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1.
I
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em
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2
1
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u
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y
[
1
]
.
C
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t
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tech
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[
2
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.
Ad
m
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[
3
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I
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“
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am
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d
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th
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twen
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tu
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[
2
]
,
[
4
]
.
A
c
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d
is
cr
im
in
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tech
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iq
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ater
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in
ter
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in
g
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s
tr
ates
th
is
tr
en
d
[
5
]
.
T
s
en
g
an
d
W
alsh
[
6
]
ex
am
in
ed
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
ex
p
er
ien
ce
s
o
f
r
eg
u
lar
E
n
g
lis
h
lit
er
ac
y
class
es in
a
m
ix
ed
en
v
ir
o
n
m
en
t.
Par
ticip
an
ts
in
th
e
co
m
b
in
ed
c
o
u
r
s
e
r
ep
o
r
ted
in
cr
ea
s
ed
m
o
tiv
atio
n
to
s
tu
d
y
an
d
a
d
esire
f
o
r
f
u
r
th
e
r
b
len
d
ed
lear
n
in
g
.
Ho
wev
er
,
th
e
two
v
er
s
io
n
s
h
a
d
n
o
s
ig
n
if
ica
n
t d
if
f
e
r
en
ce
s
in
lear
n
in
g
o
u
tco
m
es o
r
f
in
al
g
r
a
d
es
[
6
]
.
Hy
b
r
id
l
ea
r
n
i
n
g
,
a
p
e
d
a
g
o
g
ica
l
t
ec
h
n
i
q
u
e
in
te
g
r
ati
n
g
i
n
-
p
e
r
s
o
n
i
n
s
t
r
u
c
ti
o
n
wi
th
o
n
li
n
e
l
ea
r
n
i
n
g
,
h
as
f
a
v
o
r
ed
m
o
d
e
r
n
ed
u
ca
t
io
n
[
5
]
,
[
7
]
.
T
h
is
a
r
c
h
it
ec
t
u
r
e
,
th
e
s
y
n
c
h
r
o
n
o
u
s
h
y
b
r
i
d
o
r
t
h
e
b
le
n
d
e
d
le
ar
n
i
n
g
en
v
i
r
o
n
m
e
n
ts
,
a
ll
o
ws
o
n
-
s
i
te
an
d
r
e
m
o
te
s
t
u
d
e
n
ts
t
o
p
a
r
t
ak
e
in
in
s
tr
u
cti
o
n
al
ac
t
io
n
s
s
i
m
u
lt
an
e
o
u
s
ly
[
8
]
,
[
9
]
.
Acc
o
r
d
in
g
t
o
G
r
a
h
a
m
[
1
0
]
,
b
l
en
d
e
d
l
ea
r
n
i
n
g
co
m
b
i
n
es
t
r
ad
i
tio
n
a
l
i
n
-
p
er
s
o
n
i
n
s
t
r
u
cti
o
n
wi
th
o
n
li
n
e
l
ea
r
n
i
n
g
.
T
h
is
in
s
tr
u
c
ti
o
n
al
t
ec
h
n
i
q
u
e
b
len
d
s
i
n
-
p
e
r
s
o
n
i
n
t
er
ac
t
io
n
s
b
etwe
e
n
s
tu
d
en
ts
in
th
e
s
a
m
e
co
u
r
s
e
a
n
d
te
ac
h
e
r
s
wit
h
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
c
h
r
o
n
o
u
s
o
n
l
in
e
c
o
m
p
o
n
e
n
ts
[
1
0
]
,
[
1
1
]
.
W
it
h
h
y
b
r
i
d
le
a
r
n
i
n
g
,
ed
u
ca
t
o
r
s
a
n
d
ad
m
i
n
is
t
r
a
to
r
s
h
a
v
e
a
f
le
x
i
b
le
a
p
p
r
o
ac
h
t
o
p
r
o
v
id
in
g
le
ar
n
i
n
g
m
at
er
ials
o
u
ts
i
d
e
t
r
a
d
it
io
n
a
l
c
lass
r
o
o
m
en
v
i
r
o
n
m
e
n
ts
.
T
h
e
te
c
h
n
iq
u
e
f
o
s
t
er
s
a
cti
v
e
p
a
r
ti
ci
p
at
io
n
,
co
o
p
e
r
at
io
n
,
an
d
s
t
u
d
e
n
t
d
is
cu
s
s
i
o
n
b
y
m
i
x
i
n
g
in
-
p
e
r
s
o
n
an
d
o
n
l
in
e
e
le
m
e
n
t
s
.
T
h
is
r
esu
lts
in
a
m
o
r
e
en
g
ag
i
n
g
an
d
e
n
h
a
n
ce
d
le
ar
n
i
n
g
ex
p
e
r
i
en
ce
wit
h
th
e
co
u
r
s
e
c
o
n
te
n
t
[
3
]
.
I
n
Octo
b
e
r
2
0
2
2
(
f
i
r
s
t
s
em
ester
o
f
2
0
2
2
-
2
3
)
,
an
in
tr
o
d
u
cto
r
y
co
u
r
s
e
o
n
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
(
I
T
)
d
esig
n
ed
alo
n
g
with
th
e
co
u
r
s
e
lear
n
in
g
o
u
tco
m
es
(
C
L
O
s
)
was
d
eliv
er
ed
to
s
tu
d
e
n
ts
en
r
o
lled
in
s
ev
er
al
u
n
d
er
g
r
ad
u
ate
IT
p
r
o
g
r
am
s
at
J
o
r
d
an
Un
iv
er
s
ity
o
f
Scien
c
e
an
d
T
ec
h
n
o
lo
g
y
(
J
UST)
u
s
in
g
a
m
u
lti
-
f
ac
eted
h
y
b
r
id
a
p
p
r
o
ac
h
[
1
2
]
.
T
h
ese
u
n
d
er
g
r
ad
u
ate
I
T
p
r
o
g
r
am
s
in
clu
d
e
s
o
f
twar
e
en
g
in
ee
r
in
g
(
SE)
,
co
m
p
u
ter
en
g
in
ee
r
in
g
(
C
E
)
,
n
etwo
r
k
e
n
g
in
ee
r
in
g
an
d
s
ec
u
r
ity
(
NE
S),
co
m
p
u
ter
s
cien
ce
(
C
S),
co
m
p
u
ter
in
f
o
r
m
atio
n
s
y
s
tem
s
(
C
I
S),
d
ata
s
cien
ce
s
(
DS)
,
cy
b
er
s
ec
u
r
ity
(
C
y
S)
,
an
d
ar
tific
ial
in
tellig
en
ce
(
AI
)
.
E
ig
h
t
c
o
u
r
s
es
co
v
er
in
g
a
wid
e
r
an
g
e
o
f
s
u
b
jects,
in
clu
d
in
g
AI
an
d
its
im
p
ac
t
o
n
I
T
,
c
o
m
p
u
te
r
o
r
g
an
izatio
n
an
d
ar
ch
itectu
r
e,
n
u
m
b
er
i
n
g
s
y
s
tem
s
,
d
ata
s
to
r
ag
e
,
C
p
r
o
g
r
am
m
in
g
,
s
o
f
twar
e
en
g
in
ee
r
in
g
,
n
etwo
r
k
in
g
,
an
d
s
ec
u
r
ity
,
m
ad
e
u
p
th
e
co
u
r
s
e
-
s
ev
er
al
in
s
tr
u
ctio
n
al
co
m
p
o
n
en
ts
wer
e
i
n
clu
d
e
d
in
th
e
co
u
r
s
e
d
eliv
er
y
tec
h
n
iq
u
e,
wh
ich
was
co
m
p
lex
.
Sy
n
c
h
r
o
n
o
u
s
in
-
cla
s
s
lectu
r
es
wer
e
r
eq
u
ir
ed
o
f
th
e
s
tu
d
en
ts
to
p
r
o
m
o
te
lear
n
in
g
an
d
r
ea
l
-
tim
e
in
ter
ac
tio
n
.
T
h
e
y
also
h
a
d
to
d
o
m
a
n
d
ato
r
y
asy
n
c
h
r
o
n
o
u
s
s
elf
-
r
ea
d
in
g
ass
ig
n
m
en
ts
o
u
ts
id
e
o
f
class
,
en
co
u
r
a
g
in
g
in
d
iv
i
d
u
al
s
tu
d
y
an
d
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
c
o
u
r
s
e
to
p
ics.
