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259
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in
f
ec
tio
n
o
u
tb
r
ea
k
s
as
d
is
aster
s
itu
atio
n
s
.
I
n
m
id
-
m
ar
ch
2
0
2
0
,
th
e
n
atio
n
al
lev
els
o
f
Sch
o
o
l
clo
s
u
r
es in
o
v
er
1
5
0
co
u
n
tr
ies as a
r
esu
lt o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
ad
p
u
t o
n
e
s
tu
d
e
n
t in
f
if
th
o
f
th
e
wo
r
ld
o
u
t
o
f
s
ch
o
o
ls
an
d
u
n
iv
er
s
ities
.
Acc
o
r
d
in
g
to
Un
ited
Natio
n
s
E
d
u
ca
tio
n
al,
Scien
tific
an
d
C
u
ltu
r
al
Or
g
an
izatio
n
(
UNE
SC
O)
.
I
n
th
is
ca
s
e,
UNE
SC
O
(
2
0
2
0
)
r
ep
o
r
ted
t
h
at
b
y
th
e
en
d
o
f
A
p
r
il
2
0
2
0
,
1
9
0
co
u
n
tr
ies
h
ad
an
n
o
u
n
ce
d
co
u
n
tr
y
wid
e
clo
s
u
r
e
d
is
r
u
p
tin
g
7
3
.
8
%
o
f
th
e
to
tal
lear
n
er
s
cu
r
r
en
tly
en
r
o
lled
.
E
v
en
if
it
is
tr
u
e
th
at
lo
ck
d
o
wn
an
d
s
o
cial
d
is
tan
cin
g
wer
e
th
e
o
n
ly
ef
f
ec
tiv
e
m
ea
s
u
r
es
to
m
itig
ate
th
e
s
p
r
ea
d
o
f
C
OVI
D
-
1
9
b
y
d
is
r
u
p
tin
g
th
e
ch
ain
o
f
tr
a
n
s
m
is
s
io
n
,
th
e
tem
p
o
r
a
r
y
clo
s
u
r
e
o
f
s
ch
o
o
ls
an
d
c
o
lleg
es
m
ea
n
t
t
h
at
a
s
ig
n
if
ican
t p
o
p
u
latio
n
o
f
s
tu
d
en
ts
was a
f
f
ec
ted
.
Du
e
to
th
e
lo
ck
d
o
wn
o
f
th
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
f
o
r
a
n
u
n
d
ef
in
ed
tim
e,
b
o
th
th
ese
in
s
titu
tio
n
s
an
d
th
e
s
tu
d
en
ts
wer
e
co
m
in
g
u
p
with
m
eth
o
d
s
o
f
co
v
er
in
g
th
ei
r
g
iv
en
s
y
llab
i
as
p
er
th
e
ac
ad
em
ic
ca
l
en
d
ar
[
5
]
.
T
h
is
u
n
d
o
u
b
ted
ly
ca
u
s
ed
s
o
m
e
d
if
f
icu
lties
b
u
t
it
h
ad
also
g
e
n
er
ated
s
o
m
e
n
ew
ca
s
es
o
f
e
d
u
ca
tio
n
al
cr
ea
tiv
ity
th
r
o
u
g
h
th
e
u
s
e
o
f
d
i
g
ital m
ea
n
s
[
6
]
.
T
h
is
was
th
e
s
av
in
g
g
r
ac
e,
g
i
v
en
h
o
w
s
lo
w
r
ef
o
r
m
s
s
tar
ted
p
en
etr
atin
g
th
e
ac
a
d
em
ic
i
n
s
titu
tio
n
s
,
wh
ich
d
u
r
in
g
t
h
is
p
er
io
d
s
till
f
o
cu
s
ed
o
n
th
e
ar
ch
aic
o
n
e
-
w
ay
co
m
m
u
n
icatio
n
teac
h
in
g
m
o
d
el,
h
a
d
s
tr
u
ctu
r
al
b
ar
r
ier
s
,
a
n
d
o
u
td
ated
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
.
An
y
way
,
th
e
s
ce
n
ar
io
s
o
f
ed
u
ca
tio
n
al
estab
li
s
h
m
en
ts
all
ar
o
u
n
d
th
e
p
lan
et,
ex
p
er
ien
cin
g
C
OVI
D
-
1
9
h
av
e
b
ee
n
p
u
t
in
p
r
ac
tice
v
er
y
s
h
o
r
tly
at
th
e
in
itiativ
e
o
f
in
s
titu
tio
n
s
.
I
n
th
at
p
er
io
d
,
th
e
m
ajo
r
ity
o
f
th
e
u
n
iv
er
s
ities
h
ad
g
o
n
e
to
t
h
e
o
n
lin
e
m
o
d
e
with
th
e
u
s
a
g
e
o
f
s
u
ch
to
o
ls
as
B
lack
b
o
ar
d
,
Mic
r
o
s
o
f
t T
ea
m
s
,
Z
o
o
m
,
o
r
o
t
h
er
o
n
es.
T
h
is
s
tu
d
y
is
im
p
o
r
tan
t
s
in
ce
i
t
au
th
en
ticates
th
e
ef
f
ec
tiv
en
ess
o
f
VL
E
s
wh
en
f
ac
ed
with
u
n
ex
p
ec
ted
in
ter
r
u
p
tio
n
s
s
u
ch
as
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic.
T
h
is
r
esea
r
ch
r
ei
n
f
o
r
ce
s
th
e
s
cien
tific
c
o
n
s
en
s
u
s
th
at
VL
E
s
ca
n
h
elp
m
ain
tain
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
an
d
s
tu
d
e
n
t
s
atis
f
ac
tio
n
d
u
r
in
g
tim
es
o
f
cr
is
es.
Mo
r
eo
v
er
,
it
u
n
d
er
lin
es
h
o
w
f
lex
ib
le
d
ig
it
al
p
latf
o
r
m
s
ca
n
b
e
f
o
r
d
i
f
f
er
en
t
ed
u
ca
tio
n
al
r
e
q
u
ir
em
e
n
ts
,
th
er
eb
y
co
u
n
ter
in
g
s
o
m
e
p
r
ev
io
u
s
s
tu
d
ies
wh
ich
q
u
esti
o
n
ed
th
e
ab
ilit
y
o
f
o
n
li
n
e
lear
n
in
g
p
latf
o
r
m
s
to
en
s
u
r
e
q
u
ality
ed
u
ca
tio
n
d
u
r
in
g
s
u
ch
p
e
r
io
d
s
.
T
h
e
ed
u
ca
tio
n
al
estab
lis
h
m
en
ts
in
ar
ea
s
af
f
ec
ted
wer
e
lo
o
k
in
g
f
o
r
tem
p
o
r
ar
y
m
ea
s
u
r
es in
o
r
d
er
to
g
o
o
n
with
teac
h
in
g
ev
en
with
th
e
u
n
d
e
r
s
tan
d
in
g
th
at
th
e
q
u
ality
o
f
lear
n
in
g
g
r
ea
tly
d
e
p
en
d
e
d
o
n
th
e
lev
els
an
d
ef
f
ec
tiv
en
ess
o
f
em
b
r
ac
e
o
f
t
ec
h
n
o
lo
g
y
as
n
o
t
ed
b
y
[
7
]
,
[
8
]
.
T
h
er
e
wer
e
n
o
co
m
p
ar
ativ
e
b
en
ef
its
o
f
o
n
lin
e
lear
n
in
g
o
v
e
r
f
ac
e
to
f
ac
e
lear
n
in
g
in
ter
m
s
o
f
m
o
tiv
atio
n
,
s
atis
f
ac
tio
n
,
an
d
in
ter
ac
tio
n
ac
r
o
s
s
th
e
lear
n
er
s
[
9
]
.
T
h
e
c
o
m
m
u
n
ity
o
f
i
n
q
u
ir
y
(
C
OI
)
m
o
d
el
p
r
o
v
id
es
a
p
r
ac
t
ical
b
aselin
e
f
o
r
th
e
e
n
h
an
c
e
m
en
t
o
f
th
e
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
1
0
]
.
As
p
er
th
e
p
r
em
is
es
o
f
th
e
C
OI
f
r
am
ewo
r
k
,
th
e
b
asic
co
n
d
itio
n
in
th
e
p
r
o
v
is
io
n
o
f
web
-
g
u
i
d
ed
in
s
tr
u
ctio
n
is
th
e
estab
lis
h
m
en
t
o
f
a
lear
n
er
s
’
g
r
o
u
p
.
I
n
th
is
g
r
o
u
p
s
etu
p
wh
ich
ca
n
b
e
lik
en
ed
to
a
p
h
y
s
i
ca
l
class
r
o
o
m
,
lear
n
in
g
o
cc
u
r
s
v
ia
th
r
ee
eq
u
al
elem
e
n
ts
o
f
s
o
cial,
co
g
n
itiv
e,
an
d
teac
h
in
g
p
r
esen
ce
[
1
1
]
.
On
e
o
f
th
e
ar
ea
s
wh
ic
h
c
h
allen
g
es
o
n
lin
e
lear
n
in
g
i
s
s
tu
d
en
ts
’
lear
n
in
g
e
x
p
er
i
en
ce
s
an
d
ac
h
iev
em
en
t.
Acc
o
r
d
in
g
to
Sa
m
p
s
o
n
et
a
l.
[
1
2
]
,
Z
e
n
an
d
A
r
ian
i
[
1
3
]
,
a
s
tu
d
en
t’
s
s
atis
f
ac
tio
n
an
d
h
is
o
r
h
er
o
u
tco
m
es
is
a
g
o
o
d
m
ea
s
u
r
e
o
f
g
au
g
in
g
th
e
q
u
ality
an
d
th
e
ef
f
icien
cy
o
f
th
e
o
n
lin
e
p
r
o
g
r
am
s
.
T
h
er
e
is
an
in
ter
est
o
n
th
e
p
ar
t
o
f
th
e
in
s
titu
tio
n
s
to
f
in
d
o
u
t
if
th
e
s
tu
d
en
ts
,
in
th
is
ca
s
e,
ar
e
g
en
e
r
a
lly
h
ap
p
y
w
ith
th
e
lear
n
in
g
e
x
p
er
ien
ce
[
1
4
]
.
A
n
o
th
er
im
p
o
r
tan
t
asp
ec
t
o
f
o
n
lin
e
ed
u
ca
tio
n
’
s
q
u
ality
is
lear
n
e
r
en
g
a
g
em
en
t
[
1
5
]
.
