I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
,
p
p
.
3
7
2
5
~
3
7
3
1
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
13
i
6
.
2
9
7
9
7
3725
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The
impa
ct
o
f
so
c
ia
l studies
teacher
s’ use of
e
-
lea
rni
n
g
techniqu
es to d
ev
elo
p studen
t
’
s
per
ceiv
ed self
-
ef
ficac
y
B
a
s
ma
M
o
h
a
mm
a
d
A
l
-
H
a
w
a
md
e
h
1
,4
,
I
s
r
a
a
O
ma
r
A
bu
Alki
s
h
e
k
2
,4
,
H
a
i
t
h
a
m M
o
h
a
mm
a
d
A
l
i
Z
u
r
e
i
g
a
t
3
,4
1
D
e
p
a
r
t
me
n
t
o
f
E
d
u
c
a
t
i
o
n
,
S
o
c
i
a
l
S
t
u
d
i
e
s a
t
J
e
r
a
s
h
U
n
i
v
e
r
si
t
y
,
J
e
r
a
sh
,
J
o
r
d
a
n
2
Ed
u
c
a
t
i
o
n
a
l
P
s
y
c
h
o
l
o
g
y
,
A
r
a
b
O
p
e
n
U
n
i
v
e
r
si
t
y
,
A
mm
a
n
,
J
o
r
d
a
n
3
Ed
u
c
a
t
i
o
n
a
l
M
e
a
su
r
e
me
n
t
a
n
d
E
v
a
l
u
a
t
i
o
n
,
Y
a
r
mo
u
k
U
n
i
v
e
r
si
t
y
,
I
r
b
i
d
,
J
o
r
d
a
n
4
M
i
n
i
st
r
y
o
f
E
d
u
c
a
t
i
o
n
a
n
d
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
i
n
Jo
r
d
a
n
,
Jeras
h
,
Jo
r
d
a
n
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Dec
28
,
2
0
2
3
R
ev
is
ed
Ap
r
23
,
2
0
2
4
Acc
ep
ted
May
10
,
2
0
2
4
P
riv
a
te
u
n
iv
e
rsiti
e
s
i
n
Jo
r
d
a
n
h
a
v
e
witn
e
ss
e
d
a
m
a
jo
r
sh
ift
i
n
tea
c
h
in
g
m
e
th
o
d
s
a
n
d
stra
teg
ies
,
a
s
e
-
lea
rn
in
g
tec
h
n
iq
u
e
s
h
a
v
e
b
e
c
o
m
e
a
n
i
n
teg
ra
l
p
a
rt
o
f
t
h
e
e
d
u
c
a
ti
o
n
a
l
p
o
li
c
ies
f
o
ll
o
we
d
.
T
h
e
re
fo
re
,
t
h
e
stu
d
y
a
ime
d
to
i
d
e
n
ti
f
y
th
e
e
ffe
c
t
o
f
so
c
ial
stu
d
ies
tea
c
h
e
rs’
u
se
o
f
e
-
lea
rn
i
n
g
tec
h
n
i
q
u
e
s
in
d
e
v
e
lo
p
in
g
th
e
p
e
rc
e
iv
e
d
se
lf
-
c
o
m
p
e
ten
c
ies
o
f
u
n
i
v
e
rsity
st
u
d
e
n
ts,
d
e
p
e
n
d
in
g
o
n
g
e
n
d
e
r
a
n
d
field
o
f
sp
e
c
ializa
ti
o
n
.
To
a
c
h
iev
e
th
is,
th
e
d
e
sc
rip
ti
v
e
a
n
a
ly
ti
c
a
l
m
e
th
o
d
wa
s
u
se
d
in
c
o
n
d
u
c
ti
n
g
t
h
e
stu
d
y
.
Th
e
p
e
rc
e
iv
e
d
se
lf
-
e
ffica
c
y
tes
t
w
a
s
a
p
p
li
e
d
to
a
sa
m
p
le
o
f
2
9
2
u
n
i
v
e
rsity
st
u
d
e
n
ts
wh
o
we
re
ra
n
d
o
m
ly
se
lec
ted
.
Th
e
stu
d
y
fo
u
n
d
t
h
a
t
e
-
lea
rn
in
g
tec
h
n
iq
u
e
s
c
o
n
tri
b
u
ted
to
ra
isi
n
g
t
h
e
lev
e
l
o
f
p
e
rc
e
iv
e
d
se
lf
-
e
ffica
c
y
a
m
o
n
g
m
a
les
m
o
re
th
a
n
a
m
o
n
g
fe
m
a
les
.
It
d
id
n
o
t
h
a
v
e
a
sig
n
ifi
c
a
n
t
imp
a
c
t
o
n
it
s
in
tera
c
ti
o
n
with
t
h
e
stu
d
e
n
t’s
field
o
f
sp
e
c
ializa
ti
o
n
.
Th
e
re
su
lt
s
a
lso
in
d
ica
te
th
e
imp
o
rtan
c
e
o
f
t
h
e
ro
le
p
la
y
e
d
b
y
so
c
ial
stu
d
ies
tea
c
h
e
rs
with
tec
h
n
o
lo
g
ica
l
e
d
u
c
a
ti
o
n
a
l
tec
h
n
i
q
u
e
s
in
imp
r
o
v
i
n
g
th
e
lev
e
l
o
f
stu
d
e
n
ts’
se
lf
-
e
ffica
c
y
.
M
o
re
o
v
e
r,
so
c
ial
re
lati
o
n
s
a
re
a
m
o
n
g
th
e
m
o
s
t
imp
o
rtan
t
fa
c
to
rs
c
o
n
tri
b
u
ti
n
g
to
b
u
i
ld
i
n
g
a
c
o
n
sc
io
u
s
g
e
n
e
r
a
ti
o
n
th
a
t
p
re
se
rv
e
s
h
u
m
a
n
d
i
g
n
it
y
.
Th
e
re
f
o
re
,
we
m
u
st
re
se
a
rc
h
th
e
n
e
g
a
ti
v
e
s
o
f
e
lea
rn
in
g
t
o
fin
d
o
u
t
t
h
e
re
a
so
n
b
e
h
in
d
th
e
lac
k
o
f
imp
ro
v
e
m
e
n
t
in
t
h
e
lev
e
l
o
f
p
e
rc
e
iv
e
d
se
lf
-
e
ffica
c
y
a
m
o
n
g
fe
m
a
les
.
K
ey
w
o
r
d
s
:
E
-
lear
n
in
g
tec
h
n
o
lo
g
ies
Self
-
ef
f
icac
y
So
cial
s
tu
d
ies
Stu
d
en
ts
T
ea
ch
er
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Haith
am
Mo
h
am
m
ad
Ali
Z
u
r
e
ig
at
E
d
u
ca
tio
n
al
M
ea
s
u
r
em
e
n
t a
n
d
E
v
alu
atio
n
,
Ya
r
m
o
u
k
Un
iv
er
s
ity
I
r
b
id
,
J
o
r
d
an
E
m
ail:
h
aiy
th
am
.
zr
e
q
at@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
c
o
n
c
e
p
t
o
f
s
e
l
f
-
i
n
e
f
f
i
c
a
c
y
a
p
p
e
a
r
e
d
a
t
t
h
e
h
a
n
d
s
o
f
B
a
n
d
u
r
a
w
h
e
n
h
e
p
u
b
l
i
s
h
e
d
h
is
a
r
t
ic
l
e
,
w
h
e
r
e
t
h
i
s
c
o
n
c
e
p
t
h
as
b
e
e
n
s
u
b
j
ec
t
t
o
m
a
n
y
s
t
u
d
i
es
a
c
r
o
s
s
v
a
r
i
o
u
s
f
i
e
l
d
s
a
n
d
s
it
u
a
t
i
o
n
s
[
1
]
,
[
2
]
.
B
a
n
d
u
r
a
r
e
c
e
i
v
e
d
g
r
o
w
i
n
g
a
n
d
s
t
e
a
d
y
s
u
p
p
o
r
t
f
r
o
m
m
a
n
y
o
f
t
h
e
r
e
s
u
l
t
s
o
f
t
h
ese
s
t
u
d
i
es
,
a
n
d
t
h
e
n
h
e
d
e
v
e
l
o
p
e
d
t
h
e
c
o
n
c
e
p
t
s
u
c
h
t
h
a
t
h
e
l
i
n
k
e
d
i
t
t
o
t
h
e
c
o
n
c
e
p
t
o
f
s
e
l
f
-
c
o
n
t
r
o
l
o
f
b
e
h
a
v
i
o
r
i
n
h
i
s
s
o
c
i
a
l
c
o
g
n
it
i
v
e
t
h
e
o
r
y
,
t
h
r
o
u
g
h
w
h
a
t
h
e
p
u
b
l
i
s
h
e
d
a
b
o
u
t
t
h
e
s
o
c
i
a
l
f
o
u
n
d
a
t
i
o
n
s
o
f
t
h
i
n
k
i
n
g
a
n
d
b
e
h
a
v
i
o
r
[
3
]
,
[
4
]
.
S
o
c
i
a
l
t
h
e
o
r
is
ts
b
e
l
i
e
v
e
d
t
h
at
t
h
e
t
e
r
m
p
e
r
c
e
i
v
e
d
s
e
l
f
-
e
f
f
i
ca
c
y
r
e
p
r
es
e
n
t
s
a
c
r
u
c
i
al
c
o
m
p
o
n
e
n
t
i
n
t
h
e
i
n
d
i
v
i
d
u
a
l
’
s
s
e
n
s
e
o
f
p
e
r
s
o
n
a
l
c
o
n
t
r
o
l
,
c
o
n
t
r
o
l
o
v
e
r
h
is
d
es
t
i
n
y
,
a
n
d
c
o
m
p
a
t
i
b
i
l
it
y
w
it
h
l
i
f
e
e
v
en
t
s
a
n
d
t
h
at
t
h
e
s
e
n
s
e
o
f
c
o
n
t
r
o
l
a
n
d
p
e
r
s
o
n
a
l
c
o
n
t
r
o
l
w
o
r
k
s
t
o
a
c
h
i
e
v
e
h
a
r
m
o
n
y
an
d
r
e
d
u
c
e
t
h
e
l
e
v
e
l
o
f
p
s
y
c
h
o
l
o
g
i
c
a
l
p
r
e
s
s
u
r
e
s
[
5
]
,
[
6
]
.
B
an
d
u
r
a
p
o
i
n
t
ed
o
u
t
t
h
a
t
p
e
r
c
e
iv
e
d
s
e
l
f
-
e
f
f
i
c
ac
y
is
e
v
e
r
y
t
h
i
n
g
t
h
a
t
a
n
i
n
d
i
v
i
d
u
a
l
b
e
l
i
e
v
es
h
e
p
o
s
s
e
s
s
es
t
h
e
c
a
p
a
b
i
li
t
i
es
t
h
a
t
e
n
a
b
l
e
h
i
m
t
o
e
x
e
r
c
i
s
e
s
t
a
n
d
a
r
d
c
o
n
t
r
o
l
o
f
h
i
s
a
b
il
i
ti
e
s
,
t
h
o
u
g
h
t
s
,
f
ee
l
i
n
g
s
,
a
n
d
a
c
t
i
o
n
s
.
M
o
r
e
o
v
e
r
,
t
h
i
s
s
t
a
n
d
a
r
d
o
r
s
t
a
n
d
a
r
d
c
o
n
t
r
o
l
o
f
t
h
e
s
e
d
et
e
r
m
i
n
a
n
ts
r
e
p
r
e
s
e
n
t
s
t
h
e
f
r
a
m
e
o
f
r
e
f
e
r
e
n
c
e
f
o
r
t
h
e
b
e
h
a
v
i
o
r
s
t
h
a
t
h
e
p
r
o
d
u
c
e
s
i
n
t
h
e
i
r
r
e
l
a
t
i
o
n
s
h
i
p
t
o
t
h
e
p
h
y
s
i
c
a
l
a
n
d
s
o
c
i
a
l
e
n
v
i
r
o
n
m
e
n
t
a
l
d
e
t
e
r
m
i
n
a
n
ts
[
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
7
2
5
-
3
7
3
1
3726
Per
ce
iv
ed
s
elf
-
ef
f
icac
y
in
e
-
le
ar
n
in
g
r
e
f
er
s
to
th
e
in
d
iv
id
u
al
’
s
b
elief
in
h
is
ab
ilit
y
to
co
n
tr
o
l
h
is
life
p
r
o
ce
s
s
an
d
f
ac
e
th
e
co
r
r
esp
o
n
d
in
g
c
h
allen
g
es
b
y
o
r
g
an
i
zin
g
th
e
r
eq
u
i
r
ed
ac
tu
al
p
lan
s
,
o
v
er
co
m
in
g
th
e
ch
allen
g
es
h
e
f
ac
es
in
im
p
lem
en
tatio
n
an
d
wo
r
k
in
g
h
a
r
d
t
o
i
m
p
lem
en
t
th
e
m
,
a
n
d
en
h
a
n
cin
g
h
is
life
task
s
an
d
s
el
f
-
esteem
[
8
]
.
