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s
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w
h
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is
p
a
rt
A,
B,
C
a
n
d
D.
Its
fa
c
e
a
n
d
c
o
n
ten
t
v
a
li
d
it
y
we
re
d
e
term
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e
d
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e
x
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rt
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g
m
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t
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ter
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a
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p
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to
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ly
z
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v
e
a
led
th
a
t
e
m
o
ti
o
n
a
l
p
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b
lem
s
(
3
.
9
3
),
sic
k
n
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.
7
1
),
fi
n
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(3
.
4
8
),
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re
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s
tea
c
h
in
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sk
il
ls
(
3
.
2
1
)
we
re
k
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y
fa
c
t
o
r
s
o
f
n
o
n
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re
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3
3
)
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d
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iz
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.
2
4
),
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ro
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f
c
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m
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las
sro
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m
s
(3
.
3
0
);
wh
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th
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stra
teg
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re
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m
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s
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n
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s
in
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K
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w
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s
:
Ad
m
in
is
tr
ativ
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s
tr
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Facto
r
s
No
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lectu
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atten
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n
ce
Stu
d
en
ts
Un
iv
er
s
ities
T
h
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s
a
n
o
p
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n
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c
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ss
a
rticle
u
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d
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CC B
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SA
li
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C
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r
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s
p
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A
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r
:
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we
Gr
ac
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Nwa
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Dep
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M
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Fo
u
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s
,
F
ac
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f
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ca
tio
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,
Delta
State
Un
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s
ity
Ab
r
ak
a,
Nig
er
ia
E
m
ail:
o
s
ak
wea
m
ak
a@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Qu
ality
teac
h
in
g
in
u
n
iv
er
s
itie
s
eq
u
ip
s
tu
d
e
n
ts
with
th
e
r
eq
u
is
ite
s
k
ills
,
k
n
o
wled
g
e
an
d
in
it
iativ
es,
to
p
r
o
v
id
e
,
en
h
an
ce
a
n
d
s
u
s
tain
en
d
u
r
in
g
s
o
cio
ec
o
n
o
m
ic
wellb
ein
g
o
f
n
atio
n
s
.
I
t
av
ails
lear
n
er
s
with
th
e
n
ee
d
ed
s
k
ills
f
o
r
g
o
o
d
g
o
v
er
n
a
n
ce
a
n
d
en
tr
e
p
r
en
e
u
r
s
h
ip
a
n
d
also
p
r
o
v
i
d
es
av
en
u
es
f
o
r
l
o
ca
l
an
d
g
lo
b
al
ca
r
ee
r
en
g
ag
em
e
n
t
o
p
p
o
r
tu
n
ities
.
I
n
ess
en
ce
,
q
u
ality
teac
h
in
g
in
u
n
iv
er
s
ities
is
im
p
er
ativ
e.
Am
o
n
g
th
e
m
a
n
y
way
s
o
f
teac
h
in
g
in
u
n
iv
er
s
ities
is
th
e
lectu
r
e
m
eth
o
d
.
I
t
is
an
o
r
al
p
r
esen
tatio
n
b
y
a
n
in
s
tr
u
cto
r
to
a
g
r
o
u
p
o
f
lear
n
er
s
.
I
t
is
r
eg
ar
d
ed
as
th
e
m
o
s
t
s
u
itab
le
m
eth
o
d
o
f
teac
h
in
g
esp
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ially
wh
en
a
lar
g
e
co
n
ten
t
o
f
lear
n
in
g
m
ater
ials
n
ee
d
s
to
b
e
tau
g
h
t
to
a
lar
g
e
au
d
ien
ce
.
T
h
e
u
s
e
o
f
lectu
r
e
m
eth
o
d
ex
p
o
s
es
s
tu
d
en
ts
to
m
o
d
er
n
,
s
cien
tific
an
d
in
n
o
v
ativ
e
m
ate
r
ials
.
W
h
en
u
s
ed
in
co
n
ju
n
ctio
n
with
en
g
ag
i
n
g
s
tu
d
en
ts
’
p
ar
t
icip
atio
n
,
it h
as th
e
p
o
ten
tial to
im
p
r
o
v
e
teac
h
in
g
an
d
lear
n
in
g
[
1
]
.
L
ec
tu
r
e
atten
d
an
ce
is
th
e
p
h
y
s
ical
o
r
v
ir
tu
al
p
r
esen
ce
in
a
c
lass
.
I
t
is
im
p
o
r
tan
t
b
ec
au
s
e
it
is
cr
itica
l
to
ac
ad
em
ic
p
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f
o
r
m
an
ce
.
R
esear
ch
wo
r
k
s
s
h
o
w
ed
th
at
th
er
e
is
a
s
tati
s
tically
s
ig
n
if
ican
t
r
elatio
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s
h
ip
b
etwe
en
atten
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an
ce
a
n
d
p
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f
o
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m
a
n
ce
in
test
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m
in
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s
a
n
d
o
th
er
ass
ess
m
en
t
p
r
o
ce
d
u
r
e
s
[
2
]
,
[
3
]
.
L
ec
tu
r
e
atten
d
an
ce
h
elp
s
s
tu
d
en
ts
to
g
ain
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ic,
co
n
ce
p
ts
an
d
p
r
in
cip
les
p
r
esen
ted
to
th
em
.
I
t
p
r
o
v
id
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s
tu
d
e
n
ts
with
th
e
o
p
p
o
r
tu
n
ity
to
s
h
ar
e
e
x
p
er
ien
ce
s
,
f
o
r
m
ef
f
ec
ti
v
e
co
m
m
u
n
icatio
n
s
k
ills
with
f
ello
w
s
tu
d
en
ts
,
p
r
o
m
o
t
es
class
co
h
esio
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an
d
p
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s
itiv
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d
y
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am
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am
o
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g
p
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r
s
.
Ph
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s
ical
p
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ce
at
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
R
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2252
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8
8
2
2
F
a
cto
r
s
o
f stu
d
en
ts
’
n
o
n
-
lectu
r
e
a
tten
d
a
n
ce
a
n
d
a
d
min
is
tr
a
tive
s
tr
a
teg
ies fo
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…
(
Osa
k
w
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Gra
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N
w
a
ma
ka
)
383
lectu
r
es
aid
s
o
v
er
all
s
tu
d
y
e
f
f
icien
cy
an
d
r
ed
u
ctio
n
in
o
n
e’
s
o
wn
s
tu
d
y
tim
e
an
d
p
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esen
ts
o
p
p
o
r
tu
n
ity
to
b
e
co
ac
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ed
in
a
n
s
wer
in
g
e
x
am
in
atio
n
ty
p
e
q
u
esti
o
n
s
[
4
]
,
[
5
]
.
I
n
s
p
ite
o
f
th
ese
b
en
ef
its
,
p
r
ev
i
o
u
s
r
esear
ch
[
6
]
,
[
7
]
m
ain
tain
th
at
lectu
r
e
atten
d
an
ce
is
lo
w
in
ter
tiar
y
in
s
titu
tio
n
s
.
T
h
is
co
u
ld
b
e
ap
p
r
ec
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g
iv
en
th
e
f
ac
t
th
at
tech
n
o
lo
g
y
e
n
ab
led
lear
n
in
g
d
ev
ices
is
b
ec
o
m
in
g
c
o
m
m
o
n
p
lace
.
Stu
d
en
ts
ar
e
ab
le
to
m
is
s
lectu
r
es
an
d
ca
tch
u
p
o
n
lin
e,
w
h
ich
u
n
f
o
r
tu
n
ately
m
ay
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e
in
s
u
f
f
icien
t
f
o
r
d
ee
p
lear
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in
g
r
eq
u
ir
ed
at
th
is
lev
el
o
f
ed
u
ca
tio
n
.
Mo
r
e
s
o
,
as
a
r
esu
lt
o
f
th
e
h
ig
h
co
s
t
o
f
u
n
iv
er
s
ity
ed
u
ca
tio
n
m
a
n
y
s
tu
d
en
ts
ar
e
n
o
lo
n
g
er
ab
l
e
to
f
o
cu
s
o
n
th
eir
d
eg
r
ee
f
u
llti
m
e
b
ec
au
s
e
o
f
p
ar
t tim
e
wo
r
k
an
d
o
th
e
r
co
m
m
it
m
en
ts
.
R
esear
ch
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
v
ar
io
u
s
f
ac
to
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s
wh
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m
a
y
in
f
lu
en
ce
s
tu
d
en
ts
’
n
o
n
-
att
en
d
an
ce
to
class
es.
R
e
s
ea
r
ch
b
y
Do
ln
icar
et
a
l
.
[
8
]
c
ateg
o
r
ized
th
e
f
ac
to
r
s
as
u
n
i
v
er
s
ity
an
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d
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elate
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(
in
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d
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n
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s
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o
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ic
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d
p
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d
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ac
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.
