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I
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14
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.
1
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Feb
r
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0
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5
,
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s
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ay
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Mo
d
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Nee
d
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n
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CC B
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Div
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n
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2
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s
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s
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r
s
tu
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lan
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r
s
p
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itin
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p
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n
d
lis
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th
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f
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r
s
k
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in
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lay
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k
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a
f
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a
tio
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th
at
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tu
d
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t
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ee
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s
to
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aster
.
Am
o
n
g
th
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f
o
u
r
s
k
ills
,
wr
itin
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is
co
n
s
id
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allen
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am
o
n
g
n
o
n
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ativ
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s
p
ea
k
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tu
d
en
ts
in
p
r
im
ar
y
s
ch
o
o
l.
T
h
is
is
b
ec
au
s
e
th
e
s
k
ill
o
f
wr
itin
g
is
th
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ig
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est
an
d
th
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m
o
s
t
co
m
p
lex
lan
g
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ag
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s
k
ill
th
at
s
tu
d
en
ts
n
ee
d
to
m
aster
i
n
th
e
Ma
lay
l
an
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W
r
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ely
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t
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s
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d
ex
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g
k
n
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wled
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e
[
1
]
.
Ho
wev
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,
th
e
m
aster
y
o
f
wr
itin
g
s
k
ills
i
s
also
in
f
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b
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te
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atic
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d
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,
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o
n
f
id
e
n
ce
to
f
ac
e
lan
g
u
ag
e
ch
allen
g
es
[
2
]
,
[
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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&
R
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c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
1
03
-
1
13
104
T
h
e
p
r
o
ce
s
s
o
f
wr
itin
g
ess
ay
s
in
Ma
lay
la
n
g
u
a
g
e
r
eq
u
ir
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s
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d
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t
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s
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to
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ate
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cr
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ce
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,
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d
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a
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ce
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h
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-
q
u
ality
co
m
p
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s
itio
n
[
4
]
,
[
5
]
.
Fu
r
th
e
r
m
o
r
e,
ess
ay
wr
itin
g
ca
n
en
h
an
ce
s
tu
d
e
n
ts
’
s
k
ills
in
co
n
v
ey
in
g
id
ea
s
b
y
en
g
ag
i
n
g
in
lan
g
u
a
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e
an
d
m
ain
tain
in
g
a
h
ig
h
le
v
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o
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ae
s
th
etic
v
alu
e.
T
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er
e
f
o
r
e,
ef
f
ec
tiv
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ess
ay
wr
itin
g
in
s
tr
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ct
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n
is
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en
tial
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p
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v
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s
tu
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ts
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ely
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n
th
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tu
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ts
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e
x
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tin
g
talen
t
[
4
]
,
[
6
]
.
I
n
Ma
lay
s
ia,
ess
ay
wr
itin
g
in
s
tr
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ctio
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o
s
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p
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ly
Ma
lay
[
7
]
,
[
8
]
.
T
h
is
ex
p
lain
s
th
at
th
e
s
k
ill
o
f
ess
ay
wr
itin
g
am
o
n
g
non
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n
ativ
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s
p
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k
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s
is
d
if
f
e
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en
t
f
r
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m
s
p
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k
in
g
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k
ills
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d
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b
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d
ev
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o
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s
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o
n
m
en
ts
o
r
b
y
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b
s
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v
in
g
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s
[
9
]
.
T
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f
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an
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f
o
r
t
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
to
ass
is
t
teac
h
er
s
in
ad
d
r
ess
in
g
th
e
ch
allen
g
es
f
ac
ed
b
y
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
i
n
m
aster
in
g
lan
g
u
ag
e
s
k
ills
,
esp
ec
ially
in
Ma
lay
ess
ay
wr
itin
g
.
Hen
ce
,
th
e
d
e
v
e
lo
p
m
en
t o
f
a
th
em
atic
ap
p
r
o
ac
h
-
b
ased
Ma
lay
ess
ay
wr
itin
g
m
o
d
u
le
is
p
r
o
p
o
s
ed
to
h
elp
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
to
wr
ite
ess
ay
s
p
r
o
f
icien
tly
in
p
r
i
m
ar
y
s
ch
o
o
ls
.
E
s
s
ay
wr
itin
g
is
o
n
e
o
f
th
e
co
m
p
o
n
en
ts
o
f
wr
itin
g
s
k
ills
en
co
m
p
ass
ed
in
th
e
Ma
lay
L
an
g
u
ag
e
cu
r
r
icu
lu
m
in
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
er
ef
o
r
e
,
wr
itin
g
s
k
ills
ar
e
ess
en
tial
f
o
r
ev
er
y
s
tu
d
en
t
to
m
aster
an
d
en
s
u
r
e
th
at
th
ey
ca
n
p
r
o
d
u
ce
g
o
o
d
w
r
itin
g
.
Ho
wev
er
,
th
e
teac
h
in
g
an
d
lear
n
in
g
asp
ec
ts
o
f
ess
ay
wr
itin
g
n
ee
d
to
b
e
g
iv
en
s
u
f
f
icien
t e
m
p
h
asis
to
cu
ltiv
ate
s
tu
d
en
ts
with
th
e
ab
ili
ty
to
co
n
v
ey
c
r
itical
id
ea
s
an
d
th
o
u
g
h
ts
[
1
0
]
.
As a
r
esu
lt,
th
e
teac
h
in
g
a
n
d
lear
n
i
n
g
o
f
ess
ay
wr
itin
g
in
s
ch
o
o
ls
r
eq
u
ir
es
an
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
th
at
ca
n
ass
is
t
s
tu
d
en
ts
in
im
p
r
o
v
in
g
th
ei
r
ess
ay
wr
itin
g
s
k
ills
[
1
0
]
–
[
1
2
]
.
T
h
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
in
th
e
d
e
v
elo
p
m
en
t
o
f
m
o
d
er
n
ed
u
ca
tio
n
r
eq
u
ir
es
m
o
r
e
cr
ea
tiv
e
an
d
d
y
n
am
ic
teac
h
in
g
m
eth
o
d
s
th
r
o
u
g
h
th
e
p
r
o
v
is
io
n
o
f
m
o
r
e
r
elev
a
n
t
an
d
en
j
o
y
ab
le
l
ea
r
n
in
g
co
n
ten
t.
T
h
e
th
em
atic
ap
p
r
o
ac
h
is
a
m
eth
o
d
u
s
ed
to
in
teg
r
ate
k
n
o
wle
d
g
e
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
1
3
]
.
Ad
d
itio
n
ally
,
th
is
a
p
p
r
o
ac
h
is
an
in
s
tr
u
ctio
n
al
m
eth
o
d
t
h
at
co
n
s
id
er
s
to
p
ics
o
r
t
h
em
es
t
h
at
ar
e
r
elev
an
t
to
tim
e,
p
lace
,
an
d
in
ter
ests
to
d
r
iv
e
th
e
teac
h
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
[
1
]
.
T
h
is
ap
p
r
o
ac
h
also
en
co
u
r
a
g
es
ac
tiv
e
s
tu
d
en
t
en
g
ag
em
e
n
t
in
th
e
t
ea
ch
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
to
cr
ea
te
ef
f
ec
tiv
e
an
d
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
er
ien
ce
s
.
T
h
e
r
ef
o
r
e,
th
e
u
s
e
o
f
th
e
th
e
m
atic
ap
p
r
o
ac
h
is
h
ig
h
ly
en
co
u
r
a
g
ed
s
o
th
at
a
n
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
ca
n
b
e
d
eliv
er
ed
to
s
tu
d
en
ts
,
allo
win
g
th
em
th
e
o
p
p
o
r
tu
n
ity
to
u
n
d
er
s
tan
d
th
e
s
u
b
ject
m
atter
,
g
ain
ex
p
er
ien
ce
s
,
a
n
d
f
o
r
m
n
ew
k
n
o
wled
g
e
th
r
o
u
g
h
th
e
th
em
es
[
1
4
]
,
[
1
5
]
.
T
h
e
ch
allen
g
es
in
ess
ay
wr
itin
g
p
er
s
is
t
am
o
n
g
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
d
u
e
to
s
ev
er
al
f
ac
t
o
r
s
i
n
f
lu
en
cin
g
th
eir
m
aster
y
lev
els.
Acc
o
r
d
i
n
g
to
th
e
Ma
lay
s
ian
E
x
am
in
atio
n
s
B
o
ar
d
R
ep
o
r
t
[
1
6
]
,
s
tu
d
en
ts
s
till
ex
h
ib
it
wea
k
n
ess
es
in
asp
ec
ts
s
u
ch
as
v
o
ca
b
u
lar
y
m
aster
y
,
n
o
n
-
g
r
a
m
m
atica
l
s
en
ten
ce
c
o
n
s
tr
u
ctio
n
,
an
d
u
n
in
ter
esti
n
g
id
ea
d
ev
elo
p
m
en
t.
T
h
ese
d
ef
icien
cies
in
wr
itin
g
s
k
ills
co
n
tr
ib
u
te
to
a
d
ec
lin
e
in
ac
a
d
em
ic
ac
h
iev
em
en
t,
esp
ec
ially
at
th
e
p
r
im
a
r
y
s
c
h
o
o
l
lev
el.
T
h
is
is
ev
id
en
ce
d
b
y
th
e
f
i
n
d
in
g
s
o
f
th
e
Pri
m
ar
y
Sch
o
o
l
Ma
lay
Pro
f
icien
cy
T
est,
wh
ich
s
h
o
w
th
at
as
m
an
y
as
6
5
.
2
%
o
f
r
esp
o
n
d
en
ts
s
till
d
o
n
o
t
p
o
s
s
ess
p
r
o
f
icien
cy
in
wr
itin
g
s
k
ills
in
th
e
Ma
lay
la
n
g
u
ag
e
[
6
]
.
Fu
r
th
e
r
m
o
r
e
,
th
e
ab
s
en
ce
o
f
th
e
Prim
ar
y
Sch
o
o
l
Ach
iev
em
en
t
T
est
also
k
n
o
wn
as
Ujia
n
P
e
n
ila
ia
n
S
ek
o
la
h
R
en
d
a
h
(
UPSR
)
in
2
0
2
0
also
h
as
led
t
o
a
less
s
atis
f
ac
to
r
y
p
er
f
o
r
m
an
ce
in
Ma
lay
lan
g
u
ag
e
p
r
o
f
icien
c
y
,
p
ar
ticu
lar
ly
am
o
n
g
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
,
as
th
er
e
was
less
em
p
h
asis
th
r
o
u
g
h
c
o
n
tin
u
o
u
s
ass
es
s
m
en
t.
T
h
e
wr
itin
g
p
r
o
f
icien
cy
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
e
r
s
in
Ma
lay
is
b
o
th
s
atis
f
ac
to
r
y
an
d
lo
west
[
6
]
,
[
1
7
]
,
[
1
8
]
.
T
h
er
e
f
o
r
e,
Ma
lay
lan
g
u
ag
e
teac
h
er
s
p
lay
a
cr
u
cial
r
o
le
i
n
d
e
s
i
g
n
i
n
g
a
m
ec
h
an
is
m
to
h
elp
allev
iate
th
e
p
r
o
b
lem
s
th
at
e
x
is
t in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
f
o
r
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
.
Fu
r
th
er
m
o
r
e
,
a
c
h
allen
g
in
g
is
s
u
e
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
o
f
Ma
lay
ess
ay
wr
it
in
g
is
th
at
s
tu
d
en
ts
s
till
s
tr
u
g
g
le
with
th
e
lim
ited
u
s
e
o
f
v
o
ca
b
u
lar
y
i
n
th
eir
wr
itin
g
.
T
h
is
ex
p
lain
s
th
at
th
e
wea
k
n
ess
o
f
s
tu
d
en
ts
in
u
tili
zin
g
Ma
la
y
v
o
ca
b
u
lar
y
is
o
n
e
o
f
th
e
c
o
n
tr
ib
u
tin
g
f
ac
to
r
s
to
th
eir
d
ec
lin
e
in
ess
ay
wr
itin
g
ac
h
iev
em
en
t.
T
h
is
d
ef
icien
c
y
also
lead
s
to
v
ar
io
u
s
o
th
er
p
r
o
b
lem
s
,
s
u
ch
as
an
in
ab
ilit
y
to
wr
ite
g
r
am
m
atica
l
s
en
ten
ce
s
,
in
co
r
r
ec
t
s
en
ten
ce
s
tr
u
ctu
r
es,
an
d
o
th
e
r
lan
g
u
ag
e
-
r
elate
d
is
s
u
es
in
ess
ay
wr
iti
n
g
[
1
2
]
,
[
1
9
]
,
[
2
0
]
.
Similar
ly
,
s
tu
d
en
ts
'
wea
k
n
es
s
in
ess
ay
wr
itin
g
s
tem
s
f
r
o
m
th
eir
in
ab
ilit
y
to
m
aster
v
o
c
ab
u
lar
y
ef
f
ec
tiv
el
y
[
1
6
]
.
T
h
er
ef
o
r
e
,
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
n
ee
d
to
b
e
e
m
p
h
asized
in
ter
m
s
o
f
u
s
in
g
a
b
r
o
ad
e
r
v
o
ca
b
u
lar
y
in
Ma
lay
to
en
h
an
ce
th
eir
p
r
o
f
icien
c
y
in
ess
ay
wr
itin
g
.
