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Sam
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[
1
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[
2
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also
h
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,
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s
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[
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p
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ag
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s
k
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an
d
k
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p
th
em
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p
t
o
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ate
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latest
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ca
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esear
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n
o
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elp
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p
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to
ch
an
g
es
in
th
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ca
tio
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s
y
s
tem
[
4
]
.
T
h
is
tr
ain
in
g
ca
n
tak
e
d
if
f
er
en
t
f
o
r
m
s
,
s
u
ch
as
w
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k
s
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o
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ar
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to
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p
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s
,
o
r
ex
ch
an
g
es
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f
g
o
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d
p
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ac
tice
[
5
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.
T
h
e
o
b
jectiv
es
o
f
co
n
tin
u
o
u
s
teac
h
er
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ain
in
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ar
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ld
.
T
h
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im
p
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v
in
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teac
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er
s
'
p
ed
ag
o
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ical
s
k
ills
[
6
]
,
g
ain
in
g
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
l
ea
r
n
er
s
’
n
ee
d
s
an
d
ch
ar
ac
ter
is
tics
[
7
]
,
an
d
s
u
p
p
o
r
tin
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th
e
u
s
e
o
f
n
ew
tech
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lo
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ies
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[
8
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,
awa
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s
s
o
f
in
clu
s
io
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an
d
d
iv
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s
ity
is
s
u
es
[
9
]
,
an
d
th
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d
ev
elo
p
m
e
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t
o
f
in
n
o
v
ativ
e
a
n
d
ef
f
ec
tiv
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teac
h
in
g
tech
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iq
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es
[
1
0
]
.
On
g
o
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tr
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in
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f
o
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teac
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s
is
ess
en
ti
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to
en
s
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r
e
h
ig
h
q
u
ality
teac
h
in
g
an
d
lear
n
er
s
u
cc
ess
[
7
]
.
T
h
is
tr
ain
in
g
en
ab
les
th
em
to
k
ee
p
u
p
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n
e
w
teac
h
in
g
m
eth
o
d
s
,
an
d
to
co
n
tin
u
e
t
o
d
e
v
elo
p
p
r
o
f
ess
io
n
ally
th
r
o
u
g
h
o
u
t t
h
eir
ca
r
ee
r
s
[
5
]
.
Ped
ag
o
g
ical
tech
n
iq
u
es
p
lay
an
ess
en
tial
r
o
le
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
,
s
u
ch
as
th
e
d
if
f
er
en
t
a
p
p
r
o
ac
h
es,
m
eth
o
d
s
an
d
s
tr
ateg
ies
u
s
ed
b
y
teac
h
e
r
s
to
p
r
o
m
o
te
th
e
ac
q
u
is
itio
n
o
f
k
n
o
wled
g
e
an
d
th
e
d
ev
elo
p
m
en
t
o
f
s
k
ills
in
l
ea
r
n
er
s
[
1
1
]
.
T
h
ey
m
ay
v
ar
y
ac
co
r
d
in
g
to
e
d
u
ca
tio
n
al
c
o
n
t
ex
ts
,
s
ch
o
o
l
lev
els
an
d
o
b
jectiv
es,
an
d
e
n
co
m
p
as
s
asp
ec
ts
s
u
ch
as
les
s
o
n
p
lan
n
in
g
,
th
e
way
in
wh
ich
th
e
cl
ass
i
s
m
an
ag
ed
,
th
e
teac
h
in
g
r
eso
u
r
ce
s
u
s
ed
,
th
e
ass
es
s
m
en
t
o
f
lear
n
in
g
,
t
h
e
in
d
iv
id
u
aliza
tio
n
o
f
teac
h
in
g
,
p
ed
ag
o
g
ical
d
if
f
er
en
tiatio
n
,
an
d
th
e
i
n
teg
r
a
tio
n
o
f
tech
n
o
l
o
g
ies.
A
g
r
ea
t
d
ea
l
o
f
r
esear
c
h
an
d
s
tu
d
y
h
as
b
ee
n
ca
r
r
ied
o
u
t
to
g
u
id
e
teac
h
e
r
s
in
im
p
r
o
v
in
g
th
eir
tech
n
iq
u
es.
Am
o
n
g
th
e
m
o
s
t
r
elev
an
t
r
ef
er
en
ce
s
is
Hattie
[
1
2
]
,
wh
ich
s
u
m
m
ar
izes
th
e
r
esu
lts
o
f
n
u
m
er
o
u
s
r
esear
ch
s
tu
d
ies
o
n
t
h
e
f
ac
to
r
s
i
n
f
lu
en
ci
n
g
s
tu
d
e
n
t
lear
n
in
g
.
A
b
o
o
k
r
ev
iew
[
1
3
]
p
r
o
v
id
es a
co
m
p
r
e
h
en
s
iv
e
f
r
am
ewo
r
k
f
o
r
im
p
lem
en
tin
g
ef
f
ec
tiv
e
teac
h
in
g
tech
n
iq
u
es.
T
h
e
h
is
to
r
y
o
f
th
e
f
li
p
p
ed
class
r
o
o
m
d
ates
b
ac
k
to
th
e
1
9
9
0
s
,
wh
e
n
s
o
m
e
teac
h
er
s
b
eg
a
n
ex
p
er
im
en
tin
g
with
alter
n
ati
v
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
to
en
co
u
r
ag
e
s
tu
d
e
n
t
en
g
a
g
e
m
en
t
an
d
lear
n
in
g
.
Ho
wev
er
,
th
e
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
as
we
k
n
o
w
it
to
d
ay
was
p
o
p
u
lar
ized
in
th
e
2
0
0
0
s
wh
en
B
er
g
m
an
n
an
d
Sam
s
[
1
]
,
[
1
4
]
b
e
g
an
r
ec
o
r
d
in
g
th
eir
lectu
r
es
an
d
m
ak
in
g
th
em
av
ailab
le
to
th
eir
s
tu
d
e
n
ts
o
n
lin
e,
t
o
allo
w
s
tu
d
en
ts
to
lear
n
co
n
ce
p
ts
at
th
eir
o
wn
p
ac
e,
at
h
o
m
e,
a
n
d
to
s
p
en
d
m
o
r
e
tim
e
in
class
o
n
in
ter
ac
tiv
e
an
d
co
llab
o
r
ativ
e
ac
tiv
ities
.
T
h
e
y
f
o
u
n
d
th
at
th
is
ap
p
r
o
ac
h
all
o
wed
s
tu
d
en
ts
to
ac
q
u
ir
e
t
h
e
b
asic
k
n
o
wled
g
e
b
ef
o
r
e
co
m
in
g
to
class
,
en
ab
li
n
g
th
e
m
to
wo
r
k
o
n
m
o
r
e
c
o
m
p
lex
task
s
an
d
d
ee
p
en
th
eir
u
n
d
er
s
tan
d
i
n
g
with
th
e
h
elp
o
f
th
e
teac
h
er
an
d
th
eir
p
ee
r
s
.
T
h
e
p
o
p
u
lar
ity
o
f
t
h
e
f
lip
p
ed
class
r
o
o
m
h
as
co
n
t
in
u
ed
t
o
g
r
o
w
with
th
e
d
ev
elo
p
m
e
n
t o
f
o
n
lin
e
tec
h
n
o
lo
g
ies an
d
p
latf
o
r
m
s
th
at
allo
w
teac
h
er
s
to
ea
s
ily
cr
ea
te,
s
h
ar
e
an
d
d
is
tr
ib
u
te
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
s
u
ch
as
v
id
eo
s
,
r
ea
d
in
g
s
,
an
d
in
ter
ac
tiv
e
ex
er
cises
[
1
4
]
.
An
o
t
h
er
m
ajo
r
p
lay
er
i
n
th
e
h
is
to
r
y
o
f
t
h
e
f
lip
p
e
d
class
r
o
o
m
is
Kh
an
Aca
d
em
y
[
1
5
]
.
Kh
an
Aca
d
em
y
c
r
ea
ted
an
o
n
lin
e
p
latf
o
r
m
o
f
f
er
i
n
g
th
o
u
s
an
d
s
o
f
f
r
ee
e
d
u
ca
tio
n
al
v
id
eo
s
in
a
v
a
r
iety
o
f
f
ield
s
,
e
n
ab
lin
g
s
tu
d
en
ts
ar
o
u
n
d
th
e
wo
r
ld
to
lear
n
at
th
eir
o
wn
p
ac
e
a
n
d
in
d
ep
en
d
en
tly
[
1
6
]
.
T
o
d
ay
,
th
e
f
lip
p
ed
class
r
o
o
m
is
in
cr
ea
s
in
g
ly
b
ein
g
a
d
o
p
te
d
in
s
ch
o
o
ls
ar
o
u
n
d
th
e
wo
r
l
d
,
o
f
f
er
in
g
lear
n
er
s
a
m
o
r
e
p
er
s
o
n
alize
d
,
in
ter
ac
tiv
e,
an
d
co
llab
o
r
ati
v
e
lear
n
in
g
ex
p
e
r
ien
ce
.
