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th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
lev
el,
wh
ich
is
less
th
an
h
alf
t
h
e
n
atio
n
al
a
v
er
ag
e
[
1
3
]
.
T
o
a
d
d
r
ess
th
e
ed
u
ca
tio
n
al
ch
allen
g
es
f
ac
ed
b
y
Ora
n
g
A
s
li
s
tu
d
en
ts
,
th
is
s
tu
d
y
r
ec
o
m
m
en
d
s
im
p
lem
en
tin
g
cu
ltu
r
ally
r
esp
o
n
s
iv
e
teac
h
in
g
s
tr
ate
g
ies
in
m
at
h
em
atics
in
s
tr
u
ctio
n
.
T
ailo
r
in
g
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
to
alig
n
with
th
eir
lear
n
in
g
s
ty
les
an
d
liv
ed
ex
p
er
ien
ce
s
ca
n
b
etter
s
u
p
p
o
r
t
t
h
eir
m
aster
y
o
f
f
u
n
d
am
e
n
tal
m
ath
em
atica
l
c
o
n
ce
p
ts
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
Ad
d
itio
n
ally
,
p
r
o
v
id
i
n
g
tar
g
eted
ac
a
d
em
ic
s
u
p
p
o
r
t,
m
en
to
r
i
n
g
,
a
n
d
ac
ce
s
s
to
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
with
in
Ora
n
g
A
s
li
co
m
m
u
n
ities
ca
n
h
el
p
im
p
r
o
v
e
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
r
ed
u
ce
d
r
o
p
o
u
t r
ates.
2.
CH
AL
L
E
NG
E
S F
AC
E
D
B
Y
OR
A
N
G
A
SL
I
ST
UDE
NT
S IN L
E
ARN
I
NG
M
A
T
H
E
M
AT
I
C
S
Ora
n
g
A
s
li
s
tu
d
en
ts
f
ac
e
ch
allen
g
es
in
lear
n
i
n
g
m
ath
em
atics
d
u
e
to
t
h
eir
s
ig
n
if
ica
n
tly
d
if
f
e
r
en
t
s
o
cial
b
ac
k
g
r
o
u
n
d
s
co
m
p
ar
ed
to
wh
at
is
d
e
p
icted
in
th
e
cu
r
r
icu
lu
m
[
1
4
]
.
Ora
n
g
A
s
li
s
tu
d
en
ts
o
f
ten
s
tr
u
g
g
l
e
to
co
m
p
r
e
h
en
d
th
e
s
tan
d
a
r
d
c
u
r
r
icu
lu
m
a
n
d
f
in
d
th
at
th
e
s
ch
o
o
l
s
y
llab
u
s
is
n
o
t
alig
n
ed
w
ith
th
eir
in
tellectu
al
u
n
d
er
s
tan
d
i
n
g
[
1
2
]
.
T
h
e
cu
r
r
i
cu
lu
m
a
n
d
s
y
llab
u
s
ar
e
t
y
p
ica
lly
d
esig
n
ed
with
th
e
g
en
e
r
al
p
o
p
u
latio
n
in
m
in
d
,
b
u
t
th
e
lear
n
in
g
a
b
ilit
ies
o
f
Ora
n
g
A
s
li
s
tu
d
en
ts
d
if
f
er
s
ig
n
if
ican
tly
f
r
o
m
th
eir
p
ee
r
s
in
Ma
lay
s
ia
[
5
]
.
Ma
th
em
atics
is
a
cr
u
cial
s
u
b
j
ec
t
in
s
ch
o
o
l
f
o
r
Ora
n
g
A
s
li
s
tu
d
en
ts
[
1
5
]
.
T
h
er
ef
o
r
e,
a
p
p
r
o
p
r
iate
teac
h
in
g
an
d
lear
n
in
g
ap
p
r
o
ac
h
es
in
m
at
h
em
atics
n
ee
d
to
b
e
im
p
le
m
en
ted
to
ac
h
iev
e
th
e
d
esire
d
o
u
tco
m
es
[
1
6
]
.
I
n
Ma
lay
s
ia,
p
r
im
ar
y
s
ch
o
o
l
m
ath
em
atics
f
o
llo
ws
th
e
Stan
d
ar
d
Prim
ar
y
Sch
o
o
l
C
u
r
r
icu
lu
m
(
KSSR
)
th
r
o
u
g
h
o
u
t
t
h
e
co
u
n
tr
y
,
r
eg
ar
d
less
o
f
s
tu
d
en
ts
’
b
ac
k
g
r
o
u
n
d
s
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
c
o
n
d
u
cte
d
b
y
Ma
m
at
an
d
W
ah
ab
[
1
7
]
in
d
icate
d
th
a
t
th
e
r
o
o
t
ca
u
s
e
o
f
wea
k
n
ess
es
in
r
u
r
al
s
tu
d
en
ts
,
in
clu
d
in
g
am
o
n
g
Ora
n
g
A
s
li
,
lies
in
th
eir
lack
o
f
m
aster
y
o
f
f
u
n
d
am
en
tal
m
ath
e
m
atica
l
co
n
ce
p
ts
,
en
c
o
m
p
ass
in
g
all
co
m
p
o
n
e
n
ts
o
f
m
ath
em
atica
l le
ar
n
in
g
.
T
h
e
p
r
im
a
r
y
p
r
o
ce
s
s
o
f
teac
h
in
g
m
ath
e
m
atics
at
th
e
p
r
i
m
ar
y
lev
el
e
m
p
h
asizes
b
asic
ar
ith
m
etic
o
p
er
atio
n
s
,
i
n
clu
d
in
g
ad
d
itio
n
,
s
u
b
tr
ac
tio
n
,
m
u
ltip
licatio
n
,
d
iv
is
io
n
,
a
n
d
s
o
lv
i
n
g
d
aily
life
p
r
o
b
lem
s
[
1
8
]
.
Ho
wev
er
,
th
is
lear
n
in
g
p
r
o
c
ess
co
n
s
tan
tly
ev
o
lv
es
to
ad
ap
t
to
cu
r
r
e
n
t
n
ee
d
s
an
d
ali
g
n
with
cu
r
r
icu
lu
m
r
eq
u
ir
em
e
n
ts
an
d
lear
n
in
g
c
o
n
d
itio
n
s
[
1
9
]
.
