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So
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ed
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r
an
s
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atio
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T
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s
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UCT
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So
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m
in
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in
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ea
s
in
g
ly
im
p
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tan
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to
Ma
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f
r
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m
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u
s
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s
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ter
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f
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s
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d
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in
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tes
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aily
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n
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4
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u
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1
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4
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m
in
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[
1
]
.
T
h
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tatis
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d
em
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s
tr
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h
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w
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p
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r
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f
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4
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tab
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[
1
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.
T
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alay
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in
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m
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ar
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ap
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to
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m
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d
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g
ital
-
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n
tr
ic
life
s
ty
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n
Ma
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ia,
th
e
p
o
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o
f
s
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m
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to
u
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Sin
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t
p
latf
o
r
m
in
Ma
lay
s
ia.
I
t
h
as
th
e
h
ig
h
est
au
d
ien
ce
en
g
ag
em
en
t
in
ter
m
s
o
f
tim
e
s
p
en
t
with
u
s
er
s
r
em
ain
in
g
ac
tiv
ely
in
v
o
lv
e
d
f
o
r
an
a
v
er
ag
e
o
f
3
8
h
o
u
r
s
an
d
4
9
m
in
u
tes
ea
ch
m
o
n
th
b
ec
au
s
e
o
f
t
h
e
p
latf
o
r
m
’
s
ab
ilit
y
to
p
r
o
v
id
e
tailo
r
e
d
co
n
ten
t
t
h
r
o
u
g
h
its
co
n
cise
an
d
alg
o
r
ith
m
ically
en
h
an
ce
d
m
ater
ial
[
1
]
.
T
h
is
h
as
led
to
a
s
u
r
g
e
in
e
d
u
ca
tio
n
al
co
n
ten
t
s
h
ar
e
d
o
n
T
ik
T
o
k
,
with
teac
h
er
s
an
d
ed
u
ca
to
r
s
u
tili
zin
g
th
e
p
latf
o
r
m
to
r
ea
ch
a
wid
e
r
au
d
ie
n
ce
.
T
h
e
in
ter
ac
tiv
e
n
atu
r
e
o
f
T
ik
T
o
k
allo
ws f
o
r
a
m
o
r
e
en
g
ag
in
g
lear
n
in
g
ex
p
e
r
ien
ce
,
m
ak
in
g
it a
n
ef
f
ec
tiv
e
to
o
l f
o
r
k
n
o
wled
g
e
d
is
s
em
in
atio
n
.
Fig
u
r
es
1
an
d
2
s
h
o
w
th
at
m
o
s
t
Ma
lay
s
ian
s
u
s
e
s
o
cial
m
ed
ia
to
k
ee
p
u
p
with
th
eir
tr
en
d
as
a
co
m
m
u
n
icatio
n
o
r
en
ter
tain
m
en
t
to
o
l.
T
ik
T
o
k
’
s
u
s
er
-
f
r
i
en
d
ly
in
ter
f
ac
e
a
n
d
p
o
p
u
lar
i
ty
am
o
n
g
y
o
u
n
g
e
r
d
em
o
g
r
a
p
h
ics
m
ak
e
it
an
id
e
al
p
latf
o
r
m
f
o
r
ed
u
ca
tio
n
al
co
n
ten
t
to
r
eso
n
ate
with
a
lar
g
er
au
d
ien
ce
.
As
a
r
esu
lt,
ed
u
ca
to
r
s
ar
e
i
n
cr
ea
s
in
g
ly
le
v
er
ag
in
g
T
ik
T
o
k
as
a
v
alu
ab
le
r
eso
u
r
ce
f
o
r
s
h
ar
i
n
g
k
n
o
wled
g
e
an
d
en
g
ag
in
g
with
s
tu
d
en
ts
in
a
m
o
d
er
n
a
n
d
d
y
n
am
ic
wa
y
.
Fig
u
r
e
1
.
Av
e
r
ag
e
tim
e
s
p
en
t
u
s
in
g
o
n
lin
e
m
ed
ia
in
Ma
lay
s
i
a
in
J
an
u
ar
y
2
0
2
4
[
1
]
Fig
u
r
e
2
.
Fav
o
r
ite
s
o
cial
m
ed
i
a
p
latf
o
r
m
s
in
Ma
lay
s
ia
[
1
]
T
h
e
n
o
v
elty
o
f
th
is
p
ap
er
is
th
e
f
o
c
u
s
o
n
s
o
cial
m
ed
ia
as
a
le
ar
n
in
g
p
latf
o
r
m
f
o
r
g
o
v
er
n
m
e
n
t
p
r
im
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
,
as
m
o
s
t
Delp
h
i
s
tu
d
ies
f
o
cu
s
o
n
u
n
iv
er
s
ity
s
tu
d
en
ts
[
1
4
]
an
d
h
ig
h
er
ed
u
ca
tio
n
[
1
5
]
.
