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t
f
u
lly
in
ter
n
alizin
g
th
e
h
ea
l
th
b
en
ef
its
o
f
p
h
y
s
ical
ac
tiv
ity
o
r
d
ev
elo
p
i
n
g
th
e
s
k
ills
n
ee
d
ed
to
m
ain
tain
a
p
h
y
s
ically
ac
tiv
e
life
s
ty
le
[
7
]
.
As
a
r
esu
lt,
en
h
an
cin
g
s
tu
d
en
t
en
g
ag
em
e
n
t
in
PE
co
u
r
s
es
is
es
s
en
tial
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
en
s
u
r
e
g
r
ad
u
ates
ar
e
well
-
eq
u
ip
p
ed
f
o
r
p
er
s
o
n
al
well
-
b
ein
g
an
d
s
o
cieta
l p
ar
ticip
atio
n
[
8
]
.
On
th
e
o
t
h
er
h
an
d
,
im
p
lem
en
t
in
g
PE
at
th
e
ter
tiar
y
lev
el
in
n
u
m
er
o
u
s
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
th
e
Ph
ilip
p
in
es
h
as
f
ac
ed
s
ig
n
if
ic
an
t
ch
allen
g
es
[
9
]
.
T
h
ese
d
if
f
icu
lties
in
clu
d
e
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
is
s
u
es,
teac
h
er
tr
ain
in
g
in
s
u
f
f
icien
cies,
an
d
a
lac
k
o
f
em
p
h
asis
o
n
th
e
s
u
b
ject,
with
its
p
u
r
p
o
s
e
o
f
ten
s
ee
n
as
m
o
r
e
p
o
liti
ca
l
th
an
cu
ltu
r
al.
T
h
is
h
is
to
r
ical
co
n
tex
t
s
u
g
g
ests
th
at
ter
tiar
y
PE
h
as
b
ee
n
in
f
lu
e
n
c
ed
b
y
f
ac
to
r
s
o
th
er
th
an
p
e
d
ag
o
g
ical
co
n
ce
r
n
s
[
10
]
.
T
h
e
s
ch
o
lar
ly
d
eb
ate
s
u
r
r
o
u
n
d
in
g
th
ese
is
s
u
es
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
a
co
m
p
r
e
h
en
s
iv
e
ap
p
r
o
ac
h
to
i
m
p
r
o
v
e
m
en
t;
th
u
s
,
A
b
b
aso
v
a
n
d
Ma
v
ly
a
n
o
v
[
11
]
em
p
h
asize
th
e
cr
itical
r
o
le
o
f
in
cr
ea
s
ed
r
eso
u
r
ce
s
,
s
u
ch
a
s
in
v
estme
n
ts
in
h
u
m
a
n
w
o
r
k
f
o
r
ce
d
ev
elo
p
m
en
t
an
d
s
ch
o
o
l
f
ac
ilit
ies,
in
im
p
r
o
v
in
g
PE
'
s
o
v
er
all
q
u
ality
,
an
d
ef
f
ec
tiv
en
ess
.
T
h
ese
ch
al
len
g
es
ar
e
co
m
m
o
n
in
t
h
e
Ph
il
ip
p
in
es,
as
s
im
ilar
is
s
u
es
h
av
e
b
ee
n
r
e
p
o
r
ted
in
Ma
lay
s
ia,
wh
er
e
PE
s
u
b
jects
ar
e
o
f
te
n
d
ev
alu
ed
an
d
u
n
d
e
r
p
r
io
r
itized
.
I
n
p
u
b
lic
s
ch
o
o
ls
in
B
r
az
il,
PE
teac
h
er
s
h
av
e
e
n
co
u
n
ter
ed
d
if
f
ic
u
lties
s
u
ch
as
l
o
w
wag
es,
in
ad
eq
u
ate
in
f
r
astru
ctu
r
e,
an
d
a
lack
o
f
m
ate
r
ials
[1
2
]
.
I
n
t
e
n
d
i
n
g
t
o
a
d
d
r
e
s
s
t
h
e
s
e
s
i
g
n
i
f
i
c
a
n
t
is
s
u
es
,
t
h
e
P
h
il
i
p
p
i
n
e
C
o
m
m
i
s
s
i
o
n
o
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
(
C
H
E
D
)
m
a
n
d
a
t
e
d
a
l
l
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
it
u
t
i
o
n
s
(
H
E
I
s
)
t
o
s
h
i
f
t
a
n
d
o
f
f
e
r
t
h
e
n
e
w
t
e
r
ti
a
r
y
PE
p
r
o
g
r
a
m
,
p
h
y
s
i
c
a
l
a
c
t
i
v
i
t
y
t
o
w
a
r
d
s
h
e
a
lt
h
a
n
d
f
i
tn
e
s
s
(
P
A
T
H
-
F
it
)
,
t
h
r
o
u
g
h
C
MO
3
9
,
s
e
r
i
e
s
o
f
2
0
2
1
.
A
s
P
A
T
H
-
F
i
t
is
d
e
s
i
g
n
e
d
t
o
p
r
o
v
i
d
e
a
c
o
m
p
r
e
h
e
n
s
i
v
e
a
n
d
s
t
a
n
d
a
r
d
i
z
e
d
c
u
r
r
i
c
u
l
u
m
,
t
h
is
i
n
i
t
i
a
ti
v
e
r
e
p
r
e
s
e
n
t
s
a
p
r
o
a
c
ti
v
e
r
e
s
p
o
n
s
e
t
o
p
r
e
s
s
i
n
g
i
s
s
u
e
s
s
u
c
h
as
t
h
e
n
e
e
d
f
o
r
s
ta
n
d
a
r
d
i
z
e
d
t
e
a
c
h
i
n
g
a
p
p
r
o
a
c
h
e
s
.
I
t
p
r
o
v
i
d
es
a
f
r
a
m
ew
o
r
k
em
p
h
a
s
i
z
i
n
g
p
h
y
s
ic
a
l
f
i
t
n
e
s
s
,
e
s
s
e
n
t
i
al
l
i
f
e
s
k
il
ls
,
a
n
d
h
o
l
i
s
t
i
c
d
e
v
e
l
o
p
m
e
n
t
.
F
u
r
th
e
r
,
t
h
e
p
r
o
g
r
a
m
a
l
i
g
n
s
w
i
t
h
c
u
r
r
e
n
t
e
d
u
c
a
t
i
o
n
a
l
n
e
e
d
s
,
i
n
t
r
o
d
u
c
i
n
g
n
o
v
e
l
a
p
p
r
o
a
c
h
e
s
t
o
i
m
p
r
o
v
e
t
e
r
t
i
a
r
y
PE
'
s
o
v
e
r
a
l
l
q
u
a
l
i
t
y
a
n
d
e
f
f
e
ct
i
v
e
n
ess
[1
3
]
.
T
h
e
p
r
im
ar
y
g
o
al
o
f
PATH
-
Fit
is
to
r
ed
ef
in
e
an
d
im
p
r
o
v
e
th
e
lan
d
s
ca
p
e
o
f
Ph
ilip
p
i
n
e
ter
tiar
y
PE
b
y
g
o
in
g
b
ey
o
n
d
tr
a
d
itio
n
al
f
r
am
ewo
r
k
s
.
T
h
is
will
b
e
m
ad
e
p
o
s
s
ib
le
b
y
o
f
f
er
in
g
a
co
m
p
r
eh
e
n
s
iv
e
p
r
o
g
r
am
th
at
in
teg
r
ates
p
h
y
s
ical
f
itn
ess
with
d
ev
elo
p
in
g
ess
en
tial
life
s
k
ills
,
ad
d
r
ess
in
g
lo
n
g
-
s
tan
d
in
g
c
h
allen
g
es
[1
4
]
.
T
h
e
C
HE
D
C
MO
3
9
(
s
.
2
0
2
1
)
f
u
r
th
er
ex
p
lain
ed
th
at
t
h
e
cu
r
r
icu
l
u
m
aim
s
to
p
r
o
v
id
e
s
tu
d
en
ts
with
a
well
-
r
o
u
n
d
ed
ed
u
ca
tio
n
al
ex
p
er
ien
ce
em
p
h
asizin
g
p
h
y
s
ical
h
ea
lth
,
te
am
wo
r
k
,
co
m
m
u
n
icatio
n
,
an
d
h
o
lis
tic
g
r
o
wth
.
PATH
-
Fit
s
ee
k
s
to
elev
ate
t
h
e
q
u
ality
an
d
e
f
f
e
ctiv
en
ess
o
f
ter
tiar
y
PE
b
y
alig
n
in
g
with
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
n
ee
d
s
an
d
in
tr
o
d
u
cin
g
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es,
en
s
u
r
in
g
th
at
g
r
ad
u
ates
ar
e
eq
u
ip
p
e
d
with
th
e
k
n
o
wled
g
e
an
d
s
k
ills
r
eq
u
i
r
ed
f
o
r
b
o
th
p
e
r
s
o
n
al
well
-
b
ein
g
a
n
d
ac
tiv
e
p
a
r
ticip
atio
n
in
s
o
cie
ty
.
Wh
ile
n
u
m
er
o
u
s
s
tu
d
ies
h
av
e
d
elv
ed
in
to
ter
tiar
y
PE
in
th
e
Ph
ilip
p
in
es,
f
o
cu
s
in
g
o
n
asp
ec
ts
s
u
ch
a
s
cu
r
r
icu
lu
m
ef
f
icac
y
[1
5
]
,
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
,
an
d
t
h
e
o
v
er
all
lear
n
in
g
ex
p
e
r
ien
ce
,
th
er
e
is
s
till
a
s
ig
n
if
ican
t
g
ap
in
r
esear
c
h
th
at
in
v
esti
g
ates
ex
p
licitly
th
e
e
n
g
ag
em
e
n
t
lev
els
o
f
s
tu
d
en
ts
in
th
ese
p
r
o
g
r
am
s
.