T
h
e
ass
ess
m
en
t
s
tr
u
ctu
r
e
r
eq
u
i
r
ed
s
y
n
ch
r
o
n
o
u
s
o
r
asy
n
c
h
r
o
n
o
u
s
o
n
lin
e
an
d
o
f
f
lin
e
test
s
a
n
d
q
u
izze
s
to
ev
alu
ate
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
co
m
p
r
eh
e
n
s
iv
ely
.
T
o
f
u
r
th
er
en
h
an
ce
th
eir
lear
n
i
n
g
e
x
p
er
ien
ce
,
s
tu
d
en
ts
co
u
ld
p
a
r
ticip
ate
in
o
p
tio
n
al,
asy
n
ch
r
o
n
o
u
s
,
o
f
f
-
class
s
elf
-
watc
h
in
g
ac
tiv
ities
.
T
h
is
allo
wed
th
em
to
en
g
a
g
e
with
th
e
co
u
r
s
e
m
ater
ial
m
o
r
e
f
lex
ib
ly
.
T
h
ey
c
o
u
ld
p
ar
ticip
ate
in
s
y
n
ch
r
o
n
o
u
s
o
n
lin
e
d
i
s
cu
s
s
io
n
s
ess
io
n
s
,
wh
ich
g
av
e
th
em
a
f
o
r
u
m
f
o
r
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
in
-
d
ep
t
h
r
esear
ch
o
n
ce
r
tain
t
o
p
ics
[
1
2
]
–
[
1
4
]
.
T
h
e
in
tr
o
d
u
cto
r
y
co
u
r
s
e
o
n
I
T
was
th
e
f
ir
s
t
co
u
r
s
e
at
J
UST
to
b
e
d
eliv
er
ed
u
s
in
g
a
m
u
lti
-
f
ac
eted
h
y
b
r
id
ap
p
r
o
ac
h
t
h
at
in
co
r
p
o
r
ates
s
y
n
ch
r
o
n
o
u
s
in
-
class
lectu
r
es
to
p
r
o
m
o
te
lear
n
in
g
a
n
d
r
ea
l
-
tim
e
in
ter
ac
tio
n
with
th
e
s
tu
d
en
ts
;
m
an
d
ato
r
y
asy
n
ch
r
o
n
o
u
s
s
elf
-
r
ea
d
in
g
a
s
s
ig
n
m
en
ts
,
ac
tiv
ities
,
an
d
in
d
iv
id
u
al
s
tu
d
ies
to
ex
p
an
d
th
eir
k
n
o
wled
g
e
a
n
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
v
ar
i
o
u
s
I
T
to
p
ics;
s
y
n
ch
r
o
n
o
u
s
an
d
a
s
y
n
ch
r
o
n
o
u
s
o
n
lin
e
an
d
o
f
f
lin
e
test
s
an
d
q
u
izze
s
to
ass
es
s
th
eir
u
n
d
er
s
tan
d
in
g
c
o
m
p
r
eh
e
n
s
iv
ely
;
an
d
o
p
ti
o
n
al,
asy
n
ch
r
o
n
o
u
s
,
an
d
o
f
f
-
class
s
elf
-
watc
h
in
g
ac
tiv
it
ies
to
en
h
an
ce
t
h
eir
lear
n
in
g
ex
p
er
ien
ce
.
T
h
u
s
,
it
b
ec
am
e
ess
en
tial
th
at
we
ev
alu
ate
th
e
ad
v
an
tag
es
an
d
c
h
allen
g
es
o
f
im
p
lem
en
tin
g
s
u
ch
a
m
u
lti
-
f
ac
ete
d
h
y
b
r
id
a
p
p
r
o
ac
h
in
d
eliv
er
in
g
co
u
r
s
es a
t JUST,
f
o
cu
s
in
g
o
n
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
an
d
o
v
er
all
s
atis
f
ac
tio
n
with
th
e
co
u
r
s
e
d
eliv
er
y
m
et
h
o
d
.
As
e
x
p
lai
n
e
d
,
w
e
f
o
cu
s
e
d
o
n
8
8
0
s
tu
d
en
ts
r
e
g
is
t
er
ed
i
n
t
h
e
ab
o
v
e
-
r
e
f
e
r
e
n
c
ed
i
n
tr
o
d
u
ct
o
r
y
co
u
r
s
e
o
n
I
T
.
W
e
a
p
p
r
o
ac
h
e
d
th
em
t
o
c
o
m
p
l
ete
a
q
u
esti
o
n
n
ai
r
e
d
esi
g
n
e
d
s
p
e
ci
f
i
ca
ll
y
f
o
r
t
h
is
s
t
u
d
y
.
T
h
e
q
u
est
io
n
n
ai
r
e
s
ec
ti
o
n
s
f
o
c
u
s
e
d
o
n
s
t
u
d
e
n
ts
'
d
em
o
g
r
ap
h
i
c
i
n
f
o
r
m
a
ti
o
n
,
v
i
ew
s
,
s
a
tis
f
ac
ti
o
n
,
a
g
r
ee
m
e
n
t
,
a
n
d
r
at
in
g
o
f
th
e
m
u
lti
-
f
a
ce
t
ed
h
y
b
r
id
le
ar
n
i
n
g
,
a
n
d
r
ec
o
m
m
e
n
d
at
io
n
s
.
T
h
en
,
t
h
e
2
5
1
r
ec
ei
v
e
d
r
es
p
o
n
s
es
we
r
e
a
n
al
y
ze
d
,
d
is
c
u
s
s
e
d
,
an
d
c
o
n
cl
u
d
e
d
.
W
e
u
til
iz
ed
Go
o
g
le
F
o
r
m
s
f
o
r
d
a
ta
c
o
l
le
cti
o
n
an
d
M
i
cr
o
s
o
f
t
E
x
c
el
2
0
1
6
f
o
r
c
o
d
i
n
g
a
n
d
p
e
r
f
o
r
m
e
d
d
a
ta
a
n
a
ly
s
is
u
s
i
n
g
SP
SS
s
t
atis
t
ics
1
7
.
0
.
T
h
is
p
ap
er
ex
p
lain
s
o
u
r
an
aly
s
is
o
f
th
e
2
5
1
r
ec
eiv
ed
r
esp
o
n
s
es.
T
h
is
co
m
es
f
r
o
m
d
if
f
er
en
t
p
er
s
p
ec
tiv
es,
in
clu
d
in
g
th
eir
d
escr
ip
tiv
e
an
aly
s
is
;
th
eir
r
eliab
ilit
y
s
tatis
tic
s
;
th
eir
f
ac
to
r
an
aly
s
is
;
th
eir
in
f
er
en
tial
s
tatis
tic
s
o
f
th
e
ass
o
ciatio
n
am
o
n
g
th
e
q
u
esti
o
n
n
air
e
v
ar
iab
les
th
at
wer
e
r
esp
o
n
d
ed
to
b
y
s
tu
d
e
n
ts
;
an
d
th
e
ch
allen
g
es
f
ac
ed
b
y
s
tu
d
en
ts
.
Fu
r
th
er
m
o
r
e
,
we
h
ig
h
lig
h
t
th
e
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
o
f
th
e
m
u
lti
-
f
ac
eted
ap
p
r
o
ac
h
u
s
ed
to
d
eli
v
er
th
e
ab
o
v
e
-
r
ef
er
e
n
ce
d
in
tr
o
d
u
cto
r
y
co
u
r
s
e
o
n
I
T
.
Ov
er
a
ll,
th
e
r
esu
lts
wer
e
r
ea
s
o
n
ab
le
an
d
ca
n
h
elp
th
e
J
UST
m
is
s
io
n
en
r
ich
its
p
o
r
tf
o
l
io
o
f
co
u
r
s
e
d
eliv
er
y
ap
p
r
o
ac
h
es.
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
2
6
4
-
1
2
7
2
1266
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
cu
r
r
e
n
t
s
tu
d
y
f
o
c
u
s
ed
o
n
a
g
r
o
u
p
o
f
8
8
0
s
tu
d
en
ts
wh
o
wer
e
en
r
o
lled
in
th
e
I
T
co
u
r
s
e
at
J
o
r
d
an
Un
iv
er
s
ity
o
f
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
.
