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tea
c
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n
In
d
o
n
e
sia
.
K
ey
w
o
r
d
s
:
B
io
lo
g
y
Dem
o
g
r
ap
h
ic
f
ac
to
r
Gen
er
atio
n
-
Z
Pre
s
er
v
ice
b
io
lo
g
y
teac
h
er
T
PAC
K
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
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SA
li
c
e
n
se
.
C
o
r
r
e
s
p
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nd
ing
A
uth
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r
:
I
b
r
o
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m
Dep
ar
tm
en
t o
f
B
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lo
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y
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Facu
lt
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Ma
th
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m
atics a
n
d
Natu
r
al
Scien
ce
s
,
Un
iv
er
s
itas
Neg
er
i M
alan
g
J
l.
C
ak
r
awa
la
No
.
5
,
Su
m
b
er
s
a
r
i,
L
o
wo
k
war
u
,
Ma
lan
g
,
I
n
d
o
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E
m
ail:
ib
r
o
h
im
.
f
m
ip
a@
u
m
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
ec
h
n
o
lo
g
ical,
p
ed
a
g
o
g
ical
an
d
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
is
a
f
r
am
ewo
r
k
f
o
r
teac
h
er
co
m
p
eten
cy
in
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
[
1
]
.
T
PAC
K
co
n
s
is
ts
o
f
s
ev
er
al
co
m
p
o
n
e
n
ts
as
a
p
r
o
f
ess
io
n
alis
m
f
r
am
ewo
r
k
:
p
ed
ag
o
g
ical
k
n
o
wled
g
e
(
PK)
,
co
n
ten
t
k
n
o
wled
g
e
(
C
K)
,
tec
h
n
o
lo
g
ical
k
n
o
wled
g
e
(
T
K)
,
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
PC
K)
,
tech
n
o
lo
g
ical
p
ed
a
g
o
g
ical
k
n
o
wled
g
e
(
T
PK)
,
tech
n
o
l
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
(
T
C
K)
,
an
d
T
PAC
K.
T
PA
C
K
in
clu
d
es
th
r
ee
m
ain
in
ter
c
o
n
n
ec
ted
co
m
p
o
n
e
n
ts
:
tech
n
o
lo
g
y
,
p
ed
a
g
o
g
y
,
an
d
c
o
n
ten
t
.
T
PAC
K
i
s
d
y
n
am
ic
an
d
f
o
llo
ws
r
ap
id
ly
ch
an
g
in
g
tech
n
o
l
o
g
y
,
p
ed
ag
o
g
y
,
an
d
s
u
b
ject
m
att
er
d
ev
elo
p
m
en
ts
[
2
]
.
T
PAC
K
i
s
im
p
o
r
tan
t
to
d
ev
elo
p
s
in
ce
teac
h
er
s
ar
e
in
th
e
p
r
eser
v
ice
teac
h
er
s
tag
e
[
3
]
.
C
u
r
r
en
t
teac
h
er
ca
n
d
id
ates
ar
e
Gen
er
atio
n
-
Z
a
n
d
h
av
e
a
h
ig
h
af
f
in
ity
f
o
r
an
d
ac
ce
s
s
ib
ili
ty
to
tech
n
o
lo
g
y
.
H
o
wev
er
,
th
ey
m
u
s
t
b
e
ab
le
to
u
tili
ze
th
eir
TK
in
a
lear
n
in
g
co
n
tex
t
[
4
]
.
T
h
e
co
n
ten
t
asp
ec
t
n
ee
d
s
atten
tio
n
in
T
PAC
K.
As
p
ar
t
o
f
s
cie
n
ce
,
b
io
lo
g
y
h
as
s
cien
tific
ch
ar
ac
ter
is
tics
s
u
ch
as
p
r
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b
lem
-
s
o
lv
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g
,
h
y
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th
esis
g
en
er
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n
,
s
cien
tific
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co
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g
ex
p
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ts
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ev
alu
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id
en
ce
,
an
d
f
o
r
m
u
latin
g
co
n
clu
s
io
n
s
[
5
]
.
J
an
g
an
d
C
h
en
[
6
]
ex
p
lain
th
at
d
e
v
elo
p
in
g
lear
n
in
g
m
o
d
els
f
o
r
p
r
eser
v
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s
cien
ce
teac
h
er
s
r
eq
u
ir
es
d
if
f
er
en
t
ch
ar
ac
ter
is
tics
.
B
io
lo
g
y
teac
h
e
r
s
n
ee
d
s
tr
o
n
g
in
s
tr
u
ctio
n
a
l
s
tr
ateg
ies
to
teac
h
a
b
s
tr
ac
t
to
p
ics
in
s
cien
ce
a
n
d
tech
n
o
l
o
g
y
.
I
n
ad
d
itio
n
,
th
ey
n
ee
d
to
r
ep
lace
co
n
v
en
t
io
n
al
lear
n
in
g
m
ed
ia
with
tech
n
o
lo
g
y
as
p
ar
t
o
f
T
PAC
K
an
d
r
ef
lect
it
in
th
eir
lear
n
in
g
d
esig
n
.
T
ea
ch
er
co
llab
o
r
atio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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&
R
es E
d
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I
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N:
2252
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8
8
2
2
Dem
o
g
r
a
p
h
ic
fa
cto
r
s
a
ffectin
g
tech
n
o
lo
g
ica
l p
ed
a
g
o
g
ica
l c
o
n
ten
t k
n
o
w
led
g
e
…
(
A
h
ma
d
K
a
ma
l S
u
d
r
a
j
a
t
)
3797
as
p
ar
t
o
f
p
ed
ag
o
g
ical
co
m
p
et
en
ce
also
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
th
e
q
u
ality
o
f
lear
n
in
g
co
n
d
u
cted
b
y
teac
h
e
r
s
[
7
]
.
Alth
o
u
g
h
M
o
y
n
ih
a
n
et
a
l.
[
8
]
d
o
n
o
t c
lass
if
y
teac
h
er
ac
tio
n
s
in
to
s
p
ec
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s
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ey
ca
n
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er
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e
as
s
tu
d
ies th
at
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t su
ch
co
m
p
r
eh
e
n
s
ib
le
co
m
p
o
n
en
ts
in
lear
n
in
g
.
I
n
s
cien
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o
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b
io
lo
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y
lear
n
in
g
,
in
teg
r
atin
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t
ec
h
n
o
lo
g
y
in
to
PC
K
h
as
b
ee
n
in
itiated
b
y
s
ev
er
al
r
esear
ch
er
s
[
9
]
–
[
1
1
]
.
I
n
m
o
r
e
d
etail,
Ko
tzeb
u
e
[
9
]
an
aly
ze
d
an
d
co
m
p
ar
ed
th
e
i
n
ter
n
al
r
ela
tio
n
s
h
ip
b
etwe
en
th
e
f
o
u
r
d
im
e
n
s
io
n
s
o
f
tech
n
o
lo
g
y
(
T
C
K,
T
K,
T
PK,
an
d
T
PA
C
K
)
in
th
e
two
in
s
tr
u
m
en
ts
(
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
e
an
d
p
er
f
o
r
m
an
ce
ass
ess
m
en
t)
an
d
f
o
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n
d
ev
i
d
en
ce
o
f
wh
eth
er
t
h
e
d
ata
s
u
p
p
o
r
ts
an
in
teg
r
ativ
e
o
r
t
r
an
s
f
o
r
m
ativ
e
v
iew
[
9
]
.
R
esear
ch
b
y
Mu
h
ai
m
in
et
a
l.
[
1
2
]
e
x
am
in
ed
T
PAC
K
o
n
s
p
ec
if
ic
s
u
b
jects
an
d
th
e
p
er
ce
p
tio
n
s
o
f
s
cien
ce
teac
h
er
s
o
n
tech
n
o
lo
g
y
in
teg
r
atio
n
r
elate
d
t
o
T
PAC
K.
I
t sh
o
wed
th
at
m
o
s
t te
ac
h
er
s
f
elt
th
e
b
en
ef
its
o
f
u
s
in
g
tech
n
o
lo
g
y
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
t
h
eir
lear
n
in
g
.
M
ea
n
wh
ile,
T
h
o
h
i
r
[
1
3
]
also
co
n
d
u
cted
a
ca
s
e
s
tu
d
y
o
n
th
r
ee
p
h
y
s
ics
teac
h
er
s
an
d
R
o
ch
in
tan
iawa
ti
et
a
l.
[
1
4
]
o
n
th
r
ee
b
i
o
lo
g
y
teac
h
er
s
f
r
o
m
t
h
e
two
s
tu
d
ies
an
d
s
h
o
wed
th
at
tech
n
o
l
o
g
y
in
teg
r
atio
n
in
lear
n
in
g
n
ee
d
s
to
p
a
y
a
tten
tio
n
to
a
s
p
ec
if
ic
s
u
b
ject
(
f
o
r
e
x
am
p
le,
s
p
ec
if
ic
f
o
r
s
cien
ce
,
lan
g
u
ag
e
lea
r
n
in
g
,
an
d
s
o
cial
s
tu
d
ies).
T
h
is
s
tu
d
y
aim
e
d
t
o
i
d
e
n
t
i
f
y
t
h
e
e
f
f
e
c
t
o
f
d
e
m
o
g
r
a
p
h
i
c
f
a
c
t
o
r
s
o
n
t
h
e
T
P
A
C
K
o
f
G
e
n
e
r
a
t
i
o
n
Z
p
r
e
s
e
r
v
i
ce
t
e
a
c
h
e
r
s
o
n
s
p
e
c
i
f
i
c
b
i
o
l
o
g
y
c
o
n
t
e
n
t
.
T
h
i
s
r
es
e
a
r
c
h
i
s
i
m
p
o
r
tan
t
s
o
t
h
a
t
p
r
es
e
r
v
i
c
e
t
e
a
c
h
e
r
t
r
ai
n
i
n
g
c
a
n
b
e
c
a
r
r
i
e
d
o
u
t
m
o
r
e
e
f
f
e
c
t
i
v
e
l
y
b
y
c
o
n
s
i
d
e
r
i
n
g
t
h
e
i
r
d
e
m
o
g
r
a
p
h
i
c
c
h
a
r
a
c
t
e
r
is
t
i
cs
.
T
h
e
d
e
m
o
g
r
a
p
h
i
c
f
a
c
t
o
r
s
s
t
u
d
i
e
d
w
e
r
e
g
e
n
d
e
r
,
y
e
a
r
o
f
s
t
u
d
y
,
m
o
t
i
v
a
t
i
o
n
t
o
b
e
c
o
m
e
a
t
e
a
c
h
e
r
,
a
n
d
t
h
e
h
o
m
e
t
o
w
n
s
o
f
p
r
e
s
e
r
v
i
c
e
t
e
ac
h
e
r
s
t
u
d
e
n
t
s
.
