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
.
2314
~
2
3
2
6
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
0
4
4
4
2314
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
M
o
deling
Eng
lish teachers
’
in
tent
io
n t
o
use I
CT:
tech
no
lo
g
y
a
cceptance and
T
PAC
K
L
i C
a
o
1
,2
,
M
o
ha
m
a
d Sa
t
t
a
r
Ra
s
ul
1
,
M
a
rli
s
s
a
O
m
a
r
1
,
H
u
t
k
em
ri
Z
uln
a
idi
3
1
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
sa
a
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
2
S
h
a
n
d
o
n
g
P
o
l
y
t
e
c
h
n
i
c
C
o
l
l
e
g
e
,
Ji
n
i
n
g
,
C
h
i
n
a
3
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
y
o
f
M
a
l
a
y
a
,
K
u
a
l
a
L
u
m
p
u
r
,
M
a
l
a
y
s
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
1
,
2
0
2
4
R
ev
is
ed
No
v
11
,
2
0
2
4
Acc
ep
ted
Dec
1
,
2
0
2
4
Tea
c
h
e
rs
’
a
c
c
e
p
tan
c
e
o
f
tec
h
n
o
l
o
g
y
in
th
e
tea
c
h
i
n
g
se
tt
in
g
is
si
g
n
ifi
c
a
n
t
ly
in
flu
e
n
c
e
d
b
y
t
h
e
ir
b
e
h
a
v
io
ra
l
in
ten
ti
o
n
to
u
ti
li
z
e
in
f
o
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
y
(ICT)
.
A
c
o
n
sid
e
ra
b
le
a
m
o
u
n
t
o
f
stu
d
y
h
a
s
b
e
e
n
d
o
n
e
o
n
th
e
u
se
o
f
IC
T
i
n
tea
c
h
in
g
E
n
g
li
sh
a
s
a
f
o
re
ig
n
lan
g
u
a
g
e
(EF
L)
.
Ne
v
e
rth
e
les
s,
th
e
re
e
x
ists
a
sig
n
ifi
c
a
n
t
lac
k
o
f
d
e
e
p
stu
d
ies
a
m
o
n
g
EF
L
tea
c
h
e
rs
in
Ch
in
e
se
v
o
c
a
ti
o
n
a
l
c
o
ll
e
g
e
s.
Dra
win
g
o
n
t
h
e
tec
h
n
o
l
o
g
y
a
c
c
e
p
tan
c
e
m
o
d
e
l
(TAM
)
a
n
d
tec
h
n
o
lo
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
te
n
t
k
n
o
wle
d
g
e
(
TP
ACK
)
th
e
o
re
ti
c
a
l
fra
m
e
wo
rk
s,
th
is
c
u
rre
n
t
stu
d
y
a
ime
d
t
o
a
sc
e
rtain
wh
e
th
e
r
EF
L
tea
c
h
e
rs
’
TP
ACK
l
e
v
e
ls
c
o
u
l
d
p
re
d
ict
t
h
e
ir
i
n
ten
ti
o
n
t
o
a
d
o
p
t
ICT.
A
q
u
a
n
ti
tati
v
e
stu
d
y
wa
s
c
o
n
d
u
c
te
d
wit
h
t
h
e
p
a
rti
c
ip
a
ti
o
n
o
f
4
4
0
EF
L
in
stru
c
t
o
rs
fro
m
v
o
c
a
ti
o
n
a
l
sc
h
o
o
ls
in
S
h
a
n
d
o
n
g
P
r
o
v
i
n
c
e
.
Th
e
se
v
e
n
c
o
m
p
o
n
e
n
ts
m
e
t
th
e
sc
a
le
’
s
v
a
l
id
it
y
a
n
d
re
li
a
b
il
it
y
re
q
u
irem
e
n
t
s
a
n
d
th
e
p
a
rti
a
l
lea
st
sq
u
a
re
s
(P
L
S
)
a
p
p
ro
a
c
h
wa
s
u
ti
l
ize
d
t
o
d
e
sc
rib
e
t
h
e
stru
c
tu
ra
l
m
o
d
e
l
a
n
d
e
x
a
m
in
e
th
e
re
latio
n
sh
ip
s
a
m
o
n
g
si
g
n
if
ica
n
t
c
o
m
p
o
n
e
n
ts.
Th
e
fin
d
i
n
g
s
re
v
e
a
led
t
h
a
t
EF
L
tea
c
h
e
rs
’
p
e
rc
e
iv
e
d
u
se
fu
l
n
e
ss
(
PU
)
,
p
e
rc
e
iv
e
d
e
a
se
o
f
u
se
(
P
EU
)
,
a
n
d
a
tt
it
u
d
e
s
to
wa
rd
s
u
se
(
ATCU
)
sig
n
ifi
c
a
n
tl
y
imp
a
c
ted
th
e
ir
b
e
h
a
v
io
ra
l
i
n
ten
t
io
n
to
u
se
(BIU)
ICT.
M
o
re
o
v
e
r,
t
h
e
TP
ACK
fra
m
e
wo
rk
e
x
e
rted
a
su
b
sta
n
ti
a
l
in
flu
e
n
c
e
o
n
t
h
e
ir
a
c
c
e
p
tan
c
e
o
f
ICT.
T
h
e
stu
d
y
’
s
fi
n
d
i
n
g
s
m
a
y
p
ro
v
i
d
e
in
si
g
h
ts
a
n
d
re
so
u
rc
e
s
fo
r
s
u
b
se
q
u
e
n
t
th
e
o
re
ti
c
a
l
re
se
a
rc
h
a
n
d
tea
c
h
in
g
a
p
p
ro
a
c
h
e
s
c
e
n
tere
d
o
n
e
n
h
a
n
c
in
g
t
h
e
in
teg
ra
ti
o
n
o
f
tec
h
n
o
l
o
g
y
i
n
EF
L
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
E
FL
teac
h
er
I
C
T
in
teg
r
atio
n
PLS
-
SEM
T
ec
h
n
o
lo
g
y
ac
ce
p
ta
n
ce
T
PAC
K
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
:
Ma
r
lis
s
a
Om
ar
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
4
3
6
0
0
B
an
g
i,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail:
m
ar
lis
s
a@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
As
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
b
ec
o
m
e
m
o
r
e
p
r
ev
ale
n
t,
a
v
ar
iety
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
h
a
v
e
b
ee
n
d
e
v
elo
p
ed
to
allo
w
teac
h
er
s
an
d
s
tu
d
en
ts
m
o
r
e
alter
n
ativ
e
o
p
tio
n
s
[
1
]
–
[
3
]
.
T
h
er
e
is
a
g
r
o
win
g
a
m
o
u
n
t
o
f
s
ch
o
lar
ly
wo
r
k
b
ei
n
g
d
o
n
e
to
ex
p
lo
r
e
h
o
w
tech
n
o
lo
g
y
m
ay
af
f
ec
t
ed
u
ca
tio
n
[
4
]
,
[
5
]
,
th
e
Un
ited
Natio
n
s
E
d
u
ca
tio
n
al,
Scien
ti
f
ic
an
d
C
u
ltu
r
al
Or
g
a
n
izatio
n
(
UNE
SC
O
)
,
also
s
ee
k
s
to
d
ev
elo
p
th
r
o
u
g
h
i
n
ter
n
atio
n
al
co
o
p
er
atio
n
in
ed
u
ca
tio
n
,
tr
ain
i
n
g
,
an
d
s
k
ill
d
ev
elo
p
m
en
t
[
6
]
.
Par
ticu
lar
ly
in
d
e
v
elo
p
in
g
c
o
u
n
tr
ies
lik
e
C
h
in
a,
r
esear
c
h
er
s
ar
e
esp
ec
ially
co
n
ce
r
n
e
d
ab
o
u
t
h
o
w
I
C
T
in
f
lu
en
ce
s
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
[
7
]
–
[
1
0
]
.
I
n
a
wo
r
d
,
b
o
th
n
atio
n
al
an
d
in
ter
n
atio
n
al
s
ch
o
o
ls
a
r
e
u
n
d
er
tak
i
n
g
ac
tio
n
s
to
e
n
h
an
ce
teac
h
er
s
’
c
o
m
p
eten
c
y
in
I
C
T
in
teg
r
atio
n
,
an
d
teac
h
er
s
ar
e
e
n
co
u
r
a
g
ed
to
in
teg
r
ate
tech
n
o
l
o
g
y
i
n
to
th
eir
teac
h
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
Mo
d
elin
g
E
n
g
lis
h
tea
ch
ers
’
in
ten
tio
n
to
u
s
e
I
C
T:
tech
n
o
lo
g
y
a
cc
ep
ta
n
ce
a
n
d
TPA
C
K
(
Li C
a
o
)
2315
W
ith
th
e
in
cr
ea
s
in
g
p
r
ev
alen
c
e
o
f
g
lo
b
aliza
tio
n
,
th
e
s
ig
n
i
f
ican
ce
o
f
E
n
g
lis
h
as
a
g
lo
b
al
la
n
g
u
ag
e
h
as
g
r
o
wn
.
T
h
e
d
ev
elo
p
m
en
t
o
f
C
h
in
ese
tech
n
ical
an
d
v
o
ca
tio
n
al
ed
u
ca
tio
n
an
d
tr
ain
in
g
(
T
V
E
T
)
co
lleg
es
s
h
o
u
ld
m
ee
t
th
e
n
ee
d
o
f
a
r
a
p
id
ly
c
h
an
g
in
g
in
d
u
s
tr
y
f
o
r
s
k
illed
lab
o
r
with
E
n
g
lis
h
p
r
o
f
icien
c
y
,
s
o
it
is
r
eq
u
ir
ed
t
h
at
f
ir
s
t
-
y
ea
r
n
o
n
-
E
n
g
lis
h
m
ajo
r
s
tak
e
v
o
ca
tio
n
al
c
o
lle
g
e
E
n
g
lis
h
as
a
co
m
p
u
ls
o
r
y
co
u
r
s
e.
I
n
v
o
ca
tio
n
al
s
tu
d
en
ts
’
ey
es,
E
n
g
lis
h
is
n
o
lo
n
g
er
s
ee
n
as
a
p
ar
ticu
lar
s
u
b
ject
b
u
t
r
a
th
er
as
an
ess
en
tial
ab
ilit
y
f
o
r
f
u
tu
r
e
em
p
lo
y
m
e
n
t.
T
h
e
g
u
id
elin
es
o
n
co
lleg
e
E
n
g
lis
h
t
ea
ch
in
g
,
p
u
b
lis
h
ed
b
y
t
h
e
C
h
in
ese
Natio
n
al
Fo
r
ei
g
n
L
an
g
u
ag
e
T
ea
ch
in
g
Ad
v
is
o
r
y
B
o
ar
d
u
n
d
e
r
th
e
C
h
i
n
ese
Min
is
tr
y
o
f
E
d
u
ca
ti
o
n
,
a
s
s
er
t
th
at
I
C
T
is
e
s
s
en
tial
f
o
r
teac
h
in
g
E
n
g
lis
h
in
to
d
ay
’
s
s
o
ciety
an
d
estab
lis
h
g
u
id
elin
es
f
o
r
t
h
e
ap
p
licatio
n
an
d
s
co
p
e
o
f
tech
n
o
lo
g
y
.
T
h
e
way
teac
h
er
s
u
s
e
I
C
T
in
f
lu
en
ce
s
s
tu
d
en
ts
'
lear
n
in
g
o
u
tco
m
es
b
ec
a
u
s
e
it
m
a
k
es
th
em
m
o
r
e
m
o
tiv
ated
an
d
h
elp
s
th
em
u
s
e
it
m
o
r
e
ef
f
ec
tiv
el
y
[
1
1
]
,
[
1
2
]
.
T
ea
ch
er
s
’
co
m
p
ete
n
ce
to
m
ee
t
th
e
r
eq
u
ir
em
e
n
ts
o
f
th
eir
s
tu
d
en
ts
an
d
d
eliv
e
r
h
ig
h
-
q
u
ality
teac
h
in
g
d
ep
en
d
s
o
n
th
e
lev
el
s
o
f
tec
h
n
o
lo
g
ical
p
ed
ag
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K
)
th
ey
p
o
s
s
es
s
[
1
3
]
.
