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Dis
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1.
I
NT
RO
D
UCT
I
O
N
I
n
r
ec
en
t
d
ec
ad
es,
s
elf
-
d
ir
ec
t
ed
lear
n
in
g
(
SDL)
h
as
g
ain
ed
s
ig
n
if
ican
t
g
lo
b
al
tr
ac
tio
n
in
ac
ad
em
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esear
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ed
u
ca
tio
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m
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ity
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s
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r
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e
in
r
esear
ch
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s
ch
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lar
s
h
ip
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an
d
in
ter
est
in
SDL.
C
o
n
s
eq
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en
tly
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ew
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ls
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d
r
eso
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r
ce
s
h
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o
p
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s
ed
to
m
ea
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SDL
ca
p
ac
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d
ass
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t
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o
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ical
r
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ch
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s
in
d
e
v
elo
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in
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p
r
o
g
r
am
s
,
p
r
ac
tices,
an
d
r
eso
u
r
ce
s
f
o
r
s
tu
d
e
n
ts
.
T
h
e
co
n
ce
p
t
o
f
SDL
was
in
itially
in
tr
o
d
u
ce
d
b
y
K
n
o
w
les
in
h
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s
em
in
al
wo
r
k
[
1
]
.
Kn
o
wles
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escr
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s
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-
d
ir
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ted
lear
n
e
r
s
as
p
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in
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als
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n
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Sin
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ies
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ed
with
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s
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o
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SDL.
R
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t
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g
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L
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p
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b
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s
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a
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e
s
s
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k
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o
r
p
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f
ess
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al
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h
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k
ills
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r
o
u
g
h
in
d
ep
en
d
e
n
t
lear
n
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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s
tig
a
tio
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f t
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fa
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s
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ffectin
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tu
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ir
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in
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r
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…
(
N
g
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ye
n
Th
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ich
)
1341
an
d
in
ter
ac
tio
n
[
2
]
.
SDL
is
a
s
tr
ateg
y
en
ab
lin
g
s
tu
d
en
ts
to
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
t
h
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lea
r
n
in
g
,
s
et
lear
n
in
g
g
o
als
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id
en
tif
y
r
eso
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r
ce
s
,
en
g
ag
e
in
r
ele
v
an
t
ac
tiv
ities
,
an
d
ass
ess
th
eir
lear
n
in
g
o
u
tc
o
m
es
[
3
]
.
SDL
is
r
ec
o
g
n
ized
as
a
p
r
im
ar
y
m
ea
n
s
f
o
r
d
ev
elo
p
in
g
ess
en
tial
p
r
o
f
ess
io
n
al
ca
r
ee
r
s
k
ills
[
4
]
.
T
o
ass
es
s
lear
n
er
s
’
r
ea
d
in
ess
f
o
r
SDL,
a
s
ca
le
is
r
eq
u
ir
ed
.
W
iley
[
5
]
f
ir
s
t
in
tr
o
d
u
ce
d
th
is
s
ca
le,
d
e
f
in
in
g
SDL
r
ea
d
in
ess
as
“
t
h
e
d
eg
r
ee
t
o
wh
ich
an
in
d
i
v
id
u
al
p
o
s
s
ess
es
th
e
attitu
d
es,
ab
ilit
ies,
an
d
p
er
s
o
n
ality
ch
ar
ac
ter
i
s
tics
n
ec
ess
ar
y
f
o
r
SDL
.
”
Am
o
n
g
th
e
m
o
s
t
p
r
o
m
in
en
t
s
ca
les
f
o
r
ass
es
s
in
g
s
tu
d
en
ts
’
SDL
s
k
ill
s
,
th
e
S
DL
r
ea
d
in
ess
s
co
r
e,
d
ev
elo
p
e
d
b
y
Gu
g
lielm
in
o
in
1
9
7
7
s
tan
d
s
o
u
t
[
6
]
.
T
h
is
s
ca
le
m
ea
s
u
r
es
th
e
co
m
p
lex
ar
r
ay
o
f
attitu
d
es,
s
k
ills
,
an
d
ch
ar
ac
ter
is
tics
th
at
r
ef
lect
an
in
d
iv
id
u
al'
s
cu
r
r
en
t
lev
el
o
f
r
ea
d
in
ess
to
m
an
ag
e
th
eir
lear
n
in
g
.
Mc
C
u
n
e
[
7
]
n
o
ted
t
h
at
th
e
SDL
r
ea
d
in
ess
s
co
r
e
was
th
e
m
o
s
t
f
r
eq
u
en
tl
y
u
s
ed
in
s
tr
u
m
en
t
in
s
tu
d
ies
o
f
s
elf
-
d
i
r
ec
tio
n
i
n
lear
n
in
g
,
ex
am
i
n
in
g
6
7
s
tu
d
ies
co
n
d
u
cted
b
etwe
en
1
9
7
7
a
n
d
1
9
8
7
.
Mu
r
r
a
y
[
8
]
p
r
o
p
o
s
ed
an
SDL
r
ea
d
in
ess
s
ca
le
s
p
ec
if
ically
f
o
r
n
u
r
s
e
ed
u
ca
to
r
s
to
id
en
tify
s
tu
d
en
t
l
ea
r
n
in
g
n
ee
d
s
,
en
ab
lin
g
th
e
im
p
lem
en
tatio
n
o
f
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
ies
an
d
p
lan
s
.
Similar
ly
,
Ay
y
ild
i
z
an
d
T
ar
h
an
[
9
]
d
e
v
elo
p
ed
a
v
alid
an
d
r
eliab
le
s
ca
le
f
o
r
ass
ess
in
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
SDL
s
k
ills
,
f
ea
tu
r
in
g
a
n
in
e
-
f
ac
to
r
s
tr
u
ctu
r
e
w
ith
4
0
item
s
.
T
h
is
s
ca
le
h
elp
s
teac
h
er
s
id
en
tify
s
tu
d
en
ts
’
s
tr
en
g
th
s
an
d
wea
k
n
e
s
s
es,
alig
n
in
g
in
s
tr
u
ctio
n
al
d
e
s
ig
n
with
s
tu
d
en
ts
’
r
ea
d
in
ess
f
o
r
SDL.
Ad
d
itio
n
al
ly
,
v
ar
io
u
s
o
th
e
r
s
ca
les
h
av
e
b
ee
n
in
tr
o
d
u
ce
d
to
ass
ess
SDL
r
ea
d
in
ess
d
ir
ec
tly
.
E
x
am
p
les
in
clu
d
e
Den
g
’
s
C
h
in
ese
v
er
s
io
n
o
f
Gu
g
lielm
in
o
’
s
in
s
tr
u
m
en
t
[
1
0
]
,
s
ca
les
f
o
r
n
u
r
s
in
g
s
tu
d
en
ts
d
ev
elo
p
e
d
b
y
C
ad
o
r
in
et
a
l
.
[
1
1
]
,
Fis
h
er
et
a
l
.
[
1
2
]
,
an
d
W
illi
am
s
o
n
[
1
3
]
s
elf
-
r
atin
g
s
ca
le
f
o
r
n
u
r
s
e
s
tu
d
en
ts
.
I
f
SDL
in
a
tr
ad
itio
n
al
en
v
ir
o
n
m
en
t
is
a
co
r
e
f
ac
to
r
in
d
eter
m
in
in
g
ef
f
ec
tiv
e
n
ess
,
th
en
in
a
b
len
d
ed
lear
n
in
g
en
v
ir
o
n
m
en
t
(
B
-
l
ea
r
n
in
g
)
,
r
ea
d
in
ess
f
o
r
SDL
b
ec
o
m
es
ev
en
m
o
r
e
cr
itical,
as
m
o
s
t
lear
n
in
g
task
s
m
u
s
t
b
e
co
m
p
leted
b
y
lear
n
e
r
s
in
d
ep
en
d
e
n
tly
o
n
lin
e.
B
-
l
ea
r
n
in
g
,
w
h
ich
in
teg
r
ates
o
n
lin
e
an
d
f
ac
e
-
to
-
f
ac
e
teac
h
in
g
m
eth
o
d
s
,
is
n
o
w
d
ee
p
ly
em
b
e
d
d
ed
in
h
i
g
h
er
e
d
u
c
atio
n
p
r
ac
tices.
Un
d
e
r
s
tan
d
in
g
s
tu
d
en
ts
'
attitu
d
es
to
war
d
s
th
e
o
n
lin
e
co
m
p
o
n
e
n
t
o
f
B
-
l
ea
r
n
in
g
is
cr
u
cial
an
d
n
ec
ess
itates
tai
lo
r
ed
in
s
tr
u
ctio
n
al
d
esig
n
s
to
en
h
an
ce
lear
n
in
g
o
u
tco
m
es.
B
-
l
ea
r
n
in
g
h
as
th
e
p
o
te
n
tial
to
d
ev
elo
p
p
r
o
f
ess
io
n
al
s
k
ills
m
o
r
e
ef
f
ec
tiv
ely
th
a
n
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
m
eth
o
d
s
[
1
4
]
.