L
ea
r
n
er
en
g
a
g
em
en
t
is
th
e
d
eg
r
ee
o
f
ef
f
o
r
t
th
at
th
e
lear
n
er
ex
er
ts
to
en
h
an
ce
an
d
e
n
g
en
d
er
p
s
y
ch
o
lo
g
ical
co
m
m
itm
en
t
to
war
d
s
s
tay
in
g
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
wan
tin
g
to
lear
n
,
a
n
d
d
e
v
elo
p
in
g
o
n
eself
in
tellectu
ally
[
1
6
]
,
[
1
7
]
.
T
h
e
r
e
a
r
e
d
if
f
er
e
n
t
way
s
o
f
h
o
w
s
tu
d
en
t
en
g
a
g
em
en
t
is
co
n
ce
p
tu
alize
d
[
1
8
]
,
[
1
9
]
b
u
t
it
s
ee
m
s
t
h
at
en
g
ag
em
e
n
t
in
o
n
lin
e
lear
n
i
n
g
esp
ec
ially
f
o
r
th
e
lear
n
in
g
an
aly
tics
ad
v
o
ca
tes
is
u
n
d
er
s
to
o
d
in
ter
m
s
o
f
t
h
e
an
aly
s
is
o
f
th
e
p
latf
o
r
m
ac
ce
s
s
ed
lo
g
f
iles
in
clu
d
in
g
th
e
n
u
m
b
er
o
f
click
s
o
n
th
e
lear
n
in
g
r
eso
u
r
ce
s
[
2
0
]
.
T
h
e
ass
er
tio
n
is
th
at
p
ar
ticip
atio
n
in
an
o
n
lin
e
c
o
u
r
s
e
is
d
e
m
o
n
s
tr
atin
g
b
y
l
o
g
in
s
o
r
click
s
o
n
a
p
e
r
s
o
n
’
s
p
r
o
f
il
e
r
esu
ltin
g
in
b
etter
p
er
f
o
r
m
a
n
ce
.
No
n
eth
eless
,
th
is
m
o
d
e
l
is
-
in
p
r
i
n
cip
le,
t
h
e
b
est
s
u
ited
f
o
r
tr
a
d
itio
n
al
class
r
o
o
m
-
b
ased
e
-
lear
n
in
g
c
o
u
r
s
es
wh
er
e
s
u
ch
lim
itatio
n
s
ex
is
ts
.
Ho
wev
er
,
th
er
e
ar
e
f
ew
wo
r
k
in
g
p
ap
e
r
s
ass
es
s
in
g
th
e
lev
el
o
f
s
tu
d
e
n
t
en
g
ag
em
e
n
t
in
ac
tiv
ity
-
d
r
iv
en
b
len
d
ed
lea
r
n
in
g
s
ettin
g
s
wh
er
e
b
o
th
o
n
lin
e
a
n
d
o
f
f
lin
e
ac
tiv
ities
ar
e
im
p
lem
en
ted
[
2
1
]
,
[
2
2
]
.
Ar
s
en
ijev
ic
et
a
l
.
[
2
3
]
,
th
e
ai
m
o
f
th
is
r
esear
ch
is
ab
o
u
t
el
em
en
ts
f
r
o
m
th
e
C
o
m
m
u
n
ity
o
f
I
n
q
u
ir
y
(
C
o
I
)
m
o
d
el
o
f
o
n
lin
e
lear
n
i
n
g
to
in
v
esti
g
ate
th
e
f
ea
tu
r
es
o
f
s
atis
f
ac
tio
n
in
e
-
lear
n
in
g
d
u
r
i
n
g
th
e
p
er
io
d
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
o
f
th
e
Kr
u
s
k
al
-
W
alli
s
tes
t,
s
ati
s
f
ac
tio
n
with
o
n
lin
e
lear
n
in
g
d
o
es
n
o
t
v
ar
y
d
e
p
en
d
in
g
o
n
w
h
eth
er
s
tu
d
en
ts
h
av
e
h
ig
h
o
r
l
o
w
ac
ad
em
ic
ac
h
iev
em
e
n
t
b
u
t
s
o
cial
p
r
esen
ce
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
39
,
No
.
1
,
J
u
ly
20
25
:
258
-
2
7
1
260
r
ated
s
ig
n
if
ican
tly
h
ig
h
e
r
(
“
T
o
o
ls
an
d
p
latf
o
r
m
s
f
o
r
o
n
lin
e
lear
n
in
g
allo
w
s
tu
d
en
ts
to
wo
r
k
with
ea
ch
o
th
er
”
)
b
y
th
o
s
e
wh
o
h
av
e
p
o
o
r
p
e
r
f
o
r
m
an
ce
s
.
Am
ir
et
a
l.
[
2
4
]
,
w
o
r
k
e
d
o
n
t
h
e
ass
ess
m
en
t
o
f
th
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
class
r
o
o
m
an
d
d
is
tan
ce
lear
n
in
g
d
u
r
i
n
g
t
h
e
C
OVI
D
-
1
9
p
an
d
e
m
ic.
T
h
e
s
tu
d
y
u
s
ed
a
s
tr
u
ctu
r
e
d
q
u
esti
o
n
n
a
ir
e
f
o
r
co
llectin
g
in
f
o
r
m
atio
n
f
r
o
m
u
n
d
er
g
r
ad
u
a
te
s
tu
d
en
ts
s
tu
d
y
in
g
d
en
tis
tr
y
at
a
h
ig
h
e
r
in
s
titu
tio
n
in
I
n
d
o
n
esia.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
s
h
o
wed
th
at
a
h
ig
h
er
n
u
m
b
er
o
f
f
ir
s
t
-
y
ea
r
s
tu
d
e
n
ts
p
r
ef
er
r
e
d
d
is
tan
ce
lear
n
i
n
g
to
class
r
o
o
m
lear
n
in
g
co
m
p
ar
ed
to
th
eir
s
en
io
r
s
.
T
h
e
r
esu
lts
also
s
h
o
wed
th
at
s
tu
d
en
ts
p
r
ef
er
r
e
d
class
r
o
o
m
lear
n
in
g
f
o
r
g
r
o
u
p
d
is
cu
s
s
io
n
s
b
ec
au
s
e
th
e
d
if
f
i
cu
lty
in
co
m
m
u
n
icatio
n
v
ia
d
is
tan
ce
lear
n
in
g
p
r
o
v
i
d
ed
less
s
atis
f
ac
tio
n
.
T
h
e
s
tu
d
y
co
n
clu
d
ed
th
at
t
h
e
s
tu
d
e
n
ts
co
u
ld
ad
ap
t
t
o
ch
a
n
g
in
g
te
ch
n
o
lo
g
ies
h
o
wev
er
a
b
len
d
e
d
lear
n
in
g
ap
p
r
o
ac
h
th
at
co
m
b
in
e
d
b
o
th
was
r
e
co
m
m
en
d
ed
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
a
co
m
p
ar
is
o
n
o
f
t
h
e
p
e
r
c
ep
tio
n
o
f
class
r
o
o
m
an
d
d
is
tan
ce
lear
n
i
n
g
co
n
ce
r
n
i
n
g
p
r
e
f
er
en
ce
,
ef
f
ec
tiv
en
ess
,
an
d
lear
n
in
g
s
atis
f
ac
tio
n
.
Sh
ar
m
a
et
a
l.
[
2
5
]
,
ass
ess
ed
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
to
war
d
s
o
n
lin
e
lear
n
in
g
alo
n
g
s
id
e
its
ass
o
ciate
d
p
r
ed
icto
r
s
.
A
s
tr
u
ctu
r
e
d
o
n
lin
e
q
u
esti
o
n
n
air
e
was
u
s
ed
to
co
llect
in
f
o
r
m
ati
o
n
f
r
o
m
s
tu
d
en
ts
co
v
er
in
g
f
o
u
r
ar
ea
s
o
f
s
tu
d
en
t
s
atis
f
ac
tio
n
v
ia
Go
o
g
le
Fo
r
m
s
.
T
h
e
r
esu
l
ts
o
f
th
e
s
tu
d
y
s
h
o
wed
th
at
t
h
e
m
ajo
r
ity
o
f
th
e
s
tu
d
en
ts
wer
e
s
atis
f
ied
with
o
n
lin
e
lear
n
in
g
an
d
th
e
b
iv
a
r
iate
an
aly
s
is
r
ev
ea
led
th
at
all
f
o
u
r
d
o
m
ain
s
wer
e
p
o
s
itiv
ely
c
o
r
r
elate
d
with
ea
ch
o
th
er
as
well
as
with
o
v
er
all
s
tu
d
en
ts
’
s
ati
s
f
ac
tio
n
.
T
h
e
s
tu
d
y
also
r
ev
ea
led
th
at
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
s
tu
d
en
t
s
atis
f
ac
tio
n
in
clu
d
e
b
ein
g
f
em
ale
g
en
d
e
r
,
W
i
-
Fi
as
a
m
o
d
ality
f
o
r
lear
n
in
g
,
an
d
th
e
lear
n
e
r
’
s
d
im
en
s
io
n
s
co
r
e.
T
h
e
s
tu
d
y
was
f
o
cu
s
ed
o
n
th
e
ass
ess
m
en
t
o
f
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
with
o
n
lin
e
lear
n
i
n
g
an
d
its
ass
o
ciate
d
p
r
ed
icto
r
s
.
Fatan
i
[
2
6
]
,
s
tu
d
ied
th
e
s
tu
d
e
n
ts
’
s
atis
f
ac
tio
n
with
v
id
eo
-
co
n
f
er
e
n
cin
g
teac
h
in
g
q
u
ality
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
e
s
t
u
d
y
a
d
o
p
ted
th
e
r
e
d
u
c
ed
s
tu
d
en
ts
’
ev
alu
atio
n
o
f
e
d
u
ca
tio
n
al
q
u
ality
(
SEE
Q)
s
u
r
v
ey
f
o
r
th
e
co
llectio
n
o
f
in
f
o
r
m
atio
n
f
r
o
m
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
s
h
o
wed
th
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
en
ts
wer
e
s
atis
f
ied
with
th
e
v
id
e
o
-
co
n
f
e
r
en
cin
g
tech
n
o
l
o
g
y
ad
o
p
ted
f
o
r
lear
n
i
n
g
b
u
t
t
h
ey
wer
e
in
t
ellec
tu
ally
ch
allen
g
in
g
[
2
7
]
-
[
30
]
.
T
h
e
s
tu
d
y
co
n
cl
u
d
ed
th
at
th
e
u
s
e
o
f
v
id
eo
-
c
o
n
f
er
e
n
cin
g
h
a
d
an
o
v
er
all
p
o
s
itiv
e
o
u
tc
o
m
e
o
n
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
b
u
t
teac
h
in
g
q
u
ality
r
elied
o
n
teac
h
in
g
,
co
g
n
itiv
e,
an
d
s
o
cial
p
r
esen
ce
r
ath
er
th
a
n
o
n
tech
n
o
lo
g
y
.
