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I
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Vo
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14
,
No
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2
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A
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20
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1
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5
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I
SS
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ttp
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ere.
ia
esco
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e.
co
m
M
ultiple
in
tellige
nce
ba
sed
tas
ks
fo
r
enha
ncing
r
ea
di
ng
mo
tiva
tion
of
uni
v
ersity
studen
ts
in
Ethio
pia
T
esh
a
le
Alem
u
G
ebre
m
esk
el,
M
ebra
t
u
M
ula
t
u
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a
cho
re
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lia
s
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em
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o
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us
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s
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p
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Feb
8
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2
0
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R
ev
is
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2
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a
q
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ts,
wh
o
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h
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t
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sig
n
e
d
b
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se
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on
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m
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h
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g
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m
u
lt
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p
le
in
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ig
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r
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o
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l
a
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h
fo
r
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we
e
k
s.
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g
li
sh
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re
a
d
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g
m
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ti
v
a
ti
o
n
q
u
e
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o
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ires
a
n
d
fo
c
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s
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g
ro
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p
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isc
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ss
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n
s
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re
u
se
d
to
g
a
th
e
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d
a
ta.
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ta
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li
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k
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s
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sin
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h
a
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ir
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tes
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a
n
d
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of
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0
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wa
s
u
se
d
to
d
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th
e
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of
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n
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a
n
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e
.
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-
tes
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we
re
u
se
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to
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p
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re
th
e
sc
o
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s
b
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t
we
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th
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two
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ro
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s
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wa
s
fo
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n
d
t
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a
t
m
u
lt
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le
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n
telli
g
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n
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e
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se
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re
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d
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g
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ro
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g
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t
a
sig
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ifi
c
a
n
t
d
iffere
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e
in
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ts
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n
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e
ffe
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siz
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lu
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ra
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in
g
fro
m
lo
w
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o
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tan
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m
o
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ra
te
(fo
r
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ffica
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y
a
n
d
f
o
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e
x
tri
n
sic
),
a
n
d
stro
n
g
(fo
r
in
tri
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sic
).
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w
a
s
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g
g
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t
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d
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t
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n
a
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c
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f
f
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d
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g
t
o
o
l
s
to
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a
i
s
e
t
h
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m
o
t
i
v
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t
i
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n
a
l
l
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v
e
l
s
of
s
t
r
u
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g
l
i
n
g
r
e
a
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e
rs
in
t
h
e
c
o
n
t
e
x
t
of
t
h
e
s
t
u
d
y
.
K
ey
w
o
r
d
s
:
C
o
m
p
r
eh
en
s
io
n
Dif
f
er
en
tiated
in
s
tr
u
ctio
n
E
n
g
lis
h
as a
f
o
r
eig
n
lan
g
u
ag
e
Mo
tiv
atio
n
Mu
ltip
le
in
tellig
en
ce
R
ea
d
in
g
T
h
is
is
an
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r
th
e
CC
BY
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
T
esh
ale
Alem
u
Geb
r
em
esk
el
Dep
ar
tm
en
t
of
E
n
g
lis
h
L
an
g
u
ag
e
an
d
L
iter
at
u
r
e,
C
o
lleg
e
of
So
cial
Scien
ce
s
an
d
Hu
m
an
ities
Un
iv
er
s
ity
of
Haw
ass
a
Haw
ass
a,
E
th
io
p
ia
E
m
ail:
tesh
alea
lem
u
@
h
u
.
ed
u
.
et
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
im
p
o
r
tan
ce
of
m
o
tiv
atio
n
in
ed
u
ca
tio
n
h
as
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
.
Am
o
n
g
s
ev
er
al
n
ar
r
atio
n
s
,
Ma
s
lo
w
’
s
h
ier
ar
ch
y
of
n
ee
d
s
[
1
]
,
ex
p
ec
tan
cy
-
v
alu
e
th
eo
r
y
[
2
]
,
an
d
s
elf
-
d
eter
m
in
atio
n
th
e
o
r
y
[
3
]
ar
e
th
e
m
o
s
t
r
ec
o
g
n
ized
o
n
es
in
ed
u
ca
tio
n
.
Am
o
n
g
o
th
e
r
th
eo
r
ies
of
m
o
tiv
atio
n
,
th
e
ex
p
ec
ta
n
cy
-
v
alu
e
th
eo
r
y
is
h
ig
h
ly
lin
k
ed
with
s
tu
d
en
ts
’
b
elief
s
of
s
u
cc
ess
in
ed
u
ca
tio
n
b
ased
on
th
e
ex
p
en
s
es
of
th
e
task
s
th
ey
ex
p
er
im
en
t
with
wh
ile
lear
n
in
g
ce
r
tain
co
n
te
n
t.
Stu
d
en
ts
in
h
ig
h
er
ed
u
ca
tio
n
co
m
e
with
a
d
if
f
er
en
t
d
e
g
r
ee
of
m
o
tiv
atio
n
to
lear
n
.
T
h
e
lev
el
of
m
o
tiv
atio
n
at
th
is
lev
el
d
ep
en
d
s
on
b
o
t
h
in
ter
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
.
So
m
e
r
elate
th
eir
m
o
tiv
atio
n
to
th
eir
p
er
s
o
n
al
g
r
o
wth
in
ter
m
s
of
th
e
b
eh
av
io
r
al
ch
an
g
es
th
ey
b
r
in
g
ab
o
u
t
in
th
e
co
u
r
s
e
of
in
s
tr
u
ctio
n
.
Oth
er
s
r
elate
to
r
ewa
r
d
s
s
u
ch
as
g
r
ad
es
an
d
co
m
p
letin
g
th
e
r
eq
u
ir
e
m
en
ts
of
a
co
u
r
s
e.
Mo
tiv
atio
n
is
th
e
in
ter
n
al
p
r
o
ce
s
s
th
at
ar
o
u
s
es,
d
ir
ec
ts
,
an
d
s
u
s
tain
s
b
eh
av
io
r
to
war
d
s
ac
h
iev
in
g
a
g
o
al
or
s
atis
f
y
in
g
a
n
ee
d
.
It
can
be
d
r
i
v
en
by
in
tr
i
n
s
ic
f
ac
to
r
s
,
s
u
ch
as
p
er
s
o
n
al
in
ter
est
an
d
cu
r
io
s
ity
,
or
ex
tr
i
n
s
ic
f
ac
to
r
s
,
s
u
ch
as
r
ewa
r
d
s
an
d
r
ec
o
g
n
itio
n
[
4
]
.
Mo
tiv
atio
n
p
lay
s
a
cr
u
cial
r
o
le
in
f
o
s
ter
in
g
a
lo
v
e
f
o
r
r
ea
d
in
g
.
W
h
en
in
d
iv
id
u
als
ar
e
i
n
tr
in
s
ically
m
o
tiv
ated
to
r
ea
d
,
t
h
ey
a
r
e
more
lik
ely
to
en
g
ag
e
in
in
d
ep
en
d
e
n
t
r
ea
d
i
n
g
,
e
x
p
lo
r
e
v
ar
io
u
s
g
e
n
r
es,
an
d
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
Mu
ltip
le
in
tellig
en
ce
b
a
s
ed
ta
s
ks fo
r
en
h
a
n
cin
g
r
ea
d
i
n
g
mo
t
iva
tio
n
o
f …
(
Tes
h
a
le
A
lemu
Geb
r
eme
s
ke
l
)
1549
d
ev
elo
p
a
life
lo
n
g
r
ea
d
i
n
g
h
a
b
it.
Mo
tiv
ated
r
ea
d
er
s
ar
e
also
in
clin
ed
to
tak
e
on
ch
allen
g
in
g
m
ater
ials
,
th
u
s
en
h
an
cin
g
th
eir
r
ea
d
in
g
ab
ilit
i
es
an
d
en
jo
y
in
g
th
e
p
r
o
ce
s
s
.
R
esear
ch
s
u
g
g
ests
th
at
m
u
ltip
le
in
tellig
en
ce
-
b
ased
r
ea
d
in
g
task
s
(
MI
B
R
T
)
can
s
i
g
n
if
ican
tly
im
p
ac
t
r
ea
d
in
g
m
o
tiv
atio
n
.
By
p
r
o
v
id
in
g
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
en
ts
to
ex
p
lo
r
e
an
d
ap
p
ly
th
eir
in
d
iv
id
u
al
s
tr
en
g
th
s
an
d
in
tellig
en
ce
s
wh
ile
r
ea
d
in
g
,
th
eir
c
o
n
f
id
en
ce
an
d
s
elf
-
ef
f
icac
y
ar
e
b
o
o
s
ted
.
T
h
e
s
en
s
e
of
ac
co
m
p
lis
h
m
en
t
d
er
iv
ed
f
r
o
m
s
u
cc
ess
f
u
lly
u
tili
zin
g
th
eir
p
r
ef
er
r
ed
in
tellig
en
ce
s
en
h
an
ce
s
t
h
eir
m
o
tiv
atio
n
to
r
ea
d
a
n
d
d
is
co
v
er
m
o
r
e
ac
h
iev
em
en
ts
[
5
]
.
Fu
r
th
er
m
o
r
e
,
less
o
n
s
th
at
ad
d
r
ess
s
tu
d
en
ts
’
v
ar
io
u
s
talen
ts
ar
e
lik
ely
to
r
aise
m
o
ti
v
atio
n
.
Stu
d
ies
co
n
f
ir
m
th
at
m
o
tiv
atio
n
p
lay
s
an
in
v
alu
ab
le
r
o
le
in
lear
n
in
g
,
wh
eth
er
lear
n
e
r
s
ar
e
m
o
tiv
at
ed
in
tr
in
s
ically
or
ex
tr
i
n
s
ically
.
San
d
e
et
a
l.
[
6
]
ass
er
ted
th
at
in
tr
in
s
ically
m
o
tiv
ated
s
tu
d
en
ts
ar
e
lik
ely
to
h
a
v
e
a
r
ea
s
o
n
a
b
ly
h
ig
h
er
r
ea
d
in
g
ca
p
ac
ity
.
T
h
is
is
b
ec
au
s
e
s
tu
d
en
ts
with
th
is
s
u
b
ca
teg
o
r
y
of
m
o
tiv
atio
n
h
a
n
d
le
th
e
r
ea
d
in
g
task
by
b
ei
n
g
im
m
er
s
ed
in
th
e
ac
tiv
ity
of
r
ea
d
in
g
f
o
r
p
leasu
r
e
an
d
s
atis
f
ac
tio
n
[
7
]
.
E
x
tr
i
n
s
ic
m
o
tiv
atio
n
,
on
th
e
o
th
e
r
h
an
d
,
is
r
elate
d
to
ex
ter
n
al
f
ac
t
o
r
s
th
at
ca
n
s
tim
u
late
s
tu
d
en
ts
’
d
esire
s
to
r
ea
d
[
5
]
,
[
8
]
.
Stu
d
en
ts
at
th
e
u
n
iv
er
s
ity
ar
e
r
eq
u
ir
ed
to
h
av
e
s
u
ch
m
o
tiv
atio
n
as
it
is
r
elate
d
to
v
a
r
io
u
s
awa
r
d
s
,
in
c
lu
d
in
g
s
co
r
i
n
g
g
o
o
d
g
r
ad
es
a
n
d
ac
h
ie
v
em
en
ts
in
v
ar
io
u
s
co
u
r
s
es.
Stu
d
en
ts
at
th
is
lev
el
ar
e
also
ex
p
ec
ted
to
h
av
e
r
ea
s
o
n
ab
le
in
s
tr
u
m
e
n
tal
m
o
tiv
atio
n
,
w
h
ich
aid
s
th
em
in
s
ec
u
r
in
g
f
u
tu
r
e
c
ar
ee
r
s
s
u
ch
as
jo
b
s
an
d
o
p
p
o
r
t
u
n
ity
[
5
]
.
