I
nte
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l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
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(
I
J
E
RE
)
Vo
l.
14
,
No
.
1
,
Feb
r
u
ar
y
2
0
2
5
,
p
p
.
85
~
93
I
SS
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J
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:
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ttp
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ere.
ia
esco
r
e.
co
m
Effec
ts of p
ro
fessi
o
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l learning
com
munities o
n
job s
a
tisfaction
o
f
female
teacher
s in Vie
tnam
Ng
uy
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Art
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ticle
his
to
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y:
R
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eiv
ed
Feb
12
,
2
0
2
4
R
ev
is
ed
J
u
l 3
0
,
2
0
2
4
Acc
ep
ted
Au
g
1
1
,
2
0
2
4
Th
is
stu
d
y
f
o
c
u
se
s
o
n
t
h
is
to
p
ic
to
b
e
tt
e
r
u
n
d
e
rsta
n
d
h
o
w
p
r
o
fe
ss
io
n
a
l
lea
rn
in
g
c
o
m
m
u
n
it
i
e
s
(P
LCs)
a
ff
e
c
t
th
e
wo
rk
sa
ti
sfa
c
ti
o
n
o
f
fe
m
a
le
p
rima
ry
sc
h
o
o
l
tea
c
h
e
rs
in
Vie
t
n
a
m
.
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u
ti
l
izin
g
t
h
e
S
tatisti
c
a
l
P
a
c
k
a
g
e
fo
r
t
h
e
S
o
c
ial
S
c
ien
c
e
s
(S
P
S
S
2
6
)
to
e
v
a
lu
a
te
o
u
r
sa
m
p
le
o
f
6
7
5
fe
m
a
le
p
rima
ry
sc
h
o
o
l
tea
c
h
e
rs,
we
we
re
a
b
le
to
p
ro
v
id
e
i
n
sig
h
t
i
n
t
o
t
h
e
e
ffica
c
y
o
f
P
LCs
i
n
e
n
h
a
n
c
in
g
w
o
rk
sa
ti
sfa
c
ti
o
n
lev
e
ls.
Th
e
fin
d
in
g
s
s
h
o
w
th
a
t,
a
m
o
n
g
th
is
p
o
p
u
lati
o
n
,
p
a
rti
c
ip
a
ti
o
n
i
n
P
LCs
is
sig
n
ifi
c
a
n
tl
y
c
o
rre
late
d
with
h
ig
h
e
r
jo
b
sa
ti
sfa
c
ti
o
n
.
In
w
h
ich
,
t
h
e
c
o
ll
e
c
t
iv
e
lea
rn
in
g
a
n
d
a
p
p
li
c
a
ti
o
n
(LA
)
e
lem
e
n
t
is
fo
ll
o
we
d
b
y
t
h
e
sh
a
re
d
a
n
d
su
p
p
o
rti
v
e
lea
d
e
rsh
i
p
(S
S
),
su
p
p
o
rti
v
e
c
o
n
d
i
ti
o
n
s
—
re
latio
n
s
h
ip
s
(S
R)
,
su
p
p
o
rti
v
e
c
o
n
d
it
i
o
n
s
—
stru
c
t
u
re
s
(CS
),
a
n
d
sh
a
re
d
p
e
rso
n
a
l
p
ra
c
ti
c
e
(P
P
)
e
le
m
e
n
ts,
sh
a
re
d
v
a
l
u
e
s
a
n
d
v
isio
n
(VV
)
h
a
s
th
e
m
o
st
m
in
o
r
i
n
flu
e
n
c
e
.
Us
in
g
P
LCs
a
s
a
wo
rk
a
b
le
so
lu
ti
o
n
t
o
imp
ro
v
e
fe
m
a
le
e
d
u
c
a
to
rs
’
wo
rk
i
n
g
c
o
n
d
it
io
n
s
a
n
d
jo
b
sa
ti
sfa
c
ti
o
n
e
m
p
h
a
siz
e
s
th
e
p
o
ss
ib
le a
d
v
a
n
ta
g
e
s fo
r
e
d
u
c
a
ti
o
n
a
l
p
ra
c
ti
c
e
a
n
d
p
o
li
c
y
.
K
ey
w
o
r
d
s
:
Fem
ale
teac
h
er
s
J
o
b
s
atis
f
ac
tio
n
Prim
ar
y
s
ch
o
o
l
Pro
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
Vietn
am
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
:
Ng
u
y
en
Van
Ho
n
g
Facu
lty
o
f
E
d
u
ca
tio
n
Ma
n
a
g
e
m
en
t,
Un
iv
er
s
ity
o
f
E
d
u
ca
tio
n
,
Vietn
am
Natio
n
al
Un
iv
er
s
ity
Han
o
i
1
4
4
Xu
a
n
T
h
u
y
,
C
au
Giay
,
Ha
n
o
i,
Vietn
am
E
m
ail: n
v
h
o
n
g
d
h
g
d
@
g
m
ail.
c
o
m
1.
I
NT
RO
D
UCT
I
O
N
Un
d
er
s
tan
d
in
g
th
e
f
ac
to
r
s
i
m
p
ac
tin
g
teac
h
e
r
s
’
jo
b
s
atis
f
ac
tio
n
h
o
ld
s
s
ig
n
if
ican
t
im
p
o
r
tan
ce
as
Vietn
am
en
d
ea
v
o
r
s
t
o
e
n
h
an
c
e
th
e
s
tan
d
ar
d
o
f
g
e
n
er
al
e
d
u
c
atio
n
,
d
i
r
ec
tly
in
f
lu
en
cin
g
e
d
u
ca
to
r
s
’
m
o
tiv
atio
n
,
d
ed
icatio
n
,
an
d
ef
f
icac
y
with
i
n
th
e
class
r
o
o
m
.
T
h
is
p
ap
er
s
p
ec
if
ically
f
o
cu
s
es
o
n
in
v
esti
g
atin
g
th
e
in
f
lu
e
n
ce
o
f
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
(
PLCs
)
o
n
t
h
e
jo
b
s
atis
f
ac
tio
n
o
f
f
em
ale
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
in
Vietn
am
.
PLCs
ar
e
r
ec
o
g
n
ize
d
as
a
s
u
cc
ess
f
u
l
m
o
d
el
f
o
r
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t,
f
o
s
ter
in
g
co
o
p
er
atio
n
,
s
h
ar
ed
lear
n
in
g
,
an
d
co
n
tin
u
o
u
s
g
r
o
wth
am
o
n
g
e
d
u
ca
to
r
s
.
T
h
ey
p
r
o
v
id
e
a
p
latf
o
r
m
f
o
r
i
n
-
d
ep
th
d
is
cu
s
s
io
n
s
,
id
ea
s
h
ar
in
g
,
a
n
d
c
o
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
,
th
u
s
en
h
an
c
in
g
p
er
f
o
r
m
a
n
ce
[
1
]
.
E
d
u
ca
to
r
s
with
in
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
cu
ltiv
ate
an
en
v
ir
o
n
m
e
n
t
s
u
p
p
o
r
tiv
e
o
f
team
wo
r
k
,
em
o
tio
n
al
s
u
p
p
o
r
t,
an
d
p
er
s
o
n
al
d
ev
elo
p
m
en
t,
r
e
co
g
n
izin
g
t
h
e
p
o
wer
o
f
co
llec
tiv
e
ef
f
o
r
ts
[
2
]
.
As
h
ig
h
lig
h
ted
b
y
Sch
m
o
k
er
[
3
]
,
p
ar
ticip
atio
n
in
PLCs
r
ep
r
e
s
en
ts
a
s
ig
n
if
ican
t
m
ea
n
s
o
f
ac
h
iev
in
g
h
is
to
r
ic
im
p
r
o
v
em
e
n
ts
in
teac
h
in
g
an
d
lear
n
in
g
o
u
tco
m
es.
Kr
u
s
e
et
a
l
.
[
4
]
d
ef
in
e
d
s
h
ar
ed
n
o
r
m
s
an
d
v
alu
es
as
th
e
f
o
u
n
d
atio
n
o
f
PLCs
,
ess
en
tial
f
o
r
th
eir
co
m
p
r
eh
e
n
s
iv
e
d
ev
elo
p
m
en
t.
Desp
ite
ex
ten
s
iv
e
r
esear
ch
o
n
PLCs
’
f
ea
tu
r
es,
litt
le
atten
tio
n
h
as
b
ee
n
g
iv
e
n
to
t
h
eir
im
p
ac
t
o
n
p
s
y
ch
o
l
o
g
ical
asp
ec
ts
o
f
te
ac
h
er
s
’
well
-
b
ein
g
,
in
clu
d
in
g
j
o
b
s
atis
f
ac
tio
n
an
d
s
elf
-
ef
f
icac
y
[
5
]
.
T
h
is
s
tu
d
y
aim
s
to
co
n
t
r
ib
u
te
to
u
n
d
er
s
tan
d
in
g
PLCs
’
ef
f
icac
y
in
en
h
an
cin
g
f
em
ale
tea
ch
er
s
’
jo
b
s
atis
f
ac
tio
n
,
p
ar
ticu
lar
ly
i
n
th
e
co
n
tex
t
o
f
Vietn
am
’
s
o
n
g
o
in
g
ed
u
ca
tio
n
al
r
ef
o
r
m
in
itiat
iv
es.
T
h
e
in
s
ig
h
ts
g
ain
ed
will
em
p
o
wer
p
o
licy
m
ak
er
s
an
d
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
to
p
r
io
r
itize
s
tu
d
en
t
n
ee
d
s
an
d
well
-
b
ein
g
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
85
-
93
86
th
r
o
u
g
h
ef
f
ec
tiv
e
PLC
in
itiativ
es.
Ultim
ately
,
th
ese
p
r
o
g
r
a
m
s
ca
n
elev
ate
wo
r
k
s
atis
f
ac
tio
n
an
d
in
s
tr
u
ctio
n
al
s
tan
d
ar
d
s
in
Vietn
am
’
s
elem
e
n
tar
y
s
ch
o
o
ls
.