T
h
is
a
s
p
e
c
t
w
as
c
h
o
s
e
n
b
e
c
a
u
s
e
i
t
r
e
p
r
e
s
e
n
ts
t
h
e
c
o
n
d
i
t
i
o
n
o
f
p
r
e
s
e
r
v
i
c
e
t
e
ac
h
e
r
s
d
e
m
o
g
r
a
p
h
i
c
f
a
c
t
o
r
.
F
o
r
e
x
a
m
p
le,
t
h
e
y
e
a
r
o
f
s
t
u
d
y
is
c
h
o
s
e
n
n
o
t
o
n
l
y
b
e
c
a
u
s
e
o
f
s
u
f
f
ic
i
e
n
t
k
n
o
w
l
e
d
g
e
,
b
u
t
a
ls
o
b
e
c
a
u
s
e
i
t
is
r
e
l
a
t
e
d
t
o
t
h
e
i
r
a
g
e
.
T
h
e
m
o
t
i
v
a
t
i
o
n
t
o
b
e
c
o
m
e
a
b
i
o
l
o
g
y
t
e
a
c
h
e
r
i
s
a
ls
o
i
n
t
e
r
es
t
i
n
g
t
o
s
t
u
d
y
b
e
c
a
u
s
e
i
n
I
n
d
o
n
e
s
ia
,
t
h
e
c
h
o
i
c
e
t
o
t
a
k
e
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
e
d
u
c
a
t
i
o
n
is
t
h
e
l
a
s
t
c
h
o
i
c
e
d
u
e
t
o
c
o
m
p
e
ti
ti
o
n
w
h
i
c
h
i
s
n
o
t
t
o
o
t
i
g
h
t
w
h
en
s
e
l
e
ct
i
n
g
t
o
e
n
t
e
r
u
n
i
v
e
r
s
i
t
y
[
1
5
]
,
[
1
6
]
.
I
n
s
e
v
e
r
a
l
c
o
n
d
i
t
i
o
n
s
,
m
o
t
i
v
a
ti
o
n
t
o
b
e
a
te
a
c
h
e
r
r
e
l
at
e
d
t
o
s
t
u
d
e
n
t
’
s
h
o
m
e
t
o
w
n
,
f
a
c
t
o
r
s
s
u
c
h
a
s
f
a
m
i
l
y
,
e
n
v
i
r
o
n
m
e
n
t
,
a
n
d
c
ar
e
e
r
o
p
p
o
r
t
u
n
i
t
i
e
s
i
n
t
h
e
a
r
e
a
co
n
t
r
i
b
u
t
e
to
th
is
r
elatio
n
s
h
ip
[
1
7
]
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
ec
hn
o
lo
g
ica
l,
peda
g
o
g
ica
l a
nd
co
nte
nt
k
no
wledg
e
in G
ener
a
t
io
n
-
Z
preserv
ice
t
ea
cher
G
e
n
e
r
a
t
i
o
n
-
Z
h
as
a
h
ig
h
f
r
ien
d
lin
ess
to
war
d
s
tech
n
o
lo
g
y
b
e
ca
u
s
e
th
ey
h
av
e
u
s
ed
it
s
in
ce
ch
ild
h
o
o
d
[
1
8
]
.
Ho
wev
er
,
b
ein
g
co
m
f
o
r
tab
le
with
tech
n
o
lo
g
y
d
o
es
n
o
t
n
ec
ess
ar
ily
tr
an
s
late
in
to
t
h
e
ab
ilit
y
to
u
s
e
it
ef
f
ec
tiv
ely
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
T
PAC
K
h
elp
s
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
b
r
id
g
e
th
e
g
a
p
b
etwe
en
th
eir
g
en
e
r
al
u
n
d
er
s
tan
d
i
n
g
o
f
tech
n
o
l
o
g
y
an
d
t
h
e
s
p
ec
if
ic
w
ay
s
tech
n
o
lo
g
y
ca
n
im
p
r
o
v
e
te
ac
h
in
g
.
T
h
e
u
s
e
o
f
tech
n
o
lo
g
y
in
lear
n
in
g
ca
n
attr
ac
t
s
tu
d
en
ts
'
in
ter
est,
v
is
u
alize
ab
s
tr
ac
t
m
ater
ial,
m
ak
e
lear
n
i
n
g
in
ter
ac
tiv
e
,
an
d
o
th
er
s
s
o
th
at
th
e
q
u
ality
o
f
lear
n
in
g
will in
cr
ea
s
e
[
1
9
]
,
[
2
0
]
.
Gen
er
atio
n
-
Z
p
r
o
s
p
ec
tiv
e
teac
h
er
s
s
h
o
u
ld
b
e
p
r
o
v
id
e
d
with
ex
am
p
les
an
d
ca
s
e
s
tu
d
ies
th
at
illu
s
tr
at
e
th
e
ef
f
ec
tiv
e
u
s
e
o
f
tech
n
o
lo
g
y
in
teac
h
in
g
an
d
lear
n
in
g
[
2
1
]
.
T
h
ey
m
u
s
t
b
e
ab
le
to
d
esi
g
n
tech
n
o
lo
g
y
-
r
ich
less
o
n
p
lan
s
,
in
teg
r
ate
d
ig
ital
to
o
ls
,
an
d
ass
ess
th
eir
im
p
ac
t
o
n
s
tu
d
en
t
lear
n
in
g
.
Gen
er
a
tio
n
-
Z
ten
d
s
to
b
e
co
llab
o
r
ativ
e
a
n
d
c
o
n
n
ec
te
d
t
h
r
o
u
g
h
tech
n
o
lo
g
y
[
2
2
]
.
T
ea
c
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
ca
n
u
s
e
th
is
b
y
p
r
o
m
o
tin
g
co
llab
o
r
ativ
e
lear
n
in
g
ex
p
er
ie
n
ce
s
wh
er
e
teac
h
er
ca
n
d
id
ates
s
h
ar
e
th
eir
T
PAC
K
in
s
ig
h
ts
,
s
t
r
ateg
ies,
an
d
less
o
n
p
lan
s
[
2
3
]
,
[
2
4
]
.
Pro
s
p
ec
tiv
e
Gen
er
atio
n
-
Z
teac
h
e
r
s
m
u
s
t
b
e
ab
le
to
cr
itically
ev
alu
ate
te
ch
n
o
lo
g
y
u
s
e
in
th
e
class
r
o
o
m
.
T
h
is
co
n
d
itio
n
in
clu
d
es
co
n
s
id
er
in
g
is
s
u
es
s
u
ch
as
ac
ce
s
s
ib
ilit
y
,
eq
u
ity
,
an
d
th
e
im
p
ac
t
o
f
tech
n
o
lo
g
y
o
n
d
iv
e
r
s
e
lear
n
er
s
.
I
n
s
h
o
r
t,
in
teg
r
atin
g
T
PAC
K
in
to
f
u
tu
r
e
Gen
er
atio
n
-
Z
teac
h
er
s
'
ed
u
ca
tio
n
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
v
o
lv
es
r
ec
o
g
n
izin
g
th
eir
f
a
m
iliar
ity
with
tech
n
o
lo
g
y
,
p
r
o
v
i
d
in
g
tar
g
eted
tr
ain
in
g
o
n
ef
f
ec
tiv
e
in
teg
r
atio
n
,
an
d
c
u
ltiv
atin
g
a
m
in
d
s
et
o
f
co
n
tin
u
o
u
s
lea
r
n
in
g
an
d
a
d
ap
tatio
n
t
o
n
ew
tech
n
o
l
o
g
ies.
2
.
2
.
F
a
ct
o
r
a
f
f
ec
t
ing
t
ec
hn
o
lo
g
ic
a
l,
peda
g
o
g
ica
l
a
nd
co
nte
nt
k
no
wledg
e
Facto
r
s
r
elate
d
to
tech
n
o
lo
g
y
t
h
at
ca
n
af
f
ec
t
th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
er
co
m
p
eten
c
y
d
ev
elo
p
m
en
t
ca
n
b
e
in
f
lu
en
ce
d
b
y
d
e
m
o
g
r
a
p
h
i
c
f
ac
to
r
s
.
Sev
er
al
s
tu
d
ies
s
h
o
w
th
at
th
e
d
em
o
g
r
a
p
h
ic
f
ac
to
r
o
f
g
en
d
er
h
as
an
in
f
lu
en
ce
o
r
r
elatio
n
s
h
ip
with
T
PAC
K
[
2
5
]
.
Oth
er
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
,
s
u
ch
as
teac
h
in
g
ex
p
er
ien
ce
,
also
af
f
ec
t
T
PAC
K
[
2
6
]
.
Oth
er
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
s
u
c
h
as y
ea
r
o
f
s
tu
d
y
,
s
tu
d
e
n
t
h
o
m
eto
wn
,
an
d
m
o
tiv
atio
n
to
b
ec
o
m
e
a
teac
h
er
ar
e
in
f
r
eq
u
e
n
tly
s
tu
d
ied
.
T
h
ese
f
ac
to
r
s
p
lay
an
ess
e
n
tial
r
o
le
in
th
e
s
u
cc
ess
o
f
th
e
p
r
eser
v
ice
teac
h
er
ed
u
ca
tio
n
p
r
o
ce
s
s
.
W
e
s
till
u
s
e
g
en
d
er
in
o
u
r
r
e
s
ea
r
ch
b
e
ca
u
s
e
th
e
d
is
tr
ib
u
tio
n
o
f
g
en
d
er
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
,
esp
ec
ially
s
cien
ce
teac
h
er
s
,
ten
d
s
to
b
e
u
n
ev
e
n
[
2
7
]
.
Mo
r
e
f
em
ales
ar
e
in
ter
e
s
ted
in
b
ec
o
m
in
g
a
teac
h
er
th
an
m
ales
[
2
8
]
.
Mo
ti
v
atio
n
al
f
ac
to
r
s
ar
e
an
o
th
er
i
m
p
o
r
tan
t
f
ac
t
o
r
in
th
e
p
r
eser
v
ice
teac
h
er
s
tu
d
en
t
tr
ain
in
g
p
r
o
ce
s
s
.
M
o
tiv
atio
n
h
as
a
r
o
le
in
s
u
cc
ess
,
in
clu
d
i
n
g
in
th
e
tr
ain
in
g
p
r
o
ce
s
s
[
2
9
]
.
Ho
wev
e
r
,
s
tu
d
ies
r
eg
ar
d
in
g
th
e
in
f
lu
en
ce
o
f
m
o
tiv
atio
n
o
n
p
r
eser
v
ice
teac
h
er
s
'
T
PAC
K
ar
e
im
p
o
r
tan
t to
id
e
n
tify
.
