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t
io
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l J
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E
v
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Resea
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du
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J
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Vo
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14
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No
.
2
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A
p
r
il
2
0
2
5
,
p
p
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910
~
917
I
SS
N:
2
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2
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,
DOI
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1
1
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J
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:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The ef
fect o
f
co
nv
enience and
self
-
e
ff
ica
cy
on t
he sa
ti
sfa
ction o
f
lea
rning
ma
na
g
ement sys
tem
usa
g
e
Z
ulh
er
m
a
n
1
,
Ab
u B
a
k
a
r
Ahm
a
d M
a
ns
o
r
2
,
Chris
t
o
ph
K
u
lg
em
ey
er
3
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F
a
c
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l
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y
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u
c
a
t
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n
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v
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t
a
s
M
u
h
a
mm
a
d
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y
a
h
P
r
o
f
.
D
r
.
H
a
m
k
a
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Ja
k
a
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t
a
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n
d
o
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i
a
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A
w
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a
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M
a
l
a
y
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a
3
I
n
st
i
t
u
t
e
f
o
r
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
y
o
f
B
r
e
me
n
,
B
r
e
m
e
n
,
G
e
r
m
a
n
y
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
l 1
4
,
2
0
2
4
R
ev
is
ed
No
v
12
,
2
0
2
4
Acc
ep
ted
No
v
1
7
,
2
0
2
4
Un
iv
e
rsiti
e
s
wid
e
ly
u
se
th
e
lea
rn
i
n
g
m
a
n
a
g
e
m
e
n
t
sy
ste
m
(LM
S
)
tec
h
n
o
l
o
g
y
d
u
e
t
o
it
s
flex
i
b
il
it
y
a
n
d
e
a
se
o
f
u
se
fo
r
lec
tu
re
rs
wh
e
n
m
a
n
a
g
i
n
g
o
n
l
in
e
lea
rn
in
g
wit
h
th
e
LM
S
.
Th
e
p
rima
ry
d
e
term
in
a
n
t
o
f
s
u
c
c
e
ss
is
th
e
a
d
m
it
tan
c
e
o
f
stu
d
e
n
ts
u
ti
li
z
in
g
th
is
tec
h
n
o
l
o
g
y
b
a
se
d
o
n
t
h
e
LM
S
.
Ho
we
v
e
r,
i
n
stit
u
ti
o
n
s
h
a
v
e
c
h
a
l
len
g
e
s
wh
e
n
u
ti
li
z
i
n
g
LM
S
sy
st
e
m
s.
Th
e
stu
d
y
a
ims
to
e
v
a
lu
a
te
t
h
e
fa
c
to
rs
th
a
t
im
p
a
c
t
stu
d
e
n
t
sa
ti
sfa
c
ti
o
n
(
S
S
)
wh
e
n
u
sin
g
t
h
e
LM
S
.
Th
e
st
u
d
y
m
e
th
o
d
o
l
o
g
y
e
m
p
l
o
y
s
th
e
De
l
o
n
e
M
c
L
e
a
n
m
o
d
e
l
tec
h
n
iq
u
e
,
in
c
o
r
p
o
ra
ti
n
g
t
h
e
e
lem
e
n
ts
o
f
c
o
n
v
e
n
ien
c
e
(C
o
)
a
n
d
se
l
f
-
e
ffic
a
c
y
(S
E)
in
t
o
th
e
s
u
rv
e
y
.
Da
ta
wa
s
g
a
th
e
re
d
fro
m
a
sa
m
p
le
o
f
1
7
8
u
n
d
e
rg
ra
d
u
a
t
e
stu
d
e
n
ts.
T
h
e
d
a
ta
a
n
a
ly
sis
c
o
n
d
u
c
ted
u
si
n
g
str
u
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(S
EM
)
p
a
rti
a
l
lea
st
sq
u
a
re
s
(P
LS
)
e
n
tailed
th
e
tes
ti
n
g
o
f
si
x
h
y
p
o
th
e
se
s.
Th
e
re
su
lt
s
fo
u
n
d
th
a
t
o
n
ly
t
h
re
e
h
y
p
o
th
e
se
s
we
re
su
p
p
o
rte
d
:
in
f
o
rm
a
ti
o
n
q
u
a
li
ty
(IQ)
a
n
d
sy
ste
m
q
u
a
li
ty
(
S
Q)
h
a
d
a
p
o
siti
v
e
im
p
a
c
t
o
n
S
S
.
S
t
u
d
e
n
t
sa
ti
sfa
c
ti
o
n
a
lso
h
a
rm
e
d
th
e
u
se
o
f
LM
S
(LU).
T
h
is
re
se
a
rc
h
c
o
n
tri
b
u
tes
to
th
e
k
n
o
wle
d
g
e
t
h
a
t
in
tern
a
l
a
n
d
e
x
tern
a
l
fa
c
to
rs
o
f
th
e
LM
S
sy
ste
m
a
lso
p
lay
a
n
imp
o
rta
n
t
r
o
le i
n
th
e
sa
ti
sfa
c
ti
o
n
o
f
L
M
S
u
sa
g
e
.
K
ey
w
o
r
d
s
:
Delo
n
e
Mc
L
ea
n
m
o
d
el
I
n
s
tr
u
ctio
n
al
tech
n
o
lo
g
y
L
ea
r
n
in
g
m
an
ag
em
e
n
t sy
s
tem
On
lin
e
lear
n
in
g
T
ec
h
n
o
lo
g
y
ad
o
p
tio
n
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
:
Z
u
lh
er
m
an
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
itas
Mu
h
am
m
ad
iy
ah
Pr
o
f
.
Dr
.
Ham
k
a
T
an
ah
Me
r
d
e
k
a
Stre
et
,
E
ast J
ak
ar
ta
,
I
n
d
o
n
esia
E
m
ail: z
u
lh
er
m
an
@
u
h
am
k
a.
a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
A
lear
n
in
g
m
an
ag
e
m
en
t
s
y
s
tem
(
L
MS)
d
ef
in
es
an
o
r
g
a
n
izatio
n
o
f
o
n
lin
e
lear
n
in
g
c
o
n
ten
t
b
y
p
r
o
v
id
i
n
g
o
n
lin
e
ac
ce
s
s
to
s
tu
d
en
ts
an
d
lectu
r
er
s
.
I
n
cr
ea
s
in
g
ad
v
an
ce
m
en
ts
in
in
ter
n
et
-
b
as
ed
tech
n
o
lo
g
y
h
av
e
in
cr
ea
s
ed
th
e
n
u
m
b
er
o
f
L
MS
u
s
er
s
wo
r
ld
wid
e.
Mo
s
t
u
n
iv
er
s
ities
wo
r
ld
wid
e
alr
ea
d
y
h
av
e
L
MSs
to
s
u
p
p
o
r
t
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
]
,
[
2
]
.
E
x
am
p
les
o
f
Asi
an
R
eg
io
n
c
o
u
n
tr
ies
th
at
alr
ea
d
y
u
s
e
L
MS
at
u
n
iv
er
s
ities
ar
e
Ma
lay
s
ia
an
d
Sin
g
ap
o
r
e.
I
n
E
u
r
o
p
e,
am
o
n
g
o
th
er
co
u
n
tr
ies,
Ger
m
an
y
h
as
estab
lis
h
ed
L
MS
at
all
u
n
iv
er
s
itie
s
.
T
h
e
d
ev
elo
p
m
en
t
o
f
L
MS
tech
n
o
lo
g
y
is
g
r
o
win
g
,
an
d
s
o
m
an
y
f
ac
to
r
s
af
f
ec
t
L
MS
u
s
er
s
,
in
clu
d
in
g
u
s
er
s
atis
f
ac
tio
n
[
3
]
,
[
4
]
.
I
n
th
e
c
o
n
tex
t
o
f
ed
u
c
atio
n
,
s
tu
d
en
ts
,
s
tu
d
en
t
s
atis
f
ac
tio
n
(
SS
)
i
s
a
v
er
y
im
p
o
r
tan
t
in
d
icato
r
o
f
o
n
lin
e
lear
n
in
g
s
u
cc
ess
u
s
in
g
an
L
MS.