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
2
.
1
.
P
r
o
f
ess
io
na
l le
a
rning
co
m
m
un
it
ies
Pro
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
o
r
PLCs
,
o
f
f
er
a
tr
an
s
f
o
r
m
ativ
e
an
d
co
o
p
er
ativ
e
ap
p
r
o
ac
h
to
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
in
e
d
u
ca
tio
n
al
co
n
tex
ts
to
im
p
r
o
v
e
s
tu
d
en
t
o
u
tco
m
es
[
6
]
,
[
7
]
.
PLCs
ar
e
g
r
o
u
p
s
o
f
p
r
o
f
ess
io
n
als
wh
o
co
llab
o
r
at
e
to
im
p
r
o
v
e
s
tu
d
e
n
t
lear
n
i
n
g
,
ac
co
r
d
in
g
to
Ho
r
d
[
7
]
.
I
n
f
iv
e
d
im
en
s
io
n
s
—
i
)
s
h
ar
ed
an
d
s
u
p
p
o
r
ted
lead
er
s
h
ip
;
ii
)
s
h
ar
ed
v
alu
es
an
d
v
is
io
n
;
ii
)
co
llectiv
e
lear
n
in
g
an
d
ap
p
licatio
n
;
iv
)
s
h
ar
ed
i
n
d
iv
id
u
al
p
r
ac
tice
;
an
d
v
)
s
u
p
p
o
r
tiv
e
c
o
n
d
itio
n
s
,
b
o
th
r
elatio
n
ally
an
d
s
tr
u
ct
u
r
ally
—
s
h
e
f
u
r
th
e
r
co
n
ce
p
tu
alize
s
th
is
co
llab
o
r
ativ
e
cu
ltu
r
e
as
a
n
ec
ess
ar
y
m
e
an
s
to
p
r
o
m
o
te
co
n
tin
u
o
u
s
lear
n
in
g
an
d
e
n
d
o
r
s
e
ed
u
ca
tio
n
al
s
y
s
tem
im
p
r
o
v
e
m
en
t
[
7
]
.
T
h
e
id
ea
b
eh
in
d
th
is
PLC
is
th
at
teac
h
er
s
s
h
o
u
l
d
wo
r
k
to
g
eth
er
to
im
p
r
o
v
e
teac
h
in
g
m
et
h
o
d
s
,
s
h
ar
e
ex
p
er
tis
e,
an
d
en
g
a
g
e
in
c
o
n
tin
u
o
u
s
lear
n
in
g
.
Pro
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
is
d
ef
in
ed
b
y
e
d
u
ca
t
o
r
s
en
g
ag
i
n
g
i
n
co
n
tin
u
o
u
s
,
r
ef
lectiv
e
d
is
cu
s
s
io
n
an
d
wo
r
k
in
g
to
g
et
h
er
to
s
o
lv
e
p
r
o
b
lem
s
[
8
]
.
“
An
o
n
g
o
in
g
p
r
o
ce
s
s
in
wh
ich
e
d
u
ca
to
r
s
co
llectiv
ely
wo
r
k
c
o
llab
o
r
ativ
el
y
in
r
ec
u
r
r
in
g
c
y
cles
o
f
in
q
u
ir
y
an
d
a
ctio
n
r
esear
ch
to
ac
h
iev
e
b
et
ter
r
esu
lts
f
o
r
th
e
s
tu
d
en
ts
th
ey
s
er
v
e
”
is
wh
at
Du
Fo
u
r
[
8
]
d
ef
i
n
e
d
as
a
p
r
o
f
ess
io
n
al
lear
n
in
g
c
o
m
m
u
n
ity
.
T
h
is
d
escr
ip
tio
n
h
ig
h
lig
h
ts
PLCs
'
co
llab
o
r
ativ
e
an
d
iter
ativ
e
asp
ec
ts
,
u
n
d
er
s
co
r
in
g
th
eir
d
ed
icatio
n
to
o
n
g
o
in
g
en
h
a
n
ce
m
en
t
an
d
ac
a
d
em
ic
ac
h
iev
em
en
t.
P
L
C
is
b
ased
o
n
s
h
ar
e
d
ac
c
o
u
n
tab
ilit
y
f
o
r
s
tu
d
e
n
t
o
u
tco
m
e
s
an
d
t
h
e
id
ea
th
at
teac
h
er
co
llab
o
r
atio
n
is
cr
u
cial
to
p
r
o
f
ess
io
n
al
g
r
o
wth
[
9
]
.
I
n
th
eir
g
u
id
e
b
o
o
k
,
Du
Fo
u
r
[
8
]
s
tr
ess
ed
th
e
v
alu
e
o
f
PLCs
as
s
ettin
g
s
f
o
r
e
d
u
ca
to
r
s
to
f
o
c
u
s
o
n
s
tu
d
e
n
t
lear
n
in
g
a
n
d
co
llab
o
r
ate
t
o
in
cr
ea
s
e
s
tu
d
en
t
ac
co
m
p
lis
h
m
en
t.
T
h
ey
also
d
e
f
in
e
th
e
co
n
ten
t stu
d
en
ts
m
u
s
t
lear
n
[
1
0
]
–
[
1
2
]
.
PLCs
ar
e
m
o
r
e
th
an
j
u
s
t
m
ee
tin
g
s
o
r
s
tr
u
ctu
r
es;
th
ey
s
i
g
n
if
y
c
u
ltu
r
al
s
h
if
ts
in
s
id
e
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
[
1
3
]
.
Acc
o
r
d
i
n
g
t
o
Vescio
et
a
l
.
[
1
3
]
,
PLC
h
as
a
“
co
llab
o
r
ativ
e
cu
ltu
r
e,
”
e
m
p
h
asizin
g
m
u
tu
al
s
u
p
p
o
r
t,
s
h
ar
ed
id
e
als,
an
d
a
d
ed
icatio
n
to
life
lo
n
g
lear
n
i
n
g
.
T
h
is
cu
ltu
r
al
f
ea
tu
r
e,
wh
ich
s
ets PL
C
s
ap
ar
t f
r
o
m
co
n
v
en
tio
n
al
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
m
o
d
els,
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
cu
ltiv
at
in
g
a
c
o
llab
o
r
ativ
e
cu
ltu
r
e
with
in
th
e
ed
u
ca
tio
n
al
co
m
m
u
n
ity
[
1
4
]
,
[
1
5
]
.
A
p
r
o
f
ess
io
n
al
s
taf
f
[
1
6
]
,
co
llab
o
r
a
tiv
e
teac
h
er
s
[
1
2
]
,
an
d
a
co
llab
o
r
ativ
e
c
u
ltu
r
e
a
r
e
all
ch
ar
ac
ter
is
tics
o
f
a
p
r
o
f
es
s
io
n
al
lear
n
in
g
co
m
m
u
n
ity
.
C
o
llab
o
r
ativ
e
ef
f
o
r
ts
p
r
o
v
id
e
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
g
r
o
wth
,
g
r
o
u
p
in
q
u
ir
y
,
an
d
s
h
ar
ed
ac
c
o
u
n
tab
ilit
y
f
o
r
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
en
ts
.
T
h
e
d
e
f
in
itio
n
o
f
PLC
r
ef
lects
th
e
d
ed
icatio
n
to
tr
an
s
f
o
r
m
ativ
e
ap
p
r
o
a
ch
es
to
im
p
r
o
v
i
n
g
ed
u
ca
tio
n
al
p
r
ac
tice,
co
llab
o
r
a
tiv
e
lear
n
in
g
,
a
n
d
c
o
n
tin
u
o
u
s
i
m
p
r
o
v
e
m
en
t.
2
.
2
.
P
L
Cs in Viet
na
m
T
h
e
s
h
if
t
f
r
o
m
t
r
ad
itio
n
al
“
te
ac
h
er
-
ce
n
ter
e
d
”
id
ea
ls
to
“
s
tu
d
en
t
-
ce
n
ter
e
d
”
teac
h
in
g
is
k
n
o
wn
as
th
e
PLC
[
1
1
]
.
T
h
e
d
ef
in
itio
n
clar
if
ies
th
at
PLC
ca
n
b
e
v
iewe
d
as
a
d
y
n
am
ic
p
latf
o
r
m
allo
win
g
in
s
tr
u
cto
r
s
t
o
p
ar
ticip
ate
in
lear
n
er
-
ce
n
ter
e
d
,
g
o
al
-
co
n
s
is
ten
t
co
llab
o
r
ati
v
e
lear
n
i
n
g
ac
ti
v
ities
an
d
k
n
o
wled
g
e
s
h
ar
in
g
.
No
wad
ay
s
,
ed
u
ca
tio
n
aim
s
to
s
h
ap
e
an
d
d
ev
elo
p
s
tu
d
en
ts
'
f
u
n
d
am
en
tal
s
k
ills
an
d
attr
ib
u
tes [
1
7
]
.
Acc
o
r
d
in
g
to
Do
er
r
[
1
8
]
,
th
e
ter
m
“
ca
tch
p
h
r
ase
in
ed
u
ca
t
io
n
”
is
th
e
PL
C
,
an
d
PLC
s
h
av
e
b
ee
n
co
n
tr
ib
u
tin
g
s
ig
n
if
ican
tly
to
ed
u
ca
tio
n
al
r
e
f
o
r
m
in
s
ev
e
r
al
n
atio
n
s
[
1
5
]
,
[
1
9
]
.
I
n
k
ee
p
i
n
g
with
wo
r
ld
wid
e
tr
en
d
s
in
co
llectiv
e
lear
n
i
n
g
c
o
m
m
u
n
ities
,
PLC
o
f
f
er
s
a
p
r
o
m
is
in
g
p
ath
way
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
as
Vietn
am
'
s
ed
u
ca
tio
n
s
y
s
tem
co
n
tin
u
es
to
m
o
d
er
n
ize
with
n
ew
2
0
1
8
g
en
e
r
al
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
tan
d
ar
d
s
.
