I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
2
,
A
p
r
il
20
25
,
p
p
.
1
1
8
3
~
1
1
9
5
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
:
1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
2
.
3
0
5
2
6
1183
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Effec
tivenes
s o
f
a
n autho
r
’
s
pro
g
ra
m for psy
cho
peda
g
o
g
ica
l
supp
o
rt
in
t
he
de
v
elo
pment of m
et
a
co
g
nitive a
bilitie
s
Ana
r
P
o
pa
nd
o
pu
lo
1
,
Aina
s
h
K
ud
y
s
hev
a
1
,
Na
zg
ul K
ud
a
ro
v
a
2
,
B
er
ik
M
a
t
a
y
ev
3
,
Sa
m
a
l
Ant
ik
ey
ev
a
1
1
D
e
p
a
r
t
me
n
t
o
f
P
e
r
so
n
a
l
D
e
v
e
l
o
p
me
n
t
a
n
d
E
d
u
c
a
t
i
o
n
,
N
JS
C
“
To
r
a
i
g
h
y
r
o
v
U
n
i
v
e
r
si
t
y
”
,
P
a
v
l
o
d
a
r
,
K
a
z
a
k
h
st
a
n
2
P
e
d
a
g
o
g
i
c
a
l
I
n
st
i
t
u
t
e
,
A
st
a
n
a
I
n
t
e
r
n
a
t
i
o
n
a
l
U
n
i
v
e
r
si
t
y
,
A
st
a
n
a
,
K
a
z
a
k
h
st
a
n
3
H
i
g
h
e
r
S
c
h
o
o
l
o
f
P
e
d
a
g
o
g
y
,
P
a
v
l
o
d
a
r
P
e
d
a
g
o
g
i
c
a
l
U
n
i
v
e
r
si
t
y
n
a
me
d
a
f
t
e
r
A
.
M
a
r
g
u
l
a
n
,
P
a
v
l
o
d
a
r
,
K
a
z
a
k
h
s
t
a
n
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
11
,
2
0
2
4
R
ev
is
ed
No
v
20
,
2
0
2
4
Acc
ep
ted
Dec
2
,
2
0
2
4
In
th
e
c
o
n
tex
t
o
f
th
e
u
p
d
a
ted
e
d
u
c
a
ti
o
n
a
l
sy
ste
m
e
m
p
h
a
siz
in
g
a
u
t
o
n
o
m
y
a
n
d
c
rit
ica
l
th
in
k
i
n
g
a
m
o
n
g
st
u
d
e
n
ts,
it
is
n
e
c
e
ss
a
ry
to
d
e
v
e
lo
p
e
ffe
c
ti
v
e
a
p
p
ro
a
c
h
e
s
to
s
u
p
p
o
rt
a
n
d
e
n
h
a
n
c
e
stu
d
e
n
ts
’
m
e
tac
o
g
n
it
iv
e
a
b
il
it
ies
.
Th
is
re
se
a
rc
h
a
ims
to
e
v
a
lu
a
te
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
a
p
ro
p
rieta
ry
p
s
y
c
h
o
lo
g
ica
l
a
n
d
p
e
d
a
g
o
g
ica
l
su
p
p
o
rt
p
r
o
g
r
a
m
d
e
sig
n
e
d
to
d
e
v
e
lo
p
m
e
tac
o
g
n
i
ti
v
e
a
b
il
it
ies
in
sc
h
o
o
lch
il
d
re
n
.
M
e
th
o
d
s
in
c
l
u
d
e
d
c
o
n
d
u
c
ti
n
g
a
q
u
a
si
-
e
x
p
e
rime
n
tal
stu
d
y
wit
h
c
o
n
tro
l
a
n
d
e
x
p
e
rime
n
tal
g
ro
u
p
s,
u
ti
l
izin
g
t
h
e
m
e
tac
o
g
n
it
iv
e
a
wa
re
n
e
ss
a
ss
e
s
sm
e
n
t
q
u
e
stio
n
n
a
ire
(M
AA
Q)
to
a
ss
e
ss
o
u
tco
m
e
s.
T
h
e
st
u
d
y
i
n
v
o
l
v
e
d
1
8
4
stu
d
e
n
ts
(g
ra
d
e
s 7
-
9
;
M
=
1
4
.
4
0
;
S
D=
0
.
8
1
)
fro
m
a
sc
h
o
o
l
in
Ka
z
a
k
h
sta
n
,
w
h
e
re
th
e
e
x
p
e
rime
n
tal
g
ro
u
p
u
n
d
e
rwe
n
t
th
e
in
terv
e
n
t
io
n
p
r
o
g
ra
m
.
S
tatisti
c
a
l
a
n
a
ly
sis
re
v
e
a
led
sig
n
ifi
c
a
n
t
imp
ro
v
e
m
e
n
ts
in
m
e
tac
o
g
n
it
iv
e
a
b
il
it
ies
a
m
o
n
g
st
u
d
e
n
ts
i
n
t
h
e
e
x
p
e
rime
n
t
a
l
g
ro
u
p
c
o
m
p
a
re
d
to
th
e
c
o
n
tr
o
l
g
ro
u
p
,
i
n
c
lu
d
in
g
e
n
h
a
n
c
e
m
e
n
ts
in
se
lf
-
a
wa
re
n
e
ss
,
se
lf
-
re
g
u
latio
n
,
c
rit
ica
l
t
h
in
k
i
n
g
,
d
e
c
isi
o
n
-
m
a
k
i
n
g
,
a
n
d
p
ro
b
le
m
-
so
lv
in
g
.
Th
e
se
fin
d
in
g
s
a
ffir
m
th
e
fe
a
sib
il
it
y
o
f
in
teg
ra
ti
n
g
m
e
tac
o
g
n
it
i
v
e
a
p
p
r
o
a
c
h
e
s
in
to
e
d
u
c
a
ti
o
n
a
l
p
r
o
g
ra
m
s
a
n
d
su
g
g
e
st
f
u
rth
e
r
a
v
e
n
u
e
s
fo
r
r
e
se
a
rc
h
in
p
e
d
a
g
o
g
ica
l
su
p
p
o
rt
a
n
d
st
u
d
e
n
t
d
e
v
e
lo
p
m
e
n
t.
K
ey
w
o
r
d
s
:
E
d
u
ca
tio
n
al
r
e
f
o
r
m
Me
taco
g
n
itiv
e
ab
ilit
ies
Ped
ag
o
g
y
Ps
y
ch
o
lo
g
y
Sch
o
o
l
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
An
ar
Po
p
an
d
o
p
u
lo
Dep
ar
tm
en
t o
f
Per
s
o
n
al
Dev
el
o
p
m
en
t a
n
d
E
d
u
ca
tio
n
,
NJS
C
“T
o
r
aig
h
y
r
o
v
Un
iv
er
s
ity
”
L
o
m
o
v
s
tr
ee
t,
6
4
,
Pav
lo
d
ar
,
1
4
0
0
0
0
,
Kaz
ak
h
s
tan
E
m
ail: a
n
p
o
p
a
n
d
o
p
u
lo
@
g
m
x
.
co
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
co
n
tex
t
o
f
Kaz
ak
h
s
ta
n
’
s
co
n
tin
u
o
u
s
ly
ev
o
lv
in
g
e
d
u
ca
tio
n
al
lan
d
s
ca
p
e,
th
e
c
o
u
n
tr
y
h
as
em
b
ar
k
ed
o
n
a
tr
an
s
f
o
r
m
ativ
e
p
ath
aim
ed
at
r
en
ewin
g
its
ed
u
ca
tio
n
s
y
s
tem
[
1
]
.
E
m
b
r
ac
i
n
g
th
e
p
r
in
ci
p
les
o
f
ac
tiv
e
lear
n
in
g
,
c
o
llab
o
r
ativ
e
en
v
ir
o
n
m
en
ts
,
d
i
f
f
er
en
tiated
i
n
s
tr
u
ctio
n
,
i
n
ter
d
is
cip
lin
ar
y
c
o
n
n
ec
tio
n
s
,
an
d
th
e
in
teg
r
atio
n
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
(
I
C
T
)
,
th
e
n
atio
n
s
ee
k
s
t
o
e
q
u
ip
its
s
tu
d
en
ts
with
th
e
s
k
ills
an
d
co
m
p
ete
n
cies
n
ec
ess
ar
y
f
o
r
s
u
cc
ess
in
th
e
tw
en
ty
-
f
ir
s
t
ce
n
tu
r
y
[
2
]
.
T
h
e
s
h
i
f
t
f
r
o
m
a
tr
ad
itio
n
al
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
to
o
n
e
b
ased
o
n
u
p
d
ated
ed
u
ca
tio
n
al
p
r
in
cip
les
s
ig
n
if
ies
a
m
o
v
e
to
war
d
s
n
u
r
tu
r
in
g
in
d
ep
en
d
en
t
an
d
cr
itically
th
i
n
k
in
g
in
d
iv
id
u
als,
r
ec
o
g
n
izin
g
th
at
m
em
o
r
izatio
n
o
f
f
ac
ts
an
d
p
ass
iv
e
lear
n
in
g
is
n
o
lo
n
g
er
s
u
f
f
icien
t
f
o
r
p
r
e
p
ar
in
g
s
tu
d
e
n
ts
to
co
n
f
r
o
n
t
th
e
co
m
p
lex
ities
o
f
th
e
m
o
d
er
n
wo
r
ld
[
3
]
.
I
n
s
tead
,
th
e
em
p
h
asis
n
o
w
lies
o
n
ac
tiv
e
lear
n
in
g
,
en
c
o
u
r
a
g
in
g
s
tu
d
en
ts
to
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
ed
u
ca
tio
n
,
p
ar
ticip
ate
in
co
llab
o
r
ativ
e
ac
t
iv
ities
,
an
d
ex
p
lo
r
e
in
ter
d
is
cip
lin
ar
y
co
n
n
ec
tio
n
s
[
4
]
.
T
h
is
p
ar
ad
ig
m
s
h
if
t
is
n
o
t
m
er
ely
a
r
ef
lectio
n
o
f
ed
u
ca
tio
n
al
tr
en
d
s
b
u
t
a
d
elib
e
r
ate
attem
p
t
to
em
p
o
wer
s
tu
d
e
n
ts
with
th
e
s
k
ills
,
k
n
o
wled
g
e,
an
d
m
etac
o
g
n
itiv
e
ab
ilit
ies r
eq
u
ir
ed
to
t
h
r
iv
e
in
t
h
e
g
lo
b
al
k
n
o
wled
g
e
s
y
s
tem
[
5
]
,
[
6
]
.
Desp
ite
th
e
ac
k
n
o
wled
g
ed
i
m
p
o
r
tan
ce
o
f
m
etac
o
g
n
itiv
e
ab
ilit
ies,
s
ig
n
if
ican
t
ch
allen
g
e
s
p
er
s
is
t
in
th
eir
d
ev
el
o
p
m
en
t
with
in
th
e
cu
r
r
en
t
ed
u
ca
tio
n
al
s
y
s
tem
[
7
]
.
Mo
d
e
r
n
ed
u
ca
tio
n
al
s
y
s
tem
s
em
p
h
asizin
g
I
C
T
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
1
8
3
-
1
1
9
5
1184
d
ialo
g
ical
lear
n
in
g
,
an
d
s
tu
d
en
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
es
p
r
esen
t
u
n
iq
u
e
ch
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
.
T
ea
ch
er
s
an
d
s
tu
d
en
ts
s
o
m
etim
es
lack
clea
r
ac
tio
n
p
la
n
s
o
r
g
u
id
an
ce
f
o
r
a
s
m
o
o
th
a
n
d
q
u
alitativ
e
tr
an
s
f
o
r
m
atio
n
[
8
]
.
E
f
f
ec
tiv
e
tech
n
o
l
o
g
y
in
teg
r
at
io
n
in
ed
u
ca
tio
n
,
f
ac
ilit
atio
n
o
f
co
n
s
tr
u
ctiv
e
d
ialo
g
u
e,
an
d
u
n
d
er
s
tan
d
in
g
o
f
d
iv
er
s
e
s
tu
d
en
t
n
ee
d
s
ar
e
ju
s
t
a
f
ew
o
f
th
e
is
s
u
es
co
n
f
r
o
n
tin
g
th
is
n
ew
ed
u
ca
tio
n
al
l
an
d
s
ca
p
e
[
9
]
.
T
h
is
h
ig
h
lig
h
ts
th
e
c
r
itical
n
ee
d
f
o
r
s
p
ec
ialized
p
s
y
ch
o
-
p
ed
a
g
o
g
i
ca
l
ap
p
r
o
ac
h
es
to
s
u
p
p
o
r
t
a
n
d
en
h
an
ce
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
ab
ilit
ies.
Fu
r
th
er
m
o
r
e,
d
esp
ite
th
e
ac
k
n
o
wle
d
g
ed
im
p
o
r
tan
ce
o
f
m
etac
o
g
n
itiv
e
ab
ilit
ies,
th
er
e
p
er
s
is
t
s
ig
n
if
ican
t
ch
allen
g
es
in
th
eir
d
ev
el
o
p
m
en
t
with
i
n
th
e
cu
r
r
en
t
ed
u
ca
ti
o
n
al
s
y
s
tem
[
1
0
]
.
Mo
d
er
n
ed
u
ca
tio
n
al
s
y
s
tem
s
,
em
p
h
asizin
g
I
C
T
,
d
ialo
g
ical
lear
n
in
g
,
an
d
s
tu
d
en
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
es,
p
r
esen
t
u
n
iq
u
e
ch
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
.
T
ea
ch
er
s
an
d
s
tu
d
en
ts
s
o
m
etim
es
lack
clea
r
ac
tio
n
p
lan
s
o
r
g
u
id
an
ce
f
o
r
a
s
m
o
o
th
an
d
q
u
alitativ
e
tr
an
s
f
o
r
m
atio
n
[
1
1
]
.
E
f
f
ec
tiv
e
tech
n
o
lo
g
y
in
teg
r
atio
n
in
ed
u
ca
ti
o
n
,
f
ac
ilit
atio
n
o
f
co
n
s
tr
u
ctiv
e
d
ialo
g
u
e,
an
d
u
n
d
er
s
tan
d
in
g
o
f
d
iv
er
s
e
s
tu
d
en
t
n
ee
d
s
ar
e
ju
s
t
a
f
ew
o
f
th
e
is
s
u
es
co
n
f
r
o
n
tin
g
th
is
n
ew
ed
u
ca
tio
n
al
la
n
d
s
ca
p
e
[
1
2
]
.
I
n
r
esp
o
n
s
e
to
th
ese
c
h
allen
g
es,
th
is
ar
ticle
in
tr
o
d
u
ce
s
a
d
ev
elo
p
ed
p
r
o
p
r
ietar
y
p
r
o
g
r
am
aim
ed
at
p
r
o
v
id
i
n
g
p
s
y
c
h
o
-
p
ed
ag
o
g
ical
s
u
p
p
o
r
t f
o
r
th
e
d
ev
el
o
p
m
en
t o
f
m
etac
o
g
n
itiv
e
ab
ilit
ies
in
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
is
p
r
o
g
r
a
m
is
s
p
ec
if
ically
d
esig
n
ed
in
co
n
s
id
er
atio
n
o
f
th
e
p
r
in
cip
les
o
f
th
e
u
p
d
ated
ed
u
ca
tio
n
s
y
s
tem
in
Kaz
ak
h
s
tan
.
I
t
en
co
m
p
ass
es
a
co
m
b
in
atio
n
o
f
s
tr
ateg
ies
an
d
m
eth
o
d
s
g
r
o
u
n
d
ed
in
c
o
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
s
tan
d
ar
d
s
to
ass
is
t
s
tu
d
en
ts
in
ac
q
u
ir
in
g
th
e
n
ec
ess
ar
y
s
k
ills
to
th
r
iv
e
in
th
is
n
ew
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
T
h
e
s
ig
n
if
ican
ce
o
f
th
is
r
esear
ch
l
ies
in
its
p
r
ac
tical
ap
p
licatio
n
an
d
p
o
ten
tial
im
p
ac
t
o
n
t
h
e
ed
u
ca
tio
n
s
y
s
tem
.
B
y
ex
am
in
in
g
th
e
ef
f
ec
tiv
en
es
s
o
f
t
h
e
c
u
r
r
en
t
p
r
o
g
r
a
m
,
t
h
e
r
esear
ch
aim
s
to
p
r
o
v
id
e
v
alu
a
b
le
in
f
o
r
m
atio
n
o
n
m
eth
o
d
o
l
o
g
ies
th
at
ca
n
ef
f
e
ctiv
ely
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
o
f
m
etac
o
g
n
itiv
e
a
b
ilit
ies
in
m
id
d
le
-
le
v
el
s
tu
d
en
ts
s
p
an
n
in
g
f
r
o
m
t
h
e
s
ev
en
th
t
o
th
e
n
in
th
g
r
ad
e.
