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Hig
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th
is
to
p
ic
in
o
th
er
co
u
n
tr
ies
h
av
e
lin
k
ed
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
s
to
in
s
tr
u
ctio
n
al
m
eth
o
d
s
,
m
o
r
e
i
n
s
tr
u
cto
r
-
s
tu
d
en
t
s
u
p
p
o
r
t
an
d
in
t
er
ac
tio
n
,
m
ater
ials
ac
ce
s
s
ib
ilit
y
,
co
u
r
s
e
co
n
ten
t,
an
d
ass
ess
m
en
t
co
n
d
itio
n
s
[
1
5
]
,
[
1
6
]
.
T
h
is
is
ex
em
p
lifie
d
in
s
o
m
e
s
tu
d
ies
d
em
o
n
s
tr
atin
g
th
e
e
f
f
ec
tiv
en
e
s
s
o
f
o
n
lin
e
in
s
tr
u
ctio
n
al
m
et
h
o
d
s
f
o
r
lea
r
n
in
g
[
1
5
]
,
[
1
6
]
,
an
d
th
e
ef
f
ec
ts
o
f
co
u
r
s
e
co
n
ten
t
a
n
d
ass
ess
m
e
n
t
co
n
d
itio
n
s
,
teac
h
e
r
s
’
tech
n
o
lo
g
y
co
m
p
eten
cy
,
lear
n
in
g
s
ty
le,
an
d
s
tu
d
e
n
t
attitu
d
es
o
n
e
-
lear
n
in
g
s
u
cc
ess
.
I
n
u
n
iv
er
s
ities
,
s
h
if
ts
in
th
e
le
ar
n
in
g
s
y
s
tem
to
war
d
s
p
r
o
v
id
in
g
o
f
s
tu
d
e
n
ts
with
th
e
r
e
q
u
i
r
ed
o
n
lin
e
lear
n
in
g
m
ater
ials
v
ia
a
lo
n
g
er
-
ter
m
tech
n
o
lo
g
y
-
b
ased
lea
r
n
in
g
,
p
r
o
ce
s
s
r
aise
th
e
q
u
es
tio
n
as
to
h
o
w
th
e
s
u
d
d
en
tr
a
n
s
itio
n
to
e
-
lear
n
in
g
ca
n
f
ac
ilit
ate
s
tu
d
en
t
lear
n
i
n
g
,
d
ig
ital
s
elf
-
ef
f
icac
y
,
in
ter
ac
tio
n
with
co
n
ten
t
m
ater
ials
,
an
d
ass
ess
m
en
t.
A
u
n
iv
e
r
s
al
m
eth
o
d
is
u
r
g
en
tl
y
n
ee
d
ed
t
o
g
u
ar
an
tee
s
u
cc
e
s
s
am
o
n
g
s
tu
d
e
n
ts
wo
r
ld
wid
e.
Alth
o
u
g
h
h
ig
h
er
e
d
u
ca
tio
n
in
J
o
r
d
an
h
as
s
tar
ted
r
ea
lizin
g
th
e
b
en
e
f
its
o
f
in
co
r
p
o
r
atin
g
e
-
lea
r
n
in
g
in
th
e
ac
ad
em
ic
ac
tiv
ities
b
esid
e
f
ac
e
-
to
-
f
ac
e
teac
h
in
g
,
J
o
r
d
an
ian
u
n
iv
er
s
ities
h
av
e
v
er
y
lim
ited
ac
ce
s
s
to
e
-
lear
n
in
g
s
y
s
tem
s
,
an
d
t
h
ey
co
n
tin
u
e
u
s
in
g
th
e
tr
ad
itio
n
al
tech
n
iq
u
es
o
f
i
n
s
tr
u
ctio
n
s
u
ch
as
in
s
tr
u
cto
r
s
-
s
tu
d
en
ts
in
ter
ac
tio
n
s
[
1
7
]
,
[
1
8
]
.
Al
-
J
ed
aiah
[
1
9
]
also
id
en
tifie
d
s
ev
er
al
is
s
u
es
o
f
e
-
lear
n
in
g
in
J
o
r
d
a
n
ian
h
ig
h
er
e
d
u
ca
tio
n
s
u
c
h
as
d
if
f
icu
lties
in
em
p
lo
y
in
g
-
lear
n
i
n
g
tech
n
iq
u
es
an
d
a
d
m
in
is
tr
ativ
e
an
d
f
in
a
n
cial
is
s
u
es.
Ho
wev
er
,
th
er
e
a
r
e
n
o
t
m
an
y
s
tu
d
ies
f
o
cu
s
in
g
o
n
h
i
g
h
er
ed
u
ca
tio
n
s
tu
d
en
t
s
'
en
g
ag
em
en
t
an
d
m
o
tiv
atio
n
lev
els
in
th
e
g
lo
b
al
an
d
J
o
r
d
a
n
co
n
tex
t
in
o
n
lin
e
lear
n
in
g
s
ettin
g
s
.
Ad
d
it
io
n
ally
,
f
o
r
s
ev
e
r
al
r
ea
s
o
n
s
,
in
clu
d
in
g
f
ac
t
o
r
s
in
f
lu
en
cin
g
s
tu
d
e
n
ts
'
s
u
cc
ess
h
av
e
n
o
t
m
u
ch
atten
tio
n
in
J
o
r
d
an
to
s
o
lv
e
th
e
lear
n
in
g
is
s
u
es in
o
n
lin
e
e
n
v
ir
o
n
m
en
t.
T
h
er
ef
o
r
e,
th
e
r
e
is
a
n
ee
d
to
c
o
n
d
u
ct
th
is
r
esear
ch
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
ca
lled
f
o
r
ad
d
itio
n
al
r
esear
ch
to
f
u
lly
ex
p
lain
th
e
to
p
o
n
lin
e
s
u
cc
ess
p
r
ed
icto
r
s
o
f
co
u
r
s
e
ass
ess
m
en
t,
in
clu
d
in
g
co
u
r
s
e
d
if
f
ic
u
lty
,
teac
h
i
n
g
/
lear
n
in
g
s
tr
ateg
y
,
an
d
teac
h
er
s
s
u
p
p
o
r
t
[
3
]
–
[
1
6
]
.
T
h
is
s
tu
d
y
attem
p
ts
to
f
ill
th
e
g
ap
in
ex
is
tin
g
r
esear
c
h
a
n
d
liter
atu
r
e
o
n
th
e
o
n
lin
e
lea
r
n
in
g
p
r
o
ce
s
s
an
d
ed
u
ca
tio
n
m
o
r
e
b
r
o
ad
ly
,
p
ar
tic
u
lar
ly
in
ter
m
s
o
f
u
n
i
v
er
s
ity
ed
u
ca
tio
n
.
Acc
o
r
d
in
g
to
m
an
y
s
tu
d
ies an
d
th
eo
r
ies
(
e.
g
.
