I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
6
,
Dec
em
b
er
20
25
,
p
p
.
4
5
0
9
~
4
5
1
6
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
6
.
3
5
3
6
4
4509
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Factors
inf
l
uenci
ng
enrol
l
ment
int
ention in
priva
te
scho
o
ls
L
im
L
ee
P
ing
1
,
O
ng
Cho
o
n H
ee
2
,
T
a
n O
wee
K
o
wa
ng
1
,
L
im
K
im
Yew
3
1
F
a
c
u
l
t
y
o
f
M
a
n
a
g
e
me
n
t
,
U
n
i
v
e
r
si
t
i
T
e
k
n
o
l
o
g
i
M
a
l
a
y
si
a
,
S
k
u
d
a
i
,
M
a
l
a
y
s
i
a
2
A
z
ma
n
H
a
s
h
i
m I
n
t
e
r
n
a
t
i
o
n
a
l
B
u
si
n
e
s
s Sch
o
o
l
,
U
n
i
v
e
r
si
t
i
Te
k
n
o
l
o
g
i
M
a
l
a
y
si
a
,
S
k
u
d
a
i
,
M
a
l
a
y
si
a
3
F
a
c
u
l
t
y
o
f
B
u
si
n
e
ss
a
n
d
C
o
mm
u
n
i
c
a
t
i
o
n
,
I
N
TI
I
n
t
e
r
n
a
t
i
o
n
a
l
U
n
i
v
e
r
s
i
t
y
,
N
i
l
a
i
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Ap
r
2
,
2
0
2
5
R
ev
is
ed
Oct
1
,
2025
Acc
ep
ted
Oct
10
,
2
0
2
5
Th
e
g
ro
wt
h
in
p
r
iv
a
te
sc
h
o
o
l
stu
d
e
n
t
e
n
ro
ll
m
e
n
t
in
M
a
lay
sia
h
a
s
p
ro
m
p
te
d
in
stit
u
ti
o
n
s
t
o
u
p
g
ra
d
e
to
sta
y
c
o
m
p
e
ti
ti
v
e
i
n
t
h
e
m
a
rk
e
t.
H
o
we
v
e
r,
d
e
sp
it
e
th
e
in
c
re
a
sin
g
n
u
m
b
e
r
o
f
p
r
iv
a
t
e
sc
h
o
o
ls,
re
g
re
tt
a
b
l
y
,
o
n
l
y
a
fe
w
stu
d
ies
h
a
v
e
fo
c
u
se
d
o
n
th
e
fa
c
to
rs
th
a
t
in
fl
u
e
n
c
e
p
ri
v
a
te
sc
h
o
o
l
e
n
ro
ll
m
e
n
t.
Th
is
stu
d
y
e
x
a
m
in
e
s
th
e
re
latio
n
s
h
i
p
b
e
twe
e
n
so
c
ial
in
fl
u
e
n
c
e
s
(S
I)
,
sc
h
o
o
l
e
n
v
iro
n
m
e
n
t
(S
E)
,
c
h
a
ra
c
teristics
,
p
a
re
n
t
-
a
d
m
in
istratio
n
-
tea
c
h
e
r
re
latio
n
sh
ip
(P
AT)
,
a
n
d
p
riv
a
te
sc
h
o
o
l
e
n
ro
lme
n
t
in
te
n
ti
o
n
i
n
M
a
lay
sia
.
It
u
se
s
a
q
u
a
n
ti
tati
v
e
m
e
th
o
d
a
n
d
G
*
P
o
we
r
to
d
e
term
in
e
th
e
m
in
imu
m
sa
m
p
le
siz
e
.
Da
ta
wa
s
g
a
th
e
re
d
fro
m
1
3
5
re
sp
o
n
d
e
n
ts
wh
o
h
a
v
e
e
n
r
o
ll
e
d
a
t
lea
st
o
n
e
c
h
il
d
i
n
p
riv
a
te
sc
h
o
o
ls
u
sin
g
q
u
e
stio
n
n
a
ire
su
r
v
e
y
s.
Th
e
sta
ti
stic
a
l
p
a
c
k
a
g
e
fo
r
so
c
ial
sc
ien
c
e
(S
P
S
S
)
wa
s
u
s
e
d
to
a
n
a
l
y
z
e
th
e
d
a
ta.
Th
e
re
su
l
ts
sh
o
we
d
th
a
t
SI
a
n
d
sc
h
o
o
l
c
h
a
ra
c
teristics
(S
C)
sig
n
ifi
c
a
n
tl
y
a
n
d
p
o
siti
v
e
ly
c
o
rre
late
d
with
e
n
ro
lme
n
t
in
te
n
ti
o
n
.
T
h
e
P
AT
wa
s
n
o
t
sig
n
ifi
c
a
n
tl
y
a
ss
o
c
iate
d
with
e
n
r
o
lme
n
t
in
ten
ti
o
n
.
Th
is
stu
d
y
c
lea
rly
sh
o
ws
th
a
t
SI
fa
c
t
o
rs
a
n
d
S
Cs
a
re
c
ru
c
ial
fo
r
e
n
ro
lme
n
t
i
n
ten
t
io
n
i
n
p
ri
v
a
te
sc
h
o
o
ls.
T
h
e
m
a
n
a
g
e
m
e
n
t
sh
o
u
ld
d
e
v
e
lo
p
a
n
d
imp
lem
e
n
t
m
a
rk
e
ti
n
g
stra
teg
ies
t
h
a
t
e
ffe
c
ti
v
e
ly
tac
k
l
e
c
u
rre
n
t
m
a
rk
e
t
c
h
a
ll
e
n
g
e
s
b
y
f
o
c
u
sin
g
o
n
SI
a
n
d
im
p
ro
v
in
g
th
e
SC
.
Th
e
y
c
a
n
tailo
r
th
e
m
a
rk
e
ti
n
g
stra
te
g
y
wit
h
e
lec
tro
n
ic
wo
r
d
-
of
-
m
o
u
t
h
(
e
-
WOM
)
f
o
r
SI
a
n
d
a
p
p
ly
lea
rn
in
g
a
n
a
l
y
ti
c
s fo
r
SC
.
K
ey
w
o
r
d
s
:
E
n
r
o
llm
en
t in
te
n
tio
n
Par
en
ts
-
ad
m
in
is
tr
atio
n
-
teac
h
er
r
elatio
n
s
h
ip
Priv
ate
s
ch
o
o
ls
Sch
o
o
l c
h
ar
ac
ter
is
tics
Sch
o
o
l e
n
v
ir
o
n
m
e
n
t
So
cial
in
f
lu
en
ce
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
On
g
C
h
o
o
n
He
e
Azm
an
Hash
im
I
n
ter
n
atio
n
al
B
u
s
in
ess
Sch
o
o
l,
Un
iv
er
s
iti T
ek
n
o
lo
g
i M
alay
s
ia
Sk
u
d
ai,
J
o
h
o
r
B
ah
r
u
,
8
1
3
1
0
,
Ma
lay
s
ia
E
m
ail: o
n
g
ch
o
o
n
h
ee
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Nelso
n
Ma
n
d
ela
s
aid
th
at
th
e
m
o
s
t
ef
f
ec
tiv
e
to
o
l
f
o
r
ch
an
g
in
g
th
e
wo
r
l
d
is
ed
u
ca
tio
n
.
Pro
v
id
in
g
ch
ild
r
en
with
ac
ce
s
s
to
h
ig
h
-
q
u
ality
ed
u
ca
tio
n
is
o
n
e
o
f
th
e
m
o
s
t
ess
en
tial
th
in
g
s
p
ar
en
ts
ca
n
d
o
to
en
s
u
r
e
th
eir
ch
ild
r
en
h
a
v
e
ac
ce
s
s
to
s
u
ch
an
ed
u
ca
tio
n
.
Ma
lay
s
ia
’
s
ed
u
ca
tio
n
s
y
s
tem
is
d
iv
id
ed
in
to
g
o
v
er
n
m
en
t
,
g
o
v
er
n
m
en
t
-
aid
e
d
,
an
d
p
r
iv
at
e
s
ch
o
o
ls
.
T
h
e
9
5
.
6
%
o
f
Ma
lay
s
ia
’
s
s
ch
o
o
ls
ar
e
g
o
v
er
n
m
e
n
t
o
r
g
o
v
er
n
m
en
t
-
aid
ed
s
ch
o
o
ls
,
wh
ich
ar
e
en
tir
ely
o
r
p
a
r
tially
f
u
n
d
ed
b
y
th
e
co
u
n
tr
y
’
s
g
o
v
e
r
n
m
e
n
t
[
1
]
.
Me
an
wh
ile,
th
e
o
th
e
r
ca
teg
o
r
y
is
p
r
iv
ate
s
ch
o
o
ls
.
T
h
ey
ar
e
ty
p
ically
s
elf
-
f
u
n
d
e
d
an
d
o
wn
e
d
o
r
c
o
n
tr
o
lle
d
b
y
n
o
n
-
g
o
v
er
n
m
e
n
tal
o
r
g
an
izatio
n
s
,
s
u
c
h
as u
n
io
n
s
,
co
m
p
an
ies,
o
r
p
r
iv
ate
e
n
ter
p
r
i
s
es
[
2
]
.
I
n
Ma
l
ay
s
ia
,
p
r
i
v
a
te
s
c
h
o
o
ls
o
f
f
er
s
tu
d
e
n
ts
a
wi
d
e
r
a
n
g
e
o
f
ed
u
c
ati
o
n
al
o
p
ti
o
n
s
,
p
r
o
v
id
in
g
a
u
n
i
q
u
e
an
d
d
iv
er
s
e
c
u
r
r
i
cu
lu
m
t
h
at
d
i
f
f
er
s
f
r
o
m
th
e
Ma
l
a
y
s
ia
n
Na
ti
o
n
al
S
y
ll
ab
u
s
a
n
d
p
r
e
p
a
r
es
t
h
em
f
o
r
a
g
l
o
b
a
liz
ed
wo
r
l
d
i
n
t
h
e
y
ea
r
s
to
c
o
m
e.
A
s
r
e
p
o
r
te
d
i
n
th
e
M
ala
y
s
i
a
n
E
d
u
ca
ti
o
n
al
S
tat
is
ti
cs,
s
tu
d
e
n
t
e
n
r
o
l
lm
en
t
i
n
p
r
i
v
at
e
s
ch
o
o
ls
h
as
b
ee
n
i
n
c
r
e
asi
n
g
y
ea
r
l
y
.
I
t
r
o
s
e
f
r
o
m
a
t
o
t
al
o
f
1
9
4
,
0
5
5
i
n
2
0
1
5
t
o
2
1
4
,
2
2
9
i
n
2
0
2
0
.
Ad
d
i
ti
o
n
all
y
,
th
e
n
u
m
b
e
r
o
f
p
r
i
v
a
te
s
c
h
o
o
ls
in
c
r
ea
s
e
d
f
r
o
m
4
0
4
u
n
its
i
n
2
0
1
5
t
o
5
3
2
u
n
i
ts
i
n
2
0
2
2
[
1
]
,
r
e
p
r
ese
n
t
in
g
a
3
1
.
6
%
r
is
e
.
Pri
v
ate
e
d
u
c
ati
o
n
h
as
l
ed
t
o
u
n
i
f
o
r
m
c
o
m
p
et
iti
o
n
i
n
t
h
e
e
d
u
c
ati
o
n
m
a
r
k
et
a
n
d
r
i
d
i
c
u
lo
u
s
g
r
o
wt
h
o
f
t
h
e
p
r
iv
at
e
s
e
ct
o
r
[
3
]
,
[
4
]
.
T
h
e
i
n
c
r
e
ase
in
p
r
i
v
ate
s
c
h
o
o
l
s
t
u
d
e
n
t
e
n
r
o
l
lm
en
t
h
as
p
r
o
m
p
t
e
d
t
h
e
i
n
s
ti
tu
ti
o
n
t
o
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
.
6
,
Dec
em
b
er
20
25
:
4
5
0
9
-
4
5
1
6
4510
u
p
g
r
a
d
e
a
n
d
c
o
m
p
et
e
i
n
th
e
m
ar
k
e
t
c
o
n
ti
n
u
al
ly
.
Des
p
it
e
t
h
e
i
n
c
r
e
asi
n
g
n
u
m
b
e
r
o
f
p
r
i
v
ate
s
ch
o
o
ls
i
n
Ma
la
y
s
ia
,
r
e
g
r
ett
a
b
l
y
,
f
ew
s
tu
d
i
es
h
av
e
f
o
c
u
s
e
d
o
n
t
h
e
f
ac
t
o
r
s
t
h
at
i
n
f
lu
e
n
ce
p
r
iv
ate
s
c
h
o
o
l
en
r
o
l
lm
e
n
t
i
n
Ma
l
ay
s
ia
.
I
n
v
esti
g
a
ti
n
g
t
h
e
f
ac
to
r
s
i
n
f
l
u
e
n
c
in
g
e
n
r
o
llm
e
n
t
in
te
n
ti
o
n
s
i
n
p
r
i
v
at
e
s
c
h
o
o
ls
h
as
b
e
co
m
e
i
n
c
r
e
asi
n
g
l
y
im
p
o
r
tan
t.
