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Th
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P
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v
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n
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n
t
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re
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s
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n
d
PE
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6
2
4
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),
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(r=
0
.
6
4
4
*
*
),
FC
(r=
0
.
5
3
3
*
*
),
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n
d
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0
.
6
9
6
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*
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e
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g
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e
stro
n
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st
p
re
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icto
r
.
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we
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k
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p
o
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lati
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n
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p
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.
2
0
4
).
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h
e
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d
y
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d
a
m
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l
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o
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e
o
f
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.
8
0
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n
d
a
n
a
n
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ly
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f
v
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rian
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e
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OV
A)
(F
(5
,
1
1
4
)=
4
2
.
4
9
7
,
p
=
0
.
0
0
0
)
.
Th
e
stu
d
y
’
s
fin
d
i
n
g
s
u
n
d
e
rsc
o
re
th
e
sig
n
ifi
c
a
n
c
e
o
f
th
e
se
fa
c
to
rs
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p
r
o
m
o
t
in
g
L
M
S
a
d
o
p
t
io
n
a
n
d
e
ffe
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ti
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e
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se
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o
n
c
l
u
d
i
n
g
t
h
a
t
fo
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u
sin
g
o
n
th
e
se
k
e
y
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re
d
icto
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c
a
n
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h
a
n
c
e
P
M
L
a
n
d
imp
r
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n
t
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n
g
a
g
e
m
e
n
t
a
n
d
p
e
rfo
rm
a
n
c
e
.
K
ey
w
o
r
d
s
:
L
ea
r
n
in
g
m
an
ag
em
e
n
t sy
s
tem
Ma
ld
iv
es
Natio
n
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Un
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ity
Per
s
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ath
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A
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Mo
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Ma
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atica
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Un
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Ma
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L
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T
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Dain
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Ser
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Selan
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v
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I
NT
RO
D
UCT
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N
Ma
th
em
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cr
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in
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i
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ca
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p
r
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k
n
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wled
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e,
a
n
d
attitu
d
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s
[
1
]
–
[
3
]
.
Dev
elo
p
in
g
h
ig
h
er
-
o
r
d
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th
in
k
in
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s
k
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s
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p
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lv
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p
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tu
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f
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v
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c
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co
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[
4
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,
[
5
]
.
I
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p
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r
atin
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tech
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lo
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[
6
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an
d
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ca
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[
7
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.
Per
s
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Mo
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Ma
ld
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E
-
lear
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in
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h
as
t
r
an
s
f
o
r
m
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d
ed
u
ca
tio
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b
y
c
h
an
g
in
g
h
o
w
s
tu
d
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in
ter
ac
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with
m
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d
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wh
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tan
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ca
tio
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,
p
ar
ticu
lar
ly
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r
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co
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m
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ities
.
Op
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ce
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s
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p
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im
p
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tim
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d
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all
s
u
p
p
o
r
t
f
o
r
is
lan
d
s
tu
d
e
n
ts
[
8
]
.
Per
s
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alize
d
m
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d
s
f
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m
at
h
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e
-
lear
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in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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2
2
5
2
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8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
1
4
1
-
1
1
4
9
1142
h
av
e
em
er
g
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d
as
s
tr
ateg
ies
to
o
v
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co
m
e
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tu
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at
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Ma
ld
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es Na
tio
n
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Un
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s
ity
(
MN
U)
[
9
]
.
T
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tili
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n
al
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at
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g
p
l
at
f
o
r
m
s
li
k
e
Mo
o
d
l
e
ca
n
o
v
e
r
c
o
m
e
o
b
s
t
ac
les
an
d
e
n
h
a
n
ce
l
ea
r
n
in
g
.
F
o
r
ex
am
p
l
e,
r
ese
ar
ch
b
y
M
o
h
a
m
e
d
[
9
]
e
x
a
m
i
n
e
d
t
h
e
r
el
ati
o
n
s
h
ip
b
etw
ee
n
s
el
f
-
r
e
g
u
lat
o
r
y
s
k
ills
a
n
d
M
o
o
d
le
f
o
r
m
ati
v
e
ass
ess
m
en
t
p
r
ac
tic
es,
f
i
n
d
in
g
t
h
a
t
r
e
g
u
l
ar
f
o
r
m
ati
v
e
ass
ess
m
e
n
ts
o
n
M
o
o
d
le
i
m
p
r
o
v
e
d
th
ese
s
k
il
ls
.
O
th
er
r
es
ea
r
c
h
[
1
0
]
co
m
p
a
r
e
d
e
-
l
ea
r
n
i
n
g
a
d
o
p
t
io
n
b
et
wee
n
m
ass
iv
e
o
p
en
o
n
l
in
e
c
o
u
r
s
e
(
MO
OC
)
a
n
d
L
MS
i
n
p
r
e
-
ca
l
cu
l
u
s
,
r
e
v
e
ali
n
g
a
p
r
ef
er
e
n
ce
f
o
r
M
O
OC
d
u
e
t
o
p
er
ce
i
v
ed
r
es
o
u
r
ce
im
p
ac
t.
S
áiz
-
M
an
za
n
a
r
es
et
a
l.
[
1
1
]
in
v
esti
g
a
te
d
a
p
e
r
s
o
n
ali
ze
d
e
-
le
a
r
n
in
g
s
y
s
te
m
b
ase
d
o
n
M
o
o
d
le
a
n
d
f
o
u
n
d
it
p
r
e
d
ict
ed
l
ea
r
n
i
n
g
o
u
tc
o
m
es
b
y
4
2
.
3
%
a
n
d
ef
f
e
cti
v
e
b
e
h
a
v
i
o
r
p
att
e
r
n
s
b
y
7
4
.
2
%
,
w
h
i
le
als
o
i
n
cr
ea
s
i
n
g
s
tu
d
en
t
s
a
tis
f
ac
ti
o
n
.
MO
OC
v
ia
L
MS
s
u
p
p
o
r
ts
m
ea
n
i
n
g
f
u
l l
ea
r
n
i
n
g
an
d
c
o
n
ti
n
u
e
d
L
MS
u
s
a
g
e
i
n
o
t
h
e
r
s
u
b
j
ec
ts
[
1
2
]
,
[
1
3
]
.
Per
s
o
n
al
ize
d
m
at
h
e
m
at
ics
le
a
r
n
in
g
v
ia
LMS
is
cr
u
cial
f
o
r
in
teg
r
atin
g
f
ac
t
o
r
s
in
f
lu
en
ci
n
g
s
tu
d
en
t
p
er
f
o
r
m
an
ce
[
1
4
]
.
A
d
ap
tiv
e,
p
er
s
o
n
alize
d
o
n
lin
e
c
o
u
r
s
es
in
m
ath
em
atics
en
h
an
ce
lear
n
i
n
g
b
y
id
en
tif
y
in
g
r
is
k
g
r
o
u
p
s
an
d
o
f
f
e
r
in
g
s
elf
-
tu
to
r
in
g
p
r
o
g
r
am
s
[
1
5
]
.
Per
s
o
n
alize
d
lear
n
in
g
(
PL)
tailo
r
s
’
ex
p
er
i
en
ce
s
to
s
tu
d
en
ts
’
n
ee
d
s
,
in
ter
ests
,
an
d
s
tr
en
g
th
s
,
p
r
o
m
o
tin
g
e
n
g
ag
e
m
en
t
an
d
alter
n
ativ
e
m
ea
n
s
o
f
ex
p
r
e
s
s
io
n
[
1
6
]
.
I
n
K
-
1
2
s
ch
o
o
ls
,
k
ey
elem
en
ts
s
u
ch
as
co
m
p
eten
cy
-
b
ased
p
r
o
g
r
ess
,
cr
iter
io
n
-
r
e
f
er
en
ce
d
ass
ess
m
en
t,
an
d
p
r
o
ject
-
b
ased
lear
n
in
g
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
tu
d
en
t
co
m
m
itm
en
t
(
SC
)
an
d
p
er
f
o
r
m
an
ce
[
1
7
]
.
I
n
s
ig
h
ts
f
r
o
m
L
MS
in
m
ath
em
atics
class
e
s
s
h
o
w
ad
v
an
tag
es
lik
e
f
ea
s
ib
le
lear
n
in
g
to
o
ls
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
,
b
u
t
ch
allen
g
es
in
clu
d
e
u
n
p
r
ed
ictab
le
o
cc
u
r
r
e
n
ce
s
an
d
in
ter
n
et
d
is
r
u
p
tio
n
s
[
1
8
]
.
T
h
ese
f
in
d
i
n
g
s
em
p
h
asiz
e
th
e
im
p
o
r
tan
ce
o
f
p
er
s
o
n
alize
d
ap
p
r
o
ac
h
es
an
d
L
MS
u
s
ag
e
b
eh
av
io
r
(
UB
)
in
en
h
an
cin
g
SC
an
d
p
er
f
o
r
m
a
n
ce
in
m
ath
em
atics,
u
r
g
in
g
cu
r
r
ic
u
lu
m
d
e
v
elo
p
e
r
s
to
in
co
r
p
o
r
ate
th
ese
ap
p
r
o
ac
h
e
s
.
C
ak
ir
[
1
9
]
d
ev
elo
p
ed
a
n
in
s
tr
u
ctio
n
al
m
an
ag
e
m
en
t
s
y
s
tem
ad
ap
tab
le
to
in
d
iv
id
u
al
s
tu
d
en
ts
,
in
co
r
p
o
r
atin
g
p
er
s
o
n
alize
d
a
d
ap
tiv
e
teac
h
in
g
an
d
test
m
ater
ials
.
T
h
is
s
y
s
tem
p
r
o
v
id
es
lear
n
in
g
m
ater
ials
b
ased
o
n
p
r
io
r
k
n
o
wled
g
e
lev
els
an
d
c
r
ea
tes
s
p
ec
ial
co
u
r
s
es
b
y
ad
a
p
tin
g
co
n
te
n
t
to
th
e
s
tu
d
en
t
’
s
lev
el.
S
tu
d
y
by
Desai
et
a
l.
[
2
0
]
s
h
o
wca
s
ed
th
e
s
u
cc
ess
f
u
l
ap
p
licatio
n
o
f
in
n
o
v
ativ
e
teac
h
in
g
-
lear
n
in
g
ev
alu
atio
n
(
T
L
E
)
tech
n
iq
u
es
in
m
ath
em
atics
ed
u
ca
tio
n
u
s
in
g
th
e
K
.
J
.
So
m
ai
y
a
C
o
lleg
e
o
f
E
n
g
in
ee
r
in
g
-
L
MS
(
KJS
C
E
-
LMS
)
in
b
o
th
o
n
lin
e
an
d
b
len
d
e
d
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
T
h
eir
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
s
y
s
tem
atic
u
s
e
o
f
KJ
SC
E
-
L
MS
f
ac
ilit
ates
ea
s
ier
,
m
o
r
e
ef
f
ec
tiv
e,
an
d
m
ea
n
in
g
f
u
l
m
a
th
em
atics
lear
n
in
g
.