C
h
an
g
es
in
teac
h
in
g
m
ig
h
t
ca
u
s
e
teac
h
er
s
to
f
ee
l
u
n
ea
s
y
b
ec
a
u
s
e
th
e
r
esu
lts
ar
e
u
n
p
r
ed
icta
b
le.
I
t
is
cr
u
cial
to
co
m
p
r
eh
e
n
d
th
e
f
ac
to
r
s
th
at
s
u
p
p
o
r
t
o
r
im
p
ed
e
teac
h
er
s
'
ac
c
ep
tan
ce
o
f
ed
u
ca
tio
n
al
tech
n
o
l
o
g
y
,
as
th
e
s
u
cc
ess
an
d
ef
f
icac
y
o
f
im
p
lem
en
tin
g
it
ar
e
h
ea
v
ily
d
ep
en
d
en
t
o
n
th
eir
p
o
s
itiv
e
p
e
r
ce
p
tio
n
s
an
d
attitu
d
es
[
1
4
]
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
th
e
i
n
teg
r
atio
n
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
is
a
co
m
p
lex
m
atter
h
in
d
er
ed
b
y
m
u
ltip
le
ch
alle
n
g
es.
I
n
o
r
d
er
to
f
ac
ilit
ate
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
a
g
e
(
E
FL
)
teac
h
er
s
’
co
m
p
eten
ce
in
u
tili
zin
g
tech
n
o
lo
g
y
,
it
is
im
p
er
ativ
e
to
a
d
d
r
ess
th
e
v
ar
io
u
s
asp
ec
ts
o
f
th
eir
ac
ce
p
tab
ilit
y
[
1
5
]
–
[
1
7
]
.
On
e
im
p
o
r
ta
n
t
asp
ec
t
in
f
lu
en
cin
g
teac
h
er
s
’
in
te
n
tio
n
s
to
em
p
lo
y
d
ig
ital
to
o
ls
in
th
eir
teac
h
in
g
is
th
eir
lev
el
o
f
ac
ce
p
ta
n
ce
o
f
te
ch
n
o
lo
g
y
in
ed
u
ca
ti
o
n
al
s
ettin
g
s
.
I
t
is
im
p
o
r
tan
t
t
o
in
v
esti
g
ate
h
o
w
e
d
u
ca
to
r
s
co
m
p
r
eh
e
n
d
,
ac
ce
p
t
,
an
d
u
tili
ze
tech
n
o
lo
g
y
in
th
e
class
r
o
o
m
.
T
ec
h
n
o
l
o
g
y
ac
ce
p
tan
ce
r
ef
er
s
to
th
e
d
eg
r
ee
to
wh
ich
a
u
s
er
is
p
r
ep
a
r
ed
to
u
s
e
tech
n
o
lo
g
y
to
ca
r
r
y
o
u
t ta
s
k
s
f
o
r
wh
ich
it wa
s
d
esig
n
ed
to
p
r
o
v
id
e
s
u
p
p
o
r
t.
T
h
e
q
u
esti
o
n
o
f
h
o
w
teac
h
er
s
u
s
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
to
d
eliv
er
en
g
ag
in
g
class
es
r
em
ain
s
,
ev
en
with
am
p
le
in
f
r
astru
ctu
r
e
an
d
s
u
p
p
o
r
tin
g
r
eso
u
r
ce
s
av
ailab
le.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
ed
to
in
v
esti
g
ate
th
e
E
FL
teac
h
er
s
’
b
eh
av
i
o
r
al
in
te
n
tio
n
to
in
teg
r
ate
I
C
T
in
th
eir
teac
h
in
g
,
as
well
as
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
th
e
u
n
s
atis
f
ac
to
r
y
I
C
T
u
s
ag
e
in
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es.
T
h
is
s
tu
d
y
ad
o
p
te
d
tech
n
o
l
o
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
an
d
T
PAC
K
as its
th
e
o
r
etica
l b
asis
,
wh
ich
ar
e
ex
p
ec
ted
to
p
r
e
d
ict
E
FL
teac
h
er
s
’
b
eh
av
io
r
al
in
ten
tio
n
s
to
u
s
e
m
o
d
e
r
n
tech
n
o
lo
g
y
ef
f
e
ctiv
ely
.
2.
T
H
E
T
H
E
O
RE
T
I
CAL
B
AS
I
S
AND
T
H
E
P
RO
P
O
SE
D
M
O
DE
L
2
.
1
.
M
a
j
o
r
det
er
m
ina
nts o
f
T
AM
a
n
d t
he
hy
po
t
hes
i
s
T
h
e
T
AM
in
tr
o
d
u
ce
d
b
y
Da
v
is
[
1
8
]
is
wid
ely
r
ec
o
g
n
ize
d
as
th
e
m
o
s
t
ex
ten
s
iv
ely
v
ali
d
ated
an
d
p
r
ec
is
ely
s
p
ec
if
ied
p
r
ed
ictio
n
m
o
d
el
in
ac
ce
p
tan
ce
r
esear
ch
.
Dav
is
[
1
8
]
em
p
lo
y
ed
th
e
co
n
ce
p
t
o
f
b
eh
av
io
r
al
in
ten
tio
n
to
u
s
e
(
B
I
U)
as
a
d
ir
ec
t
in
d
icato
r
o
f
s
u
b
s
eq
u
en
t
b
e
h
av
io
r
w
h
ich
is
th
e
ass
ess
m
en
t
o
f
an
in
d
iv
i
d
u
al'
s
co
n
s
cio
u
s
in
ten
t
to
eith
er
p
a
r
ticip
ate
in
o
r
r
esis
t
s
p
ec
if
ic
b
eh
av
io
r
s
in
th
e
f
u
tu
r
e
[
1
8
]
,
[
1
9
]
.
Per
ce
iv
ed
u
s
ef
u
ln
ess
(
PU)
,
p
er
ce
i
v
ed
ea
s
e
o
f
u
s
e
(
PEU)
,
an
d
attitu
d
e
s
to
war
d
s
u
s
e
(
AT
C
U)
ar
e
th
e
co
m
p
o
n
en
ts
th
at
h
av
e
a
n
im
p
ac
t
o
n
B
I
U.
I
t
s
u
g
g
ests
th
at
th
e
ac
ce
p
tan
ce
o
f
n
ew
tech
n
o
l
o
g
y
is
f
r
e
q
u
en
tly
in
f
l
u
en
ce
d
b
y
in
d
iv
id
u
als'
p
er
ce
p
tio
n
o
f
h
o
w
ea
s
y
it
is
to
u
s
e
an
d
h
o
w
v
alu
ab
le
th
e
tech
n
o
lo
g
ical
to
o
ls
ar
e
as
s
h
o
wn
in
Fig
u
r
e
1
.
Fig
u
r
e
1.
T
AM
[
1
8
]
Ho
wev
er
,
ac
cu
r
ately
q
u
an
tif
y
i
n
g
th
e
ex
ten
t
o
f
I
C
T
u
s
e
is
ch
a
llen
g
in
g
,
an
d
in
d
iv
i
d
u
als ar
e
u
n
lik
ely
to
en
g
ag
e
d
ee
p
l
y
with
an
y
th
in
g
u
n
less
it
in
itia
lly
s
tim
u
late
s
th
eir
b
eh
av
io
r
al
in
ten
tio
n
[
2
0
]
,
[
2
1
]
.
I
t
is
p
r
o
b
a
b
le
th
at
E
FL
teac
h
er
s
d
em
o
n
s
tr
ate
an
o
b
v
io
u
s
in
ten
tio
n
-
b
e
h
av
i
o
r
g
ap
wh
ile
u
tili
zin
g
tech
n
o
l
o
g
y
.
As
a
m
ed
iatin
g
f
ac
to
r
,
attitu
d
e
t
o
war
d
s
I
C
T
u
s
e
(
AT
C
U)
is
in
co
r
p
o
r
ate
d
t
o
b
r
id
g
e
th
e
g
ap
b
etwe
en
th
e
s
e
two
f
ac
to
r
s
an
d
b
eh
av
io
r
al
in
ten
tio
n
.
I
t
was
h
y
p
o
th
esized
th
at
b
y
co
n
s
id
er
i
n
g
b
eh
av
io
r
al
in
ten
tio
n
,
o
n
e
m
a
y
p
r
ed
ict
th
e
ac
tu
al
u
s
ag
e
o
f
s
o
m
eth
in
g
[
1
8
]
.
T
h
e
im
p
ac
t
o
f
AT
C
U
o
n
B
I
U
h
as
b
ee
n
e
x
ten
s
iv
ely
r
esear
c
h
ed
.
Acc
o
r
d
in
g
to
Ajze
n
an
d
Fis
h
b
ein
[
2
2
]
,
an
attitu
d
e
to
war
d
s
b
eh
a
v
io
r
r
e
f
er
s
to
th
e
p
o
s
itiv
e
o
r
n
eg
ativ
e
ass
ess
m
en
t
o
f
e
n
g
ag
i
n
g
i
n
th
at
b
eh
av
io
r
.
Ad
d
itio
n
al
r
ese
ar
ch
h
as
also
co
r
r
o
b
o
r
ated
th
at
attitu
d
e
p
lay
s
a
cr
u
cial
r
o
le
in
d
eter
m
in
in
g
th
e
d
esire
to
u
tili
ze
tech
n
o
lo
g
y
.
T
h
e
r
o
b
u
s
t
co
r
r
elatio
n
b
etwe
en
AT
C
U
an
d
B
I
U
s
u
g
g
ests
th
at
u
s
er
s
'
b
eh
av
io
r
s
PU
PEU
AT
C
U
B
I
U
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
3
1
4
-
2
3
2
6
2316
ar
e
im
p
ac
ted
b
y
th
eir
f
av
o
r
ab
le
attitu
d
es
to
war
d
s
tech
n
o
lo
g
y
,
wh
ich
s
er
v
es
as
a
co
m
p
le
te
m
ed
iato
r
f
o
r
th
e
im
p
ac
ts
o
n
b
eh
av
i
o
r
al
in
te
n
tio
n
.
I
n
r
elatio
n
t
o
th
e
s
tu
d
y
q
u
esti
o
n
,
th
e
f
o
llo
win
g
h
y
p
o
th
e
s
es
wer
e
ex
am
in
ed
:
i)
PU
o
f
I
C
T
p
o
s
itiv
ely
af
f
ec
ts
o
n
E
n
g
lis
h
teac
h
er
s
’
AT
C
U
(
H1
)
; ii)
P
E
U
o
f
I
C
T
p
o
s
itiv
e
ly
af
f
ec
ts
o
n
E
n
g
lis
h
teac
h
er
s
’
AT
C
U
(
H2
)
; a
n
d
iii)
AT
C
U
o
f
I
C
T
u
s
e
p
o
s
itiv
e
ly
af
f
ec
ts
o
n
E
n
g
lis
h
teac
h
er
s
’
B
I
U
(
H3
)
.
2
.
2
.
T
-
T
P
ACK
a
nd
t
he
hy
po
t
hes
is
Mish
r
a
an
d
Ko
eh
ler
[
2
3
]
p
r
o
p
o
s
ed
th
e
ter
m
T
PAC
K
as
a
n
ex
ten
s
io
n
o
f
th
e
p
e
d
ag
o
g
ic
al
co
n
ten
t
k
n
o
wled
g
e
p
r
esen
ted
in
Sh
u
l
m
an
[
2
4
]
m
o
d
el.
I
t
o
u
tlin
es
th
e
cr
u
cial
k
n
o
wled
g
e
th
at
teac
h
er
s
n
ee
d
to
p
o
s
s
ess
in
o
r
d
er
t
o
b
e
ef
f
ec
ti
v
e
in
u
tili
zin
g
tech
n
o
lo
g
y
in
th
e
class
r
o
o
m
.