T
h
e
s
tu
d
y
f
o
c
u
s
ed
o
n
th
e
ass
ess
m
en
t
o
f
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
b
ased
o
n
v
id
eo
-
c
o
n
f
e
r
en
cin
g
teac
h
in
g
q
u
ality
.
W
en
g
et
a
l.
[
30
]
,
ass
ess
ed
th
e
attitu
d
e
to
war
d
s
th
e
u
s
e
in
ten
tio
n
o
f
m
u
ltime
d
ia
a
m
o
n
g
s
ch
o
o
l
teac
h
er
s
.
T
h
e
s
tu
d
y
co
llected
in
f
o
r
m
at
io
n
f
r
o
m
s
ch
o
o
l
teac
h
er
s
co
v
er
in
g
ar
e
as
th
at
in
clu
d
e
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
,
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e,
attitu
d
e
to
war
d
s
u
s
in
g
t
ec
h
n
o
lo
g
y
,
an
d
th
e
in
ten
tio
n
to
u
s
e
tech
n
o
lo
g
ies
b
ased
o
n
th
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
.
T
h
e
r
e
s
u
lts
o
f
th
e
s
tu
d
y
s
h
o
wed
th
at
th
e
ea
s
e
o
f
u
s
e
o
f
tech
n
o
lo
g
y
an
d
attitu
d
e
to
wa
r
d
s
u
s
e
wo
s
s
u
ld
en
h
an
ce
th
e
in
ten
tio
n
to
u
s
e
th
e
tech
n
o
l
o
g
y
.
T
h
e
s
tu
d
y
was
lim
ited
to
th
e
ass
ess
m
en
t o
f
th
e
teac
h
er
s
’
in
ten
tio
n
t
o
u
s
e
m
u
ltime
d
ia
tech
n
o
lo
g
ies in
teac
h
in
g
.
2.
M
E
T
H
O
D
T
h
is
s
ec
tio
n
p
r
esen
ts
t
h
e
v
a
r
io
u
s
d
ata
a
n
aly
s
is
tech
n
iq
u
es
th
at
wer
e
ad
o
p
ted
f
o
r
p
e
r
f
o
r
m
in
g
t
h
e
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
s
tatis
tical
an
aly
s
i
s
o
f
th
e
d
ata
c
o
llected
in
th
is
s
tu
d
y
.
An
att
em
p
t
was
m
ad
e
to
ass
es
s
th
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
t’
s
s
atis
f
ac
tio
n
an
d
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
.
T
o
ac
h
ie
v
e
th
is
,
a
n
attem
p
t
was m
ad
e
to
ass
es
s
th
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
th
e
v
ar
io
u
s
ty
p
es o
f
VL
E
to
o
ls
th
at
ar
e
av
ail
ab
le
f
o
r
u
s
e
ac
r
o
s
s
ac
ad
em
ic
in
s
titu
tio
n
s
in
Nig
er
ia.
T
h
is
s
tu
d
y
attem
p
ts
to
a
s
s
e
s
s
th
e
ca
u
s
al
r
elatio
n
s
h
ip
th
at
ex
is
ts
b
etwe
en
th
e
p
er
ce
p
tio
n
o
f
th
e
b
eh
av
i
o
r
al
in
ten
tio
n
to
u
s
e
VL
E
,
th
e
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
,
an
d
th
e
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
o
th
is
ef
f
ec
t,
f
o
u
r
r
esear
ch
q
u
esti
o
n
s
wer
e
p
r
o
p
o
s
ed
in
th
is
s
tu
d
y
to
u
n
d
er
s
tan
d
th
e
u
n
d
er
l
y
in
g
r
elatio
n
s
h
i
p
ex
is
tin
g
b
etwe
en
th
em
.
T
h
ey
ar
e:
a)
W
h
at
is
th
e
ca
u
s
al
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
er
ce
p
tio
n
o
f
t
h
e
s
tu
d
en
ts
’
b
e
h
av
io
r
al
in
ten
ti
o
n
to
u
s
e
VL
E
an
d
th
e
p
er
ce
p
tio
n
o
f
t
h
e
im
p
a
ct
o
f
VL
E
o
n
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
?
b)
W
h
at
is
th
e
ca
u
s
al
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
er
ce
p
tio
n
o
f
t
h
e
s
tu
d
en
ts
’
b
e
h
av
io
r
al
in
ten
ti
o
n
to
u
s
e
VL
E
an
d
th
e
p
er
ce
p
tio
n
o
f
t
h
e
im
p
a
ct
o
f
VL
E
o
n
s
tu
d
en
ts
’
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
?
c)
W
h
at
is
th
e
ca
u
s
al
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
er
ce
p
tio
n
o
f
t
h
e
im
p
ac
t
o
f
VL
E
o
n
th
e
s
tu
d
e
n
ts
’
s
atis
f
ac
tio
n
an
d
th
e
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t o
f
VL
E
o
n
t
h
e
s
tu
d
en
t’
s
ac
ad
em
ic
p
er
f
o
r
m
an
c
e?
d)
W
h
at
is
th
e
ca
u
s
al
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
er
ce
p
tio
n
o
f
t
h
e
s
tu
d
en
ts
’
b
e
h
av
io
r
al
in
ten
ti
o
n
to
u
s
e
VL
E
an
d
th
e
p
er
ce
p
tio
n
o
f
th
e
im
p
a
c
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
s
atis
f
a
ctio
n
o
n
th
e
im
p
ac
t o
f
VL
E
o
n
th
e
s
tu
d
e
n
t’
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
?
2
.
1
.
Sa
m
ple
s
ize
T
h
is
s
tu
d
y
c
o
n
s
id
er
ed
a
s
am
p
le
s
ize
o
f
1
0
0
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
co
n
s
is
tin
g
o
f
m
ale
a
n
d
f
e
m
ale
s
tu
d
en
ts
.
T
h
e
s
tu
d
en
ts
wer
e
s
elec
ted
f
r
o
m
th
e
d
ep
ar
tm
en
t
o
f
co
m
p
u
ter
s
cien
ce
b
ec
au
s
e
o
f
th
eir
v
ast
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
V
ir
tu
a
l le
a
r
n
in
g
en
viro
n
men
t
o
n
s
a
tis
fa
ctio
n
a
n
d
a
c
a
d
emic
p
erfo
r
ma
n
ce
… (
Od
u
n
a
yo
Da
u
d
a
Ola
n
l
o
ye
)
261
u
n
d
er
s
tan
d
i
n
g
o
f
tr
e
n
d
in
g
I
C
T
tech
n
o
lo
g
ies
an
d
b
ec
au
s
e
th
ey
ten
d
to
ea
s
ily
ad
o
p
t
s
u
ch
tech
n
o
lo
g
ies
with
litt
le
o
r
n
o
in
ter
f
er
en
ce
.
2
.
2
.
I
ns
t
rum
ent
o
f
da
t
a
co
lle
ct
io
n
A
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
wa
s
co
n
s
tr
u
cted
to
co
llect
th
e
d
at
a
r
eq
u
ir
ed
in
th
is
s
tu
d
y
.
T
h
e
p
u
r
p
o
s
e
f
o
r
wh
ich
th
e
q
u
esti
o
n
n
air
e
was
c
o
m
p
leted
was
ex
p
lain
e
d
to
ea
ch
r
esp
o
n
d
en
t
wh
o
was
g
i
v
en
th
e
q
u
esti
o
n
n
air
e
to
r
esp
o
n
d
t
o
.
T
h
e
r
esp
o
n
d
en
ts
wer
e
g
iv
e
n
en
o
u
g
h
tim
e
to
co
m
p
lete
th
e
q
u
esti
o
n
n
air
e
wh
ile
th
e
ar
ea
s
o
f
d
if
f
icu
lty
in
t
h
e
q
u
esti
o
n
n
air
e
wer
e
f
u
r
th
e
r
ex
p
lain
e
d
to
th
e
s
tu
d
en
ts
.
2.
3
.
De
m
o
g
r
a
ph
ic
I
nfo
rm
a
t
i
o
n
T
h
is
is
th
e
b
io
-
d
ata
to
b
e
f
illed
b
y
th
e
p
ar
ticip
a
n
ts
.
T
ab
le
s
1
to
4
s
h
o
ws
th
e
VL
E
p
er
ce
p
tio
n
o
n
s
tu
d
en
t b
eh
av
i
o
r
s
.
Fo
r
ea
c
h
o
f
th
e
q
u
esti
o
n
s
p
r
esen
te
d
b
elo
w
,
s
elec
t th
e
o
p
tio
n
th
at
b
est d
escr
ib
es y
o
u
:
1.
Gen
d
er
:
Ma
le
(
)
Fem
ale
(
)
2.
Ag
e
g
r
o
u
p
:
B
elo
w
1
8
y
ea
r
s
(
)
1
8
–
2
5
(
)
ab
o
v
e
2
5
y
ea
r
s
(
)
3.
Me
th
o
d
o
f
E
n
tr
y
:
UT
ME
(
)
J
UPEB (
)
DE
(
)
o
th
e
r
s
(
s
p
ec
if
y
)
: _
_
_
_
_
_
_
_
_
_
_
_
_
_
4.
E
th
n
icity
:
Yo
r
u
b
a
(
)
I
g
b
o
(
)
Hau
s
a
(
)
o
th
er
s
(
s
p
ec
if
y
)
: _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
5.
Fath
er
’
s
Hig
h
est E
d
u
ca
tio
n
:
Seco
n
d
ar
y
(
)
Po
ly
tech
n
ic
d
eg
r
ee
(
)
Un
d
er
g
r
ad
u
at
e
d
e
g
r
ee
(
)
Po
s
tg
r
ad
u
ate
d
eg
r
ee
(
)
MB
A
(
)
o
th
er
s
(
s
p
ec
if
y
)
: _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
6.
Mo
th
er
’
s
Hig
h
est E
d
u
ca
tio
n
:
Seco
n
d
ar
y
(
)
Po
ly
tech
n
ic
d
eg
r
ee
(
)
Un
d
e
r
g
r
a
d
u
ate
d
eg
r
ee
(
)
Po
s
tg
r
ad
u
ate
d
eg
r
ee
(
)
MB
A
(
)
o
th
er
s
(
s
p
ec
if
y
)
:
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
7.
Fath
er
’
s
o
cc
u
p
atio
n
: Cl
er
ical
(
)
T
ea
ch
e
r
/Le
ctu
r
er
(
)
T
r
ad
er
/B
u
s
in
ess
(
)
B
an
k
er
(
)
L
awy
er
(
)
Me
d
icin
e/Nu
r
s
in
g
(
)
C
ler
g
y
(
)
o
th
er
s
(
s
p
ec
if
y
)
: _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
8.