,
s
o
cial
co
g
n
itiv
e
th
e
o
r
y
)
,
a
r
elatio
n
s
h
ip
ex
is
ts
b
etwe
en
v
ar
io
u
s
in
ter
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
(
e.
g
.
,
b
eh
av
i
o
r
al,
s
o
cial,
p
er
s
o
n
al,
en
v
i
r
o
n
m
e
n
tal)
o
n
th
e
o
n
e
h
an
d
an
d
lear
n
i
n
g
a
n
d
e
-
lear
n
in
g
s
u
cc
ess
o
n
th
e
o
th
er
[
2
0
]
,
[
2
1
]
.
I
n
a
g
i
v
en
s
itu
atio
n
,
h
ig
h
er
o
u
tco
m
e
ex
p
ec
tatio
n
s
an
d
s
elf
-
ef
f
icac
y
ar
e
co
n
s
id
er
ed
to
b
e
d
eter
m
in
an
ts
o
f
a
n
in
d
i
v
id
u
al'
s
d
ec
is
io
n
s
,
b
eh
av
io
r
,
in
v
ested
ef
f
o
r
t le
v
el,
an
d
s
tr
ateg
y
em
p
l
o
y
ed
[
2
2
]
.
R
eg
ar
d
in
g
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
,
wh
ich
is
th
e
to
p
in
clu
s
iv
e
an
d
em
p
ir
ically
v
alid
ated
m
o
tiv
atio
n
t
h
eo
r
y
in
th
e
f
ield
o
f
ed
u
ca
tio
n
[
2
3
]
,
s
o
cio
-
co
n
tex
tu
al
f
ac
to
r
s
eith
er
s
u
p
p
o
r
t
o
r
h
in
d
er
a
n
in
d
iv
id
u
al'
s
m
o
tiv
atio
n
to
f
u
lf
il
f
u
n
d
am
e
n
tal
p
s
y
ch
o
lo
g
ical
n
ee
d
s
[
2
4
]
.
T
h
e
th
eo
r
y
p
o
s
its
th
o
s
e
ce
r
tain
m
ajo
r
p
s
y
ch
o
lo
g
ical
ele
m
en
ts
f
o
r
m
s
tu
d
en
t
lear
n
i
n
g
e
x
p
er
ien
ce
s
in
v
ir
tu
al
e
n
v
ir
o
n
m
en
ts
[
2
5
]
–
[
2
7
]
.
I
t
f
u
r
th
er
ex
p
lo
r
es
th
e
f
ac
to
r
s
in
f
lu
en
ci
n
g
s
tu
d
en
t
m
o
tiv
atio
n
ex
ten
d
i
n
g
th
e
im
p
lem
e
n
tatio
n
o
f
SDT
in
th
e
u
n
iv
e
r
s
ity
s
ec
to
r
.
Acc
o
r
d
in
g
to
SDT,
h
u
m
an
b
ein
g
s
s
ee
k
to
f
u
lf
il
th
r
ee
p
s
y
ch
o
lo
g
ical
n
ee
d
s
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
[
2
4
]
.
T
h
e
c
o
n
tex
t
f
o
r
th
is
s
tu
d
y
is
s
tu
d
en
t
ex
p
er
ien
ce
s
in
o
n
lin
e
lear
n
in
g
en
v
i
r
o
n
m
en
ts
in
h
ig
h
er
ed
u
ca
tio
n
u
n
iv
e
r
s
ities
in
J
o
r
d
an
,
an
d
th
e
s
tu
d
y
co
n
tr
i
b
u
tes
t
o
id
en
tif
y
in
g
lear
n
in
g
p
r
ac
tices
th
at
ca
n
b
e
m
o
r
e
ef
f
ec
tiv
e
f
o
r
all
f
ac
to
r
s
in
t
h
e
ac
ad
em
ic
en
v
ir
o
n
m
e
n
t.
T
h
e
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
d
eter
m
in
e
th
e
p
r
ed
icto
r
s
o
f
ac
a
d
em
ic
m
o
tiv
a
tio
n
an
d
s
u
cc
ess
in
o
n
lin
e
an
d
tr
ad
itio
n
al
lear
n
in
g
a
m
o
n
g
co
l
leg
e
s
tu
d
en
ts
,
with
a
s
p
ec
if
ic
f
o
cu
s
o
n
co
u
r
s
e
ass
e
s
s
m
en
t,
teac
h
in
g
/lear
n
in
g
s
tr
at
eg
ies,
an
d
teac
h
er
s
u
p
p
o
r
t.
As
a
r
esu
lt,
th
e
c
u
r
r
e
n
t
s
tu
d
y
a
im
s
to
an
aly
ze
th
e
f
ac
to
r
s
in
f
l
u
en
cin
g
s
tu
d
en
ts
’
lear
n
in
g
m
o
tiv
atio
n
in
th
e
co
n
tex
t
o
f
o
n
li
n
e
lear
n
i
n
g
.
Acc
o
r
d
in
g
ly
,
th
e
s
tu
d
y
ta
s
k
s
ar
e
th
e
f
o
llo
win
g
:
i)
to
d
eter
m
in
e
th
e
to
p
s
ig
n
if
ican
t
o
n
li
n
e
s
u
cc
ess
p
r
e
d
icto
r
s
o
f
s
tu
d
en
ts
’
lear
n
in
g
m
o
tiv
atio
n
;
ii)
to
ex
am
in
e
th
e
s
ig
n
if
ican
t
o
n
lin
e
s
u
cc
ess
p
r
ed
icto
r
s
,
n
am
ely
a
ttit
u
d
es,
co
u
r
s
es
ass
ess
m
en
t,
teac
h
in
g
/lear
n
in
g
s
tr
ateg
ies
o
n
th
e
s
u
cc
ess
o
f
s
t
u
d
e
n
ts
.
F
i
g
u
r
e
1
c
o
n
c
e
p
t
u
a
l
f
r
a
m
e
w
o
r
k
s
h
o
w
s
t
h
e
c
o
r
r
e
l
at
i
o
n
b
e
t
w
e
e
n
t
h
e
v
a
r
i
a
b
l
e
s
c
o
n
s
i
d
e
r
e
d
i
n
d
e
t
e
r
m
i
n
i
n
g
th
e
cr
itical
f
ac
to
r
s
ef
f
ec
ts
s
tu
d
en
ts
’
m
o
tiv
atio
n
at
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
in
J
o
r
d
an
.
Par
ticu
lar
ly
,
th
is
f
r
am
ewo
r
k
s
p
ec
if
ically
h
ig
h
li
g
h
ted
th
e
i
n
d
ep
e
n
d
en
t a
n
d
d
e
p
en
d
en
t v
a
r
iab
les u
s
ed
in
th
is
r
esear
ch
.