T
ea
c
h
er
s
wh
o
u
s
e
th
is
ap
p
r
o
ac
h
o
f
te
n
s
ee
an
i
n
cr
ea
s
e
in
lear
n
er
en
g
a
g
em
en
t
a
n
d
m
o
tiv
atio
n
,
as
well
as
a
b
ette
r
u
n
d
er
s
tan
d
in
g
o
f
co
n
ce
p
ts
th
r
o
u
g
h
tech
n
ical
a
ctiv
ities
an
d
in
-
class
d
is
cu
s
s
i
o
n
s
.
T
h
r
o
u
g
h
th
is
r
esear
ch
,
we
aim
to
n
o
t
o
n
ly
co
n
tr
ib
u
te
t
o
th
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
f
lip
p
ed
class
r
o
o
m
b
u
t
also
to
p
r
o
v
id
e
in
s
ig
h
ts
th
at
i
n
f
o
r
m
ed
u
ca
tio
n
al
p
o
licies an
d
p
r
o
m
o
te
th
e
ad
o
p
tio
n
o
f
th
is
in
n
o
v
ativ
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
[
1
7
]
.
2.
M
E
T
H
O
D
2
.
1
.
Sa
m
ple
2
.
1
.
1
.
T
he
t
ea
cher
s
I
n
th
is
s
tu
d
y
,
we
s
p
ec
if
ically
tar
g
eted
f
iv
e
co
lleg
e
teac
h
er
s
f
r
o
m
d
if
f
er
en
t
ac
ad
e
m
ic
d
is
cip
lin
es
to
g
ain
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
eir
tech
n
o
lo
g
ical
ca
p
ab
ilit
ies
an
d
th
eir
in
teg
r
atio
n
o
f
d
ig
ital
to
o
ls
in
th
eir
teac
h
in
g
p
r
ac
tices.
T
o
ac
h
iev
e
th
is
,
we
ad
m
i
n
is
ter
ed
a
d
etailed
p
lace
m
e
n
t
test
to
ev
al
u
ate
m
u
ltip
le
f
ac
ets
o
f
th
eir
tech
n
o
lo
g
ical
p
r
o
f
ic
ien
cy
an
d
p
e
d
ag
o
g
ical
p
r
ac
t
ices
in
v
o
lv
in
g
in
f
o
r
m
atio
n
a
n
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
(
I
C
T
)
.
T
h
r
o
u
g
h
t
h
is
co
m
p
r
eh
e
n
s
iv
e
p
lace
m
en
t
test
,
we
aim
ed
to
p
ain
t
a
d
et
ailed
p
ictu
r
e
o
f
th
e
teac
h
er
s
'
cu
r
r
en
t
I
C
T
u
s
e,
id
e
n
tify
g
a
p
s
in
t
h
eir
tech
n
o
lo
g
ical
s
k
ills
,
an
d
u
n
d
er
s
tan
d
th
eir
r
ea
d
in
ess
to
ad
o
p
t
an
d
im
p
lem
e
n
t
ad
v
an
ce
d
d
ig
ital
to
o
ls
in
th
eir
teac
h
in
g
p
r
ac
tices.
T
h
is
in
f
o
r
m
atio
n
is
v
ital
f
o
r
d
esig
n
in
g
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
th
at
ca
n
s
u
p
p
o
r
t
teac
h
er
s
in
ef
f
ec
tiv
ely
in
te
g
r
atin
g
I
C
T
i
n
to
t
h
eir
class
r
o
o
m
s
to
en
h
an
ce
teac
h
in
g
an
d
lear
n
in
g
.
2
.
1
.
2
.
L
ea
rner
s
T
h
e
s
tu
d
y
co
n
s
id
er
ed
a
s
am
p
le
o
f
(
N=
2
0
0
)
d
iv
id
e
d
in
to
t
wo
g
r
o
u
p
s
:
e
x
p
er
im
e
n
tal
(
N1
=1
0
1
)
an
d
co
n
tr
o
l
(
N2
=
9
9
)
.
I
n
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
,
teac
h
er
s
wer
e
allo
wed
to
s
tar
t
th
e
f
lip
p
ed
class
r
o
o
m
ac
tiv
ities
in
th
eir
o
wn
class
r
o
o
m
s
.
T
h
is
g
av
e
th
em
th
e
o
p
p
o
r
tu
n
ity
t
o
d
is
cu
s
s
th
e
ex
p
er
im
en
t
wit
h
th
eir
lea
r
n
er
s
,
in
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
:
492
-
504
494
p
ar
ticu
lar
th
e
f
ac
t
th
at
th
is
te
ac
h
in
g
ap
p
r
o
ac
h
allo
ws
ev
er
y
o
n
e
to
lear
n
at
th
eir
o
wn
p
ac
e
an
d
to
r
ec
eiv
e
th
e
m
ater
ial
(
co
u
r
s
e,
ac
tiv
ity
)
o
n
li
n
e
a
wee
k
in
ad
v
an
ce
o
n
th
eir
m
o
b
ile
d
ev
ices
(
s
m
ar
tp
h
o
n
es
,
tab
lets
)
.
T
h
e
r
o
le
o
f
th
e
co
n
tr
o
l
g
r
o
u
p
,
o
n
th
e
o
t
h
er
h
a
n
d
,
is
to
tak
e
th
ei
r
p
r
e
-
t
est
an
d
p
o
s
t
-
test
,
an
d
to
lea
r
n
th
eir
less
o
n
s
u
s
in
g
th
e
tr
ad
itio
n
al
m
eth
o
d
.
T
h
e
s
ize
o
f
o
u
r
s
am
p
le
is
ad
e
q
u
ate,
it
is
u
s
ef
u
l
to
r
e
f
er
to
s
tan
d
a
r
d
r
ec
o
m
m
en
d
atio
n
s
in
th
e
f
ield
o
f
s
o
cial
s
cien
ce
s
an
d
ed
u
ca
tio
n
.
I
t
h
as
b
ee
n
s
u
g
g
ested
th
at
a
s
am
p
le
s
ize
o
f
2
0
0
p
ar
ticip
a
n
ts
m
ay
b
e
s
u
f
f
icien
t to
d
etec
t m
ed
iu
m
-
s
ized
ef
f
ec
ts
with
ac
ce
p
tab
le
s
tatis
t
ical
p
o
wer
,
ty
p
ically
s
et
at
0
.
8
0
[
1
8
]
.
2
.
1
.
3
.
Su
bje
ct
s
a
m
ple
T
h
er
e
ar
e
s
ev
er
al
s
u
b
jects
tau
g
h
t
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
.
W
e
ch
o
s
e
life
a
n
d
ea
r
th
s
cien
ce
s
(
SVT)
an
d
s
cien
ce
o
f
p
h
y
s
ics
an
d
ch
em
is
tr
y
(
PC
)
f
o
r
s
ev
er
al
r
ea
s
o
n
s
.
First,
SVT
,
as
well
as
p
h
y
s
ics
an
d
ch
em
is
tr
y
,
ar
e
s
u
b
jects
th
at
d
ea
l
with
r
ich
a
n
d
co
m
p
lex
s
cien
tific
c
o
n
ce
p
t
s
an
d
n
atu
r
al
p
h
en
o
m
e
n
a.
T
h
e
f
lip
p
ed
class
r
o
o
m
allo
ws
lear
n
er
s
to
ex
p
lo
r
e
th
ese
co
n
ce
p
ts
at
th
eir
o
wn
p
ac
e
an
d
ask
q
u
esti
o
n
s
in
cla
s
s
to
d
ee
p
en
th
eir
u
n
d
er
s
tan
d
i
n
g
.
Seco
n
d
,
SVT
an
d
PC
o
f
ten
in
v
o
lv
e
ex
p
er
im
en
ts
an
d
tech
n
ical
ac
tiv
ities
to
illu
s
tr
ate
s
cien
tific
co
n
ce
p
ts
.
B
y
u
s
in
g
th
e
f
lip
p
ed
class
r
o
o
m
,
teac
h
er
s
ca
n
d
ev
o
te
m
o
r
e
class
r
o
o
m
tim
e
to
th
ese
ac
tiv
itie
s
,
en
co
u
r
a
g
in
g
lear
n
e
r
en
g
ag
e
m
en
t
an
d
h
an
d
s
-
o
n
lear
n
in
g
.
Fin
ally
,
SVT
an
d
PC
ca
n
b
en
ef
it
f
r
o
m
th
e
u
s
e
o
f
v
is
u
al
aid
s
s
u
ch
as
v
i
d
eo
s
,
s
im
u
latio
n
s
,
an
d
a
n
im
atio
n
s
to
ill
u
s
tr
ate
s
cien
tific
co
n
ce
p
ts
.
T
h
e
f
lip
p
e
d
class
r
o
o
m
allo
ws lea
r
n
er
s
to
co
n
s
u
lt th
es
e
m
ater
ials
at
h
o
m
e
an
d
d
is
cu
s
s
th
eir
o
b
s
er
v
atio
n
s
an
d
q
u
esti
o
n
s
in
class
.
T
ab
le
1
ap
p
ea
r
s
to
p
r
esen
t
d
ata
o
n
d
if
f
er
en
t
class
es
an
d
tea
ch
er
s
as
p
ar
t
o
f
an
ex
p
er
im
en
tal
s
tu
d
y
.
T
h
e
co
lu
m
n
lab
eled
“
T
ea
c
h
er
”
s
h
o
ws
th
e
d
if
f
er
e
n
t
teac
h
er
s
in
v
o
lv
e
d
in
th
e
s
tu
d
y
,
with
ea
ch
teac
h
er
id
en
tifie
d
b
y
a
letter
(
A,
B
,
C
,
D,
E
)
.
