I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
3
,
J
u
n
e
20
25
,
p
p
.
2236
~
2
2
4
8
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/ijer
e.
v
14
i
3
.
3
2
9
1
2
2236
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Factors
affe
cting
hig
h scho
o
l
stude
nts’
a
ca
demic
per
forma
nce:
a
cas
e study in
Vi
etnam
L
e
T
ha
i H
u
ng
,
Da
ng
T
hi T
h
a
nh
T
hu
y
,
T
ra
n Va
n
T
hie
n
F
a
c
u
l
t
y
o
f
Q
u
a
l
i
t
y
M
a
n
a
g
e
me
n
t
,
V
N
U
U
n
i
v
e
r
s
i
t
y
o
f
E
d
u
c
a
t
i
o
n
,
V
i
e
t
n
a
m
N
a
t
i
o
n
a
l
U
n
i
v
e
r
si
t
y
,
H
a
n
o
i
,
V
i
e
t
n
a
m
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Sep
21
,
2
0
2
4
R
ev
is
ed
Feb
2
6
,
2
0
2
5
Acc
ep
ted
Mar
31
,
2
0
2
5
Th
is
stu
d
y
in
v
e
stig
a
tes
t
h
e
fa
c
to
rs
th
a
t
in
fl
u
e
n
c
e
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
a
m
o
n
g
Vie
t
n
a
m
e
se
h
ig
h
sc
h
o
o
l
s
tu
d
e
n
ts,
wit
h
a
n
e
m
p
h
a
sis
o
n
a
c
a
se
stu
d
y
c
o
n
d
u
c
ted
a
t
a
sp
e
c
ifi
c
sc
h
o
o
l
.
To
i
d
e
n
ti
f
y
k
e
y
d
e
term
in
a
n
ts
o
f
stu
d
e
n
ts’
a
c
a
d
e
m
ic
su
c
c
e
ss
,
a
q
u
a
n
ti
tativ
e
su
rv
e
y
c
o
m
p
risi
n
g
q
u
e
sti
o
n
n
a
ires
wa
s
d
istri
b
u
ted
to
4
3
8
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts.
E
x
p
l
o
ra
to
r
y
fa
c
to
r
a
n
a
l
y
sis
(EF
A)
wa
s
u
ti
li
z
e
d
,
fo
ll
o
we
d
b
y
P
e
a
rso
n
c
o
rre
latio
n
c
o
e
fficie
n
t
a
n
d
r
e
g
re
ss
io
n
a
n
a
ly
sis
t
o
a
ss
e
ss
th
e
re
lati
o
n
sh
i
p
s
b
e
twe
e
n
i
n
d
e
p
e
n
d
e
n
t
v
a
riab
les
(sc
h
o
o
l
-
re
late
d
a
n
d
st
u
d
e
n
t
-
re
late
d
fa
c
to
rs)
a
n
d
t
h
e
d
e
p
e
n
d
e
n
t
v
a
riab
l
e
(stu
d
e
n
t
p
e
rfo
rm
a
n
c
e
).
Th
e
d
a
t
a
sh
o
w
th
a
t
tea
c
h
e
r
c
o
m
p
e
ten
c
y
h
a
s
th
e
g
re
a
tes
t
in
flu
e
n
c
e
o
n
st
u
d
e
n
ts’
a
c
a
d
e
m
ic
su
c
c
e
ss
,
c
lo
se
ly
fo
l
lo
we
d
b
y
stu
d
e
n
ts’
lea
rn
i
n
g
tec
h
n
iq
u
e
s.
In
a
d
d
it
i
o
n
,
st
u
d
e
n
t
m
o
t
iv
a
ti
o
n
h
a
s
a
sig
n
ifi
c
a
n
t
imp
a
c
t
o
n
t
h
e
ir
su
c
c
e
ss
.
Th
e
re
su
lt
s
u
n
d
e
rsc
o
re
t
h
e
imp
o
rtan
c
e
o
f
a
su
p
p
o
rti
v
e
h
o
m
e
a
n
d
sc
h
o
o
l
e
n
v
iro
n
m
e
n
t
i
n
fo
ste
ri
n
g
stu
d
e
n
t
a
c
h
iev
e
m
e
n
t.
Th
e
re
su
lt
s
h
ig
h
li
g
h
t
t
h
e
n
e
e
d
fo
r
e
n
h
a
n
c
e
d
tea
c
h
e
r
train
i
n
g
t
o
imp
ro
v
e
e
d
u
c
a
ti
o
n
a
l
q
u
a
li
t
y
.
It
is
a
ls
o
e
ss
e
n
ti
a
l
to
p
r
o
m
o
te
stu
d
e
n
ts
’
e
ffe
c
ti
v
e
lea
rn
in
g
tec
h
n
iq
u
e
s,
a
n
d
e
n
su
re
c
o
n
siste
n
c
y
in
t
h
e
ir
stu
d
y
.
T
h
i
s
re
se
a
r
c
h
c
o
n
tri
b
u
tes
to
a
d
e
e
p
e
r
u
n
d
e
rsta
n
d
i
n
g
o
f
th
e
c
o
m
p
lex
i
n
terp
la
y
o
f
fa
c
to
rs
imp
a
c
ti
n
g
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
a
n
d
o
ffe
rs
in
si
g
h
ts
fo
r
e
d
u
c
a
to
rs
a
n
d
p
o
li
c
y
m
a
k
e
rs
a
imin
g
t
o
e
n
h
a
n
c
e
e
d
u
c
a
ti
o
n
a
l
o
u
tco
m
e
s
in
Vie
tn
a
m
.
Re
c
o
m
m
e
n
d
a
ti
o
n
s
fo
r
f
u
tu
re
r
e
se
a
rc
h
a
n
d
p
ra
c
ti
c
a
l
in
terv
e
n
ti
o
n
s
a
re
d
isc
u
ss
e
d
.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
p
er
f
o
r
m
an
ce
Hig
h
s
ch
o
o
l stu
d
en
ts
Sch
o
o
l
-
r
elate
d
f
ac
t
o
r
s
Stu
d
en
ts
-
r
elate
d
f
ac
to
r
s
T
ea
ch
er
co
m
p
eten
cy
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
:
Dan
g
T
h
i T
h
an
h
T
h
u
y
Facu
lty
o
f
Qu
ality
Ma
n
a
g
em
e
n
t
,
VNU
Un
iv
er
s
ity
o
f
E
d
u
ca
t
io
n
,
Vietn
am
Natio
n
al
Un
i
v
er
s
ity
1
8
2
L
u
o
n
g
th
e
Vin
h
s
tr
ee
t,
T
h
an
h
Xu
an
d
is
tr
ict,
Han
o
i c
ity
,
Vietn
am
E
m
ail:
th
u
y
d
an
g
@
v
n
u
.
e
d
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
Aca
d
em
ic
p
er
f
o
r
m
an
ce
is
a
cr
itical
in
d
icato
r
o
f
ed
u
ca
tio
n
al
s
u
cc
ess
an
d
f
u
tu
r
e
o
p
p
o
r
tu
n
iti
es f
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
I
n
Vietn
am
,
wh
er
e
th
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
is
r
ap
id
ly
ev
o
lv
in
g
,
u
n
d
e
r
s
tan
d
in
g
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
s
tu
d
en
ts
’
ac
a
d
em
ic
ac
h
iev
em
en
t
h
as
b
ec
o
m
e
in
cr
ea
s
in
g
ly
im
p
o
r
tan
t.
R
esear
ch
o
n
wh
at
in
f
lu
en
ce
s
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
is
alwa
y
s
in
ter
esti
n
g
[
1
]
.
Aca
d
em
ic
p
er
f
o
r
m
an
ce
is
th
e
co
n
s
eq
u
en
ce
o
f
a
lear
n
in
g
p
r
o
ce
s
s
s
tu
d
en
ts
attai
n
d
u
r
in
g
a
s
p
ec
if
ic
p
er
io
d
,
r
ef
lecte
d
in
th
e
ass
e
s
s
m
en
t
s
co
r
e
[
2
]
.
T
h
e
lear
n
in
g
r
esu
lts
ar
e
ex
p
r
ess
ed
in
ter
m
s
o
f
ac
cu
m
u
lated
p
o
i
n
ts
o
r
ac
ad
em
ic
g
r
ad
e
p
o
in
t a
v
e
r
ag
e
(
GP
A)
[
3
]
–
[
5]
o
r
s
co
r
es
ac
q
u
ir
ed
f
r
o
m
th
e
r
esu
lts
o
f
te
s
ts
,
wh
ich
ass
is
t
in
a
s
s
es
s
in
g
t
h
e
g
en
er
al
k
n
o
wled
g
e
a
n
d
ab
i
liti
es
th
at
s
tu
d
en
ts
lear
n
d
u
r
i
n
g
th
eir
s
tu
d
ies
at
th
e
s
ch
o
o
l
[
6
]
.
Stu
d
e
n
ts
’
f
u
tu
r
e
ca
r
ee
r
s
an
d
in
c
o
m
e
d
ir
e
ctly
r
elate
to
ac
ad
em
ic
s
u
cc
ess
[
7
]
.
I
n
r
ec
en
t y
ea
r
s
,
Vietn
am
h
as m
ad
e
s
u
b
s
tan
tial i
n
v
estme
n
ts
in
its
ed
u
ca
tio
n
s
y
s
tem
,
y
et
ch
allen
g
es
r
em
ain
,
p
a
r
ticu
lar
ly
in
e
n
s
u
r
in
g
eq
u
itab
le
ac
ce
s
s
to
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t f
o
r
all
s
tu
d
en
ts
.
Un
d
er
th
e
r
ap
id
ad
v
a
n
ce
m
en
t
o
f
s
cien
ce
a
n
d
tec
h
n
o
lo
g
y
,
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies,
an
d
cu
ltu
r
a
l
d
iv
er
s
ity
,
ch
an
g
es
in
th
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
h
av
e
k
e
p
t
r
esear
ch
o
n
f
ac
to
r
s
in
f
lu
e
n
cin
g
s
tu
d
en
ts
’
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
F
a
cto
r
s
a
ffectin
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
a
ca
d
emic
p
erfo
r
ma
n
ce
:
a
ca
s
e
s
tu
d
y
in
V
ietn
a
m
(
L
e
Th
a
i H
u
n
g
)
2237
an
d
p
er
f
o
r
m
an
ce
r
ele
v
an
t
[8
]
–
[
1
0
]
.
Nu
m
er
o
u
s
f
ac
to
r
s
ca
n
im
p
ac
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
r
an
g
in
g
f
r
o
m
in
d
iv
id
u
al
c
h
ar
ac
ter
is
tics
,
s
u
ch
as
m
o
tiv
atio
n
an
d
lear
n
i
n
g
s
tr
ateg
ies,
to
ex
te
r
n
al
in
f
lu
en
ce
s
,
in
clu
d
i
n
g
p
ar
en
tal
in
v
o
lv
em
en
t
a
n
d
s
o
c
io
-
ec
o
n
o
m
ic
s
tatu
s
.
Mo
r
eo
v
e
r
,
th
e
q
u
ality
o
f
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
,
teac
h
er
ef
f
ec
tiv
en
ess
,
an
d
th
e
o
v
er
a
ll
s
ch
o
o
l
en
v
ir
o
n
m
en
t
p
la
y
s
ig
n
if
ican
t
r
o
les
in
s
h
ap
in
g
s
tu
d
en
t
o
u
tco
m
es.
R
ec
o
g
n
izin
g
th
ese
in
ter
co
n
n
ec
ted
elem
en
ts
is
es
s
en
tial
f
o
r
d
ev
el
o
p
in
g
e
f
f
ec
tiv
e
s
tr
a
teg
ies
to
en
h
an
ce
ed
u
ca
tio
n
al
q
u
ality
.
T
h
is
s
tu
d
y
aim
s
to
id
en
tify
th
e
k
ey
d
eter
m
in
an
ts
af
f
ec
tin
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
,
a
n
d
s
ee
k
to
a
d
d
r
ess
th
e
ch
allen
g
es
b
y
ex
am
i
n
in
g
h
o
w
v
a
r
io
u
s
f
ac
to
r
s
co
n
tr
ib
u
te
to
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
am
o
n
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
I
t
n
o
t
o
n
ly
en
r
ic
h
es
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
in
Vietn
am
b
u
t
also
o
f
f
er
s
p
r
ac
tical
s
u
g
g
esti
o
n
s
an
d
th
e
o
r
etica
l
in
s
ig
h
ts
th
at
ca
n
g
u
id
e
ed
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
in
s
im
ilar
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
o
ac
h
iev
e
th
e
s
tu
d
y
’
s
o
b
jectiv
e,
a
r
esear
ch
q
u
esti
o
n
h
as
b
ee
n
f
o
r
m
u
lated
:
W
h
at
ar
e
t
h
e
p
r
im
ar
y
f
ac
t
o
r
s
in
f
l
u
en
cin
g
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
,
a
n
d
h
o
w
d
o
th
ese
f
ac
to
r
s
in
te
r
ac
t
to
a
f
f
ec
t
th
eir
o
v
er
all
ed
u
ca
tio
n
al
o
u
tco
m
es?
T
h
is
q
u
esti
o
n
f
ac
ilit
ates
a
th
o
r
o
u
g
h
ex
p
lo
r
atio
n
o
f
v
ar
i
o
u
s
v
ar
ia
b
les
wh
ile
em
p
h
asizin
g
th
eir
in
ter
co
n
n
ec
tio
n
s
,
o
f
f
er
in
g
a
clea
r
f
o
cu
s
f
o
r
th
e
r
esear
ch
.
T
h
e
th
e
o
r
etica
l
f
r
a
m
ewo
r
k
f
o
r
th
is
s
tu
d
y
was
g
r
o
u
n
d
e
d
in
Vy
g
o
ts
k
y
an
d
C
o
le
[
1
1
]
c
o
n
s
tr
u
ctiv
is
t
th
eo
r
y
.
Ad
d
itio
n
ally
,
th
e
f
r
a
m
ewo
r
k
was
en
r
ich
ed
th
r
o
u
g
h
a
co
m
p
r
eh
e
n
s
iv
e
r
ev
iew
o
f
k
ey
co
n
ce
p
ts
f
r
o
m
r
elate
d
s
tu
d
ies.
T
h
e
f
in
d
i
n
g
s
an
d
co
n
cl
u
s
io
n
s
wer
e
an
al
y
ze
d
an
d
i
n
ter
p
r
ete
d
with
in
th
e
co
n
s
tr
u
ctiv
is
t
ap
p
r
o
ac
h
an
d
r
elev
an
t liter
atu
r
e.
As
d
is
cu
s
s
ed
,
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
is
in
f
lu
en
ce
d
b
y
a
m
y
r
iad
o
f
f
ac
to
r
s
,
wh
ich
ca
n
b
e
b
r
o
a
d
ly
ca
teg
o
r
ized
in
to
in
d
iv
id
u
al,
f
a
m
ilial,
an
d
in
s
titu
tio
n
al
in
f
lu
e
n
ce
s
.
Hó
a
et
a
l.