Hen
ce
,
e
-
lear
n
in
g
is
co
n
s
id
er
ed
o
n
e
o
f
t
h
e
m
o
s
t
im
p
o
r
tan
t
s
k
ills
n
ec
ess
ar
y
f
o
r
life
lo
n
g
lea
r
n
in
g
[
6
]
.
T
h
e
s
tu
d
en
ts
’
p
er
s
ev
er
a
n
ce
in
p
er
f
o
r
m
in
g
v
ar
io
u
s
ac
a
d
em
ic
task
s
an
d
ex
er
tin
g
ef
f
o
r
t
d
ep
en
d
s
o
n
th
eir
awa
r
en
ess
o
f
th
eir
s
elf
-
e
f
f
ica
cy
an
d
th
eir
p
er
ce
p
tio
n
s
o
f
le
ar
n
in
g
,
wh
ich
ar
e
af
f
ec
ted
b
y
en
v
ir
o
n
m
en
tal
a
n
d
cu
ltu
r
al
f
ac
to
r
s
[
2
]
.
Han
a
n
d
G
en
g
[
9
]
also
b
eliev
es
th
at
e
-
lea
r
n
in
g
co
n
tr
ib
u
tes
to
s
tu
d
en
ts
’
m
en
tal
p
er
f
o
r
m
an
ce
an
d
en
h
an
ce
s
th
eir
p
er
ce
i
v
ed
s
elf
-
ef
f
icac
y
,
as
it
is
a
p
r
o
ce
s
s
o
f
s
elf
-
d
ir
ec
tio
n
th
r
o
u
g
h
w
h
ich
th
e
s
tu
d
en
t
is
tr
an
s
f
o
r
m
ed
f
r
o
m
a
r
ec
ip
ien
t
o
f
in
f
o
r
m
atio
n
in
to
a
r
esear
ch
e
r
with
a
h
ig
h
ab
ilit
y
to
g
en
e
r
ate
id
ea
s
,
f
ee
lin
g
s
,
an
d
b
eh
av
io
r
s
.
Mo
r
eo
v
er
,
co
n
tr
o
llin
g
it
to
a
h
ig
h
lev
el
o
f
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
[
3
]
.
T
h
e
r
ef
o
r
e,
th
e
id
ea
o
f
e
-
lear
n
in
g
is
to
ar
o
u
s
e
th
e
in
ter
est
an
d
d
esire
o
f
lear
n
er
s
,
a
s
it
p
r
o
v
id
es
an
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
f
u
ll
o
f
d
iv
er
s
e
k
n
o
wled
g
e
a
n
d
ex
p
e
r
ien
ce
s
s
o
th
at
ea
ch
lear
n
er
ca
n
tak
e
wh
at
in
ter
ests
h
im
[
1
]
.
T
h
is
lead
s
to
th
e
d
ev
elo
p
m
e
n
t
o
f
h
ig
h
er
th
in
k
in
g
a
b
ilit
ies
th
r
o
u
g
h
cr
ea
tiv
e
s
cien
tific
th
in
k
in
g
in
ar
r
i
v
in
g
at
s
o
lv
in
g
p
r
o
b
lem
s
an
d
ar
r
a
n
g
in
g
an
d
o
r
g
a
n
izin
g
i
d
ea
s
,
th
u
s
en
h
an
cin
g
th
eir
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
[
6
]
.
E
-
lear
n
in
g
is
th
e
p
ath
to
r
ea
l
s
elf
-
d
ev
elo
p
m
en
t
an
d
is
th
e
p
ath
o
f
th
e
f
u
t
u
r
e
f
o
r
s
o
ciet
ies
[
8
]
.
I
t
u
n
leash
es
v
ar
io
u
s
o
p
p
o
r
tu
n
itie
s
an
d
r
ed
u
ce
s
in
eq
u
alities
[
9
]
.
I
t
is
th
e
co
r
n
er
s
to
n
e
o
n
wh
ich
en
lig
h
ten
ed
,
to
ler
a
n
t
s
o
cieties
ar
e
b
u
ilt,
an
d
th
e
m
a
in
d
r
iv
er
o
f
s
u
s
tain
ab
le
d
ev
el
o
p
m
en
t
d
ir
ec
ted
at
s
tu
d
en
ts
[
1
0
]
.
E
-
lear
n
in
g
also
g
iv
es
s
tu
d
en
ts
an
ex
ce
p
tio
n
al
o
p
p
o
r
tu
n
ity
to
c
o
n
tin
u
e
th
eir
s
tu
d
ies
with
o
u
t
s
to
p
p
in
g
th
eir
e
d
u
ca
tio
n
al
j
o
u
r
n
ey
d
u
e
to
h
ea
lth
co
n
d
itio
n
s
[
1
1
]
.
As
well
as
en
s
u
r
in
g
th
e
h
ea
lth
an
d
s
af
ety
o
f
lear
n
er
s
b
y
n
o
t
m
ix
in
g
t
h
em
d
ir
ec
tly
with
th
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
[
1
2
]
.
Pre
s
en
tin
g
s
cien
tific
m
ater
ial
in
a
m
o
d
er
n
way
th
at
is
co
m
p
atib
le
with
tech
n
o
lo
g
y
in
th
e
cu
r
r
e
n
t
er
a
[
1
3
]
.
E
m
p
lo
y
in
g
e
d
u
ca
tio
n
al
t
ec
h
n
o
lo
g
y
in
a
way
th
at
h
el
p
s
in
cr
ea
s
e
s
tu
d
en
ts
’
s
elf
-
co
n
f
id
en
ce
a
n
d
en
h
a
n
ce
th
eir
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
,
t
h
r
o
u
g
h
th
e
ad
v
a
n
tag
es
it
p
r
o
v
id
es
th
at
k
ee
p
th
em
f
ar
f
r
o
m
th
e
v
ar
io
u
s
o
b
s
tacle
s
th
at
p
r
ev
en
t t
h
em
f
r
o
m
lear
n
in
g
in
th
e
way
th
at
s
u
its
th
em
[
1
4
]
.
Sev
er
al
r
esear
ch
es
[
9
]
,
[
1
0
]
p
o
in
ts
o
u
t
th
at
th
e
im
a
g
e
t
h
a
t
an
i
n
d
iv
id
u
al
f
o
r
m
s
o
f
h
is
ac
tu
al
an
d
co
g
n
itiv
e
ca
p
a
b
ilit
ies,
wh
ich
h
as
d
ev
elo
p
ed
t
h
r
o
u
g
h
s
o
cial
an
d
f
am
ily
u
p
b
r
in
g
in
g
a
n
d
p
r
ev
io
u
s
ex
p
er
ien
ce
s
with
wh
ich
h
e
h
as
in
ter
ac
ted
,
p
r
o
v
id
es
h
im
with
a
p
e
r
ce
p
tio
n
in
wh
ich
h
e
d
eter
m
i
n
es
h
is
ex
p
ec
tatio
n
s
f
o
r
th
e
s
u
cc
ess
an
d
f
ailu
r
e
th
at
h
e
f
ac
es
s
in
ce
h
is
ex
p
o
s
u
r
e
to
ce
r
tai
n
s
itu
atio
n
s
an
d
ex
p
e
r
ien
ce
s
.
T
h
u
s
,
th
e
co
n
ce
p
t
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
wo
r
k
s
o
n
m
o
tiv
atio
n
to
war
d
s
u
cc
e
s
s
if
p
r
ev
io
u
s
e
x
p
er
ien
ce
s
wer
e
s
u
cc
ess
f
u
l,
an
d
to
war
d
f
ai
lu
r
e
if
p
r
ev
io
u
s
ex
p
er
ien
ce
s
wer
e
f
r
u
s
tr
atin
g
[
1
1
]
,
[
1
2
]
.
W
h
ile
th
at
s
o
cial
s
tu
d
ies,
in
g
en
e
r
al,
ar
e
co
n
ce
r
n
e
d
with
s
tu
d
y
in
g
p
ast
ev
en
ts
an
d
r
elatio
n
s
h
ip
s
b
etw
ee
n
m
an
an
d
h
is
en
v
ir
o
n
m
en
t,
wh
er
e
th
e
s
tu
d
en
t
an
aly
ze
s
an
d
d
escr
ib
es
th
e
e
v
e
n
ts
th
at
to
o
k
p
lace
in
th
e
p
ast
o
n
n
e
u
tr
al
s
cien
tific
g
r
o
u
n
d
s
,
t
o
ar
r
iv
e
at
f
ac
ts
an
d
r
u
les
th
at
h
elp
u
n
d
er
s
tan
d
th
e
p
r
esen
t,
m
ak
e
j
u
d
g
m
e
n
ts
,
an
d
p
r
ed
ict
th
e
f
u
tu
r
e
[
1
3
]
,
[
1
4
]
.
T
h
is
is
wh
at
m
ak
es
it
a
f
er
tile
s
u
b
ject
f
o
r
co
n
tr
i
b
u
t
in
g
to
r
aisi
n
g
th
e
lev
el
o
f
s
t
u
d
en
ts
’
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
,
as
s
o
cial
s
tu
d
ies
cu
r
r
icu
la
in
g
e
n
er
al
p
r
o
v
id
e
th
e
s
tu
d
en
t
with
p
o
s
itiv
e
k
n
o
wle
d
g
e,
v
alu
es,
an
d
s
k
ills
[
1
5
]
,
[
1
6
]
.
T
h
e
co
n
ce
p
t
o
f
s
o
cial
s
tu
d
ies
h
as
d
ev
elo
p
ed
r
ec
en
tly
,
as
th
e
m
ain
g
o
al
o
f
s
o
ci
al
s
tu
d
ies
h
as
b
ee
n
to
d
ev
elo
p
th
e
lear
n
er
'
s
ab
ilit
y
to
m
ak
e
lo
g
ical
d
ec
is
io
n
s
b
y
r
ef
er
r
in
g
to
t
h
e
s
to
ck
o
f
p
r
ev
i
o
u
s
k
n
o
wled
g
e
t
o
b
ec
o
m
e
a
n
ac
tiv
e
citizen
in
a
s
o
ciety
with
in
a
n
in
ter
co
n
n
ec
t
ed
wo
r
ld
[
1
7
]
,
[
1
8
]
.
B
y
in
teg
r
a
tin
g
e
-
lear
n
in
g
with
tr
ad
itio
n
al
s
tr
ateg
ies
in
s
o
cial
s
tu
d
ies,
m
an
y
e
-
lear
n
i
n
g
s
tr
ateg
ies
h
av
e
em
er
g
ed
i
n
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
to
in
cr
ea
s
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
lear
n
in
g
an
d
k
ee
p
p
ac
e
with
d
ev
elo
p
m
en
ts
an
d
th
e
in
f
o
r
m
ati
o
n
r
ev
o
l
u
tio
n
[
1
9
]
,
[
2
0
]
.
Ma
n
y
elec
tr
o
n
ic
s
y
s
tem
s
an
d
ef
f
ec
tiv
e
m
o
d
els
h
av
e
als
o
ap
p
ea
r
e
d
u
s
in
g
m
u
ltime
d
ia,
wh
ich
m
u
s
t
b
e
u
s
ed
,
em
p
lo
y
ed
in
a
g
o
o
d
,
an
d
ap
p
r
o
p
r
iate
way
f
o
r
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
p
r
o
v
id
e
th
e
n
ec
ess
ar
y
ca
p
ab
ilit
ies
[
2
1
]
–
[
2
3
]
.
