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I
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J
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Vo
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14
,
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2
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Ap
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20
25
:
1
2
0
7
-
1
2
1
6
1208
Ho
wev
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7
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ich
o
n
lin
e
r
eso
u
r
ce
s
s
u
p
p
o
r
t
co
lleg
e
s
tu
d
en
ts
in
lear
n
in
g
,
p
r
ev
iewin
g
,
a
n
d
r
ev
iewin
g
c
o
u
r
s
e
m
ater
ial
[
2
1
]
,
b
r
ea
k
in
g
s
p
atial
b
ar
r
ier
s
[
2
2
]
,
[
2
3
]
.
L
ea
r
n
in
g
ef
f
ec
tiv
en
ess
ev
alu
ates
teac
h
in
g
g
o
als,
in
clu
d
in
g
k
n
o
wled
g
e,
i
n
tellect,
s
k
ills
,
a
n
d
p
h
y
s
ical
f
itn
ess
.
C
o
lleg
e
p
h
y
s
ical
ed
u
ca
tio
n
aim
s
to
im
p
r
o
v
e
s
tu
d
e
n
ts
'
f
itn
es
s
an
d
h
ea
lth
k
n
o
wled
g
e,
r
e
f
in
e
s
p
o
r
ts
h
ab
its
,
an
d
cu
ltiv
ate
m
o
r
al
an
d
em
o
tio
n
al
q
u
alities
.
Dig
ital
s
p
o
r
ts
lear
n
in
g
s
h
o
u
l
d
f
o
c
u
s
o
n
co
m
p
r
eh
en
s
io
n
,
ap
p
licatio
n
,
p
e
r
ce
p
tio
n
,
an
d
d
ig
ital
r
eso
u
r
ce
u
tili
za
tio
n
[
1
0
]
,
[
2
4
]
,
[
2
5
]
.
W
h
ile
d
ig
ital
s
p
o
r
ts
o
f
f
er
alter
n
ativ
e
f
itn
ess
m
eth
o
d
s
,
th
ey
h
av
e
l
ess
im
p
ac
t
o
n
s
p
o
r
ts
m
an
s
h
ip
an
d
willp
o
wer
[
2
6
]
.
So
m
e
s
tu
d
ies
s
h
o
w
n
o
s
ig
n
if
ican
t d
if
f
er
en
ce
b
etwe
en
o
n
lin
e
an
d
tr
ad
itio
n
al
class
r
o
o
m
lear
n
in
g
,
th
o
u
g
h
d
ig
ital e
d
u
ca
tio
n
m
ay
lack
i
n
ar
ea
s
lik
e
atten
tio
n
an
d
s
p
o
r
ts
em
o
tio
n
s
[
2
7
]
,
[
2
8
]
.
C
h
an
g
es
in
lear
n
in
g
h
ab
its
h
av
e
d
iv
er
s
if
ied
c
o
lleg
e
p
h
y
s
ical
ed
u
ca
tio
n
.
Ho
we
v
er
,
d
i
g
ital
r
eso
u
r
ce
p
r
ac
tice
f
ac
es
co
n
s
tr
ain
ts
lik
e
f
ac
ilit
ies
an
d
teac
h
in
g
m
o
d
es,
af
f
ec
tin
g
teac
h
in
g
ef
f
ec
t
iv
en
ess
[
2
9
]
.
T
h
is
s
u
r
v
ey
ex
am
in
es
th
e
im
p
ac
t
o
f
d
ig
ital
s
p
o
r
ts
r
eso
u
r
ce
s
o
n
co
lleg
e
s
tu
d
en
ts
'
lear
n
in
g
,
co
n
s
id
er
in
g
d
ig
ital
u
s
e
awa
r
en
ess
an
d
ab
ilit
ies.
T
h
e
s
tu
d
y
p
r
o
p
o
s
es th
e
f
o
llo
win
g
h
y
p
o
th
eses
to
in
v
esti
g
ate
th
ese
im
p
ac
ts
.
−
H1
: T
h
er
e
is
a
s
ig
n
if
ican
t d
if
f
er
en
ce
in
th
e
lear
n
in
g
ef
f
ec
tiv
en
ess
o
f
s
tu
d
en
ts
o
f
d
if
f
er
en
t a
g
es a
n
d
g
en
d
er
s
in
d
ig
ital r
eso
u
r
ce
lea
r
n
in
g
.
−
H2
:
T
h
er
e
is
a
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
d
i
g
ital
co
m
p
eten
ce
an
d
u
s
ag
e
awa
r
e
n
ess
o
n
lear
n
in
g
o
u
tco
m
es
.
−
H3
:
Dig
ital
co
m
p
eten
ce
h
as
a
p
o
s
itiv
e
co
r
r
elatio
n
o
n
lea
r
n
in
g
o
u
tco
m
es,
an
d
awa
r
en
ess
o
f
u
s
e
is
a
m
ed
iato
r
.
T
h
is
s
tu
d
y
h
o
ld
s
s
ig
n
if
ican
t
i
m
p
o
r
tan
ce
as
it
p
r
o
v
id
es
em
p
ir
ical
ev
id
en
ce
o
n
th
e
im
p
ac
t
o
f
d
ig
ital
r
eso
u
r
ce
lear
n
in
g
in
th
e
co
n
te
x
t
o
f
co
lleg
e
p
h
y
s
ical
ed
u
ca
tio
n
,
s
p
ec
if
ically
with
in
C
h
in
a
—
a
co
u
n
tr
y
n
o
tab
le
f
o
r
its
r
ich
d
ig
ital
s
p
o
r
ts
teac
h
in
g
r
eso
u
r
ce
s
.
T
h
e
f
in
d
in
g
s
ar
e
p
ar
ticu
lar
ly
r
elev
a
n
t
in
th
e
p
o
s
t
-
p
an
d
e
m
ic
er
a,
wh
er
e
d
ig
ital
teac
h
in
g
h
as
b
ec
o
m
e
a
p
iv
o
tal
co
m
p
o
n
e
n
t
o
f
ed
u
ca
tio
n
.
I
n
n
o
v
ati
v
ely
,
t
h
e
s
tu
d
y
em
p
l
o
y
s
a
u
n
iq
u
e
p
e
r
s
p
ec
tiv
e
b
y
f
o
cu
s
in
g
o
n
th
e
m
ed
iatio
n
r
o
le
o
f
d
ig
ital
u
s
ag
e
awa
r
en
ess
,
wh
ich
h
as
b
ee
n
u
n
d
er
e
x
p
lo
r
e
d
in
p
r
ev
io
u
s
r
es
ea
r
ch
.
B
y
h
ig
h
lig
h
tin
g
th
e
cr
it
ical
r
o
le
o
f
d
ig
ital
u
s
ag
e
awa
r
en
ess
in
en
h
an
cin
g
lear
n
in
g
o
u
tc
o
m
es,
th
is
r
esear
ch
o
f
f
er
s
p
r
ac
tical
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
aim
in
g
to
d
e
v
elo
p
n
ew
tr
ain
in
g
s
tr
ateg
ies.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
Par
ticip
an
ts
in
th
is
s
tu
d
y
wer
e
C
h
in
ese
u
n
d
er
g
r
ad
u
ate
co
ll
eg
e
s
tu
d
en
ts
,
in
v
esti
g
atin
g
th
e
im
p
ac
t
o
f
d
ig
ital
u
s
e
o
n
lear
n
in
g
o
u
tco
m
es
in
f
iv
e
u
n
iv
er
s
ities
(
two
in
B
eijin
g
,
o
n
e
in
T
ian
jin
,
o
n
e
i
n
Hu
n
an
,
an
d
o
n
e
in
Fu
jian
)
,
an
d
th
is
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
o
n
lin
e
th
r
o
u
g
h
Qu
esti
o
n
n
air
e
Star
,
C
h
in
a'
s
p
r
o
f
ess
io
n
al
r
esear
ch
p
latf
o
r
m
“
Qu
esti
o
n
n
air
e
Star
.
”
T
h
e
s
u
r
v
e
y
was
co
n
d
u
cte
d
f
o
r
a
to
tal
o
f
1
8
d
ay
s
an
d
th
e
o
n
lin
e
s
u
r
v
ey
p
latf
o
r
m
was
o
p
en
e
d
f
r
o
m
Ma
y
1
0
-
28
,
2
0
2
4
to
d
is
tr
ib
u
te
th
e
q
u
esti
o
n
n
air
es
t
o
p
h
y
s
ical
ed
u
ca
tio
n
class
es
in
f
iv
e
u
n
i
v
er
s
ities
,
in
f
o
r
m
e
d
c
o
n
s
en
t
was
o
b
tain
e
d
f
r
o
m
t
h
e
p
a
r
ticip
an
ts
p
r
i
o
r
to
th
e
s
u
r
v
e
y
,
all
s
u
b
jects
wer
e
v
o
lu
n
teer
s
,
an
d
n
o
o
n
e
r
ec
eiv
ed
an
y
co
m
p
e
n
s
atio
n
f
o
r
th
eir
p
ar
ticip
atio
n
.
A
to
tal
o
f
3
1
0
p
eo
p
le
p
ar
ticip
ated
in
th
is
s
u
r
v
ey
.
T
h
e
r
esp
o
n
d
e
n
ts
wer
e
all
C
h
in
ese
citizen
s
.
Pre
v
io
u
s
s
tu
d
ies
in
th
e
ed
u
ca
tio
n
al
f
ield
h
av
e
u
s
ed
s
im
ilar
o
r
ev
e
n
s
m
aller
s
am
p
le
s
izes
to
d
r
aw
s
ig
n
if
ican
t
co
n
clu
s
io
n
s
.
Fo
r
in
s
tan
ce
,
a
s
am
p
le
s
ize
ca
lcu
latio
n
ex
am
p
le
in
d
i
ca
tes
th
at
s
tu
d
ies
ca
n
ac
h
iev
e
v
alid
r
esu
lts
with
as
f
ew
as
5
0
p
ar
ticip
an
ts
p
e
r
g
r
o
u
p
wh
en
th
e
ef
f
ec
t
s
ize
is
l
ar
g
e
[
3
0
]
.
T
h
u
s
,
a
s
am
p
le
s
ize
o
f
4
0
0
is
m
o
r
e
th
an
s
u
f
f
icien
t
to
ac
h
iev
e
r
eliab
le
an
d
g
e
n
er
aliza
b
le
r
esu
lts
.
