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am
i
cs
o
f
g
e
n
d
er
in
ac
a
d
em
ia
[
1
5
]
m
ay
also
b
e
f
ac
to
r
s
.
Ad
d
itio
n
ally
,
r
esear
ch
o
n
th
e
im
p
ac
t
o
f
a
g
e
o
n
r
esear
ch
ca
p
ab
ilit
y
h
as
p
r
o
d
u
ce
d
in
co
n
s
is
t
en
t
o
u
tco
m
es.
C
ain
g
co
y
[
1
6
]
o
b
s
er
v
es
a
n
e
g
ativ
e
co
r
r
elatio
n
b
etwe
en
ag
e
an
d
r
esear
ch
ab
ilit
y
.
I
t
im
p
lies
th
at
as
teac
h
er
s
ag
e
an
d
g
ai
n
m
o
r
e
ex
p
er
ien
ce
,
th
eir
r
esear
ch
ca
p
ab
ilit
ies
d
ec
lin
e
.
Nev
er
th
eless
,
B
ad
k
e
[
1
7
]
em
p
h
asizes
th
e
d
e
f
icien
cie
s
in
th
e
r
esear
ch
ca
p
ab
ilit
ies o
f
b
o
th
s
tu
d
e
n
ts
an
d
f
ac
u
lty
,
im
p
ly
in
g
th
at
a
g
e
m
ay
n
o
t a
lway
s
b
e
a
d
eter
m
i
n
in
g
f
ac
to
r
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
r
ese
ar
ch
ca
p
ab
ilit
y
an
d
y
ea
r
s
o
f
s
er
v
ice
is
in
tr
icate
an
d
is
in
f
lu
en
ce
d
b
y
a
v
ar
iety
o
f
f
ac
to
r
s
.
Fo
r
in
s
tan
ce
,
J
o
n
es
et
a
l.
[
1
8
]
s
u
g
g
est
th
at
ex
p
er
ien
ce
m
ay
lead
to
a
b
r
o
ad
er
n
etwo
r
k
,
en
h
an
ce
d
r
esear
ch
s
k
ills
,
an
d
a
b
etter
u
n
d
e
r
s
tan
d
in
g
o
f
f
u
n
d
in
g
o
p
p
o
r
tu
n
ities
.
Ho
wev
er
,
r
esear
ch
b
y
Otid
-
Vallescas
an
d
Ox
illo
-
Oted
[
1
9
]
f
o
u
n
d
n
o
s
ig
n
if
ican
t
a
s
s
o
ciatio
n
b
etwe
en
y
ea
r
s
o
f
s
er
v
ice
an
d
r
esear
ch
en
g
ag
em
e
n
t.
T
h
is
d
is
cr
ep
a
n
cy
in
d
icate
s
th
at
wh
ile
ex
p
er
ien
c
e
ca
n
co
n
tr
ib
u
te
t
o
im
p
r
o
v
ed
r
esear
ch
ca
p
ab
ilit
y
,
th
e
p
r
o
g
r
ess
io
n
m
ay
n
o
t
alwa
y
s
f
o
llo
w
a
lin
ea
r
p
atter
n
.
Mo
r
eo
v
er
,
h
ig
h
er
ed
u
ca
tio
n
al
attain
m
en
t,
s
u
ch
as
o
b
tain
in
g
a
d
o
cto
r
al
d
e
g
r
ee
,
s
ig
n
if
ican
tly
im
p
r
o
v
es
th
e
ca
p
ac
ity
to
co
n
d
u
ct
r
esear
ch
[
2
0
]
,
[
2
1
]
.
A
p
r
o
f
o
u
n
d
co
m
p
r
eh
e
n
s
io
n
o
f
r
esear
ch
m
eth
o
d
o
l
o
g
ies,
ess
en
tial
r
esear
ch
s
k
ills
,
an
d
cr
itical
th
in
k
in
g
ab
ilit
ies
ar
e
all
p
r
o
v
id
e
d
b
y
d
o
ct
o
r
al
tr
ain
in
g
[
2
2
]
.
L
ik
ewise,
r
esear
ch
ca
p
a
b
ilit
y
is
in
f
lu
en
ce
d
b
y
th
e
f
ield
o
f
s
p
ec
ializatio
n
;
non
-
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
o
r
m
ath
em
atics
(
STE
M
)
ed
u
ca
to
r
s
o
f
ten
r
eq
u
ir
e
s
u
p
p
o
r
t
in
ar
ea
s
s
u
c
h
as
cr
itical
ev
alu
atio
n
,
r
esear
ch
m
eth
o
d
s
,
an
d
ac
ad
em
ic
wr
itin
g
[
2
3
]
.
O
n
th
e
co
n
tr
a
r
y
,
p
r
o
d
u
ctiv
ity
an
d
in
ter
d
is
cip
lin
ar
y
c
o
llab
o
r
atio
n
ar
e
n
o
t
n
ec
ess
ar
ily
in
f
lu
en
ce
d
b
y
th
e
s
co
p
e
o
f
r
esear
ch
f
ield
s
[
2
4
]
.
I
n
ad
d
itio
n
,
m
eth
o
d
o
l
o
g
ical
r
esear
ch
s
k
ills
ca
n
b
e
s
u
b
s
tan
tially
en
h
an
ce
d
b
y
teac
h
in
g
ex
p
er
ie
n
ce
,
p
ar
ticu
lar
ly
in
STE
M
[
2
5
]
.
Als
o
,
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
an
d
in
ter
est
in
s
cien
ce
ca
n
b
e
im
p
r
o
v
ed
th
r
o
u
g
h
p
ar
ticip
atio
n
in
u
n
d
er
g
r
ad
u
ate
STE
M
r
esear
c
h
[
2
6
]
.
N
o
tab
ly
,
in
ter
d
is
cip
lin
a
r
y
r
esear
c
h
er
s
m
ay
in
itially
h
a
v
e
a
l
o
wer
im
p
ac
t,
b
u
t th
ey
will e
v
e
n
tu
ally
s
u
r
p
as
s
s
u
b
ject
s
p
ec
ialis
t
s
in
ter
m
s
o
f
f
u
n
d
in
g
p
er
f
o
r
m
an
ce
[
2
7
]
.
Fu
r
th
e
r
r
esea
r
c
h
s
h
o
ws
t
h
at
h
ig
h
e
r
f
ac
u
l
ty
r
a
n
k
s
,
s
u
c
h
as
a
s
s
o
ci
at
e
o
r
f
u
l
l
p
r
o
f
ess
o
r
,
a
r
e
t
y
p
ic
all
y
ass
o
cia
te
d
wit
h
r
ese
a
r
c
h
ca
p
a
b
il
it
y
.