T
h
e
teac
h
er
'
s
T
P
AC
K
m
ay
d
if
f
er
d
u
e
to
d
if
f
er
en
t
s
tu
d
en
t
c
o
n
d
itio
n
s
an
d
co
n
tex
ts
o
f
th
e
s
u
b
ject
[
3
]
.
Mo
s
t
s
tu
d
ies
h
av
e
also
r
ec
o
m
m
en
d
ed
s
u
b
ject
-
m
atter
-
s
p
ec
if
i
c
o
b
s
er
v
atio
n
s
to
e
x
p
lo
r
e
t
h
e
T
PAC
K
co
n
tex
t
in
g
r
ea
ter
d
etail
[
3
0
]
,
[
3
1
]
.
T
PA
C
K
m
u
s
t
f
o
cu
s
o
n
s
p
ec
if
ic
s
u
b
jects
to
cr
ea
te
a
b
etter
f
r
am
e
wo
r
k
[
3
2
]
.
T
h
e
s
tu
d
y
o
f
T
PAC
K
f
o
r
ce
r
tain
s
p
ec
if
ic
m
ater
ials
r
em
ain
s
im
p
o
r
tan
t
b
ec
au
s
e
it
ca
n
ex
p
lain
th
e
b
ar
r
ier
s
an
d
p
o
ten
tial
u
s
e
o
f
s
p
ec
if
ic
tech
n
o
lo
g
y
f
o
r
ce
r
t
ain
lear
n
in
g
m
ater
ials
[
2
]
.
T
h
e
lack
o
f
m
ater
ial
s
p
ec
if
icity
in
T
PAC
K
allo
w
s
f
o
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
9
6
-
3
8
0
5
3798
th
e
lo
w
v
alid
ity
o
f
th
e
T
PAC
K
m
ea
s
u
r
em
en
t
[
3
3
]
.
R
ef
er
r
i
n
g
to
th
e
im
p
o
r
tan
ce
o
f
s
p
ec
i
f
ic
s
u
b
ject
T
PAC
K
s
tu
d
ies,
th
is
r
esear
ch
f
o
cu
s
es o
n
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
e
r
s
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
u
s
ed
a
c
r
o
s
s
-
s
ec
tio
n
al
s
u
r
v
e
y
d
esig
n
[
3
4
]
,
[
3
5
]
.
T
h
e
c
r
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
aim
ed
to
m
ea
s
u
r
e
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
i
o
lo
g
y
teac
h
er
s
tu
d
en
ts
.
T
h
e
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
was
ch
o
s
en
b
ec
au
s
e
th
e
s
am
p
le
o
b
tain
e
d
h
as
g
o
o
d
g
e
n
er
aliza
tio
n
,
a
n
d
th
e
s
u
r
v
ey
ca
n
b
e
ca
r
r
ie
d
o
u
t
q
u
ick
ly
[
3
6
]
.
Sev
er
al
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
also
u
s
ed
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
s
to
m
ea
s
u
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
an
d
a
p
er
s
o
n
'
s
k
n
o
wle
d
g
e
o
r
b
eh
a
v
io
r
[
3
7
]
,
[
3
8
]
.
3
.
2
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
in
th
at
s
tu
d
y
wer
e
p
r
eser
v
ice
b
i
o
lo
g
y
teac
h
er
s
in
I
n
d
o
n
esia.
T
h
e
s
tu
d
y
u
s
ed
r
an
d
o
m
s
am
p
lin
g
,
with
r
esp
o
n
d
e
n
ts
b
ein
g
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
tu
d
en
ts
in
th
eir
th
ir
d
o
r
f
o
u
r
t
h
y
ea
r
.
T
h
ir
d
-
an
d
f
o
u
r
th
-
y
ea
r
s
tu
d
en
ts
wer
e
s
elec
ted
b
ec
a
u
s
e
th
ey
alr
ea
d
y
h
ad
s
u
f
f
icien
t
PK
f
r
o
m
th
e
co
u
r
s
es
th
ey
h
ad
p
r
ev
i
o
u
s
ly
tak
en
d
u
r
in
g
th
eir
tr
ain
i
n
g
.
T
h
e
s
u
r
v
ey
in
clu
d
ed
s
ix
h
u
n
d
r
e
d
an
d
f
if
ty
-
two
p
r
eser
v
ice
b
io
lo
g
y
teac
h
e
r
s
f
r
o
m
I
n
d
o
n
esia'
s
ten
o
ld
est
an
d
b
ig
g
est
ed
u
ca
tio
n
al
u
n
iv
er
s
ities
.
T
h
e
u
n
iv
er
s
ity
was
ch
o
s
en
b
ec
au
s
e
it
h
ad
s
u
f
f
icien
t
ex
p
er
ien
ce
tr
ain
in
g
p
r
eser
v
ice
teac
h
er
s
a
n
d
h
ad
th
e
b
est ac
cr
ed
itatio
n
in
I
n
d
o
n
esia.
T
h
e
s
u
r
v
ey
was c
o
n
d
u
cted
in
Sep
tem
b
er
-
No
v
em
b
er
2
0
2
2
.
T
h
is
s
u
r
v
ey
'
s
r
esp
o
n
d
e
n
ts
wer
e
d
o
m
in
ated
b
y
f
em
ales,
wit
h
8
6
%
o
f
th
e
r
esp
o
n
d
e
n
ts
b
ei
n
g
f
e
m
ale.
T
h
er
e
ar
e
m
o
r
e
th
ir
d
-
y
ea
r
s
tu
d
en
ts
th
an
f
o
u
r
t
h
-
y
ea
r
s
tu
d
e
n
ts
,
at
ab
o
u
t
6
8
%.
T
h
e
r
esp
o
n
d
e
n
ts
m
ain
ly
in
v
o
lv
e
d
h
ad
th
e
m
o
tiv
atio
n
to
b
ec
o
m
e
teac
h
er
s
(
6
5
%),
an
d
th
ey
m
o
s
tly
ca
m
e
f
r
o
m
r
u
r
al
ar
ea
s
(
6
1
%).
I
n
m
o
r
e
d
etail,
th
e
d
em
o
g
r
ap
h
ics o
f
th
e
r
esp
o
n
d
en
ts
in
v
o
l
v
ed
in
t
h
is
s
u
r
v
ey
ca
n
b
e
s
ee
n
in
T
ab
le
1
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ics o
f
th
e
r
esp
o
n
d
en
t
C
r
i
t
e
r
i
a
G
r
o
u
p
To
t
a
l
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
92
1
4
.
1
1
F
e
mal
e
5
6
0
8
5
.
8
9
Y
e
a
r
o
f
s
t
u
d
y
3
rd
y
e
a
r
4
4
2
6
7
.
7
9
4
th
y
e
a
r
2
1
0
3
2
.
2
1
M
o
t
i
v
a
t
e
t
o
b
e
a
t
e
a
c
h
e
r
Y
e
s
4
3
0
6
5
.
9
5
M
a
y
b
e
1
7
4
2
6
.
6
9
No
48
7
.
3
6
D
o
mi
c
i
l
e
R
u
r
a
l
3
9
6
6
0
.
7
4
U
r
b
a
n
70
1
0
.
7
4
B
i
g
c
i
t
y
1
8
6
2
8
.
5
2
3
.
3
.
I
ns
t
rum
ent
a
nd
da
t
a
co
llect
io
n
T
h
e
in
s
tr
u
m
e
n
t
u
s
ed
in
th
is
r
e
s
ea
r
ch
is
a
q
u
esti
o
n
n
air
e.
T
h
e
q
u
esti
o
n
n
air
e
c
o
n
s
is
ts
o
f
two
p
ar
ts
.
T
h
e
f
ir
s
t
p
ar
t
c
o
n
tain
s
in
f
o
r
m
atio
n
ab
o
u
t
t
h
e
d
em
o
g
r
ap
h
ics
o
f
th
e
r
esp
o
n
d
en
ts
,
an
d
th
e
s
ec
o
n
d
p
a
r
t
co
n
tain
s
a
s
u
r
v
e
y
to
m
ea
s
u
r
e
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
.
T
h
e
q
u
esti
o
n
n
air
e
d
e
v
elo
p
e
d
i
n
th
is
r
esear
ch
was
ad
ap
ted
to
t
h
e
ch
ar
ac
ter
is
tics
o
f
b
io
lo
g
y
s
u
b
jects
[
3
9
]
.
B
ef
o
r
e
u
s
e,
th
e
q
u
esti
o
n
n
air
e
was
tr
an
s
lated
in
to
I
n
d
o
n
e
s
ian
b
y
E
n
g
lis
h
lan
g
u
ag
e
ex
p
er
ts
.
T
h
e
q
u
esti
o
n
n
air
e
aim
s
to
d
eter
m
i
n
e
th
e
d
em
o
g
r
ap
h
ic
an
d
T
PA
C
K
o
f
p
r
eser
v
ice
b
io
l
o
g
y
tea
ch
er
s
tu
d
e
n
ts
.
T
h
e
q
u
esti
o
n
n
air
e
co
n
s
is
ts
o
f
4
4
q
u
esti
o
n
s
,
s
ix
q
u
esti
o
n
s
f
o
r
T
K
,
s
ev
en
q
u
esti
o
n
s
f
o
r
C
K,
eig
h
t
q
u
esti
o
n
s
f
o
r
PK,
s
ix
q
u
esti
o
n
s
f
o
r
PC
K,
s
ev
en
q
u
esti
o
n
s
f
o
r
T
C
K,
f
i
v
e
q
u
esti
o
n
s
f
o
r
T
PK,
a
n
d
f
iv
e
q
u
esti
o
n
s
f
o
r
T
PAC
K.
B
ef
o
r
e
u
s
e,
we
co
n
d
u
cted
v
alid
ity
an
d
r
eliab
ilit
y
test
s
.
W
e
test
ed
th
e
v
alid
ity
u
s
in
g
th
e
co
r
r
ec
ted
i
tem
d
is
cr
im
in
atio
n
(
r
)
,
wh
ile
r
eliab
ilit
y
u
s
ed
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
)
.
C
r
o
n
b
ac
h
’
s
alp
h
a
was
ch
o
s
en
b
ec
au
s
e
i
t
is
th
e
b
es
t
way
to
m
ea
s
u
r
e
th
e
r
eliab
ilit
y
o
f
an
in
s
tr
u
m
en
t.
An
in
s
tr
u
m
en
t
is
r
eliab
le
if
it
s
co
r
es
ab
o
v
e
0
.
8
[
4
0
]
.
