
n
g
cr
ea
tiv
ity
,
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
B
ey
o
n
d
g
ain
in
g
ex
p
er
tis
e
in
a
ce
r
tain
f
ield
p
er
tain
in
g
to
g
am
e
co
n
ten
t,
lear
n
er
s
ca
n
cu
ltiv
at
e
C
T
ab
ilit
ie
s
th
r
o
u
g
h
en
jo
y
ab
le
an
d
in
ter
ac
tiv
e
g
am
e
p
lay
,
lev
er
ag
in
g
th
e
ca
p
tiv
atin
g
a
n
d
im
m
er
s
iv
e
asp
ec
ts
o
f
g
am
es.
T
o
t
h
e
b
est o
f
o
u
r
u
n
d
er
s
tan
d
in
g
,
th
is
is
th
e
f
ir
s
t stu
d
y
to
em
p
l
o
y
th
e
HC
M
with
a
PLS
-
SEM
in
ex
am
in
in
g
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
C
T
an
d
GB
L
.
T
h
e
s
tu
d
y
is
ex
p
lo
r
ato
r
y
in
d
esig
n
d
u
e
to
s
m
all
s
am
p
le
s
iz
e,
wh
ich
f
av
o
r
s
PLS
-
SEM
o
v
er
SEM
-
AM
O
S.
T
h
e
m
o
d
el's d
ev
elo
p
m
en
t c
an
b
e
ac
ce
ler
ated
b
y
c
o
n
d
u
ctin
g
f
u
r
t
h
er
an
aly
s
is
o
n
lar
g
er
d
ata
s
ets.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
ex
p
r
ess
g
r
atitu
d
e
to
war
d
s
Su
ltan
I
d
r
is
E
d
u
ca
tio
n
U
n
iv
er
s
ity
,
Ma
l
ay
s
ia,
an
d
th
e
Ma
lay
s
ian
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
f
o
r
s
u
p
p
o
r
tin
g
th
is
wo
r
k
f
i
n
an
cially
,
w
h
ich
w
as
m
ad
e
p
o
s
s
ib
le
b
y
g
r
an
t n
u
m
b
er
2
0
2
0
-
0
0
4
5
-
1
0
7
-
01
.
RE
F
E
R
E
NC
E
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a
rc
h
g
ra
n
ts
fro
m
th
e
M
a
lay
sia
M
in
istr
y
o
f
H
ig
h
e
r
Ed
u
c
a
ti
o
n
.
No
r
Ha
sb
iah
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
i
l:
h
a
sb
iah
@m
e
ta.u
p
si
.
e
d
u
.
m
y
n.
No
o
r
Wa
h
id
a
Md
J
u
n
u
s
is
th
e
h
e
a
d
o
f
d
e
p
a
rtme
n
t
a
t
t
h
e
De
p
a
rtme
n
t
o
f
M
a
th
e
m
a
ti
c
s,
F
a
c
u
lt
y
o
f
S
c
ien
c
e
a
n
d
M
a
t
h
e
m
a
ti
c
s,
S
u
lt
a
n
Id
r
is
Ed
u
c
a
ti
o
n
Un
i
v
e
rsity
,
M
a
lay
sia
.
S
h
e
is
a
lec
tu
re
b
y
p
ro
fe
ss
io
n
a
n
d
se
rv
e
s
S
u
lt
a
n
I
d
ri
s
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsity
M
a
lay
sia
sin
c
e
2
0
1
2
.
S
h
e
wa
s
a
wa
rd
e
d
a
P
h
D
in
S
tatisti
c
s
fro
m
M
a
lay
sia
S
c
ien
c
e
Un
iv
e
rsity
in
2
0
1
8
.
He
r
re
se
a
rc
h
a
re
a
is
in
s
tatisti
c
s
a
n
d
ti
m
e
se
ries
a
n
a
ly
sis.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
n
o
o
r
_
wa
h
i
d
a
@fsm
t.
u
p
si.e
d
u
.
m
y
.
K
a
sthu
r
i
De
v
i
Ang
a
m
u
t
h
u
is
a
P
h
.
D.
Ca
n
d
id
a
te
a
t
th
e
De
p
a
rtme
n
t
o
f
M
a
th
e
m
a
ti
c
s,
F
a
c
u
lt
y
o
f
S
c
ien
c
e
a
n
d
M
a
t
h
e
m
a
ti
c
s,
S
u
lt
a
n
Id
r
is
Ed
u
c
a
ti
o
n
Un
i
v
e
rsity
,
M
a
lay
sia
.
S
h
e
is
a
tea
c
h
e
r
b
y
p
r
o
f
e
ss
io
n
.
S
h
e
h
a
s
m
o
re
th
a
n
2
0
y
e
a
r
s
o
f
wo
r
k
in
g
e
x
p
e
rien
c
e
a
s
a
te
a
c
h
e
r
p
a
rti
c
u
larly
in
tea
c
h
in
g
m
a
th
e
m
a
ti
c
s
in
p
rima
ry
sc
h
o
o
ls
in
M
a
lay
sia
.
He
r
c
u
rre
n
t
re
se
a
rc
h
p
ro
jec
t
is
o
n
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
th
e
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
m
o
d
u
le
f
o
r
to
p
ics
o
n
fra
c
ti
o
n
i
n
p
r
ima
ry
sc
h
o
o
l.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
t
h
ro
u
g
h
:
tara
n
y
a
2
6
7
5
@h
o
tma
il
.
c
o
m
.
Ahm
a
d
h
a
s
se
rv
e
d
a
s
a
lec
tu
re
r
in
Un
i
v
e
rsitas
M
u
h
a
m
m
a
d
iy
a
h
P
u
rwo
k
e
rto
,
In
d
o
n
e
sia
sin
c
e
1
9
9
5
.
He
wa
s
a
p
p
o
i
n
ted
a
s
a
p
ro
fe
ss
o
r
in
2
0
2
2
.
He
o
b
tain
e
d
h
is
b
a
c
h
e
lo
r
d
e
g
re
e
fro
m
U
n
iv
e
rsitas
Ah
m
a
d
Da
h
lan
,
I
n
d
o
n
e
sia
a
n
d
M
a
ste
r
o
f
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
fro
m
Un
iv
e
rsitas
P
e
n
d
id
i
k
a
n
I
n
d
o
n
e
sia
,
Ba
n
d
u
n
g
,
In
d
o
n
e
sia
.
In
2
0
1
8
h
e
wa
s a
wa
rd
e
d
P
h
D
in
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
fr
o
m
S
u
lt
a
n
I
d
ris
E
d
u
c
a
ti
o
n
Un
iv
e
rsity
,
M
a
lay
sia
.
His
re
se
a
rc
h
a
re
a
is i
n
m
a
th
e
m
a
ti
c
s e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
t
h
ro
u
g
h
e
m
a
il
:
a
h
m
a
d
@u
m
p
.
a
c
.
i
d
.
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