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ic
al
g
a
m
i
n
g
e
n
v
i
r
o
n
m
en
t
[
2
1
]
−
[
2
5
]
.
Utilizin
g
v
ir
tu
al
g
am
if
icatio
n
p
latf
o
r
m
s
lik
e
W
o
r
d
wall
h
o
ld
s
th
e
p
o
ten
tial
to
h
eig
h
ten
s
tu
d
en
ts
’
in
ter
est
in
th
eir
lear
n
in
g
p
r
o
c
ess
es
[
2
6
]
−
[
2
8
]
.
T
h
is
ap
p
r
o
ac
h
is
co
n
s
id
er
ed
h
i
g
h
ly
s
u
itab
l
e
f
o
r
m
ath
e
m
atics
s
tu
d
en
ts
,
f
o
s
ter
in
g
en
g
ag
em
en
t
in
v
ar
io
u
s
lear
n
in
g
ac
ti
v
ities
[
2
9
]
,
[
3
0
]
.
W
o
r
d
wall,
f
u
n
ctio
n
in
g
as
an
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
y
to
o
l,
i
s
in
ten
tio
n
ally
d
esig
n
ed
t
o
f
a
cilitate
in
ter
ac
tiv
e
lear
n
in
g
in
d
iv
er
s
e
s
ettin
g
s
.
I
t
em
p
o
wer
s
b
o
th
ed
u
ca
to
r
s
a
n
d
lear
n
er
s
to
cr
ea
te
p
er
s
o
n
alize
d
in
ter
ac
tiv
e
m
ater
ials
,
th
er
eb
y
en
r
ic
h
in
g
in
d
iv
id
u
al
an
d
co
llab
o
r
ativ
e
lear
n
in
g
ex
p
er
ien
ce
s
.
T
h
ese
in
ter
ac
tiv
e
r
eso
u
r
ce
s
ar
e
ap
p
licab
le
in
v
ar
io
u
s
p
ed
ag
o
g
ical
co
n
tex
ts
,
in
cl
u
d
in
g
f
o
r
m
ativ
e
ass
ess
m
en
t a
n
d
g
a
m
if
ied
lear
n
in
g
.
T
h
e
W
o
r
d
wall
to
o
l
o
f
f
e
r
s
a
wid
e
ar
r
ay
o
f
tem
p
lates,
s
u
c
h
as
q
u
izze
s
,
m
atc
h
in
g
ex
er
c
is
es,
wo
r
d
s
ea
r
ch
es,
an
d
cr
o
s
s
wo
r
d
p
u
zz
les,
all
o
f
wh
ich
ca
n
b
e
c
u
s
to
m
ized
to
m
ee
t
u
s
er
s
’
s
p
ec
if
ic
n
ee
d
s
.
No
tewo
r
th
y
ch
ar
ac
ter
is
tics
also
en
co
m
p
as
s
its
ac
ce
s
s
ib
ilit
y
,
ad
ap
tab
ilit
y
,
an
d
th
e
p
o
te
n
tial
f
o
r
co
ll
ab
o
r
atio
n
b
etwe
en
s
tu
d
en
t
an
d
teac
h
er
team
s
[
3
1
]
.
W
o
r
d
wall
is
ac
ce
s
s
ib
l
e
v
ia
an
y
web
-
en
a
b
led
d
e
v
ice,
en
co
m
p
ass
in
g
in
ter
ac
tiv
e
wh
iteb
o
ar
d
s
,
tab
le
ts
,
d
esk
to
p
an
d
p
o
r
tab
le
co
m
p
u
ter
s
,
o
r
s
m
ar
tp
h
o
n
es.
I
ts
s
i
m
p
licity
m
ak
es
it
u
s
er
-
f
r
ien
d
l
y
,
f
ac
ilit
atin
g
ea
s
y
o
p
er
atio
n
f
o
r
a
v
er
ag
e
u
s
er
s
[
3
2
]
.
Sev
er
al
s
tu
d
ies
h
av
e
d
e
v
elo
p
ed
in
s
tr
u
ctio
n
al
m
ater
ials
f
o
r
m
ath
em
atics
u
s
in
g
W
o
r
d
wall
,
s
p
an
n
in
g
f
r
o
m
elem
e
n
tar
y
to
h
ig
h
s
ch
o
o
l
lev
els.
W
h
ile
th
ese
m
ater
ials
h
av
e
u
n
d
er
g
o
n
e
v
alid
an
d
p
r
ac
tical
test
in
g
,
n
o
t
all
p
r
o
d
u
cts
h
av
e
b
ee
n
test
ed
f
o
r
ef
f
ec
tiv
e
n
ess
.
On
ly
a
lim
ited
n
u
m
b
er
o
f
s
tu
d
ies
h
av
e
in
v
esti
g
ated
th
e
ef
f
ec
tiv
en
ess
o
f
u
s
in
g
W
o
r
d
w
all
in
m
ath
em
atics
ed
u
ca
tio
n
,
an
d
th
ese
s
tu
d
ies
h
av
e
b
ee
n
lim
ited
to
elem
en
tar
y
[
3
3
]
−
[
3
5
]
an
d
ju
n
io
r
h
ig
h
s
ch
o
o
l
lev
els
[
3
0
]
.