T
ec
h
n
o
l
o
g
y
-
d
i
m
en
s
io
n
al
T
PAC
K
(T
-
T
PAC
K)
ex
am
in
es
th
e
r
el
atio
n
s
h
ip
s
b
etwe
en
s
ev
er
al
k
n
o
wled
g
e
d
o
m
ain
s
a
n
d
id
en
tifi
es
th
e
f
u
n
d
am
e
n
tal
co
m
p
o
n
en
ts
o
f
teac
h
er
k
n
o
wled
g
e
r
eq
u
ir
e
d
f
o
r
ef
f
ec
tiv
ely
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
in
to
teac
h
in
g
.
T
o
in
v
esti
g
ate
th
e
tech
n
o
l
o
g
y
-
r
el
ated
elem
en
ts
th
at
im
p
ac
t
th
e
E
FL
teac
h
er
s
’
ad
o
p
tio
n
o
f
tec
h
n
o
lo
g
y
,
t
h
is
s
tu
d
y
m
ain
ly
f
o
c
u
s
es
o
n
th
e
f
o
u
r
T
-
T
PAC
K
co
n
s
tr
u
cts,
n
am
ely
tech
n
o
lo
g
ical
k
n
o
wled
g
e
(
TK
)
,
tech
n
o
lo
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
C
K
)
,
te
ch
n
o
lo
g
ical
p
ed
ag
o
g
ical
k
n
o
wled
g
e
(
T
PK
)
,
an
d
T
PAC
K,
wh
ich
all
in
co
r
p
o
r
ate
a
tech
n
o
lo
g
ical
elem
en
t
as sh
o
wn
in
Fig
u
r
e
2
.
Fu
r
th
er
m
o
r
e
,
t
h
e
in
tr
o
d
u
ctio
n
o
f
T
-
d
im
en
s
io
n
s
h
as
r
ev
ea
led
a
s
ig
n
if
ica
n
t
in
f
l
u
en
c
e
o
n
th
e
s
elf
-
ef
f
icac
y
o
f
p
r
eser
v
ice
teac
h
er
s
,
wh
ich
in
tu
r
n
ac
ts
as
a
p
r
ed
icto
r
f
o
r
th
eir
willin
g
n
ess
to
in
co
r
p
o
r
ate
tech
n
o
lo
g
y
[
2
5
]
.
Z
h
a
n
g
an
d
C
h
en
[
2
6
]
also
h
ig
h
lig
h
ted
th
e
is
s
u
e
o
f
lan
g
u
ag
e
teac
h
er
s
an
d
lear
n
er
s
f
ac
in
g
d
if
f
icu
lties
wh
en
u
s
in
g
tech
n
o
lo
g
ies.
T
PAC
K
i
s
em
p
lo
y
ed
in
th
is
s
tu
d
y
as
a
m
ec
h
an
i
s
m
f
o
r
d
elin
ea
tin
g
in
s
tr
u
cto
r
s
'
in
clin
atio
n
to
u
til
ize
I
C
T
an
d
th
ei
r
p
r
o
f
icien
cy
.
An
in
v
esti
g
atio
n
o
f
th
e
r
ela
tio
n
s
h
ip
s
b
etwe
en
teac
h
er
s
'
T
-
T
PAC
K
an
d
th
eir
in
ten
tio
n
to
u
s
e
I
C
T
co
u
ld
y
ield
u
s
ef
u
l
in
s
ig
h
ts
in
t
o
e
n
h
an
cin
g
teac
h
er
s
'
co
m
p
eten
ce
to
e
f
f
ec
tiv
ely
in
co
r
p
o
r
ate
I
C
T
in
to
th
eir
teac
h
in
g
p
r
ac
tices.
W
ith
r
esp
ec
t
to
cu
r
r
en
t
r
esear
ch
q
u
esti
o
n
,
t
h
e
h
y
p
o
t
h
eses
wer
e
ad
d
r
ess
ed
:
i)
T
h
e
T
-
T
PAC
K
o
f
E
n
g
lis
h
teac
h
e
r
s
p
o
s
itiv
e
ly
a
f
f
ec
t
s
o
n
B
I
U
o
f
I
C
T
u
s
e
at
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es
(
H4
)
;
ii)
T
h
e
T
-
T
PA
C
K
o
f
E
n
g
lis
h
teac
h
e
r
s
p
o
s
itiv
ely
af
f
ec
ts
o
n
PU
o
f
I
C
T
at
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es
(
H5
)
;
iii)
T
h
e
T
-
T
PAC
K
o
f
E
n
g
lis
h
teac
h
er
s
p
o
s
iti
v
ely
af
f
ec
ts
o
n
PEU
o
f
I
C
T
at
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es
(
H6
)
;
an
d
iv
)
T
h
e
T
-
T
PAC
K
o
f
E
n
g
lis
h
teac
h
er
s
p
o
s
itiv
ely
af
f
ec
ts
o
n
AT
C
U
o
f
I
C
T
at
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es
(
H7
)
.
Fig
u
r
e
2.
T
PAC
K
[
2
3
]
2
.
3
.
Resea
rc
h
q
ues
t
io
n a
nd
t
he
pro
po
s
ed
re
s
ea
rc
h m
o
del
Pro
m
p
ted
b
y
th
e
I
C
T
p
o
licies
f
o
r
C
h
in
ese
v
o
ca
tio
n
al
c
o
lleg
es,
a
p
o
s
itiv
e
ten
d
e
n
cy
to
war
d
s
th
e
u
s
e
o
f
tech
n
o
lo
g
y
a
m
o
n
g
E
FL
te
ac
h
er
s
h
as
b
ee
n
f
o
u
n
d
in
m
a
n
y
s
tu
d
ies
[
1
2
]
,
[
2
7
]
.
W
h
ile
s
o
m
e
r
esear
ch
also
r
ev
ea
ls
th
at
C
h
in
ese
E
FL
teac
h
er
s
h
av
e
d
if
f
icu
lty
in
e
f
f
ec
tiv
ely
in
teg
r
atin
g
tec
h
n
o
lo
g
y
in
t
o
th
eir
co
u
r
s
es
[
2
8
]
.
T
h
e
p
r
esen
t
s
tu
d
y
u
tili
ze
d
T
-
T
PAC
K
co
m
p
o
n
en
ts
as
ex
ter
n
al
v
ar
iab
les
in
th
e
T
AM
to
ex
am
in
e
th
e
im
p
ac
t
o
f
T
-
T
PAC
K
o
n
th
e
ac
ce
p
tan
ce
o
f
I
C
T
am
o
n
g
E
FL
teac
h
er
s
i
n
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es.
B
ased
o
n
th
e
p
r
io
r
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
Mo
d
elin
g
E
n
g
lis
h
tea
ch
ers
’
in
ten
tio
n
to
u
s
e
I
C
T:
tech
n
o
lo
g
y
a
cc
ep
ta
n
ce
a
n
d
TPA
C
K
(
Li C
a
o
)
2317
s
tu
d
y
,
s
ev
en
p
ar
am
eter
s
,
n
a
m
ely
T
K,
T
C
K,
T
PK,
T
PAC
K,
PU,
PEU,
an
d
AT
C
U,
wer
e
ch
o
s
en
a
s
in
d
ep
en
d
en
t
v
ar
iab
les,
wh
er
e
as
B
I
U
wa
s
p
ick
ed
as
th
e
d
ep
en
d
en
t
v
a
r
iab
le
as
d
em
o
n
s
tr
ated
in
Fig
u
r
e
3
.
Hen
ce
,
th
e
p
r
esen
t
s
tu
d
y
aim
s
to
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
:
W
h
at
r
elatio
n
s
h
ip
s
ex
is
t
b
etwe
en
th
e
T
AM
an
d
th
e
T
-
T
PAC
K
o
f
E
FL
te
ac
h
er
s
at
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es
,
an
d
h
o
w
is
th
eir
b
e
h
av
io
r
al
in
te
n
tio
n
to
u
s
e
I
C
T
?
Fig
u
r
e
3
.
Pro
p
o
s
ed
r
esear
c
h
m
o
d
el
in
th
is
s
tu
d
y
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
o
in
v
esti
g
ate
a
p
ar
ticu
lar
to
p
ic,
th
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
a
n
titativ
e
m
eth
o
d
with
a
s
u
r
v
e
y
r
esear
ch
d
esig
n
,
wh
ich
is
m
o
r
e
e
f
f
i
cien
t
in
test
in
g
th
e
v
ar
iab
l
es.
T
o
c
o
llect
q
u
a
n
titativ
e
d
ata,
s
u
r
v
e
y
s
with
q
u
esti
o
n
n
air
es
ar
e
c
o
m
m
o
n
ly
u
s
ed
.
T
h
e
m
ea
s
u
r
em
e
n
t
in
s
tr
u
m
en
t
f
o
r
th
is
s
tu
d
y
'
s
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
co
m
p
o
n
en
ts
co
n
s
is
ts
o
f
a
s
er
i
es
o
f
s
tatem
en
ts
o
r
q
u
esti
o
n
s
to
wh
ich
p
ar
ticip
a
n
ts
ar
e
ask
e
d
to
r
esp
o
n
d
.
Data
wer
e
co
llected
th
r
o
u
g
h
q
u
e
s
tio
n
n
air
es,
wh
ich
ca
n
b
e
u
s
ed
to
ass
ess
p
eo
p
le's
p
er
ce
p
tio
n
s
,
o
p
in
io
n
s
,
k
n
o
wled
g
e,
attitu
d
es,
an
d
b
elief
s
[
2
9
]
.
3
.
2
.
T
he
p
a
rt
icipa
nts
T
h
e
tar
g
et
p
o
p
u
latio
n
f
o
r
th
is
s
tu
d
y
co
n
s
is
ted
o
f
E
FL
tea
ch
er
s
wo
r
k
in
g
at
v
o
ca
tio
n
al
co
lleg
es
in
Sh
an
d
o
n
g
Pro
v
in
ce
.
At
th
e
s
tar
t
o
f
th
e
s
em
ester
,
th
e
E
FL
t
ea
ch
er
s
wer
e
em
ailed
an
o
n
li
n
e
in
v
itatio
n
to
ta
k
e
p
ar
t
in
th
e
s
u
r
v
e
y
,
to
g
eth
er
w
ith
an
in
f
o
r
m
atio
n
s
h
ee
t
an
d
c
o
n
s
en
t
f
o
r
m
.
Alto
g
eth
er
,
4
4
0
E
FL
teac
h
er
s
f
r
o
m
Sh
an
d
o
n
g
Pro
v
in
ce
,
s
p
ec
if
ica
lly
em
p
lo
y
ed
at
v
o
ca
tio
n
al
in
s
titu
tio
n
s
,
to
o
k
p
ar
t
in
th
e
s
u
r
v
ey
.
T
h
e
s
am
p
le
co
n
s
is
ted
o
f
m
ale
an
d
f
em
ale
E
n
g
lis
h
lan
g
u
ag
e
teac
h
er
s
o
f
d
if
f
er
e
n
t
ag
e
g
r
o
u
p
s
,
with
v
ar
y
in
g
lev
els
o
f
teac
h
in
g
ex
p
e
r
ien
ce
an
d
e
d
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
.
T
h
e
f
r
e
q
u
en
cy
a
n
d
p
r
o
p
o
r
tio
n
o
f
r
e
s
p
o
n
d
e
nt
s
in
ea
ch
ca
teg
o
r
y
f
o
r
d
em
o
g
r
ap
h
ic
d
at
a,
s
u
ch
as
g
e
n
d
er
,
ag
e
g
r
o
u
p
s
,
ed
u
c
atio
n
lev
els,
an
d
wo
r
k
i
n
g
e
x
p
er
ien
ce
s
,
ar
e
illu
s
tr
ated
in
T
a
b
le
1
.
T
h
is
d
e
s
cr
ip
tiv
e
an
aly
s
is
h
ig
h
lig
h
ts
t
h
e
d
em
o
g
r
a
p
h
ic
ch
ar
ac
ter
is
tics
to
p
r
o
v
id
e
in
s
ig
h
ts
in
to
th
e
p
r
o
f
ile
o
f
E
FL
teac
h
er
s
in
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es
.
3
.
3
.
T
he
ins
t
rum
ent
A
web
-
b
ased
s
u
r
v
ey
was
d
ev
elo
p
ed
an
d
co
n
d
u
cted
t
o
ass
ess
th
e
m
o
d
el
ac
co
r
d
in
g
to
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
.