Nea
r
ly
9
8
%
o
f
th
e
s
tu
d
en
ts
r
ep
o
r
ted
t
h
at
th
e
L
MS
co
n
ten
t
s
ig
n
if
ican
tly
aid
ed
th
eir
u
n
d
er
s
tan
d
in
g
o
f
c
o
n
ce
p
ts
,
lead
in
g
to
th
e
co
n
cl
u
s
io
n
th
at
L
MS
to
o
ls
ca
n
e
n
h
an
ce
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
,
m
o
tiv
ate
s
tu
d
en
ts
,
im
p
r
o
v
e
ac
a
d
em
ic
o
u
tco
m
es,
an
d
h
av
e
a
p
o
s
itiv
e
im
p
ac
t o
n
s
tu
d
en
t d
e
v
elo
p
m
en
t.
I
n
a
s
ep
ar
ate
s
tu
d
y
,
O
g
war
i
et
a
l.
[
2
1
]
in
v
esti
g
ated
th
e
in
f
lu
en
ce
o
f
PL
o
n
th
e
m
ath
em
atics
p
er
f
o
r
m
an
ce
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
Awe
n
d
o
Su
b
-
C
o
u
n
ty
,
Ken
y
a
.
T
h
eir
r
esu
lts
in
d
icate
d
th
at
th
e
ex
p
er
im
en
tal
g
r
o
u
p
,
wh
ic
h
im
p
lem
en
ted
PL
,
ac
h
iev
ed
a
h
ig
h
er
p
er
f
o
r
m
a
n
ce
in
d
ex
th
a
n
th
e
co
n
tr
o
l
g
r
o
u
p
.
Mo
r
eo
v
er
,
th
e
s
tu
d
y
f
o
u
n
d
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
i
n
p
o
s
t
-
test
s
co
r
es
b
etwe
en
m
ale
a
n
d
f
e
m
ale
s
tu
d
en
ts
,
s
u
g
g
esti
n
g
th
at
PL
h
as
an
eq
u
al
im
p
ac
t
o
n
ac
h
iev
e
m
en
t
ac
r
o
s
s
g
en
d
er
s
.
T
h
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
p
r
o
p
e
r
ly
im
p
lem
en
t
ed
PL
p
r
ac
tices
o
n
s
tu
d
en
t
s
u
cc
ess
in
m
ath
em
atics,
em
p
h
as
izin
g
th
e
n
ee
d
f
o
r
ad
eq
u
ate
r
eso
u
r
ce
s
,
m
an
p
o
we
r
,
tim
e,
an
d
ef
f
ec
tiv
e
m
eth
o
d
o
lo
g
ies.
Stu
d
en
ts
f
ac
e
d
if
f
icu
lties
r
elate
d
to
in
s
u
f
f
icien
t
p
r
o
f
icien
cy
,
r
ec
ep
tiv
ity
,
an
d
lim
ited
tim
e
wh
en
in
co
r
p
o
r
atin
g
L
MS
in
to
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
[
2
2
]
,
[
2
3
]
.
C
h
allen
g
es
in
clu
d
e
a
d
ec
lin
e
in
e
n
th
u
s
iasm
f
o
r
tech
n
o
lo
g
y
in
in
s
tr
u
ctio
n
al
p
r
ac
tices,
in
s
u
f
f
icien
t
tr
ain
in
g
,
a
n
d
in
a
d
eq
u
ac
ies
in
s
k
ill
ac
q
u
i
s
itio
n
f
o
r
m
an
ag
in
g
an
d
in
teg
r
atin
g
tech
n
o
l
o
g
ical
to
o
ls
[
2
4
]
,
[
2
5
]
.
T
h
is
r
aises
q
u
esti
o
n
s
ab
o
u
t
u
tili
zin
g
L
MS
o
n
th
e
Mo
o
d
le
p
latf
o
r
m
a
n
d
its
ap
p
licatio
n
b
y
ed
u
ca
to
r
s
in
t
h
e
Ma
ld
iv
ian
e
d
u
ca
tio
n
al
f
r
am
ew
o
r
k
.
W
ith
u
n
iq
u
e
g
eo
g
r
ap
h
ical
ch
a
llen
g
es,
th
e
Ma
l
d
iv
es
r
eq
u
ir
es e
f
f
ec
tiv
e
e
-
lear
n
in
g
r
ea
d
i
n
ess
f
o
r
h
ig
h
er
ed
u
ca
tio
n
s
tu
d
e
n
ts
.
C
h
allen
g
es
in
clu
d
e
ac
ad
em
ic
an
x
iety
,
l
o
w
s
elf
-
r
eg
u
latio
n
i
n
lear
n
in
g
,
an
d
th
e
n
ee
d
f
o
r
s
u
p
p
o
r
t
in
wr
itin
g
s
cien
tific
p
ap
er
s
.
PL
p
latf
o
r
m
s
ad
d
r
ess
th
ese
ch
allen
g
es
b
y
p
r
o
v
id
i
n
g
tailo
r
ed
s
tu
d
en
t
s
u
p
p
o
r
t
b
ased
o
n
n
ee
d
s
an
d
lear
n
in
g
s
ty
les.
T
h
e
co
n
n
ec
tio
n
b
etwe
en
f
o
r
m
ativ
e
ass
ess
m
en
ts
o
n
Mo
o
d
le
an
d
s
elf
-
r
eg
u
lato
r
y
lea
r
n
in
g
s
k
ills
in
b
len
d
ed
lear
n
in
g
s
tu
d
e
n
ts
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ican
ce
o
f
PL
ap
p
r
o
ac
h
es
in
im
p
r
o
v
in
g
s
tu
d
en
t
o
u
tco
m
es.
Pre
d
ictin
g
th
e
u
tili
za
tio
n
o
f
PML
th
r
o
u
g
h
L
MS
aim
s
to
ad
d
r
ess
p
r
e
-
u
n
iv
er
s
ity
s
tu
d
en
ts
'
r
ea
d
in
ess
an
d
s
u
p
p
o
r
t
n
ee
d
s
in
th
e
Ma
ld
iv
es,
u
lti
m
ately
im
p
r
o
v
in
g
ac
a
d
em
ic
s
u
cc
ess
an
d
lear
n
in
g
ex
p
er
ien
ce
s
.
T
h
is
s
tu
d
y
s
ee
k
s
to
ex
p
lo
r
e
th
e
f
ac
to
r
s
th
at
p
r
ed
ict
th
e
ad
o
p
tio
n
an
d
ef
f
e
ctiv
e
u
s
e
o
f
LMS
,
p
ar
ticu
lar
ly
M
o
o
d
le,
f
o
r
PML
am
o
n
g
p
r
e
-
u
n
iv
er
s
ity
s
tu
d
e
n
ts
in
th
e
Ma
ld
i
v
es.
T
h
e
m
ain
r
esear
ch
q
u
esti
o
n
is
:
“
w
h
at
f
ac
to
r
s
in
f
lu
en
ce
th
e
u
ti
lizatio
n
o
f
PML
th
r
o
u
g
h
L
MS
am
o
n
g
p
r
e
-
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
th
e
Ma
ld
iv
es?
”
T
h
e
h
y
p
o
th
esis
p
o
s
its
th
at
v
a
r
iab
les
,
s
u
ch
as
p
e
r
f
o
r
m
an
ce
ex
p
ec
tan
cy
(
PE)
,
e
f
f
o
r
t
ex
p
ec
tan
cy
(
E
E
)
,
s
o
cia
l
in
f
lu
en
ce
(
SI
)
,
f
ac
ilit
atin
g
co
n
d
itio
n
s
(
FC
)
,
an
d
s
tu
d
e
n
t
co
m
m
itm
en
t
(
SC
)
p
lay
a
s
ig
n
if
i
ca
n
t
r
o
le
in
s
h
a
p
in
g
L
MS
u
s
ag
e
b
eh
av
io
r
(
UB
)
in
PML
en
v
ir
o
n
m
e
n
ts
.
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
P
r
ed
ictin
g
p
ers
o
n
a
liz
ed
ma
th
e
ma
tics
lea
r
n
in
g
a
mo
n
g
p
r
e
-
u
n
ivers
ity
s
tu
d
en
ts
in
…
(
Ma
u
s
o
o
ma
Mo
h
a
med
)
1143
I
n
v
esti
g
atin
g
L
MS
u
s
ag
e
v
ia
Mo
o
d
le
is
in
d
is
p
en
s
ab
le
f
o
r
a
id
in
g
ed
u
ca
to
r
s
in
ev
al
u
atin
g
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
o
n
lin
e
in
s
tr
u
ctio
n
.
E
d
u
ca
to
r
s
m
u
s
t
ex
p
l
o
r
e
d
iv
e
r
s
e
m
eth
o
d
o
lo
g
ies
to
ca
ter
to
s
tu
d
en
ts
’
n
ee
d
s
.
I
n
teg
r
atin
g
L
MS
o
n
M
o
o
d
le
with
in
t
h
e
Ma
ld
iv
ian
e
d
u
ca
tio
n
s
y
s
tem
is
ess
en
tial,
n
ec
ess
itatin
g
s
tr
ateg
ic
p
lan
s
f
o
r
ad
v
a
n
cin
g
e
d
u
ca
tio
n
al
s
y
s
tem
s
.
T
h
is
n
ec
es
s
ity
ar
is
es f
r
o
m
a
d
ef
icien
cy
i
n
k
n
o
wl
ed
g
e,
ex
p
e
r
tis
e,
an
d
lim
ited
p
r
o
f
icien
c
y
in
d
ata
lite
r
ac
y
am
o
n
g
e
d
u
ca
to
r
s
u
tili
zin
g
Mo
o
d
le
[
2
6
]
–
[
2
8
]
.
Ass
ess
in
g
th
e
cu
r
r
en
t
u
s
e
o
f
p
er
s
o
n
alize
d
m
at
h
em
atics
ed
u
ca
tio
n
th
r
o
u
g
h
L
MS
am
o
n
g
p
r
e
-
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
t
h
e
Ma
ld
iv
es
is
v
ital
f
o
r
r
ep
u
r
p
o
s
in
g
ex
is
tin
g
d
ata
f
o
r
ed
u
ca
tio
n
al
en
d
s
.
T
h
e
o
b
jecti
v
e
is
to
en
h
an
ce
th
e
ed
u
ca
tio
n
s
y
s
tem
b
y
ad
o
p
tin
g
m
o
d
er
n
L
MS
s
tr
ateg
ies
an
d
te
ch
n
iq
u
es.