Mo
th
er
’
s
o
cc
u
p
atio
n
: Cl
er
ical
(
)
T
ea
c
h
er
/Le
ctu
r
e
r
(
)
T
r
a
d
er
/B
u
s
in
ess
(
)
B
an
k
er
(
)
L
awy
er
(
)
Me
d
icin
e/Nu
r
s
in
g
(
)
C
ler
g
y
(
)
o
th
er
s
(
s
p
ec
if
y
)
: _
_
_
_
_
_
_
_
_
_
_
_
_
_
_
9.
DeA
d
ev
ices to
ac
ce
s
s
Vir
tu
al
L
ea
r
n
in
g
E
n
v
ir
o
n
m
e
n
t (
VL
E
)
(
s
elec
t a
s
m
an
y
as p
o
s
s
ib
le)
: Sm
ar
tp
h
o
n
e
(
)
T
ab
let
(
)
L
ap
t
o
p
C
o
m
p
u
ter
(
)
Per
s
o
n
al
C
o
m
p
u
ter
(
)
10.
Av
ailab
ilit
y
o
f
I
n
ter
n
et
ac
ce
s
s
f
o
r
u
s
in
g
VL
E
: A
lway
s
(
)
S
o
m
etim
es
(
)
R
ar
ely
(
)
T
ab
le
1
.
Per
ce
p
tio
n
o
f
VL
E
S
/
N
V
i
r
t
u
a
l
l
e
a
r
n
i
n
g
t
o
o
l
s
Y
e
s
No
1.
M
i
c
r
o
s
o
f
t
®
Te
a
ms
2.
G
o
o
g
l
e
®
M
e
e
t
3.
Zo
o
m
®
V
i
d
e
o
C
o
n
f
e
r
e
n
c
i
n
g
4.
G
o
o
g
l
e
®
C
l
a
ssr
o
o
5.
M
o
o
d
l
e
®
o
r
E
d
m
o
n
d
o
®
o
r
B
l
a
c
k
b
o
a
r
d
Le
a
r
n
®
6.
Le
a
r
n
i
n
g
M
a
n
a
g
e
m
e
n
t
S
y
st
e
ms (
L
M
S
)
7.
W
h
a
t
sA
p
p
®
8.
Te
l
e
g
r
a
m
9.
G
o
o
g
l
e
®
F
o
r
ms
1
0
.
C
o
u
ser
a
®
o
r
E
d
X
®
K
e
y
:
S
t
r
o
n
g
l
y
a
g
r
e
e
(
S
A
)
,
A
g
r
e
e
(
A
)
,
D
i
sag
r
e
e
(
D
)
,
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
(
S
D
)
T
ab
le
2
.
Per
ce
iv
e
d
s
tu
d
en
t b
e
h
av
io
u
r
al
i
n
ten
tio
n
to
u
s
e
VL
E
S
/
N
S
t
a
t
e
me
n
t
s
SA
A
D
SD
1.
I
h
a
v
e
su
f
f
i
c
i
e
n
t
s
k
i
l
l
s
t
o
u
se
V
LEs
2.
I
w
a
s wil
l
i
n
g
t
o
ma
k
e
u
s
e
o
f
V
LEs
u
p
o
n
i
n
t
r
o
d
u
c
t
i
o
n
b
y
l
e
c
t
u
r
e
r
s
3.
I
w
a
s wil
l
i
n
g
t
o
a
d
o
p
t
V
LEs
f
o
r
p
e
r
f
o
r
mi
n
g
m
y
a
c
a
d
e
mi
c
a
c
t
i
v
i
t
i
e
s
4.
I
w
a
s wil
l
i
n
g
t
o
ma
k
e
u
s
e
o
f
V
LEs
r
e
g
u
l
a
r
l
y
5.
I
w
a
s wil
l
i
n
g
t
o
r
e
c
o
mm
e
n
d
V
L
E
t
o
o
t
h
e
r
st
u
d
e
n
t
s
t
o
u
se
6.
I
p
l
a
n
t
o
u
se
V
LE
t
o
s
u
p
p
o
r
t
l
e
c
t
u
r
e
s
i
n
t
h
e
f
u
t
u
r
e
T
ab
le
3
.
Per
ce
iv
e
d
im
p
ac
t o
f
V
L
E
o
n
s
tu
d
en
t satis
f
ac
tio
n
S
/
N
S
t
a
t
e
me
n
t
s
SA
A
D
SD
1.
I
h
a
v
e
c
o
n
f
i
d
e
n
c
e
i
n
u
si
n
g
V
LE
w
i
t
h
l
i
t
t
l
e
o
r
n
o
a
ssi
s
t
a
n
c
e
2.
I
h
a
v
e
c
o
n
f
i
d
e
n
c
e
i
n
u
si
n
g
o
n
l
i
n
l
e
a
r
n
i
n
g
t
s
v
i
a
V
LE
s
3.
I
h
a
v
e
c
o
n
f
i
d
e
n
c
e
w
h
e
n
u
s
i
n
g
V
L
E
f
e
a
t
u
r
e
s
4.
I
f
e
e
l
t
h
a
t
I
h
a
v
e
a
v
a
r
i
e
t
y
o
f
e
x
p
e
r
i
e
n
c
e
s w
i
t
h
o
u
t
a
n
y
i
n
t
e
r
f
e
r
e
n
c
e
5.
I
f
e
e
l
t
h
a
t
V
LE
me
e
t
s
my
a
c
a
d
e
m
i
c
n
e
e
d
s a
s
a
s
t
u
d
e
n
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
39
,
No
.
1
,
J
u
ly
20
25
:
258
-
2
7
1
262
T
ab
le
4
.
Per
ce
iv
e
d
im
p
ac
t o
f
VL
E
o
n
s
tu
d
en
t a
ca
d
em
ic
p
e
r
f
o
r
m
an
ce
S
/
N
S
t
a
t
e
me
n
t
s
SA
A
D
SD
1.
Th
e
u
s
e
o
f
V
LE
h
a
s
i
mp
r
o
v
e
d
m
y
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
2.
Th
e
v
o
l
u
m
e
o
f
a
ss
i
g
n
m
e
n
t
s
v
i
a
V
LE
i
mp
r
o
v
e
d
m
y
c
o
n
c
e
n
t
r
a
t
i
o
n
3.
Th
e
u
s
e
o
f
V
LE
w
a
s
b
e
t
t
e
r
c
o
m
p
a
r
e
d
t
o
f
a
c
e
-
to
-
f
a
c
e
l
e
a
r
n
i
n
g
4.
Ta
k
i
n
g
q
u
i
z
z
e
s a
n
d
e
x
a
ms
o
n
l
i
n
e
v
i
a
V
LE
w
a
s
mo
r
e
c
o
n
v
e
n
i
e
n
t
5.
Th
e
u
s
e
o
f
V
LE
ma
d
e
l
e
a
r
n
i
n
g
l
e
ss
c
h
a
l
l
e
n
g
i
n
g
6.
Th
e
u
s
e
o
f
V
LE
i
m
p
r
o
v
e
d
my
a
c
c
e
ss
t
o
l
e
a
r
n
i
n
g
mat
e
r
i
a
l
s
7.
Th
e
u
s
e
o
f
V
LE
i
m
p
r
o
v
e
d
my
i
m
a
g
i
n
a
t
i
o
n
b
y
o
b
t
a
i
n
i
n
g
m
o
r
e
i
n
f
o
r
ma
t
i
o
n
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Data
f
o
r
th
is
s
tu
d
y
was
co
lle
cted
f
r
o
m
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
o
f
h
ig
h
er
in
s
titu
tio
n
s
o
f
lear
n
in
g
in
Nig
er
ia
u
s
in
g
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e.
T
h
e
d
ata
was
co
llected
u
s
in
g
a
s
tr
u
c
tu
r
ed
q
u
esti
o
n
n
air
e
co
n
s
is
tin
g
o
f
th
e
s
o
cio
-
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
VL
E
to
o
ls
,
p
er
ce
iv
ed
b
eh
av
i
o
r
al
in
ten
tio
n
to
u
s
e
VL
E
to
o
ls
,
p
er
ce
iv
ed
im
p
ac
t
o
f
VL
E
to
o
l
s
o
n
s
atis
f
ac
tio
n
,
an
d
p
er
ce
iv
ed
im
p
ac
t
o
f
VL
E
to
o
ls
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
c
e.
3
.
1
.
Resul
t
s
o
f
t
he
dis
t
ributio
n o
f
t
he
s
o
cio
-
de
m
o
g
r
a
ph
ic
info
rm
a
t
io
n
T
ab
le
5
i
n
APPENDI
X
s
h
o
ws
th
e
d
is
tr
ib
u
tio
n
o
f
t
h
e
s
o
ci
o
-
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
th
e
d
ata
co
llected
f
o
r
th
e
s
tu
d
en
ts
s
elec
ted
f
o
r
t
h
is
s
tu
d
y
.
T
h
e
r
esu
lt
s
r
eg
ar
d
in
g
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
g
en
d
er
s
h
o
wed
th
at
8
1
.
0
%
o
f
th
e
s
tu
d
e
n
ts
wer
e
m
ale
wh
ile
1
9
.
0
%
o
f
th
e
s
tu
d
en
ts
wer
e
f
em
ale
o
win
g
to
a
m
ajo
r
ity
o
f
m
ale
s
tu
d
en
ts
.
T
h
e
r
esu
lts
r
eg
ar
d
in
g
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
ag
e
g
r
o
u
p
o
f
th
e
s
tu
d
en
ts
s
h
o
wed
th
at
8
8
.
1
%
o
f
th
e
s
tu
d
en
ts
w
er
e
ag
ed
b
etwe
en
1
8
an
d
2
5
y
ea
r
s
,
7
.
1
%
wer
e
ag
ed
b
elo
w
1
8
y
ea
r
s
an
d
2
.
4
%
wer
e
ag
ed
ab
o
v
e
2
5
y
ea
r
s
o
win
g
to
a
m
ajo
r
ity
o
f
s
tu
d
en
ts
ag
ed
b
etwe
en
1
8
an
d
2
5
y
ea
r
s
.
T
h
e
r
esu
lts
o
f
t
h
e
d
is
tr
ib
u
tio
n
o
f
th
e
m
o
d
e
o
f
e
n
tr
y
s
h
o
wed
th
at
9
5
.
2
%
wer
e
a
d
m
itted
v
ia
UT
ME
wh
ile
4
.
8
%
we
r
e
ad
m
itted
v
ia
DE
o
win
g
to
a
m
ajo
r
ity
o
f
s
tu
d
e
n
ts
b
ein
g
ad
m
itted
b
ein
g
a
UT
ME
.
T
h
e
r
esu
lts
o
f
th
e
d
is
tr
ib
u
tio
n
o
f
t
h
e
eth
n
icity
o
f
th
e
s
tu
d
en
ts
s
h
o
wed
th
at
6
4
.