W
ith
t
h
e
av
ailab
ilit
y
o
f
L
MS
tech
n
o
lo
g
y
t
h
at
s
tr
o
n
g
l
y
s
u
p
p
o
r
ts
th
e
lear
n
in
g
p
r
o
ce
s
s
,
th
e
s
tu
d
en
t’
s
ac
ad
em
ic
ac
h
ie
v
em
en
t
is
also
ex
p
ec
ted
to
in
c
r
ea
s
e
[
5
]
,
s
o
th
e
SS
f
ac
to
r
d
eter
m
i
n
es th
e
co
n
tin
u
e
d
u
s
e
o
f
th
e
L
MS.
“
T
h
e
av
ailab
ilit
y
o
f
lear
n
in
g
r
eso
u
r
ce
s
th
at
m
ee
t stan
d
ar
d
s
an
d
th
e
s
im
p
licity
with
wh
ich
th
ey
ca
n
b
e
ac
ce
s
s
ed
d
u
r
in
g
ac
tiv
ities
will
also
d
ir
ec
tly
im
p
ac
t
th
e
lev
el
o
f
co
m
f
o
r
t
f
elt
in
co
n
tin
u
in
g
to
u
tili
ze
th
e
L
MS.
Ad
d
itio
n
ally
,
a
f
ee
lin
g
o
f
ea
s
e
co
n
tr
ib
u
tes
to
q
u
ic
k
en
g
a
g
em
en
t
an
d
co
llab
o
r
atio
n
with
lect
u
r
er
s
an
d
b
etwe
en
s
tu
d
en
ts
th
r
o
u
g
h
th
e
L
MS.
T
h
is
ea
s
e
ca
n
b
e
ac
h
iev
ed
t
h
r
o
u
g
h
t
h
e
u
tili
za
tio
n
o
f
th
e
L
MS.
Acc
o
r
d
in
g
to
s
ev
er
al
s
tu
d
ies
[
6
]
,
[
7
]
,
co
n
v
e
n
ien
ce
(
C
o
)
is
o
n
e
o
f
th
e
m
o
s
t
s
ig
n
if
ican
t
f
ac
to
r
s
in
f
lu
en
cin
g
L
MS
u
tili
za
tio
n
.
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
Th
e
effec
t o
f c
o
n
ve
n
ie
n
ce
a
n
d
s
elf
-
effica
cy
o
n
th
e
s
a
tis
fa
ctio
n
o
f le
a
r
n
in
g
ma
n
a
g
eme
n
t
… (
Zu
lh
erma
n
)
911
Oth
er
f
ac
to
r
s
,
s
u
ch
as
s
elf
-
ef
f
icac
y
(
SE)
,
ar
e
th
e
m
ain
c
o
m
p
o
n
e
n
t,
wh
er
e
th
e
s
en
s
e
o
f
s
elf
-
co
n
f
i
d
en
ce
t
o
co
m
p
lete
task
s
im
p
r
o
v
es
p
er
f
o
r
m
an
ce
.
I
t
h
as
y
et
to
b
e
s
ee
n
in
p
r
ev
io
u
s
s
tu
d
ies,
alth
o
u
g
h
u
s
er
SE
is
v
er
y
im
p
o
r
tan
t.
Usi
n
g
an
L
MS,
u
s
er
s
ca
n
f
ac
ilit
ate
wo
r
k
,
esp
ec
ially
f
o
r
s
tu
d
en
ts
f
o
llo
win
g
o
n
lin
e
lear
n
i
n
g
,
an
d
in
ter
ac
t
o
n
lin
e
with
o
th
er
s
tu
d
en
ts
an
d
lectu
r
er
s
.
Usi
n
g
L
MS
will
ea
s
e
th
e
ac
ce
s
s
ib
ilit
y
o
f
lear
n
in
g
an
y
tim
e
an
d
a
n
y
wh
er
e,
th
u
s
also
af
f
ec
tin
g
th
e
Co
o
f
s
tu
d
en
ts
u
s
in
g
L
MS.
T
h
e
u
s
er
’
s
co
m
f
o
r
t
u
s
in
g
th
e
L
MS
is
also
im
p
o
r
tan
t
[
8
]
,
[
9
]
.
T
h
is
s
tu
d
y
aim
ed
to
d
eter
m
in
e
th
e
m
ain
c
h
ar
ac
ter
is
tics
th
at
lead
to
s
tu
d
en
ts
u
s
in
g
L
MS,
as
d
em
o
n
s
tr
ated
b
y
s
tu
d
en
ts
f
r
o
m
a
s
tate
u
n
iv
e
r
s
ity
in
Ma
lay
s
ia,
an
d
I
s
lam
ic
u
n
iv
er
s
ity
in
J
ak
ar
ta,
I
n
d
o
n
esia
.
Sam
p
lin
g
f
r
o
m
two
ca
m
p
u
s
es f
r
o
m
two
c
o
u
n
tr
ies f
r
o
m
th
e
S
o
u
th
ea
s
t A
s
ian
r
eg
io
n
as r
e
p
r
e
s
en
tativ
e
ex
am
p
les
o
f
L
MS
im
p
lem
en
tatio
n
i
n
d
e
v
elo
p
in
g
c
o
u
n
t
r
ies.
W
e
em
p
lo
y
th
e
Delo
n
e
Mc
L
ea
n
m
o
d
el
f
r
am
ewo
r
k
(
D&
M
m
o
d
el)
to
m
ea
s
u
r
e
t
h
e
ef
f
ec
ti
v
en
ess
o
f
L
MS
d
e
p
lo
y
m
e
n
t,
with
SE
an
d
Co
as
in
d
iv
id
u
a
l
im
p
ac
ts
o
n
L
MS
u
s
er
s
at
u
n
iv
er
s
ities
.
Pre
v
io
u
s
s
tu
d
ies
h
a
v
e
ex
te
n
s
iv
ely
in
v
esti
g
ated
th
e
v
a
r
iab
les
th
at
in
f
l
u
en
ce
a
n
i
n
d
iv
id
u
al
’
s
ac
ce
p
tan
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
.
T
h
e
Dav
is
tech
n
o
lo
g
y
ad
o
p
tio
n
m
o
d
el
(
T
AM
)
an
d
Ven
k
atesh
’
s
u
n
if
ied
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
(
UT
AUT
)
ar
e
two
ex
am
p
les
o
f
th
e
o
r
ie
s
th
at
ex
p
lain
th
e
ad
o
p
tio
n
o
f
tech
n
o
lo
g
y
[
1
0
]
,
[
1
1
]
.
T
h
e
u
s
e
an
d
s
atis
f
ac
tio
n
o
f
th
e
in
f
o
r
m
atio
n
s
y
s
tem
(
I
S)
d
im
en
s
io
n
ar
e
co
m
m
o
n
l
y
u
tili
ze
d
in
th
e
D&
M
m
o
d
el
th
eo
r
y
d
u
e
to
its
p
as
t
ap
p
licatio
n
in
r
esear
c
h
.
T
h
e
m
o
s
t
p
o
p
u
lar
T
AM
an
d
UT
AUT
m
o
d
els
wer
e
u
s
ed
in
ea
r
lier
s
tu
d
ies
o
n
tech
n
o
lo
g
y
ad
o
p
tio
n
,
a
n
d
s
ev
er
al
co
n
ce
p
tu
al
m
o
d
els
wer
e
cr
ea
ted
[
1
2
]
.
Nev
er
th
el
ess
,
th
e
UT
AUT
p
a
r
ad
ig
m
i
s
lim
ited
to
ass
ess
in
g
u
s
er
h
ap
p
in
ess
an
d
th
e
s
y
s
tem
’
s
f
u
n
ctio
n
as
a
m
ed
iati
n
g
v
ar
iab
le
in
r
elatio
n
to
p
e
r
s
o
n
in
f
lu
en
ce
.
C
o
n
s
eq
u
en
tly
,
w
e
ar
e
in
tr
o
d
u
cin
g
a
n
ew
v
ar
iab
le.
T
h
e
Delo
n
e
Mc
L
ea
n
m
o
d
el,
im
p
o
r
ta
n
tly
f
o
r
t
h
is
s
tu
d
y
,
is
b
o
th
a
T
AM
m
o
d
el
an
d
a
UT
AUT
m
o
d
el.