A
s
tu
d
y
o
n
s
tu
d
e
n
ts
’
an
d
teac
h
e
r
s
’
p
e
r
ce
p
tio
n
s
o
f
u
s
in
g
L
MS
r
e
v
ea
ls
th
at
th
ey
r
em
ain
u
n
c
o
n
v
in
ce
d
ab
o
u
t
th
e
n
ec
ess
ity
o
f
Mo
o
d
le
[
2
7
]
.
Stu
d
en
ts
’
ac
ce
p
t
an
ce
o
f
Mo
o
d
le
is
ess
en
tial to
u
n
d
er
s
tan
d
in
g
h
o
w
well
teac
h
er
s
ac
ce
p
t a
n
d
u
s
e
it in
m
ath
em
atics a
n
d
f
ac
ilit
atio
n
.
T
h
is
s
tu
d
y
tak
es
a
n
o
v
el
ap
p
r
o
ac
h
b
y
in
v
esti
g
atin
g
t
h
e
f
ac
t
o
r
s
th
at
p
r
e
d
ict
th
e
ad
o
p
tio
n
a
n
d
u
s
e
o
f
a
L
MS,
s
p
ec
if
ically
Mo
o
d
le,
in
th
e
co
n
tex
t
o
f
PML
.
I
t
f
o
c
u
s
es
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
th
e
u
tili
za
tio
n
o
f
Mo
o
d
le
f
o
r
p
e
r
s
o
n
alize
d
m
at
h
em
atics
ed
u
ca
tio
n
an
d
v
a
r
iab
l
es
,
s
u
ch
as
EE
,
PE
,
SC
,
SI
,
an
d
FC
.
T
h
is
r
esear
ch
co
n
tr
ib
u
tes
to
o
u
r
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
th
ese
f
ac
to
r
s
im
p
ac
t
th
e
ef
f
ec
tiv
e
im
p
lem
e
n
tatio
n
an
d
ac
ce
p
tan
ce
o
f
tech
n
o
lo
g
y
-
en
h
an
ce
d
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
in
th
e
f
ield
o
f
m
ath
em
atics
ed
u
ca
tio
n
.
T
h
is
u
n
iq
u
e
i
n
v
esti
g
atio
n
aim
s
to
p
r
o
v
id
e
in
s
ig
h
ts
in
to
th
e
f
ac
t
o
r
s
th
at
d
r
iv
e
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
L
MS
p
latf
o
r
m
s
s
u
ch
as
Mo
o
d
le
in
PML
s
ettin
g
s
,
wh
ich
will
b
e
v
al
u
ab
le
f
o
r
e
d
u
c
ato
r
s
,
r
esear
ch
er
s
,
a
n
d
p
o
licy
m
ak
er
s
to
e
n
h
an
ce
tech
n
o
lo
g
y
-
d
r
iv
en
e
d
u
ca
tio
n
al
p
r
ac
tices in
m
ath
em
atics e
d
u
c
atio
n
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
l
o
y
ed
a
co
r
r
el
atio
n
al
r
esear
ch
d
esig
n
am
o
n
g
p
r
e
-
u
n
iv
e
r
s
ity
s
tu
d
en
ts
en
r
o
lled
in
th
e
C
en
tr
e
f
o
r
Fo
u
n
d
ati
o
n
Stu
d
ie
s
C
er
tific
ate
lev
el
4
co
u
r
s
es
d
u
r
in
g
T
er
m
I
I
o
f
2
0
2
3
.
I
t
u
s
e
d
L
MS
(
Mo
o
d
le)
at
th
e
Ma
ld
iv
es
Natio
n
al
Un
iv
e
r
s
ity
.
A
to
t
al
o
f
120
s
tu
d
en
ts
wer
e
r
an
d
o
m
ly
ch
o
s
en
f
r
o
m
a
g
r
o
u
p
o
f
5
5
6
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
An
o
n
lin
e
q
u
esti
o
n
n
air
e
(
Go
o
g
le
Fo
r
m
s
)
was
u
s
ed
to
co
ll
ec
t
th
e
d
ata.
T
h
e
q
u
esti
o
n
n
air
es
co
m
p
r
is
ed
f
iv
e
in
d
ep
en
d
e
n
t
v
ar
iab
les:
PE
,
EE
,
SI
,
FC
,
SC
,
an
d
th
e
d
ep
en
d
en
t
v
ar
iab
le
(
UB
o
f
L
MS
in
PML
)
.
Fiv
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
m
ath
e
m
atics
ex
p
er
ts
v
alid
ated
th
e
i
n
s
tr
u
m
en
t,
c
o
n
f
ir
m
in
g
th
at
th
e
item
s
ac
cu
r
ately
m
ea
s
u
r
e
v
ar
iab
les.
T
o
ass
ess
th
e
u
s
e
o
f
L
MS
(
Mo
o
d
le)
,
3
0
item
s
wer
e
alter
ed
an
d
m
o
d
if
ied
to
m
ee
t
th
e
n
ee
d
s
o
f
th
e
s
tu
d
y
co
n
tex
t,
an
d
th
en
v
alid
ated
.
T
h
e
item
s
'
p
u
r
p
o
s
e
is
to
ev
alu
ate
th
e
u
s
e
o
f
L
MS
(
Mo
o
d
le)
b
ased
o
n
s
tu
d
en
ts
'
lear
n
in
g
b
e
h
av
io
r
th
r
o
u
g
h
tech
n
o
lo
g
y
,
s
u
p
p
lem
en
t
lear
n
in
g
m
ater
ials
an
d
to
o
ls
,
m
o
n
ito
r
s
tu
d
en
ts
'
in
d
iv
id
u
alize
d
lea
r
n
in
g
s
tr
a
teg
ies,
an
d
o
v
e
r
all
f
o
cu
s
o
n
s
tu
d
en
ts
'
lear
n
in
g
ex
p
er
ien
ce
s
an
d
m
ath
em
atics
o
u
tco
m
es.
T
h
e
item
s
o
f
th
e
v
ar
iab
les,
n
am
ely
PE
,
EE
,
SI
,
an
d
FC
,
wer
e
m
o
d
if
ied
v
er
s
io
n
s
o
f
t
h
e
o
r
i
g
in
al
in
s
tr
u
m
en
t b
y
Ven
k
atesh
e
t a
l.
[
2
9
]
.
Fu
r
th
er
m
o
r
e
,
th
e
item
s
d
ev
elo
p
ed
f
o
r
th
e
v
ar
iab
le
SC
o
r
ig
in
ate
f
r
o
m
W
ilk
in
s
et
a
l.
[
3
0
]
,
UB
item
s
alter
ed
to
th
e
r
esear
c
h
co
n
te
x
t
[
3
1
]
,
[
3
2
]
.
T
h
e
PML
in
s
tr
u
m
e
n
t
in
L
MS
was
p
r
o
v
e
d
as
a
r
el
iab
le
m
ea
s
u
r
em
en
t
s
ca
le
with
ex
p
lo
r
ato
r
y
an
aly
s
is
f
o
r
ea
ch
v
ar
iab
le,
r
esu
ltin
g
in
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
es
f
o
r
ea
ch
v
ar
iab
le:
PE
(
0
.
9
1
1
)
,
EE
(
0
.
8
0
3
)
,
SI
(
0
.
7
6
5
)
,
FC
(
0
.
7
0
9
)
,
SC
(
0
.
8
7
8
)
an
d
UB
(
0
.
8
3
7
)
.
Acc
o
r
d
i
n
g
to
Hair
et
a
l.
[
3
3
]
,
t
h
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
is
r
e
s
ea
r
ch
in
s
tr
u
m
en
t
e
x
ce
ed
s
th
e
th
r
esh
o
ld
o
f
0
.
7
0
,
wh
ich
s
ig
n
if
ies
th
at
it
is
an
ac
ce
p
tab
le
an
d
d
ep
en
d
ab
le
to
o
l f
o
r
r
esear
ch
.
T
h
e
d
ata
co
llected
wer
e
an
al
y
ze
d
u
s
in
g
I
B
M
SP
SS
s
ta
tis
t
ics
v
er
s
io
n
2
5
.
0
.
Descr
ip
tiv
e
s
tatis
t
ics,
in
clu
d
in
g
m
ea
n
s
a
n
d
s
tan
d
ar
d
d
e
v
iatio
n
s
(
SD)
,
wer
e
ca
lc
u
lated
to
s
u
m
m
ar
ize
th
e
r
esp
o
n
d
en
ts
'
p
er
ce
p
tio
n
s
an
d
in
ten
tio
n
s
r
e
g
ar
d
in
g
L
M
S
u
tili
za
tio
n
in
PML
.
Pear
s
o
n
co
r
r
elatio
n
an
al
y
s
is
was
co
n
d
u
cted
to
d
eter
m
in
e
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
in
d
ep
en
d
en
t
v
a
r
iab
les
(
PE
,
EE
,
SI
,
FC
,
an
d
SC
)
an
d
th
e
d
ep
en
d
en
t v
a
r
iab
le
(
L
MS
UB
).
A
d
d
i
t
i
o
n
a
l
l
y
,
m
u
lt
i
p
l
e
r
e
g
r
ess
io
n
a
n
a
l
y
s
i
s
w
as
c
a
r
r
i
e
d
o
u
t
t
o
p
r
e
d
i
c
t
t
h
e
f
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
L
M
S
UB
,
p
r
o
v
i
d
i
n
g
R
,
R
²
,
a
n
d
a
d
j
u
s
t
e
d
R
²
v
al
u
e
s
t
o
e
v
a
l
u
at
e
t
h
e
m
o
d
e
l
'
s
e
x
p
la
n
a
t
o
r
y
p
o
w
e
r
.
A
n
an
a
l
y
s
is
o
f
v
a
r
i
a
n
c
e
(
A
N
O
VA
)
wa
s
u
s
e
d
t
o
t
e
s
t
t
h
e
o
v
e
r
a
l
l
s
i
g
n
i
f
i
c
a
n
c
e
o
f
t
h
e
r
e
g
r
e
s
s
i
o
n
m
o
d
e
l
,
a
n
d
r
e
g
r
e
s
s
io
n
c
o
e
f
f
i
c
i
e
n
ts
w
e
r
e
a
n
a
l
y
z
e
d
t
o
i
d
e
n
t
i
f
y
t
h
e
r
e
l
a
t
i
v
e
c
o
n
t
r
i
b
u
t
i
o
n
o
f
e
a
c
h
p
r
e
d
i
c
t
o
r
v
a
r
i
a
b
l
e
.
T
h
e
r
e
g
r
e
s
s
i
o
n
e
q
u
at
i
o
n
d
e
v
e
l
o
p
e
d
f
r
o
m
t
h
i
s
a
n
al
y
s
is
h
e
l
p
s
u
n
d
e
r
s
t
a
n
d
th
e
c
o
m
b
i
n
e
d
i
m
p
a
c
t
o
f
t
h
e
p
r
ed
i
c
t
o
r
s
o
n
L
MS
UB
i
n
PM
L
s
et
t
i
n
g
s
.