3
%
wer
e
Yo
r
u
b
a,
1
6
.
6
%
wer
e
I
g
b
o
,
7
.
1
%
wer
e
f
r
o
m
Delta
an
d
9
.
6
%
wer
e
f
r
o
m
o
th
er
tr
ib
es
o
win
g
to
a
m
aj
o
r
it
y
o
f
s
tu
d
e
n
ts
wh
o
wer
e
o
f
Yo
r
u
b
a
o
r
i
g
in
.
T
h
e
r
esu
lts
o
f
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
ed
u
ca
tio
n
al
q
u
alif
icatio
n
o
f
th
e
s
tu
d
en
ts
’
f
ath
er
s
s
h
o
wed
th
at
2
3
.
8
%
h
ad
p
o
ly
tech
n
ic
OND/HN
D
d
eg
r
ee
s
,
1
4
.
3
%
h
ad
u
n
d
er
g
r
ad
u
ate
d
e
g
r
ee
s
,
2
6
.
2
%
h
ad
p
o
s
tg
r
a
d
u
ate
d
eg
r
ee
s
,
2
1
.
4
%
wh
ile
2
1
.
4
%
h
ad
MBA
d
eg
r
ee
s
o
win
g
f
o
r
a
m
ajo
r
ity
o
f
f
ath
er
s
with
a
p
o
s
tg
r
ad
u
ate
d
e
g
r
ee
.
T
h
e
r
esu
lts
o
f
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
ed
u
ca
tio
n
al
q
u
alif
icatio
n
o
f
th
e
s
tu
d
en
ts
’
m
o
th
er
s
s
h
o
wed
th
at
4
.
8
%
h
ad
SS
C
E
,
an
d
1
9
.
0
%
h
a
d
p
o
ly
tech
n
ic
OND.
HND
d
eg
r
ee
,
2
1
.
4
%
h
a
d
u
n
d
er
g
r
ad
u
ate
d
eg
r
ee
s
,
2
8
.
6
%
h
ad
p
o
s
tg
r
ad
u
ate
d
eg
r
ee
s
,
a
n
d
1
1
.
9
% h
ad
MBA d
eg
r
ee
s
wh
ile
2
.
4
% h
ad
o
t
h
er
d
e
g
r
ee
s
.
3
.
2
.
Resul
t
s
o
f
t
he
dis
t
ributio
n o
f
t
he
s
t
ud
ent
s
’
perc
ept
io
n
o
f
VL
E
t
o
o
ls
T
h
i
s
s
e
c
t
i
o
n
p
r
e
s
e
n
t
s
t
h
e
r
e
s
u
l
t
s
o
f
t
h
e
d
i
s
t
r
i
b
u
t
i
o
n
o
f
t
h
e
s
t
u
d
e
n
t
’
s
p
e
r
c
e
p
t
i
o
n
o
f
t
h
e
v
a
r
i
o
u
s
V
L
E
t
o
o
l
s
t
h
a
t
a
r
e
a
v
a
i
l
a
b
l
e
.
T
h
e
d
i
s
t
r
i
b
u
t
i
o
n
o
f
t
h
e
r
e
s
p
o
n
s
e
s
o
f
t
h
e
s
t
u
d
e
n
t
s
w
a
s
s
h
o
w
n
u
s
i
n
g
t
h
e
f
r
e
q
u
e
n
c
y
o
f
r
e
s
p
o
n
s
e
a
l
o
n
g
s
i
d
e
t
h
e
p
e
r
c
e
n
t
a
g
e
p
r
o
p
o
r
t
i
o
n
o
f
t
h
e
t
o
t
a
l
n
u
m
b
e
r
o
f
s
t
u
d
e
n
t
s
.
T
a
b
l
e
6
s
h
o
w
s
t
h
e
f
r
e
q
u
e
n
c
y
d
i
s
t
r
i
b
u
t
i
o
n
o
f
t
h
e
r
e
s
p
o
n
s
e
s
o
f
t
h
e
s
t
u
d
e
n
t
s
r
e
g
a
r
d
i
n
g
t
h
e
i
r
p
e
r
c
e
p
t
i
o
n
o
f
t
h
e
v
a
r
i
o
u
s
V
L
E
t
o
o
l
s
a
v
a
i
l
a
b
l
e
f
o
r
u
s
e
.
T
ab
le
6
.
Dis
tr
ib
u
tio
n
o
f
th
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
VL
E
to
o
ls
V
LE
t
o
o
l
s
La
b
e
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
M
i
c
r
o
s
o
f
t
Te
a
ms
Y
e
s
No
9
33
2
1
.
4
7
8
.
6
G
o
o
g
l
e
M
e
e
t
Y
e
s
No
20
22
4
7
.
6
5
2
.
4
Zo
o
m
Y
e
s
No
40
2
9
5
.
2
4
.
8
G
o
o
g
l
e
C
l
a
ssr
o
o
m
Y
e
s
No
39
3
9
2
.
9
7
.
1
M
o
o
d
l
e
/
E
d
m
o
n
d
o
Y
e
s
No
17
25
4
0
.
5
5
9
.
5
Le
a
r
n
i
n
g
M
a
n
a
g
e
m
e
n
t
S
y
st
e
m (L
M
S
)
Y
e
s
No
30
12
7
1
.
4
2
8
.
6
W
h
a
t
sA
p
p
Y
e
s
No
38
4
9
0
.
5
9
.
5
Te
l
e
g
r
a
m
Y
e
s
No
37
5
8
8
.
1
1
1
.
9
G
o
o
g
l
e
F
o
r
ms
Y
e
s
No
34
8
8
1
.
0
1
9
.
0
C
o
u
r
sera
Y
e
s
No
35
7
8
3
.
3
1
6
.
7
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
V
ir
tu
a
l le
a
r
n
in
g
en
viro
n
men
t
o
n
s
a
tis
fa
ctio
n
a
n
d
a
c
a
d
emic
p
erfo
r
ma
n
ce
… (
Od
u
n
a
yo
Da
u
d
a
Ola
n
l
o
ye
)
263
T
h
e
r
esu
lts
o
f
th
e
r
esp
o
n
s
e
r
e
g
ar
d
in
g
t
h
e
p
er
ce
p
tio
n
o
f
Mic
r
o
s
o
f
t
T
ea
m
s
s
h
o
wed
th
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
en
ts
wer
e
n
o
t
f
am
iliar
with
th
e
VL
E
to
o
l
o
win
g
to
a
p
r
o
p
o
r
tio
n
o
f
7
8
.
6
%
o
f
th
e
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
th
e
r
esp
o
n
s
e
r
eg
ar
d
in
g
th
e
p
er
ce
p
tio
n
o
f
Go
o
g
le
Me
et
s
h
o
wed
th
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
en
ts
wer
e
n
o
t
f
am
iliar
with
th
e
VL
E
to
o
l
o
win
g
to
a
p
r
o
p
o
r
tio
n
o
f
5
2
.
4
%
o
f
th
e
s
tu
d
en
ts
.
T
h
e
r
esu
l
ts
o
f
th
e
r
esp
o
n
s
e
r
eg
ar
d
in
g
th
e
p
er
ce
p
tio
n
o
f
Z
o
o
m
s
h
o
wed
th
at
t
h
e
m
ajo
r
ity
o
f
th
e
s
tu
d
en
ts
wer
e
f
am
iliar
wi
th
th
e
VL
E
.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
o
f
th
e
p
er
ce
p
tio
n
o
f
s
tu
d
en
ts
ab
o
u
t
th
e
VL
E
to
o
ls
,
it
was
o
b
s
er
v
ed
th
at
th
e
m
o
s
t p
o
p
u
lar
VL
E
to
o
ls
am
o
n
g
th
e
s
tu
d
en
t
s
wer
e
Z
o
o
m
,
Go
o
g
le
C
lass
r
o
o
m
,
W
h
atsAp
p
,
T
eleg
r
am
,
C
o
u
r
s
er
a,
an
d
Go
o
g
le
C
lass
r
o
o
m
o
v
er
8
0
%
o
f
th
e
s
tu
d
en
ts
.
T
h
e
least
p
o
p
u
lar
VL
E
to
o
ls
am
o
n
g
th
e
s
tu
d
en
ts
wer
e
Mic
r
o
s
o
f
t
T
ea
m
s
,
Mo
o
d
le/E
d
m
o
n
d
o
,
an
d
Go
o
g
le
Me
et
less
th
an
5
0
%
o
f
th
e
s
tu
d
e
n
ts
wh
ile
ab
o
u
t
7
0
%
o
f
th
e
s
tu
d
en
ts
wer
e
f
am
iliar
with
L
MS.
Fig
u
r
e
1
s
h
o
ws a
b
ar
ch
ar
t p
lo
t o
f
th
e
s
tu
d
en
t’
s
p
er
ce
p
tio
n
o
f
VL
E
to
o
ls
.
Fig
u
r
e
1
.
B
ar
ch
a
r
t p
lo
t
o
f
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
VL
E
to
o
l
s
3
.
3
.
Resul
t
s
o
f
t
he
dis
t
ributio
n o
f
t
he
perc
ept
io
n o
f
beha
v
io
ra
l int
ent
io
n t
o
us
e
VL
E
s
T
h
is
s
ec
tio
n
p
r
esen
ts
t
h
e
r
es
u
lts
o
f
th
e
d
is
tr
ib
u
tio
n
o
f
t
h
e
r
esp
o
n
s
es
to
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
b
eh
av
io
r
al
in
ten
tio
n
to
u
s
e
VL
E
to
o
ls
as
a
f
r
eq
u
e
n
cy
d
is
tr
ib
u
tio
n
al
o
n
g
s
id
e,
t
h
e
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
ea
ch
r
esp
o
n
s
e
alo
n
g
s
id
e
th
e
o
v
er
all
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
t
h
e
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
o
f
b
eh
a
v
io
r
al
in
ten
tio
n
to
u
s
e.
T
h
e
r
esu
lt
o
f
th
e
in
ter
p
r
etatio
n
o
f
th
e
m
ea
n
r
esp
o
n
s
e
was
d
o
n
e
b
y
co
n
s
id
e
r
in
g
th
e
in
ter
v
al
o
f
0
.
5
0
to
1
.
4
9
f
o
r
s
tr
o
n
g
ly
d
is
a
g
r
ee
(
SD)
,
1
.
5
0
to
2
.
4
9
f
o
r
d
i
s
ag
r
ee
(
D)
,
2
.
5
0
to
3
.
4
9
f
o
r
a
g
r
ee
(
A)
an
d
3
.
5
0
to
4
.
0
0
f
o
r
s
tr
o
n
g
ly
a
g
r
ee
(
SA)
.