T
h
e
q
u
esti
o
n
n
air
e
was
s
et
u
p
in
eig
h
t
p
ar
ts
:
b
asic
in
f
o
r
m
at
io
n
;
d
ig
ital
p
a
r
ticip
atio
n
;
co
n
f
id
en
ce
in
d
ig
ital
lear
n
in
g
;
d
ig
ital
r
eso
u
r
ce
en
v
ir
o
n
m
e
n
t
;
awa
r
en
ess
o
f
d
ig
ital
u
s
e
;
ab
ilit
y
to
u
s
e
d
ig
i
tal
;
lear
n
in
g
ef
f
ec
t
(
s
atis
f
ac
tio
n
,
s
u
b
ject
h
elp
)
;
an
d
s
u
g
g
esti
o
n
s
f
o
r
u
s
e.
Am
o
n
g
th
em
,
th
r
ee
q
u
esti
o
n
s
o
n
b
asic
in
f
o
r
m
atio
n
wer
e
g
en
d
er
,
g
r
ad
e
,
an
d
m
ajo
r
.
Dig
ital
p
ar
ticip
atio
n
f
iv
e
q
u
esti
o
n
s
,
r
esp
ec
tiv
ely
,
ar
e
th
e
r
ea
s
o
n
f
o
r
u
s
e,
f
r
eq
u
e
n
cy
o
f
u
s
e,
ac
ce
s
s
m
o
d
e,
s
ea
r
ch
d
if
f
icu
lty
,
p
a
r
ticip
atio
n
tim
e.
T
h
r
ee
q
u
esti
o
n
s
o
n
d
ig
ital
lear
n
in
g
co
n
f
id
en
ce
,
in
v
esti
g
atin
g
p
ar
ticip
a
n
ts
'
l
ea
r
n
in
g
c
o
n
f
i
d
en
ce
(
s
elf
-
e
f
f
icac
y
)
in
c
o
u
r
s
e
lear
n
i
n
g
.
Dig
ital
r
eso
u
r
ce
en
v
ir
o
n
m
en
t
th
r
ee
q
u
esti
o
n
s
,
in
v
esti
g
atin
g
th
e
im
p
ac
t
o
f
teac
h
er
s
'
u
s
e
o
f
d
ig
ital
lear
n
in
g
r
eso
u
r
ce
s
,
d
ig
ital
r
eso
u
r
ce
c
o
n
s
tr
u
ctio
n
,
an
d
q
u
ality
lev
el
o
n
lear
n
in
g
o
u
tc
o
m
es.
Awa
r
en
ess
o
f
d
ig
ital
u
s
e
th
r
ee
q
u
esti
o
n
s
,
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
Dig
ita
l res
o
u
r
ce
s
a
n
d
lea
r
n
in
g
o
u
tco
mes in
c
o
lleg
e
p
h
ysica
l
ed
u
ca
tio
n
:
a
s
u
r
ve
y
s
tu
d
y
(
Jin
g
n
a
n
Yu
)
1209
in
v
esti
g
atin
g
lear
n
er
s
'
awa
r
en
ess
o
f
th
e
u
s
e
o
f
d
ig
ital
l
ea
r
n
in
g
.
T
h
r
ee
q
u
esti
o
n
s
o
n
d
ig
ital
u
s
e
ab
ilit
y
,
in
v
esti
g
atin
g
lear
n
er
s
'
ab
ilit
y
to
p
r
ac
tice
an
d
u
s
e
in
d
ig
ital
lear
n
in
g
.
L
ea
r
n
in
g
ef
f
ec
tiv
e
n
e
s
s
s
ev
en
q
u
esti
o
n
s
on
s
atis
f
ac
tio
n
an
d
s
u
b
ject
h
elp
f
u
ln
ess
,
in
v
esti
g
atin
g
lea
r
n
er
s
'
s
ati
s
f
ac
tio
n
with
th
e
co
u
r
s
e
an
d
s
u
b
ject
h
elp
f
u
ln
ess
u
s
in
g
d
ig
ital
lear
n
in
g
.
T
h
r
ee
q
u
esti
o
n
s
o
n
u
s
a
g
e
s
u
g
g
esti
o
n
s
,
in
cl
u
d
in
g
th
e
f
o
r
m
o
f
d
ig
itized
co
n
ten
t,
u
s
ag
e
s
ess
io
n
s
,
an
d
d
u
r
atio
n
.
I
n
ad
d
itio
n
to
th
e
b
asic
in
f
o
r
m
atio
n
,
d
i
g
ital
u
s
e,
an
d
u
s
e
s
u
g
g
esti
o
n
item
s
,
ea
ch
q
u
esti
o
n
was
r
ate
d
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
n
o
t
v
er
y
m
u
ch
)
to
5
(
v
er
y
m
u
c
h
)
to
ass
es
s
th
e
ac
tu
al
s
itu
atio
n
o
f
th
e
p
ar
ticip
an
ts
in
ter
m
s
o
f
th
eir
ex
p
er
ien
ce
,
f
ee
lin
g
s
,
an
d
o
v
er
all
ev
alu
atio
n
o
f
th
e
lear
n
in
g
e
f
f
ec
t o
f
th
e
u
s
e
o
f
d
ig
ital r
eso
u
r
ce
s
.
2
.
2
.
Da
t
a
pro
ce
s
s
ing
T
h
is
s
u
r
v
ey
was
co
m
p
leted
b
y
f
illi
n
g
o
u
t
an
d
co
llectin
g
o
n
lin
e,
af
ter
1
8
d
ay
s
o
f
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
tio
n
,
3
1
0
q
u
esti
o
n
n
a
ir
es
wer
e
f
in
ally
co
llected
,
all
th
e
q
u
esti
o
n
n
air
es
co
l
lecte
d
wer
e
v
alid
q
u
esti
o
n
n
air
es,
an
d
th
e
p
ar
ti
cip
an
ts
wer
e
all
cu
r
r
en
t
u
n
d
er
g
r
ad
u
ate
co
lleg
e
s
tu
d
en
ts
i
n
v
o
lv
e
d
in
p
h
y
s
ical
ed
u
ca
tio
n
c
o
u
r
s
es.
T
h
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
s
tatis
tical
p
ac
k
ag
e
f
o
r
s
o
cial
s
cien
ce
s
(
SP
SS
A
U
)
an
aly
s
is
p
latf
o
r
m
(
h
ttp
s
://s
p
s
s
au
.
co
m
/)
,
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
an
d
f
r
eq
u
e
n
cy
a
n
aly
s
is
to
d
ef
in
e
th
e
b
asic
in
f
o
r
m
atio
n
o
f
th
e
s
u
b
jects,
c
o
r
r
elatio
n
an
aly
s
is
,
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
o
f
g
en
d
er
,
g
r
a
d
e,
an
d
m
aj
o
r
in
th
e
u
s
e
o
f
d
ig
ital r
eso
u
r
ce
s
,
awa
r
e
n
ess
o
f
d
ig
ital u
s
e,
an
d
ab
ilit
y
.
First,
th
e
r
eliab
ilit
y
an
d
v
alid
it
y
o
f
th
e
q
u
esti
o
n
n
air
e
wer
e
te
s
ted
.
W
e
ch
o
s
e
C
r
o
n
b
ac
h
’
s
to
d
eter
m
in
e
th
e
co
n
s
is
ten
cy
o
f
th
e
q
u
esti
o
n
n
air
e
co
n
ten
t,
an
al
y
ze
d
th
e
alp
h
a
co
ef
f
icien
t,
an
d
th
e
v
alu
e
o
f
t
h
e
r
eliab
ilit
y
co
ef
f
icien
t
o
f
th
is
q
u
esti
o
n
n
ai
r
e
was
0
.
9
6
4
,
wh
ich
was
g
r
ea
t
er
th
an
0
.
9
,
t
h
u
s
in
d
icatin
g
th
at
th
e
r
esear
ch
d
ata
r
eliab
ilit
y
was o
f
h
ig
h
q
u
ality
an
d
co
u
l
d
b
e
u
s
ed
f
o
r
f
u
r
th
er
an
aly
s
is
.
Fo
r
v
alid
ity
an
aly
s
is
,
f
ac
to
r
an
aly
s
is
was
u
s
ed
as
a
d
ata
an
al
y
s
is
m
eth
o
d
to
v
er
i
f
y
t
h
e
v
alid
ity
lev
el
o
f
t
h
e
d
ata
th
r
o
u
g
h
th
e
K
aiser
–
Me
y
er
–
Olk
in
(
KM
O)
v
alu
e,
co
m
m
o
n
d
eg
r
e
e,
v
ar
ian
ce
ex
p
lain
e
d
r
ate
v
alu
e,
an
d
f
ac
to
r
lo
ad
in
g
co
ef
f
icie
n
t v
alu
e.
T
h
e
KM
O
v
alu
e
was
0
.
8
9
2
,
wh
ic
h
was
h
ig
h
er
th
a
n
0
.
8
,
t
h
u
s
in
d
icatin
g
th
at
th
e
r
esear
ch
d
ata
wa
s
v
er
y
s
u
itab
le
f
o
r
ex
tr
ac
tin
g
in
f
o
r
m
atio
n
(
w
h
ich
r
ef
lecte
d
th
e
v
alid
ity
was
v
er
y
g
o
o
d
f
r
o
m
th
e
s
id
e)
.
T
h
e
co
m
m
o
n
d
eg
r
ee
is
0
.
9
4
9
,
0
.
9
2
0
,
0
.
9
1
4
,
0
.
8
9
9
,
0
.
8
8
4
,
0
.
8
4
2
,
0
.
7
4
0
,
r
esp
ec
tiv
e
ly
,
an
d
all
th
e
r
esear
ch
item
s
co
r
r
esp
o
n
d
to
th
e
v
alu
e
o
f
co
m
m
o
n
d
e
g
r
ee
is
h
ig
h
er
th
an
0
.
4
,
wh
ich
in
d
icate
s
th
at
th
e
in
f
o
r
m
atio
n
o
f
th
e
r
e
s
ea
r
ch
item
s
ca
n
b
e
ex
tr
ac
ted
ef
f
ec
tiv
el
y
.
2
.
3
.
Da
t
a
a
na
ly
s
is
2
.
3
.
1
.