T
h
e
r
esu
lts
o
f
th
e
v
alid
ity
an
d
r
eliab
ilit
y
test
s
ar
e
s
h
o
wn
in
T
ab
le
2
.
A
v
alid
q
u
esti
o
n
n
air
e
was
th
en
en
ter
ed
in
t
o
th
e
Go
o
g
le
Fo
r
m
to
b
e
d
is
tr
ib
u
te
d
to
r
e
s
p
o
n
d
en
ts
.
R
esear
ch
er
s
d
is
tr
ib
u
ted
q
u
esti
o
n
n
air
es
th
r
o
u
g
h
co
o
r
d
in
ato
r
s
at
ea
ch
u
n
iv
er
s
ity
.
C
o
o
r
d
in
ato
r
s
at
ea
ch
u
n
iv
er
s
ity
th
en
d
is
tr
ib
u
te
d
th
e
q
u
esti
o
n
n
air
es
to
p
r
eser
v
ice
b
io
lo
g
y
tea
ch
er
s
tu
d
e
n
ts
.
B
io
lo
g
y
teac
h
er
ca
n
d
id
ate
s
tu
d
en
ts
co
u
ld
d
is
s
em
in
ate
th
e
q
u
esti
o
n
n
air
e
in
f
o
r
m
atio
n
to
o
th
e
r
s
tu
d
en
ts
.
T
h
e
tim
e
r
eq
u
ir
ed
to
f
ill
o
u
t
th
e
q
u
esti
o
n
n
air
e
was
ap
p
r
o
x
im
at
ely
10
m
in
u
tes.
As
an
eth
ical
co
n
s
id
er
atio
n
,
p
r
eser
v
ice
b
io
l
o
g
y
teac
h
er
s
tu
d
e
n
ts
wer
e
f
r
ee
n
o
t
to
p
ar
ticip
ate
in
th
at
s
u
r
v
ey
.
T
h
e
s
u
r
v
ey
was
co
n
d
u
cte
d
an
o
n
y
m
o
u
s
ly
s
o
th
at
th
e
r
esear
ch
er
'
s
s
u
b
jectiv
ity
co
u
ld
b
e
av
o
i
d
ed
,
an
d
th
e
c
o
n
f
id
e
n
tiality
o
f
th
e
r
esp
o
n
d
en
t'
s
d
ata
was m
ain
tain
ed
.
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
Dem
o
g
r
a
p
h
ic
fa
cto
r
s
a
ffectin
g
tech
n
o
lo
g
ica
l p
ed
a
g
o
g
ica
l c
o
n
ten
t k
n
o
w
led
g
e
…
(
A
h
ma
d
K
a
ma
l S
u
d
r
a
j
a
t
)
3799
3
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
r
esear
ch
e
r
to
o
k
d
ata
f
r
o
m
Go
o
g
le
Fo
r
m
s
.
T
h
en
,
th
e
r
esear
ch
er
s
o
r
te
d
an
d
d
is
ca
r
d
e
d
d
ata
th
at
was
d
o
u
b
le
a
n
d
o
u
ts
id
e
th
e
s
p
ec
i
f
ied
cr
iter
ia.
Data
a
n
aly
s
is
was
p
er
f
o
r
m
e
d
u
s
in
g
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
s
tatis
t
ics.
T
h
e
d
escr
ip
tiv
e
an
aly
s
is
ca
lcu
lated
th
e
p
er
ce
n
tag
e
an
d
av
er
a
g
e
o
f
t
h
e
d
ata
o
b
tain
ed
.
T
h
e
in
f
er
en
tial
an
aly
s
is
u
s
ed
was
th
e
Ma
n
n
-
W
h
itn
ey
an
d
Kr
u
s
k
al
-
W
allis
test
s
.
T
h
is
test
was
ch
o
s
en
to
d
eter
m
in
e
th
e
ef
f
ec
t
o
f
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
o
n
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
.
T
h
e
Ma
n
n
-
W
h
itn
ey
test
wa
s
u
s
ed
to
d
eter
m
in
e
t
h
e
m
e
a
n
d
i
f
f
er
en
c
es
b
etwe
en
th
e
two
g
r
o
u
p
s
o
f
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
(
g
e
n
d
er
an
d
y
ea
r
o
f
s
tu
d
y
)
.
T
h
e
Kr
u
s
k
al
-
W
allis
’
s
test
wa
s
u
s
ed
to
d
eter
m
i
n
e
th
e
m
ea
n
d
if
f
er
en
ce
s
b
etwe
en
th
e
th
r
ee
g
r
o
u
p
s
o
f
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
(
m
o
tiv
atio
n
to
b
e
a
tea
ch
er
an
d
h
o
m
et
o
wn
)
.
T
ab
le
2
.
Su
m
m
a
r
y
r
esu
lt
o
f
v
a
lid
ity
an
d
r
eliab
ilit
y
test
D
i
me
n
si
o
n
∑
i
t
e
m
V
a
l
i
d
i
t
y
(
r
)
R
e
l
i
a
b
i
l
i
t
y
(
α)
TK
6
0
.
7
5
-
0
.
7
9
0
.
8
7
PK
8
0
.
7
5
-
0
.
8
3
0
.
9
1
CK
7
0
.
7
6
-
0
.
8
6
0
.
9
1
P
C
K
6
0
.
8
3
-
0
.
8
7
0
.
9
2
TC
K
7
0
.
7
4
-
0
.
8
7
0
.
9
2
TPK
5
0
.
7
6
-
0
.
8
5
0
.
8
8
TPA
C
K
5
0
.
8
5
-
0
.
8
9
0
.
9
1
4.
RE
SU
L
T
S
T
h
e
r
esu
lts
o
b
tain
ed
in
d
icate
th
at
th
er
e
is
an
in
f
lu
en
ce
b
etwe
en
g
en
d
er
an
d
T
PAC
K
in
ea
ch
o
f
its
asp
ec
ts
.
Yea
r
s
o
f
s
tu
d
y
an
d
h
o
m
eto
wn
d
o
n
o
t
af
f
ec
t
T
PA
C
K
in
all
a
s
p
ec
ts
.
Me
an
wh
il
e,
th
e
m
o
tiv
atio
n
to
b
ec
o
m
e
a
teac
h
e
r
h
as a
T
PAC
K
ef
f
ec
t o
n
e
v
er
y
asp
ec
t e
x
ce
p
t th
e
T
K
asp
ec
t.
Mo
r
e
d
etails will b
e
d
escr
ib
ed
.
4
.
1
.
T
he
ef
f
ec
t
o
f
g
ender
o
n
t
ec
h
no
lo
g
ica
l,
peda
g
o
g
ic
a
l a
nd
co
nte
nt
k
no
wledg
e
Gen
d
er
in
f
lu
en
ce
s
T
PAC
K
in
ev
er
y
asp
ec
t.
Gen
d
er
i
n
f
lu
en
ce
s
all
f
ac
to
r
s
in
T
PAC
K.
Ma
le
teac
h
er
ca
n
d
id
ates
h
av
e
a
h
ig
h
e
r
s
co
r
e
o
f
T
PAC
K
in
ev
er
y
asp
ec
t
t
h
an
f
em
ale
teac
h
er
ca
n
d
id
ates.
T
h
e
h
ig
h
est
s
co
r
e
d
if
f
er
en
ce
is
in
th
e
T
K
asp
ec
t,
an
d
th
e
lo
west
is
in
th
e
T
PA
C
K
asp
ec
t.
Ma
le
h
av
e
th
e
h
ig
h
est
s
co
r
e
o
n
th
e
PK
asp
ec
t
an
d
th
e
lo
west
o
n
th
e
T
C
K
asp
ec
t,
wh
ile
wo
m
e
n
h
av
e
th
e
h
ig
h
est
s
co
r
e
o
n
t
h
e
PK
as
p
ec
t
an
d
th
e
lo
west
o
n
th
e
C
K
asp
ec
t.
T
h
e
r
esu
lts
o
f
th
e
an
al
y
s
is
o
f
th
e
in
f
lu
e
n
c
e
o
f
g
e
n
d
er
o
n
T
PAC
K
ar
e
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
3
.
R
esu
lts
o
f
an
aly
s
is
o
f
th
e
ef
f
ec
t o
f
g
en
d
er
o
n
th
e
T
P
AC
K
o
f
p
r
eser
v
ice
b
io
lo
g
y
tea
ch
er
s
in
ea
ch
asp
ec
t
V
a
r
i
a
b
l
e
TK
PK
CK
P
C
K
TC
K
TPK
TPA
C
K
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
G
e
n
d
e
r
M
a
l
e
4
.
2
0
3
0
.
4
9
8
4
.
2
6
0
0
.
6
5
2
4
.
0
6
5
0
.
6
8
9
4
.
1
5
6
0
.
7
2
7
4
.
0
0
0
0
.
6
3
8
4
.
1
4
8
0
.
6
1
1
4
.
0
9
6
0
.
7
3
0
F
e
mal
e
3
.
8
1
4
0
.
6
2
4
3
.
9
9
7
0
.
5
6
5
3
.
7
6
3
0
.
5
8
5
3
.
9
4
7
0
.
6
0
3
3
.
7
4
8
0
.
6
1
3
3
.
9
4
4
0
.
5
6
4
3
.
8
7
9
0
.
6
2
3
z
sc
o
r
e
-
5
.
1
5
7
-
4
.
6
1
7
-
4
.
7
6
4
-
3
.
7
0
3
-
3
.
6
3
2
-
3
.
5
4
8
-
2
.
7
7
0
S
i
g
.
0
.
0
0
0
0
.
0
0
0
0
.
0
0
0
0
.
0
0
3
0
.
0
0
0
0
.
0
0
0
0
.
0
0
6
4
.
2
.
T
he
ef
f
ec
t
o
f
y
e
a
r
o
f
s
t
ud
y
o
n
t
ec
hn
o
lo
g
ica
l,
peda
g
o
g
ica
l
a
nd
co
nte
nt
k
no
wledg
e
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
an
aly
s
is
,
th
e
p
r
eser
v
ice
teac
h
er
s
tu
d
en
t'
s
y
ea
r
o
f
s
tu
d
y
d
o
es
n
o
t
h
av
e
th
e
in
f
lu
en
ce
o
f
T
PAC
K
o
n
ev
er
y
asp
ec
t.
T
h
ir
d
-
y
ea
r
s
tu
d
en
ts
s
co
r
e
th
e
h
ig
h
est
o
n
th
e
PK
asp
e
ct
an
d
th
e
lo
west
o
n
th
e
C
K
asp
ec
t.