Vietn
am
'
s
u
s
e
o
f
PLC
in
d
icat
es
a
d
ed
icatio
n
to
im
p
r
o
v
in
g
s
tu
d
en
t
lear
n
in
g
r
esu
lts
,
s
tr
en
g
th
en
in
g
e
d
u
ca
tio
n
a
l
co
m
m
u
n
ities
,
an
d
o
p
tim
izin
g
t
ea
ch
in
g
tech
n
iq
u
es.
Stu
d
ies
o
n
PLCs
at
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
[
2
0
]
a
n
d
p
r
im
a
r
y
s
ch
o
o
l
[
2
1
]
lev
els
in
Viet
n
am
h
a
v
e
r
ec
en
tly
b
ee
n
co
n
d
u
cte
d
;
h
o
w
ev
er
,
as
f
ar
as
th
e
au
th
o
r
is
awa
r
e,
n
o
s
tu
d
ies
h
av
e
b
ee
n
c
o
n
d
u
cte
d
r
eg
ar
d
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
f
em
ale
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
th
eir
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
an
d
th
ei
r
lev
el
o
f
jo
b
s
atis
f
ac
tio
n
in
th
e
cu
r
r
en
t c
o
n
tex
t o
f
p
r
im
a
r
y
ed
u
ca
tio
n
r
ef
o
r
m
in
Vietn
am
.
2
.
3
.
T
ea
cher
s
’
j
o
b sa
t
is
f
a
c
t
io
n in e
du
ca
t
io
n
L
o
ck
e
[
2
2
]
is
o
n
e
o
f
th
e
m
o
s
t
well
-
k
n
o
wn
r
esear
ch
e
r
s
o
n
jo
b
s
atis
f
ac
tio
n
.
Acc
o
r
d
in
g
to
h
is
ass
er
tio
n
,
“
a
p
leasan
t
o
r
p
o
s
itiv
e
em
o
tio
n
al
s
tate
r
esu
ltin
g
f
r
o
m
th
e
ev
alu
atio
n
o
f
o
n
e'
s
jo
b
o
r
jo
b
ex
p
er
ien
ce
”
is
wh
at
h
e
d
ef
in
es
as
“
jo
b
s
atis
f
ac
tio
n
.
”
J
o
b
s
atis
f
ac
tio
n
is
ty
p
ically
th
e
m
o
s
t
ch
allen
g
in
g
co
m
p
o
n
e
n
t
o
f
m
an
ag
in
g
an
o
r
g
a
n
izatio
n
f
o
r
m
an
ag
er
s
[
2
3
]
.
W
o
r
k
p
er
f
o
r
m
an
ce
is
th
e
s
o
u
r
ce
o
f
jo
b
s
atis
f
ac
tio
n
.
T
h
e
q
u
ality
o
f
in
s
tr
u
ctio
n
,
th
e
cr
ea
tio
n
o
f
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
i
r
o
n
m
en
t,
an
d
th
e
u
ltima
te
r
esu
lts
o
f
ed
u
ca
ti
o
n
ar
e
all
s
ig
n
if
ican
tly
im
p
ac
ted
b
y
teac
h
er
s
’
jo
b
s
atis
f
ac
tio
n
in
Vietn
a
m
'
s
ed
u
ca
tio
n
al
s
y
s
tem
.
T
o
co
n
s
is
ten
tly
im
p
r
o
v
e
ed
u
c
atio
n
s
y
s
tem
s
,
it
i
s
im
p
er
ativ
e
to
co
m
p
r
eh
e
n
d
th
e
asp
ec
ts
th
at
eith
er
in
cr
ea
s
e
o
r
d
ec
r
ea
s
e
teac
h
e
r
wo
r
k
s
atis
f
ac
tio
n
.
Acc
o
r
d
in
g
t
o
E
liy
an
a
et
a
l
.
[
2
4
]
,
jo
b
s
atis
f
ac
tio
n
is
m
ea
s
u
r
e
d
b
y
h
o
w
s
atis
f
ied
em
p
lo
y
ee
s
a
r
e
with
th
eir
jo
b
s
an
d
t
h
e
o
u
tco
m
es
o
f
th
eir
lab
o
r
.
W
h
en
co
n
s
id
er
in
g
h
o
n
o
r
s
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffects o
f p
r
o
fess
io
n
a
l le
a
r
n
in
g
co
mmu
n
ities
o
n
jo
b
s
a
tis
fa
ctio
n
o
f fe
ma
le
tea
c
h
ers
… (
N
g
u
ye
n
Th
a
n
h
Ly
)
87
ac
co
m
p
lis
h
m
en
ts
,
jo
b
s
atis
f
ac
tio
n
is
en
jo
y
a
b
le
wh
en
ass
es
s
in
g
wo
r
k
p
er
f
o
r
m
an
ce
an
d
d
eter
m
in
in
g
if
it
is
eq
u
iv
alen
t.
I
t
m
ig
h
t a
f
f
ec
t w
o
r
k
er
s
’
b
eh
a
v
io
r
a
n
d
th
in
k
in
g
[
2
4
]
.
Su
b
s
tan
tial
ch
an
g
es
h
av
e
b
ee
n
s
ee
n
i
n
th
e
Vietn
am
ese
e
d
u
ca
tio
n
al
s
y
s
tem
in
r
ec
en
t
y
ea
r
s
,
an
d
th
e
p
r
o
b
lem
o
f
teac
h
er
wo
r
k
s
atis
f
ac
tio
n
h
as
g
r
o
wn
in
im
p
o
r
ta
n
ce
.
I
n
ad
d
itio
n
to
tr
ad
itio
n
al
p
ed
ag
o
g
ical
d
u
ties
,
ed
u
ca
to
r
s
m
u
s
t
ad
ap
t
to
cu
ttin
g
-
ed
g
e
teac
h
in
g
tech
n
iq
u
es
an
d
m
ee
t
v
ar
io
u
s
s
tu
d
en
t
n
ee
d
s
.
On
e
o
f
th
e
jo
b
attitu
d
es
th
at
o
r
g
an
izatio
n
al
p
s
y
ch
o
lo
g
y
h
as
s
tu
d
ied
th
e
m
o
s
t
is
jo
b
s
ati
s
f
ac
tio
n
[
2
5
]
.
I
n
s
t
r
u
cto
r
s
,
p
ar
ticu
lar
ly
f
em
ale
in
s
tr
u
cto
r
s
,
ar
e
ex
p
ec
t
ed
to
p
u
t
in
m
o
r
e
ef
f
o
r
t
an
d
wo
r
k
in
th
e
ch
an
g
in
g
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
.
I
n
co
n
clu
s
io
n
,
f
o
c
u
s
in
g
o
n
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t,
s
u
p
p
o
r
t
f
o
r
lead
er
s
,
a
p
o
s
itiv
e
s
ch
o
o
l
c
u
ltu
r
e,
an
d
r
eso
lv
in
g
is
s
u
es
will
h
elp
cr
ea
te
a
wo
r
k
p
lace
wh
er
e
tea
ch
er
s
f
in
d
f
u
lf
illme
n
t
a
n
d
s
atis
f
ac
tio
n
in
th
eir
s
ig
n
if
ican
t r
o
le
in
in
f
lu
en
cin
g
f
u
tu
r
e
g
en
er
atio
n
s
as th
e
e
d
u
c
atio
n
al
s
y
s
tem
ch
an
g
es.
2
.
4
.
P
L
Cs a
nd
j
o
b sa
t
is
f
a
ct
i
o
n
I
n
th
e
f
ield
o
f
e
d
u
ca
tio
n
,
PLCs
h
av
e
b
ec
o
m
e
a
f
ac
ilit
ato
r
o
f
r
atio
n
ality
am
o
n
g
ed
u
ca
to
r
s
in
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
.
Ma
n
y
s
tu
d
ies
h
av
e
s
h
o
wn
h
o
w
PLCs
im
p
r
o
v
e
s
tu
d
en
ts
’
jo
b
s
atis
f
ac
tio
n
.
R
esear
ch
b
y
C
ar
ter
[
2
6
]
a
n
d
T
a
y
lo
r
[
2
7
]
n
o
ted
th
at
teac
h
e
r
s
p
ar
ticip
atin
g
in
PLCs
o
f
ten
r
e
p
o
r
t
h
ig
h
er
s
atis
f
ac
tio
n
lev
els.
T
h
is
r
esu
lt
is
s
u
p
p
o
r
ted
b
y
q
u
alitativ
e
r
esear
ch
b
y
L
ittl
e
[
2
8
]
,
wh
ich
s
h
o
ws
th
at
PLCs
p
r
o
v
id
e
a
p
o
s
itiv
e
en
v
ir
o
n
m
en
t f
o
r
teac
h
er
s
to
s
h
ar
e
an
d
g
r
o
w
b
e
ca
u
s
e
PLCs
af
f
ec
t te
ac
h
er
s
'
ef
f
icac
y
[
5
]
,
[
2
9
]
.
B
ased
o
n
r
esp
o
n
s
es
f
r
o
m
8
1
2
m
id
d
le
s
ch
o
o
l
teac
h
e
r
s
in
1
8
s
ch
o
o
ls
in
a
n
o
r
t
h
er
n
C
h
in
ese
city
,
Xiu
et
a
l
.
[
3
0
]
in
v
esti
g
ated
th
e
m
ed
iatin
g
ef
f
ec
ts
o
f
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
an
d
wo
r
k
s
atis
f
ac
tio
n
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
is
tr
ib
u
ted
lead
er
s
h
ip
an
d
teac
h
er
s
'
co
m
m
itm
en
t
to
ch
an
g
e.
T
h
eir
p
r
o
f
ess
io
n
al
co
llab
o
r
atio
n
m
itig
ates
th
e
im
p
ac
ts
o
f
s
ca
tter
ed
lea
d
er
s
h
ip
o
n
teac
h
e
r
s
'
jo
b
h
ap
p
i
n
ess
[
3
1
]
.