T
ab
le
7
s
h
o
ws
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
r
esp
o
n
s
es
to
th
e
s
tu
d
en
t’
s
p
er
ce
p
tio
n
o
f
b
eh
av
io
r
al
i
n
ten
tio
n
t
o
u
s
e
VL
E
to
o
ls
.
T
ab
le
7
.
Dis
tr
ib
u
tio
n
o
f
th
e
p
e
r
ce
p
tio
n
o
f
b
e
h
av
io
r
al
in
te
n
tio
n
to
u
s
e
VL
E
S
/
N
I
t
e
m
SD
D
A
SA
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1.
I
h
a
v
e
su
f
f
i
c
i
e
n
t
s
k
i
l
l
s
t
o
u
se
V
LEs
3
1
22
15
3
.
1
2
0
.
9
4
2
2.
I
w
a
s wil
l
i
n
g
t
o
ma
k
e
u
s
e
o
f
V
LEs
u
p
o
n
i
n
t
r
o
d
u
c
t
i
o
n
b
y
l
e
c
t
u
r
e
r
s
3
6
22
11
2
.
9
8
0
.
8
4
1
3.
I
w
a
s wil
l
i
n
g
t
o
a
d
o
p
t
V
LEs
f
o
r
p
e
r
f
o
r
mi
n
g
m
y
a
c
a
d
e
mi
c
a
c
t
i
v
i
t
i
e
s
2
4
25
11
3
.
0
7
0
.
7
4
5
4.
I
w
a
s wil
l
i
n
g
t
o
ma
k
e
u
s
e
o
f
V
LEs
r
e
g
u
l
a
r
l
y
3
10
23
6
2
.
7
6
0
.
7
9
0
5.
I
w
a
s wil
l
i
n
g
t
o
r
e
c
o
mm
e
n
d
V
L
E
t
o
o
t
h
e
r
st
u
d
e
n
t
s
t
o
u
se
2
13
16
10
2
.
7
6
0
.
9
5
8
6.
I
p
l
a
n
t
o
u
se
V
LE
t
o
s
u
p
p
o
r
t
l
e
c
t
u
r
e
s
i
n
t
h
e
f
u
t
u
r
e
4
9
18
11
2
.
8
6
0
.
9
2
6
O
v
e
r
a
l
l
2
.
9
3
0
.
6
4
7
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
39
,
No
.
1
,
J
u
ly
20
25
:
258
-
2
7
1
264
T
h
e
r
esu
lts
r
eg
ar
d
in
g
th
e
r
esp
o
n
s
e
to
“
I
h
av
e
s
u
f
f
icien
t
s
k
ills
to
u
s
e
VL
E
s
”
(
item
1
)
s
h
o
wed
th
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
e
n
ts
ag
r
e
ed
with
a
m
ea
n
o
p
i
n
io
n
v
al
u
e
o
f
3
.
1
2
an
d
a
s
tan
d
ar
d
d
e
v
i
atio
n
o
f
0
.
9
4
2
.
T
h
e
r
esu
lts
r
eg
ar
d
in
g
th
e
r
esp
o
n
s
e
to
“
I
was
willin
g
t
o
m
a
k
e
u
s
e
o
f
VL
E
s
u
p
o
n
in
tr
o
d
u
ctio
n
b
y
lectu
r
er
”
(
item
2
)
s
h
o
wed
th
at
th
e
m
ajo
r
ity
o
f
t
h
e
s
tu
d
en
ts
ag
r
ee
d
with
a
m
ea
n
o
p
in
io
n
v
alu
e
o
f
2
.
9
8
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
0
.
8
4
1
.
T
h
e
r
esu
lts
r
eg
ar
d
in
g
th
e
r
esp
o
n
s
e
to
“
I
was
willin
g
to
ad
o
p
t
VL
E
s
f
o
r
p
er
f
o
r
m
in
g
m
y
ac
ad
e
m
ic
ac
tiv
ities
”
(
item
3
)
s
h
o
wed
th
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
e
n
ts
ag
r
ee
d
with
a
m
ea
n
o
p
in
io
n
v
alu
e
o
f
3
.
0
7
a
n
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
0
.
7
4
5
.
T
h
e
r
esu
lts
r
eg
ar
d
in
g
th
e
r
es
p
o
n
s
e
to
“
I
was
willin
g
to
m
ak
e
u
s
e
o
f
VL
E
s
r
eg
u
lar
ly
”
(
item
4
)
s
h
o
wed
th
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
e
n
ts
ag
r
ee
d
with
a
m
ea
n
o
p
in
io
n
v
alu
e
o
f
2
.
7
6
a
n
d
a
s
tan
d
ar
d
d
e
v
iatio
n
o
f
0
.
7
9
0
.
T
h
e
m
ajo
r
ity
o
f
th
e
s
tu
d
e
n
ts
ag
r
ee
d
with
a
m
ea
n
o
p
i
n
io
n
v
alu
e
o
f
2
.
8
6
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
0
.
9
2
6
.
Ov
er
all,
th
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
b
eh
a
v
io
r
al
in
te
n
tio
n
to
u
s
e
VL
E
to
o
ls
s
h
o
wed
th
at
th
ey
ag
r
ee
d
with
a
m
ea
n
v
alu
e
o
f
2
.
9
3
an
d
a
s
tan
d
a
r
d
d
ev
iatio
n
o
f
0
.
6
4
7
.
Fig
u
r
e
2
s
h
o
ws
a
b
ar
ch
ar
t
p
lo
t
o
f
t
h
e
d
is
tr
ib
u
tio
n
o
f
th
e
r
esp
o
n
s
e
to
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
b
eh
av
i
o
r
al
in
ten
tio
n
t
o
u
s
e
VL
E
to
o
ls
.
T
ab
le
8
s
h
o
ws
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
r
esp
o
n
s
es
to
th
e
s
tu
d
e
n
t’
s
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
T
h
e
r
esu
lts
r
eg
ar
d
i
n
g
th
e
r
esp
o
n
s
e
to
“T
h
e
u
s
e
o
f
VL
E
h
as
im
p
r
o
v
e
d
m
y
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
”
(
item
1
)
s
h
o
wed
th
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
e
n
ts
ag
r
ee
d
with
a
m
ea
n
o
p
i
n
io
n
v
alu
e
o
f
2
.
7
9
an
d
a
s
tan
d
ar
d
d
e
v
iati
o
n
o
f
0
.
7
8
2
.
Fig
u
r
e
2
.
B
ar
ch
a
r
t p
lo
t
o
f
r
es
p
o
n
s
e
to
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
b
eh
a
v
io
u
r
al
in
ten
tio
n
t
o
u
s
e
VL
E
to
o
ls
T
ab
le
8
.
Dis
tr
ib
u
tio
n
o
f
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
S
/
N
I
t
e
m
SD
D
A
SA
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
1.
Th
e
u
s
e
o
f
V
LE
h
a
s
i
mp
r
o
v
e
d
m
y
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
2
12
21
7
2
.
7
9
0
.
7
8
2
2.
Th
e
v
o
l
u
m
e
o
f
a
ss
i
g
n
m
e
n
t
s
v
i
a
V
LE
i
mp
r
o
v
e
d
m
y
c
o
n
c
e
n
t
r
a
t
i
o
n
4
13
17
8
2
.
6
9
0
.
8
9
7
3.
Th
e
u
s
e
o
f
V
LE
w
a
s
b
e
t
t
e
r
c
o
m
p
a
r
e
d
t
o
f
a
c
e
-
to
-
f
a
c
e
l
e
a
r
n
i
n
g
5
18
12
7
2
.
5
0
0
.
9
1
7
4.
Ta
k
i
n
g
q
u
i
z
z
e
s a
n
d
e
x
a
ms
o
n
l
i
n
e
v
i
a
V
LE
w
a
s
mo
r
e
c
o
n
v
e
n
i
e
n
t
2
5
17
18
3
.
2
1
0
.
8
4
2
5.
Th
e
u
s
e
o
f
V
LE
ma
d
e
l
e
a
r
n
i
n
g
l
e
ss
c
h
a
l
l
e
n
g
i
n
g
1
13
15
13
2
.
9
5
0
.
8
5
4
6.
Th
e
u
s
e
o
f
V
LE
i
m
p
r
o
v
e
d
my
a
c
c
e
ss
t
o
l
e
a
r
n
i
n
g
mat
e
r
i
a
l
s
3
2
19
18
3
.
2
4
0
.
8
5
0
7.
Th
e
u
se
o
f
V
LE
i
mp
r
o
v
e
d
my
i
ma
g
i
n
a
t
i
o
n
b
y
o
b
t
a
i
n
i
n
g
mo
r
e
i
n
f
o
r
mat
i
o
n
1
6
21
14
3
.
1
4
0
.
7
5
1
O
v
e
r
a
l
l
2
.
9
3
0
.
5
3
5
T
h
e
r
esu
lts
r
eg
ar
d
in
g
th
e
r
esp
o
n
s
e
to
“
T
h
e
v
o
l
u
m
e
o
f
ass
ig
n
m
en
ts
v
ia
VL
E
im
p
r
o
v
ed
m
y
co
n
ce
n
tr
atio
n
”
(
item
2
)
s
h
o
w
ed
th
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
en
ts
ag
r
ee
d
with
a
m
ea
n
o
p
in
io
n
v
alu
e
o
f
2
.
6
9
an
d
a
s
tan
d
ar
d
d
e
v
iatio
n
o
f
0
.
8
9
7
.
T
h
e
r
esu
lts
r
eg
ar
d
i
n
g
th
e
r
esp
o
n
s
e
to
“
T
h
e
u
s
e
o
f
VL
E
was
b
etter
co
m
p
ar
ed
to
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
”
(
item
3
)
s
h
o
wed
t
h
at
th
e
m
ajo
r
ity
o
f
th
e
s
tu
d
en
ts
d
is
ag
r
ee
d
with
a
m
ea
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
V
ir
tu
a
l le
a
r
n
in
g
en
viro
n
men
t
o
n
s
a
tis
fa
ctio
n
a
n
d
a
c
a
d
emic
p
erfo
r
ma
n
ce
… (
Od
u
n
a
yo
Da
u
d
a
Ola
n
l
o
ye
)
265
o
p
in
io
n
v
alu
e
o
f
2
.
5
0
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
0
.
9
1
7
.
T
h
e
r
esu
lts
r
e
g
ar
d
in
g
th
e
r
e
s
p
o
n
s
e
to
“
T
ak
i
n
g
q
u
izze
s
an
d
ex
am
s
o
n
lin
e
v
ia
VL
E
was
m
o
r
e
c
o
n
v
e
n
ien
t
”
(
item
4
)
s
h
o
wed
th
at
th
e
m
aj
o
r
ity
o
f
th
e
s
tu
d
en
ts
s
tr
o
n
g
ly
ag
r
ee
d
with
a
m
ea
n
o
p
in
io
n
v
alu
e
o
f
3
.