I
n
th
is
r
eg
ar
d
,
th
e
s
tu
d
y
aim
s
to
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
wh
at
is
th
e
ef
f
ec
t
o
f
s
o
cial
s
tu
d
ies
teac
h
er
s
’
u
s
e
o
f
e
-
lear
n
in
g
tech
n
iq
u
es in
d
e
v
elo
p
in
g
s
tu
d
en
ts
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
ed
th
e
d
escr
ip
tiv
e
an
aly
tical
m
eth
o
d
,
an
d
th
e
s
am
p
lin
g
tech
n
iq
u
e
u
s
ed
was
r
an
d
o
m
u
s
in
g
Go
o
g
le
Fo
r
m
s
in
co
o
p
er
atio
n
with
u
n
iv
er
s
ity
p
r
o
f
ess
o
r
s
at
s
e
v
er
al
J
o
r
d
an
ian
p
r
iv
ate
u
n
iv
er
s
ities
.
T
h
e
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
s
ca
le
was
d
ev
elo
p
ed
an
d
v
alid
ated
,
t
h
en
d
is
t
r
ib
u
ted
to
a
r
a
n
d
o
m
s
am
p
le
o
f
p
r
iv
ate
u
n
iv
er
s
ity
s
tu
d
en
ts
in
J
o
r
d
an
.
T
h
e
d
ata
o
b
tain
ed
wer
e
an
aly
ze
d
u
s
i
n
g
m
ea
n
s
,
s
tan
d
ar
d
d
e
v
iatio
n
s
,
an
d
T
-
test
s
f
o
r
in
d
ep
en
d
en
t sam
p
les.
2
.
1
.
Respo
nd
e
nt
T
h
e
s
tu
d
y
i
n
clu
d
ed
3
6
5
s
tu
d
e
n
ts
f
r
o
m
1
8
p
r
iv
ate
u
n
iv
er
s
ities
d
is
tr
ib
u
ted
am
o
n
g
f
o
u
r
s
u
b
-
r
eg
io
n
s
in
J
o
r
d
an
.
Simp
le
r
a
n
d
o
m
s
am
p
li
n
g
was u
s
ed
in
th
e
s
am
p
lin
g
p
r
o
ce
s
s
.
T
h
e
s
tu
d
y
to
o
l w
as d
is
tr
ib
u
ted
to
s
tu
d
en
ts
with
th
e
h
elp
o
f
f
ac
u
lty
m
em
b
er
s
o
v
er
two
wee
k
s
.
T
h
e
r
e
wer
e
2
9
2
s
tu
d
en
ts
(
8
0
%)
f
illed
o
u
t
th
e
s
tu
d
y
to
o
l.
Ad
am
[
2
4
]
b
eliev
es
th
at
th
e
s
am
p
le
s
ize
o
f
th
is
s
tu
d
y
is
r
e
p
r
e
s
en
tativ
e
an
d
ca
n
b
e
u
s
ed
as
a
q
u
an
titativ
e
r
esear
ch
s
am
p
le.
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
Th
e
imp
a
ct
o
f so
cia
l stu
d
ies tea
ch
ers
’
u
s
e
o
f e
-
lea
r
n
in
g
tech
n
iq
u
es …
(
B
a
s
ma
Mo
h
a
mma
d
A
l
-
Ha
w
a
md
eh
)
3727
2
.
2
.
Resea
rc
h ins
t
rum
ent
s
T
h
e
s
tu
d
y
to
o
l
u
s
ed
a
L
i
k
er
t
s
ca
le
q
u
esti
o
n
n
air
e
with
th
r
ee
an
s
wer
o
p
tio
n
s
.
T
h
e
d
ev
elo
p
m
en
t
o
f
th
e
s
ca
le
was
b
ased
o
n
s
tu
d
y
in
g
th
eo
r
ies
s
u
p
p
o
r
tin
g
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
[
2
5
]
,
an
d
th
en
in
d
icato
r
s
wer
e
id
en
tifie
d
.
Per
ce
iv
ed
s
elf
-
ef
f
i
ca
cy
was
d
ev
elo
p
ed
b
ased
o
n
B
an
d
u
r
a'
s
th
eo
r
y
a
u
n
itar
y
th
eo
r
y
o
f
b
eh
a
v
io
r
m
o
d
if
icatio
n
[
2
6
]
,
[
2
7
]
.
T
h
is
s
h
o
wed
t
h
at
p
e
r
ce
iv
ed
s
elf
-
ef
f
i
ca
cy
is
af
f
ec
te
d
b
y
s
o
cial
an
d
m
ater
ial
f
ac
to
r
s
a
n
d
th
e
in
d
iv
id
u
al’
s
s
en
s
e
o
f
p
er
s
o
n
al
co
n
tr
o
l,
co
n
tr
o
l
o
v
er
h
is
d
e
s
tin
y
,
an
d
co
m
p
atib
ilit
y
with
life
ev
en
ts
[
2
8
]
,
[
2
9
]
.
I
n
d
ev
el
o
p
in
g
t
h
e
r
esear
ch
to
o
l,
th
e
au
th
o
r
s
ad
d
ed
s
cien
tific
s
p
ec
ializatio
n
an
d
g
en
d
er
as
n
ew
in
d
icato
r
s
th
at
n
ee
d
to
b
e
m
ea
s
u
r
ed
a
n
d
r
ef
er
r
ed
to
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
f
r
o
m
a
s
o
cial
p
er
s
p
ec
tiv
e.
T
h
e
r
ef
o
r
e,
th
e
v
ar
iab
le
in
d
icato
r
s
o
f
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
in
r
esear
ch
i
n
clu
d
e
g
en
d
er
(
m
ale
an
d
f
em
ale)
,
an
d
s
cie
n
tific
s
p
ec
ializatio
n
(
h
u
m
an
itar
ia
n
a
n
d
s
cien
tific
)
,
an
d
th
e
in
d
e
p
en
d
e
n
t
v
ar
iab
l
e
v
ar
iab
les
in
clu
d
e
e
-
lear
n
in
g
tech
n
o
lo
g
ies.
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
u
s
ed
in
th
is
r
esear
ch
is
s
h
o
wn
in
Fig
u
r
e
1
.
A
to
tal
o
f
4
0
item
s
o
f
v
alid
at
ed
d
ata
wer
e
id
en
tifie
d
b
ased
o
n
th
e
in
d
icato
r
s
f
o
u
n
d
in
th
e
r
esear
ch
v
ar
iab
les,
to
m
ea
s
u
r
e
th
e
lev
e
l
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
a
m
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
T
h
e
v
alid
ity
test
o
f
th
e
in
s
tr
u
m
en
t
u
s
es
co
n
te
n
t
v
alid
i
ty
an
d
its
cr
it
er
ia,
wh
ile
r
elia
b
ilit
y
u
s
es
C
r
o
n
b
ac
h
’
s
al
p
h
a
b
ased
o
n
Allen
-
W
in
[
3
0
]
.
T
ab
le
1
s
h
o
ws th
e
r
esu
lts
o
f
v
alid
ity
a
n
d
r
eliab
ilit
y
test
s
.
T
ab
le
1
s
h
o
ws
th
e
v
alid
atio
n
an
d
r
eliab
ilit
y
r
esu
lts
o
f
th
e
r
esear
ch
in
s
tr
u
m
en
t
u
s
ed
in
th
is
s
tu
d
y
.
Acc
o
r
d
in
g
to
th
e
ta
b
le,
th
e
to
o
ls
u
s
ed
in
th
e
v
ar
iab
les
an
d
i
n
d
icato
r
s
o
f
th
is
s
tu
d
y
ar
e
v
al
id
an
d
tr
u
s
two
r
th
y
.
B
ec
au
s
e
o
f
th
e
m
en
tio
n
e
d
test
r
esu
lts
,
th
is
to
o
l c
a
n
b
e
u
s
ed
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
a
n
d
e
-
lear
n
in
g
tech
n
iq
u
es
T
ab
le
1
.
T
est r
esu
lts
o
f
th
e
r
esear
ch
in
s
tr
u
m
en
t
SN
I
n
d
i
c
a
t
o
r
V
a
l
u
e
D
e
c
i
s
i
o
n
1
N
u
mb
e
r
o
f
i
t
e
m
s
40
2
C
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
o
f
i
t
e
ms
w
i
t
h
t
h
e
t
o
t
a
l
s
c
o
r
e
0
.
5
7
-
0
.
6
8
R
3
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
b
a
se
d
o
n
s
t
a
n
d
a
r
d
i
z
e
d
i
t
e
ms
0
.
8
9
V
D
e
scri
p
t
i
o
n
:
V
=
v
a
l
i
d
;
R
=
r
e
l
i
a
b
l
e
2
.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
d
escr
ip
tiv
e
a
n
aly
tical
m
et
h
o
d
was
u
s
ed
t
o
id
en
tif
y
th
e
i
m
p
ac
t
o
f
s
o
cial
s
tu
d
ies
teac
h
er
s
’
u
s
e
o
f
e
-
lear
n
in
g
tech
n
o
lo
g
ies
to
d
ev
elo
p
s
tu
d
en
ts
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
.
T
h
e
v
alid
ity
an
d
r
eliab
i
lity
o
f
th
e
d
ata
wer
e
v
er
if
ied
b
e
f
o
r
e
c
o
n
d
u
ctin
g
th
e
s
tatis
tica
l a
n
aly
s
is
p
r
o
ce
s
s
.
T
h
en
an
s
wer
th
e
s
tu
d
y
q
u
esti
o
n
s
u
s
in
g
SP
SS
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
ab
le
2
d
is
p
lay
s
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
f
r
o
m
2
9
2
p
r
iv
ate
u
n
iv
er
s
ity
s
tu
d
en
ts
in
th
e
No
r
th
,
So
u
th
,
W
est,
an
d
E
ast
r
eg
io
n
s
o
f
J
o
r
d
an
.
Ge
n
d
er
(
m
ale
an
d
f
e
m
ale)
an
d
f
ield
o
f
s
p
ec
ializatio
n
(
s
cien
tific
an
d
h
u
m
an
itar
ian
)
wer
e
u
s
ed
t
o
cla
s
s
if
y
r
esp
o
n
d
e
n
ts
.
Acc
o
r
d
i
n
g
t
o
T
ab
le
2
,
m
ales
d
o
m
in
ated
th
e
an
s
wer
s
,
with
1
7
0
s
tu
d
en
ts
(
5
8
.
2
2
%),
f
o
llo
wed
b
y
(
1
2
2
)
f
em
ales
(
4
1
.
7
8
%).
I
n
a
d
d
itio
n
,
t
h
e
g
r
ap
h
r
ev
ea
ls
th
at
m
ale
s
tu
d
en
ts
h
av
e
h
ig
h
er
lev
els
o
f
p
e
r
ce
iv
ed
s
elf
-
ef
f
i
ca
cy
co
m
p
ar
ed
to
f
em
al
e
s
tu
d
en
ts
.
th
e
r
e
wer
e
f
o
u
r
m
ale
s
tu
d
en
ts
h
a
d
a
n
o
r
m
al
lev
el
o
f
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
a
n
d
1
6
6
m
ale
s
tu
d
en
ts
h
ad
a
h
ig
h
le
v
el
o
f
p
er
c
eiv
ed
s
elf
-
ef
f
icac
y
.
Ho
wev
er
,
1
2
2
o
f
th
e
f
e
m
ales
h
ad
a
n
o
r
m
al
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
.
As
a
r
esu
lt,
t
h
is
s
tu
d
y
d
is
co
v
er
ed
th
at
m
ales
h
a
v
e
a
h
ig
h
d
eg
r
e
e
o
f
p
er
ce
i
v
ed
s
elf
-
ef
f
icac
y
.
Mo
r
eo
v
er
,
th
e
lev
el
o
f
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
o
f
s
tu
d
en
ts
s
tu
d
y
in
g
s
cien
tific
d
is
cip
lin
es
d
if
f
er
s
s
ig
n
if
ica
n
tly
f
r
o
m
th
e
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
o
f
s
tu
d
e
n
ts
s
tu
d
y
in
g
h
u
m
an
ities
d
is
cip
lin
es.
Ho
wev
er
,
th
e
lev
el
o
f
s
elf
-
ef
f
i
ca
cy
am
o
n
g
p
r
iv
ate
u
n
iv
er
s
ity
s
tu
d
en
ts
in
J
o
r
d
a
n
was
m
o
d
er
a
te
o
r
h
i
g
h
.
T
h
e
u
s
e
o
f
e
-
lear
n
i
n
g
tech
n
o
l
o
g
ies
co
n
tr
i
b
u
ted
to
r
aisi
n
g
s
t
u
d
en
ts
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
,
with
d
if
f
er
en
ce
s
in
th
e
lev
el
o
f
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
in
f
av
o
r
o
f
m
ale
s
tu
d
e
n
ts
.