T
h
e
laten
t
m
ea
n
d
if
f
er
en
ce
s
i
n
wo
r
k
s
atis
f
ac
tio
n
,
s
elf
-
e
f
f
icac
y
,
teac
h
er
co
o
p
er
atio
n
,
an
d
f
ee
d
b
ac
k
p
r
o
v
id
ed
ac
r
o
s
s
g
r
o
u
p
s
o
f
in
s
tr
u
cto
r
s
wh
o
h
ad
an
d
h
ad
n
o
t
en
g
ag
ed
in
a
PLC
wer
e
ex
am
in
ed
b
y
Yo
o
an
d
J
an
g
[
3
2
]
.
Sev
er
al
r
ec
e
n
t
s
tu
d
ies
[
5
]
,
[
3
3
]
also
c
o
n
f
ir
m
th
at
PLC
s
ig
n
if
ican
tly
af
f
ec
t
s
th
e
s
atis
f
ac
tio
n
o
f
g
en
e
r
al
a
n
d
p
r
i
m
ar
y
s
ch
o
o
l
teac
h
er
s
,
esp
ec
ially
in
Sh
a
n
g
h
ai,
C
h
in
a.
Ad
d
itio
n
ally
,
r
esear
ch
h
as
in
v
esti
g
ated
th
e
ch
allen
g
es
h
in
d
er
i
n
g
PLC
d
ev
elo
p
m
e
n
t in
C
h
in
ese
s
ch
o
o
ls
[
3
4
]
.
Pre
v
io
u
s
r
esear
ch
h
as
also
e
x
p
lo
r
ed
PLC
ch
ar
ac
ter
is
tics
an
d
th
e
im
p
ac
t
o
f
s
ch
o
o
l
o
r
g
an
izatio
n
al
f
ac
to
r
s
,
s
u
ch
as
lead
er
s
h
ip
an
d
tr
u
s
t,
o
n
PLC
ef
f
ec
tiv
en
e
s
s
[
3
5
]
–
[
3
8
]
.
Fu
r
th
er
m
o
r
e,
P
L
C
s
ar
e
cr
u
cial
in
ad
d
r
ess
in
g
teac
h
er
r
ec
r
u
itm
e
n
t
an
d
r
eten
tio
n
is
s
u
es
an
d
o
f
f
er
in
g
a
f
u
lf
illi
n
g
wo
r
k
en
v
i
r
o
n
m
en
t.
T
ea
ch
er
s
in
v
o
lv
ed
in
PLCs
o
f
ten
r
ep
o
r
t
h
ig
h
er
s
atis
f
ac
tio
n
d
u
e
to
clea
r
g
o
als an
d
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
.
T
h
e
co
llab
o
r
ativ
e
n
at
u
r
e
o
f
PLCs
f
o
s
ter
s
a
s
en
s
e
o
f
co
m
m
u
n
ity
,
f
ac
ilit
atin
g
r
eso
u
r
c
e
an
d
id
ea
ex
ch
an
g
e
.
Sev
er
al
s
tu
d
ies
h
a
v
e
d
em
o
n
s
tr
ated
a
p
o
s
itiv
e
c
o
r
r
elatio
n
b
etwe
en
teac
h
er
s
'
jo
b
s
atis
f
ac
tio
n
an
d
p
ar
ticip
atio
n
in
PLCs
.
Ho
wev
er
,
s
o
m
e
r
esear
ch
er
s
h
av
e
p
r
o
p
o
s
ed
p
u
b
lis
h
in
g
r
eq
u
ir
em
en
ts
to
an
aly
ze
d
if
f
er
en
t
c
o
m
p
o
n
en
ts
o
f
th
e
PLC
wh
en
ev
alu
atin
g
th
eir
r
esu
lts
.
T
h
er
e
is
litt
le
em
p
ir
ic
al
r
esear
ch
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
PLCs
an
d
teac
h
er
s
'
jo
b
s
atis
f
ac
tio
n
,
alth
o
u
g
h
m
a
n
y
f
ac
to
r
s
th
at
in
f
l
u
en
ce
teac
h
e
r
s
'
jo
b
s
atis
f
ac
tio
n
h
av
e
b
ee
n
id
e
n
tifi
ed
[
3
9
]
.
2
.
5
.
H
y
po
t
hes
is
W
e
u
s
ed
th
e
r
esear
ch
p
ar
a
d
ig
m
to
i
n
v
esti
g
ate
th
e
h
y
p
o
th
esis
th
at
in
d
ep
en
d
e
n
t
f
ac
to
r
s
p
o
s
itiv
ely
af
f
ec
t
teac
h
er
s
'
jo
b
s
atis
f
ac
tio
n
.
T
h
e
o
u
tc
o
m
es
o
f
th
e
h
y
p
o
t
h
esis
test
in
g
aid
in
an
s
wer
in
g
th
e
q
u
esti
o
n
s
r
aised
b
y
th
e
r
esear
ch
.
W
e
u
s
ed
th
e
r
esear
ch
m
o
d
el
to
h
y
p
o
th
esize
as:
i)
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
h
av
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
j
o
b
s
atis
f
a
ctio
n
o
f
f
em
ale
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
in
Vietn
am
;
ii)
a
m
o
n
g
th
e
elem
en
ts
o
f
PLCs
,
jo
b
s
atis
f
ac
tio
n
h
as
d
if
f
er
en
t
im
p
ac
ts
;
iii)
d
ev
el
o
p
in
g
PLCs
ca
n
ef
f
ec
tiv
el
y
im
p
r
o
v
e
wo
r
k
i
n
g
co
n
d
itio
n
s
an
d
jo
b
s
atis
f
ac
tio
n
f
o
r
f
em
ale
ed
u
ca
to
r
s
in
Vie
tn
am
,
p
o
ten
tially
lead
in
g
to
b
etter
co
n
d
itio
n
s
in
p
r
ac
tice
an
d
p
o
licy
e
d
u
ca
tio
n
.
3.
M
E
T
H
O
D
3
.
1
.
Su
rv
ey
d
esig
n
Oliv
ier
et
a
l.
PLCs
q
u
esti
o
n
n
air
e
[
4
0
]
was
u
s
ed
i
n
th
e
i
n
v
esti
g
atio
n
.
T
h
er
e
wer
e
1
2
q
u
esti
o
n
s
co
m
p
r
is
e
th
is
q
u
esti
o
n
n
air
e,
d
iv
id
ed
in
to
s
ev
e
r
al
ca
teg
o
r
ie
s
:
SS
is
s
h
ar
ed
an
d
s
u
p
p
o
r
tiv
e
lead
er
s
h
ip
,
VV
is
s
h
ar
ed
v
alu
es
a
n
d
v
is
io
n
,
L
A
is
co
llectiv
e
lear
n
in
g
an
d
a
p
p
licatio
n
,
PP
is
s
h
ar
ed
p
er
s
o
n
al
p
r
ac
tice,
SR
is
s
u
p
p
o
r
tiv
e
co
n
d
itio
n
s
—
r
elatio
n
s
h
ip
s
,
an
d
C
S
is
s
u
p
p
o
r
tiv
e
co
n
d
itio
n
s
—
s
tr
u
ctu
r
es.
T
h
e
7
-
item
teac
h
er
s
'
jo
b
s
atis
f
ac
tio
n
(
T
J
S
)
s
ca
le,
m
o
d
if
ied
f
r
o
m
Ost
r
o
f
f
[
4
1
]
,
was
u
til
ized
to
g
au
g
e
th
e
lev
el
o
f
jo
b
s
atis
f
ac
tio
n
am
o
n
g
f
em
ale
in
s
tr
u
cto
r
s
.
T
o
g
ath
er
r
esp
o
n
s
es,
a
5
-
p
o
in
t
L
ik
er
t
r
atin
g
s
ca
le
f
r
o
m
“
Stro
n
g
ly
d
is
ag
r
ee
”
to
“
Stro
n
g
ly
a
g
r
ee
”
was
u
s
ed
.
T
h
e
s
ca
le
h
a
d
f
o
u
r
lev
el
s
:
“
Stro
n
g
ly
d
is
ag
r
ee
,
”
“
Dis
ag
r
ee
,
”
“
A
g
r
ee
,
”
an
d
“
Stro
n
g
ly
ag
r
ee
.
”
T
h
is
s
ca
le
m
ad
e
it p
o
s
s
ib
le
to
g
et
c
o
m
p
le
x
an
s
wer
s
th
at
ex
p
r
ess
ed
th
e
p
ar
ticip
an
ts
'
th
o
u
g
h
ts
o
n
th
e
g
iv
en
s
tatem
en
ts
.
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
85
-
93
88
3
.
2
.
P
a
rt
icipa
nts
T
h
e
s
u
r
v
e
y
in
v
o
lv
ed
6
7
5
f
em
a
le
teac
h
er
s
f
r
o
m
v
ar
i
o
u
s
p
r
o
v
i
n
ce
s
an
d
cities
in
Vietn
am
,
r
e
p
r
esen
tin
g
d
iv
er
s
e
ag
e
g
r
o
u
p
s
.
A
r
an
d
o
m
s
am
p
lin
g
tech
n
i
q
u
e
was
em
p
lo
y
ed
in
s
elec
t
p
r
o
v
in
ce
s
a
n
d
cities
to
en
s
u
r
e
th
e
r
ep
r
esen
tatio
n
o
f
a
d
iv
e
r
s
e
d
em
o
g
r
a
p
h
ic
o
f
f
em
ale
teac
h
er
s
.
T
h
is
m
eth
o
d
ai
m
ed
to
m
in
im
ize
b
ias
a
n
d
en
h
an
ce
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
s
tu
d
y
r
esu
lts
.
3
.
3
.
Da
t
a
c
o
llect
io
n
T
h
e
q
u
esti
o
n
n
air
e
was
tr
a
n
s
lated
in
to
Vietn
am
ese
an
d
g
u
a
r
an
teed
to
b
e
in
th
e
s
am
e
lan
g
u
ag
e
as
th
e
o
ld
s
ca
le.