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
em
p
lo
y
e
d
a
cr
o
s
s
-
s
ec
tio
n
al
s
tu
d
y
to
in
v
esti
g
ate
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
lear
n
in
g
m
o
tiv
atio
n
p
r
o
ce
s
s
o
f
s
tu
d
en
t
s
in
J
o
r
d
an
ian
u
n
iv
er
s
ities
.
T
h
e
m
ain
s
tr
en
g
th
o
f
th
e
c
r
o
s
s
-
s
ec
tio
n
al
s
tu
d
y
is
r
elativ
ely
q
u
ic
k
an
d
in
e
x
p
en
s
i
v
e
to
c
o
n
d
u
ct
as
well
as
v
alu
a
b
le
to
u
s
e
i
n
tech
n
o
lo
g
y
an
d
i
n
f
o
r
m
atio
n
s
y
s
tem
s
r
esear
ch
[
2
8
]
.
A
q
u
an
titativ
e
m
eth
o
d
was
em
p
lo
y
ed
with
a
q
u
esti
o
n
n
air
e
as
th
e
m
ain
in
s
tr
u
m
en
t
f
o
r
d
at
a
co
llectio
n
,
to
d
eter
m
i
n
e
th
e
r
e
s
p
o
n
d
en
ts
’
ch
a
r
ac
ter
is
tics
,
atti
tu
d
es,
v
iews,
ab
ilit
ies,
b
elief
s
,
ex
p
ec
tatio
n
s
,
an
d
th
o
u
g
h
ts
,
as su
g
g
ested
b
y
s
ev
e
r
al
p
ast liter
atu
r
e
s
[
5
]
,
[
2
9
]
,
[
3
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
xp
lo
r
in
g
u
n
ivers
ity
s
tu
d
en
ts
’
en
g
a
g
eme
n
t a
n
d
mo
tiva
tio
n
:
crit
ica
l fa
cto
r
s
(
R
eh
a
m
Gh
a
n
e
m
)
1325
F
i
g
u
r
e
1
.
C
o
n
c
e
p
t
u
al
f
r
a
m
e
w
o
r
k
2
.
1
.
Study
a
nd
s
a
m
pli
ng
pro
ce
du
re
T
h
e
s
tu
d
y
’
s
p
o
p
u
latio
n
s
am
p
le
co
m
p
r
is
ed
u
n
iv
e
r
s
ity
s
tu
d
en
ts
in
J
o
r
d
an
,
ch
o
s
en
b
ased
o
n
th
eir
f
am
iliar
ity
an
d
ex
p
e
r
ien
ce
w
ith
cu
r
r
e
n
t
tech
n
o
lo
g
y
u
s
e
a
n
d
th
eir
in
v
o
lv
em
en
t
with
u
s
e
-
b
ased
ac
tiv
ities
.
Par
ticip
an
ts
wer
e
also
s
elec
t
ed
f
r
o
m
u
n
iv
e
r
s
ities
th
at
h
o
u
s
e
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
en
r
o
lled
in
o
n
lin
e
co
u
r
s
es.
R
esp
o
n
d
en
ts
co
m
p
r
i
s
ed
2
6
5
s
tu
d
en
ts
ag
e
d
1
8
–
2
2
f
r
o
m
v
a
r
io
u
s
f
ac
u
lties
at
th
e
I
r
b
i
d
Natio
n
al
Un
iv
er
s
ity
in
J
o
r
d
an
.
T
h
e
u
n
i
v
er
s
ity
was
ch
o
s
en
as
was
a
v
a
ilab
le
f
o
r
th
e
r
esear
c
h
er
as
we
ll
as
d
u
e
to
its
h
u
g
e
d
ev
elo
p
m
e
n
t
in
ter
m
s
o
f
o
n
li
n
e
r
eso
u
r
ce
s
an
d
d
ig
ital
tr
an
s
f
o
r
m
atio
n
i
n
co
m
p
a
r
is
o
n
to
o
t
h
er
u
n
iv
e
r
s
ities
.
T
o
d
eter
m
in
e
th
e
s
am
p
le
s
ize
o
f
th
is
s
tu
d
y
[
3
1
]
,
g
u
id
elin
es
we
r
e
f
o
llo
wed
,
wh
o
s
u
g
g
ested
f
iv
e
to
10
r
esp
o
n
s
es
p
er
item
f
o
r
th
e
co
n
s
tr
u
ct.
Ho
wev
er
,
th
e
to
tal
n
u
m
b
er
o
f
item
s
was
2
6
,
th
er
ef
o
r
e,
th
e
r
esear
ch
er
s
d
ec
id
ed
t
o
co
llect
a
m
ax
im
u
m
o
f
1
0
r
esp
o
n
s
es
p
er
item
.
A
to
tal
o
f
2
6
5
u
n
iv
e
r
s
ity
s
tu
d
en
ts
wer
e
en
r
o
lled
in
th
is
s
tu
d
y
.
T
h
ey
wer
e
c
h
o
s
en
u
s
in
g
r
an
d
o
m
s
am
p
lin
g
f
r
o
m
th
e
g
r
o
u
p
o
f
s
tu
d
en
ts
wh
o
atten
d
ed
t
r
ad
itio
n
al
lear
n
i
n
g
s
ess
io
n
s
f
o
r
th
e
2
0
2
2
–
2
3
ac
ad
em
ic
y
ea
r
.
B
ef
o
r
e
co
m
m
e
n
cin
g
with
th
e
m
ain
s
tu
d
y
,
th
e
r
esear
ch
er
ap
p
lied
f
o
r
a
p
p
r
o
v
al
f
r
o
m
th
e
eth
ics
co
m
m
ittee
o
f
th
e
u
n
iv
er
s
ity
r
eg
ar
d
in
g
t
h
e
d
is
tr
ib
u
tio
n
o
f
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
to
co
m
m
u
n
icatio
n
ce
n
ter
s
with
r
ec
r
u
itm
en
t
m
ater
ial
p
r
esen
ted
in
a
h
y
p
er
lin
k
.
Da
ta
was
g
ath
er
ed
v
ia
an
o
n
l
in
e
Go
o
g
le
Fo
r
m
q
u
esti
o
n
n
air
e,
wh
ich
d
e
p
ar
tm
en
tal
s
taf
f
ad
m
in
is
ter
ed
to
s
tu
d
en
ts
.
R
esp
o
n
d
en
ts
co
n
s
titu
ted
1
0
4
m
ale
(
4
3
.
3
%)
a
n
d
1
3
6
f
e
m
a
l
e
(
4
6
.
7
%
)
s
t
u
d
e
n
t
s
r
a
n
g
i
n
g
i
n
a
g
e
f
r
o
m
1
8
–
2
2
y
e
a
r
s
(
5
0
.
8
%
f
r
o
m
1
8
–
2
0
a
n
d
4
9
.