A
th
o
r
o
u
g
h
u
n
d
e
r
s
tan
d
in
g
o
f
t
h
ese
f
ac
to
r
s
c
an
ass
is
t
p
r
iv
ate
s
ch
o
o
ls
in
s
ch
o
o
l
r
ep
u
tatio
n
,
p
er
ce
iv
ed
ed
u
ca
tio
n
al
q
u
ality
,
lo
ca
tio
n
,
af
f
o
r
d
a
b
ilit
y
,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
p
ee
r
an
d
p
ar
en
tal
in
f
l
u
en
ce
,
f
am
ily
in
co
m
e,
s
ch
o
o
l
en
v
ir
o
n
m
en
t
(
SE)
,
an
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
ar
e
n
ts
an
d
a
d
m
i
n
is
tr
ato
r
s
an
d
s
o
cial
o
r
g
an
izatio
n
ar
e
s
o
m
e
o
f
th
e
f
ac
to
r
s
th
at
h
av
e
b
ee
n
f
o
u
n
d
to
af
f
ec
t sch
o
o
l e
n
r
o
llm
en
t in
te
n
tio
n
s
[
5
]
–
[
7
]
.
I
n
ad
d
itio
n
to
b
ein
g
r
esp
o
n
s
ib
le
an
d
m
i
n
d
f
u
l,
p
ar
e
n
ts
p
lay
a
cr
u
cial
r
o
le
in
e
n
s
u
r
in
g
th
eir
ch
ild
r
en
’
s
well
-
b
ein
g
.
Par
en
ts
’
ch
o
ice
o
f
a
ch
ild
’
s
p
u
b
lic
o
r
p
r
iv
a
te
s
ch
o
o
l
ca
n
s
ig
n
if
ican
tly
i
m
p
ac
t
th
at
c
h
ild
’
s
ed
u
ca
tio
n
an
d
f
u
tu
r
e.
Sin
ce
e
d
u
ca
tio
n
h
as
b
ec
o
m
e
in
cr
ea
s
i
n
g
ly
im
p
o
r
tan
t
in
th
e
2
1
s
t
ce
n
tu
r
y
,
it
is
v
ital
to
lear
n
h
o
w
p
ar
en
ts
ch
o
o
s
e
b
et
wee
n
d
if
f
er
en
t
ty
p
es
o
f
s
ch
o
o
ls
b
ased
o
n
v
ar
io
u
s
f
ac
to
r
s
.
Nu
m
er
o
u
s
elem
en
ts
h
av
e
b
ee
n
f
o
u
n
d
to
af
f
ec
t
s
tu
d
en
ts
’
in
ten
tio
n
s
to
en
r
o
ll
in
s
ch
o
o
l,
in
clu
d
i
n
g
s
ch
o
o
l
r
e
p
u
tatio
n
,
p
e
r
ce
iv
e
d
ed
u
ca
tio
n
al
q
u
ality
,
lo
ca
tio
n
,
co
s
t,
ac
ad
em
ic
ac
h
iev
em
en
t,
p
ee
r
an
d
p
a
r
en
tal
in
f
lu
e
n
ce
,
f
am
ily
in
co
m
e,
SE
,
an
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
ar
e
n
ts
an
d
ad
m
i
n
is
tr
ato
r
s
,
as
well
as
s
o
cial
o
r
g
an
izatio
n
[
5
]
–
[
7
]
.
Ho
wev
er
,
p
r
iv
ate
s
ch
o
o
ls
in
Ma
lay
s
ia
m
ay
d
if
f
e
r
f
r
o
m
t
h
ese
f
ac
to
r
s
;
w
e
n
ee
d
t
o
in
v
esti
g
ate
p
r
iv
ate
s
ch
o
o
ls
in
Ma
lay
s
ia,
esp
ec
ially
to
u
n
d
er
s
tan
d
th
ese
f
ac
to
r
s
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
s
o
cial
in
f
lu
en
ce
s
(
SI)
,
SE
,
ch
ar
ac
te
r
is
tics
,
p
ar
en
t
-
ad
m
in
is
tr
atio
n
-
teac
h
er
r
elatio
n
s
h
ip
s
(
PAT)
,
an
d
p
r
iv
ate
s
ch
o
o
l
en
r
o
llm
en
t
in
te
n
tio
n
in
Ma
lay
s
ia.
I
t
ad
d
s
n
ew
k
n
o
wled
g
e
b
y
d
is
co
v
er
in
g
f
ac
to
r
s
in
f
lu
en
cin
g
e
n
r
o
lm
e
n
t
in
ten
tio
n
s
in
p
r
iv
ate
s
ch
o
o
ls
an
d
p
r
o
v
id
es
p
r
ac
tical
s
o
lu
tio
n
s
f
o
r
d
ev
elo
p
in
g
ef
f
ec
tiv
e
m
ar
k
etin
g
s
tr
ateg
ies
to
attr
ac
t stu
d
en
ts
an
d
in
cr
ea
s
e
e
n
r
o
llm
en
t.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
I
nte
ntio
n o
f
priv
a
t
e
s
cho
o
l e
nro
lm
ent
Acc
o
r
d
in
g
to
Stam
p
a
n
d
C
lem
o
n
s
[
8
]
,
a
n
in
d
iv
i
d
u
al
’
s
in
t
en
tio
n
s
s
h
o
w
a
willin
g
n
ess
to
en
g
ag
e
in
s
p
ec
if
ic
b
eh
av
io
r
.
T
h
ese
in
te
n
tio
n
s
ar
e
c
o
n
s
id
er
ed
cr
u
cial
to
p
er
s
u
ad
i
n
g
b
eh
av
i
o
r
.
All
p
r
ed
icto
r
s
,
in
clu
d
in
g
attitu
d
es
to
war
d
b
eh
a
v
io
r
,
s
u
b
jectiv
e
s
tan
d
ar
d
s
,
an
d
p
e
r
ce
i
v
ed
b
e
h
av
io
r
al
c
o
n
tr
o
l,
wer
e
weig
h
ted
b
ased
o
n
th
eir
s
ig
n
if
ican
ce
f
o
r
t
h
e
b
e
h
a
v
io
r
an
d
th
e
p
o
p
u
latio
n
o
f
i
n
ter
est.
T
h
e
t
h
eo
r
y
o
f
p
lan
n
ed
b
eh
av
io
r
(
T
PB
)
ca
n
ex
p
lain
th
ese
[
9
]
.
W
h
en
g
iv
e
n
th
e
c
h
an
ce
an
d
s
u
f
f
icien
t
co
n
tr
o
l
o
v
er
t
h
eir
ac
tio
n
s
,
p
e
o
p
le
ar
e
m
o
r
e
lik
ely
to
f
u
lf
ill th
eir
in
ten
tio
n
s
[
1
0
]
.
T
h
is
s
tu
d
y
d
is
cu
s
s
es
p
ar
en
ts
’
in
ten
tio
n
to
en
r
o
ll
th
eir
c
h
ild
r
en
in
p
r
iv
ate
s
ch
o
o
ls
.
C
h
ild
r
en
’
s
ed
u
ca
tio
n
is
th
e
s
tate
’
s
r
esp
o
n
s
ib
ilit
y
,
wh
ile
p
ar
en
ts
h
av
e
th
e
o
p
tio
n
to
c
h
o
o
s
e
th
eir
c
h
ild
r
en
’
s
ed
u
ca
tio
n
[
1
1
]
.
C
h
o
o
s
in
g
a
s
ch
o
o
l
is
a
co
m
p
lex
d
ec
is
io
n
-
m
a
k
in
g
p
r
o
ce
s
s
th
at
r
eq
u
ir
es
ca
r
ef
u
l
co
n
s
id
er
atio
n
o
f
h
u
m
a
n
b
eh
av
io
r
.
T
h
e
h
ig
h
en
r
o
llm
en
t
in
p
r
iv
ate
ed
u
ca
tio
n
is
d
u
e
to
ex
ten
s
iv
e
p
r
iv
ate
tu
t
o
r
in
g
,
in
te
n
s
e
co
m
p
etitio
n
in
ex
am
in
atio
n
s
,
an
d
d
is
s
atis
f
ac
ti
o
n
with
th
e
p
u
b
lic
s
ch
o
o
ls
.
Pri
v
ate
s
ch
o
o
ls
ar
e
m
o
r
e
lik
ely
to
s
u
p
p
o
r
t a
ca
d
em
ic
s
u
cc
ess
,
o
f
f
er
a
wid
er
r
an
g
e
o
f
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
,
an
d
ar
e
co
n
v
e
n
ien
t
f
o
r
wo
r
k
in
g
p
ar
en
ts
,
all
o
f
wh
ich
co
n
tr
ib
u
te
t
o
a
s
tu
d
e
n
t
’
s
ac
ad
e
m
ic
s
u
cc
ess
d
u
e
to
th
eir
p
o
s
itiv
e
s
ch
o
o
l
e
n
r
o
llm
en
t
in
ten
tio
n
s
[
1
2
]
.
T
h
e
s
ch
o
o
l
will
co
m
p
ete
f
o
r
s
tu
d
en
t
en
r
o
llm
en
t
b
y
o
f
f
er
i
n
g
v
ar
io
u
s
p
r
o
g
r
a
m
s
f
o
r
v
ar
io
u
s
ty
p
es
o
f
f
am
ilies
to
s
atis
f
y
p
ar
en
ts
’
an
d
s
tu
d
en
ts
’
in
ter
es
ts
an
d
d
em
an
d
s
[
1
0
]
,
[
1
3
]
.
F
o
u
r
s
elec
ted
f
ac
to
r
s
f
o
r
th
is
s
tu
d
y
ar
e
SI
,
SE
,
p
ar
en
ts
-
ad
m
in
is
tr
atio
n
-
teac
h
er
s
,
an
d
s
ch
o
o
l c
h
ar
ac
ter
is
tics
(
SC
)
.
2
.
2
.
So
cia
l inf
luence
SI
is
th
e
p
h
e
n
o
m
e
n
o
n
wh
er
e
a
p
er
s
o
n
’
s
a
ctio
n
s
,
v
iewp
o
in
t
s
,
o
r
b
elief
s
c
h
an
g
e
d
u
e
to
th
eir
s
o
cial
co
n
n
ec
tio
n
s
,
o
f
te
n
b
ec
o
m
in
g
m
o
r
e
s
im
ilar
to
th
o
s
e
o
f
p
eo
p
l
e
th
ey
ar
e
r
elate
d
to
[
1
4
]
.
As n
o
ted
b
y
I
zu
m
a
[
1
5
]
,
SI
h
as
b
ee
n
c
o
n
d
u
cted
in
two
p
r
im
ar
y
f
o
r
m
s
:
o
b
s
er
v
er
ef
f
ec
t
an
d
s
o
cial
co
n
f
o
r
m
ity
.
Ob
s
er
v
er
ef
f
ec
ts
r
ef
e
r
to
th
e
in
f
lu
en
ce
th
at
th
e
p
r
esen
c
e
o
f
o
th
er
s
h
as
o
n
an
in
d
iv
id
u
al
’
s
b
eh
av
io
r
,
p
ar
ticu
lar
ly
in
ter
m
s
o
f
p
r
o
s
o
cial
b
eh
av
io
r
.
C
o
n
v
er
s
ely
,
s
o
cial
c
o
n
f
o
r
m
ity
r
e
f
er
s
to
th
e
i
n
f
lu
e
n
ce
th
at
o
th
er
s
’
o
p
in
io
n
s
h
a
v
e
o
n
an
i
n
d
iv
id
u
al
’
s
p
r
ef
er
en
ce
s
.
T
h
e
co
n
ce
p
t
o
f
s
o
cial
im
p
lies
ch
an
g
es
in
an
i
n
d
iv
id
u
al
’
s
b
e
h
av
io
r
,
em
o
tio
n
s
,
o
r
b
elief
s
d
u
e
to
ex
ter
n
al
in
f
lu
e
n
ce
s
[
1
6
]
.
I
t
is
th
e
p
r
ac
tice
o
f
p
a
r
en
ts
to
u
s
e
s
o
cial
n
etwo
r
k
in
g
s
ites
to
g
ath
er
in
f
o
r
m
atio
n
ab
o
u
t
p
o
ten
tial
s
ch
o
o
ls
an
d
ass
es
s
th
eir
r
ep
u
tatio
n
s
b
ef
o
r
e
en
r
o
llin
g
th
eir
ch
ild
r
en
.
T
h
e
in
f
o
r
m
atio
n
o
n
th
ese
s
i
tes
ca
n
b
e
h
elp
f
u
l
wh
e
n
r
esear
ch
in
g
p
o
ten
tial
s
ch
o
o
ls
.
SI
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
th
e
d
ec
is
io
n
s
p
ar
en
ts
m
ak
e
a
b
o
u
t
th
eir
ch
ild
r
en
’
s
ed
u
ca
tio
n
al
c
h
o
ices,
o
f
ten
b
ased
o
n
in
f
o
r
m
atio
n
f
r
o
m
o
th
er
s
.