E
x
p
er
ts
th
en
r
ev
iew
ed
th
e
q
u
esti
o
n
n
air
e
to
en
s
u
r
e
it
was
clea
r
b
ef
o
r
e
s
en
d
in
g
it
to
th
e
r
esp
o
n
d
en
ts
.
T
h
e
s
u
r
v
ey
q
u
esti
o
n
s
wer
e
s
e
n
t
to
th
e
teac
h
er
s
,
wh
o
wer
e
a
s
k
ed
to
f
ill
th
em
o
u
t
an
d
s
u
b
m
it
th
em
o
n
lin
e.
T
o
m
ain
tain
p
r
iv
ac
y
,
ea
ch
s
u
r
v
ey
was
f
illed
o
u
t
an
o
n
y
m
o
u
s
ly
,
an
d
ev
er
y
o
n
e
c
o
u
ld
n
o
t
s
ee
ea
ch
o
th
er
'
s
an
s
wer
s
.
T
h
e
s
u
r
v
ey
was
co
m
p
leted
wi
th
ea
s
e
th
an
k
s
to
th
e
clea
r
in
s
tr
u
ctio
n
s
g
iv
en
t
o
th
e
p
a
r
ticip
an
ts
.
T
h
e
s
u
r
v
ey
'
s
u
s
er
-
f
r
ien
d
l
y
an
d
ac
ce
s
s
ib
le
d
esig
n
m
ad
e
ac
cu
r
ate
r
esp
o
n
s
es
ea
s
ier
.
3
.
4
.
Da
t
a
a
na
ly
s
is
Ver
s
io
n
2
6
o
f
t
h
e
Statis
tical
Pack
ag
e
f
o
r
th
e
So
cial
Scien
c
es
(
SP
S
S)
was
u
s
ed
to
ev
alu
ate
th
e
d
ata
g
ath
er
ed
.
T
h
is
p
r
o
g
r
am
m
a
d
e
ad
v
an
ce
d
s
tatis
tical
an
aly
s
is
ea
s
ier
to
in
v
esti
g
ate
p
atter
n
s
,
co
r
r
elatio
n
s
,
a
n
d
ass
o
ciatio
n
s
wi
th
in
th
e
d
atas
et.
Me
an
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
f
r
eq
u
e
n
cy
d
is
tr
ib
u
tio
n
s
ar
e
ex
am
p
les
o
f
d
escr
ip
tiv
e
s
tatis
tic
s
u
s
ed
to
co
m
p
ile
an
d
ex
p
lain
t
h
e
f
ea
tu
r
es
o
f
th
e
r
e
p
lies
.
R
eg
r
ess
io
n
an
aly
s
is
an
d
o
th
er
in
f
er
en
tial
s
tatis
tical
tech
n
iq
u
es
ex
am
in
ed
th
e
v
a
r
iab
les'
lin
k
s
.
T
h
e
g
o
al
was
to
in
v
esti
g
at
e
h
o
w
PLCs
af
f
ec
t
wo
r
k
s
atis
f
ac
tio
n
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics
T
ab
le
1
s
h
o
ws
th
at
o
f
th
e
6
7
5
f
em
ale
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
wh
o
wer
e
s
u
r
v
ey
ed
,
th
e
m
aj
o
r
ity
wer
e
teac
h
er
s
b
etwe
en
th
e
ag
es o
f
4
0
an
d
u
n
d
e
r
5
0
(
r
ate
3
9
.
1
%);
th
ese
wer
e
f
o
llo
wed
b
y
teac
h
er
s
b
etwe
en
th
e
ag
es
o
f
3
0
a
n
d
u
n
d
er
4
0
(
r
ate
2
6
.
8
%)
an
d
u
n
d
er
3
0
(
r
ate
1
7
.
2
%)
;
th
e
least
n
u
m
b
er
wer
e
teac
h
e
r
s
b
etwe
en
th
e
ag
es
o
f
5
0
an
d
o
v
er
(
1
6
.
9
%).
T
h
e
g
en
d
er
b
ias
in
jo
b
s
elec
tio
n
,
wh
ich
in
h
er
en
tly
co
n
s
id
er
s
teac
h
in
g
a
v
o
ca
tio
n
f
o
r
f
em
ale
,
m
ay
b
e
s
o
m
ewh
at
to
b
lam
e
f
o
r
th
e
g
e
n
d
er
d
is
cr
ep
an
cy
[
4
2
]
.
T
ab
le
1
s
h
o
ws
th
e
teac
h
er
s
'
p
lace
s
o
f
em
p
lo
y
m
e
n
t
in
d
icate
th
at
a
m
o
r
e
s
ig
n
if
ican
t
p
e
r
ce
n
tag
e
o
f
in
s
tr
u
cto
r
s
wo
r
k
i
n
u
r
b
a
n
s
ch
o
o
ls
th
an
in
p
r
o
v
in
ce
s
s
itu
ated
in
m
o
u
n
tain
o
u
s
ar
ea
s
(
5
9
.
1
% v
er
s
u
s
4
0
.
9
%).
T
ab
le
1
.
Statis
tics
o
n
ch
ar
ac
te
r
is
tics
o
f
th
e
s
tu
d
y
s
am
p
le
S
a
mp
l
e
s
N
=
6
7
5
A
g
e
P
l
a
c
e
o
f
w
o
r
k
U
n
d
e
r
3
0
y
e
a
r
s
o
l
d
F
r
o
m
3
0
t
o
u
n
d
e
r
4
0
y
e
a
r
s
o
l
d
F
r
o
m
4
0
t
o
u
n
d
e
r
5
0
y
e
a
r
s
o
l
d
F
r
o
m
5
0
a
n
d
u
p
C
i
t
i
e
s
R
u
r
a
l
a
n
d
m
o
u
n
t
a
i
n
o
u
s
p
r
o
v
i
n
c
e
s
Q
u
a
n
t
i
t
y
1
1
6
1
8
1
2
6
4
1
1
4
3
9
9
2
7
6
P
e
r
c
e
n
t
a
g
e
(
%)
1
7
.
2
2
6
.
8
3
9
.
1
1
6
.
9
5
9
.
1
4
0
.
9
4
.
2
.
Cro
nb
a
ch
’
s
a
lph
a
re
lia
bil
it
y
t
est
Usi
n
g
th
e
ac
q
u
ir
ed
d
ata
s
et,
a
C
r
o
n
b
ac
h
’
s
alp
h
a
r
eliab
ilit
y
test
o
f
s
ev
en
s
ca
les
was
co
n
d
u
cted
;
th
e
r
esu
lts
ar
e
s
h
o
wn
in
T
ab
le
2
.
A
n
y
s
ca
le
h
av
in
g
a
C
r
o
n
b
ac
h
’
s
alp
h
a
co
e
f
f
icien
t
g
r
ea
ter
th
an
0
.
6
will
b
e
ac
ce
p
ted
[
4
3
]
.
T
he
r
esu
lts
d
e
m
o
n
s
tr
ate
th
at
all
co
m
p
o
n
e
n
t
s
ca
les
h
av
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
th
at
r
an
g
e
f
r
o
m
0
.
6
.
1
0
to
0
.
8
8
7
an
d
ar
e
all
g
r
ea
ter
th
a
n
0
.
6
;
th
e
o
b
s
er
v
ed
v
ar
iab
les
’
o
v
e
r
all
co
r
r
elatio
n
co
ef
f
icien
t
is
also
g
r
ea
ter
th
an
0
.
3
.
As
a
r
esu
lt,
it
d
em
o
n
s
tr
ates
th
at
th
e
f
ac
to
r
s
’
o
b
s
er
v
ed
v
a
r
iab
le
s
ar
e
co
n
s
is
ten
t,
th
e
s
ca
le
u
s
ed
to
m
ea
s
u
r
e
th
em
is
p
r
etty
r
eliab
le,
a
n
d
n
o
o
b
s
er
v
e
d
v
ar
iab
le
h
as b
ee
n
elim
in
ated
.
T
ab
le
2
.
Facto
r
s
af
f
ec
tin
g
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
F
a
c
t
o
r
s
V
a
r
i
a
b
l
e
s
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
C
o
r
r
e
c
t
e
d
i
t
e
m
-
T
o
t
a
l
c
o
r
r
e
l
a
t
i
o
n
mi
n
1
S
h
a
r
e
d
a
n
d
s
u
p
p
o
r
t
i
v
e
l
e
a
d
e
r
s
h
i
p
(
S
S
)
S
S
1
,
S
S
2
0
.
6
7
2
0
.
5
0
7
2
S
h
a
r
e
d
v
a
l
u
e
s
a
n
d
v
i
s
i
o
n
(VV)
V
V
1
,
V
V
2
0
.
6
1
0
0
.
4
3
9
3
C
o
l
l
e
c
t
i
v
e
l
e
a
r
n
i
n
g
a
n
d
a
p
p
l
i
c
a
t
i
o
n
(
L
A
)
LA
1
,
LA
2
0
.
8
1
0
0
.
6
8
1
4
S
h
a
r
e
d
p
e
r
s
o
n
a
l
p
r
a
c
t
i
c
e
(PP)
P
P
1
,
P
P
2
0
.
8
3
6
0
.
7
2
1
5
S
u
p
p
o
r
t
i
v
e
c
o
n
d
i
t
i
o
n
s
—
r
e
l
a
t
i
o
n
sh
i
p
s
(
S
R
)
S
R
1
,
S
R
2
0
.
7
9
0
0
.
6
5
4
6
S
u
p
p
o
r
t
i
v
e
c
o
n
d
i
t
i
o
n
s
—
s
t
r
u
c
t
u
r
e
s (
C
S
)
C
S
1
,
C
S
2
,
0
.
7
2
4
0
.
5
6
8
7
Jo
b
sa
t
i
sf
a
c
t
i
o
n
(
JS
)
JS
1
,
JS
2
,
JS
3
,
JS
4
,
JS
5
,
JS
6
,
JS
7
0
.
8
8
7
0
.
5
2
0
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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2252
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r
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x
plo
ra
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f
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ct
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is
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3
.