2
%
f
r
o
m
2
0
–
2
2
)
.
2
.
2
.
Study
m
ea
s
urem
ent
s
T
h
e
r
ev
iewe
d
p
ast
liter
atu
r
e
p
r
o
v
id
ed
f
i
v
e
v
ar
iab
le
s
ca
les:
T
h
e
ass
ess
m
en
t
s
ca
le
wa
s
ad
o
p
ted
f
r
o
m
Um
ar
[
3
2
]
,
th
e
s
tu
d
en
t
attitu
d
e
s
ca
le
[
3
3
]
,
an
d
th
e
teac
h
in
g
s
ty
le
s
ca
le
[
3
4
]
.
Mo
r
e
o
v
er
,
s
ca
les
f
o
r
lear
n
in
g
s
ty
les,
th
e
v
is
u
al,
au
r
al,
r
ea
d
,
k
in
esth
etic
(
VARK
)
o
n
lin
e
q
u
esti
o
n
n
ai
r
e,
an
d
lear
n
in
g
m
o
tiv
atio
n
s
wer
e
ad
o
p
ted
f
r
o
m
Keller
[
3
5
]
.
Fo
llo
win
g
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
s
u
r
v
ey
item
s
,
ex
p
er
ts
r
ev
iewe
d
th
e
s
ca
les
f
o
r
v
alid
ity
,
f
ee
d
b
ac
k
,
an
d
s
u
g
g
es
tio
n
s
.
E
ac
h
s
ca
le
co
n
s
is
ted
o
f
s
ev
er
al
item
s
m
ea
s
u
r
ed
o
n
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
a
g
r
ee
)
.
T
h
e
in
s
tr
u
m
en
t
co
m
p
r
is
ed
s
ev
er
al
s
ec
tio
n
s
;
th
e
f
ir
s
t
o
n
e
f
o
c
u
s
ed
o
n
th
e
r
esp
o
n
d
e
n
ts
’
d
em
o
g
r
ap
h
ics
(
i.e
.
,
ag
e,
g
en
d
er
,
a
n
d
c
o
m
p
u
ter
ex
p
er
ie
n
ce
)
a
n
d
th
e
s
ec
o
n
d
o
n
s
ca
led
-
r
esp
o
n
s
e
item
s
to
d
eter
m
in
e
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
in
f
lu
en
ce
f
ac
to
r
s
o
n
th
eir
in
clin
atio
n
to
u
s
e
o
n
lin
e
lear
n
in
g
.
T
h
e
q
u
esti
o
n
n
air
es
o
f
th
e
in
itial
v
er
s
io
n
o
f
th
e
s
tu
d
y
t
o
o
l
wer
e
v
alid
ated
f
o
r
f
ac
e
an
d
co
n
ten
t
v
alid
ity
b
y
a
p
a
n
el
o
f
f
o
u
r
ex
p
e
r
ts
wo
r
k
in
g
in
u
n
iv
er
s
ities
with
ex
p
er
tis
e
an
d
ex
p
e
r
ien
ce
in
e
d
u
ca
tio
n
,
in
f
o
r
m
atio
n
tec
h
n
o
l
o
g
y
,
p
s
y
ch
o
l
o
g
ical
m
ea
s
u
r
em
en
t
an
d
ev
alu
atio
n
.
T
h
ey
v
e
r
if
ied
th
e
e
x
ten
t
to
wh
ich
th
e
item
s
b
elo
n
g
ed
to
t
h
e
t
o
o
l
as
a
wh
o
le
a
n
d
en
s
u
r
ed
th
e
ac
cu
r
ac
y
o
f
th
e
lin
g
u
is
tic
f
o
r
m
u
latio
n
a
n
d
th
e
s
u
itab
ilit
y
o
f
th
e
to
o
l
to
ac
h
iev
e
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
.
T
h
e
ex
p
e
r
ts
ap
p
r
o
v
ed
th
e
to
o
ls
to
ac
h
iev
e
th
e
s
tu
d
y
o
b
jectiv
es.
B
ased
o
n
th
e
ex
p
er
ts
’
s
u
g
g
esti
o
n
s
,
m
o
d
if
icatio
n
s
wer
e
m
ad
e
to
t
h
e
item
s
to
s
u
it
th
e
e
d
u
ca
tio
n
al
co
n
tex
t
an
d
to
en
s
u
r
e
p
r
o
p
er
wo
r
d
in
g
f
o
r
th
e
r
esp
o
n
d
en
ts
.
T
h
e
co
r
r
elatio
n
co
ef
f
icien
ts
o
f
ea
ch
item
wit
h
th
e
to
tal
s
co
r
e
o
f
th
e
to
o
ls
wer
e
also
ex
tr
ac
ted
f
r
o
m
th
e
s
tu
d
y
s
am
p
le.
T
h
e
r
e
s
u
lts
o
f
th
e
co
r
r
elatio
n
co
e
f
f
ic
ien
ts
o
f
th
e
item
s
with
th
e
to
o
ls
r
an
g
ed
b
etwe
en
0
.
3
0
–
0
.
6
5
,
a
n
d
all
c
o
r
r
elatio
n
co
ef
f
icien
ts
wer
e
o
f
ac
ce
p
tab
l
e
an
d
s
tatis
tically
s
ig
n
if
ican
t
d
eg
r
ee
s
.
T
h
er
ef
o
r
e,
th
e
r
esu
lts
co
n
f
ir
m
th
e
v
alid
ity
o
f
th
e
to
o
l
to
m
ea
s
u
r
e
wh
a
t
is
in
ten
d
ed
to
b
e
m
ea
s
u
r
ed
.
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
was
em
p
lo
y
ed
to
estab
lis
h
in
ter
n
al
r
eliab
ilit
y
,
v
alid
ated
f
o
r
ass
ess
m
en
t
(
0
.
7
5
)
,
s
tu
d
en
t
attitu
d
es
(
0
.
7
7
)
,
teac
h
in
g
s
ty
les
(
0
.
8
8
)
,
lear
n
in
g
s
ty
les
(
0
.
7
9
)
,
a
n
d
m
o
tiv
atio
n
(
0
.
7
3
)
.
Qu
esti
o
n
n
air
e
d
ata
was
th
en
en
co
d
ed
an
d
e
n
ter
ed
in
t
o
SP
SS
f
o
r
d
ata
a
n
aly
s
is
an
d
th
e
ca
l
cu
latio
n
o
f
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
v
alu
es.
As
s
es
s
m
en
t
Stu
d
en
ts
Att
it
u
d
es
Tea
ch
i
n
g
Sty
les
Lea
r
n
in
g
Sty
les
Mo
tiv
atio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
3
2
3
-
1
3
3
0
1326
3.
RE
SU
L
T
S
T
ab
le
1
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
d
escr
ip
tiv
e
d
ata
an
aly
s
is
.