No
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
ar
e
also
o
b
s
er
v
ed
to
b
e
wea
k
in
ter
m
s
o
f
g
en
er
atin
g
a
n
d
p
r
o
ce
s
s
in
g
id
ea
s
ef
f
ec
tiv
ely
in
ess
ay
w
r
itin
g
.
Fin
d
in
g
s
f
r
o
m
p
r
ev
io
u
s
s
tu
d
y
[
2
1
]
r
ev
ea
led
th
at
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
,
s
p
ec
if
ically
th
o
s
e
f
r
o
m
th
e
m
in
o
r
ity
eth
n
ic
s
tu
d
en
ts
in
Sar
awa
k
,
Ma
lay
s
ia,
s
til
l
lack
th
e
ab
ilit
y
to
g
en
er
ate
s
u
b
s
tan
tial id
ea
s
to
p
r
o
d
u
ce
a
well
-
wr
itten
ess
ay
.
S
im
ilar
ly
,
an
o
th
er
s
tu
d
y
[
1
2
]
f
o
u
n
d
th
at
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
th
o
s
e
f
r
o
m
th
e
Lu
n
B
a
w
a
n
g
eth
n
ic
g
r
o
u
p
,
ar
e
wea
k
in
g
e
n
er
atin
g
g
o
o
d
id
e
as
in
ess
ay
wr
itin
g
.
T
h
e
wea
k
n
ess
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
e
n
t
s
in
th
e
p
r
ep
a
r
atio
n
a
n
d
p
r
o
ce
s
s
in
g
o
f
g
o
o
d
id
ea
s
r
esu
lts
in
ess
ay
s
th
at
ar
e
to
o
s
h
o
r
t,
lack
ess
en
tial
co
n
te
n
t,
r
ep
ea
t
in
f
o
r
m
atio
n
,
an
d
s
o
m
etim
es
b
ec
o
m
e
ir
r
elev
an
t,
m
a
k
in
g
th
e
p
r
o
d
u
ce
d
ess
ay
s
n
o
t in
lin
e
with
th
e
q
u
esti
o
n
r
eq
u
ir
e
m
en
ts
an
d
u
n
cl
ea
r
.
T
h
e
wea
k
p
r
o
f
icien
cy
lev
el
i
n
Ma
lay
ess
ay
wr
itin
g
is
also
a
ttrib
u
ted
to
th
e
in
f
lu
e
n
ce
o
f
t
h
e
m
o
t
h
er
to
n
g
u
e
am
o
n
g
n
o
n
-
n
ativ
e
s
p
e
ak
er
s
.
T
h
e
s
tr
o
n
g
i
n
f
lu
en
ce
o
f
th
e
m
o
th
er
t
o
n
g
u
e
am
o
n
g
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
co
n
tr
ib
u
tes
to
th
eir
in
ab
ilit
y
to
m
aster
Ma
lay
,
esp
ec
ially
in
ess
ay
wr
itin
g
[
6
]
,
[
8
]
.
T
h
is
s
itu
atio
n
ex
p
lain
s
th
at
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
ten
d
to
u
s
e
th
eir
m
o
th
er
to
n
g
u
e
in
wr
itin
g
,
r
es
u
ltin
g
in
ess
ay
s
th
at
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
Ma
la
y
ess
a
y
w
r
it
in
g
mo
d
u
le
b
a
s
ed
o
n
th
em
a
tic
a
p
p
r
o
a
ch
fo
r
n
o
n
-
n
a
tive
…
(
E
d
mu
n
d
A
u
s
tr
u
s
)
105
ar
e
d
if
f
icu
lt
to
u
n
d
er
s
tan
d
clea
r
ly
an
d
d
o
n
o
t
ad
h
e
r
e
to
th
e
ch
ar
ac
ter
is
tics
o
f
g
o
o
d
wr
itin
g
[
8
]
,
[
1
2
]
,
[
2
2
]
,
[
2
3
]
.
Ad
d
itio
n
ally
,
th
e
ten
d
en
cy
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
e
n
ts
to
u
s
e
th
eir
m
o
th
er
t
o
n
g
u
e
in
th
eir
wr
itin
g
also
co
n
tr
ib
u
tes to
o
th
er
g
r
am
m
ar
er
r
o
r
s
wh
ile
co
m
p
o
s
in
g
ess
ay
s
.
T
h
er
ef
o
r
e
,
Ma
lay
lan
g
u
ag
e
t
ea
ch
er
s
m
u
s
t p
lay
a
r
o
le
in
ex
p
o
s
in
g
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
to
lin
g
u
is
tic
en
v
ir
o
n
m
en
ts
th
at
ca
n
h
elp
th
em
m
aster
Ma
la
y
b
etter
with
in
th
e
class
r
o
o
m
.
T
h
e
o
b
jectiv
e
is
to
id
e
n
tify
th
e
n
ee
d
s
o
f
Ma
lay
ess
ay
wr
itin
g
m
o
d
u
les
f
o
r
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
in
p
r
im
ar
y
s
ch
o
o
l stu
d
en
ts
b
ased
o
n
th
e
th
e
m
atic
ap
p
r
o
ac
h
to
en
h
an
ce
ess
ay
wr
itin
g
s
k
ills
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
ad
o
p
ts
a
q
u
alitativ
e
r
esear
ch
d
esig
n
b
ased
o
n
th
e
d
esig
n
a
n
d
d
ev
elo
p
m
en
ta
l
r
esear
ch
(
DDR)
ap
p
r
o
ac
h
[
2
4
]
.
T
h
e
q
u
alitativ
e
m
eth
o
d
,
s
p
ec
if
icall
y
s
em
i
-
s
tr
u
ctu
r
e
d
in
te
r
v
iews,
is
u
tili
ze
d
to
g
ath
er
in
f
o
r
m
atio
n
f
o
r
t
h
is
n
ee
d
s
a
n
a
ly
s
is
.
T
h
is
d
esig
n
is
a
p
p
r
o
p
r
ia
te
f
o
r
th
e
co
n
tex
t
o
f
th
e
s
tu
d
y
,
aim
in
g
to
g
ath
er
in
f
o
r
m
atio
n
with
in
th
e
en
v
ir
o
n
m
en
t
to
b
e
s
tu
d
ied
b
ef
o
r
e
d
e
v
elo
p
in
g
a
m
o
d
u
le
[
2
5
]
–
[
2
7
]
.
T
h
e
in
ter
v
iews
ar
e
co
n
d
u
cte
d
to
id
e
n
tify
th
e
n
e
ed
s
f
o
r
m
o
d
u
le
d
ev
elo
p
m
en
t
in
ter
m
s
o
f
p
ed
a
g
o
g
ical
as
p
ec
ts
an
d
lear
n
i
n
g
m
ater
ials
.
T
h
is
m
eth
o
d
alig
n
s
with
th
e
s
tu
d
y
'
s
o
b
jectiv
e
to
o
b
tain
th
e
p
er
s
p
ec
tiv
es
o
f
p
ar
ticip
an
ts
in
id
en
tify
in
g
th
e
n
ee
d
s
f
o
r
m
o
d
u
le
d
ev
el
o
p
m
e
n
t
[
2
8
]
.
Ad
d
iti
o
n
ally
,
t
h
is
tech
n
iq
u
e
ai
d
s
in
o
b
tain
in
g
r
esp
o
n
s
es
to
s
p
ec
if
ic
is
s
u
es b
ased
o
n
th
e
p
ar
ticip
an
ts
'
v
iews a
n
d
th
o
u
g
h
ts
o
n
th
e
s
tu
d
ied
m
atter
[
2
9
]
.
2
.
2
.
Resea
rc
h ins
t
rum
ent
T
h
e
r
esear
ch
in
s
tr
u
m
en
t
u
s
ed
in
th
is
q
u
alitativ
e
s
tu
d
y
is
an
i
n
ter
v
iew
p
r
o
to
c
o
l.
T
h
is
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
p
r
o
to
co
l
is
d
esig
n
e
d
f
o
r
in
ter
v
iews
with
eig
h
t
M
alay
lan
g
u
a
g
e
teac
h
e
r
s
.
T
h
e
i
n
ter
v
iew
p
r
o
to
co
l
is
d
iv
id
ed
i
n
to
two
p
ar
ts
.
T
h
e
f
ir
s
t
p
ar
t
is
r
elate
d
to
t
h
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
th
e
s
tu
d
y
p
ar
ticip
an
ts
;
an
d
th
e
s
ec
o
n
d
p
a
r
t
p
er
tain
s
to
t
h
e
n
ee
d
s
f
o
r
m
o
d
u
le
d
ev
el
o
p
m
en
t
in
ter
m
s
o
f
p
ed
ag
o
g
ical
a
s
p
ec
ts
an
d
lear
n
in
g
m
ater
ials
.
Fo
r
v
alid
ity
an
d
r
e
liab
ilit
y
,
th
e
in
ter
v
iew
q
u
esti
o
n
s
h
av
e
b
ee
n
r
e
v
iewe
d
an
d
v
alid
ated
b
y
th
r
ee
ex
p
er
ts
with
ex
p
er
tis
e
an
d
ex
p
er
ien
ce
in
q
u
alitativ
e
r
esear
ch
.
2
.
3
.
Study
pa
rt
icipa
nts
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
ed
in
th
is
s
tu
d
y
b
y
s
elec
tin
g
p
ar
ticip
an
ts
in
v
o
lv
ed
in
t
h
e
teac
h
in
g
an
d
lear
n
in
g
o
f
Ma
lay
ess
ay
wr
itin
g
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
i
s
d
ee
m
ed
th
e
m
o
s
t
s
u
itab
le
m
eth
o
d
as
p
ar
ticip
an
ts
ca
n
p
r
o
v
i
d
e
co
m
p
r
e
h
en
s
iv
e
in
f
o
r
m
atio
n
u
n
til
s
atu
r
atio
n
is
r
ea
ch
ed
[
3
0
]
,
[
3
1
]
.
Fo
r
th
is
n
e
ed
s
an
aly
s
is
,
a
to
ta
l
o
f
eig
h
t
Ma
lay
lan
g
u
ag
e
teac
h
er
s
in
th
e
Kap
it
d
is
tr
ict
wer
e
s
elec
ted
as
s
tu
d
y
p
a
r
ticip
an
ts
.
T
h
e
s
elec
tio
n
was
b
ased
o
n
p
r
ed
eter
m
i
n
ed
cr
iter
ia,
r
eq
u
ir
in
g
a
m
in
im
u
m
o
f
f
i
v
e
y
ea
r
s
o
f
e
x
p
er
ie
n
ce
teac
h
i
n
g
Ma
lay
lan
g
u
ag
e,
an
d
cu
r
r
en
tly
teac
h
in
g
s
ec
o
n
d
-
g
r
ad
e
class
es.
T
h
e
s
tu
d
y
p
ar
ticip
an
ts
ar
e
r
ef
e
r
r
ed
to
as
p
ar
ticip
an
t
(
P)
to
m
ain
tain
co
n
f
i
d
en
tiality
an
d
p
r
o
tect
th
e
tr
u
e
i
d
en
titi
es o
f
th
e
teac
h
er
s
in
v
o
lv
e
d
in
th
is
n
ee
d
s
an
aly
s
is
.
2
.
4
.
Da
t
a
a
na
ly
s
is
B
ased
o
n
th
e
f
in
d
in
g
s
o
b
tain
e
d
f
r
o
m
th
e
c
o
n
d
u
cted
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iews,
r
eg
ar
d
in
g
th
e
n
ee
d
s
f
o
r
m
o
d
u
le
d
ev
el
o
p
m
en
t
in
ter
m
s
o
f
p
ed
ag
o
g
ical
asp
ec
ts
an
d
lear
n
in
g
m
ater
ials
b
ased
o
n
th
e
th
em
atic
ap
p
r
o
ac
h
wer
e
th
em
atica
l
[
3
2
]
.
T
h
e
d
ata
wer
e
also
a
n
aly
ze
d
u
s
in
g
NViv
o
1
2
s
o
f
twar
e.
T
h
e
d
ata
a
n
aly
s
is
p
r
o
ce
s
s
co
m
m
e
n
ce
d
with
co
d
in
g
th
e
tex
t
an
d
ass
ig
n
in
g
lab
els
to
th
e
tex
t,
f
o
llo
wed
b
y
c
o
d
in
g
th
e
tex
t
in
to
id
en
tifie
d
th
em
es.
T
o
en
s
u
r
e
t
h
e
r
eliab
ilit
y
o
f
th
e
f
in
d
in
g
s
,
p
ee
r
r
ev
iew
was c
o
n
d
u
cted
to
o
b
tain
ag
r
ee
m
en
t o
n
th
e
in
ter
v
iew
d
ata
an
d
s
u
b
s
eq
u
en
tly
th
e
g
e
n
er
ated
th
em
es.
Fu
r
th
er
m
o
r
e
,
C
o
h
en
’
s
Kap
p
a
an
aly
s
is
in
v
o
lv
in
g
th
r
ee
ex
p
e
r
ts
was c
ar
r
ied
o
u
t t
o
d
eter
m
in
e
t
h
e
ag
r
ee
m
en
t v
al
u
es o
n
th
e
g
en
er
ated
th
em
es f
o
r
d
ata
r
eliab
ilit
y
.
3.