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.
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a
na
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s
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o
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f
a
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ind
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t
v
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h
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g
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ee
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r
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ch
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er
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.
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h
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r
esu
lts
o
f
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y
er
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in
(
KM
O
)
co
ef
f
icien
t
ar
e
s
h
o
wn
in
T
ab
l
e
3
.
T
h
e
KM
O
c
o
ef
f
icien
t
o
f
th
e
in
d
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en
d
en
t
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ar
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le
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as
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e
o
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5
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,
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atis
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y
in
g
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n
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itio
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at
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an
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iate
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o
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e
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e
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lts
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e
s
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wn
in
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ab
le
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.
T
ab
le
3
.
KM
O
an
d
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ar
lett
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s
t
est
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i
ser
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e
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e
r
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l
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e
a
s
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r
e
o
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p
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a
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u
a
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s
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e
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h
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t
y
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p
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x
.
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u
a
r
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2
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0
0
0
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ab
le
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.
R
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tated
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p
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t
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ix
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a
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a
b
l
e
s
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o
m
p
o
n
e
n
t
1
2
3
4
5
S
R
1
0
.
8
5
0
S
R
2
0
.
8
1
4
SS2
0
.
7
7
4
SS1
0
.
7
2
5
PP2
0
.
9
1
8
PP1
0
.
9
1
7
LA
1
0
.
8
9
7
LA
2
0
.
8
9
3
C
S
2
0
.
8
7
7
C
S
1
0
.
8
7
7
VV2
0
.
8
4
6
VV1
0
.
8
4
3
4
.
3
.
2
.
E
F
A
a
na
ly
s
is
f
o
r
depend
ent
f
a
ct
o
r
(
depend
ent
v
a
ria
ble)
T
h
e
f
ir
s
t
-
f
ac
to
r
r
o
tatio
n
p
r
o
d
u
ce
d
th
e
f
o
llo
win
g
r
esu
lts
af
ter
s
ev
en
item
s
co
n
v
er
g
ed
t
o
1
f
ac
to
r
:
i)
T
h
e
d
ep
en
d
e
n
t
v
ar
iab
le'
s
K
MO
co
ef
f
icien
t
o
f
0
.
8
6
7
s
h
o
ws
th
at
th
e
f
ac
to
r
an
aly
s
is
i
s
ap
p
r
o
p
r
iate
f
o
r
th
e
r
esear
ch
d
ata
s
et;
ii)
T
h
e
B
ar
l
ett's
T
est
's
S
ig
v
alu
e
o
f
0
.
0
0
0
<0
.
0
5
in
d
icate
s
th
at
th
e
o
b
s
er
v
ed
v
ar
iab
les
in
th
e
f
ac
to
r
ar
e
co
r
r
elate
d
with
o
n
e
an
o
th
er
an
d
th
at
th
e
f
ac
to
r
an
aly
s
is
is
s
tati
s
tically
s
ig
n
if
ican
t;
an
d
iii)
T
h
e
d
ata
ex
tr
ac
ts
o
n
e
d
e
p
en
d
e
n
t f
ac
to
r
with
an
ex
tr
ac
ted
v
ar
ian
ce
o
f
6
0
.
4
0
7
% o
v
er
all
.
Af
ter
th
e
E
FA
s
tep
,
we
h
ad
f
i
v
e
in
d
e
p
en
d
e
n
t
f
ac
t
o
r
s
th
at
b
e
s
t
f
it
1
2
item
s
an
d
o
n
e
d
e
p
en
d
en
t
f
ac
to
r
th
at
b
est
f
it
s
ev
en
item
s
.
T
h
u
s
,
we
cr
ea
te
r
ep
r
esen
tativ
e
f
ac
to
r
s
SS
R
,
VV,
P
P,
L
A,
C
S,
an
d
J
S
an
d
ex
ec
u
te
f
ac
to
r
m
ea
s
u
r
em
e
n
t
to
tr
a
n
s
late
th
e
m
ea
s
u
r
em
en
t
o
f
o
b
s
er
v
ed
v
a
r
iab
les
to
f
ac
to
r
m
ea
s
u
r
em
en
t
to
test
th
e
o
f
f
er
ed
h
y
p
o
t
h
eses
.
Acc
o
r
d
in
g
to
th
e
s
p
ec
if
ic
r
esu
lts
d
is
p
l
ay
ed
in
T
a
b
le
5
,
a
r
etestin
g
o
f
C
r
o
n
b
ac
h
’
s
al
p
h
a
co
ef
f
icien
t,
th
e
s
ca
les ar
e
d
ee
m
ed
s
u
f
f
icien
tly
r
eliab
le
an
d
h
elp
f
u
l.
T
ab
le
5
.
R
ep
r
esen
tativ
e
f
ac
t
o
r
s
F
a
c
t
o
r
s
V
a
r
i
a
b
l
e
s
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
C
o
r
r
e
c
t
e
d
i
t
e
m
-
t
o
t
a
l
c
o
r
r
e
l
a
t
i
o
n
S
S
R
1
S
S
1
,
S
S
2
,
S
R
1
,
S
R
2
0
.
8
1
0
>
0
.
3
VV
V
V
1
,
V
V
2
0
.
6
1
0
>
0
.
3
LA
LA
1
,
LA
2
0
.
8
1
0
>
0
.
3
PP
P
P
1
,
P
P
2
0
.
8
3
6
>
0
.
3
CS
C
S
1
,
C
S
2
,
0
.
7
2
4
>
0
.
3
JS
JS
1
,
JS
2
,
JS
3
,
JS
4
,
JS
5
,
JS
6
,
JS
7
0
.
8
8
7
>
0
.
3
4
.
4
.
Resul
t
s
o
f
co
rr
ela
t
io
n a
nd
re
g
re
s
s
io
n
T
h
e
Pear
s
o
n
co
r
r
elatio
n
co
e
f
f
icien
t
d
eter
m
in
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
d
ep
e
n
d
en
t
an
d
d
ep
en
d
e
n
t
v
ar
iab
les;
th
e
f
in
d
i
n
g
s
ar
e
d
is
p
lay
ed
in
T
ab
le
6
.
T
h
e
f
in
d
i
n
g
s
d
em
o
n
s
tr
ate
a
lin
ea
r
ass
o
ciatio
n
with
s
ig
v
alu
es
<0
.
0
5
b
etwe
en
th
e
in
d
ep
en
d
e
n
t
(
SS
R
,
V
V,
L
A,
PP
,
an
d
C
S)
an
d
d
ep
en
d
en
t
v
ar
iab
les
(
J
S),
s
u
g
g
esti
n
g
s
tatis
tically
s
ig
n
if
ican
t
o
u
tc
o
m
es.
W
e
u
s
ed
m
u
lt
iv
ar
iate
r
eg
r
ess
io
n
an
aly
s
is
to
g
et
th
e
r
esu
lts
as
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
85
-
93
90
s
h
o
wn
in
T
ab
les
7
an
d
8
:
i)
T
h
e
Du
r
b
in
-
W
atso
n
v
alu
e
is
1
,
8
0
0
,
s
atis
f
y
in
g
th
e
c
o
n
d
itio
n
in
th
e
r
an
g
e
o
f
1
.
5
-
2
.
5
,
in
d
icatin
g
th
at
th
e
m
o
d
el
d
o
es
n
o
t
h
av
e
f
ir
s
t
-
o
r
d
e
r
s
er
ial
au
to
co
r
r
elatio
n
.
T
h
e
m
o
d
el
in
clu
d
es
f
iv
e
in
d
ep
en
d
en
t v
ar
iab
les:
SS
R
,
VV,
L
A,
PP
,
C
S,
an
d
th
e
d
ep
e
n
d
en
t v
ar
ia
b
le
(
JS
)
; ii)
Sig
=0
.
0
0
0
<0
.
0
5
s
h
o
ws th
at
th
e
im
p
ac
t
o
f
th
e
i
n
d
ep
e
n
d
en
t
v
ar
iab
le
o
n
th
e
d
ep
e
n
d
en
t
v
ar
iab
le
is
s
ig
n
if
ican
t
+
VI
F
co
ef
f
icien
ts
ar
e
all
less
th
an
1
0
(
i
n
f
ac
t,
less
th
an
2
)
,
s
u
g
g
esti
n
g
t
h
at
th
e
d
ata
d
o
n
o
t
v
io
late
th
e
m
u
ltico
llin
ea
r
i
ty
ass
u
m
p
tio
n
;
a
n
d
iii)
Ad
ju
s
ted
R
Sq
u
ar
e
R
2
s
co
r
e=
0
.
2
5
5
in
d
icate
s
th
at
2
5
.
5
%
o
f
t
h
e
ch
a
n
g
e
in
th
e
d
e
p
en
d
e
n
t
v
ar
iab
le
ca
n
b
e
ex
p
lain
ed
b
y
th
e
f
iv
e
in
d
e
p
en
d
en
t
v
ar
iab
les
in
clu
d
ed
in
th
e
r
eg
r
ess
io
n
an
aly
s
is
.
T
h
e
in
d
ep
en
d
en
t
v
a
r
iab
les
o
u
ts
id
e
th
e
m
o
d
el
ac
co
u
n
t f
o
r
th
e
r
em
ain
in
g
7
4
.
5
% o
f
th
e
ex
p
lan
atio
n
as we
ll a
s
ch
an
ce
.
T
ab
le
6
.
C
o
r
r
elatio
n
s
JS
SSR
VV
LA
PP
CS
JS
P
e
a
r
so
n
C
o
r
r
e
l
a
t
i
o
n
1
0
.
2
9
0
*
*
0
.
1
1
6
*
*
0
.
4
0
6
*
*
0
.
2
6
3
*
*
0
.
2
6
1
*
*
S
i
g
.
(
2
-
t
a
i
l
e
d
)
0
.
0
0
0
0
.
0
0
3
0
.
0
0
0
0
.
0
0
0
0
.