T
h
e
s
tu
d
y
e
x
am
in
ed
lear
n
in
g
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t
as
d
ep
e
n
d
en
t
v
ar
iab
les
an
d
ass
ess
m
en
t,
s
tu
d
en
t
attitu
d
es,
teac
h
in
g
s
ty
les,
an
d
lear
n
in
g
s
ty
les
as
in
d
ep
en
d
e
n
t
v
a
r
iab
les.
T
h
e
n
o
r
m
ality
o
f
th
e
d
ata
d
is
tr
ib
u
tio
n
was
estab
lis
h
ed
with
s
k
e
wn
ess
an
d
k
u
r
to
s
is
;
lin
ea
r
r
eg
r
ess
io
n
an
al
y
s
is
ass
u
m
p
tio
n
s
wer
e
s
atis
f
ied
,
with
v
alu
es b
etwe
en
3
an
d
1
0
.
T
ab
le
2
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
v
ar
iab
le
r
elatio
n
s
h
ip
s
u
s
in
g
th
e
b
iv
a
r
iate
Pear
s
o
n
p
r
i
n
cip
al
m
eth
o
d
.
B
ased
o
n
th
e
r
esu
lts
,
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
ass
es
s
m
en
t,
s
tu
d
en
t
attitu
d
e,
an
d
teac
h
in
g
a
n
d
lear
n
in
g
s
ty
les
(
in
d
ep
en
d
en
t
v
ar
iab
les),
an
d
lear
n
i
n
g
m
o
tiv
atio
n
(
d
ep
en
d
en
t
v
a
r
iab
le)
o
n
th
e
o
th
er
a
r
e
o
f
a
m
ed
iu
m
lev
el,
with
r
v
al
u
es
r
an
g
in
g
f
r
o
m
0
.
2
6
3
–
0
.
3
7
0
.
Mo
r
eo
v
er
,
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
ass
ess
m
en
t,
s
tu
d
en
t a
ttit
u
d
e,
an
d
teac
h
in
g
an
d
lear
n
in
g
s
ty
les (
in
d
ep
en
d
e
n
t v
ar
iab
les),
an
d
lear
n
in
g
m
o
t
iv
atio
n
(
d
ep
e
n
d
en
t
v
ar
iab
le)
o
n
th
e
o
th
er
ar
e
o
f
a
m
ed
iu
m
-
s
tr
o
n
g
lev
el,
with
r
v
alu
es r
an
g
in
g
f
r
o
m
0
.
2
5
2
–
0
.
5
3
8
.
T
h
e
d
ir
ec
t
ef
f
ec
ts
o
f
th
e
in
d
e
p
en
d
en
t
v
ar
iab
les
o
n
th
eir
d
e
p
en
d
en
t
c
o
u
n
ter
p
ar
ts
wer
e
te
s
ted
u
s
in
g
lin
ea
r
r
eg
r
ess
io
n
a
n
aly
s
is
.
Fo
r
m
o
d
el
1
,
th
e
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
r
esu
lts
s
u
p
p
o
r
te
d
a
s
ig
n
if
ican
t
lev
el
o
f
v
ar
ian
ce
in
m
o
tiv
atio
n
(
R
=.
6
4
7
,
R
-
s
q
u
ar
e=
.
4
1
9
,
F=3
.
7
4
8
,
p
=.
0
0
0
)
.
Me
an
wh
ile,
ass
ess
m
e
n
t,
s
tu
d
en
t
attitu
d
es,
lear
n
in
g
s
ty
les,
an
d
teac
h
i
n
g
s
ty
les
wer
e
f
o
u
n
d
to
h
av
e
s
ig
n
if
ican
t
ef
f
ec
ts
o
n
lear
n
in
g
m
o
tiv
atio
n
(
B
=.
2
8
1
,
t=3
.
8
8
5
,
p
=0
.
0
0
0
;
B
=.
2
4
8
,
t=3
.
3
9
3
,
p
=0
.
0
0
1
;
B
=.
1
9
9
,
t=2
.
9
7
2
,
p
=
0
.
0
0
3
;
an
d
B
=.
1
8
8
,
t
=
2
.
8
8
2
,
p
=0
.
0
0
4
)
,
r
esp
ec
tiv
ely
.
T
ab
le
1
.
Descr
ip
tiv
e
d
ata
an
al
y
s
is
V
a
r
i
a
b
l
e
s
S
k
e
w
n
e
ss
SD
K
u
r
t
o
si
s
SD
A
ssessme
n
t
0
.
0
3
5
.
1
5
7
.
0
1
7
.
3
1
3
S
t
u
d
e
n
t
a
t
t
i
t
u
d
e
s
.
0
0
1
.
1
5
7
-
.
3
6
2
.
3
1
3
Te
a
c
h
i
n
g
s
t
y
l
e
s
.
4
9
1
.
1
5
7
.
0
2
4
.
3
1
3
Le
a
r
n
i
n
g
st
y
l
e
s
.
1
9
6
.
1
5
7
.
4
9
9
.
3
1
3
Le
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
.
1
0
0
.
1
5
7
.
0
2
8
.
3
1
3
T
ab
le
2
.
B
iv
ar
iate
co
r
r
elatio
n
b
etwe
en
v
ar
iab
les
V
a
r
i
a
b
l
e
A
ssessme
n
t
S
t
u
d
e
n
t
a
t
t
i
t
u
d
e
s
Te
a
c
h
i
n
g
s
t
y
l
e
s
Le
a
r
n
i
n
g
st
y
l
e
s
Le
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
A
ssessme
n
t
--
.
5
4
7
.
5
9
8
.
5
7
0
.
5
9
4
.
0
0
.
0
0
0
.
0
0
0
.
0
0
0
S
t
u
d
e
n
t
a
t
t
i
t
u
d
e
s
.
5
4
7
--
.
5
0
6
.
5
7
7
.
4
6
5
.
0
0
0
.
0
0
0
.
0
0
0
.
0
0
0
Te
a
c
h
i
n
g
s
t
y
l
e
s
.
5
9
8
.
5
0
6
--
.
5
5
3
.
5
5
3
.
0
0
0
.
0
0
0
.
0
0
0
.
0
0
0
Le
a
r
n
i
n
g
st
y
l
e
s
.
5
7
0
.
5
5
7
.
5
3
3
--
.
5
4
6
.
0
0
0
.
0
0
0
.
0
0
0
.
0
0
0
Le
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
.
5
9
4
.
4
6
5
.
5
3
3
.
5
4
6
.
0
0
0
.
0
0
0
.
0
0
0
.
0
0
0
--
4.
DIS
CU
SS
I
O
N
T
h
e
m
ain
o
b
jectiv
e
o
f
th
is
s
tu
d
y
was
to
d
eter
m
in
e
t
h
e
s
u
cc
ess
f
ac
to
r
s
o
f
o
n
lin
e
lear
n
i
n
g
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
in
J
o
r
d
an
.