R
eg
ar
d
in
g
s
en
io
r
h
ig
h
s
ch
o
o
l
lev
els,
th
e
ef
f
icac
y
o
f
W
o
r
d
wall
in
s
tr
u
ctio
n
al
m
ater
ials
ten
d
s
to
m
ea
s
u
r
e
af
f
ec
tiv
e
ab
ilit
ies,
s
u
ch
as
m
o
tiv
atio
n
an
d
in
ter
est
[
3
6
]
,
as
well
as
in
ter
ac
tio
n
s
a
m
o
n
g
s
tu
d
en
ts
[
3
7
]
.
No
r
esear
ch
h
as
y
et
ex
p
lo
r
ed
th
e
ef
f
ec
tiv
e
n
ess
o
f
W
o
r
d
wall
in
en
h
an
cin
g
m
ath
e
m
atics
lear
n
in
g
o
u
tco
m
es
at
th
e
s
en
io
r
h
ig
h
s
ch
o
o
l
o
r
p
h
as
e
E
lev
el.
T
h
u
s
,
th
is
g
ap
in
th
e
liter
atu
r
e
s
er
v
es
as
th
e
b
asi
s
f
o
r
co
n
d
u
cti
n
g
th
e
p
r
esen
t
s
tu
d
y
.
T
h
e
cu
r
r
en
t
i
n
v
esti
g
atio
n
ad
d
r
ess
es
th
e
f
o
llo
win
g
two
r
esear
ch
in
q
u
i
r
ies:
i
)
i
s
th
er
e
a
n
in
f
lu
en
ce
o
n
th
e
m
ath
em
atics
lear
n
in
g
o
u
tco
m
es
o
f
p
h
ase
E
s
tu
d
en
ts
af
ter
u
tili
zin
g
th
e
W
o
r
d
wall
g
am
e
f
o
r
in
s
tr
u
ctio
n
?
;
an
d
ii
)
w
h
at
is
th
e
ef
f
ec
tiv
en
ess
o
f
im
p
le
m
en
tin
g
th
e
W
o
r
d
wall
g
am
e
in
i
m
p
r
o
v
in
g
th
e
m
ath
em
atics lea
r
n
in
g
ac
h
ie
v
e
m
en
ts
am
o
n
g
p
h
ase
E
s
tu
d
e
n
ts
in
m
ath
em
atics in
s
tr
u
ctio
n
?
2.
M
E
T
H
O
D
Qu
an
titativ
e
ap
p
r
o
ac
h
es
with
a
q
u
asi
-
ex
p
er
im
e
n
tal
d
esig
n
,
as
d
elin
ea
ted
in
T
ab
le
1
,
ar
e
u
tili
ze
d
in
th
e
m
eth
o
d
o
lo
g
y
o
f
th
is
s
tu
d
y
[
3
8
]
.
T
h
e
r
esear
ch
was
co
n
d
u
cted
f
r
o
m
Sep
tem
b
er
2
9
,
2
0
2
3
t
o
No
v
em
b
er
1
0
,
2
0
2
3
,
at
s
en
io
r
h
ig
h
s
ch
o
o
l
in
R
iau
Pro
v
in
ce
,
I
n
d
o
n
esia
,
n
am
ely
SMAN
4
Pek
an
b
ar
u
.
All
1
1
class
es
o
f
ten
th
-
g
r
ad
e
s
tu
d
en
ts
at
SMAN
4
Pek
an
b
ar
u
co
n
s
titu
ted
th
e
p
o
p
u
latio
n
f
o
r
th
is
s
tu
d
y
.
T
h
e
s
am
p
le
was
r
an
d
o
m
ly
s
elec
ted
in
g
r
o
u
p
s
to
o
b
tai
n
two
r
ep
r
esen
tativ
e
class
es.
T
h
is
s
elec
tio
n
was
f
ac
ilit
ated
u
s
in
g
W
o
r
d
wall
to
en
s
u
r
e
t
h
e
p
r
esen
ce
o
f
t
h
e
W
o
r
d
wall
u
s
a
g
e
atm
o
s
p
h
er
e
ea
r
lier
.
T
h
e
d
ata
c
o
llectio
n
in
s
tr
u
m
e
n
t
u
tili
ze
d
in
t
h
is
r
esear
ch
i
s
s
p
ec
if
ically
d
esig
n
ed
to
ev
alu
ate
th
e
m
ath
em
atics
lear
n
in
g
o
u
tco
m
es
o
f
s
tu
d
en
ts
th
r
o
u
g
h
th
e
im
p
lem
en
tatio
n
o
f
th
e
W
o
r
d
wall
m
ath
em
atica
l
g
am
e.