Am
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th
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in
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elate
d
f
ac
to
r
s
,
lectu
r
e
q
u
ality
is
o
n
e
o
f
t
h
e
m
o
s
t
s
ig
n
if
ican
t
f
ac
to
r
s
cited
.
S
ev
er
al
r
esear
ch
es
[
9
]
–
[
1
1
]
r
e
p
o
r
ted
th
at
a
lectu
r
e
r
’
s
k
n
o
wl
ed
g
e
o
f
th
e
s
u
b
ject
m
atter
,
th
e
in
a
b
ilit
y
to
p
r
esen
t
s
am
e
in
a
s
tr
u
ctu
r
ed
m
an
n
er
c
o
u
ld
i
n
f
lu
en
ce
atten
d
an
ce
.
R
esear
ch
b
y
Nwa
m
ak
a
et
a
l.
[
1
2
]
estab
lis
h
ed
th
at
teac
h
er
s
’
jo
b
n
eg
lig
en
ce
in
f
lu
en
ce
s
class
r
o
o
m
atten
d
an
ce
.
I
n
a
s
tu
d
y
b
y
Slo
an
et
a
l
.
[
1
3
]
,
s
tu
d
e
n
ts
wer
e
ask
ed
to
co
m
p
ar
e
d
if
f
er
e
n
t
teac
h
in
g
s
ess
io
n
s
b
y
r
atin
g
th
eir
lik
elih
o
o
d
o
f
atten
d
an
ce
o
n
a
s
ca
le
o
f
1
-
5
,
t
h
ey
f
o
u
n
d
th
at
f
ield
tr
i
p
s
wer
e
th
e
m
o
s
t
lik
ely
s
ess
io
n
to
b
e
atten
d
ed
d
u
e
to
t
h
e
h
ig
h
lev
el
o
f
in
ter
ac
tio
n
s
am
o
n
g
th
e
s
tu
d
e
n
ts
an
d
th
e
lectu
r
e
r
.
T
h
e
r
elev
an
ce
o
f
a
lectu
r
e
in
r
elatio
n
to
an
ass
ig
n
m
en
t
o
r
e
x
am
in
atio
n
co
u
ld
in
f
lu
e
n
ce
atten
d
an
ce
.
R
esear
ch
b
y
Old
f
iel
d
et
a
l
.
[
9
]
o
b
s
er
v
e
d
th
at
s
tu
d
en
ts
wer
e
m
o
r
e
lik
ely
to
atten
d
teac
h
in
g
s
ess
io
n
s
wh
en
th
ey
p
er
ce
iv
ed
th
at
it
was
eith
er
r
elate
d
to
ex
am
in
atio
n
s
o
r
ass
ig
n
m
en
ts
.
An
o
th
er
s
tu
d
y
h
as
s
h
o
wn
th
at
p
o
o
r
s
tate
o
f
f
ac
ilit
ies;
lack
o
f
elec
tr
icity
,
in
ad
eq
u
ate
ca
p
ac
ity
o
f
lectu
r
e
h
alls
an
d
c
o
n
v
e
n
ien
ce
s
ar
e
k
ey
is
s
u
es
in
lectu
r
e
atten
d
an
ce
in
s
o
m
e
u
n
iv
e
r
s
ities
in
So
u
th
-
So
u
th
s
tates
o
f
N
ig
er
ia.
P
o
o
r
s
tate
o
f
f
ac
ilit
ies
with
o
u
t
elec
tr
icity
,
in
ad
eq
u
ate
ca
p
ac
ity
o
f
lectu
r
e
h
alls
,
an
d
th
e
in
a
b
ilit
y
to
h
ea
r
th
e
lectu
r
e
r
ar
e
k
e
y
is
s
u
es
o
f
n
o
n
-
lectu
r
e
atten
d
an
ce
[
1
4
]
.
Similar
ly
,
s
o
m
e
r
esear
c
h
f
i
n
d
in
g
s
r
ev
ea
led
th
at
class
s
ize
is
an
o
th
er
f
ac
to
r
in
class
atten
d
an
ce
.
W
h
en
a
class
i
s
lar
g
e,
it
is
d
if
f
icu
lt
to
s
p
o
t
a
b
s
en
tees
an
d
s
o
m
e
s
tu
d
en
ts
m
ay
f
ee
l
th
at
th
eir
ab
s
en
ce
m
ay
n
o
t
b
e
r
ec
o
g
n
iz
ed
an
d
s
k
ip
lectu
r
es.
S
tu
d
en
t
s
s
ee
th
em
s
elv
es
as
f
ac
es
in
a
s
ea
o
f
f
ac
es
an
d
lectu
r
er
s
wo
u
ld
n
o
t n
o
tice
if
th
ey
wer
e
in
class
an
d
t
h
er
e
wo
u
ld
b
e
n
o
r
e
p
er
cu
s
s
io
n
s
[
9
]
.
L
ec
tu
r
e
atten
d
a
n
ce
m
a
y
d
e
p
e
n
d
o
n
th
e
tim
e
a
n
d
d
ay
o
f
t
h
e
wee
k
.
P
r
ev
io
u
s
r
esear
ch
[
1
1
]
,
[
1
5
]
n
o
ted
th
at
atten
d
an
ce
was
p
ar
ticu
lar
l
y
lo
wer
in
th
e
a
f
ter
n
o
o
n
s
b
etw
ee
n
1
5
.
3
0
-
1
6
.
3
0
o
n
Frid
ay
.
H
o
wev
er
,
Kelly
[
1
0
]
p
o
in
ted
o
u
t
th
at
th
e
r
e
is
a
n
eg
l
ig
ib
le
d
if
f
er
e
n
ce
b
etwe
en
atten
d
an
ce
in
th
e
m
o
r
n
in
g
an
d
af
t
er
n
o
o
n
lectu
r
es
an
d
co
n
clu
d
e
d
th
at
Mo
n
d
ay
s
wer
e
th
e
b
est
an
d
Frid
ay
s
,
th
e
w
o
r
s
t
d
ay
s
t
o
f
i
x
lectu
r
es.
A
s
tu
d
y
c
o
n
d
u
cted
b
y
Swan
ep
o
el
et
a
l.
[
1
5
]
in
a
So
u
th
Af
r
ican
u
n
i
v
er
s
ity
in
C
ap
e
T
o
wn
o
n
6
7
2
f
ir
s
t
y
ea
r
m
icr
o
ec
o
n
o
m
ics
s
tu
d
e
n
ts
r
ep
o
r
ted
th
at
lectu
r
e
atten
d
an
c
e
was lo
wer
in
th
e
af
ter
n
o
o
n
a
n
d
o
n
Frid
ay
s
.
An
o
th
er
f
ac
to
r
wh
ich
co
u
ld
in
f
lu
en
ce
atten
d
an
ce
is
tim
e
tab
lin
g
is
s
u
es.
I
t
ac
c
o
u
n
ted
f
o
r
8
%
r
ea
s
o
n
s
f
o
r
n
o
n
-
atten
d
an
ce
b
ec
au
s
e
o
f
th
e
awk
war
d
n
ess
o
f
th
e
ti
m
e
b
ein
g
eith
er
to
o
ea
r
ly
o
r
lo
n
g
g
ap
s
b
etwe
en
s
ess
io
n
s
[
1
3
]
.
T
h
ey
r
ec
o
g
n
ize
d
th
at
s
ess
io
n
s
p
r
io
r
to
1
0
am
a
cc
o
u
n
ted
f
o
r
h
ig
h
lev
el
o
f
ab
s
en
teeism
.
R
esear
ch
b
y
Ko
ttas
z
[
1
1
]
o
b
s
er
v
ed
t
h
at
3
8
%
o
f
s
tu
d
e
n
ts
m
is
s
ed
lectu
r
es
b
ec
au
s
e
th
ey
wer
e
a
b
le
to
g
et
lectu
r
e
h
a
n
d
o
u
t
m
ater
ials
f
r
o
m
o
th
er
s
o
u
r
ce
s
.
I
n
co
n
tr
ast,
J
o
r
d
aa
n
[
1
6
]
ar
g
u
ed
th
at
d
esp
ite
th
e
av
ailab
ilit
y
o
f
o
n
lin
e
m
ater
ials
,
th
e
av
er
ag
e
class
atten
d
an
ce
was
n
o
t
af
f
ec
ted
b
ec
au
s
e
s
tu
d
en
ts
r
eg
ar
d
ed
o
n
lin
e
m
ater
ials
as
ad
d
itio
n
al
aid
s
i
n
ass
is
tin
g
th
em
p
ass
th
e
s
u
b
ject
th
ey
en
r
o
lled
f
o
r
an
d
n
o
t so
m
eth
in
g
th
at
co
u
ld
r
e
p
lace
lectu
r
e
atten
d
an
ce
.