W
h
ile
th
er
e
ar
e
m
an
y
s
tu
d
ies
o
n
s
o
c
ial
m
ed
ia
as
a
lear
n
in
g
p
latf
o
r
m
f
o
r
g
o
v
er
n
m
e
n
t
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
th
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
A
Delp
h
i stu
d
y
o
n
fa
cto
r
s
in
flu
en
cin
g
s
ch
o
o
l stu
d
en
ts
’
a
d
o
p
tio
n
o
f so
cia
l m
ed
ia
…
(
I
meld
a
Hermilin
d
a
A
b
a
s
)
1745
s
tu
d
ies
d
o
n
o
t
u
s
e
th
e
Delp
h
i
m
eth
o
d
,
an
d
n
o
s
u
ch
s
tu
d
ies
h
av
e
b
ee
n
d
o
n
e
in
Ma
lay
s
ia.
As
s
u
ch
,
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
was to
co
n
d
u
ct
a
Delp
h
i stu
d
y
to
d
eter
m
in
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
th
e
im
p
lem
en
tatio
n
o
f
s
o
cial
m
ed
ia
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
u
s
in
g
teac
h
e
r
s
as
th
e
p
an
el
o
f
ex
p
er
ts
as
th
ey
b
e
tter
u
n
d
er
s
tan
d
th
e
s
ch
o
o
l
ch
ild
r
e
n
’
s
r
eq
u
i
r
em
en
t
s
.
Su
b
s
eq
u
en
tly
,
th
e
f
ac
to
r
s
wer
e
r
an
k
e
d
b
ased
o
n
th
e
o
r
d
er
o
f
im
p
o
r
tan
ce
o
f
p
r
io
r
itizin
g
ac
tio
n
p
lan
s
f
o
llo
win
g
th
e
s
ch
o
o
l’
s
b
u
d
g
et.
2.
M
E
T
H
O
D
T
h
e
Delp
h
i
m
eth
o
d
is
a
t
o
o
l
f
o
r
ac
h
ie
v
in
g
ed
u
ca
ted
co
n
s
en
s
u
s
am
o
n
g
a
g
r
o
u
p
o
f
p
e
o
p
le
r
eg
ar
d
in
g
a
co
m
p
lex
p
r
o
b
lem
b
y
u
s
in
g
a
s
er
ies
o
f
q
u
esti
o
n
n
air
es
d
eliv
er
ed
in
m
u
ltip
le
iter
atio
n
s
to
g
ath
er
d
ata
f
r
o
m
a
p
an
el
o
f
c
h
o
s
en
ex
p
e
r
ts
.
Alth
o
u
g
h
th
e
r
e
is
n
o
s
tan
d
ar
d
,
p
an
els
o
f
1
0
to
1
0
0
p
ar
ticip
an
ts
ar
e
t
h
e
m
o
s
t
p
r
ev
alen
t; p
an
els o
f
ex
p
er
ts
with
less
th
an
1
0
p
ar
ticip
an
ts
an
d
o
v
er
1
,
0
0
0
a
r
e
u
n
co
m
m
o
n
[
1
6
]
.
T
h
e
a
n
o
n
y
m
ity
o
f
r
esp
o
n
s
es
allo
ws
f
o
r
u
n
b
i
ased
o
p
in
io
n
s
an
d
p
r
e
v
en
ts
d
o
m
in
an
t
in
d
iv
id
u
als
f
r
o
m
in
f
l
u
en
cin
g
th
e
g
r
o
u
p
.
T
h
is
ap
p
r
o
ac
h
is
p
a
r
ticu
lar
ly
h
elp
f
u
l
w
h
en
g
eo
g
r
ap
h
ic
r
estrictio
n
s
m
ak
e
f
ac
e
-
to
-
f
ac
e
d
is
c
u
s
s
io
n
s
d
if
f
icu
lt.
I
n
th
is
s
tu
d
y
,
t
h
e
r
esear
c
h
er
s
u
s
ed
p
u
r
p
o
s
iv
e
s
am
p
lin
g
to
i
d
en
tify
3
0
ex
p
er
ts
[
1
7
]
b
ase
d
o
n
th
e
f
o
llo
win
g
cr
iter
ia:
i
)
th
ey
m
u
s
t
b
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
e
r
s
at
g
o
v
er
n
m
en
t
s
ch
o
o
ls
;
ii
)
th
ey
m
u
s
t
h
av
e
at
least
two
y
ea
r
s
o
f
teac
h
in
g
e
x
p
er
ien
ce
;
an
d
i
ii
)
th
e
m
u
s
t
h
av
e
at
least
a
d
ip
lo
m
a
q
u
alif
icatio
n
.
T
h
e
s
a
m
e
3
0
ex
p
e
r
ts
wer
e
in
v
o
lv
ed
in
b
o
th
r
o
u
n
d
s
o
f
th
e
Delp
h
i m
eth
o
d
[
1
7
]
.
I
m
p
lem
en
tin
g
th
e
Delp
h
i
m
e
th
o
d
in
th
is
s
tu
d
y
h
as
p
o
ten
tial
b
ias
f
r
o
m
p
u
r
p
o
s
iv
e
s
am
p
lin
g
an
d
d
ep
en
d
e
n
ce
o
n
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es.