W
h
en
s
tu
d
en
ts
d
o
n
o
t
m
aster
th
ese
b
asic
co
n
ce
p
ts
well,
i
t
b
ec
o
m
es
ch
allen
g
in
g
f
o
r
th
e
m
to
e
n
g
ag
e
in
m
at
h
em
atics
lear
n
in
g
,
as
s
o
lv
in
g
m
ath
em
ati
ca
l
p
r
o
b
lem
s
b
eg
in
s
with
a
s
o
lid
g
r
asp
o
f
th
ese
f
u
n
d
am
en
tal
co
n
ce
p
ts
[
2
0
]
.
On
ce
s
tu
d
en
ts
ar
e
ab
le
to
m
aster
th
ese
p
r
o
ce
s
s
es,
th
ey
ca
n
p
r
o
g
r
ess
to
s
o
lv
in
g
m
o
r
e
co
m
p
lex
p
r
o
b
lem
s
,
s
u
c
h
as
d
iv
is
io
n
an
d
m
u
ltip
licatio
n
i
n
v
o
lv
in
g
f
r
ac
tio
n
s
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
t
h
o
r
o
u
g
h
ly
ex
am
i
n
e
th
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
o
f
Ora
n
g
A
s
li
s
tu
d
en
ts
in
lev
el
2
p
r
im
ar
y
s
ch
o
o
l
f
o
r
th
e
to
p
ic
o
f
wh
o
le
n
u
m
b
e
r
s
an
d
o
p
er
atio
n
s
an
d
id
en
tif
y
th
e
er
r
o
r
s
th
ey
en
co
u
n
ter
in
s
o
lv
in
g
wo
r
d
p
r
o
b
lem
s
in
m
at
h
em
atics.
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
e
m
p
lo
y
e
d
a
s
u
r
v
e
y
r
esear
ch
d
esig
n
.
T
h
e
in
s
tr
u
m
e
n
t
u
s
ed
was
a
m
ath
e
m
atics
test
f
o
cu
s
in
g
o
n
th
e
t
o
p
ic
o
f
wh
o
le
n
u
m
b
er
s
an
d
b
asic
o
p
er
atio
n
s
.
T
h
e
test
aim
ed
to
ass
ess
th
e
s
tu
d
en
t
’
s
ab
ilit
y
to
u
n
d
er
s
tan
d
an
d
ap
p
ly
wh
o
le
n
u
m
b
er
s
u
p
to
1
0
0
,
0
0
0
u
s
in
g
th
e
co
r
r
ec
t
m
ath
em
atica
l
la
n
g
u
a
g
e
r
elate
d
to
wh
o
le
n
u
m
b
er
s
an
d
b
asic o
p
e
r
atio
n
s
.
Ad
d
itio
n
ally
,
s
tu
d
e
n
ts
wer
e
ex
p
ec
ted
to
u
n
d
e
r
s
tan
d
an
d
ap
p
ly
th
e
co
n
ce
p
ts
an
d
p
r
o
ce
d
u
r
al
s
k
ills
f
o
r
b
asic
o
p
er
atio
n
s
an
d
u
tili
ze
th
eir
m
ath
em
atica
l
k
n
o
wled
g
e
an
d
s
k
ill
s
to
s
o
lv
e
p
r
o
b
lem
s
r
elate
d
to
wh
o
le
n
u
m
b
er
s
an
d
b
asic
o
p
er
atio
n
s
u
p
to
1
0
0
,
0
0
0
.
Fin
ally
,
in
th
is
to
p
ic,
s
tu
d
en
ts
wer
e
ex
p
ec
ted
to
m
ak
e
in
f
er
en
ce
s
,
co
n
n
ec
tio
n
s
,
r
ep
r
esen
tatio
n
s
,
co
m
m
u
n
icate
,
an
d
u
s
e
tech
n
o
lo
g
y
wh
en
s
tu
d
y
in
g
wh
o
l
e
n
u
m
b
er
s
an
d
b
asic o
p
er
atio
n
s
u
p
to
1
0
0
,
0
0
0
.
T
h
e
test
co
n
s
is
ted
o
f
f
iv
e
item
s
,
with
q
u
esti
o
n
s
1
to
3
in
v
o
lv
in
g
ad
d
itio
n
an
d
s
u
b
tr
ac
tio
n
o
p
er
atio
n
s
,
wh
ile
q
u
esti
o
n
s
4
a
n
d
5
in
v
o
l
v
ed
m
u
ltip
licatio
n
an
d
d
iv
is
io
n
o
p
e
r
atio
n
s
.
T
h
e
in
s
tr
u
m
e
n
t
was
also
v
alid
ated
b
y
th
r
ee
ex
p
e
r
ts
in
th
e
f
ield
.
Acc
o
r
d
in
g
to
Ko
c
k
et
a
l.
[
2
1
]
,
t
h
e
v
alid
ity
o
f
t
h
e
in
s
tr
u
m
en
t
is
cr
u
cial
to
m
ain
tain
th
e
ac
cu
r
ac
y
o
f
th
e
t
est
an
d
p
r
ev
e
n
t
it
f
r
o
m
b
ein
g
s
u
s
ce
p
tib
le
to
f
laws.
T
h
e
h
ig
h
e
r
th
e
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e,
t
h
e
m
o
r
e
ac
cu
r
ate
th
e
d
ata
o
b
tain
ed
.
T
h
is
s
tu
d
y
was
co
n
d
u
cted
i
n
I
n
d
ig
en
o
u
s
n
atio
n
al
s
ch
o
o
ls
,
o
r
S
ek
o
la
h
K
eb
a
n
g
s
a
a
n
A
s
li
(
SK
Asl
i)
r
ef
er
r
in
g
to
s
ch
o
o
ls
t
h
at
h
av
e
a
m
ajo
r
ity
o
r
1
0
0
%
o
f
s
tu
d
en
ts
f
r
o
m
th
e
Ora
n
g
A
s
li
co
m
m
u
n
ity
.
SK A
s
li a
r
e
s
ch
o
o
ls
th
at
wer
e
o
r
ig
in
ally
estab
lis
h
ed
b
y
th
e
Dep
ar
tm
en
t o
f
Ora
n
g
A
s
li
Af
f
air
s
(
J
AKOA
)
an
d
ar
e
n
o
w
ad
m
in
is
ter
ed
u
n
d
er
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia
[
2
2
]
,
with
a
to
tal
o
f
8
9
SK
Asl
i
th
r
o
u
g
h
o
u
t
Ma
lay
s
i
a
[
2
3
]
.