T
h
e
in
s
tr
u
m
en
t
co
m
p
r
is
ed
th
r
ee
co
m
p
o
n
en
ts
:
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
T
-
T
PAC
K
s
tr
u
ctu
r
es,
an
d
E
FL
teac
h
e
r
s
’
tech
n
o
lo
g
y
ac
ce
p
tan
ce
o
f
I
C
T
b
ased
o
n
th
e
p
r
ev
io
u
s
s
tu
d
ies
with
s
o
m
e
m
o
d
if
icatio
n
s
.
C
o
n
s
id
er
in
g
p
ar
ticip
a
n
ts
ar
e
E
n
g
lis
h
teac
h
er
s
,
th
e
item
s
w
er
e
p
r
esen
ted
in
th
e
o
r
ig
in
al
E
n
g
lis
h
v
er
s
io
n
.
T
h
e
T
-
d
im
en
s
io
n
al
T
PAC
K
(
T
K,
T
C
K,
T
PK,
T
PAC
K)
in
s
tr
u
m
en
t
with
2
3
item
s
wa
s
ad
ap
ted
f
r
o
m
th
e
T
PAC
K
f
r
am
ewo
r
k
a
n
d
th
e
T
PAC
K
-
E
FL
s
ca
le
b
y
B
aser
et
a
l.
[
3
0
]
.
T
h
e
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
o
f
th
e
I
C
T
in
s
tr
u
m
en
t
in
clu
d
ed
1
5
item
s
an
d
was a
d
ap
ted
f
r
o
m
s
ev
er
al
s
tu
d
ies
[
1
8
]
,
[
3
1
]
,
ad
ju
s
ted
to
tak
e
in
to
ac
c
o
u
n
t th
e
p
ar
ticu
lar
cir
cu
m
s
tan
ce
s
o
f
th
e
E
FL
teac
h
er
s
tak
in
g
p
ar
t in
th
is
r
esear
c
h
.
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
3
1
4
-
2
3
2
6
2318
T
ab
le
1
.
Fre
q
u
en
cy
d
is
tr
ib
u
tio
n
o
f
s
am
p
le
d
ata
D
e
mo
g
r
a
p
h
i
c
t
y
p
e
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
33
1
0
.
6
0
F
e
mal
e
2
7
9
8
9
.
4
0
A
g
e
20
-
3
0
y
e
a
r
s
o
l
d
43
1
3
.
8
0
31
-
4
0
y
e
a
r
s
o
l
d
99
3
1
.
7
0
41
-
5
0
y
e
a
r
s
o
l
d
1
2
7
4
0
.
7
0
>
5
0
y
e
a
r
s o
l
d
43
1
3
.
8
0
Ed
u
c
a
t
i
o
n
B
a
c
h
e
l
o
r
’
s
D
e
g
r
e
e
96
3
0
.
8
0
M
a
s
t
e
r
’
s D
e
g
r
e
e
2
1
6
6
9
.
2
0
W
o
r
k
i
n
g
e
x
p
e
r
i
e
n
c
e
s
1
-
5
y
e
a
r
s
68
2
1
.
8
0
6
-
1
0
y
e
a
r
s
46
1
4
.
7
0
11
-
1
5
y
e
a
r
s
41
1
3
.
1
0
16
-
2
0
y
e
a
r
s
74
2
3
.
7
0
M
o
r
e
t
h
a
n
2
0
y
e
a
r
s
83
2
6
.
6
0
3
.
4
.
Da
t
a
a
na
ly
s
is
pro
ce
du
r
e
T
h
is
p
h
ase
will
s
tar
t
af
ter
th
e
in
s
tr
u
m
en
ts
r
ea
ch
es
th
e
ac
ce
p
tab
le
r
eliab
ilit
y
an
d
v
alid
ity
r
eq
u
ir
ed
.
B
ef
o
r
e
d
is
tr
ib
u
tin
g
th
e
q
u
esti
o
n
n
air
e,
t
h
e
E
FL
teac
h
er
s
will r
ec
eiv
e
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
t
h
e
o
b
jectiv
e
o
f
th
e
q
u
esti
o
n
n
air
e
an
d
in
s
tr
u
ctio
n
s
o
n
h
o
w
to
co
m
p
lete
th
eir
r
esp
o
n
s
es.
T
h
e
r
esear
ch
er
will
d
is
tr
ib
u
te
th
e
o
n
lin
e
q
u
esti
o
n
n
air
es
to
th
e
p
ar
tici
p
an
ts
u
s
in
g
Qu
altr
ics
,
a
w
eb
-
b
ased
a
p
p
licatio
n
s
p
ec
if
ically
d
esig
n
ed
f
o
r
co
n
d
u
ctin
g
o
n
lin
e
s
u
r
v
ey
r
ese
ar
ch
.
Ou
t
o
f
th
e
o
r
i
g
in
al
s
am
p
le
o
f
3
4
0
E
FL
teac
h
er
s
,
2
8
wer
e
ex
clu
d
e
d
f
r
o
m
th
e
an
aly
s
is
b
ec
au
s
e
th
ey
p
r
o
v
id
ed
in
co
n
s
is
ten
t r
esp
o
n
s
es a
n
d
u
n
r
eliab
le
d
ata.
T
h
e
s
tu
d
y
em
p
lo
y
ed
p
a
r
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
f
o
r
d
at
a
an
aly
s
is
an
d
th
e
d
ata
c
o
llected
wer
e
ex
am
in
ed
u
tili
zin
g
a
two
-
s
tep
ass
ess
m
en
t
ap
p
r
o
ac
h
,
w
h
ich
in
v
o
lv
ed
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
an
d
s
tr
u
c
tu
r
al
m
o
d
el.
T
h
e
s
elec
tio
n
o
f
PLS
-
SEM
in
th
is
r
esear
ch
wa
s
b
ased
o
n
s
ev
er
al
ju
s
tific
atio
n
s
.
I
f
th
e
r
esear
ch
attem
p
ts
to
in
v
esti
g
ate
a
cu
r
r
en
t
th
eo
r
y
,
it
is
ad
v
is
ab
le
to
p
r
io
r
itize
th
e
u
s
e
o
f
PLS
-
SEM
wh
ich
ca
n
ass
is
t
in
ef
f
icien
tly
m
an
a
g
in
g
e
x
p
l
o
r
ato
r
y
r
esear
ch
th
at
in
v
o
lv
e
s
in
tr
icate
m
o
d
els.
Fu
r
th
er
m
o
r
e
,
it f
ac
ilit
ates th
e
s
im
u
ltan
eo
u
s
ex
am
in
atio
n
o
f
b
o
th
s
tr
u
ctu
r
al
a
n
d
m
ea
s
u
r
e
m
en
t m
o
d
els,
r
esu
ltin
g
in
th
e
p
r
o
d
u
ctio
n
o
f
p
r
ec
is
e
m
ea
s
u
r
em
en
ts
[
3
2
]
.
4.
RE
SU
L
T
S
4
.
1
.
Ass
ess
m
ent
o
f
t
he
m
e
a
s
urem
ent
m
o
del (
o
ute
r
m
o
del
)
T
h
e
m
ea
s
u
r
em
en
t
m
o
d
el
i
n
v
o
lv
e
d
ass
ess
in
g
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
co
n
ce
p
t
m
ea
s
u
r
em
en
ts
.
W
h
en
ev
alu
ati
n
g
m
ea
s
u
r
em
e
n
t
m
o
d
els,
it
is
cr
u
cial
to
d
is
tin
g
u
is
h
b
etwe
en
co
n
s
tr
u
cts
th
at
ar
e
m
ea
s
u
r
ed
r
e
f
lectiv
ely
a
n
d
th
o
s
e
th
at
ar
e
m
ea
s
u
r
ed
f
o
r
m
ativ
ely
.
I
n
o
r
d
er
to
o
p
er
atio
n
alize
th
e
m
ea
s
u
r
em
en
t
m
o
d
el,
Sm
ar
t
PLS
4
.
0
s
o
f
twa
r
e
was
u
s
ed
t
o
g
e
n
er
ate
ea
c
h
p
o
s
s
ib
le
o
u
ter
an
d
in
n
e
r
p
at
h
.
Fig
u
r
e
4
illu
s
tr
ates
th
e
m
ea
s
u
r
em
en
t
m
o
d
el,
an
d
it
ca
n
b
e
s
h
o
wn
th
at
th
e
s
ec
o
n
d
-
o
r
d
er
co
n
s
tr
u
ct
o
f
T
-
d
i
m
en
s
io
n
al
T
PAC
K
(
T
K,
T
C
K,
T
PK,
an
d
T
PAC
K
)
was
s
p
ec
if
ied
f
o
r
m
ativ
ely
.
I
n
o
r
d
er
t
o
ad
d
r
ess
th
e
co
llin
ea
r
ity
is
s
u
e
r
esu
ltin
g
f
r
o
m
th
e
h
ig
h
v
ar
ian
ce
in
f
latio
n
f
ac
to
r
(
VI
F)
b
etwe
e
n
T
PK
an
d
T
PAC
K,
th
e
two
item
s
(
T
PK
1
an
d
T
PK
7
)
wer
e
r
em
o
v
e
d
f
r
o
m
th
e
m
o
d
el
.
4
.
2
.
I
nte
rna
l c
o
ns
is
t
ency
re
lia
bil
it
y
First,
a
s
tr
u
ctu
r
al
m
o
d
el
a
n
d
m
ea
s
u
r
em
en
t
wer
e
g
r
a
p
h
icall
y
b
u
ilt
t
o
ass
ess
th
e
co
n
s
tr
u
cts
'
r
eliab
ilit
y
.
T
h
e
C
r
o
n
b
ac
h
'
s
alp
h
a
an
d
c
o
m
p
o
s
ite
r
eliab
ilit
y
s
co
r
es
o
f
th
e
co
n
s
tr
u
cts
wer
e
ex
tr
ac
t
ed
wh
en
th
e
PLS
alg
o
r
ith
m
was
r
u
n
.
E
v
er
y
s
co
r
e
ex
ce
ed
ed
t
h
e
r
ec
o
m
m
en
d
e
d
th
r
esh
o
ld
s
,
with
C
r
o
n
b
ac
h
a
lp
h
a
at
0
.
7
0
8
an
d
c
o
m
p
o
s
ite
r
eliab
ilit
y
[
3
2
]
at
0
.
5
0
0
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
as f
o
r
th
e
m
u
lti
-
item
co
n
s
tr
u
cts ar
e
s
h
o
wn
in
T
ab
le
2
.
To
ad
d
r
ess
th
e
co
llin
ea
r
ity
i
s
s
u
e
r
esu
ltin
g
f
r
o
m
th
e
h
ig
h
VI
F
b
etwe
en
T
PK
an
d
T
PAC
K,
th
e
two
item
s
(
T
PK 1
an
d
T
PK 7
)
wer
e
r
em
o
v
ed
f
r
o
m
t
h
e
m
o
d
el.
4
.
3
.
I
nd
ica
t
o
r
re
lia
bil
it
y
Du
e
to
th
e
p
o
s
s
ib
ilit
y
o
f
a
co
n
s
id
er
ab
le
o
u
ter
lo
ad
in
g
b
ein
g
r
elativ
ely
lig
h
t,
a
wid
el
y
ac
ce
p
ted
g
u
id
elin
e
is
th
at
s
tan
d
ar
d
ize
d
o
u
ter
lo
a
d
in
g
s
s
h
o
u
ld
b
e
0
.
7
0
8
o
r
g
r
ea
te
r
.
T
h
e
ju
s
tific
atio
n
f
o
r
th
is
r
u
le
ca
n
b
e
co
m
p
r
eh
e
n
d
ed
b
y
co
n
s
id
er
in
g
th
e
s
q
u
ar
e
o
f
a
s
tan
d
ar
d
ized
in
d
icato
r
'
s
o
u
ter
lo
ad
in
g
,
wh
ich
is
k
n
o
wn
as
th
e
co
m
m
u
n
ality
o
f
an
item
[
3
2
]
.