Ho
wev
e
r
,
d
esp
ite
th
e
lim
itatio
n
s
,
t
h
e
m
et
h
o
d
ef
f
ec
tiv
ely
o
b
tain
s
co
n
s
en
s
u
s
am
o
n
g
e
x
p
er
ts
o
n
co
m
p
lex
is
s
u
es
an
d
p
r
o
v
id
e
s
u
n
b
iased
in
p
u
t
b
ased
o
n
a
n
iter
ativ
e
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
g
eo
g
r
ap
h
ical
f
l
ex
ib
ilit
y
f
ac
ilit
ates
th
e
p
a
r
ticip
atio
n
o
f
ex
p
er
ts
with
o
u
t
th
e
n
ec
ess
ity
f
o
r
f
ac
e
-
to
-
f
ac
e
i
n
ter
ac
tio
n
.
T
h
er
e
f
o
r
e,
th
e
Delp
h
i te
ch
n
i
q
u
e
is
a
p
p
licab
le
to
ed
u
ca
tio
n
al
r
esear
ch
.
2
.
1
.
F
irst
r
o
un
d De
lph
i
m
et
ho
d
I
n
th
e
in
itial
r
o
u
n
d
,
a
q
u
al
itativ
e
ap
p
r
o
ac
h
was
im
p
lem
en
ted
b
y
d
is
tr
ib
u
tin
g
an
o
p
en
-
e
n
d
ed
q
u
esti
o
n
n
air
e
to
th
e
3
0
e
x
p
er
t
s
v
ia
Go
o
g
le
Do
cs.
T
h
e
in
q
u
ir
y
is
,
“Please
p
r
o
v
id
e
a
lis
t
o
f
4
f
ac
to
r
s
th
at
af
f
ec
t
th
e
ad
o
p
tio
n
o
f
s
o
cial
m
ed
ia
a
s
a
m
ea
n
s
o
f
lear
n
in
g
b
y
s
ch
o
o
l
s
tu
d
en
ts
.
”
T
h
e
d
ata
an
aly
s
is
p
r
o
ce
s
s
f
o
llo
ws
a
s
ix
-
p
h
ase
g
u
id
e
to
d
e
v
elo
p
th
em
es
th
at
s
h
o
u
ld
b
e
co
h
e
r
en
t
an
d
f
r
o
m
ea
ch
o
th
e
r
,
as
s
h
o
wn
in
Fig
u
r
e
3
[
1
8
]
.
E
x
am
p
les
o
f
k
e
y
wo
r
d
s
wh
ic
h
wer
e
g
r
o
u
p
ed
in
to
th
e
f
i
r
s
t
th
em
e,
tech
n
o
l
o
g
y
r
ef
o
r
m
,
in
clu
d
e:
en
g
a
g
in
g
ed
u
ca
tio
n
al
v
id
e
o
s
(
t
ea
ch
er
5
)
,
en
h
a
n
ce
d
in
f
r
astru
ct
u
r
e
f
o
r
s
o
cial
m
ed
ia
lear
n
in
g
(
t
ea
ch
er
1
2
)
,
an
d
co
llab
o
r
atio
n
o
n
lear
n
in
g
ac
r
o
s
s
s
ch
o
o
ls
(
t
ea
ch
er
1
4
)
.
Fig
u
r
e
3
.
T
h
em
atic
an
aly
s
is
p
r
o
ce
s
s
f
lo
w
2
.
2
.
Seco
nd
r
o
un
d De
lph
i
m
et
ho
d
Fo
r
th
is
s
tu
d
y
,
k
ey
wo
r
d
s
f
r
o
m
th
e
e
x
p
er
ts
’
r
esp
o
n
s
es
at
th
e
en
d
o
f
th
e
f
ir
s
t
r
o
u
n
d
wer
e
g
r
o
u
p
ed
in
to
th
em
es
b
ased
o
n
th
eir
s
im
ilar
i
ties
[
1
7
]
f
o
r
th
e
s
ec
o
n
d
r
o
u
n
d
.
Du
r
in
g
th
e
s
ec
o
n
d
r
o
u
n
d
o
f
t
h
e
Delp
h
i
m
eth
o
d
,
d
ata
g
ath
er
in
g
co
n
s
is
ted
o
f
a
d
m
in
is
ter
in
g
a
clo
s
ed
-
en
d
ed
q
u
esti
o
n
n
air
e
to
th
e
s
am
e
3
0
ex
p
er
ts
,
ask
in
g
th
em
to
r
an
k
th
e
th
em
es
u
n
c
o
v
er
e
d
f
r
o
m
th
e
f
ir
s
t
r
o
u
n
d
.
T
h
e
q
u
e
s
tio
n
n
air
e
o
f
f
er
e
d
a
q
u
a
n
titativ
e
an
aly
s
is
o
f
th
e
im
p
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f
s
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lear
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in
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p
latf
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b
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s
ch
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o
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d
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in
Ma
lay
s
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is
lear
n
in
g
tr
an
s
f
o
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m
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(
m
ea
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k
in
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o
f
2
.