On
e
o
b
jectiv
e
o
f
i
m
p
lem
en
tin
g
B
-
l
ea
r
n
in
g
is
t
o
ad
v
a
n
ce
s
tu
d
en
ts
’
p
ed
ag
o
g
ical
ab
ilit
ies,
in
clu
d
i
n
g
s
cien
tific
r
ea
s
o
n
in
g
,
cr
iti
ca
l
ev
alu
atio
n
,
i
n
f
o
r
m
atio
n
l
iter
ac
y
,
SDL
,
an
d
life
lo
n
g
lear
n
i
n
g
.
R
ec
en
t
s
tu
d
ies
also
id
en
tify
f
ac
to
r
s
af
f
ec
tin
g
lear
n
e
r
s
’
r
ea
d
in
ess
wh
en
th
ey
en
g
a
g
e
in
a
B
-
lear
n
in
g
m
o
d
el,
in
clu
d
in
g
s
tu
d
e
n
ts
’
ad
ap
tab
ilit
y
an
d
i
n
d
ep
e
n
d
en
t
wo
r
k
in
g
s
k
ills
[
1
5
]
au
to
n
o
m
y
an
d
b
elo
n
g
i
n
g
n
ess
[
1
6
]
;
t
h
e
u
tili
za
tio
n
o
f
i
n
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
t
ec
h
n
o
lo
g
ies
(
I
C
T
)
[
1
7
]
;
a
n
d
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
s
u
ch
as g
en
d
er
,
ag
e,
eth
n
icity
,
an
d
f
ield
o
f
s
tu
d
y
[
1
8
]
.
I
n
s
tr
u
c
to
r
s
n
ee
d
to
cr
e
ate
ass
ess
m
en
t
s
in
v
ar
io
u
s
f
o
r
m
s
,
in
clu
d
in
g
p
r
o
ject
ass
ig
n
m
en
ts
,
o
n
lin
e
q
u
izze
s
,
an
d
en
d
-
of
-
t
er
m
test
s
,
all
d
esig
n
e
d
to
en
r
i
ch
th
e
ed
u
ca
tio
n
al
jo
u
r
n
ey
[
1
9
]
,
a
n
d
co
n
s
is
ten
tly
s
u
p
p
o
r
t
lea
r
n
er
s
wh
en
ap
p
ly
i
n
g
a
f
lip
p
ed
class
r
o
o
m
m
o
d
el
[
2
0
]
.
Ad
d
itio
n
ally
,
p
h
y
s
ical
f
ac
to
r
s
s
u
ch
as
p
o
licy
s
u
p
p
o
r
t
an
d
th
e
p
r
ep
a
r
ed
n
e
s
s
o
f
I
T
in
f
r
astru
ctu
r
e
ar
e
cr
u
cial
[
2
1
]
.
T
o
d
ate,
th
er
e
h
as
b
ee
n
n
o
r
esear
ch
ev
alu
atin
g
t
h
e
f
ac
to
r
s
in
f
lu
en
cin
g
lear
n
er
s
’
r
ea
d
in
ess
f
o
r
SDL
with
in
th
e
B
-
l
ea
r
n
in
g
m
o
d
el.
T
h
is
s
tu
d
y
aim
s
to
ad
d
r
ess
th
at
g
ap
b
y
id
en
tify
in
g
th
e
i
n
f
lu
en
ci
n
g
f
ac
to
r
s
,
with
th
e
g
o
al
o
f
p
r
o
p
o
s
in
g
m
ea
s
u
r
es
to
im
p
r
o
v
e
an
d
en
h
an
ce
th
e
e
f
f
ec
tiv
e
n
ess
o
f
teac
h
i
n
g
a
n
d
lear
n
in
g
in
B
-
lear
n
in
g
b
y
s
tr
en
g
th
en
in
g
lear
n
er
s
’
SDL
r
ea
d
in
ess
.
T
h
e
f
ac
to
r
s
in
f
lu
e
n
cin
g
SDL
co
m
p
eten
cy
ca
n
b
e
ca
te
g
o
r
i
ze
d
in
to
in
ter
n
al
a
n
d
ex
te
r
n
a
l
f
ac
to
r
s
.
E
x
ter
n
al
f
ac
to
r
s
(
E
F)
p
er
tain
t
o
th
e
d
ev
elo
p
m
e
n
t
o
f
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
an
d
th
e
estab
lis
h
m
en
t
o
f
an
ap
p
r
o
p
r
iate
lear
n
i
n
g
en
v
ir
o
n
m
en
t.
Ma
cBeath
[
2
2
]
id
en
ti
f
ied
f
o
u
r
ex
ter
n
al
f
ac
to
r
s
af
f
ec
tin
g
s
elf
-
s
tu
d
y
:
i
)
f
ac
ilit
ies
;
ii
)
tim
e
s
p
en
t
s
tu
d
y
in
g
;
iii
)
in
f
lu
e
n
ce
f
r
o
m
p
ee
r
s
;
an
d
iv
)
r
ef
e
r
en
ce
a
n
d
i
n
s
tr
u
ctio
n
al
m
ater
ials
p
r
o
v
id
e
d
b
y
teac
h
er
s
.
Faciliti
es
s
h
o
u
ld
p
r
o
v
id
e
a
s
u
itab
le
an
d
q
u
iet
s
p
ac
e
f
o
r
lear
n
er
s
.
T
h
e
s
ec
o
n
d
f
ac
to
r
,
s
tu
d
y
tim
e,
is
d
ef
in
ed
as th
e
p
er
io
d
b
etwe
en
th
e
s
tar
t a
n
d
en
d
o
f
a
lear
n
in
g
task
,
h
elp
in
g
le
ar
n
er
s
s
et
g
o
als an
d
tr
ac
k
p
r
o
g
r
ess
.
I
t
also
allo
w
s
f
o
r
b
r
ea
k
s
an
d
ch
an
g
es
in
lear
n
in
g
d
ir
ec
tio
n
an
d
ca
n
b
e
u
s
ed
b
y
teac
h
er
s
to
ass
ig
n
s
p
ec
if
ic
task
s
.
Peer
in
f
lu
en
ce
is
d
escr
ib
ed
as
a
“
b
eh
av
io
r
s
et,
”
wh
ich
is
th
e
en
v
ir
o
n
m
en
t
cr
ea
ted
b
y
class
m
ates
o
r
s
tu
d
y
g
r
o
u
p
s
.
R
ef
er
en
ce
s
in
clu
d
e
r
eso
u
r
ce
s
li
k
e
b
o
o
k
s
,
a
u
d
io
m
ater
ials
,
an
d
o
n
li
n
e
d
o
cu
m
e
n
ts
wh
ile
lear
n
in
g
r
eso
u
r
c
es
f
r
o
m
teac
h
er
s
en
co
m
p
ass
k
n
o
wl
ed
g
e,
s
k
ills
,
an
d
g
u
id
a
n
ce
to
h
elp
s
tu
d
en
ts
f
in
d
r
elev
an
t
m
ater
ials
.
R
eg
ar
d
in
g
in
ter
n
al
f
ac
to
r
s
(
I
F),
Me
y
er
[
2
3
]
d
ef
in
ed
all
p
e
r
s
o
n
al
s
k
ills
n
ec
ess
ar
y
f
o
r
s
elf
-
s
tu
d
y
as
in
ter
n
al
f
ac
t
o
r
s
.
T
h
e
s
e
in
clu
d
e
co
g
n
itiv
e
s
k
ills
,
wh
ich
in
v
o
lv
e
th
e
b
r
ain
'
s
ab
ilit
y
to
th
in
k
,
r
ea
s
o
n
,
r
ea
d
,
lear
n
,
m
em
o
r
ize,
an
d
f
o
cu
s
,
an
d
m
etac
o
g
n
itiv
e
s
k
ills
,
wh
ich
en
ab
le
in
d
iv
id
u
als
to
o
r
g
an
ize
th
eir
th
o
u
g
h
ts
an
d
ev
alu
ate
t
h
eir
lea
r
n
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
s
s
es.
At
Han
o
i
Natio
n
al
Un
i
v
er
s
ity
o
f
E
d
u
ca
tio
n
(
HNUE
)
,
we
h
a
v
e
im
p
lem
en
te
d
a
B
-
l
ea
r
n
in
g
m
o
d
el
f
o
r
teac
h
in
g
f
o
u
n
d
atio
n
al
c
o
u
r
s
e
s
th
at
s
er
v
e
as
th
e
b
asis
f
o
r
s
p
ec
ialized
s
tu
d
ies
in
s
u
b
s
e
q
u
en
t
y
ea
r
s
.
T
h
ese
s
elec
ted
f
o
u
n
d
atio
n
al
c
o
u
r
s
es
s
h
ar
e
co
m
m
o
n
ch
ar
ac
ter
is
tics
:
s
tu
d
en
ts
ar
e
r
eq
u
ir
ed
t
o
s
p
en
d
s
ig
n
if
ican
t
tim
e
o
n
SDL,
r
ea
d
in
g
m
ater
ials
,
a
n
d
watc
h
in
g
v
id
eo
s
b
ef
o
r
e
att
en
d
in
g
class
,
as
well
as
en
g
a
g
in
g
i
n
s
elf
-
p
r
ac
tice
an
d
ass
ess
m
en
ts
af
ter
class
s
ess
io
n
s
.