T
h
ese
r
a
n
k
s
f
r
e
q
u
e
n
tl
y
r
e
f
le
ct
a
n
e
d
u
c
at
o
r
’
s
r
esea
r
c
h
e
x
p
e
r
i
en
ce
,
p
u
b
lic
ati
o
n
r
ec
o
r
d
,
a
n
d
c
o
n
t
r
i
b
u
ti
o
n
s
to
th
e
f
ie
ld
.
E
m
p
h
ati
c
all
y
,
s
en
io
r
f
a
cu
lt
y
t
y
p
ica
ll
y
h
av
e
g
r
e
at
er
ac
c
ess
t
o
r
es
ea
r
c
h
r
es
o
u
r
ce
s
,
m
e
n
to
r
s
h
i
p
o
p
p
o
r
t
u
n
it
ies
,
an
d
le
a
d
e
r
s
h
ip
r
o
les
i
n
r
es
ea
r
c
h
p
r
o
je
cts
.
O
n
s
im
il
ar
n
o
te
,
h
i
g
h
e
r
ac
a
d
e
m
i
c
r
a
n
k
,
s
u
c
h
as
b
ei
n
g
a
p
r
o
f
ess
o
r
,
ca
n
p
r
o
v
id
e
m
o
r
e
o
p
p
o
r
tu
n
i
ties
a
n
d
r
es
o
u
r
ce
s
f
o
r
r
es
ea
r
c
h
[
6
]
.
C
o
m
p
a
r
a
b
l
y
,
e
d
u
c
at
o
r
s
w
h
o
h
av
e
a
s
ig
n
i
f
i
ca
n
t a
m
o
u
n
t o
f
te
a
ch
i
n
g
r
es
ea
r
c
h
e
x
p
e
r
i
en
ce
a
r
e
ty
p
ic
all
y
ass
o
ci
ate
d
wit
h
a
h
ig
h
e
r
l
ev
el
o
f
r
ese
a
r
ch
c
a
p
a
b
il
it
y
.
F
u
r
th
er
m
o
r
e,
e
d
u
ca
to
r
s
c
an
en
h
an
ce
t
h
e
ir
r
esea
r
c
h
a
b
i
liti
es
b
y
tea
ch
in
g
r
ese
a
r
c
h
c
o
u
r
s
es
a
n
d
r
e
m
ai
n
i
n
g
i
n
f
o
r
m
e
d
a
b
o
u
t
r
e
s
ea
r
c
h
t
r
e
n
d
s
a
n
d
m
et
h
o
d
o
lo
g
ies
[
2
8
]
.
P
r
o
v
i
d
i
n
g
s
tu
d
e
n
ts
wi
th
h
a
n
d
s
-
o
n
ex
p
er
i
en
ce
t
h
r
o
u
g
h
r
ese
ar
c
h
p
r
o
je
ct
m
e
n
t
o
r
in
g
c
an
b
e
als
o
b
e
n
e
f
i
ci
al.
Al
o
n
g
t
h
is
v
i
ew,
Ad
e
o
s
u
n
[
2
9
]
e
m
p
h
asi
ze
s
th
e
im
p
o
r
t
an
ce
o
f
r
es
ea
r
c
h
c
o
u
r
s
e
s
an
d
h
an
d
s
-
o
n
e
x
p
e
r
ie
n
ce
in
d
e
v
e
lo
p
i
n
g
r
es
ea
r
c
h
s
k
il
ls
.
Fu
r
t
h
e
r
m
o
r
e
,
p
ar
tic
ip
ati
n
g
i
n
r
e
le
v
a
n
t
r
ese
ar
ch
s
e
m
i
n
a
r
s
a
n
d
tr
ai
n
i
n
g
s
ess
io
n
s
ca
n
s
i
g
n
if
ic
an
tl
y
e
n
h
a
n
c
e
o
n
e
’
s
r
esea
r
ch
ca
p
a
b
i
lit
y
.
I
n
f
ac
t
,
o
n
e
s
tu
d
y
f
o
u
n
d
th
at
t
ea
c
h
e
r
s
w
h
o
att
e
n
d
ed
r
es
ea
r
c
h
s
e
m
i
n
a
r
s
a
n
d
tr
ai
n
i
n
g
p
r
o
g
r
a
m
s
we
r
e
m
o
r
e
l
ik
el
y
t
o
e
n
g
a
g
e
i
n
r
ese
ar
c
h
ac
t
iv
iti
e
s
a
n
d
p
u
b
lis
h
t
h
e
ir
f
i
n
d
in
g
s
[
3
0
]
.
A
n
o
th
er
s
t
u
d
y
f
o
u
n
d
a
p
o
s
iti
v
e
c
o
r
r
ela
ti
o
n
b
e
twee
n
t
ea
ch
e
r
s
’
r
es
ea
r
c
h
c
a
p
a
b
il
ities
a
n
d
t
h
e
n
u
m
b
e
r
o
f
s
em
in
a
r
s
t
h
ey
att
e
n
d
ed
,
s
u
g
g
esti
n
g
th
at
f
r
e
q
u
e
n
t
e
x
p
o
s
u
r
e
to
r
es
ea
r
c
h
-
o
r
i
en
te
d
ev
e
n
ts
ca
n
e
n
h
a
n
c
e
th
ei
r
s
k
il
ls
[
2
1
]
.
R
esear
ch
liter
atu
r
e
lik
ewi
s
e
p
r
o
v
id
es
th
at
a
co
m
p
lex
in
ter
p
lay
o
f
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
f
ac
to
r
s
in
f
lu
en
ce
s
th
e
r
esear
ch
ca
p
a
b
ilit
y
o
f
teac
h
er
ed
u
ca
to
r
s
.
Acc
o
r
d
in
g
ly
,
th
e
r
esear
ch
ca
p
ab
ilit
y
o
f
teac
h
er
ed
u
ca
to
r
s
ca
n
b
e
im
p
r
o
v
ed
b
y
in
s
titu
tio
n
s
th
at
d
ev
el
o
p
tar
g
eted
s
tr
ateg
ies
th
at
ar
e
i
n
f
o
r
m
ed
b
y
th
ese
f
ac
to
r
s
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
f
o
s
ter
a
m
o
r
e
r
o
b
u
s
t
r
esear
ch
cu
ltu
r
e
am
o
n
g
th
eir
f
ac
u
lty
b
y
p
r
o
v
id
in
g
tailo
r
ed
s
u
p
p
o
r
t
to
th
ese
d
iv
er
s
e
f
ac
to
r
s
.