T
h
is
is
p
ar
ticu
lar
ly
r
elev
an
t
in
th
e
c
o
n
tex
t
o
f
th
e
ev
o
lv
in
g
ed
u
ca
tio
n
al
la
n
d
s
ca
p
e
in
Kaz
ak
h
s
tan
wh
er
e
a
d
e
p
ar
tu
r
e
f
r
o
m
tr
a
d
itio
n
al
a
p
p
r
o
ac
h
es
is
u
n
d
er
way
.
Ov
er
all,
th
e
ar
ticle
s
ee
k
s
to
s
h
ed
lig
h
t
o
n
th
e
m
u
ltifa
ce
te
d
p
ath
to
war
d
en
h
an
cin
g
m
e
taco
g
n
itio
n
in
th
e
co
n
tex
t o
f
th
e
u
p
d
ated
e
d
u
ca
ti
o
n
s
y
s
tem
in
Kaz
ak
h
s
tan
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Me
taco
g
n
itio
n
r
e
f
er
s
to
a
wid
e
r
an
g
e
o
f
u
n
d
er
s
tan
d
in
g
a
n
d
awa
r
en
ess
r
elate
d
to
an
i
n
d
iv
id
u
al
’
s
co
g
n
itiv
e,
e
m
o
tio
n
al,
p
er
ce
p
t
u
al,
o
r
m
o
to
r
attr
ib
u
tes.
I
n
t
h
e
r
ea
lm
o
f
ed
u
ca
tio
n
,
it
in
clu
d
es
a
lear
n
e
r
’
s
s
elf
-
awa
r
en
ess
,
r
ec
o
g
n
izin
g
elem
en
ts
th
at
m
ig
h
t
im
p
ac
t
th
ei
r
p
er
f
o
r
m
an
ce
,
k
n
o
wled
g
e
o
f
d
if
f
er
en
t
s
tr
ateg
ies,
an
d
an
u
n
d
er
s
tan
d
in
g
o
f
wh
en
an
d
h
o
w
to
ap
p
l
y
th
ese
s
tr
ateg
ies
[
1
3
]
,
[
1
4
]
.
B
ey
o
n
d
ju
s
t
awa
r
en
ess
,
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
in
v
o
lv
es
ac
tiv
ely
m
o
n
ito
r
i
n
g
o
n
e
’
s
o
wn
th
in
k
in
g
,
wh
ich
in
clu
d
es
p
lan
n
in
g
ac
tiv
ities
,
b
ein
g
awa
r
e
o
f
co
m
p
r
eh
en
s
io
n
,
ca
r
r
y
i
n
g
o
u
t
task
s
,
an
d
ass
ess
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
m
o
n
ito
r
in
g
p
r
o
ce
s
s
es a
n
d
s
tr
ateg
ies
[
1
5
]
,
[
1
6
]
.
Fro
m
p
r
esch
o
o
l
to
h
ig
h
s
ch
o
o
l
ag
e,
th
e
ed
u
ca
tio
n
al
s
y
s
tem
o
f
ten
p
r
o
v
id
es
lim
ited
o
p
p
o
r
t
u
n
ities
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
m
etac
o
g
n
itiv
e
an
d
co
g
n
itiv
e
s
k
ills
.
Nev
er
th
eless
,
th
ese
s
k
ills
ar
e
ess
en
tial
f
o
r
ac
ad
e
m
ic
s
u
cc
ess
an
d
r
ea
l
-
wo
r
l
d
ap
p
licatio
n
s
[
1
7
]
,
[
1
8
]
.
T
h
e
d
ev
el
o
p
m
en
t
o
f
m
etac
o
g
n
itiv
e
an
d
c
o
g
n
itiv
e
a
b
ilit
ies
is
n
o
t
in
n
ate
b
u
t
ca
n
b
e
c
u
ltiv
ated
,
em
p
h
asizin
g
t
h
e
im
p
o
r
t
an
ce
o
f
in
te
g
r
atin
g
m
etac
o
g
n
itiv
e
lear
n
in
g
in
to
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
to
h
elp
s
tu
d
en
ts
ef
f
ec
tiv
ely
em
p
lo
y
co
g
n
itiv
e
s
tr
ateg
ies
an
d
en
h
a
n
ce
th
eir
lear
n
in
g
p
r
o
ce
s
s
es
[
1
9
]
,
[
2
0
]
.
Fu
r
th
er
,
m
etac
o
g
n
itiv
e
a
b
ilit
ies
in
m
id
d
le
s
ch
o
o
l
m
a
y
in
cl
u
d
e
a
r
an
g
e
o
f
k
ey
s
k
ills
an
d
co
n
s
cio
u
s
s
tr
ateg
ies
aim
ed
at
im
p
r
o
v
in
g
th
eir
lear
n
in
g
p
r
o
c
ess
.
T
h
ese
s
k
ills
en
co
m
p
ass
s
elf
-
awa
r
en
ess
,
s
elf
-
r
eg
u
latio
n
,
s
elf
-
e
v
alu
atio
n
,
r
ef
lectio
n
,
task
u
n
d
e
r
s
tan
d
in
g
,
an
d
co
n
tr
o
l o
v
e
r
th
e
lear
n
i
n
g
p
r
o
ce
s
s
[
8
]
.
As
p
ar
t
o
f
Kaz
ak
h
s
tan
’
s
r
ef
o
r
m
ed
e
d
u
ca
tio
n
s
y
s
tem
an
d
in
ac
co
r
d
an
ce
with
s
tate
-
s
an
ctio
n
ed
in
s
tr
u
ctio
n
al
an
d
m
et
h
o
d
o
lo
g
i
ca
l g
u
id
elin
es,
th
e
co
u
n
tr
y
is
s
tr
iv
in
g
to
im
p
r
o
v
e
ed
u
ca
tio
n
a
cr
o
s
s
th
e
b
o
ar
d
[
2
]
.
T
h
is
ef
f
o
r
t
in
clu
d
es
th
e
in
tr
o
d
u
ctio
n
o
f
p
s
y
ch
o
-
p
ed
a
g
o
g
ical
p
r
o
g
r
a
m
s
aim
ed
at
f
o
s
ter
in
g
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
m
etac
o
g
n
itiv
e
s
k
ills
[2
1
]
.
I
n
th
is
co
n
tex
t,
it
is
r
ele
v
an
t
to
r
ec
all
B
lo
o
m
’
s
“
T
a
x
o
n
o
m
y
o
f
ed
u
ca
tio
n
al
o
b
jectiv
es
”
,
r
ev
is
ed
b
y
An
d
e
r
s
o
n
,
wh
ich
led
to
s
ig
n
if
ican
t
ch
an
g
es
in
th
e
u
n
d
er
s
tan
d
in
g
an
d
ap
p
licatio
n
o
f
th
e
tax
o
n
o
m
y
in
ed
u
ca
tio
n
al
g
o
als.
T
h
e
r
ev
is
ed
tax
o
n
o
m
y
in
clu
d
es
s
ix
ca
teg
o
r
ies
o
f
c
o
g
n
itiv
e
p
r
o
ce
s
s
es
:
r
em
em
b
er
in
g
,
u
n
d
er
s
tan
d
in
g
,
ap
p
ly
in
g
,
an
aly
zin
g
,
ev
alu
atin
g
,
an
d
cr
ea
tin
g
,
th
er
e
b
y
r
e
n
d
e
r
in
g
th
e
ca
teg
o
r
ies
m
o
r
e
d
y
n
am
ic
an
d
ac
tio
n
-
o
r
i
en
ted
[2
2
]
.
Un
lik
e
th
e
o
r
i
g
in
al
tax
o
n
o
m
y
,
th
e
r
ev
is
ed
v
er
s
io
n
r
ep
lace
s
n
o
u
n
s
with
v
er
b
s
,
in
co
r
p
o
r
ates
a
k
n
o
wled
g
e
d
im
e
n
s
io
n
,
a
n
d
d
i
s
tin
g
u
is
h
es
k
n
o
wled
g
e
in
t
o
f
ac
tu
al,
co
n
ce
p
t
u
al,
p
r
o
ce
d
u
r
al,
an
d
m
etac
o
g
n
itiv
e
d
o
m
ain
s
,
en
ab
lin
g
a
m
o
r
e
p
r
ec
is
e
ass
es
s
m
en
t
an
d
d
ev
elo
p
m
en
t
o
f
v
ar
io
u
s
asp
ec
ts
o
f
s
tu
d
e
n
ts
'
co
g
n
itiv
e
ac
tiv
ities
,
en
h
an
cin
g
th
eir
ac
a
d
em
ic
s
u
cc
ess
an
d
r
ea
d
in
ess
f
o
r
th
e
co
m
p
lex
ities
o
f
th
e
m
o
d
er
n
wo
r
ld
[2
2
]
.
I
n
tr
a
d
itio
n
al
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
p
r
im
a
r
y
atten
tio
n
is
o
f
ten
g
iv
e
n
t
o
th
e
f
ir
s
t
two
lev
els
o
f
th
is
h
ier
ar
ch
y
,
p
r
esu
p
p
o
s
in
g
m
ec
h
an
ical
m
em
o
r
izatio
n
an
d
r
ec
a
ll
o
f
f
ac
ts
an
d
u
n
d
er
s
tan
d
in
g
th
e
m
ea
n
in
g
o
f
th
e
m
ater
ial
b
ein
g
s
tu
d
ied
.
Alth
o
u
g
h
th
ese
lev
els
ar
e
f
o
u
n
d
ati
o
n
al,
th
ey
d
o
n
o
t
en
g
a
g
e
s
tu
d
en
ts
in
d
ee
p
er
an
d
m
o
r
e
cr
itical
f
o
r
m
s
o
f
th
in
k
in
g
[
2
]
,
[
2
3
]
.
T
h
e
p
h
il
o
s
o
p
h
y
o
f
u
p
d
ated
ed
u
ca
tio
n
aim
s
to
m
o
v
e
s
tu
d
en
ts
b
ey
o
n
d
th
e
in
itial
s
tag
es.
T
h
is
m
o
d
er
n
ap
p
r
o
ac
h
also
en
co
u
r
ag
es
s
tu
d
en
ts
to
r
ea
ch
h
ig
h
er
lev
els
o
f
B
lo
o
m
’
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
E
ffective
n
ess
o
f a
n
a
u
th
o
r
’
s
p
r
o
g
r
a
m
fo
r
p
s
yc
h
o
p
e
d
a
g
o
g
ica
l
s
u
p
p
o
r
t in
th
e
…
(
A
n
a
r
P
o
p
a
n
d
o
p
u
lo
)
1185
T
ax
o
n
o
m
y
[
2
]
.
T
h
ese
lev
els
co
n
s
is
t
o
f
“
ap
p
licatio
n
,
”
wh
er
e
s
tu
d
en
ts
ap
p
ly
k
n
o
wled
g
e
in
n
ew
co
n
tex
ts
;
“
an
aly
s
is
,
”
wh
ich
en
tails
d
is
s
ec
tin
g
in
f
o
r
m
atio
n
to
g
r
asp
its
s
tr
u
ctu
r
e;
“
s
y
n
th
esis
,
”
wh
er
e
s
tu
d
en
ts
co
m
b
in
e
v
ar
io
u
s
elem
en
ts
to
c
r
ea
te
s
o
m
eth
in
g
n
ew;
a
n
d
“
e
v
alu
atio
n
,
”
th
e
h
i
g
h
est
lev
el,
wh
er
e
s
tu
d
en
ts
ass
es
s
an
d
m
ak
e
ju
d
g
m
en
ts
b
ased
o
n
estab
lis
h
ed
cr
iter
ia
an
d
s
tan
d
ar
d
s
[2
4
]
.
C
u
r
r
en
tly
,
in
Kaz
ak
h
s
tan
,
u
p
d
ated
ed
u
ca
tio
n
r
ep
r
esen
ts
a
co
m
p
r
eh
en
s
iv
e
o
v
er
h
au
l
o
f
th
e
ed
u
ca
tio
n
m
o
d
el,
i
n
v
o
lv
i
n
g
a
r
e
v
is
io
n
o
f
its
s
tr
u
ctu
r
e
,
co
n
ten
t,
ed
u
ca
tio
n
al
an
d
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es,
as
well
as
teac
h
in
g
an
d
ass
ess
m
en
t
m
eth
o
d
s
[
2
]
.
W
ith
in
th
e
s
co
p
e
o
f
ed
u
ca
tio
n
al
r
e
f
o
r
m
,
t
h
e
em
p
h
asis
is
p
lace
d
o
n
cr
ea
tin
g
a
c
o
llab
o
r
ativ
e
an
d
d
i
f
f
er
en
tiated
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
s
tim
u
lates
p
er
s
o
n
al
d
e
v
elo
p
m
en
t
an
d
t
h
e
im
p
lem
en
tatio
n
o
f
p
ed
ag
o
g
ic
al
in
n
o
v
atio
n
s
.
T
h
ese
in
n
o
v
at
io
n
s
ar
e
aim
ed
at
en
h
an
cin
g
s
tu
d
en
t
m
o
tiv
atio
n
an
d
tr
an
s
f
o
r
m
in
g
s
ch
o
o
ls
in
to
p
lace
s
o
f
SMART
ed
u
ca
tio
n
,
wh
er
e
b
o
th
ac
tiv
e
lear
n
in
g
a
n
d
th
e
d
ev
elo
p
m
en
t
o
f
m
o
r
al
-
s
p
ir
itu
al
q
u
alities
ar
e
ess
en
tial
[
2
]
,
[
2
5
]
.
Fu
r
th
er
m
o
r
e
,
co
llab
o
r
ativ
e
lea
r
n
in
g
is
an
o
th
er
co
r
n
er
s
to
n
e
o
f
th
e
u
p
d
ated
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
,
as
with
in
th
is
s
ettin
g
,
s
tu
d
en
ts
wo
r
k
to
g
eth
er
to
s
o
lv
e
p
r
o
b
lem
s
,
s
h
ar
e
id
ea
s
,
an
d
en
g
ag
e
in
m
ea
n
in
g
f
u
l
d
is
cu
s
s
io
n
s
,
r
ec
eiv
in
g
f
ee
d
b
ac
k
f
r
o
m
teac
h
er
s
[2
6
]
.
C
o
llab
o
r
atio
n
n
o
t
o
n
ly
f
o
s
ter
s
m
etac
o
g
n
itio
n
b
y
en
co
u
r
a
g
in
g
s
tu
d
en
ts
to
ar
tic
u
late
th
eir
t
h
o
u
g
h
ts
an
d
r
ea
s
o
n
in
g
b
u
t
also
co
n
tr
ib
u
tes
to
th
e
d
ev
el
o
p
m
en
t
o
f
s
o
cial
an
d
co
m
m
u
n
icativ
e
s
k
ills
cr
u
cial
in
th
e
c
o
n
tem
p
o
r
ar
y
wo
r
l
d
[2
7
]
.
Dif
f
er
en
tiate
d
in
s
tr
u
ctio
n
is
an
ess
en
tial
elem
en
t
o
f
m
o
d
er
n
ed
u
ca
tio
n
,
r
ec
o
g
n
izin
g
th
at
s
t
u
d
en
ts
h
a
v
e
v
a
r
y
in
g
lear
n
in
g
n
ee
d
s
an
d
ab
ilit
ies.
T
h
is
ap
p
r
o
ac
h
e
m
p
h
asizes
th
e
n
ec
ess
ity
o
f
tailo
r
in
g
teac
h
in
g
m
eth
o
d
s
to
ad
d
r
ess
th
e
s
p
e
cif
ic
n
ee
d
s
o
f
ea
c
h
in
d
iv
id
u
al
lear
n
e
r
[2
8
]
.
W
h
en
it c
o
m
es to
m
etac
o
g
n
itio
n
,
it is
cr
u
cial
to
u
n
d
er
s
tan
d
h
o
w
d
i
f
f
er
en
tiatio
n
ca
n
b
e
ap
p
lied
to
s
u
p
p
o
r
t t
h
e
d
ev
el
o
p
m
en
t o
f
m
etac
o
g
n
itiv
e
a
b
ilit
ies in
a
h
eter
o
g
e
n
eo
u
s
class
[
29
]
.
Am
o
n
g
o
th
e
r
th
in
g
s
,
in
ter
d
is
cip
lin
ar
y
co
n
n
ec
tio
n
s
r
ep
r
esen
t
an
o
th
er
d
im
e
n
s
io
n
o
f
u
p
d
ated
ed
u
ca
tio
n
in
Kaz
ak
h
s
tan
[
2
]
.
R
ec
o
g
n
izin
g
th
at
r
ea
l
-
wo
r
l
d
p
r
o
b
lem
s
o
f
ten
r
eq
u
ir
e
an
in
ter
d
is
cip
lin
ar
y
ap
p
r
o
ac
h
,
th
is
ed
u
ca
tio
n
al
m
o
d
el
en
co
u
r
ag
es
s
tu
d
en
ts
to
ex
p
lo
r
e
co
n
n
ec
tio
n
s
b
etwe
en
d
if
f
er
e
n
t
s
u
b
jects,
ap
p
ly
th
eir
k
n
o
wled
g
e
c
o
m
p
r
e
h
en
s
iv
ely
,
n
av
ig
ate
th
e
co
m
p
lex
ities
o
f
m
u
ltip
le
d
is
cip
lin
es,
estab
lis
h
lin
k
s
b
etwe
en
th
em
,
an
d
th
in
k
c
r
itically
ab
o
u
t
h
o
w
th
eir
k
n
o
wled
g
e
ca
n
b
e
a
p
p
lied
in
v
ar
io
u
s
co
n
tex
ts
[3
0
]
.
