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it
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u
st
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q
u
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ly
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o
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o
u
rse
s
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t
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ir
2
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ti
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a
n
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a
to
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u
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a
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Pra
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CC B
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C
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Nay
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tm
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Geo
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a
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Ma
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Per
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k
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tio
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tech
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tan
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[
1
]
–
[
6
]
.
As
p
er
th
e
Ma
lay
s
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E
d
u
c
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Ser
v
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C
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teac
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titu
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p
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s
in
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T
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Evaluation Warning : The document was created with Spire.PDF for Python.
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mo
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g
tea
ch
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in
Ma
la
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(
N
a
s
ir
N
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ya
n
)
251
teac
h
er
s
h
av
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b
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ac
k
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v
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ca
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ca
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cu
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ex
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p
tio
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p
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s
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s
[
7
]
.
Ma
lay
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ty
p
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n
d
e
r
g
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s
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y
ea
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u
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tio
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ch
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T
h
er
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teac
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tially
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v
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an
d
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r
all
welf
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th
r
o
u
g
h
o
u
t
elev
en
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ea
r
s
.
C
r
eţu
[
8
]
ass
er
ted
th
at
teac
h
er
s
ar
e
o
f
u
tm
o
s
t
s
ig
n
if
ican
ce
an
d
ar
e
th
e
p
r
im
ar
y
im
p
etu
s
b
eh
in
d
th
e
en
tire
ed
u
ca
tio
n
al
ap
p
a
r
atu
s
.
T
h
e
g
o
v
er
n
m
e
n
t
h
as
i
m
p
lem
en
ted
m
u
ltip
le
in
itiativ
es
to
en
h
an
ce
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
T
h
i
s
a
r
t
i
cl
e
d
is
c
u
s
s
es
t
h
e
v
a
r
i
o
u
s
l
ea
r
n
i
n
g
c
o
m
p
o
n
e
n
t
s
b
a
s
e
d
o
n
t
h
e
f
i
v
e
c
o
n
s
t
r
u
ct
s
o
f
P
A
K2
1
,
w
h
i
c
h
i
n
c
l
u
d
e
c
r
i
ti
c
a
l
t
h
i
n
k
i
n
g
,
c
o
m
m
u
n
i
c
a
t
i
o
n
,
t
e
a
m
w
o
r
k
,
c
r
e
a
t
iv
i
t
y
,
m
o
r
a
l
i
d
e
a
ls
,
a
n
d
e
t
h
ic
s
.
T
h
e
M
i
n
i
s
t
r
y
o
f
E
d
u
c
a
t
i
o
n
(
M
O
E
)
M
a
l
a
y
s
i
a
h
a
s
i
d
e
n
ti
f
i
e
d
v
a
r
i
o
u
s
s
k
i
l
ls
as
th
e
f
o
u
n
d
a
t
i
o
n
o
f
t
h
e
T
L
F
.
T
h
e
s
e
a
b
il
i
ti
e
s
i
n
c
l
u
d
e
l
e
a
r
n
i
n
g
a
n
d
i
n
n
o
v
a
t
i
o
n
,
m
e
d
i
a
l
it
e
r
a
c
y
,
i
n
f
o
r
m
a
ti
o
n
t
e
c
h
n
o
l
o
g
y
p
r
o
f
i
c
i
e
n
c
y
,
a
n
d
l
i
f
e
an
d
c
a
r
e
e
r
s
k
il
ls
.
I
n
a
d
d
i
t
i
o
n
,
t
h
e
r
e
a
r
e
t
e
n
a
d
d
i
ti
o
n
a
l
c
o
m
p
o
n
e
n
t
s
o
f
2
1
s
t
-
c
e
n
t
u
r
y
s
k
i
ll
s
:
c
r
e
a
ti
v
i
t
y
a
n
d
i
n
n
o
v
a
t
io
n
,
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
n
d
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
,
c
o
m
m
u
n
i
c
a
t
i
o
n
a
n
d
c
o
ll
a
b
o
r
a
t
i
o
n
,
i
n
f
o
r
m
a
t
i
o
n
li
t
e
r
a
c
y
,
t
e
c
h
n
o
l
o
g
i
c
a
l
li
t
e
r
a
c
y
,
i
n
f
o
r
m
a
t
i
o
n
a
n
d
c
o
m
m
u
n
i
c
a
t
io
n
t
e
c
h
n
o
l
o
g
y
,
f
l
e
x
i
b
i
l
it
y
a
n
d
a
d
a
p
t
a
b
i
l
it
y
,
i
n
it
i
a
ti
v
e
a
n
d
s
e
l
f
-
d
i
r
e
c
t
i
o
n
,
s
o
c
i
al
s
k
i
l
ls
,
a
n
d
c
u
l
t
u
r
e
,
p
r
o
d
u
c
t
i
v
i
t
y
,
a
n
d
a
c
c
o
u
n
t
a
b
i
l
it
y
,
as
w
e
l
l
a
s
l
e
a
d
e
r
s
h
i
p
a
n
d
r
es
p
o
n
s
i
b
i
l
it
y
[
9
]
.
T
h
e
i
m
p
l
e
m
e
n
t
a
ti
o
n
o
f
PA
K
2
1
wi
ll
a
ls
o
e
n
h
a
n
c
e
e
n
d
e
a
v
o
r
s
t
o
in
c
r
e
a
s
e
t
h
e
c
o
m
m
u
n
i
t
y
’
s
p
r
o
d
u
c
t
i
v
i
t
y
.
M
o
r
e
o
v
e
r
,
t
h
e
s
e
ta
l
e
n
ts
a
r
e
i
m
p
o
r
t
a
n
t
f
o
r
m
a
n
y
a
d
v
a
n
c
e
s
i
n
t
h
e
c
o
n
t
e
m
p
o
r
a
r
y
g
l
o
b
a
l
s
p
h
e
r
e
.
Kn
o
wled
g
e
e
n
co
m
p
ass
es
th
e
in
f
o
r
m
atio
n
ac
q
u
ir
ed
th
r
o
u
g
h
f
ir
s
th
an
d
ex
p
e
r
ien
ce
,
f
o
r
m
al
ed
u
ca
tio
n
,
an
d
ca
r
ef
u
l
o
b
s
er
v
atio
n
o
f
th
e
s
en
s
es.
Kn
o
wled
g
e
is
th
e
p
r
im
ar
y
f
ac
to
r
in
f
l
u
en
cin
g
an
i
n
d
iv
id
u
al’
s
ac
tio
n
s
[
1
0
]
.
T
h
is
s
tu
d
y
p
r
im
ar
ily
f
o
cu
s
ed
o
n
ex
am
i
n
in
g
in
s
tr
u
cto
r
s
’
u
n
d
er
s
tan
d
in
g
o
f
2
1
s
t
-
ce
n
tu
r
y
e
d
u
ca
tio
n
.
A
p
r
o
f
o
u
n
d
lev
el
o
f
e
x
p
er
tis
e
is
ess
en
tial
f
o
r
teac
h
er
s
to
ca
r
r
y
o
u
t
th
eir
d
u
ties
.
Sev
er
al
s
tu
d
ies
co
n
ten
d
th
at
th
e
ex
ten
t
o
f
k
n
o
wled
g
e
in
f
lu
e
n
ce
s
o
n
e’
s
in
clin
atio
n
to
r
esp
o
n
d
i
n
v
a
r
io
u
s
s
ce
n
ar
io
s
.
Acc
o
r
d
in
g
to
a
s
tu
d
y
co
n
d
u
cte
d
b
y
Saf
r
i
an
d
J
am
a
lu
d
in
[
7
]
,
th
e
f
in
d
in
g
s
in
d
icate
d
th
at
th
e
m
ajo
r
ity
o
f
teac
h
er
s
in
th
e
ch
o
s
en
s
ch
o
o
ls
in
th
e
Ko
ta
B
h
ar
u
R
eg
io
n
o
f
Kela
n
tan
p
o
s
s
ess
a
s
ig
n
if
ican
t
u
n
d
er
s
tan
d
in
g
o
f
PAK2
1
,
with
a
p
er
ce
n
tag
e
o
f
5
7
%
(
M=
5
.
3
8
,
SP
=0
.
6
4
)
.
T
h
e
s
tu
d
y
r
esu
lts
in
d
icate
th
at
k
n
o
wled
g
e
f
a
cto
r
s
s
u
b
s
tan
tially
in
f
lu
en
ce
teac
h
er
s
’
teac
h
in
g
tech
n
iq
u
es.
T
ea
ch
e
r
s
with
a
p
r
o
f
o
u
n
d
u
n
d
er
s
tan
d
in
g
o
f
PAK2
1
k
n
o
wled
g
e
will
s
ig
n
if
ican
tly
en
h
a
n
ce
th
eir
t
ea
ch
in
g
p
r
ac
tice.
T
ea
ch
in
g
p
r
ac
tice
is
cr
u
cial
s
in
ce
it
en
h
an
ce
s
teac
h
er
s
’
co
llab
o
r
atio
n
,
co
n
ce
n
tr
atio
n
,
a
n
d
d
ed
icatio
n
to
s
u
s
tain
th
eir
s
er
v
ice.
Me
an
wh
ile,
Mu
s
tak
im
et
a
l
.
[
1
1
]
d
is
co
v
er
ed
th
at
I
s
lam
ic
ed
u
ca
tio
n
in
s
tr
u
cto
r
s
in
Selan
g
o
r
State
s
ec
o
n
d
ar
y
s
ch
o
o
ls
s
ig
n
if
ican
t
ly
u
n
d
e
r
s
to
o
d
m
u
ltime
d
ia,
o
n
e
p
ar
t
o
f
PAK2
1
.
T
h
e
m
ea
n
v
alu
e
(
M=
4
.
2
4
,
SP
=0
.
3
8
)
in
d
icate
s
th
is
h
ig
h
lev
el.
T
ea
c
h
er
s
u
n
an
im
o
u
s
ly
ac
k
n
o
wled
g
ed
th
at
m
u
ltim
ed
ia
in
co
r
p
o
r
ates
a
ca
p
tiv
atin
g
b
len
d
o
f
tex
t,
v
o
ic
e,
an
im
atio
n
,
g
r
ap
h
ics,
an
d
in
t
er
ac
tiv
e
m
ed
ia,
s
co
r
in
g
th
e
h
i
g
h
est av
er
ag
e
r
atin
g
(
M=
4
.
7
7
,
SP
=0
.
4
3
)
.
Ho
war
d
[
1
2
]
s
tate
d
th
at
PAK2
1
em
p
l
o
y
s
in
f
o
r
m
atio
n
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
.
T
ea
ch
er
s
s
h
o
u
ld
ac
q
u
ir
e
h
o
lis
tic
co
n
s
u
m
er
p
ed
ag
o
g
y
ab
ilit
ies,
u
tili
zin
g
m
u
lti
-
m
o
d
al
lear
n
in
g
m
o
d
els
in
co
r
p
o
r
atin
g
cr
ea
tiv
e,
in
v
e
n
tiv
e,
cr
itical
tec
h
n
o
lo
g
y
co
n
ce
p
ts
an
d
r
ea
s
o
n
in
g
[
1
3
]
.
