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t
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b
d
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sig
n
with
str
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p
e
d
a
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h
o
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r
a
d
a
p
tati
o
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ires
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l
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n
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lea
r
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n
e
x
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li
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e
x
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lo
ra
ti
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o
f
th
e
fa
c
to
rs
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is
stu
d
y
a
ime
d
to
i
d
e
n
ti
f
y
th
e
e
ffe
c
t
o
f
tec
h
n
o
l
o
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
(TP
ACK
)
o
n
m
o
ti
v
a
ti
o
n
,
se
lf
-
re
g
u
latio
n
,
a
n
d
lea
rn
in
g
a
c
h
ie
v
e
m
e
n
t.
It
su
r
v
e
y
e
d
4
0
6
p
re
-
se
rv
ice
tea
c
h
e
rs
fro
m
1
2
h
ig
h
e
r
e
d
u
c
a
ti
o
n
i
n
st
it
u
ti
o
n
s
i
n
In
d
o
n
e
sia
.
Da
ta
v
a
li
d
it
y
a
n
d
re
li
a
b
il
it
y
we
re
c
h
e
c
k
e
d
u
si
n
g
a
n
e
x
p
lo
ra
t
o
ry
fa
c
to
r,
c
o
n
firma
to
r
y
,
a
n
d
p
a
rt
a
n
a
ly
se
s.
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e
p
a
rti
a
l
lea
st
sq
u
a
re
s
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
ll
in
g
(P
LS
-
S
E
M
)
re
su
lt
s
sh
o
we
d
t
h
a
t
TP
ACK
h
a
s
th
e
m
o
st
sig
n
ifi
c
a
n
t
ro
le
in
lea
rn
in
g
m
o
ti
v
a
ti
o
n
.
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h
e
re
su
lt
sh
o
ws
th
a
t
tec
h
n
o
lo
g
y
i
n
teg
ra
ti
o
n
k
n
o
wl
e
d
g
e
a
lso
sig
n
ifi
c
a
n
t
ly
a
ffe
c
ts
se
lf
-
re
g
u
late
d
lea
rn
in
g
(S
RL).
I
n
a
d
d
it
io
n
,
p
re
-
se
rv
ice
tea
c
h
e
rs
’
TP
ACK
su
p
p
o
r
ts
th
e
ir
l
e
a
rn
in
g
m
o
t
iv
a
ti
o
n
t
o
u
se
t
h
e
we
b
,
a
s
we
ll
a
s th
e
ir
a
c
a
d
e
m
ic ac
h
iev
e
m
e
n
t.
M
o
re
o
v
e
r,
m
o
st
stu
d
e
n
ts
’
a
c
h
iev
e
m
e
n
ts we
re
c
o
n
stru
c
ted
b
y
TP
ACK
,
lea
rn
in
g
m
o
ti
v
a
ti
o
n
,
a
n
d
se
lf
-
re
g
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lati
o
n
.
T
h
is
stu
d
y
imp
li
e
s
th
a
t
th
e
in
str
u
c
to
r
s
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o
u
ld
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larify
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h
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ro
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t
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issio
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t
h
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i
ry
sy
ste
m
a
c
ti
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it
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t
h
e
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
l
o
g
y
c
o
u
rse
.
K
ey
w
o
r
d
s
:
Mo
tiv
atio
n
PLS
-
SEM
Pre
s
er
v
ice
teac
h
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Self
-
r
eg
u
lated
lear
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in
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T
PAC
K
T
h
is i
s
a
n
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p
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c
c
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ss
a
rticle
u
n
d
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r th
e
CC B
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SA
li
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se
.
C
o
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s
p
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A
uth
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r
:
M.
An
as T
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o
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Dep
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Sch
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Un
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Neg
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alan
g
J
l.
C
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No
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5
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Su
m
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Kec
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Ko
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awa
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eb
2
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0
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ca
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C
OVI
D
-
1
9
p
a
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d
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[
1
]
,
[
2
]
.
I
t
p
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ten
t,
s
u
p
p
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ts
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v
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as
a
lear
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m
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ag
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m
en
t
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(
L
MS)
.
T
h
e
W
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is
co
m
m
o
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ly
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s
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i
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h
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g
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d
eliv
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co
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s
tr
u
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lear
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in
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ac
tiv
ities
[
3
]
.
Mo
r
eo
v
er
,
th
e
L
MS
r
o
l
e
co
u
ld
b
e
s
et
b
y
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m
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to
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u
p
p
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t
p
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e
-
s
er
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f
le
x
ib
ilit
y
in
in
teg
r
atin
g
tec
h
n
o
lo
g
y
in
to
lear
n
in
g
[
4
]
.
T
h
is
ac
tiv
ity
co
u
ld
b
e
ev
al
u
ated
b
y
c
o
m
p
a
r
in
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ex
is
tin
g
to
o
ls
in
L
MS,
r
eso
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r
ce
s
,
tex
t,
au
d
io
v
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al
m
e
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ia,
a
s
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n
m
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,
test
s
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id
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co
n
f
e
r
en
ce
s
,
an
d
f
o
r
u
m
s
[
5
]
.
T
h
e
in
teg
r
atio
n
is
ca
p
ab
le
o
f
en
h
an
cin
g
m
o
tiv
atio
n
an
d
th
e
u
s
e
o
f
s
elf
-
r
e
g
u
lated
lear
n
in
g
(
SR
L
)
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
th
r
o
u
g
h
web
ad
o
p
tio
n
f
o
r
teac
h
in
g
an
d
lear
n
in
g
[
6
]
,
[
7
]
.
Ho
wev
er
,
th
is
e
x
p
lo
r
atio
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r
eq
u
ir
es
in
-
d
ep
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ev
id
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n
ce
o
f
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r
elat
io
n
s
h
ip
s
ep
ar
ately
o
r
co
n
cu
r
r
en
tly
.
T
h
e
ex
p
lo
r
atio
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s
h
o
u
l
d
s
h
o
w
wh
eth
e
r
th
e
p
r
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-
s
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v
ice
teac
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s
’
lear
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in
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p
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f
o
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a
n
ce
co
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ld
b
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n
f
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m
th
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in
teg
r
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’
s
tr
an
s
f
o
r
m
atio
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ac
tiv
ities
.
T
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is
wo
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ld
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elp
k
n
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w
h
o
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p
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-
s
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v
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teac
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er
s
’
co
m
p
eten
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in
teg
r
ates
tech
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in
to
a
p
p
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p
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ag
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T
ec
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ical
p
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ag
o
g
ical
co
n
ten
t
k
n
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wled
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(
T
PAC
K)
is
r
en
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wn
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f
o
r
its
p
r
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-
s
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v
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teac
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s
’
co
m
p
eten
ce
in
in
teg
r
ati
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g
tec
h
n
o
lo
g
y
in
to
lear
n
in
g
[
8
]
–
[
1
0
]
p
r
o
p
o
s
ed
th
at
T
PAC
K
ca
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co
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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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&
R
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c
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N:
2252
-
8
8
2
2
R
ela
tio
n
s
h
ip
o
f TP
A
C
K
,
mo
tiva
tio
n
,
s
elf
-
r
eg
u
la
tio
n
,
a
n
d
le
a
r
n
in
g
p
erfo
r
ma
n
ce
o
n
…
(
M.
A
n
a
s
Th
o
h
ir
)
189
th
e
lear
n
in
g
tech
n
o
lo
g
y
b
y
d
esig
n
m
eth
o
d
b
ec
a
u
s
e
it
h
as
a
r
ich
co
n
tex
t
to
cr
ea
te
a
p
r
o
d
u
ct.
T
h
e
W
eb
h
as
b
ec
o
m
e
a
r
eliab
le
tech
n
o
l
o
g
y
f
o
r
f
ac
ilit
atin
g
p
r
o
s
p
ec
tiv
e
te
ac
h
er
s
’
p
ar
ticip
atio
n
in
d
esig
n
[
1
1
]
,
[
1
2
]
.
I
t
also
f
ac
ilit
ates
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
to
d
esig
n
b
ased
o
n
p
er
s
o
n
al
l
ea
r
n
in
g
[
1
3
]
.
Nev
er
th
eless
,
f
e
w
s
tu
d
ies
ex
am
in
ed
th
e
ef
f
ec
t
o
f
web
in
te
g
r
atio
n
o
n
lear
n
in
g
[
1
4
]
,
[
1
5
]
.
T
h
is
co
m
p
eten
cy
allo
ws
p
r
e
-
s
er
v
ice
teac
h
er
s
to
b
e
m
o
tiv
ated
in
th
eir
d
esig
n
[
1
6
]
–
[
1
8
]
a
n
d
u
s
in
g
SR
L
[
1
9
]
in
th
e
d
esig
n
ed
tech
n
o
lo
g
y
.
T
h
e
r
elatio
n
s
h
ip
s
o
f
d
esig
n
f
ac
to
r
s
also
r
eq
u
i
r
e
i
n
-
d
ep
th
ex
p
l
o
r
atio
n
f
o
r
in
s
tr
u
cto
r
s
in
d
escr
ib
in
g
t
h
e
m
a
in
co
m
p
o
n
en
ts
in
tech
n
o
lo
g
y
in
teg
r
atio
n
co
u
r
s
es.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
r
esear
c
h
is
to
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
T
PAC
K,
m
o
tiv
atio
n
,
s
elf
-
r
eg
u
lated
lear
n
in
g
,
a
n
d
lear
n
in
g
p
e
r
f
o
r
m
an
ce
.