I
t
p
r
o
p
o
s
ed
a
p
r
o
ce
s
s
m
o
d
el
in
f
lu
en
ce
d
b
y
s
ix
elem
en
ts
:
s
y
s
tem
q
u
ality
(
SQ)
,
i
n
f
o
r
m
atio
n
q
u
ality
(
I
Q)
,
s
er
v
ice
q
u
ality
(
SeQ)
,
u
s
er
s
atis
f
ac
tio
n
,
s
u
s
tain
ab
ilit
y
th
e
u
s
e
o
f
tec
h
n
o
lo
g
y
a
n
d
its
i
m
p
ac
t
o
n
i
n
d
iv
id
u
al
u
s
er
s
.
I
n
s
o
m
e
Asi
an
co
u
n
tr
ies
alo
n
e,
th
e
d
ev
elo
p
m
en
t
o
f
t
h
e
D&
M
m
o
d
el
h
as
b
ee
n
e
x
ten
s
iv
e.
E
x
am
p
les
o
f
ce
llu
lar
L
MS
u
s
e
in
Ko
r
ea
an
d
a
s
tu
d
y
o
f
lear
n
in
g
a
p
p
lic
atio
n
s
in
T
aiwa
n
.
T
h
e
s
tu
d
y
o
f
th
e
u
s
e
o
f
L
MS
co
n
d
u
cte
d
b
y
th
e
s
tate
o
f
Sin
g
ap
o
r
e
s
h
o
we
d
th
at
th
e
q
u
ality
o
f
s
er
v
ice
a
n
d
th
e
s
y
s
tem
h
av
e
a
s
ig
n
if
ican
t
lin
k
to
L
MS
u
s
e.
Fo
r
co
u
n
tr
ies
lik
e
Sri
L
an
k
a,
it
also
s
h
o
ws
th
at
s
y
s
tem
,
in
f
o
r
m
atio
n
,
a
n
d
SeQ
s
ig
n
if
ican
tly
im
p
ac
t
SS
u
s
in
g
L
MS
[
1
3
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
i
s
to
d
eter
m
in
e
th
e
m
ain
f
ac
t
o
r
s
th
at
af
f
ec
t
th
e
u
tili
za
tio
n
o
f
u
n
i
v
er
s
ity
L
MS
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
s
tu
d
en
ts
,
u
s
in
g
th
e
Delo
n
e
-
Mc
lea
n
m
o
d
el
ap
p
r
o
ac
h
(
D&
M
m
o
d
el)
,
with
s
p
ec
if
ic
em
p
h
asis
o
n
th
e
asp
ec
ts
o
f
Co
an
d
SE
.
T
h
e
in
f
lu
e
n
ce
o
f
s
tu
d
en
ts
an
d
th
eir
u
tili
za
tio
n
o
f
th
e
L
MS
o
n
th
e
u
n
iv
e
r
s
ity
.
T
h
e
r
esear
c
h
er
m
o
d
if
ied
th
is
s
tu
d
y
b
y
a
d
d
in
g
Co
a
n
d
SE
as
a
n
o
v
elty
f
r
o
m
p
r
e
v
io
u
s
liter
at
u
r
e.
T
h
ese
f
ac
to
r
s
a
r
e
r
ele
v
an
t
to
th
e
u
s
e
o
f
L
MS.
Mo
d
if
ic
atio
n
s
to
th
e
D&
M
m
o
d
el
ca
n
b
e
s
ee
n
in
th
e
Fig
u
r
e
1
.
I
n
f
o
r
m
atio
n
q
u
ality
is
a
ch
ar
a
cter
th
at
lo
o
k
s
ab
s
tr
ac
t
b
u
t
h
as
a
g
r
ea
t
im
p
ac
t
[
1
4
]
.
Pre
v
io
u
s
s
tu
d
y
also
s
h
o
wed
th
at
u
s
in
g
e
-
lear
n
i
n
g
b
ased
o
n
L
MS
s
ig
n
if
ican
t
ly
d
im
in
is
h
ed
th
e
q
u
ality
o
f
in
f
o
r
m
atio
n
[
1
5
]
.
T
h
er
ef
o
r
e,
th
e
q
u
ality
o
f
in
f
o
r
m
atio
n
is
im
p
o
r
ta
n
t,
esp
ec
ially
f
o
r
s
tu
d
en
ts
wh
o
u
s
e
u
n
iv
er
s
ity
L
MS,
to
in
cr
ea
s
e
s
atis
f
ac
tio
n
.
T
h
e
h
y
p
o
th
esis
is
p
r
o
p
o
s
ed
as
:
I
Q
h
as
a
s
ig
n
if
ican
t p
o
s
itiv
e
im
p
ac
t
o
n
SS
(
H
1)
.
Sy
s
tem
q
u
ality
is
a
ch
ar
ac
ter
i
s
tic
s
ee
n
in
th
e
ea
s
e
o
f
u
s
e
o
f
tech
n
o
lo
g
y
[
1
6
]
.
T
h
e
r
ef
o
r
e
,
t
h
e
SQ
ca
n
af
f
ec
t
u
s
er
s
atis
f
ac
tio
n
with
u
s
in
g
L
MS
tech
n
o
lo
g
y
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
s
h
o
wn
t
h
at
th
e
s
y
s
tem
'
s
q
u
ality
af
f
ec
ts
u
s
er
s
atis
f
ac
tio
n
an
d
is
also
r
elate
d
to
th
e
im
p
ac
t
o
n
th
e
o
r
g
a
n
izatio
n
[
1
7
]
.
I
n
th
is
s
tu
d
y
,
we
lo
o
k
ed
at
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
u
s
in
g
u
n
iv
er
s
ity
L
MS
b
y
r
ev
iewin
g
f
ac
ilit
y
asp
ec
ts
an
d
th
e
u
s
ef
u
ln
ess
o
f
th
e
L
MS
tech
n
o
lo
g
y
.
W
e
test
th
e
f
o
llo
win
g
h
y
p
o
th
esis
:
SQ h
as a
s
ig
n
if
ican
t p
o
s
itiv
e
im
p
ac
t
o
n
SS
(
H
2)
.
Ser
v
ice
q
u
ality
is
t
h
e
ass
is
tan
ce
p
r
o
v
id
ed
to
tech
n
o
lo
g
y
u
s
er
s
b
y
a
n
IS
s
er
v
ice
p
r
o
v
id
e
r
[
1
8
]
.
T
h
e
s
u
cc
ess
o
f
u
s
in
g
th
is
tech
n
o
lo
g
y
s
y
s
tem
im
p
ac
ts
th
e
q
u
ali
ty
o
f
s
er
v
ices
av
ailab
le.
Hen
ce
,
th
e
r
o
le
o
f
t
h
e
in
s
titu
tio
n
'
s
s
y
s
tem
m
an
ag
er
n
ee
d
s
to
b
e
p
aid
atten
tio
n
to
[
1
9
]
.
T
h
er
ef
o
r
e,
SeQ
is
an
im
p
o
r
tan
t
f
ac
to
r
th
at
ca
n
af
f
ec
t
SS
.
I
n
th
is
s
tu
d
y
,
SeQ
is
clo
s
ely
r
elate
d
to
u
s
in
g
L
MS
s
y
s
tem
s
.
T
h
e
h
y
p
o
th
esis
we
g
i
v
e
is
as
:
SeQ
h
as a
s
ig
n
if
ican
t p
o
s
itiv
e
im
p
ac
t o
n
SS
(
H
3)
.
On
th
e
u
s
e
o
f
u
n
iv
er
s
ity
L
MS,
th
en
in
th
e
s
tu
d
y
o
f
f
ac
to
r
Co
ac
co
r
d
in
g
to
th
e
p
e
r
s
p
ec
tiv
e
o
f
s
tu
d
en
ts
in
f
lu
en
ce
o
n
th
e
s
atis
f
ac
tio
n
an
d
lo
y
alty
o
f
u
s
er
s
,
th
u
s
af
f
ec
tin
g
th
e
co
n
tin
u
ed
u
s
e,
it
is
also
p
er
ce
iv
ed
b
y
th
e
lectu
r
er
as
a
u
s
er
o
f
th
e
Un
i
v
er
s
ity
L
MS
[
2
0
]
,
[
2
1
]
.