Acc
o
r
d
in
g
to
th
e
r
esear
ch
co
n
d
u
cte
d
b
y
Kau
r
[
1
4
]
,
th
e
d
eg
r
ee
o
f
u
n
d
er
s
tan
d
in
g
am
o
n
g
m
ath
em
atics
teac
h
er
s
ab
o
u
t
th
e
im
p
lem
en
tatio
n
o
f
PAK2
1
is
h
ig
h
.
A
p
p
r
o
x
im
ately
7
3
%
o
f
teac
h
e
r
s
co
m
p
r
e
h
en
s
iv
ely
u
n
d
er
s
tan
d
all
th
e
s
p
ec
if
ic
co
m
p
o
n
en
ts
an
d
r
eq
u
ir
em
en
ts
ass
o
ciate
d
with
PAK2
1
.
Acc
o
r
d
in
g
to
Mc
L
u
r
e
et
a
l
.
[
1
5
]
,
attitu
d
e
is
a
p
s
y
ch
o
l
o
g
ical
co
n
d
itio
n
th
at
c
h
ar
ac
ter
izes
an
in
d
iv
id
u
al’
s
p
o
ten
tial
r
esp
o
n
s
e
to
s
o
m
eth
in
g
.
H
o
war
d
[
1
2
]
ar
g
u
e
d
th
at
teac
h
er
s
in
th
e
2
1
s
t
ce
n
tu
r
y
m
u
s
t
p
o
s
s
ess
a
r
ec
ep
tiv
e
m
in
d
s
et
t
o
war
d
s
tech
n
o
l
o
g
y
,
p
er
ce
i
v
in
g
it
as
a
b
e
n
ef
icial
to
o
l.
Ad
d
it
io
n
ally
,
th
e
y
s
h
o
u
l
d
ac
tiv
ely
s
tay
in
f
o
r
m
ed
ab
o
u
t
ex
is
tin
g
an
d
em
er
g
in
g
co
n
ce
r
n
s
to
en
h
an
ce
th
eir
k
n
o
wled
g
e
an
d
s
k
ills
co
n
tin
u
o
u
s
ly
.
T
ea
ch
e
r
s
m
u
s
t
also
em
b
o
d
y
co
r
e
v
al
u
es
to
t
r
an
s
f
o
r
m
th
em
s
elv
es
in
to
e
d
u
ca
to
r
s
o
f
t
h
e
2
1
s
t
ce
n
tu
r
y
.
I
n
o
r
d
er
to
f
u
lf
ill
th
eir
r
o
le
as
e
x
em
p
lar
y
e
d
u
ca
to
r
s
,
teac
h
er
s
m
u
s
t
p
o
s
s
ess
co
m
m
en
d
ab
le
p
r
o
f
ess
io
n
al,
s
o
cial,
an
d
p
er
s
o
n
al
attr
ib
u
tes.
Mc
L
u
r
e
et
a
l
.
[
1
5
]
ass
er
t
ed
th
at
ed
u
ca
to
r
s
m
u
s
t
e
x
h
ib
it
p
o
s
i
tiv
ity
an
d
in
g
e
n
u
ity
in
em
p
lo
y
in
g
T
L
F
s
tr
ateg
ies
th
at
ar
e
m
o
r
e
ap
p
licab
le
to
th
e
p
r
ac
tical
i
m
p
lem
en
tatio
n
o
f
th
e
2
1
s
t
ce
n
tu
r
y
e
d
u
ca
tio
n
tr
an
s
f
o
r
m
atio
n
p
lan
(
PAK2
1
)
.
T
ea
ch
er
s
s
h
o
u
ld
ad
a
p
t
b
y
p
r
i
o
r
itizin
g
in
d
iv
i
d
u
al
attr
ib
u
tes,
in
clu
d
in
g
attitu
d
es,
talen
ts
,
an
d
a
m
o
r
e
o
p
tim
is
tic
m
in
d
s
et
[
1
6
]
,
[
1
7
]
,
allo
win
g
th
em
to
cu
ltiv
ate
th
eir
attitu
d
e
to
war
d
s
im
p
lem
en
tin
g
PAK2
1
an
d
c
o
n
s
is
ten
tly
ap
p
ly
in
g
PAK2
1
in
th
e
class
r
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an
d
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ciate
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with
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k
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ased
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ed
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o
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ar
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ch
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R
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ically
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Natio
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ch
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elig
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Seco
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T
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ar
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Sch
o
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l,
a
n
d
Selen
d
an
g
Natio
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al
Seco
n
d
ar
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Sch
o
o
l.
2
.
1
.
Sa
m
pli
ng
a
nd
s
t
ud
y
ins
t
rum
ent
s
T
h
e
ag
g
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ate
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m
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er
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ato
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f
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ically
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ch
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with
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th
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D
is
tr
ict
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f
Pah
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2
4
7
in
d
i
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als.
Hen
ce
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th
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s
am
p
le
s
ize
f
o
r
t
h
e
r
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n
d
o
m
s
elec
tio
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n
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o
u
r
s
ch
o
o
ls
is
1
5
9
,
as
in
d
icate
d
in
th
e
s
am
p
le
s
ize
d
eter
m
in
atio
n
tab
le
b
y
K
r
ejcie
an
d
Mo
r
g
a
n
[
2
5
]
.
Ou
t
o
f
th
e
en
tire
g
r
o
u
p
,
th
er
e
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e
4
3
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ale
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1
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6
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s
.
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m
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er
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attr
ib
u
ted
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th
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ig
n
if
ican
t
p
r
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c
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o
f
f
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teac
h
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o
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teg
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o
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as
s
ta
ted
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y
Kr
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d
M
o
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[
2
5
]
,
t
h
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p
r
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p
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tio
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m
ale
a
n
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f
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t u
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h
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t th
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llectio
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p
r
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s
s
.
T
ab
le
1
p
r
o
v
i
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a
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er
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iew
o
f
th
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u
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air
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iv
id
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to
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ec
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Sectio
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A
ex
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ter
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eir
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tio
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b
ac
k
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,
ag
e
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en
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ac
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m
ar
ital
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s
u
b
jects
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g
h
t,
teac
h
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g
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ce
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o
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itio
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m
o
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t
s
ig
n
if
ica
n
t
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eg
r
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ed
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a
n
d
t
h
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last
ed
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tio
n
a
l
in
s
titu
tio
n
atten
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ed
.
Simu
ltan
eo
u
s
ly
,
Sectio
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B
en
co
m
p
ass
es
k
n
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r
elate
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to
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1
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Sectio
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Sectio
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D
elu
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ates
th
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p
r
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tices
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tu
r
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te
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Sectio
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co
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ass
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esp
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c
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m
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an
d
id
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s
ab
o
u
t th
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cts.
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2
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2
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is
p
lay
s
th
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m
ea
s
u
r
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f
ed
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ca
tio
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item
s
in
th
e
2
1
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ce
n
tu
r
y
,
as
p
er
ce
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e
d
b
y
teac
h
e
r
s
in
R
o
m
p
in
Dis
tr
ict,
Pah
an
g
.
T
h
e
item
s
in
th
is
q
u
esti
o
n
n
air
e
wer
e
ass
ess
ed
u
s
in
g
th
e
L
ik
e
r
t
s
ca
le,
a
s
y
s
tem
th
at
ass
ig
n
s
s
co
r
es
r
a
n
g
in
g
f
r
o
m
1
to
5
.
I
n
t
h
is
s
tu
d
y
,
th
e
L
ik
er
t
s
ca
le
ass
ess
e
s
in
d
iv
id
u
als’
r
esp
o
n
s
es
to
a
p
ar
ticu
lar
s
tim
u
lu
s
th
r
o
u
g
h
p
o
s
itiv
e
an
d
n
eg
ativ
e
wo
r
d
s
.
T
h
e
s
tu
d
y
e
x
am
in
es
i
n
d
iv
id
u
als’
k
n
o
wled
g
e
an
d
a
ttit
u
d
es
to
war
d
s
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
u
s
in
g
a
L
ik
er
t
s
ca
le
o
f
f
iv
e:
1
=stro
n
g
ly
d
is
ag
r
ee
,
2
=d
is
ag
r
ee
,
3
=n
o
c
o
m
m
en
t,
4
=a
g
r
ee
,
a
n
d
5
=stro
n
g
l
y
a
g
r
ee
.
Fu
r
th
er
m
o
r
e
,
co
n
tem
p
o
r
ar
y
teac
h
in
g
m
eth
o
d
o
lo
g
ies
in
th
e
2
1
s
t
ce
n
tu
r
y
ar
e
ass
ess
ed
u
s
in
g
alter
n
ativ
e
L
ik
er
t
s
ca
les,
s
p
ec
if
ically
1
=n
ev
er
,
2
=so
m
etim
es,
3
=o
cc
asio
n
ally
,
4
=o
f
ten
,
an
d
5
=v
e
r
y
o
f
ten
.
T
h
is
q
u
esti
o
n
n
air
e
was u
s
ed
to
ev
alu
ate
th
e
k
n
o
w
led
g
e,
attitu
d
es,
an
d
b
eh
a
v
io
r
s
r
elate
d
to
ed
u
ca
tio
n
in
th
e
2
1
s
t c
en
tu
r
y
.
T
h
e
g
ath
e
r
ed
d
ata
wer
e
an
a
ly
ze
d
u
s
in
g
th
e
s
tatis
tical
p
ac
k
ag
e
f
o
r
t
h
e
s
o
cial
s
cien
c
es
(
SP
SS
)
s
o
f
twar
e.
T
h
is
ar
ticle
p
r
im
a
r
ily
aim
s
to
ascer
tain
th
e
e
x
ten
t
o
f
in
s
tr
u
cto
r
s
’
k
n
o
wled
g
e,
attitu
d
es,
an
d
b
eh
av
io
r
s
ab
o
u
t
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
.
T
h
e
s
tatis
tical
d
ata
an
aly
s
is
p
r
o
v
i
d
es
a
q
u
an
titativ
e
r
ep
r
esen
tatio
n
o
f
th
e
f
r
eq
u
en
cy
o
f
d
is
co
v
er
ies
b
y
u
s
in
g
m
ea
n
a
n
d
p
e
r
ce
n
ta
g
e
v
alu
es
to
m
ea
s
u
r
e
th
e
d
e
g
r
ee
o
f
k
n
o
wled
g
e,
attitu
d
es,
an
d
p
r
ac
tices
in
2
1
s
t
-
ce
n
tu
r
y
e
d
u
ca
tio
n
.
T
h
is
s
tu
d
y
u
tili
ze
s
in
f
er
en
tial
an
aly
s
is
(
t
-
test
)
to
ev
alu
ate
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ican
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v
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iatio
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ically
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am
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ed
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d
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r
ac
tices
o
f
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s
t
-
ce
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r
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e
d
u
ca
tio
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.
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h
is
s
tu
d
y
also
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v
esti
g
ates
th
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r
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t c
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r
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r
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e
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ch
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ar
k
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t a
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ican
ce
lev
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f
p
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0
5
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T
ab
le
2
.
