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t
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ic
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rsity
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g
a
n
d
a
.
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e
o
b
jec
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e
s
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re
:
i)
to
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re
a
te
i
n
tera
c
ti
v
e
m
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lt
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d
ia
c
o
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rse
wa
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(IM
C)
to
e
n
h
a
n
c
e
stu
d
e
n
ts’
q
u
a
n
ti
t
a
ti
v
e
d
a
t
a
a
n
a
ly
sis
sk
il
ls
;
ii
)
to
e
v
a
l
u
a
te
th
e
su
it
a
b
il
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o
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IM
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’
s
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o
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te
n
t,
i
n
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e
ra
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ti
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se
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d
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n
d
ii
i
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n
ts’
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e
rc
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iv
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b
e
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e
fit
s
o
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sin
g
th
e
IM
C
t
o
lea
rn
q
u
a
n
t
it
a
ti
v
e
d
a
ta
a
n
a
ly
sis.
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d
e
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rip
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v
e
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y
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lv
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n
g
1
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ti
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n
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e
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o
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se
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8
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n
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re
li
a
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8
7
8
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.
T
h
e
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M
C
d
e
v
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lo
p
m
e
n
t
f
o
ll
o
we
d
th
e
a
n
a
ly
sis,
d
e
sig
n
,
d
e
v
e
lo
p
m
e
n
t,
i
m
p
lem
e
n
tatio
n
,
a
n
d
e
v
a
lu
a
ti
o
n
(
AD
DIE
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m
o
d
e
l
a
n
d
G
a
g
n
e
’
s
lea
rn
in
g
e
v
e
n
ts.
Re
su
lt
s
in
d
ica
ted
th
a
t
th
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I
M
C
c
o
n
ten
t
(
m
e
a
n
=
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.
9
0
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S
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.
9
4
),
in
tera
c
ti
v
it
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(
m
e
a
n
=
4
.
1
0
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S
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.
7
9
),
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se
r
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terfa
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e
(
m
e
a
n
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4
.
0
4
,
S
D=
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.
8
2
),
a
n
d
sc
re
e
n
d
e
sig
n
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m
e
a
n
=
4
.
0
5
,
S
D=
0
.
8
7
)
we
re
h
ig
h
ly
a
p
p
ro
p
riate
.
S
t
u
d
e
n
ts
p
e
rc
e
iv
e
d
IM
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a
s
e
ffe
c
ti
v
e
in
e
n
h
a
n
c
in
g
th
e
ir
d
a
ta
a
n
a
ly
sis
s
k
il
ls
(
mean
=
3
.
8
6
,
S
D=
0
.
9
2
).
T
h
e
fi
n
d
i
n
g
s
su
g
g
e
st
th
a
t
IM
C
c
a
n
sig
n
ifi
c
a
n
tl
y
imp
r
o
v
e
stu
d
e
n
t
s
’
q
u
a
n
ti
tati
v
e
a
n
a
ly
sis
a
b
il
it
ies
.
Ho
we
v
e
r,
re
c
o
m
m
e
n
d
in
g
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r
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r
stu
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ies
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th
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c
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o
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M
C
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n
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d
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n
ts
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a
n
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ti
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e
d
a
ta
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n
a
ly
sis
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il
ls
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o
m
p
re
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siv
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n
a
m
u
lt
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ip
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r
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n
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to
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ll
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lu
t
io
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lea
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in
g
.
K
ey
w
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s
:
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C
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Un
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s
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Neg
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Ham
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a
Stre
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ar
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14
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4
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Au
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20
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[
2
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an
d
clas
s
if
ier
s
[
4
]
,
[
5
]
.
Ho
wev
er
,
th
ese
tech
n
iq
u
es
r
eq
u
ir
e
s
u
f
f
ic
ien
t
k
n
o
wled
g
e,
an
al
y
tical
s
k
ills
,
an
d
ju
d
g
m
en
t,
wh
ich
m
a
n
y
s
tu
d
en
ts
lack
[
6
]
.
T
h
e
lack
o
f
s
tu
d
en
t k
n
o
wled
g
e
r
esu
lts
f
r
o
m
th
e
tr
a
d
itio
n
al
t
ea
ch
in
g
m
eth
o
d
s
th
at
o
f
te
n
f
al
l sh
o
r
t in
ef
f
ec
tiv
ely
co
n
v
ey
i
n
g
th
ese
co
n
ce
p
ts
,
lead
in
g
to
s
tu
d
en
t
f
r
u
s
tr
atio
n
d
u
r
in
g
r
esear
ch
d
ata
an
aly
s
is
an
d
p
o
o
r
p
er
f
o
r
m
a
n
ce
.
T
h
is
is
r
ef
lecte
d
in
th
e
co
n
ti
n
u
o
u
s
h
ig
h
p
lag
iar
is
m
in
d
e
x
o
b
s
er
v
ed
i
n
th
e
d
ata
an
aly
s
is
s
ec
tio
n
o
f
r
esear
ch
p
r
o
jects
o
f
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
en
ts
at
th
e
I
s
lam
ic
Un
i
v
er
s
ity
in
Ug
a
n
d
a
(
I
UI
U)
,
in
f
o
r
m
a
lly
r
ep
o
r
ted
b
y
th
e
Dir
ec
to
r
ate
o
f
R
esear
ch
Pu
b
licatio
n
an
d
I
n
n
o
v
atio
n
(
R
PI)
at
th
e
I
UI
U
.
T
h
is
r
ed
lin
e
d
em
o
n
s
tr
ates
d
ata
f
ab
r
icatio
n
r
ef
e
r
r
ed
to
as
“c
o
o
k
in
g
d
ata”
am
o
n
g
th
e
s
tu
d
en
ts
.
Nev
er
th
eless
,
th
e
p
o
ten
tial
o
f
m
u
ltime
d
ia
-
b
ased
co
u
r
s
ewa
r
e
to
b
r
id
g
e
th
is
g
a
p
o
f
f
er
s
a
p
r
o
m
is
in
g
a
v
en
u
e
f
o
r
ed
u
ca
tio
n
al
in
n
o
v
atio
n
.
I
n
th
e
co
n
tex
t
o
f
th
is
s
tu
d
y
,
f
o
cu
s
es
o
n
d
ev
elo
p
in
g
an
d
ev
alu
atin
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
in
ter
ac
tiv
e
m
u
ltime
d
ia
co
u
r
s
ewa
r
e
(
I
MC)
to
im
p
r
o
v
e
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
at
I
UI
U’
s
p
r
o
f
icie
n
cy
in
q
u
an
titativ
e
d
ata
a
n
aly
s
is
.
T
ec
h
n
o
lo
g
ical
s
u
p
p
o
r
t
in
th
e
d
ev
elo
p
m
en
t
o
f
in
n
o
v
ativ
e
lear
n
in
g
m
et
h
o
d
s
s
u
ch
a
s
f
lip
p
ed
class
r
o
o
m
s
,
b
len
d
ed
an
d
p
er
s
o
n
alize
d
lear
n
i
n
g
,
a
n
d
I
MC
r
eso
u
r
ce
s
,
h
av
e
b
ee
n
a
d
d
r
ess
in
g
v
a
r
io
u
s
lear
n
in
g
n
ee
d
s
[
7
]
,
[
8
]
.
Pre
v
i
o
u
s
r
esear
ch
h
as
h
ig
h
lig
h
te
d
th
e
b
en
e
f
its
o
f
m
u
ltime
d
ia
lear
n
in
g
,
p
ar
t
icu
lar
ly
in
s
u
b
jects
th
at
r
eq
u
ir
e
ab
s
tr
ac
t
th
in
k
in
g
an
d
th
e
ap
p
licatio
n
o
f
th
eo
r
etica
l
co
n
ce
p
ts
to
p
r
ac
tical
p
r
o
b
lem
s
.
E
d
u
ca
tio
n
al
co
u
r
s
ewa
r
e,
d
e
v
elo
p
ed
as
lear
n
in
g
en
v
ir
o
n
m
en
ts
to
s
u
p
p
o
r
t
s
tu
d
en
ts
’
m
aster
y
o
f
s
p
ec
if
ic
s
u
b
jects,
h
as
s
h
o
wn
p
o
s
itiv
e
r
esu
lts
in
s
u
p
p
o
r
tin
g
teac
h
in
g
an
d
lear
n
in
g
.
Fo
r
in
s
tan
ce
,
th
e
in
ter
ac
tiv
e
lear
n
i
n
g
m
o
d
u
le
(
I
L
M)
en
h
an
ce
d
s
tu
d
en
t
ac
h
iev
em
e
n
t
[
9
]
.
I
n
teg
r
ated
i
n
ter
ac
tiv
e
m
u
ltime
d
ia
cu
r
r
icu
la
a
n
d
th
e
I
MO
NE
C
p
r
o
g
r
am
wer
e
d
ev
elo
p
ed
to
s
tr
en
g
th
e
n
lear
n
er
s
’
p
er
s
o
n
alities
,
p
r
o
v
in
g
f
ea
s
ib
le
a
n
d
e
f
f
ec
tiv
e
[
1
0
]
.
A
d
d
itio
n
ally
,
co
u
r
s
ewa
r
e
d
esig
n
ed
f
o
r
tea
ch
in
g
p
r
o
b
lem
-
s
o
l
v
in
g
an
d
o
th
er
h
ig
h
e
r
-
o
r
d
er
th
i
n
k
in
g
s
k
ills
h
as
f
ac
ilit
ated
lear
n
in
g
[
1
1
]
,
r
ec
o
m
m
en
d
in
g
co
u
r
s
ewa
r
e
ap
p
r
o
ac
h
es
as
a
b
etter
way
to
s
u
p
p
o
r
t
d
iv
er
s
e
lear
n
in
g
co
n
tex
ts
[
1
2
]
.
Ho
wev
er
,
th
e
r
e
is
lim
ited
liter
atu
r
e
th
at
s
p
ec
if
ically
ad
d
r
ess
es
th
e
d
esig
n
an
d
im
p
ac
t
o
f
m
u
ltime
d
ia
-
b
ased
co
u
r
s
ewa
r
e
in
th
e
co
n
te
x
t
o
f
q
u
an
titativ
e
d
ata
an
aly
s
is
,
wh
ich
f
o
c
u
s
es
o
n
th
e
co
n
tex
t
o
f
th
e
I
UI
U
.
T
h
e
e
x
is
tin
g
s
tu
d
ies
ten
d
to
f
o
cu
s
o
n
o
th
er
f
ield
s
lik
e
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
i
n
g
,
an
d
m
ath
em
atics
(
STE
M)
in
ter
n
atio
n
ally
,
d
esig
n
in
g
c
o
u
r
s
ewa
r
e
th
at
is
eith
er
to
o
s
im
p
lis
t
ic
o
r
o
v
er
ly
co
m
p
lex
,
f
ailin
g
to
s
tr
ik
e
a
b
alan
ce
th
at
ca
ter
s
to
d
iv
er
s
e
lear
n
in
g
s
ty
les
an
d
ac
ad
em
ic
lev
els,
l
ea
v
in
g
a
g
ap
in
th
e
s
p
ec
if
ic
ar
ea
o
f
d
ata
an
al
y
s
is
in
th
e
co
n
tex
t
o
f
I
UI
U.
T
h
er
ef
o
r
e
,
th
is
s
tu
d
y
f
o
cu
s
es
o
n
d
e
v
elo
p
in
g
an
d
ev
alu
atin
g
t
h
e
ef
f
ec
ti
v
en
ess
o
f
m
u
ltime
d
ia
-
b
ased
ed
u
ca
tio
n
al
co
u
r
s
ewa
r
e
in
im
p
r
o
v
in
g
s
t
u
d
en
ts
’
p
r
o
f
icien
c
y
in
q
u
a
n
titativ
e
d
ata
a
n
aly
s
is
.
T
h
e
s
tu
d
y
f
o
c
u
s
ed
o
n
th
ese
t
h
r
ee
o
b
jectiv
es
to
a
d
d
r
ess
g
a
p
s
in
th
e
liter
atu
r
e:
i
)
ex
am
in
e
h
o
w
I
MC
ca
n
b
e
ef
f
ec
tiv
ely
d
e
v
elo
p
e
d
to
en
h
an
ce
s
tu
d
e
n
ts
'
q
u
an
titativ
e
d
ata
an
aly
s
is
s
k
ills
;
ii
)
ass
ess
th
e
s
u
itab
ilit
y
o
f
t
h
e
I
MC
r
eg
a
r
d
in
g
;
th
e
in
s
tr
u
ctio
n
al
co
n
ten
t,
i
n
ter
ac
tiv
e
f
ea
tu
r
es,
in
ter
f
ac
e
u
s
ab
ilit
y
,
an
d
ae
s
th
etic
ap
p
ea
l
;
an
d
iii
)
to
p
r
o
f
ile
s
tu
d
en
ts
’
p
er
ce
i
v
ed
b
en
ef
its
o
f
u
s
in
g
th
e
I
MC
to
lear
n
q
u
an
titativ
e
d
ata
an
al
y
s
is
.
T
h
is
s
tu
d
y
is
b
ased
o
n
m
u
ltime
d
ia
lear
n
in
g
th
eo
r
ies,
in
co
r
p
o
r
atin
g
Me
y
er
’
s
co
g
n
itiv
e
th
eo
r
y
,
Gag
n
e’
s
n
in
e
e
v
en
ts
o
f
in
s
tr
u
ctio
n
,
an
d
th
e
a
n
aly
s
is
,
d
esig
n
,
d
ev
el
o
p
m
en
t,
im
p
lem
en
tati
o
n
,
an
d
ev
al
u
atio
n
(
ADDI
E
)
m
o
d
el.
Acc
o
r
d
i
n
g
t
o
Ma
y
er
[
1
3
]
,
co
m
b
i
n
in
g
v
er
b
al
an
d
v
is
u
al
p
r
esen
tatio
n
m
eth
o
d
s
r
esu
lts
in
m
o
r
e
ef
f
ec
tiv
e
lear
n
in
g
t
h
an
u
s
in
g
v
er
b
al
in
f
o
r
m
atio
n
alo
n
e.
Mu
ltime
d
ia
lear
n
in
g
,
ar
is
es
f
r
o
m
th
e
in
teg
r
atio
n
o
f
b
o
th
wo
r
d
s
an
d
v
is
u
als
in
ed
u
ca
tio
n
al
m
ater
ials
,
with
a
f
o
cu
s
o
n
en
h
a
n
cin
g
s
tu
d
e
n
t
en
g
ag
e
m
en
t
an
d
u
n
d
er
s
tan
d
i
n
g
.
Ma
y
e
r
’
s
co
g
n
itiv
e
th
eo
r
y
ass
u
m
p
tio
n
s
in
clu
d
e
d
u
al
p
r
o
ce
s
s
in
g
-
u
s
e
o
f
v
is
u
al/au
d
ito
r
y
ch
an
n
els,
co
g
n
itiv
e
l
o
ad
-
em
p
h
asizin
g
lim
ited
p
r
o
ce
s
s
in
g
c
ap
ac
ity
in
t
h
e
b
r
ain
,
an
d
ac
tiv
e
lear
n
in
g
-
lear
n
i
n
g
wh
ich
r
eq
u
ir
es
ac
tiv
e
co
g
n
itiv
e
en
g
ag
em
en
t,
r
ath
e
r
th
a
n
p
ass
iv
e
in
f
o
r
m
atio
n
a
b
s
o
r
p
ti
o
n
[
1
3
]
,
[
1
4
]
.
T
h
is
allo
ws th
e
co
n
ten
t in
co
u
r
s
ewa
r
e
to
b
e
o
r
g
a
n
ized
with
o
u
t
o
v
er
lo
ad
in
g
t
h
e
wo
r
k
in
g
m
e
m
o
r
y
o
f
th
e
s
tu
d
en
ts
.