Ad
d
itio
n
ally
,
in
th
e
er
a
o
f
I
C
T
,
th
e
ef
f
ec
tiv
e
u
s
e
o
f
d
ig
ital
to
o
ls
is
a
f
u
n
d
am
en
tal
s
k
ill.
T
h
er
ef
o
r
e,
with
in
th
e
f
r
am
ewo
r
k
o
f
u
p
d
ated
e
d
u
ca
tio
n
,
th
ey
b
ec
o
m
e
n
o
t ju
s
t a
cc
ess
o
r
ies b
u
t a
n
in
teg
r
al
p
ar
t
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
[
3
]
.
Mo
r
eo
v
er
,
th
e
d
ialo
g
u
e
b
et
wee
n
teac
h
er
s
a
n
d
s
tu
d
en
ts
,
as
well
as
an
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
eir
in
d
iv
id
u
al
n
ee
d
s
,
ar
e
o
f
p
ar
t
icu
lar
im
p
o
r
tan
ce
f
o
r
e
f
f
ec
tiv
e
p
ed
a
g
o
g
ical
s
u
p
p
o
r
t.
T
h
is
b
eg
in
s
with
h
o
w
teac
h
er
s
ca
n
en
g
a
g
e
in
s
u
b
s
tan
tiv
e
d
ialo
g
u
e
with
s
tu
d
en
ts
t
o
u
n
d
er
s
tan
d
th
in
k
in
g
p
r
o
ce
s
s
es
an
d
g
u
id
e
th
em
to
war
d
m
o
r
e
ef
f
ec
tiv
e
s
tr
ateg
i
es.
I
t
also
in
v
o
lv
es
h
o
w
ed
u
ca
to
r
s
ca
n
tailo
r
th
eir
s
u
p
p
o
r
t
to
ad
d
r
ess
p
ar
ticu
lar
m
etac
o
g
n
itiv
e
n
ee
d
s
[3
1
]
.
T
h
e
s
e
f
ac
to
r
s
cr
ea
te
av
en
u
es
f
o
r
r
esear
ch
,
co
llab
o
r
atio
n
,
an
d
ac
ce
s
s
to
in
f
o
r
m
atio
n
r
elate
d
to
m
etac
o
g
n
itiv
e
d
ev
el
o
p
m
en
t,
lead
in
g
to
th
e
q
u
esti
o
n
o
f
h
o
w
a
p
s
y
ch
o
-
p
e
d
ag
o
g
ic
al
s
u
p
p
o
r
t
p
r
o
g
r
am
ca
n
lev
er
ag
e
m
o
d
e
r
n
ed
u
ca
tio
n
al
p
ar
ad
ig
m
s
to
im
p
r
o
v
e
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
s
k
ills
.
2
.
1
.
P
r
o
blem
s
t
a
t
e
m
ent
T
h
e
aim
o
f
th
is
r
esear
ch
is
to
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
a
cu
s
to
m
-
d
esig
n
ed
p
s
y
ch
o
-
p
ed
ag
o
g
ical
s
u
p
p
o
r
t
p
r
o
g
r
am
in
en
h
an
ci
n
g
m
etac
o
g
n
itiv
e
ab
ilit
ies
am
o
n
g
s
ch
o
o
l
s
tu
d
en
ts
with
in
th
e
f
r
am
ewo
r
k
o
f
u
p
d
ated
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
aim
s
to
id
en
tif
y
h
o
w
th
is
p
r
o
g
r
am
ca
n
co
n
tr
ib
u
te
to
im
p
r
o
v
in
g
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
an
d
p
r
o
m
o
tin
g
d
ee
p
e
r
an
d
m
o
r
e
c
o
n
s
cio
u
s
en
g
ag
em
en
t
o
f
s
tu
d
en
ts
in
ed
u
ca
ti
o
n
al
ac
tiv
ities
.
T
h
e
s
cien
tific
s
ig
n
if
ican
ce
o
f
th
is
ar
ticle
lies
in
p
r
o
v
id
in
g
em
p
ir
ically
v
alid
ated
d
ata
o
n
th
e
im
p
ac
t
o
f
th
e
au
th
o
r
-
d
esig
n
ed
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
s
u
p
p
o
r
t
p
r
o
g
r
am
o
n
t
h
e
d
ev
el
o
p
m
en
t
o
f
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
ab
ilit
ies.
T
h
e
ar
ticle
ex
p
an
d
s
th
e
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
in
n
o
v
ativ
e
ed
u
c
atio
n
al
ap
p
r
o
ac
h
es
ca
n
b
e
ef
f
ec
tiv
ely
in
teg
r
ated
in
to
s
ch
o
o
l
lear
n
in
g
with
in
th
e
f
r
am
ewo
r
k
o
f
t
h
e
m
o
d
er
n
r
eq
u
ir
em
en
ts
o
f
u
p
d
ated
ed
u
ca
tio
n
.
I
t
also
o
f
f
er
s
v
alu
ab
le
r
ec
o
m
m
en
d
atio
n
s
f
o
r
teac
h
er
s
an
d
e
d
u
ca
tio
n
al
in
s
ti
tu
tio
n
s
o
n
h
o
w
to
en
h
an
ce
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
es
an
d
co
n
t
r
ib
u
te
to
th
e
h
o
lis
tic
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
e
n
ts
.
T
h
e
r
esear
ch
task
s
f
o
r
m
u
lated
d
u
r
in
g
th
e
s
tu
d
y
ar
e:
i)
B
y
co
m
p
ar
in
g
th
e
in
d
icato
r
s
o
f
co
n
tr
o
l
an
d
in
ter
v
en
tio
n
g
r
o
u
p
s
,
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
au
th
o
r
-
d
esig
n
ed
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
s
u
p
p
o
r
t
p
r
o
g
r
am
f
o
r
th
e
d
e
v
elo
p
m
en
t
o
f
m
etac
o
g
n
itiv
e
ab
ilit
ies
in
s
ch
o
o
l
s
tu
d
en
ts
with
in
th
e
co
n
tex
t
o
f
u
p
d
ated
ed
u
ca
tio
n
,
co
m
p
ar
in
g
p
r
e
-
test
s
an
d
p
o
s
t
-
test
s
;
ii)
E
s
tab
lis
h
th
e
r
eliab
ilit
y
o
f
d
if
f
e
r
en
ce
s
in
t
h
e
o
b
tain
ed
r
esu
lts
f
o
r
th
e
in
tr
a
-
g
r
o
u
p
in
d
icato
r
s
o
f
co
n
tr
o
l
an
d
in
ter
v
en
tio
n
g
r
o
u
p
s
to
co
n
f
ir
m
o
r
r
e
f
u
te
d
i
f
f
er
en
ce
s
b
etwe
en
p
o
s
t
-
test
s
a
n
d
p
r
e
-
test
s
;
an
d
iii)
Dete
r
m
in
e
th
e
r
eliab
ilit
y
o
f
d
if
f
er
en
ce
s
b
etwe
en
p
r
e
-
test
s
an
d
p
o
s
t
-
test
s
to
id
en
tify
t
h
e
d
y
n
am
ics
o
f
i
n
d
icato
r
s
i
n
th
e
co
n
tr
o
l
an
d
in
ter
v
en
tio
n
g
r
o
u
p
s
.
3.
M
E
T
H
O
D
Fo
r
th
is
r
esear
ch
,
an
a
u
th
o
r
-
d
esig
n
ed
p
s
y
ch
o
-
p
ed
a
g
o
g
ical
s
u
p
p
o
r
t
p
r
o
g
r
am
f
o
r
s
ch
o
o
l
s
tu
d
en
ts
was
d
ev
elo
p
e
d
to
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
e
n
t
o
f
m
etac
o
g
n
itiv
e
ab
ilit
ies
in
th
e
co
n
tex
t
o
f
Kaz
ak
h
s
tan
’
s
u
p
d
ate
d
ed
u
ca
tio
n
.
T
h
e
p
r
o
g
r
am
’
s
c
r
e
atio
n
in
v
o
lv
ed
a
m
u
lti
-
s
tag
e
ap
p
r
o
ac
h
.
T
h
e
m
eth
o
d
o
lo
g
y
o
f
th
e
p
r
esen
t
s
tu
d
y
was
b
ased
o
n
a
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
to
th
e
d
ev
elo
p
m
en
t
an
d
a
n
aly
s
is
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
1
8
3
-
1
1
9
5
1186
p
ed
ag
o
g
ical
p
r
o
g
r
am
.
I
ts
d
ev
elo
p
m
en
t
co
m
m
en
ce
d
with
a
th
o
r
o
u
g
h
a
n
aly
s
is
o
f
n
ee
d
s
an
d
a
p
r
elim
in
a
r
y
r
ev
iew
o
f
e
x
is
tin
g
m
eth
o
d
o
l
o
g
ies,
th
er
eb
y
f
ac
ilit
atin
g
th
e
f
o
r
m
u
latio
n
o
f
clea
r
e
d
u
c
atio
n
al
g
o
als
an
d
o
b
jectiv
es.
B
u
ild
in
g
u
p
o
n
t
h
ese
d
ata,
th
e
co
n
ten
t
o
f
in
s
tr
u
ctio
n
al
m
o
d
u
les
an
d
m
eth
o
d
s
o
f
th
eir
im
p
lem
en
tatio
n
wer
e
d
elin
ea
t
ed
.
T
o
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
g
r
am
,
a
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
was
s
elec
ted
,
en
co
m
p
ass
in
g
p
r
e
-
an
d
p
o
s
t
-
test
in
g
in
v
o
lv
in
g
b
o
th
co
n
tr
o
l
a
n
d
ex
p
er
im
en
tal
g
r
o
u
p
s
.
Data
wer
e
g
ath
er
ed
u
s
in
g
s
tan
d
ar
d
ized
test
s
an
d
q
u
esti
o
n
n
air
es,
an
d
th
eir
an
aly
s
is
wa
s
ca
r
r
ied
o
u
t
u
s
in
g
s
tatis
tical
m
eth
o
d
s
to
en
s
u
r
e
a
r
eliab
le
ev
alu
atio
n
o
f
ch
an
g
es
in
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
a
b
ilit
ies
r
esu
ltin
g
f
r
o
m
th
e
in
ter
v
en
tio
n
.
All
m
eth
o
d
o
l
o
g
ical
d
ec
is
io
n
s
m
ad
e
d
u
r
in
g
t
h
e
r
esear
ch
wer
e
b
ased
o
n
cu
r
r
en
t
th
e
o
r
etica
l
f
r
am
ewo
r
k
s
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
an
d
m
etac
o
g
n
itiv
e
s
tu
d
ies.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
s
u
p
p
o
r
ted
th
e
cr
ea
tio
n
o
f
a
well
-
f
o
u
n
d
ed
an
d
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
p
r
o
g
r
am
b
u
t
also
allo
wed
f
o
r
th
e
m
ea
s
u
r
em
en
t
o
f
its
im
p
ac
t
o
n
th
e
lear
n
in
g
p
r
o
ce
s
s
.
I
n
th
e
p
lan
n
in
g
p
h
ase,
th
e
p
r
o
g
r
a
m
'
s
p
r
im
ar
y
g
o
als
an
d
o
b
jectiv
es
wer
e
estab
lis
h
ed
,
with
a
f
o
c
u
s
o
n
f
o
s
ter
in
g
th
e
d
ev
elo
p
m
en
t
o
f
m
etac
o
g
n
itiv
e
s
k
ills
,
s
u
ch
as
t
h
e
ab
ilit
y
to
an
aly
ze
,
p
lan
,
an
d
ev
alu
ate
o
n
e'
s
o
wn
lear
n
in
g
ac
tiv
ities
.
I
n
th
e
p
r
o
ce
s
s
o
f
p
r
o
g
r
am
d
ev
elo
p
m
en
t,
i
n
s
tr
u
ctio
n
al
m
o
d
u
les
wer
e
cr
ea
ted
,
em
p
h
asizin
g
ac
tiv
e
lear
n
in
g
th
r
o
u
g
h
g
r
o
u
p
p
r
o
je
cts,
in
d
iv
id
u
al
ass
ig
n
m
en
ts
,
an
d
th
e
in
te
g
r
atio
n
o
f
in
ter
a
ctiv
e
tech
n
o
lo
g
ies.
B
ef
o
r
e
its
im
p
lem
en
tatio
n
in
t
h
is
r
esear
ch
,
th
e
p
r
o
g
r
a
m
u
n
d
er
wen
t
test
in
g
an
d
v
e
r
if
icatio
n
.
Pre
lim
in
ar
y
tr
ials
in
s
ch
o
o
ls
allo
wed
f
o
r
p
ar
tici
p
an
t
f
ee
d
b
ac
k
co
llectio
n
an
d
s
u
b
s
eq
u
en
t
ad
ju
s
tm
en
ts
f
o
r
i
m
p
r
o
v
e
m
en
t.
Af
ter
co
m
p
letin
g
th
e
test
in
g
a
n
d
r
ef
in
em
en
t
s
tag
e,
t
h
e
p
r
o
g
r
am
w
as
in
tr
o
d
u
ce
d
in
to
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
with
a
cr
u
cial
asp
ec
t b
ein
g
t
h
e
tr
ain
in
g
o
f
teac
h
e
r
s
r
esp
o
n
s
ib
le
f
o
r
i
m
p
lem
en
tin
g
t
h
e
p
r
o
g
r
am
in
p
r
ac
tice.
A
s
er
ies
o
f
tr
ain
in
g
s
ess
io
n
s
an
d
s
em
in
ar
s
wer
e
o
r
g
an
ized
to
f
am
iliar
ize
teac
h
e
r
s
with
th
e
m
eth
o
d
s
an
d
ap
p
r
o
ac
h
es
o
f
t
h
e
p
r
o
g
r
a
m
an
d
t
o
d
e
v
elo
p
p
r
ac
tical
s
k
ills
f
o
r
wo
r
k
in
g
with
s
tu
d
en
ts
.
Ultim
ately
,
th
e
p
r
o
g
r
a
m
aim
ed
to
e
n
h
an
ce
m
etac
o
g
n
itiv
e
ab
ilit
ies
b
y
p
r
o
m
o
tin
g
ac
tiv
e
s
tu
d
en
t
p
ar
ticip
atio
n
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
im
p
r
o
v
in
g
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
.
I
t
p
r
o
v
i
d
ed
s
tu
d
en
ts
with
th
e
n
ec
ess
ar
y
to
o
ls
f
o
r
b
etter
u
n
d
e
r
s
tan
d
in
g
an
d
m
a
n
ag
in
g
t
h
eir
lear
n
in
g
p
r
o
ce
s
s
es
an
d
s
tr
ateg
ies,
a
cr
u
cial
f
ac
to
r
f
o
r
s
u
cc
ess
f
u
l
ed
u
ca
tio
n
.
I
n
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
,
a
d
ev
elo
p
e
d
p
s
y
ch
o
-
p
ed
a
g
o
g
ical
p
r
o
g
r
am
was
im
p
lem
en
ted
,
co
m
p
r
is
in
g
a
s
er
ies
o
f
in
ter
ac
tiv
e
ex
er
cises
an
d
task
s
aim
e
d
at
f
o
s
ter
in
g
m
etac
o
g
n
itiv
e
s
k
ills
.
I
n
s
tr
u
ctio
n
al
ac
tiv
ities
wer
e
o
r
g
an
ized
th
r
o
u
g
h
m
o
d
if
ied
teac
h
in
g
s
e
s
s
io
n
s
,
wh
er
ein
s
tu
d
en
ts
ac
t
iv
ely
ap
p
lied
s
elf
-
ass
es
s
m
en
t
an
d
s
elf
-
r
eg
u
latio
n
tech
n
iq
u
es,
s
u
p
p
o
r
ted
b
y
r
eg
u
lar
m
o
n
ito
r
in
g
a
n
d
f
ee
d
b
ac
k
f
r
o
m
teac
h
e
r
s
.
Du
e
to
tex
t
lim
itatio
n
s
an
d
co
p
y
r
ig
h
t
co
n
s
tr
ain
ts
th
at
p
r
o
h
ib
it
p
r
o
v
id
in
g
ex
ten
s
iv
e
m
ater
ials
,
a
d
escr
ip
tio
n
o
f
th
e
p
r
o
g
r
a
m
is
p
r
esen
ted
in
T
ab
le
1
.