A
m
o
n
g
s
t
u
d
e
n
t
-
b
as
e
d
f
a
c
t
o
r
s
,
m
o
t
i
v
a
t
i
o
n
h
as
b
e
e
n
f
o
u
n
d
t
o
h
a
v
e
a
h
u
g
e
i
n
f
l
u
e
n
c
e
o
n
a
t
te
n
d
a
n
c
e
e
i
t
h
er
i
n
t
r
i
n
s
ic
a
l
l
y
o
r
e
x
t
r
i
n
s
i
c
a
l
l
y
.
R
e
s
e
a
r
c
h
b
y
C
l
a
y
a
n
d
B
r
e
s
l
o
w
[
1
7
]
s
t
a
t
e
d
t
h
a
t
w
h
e
n
s
t
u
d
e
n
ts
h
a
v
e
t
h
e
p
r
i
v
i
l
e
g
e
o
f
s
e
l
e
ct
i
n
g
t
h
e
i
r
s
u
b
j
e
c
ts
a
n
d
s
ee
m
t
o
b
e
d
o
i
n
g
w
e
l
l
,
t
h
e
y
a
r
e
m
o
r
e
m
o
t
i
v
a
t
e
d
t
o
a
tt
e
n
d
l
e
ct
u
r
e
s
.
R
e
s
ea
r
c
h
b
y
K
a
s
s
a
r
n
i
g
e
t
a
l
.
[
1
8
]
i
n
a
s
t
u
d
y
o
n
c
l
a
s
s
a
t
t
e
n
d
a
n
c
e
,
d
i
v
i
d
e
d
t
h
e
c
l
a
s
s
i
n
t
o
t
h
r
e
e
g
r
o
u
p
s
;
l
o
w
a
c
h
i
e
v
e
r
s
,
m
o
d
e
r
a
t
e
p
e
r
f
o
r
m
a
n
c
e
g
r
a
d
e
s
a
n
d
h
i
g
h
a
c
h
i
e
v
e
r
s
.
W
h
e
n
t
h
e
a
v
e
r
a
g
e
a
t
t
e
n
d
a
n
c
e
f
o
r
e
a
c
h
g
r
o
u
p
w
a
s
c
o
m
p
u
t
e
d
,
i
t
w
as
o
b
s
e
r
v
e
d
t
h
a
t
t
h
e
r
a
t
e
o
f
a
b
s
e
n
c
e
a
m
o
n
g
t
h
e
l
o
w
a
c
h
i
e
v
e
r
s
wa
s
c
o
n
s
i
s
t
e
n
t
l
y
h
i
g
h
e
r
c
o
m
p
a
r
ed
t
o
m
o
d
e
r
a
t
e
a
n
d
h
i
g
h
-
p
e
r
f
o
r
m
a
n
c
e
g
r
o
u
p
s
.
T
h
i
s
i
m
p
l
i
es
t
h
a
t
p
e
o
p
l
e
w
h
o
a
r
e
n
o
t
m
o
t
i
v
a
t
e
d
a
r
e
l
i
k
e
l
y
t
o
b
e
a
b
s
e
n
t
.
So
m
e
s
tu
d
ies
c
l
a
i
m
e
d
th
at
f
i
n
an
ce
is
a
v
e
r
y
im
p
o
r
tan
t
f
a
cto
r
in
lectu
r
e
atten
d
a
n
ce
.
A
cc
o
r
d
in
g
t
o
Nn
am
an
i
et
a
l.
[
1
9
]
,
p
o
o
r
e
c
o
n
o
m
i
c
c
o
n
d
i
t
i
o
n
c
o
u
l
d
b
e
a
s
o
u
r
c
e
o
f
e
m
o
t
i
o
n
a
l
t
r
o
u
b
l
e
s
.
I
t
c
o
u
l
d
d
a
m
a
g
e
s
e
l
f
-
e
s
t
e
e
m
a
n
d
l
e
a
d
t
o
n
o
n
-
a
t
t
e
n
d
a
n
c
e
a
t
l
e
ct
u
r
e
s
.
F
u
r
t
h
e
r
m
o
r
e
,
w
h
e
n
s
t
u
d
e
n
ts
p
er
ce
iv
e
th
ey
ca
n
g
et
lectu
r
e
m
a
t
e
r
i
a
ls
f
r
o
m
a
l
te
r
n
a
t
i
v
e
s
o
u
r
c
e
s
,
t
h
e
y
m
a
y
n
o
t
at
t
e
n
d
l
e
ct
u
r
e
s
.
T
h
e
in
f
lu
en
ce
o
f
p
ee
r
p
r
ess
u
r
e
is
an
o
th
er
im
p
o
r
tan
t
f
ac
to
r
in
lectu
r
e
atten
d
an
ce
.
St
u
d
en
ts
f
ee
l
o
b
lig
ed
to
atten
d
lectu
r
es
o
n
ly
b
ec
au
s
e
f
r
ien
d
s
an
d
p
ee
r
s
atten
d
ed
[
1
1
]
.
I
n
t
h
e
s
am
e
v
ein
,
if
s
tu
d
en
ts
p
er
ce
iv
ed
n
eg
ativ
e
u
n
d
e
r
cu
r
r
e
n
t
r
eg
ar
d
in
g
t
h
e
lectu
r
er
,
atten
d
an
ce
is
af
f
ec
ted
[
1
8
]
.
S
tu
d
y
by
Slo
an
et
a
l
.
[
1
3
]
d
is
co
v
er
ed
t
h
at
illn
ess
,
lazin
ess
,
f
ailu
r
e
to
g
et
u
p
o
n
tim
e,
s
o
cializin
g
an
d
h
av
in
g
to
wo
r
k
late
n
ig
h
t
s
h
if
ts
d
eter
m
in
es
th
e
ch
o
ice
to
atten
d
lectu
r
es.
R
esear
ch
b
y
Mu
ir
[
2
0
]
r
aised
th
e
f
ac
t
th
at
s
ick
n
ess
was
th
e
m
o
s
t
co
m
m
o
n
f
ac
to
r
f
o
llo
wed
b
y
a
s
s
ig
n
m
en
ts
an
d
th
e
f
ee
lin
g
t
h
at
it
wo
u
ld
b
e
a
waste
o
f
tim
e
.
S
tu
d
en
ts
’
in
ab
ilit
y
to
p
r
io
r
itize
tim
e
ef
f
ec
tiv
ely
le
ad
s
to
ab
s
en
teeism
[
2
1
]
.
No
n
-
atten
d
an
ce
at
lectu
r
es
p
r
o
d
u
ce
s
n
eg
ativ
e
ef
f
ec
ts
o
n
b
o
th
th
e
s
tu
d
en
ts
,
in
s
titu
tio
n
s
an
d
th
e
s
o
ciety
.
S
e
v
er
a
l
s
tu
d
ies
[
2
]
,
[
2
2
]
–
[
2
4
]
lam
en
ted
t
h
at
s
tu
d
en
ts
wh
o
d
o
n
o
t
atten
d
lect
u
r
es
d
o
n
o
t
g
et
p
r
o
p
er
l
y
s
o
cialize
d
in
p
r
o
f
ess
io
n
al
b
e
h
av
io
r
s
an
d
h
ab
its
ex
p
ec
ted
o
f
th
em
af
te
r
g
r
ad
u
atio
n
.
Po
o
r
lectu
r
e
atten
d
an
ce
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
:
382
-
388
384
co
u
ld
tell
n
eg
ativ
ely
o
n
th
e
r
e
p
u
tatio
n
o
f
th
e
in
s
titu
tio
n
an
d
m
ig
h
t
ev
en
af
f
ec
t
en
r
o
lm
en
t
i
n
to
s
u
ch
in
s
titu
tio
n
as
p
ar
en
ts
m
ay
b
e
u
n
willin
g
to
p
atr
o
n
ize
s
ch
o
o
ls
with
lo
w
m
o
r
ale
an
d
r
ep
u
tatio
n
.
I
n
th
e
s
am
e
co
n
tex
t,
E
ze
ji
[
2
5
]
n
o
te
d
th
at
n
o
n
-
atten
d
an
ce
at
lectu
r
es
h
as
led
to
s
tu
d
en
ts
’
in
v
o
lv
em
en
t
in
d
an
g
e
r
o
u
s
cr
im
es
th
at
a
r
e
p
r
ev
alen
t
in
h
ig
h
e
r
in
s
titu
tio
n
s
s
u
ch
as,
d
r
u
g
in
tak
e
an
d
ab
u
s
e,
s
ex
u
al
h
ar
ass
m
en
t,
r
ap
e,
ex
am
in
atio
n
m
alp
r
ac
tice,
s
ex
in
ex
ch
a
n
g
e
f
o
r
m
ar
k
s
,
u
n
m
e
r
ited
u
p
g
r
a
d
e
o
f
s
co
r
es
am
o
n
g
o
th
er
s
.