RE
SU
L
T
S
T
h
e
in
ter
v
iew
f
in
d
in
g
s
o
b
tain
ed
f
r
o
m
eig
h
t
teac
h
e
r
s
in
v
o
lv
ed
in
ac
h
iev
i
n
g
th
e
r
esear
ch
o
b
jectiv
e,
wh
ich
is
to
id
en
tify
t
h
e
n
ee
d
s
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
ess
ay
wr
itin
g
m
o
d
u
les
in
ter
m
s
o
f
p
ed
ag
o
g
ical
asp
ec
ts
an
d
lear
n
i
n
g
m
ate
r
ials
b
ased
o
n
th
e
th
em
atic
ap
p
r
o
ac
h
f
o
r
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
i
n
p
r
im
a
r
y
s
ch
o
o
ls
,
r
ev
ea
led
s
ev
er
al
k
e
y
th
em
es th
r
o
u
g
h
th
e
d
ata
a
n
aly
s
is
.
3
.
1
.
T
hem
e
o
ne:
re
lev
a
nt
f
o
rm
o
f
t
ea
ching
a
nd
lea
rning
in ess
a
y
writ
ing
T
h
e
r
esear
ch
f
in
d
in
g
s
h
av
e
id
en
tifie
d
s
ev
er
al
f
o
r
m
s
o
f
ess
ay
wr
itin
g
in
s
tr
u
ctio
n
al
m
eth
o
d
s
u
s
ed
to
ass
is
t n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
in
wr
itin
g
es
s
ay
s
m
o
r
e
ef
f
ec
tiv
ely
as sh
o
wn
in
T
ab
le
1
.
T
h
ese
m
eth
o
d
s
aim
to
en
h
an
ce
th
eir
p
r
o
f
icien
cy
in
ess
ay
wr
itin
g
an
d
m
ak
e
th
e
in
s
tr
u
ctio
n
m
o
r
e
en
g
ag
in
g
.
Key
ap
p
r
o
ac
h
es
in
clu
d
e
g
u
i
d
ed
ess
ay
wr
itin
g
,
wh
er
e
s
tu
d
en
ts
ar
e
p
r
o
v
id
ed
with
s
tr
u
ctu
r
ed
p
r
o
m
p
ts
an
d
o
u
tlin
es
to
s
u
p
p
o
r
t
th
eir
th
o
u
g
h
t
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
co
n
s
tr
u
ctin
g
ess
ay
f
r
am
ewo
r
k
s
an
d
im
p
lem
e
n
tin
g
wr
itin
g
ex
er
cises
tailo
r
ed
to
s
tu
d
en
ts
'
p
r
o
g
r
ess
iv
e
ab
ilit
ies f
u
r
th
er
aid
in
d
ev
elo
p
in
g
th
eir
s
k
ills
o
v
e
r
tim
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
:
1
03
-
1
13
106
T
ab
le
1
.
R
elev
an
t f
o
r
m
o
f
teac
h
in
g
an
d
lear
n
in
g
in
ess
ay
wr
i
tin
g
R
e
l
e
v
a
n
t
f
o
r
m
o
f
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
i
n
e
ssa
y
w
r
i
t
i
n
g
P1
P2
P3
P4
P5
P6
P7
P8
F
r
e
q
u
e
n
c
y
G
u
i
d
e
d
e
ssa
y
w
r
i
t
i
n
g
×
×
×
×
/
×
/
/
3
C
o
n
st
r
u
c
t
i
n
g
e
ss
a
y
f
r
a
mew
o
r
k
×
/
×
×
×
/
/
×
3
Essay
w
r
i
t
i
n
g
e
x
e
r
c
i
ses
a
c
c
o
r
d
i
n
g
t
o
s
t
u
d
e
n
t
s'
p
r
o
g
r
e
ssi
v
e
a
b
i
l
i
t
i
e
s
/
/
/
/
×
×
×
×
4
3
.
1
.
1
.
G
uid
ed
ess
a
y
writ
ing
B
ased
o
n
T
ab
le
1
,
th
e
r
esear
ch
f
in
d
i
n
g
s
in
d
icate
th
at
t
h
e
s
tu
d
y
p
ar
ticip
an
ts
h
av
e
s
u
g
g
est
ed
s
ev
er
al
f
o
r
m
s
o
f
ess
ay
wr
itin
g
in
s
tr
u
c
tio
n
al
m
eth
o
d
s
th
at
ar
e
s
u
itab
l
e
f
o
r
th
e
p
r
o
f
icien
c
y
lev
els
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
e
r
s
tu
d
en
ts
,
s
u
ch
as
g
u
id
e
d
ess
ay
wr
itin
g
,
co
n
s
tr
u
ctin
g
ess
ay
f
r
a
m
ewo
r
k
s
,
an
d
g
r
a
d
u
ally
p
r
o
g
r
ess
in
g
ess
ay
wr
itin
g
ex
er
cises
b
ased
o
n
s
tu
d
en
ts
'
ab
ilit
ies.
T
h
e
f
o
llo
win
g
is
an
o
v
er
v
iew
o
f
th
e
teac
h
er
s
’
co
m
m
en
ts
o
n
th
e
g
u
id
ed
ess
ay
wr
itin
g
p
r
o
ce
s
s
:
P5
:
“
I
g
u
id
e
t
h
em
to
w
r
ite
g
u
id
ed
b
y
t
h
e
ex
a
mp
les I
p
r
o
vid
e.
”
P7
:
“
We
n
ee
d
s
o
meth
in
g
th
a
t
ca
n
b
e
u
s
ed
a
s
a
g
u
id
e
fo
r
th
e
m.
”
P
8
:
“
I
u
s
e
g
u
i
d
e
d
p
r
e
s
e
n
t
a
t
i
o
n
s
l
i
d
e
s
o
r
v
i
d
e
o
s
o
n
h
o
w
t
o
c
r
e
a
t
e
a
c
e
r
t
a
i
n
t
y
p
e
o
f
c
o
m
p
o
s
i
t
i
o
n
.
”
3
.
1
.
2
.
Co
ns
t
ruct
ing
ess
a
y
f
ra
m
ewo
rk
In
ad
d
itio
n
,
th
e
i
n
ter
v
iew
f
in
d
in
g
s
r
ev
ea
l
th
at
th
e
s
tu
d
y
p
ar
ticip
an
ts
r
ec
o
m
m
e
n
d
in
c
o
r
p
o
r
ati
n
g
lear
n
in
g
em
p
h
asizin
g
th
e
co
n
s
tr
u
ctio
n
o
f
ess
ay
f
r
am
ew
o
r
k
s
i
n
ess
ay
wr
itin
g
in
s
tr
u
ctio
n
.
A
cc
o
r
d
in
g
t
o
P2
,
P6
,
an
d
P7
,
co
n
s
tr
u
ctin
g
ess
ay
f
r
am
ewo
r
k
s
is
aim
ed
at
f
ac
ilit
atin
g
s
tu
d
en
ts
in
p
r
esen
tin
g
an
d
d
e
v
elo
p
in
g
th
e
co
n
ten
t o
f
th
eir
ess
ay
s
ef
f
ec
tiv
ely
.
T
h
is
f
in
d
in
g
is
elu
cid
ated
th
r
o
u
g
h
th
e
in
te
r
v
iew
tr
an
s
cr
i
p
ts
o
f
th
e
s
tu
d
y
:
P2
:
“
E
x
p
o
s
e
t
h
e
m
t
o
e
s
s
a
y
f
r
a
m
e
w
o
r
k
s
t
h
e
s
t
e
p
s
f
o
r
w
r
i
t
i
n
g
t
h
e
i
n
t
r
o
d
u
c
t
i
o
n
,
b
o
d
y
,
a
n
d
co
n
clu
s
io
n
.
”
P6
:
“
Y
o
u
n
ee
d
to
p
r
o
vid
e
th
em
w
ith
ex
a
mp
les a
n
d
fr
a
mewo
r
ks fir
s
t.
”
P7
:
“
We
n
ee
d
to
tea
ch
fr
o
m
t
h
e
b
a
s
ics,
w
h
ich
is
crea
tin
g
a
n
ess
a
y
o
u
tlin
e,
s
o
th
a
t
n
o
im
p
o
r
ta
n
t
co
n
ten
t is o
ve
r
lo
o
ke
d
.
”
3
.
1
.
3
.
E
s
s
a
y
writ
ing
ex
er
cises
a
cc
o
rding
t
o
s
t
ud
ent
s
' pro
g
re
s
s
iv
e
a
bil
it
ies
P1
,
P2
,
P3
,
a
n
d
P4
also
s
u
g
g
est
p
r
o
v
id
in
g
ex
er
cises
th
at
a
lig
n
with
s
tu
d
en
ts
'
p
r
o
g
r
ess
iv
e
ab
ilit
ies,
m
o
v
in
g
f
r
o
m
ea
s
y
to
m
o
r
e
c
h
allen
g
in
g
lev
els.
E
m
p
h
asizin
g
ex
er
cises
in
th
e
ess
ay
wr
iti
n
g
m
o
d
u
le,
s
u
ch
as
p
r
o
g
r
ess
in
g
f
r
o
m
co
n
s
tr
u
ctin
g
s
im
p
le
s
en
ten
ce
s
to
m
o
r
e
co
m
p
lex
o
n
es,
is
in
ten
d
ed
to
ass
i
s
t
s
tu
d
en
ts
in
p
r
o
d
u
cin
g
h
ig
h
er
-
q
u
ality
ess
ay
s
.
T
h
is
f
in
d
in
g
is
ex
p
lain
ed
t
h
r
o
u
g
h
th
e
i
n
ter
v
iew
tr
an
s
cr
ip
ts
o
f
th
e
s
tu
d
y
:
P1
:
“
S
ta
r
t
b
y
crea
tin
g
s
imp
le
s
en
ten
ce
s
a
n
d
u
s
e
n
u
mb
ers
,
1
,
2
,
3
,
u
p
t
o
1
0
to
f
o
r
m
s
en
ten
ce
s
.
On
ce
th
eir s
en
ten
ce
s
a
r
e
o
ka
y
,
th
en
w
e
ca
n
te
a
ch
th
em
to
w
r
ite
in
p
a
r
a
g
r
a
p
h
s
.
”
P2
:
“
C
o
n
s
tr
u
ct
s
imp
le
s
en
ten
c
es fir
s
t.
”
P3
:
“
P
r
o
v
i
d
e
e
x
e
r
c
i
s
e
s
s
u
c
h
a
s
c
o
n
s
t
r
u
c
t
i
n
g
s
i
m
p
l
e
s
e
n
t
e
n
c
e
s
u
n
t
i
l
t
h
e
y
c
a
n
p
r
o
d
u
c
e
a
co
mp
o
s
itio
n
.
”
P4
:
“
I
f p
o
s
s
ib
le,
p
r
o
g
r
ess
ively
a
d
va
n
ce
th
e
ex
ercis
es a
n
d
co
mp
o
s
itio
n
s
ta
u
g
h
t.
”
3
.
2
.
T
hem
e
t
w
o
:
re
lev
a
nt
o
f
t
ea
ching
a
nd
lea
rning
re
s
o
u
rc
es
T
h
e
in
ter
v
iew
f
in
d
in
g
s
b
ased
o
n
T
ab
le
2
in
d
icate
th
at
th
e
teac
h
er
s
h
av
e
s
u
g
g
ested
th
e
u
s
e
o
f
r
elev
an
t
teac
h
in
g
an
d
lear
n
in
g
r
eso
u
r
ce
s
f
o
r
ess
ay
wr
itin
g
in
s
tr
u
c
tio
n
.
T
h
e
u
s
e
o
f
s
u
itab
le
teac
h
in
g
an
d
lear
n
in
g
r
eso
u
r
ce
s
ca
n
ca
p
tu
r
e
t
h
e
in
te
r
est
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
,
en
co
u
r
ag
in
g
th
em
to
a
ctiv
ely
en
g
a
g
e
an
d
p
r
o
m
o
tin
g
m
o
r
e
e
f
f
ec
tiv
e
ess
a
y
wr
itin
g
lea
r
n
in
g
.
I
C
T
-
in
f
u
s
ed
r
eso
u
r
ce
s
an
d
m
ater
ials
,
as
h
ig
h
lig
h
ted
b
y
f
iv
e
p
ar
ticip
an
ts
,
wer
e
f
o
u
n
d
to
b
e
p
ar
ticu
lar
l
y
b
e
n
ef
icial
in
m
a
k
in
g
lea
r
n
in
g
m
o
r
e
i
n
ter
ac
tiv
e.
Fu
r
th
er
m
o
r
e,
th
e
u
tili
za
tio
n
o
f
en
g
ag
in
g
g
r
a
p
h
i
cs,
n
o
ted
b
y
f
o
u
r
p
a
r
ticip
an
ts
,
h
elp
ed
s
im
p
lify
co
m
p
le
x
id
e
as
an
d
m
ad
e
ess
ay
wr
itin
g
m
o
r
e
ac
ce
s
s
ib
le
to
s
tu
d
en
ts
.
T
ab
le
2
.
R
elev
an
t o
f
teac
h
in
g
an
d
lear
n
in
g
r
eso
u
r
ce
s
R
e
l
e
v
a
n
t
o
f
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
r
e
s
o
u
r
c
e
s
P1
P2
P3
P4
P5
P6
P7
P8
F
r
e
q
u
e
n
c
y
I
C
T
-
i
n
f
u
se
d
r
e
so
u
r
c
e
s a
n
d
m
a
t
e
r
i
a
l
s
/
/
/
×
×
/
/
×
5
U
t
i
l
i
z
a
t
i
o
n
o
f
e
n
g
a
g
i
n
g
g
r
a
p
h
i
c
s
×
×
×
/
/
×
/
/
4
3
.