Sp
ec
if
ically
,
th
e
r
esear
ch
ca
p
ab
ilit
y
o
f
teac
h
er
ed
u
ca
to
r
s
in
th
e
Ph
ilip
p
in
es
is
a
m
icr
o
c
o
s
m
o
f
th
e
g
lo
b
al
s
ce
n
ar
io
,
h
ig
h
lig
h
tin
g
b
o
th
p
r
o
g
r
ess
an
d
p
er
s
is
ten
t
ch
allen
g
es.
Fil
ip
in
o
teac
h
e
r
ed
u
ca
to
r
s
f
r
e
q
u
en
tly
en
co
u
n
t
er
ch
allen
g
es
s
u
ch
as
in
a
d
eq
u
ate
r
esear
ch
in
f
r
astru
ctu
r
e,
i
n
ad
eq
u
ate
f
u
n
d
in
g
,
an
d
in
s
u
f
f
icien
t
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
s
th
at
ar
e
s
p
ec
if
ically
d
esig
n
e
d
to
im
p
r
o
v
e
r
esear
ch
s
k
ills
[
1
6
]
,
[
3
1
]
−
[
3
4
]
.
No
twith
s
tan
d
in
g
th
ese
ch
allen
g
es,
th
er
e
ar
e
o
n
g
o
in
g
ef
f
o
r
ts
to
en
h
an
ce
r
esear
ch
ca
p
ab
ilit
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th
r
o
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g
h
co
llab
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ativ
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r
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itiativ
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d
tar
g
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tr
ain
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r
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g
r
a
m
s
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h
is
em
p
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asizes
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ed
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to
t
h
e
d
ev
elo
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m
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t o
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h
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d
d
y
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am
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c
h
cu
ltu
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e
with
in
th
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u
ca
tio
n
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to
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I
n
th
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li
g
h
t
o
f
all
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o
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ited
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r
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r
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iews
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n
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er
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r
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e
x
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iv
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ilit
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a
s
ig
n
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ica
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t
g
ap
in
th
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atu
r
e
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estab
lis
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r
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lativ
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to
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s
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o
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jectiv
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cr
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-
r
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ce
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ass
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m
en
ts
to
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[
1
6
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,
[
2
1
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[
3
2
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−
[
4
0
]
.
W
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lly
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ca
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.
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ec
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ilit
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o
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th
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ap
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h
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y
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s
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r
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ch
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ab
ilit
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test
(
R
C
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,
a
cr
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f
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ass
ess
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en
t
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p
ab
ilit
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o
f
teac
h
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ed
u
ca
to
r
s
at
a
s
tate
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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14
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1708
u
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ity
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No
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th
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Ph
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ities
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en
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ically
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2.
M
E
T
H
O
D
2
.
1
.
Resea
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t
y
pe
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rt
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T
h
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d
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cted
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s
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q
u
an
titativ
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aly
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is
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ile
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h
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em
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N
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d
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m
t
h
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(
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ilip
p
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ar
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ts
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ly
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lty
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r
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tly
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ld
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lan
till
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item
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at
th
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n
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ty
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to
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s
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m
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ize
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m
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atif
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s
h
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wn
in
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ab
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1
.
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e
p
er
s
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p
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ed
u
ca
t
o
r
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wer
e
in
itially
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with
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lts
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r
esen
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in
T
ab
le
2
.
T
h
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r
o
f
iles
ar
e
c
r
u
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a
r
iab
les
th
at
m
ay
in
f
lu
en
ce
r
esear
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ca
p
ab
ilit
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.
E
x
am
in
i
n
g
th
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r
o
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iles
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elp
s
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r
o
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id
e
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o
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tex
t f
o
r
th
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y
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s
f
in
d
in
g
s
.
T
ab
le
1
.
Par
ticip
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ts
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d
is
tr
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t
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p
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ca
m
p
u
s
C
a
m
p
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s
P
o
p
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l
a
t
i
o
n
S
a
mp
l
e
A
55
41
B
13
10
C
10
7
D
15
11
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16
12
F
11
8
G
10
7
H
5
4
To
t
a
l
1
3
5
1
0
0
T
ab
le
2
.
T
ea
c
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er
ed
u
ca
to
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s
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p
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ile
Ty
p
e
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P
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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d
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I
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N:
2252
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2
R
esea
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ch
ca
p
a
b
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f F
ilip
in
o
tea
ch
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d
u
c
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to
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s
:
in
s
ig
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fr
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m
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A
ma
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1709
2
.
2
.
Resea
rc
h
ins
t
rum
ent
T
h
e
s
tu
d
y
u
tili
ze
d
two
r
esear
ch
in
s
tr
u
m
e
n
ts
.
First
is
th
e
p
r
o
f
ile
q
u
esti
o
n
n
air
e
(
PQ)
,
wh
i
ch
in
clu
d
es
teac
h
er
ed
u
ca
to
r
s
’
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
p
r
o
f
iles
.
Seco
n
d
is
th
e
R
C
T
,
wh
ich
was
d
ev
e
lo
p
ed
b
y
a
team
o
f
ex
p
er
ts
with
th
e
o
b
jectiv
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o
f
a
s
s
es
s
in
g
th
e
lev
el
o
f
e
x
p
er
tis
e
th
at
teac
h
er
ed
u
ca
to
r
s
p
o
s
s
ess
in
r
esear
ch
.
T
h
e
R
C
T
was
s
u
b
jecte
d
to
a
s
er
ies
o
f
cr
itiq
u
in
g
,
co
n
ten
t
v
alid
atio
n
f
r
o
m
ex
p
e
r
ts
,
an
d
p
i
lo
t
test
in
g
.
T
h
e
v
alid
ity
an
d
r
eliab
ilit
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o
f
th
e
test
h
av
e
b
ee
n
estab
lis
h
ed
th
r
o
u
g
h
t
h
e
r
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lts
o
f
th
e
r
elia
b
ilit
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test
an
d
item
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aly
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is
.
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e
test
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8
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icu
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ex
(
5
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.