T
h
e
ADDI
E
f
r
a
m
ewo
r
k
is
,
a
wid
ely
r
ec
o
g
n
ized
in
s
tr
u
ctio
n
al
d
esig
n
m
o
d
el
th
at
o
u
tlin
es
a
s
y
s
tem
atic
5
-
s
tag
e
p
r
o
ce
s
s
:
i)
An
aly
s
is
:
e
x
am
in
in
g
th
e
i
n
s
tr
u
ctio
n
al
n
ee
d
s
an
d
tar
g
et
au
d
ien
ce
;
ii)
Desig
n
:
d
ev
elo
p
in
g
th
e
in
s
tr
u
ctio
n
al
p
lan
an
d
m
at
er
ials
;
iii)
Dev
elo
p
m
en
t:
c
r
ea
t
in
g
th
e
ac
tu
al
in
s
tr
u
ctio
n
al
co
n
ten
t
an
d
r
eso
u
r
ce
s
;
iv
)
I
m
p
lem
e
n
tatio
n
:
d
eliv
e
r
in
g
an
d
d
ep
lo
y
in
g
t
h
e
in
s
tr
u
cti
o
n
al
p
r
o
g
r
am
;
an
d
v
)
E
v
alu
a
tio
n
:
a
s
s
ess
in
g
th
e
ef
f
ec
tiv
en
ess
an
d
m
ak
in
g
r
ef
i
n
em
en
ts
[
1
5
]
.
T
h
e
m
o
d
el
p
r
o
v
id
es
a
s
tr
u
ctu
r
e
f
o
r
cr
ea
tin
g
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
m
ater
ial,
f
o
cu
s
e
d
o
n
s
tu
d
e
n
t
-
ce
n
ter
ed
lear
n
in
g
[
1
5
]
.
T
h
e
a
p
p
licatio
n
o
f
th
e
m
o
d
el
in
th
is
s
tu
d
y
was
d
is
cu
s
s
ed
in
th
e
s
tu
d
y
p
r
o
ce
s
s
in
th
e
m
eth
o
d
s
ec
tio
n
.
Fu
r
th
er
,
Gag
n
e'
s
in
s
tr
u
ctio
n
al
m
o
d
el
o
u
tlin
es
a
s
eq
u
en
ce
o
f
k
ey
s
tep
s
to
f
ac
ilit
ate
ef
f
ec
tiv
e
lear
n
in
g
[
1
6
]
,
[
1
7
]
.
Gag
n
e'
s
n
in
e
ed
u
ca
tio
n
al
ev
en
ts
in
clu
d
e:
c
ap
tu
r
in
g
atten
tio
n
,
co
m
m
u
n
i
ca
tin
g
lear
n
in
g
o
b
jectiv
es,
ac
t
iv
atin
g
p
r
io
r
k
n
o
wled
g
e,
p
r
es
en
tin
g
n
ew
co
n
te
n
t,
g
u
id
in
g
s
k
ill
ap
p
licatio
n
,
elicitin
g
lear
n
er
p
e
r
f
o
r
m
an
ce
,
p
r
o
v
id
in
g
m
ea
n
in
g
f
u
l
f
ee
d
b
ac
k
,
ass
es
s
in
g
lear
n
er
co
m
p
eten
cies,
a
n
d
e
n
h
an
ci
n
g
r
eten
tio
n
an
d
tr
a
n
s
f
er
:
h
el
p
in
g
lear
n
er
s
ap
p
ly
t
h
eir
k
n
o
w
led
g
e
to
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
[
1
6
]
.
T
h
e
co
n
ten
t
in
th
e
co
u
r
s
ewa
r
e
was
s
u
ita
b
ly
p
r
esen
ted
f
o
llo
win
g
Gag
n
e’
s
n
in
e
ev
en
ts
o
f
in
s
tr
u
ctio
n
.
T
h
is
led
to
th
e
d
e
v
elo
p
m
en
t o
f
ef
f
ec
tiv
e
m
u
ltime
d
ia
co
u
r
s
ewa
r
e
f
o
r
en
h
an
cin
g
s
tu
d
en
t le
ar
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Desig
n
a
n
d
a
s
s
ess
men
t o
f e
ffe
ctive
mu
ltimed
ia
-
b
a
s
ed
co
u
r
s
ewa
r
e
fo
r
s
tu
d
en
t
…
(
A
b
d
u
ln
a
s
s
ir
Ya
s
s
in
)
3105
T
h
u
s
,
th
is
s
tu
d
y
o
f
f
e
r
s
a
n
o
v
el
co
n
tr
ib
u
ti
o
n
to
th
e
f
ield
b
y
d
ev
el
o
p
in
g
a
n
d
r
i
g
o
r
o
u
s
ly
ass
ess
in
g
m
u
ltime
d
ia
-
b
ased
co
u
r
s
ewa
r
e
s
p
ec
if
ically
f
o
r
q
u
an
titativ
e
d
ata
an
aly
s
is
.
T
h
is
r
esear
ch
p
r
o
v
i
d
es
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
d
esig
n
o
f
ef
f
e
ctiv
e
ed
u
ca
tio
n
al
to
o
ls
,
p
o
ten
t
ially
s
ettin
g
a
n
ew
s
tan
d
ar
d
f
o
r
m
u
ltime
d
ia
-
b
ased
in
s
tr
u
ctio
n
in
q
u
an
titativ
e
s
t
atis
tics
.
Fo
r
ed
u
ca
tio
n
al
p
r
ac
tice,
th
is
s
tu
d
y
o
f
f
er
s
an
ap
p
r
o
ac
h
to
en
h
a
n
ce
teac
h
in
g
s
tr
ateg
ies.
E
d
u
ca
to
r
s
co
u
ld
ad
o
p
t
m
o
r
e
in
ter
ac
tiv
e
an
d
en
g
ag
in
g
m
eth
o
d
s
f
o
r
te
ac
h
in
g
cu
r
r
ic
u
lu
m
co
n
ten
t,
s
h
if
tin
g
f
r
o
m
tr
ad
it
io
n
al
lectu
r
e
-
b
ased
ap
p
r
o
ac
h
es
to
m
u
ltime
d
ia
-
r
ich
en
v
ir
o
n
m
en
ts
.
T
h
is
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
’
en
g
a
g
em
e
n
t
an
d
co
m
p
r
e
h
en
s
io
n
o
f
co
m
p
lex
an
aly
tical
co
n
ce
p
ts
.
Fu
r
th
er
,
th
e
p
er
ce
iv
e
d
v
alu
e
o
f
th
e
co
u
r
s
ewa
r
e
b
y
th
e
s
tu
d
en
ts
ca
n
g
u
id
e
t
h
e
ed
u
ca
tio
n
al
p
o
licy
th
at
em
p
h
asizes
in
clu
s
iv
e
ed
u
ca
tio
n
wh
ich
aim
s
at
cr
ea
tin
g
in
cl
u
s
iv
e
ed
u
ca
tio
n
al
to
o
ls
th
at
ar
e
ac
ce
s
s
ib
le
an
d
b
e
n
ef
ici
al
f
o
r
all
s
tu
d
en
ts
,
r
eg
ar
d
less
o
f
th
eir
b
ac
k
g
r
o
u
n
d
s
o
r
lear
n
in
g
ca
p
ab
ilit
ies.
T
h
u
s
,
en
s
u
r
in
g
eq
u
ity
in
d
ig
ital
lear
n
in
g
r
eso
u
r
ce
s
.
L
astl
y
,
f
o
r
ed
u
ca
tio
n
al
r
ef
o
r
m
s
,
th
e
s
tu
d
y
will e
n
co
u
r
a
g
e
p
o
l
icy
m
ak
er
s
to
r
eg
u
lar
ly
ass
ess
t
h
e
ef
f
ec
tiv
en
ess
o
f
v
ar
io
u
s
ed
u
ca
tio
n
al
tech
n
o
l
o
g
ies.
T
h
r
o
u
g
h
s
ettin
g
u
p
s
y
s
tem
s
to
co
n
tin
u
ally
e
v
alu
ate
n
e
w
m
u
ltime
d
ia
-
b
ased
to
o
ls
to
en
s
u
r
e
th
e
y
alig
n
with
s
tu
d
en
t n
ee
d
s
an
d
ed
u
ca
tio
n
al
g
o
als.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n
T
h
is
s
tu
d
y
aim
s
to
d
e
v
elo
p
an
d
e
v
alu
ate
th
e
e
f
f
ec
tiv
e
n
ess
o
f
I
MC
in
im
p
r
o
v
in
g
s
tu
d
en
ts
’
q
u
an
titativ
e
d
ata
an
al
y
s
is
s
k
il
ls
.
As
a
r
esu
lt,
th
e
s
tu
d
y
u
s
ed
d
escr
ip
tiv
e
r
esear
ch
m
et
h
o
d
o
lo
g
y
with
a
s
u
r
v
ey
d
esig
n
.
T
h
e
d
escr
ip
tiv
e
r
esear
ch
allo
ws
f
o
r
a
d
escr
ip
tio
n
o
f
th
e
cu
r
r
en
t
e
v
en
t
[
1
8
]
,
s
u
ch
a
s
d
ev
elo
p
in
g
I
MC
.
Su
r
v
ey
d
esig
n
ass
ess
es
th
e
n
e
ed
s
an
d
im
p
ac
t o
f
t
h
e
p
r
o
g
r
am
,
an
d
in
f
o
r
m
s
ev
i
d
en
ce
-
b
ased
d
ec
is
io
n
s
th
at
d
r
i
v
e
m
ea
n
in
g
f
u
l a
n
d
e
f
f
ec
tiv
e
d
ev
e
lo
p
m
en
t o
f
a
p
r
o
g
r
a
m
[
1
8
]
.
2
.
2
.
Sa
m
ple a
nd
po
pu
la
t
io
n
I
n
co
n
d
u
ctin
g
t
h
is
s
tu
d
y
,
th
e
r
esear
ch
er
s
wo
r
k
ed
with
a
p
o
p
u
latio
n
o
f
2
3
3
f
in
al
-
y
ea
r
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
f
r
o
m
wh
ich
1
6
0
p
ar
ticip
an
ts
wer
e
s
elec
ted
d
u
r
in
g
th
e
2
0
2
3
/
2
0
2
4
ac
ad
em
ic
y
ea
r
.
R
esear
ch
er
s
u
s
ed
an
o
n
lin
e
r
an
d
o
m
n
u
m
b
e
r
g
en
er
ato
r
to
s
elec
t
p
ar
ticip
a
n
ts
f
r
o
m
th
e
lis
t
o
f
u
n
d
er
g
r
ad
u
ate
f
in
alis
t
s
tu
d
en
t
s
at
th
e
f
ac
u
lty
o
f
ed
u
ca
tio
n
,
en
s
u
r
in
g
e
q
u
al
p
ar
ticip
atio
n
c
h
an
ce
s
[
1
8
]
.
C
en
s
u
s
s
am
p
lin
g
was
ap
p
lied
to
s
elec
t
all
C
o
n
cu
r
r
en
t
Dip
lo
m
a
in
E
d
u
ca
tio
n
s
tu
d
en
ts
d
u
e
t
o
th
eir
s
m
all
n
u
m
b
er
[
1
8
]
.
T
h
e
s
am
p
le
was
d
i
v
er
s
e,
in
cl
u
d
in
g
1
2
2
s
tu
d
en
ts
p
u
r
s
u
in
g
a
B
ac
h
elo
r
o
f
Ar
ts
in
E
d
u
ca
ti
o
n
,
3
0
B
ac
h
elo
r
o
f
Scien
ce
in
E
d
u
ca
tio
n
s
tu
d
e
n
ts
,
an
d
8
s
tu
d
en
ts
f
r
o
m
th
e
C
o
n
cu
r
r
e
n
t
Dip
lo
m
a
in
E
d
u
ca
tio
n
p
r
o
g
r
am
.
Par
ticip
atio
n
in
th
e
s
tu
d
y
was
en
tire
ly
v
o
lu
n
tar
y
,
with
ea
ch
s
tu
d
en
t
g
iv
en
th
e
o
p
tio
n
to
d
ec
id
e
wh
eth
er
o
r
n
o
t
to
tak
e
p
ar
t.
T
h
e
s
tu
d
y
p
a
r
ticip
an
ts
wer
e
co
m
p
o
s
ed
o
f
5
8
.
1
%
m
ales
an
d
4
1
.
9
%
f
em
ales.
I
n
ter
m
s
o
f
in
f
o
r
m
atio
n
co
m
m
u
n
icatio
n
te
ch
n
o
lo
g
y
(
I
C
T
)
s
k
ills
,
th
e
m
aj
o
r
ity
o
f
p
ar
ticip
an
ts
(
6
9
.
4
%)
p
o
s
s
ess
ed
m
o
d
er
ate
I
C
T
s
k
ills
.
Ad
d
itio
n
ally
,
2
1
.
3
%
o
f
th
e
p
ar
ticip
an
ts
d
em
o
n
s
tr
ated
h
ig
h
I
C
T
p
r
o
f
icien
c
y
,
w
h
ile
9
.
3
%
h
ad
lo
w
I
C
T
s
k
ills
.
T
h
e
r
esear
ch
e
r
s
d
i
s
tr
ib
u
ted
1
7
0
q
u
esti
o
n
n
air
es
a
n
d
r
ec
ei
v
ed
1
6
4
co
m
p
leted
r
e
s
p
o
n
s
es.
Ho
wev
er
,
th
r
ee
o
f
th
ese
h
ad
m
is
s
in
g
v
al
u
e
is
s
u
es.
T
o
m
ee
t
th
e
tar
g
et
s
am
p
le
s
ize
o
f
1
6
0
,
f
o
u
r
r
esp
o
n
s
es,
in
clu
d
in
g
t
h
e
th
r
ee
with
m
is
s
in
g
v
alu
es,
wer
e
ex
clu
d
ed
,
leav
in
g
1
6
0
q
u
esti
o
n
n
air
es f
o
r
d
ata
a
n
aly
s
is
.
2
.
3
.
Q
ues
t
io
nn
a
ire
T
o
co
llect
d
ata,
t
h
e
r
esear
ch
er
s
em
p
lo
y
ed
a
s
elf
-
ad
m
i
n
is
ter
ed
,
clo
s
ed
-
e
n
d
ed
q
u
esti
o
n
n
air
e
o
n
a
5
p
o
in
t
-
L
i
k
er
t
s
ca
le
(1
-
s
tr
o
n
g
ly
d
is
ag
r
ee
to
5
-
s
tr
o
n
g
ly
ag
r
e
e)
.
R
esear
ch
er
s
ca
r
ef
u
lly
s
ele
cted
q
u
esti
o
n
n
air
e
item
s
b
ased
o
n
liter
atu
r
e
to
m
ea
s
u
r
e
th
e
v
ar
io
u
s
co
n
s
tr
u
cts.
T
h
e
q
u
esti
o
n
n
air
e
c
o
n
s
is
ted
o
f
3
3
item
s
,
with
2
5
item
s
m
ea
s
u
r
in
g
th
e
ap
p
r
o
p
r
i
aten
ess
o
f
th
e
I
MC
a
n
d
8
it
em
s
ass
es
s
in
g
th
e
p
er
ce
i
v
ed
v
alu
e
o
f
u
s
in
g
th
e
d
ev
elo
p
e
d
I
MC
.
B
ef
o
r
e
u
s
e,
th
is
in
s
tr
u
m
en
t
was
v
alid
ated
b
y
two
i
n
d
ep
e
n
d
en
t
e
x
p
er
ts
th
r
o
u
g
h
a
c
o
n
ten
t
v
alid
ity
ap
p
r
o
ac
h
,
en
s
u
r
in
g
t
h
at
th
e
q
u
esti
o
n
s
wer
e
ap
p
r
o
p
r
iate
an
d
m
ea
s
u
r
ed
th
e
in
ten
d
ed
co
n
s
tr
u
cts.
T
h
e
co
n
ten
t
v
alid
ity
in
d
ex
(
C
VI
)
f
o
r
t
h
e
q
u
esti
o
n
n
air
e
was
ca
l
cu
lated
at
.
8
8
6
,
wh
ic
h
,
ac
c
o
r
d
in
g
t
o
Pallan
t
[
1
9
]
,
is
a
s
tr
o
n
g
in
d
icatio
n
th
at
th
e
co
n
ten
t
is
v
alid
an
d
r
eliab
le
f
o
r
th
e
s
tu
d
y
.