0
7
)
.
So
m
e
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m
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in
cl
u
d
e
u
n
lim
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r
ea
d
in
g
m
ater
i
als
[
2
3
]
,
co
n
v
en
ien
t
tu
to
r
ials
[
2
4
]
,
co
n
tin
u
o
u
s
a
n
d
f
lex
i
b
le
ed
u
ca
tio
n
[
2
5
]
,
as
well
as
co
n
s
is
ten
t
ev
alu
atio
n
[
2
6
]
,
an
d
in
d
iv
id
u
alize
d
e
d
u
ca
tio
n
[
2
7
]
ca
p
ab
ilit
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d
em
o
n
s
tr
ated
b
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o
n
lin
e
lear
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in
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with
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p
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f
r
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m
s
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latf
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m
s
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th
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if
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ce
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f
p
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alize
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ex
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f
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p
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en
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e
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g
ag
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t
an
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tiv
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.
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f
in
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in
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s
u
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d
er
s
co
r
e
th
e
p
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ten
tial
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f
in
ter
ac
tiv
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s
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cial
m
ed
i
a
as
a
p
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wer
f
u
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t
o
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f
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tr
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s
f
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m
in
g
tr
ad
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u
ca
tio
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p
r
ac
tices
in
Ma
lay
s
ia.
I
n
ter
ac
tiv
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s
o
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m
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p
l
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r
m
s
ca
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p
r
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v
id
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v
id
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-
b
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s
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k
n
o
wled
g
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[
2
7
]
an
d
,
if
u
s
ed
co
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r
ec
tly
,
ca
n
p
r
o
m
o
te
r
esu
lt
-
b
ased
lear
n
in
g
[
2
8
]
.
Mo
r
eo
v
er
,
in
te
g
r
atin
g
s
o
cial
m
ed
ia
in
to
ed
u
ca
tio
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ca
n
f
ac
ilit
ate
co
llab
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ativ
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lea
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n
in
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am
o
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s
tu
d
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,
allo
win
g
th
e
m
to
s
h
ar
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r
eso
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s
an
d
id
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s
ea
s
ily
.
T
h
is
in
n
o
v
ativ
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a
p
p
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o
a
ch
ca
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r
e
v
o
lu
tio
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ize
h
o
w
s
tu
d
en
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lear
n
an
d
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ter
ac
t in
Ma
la
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s
ian
s
ch
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ls
.
T
ec
h
n
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lo
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r
ef
o
r
m
is
th
e
s
ec
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n
d
m
o
s
t
im
p
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tan
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th
em
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in
f
lu
en
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s
ch
o
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l
s
tu
d
en
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’
ad
o
p
tio
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o
f
s
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m
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(
m
ea
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r
an
k
in
g
o
f
2
.
4
3
)
.
T
ec
h
n
o
lo
g
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r
e
f
o
r
m
is
n
ee
d
ed
to
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p
t
r
elev
an
t
in
f
o
r
m
atio
n
in
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
[
2
9
]
th
at
ca
n
im
p
r
o
v
e
s
o
ci
al
m
ed
ia
lear
n
in
g
in
f
r
astru
ct
u
r
e
[
3
0
]
an
d
m
a
k
e
lear
n
in
g
attr
ac
tiv
e
an
d
ef
f
ec
ti
v
e
[
3
1
]
.
T
h
is
th
em
e
h
ig
h
lig
h
t
s
th
e
im
p
o
r
tan
ce
o
f
in
teg
r
atin
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n
ew
tech
n
o
lo
g
ies
in
to
ed
u
ca
tio
n
t
o
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h
an
ce
s
tu
d
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’
lear
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in
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ex
p
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r
ien
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s
.
B
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em
b
r
ac
in
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tech
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o
l
o
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r
m
,
s
ch
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ca
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b
etter
p
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d
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ip
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w
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ess
in
th
e
f
u
tu
r
e.
I
n
ev
itab
ly
,
tech
n
o
lo
g
y
r
ef
o
r
m
will
p
r
o
m
o
te
in
ter
-
s
ch
o
o
l
co
llab
o
r
atio
n
o
n
lear
n
in
g
[
3
2
]
a
n
d
b
etter
teac
h
in
g
an
d
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
f
o
r
teac
h
er
s
an
d
s
tu
d
e
n
ts
[
3
3
]
.
I
n
ad
d
itio
n
,
in
teg
r
atin
g
n
ew
tec
h
n
o
lo
g
ies
ca
n
also
h
elp
b
r
id
g
e
th
e
g
ap
b
etwe
en
tr
ad
itio
n
al
an
d
m
o
d
er
n
teac
h
i
n
g
m
eth
o
d
s
,
ca
ter
in
g
to
d
if
f
e
r
en
t
lear
n
in
g
s
ty
les
an
d
p
r
ef
er
en
ce
s
.