R
eliab
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alu
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o
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s
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y
v
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S
e
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t
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o
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V
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r
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a
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l
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s
#
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ms
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R
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e
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e
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9
2
4
V
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d
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
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N
A
to
tal
o
f
1
5
2
p
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ticip
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ts
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e
ch
o
s
en
f
r
o
m
R
o
m
p
in
Nat
io
n
al
Seco
n
d
ar
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Sch
o
o
l
.
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h
er
e
ar
e
1
1
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f
em
ale
r
esp
o
n
s
es,
ac
co
u
n
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g
f
o
r
7
3
%
o
f
th
e
to
tal,
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d
4
3
m
ale
r
esp
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n
d
en
ts
,
m
ak
in
g
u
p
2
7
%.
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h
e
b
u
lk
o
f
r
esp
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n
d
en
ts
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m
p
r
is
in
g
1
4
5
in
d
iv
id
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als
(
9
1
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2
%),
ar
e
m
ar
r
ied
,
wh
ile
1
4
in
d
iv
id
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als
(
8
.
8
%)
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e
s
in
g
le.
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h
e
s
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d
y
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ly
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l
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s
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le
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ize
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f
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d
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ts
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T
h
e
Sab
ah
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u
m
ip
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ter
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d
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u
m
ip
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ter
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p
s
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cc
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ted
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o
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ch
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m
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ts
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g
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o
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d
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als,
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a
v
e
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teac
h
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er
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ce
o
f
1
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ea
r
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r
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s
t
r
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n
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e
n
ts
,
9
3
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%
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r
1
4
9
in
d
iv
id
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e
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er
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lay
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b
lic
I
n
s
titu
tes o
f
Hig
h
er
L
ea
r
n
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g
(
PIH
L
)
.
3
.
1
.
L
ev
els o
f
k
no
wledg
e,
a
t
t
it
ud
es,
a
nd
pra
ct
ices o
f
2
1
s
t
ce
nt
ury
educa
t
io
n a
m
o
ng
s
cho
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l
t
ea
cher
s
T
h
e
o
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tco
m
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o
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th
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s
tu
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tili
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a
d
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ip
tiv
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aly
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ap
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r
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eter
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th
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m
ea
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r
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tan
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ar
d
d
ev
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n
,
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d
lev
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o
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ar
iab
les b
ased
o
n
r
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es f
r
o
m
in
s
tr
u
ct
o
r
s
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th
e
R
o
m
p
i
n
D
is
tr
ict,
Pah
an
g
.
T
ab
le
3
r
ev
ea
led
t
h
at
th
e
o
v
e
r
all
d
eg
r
ee
o
f
k
n
o
wled
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e
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m
o
d
er
ate,
with
a
m
ea
n
o
f
2
.
9
5
an
d
a
s
tan
d
a
r
d
d
ev
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o
f
0
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2
2
.
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h
er
ef
o
r
e,
m
o
s
t
teac
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p
o
s
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ess
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s
atis
f
ac
to
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y
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n
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er
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d
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g
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eg
ar
d
in
g
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s
t
-
ce
n
tu
r
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e
d
u
ca
tio
n
.
T
h
is
s
tu
d
y
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
s
tu
d
y
Ali
[
2
9
]
,
wh
ich
d
em
o
n
s
tr
ated
th
at
a
h
ig
h
lev
el
o
f
u
n
d
e
r
s
tan
d
in
g
o
f
PAK2
1
is
cr
u
cial
f
o
r
th
e
ef
f
ec
ti
v
e
im
p
lem
en
tatio
n
o
f
PAK2
1
.
Nev
er
th
eless
,
th
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
:
250
-
259
254
s
u
r
v
ey
also
r
ev
ea
led
th
at
teac
h
er
s
m
u
s
t
en
h
an
ce
th
eir
u
n
d
er
s
tan
d
in
g
o
f
PAK2
1
co
n
ce
p
ts
,
s
u
ch
as
cr
itica
l
th
in
k
in
g
an
d
cr
ea
tiv
ity
.
I
n
a
d
d
itio
n
,
ac
c
o
r
d
in
g
to
th
e
d
ata
p
r
esen
ted
i
n
T
ab
le
3
,
t
h
e
r
esu
lts
in
d
icate
th
at
in
s
tr
u
cto
r
s
’
d
e
g
r
ee
s
in
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1
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t
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c
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tio
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al
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r
e
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o
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ate,
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o
r
e
o
f
2
.
9
4
an
d
a
s
tan
d
ar
d
d
ev
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n
o
f
0
.
2
3
.
T
h
e
in
s
tr
u
cto
r
s
in
th
e
R
o
m
p
in
r
eg
io
n
o
f
Pah
an
g
h
av
e
a
m
o
d
er
ate
an
d
less
welc
o
m
in
g
s
tan
ce
to
war
d
s
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
.
T
h
e
r
e
s
u
lts
s
u
g
g
est
th
at
s
o
m
e
teac
h
er
s
d
o
n
o
t
p
r
o
v
id
e
p
o
s
itiv
e
f
ee
d
b
ac
k
to
th
e
q
u
esti
o
n
s
em
p
h
asized
in
th
is
q
u
esti
o
n
n
air
e
o
n
2
1
s
t
-
ce
n
t
u
r
y
e
d
u
ca
ti
o
n
.
T
ab
le
3
d
is
p
lay
s
th
e
ex
ten
t
o
f
2
1
s
t
-
ce
n
tu
r
y
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u
ca
tio
n
al
m
eth
o
d
s
em
p
lo
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b
y
i
n
s
tr
u
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r
s
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th
e
R
o
m
p
in
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d
icatin
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m
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ate
av
er
a
g
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lev
el
(
M=
2
.
9
0
,
SP
=0
.
2
9
)
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
t
h
at
1
5
1
p
ar
ticip
an
ts
(
9
5
.
0
%)
p
o
s
s
ess
e
d
s
u
b
s
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tial
k
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s
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ticip
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ts
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ad
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m
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est
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g
e
o
f
2
1
s
t
-
ce
n
tu
r
y
e
d
u
ca
tio
n
.
T
h
e
teac
h
e
r
s
in
f
o
u
r
c
h
o
s
en
s
ch
o
o
ls
with
in
th
e
R
o
m
p
in
D
is
tr
ict
p
o
s
s
es
s
a
co
m
m
en
d
ab
le
d
e
g
r
ee
o
f
ex
p
er
tis
e
th
at
en
ab
les th
em
to
ac
q
u
ir
e
d
iv
er
s
e
an
d
u
p
-
to
-
d
ate
in
f
o
r
m
atio
n
r
eg
a
r
d
in
g
ed
u
ca
tio
n
al
m
atter
s
in
th
e
2
1
s
t
ce
n
tu
r
y
.
T
h
is
s
tu
d
y
is
co
n
s
is
ten
t
with
th
e
r
esear
ch
co
n
d
u
cted
b
y
Yu
s
o
f
[
1
]
.
T
h
e
av
er
a
g
e
o
f
all
th
e
PAK2
1
elem
en
ts
o
f
e
d
u
ca
to
r
s
is
(
M=
3
.
4
3
,
SP
=0
.
4
6
)
.
T
h
e
cr
it
ical
th
in
k
in
g
s
k
ills
(
M=
3
.
3
2
)
,
r
ef
lectio
n
s
k
ills
(
M=
3
.
3
7
)
,
tech
n
o
lo
g
ical
s
k
ills
(
M=
3
.
3
4
)
,
an
d
c
r
ea
tiv
ity
a
n
d
in
v
e
n
tio
n
ab
ilit
ies
(
M=
3
.
3
7
)
n
ee
d
im
p
r
o
v
e
m
en
t
as
th
ey
ar
e
n
o
w
at
a
m
o
d
est
l
ev
el.
T
h
e
k
n
o
wled
g
e
e
x
ch
an
g
e
b
etwe
en
teac
h
e
r
s
an
d
s
tu
d
e
n
ts
o
r
am
o
n
g
s
tu
d
e
n
t
s
ch
ar
ac
ter
izes
co
llab
o
r
ativ
e
l
ea
r
n
in
g
.
T
h
is
in
clu
d
es
ex
c
h
an
g
in
g
i
n
ter
n
et
s
ea
r
ch
r
esu
lts
an
d
u
tili
zin
g
th
eir
c
r
ea
tiv
ity
to
ac
co
m
p
lis
h
ass
ig
n
ed
task
s
.
T
ab
le
3
.
Var
iab
le
le
v
els o
f
2
1
s
t c
en
tu
r
y
e
d
u
ca
tio
n
al
k
n
o
wled
g
e,
attitu
d
es,
an
d
p
r
ac
tices
V
a
r
i
a
b
l
e
s
Lo
w
l
e
v
e
l
M
o
d
e
r
a
t
e
l
e
v
e
l
H
i
g
h
l
e
v
e
l
M
e
a
n
SD
A
v
e
r
a
g
e
l
e
v
e
l
#
%
#l
%
#
%
K
n
o
w
l
e
d
g
e
0
0
8
5
.
0
3
1
5
1
9
4
.
9
7
2
.
9
5
0
.
2
1
9
M
o
d
e
r
a
t
e
A
t
t
i
t
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d
e
s
0
0
9
5
.
6
6
1
5
0
9
4
.
3
4
2
.
9
4
0
.
2
3
2
M
o
d
e
r
a
t
e
P
r
a
c
t
i
c
e
s
0
0
6
3
.
7
7
1
5
3
9
6
.
2
3
2
.
9
0
0
.
2
9
3
M
o
d
e
r
a
t
e
T
h
ese
s
tu
d
y
f
in
d
in
g
s
ar
e
c
o
n
s
is
ten
t
with
th
e
co
n
clu
s
io
n
s
o
f
Fad
zillah
et
a
l.
[
3
0
]
.
T
h
e
r
esear
ch
er
s
d
is
co
v
er
ed
t
h
at
th
e
p
r
o
f
icien
c
y
o
f
Ku
ala
L
u
m
p
u
r
tec
h
n
ical
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
u
s
in
g
co
m
p
u
ter
s
in
PAK2
1
is
at
a
m
o
d
est
lev
el.
W
h
ile
m
o
s
t
in
s
tr
u
cto
r
s
h
a
v
e
b
ee
n
tr
ain
e
d
in
PAK2
1
,
s
o
m
e
t
ea
ch
er
s
s
till
lack
th
e
s
k
ills
to
ad
m
in
is
ter
T
L
F
b
a
s
ed
o
n
PAK2
1
ef
f
ec
tiv
ely
.
Nev
er
th
eless
,
th
e
f
in
d
in
g
s
o
f
th
is
in
v
esti
g
atio
n
co
n
tr
ad
ict
th
e
r
esear
ch
co
n
d
u
cted
b
y
Mu
s
tak
im
et
a
l.
[
1
1
]
.
T
h
e
in
v
esti
g
atio
n
r
ev
ea
le
d
th
a
t
I
s
lam
ic
E
d
u
ca
tio
n
T
ea
ch
er
s
(
GPI
)
in
Selan
g
o
r
State
Seco
n
d
ar
y
Sch
o
o
ls
h
av
e
a
h
ig
h
d
eg
r
ee
o
f
u
n
d
er
s
tan
d
in
g
o
f
u
s
in
g
m
u
ltime
d
ia
to
teac
h
PAK2
1
I
s
lam
ic
ed
u
ca
tio
n
.