E
th
ical
clea
r
an
ce
f
o
r
c
o
n
d
u
ctin
g
th
is
r
esear
ch
was a
cq
u
ir
ed
f
r
o
m
th
e
eth
ical
r
e
v
iew
co
m
m
ittee
o
f
th
e
MN
U
.
All
p
ar
ticip
an
ts
p
r
o
v
id
ed
in
f
o
r
m
ed
co
n
s
en
t
b
ef
o
r
e
p
ar
ticip
atin
g
in
th
e
s
tu
d
y
.
T
h
e
y
wer
e
ass
u
r
ed
th
at
th
eir
r
esp
o
n
s
es
wo
u
ld
r
em
ain
co
n
f
id
en
tial
an
d
an
o
n
y
m
o
u
s
a
n
d
wer
e
in
f
o
r
m
e
d
o
f
th
eir
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
tim
e
with
o
u
t
an
y
co
n
s
eq
u
en
ce
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics
T
ab
le
1
p
r
o
v
id
es
a
d
etailed
d
escr
ip
tiv
e
an
aly
s
is
,
in
clu
d
in
g
th
e
m
ea
n
an
d
SD
f
o
r
ea
c
h
v
ar
ia
b
le,
o
f
f
er
in
g
a
clea
r
s
u
m
m
ar
y
o
f
th
e
d
ata
d
is
tr
ib
u
tio
n
a
n
d
ce
n
tr
al
ten
d
en
cies
ac
r
o
s
s
th
e
s
tu
d
y
’
s
k
e
y
m
etr
ics.
T
h
e
o
v
er
all
m
ea
n
f
o
r
UB
is
3
.
6
6
7
(
SD=0
.
6
2
9
)
,
wh
ich
m
e
an
s
th
e
r
esp
o
n
d
e
n
ts
in
ten
d
to
u
s
e
L
MS
in
PML
.
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
.
2
,
Ap
r
il
20
25
:
1
1
4
1
-
1
1
4
9
1144
T
h
e
o
v
er
all
m
ea
n
f
o
r
th
e
d
im
en
s
io
n
PE
is
3
.
7
8
0
(
SD=0
.
6
6
4
)
,
in
d
icatin
g
th
at
r
esp
o
n
d
en
t
s
b
eliev
e
th
at
u
s
in
g
th
e
L
MS
p
latf
o
r
m
i
n
PML
ca
n
en
h
an
ce
t
h
eir
lear
n
in
g
ex
p
e
r
ien
ce
/p
er
f
o
r
m
an
ce
.
T
h
e
o
v
er
all
m
ea
n
o
f
EE
is
3
.
7
0
5
(
SD=0
.
6
5
5
)
,
in
d
icatin
g
r
esp
o
n
d
e
n
ts
’
ap
p
r
o
v
al
o
f
th
e
ea
s
e
o
f
u
tili
zin
g
th
e
L
MS
te
ch
n
o
lo
g
y
in
PML
.
Similar
ly
,
th
e
r
esp
o
n
d
e
n
ts
’
o
v
er
all
m
ea
n
f
o
r
SI
is
3
.
3
1
6
(
SD=0
.
8
2
6
)
,
d
em
o
n
s
tr
atin
g
th
e
b
en
ef
icial
im
p
ac
t
o
f
u
tili
zin
g
th
e
L
MS
(
Mo
o
d
le)
o
n
im
p
r
o
v
in
g
t
h
eir
lear
n
in
g
ex
p
er
ien
ce
.
Fu
r
th
er
m
o
r
e
,
th
e
o
v
er
all
m
ea
n
o
f
t
h
e
d
im
en
s
io
n
FC
4
.
0
7
8
(
SD=0
.
5
7
9
)
illu
s
tr
ates
th
e
g
u
ar
an
tee
o
f
f
ac
ilit
ies
an
d
ad
d
itio
n
al
aid
p
r
o
v
id
ed
to
r
esp
o
n
d
en
ts
to
u
ti
lize
th
e
L
MS
(
Mo
o
d
le)
in
t
h
e
PL
en
v
ir
o
n
m
en
t.
T
h
er
ef
o
r
e,
th
e
o
v
e
r
all
m
ea
n
s
co
r
e
o
f
th
e
d
im
en
s
io
n
o
f
SC
to
war
d
s
u
s
in
g
L
MS
tech
n
o
lo
g
y
in
PML
is
4
.
0
0
5
(
SD=0
.
7
5
0
)
,
wh
ich
s
h
o
ws
r
e
s
p
o
n
d
en
ts
’
co
m
m
itm
en
t
to
im
p
r
o
v
i
n
g
th
eir
lear
n
in
g
ex
p
e
r
ien
ce
.
T
h
e
r
esu
lt
s
o
b
tain
ed
i
n
th
e
p
r
esen
t
s
tu
d
y
i
s
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[
2
6
]
,
[
3
4
]
,
[
3
5
]
,
wh
er
e
u
ti
lizatio
n
o
f
th
e
L
MS
p
latf
o
r
m
e
n
r
ich
es st
u
d
en
ts
’
m
ath
em
atics p
er
f
o
r
m
a
n
ce
.
T
ab
le
1
.
Me
an
an
d
SD
V
a
r
i
a
b
l
e
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
UB
3
.
6
6
6
7
0
.
6
2
9
4
4
PE
3
.
7
8
0
0
0
.
6
6
4
7
9
EE
3
.
7
0
5
0
0
.
6
5
5
4
0
SI
3
.
3
1
6
7
0
.
8
2
6
2
8
FC
4
.
0
7
8
3
0
.
5
7
9
9
4
SC
4
.
0
0
5
0
0
.
7
5
0
7
8
3
.
2
.
I
nfe
re
ntia
l
s
t
a
t
is
t
ics
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
was
co
n
d
u
cted
to
ex
am
in
e
t
h
e
ass
o
ciatio
n
b
etwe
en
ea
ch
s
tu
d
y
v
ar
ia
b
le
an
d
L
MS
UB
in
PML
.
T
h
e
r
esu
lts
,
as
p
r
esen
ted
in
T
ab
l
e
2
,
in
d
icate
a
m
o
d
er
ately
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
PE
an
d
L
MS
u
tili
za
tio
n
in
PML
(
r
=0
.
6
2
4
*
*
,
p
=0
.
0
0
0
)
.
T
h
is
in
d
icate
d
s
tu
d
e
n
ts
'
ac
ce
p
tab
ilit
y
an
d
u
s
ef
u
ln
ess
o
f
u
s
in
g
L
MS
in
PML
,
im
p
ly
in
g
th
at
s
tu
d
en
ts
in
s
p
ir
e
th
eir
lear
n
in
g
ex
p
e
r
ien
ce
th
r
o
u
g
h
th
e
Mo
o
d
le
p
latf
o
r
m
to
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
ce
.
L
ik
ewise,
th
e
r
esu
lts
d
em
o
n
s
tr
ate
a
m
o
d
er
ately
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
EE
an
d
UB
o
f
L
MS
in
PML
(
r
=0
.
6
4
4
*
*
,
p
=0
.
0
1
)
.
T
h
is
s
ig
n
if
ies
th
e
co
n
s
id
er
atio
n
o
f
th
e
u
s
e
o
f
L
MS
b
y
s
tu
d
en
ts
,
an
d
a
v
er
ag
e
s
tu
d
en
ts
ac
ce
p
t
th
e
u
s
e
o
f
L
MS
as
a
co
m
f
o
r
tab
le
p
latf
o
r
m
an
d
its
ea
s
e
o
f
u
s
e
i
n
n
av
ig
atin
g
th
e
lear
n
i
n
g
ac
tiv
ities
,
ass
ig
n
ed
task
s
,
an
d
Mo
o
d
le
to
o
ls
in
PML
;
u
ltima
tely
,
th
is
will
m
ak
e
t
h
e
m
u
s
e
Mo
o
d
le
p
latf
o
r
m
with
m
o
r
e
r
eg
u
lar
ly
.
T
h
is
f
in
d
i
n
g
is
in
tan
d
e
m
with
o
th
er
s
tu
d
ies
u
s
in
g
L
MS
[
2
6
]
,
[
2
5
]
,
[
3
6
]
.
Similar
ly
,
a
m
o
d
e
r
ate
p
o
s
itiv
e
r
elatio
n
s
h
ip
was
f
o
u
n
d
b
etwe
en
FC
an
d
L
MS
UB
in
PML
u
tili
za
t
io
n
(
r
=0
.
5
3
3
*
*
,
p
=0
.
0
1
)
,
in
d
i
ca
tin
g
th
at
g
o
o
d
tech
n
ical
s
u
p
p
o
r
t
is
p
r
o
v
id
ed
f
o
r
s
tu
d
en
ts
in
tim
es
o
f
n
ee
d
,
r
esu
ltin
g
in
m
in
im
al
i
n
ter
r
u
p
tio
n
s
an
d
en
c
o
u
r
a
g
in
g
s
tu
d
e
n
ts
to
u
s
e
L
MS
f
r
eq
u
en
tly
to
im
p
r
o
v
e
PML
.
Oth
er
s
tu
d
ie
s
h
av
e
also
f
o
u
n
d
a
s
ig
n
if
ica
n
t
p
o
s
itiv
e
r
elatio
n
s
h
i
p
b
etwe
e
n
FC
an
d
L
MS
u
s
e
b
eh
av
io
r
am
o
n
g
s
tu
d
e
n
ts
[
3
6
]
,
[
3
7
]
.
C
o
n
s
eq
u
en
tly
,
a
s
ig
n
if
i
ca
n
t
m
o
d
e
r
ately
p
o
s
itiv
e
lin
ea
r
r
elatio
n
s
h
ip
was
o
b
s
er
v
ed
b
etwe
en
SC
an
d
UB
(
r
=0
.
6
9
6
*
*
,
p
=0
.
0
1
)
,
wh
ic
h
in
d
icate
s
th
e
u
tili
za
tio
n
o
f
L
MS
in
PML
ca
n
im
p
r
o
v
e
s
tu
d
en
t
p
ar
ticip
atio
n
th
at
ca
n
b
o
o
s
t
th
e
u
s
e
o
f
th
e
p
latf
o
r
m
cr
ea
ti
n
g
a
m
o
r
e
in
d
u
civ
e
PML
ex
p
er
ien
ce
.
T
h
is
r
esu
lt
was su
p
p
o
r
ted
b
y
f
in
d
in
g
s
f
r
o
m
p
r
io
r
s
tu
d
ies [
3
8
]
,
[
3
9
]
.
T
h
e
f
in
d
in
g
s
o
f
th
e
Pear
s
o
n
c
o
r
r
elatio
n
also
estab
lis
h
a
we
ak
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
SI
an
d
UB
in
PML
(
r
=0
.
2
0
4
*
,
p
=
0
.
0
5
)
.