I
n
c
o
n
tex
t
o
f
th
is
r
esear
ch
,
th
e
s
tu
d
y
was
co
n
d
u
ct
ed
in
two
p
r
im
a
r
y
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
:
938
-
9
4
6
940
s
ch
o
o
ls
:
SK
Asl
i
Pe
ta
in
th
e
Me
r
s
in
g
d
is
tr
ict
an
d
SK
Pu
n
a
n
in
th
e
Klu
a
n
g
d
is
tr
ict.
A
to
t
al
o
f
2
2
Ora
n
g
A
s
li
s
tu
d
en
ts
f
r
o
m
Yea
r
4
a
n
d
Yea
r
5
o
f
SK
Asl
i
Peta
an
d
SK
Pu
n
an
wer
e
in
v
o
lv
ed
in
t
h
is
s
tu
d
y
.
T
ab
le
1
p
r
esen
ts
th
e
d
em
o
g
r
ap
h
ic
i
n
f
o
r
m
atio
n
o
f
th
e
s
am
p
le
p
ar
ticip
an
ts
in
t
h
is
r
esear
ch
.
E
ac
h
s
tu
d
en
t
was
ask
ed
to
an
s
wer
f
iv
e
wo
r
d
p
r
o
b
lem
s
in
m
ath
em
atics
with
in
o
n
e
h
o
u
r
.
T
h
e
test
wa
s
d
ev
elo
p
e
d
b
y
th
e
r
esear
ch
er
b
ased
o
n
th
e
p
r
im
a
r
y
s
ch
o
o
l
m
ath
em
atics
cu
r
r
icu
lu
m
f
o
llo
win
g
th
e
KSSR
.
T
h
e
test
co
v
er
ed
p
r
o
b
lem
s
th
at
r
eq
u
ir
ed
s
tu
d
e
n
ts
to
u
s
e
b
a
s
ic
m
ath
em
atica
l
o
p
er
atio
n
s
s
u
ch
as
ad
d
itio
n
,
s
u
b
tr
ac
tio
n
,
m
u
ltip
licatio
n
,
an
d
d
iv
is
io
n
.
E
ac
h
p
r
o
b
lem
was
allo
ca
ted
two
m
ar
k
s
,
m
ak
in
g
a
to
tal
o
f
1
0
m
ar
k
s
.
Fig
u
r
e
1
s
h
o
ws th
e
d
is
tr
ib
u
tio
n
o
f
m
a
r
k
s
f
o
r
th
e
2
2
s
tu
d
en
ts
in
v
o
lv
ed
.
T
ab
le
1
.
Sam
p
le
d
em
o
g
r
ap
h
ic
s
f
o
r
th
e
s
tu
d
y
S
c
h
o
o
l
G
e
n
d
e
r
To
t
a
l
M
a
l
e
F
e
mal
e
S
K
A
sl
i
P
e
t
a
6
5
11
S
K
A
sl
i
P
u
n
a
n
1
10
11
To
t
a
l
7
15
22
Fig
u
r
e
1
.
Dis
tr
ib
u
tio
n
o
f
m
ar
k
s
f
o
r
th
e
in
v
o
lv
ed
s
tu
d
en
ts
Fro
m
th
e
Fig
u
r
e
1
,
it
ca
n
b
e
o
b
s
er
v
ed
th
at
two
s
tu
d
en
ts
(
9
.
1
%)
ac
h
iev
ed
f
u
ll
m
ar
k
s
,
f
o
llo
wed
b
y
o
n
e
s
tu
d
en
t
(
4
.
5
%)
ea
ch
wh
o
s
co
r
ed
8
an
d
6
m
ar
k
s
,
an
d
s
ix
s
tu
d
en
ts
(
2
7
.
3
%)
ea
ch
s
co
r
e
d
2
m
ar
k
s
.
Ho
wev
er
,
a
to
tal
o
f
1
2
s
tu
d
e
n
ts
(
5
4
.
5
%)
f
ailed
to
o
b
tain
an
y
m
a
r
k
s
.
E
ac
h
s
tu
d
en
t’
s
an
s
wer
s
wer
e
th
en
an
aly
ze
d
in
-
d
ep
th
.
Ora
n
g
A
s
li
s
tu
d
en
ts
wer
e
f
o
u
n
d
to
en
c
o
u
n
ter
d
if
f
icu
lties
with
wo
r
d
p
r
o
b
lem
s
in
m
ath
e
m
atics.
As
s
h
o
wn
in
T
ab
le
2
,
th
e
ty
p
e
o
f
er
r
o
r
s
e
n
c
o
u
n
ter
ed
b
y
Ora
n
g
A
s
li
s
tu
d
e
n
ts
tak
in
g
th
is
test
ca
n
b
e
d
iv
i
d
ed
in
t
o
f
i
v
e
ty
p
es,
n
am
ely
i)
f
ailu
r
e
to
u
n
d
er
s
tan
d
th
e
q
u
esti
o
n
;
ii)
m
is
co
n
ce
p
t
io
n
s
;
iii)
lack
o
f
co
m
p
r
eh
e
n
s
io
n
o
f
s
p
ec
if
ic
ter
m
s
co
n
tain
ed
in
t
h
e
q
u
esti
o
n
;
i
v
)
ca
r
eless
n
ess
wh
ile
s
o
lv
in
g
p
r
o
b
lem
s
;
an
d
v
)
d
if
f
icu
lty
i
n
r
ea
d
in
g
.
T
h
e
f
o
llo
win
g
d
is
cu
s
s
io
n
in
Fig
u
r
e
2
p
r
esen
ts
th
e
an
s
wer
s
o
f
s
tu
d
en
ts
w
h
o
s
u
cc
ess
f
u
lly
o
b
tain
ed
co
r
r
ec
t
an
s
wer
s
with
a
s
y
s
tem
atic
ap
p
r
o
ac
h
.
I
n
th
e
r
esp
o
n
s
e
p
r
o
v
i
d
ed
b
y
th
e
s
tu
d
en
t,
s
h
e
u
n
d
e
r
s
to
o
d
th
e
q
u
esti
o
n
r
eq
u
i
r
em
en
ts
an
d
d
e
m
o
n
s
tr
ated
a
s
y
s
tem
atic
ap
p
r
o
ac
h
to
s
o
lv
in
g
th
e
p
r
o
b
lem
.