W
h
ile
th
e
n
ar
r
atio
n
s
ar
e
tr
u
e
a
b
o
u
t
m
o
tiv
atio
n
,
awa
r
en
ess
an
d
p
r
ac
tice
o
b
s
er
v
ed
in
th
e
c
o
n
t
ex
t
of
th
e
cu
r
r
en
t
s
tu
d
y
is
p
o
lar
ized
.
T
e
ac
h
er
s
in
th
e
cu
r
r
en
t
r
esear
ch
co
n
tex
t
g
en
e
r
alize
s
tu
d
en
ts
at
th
is
lev
el
ar
e
s
elf
-
m
o
tiv
ated
,
h
en
ce
th
e
y
p
r
esu
m
e
it
is
en
o
u
g
h
to
f
o
cu
s
on
s
u
b
ject
m
atter
/co
n
ten
t
th
an
in
f
u
s
in
g
s
tr
ateg
ies
th
at
en
h
an
ce
m
o
tiv
atio
n
.
T
h
e
r
ea
s
o
n
f
o
r
ca
r
r
y
in
g
out
th
is
r
esear
ch
was
f
o
u
n
d
e
d
on
th
e
o
b
s
er
v
atio
n
th
at
s
tu
d
en
ts
r
ea
d
in
g
ac
h
iev
em
en
ts
h
as
b
ec
o
m
e
lo
wer
due
to
teac
h
e
r
s
wr
o
n
g
e
x
p
ec
tatio
n
.
Dea
lin
g
with
in
d
iv
id
u
al
d
if
f
er
en
ce
s
(
in
tellig
en
ce
s
)
a
n
d
m
o
tiv
atio
n
h
as
b
ee
n
o
n
e
of
th
e
b
ig
g
est
ch
allen
g
es
f
ac
in
g
th
e
ed
u
ca
tio
n
al
wo
r
l
d
to
d
ay
[
9
]
,
[
1
0
]
an
d
it
is
also
one
of
th
e
way
s
to
co
m
e
o
u
t
of
m
o
s
t
of
th
e
d
is
cr
ep
an
cies
r
ec
o
r
d
ed
in
th
e
a
r
ea
of
ed
u
ca
tio
n
.
L
ee
u
wen
[
1
1
]
af
f
ir
m
ed
th
at
th
e
m
o
s
t
cr
u
cial
co
n
t
r
ib
u
tio
n
th
at
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
a
g
e
(
E
FL
)
ed
u
ca
tio
n
ca
n
m
ak
e
to
lear
n
er
s
’
d
ev
elo
p
m
e
n
t
’
is
to
lead
th
e
m
in
a
d
ir
ec
tio
n
wh
er
e
th
eir
in
s
id
e
talen
ts
b
est
s
u
it
th
em
.
Mu
ltip
le
in
tellig
en
ce
s
as
a
lear
n
in
g
m
o
d
el
th
at
ce
n
ter
s
lear
n
er
s
’
in
clin
atio
n
s
by
f
ar
m
ay
r
esu
lt
in
s
ca
lin
g
up
t
h
e
d
eter
i
o
r
atin
g
lev
els
of
s
tu
d
e
n
ts
’
p
er
f
o
r
m
a
n
ce
an
d
m
o
tiv
atio
n
to
war
d
s
r
ea
d
in
g
.
As
o
n
e
of
th
e
co
g
n
itiv
e
s
k
ills
,
Pen
alb
er
[
1
2
]
p
r
io
r
itized
m
u
ltip
le
in
tellig
en
ce
th
eo
r
y
(
MI
T
)
,
wh
ic
h
p
av
ed
th
e
way
to
ef
f
icien
t
co
m
p
r
e
h
en
s
io
n
,
r
eten
tio
n
,
an
d
m
o
tiv
atio
n
th
r
o
u
g
h
th
e
eig
h
t
g
ates
of
in
tellig
en
ce
.
T
h
er
ef
o
r
e
,
s
tr
ateg
ies
b
ased
on
MI
T
can
h
elp
s
tr
u
g
g
lin
g
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
m
o
tiv
atio
n
to
war
d
s
r
ea
d
in
g
.
Me
an
wh
ile,
ex
p
er
ie
n
ce
an
d
r
esear
ch
es
lo
ca
lly
s
h
o
w
m
o
tiv
atio
n
is
alm
o
s
t
a
n
eg
lecte
d
c
o
n
s
tr
u
ct
in
less
o
n
d
eliv
er
y
an
d
ac
tiv
ity
d
esig
n
[
1
3
]
,
[
1
4
]
.
T
h
e
wo
r
s
t
s
itu
atio
n
is
th
at
th
e
p
r
o
b
lem
is
not
r
estricte
d
to
a
s
p
ec
if
ic
lev
el
of
e
d
u
ca
tio
n
r
at
h
er
it
tr
an
s
ce
n
d
s
its
elf
to
th
e
u
p
p
er
lev
els
[
1
5
]
.
C
o
n
s
eq
u
e
n
tly
,
wh
en
s
tu
d
e
n
ts
jo
in
u
n
iv
er
s
ities
,
th
ey
do
not
co
m
e
with
th
e
s
u
f
f
icien
t
r
ea
d
in
g
m
o
tiv
atio
n
.
It
is
s
tu
d
ied
th
at
a
s
ea
r
ch
f
o
r
u
n
d
er
s
tan
d
i
n
g
a
n
d
/o
r
th
e
act
of
lear
n
in
g
v
ia
tex
t
in
v
o
lv
es
th
e
in
teg
r
atio
n
of
co
g
n
itiv
e
an
d
m
o
tiv
atio
n
al
f
o
r
ce
s
[
1
6
]
.
Ho
wev
er
,
in
lear
n
in
g
a
n
d
teac
h
i
n
g
t
h
e
r
ea
d
in
g
s
k
ills
in
th
e
r
esear
ch
ar
ea
,
more
e
n
er
g
y
an
d
tim
e
ar
e
allo
ca
ted
f
o
r
th
e
s
u
b
ject
m
a
tter
th
an
p
lan
n
in
g
a
n
d
im
p
l
em
en
tin
g
s
ca
f
f
o
ld
in
g
ac
tiv
ities
,
s
tr
ateg
ies,
an
d
tech
n
iq
u
es.
T
h
e
m
o
s
t
im
p
o
r
ta
n
t
p
illar
of
k
n
o
wled
g
e
-
th
e
d
r
i
v
e
to
lear
n
(
i.e
.
,
m
o
tiv
atio
n
)
,
is
o
v
er
lo
o
k
ed
in
th
e
teac
h
in
g
at
th
is
lev
el
co
m
p
ar
e
d
to
th
e
lo
wer
le
v
els.
In
th
e
r
e
s
ea
r
ch
ar
ea
th
e
p
r
ac
tice
of
lea
r
n
in
g
to
r
ea
d
is
s
till
not
u
n
leash
ed
f
r
o
m
th
e
lin
ea
r
an
d
tr
ad
itio
n
al
p
r
o
ce
d
u
r
es.
C
o
u
p
led
with
th
is
,
th
e
elem
en
t
th
at
is
c
o
n
s
id
er
ed
co
n
tr
ib
u
tin
g
to
its
d
ev
elo
p
m
en
t
(
i.e
.
,
m
o
tiv
atio
n
to
r
ea
d
)
is
o
n
e
of
th
e
n
eg
lecte
d
c
o
m
p
o
n
en
t
s
.
T
h
ese
d
ay
s
,
e
d
u
ca
tio
n
al
ar
ea
s
m
ak
e
u
s
e
of
th
e
i
n
s
ig
h
ts
f
r
o
m
MI
T
as
it
e
n
co
m
p
ass
es
th
e
in
teg
r
atio
n
of
b
o
th
lear
n
in
g
s
ty
les
an
d
s
tr
ateg
ies
th
at
ar
e
d
ir
ec
tly
lin
k
e
d
with
en
h
an
cin
g
lear
n
er
s
m
o
tiv
atio
n
to
r
ea
d
[
1
4
]
.
A
s
tu
d
y
c
o
n
d
u
cted
by
Ma
k
eb
o
et
a
l.
[
1
7
]
r
ev
ea
l
ed
th
at
th
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
et
wee
n
s
tu
d
en
ts
’
MI
p
r
o
f
ile,
c
o
m
p
r
e
h
en
s
io
n
,
a
n
d
m
o
tiv
atio
n
.
Gu
t
h
r
ie
an
d
Klau
d
a
[
1
4
]
em
p
h
asized
th
at
r
ea
d
in
g
en
g
a
g
em
en
t
is
d
ir
ec
tly
p
r
o
p
o
r
tio
n
al
to
m
o
tiv
atio
n
.
T
h
e
r
ea
d
in
g
m
o
tiv
atio
n
in
tu
r
n
lets
r
ea
d
er
s
g
et
h
ig
h
s
co
r
es
in
th
e
r
ea
d
in
g
test
s
.
MI
T
,
u
n
lik
e
th
e
co
n
v
en
t
io
n
al
th
o
u
g
h
ts
of
co
g
n
itiv
e
p
s
y
ch
o
lo
g
is
ts
,
ad
d
s
th
e
p
er
s
p
ec
ti
v
e
th
at
lear
n
er
s
ar
e
b
etter
s
u
p
p
o
r
te
d
in
th
eir
r
eten
tio
n
of
k
n
o
wled
g
e
a
n
d
s
k
ills
if
in
s
tr
u
ctio
n
s
ar
e
p
r
esen
ted
in
v
ar
io
u
s
way
s
th
at
m
ee
t
th
e
lear
n
i
n
g
p
ac
e
an
d
r
esp
ec
tiv
e
p
r
o
cliv
ities
[
1
8
]
.
St
u
d
ies
lo
ca
lly
an
d
ab
r
o
ad
r
ep
o
r
ted
th
e
ap
p
ea
lin
g
r
esu
lts
m
u
ltip
le
in
tellig
en
ce
s
as
a
to
o
l
to
en
h
a
n
ce
r
ea
d
i
n
g
m
o
tiv
ati
o
n
an
d
v
a
r
io
u
s
a
s
p
ec
ts
of
lan
g
u
a
g
e
[
1
9
]
–
[
2
1
]
.
T
h
e
p
r
e
v
io
u
s
s
tu
d
ies
illu
s
tr
ated
s
tr
ateg
ies
f
etc
h
ed
f
r
o
m
MI
T
p
r
o
v
id
e
u
n
li
m
ited
tech
n
iq
u
es
to
en
h
an
ce
n
o
v
elty
i
n
in
s
tr
u
ctio
n
th
at
en
h
an
c
e
m
o
tiv
atio
n
.
T
h
e
s
tu
d
ies
ad
d
ed
a
l
o
t
to
ac
k
n
o
w
led
g
e
th
e
ar
ea
,
b
u
t
s
till
,
more
s
tu
d
ies
n
ee
d
to
be
co
n
d
u
cte
d
on
s
p
ec
i
f
ic
ar
ea
s
lik
e
co
m
p
r
eh
e
n
s
io
n
an
d
m
o
tiv
a
tio
n
to
r
ea
d
s
p
ec
if
ic
to
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
cu
r
r
en
t
r
esear
ch
er
attr
ib
u
tes
u
n
iv
er
s
ity
s
tu
d
en
ts
’
p
o
o
r
r
ea
d
in
g
ac
h
iev
em
en
ts
with
lack
of
ad
eq
u
ate
in
teg
r
atio
n
of
i
n
d
iv
i
d
u
al
in
clin
atio
n
s
as
a
r
eso
u
r
ce
f
o
r
en
h
an
cin
g
r
ea
d
in
g
m
o
tiv
a
tio
n
.