T
h
is
d
escr
ib
es
th
e
e
n
co
u
r
ag
em
en
t
r
eq
u
ir
ed
f
r
o
m
tu
to
r
s
,
p
ee
r
s
,
o
r
f
am
ily
m
em
b
er
s
to
war
d
s
s
tu
d
en
ts
u
s
in
g
th
e
tech
n
o
lo
g
y
L
MS
(
Mo
o
d
le)
in
PML
.
T
h
u
s
,
th
e
u
s
er
s
r
eq
u
ir
e
a
p
u
s
h
to
m
ak
e
th
em
awa
r
e
o
f
u
s
in
g
t
h
e
p
latf
o
r
m
to
ac
h
ie
v
e
th
eir
lear
n
in
g
g
o
als
b
y
ad
o
p
tin
g
tec
h
n
o
lo
g
y
.
T
h
e
r
esu
lt
o
b
tain
ed
in
th
e
p
r
esen
t stu
d
y
i
s
co
n
s
is
ten
t w
ith
th
e
f
in
d
in
g
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies [
4
0
]
,
[
4
1
]
.
T
ab
le
2
.
Pear
s
o
n
c
o
r
r
elatio
n
test
r
esu
lts
PE
EE
SI
FC
SC
U
B
o
f
L
M
S
i
n
P
M
L
u
t
i
l
i
z
a
t
i
o
n
0
.
6
2
4
*
*
0
.
6
4
4
*
*
0
.
2
0
3
*
0
.
5
3
3
*
*
0
.
6
9
6
*
*
3
.
3
.
Reg
re
s
s
io
n
a
na
ly
s
is
T
h
e
s
tu
d
y
em
p
lo
y
s
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
to
p
r
ed
ict
th
e
f
ac
to
r
s
—
PE
,
EE
,
SI
,
FC
,
an
d
SC
—
th
at
in
f
lu
en
ce
th
e
UB
o
f
L
MS
am
o
n
g
p
r
e
-
u
n
iv
er
s
ity
s
tu
d
en
t
s
in
h
ig
h
er
ed
u
ca
tio
n
.
T
ab
le
3
p
r
esen
ts
th
e
R
,
R
2
,
an
d
R
2
d
is
p
lace
m
en
t
v
alu
es,
alo
n
g
with
th
e
s
tan
d
ar
d
r
an
d
o
m
ass
u
m
p
tio
n
s
,
to
d
ep
ict
th
e
r
eg
r
ess
io
n
m
o
d
el
b
ased
o
n
im
p
lem
en
tin
g
L
MS
in
PML
.
T
h
e
s
u
m
m
ar
y
o
f
t
h
e
m
u
ltip
le
r
eg
r
ess
io
n
m
o
d
el
in
d
icate
s
a
s
ig
n
if
ican
t
co
r
r
elatio
n
(
R
)
v
alu
e
o
f
0
.
8
0
7
,
s
h
o
win
g
th
e
s
tan
d
ar
d
f
o
r
co
n
s
id
er
in
g
t
h
e
p
r
ed
icto
r
s
in
PML
u
s
in
g
L
MS.
T
h
e
r
esear
ch
f
in
d
i
n
g
s
r
ev
ea
l
an
R
2
v
alu
e
o
f
0
.
6
5
1
,
wh
ich
s
ig
n
if
ies
th
e
ex
ten
t
o
f
v
ar
ian
c
e
in
th
e
d
e
p
en
d
en
t
v
ar
iab
le.
Fu
r
th
e
r
m
o
r
e,
t
h
e
R
2
d
is
p
lace
m
en
t
v
alu
e
is
0
.
6
3
6
,
d
escr
ib
in
g
th
e
lin
ea
r
r
eg
r
ess
io
n
v
alu
e
o
f
th
e
f
iv
e
in
d
ep
en
d
en
t v
ar
ia
b
les co
n
tr
ib
u
tin
g
6
3
.
6
% o
f
t
h
e
v
ar
ia
n
ce
to
war
d
u
s
in
g
L
MS
in
PML
.
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
P
r
ed
ictin
g
p
ers
o
n
a
liz
ed
ma
th
e
ma
tics
lea
r
n
in
g
a
mo
n
g
p
r
e
-
u
n
ivers
ity
s
tu
d
en
ts
in
…
(
Ma
u
s
o
o
ma
Mo
h
a
med
)
1145
T
ab
le
3
.
R
eg
r
ess
io
n
m
o
d
el
M
o
d
e
l
R
R
2
R
2
d
i
s
p
l
a
c
e
me
n
t
S
t
d
.
R
a
n
d
o
m
a
ssu
m
p
t
i
o
n
1
0
.
8
0
7
a
0
.
6
5
1
0
.
6
3
6
0
.
3
8
0
0
1
P
r
e
d
i
c
t
o
r
s:
(
c
o
n
s
t
a
n
t
)
,
S
C
,
S
I
,
F
C
,
E
E
,
P
E
;
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
U
B
3
.
4
.
Ana
ly
s
is
o
f
v
a
ria
nce
T
ab
le
4
d
is
p
lay
s
th
e
ANOV
A
r
esu
lts
,
wh
ich
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
m
u
ltip
le
v
ar
iab
les
in
p
r
ed
ictin
g
th
e
u
tili
za
tio
n
o
f
L
MS
f
o
r
PML
.
T
h
e
ANOV
A
r
esu
lts
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
i
v
e
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
ea
ch
f
ac
t
o
r
co
n
tr
ib
u
tes
to
th
e
o
v
e
r
all
m
o
d
el,
em
p
h
asizin
g
th
e
s
ig
n
if
ican
ce
o
f
th
ese
v
ar
iab
les
in
in
f
lu
en
cin
g
L
MS
UB
.
T
h
e
F
s
tatis
tic
y
ield
ed
a
s
u
b
s
tan
tial
F
(
5
,
1
1
4
)
=
4
2
.
4
9
7
,
in
d
icatin
g
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
am
o
n
g
th
e
e
x
am
in
ed
g
r
o
u
p
s
.
Fu
r
th
er
m
o
r
e,
t
h
e
ass
o
ciate
d
p
-
v
alu
e
o
f
0
.
0
0
0
,
well
b
elo
w
th
e
co
m
m
o
n
l
y
ac
ce
p
ted
th
r
esh
o
l
d
o
f
0
.
0
5
,
em
p
h
asizes
th
e
s
tati
s
tical
s
ig
n
if
ican
ce
o
f
th
ese
f
in
d
in
g
s
.
As
a
r
esu
lt,
we
ca
n
co
n
clu
d
e
th
at
th
e
co
m
b
in
ed
ch
a
r
ac
ter
is
tics
ex
am
in
ed
in
th
is
s
tu
d
y
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
ad
o
p
tin
g
an
d
d
ep
lo
y
i
n
g
L
MS
in
s
id
e
PML
lear
n
in
g
co
n
tex
ts
.
T
h
ese
r
esu
lts
u
n
d
er
s
co
r
e
t
h
e
s
ig
n
if
ican
ce
o
f
co
n
s
id
er
in
g
v
ar
i
o
u
s
f
ac
to
r
s
wh
en
im
p
lem
e
n
tin
g
L
MS
s
o
lu
tio
n
s
in
e
d
u
ca
tio
n
al
s
ettin
g
s
,
elu
cid
atin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
ese
v
a
r
iab
les an
d
th
eir
in
f
l
u
en
ce
o
n
i
n
s
tr
u
ctio
n
al
p
ed
a
g
o
g
ies.
3
.
5
.
E
s
t
im
a
t
ed
m
o
del c
o
ef
f
icient
s
f
o
r
predict
ing
LMS
u
t
i
liza
t
io
n in
perso
na
lized
m
a
t
hem
a
t
ics lea
rning
T
ab
l
e
5
p
r
e
s
en
t
s
es
t
im
a
ted
co
ef
f
ic
ien
t
s
f
r
o
m
a
r
eg
r
e
s
s
io
n
an
a
ly
s
i
s
.
S
ev
e
r
a
l
p
r
e
d
i
cto
r
v
ar
iab
le
s
s
h
o
w
s
ta
ti
s
ti
ca
ll
y
s
ig
n
if
i
ca
n
t
a
s
s
o
c
ia
tio
n
s
wi
th
L
M
S
u
s
ag
e.
B
o
th
EE
an
d
PE
h
av
e
p
o
s
i
tiv
e
r
ela
t
io
n
s
h
ip
s
wi
th
L
M
S u
ti
l
iza
ti
o
n
,
in
d
ic
at
in
g
th
at
in
ter
ac
tio
n
s
am
o
n
g
p
ee
r
s
a
n
d
ex
p
er
t
s
co
n
tr
ib
u
t
e
to
th
e
in
cr
ea
s
ed
ad
o
p
t
io
n
o
f
L
M
S
p
l
atf
o
r
m
s
.
On
th
e
o
th
er
h
an
d
,
S
I
d
em
o
n
s
tr
at
es
a
m
o
d
e
s
t
in
v
e
r
s
e
r
el
at
io
n
s
h
ip
wi
th
L
M
S
u
s
ag
e
,
s
u
g
g
es
t
in
g
th
at
h
ig
h
er
lev
el
s
o
f
co
m
p
lex
ity
m
ay
s
l
ig
h
t
ly
h
in
d
er
L
M
S
ad
o
p
ti
o
n
in
PM
L
s
e
tt
in
g
s
.
F
C
h
a
s
a
p
o
s
it
iv
e
a
s
s
o
ci
at
io
n
wi
th
L
M
S
u
t
i
li
za
tio
n
,
in
d
ic
at
in
g
th
a
t
e
f
f
ec
tiv
e
F
C
f
o
s
t
er
s
g
r
e
at
er
ad
o
p
tio
n
o
f
L
MS
.
T
h
e
f
in
d
i
n
g
s
s
u
g
g
e
s
t
th
a
t
SC
i
s
th
e
m
o
s
t
i
n
f
lu
en
t
ia
l
f
a
cto
r
,
co
n
t
r
ib
u
t
in
g
to
4
0
.
6
%
o
f
t
h
e
o
v
e
r
al
l
u
s
ag
e
o
f
L
M
S
in
PM
L
.
T
h
i
s
h
ig
h
l
ig
h
t
s
th
e
cr
u
cia
l
r
o
le
th
a
t
s
tu
d
en
t
d
ed
ica
t
i
o
n
p
lay
s
in
ef
f
ec
t
iv
e
ly
u
t
i
li
zi
n
g
L
M
S
p
l
at
f
o
r
m
s
,
m
ak
in
g
it
th
e
s
tr
o
n
g
e
s
t
p
r
ed
i
c
to
r
am
o
n
g
th
e
v
ar
ia
b
l
es
a
n
a
ly
ze
d
.
T
h
u
s
,
S
C
i
s
th
e
s
tr
o
n
g
es
t
p
r
ed
ic
to
r
,
s
h
o
win
g
a
s
u
b
s
tan
ti
al
p
o
s
it
iv
e
r
el
at
io
n
s
h
ip
w
ith
L
M
S
u
t
il
iz
at
io
n
.