Alth
o
u
g
h
s
ch
o
lar
s
h
a
v
e
ex
p
lo
r
ed
a
wid
e
r
an
g
e
o
f
to
p
ics
r
ela
ted
to
PE
,
s
u
ch
as
th
e
u
s
e
o
f
t
ec
h
n
o
lo
g
y
[
16
]
an
d
th
e
f
lex
ib
ilit
y
o
f
p
r
o
g
r
a
m
cu
r
r
icu
la
[
17
]
,
th
e
s
p
ec
if
ic
is
s
u
e
o
f
h
o
w
en
g
ag
ed
s
tu
d
e
n
ts
ar
e
in
th
ese
co
u
r
s
es
r
em
ain
s
u
n
d
er
ex
p
lo
r
ed
.
E
n
g
a
g
em
en
t
is
a
c
r
u
cial
f
ac
to
r
in
en
s
u
r
in
g
t
h
e
s
u
cc
ess
o
f
an
y
e
d
u
ca
tio
n
al
p
r
o
g
r
am
,
esp
ec
ially
o
n
e
lik
e
PATH
-
F
it,
th
at
s
ee
k
s
to
f
o
s
ter
life
l
o
n
g
p
h
y
s
ical
ac
tiv
ity
h
ab
its
.
Ho
wev
er
,
s
tu
d
ies
r
ig
o
r
o
u
s
ly
ass
ess
in
g
an
d
q
u
an
t
if
y
in
g
s
tu
d
e
n
t e
n
g
a
g
em
en
t in
t
er
tiar
y
PE
r
em
ain
s
ca
r
ce
.
T
h
is
s
tu
d
y
,
th
er
ef
o
r
e
,
ai
m
s
t
o
f
ill
t
h
is
r
es
ea
r
c
h
g
a
p
b
y
ass
e
s
s
in
g
t
h
e
e
n
g
a
g
e
m
e
n
t
le
v
els
o
f
F
ili
p
i
n
o
s
tu
d
e
n
ts
i
n
PA
T
H
-
Fit
c
o
u
r
s
es
.
T
h
is
s
t
u
d
y
s
ee
k
s
t
o
a
n
s
we
r
th
e
r
es
ea
r
c
h
q
u
esti
o
n
:
“
wh
at
ar
e
th
e
e
n
g
a
g
e
m
e
n
t
lev
els
o
f
F
ili
p
i
n
o
s
tu
d
en
ts
i
n
t
h
e
PA
T
H
-
Fit
p
r
o
g
r
a
m
,
an
d
h
o
w
d
o
d
i
f
f
e
r
e
n
t
en
g
ag
em
en
t
d
i
m
e
n
s
i
o
n
s
in
te
r
r
el
ate
to
i
n
f
o
r
m
p
o
t
e
n
tia
l
c
u
r
r
i
c
u
l
u
m
d
ev
el
o
p
m
en
t?
”
T
h
e
s
t
u
d
y
will
p
r
o
v
i
d
e
in
s
ig
h
ts
in
to
t
h
e
f
ac
to
r
s
i
n
f
l
u
e
n
c
in
g
s
tu
d
e
n
t
e
n
g
ag
e
m
e
n
t
b
y
e
x
a
m
i
n
i
n
g
k
e
y
a
r
e
as
s
u
c
h
as
at
te
n
d
a
n
c
e,
p
ar
tici
p
ati
o
n
,
in
te
r
est
,
an
d
p
e
r
c
ei
v
e
d
b
e
n
ef
its
.
T
h
e
f
i
n
d
i
n
g
s
o
f
t
h
is
r
ese
ar
c
h
wil
l
co
n
t
r
i
b
u
te
s
i
g
n
i
f
ic
a
n
tl
y
to
t
h
e
e
x
is
t
in
g
b
o
d
y
o
f
k
n
o
wle
d
g
e
b
y
o
f
f
e
r
i
n
g
em
p
i
r
ic
al
d
ata
o
n
e
n
g
a
g
em
en
t
le
v
e
ls
i
n
te
r
t
ia
r
y
PE
.
T
h
is
t
o
p
i
c
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e
d
s
t
o
b
e
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ess
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.
Fu
r
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r
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o
r
e
,
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t
u
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h
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cti
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lic
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t
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a
d
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t
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o
r
s
,
an
d
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r
r
ic
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l
u
m
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e
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o
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o
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te
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er
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m
in
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tr
u
c
ti
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t
r
at
e
g
ies
a
n
d
class
r
o
o
m
m
an
ag
em
e
n
t
p
r
a
ct
ices
.
F
o
r
a
d
m
in
is
t
r
at
o
r
s
,
t
h
e
r
es
u
lts
wil
l
h
i
g
h
li
g
h
t
a
r
e
as
f
o
r
im
p
r
o
v
em
en
t
r
e
g
a
r
d
i
n
g
r
eso
u
r
c
e
a
ll
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c
ati
o
n
a
n
d
p
r
o
g
r
a
m
s
u
p
p
o
r
t.
Fi
n
al
ly
,
th
e
s
t
u
d
y
wil
l
c
o
n
t
r
i
b
u
te
to
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c
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lo
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b
y
p
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d
at
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d
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ec
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d
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ti
o
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t
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h
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ce
t
h
e
PA
T
H
-
Fit
p
r
o
g
r
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,
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n
s
u
r
i
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g
t
h
at
it
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ca
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m
in
t
h
e
ir
l
ea
r
n
i
n
g
p
r
o
ce
s
s
.
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
S
tu
d
en
ts
’
en
g
a
g
eme
n
t
in
P
h
ili
p
p
in
e
tert
ia
r
y
P
E
p
r
o
g
r
a
m:
a
p
a
th
fo
r
en
h
a
n
cin
g
…
(
R
u
b
en
L.
Ta
g
a
r
e,
Jr.
)
3251
2.
M
E
T
H
O
D
2
.
1
.
Desig
n
T
h
is
r
esear
ch
u
tili
ze
d
a
q
u
an
titativ
e
r
esear
ch
d
esig
n
,
p
ar
ticu
lar
ly
th
e
d
escr
ip
tiv
e
co
r
r
elatio
n
ap
p
r
o
ac
h
,
t
o
ass
ess
th
e
en
g
a
g
em
en
t
le
v
els
o
f
s
tu
d
en
ts
in
th
e
PATH
-
Fit
p
r
o
g
r
am
a
n
d
its
im
p
licatio
n
s
f
o
r
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t.
Qu
a
n
titativ
e
r
esear
ch
d
esig
n
is
a
s
y
s
tem
atic
in
v
esti
g
atio
n
th
at
q
u
an
tifie
s
d
ata
an
d
u
s
es
s
tat
is
tical
m
eth
o
d
s
to
u
n
co
v
er
p
atter
n
s
,
r
elatio
n
s
h
ip
s
,
o
r
tr
en
d
s
[
18
]
.
I
t
in
v
o
l
v
es
th
e
co
llectio
n
o
f
n
u
m
er
ical
d
ata
a
n
d
th
e
a
p
p
lic
atio
n
o
f
m
at
h
em
atica
l
tech
n
iq
u
es
to
an
s
wer
s
p
ec
if
ic
r
esear
ch
q
u
esti
o
n
s
.
T
h
is
ap
p
r
o
ac
h
allo
ws
r
esear
ch
e
r
s
to
m
ea
s
u
r
e
v
ar
iab
les
an
d
a
n
aly
ze
r
elatio
n
s
h
ip
s
o
b
jectiv
el
y
,
p
r
o
v
id
i
n
g
h
ig
h
ac
cu
r
ac
y
an
d
r
e
liab
ilit
y
in
t
h
e
f
in
d
in
g
s
[
19
]
.
T
h
e
d
escr
ip
tiv
e
co
r
r
el
atio
n
a
p
p
r
o
ac
h
,
a
s
u
b
ty
p
e
o
f
q
u
an
ti
tativ
e
r
esear
ch
,
is
u
s
ed
to
d
e
s
cr
ib
e
th
e
ch
ar
ac
ter
is
tics
o
f
a
p
o
p
u
lati
o
n
an
d
ex
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
two
o
r
m
o
r
e
v
ar
iab
les
with
o
u
t
m
an
ip
u
latin
g
an
y
o
f
th
e
m
[
20
]
.
I
n
th
is
ap
p
r
o
ac
h
,
r
esear
c
h
er
s
ca
n
id
en
tify
wh
eth
e
r
a
r
elatio
n
s
h
ip
ex
is
ts
b
etwe
en
v
ar
iab
les
a
n
d
th
e
s
tr
en
g
th
o
f
th
at
r
elatio
n
s
h
ip
,
th
o
u
g
h
it
d
o
es
n
o
t
estab
lis
h
ca
u
s
e
an
d
ef
f
ec
t.
Descr
ip
tiv
e
co
r
r
elatio
n
s
tu
d
ies
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
ex
is
tin
g
co
n
d
itio
n
s
an
d
ass
o
ciatio
n
s
,
m
ak
in
g
th
em
p
r
ac
tical
f
o
r
u
n
d
er
s
tan
d
i
n
g
p
atter
n
s
a
n
d
tr
en
d
s
with
in
a
s
p
ec
if
ic
co
n
tex
t
[
21
]
.