I
n
-
class
tim
e
is
p
r
im
ar
ily
d
ev
o
te
d
to
d
is
cu
s
s
io
n
s
,
an
aly
s
es,
an
d
ev
alu
atio
n
s
o
f
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
T
h
e
ad
o
p
tio
n
o
f
th
e
B
-
lear
n
in
g
a
p
p
r
o
ac
h
,
wh
ic
h
r
eq
u
ir
es
s
tu
d
en
t
en
g
ag
em
e
n
t a
n
d
au
to
n
o
m
y
,
u
n
d
er
s
co
r
es th
e
im
p
o
r
tan
ce
o
f
a
th
o
r
o
u
g
h
u
n
d
er
s
tan
d
in
g
o
f
S
DL
r
ea
d
in
ess
an
d
its
d
eter
m
in
an
ts
.
T
h
e
o
b
jectiv
e
o
f
th
is
r
esear
c
h
was
to
ex
p
lo
r
e
th
e
co
r
r
elatio
n
b
etwe
en
E
F,
i
n
clu
d
in
g
f
ac
ilit
ies,
teac
h
er
s
u
p
p
o
r
t,
to
o
l
s
u
p
p
o
r
t,
teac
h
in
g
m
et
h
o
d
s
,
p
ee
r
in
f
lu
e
n
ce
,
an
d
tim
e
in
v
ested
in
lear
n
in
g
,
an
d
I
F,
w
h
ic
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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20
25
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1342
en
co
m
p
ass
s
tu
d
en
ts
’
s
elf
-
p
er
c
ep
tio
n
an
d
ac
tio
n
s
r
eg
ar
d
in
g
lear
n
in
g
an
d
SDL,
an
d
th
eir
r
ea
d
in
ess
f
o
r
SDL.
T
h
u
s
,
t
h
e
r
esear
ch
aim
s
to
ad
d
r
ess
th
r
ee
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
:
i)
RQ
1
:
i
n
B
-
lear
n
in
g
m
o
d
el,
w
h
at
f
ac
to
r
s
in
f
lu
en
ce
SDL
r
ea
d
in
ess
,
an
d
t
o
wh
at
e
x
ten
t
d
o
th
ey
in
f
l
u
en
ce
it (
in
clu
d
in
g
d
ir
ec
t a
n
d
in
d
ir
ec
t e
f
f
ec
ts
)
?
ii)
RQ
2
:
w
h
ich
f
ac
to
r
s
in
ea
ch
g
r
o
u
p
h
a
v
e
th
e
g
r
ea
test
in
f
lu
en
c
e
o
n
SDL
r
ea
d
in
ess
?
iii)
RQ
3
:
h
o
w
ca
n
th
e
ef
f
ec
tiv
en
e
s
s
o
f
s
tu
d
en
ts
’
SDL
in
B
-
lear
n
in
g
b
e
im
p
r
o
v
e
d
?
2.
M
E
T
H
O
D
T
o
ad
d
r
ess
th
e
r
esear
ch
q
u
esti
o
n
s
,
we
em
p
lo
y
ed
q
u
an
titati
v
e
r
esear
ch
m
eth
o
d
s
.
First,
th
e
p
r
o
p
o
s
ed
s
u
r
v
ey
in
s
tr
u
m
en
t
in
cl
u
d
es
d
em
o
g
r
ap
h
ic
f
ac
t
o
r
s
,
in
d
e
p
en
d
en
t
v
ar
iab
les
:
en
c
o
m
p
ass
in
g
b
o
th
E
F
a
n
d
I
F
th
a
t
in
f
lu
en
ce
th
e
le
v
el
o
f
SDL
r
ea
d
in
ess
,
b
ased
o
n
th
e
t
h
eo
r
ies
o
f
Ma
cBeath
[
2
2
]
an
d
Me
y
e
r
[
2
3
]
,
an
d
d
e
p
en
d
e
n
t
v
ar
iab
les
:
th
e
lev
el
o
f
SDL
r
e
ad
in
ess
,
as
m
ea
s
u
r
ed
b
y
th
e
in
s
tr
u
m
en
t
d
ev
elo
p
ed
b
y
Gu
g
lielm
in
o
[
6
]
,
b
ased
o
n
th
e
th
eo
r
y
o
f
Kn
o
wles
[
1
]
.
T
h
e
in
s
tr
u
m
e
n
t
was
s
tr
u
ctu
r
e
d
u
s
in
g
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le.
A
p
ilo
t
s
u
r
v
ey
was
co
n
d
u
cte
d
,
a
n
d
SP
SS
s
o
f
twar
e
was
u
s
ed
to
ass
ess
th
e
r
elia
b
ilit
y
o
f
th
e
s
ca
le
t
h
r
o
u
g
h
th
e
C
r
o
n
b
ac
h
'
s
Alp
h
a
co
ef
f
icien
t.
Fo
llo
win
g
th
e
s
ta
n
d
ar
d
izatio
n
o
f
th
e
in
s
tr
u
m
en
t,
it
was
u
s
ed
in
th
e
o
f
f
icial
in
v
esti
g
atio
n
.
Af
ter
co
llectin
g
th
e
o
f
f
icial
s
u
r
v
e
y
r
esu
lts
,
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
(
E
FA)
was
p
er
f
o
r
m
ed
to
i
d
en
tify
t
h
e
u
n
d
er
ly
i
n
g
s
tr
u
ctu
r
e
o
f
th
e
o
b
s
er
v
ed
v
ar
ia
b
les
in
th
e
q
u
a
n
titativ
e
r
esear
ch
[
2
4
]
.
T
h
ese
r
esu
lts
wer
e
th
en
u
tili
ze
d
to
ca
lcu
late
SDL
r
ea
d
i
n
ess
f
o
r
s
u
b
s
eq
u
en
t a
n
aly
s
es.
Nex
t,
PLS
-
SEM
an
aly
s
is
was
co
n
d
u
cte
d
to
ev
alu
ate
t
h
e
m
o
d
el
o
f
in
f
lu
e
n
ce
o
n
SDL,
d
eter
m
in
e
h
o
w
ex
ter
n
al
an
d
in
ter
n
al
f
ac
to
r
s
im
p
ac
t
SDL,
an
d
an
s
wer
RQ
1
.
Ad
d
itio
n
ally
,
th
e
Pear
s
o
n
co
r
r
elatio
n
co
ef
f
icien
t
was
ca
lcu
lated
u
s
in
g
lin
ea
r
r
eg
r
ess
io
n
[
2
5
]
t
o
q
u
an
tify
th
e
s
tr
en
g
th
o
f
t
h
e
lin
ea
r
r
elati
o
n
s
h
ip
b
etwe
en
two
q
u
an
titativ
e
v
ar
iab
les,
ad
d
r
ess
in
g
RQ
2
.
Fin
ally
,
RQ
3
was
ad
d
r
ess
ed
b
ased
o
n
th
e
an
al
y
s
is
o
f
th
e
r
esu
lts
f
r
o
m
r
esear
ch
q
u
esti
o
n
s
1
a
n
d
2
.
2
.
1
.
Resea
rc
h sa
m
ples
I
n
f
o
r
m
atio
n
was
co
llected
f
r
o
m
1
,
2
7
6
s
tu
d
en
ts
f
r
o
m
2
3
f
ac
u
lties
wh
o
atten
d
ed
th
r
ee
s
u
b
j
ec
ts
tau
g
h
t
u
s
in
g
th
e
B
-
lear
n
in
g
m
o
d
el
th
r
o
u
g
h
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
.
T
h
e
s
tu
d
en
ts
co
m
e
f
r
o
m
d
if
f
er
en
t
m
ajo
r
s
:
ed
u
ca
tio
n
al
s
cien
ce
s
(
2
5
.
5
%),
n
atu
r
al
s
cien
ce
s
(
4
1
.
0
%),
an
d
s
o
cial
s
cien
ce
s
(
3
3
.
5
%).
T
h
e
n
atu
r
al
s
ci
en
ce
s
s
ec
to
r
h
ad
th
e
lar
g
est
n
u
m
b
e
r
o
f
s
tu
d
en
ts
p
ar
ticip
atin
g
in
th
e
s
u
r
v
ey
,
f
o
llo
wed
b
y
th
e
s
o
cial
s
cien
ce
s
an
d
ed
u
ca
tio
n
al
s
cien
ce
s
s
ec
to
r
s
.
T
h
e
s
tu
d
en
t
d
is
tr
ib
u
tio
n
b
y
y
ea
r
is
as:
1
s
t
y
ea
r
(
6
1
.
9
%),
2
n
d
y
ea
r
(
2
5
.
5
%),
3
r
d
y
ea
r
(
1
0
.