T
h
is
s
h
if
t
to
war
d
s
tech
n
o
lo
g
y
-
d
r
iv
en
ed
u
ca
tio
n
is
ess
en
tial
in
k
ee
p
in
g
u
p
with
th
e
r
ap
id
l
y
ev
o
lv
in
g
ed
u
ca
tio
n
lan
d
s
ca
p
e
an
d
en
s
u
r
in
g
s
tu
d
en
ts
ar
e
a
d
eq
u
ately
p
r
ep
a
r
ed
f
o
r
th
e
f
u
tu
r
e
wo
r
k
f
o
r
ce
.
T
h
e
th
ir
d
m
o
s
t
i
m
p
o
r
ta
n
t
t
h
em
e
i
n
f
l
u
e
n
c
in
g
s
c
h
o
o
l
s
t
u
d
en
ts
’
a
d
o
p
ti
o
n
o
f
s
o
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al
m
e
d
ia
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t
h
e
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n
g
-
t
e
r
m
p
r
o
s
p
e
cts
f
o
r
s
t
u
d
e
n
ts
(
m
ea
n
r
a
n
k
i
n
g
o
f
4
.
0
0
)
.
T
h
i
s
i
n
d
ic
ates
t
h
a
t
s
t
u
d
e
n
ts
a
r
e
al
s
o
c
o
n
s
id
er
in
g
h
o
w
th
e
ir
u
s
e
o
f
s
o
c
ial
m
e
d
ia
c
a
n
i
m
p
a
ct
th
ei
r
f
u
t
u
r
e
o
p
p
o
r
t
u
n
iti
es
an
d
ca
r
e
e
r
p
r
o
s
p
e
cts
.
Un
d
er
s
t
a
n
d
in
g
t
h
e
lo
n
g
-
t
e
r
m
im
p
l
ic
ati
o
n
s
o
f
s
o
c
ial
m
e
d
i
a
u
s
ag
e
ca
n
h
e
lp
s
t
u
d
en
ts
m
a
k
e
i
n
f
o
r
m
ed
d
ec
is
i
o
n
s
a
b
o
u
t
t
h
e
ir
o
n
l
in
e
p
r
ese
n
c
e
an
d
d
i
g
i
tal
f
o
o
t
p
r
in
t.
T
h
e
f
r
ee
s
h
o
r
t
o
n
li
n
e
c
o
u
r
s
es
av
ail
a
b
le
f
o
r
s
t
u
d
e
n
ts
to
j
o
i
n
an
d
le
ar
n
a
n
d
t
h
e
ea
s
e
o
f
u
s
e
t
o
s
h
a
r
e
k
n
o
wle
d
g
e
will
c
r
ea
te
m
o
r
e
i
n
te
r
es
t
a
m
o
n
g
s
tu
d
e
n
ts
to
e
x
p
lo
r
e
s
o
cia
l
m
e
d
ia
f
o
r
le
ar
n
i
n
g
[
3
4
]
.
I
n
t
er
esti
n
g
l
y
,
s
o
c
ial
m
ed
i
a
is
p
e
r
c
ei
v
e
d
as
an
in
s
tr
u
m
e
n
t
t
o
b
o
o
s
t
s
t
u
d
e
n
ts
’
e
n
g
a
g
e
m
e
n
t
a
n
d
p
e
r
f
o
r
m
a
n
c
e,
em
p
o
we
r
i
n
g
t
h
em
t
o
r
ea
c
h
t
h
eir
f
u
ll
p
o
t
en
tia
l
[
3
5
]
.
F
o
r
th
is
r
ea
s
o
n
,
t
h
e
r
ese
ar
c
h
e
r
s
b
e
lie
v
e
t
h
a
t
s
o
c
ial
m
e
d
i
a
p
la
tf
o
r
m
s
s
h
o
u
l
d
b
e
att
r
ac
t
iv
e
an
d
ea
s
y
t
o
u
s
e
t
o
e
n
ti
ce
s
c
h
o
o
lch
il
d
r
e
n
t
o
e
n
j
o
y
t
ea
c
h
i
n
g
a
n
d
le
ar
n
i
n
g
.
Sev
er
al
th
eo
r
ies
ca
n
b
e
a
p
p
lie
d
to
ex
p
lain
s
o
cial
m
e
d
ia
ad
o
p
tio
n
at
s
ch
o
o
ls
.
T
h
ese
th
e
o
r
i
es
in
clu
d
e
th
e
u
n
if
ied
th
eo
r
y
o
f
ac
ce
p
tan
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
(
UT
AUT
)
an
d
th
e
m
o
b
ile
tec
h
n
o
lo
g
y
ac
ce
p
tan
ce
(
T
AM
)
m
o
d
el.
T
h
e
UT
AUT
[
3
6
]
ca
n
h
el
p
an
aly
ze
h
o
w
s
o
cial
in
f
lu
en
ce
s
(
e.
g
.
,
f
r
o
m
p
ee
r
s
o
r
ad
m
in
is
tr
ato
r
s
)
,
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t,
a
n
d
p
r
io
r
ex
p
er
ien
ce
with
tech
n
o
lo
g
y
af
f
ec
t
th
e
a
d
o
p
tio
n
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
in
s
ch
o
o
ls
.