T
h
e
o
p
er
atio
n
s
in
v
o
lv
ed
in
th
is
s
o
lu
tio
n
ar
e
s
u
b
tr
ac
tio
n
f
o
llo
wed
b
y
ad
d
itio
n
.
T
h
e
i
n
f
o
r
m
atio
n
in
T
ab
le
3
s
h
o
ws
th
e
n
u
m
b
e
r
an
d
p
er
ce
n
ta
g
e
o
f
s
t
u
d
en
ts
b
ased
o
n
th
e
ty
p
e
o
f
e
r
r
o
r
,
as we
ll a
s
th
e
s
tu
d
en
ts
wh
o
s
u
cc
ess
f
u
lly
s
o
lv
ed
th
e
p
r
o
b
lem
s
ac
co
r
d
i
n
g
to
t
h
e
q
u
esti
o
n
n
u
m
b
er
.
Fro
m
th
e
T
ab
le
3
,
f
o
r
q
u
esti
o
n
o
n
e,
4
5
.
5
%
o
f
t
h
e
s
tu
d
en
t
s
m
ad
e
er
r
o
r
s
in
m
ath
em
atica
l
co
n
ce
p
ts
wh
en
s
o
lv
in
g
th
e
q
u
esti
o
n
,
wh
ile
3
6
.
4
%
o
f
th
e
s
tu
d
en
ts
s
u
c
ce
s
s
f
u
lly
o
b
tain
ed
th
e
c
o
r
r
ec
t
an
s
wer
f
o
r
q
u
esti
o
n
two
.
Ho
wev
er
,
3
1
.
8
%
o
f
th
e
s
tu
d
en
ts
m
ad
e
er
r
o
r
s
in
m
ath
e
m
atica
l
co
n
ce
p
ts
wh
en
s
o
lv
in
g
th
e
s
am
e
q
u
esti
o
n
.
Fo
r
q
u
esti
o
n
th
r
ee
,
2
7
.
3
%
o
f
t
h
e
s
tu
d
en
ts
c
o
u
ld
an
s
wer
th
e
q
u
esti
o
n
c
o
r
r
ec
tly
,
b
u
t
th
e
s
a
m
e
p
er
ce
n
tag
e
m
ad
e
er
r
o
r
s
in
m
at
h
em
atica
l
co
n
ce
p
ts
.
W
h
en
lo
o
k
in
g
at
q
u
esti
o
n
s
4
an
d
5
,
o
n
av
e
r
ag
e,
s
tu
d
e
n
ts
f
ailed
to
o
b
tain
th
e
co
r
r
ec
t
an
s
wer
d
u
e
to
er
r
o
r
s
i
n
co
n
ce
p
ts
,
with
4
0
.
9
%
an
d
5
4
.
5
%,
r
esp
ec
tiv
ely
.
Ad
d
itio
n
a
lly
,
th
er
e
is
also
a
m
o
d
er
ate
p
e
r
ce
n
tag
e
o
f
s
tu
d
e
n
ts
wh
o
s
tr
u
g
g
le
with
r
ea
d
i
n
g
a
n
d
u
n
d
er
s
tan
d
in
g
th
e
q
u
esti
o
n
s
.
2
2
0
0
0
2
0
2
0
0
0
10
0
0
0
6
0
2
10
0
8
2
0
1
2
3
4
5
6
7
8
9
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
M
a
rk
s
Num
b
e
r
o
f
stu
d
e
n
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
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d
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ta
n
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in
g
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c
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llen
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ce
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b
y
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(
A
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l H
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kim
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b
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)
941
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ab
le
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h
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Ora
n
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Ty
p
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f
e
r
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Ex
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p
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t
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a
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q
u
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i
o
n
I
n
a
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p
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t
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a
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f
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g
r
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t
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M
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Ma
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d
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t
u
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d
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a
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d
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m
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a
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a
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r.
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a
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Fig
u
r
e
2
.
Sam
p
le
o
f
a
c
o
r
r
ec
t
an
s
wer
with
th
e
co
r
r
ec
t so
lu
ti
o
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tr
ateg
ies
I
n
a
n
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x
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r
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g
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k
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r
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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
:
938
-
9
4
6
942
T
ab
le
3
.
Nu
m
b
er
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2
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
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N
T
h
is
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ig
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g
A
s
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s
o
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g
m
ath
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l
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r
d
p
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s
.
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k
e
y
f
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d
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g
is
th
at
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e
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h
al
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o
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th
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s
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5
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.
5
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n
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le
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e
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ath
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atics test.
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h
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d
icat
es a
cr
itical
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ee
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f
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ter
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ly
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ter
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d
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ated
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g
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ests
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at
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er
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d
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e
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p
p
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o
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iate
m
ath
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o
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e
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atio
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s
.
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h
is
alig
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wit
h
p
r
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s
tu
d
y
f
in
d
in
g
s
,
wh
ich
em
p
h
asize
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e
im
p
o
r
tan
ce
o
f
liter
ac
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s
k
ills
in
s
o
lv
in
g
m
ath
em
atica
l
wo
r
d
p
r
o
b
lem
s
[
2
4
]
.
F
o
r
e
x
a
m
p
l
e
,
F
i
g
u
r
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3
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l
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,
w
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u
r
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3
.
Misco
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b
y
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tu
d
en
ts
S
tu
d
y
b
y
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s
m
ail
et
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l.
[
2
5
]
ex
p
lo
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ed
t
h
e
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m
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ac
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m
p
eten
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ased
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s
li
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t
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r
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lem
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s
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g
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an
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g
am
et
a
l
.
[
2
6
]
also
s
u
g
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est
th
at
test
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g
Ora
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g
A
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p
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h
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h
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wn
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u
r
e
4
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o
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e
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ter
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y
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id
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itio
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en
d
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m
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p
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r
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ities
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r
d
p
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d
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ici
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n
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ac
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e
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g
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ag
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to
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atica
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m
b
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ls
.
I
n
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s
tu
d
y
ca
r
r
ied
o
u
t
b
y
C
h
ik
iwa
an
d
Sch
af
er
[
2
7
]
,
it
was
o
b
s
er
v
ed
th
at
teac
h
er
s
in
th
e
s
tu
d
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ef
r
ain
ed
f
r
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u
tili
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atica
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p
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s
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So
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Af
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d
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im
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tead
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ey
d
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co
m
p
r
eh
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n
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io
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tr
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latio
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s
.