Fo
llo
win
g
th
is
cr
iter
ia,
th
e
o
u
ter
lo
ad
in
g
v
alu
es
in
T
ab
le
3
h
av
e
ac
h
ie
v
ed
th
e
th
r
esh
o
ld
v
al
u
e,
in
d
icatin
g
all
item
s
h
ad
o
u
ter
l
o
ad
in
g
v
alu
e
s
m
o
r
e
th
a
n
0
.
7
0
8
.
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
Mo
d
elin
g
E
n
g
lis
h
tea
ch
ers
’
in
ten
tio
n
to
u
s
e
I
C
T:
tech
n
o
lo
g
y
a
cc
ep
ta
n
ce
a
n
d
TPA
C
K
(
Li C
a
o
)
2319
Fig
u
r
e
4
.
Me
asu
r
em
e
n
t
m
o
d
el
o
f
E
n
g
lis
h
teac
h
er
s
’
tech
n
o
lo
g
y
ac
ce
p
tan
ce
an
d
T
PAC
K
o
n
th
eir
in
ten
tio
n
t
o
u
s
e
I
C
T
T
ab
le
2
.
C
o
n
s
tr
u
ct
r
eliab
ilit
y
s
co
r
es
C
o
n
st
r
u
c
t
s
S
u
b
-
c
o
n
st
r
u
c
t
s
I
t
e
ms
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
C
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
TPA
C
K
-
EFL
TK
9
0
.
9
1
6
0
.
9
3
1
TC
K
3
0
.
8
3
0
0
.
8
9
8
TPK
5
*
*
0
.
9
2
4
0
.
9
4
2
TPA
C
K
4
0
.
9
0
3
0
.
9
3
2
I
n
t
e
r
n
a
l
f
a
c
t
o
r
s
PU
4
0
.
9
5
1
0
.
9
6
5
P
EU
4
0
.
9
2
5
0
.
9
4
7
A
TC
U
4
0
.
9
6
7
0
.
9
7
6
B
I
U
3
0
.
9
7
4
0
.
9
8
3
*
1
i
t
e
m
d
e
l
e
t
e
d
;
*
*
2
i
t
e
ms
d
e
l
e
t
e
d
4
.
4
.
M
ea
s
urem
ent
o
f
t
he
s
ig
nifica
nce
o
f
o
ute
r
weig
hts o
f
T
-
T
P
ACK
T
h
e
d
a
t
a
i
n
T
a
b
l
e
4
s
h
o
w
s
t
h
a
t
a
ll
t
h
e
i
n
d
i
c
at
o
r
s
f
o
r
t
h
e
f
o
r
m
a
t
i
v
e
c
o
n
s
t
r
u
c
t
s
at
is
f
y
t
h
e
VI
F
c
r
it
e
r
i
a
,
w
i
t
h
v
a
l
u
es
c
o
n
s
i
s
t
e
n
t
l
y
b
el
o
w
t
h
e
t
h
r
es
h
o
l
d
o
f
5
[
3
2
]
.
A
s
s
h
o
w
n
,
t
h
e
t
w
o
it
e
m
s
(
T
P
K
1
a
n
d
T
P
K
7
)
we
r
e
d
i
s
c
a
r
d
e
d
f
r
o
m
t
h
e
m
o
d
e
l
t
o
o
v
e
r
c
o
m
e
t
h
e
c
o
l
l
i
n
e
a
r
i
t
y
is
s
u
e
d
u
e
t
o
t
h
e
h
i
g
h
c
o
l
li
n
e
a
r
i
t
y
i
n
t
h
e
V
I
F
b
et
w
e
en
T
P
K
a
n
d
T
-
T
P
AC
K
.
I
t
c
a
n
b
e
c
o
n
c
l
u
d
e
d
t
h
a
t
i
n
a
n
y
o
f
t
h
e
f
o
r
m
a
t
i
v
e
s
t
r
u
c
t
u
r
es
,
t
h
e
l
e
v
e
l
o
f
c
o
l
l
i
n
e
a
r
i
t
y
o
f
t
h
i
s
s
t
u
d
y
r
e
a
c
h
e
d
c
r
i
ti
c
a
l
l
e
v
e
ls
.
T
h
e
r
e
f
o
r
e
,
t
h
e
r
e
i
s
n
o
m
u
l
ti
c
o
l
lin
e
a
r
i
t
y
p
r
o
b
l
e
m
w
i
t
h
t
h
e
r
e
s
u
lts
.
4
.
5
.
Co
nv
er
g
ent
v
a
lid
it
y
C
o
n
v
er
g
en
t
v
alid
ity
is
f
r
eq
u
en
tly
ass
ess
ed
at
th
e
co
n
s
tr
u
ct
le
v
el
u
s
in
g
th
e
a
v
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
m
ea
s
u
r
em
en
t.
T
h
e
m
e
an
o
f
th
e
s
q
u
ar
ed
lo
a
d
in
g
s
o
f
t
h
e
co
n
s
tr
u
ct
-
r
elate
d
in
d
icat
o
r
s
is
u
s
ed
to
ca
lcu
late
th
e
cr
iter
io
n
.
T
h
e
r
esu
lt is
th
en
d
iv
id
ed
b
y
th
e
t
o
tal
n
u
m
b
er
o
f
in
d
icato
r
s
o
n
ce
th
e
s
u
m
o
f
th
e
s
q
u
ar
ed
lo
a
d
in
g
s
h
as
b
ee
n
ca
lcu
lated
.
Af
ter
ca
lcu
latin
g
th
e
s
u
m
o
f
th
e
s
q
u
ar
ed
lo
ad
in
g
s
,
th
e
r
esu
lt
is
d
iv
id
ed
b
y
th
e
to
tal
n
u
m
b
er
o
f
in
d
icato
r
s
.
T
h
e
AV
E
is
a
m
ea
s
u
r
e
o
f
th
e
e
x
ten
t to
wh
ich
a
co
n
s
tr
u
ct
s
h
ar
es c
o
m
m
o
n
ch
a
r
ac
ter
is
tics
[
3
2
]
.
T
ab
le
5
s
h
o
ws
th
e
co
n
s
tr
u
ct
r
eliab
ilit
y
f
o
r
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
,
an
d
all
co
n
s
tr
u
cts
h
av
e
m
et
th
e
m
in
im
al
AVE
cr
iter
ia.
Hen
ce
,
th
e
m
ea
s
u
r
em
en
ts
f
o
r
all
co
n
s
tr
u
cts
ex
h
ib
it
a
s
atis
f
ac
to
r
y
d
eg
r
ee
o
f
co
n
v
er
g
e
n
t
v
alid
ity
.
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
3
1
4
-
2
3
2
6
2320
T
ab
le
3
.
Ou
ter
lo
ad
in
g
s
v
alu
es
C
o
n
st
r
u
c
t
s
S
u
b
-
c
o
n
st
r
u
c
t
s
I
t
e
m l
a
b
e
l
O
u
t
e
r
l
o
a
d
i
n
g
s (
≥
0
.
5
)
I
n
t
e
r
n
a
l
AT
C
U
0
.
8
7
6
A
TC
U
1
0
.
9
4
8
A
TC
U
2
0
.
9
6
1
A
TC
U
3
0
.
9
5
2
A
TC
U
4
0
.
9
5
3
0
.
1
9
0
P
EU
P
EU
1
0
.
8
6
8
P
EU
2
0
.
9
2
6
P
EU
3
0
.
9
1
2
P
EU
4
0
.
9
0
8
PU
0
.
6
9
8
P
U
1
0
.
9
5
2
P
U
2
0
.
9
4
4
P
U
3
0
.
9
4
7
P
U
4
0
.
8
9
4
T
-
d
i
m
e
n
s
i
o
n
a
l
TPA
C
K
TK
-
TK
1
0
.
7
3
1
TK
2
0
.
7
8
0
TK
3
0
.
7
9
6
TK
4
0
.
7
0
8
TK
5
0
.
7
8
2
TK
6
0
.
8
2
3
TK
7
0
.
6
8
2
TK
8
0
.
8
3
0
TK
9
0
.
8
2
4
TC
K
-
TC
K
1
0
.
8
5
6
TC
K
2
0
.
8
8
6
TC
K
3
0
.
8
4
8
TPK
-
TPK
2
0
.
8
6
2
TPK
3
0
.
8
4
6
TPK
4
0
.
9
0
8
TPK
5
0
.
8
7
3
TPK
6
0
.
8
8
6
TPA
C
K
-
TPA
C
K
1
0
.
8
7
1
TPA
C
K
2
0
.
9
1
3
TPA
C
K
3
0
.
8
3
3
TPA
C
K
4
0
.
9
0
3
B
I
U
B
I
U
1
0
.
9
7
2
B
I
U
2
0
.
9
7
8
B
I
U
3
0
.
9
7
4
T
ab
le
4
.
Sig
n
if
ica
n
ce
o
f
o
u
ter
weig
h
ts
an
d
co
llin
ea
r
ity
is
s
u
e
C
o
n
st
r
u
c
t
s
S
u
b
-
c
o
n
st
r
u
c
t
s/
I
t
e
ms
O
u
t
e
r
w
e
i
g
h
t
s
P
-
v
a
l
u
e
VIF
T
-
d
i
m
e
n
s
i
o
n
a
l
TPA
C
K
TK
0
.
3
9
9
0
.
0
0
0
2
.
4
7
4
TC
K
0
.
1
4
7
0
.
0
0
0
2
.
6
5
3
TPK
0
.
3
1
1
0
.
0
0
0
4
.
3
8
3
TPA
C
K
0
.
2
4
9
0
.
0
0
0
4
.
3
8
0
T
ab
le
5
.
C
o
n
s
tr
u
ct
r
eliab
ilit
y
a
n
d
v
alid
ity
C
o
n
st
r
u
c
t
s
S
u
b
-
c
o
n
st
r
u
c
t
s
C
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
(
C
R
≥
0
.
7
)
A
v
e
r
a
g
e
v
a
r
i
a
n
c
e
e
x
t
r
a
c
t
e
d
(AVE
≥
0
.
5
)
TA
M
AT
C
U
0
.
9
7
6
0
.
9
0
9
P
EU
0
.
9
4
7
0
.
8
1
7
PU
0
.
9
6
5
0
.
8
7
3
T
-
TPA
C
K
TK
0
.
9
3
1
0
.
6
0
0
TC
K
0
.
8
9
8
0
.
7
4
5
TPK
0
.
9
4
2
0
.
7
6
6
TPA
C
K
0
.
9
3
2
0
.
7
7
6
B
I
U
-
0
.
9
8
3
0
.
9
5
0
5.
F
I
NDING
S
Fo
llo
win
g
an
ass
ess
m
en
t
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
’
s
v
alid
ity
an
d
r
eliab
ilit
y
,
th
e
s
tr
u
ctu
r
a
l
m
o
d
el
is
u
s
ed
to
ev
alu
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
en
d
o
g
en
o
u
s
an
d
ex
o
g
en
o
u
s
co
n
s
tr
u
cts
an
d
d
eter
m
in
e
th
e
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
Mo
d
elin
g
E
n
g
lis
h
tea
ch
ers
’
in
ten
tio
n
to
u
s
e
I
C
T:
tech
n
o
lo
g
y
a
cc
ep
ta
n
ce
a
n
d
TPA
C
K
(
Li C
a
o
)
2321
m
ea
s
u
r
em
en
t
m
o
d
el'
s
s
tr
en
g
th
.
PLS
-
SEM
allo
ws
f
o
r
h
y
p
o
th
esis
tes
tin
g
u
s
in
g
p
ath
an
aly
s
is
b
y
u
tili
zin
g
a
b
o
o
ts
tr
ap
ap
p
r
o
ac
h
.
T
h
e
o
u
t
co
m
e
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el
wo
u
ld
d
em
o
n
s
tr
ate
th
e
d
eg
r
ee
to
wh
ich
th
e
co
llected
d
ata
s
u
b
s
tan
tiates
a
h
y
p
o
th
esis
o
r
c
o
n
ce
p
t.
B
ased
o
n
th
e
c
r
iter
ia
estab
lis
h
ed
b
y
Hair
et
a
l.
[
3
2
]
,
w
e
im
p
lem
en
ted
th
e
s
ix
s
tag
es
d
u
r
in
g
th
e
ex
am
i
n
atio
n
p
r
o
ce
s
s
.