T
h
is
r
esear
ch
d
esig
n
is
th
e
m
o
s
t
ap
p
r
o
p
r
iate
f
o
r
th
e
s
tu
d
y
b
ec
au
s
e
it
aim
s
to
ass
ess
t
h
e
cu
r
r
en
t
en
g
ag
em
e
n
t
lev
els
o
f
s
tu
d
en
t
s
in
th
e
PATH
-
Fit
p
r
o
g
r
am
an
d
ex
p
lo
r
e
an
y
p
o
ten
tial
co
r
r
elatio
n
s
b
etwe
en
en
g
ag
em
e
n
t
an
d
v
ar
io
u
s
v
ar
i
ab
les.
Usi
n
g
th
is
d
esig
n
,
th
e
s
tu
d
y
g
en
e
r
ated
q
u
an
tifia
b
le
d
ata
th
at
will
h
elp
in
f
o
r
m
cu
r
r
ic
u
lu
m
d
ev
elo
p
m
en
t
an
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
b
ased
o
n
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
o
th
er
v
ar
iab
les.
T
h
e
d
escr
ip
tiv
e
c
o
r
r
elati
o
n
a
p
p
r
o
ac
h
allo
ws
f
o
r
a
cl
ea
r
an
d
s
y
s
tem
atic
ex
am
in
atio
n
o
f
h
o
w
v
ar
iab
les
in
f
lu
en
ce
s
tu
d
en
t
e
n
g
a
g
em
e
n
t,
p
r
o
v
id
in
g
ev
id
en
ce
-
b
ased
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
th
e
PATH
-
Fit
cu
r
r
i
cu
lu
m
.
2
.
2
.
Respo
nd
ent
s
a
nd
po
pu
l
a
t
io
n
T
h
e
r
esp
o
n
d
e
n
ts
o
f
th
is
s
tu
d
y
wer
e
6
3
3
co
lleg
e
s
tu
d
en
ts
f
r
o
m
v
ar
io
u
s
u
n
iv
er
s
ities
in
So
u
th
er
n
Ph
ilip
p
in
es
en
r
o
lled
in
t
h
e
PATH
-
Fit
p
r
o
g
r
am
(
with
ap
p
r
o
x
im
ately
4
,
0
0
0
p
o
p
u
latio
n
)
.
T
h
ese
s
tu
d
en
ts
r
ep
r
esen
ted
a
d
i
v
er
s
e
p
o
p
u
l
atio
n
r
eg
ar
d
in
g
ac
a
d
em
ic
y
ea
r
lev
els,
d
eg
r
ee
p
r
o
g
r
am
s
,
an
d
d
em
o
g
r
a
p
h
ic
b
ac
k
g
r
o
u
n
d
s
,
p
r
o
v
id
in
g
a
co
m
p
r
eh
en
s
iv
e
o
v
e
r
v
iew
o
f
e
n
g
ag
em
en
t
lev
els
ac
r
o
s
s
d
i
f
f
er
en
t
s
tu
d
en
t
g
r
o
u
p
s
.
T
h
is
s
am
p
le
s
ize
is
ad
eq
u
ate
as
it
r
ep
r
esen
ts
a
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
o
f
th
e
s
tu
d
en
t
p
o
p
u
la
tio
n
en
r
o
lled
in
th
e
PATH
-
Fit
p
r
o
g
r
am
,
p
r
o
v
id
in
g
a
s
u
f
f
icien
t
b
asis
f
o
r
g
en
er
alizin
g
f
in
d
in
g
s
an
d
en
s
u
r
in
g
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
s
tu
d
y
'
s
r
esu
lts
.
T
h
is
s
tu
d
y
em
p
lo
y
e
d
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
to
s
elec
t
th
e
r
esp
o
n
d
en
ts
.
Simp
le
r
an
d
o
m
s
am
p
lin
g
is
a
p
r
o
b
ab
ilit
y
s
am
p
lin
g
tech
n
i
q
u
e
wh
er
e
ea
ch
in
d
iv
id
u
al
i
n
th
e
p
o
p
u
latio
n
h
as
an
eq
u
al
ch
an
ce
o
f
b
ein
g
s
elec
ted
.
T
h
is
m
eth
o
d
was
ch
o
s
en
to
e
n
s
u
r
e
t
h
at
th
e
s
am
p
le
wo
u
ld
b
e
r
ep
r
esen
tativ
e
o
f
th
e
lar
g
er
p
o
p
u
latio
n
o
f
co
lleg
e
s
tu
d
en
ts
en
r
o
lled
in
th
e
PATH
-
Fit
p
r
o
g
r
am
,
m
in
im
izin
g
s
elec
tio
n
b
ias
,
an
d
en
h
a
n
cin
g
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
.
T
h
e
s
am
p
lin
g
tec
h
n
iq
u
e
s
tr
en
g
th
en
s
th
e
c
o
n
cl
u
s
io
n
s
'
r
eliab
ilit
y
b
y
g
iv
in
g
ev
er
y
s
tu
d
en
t
an
eq
u
al
p
ar
ticip
atio
n
o
p
p
o
r
tu
n
i
ty
.
I
t
p
r
o
v
id
es
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
th
e
r
ec
o
m
m
en
d
atio
n
s
th
at
will b
e
m
ad
e
f
o
r
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t in
th
e
PATH
-
Fit
p
r
o
g
r
a
m
.
2
.
3
.
Resea
rc
h
ins
t
rum
e
nt
T
h
is
s
tu
d
y
u
tili
ze
d
a
r
ese
ar
ch
er
-
m
a
d
e
s
u
r
v
e
y
i
n
s
tr
u
m
en
t
b
en
ch
m
a
r
k
ed
f
r
o
m
th
e
s
tu
d
y
o
f
B
r
y
an
an
d
So
lo
m
o
n
[
22
]
,
titl
ed
“
s
tu
d
en
t
m
o
tiv
atio
n
in
p
h
y
s
ical
ed
u
ca
tio
n
an
d
en
g
ag
em
en
t
in
p
h
y
s
ical
ac
tiv
ity
.
”
T
h
e
in
s
tr
u
m
en
t
d
em
o
n
s
tr
ated
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
r
an
g
in
g
f
r
o
m
0
.
7
1
6
to
0
.
7
5
8
.
A
C
r
o
n
b
ac
h
’
s
alp
h
a
with
in
th
is
r
an
g
e
in
d
i
ca
tes
g
o
o
d
in
ter
n
al
co
n
s
is
ten
cy
an
d
r
eliab
ilit
y
,
s
u
g
g
esti
n
g
th
e
in
s
tr
u
m
en
t
ef
f
ec
tiv
ely
m
ea
s
u
r
es
s
tu
d
en
t
en
g
ag
em
en
t
in
PE
.
T
h
is
lev
el
o
f
r
eliab
ilit
y
m
ea
n
s
th
at
th
e
item
s
in
t
h
e
in
s
tr
u
m
en
t
ar
e
clo
s
ely
r
elate
d
an
d
co
n
s
is
ten
tly
ca
p
tu
r
e
v
ar
io
u
s
asp
ec
ts
o
f
s
tu
d
en
t
en
g
ag
em
en
t,
p
r
o
v
id
in
g
co
n
f
id
en
ce
in
th
e
in
s
tr
u
m
en
t'
s
ab
ilit
y
to
g
en
er
ate
ac
cu
r
ate
an
d
m
ea
n
in
g
f
u
l d
ata.
Fu
r
th
er
,
th
e
r
esear
ch
er
s
m
o
d
if
ied
th
e
o
r
i
g
in
al
in
s
tr
u
m
en
t
t
o
alig
n
it
with
th
e
s
p
ec
if
ic
co
n
tex
t
o
f
th
e
PATH
-
Fit
p
r
o
g
r
am
in
th
e
Ph
i
lip
p
in
es.
T
h
ese
m
o
d
if
icatio
n
s
in
clu
d
ed
ad
a
p
tin
g
la
n
g
u
a
g
e
an
d
ter
m
i
n
o
lo
g
y
to
s
u
it
th
e
lo
ca
l
ed
u
ca
tio
n
al
s
y
s
tem
an
d
cu
ltu
r
al
co
n
te
x
t
an
d
in
co
r
p
o
r
atin
g
p
ar
ticu
lar
v
ar
i
ab
les
r
elate
d
to
th
e
PATH
-
Fit
cu
r
r
icu
lu
m
,
s
u
ch
as
atten
d
an
ce
,
p
ar
ticip
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n
,
p
er
ce
iv
ed
b
en
e
f
its
,
an
d
th
e
teac
h
in
g
-
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
e
ad
ju
s
tm
en
t
s
en
s
u
r
ed
th
e
in
s
tr
u
m
en
t'
s
r
elev
an
ce
to
th
e
s
tu
d
y
o
b
jectiv
e
s
wh
ile
m
ain
tain
in
g
v
alid
ity
an
d
r
eliab
ilit
y
.
T
h
e
m
o
d
if
ie
d
in
s
tr
u
m
e
n
t
c
o
n
s
is
te
d
o
f
s
e
v
e
r
al
s
e
cti
o
n
s
t
h
a
t
m
ea
s
u
r
e
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ita
l
d
i
m
e
n
s
i
o
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o
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s
t
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en
g
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g
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t,
i
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lu
d
i
n
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it
iv
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,
e
m
o
ti
o
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a
n
d
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eh
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v
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o
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al
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a
g
e
m
e
n
t
,
u
s
in
g
a
L
i
k
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r
t
s
c
ale
.
T
h
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s
ca
l
e
all
o
we
d
r
esp
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n
d
e
n
ts
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i
n
d
ic
ate
t
h
e
ex
te
n
t
o
f
th
ei
r
ag
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e
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em
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was
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s
t
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'
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p
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ce
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in
t
h
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PAT
H
-
F
it
p
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g
r
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b
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f
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b
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is
t
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r
e
d
to
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w
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.