T
h
e
“
C
las
s
”
co
l
u
m
n
s
p
ec
if
ies
th
e
class
lev
e
l
an
d
th
e
s
p
ec
if
ic
id
en
tific
atio
n
o
f
ea
c
h
class
,
s
u
ch
as
“
2
API
C
2
,
”
wh
ich
in
d
ica
tes
th
e
s
ec
o
n
d
y
ea
r
,
g
r
o
u
p
2
.
T
h
e
“
ty
p
e
o
f
class
”
co
lu
m
n
i
n
d
icate
s
wh
eth
er
th
e
class
is
d
esig
n
ated
as
ex
p
er
im
en
tal
o
r
co
n
t
r
o
l.
T
h
e
“
n
u
m
b
er
o
f
s
tu
d
en
ts
”
co
lu
m
n
lis
ts
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
in
ea
ch
class
.
Fin
ally
,
th
e
“
lear
n
in
g
s
u
b
ject
”
co
lu
m
n
in
d
icate
s
th
e
s
u
b
ject
tau
g
h
t in
ea
c
h
class
,
s
u
ch
as SVT
o
r
PC
.
T
ab
le
1
.
B
r
ea
k
d
o
wn
o
f
class
es
b
y
teac
h
er
an
d
s
u
b
ject
Te
a
c
h
e
r
C
l
a
s
s
Ty
p
e
o
f
c
l
a
s
s
N
u
mb
e
r
o
f
st
u
d
e
n
t
s
Le
a
r
n
i
n
g
su
b
j
e
c
t
P
r
o
f
A
2
A
P
I
C
2
Ex
p
e
r
i
m
e
n
t
a
l
30
S
V
T
2
A
P
I
C
5
C
o
n
t
r
o
l
30
P
r
o
f
B
2
A
P
I
C
2
Ex
p
e
r
i
m
e
n
t
a
l
30
PC
2
A
P
I
C
5
C
o
n
t
r
o
l
30
P
r
o
f
C
1
A
P
I
C
3
Ex
p
e
r
i
m
e
n
t
a
l
42
S
V
T
1
A
P
I
C
7
C
o
n
t
r
o
l
41
P
r
o
f
D
1
A
P
I
C
3
Ex
p
e
r
i
m
e
n
t
a
l
42
PC
1
A
P
I
C
7
C
o
n
t
r
o
l
41
P
r
o
f
E
3
A
P
I
C
1
Ex
p
e
r
i
m
e
n
t
a
l
29
PC
3
A
P
I
C
4
C
o
n
t
r
o
l
28
2
.
2
.
Da
t
a
c
o
llect
io
n t
o
o
ls
W
e
u
s
ed
a
v
ar
iety
o
f
d
ata
ac
q
u
is
itio
n
to
o
ls
:
o
b
s
er
v
atio
n
w
as
ca
r
r
ied
o
u
t
f
o
r
f
iv
e
teac
h
er
s
an
d
1
0
1
lear
n
er
s
,
o
v
er
f
o
u
r
less
o
n
s
ess
i
o
n
s
,
in
o
r
d
er
to
ass
ess
ch
an
g
es
in
teac
h
er
s
'
teac
h
in
g
p
r
ac
tice.
I
t
also
f
o
c
u
s
ed
o
n
asp
ec
ts
s
u
ch
as
clas
s
r
o
o
m
o
r
g
an
izatio
n
,
in
ter
ac
tio
n
s
with
le
ar
n
er
s
,
an
d
ac
tiv
ities
u
s
in
g
th
e
f
lip
p
ed
class
r
o
o
m
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
.
Du
r
in
g
th
is
o
b
s
er
v
atio
n
,
we
e
x
am
i
n
ed
a
n
u
m
b
er
o
f
is
s
u
es
co
n
c
er
n
in
g
teac
h
er
s
a
n
d
lear
n
er
s
,
b
o
th
d
u
r
in
g
o
u
t
-
of
-
cl
ass
an
d
in
-
class
ac
tiv
itie
s
.
T
h
e
p
o
in
ts
ex
am
in
ed
in
cl
u
d
ed
d
i
s
tan
ce
an
d
f
ac
e
-
to
-
f
ac
e
teac
h
in
g
tech
n
i
q
u
es,
tec
h
n
o
-
p
ed
ag
o
g
ical
tech
n
iq
u
es,
d
iv
er
s
ity
o
f
d
ig
ital
teac
h
i
n
g
a
id
s
,
an
d
m
eth
o
d
s
t
o
o
v
er
co
m
e
t
h
e
lack
o
f
I
C
T
.
Ne
x
t,
a
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
to
teac
h
er
s
b
ef
o
r
e
an
d
af
ter
th
e
in
-
s
er
v
ice
tr
ain
in
g
t
o
ass
ess
th
eir
p
e
r
ce
p
tio
n
o
f
th
e
f
lip
p
ed
class
r
o
o
m
,
th
eir
lev
el
o
f
c
o
n
f
id
en
ce
i
n
u
s
in
g
th
is
ap
p
r
o
ac
h
,
an
d
th
e
ch
a
n
g
es m
ad
e
t
o
th
eir
teac
h
in
g
p
r
ac
tice.
A
n
o
th
er
8
-
it
em
q
u
esti
o
n
n
air
e
was a
d
m
i
n
is
ter
ed
to
lear
n
e
r
s
to
ass
es
s
th
eir
s
atis
f
ac
tio
n
,
co
m
m
itm
en
t,
an
d
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t o
f
th
e
f
lip
p
e
d
class
r
o
o
m
o
n
t
h
eir
lear
n
i
n
g
.
2
.
3
.
M
et
ho
d o
f
a
na
ly
s
is
T
h
e
q
u
an
titativ
e
d
ata
c
o
llected
f
r
o
m
t
h
e
q
u
esti
o
n
n
air
es
ca
n
b
e
an
aly
ze
d
u
s
in
g
s
tatis
tical
p
ac
k
ag
e
f
o
r
th
e
s
o
cial
s
cien
ce
s
(
SP
SS
)
[
1
9
]
to
ass
ess
d
if
f
er
en
ce
s
b
ef
o
r
e
an
d
af
ter
th
e
f
lip
p
ed
class
r
o
o
m
.
T
h
is
m
ak
es
it
p
o
s
s
ib
le
to
d
eter
m
in
e
wh
et
h
e
r
teac
h
er
s
'
an
d
lear
n
er
s
'
p
er
ce
p
tio
n
s
h
av
e
c
h
an
g
e
d
an
d
wh
e
th
er
th
ese
ch
an
g
es
ar
e
s
tatis
tically
s
ig
n
if
ican
t.
Qu
alitativ
e
d
ata
f
r
o
m
th
e
in
t
er
v
iews
ca
n
b
e
a
n
aly
ze
d
u
s
in
g
co
n
ten
t
an
aly
s
is
m
eth
o
d
s
[
2
0
]
,
s
u
ch
as
t
h
em
atic
an
aly
s
is
,
to
id
en
tif
y
em
e
r
g
in
g
th
em
es
an
d
p
atter
n
s
.
T
h
is
p
r
o
v
id
es
an
in
-
d
ep
th
u
n
d
er
s
tan
d
i
n
g
o
f
teac
h
er
s
'
ex
p
er
ien
ce
s
,
ch
a
n
g
es
in
te
ac
h
in
g
p
r
ac
tice,
an
d
ch
alle
n
g
es
en
co
u
n
ter
ed
.
Ob
s
er
v
atio
n
s
ca
n
b
e
a
n
aly
ze
d
u
s
in
g
p
r
e
-
estab
lis
h
ed
o
b
s
er
v
atio
n
g
r
id
s
[
2
1
]
t
o
ass
ess
ch
an
g
es
in
teac
h
er
s
'
p
ed
ag
o
g
ical
p
r
ac
tices.
T
h
is
ca
n
in
clu
d
e
attr
ib
u
tes
s
u
ch
as
th
e
u
s
e
o
f
I
T
m
ater
ials
,
lear
n
er
en
g
ag
em
e
n
t,
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
ct
o
f c
o
n
tin
u
o
u
s
tea
ch
er tr
a
in
in
g
b
a
s
ed
o
n
th
e
flip
p
ed
cla
s
s
r
o
o
m
o
n
tea
c
h
in
g
…
(
A
ma
d
Za
h
r
a
)
495
class
r
o
o
m
in
ter
ac
tio
n
s
u
s
in
g
a
r
atin
g
s
ca
le
f
o
r
ea
ch
o
f
th
ese
cr
iter
ia:
v
er
y
s
atis
f
ac
to
r
y
,
s
ati
s
f
ac
to
r
y
,
s
o
m
ewh
at
s
atis
f
ac
to
r
y
,
u
n
s
atis
f
ac
to
r
y
,
an
d
n
o
t a
c
h
iev
ed
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
ef
f
ec
t
o
n t
ea
cher
s
’
t
ea
ching
t
ec
hn
iqu
e
s
W
e
d
ec
id
ed
to
o
r
g
an
ize
th
e
r
e
s
u
lts
o
b
tain
ed
f
r
o
m
th
e
o
b
s
er
v
atio
n
o
f
th
e
less
o
n
s
ess
io
n
s
as
s
h
o
wn
in
T
ab
le
2
,
ac
co
r
d
in
g
to
f
iv
e
m
a
in
v
ar
iab
les.