Firs
t,
we
b
eg
an
b
y
ex
a
m
in
in
g
th
e
is
s
u
e
o
f
co
llin
ea
r
ity
,
wh
ich
was
th
en
f
o
llo
wed
b
y
an
aly
zin
g
th
e
p
at
h
co
ef
f
icien
ts
(
β)
in
s
tag
e
2
.
Fu
r
th
er
m
o
r
e
,
th
e
R
2
co
ef
f
icien
ts
o
f
d
eter
m
in
atio
n
wer
e
ex
am
in
ed
d
u
r
i
n
g
s
tag
e
3
.
Du
r
in
g
s
tep
4
,
we
ass
ess
ed
th
e
s
ig
n
if
ican
ce
o
f
th
e
in
ter
n
al
c
o
n
s
tr
u
cts
b
y
m
ea
s
u
r
in
g
th
e
ef
f
ec
t
s
ize
o
f
f
2
.
Su
b
s
eq
u
en
tly
,
i
n
s
tep
s
5
a
n
d
6
,
we
co
m
p
u
te
d
Q
2
an
d
its
im
p
ac
t.
5
.
1
.
Co
llin
ea
rit
y
is
s
ue
I
n
o
r
d
er
to
e
v
alu
ate
co
llin
ea
r
ity
,
it
is
n
ec
es
s
ar
y
to
q
u
an
tify
t
h
e
VI
F
v
alu
es,
s
im
ilar
to
h
o
w
f
o
r
m
ativ
e
m
ea
s
u
r
em
en
t
m
o
d
els
ar
e
ass
e
s
s
ed
.
T
ab
le
6
d
is
p
lay
s
th
e
ex
o
g
en
o
u
s
co
n
s
tr
u
ct
T
-
T
PAC
K
’
s
VI
F
v
alu
e
in
th
e
s
tr
u
ctu
r
al
m
o
d
el.
T
h
e
r
esu
lt
s
h
o
ws
th
at
th
e
VI
F
v
alu
e
o
f
T
-
T
PAC
K
to
B
I
U
i
s
1
.
5
6
8
,
lo
w
er
th
an
th
e
r
eq
u
ir
e
d
th
r
esh
o
ld
o
f
5
.
0
.
T
ab
le
6
.
VI
F
v
al
u
es
C
o
n
st
r
u
c
t
s
VIF
T
-
TPA
C
K
-
>
B
I
U
1
.
5
6
8
5
.
2
.
Str
uct
ura
l
m
o
del r
ela
t
i
o
ns
hip
T
h
e
s
ig
n
if
ican
ce
o
f
th
e
r
elati
o
n
s
h
ip
s
b
etwe
en
th
e
in
d
ep
en
d
en
t
an
d
d
ep
en
d
en
t
v
ar
ia
b
les
n
ee
d
s
to
b
e
ass
es
s
ed
in
th
e
p
r
esen
t
in
v
esti
g
atio
n
.
Giv
en
a
lev
el
o
f
s
ig
n
if
ican
ce
o
f
5
%,
all
r
elatio
n
s
h
i
p
s
in
d
icate
d
in
th
e
s
tr
u
ctu
r
al
m
o
d
el
ar
e
s
tatis
tically
s
ig
n
if
ican
t.
T
h
e
p
ath
c
o
ef
f
icien
ts
an
d
th
e
s
ig
n
if
ican
ce
o
f
th
e
r
esu
lts
wer
e
ev
alu
ated
to
en
s
u
r
e
th
e
s
tab
ilit
y
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el
in
T
ab
le
7
.
T
h
e
f
o
u
r
th
h
y
p
o
t
h
esis
is
:
E
FL
teac
h
er
s
’
T
-
T
PAC
K
h
as
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
th
eir
B
I
U
o
f
I
C
T
in
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es.
T
h
e
r
esu
lts
in
d
icate
th
at
th
er
e
is
a
s
ig
n
if
ican
t
ass
o
ciatio
n
b
etwe
en
T
-
T
PAC
K
an
d
B
I
U
(
p
-
v
al
u
e=
0
.
1
6
2
)
.
At
th
e
5
%
lev
el,
t
h
is
co
ef
f
icien
t
is
n
o
t
s
ig
n
if
ica
n
t
.
I
n
ad
d
itio
n
,
it
s
h
o
u
ld
b
e
n
o
ted
th
at
th
e
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
h
o
ws
th
e
v
alu
e
o
f
n
e
g
ativ
e
p
at
h
co
e
f
f
icien
t
(
β
=0
.
0
5
4
)
.
H4
is
n
o
t
s
u
p
p
o
r
ted
,
d
em
o
n
s
tr
atin
g
th
at
E
FL
teac
h
er
s
’
T
-
T
PAC
K
h
as
n
o
in
f
l
u
en
ce
on
t
h
eir
B
I
U.
R
eg
ar
d
in
g
th
e
p
r
im
ar
y
co
n
s
tr
u
cts
o
f
T
AM
,
PU
h
as
a
s
ig
n
if
ica
n
t
ef
f
ec
t
o
n
AT
C
U
(
β=0
.
6
9
8
;
p
=
0
.
0
0
0
)
an
d
PEU
o
n
AT
C
U
(
β=0
.
1
9
0
;
p
=0
.
0
0
1
)
.
AT
C
U
h
as
a
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
B
I
U
with
β=0
.
8
7
6
;
p
=0
.
0
0
0
.
Fu
r
th
er
m
o
r
e,
E
FL
teac
h
e
r
s
’
T
-
T
PAC
K
b
o
th
s
ig
n
if
ica
n
tly
in
f
lu
e
n
ce
PU
(
β=0
.
6
7
8
;
p
=0
.
0
0
0
)
an
d
PEU
(
β=0
.
7
1
6
;
p
=0
.
0
0
0
)
.
I
n
s
u
m
m
ar
y
,
th
e
PLS
-
SEM
r
esu
lts
s
u
g
g
est
th
at
all
h
y
p
o
th
eses
ar
e
s
u
p
p
o
r
ted
e
x
ce
p
t H
4
.
T
ab
le
7
.
R
esu
lts
o
f
s
tr
u
ctu
r
al
m
o
d
el
H
y
p
o
t
h
e
s
e
s
P
a
t
h
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
(
β
)
P
-
v
a
l
u
e
R
e
s
u
l
t
s
H1
PU
-
>
A
TC
U
0
.
6
9
8
0
.
0
0
0
*
*
*
S
u
p
p
o
r
t
e
d
H2
P
EU
-
>
A
TC
U
0
.
1
9
0
0
.
0
0
1
**
S
u
p
p
o
r
t
e
d
H3
A
TC
U
-
>
B
I
U
0
.
8
7
6
0
.
0
0
0
*
*
*
S
u
p
p
o
r
t
e
d
H4
T
-
TPA
C
K
-
>
B
I
U
0
.
0
5
4
0
.
1
6
2
N
o
t
s
u
p
p
o
r
t
e
d
H5
T
-
TPA
C
K
-
>
P
U
0
.
6
7
8
0
.
0
0
0
*
*
*
S
u
p
p
o
r
t
e
d
H6
T
-
TPA
C
K
-
>
P
EU
0
.
7
1
6
0
.
0
0
0
*
*
*
S
u
p
p
o
r
t
e
d
H7
T
-
TPA
C
K
-
>
A
TC
U
-
0
.
0
0
7
0
.
8
8
2
N
o
t
s
u
p
p
o
r
t
e
d
*
*
*
s
i
g
n
i
f
i
c
a
n
t
a
t
1
%
l
e
v
e
l
,
*
*
s
i
g
n
i
f
i
c
a
n
t
a
t
5
%
l
e
v
e
l
5
.
3
.
Co
e
f
f
icient
o
f
d
et
er
m
ina
t
io
n R
2
A
m
o
d
el'
s
p
o
wer
to
ac
cu
r
ately
r
ep
r
esen
t
th
e
d
ata
b
y
ca
lcu
l
atin
g
th
e
d
eg
r
e
e
o
f
co
n
n
ec
tio
n
th
at
th
e
PLS
p
ath
m
o
d
el
d
em
o
n
s
tr
ates
is
k
n
o
wn
as
its
ex
p
lan
ato
r
y
p
o
wer
.
A
s
tr
u
ctu
r
al
m
o
d
el'
s
ab
ilit
y
to
ex
p
lain
th
e
d
ata
is
p
r
im
ar
ily
ass
es
s
ed
u
s
in
g
th
e
co
ef
f
icien
t
o
f
d
eter
m
in
atio
n
(
R
2
)
.
I
n
th
is
ca
lcu
latio
n
,
th
e
co
r
r
elatio
n
b
etwe
en
th
e
o
b
s
er
v
e
d
an
d
p
r
e
d
icted
v
alu
es
o
f
a
p
ar
ticu
la
r
en
d
o
g
e
n
o
u
s
co
m
p
o
n
e
n
t
is
s
q
u
ar
ed
.
T
h
e
co
e
f
f
icien
t
ca
lcu
lates
th
e
ex
ten
t
t
h
at
ea
c
h
o
f
th
e
e
x
ter
n
al
h
id
d
e
n
f
ac
t
o
r
s
in
f
lu
e
n
ce
s
th
e
in
ter
n
al
lat
en
t
v
ar
iab
le
o
v
e
r
all
[
3
2
]
.
Acc
o
r
d
i
n
g
to
Hair
et
a
l
.
[
3
2
]
,
R
2
v
alu
es
o
f
0
.
7
5
,
0
.
5
0
,
an
d
0
.
2
5
ca
n
b
e
ca
teg
o
r
ized
as
s
u
b
s
tan
tial,
m
o
d
er
ate,
an
d
wea
k
,
r
esp
ec
tiv
ely
.
T
h
e
R
2
v
alu
e
f
o
r
B
I
U
is
0
.
8
2
6
,
as
s
ee
n
in
T
ab
le
8
.
T
h
e
d
ata
in
th
is
s
tu
d
y
ca
n
b
e
d
ee
m
ed
to
p
o
s
s
ess
a
h
ig
h
lev
el
o
f
p
r
e
d
ictiv
e
ac
cu
r
a
cy
.
B
ased
o
n
T
a
b
le
8
,
t
h
e
R
2
v
alu
e
f
o
r
th
e
m
o
d
e
l
was
0
.
8
2
6
f
o
r
B
I
U.
T
h
is
im
p
l
ies
th
at
8
2
.
6
%
o
f
t
h
e
to
tal
v
a
r
ian
ce
in
th
e
B
I
U
ca
n
b
e
e
x
p
l
ain
ed
an
d
p
r
ed
icted
b
y
th
e
ex
o
g
en
o
u
s
co
n
s
tr
u
cts
lin
k
ed
to
it
r
esp
ec
tiv
ely
.
Me
a
n
wh
ile,
th
e
R
2
ad
ju
s
ted
v
alu
e
ex
p
lain
s
th
at
th
e
s
ig
n
if
ican
t p
r
ed
icto
r
s
ac
co
u
n
t
f
o
r
8
2
.
5
% o
f
th
e
to
tal
v
a
r
ian
ce
in
th
e
B
I
U.
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
3
1
4
-
2
3
2
6
2322
T
ab
le
8
.
R
2
an
d
R
2
ad
ju
s
ted
v
a
lu
es
C
o
n
st
r
u
c
t
s
R
2
R
2
a
d
j
u
s
t
e
d
B
I
U
0
.
8
2
6
8
2
.
5
%
5
.
4
.
E
f
f
ec
t
s
ize
(
f
2
)
T
h
e
e
f
f
e
c
t
s
i
z
e
o
f
t
h
e
s
t
r
u
c
t
u
r
a
l
m
o
d
e
l
w
as
as
s
es
s
e
d
t
o
s
e
e
i
f
th
e
r
i
s
e
i
n
R
2
is
p
r
o
p
o
r
t
i
o
n
a
l
t
o
th
e
a
m
o
u
n
t
o
f
u
n
e
x
p
l
a
i
n
e
d
v
a
r
i
a
n
c
e
i
n
t
h
e
e
n
d
o
g
e
n
o
u
s
c
o
n
s
t
r
u
c
t
[
3
2
]
.