T
h
is
s
tu
d
y
in
its
p
ilo
t
p
h
ase
p
ar
ticu
lar
l
y
id
en
tifie
d
a
g
ap
as
lo
n
g
as
in
tr
o
d
u
cin
g
m
o
tiv
atio
n
al
elem
en
t
s
th
at
b
ase
m
u
ltip
le
in
tellig
en
ce
s
tr
ateg
ies
in
th
e
o
b
jectiv
es
an
d
ac
tiv
ities
of
th
e
co
m
m
u
n
icativ
e
E
n
g
lis
h
s
k
ills
m
o
d
u
le,
an
d
th
e
r
esear
ch
er
was
u
n
a
b
le
to
lo
c
ate
an
y
d
o
cu
m
e
n
t
th
at
ex
p
licitly
p
r
escr
ib
es
th
e
u
s
e
of
m
u
ltip
le
in
tellig
en
ce
s
tr
ateg
ies
to
en
h
an
ce
r
ea
d
i
n
g
m
o
tiv
atio
n
.
T
h
er
ef
o
r
e,
th
e
r
esear
ch
er
h
y
p
o
th
esizes
th
at
a
lack
of
m
o
tiv
atio
n
al
to
o
ls
th
at
m
ak
e
u
s
e
of
s
tu
d
e
n
ts
m
u
ltip
le
in
tellig
en
ce
s
is
lack
in
g
b
o
th
in
th
e
m
ater
ial
a
n
d
in
th
e
in
s
tr
u
ctio
n
,
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
5
4
8
-
1
5
5
6
1550
wh
ich
m
ay
be
r
ea
s
o
n
s
f
o
r
p
o
o
r
r
ea
d
in
g
ac
h
iev
em
e
n
t.
B
ased
on
th
e
p
r
o
b
lem
s
tated
,
th
e
f
o
llo
win
g
o
b
jectiv
es
wer
e
f
o
r
m
u
lated
:
i)
t
o
id
en
tif
y
s
tu
d
en
ts
lev
el
of
m
o
tiv
atio
n
to
r
ea
d
th
r
o
u
g
h
em
p
l
o
y
in
g
m
u
ltip
le
in
tellig
en
ce
-
b
ased
r
ea
d
in
g
task
s
an
d
ii)
t
o
d
eter
m
in
e
wh
eth
er
a
d
if
f
e
r
en
ce
ex
is
ted
in
th
e
m
ag
n
itu
d
e
of
th
e
im
p
ac
ts
of
m
u
ltip
le
in
tellig
en
ce
-
d
r
iv
e
n
r
ea
d
in
g
task
s
on
v
ar
io
u
s
ty
p
es
of
m
o
tiv
atio
n
to
war
d
s
r
ea
d
i
n
g
.
In
lin
e
with
th
e
o
b
jectiv
es
th
e
r
esear
ch
er
f
o
r
m
u
lated
th
e
f
o
llo
win
g
h
y
p
o
th
es
es:
-
H0
1
:
t
h
er
e
is
no
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
lev
els
of
m
o
tiv
atio
n
to
r
ea
d
b
etwe
en
th
e
ex
p
er
im
en
tal
g
r
o
u
p
lear
n
er
s
an
d
th
e
co
m
p
a
r
is
o
n
g
r
o
u
p
s
tu
d
e
n
ts
.
-
Ha1
:
t
h
er
e
is
a
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
in
th
e
lev
els
of
m
o
tiv
atio
n
to
r
ea
d
b
etwe
en
th
e
m
e
an
s
co
r
es
of
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
th
e
co
m
p
ar
is
o
n
.
-
H
0
2
:
t
h
e
r
e
is
no
s
i
g
n
i
f
i
ca
n
t
d
i
f
f
e
r
e
n
c
e
in
t
h
e
l
e
v
e
ls
of
m
o
t
i
v
a
t
i
o
n
b
e
t
we
e
n
t
h
e
m
e
an
s
c
o
r
e
s
of
t
h
e
e
x
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
a
n
d
t
h
e
co
m
p
a
r
i
s
o
n
g
r
o
u
p
s
on
v
a
r
i
o
u
s
l
e
v
e
l
s
of
m
o
ti
v
a
t
i
o
n
to
r
e
a
d
at
p
r
e
-
t
e
s
t
a
n
d
p
o
s
t
-
t
es
t
l
e
v
el
s
.
-
Ha2
:
t
h
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
lev
els
of
m
o
tiv
atio
n
b
etwe
en
t
h
e
m
ea
n
s
co
r
es
of
th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
th
e
co
m
p
ar
is
o
n
s
tu
d
en
t
on
v
ar
io
u
s
le
v
els
of
m
o
tiv
atio
n
at
th
e
p
r
e
a
n
d
p
o
s
t
lev
els.
-
H0
3
:
t
h
er
e
is
no
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
t
h
e
lev
els
of
m
o
tiv
atio
n
b
etwe
en
th
e
m
ea
n
s
co
r
es
of
th
e
co
m
p
ar
is
o
n
g
r
o
u
p
s
due
to
m
u
l
tip
le
in
tellig
en
ce
-
b
ased
m
o
tiv
atio
n
task
s
at
p
r
e
-
test
an
d
p
o
s
t
-
test
lev
els.
-
Ha3
:
t
h
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
lev
els
of
m
o
tiv
atio
n
b
etwe
en
t
h
e
m
ea
n
s
co
r
es
of
th
e
co
m
p
ar
is
o
n
g
r
o
u
p
s
due
to
m
u
l
tip
le
in
tellig
en
ce
-
b
ased
r
ea
d
in
g
in
s
tr
u
ctio
n
s
at
p
r
e
-
test
an
d
p
o
s
t
-
test
lev
els.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
pa
ra
dig
m
a
nd
des
ig
n
T
h
e
cu
r
r
en
t
r
esear
ch
m
ak
es
u
s
e
of
a
q
u
asi
-
ex
p
er
im
e
n
tal
d
es
ig
n
,
wh
ic
h
f
alls
u
n
d
er
th
e
d
o
m
ain
of
th
e
p
o
s
t
-
p
o
s
itiv
is
t
p
ar
ad
ig
m
[
2
2
]
.
T
h
is
d
esig
n
was
em
p
lo
y
ed
b
ec
au
s
e
th
e
s
am
p
les
wer
e
n
o
t
r
an
d
o
m
l
y
ass
ig
n
e
d
in
to
th
e
co
m
p
ar
is
o
n
an
d
ex
p
e
r
im
en
tal
g
r
o
u
p
s
.
C
o
h
en
et
a
l.
[
2
3
]
s
u
g
g
est
th
at
r
an
d
o
m
s
am
p
le
ass
ig
n
m
en
t
is
d
if
f
icu
lt
in
a
q
u
asi
-
ex
p
e
r
im
en
t
al
d
esig
n
b
ec
au
s
e
it
ca
n
d
is
tu
r
b
th
e
n
atu
r
al
lear
n
in
g
p
lace
m
e
n
t
of
class
es
an
d
to
in
v
esti
g
ate
ca
s
u
al
r
elatio
n
s
h
ip
s
in
r
ea
l
-
wo
r
ld
s
ettin
g
s
due
to
eth
ical
an
d
p
r
ac
tical
r
ea
s
o
n
[
2
2
]
.
2
.
2
.
P
a
rt
icipa
nts
a
nd
re
s
ea
rc
h
s
a
m
ple
T
h
e
p
ar
ticip
an
ts
in
th
is
r
esea
r
ch
wer
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
Haw
ass
a
Un
iv
er
s
ity
wh
ich
is
lo
ca
ted
in
E
th
io
p
ia.
T
h
e
d
ata
was
co
llected
f
r
o
m
s
tu
d
e
n
ts
en
r
o
lled
i
n
a
co
m
m
u
n
icativ
e
E
n
g
lis
h
s
k
ills
co
u
r
s
e
th
at
m
ain
ly
f
o
cu
s
ed
o
n
en
h
an
c
in
g
r
ea
d
in
g
s
k
ills
an
d
o
th
er
as
p
ec
ts
o
f
la
n
g
u
a
g
e.
T
h
e
p
a
r
ticip
an
ts
wer
e
s
elec
ted
p
u
r
p
o
s
ef
u
lly
.
T
h
is
was
m
ad
e
n
o
t
to
alter
th
e
n
atu
r
al
p
lac
em
en
ts
.
A
to
tal
o
f
6
0
s
tu
d
en
ts
in
th
e
two
in
tact
g
r
o
u
p
s
,
co
n
s
titu
ted
b
o
t
h
th
e
e
x
p
er
im
en
tal
an
d
co
m
p
ar
is
o
n
g
r
o
u
p
s
.
T
h
e
ex
p
e
r
im
en
tal
g
r
o
u
p
r
ec
eiv
ed
tr
ea
tm
e
n
t
u
s
in
g
th
e
r
ed
esig
n
ed
teac
h
in
g
m
ater
ial
b
ased
o
n
m
u
ltip
le
in
tellig
en
ce
th
eo
r
y
-
d
r
iv
en
m
o
tiv
atio
n
al
r
ea
d
in
g
task
s
,
wh
ile
th
e
co
m
p
ar
is
o
n
g
r
o
u
p
was im
p
ar
te
d
u
s
in
g
th
e
co
n
v
en
tio
n
al
a
p
p
r
o
ac
h
.
An
E
n
g
lis
h
r
ea
d
in
g
m
o
tiv
atio
n
q
u
esti
o
n
n
air
e
(
E
R
MQ
)
an
d
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
wer
e
u
s
ed
as
in
s
tr
u
m
en
ts
.
T
h
e
E
R
MQ
was
ad
ap
ted
f
r
o
m
Mo
r
i
[
2
4
]
wit
h
th
e
in
ten
tio
n
of
m
ea
s
u
r
in
g
r
ea
d
in
g
m
o
tiv
atio
n
.
T
h
er
e
ar
e
f
o
u
r
s
u
b
s
ca
les
in
t
h
e
E
R
MQ
:
i
)
in
tr
i
n
s
ic
v
alu
e
of
r
ea
d
in
g
;
ii
)
ex
t
r
in
s
ic
u
tili
ty
v
alu
e
of
r
ea
d
in
g
;
iii
)
im
p
o
r
tan
ce
of
r
ea
d
in
g
;
a
n
d
iv
)
r
ea
d
i
n
g
e
f
f
icac
y
.
T
h
e
in
t
r
in
s
ic
v
alu
e
of
r
ea
d
in
g
r
e
f
er
s
to
r
ea
d
i
n
g
c
u
r
io
s
ity
,
r
ea
d
in
g
in
v
o
lv
em
e
n
t,
r
ea
d
in
g
av
o
id
an
ce
,
a
n
d
r
ea
d
in
g
c
h
allen
g
e.
T
h
e
e
x
tr
in
s
ic
u
tili
ty
v
alu
e
of
r
ea
d
in
g
r
ef
e
r
s
to
m
o
tiv
atio
n
to
en
g
ag
e
in
a
t
ask
in
o
r
d
er
to
o
b
tain
ex
ter
n
al
r
ewa
r
d
s
,
s
u
ch
as
g
o
o
d
g
r
ad
es
.
T
h
e
im
p
o
r
tan
ce
of
r
ea
d
in
g
r
ef
er
s
to
a
s
tu
d
en
t
’
s
p
er
ce
iv
ed
u
s
ef
u
ln
ess
of
r
ea
d
in
g
.