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
.
1
4
,
No
.
4
,
Au
g
u
s
t 2
0
2
5
:
3
2
4
9
-
3
2
5
9
3252
2
.
4
.
St
a
t
is
t
ica
l
a
na
ly
s
i
s
Descr
ip
tiv
e
s
tatis
tic
s
,
p
ar
ticu
lar
ly
m
ea
n
a
n
d
weig
h
ted
m
e
an
,
wer
e
em
p
lo
y
e
d
to
s
u
m
m
ar
ize
an
d
d
escr
ib
e
th
e
o
v
e
r
all
lev
el
o
f
s
tu
d
en
t
en
g
ag
e
m
e
n
t.
T
h
ese
m
ea
s
u
r
es
p
r
o
v
id
ed
an
a
v
er
ag
e
s
co
r
e
f
o
r
ea
ch
d
im
en
s
io
n
o
f
en
g
ag
em
e
n
t,
in
clu
d
in
g
atten
d
a
n
ce
,
p
ar
ticip
at
io
n
,
in
ter
est,
m
o
tiv
atio
n
,
p
er
c
eiv
ed
b
en
ef
its
,
an
d
s
atis
f
ac
tio
n
.
Fo
r
in
f
er
en
tial
an
aly
s
is
,
Sp
ea
r
m
an
'
s
r
h
o
co
r
r
ela
tio
n
co
ef
f
icien
t
was
u
tili
ze
d
to
ex
am
in
e
s
tu
d
en
t
en
g
ag
em
e
n
t r
elatio
n
s
h
ip
s
.
Sp
ea
r
m
an
’
s
r
h
o
is
a
n
o
n
-
p
ar
a
m
etr
ic
m
ea
s
u
r
e
o
f
r
an
k
c
o
r
r
elatio
n
,
m
ak
in
g
it su
itab
le
f
o
r
ass
ess
in
g
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
th
e
ass
o
ciatio
n
b
etwe
en
two
v
ar
iab
les
wh
en
th
e
d
ata
d
o
es
n
o
t
n
ec
ess
ar
ily
f
o
llo
w
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
[
23
]
.
T
h
e
co
m
b
in
atio
n
o
f
d
escr
ip
tiv
e
a
n
d
in
f
er
en
tial
s
tatis
tic
s
en
ab
led
a
th
o
r
o
u
g
h
an
al
y
s
is
o
f
th
e
d
ata,
al
lo
win
g
th
e
r
esear
ch
er
s
to
d
escr
ib
e
th
e
cu
r
r
en
t
s
tate
o
f
s
tu
d
e
n
t
en
g
ag
em
e
n
t
an
d
ex
p
l
o
r
e
m
e
an
in
g
f
u
l
co
r
r
elatio
n
s
th
at
co
u
ld
in
f
o
r
m
cu
r
r
icu
l
u
m
d
ev
el
o
p
m
en
t
an
d
f
u
tu
r
e
im
p
r
o
v
em
e
n
ts
to
th
e
PATH
-
Fit
p
r
o
g
r
am
.
3.
RE
SU
L
T
S
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
,
d
er
iv
ed
f
r
o
m
s
u
r
v
ey
r
esp
o
n
s
es
o
f
6
3
3
c
o
lleg
e
s
tu
d
e
n
ts
in
So
u
th
er
n
Ph
ilip
p
in
es,
p
r
o
v
id
e
an
in
-
d
e
p
th
an
aly
s
is
o
f
s
tu
d
en
t
en
g
ag
em
en
t
in
th
e
PATH
-
Fit
p
r
o
g
r
am
.
Data
co
llectio
n
u
tili
ze
d
a
s
tr
u
ctu
r
ed
ad
ap
ted
q
u
esti
o
n
n
air
e,
wh
ich
m
ea
s
u
r
e
d
m
u
ltip
le
d
im
en
s
io
n
s
o
f
en
g
ag
em
en
t
in
cl
u
d
in
g
in
ter
est an
d
m
o
tiv
atio
n
,
p
er
ce
i
v
ed
b
en
ef
its
,
teac
h
in
g
an
d
lear
n
in
g
en
v
ir
o
n
m
en
t,
ass
ess
m
en
t a
n
d
f
ee
d
b
ac
k
,
an
d
o
v
er
all
s
atis
f
ac
tio
n
.
T
ab
le
1
p
r
esen
ts
th
e
in
ter
r
elatio
n
s
h
ip
am
o
n
g
v
a
r
io
u
s
d
im
en
s
io
n
s
o
f
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
lev
els
in
th
e
Ph
ilip
p
in
e
PATH
-
F
it
p
r
o
g
r
a
m
.
T
h
is
a
n
aly
s
is
ex
p
lo
r
es
h
o
w
ea
c
h
d
im
e
n
s
io
n
—
s
u
ch
as
in
ter
est
an
d
m
o
tiv
atio
n
,
atten
d
an
ce
an
d
p
a
r
ticip
atio
n
,
p
er
ce
iv
ed
b
en
e
f
its
,
teac
h
in
g
an
d
lear
n
in
g
en
v
ir
o
n
m
en
t,
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
,
an
d
o
v
er
all
s
atis
f
ac
tio
n
—
co
r
r
elat
es
wi
th
o
n
e
an
o
th
e
r
,
p
r
o
v
i
d
in
g
in
s
ig
h
ts
in
to
th
e
in
ter
co
n
n
ec
ted
n
ess
o
f
th
ese
f
a
cto
r
s
.
T
ab
le
1
.
I
n
ter
r
elatio
n
s
h
ip
o
f
s
t
u
d
en
ts
’
en
g
ag
em
en
t le
v
els
in
th
e
Ph
ilip
p
in
e
PATH
-
Fit
p
r
o
g
r
am
A
t
t
e
n
d
a
n
c
e
a
n
d
p
a
r
t
i
c
i
p
a
t
i
o
n
I
n
t
e
r
e
st
a
n
d
mo
t
i
v
a
t
i
o
n
P
e
r
c
e
i
v
e
d
b
e
n
e
f
i
t
s
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
A
ssessme
n
t
a
n
d
f
e
e
d
b
a
c
k
I
n
t
e
r
e
st
a
n
d
mo
t
i
v
a
t
i
o
n
0
.
7
4
2
*
*
P
e
r
c
e
i
v
e
d
b
e
n
e
f
i
t
s
0
.
7
4
1
**
0
.
8
1
7
**
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
0
.
6
4
4
**
0
.
7
5
3
**
0
.
7
8
7
**
A
ssessme
n
t
a
n
d
f
e
e
d
b
a
c
k
0
.
6
6
7
**
0
.
7
8
6
**
0
.
8
0
6
**
0
.
8
2
0
**
O
v
e
r
a
l
l
s
a
t
i
sf
a
c
t
i
o
n
0
.
6
3
2
**
0
.
7
6
0
**
0
.
8
0
1
**
0
.
8
0
2
**
0
.
8
3
2
**
N
o
t
e
:
*
*
st
a
t
i
st
i
c
a
l
l
y
si
g
n
i
f
i
c
a
n
t
a
t
p
-
v
a
l
u
e
<
0
.
0
5
4.
DIS
CU
SS
I
O
N
4
.
1
.
Student
s
’
eng
a
g
e
m
ent
i
n t
he
P
hil
ip
pin
e
P
A
T
H
-
F
it
pro
g
ra
m
Fig
u
r
e
1
p
r
esen
ts
th
e
lev
el
o
f
s
tu
d
en
ts
’
en
g
a
g
em
en
t
in
t
h
e
P
h
ilip
p
in
e
PATH
-
Fit
p
r
o
g
r
a
m
.
B
ased
o
n
th
e
d
ata,
th
e
o
v
er
all
m
ea
n
is
3
.
4
3
,
w
h
ich
co
r
r
esp
o
n
d
s
to
t
h
e
in
ter
p
r
etatio
n
o
f
“
m
o
d
e
r
ately
en
g
ag
e
d
.
”
T
h
is
m
ea
n
s
th
at,
o
n
av
er
a
g
e,
s
tu
d
en
ts
d
em
o
n
s
tr
ate
a
f
air
l
ev
el
o
f
en
g
a
g
em
en
t
in
th
e
PAT
H
-
Fit
p
r
o
g
r
a
m
.
T
h
is
im
p
lies
th
at
wh
ile
s
tu
d
en
ts
g
e
n
er
ally
r
ec
o
g
n
ize
th
e
im
p
o
r
tan
ce
o
f
th
e
PATH
-
Fit
p
r
o
g
r
am
a
n
d
p
ar
ticip
ate
at
an
ac
ce
p
tab
le
lev
el,
th
eir
en
g
ag
em
en
t
is
n
o
t
o
p
tim
al
wh
en
f
u
lly
co
m
m
itted
to
an
d
in
v
est
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
lev
el
o
f
en
g
ag
e
m
en
t
s
u
g
g
ests
th
at
alth
o
u
g
h
th
e
p
r
o
g
r
am
ef
f
ec
tiv
el
y
ca
p
tu
r
es
s
tu
d
en
ts
'
atten
tio
n
,
it
m
ay
n
o
t
f
u
lly
m
ee
t
th
ei
r
ex
p
ec
tatio
n
s
o
r
n
ee
d
s
in
ar
ea
s
s
u
ch
as
teac
h
in
g
m
eth
o
d
s
,
ac
tiv
ity
v
ar
iety
,
o
r
th
e
p
er
ce
iv
ed
b
en
ef
its
o
f
PE
.