2
.
1
.
I
CT
-
infus
e
d r
eso
urce
s
a
nd
m
a
t
er
ia
l
T
h
e
f
in
d
in
g
s
i
n
d
icate
th
at
s
tu
d
y
p
ar
ticip
an
ts
s
u
c
h
as
P1
,
P2
,
P3
,
P6
,
an
d
P7
s
u
g
g
est
t
h
e
u
s
e
o
f
teac
h
in
g
an
d
lear
n
in
g
r
eso
u
r
c
es
in
f
u
s
ed
with
in
f
o
r
m
atio
n
a
n
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
i
es
(
I
C
T
)
elem
en
ts
an
d
en
g
a
g
in
g
g
r
ap
h
ics
in
th
e
e
s
s
ay
wr
itin
g
m
o
d
u
le
to
ca
p
tu
r
e
th
e
in
ter
est
an
d
en
th
u
s
iasm
o
f
s
tu
d
en
ts
in
ess
ay
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
Ma
la
y
ess
a
y
w
r
it
in
g
mo
d
u
le
b
a
s
ed
o
n
th
em
a
tic
a
p
p
r
o
a
ch
fo
r
n
o
n
-
n
a
tive
…
(
E
d
mu
n
d
A
u
s
tr
u
s
)
107
wr
itin
g
.
T
h
is
ap
p
r
o
ac
h
,
th
e
y
b
eliev
e,
en
h
an
ce
s
s
tu
d
en
t
in
t
er
ac
tio
n
with
th
e
m
ater
ial,
m
ak
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
d
y
n
am
ic
a
n
d
ac
c
ess
ib
le.
T
h
is
f
in
d
in
g
is
ex
p
lain
ed
th
r
o
u
g
h
i
n
ter
v
iew
tr
an
s
cr
ip
ts
:
P1
:
“
I
th
in
k
I
C
T is
th
e
r
ea
s
o
n
b
ec
a
u
s
e
th
ey
a
r
e
mo
r
e
in
teres
ted
in
g
r
a
p
h
ic
elem
en
ts
.
”
P2
:
“
I
b
eliev
e
lea
r
n
in
g
ma
teri
a
ls
th
a
t
in
co
r
p
o
r
a
te
I
C
T
ele
men
ts
ca
n
a
ttr
a
ct
s
tu
d
en
ts
'
in
teres
t
i
n
th
e
tea
ch
in
g
a
n
d
lea
r
n
in
g
p
r
o
ce
s
s
in
th
e
cla
s
s
r
o
o
m.
”
P3
:
“
I
n
terms
o
f
ma
teri
a
ls
,
I
th
in
k
ma
teri
a
ls
s
u
ch
a
s
th
e
u
s
e
o
f v
id
eo
s
.
”
P6
:
“
Ma
teri
a
ls
like
I
C
T
to
o
ls
s
u
ch
a
s
LC
D
a
n
d
l
a
p
to
p
s
a
r
e
ve
r
y
mu
c
h
n
ee
d
ed
b
ec
a
u
s
e
w
e
w
a
n
t to
d
is
p
la
y
s
o
meth
in
g
.
”
P7
:
“
Ma
teri
a
ls
in
vo
lvin
g
I
C
T so
th
a
t th
ey
a
r
e
mo
r
e
in
teres
ted
in
lea
r
n
in
g
.
”
3
.
2
.
2
.
Ut
iliza
t
io
n
o
f
eng
a
g
ing
g
ra
ph
ics
T
h
er
e
ar
e
also
s
tu
d
y
p
ar
ticip
an
ts
s
u
ch
as
P4
,
P5
,
P7
,
an
d
P8
wh
o
r
ec
o
m
m
en
d
th
e
u
s
e
o
f
teac
h
in
g
an
d
lear
n
in
g
r
eso
u
r
ce
s
s
u
c
h
as
d
ia
g
r
am
s
,
i
-
Th
in
k
m
ap
s
,
an
d
p
r
in
ted
m
ater
ials
in
ess
ay
w
r
itin
g
in
s
tr
u
ctio
n
.
T
h
e
u
s
e
o
f
i
-
Th
in
k
m
ap
s
an
d
p
r
in
ted
m
ater
ials
ca
n
ass
i
s
t
n
o
n
-
n
at
iv
e
s
p
ea
k
er
s
tu
d
en
ts
in
g
en
e
r
atin
g
id
ea
s
m
o
r
e
e
f
f
e
c
t
i
v
e
l
y
d
u
r
i
n
g
e
s
s
a
y
w
r
i
t
i
n
g
i
n
s
t
r
u
c
t
i
o
n
.
T
h
i
s
f
i
n
d
i
n
g
i
s
e
x
p
l
a
i
n
e
d
t
h
r
o
u
g
h
i
n
t
e
r
v
i
e
w
t
r
a
n
s
c
r
i
p
t
s
:
P4
:
“
A
n
o
th
er in
teres
tin
g
co
mp
o
n
en
t th
a
t is n
ee
d
ed
is
a
n
a
ttr
a
ctive
g
r
a
p
h
ic
p
r
esen
ta
tio
n
.
”
P5
:
“
Min
d
ma
p
s
(
i
-
Th
in
k)
a
r
e
a
ls
o
n
ec
ess
a
r
y,
a
n
d
p
r
in
ted
ma
teri
a
ls
to
o
.
”
P7
:
“
I
n
terms
o
f th
e
u
s
e
o
f g
r
a
p
h
ics,
it a
ls
o
n
ee
d
s
to
b
e
d
iver
s
ified
.
”
P8
:
“
S
tu
d
en
ts
n
ee
d
to
b
e
ex
p
o
s
ed
to
g
r
a
p
h
ic
ma
teri
a
ls
.
”
3
.
3
.
T
hem
e
t
hree
:
r
elev
a
nt
o
f
t
ea
ching
a
nd
lea
rning
a
ct
iv
it
ies
T
h
e
in
ter
v
iew
f
in
d
i
n
g
s
in
T
ab
le
3
in
d
icate
th
at
teac
h
er
s
r
ec
o
m
m
en
d
s
ev
e
r
al
ess
ay
wr
itin
g
in
s
tr
u
ctio
n
al
ac
tiv
ities
th
at
ar
e
s
u
itab
le
f
o
r
ca
p
tu
r
in
g
s
tu
d
e
n
ts
'
in
ter
es
t
an
d
p
r
o
m
o
tin
g
m
o
r
e
ef
f
ec
tiv
e
ess
ay
wr
itin
g
lear
n
in
g
.
Fo
u
r
p
ar
ticip
an
ts
s
u
g
g
ested
g
r
o
u
p
ac
tiv
itie
s
b
ec
au
s
e
th
ey
h
elp
s
tu
d
en
ts
wo
r
k
to
g
eth
er
,
s
h
ar
e
id
ea
s
,
an
d
im
p
r
o
v
e
th
eir
wr
it
in
g
s
k
ills
.
Dis
cu
s
s
io
n
an
d
p
r
esen
tatio
n
ac
tiv
ities
,
also
r
ec
o
m
m
en
d
e
d
b
y
f
o
u
r
p
ar
ticip
an
ts
,
g
iv
e
s
tu
d
e
n
ts
a
ch
an
ce
to
e
x
p
r
ess
th
eir
th
o
u
g
h
ts
an
d
g
et
f
ee
d
b
ac
k
,
wh
ic
h
h
elp
s
th
em
t
h
in
k
cr
itically
an
d
o
r
g
an
ize
th
ei
r
ess
ay
s
b
etter
.
T
h
r
ee
p
ar
ticip
a
n
ts
also
m
en
tio
n
e
d
i
n
d
iv
id
u
a
l
p
r
ac
tice
a
n
d
q
u
iz
ac
tiv
ities
as u
s
ef
u
l f
o
r
h
elp
in
g
s
tu
d
en
ts
ass
es
s
th
em
s
elv
es a
n
d
r
em
em
b
e
r
k
e
y
wr
itin
g
co
n
ce
p
ts
.
T
ab
le
3
.
R
elev
an
t o
f
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
R
e
l
e
v
a
n
t
o
f
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
P1
P2
P3
P4
P5
P6
P7
P8
F
r
e
q
u
e
n
c
y
G
r
o
u
p
a
c
t
i
v
i
t
i
e
s
/
/
/
×
×
/
×
×
4
D
i
scu
ssi
o
n
a
n
d
p
r
e
se
n
t
a
t
i
o
n
a
c
t
i
v
i
t
i
e
s
/
×
/
/
/
×
×
×
4
I
n
d
i
v
i
d
u
a
l
p
r
a
c
t
i
c
e
a
c
t
i
v
i
t
i
e
s
×
×
×
×
×
/
/
/
3
Q
u
i
z
a
c
t
i
v
i
t
i
e
s
/
/
/
×
×
×
×
×
3
3.
3
.
1.
G
ro
up
a
ct
i
v
it
ies
T
h
e
in
ter
v
iew
f
in
d
in
g
s
f
r
o
m
P1
,
P2
,
P3
,
an
d
P6
in
d
icate
th
at
s
tu
d
en
ts
ca
n
m
aster
es
s
ay
wr
i
tin
g
m
o
r
e
ef
f
ec
tiv
ely
th
r
o
u
g
h
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
s
u
ch
as
g
r
o
u
p
ac
tiv
ities
,
d
is
cu
s
s
io
n
ac
tiv
ities
,
an
d
p
r
esen
tatio
n
ac
tiv
ities
.
T
h
is
a
p
p
r
o
ac
h
p
r
o
m
o
tes
co
llab
o
r
ati
o
n
an
d
allo
ws
s
tu
d
en
ts
to
lea
r
n
f
r
o
m
ea
ch
o
t
h
er
.
T
h
is
f
in
d
in
g
is
ex
p
lain
ed
in
th
e
in
ter
v
iew
tr
an
s
cr
ip
ts
with
s
tu
d
y
p
a
r
ticip
an
ts
.
P1
:
“
Th
e
a
ctivity
th
a
t I
o
ften
e
n
g
a
g
e
i
n
is
mo
r
e
to
w
a
r
d
s
g
r
o
u
p
a
ctivities.
”
P2
:
“
I
a
lw
a
ys
co
n
d
u
ct
g
r
o
u
p
a
ctivities
w
h
ere
I
co
mb
in
e
s
tu
d
en
ts
w
ith
h
ig
h
er
le
ve
ls
o
f
ma
s
tery o
r
p
r
o
ficien
cy
w
ith
s
t
u
d
en
ts
w
h
o
h
a
ve
in
termed
ia
te
a
n
d
lo
w
er lev
els o
f m
a
s
tery.
”
P3
:
“
I
co
n
d
u
ct
g
r
o
u
p
a
ctivities fo
r
s
tu
d
en
ts
s
u
ch
a
s
d
is
cu
s
s
io
n
s
a
n
d
p
r
esen
ta
tio
n
s
.
”
P6
:
“
I
a
lw
a
ys d
ivid
e
th
em
in
to
g
r
o
u
p
s
.
”
3.
3
.
2
.
Dis
cus
s
io
n
a
nd
prese
nta
t
io
n a
ct
iv
it
ies
Sev
er
al
p
ar
ticip
an
ts
(
P1
,
P3
,
P4
,
an
d
P5
)
s
u
g
g
est
i
n
co
r
p
o
r
ati
n
g
d
is
cu
s
s
io
n
ac
tiv
ities
an
d
p
r
esen
tatio
n
ac
tiv
ities
in
to
th
e
es
s
ay
wr
i
tin
g
m
o
d
u
le
to
f
ac
ilit
ate
ea
s
ier
m
aster
y
o
f
ess
ay
wr
itin
g
.
T
h
ese
ac
tiv
ities
en
co
u
r
a
g
e
s
tu
d
en
ts
to
ex
p
r
ess
th
eir
id
ea
s
an
d
r
ec
ei
v
e
f
ee
d
b
a
ck
,
en
h
a
n
cin
g
t
h
eir
u
n
d
er
s
tan
d
in
g
.
P1
:
“
P
r
esen
ta
tio
n
a
ctivity
u
s
in
g
tech
n
o
l
o
g
ica
l m
a
teri
a
ls
.
”
P3
:
“
Gro
u
p
lea
r
n
in
g
a
ctivities
s
u
ch
a
s
d
is
cu
s
s
io
n
s
,
a
n
d
a
ft
er
th
e
g
r
o
u
p
d
is
cu
s
s
io
n
s
ess
i
o
n
,
th
ey
w
ill p
r
esen
t th
eir
w
o
r
k
o
r
id
ea
s
.
”
P4
:
“
I
f
e
e
l
t
h
a
t
d
i
s
c
u
s
s
i
o
n
a
c
t
i
v
i
t
i
e
s
c
a
n
a
t
t
r
a
c
t
t
h
e
i
r
i
n
t
e
r
e
s
t
a
n
d
h
e
l
p
i
m
p
r
o
v
e
th
eir
ma
s
tery le
ve
l.
”
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
:
1
03
-
1
13
108
P5
:
“
Wo
r
k
in
g
r
o
u
p
s
,
a
n
d
th
ey
w
ill d
is
cu
s
s
w
ith
in
th
e
g
r
o
u
p
to
ex
ch
a
n
g
e
t
h
eir o
p
in
io
n
s
a
n
d
id
ea
s
.