T
h
is
co
u
r
s
e
ad
o
p
ted
a
m
u
ltimo
d
al
h
y
b
r
id
s
tr
u
ctu
r
e
in
th
e
f
ir
s
t
s
em
ester
o
f
th
e
2
0
2
2
–
2
0
2
3
a
ca
d
em
ic
y
ea
r
.
A
s
u
r
v
ey
u
s
in
g
Go
o
g
le
Fo
r
m
s
was
u
s
ed
t
o
g
ath
er
im
p
o
r
ta
n
t
in
f
o
r
m
atio
n
o
n
th
e
b
en
ef
its
an
d
d
r
awb
ac
k
s
o
f
th
is
in
n
o
v
ativ
e
co
u
r
s
e
d
eliv
er
y
m
eth
o
d
f
r
o
m
th
e
s
tu
d
en
t'
s
p
er
s
p
ec
tiv
e.
E
n
r
o
lled
in
d
i
v
id
u
als
wer
e
ask
ed
t
o
s
h
ar
e
th
eir
o
p
in
io
n
s
u
s
in
g
a
L
ik
er
t
s
ca
le
-
b
ased
q
u
esti
o
n
n
air
e
with
v
ar
io
u
s
p
o
s
s
ib
le
an
s
wer
s
.
A
co
m
p
u
ter
ized
s
u
r
v
ey
co
n
tain
in
g
2
5
1
r
ep
lies
was
m
a
d
e
av
ailab
le
to
th
e
s
tu
d
en
ts
[
1
5
]
,
[
1
6
]
.
T
h
e
q
u
esti
o
n
n
air
e
d
esig
n
was
in
f
lu
en
c
e
d
b
y
p
r
io
r
r
esear
ch
o
n
s
tu
d
e
n
ts
'
p
er
s
p
ec
tiv
es
o
n
b
len
d
ed
lear
n
in
g
.
All
alo
n
g
t
h
e
way
,
p
ar
ticip
an
ts
wer
e
r
ea
s
s
u
r
ed
th
at
th
eir
d
ata
wo
u
ld
b
e
tr
ea
ted
with
th
e
u
tm
o
s
t c
o
n
f
id
e
n
tiality
an
d
u
tili
ze
d
ex
clu
s
iv
ely
f
o
r
r
esear
ch
.
2
.
2
.
Q
ues
t
io
nn
a
ire
s
ec
t
io
ns
T
h
e
q
u
esti
o
n
n
air
e
was
co
m
p
o
s
ed
o
f
n
in
e
s
ec
tio
n
s
.
T
h
e
d
e
m
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
s
ec
tio
n
in
clu
d
ed
f
iv
e
q
u
esti
o
n
s
to
g
ath
er
b
asic
p
ar
ticip
an
t
d
ata
in
clu
d
i
n
g
d
ep
ar
tm
en
t,
y
ea
r
o
f
s
tu
d
y
,
ag
e,
g
en
d
er
,
an
d
lev
el
o
f
ed
u
ca
tio
n
.
T
h
e
s
tu
d
en
t
m
eth
o
d
o
lo
g
y
(
StAp
p
)
s
ec
tio
n
in
cl
u
d
ed
f
o
u
r
well
-
th
o
u
g
h
t
-
o
u
t
q
u
esti
o
n
s
to
g
au
g
e
p
ar
ticip
an
ts
'
th
o
u
g
h
ts
o
n
th
e
m
u
lti
-
f
ac
eted
h
y
b
r
id
ap
p
r
o
ac
h
to
I
T
ed
u
ca
tio
n
.
R
esp
o
n
d
e
n
ts
en
d
o
r
s
ed
r
ep
lace
m
en
ts
s
u
ch
as
Yes/No
,
u
s
in
g
a
s
im
p
lis
tic
ap
p
r
o
ac
h
to
c
o
n
v
e
y
th
eir
v
iews.
T
h
e
s
tu
d
en
t
s
atis
f
ac
tio
n
(
StS
at)
s
ec
tio
n
in
clu
d
ed
f
o
u
r
q
u
esti
o
n
s
to
d
eter
m
in
e
p
ar
t
icip
an
ts
'
s
ati
s
f
ac
tio
n
with
th
e
co
m
p
lex
h
y
b
r
id
m
eth
o
d
.
Par
ticip
an
ts
wer
e
r
e
q
u
ested
to
g
r
ad
e
th
eir
s
atis
f
ac
tio
n
o
n
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le,
r
an
g
in
g
f
r
o
m
“
Ver
y
d
is
s
atis
f
ied
”
to
“
Ver
y
s
atis
f
ied
”
.
T
h
e
s
tu
d
en
t'
s
ag
r
ee
m
en
t
(
StAg
r
)
s
ec
tio
n
in
v
o
lv
e
d
f
o
u
r
q
u
esti
o
n
s
to
ev
alu
ate
h
o
w
well
th
e
s
tu
d
en
ts
ag
r
ee
d
with
ce
r
tain
claim
s
co
n
s
id
er
in
g
th
e
m
u
lti
-
f
ac
ete
d
h
y
b
r
id
ap
p
r
o
ac
h
.
Par
ticip
an
ts
wer
e
r
eq
u
ested
t
o
g
r
a
d
e
th
eir
ag
r
ee
m
e
n
t
o
n
a
f
iv
e
-
p
o
in
t
L
ik
e
r
t
s
ca
le,
r
an
g
i
n
g
f
r
o
m
“
Stro
n
g
ly
d
is
ag
r
ee
”
to
“
Stro
n
g
ly
ag
r
ee
”
.
T
h
e
s
tu
d
en
t'
s
r
at
in
g
(
StR
t)
s
e
ctio
n
in
v
o
lv
ed
f
o
u
r
q
u
esti
o
n
s
to
ass
es
s
d
if
f
er
en
t
asp
ec
ts
o
f
th
e
m
u
lti
-
f
ac
eted
h
y
b
r
id
m
eth
o
d
.
Par
ticip
an
ts
ass
ess
ed
ea
ch
o
th
er
u
s
in
g
a
f
iv
e
-
p
o
in
t
L
i
k
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
“
Ver
y
p
o
o
r
”
t
o
“
Ver
y
g
o
o
d
”
.
T
h
e
s
tu
d
e
n
t
s
'
ch
allen
g
es
s
ec
t
io
n
in
v
o
lv
e
d
f
o
u
r
q
u
esti
o
n
s
to
d
eter
m
in
e
s
tu
d
e
n
ts
'
o
b
s
tacle
s
wh
en
u
tili
zin
g
th
e
m
u
lti
-
f
ac
eted
h
y
b
r
id
s
y
s
tem
.
R
esp
o
n
d
en
ts
wer
e
g
iv
e
n
a
s
im
ilar
s
ca
le
with
alter
n
ativ
es
s
u
ch
as
Yes/No
to
s
h
ar
e
t
h
eir
o
b
s
er
v
atio
n
s
.
T
h
e
co
u
r
s
e
f
laws
s
ec
tio
n
p
er
m
itte
d
r
esp
o
n
d
en
ts
to
s
elec
t
two
co
u
r
s
e
f
laws
f
r
o
m
a
lis
t
o
f
ch
o
ices
d
u
r
in
g
th
e
wea
k
n
ess
es
p
o
r
tio
n
.
T
h
e
co
u
r
s
e
s
tr
en
g
th
s
s
ec
tio
n
allo
wed
p
ar
ticip
an
ts
to
s
elec
t
two
q
u
esti
o
n
s
in
th
e
s
tr
en
g
th
s
s
ec
tio
n
u
s
in
g
a
g
iv
en
lis
t
o
f
alter
n
ativ
es
to
d
eter
m
in
e
th
e
co
u
r
s
e'
s
s
tr
en
g
th
s
.
T
h
e
s
tu
d
en
t'
s
r
ec
o
m
m
en
d
atio
n
(
StR
cm
n
)
s
ec
tio
n
was
th
e
s
tu
d
en
ts
'
r
ec
o
m
m
en
d
atio
n
s
e
ctio
n
th
at
in
clu
d
ed
two
q
u
e
s
tio
n
s
to
g
ath
er
p
ar
ticip
an
ts
'
r
ec
o
m
m
e
n
d
atio
n
s
r
eg
ar
d
in
g
th
e
m
u
lti
-
f
ac
eted
h
y
b
r
id
ap
p
r
o
ac
h
.