T
o
f
u
r
t
h
er
e
n
s
u
r
e
t
h
e
r
eliab
ilit
y
o
f
th
e
d
ata
co
llectio
n
to
o
l,
a
p
il
o
t
s
tu
d
y
was
c
o
n
d
u
cted
,
r
esu
ltin
g
in
a
C
r
o
n
b
ac
h
’
s
a
lp
h
a
o
f
.
8
7
8
.
T
h
is
h
i
g
h
le
v
el
o
f
in
ter
n
al
co
n
s
is
ten
cy
r
ein
f
o
r
ce
d
th
e
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esear
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h
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s
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co
n
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id
e
n
ce
in
th
e
r
o
b
u
s
tn
ess
o
f
th
e
i
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s
tr
u
m
en
t
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ac
c
u
r
ate
m
ea
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r
em
en
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an
d
a
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aly
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is
.
T
h
e
q
u
esti
o
n
n
air
es
wer
e
p
r
esen
ted
to
th
e
tar
g
et
i
n
ter
ested
p
ar
ticip
an
ts
to
an
s
wer
at
th
e
s
am
e
tim
e
af
ter
lear
n
in
g
q
u
an
titativ
e
d
ata
a
n
aly
s
is
with
m
u
ltime
d
ia
co
u
r
s
ewa
r
e
d
ev
elo
p
ed
,
th
e
p
ar
ticip
an
ts
an
s
wer
ed
willin
g
l
y
.
2
.
4
.
Co
urs
ewa
re
dev
elo
pm
ent
pro
ce
du
re
T
h
is
s
u
b
s
ec
tio
n
d
escr
ib
es
th
e
p
r
o
ce
d
u
r
e
u
s
ed
f
o
r
th
e
d
e
s
ig
n
an
d
ass
ess
m
en
t
o
f
th
e
m
u
ltime
d
ia
co
u
r
s
ewa
r
e:
a.
R
eso
u
r
ce
co
llectio
n
:
a
ll n
ec
es
s
ar
y
m
ater
ials
wer
e
co
llected
i
n
th
e
f
o
r
m
o
f
co
u
r
s
e
n
o
tes n
ee
d
ed
to
b
u
ild
th
e
tu
to
r
ials
s
u
ch
as
im
ag
es,
tex
t
s
,
v
id
eo
s
,
co
n
ten
t
lin
k
s
,
an
d
au
d
io
.
I
n
f
o
r
m
ati
o
n
f
r
o
m
th
e
i
n
ter
n
et
an
d
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
1
0
3
-
3
1
1
5
3106
ch
o
ice
o
f
Mic
r
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f
t
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in
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2
0
1
3
f
o
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th
e
d
esig
n
,
was
d
u
e
to
th
e
k
n
o
wled
g
e
o
f
th
e
r
esear
ch
er
a
n
d
p
ar
ticip
an
ts
.
b.
L
ess
o
n
ar
r
an
g
em
e
n
t,
tem
p
late
b
u
ild
in
g
an
d
ac
t
u
al
u
s
e:
l
ess
o
n
s
in
th
e
I
MC
wer
e
o
r
g
an
iz
ed
ac
co
r
d
i
n
g
to
th
e
o
b
jectiv
es
p
r
o
g
r
ess
iv
ely
an
d
ad
eq
u
ately
.
T
h
e
r
esear
c
h
er
d
esig
n
ed
th
e
cu
r
r
icu
lu
m
cr
ea
tiv
ely
,
th
r
o
u
g
h
im
ag
in
ativ
e
id
ea
s
th
at
f
o
llo
w
th
e
s
tr
u
ctu
r
e
o
f
th
e
ADDI
E
m
o
d
el
an
d
p
r
esen
tatio
n
g
u
id
e
lin
es
o
f
Gag
n
e
’
s
n
in
e
ev
en
ts
o
f
in
s
tr
u
ctio
n
.
T
h
i
s
is
en
h
an
ce
d
b
y
u
s
in
g
Mic
r
o
s
o
f
t
Po
wer
Po
in
t
v
er
s
io
n
2
0
1
3
.
E
v
en
tu
ally
,
th
e
ap
p
licatio
n
o
f
th
e
ADDI
E
f
r
a
m
ewo
r
k
in
t
h
is
s
tu
d
y
was:
−
An
aly
s
is
:
d
u
r
in
g
th
is
s
tag
e,
th
e
d
esig
n
er
id
en
tifie
d
l
ea
r
n
in
g
n
ee
d
s
,
au
d
ien
ce
n
ee
d
s
,
g
o
als,
ex
is
tin
g
k
n
o
wled
g
e,
an
d
au
d
ie
n
ce
ch
a
r
ac
ter
is
tics
.
C
h
o
o
s
in
g
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
a
n
d
d
eliv
e
r
y
m
eth
o
d
(
T
h
e
in
s
tr
u
ctio
n
al
co
n
ten
t w
as d
eliv
er
ed
v
ia
Mic
r
o
s
o
f
t Po
wer
Po
in
t p
r
esen
tatio
n
s
)
.
−
Desig
n
:
t
h
e
in
s
tr
u
ctio
n
al
d
esi
g
n
p
r
o
ce
s
s
in
clu
d
ed
s
ettin
g
le
ar
n
in
g
g
o
als,
co
r
e
s
k
ill
o
b
jectiv
es,
an
d
co
u
r
s
e
s
tr
u
ctu
r
e.
Selectin
g
m
u
ltime
d
ia
ass
et
s
(
im
ag
es,
v
id
eo
s
,
au
d
io
,
an
d
ass
ess
m
en
ts
)
.
I
d
en
tify
in
g
cu
r
r
icu
l
u
m
to
p
ics (
e.
g
.
,
d
escr
ip
tiv
e
s
tatis
ti
cs in
E
x
ce
l)
.
Def
in
in
g
m
eth
o
d
s
f
o
r
g
en
e
r
atin
g
d
escr
ip
tiv
e
s
tatis
tics
,
cr
ea
tin
g
f
r
eq
u
e
n
cy
tab
les
an
d
g
r
ap
h
s
,
an
d
in
tr
o
d
u
cin
g
in
f
er
e
n
tial
s
tatis
tics
.
T
ea
ch
in
g
co
r
r
elatio
n
a
l
an
aly
s
is
u
s
in
g
Pear
s
o
n
'
s
co
r
r
elatio
n
co
ef
f
icie
n
t,
co
m
p
u
tatio
n
al
p
r
o
ce
d
u
r
es,
an
d
in
ter
p
r
etatio
n
o
f
r
esu
lts
.
−
Dev
elo
p
m
en
t:
t
h
e
p
r
o
d
u
ctio
n
s
tag
e
in
v
o
lv
es
i
m
p
lem
en
tin
g
t
h
e
I
MC
as
p
er
t
h
e
in
s
tr
u
ctio
n
al
d
esig
n
p
lan
,
in
clu
d
in
g
t
h
ese
k
ey
s
tep
s
:
all
co
n
ten
ts
o
u
tlin
ed
in
th
e
d
esig
n
p
h
ase
wer
e
ac
q
u
ir
ed
,
o
r
g
an
ized
,
an
d
s
er
ialized
.
R
elev
an
t
im
ag
es,
p
ictu
r
es,
v
id
eo
s
,
a
n
d
au
d
io
clip
s
wer
e
s
o
u
r
ce
d
f
r
o
m
Yo
u
T
u
b
e
a
n
d
th
e
I
n
ter
n
et.
Mic
r
o
s
o
f
t
Po
we
r
Po
in
t
was
u
s
ed
to
c
o
m
p
ile
t
h
ese
m
ater
ials
in
to
tu
to
r
ials
.
T
h
e
co
n
ten
t
was
p
r
esen
ted
in
v
ar
io
u
s
f
o
r
m
ats,
i
n
clu
d
in
g
im
ag
es/p
ictu
r
es
a
n
d
tex
t/wo
r
d
s
,
to
o
p
tim
ize
lear
n
i
n
g
.
T
h
e
co
n
ten
t
in
th
e
I
MC
was
s
tr
u
ctu
r
ed
ac
co
r
d
in
g
to
Gag
n
e'
s
n
in
e
teac
h
in
g
ev
en
ts
o
f
in
s
tr
u
ctio
n
:
i
)
Atten
tio
n
-
g
r
ab
b
in
g
:
l
ea
r
n
er
s
'
atten
tio
n
was
ca
p
tu
r
ed
at
th
e
b
e
g
in
n
in
g
o
f
th
e
tu
t
o
r
ial
with
a
s
h
o
r
t,
an
im
ated
c
lip
o
f
g
r
ee
tin
g
s
(
p
ea
ce
b
e
u
p
o
n
th
em
)
,
d
esig
n
ed
to
en
g
a
g
e
an
d
in
t
r
ig
u
e
th
e
au
d
ien
ce
;
ii
)
I
n
f
o
r
m
in
g
lear
n
er
s
o
f
lear
n
in
g
o
u
tco
m
es:
o
b
jectiv
es
wer
e
p
r
esen
ted
at
th
e
s
tar
t
o
f
ea
ch
to
p
ic,
m
ak
in
g
lear
n
er
s
awa
r
e
o
f
wh
at
th
ey
wer
e
ex
p
ec
ted
t
o
ac
h
iev
e
b
y
th
e
en
d
o
f
t
h
e
tu
t
o
r
ial
;
iii
)
Sti
m
u
latin
g
r
ec
all
o
f
p
r
i
o
r
lear
n
i
n
g
:
t
h
e
tu
to
r
ial
p
r
o
v
id
e
d
a
b
r
ief
r
e
v
iew
o
f
q
u
an
titativ
e
d
ata
an
aly
s
is
,
h
elp
in
g
lear
n
er
s
r
ec
all
th
eir
p
r
io
r
k
n
o
wled
g
e
an
d
estab
lis
h
a
f
o
u
n
d
atio
n
f
o
r
n
e
w
in
f
o
r
m
atio
n
;
iv
)
C
o
n
ten
t
p
r
esen
tatio
n
:
t
h
e
tu
to
r
ial
co
n
ten
t
was
p
r
esen
ted
u
s
in
g
a
m
u
ltime
d
ia
a
p
p
r
o
ac
h
,
in
co
r
p
o
r
atin
g
tex
t,
im
ag
es,
an
d
v
id
e
o
s
to
k
ee
p
lea
r
n
er
s
in
ter
ested
an
d
en
g
ag
ed
;
v
)
Pro
v
i
d
in
g
lear
n
e
r
in
s
tr
u
ctio
n
s
:
c
lear
u
s
er
in
s
tr
u
ctio
n
s
an
d
n
av
ig
atio
n
k
ey
s
wer
e
p
r
o
v
i
d
ed
,
allo
win
g
lear
n
er
s
t
o
ea
s
ily
n
a
v
ig
ate
th
r
o
u
g
h
th
e
co
n
ten
t.
L
i
n
k
s
to
r
elev
a
n
t
v
id
e
o
s
wer
e
in
cl
u
d
ed
as n
ee
d
ed
to
s
u
p
p
o
r
t
u
n
d
er
s
tan
d
in
g
;
vi
)
E
licitin
g
p
er
f
o
r
m
an
ce
:
p
r
ac
tic
e
q
u
esti
o
n
s
wer
e
in
clu
d
ed
at
t
h
e
en
d
o
f
ea
ch
lear
n
in
g
s
ec
tio
n
to
test
lear
n
er
s
'
k
n
o
wled
g
e.
T
h
ese
ac
tiv
it
ies
allo
wed
lear
n
er
s
to
a
p
p
ly
wh
at
th
ey
h
ad
lear
n
ed
b
ef
o
r
e
p
r
o
g
r
ess
in
g
;
v
ii
)
Pro
v
id
in
g
f
ee
d
b
ac
k
:
f
o
r
m
ativ
e
f
ee
d
b
ac
k
was
g
iv
en
im
m
ed
iately
af
ter
lear
n
er
s
an
s
wer
ed
p
r
ac
tice
q
u
esti
o
n
s
,
in
f
o
r
m
i
n
g
t
h
em
o
f
t
h
e
co
r
r
ec
t
n
ess
o
f
t
h
eir
r
esp
o
n
s
es
an
d
m
o
tiv
atin
g
th
em
to
co
n
tin
u
e
lear
n
in
g
;
v
iii
)
E
v
alu
atin
g
lear
n
er
p
er
f
o
r
m
an
ce
:
a
t
th
e
en
d
o
f
th
e
tu
t
o
r
ial,
lear
n
er
s
'
k
n
o
wled
g
e
a
n
d
s
k
ills
wer
e
ev
alu
ated
.
A
s
u
m
m
ar
y
o
f
r
esu
lts
was
p
r
esen
ted
,
alo
n
g
with
f
ee
d
b
ac
k
b
ased
o
n
th
eir
p
er
f
o
r
m
an
ce
lev
els
;
an
d
ix
)
Facilitatin
g
lear
n
er
r
eten
tio
n
an
d
tr
an
s
f
er
:
t
o
en
s
u
r
e
r
eten
tio
n
an
d
ap
p
licatio
n
o
f
k
n
o
wled
g
e,
le
ar
n
er
s
wer
e
g
iv
en
m
o
r
e
ch
a
llen
g
in
g
p
r
o
b
lem
s
th
at
r
ef
le
cted
r
ea
l
-
wo
r
ld
s
ce
n
ar
io
s
,
h
elp
in
g
th
em
tr
an
s
f
er
th
eir
s
k
ills
to
p
r
ac
tical
s
itu
atio
n
s
.
B
y
in
co
r
p
o
r
atin
g
Gag
n
e'
s
n
in
e
ev
en
ts
,
th
e
s
tu
d
y
aim
s
to
cr
ea
te
an
en
g
ag
in
g
an
d
ef
f
ec
tiv
e
lear
n
in
g
ex
p
er
ien
ce
t
h
at
im
p
r
o
v
es
s
tu
d
en
ts
'
d
at
a
an
aly
s
is
s
k
ills
.
T
h
e
r
esear
ch
er
also
co
n
s
u
lted
lectu
r
er
s
an
d
s
tu
d
en
ts
f
o
r
f
ee
d
b
ac
k
o
n
th
e
co
u
r
s
e
d
esig
n
,
wh
ich
was
u
s
ed
f
o
r
im
p
r
o
v
em
en
t.
T
h
e
p
r
o
g
r
am
th
e
n
u
n
d
er
w
en
t
a
s
u
p
er
v
is
o
r
r
ev
iew
to
v
er
if
y
th
e
v
alid
ity
o
f
th
e
m
ater
ials
an
d
m
ed
ia,
en
s
u
r
in
g
its
ef
f
ec
tiv
en
ess
in
en
h
an
cin
g
q
u
a
n
titativ
e
d
ata
an
aly
s
is
s
k
ills
b
ef
o
r
e
im
p
lem
en
tatio
n
.
−
I
m
p
lem
en
tatio
n
:
t
h
is
p
r
o
ce
s
s
in
v
o
lv
es
two
s
tag
es:
p
ilo
t
test
in
g
a
n
d
f
in
al
im
p
lem
en
tatio
n
.
Du
r
in
g
t
h
e
p
ilo
t
test
in
g
p
h
ase,
an
ex
p
er
i
m
en
t
al
s
tu
d
y
was
co
n
d
u
cted
with
2
0
u
n
d
er
g
r
ad
u
ate
f
in
alis
t
s
tu
d
en
ts
f
r
o
m
t
h
e
f
ac
u
lty
o
f
m
a
n
ag
em
en
t
s
tu
d
ie
s
o
v
er
o
n
e
wee
k
.
T
h
e
p
u
r
p
o
s
e
was
to
p
er
f
o
r
m
a
f
o
r
m
ativ
e
e
v
alu
atio
n
o
f
t
h
e
in
s
tr
u
m
en
ts
to
e
n
s
u
r
e
th
e
y
a
cc
u
r
ately
m
ea
s
u
r
e
d
th
e
in
ten
d
ed
v
a
r
iab
les
b
ef
o
r
e
a
p
p
ly
in
g
th
em
to
th
e
b
r
o
ad
e
r
tar
g
et
p
o
p
u
latio
n
.