T
h
i
s
em
p
h
a
s
i
ze
s
th
e
cr
u
ci
al
r
o
le
o
f
s
tu
d
en
t
in
v
o
lv
em
en
t
in
co
m
p
lex
ta
s
k
s
in
d
r
iv
in
g
th
e
ad
o
p
tio
n
o
f
L
M
S
in
PL
en
v
ir
o
n
m
en
ts
.
H
en
ce
,
th
e
f
in
d
in
g
s
h
ig
h
l
ig
h
t
th
e
im
p
o
r
t
an
c
e
o
f
PE,
E
E
,
F
C
,
an
d
S
C
in
f
ac
i
li
ta
tin
g
th
e
in
t
eg
r
at
io
n
o
f
L
MS
t
ec
h
n
o
lo
g
y
in
lea
r
n
in
g
m
a
th
e
m
a
ti
cs
.
S
C
h
as
b
ee
n
r
ep
o
r
t
ed
a
s
a
cr
i
ti
ca
l
f
a
cto
r
an
d
p
r
ed
ic
to
r
s
u
p
p
o
r
t
in
g
L
M
S
a
cc
ep
t
an
c
e
in
o
th
er
s
tu
d
ie
s
[
4
2
]
,
[
4
3
]
.
T
h
er
e
f
o
r
e,
SC
i
s
e
s
s
en
t
ia
l
in
a
cc
ep
t
i
n
g
th
e
u
s
e
o
f
L
MS
in
P
ML
.
T
h
u
s
,
th
i
s
ap
p
r
o
ac
h
to
te
ac
h
in
g
an
d
le
ar
n
in
g
ca
n
im
p
r
o
v
e
s
tu
d
en
t
s
’
p
r
o
g
r
e
s
s
an
d
m
o
n
ito
r
t
h
e
in
teg
r
at
io
n
o
f
L
M
S
an
d
i
t
s
ap
p
l
ic
at
io
n
in
to
o
n
e
o
f
th
e
o
n
lin
e
in
s
tr
u
c
tio
n
al
t
ec
h
n
iq
u
es
.
T
h
er
e
f
o
r
e,
th
e
g
en
er
a
l
eq
u
a
t
i
o
n
o
f
th
e
m
o
d
e
l
f
o
r
p
r
ed
i
ct
iv
e
s
tu
d
en
t
s
’
u
s
e
o
f
L
MS
in
P
ML
,
a
s
in
(
1
)
.
̂
=
0
.
158
1
+
0
.
261
2
+
0
.
230
3
+
0
.
340
4
+
0
.
097
(
1
)
W
h
er
e
,
x
1
=
PE
;
x
2
=
EE
;
x
3
=
FC
;
x
4
=
SC
.
T
ab
le
4
.
ANOV
A
r
eg
r
ess
io
n
m
o
d
el
M
o
d
e
l
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
1
R
e
g
r
e
ssi
o
n
3
0
.
6
8
4
5
6
.
1
3
7
4
2
.
4
9
7
.
0
0
0
b
R
e
si
d
u
a
l
1
6
.
4
6
2
1
1
4
0
.
1
4
4
To
t
a
l
4
7
.
1
4
7
1
1
9
a
.
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
U
B
b
.
P
r
e
d
i
c
t
o
r
s:
(
c
o
n
s
t
a
n
t
)
,
S
C
,
S
I
,
F
C
,
EE,
P
E
T
ab
le
5
.
E
s
tim
ated
m
o
d
el
f
o
r
co
ef
f
icien
ts
M
o
d
e
l
U
n
st
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
t
S
i
g
.
B
e
t
a
S
t
d
.
Er
r
o
r
B
e
t
a
(
C
o
n
st
a
n
t
)
0
.
0
9
7
0
.
2
8
6
0
.
3
4
0
0
.
7
3
5
PE
0
.
1
5
8
0
.
0
7
9
0
.
1
6
7
2
.
0
0
8
0
.
0
4
7
EE
0
.
2
6
1
0
.
0
7
7
0
.
2
7
2
3
.
3
8
3
0
.
0
0
1
SI
-
0
.
0
9
0
0
.
0
4
6
-
0
.
1
1
8
-
1
.
9
5
4
0
.
0
5
3
FC
0
.
2
3
0
0
.
0
7
0
0
.
2
1
1
3
.
2
5
7
0
.
0
0
1
SC
0
.
3
4
0
0
.
0
6
3
0
.
4
0
6
5
.
3
7
8
0
.
0
0
0
B
ased
o
n
th
e
r
esu
lts
,
in
te
g
r
at
in
g
L
MS
with
in
PML
e
n
v
ir
o
n
m
en
ts
ap
p
ea
r
s
p
r
o
m
is
in
g
in
en
h
an
cin
g
s
tu
d
en
ts
’
ed
u
ca
tio
n
al
ex
p
e
r
ien
ce
s
an
d
p
er
f
o
r
m
a
n
ce
in
PML
.
Descr
ip
tiv
e
s
tatis
tic
s
f
r
o
m
T
a
b
le
1
s
h
ed
lig
h
t
o
n
r
esp
o
n
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
in
ten
tio
n
s
r
e
g
ar
d
in
g
L
MS
u
tili
za
tio
n
in
PML
.
Po
s
itiv
e
m
ea
n
s
co
r
es
ac
r
o
s
s
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
.
2
,
Ap
r
il
20
25
:
1
1
4
1
-
1
1
4
9
1146
d
im
en
s
io
n
s
s
u
ch
as
SI
,
PE
,
FC
,
SC
an
d
EE
h
ig
h
lig
h
t
s
tu
d
e
n
ts
’
f
av
o
r
ab
le
attitu
d
es
to
war
d
in
teg
r
atin
g
L
MS
tech
n
o
lo
g
y
in
to
th
eir
lear
n
in
g
ex
p
er
ien
ce
s
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
i
o
r
r
esear
c
h
[
4
4
]
,
[
4
5
]
,
c
o
n
f
ir
m
in
g
t
h
e
p
o
s
itiv
e
im
p
ac
t o
f
L
MS
p
latf
o
r
m
s
o
n
s
tu
d
en
ts
’
m
at
h
em
atics p
er
f
o
r
m
an
ce
.
Fu
r
th
er
m
o
r
e
,
in
f
er
e
n
tial
s
tati
s
tics
p
r
esen
ted
in
T
ab
le
2
f
u
r
th
er
clar
if
y
t
h
e
r
elatio
n
s
h
i
p
s
b
etwe
en
cr
u
cial
p
r
ed
icto
r
v
ar
iab
les
an
d
L
MS
UB
in
PML
.
No
tab
l
y
,
v
ar
iab
les
s
u
ch
as
EE
,
FC
,
PE
,
an
d
SC
s
h
o
w
m
o
d
er
ate
to
s
tr
o
n
g
p
o
s
itiv
e
c
o
r
r
elatio
n
s
with
L
MS
u
tili
za
tio
n
,
u
n
d
e
r
s
co
r
in
g
th
eir
ess
en
tial
r
o
les
in
s
h
ap
in
g
s
tu
d
en
ts
’
ad
o
p
tio
n
p
atter
n
s
.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
e
s
ig
n
if
ican
ce
o
f
ea
s
e
o
f
u
s
e,
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
,
tech
n
ical
s
u
p
p
o
r
t,
an
d
s
tu
d
e
n
t
en
g
ag
e
m
en
t
in
d
r
iv
in
g
ef
f
ec
tiv
e
L
MS
in
teg
r
atio
n
with
in
PML
s
ettin
g
s
.
Mo
r
eo
v
er
,
r
e
g
r
ess
io
n
an
aly
s
is
s
u
m
m
ar
ized
in
T
a
b
le
3
p
r
o
v
i
d
es
ad
d
itio
n
al
i
n
s
ig
h
ts
in
to
t
h
e
p
r
ed
ictiv
e
p
o
wer
o
f
th
ese
v
a
r
iab
les
o
n
L
MS
u
tili
za
tio
n
,
with
th
e
co
m
b
in
ed
f
ac
to
r
s
ex
p
lain
in
g
a
s
ig
n
if
ic
an
t
p
o
r
ti
o
n
o
f
th
e
v
ar
ian
ce
.
T
h
e
s
u
b
s
eq
u
en
t
ANOVA
co
n
f
ir
m
s
th
e
co
llectiv
e
im
p
ac
t
o
f
th
ese
v
ar
ia
b
les
o
n
L
MS
ad
o
p
tio
n
,
h
ig
h
lig
h
tin
g
th
eir
in
s
tr
u
m
en
ta
l
r
o
le
in
s
h
ap
in
g
in
s
tr
u
ctio
n
a
l
p
ed
ag
o
g
ies
an
d
im
p
r
o
v
in
g
l
ea
r
n
in
g
o
u
tco
m
es.
T
h
ese
f
in
d
i
n
g
s
co
llectiv
ely
s
u
p
p
o
r
t
a
h
o
lis
tic
ap
p
r
o
ac
h
to
p
r
o
m
o
tin
g
ef
f
ec
tiv
e
L
MS
in
teg
r
atio
n
in
ed
u
ca
tio
n
al
p
r
ac
tices,
aim
in
g
to
c
r
ea
te
en
g
ag
in
g
,
in
ter
ac
tiv
e,
an
d
PL
en
v
i
r
o
n
m
en
ts
th
at
c
o
n
tr
ib
u
te
t
o
s
tu
d
en
t su
cc
ess
.
T
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
p
r
o
v
i
d
e
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
ta
n
d
in
g
o
f
th
e
k
ey
f
ac
t
o
r
s
d
r
iv
in
g
th
e
u
tili
za
tio
n
o
f
L
MS
f
o
r
PML
am
o
n
g
p
r
e
-
u
n
iv
er
s
ity
s
tu
d
en
t
s
at
th
e
MN
U
.
T
h
e
d
ata
an
al
y
s
is
r
ev
ea
led
s
tr
o
n
g
,
p
o
s
itiv
e
co
r
r
elatio
n
s
b
etwe
en
L
MS
UB
an
d
th
e
f
o
u
r
p
r
i
m
ar
y
p
r
ed
icto
r
s
:
PE
,
EE
,
FC
,
an
d
SC
,
with
SC
id
en
tifie
d
as
th
e
m
o
s
t
s
ig
n
if
ican
t
p
r
ed
icto
r
.
T
h
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
PE
(
r
=0
.
6
2
4
)
a
n
d
L
MS
UB
s
u
g
g
ests
th
at
wh
en
s
tu
d
en
ts
b
eliev
e
th
e
L
MS
will
en
h
an
ce
th
eir
lear
n
in
g
o
u
tco
m
es,
th
e
y
ar
e
m
o
r
e
in
clin
ed
t
o
u
s
e
th
e
s
y
s
tem
.