3
%),
a
n
d
4
th
y
ea
r
(
2
.
3
%).
T
h
e
p
r
o
p
o
r
tio
n
o
f
f
em
ale
s
tu
d
en
ts
p
ar
ticip
atin
g
in
th
e
s
u
r
v
ey
is
ap
p
r
o
x
im
ately
f
iv
e
tim
es
h
ig
h
er
th
an
t
h
at
o
f
m
ale
s
tu
d
e
n
ts
.
T
h
is
d
is
tr
ib
u
tio
n
is
b
ec
a
u
s
e
th
e
s
u
b
jects
in
clu
d
ed
in
th
is
s
tu
d
y
ar
e
f
o
u
n
d
atio
n
al
co
u
r
s
es,
p
r
im
ar
ily
f
o
r
f
ir
s
t
-
an
d
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
.
T
h
ir
d
-
an
d
f
o
u
r
th
-
y
ea
r
s
tu
d
en
ts
ar
e
eith
er
r
etak
in
g
th
e
co
u
r
s
es o
r
tak
in
g
th
em
to
im
p
r
o
v
e
th
eir
g
r
a
d
es.
At
teac
h
er
tr
ain
in
g
in
s
titu
tio
n
s
in
Vietn
am
in
g
en
er
al,
an
d
HNUE
in
p
ar
ticu
lar
,
th
e
p
r
o
p
o
r
tio
n
o
f
f
em
ale
s
tu
d
en
ts
is
alwa
y
s
s
ig
n
if
ican
tly
h
ig
h
er
th
a
n
th
at
o
f
m
ale
s
tu
d
e
n
ts
.
E
th
ical
co
n
s
id
er
atio
n
s
wer
e
ca
r
ef
u
lly
ad
d
r
ess
ed
in
th
is
s
tu
d
y
.
B
ef
o
r
e
th
eir
p
ar
tici
p
atio
n
,
all
p
ar
ticip
an
ts
p
r
o
v
id
e
d
in
f
o
r
m
e
d
co
n
s
en
t.
T
h
ey
wer
e
e
x
p
licitly
in
f
o
r
m
ed
th
at
th
eir
in
v
o
l
v
e
m
en
t
was
en
tire
l
y
v
o
lu
n
tar
y
,
an
d
th
ey
r
etain
e
d
th
e
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
s
tag
e.
All
co
llec
ted
d
ata
h
av
e
b
ee
n
s
to
r
ed
co
n
f
i
d
en
tially
an
d
an
o
n
y
m
o
u
s
ly
,
e
x
clu
s
iv
ely
f
o
r
r
esea
r
ch
p
u
r
p
o
s
es.
2
.
2
.
Su
rv
ey
m
et
ho
d
Data
wer
e
co
llected
f
r
o
m
Ap
r
il
to
Ma
y
2
0
2
4
,
co
v
e
r
in
g
th
e
e
n
d
o
f
th
e
2
0
2
3
-
2
0
2
4
s
ch
o
o
l
y
ea
r
.
Giv
en
th
at
s
tu
d
en
ts
u
s
e
a
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
(
L
MS)
f
o
r
b
len
d
ed
lear
n
in
g
,
an
o
n
lin
e
s
u
r
v
ey
was
d
ee
m
ed
s
u
itab
le
f
o
r
d
ata
co
llectio
n
.
W
e
d
is
tr
ib
u
ted
q
u
esti
o
n
n
air
es
v
ia
Go
o
g
le
Fo
r
m
s
t
o
s
tu
d
en
ts
en
r
o
lled
in
th
ese
co
u
r
s
es.
2
.
3
.
Su
rv
ey
c
o
nte
nt
a
nd
t
o
o
l
s
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
an
ti
tativ
e
ap
p
r
o
ac
h
,
u
s
in
g
a
s
u
r
v
e
y
to
co
llect
d
ata
o
n
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
SDL
r
ea
d
in
ess
o
f
s
tu
d
en
ts
at
HNUE
wh
e
n
p
ar
ticip
atin
g
in
a
B
-
l
ea
r
n
in
g
m
o
d
el.
T
h
e
s
u
r
v
ey
co
n
s
is
ted
o
f
th
r
ee
s
ec
tio
n
s
.
T
h
e
f
ir
s
t
s
e
ctio
n
g
ath
er
ed
d
e
m
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
in
clu
d
in
g
n
a
m
e,
g
en
d
er
(
M/F)
,
d
ep
ar
tm
en
t,
y
ea
r
o
f
s
tu
d
y
,
G
PA,
an
d
s
u
b
jects.
T
h
e
s
ec
o
n
d
s
ec
tio
n
ex
am
in
e
d
th
e
I
F
a
n
d
E
F
af
f
ec
tin
g
th
e
r
esp
o
n
d
en
ts
'
SDL
r
ea
d
in
ess
i
n
th
e
co
n
tex
t
o
f
B
-
l
ea
r
n
in
g
.
T
h
e
th
ir
d
s
ec
tio
n
ass
ess
ed
th
e
p
ar
ticip
an
ts
'
SDL
r
ea
d
in
ess
.
T
o
en
s
u
r
e
th
e
v
alid
ity
o
f
th
e
s
u
r
v
ey
,
an
ex
p
er
t
in
ed
u
ca
tio
n
al
s
cien
ce
a
n
d
ass
es
s
m
en
t
co
llab
o
r
ate
d
with
u
s
in
d
ev
elo
p
in
g
th
e
s
u
r
v
ey
in
s
tr
u
m
en
t.
T
h
e
s
e
c
o
n
d
s
e
ct
i
o
n
,
f
o
c
u
s
i
n
g
o
n
I
F
a
n
d
E
F
,
b
a
s
e
d
o
n
t
h
e
t
h
e
o
r
i
e
s
o
f
M
a
cB
e
at
h
[
2
2
]
a
n
d
M
e
y
e
r
[
2
3
]
.
A
1
7
-
i
t
e
m
q
u
e
s
t
i
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n
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r
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B
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r
n
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m
o
d
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o
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p
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i
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6
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a
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d
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o
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w
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2
2
I
n
ve
s
tig
a
tio
n
o
f t
h
e
fa
cto
r
s
a
ffectin
g
s
tu
d
en
ts
’
s
elf
-
d
ir
ec
ted
lea
r
n
in
g
r
ea
d
in
ess
in
th
e
…
(
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ye
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Th
i B
ich
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1343
a
g
r
e
e
’
.
I
n
th
e
th
ir
d
s
ec
tio
n
,
p
ar
ticip
an
ts
’
attitu
d
es,
v
alu
es,
an
d
ab
ilit
ies
r
elate
d
to
th
eir
S
DL
r
ea
d
in
ess
wer
e
m
ea
s
u
r
ed
u
s
in
g
th
e
SDL
r
ea
d
in
ess
s
ca
le
d
ev
elo
p
ed
b
y
G
u
g
lielm
in
o
[
6
]
,
b
ased
o
n
Kn
o
wles
’
th
eo
r
y
[
1
]
.
Acc
o
r
d
in
g
to
th
is
th
eo
r
y
,
SDL
r
ea
d
in
ess
,
th
e
d
ep
e
n
d
en
t
v
ar
ia
b
le,
co
n
s
is
ts
o
f
f
i
v
e
laten
t
v
ar
iab
les
co
r
r
esp
o
n
d
in
g
to
f
iv
e
ch
ar
a
cter
is
tics
o
f
SDL:
d
ef
in
i
n
g
lear
n
in
g
g
o
als
(
SDL1
)
,
d
ef
i
n
in
g
lea
r
n
in
g
task
s
(
SDL2
)
,
ch
o
o
s
in
g
lear
n
i
n
g
s
tr
ateg
ies
(
SDL3
)
,
p
lan
n
in
g
lear
n
in
g
(
SDL4
)
,
an
d
ev
alu
atin
g
lear
n
in
g
o
u
tco
m
es
(
SDL5
)
.
T
h
ese
f
iv
e
laten
t
v
ar
iab
les
ar
e
m
ea
s
u
r
ed
u
s
in
g
5
5
L
ik
er
t
s
ca
le
item
s
,
wh
er
e
r
esp
o
n
d
en
ts
in
d
icate
th
e
f
r
eq
u
e
n
cy
o
f
th
eir
b
eh
av
io
r
o
n
a
s
ca
le
f
r
o
m
1
(
n
e
v
er
)
to
5
(
al
way
s
)
.
T
h
e
s
ca
le
was
p
ilo
t
-
test
ed
with
2
1
0
s
tu
d
en
ts
to
s
tan
d
ar
d
ize
th
e
to
o
l.
T
h
e
test
r
esu
lts
s
h
o
wed
th
at
all
s
ca
les
h
ad
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
g
r
ea
ter
th
an
0
.
7
,
co
n
f
ir
m
in
g
r
eliab
ilit
y
[
2
6
]
.
Ho
wev
er
,
th
e
I
F
s
ca
le
an
d
th
e
SDL5
g
r
o
u
p
h
ad
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
es
g
r
ea
ter
th
an
0
.