T
h
e
f
in
al
i
m
p
lem
en
tatio
n
s
tag
e
i
n
v
o
lv
es
i
n
teg
r
atin
g
th
e
ed
u
ca
t
io
n
al
p
r
o
g
r
a
m
s
in
to
class
r
o
o
m
lear
n
in
g
.
T
h
e
in
ter
ac
tiv
e
m
u
ltime
d
ia
ed
u
c
atio
n
al
p
r
o
g
r
am
was
p
r
o
v
id
e
d
to
th
e
f
in
alis
t
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
at
th
e
Facu
lty
o
f
E
d
u
ca
tio
n
f
o
r
s
elf
-
lear
n
in
g
o
v
er
o
n
e
wee
k
.
Af
ter
war
d
,
th
e
p
r
o
g
r
a
m
'
s
ef
f
ec
tiv
en
ess
in
en
h
an
cin
g
q
u
an
titativ
e
d
ata
an
a
ly
s
is
s
k
ill
s
an
d
th
e
ass
o
ciate
d
b
en
e
f
its
wer
e
ev
alu
ated
u
s
in
g
a
q
u
esti
o
n
n
air
e
wh
ich
is
clea
r
ly
d
escr
ib
ed
in
th
e
n
ex
t e
v
alu
atio
n
p
h
ase.
−
E
v
alu
atio
n
:
th
is
p
h
ase
in
v
o
lv
ed
test
in
g
th
e
co
u
r
s
ewa
r
e
f
o
r
f
u
r
th
er
im
p
r
o
v
em
en
ts
th
r
o
u
g
h
th
e
p
ilo
t
d
ata
an
d
ac
tu
al
u
s
e
o
f
th
e
co
u
r
s
ew
ar
e
f
o
r
r
esear
ch
d
ata
co
llectio
n
.
I
n
th
e
f
ir
s
t
p
lace
o
f
test
in
g
th
e
co
u
r
s
ewa
r
e
f
o
r
f
u
r
th
er
im
p
r
o
v
em
en
ts
,
af
t
er
th
e
im
p
lem
e
n
tatio
n
o
f
th
e
co
u
r
s
ewa
r
e
to
a
s
m
all
g
r
o
u
p
o
f
p
a
r
ticip
an
ts
f
r
o
m
th
e
ta
r
g
et
s
tu
d
y
p
o
p
u
latio
n
,
f
o
r
lear
n
i
n
g
q
u
an
titativ
e
d
ata
an
aly
s
is
,
a
p
ilo
t
s
tu
d
y
w
as
co
n
d
u
cted
t
o
co
llect
d
ata
th
r
o
u
g
h
a
q
u
esti
o
n
n
air
e
r
e
g
ar
d
i
n
g
t
h
e
co
u
r
s
ewa
r
e
d
ev
el
o
p
m
en
t.
T
h
e
f
ee
d
b
ac
k
g
ath
er
e
d
f
r
o
m
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
Desig
n
a
n
d
a
s
s
ess
men
t o
f e
ffe
ctive
mu
ltimed
ia
-
b
a
s
ed
co
u
r
s
ewa
r
e
fo
r
s
tu
d
en
t
…
(
A
b
d
u
ln
a
s
s
ir
Ya
s
s
in
)
3107
th
is
p
ilo
t
s
tu
d
y
was
in
s
tr
u
m
en
tal
in
r
ef
in
in
g
th
e
co
u
r
s
ewa
r
e,
lead
in
g
to
im
p
r
o
v
em
en
ts
ac
r
o
s
s
s
ev
er
al
k
ey
ar
ea
s
:
in
s
tr
u
ctio
n
al
co
n
ten
t
,
in
ter
ac
tiv
e
f
ea
tu
r
es,
in
ter
f
ac
e
u
s
ab
ilit
y
,
an
d
ae
s
th
etic
ap
p
ea
l.
First,
ad
ju
s
tm
en
ts
wer
e
m
a
d
e
to
th
e
in
s
tr
u
ctio
n
al
co
n
ten
t
to
en
h
an
ce
lan
g
u
a
g
e
a
p
p
r
o
p
r
iaten
ess
,
e
n
s
u
r
in
g
th
at
th
e
m
ater
ial
was
ea
s
ier
f
o
r
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
.
Ad
d
itio
n
ally
,
m
o
tiv
atio
n
al
elem
en
ts
wer
e
in
co
r
p
o
r
ated
t
o
f
u
r
th
er
e
n
g
ag
e
u
s
er
s
.
Seco
n
d
,
b
ased
o
n
t
h
e
p
ilo
t
f
ee
d
b
ac
k
,
th
e
in
ter
ac
tiv
e
f
ea
t
u
r
es
wer
e
en
h
an
ce
d
.
Nav
ig
atio
n
b
u
tto
n
s
wer
e
r
ed
esig
n
ed
f
o
r
b
etter
u
s
ab
ilit
y
,
a
n
d
m
o
r
e
r
elev
a
n
t
an
d
en
g
ag
i
n
g
v
id
eo
s
wer
e
ad
d
ed
to
in
cr
ea
s
e
th
e
o
v
er
all
in
ter
ac
tiv
ity
o
f
th
e
co
u
r
s
ewa
r
e.
I
n
te
r
m
s
o
f
i
n
ter
f
ac
e
u
s
a
b
ilit
y
,
th
e
p
ilo
t
r
esu
lts
h
ig
h
lig
h
ted
th
e
n
ee
d
f
o
r
clea
r
er
in
s
tr
u
ctio
n
s
an
d
s
m
o
o
th
er
tr
a
n
s
itio
n
s
with
in
th
e
co
u
r
s
ewa
r
e
tu
to
r
ial.
T
h
ese
is
s
u
es
wer
e
ad
d
r
ess
ed
to
im
p
r
o
v
e
th
e
o
v
e
r
all
u
s
er
ex
p
e
r
ien
ce
.
Fin
ally
,
to
en
h
a
n
ce
th
e
ae
s
th
etic
ap
p
ea
l,
th
e
co
u
r
s
ewa
r
e'
s
d
esig
n
was
u
p
d
ated
.
Mo
r
e
v
ib
r
an
t
a
n
d
v
is
u
ally
a
p
p
ea
l
in
g
co
lo
r
s
wer
e
in
co
r
p
o
r
ated
,
a
n
d
t
h
e
f
o
n
t
s
ize
was
ad
ju
s
ted
f
o
r
b
etter
r
ea
d
ab
ilit
y
.
T
h
ese
ch
a
n
g
es
m
ad
e
t
h
e
co
u
r
s
ewa
r
e
m
o
r
e
en
g
ag
in
g
an
d
v
is
u
ally
a
cc
ess
ib
le
to
s
tu
d
en
ts
.
T
h
e
p
il
o
t
s
tu
d
y
p
lay
e
d
a
cr
u
cial
r
o
le
in
r
ef
in
in
g
th
e
co
u
r
s
ewa
r
e,
e
n
s
u
r
in
g
it
was
ef
f
ec
tiv
e,
u
s
er
-
f
r
ien
d
ly
,
an
d
e
n
g
ag
in
g
f
o
r
t
h
e
in
te
n
d
ed
au
d
ien
ce
.
T
h
r
o
u
g
h
th
is
,
th
e
co
u
r
s
ewa
r
e
was w
ell
ev
alu
ated
b
ef
o
r
e
b
ein
g
u
s
ed
f
o
r
th
e
p
r
im
a
r
y
s
tu
d
y
d
ata
co
llec
tio
n
.
T
h
e
ac
tu
al
u
s
e
o
f
th
e
c
o
u
r
s
ew
ar
e
-
I
n
th
e
ac
t
u
al
im
p
lem
en
tati
o
n
p
h
ase,
th
e
c
o
u
r
s
ewa
r
e
was u
tili
ze
d
to
ass
es
s
its
ef
f
ec
tiv
en
ess
in
en
h
an
cin
g
s
tu
d
e
n
ts
'
p
r
o
f
icien
cy
with
q
u
an
titativ
e
d
ata
an
aly
s
is
tech
n
iq
u
es.
T
h
is
p
h
ase
was
cr
u
cial
f
o
r
co
llectin
g
th
e
s
tu
d
y
'
s
p
r
im
ar
y
d
ata.
Fo
llo
win
g
th
e
im
p
r
o
v
em
en
ts
m
ad
e
af
ter
th
e
p
ilo
t
s
tu
d
y
,
th
e
f
in
alize
d
co
u
r
s
ewa
r
e
was p
r
o
v
id
ed
to
a
s
elec
ted
s
am
p
le
o
f
p
ar
ticip
an
ts
,
wh
o
u
s
ed
it f
o
r
o
n
e
wee
k
to
d
ev
elo
p
t
h
eir
q
u
a
n
titativ
e
d
a
ta
an
aly
s
is
s
k
ills
.
Du
r
in
g
th
is
tim
e,
s
tu
d
en
ts
en
g
ag
ed
w
ith
th
e
in
ter
ac
tiv
e
m
u
ltime
d
ia
-
b
ased
i
n
s
tr
u
ctio
n
a
l
co
n
ten
t,
wh
ich
h
ad
b
ee
n
o
p
tim
ized
to
en
s
u
r
e
it
was
b
o
th
u
s
er
-
f
r
ie
n
d
ly
a
n
d
ed
u
ca
tio
n
ally
ef
f
ec
tiv
e.
Af
ter
o
n
e
wee
k
,
a
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
to
g
ath
e
r
q
u
a
n
titativ
e
p
r
im
ar
y
d
ata.
T
h
e
q
u
esti
o
n
n
air
e
was
d
esig
n
ed
to
m
ai
n
tain
th
e
a
n
o
n
y
m
i
ty
o
f
p
ar
ticip
an
ts
an
d
f
o
cu
s
e
d
o
n
e
v
alu
atin
g
th
e
co
u
r
s
ewa
r
e'
s
ef
f
ec
tiv
en
ess
in
im
p
r
o
v
in
g
t
h
e
s
tu
d
en
t'
s
ab
ilit
y
to
an
aly
ze
q
u
a
n
titativ
e
d
ata.
T
h
e
d
ata
c
o
llected
f
r
o
m
th
is
p
h
ase
was
cr
itical
f
o
r
ad
d
r
ess
in
g
th
e
s
tu
d
y
'
s
o
b
jectiv
es,
p
r
o
v
id
i
n
g
in
s
ig
h
ts
in
to
h
o
w
well
th
e
I
MC
s
u
p
p
o
r
ted
s
tu
d
en
ts
in
d
ev
el
o
p
i
n
g
ess
en
tial d
ata
an
aly
s
is
s
k
ill
s
.
2
.
5
.
Da
t
a
co
llect
io
n pro
ce
du
re
T
h
e
h
ar
d
c
o
p
y
q
u
esti
o
n
n
ai
r
es
wer
e
p
r
esen
ted
to
th
e
tar
g
et
in
ter
ested
p
ar
ticip
an
ts
to
an
s
wer
at
th
e
s
am
e
tim
e
af
ter
lear
n
in
g
q
u
a
n
titativ
e
d
ata
an
aly
s
is
with
m
u
ltime
d
ia
co
u
r
s
ewa
r
e
d
ev
elo
p
ed
,
th
e
p
ar
ticip
an
ts
an
s
wer
ed
willin
g
ly
.
Af
ter
an
s
wer
in
g
th
e
q
u
esti
o
n
n
air
es,
t
h
e
r
esear
ch
er
co
llected
th
e
m
f
o
r
t
h
e
an
al
y
s
is
p
r
o
ce
s
s
.
T
h
e
r
esear
ch
e
r
s
d
is
tr
ib
u
ted
1
7
0
q
u
esti
o
n
n
air
es
a
n
d
r
ec
eiv
ed
1
6
4
c
o
m
p
leted
r
esp
o
n
s
es.
Ho
wev
er
,
th
r
ee
o
f
th
ese
h
ad
m
is
s
in
g
v
al
u
e
is
s
u
es.
T
o
m
ee
t
th
e
tar
g
et
s
am
p
le
s
ize
o
f
1
6
0
,
f
o
u
r
r
esp
o
n
s
es,
in
clu
d
in
g
t
h
e
th
r
ee
with
m
is
s
in
g
v
alu
es,
wer
e
ex
clu
d
e
d
,
leav
in
g
1
6
0
q
u
esti
o
n
n
air
es
f
o
r
d
ata
a
n
aly
s
is
.
T
h
e
q
u
esti
o
n
n
air
e
co
n
s
is
ted
o
f
3
3
item
s
,
with
2
5
item
s
m
ea
s
u
r
in
g
th
e
ap
p
r
o
p
r
iaten
ess
o
f
th
e
I
MC
an
d
8
item
s
as
s
ess
in
g
th
e
p
er
ce
iv
ed
v
alu
e
o
f
u
s
in
g
th
e
d
ev
elo
p
ed
I
MC
.
2
.
6
.
Da
t
a
a
na
ly
s
is
On
ce
d
ata
co
llectio
n
was
co
m
p
lete,
th
e
r
esear
ch
er
s
u
s
ed
d
escr
ip
tiv
e
s
tatis
tical
m
eth
o
d
s
,
s
p
ec
if
ically
m
ea
s
u
r
es
o
f
ce
n
tr
al
ten
d
e
n
c
y
s
u
ch
as
m
ea
n
s
an
d
s
tan
d
a
r
d
d
ev
iatio
n
s
(
SD)
,
to
an
aly
ze
th
e
r
esu
lts
.
T
h
is
ap
p
r
o
ac
h
allo
wed
th
em
to
e
v
alu
ate
k
ey
ch
ar
ac
te
r
is
tics
o
f
th
e
I
MC
d
ev
elo
p
ed
f
o
r
th
e
s
tu
d
y
an
d
id
en
tif
y
p
atter
n
s
in
h
o
w
th
e
I
MC
in
f
lu
en
ce
d
s
tu
d
en
ts
’
p
r
o
f
icien
cy
in
q
u
an
titativ
e
d
ata
an
aly
s
is
[
1
9
]
.
T
h
ese
s
tatis
tical
m
ea
s
u
r
es we
r
e
cr
u
cial
f
o
r
ass
ess
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
c
o
u
r
s
ewa
r
e
in
s
u
p
p
o
r
tin
g
s
tu
d
e
n
t le
ar
n
in
g
.
2
.
7
.
E
t
hica
l c
o
ns
idera
t
io
n
E
th
ical
co
n
s
id
er
atio
n
s
wer
e
c
en
tr
al
to
th
is
r
esear
ch
.
B
ef
o
r
e
th
e
ad
m
in
is
tr
atio
n
o
f
th
e
q
u
e
s
tio
n
n
air
e,
th
e
r
esear
ch
er
s
o
b
tain
e
d
p
er
m
is
s
io
n
f
r
o
m
th
e
u
n
iv
er
s
ity
s
ec
r
etar
y
I
UI
U
to
co
n
d
u
ct
t
h
is
s
tu
d
y
.
L
ater
,
i
n
f
o
r
m
ed
co
n
s
en
t
f
r
o
m
all
p
ar
ticip
an
ts
was
r
eq
u
ested
,
en
s
u
r
in
g
t
h
ey
u
n
d
er
s
to
o
d
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
an
d
t
h
eir
r
o
le
in
it.
T
h
is
h
elp
ed
to
estab
lis
h
a
s
en
s
e
o
f
tr
an
s
p
ar
en
c
y
an
d
tr
u
s
t
wh
ile
also
ad
h
er
in
g
t
o
eth
ical
r
esear
ch
s
tan
d
ar
d
s
.
I
n
ad
d
itio
n
,
th
e
r
esear
ch
er
s
to
o
k
s
ig
n
if
ican
t m
ea
s
u
r
es to
en
s
u
r
e
th
e
co
n
f
id
en
tiality
o
f
all
p
ar
ticip
an
t
r
esp
o
n
s
es,
s
af
eg
u
ar
d
i
n
g
th
eir
p
r
iv
ac
y
th
r
o
u
g
h
o
u
t
th
e
r
esear
ch
p
r
o
ce
s
s
.