E
ac
h
o
f
th
ese
elem
e
n
ts
was
in
co
r
p
o
r
ated
in
to
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
to
estab
lis
h
a
c
o
m
p
r
eh
en
s
iv
e
an
d
ef
f
ec
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
s
tim
u
lates
th
e
d
ev
elo
p
m
e
n
t
o
f
m
etac
o
g
n
iti
v
e
ab
ilit
ies
am
o
n
g
s
tu
d
en
ts
,
as
well
as
f
o
s
ter
in
g
th
eir
ac
a
d
em
ic,
p
er
s
o
n
al,
an
d
s
p
ir
itu
al
g
r
o
wth
.
T
h
e
in
teg
r
atio
n
f
o
llo
wed
a
p
r
o
to
co
l
an
d
th
e
p
r
o
g
r
am
its
elf
,
en
co
m
p
ass
in
g
all
asp
ec
ts
.
T
h
e
p
r
im
ar
y
to
o
l
f
o
r
ass
es
s
in
g
th
e
p
r
o
g
r
a
m
'
s
ef
f
ec
tiv
en
ess
was
th
e
s
p
ec
i
ally
d
esig
n
ed
m
etac
o
g
n
itiv
e
ab
ilit
ies
ass
ess
m
en
t
q
u
esti
o
n
n
air
e
(
MA
AQ)
,
co
m
p
r
is
in
g
f
i
v
e
s
u
b
s
ca
les:
−
Self
-
awa
r
en
ess
:
u
n
d
er
s
tan
d
in
g
o
n
e'
s
s
tr
en
g
th
s
an
d
wea
k
n
e
s
s
es
in
lear
n
in
g
,
an
d
awa
r
en
e
s
s
o
f
p
r
ef
er
r
ed
lear
n
in
g
s
ty
les an
d
s
tr
ateg
ies.
−
Self
-
r
eg
u
latio
n
:
t
h
e
ab
ilit
y
to
s
et
lear
n
in
g
g
o
als,
p
lan
an
d
o
r
g
an
ize
th
e
lear
n
in
g
p
r
o
ce
s
s
,
as
well
a
s
co
n
tr
o
l a
n
d
ad
ju
s
t it
ac
co
r
d
in
g
to
task
s
an
d
r
eq
u
ir
em
en
ts
.
−
C
r
itical
th
in
k
in
g
:
t
h
e
ab
ilit
y
to
an
aly
ze
in
f
o
r
m
atio
n
,
d
is
tin
g
u
is
h
f
ac
ts
f
r
o
m
o
p
i
n
io
n
s
,
an
d
ev
alu
ate
ar
g
u
m
en
ts
an
d
ev
id
e
n
ce
.
−
Dec
is
io
n
-
m
ak
in
g
:
t
h
e
a
b
ilit
y
to
ch
o
o
s
e
o
p
tim
al
s
tr
ateg
ies an
d
s
o
lu
tio
n
s
in
v
a
r
io
u
s
lear
n
in
g
s
itu
atio
n
s
.
−
Pro
b
lem
-
s
o
lv
in
g
:
u
tili
zin
g
lo
g
ical
th
in
k
in
g
to
f
in
d
s
o
lu
tio
n
s
to
co
m
p
lex
p
r
o
b
lem
s
,
as
well
as
ad
ap
tin
g
t
o
n
ew
an
d
ch
an
g
in
g
co
n
d
itio
n
s
.
T
h
e
m
etac
o
g
n
itiv
e
ab
ilit
ies
q
u
esti
o
n
n
air
e
tex
t
is
p
r
esen
ted
,
wh
ich
was
ad
m
in
is
ter
ed
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
wh
er
e
1
=stro
n
g
l
y
d
is
ag
r
ee
,
an
d
5
=stro
n
g
ly
a
g
r
ee
,
as
p
r
esen
ted
in
T
ab
le
2
.
T
h
e
d
ev
elo
p
m
en
t,
p
r
ep
ar
atio
n
,
p
ilo
t
test
in
g
,
an
d
v
alid
atio
n
p
r
o
ce
s
s
o
f
th
e
q
u
esti
o
n
n
air
e
to
ass
ess
th
e
m
etac
o
g
n
itiv
e
ab
ilit
ies
o
f
m
id
d
le
s
ch
o
o
l
s
tu
d
en
ts
was
a
m
u
lti
-
s
tag
e
u
n
d
er
tak
i
n
g
in
v
o
lv
in
g
s
ev
er
al
k
ey
p
h
ases
.
T
h
e
in
itial
d
ev
elo
p
m
en
t
s
tag
e
en
co
m
p
ass
ed
th
e
f
o
r
m
u
latio
n
o
f
t
h
e
co
n
ce
p
tu
al
b
a
s
is
o
f
th
e
q
u
esti
o
n
n
air
e,
e
n
t
ailin
g
a
r
ev
iew
o
f
s
cien
tific
liter
atu
r
e
o
n
m
etac
o
g
n
itiv
e
ab
ilit
ies
an
d
ed
u
ca
ti
o
n
al
p
s
y
ch
o
lo
g
y
.
B
ased
o
n
t
h
e
g
ath
er
ed
d
ata,
f
iv
e
k
ey
s
u
b
s
ca
les
wer
e
id
en
tifie
d
,
an
d
s
tatem
en
ts
r
ef
lectin
g
v
ar
io
u
s
asp
ec
ts
o
f
m
etac
o
g
n
itiv
e
ab
ilit
ies
wer
e
d
ev
is
ed
f
o
r
ea
ch
s
u
b
s
ca
le.
Af
t
er
d
ev
elo
p
in
g
th
e
in
itial
v
er
s
io
n
o
f
th
e
q
u
esti
o
n
n
ai
r
e,
it
was
s
u
b
jecte
d
to
ex
p
e
r
t
ev
alu
atio
n
,
w
h
er
e
s
p
ec
ialis
ts
in
p
s
y
ch
o
lo
g
y
an
d
ed
u
ca
tio
n
r
ev
iewe
d
its
co
n
ten
t
to
en
s
u
r
e
alig
n
m
en
t
with
th
e
r
esear
ch
o
b
jectiv
es.
T
h
e
f
ee
d
b
ac
k
an
d
s
u
g
g
esti
o
n
s
p
r
o
v
id
ed
wer
e
u
s
ed
to
r
ef
i
n
e
an
d
clar
if
y
th
e
s
tatem
en
ts
.
Fo
llo
win
g
th
is
,
th
e
q
u
esti
o
n
n
air
e
was
p
ilo
t
test
ed
with
a
g
r
o
u
p
o
f
m
i
d
d
le
s
ch
o
o
l
s
tu
d
en
ts
(
n
=2
0
)
.
T
h
is
test
in
g
aim
ed
to
ass
ess
th
e
clar
ity
an
d
r
elev
an
ce
o
f
s
tatem
en
ts
f
o
r
th
e
tar
g
et
au
d
ien
ce
,
an
d
f
ee
d
b
ac
k
was
co
llected
f
o
r
f
u
r
th
er
im
p
r
o
v
e
m
en
ts
.
T
o
ass
ess
th
e
q
u
esti
o
n
n
air
e'
s
v
alid
ity
,
a
f
ac
to
r
an
aly
s
is
wa
s
co
n
d
u
cted
,
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
E
ffective
n
ess
o
f a
n
a
u
th
o
r
’
s
p
r
o
g
r
a
m
fo
r
p
s
yc
h
o
p
e
d
a
g
o
g
ica
l
s
u
p
p
o
r
t in
th
e
…
(
A
n
a
r
P
o
p
a
n
d
o
p
u
lo
)
1187
an
d
its
r
eliab
ilit
y
was
s
u
b
s
ta
n
tiated
th
r
o
u
g
h
th
e
a
p
p
licatio
n
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
i
cien
t.
T
h
e
f
in
d
i
n
g
s
r
ev
ea
led
a
s
u
b
s
tan
tial
d
eg
r
ee
o
f
in
te
r
n
al
co
n
s
is
ten
cy
am
o
n
g
s
tatem
en
ts
with
in
ea
ch
s
u
b
s
ca
le,
with
co
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
0
.
8
5
to
0
.
9
1
.
T
h
r
o
u
g
h
th
ese
r
ig
o
r
o
u
s
p
r
o
ce
s
s
es,
a
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
ed
ca
p
ab
le
o
f
e
f
f
ec
tiv
ely
ass
ess
in
g
th
e
m
etac
o
g
n
itiv
e
ab
ilit
ies o
f
m
id
d
le
s
ch
o
o
l stu
d
en
ts
.
T
ab
le
1
.
Descr
ip
tio
n
o
f
th
e
au
t
h
o
r
’
s
p
r
o
g
r
a
m
f
o
r
p
s
y
ch
o
lo
g
ic
al
an
d
p
e
d
ag
o
g
ical
s
u
p
p
o
r
t o
f
s
ch
o
o
lch
ild
r
en
to
d
ev
elo
p
m
etac
o
g
n
itiv
e
a
b
ilit
ies
El
e
m
e
n
t
o
f
t
h
e
p
r
o
g
r
a
m
D
e
scri
p
t
i
o
n
M
e
t
h
o
d
s a
n
d
a
p
p
r
o
a
c
h
e
s
A
p
p
l
i
c
a
t
i
o
n
A
c
t
i
v
e
l
e
a
r
n
i
n
g
S
t
i
m
u
l
a
t
i
n
g
a
c
t
i
v
e
p
a
r
t
i
c
i
p
a
t
i
o
n
o
f
st
u
d
e
n
t
s
i
n
t
h
e
l
e
a
r
n
i
n
g
p
r
o
c
e
ss.
P
r
o
j
e
c
t
-
b
a
se
d
l
e
a
r
n
i
n
g
(
P
B
L)
,
r
o
l
e
-
p
l
a
y
i
n
g
:
u
t
i
l
i
z
i
n
g
i
n
t
e
r
a
c
t
i
v
e
e
d
u
c
a
t
i
o
n
a
l
p
l
a
t
f
o
r
ms
s
u
c
h
a
s
K
a
h
o
o
t
!
t
o
c
r
e
a
t
e
q
u
i
z
z
e
s
a
n
d
g
a
mi
f
i
e
d
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s.
A
p
p
l
y
i
n
g
t
h
e
P
B
L
p
l
a
t
f
o
r
m
f
o
r
t
h
e
d
e
v
e
l
o
p
me
n
t
a
n
d
i
mp
l
e
m
e
n
t
a
t
i
o
n
o
f
e
d
u
c
a
t
i
o
n
a
l
p
r
o
j
e
c
t
s.
Ex
e
c
u
t
i
n
g
p
r
o
j
e
c
t
s
t
o
so
l
v
e
r
e
a
l
-
w
o
r
l
d
p
r
o
b
l
e
ms,
a
n
d
c
o
n
d
u
c
t
i
n
g
e
d
u
c
a
t
i
o
n
a
l
r
o
l
e
-
p
l
a
y
i
n
g
g
a
mes
t
o
e
n
h
a
n
c
e
d
e
c
i
si
o
n
-
ma
k
i
n
g
s
k
i
l
l
s.
C
o
l
l
a
b
o
r
a
t
i
v
e
e
n
v
i
r
o
n
m
e
n
t
D
e
v
e
l
o
p
i
n
g
t
e
a
mw
o
r
k
sk
i
l
l
s.
G
r
o
u
p
d
i
s
c
u
ss
i
o
n
s
,
c
o
l
l
a
b
o
r
a
t
i
v
e
r
e
se
a
r
c
h
:
e
n
g
a
g
i
n
g
i
n
g
r
o
u
p
d
i
s
c
u
ssi
o
n
s
a
n
d
c
o
l
l
a
b
o
r
a
t
i
v
e
r
e
sea
r
c
h
.
U
si
n
g
G
o
o
g
l
e
C
l
a
ssr
o
o
m
a
n
d
M
i
c
r
o
so
f
t
T
e
a
ms
t
o
o
r
g
a
n
i
z
e
c
o
l
l
a
b
o
r
a
t
i
v
e
w
o
r
k
o
n
p
r
o
j
e
c
t
s
a
n
d
d
o
c
u
me
n
t
s.
O
r
g
a
n
i
z
i
n
g
d
i
sc
u
ssi
o
n
s
o
n
c
u
r
r
e
n
t
t
o
p
i
c
s,
a
n
d
g
r
o
u
p
sc
i
e
n
t
i
f
i
c
p
r
o
j
e
c
t
s
w
h
e
r
e
e
a
c
h
st
u
d
e
n
t
c
o
n
t
r
i
b
u
t
e
s
.
D
i
f
f
e
r
e
n
t
i
a
t
e
d
i
n
s
t
r
u
c
t
i
o
n
Th
e
i
n
d
i
v
i
d
u
a
l
i
z
e
d
a
p
p
r
o
a
c
h
t
o
t
e
a
c
h
i
n
g
.
I
n
d
i
v
i
d
u
a
l
a
ssi
g
n
me
n
t
s
,
a
d
a
p
t
i
v
e
t
e
c
h
n
o
l
o
g
i
e
s
:
a
ssi
g
n
i
n
g
i
n
d
i
v
i
d
u
a
l
t
a
sk
s
a
n
d
e
m
p
l
o
y
i
n
g
a
d
a
p
t
i
v
e
t
e
c
h
n
o
l
o
g
i
e
s.
A
p
p
l
y
i
n
g
a
d
a
p
t
i
v
e
e
d
u
c
a
t
i
o
n
a
l
p
l
a
t
f
o
r
ms
l
i
k
e
K
h
a
n
A
c
a
d
e
m
y
t
o
p
r
o
v
i
d
e
a
ssi
g
n
m
e
n
t
s
t
a
i
l
o
r
e
d
t
o
e
a
c
h
st
u
d
e
n
t
's
l
e
v
e
l
o
f
k
n
o
w
l
e
d
g
e
.
D
e
v
e
l
o
p
i
n
g
t
a
sk
s
w
i
t
h
d
i
f
f
e
r
e
n
t
l
e
v
e
l
s
o
f
c
o
m
p
l
e
x
i
t
y
,
e
m
p
l
o
y
i
n
g
a
d
a
p
t
i
v
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
g
r
a
ms
.
I
n
t
e
g
r
a
t
i
o
n
o
f
I
C
T
U
t
i
l
i
z
i
n
g
t
e
c
h
n
o
l
o
g
y
i
n
e
d
u
c
a
t
i
o
n
.
El
e
c
t
r
o
n
i
c
r
e
so
u
r
c
e
s,
e
d
u
c
a
t
i
o
n
a
l
p
r
o
g
r
a
ms:
i
n
c
o
r
p
o
r
a
t
i
n
g
e
d
u
c
a
t
i
o
n
a
l
a
p
p
l
i
c
a
t
i
o
n
s
l
i
k
e
D
u
o
l
i
n
g
o
f
o
r
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
a
n
d
Ti
n
k
e
r
c
a
d
f
o
r
b
a
s
i
c
3
D
m
o
d
e
l
i
n
g
e
d
u
c
a
t
i
o
n
.
I
mp
l
e
me
n
t
i
n
g
i
n
t
e
r
a
c
t
i
v
e
e
d
u
c
a
t
i
o
n
a
l
mat
e
r
i
a
l
s,
u
t
i
l
i
z
i
n
g
e
d
u
c
a
t
i
o
n
a
l
a
p
p
l
i
c
a
t
i
o
n
s
a
n
d
p
l
a
t
f
o
r
ms.
D
i
a
l
o
g
i
c
l
e
a
r
n
i
n
g
S
u
p
p
o
r
t
f
o
r
o
p
e
n
c
o
mm
u
n
i
c
a
t
i
o
n
.
D
e
b
a
t
e
s
,
r
o
u
n
d
t
a
b
l
e
s
:
e
n
g
a
g
i
n
g
i
n
d
e
b
a
t
e
s
a
n
d
r
o
u
n
d
t
a
b
l
e
d
i
sc
u
ss
i
o
n
s.
U
t
i
l
i
z
i
n
g
t
h
e
TED
-
E
d
p
l
a
t
f
o
r
m
f
o
r
d
i
sc
u
ss
i
n
g
a
n
d
a
n
a
l
y
z
i
n
g
i
d
e
a
s
p
r
e
se
n
t
e
d
i
n
e
d
u
c
a
t
i
o
n
a
l
v
i
d
e
o
s
.
F
a
c
i
l
i
t
a
t
i
n
g
d
e
b
a
t
e
s
o
n
c
o
n
t
r
o
v
e
r
si
a
l
i
ssu
e
s,
a
n
d
c
o
n
d
u
c
t
i
n
g
r
o
u
n
d
t
a
b
l
e
d
i
s
c
u
ss
i
o
n
s
w
i
t
h
e
x
p
e
r
t
s
a
n
d
s
t
u
d
e
n
t
s.
D
e
v
e
l
o
p
m
e
n
t
o
f
m
o
r
a
l
a
n
d
sp
i
r
i
t
u
a
l
q
u
a
l
i
t
i
e
s
F
o
st
e
r
i
n
g
v
a
l
u
e
s
a
n
d
p
e
r
s
o
n
a
l
q
u
a
l
i
t
i
e
s.