Fo
u
r
th
-
y
ea
r
p
r
eser
v
ice
teac
h
er
s
tu
d
en
ts
h
av
e
th
e
h
ig
h
est
s
co
r
es
o
n
th
e
PK
asp
ec
t
wh
ile
th
e
lo
west
o
n
th
e
T
C
K
asp
ec
t.
T
h
e
h
ig
h
est
m
ea
n
d
if
f
e
r
en
ce
li
es
in
th
e
T
K
asp
ec
ts
,
wh
er
e
t
h
ir
d
-
y
ea
r
p
r
eser
v
ice
teac
h
er
s
tu
d
en
ts
h
av
e
h
ig
h
e
r
s
co
r
es
th
an
f
o
u
r
th
-
y
ea
r
s
tu
d
en
t
s
.
T
h
e
r
esu
lts
o
f
th
e
a
n
aly
s
is
o
f
th
e
ef
f
ec
t
o
f
th
e
y
ea
r
o
f
s
tu
d
y
o
n
T
PAC
K
ar
e
s
h
o
wn
in
T
a
b
le
4
.
T
ab
le
4
.
R
esu
lts
o
f
an
aly
s
is
o
f
th
e
ef
f
ec
t o
f
y
ea
r
o
f
s
tu
d
y
o
n
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
io
l
o
g
y
teac
h
e
r
s
in
ea
ch
asp
ec
t
V
a
r
i
a
b
l
e
TK
PK
CK
P
C
K
TC
K
TPK
TPA
C
K
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
Y
e
a
r
o
f
s
t
u
d
y
3
rd
y
e
a
r
3
.
8
8
6
0
.
6
1
2
4
.
0
2
8
0
.
5
8
3
3
.
8
0
0
0
.
6
0
9
3
.
9
7
9
0
.
6
2
6
3
.
8
0
5
0
.
6
2
6
3
.
9
8
5
0
.
5
7
0
3
.
9
2
6
0
.
6
3
4
4
th
y
e
a
r
3
.
8
3
5
0
.
6
4
4
4
.
0
4
7
0
.
5
8
8
3
.
8
1
7
0
.
6
1
1
3
.
9
7
2
0
.
6
2
9
3
.
7
3
8
0
.
6
1
4
3
.
9
4
9
0
.
5
8
5
3
.
8
7
4
0
.
6
6
1
z
sc
o
r
e
-
1
.
0
9
6
-
0
.
7
2
5
-
0
.
8
8
3
-
0
.
1
4
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0
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.
0
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2
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4
6
8
0
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3
7
7
0
.
8
8
7
0
.
2
9
6
0
.
4
6
3
0
.
3
4
8
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
7
9
6
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3
8
0
5
3800
4
.
3
.
T
he
ef
f
ec
t
o
f
mo
t
iv
a
t
io
n t
o
beco
m
e
a
t
ea
cher
o
n
t
ec
hn
o
lo
g
ica
l,
peda
g
o
g
ic
a
l a
nd
co
nte
nt
k
no
wledg
e
Mo
tiv
atio
n
to
b
ec
o
m
e
a
teac
h
er
in
f
lu
en
ce
s
th
e
T
PAC
K
s
co
r
e
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
e
r
s
in
ev
er
y
asp
ec
t
ex
ce
p
t
f
o
r
th
e
T
K
asp
e
ct.
Stu
d
en
ts
m
o
tiv
ate
d
to
b
ec
o
m
e
teac
h
er
s
h
av
e
h
ig
h
er
T
PA
C
K
s
co
r
es
o
n
ea
ch
in
f
lu
en
tial
asp
ec
t.
T
h
e
PK
asp
ec
t
h
as
th
e
h
ig
h
est
s
co
r
e
f
o
r
m
o
tiv
ated
p
r
eser
v
ice
teac
h
e
r
s
tu
d
en
ts
to
b
ec
o
m
e
teac
h
er
s
.
I
n
th
e
T
K
asp
ec
t
th
at
h
ad
n
o
ef
f
ec
t,
b
o
th
s
tu
d
en
ts
w
h
o
wer
e
m
o
tiv
ated
to
b
ec
o
m
e
teac
h
er
s
,
wh
o
wer
e
n
o
t
m
o
tiv
ated
,
a
n
d
wh
o
wer
e
d
o
u
b
tf
u
l
h
ad
alm
o
s
t
id
en
tical
s
co
r
es.
Ho
wev
er
,
p
r
eser
v
ice
t
ea
ch
er
s
tu
d
en
ts
wh
o
ar
e
m
o
tiv
ated
to
b
ec
o
m
e
teac
h
er
s
h
av
e
h
ig
h
e
r
s
co
r
es.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
o
f
th
e
i
n
f
lu
en
ce
o
f
m
o
tiv
atio
n
to
b
ec
o
m
e
a
teac
h
er
o
n
th
e
T
P
AC
K
s
co
r
e
ar
e
s
h
o
wn
in
T
ab
l
e
5
.
T
ab
le
5
.
R
esu
lts
o
f
an
aly
s
is
o
f
th
e
ef
f
ec
t o
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m
o
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e
co
m
e
a
teac
h
er
o
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th
e
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PAC
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o
f
p
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h
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ea
ch
asp
ec
t
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a
r
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a
b
l
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PK
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C
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TPK
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K
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e
a
n
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he
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t
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f
s
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s
ho
m
et
o
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n
t
ec
hn
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lo
g
ica
l,
peda
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g
ica
l
a
nd
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nt
k
no
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B
ased
o
n
th
e
an
aly
s
is
r
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lts
,
th
er
e
is
n
o
in
f
lu
en
ce
b
etwe
en
p
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eser
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ice
teac
h
er
s
tu
d
e
n
t
o
r
ig
i
n
d
o
m
icile
o
n
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
.
Stu
d
en
t
te
ac
h
er
ca
n
d
id
ates
wh
o
c
o
m
e
f
r
o
m
cities
h
av
e
t
h
e
h
ig
h
est
s
co
r
es
o
n
th
e
C
K
asp
e
ct.
Stu
d
en
t
teac
h
er
ca
n
d
i
d
ates
f
r
o
m
u
r
b
an
ar
ea
s
h
av
e
th
e
h
i
g
h
est
s
co
r
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o
n
t
h
e
PC
K
s
p
ec
.
Pre
s
er
v
ice
t
ea
ch
er
s
tu
d
en
ts
f
r
o
m
r
u
r
al
ar
ea
s
h
av
e
t
h
e
h
ig
h
est
s
co
r
es
o
n
th
e
C
K
asp
ec
t.
T
h
e
in
f
lu
en
ce
an
aly
s
is
r
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lts
b
etwe
en
h
o
m
e
to
wn
an
d
T
PAC
K
ar
e
s
h
o
wn
i
n
T
ab
le
6
.
T
ab
le
6
.
R
esu
lts
o
f
an
aly
s
is
o
f
th
e
ef
f
ec
t o
f
p
r
eser
v
ice
teac
h
e
r
s
tu
d
en
t
’
s
h
o
m
et
o
wn
o
n
T
PAC
K
in
ea
ch
asp
ec
t
V
a
r
i
a
b
l
e
TK
PK
CK
P
C
K
TC
K
TPK
TPA
C
K
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
P
r
e
serv
i
c
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t
e
a
c
h
e
r
st
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d
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n
t
’
s
d
o
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l
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R
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r
a
l
3
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0
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5
7
9
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4
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4
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2
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6
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7
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5.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
aim
s
to
d
eter
m
in
e
th
e
ef
f
ec
t
o
f
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
o
n
th
e
T
PAC
K
o
f
Gen
er
atio
n
Z
p
r
eser
v
ice
b
i
o
lo
g
y
teac
h
er
s
.
Dem
o
g
r
ap
h
ic
f
ac
to
r
s
ar
e
p
r
o
v
en
to
h
av
e
a
r
elatio
n
s
h
ip
o
r
in
f
lu
e
n
ce
o
n
th
e
m
o
tiv
atio
n
an
d
ef
f
ec
tiv
en
ess
o
f
tr
ain
in
g
[
4
1
]
.
T
h
e
r
esear
c
h
r
esu
lts
ca
n
b
e
u
s
ed
to
d
ev
elo
p
s
u
itab
le
tr
ain
in
g
cu
r
r
icu
la
f
o
r
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
.
T
h
e
r
esu
lts
o
f
th
e
s
t
u
d
y
s
h
o
w
t
h
at
g
e
n
d
er
h
as
an
in
f
lu
en
ce
o
n
T
PAC
K
in
ev
er
y
asp
ec
t.
T
h
e
m
o
tiv
ati
o
n
to
b
ec
o
m
e
a
teac
h
er
in
f
lu
e
n
ce
s
ev
er
y
asp
ec
t
o
f
T
P
AC
K
ex
ce
p
t
f
o
r
th
e
T
K
asp
ec
t.
Me
an
wh
ile,
th
e
len
g
t
h
o
f
tim
e
in
co
lleg
e
an
d
th
e
p
r
eser
v
ice
teac
h
e
r
s
tu
d
en
t
’
s
d
o
m
icile
h
a
v
e
n
o
r
elatio
n
s
h
ip
with
T
PAC
K
in
ev
er
y
asp
ec
t.
5
.
1
.
T
he
ef
f
ec
t
o
f
g
ender
o
n
t
ec
h
no
lo
g
ica
l,
peda
g
o
g
ic
a
l a
nd
co
nte
nt
k
no
wledg
e
T
h
e
s
tu
d
y
r
esu
lts
s
h
o
w
th
at
g
e
n
d
er
a
f
f
ec
ts
T
PAC
K
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
in
ev
er
y
asp
ec
t
(
PK,
C
K,
T
K,
T
PK,
T
C
K,
P
C
K,
an
d
T
PAC
K)
.
R
e
s
ea
r
ch
o
n
th
e
r
elatio
n
s
h
ip
o
r
in
f
lu
en
c
e
o
f
g
e
n
d
er
in
T
PAC
K
h
as
p
r
ev
io
u
s
ly
b
ee
n
s
tu
d
ied
s
ev
er
a
l
tim
es
[
4
2
]
.
Fo
r
ex
am
p
le,
r
ese
ar
ch
b
y
E
r
d
o
g
a
n
an
d
Sah
in
[
4
3
]
o
n
1
3
7
p
r
eser
v
ice
m
ath
em
atics
teac
h
er
s
in
T
u
r
k
e
y
s
h
o
wed
th
at
g
en
d
er
c
o
r
r
elate
d
with
s
ev
er
al
co
m
p
o
n
en
ts
in
T
PAC
K,
in
clu
d
in
g
T
K,
T
PK,
T
C
K,
PC
K,
an
d
T
PAC
K.
I
n
an
o
th
er
s
tu
d
y
b
y
L
in
et
a
l.