9
5
,
in
d
icatin
g
p
o
te
n
tial
r
ed
u
n
d
an
c
y
.
T
o
ad
d
r
ess
th
is
,
th
e
s
ca
les
wer
e
r
ec
alib
r
ated
b
ef
o
r
e
th
e
m
ass
s
u
r
v
ey
b
y
o
m
itti
n
g
I
F2
,
I
F7
,
an
d
I
F1
0
,
as
th
ese
item
s
h
ad
co
n
ten
t
s
im
ilar
to
o
th
er
q
u
esti
o
n
s
in
th
e
s
am
e
g
r
o
u
p
.
T
h
e
p
o
s
t
-
ca
lib
r
atio
n
test
r
esu
lts
,
co
n
d
u
cted
with
1
,
2
7
6
s
tu
d
en
ts
,
d
em
o
n
s
t
r
ated
th
at
th
e
s
ca
les
co
n
tin
u
e
d
to
m
ain
tain
u
n
id
im
e
n
s
io
n
al
ity
an
d
r
eliab
ilit
y
,
m
ak
in
g
t
h
em
s
u
itab
le
f
o
r
f
u
r
th
er
an
al
y
s
is
.
C
o
n
s
eq
u
en
tly
,
a
f
ter
ca
lcu
latin
g
C
r
o
n
b
ac
h
’
s
a
l
p
h
a
r
eliab
ilit
y
an
d
co
n
s
id
er
in
g
b
o
th
i
n
ter
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
,
we
r
etain
ed
1
4
in
f
lu
en
ci
n
g
f
ac
t
o
r
s
,
in
clu
d
i
n
g
6
E
F a
n
d
8
I
F.
2
.
4
.
Da
t
a
a
na
ly
s
is
Data
r
etr
iev
ed
f
r
o
m
th
e
o
n
li
n
e
s
u
r
v
ey
(
Go
o
g
le
Fo
r
m
s
)
w
er
e
clea
n
ed
an
d
c
o
d
ed
u
s
in
g
Mic
r
o
s
o
f
t
E
x
ce
l.
E
FA
was
th
en
co
n
d
u
ct
ed
to
i
d
en
tify
th
e
u
n
d
er
l
y
in
g
s
tr
u
ctu
r
e
o
f
o
b
s
er
v
ed
v
ar
ia
b
les
in
th
e
q
u
a
n
titativ
e
r
esear
ch
[
2
4
]
.
T
h
e
r
esu
lts
in
d
icate
d
th
at
th
e
th
e
o
r
etica
l
m
o
d
el
o
f
SDL,
m
ea
s
u
r
ed
b
y
f
iv
e
laten
t
v
ar
iab
les,
is
ap
p
r
o
p
r
iate,
r
ed
u
ci
n
g
th
e
in
i
tial
5
5
o
b
s
er
v
ed
v
ar
ia
b
les
to
3
8
r
elev
an
t
o
n
es.
T
h
ese
r
es
u
lts
wer
e
u
s
ed
to
ca
lcu
late
SDL
r
ea
d
in
ess
f
o
r
s
u
b
s
eq
u
en
t
a
n
aly
s
es.
Data
p
r
o
ce
s
s
in
g
an
d
an
al
y
s
is
wer
e
p
er
f
o
r
m
ed
u
s
in
g
d
escr
ip
tiv
e
q
u
a
n
titativ
e
tech
n
iq
u
es
an
d
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
with
th
e
p
ar
tial
least
s
q
u
ar
es
(
PLS)
ap
p
r
o
ac
h
,
f
ac
ilit
ated
b
y
Sm
ar
t
PLS
v
er
s
io
n
3
.
SEM
w
as
em
p
lo
y
ed
to
e
x
am
in
e
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
th
e
s
tu
d
y
v
ar
iab
les
(
co
n
s
tr
u
ct
s
)
.
As
a
m
u
ltiv
ar
iate
s
tati
s
tic
al
an
aly
s
is
to
o
l,
SEM
ca
n
s
i
m
u
ltan
eo
u
s
ly
ass
ess
co
m
p
lex
r
esear
ch
m
o
d
els
an
d
an
aly
ze
v
ar
iab
les
th
at
ca
n
n
o
t
b
e
d
ir
ec
tly
m
ea
s
u
r
ed
.
I
t
is
co
n
s
id
er
ed
a
m
o
r
e
r
eliab
le,
illu
s
tr
ativ
e,
a
n
d
r
o
b
u
s
t
m
eth
o
d
co
m
p
ar
ed
to
r
e
g
r
ess
io
n
tech
n
i
q
u
es
f
o
r
ca
p
t
u
r
in
g
in
ter
ac
tio
n
s
,
n
o
n
lin
ea
r
ity
,
m
ea
s
u
r
em
e
n
t
e
r
r
o
r
s
,
a
n
d
c
o
r
r
elatio
n
s
a
m
o
n
g
m
u
ltip
le
laten
t
in
d
ep
en
d
en
t
an
d
d
ep
e
n
d
en
t
v
ar
iab
les with
m
u
ltip
le
in
d
icat
o
r
s
[
2
7
]
.
T
h
is
s
tu
d
y
in
v
o
lv
e
d
th
r
ee
v
ar
iab
les:
o
n
e
ex
o
g
e
n
o
u
s
late
n
t
v
ar
iab
le
an
d
two
e
n
d
o
g
e
n
o
u
s
laten
t
v
ar
iab
les.
T
h
e
ex
o
g
e
n
o
u
s
laten
t
v
ar
iab
le
was
E
F,
wh
ile
th
e
en
d
o
g
en
o
u
s
laten
t
v
ar
iab
les
wer
e
I
F
an
d
SDL
r
ea
d
in
ess
.
T
h
e
ex
ter
n
al
f
ac
to
r
s
in
clu
d
ed
f
ac
ilit
ies
(
E
F.1
,
E
F.2
)
,
tim
e
s
p
en
t
s
tu
d
y
in
g
(
E
F
.
3
)
,
p
ee
r
in
f
lu
e
n
ce
(
E
F.4
)
,
a
n
d
lectu
r
er
s
u
p
p
o
r
t
(
E
F.5
,
E
F.6
)
.
T
h
e
in
ter
n
al
f
ac
t
o
r
s
en
co
m
p
ass
ed
co
g
n
itiv
e
s
k
ills
(
I
F.1
to
I
F.4
)
,
m
etac
o
g
n
itiv
e
s
k
ills
(
I
F.5
to
I
F_
7
)
,
m
o
tiv
atio
n
(
I
F.8
to
I
F.1
0
)
,
a
n
d
I
C
T
s
k
ills
(
I
F.1
1
)
.
Ad
d
itio
n
ally
,
to
d
eter
m
in
e
th
e
im
p
ac
t
o
f
in
d
iv
id
u
al
f
ac
to
r
s
with
in
th
e
I
F
an
d
E
F
g
r
o
u
p
s
o
n
SDL
r
ea
d
in
es
s
,
lin
ea
r
r
eg
r
ess
io
n
eq
u
atio
n
s
wer
e
em
p
lo
y
ed
u
s
in
g
SP
SS
2
0
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
o
ad
d
r
ess
th
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
,
th
e
PLS
-
SEM
m
eth
o
d
is
em
p
lo
y
e
d
.
Fo
r
th
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
,
th
e
lin
ea
r
r
eg
r
ess
io
n
m
eth
o
d
is
u
tili
ze
d
.
Fo
llo
win
g
th
e
p
r
esen
tatio
n
a
n
d
d
is
cu
s
s
io
n
o
f
th
e
r
esu
lts
f
o
r
th
ese
two
r
esear
ch
q
u
esti
o
n
s
,
s
o
lu
tio
n
s
aim
ed
at
en
h
an
cin
g
th
e
e
f
f
ec
tiv
en
ess
o
f
s
tu
d
en
t
s
'
s
e
lf
-
s
tu
d
y
in
t
h
e
b
len
d
ed
lear
n
in
g
m
o
d
el
(
ad
d
r
e
s
s
in
g
th
e
th
ir
d
r
esear
ch
q
u
esti
o
n
)
ar
e
p
r
o
v
id
ed
i
n
s
u
b
-
s
ec
tio
n
.
3
.
1
.
Str
uct
ura
l e
qu
a
t
io
n
m
o
delin
g
a
na
ly
s
is
I
n
th
e
PLS
ap
p
r
o
ac
h
to
SEM
an
aly
s
is
,
two
ty
p
es
o
f
m
o
d
el
ass
es
s
m
en
t
wer
e
u
n
d
er
tak
e
n
:
ev
alu
atio
n
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
(
o
u
ter
m
o
d
el
ev
alu
atio
n
)
a
n
d
ev
alu
atio
n
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el
(
in
n
er
m
o
d
el
ev
alu
atio
n
)
.
T
h
e
m
ea
s
u
r
e
m
en
t
m
o
d
el,
also
r
ef
er
r
ed
to
as
th
e
o
u
ter
m
o
d
el,
illu
s
tr
ates
th
e
as
s
o
ciatio
n
b
etwe
en
in
d
icato
r
s
an
d
t
h
eir
laten
t
v
a
r
iab
les.