T
h
e
co
u
r
s
ewa
r
e
d
ev
elo
p
ed
as
p
ar
t
o
f
th
is
s
tu
d
y
r
e
p
r
esen
ts
an
im
p
o
r
tan
t
ed
u
ca
tio
n
al
r
eso
u
r
ce
,
it
will
o
n
ly
b
e
m
a
d
e
a
v
ailab
le
u
p
o
n
r
eq
u
est
to
e
n
s
u
r
e
p
r
o
p
er
u
s
ag
e
an
d
to
p
r
o
tect
th
e
in
tellectu
al
in
teg
r
ity
o
f
t
h
e
r
esear
ch
.
T
h
r
o
u
g
h
o
u
t
th
is
p
r
o
c
ess
,
eth
ically
s
o
u
n
d
f
in
d
in
g
s
co
u
ld
m
ea
n
in
g
f
u
lly
c
o
n
tr
ib
u
te
to
th
e
f
ield
o
f
ed
u
ca
t
io
n
al
tech
n
o
l
o
g
y
a
n
d
q
u
an
titat
iv
e
an
aly
s
is
s
k
ills
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
r
ev
ea
ls
th
e
s
ig
n
if
ican
t
f
in
d
in
g
s
o
f
th
e
m
aj
o
r
s
tu
d
y
q
u
esti
o
n
s
o
f
co
n
ce
r
n
an
d
d
is
cu
s
s
es
th
ese
f
in
d
in
g
s
with
th
e
r
elev
a
n
t
liter
atu
r
e.
Fr
o
m
th
e
tab
les
f
o
r
p
r
esen
tin
g
th
e
r
esu
lts
,
th
e
s
h
o
r
t
ab
b
r
ev
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n
s
ar
e:
‘
N’
is
th
e
co
n
s
tan
t
s
am
p
l
e
s
ize,
‘
Ma
x
’
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‘
Min
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m
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n
im
u
m
,
an
d
SD
is
th
e
s
tan
d
ar
d
d
ev
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n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
1
0
3
-
3
1
1
5
3108
3
.
1
.
E
v
a
lua
t
ing
t
he
s
uita
bil
it
y
o
f
inte
ra
ct
iv
e
m
ultim
edia
c
o
urs
ewa
re
T
h
e
s
tu
d
y
a
n
aly
ze
d
d
ata
o
n
th
e
ef
f
ec
tiv
e
n
ess
o
f
m
u
ltim
ed
ia
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
,
ev
alu
atin
g
co
n
ten
t,
in
ter
ac
tiv
e
f
ea
tu
r
es,
an
d
u
s
er
in
ter
f
ac
e
d
esig
n
.
Fin
d
in
g
s
,
in
clu
d
in
g
m
ea
n
v
alu
es,
wer
e
d
is
cu
s
s
ed
with
in
th
e
ev
alu
atio
n
f
r
am
ewo
r
k
[
2
0
]
,
as sh
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Me
an
s
o
f
in
ter
p
r
etin
g
m
ea
n
v
alu
es
[
2
0
]
M
i
n
.
M
a
x
.
Ex
p
l
a
n
a
t
i
o
n
4
.
0
0
5
.
0
0
V
e
r
y
s
u
i
t
a
b
l
e
3
.
0
0
3
.
9
9
S
u
i
t
a
b
l
e
2
.
0
0
2
.
9
9
F
a
i
r
l
y
c
o
n
v
e
n
i
e
n
t
1
.
0
0
1
.
9
9
U
n
su
i
t
a
b
l
e
3
.
2
.
Descript
iv
e
a
na
ly
s
is
o
f
t
he
s
uita
bil
it
y
o
f
ins
t
ruct
io
na
l c
o
nte
nt
T
h
e
s
tat
is
ti
ca
l
a
n
al
y
s
is
p
r
o
v
id
ed
d
esc
r
i
p
t
iv
e
m
ea
s
u
r
es
(
m
e
a
n
,
SD
)
t
o
ass
ess
e
d
u
c
ati
o
n
al
s
u
it
ab
ilit
y
,
in
t
er
p
r
et
in
g
i
n
s
i
g
h
ts
o
n
i
n
s
t
r
u
cti
o
n
al
co
n
t
en
t
q
u
alit
y
.
T
ab
le
2
s
u
m
m
a
r
iz
es
f
in
d
i
n
g
s
o
n
in
s
tr
u
ct
io
n
al
c
o
n
te
n
t
s
u
it
ab
ilit
y
.
T
h
e
f
i
r
s
t
c
r
i
te
r
i
o
n
,
r
e
ad
ab
ilit
y
an
d
c
o
h
e
r
e
n
c
e
,
s
c
o
r
e
d
a
m
ea
n
o
f
3
.
4
7
a
n
d
a
SD
o
f
1
.
0
6
,
i
n
d
ica
ti
n
g
ac
c
ess
i
b
le
c
o
n
t
en
t
s
u
p
p
o
r
ti
n
g
s
k
il
l
en
h
an
ce
m
e
n
t
.
T
h
e
s
e
co
n
d
cr
ite
r
i
o
n
,
l
a
n
g
u
a
g
e
ap
p
r
o
p
r
i
ate
n
ess
,
a
v
e
r
a
g
e
d
a
m
ea
n
o
f
3
.
9
1
an
d
a
SD
o
f
0
.
8
5
,
f
ac
ilit
ati
n
g
co
m
p
r
eh
e
n
s
i
o
n
a
n
d
s
k
il
l
d
e
v
el
o
p
m
e
n
t
.
T
h
e
t
h
i
r
d
cr
i
te
r
i
o
n
e
v
a
lu
ate
d
th
e
c
la
r
it
y
o
f
te
x
t
u
a
l
ex
p
l
a
n
at
i
o
n
s
i
n
t
h
e
m
u
lt
im
ed
ia
p
r
o
g
r
a
m
,
wit
h
a
m
ea
n
r
esp
o
n
s
e
o
f
4
.
1
3
a
n
d
a
SD
o
f
0
.
8
2
,
in
d
ic
ati
n
g
g
e
n
e
r
all
y
ef
f
e
cti
v
e
cla
r
it
y
in
e
n
h
a
n
ci
n
g
s
t
u
d
e
n
ts
’
u
n
d
er
s
ta
n
d
i
n
g
o
f
q
u
a
n
ti
tat
iv
e
d
at
a
an
al
y
s
is
s
k
il
ls
.
Vis
u
al
i
m
a
g
e
r
y
’
s
a
p
p
r
o
p
r
ia
te
n
ess
w
as
ass
ess
e
d
wit
h
a
m
ea
n
r
es
p
o
n
s
e
o
f
4
.
3
5
a
n
d
a
SD
o
f
0
.
7
9
,
in
d
i
ca
ti
n
g
h
i
g
h
s
u
it
ab
ilit
y
f
o
r
s
u
p
p
o
r
ti
n
g
c
o
m
p
r
e
h
e
n
s
i
o
n
a
n
d
i
m
p
r
o
v
i
n
g
d
at
a
an
al
y
s
is
c
a
p
a
b
il
iti
es.
T
h
e
s
t
u
d
y
als
o
e
x
a
m
i
n
e
d
th
e
m
o
ti
v
at
io
n
al
im
p
ac
t
o
f
t
u
t
o
r
ial
q
u
esti
o
n
s
a
n
d
ac
t
iv
iti
es,
wit
h
a
m
e
an
r
es
p
o
n
s
e
o
f
3
.
6
1
a
n
d
a
SD
o
f
1
.
0
0
,
s
h
o
wi
n
g
r
e
aso
n
ab
le
e
n
g
a
g
e
m
e
n
t
a
n
d
f
a
cil
ita
ti
o
n
o
f
s
k
il
l
a
c
q
u
is
iti
o
n
.
P
r
es
en
tat
io
n
f
o
r
m
a
t
d
i
v
er
s
i
ty
an
d
ap
p
r
o
p
r
ia
te
n
ess
we
r
e
e
v
a
lu
at
e
d
,
wit
h
a
m
ea
n
r
es
p
o
n
s
e
o
f
3
.
9
4
a
n
d
a
SD
o
f
1
.
1
2
,
in
d
i
ca
ti
n
g
e
f
f
e
cti
v
e
u
s
e
f
o
r
d
i
v
e
r
s
e
l
ea
r
n
e
r
n
ee
d
s
an
d
s
k
il
l
d
e
v
el
o
p
m
e
n
t
.
O
v
e
r
a
ll,
th
e
i
n
s
tr
u
ct
io
n
al
c
o
n
te
n
t
in
th
e
m
u
l
t
im
e
d
i
a
c
o
u
r
s
ewa
r
e
av
er
ag
e
d
a
r
esp
o
n
s
e
v
al
u
e
o
f
3
.
9
0
,
w
it
h
a
SD
o
f
0
.
9
4
.
T
h
e
i
n
s
t
r
u
cti
o
n
a
l
co
n
t
e
n
t
i
n
th
e
tu
to
r
ia
l
was
a
p
p
r
o
p
r
iat
e
g
i
v
e
n
t
h
e
n
ee
d
a
n
d
k
i
n
d
o
f
a
u
d
ien
ce
w
h
i
ch
e
n
h
a
n
c
e
d
s
t
u
d
e
n
ts
’
q
u
a
n
ti
tat
iv
e
d
ata
a
n
a
ly
s
is
s
k
i
l
ls
.
T
h
is
f
in
d
in
g
a
g
r
ee
s
with
Sam
at
an
d
Aziz
[
2
1
]
th
at
s
tates
th
at
u
s
in
g
clea
r
an
d
well
-
o
r
g
an
i
ze
d
co
n
ten
t
in
m
u
ltime
d
ia
lear
n
in
g
is
m
o
r
e
ef
f
ec
tiv
e
;
p
r
ev
i
o
u
s
s
tu
d
ies
[
2
]
,
[
1
4
]
u
r
g
es
th
at
m
ak
es
it
f
a
v
o
r
ab
le
to
lea
r
n
er
s
.
Mo
r
e
im
p
o
r
tan
tly
,
th
e
f
in
d
i
n
g
d
em
o
n
s
tr
ates
th
e
n
ee
d
t
o
s
tim
u
late
s
tu
d
en
t
lear
n
in
g
,
th
r
o
u
g
h
ef
f
ec
tiv
e
m
u
ltime
d
ia
co
n
ten
t.
T
h
is
im
p
licatio
n
is
s
u
p
p
o
r
ted
b
y
Ver
e
cio
[
8
]
a
n
d
Kiv
u
ti
[
2
2
]
w
h
o
f
o
u
n
d
t
h
at
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
al
co
n
ten
t
a
r
o
u
s
es
a
n
d
m
ai
n
tain
s
p
o
s
itiv
e
attitu
d
es
o
f
s
tu
d
en
ts
in
lear
n
i
n
g
,
th
u
s
i
m
p
r
o
v
i
n
g
lear
n
in
g
.
T
h
er
ef
o
r
e,
ed
u
ca
t
o
r
s
s
h
o
u
ld
u
s
e
d
iv
er
s
e
m
u
ltime
d
ia
co
n
ten
t
to
ca
ter
to
d
if
f
er
e
n
t
s
tu
d
en
t
l
ea
r
n
in
g
s
ty
les
b
u
t
m
u
s
t e
v
alu
ate
th
eir
ef
f
ec
tiv
en
ess
an
d
co
n
s
id
er
s
tu
d
en
t
v
ar
ia
b
les
[
2
3
]
.
Nev
er
th
eless
,
th
e
f
in
d
in
g
s
ar
e
co
n
tr
ar
y
to
th
e
s
tu
d
y
b
y
U
zu
n
an
d
Yild
ir
im
[
2
4
]
w
h
o
f
o
u
n
d
th
at
ce
r
tain
d
esig
n
f
ea
tu
r
es,
lik
e
a
n
th
r
o
p
o
m
o
r
p
h
ic
elem
en
ts
(
lik
e
f
ac
es
o
n
in
an
im
ate
o
b
jects)
an
d
s
o
u
n
d
ef
f
ec
ts
,
wer
e
p
er
ce
iv
ed
as
d
is
tr
ac
tin
g
b
y
s
o
m
e
s
tu
d
en
ts
,
s
u
g
g
esti
n
g
th
at
wh
ile
th
ese
f
ea
tu
r
es
ca
n
m
ak
e
lear
n
in
g
m
o
r
e
en
jo
y
ab
le,
th
e
y
m
ay
also
r
is
k
d
iv
er
tin
g
atten
tio
n
f
r
o
m
co
r
e
co
n
ten
t,
esp
ec
ially
f
o
r
s
tu
d
en
ts
with
lo
wer
p
r
io
r
k
n
o
wled
g
e,
h
e
n
ce
d
ec
r
ea
s
in
g
lear
n
in
g
e
n
g
ag
e
m
en
t
in
th
e
lear
n
in
g
co
n
ten
t.
T
h
e
r
ef
o
r
e
,
ca
r
ef
u
l
co
n
s
id
er
atio
n
o
f
th
e
co
g
n
itiv
e
an
d
em
o
ti
o
n
al
co
m
p
o
n
en
ts
in
I
MC c
o
n
te
n
t is v
ital f
o
r
en
g
a
g
in
g
c
o
n
ten
t.
T
ab
le
2
.
Descr
ip
tiv
e
s
tatis
tics
s
h
o
win
g
th
e
s
u
itab
ilit
y
o
f
in
s
tr
u
ctio
n
al
co
n
te
n
t in
th
e
I
MC
I
t
e
m
N
M
i
n
M
a
x
M
e
a
n
s
SD
R
e
a
d
a
b
i
l
i
t
y
a
n
d
c
o
h
e
r
e
n
c
e
1
6
0
1
.
0
0
5
.
0
0
3
.
4
7
1
.
0
6
La
n
g
u
a
g
e
a
p
p
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o
p
r
i
a
t
e
n
e
ss
1
6
0
1
.
0
0
5
.
0
0
3
.
9
1
0
.
8
5
Ex
p
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n
a
t
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d
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q
u
a
c
y
1
6
0
1
.
0
0
5
.
0
0
4
.
1
3
0
.
8
2
M
u
l
t
i
me
d
i
a
i
n
t
e
g
r
a
t
i
o
n
1
6
0
1
.
0
0
5
.
0
0
4
.
3
5
0
.
7
9
M
o
t
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v
a
t
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d
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s
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g
n
1
6
0
1
.
0
0
5
.
0
0
3
.
6
1
1
.
0
0
M
u
l
t
i
m
o
d
a
l
p
r
e
s
e
n
t
a
t
i
o
n
1
6
0
1
.
0
0
5
.
0
0
3
.
9
4
1
.
1
2
M
e
a
n
v
a
l
u
e
s
a
n
d
S
D
1
6
0
1
.
0
0
5
.
0
0
3
.
9
0
0
.
9
4
3
.
3
.
Descript
iv
e
a
na
ly
s
is
o
f
t
he
s
uita
bil
it
y
o
f
inte
ra
ct
iv
e
c
o
urs
ewa
re
T
o
ass
ess
in
ter
ac
tiv
ity
in
th
e
co
u
r
s
ewa
r
e,
d
escr
ip
tiv
e
s
tatis
t
ics
wer
e
u
s
ed
to
in
ter
p
r
et
m
e
an
an
d
SD
v
alu
es,
ex
tr
ac
tin
g
in
s
ig
h
ts
o
n
f
ea
tu
r
e
s
u
itab
ilit
y
an
d
ef
f
ec
tiv
en
ess
.
T
ab
le
3
p
r
esen
ts
a
co
m
p
r
eh
e
n
s
iv
e
ev
alu
atio
n
o
f
in
te
r
ac
tiv
ity
f
e
atu
r
es
in
m
u
ltime
d
ia
ed
u
ca
ti
o
n
al
co
u
r
s
ewa
r
e
an
d
th
eir
im
p
ac
t
o
n
en
h
a
n
cin
g
q
u
an
titativ
e
d
ata
an
aly
s
is
s
k
ills
.
Nav
ig
atio
n
b
u
tto
n
s
’
f
u
n
ctio
n
ality
an
d
ef
f
ec
tiv
e
n
e
s
s
av
er
ag
ed
3
.