T
h
e
co
m
p
o
n
en
ts
o
f
ea
ch
v
ar
iab
le
w
o
u
ld
b
e
test
ed
f
o
r
v
alid
atio
n
an
d
r
eliab
ilit
y
.
T
h
i
s
h
elp
s
in
p
r
o
v
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
f
o
u
r
v
a
r
iab
les.
Usi
n
g
f
ac
to
r
an
aly
s
is
an
d
p
a
r
tial
least
s
q
u
a
r
e
(
PLS)
SEM
a
n
aly
s
is
h
elp
s
in
an
aly
zin
g
ea
c
h
v
a
r
iab
le
ite
m
s
o
th
at
it
ca
n
b
e
u
s
ed
in
th
e
f
u
tu
r
e.
2.
T
H
E
O
R
E
T
I
CA
L
RE
V
I
E
W
2
.
1
.
T
ec
hn
o
lo
g
ica
l peda
g
o
g
i
ca
l c
o
nte
nt
k
no
wledg
e
(
T
P
A
CK
)
T
PAC
K
is
an
estab
lis
h
ed
f
r
am
ewo
r
k
f
o
r
i
n
teg
r
atin
g
tech
n
o
lo
g
y
in
to
lear
n
i
n
g
ac
tiv
ities
.
T
h
is
co
n
ce
p
t
was
p
r
o
p
o
s
ed
b
y
[
1
0
]
f
o
r
p
e
d
ag
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
(
PC
K)
m
o
d
er
n
izatio
n
[
2
0
]
.
Acc
o
r
d
in
g
to
p
r
ev
i
o
u
s
s
tu
d
y
[
2
0
]
,
teac
h
er
s
s
h
o
u
ld
h
av
e
p
ed
ag
o
g
ical
k
n
o
wled
g
e
(
PK)
an
d
co
n
ten
t
k
n
o
wled
g
e
(
C
K)
in
th
eir
m
in
d
s
.
Ho
wev
er
,
o
th
er
s
tu
d
y
[
1
0
]
co
n
s
id
er
e
d
th
at
PK
an
d
C
K
ar
e
in
s
u
f
f
icien
t
in
lin
e
with
tech
n
o
lo
g
ical
d
ev
elo
p
m
e
n
ts
an
d
ad
d
ed
T
P
AC
K
to
th
e
PC
K
in
teg
r
atio
n
.
T
h
is
co
n
ce
p
t
d
ev
elo
p
e
d
with
m
o
r
e
th
a
n
8
0
0
0
d
is
cu
s
s
io
n
s
d
etec
ted
o
n
Go
o
g
le
Sch
o
lar
.
T
PAC
K
’
s
d
er
iv
ativ
es
h
av
e
also
b
ee
n
wid
el
y
u
s
ed
f
o
r
v
a
r
io
u
s
p
u
r
p
o
s
es,
s
u
ch
as
W
PA
C
K
[
1
4
]
,
T
PAC
K.
x
s
[
2
1
]
,
T
PAC
K
-
L
[
2
2
]
,
an
d
4
D
-
T
PAC
K
[
2
3
]
.
Fo
r
W
PAC
K,
L
ee
an
d
T
s
ai
[
1
4
]
in
te
r
ce
p
ted
th
e
W
eb
in
to
th
e
PC
K
co
n
ce
p
t
i
n
th
e
s
am
e
way
as
[
1
0
]
d
i
d
.
T
h
is
f
r
am
ewo
r
k
is
d
iv
id
ed
in
to
s
ev
en
c
o
m
p
o
n
en
ts
,
in
clu
d
in
g
web
-
g
e
n
er
al,
we
b
-
co
m
m
u
n
icativ
e,
web
-
p
ed
ag
o
g
ical
k
n
o
wled
g
e,
web
-
co
n
ten
t
k
n
o
wled
g
e
,
an
d
attitu
d
es
.
Ad
d
itio
n
ally
,
L
ee
an
d
T
s
ai
[
1
4
]
d
ef
in
ed
W
PAC
K
as
p
r
e
-
s
er
v
ice
teac
h
er
s
’
b
elief
in
th
ei
r
k
n
o
wled
g
e
o
n
ad
o
p
tin
g
o
n
lin
e
lear
n
i
n
g
to
s
u
p
p
o
r
t le
ar
n
in
g
ac
tiv
itie
s
.
W
PA
C
K
h
as
b
ec
o
m
e
a
p
o
ten
tial
f
r
am
ewo
r
k
to
s
u
p
p
o
r
t
s
tu
d
en
t
in
v
o
lv
em
en
t
in
lear
n
in
g
.
W
eb
in
W
PA
C
K
i
s
o
f
ten
ass
o
ciate
d
with
W
eb
2
.
0
[
1
1
]
,
o
n
lin
e
le
ar
n
in
g
[
2
4
]
,
an
d
s
p
ec
if
ic
p
latf
o
r
m
,
s
u
ch
as
L
MS
[
2
5
]
.
I
n
teg
r
atin
g
th
e
W
eb
in
to
lear
n
in
g
en
tails
u
s
in
g
it
to
im
p
r
o
v
e
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
c
o
m
m
u
n
icatio
n
,
an
d
s
tu
d
en
t
ac
tiv
ity
[
1
1
]
,
[
1
2
]
,
[
2
6
]
.
T
h
e
r
ef
o
r
e,
th
is
is
a
T
P
AC
K
f
r
o
m
th
e
p
r
o
s
p
ec
tiv
e
t
ea
ch
er
s
’
ex
p
er
ien
ce
in
teg
r
atin
g
th
e
W
eb
in
to
lear
n
in
g
[
2
7
]
.
Xu
et
a
l.
[
1
3
]
s
tated
th
at
th
e
L
MS
s
h
o
u
ld
b
e
in
teg
r
ated
in
to
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
ac
tiv
ities
as
a
p
er
s
o
n
al
lear
n
in
g
en
v
i
r
o
n
m
en
t.
Alth
o
u
g
h
th
e
W
eb
h
as
f
ac
ilit
ated
p
r
e
-
s
er
v
ice
teac
h
er
s
in
m
a
n
ag
in
g
lear
n
in
g
,
t
h
is
s
till
n
ee
d
s
to
b
e
p
r
o
v
e
n
.
I
t
is
ess
en
tial
to
ex
p
l
o
r
e
th
e
in
f
l
u
en
ce
o
f
T
PAC
K,
lear
n
in
g
m
o
tiv
atio
n
(
L
M)
,
SR
L
,
an
d
in
teg
r
at
io
n
o
n
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
m
o
tiv
atio
n
an
d
p
er
f
o
r
m
an
ce
.
T
h
is
m
ay
h
elp
tr
an
s
f
o
r
m
tr
a
d
itio
n
al
teac
h
i
n
g
an
d
s
o
lv
e
th
e
r
i
g
id
cu
r
r
i
cu
lu
m
p
r
ac
tice
a
n
d
ass
es
s
m
en
t,
as
well
as
s
o
f
twar
e
an
d
h
ar
d
war
e
d
is
ab
ilit
y
[
1
2
]
.
T
h
er
ef
o
r
e,
th
e
p
r
o
p
o
s
ed
h
y
p
o
th
esis
(
H1
)
was
T
PAC
K
p
o
s
itiv
ely
af
f
ec
ts
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t (
SA)
.
2
.
2
.
L
ea
rning
mo
t
iv
a
t
io
n (
L
M
)
a
nd
T
P
ACK
I
n
tr
in
s
ic
m
o
tiv
atio
n
is
th
e
m
o
s
t
s
ig
n
if
ican
t
in
d
icato
r
o
f
l
ea
r
n
in
g
b
ec
au
s
e
it
r
elate
s
p
o
s
itiv
ely
to
lear
n
in
g
s
u
cc
ess
an
d
p
er
f
o
r
m
an
ce
[
2
8
]
.
T
h
is
in
te
r
est
[
2
9
]
co
u
ld
b
e
im
p
r
o
v
ed
t
h
r
o
u
g
h
s
ev
er
al
m
ea
n
in
g
f
u
l
task
s
o
r
u
tili
ty
v
alu
es
[
3
0
]
.
T
h
er
ef
o
r
e
,
in
teg
r
atin
g
tech
n
o
lo
g
y
co
u
ld
in
cr
ea
s
e
m
o
tiv
atio
n
th
r
o
u
g
h
m
ea
n
in
g
f
u
l
lear
n
in
g
ass
ig
n
m
en
ts
[
3
1
]
–
[
3
4
]
.
T
h
is
ass
ig
n
m
en
t
d
ir
ec
tly
a
f
f
ec
ts
ac
h
iev
em
en
t
in
th
e
L
MS
[
1
6
]
.
T
h
e
ef
f
ec
t
is
s
ig
n
if
ican
t
wh
en
L
MS
also
p
r
o
v
id
es
f
r
ee
d
o
m
in
a
d
o
p
tin
g
web
d
esig
n
s
ac
co
r
d
in
g
to
th
e
d
esire
d
lear
n
in
g
p
r
ef
er
en
ce
s
[
3
5
]
.
Ho
wev
e
r
,
L
M
is
s
t
ill
n
o
t
ex
p
lo
r
ed
co
n
ce
r
n
in
g
th
e
in
cr
ea
s
e
in
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
T
PAC
K
[
3
6
]
,
[
3
7
]
.
R
esear
ch
b
y
L
iu
e
t
a
l.
[
3
8
]
r
ec
o
m
m
e
n
d
ed
ex
p
lo
r
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
k
n
o
wled
g
e
an
d
L
M.