Prio
r
itizin
g
s
tu
d
en
t
en
g
a
g
em
en
t
is
cr
u
cial
to
ac
h
iev
i
n
g
ac
ad
em
ic
ex
ce
llen
ce
b
ec
au
s
e
e
n
g
ag
em
e
n
t
d
ir
ec
tly
in
f
lu
e
n
ce
s
lear
n
in
g
o
u
tco
m
es
[
24
]
.
E
n
g
ag
e
d
s
tu
d
e
n
ts
ar
e
m
o
r
e
m
o
tiv
ated
,
ac
tiv
ely
p
ar
ticip
ate
i
n
class
,
an
d
ar
e
m
o
r
e
lik
ely
to
r
etain
in
f
o
r
m
atio
n
.
T
h
is
d
ee
p
en
s
th
eir
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
s
u
b
ject
m
atter
,
en
h
an
ce
s
cr
itical
th
i
n
k
in
g
s
k
i
lls
,
an
d
f
o
s
ter
s
a
p
o
s
itiv
e
attitu
d
e
to
war
d
lear
n
in
g
[
25
]
.
E
n
g
ag
ed
s
tu
d
en
ts
ar
e
b
etter
at
ap
p
ly
in
g
k
n
o
wled
g
e
in
r
ea
l
-
wo
r
ld
co
n
tex
ts
,
wh
i
ch
lead
s
to
h
ig
h
er
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
[
26
]
.
E
d
u
ca
to
r
s
p
r
io
r
itizin
g
en
g
a
g
e
m
en
t
cr
ea
te
a
d
y
n
a
m
ic
lear
n
in
g
en
v
ir
o
n
m
en
t
ca
ter
in
g
to
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
,
em
p
o
wer
in
g
s
tu
d
en
ts
to
r
ea
c
h
th
eir
f
u
ll a
ca
d
em
ic
p
o
ten
tial
[
27
]
.
4
.
2
.
O
v
er
a
ll sa
t
is
f
a
ct
i
o
n
C
o
n
ce
r
n
in
g
o
v
er
all
s
atis
f
ac
ti
o
n
,
th
e
m
ea
n
s
co
r
e
o
f
3
.
4
8
,
with
a
co
r
r
esp
o
n
d
in
g
in
ter
p
r
etatio
n
o
f
“
m
o
d
er
ately
e
n
g
ag
e
d
,
”
in
d
icat
es
th
at
wh
ile
s
tu
d
en
ts
ar
e
g
en
er
ally
s
atis
f
ied
with
th
e
PAT
H
-
Fit
p
r
o
g
r
am
,
t
h
ey
ar
e
n
o
t
f
u
lly
en
g
a
g
ed
o
r
o
v
er
wh
elm
in
g
ly
co
n
ten
t
with
th
eir
ex
p
er
ien
ce
.
T
h
is
im
p
lies
th
at
alth
o
u
g
h
th
e
p
r
o
g
r
a
m
m
ee
ts
s
tu
d
en
ts
'
b
asic
n
ee
d
s
an
d
ex
p
ec
tatio
n
s
to
a
ce
r
tain
ex
ten
t,
it
m
ay
n
o
t
f
u
lly
ec
h
o
th
em
in
ter
m
s
o
f
en
g
ag
em
en
t,
en
jo
y
m
en
t,
o
r
p
er
ce
i
v
ed
v
alu
e.
Sev
e
r
al
f
ac
to
r
s
co
u
ld
in
f
lu
e
n
ce
th
is
m
o
d
er
ate
lev
el
o
f
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
S
tu
d
en
ts
’
en
g
a
g
eme
n
t
in
P
h
ili
p
p
in
e
tert
ia
r
y
P
E
p
r
o
g
r
a
m:
a
p
a
th
fo
r
en
h
a
n
cin
g
…
(
R
u
b
en
L.
Ta
g
a
r
e,
Jr.
)
3253
s
atis
f
ac
tio
n
,
s
u
ch
as
th
e
s
tr
u
ctu
r
e
o
f
ac
tiv
ities
,
th
e
r
elev
a
n
ce
o
f
th
e
cu
r
r
icu
lu
m
t
o
th
eir
p
e
r
s
o
n
al
f
itn
ess
g
o
als,
o
r
ev
en
th
e
ac
ce
s
s
ib
ilit
y
,
an
d
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
.
T
o
e
n
h
an
ce
o
v
e
r
all
s
atis
f
ac
tio
n
,
th
e
p
r
o
g
r
am
m
a
y
n
ee
d
to
b
etter
tailo
r
its
co
n
ten
t
an
d
ac
tiv
ities
to
s
tu
d
en
t
p
r
e
f
er
en
ce
s
[
28
]
,
p
r
o
v
id
e
m
o
r
e
d
y
n
am
ic
an
d
d
i
v
er
s
e
f
itn
ess
o
p
tio
n
s
[
29
]
,
an
d
e
n
s
u
r
e
th
at
s
tu
d
en
ts
s
ee
th
e
b
en
ef
its
o
f
th
eir
p
ar
ticip
atio
n
.
Stre
n
g
t
h
e
n
in
g
th
e
p
er
ce
i
v
ed
v
alu
e
o
f
t
h
e
p
r
o
g
r
am
t
h
r
o
u
g
h
en
h
an
ce
d
e
n
g
ag
em
en
t
s
tr
ateg
i
es
an
d
en
s
u
r
in
g
th
at
s
tu
d
en
ts
f
ee
l
f
u
lly
s
u
p
p
o
r
ted
in
ac
h
iev
in
g
th
eir
p
h
y
s
ical
f
itn
ess
an
d
well
-
b
ein
g
g
o
als wo
u
ld
lik
ely
lead
to
h
ig
h
e
r
s
atis
f
ac
tio
n
[
30
]
.
N
o
t
e
:
4
.
0
0
-
3
.
5
0
(
H
i
g
h
l
y
e
n
g
a
g
e
d
)
;
3
.
4
9
-
2
.
5
0
(
M
o
d
e
r
a
t
e
l
y
e
n
g
a
g
e
d
)
;
2
.
5
9
-
1
.
5
0
(
R
a
r
e
l
y
e
n
g
a
g
e
d
)
;
1
.
4
9
-
1
0
0
(
N
o
t
e
n
g
a
g
e
d
)
Fig
u
r
e
1
.
Stu
d
e
n
ts
’
en
g
a
g
em
e
n
t in
th
e
Ph
ilip
p
in
e
PATH
-
Fit
p
r
o
g
r
a
m
4
.
3
.
Ass
ess
m
ent
a
nd
f
ee
db
a
ck
R
eg
ar
d
in
g
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
,
th
e
m
ea
n
s
co
r
e
o
f
3
.
3
9
,
with
a
c
o
r
r
esp
o
n
d
in
g
in
ter
p
r
etatio
n
o
f
“
m
o
d
er
ately
en
g
a
g
ed
,
”
in
d
ica
tes
th
at
s
tu
d
en
ts
f
in
d
t
h
e
ass
ess
m
en
t
m
eth
o
d
s
a
n
d
f
ee
d
b
a
ck
p
r
o
v
id
e
d
in
th
e
PATH
-
Fit
p
r
o
g
r
am
h
elp
f
u
l
b
u
t
n
o
t
en
tire
ly
f
u
lf
illi
n
g
o
r
ef
f
e
ctiv
e
in
en
h
an
cin
g
th
eir
e
n
g
a
g
em
en
t.
T
h
is
s
co
r
e
s
u
g
g
ests
th
at
wh
ile
s
tu
d
en
ts
r
ec
eiv
e
f
ee
d
b
ac
k
o
n
th
eir
p
er
f
o
r
m
an
ce
,
it
m
ay
n
ee
d
to
b
e
m
o
r
e
f
r
e
q
u
en
t,
d
etailed
,
o
r
co
n
s
tr
u
ctiv
e
en
o
u
g
h
to
f
u
lly
s
u
p
p
o
r
t
th
eir
lear
n
i
n
g
an
d
im
p
r
o
v
em
e
n
t.
E
f
f
ec
tiv
e
f
ee
d
b
ac
k
in
PE
is
v
ital
as
it
d
ir
ec
tly
im
p
ac
ts
s
tu
d
en
t
lear
n
in
g
,
s
k
ill
d
e
v
elo
p
m
en
t,
an
d
m
o
tiv
atio
n
.
I
t
h
elp
s
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
eir
s
tr
en
g
th
s
an
d
a
r
ea
s
f
o
r
im
p
r
o
v
em
e
n
t,
g
u
id
in
g
t
h
em
t
o
war
d
b
etter
p
er
f
o
r
m
an
ce
,
a
n
d
tech
n
i
q
u
e
[
31
]
.
Feed
b
ac
k
also
b
o
o
s
ts
co
n
f
id
en
ce
b
y
ac
k
n
o
wled
g
in
g
p
r
o
g
r
ess
,
en
co
u
r
a
g
in
g
p
er
s
ev
er
a
n
ce
,
an
d
f
o
s
ter
in
g
a
p
o
s
itiv
e
attitu
d
e
to
war
d
p
h
y
s
ical
ac
tiv
ity
[
32
]
.
T
ea
c
h
er
s
p
r
o
v
id
e
clea
r
,
s
p
ec
if
ic,
an
d
ac
tio
n
ab
le
ad
v
ice
to
h
elp
s
tu
d
en
ts
s
et
ac
h
iev
ab
le
g
o
als,
r
ef
in
e
th
eir
s
k
ills
,
an
d
d
ev
el
o
p
a
g
r
o
wth
m
in
d
s
et.
E
f
f
ec
tiv
e
f
ee
d
b
ac
k
cr
ea
tes
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
en
h
an
ce
s
s
tu
d
e
n
t
en
g
ag
em
en
t
an
d
lead
s
to
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
in
PE
[
33
]
.
4
.
4
.