T
h
e
r
esu
lts
r
ev
ea
le
d
th
at
ass
es
s
m
en
t,
s
tu
d
en
t
attitu
d
es,
an
d
teac
h
in
g
an
d
lear
n
in
g
s
ty
les
h
ad
s
ig
n
if
ica
n
t
ef
f
ec
ts
o
n
s
tu
d
e
n
t
lear
n
in
g
m
o
tiv
atio
n
,
s
u
p
p
o
r
tin
g
th
e
h
y
p
o
th
eses
.
Mo
s
t
o
f
th
e
s
tu
d
y
h
y
p
o
t
h
eses
wer
e
s
u
p
p
o
r
ted
.
B
ased
o
n
th
e
r
esu
lts
,
a
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
ex
is
ts
b
etwe
en
ass
es
s
m
en
t
an
d
lear
n
in
g
m
o
tiv
atio
n
,
wh
ich
m
ea
n
s
th
at
lear
n
in
g
m
o
tiv
atio
n
is
in
f
lu
en
ce
d
b
y
th
e
ass
ess
m
en
t
o
f
co
u
r
s
es.
Hig
h
-
p
e
r
f
o
r
m
in
g
s
tu
d
en
ts
h
av
e
a
h
ig
h
er
lik
elih
o
o
d
o
f
b
ein
g
m
o
r
e
m
o
tiv
ated
to
lear
n
,
wh
ich
ali
g
n
s
with
B
ab
in
cá
k
o
v
á
et
a
l.
[
3
6
]
,
wh
o
r
e
p
o
r
t
th
e
s
am
e
r
esu
lt
an
d
s
u
g
g
est
p
r
o
m
o
tin
g
s
tu
d
en
t
e
n
g
ag
em
e
n
t
th
r
o
u
g
h
th
e
ap
p
licatio
n
o
f
co
n
ce
p
ts
to
ac
tu
al
co
n
tex
ts
.
I
n
co
r
p
o
r
atin
g
o
n
lin
e
ass
ess
m
en
t
to
o
ls
in
to
lear
n
in
g
en
v
ir
o
n
m
en
ts
h
as
g
r
ea
t
p
o
te
n
tial
to
f
o
r
m
an
ef
f
ec
tiv
e
s
tr
u
ctu
r
e
an
d
o
r
g
an
izatio
n
f
o
r
o
n
g
o
in
g
in
s
tr
u
cto
r
–
s
tu
d
en
t
in
ter
ac
tio
n
s
an
d
p
r
o
m
o
te
th
e
d
ev
el
o
p
m
en
t
a
n
d
ex
p
an
s
io
n
o
f
ef
f
ec
tiv
e
lear
n
i
n
g
co
m
m
u
n
ities
to
f
ac
ilit
ate
lear
n
in
g
an
d
ap
p
r
ai
s
al
[
2
7
]
,
[
3
7
]
.
Su
ch
a
p
o
s
itiv
e
ef
f
ec
t
m
ay
also
b
e
attr
ib
u
ted
to
th
e
p
o
s
itiv
e
f
ee
lin
g
s
en
h
an
ce
d
b
y
s
tu
d
en
t c
o
m
p
eten
cies th
r
o
u
g
h
in
s
tr
u
cto
r
s
’
r
eg
u
lar
f
ee
d
b
ac
k
.
T
h
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
et
wee
n
o
n
lin
e
lear
n
i
n
g
attitu
d
e
an
d
lear
n
in
g
m
o
tiv
atio
n
s
h
o
ws
th
at
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
ex
p
e
r
ien
ce
s
ar
e
af
f
ec
ted
b
y
th
eir
at
titu
d
es,
s
tu
d
en
ts
with
p
o
s
itiv
e
attitu
d
es
ar
e
m
o
r
e
lik
ely
to
b
e
m
o
tiv
ated
to
lear
n
th
an
th
o
s
e
with
n
eg
ativ
e
attitu
d
es.
T
h
is
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
y
[
3
8
]
,
[
3
9
]
,
wh
ich
f
o
u
n
d
th
at
s
tu
d
e
n
ts
’
p
o
s
itiv
e
attitu
d
es
to
war
d
s
th
e
b
en
ef
its
o
f
o
n
lin
e
lear
n
in
g
in
f
lu
e
n
ce
th
ei
r
s
atis
f
ac
tio
n
.
Po
s
itiv
e
o
n
lin
e
attitu
d
es
also
h
av
e
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
s
tu
d
en
ts
’
o
n
lin
e
le
ar
n
in
g
p
r
ef
er
e
n
ce
s
[
4
0
]
,
in
d
icatin
g
th
at
s
tu
d
e
n
ts
with
p
o
s
itiv
e
attitu
d
es
to
war
d
o
n
lin
e
lear
n
in
g
will
h
av
e
m
o
r
e
lear
n
in
g
en
jo
y
m
en
t.
T
h
is
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
en
ts
with
p
o
s
itiv
e
o
n
lin
e
lear
n
in
g
attitu
d
es
ar
e
lik
ely
to
ex
p
er
ien
c
e
m
o
r
e
jo
y
in
th
eir
o
n
lin
e
e
x
p
er
i
en
ce
,
wh
ich
in
c
r
ea
s
es th
eir
m
o
tiv
atio
n
an
d
en
g
a
g
em
en
t in
lear
n
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
xp
lo
r
in
g
u
n
ivers
ity
s
tu
d
en
ts
’
en
g
a
g
eme
n
t a
n
d
mo
tiva
tio
n
:
crit
ica
l fa
cto
r
s
(
R
eh
a
m
Gh
a
n
e
m
)
1327
T
h
is
s
tu
d
y
f
o
u
n
d
lear
n
in
g
s
t
y
les
an
d
teac
h
in
g
s
ty
les
to
b
e
s
ig
n
if
ican
tly
r
elate
d
to
th
e
lear
n
in
g
m
o
tiv
atio
n
o
f
u
n
iv
e
r
s
ity
s
tu
d
en
ts
,
wh
ich
m
ay
b
e
attr
i
b
u
ted
to
th
e
tim
e
an
d
p
lace
o
f
v
ar
iab
les.
T
h
e
p
r
e
-
p
a
n
d
em
ic
lear
n
i
n
g
p
r
o
ce
s
s
in
v
o
lv
ed
in
s
tan
t
in
ter
ac
tio
n
b
etwe
en
s
tu
d
en
ts
an
d
th
ei
r
in
s
tr
u
cto
r
s
.
T
h
is
m
ay
also
b
e
attr
ib
u
ted
to
th
e
d
if
f
e
r
en
t
ab
ilit
ies
an
d
lear
n
in
g
s
ty
le
s
o
f
s
tu
d
e
n
ts
.