T
h
is
m
ay
p
r
o
v
e
th
at
web
in
teg
r
atio
n
in
cr
ea
s
es
th
e
p
r
o
s
p
ec
tiv
e
t
ea
ch
er
s
’
L
M.
So
m
e
s
tu
d
ies
o
n
ly
ev
alu
ated
h
o
w
s
tu
d
en
ts
’
m
o
tiv
atio
n
af
f
ec
ts
th
e
u
s
e
o
f
L
MS
[
3
9
]
,
[
4
0
]
.
T
h
er
ef
o
r
e,
th
e
p
r
o
p
o
s
ed
h
y
p
o
th
esis
(
H2
)
was L
M
wo
u
ld
p
o
s
itiv
ely
af
f
ec
t SA.
T
h
er
e
is
a
p
o
s
s
ib
ilit
y
th
at
m
o
t
iv
atio
n
af
f
ec
ts
T
PAC
K
co
m
p
eten
ce
[
3
6
]
,
[
3
7
]
o
r
t
h
at
T
PAC
K
af
f
ec
ts
L
M
[
1
6
]
–
[
1
8
]
.
First,
Ho
llan
d
an
d
Pip
er
[
3
6
]
s
h
o
wed
t
h
at
m
o
tiv
atio
n
co
r
r
elate
s
h
ig
h
ly
with
T
PAC
K.
Ho
wev
er
,
o
t
h
er
s
tu
d
y
f
o
u
n
d
t
h
at
th
e
r
e
g
r
ess
io
n
co
e
f
f
icien
t
o
f
T
PAC
K
an
d
m
o
tiv
atio
n
is
s
m
all,
with
β=
0
.
2
1
[
3
7
]
.
T
h
is
in
f
l
u
en
ce
is
m
o
d
er
ated
b
y
g
o
als,
task
s
,
f
e
ed
b
ac
k
,
an
d
SR
L
[
4
1
]
.
Seco
n
d
,
Fer
n
an
d
es
et
a
l.
[
1
7
]
p
r
o
p
o
s
ed
T
PAC
K
’
s
ef
f
ec
t
o
n
m
o
tiv
atio
n
with
a
r
eg
r
ess
io
n
co
ef
f
icien
t
o
f
β=
0
.
5
6
.
I
n
s
tr
u
cto
r
s
m
u
s
t
d
ev
el
o
p
awa
r
en
ess
wh
en
in
te
g
r
atin
g
tech
n
o
lo
g
y
t
o
in
c
r
ea
s
e
s
tu
d
e
n
ts
’
em
o
tio
n
s
an
d
m
o
tiv
atio
n
in
lear
n
in
g
[
1
8
]
.
Alth
o
u
g
h
it
is
n
ec
ess
ar
y
to
ex
p
lo
r
e
b
o
th
,
it
is
m
o
r
e
co
n
c
er
n
in
g
to
th
e
ef
f
ec
t
o
f
T
PAC
K
co
m
p
eten
ce
o
n
m
o
tiv
atio
n
.
T
h
e
w
e
b
co
u
ld
b
e
m
o
r
e
m
ea
n
in
g
f
u
l
in
i
n
cr
ea
s
in
g
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
L
M.
T
h
er
ef
o
r
e,
th
e
p
r
o
p
o
s
ed
h
y
p
o
th
esis
(
H3
)
was T
PAC
K
wo
u
ld
p
o
s
itiv
ely
af
f
e
ct
L
M.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
1
-
1x
190
2
.
3
.
Self
-
re
g
ula
t
ed
lea
rning
a
nd
T
P
ACK
Z
im
m
er
m
an
[
4
2
]
d
e
f
in
ed
SR
L
as
a
p
r
o
ce
s
s
o
f
th
in
k
i
n
g
,
a
ttit
u
d
e,
an
d
b
e
h
av
io
r
f
r
o
m
s
e
lf
-
d
ir
ec
ted
lear
n
in
g
to
ac
h
ie
v
e
g
o
als.
T
h
i
s
ter
m
b
ec
am
e
an
im
p
o
r
ta
n
t
to
p
ic
in
1
9
8
6
as
p
ar
t
o
f
m
etac
o
g
n
itio
n
,
m
o
tiv
atio
n
,
an
d
b
eh
av
i
o
r
[
4
3
]
.
Me
taco
g
n
it
io
n
m
ea
n
s
s
elf
-
r
eg
u
lated
p
lan
n
in
g
,
d
esig
n
,
im
p
lem
e
n
tatio
n
,
an
d
s
elf
-
ev
alu
atio
n
in
in
teg
r
atin
g
tech
n
o
l
o
g
y
in
to
lear
n
in
g
.
I
n
SR
L
,
m
etac
o
g
n
itio
n
is
ass
o
ciate
d
with
g
o
al
-
o
r
ie
n
ted
,
ten
tativ
e,
a
n
d
m
o
n
ito
r
in
g
p
r
o
ce
s
s
es
[
4
4
]
.
M
o
r
eo
v
e
r
,
T
PAC
K
is
a
k
n
o
wle
d
g
e
asp
ec
t
h
ig
h
lig
h
te
d
wh
en
p
r
o
p
o
s
ed
[
1
0
]
,
[
4
5
]
as
m
etac
o
g
n
itiv
e
in
SR
L
.
T
h
is
m
ay
b
e
d
u
e
to
s
er
v
ice
q
u
ality
f
ac
to
r
s
f
r
o
m
tech
n
o
l
o
g
y
,
p
ed
ag
o
g
y
,
a
n
d
in
s
titu
tio
n
s
in
im
p
r
o
v
in
g
SR
L
[
4
6
]
,
[
4
7
]
.
B
r
o
ad
b
en
t
et
a
l.
[
4
8
]
s
u
g
g
ested
to
ex
p
l
o
r
e
h
o
w
in
ter
ac
tio
n
with
tech
n
o
lo
g
y
in
cr
ea
s
es
th
e
in
d
e
p
en
d
en
ce
o
f
p
r
e
-
s
er
v
ice
tech
n
ician
s
’
SR
L
.
T
h
er
ef
o
r
e,
th
e
p
r
o
p
o
s
ed
h
y
p
o
t
h
esis
(
H4
)
was SR
L
wo
u
ld
p
o
s
itiv
ely
af
f
ec
t SA.
Var
io
u
s
s
tu
d
ies
s
h
o
wed
th
at
m
o
tiv
atio
n
i
n
cr
ea
s
es
SR
L
[
1
9
]
,
[
4
7
]
,
[
4
9
]
.
I
t
ac
tiv
ates
s
tu
d
e
n
ts
’
SR
L
in
co
n
s
tr
u
ctiv
e
lear
n
in
g
[
5
0
]
i
n
c
lu
d
ed
in
t
h
e
T
PAC
K
-
in
p
r
ac
tice
p
r
o
ce
s
s
.
T
h
e
in
c
r
ea
s
e
is
d
u
e
to
co
m
m
itm
en
t,
m
etac
o
g
n
itiv
e,
s
atiatio
n
,
em
o
t
io
n
al,
an
d
e
n
v
ir
o
n
m
en
tal
c
o
n
t
r
o
l
[
1
9
]
.
Ad
d
itio
n
ally
,
m
o
tiv
a
tio
n
is
a
v
ital
SR
L
f
ac
to
r
in
in
teg
r
atin
g
tech
n
o
lo
g
y
b
ec
au
s
e
m
o
tiv
ated
s
tu
d
en
t
s
wo
u
ld
u
s
e
it
to
ac
co
m
p
lis
h
co
m
p
lex
task
s
[
6
]
.
T
h
is
in
v
o
lv
es
g
iv
in
g
p
r
o
s
p
ec
tiv
e
teac
h
er
s
p
r
o
jects
to
d
esig
n
p
lan
n
in
g
,
tech
n
o
lo
g
y
tr
an
s
f
o
r
m
atio
n
,
im
p
lem
en
tatio
n
,
an
d
ev
alu
ati
o
n
.
C
h
en
an
d
J
an
g
[
5
1
]
co
n
n
ec
ted
T
PAC
K
with
th
e
a
b
ilit
y
to
p
lan
,
m
o
n
ito
r
,
co
n
tr
o
l,
a
n
d
r
ef
lect
o
n
SR
L
’
s
r
o
le
in
tech
n
o
lo
g
y
in
teg
r
atio
n
.
T
h
e
r
ef
o
r
e
,
th
e
p
r
o
p
o
s
ed
h
y
p
o
th
eses
wer
e
L
M
wo
u
ld
p
o
s
itiv
ely
a
f
f
ec
t SR
L
(
H5
)
an
d
T
PAC
K
wo
u
ld
p
o
s
itiv
ely
af
f
ec
t SR
L
(
H6
)
.
T
h
is
s
tu
d
y
aim
ed
t
o
d
eter
m
i
n
e
th
e
ef
f
ec
t
o
f
web
d
esig
n
o
n
L
M,
SR
L
,
an
d
lear
n
in
g
ac
h
iev
em
en
t.
E
x
p
lo
r
atio
n
was
co
n
d
u
cted
t
o
d
eter
m
in
e
th
e
f
ac
t
o
r
s
o
f
e
ac
h
laten
t
v
ar
ia
b
le
o
f
th
e
in
s
tr
u
m
en
t
item
s
.