T
ea
ching
a
nd
lea
rning
env
iro
nm
ent
R
eg
ar
d
in
g
th
e
teac
h
in
g
a
n
d
l
ea
r
n
in
g
en
v
ir
o
n
m
en
t
,
th
e
m
e
an
s
co
r
e
o
f
3
.
4
1
,
with
a
co
r
r
esp
o
n
d
in
g
in
ter
p
r
etatio
n
o
f
“
m
o
d
e
r
ately
en
g
ag
e
d
,
”
i
n
d
icate
s
th
at
s
tu
d
en
ts
g
en
er
ally
f
in
d
th
e
lear
n
i
n
g
atm
o
s
p
h
er
e
a
n
d
teac
h
in
g
m
eth
o
d
s
in
th
e
PATH
-
Fit
p
r
o
g
r
am
s
o
m
ewh
at
co
n
d
u
civ
e
to
th
eir
en
g
ag
e
m
en
t.
T
h
is
im
p
lies
th
at
th
e
cu
r
r
en
t
teac
h
i
n
g
m
eth
o
d
s
,
r
es
o
u
r
ce
s
,
an
d
lear
n
in
g
co
n
d
itio
n
s
ar
e
ad
eq
u
ate
b
u
t
m
ay
n
ee
d
t
o
b
e
m
o
r
e
d
y
n
am
ic
an
d
in
ter
ac
tiv
e
to
f
u
lly
ca
p
t
u
r
e
s
tu
d
en
ts
'
atten
tio
n
an
d
in
ter
est.
B
o
o
s
tin
g
s
tu
d
en
t
en
g
ag
e
m
en
t
in
th
e
teac
h
in
g
an
d
lear
n
in
g
e
n
v
ir
o
n
m
en
t
i
s
ess
en
tial
f
o
r
cr
ea
tin
g
an
ac
tiv
e,
in
clu
s
iv
e,
an
d
m
o
t
iv
atin
g
class
r
o
o
m
.
E
n
g
ag
em
e
n
t
ca
n
b
e
en
h
an
c
ed
b
y
e
m
p
lo
y
i
n
g
i
n
te
r
ac
tiv
e
teac
h
in
g
m
et
h
o
d
s
,
s
u
ch
a
s
g
r
o
u
p
ac
tiv
ities
,
d
is
cu
s
s
io
n
s
,
an
d
h
an
d
s
-
o
n
l
ea
r
n
in
g
,
th
at
ca
ter
to
d
if
f
er
en
t
lear
n
in
g
s
ty
les
[
34
]
.
Pr
o
v
id
in
g
r
ea
l
-
wo
r
ld
co
n
n
ec
tio
n
s
t
o
th
e
s
u
b
ject
m
ak
es
lear
n
in
g
m
o
r
e
r
ele
v
a
n
t
an
d
m
ea
n
in
g
f
u
l
f
o
r
s
tu
d
e
n
ts
[
35
]
.
C
r
ea
tin
g
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
wh
er
e
s
tu
d
en
ts
f
ee
l
h
ea
r
d
,
v
alu
ed
,
an
d
en
co
u
r
ag
ed
to
e
x
p
r
ess
th
eir
id
ea
s
f
o
s
ter
s
a
s
en
s
e
o
f
b
elo
n
g
in
g
.
R
eg
u
lar
f
ee
d
b
ac
k
,
r
ec
o
g
n
itio
n
o
f
ef
f
o
r
t,
an
d
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
t
in
p
u
t
f
u
r
th
e
r
m
o
tiv
ate
s
tu
d
en
ts
to
p
ar
ticip
at
e
ac
tiv
ely
,
lead
in
g
to
a
m
o
r
e
d
y
n
am
ic
,
an
d
p
r
ac
tical
lear
n
in
g
ex
p
er
ien
ce
[
36
]
.
3.46
3.38
3.48
3.41
3.39
3.48
1
1.5
2
2.5
3
3.5
4
Le
v
e
l
o
f
Eng
ag
e
m
e
nt
A
r
e
as
o
f
E
ng
ag
e
m
e
nt
Ov
e
ra
ll S
at
i
s
f
a
c
tio
n
As
s
e
s
s
m
e
n
t
an
d
Fe
e
d
b
ack
T
e
ach
in
g a
n
d
Le
ar
n
in
g E
n
v
iron
m
e
n
t
Pe
rce
iv
e
d
Be
n
e
f
its
In
tere
s
t
an
d
M
o
t
i
v
at
ion
Att
e
n
d
an
ce
an
d
P
ar
ticip
at
ion
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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v
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&
R
es E
d
u
c
,
Vo
l
.
1
4
,
No
.
4
,
Au
g
u
s
t 2
0
2
5
:
3
2
4
9
-
3
2
5
9
3254
4
.
5
.
P
er
ce
i
v
ed
benef
i
ts
C
o
n
ce
r
n
in
g
p
e
r
ce
iv
ed
b
e
n
ef
i
ts
,
th
e
m
ea
n
s
co
r
e
o
f
3
.
4
8
,
with
a
co
r
r
esp
o
n
d
in
g
in
ter
p
r
etatio
n
o
f
“
m
o
d
er
ately
en
g
ag
ed
,
”
i
n
d
ica
tes
th
at
s
tu
d
en
ts
r
ec
o
g
n
ize
s
o
m
e
v
alu
e
an
d
ad
v
an
tag
es
o
f
p
ar
ticip
atin
g
in
th
e
PATH
-
Fit
p
r
o
g
r
am
.
T
h
is
im
p
lies
th
at
s
tu
d
en
ts
s
ee
s
o
m
e
p
o
s
itiv
e
asp
ec
ts
o
f
th
e
p
r
o
g
r
am
,
b
u
t
th
ey
m
ay
n
o
t
f
u
lly
ap
p
r
ec
iate
o
r
e
x
p
er
ien
ce
th
e
ex
ten
t
o
f
its
b
en
ef
its
.
T
h
is
co
u
ld
b
e
d
u
e
to
a
lack
o
f
cl
ea
r
co
m
m
u
n
icatio
n
ab
o
u
t
th
e
p
r
o
g
r
am
'
s
g
o
als,
in
s
u
f
f
icien
t
em
p
h
asis
o
n
t
h
e
lo
n
g
-
ter
m
b
en
ef
its
o
f
p
h
y
s
ical
ac
tiv
ity
,
o
r
a
g
ap
b
etwe
en
s
tu
d
en
ts
'
ex
p
ec
tatio
n
s
an
d
th
eir
ac
tu
al
e
x
p
er
ien
ce
s
.
Stu
d
en
ts
n
ee
d
to
a
p
p
r
ec
iate
th
e
b
en
ef
its
o
f
PE
f
o
r
th
eir
life
lo
n
g
f
itn
ess
b
ec
au
s
e
it
eq
u
ip
s
th
em
with
th
e
k
n
o
wled
g
e,
s
k
ills
,
an
d
h
a
b
its
n
ec
ess
ar
y
f
o
r
m
ain
tain
in
g
a
h
ea
lth
y
life
s
ty
le
[
37
]
.
PE
t
ea
ch
es
s
tu
d
en
ts
th
e
im
p
o
r
tan
ce
o
f
r
eg
u
lar
p
h
y
s
ic
al
ac
tiv
ity
,
wh
ich
h
elp
s
p
r
ev
e
n
t
ch
r
o
n
ic
d
is
ea
s
es,
m
an
ag
e
s
tr
ess
,
an
d
im
p
r
o
v
e
m
en
tal
h
ea
lth
;
b
y
u
n
d
er
s
tan
d
in
g
h
o
w
p
h
y
s
ical
f
itn
ess
im
p
ac
ts
o
v
er
all
well
-
b
ein
g
,
s
tu
d
en
ts
ar
e
lik
elier
to
ad
o
p
t
h
ea
lth
y
b
e
h
av
io
r
s
b
e
y
o
n
d
th
e
class
r
o
o
m
[
38
]
.
PE
f
o
s
ter
s
a
p
o
s
itiv
e
at
titu
d
e
to
war
d
ex
er
cise,
en
co
u
r
a
g
in
g
s
tu
d
en
ts
to
s
tay
ac
tiv
e
th
r
o
u
g
h
o
u
t
th
eir
liv
es,
wh
ich
is
cr
u
cial
f
o
r
ac
h
iev
in
g
lo
n
g
-
ter
m
p
h
y
s
ical
an
d
m
en
tal
h
ea
lth
[
39
]
.
4
.
6
.
I
nte
re
s
t
a
nd
m
o
t
iv
a
t
i
o
n
C
o
n
ce
r
n
in
g
in
ter
est
a
n
d
m
o
ti
v
atio
n
,
th
e
m
ea
n
s
co
r
e
o
f
3
.
3
8
,
with
a
c
o
r
r
esp
o
n
d
in
g
in
ter
p
r
etatio
n
o
f
“
m
o
d
er
ately
en
g
a
g
ed
,
”
s
u
g
g
es
ts
th
at
s
tu
d
en
ts
d
is
p
lay
a
r
ea
s
o
n
ab
le
lev
el
o
f
in
ter
est
in
t
h
e
P
AT
H
-
Fit
p
r
o
g
r
am
.
T
h
is
im
p
lies
th
at
wh
ile
s
tu
d
en
ts
ar
e
s
o
m
ewh
at
in
ter
ested
i
n
t
h
e
ac
t
iv
ities
an
d
g
o
als
o
f
th
e
PATH
-
Fit
p
r
o
g
r
am
,
th
ey
m
ay
b
e
s
o
m
ewh
at
en
th
u
s
iast
ic
an
d
co
m
m
itted
.