T
h
ese
cr
im
es
h
av
e
im
p
ac
ted
f
ea
r
,
t
r
au
m
a,
d
ep
r
ess
io
n
an
d
ag
g
r
ess
iv
e
b
eh
a
v
io
r
s
o
n
th
eir
v
ictim
s
[
7
]
.
No
n
-
atte
n
d
an
ce
co
u
ld
r
esu
lt
in
p
o
o
r
g
r
a
d
es,
wastag
e
o
f
g
o
v
er
n
m
en
t in
v
estme
n
t in
ed
u
ca
tio
n
an
d
ev
en
t
u
al
d
r
o
p
p
in
g
o
u
t
o
f
s
ch
o
o
l.
R
esear
ch
s
tu
d
ies
h
av
e
s
u
g
g
est
ed
m
ea
s
u
r
es
em
p
lo
y
ed
b
y
ter
tiar
y
in
s
titu
tio
n
s
to
cu
r
b
n
o
n
-
a
tten
d
an
ce
at
lectu
r
es
in
ter
tiar
y
i
n
s
titu
tio
n
s
.
R
esear
ch
b
y
Mu
i
r
[
2
0
]
o
n
s
tu
d
en
ts
’
a
b
s
en
teeism
r
ep
o
r
te
d
th
at
in
a
p
o
p
u
latio
n
o
f
4
4
,
4
1
%
ad
v
o
ca
ted
th
at
a
r
eg
is
ter
o
f
atten
d
an
ce
b
e
tak
en
an
d
p
en
alties
s
er
v
ed
to
th
o
s
e
wh
o
d
id
n
o
t
atten
d
an
d
r
ewa
r
d
s
to
th
o
s
e
wh
o
d
id
.
I
t
f
u
r
th
e
r
s
u
g
g
ested
th
at
th
o
s
e
wh
o
f
ailed
a
co
u
r
s
e
with
lo
w
atten
d
an
ce
s
h
o
u
ld
b
e
r
eq
u
ir
ed
to
r
etak
e
th
e
co
u
r
s
e
with
atten
d
an
ce
th
e
f
o
llo
win
g
y
ea
r
.
P
r
e
v
io
u
s
r
esear
ch
[
1
1
]
,
[
1
5
]
r
ec
o
m
m
e
n
d
ed
t
h
e
u
s
e
o
f
o
r
ien
tatio
n
p
r
o
g
r
am
m
ed
t
o
f
u
l
ly
ac
q
u
ain
t n
ew
s
tu
d
e
n
ts
wh
o
m
ay
n
o
t
h
av
e
m
a
d
e
th
e
s
h
if
t
f
r
o
m
h
ig
h
s
ch
o
o
l
to
u
n
iv
e
r
s
ity
s
ch
ed
u
le
o
f
p
r
o
g
r
am
m
ed
wh
e
r
e
th
e
wo
r
k
lo
a
d
is
h
ea
v
ier
.
So
m
e
r
esear
ch
wo
r
k
s
s
u
p
p
o
r
t
th
e
a
d
o
p
tio
n
o
f
th
e
7
5
%
atten
d
an
c
e
p
o
licy
r
u
le
wh
ic
h
s
tates
th
at
elig
ib
ilit
y
f
o
r
an
y
co
u
r
s
e
f
o
r
wh
ic
h
a
s
tu
d
en
t
h
as
b
ee
n
f
u
lly
r
e
g
is
ter
ed
m
u
s
t
h
av
e
attain
ed
a
m
in
im
u
m
o
f
7
5
%
co
n
tact
h
o
u
r
s
[
2
6
]
–
[
2
8
]
.
Fu
r
th
er
m
o
r
e,
Kar
n
ik
et
a
l.
[
6
]
o
b
s
er
v
ed
th
at
t
h
e
u
s
e
o
f
th
e
7
5
%
p
o
licy
r
u
le
o
n
atten
d
a
n
ce
co
u
ld
s
en
d
a
m
ess
ag
e
to
p
o
ten
tial
em
p
lo
y
er
s
o
n
th
e
h
ig
h
p
r
io
r
ity
an
in
s
titu
tio
n
p
lace
s
o
n
in
s
tr
u
ctio
n
an
d
lear
n
in
g
o
u
tco
m
es.
As
an
o
t
h
er
m
a
n
ag
e
m
en
t
s
tr
ateg
y
,
class
es
s
h
o
u
ld
b
e
m
ad
e
m
o
r
e
in
ter
esti
n
g
wit
h
p
r
ac
tical
r
ea
l
-
life
ex
am
p
les,
tak
e
-
in
ass
ig
n
m
en
t,
u
n
an
n
o
u
n
ce
d
test
s
,
an
d
b
o
n
u
s
m
ar
k
s
f
o
r
atten
d
ee
s
[
1
7
]
,
[
2
9
]
.
Frö
b
e
r
g
an
d
J
o
n
s
s
o
n
[
2
2
]
p
o
in
te
d
o
u
t
f
o
u
r
o
p
tio
n
s
;
th
at
s
tu
d
en
ts
s
h
o
u
ld
b
e
allo
wed
to
ex
p
r
ess
t
h
em
s
elv
es
with
o
u
t
lim
itatio
n
s
,
lectu
r
er
s
s
h
o
u
ld
u
s
e
d
if
f
er
en
t
teac
h
in
g
m
et
h
o
d
s
an
d
m
ak
e
m
ater
ials
r
elev
an
t
i
n
r
elatio
n
to
co
u
r
s
e
o
u
tlin
e
an
d
th
e
n
ee
d
f
o
r
lectu
r
er
s
to
b
e
m
o
r
e
en
g
a
g
ed
e
n
th
u
s
iast
ically
in
p
r
esen
tin
g
th
e
s
u
b
ject
m
atter
.
Giv
en
th
at
atten
d
an
ce
is
lo
w
in
Frid
ay
s
late
af
ter
n
o
o
n
s
,
Swan
ep
o
el
et
a
l.
[
1
5
]
s
u
g
g
ested
an
u
r
g
e
n
t
n
ee
d
to
ad
ju
s
t
th
e
tim
e
tab
le
t
o
eith
er
ex
clu
d
e
ce
r
tain
s
lo
ts
o
r
s
p
en
d
s
p
ec
if
ic
d
a
y
s
(
Mo
n
d
ay
s
to
W
ed
n
esd
ay
s
)
f
o
r
f
ir
s
t
y
ea
r
s
tu
d
en
ts
to
s
av
e
s
tu
d
en
ts
tr
an
s
p
o
r
tatio
n
tim
e.
Oth
er
s
tr
ateg
ies
in
clu
d
e
th
e
u
s
e
o
f
tech
n
o
lo
g
ies
,
co
u
n
s
elin
g
s
tu
d
e
n
ts
;
in
f
o
r
m
in
g
p
ar
e
n
ts
,
u
s
e
o
f
r
ewa
r
d
a
n
d
p
u
n
is
h
m
en
t,
p
r
o
v
id
in
g
co
m
f
o
r
tab
le
lectu
r
e
h
alls
[
3
0
]
.
Ad
d
itio
n
ally
,
Olu
f
u
n
m
ilay
o
[
2
7
]
em
p
h
asized
th
at
lectu
r
e
r
o
o
m
s
s
h
o
u
l
d
b
e
m
o
r
e
s
p
a
cio
u
s
,
with
ad
eq
u
ate
v
en
tilatio
n
a
n
d
c
o
m
f
o
r
tab
le
s
ea
ts
f
o
r
lea
r
n
in
g
.
J
ac
k
s
i
et
a
l
.
[
3
1
]
s
u
g
g
ested
t
h
e
u
s
e
o
f
e
lectr
o
n
ic
s
tu
d
e
n
t’
s
atten
d
an
ce
m
an
a
g
em
en
t
s
y
s
tem
ag
ain
s
t
m
an
u
al
s
y
s
tem
as
th
e
later
is
tim
e
co
n
s
u
m
in
g
,
a
s
o
u
r
ce
o
f
d
is
tr
ac
tio
n
,
s
u
b
ject
to
m
u
tilatio
n
an
d
im
p
er
s
o
n
atio
n
esp
ec
ially
in
a
lar
g
e
class
.
T
h
ese
af
o
r
em
en
tio
n
ed
s
tr
ateg
ies
co
u
ld
b
e
m
ea
n
in
g
f
u
l
wh
en
ef
f
ec
tiv
ely
a
p
p
lied
[
3
2
]
,
[
3
3
]
.