2
1
an
d
a
s
tan
d
a
r
d
d
e
v
iatio
n
o
f
0
.
8
4
2
.
Fi
g
u
r
e
3
s
h
o
ws
a
b
ar
ch
ar
t
p
lo
t
o
f
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
r
esp
o
n
s
e
to
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Fig
u
r
e
3
.
B
ar
ch
a
r
t p
lo
t
o
f
r
es
p
o
n
s
e
to
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
3
.
4
.
Resul
t
s
o
f
t
he
re
lia
bil
it
y
a
na
ly
s
is
T
h
e
last
th
r
ee
s
ec
tio
n
s
o
f
th
e
q
u
esti
o
n
n
air
e
wer
e
u
s
ed
f
o
r
t
h
e
co
llectio
n
o
f
d
ata
wh
ich
c
o
n
s
is
ted
o
f
in
f
o
r
m
atio
n
r
eg
a
r
d
in
g
th
e
p
e
r
ce
p
tio
n
o
f
s
tu
d
en
ts
o
n
th
r
ee
d
if
f
er
en
t
s
u
b
ject
m
atter
s
.
Sectio
n
C
was
u
s
ed
to
ass
es
s
th
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
b
eh
a
v
io
r
al
in
ten
tio
n
to
u
s
e
VL
E
to
o
ls
an
d
it
co
n
s
is
ts
o
f
6
item
s
.
Sectio
n
D
was
u
s
ed
to
as
s
ess
th
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
an
d
it
co
n
s
is
ts
o
f
5
item
s
.
Sectio
n
E
was
u
s
ed
to
ass
es
s
th
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
t
h
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
it
co
n
s
is
ts
o
f
7
item
s
.
T
o
test
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
item
s
i
n
ea
ch
s
ec
tio
n
,
th
e
co
r
r
elatio
n
co
e
f
f
icien
t
o
f
th
e
item
s
in
ea
ch
s
ec
tio
n
was
d
et
er
m
in
ed
.
Pear
s
o
n
’
s
p
r
o
d
u
ct
-
m
o
m
en
t
co
r
r
elatio
n
co
ef
f
icien
t
was
u
s
ed
to
d
eter
m
in
e
th
e
co
r
r
elatio
n
c
o
ef
f
icie
n
t
o
f
th
e
item
s
in
ea
ch
s
ec
tio
n
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
ea
ch
ca
teg
o
r
y
was
d
eter
m
in
ed
alo
n
g
s
id
e
th
e
ef
f
ec
t
o
f
th
e
r
em
o
v
al
o
f
an
item
in
a
s
ec
tio
n
o
n
th
e
v
alu
e
o
f
t
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a.
T
ab
le
9
s
h
o
ws
th
e
r
esu
lts
o
f
th
e
item
an
d
r
eliab
ilit
y
an
aly
s
is
o
f
th
e
last
th
r
ee
s
ec
t
i
o
n
s
o
f
th
e
q
u
esti
o
n
n
air
e.
T
h
e
c
o
r
r
elatio
n
co
ef
f
i
cien
t
o
f
th
e
p
er
ce
iv
e
d
b
eh
av
io
r
al
in
ten
tio
n
to
u
s
e
VL
E
was
b
etwe
en
0
.
5
0
5
a
n
d
0
.
7
4
5
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
th
e
s
ec
tio
n
h
as
a
v
alu
e
o
f
0
.
8
3
8
.
T
h
er
e
was
n
o
item
am
o
n
g
its
6
item
s
th
at
in
cr
ea
s
ed
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
th
e
s
ec
tio
n
u
p
o
n
d
eletio
n
.
T
h
is
r
ev
ea
ls
th
at
all
th
e
item
s
u
s
ed
to
ass
es
s
th
e
p
er
ce
p
tio
n
o
f
b
e
h
av
io
r
al
in
ten
tio
n
to
u
s
e
VL
E
wer
e
in
ter
n
ally
co
n
s
is
ten
t.
T
h
e
co
r
r
elatio
n
co
ef
f
icien
t
o
f
th
e
p
er
ce
iv
ed
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
was
b
etwe
en
0
.
2
8
0
a
n
d
0
.
6
9
3
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
th
e
s
e
ctio
n
h
as
a
v
alu
e
o
f
0
.
7
8
9
.
Am
o
n
g
its
5
item
s
,
item
4
(
I
f
ee
l
th
at
I
h
av
e
a
v
ar
iety
o
f
ex
p
er
ie
n
ce
s
with
o
u
t a
n
y
in
ter
f
er
en
ce
)
is
th
e
o
n
ly
item
th
at
in
cr
ea
s
ed
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
th
e
s
ec
tio
n
u
p
o
n
d
eletio
n
to
a
v
alu
e
o
f
0
.
8
5
1
.
T
h
is
r
ev
ea
ls
th
at
am
o
n
g
th
e
item
s
u
s
ed
to
ass
ess
th
e
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
V
L
E
o
n
s
tu
d
e
n
ts
’
s
atis
f
ac
tio
n
,
item
4
(
PI
-
SS
-
4
)
was
n
o
t
in
ter
n
ally
co
n
s
is
ten
t
with
th
e
r
em
ain
in
g
item
s
in
th
e
s
ec
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
39
,
No
.
1
,
J
u
ly
20
25
:
258
-
2
7
1
266
T
h
e
co
r
r
elatio
n
co
ef
f
icien
t
o
f
th
e
p
er
ce
i
v
ed
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
e
n
ts
’
ac
ad
e
m
ic
p
e
r
f
o
r
m
an
ce
was
b
etwe
en
0
.
3
0
5
an
d
0
.
6
7
3
a
n
d
C
r
o
n
b
ac
h
’
s
al
p
h
a
o
f
th
e
s
ec
tio
n
h
as
a
v
alu
e
o
f
0
.
7
5
2
.
Am
o
n
g
its
7
item
s
,
item
3
(
t
h
e
u
s
e
o
f
VL
E
was
b
etter
co
m
p
ar
ed
to
f
ac
e
-
to
-
f
ac
e
lear
n
i
n
g
)
is
th
e
o
n
l
y
item
t
h
at
in
cr
ea
s
ed
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
t
h
e
s
ec
tio
n
u
p
o
n
d
el
etio
n
to
a
v
alu
e
o
f
0
.
7
6
0
.
T
h
i
s
r
ev
ea
ls
th
at
am
o
n
g
th
e
item
s
u
s
ed
to
ass
ess
th
e
p
er
ce
p
tio
n
o
f
t
h
e
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
item
3
(
PI
-
AP
-
3
)
was
n
o
t
in
ter
n
ally
co
n
s
is
ten
t w
ith
th
e
r
em
ain
in
g
item
s
in
th
e
s
ec
tio
n
.
T
ab
le
9
.
I
tem
an
d
r
eliab
ilit
y
a
n
aly
s
is
F
a
c
t
o
r
I
t
e
m N
o
.
C
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
C
r
o
n
b
a
c
h
’
s α
i
f
t
h
e
i
t
e
m d
e
l
e
t
e
d
C
r
o
n
b
a
c
h
’
s α
B
e
h
a
v
i
o
u
r
a
l
I
n
t
e
n
t
i
o
n
t
o
U
se
(
B
I
)
BI
-
1
BI
-
2
BI
-
3
BI
-
4
BI
-
5
BI
-
6
0
.
5
0
5
0
.
7
4
5
0
.
6
7
1
0
.
5
2
3
0
.
5
4
2
0
.
7
3
7
0
.
8
3
5
0
.
7
8
6
0
.
8
0
4
0
.
8
2
8
0
.
8
2
8
0
.
7
8
5
0
.
8
3
8
P
e
r
c
e
i
v
e
d
I
mp
a
c
t
o
f
V
LE
o
n
S
t
u
d
e
n
t
S
a
t
i
sf
a
c
t
i
o
n
(
P
I
-
SS)
PI
-
SS
-
1
PI
-
SS
-
2
PI
-
SS
-
3
PI
-
SS
-
4
PI
-
SS
-
5
0
.
6
7
8
0
.
6
8
4
0
.
6
9
3
0
.
2
8
0
0
.
6
0
8
0
.
7
1
8
0
.
7
0
9
0
.
7
2
0
0
.
8
5
1
0
.
7
3
6
0
.
7
8
9
P
e
r
c
e
i
v
e
d
I
mp
a
c
t
o
f
V
LE
o
n
S
t
u
d
e
n
t
A
c
a
d
e
mi
c
P
e
r
f
o
r
ma
n
c
e
(
P
I
-
A
P
)
PI
-
AP
-
1
PI
-
AP
-
2
PI
-
AP
-
3
PI
-
AP
-
4
PI
-
AP
-
5
PI
-
AP
-
6
PI
-
A
P
7
0
.
5
3
1
0
.
4
1
3
0
.
3
0
5
0
.
3
3
7
0
.
5
1
4
0
.
6
7
3
0
.
5
5
2
0
.
7
0
9
0
.
7
3
5
0
.
7
6
0
0
.
7
5
0
0
.
7
1
1
0
.
6
7
4
0
.
7
0
6
0
.
7
5
2
3
.
5
.
Resul
t
s
o
f
t
he
ca
us
a
l r
el
a
t
io
ns
hip
bet
wee
n v
a
ria
bles
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
an
al
y
s
is
o
f
t
h
e
ca
u
s
al
r
elatio
n
s
h
ip
s
t
h
at
ex
is
t
(
i
f
a
n
y
)
b
etwe
en
th
e
th
r
ee
s
ec
tio
n
s
o
f
th
e
q
u
esti
o
n
n
air
e.
T
h
e
ca
u
s
al
r
elat
io
n
s
h
ip
s
b
etwe
en
th
e
p
er
ce
p
tio
n
o
f
b
eh
a
v
io
r
al
in
ten
tio
n
to
u
s
e
VL
E
,
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
s
t
u
d
en
ts
’
s
atis
f
ac
tio
n
,
an
d
p
er
ce
p
tio
n
o
f
th
e
im
p
ac
t
o
f
VL
E
o
n
th
e
s
tu
d
en
t’
s
a
ca
d
em
ic
p
e
r
f
o
r
m
an
ce
.
R
eg
r
e
s
s
io
n
an
aly
s
is
was
u
s
ed
to
in
f
er
th
e
ca
u
s
al
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
i
n
d
e
p
en
d
en
t
an
d
d
e
p
en
d
e
n
t
v
a
r
iab
les.