T
h
e
f
ir
s
t
v
ar
iab
le
co
n
ce
r
n
s
th
e
teac
h
in
g
m
eth
o
d
s
u
s
ed
o
u
ts
id
e
th
e
class
r
o
o
m
.
T
h
is
in
clu
d
es
th
e
teac
h
in
g
s
tr
ateg
ies
th
at
teac
h
er
s
im
p
lem
en
t
to
p
r
ep
ar
e
s
tu
d
en
ts
p
r
io
r
to
class
r
o
o
m
s
ess
io
n
s
,
s
u
ch
as
t
h
e
d
is
tr
ib
u
tio
n
o
f
r
ea
d
i
n
g
m
ater
ial,
p
r
elim
in
ar
y
ass
ig
n
m
e
n
ts
,
an
d
th
e
u
s
e
o
f
o
n
lin
e
p
latf
o
r
m
s
f
o
r
d
is
cu
s
s
io
n
an
d
g
r
o
u
p
wo
r
k
.
T
h
e
s
ec
o
n
d
v
ar
iab
le
f
o
c
u
s
es o
n
th
e
teac
h
i
n
g
m
eth
o
d
s
u
s
ed
in
class
.
I
t
ex
am
in
es
h
o
w
teac
h
e
r
s
s
tr
u
ctu
r
e
a
n
d
co
n
d
u
ct
f
ac
e
-
to
-
f
ac
e
less
o
n
s
,
f
o
cu
s
in
g
o
n
in
ter
ac
tiv
e
ac
tiv
ities
,
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
an
d
p
r
ac
tical
ex
er
cises
th
at
r
ein
f
o
r
ce
s
tu
d
en
ts
'
ac
tiv
e
lear
n
in
g
.
T
h
e
th
ir
d
v
a
r
iab
le
an
aly
s
es
th
e
teac
h
in
g
m
eth
o
d
s
ass
o
ciate
d
with
th
e
u
s
e
o
f
tech
n
o
lo
g
y
.
T
h
is
in
clu
d
es
th
e
in
teg
r
atio
n
o
f
d
ig
ital
to
o
ls
an
d
o
n
lin
e
r
eso
u
r
ce
s
in
to
teac
h
in
g
p
r
ac
tices,
s
u
ch
as
m
u
ltime
d
ia
p
r
esen
tatio
n
s
,
in
ter
ac
tiv
e
s
im
u
latio
n
s
,
an
d
o
n
lin
e
q
u
izze
s
.
T
h
e
f
o
u
r
th
v
ar
iab
le
r
elate
s
to
th
e
n
atu
r
e
o
f
th
e
m
ed
ia
u
s
ed
,
ex
am
in
in
g
th
e
ty
p
es
o
f
teac
h
in
g
aid
s
em
p
lo
y
e
d
,
s
u
ch
as
ed
u
ca
tio
n
al
v
id
e
o
s
,
in
f
o
g
r
ap
h
ics,
an
d
p
o
d
ca
s
ts
.
Fin
ally
,
th
e
f
if
th
v
ar
iab
le
d
ea
ls
with
alter
n
ativ
e
s
tr
ateg
ies
in
th
e
ab
s
en
ce
o
f
I
C
T
.
T
h
is
ca
teg
o
r
y
ex
p
lo
r
es
th
e
alter
n
ativ
es
th
at
teac
h
er
s
u
s
e
wh
en
ac
ce
s
s
to
tech
n
o
lo
g
y
is
lim
ited
o
r
n
o
n
-
ex
is
ten
t,
s
u
ch
as
s
m
all
-
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
p
ap
er
-
an
d
-
p
en
cil
p
r
o
jects,
an
d
o
r
al
p
r
esen
tatio
n
s
.
B
y
g
r
o
u
p
in
g
th
e
r
esu
lts
in
th
is
way
,
we
wer
e
ab
le
to
o
b
tain
a
clea
r
an
d
s
tr
u
ctu
r
ed
v
iew
o
f
th
e
d
if
f
er
en
t
teac
h
in
g
a
p
p
r
o
ac
h
es
o
b
s
er
v
ed
an
d
th
eir
r
elativ
e
ef
f
ec
tiv
e
n
ess
.
T
ab
le
2
.
T
h
e
r
esu
lts
o
b
tain
ed
f
r
o
m
o
b
s
er
v
atio
n
o
f
th
e
less
o
n
s
ess
io
n
s
V
a
r
i
a
b
l
e
s
P
r
o
f
A
P
r
o
f
B
P
r
o
f
C
P
r
o
f
D
P
r
o
f
E
B
e
f
o
r
e
A
f
t
e
r
B
e
f
o
r
e
A
f
t
e
r
B
e
f
o
r
e
A
f
t
e
r
B
e
f
o
r
e
A
f
t
e
r
B
e
f
o
r
e
A
f
t
e
r
Te
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
o
u
t
si
d
e
t
h
e
c
l
a
ssr
o
o
m (4
p
t
s
)
2
4
3
4
2
3
.
5
2
2
.
5
2
3
C
l
a
s
sr
o
o
m
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s (
4
p
t
s
)
2
4
3
3
.
5
2
3
1
.
5
3
0
.
5
2
.
5
Te
c
h
n
o
-
p
e
d
a
g
o
g
i
c
a
l
p
r
a
c
t
i
c
e
s
(
6
p
t
s
)
0
4
1
4
0
5
0
4
0
5
Ty
p
e
o
f
t
e
a
c
h
i
n
g
su
p
p
o
r
t
(
2
p
t
s
)
1
.
5
2
1
2
1
2
0
.
5
2
0
2
S
t
r
a
t
e
g
i
e
s f
o
r
a
v
o
i
d
i
n
g
t
h
e
a
b
se
n
c
e
o
f
I
C
T
(
4
p
t
s
)
1
.
5
3
3
4
1
.
5
3
2
3
3
3
T
o
t
a
l
(
/
2
0
)
7
17
11
18
6
.
5
17
6
15
5
.
5
16
N
o
t
e
:
p
t
s
=
p
o
i
n
t
s
Pro
f
A
s
h
o
wed
s
ig
n
if
ica
n
t
p
r
o
g
r
ess
in
all
th
e
asp
ec
ts
ass
ess
ed
as
s
h
o
wn
in
Fig
u
r
e
1
,
with
a
p
ar
ticu
lar
ly
n
o
ta
b
le
tr
an
s
f
o
r
m
atio
n
in
tech
n
o
-
p
ed
a
g
o
g
ical
te
ch
n
iq
u
es.
B
ef
o
r
e
th
e
tr
ain
i
n
g
,
Pro
f
A
s
tar
ted
with
a
s
co
r
e
o
f
ze
r
o
,
in
d
icatin
g
a
t
o
tal
ab
s
en
ce
o
f
th
ese
tech
n
iq
u
es
in
h
is
teac
h
in
g
p
r
ac
tice.
H
o
wev
er
,
af
te
r
tak
in
g
th
e
co
u
r
s
e,
Pro
f
A
ac
h
iev
e
d
a
n
im
p
r
ess
iv
e
s
co
r
e
o
f
4
o
u
t
o
f
6
,
s
h
o
win
g
th
at
h
e
h
ad
e
f
f
e
ctiv
ely
ad
o
p
te
d
th
e
tech
n
o
-
p
e
d
ag
o
g
ical
s
k
ills
tau
g
h
t.
T
h
is
p
r
o
g
r
ess
u
n
d
er
lin
es
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
th
e
tr
ain
i
n
g
o
n
th
e
a
b
ilit
y
to
in
teg
r
ate
I
C
T
in
t
o
teac
h
i
n
g
.
T
h
e
u
s
e
o
f
I
C
T
h
as
p
r
o
v
e
d
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
th
e
te
ac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
,
o
p
en
i
n
g
u
p
n
ew
p
o
s
s
ib
ilit
ies
f
o
r
teac
h
er
s
an
d
lear
n
er
s
.
I
t
m
ak
es
ed
u
ca
tio
n
n
o
t
o
n
ly
m
o
r
e
i
n
ter
ac
tiv
e,
b
u
t
also
m
o
r
e
p
er
s
o
n
alize
d
,
b
y
en
ab
lin
g
co
n
ten
t
to
b
e
ad
ap
ted
to
in
d
iv
id
u
al
s
tu
d
e
n
t
n
ee
d
s
,
an
d
m
o
r
e
ac
ce
s
s
ib
le,
b
y
o
f
f
er
in
g
d
iv
er
s
if
ied
teac
h
in
g
r
eso
u
r
ce
s
av
ailab
le
o
n
lin
e.
T
h
is
tr
an
s
f
o
r
m
atio
n
at
Pro
f
A
illu
s
tr
ates
h
o
w
tar
g
eted
I
C
T
tr
ain
in
g
ca
n
e
n
r
ich
teac
h
in
g
p
r
ac
tices,
f
ac
ilit
atin
g
a
m
o
r
e
m
o
d
er
n
a
n
d
d
y
n
am
ic
ap
p
r
o
ac
h
to
teac
h
in
g
th
at
b
e
n
ef
its
b
o
th
teac
h
er
s
an
d
lear
n
er
s
b
y
cr
ea
tin
g
a
m
o
r
e
en
g
ag
in
g
an
d
in
clu
s
iv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
[
2
2
]
.