An
d
r
ea
d
in
g
ef
f
icac
y
r
e
f
er
s
to
an
in
d
iv
id
u
al
’
s
s
en
s
e
of
e
f
f
icac
y
an
d
b
elief
s
ab
o
u
t
th
eir
ab
ilit
y
to
r
ea
d
in
E
n
g
lis
h
.
T
h
e
in
ter
n
al
c
o
n
s
is
ten
cy
esti
m
ate
of
r
eliab
ilit
y
f
o
r
th
is
q
u
esti
o
n
n
ai
r
e
was
.
9
3
(
N=
4
4
7
)
.
In
t
h
e
p
i
lo
t
p
h
a
s
e
it
was
r
e
c
h
e
c
k
e
d
f
o
r
th
e
c
u
r
r
e
n
t
g
r
o
u
p
of
s
t
u
d
e
n
ts
a
n
d
w
as
f
o
u
n
d
to
be
.
7
8
7
(
N
=
6
0
)
.
In
a
d
d
i
t
i
o
n
to
t
h
e
m
o
t
i
v
a
t
i
o
n
q
u
e
s
t
i
o
n
n
a
i
r
e
,
f
o
c
u
s
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
s
w
e
r
e
u
s
e
d
to
c
o
m
p
l
e
m
e
n
t
t
h
e
d
a
t
a
c
o
l
l
e
ct
e
d
f
r
o
m
t
h
e
q
u
e
s
t
i
o
n
n
a
i
r
e
.
In
a
c
c
o
r
d
a
n
c
e
wit
h
t
h
i
s
,
f
i
v
e
i
n
it
i
a
l
s
t
a
te
m
e
n
t
s
,
w
e
r
e
u
s
e
d
to
i
n
i
ti
a
te
d
e
e
p
e
r
t
h
o
u
g
h
t
s
on
how
w
e
l
l
t
h
e
a
p
p
r
o
a
c
h
e
n
h
a
n
c
e
d
or
d
e
t
r
a
c
t
e
d
m
o
t
i
v
a
ti
o
n
.
2.
3
.
T
he
t
ea
ching
ma
t
er
ia
l
a
nd
ins
t
r
uct
io
n
Prio
r
to
th
e
e
x
p
er
im
e
n
t
,
a
p
il
o
t
s
tu
d
y
was
ca
r
r
ied
out
with
th
e
p
u
r
p
o
s
e
of
r
e
d
esig
n
in
g
t
h
e
r
ea
d
i
n
g
s
k
ills
ta
s
k
s
b
ased
on
m
o
tiv
atio
n
al
s
tr
ateg
ies
of
th
e
m
u
ltip
le
in
tellig
en
ce
ap
p
r
o
ac
h
(
th
e
in
d
ep
en
d
e
n
t
v
ar
iab
le)
.
T
h
is
was
done
f
ir
s
t
r
ed
r
ess
in
g
th
em
in
te
r
m
s
of
th
e
s
ev
e
n
s
tep
s
o
u
tlin
ed
by
W
r
ee
d
e
[
2
5
]
f
o
r
d
esig
n
in
g
m
u
ltip
le
in
tellig
en
ce
in
teg
r
at
ed
less
o
n
p
lan
s
as
a
m
o
d
el.
Un
lik
e
th
e
co
n
v
en
tio
n
al
task
s
p
r
escr
ib
ed
in
th
e
m
o
d
u
le,
th
e
r
ea
d
in
g
s
k
ills
ac
tiv
ities
an
d
task
s
f
o
r
th
e
tr
ea
t
m
en
t
g
r
o
u
p
wer
e
alter
ed
to
r
ef
lect
th
e
s
tu
d
en
ts
’
m
u
ltip
le
in
tellig
en
ce
s
.
Sev
er
al
in
tellig
en
ce
s
wer
e
em
p
lo
y
ed
p
er
r
ea
d
in
g
s
ess
io
n
,
as
in
clu
d
i
n
g
all
of
th
em
p
er
s
ess
io
n
co
u
ld
be
u
n
m
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ag
ea
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le
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to
tim
e.
Fo
r
ex
am
p
l
e,
to
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r
r
y
out
v
e
r
b
al
an
d
lin
g
u
is
tic
in
tellig
en
ce
,
s
tu
d
en
ts
wer
e
r
eq
u
ir
ed
to
b
r
ai
n
s
to
r
m
,
u
s
e
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ew
v
o
ca
b
u
lar
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,
o
r
ally
p
r
e
d
ict,
an
d
tell
r
elate
d
s
to
r
ies
in
th
eir
o
wn
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r
d
s
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r
r
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out
lo
g
ical
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d
m
ath
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atica
l
in
tellig
en
ce
,
s
tu
d
en
ts
wer
e
r
eq
u
ir
ed
to
r
ea
s
o
n
out
by
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2
Mu
ltip
le
in
tellig
en
ce
b
a
s
ed
ta
s
ks fo
r
en
h
a
n
cin
g
r
ea
d
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n
g
mo
t
iva
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o
f …
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le
A
lemu
Geb
r
eme
s
ke
l
)
1551
an
s
wer
in
g
q
u
esti
o
n
s
,
ex
p
lain
t
h
eir
an
s
wer
s
,
u
n
s
cr
am
b
le
i
d
ea
s
an
d
letter
s
,
s
eq
u
en
ce
n
a
r
r
ati
o
n
s
,
an
d
w
o
r
k
with
n
u
m
b
er
s
an
d
f
ig
u
r
es.
Stu
d
en
ts
em
p
lo
y
ed
v
is
u
al
an
d
s
p
at
ial
in
tellig
en
ce
th
r
o
u
g
h
illu
s
tr
atio
n
s
,
p
r
o
d
u
cin
g
lo
g
o
s
,
g
r
ap
h
s
,
an
d
d
iag
r
a
m
s
,
an
d
u
s
in
g
p
ictu
r
es
of
th
e
n
ew
v
o
ca
b
u
lar
y
a
n
d
th
e
th
em
es
of
t
h
e
tex
t.
T
h
ey
wer
e
also
r
eq
u
ir
ed
to
r
o
le
-
p
lay
c
h
ar
ac
ter
s
in
a
tex
t,
r
ea
ct
to
co
n
ten
ts
u
s
in
g
b
o
d
y
m
o
v
e
m
en
t
s
,
an
d
u
s
e
co
n
cr
ete
m
ater
ials
wh
ile
lear
n
in
g
th
e
n
ew
wo
r
d
as
p
ar
t
of
b
o
d
ily
or
k
in
esth
etic
in
tellig
en
ce
.
Fo
r
m
u
s
ical
an
d
r
h
y
th
m
ic
in
tellig
en
ce
,
th
ey
wer
e
r
eq
u
ir
ed
to
cr
ea
te
r
h
y
th
m
ic
p
atter
n
s
,
s
in
g
s
o
n
g
s
,
an
d
lis
ten
to
ly
r
ics
r
elate
d
to
wh
at
th
ey
r
ea
d
.
Stu
d
e
n
ts
s
h
ar
ed
wo
r
k
with
one
an
o
t
h
er
,
ass
ess
ed
p
ee
r
s
’
wo
r
k
,
an
d
wo
r
k
e
d
co
ll
ab
o
r
ativ
ely
as
p
ar
t
of
th
eir
in
ter
p
er
s
o
n
al
in
tellig
en
ce
.
Ad
d
itio
n
ally
,
each
s
tu
d
e
n
t
h
ad
a
s
p
ac
e
to
wo
r
k
in
d
iv
id
u
ally
an
d
r
ef
lect
on
h
is
or
h
er
p
r
o
g
r
ess
an
d
ac
h
iev
em
en
ts
as
p
ar
t
of
h
is
or
h
er
in
tr
ap
er
s
o
n
al
in
tellig
en
ce
.
Fin
ally
,
th
ey
ass
o
ciate
d
wh
at
th
ey
r
ea
d
with
a
n
atu
r
al
p
r
o
to
ty
p
e
in
o
r
d
er
to
e
x
p
er
im
en
t
with
n
atu
r
al
i
n
tellig
en
ce
.
All
th
ese
h
av
e
b
ee
n
done
to
in
v
esti
g
ate
th
e
ef
f
ec
t
of
u
s
in
g
m
u
ltip
le
in
tellig
en
ce
s
to
en
h
a
n
ce
th
e
m
o
tiv
atio
n
of
u
n
iv
er
s
ity
s
tu
d
en
ts
to
r
ea
d
v
a
r
io
u
s
tex
ts
r
elate
d
to
th
eir
s
tu
d
ies.
Usi
n
g
th
e
m
e
n
tio
n
ed
ex
am
p
le
s
an
d
s
tr
ateg
ies
as
a
m
o
d
el
to
r
ed
r
ess
th
e
ac
tiv
ities
of
th
e
in
t
er
v
en
tio
n
less
o
n
,
th
e
ex
p
er
im
en
t
was
c
ar
r
ied
out
u
s
in
g
f
iv
e
r
ea
d
i
n
g
p
ass
ag
es
with
m
o
tiv
atio
n
al
s
t
r
ateg
ies
th
at
b
ased
s
tu
d
en
ts
’
in
tellig
en
ce
an
d
em
p
h
asizin
g
v
ar
io
u
s
r
ea
d
in
g
lev
el
s
/ty
p
es
(
d
etails,
m
ain
id
ea
s
,
g
u
ess
in
g
v
o
ca
b
u
lar
y
,
in
f
er
en
ce
an
d
r
ef
er
en
ci
n
g
)
.
In
ad
d
itio
n
to
co
m
p
o
n
en
ts
of
r
ea
d
in
g
s
k
ills
,
a
to
tal
of
55
wo
r
d
s
ca
r
ef
u
lly
s
elec
ted
f
r
o
m
each
r
ea
d
in
g
p
ass
ag
e
wer
e
tau
g
h
t
with
d
eliv
er
y
te
ch
n
iq
u
es
th
at
em
p
h
asized
m
u
ltip
le
in
tellig
en
ce
s
tr
ateg
ies
to
s
ee
th
e
im
p
ac
t
th
e
ap
p
r
o
ac
h
h
a
d
on
m
o
tiv
atio
n
to
war
d
s
r
ea
d
in
g
in
th
e
co
n
tex
t
of
th
e
s
tu
d
y
ar
ea
.
T
r
ea
tm
en
t
ad
h
er
e
n
ce
was
als
o
ass
es
s
ed
by
o
b
s
er
v
in
g
ev
e
r
y
th
ir
d
less
o
n
out
of
th
e
33
i
n
ter
v
en
tio
n
less
o
n
s
u
s
in
g
a
p
r
e
-
p
r
e
p
ar
ed
o
b
s
er
v
at
io
n
ch
ec
k
lis
t
in
co
llab
o
r
atio
n
with
an
in
d
ep
e
n
d
en
t
r
ater
.
A
t
o
tal
of
11
s
ess
io
n
s
wer
e
o
b
s
er
v
ed
.
Ov
er
all
ad
h
er
e
n
ce
to
tr
ea
tm
en
t
a
v
er
ag
e
d
8
4
%,
r
an
g
in
g
f
r
o
m
79%
to
8
8
%.
2.
4
.
M
et
ho
ds
o
f
da
t
a
a
na
ly
s
i
s
T
h
e
p
r
e
-
p
o
s
t
E
n
g
lis
h
m
o
tiv
a
tio
n
q
u
esti
o
n
n
air
es
(
d
ep
en
d
e
n
t
v
ar
iab
le)
wer
e
a
n
aly
ze
d
u
s
in
g
b
o
th
d
escr
ip
tiv
e
(
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
s
)
an
d
in
f
er
en
tial
s
tati
s
tics
(t
-
test
s
)
b
ec
au
s
e
th
e
s
tu
d
y
is
o
n
ly
c
o
m
p
a
r
in
g
two
g
r
o
u
p
s
or
co
n
d
itio
n
s
[2
6
]
.