T
h
e
o
v
er
all
m
ea
n
v
alu
e
was 4
.
2
4
,
with
a
s
tan
d
ar
d
d
e
v
iatio
n
o
f
0
.
3
8
.
T
h
e
o
u
tco
m
e
u
n
eq
u
iv
o
c
ally
d
em
o
n
s
tr
ates
th
at
th
e
GPI
o
f
Selan
g
o
r
State
Seco
n
d
ar
y
Sch
o
o
l
p
o
s
s
ess
es
a
f
u
n
d
am
e
n
tal
co
m
p
r
e
h
en
s
io
n
o
f
m
u
ltime
d
ia
an
d
its
a
p
p
licatio
n
i
n
PAK2
1
.
A
s
tu
d
y
co
n
d
u
c
ted
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
(
MO
E
)
[
9
]
f
o
u
n
d
th
at
th
e
ad
o
p
tio
n
o
f
PAK2
1
am
o
n
g
m
ath
em
atics
teac
h
er
s
is
ex
ten
s
iv
e,
with
73
%
o
f
teac
h
er
s
d
em
o
n
s
tr
atin
g
co
m
p
r
e
h
en
s
iv
e
k
n
o
wled
g
e
o
f
all
th
e
d
is
tin
ct
co
m
p
o
n
en
ts
an
d
r
eq
u
ir
e
m
en
ts
ass
o
ciate
d
with
PAK2
1
.
T
h
er
ef
o
r
e,
teac
h
er
s
h
a
v
e
a
h
u
m
b
le
d
em
ea
n
o
r
y
et
ar
e
less
p
r
eo
cc
u
p
ied
with
2
1
s
t
-
ce
n
t
u
r
y
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
’
s
f
in
d
in
g
s
alig
n
wi
th
th
e
r
esear
ch
co
n
d
u
cted
b
y
Kam
ar
u
d
d
in
et
a
l.
[
3
1
]
,
wh
ich
co
n
clu
d
ed
t
h
at
th
e
p
r
ep
ar
e
d
n
ess
o
f
in
s
tr
u
cto
r
s
,
n
am
ely
in
ter
m
s
o
f
th
eir
attitu
d
e
to
war
d
s
in
teg
r
atin
g
i
n
f
o
r
m
atio
n
tech
n
o
lo
g
y
in
PAK2
1
,
is
a
cr
u
cial
d
eter
m
i
n
an
t
o
f
th
e
s
u
cc
ess
an
d
ef
f
i
ca
cy
o
f
I
C
T
u
tili
za
tio
n
in
T
L
F.
T
h
e
s
tu
d
y
b
y
Kam
ar
u
d
d
in
et
a
l.
[
3
1
]
r
ev
e
als
th
at
I
s
lam
ic
ed
u
ca
tio
n
in
s
tr
u
cto
r
s
h
av
e
a
m
o
d
er
ate
attitu
d
e
d
esp
ite
th
eir
lim
ited
m
u
ltime
d
ia
k
n
o
wled
g
e.
T
h
is
is
attr
ib
u
ted
to
th
e
p
r
ef
er
e
n
ce
o
f
I
s
lam
ic
ed
u
ca
tio
n
teac
h
er
s
f
o
r
tr
ad
itio
n
al
teac
h
in
g
tech
n
iq
u
es
.
T
h
e
d
em
ea
n
o
r
o
f
a
h
u
m
b
le
i
n
s
tr
u
cto
r
is
ev
id
en
t,
p
ar
ticu
la
r
ly
am
o
n
g
e
d
u
ca
to
r
s
with
lim
ited
ex
p
er
tis
e.
Nev
er
th
eless
,
ed
u
ca
to
r
s
p
ar
ticip
a
tin
g
in
I
C
T
an
d
PAK2
1
co
u
r
s
es
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
eir
p
ass
io
n
an
d
m
o
tiv
atio
n
to
u
tili
ze
m
u
ltime
d
ia
i
n
T
L
F.
3
.
2
.
Dif
f
er
ence
s
in
k
no
wledg
e
,
a
t
t
it
ud
es,
a
nd
pra
ct
ices
ba
s
ed
o
n
t
ea
cher
g
ender
re
g
a
rding
2
1
s
t
ce
ntury
educa
t
io
n
T
h
is
s
tu
d
y
u
tili
ze
d
in
f
er
en
tial a
n
aly
s
is
th
r
o
u
g
h
a
t
-
test
to
ev
alu
ate
if
th
er
e
wer
e
s
ig
n
if
ican
t v
ar
iatio
n
s
ac
r
o
s
s
s
p
ec
if
ic
g
r
o
u
p
s
,
s
p
ec
i
f
ically
teac
h
er
s
’
g
en
d
e
r
,
with
th
e
v
ar
iab
les
ex
am
in
e
d
,
in
c
lu
d
in
g
k
n
o
wled
g
e
,
attitu
d
es,
an
d
p
r
ac
tices
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
.
An
ex
p
er
im
en
t
was
co
n
d
u
cted
to
test
th
e
n
u
ll
h
y
p
o
th
esis
r
eg
ar
d
in
g
th
e
d
is
p
ar
ities
in
k
n
o
wled
g
e
b
etwe
en
m
ale
an
d
f
em
ale
teac
h
er
s
in
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
.
T
h
e
h
y
p
o
th
eses
th
at
will
b
e
ex
am
in
ed
ar
e
as:
T
h
er
e
is
n
o
d
is
ce
r
n
ib
le
d
is
p
ar
ity
in
th
e
k
n
o
wled
g
e
r
eg
ar
d
in
g
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
b
etwe
en
m
ale
an
d
f
em
ale
teac
h
er
s
(
H
o
1
)
.
T
h
e
p
-
v
alu
e
o
f
less
th
an
0
.
0
5
was
d
ee
m
ed
ad
eq
u
ate,
in
d
icatin
g
s
tatis
tical
s
ig
n
if
ican
ce
i
n
th
e
t
-
test
.
W
h
en
th
e
s
tan
d
ar
d
d
ev
iatio
n
v
al
u
e
o
f
a
b
i
g
g
er
g
r
o
u
p
ac
h
iev
es
a
s
ig
n
if
ican
ce
lev
el
o
f
p
<0
.
0
5
,
it
in
d
icate
s
a
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
m
ales
an
d
f
em
ales
[
3
2
]
.
T
h
e
s
tu
d
y
f
o
u
n
d
s
ig
n
i
f
ican
t
g
e
n
d
er
d
if
f
e
r
en
ce
s
in
k
n
o
wled
g
e
b
etwe
e
n
m
ales
(
M=
4
.
2
2
,
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
A
cc
ep
ta
n
ce
o
f
2
1
s
t c
en
tu
r
y
ele
men
ts
ed
u
ca
tio
n
a
mo
n
g
tea
ch
ers
in
Ma
la
ysia
(
N
a
s
ir
N
a
ya
n
)
255
SP
=0
.
4
5
,
n
=4
3
)
an
d
f
em
ales
(
M=
4
.
3
7
,
SP
=0
.
3
9
,
n
=1
1
6
)
,
with
m
ales
h
av
in
g
a
lo
wer
av
er
ag
e
s
co
r
e.
T
h
is
d
if
f
er
en
ce
was
s
tatis
tical
ly
s
i
g
n
if
ican
t
(
t=2
.
1
1
,
d
f
=
1
5
7
,
p
<
0
.
0
5
)
.
T
h
er
ef
o
r
e,
th
e
n
u
ll
h
y
p
o
th
esis
s
u
g
g
ests
n
o
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
ex
p
er
tis
e
b
etwe
en
m
ale
a
n
d
f
em
ale
r
ejec
ted
teac
h
er
s
.
Hen
ce
,
th
e
r
e
ex
is
ts
a
d
is
p
ar
ity
in
t
h
e
k
n
o
wled
g
e
p
o
s
s
ess
ed
b
y
m
ale
an
d
f
em
al
e
in
s
tr
u
cto
r
s
,
with
f
em
ale
teac
h
er
s
ex
h
ib
itin
g
a
s
u
p
er
io
r
lev
el
o
f
ex
p
er
ti
s
e
in
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
an
d
c
o
n
s
is
ten
tly
d
em
o
n
s
tr
atin
g
s
en
s
itiv
ity
to
war
d
co
n
tem
p
o
r
ar
y
ch
allen
g
es
o
n
PAK2
1
.
T
h
e
s
tu
d
y
b
y
Ali
[
2
9
]
p
r
esen
ted
f
in
d
in
g
s
th
at
o
p
p
o
s
ed
t
h
e
n
o
tio
n
,
as
it
d
id
n
o
t
d
em
o
n
s
tr
ate
an
y
d
is
p
ar
ities
in
in
s
tr
u
cto
r
s
’
co
m
p
r
eh
e
n
s
io
n
o
f
g
en
er
al
k
n
o
wled
g
e
a
n
d
t
h
e
f
iv
e
elem
en
ts
o
f
PAK2
1
d
ep
en
d
i
n
g
o
n
g
en
d
e
r
.
T
h
e
r
esu
lts
in
d
i
ca
ted
th
at
th
e
t
-
test
v
alu
e
o
b
tain
ed
was
1
.
0
3
8
,
an
d
th
e
s
ig
n
if
ican
ce
lev
el
was
0
.
3
0
0
(
p
<
0
.
0
5
)
.
C
o
n
s
eq
u
en
tly
,
th
er
e
was
n
o
n
o
ta
b
le
d
is
p
ar
ity
in
th
e
lev
el
o
f
g
e
n
er
al
k
n
o
wled
g
e
c
o
m
p
r
eh
en
s
i
o
n
o
f
PAK2
1
b
ased
o
n
g
en
d
er
.
I
n
th
is
s
tu
d
y
,
a
s
am
p
le
s
ize
o
f
3
0
7
was
u
s
ed
.
Fem
ale
in
s
tr
u
cto
r
s
h
ad
a
h
ig
h
er
av
e
r
ag
e
v
alu
e
o
f
4
.
2
3
,
wh
e
r
ea
s
m
ale
teac
h
e
r
s
h
ad
an
a
v
er
ag
e
o
f
4
.
1
8
.
Desp
ite
a
s
lig
h
t d
is
p
ar
ity
in
th
e
a
v
er
a
g
e,
b
o
t
h
v
alu
es r
em
ai
n
elev
ate
d
.
A
n
u
ll
h
y
p
o
th
esis
was
u
tili
ze
d
to
ascer
tain
d
is
p
ar
ities
in
PAK2
1
attitu
d
es
b
etwe
en
m
ale
an
d
f
em
ale
ed
u
ca
to
r
s
.
T
h
e
s
tu
d
y
’
s
h
y
p
o
t
h
eses
ar
e
as:
T
h
e
r
e
is
n
o
d
is
ce
r
n
ib
le
d
is
p
ar
ity
in
th
e
attitu
d
es
to
war
d
s
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
b
etwe
en
m
ale
an
d
f
em
ale
teac
h
er
s
(
Ho
2
)
.