T
ab
le
3
s
h
o
ws
th
e
F
-
test
to
th
e
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
am
o
n
g
s
tu
d
e
n
ts
a
cc
o
r
d
in
g
to
g
e
n
d
er
a
n
d
s
p
ec
ial
ty
.
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
2
5
-
3
7
3
1
3728
T
ab
le
2
.
Dem
o
g
r
ap
h
ics o
f
r
es
p
o
n
d
e
n
ts
D
e
mo
g
r
a
p
h
i
c
s
Lo
w
(
%)
N
o
r
mal
(
%)
H
i
g
h
(
%)
F
r
e
q
(
%)
G
e
n
d
e
r
M
a
l
e
0
(
0
.
0
0
%)
4
(
1
.
3
7
%)
1
6
6
(
6
5
.
8
5
%)
1
7
0
(
5
8
.
2
2
%)
F
e
mal
e
0
(
0
.
0
0
%)
1
2
2
(
2
3
.
9
7
%)
0
(
0
.
0
0
%)
1
2
2
(
4
1
.
7
8
%)
S
p
e
c
i
a
l
i
z
a
t
i
o
n
f
i
e
l
d
S
c
i
e
n
t
i
f
i
c
0
(
0
.
0
0
%)
1
9
(
6
.
5
0
%)
1
4
7
(
5
0
.
3
4
%)
1
6
6
(
6
5
.
8
4
%)
H
u
ma
n
i
s
t
0
(
0
.
0
0
%)
1
0
7
(
3
6
.
6
5
%)
1
9
(
6
.
5
0
%)
1
2
6
(
4
3
.
1
5
%)
T
ab
le
3
.
T
-
test
to
l
ev
el
o
f
s
elf
-
ef
f
icac
y
am
o
n
g
p
r
iv
ate
u
n
iv
er
s
ity
s
tu
d
en
ts
in
J
o
r
d
an
I
n
d
i
c
a
t
o
r
s
V
a
r
i
a
b
l
e
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
C
r
i
t
e
r
i
a
F
df
si
g
G
e
n
d
e
r
M
a
l
e
1
0
0
.
2
1
3
.
2
8
H
i
g
h
6
7
2
.
1
6
3
1
.
0
0
0
F
e
mal
e
7
9
.
9
5
5
.
2
1
N
o
r
mal
S
p
e
c
i
a
l
i
z
a
t
i
o
n
S
c
i
e
n
t
i
f
i
c
9
8
.
4
5
6
.
7
9
H
i
g
h
1
.
8
5
8
1
.
1
7
4
H
u
ma
n
i
s
t
8
2
.
9
2
8
.
6
5
N
o
r
mal
S
p
e
c
i
a
l
i
z
a
t
i
o
n
*
G
e
n
d
e
r
9
1
.
7
4
1
0
.
8
5
N
o
r
mal
.
0
2
2
1
.
8
8
3
B
ased
o
n
T
ab
le
3
,
it
i
s
clea
r
t
h
at
th
e
av
er
ag
e
lev
el
o
f
p
er
ce
i
v
ed
s
elf
-
ef
f
icac
y
am
o
n
g
m
ale
s
is
1
0
0
.
2
1
,
with
a
s
tan
d
ar
d
d
e
v
iatio
n
o
f
3
.
2
8
,
w
h
ich
is
a
h
ig
h
lev
el.
T
h
e
av
er
ag
e
lev
el
o
f
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
am
o
n
g
f
em
ales
r
ea
ch
ed
7
9
.
9
5
,
with
a
s
tan
d
ar
d
d
e
v
ia
tio
n
o
f
5
.
2
1
,
w
h
ich
is
a
n
o
r
m
al
le
v
el.
T
h
e
r
e
s
u
lts
o
f
F
-
test
also
s
h
o
w
th
at
th
is
d
if
f
e
r
en
ce
is
s
tatis
tically
s
ig
n
if
ican
t.
I
t
is
also
ev
id
en
t
f
r
o
m
T
ab
le
3
th
at
th
e
av
er
a
g
e
lev
el
o
f
s
elf
-
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
a
m
o
n
g
s
tu
d
en
ts
wh
o
s
e
s
p
ec
ializatio
n
was
s
cien
t
if
ic
wa
s
9
8
.
4
5
,
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
6
.
7
9
,
wh
ich
is
a
h
ig
h
lev
el,
wh
ile
f
o
r
s
tu
d
e
n
ts
with
h
u
m
an
ities
m
ajo
r
s
,
th
e
av
er
ag
e
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
e
f
f
icac
y
was
8
2
.
9
2
,
with
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
8
.
6
5
,
wh
ich
is
a
n
o
r
m
al
le
v
e
l.
T
h
e
r
esu
lts
o
f
th
e
F
-
test
also
s
h
o
w
th
at
th
is
d
if
f
e
r
en
ce
is
n
o
t statis
tically
s
ig
n
if
ican
t.
I
t is also
clea
r
f
r
o
m
Fig
u
r
e
2
th
at
th
e
r
e
is
n
o
s
tatis
t
ically
s
ig
n
if
ican
t
in
ter
ac
tio
n
b
etwe
en
g
en
d
er
an
d
f
ield
o
f
s
p
ec
ializatio
n
.
T
h
e
lev
el
o
f
s
tu
d
en
ts
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
in
lig
h
t
o
f
th
e
u
s
e
o
f
e
-
lear
n
i
n
g
tec
h
n
o
lo
g
ies
is
a
f
f
ec
ted
b
y
t
h
e
s
tu
d
e
n
ts
’
g
en
d
er
,
wh
ile
th
e
f
ield
o
f
s
p
ec
ializatio
n
d
o
es
n
o
t
co
n
s
tit
u
te
a
v
ar
iab
le
with
a
s
ig
n
if
ica
n
t
im
p
ac
t
o
n
th
e
lev
el
o
f
p
er
c
eiv
ed
s
elf
-
ef
f
icac
y
am
o
n
g
p
r
iv
ate
u
n
iv
er
s
ity
s
tu
d
en
ts
in
J
o
r
d
an
.
Fig
u
r
e
2
.
I
n
ter
ac
tio
n
b
etwe
en
g
en
d
er
a
n
d
f
ield
o
f
s
p
ec
ializat
io
n
3
.
2
.
Dis
cu
s
s
io
n
Acc
o
r
d
in
g
to
th
is
s
tu
d
y
,
m
ales
h
av
e
a
h
ig
h
er
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
th
a
n
f
em
ales.
T
h
e
r
esu
lts
s
u
p
p
o
r
ts
Faq
ih
f
in
d
in
g
[
3
]
th
at
m
ales
ar
e
b
etter
ab
le
to
e
x
p
lain
th
e
co
n
ce
p
t
o
f
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
th
a
n
f
em
ales.
T
h
o
n
g
s
r
i
et
a
l.
[
5
]
al
s
o
r
ev
ea
led
th
at
th
e
h
i
g
h
lev
el
o
f
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
am
o
n
g
m
ales
is
d
u
e
to
th
eir
q
u
ick
ac
ce
s
s
to
v
ar
io
u
s
m
ater
ial
an
d
s
o
cial
life
r
eq
u
ir
em
en
ts
an
d
th
eir
ab
ilit
y
to
ef
f
ec
tiv
ely
ad
ap
t
to
th
e
co
u
r
s
e
o
f
life
.
H
o
wev
er
,
Ar
p
a
ci
et
a
l.
[
7
]
p
r
esen
ted
a
s
tu
d
y
i
n
wh
ich
t
h
ey
f
o
u
n
d
t
h
at
th
e
le
v
el
o
f
s
elf
-
ef
f
icac
y
o
f
f
em
ales
is
h
ig
h
er
th
an
t
h
at
o
f
m
ales.
Hö
l
an
d
G
uc
[
1
3
]
also
r
ef
u
tes
th
e
co
n
ce
p
t
th
at
m
ales
h
av
e
a
h
ig
h
er
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
th
a
n
f
em
ales.
I
n
s
h
o
r
t,
m
ales
h
a
v
e
a
h
ig
h
er
le
v
el
o
f
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
th
a
n
f
em
ales
[
2
1
]
,
[
2
2
]
.
T
h
is
is
lik
e
ly
to
h
ap
p
en
b
ec
au
s
e
m
ales
d
o
m
in
ate
th
e
s
am
p
le
o
f
th
is
s
tu
d
y
(
5
8
.
2
2
%),
w
h
ich
m
ea
n
s
th
at
m
ales
d
o
m
in
ate
th
e
r
esear
ch
s
am
p
le
an
d
th
er
ef
o
r
e
d
o
m
in
ate
th
e
r
esu
lts
g
iv
en
.
W
h
ile
th
e
f
ield
o
f
s
p
ec
ializatio
n
was n
o
t su
cc
ess
f
u
l in
r
e
d
u
cin
g
th
e
lev
el
o
f
s
elf
-
ef
f
icac
y
b
etwe
en
b
o
th
g
e
n
d
e
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
ct
o
f so
cia
l stu
d
ies tea
ch
ers
’
u
s
e
o
f e
-
lea
r
n
in
g
tech
n
iq
u
es …
(
B
a
s
ma
Mo
h
a
mma
d
A
l
-
Ha
w
a
md
eh
)
3729
E
-
lear
n
in
g
tec
h
n
o
lo
g
ies
u
s
ed
b
y
s
o
cial
s
tu
d
ies
teac
h
er
s
h
av
e
h
ad
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
ed
u
ca
tio
n
,
esp
ec
ially
in
th
ir
d
-
wo
r
ld
co
u
n
tr
ies.
T
h
is
is
to
b
r
ea
k
awa
y
f
r
o
m
tr
ad
itio
n
al
e
d
u
ca
tio
n
m
eth
o
d
s
an
d
s
tr
ateg
ies,
wh
ich
h
av
e
p
r
o
v
en
to
b
e
less
ca
p
ab
le
o
f
d
ea
lin
g
with
t
h
e
d
a
ta
o
f
m
o
d
er
n
life
,
wh
ich
h
as
b
ec
o
m
e
ce
n
ter
e
d
o
n
m
o
d
er
n
tec
h
n
o
l
o
g
ical
tech
n
o
l
o
g
ies.
T
h
is
d
ir
ec
tly
af
f
ec
ted
th
e
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
e
f
f
icac
y
am
o
n
g
m
ale
u
n
iv
er
s
ity
s
tu
d
e
n
ts
.
T
h
is
e
n
h
a
n
ce
s
th
eir
a
b
ilit
y
to
lear
n
ef
f
ec
tiv
ely
b
ec
au
s
e
th
ey
h
av
e
c
o
m
p
lete
f
r
ee
d
o
m
to
d
ea
l
with
th
e
av
ailab
le
tech
n
o
lo
g
y
.
T
h
is
f
in
d
in
g
is
s
u
p
p
o
r
te
d
b
y
t
h
e
r
esear
ch
o
f
Am
o
o
ze
g
ar
et
a
l.
[
1
9
]
.
Acc
o
r
d
in
g
to
a
s
tu
d
y
[
1
]
,
m
ale
s
tu
d
en
ts
wh
o
h
av
e
ac
ce
s
s
to
lear
n
in
g
th
r
o
u
g
h
e
-
lear
n
in
g
tech
n
o
lo
g
ies
h
av
e
a
h
ig
h
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
(
7
7
.
8
9
%).
Ho
wev
er
,
th
is
d
i
f
f
er
s
with
o
th
er
r
esear
ch
[
2
7
]
,
[
2
9
]
,
wh
o
r
ep
o
r
ted
th
at
m
o
s
t
m
ales
d
id
n
o
t
h
av
e
a
h
i
g
h
er
le
v
el
o
f
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
t
h
an
f
em
ales.
Mo
r
eo
v
er
,
ac
c
o
r
d
in
g
to
Yilm
az
[
1
4
]
,
s
tu
d
ies
s
h
o
w
th
e
lev
el
o
f
s
elf
-
ef
f
icac
y
o
f
m
ale
c
o
lleg
e
s
tu
d
e
n
ts
is
lo
wer
th
an
th
at
o
f
f
e
m
ales.