A
fter
th
ey
fin
is
h
in
th
eir
g
r
o
u
p
s
,
I
w
ill
a
s
k
th
em
to
p
r
esen
t
th
e
r
esu
lts
o
f
th
eir
d
is
cu
s
s
io
n
in
fr
o
n
t
o
f th
e
cla
s
s
.
”
3.
3
.
3
.
I
nd
iv
idu
a
l
pra
ct
ice
a
ct
iv
it
ies
I
n
ad
d
itio
n
,
o
th
er
s
tu
d
y
p
ar
ticip
an
ts
(
P7
an
d
P8
)
also
r
ec
o
m
m
en
d
em
p
h
asizin
g
co
n
tin
u
o
u
s
in
d
iv
id
u
al
p
r
ac
tice
ac
tiv
ities
an
d
f
ill
-
in
-
t
h
e
-
b
lan
k
ac
tiv
ities
f
o
r
s
tu
d
en
t
s
to
m
aster
ess
ay
wr
itin
g
m
o
r
e
ef
f
ec
tiv
ely
.
T
h
ese
m
eth
o
d
s
allo
w
s
tu
d
en
ts
to
p
r
a
ctice
in
d
ep
en
d
e
n
tly
an
d
r
ein
f
o
r
ce
th
eir
lear
n
in
g
.
P7
:
“
F
o
r
ess
a
y
w
r
i
tin
g
,
I
p
r
efer c
o
n
tin
u
o
u
s
in
d
ivid
u
a
l
p
r
a
ctice
a
ctivities.
”
P8
:
“
E
xe
r
cises
th
a
t a
r
e
s
u
ita
b
le
fo
r
th
e
s
tu
d
en
ts
'
leve
l,
s
u
ch
a
s
fill
in
g
in
th
e
b
la
n
ks.
”
3.
3
.
4
.
Q
uiz
a
ct
iv
it
ies
Qu
iz
ac
tiv
ities
ar
e
in
ter
ac
tiv
e
ex
er
cises
d
esig
n
ed
t
o
ass
ess
an
d
r
ein
f
o
r
ce
s
tu
d
en
ts
'
k
n
o
w
led
g
e
in
a
f
u
n
a
n
d
en
g
ag
in
g
way
.
T
h
e
i
n
ter
v
iew
f
in
d
i
n
g
s
in
d
icate
t
h
at
P1
,
P2
,
an
d
P3
s
u
g
g
est
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
s
u
ch
as
q
u
iz
ac
tiv
iti
es
to
en
h
an
ce
th
e
v
o
ca
b
u
lar
y
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
,
th
er
eb
y
h
elp
in
g
th
em
m
aster
ess
ay
wr
itin
g
m
o
r
e
ef
f
ec
tiv
ely
.
T
h
is
f
in
d
in
g
is
ex
p
lain
ed
b
y
p
a
r
ticip
an
ts
as:
P1
:
“
We
ca
n
d
o
q
u
iz
a
ctivities to
en
h
a
n
ce
vo
c
a
b
u
la
r
y.
”
P2
:
“
A
ctivities in
vo
lvin
g
q
u
iz
z
es c
a
n
b
e
in
clu
d
ed
.
”
P3
:
“
C
o
n
d
u
ct
q
u
iz
z
es th
a
t fo
c
u
s
o
n
vo
c
a
b
u
la
r
y.
”
3.
4
.
T
hem
e
f
o
ur:
re
lev
a
nt
o
f
t
ea
ching
a
nd
lea
rning
s
t
ra
t
eg
ies
T
h
e
in
ter
v
iew
f
in
d
in
g
s
in
T
a
b
le
4
in
d
icate
th
at
teac
h
er
s
r
ec
o
m
m
en
d
r
elev
an
t
teac
h
i
n
g
an
d
lear
n
in
g
s
tr
ateg
ies
to
ass
is
t
n
o
n
-
n
ati
v
e
s
p
ea
k
er
s
tu
d
en
ts
in
ess
ay
wr
itin
g
in
s
tr
u
ctio
n
,
s
u
ch
as
s
tu
d
en
t
-
ce
n
ter
ed
s
tr
ateg
ies
an
d
m
ater
ial
-
ce
n
ter
ed
s
tr
ateg
ies,
as
well
as
ac
ti
v
ities
.
All
eig
h
t
p
ar
ticip
an
ts
en
d
o
r
s
ed
s
tu
d
en
t
-
ce
n
ter
ed
s
tr
ateg
ies,
h
ig
h
lig
h
t
in
g
th
eir
im
p
o
r
tan
ce
in
f
o
s
ter
in
g
en
g
a
g
em
en
t
an
d
p
er
s
o
n
alize
d
lear
n
in
g
.
I
n
co
n
tr
ast,
two
p
ar
ticip
an
ts
s
u
g
g
ested
m
ater
ial
-
ce
n
ter
ed
s
tr
ateg
ies,
in
d
icatin
g
th
at
wh
ile
t
h
ey
ar
e
u
s
ef
u
l,
th
ey
m
ay
p
lay
a
less
d
o
m
in
an
t r
o
le
in
th
e
ess
ay
wr
itin
g
in
s
tr
u
ctio
n
p
r
o
ce
s
s
.
T
ab
le
4
.
R
elev
an
t o
f
teac
h
in
g
an
d
lear
n
in
g
s
tr
ateg
ies
R
e
l
e
v
a
n
t
o
f
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s
P1
P2
P3
P4
P5
P6
P7
P8
F
r
e
q
u
e
n
c
y
S
t
u
d
e
n
t
-
c
e
n
t
e
r
e
d
st
r
a
t
e
g
i
e
s
/
/
/
/
/
/
/
/
8
M
a
t
e
r
i
a
l
-
a
c
t
i
v
i
t
i
e
s
c
e
n
t
e
r
e
d
s
t
r
a
t
e
g
i
e
s
×
×
×
/
/
×
×
×
2
3.
4
.
1
.
Student
-
ce
nte
re
d str
a
t
eg
ies
B
ased
o
n
th
e
in
ter
v
iew
tr
a
n
s
cr
ip
ts
,
it
is
ev
id
en
t
th
at
all
t
ea
ch
er
s
r
ec
o
m
m
en
d
th
e
u
s
e
o
f
s
tu
d
en
t
-
ce
n
ter
ed
teac
h
i
n
g
a
n
d
lear
n
in
g
s
tr
ateg
ies
f
o
r
ess
ay
wr
itin
g
in
s
tr
u
ctio
n
.
Acc
o
r
d
in
g
to
th
e
s
tu
d
y
p
ar
ticip
a
n
ts
,
ess
ay
wr
itin
g
in
s
tr
u
ctio
n
t
h
at
em
p
lo
y
s
s
tu
d
e
n
t
-
ce
n
ter
e
d
s
tr
ateg
ies
ca
n
p
r
e
v
en
t
s
tu
d
en
t
b
o
r
ed
o
m
an
d
,
co
n
s
eq
u
en
tly
,
en
h
a
n
ce
th
e
u
n
d
er
s
tan
d
in
g
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
in
lear
n
in
g
.
P1
:
“
We
ca
n
u
s
e
s
tu
d
en
t
-
ce
n
tered
s
tr
a
teg
ies a
n
d
a
ctivities to
h
elp
th
em
b
etter u
n
d
ers
ta
n
d
.
”
P2
:
“
I
p
r
efer
s
tu
d
en
t
-
ce
n
tere
d
s
tr
a
teg
ies
a
n
d
a
ctivities
b
ec
a
u
s
e
if
it
’
s
ju
s
t
‘
ch
a
lk
a
n
d
ta
lk,
’
s
tu
d
en
ts
w
ill q
u
ickly
g
et
b
o
r
ed
a
n
d
lo
s
e
fo
c
u
s
.
”
P3
:
“
S
tu
d
en
t
-
ce
n
tered
s
tr
a
teg
ies,
b
ec
a
u
s
e
if
it
’
s
o
n
ly
tea
ch
er
-
ce
n
tered
,
s
tu
d
en
ts
w
ill
q
u
i
ck
ly
g
et
b
o
r
ed
a
n
d
lo
s
e
fo
cu
s
.
”
P4
:
“
I
feel
th
a
t
s
tu
d
en
t
-
ce
n
tered
s
tr
a
teg
ies
a
r
e
ve
r
y
s
u
ita
b
le
to
b
e
u
s
ed
b
ec
a
u
s
e
s
tu
d
en
ts
w
ill
b
e
mo
r
e
a
ctive
w
h
en
in
vo
lvin
g
t
h
em
in
th
e
tea
ch
in
g
a
n
d
lea
r
n
in
g
s
ess
io
n
.
”
P5
:
“
Th
a
t str
a
teg
y
is
b
etter,
w
h
ich
is
s
tu
d
en
t
-
ce
n
tered
.
”
P6
:
“
S
t
u
d
e
n
t
s
l
i
k
e
i
t
t
h
e
m
o
s
t
w
h
e
n
w
e
i
n
v
o
l
v
e
t
h
e
m
,
e
s
p
e
c
i
a
l
l
y
in
s
tu
d
en
t
-
ce
n
tered
a
ctivities.
”
P7
:
“
I
p
r
efer
s
tu
d
en
t
-
ce
n
tered
s
tr
a
teg
ies
s
o
th
a
t
s
tu
d
en
ts
ca
n
b
etter
ma
s
ter
a
n
d
u
n
d
ers
ta
n
d
w
h
a
t
is
ex
p
la
in
ed
b
y
th
e
tea
ch
er.
”
P8
:
“
I
f
in
vo
lvin
g
th
e
tea
c
h
er,
s
u
ch
a
s
‘
ch
a
lk
a
n
d
ta
lk
’
a
s
b
e
fo
r
e,
is
in
d
ee
d
less
effec
tive,
a
n
d
th
e
mo
s
t su
ita
b
le
meth
o
d
is
to
in
v
o
lve
th
e
s
tu
d
en
ts
.
”
3.
4
.
2
.
M
a
t
er
ia
l
-
a
ct
i
v
it
ies ce
nte
re
d str
a
t
eg
ies
Stu
d
y
p
ar
ticip
an
ts
lik
e
P4
an
d
P5
also
s
u
g
g
est
m
ater
ial
-
ac
ti
v
ities
ce
n
ter
ed
s
tr
ateg
ies
in
es
s
ay
wr
itin
g
lear
n
in
g
.
T
h
e
y
b
eliev
e
th
at
t
h
e
lim
ited
u
s
e
o
f
m
ater
ials
ca
n
lead
to
s
tu
d
en
t
b
o
r
e
d
o
m
in
th
e
class
r
o
o
m
.
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
Ma
la
y
ess
a
y
w
r
it
in
g
mo
d
u
le
b
a
s
ed
o
n
th
em
a
tic
a
p
p
r
o
a
ch
fo
r
n
o
n
-
n
a
tive
…
(
E
d
mu
n
d
A
u
s
tr
u
s
)
109
T
h
er
ef
o
r
e,
m
ater
ial
-
ce
n
ter
e
d
i
n
s
tr
u
ctio
n
ca
n
g
en
er
ate
ex
cite
m
en
t
an
d
in
ter
est
am
o
n
g
s
tu
d
en
ts
wh
en
v
ar
io
u
s
m
ater
ials
ar
e
in
co
r
p
o
r
ated
.
T
h
is
f
in
d
in
g
is
ex
p
lain
e
d
th
r
o
u
g
h
in
ter
v
iew
tr
an
s
cr
ip
ts
:
PKG
4
:
“
Ma
teri
a
l a
n
d
a
ctivity
-
ce
n
tered
s
tr
a
teg
ies a
r
e
a
ls
o
o
ka
y.
”
PKG
5
:
“
Ma
teri
a
l
-
ce
n
tered
s
tr
a
teg
ies
a
s
w
ell
b
ec
a
u
s
e
if
i
t's
th
e
s
a
me
ma
teri
a
l,
th
ey
w
ill
g
et
b
o
r
ed
q
u
ickly
,
a
n
d
th
ey
w
ill b
e
mo
r
e
ex
cited
if th
ere
is
in
ter
esti
n
g
ma
teri
a
l.
”
3.
5
.
T
hem
e
f
i
v
e:
t
he
needs
o
f
t
he
t
hem
a
t
ic
a
pp
ro
a
ch
in ess
a
y
writ
ing
lea
rning
T
h
e
in
ter
v
iew
f
in
d
in
g
s
in
T
a
b
le
5
in
d
icate
th
e
n
ec
ess
ity
o
f
u
s
in
g
a
t
h
em
atic
ap
p
r
o
ac
h
in
ess
ay
wr
itin
g
lear
n
in
g
.
T
h
is
ap
p
r
o
a
ch
alig
n
s
with
cu
r
r
icu
lu
m
r
eq
u
ir
em
en
ts
an
d
en
g
ag
es
s
tu
d
en
t
in
ter
ests
,
m
ak
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
r
ele
v
an
t
an
d
e
n
g
ag
i
n
g
.
T
wo
p
ar
ti
cip
an
ts
h
ig
h
lig
h
ted
th
e
im
p
o
r
t
an
ce
o
f
a
d
h
er
in
g
to
th
e
C
u
r
r
icu
lu
m
an
d
Ass
ess
m
en
t
Stan
d
ar
d
Do
c
u
m
en
ts
,
e
n
s
u
r
in
g
t
h
at
th
e
th
em
atic
c
o
n
ten
t
m
ee
ts
ed
u
ca
ti
o
n
al
s
tan
d
ar
d
s
.