T
h
e
W
o
r
d
wall
i
n
s
tr
u
ctio
n
al
to
o
l
u
s
ed
p
e
r
tain
s
to
to
p
ics
s
u
ch
as
e
x
p
o
n
en
tial
f
u
n
ctio
n
s
a
n
d
s
y
s
tem
o
f
lin
ea
r
eq
u
atio
n
s
with
two
v
a
r
iab
les,
wh
ich
h
a
v
e
b
ee
n
v
alid
ated
an
d
p
r
o
v
e
n
p
r
ac
tical
[
3
9
]
.
T
h
e
d
ata
co
llectio
n
in
s
tr
u
m
en
ts
em
p
lo
y
ed
co
n
s
is
t
o
f
p
r
e
-
an
d
p
o
s
t
-
test
q
u
esti
o
n
s
.
T
h
e
p
r
e
-
test
q
u
esti
o
n
s
wer
e
ad
m
in
is
ter
ed
to
ass
es
s
s
tu
d
en
ts
’
m
ath
em
atics
lear
n
in
g
o
u
tco
m
es
b
ef
o
r
e
an
y
tr
ea
tm
en
t
was
ap
p
lied
to
b
o
th
class
es,
wh
ile
th
e
p
o
s
t
-
test
q
u
esti
o
n
s
wer
e
u
tili
ze
d
to
ev
alu
ate
t
h
eir
o
u
tco
m
es
af
ter
u
n
d
er
g
o
i
n
g
d
is
tin
ct
tr
ea
t
m
en
ts
.
A
test
in
g
tech
n
iq
u
e
was
em
p
lo
y
ed
as
th
e
d
ata
co
llectio
n
m
eth
o
d
in
th
is
s
tu
d
y
.
T
h
is
tech
n
iq
u
e
was
u
tili
ze
d
to
o
b
tain
d
ata
r
e
g
ar
d
i
n
g
th
e
s
tu
d
e
n
ts
'
in
itial
ab
ilit
ie
s
b
ef
o
r
e
a
n
y
tr
ea
tm
e
n
t,
wh
ich
wo
u
ld
b
e
ac
q
u
i
r
ed
th
r
o
u
g
h
p
r
e
-
test
s
h
ee
ts
co
n
d
u
cted
at
th
e
b
eg
i
n
n
in
g
o
f
th
e
s
ess
io
n
,
an
d
af
ter
th
e
tr
ea
tm
en
t,
wh
ich
wo
u
ld
b
e
o
b
tain
ed
th
r
o
u
g
h
p
o
s
t
-
test
s
h
ee
ts
co
n
d
u
cted
at
th
e
en
d
o
f
th
e
s
ess
io
n
.
T
h
e
test
r
esu
lts
o
b
tain
ed
wer
e
an
al
y
ze
d
u
s
in
g
b
o
th
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
an
aly
s
es.
I
n
th
e
d
escr
ip
tiv
e
d
ata
an
aly
s
is
,
th
e
r
esear
ch
er
ex
am
in
ed
th
e
m
ea
n
,
s
tan
d
ar
d
d
e
v
iatio
n
,
as
well
as
th
e
m
in
im
u
m
an
d
m
ax
im
u
m
s
co
r
es
o
f
s
tu
d
en
ts
’
m
ath
em
atics
lear
n
in
g
o
u
tco
m
es.
I
n
in
f
er
en
tial
d
ata
a
n
aly
s
is
,
th
e
r
esear
ch
er
o
b
s
er
v
ed
th
e
d
if
f
er
e
n
ce
s
in
s
tu
d
e
n
ts
’
lear
n
in
g
o
u
tc
o
m
es
u
s
in
g
th
e
ass
is
tan
ce
o
f
SP
SS
v
.
2
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
2
4
6
-
1
2
5
2
1248
T
ab
le
1
.
Pre
-
a
n
d
p
o
s
t
-
test
d
esig
n
G
r
o
u
p
I
n
i
t
i
a
l
a
ssessm
e
n
t
Tr
e
a
t
me
n
t
F
i
n
a
l
a
ssessm
e
n
t
S
e
l
e
c
t
c
o
n
t
r
o
l
g
r
o
u
p
Pre
-
t
e
st
N
o
t
r
e
a
t
me
n
t
P
o
st
-
t
e
st
S
e
l
e
c
t
e
x
p
e
r
i
me
n
t
a
l
g
r
o
u
p
Pre
-
t
e
st
W
o
r
d
w
a
l
l
t
r
e
a
t
m
e
n
t
P
o
st
-
t
e
st
I
n
ad
d
itio
n
to
s
tatis
tical
te
s
ts
,
th
is
s
tu
d
y
also
em
p
lo
y
ed
a
d
ata
an
aly
s
is
tech
n
iq
u
e
to
f
in
d
o
u
t
th
e
ef
f
ec
tiv
en
ess
o
f
im
p
lem
en
tin
g
th
e
W
o
r
d
wall
g
am
e
o
n
s
tu
d
en
ts
’
m
ath
e
m
atics
lear
n
in
g
o
u
tc
o
m
es
wh
en
co
m
p
ar
ed
to
c
o
n
v
e
n
tio
n
al
lea
r
n
in
g
.