SI
is
cr
u
cial
wh
en
p
ar
en
ts
in
ten
d
to
en
r
o
ll
th
eir
c
h
ild
r
en
in
p
r
iv
ate
s
ch
o
o
l
[
1
7
]
,
[
1
8
]
.
T
h
er
ef
o
r
e
,
it
is
h
y
p
o
t
h
esized
as
:
SI
h
as
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
th
e
in
ten
tio
n
o
f
p
r
iv
ate
s
ch
o
o
l e
n
r
o
lm
en
t i
n
Ma
lay
s
ia
(
H1
)
.
2
.
3
.
Scho
o
l c
ha
ra
ct
er
is
t
ics
Sch
o
o
l
is
wh
er
e
a
ch
ild
r
ec
ei
v
es
th
eir
ed
u
ca
tio
n
o
r
lear
n
in
g
;
m
ea
n
wh
ile,
ch
ar
ac
ter
is
tics
ar
e
f
ea
tu
r
es
th
at
ty
p
ically
b
elo
n
g
to
a
p
la
ce
.
SC
r
ef
er
to
an
i
n
s
titu
tio
n
d
esig
n
ed
f
o
r
th
e
teac
h
i
n
g
a
n
d
lear
n
in
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
F
a
cto
r
s
in
flu
en
cin
g
en
r
o
lmen
t
in
ten
tio
n
in
p
r
iva
te
s
ch
o
o
ls
(
Lim Lee
P
in
g
)
4511
A
SC
ar
e
im
p
o
r
tan
t
as
th
ey
ca
n
p
r
o
v
id
e
g
r
o
u
n
d
r
u
les
f
o
r
life
,
h
elp
ch
ild
r
e
n
lear
n
,
p
r
ac
tice
g
o
o
d
b
eh
av
io
r
,
an
d
in
s
till
a
s
en
s
e
o
f
r
ig
h
t
an
d
wr
o
n
g
.
Dif
f
er
en
t
r
esear
ch
er
s
h
a
v
e
an
o
t
h
er
p
o
in
t
o
f
v
iew.
R
esear
ch
by
Sp
r
eitze
r
an
d
Haf
n
er
[
1
9
]
id
e
n
tifie
d
p
r
in
cip
al
lead
er
s
h
ip
,
s
tu
d
en
t
ac
h
iev
em
en
t,
an
d
teac
h
er
ev
alu
atio
n
s
as
ess
en
tial
asp
ec
ts
o
f
s
ch
o
o
l
s
u
cc
ess
.
Me
an
wh
ile,
Alv
ar
ad
o
et
a
l.
[
2
0
]
h
av
e
claim
ed
th
at
th
e
co
s
t
o
f
ed
u
ca
tio
n
,
f
i
n
an
cial
aid
,
r
e
p
u
tatio
n
,
s
elec
tiv
ity
,
s
ta
te
p
o
licies,
an
d
c
o
lleg
e
r
an
k
in
g
s
ar
e
c
r
u
cial
f
ac
to
r
s
in
ch
a
r
a
cter
izin
g
a
s
ch
o
o
l.
A
f
av
o
r
ab
le
wo
r
k
i
n
g
atm
o
s
p
h
er
e
th
at
o
f
f
er
s
ex
ce
llen
t
class
r
o
o
m
m
an
ag
e
m
en
t,
s
h
ar
ed
s
tu
d
en
t
-
s
taf
f
task
s
,
an
d
p
o
s
itiv
e
s
tu
d
en
t
f
ee
d
b
ac
k
is
a
h
allm
ar
k
o
f
a
g
o
o
d
s
ch
o
o
l.
T
ea
ch
er
s
s
h
o
u
ld
b
e
h
eld
t
o
h
ig
h
s
tan
d
ar
d
s
,
an
d
s
tu
d
en
ts
s
h
o
u
ld
b
e
tr
e
ated
eq
u
ally
[
2
1
]
.
As
d
escr
ib
ed
b
y
Su
b
ed
i
[
1
3
]
,
p
r
iv
ate
s
ch
o
o
ls
h
av
e
b
ee
n
g
r
an
ted
co
n
s
id
er
a
b
le
au
to
n
o
m
y
in
s
ev
er
al
asp
ec
ts
o
f
ed
u
ca
tio
n
in
s
o
m
e
co
u
n
tr
ies,
in
clu
d
in
g
tea
ch
er
a
n
d
s
tu
d
en
t
s
elec
tio
n
,
s
tu
d
en
t
ac
tiv
ities
,
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
,
an
d
en
s
u
r
in
g
t
h
at
class
r
o
o
m
s
izes
ar
e
co
n
d
u
civ
e
to
lear
n
i
n
g
.
Mo
s
t
p
ar
en
ts
co
n
s
id
er
class
s
ize
an
d
ch
ar
ac
ter
is
tics
wh
en
s
elec
tin
g
a
s
ch
o
o
l
f
o
r
th
eir
ch
ild
r
e
n
.
A
s
m
aller
class
s
ize
b
en
ef
its
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
,
as
it
cr
ea
tes
a
m
o
r
e
en
g
a
g
in
g
a
n
d
en
jo
y
a
b
le
lear
n
in
g
en
v
ir
o
n
m
en
t
f
o
r
e
v
er
y
o
n
e
in
v
o
lv
ed
.
I
n
th
is
way
,
teac
h
er
s
ca
n
b
etter
u
n
d
er
s
tan
d
th
eir
s
tu
d
en
ts
’
ab
ilit
ies,
in
ter
ests
,
an
d
ch
allen
g
es,
th
u
s
b
e
m
o
r
e
ef
f
ec
tiv
e
.
Ad
d
itio
n
al
ly
,
g
o
o
d
s
ch
o
o
ls
h
elp
ch
ild
r
e
n
lear
n
m
o
r
e
ef
f
ec
tiv
ely
an
d
p
r
o
m
o
te
ac
a
d
em
ic
ac
h
iev
em
en
t.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
Als
au
id
i
f
in
d
i
n
g
s
[
2
2
]
th
at
e
x
ten
s
iv
e
ex
p
er
i
en
ce
with
m
u
ltip
le
ed
u
ca
tio
n
al
s
y
s
tem
s
in
p
r
iv
at
e
s
ch
o
o
ls
,
v
ar
io
u
s
teac
h
in
g
a
p
p
r
o
ac
h
es,
p
r
ac
tices
in
th
e
r
e
latio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
e
r
s
,
an
d
SC
all
in
cr
ea
s
e
en
r
o
llm
en
t
c
h
an
g
es
in
th
e
s
ch
o
o
l.
T
h
e
r
ef
o
r
e,
it
is
h
y
p
o
th
esized
as
:
SC
h
av
e
a
p
o
s
itiv
e
r
elatio
n
s
h
i
p
with
th
e
in
ten
tio
n
o
f
p
r
iv
ate
s
ch
o
o
l e
n
r
o
l
m
en
t in
Ma
lay
s
ia
(
H2
)
.
2
.
4
.
Scho
o
l e
nv
iro
nm
ent
T
h
e
en
v
ir
o
n
m
e
n
t
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
en
co
m
p
ass
es
th
e
ac
ad
em
ic,
s
o
ci
o
cu
ltu
r
al,
af
f
ec
tiv
e,
an
d
p
h
y
s
ical
co
n
d
itio
n
s
with
in
th
em
[
2
3
]
.
Ad
d
itio
n
ally
,
th
e
r
elatio
n
s
h
ip
s
estab
lis
h
ed
b
e
twee
n
teac
h
er
s
an
d
s
tu
d
en
ts
with
in
th
e
class
r
o
o
m
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
th
e
SE
[
2
3
]
.
T
h
e
s
am
e
ap
p
lies
to
m
eth
o
d
o
lo
g
ies,
s
tr
ateg
ies,
n
o
r
m
s
,
v
al
u
es,
k
n
o
wled
g
e,
e
x
p
er
ien
ce
s
a
n
d
lear
n
in
g
,
wh
ich
a
r
e
f
r
am
ed
with
in
a
s
o
cio
c
u
ltu
r
al
,
af
f
ec
tiv
e,
p
h
y
s
ical
an
d
ac
a
d
e
m
ic
co
n
tex
t.
Acc
o
r
d
in
g
to
Su
b
e
d
i
[
1
3
]
,
s
ev
er
al
f
ac
to
r
s
in
f
l
u
en
ce
p
ar
en
tal
ch
o
ice,
in
clu
d
in
g
s
ch
o
o
l
f
ac
ili
ties
,
class
s
ize,
an
d
th
e
en
v
ir
o
n
m
en
t
in
wh
ich
ch
ild
r
en
will
b
e
ed
u
c
ated
.
T
h
e
f
ac
ilit
ies
p
r
o
v
id
e
d
to
s
tu
d
en
ts
an
d
th
e
co
n
d
itio
n
o
f
th
e
s
ch
o
o
l
g
r
o
u
n
d
s
ar
e
also
p
ar
t
o
f
th
e
SE
.
T
h
er
ef
o
r
e,
s
tu
d
en
ts
m
u
s
t
h
av
e
a
s
tim
u
latin
g
an
d
co
n
d
u
ci
v
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
to
s
u
cc
ee
d
ac
a
d
em
ically
.
A
cc
o
r
d
in
g
to
Ven
k
etsam
y
an
d
Miller
[
2
4
]
,
s
ch
o
o
l
f
ac
ilit
ies
en
co
m
p
ass
th
e
e
n
tire
p
lan
,
in
clu
d
i
n
g
t
h
e
allo
ca
ti
o
n
a
n
d
u
tili
za
tio
n
,
th
at
en
ab
l
es
th
e
ef
f
icien
t
an
d
s
m
o
o
th
o
p
e
r
atio
n
o
f
an
y
ed
u
c
atio
n
al
in
s
titu
tio
n
.
T
o
d
eter
m
i
n
e
th
e
q
u
ality
o
f
e
d
u
ca
tio
n
,
t
h
e
en
v
ir
o
n
m
en
t
o
f
th
e
ac
ad
em
ic
in
s
titu
tio
n
,
in
cl
u
d
in
g
its
atm
o
s
p
h
er
e,
n
u
m
b
e
r
o
f
lear
n
in
g
o
p
p
o
r
tu
n
ities
,
an
d
f
ac
ilit
ies,
is
an
im
p
o
r
tan
t
f
ac
to
r
[
2
4
]
.
T
h
er
ef
o
r
e,
it
is
h
y
p
o
th
esized
as
:
SE
h
as
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
w
ith
th
e
in
ten
tio
n
o
f
p
r
iv
ate
s
ch
o
o
l e
n
r
o
lm
e
n
t in
M
alay
s
ia
(
H3
)
.
2
.
5
.
P
a
re
nts
-
a
dm
ini
s
t
ra
t
io
n
-
t
ea
c
hers r
ela
t
io
ns
hi
p
Acc
o
r
d
in
g
to
Pen
n
in
g
to
n
et
a
l.
[
2
5
]
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
ar
en
ts
,
ad
m
in
is
tr
atio
n
an
d
teac
h
er
s
r
ep
r
esen
ts
th
e
c
o
llab
o
r
atio
n
b
etwe
en
th
e
s
ch
o
o
l
a
n
d
t
h
e
f
a
m
ily
to
ac
h
iev
e
ed
u
ca
tio
n
al
o
b
jectiv
es
with
in
a
p
ar
ticu
lar
s
ettin
g
.
B
y
wo
r
k
in
g
to
g
eth
er
,
th
e
s
ch
o
o
l
an
d
p
a
r
en
ts
ca
n
p
r
o
m
o
te
tr
u
s
t,
elim
in
ate
ap
p
r
eh
e
n
s
io
n
s
,
an
d
f
o
s
ter
r
esp
ec
t
an
d
u
n
d
er
s
tan
d
in
g
f
o
r
o
n
e
an
o
th
er
.
Pa
r
en
ts
,
teac
h
er
s
,
a
n
d
ad
m
in
is
t
r
ato
r
s
m
u
s
t
f
o
s
ter
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
to
cr
ea
te
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
f
ac
ilit
ate
th
e
d
ev
elo
p
m
e
n
t
o
f
s
o
cial
an
d
ac
a
d
em
ic
s
k
ills
[
2
6
]
.
R
esear
ch
by
Su
b
ed
i
[
1
3
]
s
h
o
w
ed
a
s
tr
o
n
g
r
elatio
n
s
h
ip
b
etwe
en
p
ar
en
ts
,
teac
h
er
s
,
an
d
ad
m
in
is
tr
ato
r
s
an
d
th
eir
r
o
le
in
en
r
o
llin
g
th
eir
ch
ild
r
en
in
a
s
p
ec
if
ic
s
ch
o
o
l.
I
n
ad
d
itio
n
,
ac
co
r
d
in
g
to
C
an
tu
et
a
l.
[
2
7
]
,
to
m
ee
t
th
e
s
ch
o
o
l
’
s
ed
u
ca
tio
n
al
g
o
als
an
d
en
s
u
r
e
th
at
p
ar
e
n
ts
ar
e
f
u
lly
en
g
ag
ed
in
th
eir
c
h
i
ld
r
en
’
s
ed
u
ca
tio
n
,
th
e
s
ch
o
o
l
an
d
p
ar
e
n
ts
m
u
s
t
co
llab
o
r
ate.