Nev
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th
eless
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th
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wh
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witch
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n
g
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h
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ath
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s
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ater
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s
a
teac
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m
ater
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d
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h
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itiativ
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I
n
d
ig
en
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lan
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ag
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o
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ed
u
ca
to
r
s
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C
o
d
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s
witch
in
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s
tr
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(
C
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in
v
o
lv
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u
s
in
g
t
er
m
s
th
at
ar
e
clea
r
a
n
d
e
v
id
en
t
to
s
tu
d
en
ts
,
as
d
escr
ib
ed
b
y
Me
a
n
ey
et
a
l.
[
2
8
]
.
I
n
th
e
s
tu
d
y
co
n
d
u
cted
b
y
C
h
ik
iwa
an
d
Sch
af
e
r
[
2
7
]
,
f
o
u
r
ty
p
es
o
f
CS
[
2
9
]
wer
e
id
en
tifie
d
:
s
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tic
tr
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n
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f
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SS
T
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PAR
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,
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,
a
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d
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R
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943
tech
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m
ea
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m
b
in
in
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r
elate
d
o
r
u
n
r
elate
d
wo
r
d
s
[
3
0
]
.
Me
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ile,
C
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is
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ty
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e
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g
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r
d
,
as
ex
p
lain
ed
b
y
Me
an
e
y
et
a
l.
[
2
8
]
.
R
T
E
en
co
m
p
ass
es
all
s
itu
atio
n
s
wh
er
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th
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th
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p
h
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ase
lev
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b
etwe
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e
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o
u
r
ce
l
an
g
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ag
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(
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n
g
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h
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an
d
t
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g
et
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g
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ag
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n
a
Ma
lay
s
ian
c
o
n
tex
t,
ac
c
o
r
d
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to
J
alil
et
a
l.
[
3
1
]
,
Ora
n
g
A
s
li
s
tu
d
en
ts
o
f
ten
s
t
r
u
g
g
le
with
m
ath
em
atics
wh
en
ass
ess
ed
in
ac
ad
em
ic
lan
g
u
ag
e
th
e
y
h
av
e
lim
ited
p
r
o
f
icien
cy
in
,
lead
in
g
to
l
o
wer
p
r
o
f
icien
c
y
in
class
r
o
o
m
in
s
tr
u
ctio
n
an
d
co
m
p
r
o
m
is
in
g
th
eir
m
ath
em
atica
l
p
er
f
o
r
m
an
ce
.
Fo
u
r
m
ajo
r
f
ac
to
r
s
h
av
e
b
ee
n
id
en
tifie
d
as
im
p
a
ctin
g
th
eir
lear
n
i
n
g
o
f
m
ath
e
m
atics:
lan
g
u
ag
e,
ass
ess
m
en
t,
lear
n
in
g
s
ty
le,
an
d
r
elev
an
ce
o
f
t
h
e
m
ath
e
m
atica
l
ac
tiv
ities
.
I
n
lin
e
with
th
at,
a
s
tu
d
y
b
y
Velo
o
et
a
l.
[
3
2
]
f
o
u
n
d
t
h
at
th
e
Ora
n
g
A
s
li
p
u
p
ils
f
ac
e
m
o
r
e
d
if
f
icu
l
ty
in
an
s
wer
in
g
th
e
t
o
p
ics
o
f
o
p
er
atio
n
o
n
n
u
m
b
e
r
s
,
m
o
n
e
y
,
an
d
tim
e
i
n
th
e
B
ah
asa
Me
lay
u
v
er
s
io
n
co
m
p
ar
ed
to
th
e
T
em
iar
v
er
s
io
n
.
T
h
e
s
tu
d
y
also
s
h
o
ws
th
at
th
e
b
ilin
g
u
al
v
er
s
io
n
h
ad
im
p
r
o
v
e
d
th
e
Ora
n
g
A
s
li
p
u
p
il
’
s
m
ath
em
atics a
ch
iev
em
en
t i
n
th
e
to
p
ic
o
f
m
o
n
ey
a
n
d
tim
e
in
th
e
m
ath
em
atics
co
m
p
u
tatio
n
an
d
wo
r
d
p
r
o
b
l
em
item
s
.
I
n
c
o
n
clu
s
io
n
,
th
e
Ora
n
g
A
s
li
s
tu
d
en
ts
in
th
is
s
tu
d
y
en
c
o
u
n
ter
e
d
s
ev
er
al
er
r
o
r
s
w
h
en
s
o
lv
i
n
g
m
ath
em
atics
p
r
o
b
lem
s
.
T
h
e
m
o
s
t
co
m
m
o
n
e
r
r
o
r
was
m
is
co
n
ce
p
tio
n
s
in
m
ath
em
atics,
f
o
llo
wed
b
y
n
o
t
u
n
d
er
s
tan
d
i
n
g
th
e
q
u
esti
o
n
,
n
o
t
co
m
p
r
e
h
en
d
i
n
g
s
p
ec
if
ic
ter
m
s
co
n
tain
ed
in
t
h
e
q
u
esti
o
n
s
,
an
d
ca
r
eless
n
ess
wh
ile
s
o
lv
in
g
p
r
o
b
lem
s
.
I
t
i
s
wo
r
th
n
o
tin
g
th
at
o
u
t
o
f
th
e
2
2
Ora
n
g
A
s
li
s
tu
d
en
ts
in
v
o
lv
ed
in
th
is
s
tu
d
y
,
f
o
u
r
o
f
th
em
wer
e
u
n
a
b
le
to
r
ea
d
.
Desp
ite
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
in
th
is
s
tu
d
y
f
ac
in
g
ch
allen
g
es
in
s
o
l
v
in
g
m
ath
em
a
tical
wo
r
d
p
r
o
b
lem
s
,
t
h
o
s
e
wh
o
s
u
cc
ess
f
u
lly
co
m
p
leted
s
o
m
e
o
r
all
o
f
th
e
g
iv
e
n
q
u
esti
o
n
s
also
n
ee
d
atten
tio
n
.
9
.
1
%
o
f
th
e
s
tu
d
en
ts
o
b
tain
ed
f
u
ll
m
ar
k
s
,
wh
ich
is
1
0
m
ar
k
s
,
f
o
llo
w
ed
b
y
4
.
5
%
wh
o
s
co
r
ed
8
an
d
6
m
ar
k
s
ea
ch
,
an
d
2
7
.