T
h
e
d
ata
p
r
esen
ted
i
n
T
ab
le
4
in
d
icate
s
a
n
o
tewo
r
th
y
d
is
tin
ctio
n
b
etwe
en
m
ales
(
m
ea
n
=
4
.
2
1
,
s
tan
d
a
r
d
d
e
v
iatio
n
=0
.
4
9
,
s
am
p
le
s
ize=
4
3
)
a
n
d
f
e
m
ales
(
m
ea
n
=4
.
3
9
,
s
tan
d
ar
d
d
ev
iatio
n
=0
.
4
1
,
s
am
p
le
s
ize=
1
1
6
)
,
as e
v
id
en
ce
d
b
y
th
e
t
-
test
r
esu
lt
(
t=
-
2
.
2
6
,
d
eg
r
ee
s
o
f
f
r
ee
d
o
m
=
1
5
7
,
p
-
v
alu
e
<0
.
0
5
)
.
T
h
e
n
u
ll
h
y
p
o
th
esis
,
wh
ich
s
u
g
g
ests
n
o
s
ig
n
if
ican
t
v
ar
iatio
n
in
attitu
d
es
lin
k
e
d
to
PAK2
1
b
ased
o
n
g
en
d
er
am
o
n
g
in
s
tr
u
cto
r
s
,
h
as
b
ee
n
r
ejec
ted
.
C
o
n
s
eq
u
en
tly
,
th
er
e
ex
is
ts
a
n
o
tab
le
d
is
p
ar
ity
in
th
e
attitu
d
es
o
f
m
ale
an
d
f
em
ale
in
s
tr
u
cto
r
s
to
war
d
s
PAK2
1
,
with
f
em
ale
te
ac
h
er
s
d
is
p
lay
in
g
a
g
r
ea
ter
em
p
h
asis
o
n
v
iews o
n
PAK2
1
.
Fu
r
th
er
m
o
r
e
,
a
t
-
test
is
em
p
lo
y
ed
to
ex
am
in
e
th
e
d
is
p
ar
ities
in
th
e
ed
u
ca
tio
n
al
p
r
ac
tices
o
f
in
s
tr
u
cto
r
s
in
ch
o
s
en
s
ch
o
o
ls
in
th
e
R
o
m
p
in
Dis
tr
ict
d
u
r
i
n
g
t
h
e
2
1
s
t
ce
n
tu
r
y
.
A
n
u
ll
h
y
p
o
th
esis
was
ex
am
in
ed
to
ascer
tain
th
e
d
is
p
ar
ities
in
e
d
u
ca
tio
n
al
p
r
ac
tices
in
th
e
2
1
s
t
ce
n
tu
r
y
b
etwe
en
m
ale
an
d
f
e
m
ale
teac
h
er
s
.
T
h
e
s
tu
d
y
’
s
h
y
p
o
th
eses
ar
e
as:
T
h
er
e
is
n
o
d
is
ce
r
n
ib
le
d
is
p
ar
ity
in
th
e
wate
r
co
n
s
er
v
atio
n
s
tr
at
eg
ies
o
f
i
n
s
tr
u
cto
r
s
b
ased
o
n
g
en
d
e
r
(
Ho
3
)
.
T
h
e
d
ata
p
r
esen
ted
in
T
ab
le
4
in
d
icate
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
m
ales
(
m
ea
n
=4
.
2
5
,
s
tan
d
ar
d
d
ev
iatio
n
=0
.
5
2
,
s
am
p
le
s
ize
=4
3
)
an
d
f
em
ales
(
m
ea
n
=
4
.
4
0
,
s
tan
d
ar
d
d
ev
iatio
n
=0
.
4
4
,
s
am
p
le
s
ize
=1
1
6
)
.
Sp
e
cif
ically
,
th
e
t
-
test
y
ield
ed
a
t
-
v
alu
e
o
f
-
1
.
8
1
with
1
5
7
d
e
g
r
e
es
o
f
f
r
ee
d
o
m
,
an
d
th
e
p
-
v
alu
e
was
m
o
r
e
t
h
an
0
.
0
5
.
B
ased
o
n
t
h
is
in
f
er
e
n
tial
s
tatis
tical
an
aly
s
is
,
th
e
n
u
ll
h
y
p
o
th
esis
,
wh
ich
s
u
g
g
ests
n
o
s
u
b
s
tan
tial
v
ar
iatio
n
s
in
teac
h
i
n
g
p
r
ac
tices
in
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
b
ased
o
n
g
en
d
er
a
m
o
n
g
teac
h
er
s
,
was
ac
ce
p
ted
(
n
o
t
r
e
jecte
d
)
.
W
h
ile
th
er
e
is
n
o
n
o
t
ab
le
d
is
p
ar
ity
b
etwe
en
m
ale
a
n
d
f
em
ale
teac
h
e
r
s
,
s
tatis
t
ical
d
ata
in
d
icate
s
th
at
b
o
th
g
en
d
er
s
d
em
o
n
s
tr
ate
e
q
u
al
p
r
o
f
icien
cy
in
im
p
lem
e
n
tin
g
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
in
ea
ch
T
L
F.
T
ab
le
4
.
T
ea
c
h
er
g
e
n
d
er
d
if
f
er
en
ce
s
in
th
e
v
ar
ia
b
les o
f
k
n
o
w
led
g
e,
attitu
d
e,
a
n
d
p
r
ac
tice
V
a
r
i
a
b
l
e
s
S
e
x
N
M
e
a
n
SD
df
t
p
K
n
o
w
l
e
d
g
e
M
a
l
e
43
4
.
2
2
0
.
4
5
1
5
7
-
2
.
1
1
0
.
0
4
F
e
mal
e
1
1
6
4
.
3
7
0
.
3
9
A
t
t
i
t
u
d
e
s
M
a
l
e
43
4
.
2
1
0
.
4
9
1
5
7
-
2
.
2
6
0
.
0
3
F
e
mal
e
1
1
6
4
.
3
9
0
.
4
1
P
r
a
c
t
i
c
e
s
M
a
l
e
43
4
.
2
5
0
.
5
2
1
5
7
-
1
.
8
1
0
.
0
7
F
e
mal
e
1
1
6
4
.
4
0
0
.
4
4
T
h
ese
f
in
d
i
n
g
s
alig
n
with
th
e
r
esear
ch
co
n
d
u
cted
b
y
Han
a
p
i
et
a
l
.
[
3
3
]
r
eg
a
r
d
in
g
th
e
at
titu
d
es
o
f
Ma
lay
l
an
g
u
ag
e
teac
h
er
s
wh
il
e
s
elec
tin
g
a
f
u
el.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
a
d
is
p
ar
ity
in
th
e
d
i
s
p
o
s
itio
n
o
f
m
ales
an
d
f
em
ales
to
war
d
s
u
tili
zin
g
th
e
in
ter
n
et
i
n
B
ah
asa
Me
lay
u
.
T
h
e
t
-
test
s
tu
d
y
o
f
th
e
at
titu
d
es
o
f
m
en
an
d
wo
m
en
to
wa
r
d
s
I
n
ter
n
et
u
s
ag
e
in
B
ah
asa
Me
lay
u
r
ev
ea
led
a
p
-
v
alu
e
o
f
0
.
0
1
5
,
b
elo
w
th
e
s
ig
n
if
ican
ce
lev
el
o
f
0
.
0
5
.
Fem
ale
p
r
o
f
ess
o
r
s
h
ad
a
h
ig
h
e
r
f
r
e
q
u
en
c
y
o
f
teac
h
in
g
aid
(
T
A)
u
s
ag
e
co
m
p
a
r
ed
to
th
ei
r
m
ale
co
u
n
ter
p
a
r
ts
in
th
e
s
tu
d
y
.
PAK2
1
s
h
o
u
ld
en
s
u
r
e
th
at
th
er
e
ar
e
n
o
g
en
d
er
d
is
p
ar
ities
in
th
e
ch
o
ice
o
f
f
u
el
co
n
s
u
m
p
tio
n
.
T
ea
c
h
er
s
in
th
e
2
1
s
t
ce
n
tu
r
y
m
u
s
t
m
aster
th
e
latest
m
ed
ia
a
n
d
I
T
a
b
ilit
ies
an
d
u
tili
ze
th
em
to
en
h
an
ce
th
e
q
u
ality
o
f
teac
h
in
g
a
n
d
lear
n
in
g
in
t
h
e
class
r
o
o
m
.
T
h
e
r
esu
lts
alig
n
with
a
s
tu
d
y
b
y
Mo
h
am
ad
an
d
Ah
m
ad
[
3
4
]
,
wh
ich
co
n
cl
u
d
ed
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
is
p
ar
ity
in
th
e
av
er
ag
e
u
ti
lizatio
n
o
f
teac
h
in
g
aid
s
in
T
L
F
b
etwe
en
m
ale
an
d
f
e
m
ale
teac
h
er
s
.
T
h
e
a
v
er
ag
e
r
esu
lt
in
th
is
in
v
esti
g
a
tio
n
was
p
=0
.
2
7
4
(
p
=0
.
2
7
4
>0
.
0
5
)
.
Nev
er
th
eless
,
th
is
s
tu
d
y
co
n
tr
ad
icts
th
e
f
in
d
in
g
s
o
f
Han
a
p
i
et
a
l
.
[
3
3
]
r
esear
ch
o
n
th
e
ch
o
ice
o
f
B
B
M,
s
p
ec
if
ically
th
e
u
tili
za
tio
n
o
f
PAK2
1
.
J
ef
f
er
y
’
s
s
tu
d
y
em
p
lo
y
ed
a
t
-
test
to
co
m
p
ar
e
th
e
v
iews
o
f
m
ale
an
d
f
e
m
ale
teac
h
er
s
,
y
ield
in
g
a
t
-
v
alu
e
o
f
0
.
5
2
an
d
a
p
-
v
alu
e
o
f
0
.
2
4
.
T
h
e
s
ig
n
if
ican
ce
le
v
el
was
s
tatis
ticall
y
g
r
ea
ter
th
a
n
0
.
0
5
(
p
>0
.
0
5
)
.
C
o
n
s
eq
u
en
tly
,
th
er
e
is
n
o
s
u
b
s
tan
tial
d
is
p
ar
ity
in
th
e
av
er
a
g
e
attitu
d
e
o
f
m
ale
teac
h
er
s
(
M=
3
.
9
3
,
SD=0
.
2
7
)
a
n
d
f
em
ale
teac
h
er
s
(
M=
4
.
0
0
,
SD=0
.
2
4
)
ab
o
u
t u
s
in
g
teac
h
in
g
aid
s
in
th
e
B
ah
asa
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
:
250
-
259
256
Me
lay
u
.
J
ef
f
er
y
’
s
s
tu
d
y
[
3
5
]
co
n
tr
ad
icts
th
e
u
s
ag
e
o
f
g
aso
lin
e,
wh
ich
is
a
r
eq
u
ir
em
en
t
o
f
PAK2
1
,
am
o
n
g
tech
n
ical
s
ch
o
o
l
teac
h
er
s
in
t
h
e
s
tates
o
f
Me
lak
a
an
d
Sela
n
g
o
r
.