Me
an
wh
ile,
f
o
u
r
p
ar
ticip
an
ts
em
p
h
asized
t
h
e
r
o
le
o
f
s
tu
d
en
t
i
n
ter
ests
in
s
elec
tin
g
th
em
es,
s
u
g
g
esti
n
g
th
at
wh
en
ess
ay
to
p
ics
r
eso
n
ate
with
s
tu
d
en
ts
'
e
x
p
er
ien
ce
s
an
d
p
r
ef
er
en
ce
s
,
t
h
eir
m
o
tiv
atio
n
an
d
p
ar
ticip
atio
n
in
lear
n
in
g
im
p
r
o
v
e
s
ig
n
if
ican
tly
.
T
ab
le
5
.
T
h
e
n
ee
d
o
f
th
e
th
em
atic
ap
p
r
o
ac
h
in
ess
ay
wr
itin
g
lear
n
in
g
Th
e
n
e
e
d
o
f
t
h
e
t
h
e
mat
i
c
a
p
p
r
o
a
c
h
i
n
e
ssa
y
w
r
i
t
i
n
g
l
e
a
r
n
i
n
g
P1
P2
P3
P4
P5
P6
P7
P8
F
r
e
q
u
e
n
c
y
Th
e
r
e
q
u
i
r
e
me
n
t
s
o
f
t
h
e
c
u
r
r
i
c
u
l
u
m
a
n
d
a
ss
e
ssm
e
n
t
st
a
n
d
a
r
d
d
o
c
u
me
n
t
s
×
×
×
×
/
/
×
×
2
S
t
u
d
e
n
t
i
n
t
e
r
e
st
s
/
×
/
×
×
×
/
/
4
3.
5
.
1
.
T
he
re
qu
irem
ent
s
o
f
t
he
curr
iculu
m
a
nd
a
s
s
e
s
s
m
e
nt
s
t
a
nd
a
rd
do
cum
ent
s
T
h
e
in
ter
v
iew
f
in
d
in
g
s
in
d
ica
te
th
at
s
tu
d
y
p
ar
ticip
an
ts
s
u
c
h
as
P5
an
d
P8
ag
r
ee
with
th
e
u
s
e
o
f
a
th
em
atic
ap
p
r
o
ac
h
in
ess
ay
wr
itin
g
in
s
tr
u
ctio
n
.
T
h
is
is
s
tated
b
ased
o
n
th
e
r
eq
u
ir
em
en
ts
o
u
tlin
ed
in
th
e
cu
r
r
icu
lu
m
an
d
ass
ess
m
en
t
s
t
an
d
ar
d
d
o
c
u
m
en
ts
o
r
Do
ku
me
n
S
ta
n
d
a
r
d
K
u
r
iku
lu
m
d
a
n
P
en
ta
ksir
a
n
(
DSKP)
an
d
tak
in
g
in
to
c
o
n
s
id
er
atio
n
th
e
r
elev
an
ce
o
f
t
h
e
th
em
e
t
o
t
h
e
in
ter
ests
an
d
ex
p
er
ien
ce
s
o
f
th
e
s
tu
d
en
ts
.
T
h
is
f
in
d
in
g
is
ex
p
lain
ed
th
r
o
u
g
h
i
n
ter
v
iew
tr
an
s
cr
ip
ts
:
P5
:
“
I
f
w
e
f
o
l
l
o
w
t
h
e
S
t
a
n
d
a
r
d
C
u
r
r
i
c
u
l
u
m
f
o
r
P
r
i
m
a
r
y
S
c
h
o
o
l
s
a
n
d
T
w
e
n
t
y
-
F
i
r
s
t
C
e
n
t
u
r
y
S
k
i
l
l
s
,
u
s
in
g
e
l
e
m
e
n
t
s
o
f
t
h
i
s
a
p
p
r
o
a
c
h
i
s
e
n
c
o
u
r
a
g
e
d
,
a
n
d
i
t
i
s
i
n
d
e
e
d
g
o
o
d
i
f
w
e
f
o
l
l
o
w
th
em.
”
P8
:
“
I
f
w
e
fo
llo
w
th
e
DS
K
P
,
w
e
w
ill
in
d
ee
d
tea
ch
th
ema
tica
lly.
B
ec
a
u
s
e
w
e
ca
n
n
o
t
d
ev
ia
te
to
o
mu
ch
fr
o
m
th
e
DS
K
P
,
w
e
lo
o
k
a
t th
e
s
u
ita
b
ilit
y
o
f th
e
t
h
eme
w
e
w
a
n
t to
tea
ch
th
e
s
tu
d
en
ts
.
”
3.
5
.
2
.
Student
’
s
inte
re
s
t
s
I
n
ad
d
itio
n
,
o
th
er
s
tu
d
y
p
ar
tici
p
an
ts
(
P1
,
P3
,
P7
,
an
d
P8
)
s
u
g
g
est
th
at
th
e
ch
o
s
en
th
em
e
f
o
r
in
clu
s
io
n
in
th
e
m
o
d
u
le
s
h
o
u
ld
co
n
s
id
er
th
e
g
en
u
in
e
in
ter
ests
an
d
ex
p
er
ien
ce
s
o
f
th
e
s
tu
d
en
ts
.
T
h
e
s
u
itab
ilit
y
o
f
th
e
th
em
e
with
th
e
s
tu
d
en
ts
'
in
ter
ests
s
h
o
u
ld
b
e
co
n
s
id
er
ed
to
e
n
h
an
ce
th
eir
u
n
d
er
s
tan
d
in
g
a
n
d
m
aster
y
in
ess
ay
wr
itin
g
.
T
h
is
f
in
d
i
n
g
is
ex
p
lai
n
ed
th
r
o
u
g
h
in
ter
v
iew
tr
a
n
s
cr
ip
ts
:
P1
:
“
Mo
d
u
les
w
ith
a
th
ema
tic
a
p
p
r
o
a
ch
p
r
o
vid
e
th
em
w
ith
g
u
id
a
n
ce
a
n
d
h
elp
th
em
u
n
d
e
r
s
ta
n
d
a
p
a
r
ticu
la
r
to
p
ic
o
r
th
eme
mo
r
e
clea
r
ly.
”
P3
:
“
Mo
d
u
les
b
a
s
ed
o
n
th
e
th
ema
tic
a
p
p
r
o
a
ch
p
r
o
vid
e
s
tu
d
en
ts
w
ith
a
f
r
a
mewo
r
k,
ma
kin
g
it
ea
s
y
fo
r
th
em
to
p
r
esen
t th
e
co
n
ten
t
o
r
id
ea
s
in
th
eir w
r
itin
g
.
”
P7
:
“
M
o
d
u
l
e
s
t
h
a
t
u
s
e
t
h
e
m
e
s
t
h
a
t
a
l
i
g
n
w
i
t
h
t
h
e
i
r
i
n
t
e
r
e
s
t
s
a
n
d
a
r
e
r
e
l
e
v
a
n
t
t
o
t
h
e
i
r
e
n
v
i
r
o
n
m
e
n
t
.
”
P8
:
“
Wh
en
s
e
l
e
c
t
i
n
g
th
eme
s
,
it's
imp
o
r
ta
n
t
to
in
clu
d
e
th
eme
s
th
a
t
s
tu
d
en
ts
a
r
e
i
n
teres
ted
in
,
th
eme
s
th
a
t a
r
e
clo
s
e
to
th
e
s
tu
d
en
ts
.
Mea
n
in
g
,
th
eir o
w
n
ex
p
erien
ce
s
.
”
3.
6
.
T
hem
e
s
ix
:
t
he
need
f
o
r
t
he
dev
elo
pm
ent
o
f
t
hem
a
t
ic
-
ba
s
ed
ess
a
y
writ
ing
m
o
du
les
T
h
e
in
ter
v
iew
f
in
d
i
n
g
s
in
T
a
b
le
6
i
n
d
icate
th
e
n
ee
d
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
th
em
atic
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ased
ess
ay
wr
itin
g
m
o
d
u
les.
All
p
ar
ticip
an
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p
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asized
th
at
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u
ch
m
o
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les
wo
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ld
p
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ab
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ef
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o
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cle
ar
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m
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ctu
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d
.
T
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is
in
d
icate
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a
s
tr
o
n
g
co
n
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en
s
u
s
am
o
n
g
th
e
teac
h
er
s
o
n
th
e
im
p
o
r
tan
ce
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f
d
ev
elo
p
in
g
m
ater
ials
th
at
alig
n
with
th
em
es
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elev
an
t
to
b
o
th
th
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cu
r
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icu
lu
m
an
d
s
tu
d
e
n
ts
'
in
ter
est
s
,
en
s
u
r
in
g
t
h
at
s
tu
d
en
ts
h
av
e
ac
ce
s
s
ib
le
an
d
p
r
ac
tical
r
eso
u
r
ce
s
to
im
p
r
o
v
e
t
h
eir
wr
itin
g
s
k
ills
.
T
ab
le
6
.
T
h
e
n
ee
d
f
o
r
th
e
d
e
v
e
lo
p
m
en
t o
f
th
em
atic
-
b
ased
ess
ay
wr
itin
g
m
o
d
u
les
Th
e
n
e
e
d
f
o
r
t
h
e
d
e
v
e
l
o
p
me
n
t
o
f
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h
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m
a
t
i
c
-
b
a
se
d
e
ssa
y
w
r
i
t
i
n
g
m
o
d
u
l
e
s
P1
P2
P3
P4
P5
P6
P7
P8
F
r
e
q
u
e
n
c
y
S
t
u
d
e
n
t
s
’
r
e
f
e
r
e
n
c
e
a
n
d
g
u
i
d
a
n
c
e
/
/
/
/
/
/
/
/
8
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
:
1
03
-
1
13
110
3.
6
.
1
.
Student
s
’
re
f
er
ence
a
nd
g
uid
a
nce
E
s
s
ay
wr
itin
g
m
o
d
u
les
ar
e
e
s
s
en
tial
f
o
r
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
in
p
r
im
ar
y
s
ch
o
o
ls
to
ass
i
s
t
th
em
in
m
aster
in
g
ess
ay
wr
i
tin
g
m
o
r
e
e
f
f
ec
tiv
ely
ac
c
o
r
d
i
n
g
to
th
eir
ab
ilit
y
lev
els.
T
h
e
f
o
llo
win
g
is
th
e
f
ee
d
b
ac
k
f
r
o
m
t
h
e
s
tu
d
y
p
a
r
t
icip
an
ts
o
f
teac
h
er
s
r
e
g
ar
d
in
g
th
e
n
ec
ess
ity
to
d
ev
elo
p
Ma
lay
ess
ay
wr
itin
g
m
o
d
u
les.
T
h
is
f
in
d
in
g
is
ex
p
lain
ed
th
r
o
u
g
h
in
ter
v
iew
tr
an
s
cr
ip
ts
:
P1
:
“
P
r
o
vid
es
g
u
id
a
n
ce
a
n
d
h
elp
s
th
em
u
n
d
ers
ta
n
d
a
p
a
r
tic
u
la
r
to
p
ic
o
r
th
eme
fo
r
a
n
ess
a
y
mo
r
e
clea
r
ly
.
”
P2
:
“
Th
e
P
d
P
(
tea
ch
in
g
a
n
d
l
ea
r
n
in
g
)
a
p
p
r
o
a
ch
u
s
in
g
th
is
mo
d
u
le
ca
n
s
erve
a
s
a
g
u
id
e
fo
r
th
em
to
w
r
ite
es
s
a
ys b
etter a
n
d
en
c
o
u
r
a
g
es st
u
d
en
ts
to
th
in
k.
”
P3
:
“
I
f th
ere
a
r
e
ma
teri
a
ls
s
u
c
h
a
s
mo
d
u
les..
.
it mig
h
t sti
mu
la
te
th
em
to
th
in
k.
”
P4
:
“
Wit
h
th
is
mo
d
u
le,
I
h
o
p
e
to
a
s
s
is
t
th
em
in
ma
s
teri
n
g
t
h
e
s
kills
o
f
w
r
itin
g
a
n
d
en
a
b
le
th
em
to
w
r
ite
e
s
s
a
ys
ev
en
b
etter.
”
P5
:
“
I
a
g
r
ee
th
a
t
w
ith
th
is
m
o
d
u
le.
.
.
it
h
elp
s
tea
ch
ers
,
esp
ec
ia
lly
in
terms
o
f
time,
a
n
d
ma
ke
s
it
ea
s
ier fo
r
tea
ch
ers
to
g
u
id
e
s
tu
d
en
ts
w
ith
th
e
a
va
ila
b
le
ma
te
r
ia
ls
.
”
P6
:
“
Th
e
a
p
p
r
o
a
c
h
o
f
u
s
in
g
th
e
mo
d
u
le
is
mo
r
e
en
jo
ya
b
le.
.
.
th
ere
is
g
u
id
a
n
ce
,
a
n
d
th
en
t
h
ere
a
r
e
ex
ercis
es th
a
t we c
a
n
g
ive
th
em.
”
P7
:
“
M
o
d
u
les
th
a
t
u
s
e
th
eme
s
th
a
t
th
ey
a
r
e
i
n
teres
ted
in
a
n
d
fa
milia
r
w
ith
w
ill
ce
r
ta
in
ly
b
e
th
eme
s
th
a
t a
r
e
s
u
ita
b
le
fo
r
th
eir en
viro
n
men
t.