3
%
wh
o
s
co
r
ed
2
m
ar
k
s
.
Up
o
n
an
al
y
zin
g
th
ei
r
wo
r
k
,
it
is
ev
id
en
t
th
at
th
ey
u
n
d
er
s
to
o
d
th
e
m
at
h
em
atica
l
p
r
o
b
lem
s
p
r
o
v
id
ed
an
d
p
r
o
d
u
ce
d
s
y
s
tem
atic
wo
r
k
in
g
s
tep
s
an
d
s
o
lu
tio
n
s
tr
ateg
ies.
S
u
p
p
o
r
tin
g
s
tu
d
en
ts
’
s
tr
ateg
ic
co
m
p
eten
ce
an
d
p
r
o
d
u
ctiv
e
d
is
p
o
s
itio
n
s
is
cr
itical
i
n
f
o
s
ter
in
g
th
eir
p
r
o
b
lem
-
s
o
lv
in
g
s
u
cc
ess
am
o
n
g
Ora
n
g
A
s
li
s
tu
d
en
ts
,
esp
ec
ially
at
th
e
p
r
im
ar
y
lev
el.
Acc
o
r
d
in
g
to
R
eid
O’
C
o
n
n
o
r
a
n
d
No
r
to
n
[
3
3
]
,
wh
en
s
tu
d
en
ts
’
s
tr
ateg
ic
co
m
p
eten
c
e
was
s
u
p
p
o
r
ted
th
r
o
u
g
h
s
ca
f
f
o
ld
ed
New
m
a
n
in
te
r
v
iews,
th
eir
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
f
icien
c
y
in
c
r
ea
s
ed
.
As
s
h
o
wn
in
Fig
u
r
e
5
,
New
m
a
n
’
s
er
r
o
r
an
al
y
s
is
b
r
ea
k
s
d
o
wn
th
e
f
iv
e
s
tep
s
in
v
o
lv
ed
i
n
s
o
lv
in
g
a
m
ath
e
m
atica
l
wo
r
d
p
r
o
b
lem
:
r
ea
d
in
g
an
d
d
ec
o
d
in
g
,
co
m
p
r
eh
en
d
in
g
,
tr
an
s
f
o
r
m
i
n
g
,
p
r
o
ce
s
s
in
g
an
d
en
co
d
in
g
.
Fig
u
r
e
4
.
Stu
d
e
n
ts
n
o
t u
n
d
er
s
t
an
d
in
g
s
p
ec
if
ic
ter
m
s
in
q
u
esti
o
n
s
Fig
u
r
e
5
.
New
m
an
’
s
er
r
o
r
an
a
ly
s
is
I
d
o
n
’
t
u
n
d
e
r
st
a
n
d
t
h
e
mea
n
i
n
g
o
f
m
i
x
t
u
r
e
I
d
o
n
’
t
u
n
d
e
r
st
a
n
d
t
h
e
mea
n
i
n
g
o
f
b
e
a
k
e
r
I
d
o
n
’
t
u
n
d
e
r
st
a
n
d
t
h
e
mea
n
i
n
g
o
f
r
e
p
t
i
l
e
I
d
o
n
’t
u
n
d
e
rsta
n
d
th
e
m
e
a
n
in
g
o
f
win
d
m
il
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
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8
8
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2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
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4
6
944
T
h
e
o
r
al
an
d
p
er
s
o
n
al
n
atu
r
e
o
f
New
m
an
in
ter
v
iews
s
ig
n
if
ican
tly
in
cr
ea
s
ed
s
tu
d
en
ts
’
p
r
o
d
u
ctiv
e
d
is
p
o
s
itio
n
s
to
war
d
s
th
e
task
s
.
Ma
n
y
s
tu
d
en
ts
h
ad
d
if
f
icu
ltie
s
p
r
o
b
lem
-
s
o
lv
in
g
o
n
wr
itten
test
s
,
b
u
t
th
ey
wer
e
m
o
r
e
s
u
cc
ess
f
u
l
in
p
r
o
b
lem
-
s
o
lv
in
g
d
u
r
in
g
th
e
New
m
an
i
n
ter
v
iews.
So
m
e
s
tu
d
en
ts
wer
e
m
o
tiv
ated
t
o
p
er
s
is
t
in
p
r
o
b
lem
-
s
o
lv
in
g
d
u
r
in
g
th
e
in
ter
v
iews
d
u
e
to
a
d
esire
to
p
lease
th
e
in
ter
v
iewe
r
.
S
tu
d
en
ts
wer
e
m
o
r
e
willin
g
to
attem
p
t q
u
esti
o
n
s
in
in
ter
v
iews c
o
m
p
ar
e
d
to
wr
itte
n
test
s
,
wh
er
e
n
o
n
-
attem
p
ts
wer
e
co
m
m
o
n
.
As
is
co
m
m
o
n
ly
o
b
s
er
v
ed
,
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
th
o
s
e
b
elo
n
g
in
g
to
th
e
Ora
n
g
A
s
li
co
m
m
u
n
ity
,
m
ay
en
co
u
n
ter
ch
allen
g
es
wh
en
attem
p
tin
g
to
s
o
lv
e
m
ath
em
atica
l
p
r
o
b
l
em
s
.
Acc
o
r
d
in
g
to
Min
is
tr
y
o
f
E
d
u
ca
ti
o
n
[
3
4
]
,
t
h
e
m
ath
em
atica
l
p
r
o
ce
s
s
es
th
at
s
u
p
p
o
r
t
ef
f
ec
tiv
e
an
d
th
o
u
g
h
tf
u
l
m
ath
e
m
atics
lear
n
in
g
in
clu
d
e
m
ath
em
atica
l
co
m
m
u
n
icatio
n
.
Ma
th
em
atic
al
co
m
m
u
n
icatio
n
ca
n
h
elp
s
tu
d
en
ts
ex
p
lain
an
d
r
ein
f
o
r
ce
th
eir
u
n
d
er
s
tan
d
i
n
g
o
f
m
ath
em
atics.
Sh
ar
in
g
m
ath
em
atica
l
u
n
d
er
s
tan
d
in
g
th
r
o
u
g
h
wr
itten
an
d
o
r
al
co
m
m
u
n
icatio
n
with
class
m
at
es,
teac
h
er
s
,
an
d
p
ar
en
ts
ca
n
en
h
an
ce
s
tu
d
en
ts
’
co
n
f
id
en
ce
an
d
m
ak
e
it
ea
s
ier
f
o
r
teac
h
er
s
to
m
o
n
ito
r
th
eir
m
ath
em
atica
l
s
k
ill
d
ev
elo
p
m
e
n
t.