7
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)
,
a
r
ea
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l
y
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o
o
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im
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atio
n
in
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ex
(
0
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2
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,
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d
lar
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e
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s
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7
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9
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%
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ac
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I
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ter
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f
α
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0
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h
e
f
o
llo
win
g
to
p
ics
ar
e
in
c
lu
d
ed
in
th
e
R
C
T
:
i
)
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esear
ch
title
;
ii
)
in
tr
o
d
u
ct
io
n
;
iii
)
r
esear
ch
p
r
o
b
lem
s
;
iv
)
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
;
v
)
liter
atu
r
e
r
ev
iew
;
vi
)
r
esear
ch
d
esig
n
s
;
v
ii
)
r
e
s
ea
r
ch
m
eth
o
d
s
;
v
iii
)
d
ata
c
o
llectio
n
;
ix
)
r
esear
ch
in
s
tr
u
m
en
t
;
x
)
s
am
p
lin
g
tech
n
iq
u
es
;
x
i)
d
ata
an
aly
s
i
s
;
x
i)
r
esear
ch
eth
ics
;
x
iii)
r
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ch
a
b
s
tr
ac
t
;
x
iv
)
r
es
u
lts
an
d
d
is
cu
s
s
io
n
;
x
v
)
co
n
clu
s
io
n
an
d
r
ec
o
m
m
e
n
d
atio
n
;
an
d
x
v
i)
r
ef
er
e
n
cin
g
.
T
h
e
d
ev
elo
p
m
e
n
t
an
d
v
alid
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io
n
p
r
o
ce
d
u
r
es
th
at
th
e
R
C
T
u
n
d
er
wen
t a
r
e
s
h
o
wn
in
Fig
u
r
e
1
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Fig
u
r
e
1
.
R
C
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’
s
d
ev
elo
p
m
en
t
an
d
v
alid
atio
n
p
h
ases
2
.
3
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
I
n
itially
,
a
letter
was
f
o
r
war
d
ed
to
th
e
u
n
iv
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ity
p
r
esid
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to
s
ee
k
ap
p
r
o
v
al
f
o
r
th
e
co
n
d
u
ct
o
f
th
e
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ch
.
Su
b
s
eq
u
en
tly
,
co
p
ie
s
o
f
t
h
e
a
p
p
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v
ed
letter
wer
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t
to
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m
p
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ex
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ity
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er
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r
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ato
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ch
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ad
m
in
is
tr
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h
e
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r
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y
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e
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y
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s
p
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ce
ed
in
g
s
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Par
ticip
an
ts
wer
e
in
s
tr
u
cted
to
ca
r
ef
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lly
r
ea
d
,
s
ig
n
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an
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co
m
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lete
th
e
f
o
r
m
s
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d
r
esear
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in
s
tr
u
m
en
ts
in
th
e
p
r
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ib
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s
eq
u
en
ce
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f
r
ee
an
d
p
r
io
r
in
f
o
r
m
ed
co
n
s
en
t
f
o
r
m
;
ii)
atten
d
an
ce
s
h
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t
;
iii)
PQ
;
iv
)
RCT
an
d
an
s
wer
s
h
ee
t
;
an
d
v
)
r
etu
r
n
ed
test
m
ater
ials
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o
r
m
.
E
x
am
in
ee
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wer
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ex
p
licitly
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u
tio
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ain
s
t
ca
p
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d
in
g
s
o
f
t
h
e
r
esear
ch
in
s
tr
u
m
e
n
ts
.
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I
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T
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e
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in
is
tr
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o
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t
h
e
R
C
T
was
s
u
b
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to
th
e
ap
p
r
o
v
al
o
f
th
e
Un
i
v
er
s
ity
Pre
s
id
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t.
P
ar
ticip
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ts
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p
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with
wr
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o
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eg
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eth
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e
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ts
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o
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m
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ticip
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tar
y
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d
th
at
an
y
in
f
o
r
m
at
io
n
th
ey
p
r
o
v
id
ed
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ld
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e
tr
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te
d
with
u
tm
o
s
t
co
n
f
id
en
tiality
a
n
d
an
o
n
y
m
ity
.
2
.
5
.
Da
t
a
a
na
ly
s
is
B
ef
o
r
e
th
e
f
o
r
m
al
an
aly
s
is
,
th
e
d
ata
was
a
s
s
es
s
ed
f
o
r
n
o
r
m
a
lity
as
p
ar
t
o
f
th
e
d
ata
an
aly
s
i
s
p
r
o
to
co
l.
T
ab
le
3
s
h
o
ws
th
at
th
e
d
a
ta
is
n
o
r
m
al,
as
th
e
s
ig
n
if
ican
ce
v
alu
es
f
o
r
b
o
th
th
e
Sh
ap
ir
o
-
W
ilk
an
d
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lm
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g
o
r
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v
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Sm
ir
n
o
v
test
s
ar
e
g
r
ea
ter
t
h
an
0
.
0
5
.
T
h
is
co
n
f
ir
m
s
th
e
d
ata
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s
s
u
itab
ilit
y
f
o
r
f
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al
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m
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ta
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(
MPS)
was
u
s
ed
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i
n
ter
p
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th
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teac
h
er
ed
u
ca
to
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s
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s
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r
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in
th
e
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h
e
f
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g
g
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id
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e
was
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tili
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:
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%
to
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4
%
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w
ca
p
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b
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)
-
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aster
y
o
f
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ch
co
n
ce
p
ts
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3
5
%
to
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5
%
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av
e
r
ag
e
ca
p
ab
ilit
y
)
-
m
o
v
in
g
to
war
d
s
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aster
y
o
f
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ce
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ts
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d
8
6
%
to
1
0
0
%
(
h
ig
h
ca
p
ab
ilit
y
)
-
m
aster
ed
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c
h
co
n
ce
p
ts
.
Par
am
etr
ic
test
s
s
u
c
h
as
th
e
in
d
ep
en
d
en
t
s
am
p
le
t
-
test
an
d
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
wer
e
em
p
lo
y
ed
to
c
o
m
p
ar
e
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teac
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h
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lity
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p
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d
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g
to
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e
r
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
p
r
o
f
iles
.
T
ab
le
3
.
T
ests
o
f
n
o
r
m
ality
o
f
th
e
RCT
s
co
r
e
K
o
l
m
o
g
o
r
o
v
-
S
m
i
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o
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a
p
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t
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.
0
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7
3
1
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0
0
.
2
0
0
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0
.
9
8
1
1
0
0
0
.
1
6
0
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
ea
cher
educa
t
o
rs
’
re
s
e
a
rc
h c
a
pa
bil
it
y
a
s
re
v
ea
led by
t
he
RCT
T
ab
le
4
p
r
esen
ts
th
e
r
esear
ch
ca
p
ab
ilit
y
o
f
Fil
ip
in
o
teac
h
er
ed
u
ca
to
r
s
ac
r
o
s
s
v
ar
io
u
s
co
n
ten
t
ar
ea
s
,
r
ev
ea
lin
g
th
at
8
9
%
o
f
p
a
r
ticip
an
ts
d
em
o
n
s
tr
ate
an
av
e
r
ag
e
l
ev
el
o
f
r
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ch
ca
p
ab
ilit
y
,
wi
th
an
o
v
e
r
all
m
ea
n
s
co
r
e
o
f
̅
=5
3
.