T
h
e
s
tu
d
y
r
ev
ea
le
d
th
a
t
m
ale
an
d
f
e
m
ale
p
r
o
f
ess
o
r
s
s
tr
o
n
g
ly
f
a
v
o
r
u
s
in
g
f
u
el
in
PAK2
1
.
Ho
wev
er
,
th
e
d
ata
in
d
icate
s
th
at
m
o
s
t
r
esp
o
n
d
en
ts
ar
e
h
ig
h
ly
in
ter
ested
in
u
tili
zin
g
co
m
p
u
t
er
-
b
ased
s
y
s
tem
s
,
n
o
twith
s
tan
d
in
g
in
f
r
eq
u
e
n
t
u
s
ag
e.
T
ec
h
n
i
ca
l
d
is
r
u
p
tio
n
s
an
d
lim
ited
im
p
lem
en
tatio
n
tim
e
f
o
r
PAK2
1
u
s
in
g
f
u
el
ar
e
a
m
o
n
g
th
e
r
ea
s
o
n
s
th
at
im
p
ed
e
en
e
r
g
y
u
tili
za
tio
n
.
3
.
3
.
T
he
co
rr
ela
t
io
n
bet
wee
n
t
e
a
cher
s
’
k
no
wledg
e
a
nd
a
t
t
it
ud
es
t
o
wa
rd
2
1
s
t
-
ce
ntury
educa
t
io
na
l
pra
ct
ice
T
h
e
s
tu
d
y
em
p
lo
y
ed
Pear
s
o
n
co
r
r
elatio
n
co
e
f
f
icien
t
an
aly
s
i
s
to
ex
am
in
e
th
e
ass
o
ciatio
n
b
etwe
en
th
e
k
n
o
wled
g
e,
attitu
d
es,
an
d
p
r
a
ctice
s
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
am
o
n
g
teac
h
er
s
in
s
elec
ted
s
ch
o
o
ls
in
R
o
m
p
in
,
Pah
an
g
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
an
aly
s
is
was
to
ad
d
r
ess
th
e
t
h
ir
d
o
b
jectiv
e
a
n
d
q
u
esti
o
n
o
f
th
e
s
tu
d
y
an
d
to
ex
am
in
e
an
d
e
v
alu
ate
Ho
’
s
r
e
s
ea
r
ch
h
y
p
o
t
h
eses
.
T
h
e
s
tu
d
y
h
y
p
o
th
esis
f
o
r
th
e
th
ir
d
r
esear
ch
q
u
esti
o
n
aim
s
to
d
eter
m
in
e
th
e
ex
ten
t
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
d
eg
r
ee
o
f
k
n
o
wled
g
e,
attitu
d
e
s
,
an
d
p
r
ac
tices
o
f
2
1
s
t
-
ce
n
tu
r
y
e
d
u
ca
tio
n
am
o
n
g
in
s
tr
u
cto
r
s
in
ch
o
s
en
s
ch
o
o
ls
.
E
m
p
lo
y
e
d
to
ev
alu
ate
th
e
s
u
b
s
eq
u
en
t
co
n
jectu
r
es
H
o
(
4
)
:
T
h
er
e
is
n
o
d
is
ce
r
n
ib
le
co
r
r
elatio
n
b
etwe
en
teac
h
er
s
’
lev
el
o
f
ex
p
er
tis
e
an
d
th
eir
u
s
e
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
al
tech
n
iq
u
es.
T
ab
le
5
d
em
o
n
s
tr
ates
a
m
o
d
er
ate
co
r
r
elatio
n
b
etwe
en
th
e
lev
el
o
f
k
n
o
wled
g
e
an
d
th
e
im
p
lem
en
tatio
n
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
ti
o
n
al
tech
n
i
q
u
es
am
o
n
g
in
s
tr
u
ct
o
r
s
in
s
p
ec
if
ically
ch
o
s
en
s
ch
o
o
ls
in
th
e
R
o
m
p
in
Dis
tr
ict.
T
h
e
co
r
r
elatio
n
co
ef
f
icien
t
(
r
=
0
.
6
7
7
)
in
d
icate
s
a
m
o
d
er
ate
an
d
s
tatis
tically
s
ig
n
if
ican
t
p
o
s
itiv
e
ass
o
ciatio
n
b
etwe
en
t
h
e
am
o
u
n
t
o
f
k
n
o
wled
g
e
in
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
a
n
d
th
e
im
p
lem
en
tatio
n
o
f
2
1
s
t
-
ce
n
tu
r
y
e
d
u
ca
tio
n
al
p
r
ac
t
ices.
I
n
ad
d
itio
n
,
th
e
r
e
is
a
s
tat
is
tically
s
ig
n
if
ican
t a
s
s
o
ciatio
n
(
p
<0
.
0
1
)
b
etwe
en
th
e
am
o
u
n
t
o
f
k
n
o
wled
g
e
in
2
1
s
t
-
ce
n
tu
r
y
s
ch
o
o
lin
g
.
T
h
u
s
,
th
e
Pear
s
o
n
co
r
r
elatio
n
an
al
y
s
is
r
esu
lts
r
ejec
ted
th
e
n
u
ll
h
y
p
o
t
h
esis
Ho
(
4
)
,
in
d
icatin
g
a
s
u
b
s
tan
tial
r
elati
o
n
s
h
ip
b
etwe
en
th
e
d
eg
r
ee
o
f
k
n
o
wled
g
e
an
d
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
al
p
r
a
ctice
s
am
o
n
g
teac
h
er
s
in
s
e
lecte
d
s
ch
o
o
ls
in
th
e
d
is
tr
ic
t
o
f
R
o
m
p
in
.
T
h
e
d
is
co
v
er
y
elu
cid
atin
g
th
e
lim
i
ted
co
m
p
r
e
h
en
s
io
n
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
al
m
eth
o
d
o
l
o
g
ies
am
o
n
g
teac
h
er
s
r
em
ain
s
v
alid
,
alth
o
u
g
h
it h
as n
o
t y
et
attain
ed
o
p
tim
al
u
tili
za
tio
n
o
f
PAK2
1
i
n
ev
er
y
T
L
F.
Fu
r
th
er
m
o
r
e
,
th
is
s
tu
d
y
ex
a
m
in
es
th
e
co
r
r
elatio
n
b
etwe
e
n
attitu
d
es
an
d
e
d
u
ca
tio
n
al
p
r
ac
tices
o
f
teac
h
er
s
in
s
elec
ted
s
ch
o
o
ls
in
th
e
R
o
m
p
in
D
is
tr
ict,
Pah
an
g
,
in
th
e
co
n
tex
t
o
f
th
e
2
1
s
t
ce
n
tu
r
y
.
T
h
is
an
aly
s
is
ex
am
in
es
h
y
p
o
th
esis
Ho
(
5
)
t
o
th
e
th
i
r
d
r
esear
c
h
q
u
esti
o
n
:
Ho
w
s
tr
o
n
g
is
th
e
co
r
r
elatio
n
b
etwe
en
th
e
d
eg
r
ee
o
f
k
n
o
wled
g
e
,
attitu
d
es,
a
n
d
p
r
ac
tices
o
f
2
1
s
t
-
ce
n
tu
r
y
e
d
u
ca
tio
n
am
o
n
g
teac
h
er
s
in
s
elec
ted
s
ch
o
o
ls
in
th
e
R
o
m
p
in
D
is
tr
ict,
Pah
an
g
?
T
h
e
h
y
p
o
th
esis
Ho
(
5
)
to
b
e
test
ed
is
a
s
:
T
h
er
e
is
n
o
d
is
ce
r
n
ib
le
co
r
r
elatio
n
b
etwe
en
th
e
lev
el
o
f
attitu
d
e
an
d
2
1
s
t
-
ce
n
t
u
r
y
e
d
u
ca
tio
n
a
l
p
r
ac
tice
am
o
n
g
teac
h
er
s
.
T
ab
le
5
d
is
p
lay
s
th
e
f
in
d
in
g
s
o
f
th
e
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
,
in
d
icatin
g
a
s
tr
o
n
g
an
d
s
tatis
tically
s
ig
n
if
ican
t
ass
o
ciatio
n
(
r
=0
.
8
3
7
)
b
etwe
en
attitu
d
e
lev
els
an
d
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
al
m
eth
o
d
s
.
Hen
ce
,
th
er
e
e
x
is
ts
a
s
ig
n
if
ican
t
an
d
r
o
b
u
s
t
c
o
r
r
elatio
n
b
etwe
en
th
e
attitu
d
es
an
d
p
r
ac
tices
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
,
with
a
p
-
v
alu
e
o
f
less
th
an
0
.
0
1
.
B
ased
o
n
th
e
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
,
th
e
Ho
(
5
)
n
u
ll
h
y
p
o
th
esis
in
d
icate
s
n
o
s
ig
n
if
ican
t
lin
k
b
etwe
en
attitu
d
e
an
d
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
al
p
r
ac
tice
am
o
n
g
r
ec
o
g
n
ized
teac
h
er
s
,
an
d
t
h
is
h
y
p
o
th
esis
was
n
o
t r
ejec
ted
.
T
h
is
s
tu
d
y
y
ield
ed
r
esu
lts
co
m
p
ar
ab
le
to
th
o
s
e
o
f
R
u
s
d
in
et
a
l.
[
3
6
]
,
wh
o
d
eter
m
in
ed
t
h
at
m
u
ltip
le
f
ac
to
r
s
,
s
u
ch
as
teac
h
er
ex
p
er
tis
e
an
d
a
v
ailab
le
r
eso
u
r
ce
s
,
in
f
lu
en
ce
th
e
im
p
lem
en
tati
o
n
o
f
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
.
Hen
ce
,
it
is
im
p
er
ati
v
e
to
s
tr
ateg
ically
tack
le
th
is
i
s
s
u
e
in
o
r
d
er
to
attain
o
p
tim
al
im
p
lem
en
tatio
n
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
.
Fu
r
t
h
er
m
o
r
e
,
th
er
e
is
a
r
eq
u
ir
em
en
t
to
im
p
lem
en
t
in
n
o
v
ati
v
e,
en
jo
y
ab
le,
an
d
p
u
r
p
o
s
ef
u
l
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es,
to
g
eth
e
r
with
s
u
itab
le
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
en
c
o
m
p
ass
in
g
s
ch
o
o
l
in
f
r
astru
ctu
r
al
a
m
en
ities
.
E
n
h
an
cin
g
teac
h
er
s
’
u
n
d
er
s
tan
d
i
n
g
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
will
en
h
an
ce
th
ei
r
u
tili
za
tio
n
o
f
PAK2
1
in
th
e
ir
T
L
F.
T
h
er
ef
o
r
e,
t
h
is
d
e
m
o
n
s
tr
ates
th
e
in
s
tr
u
cto
r
s
’
d
is
p
o
s
itio
n
to
war
d
s
im
p
lem
en
tin
g
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
,
wh
ich
is
g
e
n
er
ally
p
o
s
itiv
e
d
esp
ite
n
o
t
attain
in
g
th
e
h
ig
h
est
d
eg
r
ee
o
f
p
r
o
f
icien
c
y
.