I
n
t
h
is
s
tu
d
y
,
Co
f
ac
to
r
s
also
h
e
lp
s
tu
d
en
ts
to
h
a
v
e
f
lex
ib
ilit
y
in
ac
ce
s
s
an
d
tim
e
an
d
ea
s
e
in
lear
n
in
g
[
2
2
]
.
I
t
i
s
v
er
y
i
n
ter
esti
n
g
f
o
r
s
tu
d
en
ts
.
T
h
e
h
y
p
o
th
esis
in
th
e
s
tu
d
y
is
as
:
C
o
p
o
s
itiv
ely
af
f
ec
ts
SS
(
H
4)
.
Acc
o
r
d
in
g
to
th
e
i
n
d
iv
id
u
al'
s
ass
es
s
m
en
t
o
f
th
eir
p
r
o
f
icien
cy
with
co
m
p
u
ter
s
a
n
d
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
th
e
in
itial
d
ef
in
iti
o
n
o
f
SE
was
estab
lis
h
ed
[
2
3
]
.
C
o
m
p
u
ter
SE
was
th
en
in
clu
d
ed
b
y
r
esear
ch
er
s
in
th
e
f
ield
o
f
m
an
ag
e
m
en
t
i
n
f
o
r
m
atio
n
s
y
s
tem
s
(
MI
S)
as
a
cr
u
cial
elem
en
t
in
th
e
d
e
v
elo
p
m
en
t
o
f
MI
S
r
esear
ch
.
SE
d
e
f
in
ed
t
h
is
as
“
th
e
in
d
iv
id
u
al'
s
p
er
ce
p
tio
n
o
f
th
eir
ab
ilit
y
to
s
o
lv
e
p
r
o
b
lem
s
u
s
in
g
co
m
p
u
ter
s
”
[
2
4
]
,
[
2
5
]
.
I
n
th
is
s
tu
d
y
,
th
e
SE
f
ac
to
r
also
d
eter
m
in
es
h
o
w
im
p
o
r
tan
t
th
e
s
tu
d
en
t'
s
p
er
ce
p
tio
n
is
r
elate
d
to
th
e
ab
ilit
y
to
u
s
e
th
e
u
n
iv
er
s
ity
'
s
L
MS.
Fro
m
t
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
,
we
tr
ied
th
e
f
o
llo
win
g
h
y
p
o
t
h
esis
:
SE
p
o
s
itiv
ely
im
p
ac
ts
SS
(
H
5)
.
Var
iab
le
r
ep
r
esen
tin
g
a
ce
r
tai
n
p
o
s
itio
n
SS
is
a
v
ar
iab
le
th
at
is
in
f
lu
en
ce
d
b
y
o
th
er
f
ac
to
r
s
,
b
u
t
th
e
r
esear
c
h
er
s
will
d
ir
ec
tly
e
x
am
in
e
it
in
r
elatio
n
to
th
e
u
s
e
o
f
L
MS.
T
h
er
ef
o
r
e,
t
h
e
f
o
llo
win
g
h
y
p
o
t
h
esis
: SS p
o
s
it
iv
ely
im
p
ac
ts
L
MS
u
s
ag
e
(
H
6
)
.
T
h
e
r
esear
c
h
d
esig
n
is
d
e
p
icted
in
Fig
u
r
e
1
.
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
:
910
-
9
1
7
912
Fig
u
r
e
1
.
Stu
d
e
n
t m
o
tiv
atio
n
m
o
d
el
o
f
o
n
lin
e
lea
r
n
in
g
at
h
o
m
e
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nt
a
nd
da
t
a
c
o
llect
io
n
“
T
h
e
tar
g
et
p
o
p
u
latio
n
o
f
th
is
s
tu
d
y
was f
ir
s
t
-
y
ea
r
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
an
I
s
lam
ic
u
n
iv
er
s
ity
in
I
n
d
o
n
esia
a
n
d
a
s
tate
u
n
iv
e
r
s
ity
in
Ma
lay
s
ia.
T
h
e
s
am
p
le
d
ata
wer
e
178
s
tu
d
en
ts
,
7
3
m
a
les
(
4
1
%)
a
n
d
1
0
5
f
em
ales
(
5
9
%),
wh
o
h
ad
u
s
ed
Mo
o
d
le
as
th
eir
L
MS.
T
h
e
s
tu
d
y
em
p
lo
y
s
a
q
u
an
tita
tiv
e
m
eth
o
d
o
lo
g
y
,
in
clu
d
in
g
o
n
lin
e
q
u
esti
o
n
n
air
e
s
co
n
d
u
cted
v
ia
Go
o
g
le
Fo
r
m
s
.
T
h
e
f
o
r
m
'
s
UR
L
is
d
i
s
s
em
in
a
ted
to
s
tu
d
en
ts
v
ia
a
W
h
atsAp
p
g
r
o
u
p
o
n
ly
f
o
r
s
t
u
d
en
ts
.
T
h
is
s
tu
d
y
em
p
lo
y
s
c
r
o
s
s
-
s
ec
tio
n
al
m
eth
o
d
o
l
o
g
ies.
T
h
is
s
tu
d
y
em
p
lo
y
s
a
q
u
esti
o
n
n
air
e
item
t
o
ad
d
r
e
s
s
th
e
r
esear
ch
is
s
u
e,
wh
ich
is
th
en
b
r
o
k
en
in
to
two
co
m
p
o
n
en
ts
.
T
h
e
in
itial
elem
en
t
co
m
p
r
is
es
in
q
u
ir
ies
r
eg
ar
d
in
g
th
e
p
ar
ticip
an
ts
'
d
em
o
p
r
o
f
iles
,
en
co
m
p
ass
in
g
th
eir
ag
es,
g
en
d
er
s
,
ed
u
ca
tio
n
al
lev
els,
d
u
r
atio
n
o
f
L
MS
u
s
ag
e
(
L
U)
,
an
d
th
e
p
r
im
ar
y
g
ad
g
et
th
ey
u
tili
ze
to
ac
ce
s
s
L
MS.
T
h
e
s
ec
o
n
d
p
ar
t
o
f
th
e
q
u
esti
o
n
n
ai
r
e
f
o
cu
s
es
o
n
r
esp
o
n
s
es
r
elate
d
to
th
e
k
e
y
co
n
s
tr
u
ctio
n
s
o
f
wo
r
k
r
esear
ch
:
IQ
,
SQ
,
SeQ
,
Co
,
SE
,
SS
,
an
d
th
e
u
s
e
o
f
L
MS.
”
2
.
2
.
M
ea
s
urem
ent
a
nd
da
t
a
a
na
ly
s
is
“
T
h
e
s
tu
d
y
em
p
lo
y
e
d
th
e
tec
h
n
iq
u
e
o
f
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
f
o
r
d
ata
a
n
a
ly
s
is
.
T
h
is
s
tu
d
y
u
tili
ze
d
th
e
Sm
ar
tPLS
v
er
s
io
n
3
.
0
ap
p
licatio
n
[
2
6
]
.
Par
tial
least
s
q
u
ar
es
(
PLS)
is
a
wid
ely
r
ec
o
g
n
ized
tech
n
iq
u
e
u
s
ed
to
ass
ess
th
e
p
ath
co
e
f
f
icien
ts
o
f
s
tr
u
ctu
r
al
m
o
d
els.
I
n
r
ec
en
t
y
ea
r
s
,
m
ar
k
etin
g
r
esear
ch
h
as
g
ain
ed
p
o
p
u
lar
ity
b
ec
au
s
e
o
f
its
ca
p
ab
ilit
y
to
an
aly
ze
h
id
d
e
n
p
atter
n
s
in
tin
y
to
m
e
d
iu
m
-
s
ized
s
am
p
le
s
izes,
wh
ich
was
n
o
t
p
o
s
s
ib
le
b
ef
o
r
e
[
2
7
]
.
T
h
er
e
f
o
r
e,
Sm
ar
tPLS
is
u
s
ed
to
an
al
y
ze
s
tu
d
y
d
ata.