8
4
.
T
h
is
s
co
r
e
is
s
ig
n
if
ican
tly
lo
wer
th
an
th
e
tar
g
et
m
ea
n
p
er
ce
n
tag
e
o
f
8
6
,
wh
ich
is
th
e
th
r
esh
o
ld
f
o
r
ca
teg
o
r
izin
g
ed
u
ca
to
r
s
as h
av
in
g
h
i
g
h
r
esear
ch
ca
p
ab
ilit
y
.
W
h
ile
m
an
y
ed
u
ca
to
r
s
ar
e
d
ev
elo
p
in
g
ess
en
tial r
esear
ch
s
k
ills
,
th
e
o
v
er
all
p
er
f
o
r
m
an
ce
in
d
icate
s
th
at
f
u
r
th
e
r
ad
v
a
n
ce
m
en
t is n
ee
d
ed
.
T
ab
le
4
.
T
ea
c
h
er
ed
u
ca
to
r
s
’
r
e
s
ea
r
ch
ca
p
ab
ilit
y
as r
ev
ea
led
b
y
th
e
R
C
T
R
e
se
a
r
c
h
c
o
n
t
e
n
t
a
r
e
a
s
P
e
r
c
e
n
t
a
g
e
(
n
=
1
0
0
)
O
v
e
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a
l
l
c
a
p
a
b
i
l
i
t
y
H
i
g
h
c
a
p
a
b
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l
i
t
y
A
v
e
r
a
g
e
c
a
p
a
b
i
l
i
t
y
Lo
w
c
a
p
a
b
i
l
i
t
y
M
e
a
n
D
e
scri
p
t
i
v
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v
a
l
u
e
R
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se
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r
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l
e
6
58
36
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5
0
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v
e
r
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g
e
I
n
t
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t
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n
4
74
22
4
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0
0
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v
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e
R
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mew
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17
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1
A
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21
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R
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1711
r
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Giv
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ap
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a
d
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tech
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Co
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h c
a
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when g
ro
up
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ab
le
5
p
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.
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ated
a
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k
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ir
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T
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ased
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[
4
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C
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[
2
5
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w
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Evaluation Warning : The document was created with Spire.PDF for Python.
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cu
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with
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d
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an
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ch
p
r
o
jects
[
2
8
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.
Similar
ly
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ac
co
r
d
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n
g
to
Kin
i
an
d
Po
d
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k
y
[
4
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teac
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ase,
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[
1
3
]
−
[
1
5
]
,
[
1
7
]
.
H
o
wev
er
,
s
o
m
e
p
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v
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[
1
8
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6
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[
2
1
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[
3
0
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.
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tech
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ield
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f
u
r
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en
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T
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if
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im
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ield
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ca
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ca
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in
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with
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esear
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p
ab
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am
o
n
g
teac
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ed
u
ca
to
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s
.
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ch
im
p
r
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v
e
m
en
ts
ar
e
v
ital
f
o
r
cu
ltiv
atin
g
a
m
o
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co
m
p
ete
n
t
teac
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wo
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k
f
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co
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tr
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tin
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to
th
e
ev
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lv
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g
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u
ca
tio
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lan
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s
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p
e,
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lig
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o
f
tech
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o
lo
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m
en
t
s
an
d
th
e
n
ee
d
f
o
r
ev
id
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-
b
ased
p
r
ac
tices.
T
h
e
f
in
d
in
g
s
f
u
r
t
h
er
u
n
d
er
s
co
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e
t
h
e
im
p
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ativ
e
f
o
r
tar
g
eted
in
t
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tio
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s
aim
ed
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en
h
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cin
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th
e
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ca
p
a
b
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f
teac
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m
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p
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f
ess
io
n
al
g
r
o
wth
an
d
d
ev
el
o
p
m
en
t.
3
.
3
.
L
im
it
a
t
io
n o
f
t
he
s
t
ud
y
T
h
e
ass
es
s
m
en
t
o
f
th
is
s
tu
d
y
i
s
lim
ited
to
th
e
co
n
ten
t
o
f
th
e
b
asic
r
esear
ch
co
m
p
eten
cies
o
f
teac
h
er
ed
u
ca
to
r
s
with
in
p
u
b
lic
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
(
HE
I
s
)
,
an
d
its
in
ter
p
r
etatio
n
r
elies
s
o
lely
o
n
test
s
co
r
es,
wh
ich
p
r
esen
ts
s
o
m
e
lim
itatio
n
s
.
Similar
ly
,
th
e
R
C
T
is
li
m
ited
o
n
th
e
ass
ess
m
en
t
o
f
r
esear
ch
ca
p
ab
ilit
y
in
s
o
cial
s
cien
ce
r
esear
ch
an
d
d
o
es
n
o
t
co
v
er
r
esear
ch
ca
p
ab
i
lity
o
f
teac
h
er
ed
u
ca
to
r
s
in
b
o
th
ap
p
lied
an
d
p
u
r
e
s
cien
ce
s
.
Ad
d
itio
n
ally
,
th
e
n
a
r
r
o
w
f
o
cu
s
o
n
b
asic
r
esear
ch
co
m
p
eten
cies
m
a
y
o
v
er
lo
o
k
o
th
er
ess
en
tial
s
k
ills
p
er
tin
en
t
to
ef
f
ec
tiv
e
r
esear
c
h
en
g
ag
e
m
en
t,
s
u
ch
as
ap
p
lied
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m
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d
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lo
g
ies
an
d
in
ter
d
is
cip
lin
ar
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co
llab
o
r
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n
.
L
ik
ewise,
b
y
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x
clu
s
iv
ely
co
n
s
id
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g
test
s
co
r
es,
th
e
ass
ess
m
en
t
m
ay
n
o
t
ca
p
tu
r
e
th
e
n
u
an
ce
d
asp
ec
ts
o
f
r
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c
h
ca
p
ab
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in
ter
m
s
o
f
teac
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ed
u
c
ato
r
s
’
r
esear
ch
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u
tp
u
ts
,
p
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te
n
tially
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v
e
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lo
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k
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g
s
tr
en
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th
s
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r
wea
k
n
ess
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n
o
t
r
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lecte
d
in
n
u
m
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ical
d
ata.