[
6
]
r
ev
ea
led
th
at
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
is
a
g
en
er
al
ass
ess
m
en
t
o
f
s
tu
d
en
t’
s
k
n
o
wled
g
e
a
n
d
s
k
ills
ac
q
u
ir
ed
wh
ile
lear
n
in
g
s
u
b
jects
at
s
ch
o
o
l.
N
u
m
er
o
u
s
f
ac
to
r
s
,
b
o
th
in
te
r
n
al
an
d
ex
ter
n
al
,
m
ig
h
t
h
a
v
e
an
i
m
p
ac
t
o
n
ac
ad
e
m
ic
ac
h
iev
em
en
t.
Pre
v
io
u
s
s
tu
d
ies
[
3
]
,
[
4
]
em
p
h
asized
s
tu
d
en
t
c
u
m
u
lativ
e
p
o
i
n
ts
wh
en
ju
d
g
in
g
th
at
th
e
lear
n
in
g
o
u
tco
m
es
m
atch
s
tu
d
e
n
ts
’
lear
n
in
g
an
d
tr
ain
in
g
p
r
o
ce
s
s
.
T
h
e
au
th
o
r
s
also
id
en
tifie
d
t
wo
k
ey
f
ac
to
r
s
th
at
p
o
s
itiv
ely
im
p
ac
t
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
:
th
o
s
e
r
elate
d
to
th
e
s
tu
d
en
ts
th
em
s
elv
es
an
d
th
o
s
e
co
n
ce
r
n
in
g
teac
h
e
r
ca
p
ac
ity
.
T
h
u
y
[
1
2
]
an
d
Ho
c
[
1
3
]
d
eter
m
in
ed
th
at
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
is
th
e
o
u
tc
o
m
e
th
at
a
p
er
s
o
n
o
b
tain
s
af
ter
a
s
p
ec
if
ic
p
er
io
d
o
f
s
tu
d
y
,
as
s
tated
th
r
o
u
g
h
GPA.
T
h
e
s
tu
d
en
t’
s
ass
ess
m
en
t
r
ep
r
esen
ts
th
eir
lear
n
i
n
g
an
d
tr
ain
in
g
p
r
o
ce
s
s
[
3
]
.
Ac
co
r
d
in
g
to
th
is
p
r
i
n
cip
le,
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
is
ev
alu
ated
u
s
in
g
ac
cu
m
u
lated
p
o
i
n
ts
.
Me
an
wh
ile,
Hó
a
et
a
l.
[
6
]
a
r
g
u
ed
th
at
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
is
a
g
en
e
r
al
ass
ess
m
en
t
o
f
th
e
in
f
o
r
m
atio
n
a
n
d
ab
ilit
ies
s
tu
d
en
ts
d
ev
elo
p
wh
ile
lear
n
in
g
ce
r
tain
s
u
b
jects
in
s
ch
o
o
l.
As
n
o
ted
b
y
Mu
n
ir
et
a
l.
[
7
]
,
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
p
la
y
s
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
s
tu
d
en
ts
’
f
u
tu
r
e
jo
b
p
r
o
s
p
ec
ts
an
d
ea
r
n
in
g
p
o
ten
tial.
Sev
er
al
f
ac
to
r
s
im
p
ac
t
s
tu
d
en
t
p
er
f
o
r
m
an
ce
,
in
clu
d
in
g
in
ter
n
al
asp
ec
ts
r
elate
d
to
th
e
in
d
iv
id
u
al
a
n
d
ex
ter
n
al
in
f
lu
en
ce
s
o
u
ts
id
e
th
eir
co
n
tr
o
l
[
1
4
]
.
E
v
an
s
[
1
5
]
id
en
tifie
d
f
iv
e
ca
te
g
o
r
ies
o
f
f
ac
to
r
s
af
f
ec
tin
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
:
i
)
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
;
ii
)
p
s
y
ch
o
lo
g
ical
tr
aits
;
iii
)
p
a
s
t
ac
ad
em
ic
ac
h
iev
em
e
n
ts
;
iv
)
s
o
cial
in
f
lu
en
c
es
;
an
d
v
)
o
r
g
an
izatio
n
al
asp
ec
ts
.
T
am
[
1
6
]
c
o
n
clu
d
e
d
th
at
lear
n
in
g
m
o
tiv
atio
n
,
co
n
s
is
ten
cy
,
co
m
p
etitio
n
,
p
e
r
ce
p
tio
n
s
o
f
th
e
in
s
titu
tio
n
,
an
d
lear
n
in
g
tech
n
i
q
u
es
ac
co
u
n
t
f
o
r
ab
o
u
t
h
alf
o
f
t
h
e
v
ar
iatio
n
s
in
s
tu
d
en
ts
’
ac
ad
em
ic
o
u
tco
m
es,
with
lear
n
in
g
m
eth
o
d
s
h
av
i
n
g
th
e
m
o
s
t
s
ig
n
if
ican
t
ef
f
ec
t.
A
d
d
itio
n
ally
,
a
s
tu
d
y
b
y
L
astri
et
a
l.
[
1
7
]
o
u
tlin
e
d
f
o
u
r
k
ey
elem
en
ts
af
f
ec
tin
g
s
tu
d
en
t
lear
n
in
g
:
i
)
m
o
tiv
atio
n
t
o
lear
n
;
ii
)
in
ter
est
in
lea
r
n
in
g
;
iii
)
f
a
m
ily
en
v
ir
o
n
m
e
n
t
;
an
d
iv
)
lea
r
n
in
g
m
o
d
els (
in
cl
u
d
in
g
s
tu
d
en
t c
a
p
ab
ilit
ies,
teac
h
er
q
u
alif
icatio
n
s
,
an
d
teac
h
in
g
m
eth
o
d
s
)
.
L
ea
r
n
in
g
m
o
tiv
atio
n
,
in
ter
est
,
an
d
f
am
ily
s
u
p
p
o
r
t
ar
e
es
p
ec
ially
in
f
lu
e
n
tial.
L
astri
et
a
l.
[
1
7
]
d
em
o
n
s
tr
ate
d
th
at
th
ese
f
ac
to
r
s
co
llectiv
ely
s
h
ap
e
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
with
l
ea
r
n
in
g
m
o
tiv
atio
n
h
av
in
g
th
e
m
o
s
t
s
u
b
s
tan
tial
p
o
s
itiv
e
im
p
ac
t,
f
o
llo
wed
b
y
in
ter
est,
lear
n
in
g
s
tr
ateg
ies,
an
d
f
am
ily
en
v
ir
o
n
m
en
t.
Fu
r
th
er
m
o
r
e,
s
ev
er
al
s
tu
d
ies
[
1
8
]
,
[
1
9
]
f
o
u
n
d
th
at
s
tu
d
en
t
co
m
p
eten
c
e
p
o
s
itiv
ely
af
f
ec
ts
lear
n
in
g
o
u
tc
o
m
es,
in
d
icatin
g
th
at
s
tr
o
n
g
teac
h
er
ex
p
e
r
tis
e
an
d
th
o
r
o
u
g
h
c
o
u
r
s
e
in
tr
o
d
u
ctio
n
s
ca
n
en
h
an
ce
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
e
m
en
ts
.
T
h
e
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t,
e
n
co
m
p
ass
in
g
p
h
y
s
ical
f
ac
ilit
ies
an
d
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
,
s
ig
n
i
f
ican
tly
in
f
l
u
en
ce
s
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
R
u
s
ticu
s
et
a
l.
[
2
0
]
h
ig
h
lig
h
t
ed
t
h
at
a
s
u
p
p
o
r
tiv
e
an
d
en
g
ag
i
n
g
s
ch
o
o
l
atm
o
s
p
h
e
r
e
—
ch
ar
ac
ter
iz
ed
b
y
th
e
q
u
ality
o
f
teac
h
er
s
,
class
m
ates,
tr
ain
in
g
o
r
g
an
izatio
n
s
,
f
ac
ilit
ies,
p
r
o
g
r
am
s
,
an
d
ad
m
in
is
tr
ativ
e
task
s
—
lead
s
to
im
p
r
o
v
ed
s
tu
d
en
t
o
u
tco
m
es.
Han
ay
s
h
a
et
a
l.
[
2
1
]
ca
te
g
o
r
i
ze
s
th
e
f
ac
t
o
r
s
af
f
ec
tin
g
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
in
t
o
t
h
r
ee
g
r
o
u
p
s
:
i
)
lea
r
n
er
s
(
k
n
o
wled
g
e,
s
k
ills
,
an
d
attitu
d
es)
;
ii
)
teac
h
er
s
(
k
n
o
wl
ed
g
e,
teac
h
in
g
m
et
h
o
d
s
,
c
o
m
m
u
n
icatio
n
an
d
m
o
tiv
atio
n
al
s
k
ills
,
an
d
class
r
o
o
m
m
an
ag
e
m
en
t)
;
a
n
d
iii
)
f
ac
ilit
ies
(
r
eso
u
r
ce
s
,
s
u
p
p
o
r
tin
g
eq
u
ip
m
en
t,
an
d
class
r
o
o
m
lay
o
u
t)
.
Am
o
n
g
t
h
ese,
teac
h
er
s
e
x
er
t
t
h
e
g
r
e
atest
in
f
lu
en
ce
,
f
o
llo
wed
b
y
s
tu
d
en
ts
an
d
th
en
f
ac
ilit
ies,
with
co
m
m
u
n
icatio
n
s
k
ills
b
ei
n
g
p
ar
ticu
lar
ly
im
p
ac
tf
u
l.
A
d
d
itio
n
ally
,
Ky
r
iak
id
es
et
a
l.
[
2
2
]
an
aly
ze
d
1
9
5
s
tu
d
ies
an
d
f
o
u
n
d
eig
h
t
f
ac
to
r
s
th
at
af
f
ec
t
s
tu
d
en
t
p
er
f
o
r
m
an
ce
:
i
)
m
a
n
ag
em
en
t
-
r
elate
d
is
s
u
es
(
o
v
er
all
m
a
n
ag
em
en
t,
f
in
an
ci
al
r
eso
u
r
ce
s
,
h
u
m
an
r
eso
u
r
ce
m
an
ag
em
en
t,
tr
ain
in
g
p
r
o
g
r
a
m
s
,
an
d
o
u
tco
m
es)
;
ii
)
ac
co
u
n
tab
ilit
y
m
ea
s
u
r
es
(
ass
es
s
m
en
t
an
d
e
v
alu
atio
n
o
f
teac
h
er
s
an
d
s
ch
o
o
ls
)
;
iii
)
t
h
e
s
ch
o
o
l
lear
n
in
g
en
v
ir
o
n
m
en
t
(
en
r
o
llm
en
t
r
ate
s
,
d
is
cip
lin
e,
atten
d
an
ce
)
,
iv
)
h
u
m
an
r
eso
u
r
ce
s
(
s
tu
d
en
t
-
to
-
t
ea
ch
er
r
atio
s
,
class
s
izes)
;
v
)
tim
e
r
eso
u
r
ce
s
(
teac
h
in
g
h
o
u
r
s
p
er
y
ea
r
,
av
er
a
g
e
s
tu
d
y
tim
e
p
er
s
u
b
ject)
;
vi
)
lear
n
in
g
o
p
p
o
r
t
u
n
ities
(
h
o
m
ewo
r
k
,
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
)
;
v
ii
)
teac
h
er
ca
p
ac
ity
(
ex
p
er
ien
ce
,
q
u
alif
icat
io
n
s
,
s
k
ills
)
;
an
d
v
iii
)
s
ch
o
o
l
f
ac
ilit
ies.
T
h
ese
ch
ar
ac
ter
is
tics
p
r
im
ar
ily
in
v
o
lv
e
teac
h
e
r
ca
p
ac
ity
,
tr
ain
in
g
p
r
o
g
r
am
s
,
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
.
3
,
J
u
n
e
20
25
:
2
2
3
6
-
2
2
4
8
2238
m
an
ag
em
en
t
o
f
tr
ain
i
n
g
,
ass
ess
m
en
t
o
f
lear
n
in
g
o
u
tco
m
e
s
,
an
d
s
ch
o
o
l
in
f
r
astru
ctu
r
e
.
No
tab
ly
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
s
ch
o
o
ls
o
f
f
e
r
in
g
a
v
ar
iety
o
f
ex
t
r
ac
u
r
r
ic
u
lar
ac
tiv
ities
n
o
t
o
n
ly
b
o
o
s
t
s
tu
d
en
t
en
g
ag
em
e
n
t
b
u
t
also
en
h
an
ce
ac
ad
e
m
ic
p
er
f
o
r
m
an
c
e.
Similar
ly
,
p
r
ev
io
u
s
r
esear
ch
[
6
]
,
[
2
3
]
id
e
n
tifie
d
f
ac
to
r
s
in
f
lu
en
cin
g
s
tu
d
en
ts
’
ac
ad
em
ic
s
u
cc
ess
:
class
r
o
o
m
in
ter
ac
tio
n
,
lear
n
in
g
tech
n
i
q
u
es,
p
er
s
is
ten
ce
,
m
o
tiv
atio
n
,
f
ac
ilit
ies,
s
ch
o
o
l
im
p
r
ess
io
n
s
,
k
n
o
wled
g
e,
an
d
th
e
way
teac
h
er
s
s
tr
u
ctu
r
e
th
eir
s
u
b
jects.
Dav
aa
ts
er
en
et
a
l.
[
2
4
]
h
ig
h
lig
h
ted
th
e
im
p
ac
t
o
f
attitu
d
es,
f
am
ily
s
u
p
p
o
r
t,
ca
r
ee
r
c
h
o
ices,
i
n
s
titu
tio
n
al
e
n
v
ir
o
n
m
en
t,
an
d
p
e
e
r
ch
a
r
ac
ter
is
tics
o
n
ac
ad
em
ic
ac
h
iev
em
en
t.
Me
a
n
wh
ile,
Hieu
et
a
l.
[
2
5
]
r
ev
ea
led
f
o
u
r
m
ajo
r
f
ac
to
r
s
af
f
ec
tin
g
lear
n
in
g
p
er
f
o
r
m
an
ce
:
f
am
ily
an
d
s
o
cieta
l
in
f
lu
en
ce
s
,
ac
ad
em
ic
s
u
p
p
o
r
t,
in
s
titu
tio
n
al
f
ac
to
r
s
,
an
d
m
o
tiv
atio
n
,
em
p
h
asizin
g
th
at
f
a
m
ily
an
d
s
o
cial
co
n
tex
ts
s
ig
n
if
ican
tly
c
o
n
tr
ib
u
te
to
e
d
u
ca
tio
n
al
s
u
cc
ess
.
T
h
e
au
th
o
r
s
s
u
g
g
est
th
at
in
teg
r
atin
g
f
am
ily
an
d
s
o
cieta
l
is
s
u
es
in
to
ac
ad
em
ic
s
tr
ateg
ies
ca
n
en
h
an
ce
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
Al
Hu
s
ain
i
an
d
Sh
u
k
o
r
[
2
6
]
i
d
en
tifie
d
s
ev
er
al
k
e
y
f
ac
to
r
s
af
f
ec
tin
g
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
e
n
t,
in
cl
u
d
in
g
lo
w
en
tr
y
g
r
a
d
es,
f
am
il
y
s
u
p
p
o
r
t,
h
o
u
s
in
g
co
n
d
itio
n
s
,
s
tu
d
en
t
g
en
d
er
,
p
r
ev
io
u
s
ass
ess
m
en
t
s
co
r
es,
i
n
ter
n
al
ev
alu
atio
n
s
,
GPA,
an
d
e
-
lear
n
in
g
ac
tiv
ity
.