”
P8
:
“
I
t is in
d
ee
d
ve
r
y
h
elp
fu
l if
w
e
h
a
ve
mo
d
u
les.
”
T
h
e
r
esu
lts
o
f
th
e
in
ter
v
iews with
all
th
e
s
tu
d
y
p
ar
ticip
an
ts
in
d
icate
th
e
n
ee
d
to
d
ev
el
o
p
a
lear
n
in
g
m
o
d
u
le
f
o
r
Ma
lay
ess
ay
wr
itin
g
.
T
h
is
m
o
d
u
le
s
h
o
u
ld
tak
e
th
e
f
o
r
m
o
f
a
s
tr
u
ctu
r
ed
m
o
d
u
le
to
aid
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
in
p
r
im
ar
y
s
ch
o
o
ls
.
4.
DIS
CU
SS
I
O
N
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
t
h
e
n
ee
d
s
an
aly
s
is
p
h
ase,
Ma
lay
lan
g
u
ag
e
teac
h
e
r
s
h
av
e
p
r
o
v
id
ed
clea
r
s
u
g
g
esti
o
n
s
an
d
ju
s
tific
atio
n
s
to
ass
is
t
r
esear
ch
er
s
in
d
esig
n
in
g
an
d
d
ev
elo
p
in
g
a
n
ess
ay
wr
itin
g
m
o
d
u
le
th
at
m
ee
ts
th
e
n
ee
d
s
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
in
th
e
ess
ay
wr
itin
g
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
r
esu
lts
in
d
icate
th
at
Ma
lay
lan
g
u
a
g
e
teac
h
e
r
s
r
ec
o
m
m
en
d
v
ar
io
u
s
f
o
r
m
s
o
f
ess
ay
wr
itin
g
p
ed
a
g
o
g
y
,
s
u
ch
as
g
u
id
ed
ess
ay
wr
itin
g
,
ess
ay
s
tr
u
ctu
r
e
co
n
s
tr
u
ctio
n
,
an
d
p
r
o
g
r
ess
iv
e
ess
ay
wr
iti
n
g
e
x
er
cises
tailo
r
ed
t
o
s
tu
d
en
ts
'
ab
ilit
ie
s
.
T
h
is
p
lan
n
in
g
o
f
ess
ay
wr
itin
g
p
e
d
ag
o
g
y
is
a
cr
u
cial
r
eq
u
ir
e
m
en
t,
as
ea
ch
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
t
r
eq
u
ir
es
a
s
u
itab
le
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
to
m
aster
ess
ay
wr
itin
g
ef
f
ec
tiv
ely
[
2
1
]
,
[
3
3
]
.
T
h
e
s
u
g
g
ested
f
o
r
m
s
o
f
ess
ay
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e
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e,
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r
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id
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g
g
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id
a
n
ce
,
an
d
en
h
a
n
cin
g
s
tu
d
en
ts
'
ab
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r
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r
ess
in
ess
ay
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itin
g
.
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tr
u
ctu
r
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a
n
d
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r
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g
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ay
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g
p
e
d
ag
o
g
y
ca
n
lead
t
o
s
u
cc
ess
in
ess
ay
wr
itin
g
[
1
0
]
.
B
esid
es
,
Ma
lay
lan
g
u
ag
e
te
ac
h
er
s
h
av
e
p
r
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v
i
d
ed
clea
r
s
u
g
g
esti
o
n
s
an
d
ju
s
tific
atio
n
s
to
ass
is
t
r
esear
ch
er
s
in
d
esig
n
in
g
an
d
d
ev
elo
p
in
g
an
ess
ay
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itin
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m
o
d
u
le
t
h
at
m
ee
ts
th
e
n
ee
d
s
o
f
n
o
n
-
n
ativ
e
s
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ea
k
e
r
s
tu
d
en
ts
in
th
e
ess
ay
wr
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g
l
ea
r
n
in
g
p
r
o
ce
s
s
.
T
h
e
r
esu
lts
i
n
d
icate
th
at
Ma
lay
la
n
g
u
a
g
e
t
ea
ch
er
s
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ec
o
m
m
en
d
v
ar
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u
s
f
o
r
m
s
o
f
ess
ay
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itin
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p
ed
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g
o
g
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s
u
c
h
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g
u
id
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ay
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itin
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ess
ay
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tr
u
ctu
r
e
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n
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tr
u
ctio
n
,
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g
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e
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ay
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e
r
cises
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r
ed
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s
tu
d
en
ts
'
ab
ilit
ies
to
en
s
u
r
e
ef
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ec
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im
p
l
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en
tatio
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o
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e
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m
s
o
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ay
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o
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cr
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cial
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ir
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e
n
t
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ec
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s
e
ea
ch
n
o
n
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n
ativ
e
s
p
ea
k
er
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tu
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en
t
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e
q
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ir
e
s
a
s
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itab
le
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ed
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ical
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r
o
ac
h
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m
aster
ess
ay
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g
ef
f
ec
tiv
ely
[
2
1
]
.
T
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e
s
u
g
g
ested
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o
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m
s
o
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ess
ay
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e
also
co
n
s
id
er
ed
ef
f
ec
tiv
e
in
p
r
o
v
id
in
g
g
u
id
a
n
ce
an
d
en
h
an
cin
g
s
tu
d
en
ts
'
ab
ilit
y
to
p
r
o
g
r
ess
in
ess
ay
wr
itin
g
.
T
h
e
s
e
f
in
d
in
g
s
alig
n
with
ass
er
tio
n
s
th
at
s
tr
u
ctu
r
ally
an
d
p
r
o
g
r
ess
iv
ely
d
esig
n
e
d
ess
ay
wr
itin
g
p
ed
a
g
o
g
y
ca
n
lead
to
s
tu
d
en
ts
'
s
u
cc
ess
in
es
s
ay
wr
itin
g
[
1
0
]
.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
y
f
in
d
i
n
g
s
also
in
d
icate
th
at
teac
h
e
r
s
s
u
g
g
est
th
e
n
ee
d
f
o
r
r
eso
u
r
ce
s
an
d
teac
h
in
g
m
ater
ials
th
at
ar
e
tailo
r
ed
to
th
e
n
ee
d
s
o
f
n
o
n
-
n
at
iv
e
s
p
ea
k
er
s
tu
d
en
ts
in
ess
ay
wr
itin
g
p
ed
ag
o
g
y
.
T
h
e
r
ec
o
m
m
e
n
d
ed
teac
h
in
g
r
eso
u
r
ce
s
an
d
m
ater
ials
in
clu
d
e
th
e
u
s
e
o
f
I
C
T
,
g
r
ap
h
ic
m
ater
ials
,
an
d
d
iag
r
am
s
th
at
ca
n
ca
p
tu
r
e
th
e
in
ter
est
an
d
en
h
a
n
ce
th
e
m
o
tiv
atio
n
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
e
n
ts
in
es
s
ay
wr
itin
g
.
T
h
ese
f
in
d
in
g
s
alig
n
with
th
e
ass
er
tio
n
s
o
f
ef
f
ec
tiv
e
p
ed
a
g
o
g
y
s
h
o
u
ld
u
tili
ze
g
o
o
d
an
d
ef
f
ec
tiv
e
teac
h
in
g
r
eso
u
r
ce
s
an
d
m
ater
ials
to
ca
p
tu
r
e
th
e
in
ter
est
an
d
en
h
a
n
c
e
th
e
m
aster
y
lev
el
o
f
s
tu
d
en
ts
in
th
eir
lear
n
in
g
[
3
4
]
,
[
3
5
]
.
T
h
er
ef
o
r
e,
th
e
u
s
e
o
f
en
g
ag
i
n
g
teac
h
in
g
r
eso
u
r
ce
s
an
d
m
ater
ials
ca
n
cr
ea
te
an
en
jo
y
ab
le
lear
n
in
g
en
v
ir
o
n
m
en
t in
th
e
class
r
o
o
m
,
esp
ec
ially
f
o
r
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
.
T
h
e
im
p
lem
en
tatio
n
o
f
ess
ay
wr
itin
g
p
ed
ag
o
g
y
also
r
eq
u
ir
e
s
p
lan
n
in
g
p
e
d
ag
o
g
ical
ac
tiv
ities
th
at
ar
e
s
u
itab
le
f
o
r
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
.
T
h
is
in
d
icate
s
th
at
th
e
d
esig
n
ed
p
ed
ag
o
g
ic
al
ac
tiv
ities
s
h
o
u
ld
co
n
s
id
er
th
e
in
ter
ests
an
d
p
r
o
f
icien
cy
lev
els,
co
n
s
id
er
in
g
th
a
t w
r
itin
g
s
k
ills
ar
e
th
e
m
o
s
t c
h
allen
g
in
g
to
m
aster
f
o
r
s
tu
d
en
ts
wh
o
u
s
e
Ma
lay
as
a
s
ec
o
n
d
lan
g
u
ag
e.
T
h
e
s
e
f
in
d
in
g
s
alig
n
with
s
ev
er
al
s
tu
d
ies
[
6
]
,
[
3
6
]
s
u
g
g
esti
n
g
th
at
teac
h
er
s
n
ee
d
to
p
lan
an
d
alig
n
ac
tiv
ities
to
b
e
s
u
itab
le
f
o
r
th
e
in
ter
ests
an
d
p
r
o
f
icien
cy
lev
els
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
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I
SS
N:
2252
-
8
8
2
2
Ma
la
y
ess
a
y
w
r
it
in
g
mo
d
u
le
b
a
s
ed
o
n
th
em
a
tic
a
p
p
r
o
a
ch
fo
r
n
o
n
-
n
a
tive
…
(
E
d
mu
n
d
A
u
s
tr
u
s
)
111
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
t
s
in
es
s
ay
wr
itin
g
p
ed
ag
o
g
y
.
Ad
d
itio
n
ally
,
p
lan
n
e
d
p
ed
ag
o
g
ical
ac
tiv
ities
s
u
ch
as
g
r
o
u
p
ac
tiv
ities
an
d
ac
tiv
iti
es
in
v
o
lv
in
g
p
r
esen
tatio
n
s
an
d
lear
n
in
g
th
r
o
u
g
h
I
C
T
ca
n
ca
p
tu
r
e
th
e
in
ter
est
o
f
s
tu
d
en
ts
in
lan
g
u
ag
e
lear
n
in
g
an
d
,
c
o
n
s
eq
u
en
tly
,
ass
is
t
n
o
n
-
n
ativ
e
s
p
ea
k
e
r
s
tu
d
e
n
ts
in
m
aster
in
g
ess
ay
wr
itin
g
b
etter
.
T
h
is
alig
n
s
wit
h
th
e
p
r
ev
i
o
u
s
s
tatem
en
ts
[
3
5
]
,
[
3
7
]
th
at
th
e
a
b
ilit
y
to
wr
ite
e
s
s
ay
s
in
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
ca
n
b
e
en
h
a
n
ce
d
th
r
o
u
g
h
g
r
o
u
p
ac
tiv
ities
an
d
th
e
u
s
e
o
f
I
C
T
in
th
ei
r
lear
n
in
g
.
T
h
e
s
tu
d
y
f
in
d
i
n
g
s
also
in
d
icate
th
at
teac
h
er
s
n
ee
d
to
u
s
e
s
u
itab
le
p
ed
ag
o
g
ical
s
tr
ateg
ies to
h
elp
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
wr
ite
ess
ay
s
m
o
r
e
ef
f
ec
tiv
ely
.
T
h
er
ef
o
r
e,
s
tu
d
en
t
-
ce
n
te
r
ed
s
tr
ateg
ies
en
co
u
r
ag
e
s
tu
d
en
ts
to
b
e
m
o
r
e
ac
tiv
el
y
in
v
o
lv
ed
,
with
teac
h
e
r
s
a
ctin
g
as
f
ac
ilit
ato
r
s
to
en
s
u
r
e
s
tu
d
en
ts
r
ec
ei
v
e
in
f
o
r
m
atio
n
r
elev
a
n
t
to
t
h
eir
ass
ig
n
m
en
ts
.
Activ
e
s
tu
d
en
t
e
n
g
ag
em
e
n
t
in
th
e
p
e
d
ag
o
g
ical
p
r
o
ce
s
s
is
also
a
way
to
h
elp
s
tu
d
e
n
ts
b
u
ild
n
e
w
k
n
o
wled
g
e
a
n
d
c
o
llab
o
r
ativ
ely
co
m
p
lete
ass
ig
n
m
en
ts
[
3
8
]
,
[
3
9
]
.
Ad
d
itio
n
ally
,
th
is
s
tu
d
en
t
-
ce
n
ter
ed
s
tr
ateg
y
en
co
u
r
a
g
es
s
tu
d
en
ts
to
th
in
k
m
o
r
e
c
r
itically
wh
en
g
en
e
r
atin
g
id
ea
s
,
esp
ec
ially
d
u
r
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
s
[
4
0
]
.
S
tu
d
en
t
-
ce
n
ter
e
d
p
ed
ag
o
g
ical
s
tr
ateg
ies
s
u
ch
as
f
lip
p
e
d
class
r
o
o
m
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
p
r
o
d
u
cin
g
b
etter
q
u
ality
o
f
th
e
a
s
s
ig
n
m
en
t
r
eq
u
i
r
em
en
ts
an
d
d
ev
elo
p
c
o
m
p
eten
ce
esp
ec
ially
in
wr
itin
g
[
4
1
]
,
[
4
2
]
.