T
h
is
ass
es
s
m
en
t
will
b
e
m
ea
s
u
r
ed
u
s
in
g
a
m
etr
ic
k
n
o
wn
as
ef
f
ec
t
s
ize
(
E
S)
.
T
h
e
f
o
r
m
u
la
an
d
c
r
iter
ia
f
o
r
E
S u
s
ed
a
r
e
as in
(
1
)
[
4
0
]
.
=
−
(
1
)
T
o
ca
lcu
late
th
e
p
o
o
led
d
ev
iat
io
n
,
th
e
f
o
r
m
u
la
s
h
o
u
ld
b
e
as i
n
(
2
)
.
=
√
(
−
1
)
2
+
(
−
1
)
2
+
−
2
(
2
)
W
h
er
e
,
=
n
u
m
b
er
i
n
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
;
=
n
u
m
b
er
i
n
th
e
co
n
t
r
o
l
g
r
o
u
p
;
=
s
tan
d
ar
d
d
ev
iatio
n
o
f
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
;
an
d
=
s
tan
d
ar
d
d
ev
iatio
n
o
f
th
e
co
n
tr
o
l
g
r
o
u
p
.
T
h
e
r
esu
lts
o
f
th
e
E
S c
alcu
latio
n
ar
e
in
ter
p
r
eted
as sh
o
wn
in
T
ab
le
2
.
T
ab
le
2
.
C
r
iter
ia
o
f
ES
C
r
i
t
e
r
i
a
I
n
t
e
r
p
r
e
t
a
t
i
o
n
≤
0
.
20
W
e
a
k
e
f
f
e
c
t
0
.
20
<
≤
0
.
50
M
o
d
e
st
e
f
f
e
c
t
0
.
50
<
≤
1
.
00
M
o
d
e
r
a
t
e
e
f
f
e
c
t
>
1
.
00
S
t
r
o
n
g
e
f
f
e
c
t
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
s
t
a
t
is
t
ica
l a
na
ly
s
is
T
h
e
p
r
e
-
test
an
d
p
o
s
t
-
test
d
ata
co
llected
ar
e
an
aly
ze
d
d
escr
i
p
tiv
ely
to
ca
lcu
late
th
e
av
er
ag
e,
s
tan
d
ar
d
d
ev
iatio
n
,
lo
west
v
alu
e,
an
d
h
i
g
h
est
v
alu
e.
T
h
ese
s
tatis
tical
m
ea
s
u
r
es
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
d
is
tr
ib
u
tio
n
a
n
d
ce
n
tr
a
l
ten
d
en
cies
with
in
th
e
d
ataset.
A
s
u
m
m
ar
y
o
f
th
e
r
esu
lts
o
f
th
e
d
escr
ip
tiv
e
an
aly
s
is
o
f
p
r
e
-
test
an
d
p
o
s
t
-
te
s
t d
ata
f
o
r
p
h
ase
E
s
tu
d
en
ts
is
p
r
esen
ted
in
T
a
b
le
3
.
Acc
o
r
d
in
g
t
o
th
e
d
ata
p
r
esen
t
ed
in
T
ab
le
3
,
it
is
ev
id
en
t
d
escr
ip
tiv
ely
th
at
th
e
m
ea
n
m
a
th
em
atics
lear
n
in
g
ac
h
iev
e
m
en
ts
o
f
s
tu
d
en
ts
in
b
o
th
class
es
b
ef
o
r
e
th
e
u
s
e
o
f
W
o
r
d
wall
in
o
n
e
class
ten
d
to
b
e
s
im
ilar
,
with
b
etter
d
ata
s
p
r
ea
d
in
th
e
co
n
tr
o
l
class
.
T
h
e
d
ata
in
th
e
ex
p
er
im
en
tal
class
(
1
7
.
8
1
)
h
av
e
a
wid
er
s
p
r
ea
d
co
m
p
ar
ed
to
th
e
d
ata
in
th
e
c
o
n
tr
o
l
class
(
1
2
.
8
2
)
.
T
h
is
d
if
f
er
en
ce
ar
is
es
b
ec
a
u
s
e
b
o
t
h
cla
s
s
es
h
av
e
th
e
s
am
e
m
in
im
u
m
v
alu
e,
b
u
t
s
tu
d
en
ts
wh
o
ac
h
iev
ed
th
e
h
ig
h
est
s
co
r
e
wer
e
in
th
e
ex
p
er
im
en
tal
class
(
6
3
)
with
a
s
ig
n
if
ican
t d
if
f
er
e
n
ce
o
f
2
2
p
o
in
ts
co
m
p
ar
ed
t
o
th
e
h
i
g
h
est s
co
r
e
in
th
e
c
o
n
tr
o
l c
lass
.