I
n
th
e
ca
s
e
o
f
Pro
f
B
,
we
o
b
s
er
v
ed
a
m
ar
k
ed
im
p
r
o
v
em
en
t
in
all
d
ig
ital
u
s
es,
with
p
ar
ticu
lar
ly
s
ig
n
if
ican
t
p
r
o
g
r
ess
in
teac
h
in
g
tech
n
iq
u
es
b
o
th
o
u
ts
id
e
a
n
d
in
s
id
e
th
e
class
r
o
o
m
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
B
ef
o
r
e
th
e
co
u
r
s
e,
Pro
f
B
h
a
d
a
s
co
r
e
o
f
1
o
u
t
o
f
6
in
ter
m
s
o
f
tech
n
ical
teac
h
in
g
p
r
ac
tices,
b
u
t
af
ter
th
e
co
u
r
s
e
th
is
r
o
s
e
to
4
o
u
t
o
f
6
,
d
em
o
n
s
tr
atin
g
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
th
e
f
lip
p
ed
class
r
o
o
m
o
n
h
is
v
ar
io
u
s
teac
h
in
g
tech
n
iq
u
es
[
2
3
]
.
T
h
i
s
p
r
o
g
r
ess
io
n
illu
s
tr
ates
h
o
w
th
e
f
lip
p
e
d
class
r
o
o
m
ca
n
tr
a
n
s
f
o
r
m
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
b
y
m
ak
in
g
teac
h
in
g
m
o
r
e
d
y
n
am
ic
an
d
in
ter
ac
ti
v
e,
wh
ile
allo
win
g
s
tu
d
en
ts
to
b
e
b
etter
p
r
ep
a
r
ed
in
ad
v
an
ce
o
f
class
r
o
o
m
s
ess
io
n
s
.
Pro
f
B
also
o
b
tain
e
d
th
e
h
ig
h
est
p
o
s
s
ib
le
s
co
r
e
(
4
o
u
t
o
f
4
)
f
o
r
th
e
s
tr
ateg
ies
u
s
ed
to
o
v
e
r
co
m
e
th
e
ab
s
en
ce
o
f
I
C
T
[
2
4
]
,
d
em
o
n
s
tr
atin
g
an
ex
ce
llen
t
ab
ilit
y
to
ad
ap
t
h
is
teac
h
in
g
d
esp
ite
tech
n
o
l
o
g
ical
c
o
n
s
tr
ai
n
ts
.
T
h
is
ac
h
iev
em
en
t
test
if
ies
to
Pro
f
B
’
s
f
lex
ib
ilit
y
an
d
cr
ea
tiv
ity
in
u
s
in
g
av
ailab
le
r
eso
u
r
ce
s
to
e
n
s
u
r
e
ef
f
ec
tiv
e
an
d
c
o
n
tin
u
o
u
s
lear
n
in
g
,
ev
en
in
t
h
e
a
b
s
en
ce
o
f
I
C
T
,
an
d
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
i
n
-
s
er
v
ice
tr
ain
in
g
f
o
r
teac
h
er
s
in
ac
q
u
ir
in
g
ad
ap
tiv
e
a
n
d
in
n
o
v
ativ
e
s
k
ills
.
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
:
492
-
504
496
Fig
u
r
e
1
.
Ob
s
er
v
atio
n
r
esu
lts
f
o
r
“
Pro
f
A
”
b
ef
o
r
e
an
d
af
ter
tr
ain
in
g
Fig
u
r
e
2
.
Ob
s
er
v
atio
n
r
esu
lts
f
o
r
“
Pro
f
B
”
b
e
f
o
r
e
a
n
d
af
te
r
tr
ain
in
g
I
n
ter
m
s
o
f
tec
h
n
o
-
p
ed
a
g
o
g
y
,
Pro
f
C
’
s
s
co
r
e
r
o
s
e
f
r
o
m
0
o
u
t
o
f
6
b
ef
o
r
e
th
e
tr
ain
in
g
to
5
o
u
t
o
f
6
af
ter
it
as
d
is
p
lay
ed
in
Fig
u
r
e
3
.
L
ik
e
th
e
p
r
e
d
ec
ess
o
r
s
,
th
is
t
ea
ch
er
h
as
n
o
t
y
et
in
teg
r
ate
d
d
ig
ital
tech
n
o
lo
g
ies
in
to
h
er
class
r
o
o
m
ac
tiv
ities
[
2
5
]
.
Ho
wev
e
r
,
s
h
e
is
d
ev
elo
p
i
n
g
s
tr
ateg
ies
th
at
will
en
ab
le
h
er
to
p
u
t
th
is
n
ew
teac
h
in
g
ap
p
r
o
ac
h
(
th
e
f
lip
p
e
d
class
r
o
o
m
)
in
to
p
r
ac
tice
[
2
]
,
ev
en
in
th
e
ab
s
en
ce
o
f
I
C
T
,
with
a
n
o
tab
le
s
co
r
e
o
f
3
o
u
t
o
f
4
f
o
r
th
ese
s
tr
ateg
ies.
At
th
e
en
d
o
f
th
e
co
u
r
s
e,
th
er
e
was
a
n
in
c
r
ea
s
e
in
a
ctiv
ities
ca
r
r
ied
o
u
t
o
u
ts
id
e
th
e
class
r
o
o
m
,
with
t
h
e
s
co
r
e
r
is
in
g
f
r
o
m
2
o
u
t
o
f
4
to
3
.
5
o
u
t
o
f
4
,
s
h
o
win
g
a
m
o
r
e
in
ten
s
iv
e
ad
o
p
tio
n
o
f
au
to
n
o
m
o
u
s
an
d
p
r
ep
ar
ato
r
y
lear
n
in
g
p
r
ac
tices.
I
n
ad
d
itio
n
,
th
er
e
was
a
d
iv
er
s
if
icatio
n
o
f
th
e
teac
h
in
g
aid
s
u
s
ed
,
with
th
e
s
c
o
r
e
r
is
in
g
f
r
o
m
1
o
u
t
o
f
2
to
2
o
u
t
o
f
2
,
illu
s
tr
atin
g
a
m
o
r
e
v
ar
ied
an
d
ef
f
ec
tiv
e
u
s
e
o
f
th
e
teac
h
in
g
to
o
ls
av
ailab
le
[
2
6
]
.
T
h
is
p
r
o
g
r
ess
i
n
d
icate
s
n
o
t
o
n
ly
a
s
ig
n
if
ica
n
t
im
p
r
o
v
em
en
t
i
n
Pro
f
C
’
s
tech
n
o
-
p
ed
ag
o
g
ical
s
k
ills
,
b
u
t
al
s
o
a
g
r
o
win
g
willin
g
n
ess
an
d
ab
ilit
y
to
ad
ap
t
an
d
en
r
ich
h
er
teac
h
in
g
m
eth
o
d
s
to
b
etter
m
e
et
th
e
n
ee
d
s
o
f
h
er
s
tu
d
en
ts
,
e
x
p
lo
itin
g
th
e
p
r
in
cip
les
o
f
th
e
f
lip
p
e
d
class
r
o
o
m
to
p
r
o
m
o
te
m
o
r
e
in
ter
ac
tiv
e
a
n
d
en
g
ag
in
g
lear
n
in
g
,
ev
en
in
th
e
ab
s
en
ce
o
f
ad
v
a
n
ce
d
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
.
Fig
u
r
e
3
.
Ob
s
er
v
atio
n
r
esu
lts
f
o
r
“
Pro
f
C
”
b
e
f
o
r
e
a
n
d
af
te
r
tr
ain
in
g
0
0.5
1
1.5
2
2.5
3
3.5
4
T
e
ac
h
i
n
g
p
ractice
s
o
u
ts
i
d
e
th
e
c
l
as
s
r
o
o
m
(
4p
ts
)
Cl
as
s
ro
o
m te
ac
h
i
n
g
p
ractice
s
(
4p
ts
)
T
e
c
h
n
o
-p
e
d
ag
o
g
i
c
al p
rac
ti
c
e
s
(
6p
ts
)
T
yp
e
o
f te
ac
h
i
n
g
s
u
p
p
o
rt
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2p
ts
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S
t
rat
e
g
i
e
s
fo
r avo
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d
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n
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th
e
ab
s
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e
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CT
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4p
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2
2
0
1.5
1.5
4
4
4
2
3
Af
ter
Be
f
o
re
0
0.5
1
1.5
2
2.5
3
3.5
4
T
eac
hi
n
g p
rac
ti
c
es
o
u
ts
i
d
e t
h
e class
r
o
o
m
(
4p
ts
)
Cl
as
s
ro
o
m te
ac
h
i
n
g
p
ractice
s
(
4p
ts
)
T
echno
-pe
dago
gi
c
a
l
p
rac
ti
c
e
s
(
6pts
)
T
yp
e
o
f te
ac
h
i
n
g
s
u
p
p
o
rt
(
2p
ts
)
S
t
rat
e
g
i
e
s
fo
r avo
i
d
i
n
g
th
e
ab
s
e
n
c
e
o
f I
CT
(
4p
ts
)
3
3
1
1
3
4
3.5
4
2
4
Af
ter
Be
f
o
re
0
2
4
6
T
eac
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n
g p
rac
ti
c
es
o
u
ts
i
d
e t
h
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r
o
o
m
(
4p
ts
)
Cl
as
s
ro
o
m te
ac
h
i
n
g
p
ractice
s
(
4p
ts
)
T
echno
-pe
dago
gi
c
a
l
p
rac
ti
c
e
s
(
6pts
)
T
yp
e
o
f te
ac
h
i
n
g
s
u
p
p
o
rt
(
2p
ts
)
S
t
rat
e
g
i
e
s
fo
r avo
i
d
i
n
g
th
e
ab
s
e
n
c
e
o
f I
CT
(
4p
ts
)
2
2
0
1
1.5
3.5
3
5
2
3
Af
ter
Be
f
o
re
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
ct
o
f c
o
n
tin
u
o
u
s
tea
ch
er tr
a
in
in
g
b
a
s
ed
o
n
th
e
flip
p
ed
cla
s
s
r
o
o
m
o
n
tea
c
h
in
g
…
(
A
ma
d
Za
h
r
a
)
497
Fo
r
Pro
f
D
,
tech
n
iq
u
es
u
s
ed
o
u
ts
id
e
th
e
class
r
o
o
m
in
cr
ea
s
ed
f
r
o
m
2
o
u
t
o
f
4
to
2
.