M
o
r
a
l
i
t
y
a
n
d
e
t
h
i
c
s
l
e
ss
o
n
s,
e
x
t
r
a
c
u
r
r
i
c
u
l
a
r
a
c
t
i
v
i
t
i
e
s
:
i
mp
l
e
m
e
n
t
i
n
g
r
e
s
o
u
r
c
e
s
su
c
h
a
s
c
h
a
r
a
c
t
e
r
.
o
r
g
f
o
r
d
e
v
e
l
o
p
i
n
g
l
e
ss
o
n
s
a
n
d
a
c
t
i
v
i
t
i
e
s
a
i
me
d
a
t
c
h
a
r
a
c
t
e
r
e
d
u
c
a
t
i
o
n
a
n
d
m
o
r
a
l
v
a
l
u
e
s.
C
o
n
d
u
c
t
i
n
g
t
h
e
ma
t
i
c
sess
i
o
n
s
o
n
e
t
h
i
c
s
,
a
n
d
o
r
g
a
n
i
z
i
n
g
s
o
c
i
a
l
l
y
si
g
n
i
f
i
c
a
n
t
e
v
e
n
t
s a
n
d
p
r
o
j
e
c
t
s.
F
o
r
mat
i
v
e
a
ssessm
e
n
t
A
ssessme
n
t
o
f
st
u
d
e
n
t
p
r
o
g
r
e
ss.
P
o
r
t
f
o
l
i
o
s,
sel
f
-
a
s
sessm
e
n
t
:
u
s
i
n
g
t
h
e
S
e
e
saw
p
l
a
t
f
o
r
m
f
o
r
c
r
e
a
t
i
n
g
s
t
u
d
e
n
t
p
o
r
t
f
o
l
i
o
s,
i
n
c
l
u
d
i
n
g
t
h
e
i
r
w
o
r
k
s
,
r
e
f
l
e
c
t
i
o
n
s
,
a
n
d
a
ssessm
e
n
t
s
.
M
a
i
n
t
a
i
n
i
n
g
p
o
r
t
f
o
l
i
o
s
b
y
st
u
d
e
n
t
s
t
o
t
r
a
c
k
t
h
e
i
r
a
c
h
i
e
v
e
m
e
n
t
s,
e
n
a
b
l
i
n
g
sel
f
-
a
sse
ssm
e
n
t
o
f
p
r
o
g
r
e
ss
.
S
p
i
r
a
l
l
e
a
r
n
i
n
g
G
r
a
d
u
a
l
d
e
e
p
e
n
i
n
g
o
f
k
n
o
w
l
e
d
g
e
.
M
o
d
u
l
a
r
l
e
a
r
n
i
n
g
,
s
u
b
j
e
c
t
i
n
t
e
g
r
a
t
i
o
n
:
u
t
i
l
i
z
i
n
g
l
e
a
r
n
i
n
g
p
r
o
g
r
a
m
s
l
i
k
e
E
d
m
o
d
o
f
o
r
o
r
g
a
n
i
z
i
n
g
mo
d
u
l
a
r
l
e
a
r
n
i
n
g
,
a
l
l
o
w
s
s
t
u
d
e
n
t
s
t
o
p
r
o
g
r
e
ss
i
v
e
l
y
d
e
e
p
e
n
a
n
d
e
x
p
a
n
d
t
h
e
i
r
k
n
o
w
l
e
d
g
e
.
B
u
i
l
d
i
n
g
t
h
e
c
u
r
r
i
c
u
l
u
m
i
n
a
w
a
y
t
h
a
t
k
n
o
w
l
e
d
g
e
d
e
e
p
e
n
s
a
n
d
e
x
p
a
n
d
s
w
i
t
h
e
a
c
h
l
e
a
r
n
i
n
g
m
o
d
u
l
e
.
C
r
o
ss
-
c
u
t
t
i
n
g
t
h
e
mes
C
r
e
a
t
i
n
g
i
n
t
e
r
d
i
sc
i
p
l
i
n
a
r
y
c
o
n
n
e
c
t
i
o
n
s.
Th
e
m
a
t
i
c
p
r
o
j
e
c
t
s,
i
n
t
e
r
d
i
s
c
i
p
l
i
n
a
r
y
l
e
sso
n
s
:
u
t
i
l
i
z
i
n
g
i
n
t
e
r
d
i
sc
i
p
l
i
n
a
r
y
e
d
u
c
a
t
i
o
n
a
l
p
l
a
t
f
o
r
ms,
su
c
h
a
s
d
i
s
c
o
v
e
r
y
e
d
u
c
a
t
i
o
n
,
f
o
r
c
r
e
a
t
i
n
g
i
n
t
e
g
r
a
t
e
d
e
d
u
c
a
t
i
o
n
a
l
p
r
o
j
e
c
t
s
a
n
d
l
e
ss
o
n
s.
I
n
t
e
g
r
a
t
i
n
g
d
i
f
f
e
r
e
n
t
s
u
b
j
e
c
t
s
t
h
r
o
u
g
h
c
o
mm
o
n
t
h
e
m
e
s
a
n
d
p
r
o
j
e
c
t
s
c
o
n
t
r
i
b
u
t
e
s
t
o
t
h
e
c
o
mp
r
e
h
e
n
s
i
v
e
d
e
v
e
l
o
p
me
n
t
o
f
st
u
d
e
n
t
s
.
3
.1
.
P
a
rt
icipa
nts
Stu
d
en
ts
f
r
o
m
o
n
e
o
f
th
e
s
ch
o
o
ls
in
Kaz
ak
h
s
tan
,
wh
ich
h
ad
im
p
lem
en
ted
u
p
d
ated
teac
h
in
g
m
eth
o
d
s
an
d
ex
p
r
ess
ed
r
ea
d
in
ess
to
in
co
r
p
o
r
ate
th
e
au
th
o
r
'
s
p
r
o
g
r
a
m
with
in
its
p
r
em
is
es,
p
ar
ticip
ated
in
th
e
r
esear
ch
.
T
h
e
s
am
p
le
co
m
p
r
is
ed
1
8
4
s
tu
d
en
ts
f
r
o
m
g
r
a
d
es
7
to
9
(
M
=1
4
.
4
0
;
SD=0
.
8
1
)
.
T
h
ey
wer
e
d
is
tr
ib
u
ted
ac
r
o
s
s
p
ar
allel
class
es,
an
d
r
an
d
o
m
ly
,
o
n
e
class
f
r
o
m
g
r
ad
es 7
-
9
wa
s
d
esig
n
ated
as th
e
co
n
tr
o
l g
r
o
u
p
,
wh
ile
th
e
o
th
er
s
er
v
ed
as
th
e
ex
p
er
im
en
tal
g
r
o
u
p
.
T
o
m
itig
ate
a
d
d
itio
n
al
s
t
r
ess
,
s
tu
d
en
ts
wer
e
n
o
t
m
ix
e
d
with
in
th
e
class
es.
Mo
r
e
d
etailed
in
f
o
r
m
atio
n
ab
o
u
t th
e
p
ar
ticip
an
ts
is
p
r
o
v
id
ed
in
T
ab
le
3
.
On
av
er
ag
e,
m
ales
co
n
s
titu
te
4
5
.
1
%
o
f
th
e
s
am
p
le,
w
h
ile
f
em
ales
ac
co
u
n
t
f
o
r
5
4
.
9
%.
All
p
ar
ticip
an
ts
wer
e
in
f
o
r
m
ed
a
b
o
u
t
th
e
cu
r
r
en
t p
r
o
ject
an
d
th
e
au
th
o
r
'
s
p
r
o
g
r
a
m
,
an
d
th
at
th
e
ir
class
es
wo
u
ld
b
e
r
an
d
o
m
l
y
ass
ig
n
ed
to
eith
er
th
e
in
f
lu
en
ce
o
r
co
n
tr
o
l
g
r
o
u
p
,
p
r
o
v
id
e
d
th
eir
v
o
lu
n
tar
y
co
n
s
en
t
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
As
all
p
ar
ticip
an
ts
wer
e
m
in
o
r
s
,
wr
itten
p
er
m
is
s
io
n
s
wer
e
o
b
tain
e
d
f
r
o
m
th
eir
p
ar
en
ts
o
r
g
u
ar
d
ian
s
,
co
n
f
ir
m
in
g
th
e
ch
ild
'
s
elig
ib
ilit
y
to
p
a
r
ticip
ate.
Ass
u
r
an
ce
s
o
f
d
ata
co
n
f
id
e
n
tiality
an
d
p
r
iv
ac
y
wer
e
ex
te
n
d
ed
to
all
p
ar
ticip
an
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
1
8
3
-
1
1
9
5
1188
T
ab
le
2
.
Me
taco
g
n
itiv
e
ab
ilit
ies ass
e
s
s
m
en
t q
u
esti
o
n
n
air
e
(
MA
AQ)
I
t
e
m
S
e
l
f
-
a
w
a
r
e
n
e
ss
I
k
n
o
w
w
h
i
c
h
su
b
j
e
c
t
s I
e
x
c
e
l
i
n
a
n
d
w
h
e
r
e
I
n
e
e
d
a
d
d
i
t
i
o
n
a
l
h
e
l
p
.
I
a
m a
w
a
r
e
o
f
w
h
i
c
h
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s s
u
i
t
me
b
e
st
.
I
c
a
n
e
a
si
l
y
i
d
e
n
t
i
f
y
p
a
r
t
s
o
f
a
l
e
ss
o
n
o
r
t
o
p
i
c
t
h
a
t
I
f
i
n
d
c
h
a
l
l
e
n
g
i
n
g
.
I
a
m c
o
n
sc
i
o
u
s
o
f
m
y
l
e
a
r
n
i
n
g
s
t
y
l
e
.
I
u
n
d
e
r
st
a
n
d
w
h
e
n
t
o
s
e
e
k
h
e
l
p
o
r
u
s
e
a
d
d
i
t
i
o
n
a
l
r
e
s
o
u
r
c
e
s
t
o
c
o
m
p
r
e
h
e
n
d
a
t
o
p
i
c
.
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
I
set
sp
e
c
i
f
i
c
g
o
a
l
s t
h
a
t
I
w
a
n
t
t
o
a
c
h
i
e
v
e
i
n
m
y
s
t
u
d
i
e
s.
I
c
r
e
a
t
e
a
p
l
a
n
f
o
r
a
p
p
r
o
a
c
h
i
n
g
m
y
s
t
u
d
i
e
s a
n
d
a
d
h
e
r
e
t
o
i
t
.
I
r
e
g
u
l
a
r
l
y
a
ss
e
ss m
y
p
r
o
g
r
e
ss
t
o
s
e
e
i
f
I
a
m a
c
h
i
e
v
i
n
g
m
y
l
e
a
r
n
i
n
g
g
o
a
l
s.
I
c
a
n
a
d
j
u
s
t
m
y
l
e
a
r
n
i
n
g
m
e
t
h
o
d
s
i
f
t
h
e
y
a
r
e
i
n
e
f
f
e
c
t
i
v
e
.
I
e
f
f
i
c
i
e
n
t
l
y
ma
n
a
g
e
my
t
i
me
t
o
c
o
v
e
r
a
l
l
l
e
a
r
n
i
n
g
t
o
p
i
c
s.
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
I
q
u
e
st
i
o
n
t
h
e
i
n
f
o
r
ma
t
i
o
n
I
r
e
c
e
i
v
e
i
n
c
l
a
sses
a
n
d
d
o
n
o
t
a
c
c
e
p
t
e
v
e
r
y
t
h
i
n
g
a
s fac
t
w
i
t
h
o
u
t
e
v
i
d
e
n
c
e
.
I
c
a
n
d
i
s
t
i
n
g
u
i
sh
b
e
t
w
e
e
n
ma
i
n
p
o
i
n
t
s
a
n
d
a
d
d
i
t
i
o
n
a
l
d
e
t
a
i
l
s
i
n
w
h
a
t
I
r
e
a
d
o
r
h
e
a
r
.
I
e
n
j
o
y
d
i
sc
u
ssi
n
g
v
a
r
i
o
u
s
p
e
r
sp
e
c
t
i
v
e
s o
n
a
g
i
v
e
n
t
o
p
i
c
.
I
c
a
n
d
i
f
f
e
r
e
n
t
i
a
t
e
b
e
t
w
e
e
n
f
a
c
t
s
a
n
d
o
p
i
n
i
o
n
s i
n
t
e
x
t
s
o
r
d
i
sc
u
ss
i
o
n
s.
I
c
r
i
t
i
c
a
l
l
y
e
v
a
l
u
a
t
e
t
h
e
a
r
g
u
m
e
n
t
s
a
n
d
e
v
i
d
e
n
c
e
p
r
e
se
n
t
e
d
i
n
m
y
s
t
u
d
y
m
a
t
e
r
i
a
l
s
.
D
e
c
i
s
i
o
n
m
a
k
i
n
g
I
c
a
n
c
h
o
o
s
e
t
h
e
m
o
st
e
f
f
e
c
t
i
v
e
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s f
o
r
d
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
a
s
si
g
n
m
e
n
t
s
o
r
t
e
s
t
s.
I
mak
e
d
e
c
i
s
i
o
n
s
a
b
o
u
t
my
l
e
a
r
n
i
n
g
b
a
se
d
o
n
w
h
a
t
h
a
s
w
o
r
k
e
d
w
e
l
l
f
o
r
m
e
i
n
t
h
e
p
a
s
t
.
I
a
m c
o
n
f
i
d
e
n
t
i
n
se
l
e
c
t
i
n
g
r
e
so
u
r
c
e
s (
b
o
o
k
s,
w
e
b
s
i
t
e
s,
p
e
o
p
l
e
)
t
h
a
t
w
i
l
l
h
e
l
p
m
e
l
e
a
r
n
.
I
c
a
n
d
e
c
i
d
e
h
o
w
b
e
st
t
o
a
p
p
r
o
a
c
h
a
n
e
w
o
r
c
h
a
l
l
e
n
g
i
n
g
t
o
p
i
c
.
F
a
c
e
d
w
i
t
h
a
c
o
m
p
l
e
x
p
r
o
b
l
e
m
,
I
c
a
n
c
h
o
o
s
e
t
h
e
b
e
s
t
c
o
u
r
se
o
f
a
c
t
i
o
n
t
o
s
o
l
v
e
i
t
.
P
r
o
b
l
e
m
-
s
o
l
v
i
n
g
I
e
n
j
o
y
s
o
l
v
i
n
g
c
o
mp
l
e
x
p
r
o
b
l
e
ms
i
n
my
s
t
u
d
i
e
s.
I
c
a
n
b
r
e
a
k
d
o
w
n
c
o
mp
l
e
x
t
a
s
k
s
i
n
t
o
s
mal
l
e
r
,
ma
n
a
g
e
a
b
l
e
p
a
r
t
s.
I
a
m sk
i
l
l
e
d
a
t
f
i
n
d
i
n
g
d
i
f
f
e
r
e
n
t
w
a
y
s
t
o
so
l
v
e
a
p
r
o
b
l
e
m w
h
e
n
i
t
s
e
e
ms
t
o
b
e
a
t
a
n
i
m
p
a
ss
e
.
I
a
d
a
p
t
w
e
l
l
t
o
n
e
w
m
e
t
h
o
d
s
a
n
d
c
h
a
n
g
e
s
i
n
m
y
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
.
W
h
e
n
e
n
c
o
u
n
t
e
r
i
n
g
o
b
st
a
c
l
e
s
i
n
l
e
a
r
n
i
n
g
,
I
c
a
n
u
su
a
l
l
y
f
i
n
d
e
f
f
e
c
t
i
v
e
s
o
l
u
t
i
o
n
s.
T
ab
le
3
.
Data
o
n
m
id
d
le
s
ch
o
o
l stu
d
en
ts
(
g
r
ad
es 7
-
9
)
p
ar
ticip
atin
g
in
th
e
c
u
r
r
en
t stu
d
y
G
r
o
u
p
To
t
a
l
M
a
l
e
F
e
mal
e
A
v
e
r
a
g
e
a
g
e
(
M
)
SD
A
(
c
o
n
t
r
o
l
)
7
g
r
a
d
e
s
32
13
19
1
4
.
4
2
.
8
4
8
g
r
a
d
e
s
29
13
16
9
g
r
a
d
e
s
31
15
16
B
(
e
x
p
e
r
i
m
e
n
t
a
l
)
7
g
r
a
d
e
s
30
12
18
1
4
.
3
8
.
7
9
8
g
r
a
d
e
s
31
16
15
9
g
r
a
d
e
s
31
14
17
To
t
a
l
/
m
e
a
n
1
8
4
83
1
0
1
1
4
.
4
0
.
8
1
3
.2
.
Study
d
esig
n
T
h
e
r
esear
ch
its
elf
s
p
an
n
e
d
t
h
e
ac
ad
em
ic
y
ea
r
2
0
2
2
-
2
0
2
3
,
f
r
o
m
Sep
tem
b
er
to
th
e
en
d
o
f
Ma
y
,
co
in
cid
in
g
with
th
e
p
er
i
o
d
o
f
in
f
lu
en
ce
.