Fu
r
th
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m
o
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e
,
th
e
s
o
le
in
clu
s
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f
teac
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to
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p
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HE
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estricts
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f
f
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it
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eg
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s
th
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v
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f
in
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titu
tio
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tex
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p
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latio
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s
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d
if
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t ty
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f
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clu
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T
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ld
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th
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f
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m
p
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o
m
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ass
a
wid
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r
a
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g
e
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q
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ata
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u
an
titativ
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m
ea
s
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r
a
m
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e
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lis
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HE
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s
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th
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t
p
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cr
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f
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v
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Fu
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tu
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e
r
elev
a
n
ce
an
d
im
p
ac
t
o
f
th
ese
ev
alu
atio
n
s
in
s
h
ap
in
g
th
e
f
u
tu
r
e
lan
d
s
ca
p
e
o
f
r
esear
ch
i
n
ed
u
ca
tio
n
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
h
as
estab
lis
h
ed
th
at
teac
h
er
ed
u
ca
to
r
s
at
a
s
tate
u
n
iv
er
s
ity
in
t
h
e
No
r
th
e
r
n
Ph
ilip
p
in
es
p
o
s
s
ess
an
av
er
ag
e
lev
el
o
f
r
esear
ch
ca
p
ab
ilit
y
,
as
d
eter
m
i
n
ed
b
y
t
h
e
R
C
T
.
No
tab
ly
,
th
e
ev
id
en
ce
in
d
icate
s
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
r
es
ea
r
ch
ca
p
ab
ilit
y
b
ased
o
n
ed
u
ca
tio
n
al
attain
m
en
t,
f
ield
o
f
s
p
ec
ializatio
n
,
an
d
ex
p
er
ien
ce
i
n
teac
h
in
g
r
esea
r
ch
.
T
ea
c
h
er
ed
u
ca
to
r
s
with
d
o
cto
r
al
d
eg
r
ee
s
ty
p
ically
d
em
o
n
s
tr
ate
h
i
g
h
er
r
esear
ch
ca
p
a
b
ilit
ies
th
an
t
h
o
s
e
h
o
ld
in
g
m
aster
’
s
d
eg
r
ee
s
.
Fu
r
th
er
m
o
r
e,
in
d
i
v
id
u
als
w
h
o
c
o
m
p
leted
th
eir
b
ac
h
elo
r
’
s
d
eg
r
ee
s
in
n
atu
r
al
s
cien
ce
s
an
d
m
ath
em
atics
s
h
o
w
h
ig
h
er
r
esear
ch
ca
p
ab
ilit
y
co
m
p
ar
ed
to
th
o
s
e
with
b
ac
k
g
r
o
u
n
d
s
in
th
e
h
u
m
an
ities
an
d
s
o
cial
s
cien
ce
s
.
A
d
d
itio
n
ally
,
teac
h
er
ed
u
ca
to
r
s
with
ex
p
er
ien
ce
in
teac
h
in
g
r
esear
ch
e
x
h
ib
it
h
ig
h
er
r
esear
ch
ca
p
a
b
ilit
ies
th
an
t
h
eir
co
u
n
ter
p
ar
ts
with
o
u
t
s
u
c
h
ex
p
er
ien
ce
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
a
f
o
u
n
d
atio
n
al
k
n
o
wled
g
e
b
ase
b
u
t
also
h
ig
h
lig
h
t
o
p
p
o
r
tu
n
ities
f
o
r
f
u
r
th
er
im
p
r
o
v
em
en
t.
T
h
e
r
e
s
u
l
ts
u
n
d
e
r
s
c
o
r
e
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
c
o
n
t
i
n
u
o
u
s
p
r
o
f
e
s
s
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
p
r
o
g
r
a
m
s
,
s
p
e
c
i
f
i
c
a
ll
y
d
e
s
i
g
n
e
d
t
o
ad
d
r
ess
ar
ea
s
wh
er
e
teac
h
er
ed
u
ca
to
r
s
m
a
y
n
ee
d
ad
d
itio
n
a
l a
s
s
is
tan
ce
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
.
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
R
esea
r
ch
ca
p
a
b
ilit
y
o
f F
ilip
in
o
tea
ch
er e
d
u
c
a
to
r
s
:
in
s
ig
h
ts
fr
o
m
a
crit
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n
-
… (
Ja
y
-
ce
n
T.
A
ma
n
o
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ce
)
1713
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
r
esear
ch
er
s
ex
ten
d
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p
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g
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atitu
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t
o
th
e
Un
iv
er
s
ity
Pre
s
id
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t
f
o
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is
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u
in
g
a
Sp
ec
ial
Or
d
er
th
at
f
o
r
m
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th
o
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ize
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an
d
s
u
p
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ted
th
e
co
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ct
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f
th
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tu
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y
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T
h
is
d
ir
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tiv
e
n
o
t
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ly
u
n
d
er
s
co
r
ed
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e
in
s
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tio
n
’
s
co
m
m
itm
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t
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ad
v
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cin
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c
h
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v
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s
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u
t
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er
v
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as
a
ca
ta
l
y
s
t
f
o
r
th
e
s
m
o
o
th
co
o
r
d
in
atio
n
o
f
ac
tiv
ities
an
d
p
r
o
ce
s
s
es
in
teg
r
al
to
th
e
s
tu
d
y
’
s
s
u
cc
ess
.
Similar
ly
,
s
in
ce
r
e
ap
p
r
ec
iatio
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is
ex
ten
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t
o
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C
am
p
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s
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x
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cu
tiv
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Of
f
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s
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th
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cr
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ci
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d
o
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tu
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y
wh
ich
en
s
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r
e
d
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s
ea
m
less
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teg
r
atio
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to
th
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in
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titu
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f
r
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k
.
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d
o
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f
o
s
ter
ed
c
o
llab
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r
atio
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ac
r
o
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s
v
ar
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u
s
u
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its
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en
a
b
lin
g
th
e
e
f
f
i
cien
t
co
llectio
n
o
f
d
ata
an
d
en
g
ag
em
en
t
o
f
th
e
p
ar
ticip
an
ts
.
T
h
e
r
esear
ch
e
r
s
ar
e
eq
u
ally
g
r
atef
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l
to
th
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Dea
n
s
o
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C
o
lleg
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d
u
ca
tio
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f
o
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t
h
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le
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g
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en
t
in
m
o
tiv
atin
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lty
m
e
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b
er
s
to
ac
tiv
ely
p
ar
ticip
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in
th
i
s
u
n
d
er
tak
in
g
.
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h
eir
s
u
p
p
o
r
t
in
m
o
b
ilizin
g
th
e
ac
ad
em
ic
co
m
m
u
n
ity
an
d
f
o
s
ter
in
g
a
s
p
ir
it
o
f
co
llab
o
r
atio
n
g
r
ea
tly
c
o
n
tr
ib
u
ted
t
o
th
e
s
tu
d
y
’
s
d
ep
th
an
d
co
m
p
r
eh
e
n
s
iv
en
ess
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
s
tu
d
y
was
co
n
d
u
cted
as
p
ar
t
o
f
an
in
s
titu
tio
n
ally
f
u
n
d
ed
r
esear
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in
itiativ
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m
a
d
e
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o
s
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ib
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o
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g
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e
is
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ce
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f
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er
No
.