T
h
e
r
esear
c
h
co
n
d
u
cte
d
u
s
in
g
PLS
h
as
b
e
en
f
o
u
n
d
to
b
e
s
u
itab
le
as
o
n
e
co
m
p
o
n
e
n
t
in
th
is
s
tu
d
y
.
T
h
e
PLS
alg
o
r
ith
m
m
ec
h
an
is
m
is
also
u
s
ed
to
e
v
alu
ate
th
e
s
et,
weig
h
t,
an
d
p
ath
co
ef
f
icien
ts
an
d
d
eter
m
in
e
th
e
h
y
p
o
th
esis
'
s
s
ig
n
if
ican
ce
u
s
in
g
t
h
e
b
o
o
ts
tr
ap
m
eth
o
d
(
5
,
0
0
0
s
am
p
les)
[
2
8
]
.
Acc
o
r
d
in
g
t
o
th
e
e
x
p
er
im
en
tal
ap
p
r
o
v
al
co
n
v
en
tio
n
f
o
r
th
e
f
u
n
d
am
e
n
tal
s
h
o
w
r
elian
ce
s
tr
u
ctu
r
e,
t
h
e
esti
m
atio
n
d
em
o
n
s
tr
atio
n
is
s
u
cc
es
s
f
u
l
an
d
ac
cu
r
ate
[
2
9
]
.
Fin
ally
,
th
e
b
l
in
d
f
o
ld
a
p
p
r
o
ac
h
was
em
p
lo
y
ed
to
estab
lis
h
an
d
i
n
f
o
r
m
a
tio
n
co
llected
an
d
r
ea
s
o
n
ab
le
f
o
r
p
r
e
p
ar
in
g
ar
e
a
lo
n
g
t
h
ese
lin
es
tr
ied
u
tili
zin
g
Sm
ar
tPLS
3
.
0
.
I
n
t
h
is
ex
am
i
n
atio
n
,
a
s
u
r
v
ey
is
u
tili
ze
d
.
T
h
e
s
u
r
v
ey
i
n
s
tr
u
m
e
n
t
is
u
s
ed
to
c
o
llect
q
u
an
titati
v
e
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
s
ev
e
n
v
ar
iab
les:
I
Q,
SQ,
SeQ,
C
o
,
SE,
S
S,
an
d
L
MS
u
s
ag
e
.
T
h
e
in
s
tr
u
m
en
t
th
en
d
iv
id
es
th
e
s
ev
en
v
ar
iab
les
in
to
1
8
item
s
u
s
in
g
th
e
L
ik
er
t
s
ca
le
f
r
o
m
1
to
5
.
I
n
t
h
is
in
v
esti
g
atio
n
,
Sm
ar
tPLS
3
.
0
s
o
f
twar
e
was
u
s
ed
to
test
th
e
r
esear
ch
m
o
d
el
u
s
in
g
PLS stru
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
-
v
ar
iatio
n
-
b
ased
(
SE
M
-
VB
)
an
aly
s
is
[
3
0
]
.
SEM
is
a
s
tatis
tical
m
eth
o
d
in
th
is
in
v
esti
g
atio
n
b
ec
au
s
e
i
t
allo
ws
f
o
r
s
im
u
ltan
eo
u
s
an
aly
s
is
an
d
ac
cu
r
ate
p
r
ed
ictio
n
s
[
3
1
]
.
Acc
o
r
d
in
g
to
T
ab
le
1
,
th
e
m
ea
s
u
r
em
en
t c
o
n
s
tr
u
cts we
r
e
s
h
o
wn
.
3.
RE
SU
L
T
S
3
.
1
.
Co
ns
t
ruct
re
lia
bil
it
y
,
co
nv
er
g
ent
,
dis
cr
im
ina
nt
v
a
lid
it
y
I
n
T
a
b
le
2
,
c
o
n
f
i
r
m
at
o
r
y
f
ac
t
o
r
an
al
y
s
is
(
C
F
A)
,
c
o
n
s
is
ti
n
g
o
f
c
o
n
v
er
g
en
ce
a
n
d
d
is
cr
im
in
at
o
r
y
v
al
i
d
it
y
m
ea
s
u
r
es
,
is
u
s
e
d
t
o
ex
am
in
e
c
o
n
s
tr
u
cti
o
n
v
a
li
d
it
y
.
C
o
n
v
e
r
g
e
n
ce
v
al
id
it
y
is
t
h
e
d
e
g
r
ee
t
o
w
h
i
ch
a
s
e
t
o
f
co
n
s
t
r
u
ct
iv
e
v
a
r
i
ab
les
'
d
i
v
i
d
e
p
r
o
p
o
r
ti
o
n
s
'
t
o
p
r
o
d
u
ce
a
h
i
g
h
v
ar
i
a
n
c
e
o
r
,
in
o
th
e
r
w
o
r
d
s
,
c
o
n
v
er
g
en
ce
v
ali
d
it
y
is
t
h
e
m
ea
s
u
r
e
i
n
d
ic
ati
n
g
t
h
at
a
s
et
o
f
i
n
d
ica
to
r
s
r
e
p
r
ese
n
ts
a
s
i
n
g
le
la
te
n
t
v
a
r
ia
b
l
e
[
3
2
]
.
Di
s
cr
i
m
i
n
a
n
t
v
al
i
d
it
y
r
e
f
e
r
s
to
t
h
e
e
x
te
n
t
t
o
wh
ic
h
a
s
tr
u
ct
u
r
e
is
s
i
g
n
if
ic
an
tl
y
d
i
f
f
e
r
e
n
t
f
r
o
m
o
th
er
s
t
r
u
ct
u
r
es
,
as
d
e
m
o
n
s
tr
ate
d
b
y
a
lac
k
o
f
s
t
r
o
n
g
c
o
n
n
e
cti
o
n
a
c
r
o
s
s
c
o
n
s
tr
u
cts
[
3
3
]
,
[
3
4
]
.
T
h
e
r
es
ea
r
c
h
er
s
we
r
e
u
n
a
b
l
e
t
o
d
et
er
m
i
n
e
i
f
t
h
e
p
r
o
p
o
s
e
d
s
t
r
u
ct
u
r
al
r
o
u
t
e
a
ct
u
all
y
h
a
p
p
e
n
e
d
o
r
was
j
u
s
t
t
h
e
p
r
o
d
u
c
t
o
f
s
tat
is
ti
ca
l
d
if
f
e
r
e
n
ce
s
b
e
ca
u
s
e
o
f
t
h
e
s
tr
o
n
g
co
n
n
e
cti
o
n
b
etw
ee
n
t
h
e
tw
o
s
t
r
u
ct
u
r
es.
T
a
b
l
e
2
p
r
es
en
ts
th
e
f
ac
to
r
l
o
a
d
i
n
g
s
,
a
v
e
r
a
g
e
v
a
r
i
an
ce
ex
tr
ac
t
(
AV
E
)
,
c
o
m
p
o
s
it
e
r
el
ia
b
il
it
y
(
C
R
)
,
a
n
d
C
r
o
n
b
ac
h
al
p
h
a
(
C
A)
as
m
e
tr
i
cs
f
o
r
ass
ess
i
n
g
c
o
n
v
er
g
en
ce
v
ali
d
i
ty
.
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
Th
e
effec
t o
f c
o
n
ve
n
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ce
a
n
d
s
elf
-
effica
cy
o
n
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s
a
tis
fa
ctio
n
o
f le
a
r
n
in
g
ma
n
a
g
eme
n
t
… (
Zu
lh
erma
n
)
913
T
h
e
d
at
a
i
n
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ic
ates
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at
2
5
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tr
u
ct
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r
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a
v
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l
o
a
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i
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th
at
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r
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t
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es
h
o
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o
f
0
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[
3
5
]
,
[
3
6
]
.
C
o
n
s
e
q
u
e
n
tl
y
,
th
e
C
R
v
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e
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o
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d
em
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n
s
t
r
at
e
t
h
at
all
m
a
r
k
er
s
o
f
c
o
n
v
e
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g
e
n
c
e
v
al
id
it
y
h
a
v
e
b
ee
n
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atis
f
i
ed
,
as
th
e
A
VE
a
n
d
C
R
l
o
a
d
f
a
ct
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es
s
u
r
p
ass
t
h
e
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a
r
y
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.