T
h
is
m
ak
es
s
en
s
e
s
in
ce
m
ales lik
e
to
d
ea
l w
ith
a
ca
d
em
ic
s
u
b
jects f
ac
e
-
to
-
f
ac
e
s
o
th
ey
h
a
v
e
m
o
r
e
f
r
ee
d
o
m
t
o
p
u
r
s
u
e
th
eir
leis
u
r
e
p
u
r
s
u
its
.
T
h
is
d
if
f
er
e
n
ce
r
ein
f
o
r
ce
s
th
e
th
eo
r
y
th
at
th
e
u
s
e
o
f
e
-
lear
n
i
n
g
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
m
a
y
lim
it
m
ales'
s
o
cial
ac
tiv
ities
an
d
th
u
s
th
eir
lev
el
o
f
s
elf
-
ef
f
icac
y
m
ay
d
ec
r
ea
s
e
[
6
]
–
[
9
]
.
I
t
ap
p
ea
r
s
th
at
t
h
e
lev
el
o
f
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
am
o
n
g
m
ales
is
h
ig
h
.
T
h
e
r
ea
s
o
n
f
o
r
th
is
is
th
at
m
ales
ar
e
m
o
r
e
p
r
e
p
ar
ed
to
d
e
al
with
m
o
d
e
r
n
e
d
u
ca
tio
n
al
tech
n
o
lo
g
ies
th
an
f
e
m
ales,
wh
ich
h
as
a
r
e
f
lectio
n
o
n
th
eir
lev
el
o
f
p
er
ce
i
v
ed
s
elf
-
ef
f
icac
y
.
B
an
d
u
r
a
’
s
th
eo
r
y
[
1
2
]
f
o
llo
ws
th
e
ap
p
r
o
ac
h
t
h
at
an
in
d
iv
id
u
al'
s
p
er
ce
p
tio
n
o
f
h
is
s
elf
-
e
f
f
icac
y
r
elate
s
to
h
is
ass
ess
m
en
t
o
f
h
is
ab
ilit
y
t
o
ac
h
iev
e
a
ce
r
tain
lev
el
o
f
a
ch
iev
em
en
t,
an
d
h
is
ab
ilit
y
to
co
n
tr
o
l
e
v
en
ts
.
Mo
r
e
o
v
er
,
t
h
is
ju
d
g
m
e
n
t
af
f
ec
ts
th
e
lev
el
o
f
s
elf
-
ef
f
icac
y
an
d
th
e
n
atu
r
e
o
f
th
e
wo
r
k
o
r
g
o
al
th
at
th
e
in
d
iv
id
u
al
s
ee
k
s
to
ac
h
iev
e,
an
d
f
o
r
th
e
ef
f
o
r
t,
h
e
will
m
ak
e
h
is
p
er
s
ev
er
an
ce
in
d
ea
lin
g
with
th
e
ev
en
ts
th
at
c
o
n
f
r
o
n
t
h
im
an
d
h
is
way
o
f
th
in
k
in
g
[
1
1
]
.
As
a
r
esu
lt,
co
lleg
e
s
tu
d
e
n
ts
h
av
e
t
o
b
e
m
o
r
e
p
r
ep
a
r
ed
wh
en
it
co
m
es
to
th
e
lear
n
i
n
g
an
d
teac
h
in
g
p
r
o
ce
s
s
.
T
h
is
r
e
s
u
lt
was
s
tr
en
g
th
en
ed
b
y
t
h
e
s
tu
d
y
o
f
Sar
ıtaş
an
d
Olp
ak
[
1
5
]
an
d
th
e
s
tu
d
y
o
f
Pan
[
1
6
]
th
at
th
e
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
is
a
f
f
ec
ted
b
y
th
e
willin
g
n
ess
,
ab
ilit
y
an
d
s
k
ill
to
d
ea
l
with
m
o
d
er
n
e
d
u
ca
tio
n
al
tech
n
o
lo
g
ies.
Oth
er
f
ac
to
r
s
th
at
af
f
ec
t
t
h
e
lev
el
o
f
s
tu
d
e
n
ts
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
in
clu
d
e
th
eir
p
h
y
s
io
lo
g
ical
an
d
em
o
t
io
n
al
s
tr
u
ctu
r
e
[
2
5
]
.
I
n
ad
d
itio
n
,
s
elf
-
p
e
r
ce
p
tio
n
co
n
tin
u
es
to
g
r
o
w
th
r
o
u
g
h
th
e
ac
q
u
is
itio
n
o
f
ex
p
er
ien
ce
s
,
n
o
tin
g
th
at
m
ale
s
tu
d
en
ts
h
av
e
r
ea
ch
ed
th
e
s
ta
g
e
o
f
to
tal
s
elf
-
r
elian
ce
,
wh
ic
h
is
m
an
if
ested
in
th
e
ac
q
u
is
itio
n
o
f
v
a
r
io
u
s
s
k
ills
an
d
th
e
ab
ilit
y
to
m
ak
e
d
ec
is
io
n
s
an
d
f
o
r
m
attitu
d
es
r
e
g
ar
d
i
n
g
v
a
r
io
u
s
life
s
itu
atio
n
s
,
an
d
th
u
s
th
eir
a
b
ilit
y
to
co
n
f
r
o
n
t
v
ar
io
u
s
p
r
o
b
lem
s
an
d
d
if
f
icu
lties
[
4
]
.
Self
-
ef
f
icac
y
is
also
co
n
s
id
er
ed
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
f
ac
to
r
s
th
at
af
f
ec
t
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
h
elp
s
th
em
co
n
f
r
o
n
t
p
r
o
b
lem
s
an
d
d
if
f
icu
ltie
s
,
an
d
en
ab
les
th
em
to
r
aise
th
eir
r
ea
d
in
ess
an
d
ab
i
lity
to
f
o
r
m
p
o
s
itiv
e
s
o
cial
r
elatio
n
s
h
ip
s
.
Hen
ce
,
s
tu
d
en
ts
’
e
n
jo
y
m
en
t o
f
a
g
o
o
d
lev
el
o
f
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
is
an
in
d
icato
r
o
f
th
e
s
o
u
n
d
n
ess
o
f
th
e
ed
u
ca
tio
n
al
lea
r
n
in
g
p
r
o
ce
s
s
[
2
3
]
.
Ad
ler
also
p
o
in
ted
o
u
t
th
e
im
p
o
r
tan
ce
o
f
th
e
s
o
cial
d
im
en
s
io
n
in
im
p
r
o
v
in
g
th
e
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
th
r
o
u
g
h
th
e
a
b
ilit
y
to
p
ay
atten
tio
n
to
th
e
s
o
cial
asp
ec
t.
So
cial
r
elatio
n
s
h
ip
s
a
r
e
th
e
o
n
ly
g
u
a
r
an
tee
f
o
r
th
e
s
u
r
v
iv
al
an
d
ex
is
ten
ce
o
f
th
e
h
u
m
a
n
r
ac
e
th
r
o
u
g
h
th
i
n
k
in
g
,
r
ea
s
o
n
,
lo
g
ic,
eth
ics,
a
n
d
ae
s
th
etics,
as
all
o
f
th
em
ar
e
m
atter
s
th
at
o
n
ly
ar
is
e
in
s
o
ciety
[
2
]
.
T
h
ey
ar
e
p
ath
s
b
etwe
en
in
d
iv
id
u
als
in
ten
d
ed
to
p
r
eser
v
e
civ
ilizatio
n
f
r
o
m
d
is
in
teg
r
atio
n
,
an
d
th
e
in
d
iv
i
d
u
al’
s
ab
ilit
y
to
f
ac
e
th
e
tem
p
tatio
n
s
o
f
s
o
cial
life
,
r
ep
r
esen
ted
b
y
ac
ce
p
tab
le
p
er
s
o
n
al
tr
aits
an
d
em
o
tio
n
s
s
u
ch
as so
cial
co
n
ce
r
n
an
d
r
esp
ec
t f
o
r
c
o
m
m
u
n
ity
v
alu
es,
em
p
ath
y
an
d
tr
u
e
h
u
m
ilit
y
lead
s
to
b
etter
s
o
cial
r
elatio
n
s
h
ip
s
[
8
]
.
Her
e,
th
e
r
o
le
o
f
s
o
cial
s
tu
d
ies tea
ch
er
s
is
h
ig
h
li
g
h
ted
in
g
ain
in
g
in
s
ig
h
t
in
to
th
e
v
a
lu
es
an
d
s
tan
d
ar
d
s
th
at
s
u
p
p
o
r
t
th
e
co
n
ce
p
t
o
f
p
er
ce
i
v
ed
s
elf
-
ef
f
icac
y
am
o
n
g
s
tu
d
en
ts
,
an
d
th
u
s
wo
r
k
in
g
t
o
estab
lis
h
th
e
r
o
o
ts
o
f
s
o
ci
al
s
ec
u
r
ity
am
o
n
g
s
tu
d
en
ts
,
b
y
es
tab
lis
h
in
g
th
e
p
r
in
cip
les o
f
p
er
s
o
n
al
d
i
g
n
ity
an
d
b
elo
n
g
in
g
to
o
t
h
er
s
in
a
n
o
r
m
al
an
d
m
atu
r
e
r
elatio
n
s
h
ip
.
Acc
o
r
d
in
g
to
B
ai
[
8
]
,
e
-
lear
n
in
g
c
o
n
tr
ib
u
tes
r
ad
ically
t
o
m
a
k
in
g
t
h
e
teac
h
e
r
awa
r
e
o
f
th
e
im
p
o
r
tan
c
e
o
f
h
is
r
o
le
in
ed
u
ca
tin
g
s
tu
d
e
n
ts
,
as
it
r
ed
u
ce
s
th
e
ad
m
in
is
tr
ativ
e
b
u
r
d
e
n
s
o
f
th
e
co
u
r
s
e
an
d
allev
iates
th
e
lear
n
er
’
s
tim
e
an
d
ef
f
o
r
t.
E
lect
r
o
n
ic
lear
n
in
g
also
wo
r
k
s
to
in
cr
e
ase
f
lex
ib
ilit
y
r
elate
d
to
lea
r
n
in
g
tim
e
an
d
tim
e
o
f
en
r
o
llm
en
t
in
ac
ad
em
ic
p
r
o
g
r
am
s
,
an
d
in
d
o
in
g
s
o
,
it
wo
r
k
s
to
in
cr
ea
s
e
th
e
s
co
p
e
o
f
lea
r
n
in
g
t
o
in
clu
d
e
th
e
wo
r
ld
as
a
wh
o
le,
an
d
n
o
t
b
e
li
m
ited
to
th
e
b
o
u
n
d
ar
ies
o
f
t
h
e
class
r
o
o
m
.
I
t
is
also
co
m
m
en
s
u
r
at
e
with
th
e
wea
k
m
ater
ial
an
d
tech
n
ical
ca
p
ab
i
liti
es
in
d
ev
elo
p
in
g
co
u
n
tr
ies
th
at
ca
n
n
o
t
p
r
o
v
i
d
e
all
ed
u
ca
tio
n
al
m
ea
n
s
an
d
s
u
p
p
lies
with
in
th
e
class
r
o
o
m
s
.
I
t
ca
n
also
b
e
co
n
cl
u
d
ed
f
r
o
m
th
is
s
tu
d
y
th
at
th
e
u
s
e
o
f
e
-
le
ar
n
in
g
b
y
s
o
cial
s
tu
d
ies
teac
h
er
s
m
ak
es
th
em
f
ee
l
th
e
im
p
o
r
tan
ce
an
d
r
o
le
o
f
s
tu
d
e
n
ts
in
th
eir
s
elf
-
le
ar
n
in
g
,
wh
ich
wo
u
ld
en
h
an
ce
th
eir
s
elf
-
ef
f
icac
y
,
b
y
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
f
o
r
s
y
n
ch
r
o
n
o
u
s
a
n
d
asy
n
c
h
r
o
n
o
u
s
in
ter
ac
tio
n
b
etwe
en
th
e
s
tu
d
en
ts
th
em
s
elv
es
an
d
b
etwe
en
th
e
s
tu
d
en
ts
an
d
th
eir
teac
h
er
s
.
As
wel
l
as
in
cr
ea
s
in
g
f
lex
ib
ilit
y
r
eg
ar
d
i
n
g
lear
n
in
g
tim
e
an
d
tim
e
o
f
en
r
o
llm
en
t
in
e
d
u
ca
tio
n
al
p
r
o
g
r
am
s
.