T
h
e
p
ar
e
n
t
-
s
ch
o
o
l
r
elatio
n
s
h
ip
is
p
ar
t
o
f
t
h
e
en
r
o
llm
en
t
in
ten
tio
n
in
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
.
T
h
er
e
f
o
r
e,
it
is
h
y
p
o
th
esized
as
:
p
ar
en
ts
-
ad
m
in
is
tr
atio
n
-
teac
h
e
r
s
r
elatio
n
s
h
ip
h
as
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
with
th
e
i
n
ten
tio
n
o
f
p
r
i
v
ate
s
ch
o
o
l e
n
r
o
lm
en
t in
Ma
lay
s
ia
(
H4
).
3.
M
E
T
H
O
D
3
.1
.
P
o
pu
la
t
io
n a
nd
s
a
m
ples
T
h
e
in
ten
d
ed
au
d
ie
n
ce
f
o
r
th
is
s
tu
d
y
is
p
eo
p
le
wh
o
h
av
e
en
r
o
lled
at
least
o
n
e
ch
ild
in
a
p
r
iv
ate
s
ch
o
o
l
in
Ma
lay
s
ia.
Acc
o
r
d
in
g
to
th
e
G
-
Po
wer
s
o
f
twar
e,
th
e
m
in
im
u
m
s
am
p
le
s
ize
f
o
r
th
is
in
v
esti
g
atio
n
was
8
5
p
ar
ticip
an
ts
.
T
h
e
r
esear
c
h
e
r
s
u
cc
ess
f
u
lly
g
ath
er
ed
1
3
5
r
e
s
p
o
n
s
es
f
r
o
m
th
e
r
esp
o
n
d
en
ts
.
T
h
e
co
n
v
e
n
ien
ce
s
am
p
lin
g
ap
p
r
o
ac
h
was u
s
ed
i
n
th
is
s
tu
d
y
b
ec
a
u
s
e
it is
s
u
ita
b
le
an
d
ef
f
ec
tiv
e
[
2
8
]
.
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
.
6
,
Dec
em
b
er
20
25
:
4
5
0
9
-
4
5
1
6
4512
3
.2
.
M
ea
s
ures
T
h
e
au
th
o
r
s
ad
ap
ted
t
h
e
m
ea
s
u
r
em
en
t
item
s
f
o
r
e
n
r
o
lm
e
n
t
in
ten
tio
n
(
4
item
s
)
[
2
9
]
,
SI
(
4
item
s
)
,
SC
(
5
item
s
)
,
SE
(
6
item
s
)
,
a
n
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
ar
en
ts
,
ad
m
in
is
tr
atio
n
,
an
d
tea
ch
er
s
(
6
item
s
)
[
6
]
f
r
o
m
p
ast
s
tu
d
ies.
W
e
u
s
e
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
to
ass
ess
th
e
m
ea
s
u
r
em
e
n
t,
r
an
g
i
n
g
f
r
o
m
“1
,
”
r
ep
r
esen
tin
g
“
s
tr
o
n
g
ly
d
is
ag
r
ee
,
”
to
“5
,
”
r
e
p
r
esen
tin
g
“
s
tr
o
n
g
ly
a
g
r
ee
.
”
T
h
e
s
tatis
tical
p
ac
k
ag
e
f
o
r
s
o
cial
s
cien
ce
(
SPSS
)
th
en
an
aly
ze
d
th
e
m
ea
s
u
r
e
m
e
n
ts
to
d
er
iv
e
h
y
p
o
th
esis
test
in
g
r
esu
lts
f
o
r
d
is
cu
s
s
io
n
.
3
.3
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
W
e
em
p
lo
y
ed
a
q
u
an
titativ
e
m
eth
o
d
o
lo
g
y
to
co
n
d
u
ct
th
e
r
esear
c
h
an
d
cr
ea
te
d
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
es
in
Go
o
g
le
Do
c
s
,
wr
itten
in
E
n
g
lis
h
.
T
o
f
ac
i
litate
th
e
d
ata
co
llectio
n
p
r
o
c
ess
,
th
e
r
esear
ch
er
d
is
tr
ib
u
ted
th
e
q
u
esti
o
n
n
air
es
d
ir
ec
tly
to
all
in
d
iv
i
d
u
als
wh
o
h
ad
en
r
o
lled
at
least
o
n
e
ch
il
d
in
p
r
iv
ate
s
ch
o
o
ls
in
Ma
lay
s
ia.
W
e
g
av
e
th
e
r
esp
o
n
d
en
ts
two
wee
k
s
to
c
o
m
p
let
e
th
e
s
u
r
v
ey
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.1
.
P
r
o
f
ile
o
f
t
he
re
s
po
nd
en
t
s
A
to
tal
o
f
1
3
5
r
esp
o
n
d
e
n
ts
p
ar
ticip
ated
in
th
is
s
tu
d
y
.
T
h
e
n
u
m
b
er
o
f
m
ale
r
esp
o
n
d
e
n
ts
is
4
5
(
3
3
.
3
%),
wh
ile
th
e
r
em
ain
in
g
9
0
r
es
p
o
n
d
e
n
ts
ar
e
f
em
ale
(
6
6
.
7
%
)
.
Mo
s
t
r
esp
o
n
d
en
ts
ar
e
3
0
-
4
9
y
ea
r
s
o
ld
,
with
5
5
r
esp
o
n
d
en
ts
(
4
0
.
7
%)
o
f
t
h
e
to
tal
r
esp
o
n
d
en
ts
,
4
6
r
esp
o
n
d
en
ts
(
3
4
.
1
%)
a
g
ed
b
etwe
en
3
0
-
3
9
y
ea
r
s
o
ld
,
2
1
(
1
5
.
6
%)
ag
ed
b
etwe
en
5
0
-
5
9
y
ea
r
s
o
ld
,
1
1
(
8
.
1
%)
ag
ed
b
etwe
en
2
0
-
2
9
y
ea
r
s
o
l
d
,
an
d
2
(
1
.
5
%)
ag
e
d
6
0
ab
o
v
e.
As
f
o
r
m
a
r
ital
s
tatu
s
,
9
4
r
esp
o
n
d
en
ts
(
6
9
.
6
%)
ar
e
m
ar
r
ied
,
9
r
esp
o
n
d
e
n
ts
(
6
.
7
%)
ar
e
d
iv
o
r
ce
d
,
2
1
r
esp
o
n
d
en
ts
(
1
5
.
6
%)
a
r
e
wid
o
wed
,
an
d
1
1
r
esp
o
n
d
en
t
s
(
8
.
1
%)
ar
e
s
ep
a
r
ated
.
A
to
tal
o
f
5
6
(
4
1
.
5
%)
r
esp
o
n
d
en
ts
h
av
e
two
k
id
s
,
f
o
llo
wed
b
y
o
n
e
k
id
with
3
7
r
esp
o
n
d
en
ts
(
2
7
.
4
%),
th
r
ee
k
id
s
w
ith
2
0
r
esp
o
n
d
en
ts
(
1
4
.
8
%)
an
d
f
o
u
r
k
id
s
with
2
0
r
esp
o
n
d
en
ts
(
1
4
.
8
%).
R
eg
ar
d
in
g
th
e
n
u
m
b
er
o
f
ch
ild
r
e
n
i
n
p
r
iv
ate
s
ch
o
o
ls
,
6
6
r
esp
o
n
d
en
ts
(
4
8
.
9
%)
h
av
e
o
n
e
ch
ild
in
p
r
iv
ate
s
ch
o
o
ls
,
4
4
r
esp
o
n
d
en
ts
(
3
2
.
6
%)
h
a
v
e
two
ch
ild
r
en
i
n
p
r
iv
ate
s
ch
o
o
ls
,
1
8
r
esp
o
n
d
en
ts
h
av
e
th
r
ee
ch
ild
r
en
in
p
r
iv
a
te
s
ch
o
o
ls
,
an
d
7
r
esp
o
n
d
en
ts
h
av
e
f
o
u
r
ch
ild
r
en
in
p
r
iv
ate
s
ch
o
o
ls
.
4
.2
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
t
est
T
o
d
em
o
n
s
tr
ate
th
e
v
alid
ity
o
f
th
e
q
u
an
titativ
e
q
u
esti
o
n
s
u
s
ed
in
th
is
s
tu
d
y
,
we
co
n
d
u
cte
d
a
f
ac
to
r
an
aly
s
is
o
n
1
3
5
s
u
r
v
ey
r
esp
o
n
s
es.
Kaiser
-
Me
y
er
-
Olk
in
’
s
(
KM
O)
s
am
p
lin
g
ad
eq
u
ac
y
m
ea
s
u
r
e
an
d
B
ar
tlett
’
s
s
p
h
er
icity
test
wer
e
u
s
ed
to
as
s
ess
th
e
s
u
itab
ilit
y
o
f
t
h
e
r
esear
ch
m
o
d
el
’
s
s
tu
d
y
v
ar
iab
les.
T
ab
le
1
s
h
o
ws
th
at
th
e
in
d
e
p
en
d
e
n
t
v
ar
iab
les
o
f
s
o
cial
ch
ar
ac
ter
is
tics
,
p
ar
en
t
-
teac
h
er
r
elatio
n
s
h
ip
s
,
a
n
d
SI
h
av
e
a
p
-
v
alu
e
o
f
0
.
0
0
1
an
d
a
KM
O
o
f
0
.
8
3
7
,
r
esp
ec
tiv
ely
,
ac
co
r
d
in
g
to
B
ar
tlett
’
s
test
o
f
s
p
h
er
icity
.
E
x
p
er
ts
s
u
g
g
est
th
at
a
KM
O
s
co
r
e
o
f
m
o
r
e
th
a
n
0
.
6
is
s
u
itab
le,
an
d
th
at
B
ar
tlett
’
s
test
o
f
s
p
h
er
icity
is
s
ig
n
if
i
ca
n
t
at
t
h
e
p
<0
.
0
1
lev
el
[
3
0
]
.
T
h
e
p
r
in
cip
al
co
m
p
o
n
en
t
a
n
aly
s
is
(
PC
A)
r
esu
lts
in
d
icate
th
at
th
r
ee
o
f
th
e
co
m
p
o
n
e
n
ts
in
T
ab
le
1
h
av
e
eig
en
v
al
u
es
g
r
ea
ter
th
an
1
.
A
to
tal
o
f
6
9
.
9
7
6
%
o
f
th
e
v
ar
ian
ce
in
th
e
q
u
esti
o
n
n
air
e
it
em
s
was
ex
p
lain
ed
b
y
th
e
ex
tr
ac
ted
f
ac
to
r
s
,
with
4
3
.
1
1
4
%
attr
ib
u
ted
to
co
m
p
o
n
en
t
1
(
SC
)
,
1
5
.
5
4
3
%
to
co
m
p
o
n
e
n
t
2
(
p
ar
en
ts
,
ad
m
in
is
tr
atio
n
,
an
d
teac
h
e
r
s
’
r
elatio
n
s
h
ip
s
)
,
an
d
1
1
.
3
1
9
%
to
co
m
p
o
n
en
t
3
(
SI
)
.
T
h
e
s
ca
le
’
s
f
ac
to
r
lo
ad
in
g
v
alu
es
in
T
ab
le
1
r
an
g
e
d
f
r
o
m
0
.
5
8
2
to
0
.
9
1
2
,
wh
ich
ar
e
ac
ce
p
tab
le.
Du
e
to
cr
o
s
s
-
lo
ad
in
g
,
we
d
elete
d
th
e
item
s
f
o
r
SC
5
,
PAT1
,
PAT6
,
a
n
d
all
item
s
r
elate
d
to
th
e
SE
(
SE1
to
SE6
)
.
T
ab
le
1
.
Facto
r
a
n
aly
s
is
f
o
r
th
e
in
d
ep
en
d
en
t v
a
r
iab
les
I
t
e
m
D
e
scri
p
t
i
o
n
F
a
c
t
o
r
l
o
a
d
i
n
g
s
1
2
3
S
C
2
Th
e
t
u
i
t
i
o
n
f
e
e
s s
h
o
u
l
d
b
e
r
e
a
s
o
n
a
b
l
e
.
0
.
9
1
2
S
C
1
Th
e
sc
h
o
o
l
’
s re
p
u
t
a
t
i
o
n
i
s
i
m
p
o
r
t
a
n
t
.
0
.
8
9
5
S
C
3
Th
e
a
c
a
d
e
m
i
c
p
r
o
g
r
a
m
’
s
q
u
a
l
i
t
y
i
s
a
p
p
r
o
p
r
i
a
t
e
f
o
r
m
y
k
i
d
s
.
0
.
8
8
6
S
C
4
Th
e
sc
h
o
o
l
’
s l
o
c
a
t
i
o
n
i
s
c
r
u
c
i
a
l
.
0
.