No
tab
ly
,
th
e
s
tu
d
en
ts
u
s
ed
lear
n
in
g
m
ater
ials
p
r
esen
ted
in
a
r
ea
d
/wr
ite
f
o
r
m
at,
wh
ich
s
h
o
ws
th
at
s
tu
d
en
ts
ar
e
n
o
t
f
u
lly
awa
r
e
o
f
th
eir
p
r
ef
er
r
e
d
lear
n
in
g
s
ty
les.
T
h
is
h
ig
h
lig
h
t
s
th
e
ap
p
r
o
p
r
iate
ef
f
ec
tiv
e
lear
n
in
g
s
ty
les
f
o
r
s
tu
d
en
ts
in
o
n
lin
e,
co
m
p
ar
ed
t
o
tr
ad
itio
n
al,
lear
n
in
g
[
4
1
]
,
[
4
2
]
.
Fin
d
in
g
s
r
eg
ar
d
in
g
s
tu
d
en
ts
’
o
n
lin
e
lear
n
in
g
ex
p
er
ie
n
ce
s
an
d
th
eir
r
elatio
n
s
h
ip
with
th
eir
lear
n
in
g
s
tr
ateg
ies
h
av
e
b
ee
n
m
ix
ed
[
4
3
]
.
Stu
d
e
n
ts
wh
o
ad
o
p
t
s
tr
o
n
g
lear
n
in
g
s
tr
ateg
ies
in
cr
ea
s
e
th
eir
ch
an
ce
s
o
f
h
a
v
in
g
s
atis
f
ied
o
n
lin
e
lear
n
i
n
g
ex
p
er
ien
ce
s
.
Fin
ally
,
teac
h
in
g
s
ty
le
was
f
o
u
n
d
to
h
a
v
e
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
with
b
o
th
th
e
lear
n
in
g
m
o
tiv
atio
n
an
d
lear
n
in
g
en
g
ag
em
e
n
t
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
,
s
u
p
p
o
r
tin
g
th
e
id
ea
th
at
o
n
lin
e
lear
n
in
g
an
d
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
f
ac
ilit
ate
a
s
u
cc
ess
f
u
l
teac
h
in
g
an
d
lear
n
in
g
en
v
ir
o
n
m
en
t th
r
o
u
g
h
class
d
is
cu
s
s
io
n
,
wh
ich
en
g
a
g
es tea
ch
e
r
s
an
d
s
tu
d
en
ts
s
im
u
ltan
eo
u
s
ly
.
4
.
1
.
I
m
pli
ca
t
i
o
ns
T
h
e
f
in
d
in
g
s
o
f
th
is
r
esear
ch
c
o
n
tr
ib
u
te
to
e
x
p
lain
in
g
th
e
d
if
f
er
en
ce
s
in
s
tu
d
en
ts
’
s
u
cc
ess
es
in
o
n
lin
e
lear
n
in
g
.
Pas
t
liter
atu
r
e
h
as
ex
ten
d
ed
k
n
o
wled
g
e
o
f
s
tu
d
en
t
ex
p
e
r
ien
ce
s
an
d
m
o
tiv
atio
n
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
4
4
]
,
[
4
5
]
,
b
u
t
g
ap
s
r
e
m
ain
co
n
ce
r
n
in
g
e
-
lear
n
in
g
o
u
tco
m
es.
E
-
lea
r
n
in
g
ac
tiv
ities
in
v
o
l
v
e
ac
a
d
em
ics
an
d
lear
n
er
s
,
b
u
t
ef
f
o
r
t
m
u
s
t
b
e
ex
er
te
d
b
y
th
e
f
o
r
m
er
in
h
ig
h
er
lear
n
in
g
in
s
titu
tio
n
s
to
en
h
an
ce
n
o
t
o
n
l
y
lear
n
in
g
o
u
tco
m
es
an
d
co
n
te
n
t,
b
u
t
also
th
e
p
r
o
ce
s
s
o
f
e
v
alu
atio
n
an
d
ass
ess
m
en
t
o
f
k
n
o
wl
ed
g
e
d
u
r
in
g
o
n
lin
e
lear
n
in
g
[
4
6
]
.
Alth
o
u
g
h
p
r
ev
i
o
u
s
s
tu
d
ies
h
av
e
f
o
cu
s
ed
o
n
h
o
w
ea
ch
in
d
iv
id
u
al
f
ac
to
r
i
n
f
lu
en
ce
s
s
tu
d
en
ts
’
m
o
tiv
atio
n
s
to
war
d
s
th
e
o
n
lin
e
lear
n
in
g
p
r
o
ce
s
s
,
f
ew
(
an
d
n
o
n
e
in
a
J
o
r
d
an
ian
co
n
tex
t)
h
av
e
ex
am
in
e
d
th
e
in
f
lu
en
ce
o
f
lear
n
in
g
s
ty
le,
teac
h
in
g
s
ty
le,
s
tu
d
en
t
attitu
d
es,
ass
ess
m
en
t,
o
r
teac
h
e
r
s
u
p
p
o
r
t
o
n
s
tu
d
en
t
m
o
tiv
atio
n
[
4
7
]
–
[
5
0
]
.
T
h
e
p
r
e
s
en
t
s
tu
d
y
th
u
s
aim
e
d
to
ad
d
r
ess
th
is
g
ap
b
y
id
en
tify
in
g
th
e
f
ac
to
r
s
in
f
l
u
en
cin
g
s
tu
d
en
t m
o
tiv
atio
n
i
n
th
e
o
n
lin
e
lear
n
in
g
p
r
o
ce
s
s
.
An
o
th
er
in
ter
esti
n
g
o
b
s
er
v
at
io
n
o
f
th
is
s
tu
d
y
is
th
e
ad
ap
tatio
n
to
o
n
lin
e
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
a
n
d
b
e
y
o
n
d
.
I
n
s
tr
u
cto
r
s
an
d
c
o
u
r
s
e
d
ev
elo
p
er
s
ca
n
u
s
e
th
e
r
esu
lt
s
o
f
th
is
s
tu
d
y
f
o
r
co
u
r
s
e
d
esig
n
an
d
r
ev
is
io
n
an
d
d
e
f
in
e
n
ew
lear
n
in
g
p
o
s
s
ib
ilit
ies
b
ased
o
n
s
tu
d
en
ts
’
s
tr
en
g
th
s
an
d
p
r
ef
er
en
ce
s
.