T
h
is
co
u
ld
b
e
d
u
e
to
a
lac
k
o
f
v
ar
ie
ty
in
th
e
p
r
o
g
r
am
’
s
ac
tiv
ities
,
in
s
u
f
f
icien
t
alig
n
m
en
t
with
p
er
s
o
n
al
f
itn
ess
g
o
als,
o
r
ex
ter
n
al
d
is
tr
ac
tio
n
s
lik
e
ac
ad
em
ic
p
r
ess
u
r
es.
I
n
th
e
co
n
tex
t
o
f
Fil
ip
in
o
s
tu
d
en
ts
,
b
alan
cin
g
th
e
d
em
a
n
d
s
o
f
ac
ad
em
ic
w
o
r
k
lo
a
d
s
,
f
am
ily
r
esp
o
n
s
ib
ilit
ies,
an
d
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
m
ay
also
p
lay
a
r
o
le
in
d
im
i
n
is
h
in
g
th
eir
m
o
tiv
atio
n
to
e
n
g
ag
e
in
p
h
y
s
ical
f
itn
ess
co
u
r
s
es f
u
lly
.
E
n
h
an
cin
g
s
tu
d
en
ts
'
m
o
tiv
ati
o
n
an
d
in
ter
est
in
PE
is
ess
e
n
tial
b
ec
au
s
e
it
d
ir
ec
tly
in
f
lu
en
ce
s
th
eir
p
ar
ticip
atio
n
,
p
e
r
f
o
r
m
an
ce
,
an
d
o
v
er
all
h
ea
lth
[
40
]
.
W
h
en
m
o
tiv
ated
an
d
i
n
ter
ested
,
s
tu
d
en
ts
ar
e
lik
elier
to
en
g
ag
e
ac
tiv
ely
,
p
u
t
in
ef
f
o
r
t,
an
d
d
ev
elo
p
a
p
o
s
itiv
e
attitu
d
e
to
war
d
p
h
y
s
ical
ac
tiv
ity
.
T
h
is
im
p
r
o
v
es
th
eir
p
h
y
s
ical
s
k
ills
an
d
f
o
s
ter
s
te
am
wo
r
k
,
d
is
cip
lin
e,
a
n
d
r
esil
ien
ce
[
41
]
.
I
n
cr
ea
s
ed
m
o
tiv
at
io
n
h
el
p
s
s
tu
d
en
ts
o
v
er
co
m
e
c
h
allen
g
es,
s
u
s
tain
p
ar
ticip
atio
n
,
an
d
em
b
r
ac
e
f
itn
ess
as
a
life
lo
n
g
h
ab
it.
A
m
o
tiv
ated
an
d
en
g
a
g
e
d
s
tu
d
en
t
is
m
o
r
e
lik
ely
to
r
ec
o
g
n
ize
th
e
v
alu
e
o
f
PE,
lead
in
g
to
b
etter
p
h
y
s
ical
an
d
m
en
t
al
h
ea
lth
o
u
tco
m
es
th
r
o
u
g
h
o
u
t t
h
eir
liv
es
[
42
]
.
4
.
7
.
At
t
enda
nce
a
nd
pa
rt
icip
a
t
io
n
I
n
th
e
atte
n
d
an
ce
an
d
p
ar
ti
cip
atio
n
s
ec
tio
n
,
t
h
e
m
ea
n
s
co
r
e
o
f
3
.
4
6
,
with
a
co
r
r
esp
o
n
d
in
g
in
ter
p
r
etatio
n
o
f
“
m
o
d
er
ately
en
g
ag
ed
,
”
in
d
icate
s
th
at
s
tu
d
en
ts
g
en
er
ally
atten
d
an
d
p
ar
ti
cip
ate
s
atis
f
ac
to
r
ily
in
th
e
PATH
-
Fit
p
r
o
g
r
am
,
b
u
t
th
eir
en
g
ag
em
e
n
t
is
n
o
t
ex
ce
p
tio
n
ally
h
ig
h
.
T
h
is
im
p
lies
th
at
wh
ile
th
e
lev
el
o
f
atten
d
an
ce
is
r
elativ
ely
r
ea
s
o
n
ab
le
an
d
s
tu
d
en
ts
ar
e
p
ar
ticip
atin
g
in
th
e
p
r
o
g
r
am
,
th
eir
o
v
er
all
en
g
ag
e
m
en
t
m
ay
n
o
t
b
e
as
s
o
lid
o
r
e
n
th
u
s
iast
ic
as
it
co
u
ld
b
e.
B
o
o
s
tin
g
s
tu
d
en
ts
'
atten
d
an
ce
an
d
p
a
r
ticip
atio
n
in
PE
is
cr
u
cial
b
ec
au
s
e
it
en
s
u
r
es
th
e
y
g
ain
th
e
f
u
ll
b
en
ef
its
o
f
p
h
y
s
ical
ac
tiv
ity
,
in
clu
d
in
g
im
p
r
o
v
ed
f
itn
ess
,
m
en
tal
h
ea
lth
,
an
d
s
o
cial
s
k
ills
[
43
]
.
R
eg
u
lar
atten
d
an
ce
an
d
ac
tiv
e
p
ar
ticip
atio
n
h
elp
s
tu
d
e
n
ts
d
ev
elo
p
m
o
t
o
r
s
k
ills
,
u
n
d
er
s
tan
d
th
e
v
al
u
e
o
f
team
wo
r
k
,
a
n
d
b
u
ild
h
ea
lth
y
h
a
b
its
th
at
ca
n
last
a
life
tim
e.
C
o
n
s
i
s
ten
t
in
v
o
lv
em
en
t
in
PE
en
h
an
ce
s
s
tu
d
en
ts
'
s
elf
-
d
i
s
cip
lin
e,
b
o
o
s
ts
co
n
f
id
en
ce
,
a
n
d
r
ed
u
ce
s
th
e
r
is
k
o
f
life
s
ty
le
-
r
elate
d
d
is
ea
s
es
[
44
]
.
B
y
en
c
o
u
r
ag
i
n
g
atten
d
a
n
ce
an
d
p
ar
ticip
atio
n
,
ed
u
ca
t
o
r
s
cr
ea
te
a
p
o
s
itiv
e
en
v
ir
o
n
m
en
t
th
at
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
p
h
y
s
ical
we
ll
-
b
ein
g
,
lead
in
g
to
m
o
r
e
e
n
g
a
g
ed
,
h
ea
lth
ier
,
an
d
well
-
r
o
u
n
d
ed
s
tu
d
en
ts
[
45
]
.
4
.
8
.
I
nte
rr
ela
t
io
ns
hip
o
f
s
t
ud
ent
s
’
eng
a
g
em
ent
lev
els in t
he
P
hil
ip
pin
e
P
A
T
H
-
F
it
pro
g
ra
m
T
ab
le
1
p
r
esen
ts
th
e
in
ter
r
elati
o
n
s
h
ip
o
f
th
e
lev
els
o
f
en
g
ag
e
m
en
t
in
PATH
-
Fit
o
f
s
tu
d
e
n
ts
.
B
ased
o
n
th
e
d
ata,
th
e
in
ter
est
an
d
m
o
tiv
atio
n
v
a
r
iab
le
d
is
p
lay
e
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
a
cr
o
s
s
all
ar
ea
s
o
f
en
g
ag
em
e
n
t,
with
c
o
r
r
elatio
n
co
ef
f
icien
ts
as:
atten
d
a
n
ce
an
d
p
a
r
ticip
atio
n
(
0
.
7
4
2
*
*
)
,
p
er
ce
iv
ed
b
en
e
f
its
(
0
.
8
1
7
*
*
)
,
teac
h
in
g
a
n
d
lea
r
n
in
g
en
v
ir
o
n
m
en
t
(
0
.
7
5
3
*
*
)
,
ass
es
s
m
en
t
an
d
f
ee
d
b
ac
k
(
0
.
7
8
6
*
*
)
,
an
d
o
v
er
all
s
atis
f
ac
tio
n
(
0
.
7
6
0
*
*
)
.
Similar
ly
,
p
er
ce
iv
ed
b
en
ef
its
also
s
h
o
wed
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
with
all
o
th
er
ar
ea
s
o
f
en
g
ag
em
e
n
t:
atten
d
a
n
ce
a
n
d
p
ar
ticip
atio
n
(
0
.
7
4
1
*
*
)
,
i
n
ter
est
an
d
m
o
tiv
atio
n
(
0
.
8
1
7
*
*
)
,
teac
h
in
g
a
n
d
lear
n
in
g
en
v
ir
o
n
m
en
t (
0
.
7
5
3
*
*
)
,
ass
es
s
m
en
t a
n
d
f
ee
d
b
a
ck
(
0
.
7
8
6
*
*
)
,
an
d
o
v
er
all
s
atis
f
ac
tio
n
(
0
.
7
6
0
*
*
)
.
Fo
r
th
e
teac
h
in
g
an
d
lear
n
in
g
en
v
ir
o
n
m
en
t,
s
ig
n
if
ican
t
r
e
latio
n
s
h
ip
s
wer
e
o
b
s
er
v
ed
in
all
ar
ea
s
:
atten
d
an
ce
an
d
p
ar
ticip
atio
n
(
0
.
6
4
4
*
*
)
,
in
ter
est
an
d
m
o
ti
v
atio
n
(
0
.
7
5
3
*
*
)
,
p
er
ce
iv
ed
b
en
ef
its
(
0
.