8
5
7
P
A
T3
Te
a
c
h
e
r
s a
n
d
p
a
r
e
n
t
s
o
u
g
h
t
t
o
g
e
t
a
l
o
n
g
w
e
l
l
.
0
.
8
9
3
P
A
T4
P
a
r
e
n
t
s a
n
d
t
e
a
c
h
e
r
s s
h
o
u
l
d
c
o
mm
u
n
i
c
a
t
e
w
e
l
l
.
0
.
8
7
9
P
A
T5
I
p
r
e
f
e
r
t
o
r
e
c
e
i
v
e
i
n
f
o
r
m
a
t
i
o
n
o
n
t
h
e
sch
o
o
l
’
s
u
p
c
o
mi
n
g
a
c
t
i
v
i
t
i
e
s
o
n
l
i
n
e
.
0
.
7
6
9
P
A
T2
P
a
r
e
n
t
s a
n
d
s
c
h
o
o
l
a
d
mi
n
i
s
t
r
a
t
o
r
s s
h
o
u
l
d
c
o
mm
u
n
i
c
a
t
e
e
f
f
e
c
t
i
v
e
l
y
.
0
.
7
3
1
S
I
3
C
h
i
l
d
r
e
n
t
y
p
i
c
a
l
l
y
l
i
k
e
a
t
t
e
n
d
i
n
g
t
h
e
s
a
me
s
c
h
o
o
l
a
s
t
h
e
i
r
p
r
e
s
c
h
o
o
l
o
r
p
r
i
m
a
r
y
s
c
h
o
o
l
p
e
e
r
s.
0
.
7
3
7
S
I
2
S
o
c
i
a
l
me
d
i
a
i
s e
ss
e
n
t
i
a
l
f
o
r
d
i
ssem
i
n
a
t
i
n
g
sc
h
o
o
l
-
r
e
l
a
t
e
d
i
n
f
o
r
m
a
t
i
o
n
.
0
.
7
3
1
S
I
4
I
a
l
w
a
y
s
k
e
e
p
m
y
f
r
i
e
n
d
s
a
n
d
f
a
mi
l
y
i
n
f
o
r
me
d
o
n
s
c
h
o
o
l
-
r
e
l
a
t
e
d
ma
t
t
e
r
s.
0
.
5
8
2
S
I
1
I
f
r
e
q
u
e
n
t
l
y
sh
a
r
e
d
i
n
f
o
r
m
a
t
i
o
n
a
b
o
u
t
t
h
e
sc
h
o
o
l
w
i
t
h
f
r
i
e
n
d
s
a
n
d
f
a
mi
l
y
,
w
h
i
c
h
i
s
c
r
u
c
i
a
l
.
0
.
5
8
2
Ei
g
e
n
v
a
l
u
e
5
.
1
7
4
1
.
8
6
5
1
.
3
5
8
P
e
r
c
e
n
t
a
g
e
o
f
c
o
mm
o
n
v
a
r
i
a
n
c
e
(
%)
4
3
.
1
1
4
1
5
.
5
4
3
1
1
.
3
1
9
C
u
m
u
l
a
t
i
v
e
4
3
.
1
1
4
5
8
.
6
5
7
6
9
.
9
7
6
R
e
mar
k
s:
K
M
O
=
0
.
8
3
7
,
B
a
r
t
l
e
t
t
’
s
t
e
s
t
o
f
s
p
h
e
r
i
c
i
t
y
p
<
0
.
0
0
1
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
F
a
cto
r
s
in
flu
en
cin
g
en
r
o
lmen
t
in
ten
tio
n
in
p
r
iva
te
s
ch
o
o
ls
(
Lim Lee
P
in
g
)
4513
Acc
o
r
d
in
g
to
T
ab
le
2
,
t
h
e
p
-
v
alu
e
f
o
r
t
h
e
B
ar
tlett
’
s
test
o
f
s
p
h
e
r
icity
f
o
r
e
n
r
o
lm
e
n
t
i
n
ten
tio
n
is
0
.
0
0
1
,
an
d
th
e
KM
O
v
alu
e
is
0
.
7
3
8
.
Acc
o
r
d
in
g
to
PC
A,
th
er
e
is
o
n
e
co
m
p
o
n
en
t i
n
T
ab
le
3
with
an
eig
en
v
al
u
e
g
r
ea
ter
t
h
an
th
e
e
x
tr
ac
ted
f
ac
t
o
r
,
w
h
ich
e
x
p
lain
s
1
.
6
4
%
o
f
t
h
e
v
a
r
ian
ce
i
n
th
e
q
u
esti
o
n
n
ai
r
e
item
s
.
T
h
e
s
ca
le
’
s
f
ac
to
r
lo
ad
i
n
g
v
al
u
es f
ell
b
etwe
en
0
.
6
3
5
a
n
d
0
.
8
5
8
,
wh
ich
a
r
e
ac
ce
p
tab
le.
W
e
d
id
n
o
t r
em
o
v
e
an
y
item
s
.
C
r
o
n
b
ac
h
’
s
a
lp
h
a
s
co
r
es
in
d
i
ca
te
th
e
in
ter
n
al
c
o
n
s
is
ten
cy
o
r
m
o
d
er
ate
co
r
r
elatio
n
o
f
ea
ch
item
o
n
th
e
s
tu
d
y
in
s
tr
u
m
en
t,
e
x
am
in
i
n
g
its
r
eliab
ilit
y
[
3
1
]
.
T
h
e
d
e
p
en
d
en
t
v
ar
iab
le
o
f
e
n
r
o
llin
g
in
ten
tio
n
h
as
a
v
er
y
h
ig
h
C
r
o
n
b
ac
h
’
s
a
l
p
h
a
o
f
0
.
7
7
9
,
wh
ich
is
ex
ce
llen
t.
Ad
d
itio
n
ally
,
as
s
h
o
wn
in
T
a
b
le
3
,
th
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
f
o
r
SC
is
0
.
9
4
0
,
a
n
d
t
h
e
PA
T
is
0
.
8
8
4
,
b
o
th
o
f
w
h
ich
a
r
e
s
tr
o
n
g
an
d
ac
ce
p
ta
b
le.
Me
a
n
wh
ile,
C
r
o
n
b
ac
h
’
s
a
lp
h
a
f
o
r
SI
is
0
.
6
3
6
,
wh
ich
is
ac
ce
p
tab
le
[
3
2
]
.
T
ab
le
2
.
Facto
r
a
n
aly
s
is
f
o
r
th
e
d
ep
en
d
en
t v
ar
ia
b
le
I
t
e
m
D
e
scri
p
t
i
o
n
F
a
c
t
o
r
l
o
a
d
i
n
g
s
B3
I
i
n
t
e
n
d
t
o
v
i
s
i
t
p
r
i
v
a
t
e
sc
h
o
o
l
s
t
o
g
a
i
n
a
d
e
e
p
e
r
u
n
d
e
r
st
a
n
d
i
n
g
.
0
.
8
5
8
B1
I
i
n
t
e
n
d
t
o
s
e
n
d
my
c
h
i
l
d
t
o
p
r
i
v
a
t
e
/
i
n
t
e
r
n
a
t
i
o
n
a
l
s
c
h
o
o
l
s
.
0
.
8
5
7
B2
I
i
n
t
e
n
d
t
o
se
e
k
m
o
r
e
r
e
v
i
e
w
s
a
n
d
c
o
mm
e
n
t
s
f
r
o
m
p
a
r
e
n
t
s
o
f
p
r
i
v
a
t
e
/
i
n
t
e
r
n
a
t
i
o
n
a
l
sc
h
o
o
l
s
o
n
so
c
i
a
l
n
e
t
w
o
r
k
i
n
g
p
l
a
t
f
o
r
ms
.
0
.
8
3
0
B4
I
i
n
t
e
n
d
t
o
s
e
n
d
my
c
h
i
l
d
t
o
a
p
r
i
v
a
t
e
sch
o
o
l
a
s m
y
f
i
r
s
t
c
h
o
i
c
e
.
0
.
6
3
5
Ei
g
e
n
v
a
l
u
e
2
.
5
6
2
P
e
r
c
e
n
t
a
g
e
o
f
c
o
mm
o
n
v
a
r
i
a
n
c
e
(
%)
6
4
.
0
5
4
C
u
m
u
l
a
t
i
v
e
6
4
.
0
5
4
R
e
mar
k
s:
K
M
O
=
0
.
7
3
8
,
B
a
r
t
l
e
t
t
’
s
t
e
s
t
o
f
s
p
h
e
r
i
c
i
t
y
p
<
0
.
0
0
1
T
ab
le
3
.
R
eliab
ilit
y
test
V
a
r
i
a
b
l
e
s
N
o
.
o
f
i
t
e
m
s
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
(
α)
En
r
o
l
l
m
e
n
t
i
n
t
e
n
t
i
o
n
4
0
.
7
7
9
SI
4
0
.
6
3
6
SC
4
0
.
9
4
0
P
A
T
4
0
.
8
8
4
4
.
3
.
M
ultiple r
eg
re
s
s
io
n a
na
ly
s
is
T
o
test
th
e
h
y
p
o
th
esis
an
d
v
al
id
ate
th
e
s
ig
n
if
ican
ce
o
f
th
e
r
elatio
n
s
h
ip
,
we
u
s
ed
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
.
T
h
e
f
in
d
in
g
s
o
f
m
u
l
tip
le
r
eg
r
ess
io
n
an
aly
s
is
b
etwe
en
th
e
r
esear
ch
v
ar
iab
les
ar
e
s
h
o
wn
in
T
ab
le
4
.
T
h
e
m
u
ltip
le
r
eg
r
ess
io
n
m
o
d
e
l
was
s
ig
n
if
ican
t
at
p
<
0
.
0
0
1
w
ith
an
F
-
v
al
u
e
o
f
3
8
.
3
1
2
.
T
h
e
an
aly
s
is
’
s
f
in
d
in
g
s
d
em
o
n
s
tr
ate
a
s
u
b
s
tan
tial
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
e
n
r
o
llm
en
t
in
ten
tio
n
,
SI
(
r
=0
.
2
9
8
,
p
0
.
0
5
)
,
an
d
SC
(
r
=0
.
4
3
8
,
p
0
.
0
5
)
.
Ho
wev
er
,
th
er
e
was
n
o
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
en
r
o
llm
en
t
in
te
n
tio
n
an
d
th
e
PAT
(
r
=0
.
1
2
3
,
p
>0
.
0
5
)
.
T
h
e
r
ef
o
r
e,
H1
an
d
H2
a
r
e
s
u
p
p
o
r
te
d
,
wh
er
ea
s
H4
is
r
ejec
ted
.
T
h
e
m
o
d
el
ex
p
lain
s
4
6
.
7
%
(
R
²=
0
.
4
6
7
)
o
f
th
e
v
ar
ian
ce
in
en
r
o
llm
en
t in
ten
ti
o
n
.
T
ab
le
4
.
Mu
ltip
le
r
e
g
r
ess
io
n
a
n
aly
s
is
I
n
d
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
En
r
o
l
me
n
t
i
n
t
e
n
t
i
o
n
H
y
p
o
t
h
e
s
i
s
R
e
s
u
l
t
b
e
t
a
S
i
g
.
SI
0
.
2
9
8
0
.
0
0
0
*
*
H1
S
u
p
p
o
r
t
e
d
SC
0
.
4
3
8
0
.
0
0
0
*
*
H2
S
u
p
p
o
r
t
e
d
P
A
T
0
.
1
2
3
0
.
1
0
1
H4
R
e
j
e
c
t
e
d
F
v
a
l
u
e
3
8
.
3
1
2
R
s
q
u
a
r
e
0
.
4
6
7
R
e
mar
k
s:
*
*
S
i
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
0
1
l
e
v
e
l
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
r
esu
lts
in
d
icate
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
n
n
ec
tio
n
b
etwe
en
SI
an
d
en
r
o
lm
en
t
in
ten
tio
n
.
T
h
is
o
u
tco
m
e
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
[
1
7
]
,
[
1
8
]
th
at
s
h
o
ws
SI
p
lay
s
a
cr
u
cial
r
o
le
in
th
e
d
ec
is
io
n
s
p
ar
en
ts
m
a
k
e
ab
o
u
t
th
eir
ch
ild
r
e
n
’
s
ed
u
ca
tio
n
al
c
h
o
ices,
b
ased
o
n
in
f
o
r
m
atio
n
f
r
o
m
o
th
e
r
s
.
Par
en
ts
m
ak
e
ed
u
ca
tio
n
al
ch
o
ices
b
ased
o
n
th
e
o
p
in
io
n
s
an
d
e
x
p
er
i
en
ce
s
o
f
o
th
er
s
[
1
9
]
,
[
2
0
]
.
Ne
x
t,
th
is
s
tu
d
y
f
o
u
n
d
th
at
SC
wer
e
s
ig
n
if
ican
tly
r
elate
d
to
en
r
o
llm
en
t
i
n
ten
tio
n
.