5
o
u
t
o
f
4
,
wh
ile
tech
n
iq
u
es u
s
ed
in
th
e
class
r
o
o
m
r
o
s
e
f
r
o
m
1
.
5
o
u
t o
f
4
to
3
o
u
t o
f
4
,
as p
r
e
s
en
ted
in
Fig
u
r
e
4
.
T
h
er
e
was a
ls
o
a
m
ar
k
ed
im
p
r
o
v
em
en
t
i
n
th
e
d
iv
er
s
ity
o
f
teac
h
in
g
ai
d
s
,
f
r
o
m
0
.
5
o
u
t
o
f
4
to
2
o
u
t
o
f
4
,
an
d
s
tr
ateg
ies
f
o
r
o
v
er
co
m
i
n
g
t
h
e
ab
s
en
ce
o
f
I
C
T
wer
e
r
ated
at
3
o
u
t
o
f
4
,
co
m
p
a
r
ed
with
2
o
u
t
o
f
4
p
r
ev
io
u
s
ly
.
As
f
ar
as
tech
n
o
-
p
e
d
ag
o
g
ical
tech
n
iq
u
e
s
ar
e
co
n
ce
r
n
ed
,
th
er
e
h
as
b
ee
n
a
v
er
y
r
em
ar
k
a
b
le
ev
o
lu
tio
n
,
f
r
o
m
ze
r
o
o
u
t
o
f
6
b
ef
o
r
e
th
e
tr
ain
in
g
to
4
o
u
t
o
f
6
af
te
r
it,
wh
ich
m
ea
n
s
th
at
teac
h
er
s
ar
e
in
c
r
ea
s
in
g
ly
u
s
in
g
d
ig
ital
t
o
o
ls
an
d
o
n
lin
e
r
eso
u
r
ce
s
to
s
u
p
p
lem
e
n
t
th
eir
less
o
n
s
a
n
d
m
ak
e
lea
r
n
in
g
m
o
r
e
in
ter
ac
tiv
e
an
d
en
g
ag
in
g
f
o
r
lear
n
e
r
s
[
2
7
]
.
T
h
is
p
r
o
g
r
ess
io
n
in
d
ica
tes
n
o
t
o
n
ly
an
in
cr
ea
s
ed
ad
o
p
tio
n
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
b
u
t
also
an
im
p
r
o
v
em
e
n
t
in
teac
h
er
s
'
ab
ilit
y
to
in
teg
r
ate
th
ese
to
o
ls
in
to
th
eir
p
ed
a
g
o
g
y
in
an
e
f
f
ec
tiv
e
way
.
I
t
also
d
em
o
n
s
tr
ates
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
in
-
s
er
v
ice
tr
ai
n
in
g
o
n
im
p
r
o
v
in
g
teac
h
er
s
'
p
ed
ag
o
g
ical
s
k
ills
,
en
ab
lin
g
th
em
to
f
u
lly
ex
p
lo
it
th
e
p
o
ten
tial
o
f
d
ig
ital
tech
n
o
lo
g
ies
to
en
r
ich
th
e
lea
r
n
in
g
ex
p
e
r
ien
ce
.
T
h
e
im
p
r
o
v
e
m
en
t
o
b
s
er
v
ed
b
y
Pro
f
D
is
test
am
en
t
to
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
s
tr
ateg
ies
p
u
t
in
p
lace
to
o
v
e
r
c
o
m
e
tech
n
o
lo
g
ical
o
b
s
tacle
s
an
d
u
n
d
er
lin
e
th
e
im
p
o
r
tan
ce
o
f
p
e
d
ag
o
g
ical
in
n
o
v
atio
n
in
m
o
d
er
n
teac
h
in
g
.
I
n
th
e
ca
s
e
o
f
Pro
f
E
,
b
ef
o
r
e
th
e
tr
ain
in
g
,
th
e
tech
n
o
-
p
e
d
ag
o
g
ical
s
co
r
e
was
0
o
u
t
o
f
6
.
Ho
wev
er
,
af
ter
th
e
tr
ain
in
g
,
th
is
s
co
r
e
r
o
s
e
t
o
5
o
u
t
o
f
6
,
s
h
o
win
g
a
s
ig
n
if
ican
t
a
d
o
p
tio
n
o
f
t
ec
h
n
o
-
p
ed
ag
o
g
ical
tech
n
iq
u
es
as
s
h
o
wn
in
Fig
u
r
e
5
.
As
with
th
e
p
r
ev
io
u
s
tea
ch
er
s
,
d
ig
ital
tech
n
o
lo
g
y
was
n
o
t
in
teg
r
ated
in
to
class
r
o
o
m
ac
tiv
ities
b
ef
o
r
e
th
e
tr
ain
in
g
,
with
a
s
co
r
e
o
f
o
n
l
y
0
.
5
o
u
t
o
f
4
.
Desp
ite
th
is
,
th
e
teac
h
er
d
e
v
elo
p
e
d
s
tr
ateg
ies
th
at
en
ab
led
h
im
to
p
u
t
th
e
f
lip
p
e
d
class
r
o
o
m
in
t
o
p
r
ac
tice
ev
en
i
n
th
e
ab
s
en
c
e
o
f
I
C
T
[
2
7
]
,
th
u
s
o
b
tain
in
g
a
c
o
n
s
is
ten
t
s
co
r
e
o
f
3
o
u
t
o
f
4
b
e
f
o
r
e
an
d
af
ter
t
h
e
tr
ain
in
g
.
At
th
e
en
d
o
f
th
e
co
u
r
s
e,
we
o
b
s
er
v
e
d
an
in
cr
ea
s
e
in
ac
tiv
ities
ca
r
r
ie
d
o
u
t
o
u
ts
id
e
th
e
class
r
o
o
m
,
with
th
e
s
co
r
e
r
is
in
g
f
r
o
m
2
o
u
t
o
f
4
to
3
o
u
t
o
f
4
,
r
ef
lectin
g
g
r
ea
te
r
u
s
e
o
f
p
r
ep
a
r
ato
r
y
task
s
an
d
i
n
d
ep
e
n
d
en
t
ex
er
cises
.
I
n
ad
d
itio
n
,
th
er
e
w
as
a
d
iv
er
s
if
icatio
n
o
f
th
e
teac
h
in
g
aid
s
u
s
ed
,
with
an
im
p
r
o
v
em
e
n
t
in
th
e
s
co
r
e
f
r
o
m
1
o
u
t
o
f
2
to
2
o
u
t
o
f
2
,
illu
s
tr
atin
g
a
m
o
r
e
v
ar
ied
a
n
d
ef
f
ec
tiv
e
ad
o
p
tio
n
o
f
th
e
teac
h
in
g
to
o
ls
av
ailab
l
e.
T
h
ese
r
esu
lts
s
h
o
w
th
at,
f
r
o
m
tr
ain
i
n
g
,
Pro
f
E
h
as
n
o
t
o
n
ly
im
p
r
o
v
ed
h
is
tech
n
o
-
p
ed
ag
o
g
ical
s
k
ills
,
b
u
t
h
a
s
also
en
r
ich
ed
h
is
teac
h
in
g
m
eth
o
d
s
b
y
ad
o
p
tin
g
m
o
r
e
in
ter
ac
tiv
e
a
n
d
e
n
g
ag
in
g
ap
p
r
o
ac
h
es f
o
r
lea
r
n
er
s
,
ev
e
n
in
th
e
ab
s
en
ce
o
f
ad
v
an
ce
d
tec
h
n
o
lo
g
ies.
Fig
u
r
e
4
.
Ob
s
er
v
atio
n
r
esu
lts
f
o
r
“
Pro
f
D
”
b
ef
o
r
e
an
d
af
ter
tr
ain
in
g
Fig
u
r
e
5
.