At
th
e
o
u
ts
et
o
f
th
e
s
tu
d
y
,
s
tu
d
en
ts
f
r
o
m
all
s
ix
c
lass
es
(
two
p
ar
allel
class
es
f
r
o
m
ea
ch
o
f
th
e
th
r
ee
g
r
a
d
es)
c
o
m
p
leted
th
e
MA
AQ
in
co
m
p
u
ter
lab
s
u
s
in
g
o
n
lin
e
f
o
r
m
s
.
Su
b
s
eq
u
en
tly
,
as
m
en
tio
n
e
d
ea
r
lier
,
o
n
e
o
f
th
e
p
ar
allel
class
es
s
er
v
ed
as
th
e
co
n
tr
o
l
g
r
o
u
p
,
wh
ile
th
e
o
th
er
class
ass
u
m
ed
th
e
r
o
le
o
f
th
e
in
f
lu
e
n
ce
g
r
o
u
p
.
T
h
e
c
o
n
t
r
o
l
g
r
o
u
p
atten
d
ed
r
eg
u
lar
c
lass
es
as
p
er
th
eir
cu
r
r
icu
lu
m
,
wh
ile
th
e
in
f
lu
e
n
ce
g
r
o
u
p
u
n
d
e
r
wen
t
th
e
im
p
lem
en
tatio
n
o
f
th
e
a
u
th
o
r
'
s
p
r
o
g
r
am
with
th
e
in
v
o
lv
em
e
n
t
o
f
f
o
u
r
p
s
y
ch
o
lo
g
is
ts
an
d
twelv
e
s
p
ec
ially
tr
ain
ed
teac
h
er
s
ac
r
o
s
s
v
ar
io
u
s
s
u
b
jects.
All
s
u
b
jects
wer
e
tau
g
h
t
to
ch
ild
r
en
b
y
th
e
p
r
in
cip
les
e
m
b
ed
d
ed
i
n
th
e
p
s
y
ch
o
lo
g
ical
an
d
p
ed
a
g
o
g
ica
l
s
u
p
p
o
r
t
p
r
o
g
r
a
m
aim
ed
at
d
ev
elo
p
in
g
s
tu
d
e
n
ts
'
m
etac
o
g
n
itiv
e
ab
ilit
ies.
Up
o
n
th
e
co
n
clu
s
io
n
o
f
th
e
in
ter
v
en
tio
n
,
p
ar
ticip
an
ts
ag
ain
co
m
p
leted
th
e
MA
AQ.
3
.3
.
Da
t
a
a
na
ly
s
is
All
co
llected
MA
AQ
r
esu
lts
wer
e
au
to
m
atica
lly
s
to
r
ed
o
n
a
s
er
v
er
f
o
r
f
u
r
th
er
an
aly
s
is
.
D
ata
an
aly
s
is
was
co
n
d
u
cte
d
u
s
in
g
s
tatis
tical
p
ac
k
ag
e
f
o
r
th
e
s
o
cial
s
cien
ce
s
(
SPSS
)
,
en
s
u
r
in
g
h
ig
h
ac
c
u
r
ac
y
a
n
d
r
eliab
ilit
y
in
d
ata
p
r
o
ce
s
s
in
g
.
No
n
-
p
ar
am
etr
ic
test
s
wer
e
em
p
lo
y
ed
d
u
r
in
g
th
e
an
aly
s
is
,
b
o
th
f
o
r
d
e
p
en
d
e
n
t
an
d
in
d
ep
en
d
en
t
s
am
p
les.
T
h
ese
t
ests
in
clu
d
ed
th
e
W
ilco
x
o
n
s
ig
n
ed
-
r
an
k
test
to
ass
ess
with
in
-
g
r
o
u
p
d
if
f
e
r
en
ce
s
an
d
th
e
Ma
n
n
-
W
h
itn
ey
U
test
to
co
m
p
ar
e
s
co
r
es b
etwe
en
th
e
co
n
tr
o
l a
n
d
ex
p
er
im
en
tal
g
r
o
u
p
s
.
3
.4
.
E
t
hica
l
i
s
s
ues
B
ef
o
r
e
in
itiatin
g
th
e
s
tu
d
y
,
p
er
m
is
s
io
n
was
o
b
tain
ed
f
r
o
m
th
e
ed
u
ca
tio
n
al
au
th
o
r
ities
o
f
Kaz
ak
h
s
tan
an
d
th
e
eth
ics
co
m
m
ittee,
wh
ich
p
r
o
v
i
d
ed
its
r
eso
lu
tio
n
f
o
r
th
e
r
esear
ch
.
All
o
r
g
an
izatio
n
al
ex
p
en
s
es
r
elate
d
to
th
e
s
tu
d
y
wer
e
co
v
e
r
ed
b
y
th
e
r
esear
ch
er
s
an
d
th
e
in
s
titu
tio
n
;
p
ar
ticip
an
ts
an
d
th
eir
p
a
r
en
ts
d
id
n
o
t
in
c
u
r
an
y
ad
d
itio
n
al
co
s
ts
f
r
o
m
t
h
eir
r
eso
u
r
ce
s
.
All
ch
ild
r
e
n
p
ar
ticip
ated
v
o
l
u
n
tar
ily
,
w
er
e
ass
u
r
ed
o
f
th
e
co
n
f
id
en
tiality
an
d
an
o
n
y
m
ity
o
f
th
eir
d
ata,
an
d
wer
e
g
r
a
n
te
d
th
e
r
ig
h
t to
d
is
co
n
tin
u
e
th
eir
p
ar
ticip
atio
n
in
th
e
s
tu
d
y
at
an
y
p
o
in
t if
th
ey
wis
h
ed
to
d
o
s
o
.
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
E
ffective
n
ess
o
f a
n
a
u
th
o
r
’
s
p
r
o
g
r
a
m
fo
r
p
s
yc
h
o
p
e
d
a
g
o
g
ica
l
s
u
p
p
o
r
t in
th
e
…
(
A
n
a
r
P
o
p
a
n
d
o
p
u
lo
)
1189
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
e
f
ir
s
t
a
n
d
s
ec
o
n
d
task
s
in
v
o
l
v
ed
ass
ess
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
au
th
o
r
'
s
p
r
o
g
r
am
f
o
r
p
s
y
ch
o
lo
g
ical
an
d
p
ed
a
g
o
g
ica
l su
p
p
o
r
t in
d
e
v
elo
p
in
g
m
etac
o
g
n
itiv
e
ab
ilit
ies am
o
n
g
s
tu
d
e
n
ts
in
th
e
co
n
tex
t o
f
u
p
d
ated
ed
u
ca
tio
n
.
T
h
is
was
ac
h
iev
ed
b
y
co
m
p
ar
in
g
th
e
in
d
icato
r
s
o
f
th
e
co
n
tr
o
l
an
d
in
f
lu
en
ce
g
r
o
u
p
s
an
d
ex
am
in
in
g
p
r
e
-
test
s
an
d
p
o
s
t
-
test
s
.
Ad
d
itio
n
ally
,
u
s
in
g
th
e
W
ilco
x
o
n
cr
iter
io
n
f
o
r
th
e
co
n
tr
o
l
an
d
in
f
lu
en
c
e
g
r
o
u
p
s
,
th
e
s
ig
n
if
ica
n
ce
o
f
in
tr
a
-
g
r
o
u
p
d
if
f
e
r
en
ce
s
w
as
d
eter
m
in
ed
.
Fo
r
s
im
p
lic
ity
an
d
ea
s
e
o
f
co
m
p
r
eh
e
n
s
io
n
,
th
e
f
iv
e
s
u
b
s
c
ales o
f
th
e
MA
AQ
ar
e
p
r
esen
t
ed
s
ep
ar
ately
ac
r
o
s
s
f
iv
e
ta
b
les.
T
ab
le
4
p
r
esen
ts
t
h
e
m
ea
n
v
a
lu
es
o
f
s
elf
-
awa
r
en
ess
in
d
icat
o
r
s
in
th
e
p
r
e
-
test
a
n
d
p
o
s
t
-
te
s
t
f
o
r
th
e
co
n
tr
o
l a
n
d
in
f
lu
en
c
e
g
r
o
u
p
s
.
I
n
th
e
co
n
tr
o
l g
r
o
u
p
,
th
e
m
ea
n
v
alu
e
r
em
ain
ed
v
ir
tu
ally
u
n
ch
an
g
ed
,
wh
ile
in
th
e
in
f
lu
en
ce
g
r
o
u
p
,
a
s
ig
n
if
ica
n
t
in
cr
ea
s
e
o
f
3
.
8
p
o
in
ts
in
th
e
m
ea
n
v
alu
e
was
o
b
s
er
v
ed
.
Acc
o
r
d
i
n
g
t
o
th
e
W
ilco
x
o
n
cr
iter
io
n
,
t
h
e
ch
an
g
es in
th
e
co
n
tr
o
l
g
r
o
u
p
wer
e
n
eg
lig
ib
le
an
d
s
tatis
tically
in
s
ig
n
if
ican
t,
wh
er
ea
s
in
th
e
in
f
lu
en
ce
g
r
o
u
p
,
a
s
u
b
s
tan
tial a
n
d
s
tatis
tically
s
ig
n
if
ican
t in
cr
ea
s
e
in
s
elf
-
awa
r
en
ess
in
d
i
ca
to
r
s
o
cc
u
r
r
e
d
.
T
h
e
in
v
esti
g
atio
n
o
f
th
e
MA
AQ
s
elf
-
r
eg
u
latio
n
s
u
b
s
ca
le
in
T
ab
le
5
r
ev
ea
led
th
at,
f
o
llo
win
g
th
e
in
ter
v
en
tio
n
,
th
e
m
ea
n
v
alu
e
i
n
th
e
in
f
lu
en
ce
g
r
o
u
p
in
c
r
ea
s
ed
b
y
4
.
0
2
co
m
p
a
r
ed
to
th
e
p
r
e
-
test
,
s
ig
n
if
y
in
g
a
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
.
I
n
co
n
tr
ast,
th
e
co
n
tr
o
l
g
r
o
u
p
ex
h
i
b
ited
a
m
o
d
est
in
c
r
ea
s
e
o
f
0
.
7
2
in
t
h
e
m
ea
n
v
alu
e,
an
d
t
h
e
d
if
f
e
r
en
c
es
in
th
is
g
r
o
u
p
wer
e
f
o
u
n
d
to
b
e
s
tatis
tically
in
s
ig
n
if
ican
t.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
o
f
th
e
MA
AQ
cr
itical
th
in
k
in
g
s
u
b
s
ca
le
in
T
ab
le
6
i
n
d
icate
th
at,
f
o
llo
win
g
th
e
in
te
r
v
en
tio
n
,
th
e
m
ea
n
v
alu
e
o
f
cr
itical
th
in
k
in
g
in
th
e
in
f
l
u
en
ce
g
r
o
u
p
i
n
cr
ea
s
ed
b
y
3
.
4
9
c
o
m
p
a
r
ed
to
th
e
p
r
e
-
test
,
an
d
th
is
d
if
f
er
en
ce
p
r
o
v
ed
to
b
e
s
tatis
t
ically
s
ig
n
if
ican
t
(
p
<.
0
5
)
.
Me
an
wh
ile,
in
th
e
c
o
n
tr
o
l
g
r
o
u
p
,
th
e
d
if
f
er
e
n
ce
s
in
m
ea
n
v
alu
es b
etwe
en
t
h
e
p
r
e
-
test
an
d
p
o
s
t
-
test
wer
e
n
eg
lig
ib
le
an
d
d
id
n
o
t r
ea
c
h
s
tatis
tical
s
ig
n
if
ican
ce
.
T
ab
le
7
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
f
o
r
th
e
d
ec
is
io
n
-
m
ak
in
g
s
u
b
s
c
ale
o
f
th
e
MA
AQ
in
two
g
r
o
u
p
s
(
c
o
n
tr
o
l
an
d
in
f
lu
e
n
ce
)
.
T
h
e
co
n
tr
o
l
g
r
o
u
p
ex
h
ib
ited
an
in
cr
ea
s
e
in
th
e
m
ea
n
v
alu
e
b
y
1
.
1
1
,
wh
ile
t
h
e
in
f
lu
en
ce
g
r
o
u
p
d
em
o
n
s
tr
ated
a
m
o
r
e
s
u
b
s
tan
tial
in
cr
ea
s
e
o
f
4
.
3
5
.
B
o
th
ch
an
g
es
ar
e
s
tatis
t
ically
s
ig
n
if
ican
t,
as e
v
id
en
ce
d
b
y
th
e
p
-
v
alu
es a
p
p
r
o
a
ch
in
g
ze
r
o
.
T
ab
le
4
.
Pre
-
test
an
d
p
o
s
t
-
test
v
alu
e
s
o
f
th
e
MA
AQ
s
elf
-
awa
r
en
ess
s
u
b
s
ca
le
Pre
-
t
e
st
P
o
st
-
t
e
st
C
o
n
t
r
o
l
g
r
o
u
p
M
e
a
n
1
2
.
4
5
1
2
.
4
9
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
7
0
6
1
.
7
3
8
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
7
8
.
1
8
1
V
a
r
i
a
n
c
e
2
.
9
0
9
3
.
0
2
2
Ex
c
e
ss
-
1
.
2
5
2
-
1
.
2
9
5
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
4
9
8
.
4
9
8
S
k
e
w
n
e
ss
.
0
7
5
.
0
7
0
Z
-
.
0
6
2
p
-
v
a
l
u
e
.
9
5
1
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
M
e
a
n
1
2
.
6
6
1
6
.
4
6
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
7
0
5
1
.
0
9
4
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
7
8
.
1
1
4
V
a
r
i
a
n
c
e
2
.
9
0
7
1
.
1
9
6
Ex
c
e
ss
-
1
.
2
9
5
-
1
.
2
6
8
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
4
9
8
.
4
9
8
S
k
e
w
n
e
ss
-
.
1
0
9
.
1
9
1
Z
-
8
.
2
1
6
p
-
v
a
l
u
e
.
0
0
0
T
ab
le
5
.
Pre
-
test
an
d
p
o
s
t
-
test
v
alu
es o
f
th
e
MA
AQ
s
elf
-
r
eg
u
latio
n
s
u
b
s
ca
le
Pre
-
t
e
st
P
o
st
-
t
e
st
C
o
n
t
r
o
l
g
r
o
u
p
M
e
a
n
8
.
8
3
9
.
5
5
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
4
5
0
1
.
1
0
3
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
5
1
.
1
1
5
V
a
r
i
a
n
c
e
-
1
.
3
7
8
-
1
.
3
1
9
Ex
c
e
ss
.
4
9
8
.
4
9
8
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
1
1
2
-
.
0
4
0
S
k
e
w
n
e
ss
-
1
.
6
7
7
Z
.
1
0
4
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
M
e
a
n
8
.
9
8
1
3
.
0
0
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
4
6
7
1
.
4
5
3
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
5
3
.
1
5
1
V
a
r
i
a
n
c
e
-
1
.
4
2
4
-
1
.
3
6
1
Ex
c
e
ss
.
4
9
8
.
4
9
8
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
-
.
0
2
6
-
.
0
2
2
S
k
e
w
n
e
ss
-
8
.
0
3
8
Z
.
0
0
0
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
1
8
3
-
1
1
9
5
1190
T
ab
le
6
.
Pre
-
test
an
d
p
o
s
t
-
test
v
alu
es o
f
th
e
MA
AQ
cr
itical
t
h
in
k
in
g
s
u
b
s
ca
le
Pre
-
t
e
st
P
o
st
-
t
e
st
C
o
n
t
r
o
l
g
r
o
u
p
M
e
a
n
1
1
.
1
4
1
1
.
2
2
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
4
4
2
1
.
3
5
7
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
5
0
.
1
4
2
V
a
r
i
a
n
c
e
2
.
0
7
9
1
.
8
4
2
Ex
c
e
ss
-
1
.
3
2
0
-
1
.
2
5
3
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
4
9
8
.
4
9
8
S
k
e
w
n
e
ss
-
.
2
0
8
-
.
1
3
6
Z
-
.
3
4
0
p
-
v
a
l
u
e
.
7
3
4
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
M
e
a
n
1
0
.
9
2
1
4
.
4
1
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
3
0
3
1
.
0
8
1
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
3
6
.
1
1
3
V
a
r
i
a
n
c
e
1
.
6
9
7
1
.
1
6
8
Ex
c
e
ss
-
1
.
0
7
6
-
1
.
2
8
2
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
4
9
8
.
4
9
8
S
k
e
w
n
e
ss
-
.
0
0
9
.
0
1
6
Z
-
8
.
2
3
3
p
-
v
a
l
u
e
.
0
0
0
T
ab
le
7
.
Pre
-
test
an
d
p
o
s
t
-
test
v
alu
es
o
f
th
e
MA
AQ
d
ec
is
io
n
-
m
ak
in
g
s
u
b
s
ca
le
Pre
-
t
e
st
P
o
st
-
t
e
st
C
o
n
t
r
o
l
g
r
o
u
p
M
e
a
n
1
2
.
8
9
1
4
.