T
h
is
o
u
tco
m
e
is
co
m
p
ar
a
b
le
to
p
r
ev
io
u
s
r
esear
ch
[
1
3
]
,
[
2
1
]
,
wh
e
r
e
SC
wer
e
id
en
tifie
d
as
th
e
to
p
th
r
ee
f
ac
to
r
s
in
f
lu
en
cin
g
p
ar
e
n
tal
ch
o
ice
in
p
r
iv
ate
s
ch
o
o
ls
,
in
clu
d
in
g
class
s
ize
an
d
SE
.
Ad
d
itio
n
ally
,
Als
au
id
i
[
2
2
]
c
laim
ed
th
at
th
ese
h
ig
h
r
ates
o
f
g
o
o
d
SC
wo
u
ld
in
cr
ea
s
e
en
r
o
llm
en
t
i
n
ten
tio
n
an
d
d
ir
ec
tly
h
elp
t
h
e
in
s
titu
tio
n
im
p
r
o
v
e
e
d
u
ca
tio
n
al
p
r
ac
tices
an
d
s
ch
o
o
l
o
u
tco
m
es.
Ho
wev
er
,
we
f
o
u
n
d
th
e
PAT
in
s
ig
n
if
ican
tly
ass
o
ciate
d
with
en
r
o
llm
en
t
in
ten
t
io
n
,
co
n
s
is
ten
t
with
r
esear
ch
er
s
[
3
3
]
.
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
.
6
,
Dec
em
b
er
20
25
:
4
5
0
9
-
4
5
1
6
4514
T
h
e
in
v
o
lv
em
e
n
t
o
f
p
ar
e
n
ts
in
Ma
lay
s
ia
is
v
er
y
lo
w.
T
h
e
lo
w
p
ar
ticip
atio
n
o
f
p
ar
en
t
s
in
clas
s
m
ee
tin
g
s
o
r
ac
tiv
ities
is
d
u
e
to
th
eir
h
ea
v
y
en
g
ag
em
e
n
t
in
ca
r
ee
r
s
,
as
well
as
th
eir
attit
u
d
e,
w
h
ich
m
ea
n
s
p
ar
en
ts
m
ig
h
t
av
o
id
en
g
ag
i
n
g
with
s
ch
o
o
ls
u
n
less
n
e
ce
s
s
ar
y
[
2
9
]
.
I
n
ad
d
itio
n
,
s
ch
o
o
ls
with
r
ig
id
ad
m
in
is
tr
ativ
e
lay
er
s
m
ay
u
n
in
ten
tio
n
ally
m
ar
g
in
alize
p
ar
en
tal
v
o
ice,
r
e
d
u
cin
g
o
p
p
o
r
t
u
n
ities
f
o
r
b
u
ild
in
g
PAT
.
T
h
is
b
ec
o
m
es
a
d
r
awb
a
ck
f
o
r
p
ar
en
ts
to
b
e
in
v
o
l
v
ed
in
th
ese
ac
tiv
ities
[
3
4
]
.
Fr
o
m
a
s
o
cial
s
tan
d
p
o
i
n
t,
p
r
iv
ate
s
ch
o
o
ls
ca
n
tailo
r
th
eir
m
ar
k
etin
g
s
tr
ateg
ies
wit
h
elec
tr
o
n
ic
wo
r
d
-
of
-
m
o
u
th
(
e
-
W
OM
)
.
Par
en
ts
f
r
eq
u
e
n
tly
ch
ec
k
e
-
W
OM
s
o
u
r
ce
s
,
in
clu
d
in
g
o
n
lin
e
r
ev
iew
s
,
b
lo
g
c
o
m
m
en
ts
,
an
d
r
atin
g
s
f
r
o
m
o
th
er
s
.
T
h
e
e
-
W
OM
h
as
s
ig
n
if
ican
tly
in
f
l
u
en
ce
d
p
ar
en
ts
’
d
ec
is
io
n
s
to
ch
o
o
s
e
a
p
r
iv
ate
s
ch
o
o
l
f
o
r
t
h
eir
ch
ild
r
e
n
.
T
h
e
am
o
u
n
t
o
f
in
f
o
r
m
atio
n
p
r
o
v
id
ed
b
y
e
-
W
OM
is
ess
en
tia
l,
an
d
it
tr
av
els
q
u
ick
ly
an
d
h
as
s
i
g
n
if
ican
t
ef
f
ec
ts
o
n
th
e
p
ar
en
t
[
3
5
]
.
I
n
ad
d
itio
n
,
to
f
u
r
th
e
r
im
p
r
o
v
e
th
e
SC
,
th
e
in
s
titu
tio
n
m
ay
f
o
c
u
s
o
n
ap
p
ly
in
g
lear
n
in
g
an
aly
tics
to
r
etain
s
tu
d
en
ts
an
d
in
cr
ea
s
e
co
u
r
s
e
en
r
o
llm
en
t a
n
d
s
tu
d
en
t satis
f
ac
tio
n
[
3
6
]
,
[
3
7
]
.
5.
CO
NCLU
SI
O
N
T
h
e
r
es
u
l
ts
o
f
th
is
s
tu
d
y
i
n
d
i
ca
t
e
t
h
at
SI
a
n
d
SC
h
a
v
e
a
s
ig
n
i
f
ic
a
n
t
r
ela
ti
o
n
s
h
i
p
wit
h
en
r
o
ll
m
e
n
t
in
t
en
ti
o
n
.
Ho
we
v
e
r
,
t
h
e
PA
T
d
i
d
n
o
t
s
ig
n
i
f
i
ca
n
tl
y
c
o
r
r
e
lat
e
wit
h
e
n
r
o
ll
m
e
n
t
in
te
n
ti
o
n
.
T
h
i
s
s
tu
d
y
s
u
g
g
ests
t
h
at
th
e
f
in
d
i
n
g
s
ca
n
g
u
i
d
e
p
r
i
v
at
e
s
ch
o
o
ls
,
e
d
u
c
ati
o
n
al
le
ad
e
r
s
,
a
n
d
p
o
lic
y
m
a
k
e
r
s
i
n
d
ev
el
o
p
i
n
g
a
n
d
im
p
l
em
en
ti
n
g
m
a
r
k
eti
n
g
s
t
r
ate
g
i
es
t
h
a
t
ef
f
e
cti
v
el
y
a
d
d
r
ess
c
u
r
r
e
n
t
m
ar
k
e
t
c
h
a
lle
n
g
es
b
y
f
o
c
u
s
i
n
g
o
n
SI
a
n
d
SC
.
T
h
e
cr
o
s
s
-
s
e
cti
o
n
al
r
ese
a
r
c
h
d
esig
n
u
s
e
d
in
t
h
e
c
u
r
r
e
n
t
s
t
u
d
y
lim
its
t
h
e
s
t
u
d
y
’
s
c
o
n
tr
ib
u
t
i
o
n
t
o
u
n
d
e
r
s
t
a
n
d
in
g
th
e
f
ac
to
r
s
t
h
at
m
a
y
ch
a
n
g
e
o
v
e
r
t
im
e.
Fu
r
t
h
e
r
m
o
r
e,
th
is
r
e
s
ea
r
c
h
w
as
c
o
n
d
u
cte
d
in
M
al
ay
s
i
a
an
d
d
o
es
n
o
t
all
o
w
f
o
r
co
m
p
a
r
is
o
n
b
e
twe
e
n
c
o
u
n
t
r
i
es.
F
o
r
f
u
tu
r
e
r
es
ea
r
ch
,
a
lo
n
g
it
u
d
i
n
a
l
ap
p
r
o
ac
h
i
s
r
ec
o
m
m
e
n
d
e
d
t
o
in
v
est
ig
at
e
w
h
e
th
er
f
ac
to
r
s
i
n
f
lu
e
n
ci
n
g
e
n
r
o
llm
e
n
t
i
n
t
e
n
ti
o
n
in
p
r
i
v
at
e
s
ch
o
o
ls
c
h
a
n
g
e
o
v
e
r
t
im
e.
I
n
ad
d
i
ti
o
n
,
f
u
tu
r
e
s
t
u
d
i
es
m
i
g
h
t
co
n
s
i
d
er
e
x
te
n
d
i
n
g
th
e
r
es
ea
r
c
h
’
s
g
e
o
g
r
a
p
h
ic
r
ea
ch
t
o
g
e
n
e
r
at
e
n
ew
f
i
n
d
i
n
g
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
wo
r
k
was
s
u
p
p
o
r
te
d
b
y
t
h
e
No
r
weg
ian
Un
iv
er
s
ity
o
f
Scien
ce
an
d
T
ec
h
n
o
lo
g
y
(
NT
N
U)
f
o
r
th
e
NE
SS
p
r
o
ject
(
Vo
t: 4
C
5
8
6
)
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
L
im
L
ee
Pin
g
✓
✓
✓
✓
✓
✓
✓
✓
✓
On
g
C
h
o
o
n
Hee
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
T
an
Owe
e
Ko
wan
g
✓
✓
✓
✓
L
im
Kim
Yew
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
er
e
is
no
k
n
o
wn
c
o
m
p
etin
g
f
in
an
cial
in
ter
est
o
r
p
e
r
s
o
n
al
r
elatio
n
s
h
ip
th
at
co
u
l
d
h
av
e
a
p
p
ea
r
ed
t
o
in
f
lu
en
ce
th
e
w
o
r
k
r
ep
o
r
ted
in
th
is
p
ap
er
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
[
OC
H]
,
au
th
o
r
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
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
F
a
cto
r
s
in
flu
en
cin
g
en
r
o
lmen
t
in
ten
tio
n
in
p
r
iva
te
s
ch
o
o
ls
(
Lim Lee
P
in
g
)
4515
RE
F
E
R
E
NC
E
S
[
1
]
M
i
n
i
s
t
r
y
o
f
E
d
u
c
a
t
i
o
n
M
a
l
a
y
si
a
,
“
Q
u
i
c
k
F
a
c
t
s
2
0
2
2
–
M
a
l
a
y
s
i
a
Ed
u
c
a
t
i
o
n
a
l
S
t
a
t
i
st
i
c
s,
”
2
0
2
2
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
mo
e
.
g
o
v
.
my
/
m
u
a
t
-
t
u
r
u
n
/
p
e
n
e
r
b
i
t
a
n
-
d
a
n
-
j
u
r
n
a
l
/
q
u
i
c
k
-
f
a
c
t
s/
4
5
3
8
-
q
u
i
c
k
-
f
a
c
t
s
-
2
0
2
2
-
ma
l
a
y
si
a
-
e
d
u
c
a
t
i
o
n
a
l
-
st
a
t
i
s
t
i
c
s
.
[
2
]
O
r
g
a
n
i
z
a
t
i
o
n
f
o
r
Ec
o
n
o
m
i
c
C
o
-
o
p
e
r
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
me
n
t
(
O
E
C
D
)
,
PI
S
A
2
0
1
8
Re
s
u
l
t
s:
E
f
f
e
c
t
i
v
e
p
o
l
i
c
i
e
s
,
s
u
c
c
e
ssf
u
l
sc
h
o
o
l
s
.
P
a
r
i
s
:
O
EC
D
P
u
b
l
i
sh
i
n
g
,
2
0
2
0
,
d
o
i
:
1
0
.
1
7
8
7
/
c
a
7
6
8
d
4
0
-
e
n
.
[
3
]
L.
Li
u
,
“
O
p
p
o
r
t
u
n
i
t
i
e
s
a
n
d
C
h
a
l
l
e
n
g
e
s
f
o
r
P
r
i
v
a
t
e
Ed
u
c
a
t
i
o
n
i
n
C
h
i
n
a
:
A
R
e
v
i
e
w
o
f
t
h
e
L
a
t
e
st
P
o
l
i
c
y
R
e
v
i
si
o
n
s,”
E
C
N
U
R
e
v
i
e
w
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
1
4
1
–
1
5
4
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
7
7
/
2
0
9
6
5
3
1
1
2
2
1
1
2
0
8
2
9
.
[
4
]
Q
.
N
a
z
a
r
i
a
n
d
E
.
D
a
d
ma
n
,
“
F
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
p
a
r
e
n
t
s’
c
h
o
i
c
e
s
a
b
o
u
t
e
n
r
o
l
l
i
n
g
t
h
e
i
r
c
h
i
l
d
r
e
n
’
s i
n
p
r
i
v
a
t
e
s
c
h
o
o
l
s
(
a
c
a
se
s
t
u
d
y
i
n
Jal
a
l
a
b
a
d
C
i
t
y
)
,
”
Am
e
r
i
c
a
n
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
R
e
se
a
rc
h
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
3
0
–
3
5
,
2
0
2
1
,
d
o
i
:
1
0
.
4
6
2
8
1
/
a
i
j
s
sr
.
v
7
i
1
.
1
2
7
7
.
[
5
]
N
.
A
k
h
t
e
r
,
“
F
a
c
t
o
r
s
A
f
f
e
c
t
i
n
g
P
a
r
e
n
t
s
’
I
n
c
l
i
n
a
t
i
o
n
t
o
w
a
r
d
s
P
r
i
v
a
t
e
S
c
h
o
o
l
S
y
st
e
m
i
n
P
a
k
i
st
a
n
,
”
J
o
u
r
n
a
l
o
f
El
e
m
e
n
t
a
ry
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
7
,
n
o
.
2
,
p
p
.