T
ak
in
g
in
t
o
ac
co
u
n
t
in
d
i
v
id
u
al
d
if
f
e
r
en
ce
s
am
o
n
g
s
tu
d
en
ts
an
d
p
r
o
v
id
in
g
ea
ch
lear
n
er
with
th
e
o
p
p
o
r
t
u
n
ity
ac
co
r
d
in
g
to
h
is
n
ee
d
s
an
d
a
b
ilit
ies.
Su
ch
f
ac
to
r
s
wo
u
ld
co
n
tr
ib
u
te
to
in
cr
ea
s
in
g
s
tu
d
en
ts
p
er
ce
iv
e
d
s
elf
-
ef
f
icac
y
th
r
o
u
g
h
th
e
v
a
r
io
u
s
ed
u
ca
tio
n
al
b
e
n
ef
its
th
ey
p
r
o
v
id
e.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
co
n
clu
d
ed
th
at
m
ales
h
av
e
a
h
ig
h
er
lev
el
o
f
p
er
ce
iv
ed
s
elf
-
ef
f
icac
y
th
an
f
em
ales
in
J
o
r
d
an
ian
p
r
iv
ate
u
n
iv
er
s
ities
.
T
h
e
s
tu
d
e
n
t
’
s
f
ield
o
f
s
p
ec
ial
izatio
n
d
o
es
n
o
t
co
n
s
titu
te
a
v
ar
iab
le
with
a
clea
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
7
2
5
-
3
7
3
1
3730
im
p
ac
t
o
n
th
e
lev
el
o
f
p
er
ce
i
v
ed
s
elf
-
ef
f
icac
y
.
M
o
r
eo
v
er
,
th
e
in
ter
ac
tio
n
b
etwe
en
th
e
s
tu
d
en
t’
s
g
en
d
er
an
d
th
e
f
ield
o
f
s
p
ec
ializatio
n
is
n
o
t
o
n
e
v
ar
iab
le
th
at
ca
n
af
f
ec
t
th
e
s
tu
d
en
ts
’
p
er
ce
iv
ed
s
elf
-
ef
f
ica
cy
.
T
h
e
r
esu
lts
also
in
d
icate
th
e
im
p
o
r
tan
ce
o
f
t
h
e
r
o
le
p
lay
ed
b
y
s
o
cial
s
tu
d
ies
teac
h
er
s
with
tech
n
o
lo
g
ical
ed
u
ca
tio
n
al
tech
n
iq
u
es
in
im
p
r
o
v
in
g
t
h
e
lev
el
o
f
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
.
Mo
r
eo
v
e
r
,
s
o
cial
r
elatio
n
s
ar
e
am
o
n
g
th
e
m
o
s
t
im
p
o
r
ta
n
t
f
ac
to
r
s
co
n
tr
ib
u
tin
g
to
b
u
ild
in
g
a
co
n
s
cio
u
s
g
e
n
er
atio
n
th
at
p
r
ese
r
v
es h
u
m
a
n
d
ig
n
ity
.
A
h
ig
h
lev
el
o
f
p
er
ce
i
v
ed
s
elf
-
ef
f
icac
y
am
o
n
g
s
tu
d
e
n
ts
wo
u
ld
p
r
o
m
p
t
th
em
to
e
x
er
t
m
o
r
e
ef
f
o
r
t
in
ed
u
ca
tio
n
al
task
s
.
T
h
is
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
p
ay
i
n
g
atten
tio
n
t
o
th
is
d
ev
elo
p
m
en
tal
asp
ec
t
am
o
n
g
s
tu
d
en
ts
,
wh
eth
er
in
t
h
e
ed
u
ca
tio
n
al
r
ea
lity
o
r
with
in
th
e
f
r
am
ewo
r
k
o
f
p
r
ac
ticin
g
v
a
r
io
u
s
jo
b
s
.
I
n
th
e
ed
u
ca
tio
n
al
r
ea
lity
,
th
o
s
e
r
esp
o
n
s
ib
le
f
o
r
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
o
f
all
s
tag
es
an
d
ty
p
es
m
u
s
t p
r
o
v
id
e
ap
p
r
o
p
r
iate
m
ea
s
u
r
es
to
r
ev
ea
l
lear
n
er
s
p
e
r
ce
iv
ed
s
elf
-
ef
f
icac
y
,
an
d
p
ay
atten
tio
n
to
im
p
r
o
v
in
g
it
as
it
r
ep
r
esen
ts
o
n
e
o
f
th
e
b
asic
d
r
iv
er
s
to
p
u
s
h
th
e
lear
n
e
r
to
war
d
s
m
ak
in
g
an
ef
f
o
r
t
to
a
ch
iev
e
h
is
g
o
als
an
d
ac
co
m
p
lis
h
h
is
v
ar
io
u
s
task
s
.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
H
.
K
a
n
g
a
n
d
M
.
K
a
n
g
,
“
A
st
r
u
c
t
u
r
a
l
r
e
l
a
t
i
o
n
s
h
i
p
a
mo
n
g
p
e
r
c
e
i
v
e
d
s
o
c
i
a
l
s
u
p
p
o
r
t
,
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
c
a
r
e
e
r
d
e
c
i
si
o
n
l
e
v
e
l
o
f
c
o
l
l
e
g
e
st
u
d
e
n
t
s,
”
T
h
e
K
o
re
a
n
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Me
t
h
o
d
o
l
o
g
y
S
t
u
d
i
e
s
,
v
o
l
.
2
7
,
n
o
.
4
,
p
p
.
4
8
9
–
5
1
0
,
N
o
v
.
2
0
1
5
,
d
o
i
:
1
0
.
1
7
9
2
7
/
t
k
j
e
ms.
2
0
1
5
.
2
7
.
4
.
4
8
9
.
[
2
]
S
.
R
.
T
h
a
k
k
a
r
,
“
I
mp
a
c
t
o
f
t
e
c
h
n
o
l
o
g
y
a
v
a
i
l
a
b
i
l
i
t
y
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
o
n
e
-
l
e
a
r
n
i
n
g
u
s
a
g
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
f
o
r
Re
se
a
r
c
h
i
n
Ap
p
l
i
e
d
S
c
i
e
n
c
e
a
n
d
E
n
g
i
n
e
e
ri
n
g
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
6
,
n
o
.
4
,
p
p
.
2
9
5
6
–
2
9
6
0
,
A
p
r
.
2
0
1
8
,
d
o
i
:
1
0
.
2
2
2
1
4
/
i
j
r
a
se
t
.
2
0
1
8
.
4
4
9
2
.
[
3
]
K
.
M
.
S
.
F
a
q
i
h
,
“
Th
e
i
n
f
l
u
e
n
c
e
o
f
p
e
r
c
e
i
v
e
d
u
sefu
l
n
e
ss,
so
c
i
a
l
i
n
f
l
u
e
n
c
e
,
i
n
t
e
r
n
e
t
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
c
o
m
p
a
t
i
b
i
l
i
t
y
o
n
u
sers’
i
n
t
e
n
t
i
o
n
s
t
o
a
d
o
p
t
e
-
l
e
a
r
n
i
n
g
:
i
n
v
e
st
i
g
a
t
i
n
g
t
h
e
mo
d
e
r
a
t
i
n
g
e
f
f
e
c
t
s
o
f
c
u
l
t
u
r
e
,
”
I
J
AE
D
U
-
I
n
t
e
r
n
a
t
i
o
n
a
l
E
-
J
o
u
r
n
a
l
o
f
Ad
v
a
n
c
e
s
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
5
,
n
o
.
1
5
,
p
p
.
3
0
0
–
3
2
0
,
D
e
c
.
2
0
1
9
,
d
o
i
:
1
0
.
1
8
7
6
8
/
i
j
a
e
d
u
.
5
9
3
8
7
8
.
[
4
]
M
.
S
.
A
.
La
t
i
p
,
I
.
N
o
h
,
M
.
Ta
mr
i
n
,
a
n
d
S
.
N
.
N
.
A
.
La
t
i
p
,
“
S
t
u
d
e
n
t
s’
a
c
c
e
p
t
a
n
c
e
f
o
r
e
-
l
e
a
r
n
i
n
g
a
n
d
t
h
e
e
f
f
e
c
t
s
o
f
se
l
f
-
e
f
f
i
c
a
c
y
i
n
M
a
l
a
y
si
a
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
A
c
a
d
e
m
i
c
Re
s
e
a
r
c
h
i
n
B
u
si
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
0
,
n
o
.
5
,
p
p
.
6
5
8
–
6
7
4
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
B
S
S
/
v
1
0
-
i
5
/
7
2
3
9
.
[
5
]
N
.
T
h
o
n
g
sr
i
,
L.
S
h
e
n
,
a
n
d
Y
.
B
a
o
,
“
I
n
v
e
s
t
i
g
a
t
i
n
g
a
c
a
d
e
m
i
c
ma
j
o
r
d
i
f
f
e
r
e
n
c
e
s i
n
p
e
r
c
e
p
t
i
o
n
o
f
c
o
m
p
u
t
e
r
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
i
n
t
e
n
t
i
o
n
t
o
w
a
r
d
e
-
l
e
a
r
n
i
n
g
a
d
o
p
t
i
o
n
i
n
C
h
i
n
a
,
”
I
n
n
o
v
a
t
i
o
n
s
i
n
E
d
u
c
a
t
i
o
n
a
n
d
T
e
a
c
h
i
n
g
I
n
t
e
r
n
a
t
i
o
n
a
l
,
v
o
l
.
5
7
,
n
o
.
5
,
p
p
.
5
7
7
–
5
8
9
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
4
7
0
3
2
9
7
.
2
0
1
9
.
1
5
8
5
9
0
4
.
[
6
]
M
.
S
.
A
.
L
a
t
i
p
,
M
.
T
a
mr
i
n
,
I
.
N
o
h
,
F
.
A
.
R
a
h
i
m,
a
n
d
S
.
N
.
N
.
A
.
La
t
i
p
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
e
-
l
e
a
r
n
i
n
g
a
c
c
e
p
t
a
n
c
e
a
mo
n
g
st
u
d
e
n
t
s
:
t
h
e
m
o
d
e
r
a
t
i
n
g
e
f
f
e
c
t
o
f
s
e
l
f
-
e
f
f
i
c
a
c
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
E
d
u
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
2
,
n
o
.
2
,
p
p
.
1
1
6
–
1
2
2
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
1
8
1
7
8
/
i
j
i
e
t
.
2
0
2
2
.
1
2
.
2
.
1
5
9
4
.
[
7
]
I
.
A
r
p
a
c
i
,
P
.
O
.
D
u
r
d
u
,
a
n
d
A
.
M
u
t
l
u
,
“
Th
e
r
o
l
e
o
f
sel
f
-
e
f
f
i
c
a
c
y
a
n
d
p
e
r
c
e
i
v
e
d
e
n
j
o
y
me
n
t
i
n
p
r
e
d
i
c
t
i
n
g
c
o
m
p
u
t
e
r
e
n
g
i
n
e
e
r
i
n
g
s
t
u
d
e
n
t
s'
c
o
n
t
i
n
u
o
u
s
u
se
i
n
t
e
n
t
i
o
n
o
f
s
c
r
a
t
c
h
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
-
A
d
o
p
t
i
o
n
(
I
J
EA)
,
v
o
l
.
1
1
,
n
o
.
2
,
p
p
.
1
–
1
2
,
Ju
l
.
2
0
1
9
,
d
o
i
:
1
0
.
4
0
1
8
/
I
JEA
.
2
0
1
9
0
7
0
1
0
1
.
[
8
]
X
.
B
a
i
,
“
P
r
o
mo
t
e
t
e
c
h
n
o
l
o
g
y
se
l
f
-
e
f
f
i
c
a
c
y
v
i
a
a
S
C
O
R
M
-
b
a
se
d
e
-
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
Ed
u
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
7
,
n
o
.
8
,
p
p
.
5
7
5
–
5
8
0
,
2
0
1
7
,
d
o
i
:
1
0
.
1
8
1
7
8
/
i
j
i
e
t
.
2
0
1
7
.
7
.
8
.
9
3
4
.
[
9
]
J.
H
a
n
a
n
d
X
.