7
8
7
*
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ll
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ct
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t
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al
ly
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n
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l
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e
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t
i
a
l
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r
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ad
d
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ess
in
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o
n
e
ar
ea
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s
u
ch
as
im
p
r
o
v
in
g
t
h
e
teac
h
in
g
an
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lear
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en
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ir
o
n
m
e
n
t,
c
an
h
av
e
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r
ip
p
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ef
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ec
t
o
n
o
t
h
er
asp
ec
ts
o
f
en
g
ag
em
e
n
t,
s
u
ch
as
in
cr
e
asin
g
p
er
ce
iv
e
d
b
e
n
ef
its
an
d
o
v
er
all
s
atis
f
ac
tio
n
.
T
h
is
in
ter
co
n
n
ec
ted
n
ess
h
ig
h
lig
h
ts
th
e
im
p
o
r
ta
n
ce
o
f
a
h
o
lis
tic
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a
m
d
ev
el
o
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m
en
t
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d
ev
al
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atio
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ap
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B
y
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im
u
ltan
eo
u
s
ly
en
h
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cin
g
m
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ltip
le
asp
ec
ts
o
f
s
tu
d
en
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en
g
ag
em
e
n
t,
th
e
PATH
-
Fit
p
r
o
g
r
am
ca
n
f
o
s
ter
a
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
an
d
p
r
ac
tical
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
,
u
ltima
tely
lead
in
g
to
g
r
ea
te
r
o
v
er
all
s
u
cc
ess
an
d
s
atis
f
ac
tio
n
am
o
n
g
s
tu
d
en
ts
.
Fu
r
th
er
m
o
r
e
,
ea
ch
ar
ea
in
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lu
e
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ce
s
th
e
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th
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s
y
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er
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ec
t
th
at
en
h
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ce
s
th
e
o
v
er
all
s
tu
d
en
t
ex
p
er
ien
ce
.
Fo
r
e
x
a
m
p
le,
a
p
o
s
itiv
e
teac
h
in
g
an
d
lear
n
in
g
en
v
ir
o
n
m
en
t
ca
n
b
o
o
s
t
in
ter
est
an
d
m
o
tiv
atio
n
,
lead
in
g
to
b
etter
atten
d
an
ce
an
d
ac
tiv
e
p
ar
ti
cip
atio
n
[
46
]
.
I
n
tu
r
n
,
co
n
s
i
s
ten
t
p
ar
ticip
atio
n
en
h
an
ce
s
p
er
ce
iv
e
d
b
e
n
ef
its
,
r
ein
f
o
r
cin
g
th
e
v
alu
e
o
f
PE,
w
h
ich
in
cr
ea
s
es
o
v
er
all
s
atis
f
ac
tio
n
[
47
]
.
Pra
ctica
l
ass
es
s
m
en
t
an
d
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
ca
n
f
u
r
th
er
elev
ate
m
o
tiv
atio
n
,
d
r
iv
in
g
s
tu
d
en
ts
to
en
g
ag
e
m
o
r
e
d
ee
p
l
y
[
48
]
.
T
h
is
in
ter
co
n
n
ec
ted
n
ess
cr
ea
tes
a
r
ip
p
le
ef
f
ec
t
—
im
p
r
o
v
in
g
o
n
e
ar
ea
o
f
ten
lead
s
to
p
o
s
itiv
e
ch
an
g
es
in
o
th
er
s
,
u
ltima
tely
f
o
s
ter
in
g
a
cy
cle
o
f
in
cr
ea
s
ed
en
g
a
g
em
en
t,
b
etter
lear
n
in
g
o
u
tc
o
m
es,
an
d
g
r
ea
ter
s
atis
f
ac
tio
n
in
PE
[
49
]
.
Gen
er
ally
,
th
e
f
in
d
i
n
g
s
o
f
t
h
is
s
tu
d
y
,
wh
ich
r
ev
ea
le
d
t
h
at
s
tu
d
en
ts
in
t
h
e
PATH
-
Fit
p
r
o
g
r
am
ex
h
ib
ited
m
o
d
er
ate
le
v
els
o
f
en
g
a
g
em
en
t
ac
r
o
s
s
v
ar
io
u
s
d
im
en
s
io
n
s
s
u
ch
as
in
ter
e
s
t
an
d
m
o
tiv
atio
n
,
p
er
ce
iv
ed
b
en
ef
its
,
teac
h
in
g
an
d
lear
n
i
n
g
en
v
ir
o
n
m
en
t,
as
s
ess
m
en
t
an
d
f
ee
d
b
ac
k
,
an
d
o
v
er
all
s
atis
f
ac
tio
n
,
alig
n
with
s
ev
er
al
p
r
io
r
s
tu
d
ie
s
o
n
PE
in
h
ig
h
er
ed
u
ca
tio
n
.
Fo
r
ex
am
p
le,
th
e
s
tu
d
y
b
y
Sie
r
r
a
-
Díaz
et
a
l.
[
50
]
h
ig
h
lig
h
ted
th
at
s
tu
d
en
t
en
g
a
g
em
en
t
PE
co
u
r
s
es
o
f
ten
f
lu
c
tu
ates
d
u
e
to
f
ac
to
r
s
s
u
ch
as
t
ea
ch
in
g
ap
p
r
o
ac
h
es
an
d
av
ailab
le
f
ac
ilit
ies,
wh
ic
h
co
r
r
esp
o
n
d
s
with
th
e
m
o
d
er
ate
en
g
ag
em
e
n
t
lev
els
r
ep
o
r
ted
in
th
is
s
tu
d
y
.
Similar
ly
,
Fo
n
g
et
a
l.
[
51
]
f
o
u
n
d
t
h
at
p
e
r
ce
iv
ed
b
en
e
f
its
an
d
teac
h
i
n
g
p
r
ac
tices
s
ig
n
if
ic
an
tly
im
p
ac
t
s
tu
d
en
t
p
ar
ticip
atio
n
an
d
m
o
tiv
atio
n
,
r
ein
f
o
r
cin
g
th
is
s
tu
d
y
’
s
f
in
d
in
g
s
th
at
th
e
teac
h
in
g
an
d
le
ar
n
in
g
en
v
ir
o
n
m
en
t
p
lay
s
a
cr
u
cial
r
o
le
i
n
en
h
an
ci
n
g
s
tu
d
en
t e
n
g
ag
em
e
n
t.
Mo
r
eo
v
er
,
th
e
s
tr
o
n
g
in
ter
r
el
atio
n
s
h
ip
o
b
s
er
v
ed
b
etwe
en
t
h
e
en
g
a
g
em
en
t
v
ar
iab
les
in
th
is
s
tu
d
y
is
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
Halif
et
a
l.
[
52
]
wh
o
id
e
n
tif
ied
th
at
wh
e
n
o
n
e
asp
ec
t
o
f
s
tu
d
en
t
e
n
g
ag
e
m
en
t,
su
ch
as
m
o
tiv
atio
n
,
im
p
r
o
v
e
s
,
o
th
er
a
r
ea
s
lik
e
p
ar
ticip
at
io
n
an
d
s
atis
f
ac
tio
n
ten
d
to
f
o
llo
w
s
u
it.
T
h
is
in
ter
co
n
n
ec
ted
n
ess
s
u
g
g
ests
th
at
im
p
r
o
v
in
g
o
n
e
ar
ea
,
s
u
ch
as
ass
es
s
m
en
t
an
d
f
ee
d
b
ac
k
,
ca
n
h
a
v
e
a
p
o
s
itiv
e
r
ip
p
le
ef
f
ec
t
ac
r
o
s
s
o
th
er
asp
e
cts
o
f
en
g
ag
em
en
t
.
Similar
ly
,
Mitch
ell
an
d
W
alto
n
-
Fis
ette
[
53
]
em
p
h
asized
th
e
n
ee
d
f
o
r
in
te
g
r
ated
an
d
f
lex
ib
l
e
cu
r
r
icu
la
th
at
r
esp
o
n
d
to
s
tu
d
en
t
n
ee
d
s
,
wh
ich
f
u
r
th
e
r
s
u
p
p
o
r
ts
th
e
n
o
tio
n
th
at
en
h
an
cin
g
teac
h
in
g
s
tr
ateg
ies
an
d
f
ee
d
b
ac
k
p
r
o
ce
s
s
es
ca
n
ele
v
ate
o
v
er
all
s
tu
d
e
n
t
en
g
ag
em
en
t
in
PE
.
T
h
u
s
,
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
n
o
t
o
n
ly
c
o
r
r
o
b
o
r
ate
e
x
is
tin
g
r
esear
ch
b
u
t
also
em
p
h
asize
th
e
n
ee
d
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
t
o
f
o
s
ter
in
g
en
g
ag
e
m
en
t in
ter
tiar
y
PE
p
r
o
g
r
a
m
s
.
I
n
ad
d
itio
n
,
b
y
ass
ess
in
g
s
tu
d
en
t
en
g
ag
em
en
t
lev
els
in
th
e
PATH
-
Fit
p
r
o
g
r
am
an
d
h
ig
h
li
g
h
tin
g
th
e
in
ter
co
n
n
ec
ted
n
ess
o
f
v
ar
io
u
s
en
g
ag
em
en
t
d
im
e
n
s
io
n
s
,
it
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
ts
f
o
r
cu
r
r
icu
lu
m
d
ev
elo
p
er
s
,
ed
u
ca
to
r
s
,
an
d
p
o
l
icy
m
ak
er
s
.
T
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3257
DATA AV
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[
1
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E.
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2
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G
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M
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X
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[
9
]
J.
J
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,
B
.
Ju
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,
a
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d
J
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A
.
Li
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[
10
]
J.
N
.
C
a
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i
a
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a
,
“
T
h
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p
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:
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[
11
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B
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[
12
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R
.
O
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,
R
.
S
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[
13
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R
.
S
.
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[
40
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41
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[
42
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[
45
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46
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[
47
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[
49
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[
50
]
M
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[
51
]
C
.
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B
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