4
9
–
6
9
,
2
0
1
7
.
[
6
]
J.
J
e
r
r
i
m,
C
.
P
r
i
e
t
o
-
L
a
t
o
r
r
e
,
L
.
A
.
Lo
p
e
z
-
A
g
u
d
o
,
a
n
d
O
.
D
.
M
a
r
c
e
n
a
r
o
-
G
u
t
i
e
r
r
e
z
,
“
D
o
sc
h
o
o
l
p
r
e
f
e
r
e
n
c
e
s
d
i
f
f
e
r
b
e
t
w
e
e
n
mo
t
h
e
r
s
a
n
d
f
a
t
h
e
r
s?
I
n
t
e
r
n
a
t
i
o
n
a
l
e
v
i
d
e
n
c
e
f
r
o
m
P
I
S
A
,
”
O
x
f
o
rd
Re
v
i
e
w
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
5
0
,
n
o
.
4
,
p
p
.
4
9
9
–
5
1
6
,
J
u
l
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
5
4
9
8
5
.
2
0
2
3
.
2
2
4
4
8
8
0
.
[
7
]
N
.
A
.
H
a
m
i
d
,
S
.
N
.
B
.
B
.
A
h
m
a
d
,
A
.
B
.
S
h
a
a
r
i
,
a
n
d
M
.
B
.
S
a
a
i
d
i
n
,
“
F
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
p
a
r
e
n
t
s’
c
h
o
i
c
e
o
f
p
r
i
v
a
t
e
p
r
e
sc
h
o
o
l
i
n
Jo
h
o
r
B
a
h
r
u
,
M
a
l
a
y
si
a
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
n
o
v
a
t
i
o
n
,
C
r
e
a
t
i
v
i
t
y
a
n
d
C
h
a
n
g
e
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
3
7
7
–
3
9
5
,
2
0
1
9
.
[
8
]
J.
S
t
a
m
p
a
n
d
D
.
C
l
e
m
o
n
s,
“
A
p
p
l
i
c
a
t
i
o
n
o
f
T
h
e
T
h
e
o
r
y
o
f
P
l
a
n
n
e
d
B
e
h
a
v
i
o
r
t
o
G
e
n
e
r
a
t
i
o
n
Z
a
n
d
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
S
t
u
d
e
n
t
Re
se
a
r
c
h
,
v
o
l
.
1
0
,
n
o
.
3
,
p
p
.
1
–
1
0
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
4
7
6
1
1
/
j
sr
.
v
1
0
i
3
.
1
2
9
4
.
[
9
]
S
.
T.
N
a
s
k
a
r
a
n
d
J
.
M
.
M
.
L
i
n
d
a
h
l
,
“
F
o
r
t
y
y
e
a
r
s
o
f
t
h
e
t
h
e
o
r
y
o
f
p
l
a
n
n
e
d
b
e
h
a
v
i
o
r
:
a
b
i
b
l
i
o
m
e
t
r
i
c
a
n
a
l
y
si
s
(
1
9
8
5
–
2
0
2
4
)
,
”
Ma
n
a
g
e
m
e
n
t
Re
v
i
e
w
Q
u
a
r
t
e
r
l
y
,
p
p
.
1
–
6
0
,
F
e
b
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
3
0
1
-
0
2
5
-
0
0
4
8
7
-
8.
[
1
0
]
T.
S
.
M
e
i
a
n
d
Y
.
L.
S
i
a
w
,
“
E
n
t
r
e
p
r
e
n
e
u
r
i
a
l
Le
a
d
e
r
s
h
i
p
f
o
r
S
t
u
d
e
n
t
s’
En
r
o
l
me
n
t
i
n
P
r
i
v
a
t
e
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
s:
A
C
o
n
c
e
p
t
u
a
l
R
e
se
a
r
c
h
t
o
D
i
sc
o
v
e
r
P
a
r
e
n
t
s’
I
n
t
e
n
t
i
o
n
s
a
n
d
B
e
h
a
v
i
o
r
,
”
Ed
u
c
a
t
i
o
n
a
l
L
e
a
d
e
r (Pem
i
m
p
i
n
PE
n
d
i
d
i
k
a
n
)
,
v
o
l
.
1
0
,
p
p
.
4
4
–
6
0
,
2
0
2
2
.
[
1
1
]
M
.
R
.
B
a
l
sera
,
D
.
D
o
r
si
,
A
.
Te
r
mes
,
X
.
B
o
n
a
l
,
A
.
V
e
r
g
e
r
,
a
n
d
J.
G
o
n
z
a
l
e
z
D
i
a
z
,
“
P
r
i
v
a
t
e
a
c
t
o
r
s
a
n
d
t
h
e
r
i
g
h
t
t
o
e
d
u
c
a
t
i
o
n
,
”
C
o
m
p
a
r
e
:
A
J
o
u
r
n
a
l
o
f
C
o
m
p
a
r
a
t
i
v
e
a
n
d
I
n
t
e
rn
a
t
i
o
n
a
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
6
,
n
o
.
6
,
p
p
.
9
7
6
–
1
0
0
0
,
N
o
v
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
5
7
9
2
5
.
2
0
1
6
.
1
2
0
7
9
3
9
.
[
1
2
]
S
.
D
o
ğ
a
n
,
“
A
s
a
n
e
d
u
c
a
t
i
o
n
a
l
i
s
t
w
o
r
k
i
n
g
f
o
r
a
p
u
b
l
i
c
s
c
h
o
o
l
,
w
o
u
l
d
y
o
u
sen
d
y
o
u
r
c
h
i
l
d
t
o
a
p
r
i
v
a
t
e
s
c
h
o
o
l
?
P
r
i
v
a
t
e
s
c
h
o
o
l
s
i
n
Tu
r
k
e
y
,
”
Re
s
e
a
r
c
h
i
n
Pe
d
a
g
o
g
y
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
4
1
7
–
4
3
5
,
2
0
2
0
,
d
o
i
:
1
0
.
5
9
3
7
/
I
st
r
P
e
d
2
0
0
2
4
1
7
D
.
[
1
3
]
Y
.
R
.
S
u
b
e
d
i
,
“
F
a
c
t
o
r
s
A
f
f
e
c
t
i
n
g
P
a
r
e
n
t
a
l
C
h
o
i
c
e
o
f
P
r
i
v
a
t
e
a
n
d
P
u
b
l
i
c
S
c
h
o
o
l
s
i
n
D
h
a
d
i
n
g
,
”
Ma
rs
y
a
n
g
d
i
J
o
u
r
n
a
l
,
v
o
l
.
2
,
p
p
.
6
7
–
8
0
,
2
0
2
1
,
d
o
i
:
1
0
.
3
1
2
6
/
mj
.
v
2
i
1
.
3
9
9
6
6
.
[
1
4
]
D
.
F
.
M
c
C
a
f
f
r
e
y
,
“
Q
u
a
n
t
i
t
a
t
i
v
e
R
e
s
e
a
r
c
h
a
n
d
E
d
u
c
a
t
i
o
n
a
l
M
e
a
su
r
e
me
n
t
,
”
i
n
I
n
t
e
r
n
a
t
i
o
n
a
l
E
n
c
y
c
l
o
p
e
d
i
a
o
f
E
d
u
c
a
t
i
o
n
,
4
t
h
e
d
.
,
R
.
J
.
T
i
e
r
n
e
y
,
F
.
R
i
z
v
i
,
a
n
d
K
.
Er
c
i
k
a
n
,
Ed
s
.
,
A
ms
t
e
r
d
a
m
:
E
l
se
v
i
e
r
,
2
0
2
3
,
p
p
.
1
9
–
24
,
d
o
i
:
1
0
.
1
0
1
6
/
B
9
7
8
-
0
-
12
-
8
1
8
6
3
0
-
5
.
0
2
0
1
4
-
5.
[
1
5
]
K
.
I
z
u
m
a
,
“
Th
e
n
e
u
r
a
l
b
a
s
e
s
o
f
so
c
i
a
l
i
n
f
l
u
e
n
c
e
o
n
v
a
l
u
a
t
i
o
n
a
n
d
b
e
h
a
v
i
o
r
,
”
i
n
D
e
c
i
si
o
n
N
e
u
r
o
sc
i
e
n
c
e
:
A
n
I
n
t
e
g
ra
t
i
v
e
Ap
p
r
o
a
c
h
,
J.
-
C
.
D
r
e
h
e
r
a
n
d
L.
Tr
e
m
b
l
a
y
,
E
d
s.
,
L
o
n
d
o
n
,
U
K
:
A
c
a
d
e
m
i
c
P
r
e
ss,
2
0
1
7
,
p
p
.
1
9
9
–
2
0
9
.
[
1
6
]
J.
K
r
e
z
e
l
a
n
d
Z.
A
.
K
r
e
z
e
l
,
“
S
o
c
i
a
l
i
n
f
l
u
e
n
c
e
a
n
d
s
t
u
d
e
n
t
c
h
o
i
c
e
o
f
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
st
i
t
u
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
C
u
l
t
u
r
e
a
n
d
S
o
c
i
e
t
y
,
v
o
l
.
8
,
n
o
.
2
,
p
p
.
1
1
6
–
1
3
0
,
S
e
p
.
2
0
1
7
,
d
o
i
:
1
0
.
1
5
5
0
3
/
j
e
c
s2
0
1
7
2
.
1
1
6
.
1
3
0
.
[
1
7
]
C
.
T
.
A
smu
sse
n
,
“
Th
e
i
mp
a
c
t
o
f
s
o
c
i
a
l
n
e
t
w
o
r
k
s
o
n
p
a
r
e
n
t
sc
h
o
o
l
-
c
h
o
i
c
e
d
e
c
i
si
o
n
m
a
k
i
n
g
,
”
P
h
.
D
.
d
i
ss
e
r
t
a
t
i
o
n
,
N
o
r
t
h
e
r
n
A
r
i
z
o
n
a
U
n
i
v
e
r
si
t
y
,
U
n
i
t
e
d
S
t
a
t
e
s,
2
0
2
1
.
[
1
8
]
M
.
B
a
g
c
h
i
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
t
h
e
se
l
e
c
t
i
o
n
o
f
s
c
h
o
o
l
s
b
y
p
a
r
e
n
t
s
/
g
u
a
r
d
i
a
n
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Re
se
a
rc
h
i
n
E
n
g
i
n
e
e
r
i
n
g
,
S
c
i
e
n
c
e
a
n
d
Ma
n
a
g
e
m
e
n
t
,
v
o
l
.
2
,
n
o
.
1
2
,
p
p
.
2
1
–
2
3
,
2
0
1
9
.
[
1
9
]
C
.
S
p
r
e
i
t
z
e
r
a
n
d
S
.
H
a
f
n
e
r
,
“
Ef
f
e
c
t
s
o
f
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s o
f
S
c
h
o
o
l
Q
u
a
l
i
t
y
o
n
S
t
u
d
e
n
t
P
e
r
f
o
r
ma
n
c
e
i
n
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
:
A
S
c
o
p
i
n
g
R
e
v
i
e
w
,
”
Eu
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
rc
h
,
v
o
l
.
1
2
,
n
o
.
2
,
p
p
.
9
9
1
–
1
0
1
3
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
2
9
7
3
/
e
u
-
j
e
r
.
1
2
.
2
.
9
9
1
.
[
2
0
]
A
.
R
.
A
l
v
a
r
a
d
o
,
T.
S
t
e
w
a
r
t
-
A
m
b
o
,
a
n
d
S
.
H
u
r
t
a
d
o
,
“
H
i
g
h
S
c
h
o
o
l
a
n
d
C
o
l
l
e
g
e
C
h
o
i
c
e
F
a
c
t
o
r
s
A
sso
c
i
a
t
e
d
w
i
t
h
H
i
g
h
-
A
c
h
i
e
v
i
n
g
Lo
w
-
I
n
c
o
m
e
S
t
u
d
e
n
t
s’
C
o
l
l
e
g
e
D
e
g
r
e
e
C
o
m
p
l
e
t
i
o
n
,
”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
0
,
n
o
.
6
,
p
.
1
5
3
,
J
u
n
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sci
1
0
0
6
0
1
5
3
.
[
2
1
]
S
.
M
.
H
.
A
l
z
a
h
r
a
n
i
,
L.
H
a
mm
e
r
s
l
e
y
-
F
l
e
t
c
h
e
r
,
a
n
d
G
.
B
r
i
g
h
t
,
“
I
d
e
n
t
i
f
y
i
n
g
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
a
‘
G
o
o
d
S
c
h
o
o
l
’
i
n
t
h
e
B
r
i
t
i
s
h
a
n
d
S
a
u
d
i
A
r
a
b
i
a
n
E
d
u
c
a
t
i
o
n
S
y
st
e
ms,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
n
d
Pr
a
c
t
i
c
e
,
v
o
l
.
7
,
n
o
.
2
7
,
p
p
.
1
3
6
–
1
4
8
,
2
0
1
6
.
[
2
2
]
F
.