N
eg
ativ
e
ad
m
in
is
tr
ativ
e
attitu
d
e
f
o
r
estalls
im
p
lem
en
tatio
n
o
f
ad
m
in
is
tr
ativ
e
p
o
licies
[
3
4
]
.
I
t
is
in
l
in
e
with
th
e
f
o
r
eg
o
in
g
t
h
at
th
is
s
tu
d
y
ex
p
lo
r
es
th
e
k
ey
f
ac
to
r
s
th
at
h
in
d
er
s
tu
d
en
ts
’
lectu
r
e
atten
d
an
ce
a
n
d
th
e
v
ar
io
u
s
ad
m
in
is
tr
ativ
e
s
tr
ateg
ies
em
p
lo
y
ed
in
th
e
s
am
p
led
u
n
iv
e
r
s
ities
with
a
v
iew
to
ascer
tain
th
e
ex
ten
t o
f
im
p
lem
e
n
tatio
n
o
f
id
en
tifie
d
s
tr
ateg
ies.
R
eg
u
lar
a
t
t
e
n
d
a
n
c
e
a
t
le
c
t
u
r
es
h
e
l
p
s
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t
u
d
e
n
ts
t
o
g
a
i
n
a
b
ett
e
r
u
n
d
e
r
s
t
a
n
d
i
n
g
of
th
e
t
o
p
i
c
,
p
r
o
v
id
es
s
tu
d
en
ts
with
th
e
o
p
p
o
r
t
u
n
i
t
i
e
s
t
o
f
o
r
m
e
f
f
e
c
t
i
v
e
c
o
m
m
u
n
i
c
a
t
i
o
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k
i
l
l
s
wi
t
h
f
e
l
l
o
w
s
t
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t
s
an
d
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m
p
r
o
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a
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t
u
d
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f
f
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c
ie
n
c
y
a
n
d
r
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d
u
c
t
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o
n
i
n
o
n
e
’
s
o
w
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s
t
u
d
y
t
i
m
e
.
T
h
e
m
a
s
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v
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f
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r
n
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d
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r
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n
g
C
O
V
I
D
-
1
9
o
p
e
n
e
d
u
p
n
e
w
w
a
y
s
o
f
o
n
l
i
n
e
i
n
d
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p
e
n
d
e
n
t
s
t
u
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w
h
i
c
h
h
a
s
e
x
a
c
e
r
b
a
t
e
d
t
h
e
non
-
atten
d
a
n
c
e
is
s
u
e.
T
h
e
co
s
t
o
f
u
n
iv
er
s
ity
ed
u
ca
tio
n
h
as
a
l
s
o
i
n
c
r
e
a
s
e
d
a
n
d
s
t
u
d
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ts
h
a
v
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o
w
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k
a
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t
h
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ex
p
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s
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f
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ct
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r
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.
T
o
f
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r
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r
c
o
m
p
l
i
c
a
te
t
h
e
s
i
t
u
a
t
i
o
n
,
G
o
v
e
r
n
m
e
n
t
g
r
a
n
ts
,
s
c
h
o
l
a
r
s
h
i
p
s
a
n
d
a
ll
o
w
a
n
c
es
a
r
e
n
o
l
o
n
g
e
r
a
v
a
i
l
a
b
l
e
.
T
h
e
r
esear
ch
er
s
h
av
e
o
b
s
er
v
ed
th
a
t
s
o
m
e
s
tu
d
en
ts
a
r
e
n
o
t
r
e
g
u
la
r
at
lectu
r
es
i
n
s
p
ite
o
f
t
h
e
v
a
r
io
u
s
ad
m
in
is
tr
ativ
e
s
tr
ateg
ies
ad
o
p
ted
b
y
u
n
iv
e
r
s
ities
to
cu
r
b
t
h
i
s
d
e
v
e
l
o
p
m
e
n
t
.
I
t
i
s
a
g
a
i
n
s
t
t
h
i
s
b
a
c
k
d
r
o
p
t
h
a
t
th
e
s
tu
d
y
was
ca
r
r
ied
o
u
t
t
o
u
n
r
a
v
e
l
t
h
e
k
ey
f
a
c
t
o
r
s
r
e
s
p
o
n
s
i
b
l
e
f
o
r
s
t
u
d
e
n
t
s
n
o
n
lectu
r
e
a
tt
e
n
d
a
n
c
e
,
t
h
e
a
d
m
i
n
i
s
t
r
a
t
i
v
e
s
tr
ateg
ies
em
p
lo
y
ed
as
well
as
th
e
ex
ten
t
to
wh
ich
th
e
s
tr
ateg
ies
ar
e
im
p
lem
en
te
d
.
T
h
u
s
,
th
e
r
esear
c
h
q
u
esti
o
n
s
o
f
th
e
s
tu
d
y
wer
e
f
o
r
m
u
lated
as:
i)
W
h
at
ar
e
th
e
k
ey
f
ac
to
r
s
o
f
s
tu
d
en
ts
’
n
o
n
lectu
r
e
atten
d
a
n
ce
i
n
u
n
iv
e
r
s
ities
in
So
u
th
-
So
u
th
Nig
er
ia?
ii)
W
h
at
ar
e
th
e
ad
m
in
is
tr
ativ
e
s
t
r
ateg
ies
em
p
lo
y
e
d
f
o
r
th
e
m
a
n
ag
em
en
t
o
f
s
tu
d
en
ts
’
n
o
n
lec
tu
r
e
atten
d
a
n
ce
in
u
n
iv
er
s
ities
in
So
u
th
-
So
u
th
Nig
er
ia?
iii)
W
h
at
is
th
e
ex
ten
t
o
f
ap
p
licatio
n
o
f
th
e
id
en
tifie
d
ad
m
i
n
is
tr
ativ
e
s
tr
ateg
ies
in
d
ea
lin
g
with
s
tu
d
en
ts
’
n
o
n
lectu
r
e
atten
d
an
ce
i
n
u
n
i
v
er
s
ities
in
So
u
th
-
So
u
th
Nig
e
r
ia?
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
er
s
u
s
ed
d
escr
ip
tiv
e
s
u
r
v
ey
d
esig
n
an
d
em
p
lo
y
ed
th
e
ex
-
p
o
s
t
f
ac
to
m
eth
o
d
b
ec
au
s
e
it
b
len
d
s
q
u
alitativ
e
an
d
q
u
a
n
titativ
e
d
ata
to
p
r
o
v
id
e
r
elev
a
n
t
an
d
ac
cu
r
ate
in
f
o
r
m
atio
n
o
n
s
tu
d
en
ts
’
n
o
n
lectu
r
e
a
t
t
e
n
d
a
n
c
e
.
T
h
e
p
o
p
u
l
a
t
i
o
n
f
o
r
t
h
e
s
t
u
d
y
w
a
s
a
l
l
t
h
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2
2
p
u
b
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c
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n
i
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s
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p
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-
S
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u
t
h
s
ta
t
es
i
n
Ni
g
e
r
i
a
:
E
d
o
(
3
)
,
D
e
l
t
a
(
7
)
,
R
i
v
e
r
s
(
3
)
,
B
a
y
el
s
a
(
4
)
,
A
k
w
a
I
b
o
m
(
3
)
,
a
n
d
C
r
o
s
s
R
i
v
e
r
(
2
)
.
T
h
e
r
a
n
d
o
m
s
a
m
p
l
i
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g
t
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p
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o
f
3
0
0
s
t
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ts
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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8
8
2
2
F
a
cto
r
s
o
f stu
d
en
ts
’
n
o
n
-
lectu
r
e
a
tten
d
a
n
ce
a
n
d
a
d
min
is
tr
a
tive
s
tr
a
teg
ies fo
r
…
(
Osa
k
w
e
Gra
ce
N
w
a
ma
ka
)
385
lectu
r
er
s
wer
e
r
an
d
o
m
ly
s
elec
ted
f
r
o
m
th
e
p
o
p
u
latio
n
.
T
h
e
r
e
s
ea
r
ch
er
s
’
d
esig
n
e
d
q
u
esti
o
n
n
air
e
titl
ed
,
“
f
a
c
t
o
r
s
o
f
s
t
u
d
e
n
t
s
’
n
o
n
l
e
c
t
u
r
e
a
tt
en
d
a
n
c
e
a
n
d
a
d
m
i
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i
s
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r
a
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s
q
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n
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”
(
F
OSN
L
A
AS
Q
)
w
as
t
h
e
i
n
s
t
r
u
m
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n
t
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s
e
d
f
o
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d
a
t
a
c
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l
l
e
ct
i
o
n
.