Similar
l
y
,
p
r
ev
io
u
s
s
tu
d
ies
[
2
7
]
,
[
2
8
]
f
o
u
n
d
th
at
v
ar
io
u
s
s
tu
d
en
t
-
r
elate
d
v
ar
ia
b
les
p
lay
a
r
o
le
in
a
ca
d
em
ic
s
u
cc
ess
.
Oth
er
r
esear
ch
e
r
s
h
av
e
h
ig
h
lig
h
ted
th
at
tim
e
m
a
n
a
g
em
en
t,
s
elf
-
m
o
tiv
atio
n
,
en
g
ag
em
en
t,
b
e
h
av
io
r
,
an
d
at
titu
d
es
ar
e
cr
itical
d
eter
m
in
an
ts
o
f
s
tu
d
en
ts
’
a
ca
d
em
ic
p
er
f
o
r
m
a
n
ce
[
2
9
]
.
Mu
s
h
taq
an
d
Kh
an
[
3
0
]
n
o
ted
th
at
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
,
lear
n
in
g
f
ac
il
ities
,
an
d
p
r
o
p
er
g
u
id
an
ce
p
o
s
itiv
ely
in
f
lu
en
ce
s
tu
d
en
t
o
u
tc
o
m
es,
wh
ile
f
am
ily
s
tr
ess
h
a
s
a
d
etr
im
en
tal
ef
f
ec
t.
T
h
eir
f
in
d
in
g
s
in
d
icate
d
th
at
co
m
m
u
n
icatio
n
is
th
e
m
o
s
t
cr
u
cial
f
ac
to
r
f
o
r
s
tu
d
en
t
s
u
cc
ess
,
th
o
u
g
h
lear
n
in
g
f
ac
ilit
ies
an
d
g
u
id
a
n
ce
al
s
o
m
atter
.
I
n
th
eir
s
tu
d
y
,
T
h
o
n
g
a
n
d
N
g
o
c
[
3
1
]
id
en
tifie
d
s
ix
f
ac
to
r
s
in
f
lu
en
c
in
g
s
tu
d
e
n
ts
’
ch
o
ices
b
etwe
en
u
r
b
an
an
d
r
u
r
al
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
h
ey
f
o
u
n
d
th
r
ee
ca
teg
o
r
ies
—
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t,
s
ch
o
o
l
r
ep
u
ta
tio
n
,
an
d
p
er
s
o
n
al
cir
cu
m
s
tan
ce
s
—
h
ad
n
ea
r
ly
id
en
tical
m
ea
n
s
co
r
es
an
d
ex
er
ted
a
s
tr
o
n
g
er
in
f
lu
en
ce
th
a
n
s
o
cial
n
etwo
r
k
s
,
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
,
an
d
tr
an
s
p
o
r
tatio
n
.
A
ca
s
e
s
tu
d
y
b
y
Alan
i
an
d
Haw
as
[
3
2
]
f
o
u
n
d
th
at
s
tu
d
en
ts
p
er
ce
iv
e
te
ac
h
er
s
wh
o
p
o
s
s
ess
s
tr
o
n
g
teac
h
in
g
s
k
ills
an
d
u
t
ilize
d
iv
er
s
e
teac
h
in
g
m
eth
o
d
s
as
h
av
in
g
a
m
o
r
e
p
o
s
itiv
e
im
p
ac
t
o
n
th
ei
r
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
.
Similar
ly
,
Atch
ia
an
d
C
h
in
ap
ah
[
3
3
]
in
d
icate
d
th
at
s
ch
o
o
l
lead
e
r
s
h
ip
p
lay
s
th
e
m
o
s
t
s
ig
n
if
ican
t
r
o
le
in
ac
a
d
em
i
c
ac
h
iev
em
e
n
t,
f
o
llo
wed
b
y
s
tu
d
en
t
f
ac
to
r
s
,
teac
h
er
ch
ar
ac
ter
is
tics
,
an
d
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
.
I
n
th
i
s
co
n
tex
t,
Ozcan
[
3
4
]
em
p
h
as
izes
th
at
f
ac
to
r
s
in
f
lu
en
cin
g
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
in
clu
d
e
ac
tiv
e
lear
n
in
g
m
et
h
o
d
s
,
p
er
s
is
ten
ce
,
p
e
r
ce
p
tio
n
s
o
f
th
e
s
ch
o
o
l,
a
v
ailab
le
r
eso
u
r
c
es,
an
d
m
o
tiv
atio
n
,
wh
ile
T
h
o
et
a
l.
[
3
5
]
id
en
tifie
d
s
tu
d
en
ts
'
lear
n
in
g
m
o
tiv
atio
n
an
d
ac
ad
em
ic
r
esu
lts
ar
e
s
ig
n
if
ican
tly
im
p
ac
ted
b
y
a
n
u
m
b
er
o
f
elem
e
n
ts
,
i
n
clu
d
in
g
th
e
t
r
ain
in
g
p
r
o
g
r
a
m
,
f
am
ily
an
d
f
r
ien
d
s
,
in
s
tr
u
ctio
n
al
s
tr
ateg
ies,
f
ac
ilit
ies,
an
d
lear
n
in
g
m
eth
o
d
s
.
L
ea
r
n
in
g
m
o
tiv
atio
n
,
a
cr
u
cial
m
ed
iatin
g
co
m
p
o
n
en
t
th
at
co
n
tr
ib
u
tes
to
b
etter
ac
ad
em
ic
ac
h
iev
em
e
n
t,
is
g
r
ea
tly
in
f
l
u
en
ce
d
b
y
th
e
t
r
ain
in
g
p
r
o
g
r
am
.
T
h
e
liter
atu
r
e
s
u
g
g
ests
th
at
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
is
s
h
ap
ed
b
y
a
co
m
p
lex
i
n
ter
ac
tio
n
o
f
in
d
iv
id
u
al,
f
am
ilial,
a
n
d
in
s
titu
tio
n
al
f
ac
to
r
s
.
T
h
e
f
i
n
d
i
n
g
s
f
r
o
m
th
ese
s
tu
d
ies ar
e
s
u
m
m
ar
ized
in
T
a
b
le
1
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
f
ac
to
r
s
im
p
ac
tin
g
s
tu
d
en
t
ac
a
d
em
ic
p
e
r
f
o
r
m
a
n
ce
No
F
a
c
t
o
r
s re
l
a
t
e
d
t
o
st
u
d
e
n
t
s
F
a
c
t
o
r
s re
l
a
t
e
d
t
o
t
e
a
c
h
e
r
s
F
a
c
t
o
r
s re
l
a
t
e
d
t
o
t
h
e
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
F
a
c
t
o
r
s re
l
a
t
e
d
t
o
t
h
e
f
a
m
i
l
y
-
so
c
i
e
t
y
1
Le
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
[
6
]
,
[
1
7
]
,
[
1
8
]
,
[
3
4
]
,
[
3
5
]
Te
a
c
h
e
r
c
o
m
p
e
t
e
n
c
i
e
s
[
1
7
]
,
[
1
9
]
,
[
2
0
]
,
[
2
3
]
Tr
a
i
n
i
n
g
o
r
g
a
n
i
z
a
t
i
o
n
[
2
0
]
,
[
2
3
]
F
a
mi
l
y
c
o
n
d
i
t
i
o
n
s
[
1
7
]
,
[
3
4
]
2
Le
a
r
n
i
n
g
p
e
r
si
s
t
e
n
c
e
[
6
]
,
[
1
8
]
,
[
3
4
]
Te
a
c
h
i
n
g
m
e
t
h
o
d
s
[
1
7
]
,
[
3
5
]
Tr
a
i
n
i
n
g
p
r
o
g
r
a
ms (
i
n
c
l
u
d
i
n
g
e
x
t
r
a
c
u
r
r
i
c
u
l
a
r
a
c
t
i
v
i
t
i
e
s)
[
2
0
]
,
[
2
3
]
F
a
mi
l
y
-
so
c
i
e
t
y
[
1
7
]
,
[
3
5
]
3
Le
a
r
n
i
n
g
me
t
h
o
d
s
[
6
]
,
[
1
7
]
,
[
3
4
]
,
[
3
5
]
C
o
mm
u
n
i
c
a
t
i
o
n
a
n
d
i
n
s
p
i
r
a
t
i
o
n
sk
i
l
l
s
,
c
l
a
ssr
o
o
m ma
n
a
g
e
me
n
t
sk
i
l
l
s
[
2
1
]
,
[
2
2
]
F
a
c
i
l
i
t
i
e
s
o
f
t
h
e
sc
h
o
o
l
[
6
]
,
[
2
1
]
,
[
2
3
]
,
[
3
4
]
,
[
3
5
]
4
S
t
u
d
e
n
t
s
(
k
n
o
w
l
e
d
g
e
,
sk
i
l
l
s,
a
t
t
i
t
u
d
e
s)
[
1
7
]
,
[
2
1
]
I
n
Vy
g
o
ts
k
y
’
s
th
eo
r
y
,
it
h
i
g
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
s
o
cial
in
ter
ac
tio
n
an
d
cu
ltu
r
al
to
o
ls
in
co
g
n
itiv
e
d
e
v
elo
p
m
e
n
t.
I
t
em
p
h
asizes
th
at
s
tu
d
en
ts
ca
n
p
er
f
o
r
m
ce
r
tain
task
s
with
g
u
id
a
n
ce
th
at
th
ey
wo
u
l
d
n
o
t
y
et
b
e
ab
le
t
o
ac
c
o
m
p
lis
h
in
d
ep
e
n
d
en
tly
.
T
h
e
th
e
o
r
y
f
o
cu
s
es
o
n
two
k
e
y
c
o
m
p
o
n
en
ts
:
s
ca
f
f
o
ld
in
g
a
n
d
co
llab
o
r
ativ
e
lear
n
in
g
[
1
1
]
.
T
h
e
s
ca
f
f
o
l
d
in
g
r
ef
e
r
s
to
p
r
o
v
id
in
g
tem
p
o
r
ar
y
s
u
p
p
o
r
t
h
elp
s
s
tu
d
en
ts
m
o
v
e
to
war
d
h
ig
h
e
r
lev
els
o
f
u
n
d
e
r
s
tan
d
in
g
.
W
h
ile
co
llab
o
r
ativ
e
lear
n
in
g
m
en
tio
n
s
to
p
ee
r
in
ter
ac
tio
n
en
h
an
ce
s
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
b
y
p
r
o
m
o
tin
g
d
ee
p
e
r
u
n
d
er
s
tan
d
in
g
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
.
Vy
g
o
ts
k
y
’
s
th
eo
r
y
also
u
n
d
er
s
co
r
es
th
e
p
i
v
o
tal
r
o
le
o
f
teac
h
er
s
in
en
h
a
n
cin
g
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
b
y
o
f
f
er
in
g
ap
p
r
o
p
r
iate
g
u
id
an
ce
a
n
d
cr
ea
tin
g
co
llab
o
r
ativ
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
s
.
Mo
r
eo
v
er
,
th
e
r
esear
ch
i
n
d
icate
s
th
at
v
ar
io
u
s
f
ac
to
r
s
r
elate
d
to
th
e
s
tu
d
en
t,
f
am
ily
,
an
d
s
ch
o
o
l
im
p
ac
t
th
e
s
tu
d
en
t’
s
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
.
I
t
en
c
o
m
p
ass
es
th
e
s
u
b
s
eq
u
en
t
elem
en
ts
b
y
th
e
f
o
llo
win
g
f
ac
to
r
s
:
s
tu
d
en
ts
-
r
elate
d
f
ac
t
o
r
s
:
i
)
lear
n
in
g
e
n
v
ir
o
n
m
en
t
;
ii
)
lear
n
in
g
m
o
tiv
atio
n
;
iii
)
l
ea
r
n
in
g
p
er
s
is
ten
ce
;
an
d
iv
)
lear
n
in
g
m
et
h
o
d
s
.
Fu
r
t
h
er
m
o
r
e,
th
e
f
o
llo
win
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
F
a
cto
r
s
a
ffectin
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
a
ca
d
emic
p
erfo
r
ma
n
ce
:
a
ca
s
e
s
tu
d
y
in
V
ietn
a
m
(
L
e
Th
a
i H
u
n
g
)
2239
s
ch
o
o
l
-
r
elate
d
elem
en
ts
im
p
ac
t
th
e
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
in
clu
d
in
g
:
i
)
teac
h
er
co
m
p
eten
c
y
;
ii
)
s
ch
o
o
l
f
ac
ilit
ies
;
an
d
iii
)
s
ch
o
o
l
ex
tr
ac
u
r
r
icu
lar
ac
tiv
itie
s
.
T
h
u
s
,
a
r
esear
ch
m
o
d
el
,
as
s
h
o
wn
in
Fig
u
r
e
1
,
was
s
u
g
g
ested
th
at
in
clu
d
ed
th
e
f
o
llo
win
g
elem
en
ts
,
wh
ich
wer
e
co
m
p
iled
b
ased
o
n
s
tu
d
ies
an
d
af
f
ec
ted
s
tu
d
en
ts
’
lear
n
in
g
p
er
f
o
r
m
an
c
e
.
Pro
p
o
s
ed
h
y
p
o
th
eses
d
er
iv
e
d
f
r
o
m
th
is
s
tu
d
y
m
o
d
el
ar
e
d
i
s
p
lay
ed
in
T
ab
le
2
.
R
eg
r
ess
io
n
an
aly
s
is
wo
u
ld
b
e
u
s
ed
to
ev
alu
ate
th
e
m
o
d
el
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
r
esear
c
h
m
o
d
el
T
ab
le
2
.
Hy
p
o
th
esis
o
n
f
ac
t
o
r
s
in
f
lu
en
cin
g
s
tu
d
en
ts
’
ac
ad
e
m
ic
ac
h
iev
em
en
t
H
y
p
o
t
h
e
s
i
s (H
)
H
y
p
o
t
h
e
s
i
s
s
t
a
t
e
m
e
n
t
H1
Th
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
h
a
s
a
n
i
m
p
a
c
t
o
n
s
t
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
.
H2
Le
a
r
n
i
n
g
p
e
r
si
s
t
e
n
c
e
a
f
f
e
c
t
s
st
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
.
H3
Le
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
a
f
f
e
c
t
s
st
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
.
H4
Le
a
r
n
i
n
g
me
t
h
o
d
s
h
a
v
e
a
n
i
mp
a
c
t
o
n
st
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
.
H5
Te
a
c
h
e
r
s’
c
o
mp
e
t
e
n
c
i
e
s
h
a
v
e
a
n
i
mp
a
c
t
o
n
st
u
d
e
n
t
s’
a
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
.
H6
S
c
h
o
o
l
f
a
c
i
l
i
t
i
e
s
h
a
v
e
a
n
i
m
p
a
c
t
o
n
s
t
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
.