[
4
4
]
,
s
cien
ce
teac
h
e
r
s
in
Sin
g
ap
o
r
e
s
h
o
w
th
at
g
en
d
er
is
r
elate
d
to
teac
h
er
s
'
T
PA
C
K
p
er
ce
p
tio
n
s
r
e
g
ar
d
in
g
tec
h
n
o
lo
g
y
.
Ho
wev
er
,
s
tu
d
ies
also
s
h
o
w
th
at
g
en
d
er
o
n
ly
h
as
a
r
elatio
n
s
h
ip
with
p
ed
ag
o
g
ical
f
ac
to
r
s
in
T
PAC
K
[
4
5
]
.
R
esear
ch
b
y
I
b
r
o
h
im
et
a
l.
[
2
6
]
o
n
s
cien
ce
teac
h
er
s
s
h
o
ws
th
at
g
en
d
er
is
r
elate
d
t
o
s
cien
ce
te
ac
h
er
s
'
T
PA
C
K
p
er
ce
p
tio
n
s
;
m
ale
teac
h
er
s
h
av
e
h
ig
h
er
s
co
r
es
th
an
f
em
ale
teac
h
er
s
.
T
h
e
r
esear
ch
r
esu
lts
o
n
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
ca
n
p
r
o
v
id
e
in
s
ig
h
t
in
to
h
o
w
m
ales a
n
d
f
em
ales in
I
n
d
o
n
esia
h
av
e
s
ig
n
if
ican
tly
d
if
f
e
r
en
t T
PAC
K
s
co
r
es in
ev
er
y
a
s
p
ec
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dem
o
g
r
a
p
h
ic
fa
cto
r
s
a
ffectin
g
tech
n
o
lo
g
ica
l p
ed
a
g
o
g
ica
l c
o
n
ten
t k
n
o
w
led
g
e
…
(
A
h
ma
d
K
a
ma
l S
u
d
r
a
j
a
t
)
3801
T
h
e
h
ig
h
er
T
PAC
K
s
co
r
es
o
f
m
ale
b
io
lo
g
y
teac
h
e
r
ca
n
d
i
d
ates
wer
e
r
elate
d
to
th
ei
r
t
ec
h
n
o
lo
g
y
p
er
ce
p
tio
n
an
d
s
k
ills
.
T
h
e
T
e
ch
n
o
lo
g
y
co
m
p
o
n
en
t
in
T
PAC
K
h
as
r
elatio
n
s
h
ip
s
with
o
t
h
er
co
m
p
o
n
en
ts
in
T
PAC
K
[
4
6
]
,
s
o
it
ca
n
af
f
ec
t
t
h
e
s
co
r
es
o
f
o
th
er
co
m
p
o
n
en
ts
.
Self
-
ef
f
icac
y
,
in
g
en
e
r
al,
in
f
l
u
en
ce
s
in
s
tr
u
ctio
n
al
q
u
ality
.
I
n
an
o
t
h
er
s
en
s
e,
s
elf
-
ef
f
icac
y
in
u
s
in
g
tech
n
o
lo
g
y
is
r
elate
d
to
th
e
p
ed
ag
o
g
ic
al
asp
ec
t.
T
h
is
lin
k
b
etwe
en
g
en
d
e
r
an
d
tech
n
o
lo
g
y
p
er
ce
p
tio
n
s
an
d
s
k
ills
is
co
n
s
is
ten
t
with
s
ev
er
al
s
tu
d
ies
s
h
o
win
g
th
at
m
ale
h
av
e
h
ig
h
er
s
elf
-
co
n
f
id
en
ce
,
p
o
s
itiv
e
attitu
d
es,
an
d
p
er
ce
p
tio
n
s
o
f
tech
n
o
lo
g
y
u
s
e
[
4
7
]
.
R
esear
ch
b
y
T
eo
et
a
l.
[
4
8
]
s
h
o
ws
th
at
f
em
ale
teac
h
er
ca
n
d
id
ates
ar
e
m
o
r
e
ch
allen
g
e
d
t
o
u
s
e
tec
h
n
o
lo
g
y
th
an
m
ale
te
ac
h
er
ca
n
d
id
ates
in
So
u
th
-
E
ast
Asi
an
co
u
n
tr
ies.
I
n
ad
d
itio
n
,
m
ale
teac
h
e
r
ca
n
d
id
ates
h
av
e
h
ig
h
er
s
elf
-
ef
f
icac
y
i
n
u
s
in
g
tec
h
n
o
lo
g
y
th
an
f
em
ale
teac
h
er
ca
n
d
id
ates
[
4
9
]
.
I
n
r
ea
l
life
,
s
elf
-
ef
f
icac
y
g
ap
s
ca
n
r
ev
ea
l
d
if
f
er
e
n
ce
s
in
teac
h
er
s
'
in
ten
tio
n
s
an
d
ac
tio
n
s
wh
en
u
s
in
g
tech
n
o
lo
g
y
[
5
0
]
.
5
.
2
.
T
he
ef
f
ec
t
o
f
y
e
a
r
o
f
s
t
ud
y
o
n
t
ec
hn
o
lo
g
ica
l,
peda
g
o
g
ica
l
a
nd
co
nte
nt
k
no
wledg
e
T
h
e
y
ea
r
o
f
s
tu
d
y
in
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
d
o
es
n
o
t
af
f
e
ct
th
eir
T
PAC
K
in
all
asp
ec
ts
.
T
h
e
r
esu
lts
o
f
ex
p
lo
r
in
g
th
is
f
ac
to
r
ar
e
im
p
o
r
tan
t
f
o
r
p
r
o
v
id
in
g
g
en
er
al
i
n
f
o
r
m
atio
n
ab
o
u
t
th
e
ef
f
ec
tiv
e
n
ess
o
f
tr
ain
in
g
an
d
im
p
r
o
v
in
g
t
h
e
T
PAC
K
o
f
p
r
o
s
p
ec
tiv
e
b
io
lo
g
y
teac
h
er
s
.
Ho
wev
er
,
r
esear
c
h
c
o
n
d
u
cted
b
y
C
etin
-
B
er
b
er
a
n
d
E
r
d
em
[
5
1
]
s
h
o
w
ed
a
r
elatio
n
s
h
ip
b
etwe
en
th
e
y
ea
r
o
f
s
tu
d
y
an
d
th
e
PC
K
an
d
T
C
K
co
m
p
o
n
en
ts
.
T
h
is
d
if
f
er
en
ce
is
d
u
e
to
d
if
f
er
e
n
ce
s
in
teac
h
er
ed
u
ca
tio
n
c
u
r
r
icu
l
a
in
a
co
u
n
tr
y
.
Dif
f
er
e
n
ce
s
in
th
e
cu
r
r
icu
lu
m
will
also
af
f
ec
t
th
e
tr
ain
in
g
r
esu
lts
[
5
2
]
.
T
h
e
s
tu
d
y
len
g
t
h
h
as
a
b
ea
r
in
g
o
n
th
e
am
o
u
n
t
o
f
k
n
o
wled
g
e
a
b
o
u
t
tech
n
o
lo
g
y
,
p
e
d
ag
o
g
y
,
a
n
d
c
o
n
ten
t
th
at
p
r
eser
v
ice
teac
h
er
s
h
av
e
ac
q
u
ir
e
d
.
Ho
wev
e
r
,
t
h
e
k
n
o
wled
g
e
th
e
y
ac
q
u
ir
e
is
s
till
p
ar
tial,
s
o
th
ey
r
eq
u
ir
e
a
h
ig
h
er
le
v
el
o
f
th
in
k
in
g
to
in
teg
r
ate
it
in
t
o
th
e
T
PAC
K
f
r
am
ewo
r
k
[
5
3
]
.
Stu
d
ies
in
PC
K
h
av
e
f
o
u
n
d
th
at
p
r
eser
v
ice
teac
h
er
s
ca
n
le
s
s
co
n
s
id
er
th
e
r
elatio
n
s
h
ip
b
etwe
en
co
n
ten
t
an
d
p
ed
ag
o
g
y
wh
e
n
im
ag
in
i
n
g
th
e
ir
teac
h
in
g
ex
p
er
ien
ce
s
[
5
4
]
,
[
5
5
]
.
T
h
e
ex
p
er
ie
n
ce
f
ac
to
r
o
f
lear
n
in
g
at
r
ea
l
s
ch
o
o
l
h
as
a
p
o
s
s
ib
le
ef
f
ec
t
o
n
T
PAC
K.
B
ased
o
n
r
esear
ch
co
n
d
u
cte
d
b
y
I
b
r
o
h
im
et
a
l.
[
2
6
]
th
e
ex
p
er
ie
n
ce
p
o
s
s
ess
ed
b
y
th
e
teac
h
er
h
as
a
r
elatio
n
s
h
ip
with
s
ev
er
al
asp
ec
ts
o
f
T
PAC
K
(
T
K,
T
C
K,
T
PK,
an
d
T
PAC
K)
.
An
o
th
er
s
tu
d
y
b
y
C
h
en
g
[
5
6
]
s
h
o
ws
th
at
th
e
ex
p
er
ien
ce
o
f
teac
h
er
s
teac
h
in
g
in
s
ch
o
o
ls
h
as a
r
elati
o
n
s
h
ip
with
C
K,
PC
K,
an
d
T
P
K.
A
s
im
ilar
r
esu
lt wa
s
f
o
u
n
d
b
y
L
iu
et
a
l.
[
4
5
]
a
s
u
r
v
ey
o
f
teac
h
er
s
in
C
h
in
a
s
h
o
wed
th
at
teac
h
in
g
e
x
p
er
ien
ce
was
r
elate
d
to
all
asp
ec
ts
o
f
T
PAC
K
ex
ce
p
t
P
C
K.
So
m
e
ex
p
er
ts
s
tate
th
at
teac
h
in
g
ex
p
e
r
ien
ce
will
af
f
ec
t
th
e
q
u
ality
o
f
lear
n
in
g
[
5
7
]
,
[
5
8
]
,
th
e
q
u
ality
o
f
lear
n
in
g
will
b
e
r
elate
d
to
PK
[
4
6
]
.
E
x
p
er
ien
ce
teac
h
in
g
p
r
eser
v
ice
b
i
o
lo
g
y
teac
h
er
s
ab
o
u
t
f
ield
co
n
d
itio
n
s
in
s
ch
o
o
ls
is
m
in
im
al,
s
o
it d
o
es n
o
t a
f
f
ec
t t
h
eir
T
PAC
K
[
5
1
]
.
5
.
3
.