2
.
3
.
Sta
t
is
t
ica
l
a
na
ly
s
is
M
ic
r
o
s
o
f
t
E
x
ce
l
2
0
1
6
was
u
s
e
d
f
o
r
d
at
a
c
o
d
i
n
g
,
an
d
s
tat
is
tic
al
p
ac
k
ag
e
f
o
r
t
h
e
s
o
cia
l
s
ci
e
n
ce
s
(
SP
SS
s
tatis
t
ics 1
7
.
0
)
was
u
s
ed
f
o
r
a
n
aly
s
is
.
T
o
ass
ess
t
h
e
p
r
ese
n
ce
o
f
c
o
lli
n
ea
r
it
y
an
d
co
r
r
el
ati
o
n
s
b
e
twe
en
q
u
es
ti
o
n
s
(
v
a
r
ia
b
l
es)
,
t
h
e
Kais
e
r
-
Me
y
e
r
-
Olk
in
(
K
MO
)
a
n
d
B
a
r
tl
ett
’
s
t
ests
we
r
e
e
m
p
lo
y
ed
o
n
t
h
e
c
o
m
p
let
e
d
at
aset
.
T
h
e
in
t
er
n
al
c
o
n
s
is
t
e
n
c
y
a
n
d
r
e
lia
b
ilit
y
o
f
t
h
e
d
ata
we
r
e
e
x
a
m
i
n
e
d
u
s
i
n
g
C
r
o
n
b
a
ch
’
s
al
p
h
a.
T
h
e
C
hi
-
s
q
u
a
r
e
tes
t w
as
ap
p
li
e
d
i
n
t
h
is
s
t
u
d
y
t
o
ex
am
i
n
e
w
h
e
th
e
r
an
y
s
i
g
n
if
ica
n
t
ass
o
ciat
io
n
s
e
x
is
t
b
et
wee
n
t
h
e
v
a
r
i
ab
l
es.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
a
na
ly
s
is
T
h
e
s
tu
d
y
s
am
p
le
co
n
s
is
ted
o
f
2
5
1
p
ar
ticip
an
ts
wh
o
co
m
p
leted
th
e
q
u
esti
o
n
n
air
e
.
All
th
e
p
ar
ticip
an
ts
wer
e
af
f
iliated
with
J
UST.
T
h
e
s
am
p
le
en
co
m
p
ass
ed
a
d
iv
er
s
e
m
ix
o
f
m
ale
an
d
f
em
ale
s
tu
d
en
ts
,
with
m
ale
s
tu
d
en
ts
(
6
5
.
7
%)
o
u
tn
u
m
b
er
in
g
f
e
m
ales
(
3
4
.
3
%).
R
eg
ar
d
in
g
ag
e,
m
o
s
t
p
ar
ticip
an
ts
(
5
5
%)
f
ell
with
in
th
e
2
1
-
2
3
ag
e
r
an
g
e,
f
o
llo
wed
b
y
(
4
0
.
6
%)
s
tu
d
en
ts
wh
o
f
ell
with
in
th
e
1
8
-
2
0
a
g
e
r
an
g
e
,
in
d
icatin
g
a
p
r
ed
o
m
i
n
an
t
p
r
esen
ce
o
f
th
e
t
y
p
ical
u
n
d
er
g
r
ad
u
ate
ag
e
g
r
o
u
p
.
W
h
en
a
n
aly
zin
g
th
e
s
tu
d
y
y
ea
r
d
is
tr
ib
u
tio
n
,
it
was
o
b
s
er
v
ed
th
at
th
e
h
ig
h
est
r
ep
r
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r
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i
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icatin
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t
h
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tu
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y
y
ea
r
s
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a
d
th
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lar
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est
n
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m
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er
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r
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en
ts
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R
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h
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co
m
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ass
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d
iv
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s
e
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g
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ep
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ts
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clu
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g
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S
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SE
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CS
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I
S
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DS,
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y
S,
an
d
AI
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ep
ar
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ts
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th
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ig
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Fu
r
th
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ib
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tio
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s
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r
C
y
S,
C
I
S,
AI
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C
S,
an
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DS,
r
esp
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T
ab
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1
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u
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m
ar
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m
p
le'
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ca
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al
lev
el,
s
tu
d
y
y
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r
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n
d
d
ep
ar
tm
e
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
R
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I
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N:
2252
-
8
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Ass
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I
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f
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en
tial
s
tatis
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id
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ab
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ts
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to
th
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ip
s
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t
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q
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v
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at
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esp
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d
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to
t
h
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o
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with
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if
ican
t
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lts
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ab
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ticip
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ts
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%
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KM
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9
4
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
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&
R
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c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
2
6
4
-
1
2
7
2
1268
T
ab
le
4
.
Ass
o
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s
is
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e
a
n
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9
*
3
.
5
.
Cha
lleng
es
f
a
ce
d by
s
t
ud
ent
s
T
ab
le
5
p
r
esen
ts
th
e
p
er
ce
n
ta
g
es
o
f
s
tu
d
en
ts
wh
o
ex
p
er
ien
c
ed
v
ar
i
o
u
s
ch
allen
g
es
in
h
y
b
r
i
d
lear
n
in
g
.
T
h
e
d
ata
r
ef
lects
th
e
r
esp
o
n
s
e
s
o
f
s
tu
d
e
n
ts
to
q
u
esti
o
n
n
air
e
item
s
r
eg
ar
d
in
g
t
h
ese
ch
allen
g
es.
T
h
e
ch
allen
g
es
in
clu
d
ed
tech
n
ical
d
if
f
ic
u
lties
with
o
n
lin
e
p
latf
o
r
m
s
o
r
to
o
ls
,
d
if
f
icu
lty
s
tay
in
g
f
o
cu
s
ed
d
u
r
in
g
o
n
lin
e
lectu
r
es
o
r
d
is
cu
s
s
io
n
s
,
d
if
f
icu
lty
in
o
n
lin
e
co
m
m
u
n
icatio
n
o
r
co
l
lab
o
r
atio
n
,
a
n
d
d
if
f
icu
lty
u
n
d
er
s
tan
d
in
g
co
u
r
s
e
m
ater
ial
d
u
e
to
th
e
lack
o
f
in
-
p
er
s
o
n
in
ter
ac
tio
n
.
T
h
e
5
7
%
o
f
s
tu
d
e
n
ts
r
ep
o
r
ted
e
x
p
er
ien
cin
g
tec
h
n
ical
d
if
f
icu
lties
with
o
n
lin
e
p
latf
o
r
m
s
o
r
to
o
ls
d
u
r
in
g
th
e
c
o
u
r
s
e,
wh
ile
th
e
o
th
er
4
3
%
d
id
n
o
t
ex
p
er
ien
ce
th
is
ch
allen
g
e.
Mo
r
eo
v
er
,
6
4
.
1
%
ex
p
r
ess
ed
d
if
f
icu
lties
m
ain
tai
n
in
g
f
o
cu
s
d
u
r
in
g
o
n
lin
e
lect
u
r
es
o
r
d
is
cu
s
s
io
n
s
,
wh
ile
3
5
.
9
%
d
id
n
o
t
co
n
s
id
er
th
is
a
c
h
allen
g
e.
Ab
o
u
t
5
2
.
6
%
o
f
th
e
r
esp
o
n
d
en
ts
r
ep
o
r
ted
d
if
f
icu
lties
ef
f
ec
tiv
ely
in
te
r
ac
tin
g
with
p
ee
r
s
an
d
in
s
tr
u
cto
r
s
o
n
lin
e,
u
n
lik
e
4
7
.
4
%
wh
o
d
id
n
o
t
ex
p
er
ie
n
ce
s
u
ch
ch
allen
g
es.
4
8
.
6
%
o
f
th
e
s
tu
d
en
ts
ac
k
n
o
wled
g
ed
ex
p
e
r
ien
ci
n
g
d
if
f
icu
lties
co
m
p
r
eh
e
n
d
in
g
th
e
c
o
u
r
s
e
m
ater
ial
d
u
e
to
th
e
ab
s
en
ce
o
f
in
-
p
e
r
s
o
n
in
ter
ac
tio
n
,
w
h
er
ea
s
th
e
o
th
e
r
5
1
.