8
9
(
SD=0
.
7
1
)
,
f
ac
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atin
g
s
m
o
o
th
tr
an
s
itio
n
s
b
etwe
en
co
n
te
n
t.
E
m
b
e
d
d
ed
v
id
e
o
elem
en
ts
’
u
s
ef
u
ln
ess
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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8
8
2
2
Desig
n
a
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a
s
s
ess
men
t o
f e
ffe
ctive
mu
ltimed
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-
b
a
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r
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fo
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…
(
A
b
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a
s
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ir
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s
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in
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3109
ap
p
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o
p
r
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ess
av
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a
g
ed
4
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3
4
(
SD=0
.
8
1
)
,
en
h
an
cin
g
in
ter
ac
tiv
e
lear
n
in
g
.
User
-
f
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1
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co
n
tr
ib
u
tin
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to
p
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o
g
r
a
m
s
u
itab
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n
teg
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Ov
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r
all,
in
ter
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in
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9
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ec
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al
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s
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s
k
ills
a
m
o
n
g
th
e
s
tu
d
e
n
ts
.
Mu
ltim
ed
ia
in
teg
r
atio
n
in
ed
u
ca
tio
n
en
h
a
n
ce
s
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
lear
n
in
g
o
u
tco
m
es,
with
to
o
ls
l
ik
e
in
ter
ac
tiv
e
v
id
eo
s
im
p
r
o
v
in
g
f
o
cu
s
,
in
ter
est,
an
d
r
eten
tio
n
,
[
2
5
]
,
[
2
6
]
.
T
h
e
m
u
ltime
d
ia
co
u
r
s
e
m
ater
ial
in
ter
ac
tiv
ity
f
u
r
th
er
ea
s
es
th
e
s
tu
d
en
t
u
s
e
o
f
th
e
co
u
r
s
ewa
r
e
[
2
7
]
.
Ho
wev
er
,
ch
allen
g
es
s
u
ch
as
r
eso
u
r
ce
lim
itatio
n
s
,
d
ig
ital
liter
ac
y
g
ap
s
,
an
d
co
n
n
ec
tiv
ity
p
er
s
is
t
[
2
8
]
.
T
h
u
s
,
ad
d
r
ess
in
g
th
ese
ch
allen
g
es
in
th
e
in
ter
ac
tiv
ity
o
f
m
u
lt
im
ed
ia
co
u
r
s
ewa
r
e
is
p
ar
am
o
u
n
t
f
o
r
im
p
r
o
v
ed
p
e
r
f
o
r
m
an
ce
in
lear
n
in
g
am
o
n
g
le
ar
n
er
s
[
2
2
]
,
[
2
7
]
.
On
th
e
o
th
er
h
an
d
,
th
e
f
in
d
in
g
d
id
n
o
t
ag
r
ee
with
Ped
r
a
et
a
l.
[
2
9
]
wh
o
r
ep
o
r
ted
th
at
h
ig
h
in
ter
ac
tiv
ity
f
ea
tu
r
es
in
cr
ea
s
e
d
in
ter
est
b
u
t
d
id
n
o
t
im
p
r
o
v
e
lear
n
in
g
in
en
g
in
ee
r
in
g
a
n
im
atio
n
s
.
Fu
r
th
er
,
E
n
g
lis
h
f
o
r
f
o
r
ei
g
n
lear
n
er
s
p
er
ce
iv
ed
in
ter
ac
tiv
e
v
id
eo
s
as
m
o
tiv
atin
g
an
d
h
el
p
f
u
l
f
o
r
lis
ten
in
g
co
m
p
r
eh
e
n
s
io
n
,
b
u
t
f
r
e
q
u
en
t
in
ter
ac
tiv
e
elem
en
ts
co
u
l
d
b
e
d
is
tr
ac
tin
g
[
3
0
]
;
th
u
s
,
d
ec
r
ea
s
in
g
m
ea
n
in
g
f
u
l
lear
n
er
en
g
ag
em
e
n
t
in
t
h
e
c
o
n
ten
t.
T
h
er
ef
o
r
e,
s
elec
tiv
ity
an
d
p
u
r
p
o
s
ef
u
l
i
n
clu
s
io
n
o
f
th
e
in
te
r
ac
tiv
ity
elem
en
ts
m
ay
r
esu
lt in
en
g
ag
i
n
g
lear
n
in
g
o
u
tco
m
es.
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
s
h
o
win
g
th
e
s
u
itab
ilit
y
o
f
th
e
i
n
ter
ac
tiv
ity
in
th
e
I
MC
I
t
e
m
N
M
i
n
M
a
x
M
e
a
n
s
SD
F
u
n
c
t
i
o
n
a
l
n
a
v
i
g
a
t
i
o
n
1
6
0
1
.
0
0
5
.
0
0
3
.
8
9
0
.
7
1
Th
e
b
e
n
e
f
i
t
o
f
t
h
e
v
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o
s
1
6
0
1
.
0
0
5
.
0
0
4
.
3
4
0
.
8
2
Ea
sy
t
o
u
se
b
u
t
t
o
n
s
1
6
0
1
.
0
0
5
.
0
0
4
.
1
4
0
.
8
2
Li
n
k
s
t
h
a
t
w
o
r
k
a
s i
n
t
e
n
d
e
d
1
6
0
1
.
0
0
5
.
0
0
4
.
0
4
0
.
8
2
C
o
r
r
e
c
t
f
e
e
d
b
a
c
k
1
6
0
1
.
0
0
5
.
0
0
4
.
0
6
0
.
6
9
Ti
me
l
y
f
e
e
d
b
a
c
k
1
6
0
1
.
0
0
5
.
0
0
4
.
1
3
0
.
8
9
M
e
a
n
v
a
l
u
e
s
a
n
d
SD
1
6
0
1
.
0
0
5
.
0
0
4
.
1
0
0
.
7
9
3
.
4
.
Descript
iv
e
a
na
ly
s
is
o
f
us
er
i
nte
rf
a
ce
s
uita
bil
it
y
f
o
r
s
cr
ee
n desi
g
n
T
o
ev
alu
ate
th
e
ap
p
r
o
p
r
iaten
ess
an
d
ef
f
ec
tiv
en
ess
o
f
t
h
e
u
s
er
in
ter
f
ac
e
s
cr
ee
n
d
esig
n
,
d
escr
ip
tiv
e
s
tatis
t
ics
wer
e
an
aly
ze
d
to
d
er
iv
e
in
s
ig
h
ts
in
to
its
s
u
itab
ilit
y
.
T
h
e
s
tu
d
y
ass
ess
ed
th
e
u
s
er
in
ter
f
ac
e
in
an
in
ter
ac
tiv
e
m
u
ltime
d
ia
tu
to
r
ia
l
f
o
r
im
p
r
o
v
i
n
g
q
u
a
n
titativ
e
d
ata
an
aly
s
is
s
k
ills
.
An
aly
s
is
f
r
o
m
T
ab
le
4
s
h
o
ws
th
at
co
n
tr
o
l c
o
m
m
an
d
s
wer
e
i
n
tu
itiv
e
(
m
ea
n
=3
.
9
4
,
SD=0
.
6
4
)
,
en
h
an
ci
n
g
n
a
v
ig
atio
n
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e
n
s
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r
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g
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y
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ce
s
s
.
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s
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d
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tu
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g
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t
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o
m
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en
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(
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h
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ter
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atin
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(
4
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m
p
lies
th
at
th
e
m
u
ltime
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ia
co
u
r
s
ewa
r
e
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er
-
f
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ien
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ly
,
p
r
o
m
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tin
g
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s
e
o
f
n
av
ig
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n
,
i
n
cr
ea
s
ed
en
g
ag
e
m
en
t,
an
d
s
k
ill
en
h
an
ce
m
e
n
t.
I
t
s
u
p
p
o
r
ts
d
iv
e
r
s
e
lear
n
in
g
s
t
y
les
an
d
m
in
im
izes
tech
n
ical
b
ar
r
ier
s
,
p
r
o
v
id
in
g
a
s
ea
m
less
lear
n
in
g
ex
p
e
r
ien
ce
.
T
h
is
r
esu
lt
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
th
o
u
g
h
t
f
u
l u
s
er
in
te
r
f
ac
e
d
esig
n
an
d
u
s
ab
ilit
y
s
tan
d
ar
d
s
f
o
r
e
f
f
ec
tiv
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
.
Pre
v
io
u
s
s
tu
d
ies
[
3
1
]
,
[
3
2
]
f
o
u
n
d
t
h
at
u
s
er
in
ter
f
ac
e
d
esig
n
is
cr
u
cial
f
o
r
en
h
a
n
cin
g
e
d
u
ca
tio
n
al
m
u
ltime
d
ia
an
d
e
-
lear
n
in
g
s
o
f
twar
e
ef
f
ec
tiv
en
ess
b
y
i
n
f
lu
en
cin
g
m
o
tiv
atio
n
,
in
ter
ac
tiv
ity
,
an
d
co
g
n
itiv
e
lo
a
d
.
I
n
teg
r
atin
g
lear
n
i
n
g
p
r
in
ci
p
les
with
u
s
er
i
n
ter
f
ac
e
d
esig
n
i
s
v
ital,
with
u
s
ab
ilit
y
test
in
g
,
ad
ap
tiv
e
i
n
ter
f
ac
es,
an
d
g
am
i
f
icatio
n
en
h
an
cin
g
en
g
ag
em
e
n
t
an
d
o
u
tc
o
m
es
[
3
3
]
.
T
h
is
ap
p
r
o
ac
h
h
elp
s
to
cr
ea
te
in
clu
s
iv
e,
en
g
ag
in
g
,
an
d
e
f
f
ec
tiv
e
lear
n
in
g
ex
p
er
ien
ce
s
tailo
r
ed
to
d
iv
er
s
e
s
tu
d
en
t
n
ee
d
s
.
Sig
n
if
ican
tly
in
f
lu
en
ce
s
p
er
ce
iv
ed
lear
n
in
g
i
n
d
is
tan
ce
ed
u
ca
tio
n
[
3
4
]
.
No
n
eth
eless
,
wh
ile
3
D
illu
s
t
r
atio
n
s
in
m
u
ltime
d
ia
m
ay
b
o
o
s
t
m
o
tiv
ati
o
n
,
th
is
ef
f
ec
t
d
o
es
n
o
t
n
ec
ess
ar
ily
ex
ten
d
to
o
th
er
ty
p
es
o
f
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
[
3
5
]
.
T
h
e
r
ef
o
r
e
,
m
o
tiv
atio
n
al
an
d
lear
n
er
-
s
p
ec
if
ic
f
ac
to
r
s
ar
e
im
p
o
r
tan
t
f
o
r
cr
e
atin
g
m
o
r
e
ef
f
ec
tiv
e
a
n
d
a
d
a
p
tiv
e
in
s
tr
u
ctio
n
al
e
x
p
er
ien
ce
s
.
Kim
et
a
l.
[
3
6
]
s
u
g
g
est
th
at
p
o
o
r
ly
d
esig
n
ed
u
s
er
in
ter
f
ac
es
r
esu
lt
in
lo
w
lear
n
er
en
g
ag
em
en
t
in
in
s
tr
u
ct
io
n
al
d
esig
n
.
T
h
is
im
p
lies
th
at
in
ef
f
ec
tiv
e
u
s
er
in
ter
f
ac
e
d
esig
n
ca
u
s
es
lo
w
lear
n
er
m
o
tiv
atio
n
in
in
t
er
ac
tiv
e
m
u
ltime
d
ia
lear
n
in
g
.
Fu
r
th
er
,
O’
C
o
n
n
o
r
an
d
L
ar
k
in
[
3
7
]
u
r
g
e
t
h
at
b
e
f
o
r
e
u
p
d
atin
g
an
d
im
p
r
o
v
in
g
th
e
Mo
o
d
le
v
ir
tu
al
lear
n
in
g
e
n
v
ir
o
n
m
en
t
(
VL
E
)
i
t
s
h
o
ws
a
n
eg
ativ
e
im
p
ac
t
o
n
en
h
an
ci
n
g
s
tu
d
e
n
t
en
g
a
g
em
e
n
t
an
d
s
atis
f
ac
tio
n
.
T
h
ese
s
tu
d
ies
u
n
d
er
s
co
r
e
th
at
ca
r
ef
u
l
co
n
s
id
er
atio
n
o
f
n
ec
es
s
ar
y
f
ac
to
r
s
in
u
s
er
in
ter
f
ac
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d
esig
n
is
cr
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f
o
r
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ter
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ia
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in
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ac
r
o
s
s
d
if
f
er
en
t d
is
cip
lin
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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4
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Au
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u
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20
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3
1
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3110
T
ab
le
4
.
Descr
ip
tiv
e
s
tatis
tics
s
h
o
win
g
th
e
s
u
itab
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y
o
f
th
e
u
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in
ter
f
ac
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in
t
h
e
I
MC
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t
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m
N
M
i
n
M
a
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M
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e
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a
c
c
e
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i
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o
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o
mm
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n
d
s
1
6
0
1
.
0
0
5
.
0
0
3
.
9
4
0
.
6
4
P
r
o
p
e
r
l
y
p
l
a
c
e
d
b
u
t
t
o
n
s
1
6
0
1
.
0
0
5
.
0
0
4
.
0
8
0
.
7
4
C
o
m
p
l
e
t
e
c
o
n
t
r
o
l
o
v
e
r
y
o
u
r
v
i
d
e
o
s
1
6
0
1
.
0
0
5
.
0
0
4
.
2
8
0
.
7
8
Ta
k
e
c
o
n
t
r
o
l
o
f
my
l
e
a
r
n
i
n
g
1
6
0
1
.
0
0
5
.
0
0
4
.
3
7
0
.
8
5
O
r
g
a
n
i
z
e
d
scre
e
n
1
6
0
1
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0
0
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.
0
0
3
.
5
7
0
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5
C
l
e
a
r
d
i
r
e
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t
i
o
n
s
t
o
m
o
v
e
1
6
0
1
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0
0
5
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0
0
3
.
7
9
0
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9
5
Ea
se
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m
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5
.
Descript
iv
e
a
na
ly
s
is
o
f
f
it
in s
cr
ee
n des
ig
n a
esthet
ics
T
o
ev
al
u
ate
th
e
v
is
u
al
a
p
p
ea
l
an
d
ae
s
th
etic
q
u
alities
o
f
th
e
s
cr
ee
n
d
esig
n
,
d
escr
ip
tiv
e
s
tatis
tics
wer
e
an
aly
ze
d
to
d
er
i
v
e
in
s
ig
h
ts
in
to
its
ef
f
ec
tiv
en
ess
an
d
s
u
itab
ilit
y
.
T
ab
le
5
an
aly
ze
s
th
e
ae
s
th
etic
q
u
alities
o
f
s
cr
ee
n
d
esig
n
in
m
u
ltime
d
ia
tu
to
r
ials
.
Key
f
in
d
in
g
s
in
clu
d
e
a
v
is
u
ally
ap
p
ea
lin
g
co
lo
r
s
ch
em
e
(
m
ea
n
=3
.
9
2
,
SD=0
.
7
2
)
,
an
d
e
n
h
an
cin
g
en
g
ag
em
e
n
t.
Po
s
itiv
e
ev
alu
atio
n
o
f
tu
to
r
ial
s
cr
ee
n
cr
ea
t
iv
ity
(
m
ea
n
=4
.
1
6
,
SD=0
.
8
2
)
,
s
u
p
p
o
r
tin
g
s
k
ill
en
h
an
ce
m
en
t.
W
ell
-
r
ec
eiv
ed
co
l
o
r
co
n
s
is
ten
cy
(
m
ea
n
=4
.
1
7
,
S
D=
0
.
9
4
)
,
en
h
an
cin
g
p
r
o
g
r
a
m
s
u
itab
ilit
y
.
Ap
p
r
o
p
r
i
ate
co
lo
r
s
f
o
r
s
k
ill
en
h
an
ce
m
en
t
(
m
ea
n
=4
.
0
8
,
SD=1
.
0
2
)
,
alig
n
in
g
with
u
s
er
p
r
ef
er
en
ce
s
.