G
e
n
g
,
“
U
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s’
a
p
p
r
o
a
c
h
e
s
t
o
o
n
l
i
n
e
l
e
a
r
n
i
n
g
t
e
c
h
n
o
l
o
g
i
e
s
:
t
h
e
r
o
l
e
s
o
f
p
e
r
c
e
i
v
e
d
s
u
p
p
o
r
t
,
a
f
f
e
c
t
/
e
m
o
t
i
o
n
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
i
n
t
e
c
h
n
o
l
o
g
y
-
e
n
h
a
n
c
e
d
l
e
a
r
n
i
n
g
,
”
C
o
m
p
u
t
e
rs
&
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
9
4
,
p
.
1
0
4
6
9
5
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
mp
e
d
u
.
2
0
2
2
.
1
0
4
6
9
5
.
[
1
0
]
T.
U
d
i
n
,
S
.
M
a
u
f
u
r
,
a
n
d
O
.
R
.
R
i
y
a
n
t
o
,
“
S
t
u
d
e
n
t
’
s
s
e
l
f
‐
e
f
f
i
c
a
c
y
a
n
d
p
e
r
c
e
p
t
i
o
n
s
o
f
o
n
l
i
n
e
l
e
a
r
n
i
n
g
o
n
t
h
e
u
se
l
e
a
r
n
i
n
g
ma
n
a
g
e
me
n
t
sy
st
e
m,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
1
6
5
–
1
7
2
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
2
3
8
8
7
/
j
e
t
.
v
6
i
1
.
4
1
8
8
4
.
[
1
1
]
S
.
H
.
A
l
-
S
h
a
mm
a
r
i
,
“
T
h
e
i
n
f
l
u
e
n
c
e
o
f
t
e
c
h
n
i
c
a
l
s
u
p
p
o
r
t
,
p
e
r
c
e
i
v
e
d
s
e
l
f
-
e
f
f
i
c
a
c
y
,
a
n
d
i
n
s
t
r
u
c
t
i
o
n
a
l
d
e
s
i
g
n
o
n
st
u
d
e
n
t
s’
u
s
e
o
f
l
e
a
r
n
i
n
g
ma
n
a
g
e
m
e
n
t
sy
s
t
e
ms
,
”
T
u
r
k
i
s
h
O
n
l
i
n
e
J
o
u
rn
a
l
o
f
D
i
st
a
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
1
,
n
o
.
3
,
p
p
.
1
1
2
–
1
4
1
,
J
u
l
.
2
0
2
0
,
d
o
i
:
1
0
.
1
7
7
1
8
/
t
o
j
d
e
.
7
6
2
0
3
4
.
[
1
2
]
G
.
M
.
B
u
b
o
u
a
n
d
G
.
C
.
J
o
b
,
“
I
n
d
i
v
i
d
u
a
l
i
n
n
o
v
a
t
i
v
e
n
e
ss,
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
e
-
l
e
a
r
n
i
n
g
r
e
a
d
i
n
e
ss
o
f
st
u
d
e
n
t
s
o
f
Y
e
n
a
g
o
a
s
t
u
d
y
c
e
n
t
r
e
,
N
a
t
i
o
n
a
l
O
p
e
n
U
n
i
v
e
r
si
t
y
o
f
N
i
g
e
r
i
a
,
”
J
o
u
rn
a
l
o
f
Re
se
a
r
c
h
i
n
I
n
n
o
v
a
t
i
v
e
T
e
a
c
h
i
n
g
&
L
e
a
r
n
i
n
g
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
2
–
2
2
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
0
8
/
J
R
I
T
-
12
-
2
0
1
9
-
0
0
7
9
.
[
1
3
]
D
.
H
ö
l
a
n
d
F
.
G
u
c
,
“
D
i
sc
o
v
e
r
i
n
g
se
l
f
-
e
f
f
i
c
a
c
y
b
e
l
i
e
f
s
o
f
EFL
l
e
a
r
n
e
r
s
a
n
d
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
s
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
a
c
a
d
e
mi
c
a
c
h
i
e
v
e
me
n
t
,
”
A
v
ra
s
y
a
U
l
u
sl
a
ra
ra
s
ı
Ara
ş
t
ı
rm
a
l
a
r
D
e
r
g
i
s
i
,
v
o
l
.
8
,
n
o
.
2
4
,
p
p
.
4
2
5
–
4
4
8
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
6
9
2
/
a
v
r
a
s
y
a
d
.
8
3
4
1
4
2
.
[
1
4
]
R
.
Y
i
l
ma
z
,
“
K
n
o
w
l
e
d
g
e
sh
a
r
i
n
g
b
e
h
a
v
i
o
r
s
i
n
e
-
l
e
a
r
n
i
n
g
c
o
mm
u
n
i
t
y
:
e
x
p
l
o
r
i
n
g
t
h
e
r
o
l
e
o
f
a
c
a
d
e
mi
c
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
se
n
se
o
f
c
o
mm
u
n
i
t
y
,
”
C
o
m
p
u
t
e
rs
i
n
H
u
m
a
n
B
e
h
a
v
i
o
r
,
v
o
l
.
6
3
,
p
p
.
3
7
3
–
3
8
2
,
O
c
t
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
b
.
2
0
1
6
.
0
5
.
0
5
5
.
[
1
5
]
M
.
T.
S
a
r
ı
t
a
ş
a
n
d
T.
O
l
p
a
k
,
“
E
x
a
mi
n
i
n
g
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
g
i
f
t
e
d
st
u
d
e
n
t
s’
se
l
f
-
e
f
f
i
c
a
c
y
p
e
r
c
e
p
t
i
o
n
s
o
f
i
n
f
o
r
mat
i
o
n
t
e
c
h
n
o
l
o
g
y
a
n
d
t
h
e
i
r
m
o
t
i
v
a
t
i
o
n
t
o
w
a
r
d
s
e
-
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
s,”
E
u
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
Pe
d
a
g
o
g
y
,
v
o
l
.
3
,
n
o
.
5
,
p
p
.
6
1
–
6
6
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
2
4
0
1
8
/
e
j
e
d
u
.
2
0
2
2
.
3
.
5
.
4
4
9
.
[
1
6
]
X
.
P
a
n
,
“
T
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
,
t
e
c
h
n
o
l
o
g
i
c
a
l
sel
f
-
e
f
f
i
c
a
c
y
,
a
n
d
a
t
t
i
t
u
d
e
t
o
w
a
r
d
t
e
c
h
n
o
l
o
g
y
-
b
a
se
d
se
l
f
-
d
i
r
e
c
t
e
d
l
e
a
r
n
i
n
g
:
l
e
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
a
s
a
m
e
d
i
a
t
o
r
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
1
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
0
.
5
6
4
2
9
4
.
[
1
7
]
Z
.
A
z
i
z
i
,
A
.
R
e
z
a
i
,
E
.
N
a
m
a
z
i
a
n
d
o
s
t
,
a
n
d
S
.
A.
T
i
l
w
a
n
i
,
“
T
h
e
r
o
l
e
o
f
c
o
m
p
u
t
e
r
s
e
l
f
-
e
f
f
i
c
a
c
y
i
n
h
i
g
h
s
c
h
o
o
l
s
t
u
d
e
n
t
s
’
e
-
l
e
a
r
n
i
n
g
a
n
x
i
e
t
y
:
a
m
i
x
e
d
-
m
e
t
h
o
d
s
s
t
u
d
y
,
”
C
o
n
t
e
m
p
o
r
a
r
y
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
4
,
n
o
.
2
,
p
.
e
p
3
5
6
,
J
a
n
.
2
0
2
2
,
d
o
i
:
1
0
.
3
0
9
3
5
/
c
e
d
t
e
c
h
/
1
1
5
7
0
.
[
1
8
]
O
.
O
k
u
o
n
g
h
a
e
,
M
.
O
.
I
g
b
i
n
o
v
i
a
,
a
n
d
J.
O
.
A
d
e
b
a
y
o
,
“
T
e
c
h
n
o
l
o
g
i
c
a
l
r
e
a
d
i
n
e
s
s
a
n
d
c
o
mp
u
t
e
r
se
l
f
-
e
f
f
i
c
a
c
y
a
s
p
r
e
d
i
c
t
o
r
s
o
f
e
-
l
e
a
r
n
i
n
g
a
d
o
p
t
i
o
n
b
y
LI
S
st
u
d
e
n
t
s
i
n
N
i
g
e
r
i
a
,
”
L
i
b
r
i
,
v
o
l
.
7
2
,
n
o
.
1
,
p
p
.
1
3
–
2
5
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
5
1
5
/
l
i
b
r
i
-
2
0
2
0
-
0
1
6
6
.
[
1
9
]
A
.
A
mo
o
z
e
g
a
r
,
M
.
A
b
d
e
l
ma
g
i
d
,
a
n
d
T.
A
n
j
u
m,
“
C
o
u
r
s
e
s
a
t
i
sf
a
c
t
i
o
n
a
n
d
p
e
r
c
e
i
v
e
d
l
e
a
r
n
i
n
g
a
mo
n
g
d
i
s
t
a
n
c
e
l
e
a
r
n
e
r
s
i
n
M
a
l
a
y
s
i
a
n
r
e
sea
r
c
h
u
n
i
v
e
r
si
t
i
e
s:
t
h
e
i
m
p
a
c
t
o
f
m
o
t
i
v
a
t
i
o
n
,
se
l
f
-
e
f
f
i
c
a
c
y
,
s
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
,
a
n
d
i
n
st
r
u
c
t
o
r
i
mm
e
d
i
a
c
y
b
e
h
a
v
i
o
u
r
,
”
O
p
e
n
L
e
a
r
n
i
n
g
:
T
h
e
J
o
u
rn
a
l
o
f
O
p
e
n
,
D
i
st
a
n
c
e
a
n
d
e
-
L
e
a
r
n
i
n
g
,
p
p
.
1
–
2
7
,
J
u
l
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
8
0
5
1
3
.
2
0
2
2
.
2
1
0
2
4
1
7
.
[
2
0
]
U
.
A
t
i
y
a
h
,
M
.
M
i
a
r
sy
a
h
,
a
n
d
D
.
V
.
S
i
g
i
t
,
“
T
h
e
e
f
f
e
c
t
o
f
u
si
n
g
e
-
l
e
a
r
n
i
n
g
b
a
s
e
d
g
u
i
d
e
d
d
i
s
c
o
v
e
r
y
l
e
a
r
n
i
n
g
mo
d
e
l
b
a
se
d
o
n
s
e
l
f
-
e
f
f
i
c
a
c
y
t
o
w
a
r
d
s
st
u
d
e
n
t
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s
i
n
b
i
o
l
o
g
y
c
l
a
ss
i
n
r
e
p
r
o
d
u
c
t
i
v
e
s
y
st
e
m
s
u
b
j
e
c
t
i
n
h
i
g
h
sc
h
o
o
l
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
f
o
r
Ed
u
c
a
t
i
o
n
a
l
a
n
d
Vo
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
,
v
o
l
.
2
,
n
o
.
9
,
p
p
.
7
8
9
–
7
9
6
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
2
9
1
0
3
/
i
j
e
v
s.
v
2
i
9
.
2
7
3
2
.
[
2
1
]
O
.
S
u
l
a
y
ma
n
i
,
A
.
R
.
P
r
a
t
a
ma
,
M
.
A
l
sh
a
i
k
h
,
a
n
d
A
.
A
l
a
mm
a
r
y
,
“
T
h
e
e
f
f
e
c
t
s
o
f
p
r
e
v
i
o
u
s
e
x
p
e
r
i
e
n
c
e
a
n
d
s
e
l
f
e
f
f
i
c
a
c
y
o
n
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
e
-
l
e
a
r
n
i
n
g
p
l
a
t
f
o
r
ms
a
mo
n
g
y
o
u
n
g
e
r
s
t
u
d
e
n
t
s
i
n
S
a
u
d
i
A
r
a
b
i
a
,
”
C
o
n
t
e
m
p
o
r
a
r
y
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
4
,
n
o
.
2
,
p
.
e
p
3
4
9
,
J
a
n
.
2
0
2
2
,
d
o
i
:
1
0
.
3
0
9
3
5
/
c
e
d
t
e
c
h
/
1
1
5
2
4
.
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
Th
e
imp
a
ct
o
f so
cia
l stu
d
ies tea
ch
ers
’
u
s
e
o
f e
-
lea
r
n
in
g
tech
n
iq
u
es …
(
B
a
s
ma
Mo
h
a
mma
d
A
l
-
Ha
w
a
md
eh
)
3731
[
2
2
]
L.
A
g
u
s
t
i
n
a
,
M
.
M
e
y
l
i
a
n
a
,
a
n
d
H
.