Af
ter
im
p
lem
en
tin
g
W
o
r
d
wal
l,
th
er
e
is
a
d
escr
ip
tiv
e
s
u
p
er
i
o
r
ity
in
th
e
m
ea
n
m
ath
em
atic
s
lear
n
in
g
ac
h
iev
em
en
t
o
f
s
tu
d
en
ts
in
th
e
ex
p
er
im
en
tal
class
(
9
8
.
3
7
)
co
m
p
ar
ed
to
th
e
co
n
tr
o
l
class
,
w
ith
an
ap
p
r
o
x
im
ate
5
-
p
o
in
t
d
if
f
er
en
ce
in
th
e
a
v
er
ag
e
s
co
r
es
f
a
v
o
r
in
g
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
.
T
h
e
ex
p
er
im
en
tal
class
d
em
o
n
s
tr
ates
a
n
a
r
r
o
wer
d
at
a
s
p
r
ea
d
c
o
m
p
ar
e
d
to
th
e
c
o
n
tr
o
l
class
,
as
in
d
icate
d
b
y
th
e
s
m
aller
r
a
n
g
e
o
b
s
er
v
ed
i
n
th
e
e
x
p
er
im
e
n
tal
class
(
4
8
)
in
c
o
n
tr
ast
to
th
e
r
a
n
g
e
o
b
s
er
v
ed
i
n
th
e
c
o
n
tr
o
l
cl
ass
(
5
2
)
.
I
n
ess
en
ce
,
in
itially
,
b
o
th
class
es
s
ee
m
ed
to
h
av
e
th
e
s
am
e
q
u
ality
.
Ho
wev
er
,
af
ter
th
e
im
p
lem
en
tati
o
n
o
f
W
o
r
d
wall
in
th
e
ex
p
er
im
e
n
tal
class
,
th
e
lear
n
in
g
o
u
tco
m
e
im
p
r
o
v
ed
.
T
ab
le
3
.
Descr
ip
tio
n
o
f
p
r
e
-
a
n
d
p
o
s
t
-
test
d
ata
o
f
s
tu
d
en
ts
’
m
ath
em
atics lea
r
n
in
g
o
u
tco
m
e
s
D
e
scri
p
t
i
v
e
s
t
a
t
i
st
i
c
s
Pre
-
t
e
st
P
o
st
-
t
e
st
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
C
o
n
t
r
o
l
g
r
o
u
p
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
C
o
n
t
r
o
l
g
r
o
u
p
N
38
37
38
37
̅
2
7
.
0
1
2
8
.
1
3
9
8
.
3
7
9
3
.
4
3
SD
1
7
.
8
1
1
2
.
8
2
7
.
7
6
9
.
5
5
M
i
n
0
0
52
48
M
a
x
63
41
1
0
0
1
0
0
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
n
h
a
n
ci
n
g
ma
th
em
a
tics
lea
r
n
in
g
in
p
h
a
s
e
E:
a
s
s
ess
in
g
W
o
r
d
w
a
ll e
ffective
n
ess
(
S
r
i R
ezeki
)
1249
3
.
2
.
I
nfe
re
ntia
l
s
t
a
t
is
t
ica
l a
n
a
ly
s
is
Su
b
s
eq
u
en
tly
,
to
in
v
esti
g
ate
th
e
r
esear
ch
in
q
u
ir
ies,
in
f
er
en
tial
s
tati
s
tical
m
eth
o
d
s
wer
e
ap
p
lied
to
an
aly
ze
th
e
d
ata.
Ho
wev
er
,
b
e
f
o
r
e
c
o
n
d
u
ctin
g
th
ese
s
tatis
tic
al
test
s
,
ass
u
m
p
tio
n
test
s
wer
e
p
er
f
o
r
m
ed
,
n
am
el
y
test
s
f
o
r
n
o
r
m
ality
an
d
h
o
m
o
g
en
eity
o
f
v
ar
ian
ce
.
T
h
e
test
o
f
n
o
r
m
ality
was
co
n
d
u
cte
d
a
s
a
r
eq
u
ir
em
en
t
f
o
r
an
aly
s
is
o
f
v
ar
ian
ce
,
w
h
ile
th
e
v
ar
ian
ce
h
o
m
o
g
en
eity
test
was
p
er
f
o
r
m
e
d
as
a
r
eq
u
ir
em
en
t f
o
r
th
e
t
-
test
.
I
f
th
e
d
ata
d
id
n
o
t
f
o
llo
w
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
,
a
n
o
n
p
a
r
am
etr
ic
te
s
t,
s
p
ec
if
ically
th
e
Ma
n
n
-
W
h
it
n
ey
test
,
wo
u
ld
b
e
em
p
lo
y
ed
with
o
u
t
g
o
in
g
th
r
o
u
g
h
t
h
e
h
o
m
o
g
e
n
eity
test
s
er
ies.
T
h
e
f
in
d
in
g
s
o
f
th
e
n
o
r
m
a
lity
ass
ess
m
en
t
f
o
r
th
e
p
r
e
-
test
d
ata
o
f
s
tu
d
en
ts
in
b
o
th
in
s
tr
u
ctio
n
al
co
h
o
r
ts
ar
e
d
ep
icted
in
T
a
b
le
4
.