T
h
e
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
liter
atu
r
e
in
ter
m
s
o
f
ef
f
ec
tiv
e
o
n
lin
e
lear
n
in
g
in
s
tr
u
ctio
n
,
in
s
tr
u
ctio
n
u
s
in
g
o
n
lin
e
an
d
t
r
ad
itio
n
al
lear
n
i
n
g
tech
n
iq
u
es
f
o
r
u
n
iv
e
r
s
ity
s
tu
d
en
ts
,
an
d
m
ajo
r
p
r
ed
icto
r
s
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
’
s
u
cc
ess
f
u
l
m
o
tiv
atio
n
an
d
en
g
ag
em
en
t
in
o
n
lin
e
lear
n
in
g
,
w
h
ich
h
av
e
lar
g
ely
r
em
ai
n
ed
u
n
d
er
ex
am
in
e
d
in
th
e
liter
atu
r
e.
T
h
is
ca
lls
f
o
r
in
v
esti
g
atio
n
in
to
th
e
m
o
s
t
ef
f
e
ctiv
e
o
n
lin
e
lear
n
i
n
g
p
r
ed
ict
o
r
s
to
b
r
in
g
ab
o
u
t
en
h
an
ce
d
m
o
tiv
atio
n
,
an
d
ev
e
n
tu
ally
s
u
cc
ess
,
am
o
n
g
s
tu
d
en
ts
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
as
s
h
ed
lig
h
t
o
n
t
h
e
r
o
le
o
f
f
ac
to
r
s
af
f
ec
tin
g
s
tu
d
en
t
m
o
tiv
atio
n
in
o
n
lin
e
lea
r
n
in
g
.
T
h
e
r
esu
lts
s
u
p
p
o
r
t
th
e
r
o
le
o
f
ass
ess
m
en
t,
teac
h
in
g
an
d
lear
n
in
g
s
ty
les
an
d
s
tu
d
e
n
t
lear
n
in
g
attitu
d
es
in
s
tu
d
en
t
o
n
lin
e
lear
n
in
g
m
o
ti
v
atio
n
an
d
en
g
a
g
em
en
t.
T
h
e
r
esu
lts
s
u
p
p
o
r
t
th
e
r
o
le
o
f
teac
h
in
g
an
d
lear
n
in
g
s
ty
les
in
d
eter
m
in
e
th
e
o
n
lin
e
lear
n
in
g
p
r
o
ce
s
s
an
d
th
at
s
tu
d
e
n
ts
r
e
q
u
ir
e
tr
ain
i
n
g
i
n
tech
n
o
lo
g
y
an
d
n
ew
d
ev
ice
u
s
e
d
u
r
in
g
th
eir
lear
n
in
g
p
r
o
ce
s
s
.
I
n
s
u
m
m
ar
y
,
th
e
r
esu
lts
p
r
o
v
i
d
e
in
s
ig
h
t
in
to
t
h
e
ac
ad
em
ic
s
u
cc
ess
o
f
s
tu
d
en
ts
.
Similar
ly
to
o
th
er
r
esear
ch
,
th
e
p
r
esen
t
s
tu
d
y
h
as
its
lim
i
tatio
n
s
.
T
h
e
f
ir
s
t
is
o
v
er
s
ig
h
t
in
ex
am
in
in
g
th
e
in
f
lu
en
ce
o
f
s
tu
d
e
n
t
ch
ar
ac
ter
is
tics
,
f
u
tu
r
e
s
tu
d
ies
s
h
o
u
ld
in
clu
d
e
th
ese
in
th
eir
in
v
esti
g
atio
n
s
.
Seco
n
d
,
th
e
s
tu
d
y
s
ettin
g
,
wh
ich
was
o
n
e
u
n
iv
er
s
ity
in
J
o
r
d
an
,
th
er
e
f
o
r
e,
f
u
tu
r
e
s
tu
d
y
s
h
o
u
ld
b
e
ex
ten
d
ed
to
o
th
e
r
u
n
iv
er
s
ities
f
o
r
f
u
r
th
er
v
alid
atio
n
o
f
th
e
f
in
d
in
g
s
.
Fin
ally
,
th
e
s
tu
d
y
ad
o
p
ted
a
s
p
ec
if
ic
d
ata
co
llectio
n
m
eth
o
d
,
wh
ich
f
u
tu
r
e
s
tu
d
ies s
h
o
u
ld
s
u
p
p
lem
en
t w
ith
o
t
h
er
m
eth
o
d
s
f
o
r
th
e
f
u
r
th
er
en
r
ich
m
e
n
t o
f
f
i
n
d
in
g
s
.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
F
.
R
i
c
e
,
P
.
R
.
L
o
w
e
n
t
h
a
l
,
a
n
d
X
.
W
o
o
d
l
e
y
,
“
D
i
st
a
n
c
e
e
d
u
c
a
t
i
o
n
a
c
r
o
ss
c
r
i
t
i
c
a
l
t
h
e
o
r
e
t
i
c
a
l
l
a
n
d
s
c
a
p
e
s
:
t
o
u
c
h
st
o
n
e
s
f
o
r
q
u
a
l
i
t
y
r
e
sea
r
c
h
a
n
d
t
e
a
c
h
i
n
g
,
”
D
i
st
a
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
1
,
n
o
.
3
,
p
p
.
3
1
9
–
3
2
5
,
J
u
l
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
5
8
7
9
1
9
.
2
0
2
0
.
1
7
9
0
0
9
1
.
[
2
]
C
.
M
.
T
o
q
u
e
r
o
,
“
C
h
a
l
l
e
n
g
e
s
a
n
d
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
a
m
i
d
t
h
e
C
O
V
I
D
-
19
p
a
n
d
e
mi
c
:
t
h
e
P
h
i
l
i
p
p
i
n
e
c
o
n
t
e
x
t
,
”
Pe
d
a
g
o
g
i
c
a
l
Re
s
e
a
r
c
h
,
v
o
l
.
5
,
n
o
.
4
,
p
.
e
m
0
0
6
3
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
2
9
3
3
3
/
p
r
/
7
9
4
7
.
[
3
]
R
.
H
i
d
a
y
a
t
a
n
d
Y
.
E.
P
a
t
r
a
s,
“
E
d
u
c
a
t
i
o
n
t
r
a
n
sf
o
r
m
a
t
i
o
n
i
n
I
n
d
o
n
e
s
i
a
r
e
q
u
i
r
e
s
t
h
e
i
mp
l
e
m
e
n
t
a
t
i
o
n
o
f
d
i
f
f
e
r
e
n
t
i
a
t
e
d
l
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
R
e
se
a
rc
h
i
n
Ed
u
c
a
t
i
o
n
(
I
J
ERE)
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
1
5
2
6
–
1
5
3
6
,
J
u
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
3
i
3
.
2
7
6
5
8
.
[
4
]
N
.
K
e
s
u
maw
a
t
i
,
N
.
F
.
F
u
a
d
i
a
h
,
a
n
d
B
.
U
t
o
m
o
,
“
Th
e
s
t
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
i
r
o
n
l
i
n
e
l
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
R
e
se
a
rc
h
i
n
E
d
u
c
a
t
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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n
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e
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.
sa
.
Evaluation Warning : The document was created with Spire.PDF for Python.