Ob
s
er
v
atio
n
r
esu
lts
f
o
r
“
Pro
f
E
”
b
ef
o
r
e
an
d
af
ter
tr
ain
in
g
0
2
4
T
ea
c
h
i
n
g
p
r
a
c
t
i
c
es
o
u
t
s
i
d
e t
h
e c
l
a
s
s
r
o
o
m
(
4
p
t
s
)
Cl
a
s
s
r
o
o
m
t
ea
c
h
i
n
g
p
r
a
c
t
i
c
es
(
4
p
t
s
)
T
ec
h
n
o
-
p
ed
a
g
o
g
i
c
a
l
p
r
a
c
t
i
c
es
(
6
p
t
s
)
T
y
p
e o
f
t
ea
c
h
i
n
g
s
u
p
p
o
r
t
(
2
p
t
s
)
S
t
r
a
t
eg
i
es
f
o
r
av
o
i
d
i
n
g
t
h
e a
b
s
en
c
e
o
f
I
CT
(
4
p
t
s
)
2
1.5
0
0.5
2
2.5
3
4
2
3
Af
ter
Be
f
o
re
0
2
4
6
T
ea
c
h
i
n
g
p
r
a
c
t
i
c
es
o
u
t
s
i
d
e t
h
e c
l
a
s
s
r
o
o
m
(
4
p
t
s
)
Cl
a
s
s
r
o
o
m
t
ea
c
h
i
n
g
p
r
a
c
t
i
c
es
(
4
p
t
s
)
T
ec
h
n
o
-
p
ed
a
g
o
g
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c
a
l
p
r
a
c
t
i
c
es
(
6
p
t
s
)
T
y
p
e o
f
t
ea
c
h
i
n
g
s
u
p
p
o
r
t
(
2
p
t
s
)
S
t
r
at
eg
i
es
fo
r
av
o
i
d
i
n
g
t
h
e ab
s
en
c
e
o
f
I
CT
(
4
p
t
s
)
2
0.5
0
0
3
3
2.5
5
2
3
Af
ter
Be
f
o
re
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
:
492
-
504
498
B
ased
o
n
a
co
m
p
a
r
is
o
n
o
f
tea
ch
er
s
'
in
d
iv
id
u
al
p
r
o
f
iles
b
ef
o
r
e
an
d
af
ter
tr
ain
in
g
as
s
ee
n
i
n
Fig
u
r
e
6
,
we
will
d
eter
m
in
e
th
e
ef
f
ec
t
o
f
th
e
f
lip
p
ed
class
r
o
o
m
o
n
th
e
ir
teac
h
in
g
tech
n
iq
u
es
b
y
ca
lcu
latin
g
g
ain
in
d
ices
[
2
8
]
:
th
e
av
er
a
g
e
g
r
o
s
s
g
ain
(
GB
M)
an
d
av
er
ag
e
r
elativ
e
g
ain
(
GR
M)
.
T
h
e
GB
M
r
ep
r
es
en
ts
th
e
d
if
f
er
en
ce
b
etwe
en
th
e
av
er
a
g
e
a
f
ter
tr
ai
n
in
g
a
n
d
th
e
av
er
ag
e
b
e
f
o
r
e
tr
ain
in
g
,
t
h
u
s
r
e
f
lectin
g
w
h
at
w
as
ac
tu
ally
g
ai
n
ed
.
I
n
co
n
t
r
ast,
th
e
GR
M
m
ea
s
u
r
es
th
e
d
if
f
er
en
ce
b
etwe
en
wh
at
was
ac
tu
ally
g
ain
ed
an
d
w
h
at
co
u
ld
h
av
e
b
ee
n
g
ain
ed
.
T
h
e
GR
M
is
ca
lcu
lated
u
s
in
g
(
1
)
.
(
av
er
ag
e
p
o
s
t
−
t
r
ai
n
i
n
g
–
av
er
ag
e
pre
−
t
r
ai
n
i
n
g
)
(
av
er
ag
e
m
ax
i
m
um
–
av
er
ag
e
pre
−
t
r
ai
n
i
n
g
)
×
10
0
(
1
)
Fig
u
r
e
6
.
C
o
m
p
a
r
is
o
n
o
f
teac
h
er
p
er
f
o
r
m
an
ce
b
ef
o
r
e
an
d
af
t
er
tr
ain
in
g
T
o
f
ac
ilit
ate
o
u
r
s
tu
d
y
,
we
h
av
e
p
r
esen
ted
th
e
r
esu
lts
as
p
r
esen
ted
in
Fig
u
r
e
s
7
an
d
8
.
Fro
m
Fig
u
r
e
7
,
we
ca
n
s
ee
th
at
t
h
e
two
teac
h
er
s
Pro
f
A
a
n
d
Pro
f
B
m
a
d
e
th
e
g
r
ea
test
p
r
o
g
r
ess
with
a
GB
M
o
f
“
1
0
.
5
”
f
o
llo
wed
in
d
escen
d
i
n
g
o
r
d
e
r
b
y
Pro
f
D
(
GB
M=
1
0
)
,
Pr
o
f
C
(
GB
M=
9
)
,
an
d
Pro
f
E
(
GB
M=
7
)
.
T
h
e
GB
M
is
p
o
s
itiv
e,
wh
ich
i
n
d
icate
s
th
at
th
er
e
h
as
b
ee
n
an
a
v
er
ag
e
i
m
p
r
o
v
e
m
en
t
in
teac
h
er
s
'
p
er
f
o
r
m
an
ce
af
ter
tak
i
n
g
th
e
tr
ain
in
g
c
o
u
r
s
e,
as we
ll a
s
th
e
d
ev
elo
p
m
en
t o
f
d
ig
ital sk
il
ls
in
teac
h
in
g
[
1
8
]
.
W
h
en
th
e
GR
M
ex
ce
ed
s
3
0
%,
th
e
ef
f
ec
t
o
f
th
e
tr
ain
i
n
g
is
co
n
s
id
er
ed
to
b
e
p
o
s
itiv
e.
B
y
an
aly
zin
g
th
e
r
esu
lts
s
h
o
wn
i
n
Fig
u
r
e
8
,
we
ca
n
co
n
cl
u
d
e
t
h
at
th
e
tr
ain
in
g
h
a
d
v
ar
ied
r
esu
lts
in
t
er
m
s
o
f
im
p
r
o
v
in
g
teac
h
er
s
'
s
k
ill
s
.
T
h
er
e
was
a
g
r
ad
u
al
p
r
o
g
r
ess
io
n
f
r
o
m
6
4
% f
o
r
Pro
f
C
to
7
2
%
f
o
r
Pro
f
C
,
7
7
%
f
o
r
Pr
o
f
D
a
n
d
7
8
%
f
o
r
th
e
two
teac
h
er
s
Pro
f
B
an
d
Pro
f
E
.
T
h
is
m
ea
n
s
th
at
th
e
teac
h
er
s
ex
p
er
ien
ce
d
a
s
ig
n
if
ican
t
in
cr
ea
s
e
in
th
eir
p
er
f
o
r
m
a
n
ce
af
ter
t
h
e
t
r
ain
in
g
[
2
9
]
.
Fig
u
r
e7
.
C
o
m
p
a
r
is
o
n
o
f
teac
h
er
s
’
av
er
ag
e
g
r
o
s
s
g
ain
s
Fig
u
r
e
8
.
C
o
m
p
a
r
is
o
n
o
f
teac
h
er
s
’
av
er
ag
e
r
elativ
e
g
ain
s
3
.
2
.
T
he
im
pa
ct
o
n lea
rner
perf
o
rm
a
nce
I
n
o
r
d
er
t
o
m
ea
s
u
r
e
th
e
c
o
g
n
itiv
e
in
f
l
u
en
ce
s
o
f
th
e
im
p
lem
en
tatio
n
o
f
th
e
f
lip
p
e
d
class
r
o
o
m
ap
p
r
o
ac
h
,
we
ad
m
in
is
ter
ed
p
r
e
-
an
d
p
o
s
t
-
test
ass
e
s
s
m
en
ts
t
o
th
e
lear
n
er
s
,
r
ec
o
r
d
in
g
th
e
r
esu
lts
in
E
x
ce
l
f
iles
.
W
e
also
s
en
t
th
em
a
n
o
p
in
i
o
n
q
u
esti
o
n
n
air
e
at
th
e
en
d
o
f
th
e
ex
p
er
im
en
t.
T
h
e
d
ata
f
r
o
m
two
test
s
ar
e
p
r
esen
ted
co
n
cisely
in
T
a
b
le
3
,
wh
ich
s
h
o
ws
h
o
w
th
e
d
if
f
e
r
en
t
class
es
ar
e
d
is
tr
ib
u
ted
b
etwe
en
th
e
teac
h
er
s
,
7
11
6.5
6
5.5
17
18
17
15
16
0
5
10
15
20
Pro
f A
Pro
f B
Pro
f C
P
r
o
f D
Pro
f E
Befo
re
A
fte
r
0
2
4
6
8
10
12
Pro
f A
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f B
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f C
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f D
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f E
10.5
10.5
9
10
7
A
v
e
r
ag
e
G
r
o
ss
Gai
n
s
0%
20%
40%
60%
80%
Pro
f A
Pro
f B
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f C
Pro
f D
Pro
f E
72%
78%
64%
77%
78%
A
v
e
r
ag
e
Rel
ati
v
e
Gai
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
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o
f c
o
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o
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s
tea
ch
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a
in
in
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th
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flip
p
ed
cla
s
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r
o
o
m
o
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tea
c
h
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(
A
ma
d
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h
r
a
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499
th
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ty
p
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o
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ex
p
er
im
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u
m
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er
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g
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im
p
ac
t
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ter
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lear
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ce
in
d
if
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en
t su
b
jects a
n
d
lear
n
in
g
co
n
tex
ts
.