OP
-
5
0
0
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-
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-
2
0
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3
-
02
-
1
5
5
.
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h
is
Sp
ec
ial
Or
d
er
au
th
o
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izes
th
e
co
n
d
u
ct
o
f
th
e
s
tu
d
y
with
f
u
n
d
au
g
m
en
tatio
n
f
o
r
ca
len
d
ar
y
ea
r
2
0
2
3
.
T
h
e
f
u
n
d
in
g
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g
r
an
ted
b
y
th
e
u
n
iv
er
s
ity
to
s
u
p
p
o
r
t
th
e
ad
v
an
ce
m
en
t
o
f
s
ch
o
lar
ly
r
esear
ch
alig
n
e
d
with
its
ac
ad
e
m
ic
an
d
in
s
titu
tio
n
al
p
r
io
r
ities
.
T
h
e
f
i
n
an
cial
s
u
p
p
o
r
t
p
r
o
v
id
ed
c
o
v
er
e
d
ess
en
tial
asp
ec
ts
o
f
th
e
r
esear
ch
,
in
clu
d
in
g
d
ata
c
o
llectio
n
,
cr
itical
to
o
ls
,
lo
g
is
tics
,
an
d
o
th
er
o
p
er
atio
n
al
ex
p
e
n
s
es n
ec
ess
ar
y
f
o
r
th
e
s
u
cc
ess
f
u
l c
o
m
p
letio
n
o
f
th
e
s
tu
d
y
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
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ay
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ce
n
T
.
Am
an
o
n
ce
✓
✓
✓
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✓
✓
✓
✓
✓
C
o
n
ch
ita
M
.
T
em
p
o
r
al
✓
✓
✓
✓
✓
✓
✓
✓
✓
R
u
d
o
lf
T
.
Vec
ald
o
✓
✓
✓
✓
✓
✓
✓
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✓
J
h
o
an
n
a
B
.
C
alu
b
aq
u
i
b
✓
✓
✓
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✓
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✓
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✓
An
to
n
io
I
.
T
am
ay
a
o
✓
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Ma
r
ib
el
F
.
Ma
lan
a
✓
✓
✓
✓
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✓
R
ia
A
.
T
am
ay
o
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Ma
r
ie
C
lau
d
ette
M
.
C
alan
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g
a
✓
✓
✓
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✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
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z
a
t
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n
M
:
M
e
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f
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e
Va
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Va
l
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t
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mal
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n
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e
so
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r
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D
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t
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r
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t
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:
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r
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t
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g
-
O
r
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g
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n
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a
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r
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Au
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lict o
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t
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est.
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NF
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RM
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D
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NS
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e
h
av
e
o
b
tain
ed
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o
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m
ed
c
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en
t f
r
o
m
all
in
d
iv
id
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als in
c
lu
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t
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.
DATA AV
AI
L
AB
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Y
T
h
e
d
ata
th
at
s
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p
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th
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f
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n
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in
g
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f
th
is
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tu
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y
ar
e
av
aila
b
le
o
n
r
eq
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est
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
J
T
A]
.
T
h
e
d
ata,
w
h
ich
co
n
tain
in
f
o
r
m
ati
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h
at
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ld
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m
p
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o
m
is
e
t
h
e
p
r
iv
ac
y
o
f
r
esear
ch
p
ar
ticip
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ts
,
ar
e
n
o
t p
u
b
licly
a
v
ailab
le
d
u
e
to
ce
r
tain
r
estrictio
n
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
:
1
7
0
6
-
1
7
1
6
1714
RE
F
E
R
E
NC
E
S
[
1
]
M
.
T.
Ta
t
t
o
,
“
T
h
e
r
o
l
e
o
f
r
e
s
e
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n
t
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o
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e
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e
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n
:
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n
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a
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l
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v
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e
w
,
”
O
x
f
o
rd
Re
v
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w
o
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u
c
a
t
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o
n
,
v
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.
4
1
,
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o
.
2
,
p
p
.
1
7
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–
2
0
1
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w
o
f
t
h
e
r
e
s
e
a
r
c
h
,
”
P
a
l
o
A
l
t
o
:
Le
a
r
n
i
n
g
P
o
l
i
c
y
I
n
st
i
t
u
t
e
,
J
u
n
.
2
0
1
6
,
d
o
i
:
1
0
.
5
4
3
0
0
/
6
2
5
.
6
4
2
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Jay
-
c
e
n
T.
A
m
a
n
o
n
c
e
is
a
n
a
ss
o
c
iate
p
ro
fe
ss
o
r
a
t
t
h
e
C
o
ll
e
g
e
o
f
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
a
n
d
G
ra
d
u
a
te
S
c
h
o
o
l,
Ca
g
a
y
a
n
S
tate
U
n
iv
e
rsit
y
,
T
u
g
u
e
g
a
ra
o
Cit
y
,
Ca
g
a
y
a
n
,
P
h
il
i
p
p
i
n
e
s.
He
is
a
g
ra
d
u
a
te o
f
D
o
c
to
r
o
f
P
h
il
o
so
p
h
y
(P
h
.
D
.
)
i
n
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
.
He
is
th
e
re
se
a
rc
h
c
o
o
rd
i
n
a
to
r
o
f
t
h
e
Co
ll
e
g
e
o
f
Tea
c
h
e
r
E
d
u
c
a
ti
o
n
.
His
p
re
v
i
o
u
s
a
d
m
in
istrativ
e
d
e
sig
n
a
ti
o
n
s
a
re
Ca
m
p
u
s
Q
u
a
li
t
y
As
su
ra
n
c
e
C
o
o
r
d
in
a
t
o
r,
Ca
m
p
u
s
IS
O
F
o
c
a
l
P
e
rso
n
,
a
n
d
Co
ll
e
g
e
D
o
c
u
m
e
n
t
Co
n
tro
l
Offi
c
e
r.
His
re
se
a
rc
h
in
tere
sts
a
re
r
e
se
a
rc
h
c
a
p
a
b
il
it
y
,
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
m
a
th
e
m
a
ti
c
s
e
d
u
c
a
ti
o
n
,
o
n
l
in
e
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
,
c
o
ll
e
g
e
re
a
d
in
e
ss
,
a
n
d
li
c
e
n
su
re
e
x
a
m
in
a
ti
o
n
fo
r
tea
c
h
e
rs.