4
% d
id
n
o
t e
x
p
e
r
ien
ce
s
u
ch
d
if
f
icu
lty
.
T
ab
le
5
.
C
h
allen
g
es f
ac
e
d
b
y
s
tu
d
en
ts
d
u
r
i
n
g
h
y
b
r
id
co
u
r
s
e
d
eliv
er
y
C
h
a
l
l
e
n
g
e
s
Y
e
s (%)
N
o
(
%)
H
a
v
e
y
o
u
e
x
p
e
r
i
e
n
c
e
d
t
e
c
h
n
i
c
a
l
d
i
f
f
i
c
u
l
t
i
e
s wi
t
h
o
n
l
i
n
e
p
l
a
t
f
o
r
ms
o
r
t
o
o
l
s
d
u
r
i
n
g
t
h
e
c
o
u
r
se
?
57
43
H
a
v
e
y
o
u
n
e
e
d
e
d
h
e
l
p
s
t
a
y
i
n
g
f
o
c
u
s
e
d
d
u
r
i
n
g
o
n
l
i
n
e
l
e
c
t
u
r
e
s
o
r
d
i
sc
u
ss
i
o
n
s?
6
4
.
1
3
5
.
9
H
a
v
e
y
o
u
e
x
p
e
r
i
e
n
c
e
d
d
i
f
f
i
c
u
l
t
y
c
o
m
mu
n
i
c
a
t
i
n
g
o
r
c
o
l
l
a
b
o
r
a
t
i
n
g
w
i
t
h
p
e
e
r
s o
r
i
n
s
t
r
u
c
t
o
r
s
o
n
l
i
n
e
?
5
2
.
6
4
7
.
4
H
a
v
e
y
o
u
e
x
p
e
r
i
e
n
c
e
d
d
i
f
f
i
c
u
l
t
y
u
n
d
e
r
st
a
n
d
i
n
g
t
h
e
c
o
u
r
se
mat
e
r
i
a
l
d
u
e
t
o
a
l
a
c
k
o
f
i
n
-
p
e
r
s
o
n
i
n
t
e
r
a
c
t
i
o
n
?
4
8
.
6
5
1
.
4
3
.
6
.
Str
eng
t
hs
a
nd
wea
k
nes
s
es o
f
t
he
m
ulti
-
f
a
ce
t
ed
hy
brid a
pp
ro
a
ch
Stu
d
en
ts
wer
e
s
u
r
v
ey
ed
r
eg
a
r
d
in
g
th
e
co
u
r
s
e
ass
es
s
m
en
ts
an
d
ac
tiv
ities
th
ey
f
o
u
n
d
p
ar
ticu
lar
ly
h
elp
f
u
l
o
r
ch
allen
g
in
g
.
T
h
es
e
ac
tiv
ities
in
clu
d
ed
lectu
r
es,
q
u
izze
s
,
s
elf
-
r
ea
d
in
g
/watch
in
g
,
g
r
o
u
p
p
r
o
jects,
d
is
cu
s
s
io
n
s
,
an
d
e
x
am
s
.
T
h
e
o
u
tco
m
es
o
f
th
e
s
tu
d
en
t
r
e
s
p
o
n
s
es
ar
e
d
etailed
in
T
ab
l
e
6
.
L
ec
tu
r
es
wer
e
id
en
tifie
d
as
p
ar
ticu
lar
ly
h
el
p
f
u
l
b
y
2
8
.
7
%
o
f
s
tu
d
en
ts
.
Ho
w
ev
er
,
a
s
m
all
%
o
f
s
tu
d
en
ts
(
9
.
6
%)
f
o
u
n
d
lectu
r
es
ch
allen
g
in
g
.
Qu
izze
s
,
as
a
f
o
r
m
o
f
ass
ess
m
en
t
an
d
f
o
r
m
ativ
e
lear
n
in
g
,
wer
e
s
ee
n
as
h
elp
f
u
l
b
y
2
7
.
9
%
o
f
s
tu
d
en
ts
.
No
n
eth
eless
,
a
s
iza
b
le
p
o
r
tio
n
(
3
3
.
9
%)
th
o
u
g
h
t
th
at
q
u
izze
s
wer
e
d
if
f
icu
lt.
1
7
.
9
%
o
f
s
tu
d
en
ts
th
o
u
g
h
t
s
elf
-
d
ir
ec
ted
lear
n
in
g
ac
tiv
ities
lik
e
watc
h
in
g
an
d
r
e
ad
in
g
wer
e
b
en
ef
icial.
No
n
eth
eless
,
a
m
ar
g
in
ally
g
r
e
ater
p
r
o
p
o
r
tio
n
(
1
9
.
1
%)
p
er
ce
iv
ed
th
ese
task
s
as
d
if
f
icu
lt.
T
h
is
s
h
o
ws
th
at
wh
ile
s
o
m
e
s
tu
d
en
ts
v
a
lu
e
th
e
in
d
ep
en
d
e
n
ce
o
f
th
e
s
e
ac
tiv
ities
,
o
th
er
s
m
ay
r
eq
u
ir
e
ass
is
tan
ce
in
ef
f
icien
tly
m
a
n
ag
in
g
th
eir
s
elf
-
p
ac
ed
lear
n
in
g
.
T
o
d
ev
elo
p
co
llab
o
r
ativ
e
s
k
ills
,
1
4
.
3
%
o
f
s
tu
d
en
ts
f
o
u
n
d
g
r
o
u
p
p
r
o
jects
u
s
ef
u
l.
Nev
er
t
h
eless
,
a
s
m
all
p
o
r
tio
n
(
1
.
9
%)
th
o
u
g
h
t
th
ey
wer
e
d
if
f
ic
u
lt.
T
h
is
s
u
g
g
ests
th
at
g
r
o
u
p
p
r
o
jects
m
ig
h
t
b
e
well
welc
o
m
ed
o
v
er
all,
with
v
er
y
f
ew
p
eo
p
le
h
av
i
n
g
t
r
o
u
b
le
with
th
em
.
T
h
e
6
8
%
o
f
s
tu
d
en
ts
s
aid
d
is
cu
s
s
io
n
s
wer
e
b
en
ef
icial
b
ec
au
s
e
th
ey
en
c
o
u
r
ag
e
ac
tiv
e
p
a
r
ticip
atio
n
an
d
p
ee
r
in
ter
ac
tio
n
.
T
h
e
s
m
all
p
r
o
p
o
r
tio
n
o
f
p
a
r
ticip
an
ts
(
3
.
2
%)
wh
o
f
elt
th
at
co
n
v
er
s
atio
n
s
wer
e
d
i
f
f
icu
lt
s
u
g
g
ests
th
at
th
is
ac
tiv
ity
m
ay
b
e
s
o
m
ewh
at
d
o
ab
le.
E
x
a
m
s
wer
e
p
e
r
ce
iv
e
d
as
d
if
f
ic
u
lt
b
y
9
.
6
%
o
f
s
t
u
d
en
ts
,
wh
ile
4
.
4
%
th
o
u
g
h
t
th
ey
wer
e
h
elp
f
u
l.
T
ab
le
6
.
Stu
d
e
n
ts
’
p
er
ce
p
tio
n
s
o
f
h
elp
f
u
l a
n
d
ch
allen
g
in
g
c
o
u
r
s
e
ac
tiv
ities
A
c
t
i
v
i
t
i
e
s
H
e
l
p
f
u
l
(
%)
C
h
a
l
l
e
n
g
i
n
g
(
%)
Le
c
t
u
r
e
s
2
8
.
7
9
.
6
Q
u
i
z
z
e
s
2
7
.
9
3
3
.
9
S
e
l
f
-
r
e
a
d
i
n
g
/
w
a
t
c
h
i
n
g
a
c
t
i
v
i
t
i
e
s
1
7
.
9
1
9
.
1
G
r
o
u
p
p
r
o
j
e
c
t
s
1
4
.
3
1
9
.
9
D
i
scu
ssi
o
n
s
6
.
8
3
.
2
Ex
a
m
s
4
.
4
9
.