T
h
e
v
ar
iab
les
wer
e
ev
alu
ated
u
s
in
g
co
r
r
elatio
n
an
d
p
ar
t
a
n
aly
s
es
b
y
test
in
g
th
e
h
y
p
o
t
h
eses
p
r
o
p
o
s
ed
with
th
e
s
tr
u
ctu
r
e
s
h
o
wn
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
T
h
e
h
y
p
o
th
etic
s
tr
u
c
tu
r
e
m
o
d
el
3.
M
E
T
H
O
D
3
.
1
.
P
a
rt
icipa
nts a
nd
p
ro
ce
du
re
A
q
u
an
titativ
e
m
eth
o
d
with
a
s
u
r
v
ey
was
u
s
ed
to
o
b
tain
a
f
ac
to
r
m
o
d
el
o
f
th
e
W
eb
d
e
s
ig
n
s
elf
-
ef
f
icac
y
,
m
o
tiv
atio
n
,
SR
L
,
an
d
p
r
e
-
s
er
v
ice
teac
h
er
s
’
lear
n
i
n
g
ac
h
iev
em
en
t.
R
an
d
o
m
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
th
e
p
ar
ticip
an
ts
i
n
v
ited
to
f
ill o
u
t
a
s
u
r
v
e
y
i
n
v
o
lv
i
n
g
1
2
h
ig
h
er
ed
u
ca
tio
n
teac
h
e
r
s
f
r
o
m
W
est
J
av
a,
E
ast
J
av
a,
an
d
C
en
tr
al
J
av
a
Pro
v
in
ce
s
,
I
n
d
o
n
esia.
T
h
e
p
ar
ticip
an
ts
wer
e
4
0
6
elem
en
tar
y
s
ch
o
o
l
teac
h
er
ca
n
d
id
ates
s
elec
ted
f
r
o
m
4
6
0
teac
h
er
ca
n
d
id
ates.
T
h
e
s
am
p
le
co
n
s
is
ted
o
f
4
9
(
1
2
%)
m
ale
an
d
3
5
7
(
8
7
%)
f
em
ale,
ag
ed
b
etwe
en
1
8
-
2
3
,
a
n
d
h
ad
b
ee
n
in
ed
u
ca
tio
n
f
o
r
2
-
4
y
ea
r
s
.
T
h
e
teac
h
er
ca
n
d
id
ates
p
r
o
g
r
am
m
ed
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
co
u
r
s
es
in
d
esig
n
i
n
g
less
o
n
p
lan
s
.
A
d
d
itio
n
ally
,
th
eir
u
n
iv
e
r
s
ities
u
s
ed
L
MS
in
d
esig
n
in
g
lea
r
n
in
g
m
ater
ials
an
d
as a
lear
n
in
g
ad
d
-
on.
T
h
e
s
u
r
v
ey
in
s
tr
u
m
en
t
was
d
is
tr
ib
u
ted
o
n
lin
e
with
th
e
tea
ch
er
’
s
p
er
m
is
s
io
n
.
Stu
d
en
ts
f
illed
o
u
t
a
L
ik
er
t
s
ca
le
(
1
to
5
)
o
n
ea
ch
q
u
esti
o
n
item
ac
co
r
d
in
g
to
th
eir
p
er
ce
p
tio
n
.
T
h
e
s
u
r
v
e
y
co
n
tain
ed
s
tatem
en
ts
ab
o
u
t
s
elf
-
ef
f
icac
y
in
web
d
e
s
ig
n
,
m
o
tiv
atio
n
,
SR
L
,
an
d
le
ar
n
in
g
ac
h
iev
em
e
n
t.
Fu
r
th
er
m
o
r
e,
th
e
r
esp
o
n
s
es
wer
e
s
elec
ted
b
ased
o
n
wh
ic
h
p
r
o
s
p
ec
tiv
e
teac
h
e
r
u
s
ed
th
e
W
eb
to
d
esig
n
less
o
n
p
lan
s
.
Miss
in
g
d
ata
wer
e
also
test
ed
b
ef
o
r
e
co
n
d
u
ctin
g
f
u
r
th
er
a
n
aly
s
is
.
3
.
2
.
M
ea
s
ures
Par
ticip
an
ts
wer
e
ask
ed
ab
o
u
t
th
eir
n
am
es,
a
g
es,
an
d
y
ea
r
s
o
f
s
tu
d
y
.
T
h
e
in
s
tr
u
m
en
t
a
ls
o
ask
ed
“y
es/n
o
”
q
u
esti
o
n
s
ab
o
u
t
th
e
W
eb
,
s
u
ch
as
“Ha
s
y
o
u
r
co
lleg
e
im
p
lem
en
ted
W
eb
lear
n
in
g
in
its
lear
n
in
g
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
R
ela
tio
n
s
h
ip
o
f TP
A
C
K
,
mo
tiva
tio
n
,
s
elf
-
r
eg
u
la
tio
n
,
a
n
d
le
a
r
n
in
g
p
erfo
r
ma
n
ce
o
n
…
(
M.
A
n
a
s
Th
o
h
ir
)
191
tech
n
o
lo
g
y
co
u
r
s
es?”
R
eg
ar
d
in
g
ex
p
e
r
ien
ce
in
web
d
esig
n
,
th
e
q
u
esti
o
n
ask
ed
was
“Ha
v
e
y
o
u
ev
e
r
d
esig
n
ed
o
r
d
e
v
elo
p
e
d
th
e
W
eb
in
a
lear
n
in
g
tech
n
o
lo
g
y
co
u
r
s
e?
”
T
h
is
en
s
u
r
ed
th
at
t
h
e
r
esp
o
n
d
e
n
t
h
ad
co
n
d
u
cte
d
a
web
d
esig
n
b
ef
o
r
e
f
illi
n
g
o
u
t t
h
e
q
u
esti
o
n
n
ai
r
e.
I
tem
s
f
r
o
m
th
e
W
eb
de
s
ig
n
ef
f
icac
y
in
s
tr
u
m
en
t
was
d
ev
elo
p
ed
b
y
m
o
d
i
f
y
in
g
s
elf
-
e
f
f
icac
y
in
p
r
ev
io
u
s
tec
h
n
o
lo
g
y
s
tu
d
ies
[
5
2
]
–
[
5
4
]
.
I
t
m
ea
s
u
r
ed
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
c
o
n
f
id
e
n
ce
i
n
ad
o
p
tin
g
th
e
W
eb
as
a
lear
n
in
g
m
ed
iu
m
.
T
h
is
q
u
esti
o
n
n
air
e
was
d
e
v
elo
p
ed
with
s
ev
en
item
s
with
a
L
ik
e
r
t
s
ca
le
o
f
1
-
5
f
r
o
m
s
tr
o
n
g
ly
d
is
ag
r
ee
to
s
tr
o
n
g
ly
ag
r
ee
as
s
h
o
wn
in
T
ab
le
1
.
Fo
r
in
s
tan
ce
,
W
ei
an
d
C
h
o
u
[
5
4
]
m
o
d
if
ied
th
e
s
tatem
en
t
item
,
n
am
ely
“
I
f
e
el
co
n
f
id
en
t
ab
o
u
t
u
s
in
g
th
e
W
eb
as
an
o
n
lin
e
lear
n
in
g
m
ed
iu
m
.
”
T
h
is
was
an
aly
ze
d
b
y
co
n
f
ir
m
ato
r
y
f
a
cto
r
an
al
y
s
is
(
C
FA)
with
a
lo
ad
in
g
f
ac
t
o
r
b
etwe
en
0
.
7
8
to
0
.
8
5
a
n
d
th
e
C
r
o
n
b
ac
h
’
s
α
(
r
eliab
ilit
y
)
o
f
W
eb
d
esig
n
s
elf
-
ef
f
icac
y
was
0
.
9
0
.
L
M
was
m
ea
s
u
r
ed
b
y
m
o
d
if
y
in
g
th
e
m
o
tiv
atio
n
an
d
s
elf
-
r
eg
u
latio
n
to
war
d
tech
n
o
lo
g
y
lear
n
in
g
(
MSR
T
L
)
[
3
9
]
,
[
5
4
]
.
T
h
e
m
ea
s
u
r
em
en
t f
o
cu
s
ed
o
n
wh
y
s
tu
d
en
ts
a
r
e
in
ter
ested
in
th
e
W
eb
as
a
lea
r
n
in
g
to
o
l.
T
h
is
item
was
d
ev
elo
p
e
d
u
s
in
g
f
i
v
e
s
tatem
en
ts
with
a
L
ik
er
t scale
f
r
o
m
s
tr
o
n
g
ly
d
i
s
ag
r
ee
=1
to
s
tr
o
n
g
ly
ag
r
ee
=
5
.
Fo
r
in
s
tan
ce
,
th
e
m
o
tiv
atio
n
al
item
d
ev
elo
p
ed
b
y
[
3
9
]
is
“
T
h
is
W
eb
lear
n
in
g
m
o
tiv
ates
m
e
to
s
tu
d
y
h
ar
d
er
b
e
ca
u
s
e
it
s
tim
u
lates
m
y
th
in
k
in
g
.
”
T
h
e
C
FA
r
esu
lts
s
h
o
wed
th
e
l
o
ad
in
g
f
ac
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s
is
(
E
FA)
,
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
,
co
r
r
elatio
n
,
an
d
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
S
E
M)
.
I
n
itially
,
K
a
is
er
-
Me
y
er
-
Olk
in
(
KM
O)
an
d
B
ar
tlett
’
s
test
s
wer
e
ap
p
lied
u
s
in
g
SP
S
S
2
5
.
0
.
T
h
e
d
ata
wer
e
th
en
an
aly
ze
d
u
s
in
g
E
FA
to
o
b
tain
th
e
r
elev
an
t
f
ac
to
r
s
r
an
d
o
m
ly
.