T
h
e
cr
iter
io
n
u
s
ed
f
o
r
test
in
g
is
th
at
if
th
e
p
-
v
alu
e
(
s
ig
.
)
ex
ce
ed
s
th
e
p
r
ed
eter
m
in
e
d
s
i
g
n
if
ican
ce
lev
el
(
∝
=0
.
0
5
)
,
th
e
n
H
0
is
ac
ce
p
ted
;
o
th
er
wis
e,
H
0
is
r
ejec
ted
.
T
h
e
n
o
r
m
ality
test
em
p
lo
y
ed
is
th
e
Sh
ap
ir
o
-
W
ilk
test
,
as
th
e
d
ata
s
ize
ex
ce
ed
s
3
0
.
I
n
th
e
tab
le,
it
i
s
ev
id
en
t
th
at
th
e
p
r
o
b
ab
ilit
y
v
alu
e
(
s
ig
.
)
f
o
r
o
n
e
o
f
t
h
e
d
atasets
is
b
elo
w
0
.
0
5
.
T
h
is
im
p
lies
th
at
H
0
is
r
ejec
ted
,
lead
in
g
to
th
e
c
o
n
clu
s
i
o
n
th
at
th
e
d
ata
f
o
r
b
o
th
g
r
o
u
p
s
d
o
n
o
t
f
o
llo
w
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
.
C
o
n
s
eq
u
en
tly
,
th
e
e
q
u
iv
alen
ce
test
f
o
r
p
r
e
-
test
d
ata
o
n
s
tu
d
en
t
’
s
m
ath
em
atics
lear
n
in
g
ac
h
iev
em
en
ts
em
p
lo
y
s
a
n
o
n
-
p
ar
am
etr
ic
test
,
s
p
ec
if
ically
th
e
Ma
n
n
-
W
h
itn
ey
test
,
th
e
o
u
tco
m
es o
f
w
h
ich
ar
e
d
etailed
in
T
ab
le
5
.
T
h
e
test
in
g
cr
iter
io
n
u
tili
ze
d
is
th
at
if
th
e
p
-
v
alu
e
(
s
ig
.
)
ex
ce
ed
s
th
e
th
r
esh
o
ld
o
f
0
.
0
5
,
t
h
en
H
0
is
ac
ce
p
ted
;
o
th
er
wis
e,
H
0
is
r
eje
cted
.
I
n
th
e
tab
le,
it
is
n
o
ted
th
at
th
e
p
r
o
b
ab
ilit
y
v
alu
e
(
s
ig
.
)
ex
ce
ed
s
0
.
0
5
,
th
u
s
H
0
is
ac
ce
p
ted
.
C
o
n
s
eq
u
e
n
tly
,
th
er
e
e
x
is
ts
n
o
d
is
p
ar
ity
b
et
wee
n
th
e
p
r
e
-
test
d
ata
c
o
n
ce
r
n
in
g
m
at
h
em
atics
lear
n
in
g
ac
h
iev
em
en
ts
with
in
th
e
ex
p
e
r
im
en
tal
class
an
d
th
e
co
n
tr
o
l
class
.
Af
ter
s
tatis
tical
ly
co
n
f
ir
m
in
g
th
at
b
o
th
class
es
h
av
e
th
e
s
am
e
a
v
er
ag
e
test
s
co
r
es,
th
e
n
e
x
t
s
tep
is
to
an
aly
ze
th
e
p
o
s
t
-
test
d
ata
to
d
eter
m
in
e
wh
eth
er
W
o
r
d
wall
h
as
an
ef
f
ec
t
o
n
m
ath
em
atics
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
T
h
is
an
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ased
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atics lea
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atics lea
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atics lea
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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J
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14
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No
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20
25
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1
2
4
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1250
Acc
o
r
d
in
g
to
th
e
d
ata,
a
p
r
o
b
ab
ilit
y
v
alu
e
(
s
ig
.
)
b
ein
g
b
elo
w
0
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0
5
lead
s
to
r
ejec
tin
g
th
e
n
u
ll
h
y
p
o
th
esis
(
H
0
)
,
s
u
g
g
esti
n
g
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
p
o
s
t
-
test
d
ata
o
n
m
ath
em
atics
lear
n
in
g
o
u
tco
m
es
in
th
e
ex
p
er
im
e
n
t
al
class
an
d
th
e
co
n
tr
o
l
class
.
Mo
r
eo
v
er
,
b
ased
o
n
d
es
cr
ip
tiv
e
d
ata,
th
e
ex
p
er
im
en
tal
class
d
em
o
n
s
tr
a
tes
s
u
p
er
io
r
m
at
h
em
atics
lear
n
in
g
o
u
tco
m
es
co
m
p
a
r
ed
t
o
th
e
co
n
tr
o
l
class
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
t
h
e
im
p
lem
en
ted
W
o
r
d
wall
in
th
e
ex
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er
im
e
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tal
class
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o
ten
tially
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tr
ib
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tes
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en
h
an
ce
d
m
ath
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atics
lear
n
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n
g
o
u
tco
m
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en
co
m
p
ar
ed
to
tr
ad
itio
n
al
m
eth
o
d
s
em
p
l
o
y
ed
i
n
th
e
c
o
n
tr
o
l
class
.