A
m
o
b
ile
lear
n
i
n
g
ac
ce
p
tan
ce
f
r
a
m
ewo
r
k
was
d
ev
elo
p
e
d
u
s
in
g
UT
AUT
to
d
em
o
n
s
tr
ate
th
e
s
u
b
s
tan
tial
im
p
ac
t
o
f
in
d
ep
e
n
d
en
t
lear
n
i
n
g
,
lea
r
n
in
g
p
r
e
p
ar
atio
n
,
an
ticip
ated
ef
f
o
r
t,
a
n
ticip
ated
p
e
r
f
o
r
m
an
ce
,
s
o
cial
im
p
ac
t,
an
d
f
av
o
r
a
b
le
co
n
d
itio
n
s
o
n
esti
m
atin
g
a
f
o
r
m
al
p
ar
t
-
tim
e
lear
n
e
r
’
s
b
e
h
a
v
io
r
al
in
te
n
tio
n
a
n
d
u
s
e
h
ab
its
to
war
d
s
m
o
b
ile
lea
r
n
in
g
[
3
7
]
.
UT
AUT
h
as
b
ee
n
wid
ely
ap
p
lied
in
v
ar
io
u
s
ed
u
ca
tio
n
al
s
ettin
g
s
to
u
n
d
er
s
tan
d
th
e
f
ac
to
r
s
i
n
f
lu
en
cin
g
tech
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o
lo
g
y
a
d
o
p
tio
n
a
n
d
u
s
ag
e
a
m
o
n
g
s
tu
d
e
n
ts
an
d
ed
u
ca
to
r
s
.
I
t
p
r
o
v
id
es
a
co
m
p
r
e
h
en
s
iv
e
f
r
am
ew
o
r
k
f
o
r
ass
ess
in
g
th
e
im
p
ac
t
o
f
d
if
f
er
en
t
v
ar
iab
les
o
n
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
d
ig
ital to
o
ls
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
I
n
ad
d
itio
n
,
th
e
m
o
b
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T
AM
is
m
o
s
t a
p
p
licab
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to
u
n
d
er
s
tan
d
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an
in
d
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ta
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ce
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d
ad
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p
tio
n
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f
m
o
b
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tech
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l
o
g
y
u
s
ag
e
f
o
r
k
n
o
wled
g
e
p
r
o
v
i
s
io
n
[
3
8
]
,
[
3
9
]
.
T
h
is
m
o
d
el
f
o
cu
s
es
o
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th
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CO
NCLU
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O
N
B
ased
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u
tco
m
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o
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t
h
e
Delp
h
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s
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y
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th
e
th
em
es
d
ee
m
ed
as
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tial
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ac
to
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s
th
a
t
in
f
lu
en
ce
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o
cial
m
ed
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y
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o
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ts
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ased
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en
s
u
s
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y
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e
ex
p
er
ts
ar
e:
i
)
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n
in
g
tr
an
s
f
o
r
m
atio
n
(
m
ea
n
=2
.
0
7
)
;
ii
)
tech
n
o
lo
g
y
r
ef
o
r
m
(
m
ea
n
=
2
.
4
3
)
;
iii
)
l
o
n
g
-
ter
m
p
r
o
s
p
ec
ts
f
o
r
s
tu
d
en
ts
(
m
ea
n
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.
0
0
)
;
iv
)
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g
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e
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ter
tain
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g
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l
lab
o
r
atio
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(
m
ea
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.
1
0
)
;
v
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h
an
d
s
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o
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o
l
(
m
ea
n
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.
1
3
)
;
an
d
vi
)
s
k
ills
d
ev
elo
p
m
e
n
t
(
m
ea
n
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.
2
7
)
.
T
h
ese
th
em
es
p
r
o
v
id
e
v
alu
ab
l
e
in
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ig
h
ts
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o
r
ed
u
ca
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s
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f
ec
tiv
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r
p
o
r
ate
s
o
cial
m
ed
ia
in
to
th
eir
teac
h
in
g
s
tr
ateg
ies,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
f
o
cu
s
in
g
o
n
s
k
ills
d
ev
elo
p
m
e
n
t
an
d
cr
ea
tin
g
a
h
an
d
s
-
o
n
lear
n
in
g
ex
p
er
ien
ce
.
E
d
u
ca
to
r
s
ca
n
u
s
e
th
ese
f
in
d
in
g
s
to
en
s
u
r
e
th
a
t
d
ig
ital
to
o
ls
ar
e
u
tili
ze
d
to
m
ax
im
ize
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
lear
n
in
g
o
u
tco
m
es.
T
h
is
s
tu
d
y
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
s
tu
d
en
ts
’
a
d
o
p
tio
n
o
f
s
o
cial
m
ed
ia
f
o
r
lear
n
in
g
,
o
f
f
e
r
in
g
p
r
ac
tical
im
p
licatio
n
s
f
o
r
s
tak
eh
o
ld
er
s
.