Ana
ly
s
is
o
f
perso
nn
el
s
it
ua
t
io
n
First,
as
s
h
o
wn
in
T
ab
le
1
,
we
co
llected
d
ata
o
n
g
en
d
er
,
g
r
ad
e
lev
el,
p
r
o
f
ess
io
n
al
b
ac
k
g
r
o
u
n
d
,
a
n
d
d
ig
ital
r
eso
u
r
ce
p
a
r
ticip
atio
n
.
Am
o
n
g
th
e
p
ar
ticip
an
ts
,
4
1
.
6
%
(
n
=1
2
9
)
wer
e
m
ale
a
n
d
5
8
.
4
%
(
n
=1
8
1
)
we
r
e
f
em
ale.
Fre
s
h
m
en
m
ad
e
u
p
4
4
.
1
9
%,
s
o
p
h
o
m
o
r
es
4
3
.
8
7
%,
j
u
n
io
r
s
6
.
4
5
%,
a
n
d
s
en
io
r
s
5
.
4
8
%,
r
ef
lectin
g
th
at
s
p
o
r
ts
ar
e
m
an
d
ato
r
y
f
o
r
f
r
es
h
m
en
an
d
s
o
p
h
o
m
o
r
es,
lead
in
g
to
h
ig
h
er
p
a
r
ticip
atio
n
r
ates,
wh
ile
ju
n
io
r
s
an
d
s
en
io
r
s
m
o
s
tly
tak
e
elec
tiv
e
s
p
o
r
ts
co
u
r
s
es.
R
eg
ar
d
in
g
p
r
o
f
ess
io
n
al
b
ac
k
g
r
o
u
n
d
,
6
6
.
1
%
wer
e
lib
er
al
ar
ts
s
tu
d
en
ts
,
1
7
.
1
%
wer
e
s
cien
c
e
s
tu
d
en
ts
,
9
.
6
%
wer
e
en
g
i
n
ee
r
in
g
s
tu
d
en
ts
,
a
n
d
7
.
1
%
wer
e
ar
t
s
tu
d
e
n
ts
.
Par
ticip
atio
n
in
d
ig
ital
r
eso
u
r
c
es
s
h
o
wed
3
7
.
1
%
en
g
ag
ed
th
r
o
u
g
h
o
u
t
th
e
co
u
r
s
e,
2
6
.
4
5
%
af
ter
s
ch
o
o
l,
1
8
.
0
6
%
b
ef
o
r
e
ex
a
m
s
,
1
2
.
5
8
%
b
ef
o
r
e
co
u
r
s
e
s
tar
t,
an
d
5
.
8
1
%
b
ef
o
r
e
ea
ch
class
.
T
h
is
in
d
icate
s
th
at
s
tu
d
en
ts
u
s
e
d
ig
ital
r
eso
u
r
ce
s
m
ain
ly
f
o
r
co
n
tin
u
o
u
s
lear
n
in
g
an
d
p
o
s
t
-
class
r
ev
iew,
s
tim
u
latin
g
in
d
ep
en
d
e
n
t
lear
n
in
g
m
o
tiv
atio
n
[
3
1
]
,
[
3
2
]
.
T
ab
le
1
.
B
asic sit
u
atio
n
an
aly
s
is
o
f
s
u
b
jects
F
r
e
q
u
e
n
c
y
I
t
e
ms
C
a
t
e
g
o
r
i
e
s
N
P
e
r
c
e
n
t
(
%)
G
e
n
d
e
r
M
a
l
e
1
2
9
4
1
.
6
1
F
e
mal
e
1
8
1
5
8
.
3
9
G
r
a
d
e
F
r
e
sh
ma
n
1
3
7
4
4
.
1
9
S
o
p
h
o
mo
r
e
1
3
6
4
3
.
8
7
Ju
n
i
o
r
20
6
.
4
5
S
e
n
i
o
r
17
5
.
4
8
B
a
c
k
g
r
o
u
n
d
H
u
ma
n
i
t
i
e
s
2
0
5
6
6
.
1
3
S
c
i
e
n
c
e
53
1
7
.
1
En
g
i
n
e
e
r
i
n
g
c
o
u
r
se
30
9
.
6
8
Art
22
7
.
1
P
a
r
t
i
c
i
p
a
t
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o
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t
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B
e
f
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r
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h
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a
r
t
o
f
t
h
e
c
o
u
r
se
39
1
2
.
5
8
B
e
f
o
r
e
e
a
c
h
c
l
a
ss
18
5
.
8
1
a
f
t
e
r
c
l
a
ss
82
2
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4
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e
f
o
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e
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e
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56
1
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6
Ev
e
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w
i
l
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p
a
r
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p
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t
e
1
1
5
3
7
.
1
To
t
a
l
3
1
0
3
1
0
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20
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2
.
3
.
2
.
Ana
ly
s
is
o
f
g
ender,
g
r
a
de,
a
nd
pref
er
ence
Fro
m
T
ab
le
2
,
d
if
f
er
e
n
ce
s
in
d
ig
ital
r
eso
u
r
ce
p
e
r
ce
p
tio
n
w
er
e
o
b
s
er
v
ed
b
etwe
en
g
e
n
d
er
s
.
An
aly
s
is
o
f
v
ar
ia
n
ce
(
ANOVA
)
r
esu
lts
s
h
o
wed
s
ig
n
if
ican
t
d
if
f
er
e
n
c
es
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
in
s
u
b
ject
h
elp
f
u
ln
ess
an
d
c
o
n
f
id
e
n
ce
i
n
d
ig
ital
lear
n
in
g
.
Ma
le
h
ad
a
h
ig
h
er
m
ea
n
v
alu
e
(
4
.
0
6
)
in
s
u
b
ject
h
el
p
f
u
ln
ess
co
m
p
ar
ed
to
f
e
m
ale
(
3
.
8
3
)
,
w
ith
p
<0
.
0
5
.
I
n
d
i
g
ital
lear
n
in
g
co
n
f
id
en
ce
,
m
ales
s
co
r
ed
3
.
9
2
an
d
f
em
ales
3
.
6
7
,
with
p
=0
.
0
1
1
.
Ma
les
also
h
a
d
h
ig
h
e
r
m
ea
n
v
alu
es
in
th
e
f
r
e
q
u
en
cy
o
f
d
i
g
ital
u
s
e
(
3
.
6
6
v
s
.
3
.
2
5
)
an
d
ea
s
e
o
f
d
ig
ital
s
ea
r
ch
(
3
.
9
5
v
s
.
3
.
6
3
)
,
with
p
-
v
alu
es
o
f
0
.
0
0
1
an
d
0
.
0
0
3
,
r
esp
ec
tiv
ely
,
in
d
icatin
g
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
at
th
e
0
.
0
1
lev
el.
Ov
er
all,
m
ale
s
tu
d
en
ts
h
a
d
h
ig
h
er
m
ea
n
s
co
r
es
th
an
f
em
ale
s
tu
d
en
ts
in
ef
f
ec
t
s
atis
f
ac
tio
n
(
4
.
0
3
v
s
.
3
.
8
5
)
,
ab
ilit
y
to
u
s
e
(
3
.
9
6
v
s
.
3
.
8
2
)
,
a
n
d
awa
r
e
n
ess
o
f
u
s
e
(
3
.
9
7
v
s
.
3
.
7
5
)
.
W
h
ile
d
if
f
er
en
ce
s
in
ab
ilit
y
an
d
awa
r
en
ess
wer
e
n
o
t
s
tatis
tically
s
ig
n
if
ican
t,
th
e
d
ata
s
u
g
g
est
th
at
s
tu
d
en
ts
g
en
er
ally
h
a
v
e
g
o
o
d
d
ig
ital
s
k
ills
,
wi
th
h
ig
h
s
atis
f
ac
tio
n
lev
els
(
o
v
er
4
p
o
i
n
ts
)
.
Ma
le
ar
e
s
lig
h
tly
m
o
r
e
p
r
ac
tical
an
d
ac
tiv
e
in
d
ig
ital u
s
e
th
an
f
em
ale
,
wh
o
n
ee
d
to
im
p
r
o
v
e
in
itiativ
e
a
n
d
p
ar
ticip
atio
n
[
2
4
]
,
[
3
2
]
.
M
ale
s
tu
d
en
ts
s
h
o
w
h
ig
h
er
s
atis
f
ac
tio
n
with
ef
f
ec
tiv
e
n
ess
in
f
r
esh
m
a
n
an
d
s
o
p
h
o
m
o
r
e
y
ea
r
s
,
wh
ile
f
em
ale
s
tu
d
en
ts
s
u
r
p
ass
m
ales
in
ju
n
io
r
y
ea
r
.
Ma
le
s
tu
d
en
ts
also
h
av
e
h
ig
h
er
m
ea
n
v
alu
e
s
f
o
r
c
o
n
f
id
e
n
ce
in
d
ig
ital
lear
n
in
g
,
d
ig
ital
ab
ilit
y
,
an
d
awa
r
e
n
ess
o
f
u
s
e
d
u
r
i
n
g
f
r
esh
m
an
an
d
s
o
p
h
o
m
o
r
e
y
ea
r
s
.
I
n
co
n
tr
ast,
f
em
ale
s
tu
d
en
ts
s
co
r
e
h
i
g
h
er
in
th
ese
ar
ea
s
d
u
r
i
n
g
ju
n
io
r
an
d
s
en
io
r
y
ea
r
s
.
Ov
er
all,
m
ale
s
tu
d
en
ts
ex
h
ib
it
b
etter
d
ig
ital
u
s
e
lev
els,
p
ar
ti
cu
lar
ly
in
th
e
f
ir
s
t
two
y
ea
r
s
,
with
s
tr
o
n
g
d
ig
ital
u
s
e
ab
ilit
y
an
d
ef
f
ec
tiv
e
n
ess
.
Fem
ale
s
tu
d
en
ts
,
h
o
wev
er
,
s
h
o
w
b
etter
u
s
e
awa
r
en
ess
an
d
o
th
er
lev
els
in
th
e
later
y
ea
r
s
,
th
o
u
g
h
th
is
m
ay
b
e
in
f
lu
en
ce
d
b
y
th
e
s
m
aller
n
u
m
b
er
o
f
j
u
n
io
r
an
d
s
en
i
o
r
p
a
r
ticip
an
ts
in
th
e
s
u
r
v
e
y
.
As
p
r
esen
ted
in
T
ab
le
3
,
co
u
r
s
e
r
eq
u
ir
em
en
ts
ar
e
th
e
p
r
im
a
r
y
r
ea
s
o
n
f
o
r
u
s
in
g
d
ig
ital
r
eso
u
r
ce
s
,
with
a
r
esp
o
n
s
e
r
ate
o
f
2
9
.