0
0
S
t
a
n
d
a
r
d
de
v
i
a
t
i
o
n
1
.
4
3
3
1
.
4
6
8
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
4
9
.
1
5
3
V
a
r
i
a
n
c
e
2
.
0
5
4
2
.
1
5
4
Ex
c
e
ss
-
1
.
2
6
2
-
1
.
3
9
1
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
4
9
8
.
4
9
8
S
k
e
w
n
e
ss
.
0
5
7
.
0
0
0
Z
-
4
.
6
9
9
p
-
v
a
l
u
e
.
0
0
0
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
M
e
a
n
1
2
.
8
2
1
7
.
1
7
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
4
0
6
1
.
4
3
4
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
4
7
.
1
5
0
V
a
r
i
a
n
c
e
1
.
9
7
6
2
.
0
5
7
Ex
c
e
ss
-
1
.
2
3
7
-
1
.
3
3
7
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
4
9
8
.
4
9
8
S
k
e
w
n
e
ss
.
1
6
7
-
.
1
9
9
Z
-
8
.
2
7
1
p
-
v
a
l
u
e
.
0
0
0
T
ab
le
8
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
f
o
r
th
e
p
r
o
b
lem
-
s
o
lv
in
g
s
u
b
s
c
ale
o
f
th
e
MA
AQ
in
th
e
co
n
tr
o
l
an
d
in
f
l
u
en
ce
g
r
o
u
p
s
.
T
h
e
c
o
n
tr
o
l
g
r
o
u
p
ex
h
ib
ite
d
a
s
tatis
tically
in
s
ig
n
if
ican
t
in
cr
ea
s
e
in
th
e
m
ea
n
v
alu
e.
Me
an
wh
il
e,
th
e
i
n
f
lu
en
ce
g
r
o
u
p
d
em
o
n
s
tr
ated
a
s
tatis
tically
s
ig
n
if
ican
t
in
cr
ea
s
e
o
f
3
.
2
5
.
T
h
e
th
ir
d
task
was
to
estab
lis
h
th
e
s
ig
n
if
ican
ce
o
f
th
e
d
if
f
e
r
en
ce
s
b
etwe
en
p
r
e
-
test
s
an
d
p
o
s
t
-
test
s
to
id
en
tify
th
e
d
y
n
am
ics
o
f
in
d
icato
r
s
i
n
th
e
co
n
t
r
o
l
a
n
d
in
f
lu
e
n
ce
g
r
o
u
p
s
in
an
i
n
ter
g
r
o
u
p
asp
e
ct.
T
h
e
r
esu
lts
ar
e
p
r
esen
ted
in
T
a
b
le
9
.
T
ab
le
9
d
is
p
lay
s
th
e
r
esu
lts
o
f
ev
alu
atin
g
t
h
e
s
tatis
tical
s
ig
n
if
ican
ce
o
f
d
if
f
er
e
n
ce
s
b
etwe
en
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es
ac
r
o
s
s
th
e
f
iv
e
MA
AQ
s
u
b
s
ca
les
in
b
o
th
th
e
co
n
tr
o
l
an
d
in
f
lu
e
n
ce
g
r
o
u
p
s
.
T
h
e
p
r
e
-
test
r
esu
lts
s
h
o
w
h
o
m
o
g
en
eity
a
cr
o
s
s
all
f
iv
e
s
u
b
s
ca
les
(
s
e
lf
-
awa
r
en
ess
,
s
elf
-
r
eg
u
latio
n
,
cr
itical
th
in
k
in
g
,
d
ec
is
io
n
-
m
ak
in
g
,
a
n
d
p
r
o
b
le
m
-
s
o
lv
in
g
)
,
co
n
f
ir
m
in
g
t
h
at
t
h
e
s
am
p
les
wer
e
co
m
p
ar
ab
le
at
th
e
s
tar
t
o
f
th
e
s
tu
d
y
.
Ho
wev
er
,
th
e
p
o
s
t
-
test
r
esu
lts
r
ev
ea
l
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
,
with
th
e
in
f
lu
en
ce
g
r
o
u
p
s
h
o
win
g
n
o
tab
ly
h
ig
h
er
s
co
r
es
th
an
th
e
c
o
n
tr
o
l
g
r
o
u
p
.
T
h
is
co
n
tr
ast
in
p
o
s
t
-
test
r
esu
lts
h
ig
h
lig
h
ts
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
p
r
o
g
r
a
m
,
as th
e
in
f
lu
en
ce
g
r
o
u
p
d
em
o
n
s
tr
ated
m
ar
k
e
d
im
p
r
o
v
em
en
t f
o
llo
win
g
th
e
in
te
r
v
en
tio
n
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
c
o
n
f
ir
m
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
p
r
ietar
y
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
s
u
p
p
o
r
t
p
r
o
g
r
a
m
in
e
n
h
an
cin
g
m
etac
o
g
n
itiv
e
ab
ilit
ies
am
o
n
g
s
tu
d
en
ts
with
in
th
e
u
p
d
ated
e
d
u
ca
tio
n
s
y
s
tem
in
Kaz
ak
h
s
tan
.
An
aly
s
is
o
f
th
e
d
ata
ac
r
o
s
s
v
ar
io
u
s
MA
AQ
s
u
b
s
ca
les
-
s
elf
-
awa
r
en
ess
,
s
elf
-
r
eg
u
latio
n
,
c
r
itical
th
in
k
in
g
,
d
ec
is
io
n
-
m
a
k
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
-
lead
s
to
s
e
v
er
al
k
ey
co
n
cl
u
s
io
n
s
an
d
i
n
s
ig
h
ts
.
T
h
e
n
o
tab
le
im
p
r
o
v
em
e
n
t
o
b
s
er
v
ed
in
th
e
in
f
lu
en
ce
g
r
o
u
p
ca
n
b
e
attr
ib
u
ted
to
th
e
s
p
ec
ialized
m
eth
o
d
o
l
o
g
ies
an
d
ap
p
r
o
ac
h
es
o
f
th
e
p
r
o
p
r
ietar
y
p
r
o
g
r
am
,
wh
ich
lik
ely
em
p
h
asized
s
elf
-
r
ef
lectio
n
,
s
elf
-
an
aly
s
is
,
an
d
cr
itical
th
in
k
in
g
m
o
r
e
th
a
n
tr
a
d
itio
n
al
ed
u
ca
tio
n
al
m
eth
o
d
s
.
T
h
is
f
o
cu
s
co
n
tr
ib
u
te
d
to
ad
v
a
n
ce
m
en
ts
in
s
elf
-
awa
r
en
ess
,
s
elf
-
r
eg
u
latio
n
,
d
e
cisi
o
n
-
m
ak
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
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
E
ffective
n
ess
o
f a
n
a
u
th
o
r
’
s
p
r
o
g
r
a
m
fo
r
p
s
yc
h
o
p
e
d
a
g
o
g
ica
l
s
u
p
p
o
r
t in
th
e
…
(
A
n
a
r
P
o
p
a
n
d
o
p
u
lo
)
1191
T
ab
le
8
.
Pre
-
test
an
d
p
o
s
t
-
test
v
alu
es o
f
th
e
MA
AQ
p
r
o
b
lem
-
s
o
lv
in
g
s
u
b
s
ca
le
Pre
-
t
e
st
P
o
st
-
t
e
st
C
o
n
t
r
o
l
g
r
o
u
p
M
e
a
n
1
3
.
4
0
1
3
.
9
6
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
0
7
0
.
8
2
4
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
1
2
.
0
8
6
V
a
r
i
a
n
c
e
1
.
1
4
4
.
6
7
9
Ex
c
e
ss
-
1
.
2
1
9
-
1
.
5
2
5
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
4
9
8
.
4
9
8
S
k
e
w
n
e
ss
.
1
2
3
.
0
8
2
Z
-
.
2
5
7
p
-
v
a
l
u
e
.
8
2
1
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
M
e
a
n
1
3
.
3
9
1
6
.
.
6
4
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1
.
1
2
9
1
.
1
0
5
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
me
a
n
.
1
1
8
.
1
1
5
V
a
r
i
a
n
c
e
1
.
2
7
4
1
.
2
2
2
Ex
c
e
ss
-
1
.
3
7
4
-
1
.
3
1
5
S
t
a
n
d
a
r
d
e
r
r
o
r
o
f
e
x
c
e
ss
.
4
9
8
.
4
9
8
S
k
e
w
n
e
ss
.
1
1
3
-
.
1
4
3
Z
-
8
.
1
5
1
p
-
v
a
l
u
e
.
0
0
0
T
ab
le
9
.
Ass
ess
m
en
t o
f
th
e
s
tatis
tical
s
ig
n
if
ican
ce
o
f
d
if
f
er
e
n
ce
s
b
etwe
en
p
r
e
-
test
an
d
p
o
s
t
-
test
in
d
icato
r
s
Pre
-
t
e
st
sel
f
-
a
w
a
r
e
n
e
ss
P
o
st
-
t
e
st
sel
f
-
a
w
a
r
e
n
e
ss
Pre
-
t
e
st
sel
f
-
r
e
g
u
l
a
t
i
o
n
P
o
st
-
t
e
st
sel
f
-
r
e
g
u
l
a
t
i
o
n
Pre
-
t
e
st
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
P
o
st
-
t
e
st
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
Pre
-
t
e
st
d
e
c
i
si
o
n
-
mak
i
n
g
P
o
st
-
t
e
st
d
e
c
i
si
o
n
-
mak
i
n
g
Pre
-
t
e
st
p
r
o
b
l
e
m
-
so
l
v
i
n
g
P
o
st
-
t
e
st
p
r
o
b
l
e
m
-
so
l
v
i
n
g
U
M
a
n
n
-
W
h
i
t
n
e
y
3
9
2
5
.
5
0
0
1
7
0
.
0
0
0
3
9
7
9
.
5
0
0
2
4
0
.
0
0
0
3
8
2
8
.
0
0
0
2
6
2
.
5
0
0
4
1
0
6
.
0
0
0
6
4
4
.
0
0
0
4
1
9
9
.
5
0
0
1
1
4
0
.
0
0
0
W
W
i
l
c
o
x
o
n
8
2
0
3
.
5
0
0
4
4
4
8
.
0
0
0
8
2
5
7
.
5
0
0
4
5
1
8
.
0
0
0
8
1
0
6
.
0
0
0
4
5
4
0
.
5
0
0
8
3
8
4
.
0
0
0
4
9
2
2
.
0
0
0
8
4
7
7
.
5
0
0
5
4
1
8
.
0
0
0
Z
-
.
8
6
1
-
1
1
.
3
5
5
-
.
7
1
5
-
1
1
.
1
8
1
-
1
.
1
4
3
-
1
1
.
1
3
5
-
.
3
5
7
-
1
0
.
0
4
4
-
.
0
9
3
-
8
.
7
9
4
p
-
v
a
l
u
e
.
3
8
9
.
0
0
0
.
4
7
5
.
0
0
0
.
2
5
3
.
0
0
0
.
7
2
1
.
0
0
0
.
9
2
6
.
0
0
0
Ov
er
all,
th
e
s
tu
d
y
in
d
icate
s
th
at
th
e
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
p
r
o
g
r
am
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
en
h
an
cin
g
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
ab
ilit
ies.
Nev
er
th
eless
,
a
cr
itical
an
aly
s
is
o
f
th
e
d
a
ta
in
d
icate
s
ce
r
tain
asp
ec
ts
th
at
r
eq
u
ir
e
f
u
r
t
h
er
co
n
s
id
er
atio
n
.
Sp
ec
if
ically
,
alth
o
u
g
h
t
h
e
o
v
e
r
all
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
g
r
a
m
is
co
n
f
ir
m
e
d
,
r
esu
lts
m
ay
v
ar
y
d
e
p
en
d
in
g
o
n
in
d
iv
id
u
al
s
tu
d
en
t
ch
ar
ac
te
r
is
tics
s
u
ch
as
in
itial
lev
el
o
f
p
r
ep
ar
e
d
n
ess
an
d
m
o
tiv
atio
n
.
I
t
is
al
s
o
im
p
o
r
tan
t
to
co
n
s
id
er
th
at
th
e
in
f
lu
en
ce
o
f
ex
ter
n
al
f
ac
to
r
s
,
s
u
ch
as
f
am
ily
s
u
p
p
o
r
t
a
n
d
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t,
m
ay
h
a
v
e
af
f
ec
ted
th
e
o
u
tco
m
es.
T
h
ese
co
n
s
id
er
atio
n
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
an
in
d
iv
i
d
u
alize
d
a
p
p
r
o
ac
h
in
th
e
ed
u
ca
ti
o
n
al
p
r
o
ce
s
s
an
d
t
h
e
n
ee
d
f
o
r
f
u
r
th
er
r
esear
ch
to
ex
am
i
n
e
th
e
lo
n
g
-
t
er
m
ef
f
ec
ts
o
f
im
p
lem
en
tin
g
s
u
ch
p
r
o
g
r
a
m
s
in
v
ar
io
u
s
ed
u
ca
tio
n
al
co
n
tex
ts
.
Fu
r
th
er
m
o
r
e
,
th
e
m
in
o
r
ch
a
n
g
es
in
th
e
co
n
tr
o
l
g
r
o
u
p
,
ev
i
d
en
t
in
f
o
u
r
o
u
t
o
f
f
iv
e
s
u
b
s
ca
les,
m
ay
r
ef
lect
lim
itatio
n
s
in
th
e
ef
f
icac
y
o
f
u
p
d
ated
ed
u
ca
tio
n
a
l
m
eth
o
d
s
in
f
o
s
ter
in
g
m
etac
o
g
n
itiv
e
ab
ilit
ies,
alth
o
u
g
h
im
p
r
o
v
e
m
en
ts
wer
e
n
o
ted
in
“d
ec
is
io
n
-
m
a
k
in
g
.
”
T
h
is
u
n
d
er
s
co
r
es
th
at
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
lack
in
g
s
p
ec
if
ic
f
o
cu
s
m
ay
f
ail
to
ad
d
r
ess
asp
ec
ts
o
f
m
et
ac
o
g
n
itiv
e
d
ev
el
o
p
m
en
t
n
ec
e
s
s
ar
y
f
o
r
en
h
an
cin
g
s
elf
-
awa
r
en
ess
an
d
cr
itical
th
in
k
in
g
in
th
e
m
o
d
er
n
ed
u
ca
tio
n
al
co
n
tex
t.
T
h
e
c
o
n
tex
t
o
f
th
e
u
p
d
ated
ed
u
ca
tio
n
s
y
s
tem
in
wh
ich
t
h
e
r
esear
ch
was
co
n
d
u
cted
m
ig
h
t
h
av
e
also
p
lay
e
d
a
r
o
le
i
n
th
e
o
b
tain
e
d
r
esu
lts
.
Ho
wev
er
,
th
e
p
r
o
p
r
ietar
y
p
r
o
g
r
am
lik
el
y
d
em
o
n
s
tr
ated
b
etter
ad
a
p
tatio
n
to
t
h
ese
r
eq
u
i
r
em
en
ts
,
b
ein
g
m
eticu
lo
u
s
ly
in
teg
r
ated
an
d
r
esu
ltin
g
in
m
o
r
e
s
ig
n
if
ican
t
o
u
tco
m
es
in
th
e
in
f
lu
en
ce
g
r
o
u
p
.
Ad
d
itio
n
ally
,
it
is
p
lau
s
ib
le
th
at
th
e
p
r
o
p
r
ietar
y
p
r
o
g
r
am
em
p
l
o
y
ed
a
m
o
r
e
in
d
iv
id
u
alize
d
ap
p
r
o
ac
h
,
c
o
n
s
id
er
in
g
t
h
e
u
n
iq
u
e
ch
ar
ac
ter
is
tics
an
d
n
ee
d
s
o
f
ea
c
h
s
tu
d
en
t in
t
h
e
in
f
lu
en
ce
g
r
o
u
p
.
On
e
s
tu
d
y
by
T
en
g
a
n
d
Z
h
a
n
g
[
6
]
in
v
esti
g
ated
t
h
e
d
y
n
am
ics
o
f
ch
ild
r
e
n
'
s
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e,
as
well
as
th
eir
r
ea
d
in
g
an
d
wr
itin
g
s
k
ills
,
th
r
o
u
g
h
o
u
t
th
eir
d
ev
elo
p
m
e
n
tal
s
tag
es.
T
h
ese
th
r
ee
v
ar
iab
les
ex
h
ib
ited
h
ig
h
s
tab
ilit
y
an
d
in
cr
ea
s
in
g
v
ar
ia
b
ilit
y
o
v
e
r
tim
e,
in
d
icatin
g
in
d
iv
id
u
al
d
if
f
e
r
en
ce
s
in
th
e
d
ev
elo
p
m
e
n
t
o
f
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
in
ch
ild
r
e
n
.
T
h
e
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
o
f
s
tu
d
en
ts
ten
d
s
t
o
g
r
o
w
m
o
r
e
r
ap
i
d
ly
am
o
n
g
th
o
s
e
wh
o
en
ter
elem
en
tar
y
s
ch
o
o
l
with
alr
ea
d
y
well
-
estab
lis
h
ed
m
etac
o
g
n
itiv
e
s
k
ills
[
6
]
.