Han
ap
i
et
a
l
.
[
3
3
]
ar
g
u
es
th
at
teac
h
er
s
s
h
o
u
ld
ad
o
p
t
a
p
o
s
itiv
e
an
d
in
v
e
n
tiv
e
ap
p
r
o
ac
h
to
u
s
in
g
T
L
F
m
eth
o
d
s
th
at
ar
e
m
o
r
e
ap
p
licab
le
to
th
e
im
p
lem
en
tatio
n
o
f
PAK2
1
.
T
ea
ch
er
s
s
h
o
u
ld
ad
ap
t
th
eir
ap
p
r
o
ac
h
b
y
em
p
h
asizin
g
in
d
iv
id
u
al
tr
aits
,
s
u
ch
as
cu
ltiv
atin
g
p
o
s
itiv
e
attitu
d
es,
en
h
a
n
cin
g
ab
ilit
ies,
an
d
f
o
s
ter
in
g
c
r
itical
th
in
k
in
g
.
T
h
ese
attr
ib
u
tes
will
em
p
o
wer
ed
u
ca
to
r
s
to
en
h
an
ce
th
eir
te
ac
h
in
g
m
eth
o
d
s
to
ap
p
ly
PAK2
1
an
d
s
u
s
tain
its
p
r
ac
tical
im
p
lem
en
tatio
n
in
t
h
e
class
r
o
o
m
.
T
ab
le
5
.
k
n
o
wled
g
e
an
d
attitu
d
e
co
r
r
elatio
n
test
o
n
2
1
s
t c
en
tu
r
y
ed
u
ca
tio
n
-
r
elate
d
p
r
ac
tice
s
am
o
n
g
t
ea
ch
e
r
s
V
a
r
i
a
b
l
e
s
P
r
a
c
t
i
c
e
s
C
o
r
r
e
l
a
t
i
o
n
v
a
l
u
e
(
r
)
S
i
g
n
i
f
i
c
a
n
c
e
C
o
r
r
e
l
a
t
i
o
n
st
r
e
n
g
t
h
K
n
o
w
l
e
d
g
e
0
.
6
7
7
*
*
0
.
0
0
0
M
o
d
e
r
a
t
e
A
t
t
i
t
u
d
e
s
0
.
8
3
7
*
*
0
.
0
0
0
S
t
r
o
n
g
*
S
i
g
n
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f
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a
n
t
o
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t
h
e
l
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v
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l
p
<
0
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0
5
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
A
cc
ep
ta
n
ce
o
f
2
1
s
t c
en
tu
r
y
ele
men
ts
ed
u
ca
tio
n
a
mo
n
g
tea
ch
ers
in
Ma
la
ysia
(
N
a
s
ir
N
a
ya
n
)
257
4.
CO
NCLU
SI
O
N
Ultim
ately
,
th
e
s
tu
d
y
d
eter
m
in
ed
th
at
th
e
in
s
tr
u
cto
r
s
’
d
eg
r
ee
o
f
u
n
d
er
s
tan
d
in
g
r
eg
ar
d
in
g
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
in
c
h
o
s
en
s
ch
o
o
ls
with
in
th
e
R
o
m
p
i
n
D
is
tr
ict
o
f
Pah
an
g
is
m
o
d
er
ate.
L
ik
ewise,
th
e
d
eg
r
ee
o
f
attitu
d
es
at
a
m
o
d
er
ate
lev
el
alig
n
s
with
th
e
im
p
lem
en
tatio
n
o
f
ed
u
ca
tio
n
in
th
e
2
1
s
t
ce
n
tu
r
y
,
in
d
icatin
g
a
m
o
d
er
ate
s
ig
n
if
ican
ce
.
On
av
e
r
ag
e,
t
h
e
d
e
g
r
ee
o
f
k
n
o
wled
g
e,
attitu
d
es,
an
d
p
r
ac
tices
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
am
o
n
g
in
s
tr
u
cto
r
s
at
s
elec
ted
s
ch
o
o
ls
in
th
e
R
o
m
p
in
d
is
tr
ict
is
m
o
d
er
ate.
Ho
wev
er
,
ex
am
in
in
g
g
en
d
e
r
d
is
p
ar
ities
am
o
n
g
in
s
tr
u
ct
o
r
s
r
eg
ar
d
in
g
t
h
eir
k
n
o
wled
g
e
an
d
attitu
d
es
to
war
d
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
r
e
v
ea
ls
th
at
th
ese
f
ac
to
r
s
v
ar
y
s
ig
n
if
ica
n
tly
b
etw
ee
n
m
ales
an
d
f
em
ales.
Ho
we
v
er
,
wh
en
it
co
m
es
to
im
p
lem
en
tin
g
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
,
th
er
e
is
n
o
n
o
ta
b
le
d
is
p
ar
ity
b
etwe
en
m
ale
an
d
f
em
ale
teac
h
er
s
.
Nev
er
th
eless
,
a
m
o
d
er
ate
p
o
s
i
tiv
e
co
r
r
elatio
n
was
o
b
s
er
v
ed
b
etwe
en
th
e
d
o
m
ain
o
f
k
n
o
wled
g
e
an
d
p
r
ac
tice,
alth
o
u
g
h
attitu
d
es
to
war
d
s
th
e
u
tili
za
tio
n
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
e
x
h
ib
ited
a
s
u
b
s
tan
tial
p
o
s
itiv
e
co
r
r
elatio
n
.
Hen
ce
,
th
is
asp
ec
t
o
f
ed
u
ca
tio
n
will
ex
er
t
a
s
u
b
s
tan
tial
in
f
lu
en
ce
b
y
f
ac
ilit
atin
g
th
e
ex
p
o
s
u
r
e
o
f
in
s
tr
u
cto
r
s
to
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e,
wh
eth
er
th
r
o
u
g
h
f
o
r
m
al
co
u
r
s
es
o
r
o
th
er
m
eth
o
d
s
,
ed
u
ca
tio
n
in
th
e
2
1
s
t
ce
n
tu
r
y
is
e
n
h
an
c
ed
in
e
v
er
y
class
r
o
o
m
,
u
ltima
tely
b
en
ef
itin
g
th
e
s
tu
d
en
ts
w
h
o
will
ass
u
m
e
th
e
r
o
le
o
f
th
e
ed
u
ca
to
r
.
Hen
ce
,
th
is
s
tu
d
y
is
ap
p
r
o
p
r
iate
f
o
r
v
ar
io
u
s
au
d
ien
ce
s
,
p
ar
tic
u
lar
ly
s
ch
o
la
r
s
,
in
d
is
ce
r
n
in
g
ed
u
ca
tio
n
al
liter
ac
y
am
o
n
g
in
s
tr
u
cto
r
s
in
th
e
2
1
s
t
ce
n
tu
r
y
.
RE
F
E
R
E
NC
E
S
[
1
]
Y
.
M
.
Y
u
so
f
,
“
2
1
st
c
e
n
t
u
r
y
l
e
a
r
n
i
n
g
i
s
n
o
t
mere
l
y
I
C
T,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
Re
se
a
rc
h
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
S
c
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e
n
c
e
s
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
1
8
–
2
3
,
2
0
1
9
.
[
2
]
N
.
N
a
y
a
n
,
N
.
N
a
y
a
n
,
H
.
M
o
h
ma
d
ı
s
a
,
M
.
H
a
n
i
f
a
h
,
S
.
Y
a
z
ı
d
,
a
n
d
N
.
S
.
B
a
l
k
h
ı
s,
“
Y
o
u
t
h
c
l
i
mat
e
c
h
a
n
g
e
m
i
t
i
g
a
t
i
o
n
p
r
a
c
t
i
c
e
s
a
n
d
a
d
a
p
t
a
t
i
o
n
i
n
M
a
l
a
c
c
a
S
t
a
t
e
,
M
a
l
a
y
s
i
a
,
”
R
e
v
i
e
w
o
f
I
n
t
e
r
n
a
t
i
o
n
a
l
G
e
o
g
ra
p
h
i
c
a
l
E
d
u
c
a
t
i
o
n
O
n
l
i
n
e
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
5
8
–
7
1
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
4
0
3
/
r
i
g
e
o
.
5
4
5
8
1
9
.
[
3
]
N
.
N
a
y
a
n
,
H
.
M
a
h
a
t
,
M
.
H
a
sh
i
m,
Y
.
S
a
l
e
h
,
a
n
d
S
.
B
.
N
o
r
k
h
a
i
d
i
,
“
C
l
i
mat
e
l
i
t
e
r
a
c
y
a
w
a
r
e
n
e
ss
a
m
o
n
g
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
i
n
M
a
l
a
y
si
a
,
”
J
u
rn
a
l
C
a
k
ra
w
a
l
a
P
e
n
d
i
d
i
k
a
n
,
v
o
l
.
3
9
,
n
o
.
1
,
p
p
.
8
9
–
1
0
1
,
F
e
b
.
2
0
2
0
,
d
o
i
:
1
0
.
2
1
8
3
1
/
c
p
.
v
3
9
i
1
.
2
6
8
7
3
.
[
4
]
H
.
M
a
h
a
t
,
M
.
H
a
s
h
i
m
,
Y
.
S
a
l
e
h
,
N
.
N
a
y
a
n
,
a
n
d
S
.
B
.
N
o
r
k
h
a
i
d
i
,
“
E
n
v
i
r
o
n
me
n
t
a
l
s
u
st
a
i
n
a
b
i
l
i
t
y
k
n
o
w
l
e
d
g
e
,
a
t
t
i
t
u
d
e
a
n
d
p
r
a
c
t
i
c
e
s
a
mo
n
g
p
r
e
-
sch
o
o
l
s
t
u
d
e
n
t
s,
”
I
O
P
C
o
n
f
e
re
n
c
e
S
e
r
i
e
s:
E
a
rt
h
a
n
d
En
v
i
r
o
n
m
e
n
t
a
l
S
c
i
e
n
c
e
,
v
o
l
.
2
8
6
,
n
o
.
1
,
p
.
0
1
2
0
0
3
,
J
u
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
5
5
-
1
3
1
5
/
2
8
6
/
1
/
0
1
2
0
0
3
.
[
5
]
M
.
H
a
n
i
f
a
h
,
H
.
M
o
h
m
a
d
i
sa
,
S
.
Y
a
z
i
d
,
N
.
N
a
s
i
r
,
a
n
d
N
.
S
a
i
y
i
d
a
t
i
n
a
B
a
l
k
h
i
s
,
“
C
o
m
p
e
t
e
n
c
i
e
s
f
o
r
f
o
r
m
s
i
x
g
e
o
g
r
a
p
h
y
t
e
a
c
h
e
r
s
i
n
r
e
a
c
h
i
n
g
t
h
e
M
a
l
a
y
si
a
n
e
d
u
c
a
t
i
o
n
q
u
a
l
i
t
y
s
t
a
n
d
a
r
d
s
,
”
J
u
rn
a
l
C
a
k
ra
w
a
l
a
P
e
n
d
i
d
i
k
a
n
,
v
o
l
.