T
h
e
r
esu
lts
h
ig
h
lig
h
t
th
r
ee
k
e
y
th
em
es:
lear
n
in
g
tr
an
s
f
o
r
m
a
tio
n
,
tech
n
o
lo
g
y
r
ef
o
r
m
,
an
d
lo
n
g
-
ter
m
s
tu
d
en
t
p
r
o
s
p
ec
ts
.
T
h
ese
th
e
m
es
ca
n
g
u
id
e
ed
u
ca
to
r
s
in
i
n
teg
r
atin
g
s
o
cial
m
ed
ia
in
t
o
teac
h
in
g
p
r
ac
tices
to
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
A
Delp
h
i stu
d
y
o
n
fa
cto
r
s
in
flu
en
cin
g
s
ch
o
o
l stu
d
en
ts
’
a
d
o
p
tio
n
o
f so
cia
l m
ed
ia
…
(
I
meld
a
Hermilin
d
a
A
b
a
s
)
1749
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
e
n
t,
cr
itical
th
in
k
in
g
,
a
n
d
d
ig
i
tal
liter
ac
y
.
Sch
o
o
ls
a
n
d
s
t
ak
eh
o
ld
er
s
s
h
o
u
ld
co
llab
o
r
ate
with
in
d
u
s
tr
y
p
ar
t
n
er
s
to
cr
ea
te
s
tr
ateg
ic
p
lan
s
th
at
s
ig
n
if
ican
tly
im
p
ac
t
s
o
cial
m
ed
ia
u
s
e
in
s
ch
o
o
l
lear
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in
g
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d
p
r
ep
ar
e
s
tu
d
e
n
ts
f
o
r
f
u
tu
r
e
ca
r
ee
r
s
.
Sev
er
al
lim
itatio
n
s
wer
e
o
b
s
er
v
ed
in
th
is
s
tu
d
y
.
T
h
e
r
esear
ch
i
n
v
o
lv
e
d
o
n
ly
g
o
v
er
n
m
e
n
t
s
ch
o
o
lteac
h
er
s
,
wh
ich
m
a
y
li
m
it
th
e
g
e
n
er
aliza
b
ilit
y
o
f
t
h
e
f
in
d
in
g
s
.
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m
e
ex
p
e
r
ts
f
o
u
n
d
it
tr
o
u
b
leso
m
e
to
co
m
p
lete
th
e
q
u
esti
o
n
n
air
es,
an
d
g
ettin
g
th
em
t
o
r
esp
o
n
d
was
ted
io
u
s
.
Fu
tu
r
e
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esear
ch
co
u
ld
ex
p
a
n
d
to
in
clu
d
e
o
th
er
s
ch
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o
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d
e
x
p
lo
r
e
th
e
p
er
s
p
ec
tiv
es
o
f
t
ea
ch
er
s
an
d
p
ar
en
ts
.
Ad
d
itio
n
al
q
u
alitativ
e
an
d
lo
n
g
itu
d
in
al
s
tu
d
ies
ar
e
also
r
e
co
m
m
en
d
e
d
f
o
r
a
m
o
r
e
c
o
m
p
r
eh
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
p
h
en
o
m
en
o
n
.
T
h
e
th
em
es
id
en
tifie
d
ca
n
b
e
u
s
ed
to
d
ev
elo
p
s
u
r
v
ey
in
s
tr
u
m
e
n
t
s
f
o
r
m
ea
s
u
r
in
g
s
o
cial
m
ed
ia
ad
o
p
tio
n
in
v
ar
io
u
s
ed
u
ca
tio
n
al
s
ettin
g
s
.
Fin
ally
,
f
u
tu
r
e
s
tu
d
ies
with
ad
d
itio
n
al
v
ar
iab
les
an
d
m
eth
o
d
s
ca
n
p
r
o
v
id
e
a
m
o
r
e
h
o
lis
tic
v
iew
o
f
s
o
cial
m
ed
ia
u
s
e
f
o
r
le
ar
n
in
g
,
lea
d
in
g
to
b
etter
s
tr
ate
g
ies an
d
in
ter
v
e
n
tio
n
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
p
eo
p
le
in
v
o
lv
ed
o
b
tain
e
d
th
e
n
ec
ess
ar
y
co
n
s
en
t,
an
d
th
e
p
ar
ticip
an
ts
’
an
o
n
y
m
ity
h
as
b
ee
n
s
ec
u
r
ed
.
All
p
r
o
ce
d
u
r
es
p
e
r
f
o
r
m
ed
in
s
tu
d
ies
in
v
o
lv
in
g
h
u
m
an
p
a
r
ticip
an
ts
f
o
llo
wed
th
e
eth
ical
s
tan
d
ar
d
s
o
f
th
e
1
9
6
4
Helsin
k
i D
ec
lar
atio
n
an
d
its
later
am
en
d
m
e
n
ts
o
r
co
m
p
ar
ab
le
eth
ical
s
tan
d
a
r
d
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
d
id
n
o
t
r
ec
ei
v
e
s
u
p
p
o
r
t
f
o
r
ce
r
tain
co
s
ts
f
r
o
m
th
e
p
u
b
lic,
co
m
m
e
r
cial,
o
r
n
o
n
-
p
r
o
f
it
f
u
n
d
in
g
ag
e
n
cy
.