He
p
u
b
li
sh
e
d
re
se
a
rc
h
a
rti
c
les
in
S
c
o
p
u
s
-
in
d
e
x
e
d
a
n
d
ASE
AN
Cit
a
ti
o
n
I
n
d
e
x
jo
u
rn
a
ls
.
Also
,
h
e
p
re
se
n
ted
h
is
sc
h
o
larly
wo
r
k
s
i
n
n
a
ti
o
n
a
l
a
n
d
in
tern
a
ti
o
n
a
l
sc
ien
ti
f
ic
c
o
n
fe
re
n
c
e
s
a
n
d
fo
ra
.
No
tab
ly
,
h
e
wa
s
a
re
c
ip
ien
t
o
f
Ou
tstan
d
in
g
F
a
c
u
lt
y
M
e
m
b
e
r
o
f
Ca
g
a
y
a
n
S
tat
e
Un
iv
e
rsity
in
2
0
2
1
a
n
d
2
0
2
2
.
H
e
c
a
n
b
e
c
o
n
tac
ted
at
e
m
a
il
:
jay
c
e
n
a
m
a
n
o
n
c
e
@c
su
.
e
d
u
.
p
h
.
Co
n
c
h
ita
M.
Te
m
p
o
r
a
l
is
a
n
a
c
c
re
d
it
e
d
fu
ll
-
fle
d
g
e
d
p
r
o
fe
ss
o
r
a
t
th
e
Co
ll
e
g
e
o
f
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
a
n
d
G
ra
d
u
a
te
S
c
h
o
o
l
,
Ca
g
a
y
a
n
S
tate
Un
iv
e
rsity
,
T
u
g
u
e
g
a
ra
o
Cit
y
,
Ca
g
a
y
a
n
,
P
h
il
i
p
p
i
n
e
s.
S
h
e
is
a
g
r
a
d
u
a
te
o
f
Do
c
to
r
o
f
P
h
il
o
so
p
h
y
i
n
Ed
u
c
a
ti
o
n
(
P
h
.
D
.
)
m
a
jo
r
i
n
Lan
g
u
a
g
e
Ed
u
c
a
ti
o
n
a
n
d
h
a
n
d
les
lan
g
u
a
g
e
a
n
d
li
tera
tu
re
c
o
u
rse
s b
o
th
i
n
t
h
e
u
n
d
e
rg
ra
d
u
a
te an
d
g
ra
d
u
a
te
p
ro
g
ra
m
s.
S
h
e
h
a
s
b
e
e
n
in
t
h
e
tea
c
h
in
g
p
r
o
fe
ss
io
n
f
o
r
two
d
e
c
a
d
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s
n
o
w
a
n
d
c
o
u
n
ti
n
g
a
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d
h
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s
b
e
e
n
a
re
c
ip
ien
t
o
f
t
h
e
P
h
il
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p
p
i
n
e
Ed
u
c
a
ti
o
n
Lea
d
e
rsh
ip
Aw
a
rd
2
0
1
9
.
He
r
re
se
a
rc
h
in
tere
sts
a
re
lan
g
u
a
g
e
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
,
a
p
p
li
e
d
li
n
g
u
isti
c
s,
c
ro
ss
-
c
u
lt
u
ra
l
c
o
m
m
u
n
ica
ti
o
n
,
tran
sla
ti
o
n
st
u
d
ies
,
a
n
d
re
se
a
rc
h
c
a
p
a
b
il
it
y
.
S
h
e
h
a
s
c
a
rried
o
u
t
re
se
a
rc
h
re
v
iew
s
a
n
d
h
a
s
p
re
se
n
ted
re
se
a
rc
h
e
s
in
n
a
ti
o
n
a
l
a
n
d
in
tern
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ti
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n
a
l
f
o
ra
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n
d
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u
b
li
sh
e
d
re
se
a
rc
h
e
s
in
p
e
e
r
-
re
v
iew
e
d
jo
u
rn
a
ls.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
at
e
m
a
il
:
c
o
n
c
h
it
a
tem
p
o
ra
l@c
su
.
e
d
u
.
p
h
.
Rud
o
lf
T
.
Ve
c
a
ld
o
is
a
n
a
c
c
re
d
it
e
d
fu
ll
-
fle
d
g
e
d
p
r
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fe
ss
o
r
a
t
th
e
Co
l
leg
e
o
f
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
a
n
d
G
ra
d
u
a
te
S
c
h
o
o
l
,
Ca
g
a
y
a
n
S
tate
Un
iv
e
rsity
,
T
u
g
u
e
g
a
ra
o
Cit
y
,
Ca
g
a
y
a
n
,
P
h
i
li
p
p
in
e
s.
He
is
a
g
ra
d
u
a
te
o
f
D
o
c
to
r
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f
Ed
u
c
a
ti
o
n
(E
d
D)
a
n
d
a
re
g
u
lar
m
e
m
b
e
r
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f
th
e
Div
isi
o
n
VIII
(S
o
c
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S
c
ien
c
e
s)
o
f
th
e
Na
ti
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n
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l
Re
se
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rc
h
Co
u
n
c
il
o
f
th
e
P
h
il
i
p
p
i
n
e
s.
He
is
a
re
se
a
rc
h
p
ro
fe
ss
o
r
in
th
e
Co
l
leg
e
o
f
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
a
n
d
th
e
G
ra
d
u
a
te
S
c
h
o
o
l.
His
re
se
a
rc
h
in
tere
sts
a
re
c
o
ll
e
g
e
re
a
d
in
e
ss
,
tea
c
h
e
r
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d
u
c
a
ti
o
n
,
b
e
li
e
fs
sy
ste
m
,
c
u
l
tu
re
,
p
h
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n
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m
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n
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ica
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q
u
ir
y
,
a
n
d
re
se
a
rc
h
c
a
p
a
b
il
it
y
.
He
p
u
b
li
sh
e
d
n
u
m
e
ro
u
s
re
se
a
rc
h
a
rti
c
les
in
S
c
o
p
u
s
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n
d
e
x
e
d
,
Web
o
f
S
c
ien
c
e
,
a
n
d
ASE
AN
Ci
tatio
n
I
n
d
e
x
jo
u
r
n
a
ls.
He
p
re
se
n
ted
h
is
sc
h
o
larly
wo
r
k
s
in
n
a
ti
o
n
a
l
a
n
d
in
tern
a
ti
o
n
a
l
sc
ien
ti
fic
c
o
n
fe
re
n
c
e
s
a
n
d
fo
ra
.
He
c
a
n
b
e
c
o
n
tac
ted
at
e
m
a
il
:
ru
d
v
e
c
to
p
2
@
g
m
a
il
.
c
o
m
.
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