H7
S
c
h
o
o
l
e
x
t
r
a
c
u
r
r
i
c
u
l
a
r
a
c
t
i
v
i
t
i
e
s
h
a
v
e
a
n
i
m
p
a
c
t
o
n
st
u
d
e
n
t
s’
a
c
a
d
e
mi
c
p
e
r
f
o
r
ma
n
c
e
.
2.
M
E
T
H
O
D
2
.
1
.
I
ns
t
rum
ent
T
o
in
v
esti
g
ate
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
h
ig
h
s
ch
o
o
l
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
a
s
tr
u
ctu
r
ed
m
eth
o
d
o
l
o
g
ical
ap
p
r
o
ac
h
is
ess
en
tial.
T
h
e
k
ey
co
m
p
o
n
e
n
ts
o
f
th
e
m
eth
o
d
s
u
s
ed
in
th
is
s
tu
d
y
in
clu
d
e
a
q
u
an
titativ
e
r
esear
ch
d
esig
n
was
em
p
lo
y
ed
to
f
ac
ilit
ate
s
tatis
tical
an
aly
s
i
s
o
f
th
e
r
ela
tio
n
s
h
ip
s
b
etwe
en
v
ar
io
u
s
f
ac
to
r
s
an
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
A
Pear
s
o
n
co
r
r
e
latio
n
al
m
ea
s
u
r
e
was
co
n
d
u
ct
ed
to
ex
am
in
e
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
ass
o
ciatio
n
s
b
etwe
en
t
h
e
in
d
ep
en
d
en
t
v
ar
ia
b
les
(
e.
g
.
,
lear
n
in
g
en
v
ir
o
n
m
e
n
t,
teac
h
e
r
co
m
p
eten
cies)
a
n
d
t
h
e
d
e
p
e
n
d
en
t
v
ar
iab
le
(
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
)
.
A
lin
ea
r
r
eg
r
ess
io
n
tech
n
iq
u
e
was
ap
p
lied
to
id
en
tify
a
n
d
q
u
an
tif
y
th
e
im
p
ac
t
o
f
v
ar
i
o
u
s
f
ac
to
r
s
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
o
u
tc
o
m
es.
T
h
is
ap
p
r
o
ac
h
h
elp
s
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
in
d
ep
e
n
d
en
t
v
a
r
iab
les,
s
u
ch
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
p
ar
en
tal
in
v
o
lv
em
e
n
t,
s
ch
o
o
l
r
eso
u
r
ce
s
,
an
d
m
o
tiv
atio
n
,
an
d
th
e
d
e
p
en
d
en
t
v
ar
ia
b
le,
wh
ich
is
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Prio
r
ass
u
m
p
tio
n
test
s
h
av
e
b
ee
n
m
ad
e
to
co
n
tr
o
l
n
o
r
m
ality
,
lin
ea
r
ity
,
u
n
iv
ar
iate
a
n
d
m
u
ltiv
ar
iate
o
u
tlier
s
,
h
o
m
o
g
en
eity
o
f
v
ar
ia
n
ce
-
co
v
a
r
ian
ce
m
atr
ices,
an
d
m
u
ltico
llin
ea
r
ity
,
with
n
o
v
io
latio
n
s
o
b
s
er
v
ed
.
A
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
ai
r
e
w
as
d
ev
elo
p
e
d
to
g
ath
e
r
d
ata
o
n
v
a
r
io
u
s
f
ac
to
r
s
af
f
ec
tin
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
q
u
esti
o
n
n
a
ir
e
co
n
s
is
ts
o
f
th
r
ee
p
r
im
ar
y
s
ec
tio
n
s
.
Firstl
y
,
p
ar
t
1
:
s
tu
d
en
ts
will
r
ep
ly
to
q
u
esti
o
n
s
r
eg
ar
d
in
g
h
o
w
th
ey
f
ee
l
ab
o
u
t
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
lev
el
an
d
h
o
w
th
e
f
a
cto
r
s
af
f
ec
t
th
em
at
s
ch
o
o
l.
T
h
e
L
ik
er
t
s
ca
le,
wh
ic
h
h
as
f
i
v
e
lev
els:
1
f
o
r
co
m
p
l
etely
d
is
ag
r
ee
,
2
f
o
r
d
is
ag
r
ee
,
3
f
o
r
n
e
u
tr
al,
4
f
o
r
ag
r
ee
,
an
d
5
f
o
r
co
m
p
letely
ag
r
ee
,
is
u
s
ed
to
as
s
es
s
g
r
o
u
p
s
o
f
f
ac
to
r
s
b
ased
o
n
3
5
ev
alu
atio
n
cr
iter
ia.
Stu
d
en
ts
g
iv
e
d
etails
o
n
th
eir
class
es
an
d
p
r
esen
t
s
k
ill
s
ets
in
p
ar
t
2
.
I
n
p
ar
t
3
,
th
ey
s
h
ar
e
s
o
m
e
p
e
r
s
o
n
al
in
f
o
r
m
atio
n
.
T
h
e
q
u
esti
o
n
n
air
e
i
n
clu
d
e
d
s
e
ctio
n
s
o
n
lear
n
in
g
en
v
ir
o
n
m
e
n
t
(
e.
g
.
,
class
r
o
o
m
co
n
d
itio
n
s
,
r
eso
u
r
ce
s
)
;
teac
h
er
co
m
p
eten
cies
(
e.
g
.
,
teac
h
i
n
g
m
eth
o
d
s
,
q
u
alif
icatio
n
s
)
;
le
ar
n
in
g
m
o
tiv
ati
o
n
(
e.
g
.
,
in
tr
in
s
ic
v
s
.
ex
tr
in
s
ic
m
o
tiv
atio
n
)
;
lear
n
i
n
g
m
eth
o
d
s
(
e.
g
.
,
s
tu
d
y
h
a
b
its
,
s
tr
ateg
ies);
s
ch
o
o
l
f
ac
ilit
ies
(
e.
g
.
,
av
ai
lab
ilit
y
o
f
lib
r
ar
ies,
E
x
tr
ac
u
r
r
ic
u
lar
ac
tiv
ities
T
ea
ch
er
co
m
p
eten
cies
Facilitie
s
L
ea
r
n
in
g
m
eth
o
d
s
L
ea
r
n
in
g
m
o
tiv
atio
n
L
ea
r
n
in
g
p
er
s
is
ten
ce
L
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t
Aca
d
em
ic perf
o
rmance
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
.
3
,
J
u
n
e
20
25
:
2
2
3
6
-
2
2
4
8
2240
lab
s
)
;
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
(
e.
g
.
,
p
ar
ticip
atio
n
r
ates,
ty
p
es
o
f
ac
tiv
ities
.
Stu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
was m
ea
s
u
r
ed
u
s
in
g
th
eir
m
o
s
t r
ec
en
t G
PA o
r
s
tan
d
ar
d
ize
d
t
est s
co
r
es.
2
.
2
.
Sa
m
ple a
nd
da
t
a
co
llect
io
n
I
n
ter
m
s
o
f
p
ar
ticip
an
ts
,
a
r
e
p
r
esen
tativ
e
s
am
p
le
o
f
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
was
s
elec
ted
,
en
s
u
r
in
g
d
iv
er
s
ity
in
ter
m
s
o
f
d
em
o
g
r
a
p
h
ics
(
ag
e,
g
en
d
er
,
s
o
ci
o
ec
o
n
o
m
ic
s
tatu
s
)
.
Stra
tifie
d
r
a
n
d
o
m
s
am
p
lin
g
was u
s
ed
to
en
s
u
r
e
th
at
d
if
f
er
en
t
g
r
o
u
p
s
with
in
th
e
s
tu
d
en
t
p
o
p
u
latio
n
wer
e
ad
eq
u
ately
r
ep
r
esen
te
d
.
T
h
e
s
tu
d
y
m
o
d
el
co
n
s
is
ted
o
f
s
ev
en
in
d
e
p
en
d
e
n
t
co
m
p
o
n
en
ts
,
o
n
e
d
ep
en
d
en
t
f
ac
to
r
,
a
n
d
3
5
o
b
s
er
v
atio
n
s
.
T
h
e
f
o
r
m
u
la
s
tates
th
at
th
e
n
u
m
b
er
o
f
s
am
p
les
n
ee
d
e
d
f
o
r
ex
p
l
o
r
ato
r
y
f
ac
t
o
r
a
n
aly
s
is
(
E
FA
)
d
is
co
v
e
r
y
f
ac
to
r
an
aly
s
is
is
N=
3
5
*
7
=2
4
5
ca
r
r
y
-
u
p
o
b
s
er
v
atio
n
s
,
o
r
N=
3
5
+
8
*
7
=9
1
o
b
s
er
v
atio
n
s
o
r
m
o
r
e
f
o
r
m
u
l
tiv
ar
iate
r
eg
r
ess
io
n
an
aly
s
is
.
Acc
o
r
d
in
g
ly
,
5
0
0
q
u
esti
o
n
n
air
es
wer
e
ad
m
in
is
ter
ed
to
s
tu
d
en
ts
f
r
o
m
th
r
ee
g
r
ad
es:
g
r
ad
e
1
0
,
g
r
ad
e
1
1
,
a
n
d
g
r
ad
e
1
2
,
at
a
h
i
g
h
s
ch
o
o
l
i
n
N
o
r
t
h
er
n
Vietn
am
.
E
th
ical
ap
p
r
o
v
al
was
o
b
tain
e
d
f
r
o
m
t
h
e
r
elev
a
n
t
in
s
titu
tio
n
al
r
ev
iew
b
o
ar
d
.
Par
ticip
an
ts
wer
e
ass
u
r
ed
o
f
th
eir
co
n
f
id
e
n
tiality
,
an
d
th
ei
r
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
an
y
tim
e
was
em
p
h
asized
.
Af
ter
s
cr
ee
n
in
g
,
th
e
t
o
tal
n
u
m
b
e
r
o
f
v
alid
v
o
tes
s
u
it
ab
le
f
o
r
a
n
aly
s
is
i
s
4
3
8
s
u
r
v
ey
v
o
tes
(
9
3
.
5
%).
A
m
o
n
g
th
o
s
e,
9
3
s
tu
d
e
n
ts
,
o
r
2
1
.
2
%
o
f
th
e
t
o
tal,
ar
e
in
g
r
ad
e
1
0
,
1
1
3
s
tu
d
e
n
ts
,
o
r
2
5
.
8
%,
ar
e
in
g
r
ad
e
1
1
,
an
d
2
3
2
s
tu
d
en
ts
,
o
r
5
3
%,
ar
e
in
g
r
ad
e
1
2
.
Stu
d
e
n
ts
with
av
er
ag
e
ac
ad
em
ic
ab
ilit
y
m
ak
e
u
p
t
h
e
lar
g
est
s
h
ar
e
o
f
th
e
s
tu
d
en
t
b
o
d
y
(
7
0
.
1
%),
f
o
llo
wed
b
y
g
o
o
d
ac
a
d
em
ic
ca
p
ac
ity
(
2
3
.
7
%),
wea
k
/p
o
o
r
(
3
.
2
%),
g
o
o
d
(
2
.
3
%),
an
d
o
u
ts
tan
d
in
g
(
0
.
7
%).
2
.
3
.
Da
t
a
a
na
ly
s
is
So
f
twar
e
SP
SS
2
6
.
0
is
u
s
ed
t
o
an
aly
ze
s
u
r
v
ey
d
ata
with
:
i
)
ex
am
in
atio
n
o
f
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
to
ass
ess
th
e
s
ca
le’
s
d
ep
en
d
a
b
ilit
y
;
ii
)
d
eter
m
in
at
io
n
o
f
co
m
p
o
n
en
ts
th
at
q
u
an
ti
f
y
in
f
lu
e
n
ce
,
u
s
in
g
E
FA;
an
d
iii
)
v
alid
atio
n
o
f
m
ea
s
u
r
em
en
t
m
o
d
els
an
d
ascer
tain
th
e
ef
f
ec
ts
o
f
r
ela
tio
n
s
h
ip
s
b
etwe
en
in
f
lu
en
cin
g
f
ac
to
r
s
an
d
lear
n
i
n
g
p
er
f
o
r
m
an
ce
,
co
r
r
elatio
n
,
an
d
r
eg
r
ess
io
n
an
aly
s
is
ar
e
u
tili
ze
d
.
R
eg
r
ess
io
n
an
aly
s
is
was
p
er
f
o
r
m
ed
to
as
s
ess
th
e
im
p
ac
t
o
f
ea
ch
in
d
e
p
en
d
en
t
v
ar
iab
le
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
is
in
v
o
lv
ed
th
e
d
escr
ip
tiv
e
s
tatis
tics
to
s
u
m
m
ar
ize
d
em
o
g
r
ap
h
i
c
d
ata
.
M
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
to
d
eter
m
in
e
th
e
s
ig
n
if
ican
ce
a
n
d
s
tr
en
g
th
o
f
r
elatio
n
s
h
ip
s
.
C
h
ec
k
in
g
ass
u
m
p
tio
n
s
o
f
r
eg
r
ess
io
n
a
n
aly
s
is
(
n
o
r
m
ality
,
m
u
ltico
llin
ea
r
ity
,
an
d
h
o
m
o
s
ce
d
asti
city
)
.
3.
RE
SU
L
T
S
T
h
e
p
r
elim
in
ar
y
s
tu
d
y
s
am
p
l
e
ass
e
s
s
es
th
e
r
eliab
ilit
y
o
f
m
ea
s
u
r
in
g
th
e
elem
en
ts
in
th
e
p
r
o
p
o
s
ed
r
esear
ch
m
o
d
el.
R
eliab
ilit
y
is
ass
ess
ed
u
s
in
g
th
e
C
r
o
n
b
ac
h
a
lp
h
a,
th
e
s
u
m
v
ar
iab
le
co
r
r
elatio
n
co
ef
f
icie
n
t,
an
d
th
e
s
u
m
v
ar
iab
le
co
r
r
ela
tio
n
co
ef
f
icien
ts
.
A
m
in
im
u
m
C
r
o
n
b
ac
h
a
l
p
h
a
co
e
f
f
icien
t
o
f
0
.
6
an
d
a
to
tal
v
ar
iab
le
co
r
r
elatio
n
co
e
f
f
icien
t
o
f
th
e
o
b
s
er
v
ed
v
ar
iab
les
in
a
f
ac
to
r
th
at
s
h
o
u
ld
b
e
m
o
r
e
th
an
0
.
3
a
r
e
th
e
s
elec
tio
n
cr
iter
ia
f
o
r
ass
ess
in
g
th
e
r
eliab
ilit
y
o
f
th
e
s
ca
les
in
th
e
s
tu
d
y
.
I
n
t
h
e
s
tu
d
y
s
ca
le,
q
u
esti
o
n
s
h
av
i
n
g
a
m
in
o
r
to
tal
v
ar
iab
le
co
r
r
elat
io
n
co
ef
f
icien
t
(
<0
.
3
)
wer
e
d
ee
m
ed
to
b
e
r
em
o
v
e
d
.
T
h
e
an
aly
s
is
o
f
th
e
q
u
esti
o
n
n
air
e’
s
r
esu
lts
r
ev
ea
ls
th
at:
-
L
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t:
t
h
e
o
v
er
all
v
ar
ia
b
le
co
r
r
elatio
n
co
ef
f
icien
t
f
o
r
th
e
o
b
s
e
r
v
ed
v
a
r
iab
les
(
MT
HT
1
–
MT
HT
5
)
is
m
o
r
e
th
an
0
.