T
h
e
s
co
r
es
co
llected
f
r
o
m
th
e
L
ik
er
t
-
s
ca
le
q
u
esti
o
n
n
air
e
we
r
e
co
m
p
u
ted
u
s
in
g
th
e
SPSS
v
er
s
io
n
to
co
m
p
ar
e
in
ter
-
an
d
in
tr
a
-
g
r
o
u
p
d
if
f
e
r
en
ce
s
.
In
a
s
im
ilar
v
ein
,
th
e
ef
f
ec
t
s
ize
is
a
ls
o
m
ea
s
u
r
ed
u
s
in
g
C
o
h
en
’
s
d
in
d
ex
of
ef
f
ec
t
s
ize
f
o
r
m
u
la
to
s
ee
th
e
s
tr
en
g
th
of
t
h
e
d
if
f
er
en
c
e
or
how
s
tr
o
n
g
th
e
ef
f
ec
t
was.
In
th
is
s
tu
d
y
,
th
e
r
esear
ch
er
u
s
ed
C
o
h
en
’
s
s
u
g
g
esti
o
n
[2
7
]
:
0
-
.
2
0
=w
ea
k
,
.
2
1
-
.
5
0
=m
o
d
er
ate,
.
5
1
-
1
.
0
0
=m
o
d
er
ate,
an
d
>
1
.
0
0
=stro
n
g
ef
f
ec
t.
2.
5
.
E
t
hica
l
is
s
ues
B
ef
o
r
e
p
ar
ticip
atin
g
in
th
e
r
esear
ch
,
p
ar
ticip
an
ts
in
th
is
r
ese
ar
ch
g
o
t
an
ex
p
lan
atio
n
in
ad
v
an
ce
ab
o
u
t
th
e
r
esear
ch
o
b
jectiv
es
an
d
v
o
lu
n
tar
y
p
ar
ticip
atio
n
in
th
is
r
esear
ch
.
R
esear
ch
er
s
h
av
e
o
b
tain
ed
h
u
m
an
r
esear
ch
eth
ics
ap
p
r
o
v
al
f
r
o
m
th
e
in
s
titu
tio
n
.
T
h
is
s
tu
d
y
was
g
o
v
e
r
n
ed
with
th
e
eth
ical
p
r
i
n
cip
les
s
p
ec
if
ied
in
th
e
Haw
ass
a
Un
iv
er
s
ity
.
Hen
ce
,
ap
p
r
o
v
al
f
o
r
th
e
s
tu
d
y
p
r
o
to
co
l
was
g
r
an
ted
by
th
e
H
awa
s
s
a
Un
iv
er
s
ity
E
th
ics
R
ev
iew
C
o
m
m
ittee
(
C
R
E
R
C
)
u
n
d
er
r
ef
er
e
n
ce
n
u
m
b
er
[
C
SS
H/1
0
1
/2
0
2
2
]
.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
,
an
d
th
e
y
wer
e
p
r
o
v
id
ed
with
clea
r
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
th
e
n
atu
r
e
,
p
u
r
p
o
s
e
,
an
d
p
o
te
n
tial
im
p
licatio
n
s
of
th
e
s
tu
d
y
.
C
o
n
f
i
d
en
tiality
a
n
d
an
o
n
y
m
ity
of
p
a
r
ticip
an
ts
h
av
e
b
ee
n
s
tr
ictly
m
ain
tain
ed
th
r
o
u
g
h
o
u
t
th
e
r
esear
ch
p
r
o
ce
s
s
,
an
d
an
y
i
d
en
tify
in
g
in
f
o
r
m
atio
n
h
as
b
ee
n
ap
p
r
o
p
r
iately
s
af
eg
u
ar
d
ed
.
F
i
n
a
l
l
y
,
t
h
e
p
a
r
t
ic
i
p
a
n
t
s
w
e
r
e
i
n
f
o
r
m
e
d
t
h
a
t
t
h
e
y
h
a
d
t
h
e
f
r
e
e
d
o
m
to
d
e
c
i
d
e
w
h
e
t
h
e
r
or
not
to
p
a
r
t
i
c
i
p
a
t
e
in
t
h
e
s
t
u
d
y
,
a
n
d
t
h
ey
h
a
d
t
h
e
o
p
t
i
o
n
to
w
i
t
h
d
r
a
w
f
r
o
m
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
at
a
n
y
p
o
i
n
t
if
t
h
e
y
w
is
h
e
d
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
No
rma
lity
t
est
By
u
s
in
g
a
s
ig
n
if
ican
ce
le
v
el
of
5
%,
b
ased
on
th
e
r
esu
lts
of
th
e
E
R
MQ
d
ata
in
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
,
th
e
p
r
o
b
ab
ilit
y
s
co
r
e
(
Sig
.
)
was
.
0
1
7
>.
0
5
,
wh
ile
th
e
p
r
o
b
a
b
ilit
y
s
co
r
e
(
Sig
.
)
of
th
e
E
R
MQ
d
ata
in
th
e
co
m
p
ar
is
o
n
g
r
o
u
p
,
was
.
7
3
7
>.
0
5
.
T
h
er
ef
o
r
e,
it
can
be
co
n
clu
d
ed
th
at
th
e
s
am
p
les
of
t
h
e
co
m
p
ar
is
o
n
an
d
ex
p
er
im
en
tal
g
r
o
u
p
s
wer
e
d
e
r
iv
ed
f
r
o
m
a
n
o
r
m
ally
d
is
tr
ib
u
ted
p
o
p
u
latio
n
.
Sin
ce
t
h
e
d
a
ta
m
ee
ts
n
o
r
m
ality
cr
iter
ia,
a
s
tatis
tical
test
to
d
e
ter
m
in
e
th
e
ef
f
ec
ti
v
en
ess
of
m
u
ltip
le
in
tellig
en
ce
r
ea
d
i
n
g
task
s
f
o
r
e
n
h
an
ci
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
m
o
tiv
atio
n
to
r
ea
d
ca
n
be
p
er
f
o
r
m
ed
in
T
ab
le
1
.
3
.
1
.
2
.
Student
s
’
E
ng
li
s
h r
ea
d
ing
m
o
t
iv
a
t
io
n bef
o
re
t
he
inte
rv
ent
io
n (
pre
-
E
RM
Q
)
Stu
d
en
ts
’
E
n
g
lis
h
r
ea
d
in
g
m
o
tiv
atio
n
s
co
r
es
b
ef
o
r
e
th
e
tr
e
atm
en
t
in
th
e
ex
p
er
im
en
tal
a
n
d
co
n
tr
o
l
g
r
o
u
p
s
r
esu
lted
in
litt
le
v
ar
i
atio
n
in
th
e
av
er
ag
e
s
co
r
es.
T
h
e
m
o
tiv
atio
n
q
u
esti
o
n
n
air
e
d
ep
icts
a
p
v
alu
e
(
p
=.
3
6
7
,
p
>.
0
5
)
.
T
h
e
in
d
ep
e
n
d
en
t
s
am
p
le
t
-
test
r
ev
ea
led
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
e
r
e
n
ce
b
etwe
en
th
e
two
g
r
o
u
p
s
b
ef
o
r
e
th
e
in
ter
v
en
tio
n
,
as
d
is
p
lay
ed
in
T
a
b
le
2
.
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
5
4
8
-
1
5
5
6
1552
T
ab
le
1
.
T
est
of
n
o
r
m
ality
R
e
a
d
i
n
g
m
o
t
i
v
a
t
i
o
n
K
o
l
m
o
g
o
r
o
v
-
S
m
i
r
n
o
v
S
h
a
p
i
r
o
-
w
i
l
k
S
t
a
t
i
st
i
c
s
df
S
i
g
n
S
t
a
t
i
st
i
c
s
df
S
i
g
n
G
r
o
u
p
Ex
p
e
r
i
m
e
n
t
a
l
.
1
5
8
30
.
0
5
4
.
9
1
3
30
.
0
1
7
C
o
m
p
a
r
i
so
n
.
0
9
7
30
.
2
0
0
.
9
7
7
30
.
7
3
7
T
ab
le
2
.
E
n
g
lis
h
r
ea
d
in
g
m
o
ti
v
atio
n
b
ef
o
r
e
th
e
in
ter
v
en
ti
o
n
(
NO.
=6
0
)
Tr
e
a
t
me
n
t
t
i
m
e
G
r
o
u
p
M
e
a
n
SD
t
S
i
g
(
t
w
o
t
a
i
l
e
d
)
B
e
f
o
r
e
i
n
t
e
r
v
e
n
t
i
o
n
Ex
p
e
r
i
m
e
n
t
a
l
2
.
8
.
5
4
.
9
0
.
3
6
7
C
o
m
p
a
r
i
so
n
2
.
9
2
.
4
4
3
.
1
.
3
.
E
ng
lis
h
re
a
din
g
m
o
t
iv
a
t
io
n f
o
r
t
y
pes
of
m
o
t
iv
a
t
io
n
T
ab
le
3
s
h
o
ws
th
e
co
m
p
ar
is
o
n
an
d
e
x
p
er
im
e
n
tal
g
r
o
u
p
’
s
m
ea
n
s
co
r
es
on
th
eir
in
tr
in
s
ic
,
ex
tr
in
s
ic,
ef
f
icac
y
,
an
d
im
p
o
r
tan
ce
s
u
b
c
ateg
o
r
ies
of
m
o
tiv
atio
n
as
d
es
cr
ib
ed
in
th
e
b
ac
k
g
r
o
u
n
d
of
th
e
s
tu
d
y
.
Acc
o
r
d
in
g
to
th
e
m
ea
n
a
n
d
s
tan
d
ar
d
d
e
v
iatio
n
s
co
r
es
s
h
o
wn
in
th
e
ta
b
le
,
th
er
e
wer
e
no
v
a
r
iatio
n
s
ex
is
ted
in
itially
on
th
o
s
e
asp
ec
ts
of
m
o
tiv
atio
n
.
E
v
en
tu
ally
ag
ain
,
t
h
e
t
-
test
f
o
r
eq
u
ality
of
m
ea
n
s
d
ep
icts
a
p
v
alu
e
(
p
=.
9
4
,
p
<.
0
5
)
.
T
h
e
in
d
ep
en
d
e
n
t
s
am
p
le
t
-
test
in
d
icate
d
th
er
e
wer
e
no
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etw
ee
n
th
e
two
g
r
o
u
p
s
attr
ib
u
ted
to
th
o
s
e
co
m
p
o
n
en
t
s
of
m
o
tiv
atio
n
.
T
ab
le
3
.
E
n
g
lis
h
r
ea
d
in
g
m
o
ti
v
atio
n
f
o
r
ty
p
es
of
m
o
tiv
atio
n
Q
u
e
st
i
o
n
n
a
i
r
e
E
x
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
(
N
=
3
0
)
C
o
m
p
a
r
i
so
n
g
r
o
u
p
(
N
=
30
)
t
df
Si
g
(
2
t
a
i
l
e
d
)
Me
a
n
S
D
Me
a
n
S
D
M
o
t
i
v
a
t
i
o
n
c
a
t
e
g
o
r
i
e
s
I
n
t
r
i
n
s
i
c
2
.
9
3
.
6
6
2
.
9
4
.
6
2
.
0
7
6
58
.
9
4
E
x
t
r
i
n
s
i
c
2
.
8
4
.
4
3
2
.
7
8
.
4
1
-
.
3
7
5
58
.
7
0
9
E
f
f
i
c
a
c
y
2
.
9
4
.
5
6
2
.
8
.
4
7
-
1
.
0
5
58
.
2
9
I
mp
o
r
t
a
n
c
e
3
.
3
4
.
9
1
3
.