T
h
r
o
u
g
h
iter
ativ
e
alg
o
r
ith
m
s
,
p
ar
am
ete
r
s
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
,
co
n
v
er
g
en
t
v
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F),
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6
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7
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th
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ce
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4
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,
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th
at
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tan
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F,
th
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r
esp
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8
2
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Stu
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wh
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2
I
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f t
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1347
to
ex
h
ib
it
h
ig
h
er
lev
els
o
f
ac
h
iev
em
en
t
m
o
tiv
atio
n
,
lear
n
in
g
in
ter
est,
an
d
ac
ad
em
ic
s
elf
-
co
n
ce
p
t.
T
h
e
p
r
esen
ce
o
f
a
s
u
p
p
o
r
tiv
e
ac
a
d
em
ic
en
v
ir
o
n
m
en
t
ca
n
s
tim
u
late
s
tu
d
en
ts
to
ac
h
iev
e
b
ette
r
r
esu
lts
an
d
f
o
s
ter
g
r
ea
ter
in
te
r
est
in
lear
n
in
g
.
T
h
ese
s
tu
d
y
r
esu
lts
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
b
y
R
am
li
et
a
l
.
[
3
3
]
at
T
ad
u
lak
o
Un
iv
e
r
s
ity
an
d
T
ah
er
i
et
a
l
.
[
3
4
]
at
Gu
ilan
Un
iv
er
s
ity
o
f
Me
d
ical
Scien
ce
,
wh
ich
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
f
s
o
cio
-
cu
ltu
r
al
f
ac
to
r
s
,
p
ar
ticu
lar
l
y
th
e
u
n
i
v
er
s
ity
ac
ad
em
ic
en
v
ir
o
n
m
en
t,
o
n
ac
h
iev
em
en
t
m
o
tiv
atio
n
.
An
o
th
er
r
elev
a
n
t
s
tu
d
y
,
c
o
n
d
u
c
ted
b
y
Mu
s
taf
a
an
d
Z
alim
[
3
5
]
,
h
i
g
h
lig
h
ts
th
e
in
f
lu
en
ce
o
f
s
itu
atio
n
al
f
ac
to
r
s
s
u
ch
as f
am
ily
,
teac
h
e
r
,
an
d
c
u
r
r
icu
lu
m
o
n
s
tu
d
e
n
t in
ter
est.
3
.
4
.
2
.
T
he
influence
o
f
ex
t
er
na
l f
a
ct
o
rs o
n self
-
direct
ed
lea
rning
re
a
din
ess
T
h
e
t
-
s
tatis
tic
v
alu
e
f
o
r
th
e
im
p
ac
t
o
f
E
F
o
n
SDL
r
ea
d
i
n
e
s
s
is
2
6
.
4
6
6
(
T
ab
le
4
)
.
T
h
is
s
u
g
g
ests
th
at
E
F
h
as
a
n
o
tab
le
ef
f
ec
t
o
n
s
tu
d
en
ts
'
r
ea
d
in
ess
f
o
r
SDL.
E
F
ex
er
ts
an
in
d
ir
ec
t
p
o
s
itiv
e
in
f
lu
en
ce
o
n
SDL
r
ea
d
in
ess
o
f
0
.
3
9
2
th
r
o
u
g
h
I
F
.
T
h
is
f
in
d
in
g
in
d
icate
s
th
at
I
F
ac
ts
as
a
m
ed
iato
r
f
o
r
th
e
i
n
f
lu
en
ce
o
f
E
F
o
n
SDL
r
ea
d
in
ess
.
T
h
e
to
tal
in
f
l
u
en
ce
o
f
E
F
o
n
SDL
r
ea
d
in
es
s
is
0
.
5
7
7
.
Am
o
n
g
th
e
e
x
ter
n
a
l
f
ac
to
r
s
,
th
e
f
ac
to
r
r
elate
d
to
lectu
r
er
s
(
E
F.6
)
h
a
s
th
e
g
r
ea
test
im
p
ac
t
o
n
s
tu
d
en
ts
'
SDL
r
ea
d
in
ess
(
T
ab
le
5
)
f
o
llo
wed
b
y
t
h
r
ee
f
ac
to
r
s
(
E
F.1
,
E
F.3
,
E
F.4
)
.
I
n
o
th
er
wo
r
d
s
,
m
ai
n
tain
in
g
an
o
p
tim
al
lear
n
in
g
en
v
ir
o
n
m
en
t
a
n
d
th
e
in
f
lu
e
n
ce
o
f
lectu
r
er
s
s
h
o
u
ld
aim
to
e
n
h
an
ce
s
tu
d
en
ts
'
au
to
n
o
m
y
an
d
s
elf
-
r
eg
u
latio
n
in
lear
n
in
g
(
I
F),
wh
ich
is
lik
ely
to
y
ield
b
etter
r
esu
lts
th
an
d
ir
ec
tly
attem
p
tin
g
to
en
h
a
n
ce
SDL.
T
h
e
s
tu
d
y
f
in
d
i
n
g
s
co
r
r
o
b
o
r
a
ted
th
e
o
u
tco
m
es
o
f
r
esear
c
h
co
n
d
u
cted
b
y
Mu
awiy
ah
e
t
a
l.
[
1
9
]
,
in
d
icatin
g
th
at
f
o
r
u
n
d
er
g
r
ad
u
ate
s
cien
ce
s
tu
d
en
ts
,
th
is
a
p
p
r
o
ac
h
o
f
f
er
s
in
n
o
v
ativ
e
le
ar
n
in
g
ex
p
er
ien
ce
s
,
ad
ap
tab
le
s
ch
ed
u
lin
g
f
o
r
in
-
d
ep
th
co
u
r
s
es,
an
d
in
v
o
lv
e
m
en
t
in
s
u
b
s
tan
tial,
p
r
o
ject
-
b
ased
ass
ig
n
m
en
ts
.
An
o
th
er
s
tu
d
y
o
n
SDL
r
ea
d
i
n
ess
in
Asi
a,
p
ar
ticu
lar
ly
I
n
d
o
n
esia,
was
co
n
d
u
cted
b
y
L
e
atem
ia
et
a
l.
[
3
6
]
,
s
a
m
p
l
e
d
s
t
u
d
e
n
t
s
f
r
o
m
f
i
v
e
m
ed
i
c
a
l
f
a
c
u
l
ti
e
s
,
e
a
c
h
r
e
p
r
e
s
e
n
tin
g
u
n
i
v
e
r
s
i
t
i
es
i
n
f
i
v
e
m
a
j
o
r
is
l
a
n
d
s
o
f
I
n
d
o
n
e
s
i
a
:
Su
m
atr
a,
J
av
a,
Kalim
an
tan
,
S
u
lawe
s
i,
an
d
B
ali.
T
h
e
s
tu
d
y
r
esu
lts
r
ev
ea
led
th
at
th
e
ac
ad
em
ic
en
v
ir
o
n
m
en
t,
in
clu
d
in
g
lear
n
in
g
f
ac
ilit
ies
a
n
d
ac
a
d
em
ic
atm
o
s
p
h
er
e,
in
f
l
u
en
ce
d
s
tu
d
en
ts
'
SDL
r
ea
d
in
ess
lev
els.
Fu
r
th
er
r
e
s
e
a
r
c
h
o
n
t
h
e
i
m
p
a
c
t
o
f
t
h
e
a
c
a
d
e
m
i
c
e
n
v
i
r
o
n
m
e
n
t
o
n
s
t
u
d
en
t
s
'
SD
L
r
e
a
d
i
n
e
s
s
w
as
c
o
n
d
u
c
t
e
d
b
y
H
u
a
n
g
[
3
7
]
,
d
em
o
n
s
tr
atin
g
th
at
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
a
s
u
p
p
o
r
tiv
e
l
ea
r
n
in
g
en
v
ir
o
n
m
en
t
s
ig
n
if
ic
an
tly
af
f
ec
ted
th
eir
SDL
r
ea
d
in
ess
.
Sy
am
et
a
l.
[
3
8
]
elu
cid
ated
th
at
th
e
e
f
f
icac
y
o
f
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL
)
o
n
lin
e
in
s
tr
u
ctio
n
in
I
n
d
o
n
esian
h
ig
h
er
ed
u
ca
tio
n
is
n
o
tab
ly
in
f
lu
en
ce
d
b
y
lectu
r
er
s
'
p
r
o
f
icien
cy
an
d
p
r
e
p
ar
ed
n
ess
f
o
r
t
h
e
tr
an
s
itio
n
to
o
n
lin
e
teac
h
in
g
,
th
eir
p
r
ef
er
e
n
ce
s
f
o
r
m
ed
ia
in
p
r
o
ject
-
b
ased
lear
n
in
g
,
c
o
m
p
r
e
h
en
s
iv
e
B
-
lear
n
in
g
s
tr
ateg
ies,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
d
u
r
in
g
th
e
a
d
ap
tatio
n
p
h
ase.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
a
m
o
d
er
ate
lev
el
o
f
p
r
ep
a
r
ed
n
ess
am
o
n
g
ed
u
ca
to
r
s
,
with
p
r
o
m
in
en
t
c
o
m
p
eten
cies
in
d
i
g
ital
liter
ac
y
an
d
en
v
ir
o
n
m
en
tal
m
an
ag
em
en
t su
r
p
ass
in
g
p
ed
a
g
o
g
ical
s
k
ills
,
cu
r
r
icu
lu
m
d
ev
el
o
p
m
en
t,
an
d
lear
n
in
g
ass
ess
m
en
t.