3
,
an
d
t
h
e
g
r
o
u
p
’
s
C
r
o
n
b
ac
h
’
s
alp
h
a
co
e
f
f
icien
t is 0
.
8
4
7
(
ex
ce
llen
t)
.
-
L
ea
r
n
in
g
p
e
r
s
is
ten
ce
:
C
r
o
n
b
ac
h
’
s
co
ef
f
icien
t
an
aly
s
is
y
ield
ed
a
lp
h
a
at
0
.
8
1
4
(
e
x
ce
llen
t)
,
a
n
d
th
e
o
b
s
er
v
e
d
v
ar
iab
les (
KDHT
1
-
KDHT
3
)
h
ad
a
to
tal
v
ar
iab
le
co
r
r
elatio
n
co
ef
f
icien
t g
r
ea
te
r
th
an
0
.
3
.
-
L
ea
r
n
in
g
m
o
tiv
atio
n
:
t
h
e
f
in
d
in
g
s
o
f
th
is
g
r
o
u
p
an
aly
s
is
s
h
o
w
th
at
C
r
o
n
b
ac
h
’
s
co
ef
f
icie
n
t
a
lp
h
a=
0
.
7
9
8
,
an
d
all
o
f
th
e
o
b
s
er
v
ed
v
ar
ia
b
les
(
DC
HT
1
-
DC
HT
3
)
h
av
e
a
to
tal
v
ar
iab
le
co
r
r
elatio
n
c
o
ef
f
icien
t
b
etter
th
an
0
.
3
.
-
L
ea
r
n
in
g
m
eth
o
d
s
:
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
is
0
.
8
3
1
,
an
d
th
e
o
b
s
er
v
e
d
v
ar
iab
les
(
PP
HT
1
-
PP
HT
6
)
h
av
e
a
to
tal
v
a
r
iab
le
co
r
r
elatio
n
co
ef
f
icien
t la
r
g
er
th
a
n
0
.
3
.
-
T
ea
ch
er
c
o
m
p
eten
cies:
t
h
e
g
r
o
u
p
an
aly
s
is
’
s
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
th
e
o
b
s
er
v
ed
v
ar
iab
les
(
NL
GV1
–
NL
GV6
)
all
h
av
e
t
o
tal
v
ar
iab
le
co
r
r
elatio
n
co
e
f
f
icien
ts
o
f
m
o
r
e
th
a
n
0
.
3
an
d
t
h
at
C
r
o
n
b
ac
h
’
s
co
ef
f
icien
t o
f
a
lp
h
a
is
0
.
8
8
7
(
e
x
ce
llen
t)
.
-
Sch
o
o
l
f
ac
ilit
y
:
t
h
e
o
b
s
er
v
e
d
v
ar
iab
les
(
C
SVC
1
–
C
SV
C
4
)
all
ex
h
ib
it
a
to
tal
v
a
r
iab
le
co
r
r
elatio
n
co
ef
f
icien
t la
r
g
e
r
th
an
0
.
3
a
n
d
C
r
o
n
b
ac
h
’
s
co
e
f
f
icien
t
a
lp
h
a
a
t 0
.
7
6
4
.
-
Sch
o
o
l
ex
tr
ac
u
r
r
icu
lar
ac
tiv
it
ies:
t
h
e
g
r
o
u
p
an
aly
s
is
’
s
f
in
d
in
g
s
in
d
icate
th
at
th
e
o
b
s
e
r
v
ed
v
ar
ia
b
les
(
HDNK
1
–
HDNK
5
)
all
h
av
e
to
tal
v
ar
iab
le
c
o
r
r
elatio
n
co
ef
f
icien
ts
lar
g
er
th
a
n
0
.
3
a
n
d
t
h
at
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t is 0
.
8
4
5
(
ex
c
ellen
t)
.
T
h
e
co
r
r
elatio
n
co
ef
f
icien
t
f
o
r
th
e
en
tire
v
ar
iab
le
is
m
o
r
e
t
h
an
0
.
8
,
as
th
e
r
esu
lts
d
em
o
n
s
tr
ated
.
T
h
e
b
u
ild
in
g
s
ca
le
s
y
s
tem
,
th
u
s
,
h
as
3
5
ch
ar
ac
ter
is
tic
v
a
r
iab
les,
f
iv
e
q
u
ality
ass
u
r
an
ce
lev
els,
an
d
g
o
o
d
r
eliab
ilit
y
.
T
h
e
v
ar
iab
les o
f
th
e
f
ac
to
r
g
r
o
u
p
s
ar
e
s
u
itab
le
f
o
r
E
FA
b
ased
o
n
th
e
f
in
d
i
n
g
s
o
f
t
h
is
co
n
f
i
d
en
ce
an
aly
s
is
.
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
F
a
cto
r
s
a
ffectin
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
a
ca
d
emic
p
erfo
r
ma
n
ce
:
a
ca
s
e
s
tu
d
y
in
V
ietn
a
m
(
L
e
Th
a
i H
u
n
g
)
2241
As
s
h
o
wn
in
th
e
co
m
p
o
n
en
t
m
atr
ix
in
th
e
T
a
b
le
3
,
th
e
f
ac
to
r
lo
ad
c
o
ef
f
icien
ts
ar
e
m
o
r
e
s
ig
n
if
ican
t
th
an
0
.
5
to
e
n
s
u
r
e
m
ea
n
i
n
g
,
s
o
n
o
v
ar
iab
les
ar
e
e
x
clu
d
e
d
.
T
h
e
eig
en
v
al
u
e
co
ef
f
icien
t=1
.
4
5
2
>1
r
e
p
r
esen
ts
th
e
p
ar
t
o
f
th
e
v
a
r
iatio
n
ex
p
lain
e
d
b
y
ea
ch
f
ac
t
o
r
in
f
o
r
m
atio
n
.
T
h
e
d
er
iv
ed
f
ac
to
r
h
as
th
e
b
est
s
u
m
m
ar
ies
o
f
in
f
o
r
m
atio
n
,
an
d
th
e
d
e
r
iv
ed
f
ac
to
r
h
as
th
e
b
est
s
u
m
m
ar
ies
o
f
in
f
o
r
m
atio
n
s
u
m
m
ar
ies.
T
o
tal
ex
tr
ac
tio
n
s
u
m
s
o
f
s
q
u
ar
e
d
lo
ad
i
n
g
s
(
cu
m
u
lativ
e
%)=
6
5
.
2
3
1
%>5
0
%.
T
h
is
p
r
o
v
es
th
at
in
d
ep
en
d
en
t
f
ac
to
r
s
ex
p
lain
6
5
.
2
3
1
%
o
f
th
e
r
esear
c
h
m
o
d
el.
T
h
e
v
alid
atio
n
o
f
th
e
h
y
p
o
t
h
e
s
es
in
th
is
s
tu
d
y
p
r
o
v
id
es
cr
itical
in
s
ig
h
ts
in
to
th
e
f
ac
to
r
s
i
n
f
lu
en
cin
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
E
ac
h
h
y
p
o
th
esis
was
r
ig
o
r
o
u
s
ly
test
ed
u
s
in
g
r
e
g
r
ess
io
n
an
aly
s
is
,
allo
win
g
f
o
r
a
co
m
p
r
eh
en
s
iv
e
e
x
am
in
atio
n
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
io
u
s
in
d
e
p
en
d
e
n
t
v
ar
iab
les
an
d
s
tu
d
e
n
ts
’
ac
ad
em
ic
o
u
tco
m
es.
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
is
a
s
tatis
t
ic
al
m
eth
o
d
u
s
ed
to
m
ea
s
u
r
e
th
e
s
tr
en
g
th
an
d
d
ir
e
ctio
n
o
f
th
e
lin
ea
r
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
les.
I
n
th
is
r
esear
ch
,
it
ex
am
in
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
ac
ad
em
ic
p
er
f
o
r
m
an
ce
a
n
d
all
s
ev
e
n
ca
teg
o
r
ies
am
o
n
g
s
tu
d
e
n
ts
.
T
ab
le
3
.
R
esu
lts
o
f
E
FA
o
f
in
d
ep
en
d
e
n
t v
ar
iab
les
I
t
e
m
F
a
c
t
o
r
1
2
3
4
5
6
7
N
LG
V
6
.
8
1
9
N
LG
V
5
.
7
9
5
N
LG
V
1
.
7
6
4
N
LG
V
3
.
7
6
3
N
LG
V
4
.
7
5
2
P
P
H
T6
.
7
6
1
P
P
H
T4
.
7
3
0
P
P
H
T1
.
7
0
1
P
P
H
T2
.
6
9
8
P
P
H
T5
.
6
6
1
P
P
H
T3
.
6
1
0
M
TH
T
5
.
8
3
2
M
TH
T
2
.
7
8
5
M
TH
T
3
.
7
6
2
M
TH
T
1
.
7
5
9
M
TH
T
4
.
6
7
5
H
D
N
K
5
.
8
3
6
H
D
N
K
3
.
7
6
2
H
D
N
K
1
.
7
5
7
H
D
N
K
4
.
7
4
0
H
D
N
K
2
.
7
1
3
C
S
V
C
3
.
7
7
2
C
S
V
C
1
.
7
2
4
C
S
V
C
2
.
7
0
8
C
S
V
C
4
.
6
9
7
K
D
H
T3
.
8
5
9
K
D
H
T1
.
8
2
6
K
D
H
T2
.
8
2
1
D
C
H
T3
.
8
4
7
D
C
H
T2
.
7
9
8
D
C
H
T1
.
7
2
5
Ei
g
e
n
v
a
l
u
e
s
=
1
.
4
5
2
To
t
a
l
v
a
r
i
a
n
c
e
=
6
5
.
2
3
1
%
T
a
b
le
4
p
r
ese
n
ts
t
h
e
Pe
ar
s
o
n
co
r
r
el
ati
o
n
co
e
f
f
i
ci
en
ts
a
m
o
n
g
s
e
v
e
r
a
l
v
a
r
i
ab
les
(
M
T
H
T
,
KDH
T
,
DC
HT
,
P
PHT
,
N
L
GV
,
C
SV
C
,
a
n
d
HDNK
)
a
lo
n
g
wi
th
t
h
ei
r
s
i
g
n
i
f
ic
a
n
c
e
le
v
e
ls
.
T
h
e
v
al
u
es
i
n
d
ica
te
t
h
e
s
tr
e
n
g
t
h
a
n
d
d
i
r
e
cti
o
n
o
f
th
e
r
el
ati
o
n
s
h
i
p
s
b
etw
ee
n
t
h
e
v
a
r
i
ab
l
es.
All
c
o
r
r
e
lat
io
n
s
h
av
e
a
s
ig
n
i
f
i
ca
n
c
e
le
v
el
(
Si
g
.
2
-
t
ail
ed
)
<0
.
0
5
)
b
etwe
e
n
s
t
u
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
c
e
a
n
d
v
a
r
i
a
b
les
o
f
lea
r
n
in
g
e
n
v
ir
o
n
m
e
n
t,
p
e
r
s
is
t
e
n
ce
,
m
o
ti
v
ati
o
n
,
m
et
h
o
d
o
l
o
g
ies
,
te
ac
h
e
r
ca
p
ac
i
ty
,
f
ac
i
liti
es,
a
n
d
e
x
t
r
a
cu
r
r
ic
u
l
ar
a
cti
v
it
ies
,
w
h
i
c
h
in
d
ic
at
es
t
h
at
th
e
r
esu
lts
a
r
e
s
ta
tis
ti
ca
l
ly
s
i
g
n
i
f
ic
a
n
t
at
b
o
th
t
h
e
1
%
a
n
d
5
%
l
ev
els
.
T
h
is
m
ea
n
s
th
at
t
h
e
lik
eli
h
o
o
d
o
f
o
b
s
e
r
v
in
g
th
ese
co
r
r
el
ati
o
n
s
d
u
e
t
o
r
a
n
d
o
m
c
h
an
ce
is
e
x
t
r
e
m
e
ly
lo
w.
I
t
i
n
d
ic
ates
th
at
t
h
e
h
i
g
h
est
co
r
r
el
ati
o
n
is
b
e
twe
en
NL
G
V
a
n
d
DC
HT
,
s
u
g
g
esti
n
g
t
h
at
t
h
es
e
tw
o
v
a
r
i
ab
les
h
a
v
e
a
s
i
g
n
if
ica
n
t
p
o
s
i
ti
v
e
r
el
ati
o
n
s
h
i
p
,
i
n
d
i
ca
t
in
g
t
h
a
t
i
n
cr
ea
s
es
in
o
n
e
ar
e
ass
o
c
iat
ed
wit
h
i
n
c
r
ea
s
es
i
n
t
h
e
o
t
h
e
r
.
T
h
e
lo
west
c
o
r
r
e
lati
o
n
is
b
etw
ee
n
KDHT
a
n
d
DC
H
T
,
i
n
d
ic
ati
n
g
a
w
ea
k
e
r
r
e
lat
io
n
s
h
i
p
co
m
p
a
r
e
d
to
t
h
e
o
t
h
er
s
.
T
h
e
r
es
u
lts
s
u
g
g
es
t
th
a
t
t
h
e
r
e
a
r
e
m
ea
n
i
n
g
f
u
l
r
el
ati
o
n
s
h
i
p
s
b
etw
ee
n
t
h
e
v
a
r
i
o
u
s
v
ar
i
a
b
les
,
p
a
r
t
ic
u
la
r
l
y
b
etwe
e
n
NL
GV
a
n
d
DC
H
T
,
wh
i
ch
m
a
y
wa
r
r
a
n
t
f
u
r
th
e
r
i
n
v
esti
g
at
io
n
t
o
u
n
d
e
r
s
ta
n
d
th
e
u
n
d
e
r
l
y
i
n
g
m
e
ch
a
n
is
m
s
d
r
iv
in
g
t
h
es
e
co
r
r
el
ati
o
n
s
.
T
h
r
o
u
g
h
t
h
is
an
aly
s
is
,
it
was
d
eter
m
in
e
d
th
at
all
p
r
o
p
o
s
ed
h
y
p
o
th
eses
wer
e
s
u
p
p
o
r
te
d
,
in
d
icatin
g
s
ig
n
if
ican
t
in
f
lu
en
ce
s
f
r
o
m
k
ey
f
ac
to
r
s
s
u
ch
as
th
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t,
teac
h
er
c
o
m
p
eten
cies,
lear
n
in
g
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
.
3
,
J
u
n
e
20
25
:
2
2
3
6
-
2
2
4
8
2242
m
o
tiv
atio
n
,
lear
n
in
g
m
eth
o
d
s
,
s
ch
o
o
l
f
ac
ilit
ies,
an
d
e
x
tr
a
cu
r
r
icu
lar
ac
tiv
ities
.
T
h
e
r
eg
r
ess
io
n
co
ef
f
icien
ts
r
ev
ea
led
th
e
s
tr
en
g
th
a
n
d
d
ir
e
ctio
n
o
f
th
ese
r
elatio
n
s
h
ip
s
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
teac
h
er
q
u
ality
an
d
ef
f
ec
tiv
e
lear
n
in
g
s
tr
ateg
ies
in
en
h
a
n
cin
g
ac
ad
e
m
ic
p
e
r
f
o
r
m
an
ce
.