H
a
n
n
y
,
“
C
o
n
s
t
r
u
c
t
i
n
g
C
S
R
st
u
d
e
n
t
s
e
l
f
-
c
o
n
sc
i
o
u
s
n
e
ss
t
h
r
o
u
g
h
u
n
i
v
e
r
si
t
y
s
o
c
i
a
l
r
e
sp
o
n
si
b
i
l
i
t
y
i
mp
l
e
m
e
n
t
a
t
i
o
n
:
e
v
i
d
e
n
c
e
i
n
I
n
d
o
n
e
s
i
a
,
”
S
o
c
i
a
l
Re
sp
o
n
si
b
i
l
i
t
y
J
o
u
r
n
a
l
,
v
o
l
.
1
9
,
n
o
.
5
,
p
p
.
8
8
5
–
9
0
5
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
0
8
/
S
R
J
-
05
-
2
0
2
0
-
0
1
7
0
.
[
2
3
]
R
.
P
a
n
i
g
r
a
h
i
,
P
.
R
.
S
r
i
v
a
st
a
v
a
,
a
n
d
P
.
K
.
P
a
n
i
g
r
a
h
i
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
e
-
l
e
a
r
n
i
n
g
:
t
h
e
me
d
i
a
t
i
n
g
r
o
l
e
o
f
st
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
o
n
p
e
r
c
e
i
v
e
d
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss,
”
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
&
Pe
o
p
l
e
,
v
o
l
.
3
4
,
n
o
.
7
,
p
p
.
1
8
4
0
–
1
8
6
2
,
N
o
v
.
2
0
2
1
,
d
o
i
:
1
0
.
1
1
0
8
/
I
TP
-
07
-
2
0
1
9
-
0
3
8
0
.
[
2
4
]
A
.
M
.
A
d
a
m
,
“
S
a
m
p
l
e
si
z
e
d
e
t
e
r
mi
n
a
t
i
o
n
i
n
s
u
r
v
e
y
r
e
se
a
r
c
h
,
”
J
o
u
r
n
a
l
o
f
S
c
i
e
n
t
i
f
i
c
R
e
se
a
rc
h
a
n
d
R
e
p
o
r
t
s
,
v
o
l
.
2
6
,
n
o
.
5
,
p
p
.
9
0
–
9
7
,
J
u
n
.
2
0
2
0
,
d
o
i
:
1
0
.
9
7
3
4
/
j
sr
r
/
2
0
2
0
/
v
2
6
i
5
3
0
2
6
3
.
[
2
5
]
U
.
F
r
e
i
h
o
f
n
e
r
,
“
S
e
l
f
-
e
f
f
i
c
a
c
y
b
e
l
i
e
f
s
i
n
f
l
u
e
n
c
i
n
g
y
e
a
r
9
s
t
u
d
e
n
t
s’
a
c
t
i
o
n
s
i
n
a
b
i
l
i
n
g
u
a
l
l
e
a
r
n
i
n
g
ma
n
a
g
e
m
e
n
t
sy
st
e
m,
”
i
n
S
e
l
f
-
Ef
f
i
c
a
c
y
i
n
I
n
st
r
u
c
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
C
o
n
t
e
x
t
s
,
C
.
B
.
H
o
d
g
e
s,
E
d
.
,
C
h
a
m
:
S
p
r
i
n
g
e
r
I
n
t
e
r
n
a
t
i
o
n
a
l
P
u
b
l
i
sh
i
n
g
,
2
0
1
8
,
p
p
.
2
5
9
–
2
8
1
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
319
-
9
9
8
5
8
-
9
_
1
5
.
[
2
6
]
N
.
D
a
v
i
d
o
v
i
t
c
h
a
n
d
R
.
Y
a
v
i
c
h
,
“
C
l
a
ssr
o
o
m
c
l
i
mat
e
a
n
d
s
t
u
d
e
n
t
s
e
l
f
-
e
f
f
i
c
a
c
y
i
n
e
-
l
e
a
r
n
i
n
g
,
”
P
ro
b
l
e
m
s
o
f
E
d
u
c
a
t
i
o
n
i
n
t
h
e
2
1
s
t
C
e
n
t
u
ry
,
v
o
l
.
8
0
,
n
o
.
2
,
p
p
.
3
0
4
–
3
2
3
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
2
2
5
/
p
e
c
/
2
2
.
8
0
.
3
0
4
.
[
2
7
]
R
.
P
r
i
f
t
i
,
“
S
e
l
f
–
e
f
f
i
c
a
c
y
a
n
d
s
t
u
d
e
n
t
s
a
t
i
sf
a
c
t
i
o
n
i
n
t
h
e
c
o
n
t
e
x
t
o
f
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
c
o
u
r
ses,
”
O
p
e
n
L
e
a
r
n
i
n
g
:
T
h
e
J
o
u
rn
a
l
o
f
O
p
e
n
,
D
i
st
a
n
c
e
a
n
d
e
-
L
e
a
r
n
i
n
g
,
v
o
l
.
3
7
,
n
o
.
2
,
p
p
.
1
1
1
–
1
2
5
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
8
0
5
1
3
.
2
0
2
0
.
1
7
5
5
6
4
2
.
[
2
8
]
G
.
C
h
o
p
r
a
a
n
d
P
.
M
a
d
a
n
,
“
R
o
l
e
o
f
'
p
o
t
e
n
t
i
a
l
sel
f
-
e
f
f
i
c
a
c
y
'
o
n
e
-
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss
:
a
g
e
n
d
e
r
-
s
p
e
c
i
f
i
c
mo
d
e
r
a
t
e
d
me
d
i
a
t
i
o
n
mo
d
e
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
L
e
a
r
n
i
n
g
a
n
d
C
h
a
n
g
e
,
v
o
l
.
1
3
,
n
o
.
2
,
p
p
.
p
p
.
1
9
0
–
2
1
7
,
Ja
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
5
0
4
/
I
JLC
.
2
0
2
1
.
1
1
3
3
7
6
.
[
2
9
]
K
.
R
a
ma
n
,
N
.
O
t
h
ma
n
,
a
n
d
G
.
D
a
n
a
r
a
j
,
“
I
n
v
e
st
i
g
a
t
i
n
g
k
e
y
f
a
c
t
o
r
s
f
o
r
su
c
c
e
ssf
u
l
e
-
l
e
a
r
n
i
n
g
i
m
p
l
e
m
e
n
t
a
t
i
o
n
,
”
As
i
a
Pro
c
e
e
d
i
n
g
s o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
4
9
–
5
2
,
A
p
r
.
2
0
1
9
,
d
o
i
:
1
0
.
3
1
5
8
0
/
a
p
s
s.
v
4
i
2
.
7
2
5
.
[
3
0
]
T.
B
a
h
e
r
i
mo
g
h
a
d
a
m
,
S
.
H
a
me
d
a
n
i
,
M
.
M
e
h
r
a
b
i
,
N
.
N
a
s
e
r
i
,
a
n
d
N
.
M
a
r
z
b
a
n
,
“
Th
e
e
f
f
e
c
t
o
f
l
e
a
r
n
i
n
g
s
t
y
l
e
a
n
d
g
e
n
e
r
a
l
se
l
f
-
e
f
f
i
c
a
c
y
o
n
s
a
t
i
sf
a
c
t
i
o
n
o
f
e
-
l
e
a
r
n
i
n
g
i
n
d
e
n
t
a
l
st
u
d
e
n
t
s
,
”
B
MC
Me
d
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
1
,
p.
463
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
1
8
6
/
s1
2
9
0
9
-
021
-
0
2
9
0
3
-
5.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Ba
sm
a
Mo
h
a
m
m
a
d
Al
-
H
a
w
a
m
d
e
h
is
a
P
ro
fe
ss
o
r
As
sista
n
t
in
a
so
c
ial
stu
d
ies
a
t
Je
ra
sh
Un
i
v
e
rsity
-
J
o
rd
a
n
De
p
a
rtme
n
t
o
f
E
d
u
c
a
ti
o
n
,
wo
r
k
e
d
a
s
a
so
c
ial
st
u
d
ies
tea
c
h
e
r
i
n
th
e
Jo
r
d
a
n
ian
M
i
n
istr
y
o
f
E
d
u
c
a
t
io
n
fro
m
1
9
9
0
-
2
0
0
9
.
M
e
m
b
e
r
o
f
th
e
G
e
n
e
ra
l
Cu
rric
u
lu
m
Co
m
m
it
tee
2
0
0
4
-
2
0
0
6
,
M
e
m
b
e
r
o
f
th
e
Ex
a
m
i
n
a
ti
o
n
C
o
rre
c
ti
o
n
C
o
m
m
it
tee
1
9
9
2
-
2
0
0
9
.
He
r
re
se
a
rc
h
fo
c
u
se
s
o
n
so
c
ial
stu
d
ies
a
n
d
it
s
imp
a
c
t
o
n
v
a
ri
o
u
s
e
d
u
c
a
ti
o
n
a
l
a
sp
e
c
ts
o
f
stu
d
e
n
ts
in
term
s o
f
k
n
o
wle
d
g
e
a
n
d
s
k
il
ls
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t:
d
.
h
a
wa
m
d
e
h
.
b
a
sm
a
@g
m
a
il
.
c
o
m
.
Is
r
a
a
O
m
a
r
Abu
Alk
ish
e
k
is
a
P
ro
fe
ss
o
r
As
sista
n
t
in
E
d
u
c
a
ti
o
n
a
l
P
sy
c
h
o
lo
g
y
a
t
th
e
Ara
b
Op
e
n
Un
i
v
e
rsity
–
Jo
r
d
a
n
b
ra
n
c
h
/De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
.
S
h
e
a
lso
a
re
p
re
se
n
tativ
e
m
e
m
b
e
r
o
f
th
e
Civ
il
S
o
c
iety
Or
g
a
n
iza
ti
o
n
s
c
a
teg
o
ry
in
t
h
e
‘
Jo
r
d
a
n
ian
Eco
n
o
m
ic
a
n
d
S
o
c
ial
Co
u
n
c
il
’
a
n
d
He
a
d
(As
sista
n
t
P
ro
fe
ss
o
r)
o
f
th
e
S
p
e
c
ial
Ed
u
c
a
ti
o
n
De
p
a
rtme
n
t
a
t
Op
e
n
U
n
iv
e
rsa
l
P
a
ss
io
n
Un
iv
e
rsity
in
th
e
USA.
He
r
re
se
a
rc
h
fo
c
u
se
s
o
n
v
a
rio
u
s
d
e
v
e
lo
p
m
e
n
tal
a
n
d
e
m
o
t
io
n
a
l
a
sp
e
c
ts
o
f
stu
d
e
n
ts
.
Sh
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
Isra
a
.
a
b
u
a
lk
ish
i
k
@h
o
tma
il
.
c
o
m
.
H
a
ith
a
m
Z
u
r
e
ig
a
t
is
a
Do
c
to
ra
l
in
Ed
u
c
a
ti
o
n
a
l
m
e
a
su
re
m
e
n
t
a
n
d
e
v
a
l
u
a
ti
o
n
fro
m
Ya
rm
o
u
k
Un
i
v
e
rsity
.
He
h
a
s
wo
rk
e
d
a
s
a
tea
c
h
e
r
o
f
v
o
c
a
ti
o
n
a
l
a
n
d
tec
h
n
ica
l
e
d
u
c
a
ti
o
n
in
th
e
Jo
rd
a
n
ian
M
i
n
istry
o
f
Ed
u
c
a
ti
o
n
sin
c
e
2
0
0
4
.
His
re
se
a
rc
h
fo
c
u
se
s
o
n
th
e
imp
a
c
t
o
f
m
e
th
o
d
s
fo
r
h
a
n
d
li
n
g
m
issin
g
v
a
lu
e
s
with
d
iffere
n
t
p
e
rc
e
n
tag
e
s
o
n
th
e
it
e
m
p
a
ra
m
e
ters
a
c
c
u
ra
c
y
e
stim
a
ted
a
c
c
o
rd
in
g
t
o
p
a
ra
m
e
tri
c
a
n
d
n
o
n
-
p
a
ra
m
e
tri
c
m
o
d
e
ls,
a
s
we
ll
a
s
t
h
e
p
ro
fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
o
f
stu
d
e
n
ts
.
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
h
a
iy
t
h
a
m
.
z
re
q
a
t@g
m
a
il
.
c
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.