0
6
%
an
d
a
p
en
etr
atio
n
r
ate
o
f
8
1
.
9
4
%.
Pas
s
in
g
ex
am
s
f
o
llo
ws
wit
h
a
r
esp
o
n
s
e
r
ate
o
f
2
1
.
5
1
%
an
d
a
p
e
n
etr
atio
n
r
ate
o
f
6
0
.
6
5
%.
I
n
ter
est
an
d
h
o
b
b
ies
ac
co
u
n
t
f
o
r
1
9
.
5
7
%
an
d
a
p
o
p
u
lar
ity
r
ate
o
f
5
5
.
1
6
%.
Fre
s
h
tr
an
s
ac
tio
n
attem
p
ts
h
av
e
a
r
esp
o
n
s
e
r
ate
o
f
1
6
.
9
3
%
an
d
a
p
en
etr
atio
n
r
ate
o
f
4
7
.
7
4
%.
“
T
r
y
in
g
n
ew
th
in
g
s
”
an
d
“
ac
tiv
ely
co
n
s
o
lid
atin
g
an
d
im
p
r
o
v
in
g
”
h
av
e
lo
wer
r
esp
o
n
s
e
r
ates
o
f
1
6
.
9
3
%
an
d
1
2
.
9
3
%,
with
p
o
p
u
lar
ity
r
ates
o
f
4
7
.
7
4
%
an
d
3
6
.
4
5
%,
r
esp
ec
tiv
ely
.
T
h
is
in
d
icate
s
th
at
s
tu
d
e
n
ts
'
d
ig
ital
u
s
e
is
lar
g
ely
d
r
iv
en
b
y
co
u
r
s
e
r
e
q
u
ir
em
en
t
s
an
d
e
x
am
s
,
th
o
u
g
h
m
a
n
y
al
s
o
en
g
ag
e
d
u
e
to
p
e
r
s
o
n
al
in
t
er
ests
an
d
h
o
b
b
ies,
r
ef
lectin
g
a
g
r
ad
u
al
r
ec
o
g
n
itio
n
o
f
d
ig
ital le
ar
n
in
g
an
d
p
ar
tic
ip
atio
n
.
R
eg
ar
d
in
g
ac
q
u
is
itio
n
m
eth
o
d
s
,
in
d
ep
en
d
en
t
web
s
ite
s
ea
r
ch
es
(
7
2
.
4
%)
an
d
teac
h
er
-
r
ec
o
m
m
en
d
e
d
co
n
ten
t
ar
e
p
o
p
u
lar
f
o
r
m
ee
tin
g
co
u
r
s
e
r
eq
u
ir
em
en
ts
,
wh
ile
b
ig
d
ata
p
u
s
h
es
(
5
0
%)
an
d
s
tu
d
en
t
r
ec
o
m
m
en
d
atio
n
s
(
3
2
.
3
%)
a
r
e
less
co
m
m
o
n
.
Fo
r
p
ass
in
g
ex
am
s
,
we
b
s
ite
s
ea
r
ch
es
(
7
3
.
9
%),
teac
h
er
r
ec
o
m
m
en
d
atio
n
s
(
6
7
%),
an
d
f
itn
ess
s
o
f
twar
e
(
6
4
.
9
%)
ar
e
p
r
ev
alen
t,
with
f
ewe
r
r
ely
in
g
o
n
s
tu
d
en
t
r
ec
o
m
m
en
d
atio
n
s
an
d
b
ig
d
at
a
p
u
s
h
es.
Ov
er
all,
s
tu
d
en
ts
p
r
im
ar
ily
d
e
p
en
d
o
n
i
n
d
ep
e
n
d
en
t
o
n
lin
e
s
ea
r
c
h
es
an
d
teac
h
e
r
r
ec
o
m
m
en
d
atio
n
s
,
d
em
o
n
s
tr
atin
g
s
tr
o
n
g
in
d
e
p
en
d
en
t
th
in
k
in
g
a
n
d
a
f
o
c
u
s
o
n
p
r
o
f
ess
io
n
ally
r
elev
an
t c
o
n
te
n
t to
en
h
an
ce
c
o
u
r
s
e
lear
n
in
g
e
f
f
ec
tiv
en
ess
.
T
ab
le
2
.
An
aly
s
is
o
f
v
ar
ian
ce
f
o
r
f
ac
to
r
s
s
u
ch
as g
en
d
er
an
d
d
ig
ital u
tili
za
tio
n
G
e
n
d
e
r
(
M
±
S
D
)
F
p
M
a
l
e
(
n
=
1
2
9
)
F
e
mal
e
(
n
=
1
8
1
)
S
a
t
i
sf
a
c
t
i
o
n
w
i
t
h
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s
4
.
0
3
±
0
.
8
2
3
.
8
5
±
0
.
8
0
3
.
6
9
5
0
.
0
5
6
Le
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss s
u
b
j
e
c
t
a
ss
i
st
a
n
c
e
4
.
0
6
±
0
.
8
1
3
.
8
3
±
0
.
8
0
5
.
7
4
2
0
.
0
1
7
*
D
i
g
i
t
a
l
u
sa
g
e
c
a
p
a
b
i
l
i
t
y
3
.
9
6
±
0
.
8
8
3
.
8
2
±
0
.
8
1
2
.
1
4
5
0
.
1
4
4
D
i
g
i
t
a
l
u
sa
g
e
a
w
a
r
e
n
e
ss
3
.
9
7
±
0
.
8
4
3
.
7
9
±
0
.
8
2
3
.
7
0
6
0
.
0
5
5
C
o
n
f
i
d
e
n
c
e
i
n
d
i
g
i
t
a
l
l
e
a
r
n
i
n
g
3
.
9
2
±
0
.
8
9
3
.
6
7
±
0
.
7
9
6
.
5
6
8
0
.
0
1
1
*
D
i
g
i
t
a
l
r
e
s
o
u
r
c
e
e
n
v
i
r
o
n
m
e
n
t
4
.
0
0
±
0
.
8
2
3
.
8
6
±
0
.
7
9
2
.
2
1
3
0
.
1
3
8
F
r
e
q
u
e
n
c
y
o
f
d
i
g
i
t
a
l
u
s
e
i
n
sp
o
r
t
s
3
.
6
6
±
1
.
0
5
3
.
2
5
±
0
.
9
9
1
2
.
2
5
0
.
0
0
1
*
*
Th
e
d
i
f
f
i
c
u
l
t
y
o
f
d
i
g
i
t
a
l
se
a
r
c
h
3
.
9
5
±
0
.
9
0
3
.
6
3
±
0
.
9
6
9
.
0
7
0
.
0
0
3
*
*
*
p
<
0
.
0
5
*
*
p
<
0
.
0
1
T
ab
le
3
.
R
ea
s
o
n
s
f
o
r
cr
o
s
s
tab
u
latio
n
u
s
e
an
d
ac
q
u
is
itio
n
m
e
th
o
d
s
(
m
u
ltip
le
c
h
o
ice
q
u
esti
o
n
s
)
I
t
e
ms
C
o
u
r
se
r
e
q
u
i
r
e
m
e
n
t
s
H
o
b
b
y
P
a
ssi
n
g
t
h
e
e
x
a
m
P
r
o
a
c
t
i
v
e
l
y
c
o
n
s
o
l
i
d
a
t
i
n
g
a
n
d
i
mp
r
o
v
i
n
g
A
t
t
e
m
p
t
i
n
g
n
e
w
t
h
i
n
g
s
W
e
b
s
i
t
e
se
a
r
c
h
1
8
4
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7
2
.
4
)
1
3
7
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8
0
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1
)
1
3
9
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7
3
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9
)
97
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8
5
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8
)
1
2
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(
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1
)
F
i
t
n
e
ss s
o
f
t
w
a
r
e
1
5
2
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5
9
.
8
)
1
1
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(
6
4
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)
1
2
2
(
6
4
.
9
)
78
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6
9
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87
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Te
a
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r
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n
d
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t
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n
1
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2
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6
3
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8
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1
1
5
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7
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1
2
6
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6
7
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0
)
84
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7
4
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3
)
1
0
0
(
6
7
.
6
)
S
c
h
o
o
l
M
O
O
C
s
1
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5
(
5
3
.
1
)
88
(
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1
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5
)
1
0
7
(
5
6
.
9
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69
(
6
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82
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5
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4
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R
e
c
o
mm
e
n
d
e
d
b
y
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l
a
ss
ma
t
e
s
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3
2
.
3
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66
(
3
8
.
6
)
71
(
3
7
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)
56
(
4
9
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6
)
64
(
4
3
.
2
)
N
e
t
w
o
r
k
b
i
g
d
a
t
a
p
u
s
h
1
2
7
(
5
0
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0
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1
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1
(
5
9
.
1
)
1
0
5
(
5
5
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9
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74
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6
5
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5
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1
0
2
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6
8
.
9
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To
t
a
l
2
5
4
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8
1
.
9
4
)
1
7
1
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5
5
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1
6
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1
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8
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C
h
i
-
sq
u
a
r
e
d
:
χ
2
=
7
.
6
8
1
,
p
=
0
.
9
9
4
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E)
a
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z
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p
)
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B
o
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t
C
I
)
c’
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r
e
c
t
e
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f
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c
t
Te
st
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l
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si
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LO
0
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3
3
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2
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1
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t
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0
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6
F
u
l
l
me
d
i
a
t
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o
n
*
p
<
0
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0
5
,
*
*
p
<
0
.
0
1
,
B
o
o
t
s
t
r
a
p
t
y
p
e
:
p
e
r
c
e
n
t
i
l
e
b
o
o
t
s
t
r
a
p
m
e
t
h
o
d
.