T
ab
le
5
s
u
m
m
ar
iz
es
th
e
r
esu
lts
o
f
a
r
eg
r
ess
io
n
an
aly
s
is
,
in
clu
d
in
g
b
o
th
u
n
s
tan
d
a
r
d
ized
an
d
s
tan
d
ar
d
ized
co
ef
f
icien
ts
,
alo
n
g
with
s
ig
n
if
ican
ce
lev
els an
d
co
llin
ea
r
ity
s
tatis
tics
.
T
ab
le
4
.
Pear
s
o
n
c
o
r
r
elatio
n
r
esu
lts
F
a
c
t
o
r
s
M
TH
T
K
D
H
T
D
C
H
T
P
P
H
T
N
LG
V
C
S
V
C
HDNK
P
e
a
r
so
n
c
o
r
r
e
l
a
t
i
o
n
.
3
7
4
*
*
.
2
8
5
*
*
.
4
9
0
*
*
.
4
6
8
*
*
.
6
2
5
*
*
.
5
0
1
*
*
.
3
7
8
*
*
S
i
g
.
(
2
-
t
a
i
l
e
d
)
.
0
0
0
.
0
0
0
.
0
0
0
.
0
0
0
.
0
0
0
.
0
0
0
.
0
0
0
N
4
3
8
4
3
8
4
3
8
4
3
8
4
3
8
4
3
8
4
3
8
*
*
si
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
1
%
T
ab
le
5
.
R
esu
lts
o
f
r
eg
r
ess
io
n
an
aly
s
is
M
o
d
e
l
U
n
st
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
t
S
i
g
C
o
l
l
i
n
e
a
r
i
t
y
st
a
t
i
st
i
c
s
B
S
t
d
.
Er
r
o
r
B
e
t
a
To
l
e
r
a
n
c
e
V
I
F
C
o
n
st
a
n
t
-
1
.
3
3
3
.
2
2
2
-
5
.
9
9
7
.
0
0
0
M
TH
T
.
1
3
9
.
0
3
8
.
1
2
6
3
.
6
6
8
.
0
0
0
.
8
0
8
1
.
2
3
7
K
D
H
T
.
1
0
0
.
0
3
1
.
1
0
3
3
.
1
9
7
.
0
0
1
.
9
1
1
1
.
0
9
7
D
C
H
T
.
2
2
0
.
0
4
0
.
1
9
3
5
.
5
2
3
.
0
0
0
.
7
7
4
1
.
2
9
2
P
P
H
T
.
1
2
2
.
0
4
5
.
1
0
0
2
.
7
2
2
.
0
0
7
.
7
0
3
1
.
4
2
2
N
LG
V
.
3
5
2
.
0
3
8
.
3
4
4
9
.
2
1
2
.
0
0
0
.
6
8
0
1
.
4
7
2
C
S
V
C
.
2
5
7
.
0
3
9
.
2
2
5
6
.
5
2
7
.
0
0
0
.
7
9
4
1
.
2
5
9
HDNK
.
1
3
4
.
0
3
6
.
1
2
4
3
.
7
1
0
.
0
0
0
.
8
4
3
1
.
1
8
6
T
ab
le
5
p
r
esen
ts
a
r
o
b
u
s
t
r
eg
r
ess
io
n
m
o
d
el
wh
er
e
all
in
d
ep
en
d
en
t
v
ar
ia
b
les
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
e
d
ep
en
d
en
t
v
ar
ia
b
le.
T
h
es
e
co
ef
f
icien
ts
r
ep
r
esen
t
th
e
e
x
p
ec
ted
ch
a
n
g
e
in
th
e
d
ep
en
d
en
t
v
ar
iab
le
f
o
r
a
one
-
u
n
it
ch
an
g
e
in
th
e
in
d
ep
en
d
en
t
v
ar
ia
b
le,
ass
u
m
in
g
o
t
h
er
v
ar
iab
les
ar
e
h
eld
co
n
s
tan
t.
T
h
e
r
eg
r
ess
io
n
f
in
d
in
g
s
in
th
e
T
ab
le
5
r
e
v
ea
l
th
at
s
ev
en
in
d
ep
en
d
en
t
v
ar
iab
l
es
o
b
tain
ed
a
s
ig
n
if
ican
ce
lev
e
l
o
f
<0
.
0
5
:
MT
HT
(
0
.
0
0
0
)
,
KDHT
(
0
.
0
0
1
)
,
DC
HT
(
0
.
0
0
0
)
,
PP
HT
(
0
.
0
0
7
)
,
NL
GV
(
0
.
0
0
0
)
,
C
SVC
(
0
.
0
0
0
)
,
a
n
d
HDNK
.
All
b
eta
co
ef
f
icien
ts
ar
e
m
o
r
e
s
ig
n
if
ic
an
t
th
an
ze
r
o
,
i
n
d
icatin
g
t
h
at
th
e
in
d
ep
e
n
d
en
t
an
d
d
ep
e
n
d
e
n
t
v
ar
iab
les
in
ter
ac
t
p
o
s
itiv
ely
.
T
h
at
is
,
in
cr
ea
s
in
g
an
y
elem
en
t
lead
s
to
lear
n
in
g
o
u
tco
m
es
lear
n
in
g
o
u
tco
m
es
an
d
v
ice
v
er
s
a.
Am
o
n
g
th
e
m
,
NL
GV
(
co
r
r
ec
t
ed
b
eta
co
e
f
f
icien
t=0
.
3
4
4
)
h
as
th
e
m
o
s
t
s
u
b
s
tan
tial
im
p
ac
t,
f
o
llo
wed
b
y
C
SV
C
(
0
.
2
2
5
)
an
d
DC
HT
(
0
.
1
9
3
)
.
T
h
e
r
esu
lts
in
d
icate
th
at
th
e
m
o
d
el
is
well
-
s
p
ec
if
ied
,
with
lo
w
m
u
ltico
llin
ea
r
ity
,
m
ak
in
g
th
e
f
in
d
in
g
s
r
eliab
le
f
o
r
f
u
r
t
h
er
in
ter
p
r
etatio
n
an
d
ap
p
licatio
n
.
DC
HT
v
ar
iab
l
e
(
0
.
1
9
3
)
,
an
d
th
e
MT
HT
v
ar
iab
le
(
0
.
1
2
6
)
.
T
h
e
HDNK
v
ar
iab
le
(
0
.
1
2
4
)
,
th
e
KDHT
v
ar
iab
le
(
0
.
1
0
3
)
,
an
d
th
e
PP
HT
v
ar
iab
le
with
th
e
co
r
r
ec
ted
b
eta
co
ef
f
icien
t
(
0
.
1
0
0
)
a
r
e
th
e
s
m
allest,
m
ea
n
in
g
th
ey
h
av
e
a
n
e
g
lig
ib
le
im
p
ac
t
o
n
s
tu
d
en
ts
’
lear
n
in
g
p
er
f
o
r
m
an
ce
.
Fu
r
th
er
m
o
r
e,
th
e
v
ar
ian
ce
in
f
latio
n
f
ac
to
r
(
VI
F
)
m
ag
n
i
f
icatio
n
co
ef
f
icien
t
r
an
g
es
f
r
o
m
1
,
0
9
7
to
1
,
4
7
2
<
2
(
all
to
ler
a
n
ce
v
al
u
es
ar
e
a
b
o
v
e
0
.
1
0
.
1
0
.
1
a
n
d
VI
F
v
alu
es
ar
e
b
elo
w
5
5
5
)
in
d
icatin
g
lo
w
m
u
ltico
llin
ea
r
it
y
am
o
n
g
th
e
in
d
ep
en
d
en
t
v
ar
i
ab
le.
T
h
is
s
u
g
g
ests
th
at
th
e
in
d
ep
en
d
e
n
t
v
a
r
iab
les
ar
e
n
o
t e
x
ce
s
s
iv
ely
co
r
r
elate
d
,
allo
win
g
f
o
r
m
o
r
e
r
eliab
le
co
ef
f
icien
t e
s
tim
ates.
T
o
test
a
lin
ea
r
r
elatio
n
s
h
ip
b
etwe
en
n
o
r
m
alize
d
r
esid
u
als
an
d
n
o
r
m
alize
d
p
r
e
d
icted
v
alu
es,
th
e
s
ca
tter
p
lo
t
g
r
ap
h
ic
is
u
s
ed
to
v
er
if
y
th
e
lin
ea
r
c
o
n
tact
ass
u
m
p
tio
n
.
On
e
wa
y
to
d
eter
m
in
e
if
t
h
e
cu
r
r
en
t
d
ata
d
ev
iates
f
r
o
m
th
e
lin
ea
r
c
o
n
ta
ct
ass
u
m
p
tio
n
is
to
lo
o
k
at
th
e
s
ca
tter
p
lo
t
b
etwe
en
th
e
n
o
r
m
alize
d
r
esid
u
als
an
d
th
e
n
o
r
m
alize
d
p
r
ed
ictiv
e
v
alu
es.
T
h
e
u
n
n
o
r
m
alize
d
b
eta
co
e
f
f
icien
t m
u
ltiv
ar
iate
r
eg
r
ess
io
n
eq
u
atio
n
with
th
e
s
u
g
g
ested
h
y
p
o
th
esis
h
as th
e
f
o
llo
win
g
f
o
r
m
,
as in
(
1
)
.
=
0
+
1
∗
+
2
∗
+
3
∗
+
4
∗
+
5
∗
+
6
∗
+
7
∗
(
1
)
W
h
er
e
:
Β0
=
c
o
n
s
tan
t
β1
=
u
n
n
o
r
m
alize
d
r
eg
r
ess
io
n
c
o
ef
f
icien
ts
o
f
th
e
lear
n
in
g
en
v
i
r
o
n
m
en
t c
o
m
p
o
n
en
t
β2
=
u
n
n
o
r
m
alize
d
r
eg
r
ess
io
n
c
o
ef
f
icien
ts
o
f
th
e
lear
n
in
g
p
er
s
is
ten
ce
co
m
p
o
n
e
n
t
β3
=
u
n
n
o
r
m
alize
d
r
eg
r
ess
io
n
c
o
ef
f
icien
ts
o
f
th
e
lear
n
in
g
m
o
t
iv
atio
n
co
m
p
o
n
e
n
t
β4
=
u
n
n
o
r
m
alize
d
r
eg
r
ess
io
n
c
o
ef
f
icien
ts
o
f
th
e
lear
n
in
g
m
et
h
o
d
co
m
p
o
n
en
t
β5
=
u
n
s
tan
d
ar
d
ized
r
eg
r
ess
io
n
co
ef
f
icien
ts
o
f
th
e
teac
h
er
c
o
m
p
eten
cy
c
o
m
p
o
n
en
t
β6
=
u
n
s
tan
d
ar
d
ized
r
eg
r
ess
io
n
co
ef
f
icien
ts
o
f
th
e
f
ac
ilit
y
co
m
p
o
n
en
t
β7
=
u
n
s
tan
d
ar
d
ized
r
eg
r
ess
io
n
co
ef
f
icien
ts
o
f
th
e
s
ch
o
o
l e
x
t
r
ac
u
r
r
icu
lar
ac
tiv
ities
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
F
a
cto
r
s
a
ffectin
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
a
ca
d
emic
p
erfo
r
ma
n
ce
:
a
ca
s
e
s
tu
d
y
in
V
ietn
a
m
(
L
e
Th
a
i H
u
n
g
)
2243
I
n
ad
d
itio
n
,
th
e
(
2
)
e
x
p
r
ess
es th
e
r
elatio
n
s
h
ip
b
etwe
en
in
d
e
p
en
d
en
t a
n
d
d
e
p
en
d
e
n
t v
ar
iab
le
s
.
=
−
1
,
333
+
0
,
139
∗
+
0
,
100
∗
+
0
,
220
∗
Đ
+
0
,
122
∗
+
0
,
352
∗
+
0
,
257
∗
+
0
,
134
∗
(
2
)
R
eg
r
ess
io
n
s
tan
d
ar
d
ized
r
esid
u
als
r
eq
u
ir
e
test
in
g
b
ec
au
s
e
th
ey
m
ay
n
o
t
co
n
f
o
r
m
to
a
n
o
r
m
a
l
d
is
tr
ib
u
tio
n
d
u
e
t
o
f
ac
t
o
r
s
lik
e
u
s
in
g
a
n
in
a
p
p
r
o
p
r
iate
m
o
d
el
o
r
h
av
in
g
in
a
d
eq
u
ate
d
ata
f
o
r
an
aly
s
is
.
T
h
e
two
m
o
s
t
co
m
m
o
n
m
eth
o
d
s
f
o
r
t
h
is
ev
alu
atio
n
ar
e
th
e
h
is
to
g
r
am
an
d
th
e
n
o
r
m
al
P
-
P
p
lo
t.
I
n
th
is
s
tu
d
y
,
a
h
is
to
g
r
am
was u
s
ed
f
o
r
test
in
g
.
T
h
e
r
esu
lt is
p
r
esen
ted
i
n
Fig
u
r
e
2
.
Fig
u
r
e
2
.
No
r
m
alize
d
r
esid
u
al
f
r
eq
u
e
n
cy
h
is
to
g
r
am
Fig
u
r
e
2
p
r
esen
ts
a
h
is
to
g
r
am
th
at
d
is
p
lay
s
th
e
f
r
eq
u
e
n
cy
o
f
n
o
r
m
alize
d
r
esid
u
als.
T
h
e
b
ell
-
s
h
ap
ed
cu
r
v
e
alig
n
s
with
th
e
ty
p
ical
f
o
r
m
o
f
a
s
tan
d
a
r
d
d
is
tr
ib
u
t
io
n
.
T
h
e
m
ea
n
is
clo
s
e
to
0
,
an
d
th
e
s
tan
d
ar
d
d
ev
iatio
n
is
ap
p
r
o
x
im
ately
0
.
9
9
2
,
wh
ich
is
clo
s
e
to
1
,
in
d
icatin
g
th
at
th
e
r
esid
u
al
d
is
tr
ib
u
tio
n
clo
s
ely
ap
p
r
o
x
im
ates
th
e
s
tan
d
ar
d
.
T
h
is
v
is
u
aliza
tio
n
allo
ws
u
s
to
ass
es
s
th
at
th
e
r
esid
u
als
m
ee
t
th
e
ass
u
m
p
tio
n
s
o
f
n
o
r
m
ality
,
w
h
ich
is
cr
u
cial
f
o
r
v
alid
atin
g
th
e
r
esu
lts
o
f
r
eg
r
ess
io
n
an
aly
s
is
.
A
well
-
f
o
r
m
e
d
b
ell
s
h
ap
e
wo
u
ld
s
u
g
g
est
th
at
th
e
m
o
d
el’
s
ass
u
m
p
tio
n
s
ar
e
s
atis
f
ied
,
wh
ile
an
y
s
ig
n
if
ican
t
d
e
v
iatio
n
s
co
u
l
d
in
d
icate
p
o
ten
tial
is
s
u
es with
th
e
m
o
d
el
o
r
d
ata.