C
h
en
[
3
9
]
also
h
ig
h
lig
h
ted
th
at
th
e
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
,
m
an
a
g
em
en
t
s
tr
ateg
ies,
an
d
r
o
b
u
s
t
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
e
wer
e
id
en
tifie
d
as si
g
n
if
ican
t c
o
n
tr
ib
u
to
r
s
to
th
e
s
u
cc
ess
f
u
l i
m
p
lem
en
tatio
n
o
f
B
-
lear
n
in
g
.
3
.
4
.
3
.
T
he
influence
o
f
inte
rn
a
l f
a
ct
o
rs o
n self
-
direct
ed
lea
rning
re
a
din
es
s
I
n
ad
d
itio
n
to
f
in
d
i
n
g
th
at
E
F
p
o
s
itiv
ely
co
n
tr
i
b
u
tes
to
s
tu
d
e
n
ts
'
SDL
r
ea
d
in
ess
th
r
o
u
g
h
I
F,
th
e
s
tu
d
y
also
r
ev
ea
ls
th
at
I
F
d
ir
ec
tly
an
d
s
ig
n
if
ican
tly
im
p
ac
ts
SDL
r
ea
d
in
ess
.
Acc
o
r
d
in
g
to
th
e
r
es
ea
r
ch
f
in
d
in
g
s
,
th
e
t
-
s
tatis
t
ic
v
alu
e
f
o
r
th
e
in
f
l
u
en
ce
o
f
I
F o
n
SDL
r
ea
d
i
n
ess
was 1
2
.
4
8
1
,
with
a
lo
ad
in
g
f
ac
to
r
o
f
0
.
4
7
2
(
T
a
b
le
4
)
.
T
h
is
s
u
g
g
ests
th
at
I
F
h
as
a
s
ig
n
if
ican
t
d
ir
ec
t
p
o
s
itiv
e
ef
f
ec
t
o
n
SDL
r
ea
d
in
ess
.
I
F,
ch
ar
ac
t
er
ized
b
y
v
ar
ia
b
les
s
u
ch
as
ac
h
iev
em
en
t
m
o
tiv
ati
o
n
,
i
n
ter
est
in
lea
r
n
in
g
,
an
d
a
ca
d
em
ic
s
elf
-
co
n
ce
p
t,
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
SDL
r
ea
d
in
ess
b
y
0
.
4
7
2
.
T
h
is
im
p
lies
th
at
an
in
cr
ea
s
e
in
s
tu
d
en
ts
'
I
F
lead
s
to
an
en
h
an
ce
m
en
t
in
th
eir
SDL
r
ea
d
in
ess
,
in
d
icatin
g
th
at
s
tu
d
en
ts
with
h
ig
h
lev
els
o
f
ac
h
ie
v
em
en
t
m
o
tiv
atio
n
,
in
ter
est,
a
n
d
ac
ad
em
ic
s
elf
-
co
n
ce
p
t a
ls
o
ex
h
ib
it h
ig
h
lev
el
s
o
f
SDL
r
ea
d
in
ess
.
Am
o
n
g
th
e
I
F
in
f
lu
en
cin
g
SDL,
th
e
f
ac
to
r
th
at
s
ig
n
if
ican
tly
d
eter
m
in
es
s
tu
d
en
ts
'
SDL
r
ea
d
in
ess
i
s
th
e
ab
ilit
y
to
c
o
n
n
ec
t
lear
n
ed
k
n
o
wled
g
e
to
s
o
l
v
e
p
r
ac
tical
p
r
o
b
lem
s
(
T
ab
le
6
)
.
T
h
is
f
a
cto
r
h
elp
s
s
tu
d
e
n
ts
r
ea
lize
th
e
s
ig
n
if
ica
n
ce
o
f
lear
n
in
g
,
s
er
v
in
g
as
a
m
o
tiv
atio
n
f
o
r
t
h
em
to
en
g
ag
e
i
n
l
e
a
r
n
i
n
g
a
n
d
b
e
p
r
e
p
a
r
e
d
f
o
r
S
D
L
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
Su
r
iag
ir
i
et
a
l.
[
1
6
]
.
T
h
eir
r
esear
ch
ex
p
lo
r
e
d
th
e
in
f
lu
en
ce
o
f
in
tr
in
s
ic
m
o
tiv
ati
o
n
al
f
ac
to
r
s
—
s
u
ch
as
in
ter
est,
p
er
ce
iv
ed
c
o
m
p
eten
ce
,
au
to
n
o
m
y
,
an
d
s
en
s
e
o
f
b
elo
n
g
in
g
—
o
n
s
tu
d
e
n
ts
'
d
ig
ital
en
g
ag
em
en
t
a
n
d
s
atis
f
ac
tio
n
with
o
n
lin
e
class
es
c
o
m
p
ar
ed
to
th
eir
p
s
y
ch
o
lo
g
ical
e
n
g
ag
em
e
n
t a
n
d
s
atis
f
ac
tio
n
in
p
h
y
s
ical
class
r
o
o
m
s
ettin
g
s
.
T
h
e
i
n
t
e
r
n
a
l
f
ac
to
r
s
a
n
d
d
r
i
v
e
o
f
s
t
u
d
e
n
t
s
p
l
a
y
a
c
r
u
c
i
a
l
r
o
l
e
i
n
t
h
e
i
r
r
e
a
d
i
n
e
s
s
f
o
r
S
D
L
r
e
a
d
in
e
s
s
[
4
0
]
.
S
t
u
d
e
n
t
s
w
it
h
h
i
g
h
l
e
v
el
s
o
f
ac
h
i
e
v
e
m
e
n
t
m
o
t
i
v
at
i
o
n
,
l
ea
r
n
in
g
i
n
t
e
r
e
s
t
,
a
n
d
a
c
a
d
e
m
i
c
s
e
l
f
-
c
o
n
c
e
p
t
a
r
e
i
n
cl
i
n
e
d
to
ef
f
ec
tiv
ely
m
an
a
g
e
th
eir
s
tu
d
y
tim
e
an
d
a
u
to
n
o
m
o
u
s
ly
s
ee
k
ac
ad
em
ic
in
f
o
r
m
atio
n
f
r
o
m
d
iv
er
s
e
s
o
u
r
ce
s
.
T
o
k
ar
ev
a
et
a
l.
[
1
7
]
d
e
m
o
n
s
tr
ated
th
at
th
e
in
teg
r
atio
n
o
f
I
C
T
s
in
h
ig
h
er
ed
u
ca
tio
n
u
n
d
er
s
co
r
es
b
le
n
d
ed
lear
n
in
g
ap
p
r
o
ac
h
es,
wh
ich
h
a
r
n
ess
o
n
lin
e
tech
n
o
lo
g
ies.
3
.
4
.
4
.
T
he
influence
o
f
cha
ra
ct
er
is
t
ic
f
a
ct
o
rs o
n self
-
direct
ed
lea
rning
re
a
din
ess
T
h
e
r
esu
lts
o
f
an
aly
zin
g
th
e
in
f
lu
en
ce
o
f
m
ajo
r
f
ac
to
r
s
s
h
o
w
th
at
s
tu
d
en
ts
m
ajo
r
i
n
g
in
n
atu
r
al
s
cien
ce
s
h
av
e
th
e
lo
west
av
er
ag
e
SDL
r
ea
d
in
ess
s
co
r
e
,
w
h
il
e
s
tu
d
en
ts
m
ajo
r
in
g
in
s
o
cial
s
cie
n
ce
s
h
av
e
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
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1348
h
ig
h
est
av
er
ag
e
SDL
r
ea
d
in
es
s
s
co
r
e.
T
h
is
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if
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ce
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tically
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ig
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if
ican
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tag
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h
o
w
t
h
at
f
ir
s
t
-
y
ea
r
s
tu
d
e
n
ts
h
av
e
th
e
lo
west
av
er
ag
e
SDL
r
ea
d
i
n
e
s
s
s
co
r
e,
p
ar
ticu
lar
l
y
in
th
e
f
ac
to
r
g
r
o
u
p
s
SDL3
,
SDL4
,
an
d
SDL5
.
T
h
is
d
if
f
er
en
ce
is
co
n
s
is
ten
t
with
th
e
teac
h
in
g
p
r
o
ce
s
s
,
as
f
ir
s
t
-
y
ea
r
s
tu
d
en
ts
ar
e
ex
p
o
s
ed
to
SDL
m
eth
o
d
s
at
an
ea
r
lier
s
tag
e.