D
R
E
=
D
i
g
i
t
a
l
r
e
s
o
u
r
c
e
e
n
v
i
r
o
n
m
e
n
t
;
D
U
A
=
D
i
g
i
t
a
l
u
s
e
a
w
a
r
e
n
e
ss
;
S
LO
=
S
a
t
i
sf
a
c
t
i
o
n
w
i
t
h
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
;
D
U
A
b
=
D
i
g
i
t
a
l
u
se
a
b
i
l
i
t
y
;
D
L
C
=
D
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g
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t
a
l
l
e
a
r
n
i
n
g
c
o
n
f
i
d
e
n
c
e
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Ana
ly
s
is
o
f
lea
rning
s
it
ua
t
io
n o
f
dig
it
a
l r
eso
urce
s
T
h
e
s
u
r
v
e
y
d
ata
in
d
icate
p
o
s
itiv
e
f
ee
d
b
ac
k
r
eg
ar
d
i
n
g
s
tu
d
e
n
ts
'
willin
g
n
ess
,
ab
ilit
y
,
an
d
p
a
r
ticip
atio
n
in
u
tili
zin
g
d
ig
ital
r
eso
u
r
ce
s
.
A
s
ig
n
if
ican
t
p
o
r
tio
n
o
f
s
tu
d
en
ts
(
4
3
.
2
2
%
)
r
e
p
o
r
te
d
u
s
in
g
d
ig
ital
r
eso
u
r
ce
s
ex
ten
s
iv
ely
,
h
ig
h
lig
h
tin
g
t
h
eir
ac
ce
s
s
ib
ilit
y
an
d
r
ich
n
ess
as
s
u
p
p
lem
en
tar
y
lear
n
i
n
g
to
o
ls
[
3
3
]
.
T
h
is
f
in
d
in
g
co
r
r
o
b
o
r
ates
o
th
er
r
elate
d
s
tu
d
ies.
T
h
e
em
er
g
en
ce
o
f
n
ew
m
ed
ia
s
u
ch
as
liv
e
s
tr
ea
m
in
g
an
d
s
h
o
r
t
v
id
e
o
s
h
as
p
r
o
v
id
e
d
s
tu
d
en
ts
with
f
lex
ib
le
p
latf
o
r
m
s
f
o
r
en
g
ag
in
g
wit
h
s
p
o
r
ts
co
n
ten
t
an
d
f
ac
ilit
ati
n
g
th
eir
ac
ce
s
s
to
r
elev
an
t
lear
n
in
g
m
ater
ials
a
t
an
y
tim
e
[
8
]
.
W
ith
th
e
d
e
v
elo
p
m
en
t
o
f
d
i
g
ital
tech
n
o
lo
g
y
,
s
tu
d
en
ts
a
r
e
in
cr
ea
s
in
g
ly
u
tili
zin
g
to
o
ls
s
u
ch
as
s
m
ar
t
p
h
o
n
es,
co
m
p
u
t
er
s
an
d
ar
tific
ial
in
tellig
en
ce
to
e
n
h
an
ce
th
eir
lear
n
in
g
.
No
tab
l
y
,
3
7
.
1
%
o
f
s
tu
d
en
ts
u
s
e
d
ig
ital
r
eso
u
r
ce
s
in
all
asp
ec
ts
o
f
th
eir
lear
n
in
g
an
d
p
er
s
o
n
al
liv
es.
T
h
is
r
esu
lt
also
p
r
o
v
es
th
at
d
ig
ital
r
eso
u
r
ce
s
ar
e
in
teg
r
ated
in
to
d
aily
lear
n
i
n
g
life
[
1
0
]
.
Prim
ar
y
m
o
d
es
o
f
r
eso
u
r
ce
ac
q
u
is
itio
n
,
s
u
ch
as
web
s
ite
s
ea
r
ch
es
an
d
teac
h
e
r
r
ec
o
m
m
en
d
atio
n
s
,
u
n
d
er
s
co
r
e
s
tu
d
en
ts
'
f
o
cu
s
o
n
co
n
ten
t
q
u
ality
an
d
p
er
s
o
n
a
lized
lear
n
in
g
n
ee
d
s
.
E
f
f
ec
t
iv
e
lear
n
in
g
,
th
e
r
ef
o
r
e
,
ex
te
n
d
s
b
ey
o
n
d
m
er
e
m
em
o
r
izatio
n
t
o
en
co
m
p
ass
ad
ap
tiv
e
lear
n
in
g
s
ty
les
an
d
m
eth
o
d
s
tailo
r
ed
t
o
i
n
d
iv
id
u
al
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
.
Sig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
d
ig
i
tal
lear
n
in
g
ar
e
o
b
s
er
v
ed
am
o
n
g
d
if
f
e
r
en
t
g
en
d
er
s
an
d
g
r
ad
es
d
u
e
to
v
ar
y
in
g
lear
n
in
g
in
ter
ests
an
d
s
ty
les.
Gen
d
er
d
is
p
ar
ities
ar
e
ev
id
e
n
t
in
s
u
b
ject
ass
is
tan
ce
,
d
ig
ital
lear
n
i
n
g
co
n
f
id
en
ce
(
p
<0
.
0
5
)
,
an
d
f
r
eq
u
en
cy
o
f
d
ig
ital
u
s
e
an
d
ea
s
e
o
f
s
ea
r
ch
(
p
<
0
.
0
1
)
,
with
m
ale
s
tu
d
en
ts
ex
h
ib
itin
g
h
ig
h
er
av
e
r
ag
es
th
an
th
eir
f
e
m
ale
co
u
n
ter
p
a
r
ts
.
T
h
is
s
u
g
g
ests
th
at
m
ale
s
tu
d
en
ts
g
en
er
ally
en
g
ag
e
m
o
r
e
ac
tiv
ely
with
d
ig
ital
s
p
o
r
ts
r
es
o
u
r
ce
s
,
ex
ten
d
i
n
g
th
e
class
r
o
o
m
lear
n
in
g
ex
p
er
ien
ce
th
r
o
u
g
h
d
ig
ital
m
ed
iu
m
s
.
L
o
wer
lev
els
o
f
co
n
f
id
e
n
ce
a
n
d
f
r
eq
u
e
n
cy
o
f
u
s
e
am
o
n
g
f
em
ale
s
tu
d
en
ts
in
f
r
esh
m
an
a
n
d
s
o
p
h
o
m
o
r
e
y
ea
r
s
in
d
icate
r
ed
u
ce
d
p
a
r
ticip
atio
n
co
m
p
ar
ed
to
m
ales,
th
o
u
g
h
t
h
ey
d
em
o
n
s
tr
ate
in
cr
ea
s
ed
in
itiativ
e
in
ju
n
io
r
an
d
s
en
io
r
y
ea
r
s
[
3
2
]
.
T
h
ese
d
if
f
e
r
en
ce
s
also
r
ef
lect
d
is
tin
ct
p
r
ef
er
en
ce
s
in
d
ig
ital
co
n
ten
t,
with
m
ales
f
av
o
r
in
g
s
tr
en
g
th
an
d
c
o
n
d
itio
n
in
g
w
h
ile
f
em
ales
p
r
ef
er
f
lex
ib
ilit
y
an
d
tech
n
ical
asp
ec
ts
[
3
4
]
,
in
f
lu
en
cin
g
th
ei
r
co
n
f
id
en
ce
an
d
p
er
ce
p
tio
n
in
u
s
in
g
d
ig
ital r
eso
u
r
ce
s
.
R
eg
ar
d
in
g
r
ea
s
o
n
s
f
o
r
d
i
g
ital
r
eso
u
r
ce
u
s
ag
e,
“
co
u
r
s
e
r
e
q
u
ir
em
en
ts
”
r
an
k
h
i
g
h
est
at
8
1
.
9
4
%,
f
o
llo
wed
b
y
“
e
x
am
p
r
ep
ar
ati
o
n
”
at
6
0
.
6
5
%.
T
h
is
u
tili
tar
ia
n
ap
p
r
o
ac
h
u
n
d
er
s
co
r
es
d
i
g
ital
r
eso
u
r
ce
s
'
r
o
le
in
f
u
lf
illi
n
g
cu
r
r
ic
u
lu
m
r
eq
u
ir
e
m
en
ts
an
d
aid
in
g
ex
am
p
r
ep
ar
atio
n
[
2
1
]
.
Ho
wev
e
r
,
th
e
r
elativ
ely
lo
wer
p
r
o
p
o
r
tio
n
(
3
6
.
4
5
%)
citin
g
“
ac
tiv
e
co
n
s
o
lid
atio
n
an
d
en
h
an
ce
m
en
t
”
s
u
g
g
ests
r
o
o
m
f
o
r
im
p
r
o
v
em
en
t
in
g
u
id
in
g
p
r
o
ac
tiv
e
r
ev
iewin
g
an
d
p
r
e
-
s
tu
d
y
ac
tiv
ities
.
W
h
ile
s
o
m
e
s
tu
d
ies
h
av
e
d
is
c
u
s
s
ed
th
e
lear
n
in
g
ex
p
er
ien
ce
in
o
f
f
lin
e
c
o
u
r
s
es
[
2
5
]
,
t
h
is
p
ap
er
f
o
u
n
d
th
at
a
lth
o
u
g
h
d
ig
ital
r
eso
u
r
ce
s
s
u
p
p
o
r
t
s
elf
-
s
tu
d
y
a
n
d
p
r
e
-
s
tu
d
y
,
th
e
v
ir
tu
al
n
atu
r
e
o
f
d
ig
ital
r
eso
u
r
ce
s
af
f
ec
ts
th
e
s
tu
d
en
ts
'
lear
n
in
g
ex
p
er
ien
ce
an
d
h
in
d
er
s
th
e
n
ec
ess
ar
y
co
m
m
u
n
icatio
n
an
d
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
wh
en
c
o
m
p
ar
ed
to
o
f
f
lin
e
p
r
ac
tice
co
u
r
s
es
[
3
5
]
.
3
.
2
.
Rele
v
a
nce
a
na
ly
s
is
a
nd
m
edia
t
ing
ef
f
ec
t
o
f
dig
it
a
l le
a
rning
An
o
th
er
th
eo
r
etica
l
co
n
t
r
ib
u
ti
o
n
o
f
th
is
s
tu
d
y
is
th
e
co
n
f
ir
m
atio
n
o
f
th
e
m
ed
iatin
g
an
d
m
o
d
er
atin
g
r
o
le
o
f
d
ig
ital
r
eso
u
r
ce
s
o
n
le
ar
n
in
g
o
u
tco
m
es.
Data
s
u
g
g
es
t
th
at
d
ig
ital
u
s
ag
e
awa
r
en
ess
p
ar
tially
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
ig
ital
r
eso
u
r
ce
e
n
v
ir
o
n
m
en
t
an
d
s
atis
f
ac
tio
n
with
lear
n
in
g
o
u
t
co
m
es,
h
ig
h
lig
h
tin
g
th
e
jo
in
t
in
f
lu
en
ce
o
f
en
v
ir
o
n
m
en
t
an
d
awa
r
e
n
ess
o
n
lear
n
in
g
o
u
tco
m
es
[
3
6
]
.