Su
itab
le
f
o
n
t
s
izes
an
d
lin
e
s
p
ac
in
g
f
o
r
r
ea
d
ab
ilit
y
(
m
ea
n
=3
.
9
4
,
SD=0
.
8
4
)
,
s
u
p
p
o
r
tin
g
s
k
ill
d
ev
elo
p
m
e
n
t.
Ov
er
all,
s
cr
ee
n
d
esig
n
ae
s
th
etics
av
er
ag
ed
4
.
0
5
(
SD=0
.
8
7
)
,
in
d
icatin
g
r
el
ev
an
ce
an
d
s
u
p
p
o
r
t
f
o
r
e
n
h
an
ci
n
g
d
ata
a
n
aly
s
is
s
k
ills
.
T
h
e
h
i
g
h
r
atin
g
o
f
s
cr
e
en
d
esig
n
ae
s
th
etics
(
4
.
0
5
)
i
m
p
lies
th
at
v
is
u
ally
ap
p
ea
lin
g
d
esig
n
s
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
en
t,
m
o
tiv
atio
n
,
an
d
co
g
n
itiv
e
f
o
cu
s
,
s
u
p
p
o
r
tin
g
th
e
d
ev
elo
p
m
en
t
o
f
d
ata
a
n
aly
s
is
s
k
ills
.
I
t
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
b
ala
n
cin
g
ae
s
th
etics
with
f
u
n
ctio
n
a
lity
in
ed
u
ca
tio
n
al
co
u
r
s
ewa
r
e
to
o
p
tim
ize
lear
n
i
n
g
o
u
tc
o
m
es.
R
esear
ch
s
h
o
ws
th
at
v
i
s
u
al
d
esig
n
an
d
ae
s
th
etics
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
en
t
an
d
lear
n
in
g
in
o
n
lin
e
e
d
u
ca
tio
n
.
R
esu
ltin
g
f
r
o
m
th
e
ap
p
ea
lin
g
d
esig
n
s
wh
ich
im
p
r
o
v
e
u
s
ab
il
ity
,
cr
ed
ib
ilit
y
,
an
d
u
s
er
ex
p
er
ien
ce
[
3
8
]
.
Fu
r
t
h
er
,
g
estalt
p
r
in
cip
les
in
s
cr
ee
n
d
esig
n
b
o
o
s
t
b
o
t
h
ap
p
ea
r
an
ce
an
d
lear
n
in
g
v
alu
e
[
3
9
]
,
an
d
s
tr
ateg
ic
p
o
s
itio
n
in
g
o
f
all
v
is
u
al
elem
e
n
ts
,
with
a
p
ar
ticu
lar
em
p
h
asis
o
n
th
e
p
l
ac
em
en
t
o
f
im
ag
es
[
4
0
]
.
B
len
d
in
g
th
e
f
ea
tu
r
es
in
m
u
ltime
d
ia
f
o
r
m
at,
th
u
s
m
ak
in
g
it
b
ea
u
tifu
l
a
n
d
in
te
r
esti
n
g
[
4
1
]
,
[
4
2
]
.
T
h
eo
r
etica
l
f
r
a
m
ewo
r
k
s
h
i
g
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
b
alan
cin
g
ae
s
th
etics
with
f
u
n
ctio
n
ality
to
o
p
tim
ize
en
g
ag
em
e
n
t
an
d
lear
n
in
g
o
u
tc
o
m
es,
h
en
c
e
ae
s
th
etic
elem
en
t
s
p
o
s
itiv
ely
in
f
l
u
en
ce
s
tu
d
en
ts
'
in
ter
ac
tio
n
s
with
co
u
r
s
e
m
ater
ials
[
4
3
]
.
T
h
es
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
s
ig
n
if
ican
ce
o
f
b
alan
cin
g
ae
s
th
etic
ap
p
ea
l
with
f
u
n
ctio
n
ality
in
ed
u
ca
tio
n
al
co
u
r
s
ewa
r
e
to
o
p
tim
ize
s
tu
d
e
n
t e
n
g
ag
em
e
n
t a
n
d
lear
n
in
g
o
u
tco
m
es.
Ho
wev
er
,
it
i
s
f
o
u
n
d
t
h
at
p
o
o
r
d
esig
n
ca
n
h
in
d
er
th
e
ef
f
ec
ti
v
en
ess
o
f
lear
n
i
n
g
m
a
n
ag
em
e
n
t
s
y
s
tem
s
(
L
MS)
in
h
ig
h
er
e
d
u
ca
tio
n
[
3
8
]
.
E
s
p
ec
ially
,
p
o
o
r
-
r
ated
s
u
r
f
ac
e
s
tr
u
ctu
r
e
d
esig
n
s
n
eg
ati
v
ely
af
f
ec
t
lear
n
e
r
en
g
ag
em
e
n
t
with
m
u
ltime
d
ia
in
ter
ac
tiv
e
p
latf
o
r
m
s
[
4
4
]
.
Fu
r
th
er
,
ae
s
th
etics
o
r
u
s
ab
ilit
y
m
ay
n
o
t
d
ir
ec
tly
af
f
ec
t
lear
n
er
s
'
em
o
tio
n
al
s
tates,
r
ath
er
,
it
is
th
e
p
e
r
ce
iv
ed
ae
s
th
etics
an
d
u
s
ab
ilit
y
th
at
p
o
s
itiv
ely
in
f
lu
en
ce
em
o
tio
n
s
[
4
5
]
.
Pu
r
p
o
s
ef
u
l
ae
s
th
etics
d
esig
n
ca
n
f
ac
ilit
ate
in
ter
est
f
o
r
c
o
n
tin
u
e
d
lear
n
er
e
n
g
ag
em
en
t
with
th
e
m
u
ltime
d
ia
p
latf
o
r
m
,
h
e
n
ce
cr
ea
tin
g
a
ch
an
ce
f
o
r
ac
h
iev
in
g
p
o
s
itiv
e
lear
n
in
g
o
u
tco
m
es.
T
ab
le
5
.
Descr
ip
tiv
e
s
tatis
tics
s
h
o
win
g
th
e
s
u
itab
ilit
y
o
f
th
e
s
cr
ee
n
d
esig
n
ae
s
th
etic
q
u
aliti
es in
th
e
I
MC
I
t
e
m
N
M
i
n
M
a
x
M
e
a
n
s
SD
A
t
t
r
a
c
t
i
v
e
c
o
l
o
r
s
1
6
0
1
.
0
0
5
.
0
0
3
.
9
2
0
.
7
2
C
r
e
a
t
i
v
i
t
y
i
n
g
r
a
p
h
i
c
d
e
si
g
n
1
6
0
1
.
0
0
5
.
0
0
4
.
1
6
0
.
8
2
C
o
l
o
r
mat
c
h
i
n
g
1
6
0
1
.
0
0
5
.
0
0
4
.
1
7
0
.
9
4
G
o
o
d
c
o
l
o
r
s
u
s
e
d
1
6
0
1
.
0
0
5
.
0
0
4
.
0
8
1
.
0
2
F
o
n
t
s
a
n
d
s
p
a
c
i
n
g
v
a
r
y
b
e
t
w
e
e
n
r
e
a
d
a
b
i
l
i
t
y
1
6
0
1
.
0
0
5
.
0
0
3
.
9
4
0
.
8
4
M
e
a
n
v
a
l
u
e
s
a
n
d
S
D
1
6
0
1
.
0
0
5
.
0
0
4
.
0
5
0
.
8
7
3
.
6
.
Descript
iv
e
a
na
ly
s
is
o
f
s
t
ud
e
nts' per
ce
iv
ed
be
nef
it
s
o
f
us
i
ng
ins
t
ruct
io
na
l c
o
urs
ewa
re
T
h
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
in
ter
ac
tiv
e
m
u
ltime
d
ia
ap
p
r
o
ac
h
was
ass
e
s
s
ed
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tica
l
an
aly
s
is
,
ex
am
in
in
g
m
ea
n
a
n
d
SD
v
alu
es
to
d
er
iv
e
in
s
ig
h
ts
in
to
its
u
s
ef
u
l
n
ess
.
T
h
e
r
esu
lts
s
h
o
wn
in
T
a
b
le
6
in
d
icate
th
at
th
e
I
MC
h
a
d
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
'
q
u
an
titativ
e
d
ata
a
n
aly
s
is
s
k
ills
.
Sp
ec
if
ically
,
t
h
e
co
u
r
s
ewa
r
e
s
u
p
p
o
r
ted
s
tu
d
en
t
s
'
ab
ilit
y
to
p
r
o
ce
s
s
d
ata,
with
a
m
ea
n
r
esp
o
n
s
e
o
f
3
.
4
8
an
d
a
SD
o
f
0
.
9
5
.
T
h
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
im
p
r
o
v
ed
s
tu
d
en
ts
'
ab
ilit
y
to
cr
ea
te
g
r
ap
h
s
f
r
o
m
i
n
p
u
t
d
ata,
with
a
m
ea
n
o
f
3
.
6
9
a
n
d
a
SD
o
f
0
.
8
5
.
T
h
e
co
u
r
s
ewa
r
e
s
ig
n
if
ican
tly
e
n
h
an
ce
d
s
tu
d
e
n
t
s
'
ab
ilit
y
to
g
en
er
ate
f
r
e
q
u
en
c
y
tab
les
f
r
o
m
in
p
u
t
d
ata,
with
a
m
ea
n
o
f
4
.
0
1
an
d
a
SD
o
f
0
.
9
5
.
T
h
e
tu
to
r
ials
we
r
e
v
er
y
ef
f
ec
tiv
e
in
d
ev
elo
p
i
n
g
s
tu
d
en
ts
'
s
k
ills
i
n
g
en
er
atin
g
d
escr
ip
tiv
e
s
tatis
tic
s
,
s
u
ch
as m
ea
n
an
d
SD
,
with
a
m
ea
n
o
f
4
.
0
2
an
d
a
SD
o
f
1
.
0
0
.
T
h
e
co
u
r
s
ewa
r
e
s
ig
n
if
ican
tly
im
p
r
o
v
ed
s
tu
d
en
ts
'
ab
ilit
y
to
in
ter
p
r
et
m
ea
n
a
n
d
SD
v
alu
es,
with
a
m
ea
n
o
f
4
.
0
7
a
n
d
a
SD
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
Desig
n
a
n
d
a
s
s
ess
men
t o
f e
ffe
ctive
mu
ltimed
ia
-
b
a
s
ed
co
u
r
s
ewa
r
e
fo
r
s
tu
d
en
t
…
(
A
b
d
u
ln
a
s
s
ir
Ya
s
s
in
)
3111
0
.
9
0
.
T
h
e
t
u
to
r
ials
wer
e
ef
f
ec
tiv
e
in
en
h
an
cin
g
s
tu
d
en
t'
s
ab
ilit
y
to
r
elate
two
v
ar
iab
les,
with
a
m
ea
n
o
f
3
.
9
2
an
d
a
SD
o
f
0
.
8
4
.
T
h
e
co
u
r
s
ewa
r
e
was
u
s
ef
u
l
in
im
p
r
o
v
in
g
s
tu
d
en
ts
'
in
ter
p
r
etatio
n
s
k
ills
f
o
r
co
r
r
elatio
n
v
alu
es,
with
a
m
ea
n
o
f
3
.
8
6
a
n
d
a
SD
o
f
0
.
9
7
.
Ov
er
all,
th
e
m
ea
n
v
alu
e
f
o
r
th
e
b
e
n
ef
its
s
t
u
d
en
ts
d
er
iv
ed
f
r
o
m
u
s
in
g
th
e
I
MC
was
3
.
8
6
,
with
a
SD
o
f
0
.
9
2
,
in
d
icatin
g
th
at
th
e
tu
to
r
ials
wer
e
h
ig
h
ly
b
en
e
f
icial
in
en
h
an
cin
g
s
tu
d
en
ts
'
q
u
an
titativ
e
d
ata
an
aly
s
is
s
k
ill
s
.
T
h
e
r
esu
lt
s
h
o
ws
th
at
th
e
I
MC
ef
f
ec
tiv
ely
en
h
an
ce
s
s
tu
d
en
ts
'
q
u
an
titativ
e
d
ata
an
aly
s
is
s
k
ills
.
I
t
h
ig
h
lig
h
ts
th
e
v
alu
e
o
f
m
u
ltime
d
ia
in
im
p
r
o
v
in
g
en
g
ag
em
en
t,
r
eten
tio
n
,
an
d
d
ata
liter
ac
y
.
T
h
e
f
in
d
in
g
s
s
u
p
p
o
r
t scalin
g
s
u
ch
to
o
ls
f
o
r
b
r
o
ad
er
ed
u
ca
tio
n
al
u
s
e
an
d
r
ef
in
in
g
co
u
r
s
ewa
r
e
d
esig
n
to
f
u
r
th
er
e
n
h
an
ce
lear
n
in
g
o
u
tco
m
es.
T
h
ese
r
esu
lts
ag
r
ee
with
th
e
f
in
d
in
g
s
in
th
e
liter
atu
r
e.
T
h
e
l
iter
atu
r
e
h
ig
h
lig
h
ts
th
e
ef
f
ec
ti
v
en
ess
o
f
I
MC
in
en
h
an
cin
g
s
tu
d
e
n
t
lear
n
in
g
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es.
R
esear
ch
in
d
icate
s
th
at
s
tu
d
en
ts
wh
o
lear
n
th
r
o
u
g
h
th
e
aid
o
f
m
u
ltime
d
ia
m
ater
ials
s
h
o
w
s
ig
n
if
ican
t d
if
f
er
en
ce
s
f
r
o
m
th
o
s
e
wh
o
lear
n
th
r
o
u
g
h
tr
ad
itio
n
al
m
ea
n
s
[
2
2
]
,
[
4
6
]
.
T
h
r
o
u
g
h
in
cr
ea
s
ed
s
tu
d
en
t
in
ter
est
in
lear
n
in
g
an
d
ab
ilit
y
to
in
n
o
v
ate
in
m
u
ltime
d
ia
teac
h
in
g
[
4
7
]
.
Fu
r
th
er
,
s
tu
d
ies
s
h
o
w
th
at
s
u
ch
c
o
u
r
s
ewa
r
e
i
m
p
r
o
v
es
e
n
g
ag
em
e
n
t,
r
eten
tio
n
,
an
d
ac
h
iev
em
e
n
t
in
s
u
b
jects
lik
e
p
r
o
g
r
am
m
in
g
[
8
]
an
d
d
ata
m
o
d
ellin
g
[
4
8
]
.
Mu
ltime
d
ia
elem
e
n
ts
an
d
in
ter
ac
tiv
e
f
ea
tu
r
es
co
n
tr
ib
u
te
to
p
o
s
itiv
e
lear
n
i
n
g
attitu
d
es
an
d
co
n
s
is
ten
t
im
p
r
o
v
em
en
t
in
ed
u
ca
tio
n
al
g
o
al
attain
m
en
t
[
2
7
]
,
[
4
7
]
,
[
4
9
]
.
R
esear
ch
in
d
icate
s
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
ts
in
p
o
s
t
-
test
s
co
r
es
af
ter
u
s
in
g
m
u
ltime
d
ia
tu
to
r
ials
[
4
8
]
.
C
o
n
v
er
s
ely
,
alth
o
u
g
h
s
tu
d
e
n
ts
p
er
ce
iv
ed
im
m
er
s
iv
e
v
ir
tu
al
r
ea
lity
as
in
ter
esti
n
g
an
d
m
o
tiv
atio
n
al,
it
m
ay
n
o
t
alwa
y
s
lead
to
b
etter
lear
n
in
g
o
u
t
co
m
es
co
m
p
ar
ed
t
o
tr
ad
itio
n
a
l
m
eth
o
d
s
b
u
t
ca
n
s
u
p
p
lem
en
t
th
e
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
[
5
0
]
.