0
0
0
SSR
P
e
a
r
so
n
C
o
r
r
e
l
a
t
i
o
n
1
0
.
0
2
5
0
.
2
5
6
*
*
0
.
1
5
6
*
*
0
.
1
0
6
*
*
S
i
g
.
(2
-
t
a
i
l
e
d
)
0
.
5
1
0
0
.
0
0
0
0
.
0
0
0
0
.
0
0
6
VV
P
e
a
r
so
n
C
o
r
r
e
l
a
t
i
o
n
1
0
.
1
0
4
*
*
0
.
0
1
4
0
.
0
2
0
S
i
g
.
(
2
-
t
a
i
l
e
d
)
0
.
0
0
7
0
.
7
0
7
0
.
6
0
1
LA
P
e
a
r
so
n
C
o
r
r
e
l
a
t
i
o
n
1
0
.
2
1
2
*
*
0
.
1
9
3
*
*
S
i
g
.
(
2
-
t
a
i
l
e
d
)
0
.
0
0
0
0
.
0
0
0
PP
P
e
a
r
so
n
C
o
r
r
e
l
a
t
i
o
n
1
0
.
1
1
1
*
*
S
i
g
.
(2
-
t
a
i
l
e
d
)
0
.
0
0
4
CS
P
e
a
r
so
n
C
o
r
r
e
l
a
t
i
o
n
1
S
i
g
.
(
2
-
t
a
i
l
e
d
)
*
*
C
o
r
r
e
l
a
t
i
o
n
i
s s
i
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
T
ab
le
7
.
Mo
d
el
s
u
m
m
ar
y
R
R
s
q
u
a
r
e
A
d
j
u
st
e
d
R
sq
u
a
r
e
S
t
d
.
e
r
r
o
r
o
f
t
h
e
e
st
i
ma
t
e
D
u
r
b
i
n
-
W
a
t
s
o
n
F
S
i
g
.
0
.
5
1
1
0
.
2
6
1
0
.
2
5
5
0
.
5
5
9
6
9
1
.
8
0
0
4
7
.
2
4
5
0
.
0
0
0
T
h
e
h
y
p
o
th
eses
H1
,
H2
,
H3
,
H4
,
an
d
H5
h
av
e
all
b
ee
n
v
alid
ated
b
ec
a
u
s
e
th
e
b
eta
s
t
an
d
ar
d
ized
r
eg
r
ess
io
n
co
ef
f
icie
n
t
v
alu
es
in
T
ab
le
7
ar
e
p
o
s
itiv
e,
d
e
m
o
n
s
tr
atin
g
th
at
th
e
in
d
e
p
en
d
en
t
f
ac
to
r
s
p
o
s
itiv
ely
af
f
ec
t
th
e
d
ep
e
n
d
en
t
v
a
r
iab
le.
C
o
n
s
eq
u
en
tly
,
th
e
d
e
p
en
d
e
n
t
v
ar
iab
le
is
m
o
s
t
in
f
lu
en
ce
d
b
y
th
e
v
ar
iab
le
L
A.
T
h
e
f
ac
to
r
s
with
th
e
m
o
s
t
n
eg
lig
ib
le
im
p
ac
t
o
n
t
h
e
d
e
p
e
n
d
en
t
v
ar
iab
le
a
r
e
SS
R
,
C
S,
PP
,
an
d
VV.
T
h
e
s
tan
d
ar
d
ized
r
e
g
r
ess
io
n
eq
u
ati
o
n
is
u
s
ed
to
r
ewr
ite
t
h
e
r
esear
ch
m
o
d
el
as
(
1
)
.
J
S=0
.
2
8
9
*
L
A+
0
.
1
7
2
*
SS
R
+0
.
1
6
9
*
C
S+0
.
1
5
5
*
PP
+0
.
0
7
6
*
VV+
ε
(
1
)
w
h
er
e
ε
is
th
e
r
em
ain
d
er
.
T
ab
le
8
.
C
o
ef
f
icien
ts
M
o
d
e
l
U
n
st
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
t
S
i
g
.
V
I
F
B
S
t
d
.
e
r
r
o
r
B
e
t
a
(
C
o
n
st
a
n
t
)
1
.
1
4
2
0
.
2
0
8
5
.
4
9
6
0
.
0
0
0
SSR
0
.
1
5
8
0
.
0
3
2
0
.
1
7
2
4
.
9
7
4
0
.
0
0
0
1
.
0
8
6
VV
0
.
0
7
3
0
.
0
3
2
0
.
0
7
6
2
.
2
6
8
0
.
0
2
4
1
.
0
1
1
LA
0
.
2
2
7
0
.
0
2
8
0
.
2
8
9
8
.
1
1
6
0
.
0
0
0
1
.
1
4
6
PP
0
.
1
2
5
0
.
0
2
8
0
.
1
5
5
4
.
5
2
5
0
.
0
0
0
1
.
0
6
4
CS
0
.
1
4
1
0
.
0
2
8
0
.
1
6
9
4
.
9
5
8
0
.
0
0
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1
.
0
4
7
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
JS
W
ith
a
b
ell
-
s
h
ap
ed
h
is
to
g
r
a
m
g
r
ap
h
as
s
h
o
wn
in
Fig
u
r
e
1
,
th
e
d
ata
co
lu
m
n
s
ar
e
p
r
im
ar
ily
co
n
ce
n
tr
ated
i
n
th
e
-
2
to
2
r
eg
io
n
,
wh
ich
is
s
y
m
m
etr
ical
at
th
e
0
ax
is
.
I
t
is
p
o
s
s
ib
le
to
co
n
clu
d
e
th
at
th
e
r
esid
u
al
d
is
tr
ib
u
tio
n
is
r
o
u
g
h
ly
n
o
r
m
al
b
ec
a
u
s
e
th
e
av
e
r
a
g
e
r
esid
u
al
p
r
ice
is
8
.
1
5
E
-
1
5
,
wh
ich
is
n
ea
r
0
(
8
.
1
5
E
-
1
5
is
th
e
p
r
o
d
u
ct
o
f
8
.
1
5
×
10
-
15
)
.
T
h
e
s
tan
d
a
r
d
d
e
v
iatio
n
is
0
.
9
9
6
,
wh
ich
is
also
clo
s
e
to
1
.
As
a
r
esu
lt,
th
e
r
esid
u
als'
s
tan
d
ar
d
d
is
tr
ib
u
tio
n
ass
u
m
p
tio
n
is
u
p
h
eld
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffects o
f p
r
o
fess
io
n
a
l le
a
r
n
in
g
co
mmu
n
ities
o
n
jo
b
s
a
tis
fa
ctio
n
o
f fe
ma
le
tea
c
h
ers
… (
N
g
u
ye
n
Th
a
n
h
Ly
)
91
Fig
u
r
e
1
.
His
to
g
r
am
o
f
r
esid
u
als
4
.
5
.
Dis
cus
s
io
n
First,
u
n
lik
e
r
ec
en
t
s
tu
d
ies
[
5
]
,
[
3
1
]
th
at
ex
am
in
e
d
th
e
o
r
g
an
izatio
n
-
ce
n
ter
ed
ch
a
r
ac
ter
is
tics
o
f
PLC
s
th
at
in
f
lu
en
ce
s
elf
-
ef
f
icac
y
a
n
d
s
atis
f
ac
tio
n
,
T
ea
ch
er
s
'
jo
b
s
atis
f
ac
tio
n
in
g
en
er
al
is
b
ased
o
n
Ho
r
d
'
s
[
7
]
co
n
ce
p
tu
al
m
o
d
el.
T
h
is
s
tu
d
y
f
o
cu
s
es
o
n
u
n
d
er
s
tan
d
in
g
PLCs
'
ef
f
ec
tiv
en
ess
in
en
h
an
ci
n
g
f
em
ale
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
'
jo
b
s
ati
s
f
ac
tio
n
,
p
ar
ticu
lar
ly
in
th
e
c
o
n
tex
t
o
f
Vietn
am
'
s
o
n
g
o
in
g
ed
u
ca
tio
n
al
r
ef
o
r
m
in
itiativ
es.
A
d
em
o
g
r
ap
h
ic
an
aly
s
is
s
h
o
ws
a
n
o
ticea
b
le
ag
e
d
is
tr
ib
u
tio
n
,
with
m
o
s
t
p
eo
p
l
e
b
etwe
en
4
0
an
d
u
n
d
er
5
0
.
Giv
en
t
h
at
teac
h
in
g
is
f
r
eq
u
en
tly
p
er
ce
iv
e
d
as
a
p
r
o
f
ess
io
n
d
o
m
i
n
ated
b
y
wo
m
e
n
,
th
is
d
em
o
g
r
ap
h
ic
tr
en
d
m
ay
r
esu
lt
f
r
o
m
in
g
r
ain
ed
g
en
d
er
p
r
eju
d
ices
in
th
e
h
i
r
in
g
p
r
o
ce
s
s
.
T
h
e
id
ea
e
x
p
r
es
s
ed
b
y
Day
a
n
d
Gu
[
4
4
]
—
th
at
teac
h
e
r
s
h
av
e
d
if
f
e
r
en
t
g
o
als
an
d
v
iewp
o
in
ts
at
v
ar
io
u
s
s
tag
es
o
f
t
h
eir
ca
r
ee
r
cy
cle
an
d
t
h
at
th
eir
asp
ir
atio
n
s
to
s
ee
k
o
u
t
ad
d
iti
o
n
al
in
f
o
r
m
atio
n
,
k
n
o
wled
g
e,
ex
p
er
tis
e,
an
d
tech
n
ical
c
o
m
p
eten
ce
will
v
ar
y
ac
co
r
d
in
g
l
y
—
is
r
ef
lecte
d
i
n
t
h
e
o
b
s
er
v
atio
n
th
at
th
ese
d
if
f
er
en
ce
s
ar
e
n
o
t
o
v
e
r
t.
T
h
is
r
e
aliza
tio
n
h
ig
h
lig
h
ts
th
e
in
clu
s
iv
e
n
atu
r
e
o
f
th
ese
c
o
llab
o
r
ativ
e
lear
n
in
g
c
o
m
m
u
n
ities
.