T
h
er
ef
o
r
e,
t
h
e
d
e
v
elo
p
ed
m
o
d
u
le
s
h
o
u
ld
em
p
h
asize
s
tu
d
en
t
-
ce
n
ter
e
d
p
ed
ag
o
g
ical
s
tr
ateg
ies to
en
h
a
n
ce
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
tu
d
en
ts
'
p
r
o
f
icien
cy
in
ess
ay
wr
itin
g
.
T
h
e
n
ee
d
f
o
r
a
th
em
atic
a
p
p
r
o
ac
h
in
d
ev
elo
p
in
g
ess
ay
wr
itin
g
m
o
d
u
les
is
o
n
e
o
f
th
e
ap
p
r
o
ac
h
es
th
at
ca
n
h
el
p
n
o
n
-
n
ativ
e
s
tu
d
e
n
ts
m
aster
wr
itin
g
s
k
ills
an
d
s
u
b
s
eq
u
en
tly
p
r
o
d
u
ce
well
-
wr
itten
ess
ay
s
.
As
s
tated
b
y
teac
h
er
s
,
th
e
n
ec
ess
ity
o
f
a
t
h
em
atic
ap
p
r
o
ac
h
in
th
e
teac
h
in
g
a
n
d
lear
n
in
g
o
f
ess
ay
wr
itin
g
ca
n
h
av
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
ass
is
tin
g
n
o
n
-
n
ativ
e
s
tu
d
en
ts
to
f
in
d
m
o
r
e
en
jo
y
m
e
n
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
m
aster
ess
ay
wr
itin
g
.
I
n
th
is
co
n
tex
t,
th
e
p
r
o
d
u
ce
d
wr
itin
g
m
o
d
u
le
n
ee
d
s
to
i
n
teg
r
ate
a
th
e
m
atic
ap
p
r
o
ac
h
th
at
co
n
s
id
er
s
th
e
s
elec
tio
n
o
f
th
e
m
es
r
elev
an
t
to
th
e
g
e
n
u
in
e
i
n
ter
ests
an
d
ex
p
er
ien
ce
s
o
f
n
o
n
-
n
ativ
e
s
tu
d
e
n
ts
.
A
th
em
atic
ap
p
r
o
ac
h
in
teac
h
i
n
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
will
e
n
co
u
r
a
g
es
s
tu
d
en
ts
to
co
n
tin
u
e
lear
n
in
g
ac
tiv
ely
an
d
,
c
o
n
s
eq
u
e
n
tly
,
m
aster
a
p
ar
ticu
lar
s
k
ill
in
teac
h
in
g
an
d
lear
n
in
g
m
o
r
e
r
ap
id
l
y
an
d
e
f
f
ec
tiv
ely
th
r
o
u
g
h
th
e
s
elec
tio
n
o
f
th
em
es
th
at
alig
n
with
th
eir
in
ter
ests
[
1
4
]
,
[
4
3
]
.
T
h
er
e
f
o
r
e,
th
e
p
r
o
d
u
ce
d
m
o
d
u
le
n
ee
d
s
to
in
co
r
p
o
r
ate
a
th
em
atic
ap
p
r
o
a
ch
to
en
a
b
le
s
tu
d
en
ts
to
m
aster
ess
ay
wr
itin
g
m
o
r
e
e
f
f
ec
tiv
el
y
.
Fin
ally
,
b
ased
o
n
th
e
f
in
d
in
g
s
f
r
o
m
th
e
in
ter
v
iews,
it
is
ev
id
en
t
th
at
th
e
r
e
is
a
n
ee
d
f
o
r
a
lear
n
in
g
m
o
d
u
le
o
n
ess
ay
wr
itin
g
to
ass
is
t
n
o
n
-
n
ativ
e
s
tu
d
en
ts
in
p
r
im
ar
y
s
ch
o
o
ls
in
m
aster
in
g
th
e
s
k
ill
o
f
es
s
ay
wr
itin
g
m
o
r
e
ef
f
ec
tiv
ely
.
T
h
er
ef
o
r
e,
v
ar
i
o
u
s
asp
ec
ts
r
elate
d
t
o
th
e
lear
n
in
g
n
ee
d
s
o
f
n
o
n
-
n
a
tiv
e
s
tu
d
en
ts
h
av
e
b
ee
n
co
n
s
id
er
ed
to
d
e
v
elo
p
a
h
ig
h
-
q
u
ality
an
d
well
-
o
r
g
a
n
ized
ess
ay
wr
itin
g
m
o
d
u
le.
T
h
is
alig
n
s
w
ith
p
r
ev
io
u
s
s
tu
d
y
[
4
4
]
,
th
at
a
m
o
d
u
le
is
a
s
y
s
tem
atic
u
n
it
to
a
s
s
is
t
in
d
iv
id
u
als
in
ac
h
ie
v
in
g
th
eir
d
esire
d
g
o
als.
W
ith
th
is
m
o
d
u
le,
s
tu
d
e
n
ts
will
f
in
d
it
ea
s
ier
to
c
o
m
p
r
e
h
en
d
t
h
e
lear
n
in
g
p
r
o
ce
s
s
in
ess
ay
wr
itin
g
an
d
co
n
s
eq
u
en
tly
m
aster
th
e
s
k
ill.
5.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
th
e
d
ev
el
o
p
m
e
n
t
o
f
th
e
ess
ay
wr
itin
g
m
o
d
u
le
is
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eticu
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s
ly
tailo
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ed
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d
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b
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eq
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im
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v
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m
en
t
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p
r
o
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T
h
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s
tem
atic
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aly
s
is
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f
th
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ee
d
s
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as
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i
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s
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u
m
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tal
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id
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tify
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p
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o
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en
tia
l
f
o
r
m
o
d
u
le
d
ev
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m
e
n
t.
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h
e
ess
ay
wr
itin
g
m
o
d
u
le
is
d
ev
elo
p
e
d
b
ase
d
o
n
th
e
f
in
d
in
g
s
o
f
th
e
n
ee
d
s
an
aly
s
is
,
f
o
cu
s
in
g
o
n
p
ed
a
g
o
g
ical
asp
ec
ts
an
d
l
ea
r
n
in
g
m
ater
ials
u
s
in
g
a
th
e
m
atic
ap
p
r
o
ac
h
f
o
r
non
-
n
ativ
e
s
tu
d
e
n
ts
,
n
am
ely
:
i)
r
elev
a
n
t
f
o
r
m
o
f
teac
h
in
g
an
d
lear
n
in
g
in
ess
ay
wr
itin
g
;
ii
)
r
elev
a
n
t
teac
h
in
g
an
d
lear
n
i
n
g
r
eso
u
r
ce
s
;
iii)
r
elev
an
t
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
;
iv
)
r
elev
an
t
teac
h
in
g
an
d
lear
n
in
g
s
tr
ateg
ies;
v
)
th
e
n
ee
d
s
o
f
th
e
th
em
atic
ap
p
r
o
ac
h
in
ess
ay
wr
itin
g
;
an
d
v
i)
th
e
n
ee
d
s
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
th
em
atic
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b
ased
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ay
wr
itin
g
m
o
d
u
le.
T
h
is
m
o
d
u
le
s
tan
d
s
as
a
v
alu
ab
le
r
eso
u
r
ce
p
o
i
s
ed
to
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
ts
’
wr
itin
g
s
k
ills
.
I
t
n
o
t
o
n
ly
ad
d
r
ess
es
th
e
i
d
en
tifie
d
n
ee
d
s
b
u
t
also
p
r
o
v
i
d
es
co
m
p
r
eh
en
s
iv
e
g
u
id
an
ce
,
eq
u
i
p
p
in
g
s
tu
d
en
ts
with
th
e
ess
en
tial
to
o
ls
an
d
s
t
r
ateg
ies
r
eq
u
ir
e
d
f
o
r
s
u
b
s
tan
ti
al
im
p
r
o
v
e
m
en
t
in
ess
ay
co
m
p
o
s
itio
n
.
As
an
o
u
tco
m
e
o
f
th
is
th
o
r
o
u
g
h
d
ev
elo
p
m
en
t
p
r
o
ce
s
s
,
th
e
ess
ay
wr
itin
g
m
o
d
u
le
is
p
o
s
itio
n
ed
to
p
lay
a
cr
u
cial
r
o
le
in
e
m
p
o
wer
i
n
g
n
o
n
-
n
ativ
e
s
tu
d
en
ts
,
f
o
s
ter
in
g
th
e
ir
co
n
f
id
e
n
ce
an
d
co
m
p
eten
ce
in
th
e
r
ea
lm
o
f
es
s
ay
wr
itin
g
.
On
to
p
o
f
th
at,
th
e
m
o
d
u
le
s
er
v
es a
s
a
test
am
en
t to
th
e
co
m
m
itm
en
t
to
in
clu
s
iv
ity
an
d
ef
f
ec
tiv
en
ess
in
lan
g
u
a
g
e
ed
u
ca
tio
n
,
c
o
n
t
r
ib
u
tin
g
t
o
th
e
o
v
er
all
ac
a
d
e
m
ic
s
u
cc
ess
o
f
n
o
n
-
n
ativ
e
s
tu
d
en
ts
.
T
h
er
e
ar
e
a
f
ew
lim
itatio
n
s
o
f
th
is
s
tu
d
y
.
T
h
e
s
tu
d
y
o
n
th
e
Ma
lay
ess
ay
wr
itin
g
m
o
d
u
le
b
ased
o
n
a
th
em
atic
ap
p
r
o
ac
h
f
o
r
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
in
p
r
im
a
r
y
s
c
h
o
o
ls
is
th
e
p
o
ten
tial
f
o
r
g
e
n
er
aliza
b
ilit
y
is
s
u
es.
W
h
ile
th
e
n
ee
d
s
an
aly
s
is
will p
r
o
v
id
e
v
al
u
ab
le
i
n
s
ig
h
ts
in
to
th
e
s
p
ec
if
ic
p
r
ef
er
e
n
ce
s
o
f
n
o
n
-
n
ativ
e
s
p
ea
k
er
s
in
o
n
e
co
n
tex
t,
th
e
f
in
d
in
g
s
m
a
y
n
o
t
b
e
f
u
lly
ap
p
licab
le
to
o
th
er
ed
u
ca
tio
n
al
s
ettin
g
s
with
d
if
f
er
en
t
s
tu
d
en
t
d
em
o
g
r
a
p
h
ics,
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
,
o
r
lan
g
u
ag
e
lear
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in
g
en
v
ir
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m
en
ts
.
Ad
d
itio
n
ally
,
th
e
ap
p
licab
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y
t
o
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ld
er
ag
e
g
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s
o
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h
ig
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ca
tio
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is
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ce
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.
Fu
tu
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esear
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lo
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ter
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ati
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lo
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in
al
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an
d
in
v
esti
g
ate
th
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in
teg
r
atio
n
o
f
in
n
o
v
ativ
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tech
n
o
lo
g
ies
lik
e
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am
if
icatio
n
o
r
ad
ap
tiv
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l
ea
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n
in
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s
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s
tem
s
to
en
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n
ce
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t
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alize
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ex
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c
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s
p
ea
k
er
s
.
in
p
r
im
ar
y
s
ch
o
o
ls
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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20
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RE
F
E
R
E
NC
E
S
[
1
]
M
i
n
i
s
t
r
y
o
f
Ed
u
c
a
t
i
o
n
M
a
l
a
y
s
i
a
,
D
o
k
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m
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t
a
n
d
a
rd
K
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ri
k
u
l
u
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d
a
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P
e
n
t
a
k
si
r
a
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B
a
h
a
s
a
M
e
l
a
y
u
T
a
h
u
n
4
.
P
u
t
r
a
j
a
y
a
:
B
a
h
a
g
i
a
n
P
e
mb
a
n
g
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n
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K
u
r
i
k
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m
(
i
n
M
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l
a
y
)
,
2
0
1
8
.
[
2
]
R
.
N
.
M
o
ses
a
n
d
M
.
M
o
h
a
m
a
d
,
“
C
h
a
l
l
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e
s
F
a
c
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d
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y
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t
u
d
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n
t
s
a
n
d
T
e
a
c
h
e
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W
r
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t
i
n
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k
i
l
l
s
i
n
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C
o
n
t
e
x
t
s
:
A
L
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t
e
r
a
t
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R
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v
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,
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re
a
t
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E
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3
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p
p
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[
3
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M
.
Za
mr
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A
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R
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a
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d
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A
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d
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k
a
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d
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N
o
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a
Ba
h
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u
.
B
a
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g
i
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S
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l
a
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:
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b
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n
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t
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a
(
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4
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N
.
A
.
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N
a
w
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a
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d
D
.
Ja
n
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,
“
P
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M
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k
a
t
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4
:
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u
A
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s
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,
”
(
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M
a
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,
Ma
l
a
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a
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o
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MJ
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)
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5
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5
]
Y
.
N
.
T
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g
a
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d
M
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S
.
A
mr
a
n
,
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P
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mb
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M
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D
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M
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M
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a
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K
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a
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a
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M
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s,”
(
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,
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a
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s I
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v
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v
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2
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9
.
[
6
]
N
.
N
a
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a
r
,
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Th
e
mas
t
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y
o
f
M
a
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a
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w
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i
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a
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s
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f
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o
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-
n
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l
,
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I
ssu
e
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L
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3
3
7
3
6
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2
3
.
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0
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0
.
[
7
]
P
.
N
.
K
u
m
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a
n
d
P
.
K
r
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s
h
,
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M
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