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h
er
ef
o
r
e
,
i
t
ca
n
b
e
i
n
f
e
r
r
e
d
t
h
at
all
t
h
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it
e
m
s
cr
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t
e
d
ar
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s
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f
u
l
f
o
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g
e
n
er
ati
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g
l
ate
n
t
v
a
r
i
ab
les
.
T
ab
le
1
.
Me
asu
r
em
e
n
t c
o
n
s
tr
u
cts
C
o
n
st
r
u
c
t
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t
e
m
S
t
a
t
e
me
n
t
IQ
I
Q
1
“
I
c
a
n
o
b
t
a
i
n
a
c
c
u
r
a
t
e
i
n
f
o
r
ma
t
i
o
n
f
r
o
m LM
S
.
”
I
Q
2
“
Th
e
L
M
S
c
a
n
p
r
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v
i
d
e
me
w
i
t
h
t
h
e
n
e
c
e
ss
a
r
y
i
n
f
o
r
ma
t
i
o
n
t
o
c
o
mp
l
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t
e
my
d
u
t
i
e
s.
”
I
Q
3
“
LM
S
c
a
n
p
r
o
v
i
d
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u
p
d
a
t
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d
t
a
s
k
-
r
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l
a
t
e
d
i
n
f
o
r
mat
i
o
n
.
”
I
Q
4
“
Th
e
L
M
S
c
a
n
p
r
o
v
i
d
e
me
w
i
t
h
u
p
-
to
-
d
a
t
e
t
a
s
k
i
n
f
o
r
mat
i
o
n
.
”
SQ
S
Q
1
“
Th
e
L
M
S
f
e
a
t
u
r
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s
a
n
i
n
t
u
i
t
i
v
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ser
i
n
t
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r
f
a
c
e
.
”
S
Q
2
“
Th
e
L
M
S
p
r
o
v
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d
e
s
t
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m
e
a
n
d
l
o
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t
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n
f
l
e
x
i
b
i
l
i
t
y
.
”
S
Q
3
“
Th
e
L
M
S
c
o
n
t
a
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n
s
e
f
f
e
c
t
i
v
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c
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t
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n
g
u
a
g
e
.
”
S
Q
4
“
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d
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l
y
a
c
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ss
i
b
l
e
w
h
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n
e
v
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r
I
n
e
e
d
t
o
u
se
i
t
.
”
S
e
Q
S
e
Q
1
“
Tr
a
i
n
i
n
g
o
n
t
h
e
L
M
S
's
o
p
e
r
a
t
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n
i
s s
u
f
f
i
c
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e
n
t
.
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S
e
Q
2
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u
l
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h
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n
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n
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c
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n
s.
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S
e
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p
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u
t
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l
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z
e
LM
S
.
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e
Q
4
“
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g
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e
r
a
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t
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t
s
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p
p
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f
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r
L
M
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sa
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e
(
LU
)
.
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Co
C
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1
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si
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g
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f
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3
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t
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h
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l
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n
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g
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t
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m
e
s.
”
C
o
4
“
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c
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n
sw
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f
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n
d
e
a
s
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l
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c
c
e
ss
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n
d
u
t
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l
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z
e
L
M
S
.
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SE
S
E1
“
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w
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.
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S
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n
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t
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l
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S
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b
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/
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d
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f
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s.
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SS
SS1
“
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p
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h
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SS2
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e
L
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t
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g
o
o
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l
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t
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SS3
“
Th
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p
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t
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y
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q
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s
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LU
1
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t
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L
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n
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2
“
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n
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w
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t
h
t
h
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LM
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s
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n
j
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a
b
l
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.
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LU
3
“
I
e
n
j
o
y
w
o
r
k
i
n
g
w
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t
h
L
M
S
.
”
T
ab
le
2
.
Me
asu
r
em
e
n
t
m
o
d
el
C
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Fo
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f
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b
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Fo
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[
3
7
]
.
T
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with
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[
3
8
]
.
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3
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2
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ab
l
e
5
,
th
e
r
esu
lts
o
f
test
in
g
s
ix
h
y
p
o
th
e
s
es
s
h
o
wed
th
at
th
r
ee
ass
u
m
p
tio
n
s
wer
e
ac
ce
p
ted
:
f
o
r
H1
o
n
t
h
e
co
n
f
i
d
en
ce
in
ter
v
al
v
alu
e
at
5
%
o
f
0
.
4
2
3
,
f
o
r
H2
o
n
th
e
co
n
f
id
e
n
ce
in
ter
v
al
v
al
u
e
at
5
%
o
f
0
.
5
6
1
,
an
d
f
o
r
H6
o
n
t
h
e
co
n
f
i
d
en
ce
in
te
r
v
al
v
alu
e
o
f
0
.
3
7
8
.
Fro
m
th
ese
th
r
ee
ac
ce
p
ted
h
y
p
o
th
eses
,
co
n
f
id
en
ce
in
ter
v
al
v
alu
es
a
b
o
v
e
th
e
v
alu
e
o
f
0
ar
e
o
b
tain
ed
;
th
er
ef
o
r
e,
I
Q
an
d
SQ
s
ig
n
if
ican
tly
p
o
s
itiv
ely
im
p
ac
t
SS
.
Me
an
wh
ile,
SS
also
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
i
m
p
ac
t
o
n
u
s
in
g
L
MS.
W
h
er
e
as
in
th
e
o
th
er
t
h
r
ee
h
y
p
o
th
eses
,
H3
with
co
n
f
id
en
ce
in
ter
v
al
v
alu
es
at
5
%
(
-
0
.
2
4
7
)
,
H4
with
c
o
n
f
id
e
n
tiality
in
ter
v
al
v
alu
es
at
5
%,
an
d
H5
with
co
n
f
i
d
en
ce
in
ter
v
al
v
alu
es
at
5
%
(
0
.
0
4
4
)
,
it
ap
p
ea
r
s
th
at
b
elo
w
th
e
v
alu
e
o
f
0
,
we
co
n
clu
d
e
t
h
at
H3
,
H4
,
an
d
H5
ar
e
r
ejec
ted
.
T
ab
le
5
.
Hy
p
o
th
esis
test
in
g
H
y
p
o
t
h
e
s
i
s
P
a
t
h
S
t
d
.
B
e
t
t
a
S
t
d
.
Er
r
o
r
t
-
v
a
l
u
e
C
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
al
D
e
c
i
s
i
o
n
Bias
5
.
0
%
9
5
.
0
%
H1
“
I
n
f
o
r
mat
i
o
n
q
u
a
l
i
t
y
-
>
s
t
u
d
e
n
t
s
a
t
i
sf
a
c
t
i
o
n
0
.
4
9
8
0
.
0
5
0
9
.
8
7
1
0
.
0
0
3
0
.
4
2
3
0
.
5
9
2
S
u
p
p
o
r
t
e
d
H2
“
S
y
s
t
e
m
q
u
a
l
i
t
y
-
>
s
t
u
d
e
n
t
s
a
t
i
sf
a
c
t
i
o
n
0
.
6
4
6
0
.
0
4
8
1
3
.
4
3
0
-
0
.
0
0
5
0
.
5
6
1
0
.
7
2
3
S
u
p
p
o
r
t
e
d
H3
“
S
e
r
v
i
c
e
q
u
a
l
i
ty
-
>
st
u
d
e
n
t
sa
t
i
sf
a
c
t
i
o
n
-
0
.
1
6
0
0
.
0
4
9
3
.
2
9
4
0
.
0
0
1
-
0
.
2
4
7
-
0
.
0
7
9
R
e
j
e
c
t
e
d
H4
“
C
o
n
v
e
n
i
e
n
c
e
-
>
st
u
d
e
n
t
s
a
t
i
sf
a
c
t
i
o
n
0
.
0
3
7
0
.
0
4
7
0
.
7
7
9
0
.
0
0
1
-
0
.
0
4
2
0
.
1
0
9
R
e
j
e
c
t
e
d
H5
“
S
e
l
f
-
e
f
f
i
c
a
c
y
-
>
s
t
u
d
e
n
t
s
a
t
i
sf
a
c
t
i
o
n
-
0
.
0
0
1
0
.
0
2
3
0
.
0
2
5
0
.