Similar
ly
,
d
ig
ital
u
s
ag
e
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
Dig
ita
l res
o
u
r
ce
s
a
n
d
lea
r
n
in
g
o
u
tco
mes in
c
o
lleg
e
p
h
ysica
l
ed
u
ca
tio
n
:
a
s
u
r
ve
y
s
tu
d
y
(
Jin
g
n
a
n
Yu
)
1213
awa
r
en
ess
also
ac
ts
as
a
p
ar
ti
al
m
ed
iato
r
b
etwe
en
d
ig
ital
u
s
ag
e
co
m
p
eten
ce
an
d
s
atis
f
ac
tio
n
with
lear
n
in
g
o
u
tco
m
es,
illu
s
tr
atin
g
th
e
c
o
m
b
in
ed
in
f
l
u
en
ce
o
f
p
r
ac
tical
c
o
m
p
eten
ce
an
d
s
u
b
jectiv
e
awa
r
en
ess
[
3
7
]
.
T
h
e
ad
v
en
t
o
f
o
n
lin
e
c
o
u
r
s
es
an
d
m
ass
iv
e
o
p
en
o
n
lin
e
co
u
r
s
e
(
MO
OC
s)
h
as
s
ig
n
if
ican
tly
en
h
an
ce
d
s
tu
d
en
ts
’
d
ig
ital
p
r
o
f
icien
cy
[
1
0
]
,
[
2
4
]
,
[
3
8
]
,
f
o
s
ter
in
g
in
cr
e
ased
awa
r
en
ess
an
d
ac
ce
p
ta
n
c
e
o
f
o
n
lin
e
p
h
y
s
ical
ed
u
ca
tio
n
an
d
d
ig
ital
s
p
o
r
ts
r
eso
u
r
ce
s
[
3
9
]
,
[
4
0
]
.
Po
s
t
-
p
an
d
em
ic
ad
ju
s
tm
en
ts
h
av
e
f
u
r
th
er
ac
ce
ler
ated
ad
ap
tatio
n
to
d
ig
ital
lear
n
i
n
g
n
ee
d
s
[
3
9
]
,
[
4
0
]
.
Stu
d
ies
u
n
d
er
s
co
r
e
t
h
at
en
h
an
cin
g
s
tu
d
en
ts
’
d
ig
ital
u
s
ag
e
ab
ilit
y
,
p
r
o
m
o
tin
g
awa
r
e
n
ess
o
f
d
ig
ital
u
s
e,
a
n
d
cu
ltiv
at
in
g
a
r
o
b
u
s
t
d
ig
ital
r
eso
u
r
ce
en
v
ir
o
n
m
en
t
ca
n
ef
f
ec
tiv
ely
e
n
h
an
ce
lear
n
in
g
o
u
tco
m
es
in
p
h
y
s
ical
ed
u
ca
tio
n
co
u
r
s
es
[
3
7
]
.
No
ta
b
ly
,
d
ig
ital
lea
r
n
in
g
co
n
f
id
en
ce
d
id
n
o
t
s
ig
n
if
ica
n
tly
co
r
r
elate
with
s
atis
f
ac
tio
n
with
lear
n
in
g
o
u
tc
o
m
es,
s
u
g
g
esti
n
g
th
at
th
e
s
p
ec
if
ic
d
em
an
d
s
o
f
p
h
y
s
ical
ed
u
ca
tio
n
,
r
e
q
u
ir
in
g
p
er
ce
p
tu
a
l
an
d
m
o
to
r
s
k
ills
,
d
if
f
er
f
r
o
m
th
o
s
e
s
o
lely
r
elian
t
o
n
co
n
f
id
en
ce
i
n
d
is
cip
lin
ar
y
l
ea
r
n
in
g
[
4
1
]
,
[
4
2
]
.
R
elate
d
s
tu
d
ies
h
av
e
f
o
u
n
d
th
at
d
ig
ital
u
s
ag
e
c
o
m
p
ete
n
c
e
in
p
a
r
ticu
lar
p
la
y
s
a
k
e
y
r
o
le,
with
p
r
o
f
icien
t
s
tu
d
en
ts
b
ein
g
m
o
r
e
r
ec
ep
tiv
e
to
lear
n
in
g
co
n
ten
t
[
4
3
]
,
an
d
o
u
r
s
tu
d
y
r
ec
o
n
f
i
r
m
s
th
is
.
Sat
is
f
ac
tio
n
with
lear
n
in
g
o
u
tco
m
es
was
p
o
s
itiv
ely
co
r
r
elate
d
with
aw
ar
en
ess
o
f
d
i
g
ital
u
s
e
[
4
4
]
,
c
o
n
f
id
en
ce
in
d
ig
ital
lear
n
in
g
,
d
ig
ital
co
m
p
eten
ce
an
d
d
ig
ital
r
eso
u
r
ce
en
v
ir
o
n
m
en
t.
A
s
tr
o
n
g
co
r
r
elatio
n
co
ef
f
icien
t
o
f
0
.
8
9
0
*
*
b
etwe
en
d
ig
ital
co
m
p
eten
ce
a
n
d
s
atis
f
ac
tio
n
with
lear
n
in
g
o
u
tco
m
es
u
n
d
e
r
s
co
r
es
its
cr
it
ical
r
o
le
[
7
]
,
[
4
5
]
.
T
h
e
d
ig
ital
r
eso
u
r
ce
en
v
ir
o
n
m
en
t
s
er
v
es
as
th
e
f
o
u
n
d
atio
n
f
o
r
d
ig
ital
lear
n
in
g
,
o
f
f
er
in
g
s
tu
d
en
ts
s
ec
u
r
e
ac
ce
s
s
to
o
n
lin
e
r
eso
u
r
ce
s
,
liv
e
s
tr
ea
m
s
,
s
h
o
r
t v
id
eo
s
,
a
n
d
p
h
y
s
ical
ed
u
ca
tio
n
MO
OC
s
[
4
6
]
.
E
n
h
a
n
cin
g
v
is
u
al
im
p
ac
t
th
r
o
u
g
h
tech
n
ical
s
p
o
r
ts
d
eta
ils
,
th
e
en
v
ir
o
n
m
en
t
s
ig
n
if
ic
an
tly
co
r
r
elate
s
with
s
atis
f
ac
tio
n
with
lear
n
in
g
o
u
tco
m
es (
co
r
r
elatio
n
c
o
ef
f
ici
en
t o
f
0
.
8
4
1
*
*
)
,
em
p
h
asizin
g
i
ts
in
f
lu
en
ce
o
n
s
tu
d
en
t le
ar
n
i
n
g
o
u
tco
m
es
[
4
6
]
.
Dig
ital
u
s
ag
e
awa
r
e
n
ess
f
u
ll
y
m
ed
iates
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
d
ig
ital
lear
n
in
g
co
n
f
i
d
en
ce
a
n
d
s
atis
f
ac
tio
n
with
lear
n
in
g
o
u
tc
o
m
es,
u
n
d
er
s
co
r
in
g
its
p
iv
o
tal
r
o
le.
T
h
is
m
ed
iatio
n
s
u
g
g
ests
th
at
co
n
f
id
en
ce
in
d
ig
ital
lear
n
in
g
in
f
lu
e
n
ce
s
lear
n
in
g
o
u
tco
m
es
th
r
o
u
g
h
aw
ar
en
ess
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
s
tu
d
e
n
ts
’
attitu
d
es
an
d
m
o
tiv
atio
n
s
i
n
o
n
lin
e
lear
n
in
g
m
o
d
els
[
2
6
]
,
[
4
7
]
.
E
f
f
ec
ti
v
e
d
e
v
elo
p
m
e
n
t
o
f
d
ig
ital
u
s
ag
e
awa
r
en
ess
im
p
ac
ts
p
ar
ticip
ati
o
n
f
r
eq
u
e
n
cy
,
attitu
d
es
to
wa
r
d
lear
n
i
n
g
,
r
ec
o
g
n
itio
n
,
an
d
l
ea
r
n
in
g
o
u
tc
o
m
es,
ad
v
o
ca
tin
g
f
o
r
g
r
ea
ter
em
p
h
asis
o
n
awa
r
en
ess
o
v
er
tech
n
ical
s
k
ill
tr
ain
in
g
[
4
8
]
.
W
h
ile
p
r
ac
tical
o
f
f
lin
e
ex
er
cises
r
em
ain
p
r
ef
er
r
ed
f
o
r
th
eir
r
elev
an
ce
to
s
p
o
r
ts
,
ad
v
an
ce
m
e
n
ts
in
d
ig
ital
s
p
o
r
ts
an
d
v
ir
tu
al
r
ea
lity
en
h
an
ce
s
tu
d
en
t
e
n
g
ag
em
e
n
t
a
n
d
v
is
u
aliza
tio
n
o
f
s
p
o
r
ts
d
etails
[
2
3
]
,
[
4
9
]
,
[
5
0
]
.
T
ea
ch
e
r
s
s
h
o
u
ld
lev
e
r
ag
e
an
d
im
p
r
o
v
e
th
ese
tech
n
o
lo
g
ies
t
o
b
etter
i
n
teg
r
ate
p
h
y
s
ical
e
d
u
ca
tio
n
a
n
d
s
p
o
r
t
teac
h
in
g
with
co
n
tem
p
o
r
ar
y
d
ev
elo
p
m
e
n
ts
,
en
h
an
ci
n
g
d
i
g
ital le
ar
n
in
g
s
k
ills
an
d
p
r
o
m
o
tin
g
awa
r
en
ess
o
f
d
ig
ital
u
s
e
am
o
n
g
s
tu
d
e
n
ts
.
3
.
3
.
T
heo
re
t
ica
l
a
nd
pra
ct
ica
l im
pli
ca
t
io
ns
Dig
ital
r
eso
u
r
ce
s
h
av
e
em
er
g
ed
as
cr
u
cial
to
o
ls
in
en
h
an
cin
g
s
tu
d
en
ts
’
lear
n
in
g
ex
p
er
ie
n
c
es
th
r
o
u
g
h
r
ev
iewin
g
,
p
r
ev
iewin
g
,
tech
n
o
lo
g
y
co
n
s
o
lid
atio
n
,
an
d
en
h
an
ce
m
en
t
[
3
7
]
,
[
4
1
]
.