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ab
le
3
.
L
ea
r
n
er
p
er
f
o
r
m
an
ce
in
th
e
two
ass
ess
m
en
t te
s
t
s
Te
a
c
h
e
r
s
C
l
a
s
s
N
a
t
u
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o
f
t
h
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l
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ss
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u
mb
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s
D
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a
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B
M
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f
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2
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2
Ex
p
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r
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S
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1
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2
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42
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p
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r
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28
1
3
.
7
1
1
4
.
2
1
0
.
5
I
n
Fig
u
r
e
9
,
we
p
r
esen
t
th
e
r
e
s
u
lts
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
s
,
f
o
llo
wed
b
y
th
e
r
esu
lts
o
f
th
e
co
n
tr
o
l
g
r
o
u
p
s
f
o
r
ea
c
h
teac
h
e
r
.
Fo
r
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
s
t
h
er
e
is
a
r
em
ar
k
ab
le
p
r
o
g
r
ess
io
n
a
n
d
th
e
d
i
f
f
er
en
tiate
d
s
co
r
e
b
etwe
en
th
e
p
o
s
ttes
t
m
ea
n
s
an
d
th
e
p
r
etest
m
ea
n
s
is
s
i
g
n
if
ican
t
s
u
c
h
th
at
th
e
GM
B
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
s
is
eq
u
al
to
3
.
6
an
d
a
GM
R
=4
6
.
1
5
%.
C
o
n
ce
r
n
in
g
th
e
co
n
tr
o
l
g
r
o
u
p
s
,
we
n
o
ted
th
at
th
e
p
r
e
-
test
m
ea
n
s
wer
e
b
etter
th
an
th
e
p
o
s
t
-
test
m
ea
n
s
,
wh
o
s
e
r
elativ
e
m
ea
n
g
ain
,
wh
ich
r
ep
r
esen
ts
th
e
d
if
f
er
en
ce
b
etwe
en
th
e
two
m
ea
n
s
,
is
e
q
u
al
to
-
0
.
8
4
,
h
en
ce
th
e
GM
R
=1
0
.
7
7
%.
W
e
co
n
clu
d
ed
th
at
lear
n
er
s
tau
g
h
t
v
ia
th
e
f
lip
p
e
d
class
r
o
o
m
p
er
f
o
r
m
ed
b
etter
th
an
lear
n
er
s
tau
g
h
t v
ia
th
e
t
r
ad
i
tio
n
al
m
eth
o
d
[
2
6
]
.
Fig
u
r
e
9
.
R
esu
lts
f
o
r
ea
ch
class
b
ef
o
r
e
an
d
af
ter
t
h
e
ex
p
e
r
im
en
t
3
.
3
.
L
ea
rner
s
’
v
iews o
n f
lip
ped c
la
s
s
ro
o
m
t
ea
ching
I
n
o
r
d
er
t
o
f
in
d
o
u
t
lear
n
e
r
s
'
v
iews
o
n
th
e
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
t
o
teac
h
in
g
,
we
a
n
aly
ze
d
th
e
q
u
esti
o
n
n
air
e
t
h
at
was
s
en
t
to
lear
n
er
s
in
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
s
at
th
e
en
d
o
f
th
e
e
x
p
e
r
im
en
t.
T
h
e
r
esu
lts
ar
e
s
u
m
m
ar
ized
in
Fig
u
r
e
1
0
.
Af
ter
th
e
ex
p
e
r
im
en
t
,
alm
o
s
t
h
alf
o
f
t
h
e
lear
n
er
s
in
t
h
e
e
x
p
er
im
en
tal
g
r
o
u
p
(
4
9
.
1
%)
s
tr
o
n
g
ly
ag
r
ee
d
th
at
th
e
f
ac
t
o
f
r
ec
eiv
in
g
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[
2
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.
Fig
u
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1
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in
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th
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af
ter
ex
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s
io
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k
ills
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co
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n
in
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[
2
3
]
.
A
f
t
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r
ex
p
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g
w
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h
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ly
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with
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.
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ag
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a
p
p
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a
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a
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ap
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r
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,
wh
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an
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co
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tc
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in
t
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s
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v
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p
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an
aly
tical
s
k
i
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a
n
d
r
eso
u
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u
s
e
[
3
0
]
.
49.10%
14%
0.10%
17.50%
19.30%
1. P
r
o
v
i
di
ng
t
he
c
o
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se
c
o
nt
e
nt
be
f
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e
at
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t
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c
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se
s
ha
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t
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m
y
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m
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t
m
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t
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t
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v
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t
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e
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t
ak
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ng
pl
ac
e
.
s
tr
o
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e
e
A
g
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e
A
g
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s
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me
w
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S
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me
w
h
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s
tr
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y d
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s
ag
re
e
2
4
.
6
%
4
5
.
6
%
2
1
.
1
%
7
.
0
%
1
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7
%
2. I o
nl
y
u
se
t
he
m
at
e
r
i
al
s
pr
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v
i
de
d
by
t
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t
e
ac
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r
.
st
r
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l
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a
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A
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s
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what
S
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what
a
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ng
l
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d
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sa
g
r
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e
33.3%
31.6%
17.5%
14.0%
3.6%
3. B
e
f
o
r
e
c
o
m
i
ng
t
o
c
l
as
s, I a
l
way
s
c
ar
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t
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v
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e
s
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qu
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d
by
t
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ac
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r
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s
t
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l
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a
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A
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A
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s
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m
e
what
S
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m
e
what
a
g
r
e
e
st
r
o
ng
l
y
d
i
sa
g
r
e
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
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o
f c
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b
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flip
p
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(
A
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501
Fig
u
r
e
1
3
.
R
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f
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Fig
u
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2
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.
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Fig
u
r
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3
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R
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r
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)
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with
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Fig
u
r
e
1
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.
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h
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in
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icate
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th
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v
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d
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e
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r
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em
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p
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ilit
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ts
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h
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lt
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e
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ter
p
r
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as
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o
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ess
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ig
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e
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ed
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r
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ak
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le
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d
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g
ag
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o
r
lear
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e
r
s
[
3
2
]
.
T
h
e
in
ter
p
r
etatio
n
o
f
th
e
r
esu
l
t
in
Fig
u
r
e
1
7
in
d
icate
s
th
at
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e
m
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ity
o
f
lear
n
er
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(
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tr
o
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g
ly
ag
r
ee
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d
1
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.
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ag
r
ee
)
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r
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with
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e
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en
t
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at
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f
lip
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ed
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o
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in
c
r
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m
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er
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lear
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g
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.
T
h
is
s
u
g
g
ests
th
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s
p
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ce
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th
at
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r
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m
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m
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p
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r
tu
n
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to
ac
tiv
ely
p
ar
ticip
ate
in
lear
n
in
g
ac
tiv
ities
[
1
]
.
I
n
c
r
ea
s
in
g
th
e
n
u
m
b
er
o
f
lear
n
in
g
ac
tiv
ities
ca
n
b
e
b
en
ef
icial
as
it
allo
ws
lear
n
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s
to
in
ter
ac
t
m
o
r
e
with
co
n
ten
t,
s
o
lv
e
p
r
o
b
lem
s
,
co
ll
ab
o
r
ate
with
p
ee
r
s
,
an
d
ac
tiv
e
ly
ap
p
ly
wh
at
th
ey
h
av
e
lear
n
e
d
[
3
3
]
.
T
h
is
f
o
s
ter
s
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
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f
c
o
n
ce
p
ts
an
d
b
etter
r
eten
tio
n
o
f
i
n
f
o
r
m
atio
n
.
28.1%
38.6%
12.3%
17.5%
3.5%
4.Gr
o
up
wo
r
k
e
nc
o
ur
ag
e
d
c
o
m
m
un
i
c
at
i
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an
d
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ha
ng
e
st
r
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ng
l
y
a
g
r
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A
g
r
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A
g
r
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e
s
o
m
e
what
S
o
m
e
what
a
g
r
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st
r
o
ng
l
y
d
i
sa
g
r
e
e
24.6%
36.8%
15.8%
21.1%
1.7%
5. W
o
r
k
i
ng
i
n
a
g
r
o
up
h
e
l
pe
d
m
e
t
o
un
de
r
st
an
d
t
he
l
e
ss
o
ns
be
t
t
e
r
.
s
tr
o
n
g
l
y agr
e
e
A
g
re
e
A
g
re
e
s
o
me
w
h
at
S
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me
w
h
at ag
re
e
s
tr
o
n
g
l
y d
i
s
ag
re
e
33.3%
35.1%
19.3%
8.8%
3.5%
6. T
h
e
an
al
ys
i
s
an
d
u
s
e
o
f
d
o
cu
me
n
ts
i
n
clas
s
h
ave
h
e
l
p
e
d
to
d
e
e
p
e
n
th
e
l
e
s
s
o
n
s
st
r
o
ng
l
y
a
g
r
e
e
A
g
r
e
e
A
g
r
e
e
s
o
m
e
what
So
m
e
wh
at
a
g
r
e
e
st
r
o
ng
l
y
d
i
sa
g
r
e
e
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