T
h
ese
f
ac
to
r
s
wer
e
d
eter
m
in
ed
u
s
in
g
C
FA
ac
co
r
d
in
g
to
p
r
ev
io
u
s
s
tu
d
y
cr
iter
ia
[
5
6
]
.
E
FA
an
d
C
FA
u
s
ed
th
e
p
r
in
cip
al
ax
is
f
ac
to
r
in
g
an
d
v
a
r
im
ax
r
o
tatio
n
ex
tr
ac
tio
n
m
eth
o
d
s
with
a
h
ig
h
lo
a
d
in
g
f
ac
to
r
an
d
a
m
ea
n
co
m
m
o
n
alities
v
alu
e
o
f
0
.
7
0
[
5
7
]
.
T
h
e
ex
t
r
ac
ted
f
ac
to
r
s
wer
e
test
ed
f
o
r
r
eliab
ilit
y
with
C
r
o
n
b
ac
h
’
s
to
d
eter
m
in
e
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
e
ac
h
item
,
at
least
0
.
7
0
.
Fu
r
th
er
m
o
r
e
,
Pear
s
o
n
C
o
r
r
elatio
n
was
ap
p
lied
to
d
eter
m
in
e
th
e
co
r
r
elatio
n
b
etwe
e
n
f
ac
to
r
s
.
PLS
-
SEM
was
th
en
im
p
lem
en
ted
u
s
in
g
Sm
ar
tPLS
3
.
2
.
7
.
PLS
-
SEM
was
u
s
ed
as
a
f
ac
to
r
ex
p
lo
r
atio
n
p
r
o
ce
d
u
r
e
b
ased
o
n
th
e
cr
it
er
ia
o
f
th
e
m
o
d
el
o
f
f
it [
5
8
]
,
s
u
ch
as SR
MR,
C
h
i
-
s
q
u
ar
e
,
a
n
d
co
llin
ea
r
ity
s
tatis
tic
s
(
VI
F).
4.
RE
SU
L
T
S
4
.
1
.
E
x
plo
ra
t
o
ry
a
nd
co
nfir
m
a
t
o
r
y
f
a
ct
o
r
a
na
ly
s
es
B
ased
o
n
th
e
d
ata
f
r
o
m
a
q
u
esti
o
n
n
air
e
with
5
L
ik
er
t
s
ca
les,
E
FA
an
d
C
FA
wer
e
ap
p
lied
with
SP
S
S
2
5
.
0
to
o
b
tain
web
d
esig
n
f
ac
t
o
r
s
o
n
L
M,
SA,
an
d
SR
L
.
Fo
u
r
f
ac
to
r
s
wer
e
ex
tr
ac
ted
f
r
o
m
th
e
E
FA
ass
ay
an
d
co
n
f
ir
m
e
d
with
C
FA
as
th
e
laten
t
v
ar
iab
le.
T
h
e
b
est
ex
tr
ac
t
io
n
r
esu
lts
s
h
o
wed
th
e
KM
O
v
alu
e
o
f
0
.
9
6
,
with
χ2
=7
3
0
5
.
3
5
2
,
p
=
0
.
0
0
0
,
an
d
th
e
to
tal
v
ar
ia
n
ce
ex
p
lain
ed
t
o
g
eth
er
o
f
6
7
.
9
1
4
%.
T
h
e
lo
ad
in
g
f
ac
to
r
o
f
th
e
f
o
u
r
f
ac
to
r
s
r
an
g
ed
f
r
o
m
0
.
5
1
1
t
o
.
8
,
as
s
h
o
wn
i
n
th
e
r
o
tated
c
o
m
p
o
n
e
n
t
m
atr
ix
E
FA
as
in
T
a
b
le
2
.
T
h
is
in
d
icate
s
th
at
ea
ch
item
s
h
o
ws th
e
laten
t v
ar
iab
le
o
f
a
s
tr
o
n
g
f
ac
to
r
a
p
p
r
o
ac
h
in
g
a
v
al
u
e
o
f
1
[
5
9
]
.
4
.
2
.
Descript
iv
e
a
na
ly
s
is
T
h
e
d
escr
ip
tiv
e
s
tatis
tical
an
aly
s
is
af
ter
ad
ju
s
tin
g
th
e
C
FA
r
esu
lts
f
r
o
m
th
e
E
FA
r
esu
lts
is
s
h
o
wn
i
n
T
ab
le
3
.
Ov
er
all,
th
e
d
ata
in
d
icate
d
th
at
all
f
ac
to
r
s
h
av
e
v
a
lu
es
ex
ce
ed
in
g
th
r
ee
.
SR
L
h
a
d
th
e
h
ig
h
est
m
ea
n
v
alu
e
(
M=
3
.
6
; SD=
0
.
8
)
a
n
d
th
e
lo
west L
M
(
M=
3
.
3
1
; SD=
0
.
7
5
)
.
T
ab
le
2
.
L
o
ad
in
g
f
ac
to
r
s
o
f
L
M,
SA,
SR
L
,
an
d
T
PAC
K
La
t
e
n
t
v
a
r
i
a
b
l
e
I
t
e
ms
c
o
d
e
C
o
m
p
o
n
e
n
t
C
r
o
n
b
a
c
h
’
s α
CR
AVE
1
2
3
4
TPA
C
K
TPA
C
K
_
1
.
8
0
1
.
1
4
6
.
1
4
9
.
2
4
5
.
9
0
.
9
3
.
6
7
TPA
C
K
_
2
.
7
9
9
.
1
6
8
.
1
4
3
.
2
3
0
TPA
C
K
_
3
.
7
3
9
.
2
7
6
.
2
0
0
.
1
3
7
TPA
C
K
_
4
.
7
0
6
.
3
5
0
.
1
4
1
.
1
9
2
TPA
C
K
_
5
.
6
7
9
.
2
8
5
.
2
0
0
.
2
8
4
TPA
C
K
_
6
.
6
0
4
.
3
4
7
.
1
6
9
.
3
4
0
TPA
C
K
_
7
.
5
6
7
.
3
9
3
.
4
0
9
.
1
4
4
TPA
C
K
_
8
.
5
1
1
.
4
0
7
.
3
7
5
.
2
2
4
SA
S
A
_
1
.
2
9
5
.
7
6
5
.
2
0
5
.
1
1
0
.
8
9
.
9
2
.
6
5
S
A
_
2
.
1
3
9
.
6
6
8
.
1
8
6
.
3
5
4
S
A
_
3
.
4
2
0
.
6
4
4
.
1
8
6
.
2
4
5
S
A
_
4
.
3
5
3
.
6
2
5
.
3
3
8
.
2
5
4
S
A
_
5
.
2
7
2
.
6
0
2
.
2
4
4
.
3
8
9
S
A
_
6
.
3
8
2
.
5
9
2
.
2
9
0
.
2
6
9
S
A
_
7
.
3
8
3
.
5
1
5
.
2
9
7
.
3
2
8
S
R
L
S
R
L_
1
.
1
5
2
.
2
2
6
.
7
9
8
.
1
7
1
.
8
6
.
9
1
.
7
1
S
R
L
_
2
.
1
4
5
.
1
4
9
.
7
8
3
.
3
1
7
S
R
L
_
3
.
1
8
0
.
2
7
1
.
7
5
7
.
1
1
9
S
R
L_
4
.
2
9
7
.
2
0
7
.
6
7
7
.
2
5
4
LM
LM
_
1
.
3
1
4
.
2
1
4
.
1
8
0
.
7
7
8
.
8
8
.
9
1
.
6
7
LM
_
2
.
2
8
7
.
2
2
8
.
2
3
1
.
7
2
5
LM
_
3
.
1
6
8
.
2
6
8
.
2
4
5
.
7
1
3
LM
_
4
.
3
8
5
.
3
7
6
.
3
0
4
.
5
2
2
LM
_
5
.
3
2
0
.
3
6
3
.
2
8
9
.
5
1
3
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
an
d
co
r
r
elatio
n
s
b
etwe
en
L
M,
SA,
SR
L
,
an
d
web
d
esig
n
s
elf
-
ef
f
icac
y
V
a
r
i
a
b
l
e
N
M
e
a
n
SD
W
P
A
C
K
4
0
6
3
.
4
4
.
7
3
SA
4
0
6
3
.
5
2
.
7
4
S
R
L
4
0
6
3
.
6
0
.
8
0
LM
4
0
6
3
.
3
1
.
7
5
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
ela
tio
n
s
h
ip
o
f TP
A
C
K
,
mo
tiva
tio
n
,
s
elf
-
r
eg
u
la
tio
n
,
a
n
d
le
a
r
n
in
g
p
erfo
r
ma
n
ce
o
n
…
(
M.
A
n
a
s
Th
o
h
ir
)
193
4
.
3
.
Relia
bil
it
y
a
nd
v
a
lid
it
y
o
f
la
t
ent
v
a
ria
ble
I
t
i
s
c
r
u
c
i
a
l
t
o
t
es
t
t
h
e
r
e
l
ia
b
i
li
t
y
a
n
d
v
a
l
i
d
i
t
y
a
f
t
e
r
o
b
t
a
i
n
i
n
g
t
h
e
l
a
t
e
n
t
v
a
r
i
a
b
l
e
f
r
o
m
C
FA
.
T
a
b
l
e
3
s
h
o
w
s
t
h
e
i
n
t
e
r
n
al
c
o
n
s
i
s
t
e
n
c
y
r
e
l
i
a
b
i
li
t
y
a
n
d
c
o
n
v
e
r
g
e
n
t
v
a
li
d
i
t
y
.