6
To
t
a
l
1
0
0
1
0
0
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
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a
i
d
eh
)
1269
T
ab
le
7
p
r
o
v
i
d
es
in
s
ig
h
ts
in
to
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
r
eg
a
r
d
in
g
th
e
s
tr
en
g
th
s
o
f
th
e
m
u
lti
-
f
ac
eted
,
h
y
b
r
id
co
u
r
s
e
d
eliv
e
r
y
a
p
p
r
o
a
ch
to
I
T
e
d
u
ca
tio
n
.
Mo
s
t
s
tu
d
en
ts
(
2
7
.
5
%)
id
en
tifie
d
th
e
f
le
x
ib
ilit
y
o
f
f
er
ed
b
y
th
e
co
u
r
s
e
d
esig
n
as
a
s
tr
en
g
th
o
f
t
h
e
co
u
r
s
e
d
eliv
e
r
y
ap
p
r
o
ac
h
.
Ad
d
itio
n
ally
,
2
6
.
3
%
o
f
th
e
s
tu
d
en
ts
ap
p
r
ec
iated
th
e
in
s
tr
u
ct
o
r
'
s
r
esp
o
n
s
iv
en
ess
in
a
d
d
r
ess
in
g
th
ei
r
q
u
esti
o
n
s
,
an
d
2
5
.
1
%
f
o
u
n
d
th
e
co
u
r
s
e
co
n
te
n
t
ea
s
y
to
f
o
llo
w.
T
h
e
1
2
.
7
% o
f
s
tu
d
en
ts
r
ec
o
g
n
ized
th
e
ef
f
ec
ti
v
en
ess
o
f
o
n
lin
e
r
eso
u
r
ce
s
lik
e
lectu
r
e
v
id
eo
s
an
d
in
ter
ac
tiv
e
m
o
d
u
les,
wh
er
ea
s
o
n
ly
8
.
4
% f
o
u
n
d
th
e
co
m
b
i
n
at
io
n
o
f
i
n
-
p
er
s
o
n
an
d
o
n
lin
e
in
s
tr
u
ctio
n
en
g
ag
in
g
.
T
ab
le
8
h
ig
h
lig
h
ts
s
ev
er
al
we
ak
n
ess
es
ac
k
n
o
wled
g
e
d
b
y
th
e
s
tu
d
en
ts
.
T
h
e
m
o
s
t
p
r
o
m
in
e
n
t
co
n
ce
r
n
was
r
elate
d
to
th
e
o
n
lin
e
d
is
cu
s
s
io
n
f
o
r
u
m
s
,
with
3
1
.
9
%
o
f
s
tu
d
en
ts
in
d
icatin
g
th
at
th
e
y
co
u
ld
b
e
m
o
r
e
ac
tiv
e
an
d
en
g
a
g
in
g
.
T
h
e
2
1
.
9
%
o
f
s
tu
d
en
ts
f
o
u
n
d
ce
r
tain
tech
n
o
lo
g
y
to
o
ls
u
s
ed
in
th
e
c
o
u
r
s
e
ch
allen
g
in
g
to
n
av
ig
ate
an
d
u
n
d
er
s
tan
d
.
Fu
r
th
er
m
o
r
e,
2
1
.
5
%
o
f
s
tu
d
e
n
ts
ex
p
r
ess
ed
th
at
th
e
w
o
r
k
lo
a
d
co
u
ld
s
o
m
etim
es
b
ec
o
m
e
o
v
er
wh
elm
in
g
.
T
h
e
1
3
.
9
%
o
f
s
tu
d
e
n
ts
b
eliev
ed
th
at
th
e
g
r
ad
i
n
g
r
u
b
r
ics
an
d
ass
ess
m
en
t
cr
iter
ia
co
u
l
d
b
e
clea
r
er
an
d
m
o
r
e
tr
an
s
p
ar
en
t,
a
n
d
o
n
ly
1
0
.
8
%
o
f
s
tu
d
en
ts
h
ig
h
lig
h
ted
t
h
e
n
ee
d
f
o
r
im
p
r
o
v
e
d
co
m
m
u
n
icatio
n
r
eg
a
r
d
in
g
ex
p
ec
tatio
n
s
an
d
d
ea
d
lin
es,
r
ef
lec
tin
g
a
r
elativ
ely
lim
ited
c
o
n
ce
r
n
in
th
is
asp
ec
t.
T
ab
le
7
.
Stre
n
g
th
s
o
f
th
e
h
y
b
r
i
d
co
u
r
s
e
d
eli
v
er
y
a
p
p
r
o
ac
h
I
t
e
ms (
s
t
r
e
n
g
t
h
s)
N
u
mb
e
r
o
f
r
e
sp
o
n
d
e
n
t
s (N
)
P
e
r
c
e
n
t
a
g
e
(
%)
Th
e
c
o
u
r
s
e
d
e
s
i
g
n
a
l
l
o
w
s
f
o
r
m
u
c
h
f
l
e
x
i
b
i
l
i
t
y
,
w
h
i
c
h
h
a
s
h
e
l
p
e
d
me
ma
n
a
g
e
my
o
t
h
e
r
c
o
mm
i
t
m
e
n
t
s
69
2
7
.
5
Th
e
c
o
u
r
s
e
c
o
n
t
e
n
t
i
s e
a
sy
t
o
f
o
l
l
o
w
63
2
5
.
1
Th
e
i
n
st
r
u
c
t
o
r
i
s
v
e
r
y
r
e
s
p
o
n
si
v
e
i
n
a
n
sw
e
r
i
n
g
q
u
e
s
t
i
o
n
s
66
2
6
.
3
Th
e
h
y
b
r
i
d
d
e
l
i
v
e
r
y
f
o
r
ma
t
a
l
l
o
w
s
f
o
r
a
c
o
m
b
i
n
a
t
i
o
n
o
f
i
n
-
p
e
r
so
n
a
n
d
o
n
l
i
n
e
i
n
st
r
u
c
t
i
o
n
,
w
h
i
c
h
h
e
l
p
s
k
e
e
p
t
h
i
n
g
s
i
n
t
e
r
e
st
i
n
g
21
8
.
4
Th
e
o
n
l
i
n
e
r
e
so
u
r
c
e
s,
s
u
c
h
a
s
l
e
c
t
u
r
e
v
i
d
e
o
s
a
n
d
i
n
t
e
r
a
c
t
i
v
e
m
o
d
u
l
e
s
,
a
r
e
e
n
g
a
g
i
n
g
a
n
d
e
f
f
e
c
t
i
v
e
32
1
2
.
7
T
ab
le
8
.
W
ea
k
n
ess
es o
f
th
e
h
y
b
r
id
co
u
r
s
e
d
eliv
er
y
ap
p
r
o
ac
h
I
t
e
ms
N
u
mb
e
r
o
f
r
e
s
p
o
n
d
e
n
t
s
(
N
)
P
e
r
c
e
n
t
a
g
e
(
%)
Th
e
o
n
l
i
n
e
d
i
sc
u
ssi
o
n
f
o
r
u
ms
c
o
u
l
d
b
e
m
o
r
e
a
c
t
i
v
e
a
n
d
e
n
g
a
g
i
n
g
80
3
1
.
9
S
o
me
o
f
t
h
e
t
e
c
h
n
o
l
o
g
y
t
o
o
l
s
u
s
e
d
i
n
t
h
e
c
o
u
r
s
e
c
a
n
b
e
d
i
f
f
i
c
u
l
t
t
o
n
a
v
i
g
a
t
e
a
n
d
u
n
d
e
r
s
t
a
n
d
55
2
1
.
9
Th
e
w
o
r
k
l
o
a
d
c
a
n
b
e
o
v
e
r
w
h
e
l
m
i
n
g
a
t
t
i
mes
,
p
a
r
t
i
c
u
l
a
r
l
y
w
i
t
h
o
t
h
e
r
c
o
m
mi
t
me
n
t
s
.
54
2
1
.
5
Th
e
g
r
a
d
i
n
g
r
u
b
r
i
c
s
a
n
d
a
ss
e
ssm
e
n
t
c
r
i
t
e
r
i
a
c
o
u
l
d
b
e
m
o
r
e
t
r
a
n
sp
a
r
e
n
t
a
n
d
c
o
n
s
i
st
e
n
t
35
1
3
.