3
.
3
.
E
f
f
ec
t
i
v
eness
I
n
o
r
d
e
r
to
ass
ess
th
e
ef
f
icac
y
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f
em
p
lo
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g
W
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r
d
wall
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n
th
e
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ath
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atics
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n
in
g
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tco
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f
p
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ase
E
s
tu
d
en
ts
,
th
e
co
m
p
u
ta
tio
n
o
f
th
e
ES
is
co
n
d
u
cted
,
as o
u
tlin
ed
in
T
ab
le
8
.
T
h
is
m
ea
s
u
r
em
en
t e
n
ab
les a
m
o
r
e
p
r
o
f
o
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n
d
c
o
m
p
r
eh
en
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io
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o
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th
e
m
ag
n
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d
e
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d
s
ig
n
if
ican
ce
o
f
W
o
r
d
wall
’
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im
p
ac
t
o
n
s
tu
d
e
n
t
lear
n
in
g
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m
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f
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er
i
n
g
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alu
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le
i
n
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ig
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ts
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o
r
b
o
t
h
e
d
u
ca
to
r
s
an
d
r
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ch
e
r
s
.
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r
o
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g
h
th
e
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u
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tific
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o
f
th
e
ES
,
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s
ca
n
ascer
tain
th
e
p
r
ac
tical
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ig
n
if
ican
ce
o
f
u
tili
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g
W
o
r
d
wall
as
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ed
u
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tio
n
al
to
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l
to
en
h
an
ce
m
at
h
em
atics lea
r
n
in
g
o
u
tco
m
es with
in
p
h
ase
E
class
r
o
o
m
s
.
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ased
o
n
th
e
ca
lcu
latio
n
r
esu
lts
,
th
e
ef
f
ec
tiv
en
ess
o
f
lear
n
i
n
g
o
u
tc
o
m
es
f
alls
with
in
th
e
m
o
d
er
ate
cr
iter
ia
(
0
.
5
7
)
.
T
h
e
d
if
f
er
en
ce
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etwe
en
th
is
s
co
r
e
an
d
th
e
s
t
r
o
n
g
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teg
o
r
y
is
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u
ite
s
ig
n
if
ic
an
t.
T
h
is
is
d
u
e
to
th
e
m
in
im
al
d
is
p
ar
ity
b
etwe
en
th
e
av
er
ag
e
an
d
d
ata
s
p
r
ea
d
o
f
th
e
two
class
es.
I
n
th
e
im
p
lem
en
tatio
n
o
f
W
o
r
d
wall
u
s
ag
e
in
th
e
class
r
o
o
m
,
g
r
o
u
p
i
n
g
is
ca
r
r
ied
o
u
t
d
u
e
to
th
e
p
r
o
h
i
b
itio
n
o
f
m
o
b
ile
p
h
o
n
e
u
s
e
in
I
n
d
o
n
esian
s
ch
o
o
ls
[
4
1
]
,
[
4
2
]
.
Stu
d
en
ts
ar
e
o
n
ly
p
er
m
itted
to
u
s
e
lap
to
p
s
,
alth
o
u
g
h
n
o
t
all
s
tu
d
en
ts
h
av
e
ac
ce
s
s
to
th
ese
d
ev
ices.
C
o
n
s
eq
u
en
tly
,
th
e
f
o
r
m
atio
n
o
f
g
r
o
u
p
s
b
ec
o
m
es
an
alter
n
ativ
e
to
en
s
u
r
e
th
at
all
s
tu
d
en
ts
ca
n
u
s
e
W
o
r
d
wall
co
llectiv
ely
.
Usi
n
g
th
eir
lap
to
p
s
,
s
tu
d
en
t
g
r
o
u
p
s
ac
ce
s
s
th
e
p
r
o
v
id
ed
W
o
r
d
wall
lin
k
to
s
o
lv
e
v
a
r
io
u
s
ty
p
es
o
f
q
u
esti
o
n
s
,
in
clu
d
in
g
s
h
o
r
t
f
o
r
m
,
m
u
ltip
le
ch
o
ice,
o
r
m
atch
in
g
.
Ho
wev
er
,
ch
allen
g
es
ar
is
e
wh
en
th
er
e
is
u
n
ev
en
p
ar
ticip
a
tio
n
am
o
n
g
s
tu
d
en
ts
with
in
th
e
g
r
o
u
p
s
.
On
ly
a
p
o
r
tio
n
o
f
s
tu
d
e
n
ts
ac
tiv
ely
co
m
p
letes
W
o
r
d
wall
task
s
.
Fu
r
th
er
m
o
r
e,
s
o
m
e
s
tu
d
e
n
ts
wh
o
co
u
ld
ea
s
il
y
s
o
lv
e
ex
er
cises
in
th
e
tex
tb
o
o
k
f
ac
e
co
n
f
u
s
io
n
wh
en
u
s
in
g
W
o
r
d
wall
.