Fo
u
r
r
elatio
n
s
h
ip
s
wer
e
e
x
am
in
ed
to
e
x
p
lo
r
e
th
e
co
ef
f
icien
ts
an
d
d
if
f
e
r
en
ce
s
am
o
n
g
th
ese
v
a
r
iab
les
as sh
o
wn
in
T
ab
le
10
.
T
ab
le
10
.
Pear
s
o
n
co
r
r
elatio
n
co
ef
f
icien
t o
f
th
e
th
r
ee
f
ac
to
r
s
BI
SS
AP
BI
1
.
0
0
0
0
.
7
1
4
0
.
6
4
4
SS
0
.
7
1
4
1
.
0
0
0
0
.
6
7
6
AP
0
.
6
4
4
0
.
6
7
6
1
.
0
0
0
3
.
6
.
T
he
re
s
ults
o
f
t
he
re
g
re
s
s
io
n
a
na
ly
s
is
o
f
t
he
perc
eiv
ed
im
pa
ct
o
f
VL
E
o
n
s
t
ud
ent
s
’
s
a
t
is
f
a
ct
io
n
o
v
er
t
he
perc
eiv
ed
beha
v
io
r
a
l int
ent
io
n t
o
us
e
VL
E
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
r
esu
l
ts
o
f
th
e
lin
ea
r
r
eg
r
ess
io
n
a
n
aly
s
is
o
f
th
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p
er
ce
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e
d
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
(
PI
-
SS
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o
v
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th
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b
eh
av
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al
in
ten
tio
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to
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s
e
VL
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(
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I
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h
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p
e
r
ce
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ten
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s
e
VL
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was
co
n
s
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as
th
e
i
n
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en
d
en
t
v
ar
iab
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ile
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p
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ce
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o
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th
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im
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tu
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f
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was
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n
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th
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T
ab
les
1
1
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d
1
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al
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a
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41
Evaluation Warning : The document was created with Spire.PDF for Python.
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267
T
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b
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av
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th
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p
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b
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h
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ce
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im
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n
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th
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ata
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m
o
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f
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e
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s
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th
at
th
e
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ce
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r
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in
ten
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to
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t
h
e
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im
p
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t
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n
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tu
d
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th
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h
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th
e
r
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aly
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is
s
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th
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t
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I
(
0
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if
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m
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.
3
.
7
.
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cus
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T
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aled
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d
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t
h
e
p
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p
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ab
o
u
t
th
e
v
ar
io
u
s
ty
p
es
o
f
VL
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to
o
ls
.
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o
n
g
th
e
v
a
r
io
u
s
VL
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to
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ls
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tifie
d
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th
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m
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s
t
p
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lar
V
L
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to
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th
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e
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am
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s
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to
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ls
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e
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ib
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ted
to
th
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f
ac
t
th
at
th
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to
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ls
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e
m
ad
e
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ly
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v
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f
o
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x
am
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le,
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atsAp
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ich
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ad
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f
r
ee
to
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d
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ts
ac
r
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s
s
th
e
wo
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ld
d
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r
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n
g
th
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p
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th
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tb
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th
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C
OVI
D
-
1
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d
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m
ic
wh
ile
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wer
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ices
to
Gm
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ch
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an
d
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l
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Fo
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m
s
.
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h
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f
in
d
in
g
s
o
f
th
e
s
tu
d
y
r
ev
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led
th
at
th
e
s
tu
d
en
ts
s
elec
ted
f
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r
th
is
s
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y
a
g
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t
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s
e
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ls
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p
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n
d
ep
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y
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en
t
in
th
eir
s
ch
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o
ls
;
th
e
s
tu
d
en
ts
also
ag
r
ee
d
to
th
e
im
p
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t
o
f
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to
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ls
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n
th
eir
s
atis
f
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tio
n
an
d
th
e
y
also
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g
r
ee
d
to
th
e
im
p
ac
t
o
f
VL
E
to
o
ls
o
n
t
h
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
f
in
d
in
g
s
o
f
th
e
r
eliab
ilit
y
an
aly
s
is
o
f
th
e
v
ar
i
o
u
s
item
s
o
f
th
e
q
u
esti
o
n
n
air
e
r
ev
ea
led
th
at
all
th
e
s
ix
item
s
u
s
ed
to
a
s
s
ess
th
e
b
eh
av
io
r
al
in
ten
tio
n
to
u
s
e
VL
E
to
o
ls
wer
e
co
n
s
is
ten
t;
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n
e
o
f
th
e
f
iv
e
item
s
u
s
ed
to
ass
ess
th
e
im
p
ac
t
o
f
VL
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to
o
ls
o
n
t
h
e
s
tu
d
en
ts
’
s
atis
f
ac
tio
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an
d
o
n
e
o
f
th
e
7
item
s
u
s
ed
to
ass
ess
th
e
im
p
ac
t
o
f
VL
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to
o
ls
o
n
th
e
s
tu
d
en
t’
s
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
was n
o
t c
o
n
s
is
ten
t.
T
h
e
s
tr
en
g
th
o
f
th
is
s
tu
d
y
is
a
ttrib
u
ted
to
th
e
s
o
u
n
d
m
eth
o
d
o
lo
g
ical
p
r
o
ce
s
s
wh
ich
is
s
u
p
p
o
s
ed
to
b
e
in
lin
e
with
a
well
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s
tr
u
ctu
r
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q
u
esti
o
n
n
air
e
th
at
is
m
ea
n
t
to
ca
ter
to
m
an
y
d
im
en
s
io
n
s
wh
ich
m
ig
h
t
in
clu
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e
s
tu
d
en
ts
’
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er
ce
p
tio
n
o
f
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E
to
o
ls
,
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d
b
eh
a
v
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al
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ten
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n
s
am
o
n
g
o
th
e
r
s
(
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win
an
d
T
r
im
ar
co
,
2
0
0
9
)
.
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o
m
b
in
in
g
b
o
t
h
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ip
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an
d
in
f
er
en
tial
s
tatis
tics
in
cr
ea
s
ed
th
e
tr
u
s
tin
ess
o
f
th
e
f
in
d
in
g
s
s
in
ce
co
r
r
elatio
n
co
ef
f
icien
ts
an
d
r
e
g
r
ess
io
n
an
aly
s
is
wer
e
u
s
ed
to
estab
lis
h
ca
u
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al
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n
s
h
ip
s
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et
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n
th
e
v
ar
iab
les
(
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u
m
m
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g
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.
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eless
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th
e
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o
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e
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r
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t
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ce
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e
s
m
all
s
am
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le
s
ize
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r
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s
t
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ep
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n
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er
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ate
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o
t
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s
in
s
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o
f
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ig
h
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n
in
g
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r
o
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th
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ld
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o
n
s
in
th
e
f
o
r
m
o
f
q
u
esti
o
n
n
air
es,
th
ei
r
r
esp
o
n
s
es m
ay
b
e
in
f
l
u
en
ce
d
b
y
th
eir
v
iews a
n
d
p
asts
in
co
n
tr
ast
to
em
p
ir
ical
d
ata
th
at
s
h
o
w
s
th
e
tr
u
e
s
tate
o
f
th
eir
lev
els
o
f
VL
E
in
v
o
lv
e
m
en
t
an
d
ac
ad
e
m
ic
ac
h
iev
em
en
t.
I
n
ad
d
itio
n
,
th
e
u
s
e
o
f
s
elf
-
ad
m
in
is
ter
ed
q
u
est
io
n
n
air
es
r
is
k
s
in
tr
o
d
u
cin
g
b
ia
s
s
in
ce
th
e
an
s
wer
s
s
tu
d
en
ts
o
f
f
er
m
ay
b
e
b
ased
o
n
th
eir
p
er
ce
p
tio
n
s
an
d
p
ast
ex
p
er
ie
n
ce
s
in
s
tead
o
f
em
p
ir
ical
d
ata
ca
p
tu
r
in
g
th
eir
r
elatio
n
s
h
ip
with
VL
E
s
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
is
t
o
d
is
co
v
er
th
e
VL
E
to
o
ls
th
at
wer
e
th
e
m
o
s
t
an
d
least
f
av
o
r
ed
an
d
lo
o
k
in
to
th
e
r
ea
s
o
n
s
wh
y
s
tu
d
e
n
ts
'
u
tili
tar
ian
in
ten
tio
n
s
to
u
s
e
s
u
ch
to
o
ls
co
in
cid
e
d
with
ce
r
ta
in
ac
ad
e
m
ic
r
esu
lts
th
ey
th
o
u
g
h
t
t
h
ey
h
ad
ac
h
iev
ed
.
T
h
e
s
tu
d
y
th
at
is
n
ee
d
ed
d
u
e
to
t
h
e
o
u
tb
r
ea
k
o
f
C
OVI
D
-
1
9
s
h
o
u
ld
s
ee
k
t
o
u
n
r
av
el
th
e
in
f
lu
en
ce
th
at
d
i
g
ital
p
latf
o
r
m
s
h
av
e
o
n
th
e
g
o
o
d
n
ess
o
f
ed
u
ca
tio
n
an
d
th
e
s
tu
d
en
t'
s
in
ter
es
t
in
th
e
s
am
e
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
co
n
clu
d
ed
th
at
th
e
m
o
s
t
co
m
m
o
n
ly
id
e
n
tifie
d
VL
E
to
o
ls
am
o
n
g
th
e
s
tu
d
en
ts
s
tar
tin
g
with
th
e
m
o
s
t
p
o
p
u
lar
ar
e
Z
o
o
m
,
Go
o
g
le
C
lass
r
o
o
m
,
W
h
atsAp
p
,
T
eleg
r
am
,
C
o
u
r
s
er
a,
Go
o
g
le
Fo
r
m
s
,
an
d
L
MS.
T
h
e
s
tu
d
y
co
n
cl
u
d
ed
th
at
th
er
e
ex
is
ts
a
p
o
s
itiv
e
c
o
r
r
elatio
n
b
etwe
en
th
e
p
er
ce
iv
ed
b
e
h
av
i
o
r
al
in
ten
tio
n
to
u
s
e
VL
E
,
th
e
p
er
ce
iv
e
d
im
p
ac
t
o
f
VL
E
o
n
s
tu
d
en
ts
’
s
atis
f
ac
tio
n
,
an
d
th
e
p
er
c
eiv
ed
im
p
a
ct
o
f
VL
E
o
n
th
e
s
tu
d
en
t’
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
s
tu
d
y
co
n
clu
d
e
d
th
at
a
ca
u
s
al
r
elatio
n
s
h
ip
ex
is
ts
b
etwe
en
th
e
r
esear
ch
v
ar
iab
les
co
n
s
id
er
ed
in
th
is
s
tu
d
y
.
As
a
r
esu
lt
o
f
th
is
,
a
s
tu
d
en
t’
s
b
eh
av
io
r
al
in
ten
tio
n
to
u
s
e
VL
E
to
o
ls
ca
n
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