3
6
.
7
6
.
0
7
58
.
9
3
G
r
a
n
d
p
r
e
m
o
t
i
v
a
t
i
o
n
2
.
8
.
5
4
2
.
9
.
4
4
.
9
0
58
.
3
6
3
.
1
.
4
.
Student
s
’
re
a
din
g
m
o
t
i
v
a
t
io
n
a
f
t
er
t
he
inte
rv
ent
io
n
Af
ter
th
e
tr
ea
tm
en
t,
h
o
we
v
er
,
it
can
be
n
o
ted
an
in
c
r
ea
s
e
in
th
eir
r
ea
d
in
g
m
o
tiv
atio
n
.
B
ef
o
r
e
th
e
tr
ea
tm
en
t,
th
e
m
ea
n
s
co
r
e
in
t
h
e
ex
p
er
im
e
n
tal
g
r
o
u
p
’
s
m
o
ti
v
atio
n
,
wh
ich
was
(
2
.
8
)
,
was
m
ad
e
in
in
cr
em
e
n
ts
of
(
3
.
8
8
)
;
r
ef
er
to
T
ab
les
3
an
d
4
to
n
o
tice
th
e
ch
an
g
es.
Hen
ce
,
it
can
be
d
ed
u
c
ed
th
at
th
e
ch
an
g
es
r
ec
o
r
d
ed
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
’
s
m
o
tiv
ati
o
n
wer
e
due
to
t
h
e
in
ter
v
e
n
tio
n
u
s
in
g
MI
B
R
T
.
Me
an
wh
ile,
th
e
av
er
ag
e
s
co
r
e
in
th
e
co
m
p
a
r
is
o
n
g
r
o
u
p
,
wh
ic
h
was
2
.
9
2
,
m
ad
e
a
s
lig
h
t
ch
a
n
g
e
to
3
.
1
8
,
wh
ich
was
n
o
t
s
ig
n
i
f
ican
t
s
tatis
tically
.
Un
lik
e
th
e
r
esu
lts
o
b
tain
e
d
b
ef
o
r
e
i
n
ter
v
en
tio
n
,
th
e
(
p
v
alu
e
h
er
e=
.
0
0
0
)
s
h
o
we
d
a
s
ig
n
if
i
ca
n
t
ch
an
g
e
of
th
e
in
ter
v
en
tio
n
on
th
e
m
o
tiv
atio
n
of
t
h
e
s
tu
d
en
ts
with
an
e
f
f
ec
t
s
ize
of
1
.
1
th
at
in
d
icate
d
a
s
tr
o
n
g
e
f
f
ec
t
af
te
r
th
e
in
ter
v
en
tio
n
in
th
e
tr
ea
tm
e
n
t
g
r
o
u
p
t
h
an
th
e
c
o
m
p
a
r
is
o
n
g
r
o
u
p
,
as sh
o
wn
in
T
a
b
le
4.
T
ab
le
4
.
E
n
g
lis
h
r
ea
d
in
g
m
o
ti
v
atio
n
af
ter
t
h
e
in
ter
v
e
n
tio
n
(
NO.
=6
0
)
G
r
o
u
p
M
e
a
n
SD
t
S
i
g
(2
-
t
a
i
l
e
d
)
C
o
h
e
n
’
s
D
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
3
.
8
8
.
4
2
-
4
.
8
2
.
0
0
0
1
.
1
C
o
m
p
a
r
i
so
n
g
r
o
u
p
3
.
3
2
.
6
6
3
.
1
.
5
.
E
ng
lis
h
re
a
din
g
m
o
t
iv
a
t
io
n
f
o
r
s
ub
ca
t
eg
o
ries
of
mo
t
iv
a
t
i
o
n
Similar
ly
,
T
ab
le
5
s
h
o
ws
th
e
co
m
p
ar
is
o
n
an
d
ex
p
e
r
im
en
tal
g
r
o
u
p
’
s
m
ea
n
s
co
r
es
on
th
eir
in
tr
in
s
ic,
ex
tr
in
s
ic,
ef
f
icac
y
,
a
n
d
im
p
o
r
t
an
ce
of
m
o
tiv
atio
n
as
s
u
b
co
m
p
o
n
en
ts
of
m
o
tiv
atio
n
.
Acc
o
r
d
in
g
ly
,
an
in
cr
ea
s
e
in
s
tu
d
en
ts
’
m
o
tiv
atio
n
was
r
ec
o
r
d
ed
in
th
o
s
e
asp
ec
ts
.
T
h
e
t
-
test
also
d
e
p
icts
a
p
v
alu
e
(
p
<.
0
5
ex
ce
p
t
f
o
r
r
ea
d
in
g
im
p
o
r
tan
ce
,
p
>.
0
5
,
p
=
0
.
6
5
)
.
Hen
ce
,
t
h
e
in
d
e
p
en
d
e
n
t
s
am
p
le
p
o
s
t
-
test
in
d
icate
d
th
e
r
e
wer
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
th
e
two
g
r
o
u
p
s
attr
ib
u
ted
to
th
o
s
e
th
r
ee
co
m
p
o
n
e
n
ts
of
m
o
tiv
atio
n
ex
ce
p
t
f
o
r
r
ea
d
in
g
im
p
o
r
tan
ce
.
T
h
e
f
ig
u
r
es
in
th
e
g
r
an
d
m
o
tiv
atio
n
(
th
e
t
-
test
)
f
o
r
e
q
u
ality
of
m
ea
n
s
d
ep
icts
a
p
v
al
u
e
(
p
=
.
0
0
0
,
p
<.
0
5
)
in
d
icatin
g
th
at
t
h
e
in
d
ep
en
d
en
t
s
am
p
le
t
-
test
r
ea
s
s
u
r
ed
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
two
g
r
o
u
p
s
in
th
eir
m
o
tiv
atio
n
.
3
.
1
.
6
.
E
ng
lis
h r
ea
din
g
m
o
t
iv
a
t
io
n pa
ired
s
a
m
ple t
-
t
est
-
e
x
perim
ent
a
l g
ro
up
T
h
e
r
esu
lts
in
T
ab
le
6
in
d
ic
ate
th
e
p
ar
ticip
an
ts
b
r
o
u
g
h
t
im
p
r
o
v
em
e
n
ts
in
th
eir
c
o
m
p
o
n
en
ts
o
f
m
o
tiv
atio
n
with
in
a
g
r
o
u
p
.
T
h
e
t
-
test
d
ep
icts
a
p
v
alu
e
(
p
<.
0
5
ex
ce
p
t
f
o
r
r
ea
d
in
g
im
p
o
r
t
an
ce
p
>.
0
5
,
p
=.
6
5
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Mu
ltip
le
in
tellig
en
ce
b
a
s
ed
ta
s
ks fo
r
en
h
a
n
cin
g
r
ea
d
i
n
g
mo
t
iva
tio
n
o
f …
(
Tes
h
a
le
A
lemu
Geb
r
eme
s
ke
l
)
1553
Hen
ce
,
th
e
p
air
ed
s
am
p
le
p
o
s
t
-
test
in
d
icate
d
th
er
e
wer
e
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
with
in
th
e
g
r
o
u
p
attr
ib
u
te
d
to
th
o
s
e
th
r
ee
co
m
p
o
n
en
ts
o
f
m
o
tiv
atio
n
ex
ce
p
t
f
o
r
r
ea
d
i
n
g
im
p
o
r
tan
ce
(
p
>.
0
5
,
p
=.
6
3
)
T
h
e
g
r
an
d
to
tal
o
f
m
o
tiv
atio
n
f
ig
u
r
e
in
d
icate
s
th
at
th
e
d
if
f
er
en
ce
am
o
n
g
th
e
g
r
o
u
p
s
r
esid
in
g
m
o
tiv
ati
o
n
to
war
d
s
r
ea
d
in
g
s
k
ills
was
s
ig
n
if
ican
t.
E
v
en
tu
ally
a
g
ain
th
e
t
-
test
d
ep
icts
a
p
v
alu
e
(
p
=.
0
0
0
,
p
<
.
0
5
)
t
h
at
th
e
p
air
ed
s
am
p
le
t
-
test
in
d
icate
d
d
if
f
e
r
en
ce
with
in
th
e
g
r
o
u
p
in
th
ei
r
m
o
tiv
atio
n
d
u
e
to
th
e
tr
ea
tm
en
t.
T
ab
le
5
.
E
n
g
lis
h
r
ea
d
in
g
m
o
ti
v
atio
n
f
o
r
s
u
b
ca
teg
o
r
ies
of
m
o
tiv
atio
n
T
e
s
t
s
E
x
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
(
N
=
3
0
)
C
o
m
p
a
r
i
so
n
g
r
o
u
p
(
N
=
30
)
t
df
Si
g
(
2
t
a
i
l
e
d
)
Me
a
n
S
D
Me
a
n
S
D
M
o
t
i
v
a
t
i
o
n
c
a
t
e
g
o
r
i
e
s
I
n
t
r
i
n
s
i
c
3
.
4
9
.
4
2
2
.
9
4
.
6
2
-
3
.
9
58
.
0
0
0
E
x
t
r
i
n
s
i
c
3
.
2
8
.
8
9
2
.
8
4
.
7
5
-
2
.
0
9
58
.
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0
0
E
f
f
i
c
a
c
y
3
.
8
5
.
5
5
3
.
2
8
.
8
9
-
2
.
9
5
58
.
0
0
4
I
mp
o
r
t
a
n
ce
3
.
4
6
.
9
6
3
.
3
6
.
7
6
-
.
4
4
58
.
6
5
G
r
a
n
d
m
o
t
i
v
a
t
i
o
n
3
.
8
.
4
2
3
.
1
8
.
6
7
-
4
.
8
2
58
.
0
0
0
T
ab
le
6
.
E
n
g
lis
h
r
ea
d
in
g
m
o
ti
v
atio
n
p
air
e
d
s
am
p
le
t
-
test
-
ex
p
er
im
en
tal
g
r
o
u
p
ER
M
Q
P
r
e
E
R
M
Q
(
N
=
30
)
P
o
s
t
E
R
M
Q
(
N
=
30
)
t
df
Si
g
(
2
t
a
i
l
e
d
)
Ef
f
e
c
t
si
z
e
Me
a
n
S
D
Me
a
n
S
D
M
o
t
i
v
a
t
i
o
n
c
a
t
e
g
o
r
i
e
s
I
n
t
r
i
n
s
i
c
2
.
9
4
.
6
2
3
.
4
9
.
4
2
-
5
.
0
3
29
.
0
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1
.
0
3
E
x
t
r
i
n
s
i
c
3
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2
8
.
8
6
2
.
8
4
.
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5
2
.
4
6
29
.
0
0
0
.
5
4
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f
f
i
c
a
c
y
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8
5
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5
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2
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9
29
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0
6
.
5
9
I
mp
o
r
t
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n
ce
3
.
3
6
.
7
6
3
.
4
6
.
9
6
-
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4
8
29
.
6
3
.
1
1
G
r
a
n
d
m
o
t
i
v
a
t
i
o
n
3
.
8
.
4
2
3
.
1
8
.
6
7
-
4
.
8
2
58
.
0
0
0
1
.
4
3
.
1
.
7
.
E
ng
lis
h
re
a
din
g
m
o
t
iv
a
t
io
n
pa
ired
s
a
m
ple
t
-
t
est
f
o
r
co
m
pa
riso
n
g
ro
up
T
h
e
n
u
m
b
er
s
in
T
ab
le
7
im
p
ly
th
e
p
ar
ticip
a
n
ts
wer
e
n
ea
r
ly
c
o
n
g
r
u
en
t
at
th
is
lev
el
of
test
in
g
in
th
o
s
e
asp
ec
ts
of
m
o
tiv
atio
n
.