I
t
h
a
s
f
o
u
r
s
u
b
s
e
c
t
i
o
n
s
:
p
a
r
t
A
e
n
t
a
i
l
e
d
t
h
e
d
e
m
o
g
r
a
p
h
i
c
i
n
f
o
r
m
a
t
i
o
n
o
f
t
h
e
r
e
s
p
o
n
d
e
n
t
s
;
p
a
r
t
B
,
2
0
i
t
e
m
s
o
f
f
a
c
t
o
r
s
o
f
s
t
u
d
e
n
ts
’
n
o
n
l
e
c
t
u
r
e
a
t
t
e
n
d
a
n
c
e
(
F
OS
N
L
A
)
w
h
i
le
p
a
r
t
C
e
n
t
a
il
e
d
1
2
i
t
e
m
s
o
n
a
d
m
i
n
is
t
r
at
i
v
e
s
t
r
a
t
e
g
i
e
s
f
o
r
i
ts
e
f
f
e
c
t
i
v
e
m
a
n
a
g
e
m
en
t
(
A
S
E
M
)
.
P
a
r
t
s
B
a
n
d
C
w
e
r
e
s
t
r
u
c
t
u
r
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d
o
n
a
4
-
p
o
i
n
t
L
i
k
e
r
t
s
c
a
l
e
o
f
s
t
r
o
n
g
l
y
ag
r
e
e
(
S
A
)
=
4
p
o
i
n
ts
,
a
g
r
e
e
(
A
)
=3
,
d
i
s
a
g
r
e
e
(
SD
)
=
2
a
n
d
s
t
r
o
n
g
ly
d
i
s
a
g
r
e
e
(
D
)
=
1.
Par
t
D
o
f
th
e
in
s
tr
u
m
en
t
co
n
tain
ed
1
2
f
ac
to
r
s
o
n
th
e
ex
ten
t
o
f
ap
p
licatio
n
o
f
th
e
id
en
tifie
d
ad
m
in
is
tr
ativ
e
s
tr
ateg
ie
s
(
E
AI
S)
an
d
was
s
tr
u
ctu
r
e
d
o
n
a
th
r
ee
-
p
o
in
t
s
ca
le
o
f
alwa
y
s
(
3
p
o
in
ts
)
,
s
o
m
etim
es
(
2
p
o
in
ts
)
an
d
n
ev
e
r
(
1
p
o
in
t)
.
T
h
e
f
ac
e
a
n
d
c
o
n
ten
t
v
alid
ity
wer
e
d
eter
m
i
n
ed
b
y
two
ex
p
er
ts
in
th
e
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
al
Ma
n
ag
em
en
t
an
d
Fo
u
n
d
atio
n
s
wh
o
r
ea
d
th
r
o
u
g
h
th
e
in
it
ial
d
r
af
t
an
d
th
eir
co
n
tr
ib
u
tio
n
s
wer
e
in
co
r
p
o
r
ated
in
to
p
r
o
d
u
cin
g
th
e
f
in
al
m
an
u
s
cr
ip
t
o
f
th
e
in
s
tr
u
m
en
t.
T
h
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
was
d
eter
m
in
ed
b
y
ad
m
in
is
ter
in
g
it
to
2
0
p
er
s
o
n
s
o
u
ts
id
e
th
e
s
tu
d
y
g
r
o
u
p
.
T
h
e
C
r
o
n
b
ac
h
alp
h
a
r
eliab
ilit
y
co
m
p
u
tatio
n
o
f
th
e
th
r
ee
s
u
b
s
ec
tio
n
s
wer
e;
0
.
7
5
,
0
.
7
8
an
d
0
.
7
6
f
o
r
p
a
r
t
B
(
FOSNLA)
,
p
ar
t
s
C
(
ASEM
)
an
d
D
(
E
AI
S)
r
esp
ec
tiv
ely
.
T
h
is
was
an
in
d
icatio
n
th
at
th
e
in
s
tr
u
m
en
t’
s
in
ter
n
al
co
n
s
is
ten
cy
was
ad
eq
u
ate
f
o
r
u
s
e.
T
h
e
r
esear
c
h
er
em
p
lo
y
ed
two
r
esear
ch
as
s
is
tan
ts
in
th
e
ad
m
in
is
tr
atio
n
o
f
th
e
in
s
tr
u
m
en
t
at
ea
ch
in
s
titu
tio
n
.
A
to
tal
o
f
3
5
0
co
p
ies
o
f
th
e
q
u
esti
o
n
n
air
e
wer
e
ad
m
in
is
ter
ed
in
s
ix
u
n
iv
er
s
ities
.
T
h
e
3
5
0
co
p
ies
wer
e
r
etu
r
n
e
d
v
alid
a
n
d
u
s
ed
f
o
r
th
e
s
tu
d
y
.
T
h
e
d
ata
was
an
aly
ze
d
with
th
e
u
s
e
o
f
m
ea
n
s
co
r
e
an
d
s
tan
d
ar
d
d
e
v
iatio
n
.
T
h
e
b
en
c
h
m
ar
k
o
f
2
.
5
0
was
u
s
ed
f
o
r
ac
c
ep
tan
ce
o
f
an
item
wh
ile
s
co
r
es
b
elo
w
2
.
5
0
wer
e
n
o
t
ac
ce
p
te
d
in
s
ec
tio
n
s
B
(
FOSNLA)
an
d
C
(
ASEM
)
.
W
h
ile
in
s
ec
tio
n
D
(
E
AI
S),
th
e
b
en
c
h
m
ar
k
f
o
r
ac
ce
p
tan
ce
was 1
.
5
0
an
d
item
s
b
elo
w
1
.
5
0
wer
e
n
o
t a
cc
ep
te
d
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Resea
rc
h
q
ues
t
io
n 1
T
ab
le
1
s
h
o
ws
th
e
f
ac
to
r
s
o
f
s
tu
d
en
ts
’
n
o
n
lectu
r
e
atten
d
an
ce
,
m
ea
n
s
co
r
e,
s
tan
d
ar
d
d
e
v
iatio
n
an
d
r
em
ar
k
s
.
T
h
e
tab
le
s
h
o
ws
th
at
all
th
e
r
esp
o
n
s
es
f
r
o
m
item
1
-
1
8
wer
e
ag
r
ee
d
o
n
with
a
m
ea
n
r
an
g
e
o
f
2
.
5
8
-
3
.
9
3
an
d
a
g
r
an
d
m
ea
n
o
f
2
.
9
6
wh
ich
was
ab
o
v
e
th
e
b
en
ch
m
ar
k
o
f
2
.
5
0
as
th
e
f
ac
to
r
s
af
f
ec
tin
g
s
tu
d
en
ts
n
o
n
lectu
r
e
atten
d
an
ce
i
n
ter
tiar
y
i
n
s
titu
tio
n
s
in
So
u
th
-
So
u
th
,
Nig
er
ia.
3
.
2
.
Resea
rc
h
q
ues
t
io
n 2
T
a
b
l
e
2
s
h
o
w
s
t
h
e
a
d
m
i
n
i
s
t
r
at
i
v
e
s
t
r
a
t
e
g
i
e
s
e
m
p
l
o
y
e
d
i
n
t
h
e
m
a
n
a
g
e
m
e
n
t
o
f
s
t
u
d
e
n
ts
’
n
o
n
l
e
c
t
u
r
e
a
t
t
e
n
d
a
n
c
e
,
m
ea
n
,
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
a
n
d
r
e
m
a
r
k
s
.
T
h
e
t
a
b
l
e
s
h
o
w
s
t
h
at
r
es
p
o
n
d
e
n
t
s
a
g
r
e
e
d
to
i
t
e
m
s
1
-
12
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12
A
c
r
i
t
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c
a
l
f
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l
l
o
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c
a
u
sat
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v
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a
c
t
o
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s a
r
e
o
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serv
e
d
i
n
m
y
i
n
st
i
t
u
t
i
o
n
2
.
0
4
0
.
8
6
S
o
me
t
i
m
e
s
To
t
a
l
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a
n
d
m
e
a
n
2
.
1
4
0
.
7
9
3
.
4
.
Dis
cus
s
io
n
T
h
e
f
in
d
in
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s
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o
it
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m
s
1
-
1
8
a
s
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h
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a
ct
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r
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s
t
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ts
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t
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it
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o
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t
h
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t
h
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a
.
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h
e
k
e
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a
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t
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in
th
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s
tu
d
y
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e
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o
tio
n
al
p
r
o
b
lem
s
(
3
.
93
)
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s
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(
3
.
7
1
)
,
f
in
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(
3
.
4
8
)
,
l
ec
tu
r
er
s
teac
h
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g
s
k
ills
(
3
.
2
1
)
,
in
c
o
n
v
en
ien
t
l
e
c
t
u
r
e
t
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m
e
(
3
.
2
6
)
,
u
n
c
o
n
d
u
c
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v
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l
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c
t
u
r
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h
a
ll
s
(
3
.