Seco
n
d
,
th
e
q
u
a
n
titativ
e
s
tu
d
y
'
s
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
th
e
lin
ea
r
r
elatio
n
s
h
ip
b
etwe
en
PLC
an
d
jo
b
s
atis
f
ac
tio
n
alig
n
s
with
th
e
p
r
ev
io
u
s
r
esear
ch
h
ig
h
lig
h
tin
g
th
e
b
en
e
f
its
o
f
lear
n
in
g
co
m
m
u
n
ities
'
co
llab
o
r
atio
n
f
o
r
teac
h
e
r
s
'
jo
b
s
atis
f
ac
tio
n
[
1
3
]
,
[
19
]
,
[
26
]
,
[
27
]
,
[
3
9
]
.
T
h
ese
r
esu
lts
s
u
p
p
o
r
t
th
e
id
ea
th
at
PLCs
im
p
r
o
v
e
w
o
r
k
p
lace
h
ap
p
in
ess
,
f
o
s
ter
ca
r
ee
r
d
ev
elo
p
m
en
t,
an
d
r
aise
s
u
p
p
o
r
t
f
r
o
m
c
o
wo
r
k
er
s
[
8
]
.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
PLCs
'
p
o
ten
t
ial
as
an
ef
f
ec
tiv
e
s
tr
ateg
y
f
o
r
r
aisi
n
g
teac
h
er
s
atis
f
ac
tio
n
an
d
r
ete
n
tio
n
.
T
h
is
s
u
g
g
ests
teac
h
er
s
ar
e
m
o
r
e
s
atis
f
ied
with
th
eir
jo
b
s
wh
e
n
p
a
r
ticip
atin
g
in
c
o
llab
o
r
ativ
e
lear
n
in
g
g
r
o
u
p
s
.
T
h
i
s
f
in
d
in
g
s
u
p
p
o
r
ts
th
e
id
ea
t
h
at
co
llab
o
r
ativ
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
im
p
r
o
v
e
teac
h
e
r
s
'
well
-
b
ein
g
an
d
h
ap
p
in
ess
an
d
alig
n
s
with
ea
r
l
ier
s
tu
d
ies
em
p
h
asizin
g
th
e
b
e
n
ef
icial
ef
f
ec
ts
o
f
PLCs
o
n
tea
ch
er
s
’
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
s
atis
f
ac
tio
n
.
T
h
ir
d
,
th
e
m
u
ltiv
ar
iate
r
e
g
r
ess
io
n
an
aly
s
is
r
esu
lts
co
r
r
o
b
o
r
ate
th
e
th
eo
r
y
th
at
in
d
ep
e
n
d
e
n
t
f
ac
to
r
s
an
d
jo
b
s
atis
f
ac
tio
n
h
a
v
e
p
o
s
itiv
e
co
r
r
elatio
n
s
.
I
n
d
ep
en
d
en
t
v
ar
iab
les
s
u
ch
as
SS
,
SR
,
V
V,
L
A,
PP
,
an
d
C
S
s
ig
n
if
ican
tly
af
f
ec
t jo
b
s
atis
f
ac
tio
n
,
with
L
A
em
er
g
i
n
g
as th
e
m
o
s
t in
f
lu
en
tial c
o
m
p
o
n
e
n
t.
T
h
e
r
esear
ch
m
o
d
el
is
s
u
cc
in
ctly
ex
p
r
ess
ed
in
th
e
s
tan
d
ar
d
ized
r
eg
r
ess
io
n
eq
u
a
tio
n
,
wh
ich
u
s
es
r
esid
u
al
an
al
y
s
is
to
v
alid
ate
th
e
r
eg
r
ess
io
n
m
o
d
el'
s
v
alid
ity
.
T
h
e
r
esu
lts
also
co
n
f
ir
m
ea
r
lier
s
tu
d
ies
em
p
h
asizin
g
th
e
ad
v
an
tag
es
o
f
PLCs
f
o
r
teac
h
er
s
'
ca
r
ee
r
ad
v
an
ce
m
en
t,
well
-
b
ein
g
,
an
d
p
ee
r
s
u
p
p
o
r
t.
Fo
u
r
th
,
th
e
s
tu
d
y
h
as
s
ig
n
if
ic
an
t
r
am
if
icatio
n
s
f
o
r
e
d
u
ca
tio
n
al
m
eth
o
d
s
an
d
p
o
licy
.
Acc
o
r
d
in
g
to
Har
g
r
ea
v
es
an
d
Fu
llan
[
4
5
]
,
t
h
er
e
is
a
p
r
o
p
o
s
al
th
at
PLC
f
o
s
ter
in
g
ca
n
im
p
r
o
v
e
th
e
jo
b
s
a
tis
f
ac
tio
n
o
f
f
em
ale
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
.
T
h
is
r
ec
o
m
m
e
n
d
atio
n
alig
n
s
with
m
o
r
e
s
ig
n
if
ican
t
p
er
s
p
ec
tiv
es
o
n
th
e
s
ig
n
i
f
ican
ce
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
teac
h
er
co
llab
o
r
atio
n
.
L
e
g
is
lato
r
s
in
ed
u
ca
tio
n
s
h
o
u
ld
co
n
s
id
er
in
teg
r
atin
g
PLCs
in
to
s
y
s
tem
f
r
am
ewo
r
k
s
to
p
r
o
m
o
te
teac
h
er
s
'
g
en
er
al
well
-
b
ein
g
an
d
c
o
n
ten
tm
en
t
i
n
th
eir
jo
b
s
.
On
e
o
f
th
e
s
tu
d
y
'
s
m
eth
o
d
o
lo
g
ical
s
tr
en
g
th
s
is
u
s
in
g
SP
SS
2
6
f
o
r
d
ata
an
aly
s
is
,
wh
ich
o
f
f
er
s
a
r
o
b
u
s
t
q
u
an
titativ
e
b
asis
f
o
r
th
e
f
in
d
in
g
s
.
Acc
o
r
d
in
g
to
Field
[
4
6
]
,
s
tatis
tical
an
aly
s
es
p
r
o
v
id
e
s
ig
n
if
ican
t
in
s
ig
h
ts
in
to
th
e
d
ir
ec
tio
n
an
d
in
ten
s
ity
o
f
co
r
r
elatio
n
s
b
etwe
en
v
ar
iab
les,
s
tr
en
g
th
en
in
g
th
e
v
alid
ity
o
f
t
h
e
s
tu
d
y
'
s
co
n
clu
s
io
n
s
.
5.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
th
e
PLC s
ig
n
if
ican
tly
s
h
ap
es f
em
ale
elem
en
ta
r
y
s
ch
o
o
l te
ac
h
e
r
s
’
jo
b
h
a
p
p
in
ess
lev
els.
T
h
e
s
tu
d
y
’
s
co
n
clu
s
io
n
s
r
ev
e
al
a
clea
r
lin
ea
r
co
r
r
elatio
n
b
etwe
en
f
em
ale
teac
h
er
s
'
en
g
ag
em
en
t
in
PLCs
an
d
h
ig
h
er
lev
els
o
f
jo
b
s
atis
f
ac
tio
n
.
T
h
is
p
o
s
itiv
e
co
n
n
ec
tio
n
u
n
d
er
s
co
r
es
th
e
p
o
te
n
tial
b
en
ef
its
o
f
co
llab
o
r
ativ
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
85
-
93
92
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
alig
n
in
g
with
p
r
ev
io
u
s
r
esear
ch
em
p
h
asizin
g
th
e
r
o
le
o
f
PLCs
in
ca
r
ee
r
ad
v
an
ce
m
en
t
an
d
in
c
r
ea
s
ed
jo
b
s
atis
f
ac
tio
n
.
Ho
wev
er
,
it
i
s
ess
en
tial
to
ac
k
n
o
wled
g
e
th
e
lim
itatio
n
s
o
f
t
h
is
s
tu
d
y
,
i
n
clu
d
in
g
th
e
p
o
s
s
ib
ilit
y
o
f
r
esp
o
n
s
e
b
ias
an
d
th
e
p
o
ten
tial
f
o
r
th
e
r
esu
lts
to
o
n
ly
p
ar
tially
r
ep
r
esen
t
all
Vietn
am
ese
f
em
ale
teac
h
er
s
.
Mo
v
in
g
f
o
r
war
d
,
th
is
r
esear
ch
h
as
s
ig
n
i
f
ican
t
im
p
licatio
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s
f
o
r
e
d
u
ca
tio
n
al
p
r
ac
tice
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d
p
o
licy
,
ad
v
o
ca
tin
g
f
o
r
im
p
le
m
en
tin
g
PLCs
as
a
v
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le
s
o
lu
tio
n
to
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p
r
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v
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f
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ale
teac
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s
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r
k
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g
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n
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itio
n
s
an
d
jo
b
s
atis
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n
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eo
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f
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s
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o
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d
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p
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e
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g
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ter
m
im
p
ac
ts
o
f
PLC
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o
lv
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en
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an
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ad
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itio
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a
l
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ar
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at
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s
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ed
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es.
RE
F
E
R
E
NC
E
S
[
1
]
P
.
M
.
S
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e
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[
2
]
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.
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h
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[
3
]
M
.
S
c
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k
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.
[
4
]
S
.
D
.
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se
,
1
9
9
5
.
[
5
]
J.
Z
h
a
n
g
,
H
.
Y
i
n
,
a
n
d
T.
W
a
n
g
,
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p
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.
[
6
]
R
.
D
u
f
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r
,
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Tr
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P
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ss,
2
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0
.
[
7
]
S
.
M
.
H
o
r
d
,
Pr
o
f
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l
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m
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.
[
8
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.
D
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[
9
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[
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0
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.
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2
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3
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.
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.
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[
1
4
]
T.
C
.
H
o
w
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r
d
,
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R
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_
5
.
[
1
5
]
L.
S
t
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l
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.
B
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m,
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.
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