T
o
ass
ess
th
e
lin
ea
r
r
elatio
n
s
h
ip
,
a
s
ca
tter
p
lo
t
ca
n
v
is
u
all
y
d
is
p
lay
th
e
r
elatio
n
s
h
ip
t
o
s
ee
r
an
d
o
m
d
is
p
er
s
io
n
if
th
e
m
o
d
el
is
ap
p
r
o
p
r
iate.
Nex
t,
ca
lcu
latin
g
th
e
co
r
r
elatio
n
c
o
ef
f
icien
t
will
p
r
o
v
id
e
a
q
u
an
titativ
e
m
ea
s
u
r
e
o
f
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
t
h
e
r
elatio
n
s
h
ip
.
A
co
ef
f
icien
t
clo
s
e
to
ze
r
o
s
u
g
g
ests
n
o
lin
ea
r
r
elatio
n
s
h
ip
,
wh
ile
v
alu
es
n
ea
r
-
1
o
r
1
in
d
icate
s
tr
o
n
g
n
eg
ativ
e
o
r
p
o
s
itiv
e
co
r
r
elatio
n
s
,
r
esp
ec
tiv
ely
.
Ad
d
itio
n
ally
,
p
er
f
o
r
m
in
g
a
r
eg
r
ess
io
n
an
aly
s
is
with
n
o
r
m
alize
d
r
esid
u
als
as
th
e
d
ep
en
d
en
t
v
ar
iab
le
a
n
d
n
o
r
m
alize
d
p
r
ed
icted
v
al
u
es
as
th
e
in
d
ep
en
d
e
n
t
v
ar
iab
le
ca
n
h
elp
co
n
f
ir
m
an
y
f
in
d
i
n
g
s
.
T
h
e
s
ig
n
if
ican
ce
o
f
th
e
r
eg
r
ess
io
n
co
ef
f
icien
ts
ca
n
b
e
test
ed
u
s
in
g
h
y
p
o
t
h
esis
t
ests
.
Fin
ally
,
a
s
s
es
s
in
g
th
e
r
esid
u
als
f
o
r
p
atter
n
s
(
u
s
in
g
p
lo
ts
lik
e
th
e
r
esid
u
als
v
s
.
f
itted
v
alu
es)
ca
n
f
u
r
t
h
er
v
alid
ate
wh
eth
er
th
e
lin
ea
r
m
o
d
el
is
ap
p
r
o
p
r
iate.
I
f
p
atter
n
s
ap
p
ea
r
,
it m
ay
s
u
g
g
est th
at
a
n
o
n
-
lin
ea
r
r
elatio
n
s
h
ip
is
p
r
esen
t o
r
th
at
th
e
m
o
d
el
is
n
o
t w
ell
-
s
p
ec
if
ied
.
Fig
u
r
e
3
d
is
p
lay
s
th
at
th
e
p
-
v
alu
e
is
ab
o
v
e
a
ch
o
s
en
s
ig
n
if
ican
ce
lev
el
(
e.
g
.
,
0
.
0
5
)
,
it
in
d
icate
s
n
o
s
ig
n
if
ican
t
lin
ea
r
r
elatio
n
s
h
ip
ex
is
ts
.
T
h
e
o
b
s
er
v
atio
n
th
at
n
o
r
m
alize
d
r
esid
u
als
ar
e
co
n
ce
n
tr
ated
ar
o
u
n
d
t
h
e
ze
r
o
lin
e
s
u
g
g
ests
th
at
th
e
m
o
d
el
ad
e
q
u
ately
ca
p
tu
r
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
v
a
r
i
ab
les.
T
h
e
r
esid
u
als
clu
s
ter
ar
o
u
n
d
ze
r
o
,
it
in
d
icat
es
th
at
th
e
p
r
e
d
ictio
n
s
ar
e
clo
s
e
to
th
e
ac
tu
al
v
alu
es,
s
u
p
p
o
r
tin
g
th
e
ass
u
m
p
tio
n
o
f
lin
ea
r
ity
in
th
e
r
e
g
r
ess
io
n
m
o
d
el.
T
h
is
m
ea
n
s
th
er
e
ar
e
n
o
s
ig
n
if
ican
t
p
atter
n
s
in
t
h
e
r
esid
u
als,
wh
ich
r
ein
f
o
r
ce
s
th
e
v
alid
ity
o
f
t
h
e
lin
ea
r
r
elatio
n
s
h
i
p
.
T
a
b
le
6
p
r
o
v
id
es
a
s
u
m
m
a
r
y
o
f
th
e
r
eg
r
ess
io
n
r
esu
lts
,
o
f
f
er
in
g
f
u
r
th
er
in
s
ig
h
ts
in
to
th
e
m
o
d
el’
s
p
er
f
o
r
m
an
ce
a
n
d
t
h
e
s
tr
en
g
th
o
f
th
e
r
elatio
n
s
h
ip
s
id
en
tifie
d
.
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
.
3
,
J
u
n
e
20
25
:
2
2
3
6
-
2
2
4
8
2244
Fig
u
r
e
3
.
Scatter
p
l
o
t c
h
ar
t te
s
tin
g
lin
ea
r
co
n
tact
ass
u
m
p
tio
n
s
T
ab
le
6
s
u
m
m
ar
izes
th
e
f
in
d
in
g
s
o
f
a
r
eg
r
ess
io
n
an
aly
s
is
t
h
at
ex
am
in
es
v
ar
io
u
s
f
ac
to
r
s
af
f
ec
tin
g
s
tu
d
en
ts
’
lear
n
in
g
p
er
f
o
r
m
a
n
c
e.
E
ac
h
h
y
p
o
th
esis
p
r
o
p
o
s
es
a
s
p
ec
if
ic
r
elatio
n
s
h
ip
b
etwe
en
a
f
ac
to
r
(
s
u
ch
as
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
p
er
s
is
ten
ce
,
an
d
m
o
tiv
atio
n
)
an
d
s
tu
d
en
ts
’
lear
n
in
g
p
e
r
f
o
r
m
an
ce
.
-
H1
:
i
n
d
icate
s
th
at
th
e
lea
r
n
in
g
en
v
ir
o
n
m
en
t
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
lear
n
in
g
p
er
f
o
r
m
a
n
ce
.
T
h
is
s
u
g
g
ests
th
at
a
s
u
p
p
o
r
tiv
e
an
d
r
eso
u
r
ce
f
u
l e
n
v
ir
o
n
m
en
t c
an
e
n
h
an
ce
s
tu
d
e
n
ts
’
ac
ad
em
ic
o
u
tc
o
m
es.
-
H2
:
i
n
d
icate
s
th
at
lear
n
in
g
p
er
s
is
ten
ce
(
th
e
ab
ilit
y
to
co
n
tin
u
e
wo
r
k
in
g
th
r
o
u
g
h
ch
allen
g
e
s
)
s
ig
n
if
ican
tly
af
f
ec
ts
lear
n
in
g
p
er
f
o
r
m
an
ce
.
T
h
is
u
n
d
er
s
co
r
es th
e
i
m
p
o
r
ta
n
ce
o
f
r
esil
ien
ce
in
ed
u
ca
tio
n
al
s
u
cc
ess
.
-
H3
:
s
u
g
g
ests
th
at
lear
n
in
g
m
o
tiv
atio
n
p
la
y
s
a
cr
itical
r
o
le
in
d
r
i
v
in
g
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
.
Mo
tiv
ated
s
tu
d
en
ts
ar
e
lik
ely
to
en
g
ag
e
m
o
r
e
d
ee
p
ly
an
d
p
er
f
o
r
m
b
ett
er
.
-
H4
:
s
u
g
g
ests
th
at
th
e
m
eth
o
d
s
em
p
lo
y
e
d
in
lear
n
in
g
im
p
a
ct
p
er
f
o
r
m
an
ce
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
ies an
d
lear
n
in
g
tech
n
i
q
u
es.
-
H5
:
i
n
d
icate
s
th
at
teac
h
er
s
’
co
m
p
eten
cies
(
th
eir
s
k
ills
an
d
k
n
o
wled
g
e)
s
ig
n
if
ican
tl
y
af
f
ec
t
s
tu
d
en
t
p
er
f
o
r
m
an
ce
.
T
h
is
p
o
in
ts
to
th
e
im
p
o
r
tan
ce
o
f
teac
h
e
r
q
u
ality
in
ed
u
ca
tio
n
al
o
u
tco
m
es.
-
H6
:
s
u
g
g
ests
th
at
th
e
av
ailab
il
ity
an
d
q
u
ality
o
f
s
ch
o
o
l
f
ac
ili
ties
(
lik
e
lib
r
ar
ies,
lab
s
,
an
d
tech
n
o
lo
g
y
)
h
a
v
e
a
p
o
s
itiv
e
im
p
ac
t o
n
s
tu
d
en
ts
’
lear
n
in
g
p
e
r
f
o
r
m
an
ce
.
G
o
o
d
f
ac
ilit
ies ca
n
en
h
an
ce
th
e
lear
n
i
n
g
ex
p
er
ien
ce
.
-
H7
:
i
n
d
icate
s
th
at
p
ar
ticip
atio
n
in
s
ch
o
o
l
e
x
tr
ac
u
r
r
icu
lar
ac
ti
v
ities
p
o
s
itiv
ely
af
f
ec
ts
lear
n
in
g
p
e
r
f
o
r
m
an
ce
.
T
h
is
s
u
g
g
ests
th
at
s
u
ch
ac
tiv
ities
ca
n
co
n
tr
ib
u
te
to
o
v
er
all
s
tu
d
en
t e
n
g
a
g
em
en
t a
n
d
d
e
v
elo
p
m
en
t.
T
h
e
o
v
er
all
ac
ce
p
tan
ce
o
f
all
h
y
p
o
th
eses
in
th
e
tab
le
in
d
icate
s
a
s
tr
o
n
g
r
elatio
n
s
h
ip
b
et
wee
n
th
ese
v
ar
io
u
s
f
ac
to
r
s
an
d
s
tu
d
en
ts
’
lear
n
in
g
p
er
f
o
r
m
an
ce
,
s
u
g
g
esti
n
g
th
at
ef
f
o
r
ts
to
im
p
r
o
v
e
th
ese
ar
ea
s
co
u
ld
lea
d
to
b
ette
r
ac
ad
em
ic
o
u
tco
m
es.
T
ab
le
6
.
Su
m
m
a
r
y
o
f
r
e
g
r
ess
io
n
r
esu
lts
No
H
y
p
o
t
h
e
s
i
s
R
e
s
u
l
t
H1
Th
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
h
a
s
a
n
i
m
p
a
c
t
o
n
s
t
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
p
e
r
f
o
r
ma
n
c
e
.
A
c
c
e
p
t
H2
Le
a
r
n
i
n
g
p
e
r
si
s
t
e
n
c
e
a
f
f
e
c
t
s
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
p
e
r
f
o
r
m
a
n
c
e
.
A
c
c
e
p
t
H3
Le
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
a
f
f
e
c
t
s
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
p
e
r
f
o
r
m
a
n
c
e
.
A
c
c
e
p
t
H4
Le
a
r
n
i
n
g
me
t
h
o
d
s
h
a
v
e
a
n
i
mp
a
c
t
o
n
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
p
e
r
f
o
r
ma
n
c
e
.
A
c
c
e
p
t
H5
Te
a
c
h
e
r
s’
c
o
mp
e
t
e
n
c
i
e
s
h
a
v
e
a
n
i
mp
a
c
t
o
n
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
p
e
r
f
o
r
ma
n
c
e
.
A
c
c
e
p
t
H6
S
c
h
o
o
l
f
a
c
i
l
i
t
i
e
s
h
a
v
e
a
n
i
m
p
a
c
t
o
n
s
t
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
p
e
r
f
o
r
m
a
n
c
e
.
A
c
c
e
p
t
H7
S
c
h
o
o
l
e
x
t
r
a
c
u
r
r
i
c
u
l
a
r
a
c
t
i
v
i
t
i
e
s
h
a
v
e
a
n
i
m
p
a
c
t
o
n
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
p
e
r
f
o
r
man
c
e
.
A
c
c
e
p
t
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
i
n
g
s
h
ig
h
lig
h
t
th
e
m
u
ltifa
ce
ted
n
atu
r
e
o
f
f
ac
t
o
r
s
a
f
f
ec
tin
g
h
i
g
h
s
ch
o
o
l
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
E
ac
h
elem
en
t
p
lay
s
a
cr
u
cial
r
o
le
in
s
h
a
p
in
g
s
tu
d
en
ts
’
ed
u
ca
tio
n
al
ex
p
er
ie
n
ce
s
an
d
o
u
tco
m
es.
No
tab
ly
,
th
e
s
tu
d
y
r
e
v
ea
led
t
h
at
wh
ile
th
e
teac
h
er
s
’
c
o
m
p
e
ten
cy
f
ac
to
r
h
ad
th
e
s
tr
o
n
g
est
ef
f
ec
t
o
n
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es,
s
tu
d
en
ts
also
r
ated
t
h
e
f
ac
ilit
y
f
ac
to
r
as
h
av
in
g
a
s
ig
n
if
ican
t
im
p
a
ct,
r
an
k
in
g
s
ec
o
n
d
(
NL
GV=
0
.
3
4
4
a
n
d
C
SVC
=0
.
2
2
5
)
.
T
h
e
s
ig
n
if
ica
n
t
im
p
ac
t
o
f
teac
h
er
q
u
ality
em
p
h
asizes
th
e
n
ee
d
f
o
r
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
E
f
f
ec
tiv
e
teac
h
er
s
n
o
t
o
n
ly
im
p
ar
t
k
n
o
wled
g
e
b
u
t
also
in
s
p
ir
e
an
d
m
o
tiv
ate
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
F
a
cto
r
s
a
ffectin
g
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
a
ca
d
emic
p
erfo
r
ma
n
ce
:
a
ca
s
e
s
tu
d
y
in
V
ietn
a
m
(
L
e
Th
a
i H
u
n
g
)
2245
s
tu
d
en
ts
.
I
n
v
esti
n
g
in
tr
ain
in
g
p
r
o
g
r
a
m
s
th
at
en
h
a
n
ce
p
e
d
ag
o
g
ical
s
k
ills
an
d
class
r
o
o
m
m
an
ag
em
en
t
ca
n
lead
to
im
p
r
o
v
ed
s
tu
d
en
t
en
g
ag
e
m
en
t
an
d
p
er
f
o
r
m
an
ce
.
T
h
e
r
o
le
o
f
ad
e
q
u
ate
s
ch
o
o
l
f
ac
ilit
ies
ca
n
n
o
t
b
e
o
v
er
lo
o
k
ed
.
Sch
o
o
ls
s
h
o
u
ld
in
v
est
in
m
ain
tain
in
g
an
d
im
p
r
o
v
in
g
f
ac
ilit
ies
to
cr
ea
te
an
atm
o
s
p
h
er
e
c
o
n
d
u
civ
e
to
lear
n
in
g
.
Acc
ess
to
well
-
r
eso
u
r
ce
d
lib
r
a
r
ies,
lab
s
,
an
d
r
ec
r
ea
tio
n
al
s
p
ac
es
s
u
p
p
o
r
ts
a
well
-
r
o
u
n
d
ed
ed
u
ca
tio
n
al
ex
p
e
r
ien
ce
.