3
8
,
n
o
.
2
,
p
p
.
2
4
3
–
2
5
8
,
Ju
n
.
2
0
1
9
,
d
o
i
:
1
0
.
2
1
8
3
1
/
c
p
.
v
3
8
i
2
.
2
3
2
2
8
.
[
6
]
H
.
M
a
h
a
t
,
Y
.
S
a
l
e
h
,
M
.
H
a
s
h
i
m
,
a
n
d
N
.
N
a
y
a
n
,
“
M
o
d
e
l
d
e
v
e
l
o
p
m
e
n
t
o
n
a
w
a
r
e
n
e
ss
o
f
e
d
u
c
a
t
i
o
n
f
o
r
s
u
s
t
a
i
n
a
b
l
e
s
c
h
o
o
l
s
d
e
v
e
l
o
p
me
n
t
i
n
M
a
l
a
y
s
i
a
,
”
I
n
d
o
n
e
s
i
a
n
J
o
u
rn
a
l
o
f
G
e
o
g
r
a
p
h
y
,
v
o
l
.
4
8
,
n
o
.
1
,
p
p
.
3
7
–
4
6
,
A
u
g
.
2
0
1
6
,
d
o
i
:
1
0
.
2
2
1
4
6
/
i
j
g
.
1
2
4
4
6
.
[
7
]
U
.
S
.
A
.
S
a
f
r
i
a
n
d
K
.
A
.
J
a
ma
l
u
d
i
n
,
“
P
A
K
2
1
s
k
i
l
l
s
a
n
d
t
h
e
c
h
a
l
l
e
n
g
e
s
o
f
i
t
s
i
n
t
e
g
r
a
t
i
o
n
d
u
r
i
n
g
t
e
a
c
h
i
n
g
a
n
d
f
a
c
i
l
i
t
a
t
i
o
n
s
e
s
si
o
n
(
P
D
P
C
)
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
A
c
a
d
e
m
i
c
Re
s
e
a
r
c
h
i
n
Pr
o
g
ress
i
v
e
Ed
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
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l
.
1
1
,
n
o
.
4
,
p
p
.
1
0
0
–
1
1
6
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
P
ED
/
v
1
1
-
i
4
/
1
5
0
3
1
.
[
8
]
D
.
C
r
e
ţ
u
,
“
H
o
p
e
s
a
n
d
f
e
a
r
s
o
f
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
s
c
o
n
c
e
r
n
i
n
g
t
h
e
t
e
a
c
h
i
n
g
p
r
o
f
e
ssi
o
n
,
”
M
ATEC
W
e
b
o
f
C
o
n
f
e
re
n
c
e
s
,
v
o
l
.
1
2
1
,
p
.
1
2
0
0
2
,
A
u
g
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
5
1
/
ma
t
e
c
c
o
n
f
/
2
0
1
7
1
2
1
1
2
0
0
2
.
[
9
]
M
i
n
i
s
t
r
y
o
f
E
d
u
c
a
t
i
o
n
M
a
l
a
y
si
a
(
M
O
E)
,
“
P
e
m
b
e
l
a
j
a
r
a
n
a
b
a
d
k
e
-
2
1
,
”
M
i
n
i
st
r
y
o
f
E
d
u
c
a
t
i
o
n
M
a
l
a
y
si
a
,
2
0
2
0
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
:
/
/
i
p
g
k
p
m.
e
d
u
.
my
/
d
o
w
n
l
o
a
d
/
P
A
K
2
1
-
K
P
M
.
p
d
f
(
a
c
c
e
sse
d
:
A
u
g
.
1
3
,
2
0
2
4
).
[
1
0
]
E.
V
e
r
sa
c
e
a
n
d
G
.
V
a
l
l
o
r
t
i
g
a
r
a
,
“
O
r
i
g
i
n
s
o
f
k
n
o
w
l
e
d
g
e
:
I
n
si
g
h
t
s
f
r
o
m
p
r
e
c
o
c
i
a
l
s
p
e
c
i
e
s
,
”
Fro
n
t
i
e
rs
i
n
B
e
h
a
v
i
o
ra
l
N
e
u
r
o
sc
i
e
n
c
e
,
v
o
l
.
9
,
p
.
3
3
8
,
D
e
c
.
2
0
1
5
,
d
o
i
:
1
0
.
3
3
8
9
/
f
n
b
e
h
.
2
0
1
5
.
0
0
3
3
8
.
[
1
1
]
S
.
A
.
M
o
h
d
M
u
s
t
a
k
i
m
,
H
.
Z
u
l
k
i
f
l
i
,
a
n
d
A
.
H
.
Ta
m
u
r
i
,
“
Th
e
l
e
v
e
l
o
f
k
n
o
w
l
e
d
g
e
a
n
d
s
k
i
l
l
o
f
t
e
a
c
h
e
r
s
o
f
I
sl
a
mi
c
e
d
u
c
a
t
i
o
n
r
e
g
a
r
d
i
n
g
t
h
e
u
se
o
f
s
o
c
i
a
l
m
e
d
i
a
i
n
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ac
a
d
e
m
i
c
R
e
se
a
rc
h
i
n
Pr
o
g
r
e
ssi
v
e
Ed
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
2
,
n
o
.
3
,
p
p
.
2
0
2
4
–
2
0
3
4
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
6
0
0
7
/
I
JA
R
P
ED
/
v
1
2
-
i
3
/
1
9
3
1
2
.
[
1
2
]
P
.
G
.
H
o
w
a
r
d
,
“
Tw
e
n
t
y
-
f
i
r
st
c
e
n
t
u
r
y
l
e
a
r
n
i
n
g
a
s
a
r
a
d
i
c
a
l
r
e
-
t
h
i
n
k
i
n
g
o
f
e
d
u
c
a
t
i
o
n
i
n
t
h
e
ser
v
i
c
e
o
f
l
i
f
e
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
8
,
n
o
.
4
,
p
.
1
8
9
,
O
c
t
.
2
0
1
8
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
s
c
i
8
0
4
0
1
8
9
.
[
1
3
]
N
.
M
.
N
a
sr
i
,
N
.
N
a
sr
i
,
a
n
d
M
.
A
.
A
.
Ta
l
i
b
,
“
T
o
w
a
r
d
s
d
e
v
e
l
o
p
i
n
g
M
a
l
a
y
si
a
S
TEM
t
e
a
c
h
e
r
st
a
n
d
a
r
d
:
e
a
r
l
y
f
r
a
me
w
o
r
k
,
”
U
n
i
v
e
rs
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
,
v
o
l
.
8
,
n
o
.
7
,
p
p
.
3
0
7
7
–
3
0
8
4
,
Ju
l
.
2
0
2
0
,
d
o
i
:
1
0
.
1
3
1
8
9
/
u
j
e
r
.
2
0
2
0
.
0
8
0
7
3
6
.
[
1
4
]
A
.
Ta
r
a
j
K
a
u
r
,
“
Te
a
c
h
e
r
s’
r
e
a
d
i
n
e
ss
o
n
t
h
e
i
m
p
l
e
me
n
t
a
t
i
o
n
o
f
2
1
st
c
e
n
t
u
r
y
l
e
a
r
n
i
n
g
:
A
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i
d
ik
a
n
S
u
lt
a
n
Id
ris
(U
P
S
I
)
.
He
is
a
S
e
n
io
r
Lec
tu
re
r
a
t
th
e
D
e
p
a
rtme
n
t
o
f
G
e
o
g
ra
p
h
y
&
En
v
ir
o
n
m
e
n
t
,
F
a
c
u
lt
y
o
f
Hu
m
a
n
S
c
ien
c
e
s,
Un
iv
e
rsiti
P
e
n
d
id
i
k
a
n
S
u
lt
a
n
Id
r
is,
P
e
ra
k
,
M
a
lay
sia
.
His
re
se
a
rc
h
fo
c
u
se
s
o
n
p
h
y
sic
a
l
g
e
o
g
ra
p
h
y
,
h
y
d
r
o
l
o
g
y
,
e
n
v
ir
o
n
m
e
n
tal
m
a
n
a
g
e
m
e
n
t,
a
n
d
wa
ter ed
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
ta
c
ted
a
t
e
m
a
il
:
m
o
h
m
a
d
isa
@fsk
.
u
p
si.ed
u
.
m
y
.
Ya
z
id
S
a
leh
is
a
n
As
so
c
iate
P
ro
fe
ss
o
r
a
t
th
e
De
p
a
rtme
n
t
o
f
G
e
o
g
ra
p
h
y
&
En
v
ir
o
n
m
e
n
t
,
F
a
c
u
lt
y
o
f
Hu
m
a
n
S
c
ien
c
e
s,
Un
iv
e
rsiti
P
e
n
d
id
i
k
a
n
S
u
lt
a
n
I
d
ris
(UPS
I),
Tan
jo
n
g
M
a
li
m
,
P
e
ra
k
,
M
a
lay
sia
.
His
re
se
a
rc
h
fo
c
u
se
s
o
n
g
e
o
g
ra
p
h
y
,
g
e
o
g
ra
p
h
y
e
d
u
c
a
ti
o
n
,
h
u
m
a
n
g
e
o
g
ra
p
h
y
,
u
rb
a
n
g
e
o
g
ra
p
h
y
,
u
r
b
a
n
st
u
d
ies
,
a
n
d
h
e
rit
a
g
e
g
e
o
g
ra
p
h
y
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
y
a
z
id
@fsk
.
u
p
si.ed
u
.
m
y
.
Ed
i
K
u
r
n
i
a
wa
n
is
a
Lec
tu
re
r
a
t
th
e
De
p
a
rtme
n
t
o
f
G
e
o
g
ra
p
h
y
Ed
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
S
o
c
ial
S
c
ien
c
e
s,
Un
iv
e
rsitas
Ne
g
e
ri
S
e
m
a
ra
n
g
(UN
NES
),
S
e
m
a
ra
n
g
,
In
d
o
n
e
sia
.
His
re
se
a
rc
h
fo
c
u
se
s
o
n
g
e
o
g
ra
p
h
y
a
n
d
g
e
o
g
ra
p
h
y
e
d
u
c
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
e
d
ik
u
r
n
iaw
a
n
@m
a
il
.
u
n
n
e
s.a
c
.
id
.
Nurul
K
h
o
ti
m
a
h
is
a
S
e
n
io
r
L
e
c
tu
re
r
a
t
th
e
De
p
a
rtme
n
t
o
f
G
e
o
g
ra
p
h
y
E
d
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
S
o
c
ial
S
c
ien
c
e
s,
Un
i
v
e
rsitas
Ne
g
e
ri
Yo
g
y
a
k
a
rta
(UN
Y),
Y
og
y
a
k
a
rta,
In
d
o
n
e
sia
.
He
r
re
se
a
rc
h
fo
c
u
se
s
o
n
g
e
o
g
ra
p
h
y
a
n
d
g
e
o
g
ra
p
h
y
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
n
u
r
u
lk
h
o
ti
m
a
h
@
u
n
y
.
a
c
.
id
.
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