As
th
e
d
ig
itizatio
n
tr
e
n
d
co
n
tin
u
es,
th
eir
in
teg
r
atio
n
i
n
to
s
tu
d
en
ts
’
lear
n
in
g
liv
es
s
ig
n
if
ican
tly
im
p
ac
ts
co
u
r
s
e
o
u
tco
m
es
an
d
h
o
l
d
s
im
p
licatio
n
s
f
o
r
f
u
tu
r
e
p
h
y
s
ic
al
ed
u
ca
tio
n
teac
h
i
n
g
p
r
ac
tices.
First
o
f
all,
ex
is
tin
g
r
esear
ch
m
ain
ly
f
o
cu
s
es
o
n
th
e
ef
f
ec
t
o
f
class
r
o
o
m
lear
n
i
n
g
an
d
ig
n
o
r
es
o
th
er
asp
ec
ts
,
th
is
s
tu
d
y
b
r
id
g
es
th
is
g
ap
b
y
ex
ten
d
in
g
th
e
f
o
cu
s
to
d
ig
ital
lear
n
in
g
af
ter
class
.
I
n
o
n
lin
e
p
h
y
s
ical
ed
u
ca
tio
n
t
ea
ch
in
g
,
c
h
allen
g
es
lik
e
lo
w
a
tten
d
an
ce
r
ates
an
d
p
latf
o
r
m
q
u
ality
is
s
u
es
p
er
s
is
t
[
5
1
]
.
An
ef
f
ec
tiv
e
h
y
b
r
id
m
o
d
e
o
f
o
n
lin
e
an
d
o
f
f
lin
e
teac
h
i
n
g
is
m
o
r
e
s
u
itab
le,
wh
er
e
d
i
g
ital
r
eso
u
r
ce
s
s
er
v
e
as
p
o
te
n
t
s
u
p
p
lem
en
ts
to
en
h
an
ce
p
h
y
s
ical
ed
u
ca
tio
n
l
ea
r
n
in
g
an
d
f
o
s
ter
en
th
u
s
iasm
f
o
r
s
p
o
r
ts
p
ar
ticip
atio
n
.
Seco
n
d
,
th
e
s
tu
d
y
em
p
h
asized
th
e
m
ed
iatin
g
r
o
le
o
f
d
ig
ital u
s
ag
e
awa
r
en
ess
b
etwe
en
d
ig
ita
l le
ar
n
in
g
co
n
f
id
en
ce
a
n
d
s
atis
f
ac
tio
n
with
lear
n
in
g
o
u
tc
o
m
es.
T
h
is
f
in
d
in
g
r
e
v
ea
ls
an
in
tr
in
s
ic
m
ec
h
an
is
m
b
y
wh
ich
lear
n
in
g
with
d
ig
ital
r
eso
u
r
ce
s
in
f
lu
en
ce
s
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
Dig
ital
u
s
ag
e
awa
r
e
n
ess
m
ir
r
o
r
s
s
tu
d
en
ts
’
lear
n
in
g
attitu
d
es
a
n
d
p
ath
wa
y
s
.
W
h
ile
d
ig
ital
lear
n
in
g
is
ty
p
ically
in
f
l
u
en
ce
d
b
y
f
ac
to
r
s
s
u
ch
as
tech
n
ical
p
r
o
f
icien
c
y
,
r
eso
u
r
ce
av
ailab
il
ity
,
an
d
p
latf
o
r
m
q
u
ality
[
3
5
]
,
th
is
s
tu
d
y
u
n
d
e
r
s
co
r
es
th
at
lear
n
in
g
c
o
n
f
id
e
n
ce
s
ig
n
if
ican
tly
b
en
e
f
its
f
r
o
m
d
i
g
ital
u
s
ag
e
awa
r
en
ess
to
en
h
an
ce
ed
u
ca
tio
n
al
o
u
tco
m
es.
Dr
a
win
g
f
r
o
m
lear
n
in
g
tr
an
s
f
er
th
eo
r
y
,
s
u
cc
ess
f
u
l
d
ig
ital
lear
n
in
g
ex
p
er
ien
ce
s
ca
n
b
e
ap
p
lied
to
p
h
y
s
ical
ed
u
ca
tio
n
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
m
e
d
iatio
n
b
y
u
s
ag
e
awa
r
en
ess
f
o
r
p
o
s
itiv
e
im
p
ac
ts
o
n
lear
n
in
g
o
u
tco
m
es.
T
h
ir
d
,
th
is
s
tu
d
y
en
r
ich
es
th
e
r
esear
ch
o
n
d
ig
ital
in
f
o
r
m
al
le
ar
n
in
g
a
m
o
n
g
co
lleg
e
s
tu
d
en
t
s
.
C
o
lleg
e
s
tu
d
en
ts
h
av
e
m
o
r
e
o
p
p
o
r
tu
n
ities
f
o
r
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
s
o
u
n
d
er
s
tan
d
in
g
s
tu
d
e
n
ts
’
u
s
e
o
f
d
ig
ital
r
eso
u
r
ce
s
f
o
r
s
elf
-
d
ir
ec
ted
le
ar
n
in
g
ca
n
h
elp
t
o
u
n
d
er
s
tan
d
th
eir
au
to
n
o
m
y
,
s
p
o
r
ts
h
a
b
i
t
d
ev
elo
p
m
e
n
t,
an
d
lear
n
in
g
en
g
ag
em
e
n
t.
T
h
e
f
in
d
in
g
s
s
h
o
wed
th
at
s
tu
d
e
n
ts
p
r
i
m
ar
ily
s
ee
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in
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p
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s
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u
ca
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r
s
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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1
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3
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4
.
L
im
it
a
t
io
ns
T
h
is
s
tu
d
y
,
p
r
im
ar
ily
a
c
r
o
s
s
-
s
ec
tio
n
al
an
aly
s
is
,
o
f
f
er
s
in
s
ig
h
ts
in
to
s
tu
d
en
ts
’
lear
n
in
g
e
x
p
er
ien
ce
s
with
in
a
s
p
ec
if
ic
tim
ef
r
am
e,
s
h
o
wca
s
in
g
th
eir
en
g
ag
em
e
n
t,
in
f
o
r
m
atio
n
ac
q
u
is
itio
n
,
an
d
lear
n
in
g
o
u
tco
m
es
f
r
o
m
d
ig
ital
r
eso
u
r
ce
lear
n
in
g
.
Ho
wev
e
r
,
t
h
e
a
b
s
en
ce
o
f
lo
n
g
itu
d
in
al
co
m
p
ar
ativ
e
ex
p
er
im
en
tal
r
esear
ch
lim
its
it
s
s
co
p
e,
s
u
g
g
esti
n
g
th
at
a
p
r
e
-
an
d
p
o
s
t
-
p
a
r
ticip
atio
n
co
m
p
ar
ativ
e
an
al
y
s
is
co
u
ld
p
r
o
v
id
e
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
ef
f
ec
ts
o
f
d
ig
ital
r
es
o
u
r
ce
lear
n
i
n
g
.
Seco
n
d
ly
,
t
h
e
s
tu
d
y
s
p
an
s
f
iv
e
u
n
iv
er
s
ities
ac
r
o
s
s
d
if
f
er
e
n
t
r
e
g
io
n
s
in
C
h
in
a
(
ea
s
t,
s
o
u
th
,
n
o
r
th
)
,
aim
in
g
to
p
r
o
v
id
e
a
r
ep
r
esen
tativ
e
v
iew
o
f
d
ig
ital
r
eso
u
r
ce
lear
n
i
n
g
am
o
n
g
C
h
in
ese
u
n
iv
er
s
ity
s
tu
d
en
t
s
an
d
its
im
p
ac
t
o
n
s
p
o
r
ts
ed
u
ca
tio
n
.
W
h
ile
th
e
g
en
d
er
r
atio
is
b
alan
ce
d
,
th
e
d
is
tr
ib
u
tio
n
ac
r
o
s
s
g
r
ad
e
le
v
els,
p
ar
ticu
lar
ly
th
e
d
o
m
in
a
n
ce
o
f
lib
er
al
ar
ts
s
tu
d
en
ts
an
d
f
ewe
r
ju
n
io
r
s
an
d
s
en
io
r
s
s
u
r
v
ey
ed
,
m
ay
n
o
t
f
u
lly
ca
p
tu
r
e
all
s
tu
d
en
t
p
er
s
p
ec
tiv
es
o
n
d
ig
ital
r
eso
u
r
ce
u
s
ag
e,
co
m
p
ete
n
cy
,
a
n
d
awa
r
en
ess
.
L
astl
y
,
th
is
s
tu
d
y
o
f
f
er
s
m
u
ltifa
ce
ted
in
s
ig
h
ts
f
o
r
en
h
an
cin
g
d
ig
ital
lear
n
in
g
ef
f
ec
tiv
en
ess
.
I
t
u
n
d
er
s
co
r
es
th
e
r
o
le
o
f
d
i
g
ital
r
eso
u
r
ce
s
as
f
o
u
n
d
atio
n
al
to
o
ls
in
p
h
y
s
ical
ed
u
ca
tio
n
,
en
r
ich
in
g
s
elf
-
s
tu
d
y
o
p
p
o
r
tu
n
ities
an
d
e
n
h
an
ci
n
g
s
tu
d
en
ts
’
awa
r
en
ess
o
f
d
ig
ital
u
s
ag
e.
I
t
ad
v
o
ca
tes
f
o
r
f
o
cu
s
ed
tr
ain
in
g
o
n
d
ig
ital
co
m
p
eten
cy
a
n
d
f
o
s
ter
in
g
s
p
o
r
ts
h
ab
its
an
d
cu
ltu
r
e
am
o
n
g
s
tu
d
en
ts
,
wh
ile
also
g
u
id
in
g
ed
u
ca
to
r
s
in
ef
f
ec
tiv
ely
in
teg
r
atin
g
d
i
g
ital r
eso
u
r
ce
s
in
to
teac
h
in
g
p
r
ac
tic
es
.
4.
CO
NCLU
SI
O
N
T
h
e
r
esu
lts
o
f
th
e
d
ata
an
al
y
s
is
v
er
if
ied
m
o
s
t
o
f
th
e
h
y
p
o
th
e
s
es.