R
es
e
a
r
c
h
e
r
s
c
a
n
a
s
s
es
s
t
h
e
i
m
p
a
c
t
o
f
r
e
m
o
v
i
n
g
a
s
p
e
c
i
f
i
c
p
r
e
d
i
ct
o
r
c
o
n
s
t
r
u
c
t
o
n
t
h
e
R
2
v
a
l
u
e
o
f
a
n
e
n
d
o
g
e
n
o
u
s
c
o
n
s
t
r
u
c
t
.
T
h
e
f
2
e
f
f
e
c
t
s
i
ze
m
e
t
r
i
c
i
s
p
a
r
t
ia
l
l
y
d
u
p
l
i
c
a
t
i
v
e
o
f
t
h
e
m
a
g
n
it
u
d
e
o
f
t
h
e
p
a
t
h
c
o
e
f
f
i
c
i
e
n
t
s
.
R
e
f
e
r
r
in
g
t
o
T
a
b
l
e
9
,
t
h
e
a
n
al
y
s
is
o
f
e
f
f
e
c
t
s
i
z
e
r
e
v
e
a
ls
a
s
u
b
s
t
a
n
t
i
a
l
e
f
f
e
c
t
s
i
ze
f
o
r
i
n
t
e
r
n
a
l
f
a
c
t
o
r
s
t
o
w
a
r
d
s
B
I
U
(
f
2
=
0
.
9
0
3
)
.
T
h
e
e
f
f
e
c
t
s
i
z
e
o
f
T
-
T
PA
C
K
a
n
d
e
x
t
e
r
n
al
f
a
c
t
o
r
s
t
o
w
a
r
d
s
i
n
t
e
r
n
al
f
a
c
t
o
r
s
(
f
2
=
0
.
3
1
7
,
0
.
1
5
8
r
e
s
p
e
c
t
i
v
el
y
)
r
e
v
e
a
l
s
b
o
t
h
m
e
d
i
u
m
l
e
v
e
l
s
.
N
o
e
f
f
e
ct
s
iz
e
(f
2
=
0
.
0
0
8
,
0
.
0
0
1
r
e
s
p
e
c
t
i
v
e
l
y
)
f
o
r
e
x
t
e
r
n
a
l
f
a
c
t
o
r
s
a
n
d
T
-
T
P
AC
K
t
o
w
a
r
d
s
B
I
U
wa
s
f
o
u
n
d
a
t
t
h
e
s
a
m
e
t
i
m
e
.
T
ab
le
9
.
E
f
f
ec
t
s
ize
(
f
2
)
v
al
u
es
V
a
r
i
a
b
l
e
f
2
v
a
l
u
e
s
Ef
f
e
c
t
si
z
e
PU
-
>
A
TC
U
0
.
6
6
3
S
u
b
s
t
a
n
t
i
a
l
P
EU
-
>
A
TC
U
0
.
0
4
4
M
e
d
i
u
m
A
TC
U
-
>
B
I
U
2
.
8
1
1
S
mal
l
T
-
TPA
C
K
-
>
B
I
U
0
.
0
1
1
M
e
d
i
u
m
T
-
TPA
C
K
-
>
P
U
0
.
8
4
9
M
e
d
i
u
m
T
-
P
A
C
K
-
>
P
EU
1
.
0
5
1
M
e
d
i
u
m
T
-
P
A
C
K
-
>
A
TC
U
0
.
0
0
0
S
mal
l
N
o
t
e
:
0
.
0
2
-
sma
l
l
e
f
f
e
c
t
s
i
z
e
,
0
.
1
5
-
m
e
d
i
u
m
e
f
f
e
c
t
s
i
z
e
,
0
.
3
5
-
su
b
s
t
a
n
t
i
a
l
e
f
f
e
c
t
si
z
e
5
.
5
.
Ass
ess
ing
predict
iv
e
re
l
ev
a
nce
(
Q
2
)
T
h
e
p
r
ed
ictiv
e
r
elev
a
n
ce
o
f
th
e
s
u
g
g
ested
m
o
d
el
was
ass
e
s
s
ed
in
th
e
f
in
al
s
tep
u
s
in
g
Sto
n
e
-
Geiss
er
'
s
(Q
2
)
m
ea
s
u
r
em
e
n
t.
Acc
o
r
d
in
g
to
Hair
et
a
l.
[
3
2
]
,
a
m
o
d
el
m
u
s
t
p
o
s
s
ess
p
r
ed
ictiv
e
r
e
lev
an
ce
in
o
r
d
er
to
ef
f
ec
tiv
ely
f
o
r
ec
ast
th
e
d
ata
o
f
th
e
in
d
icato
r
s
.
A
m
o
d
el
is
co
n
s
id
er
ed
t
o
h
av
e
s
atis
f
ied
th
e
p
r
ed
ictiv
e
r
elev
an
ce
if
its
Q
2
v
alu
e
is
g
r
ea
ter
th
an
0
.
I
n
ad
d
itio
n
,
a
Q
2
v
alu
e
o
f
0
.
0
2
is
class
if
ied
as
s
m
all,
0
.
1
5
as
m
ed
iu
m
,
an
d
0
.
3
5
as
lar
g
e.
T
ab
le
1
0
d
is
p
la
y
s
th
e
o
u
tco
m
e
o
f
th
e
p
r
ed
icti
v
e
r
elev
an
ce
.
T
h
e
Q
2
v
alu
e
o
f
B
I
U
wa
s
f
o
u
n
d
to
b
e
0
.
3
3
2
,
in
d
icatin
g
th
at
all
e
n
d
o
g
en
o
u
s
co
n
s
tr
u
cts in
th
e
m
o
d
el
h
av
e
s
tr
o
n
g
p
r
ed
ictiv
e
r
ele
v
an
ce
.
T
ab
le
1
0
.
R
esu
lts
o
f
p
r
ed
ictiv
e
r
elev
an
ce
V
a
r
i
a
b
l
e
Q
2
v
a
l
u
e
s
P
r
e
d
i
c
t
i
v
e
r
e
l
e
v
a
n
c
e
B
I
U
0
.
3
3
2
M
e
d
i
u
m
6.
DIS
CU
SS
I
O
N
T
h
e
s
u
cc
ess
o
f
u
s
in
g
tec
h
n
o
l
o
g
y
i
n
th
e
class
r
o
o
m
is
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
d
b
y
th
e
E
F
L
teac
h
er
s
’
b
eh
av
io
r
al
i
n
ten
tio
n
o
n
I
C
T
u
s
e.
I
n
o
r
d
er
to
e
v
alu
ate
teac
h
e
r
s
'
B
I
U
to
u
tili
ze
tech
n
o
lo
g
y
,
m
an
y
m
o
d
els
h
av
e
b
ee
n
d
ev
elo
p
ed
an
d
m
o
d
if
ie
d
in
v
ar
io
u
s
co
n
tex
ts
b
y
in
cl
u
d
e
a
v
ar
iety
o
f
in
d
e
p
en
d
e
n
t
f
a
cto
r
s
in
ad
d
itio
n
to
th
e
two
o
r
i
g
in
al
v
a
r
iab
les
o
f
th
e
T
AM
[
3
3
]
.
T
h
is
s
tu
d
y
,
d
r
a
win
g
o
n
p
r
e
v
io
u
s
em
p
ir
ical
r
e
s
ea
r
ch
o
n
T
AM
an
d
T
PAC
K,
id
en
tifie
d
th
e
ef
f
ec
t
o
f
E
FL
teac
h
er
s
’
T
-
T
PAC
K
o
n
th
eir
tech
n
o
l
o
g
y
ac
ce
p
tan
ce
with
th
e
PLS
-
SEM
m
o
d
el.
I
n
th
e
h
y
p
o
th
etica
l m
o
d
el,
we
p
r
o
p
o
s
ed
th
at
T
-
T
PAC
K
m
ay
s
er
v
e
as
a
p
r
ed
icto
r
of
I
C
T
ac
ce
p
tan
ce
b
y
E
FL
teac
h
er
s
at
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
es.
6
.
1
.
Dis
cus
s
io
n o
f
t
he
re
la
t
io
ns
hi
ps
in t
he
o
rig
ina
l T
AM
Acc
o
r
d
in
g
to
th
e
r
esu
lts
,
T
A
M
is
a
v
alid
th
e
o
r
etica
l
f
r
am
e
wo
r
k
f
o
r
ex
p
lain
in
g
teac
h
er
s
'
in
ten
tio
n
s
to
u
s
e
I
C
T
.
T
h
e
m
ajo
r
ity
o
f
th
e
r
elatio
n
s
h
ip
s
th
at
wer
e
h
y
p
o
th
esized
in
th
e
o
r
i
g
in
al
T
A
M
wer
e
co
n
f
ir
m
e
d
,
in
clu
d
in
g
th
e
im
p
ac
t
o
f
PU
an
d
AT
C
U,
PEU
o
n
AT
C
U,
an
d
AT
C
U
o
n
B
I
U.
T
h
e
in
ten
tio
n
to
u
s
e
I
C
T
in
E
FL
in
s
tr
u
ctio
n
in
tech
n
ical
an
d
v
o
ca
tio
n
al
co
lleg
es
is
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
b
y
PU,
ac
co
r
d
in
g
to
th
e
liter
atu
r
e.
R
esear
ch
h
as
in
d
icate
d
th
at
P
U
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
s
E
FL
teac
h
er
s
'
AT
C
U
an
d
th
eir
in
ten
tio
n
to
u
tili
ze
tech
n
o
lo
g
y
-
b
ased
teac
h
in
g
m
eth
o
d
s
.
Fu
r
th
e
r
m
o
r
e,
it
h
a
s
a
clea
r
im
p
ac
t
o
n
in
d
iv
id
u
als'
in
ten
tio
n
s
an
d
attitu
d
es
to
war
d
s
u
tili
zin
g
I
C
T
,
as
s
o
m
e
r
esear
ch
er
s
h
av
e
i
d
en
tifie
d
it
as
th
e
p
r
im
ar
y
in
f
lu
en
tial
elem
en
t
in
u
s
er
s
'
wi
llin
g
n
ess
to
ad
o
p
t n
e
w
tech
n
o
lo
g
y
.
T
h
e
d
eg
r
ee
to
wh
ich
in
d
iv
id
u
als
ex
p
ec
t
to
u
tili
ze
n
ew
tech
n
o
lo
g
y
with
o
u
t
h
av
i
n
g
m
ajo
r
o
b
s
tacle
s
is
k
n
o
wn
as
p
e
r
ce
iv
ed
ea
s
e
o
f
u
s
e
[
1
8
]
.
T
h
is
s
u
g
g
ests
th
at
in
d
iv
id
u
als
ar
e
m
o
r
e
in
clin
e
d
to
em
p
lo
y
tech
n
o
lo
g
y
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
Mo
d
elin
g
E
n
g
lis
h
tea
ch
ers
’
in
ten
tio
n
to
u
s
e
I
C
T:
tech
n
o
lo
g
y
a
cc
ep
ta
n
ce
a
n
d
TPA
C
K
(
Li C
a
o
)
2323
wh
en
it
is
u
s
er
-
f
r
ien
d
ly
[
3
4
]
.
Prio
r
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
a
r
elatio
n
s
h
ip
b
etwe
en
PEU
an
d
b
o
th
AT
C
U
an
d
B
I
U.
Stu
d
y
b
y
Hu
a
n
g
[
3
5
]
s
h
o
w
ed
t
h
at
it
d
ir
ec
tly
an
d
f
av
o
r
a
b
ly
af
f
ec
ts
th
e
u
p
tak
e
o
f
n
ew
tech
n
o
lo
g
y
.
T
h
e
attitu
d
e
o
f
E
FL
teac
h
er
s
t
o
war
d
s
I
C
T
h
as
b
ee
n
in
f
lu
en
c
ed
b
y
its
PU
an
d
PEU,
as
i
n
d
icate
d
b
y
p
r
ev
i
o
u
s
s
tu
d
ies.