0
0
2
-
0
.
0
4
4
0
.
0
3
8
R
e
j
e
c
t
e
d
H6
“
S
t
u
d
e
n
t
sa
t
i
sf
a
c
t
i
o
n
-
>
L
M
S
u
sa
g
e
0
.
8
1
0
0
.
0
3
6
2
2
.
6
6
4
0
.
0
0
1
0
.
7
3
8
0
.
8
6
2
S
u
p
p
o
r
t
e
d
4.
DIS
CU
SS
I
O
N
T
h
e
r
eliab
ilit
y
an
d
v
alid
ity
test
f
in
d
in
g
s
o
f
th
e
PLS
-
SEM
-
d
eter
m
in
ed
m
ea
s
u
r
em
en
t
m
o
d
el
in
d
icate
th
at
th
e
m
o
d
el'
s
f
o
r
m
u
latio
n
is
b
o
th
r
eliab
le
a
n
d
v
alid
[
4
0
]
.
Me
an
wh
ile,
th
e
v
alid
atio
n
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
e
l
s
h
o
ws
th
at
th
e
m
o
d
el
d
ev
elo
p
ed
h
as
s
tr
o
n
g
c
o
n
f
o
r
m
ity
a
n
d
ex
tr
ao
r
d
in
ar
y
p
r
e
d
ictio
n
a
cc
u
r
ac
y
[
4
1
]
.
T
h
e
r
esu
lts
o
f
th
e
d
ev
elo
p
ed
s
tr
u
c
tu
r
al
m
o
d
el
s
u
p
p
o
r
t
h
y
p
o
th
es
es
H1
,
H2
,
an
d
H6
,
wh
ich
p
o
s
it
d
ir
ec
t
ef
f
ec
ts
.
I
t
s
u
g
g
ests
th
at
th
e
q
u
ality
o
f
in
f
o
r
m
atio
n
,
SQ
,
an
d
q
u
ality
p
o
s
itiv
ely
af
f
ec
t
SS
an
d
th
at
SS
s
ig
n
if
ican
tly
af
f
ec
ts
L
MS
u
tili
za
tio
n
[
4
2
]
.
I
t
is
p
e
r
tin
en
t
to
th
e
f
in
d
i
n
g
s
o
f
th
e
r
esear
ch
[
4
3
]
.
T
h
e
r
esu
lt
o
f
t
h
e
test
o
f
th
e
f
ir
s
t
h
y
p
o
th
esis
is
th
at
asp
ec
t
s
o
f
th
e
L
MS
s
y
s
tem
,
s
u
ch
as
IQ
,
s
ig
n
if
ican
tly
in
f
lu
en
ce
SS
.
I
t
is
b
ec
au
s
e
s
tu
d
en
ts
f
ee
l
th
e
ea
s
e
an
d
r
eliab
ilit
y
o
f
th
e
L
MS
[
4
4
]
.
T
h
is
is
al
s
o
r
elate
d
to
th
e
test
in
g
o
f
th
e
s
ec
o
n
d
h
y
p
o
th
esis
,
SQ
o
n
L
MS,
wh
ich
also
af
f
ec
ts
SS
,
b
u
t
th
e
o
p
p
o
s
ite
o
f
th
e
t
est
o
f
th
e
h
y
p
o
th
etica
l
SeQ
d
o
es
n
o
t
af
f
ec
t
SS
b
ec
au
s
e
it
is
s
till
lim
ited
to
th
e
ad
v
an
tag
e
o
f
th
e
f
ea
tu
r
e
s
id
e
as
th
e
m
ain
co
m
p
o
n
en
t
in
th
e
L
MS
[
4
5
]
.
T
h
er
ef
o
r
e,
it
n
ee
d
s
to
b
e
r
aise
d
ag
ain
[
4
6
]
.
I
f
we
lo
o
k
at
p
r
e
v
io
u
s
s
tu
d
ies,
we
al
s
o
f
o
u
n
d
t
h
e
in
co
n
s
is
ten
cy
o
f
th
e
in
f
lu
en
ce
o
f
th
e
L
MS
f
ac
to
r
s
y
s
tem
o
n
th
e
u
s
e
o
f
L
MS
a
n
d
o
th
e
r
ex
ter
n
al
f
ac
to
r
s
[
4
7
]
.
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
Th
e
effec
t o
f c
o
n
ve
n
ie
n
ce
a
n
d
s
elf
-
effica
cy
o
n
th
e
s
a
tis
fa
ctio
n
o
f le
a
r
n
in
g
ma
n
a
g
eme
n
t
… (
Zu
lh
erma
n
)
915
T
h
e
f
o
u
r
th
h
y
p
o
th
esis
is
th
at
Co
d
o
es
n
o
t
af
f
ec
t
SS
d
u
e
to
f
ac
to
r
s
o
f
s
tu
d
en
t
co
n
d
itio
n
t
h
at
ar
e
n
o
t
ac
cu
s
to
m
ed
to
u
s
in
g
th
e
L
M
S
o
r
en
v
ir
o
n
m
e
n
tal
p
r
o
tectio
n
as
a
s
u
p
p
o
r
tin
g
f
ac
to
r
o
f
m
ea
n
s
o
r
f
ac
ilit
ie
s
d
if
f
er
en
t
f
o
r
ea
ch
s
tu
d
en
t.
St
u
d
en
ts
n
ee
d
to
b
e
f
u
lly
awa
r
e
o
f
th
e
L
MS.
I
n
th
e
f
if
th
h
y
p
o
th
esis
test
,
SE
in
d
icate
s
th
at
it
d
o
es
n
o
t
af
f
e
ct
SS
[
4
8
]
,
th
is
is
d
u
e
to
th
e
f
ac
to
r
o
f
s
tu
d
en
t
u
n
ce
r
tain
ty
i
n
u
s
in
g
L
MS
[
4
9
]
.
I
n
th
e
p
r
ev
io
u
s
s
tu
d
y
,
it
was
also
s
h
o
wn
th
at
SE
d
id
n
o
t
af
f
ec
t
th
e
s
atis
f
ac
tio
n
o
f
s
tu
d
en
ts
[
5
0
]
,
[
5
1
]
.
Ho
wev
er
,
in
o
th
er
s
tu
d
ies,
SE
im
p
ac
ts
SS
[
5
2
]
.
B
ased
o
n
th
e
estab
lis
h
ed
s
tr
u
ctu
r
al
m
o
d
el,
as
m
an
y
as
th
r
ee
h
y
p
o
th
eses
wer
e
f
o
u
n
d
to
b
e
s
ig
n
if
ican
t,
an
d
th
r
ee
o
th
er
s
we
r
e
r
ejec
ted
.
I
t
also
m
ea
n
s
th
at
all
th
e
h
y
p
o
th
eses
f
o
r
m
u
lated
i
n
th
is
s
tu
d
y
ar
e
5
0
% su
p
p
o
r
ted
.
T
h
e
r
ef
o
r
e,
th
e
q
u
ality
o
f
in
f
o
r
m
atio
n
a
n
d
SQ
p
o
s
itiv
ely
in
f
lu
en
c
e
SS
,
an
d
SS
s
ig
n
if
ican
tly
p
o
s
itiv
ely
im
p
ac
ts
u
s
in
g
L
MS.
”
5.
CO
NCLU
SI
O
N
“
T
h
e
s
tu
d
y
u
s
ed
Co
an
d
SE
a
n
d
test
ed
th
ese
f
ac
to
r
s
o
n
SS
,
b
u
t
th
e
r
esu
lts
d
id
n
o
t
s
h
o
w
a
s
ig
n
if
ican
t
in
f
lu
en
ce
.
I
t
is
th
e
r
esu
lt
o
f
t
h
e
ev
alu
atio
n
o
f
th
e
u
n
iv
er
s
it
y
’
s
ef
f
o
r
ts
to
im
p
r
o
v
e
t
h
e
L
MS
s
y
s
tem
s
o
th
at
it
will
im
p
r
o
v
e
SS
an
d
im
p
ac
t
th
e
u
n
iv
e
r
s
ity
.