T
h
e
r
esu
lts
also
s
h
o
w
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
SDL
r
ea
d
in
ess
s
co
r
es
am
o
n
g
g
r
o
u
p
s
f
r
o
m
th
e
s
ec
o
n
d
y
ea
r
to
th
e
f
o
u
r
th
y
e
ar
.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
ts
th
e
ef
f
ec
tiv
en
ess
o
f
HNUE
’
s
im
p
lem
en
tatio
n
o
f
th
e
B
-
l
ea
r
n
in
g
m
o
d
el
teac
h
in
g
m
e
th
o
d
in
c
o
m
m
o
n
s
u
b
jects to
en
h
an
ce
s
tu
d
en
ts
’
SDL
r
ea
d
i
n
ess
.
3
.
4
.
5
.
Su
g
g
estio
ns
f
o
r
enha
ncing
s
t
ud
ent
s
’
S
DL
in a
B
-
le
a
rning
m
o
del
T
h
e
r
esu
lt
s
h
ig
h
lig
h
t
t
h
e
av
en
u
es
th
r
o
u
g
h
wh
ich
s
tu
d
en
ts
’
SDL
r
ea
d
in
ess
ca
n
b
e
en
h
an
c
ed
th
r
o
u
g
h
ex
ter
n
al
f
ac
to
r
s
.
First
is
t
e
a
c
h
e
r
e
n
c
o
u
r
a
g
e
m
e
n
t
.
N
u
m
e
r
o
u
s
s
t
u
d
i
e
s
u
n
d
e
r
s
c
o
r
e
t
h
e
s
i
g
n
i
f
i
c
an
t
i
m
p
a
c
t
o
f
t
ea
c
h
e
r
a
c
k
n
o
w
l
e
d
g
m
e
n
t
a
n
d
p
r
a
is
e
o
n
l
e
a
r
n
e
r
s
.
I
n
t
h
e
c
o
n
t
e
x
t
o
f
B
-
l
e
a
r
n
i
n
g
,
i
n
s
t
r
u
ct
o
r
s
ca
n
b
o
l
s
t
e
r
s
t
u
d
e
n
t
s
’
S
DL
r
e
a
d
i
n
e
s
s
b
y
i
m
p
l
e
m
e
n
ti
n
g
v
ar
i
o
u
s
s
t
r
a
t
e
g
i
es
t
o
e
n
c
o
u
r
a
g
e
S
D
L
.
E
x
a
m
p
l
es
i
n
c
l
u
d
e
r
e
g
u
la
r
l
y
t
r
a
c
k
i
n
g
s
t
u
d
e
n
t
c
o
m
p
l
e
t
i
o
n
o
f
S
D
L
ta
s
k
s
,
p
u
b
l
i
c
l
y
a
c
k
n
o
w
l
e
d
g
i
n
g
t
as
k
c
o
m
p
l
e
t
i
o
n
,
c
o
m
m
e
n
d
i
n
g
a
n
d
e
x
e
m
p
l
i
f
y
i
n
g
s
t
u
d
e
n
ts
w
h
o
e
x
c
e
l
i
n
S
D
L
t
as
k
s
,
p
r
a
is
in
g
s
t
u
d
e
n
t
s
’
a
c
h
i
e
v
e
m
e
n
t
s
a
n
d
e
f
f
o
r
t
s
,
a
n
d
o
f
f
e
r
i
n
g
t
i
m
e
l
y
g
u
i
d
a
n
c
e
a
n
d
s
u
p
p
o
r
t
w
h
e
n
s
t
u
d
e
n
t
s
e
n
c
o
u
n
t
e
r
l
e
a
r
n
i
n
g
c
h
a
l
l
e
n
g
e
s
.
I
n
s
t
r
u
c
t
o
r
e
n
c
o
u
r
a
g
e
m
e
n
t
e
n
h
a
n
c
e
s
s
t
u
d
e
n
ts
’
c
o
n
f
i
d
e
n
c
e
i
n
t
h
e
i
r
a
b
i
l
i
ti
e
s
.
Seco
n
d
,
s
u
itab
ilit
y
o
f
s
ch
o
o
l
c
o
m
p
u
ter
an
d
n
et
wo
r
k
s
y
s
tem
s
f
o
r
SDL
o
n
le
ar
n
in
g
m
an
ag
em
e
n
t
s
y
s
tem
s
.
Ad
eq
u
ate
co
m
p
u
ter
an
d
in
ter
n
et
f
ac
ilit
ies
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ar
e
ess
e
n
tial
f
o
r
f
ac
ilit
atin
g
SDL
ac
co
r
d
in
g
to
th
e
B
-
l
ea
r
n
in
g
m
o
d
el.
Sch
o
o
ls
s
h
o
u
ld
p
r
o
v
id
e
ac
ce
s
s
to
co
m
p
u
ter
-
eq
u
ip
p
ed
lib
r
ar
ies
an
d
in
ter
n
et
s
er
v
ices,
with
ad
d
itio
n
al
co
n
s
id
er
atio
n
f
o
r
o
p
e
n
s
p
ac
es
with
in
ter
n
et
ac
ce
s
s
to
en
ab
le
s
tu
d
en
ts
to
en
g
ag
e
in
r
eg
u
la
r
SDL
u
s
in
g
p
er
s
o
n
al
elec
tr
o
n
ic
d
e
v
ices.
T
h
e
th
ir
d
,
d
o
u
b
l
e
t
h
e
t
i
m
e
a
l
l
o
c
a
t
e
d
f
o
r
o
n
l
i
n
e
S
D
L
c
o
m
p
a
r
e
d
t
o
i
n
-
c
l
a
s
s
s
t
u
d
y
.
A
l
l
o
c
a
t
i
n
g
s
u
f
f
i
c
i
e
n
t
t
i
m
e
f
o
r
S
D
L
i
s
c
r
u
c
i
a
l
f
o
r
f
o
s
t
e
r
i
n
g
a
h
a
b
i
t
o
f
S
D
L
w
h
i
l
e
e
n
s
u
r
i
n
g
s
t
u
d
e
n
t
s
h
a
v
e
t
h
e
g
r
o
u
n
d
w
o
r
k
t
o
p
a
r
t
i
c
i
p
a
t
e
i
n
c
l
a
s
s
d
i
s
c
u
s
s
i
o
n
s
e
f
f
e
c
t
i
v
e
l
y
.
F
o
u
r
th
,
p
ee
r
s
’
d
ilig
en
ce
i
n
SDL
;
t
h
e
co
m
m
itm
en
t
o
f
p
ee
r
s
to
SDL
in
f
lu
en
ce
s
an
d
m
o
tiv
ates
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
in
SDL
ac
tiv
ities
.
T
h
er
ef
o
r
e,
m
ec
h
an
is
m
s
s
h
o
u
ld
b
e
in
p
lace
f
o
r
s
tu
d
en
ts
to
o
b
s
er
v
e
th
eir
p
ee
r
s
’
d
ed
icatio
n
to
SDL.
Pu
b
lic
r
ec
o
g
n
itio
n
o
f
SDL
task
co
m
p
letio
n
o
r
p
r
a
is
e,
as
m
en
tio
n
ed
in
th
e
teac
h
er
en
co
u
r
ag
e
m
en
t
f
a
cto
r
,
s
er
v
es
as
a
m
ea
n
s
to
s
h
o
wca
s
e
s
tu
d
en
ts
’
d
ilig
en
ce
an
d
m
o
tiv
ate
o
th
er
s
t
o
en
g
ag
e
in
SDL.
Fifth
,
t
ea
ch
er
s
s
h
o
u
ld
d
esig
n
SDL
task
s
w
ith
p
r
ac
tical
co
n
ten
t
tailo
r
ed
t
o
s
tu
d
en
ts
’
n
ee
d
s
.
L
astl
y
,
t
h
e
in
s
titu
tio
n
s
h
o
u
ld
a
u
g
m
en
t I
C
T
s
k
ills
tr
ain
in
g
c
o
u
r
s
es f
o
r
s
tu
d
en
ts
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
em
p
lo
y
e
d
s
cien
ti
f
ic
an
d
r
eliab
le
m
eth
o
d
s
to
d
ev
elo
p
a
to
o
l
s
u
itab
le
f
o
r
m
ea
s
u
r
in
g
lear
n
er
s
’
r
ea
d
in
ess
f
o
r
SDL
in
B
-
l
ea
r
n
in
g
en
v
ir
o
n
m
e
n
ts
.
A
s
tan
d
ar
d
ized
q
u
esti
o
n
n
air
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NC
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S
[
1
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M
.
S
.
K
n
o
w
l
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s,
S
e
l
f
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rec
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9
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.
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2
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F
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.
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.
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C
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R
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J.
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[
5
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.
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[
6
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L.
M
.
G
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mi
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,
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[
7
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.
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c
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8
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A
.
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9
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Ta
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1
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.
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