T
h
is
is
co
n
s
is
ten
t
with
th
e
p
r
in
cip
les
o
f
t
h
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
,
wh
ich
em
p
h
asizes th
e
r
o
le
o
f
p
er
ce
iv
ed
u
s
ef
u
ln
ess
in
th
e
a
d
o
p
tio
n
o
f
n
ew
tech
n
o
lo
g
ies.
Mo
r
eo
v
er
,
th
e
s
tr
o
n
g
co
r
r
elat
io
n
b
etwe
en
EE
(
r
=0
.
6
4
4
)
a
n
d
L
MS
u
s
ag
e
b
eh
av
io
r
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
ea
s
e
o
f
u
s
e
in
p
r
o
m
o
tin
g
c
o
n
s
is
ten
t e
n
g
ag
em
e
n
t w
ith
L
MS
p
latf
o
r
m
s
.
T
h
is
s
u
p
p
o
r
ts
th
e
u
n
if
ied
th
eo
r
y
o
f
ac
ce
p
ta
n
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
(
UT
AUT
)
m
o
d
el,
wh
ich
p
o
in
ts
to
th
e
cr
itical
r
o
le
o
f
u
s
er
-
f
r
ien
d
ly
d
esig
n
in
en
co
u
r
ag
in
g
tech
n
o
lo
g
y
ad
o
p
tio
n
.
T
h
e
f
in
d
in
g
s
i
m
p
ly
th
at
wh
en
L
MS
p
latf
o
r
m
s
ar
e
in
tu
itiv
e
an
d
ea
s
y
to
n
av
ig
ate,
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
in
teg
r
ate
th
e
m
i
n
to
th
eir
lear
n
in
g
r
o
u
tin
es.
FC
also
s
h
o
wed
a
p
o
s
itiv
e
im
p
ac
t,
s
u
g
g
esti
n
g
t
h
at
ad
eq
u
ate
r
eso
u
r
ce
s
,
s
u
p
p
o
r
t,
an
d
in
f
r
astru
ctu
r
e
ar
e
cr
u
cial
in
en
ab
lin
g
ef
f
ec
tiv
e
u
s
e
o
f
L
MS
f
o
r
PML
.
T
h
e
f
ac
t
th
at
SC
was
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
u
n
d
er
s
co
r
es
th
e
p
iv
o
tal
r
o
le
o
f
s
tu
d
en
t
m
o
tiv
atio
n
an
d
d
ed
ic
atio
n
in
th
e
s
u
cc
ess
f
u
l
ad
o
p
tio
n
an
d
u
tili
za
tio
n
o
f
L
MS
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
u
s
,
th
ese
in
s
ig
h
ts
u
n
d
e
r
s
co
r
e
th
e
r
eq
u
ir
em
en
t
f
o
r
e
d
u
ca
ti
o
n
al
in
s
titu
tio
n
s
to
f
o
cu
s
o
n
en
h
an
cin
g
th
ese
k
ey
f
ac
to
r
s
—
p
ar
ticu
lar
ly
b
y
im
p
r
o
v
in
g
th
e
p
er
ce
iv
ed
u
s
ef
u
l
n
ess
an
d
ea
s
e
o
f
u
s
e
o
f
L
MS
p
latf
o
r
m
s
,
en
s
u
r
in
g
r
o
b
u
s
t
FC
,
an
d
f
o
s
ter
in
g
s
tr
o
n
g
SC
—
to
m
ax
im
ize
th
e
ef
f
ec
tiv
e
n
ess
o
f
L
MS
in
PL
en
v
ir
o
n
m
en
ts
.
FC
(
r
=0
.
5
3
3
)
was
an
o
th
er
s
ig
n
if
ican
t
p
r
ed
i
cto
r
,
u
n
d
er
s
co
r
in
g
th
e
r
o
le
o
f
ad
eq
u
ate
tech
n
ical
s
u
p
p
o
r
t
an
d
r
eso
u
r
ce
s
in
L
MS
u
tili
za
tio
n
.
R
eliab
le
in
f
r
astru
ctu
r
e,
s
u
ch
as
s
tab
le
in
ter
n
et
co
n
n
ec
tio
n
s
an
d
ac
ce
s
s
ib
le
tech
n
ical
ass
is
tan
ce
,
is
ess
en
tial
to
m
i
n
im
ize
d
is
r
u
p
tio
n
s
an
d
e
n
co
u
r
a
g
e
c
o
n
tin
u
o
u
s
u
s
e
o
f
L
MS
f
o
r
PL
.
SC
(
r
=0
.
6
9
6
)
em
er
g
e
d
as
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
L
M
S
u
s
ag
e
b
eh
av
io
r
,
h
ig
h
lig
h
tin
g
th
e
cr
itical
r
o
le
o
f
s
tu
d
en
t
en
g
ag
em
en
t
an
d
m
o
tiv
atio
n
in
th
e
ef
f
ec
tiv
e
u
s
e
o
f
L
MS.
C
o
m
m
itted
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
t
o
lev
er
ag
e
L
MS
p
latf
o
r
m
s
to
en
h
an
ce
th
eir
lear
n
in
g
ex
p
er
i
en
ce
s
.
T
h
is
s
u
g
g
ests
th
at
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
co
m
m
itm
en
t
an
d
r
esp
o
n
s
ib
ilit
y
am
o
n
g
s
tu
d
e
n
ts
ca
n
s
ig
n
if
ican
tly
im
p
ac
t
th
e
s
u
cc
ess
o
f
L
MS
in
teg
r
atio
n
.
Alth
o
u
g
h
SI
(
r
=0
.
2
0
4
)
s
h
o
we
d
a
wea
k
er
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
L
MS
u
s
ag
e
b
eh
av
io
r
,
it
s
till
in
d
icate
s
th
at
en
co
u
r
a
g
em
en
t
f
r
o
m
p
ee
r
s
,
f
am
ily
,
an
d
in
s
tr
u
cto
r
s
ca
n
p
l
ay
a
r
o
le
in
tech
n
o
l
o
g
y
a
d
o
p
tio
n
.
Ho
wev
er
,
its
wea
k
er
im
p
ac
t
co
m
p
ar
ed
to
o
th
er
f
ac
to
r
s
s
u
g
g
ests
th
at
SI
alo
n
e
is
n
o
t
s
u
f
f
icien
t
to
d
r
i
v
e
L
MS
u
tili
za
tio
n
with
o
u
t th
e
s
u
p
p
o
r
t o
f
o
th
e
r
m
o
r
e
in
f
lu
e
n
tial f
ac
to
r
s
lik
e
p
e
r
f
o
r
m
an
ce
a
n
d
EE
.
T
h
e
r
esu
lts
em
p
h
asize
th
e
cr
itical
n
ee
d
to
ad
d
r
ess
k
ey
f
ac
to
r
s
lik
e
PE
,
EE
,
FC
,
an
d
SC
t
o
en
h
an
ce
L
MS
UB
in
PML
en
v
ir
o
n
m
e
n
ts
.
T
h
ese
in
s
ig
h
ts
ar
e
in
v
alu
ab
le
f
o
r
e
d
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
aim
in
g
to
r
ef
in
e
tech
n
o
lo
g
y
-
d
r
i
v
en
ed
u
ca
tio
n
al
p
r
ac
tices.
I
n
s
titu
tio
n
s
ca
n
b
o
o
s
t
s
tu
d
en
t
en
g
ag
em
e
n
t,
m
o
tiv
atio
n
,
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
b
y
co
n
ce
n
tr
atin
g
o
n
th
ese
p
r
e
d
icto
r
s
,
p
ar
ticu
lar
ly
in
m
ath
em
atics e
d
u
ca
tio
n
.
T
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
h
av
e
s
ig
n
if
ican
t
p
r
ac
tical
im
p
licatio
n
s
f
o
r
b
o
th
ed
u
ca
tio
n
al
p
r
ac
tice
a
n
d
p
o
licy
.
T
h
ey
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
i
n
teg
r
atin
g
PL
p
at
h
s
in
to
th
e
cu
r
r
ic
u
lu
m
,
en
s
u
r
in
g
th
at
ea
ch
s
tu
d
en
t
’
s
u
n
iq
u
e
lea
r
n
in
g
n
ee
d
s
a
n
d
p
r
ef
er
en
ce
s
ar
e
m
et
.
Als
o
,
th
e
s
tu
d
y
s
tr
ess
es
th
e
n
ee
d
f
o
r
r
o
b
u
s
t
lear
n
er
s
u
p
p
o
r
t
s
y
s
tem
s
,
wh
ich
ar
e
c
r
u
cial
in
h
elp
in
g
s
tu
d
en
ts
n
av
i
g
ate
an
d
ef
f
icien
tly
u
s
e
L
MS
p
latf
o
r
m
s
.
B
y
in
co
r
p
o
r
atin
g
th
ese
elem
en
ts
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
estab
lis
h
a
m
o
r
e
s
u
p
p
o
r
tiv
e
a
n
d
PL
e
n
v
ir
o
n
m
e
n
t,
wh
ich
n
o
t
o
n
ly
en
h
an
ce
s
th
e
lear
n
in
g
e
x
p
er
ie
n
ce
b
u
t
also
m
a
x
im
izes
th
e
im
p
ac
t
o
f
L
MS
o
n
s
tu
d
en
t
o
u
t
co
m
es.
Fu
r
th
er
m
o
r
e,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
p
o
licy
m
ak
er
s
s
h
o
u
ld
f
o
c
u
s
o
n
cr
ea
tin
g
p
o
licies
th
at
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
e
n
t
an
d
im
p
lem
en
tatio
n
o
f
u
s
er
-
f
r
ien
d
ly
,
r
eso
u
r
ce
-
r
ich
L
MS
p
lat
f
o
r
m
s
.
B
y
d
o
in
g
s
o
,
th
ey
c
an
en
s
u
r
e
t
h
at
th
e
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
e
in
ed
u
ca
tio
n
is
alig
n
ed
with
th
e
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
teac
h
e
r
s
,
u
ltima
tely
lead
in
g
to
im
p
r
o
v
ed
ed
u
ca
tio
n
al
p
r
ac
tices a
n
d
b
etter
lear
n
i
n
g
o
u
tco
m
es.
C
u
r
r
icu
lu
m
d
ev
elo
p
er
s
s
h
o
u
l
d
in
co
r
p
o
r
ate
th
ese
s
tr
ateg
ies
to
im
p
r
o
v
e
s
tu
d
en
t
en
g
ag
e
m
en
t
an
d
p
er
f
o
r
m
an
ce
i
n
m
ath
e
m
atics.
Als
o
,
ed
u
ca
to
r
s
n
ee
d
s
u
f
f
icien
t
tr
ain
in
g
in
u
tili
zin
g
L
MS
p
la
tf
o
r
m
s
ef
f
ec
tiv
el
y
.