C
o
m
m
u
n
icatio
n
p
lay
s
a
cr
u
cial
r
o
le
in
en
s
u
r
in
g
m
ea
n
in
g
f
u
l
m
ath
em
atics
lear
n
in
g
[
3
5
]
.
T
h
r
o
u
g
h
co
m
m
u
n
i
ca
tio
n
,
m
ath
em
atica
l
id
ea
s
ca
n
b
e
ex
p
r
ess
ed
an
d
u
n
d
er
s
to
o
d
m
o
r
e
ef
f
ec
tiv
ely
.
Ma
th
em
atica
l
co
m
m
u
n
icatio
n
,
wh
eth
e
r
o
r
al,
wr
itten
,
o
r
u
s
in
g
s
y
m
b
o
ls
an
d
v
is
u
al
r
ep
r
esen
tatio
n
s
(
s
u
c
h
as
ch
ar
ts
,
g
r
ap
h
s
,
an
d
d
iag
r
am
s
)
,
ca
n
h
elp
s
tu
d
en
ts
u
n
d
er
s
tan
d
an
d
ap
p
l
y
m
ath
em
atics
m
o
r
e
ef
f
ec
tiv
ely
.
Ass
es
s
m
en
t
o
f
s
tu
d
en
ts
’
ab
ilit
y
to
co
m
m
u
n
icate
m
ath
em
atica
lly
ef
f
ec
tiv
ely
s
h
o
u
ld
p
r
o
v
i
d
e
ev
id
e
n
ce
th
at
s
tu
d
en
ts
ca
n
g
e
n
er
ate,
e
x
p
lai
n
,
an
d
s
h
ar
e
m
ath
em
atica
l
id
ea
s
th
r
o
u
g
h
v
a
r
io
u
s
f
o
r
m
s
o
f
co
m
m
u
n
icatio
n
in
d
if
f
er
en
t
s
ettin
g
s
.
Stu
d
en
ts
wh
o
ar
e
co
n
s
is
ten
tly
g
iv
en
o
p
p
o
r
tu
n
ities
an
d
en
co
u
r
a
g
em
en
t
t
o
s
p
ea
k
,
r
ea
d
,
wr
ite,
an
d
lis
ten
d
u
r
in
g
m
at
h
em
atics
lear
n
in
g
will
b
e
a
b
le
to
co
m
m
u
n
icate
to
lear
n
m
ath
em
atics a
n
d
lea
r
n
to
co
m
m
u
n
icate
m
ath
em
atica
lly
.
I
s
m
ail
et
a
l.
[
2
5
]
h
av
e
p
r
o
p
o
s
ed
a
co
m
p
r
eh
e
n
s
iv
e
s
et
o
f
s
tr
ateg
ies
to
ad
d
r
ess
th
e
i
s
s
u
e
o
f
lo
w
n
u
m
er
ac
y
co
m
p
eten
cy
a
m
o
n
g
Ora
n
g
A
s
li
s
tu
d
en
ts
in
J
o
h
o
r
,
Ma
lay
s
ia.
T
h
ese
s
tr
ateg
ies
en
co
m
p
ass
ea
r
l
y
in
ter
v
en
tio
n
p
r
o
g
r
am
s
to
b
o
l
s
ter
n
u
m
er
ac
y
s
k
ills
d
u
r
in
g
t
h
e
p
r
im
ar
y
s
ch
o
o
l
y
ea
r
s
,
th
e
im
p
lem
en
tatio
n
o
f
cu
ltu
r
ally
s
en
s
itiv
e
teac
h
in
g
m
eth
o
d
s
th
at
in
te
g
r
ate
Ora
n
g
A
s
li
cu
ltu
r
e
a
n
d
lan
g
u
ag
e
,
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
to
en
h
an
ce
teac
h
e
r
s
’
p
r
o
f
icien
cy
in
teac
h
in
g
n
u
m
e
r
ac
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to
Ora
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g
A
s
li
s
tu
d
en
ts
,
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f
o
cu
s
o
n
en
co
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r
ag
i
n
g
p
ar
e
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tal
en
g
ag
em
en
t
to
s
u
p
p
o
r
t
th
eir
ch
ild
r
en
’
s
n
u
m
er
ac
y
d
ev
elo
p
m
en
t,
p
r
o
v
is
io
n
o
f
ad
d
itio
n
al
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
to
s
ch
o
o
ls
in
r
em
o
te
an
d
r
u
r
al
ar
ea
s
with
s
ig
n
if
ican
t
Ora
n
g
A
s
li
s
tu
d
en
t
p
o
p
u
latio
n
s
,
an
d
e
f
f
o
r
ts
t
o
im
p
r
o
v
e
th
e
q
u
ality
an
d
a
v
ailab
i
lity
o
f
ass
ess
m
en
t
to
o
ls
f
o
r
ac
cu
r
ately
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
n
u
m
er
ac
y
c
o
m
p
eten
cy
an
d
m
o
n
it
o
r
in
g
th
eir
p
r
o
g
r
ess
o
v
er
tim
e.
T
h
ese
s
tr
ateg
ies
co
llectiv
ely
aim
to
ad
d
r
ess
th
e
n
u
m
er
ac
y
ch
alle
n
g
es
f
ac
ed
b
y
Ora
n
g
A
s
li
s
tu
d
en
ts
an
d
p
r
o
m
o
te
th
eir
d
ev
elo
p
m
en
t
o
f
n
u
m
er
ac
y
s
k
ills
in
J
o
h
o
r
,
Ma
lay
s
ia.
O
’
C
o
n
n
o
r
an
d
No
r
to
n
[
3
3
]
s
u
g
g
est
th
at
a
co
m
b
in
atio
n
o
f
co
g
n
itiv
e,
m
etac
o
g
n
itiv
e,
af
f
e
ctiv
e,
an
d
cu
ltu
r
al
f
ac
to
r
s
s
h
o
u
ld
b
e
c
o
n
s
id
er
ed
wh
e
n
d
esig
n
in
g
in
s
t
r
u
ctio
n
al
s
tr
ateg
ies
to
im
p
r
o
v
e
s
tu
d
en
ts
’
s
k
ills
in
s
o
lv
in
g
m
ath
p
r
o
b
lem
s
.