I
n
t
e
r
n
a
l
c
o
n
s
is
t
e
n
c
y
r
e
li
a
b
il
i
t
y
is
i
n
d
i
ca
t
e
d
b
y
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
w
i
t
h
a
v
a
l
u
e
b
e
t
w
e
e
n
0
.
8
6
a
n
d
0
.
9
0
.
F
u
r
t
h
e
r
r
e
f
e
r
e
n
c
e
s
s
u
g
g
e
s
t
u
s
i
n
g
c
o
m
p
o
s
i
t
e
r
e
l
i
a
b
il
i
t
y
(
C
R
)
[
6
0
]
,
[
6
1
]
,
w
i
t
h
a
v
a
l
u
e
r
a
n
g
i
n
g
f
r
o
m
0
.
9
1
t
o
0
.
9
3
.
T
h
i
s
v
a
l
u
e
o
n
b
o
t
h
c
r
i
t
e
r
i
a
i
n
c
l
u
d
e
s
h
i
g
h
-
l
e
v
e
l
i
n
t
e
r
n
a
l
c
o
n
s
i
s
t
e
n
c
y
r
e
li
a
b
i
li
t
y
.
T
h
e
l
a
te
n
t
v
a
r
i
a
b
l
e
w
as
al
s
o
e
v
a
l
u
a
t
ed
w
i
t
h
a
v
e
r
a
g
e
v
a
r
i
a
n
ce
e
x
t
r
ac
t
e
d
(
A
VE
)
t
o
t
e
s
t
c
o
n
v
e
r
g
e
n
t
v
a
l
i
d
i
t
y
.
Al
l
AV
E
v
a
l
u
e
s
o
n
a
ll
l
a
t
e
n
t
v
a
r
i
a
b
l
es
e
x
ce
e
d
0
.
6
,
e
x
c
e
e
d
i
n
g
t
h
e
t
h
r
e
s
h
o
ld
o
f
0
.
5
.
Dis
cr
im
in
an
t
v
alid
ity
was
al
s
o
ap
p
lied
,
wh
er
e
th
e
q
u
a
d
r
at
r
o
o
t
o
f
AVE
s
h
o
u
ld
h
av
e
th
e
lar
g
est
co
r
r
elatio
n
am
o
n
g
th
e
laten
t
v
ar
iab
les.
T
ab
le
4
p
r
esen
ts
th
e
co
r
r
elatio
n
o
f
Pe
a
r
s
o
n
am
o
n
g
laten
t
v
ar
iab
les
an
d
r
o
o
t
s
q
u
ar
e
AVE
in
b
o
ld
v
alu
es.
All
v
ar
iab
les
h
av
e
a
p
o
s
iti
v
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
(
r
=
0
.
6
,
p
<
0
.
0
0
1
)
.
T
h
e
co
r
r
elatio
n
b
etwe
en
L
M
an
d
SA
(
r
=
0
.
7
9
7
,
p
<
0
.
0
0
1
)
w
as
s
tr
o
n
g
est,
an
d
wea
k
est
b
et
wee
n
L
M
with
SR
L
(r=
0
.
6
0
2
,
p
<
0
.
0
0
1
)
.
T
h
e
r
es
u
lts
s
h
o
w
th
at
th
e
v
alid
atio
n
d
is
cr
im
in
an
t
is
well
e
s
tab
l
is
h
ed
f
o
r
all
laten
t
v
ar
iab
les.
Fo
r
in
s
tan
ce
,
th
e
r
o
o
t
s
q
u
ar
e
’
AVE
o
f
L
M
is
0
.
8
2
1
,
lar
g
er
th
an
th
e
co
r
r
elatio
n
o
f
L
M
with
S
A
(r=
0
.
7
9
7
)
,
SR
L
(
r
=
0
.
6
0
2
)
,
an
d
T
PAC
K
(
r
=
0
.
7
2
8
)
.
Similar
r
e
s
u
lts
ar
e
o
b
s
er
v
ed
f
o
r
th
e
SA,
SR
L
,
an
d
T
PAC
K
v
ar
iab
les.
T
ab
le
4
.
Fo
r
n
ell
-
L
ar
ck
e
r
cr
iter
io
n
ch
ec
k
i
n
g
f
r
o
m
L
M,
SA,
SR
L
,
an
d
T
PAC
K
La
t
e
n
t
v
a
r
i
a
b
l
e
C
o
r
r
e
l
a
t
i
o
n
-
F
o
r
n
e
l
l
-
La
r
c
k
e
r
c
r
i
t
e
r
i
o
n
W
P
A
C
K
SA
S
R
L
LM
TPA
C
K
.
8
2
0
SA
.
7
7
5
**
.
8
0
7
S
R
L
.
6
4
0
**
.
6
5
7
**
.
8
4
1
LM
.
7
2
8
**
.
7
9
7
**
.
6
0
2
**
.
8
2
1
4
.
4
.
Str
uct
ura
l
equa
t
io
n
m
o
del
o
f
L
M
,
SA,
SR
L
,
a
nd
T
P
ACK
SEM
test
s
wer
e
ca
lcu
lated
u
s
in
g
PLS
Alg
o
r
ith
m
an
d
m
ax
im
u
m
iter
atio
n
s
:
3
0
0
[
6
2
]
,
[
6
3
]
.
T
h
e
SEM
-
PLS
m
o
d
el
o
f
t
h
is
co
m
p
u
tatio
n
is
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
m
o
d
el
’
s
g
o
o
d
n
ess
o
f
f
it
(
Go
F
)
is
d
is
p
lay
ed
b
y
th
e
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR)
v
alu
e,
w
h
ich
is
0
.
0
6
0
.
T
h
is
v
al
u
e
is
co
n
s
id
er
ed
s
u
itab
le
b
ec
au
s
e
it
is
les
s
th
an
0
.
1
0
o
r
0
.
0
8
[
6
4
]
.
Ad
d
itio
n
ally
,
th
e
NFI
s
h
o
ws
a
v
alu
e
o
f
0
.
9
,
c
o
r
r
esp
o
n
d
in
g
to
a
n
ac
ce
p
tab
le
f
it
clo
s
e
to
1
.
Fig
u
r
e
2
s
h
o
ws
th
at
R
-
s
q
u
ar
ed
m
e
asu
r
es
(
R
2
)
ar
e
ex
p
o
s
ed
i
n
n
u
m
b
er
s
th
at
lie
in
th
e
cir
cle
(
en
d
o
g
en
o
u
s
laten
t
v
ar
i
ab
le)
as
r
eg
r
ess
io
n
co
e
f
f
icien
t
s
.
T
h
is
r
ep
r
esen
ts
a
co
m
b
in
e
d
co
n
tr
ib
u
tio
n
to
t
h
e
laten
t e
n
d
o
g
e
n
o
u
s
v
a
r
iab
le.
Fo
r
in
s
tan
ce
,
th
e
SA v
ar
iab
le
is
a
f
f
ec
ted
b
y
T
PAC
K,
L
M,
an
d
SR
L
b
y
7
1
.
9
%.
T
h
e
h
y
p
o
th
esis
was
a
s
s
e
s
s
ed
p
ar
tially
b
etwe
en
laten
t
v
ar
iab
les,
L
M,
SA,
S
R
L
,
an
d
T
PAC
K,
a
s
s
h
o
wn
in
T
ab
le
5
.
T
h
e
b
ig
g
e
s
t
in
f
lu
en
ce
o
cc
u
r
s
in
th
e
W
PAC
K
-
>
L
M
r
elatio
n
s
h
ip
(
β
=0
.
7
1
7
,
t
H4
=1
9
.
6
7
1
,
p
=
0
.
0
0
0
)
,
w
h
i
l
e
t
h
e
s
m
a
l
l
e
s
t
i
s
S
R
L
-
>
S
A
(
β=
0
.
1
8
3
,
t
H3
=4
.
3
4
8
,
p
=
0
.
0
0
0
)
.
H
o
w
e
v
e
r
,
a
l
l
h
y
p
o
t
h
e
s
e
s
f
r
o
m
t
H1
=
1
9
.
6
7
1
t
o
t
H6
=
4
.
1
7
6
w
it
h
p
=
0
.
0
0
0
w
e
r
e
a
c
c
e
p
t
e
d
.
T
h
e
s
i
ze
e
f
f
e
c
t
(
f
2
)
s
h
o
w
s
a
l
a
r
g
e
v
a
l
u
e
f
o
r
T
P
A
C
K
-
>
L
M
a
n
d
T
P
AC
K
-
>
SA
,
m
e
d
i
u
m
f
o
r
L
M
-
>
S
A
a
n
d
L
M
-
>
SR
L
,
a
n
d
s
m
a
l
l
f
o
r
S
R
L
-
>S
A
a
n
d
T
P
AC
K
-
>
SR
L
[
6
5
]
.
Fig
u
r
e
2
.
Stru
ctu
r
al
m
o
d
el
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
1
-
1x
194
T
ab
le
5
.
Hy
p
o
th
esis
test
in
g
r
esu
lts
H
y
p
o
t
h
e
s
i
s
P
a
t
h
β
t
P
f
2
D
e
c
i
s
i
o
n
H1
TPA
C
K
-
>
S
A
.
4
0
6
6
.
5
1
7
.
0
0
0
.
2
7
0
A
c
c
e
p
t
e
d
H2
LM
-
>
S
A
.
3
6
8
6
.