T
he
ef
f
ec
t
o
f
mo
t
iv
a
t
io
n t
o
beco
m
e
a
t
ea
cher
o
n
t
ec
hn
o
lo
g
ica
l,
peda
g
o
g
ic
a
l a
nd
co
nte
nt
k
no
wledg
e
Mo
tiv
atio
n
to
b
ec
o
m
e
a
teac
h
er
in
f
lu
en
ce
s
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
in
e
v
er
y
asp
ec
t
ex
ce
p
t
f
o
r
th
e
T
K
asp
ec
t.
Mo
tiv
atio
n
r
elate
s
to
p
r
eser
v
ice
b
io
lo
g
y
teac
h
e
r
s
'
en
th
u
s
iasm
t
o
co
n
tin
u
e
lear
n
in
g
an
d
d
e
v
elo
p
in
g
th
eir
s
k
ills
an
d
k
n
o
wled
g
e.
Mo
tiv
atio
n
is
a
ls
o
ass
o
ciate
d
with
s
tu
d
en
t
s
elf
-
r
eg
u
latio
n
[
5
9
]
.
Mo
tiv
atio
n
also
p
la
y
s
a
r
o
le
i
n
s
tu
d
en
t
ac
h
iev
em
en
t
r
eg
ar
d
in
g
th
eir
p
ed
a
g
o
g
y
[
6
0
]
.
Mo
t
iv
ated
s
tu
d
en
ts
ar
e
en
co
u
r
a
g
ed
to
m
aster
th
e
tr
ain
in
g
co
n
ten
t,
b
eliev
e
th
e
y
ca
n
co
n
tr
o
l
th
eir
lear
n
in
g
,
v
alu
e
w
h
at
th
ey
lear
n
,
an
d
d
em
o
n
s
tr
ate
co
n
f
id
en
ce
i
n
th
e
ir
lear
n
in
g
a
n
d
p
er
f
o
r
m
an
ce
[
6
1
]
.
Sev
er
al
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
th
e
m
o
tiv
atio
n
o
f
p
r
eser
v
ice
teac
h
er
s
to
ch
o
o
s
e
teac
h
in
g
as
th
eir
ca
r
ee
r
ch
o
ice
is
r
elate
d
to
th
eir
f
u
tu
r
e
p
r
o
f
ess
io
n
alis
m
[
6
2
]
.
A
s
im
ilar
s
tu
d
y
ex
am
in
in
g
th
e
r
e
latio
n
s
h
ip
b
etwe
en
th
e
m
o
tiv
atio
n
to
b
e
a
teac
h
er
as
a
ca
r
ee
r
c
h
o
ice
was
co
n
d
u
c
ted
b
y
Saito
[
6
3
]
o
n
p
r
eser
v
ic
e
teac
h
er
s
in
J
ap
a
n
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
in
d
ica
te
th
at
in
tr
in
s
ic
m
o
tiv
atio
n
h
as
a
p
o
s
itiv
e
c
o
r
r
elatio
n
,
wh
ile
e
x
tr
in
s
ic
m
o
tiv
atio
n
h
as
a
n
eg
ativ
e
co
r
r
elatio
n
with
th
e
p
r
eser
v
ice
teac
h
er
'
s
PK
.
Self
-
d
ev
elo
p
m
en
t
o
f
p
r
eser
v
i
ce
teac
h
er
s
d
u
r
in
g
tr
ain
in
g
will b
e
m
ain
tain
e
d
wh
en
th
ey
b
ec
o
m
e
teac
h
e
r
s
[
6
4
]
.
E
v
en
th
o
u
g
h
m
an
y
Gen
er
atio
n
Z
s
tu
d
en
ts
in
th
is
s
u
r
v
ey
h
av
e
th
e
m
o
tiv
atio
n
t
o
b
ec
o
m
e
teac
h
er
s
,
m
o
r
e
th
an
a
th
ir
d
o
f
th
em
ar
e
n
o
t
s
u
r
e
an
d
ar
e
n
o
t
m
o
tiv
ate
d
to
h
av
e
a
p
r
o
f
ess
io
n
as
a
teac
h
er
.
Sev
er
al
f
ac
to
r
s
id
en
tifie
d
as
in
f
lu
en
cin
g
wh
y
Gen
er
atio
n
-
Z
is
n
o
t
in
ter
ested
in
h
av
in
g
a
teac
h
i
n
g
p
r
o
f
ess
io
n
ar
e
ch
an
g
es
in
v
alu
es
[
6
5
]
,
jo
b
e
x
p
ec
tatio
n
s
[
6
6
]
,
an
d
en
v
ir
o
n
m
en
tal
d
em
a
n
d
s
[
6
7
]
.
T
o
o
v
er
co
m
e
th
is
ch
a
llen
g
e,
th
er
e
n
ee
d
s
to
b
e
ef
f
o
r
ts
f
r
o
m
th
e
g
o
v
er
n
m
en
t,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
an
d
s
o
ciety
to
in
cr
ea
s
e
th
e
attr
ac
tiv
en
ess
o
f
th
e
teac
h
in
g
p
r
o
f
ess
io
n
,
im
p
r
o
v
e
t
h
e
ed
u
ca
tio
n
s
y
s
tem
,
an
d
p
r
o
v
id
e
ap
p
r
o
p
r
iate
in
ce
n
tiv
es
f
o
r
t
h
o
s
e
wh
o
ch
o
o
s
e
a
ca
r
ee
r
as
ed
u
ca
to
r
s
.
Ad
d
itio
n
ally
,
it
is
im
p
o
r
ta
n
t
to
lis
ten
t
o
th
e
asp
ir
atio
n
s
an
d
n
ee
d
s
o
f
Gen
er
atio
n
Z
a
n
d
p
r
o
v
id
e
ap
p
r
o
p
r
iate
s
u
p
p
o
r
t so
th
at
th
ey
s
ee
th
e
v
al
u
e
an
d
s
atis
f
ac
tio
n
in
ch
o
o
s
in
g
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
5
.
4
.
T
he
ef
f
ec
t
o
f
s
t
ud
ent
’
s
ho
m
et
o
wn o
n
t
ec
hn
o
lo
g
ica
l,
peda
g
o
g
ica
l
a
nd
co
nte
nt
k
no
wledg
e
B
ased
o
n
th
e
r
esu
lts
,
s
tu
d
en
t’
s
h
o
m
eto
w
n
d
o
es
n
o
t
af
f
ec
t
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
.
I
n
th
is
s
tu
d
en
t'
s
h
o
m
eto
wn
,
we
to
o
k
th
r
ee
ca
teg
o
r
ies:
city
,
u
r
b
an
,
a
n
d
v
illag
e.
T
h
e
h
o
m
e
to
wn
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
ca
n
d
id
ates
h
as
n
o
ef
f
ec
t
b
ec
a
u
s
e
s
tu
d
en
ts
in
h
ig
h
er
e
d
u
ca
tio
n
ar
e
s
tu
d
e
n
ts
o
f
ch
o
ice
[
6
8
]
.
T
h
ey
wer
e
s
elec
ted
th
r
o
u
g
h
s
tr
ict
s
elec
tio
n
an
d
elim
in
ate
d
s
e
v
er
al
co
m
p
etito
r
s
to
en
ter
t
h
e
p
r
o
g
r
a
m
.
Hig
h
-
in
tellig
en
ce
s
tu
d
en
ts
will
m
o
r
e
r
ea
d
ily
ac
ce
p
t
wh
at
th
e
y
lea
r
n
d
u
r
in
g
tr
ain
in
g
[
6
9
]
.
T
h
is
a
cc
ep
tan
ce
will
later
af
f
ec
t th
eir
m
aster
y
o
f
co
n
ten
t
,
p
ed
ag
o
g
y
,
an
d
tec
h
n
o
l
o
g
y
.
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
9
6
-
3
8
0
5
3802
Stu
d
en
ts
p
ar
ticip
atin
g
in
th
is
s
tu
d
y
b
elo
n
g
to
Z
-
Gen
er
atio
n
,
s
o
th
eir
m
aster
y
o
f
tech
n
o
lo
g
y
is
q
u
ite
good
[
7
0
]
.
T
h
e
ab
ilit
y
to
m
aster
tech
n
o
lo
g
y
d
o
es
n
o
t
d
if
f
er
b
etwe
en
p
eo
p
le
wh
o
liv
e
in
v
illag
es
o
r
cities.
Go
o
d
m
aster
y
o
f
tech
n
o
lo
g
y
m
ak
es
i
t
ea
s
ier
f
o
r
th
em
to
u
s
e
it
in
a
le
ar
n
in
g
co
n
tex
t
[
7
1
]
.
T
h
e
ab
ilit
y
to
u
s
e
tech
n
o
lo
g
y
will a
f
f
ec
t th
e
teac
h
er
'
s
T
PA
C
K
s
elf
-
ef
f
icac
y
[
7
2
]
.
T
h
is
s
tate
m
en
t is su
p
p
o
r
ted
b
y
r
esear
ch
I
b
r
o
h
i
m
et
a
l.
[
2
6
]
o
n
s
cien
ce
teac
h
er
s
in
I
n
d
o
n
es
ia,
wh
ich
s
h
o
ws th
at
ju
n
io
r
tea
ch
er
s
with
0
-
5
y
ea
r
s
o
f
teac
h
in
g
ex
p
e
r
ien
ce
h
av
e
h
ig
h
er
tech
n
o
lo
g
y
-
r
elate
d
T
PAC
K
co
m
p
o
n
en
t
s
co
r
es
th
an
teac
h
er
s
in
o
th
er
g
r
o
u
p
s
.
Si
m
ilar
r
esear
ch
b
y
Naz
ar
i
et
a
l.
[
7
3
]
s
h
o
wed
th
at
s
en
io
r
teac
h
er
s
s
co
r
ed
h
ig
h
er
o
n
th
e
p
ed
ag
o
g
y
-
r
elate
d
co
m
p
o
n
en
t a
n
d
lo
wer
o
n
th
e
tech
n
o
lo
g
y
-
r
elate
d
c
o
m
p
o
n
en
t.
B
ased
o
n
th
ese
r
esu
lts
,
p
r
eser
v
ice
teac
h
er
m
aster
y
o
f
tech
n
o
lo
g
y
is
s
u
f
f
icien
t.
I
n
teg
r
atin
g
t
h
e
m
as
ter
ed
tech
n
o
lo
g
y
in
to
p
ed
ag
o
g
ical
an
d
c
o
n
ten
t
asp
ec
ts
n
ee
d
s
to
b
e
c
o
n
s
id
er
ed
.
T
h
is
p
r
o
b
lem
ca
n
b
e
s
o
lv
e
d
b
y
p
r
o
v
i
d
in
g
tr
ain
i
n
g
o
n
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
s
an
d
i
n
teg
r
atin
g
au
g
m
en
ted
r
ea
lity
(
AR
)
/v
ir
tu
al
r
ea
lity
(
V
R
)
in
lear
n
in
g
,
v
ir
tu
al
s
im
u
latio
n
s
,
an
d
o
th
er
ar
ea
s
.