3
5
)
a
n
d
s
o
c
i
a
li
z
i
n
g
(
3
.
1
4
)
.
T
h
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s
s
h
o
ws th
at
p
er
s
o
n
al
f
a
c
to
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s
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m
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ic
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n
t
s
’
l
e
c
t
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r
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a
tt
e
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d
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n
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e
.
W
h
e
n
a
s
t
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t is
f
a
c
e
d
w
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h
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r
s
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l
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h
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l
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e
al
t
o
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d
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e
ct
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w
il
l
b
e
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c
k
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n
g
.
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h
is
f
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n
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g
c
o
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r
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b
o
r
a
t
e
d
t
h
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s
t
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d
i
es
[
1
3
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,
[
3
0
]
wh
o
p
o
in
ted
o
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t
t
h
a
t
t
h
e
m
a
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d
p
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e
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r
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l
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t
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f
a
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t
o
r
s
.
I
n
a
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d
i
t
i
o
n
,
Mu
ir
[
2
0
]
f
o
u
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t
h
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t
s
i
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k
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s
wa
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m
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p
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[
2
9
]
.
I
n
t
h
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a
m
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1
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t
at
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h
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s
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o
n
d
f
in
d
in
g
o
f
th
e
s
tu
d
y
s
h
o
wed
th
at
all
th
e
o
p
tio
n
s
f
o
r
ad
m
in
is
tr
ativ
e
s
tr
ateg
ies
wer
e
ag
r
ee
d
u
p
o
n
;
esp
ec
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a
p
p
licatio
n
o
f
7
5
%
p
o
licy
o
n
atte
n
d
an
ce
(
3
.
3
4
)
,
p
r
o
v
is
io
n
o
f
c
o
m
f
o
r
tab
le
class
r
o
o
m
s
(
3
.
3
0
)
,
o
r
ien
tatio
n
o
f
n
ew
s
tu
d
en
ts
(
3
.
2
8
)
,
awa
r
d
o
f
m
ar
k
s
f
o
r
atten
d
an
ce
(
3
.
2
8
)
an
d
g
iv
in
g
s
h
o
r
t
an
d
u
n
an
n
o
u
n
ce
d
q
u
iz
(
3
.
2
4
)
.
T
h
ese
ad
m
in
i
s
tr
ativ
e
s
tr
ateg
ies
em
p
lo
y
ed
b
y
u
n
iv
er
s
ities
wo
u
ld
p
r
o
m
o
te
d
is
cip
lin
e,
r
esp
o
n
s
ib
ilit
y
an
d
c
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m
m
itm
en
t
to
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tu
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ies.
Mo
r
e
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o
,
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m
ea
s
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r
es
wo
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ld
en
s
u
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im
p
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y
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a
b
its
an
d
g
r
ea
ter
p
ar
ticip
atio
n
in
class
.
T
h
is
v
iew
co
r
r
o
b
o
r
ated
[
1
3
]
,
[
2
6
]
,
[
2
7
]
wh
o
s
e
s
tu
d
ies
in
d
ica
ted
th
at
m
ak
in
g
test
an
d
q
u
izze
s
co
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as
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ar
t
o
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d
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’
co
n
tin
u
o
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s
ass
ess
m
en
t
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co
u
r
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ed
atten
d
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ce
;
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at
7
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%
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r
e
atten
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ce
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o
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w
o
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ld
im
p
r
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th
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er
all
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r
f
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ce
o
f
s
tu
d
en
ts
an
d
g
u
ar
an
tee
th
eir
s
atis
f
ac
to
r
y
r
esu
lts
;
an
d
th
at
class
r
o
o
m
s
s
h
o
u
ld
b
e
well
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e
n
tilated
,
s
p
ac
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u
s
en
o
u
g
h
to
co
n
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en
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n
tly
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o
m
m
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d
ate
t
h
e
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tal
n
u
m
b
er
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s
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p
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lectu
r
e.
R
esear
ch
b
y
K
as
s
a
r
n
i
g
e
t
a
l
.
[
1
8
]
also
n
o
ted
th
at
ad
o
p
tin
g
th
e
p
o
licy
wo
u
ld
en
co
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r
a
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atten
d
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a
n
d
s
en
d
a
p
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s
itiv
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im
a
g
e
o
f
th
e
in
s
titu
tio
n
to
p
o
ten
tial
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p
lo
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es.
On
th
e
is
s
u
e
o
f
o
r
ien
tatio
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,
th
is
f
in
d
in
g
also
alig
n
ed
with
Swan
e
p
o
el
et
a
l.
[
1
5
]
t
h
at
n
ew
s
tu
d
en
ts
s
h
o
u
ld
b
e
p
r
o
p
er
ly
in
teg
r
ated
in
to
ter
tiar
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tem
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ay
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s
u
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ce
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f
u
lly
m
ad
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wh
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T
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[
3
2
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[
3
3
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a
f
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n
o
f
th
e
f
ac
t
th
at
b
u
ild
in
g
s
u
p
p
o
r
t
f
o
r
p
o
licies is
an
in
teg
r
al
p
ar
t
o
f
d
esig
n
in
g
th
em
[
3
4
]
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
av
e
f
ar
-
r
ea
c
h
in
g
im
p
licatio
n
s
f
o
r
p
lan
n
in
g
an
d
ad
m
in
i
s
tr
atio
n
o
f
u
n
iv
er
s
ity
ed
u
ca
tio
n
.
T
h
is
is
b
ec
au
s
e
n
o
n
lectu
r
e
atten
d
a
n
ce
co
u
l
d
r
esu
lt
in
p
o
o
r
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
,
g
ettin
g
in
v
o
lv
e
d
in
an
ti
-
s
o
cial
b
eh
a
v
io
r
s
,
d
r
o
p
o
u
t
an
d
wastag
e
o
f
e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
.
On
th
e
p
ar
t
o
f
th
e
in
s
titu
tio
n
,
it
co
u
ld
p
o
r
t
r
ay
a
n
eg
ativ
e
im
a
g
e
o
f
u
n
s
er
io
u
s
ac
ad
em
ic
p
u
r
s
u
it
o
n
th
e
p
ar
t
o
f
u
n
iv
er
s
ity
ad
m
in
is
tr
ato
r
s
an
d
th
is
co
u
ld
l
ea
d
to
lo
w
p
atr
o
n
ag
e
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
co
n
clu
d
es
th
at
th
e
k
ey
f
ac
to
r
s
o
f
s
tu
d
en
ts
’
n
o
n
l
ec
tu
r
e
atten
d
a
n
ce
i
n
u
n
iv
er
s
it
ies
in
th
e
So
u
th
-
So
u
th
s
tates
o
f
Nig
er
ia
wer
e
em
o
tio
n
al
p
r
o
b
lem
s
,
s
ick
n
ess
,
f
in
an
ce
,
lectu
r
er
s
’
teac
h
in
g
s
k
ills
,
in
co
n
v
e
n
ien
t
tim
etab
le,
u
n
co
n
d
u
civ
e
lectu
r
e
h
alls
,
an
d
s
o
cializin
g
.
T
h
e
ad
m
in
is
tr
ativ
e
s
tr
ateg
ies
ad
o
p
ted
b
y
m
an
ag
em
en
t
wer
e
7
5
%
atte
n
d
an
ce
p
o
licy
,
p
r
o
v
is
io
n
o
f
co
m
f
o
r
ta
b
le
lectu
r
e
h
alls
,
a
war
d
o
f
m
a
r
k
s
f
o
r
atten
d
an
ce
,
ad
m
in
is
ter
in
g
s
h
o
r
t
u
n
an
n
o
u
n
ce
d
q
u
iz
an
d
m
ak
in
g
it
co
u
n
t
as
p
ar
t
o
f
s
tu
d
en
ts
’
co
n
tin
u
o
u
s
ass
es
s
m
en
t.
T
h
e
s
tu
d
y
f
u
r
th
er
co
n
clu
d
es
th
at
alth
o
u
g
h
u
n
i
v
er
s
ities
in
th
e
So
u
t
h
-
So
u
th
s
tates
ap
p
lied
s
o
m
e
ad
m
in
is
tr
ativ
e
s
tr
ateg
ies
in
th
e
m
an
ag
em
en
t
o
f
lectu
r
e
atte
n
d
an
ce
,
th
e
id
en
tifie
d
s
tr
ateg
ies
wer
e
s
o
m
etim
es
im
p
lem
en
ted
an
d
th
is
ex
p
lain
ed
wh
y
th
e
p
r
o
b
lem
p
e
r
s
is
ts
.