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
P
r
ed
ictin
g
p
ers
o
n
a
liz
ed
ma
th
e
ma
tics
lea
r
n
in
g
a
mo
n
g
p
r
e
-
u
n
ivers
ity
s
tu
d
en
ts
in
…
(
Ma
u
s
o
o
ma
Mo
h
a
med
)
1147
Pro
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
s
h
o
u
ld
f
o
c
u
s
o
n
im
p
r
o
v
in
g
teac
h
er
s
’
p
r
o
f
icien
c
y
in
m
an
a
g
in
g
an
d
in
teg
r
atin
g
L
MS
to
o
ls
i
n
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices.
B
esid
es,
p
r
o
p
er
im
p
lem
en
tatio
n
o
f
PL
p
r
ac
tices
n
ee
d
s
ad
eq
u
ate
r
eso
u
r
ce
s
,
m
an
p
o
w
er
,
an
d
tim
e.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
ld
en
s
u
r
e
th
at
th
ese
r
eso
u
r
ce
s
ar
e
av
ailab
le
to
s
u
p
p
o
r
t
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
L
MS
in
P
ML
.
Po
licy
m
ak
er
s
s
h
o
u
ld
co
n
s
id
er
th
e
b
en
ef
its
o
f
PL
an
d
L
MS
u
s
ag
e
in
en
h
an
cin
g
s
tu
d
en
t
o
u
tco
m
es.
Po
lici
es
s
h
o
u
ld
s
u
p
p
o
r
t
d
ev
el
o
p
in
g
an
d
im
p
lem
en
tin
g
tech
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
,
p
a
r
ticu
lar
ly
in
r
eg
io
n
s
with
u
n
iq
u
e
c
h
allen
g
es
lik
e
th
e
Ma
ld
iv
es.
PL
p
latf
o
r
m
s
s
h
o
u
ld
ad
d
r
ess
ch
allen
g
es
s
u
c
h
as
ac
ad
em
ic
an
x
iety
,
lo
w
s
elf
-
r
eg
u
latio
n
,
an
d
th
e
n
ee
d
f
o
r
s
u
p
p
o
r
t
in
wr
itin
g
s
ci
en
tific
p
ap
er
s
.
T
ailo
r
ed
s
tu
d
e
n
t
s
u
p
p
o
r
t
b
ased
o
n
in
d
i
v
id
u
al
n
ee
d
s
an
d
lea
r
n
in
g
s
ty
les is
e
s
s
en
tial f
o
r
im
p
r
o
v
i
n
g
ac
ad
em
ic
s
u
cc
ess
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
e
m
p
ir
ica
l
ev
id
en
ce
s
u
p
p
o
r
tin
g
t
h
e
u
s
e
o
f
LMS
t
o
en
h
an
ce
PML
.
Descr
ip
tiv
e
s
tatis
t
ics
in
d
icate
th
at
r
esp
o
n
d
en
ts
h
av
e
p
o
s
itiv
e
attitu
d
es
an
d
in
ten
tio
n
s
to
war
d
s
u
s
i
n
g
L
MS
in
PML
.
I
n
f
er
en
tial
s
tatis
tics
r
ev
ea
led
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
s
b
etwe
en
k
ey
p
r
ed
icto
r
v
ar
i
ab
les
(
EE
,
PE
,
FC
,
SC
)
an
d
L
MS
u
tili
za
tio
n
,
u
n
d
er
s
co
r
in
g
th
eir
cr
u
cial
r
o
le
in
s
h
ap
in
g
ad
o
p
tio
n
p
atter
n
s
.
R
eg
r
ess
io
n
an
aly
s
is
f
u
r
th
er
s
u
b
s
tan
tiates
th
e
p
r
ed
i
ctiv
e
p
o
wer
o
f
th
ese
v
a
r
iab
les
o
n
L
MS
u
s
ag
e,
h
ig
h
lig
h
tin
g
t
h
e
n
atu
r
e
o
f
f
ac
to
r
s
in
f
lu
en
cin
g
a
d
o
p
tio
n
.
Var
ian
c
e
an
aly
s
is
em
p
h
asizes
th
ese
v
ar
iab
les
’
co
llectiv
e
im
p
ac
t
o
n
L
MS
u
tili
za
tio
n
,
h
ig
h
lig
h
tin
g
th
eir
s
ig
n
if
ican
ce
in
s
h
ap
in
g
in
s
tr
u
ctio
n
al
p
e
d
a
g
o
g
ies
an
d
en
h
an
cin
g
lear
n
in
g
o
u
tco
m
es.
T
h
ese
f
in
d
in
g
s
a
d
v
o
ca
te
f
o
r
a
co
m
p
r
eh
en
s
iv
e
a
p
p
r
o
ac
h
to
p
r
o
m
o
tin
g
ef
f
ec
tiv
e
L
MS
in
teg
r
atio
n
in
e
d
u
ca
tio
n
a
l
p
r
ac
tices,
aim
in
g
to
f
o
s
ter
en
g
ag
in
g
,
in
ter
ac
tiv
e,
an
d
PL
en
v
i
r
o
n
m
en
ts
th
at
f
ac
ilit
ate
s
tu
d
en
t su
cc
ess
.
Dr
awin
g
f
r
o
m
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
,
s
ev
er
al
r
ec
o
m
m
en
d
atio
n
s
ar
e
p
r
o
p
o
s
ed
to
en
h
an
ce
th
e
ad
o
p
tio
n
a
n
d
ef
f
ec
tiv
e
u
s
e
o
f
L
MS
f
o
r
PML
.
I
n
co
r
p
o
r
atio
n
o
f
PL
p
ath
s
an
d
r
o
b
u
s
t
lear
n
er
s
u
p
p
o
r
t
s
y
s
tem
s
in
to
th
e
cu
r
r
ic
u
lu
m
t
o
im
p
r
o
v
e
s
tu
d
en
t
e
n
g
ag
em
e
n
t
a
n
d
p
er
f
o
r
m
an
ce
in
m
ath
em
atics.
Pro
v
is
io
n
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
f
o
cu
s
in
g
o
n
im
p
r
o
v
in
g
ed
u
ca
to
r
s
’
p
r
o
f
icien
c
y
in
m
an
ag
in
g
an
d
in
teg
r
atin
g
L
MS
to
o
ls
in
to
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices.
Als
o
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
ld
allo
ca
te
ad
eq
u
ate
r
eso
u
r
ce
s
,
m
a
n
p
o
w
er
,
an
d
tim
e
to
s
u
p
p
o
r
t
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
PL
p
r
ac
tices
u
s
in
g
L
MS.
Po
licy
m
ak
er
s
s
h
o
u
ld
s
u
p
p
o
r
t
d
e
v
elo
p
in
g
an
d
im
p
lem
en
tin
g
tech
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
esp
ec
ially
in
r
eg
io
n
s
with
u
n
iq
u
e
ch
allen
g
es
lik
e
th
e
Ma
ld
iv
es,
b
y
co
n
s
id
e
r
in
g
th
e
b
en
e
f
its
o
f
PL
an
d
L
MS
u
s
ag
e
in
im
p
r
o
v
in
g
s
tu
d
en
t
o
u
tco
m
es.
Stu
d
en
t
s
u
p
p
o
r
t:
ad
d
r
ess
ch
allen
g
e
s
s
u
ch
as
ac
ad
em
ic
an
x
iety
,
lo
w
s
elf
-
r
eg
u
latio
n
,
an
d
th
e
n
ee
d
f
o
r
s
u
p
p
o
r
t
in
wr
itin
g
s
cien
tific
p
ap
er
s
b
y
p
r
o
v
id
i
n
g
tailo
r
ed
s
tu
d
en
t su
p
p
o
r
t b
ased
o
n
in
d
iv
id
u
al
n
ee
d
s
an
d
lear
n
in
g
s
ty
les.
I
m
p
lem
en
tin
g
th
ese
r
ec
o
m
m
en
d
atio
n
s
ca
n
h
elp
ad
v
an
ce
t
h
e
ed
u
ca
tio
n
s
y
s
te
m
b
y
u
tili
zin
g
m
o
d
er
n
L
MS
s
tr
ateg
ies
an
d
tech
n
i
q
u
es,
u
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i
v
e
rsiti
P
u
tra
M
a
lay
sia
.
He
r
e
x
p
e
rti
se
is
i
n
m
o
ra
l
e
d
u
c
a
ti
o
n
,
v
a
lu
e
s
e
d
u
c
a
ti
o
n
a
n
d
e
d
u
c
a
ti
o
n
a
l
p
s
y
c
h
o
l
o
g
y
,
e
sp
e
c
ially
i
n
tea
c
h
in
g
,
re
se
a
rc
h
,
c
o
n
su
lt
a
n
c
y
a
n
d
c
o
m
m
u
n
it
y
se
rv
ice
.
S
h
e
f
o
c
u
s
e
s
m
o
re
o
n
re
se
a
rc
h
o
n
th
e
p
sy
c
h
o
lo
g
y
o
f
m
o
ra
l
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
y
_
m
a
izu
ra
@u
p
m
.
e
d
u
.
m
y
.
Nur
Ra
ih
a
n
Che
Na
wi
is
a
S
e
n
io
r
Lec
tu
re
r
in
th
e
De
p
a
rtme
n
t
o
f
P
ro
fe
ss
io
n
a
l
De
v
e
lo
p
m
e
n
t
a
n
d
C
o
n
t
in
u
in
g
E
d
u
c
a
ti
o
n
a
t
th
e
F
a
c
u
lt
y
o
f
E
d
u
c
a
ti
o
n
a
l
S
t
u
d
ies
,
U
n
iv
e
rsiti
P
u
tra
M
a
lay
sia
(UPM
)
.
S
h
e
o
b
tain
e
d
h
e
r
P
h
.
D
.
in
t
h
e
field
o
f
Hu
m
a
n
Re
so
u
rc
e
De
v
e
lo
p
m
e
n
t
,
sp
e
c
ializin
g
i
n
Yo
u
th
De
v
e
l
o
p
m
e
n
t.
Wi
th
e
x
te
n
siv
e
re
se
a
rc
h
e
x
p
e
r
ien
c
e
b
e
fo
re
jo
i
n
in
g
UPM
,
sh
e
tea
c
h
e
s
c
o
u
rse
s
su
c
h
a
s
re
se
a
rc
h
m
e
th
o
d
s,
p
h
il
o
s
o
p
h
y
a
n
d
p
rin
c
i
p
les
o
f
e
x
ten
sio
n
e
d
u
c
a
ti
o
n
a
n
d
t
h
in
k
in
g
sk
il
l
s.
Ad
d
it
io
n
a
ll
y
,
sh
e
is
a
n
e
x
p
e
rt
i
n
q
u
a
li
tativ
e
re
se
a
rc
h
d
e
sig
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
n
u
rra
i
h
a
n
@u
p
m
.
e
d
u
.
m
y
.
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