T
h
er
ef
o
r
e,
th
is
asp
e
ct
also
n
ee
d
s
to
b
e
c
o
n
s
id
er
ed
wh
en
in
ter
p
r
etin
g
r
esu
lts
.
An
o
th
er
s
tu
d
y
b
y
Sm
o
r
tch
k
o
v
a
an
d
Sh
ea
[
1
4
]
ar
g
u
ed
th
a
t
ch
an
g
es
in
p
r
o
ce
d
u
r
al
m
eta
co
g
n
itio
n
,
aim
ed
at
m
itig
atin
g
o
v
er
all
e
x
ce
s
s
iv
e
s
elf
-
co
n
f
id
en
ce
an
d
m
o
v
in
g
to
war
d
b
etter
ca
lib
r
at
io
n
,
ar
e
cr
u
cial
f
o
r
allo
win
g
a
ch
ild
to
lo
s
e
b
ala
n
ce
an
d
,
th
u
s
,
o
p
e
n
u
p
to
n
e
w
co
n
ce
p
ts
in
ar
ea
s
wh
er
e
th
ey
alr
ea
d
y
p
o
s
s
ess
f
u
n
ctio
n
in
g
co
n
ce
p
ts
.
T
h
is
ex
am
p
le
s
u
g
g
ests
th
at
th
er
e
co
u
ld
b
e
v
a
r
io
u
s
way
s
th
r
o
u
g
h
wh
ich
th
e
m
etac
o
g
n
itiv
e
d
e
v
elo
p
m
e
n
t
o
f
ch
ild
r
en
lead
s
to
co
m
p
r
eh
e
n
s
iv
e
ch
an
g
es
in
h
o
w
th
e
y
c
an
ass
im
ilate
n
ew
co
n
ce
p
ts
[
1
4
]
.
T
h
ese
f
in
d
in
g
s
co
u
ld
b
e
in
co
r
p
o
r
ated
in
to
in
te
r
v
en
tio
n
p
r
o
g
r
am
s
as we
ll.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
1
8
3
-
1
1
9
5
1192
An
o
th
er
s
ch
o
la
r
ly
ar
ticle
b
y
C
h
en
et
a
l
.
[
1
6
]
ex
a
m
in
ed
a
m
e
taco
g
n
itio
n
im
p
r
o
v
em
en
t
p
r
o
g
r
am
titl
ed
“
cir
cu
lar
co
u
r
s
e
m
etac
o
g
n
itio
n
tr
ain
in
g
p
r
o
g
r
am
”
(
C
C
MT
)
b
ased
o
n
An
ji
Play
.
T
h
e
r
esu
l
ts
in
d
icate
d
th
at
th
e
ex
p
er
im
en
tal
g
r
o
u
p
d
em
o
n
s
tr
ated
b
etter
m
etac
o
g
n
itiv
e
ab
ilit
ies
th
an
th
e
co
n
tr
o
l
g
r
o
u
p
ac
r
o
s
s
m
o
s
t
m
etac
o
g
n
itiv
e
p
a
r
am
eter
s
in
t
h
e
p
o
s
t
-
test
.
Mo
r
eo
v
e
r
,
th
e
in
d
icato
r
s
o
f
m
etac
o
g
n
itiv
e
ab
il
ity
im
p
r
o
v
e
m
en
t
in
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
wer
e
s
ig
n
if
ican
tly
h
ig
h
er
th
a
n
th
o
s
e
i
n
th
e
co
n
t
r
o
l g
r
o
u
p
[
1
6
]
.
T
h
es
e
f
in
d
in
g
s
r
eso
n
ate
with
th
e
cu
r
r
e
n
t d
ata,
s
u
g
g
esti
n
g
th
at
p
r
o
p
r
ietar
y
p
r
o
g
r
a
m
s
ca
n
in
d
ee
d
h
av
e
t
h
eir
ef
f
ec
ts
.
Yet
an
o
th
er
s
tu
d
y
by
C
h
er
n
y
av
s
k
ay
a
an
d
Sid
o
r
o
v
a
[2
1
]
ex
p
lo
r
ed
a
p
s
y
ch
o
l
o
g
ical
an
d
p
ed
ag
o
g
ical
p
r
o
g
r
a
m
f
o
r
d
e
v
elo
p
in
g
m
eta
co
g
n
itiv
e
ab
ilit
ies
in
s
ch
o
o
l
ch
ild
r
en
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
d
ev
elo
p
m
e
n
t
o
f
m
etac
o
g
n
itiv
e
s
k
ills
in
s
t
u
d
en
ts
co
n
tr
ib
u
tes
t
o
th
ei
r
a
b
ilit
y
to
u
n
d
er
s
tan
d
th
em
s
elv
es
an
d
u
s
e
t
h
eir
r
eso
u
r
ce
s
,
f
o
s
ter
s
elf
-
r
ef
lectio
n
,
s
et
g
o
als,
o
r
g
an
ize
tim
e,
ad
ap
t
to
u
n
ce
r
tain
s
itu
atio
n
s
,
m
an
ag
e
em
o
tio
n
s
,
an
d
ac
q
u
ir
e
s
p
ec
if
ic
p
r
ac
tical
s
k
ill
s
.
T
h
is
,
in
t
u
r
n
,
h
elp
s
t
h
em
le
ar
n
m
o
r
e
e
f
f
ec
tiv
ely
an
d
b
u
il
d
r
elatio
n
s
h
ip
s
with
th
em
s
elv
es a
n
d
o
th
er
s
[2
1
]
.
T
h
ese
o
u
tco
m
es a
lig
n
with
t
h
e
s
u
cc
ess
an
d
r
esu
lts
o
f
th
e
c
u
r
r
e
n
t p
r
o
g
r
am
.
Ad
d
itio
n
ally
,
an
o
th
e
r
r
esear
c
h
p
ap
er
by
Ko
r
s
in
s
zk
i
an
d
T
u
r
d
a
[
2
0
]
aim
ed
to
d
ev
el
o
p
a
cr
ea
tiv
ity
-
b
ased
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
p
r
o
g
r
am
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
m
etac
o
g
n
itiv
e
s
k
ills
in
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
.
T
h
e
o
b
tain
ed
r
esu
l
ts
d
em
o
n
s
tr
ated
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
o
g
r
am
b
y
e
n
h
an
cin
g
ch
ild
r
e
n
’
s
cr
ea
tiv
ity
f
r
o
m
lo
w
t
o
h
ig
h
le
v
els.
T
h
is
ex
am
p
le
s
u
g
g
ests
co
n
s
id
er
in
g
th
e
in
teg
r
atio
n
o
f
t
h
e
cr
ea
tiv
e
t
h
in
k
in
g
d
ev
elo
p
m
e
n
t p
r
o
ce
s
s
in
to
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
s
u
p
p
o
r
t p
r
o
g
r
am
s
.
Ad
d
itio
n
ally
,
o
n
e
a
r
ticle
h
ig
h
lig
h
ts
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
o
n
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
i
n
cr
ea
tiv
e
wr
iti
n
g
,
i
n
d
icatin
g
th
at
s
u
ch
in
ter
v
en
tio
n
s
ca
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
s
tu
d
e
n
ts
’
s
k
ills
[3
2
]
.
T
h
is
also
ec
h
o
es
th
e
f
in
d
in
g
s
o
f
t
h
e
cu
r
r
e
n
t
s
tu
d
y
,
wh
er
e
th
e
in
ter
v
en
tio
n
g
r
o
u
p
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
g
ain
s
in
s
elf
-
awa
r
en
ess
,
s
elf
-
r
eg
u
latio
n
,
cr
itical
th
in
k
in
g
,
p
r
o
b
lem
s
o
lv
in
g
,
a
n
d
d
ec
is
io
n
m
ak
i
n
g
,
h
ig
h
lig
h
tin
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
p
r
o
g
r
am
.
An
o
t
h
er
s
tu
d
y
b
y
Ser
ce
n
ia
an
d
Pru
d
e
n
te
[3
3
]
f
o
u
n
d
th
at
m
etac
o
g
n
itiv
e
p
ed
ag
o
g
ical
in
t
er
v
en
tio
n
s
s
ig
n
if
ica
n
tly
im
p
r
o
v
ed
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
in
m
ath
em
atics.
T
h
e
o
v
er
all
weig
h
ted
e
f
f
ec
t
s
ize
m
ea
s
u
r
ed
in
th
is
s
tu
d
y
i
n
d
ica
ted
a
s
tr
o
n
g
p
o
s
itiv
e
im
p
ac
t,
wh
ich
p
a
r
allels
th
e
s
ig
n
if
ican
t im
p
r
o
v
e
m
en
ts
o
b
s
e
r
v
ed
in
th
e
cu
r
r
en
t stu
d
y
.
B
o
th
s
tu
d
ies s
u
g
g
est th
at
m
etac
o
g
n
itiv
e
in
ter
v
en
tio
n
s
ca
n
lead
to
s
ig
n
if
ica
n
t a
ca
d
em
ic
g
ain
s
in
a
v
ar
iety
o
f
s
u
b
jects.
M
etac
o
g
n
itiv
e
c
o
m
p
eten
cies
ar
e
im
p
o
r
ta
n
t
in
h
ig
h
er
e
d
u
ca
tio
n
,
esp
ec
ially
th
r
o
u
g
h
r
ef
lectiv
e
th
in
k
in
g
an
d
s
tr
u
ctu
r
ed
lear
n
i
n
g
en
v
ir
o
n
m
e
n
ts
[3
4
]
.
T
h
e
f
o
cu
s
g
r
o
u
p
r
esu
lts
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
e
f
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
ies
to
d
ev
elo
p
m
etac
o
g
n
itiv
e
s
k
ills
,
wh
ich
is
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
th
e
cu
r
r
e
n
t
s
tu
d
y
,
wh
er
e
tar
g
eted
p
s
y
ch
o
ed
u
ca
tio
n
al
in
ter
v
e
n
tio
n
s
im
p
r
o
v
e
d
s
tu
d
en
ts
’
c
o
g
n
itiv
e
p
r
o
ce
s
s
es
an
d
lear
n
in
g
o
u
tco
m
es.
Ho
wev
er
,
s
t
u
d
y
b
y
J
o
n
e
s
e
t
a
l
.
[3
5
]
f
o
u
n
d
t
h
at
co
m
b
in
in
g
wo
r
k
in
g
m
e
m
o
r
y
tr
ain
in
g
with
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
r
esu
lted
in
g
r
ea
ter
an
d
m
o
r
e
s
u
s
tain
ed
im
p
r
o
v
e
m
en
ts
in
m
ath
em
atica
l
r
ea
s
o
n
in
g
an
d
wo
r
k
in
g
m
em
o
r
y
,
wh
ich
is
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
t
h
e
cu
r
r
en
t
s
tu
d
y
,
w
h
er
e
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
r
esu
lted
in
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
ac
r
o
s
s
m
u
ltip
le
co
g
n
itiv
e
d
o
m
ain
s
.
Fin
ally
,
an
o
th
er
s
tu
d
y
b
y
Po
ll
an
d
Petr
u
[3
6
]
f
o
u
n
d
th
at
m
etac
o
g
n
itio
n
f
o
r
s
o
cial
co
m
m
u
n
ica
tio
n
im
p
r
o
v
ed
with
ag
e,
wh
il
e
m
etac
o
g
n
itio
n
f
o
r
lear
n
in
g
d
id
n
o
t.
T
h
e
cu
r
r
en
t
s
tu
d
y
s
u
p
p
o
r
ts
th
e
id
ea
th
at
tar
g
eted
in
ter
v
en
tio
n
s
ca
n
im
p
r
o
v
e
s
p
ec
if
ic
co
g
n
itiv
e
s
k
ills
,
b
u
t th
e
u
n
iq
u
en
ess
an
d
ch
ar
ac
ter
is
tics
o
f
ea
ch
in
d
iv
id
u
al
ca
s
e
m
u
s
t b
e
tak
en
in
to
ac
co
u
n
t.
5.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
f
in
d
i
n
g
s
d
em
o
n
s
tr
ate
a
s
ig
n
if
ican
t
im
p
ac
t
o
f
th
e
p
r
o
p
r
ietar
y
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
s
u
p
p
o
r
t
p
r
o
g
r
am
o
n
th
e
d
e
v
elo
p
m
en
t
o
f
s
tu
d
e
n
ts
’
m
etac
o
g
n
itiv
e
ab
ilit
ies.
I
n
t
h
e
in
ter
v
en
tio
n
g
r
o
u
p
,
s
tatis
t
ically
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
ar
e
o
b
s
er
v
ed
in
all
in
v
esti
g
ated
asp
ec
ts
co
m
p
ar
ed
to
th
e
co
n
tr
o
l
g
r
o
u
p
,
u
n
d
er
s
co
r
i
n
g
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
p
r
o
g
r
am
.
Sp
ec
if
ically
,
in
th
e
d
o
m
ai
n
o
f
s
elf
-
awa
r
e
n
e
s
s
,
th
e
m
ea
n
s
co
r
e
in
cr
ea
s
ed
b
y
3
.
8
p
o
i
n
ts
,
s
tu
d
en
ts
ex
h
ib
ited
a
g
ain
o
f
4
.
0
2
p
o
in
ts
in
th
e
s
elf
-
r
e
g
u
latio
n
s
u
b
s
ca
le,
cr
itical
th
in
k
in
g
a
n
aly
s
is
r
ev
ea
led
an
i
n
cr
ea
s
e
o
f
3
.
4
9
p
o
in
ts
,
in
th
e
p
r
o
b
lem
-
s
o
lv
in
g
s
u
b
s
ca
le,
s
tu
d
en
ts
d
em
o
n
s
tr
ated
im
p
r
o
v
em
e
n
t
b
y
3
.
2
5
p
o
in
ts
,
an
d
in
th
e
d
ec
is
io
n
-
m
a
k
in
g
d
o
m
ai
n
,
t
h
e
in
te
r
v
en
tio
n
g
r
o
u
p
s
h
o
wca
s
ed
a
n
in
cr
ea
s
e
o
f
4
.
3
5
p
o
in
ts
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
s
h
o
wed
an
in
cr
ea
s
e
o
f
1
.
1
1
p
o
in
ts
,
wh
ich
was
th
e
s
o
le
s
tatis
t
ically
s
ig
n
if
ican
t
g
ain
f
o
r
th
e
latter
.
T
h
e
h
o
m
o
g
e
n
eity
o
f
th
e
s
am
p
le
at
th
e
b
e
g
in
n
i
n
g
o
f
th
e
s
tu
d
y
a
n
d
s
u
b
s
tan
tial
d
if
f
er
en
ce
s
i
n
th
e
p
o
s
t
-
test
b
etwe
en
th
e
g
r
o
u
p
s
em
p
h
asize
th
at
im
p
r
o
v
em
en
ts
in
th
e
in
ter
v
en
tio
n
g
r
o
u
p
r
esu
lt
f
r
o
m
th
e
p
r
o
g
r
a
m
’
s
in
ter
v
en
tio
n
r
at
h
er
th
an
r
an
d
o
m
f
lu
ctu
atio
n
s
.
T
h
is
s
u
g
g
ests
th
at
tar
g
eted
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
in
ter
v
en
ti
o
n
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
ab
ilit
ies,
p
r
ep
ar
in
g
th
e
m
f
o
r
m
o
r
e
ef
f
ec
tiv
e
lear
n
in
g
an
d
in
ter
ac
tio
n
in
th
e
ed
u
ca
tio
n
a
l e
n
v
ir
o
n
m
en
t.
T
h
e
s
cien
tific
s
ig
n
if
ican
ce
o
f
th
e
s
tu
d
y
lies
in
its
co
n
f
ir
m
atio
n
o
f
th
e
ef
f
ec
tiv
e
n
ess
o
f
tar
g
eted
p
s
y
ch
o
-
p
e
d
ag
o
g
ical
in
ter
v
en
t
io
n
in
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
ab
ilit
ies.
T
h
e
r
esu
lts
co
n
tr
ib
u
te
to
t
h
eo
r
etica
l
k
n
o
wled
g
e
in
th
e
f
ield
s
o
f
ed
u
c
atio
n
al
p
s
y
ch
o
lo
g
y
an
d
m
eta
co
g
n
itiv
e
r
esear
ch
,
illu
s
tr
atin
g
h
o
w
s
p
ec
ialized
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
ca
n
in
f
lu
en
ce
s
tu
d
en
ts
’
co
g
n
itiv
e
p
r
o
c
ess
es.
Ad
d
itio
n
ally
,
it
en
h
an
ce
s
m
eth
o
d
o
lo
g
ical
a
p
p
r
o
ac
h
es
to
m
ea
s
u
r
in
g
a
n
d
a
n
aly
zin
g
m
etac
o
g
n
itiv
e
a
b
ilit
ies,
esp
ec
ially
in
th
e
co
n
tex
t o
f
u
p
d
ated
ed
u
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.