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
I
m
eld
a
Her
m
ilin
d
a
A
b
as
✓
✓
✓
✓
✓
✓
✓
✓
Naw
an
an
tin
y
Kr
is
h
n
am
u
r
th
i
✓
✓
✓
✓
✓
✓
✓
Am
r
an
R
asli
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Me
r
ia
Ultr
a
Gu
s
teti
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
s
tate
th
at
n
o
eth
ic
al
is
s
u
es we
r
e
in
v
o
lv
ed
in
th
is
s
tu
d
y
.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
o
n
h
u
m
an
u
s
e
h
as
co
m
p
lied
with
all
th
e
r
elev
an
t
n
atio
n
al
r
eg
u
latio
n
s
an
d
i
n
s
titu
tio
n
al
p
o
licies
u
n
d
er
th
e
te
n
ets
o
f
t
h
e
Helsin
k
i
Dec
lar
atio
n
a
n
d
h
as
b
ee
n
a
p
p
r
o
v
ed
b
y
th
e
a
u
th
o
r
’
s
in
s
titu
tio
n
al
r
ev
iew
b
o
ar
d
o
r
eq
u
iv
ale
n
t c
o
m
m
ittee.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
au
th
o
r
s
co
n
f
ir
m
th
at
th
e
d
ata
s
u
p
p
o
r
tin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
with
in
th
e
ar
ticle.
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
4
3
-
1
7
5
1
1750
RE
F
E
R
E
NC
E
S
[
1
]
S
.
H
o
w
e
,
“
S
o
c
i
a
l
me
d
i
a
st
a
t
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s
f
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a
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.
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.
A
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-
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mal
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s
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a
[
2
]
J.
H
o
p
k
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n
s
a
n
d
C
.
H
.
K
.
T
a
n
,
“
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me
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,
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rly
a
t
t
h
e
Az
m
a
n
Ha
sh
im
In
tern
a
ti
o
n
a
l
B
u
sin
e
ss
S
c
h
o
o
l,
Un
i
v
e
rsiti
Te
k
n
o
lo
g
i
M
a
l
a
y
sia
(UTM
).
He
wa
s
t
h
e
n
th
e
Vi
c
e
Ch
a
n
c
e
ll
o
r
o
f
S
UMAIT
Un
iv
e
rsity
,
Zan
z
i
b
a
r
a
n
d
De
p
u
t
y
Co
u
n
c
il
Ch
a
irma
n
o
f
t
h
e
M
u
sli
m
Un
iv
e
rsity
o
f
M
o
r
o
g
o
ro
,
Tan
z
a
n
ia.
He
is
a
lso
a
n
a
d
ju
n
c
t
p
ro
fe
ss
o
r
a
t
t
h
e
Un
i
v
e
rsity
o
f
W
o
ll
o
n
g
o
n
g
a
n
d
Un
iv
e
rsitas
Bra
wijay
a
.
His
a
re
a
s
o
f
in
tere
st
in
c
lu
d
e
in
stit
u
ti
o
n
a
l
se
rv
ice
q
u
a
li
t
y
,
in
sti
tu
ti
o
n
a
l
a
d
m
in
istratio
n
a
n
d
p
sy
c
h
o
lo
g
ica
l
stu
d
ies
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
m
ra
n
.
ra
sli@n
e
win
ti
.
e
d
u
.
m
y
.
Mer
ia
Ultr
a
G
u
ste
ti
is
a
lec
tu
re
r
in
t
h
e
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
S
tu
d
y
P
ro
g
ra
m
a
t
Un
iv
e
rsitas
Ad
z
k
ia,
I
n
d
o
n
e
sia
.
S
h
e
h
o
l
d
s
a
Ba
c
h
e
lo
r’s
d
e
g
re
e
i
n
I
sla
m
ic
Ed
u
c
a
ti
o
n
fr
o
m
IAIN
Im
a
m
Bo
n
jo
l
a
n
d
a
M
a
ste
r’s
i
n
M
a
th
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
fr
o
m
Un
i
v
e
rsitas
Ne
g
e
ri
P
a
d
a
n
g
.
S
h
e
is
p
u
rs
u
in
g
a
d
o
c
t
o
ra
l
d
e
g
re
e
i
n
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
with
a
c
o
n
c
e
n
tratio
n
i
n
M
a
t
h
e
m
a
ti
c
s
Ed
u
c
a
ti
o
n
a
t
Un
i
v
e
rsitas
Ne
g
e
ri
P
a
d
a
n
g
.
He
r
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
m
a
th
e
m
a
ti
c
s
lea
rn
in
g
,
e
d
u
c
a
ti
o
n
,
a
n
d
i
n
stru
c
ti
o
n
a
l
m
e
d
i
a
.
Sh
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
e
ria.u
g
@a
d
z
k
ia.ac
.
id
.
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