A
lth
o
u
g
h
th
er
e
wer
e
d
if
f
e
r
en
ce
s
in
lear
n
in
g
o
u
tco
m
es
an
d
p
ar
tici
p
atio
n
ac
r
o
s
s
g
r
a
d
es,
th
e
d
if
f
e
r
en
ce
s
wer
e
n
o
t
s
tatis
tically
s
i
g
n
if
ican
t.
Ho
wev
e
r
,
a
clea
r
p
atter
n
em
er
g
ed
b
etwe
en
m
ales
an
d
f
em
ales
at
d
if
f
er
en
t
g
r
ad
e
lev
els.
Fre
s
h
m
an
an
d
s
o
p
h
o
m
o
r
e
m
ales
s
h
o
wed
g
r
ea
ter
p
r
o
f
icien
cy
i
n
d
ig
ital
lear
n
in
g
,
wh
ile
ju
n
i
o
r
a
n
d
s
en
io
r
f
em
ales
s
h
o
wed
g
r
e
ater
awa
r
en
ess
an
d
co
n
f
id
en
ce
i
n
d
ig
ital
u
s
e,
s
u
g
g
esti
n
g
a
d
ev
elo
p
m
en
tal
p
r
o
ce
s
s
in
d
ig
ital
en
g
ag
em
en
t.
I
n
ter
m
s
o
f
s
u
b
ject
ass
is
tan
ce
ef
f
ec
tiv
en
ess
,
co
n
f
i
d
en
ce
in
d
i
g
ital
lear
n
in
g
,
f
r
eq
u
en
cy
o
f
d
ig
ital
u
s
e,
a
n
d
s
ea
r
ch
d
if
f
icu
lty
,
m
ale
s
tu
d
en
ts
ty
p
ically
d
em
o
n
s
tr
ated
s
tr
o
n
g
er
d
ig
ital
s
k
ills
an
d
u
tili
za
tio
n
,
wh
ic
h
was
o
f
ten
m
o
tiv
ated
b
y
u
tili
tar
ian
m
o
tiv
es
s
u
ch
as
m
e
etin
g
co
u
r
s
e
r
e
q
u
ir
em
e
n
ts
an
d
p
r
ep
a
r
in
g
f
o
r
e
x
am
s
.
Mo
r
eo
v
er
,
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
em
p
h
asized
th
e
p
o
s
it
iv
e
ef
f
ec
ts
o
f
d
i
g
ital
u
s
e
co
m
p
eten
ce
(
β=0
.
5
1
7
,
t=8
.
8
3
0
,
p
<0
.
0
1
)
,
d
i
g
ital
u
s
e
awa
r
en
ess
(
β=0
.
1
6
3
,
t=
2
.
6
4
6
,
p
<0
.
0
1
)
,
an
d
d
ig
ital
r
eso
u
r
ce
en
v
i
r
o
n
m
e
n
t
(
β=0
.
2
9
0
,
t=5
.
8
9
1
,
p
<0
.
0
1
)
.
Pro
f
icien
cy
i
n
d
ig
ital
s
k
ills
was
a
k
ey
p
r
ed
icto
r
o
f
ef
f
ec
t
iv
e
r
eso
u
r
ce
u
tili
za
tio
n
o
u
ts
id
e
o
f
th
e
tr
ad
itio
n
al
class
r
o
o
m
.
Fin
d
in
g
s
s
h
o
wed
th
at
s
tu
d
en
ts
wer
e
d
ig
itally
p
r
o
f
icien
t,
as
well
as
h
av
i
n
g
a
h
ig
h
lev
el
o
f
awa
r
en
ess
o
f
d
ig
ital
to
o
ls
an
d
p
r
o
ac
tiv
ely
u
tili
zin
g
t
h
em
to
s
u
p
p
lem
en
t
th
eir
co
u
r
s
ewo
r
k
.
A
co
m
p
r
eh
en
s
iv
e
d
ig
ital
r
eso
u
r
ce
en
v
ir
o
n
m
en
t
,
in
clu
d
i
n
g
MO
OC
s
,
o
n
lin
e
in
f
lu
en
ce
r
s
,
f
itn
ess
ap
p
s
,
a
n
d
d
iv
er
s
e
co
n
ten
t,
p
r
o
m
o
tes
a
p
er
s
o
n
alize
d
lear
n
in
g
e
x
p
er
ien
ce
tailo
r
ed
to
i
n
d
iv
id
u
al
n
ee
d
s
.
T
h
ir
d
,
awa
r
en
ess
o
f
d
ig
ital
u
s
e
p
lay
ed
a
k
ey
m
e
d
iatin
g
r
o
le
i
n
lear
n
in
g
o
u
tco
m
es.
Sp
ec
if
ically
,
it
f
u
lly
m
o
d
er
ated
th
e
r
e
latio
n
s
h
ip
b
etwe
en
d
ig
ital
lear
n
in
g
co
n
f
id
e
n
ce
an
d
s
atis
f
ac
tio
n
with
lear
n
in
g
o
u
tco
m
es,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
co
n
f
i
d
en
ce
to
tr
an
s
late
th
r
o
u
g
h
awa
r
e
n
ess
to
in
f
lu
en
ce
lear
n
in
g
o
u
tco
m
e
s
.
Similar
ly
,
awa
r
en
ess
o
f
d
ig
ital
u
s
e
p
ar
tially
m
o
d
er
ated
th
e
im
p
ac
t
o
f
d
i
g
ital
co
m
p
eten
ce
an
d
d
ig
ital
r
eso
u
r
ce
en
v
ir
o
n
m
en
ts
o
n
l
ea
r
n
in
g
o
u
tco
m
es,
h
ig
h
lig
h
tin
g
th
eir
im
p
o
r
tan
t i
m
p
ac
t o
n
im
p
r
o
v
in
g
e
d
u
ca
tio
n
al
o
u
tco
m
es.
T
h
is
s
tu
d
y
clea
r
ly
d
em
o
n
s
tr
ates th
at
d
ig
ital e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
h
av
e
a
p
lace
in
p
h
y
s
ical
ed
u
ca
tio
n
.
No
t
o
n
ly
d
o
es
d
ig
ital
r
eso
u
r
ce
lear
n
in
g
p
r
o
v
id
e
s
tu
d
en
ts
wit
h
co
n
v
en
ie
n
t
an
d
v
ar
ied
ac
ce
s
s
to
lear
n
in
g
,
b
u
t
it
also
s
ig
n
if
ican
tly
im
p
r
o
v
es
th
e
ef
f
ec
tiv
en
ess
an
d
en
g
ag
em
en
t
o
f
p
h
y
s
ical
ed
u
ca
tio
n
lear
n
in
g
.
Mo
r
e
im
p
o
r
tan
tly
,
h
o
wev
e
r
,
it
h
i
g
h
lig
h
ts
th
e
n
ee
d
f
o
r
f
u
r
t
h
er
r
es
ea
r
ch
in
to
th
e
u
s
e
o
f
d
i
g
ital
r
eso
u
r
ce
s
an
d
th
ei
r
ab
ilit
y
to
ass
is
t
teac
h
er
s
in
h
elp
in
g
th
eir
s
tu
d
en
ts
to
ex
e
r
cise
a
d
ee
p
er
,
b
r
o
ad
e
r
,
an
d
m
o
r
e
s
u
s
tain
ed
awa
r
en
ess
an
d
co
m
p
eten
ce
in
d
ig
ital
le
ar
n
in
g
.
I
n
ter
m
s
o
f
th
e
im
p
li
ca
tio
n
s
o
f
t
h
is
s
tu
d
y
f
o
r
tea
ch
in
g
p
r
ac
tice
an
d
ed
u
ca
tio
n
al
p
o
licy
,
it
s
h
o
u
ld
b
e
n
o
te
d
th
at
th
is
r
esear
c
h
ad
d
r
ess
es
a
to
p
ic
o
f
cr
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1215
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[
1
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I
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2
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3
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L.
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4
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7
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K
.
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.
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[
8
]
C
.
M
.
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q
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,
“
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p
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2
4
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2
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.
[
9
]
R
.
A
p
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.
S
,
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.
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[
1
2
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Y
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ij
in
g
S
p
o
rt
Un
iv
e
rsit
y
m
a
jo
rin
g
in
sp
o
rts
train
i
n
g
.
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h
a
s
tau
g
h
t
Wu
sh
u
c
o
u
rse
s
a
t
th
e
Co
n
f
u
c
iu
s
In
stit
u
te
in
Li
th
u
a
n
ia,
a
n
d
c
u
rre
n
tl
y
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e
tea
c
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s
trad
it
i
o
n
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l
Ch
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n
e
se
fe
n
c
in
g
c
las
se
s
a
n
d
s
y
n
c
h
r
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n
ize
d
ro
p
e
sk
ip
p
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g
c
o
u
rse
s
a
t
Be
ij
in
g
I
n
tern
a
ti
o
n
a
l
S
tu
d
ies
Un
iv
e
rsit
y
(BIS
U).
Hi
s
m
a
in
re
se
a
rc
h
a
re
a
s
a
re
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
,
m
a
rti
a
l
a
rts
e
d
u
c
a
ti
o
n
a
n
d
d
i
g
it
a
l
e
d
u
c
a
ti
o
n
.
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
y
u
ji
n
g
n
a
n
@b
isu
.
e
d
u
.
c
n
.
We
n
lo
n
g
S
o
n
g
is
t
h
e
He
a
d
o
f
th
e
De
p
a
rtme
n
t
o
f
I
n
tern
a
ti
o
n
a
l
Re
latio
n
s
a
n
d
a
n
As
so
c
iate
P
ro
fe
ss
o
r
a
t
Be
ij
in
g
In
t
e
rn
a
ti
o
n
a
l
S
tu
d
ies
Un
iv
e
rsit
y
(BIS
U).
He
re
c
e
iv
e
d
h
is P
h
D i
n
In
tern
a
ti
o
n
a
l
Re
latio
n
s
fro
m
th
e
Ch
in
a
F
o
re
ig
n
Affa
irs
Un
iv
e
rsit
y
.
Dr
S
o
n
g
’
s
m
a
in
re
se
a
rc
h
a
re
a
s
a
re
Eu
ra
sia
n
stra
teg
y
,
sp
o
rt
s
d
ip
l
o
m
a
c
y
,
a
n
d
p
o
li
t
ica
l
n
a
rra
ti
v
e
s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
so
n
g
we
n
l
o
n
g
@b
is
u
.
e
d
u
.
c
n
.
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