T
h
ese
r
esu
lts
ca
n
b
e
u
s
ed
b
y
u
n
iv
er
s
ities
th
at
h
o
m
eto
wn
is
a
f
ac
to
r
th
at
ca
n
b
e
ig
n
o
r
e
d
in
th
eir
r
ec
r
u
itm
en
t
o
f
p
r
eser
v
ice
teac
h
er
s
tu
d
en
ts
.
5
.
5
.
Resea
rc
h
i
m
pli
ca
t
io
n
T
h
is
r
esear
ch
h
as
im
p
licatio
n
s
f
o
r
alig
n
in
g
th
e
p
r
eser
v
ice
tea
ch
er
ed
u
ca
tio
n
tr
ain
in
g
cu
r
r
ic
u
lu
m
.
T
h
e
ed
u
ca
tio
n
o
f
p
r
eser
v
ice
teac
h
e
r
s
m
u
s
t
p
ay
atten
tio
n
to
th
e
p
a
r
ticip
an
ts
'
d
em
o
g
r
ap
h
ics b
ec
a
u
s
e
ea
ch
r
eg
io
n
h
as
d
if
f
er
en
t
ec
o
n
o
m
ic,
s
o
cial,
an
d
cu
ltu
r
al
ch
a
r
ac
ter
is
tics
.
C
h
o
o
s
in
g
th
e
s
u
itab
le
tr
ain
in
g
m
o
d
el
b
ased
o
n
th
e
f
in
d
in
g
s
o
f
d
e
m
o
g
r
a
p
h
ic
f
ac
to
r
s
in
th
is
r
esear
ch
will
h
elp
cr
ea
te
Gen
er
atio
n
Z
p
r
eser
v
ice
b
i
o
lo
g
y
teac
h
er
s
wh
o
ar
e
co
llab
o
r
ativ
e
,
s
o
lu
tio
n
-
o
r
i
en
ted
,
an
d
ab
le
to
d
ev
elo
p
th
e
p
o
ten
tial o
f
th
ei
r
r
eg
i
o
n
.
I
n
ad
d
itio
n
,
u
n
iv
er
s
ities
m
u
s
t
p
ay
atten
tio
n
to
g
en
d
er
d
is
tr
ib
u
tio
n
wh
en
ac
ce
p
tin
g
b
io
lo
g
y
teac
h
er
ca
n
d
id
ates.
Gen
d
er
in
f
lu
en
ce
s
th
e
T
PAC
K
s
co
r
e
in
ev
er
y
asp
ec
t.
B
ased
o
n
th
is
,
p
r
eser
v
ice
f
em
ale
b
io
lo
g
y
teac
h
er
s
n
ee
d
m
o
r
e
s
u
p
p
o
r
t
r
el
ated
to
tec
h
n
o
l
o
g
y
.
T
h
i
s
s
u
p
p
o
r
t c
an
b
e
p
r
o
v
id
e
d
b
y
p
r
o
v
id
i
n
g
c
o
u
r
s
es o
n
m
o
r
e
tech
n
o
lo
g
y
u
s
e
at
u
n
iv
er
s
ities
.
T
r
ain
in
g
co
n
d
u
cted
b
y
p
r
eser
v
ice
teac
h
er
s
,
b
o
th
in
d
ep
en
d
e
n
tly
an
d
a
t
u
n
iv
er
s
ities
,
ca
n
p
o
ten
tially
i
n
cr
ea
s
e
s
elf
-
ef
f
icac
y
.
I
t
is
n
ec
ess
ar
y
to
ex
tr
ac
t
in
itial
d
ata
o
n
m
o
tiv
atio
n
to
b
ec
o
m
e
a
teac
h
er
wh
en
p
r
eser
v
ice
teac
h
er
s
en
ter
th
e
u
n
i
v
er
s
ity
b
ec
a
u
s
e
m
o
tiv
at
io
n
is
s
ig
n
if
ican
t
in
th
eir
T
PAC
K
s
co
r
e.
Un
iv
er
s
ities
n
ee
d
to
s
elec
t
s
tu
d
en
ts
wh
o
ar
e
h
ig
h
ly
m
o
tiv
ated
to
b
ec
o
m
e
teac
h
er
s
.
Qu
esti
o
n
n
air
es
r
elate
d
to
m
o
tiv
atio
n
ca
n
b
e
ex
p
lo
r
ed
in
th
eir
s
elec
tio
n
p
r
o
g
r
a
m
.
6.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
p
r
o
v
id
es
an
o
v
e
r
v
iew
o
f
t
h
e
T
PAC
K
o
f
Gen
er
atio
n
Z
p
r
eser
v
ice
b
io
lo
g
y
tea
ch
er
s
f
r
o
m
th
e
ten
lar
g
est
an
d
o
ld
est
u
n
i
v
er
s
ities
in
I
n
d
o
n
esia,
wh
ich
f
o
cu
s
o
n
f
o
r
m
in
g
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
.
T
h
e
r
esu
lts
o
f
th
is
r
esear
ch
g
en
e
r
a
lly
s
h
o
w
th
at
ce
r
tain
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
in
f
l
u
en
ce
Gen
e
r
a
tio
n
Z
p
r
o
s
p
ec
tiv
e
b
io
lo
g
y
teac
h
er
s
.
T
h
is
s
tu
d
y
s
h
o
ws
f
o
u
r
m
ain
r
esu
lts
:
i
)
g
e
n
d
er
in
f
l
u
en
ce
s
th
e
T
PAC
K
o
f
p
r
eser
v
ice
b
i
o
lo
g
y
teac
h
er
s
in
all
asp
ec
ts
.
Ma
le
t
ea
ch
er
ca
n
d
id
ates
h
av
e
h
ig
h
e
r
s
co
r
es
th
a
n
f
em
ale
teac
h
er
ca
n
d
id
ates
in
ev
er
y
asp
ec
t;
ii
)
y
ea
r
o
f
s
tu
d
y
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
tu
d
e
n
ts
d
o
es
n
o
t
af
f
ec
t
T
PAC
K
in
all
asp
ec
ts
;
ii
i
)
t
h
e
m
o
tiv
atio
n
to
b
ec
o
m
e
a
teac
h
er
h
as
an
in
f
lu
en
ce
o
n
th
e
T
P
AC
K
s
co
r
es
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
in
all
asp
ec
ts
ex
ce
p
t
f
o
r
th
e
T
K
asp
ec
t.
Stu
d
en
ts
m
o
tiv
ated
to
b
ec
o
m
e
teac
h
er
s
h
av
e
th
e
h
ig
h
est
T
PAC
K
s
co
r
es
f
o
r
ea
ch
co
m
p
o
n
en
t;
an
d
iv
)
d
o
m
i
cile
o
f
p
r
eser
v
ice
b
i
o
lo
g
y
teac
h
er
s
tu
d
en
ts
d
o
es
n
o
t
af
f
ec
t
th
e
T
PAC
K
s
co
r
e
in
ea
ch
asp
ec
t.
B
ased
o
n
th
e
r
esu
l
ts
o
f
th
is
s
tu
d
y
,
g
e
n
d
er
an
d
m
o
tiv
at
io
n
f
ac
to
r
s
n
ee
d
m
o
r
e
atte
n
tio
n
in
t
h
e
tr
ain
in
g
o
f
Gen
er
atio
n
-
Z
p
r
eser
v
ice
b
i
o
lo
g
y
teac
h
er
s
b
ec
a
u
s
e
th
ese
t
wo
f
ac
to
r
s
h
av
e
a
s
ig
n
if
ican
t
i
n
f
lu
en
ce
o
n
T
PAC
K
in
m
o
s
t
asp
ec
ts
.
Gen
er
atio
n
Z
h
as
a
s
p
ec
ial
ch
ar
ac
ter
wh
er
e
th
ey
ar
e
m
o
r
e
f
am
iliar
w
ith
tech
n
o
lo
g
y
a
n
d
ex
p
r
ess
iv
e,
s
o
th
ese
ch
ar
ac
te
r
is
tics
ar
e
im
p
o
r
tan
t
to
p
a
y
a
tten
tio
n
to
in
th
e
tr
ain
in
g
o
f
p
r
eser
v
ice
b
io
lo
g
y
teac
h
er
s
.
T
h
e
r
esu
lts
o
f
th
is
r
esear
ch
ca
n
also
b
e
u
s
ed
to
d
es
ig
n
tr
ain
in
g
m
o
d
els
th
at
s
u
it
th
e
ch
ar
ac
ter
is
tics
o
f
Gen
er
atio
n
-
Z
p
r
eser
v
ice
teac
h
er
.
I
t
is
im
p
o
r
tan
t
to
ca
r
r
y
o
u
t
f
u
r
th
e
r
r
esear
ch
o
n
t
h
e
o
p
i
n
io
n
s
o
f
i
n
-
s
er
v
ice
teac
h
er
s
r
eg
ar
d
in
g
th
eir
t
r
ain
i
n
g
n
ee
d
s
s
o
th
at
th
er
e
is
h
ar
m
o
n
y
b
etwe
en
c
o
n
d
itio
n
s
at
s
ch
o
o
l
an
d
tr
ain
i
n
g
at
ed
u
ca
tio
n
al
u
n
iv
er
s
ities
.
RE
F
E
R
E
NC
E
S
[
1
]
P
.
N
u
a
n
g
c
h
a
l
e
r
m,
“
TPA
C
K
i
n
A
S
EA
N
p
e
r
sp
e
c
t
i
v
e
s
:
c
a
se
s
t
u
d
y
o
n
T
h
a
i
p
r
e
-
serv
i
c
e
t
e
a
c
h
e
r
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
Re
se
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ERE)
,
v
o
l
.
9
,
n
o
.
4
,
p
p
.
9
9
3
–
9
9
9
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
9
i
4
.
2
0
7
0
0
.
[
2
]
B
.
K
a
r
t
a
l
a
n
d
C
.
Ç
ı
n
a
r
,
“
P
r
e
ser
v
i
c
e
m
a
t
h
e
m
a
t
i
c
s
t
e
a
c
h
e
r
s’
TPA
C
K
d
e
v
e
l
o
p
men
t
w
h
e
n
t
h
e
y
a
r
e
t
e
a
c
h
i
n
g
p
o
l
y
g
o
n
s
w
i
t
h
G
e
o
G
e
b
r
a
,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
a
t
h
e
m
a
t
i
c
a
l
E
d
u
c
a
t
i
o
n
i
n
S
c
i
e
n
c
e
a
n
d
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[
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[
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