E
v
en
t
u
ally
ag
ain
,
th
e
t
-
test
d
ep
icts
a
p
v
alu
e
(
p
>.
0
5
f
o
r
all
asp
ec
ts
)
.
Hen
ce
,
th
e
p
air
ed
s
am
p
le
test
in
d
icate
d
an
in
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
g
r
o
u
p
attr
ib
u
ted
to
th
o
s
e
co
m
p
o
n
en
ts
of
m
o
tiv
atio
n
.
T
h
e
g
r
an
d
to
tals
of
m
o
tiv
atio
n
im
p
ly
th
e
co
m
p
a
r
is
o
n
-
p
air
e
d
g
r
o
u
p
s
wer
e
alm
o
s
t
co
n
g
r
u
e
n
t
.
T
h
i
s
as
s
u
m
es
t
h
at
t
h
e
d
i
f
f
e
r
e
n
c
e
a
m
o
n
g
t
h
e
g
r
o
u
p
s
r
e
s
i
d
i
n
g
m
o
t
i
v
a
ti
o
n
t
o
w
a
r
d
s
r
e
a
d
i
n
g
m
o
ti
v
a
t
i
o
n
wa
s
i
n
s
i
g
n
i
f
i
c
a
n
t
.
E
v
e
n
t
u
al
l
y
a
g
a
i
n
,
t
h
e
t
-
t
es
t
d
e
p
ic
t
s
a
p
v
a
lu
e
(
p
=
.
0
0
0
,
p
>
.
0
5
)
t
h
a
t
i
n
d
i
c
a
te
s
s
i
m
i
l
a
r
i
t
y
wi
t
h
i
n
t
h
e
g
r
o
u
p
.
T
ab
le
7
.
E
n
g
lis
h
r
ea
d
in
g
m
o
ti
v
atio
n
p
air
e
d
s
am
p
le
t
-
test
f
o
r
co
m
p
ar
is
o
n
g
r
o
u
p
ER
M
Q
P
r
e
t
e
s
t
(
N
=
3
0
)
P
o
st
t
e
s
t
(
N
=
3
0
)
t
df
Si
g
(
2
t
a
i
l
e
d
)
Me
a
n
S
D
Me
a
n
S
D
Mo
t
i
v
a
t
i
o
n
I
n
t
r
i
n
s
i
c
2
.
9
4
.
6
2
3
.
4
9
.
5
8
-
.
5
8
29
12
E
x
t
r
i
n
s
i
c
3
.
2
8
.
8
6
3
.
2
7
.
8
1
.
0
7
29
.
9
4
E
f
f
i
c
a
c
y
2
.
8
9
.
7
5
3
.
2
.
8
2
-
1
.
5
7
29
.
1
2
I
mp
o
r
t
a
n
ce
3
.
3
6
.
7
6
3
.
1
.
7
1
1
.
3
4
29
.
1
8
G
r
a
n
d
m
o
t
i
v
a
t
i
o
n
3
.
3
2
.
4
9
3
.
3
4
.
6
8
-
.
1
6
29
.
8
7
3
.
1
.
8
.
Resul
t
s
of
f
o
cus
g
ro
up
dis
cu
s
s
io
n
T
h
e
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
am
o
n
g
s
elec
ted
p
ar
ticip
an
ts
y
ield
ed
r
esu
lts
th
at
wer
e
th
er
m
alize
d
in
to
two
m
ajo
r
co
n
ce
r
n
s
.
T
h
e
f
ir
s
t
one
was
r
elate
d
to
a
lack
of
e
x
p
er
ien
ce
with
m
u
ltip
le
in
telli
g
en
ce
th
eo
r
y
-
b
ased
task
s
an
d
in
s
tr
u
ctio
n
.
Fo
r
e
x
am
p
le,
in
th
e
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
,
s
tu
d
en
ts
r
e
p
o
r
te
d
id
ea
s
as,
“
a
t
th
e
b
eg
in
n
in
g
,
it
crea
ted
a
s
o
r
t
of
s
tr
a
n
g
e
feelin
g
.
It
w
a
s
ch
a
llen
g
in
g
but
r
ewa
r
d
in
g
in
th
e
en
d
.
It
crea
ted
a
s
en
s
e
of
lea
r
n
in
g
and
e
n
h
a
n
ce
d
mo
t
iva
tio
n
.
”
T
h
e
o
th
e
r
r
ef
lectio
n
r
elate
d
to
th
eir
p
er
ce
p
tio
n
s
of
th
e
ef
f
ec
tiv
en
ess
of
th
e
in
s
tr
u
ctio
n
.
T
h
ey
r
ep
o
r
te
d
th
at,
th
o
u
g
h
th
er
e
was
s
o
m
e
u
n
f
a
m
iliar
ity
with
m
u
ltip
le
in
tellig
en
ce
-
b
ased
task
s
due
to
b
ein
g
en
g
a
g
ed
in
co
n
v
en
tio
n
al
class
es,
th
ey
s
till
p
er
ce
iv
ed
t
h
at
s
u
ch
ac
tiv
ities
co
u
ld
ad
d
m
o
tiv
atio
n
an
d
v
a
r
iety
in
th
e
class
r
o
o
m
.
Activ
ities
we
r
e
d
em
an
d
in
g
,
y
et
th
ey
f
elt
it
p
r
o
v
id
ed
m
o
r
e
o
p
p
o
r
tu
n
ity
to
lear
n
th
a
n
th
e
co
n
v
e
n
tio
n
al
out
-
of
-
s
ch
o
o
l.
T
h
e
r
esu
lt
out
of
th
e
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
u
p
p
o
r
ted
t
h
e
r
esu
lts
f
r
o
m
th
e
t
-
test
s
an
d
d
escr
ip
tiv
e
s
tatis
tic
s
.
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
aim
ed
to
d
eter
m
in
e
h
o
w
well
MI
B
R
T
in
f
lu
en
ce
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
r
ea
d
.
T
h
e
f
in
d
in
g
s
d
is
clo
s
ed
th
at
s
tu
d
en
ts
’
m
o
tiv
atio
n
s
to
war
d
s
r
ea
d
i
n
g
wer
e
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
th
r
o
u
g
h
MI
B
R
T
.
T
h
er
e
was
a
n
im
p
r
o
v
em
en
t
with
r
eg
a
r
d
t
o
v
ar
io
u
s
ty
p
es
o
f
r
ea
d
in
g
m
o
tiv
atio
n
s
,
s
u
ch
as
i
n
tr
in
s
ic,
ex
tr
in
s
ic,
ef
f
icac
y
,
an
d
im
p
o
r
ta
n
ce
o
f
r
e
ad
in
g
f
o
r
lear
n
in
g
.
T
h
e
g
r
o
u
p
th
at
atten
d
ed
th
e
co
n
v
en
tio
n
al
way
s
o
f
p
r
esen
tin
g
a
r
ea
d
in
g
less
o
n
,
h
o
wev
er
,
d
i
d
n
o
t
s
h
o
w
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
in
m
o
tiv
atio
n
al
lev
el
s
to
war
d
s
r
ea
d
in
g
.
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
5
4
8
-
1
5
5
6
1554
T
h
e
ex
p
er
im
en
t
h
as
s
h
o
wn
n
e
w
v
is
tas
co
m
p
ar
e
d
t
o
th
e
co
n
v
en
tio
n
al
way
s
o
f
teac
h
in
g
a
n
d
m
o
tiv
atin
g
r
ea
d
in
g
class
s
tu
d
en
ts
at
th
is
lev
el.
T
h
is
r
esu
lt
is
s
u
p
p
o
r
te
d
b
y
s
ev
e
r
al
in
v
esti
g
atio
n
s
.
T
ask
s
th
at
m
ak
e
u
s
e
o
f
lea
r
n
er
s
in
tellig
en
ce
ar
e
lik
ely
to
b
o
o
s
t
m
o
tiv
atio
n
[
2
8
]
.
Mo
tiv
atio
n
c
an
in
f
lu
en
ce
wh
at
in
d
iv
i
d
u
als lea
r
n
an
d
h
o
w
th
ey
lear
n
[
6
]
,
[
2
7
]
,
[
2
9
]
,
[
3
0
]
.
Mo
t
iv
atio
n
is
lin
k
ed
to
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
p
r
o
ce
s
s
es,
lik
e
th
o
u
g
h
ts
,
b
elief
s
,
an
d
g
o
als
[
3
1
]
.
Mo
tiv
atio
n
is
a
k
e
y
co
m
p
o
n
en
t
o
f
in
ter
p
er
s
o
n
al
an
d
in
tr
a
p
er
s
o
n
al
in
tellig
en
c
e,
wh
ich
h
elp
s
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
b
etter
i
d
en
tify
th
o
s
e
f
ac
to
r
s
th
at
h
av
e
a
n
ef
f
ec
t o
n
th
e
d
eg
r
ee
o
f
m
o
tiv
atio
n
[
3
1
].
I
n
ad
d
itio
n
to
r
esear
ch
n
a
r
r
ati
o
n
s
ab
o
u
t
m
o
tiv
atio
n
,
th
e
e
f
f
e
ct
s
ize
f
o
r
v
a
r
io
u
s
ty
p
es
o
f
m
o
tiv
atio
n
s
was
co
m
p
u
ted
an
d
f
o
u
n
d
to
r
an
g
e
f
r
o
m
.
1
1
to
1
.
4
,
wh
ich
s
h
o
wed
th
e
in
ter
v
en
tio
n
p
o
s
itiv
ely
im
p
ac
ted
th
e
E
n
g
lis
h
r
ea
d
in
g
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
f
o
r
s
o
m
e
o
f
th
e
ty
p
e
s
,
f
o
r
ex
am
p
le,
in
tr
i
n
s
ic,
ex
tr
in
s
ic,
ef
f
icac
y
(
i.e
.
,
m
o
d
er
ate
t
o
s
tr
o
n
g
)
,
a
n
d
lo
w
im
p
o
r
ta
n
ce
.
Fro
m
th
is
,
it
w
as
p
o
s
s
ib
le
to
co
n
clu
d
e
t
h
at
t
h
e
tr
ea
tm
en
t
h
ad
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
th
e
ex
p
er
im
en
tal
g
r
o
u
p
s
o
n
th
e
m
aj
o
r
ity
o
f
t
y
p
es
o
f
E
n
g
lis
h
m
o
tiv
atio
n
to
r
ea
d
o
f
s
tu
d
en
ts
,
wh
o
r
ea
s
o
n
ed
t
o
ac
ce
p
t
th
e
alter
n
ativ
e
h
y
p
o
th
ese
s
.
I
n
lin
e
with
th
e
f
in
d
in
g
s
o
f
th
e
cu
r
r
en
t
s
tu
d
y
,
em
p
lo
y
in
g
m
u
ltip
le
i
n
tellig
en
ce
s
tr
ateg
ies
th
r
o
u
g
h
o
u
t
lear
n
i
n
g
im
p
r
o
v
es
m
o
tiv
atio
n
al
lev
els
in
ac
ad
em
ics.
I
f
s
tu
d
en
ts
m
an
ip
u
late
in
ter
p
er
s
o
n
al
an
d
in
tr
ap
er
s
o
n
al
in
tellig
en
ce
,
th
ey
ar
e
lik
ely
to
im
p
r
o
v
e
m
o
tiv
atio
n
[
4
]
,
[
6
]
,
[
1
4
]
,
[
3
2
]
−
[3
4
]
.