Ad
d
it
io
n
ally
,
s
tu
d
en
ts
p
er
ce
iv
ed
“
le
ar
n
in
g
m
o
tiv
atio
n
”
an
d
“
lear
n
in
g
p
er
s
is
ten
ce
”
as
in
f
lu
en
cin
g
th
eir
r
esu
lts
,
alb
e
it
with
a
lo
wer
ef
f
ec
t
co
ef
f
ic
ien
t
o
f
0
.
1
9
3
an
d
0
.
1
0
3
r
esp
ec
tiv
ely
.
T
h
e
s
tu
d
y
u
n
d
er
s
co
r
es th
e
im
p
o
r
tan
ce
o
f
in
tr
in
s
ic
m
o
tiv
atio
n
in
s
tu
d
en
ts
’
ac
ad
em
ic
jo
u
r
n
ey
s
.
Sch
o
o
l
s
s
h
o
u
ld
im
p
lem
en
t
s
tr
ateg
ies
th
at
cu
ltiv
ate
a
lo
v
e
f
o
r
lear
n
i
n
g
,
s
u
ch
as
g
o
al
-
s
ettin
g
wo
r
k
s
h
o
p
s
an
d
r
ec
o
g
n
i
tio
n
p
r
o
g
r
am
s
th
at
ce
leb
r
ate
s
tu
d
en
t
ac
h
iev
em
e
n
ts
.
E
n
co
u
r
ag
in
g
p
er
s
is
ten
ce
th
r
o
u
g
h
a
g
r
o
wth
m
in
d
s
et
ca
n
h
elp
s
tu
d
en
ts
n
av
ig
ate
c
h
allen
g
es
m
o
r
e
ef
f
ec
tiv
ely
.
Fu
r
th
e
r
m
o
r
e
,
alth
o
u
g
h
th
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
an
d
e
x
tr
ac
u
r
r
icu
lar
ac
tiv
ities
h
ad
m
in
im
al
im
p
a
ct
co
ef
f
icien
ts
(
MT
HT
=0
.
1
2
6
an
d
HDNK
=0
.
1
2
4
)
,
th
ey
s
till
co
n
tr
ib
u
ted
to
s
tu
d
en
ts
’
lear
n
in
g
o
u
tc
o
m
es.
A
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
is
ess
en
tial
f
o
r
f
o
s
ter
in
g
ac
ad
em
ic
s
u
cc
ess
.
Sch
o
o
ls
s
h
o
u
ld
p
r
io
r
itize
cr
ea
tin
g
s
p
ac
es
th
at
en
co
u
r
ag
e
c
o
llab
o
r
atio
n
an
d
in
clu
s
iv
ity
,
as
well
as
p
r
o
v
id
in
g
r
eso
u
r
ce
s
th
at
m
ee
t
d
iv
er
s
e
s
tu
d
en
t
n
ee
d
s
.
Par
ticip
atio
n
in
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
h
as
b
ee
n
s
h
o
wn
to
p
o
s
itiv
ely
in
f
l
u
en
ce
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
Sch
o
o
ls
s
h
o
u
ld
p
r
o
m
o
te
a
wid
e
r
a
n
g
e
o
f
ac
tiv
ities
th
at
ca
ter
to
v
ar
io
u
s
in
ter
ests
,
allo
win
g
s
tu
d
en
ts
to
d
ev
elo
p
s
k
ills
b
ey
o
n
d
th
e
class
r
o
o
m
an
d
f
o
s
ter
in
g
s
o
cial
co
n
n
ec
tio
n
s
.
I
n
ter
esti
n
g
ly
,
t
h
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
e
n
ts
’
lear
n
in
g
m
et
h
o
d
s
h
a
d
th
e
least
s
ig
n
if
ican
t
ef
f
ec
t
o
n
ac
ad
em
ic
ac
h
iev
em
en
t,
with
a
n
ad
ju
s
ted
b
eta
co
ef
f
icie
n
t
o
f
o
n
ly
0
.
1
0
0
.
T
h
e
d
iv
e
r
s
ity
o
f
lear
n
in
g
s
tr
ateg
ies
is
cr
itical
f
o
r
ac
co
m
m
o
d
atin
g
d
if
f
er
en
t
lea
r
n
in
g
s
ty
les.
E
d
u
c
ato
r
s
s
h
o
u
ld
b
e
en
c
o
u
r
a
g
ed
to
ex
p
er
im
en
t
with
v
ar
io
u
s
teac
h
in
g
tech
n
iq
u
es,
s
u
ch
as
p
r
o
ject
-
b
ased
lear
n
in
g
an
d
tech
n
o
lo
g
y
in
te
g
r
atio
n
,
to
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
co
m
p
r
eh
en
s
i
o
n
.
T
h
ese
r
esu
lts
alig
n
with
th
e
f
in
d
in
g
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies
[
6
]
,
[
2
3
]
,
wh
o
r
ec
o
g
n
ized
t
h
at
v
ar
io
u
s
f
ac
to
r
s
,
in
clu
d
in
g
t
h
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
teac
h
er
c
o
m
p
eten
cy
,
lear
n
i
n
g
m
o
tiv
atio
n
,
lear
n
i
n
g
s
tr
ateg
ie
s
,
an
d
s
ch
o
o
l
f
ac
ilit
ies,
in
f
lu
en
ce
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ar
e
also
s
im
ilar
to
th
o
s
e
id
en
tifie
d
b
y
s
ev
er
al
r
esear
ch
er
s
[
2
1
]
,
[
3
2
]
,
wh
ich
h
ig
h
lig
h
ted
th
at
th
e
f
ac
to
r
s
o
f
s
tu
d
e
n
ts
,
teac
h
er
s
,
an
d
f
ac
ilit
ies
h
av
e
th
e
m
o
s
t
s
ig
n
if
ican
t
im
p
ac
t
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
p
ar
ticu
lar
ly
e
m
p
h
asizin
g
th
e
r
o
le
o
f
teac
h
e
r
co
m
p
eten
cy
,
f
o
llo
wed
b
y
f
ac
ilit
ies.
Ad
d
itio
n
ally
,
r
esear
ch
b
y
R
u
s
ticu
s
et
a
l
.
[
2
0
]
n
o
ted
th
at
teac
h
er
c
o
m
p
eten
c
y
p
o
s
itiv
ely
af
f
ec
ts
s
tu
d
e
n
ts
’
lear
n
in
g
o
u
tco
m
es.
Ho
wev
er
,
th
is
s
tu
d
y
’
s
f
in
d
in
g
s
d
if
f
e
r
f
r
o
m
th
eir
s
tu
d
y
,
w
h
er
e
lear
n
i
n
g
m
o
tiv
atio
n
was
id
en
tifie
d
a
s
h
av
in
g
th
e
m
o
s
t
s
u
b
s
tan
tial
p
o
s
itiv
e
im
p
ac
t,
f
o
llo
wed
b
y
lear
n
in
g
in
ter
est,
l
ea
r
n
in
g
p
atter
n
s
,
a
n
d
f
am
ily
en
v
ir
o
n
m
en
t.
Stu
d
y
by
Ng
u
y
en
et
a
l.
[
1
8
]
s
u
g
g
e
s
ted
th
at
co
n
s
is
ten
cy
in
lear
n
in
g
an
d
m
o
tiv
atio
n
also
s
ig
n
if
ican
tly
en
h
a
n
ce
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
I
n
c
o
n
tr
ast,
th
e
f
i
n
d
in
g
s
h
er
e
d
iv
e
r
g
e
f
r
o
m
E
v
an
s
[
1
5
]
,
wh
o
s
e
r
esear
ch
o
u
tlin
ed
f
iv
e
g
r
o
u
p
s
o
f
f
ac
t
o
r
s
af
f
ec
tin
g
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es,
p
lacin
g
s
tu
d
e
n
ts
’
p
s
y
ch
o
lo
g
ical
ch
ar
ac
ter
is
tics
—
s
u
ch
as
p
r
ep
ar
atio
n
,
lea
r
n
in
g
s
tr
ateg
ies,
an
d
g
o
al
co
m
m
itm
en
t
—
as
cr
u
cial
elem
en
ts
p
o
s
itiv
ely
co
r
r
elate
d
with
ac
a
d
em
ic
s
u
cc
ess
.
Fu
r
th
er
m
o
r
e,
p
r
ev
io
u
s
s
tu
d
ies
[
2
4
]
–
[
2
6
]
,
[
2
9
]
,
[
3
0
]
id
e
n
tifie
d
th
at
s
tu
d
en
ts
’
attitu
d
es
to
war
d
s
f
am
ily
s
u
p
p
o
r
t,
ac
ad
em
ic
ac
h
iev
em
en
t,
an
d
s
elf
-
m
o
tiv
a
tio
n
ar
e
k
ey
f
ac
to
r
s
in
f
lu
en
cin
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
is
r
elativ
ely
s
im
ilar
to
p
r
ev
i
o
u
s
s
tu
d
ies
[
3
4
]
,
[
3
5
]
,
wh
ich
co
n
f
ir
m
e
d
th
at
s
tu
d
en
ts
’
lear
n
in
g
m
eth
o
d
s
an
d
tea
ch
er
s
’
ac
tiv
e
teac
h
in
g
wer
e
r
ec
o
g
n
ized
as
th
e
im
p
ac
tf
u
l e
lem
en
ts
o
n
s
tu
d
en
t
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
As
d
is
cu
s
s
ed
b
y
v
ar
io
u
s
s
tu
d
ies
[
2
5
]
,
[
2
7
]
,
[
2
8
]
,
[
3
1
]
,
w
h
ich
id
en
tifie
d
th
r
ee
ca
teg
o
r
ies
in
clu
d
in
g
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t,
s
ch
o
o
l
r
ep
u
tatio
n
,
an
d
p
er
s
o
n
al
c
ir
cu
m
s
tan
ce
s
—
h
ad
ex
er
ted
a
s
tr
o
n
g
in
f
lu
e
n
ce
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
B
y
ad
d
r
ess
in
g
th
e
in
ter
co
n
n
ec
ted
f
ac
to
r
s
id
en
tifie
d
in
th
is
s
tu
d
y
,
s
ch
o
o
ls
ca
n
cr
ea
te
an
en
v
i
r
o
n
m
e
n
t
th
at
n
o
t
o
n
ly
e
n
h
an
ce
s
ac
a
d
em
ic
o
u
tco
m
es
b
u
t
also
s
u
p
p
o
r
ts
th
e
o
v
er
all
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
en
ts
.
Fu
tu
r
e
r
esear
ch
c
o
u
ld
f
u
r
th
er
e
x
p
l
o
r
e
th
ese
r
elatio
n
s
h
ip
s
an
d
ex
am
in
e
th
e
l
o
n
g
-
te
r
m
ef
f
ec
ts
o
f
im
p
lem
e
n
tin
g
th
ese
s
tr
ateg
ies.
Sp
ec
if
ically
,
s
ch
o
o
ls
s
h
o
u
ld
:
i)
i
n
v
est
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
a
m
s
th
at
f
o
cu
s
o
n
i
m
p
r
o
v
i
n
g
teac
h
in
g
m
eth
o
d
o
lo
g
ies,
class
r
o
o
m
m
an
ag
em
en
t,
an
d
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
s
k
ills
to
en
h
an
ce
teac
h
er
co
m
p
eten
cies
;
ii)
c
r
ea
te
a
s
u
p
p
o
r
tiv
e
an
d
in
clu
s
iv
e
s
ch
o
o
l
cu
ltu
r
e
th
at
en
co
u
r
ag
es
co
llab
o
r
atio
n
,
r
esp
ec
t,
an
d
o
p
en
co
m
m
u
n
i
ca
tio
n
am
o
n
g
s
tu
d
en
ts
an
d
s
t
af
f
;
iii
)
im
p
lem
en
t
p
r
o
g
r
a
m
s
th
at
p
r
o
m
o
te
in
tr
in
s
ic
m
o
tiv
atio
n
,
s
u
ch
as
s
ettin
g
clea
r
g
o
als,
p
r
o
v
id
i
n
g
m
ea
n
in
g
f
u
l
f
ee
d
b
ac
k
,
an
d
r
ec
o
g
n
izin
g
s
tu
d
en
t
ac
h
iev
em
en
ts
;
iv
)
in
co
r
p
o
r
ate
d
iv
e
r
s
e
teac
h
in
g
s
tr
ateg
ies,
s
u
ch
as
p
r
o
ject
-
b
ased
lear
n
in
g
,
co
llab
o
r
ativ
e
g
r
o
u
p
wo
r
k
,
an
d
tech
n
o
lo
g
y
in
teg
r
atio
n
,
to
en
g
ag
e
s
tu
d
en
ts
an
d
ca
ter
to
d
if
f
er
e
n
t
lear
n
in
g
s
ty
les;
v
)
in
v
est
in
u
p
g
r
ad
in
g
s
ch
o
o
l
f
ac
ilit
ies,
in
clu
d
in
g
class
r
o
o
m
s
,
lib
r
ar
ies,
an
d
r
e
cr
ea
tio
n
al
ar
ea
s
,
to
cr
ea
te
an
en
v
ir
o
n
m
e
n
t
th
at
s
u
p
p
o
r
ts
ef
f
ec
tiv
e
lear
n
in
g
;
vi
)
en
co
u
r
a
g
e
s
tu
d
en
t
p
ar
ticip
atio
n
in
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
th
at
p
r
o
m
o
te
s
o
cial
s
k
ills
,
team
wo
r
k
,
an
d
p
er
s
o
n
a
l
in
ter
ests
,
wh
ich
ca
n
en
h
an
c
e
o
v
er
all
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
;
v
ii
)
r
eg
u
lar
l
y
ev
alu
ate
s
tu
d
en
t
p
r
o
g
r
ess
th
r
o
u
g
h
f
o
r
m
ativ
e
ass
ess
m
en
ts
an
d
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
to
id
en
tify
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t
an
d
ad
ju
s
t
teac
h
in
g
s
tr
ateg
ies
ac
co
r
d
in
g
l
y
;
an
d
v
iii
)
in
s
till
a
g
r
o
wth
m
in
d
s
et
in
s
tu
d
en
ts
b
y
en
co
u
r
ag
in
g
th
em
t
o
v
iew
c
h
allen
g
es
as
o
p
p
o
r
tu
n
ities
f
o
r
g
r
o
wth
,
f
o
s
ter
in
g
a
lo
v
e
f
o
r
lear
n
in
g
th
at
ex
ten
d
s
b
ey
o
n
d
th
e
class
r
o
o
m
.
B
y
im
p
lem
en
tin
g
th
ese
r
ec
o
m
m
en
d
atio
n
s
,
s
ch
o
o
ls
ca
n
cr
ea
te
a
m
o
r
e
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
e
n
t
th
at
p
r
o
m
o
tes
ac
ad
em
ic
s
u
cc
ess
an
d
s
u
p
p
o
r
ts
th
e
h
o
lis
tic
d
ev
elo
p
m
e
n
t o
f
h
ig
h
s
ch
o
o
l stu
d
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.