As
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
y
e
v
o
lv
es,
co
u
r
s
ewa
r
e
d
ev
elo
p
m
e
n
t
co
n
tin
u
es
to
a
d
ap
t,
in
co
r
p
o
r
atin
g
d
i
v
er
s
e
lea
r
n
in
g
s
ty
les
an
d
g
a
m
e
-
b
ased
ap
p
r
o
ac
h
es
ac
r
o
s
s
m
u
ltip
le
f
ield
s
,
p
r
esen
tin
g
b
o
t
h
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
f
o
r
ed
u
ca
to
r
s
in
t
h
e
d
ig
ital a
g
e
[
5
1
]
.
T
ab
le
6
.
Descr
ip
tiv
e
s
tatis
tics
o
f
s
tu
d
en
ts
’
p
e
r
ce
iv
ed
b
en
ef
its
f
r
o
m
I
MC
I
t
e
m
N
M
i
n
M
a
x
M
e
a
n
s
SD
D
a
t
a
p
r
o
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g
1
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5
3
.
4
8
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9
5
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e
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t
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p
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s
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5
3
.
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9
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8
5
F
r
e
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e
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5
4
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9
5
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r
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8
6
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9
2
T
h
e
f
in
d
in
g
s
in
t
h
is
s
tu
d
y
co
m
m
u
n
icate
v
a
r
io
u
s
v
ital
im
p
licatio
n
s
to
th
e
s
tak
eh
o
ld
er
s
.
I
n
th
e
f
i
r
s
t
p
lace
,
tailo
r
in
g
co
n
ten
t
to
s
tu
d
en
ts
'
n
ee
d
s
im
p
r
o
v
es
en
g
ag
em
en
t
an
d
s
k
ill
d
ev
elo
p
m
e
n
t.
E
d
u
ca
to
r
s
s
h
o
u
ld
d
esig
n
m
u
ltime
d
ia
c
o
n
ten
t
wi
th
clea
r
lear
n
in
g
o
u
tco
m
es
ali
g
n
ed
with
s
tu
d
e
n
t
ca
p
a
b
ilit
ies
.
Fu
r
th
er
,
p
o
licies
s
h
o
u
ld
s
u
p
p
o
r
t
s
tan
d
ar
d
s
f
o
r
au
d
ien
ce
-
s
p
ec
if
ic
co
n
te
n
t,
en
c
o
u
r
ag
e
m
u
ltime
d
ia
u
s
e
in
cu
r
r
icu
la,
an
d
p
r
o
m
o
te
teac
h
er
tr
ain
in
g
in
in
s
tr
u
ctio
n
al
d
esig
n
.
Fin
ally
,
e
f
f
ec
tiv
e
m
u
ltime
d
ia
in
teg
r
atio
n
ca
n
en
h
an
ce
lea
r
n
in
g
,
th
er
ef
o
r
e,
in
s
titu
tio
n
s
s
h
o
u
ld
co
n
s
id
er
s
ca
lin
g
u
p
its
u
s
e
to
im
p
r
o
v
e
o
u
tco
m
es
ac
r
o
s
s
b
r
o
ad
e
r
s
tu
d
e
n
t
p
o
p
u
latio
n
s
.
R
esear
ch
o
n
m
u
ltime
d
ia
lear
n
in
g
r
e
v
ea
ls
m
ix
ed
f
in
d
i
n
g
s
r
eg
ar
d
in
g
it
s
ef
f
ec
tiv
en
ess
an
d
m
o
tiv
atio
n
al
im
p
ac
t
o
n
en
h
an
cin
g
s
tu
d
en
t
en
g
a
g
em
en
t.
R
esear
ch
o
n
m
u
ltime
d
ia
in
teg
r
atio
n
in
ed
u
ca
tio
n
h
as
s
h
o
wn
p
r
o
m
is
e
f
o
r
en
h
a
n
cin
g
s
tu
d
en
t
en
g
a
g
em
en
t
a
n
d
lear
n
in
g
o
u
tc
o
m
es
[
5
2
]
.
W
h
ile
s
o
m
e
s
tu
d
ies
f
o
u
n
d
n
o
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
in
l
ea
r
n
in
g
p
er
f
o
r
m
a
n
ce
,
s
tu
d
en
t
s
r
ep
o
r
te
d
p
o
s
itiv
e
p
e
r
ce
p
tio
n
s
o
f
m
u
ltimo
d
al
co
n
ten
t,
b
eliev
in
g
it
aid
ed
co
m
p
r
eh
en
s
io
n
an
d
r
ete
n
tio
n
[
4
0
]
,
[
5
2
]
.
E
f
f
ec
tiv
e
u
s
e
o
f
m
u
l
tim
ed
ia
ca
n
cr
ea
te
in
ter
ac
tiv
e,
en
g
a
g
in
g
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
ca
ter
to
d
iv
er
s
e
s
tu
d
en
t n
ee
d
s
[
4
0
]
.
On
th
e
co
n
tr
ar
y
,
im
m
er
s
iv
e
v
ir
tu
al
r
ea
lity
m
ay
n
o
t
al
way
s
lead
to
b
etter
lear
n
in
g
o
u
tco
m
es
co
m
p
ar
ed
to
tr
ad
itio
n
al
m
eth
o
d
s
,
d
u
e
to
s
ev
er
al
lim
itatio
n
s
in
th
e
im
p
lem
e
n
tatio
n
[
5
0
]
,
an
d
th
e
ef
f
ec
t
o
n
lear
n
in
g
m
ay
n
o
t
b
e
lo
n
g
-
l
asti
n
g
[
5
3
]
.
T
h
e
r
ef
o
r
e
,
co
m
b
in
in
g
au
d
io
an
d
v
is
u
al
ele
m
en
ts
is
k
ey
[
4
0
]
.
Kr
av
ch
en
k
o
an
d
C
ass
[
2
5
]
d
em
o
n
s
tr
ated
th
at
tr
an
s
f
o
r
m
in
g
ex
is
tin
g
lectu
r
e
co
n
ten
t
in
t
o
in
ter
ac
tiv
e
v
id
eo
s
em
b
ed
d
e
d
in
s
tr
u
ctu
r
e
d
less
o
n
d
esig
n
s
ca
n
im
p
r
o
v
e
e
d
u
ca
tio
n
al
o
u
tco
m
es
an
d
s
tu
d
en
t
en
g
ag
em
e
n
t.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
wh
ile
m
u
ltime
d
ia
tech
n
o
l
o
g
y
ca
n
b
e
a
v
alu
ab
le
t
o
o
l
in
ed
u
ca
tio
n
,
i
ts
ef
f
ec
tiv
en
ess
f
o
r
lear
n
er
en
g
a
g
em
en
t,
i
n
ter
ac
tio
n
an
d
ac
h
iev
em
e
n
t
o
f
lear
n
in
g
o
u
tc
o
m
es,
d
ep
e
n
d
s
o
n
t
h
o
u
g
h
tf
u
l
i
n
teg
r
atio
n
with
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
an
d
ac
tiv
e
i
n
s
tr
u
cto
r
in
v
o
l
v
em
en
t.
Ho
wev
er
,
th
is
s
tu
d
y
is
lim
ited
to
s
o
m
e
ex
ten
t.
Fo
r
i
n
s
tan
ce
,
a
s
elf
-
r
ep
o
r
t
s
u
r
v
e
y
is
th
e
o
n
l
y
p
r
im
a
r
y
d
ata
co
llectio
n
m
eth
o
d
u
s
ed
in
th
is
s
tu
d
y
.
W
h
ile
s
elf
-
r
ep
o
r
t
s
u
r
v
ey
s
ar
e
v
alu
ab
le
f
o
r
g
ath
er
in
g
p
e
r
s
o
n
al
in
s
ig
h
ts
,
th
ey
ar
e
s
u
s
ce
p
tib
le
to
s
ev
er
al
b
iases
.
Fu
r
th
er
,
i
n
ac
cu
r
ate
s
elf
-
ass
ess
m
en
t
is
an
o
th
er
co
n
ce
r
n
,
as
r
esp
o
n
d
en
ts
m
ay
lack
t
h
e
n
e
ce
s
s
ar
y
s
elf
-
awa
r
en
ess
to
ac
c
u
r
ately
r
ep
o
r
t
th
eir
s
k
ills
ass
ess
ed
.
Ad
d
itio
n
ally
,
r
ec
all
b
ias
m
ig
h
t
h
av
e
in
f
lu
e
n
ce
d
r
esp
o
n
s
es,
esp
ec
ially
if
p
ar
ticip
an
ts
s
tr
u
g
g
led
to
ac
c
u
r
a
tely
r
em
em
b
e
r
p
ast
ex
p
o
s
u
r
e
to
th
e
I
MC.
T
h
e
s
tu
d
y
is
lim
ited
to
th
e
s
p
ec
if
ic
d
is
cip
lin
e
m
ak
in
g
it
g
en
er
aliza
b
le
to
s
im
ilar
s
itu
atio
n
s
ex
ce
p
t
o
th
er
d
is
cip
li
n
es.
T
h
u
s
,
f
u
r
th
er
r
esear
c
h
is
n
ee
d
ed
to
f
u
lly
u
n
d
er
s
tan
d
th
e
im
p
ac
t
o
f
I
MC
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
3
1
0
3
-
3
1
1
5
3112
lear
n
in
g
,
an
d
co
n
s
id
er
v
ar
ia
b
les
s
u
ch
as
s
tu
d
en
t
ch
ar
ac
ter
is
tics
an
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
to
ex
p
an
d
th
e
s
co
p
e
[
2
3
]
,
f
u
r
th
e
r
u
s
in
g
s
u
p
p
lem
en
tar
y
m
eth
o
d
s
s
u
ch
as
in
ter
v
iews,
an
d
o
b
s
er
v
atio
n
al
d
ata
to
m
itig
ate
th
e
lim
itatio
n
s
in
f
u
tu
r
e
r
esear
c
h
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
d
e
v
elo
p
m
en
t
an
d
ev
alu
atio
n
o
f
t
h
e
ef
f
ec
tiv
en
ess
o
f
an
I
MC
,
d
esig
n
ed
to
b
o
ls
ter
s
tu
d
en
ts
’
q
u
an
titativ
e
d
ata
an
aly
s
is
co
m
p
eten
cies
in
a
r
esear
ch
co
n
tex
t.
T
h
e
k
ey
o
b
jectiv
es
wer
e
t
o
cr
ea
te
an
I
MC
p
r
o
g
r
am
,
to
ev
alu
ate
th
e
s
u
itab
ilit
y
o
f
t
h
e
I
MC
in
ter
m
s
o
f
in
s
tr
u
ctio
n
al
co
n
ten
t,
i
n
ter
ac
tiv
ity
,
u
s
er
in
ter
f
ac
e,
an
d
v
is
u
al
d
esig
n
,
t
o
p
r
o
f
ile
s
tu
d
en
ts
’
p
e
r
ce
iv
ed
b
e
n
ef
its
o
f
u
s
in
g
th
e
I
MC
to
lear
n
q
u
an
titativ
e
d
ata
an
aly
s
is
.
T
h
e
s
tu
d
y
o
f
f
e
r
s
an
in
n
o
v
ativ
e,
tech
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
in
g
to
o
l
th
at
c
an
b
e
ad
a
p
ted
f
o
r
s
im
ilar
in
s
tr
u
ctio
n
al
co
n
tex
ts
,
h
en
ce
s
u
p
p
o
r
tin
g
e
f
f
ec
tiv
e
l
ea
r
n
in
g
e
x
p
er
ien
ce
s
.
Fu
r
t
h
er
,
o
f
f
er
in
g
v
alu
a
b
le
in
s
ig
h
ts
in
to
h
o
w
m
u
ltime
d
i
a
-
b
ased
lear
n
in
g
to
o
ls
ca
n
i
m
p
r
o
v
e
s
tu
d
en
t
e
n
g
ag
em
e
n
t,
u
n
d
er
s
tan
d
in
g
,
an
d
p
er
f
o
r
m
an
ce
in
co
m
p
lex
s
u
b
j
ec
ts
.
Fin
ally
co
n
tr
ib
u
tin
g
to
t
h
e
b
r
o
ad
er
f
ield
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
in
s
tr
u
ctio
n
al
d
esig
n
,
p
r
o
v
id
in
g
ev
id
en
ce
f
o
r
th
e
p
o
ten
tial
b
en
ef
its
o
f
m
u
ltime
d
ia
in
ter
v
en
tio
n
s
in
q
u
an
titativ
e
r
esear
ch
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e
,
th
e
im
p
licatio
n
f
o
r
th
e
p
o
li
cy
an
d
p
r
ac
tice,
is
th
at
ed
u
ca
to
r
s
s
h
o
u
ld
d
esig
n
m
u
ltime
d
ia
co
n
ten
t
with
clea
r
lear
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in
g
o
u
tco
m
es
alig
n
ed
w
ith
s
tu
d
en
t
ca
p
ab
ilit
ies.
Fu
r
th
er
,
p
o
licies
s
h
o
u
ld
s
u
p
p
o
r
t
s
tan
d
a
r
d
s
f
o
r
au
d
ie
n
c
e
-
s
p
ec
if
ic
co
n
ten
t,
e
n
co
u
r
ag
e
m
u
ltime
d
ia
u
s
e
in
cu
r
r
icu
la,
a
n
d
p
r
o
m
o
te
teac
h
er
tr
ain
in
g
in
in
s
tr
u
ctio
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al
d
esig
n
.
Fin
ally
,
in
s
titu
tio
n
s
s
h
o
u
ld
co
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s
id
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s
ca
lin
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u
p
its
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e
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p
r
o
v
e
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u
tco
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ac
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s
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b
r
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a
d
er
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d
e
n
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p
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p
u
latio
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s
.
R
esu
ltin
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th
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s
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d
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wer
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lim
ited
to
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e
f
ac
u
lty
o
f
ed
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ca
tio
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s
tu
d
e
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ts
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d
ev
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ated
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eir
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titati
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e
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ata
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is
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k
ills
.
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tu
r
e
s
tu
d
ies
s
h
o
u
ld
f
o
cu
s
o
n
th
e
im
p
ac
t
o
f
I
MC
o
n
s
tu
d
en
ts
'
q
u
an
titativ
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ata
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aly
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is
s
k
ill
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co
m
p
r
eh
en
s
iv
ely
in
a
m
u
ltid
is
cip
lin
ar
y
m
an
n
e
r
,
m
o
r
e
s
p
ec
if
ically
co
n
s
id
er
in
g
v
a
r
iab
les
s
u
ch
as
s
tu
d
en
t
ch
ar
ac
ter
is
tics
an
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
to
ex
p
a
n
d
th
e
s
co
p
e,
wh
ich
co
u
ld
c
o
n
tr
ib
u
te
g
r
ea
tly
to
th
e
tr
an
s
f
o
r
m
atio
n
o
f
lear
n
in
g
.
Fu
r
th
er
s
u
p
p
lem
e
n
tar
y
d
ata
co
llectio
n
m
eth
o
d
s
s
u
ch
as in
ter
v
iews a
n
d
o
b
s
er
v
atio
n
s
s
h
o
u
ld
b
e
em
p
lo
y
ed
to
m
itig
ate
th
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lim
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s
in
f
u
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r
e
r
esear
ch
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ACK
NO
WL
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DG
M
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N
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h
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au
th
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s
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in
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r
ely
ap
p
r
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iate
th
e
m
an
ag
em
e
n
t
o
f
I
s
lam
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Un
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s
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in
Ug
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d
a
(
I
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f
o
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g
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tin
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p
er
m
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io
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to
co
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d
u
ct
th
is
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tu
d
y
.
T
h
ey
also
ex
te
n
t
th
eir
g
r
atitu
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e
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th
e
s
tu
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wh
o
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ly
p
ar
ticip
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,
m
a
k
in
g
d
ata
co
ll
ec
tio
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o
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ib
le.
F
UNDING
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NF
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h
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au
th
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s
ex
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h
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k
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th
e
L
P2
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Un
i
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Pad
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d
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f
u
ll
APC
co
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f
u
n
d
in
g
s
u
p
p
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t o
f
th
is
p
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.
Ma
y
th
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Alm
ig
h
ty
r
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r
d
y
o
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r
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f
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ts
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h
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cin
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k
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cr
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tio
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d
d
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s
em
in
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AUTHO
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h
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o
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tr
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h
ip
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an
d
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C
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ter
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