I
n
ad
d
itio
n
to
m
aster
in
g
th
e
s
u
b
ject
m
atter
k
n
o
wled
g
e,
teac
h
e
r
s
ca
n
m
ak
e
a
d
if
f
er
en
ce
b
y
u
s
in
g
s
ca
f
f
o
ld
in
g
s
tr
ateg
ies
to
g
o
with
s
tu
d
e
n
ts
’
in
tellig
en
ce
,
b
o
th
to
en
h
an
ce
m
o
tiv
atio
n
a
n
d
co
m
p
r
eh
e
n
s
io
n
o
f
co
n
ten
ts
[
3
5
]
.
T
h
er
ef
o
r
e,
task
s
th
at
in
co
r
p
o
r
ate
th
e
m
u
ltip
le
in
tellig
en
ce
s
o
f
s
tu
d
e
n
ts
at
th
is
lev
el
o
f
ed
u
ca
tio
n
ar
e
lik
ely
to
en
h
a
n
c
e
th
e
r
ea
d
in
g
m
o
tiv
atio
n
,
wh
ich
is
cu
r
r
en
tly
in
d
ec
lin
e
[
2
9
]
.
T
h
e
d
is
cu
s
s
io
n
o
f
th
e
q
u
esti
o
n
n
air
e
was
s
u
p
p
o
r
ted
b
y
a
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
,
wh
ich
was
ca
r
r
ied
o
u
t
at
th
e
en
d
o
f
th
e
in
ter
v
en
tio
n
.
Stu
d
en
ts
r
ep
o
r
te
d
in
t
h
e
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
th
at,
d
esp
ite
b
ein
g
u
n
f
am
ilia
r
with
th
e
ap
p
r
o
ac
h
an
d
its
d
em
an
d
i
n
g
n
atu
r
e
,
th
ey
u
n
d
er
s
to
o
d
ac
tiv
ities
th
at
b
ased
o
n
m
u
ltip
le
in
tellig
en
c
es
p
o
s
s
ib
ly
cr
ea
te
d
v
ar
iety
an
d
e
n
h
an
c
ed
th
e
am
o
u
n
t
an
d
q
u
ality
o
f
lear
n
i
n
g
.
On
th
e
o
th
er
h
an
d
,
th
o
u
g
h
t
h
ey
lack
em
p
ir
ical
ev
id
en
ce
,
o
th
e
r
s
ch
o
lar
s
h
av
e
also
attem
p
ted
to
ass
o
ciate
t
h
e
ab
ilit
y
o
f
lear
n
er
s
to
u
s
e
th
eir
p
o
ten
tial
in
th
e
ac
ad
em
ic
co
n
tex
t
with
th
e
r
an
g
e
o
f
m
u
ltip
le
i
n
tellig
en
ce
-
b
as
ed
s
tr
ateg
ies
th
ey
e
m
p
lo
y
.
Fo
r
ex
am
p
le,
B
aş
[
3
6
]
s
tated
th
at
r
ea
d
er
s
ar
e
h
ig
h
ly
m
o
tiv
ated
/in
ter
ested
in
less
o
n
s
an
d
ac
tiv
ities
th
at
p
r
o
v
id
e
s
tu
d
en
ts
p
len
ty
o
f
o
p
p
o
r
tu
n
ities
to
u
n
d
er
s
tan
d
a
n
d
m
ak
e
u
s
e
o
f
th
eir
o
wn
in
clin
atio
n
s
an
d
p
o
ten
tials
.
T
h
e
f
in
d
i
n
g
s
o
f
t
h
e
cu
r
r
en
t
r
e
s
ea
r
ch
s
u
p
p
o
r
t
s
ev
er
al
o
u
tc
o
m
es
in
th
e
ar
ea
th
at
in
d
icate
teac
h
in
g
an
d
lear
n
in
g
u
s
in
g
t
h
e
m
u
ltip
le
in
tellig
en
ce
s
o
n
s
tu
d
e
n
ts
b
o
o
s
t
m
o
tiv
atio
n
,
wh
ic
h
in
t
u
r
n
lea
d
s
to
g
ain
ac
h
iev
em
en
t [
1
4
]
,
[
3
7
]
−
[4
0
]
.
T
h
e
d
is
cu
s
s
io
n
tr
ied
to
em
p
h
a
s
ize
th
e
f
in
d
in
g
s
th
at
ca
m
e
o
u
t
o
f
th
e
in
ter
v
en
tio
n
.
W
ith
all
o
f
its
u
n
f
am
iliar
ity
f
o
r
s
tu
d
en
ts
in
th
e
r
esear
ch
ar
ea
an
d
its
d
em
a
n
d
in
g
n
at
u
r
e,
it
was
u
n
d
er
s
to
o
d
th
at
ac
tiv
ities
th
at
b
ased
s
tu
d
e
n
ts
in
tellig
en
ce
cr
ea
ted
v
a
r
iety
an
d
en
h
an
ce
d
th
e
am
o
u
n
t
an
d
q
u
ality
o
f
lear
n
i
n
g
t
o
r
ea
d
.
Hen
ce
,
th
e
r
esear
ch
er
,
b
y
ac
k
n
o
wled
g
in
g
th
e
co
u
n
t
er
ar
g
u
m
en
ts
th
at
tailo
r
in
g
in
s
tr
u
ctio
n
s
to
war
d
s
in
tellig
en
ce
m
ig
h
t
h
av
e
a
f
ew
in
s
tan
ce
s
o
f
n
o
t
co
n
tr
ib
u
ti
n
g
to
m
o
tiv
atio
n
,
s
till
s
u
p
p
o
r
ts
f
in
d
in
g
s
o
u
t
o
f
th
e
m
ajo
r
ity
o
f
r
esear
ch
in
th
e
ar
ea
th
at
u
s
in
g
an
d
teac
h
in
g
m
u
ltip
le
in
tellig
en
ce
s
b
o
o
s
ts
r
e
ad
in
g
m
o
tiv
atio
n
o
f
d
if
f
er
en
t ty
p
es,
wh
ich
in
tu
r
n
l
ea
d
s
to
g
ain
in
g
ac
h
iev
em
e
n
ts
.
4.
CO
NCLU
SI
O
N
T
h
e
s
y
s
tem
atic
in
ter
v
en
tio
n
p
r
o
g
r
am
th
at
in
teg
r
ated
s
tr
ateg
i
es
f
r
o
m
th
e
ap
p
r
o
ac
h
p
r
o
v
ed
to
en
h
a
n
ce
r
ea
d
in
g
m
o
tiv
atio
n
s
an
d
in
ter
est.
T
h
e
f
in
d
in
g
s
of
th
is
r
ese
ar
ch
in
d
icate
d
t
h
at
m
u
ltip
le
i
n
tellig
en
ce
s
tr
ateg
y
d
r
iv
en
ac
tiv
ities
p
o
s
itiv
ely
im
p
ac
ted
th
e
r
ea
d
in
g
m
o
tiv
atio
n
.
Hen
ce
,
th
e
r
esear
ch
was
in
ten
d
ed
to
s
h
ed
lig
h
t
on
th
e
p
o
s
s
ib
le
in
teg
r
atio
n
of
m
u
ltip
le
in
tellig
en
ce
s
at
th
is
lev
el
of
e
d
u
ca
tio
n
an
d
r
aise
awa
r
en
ess
on
th
e
p
ar
t
of
p
r
ac
titi
o
n
er
s
to
m
ak
e
u
s
e
of
th
e
ap
p
r
o
ac
h
as
an
alter
n
ativ
e
m
eth
o
d
to
b
o
o
s
t
th
e
ca
p
ac
ity
of
u
n
iv
er
s
ity
s
tu
d
en
ts
r
ea
d
in
g
m
o
tiv
atio
n
a
n
d
b
r
in
g
s
tr
u
g
g
lin
g
r
ea
d
er
s
to
war
d
s
th
e
m
in
im
u
m
r
ea
d
i
n
g
c
o
m
p
eten
ce
lev
el
th
at
is
m
ar
k
ed
by
t
h
e
Min
is
tr
y
of
E
d
u
ca
tio
n
in
E
th
i
o
p
ia,
w
h
er
e
E
n
g
lis
h
is
b
ec
o
m
in
g
in
cr
ea
s
i
n
g
ly
im
p
o
r
tan
t
but
m
u
ch
s
u
p
p
o
r
t
is
lack
in
g
,
to
lear
n
th
e
lan
g
u
a
g
e.
Of
co
u
r
s
e,
t
h
is
r
esear
ch
is
lim
i
ted
in
its
s
c
o
p
e
as
it
was
ca
r
r
ied
out
f
o
cu
s
in
g
on
a
co
m
m
u
n
ic
ativ
e
E
n
g
lis
h
s
k
ills
co
u
r
s
e
f
o
r
u
n
iv
er
s
ity
s
tu
d
en
ts
.
Data
w
er
e
co
llected
f
r
o
m
lim
ited
p
ar
ticip
an
ts
f
o
cu
s
in
g
on
s
p
ec
if
ic
c
o
n
ten
t
(
r
ea
d
in
g
tas
k
s
)
.
T
h
e
r
esear
ch
er
b
eliev
es
m
u
ltip
le
in
tellig
en
ce
b
ased
task
s
co
u
ld
p
o
s
s
ib
ly
be
s
o
u
r
ce
s
of
more
em
p
ir
ical
ev
id
en
ce
or
g
en
e
r
aliza
tio
n
s
if
o
th
er
d
ata
r
elate
d
to
d
em
o
g
r
a
p
h
ic
v
ar
iab
les
(
ag
e,
g
en
d
e
r
,
an
d
ac
ad
e
m
ic
lev
el
s
)
wer
e
in
clu
d
e
d
.
W
h
ile
f
u
t
u
r
e
s
tu
d
ies
with
a
d
if
f
er
en
t
d
esig
n
,
a
lar
g
e
s
am
p
le
s
ize,
lo
n
g
e
r
in
ter
v
en
tio
n
p
er
io
d
s
,
a
n
d
a
d
v
an
ce
d
m
ea
s
u
r
es
will
p
r
o
v
id
e
a
b
etter
g
en
er
aliza
tio
n
of
th
e
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
,
th
e
r
esear
ch
er
h
o
p
es
s
u
ch
s
tu
d
ies
m
a
y
p
o
s
s
ib
ly
r
ed
u
ce
th
e
m
ag
n
itu
d
e
of
d
is
s
atis
f
ac
tio
n
in
th
e
ar
ea
.
RE
F
E
R
E
NC
E
S
[
1
]
O
.
A
.
I
h
e
n
se
k
i
e
n
a
n
d
A
.
C
.
Jo
e
l
,
“
A
b
r
a
h
a
m
M
a
sl
o
w
’
s
h
i
e
r
a
r
c
h
y
o
f
n
e
e
d
s
a
n
d
F
r
e
d
e
r
i
c
k
H
e
r
z
b
e
r
g
’
s
t
w
o
-
f
a
c
t
o
r
m
o
t
i
v
a
t
i
o
n
t
h
e
o
r
i
e
s:
i
m
p
l
i
c
a
t
i
o
n
s
f
o
r
o
r
g
a
n
i
z
a
t
i
o
n
a
l
p
e
r
f
o
r
ma
n
c
e
,
”
T
h
e
Ro
m
a
n
i
a
n
Ec
o
n
o
m
i
c
J
o
u
r
n
a
l
,
n
o
.
8
5
,
p
p
.
3
2
–
4
9
,
J
u
l
.
2
0
2
3
,
d
o
i
:
1
0
.
2
4
8
1
8
/
R
EJ/
2
0
2
3
/
8
5
/
0
4
.
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
Mu
ltip
le
in
tellig
en
ce
b
a
s
ed
ta
s
ks fo
r
en
h
a
n
cin
g
r
ea
d
i
n
g
mo
t
iva
tio
n
o
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Evaluation Warning : The document was created with Spire.PDF for Python.