T
h
e
r
ec
o
m
m
en
d
atio
n
s
wer
e:
i
)
u
n
iv
er
s
ity
au
th
o
r
ities
s
h
o
u
ld
p
r
o
v
id
e
g
u
id
an
ce
a
n
d
co
u
n
s
elin
g
u
n
its
wh
er
e
s
tu
d
en
ts
ca
n
g
et
ef
f
e
ctiv
e
an
d
ad
eq
u
ate
co
u
n
s
elin
g
wh
ile
in
s
ch
o
o
l
;
ii
)
u
n
iv
er
s
ity
m
an
ag
em
e
n
t
s
h
o
u
ld
p
r
o
v
i
d
e
s
u
f
f
icien
tly
eq
u
ip
p
ed
h
ea
lth
ce
n
ter
s
with
ad
eq
u
ate
p
e
r
s
o
n
n
el
to
p
r
o
v
id
e
h
ea
lth
ca
r
e
f
ac
ilit
ies
to
s
ick
s
tu
d
en
ts
;
iii)
t
h
e
g
o
v
er
n
m
e
n
t,
p
r
i
v
ate
co
m
p
an
ies,
r
elig
io
u
s
b
o
d
ies
an
d
p
h
ilan
th
r
o
p
ic
o
r
g
an
izatio
n
s
s
h
o
u
ld
in
tr
o
d
u
ce
s
ch
o
lar
s
h
ip
s
ch
em
es
to
r
ed
u
ce
th
e
b
u
r
d
en
o
n
s
tu
d
e
n
ts
with
f
in
an
cial
is
s
u
es
to
en
a
b
le
th
e
m
atten
d
lectu
r
es
;
iv
)
m
an
a
g
e
m
en
t
o
f
u
n
iv
er
s
ities
s
h
o
u
ld
g
iv
e
awa
r
d
s
to
lectu
r
e
r
s
f
o
r
b
est
teac
h
in
g
p
r
ac
tices
an
d
o
r
g
an
ize
w
o
r
k
s
h
o
p
s
an
d
s
y
m
p
o
s
ia
to
h
elp
im
p
r
o
v
e
lectu
r
er
s
’
teac
h
in
g
s
k
ills
to
en
h
an
ce
atten
d
a
n
ce
at
lectu
r
es
;
v
)
t
h
e
g
o
v
er
n
m
en
t
an
d
m
an
a
g
em
en
t
o
f
u
n
iv
er
s
ities
s
h
o
u
ld
p
r
o
v
id
e
c
o
m
f
o
r
ta
b
le
lectu
r
e
h
alls
with
ad
eq
u
ate
v
en
tilatio
n
,
f
u
r
n
itu
r
e,
elec
tr
icity
an
d
co
n
v
en
ie
n
ce
s
to
aid
im
p
r
o
v
em
en
t
at
lectu
r
e
atten
d
an
ce
;
an
d
v
i
)
t
h
er
e
s
h
o
u
ld
b
e
o
n
e
h
u
n
d
r
ed
p
e
r
ce
n
t
im
p
lem
en
tatio
n
o
f
an
y
p
o
licy
ad
o
p
ted
b
y
u
n
iv
er
s
ity
m
a
n
ag
e
m
en
t a
n
d
d
ef
au
lter
s
s
h
o
u
ld
b
e
p
en
alize
d
.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
R
a
h
ma
n
,
“
I
mp
r
o
v
i
n
g
t
h
e
p
o
w
e
r
o
f
l
e
c
t
u
r
e
me
t
h
o
d
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
i
n
T
e
a
c
h
i
n
g
L
e
a
r
n
i
n
g
a
n
d
N
e
w
T
e
c
h
n
o
l
o
g
i
e
s
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
S
i
n
g
a
p
o
r
e
:
S
p
r
i
n
g
e
r
S
i
n
g
a
p
o
r
e
,
2
0
2
0
,
p
p
.
1
3
5
–
1
4
7
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
9
8
1
-
15
-
4
8
4
7
-
5
_
1
0
.
[
2
]
O
.
A
.
H
e
n
r
y
a
n
d
D
.
G
.
S
u
l
a
y
m
a
n
,
“
I
mp
a
c
t
o
f
l
e
c
t
u
r
e
a
t
t
e
n
d
a
n
c
e
o
n
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
o
f
b
u
si
n
e
ss
e
d
u
c
a
t
i
o
n
s
t
u
d
e
n
t
s
i
n
t
e
r
t
i
a
r
y
i
n
s
t
i
t
u
t
i
o
n
s:
a
c
a
se
st
u
d
y
o
f
F
e
d
e
r
a
l
C
a
p
i
t
a
l
T
e
r
r
i
t
o
r
y
C
o
l
l
e
g
e
o
f
E
d
u
c
a
t
i
o
n
Zu
b
a
-
A
b
u
j
a
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Vo
c
a
t
i
o
n
a
l
a
n
d
T
e
c
h
n
i
c
a
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
4
,
n
o
.
1
,
p
p
.
1
–
6
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
5
8
9
7
/
I
JV
TE2
0
2
2
.
0
3
0
6
.
[
3
]
A
.
L
u
k
k
a
r
i
n
e
n
,
P
.
K
o
i
v
u
k
a
n
g
a
s,
a
n
d
T.
S
e
p
p
ä
l
ä
,
“
R
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
c
l
a
ss
a
t
t
e
n
d
a
n
c
e
a
n
d
st
u
d
e
n
t
p
e
r
f
o
r
ma
n
c
e
,
”
Pr
o
c
e
d
i
a
-
S
o
c
i
a
l
a
n
d
B
e
h
a
v
i
o
ra
l
S
c
i
e
n
c
e
s
,
v
o
l
.
2
2
8
,
p
p
.
3
4
1
–
3
4
7
,
J
u
l
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
s
b
s
p
r
o
.
2
0
1
6
.
0
7
.
0
5
1
.
[
4
]
R
.
K
a
p
u
r
,
“
L
e
c
t
u
r
e
me
t
h
o
d
:
t
h
e
c
o
mp
r
e
h
e
n
s
i
v
e
l
y
u
se
d
p
e
d
a
g
o
g
i
c
a
l
m
e
t
h
o
d
,
”
2
0
2
0
,
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
r
e
se
a
r
c
h
g
a
t
e
.
n
e
t
/
p
u
b
l
i
c
a
t
i
o
n
/
3
4
5
8
9
3
9
3
6
_
L
e
c
t
u
r
e
_
M
e
t
h
o
d
_
Th
e
_
C
o
m
p
r
e
h
e
n
si
v
e
l
y
_
u
se
d
_
P
e
d
a
g
o
g
i
c
a
l
_
M
e
t
h
o
d
[
5
]
V
.
G
.
O
w
e
i
k
p
o
d
o
r
,
E
.
J.
Eg
w
u
n
y
e
n
g
a
,
a
n
d
M
.
A
.
O
n
a
f
o
w
o
p
e
,
“
L
e
c
t
u
r
e
a
t
t
e
n
d
a
n
c
e
h
a
b
i
t
a
m
o
n
g
s
t
u
d
e
n
t
s
i
n
c
o
l
l
e
g
e
s o
f
e
d
u
c
a
t
i
o
n
:
F
a
c
t
o
r
s
r
e
s
p
o
n
s
i
b
l
e
a
n
d
m
a
n
a
g
i
n
g
o
p
t
i
o
n
s
,
”
E
u
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
O
p
e
n
E
d
u
c
a
t
i
o
n
a
n
d
E
-
l
e
a
r
n
i
n
g
S
t
u
d
i
e
s
,
v
o
l
.
7
,
n
o
.
2
,
p
p
,
1
1
–
2
2
,
2
0
2
2
,
d
o
i
:
1
0
.
4
6
8
2
7
/
e
j
o
e
.
v
7
i
2
.
4
2
8
6
.
[
6
]
A
.
K
a
r
n
i
k
,
P
.
K
i
s
h
o
r
e
,
a
n
d
M
.
M
e
r
a
j
,
“
Ex
a
mi
n
i
n
g
t
h
e
l
i
n
k
a
g
e
b
e
t
w
e
e
n
c
l
a
ss
a
t
t
e
n
d
a
n
c
e
a
t
u
n
i
v
e
r
si
t
y
a
n
d
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
i
n
a
n
I
n
t
e
r
n
a
t
i
o
n
a
l
B
r
a
n
c
h
C
a
m
p
u
s
se
t
t
i
n
g
,
”
Re
se
a
r
c
h
i
n
C
o
m
p
a
r
a
t
i
v
e
a
n
d
I
n
t
e
r
n
a
t
i
o
n
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
4
,
p
p
.
3
7
1
–
3
9
0
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
7
4
5
4
9
9
9
2
0
9
5
8
8
5
5
.
[
7
]
J
.
I
m
o
n
i
k
h
e
,
O
.
A
l
u
e
d
e
,
a
n
d
P
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