9
3
3
.
0
0
0
.
1
9
6
A
c
c
e
p
t
e
d
H3
TPA
C
K
-
>
L
M
.
7
1
7
1
9
.
6
7
1
.
0
0
0
1
.
0
5
6
A
c
c
e
p
t
e
d
H4
S
R
L
-
>
S
A
.
1
8
3
4
.
3
4
8
.
0
0
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0
6
7
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c
c
e
p
t
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d
H5
LM
-
>
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R
L
.
4
7
1
7
.
5
5
5
.
0
0
0
.
1
9
4
A
c
c
e
p
t
e
d
H6
TPA
C
K
-
>
S
R
L
.
2
4
2
4
.
1
7
6
.
0
0
0
.
0
5
1
A
c
c
e
p
t
e
d
5.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
aim
ed
to
d
ev
elo
p
an
in
s
tr
u
m
en
t
s
ca
le
to
ex
am
in
e
th
e
ef
f
ec
t
o
f
p
r
e
-
s
er
v
ic
e
teac
h
er
s
’
T
PAC
K,
L
M,
SR
L
,
an
d
SA
d
u
r
in
g
lear
n
in
g
b
y
web
d
esig
n
.
All
laten
t
v
a
r
iab
les
wer
e
s
u
p
p
o
r
te
d
b
y
h
ig
h
C
r
o
n
b
ac
h
’
s
Alp
h
a,
C
R
,
an
d
E
VA
to
s
h
o
w
th
e
r
eliab
ilit
y
o
f
a
W
PA
C
K
ef
f
ec
t
s
ca
le.
Al
s
o
,
th
e
v
alid
ity
was
r
ep
r
esen
ted
b
y
a
s
tr
o
n
g
lo
a
d
in
g
f
ac
t
o
r
,
d
is
cr
im
in
an
t
v
alid
ity
,
an
d
Pear
s
o
n
co
r
r
elatio
n
.
T
h
is
r
esu
lt
s
u
p
p
o
r
ts
p
r
ev
io
u
s
s
tu
d
ies
th
at
b
u
ilt
th
e
f
o
u
r
c
o
n
s
tr
u
cts
[
1
7
]
,
[
4
1
]
,
[
5
1
]
,
p
r
o
b
ab
ly
b
ec
au
s
e
t
h
e
r
esp
o
n
d
en
ts
ex
p
e
r
ien
ce
d
th
e
ef
f
ec
t
o
f
web
a
d
ap
tatio
n
in
th
e
c
o
u
r
s
e.
T
h
is
v
alid
a
tio
n
an
d
r
eliab
ilit
y
m
ig
h
t
n
o
t
o
cc
u
r
wh
en
t
h
e
r
esp
o
n
d
en
ts
co
u
ld
n
o
t
co
n
d
u
ct
th
e
W
eb
in
teg
r
atio
n
well.
T
h
e
r
esu
lts
s
h
o
wed
th
at
W
PAC
K
r
elate
d
to
SA,
SR
L
,
an
d
L
M
wh
en
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
in
teg
r
ated
th
e
W
eb
in
to
teac
h
in
g
an
d
lear
n
i
n
g
.
T
h
er
ef
o
r
e,
p
r
e
-
s
er
v
ice
teac
h
er
s
’
m
o
tiv
atio
n
s
h
o
u
ld
b
ec
o
m
e
an
ess
en
tial
m
ed
iato
r
in
in
f
lu
en
cin
g
SR
L
an
d
SA.
T
h
is
is
r
ep
r
esen
ted
b
y
th
e
s
tr
o
n
g
est
co
r
r
elatio
n
b
etwe
en
L
M
an
d
S
A
an
d
th
e
wea
k
est
b
etwe
en
L
M
an
d
SR
L
,
th
o
u
g
h
th
e
r
elatio
n
s
h
ip
is
p
ar
tial.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
ex
p
lo
r
e
d
th
e
f
ac
to
r
s
in
f
lu
en
ci
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
en
in
teg
r
atin
g
t
h
e
W
eb
in
t
o
p
e
d
a
g
o
g
ical
a
n
d
c
o
n
ten
t
co
u
r
s
es.
T
h
e
v
alid
ated
in
s
tr
u
m
e
n
t
co
u
ld
b
e
u
s
ed
to
e
v
alu
ate
th
is
f
ac
to
r
s
im
u
ltan
eo
u
s
ly
.
T
h
ese
r
esu
lts
ca
n
also
h
av
e
im
p
li
ca
tio
n
s
th
at
f
ac
u
lties
an
d
lectu
r
er
s
ca
n
en
co
u
r
ag
e
s
tu
d
en
ts
to
o
r
g
a
n
ize
in
th
e
L
M
S so
th
at
th
ey
ar
e
n
o
t le
f
t a
lo
n
e
to
s
tu
d
y
in
d
ep
en
d
en
tly
.
T
h
e
em
p
ir
ical
s
tu
d
y
s
h
o
wed
th
e
r
elatio
n
s
h
ip
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
’
T
PAC
K,
lear
n
in
g
in
ter
est,
s
elf
-
r
eg
u
latio
n
,
lear
n
i
n
g
ac
h
ie
v
em
en
t,
an
d
im
p
licatio
n
o
f
tech
n
o
lo
g
y
in
teg
r
atio
n
in
co
u
r
s
es.
SA
wa
s
f
o
r
m
ed
f
r
o
m
T
PAC
K,
SR
L
,
an
d
L
M
b
y
7
1
.
9
%.
I
t
in
d
icate
s
th
at
s
tu
d
en
t
lear
n
in
g
ac
h
ie
v
em
en
t
is
in
f
lu
en
ce
d
b
y
th
r
ee
m
ain
v
ar
iab
les.
T
h
ese
ar
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
k
n
o
wled
g
e
in
web
in
teg
r
atio
n
,
in
ter
est in
lear
n
in
g
to
in
teg
r
ate
th
e
W
eb
,
an
d
id
ea
s
,
attitu
d
es,
an
d
b
eh
a
v
io
r
in
in
te
g
r
atio
n
.
T
h
e
r
esu
lts
s
u
p
p
o
r
t
p
r
e
v
io
u
s
s
tu
d
ies
o
n
T
PAC
K
’
s
r
o
le
in
lear
n
in
g
ac
h
iev
em
en
t
an
d
its
r
elatio
n
s
h
ip
with
m
o
t
iv
atio
n
an
d
SR
L
[
1
7
]
,
[
5
1
]
.
Patch
an
aly
s
is
also
s
h
o
wed
th
at
th
e
ef
f
ec
t
o
f
T
PA
C
K
o
n
L
M
was
th
e
h
ig
h
est
c
o
ef
f
icien
t
v
alu
e,
p
r
o
b
ab
ly
b
ec
au
s
e
s
o
m
e
s
tu
d
en
ts
ar
e
ch
allen
g
e
d
in
d
esig
n
in
g
n
ew
lear
n
in
g
to
o
ls
.
Pre
v
io
u
s
s
tu
d
ies
f
o
u
n
d
th
at
m
o
tiv
atio
n
is
im
p
o
r
tan
t
i
n
u
s
in
g
th
e
W
eb
to
cr
ea
te
o
p
tim
al
d
e
s
ig
n
ac
tiv
ities
[
3
]
,
alth
o
u
g
h
a
n
x
iety
an
d
s
tr
ess
n
eg
ativ
ely
i
m
p
ac
t
tech
n
o
lo
g
y
in
teg
r
atio
n
[
6
6
]
.
T
h
er
ef
o
r
e,
t
h
e
in
s
tr
u
cto
r
s
h
o
u
l
d
cr
ea
te
a
p
r
o
ject
th
at
b
ec
o
m
es
a
ch
alle
n
g
e
f
o
r
p
r
o
s
p
ec
tiv
e
teac
h
er
s
.
T
h
e
p
r
o
ject
s
h
o
u
l
d
h
av
e
clea
r
b
e
n
ef
its
an
d
n
o
t
b
e
to
o
d
if
f
icu
lt
to
co
m
p
lete.
Pre
-
s
er
v
ice
teac
h
er
s
also
s
h
o
u
ld
h
a
v
e
a
b
asis
f
o
r
c
o
m
p
l
etin
g
p
r
o
jects to
in
te
g
r
ate
tech
n
o
lo
g
y
with
a
clea
r
v
is
io
n
an
d
m
is
s
io
n
.
T
PAC
K
s
h
o
wed
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
SR
L
with
h
ig
h
ef
f
ec
t
(
β=
0
.
2
4
2
,
t=4
.
1
7
6
,
P=
0
.
0
0
0
)
.
I
t
in
d
icate
s
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
’
T
PAC
K
p
lay
s
a
v
ital
r
o
le
in
th
e
id
ea
p
r
o
ce
s
s
,
attitu
d
e,
an
d
b
e
h
av
io
r
o
f
web
in
teg
r
atio
n
.
T
h
is
s
u
p
p
o
r
t
s
p
r
ev
io
u
s
s
tu
d
y
[
4
6
]
,
[
5
1
]
,
w
h
ich
s
h
o
wed
th
at
a
s
tr
o
n
g
tec
h
n
o
lo
g
y
in
teg
r
atio
n
af
f
ec
ts
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
s
elf
-
r
eg
u
latio
n
in
d
esig
n
in
g
,
d
ev
elo
p
in
g
,
p
r
ac
ticin
g
,
an
d
e
v
alu
atin
g
teac
h
in
g
p
r
o
ce
s
s
es
an
d
k
n
o
wled
g
e
.