9
Th
e
c
o
u
r
se
c
o
u
l
d
b
e
n
e
f
i
t
f
r
o
m
c
l
e
a
r
e
r
c
o
mm
u
n
i
c
a
t
i
o
n
r
e
g
a
r
d
i
n
g
e
x
p
e
c
t
a
t
i
o
n
s
a
n
d
d
e
a
d
l
i
n
e
s
27
1
0
.
8
3
.
7
.
Dis
cu
s
s
io
n
A
m
u
lti
-
f
ac
eted
h
y
b
r
id
ap
p
r
o
ac
h
was
in
tr
o
d
u
ce
d
to
d
eliv
e
r
an
in
tr
o
d
u
ctio
n
to
IT
co
u
r
s
e
at
J
UST.
T
h
e
au
th
o
r
s
co
llected
in
p
u
t f
r
o
m
en
r
o
lled
s
tu
d
e
n
ts
th
r
o
u
g
h
a
s
u
r
v
ey
,
with
2
5
1
r
esp
o
n
s
es r
ec
eiv
ed
.
T
h
e
s
u
r
v
ey
co
v
er
ed
d
em
o
g
r
ap
h
ics
lik
e
a
g
e,
g
en
d
er
,
ed
u
ca
tio
n
lev
el,
s
tu
d
y
y
ea
r
,
a
n
d
d
ep
ar
tm
e
n
t.
Mo
s
t
p
ar
ticip
an
ts
wer
e
ag
ed
2
1
-
2
3
,
with
m
o
r
e
m
ale
th
an
f
em
ale
s
tu
d
e
n
ts
.
T
h
e
m
aj
o
r
ity
p
u
r
s
u
ed
a
b
ac
h
elo
r
’
s
d
e
g
r
ee
,
with
th
e
h
ig
h
est
r
ep
r
esen
tatio
n
in
th
e
th
ir
d
y
ea
r
.
T
h
e
f
ac
to
r
s
in
th
is
s
tu
d
y
wer
e
lab
eled
as
m
ea
n
s
tu
d
en
ts
’
m
eth
o
d
o
lo
g
y
(
ap
p
r
o
ac
h
)
,
s
atis
f
ac
tio
n
,
ag
r
ee
m
en
t,
r
atin
g
,
c
h
allen
g
es,
wea
k
n
ess
es,
s
tr
en
g
th
s
,
an
d
r
ec
o
m
m
e
n
d
atio
n
s
r
eg
ar
d
in
g
th
e
m
u
lti
-
f
ac
eted
h
y
b
r
id
ap
p
r
o
ac
h
.
T
h
e
r
esu
lts
in
d
icate
d
th
at
th
ese
f
ac
to
r
s
ex
p
lain
a
s
ig
n
if
ican
t
p
o
r
tio
n
o
f
th
e
v
a
r
iatio
n
with
in
ea
ch
asp
ec
t
we
s
tu
d
ied
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
y
b
y
T
ah
ar
et
a
l.
[
1
7
]
.
Similar
ly
,
B
o
u
ilh
er
es
et
a
l.
[
1
8
]
s
tu
d
ied
th
e
b
en
ef
its
o
f
b
len
d
e
d
lear
n
in
g
o
n
a
n
o
f
f
s
h
o
r
e
ca
m
p
u
s
o
f
a
n
Au
s
tr
alian
u
n
iv
e
r
s
ity
in
Vietn
am
.
T
h
e
s
tu
d
y
s
h
o
wed
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
(
p
-
v
alu
es<0
.
0
5
)
b
etwe
en
th
e
h
y
b
r
i
d
a
p
p
r
o
ac
h
’
s
r
ec
o
m
m
en
d
atio
n
,
o
v
er
all
r
ati
n
g
,
s
atis
f
ac
tio
n
,
an
d
s
tu
d
en
t
ap
p
r
o
ac
h
.
T
h
is
s
h
o
ws
th
at
s
tu
d
e
n
ts
wh
o
ad
o
p
ted
th
e
h
y
b
r
id
ap
p
r
o
ac
h
wer
e
s
atis
f
ie
d
an
d
f
o
u
n
d
it
m
o
r
e
ad
v
a
n
tag
eo
u
s
.
I
n
lin
e
with
th
is
co
n
clu
s
io
n
,
B
en
d
an
ia
[
1
9
]
d
is
co
v
er
ed
th
at
Sau
d
i
s
tu
d
e
n
t
s
h
ad
a
v
er
y
g
o
o
d
attitu
d
e
r
e
g
ar
d
in
g
e
-
lear
n
in
g
.
A
s
tr
o
n
g
r
elatio
n
s
h
ip
ex
is
ts
b
etwe
en
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
an
d
d
eg
r
ee
o
f
ag
r
ee
m
e
n
t,
o
v
er
all
r
atin
g
,
an
d
c
o
u
r
s
e
d
eliv
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y
tech
n
iq
u
e
r
ec
o
m
m
en
d
atio
n
.
T
h
is
im
p
lie
s
th
at
if
s
tu
d
en
ts
f
elt
th
e
h
y
b
r
id
ap
p
r
o
ac
h
wo
r
k
e
d
well,
th
ey
wer
e
lik
elier
to
b
e
h
ap
p
y
with
h
o
w
th
e
co
u
r
s
e
w
as
tau
g
h
t.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
p
ast
r
esear
ch
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
with
h
y
b
r
id
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
an
d
th
eir
ad
o
p
tio
n
o
f
h
y
b
r
id
e
-
lear
n
in
g
[
2
0
]
,
[
2
1
]
.
T
h
i
s
s
t
u
d
y
w
a
s
f
o
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u
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e
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o
n
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t
u
d
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n
t
s
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o
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2
2
]
,
w
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r
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s
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d
at
t
e
n
ti
v
en
e
s
s
[
2
3
]
.
T
h
is
s
tu
d
y
also
f
o
u
n
d
th
at
m
o
r
e
th
an
h
alf
o
f
th
e
s
tu
d
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ts
wh
o
p
ar
ticip
ated
in
th
e
s
u
r
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e
y
en
co
u
n
ter
ed
tech
n
ical
d
if
f
ic
u
lties
with
o
n
li
n
e
p
latf
o
r
m
s
o
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o
ls
d
u
r
i
n
g
t
h
e
co
u
r
s
e.
T
h
is
f
in
d
in
g
co
n
tr
a
s
ts
with
th
e
r
esu
lts
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f
an
o
th
er
s
tu
d
y
b
y
B
ir
b
al
et
a
l.
[
2
4
]
wh
ich
s
u
g
g
ested
a
co
n
n
ec
tio
n
b
etwe
en
s
tu
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icatio
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y
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o
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n
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th
at
m
o
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th
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h
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o
f
th
e
p
ar
ticip
atin
g
s
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d
if
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icu
lties
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m
m
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n
icatin
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with
p
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ct
o
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li
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e.
T
h
is
is
co
h
er
e
n
t
with
an
o
th
e
r
r
esear
c
h
th
at
i
n
d
icate
d
t
h
e
in
a
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ilit
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co
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o
f
h
y
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r
id
-
v
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r
tu
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lear
n
in
g
en
v
ir
o
n
m
en
ts
[
2
3
]
,
[
2
5
]
,
[
2
6
]
.
T
h
u
s
,
ab
o
u
t
h
alf
o
f
th
e
p
a
r
ticip
atin
g
s
tu
d
en
ts
in
d
icate
d
th
e
n
ee
d
f
o
r
h
el
p
u
n
d
er
s
tan
d
in
g
th
e
co
u
r
s
e
m
ater
ial.
Oth
er
s
tu
d
ies
also
h
ig
h
lig
h
t
th
e
s
ig
n
if
ican
ce
o
f
d
ir
ec
t f
ac
e
-
to
-
f
ac
e
co
m
m
u
n
icatio
n
f
o
r
im
p
r
o
v
ed
u
n
d
er
s
tan
d
in
g
[
2
7
]
,
[
2
8
]
.
T
h
is
s
tu
d
y
f
o
u
n
d
th
at
a
s
ig
n
if
ican
t
f
r
ac
tio
n
o
f
th
e
p
ar
ticip
at
in
g
s
tu
d
en
ts
m
en
tio
n
ed
th
at
o
n
e
o
f
th
e
co
u
r
s
e
’
s
m
ain
s
h
o
r
tc
o
m
in
g
s
was
th
e
in
ad
eq
u
ate
lev
el
o
f
in
ter
ac
tio
n
o
f
f
er
ed
b
y
o
n
lin
e
d
is
cu
s
s
io
n
b
o
ar
d
s
.