On
e
o
f
th
em
is
to
em
p
h
asize
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e
im
p
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tan
ce
o
f
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tr
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m
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esti
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n
s
in
to
ap
p
r
o
p
r
iate
co
m
p
u
tatio
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s
.
T
h
is
ca
n
b
e
ac
h
iev
ed
b
y
teac
h
in
g
m
ath
em
atica
l
p
r
o
b
lem
s
tr
u
ctu
r
es
in
co
n
tex
t
.
B
esid
es
th
at,
in
co
r
p
o
r
atin
g
s
ca
f
f
o
ld
s
,
s
u
ch
as
New
m
an
q
u
esti
o
n
s
,
ca
n
h
elp
s
tu
d
en
ts
f
o
cu
s
o
n
th
e
m
ath
em
atica
l
s
tr
u
ctu
r
es
in
p
r
o
b
lem
s
.
T
h
is
ca
n
en
h
an
ce
t
h
eir
m
etac
o
g
n
itiv
e
awa
r
en
ess
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
R
ec
o
g
n
ize
th
at
task
av
o
id
an
ce
is
a
p
r
ev
alen
t
b
ar
r
ier
to
s
u
cc
ess
f
u
l
p
r
o
b
lem
-
s
o
lv
in
g
.
T
h
is
m
ay
b
e
in
f
lu
en
ce
d
b
y
cu
ltu
r
al
p
r
ed
i
s
p
o
s
itio
n
s
.
T
ea
ch
er
s
s
h
o
u
ld
wo
r
k
o
n
d
e
v
elo
p
in
g
s
tu
d
en
ts
’
p
r
o
d
u
ctiv
e
d
is
p
o
s
itio
n
to
war
d
s
m
ath
em
atics
an
d
cr
ea
te
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
ey
also
en
co
u
r
ag
e
teac
h
er
s
to
h
el
p
s
tu
d
en
ts
d
ev
elo
p
s
tr
ateg
ic
co
m
p
eten
ce
b
y
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
to
p
r
ac
tice
an
d
a
p
p
ly
p
r
o
b
lem
-
s
o
lv
in
g
s
tr
ateg
ies.
T
h
is
ca
n
in
v
o
lv
e
teac
h
in
g
s
tu
d
en
ts
h
o
w
to
ch
o
o
s
e
ap
p
r
o
p
r
iate
s
tr
ateg
ies
to
f
in
d
s
o
lu
tio
n
s
.
Fi
n
ally
,
r
ec
o
g
n
ize
th
e
i
m
p
o
r
ta
n
ce
o
f
m
o
tiv
atio
n
in
p
r
o
b
lem
-
s
o
lv
in
g
.
E
n
co
u
r
ag
e
s
tu
d
en
ts
to
p
er
s
ev
er
e
with
tas
k
s
an
d
d
e
v
elo
p
a
b
elief
in
th
ei
r
o
wn
ef
f
icac
y
.
T
h
is
ca
n
b
e
ac
h
iev
ed
b
y
cr
ea
tin
g
en
g
ag
in
g
an
d
m
ea
n
in
g
f
u
l m
at
h
lear
n
in
g
ex
p
e
r
ien
ce
s
.
T
h
e
s
tu
d
y
’
s
f
in
d
i
n
g
s
h
a
v
e
also
r
ev
ea
led
a
c
o
n
ce
r
n
in
g
tr
en
d
o
f
Ora
n
g
A
s
li
s
tu
d
en
ts
in
f
o
u
r
th
an
d
f
if
t
h
g
r
ad
es
wh
o
ar
e
s
till
u
n
ab
le
to
r
ea
d
.
T
h
is
is
s
u
e
ca
n
b
e
attr
ib
u
ted
to
v
a
r
io
u
s
f
ac
t
o
r
s
with
in
in
d
ig
en
o
u
s
co
m
m
u
n
ities
,
in
clu
d
in
g
p
o
v
e
r
ty
,
in
ad
eq
u
ate
in
f
r
astru
ctu
r
e
f
ac
ilit
ies,
lo
w
ed
u
ca
tio
n
al
attain
m
en
t,
an
d
h
ig
h
ab
s
en
teeism
.
E
f
f
ec
tiv
e
s
tr
ateg
ies
to
ad
d
r
ess
th
ese
ch
allen
g
es
co
m
p
r
is
e
g
o
v
er
n
m
en
t
f
u
n
d
in
g
an
d
s
u
p
p
o
r
t
allo
ca
tio
n
,
im
p
lem
en
tatio
n
o
f
en
g
ag
in
g
teac
h
in
g
m
eth
o
d
s
,
p
ar
en
tal
in
v
o
lv
em
e
n
t,
an
d
t
ar
g
eted
awa
r
en
ess
ca
m
p
aig
n
s
.
I
t
is
im
p
er
ativ
e
th
at
th
ese
m
ea
s
u
r
es
b
e
ea
r
n
estl
y
im
p
lem
en
ted
t
o
p
r
ev
en
t
th
e
escalatio
n
o
f
illi
ter
ac
y
is
s
u
es a
m
o
n
g
I
n
d
ig
e
n
o
u
s
p
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p
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latio
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s
an
d
u
p
h
o
ld
t
h
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o
v
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r
all
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well
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b
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.
5.
CO
NCLU
SI
O
N
T
h
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ch
allen
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f
ac
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b
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Ora
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g
A
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in
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em
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ac
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eq
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r
g
en
t
atten
tio
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.
T
o
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d
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th
ese
is
s
u
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ef
f
ec
tiv
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,
ea
r
ly
in
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v
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tio
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p
r
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r
am
s
,
cu
ltu
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s
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teac
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m
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teac
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g
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p
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a
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em
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an
d
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d
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eso
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ar
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.
I
m
p
r
o
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a
s
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m
en
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ca
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RE
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[
1
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N
.
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a
sr
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l
.
,
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[
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E.
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h
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u
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3
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[
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B
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RAP
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S O
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AUTH
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RS
Abd
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sia
.
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d
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jalil
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m
Ab
d
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ll
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c
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P
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,
Un
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v
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l
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g
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M
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lay
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(UTM
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He
c
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n
b
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c
o
n
tac
ted
a
t
e
m
a
il
:
p
-
h
a
li
m
@u
tm.m
y
.
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