W
eb
k
n
o
wled
g
e
p
r
o
m
o
tes
th
e
em
er
g
en
ce
o
f
th
in
k
in
g
in
ad
o
p
tin
g
t
h
e
W
eb
i
n
lear
n
in
g
.
Ho
wev
er
,
f
ew
s
tu
d
ie
s
ex
p
lo
r
ed
th
e
W
eb
’
s
in
ter
ac
ti
o
n
with
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
in
in
teg
r
atin
g
tech
n
o
lo
g
y
to
d
eter
m
in
e
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
in
d
e
p
en
d
en
ce
o
f
s
elf
-
r
e
g
u
latio
n
[
4
8
]
.
T
ec
h
n
o
l
o
g
y
in
teg
r
atio
n
p
r
o
jects
co
u
l
d
b
e
r
ec
o
m
m
e
n
d
ed
to
d
e
v
elo
p
lear
n
in
g
we
b
d
esig
n
id
ea
s
,
in
d
ep
en
d
en
t
ad
o
p
tio
n
p
r
o
ce
s
s
,
an
d
s
elf
-
r
e
p
o
r
ted
s
elf
-
co
n
tr
o
l.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
f
o
cu
s
ed
o
n
th
e
ef
f
ec
t
o
f
web
in
teg
r
atio
n
o
n
lear
n
in
g
o
n
m
o
tiv
atio
n
,
s
elf
-
r
eg
u
l
atio
n
,
an
d
lear
n
in
g
ac
h
iev
em
en
t,
an
d
it
h
elp
p
r
e
-
s
er
v
ice
teac
h
e
r
s
lear
n
in
W
eb
a
d
o
p
tio
n
.
First,
v
al
id
ated
in
s
tr
u
m
en
ts
co
u
ld
m
ea
s
u
r
e
T
PAC
K
’
s
im
p
ac
t
o
n
id
ea
s
,
m
o
tiv
atio
n
,
b
e
h
av
io
r
,
co
n
tr
o
l,
an
d
in
teg
r
ati
o
n
im
p
lem
en
tatio
n
.
Seco
n
d
,
T
PAC
K
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
L
M
an
d
SR
L
.
T
h
is
ef
f
ec
t
is
b
ased
o
n
h
o
w
th
e
p
r
o
ject
is
co
n
d
u
cted
b
y
ac
tiv
atin
g
p
r
e
-
s
er
v
ice
tea
ch
er
s
in
c
h
allen
g
in
g
s
itu
atio
n
s
with
clea
r
p
r
o
ce
d
u
r
es.
L
ec
tu
r
er
s
co
u
l
d
b
e
p
r
o
m
o
te
d
to
co
m
p
lete
a
p
r
o
g
r
am
to
in
teg
r
ate
tech
n
o
lo
g
y
i
n
to
lear
n
in
g
with
a
co
n
s
tr
u
cti
v
is
t
ap
p
r
o
ac
h
.
T
h
e
lim
itatio
n
s
o
f
th
is
s
tu
d
y
ar
e
f
o
llo
wed
b
y
s
u
g
g
esti
o
n
s
f
o
r
f
u
t
u
r
e
s
tu
d
ies.
First,
th
e
p
ar
ticip
an
ts
’
ch
ar
ac
ter
is
tics
ar
e
n
o
t
p
r
ec
is
e
r
eg
a
r
d
in
g
d
esi
g
n
in
g
th
e
lear
n
i
n
g
W
eb
w
h
en
tak
in
g
tec
h
n
o
lo
g
y
c
o
u
r
s
es
at
th
eir
u
n
iv
er
s
ities
.
T
h
is
r
eq
u
ir
es
an
in
-
d
e
p
th
ca
s
e
s
tu
d
y
to
d
eter
m
in
e
h
o
w
th
e
W
eb
is
m
ad
e
f
lex
ib
le
in
ac
c
o
m
p
lis
h
in
g
p
r
o
ject
ad
o
p
tio
n
.
Fu
r
th
er
s
tu
d
ies
co
u
ld
u
s
e
d
ata
co
llectio
n
tech
n
iq
u
es
s
u
ch
as
in
ter
v
iewin
g
,
o
b
s
er
v
i
n
g
an
d
d
o
cu
m
e
n
tin
g
p
r
e
-
s
er
v
ice
teac
h
er
s
’
m
o
tiv
atio
n
,
SR
L
,
an
d
p
e
r
f
o
r
m
a
n
ce
.
T
h
is
s
tu
d
y
u
s
ed
P
L
S
-
SEM
to
an
aly
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NC
E
S
[
1
]
F
.
v
a
n
C
a
p
p
e
l
l
e
,
V
.
C
h
o
p
r
a
,
J.
A
c
k
e
r
s
,
a
n
d
P
.
G
o
c
h
y
y
e
v
,
“
A
n
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n
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C
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1
9
,
”
I
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e
r
n
a
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l
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o
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d
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2
0
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9
.
[
2
]
M
.
Y
i
l
d
i
r
i
m
a
n
d
L
.
G
u
r
l
e
r
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l
u
,
“
A
T
e
a
c
h
i
n
g
S
u
g
g
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o
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C
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-
1
9
D
i
se
a
se
P
a
n
d
e
mi
c
P
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o
d
:
Th
e
Ed
u
c
a
t
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o
n
a
l
W
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b
si
t
e
En
r
i
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d
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b
2
.
0
T
o
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l
s
,
”
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t
e
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n
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t
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We
b
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B
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[
3
]
J.
Li
m
a
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T
.
J.
N
e
w
b
y
,
“
P
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[
4
]
A
.
B
.
U
s
t
u
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,
F
.
G
.
K
a
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l
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R
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Y
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m
a
z
,
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g
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t
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t
h
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r
o
l
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m
a
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g
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men
t
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m
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e
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g
a
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n
t
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d
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T
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[
5
]
M
.
C
a
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t
a
b
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l
l
a
,
B
.
L
ó
p
e
z
,
A
.
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a
b
a
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o
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d
A
.
M
u
ñ
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z
,
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A
n
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a
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t
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Le
a
r
n
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g
M
a
n
a
g
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me
n
t
S
y
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ms:
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.
[
6
]
P
.
G
u
a
n
d
Y
.
L
e
e
,
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P
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mo
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[
3
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[
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5.
B
I
O
G
RAP
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I
E
S O
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AUTH
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RS
M.
Ana
s
Th
o
h
ir
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n
a
ss
o
c
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P
ro
fe
ss
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r
in
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i
v
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M
a
lan
g
.
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re
se
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rc
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p
ro
v
i
d
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th
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p
re
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se
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d
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ti
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p
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c
s.
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is
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tere
ste
d
to
st
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d
y
th
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e
d
u
c
a
ti
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l
tec
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in
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c
h
in
g
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teria
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e
sig
n
,
a
n
d
m
isc
o
n
c
e
p
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
v
ia em
a
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:
a
n
a
s.th
o
h
ir.
fi
p
@u
m
.
a
c
.
id
.
Fi
tr
i
April
Ya
n
t
i
is
a
Lec
tu
r
e
r
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t
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n
g
k
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lu
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n
iv
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rsit
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.
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h
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s
a
p
p
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ted
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s
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lec
tu
re
r
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t
th
e
u
n
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n
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ti
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t
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g
y
a
k
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rta
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tate
Un
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v
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rsity
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In
d
o
n
e
sia
.
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r
re
se
a
rc
h
fo
c
u
se
s
o
n
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
sc
ien
c
e
lea
rn
in
g
stra
teg
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a
n
d
m
o
d
e
ls,
a
s
we
ll
a
s
tea
c
h
in
g
h
i
g
h
o
rd
e
r
th
i
n
k
in
g
sk
i
ll
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
v
ia
e
m
a
il
:
fa
p
ril
y
a
n
ti
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u
n
i
b
.
a
c
.
i
d
.
Rif
’
a
ti
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a
H
a
n
d
a
y
a
n
i
is
a
n
a
ss
o
c
iate
p
ro
fe
ss
o
r
a
t
th
e
P
h
y
sic
s
Ed
u
c
a
ti
o
n
De
p
a
rtme
n
t,
Un
iv
e
rsity
o
f
Je
m
b
e
r,
In
d
o
n
e
sia
.
S
h
e
is
m
a
jo
rin
g
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n
e
d
u
c
a
ti
o
n
a
l
sc
ien
c
e
s.
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r
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
stu
d
e
n
t
lea
rn
in
g
a
c
ti
v
i
ti
e
s,
stu
d
e
n
ts
’
th
in
k
i
n
g
sk
il
ls,
i
n
d
i
g
e
n
o
u
s
e
d
u
c
a
ti
o
n
,
a
n
d
les
so
n
stu
d
y
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
v
ia em
a
il
:
rifati.
fk
ip
@
u
n
e
j.
a
c
.
i
d
.
Lil
ia
H
a
l
im
is
a
P
ro
fe
ss
o
r
o
f
S
c
ien
c
e
Ed
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
.
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r
re
se
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rc
h
p
ro
v
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d
e
s
th
e
p
re
-
se
rv
ice
te
a
c
h
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r
a
n
d
h
ig
h
e
r
e
d
u
c
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ti
o
n
to
p
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.
S
h
e
is
in
tere
ste
d
to
stu
d
y
th
e
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
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wle
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g
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n
d
sc
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ti
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li
tera
c
y
.
S
h
e
c
a
n
b
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c
o
n
tac
ted
v
ia em
a
il
:
li
li
a
@u
k
m
.
e
d
u
.
m
y
.
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