I
n
ad
d
itio
n
,
th
e
d
ev
elo
p
m
en
t
o
f
th
e
Delo
n
e
Mc
L
ea
n
m
o
d
el
p
r
o
v
es
th
at
th
e
s
u
cc
ess
o
f
ex
ter
n
al
f
a
cto
r
s
also
s
u
p
p
o
r
ts
th
e
p
r
o
ce
s
s
o
f
s
u
cc
ess
f
u
l
u
s
e
o
f
L
MS
at
th
e
Un
iv
er
s
ity
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
also
p
r
o
v
id
e
a
s
o
lu
tio
n
f
o
r
th
e
s
u
s
tain
ab
le
u
s
e
o
f
L
MS.
Ho
wev
e
r
,
th
is
r
esear
ch
is
s
till
v
er
y
lim
ited
to
th
e
m
in
im
u
m
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
s
o
th
a
t
th
e
r
esu
lts
ar
e
s
till
n
o
t
o
p
ti
m
al.
T
h
er
ef
o
r
e,
it
is
n
ec
ess
ar
y
to
ad
d
th
e
n
u
m
b
er
o
f
r
esp
o
n
d
en
t sam
p
les in
th
e
n
e
x
t stu
d
y
.
T
h
e
f
in
al
r
esu
lts
o
f
t
h
e
r
esear
ch
ar
e
als
o
ex
p
ec
ted
to
b
e
ab
le
to
p
r
o
v
id
e
s
o
lu
tio
n
s
f
o
r
th
e
u
s
e
o
f
L
MS
t
o
b
e
b
etter
t
h
an
b
e
f
o
r
e.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
th
an
k
L
E
ML
I
T
B
ANG
Un
iv
er
s
itas
Mu
h
am
m
ad
iy
ah
Pro
f
.
DR
.
HAM
KA,
I
n
d
o
n
esia,
an
d
g
r
an
t
No
.
2
3
7
/F.0
3
.
0
7
/2
0
2
3
.
T
h
an
k
s
to
Un
iv
er
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iti
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a
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lay
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ia
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d
Un
iv
er
s
ity
o
f
B
r
em
en
f
o
r
s
p
o
n
s
o
r
in
g
th
e
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
N
.
T
h
o
n
g
s
r
i
,
L
.
S
h
e
n
,
a
n
d
Y
.
B
a
o
,
“
I
n
v
e
s
t
i
g
a
t
i
n
g
f
a
c
t
o
r
s
a
f
f
e
c
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i
n
g
l
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a
r
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r
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s
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c
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o
w
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r
d
o
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l
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n
e
l
e
a
r
n
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n
g
:
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v
i
d
e
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c
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f
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o
m
C
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a
s
s
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a
p
p
l
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c
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t
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o
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i
n
T
h
a
i
l
a
n
d
,
”
B
e
h
a
v
i
o
u
r
&
I
n
f
o
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m
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t
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o
n
T
e
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h
n
o
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y
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v
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l
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3
8
,
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o
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1
2
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2
4
3
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5
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0
1
9
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d
o
i
:
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0
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1
0
8
0
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1
4
4
9
2
9
X
.
2
0
1
9
.
1
5
8
1
2
5
9
.
[
2
]
N
.
A
.
A
h
m
a
d
,
A
.
A
.
M
a
y
o
u
f
,
N
.
F
.
E
l
i
a
s
,
a
n
d
H
.
M
o
h
a
m
e
d
,
“
L
e
a
r
n
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n
g
m
a
n
a
g
e
m
e
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t
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y
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t
e
m
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n
s
t
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m
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d
e
v
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l
o
p
m
e
n
t
b
a
s
e
d
o
n
A
i
k
e
n
’
s
V
t
e
c
h
n
i
q
u
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
v
a
l
u
a
t
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o
n
a
n
d
R
e
s
e
a
r
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h
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n
E
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u
c
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n
(
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)
,
v
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.
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3
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4
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0
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1
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5
9
1
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j
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e
.
v
1
3
i
5
.
2
8
9
2
5
.
[
3
]
M
.
C
h
e
n
g
a
n
d
A
.
H
.
K
.
Y
u
e
n
,
“
S
t
u
d
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n
t
c
o
n
t
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n
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a
n
c
e
o
f
l
e
a
r
n
i
n
g
m
a
n
a
g
e
m
e
n
t
s
y
s
t
e
m
u
s
e
:
a
l
o
n
g
i
t
u
d
i
n
a
l
e
x
p
l
o
r
a
t
i
o
n
,
”
C
o
m
p
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t
e
r
s
a
n
d
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t
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,
v
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l
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2
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,
p
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4
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5
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8
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0
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6
/
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.
c
o
m
p
e
d
u
.
2
0
1
8
.
0
2
.
0
0
4
.
[
4
]
W
.
D
.
S
a
t
t
a
y
a
r
a
k
s
a
,
P
.
L
u
a
n
g
r
a
n
g
s
e
e
,
C
.
R
a
t
s
a
m
e
e
m
o
n
t
h
o
n
,
a
n
d
D
.
S
u
l
i
s
w
o
r
o
,
“
U
n
d
e
r
s
t
a
n
d
i
n
g
h
o
w
d
e
m
o
g
r
a
p
h
i
c
f
a
c
t
o
r
s
i
n
f
l
u
e
n
c
e
f
a
c
u
l
t
y
m
e
m
b
e
r
’
s
p
e
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c
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p
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n
s
o
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l
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r
n
i
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g
s
u
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:
a
c
a
s
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s
t
u
d
y
i
n
T
h
a
i
p
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i
v
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e
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i
g
h
e
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e
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u
c
a
t
i
o
n
,
”
J
o
u
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n
a
l
o
f
P
e
d
a
g
o
g
i
c
a
l
R
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s
e
a
r
c
h
,
v
o
l
.
7
,
n
o
.
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,
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p
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4
8
–
6
8
,
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e
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.
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0
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3
,
d
o
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:
1
0
.
3
3
9
0
2
/
J
P
R
.
2
0
2
3
2
3
5
1
9
.
[
5
]
S
.
U
t
a
m
i
n
i
n
g
s
i
h
,
M
a
c
h
f
u
d
,
S
a
n
t
o
s
a
,
a
n
d
G
.
K
.
K
a
s
s
y
m
o
v
a
,
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D
e
v
e
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o
p
m
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n
t
o
f
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n
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n
g
m
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m
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t
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n
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m
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d
v
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d
e
o
t
o
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c
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a
s
e
m
o
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a
t
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n
a
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d
l
e
a
r
n
i
n
g
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u
t
c
o
m
e
s
,
”
J
o
u
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a
l
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f
A
d
v
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c
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d
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A
p
p
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d
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c
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c
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s
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d
E
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s
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t
.
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.
2
.
3
1
4
2
.
[
6
]
S
.
A
.
M
o
k
h
t
a
r
,
H
.
K
a
t
a
n
,
a
n
d
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.
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i
d
a
y
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t
-
ur
-
R
e
h
m
a
n
,
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I
n
s
t
r
u
c
t
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r
s
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b
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a
v
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i
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g
m
a
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a
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m
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:
a
n
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p
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v
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07.
[
7
]
S
.
U
z
u
n
,
A
.
M
e
y
d
a
n
,
E
.
D
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v
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i
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a
n
d
A
.
U
z
u
n
,
“
T
h
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s
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s
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t
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d
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s
t
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.
[
8
]
B
.
T
.
K
h
o
a
,
N
.
M
.
H
a
,
T
.
V
.
H
.
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g
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e
n
,
a
n
d
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.
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.
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i
c
h
,
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(
L
M
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)
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.
[
9
]
R
.
C
.
R
a
m
o
s
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t
a
l
.
,
“
‘
T
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s
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!
’
:
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m
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m
,
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t
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a
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.
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1
0
]
V
.
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k
a
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h
,
J
.
T
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g
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a
n
d
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.
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u
,
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s
y
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t
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s
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d
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d
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d
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o
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1
1
]
W
.
H
.
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e
L
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e
a
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d
E
.
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.
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n
,
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m
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m
s
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u
c
c
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s
s
:
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t
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n
-
y
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a
r
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p
d
a
t
e
,
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J
o
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a
l
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f
M
a
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1
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5
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.
[
1
2
]
B
.
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l
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d
V
.
A
r
k
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l
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b
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b
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:
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