Stu
d
en
ts
ar
e
n
o
t
y
et
f
am
iliar
with
th
e
p
r
esen
tatio
n
s
ty
le
[
4
3
]
,
[
4
4
]
.
T
h
is
in
d
icate
s
th
at
s
tu
d
en
ts
with
in
ea
ch
g
r
o
u
p
ex
h
ib
it
d
iv
er
s
e
ch
ar
ac
ter
is
tics
[
4
5
]
an
d
lear
n
i
n
g
s
ty
les
[
4
6
]
−
[
4
8
]
,
u
n
d
er
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
co
n
s
id
er
in
g
lear
n
in
g
s
ty
les
b
ef
o
r
e
th
e
in
itiatio
n
o
f
in
ter
v
en
tio
n
s
.
Mo
r
eo
v
er
,
it
is
ad
v
is
ab
le
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at
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[
1
]
J.
E
n
g
e
l
b
r
e
c
h
t
,
S
.
L
l
i
n
a
r
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n
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.
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.
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o
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a
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Tr
a
n
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[
2
]
E.
L.
K
a
r
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h
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t
a
l
.
,
“
A
d
a
p
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.
[
3
]
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.
N
.
F
a
l
b
e
a
n
d
R
.
S
e
g
l
e
m,
“
T
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[
4
]
T.
A
v
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a
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n
d
A
.
P
a
l
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k
,
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–
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[
5
]
I.
B
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r
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a
m,
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K.
Y
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e
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y
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a
,
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A.
B
o
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R
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”
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o
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Re
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3
7
2
5
6
/
s
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r
.
3
2
2
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2
1
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7
6
.
[
6
]
M
.
L
a
f
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-
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e
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h
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g
a
,
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.
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d
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s
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m
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t
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:
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.
[
7
]
R
.
A
l
A
l
i
,
K
.
A
l
s
o
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d
,
a
n
d
F
.
A
t
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mn
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h
,
“
T
o
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a
su
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:
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0
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1
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.
[
8
]
J.
S
a
m
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sso
n
,
“
D
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p
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E
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Ac
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R
e
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1
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2
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.
[
9
]
J.
P
o
l
m
a
n
,
L
.
H
o
r
n
s
t
r
a
,
a
n
d
M
.
V
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l
man
,
“
Th
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mea
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mea
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f
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e
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n
v
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s R
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1
0
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F
.
W
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.
,
“
N
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.
4
,
p
p
.
5
4
5
–
5
6
5
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
9
4
8
2
0
.
2
0
1
9
.
1
5
8
8
7
4
5
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
S
r
i
Re
z
e
k
i
is
a
S
e
n
i
o
r
A
ss
o
c
iate
P
ro
fe
ss
o
r
a
n
d
Lec
tu
re
r
o
f
M
a
t
h
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
De
p
a
rtme
n
t
a
t
U
n
iv
e
r
sitas
Isla
m
Riau
,
sp
e
c
ializin
g
i
n
e
d
u
c
a
ti
o
n
a
l
m
e
d
ia,
lea
rn
in
g
re
so
u
rc
e
s,
a
n
d
sta
ti
stics
.
S
h
e
p
u
rsu
e
d
h
e
r
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
in
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
a
t
Un
iv
e
rsitas
Riau
(Ba
c
h
e
lo
r’s),
S
tatisti
c
s
a
t
In
st
it
u
t
P
e
rtan
ian
B
o
g
o
r
(
M
a
ste
r’s),
a
n
d
M
a
th
e
m
a
ti
c
s
a
t
Un
iv
e
rsitas
G
a
jah
M
a
d
a
(Do
c
t
o
ra
l).
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sri_
re
z
e
k
i@e
d
u
.
u
ir.
a
c
.
id
.
S
in
d
i
A
m
e
li
a
is
a
Lec
tu
re
r
o
f
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
De
p
a
rtme
n
t
a
t
Un
iv
e
rsitas
Isla
m
Riau
,
sp
e
c
ializin
g
i
n
c
u
r
ricu
lu
m
a
n
d
in
str
u
c
ti
o
n
,
e
d
u
c
a
ti
o
n
a
l
m
e
d
ia
a
n
d
re
so
u
rc
e
s,
a
n
a
ly
sis,
a
n
d
g
e
o
m
e
try
.
S
h
e
p
u
rsu
e
d
h
e
r
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
in
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
a
t
Un
iv
e
rsitas
Riau
(Ba
c
h
e
lo
r’s)
a
n
d
Un
iv
e
rsitas
P
e
n
d
i
d
i
k
a
n
I
n
d
o
n
e
sia
(M
a
ste
r’s).
S
h
e
c
a
n
b
e
c
o
n
tac
ted
at
e
m
a
il
:
sin
d
iam
e
li
a
8
8
@e
d
u
.
u
ir.
a
c
.
id
.
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