T
h
is
s
u
g
g
ests
th
at
th
ese
f
ac
to
r
s
h
av
e
an
im
p
ac
t
o
n
t
h
e
ac
tu
al
u
tili
za
tio
n
o
f
tech
n
o
l
o
g
y
-
b
ased
teac
h
in
g
to
o
ls
.
T
h
e
r
esu
lts
o
f
th
e
cu
r
r
e
n
t
s
tu
d
y
s
h
o
wed
th
at
attitu
d
e
is
a
d
ef
in
in
g
ch
ar
ac
ter
is
tic
o
f
th
e
b
eh
av
io
r
th
at
E
FL
teac
h
er
s
d
is
p
lay
ab
o
u
t
I
C
T
,
wh
ich
f
u
n
ctio
n
s
as
a
co
n
d
u
it
f
o
r
im
p
r
o
v
in
g
lan
g
u
ag
e
in
s
tr
u
ctio
n
’
s
ef
f
ec
tiv
en
ess
an
d
p
e
r
f
o
r
m
an
ce
.
6
.
2
.
Dis
cus
s
io
n o
f
t
he
re
la
t
io
ns
hi
ps
bet
wee
n T
-
T
P
A
CK
a
nd
T
A
M
E
f
f
ec
tiv
e
tech
n
o
lo
g
y
in
teg
r
atio
n
r
eq
u
ir
es
teac
h
er
s
to
p
o
s
s
ess
a
ce
r
tain
lev
el
o
f
k
n
o
w
led
g
e
an
d
ex
p
er
ien
ce
.
T
h
e
ca
p
ac
ity
to
te
ac
h
E
n
g
lis
h
,
p
o
s
s
ess
p
er
s
o
n
al
E
n
g
lis
h
lan
g
u
a
g
e
co
m
p
eten
cy
,
an
d
b
e
p
r
o
f
icien
t
in
u
s
in
g
tec
h
n
ical
r
eso
u
r
ce
s
ar
e
th
e
m
ain
p
r
e
r
eq
u
is
ites
f
o
r
s
u
cc
ess
f
u
l
tech
n
o
lo
g
y
in
te
g
r
atio
n
f
o
r
E
FL
teac
h
er
s
[
2
6
]
,
[
3
6
]
.
B
u
t
u
n
til
teac
h
er
s
b
ec
o
m
e
awa
r
e
o
f
t
h
e
b
en
ef
its
o
f
tech
n
o
lo
g
y
o
r
th
e
in
teg
r
ati
o
n
alig
n
s
with
th
ei
r
v
iews
o
n
tech
n
o
lo
g
y
,
t
h
ey
a
r
e
n
eith
er
u
s
ef
u
l
n
o
r
ef
f
icie
n
t
[
2
0
]
,
[
3
7
]
,
[
3
8
]
.
Pre
v
io
u
s
s
tu
d
ies
[
1
2
]
,
[
3
9
]
d
em
o
n
s
tr
ated
th
at
t
h
er
e
wer
e
p
o
s
itiv
e
c
o
r
r
elatio
n
s
b
etw
ee
n
th
e
attitu
d
in
al
asp
ec
ts
o
f
PU
an
d
PEU
o
f
tech
n
o
lo
g
y
,
a
n
d
th
e
o
v
er
all
T
PAC
K
lev
els
o
f
C
h
in
ese
E
FL
teac
h
er
s
.
T
h
is
ass
o
ciatio
n
was
o
b
s
er
v
ed
wh
en
T
PAC
K
was
co
n
s
id
er
ed
as
an
ex
ter
n
al
v
ar
iab
le
in
th
e
T
A
M.
Ver
if
icatio
n
o
f
th
ese
f
in
d
in
g
s
r
ein
f
o
r
ce
s
th
e
s
u
g
g
ested
th
eo
r
etica
l f
r
a
m
ewo
r
k
an
d
o
f
f
e
r
ed
h
y
p
o
t
h
eses
[
1
9
]
,
[
4
0
]
.
Acc
o
r
d
in
g
to
B
u
i
[
4
1
]
,
b
ef
o
r
e
u
s
in
g
tec
h
n
o
lo
g
y
i
n
th
e
class
r
o
o
m
,
lan
g
u
a
g
e
teac
h
e
r
s
n
ee
d
t
o
u
n
d
er
s
tan
d
its
u
s
ef
u
ln
ess
an
d
p
r
ac
ticality
.
T
h
e
d
ig
ital d
e
v
ice
s
,
wh
iteb
o
ar
d
s
,
an
d
p
r
esen
tati
o
n
s
o
f
twar
e
th
at
ar
e
u
s
ed
in
class
r
o
o
m
in
s
tr
u
ctio
n
ar
e
am
o
n
g
th
e
well
-
k
n
o
wn
an
d
well
-
estab
lis
h
ed
tech
n
ical
in
s
tr
u
m
en
ts
in
E
FL
teac
h
in
g
class
r
o
o
m
s
.
W
ith
in
cr
ea
s
ed
k
n
o
wled
g
e
o
f
th
e
b
en
ef
its
an
d
ea
s
e
o
f
u
s
e
o
f
th
o
s
e
tech
n
o
lo
g
ies,
C
h
in
ese
E
n
g
lis
h
teac
h
er
s
co
u
ld
p
r
o
p
o
s
e
a
h
ig
h
e
r
f
r
e
q
u
e
n
cy
o
f
u
s
e
[
2
6
]
.
I
t
was
d
is
co
v
er
ed
in
p
r
ev
io
u
s
liter
atu
r
e
th
at
teac
h
er
s
’
ac
ce
p
tan
ce
an
d
T
PAC
K
v
iews
ar
e
o
f
ten
clo
s
ely
ass
o
ciate
d
b
y
u
s
in
g
co
r
r
elatio
n
an
aly
s
is
to
s
tu
d
y
th
e
r
elatio
n
s
h
ip
b
etwe
en
T
PAC
K
an
d
tec
h
n
o
lo
g
y
ac
ce
p
tan
ce
[
1
9
]
.
T
h
o
u
g
h
t
h
e
f
in
d
in
g
s
in
th
is
s
tu
d
y
in
d
icate
th
at
T
-
T
PAC
K
d
o
es
n
o
t
h
a
v
e
a
s
u
b
s
tan
tial
d
ir
ec
t
ef
f
ec
t o
n
B
I
U
a
n
d
AT
C
U,
T
-
T
PAC
K
ca
n
in
d
ir
ec
tly
in
f
lu
e
n
ce
tech
n
o
lo
g
ical
ad
o
p
tio
n
b
y
a
f
f
ec
tin
g
PU
an
d
PUE.
Po
licy
m
ak
e
r
s
an
d
ed
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
h
a
v
e
to
ac
k
n
o
wl
ed
g
e
teac
h
e
r
s
’
b
e
h
av
io
r
al
in
t
en
tio
n
to
u
tili
ze
tech
n
o
lo
g
y
i
n
th
e
class
r
o
o
m
in
o
r
d
er
t
o
ass
is
t th
em
in
d
ev
elo
p
in
g
ad
eq
u
ate
T
PAC
K
ab
ilit
ies
[
4
2
]
–
[
4
5
]
.
7.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
d
ev
elo
p
ed
a
co
n
ce
p
tu
al
m
o
d
el
to
in
v
esti
g
ate
th
e
p
r
o
p
o
s
ed
in
ter
ac
tio
n
s
b
etwe
en
T
-
T
PAC
K
an
d
T
AM
v
ar
iab
les
f
r
o
m
a
th
eo
r
etica
l
p
er
s
p
ec
tiv
e.
C
h
in
ese
E
FL
teac
h
er
s
n
ee
d
to
ex
er
t
s
ig
n
if
ican
t
ef
f
o
r
t
in
u
tili
zin
g
tech
n
o
lo
g
y
t
o
en
h
a
n
ce
th
eir
teac
h
in
g
m
eth
o
d
s
in
o
r
d
er
t
o
p
r
o
m
o
te
s
u
s
tai
n
ab
le
d
ev
el
o
p
m
e
n
t.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
PU
an
d
PEU
o
f
tech
n
o
lo
g
y
,
as
well
a
s
attitu
d
es
to
war
d
s
I
C
T
,
s
ig
n
i
f
ican
tly
in
f
lu
en
ce
d
th
e
b
eh
av
io
r
al
in
ten
tio
n
t
o
u
til
ize
tech
n
o
lo
g
y
.
Acc
o
r
d
in
g
to
th
e
T
PAC
K
f
r
am
ewo
r
k
,
id
en
ti
f
y
in
g
th
e
p
o
ten
tial
f
o
r
u
s
in
g
tech
n
o
lo
g
y
to
im
p
r
o
v
e
teac
h
in
g
an
d
lear
n
in
g
r
e
q
u
ir
es
an
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
p
ed
ag
o
g
y
,
co
n
ten
t,
an
d
tech
n
o
lo
g
y
in
te
r
ac
t
to
g
e
n
er
ate
d
is
tin
ct
s
ec
to
r
s
o
f
ex
p
e
r
tis
e.
Pra
ctica
lly
s
p
ea
k
in
g
,
th
e
s
tu
d
y
clar
i
f
ied
th
e
r
o
les
o
f
E
FL
s
tak
eh
o
ld
er
s
,
s
u
ch
as
E
FL
in
s
tr
u
cto
r
s
,
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
,
ed
u
ca
tio
n
al
s
o
f
twar
e/ap
p
licatio
n
d
esig
n
er
s
,
an
d
p
o
licy
m
ak
er
s
.
T
h
is
s
tu
d
y
em
p
h
asize
s
th
e
cr
it
ical
r
o
le
th
at
C
h
in
ese
E
FL
in
s
tr
u
cto
r
co
m
p
eten
ce
an
d
u
n
d
er
s
tan
d
in
g
in
i
n
teg
r
atin
g
tech
n
o
lo
g
y
p
la
y
ed
in
b
o
t
h
d
ir
ec
tly
i
n
f
lu
en
cin
g
p
ar
ticip
a
n
ts
’
tech
n
o
lo
g
y
-
u
s
in
g
b
eh
a
v
io
r
s
a
n
d
in
d
ir
ec
tly
in
f
l
u
en
cin
g
th
eir
attitu
d
es
to
war
d
s
tech
n
o
lo
g
y
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
h
a
v
e
wid
e
-
r
a
n
g
in
g
co
n
s
eq
u
en
ce
s
f
o
r
b
o
th
p
r
o
f
ess
io
n
als
an
d
e
d
u
ca
to
r
s
.
T
ea
ch
er
s
wh
o
s
ee
k
to
ef
f
ec
tiv
ely
in
co
r
p
o
r
ate
I
C
T
i
n
to
E
FL
class
es
r
eq
u
ir
e
th
e
tech
n
ical
s
k
ills
an
d
th
e
T
PAC
K
n
ec
ess
ar
y
f
o
r
m
an
ag
in
g
th
e
tech
n
o
lo
g
y
.
A
cc
o
r
d
in
g
to
th
is
,
teac
h
e
r
s
wh
o
o
b
tain
s
u
b
s
tan
tial
T
PAC
K
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
f
u
lly
in
k
n
o
wled
g
e
d
ev
elo
p
m
en
t
ac
tiv
ities
.
T
o
ad
d
r
ess
in
ef
f
ec
tiv
e
u
s
e
o
f
tech
n
o
lo
g
y
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
teac
h
er
ed
u
c
ato
r
s
n
ee
d
to
f
o
cu
s
m
o
r
e
o
n
th
e
in
co
m
p
eten
ce
o
f
E
FL
te
ac
h
er
s
to
in
teg
r
ate
tech
n
o
lo
g
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
f
u
n
d
ed
b
y
Un
iv
er
s
iti
Keb
an
g
s
aa
n
M
alay
s
ia
(
UKM
)
u
n
d
er
Ger
an
Gala
k
an
Pen
y
elid
ik
Mu
d
a
(
GGPM)
u
n
d
er
th
e
g
r
an
t
n
u
m
b
er
GGPM
-
2022
-
0
1
9
.
T
h
e
g
r
an
t
f
u
n
d
e
d
th
e
ar
ticle
p
r
o
ce
s
s
in
g
f
ee
o
f
th
is
p
u
b
licatio
n
.
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
.
Evaluation Warning : The document was created with Spire.PDF for Python.