An
o
th
er
s
ig
n
if
ican
t
f
r
ac
tio
n
o
f
th
em
id
e
n
tifie
d
n
a
v
ig
atin
g
t
ec
h
n
o
lo
g
ical
to
o
ls
as
a
wea
k
n
ess
o
f
th
e
h
y
b
r
id
co
u
r
s
e
d
eliv
er
y
a
p
p
r
o
ac
h
.
At
t
h
e
s
am
e
tim
e,
s
o
m
e
o
f
th
em
f
elt
o
v
er
wh
elm
e
d
d
u
e
to
t
h
eir
wo
r
k
lo
ad
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
also
h
ig
h
lig
h
te
d
th
ese
wea
k
n
ess
es
[
3
]
,
[
2
9
]
–
[
3
1
]
.
A
s
ig
n
if
ican
t
p
e
r
ce
n
tag
e
o
f
th
e
p
ar
ticip
atin
g
s
tu
d
en
ts
id
en
tifie
d
en
h
a
n
ce
d
f
lex
ib
ilit
y
o
f
co
u
r
s
e
d
esig
n
a
s
a
s
tr
en
g
th
o
f
th
e
m
u
lti
-
f
ac
eted
h
y
b
r
id
co
u
r
s
e
d
eliv
er
y
ap
p
r
o
ac
h
.
T
h
is
alig
n
s
with
th
e
s
tu
d
y
o
f
B
ir
b
al
et
a
l.
[
2
4
]
,
wh
e
r
e
th
ey
s
im
ilar
ly
o
b
s
er
v
ed
th
at
lear
n
in
g
f
lex
ib
ilit
y
h
eld
th
e
u
tm
o
s
t
s
ig
n
if
ican
ce
in
b
len
d
ed
lea
r
n
in
g
[
6
]
.
E
asy
-
to
-
f
o
llo
w
co
u
r
s
e
co
n
te
n
t,
th
e
r
esp
o
n
s
iv
en
ess
o
f
th
e
co
u
r
s
e
in
s
tr
u
cto
r
,
a
co
m
b
in
ati
o
n
o
f
i
n
-
p
er
s
o
n
a
n
d
o
n
lin
e
in
s
tr
u
cti
o
n
s
,
an
d
en
g
a
g
in
g
lectu
r
e
v
id
eo
s
an
d
in
ter
ac
tiv
e
m
o
d
u
les
wer
e
o
th
er
ch
ar
ac
ter
i
s
tic
b
en
ef
its
o
f
h
y
b
r
id
lear
n
in
g
r
ec
o
g
n
ize
d
b
y
th
e
s
tu
d
en
ts
.
T
h
ese
f
av
o
r
a
b
le
attr
i
b
u
tes
o
f
th
e
h
y
b
r
id
co
u
r
s
e
d
el
iv
er
y
a
p
p
r
o
ac
h
ar
e
co
n
s
is
ten
t
with
f
in
d
in
g
s
f
r
o
m
o
th
er
r
esear
c
h
s
tu
d
ies
[
2
4
]
,
[
2
6
]
,
[
3
2
]
–
[
3
4
]
.
R
ec
o
g
n
izin
g
t
h
e
m
er
its
p
r
o
v
es
h
o
w
well
t
h
e
co
u
r
s
e
’
s
m
u
lti
-
f
ac
eted
h
y
b
r
id
ap
p
r
o
ac
h
was
im
p
lem
en
ted
.
I
n
s
u
m
m
ar
y
,
th
is
s
tu
d
y
’
s
f
in
d
in
g
s
wer
e
as
well
r
ec
eiv
ed
b
y
th
e
au
th
o
r
s
,
th
e
o
th
e
r
in
s
tr
u
cto
r
s
wh
o
p
ar
ticip
ated
in
d
eliv
er
i
n
g
th
e
s
aid
co
u
r
s
e,
an
d
th
e
co
u
r
s
e
-
p
ar
ticip
atin
g
s
tu
d
en
ts
.
T
h
u
s
,
th
e
s
tu
d
y
e
n
c
o
u
r
ag
e
d
o
th
e
r
s
to
co
n
s
id
er
a
m
u
lti
-
f
ac
eted
h
y
b
r
i
d
ap
p
r
o
ac
h
,
an
d
ev
en
s
tu
d
en
ts
ar
e
s
p
r
ea
d
in
g
s
u
p
p
o
r
tiv
e
m
ess
ag
es
ab
o
u
t
o
u
r
ap
p
r
o
ac
h
am
o
n
g
th
eir
co
lleag
u
es
at
J
UST
an
d
p
r
o
b
a
b
ly
at
o
th
e
r
u
n
iv
er
s
ities
in
J
o
r
d
an
.
4.
CO
NCLU
SI
O
N
Alth
o
u
g
h
th
e
co
n
ce
p
t
o
f
h
y
b
r
id
lear
n
in
g
is
n
o
t
n
ew,
th
er
e
h
as
y
et
to
b
e
m
u
ch
in
v
esti
g
at
io
n
in
to
its
m
an
y
f
ac
ets.
T
h
is
p
r
o
ject
is
in
ten
d
ed
to
i
n
tr
o
d
u
ce
a
m
u
lti
-
f
a
ce
ted
h
y
b
r
id
ap
p
r
o
ac
h
to
a
J
UST
in
tr
o
d
u
cto
r
y
I
T
co
u
r
s
e.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ated
h
ig
h
s
tu
d
en
t
s
atis
f
ac
tio
n
b
y
s
h
o
win
g
a
g
o
o
d
lin
k
b
et
wee
n
th
e
s
tu
d
en
ts
’
ap
p
r
o
ac
h
,
s
atis
f
ac
tio
n
,
ag
r
ee
m
en
t,
o
v
er
all
r
atin
g
,
an
d
r
ec
o
m
m
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ar
tially
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ester
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o
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s
m
all
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a
m
p
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s
ize
is
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lim
itatio
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o
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y
,
wh
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m
ay
af
f
ec
t th
e
ab
ilit
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to
ac
cu
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ately
r
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esen
t th
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’
ex
p
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ce
s
.
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n
d
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d
,
s
tu
d
en
ts
’
ex
p
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ce
s
an
d
d
e
d
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to
th
e
co
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r
s
e
m
ay
h
av
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b
ee
n
im
p
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te
d
b
y
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th
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f
ac
t
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r
s
s
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ch
as
cu
r
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t
af
f
air
s
,
p
r
i
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r
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b
lig
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s
,
o
r
p
er
s
o
n
al
cir
cu
m
s
tan
ce
s
.
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o
,
i
t
is
p
o
s
s
ib
le
th
at
s
tu
d
e
n
ts
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q
u
esti
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n
s
in
way
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ap
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iate
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m
ay
h
av
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n
co
v
er
ed
th
eir
ac
tu
al
o
p
in
io
n
s
.
Fin
ally
,
th
e
d
is
tin
ctio
n
s
in
h
o
w
teac
h
e
r
s
u
tili
ze
th
e
co
m
p
lex
h
y
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x
p
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s
th
at
h
av
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b
ee
n
n
o
ted
.
RE
F
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R
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NC
E
S
[
1
]
Z.
Y
.
A
v
c
i
,
F
.
Er
g
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,
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.
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.
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2
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M
.
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.
Jafar
i
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.
[
3
]
J.
S
i
n
g
h
,
K
.
S
t
e
e
l
e
,
a
n
d
L.
S
i
n
g
h
,
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C
o
mb
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:
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o
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A
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[
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H
.
Tse
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a
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d
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.
J.
W
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l
sh
,
“
B
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e
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Tr
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[
7
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G
.
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e
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p
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n
,
S
.
La
k
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a
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,
a
n
d
M
.
B
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sl
e
,
“
A
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x
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E.
R
.
P
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.
,
“
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A
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C
.
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.
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.
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K
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we
b
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t
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tt
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s:/
/www
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q
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il
:
q
sa
b
u
h
a
ij
a
@ju
st.e
d
u
.
j
o
.
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