A
l
s
a
u
i
d
i
,
“
R
e
a
so
n
s
i
n
f
l
u
e
n
c
i
n
g
se
l
e
c
t
i
o
n
d
e
c
i
si
o
n
m
a
k
i
n
g
o
f
p
a
r
e
n
t
a
l
c
h
o
i
c
e
o
f
s
c
h
o
o
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Re
s
e
a
r
c
h
i
n
Ed
u
c
a
t
i
o
n
a
n
d
S
c
i
e
n
c
e
,
v
o
l
.
2
,
n
o
.
1
,
p
p
.
2
0
1
–
2
1
1
,
2
0
1
6
,
d
o
i
:
1
0
.
2
1
8
9
0
/
i
j
r
e
s.5
7
4
1
0
.
[
2
3
]
A
.
M
.
S
a
l
d
a
r
r
i
a
g
a
a
n
d
J
.
A
.
M
o
r
e
n
o
,
“
T
h
e
s
c
h
o
o
l
e
n
v
i
r
o
n
m
e
n
t
a
n
d
i
t
s
i
mp
a
c
t
o
n
t
h
e
t
e
a
c
h
i
n
g
-
l
e
a
r
n
i
n
g
p
r
o
c
e
ss
i
n
e
d
u
c
a
t
i
o
n
a
l
i
n
s
t
i
t
u
t
i
o
n
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Psy
c
h
o
so
c
i
a
l
Re
h
a
b
i
l
i
t
a
t
i
o
n
,
v
o
l
.
2
4
,
n
o
.
1
0
,
p
p
.
3
9
5
7
–
3
9
7
1
,
2
0
2
0
.
[
2
4
]
R
.
V
e
n
k
e
t
sam
y
a
n
d
D
.
M
i
l
l
e
r
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
p
a
r
e
n
t
s’
c
h
o
i
c
e
o
f
sc
h
o
o
l
s
f
o
r
G
r
a
d
e
1
l
e
a
r
n
e
r
s,
”
S
o
u
t
h
Af
r
i
c
a
n
J
o
u
r
n
a
l
o
f
C
h
i
l
d
h
o
o
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
1
,
n
o
.
1
,
p
p
.
1
–
9
,
Ju
n
.
2
0
2
1
,
d
o
i
:
1
0
.
4
1
0
2
/
s
a
j
c
e
.
v
1
1
i
1
.
9
1
3
.
[
2
5
]
S
.
E.
P
e
n
n
i
n
g
t
o
n
,
J
.
H
.
Ta
n
g
,
K
.
D
i
v
o
l
l
,
a
n
d
P
.
C
o
r
r
e
l
l
,
“
A
S
c
o
p
i
n
g
L
i
t
e
r
a
t
u
r
e
R
e
v
i
e
w
o
n
P
a
r
e
n
t
I
n
t
e
r
a
c
t
i
o
n
s
w
i
t
h
T
e
a
c
h
e
r
s
a
n
d
S
c
h
o
o
l
E
n
v
i
r
o
n
m
e
n
t
s
a
t
t
h
e
M
i
d
d
l
e
L
e
v
e
l
,
”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
1
2
,
D
e
c
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sc
i
1
4
1
2
1
3
6
4
.
[
2
6
]
M
.
L.
S
l
a
d
e
,
T.
B
u
r
n
h
a
m,
S
.
M
.
C
a
t
a
l
a
n
a
,
a
n
d
T.
W
a
t
e
r
s,
“
Th
e
I
mp
a
c
t
o
f
R
e
f
l
e
c
t
i
v
e
P
r
a
c
t
i
c
e
o
n
Te
a
c
h
e
r
C
a
n
d
i
d
a
t
e
s’
L
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
f
o
r
t
h
e
S
c
h
o
l
a
rs
h
i
p
o
f
T
e
a
c
h
i
n
g
a
n
d
L
e
a
rn
i
n
g
,
v
o
l
.
1
3
,
n
o
.
2
,
p
.
1
5
,
M
a
y
2
0
1
9
,
d
o
i
:
1
0
.
2
0
4
2
9
/
i
j
s
o
t
l
.
2
0
1
9
.
1
3
0
2
1
5
.
[
2
7
]
N
.
C
a
n
t
u
,
D
.
G
.
V
a
r
e
l
a
,
D
.
J
o
n
e
s,
a
n
d
L.
C
h
a
l
l
o
o
,
“
F
a
c
t
o
r
s
t
h
a
t
I
n
f
l
u
e
n
c
e
S
c
h
o
o
l
C
h
o
i
c
e
:
A
L
o
o
k
a
t
P
a
r
e
n
t
s’
a
n
d
S
c
h
o
o
l
Le
a
d
e
r
s’
P
e
r
c
e
p
t
i
o
n
s,
”
R
e
se
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
a
l
P
o
l
i
c
y
a
n
d
Ma
n
a
g
e
m
e
n
t
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
1
9
–
4
1
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
4
6
3
0
3
/
r
e
p
a
m.
2
0
2
1
.
2
.
[
2
8
]
S
.
J.
S
t
r
a
t
t
o
n
,
“
P
o
p
u
l
a
t
i
o
n
R
e
s
e
a
r
c
h
:
C
o
n
v
e
n
i
e
n
c
e
S
a
m
p
l
i
n
g
S
t
r
a
t
e
g
i
e
s,
”
Pre
h
o
s
p
i
t
a
l
a
n
d
D
i
s
a
st
e
r
M
e
d
i
c
i
n
e
,
v
o
l
.
3
6
,
n
o
.
4
,
p
p
.
3
7
3
–
3
7
4
,
A
u
g
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
7
/
S
1
0
4
9
0
2
3
X
2
1
0
0
0
6
4
9
.
[
2
9
]
S
.
A
.
B
a
l
r
o
o
a
n
d
M
.
A
.
H
.
S
a
l
e
h
,
“
P
e
r
c
e
i
v
e
d
e
W
O
M
a
n
d
S
t
u
d
e
n
t
s’
U
n
i
v
e
r
si
t
y
En
r
o
l
m
e
n
t
I
n
t
e
n
t
i
o
n
s:
T
h
e
C
o
r
p
o
r
a
t
e
I
mag
e
a
s
a
M
e
d
i
a
t
o
r
,
”
J
o
u
rn
a
l
o
f
Ec
o
n
o
m
i
c
s
,
Ma
n
a
g
e
m
e
n
t
a
n
d
T
r
a
d
e
,
v
o
l
.
2
4
,
n
o
.
1
,
p
p
.
1
–
1
4
,
M
a
y
2
0
1
9
,
d
o
i
:
1
0
.
9
7
3
4
/
j
e
m
t
/
2
0
1
9
/
v
2
4
i
1
3
0
1
5
2
.
[
3
0
]
J.
H
a
i
r
,
M
.
W
o
l
f
i
n
b
a
r
g
e
r
,
A
.
H
.
M
o
n
e
y
,
P
.
S
a
mo
u
e
l
,
a
n
d
M
.
J
.
P
a
g
e
,
E
ssen
t
i
a
l
s
o
f
Bu
s
i
n
e
ss
Re
s
e
a
r
c
h
M
e
t
h
o
d
s
.
N
e
w
Y
o
r
k
:
R
o
u
t
l
e
d
g
e
,
2
0
1
5
,
d
o
i
:
1
0
.
4
3
2
4
/
9
7
8
1
3
1
5
7
0
4
5
6
2
.
[
3
1
]
I
.
Tr
i
z
a
n
o
-
H
e
r
mo
s
i
l
l
a
a
n
d
J
.
M
.
A
l
v
a
r
a
d
o
,
“
B
e
s
t
A
l
t
e
r
n
a
t
i
v
e
s t
o
C
r
o
n
b
a
c
h
’
s
A
l
p
h
a
R
e
l
i
a
b
i
l
i
t
y
i
n
R
e
a
l
i
st
i
c
C
o
n
d
i
t
i
o
n
s
:
C
o
n
g
e
n
e
r
i
c
a
n
d
A
s
y
mm
e
t
r
i
c
a
l
M
e
a
s
u
r
e
m
e
n
t
s,
”
F
ro
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
7
,
p
.
7
6
9
,
M
a
y
2
0
1
6
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
1
6
.
0
0
7
6
9
.
[
3
2
]
Z.
A
w
a
n
g
,
R
e
se
a
rc
h
Me
t
h
o
d
o
l
o
g
y
a
n
d
D
a
t
a
A
n
a
l
y
si
s
,
2
n
d
e
d
.
S
h
a
h
A
l
a
m:
P
e
n
e
r
b
i
t
P
r
e
ss
U
n
i
v
e
r
si
t
i
Te
k
n
o
l
o
g
i
M
a
l
a
y
si
a
,
2
0
1
2
.
[
3
3
]
J.
A
.
M
a
u
t
o
n
e
,
E
.
M
a
r
c
e
l
l
e
,
K
.
E.
Tr
e
sco
,
a
n
d
T.
J.
P
o
w
e
r
,
“
A
ssess
i
n
g
t
h
e
q
u
a
l
i
t
y
o
f
p
a
r
e
n
t
-
t
e
a
c
h
e
r
r
e
l
a
t
i
o
n
sh
i
p
f
o
r
st
u
d
e
n
t
s
w
i
t
h
A
D
H
D
,
”
Psy
c
h
o
l
o
g
y
i
n
t
h
e
S
c
h
o
o
l
s
,
v
o
l
.
5
2
,
n
o
.
2
,
p
p
.
1
9
6
–
2
0
7
,
F
e
b
.
2
0
1
5
,
d
o
i
:
1
0
.
1
0
0
2
/
p
i
t
s.
2
1
8
1
7
.
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
.
6
,
Dec
em
b
er
20
25
:
4
5
0
9
-
4
5
1
6
4516
[
3
4
]
S
.
S
i
mo
n
,
“
A
S
t
u
d
y
o
f
P
r
i
mary
S
c
h
o
o
l
P
a
r
e
n
t
s’
I
n
t
e
r
a
c
t
i
o
n
w
i
t
h
Te
a
c
h
e
r
s’
i
n
M
a
l
a
y
s
i
a
,
”
W
o
r
l
d
A
c
a
d
e
m
y
o
f
S
c
i
e
n
c
e
,
E
n
g
i
n
e
e
ri
n
g
a
n
d
T
e
c
h
n
o
l
o
g
y
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
a
n
d
Pe
d
a
g
o
g
i
c
a
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
1
,
n
o
.
2
,
p
p
.
3
5
9
–
3
6
6
,
2
0
1
7
,
d
o
i
:
1
0
.
5
2
8
1
/
z
e
n
o
d
o
.
1
3
3
9
9
9
2
.
[
3
5
]
S
.
C
.
C
h
e
w
a
n
d
C
.
H
.
O
n
g
,
“
Li
n
k
i
n
g
serv
i
c
e
q
u
a
l
i
t
y
,
g
u
e
st
sat
i
sf
a
c
t
i
o
n
a
n
d
l
e
n
g
t
h
o
f
s
t
a
y
t
o
e
-
W
O
M
:
a
s
t
u
d
y
i
n
t
h
e
h
o
t
e
l
i
n
d
u
st
r
y
o
f
S
i
n
g
a
p
o
r
e
,
”
Mi
d
d
l
e
E
a
st
J
.
o
f
Ma
n
a
g
e
m
e
n
t
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
4
4
–
63
,
2
0
2
2
,
d
o
i
:
1
0
.
1
5
0
4
/
M
EJM
.
2
0
2
2
.
1
1
9
3
6
0
.
[
3
6
]
E.
A
.
B
r
e
w
,
B
.
N
k
e
t
i
a
h
,
a
n
d
R
.
K
o
r
a
n
t
e
n
g
,
“
A
L
i
t
e
r
a
t
u
r
e
R
e
v
i
e
w
o
f
A
c
a
d
e
m
i
c
P
e
r
f
o
r
m
a
n
c
e
,
a
n
I
n
si
g
h
t
i
n
t
o
F
a
c
t
o
r
s
a
n
d
t
h
e
i
r
I
n
f
l
u
e
n
c
e
s
o
n
A
c
a
d
e
mi
c
O
u
t
c
o
m
e
s
o
f
S
t
u
d
e
n
t
s
a
t
S
e
n
i
o
r
H
i
g
h
S
c
h
o
o
l
s,
”
O
p
e
n
A
c
c
e
ss
L
i
b
r
a
r
y
J
o
u
rn
a
l
(
O
ALi
b
)
,
v
o
l
.
8
,
n
o
.
6
,
p
p
.
1
–
1
4
,
2
0
2
1
,
d
o
i
:
1
0
.
4
2
3
6
/
o
a
l
i
b
.
1
1
0
7
4
2
3
.
[
3
7
]
N
.
El
K
h
a
mm
a
r
i
a
n
d
R
.
H
a
s
n
a
o
u
i
,
“
Ev
a
l
u
a
t
i
o
n
o
f
t
h
e
I
mp
a
c
t
o
f
Ed
u
c
a
t
i
o
n
a
l
P
r
o
g
r
a
ms
a
t
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
:
S
y
s
t
e
m
a
t
i
c
a
n
d
B
i
b
l
i
o
m
e
t
r
i
c
R
e
v
i
e
w
o
f
Li
t
e
r
a
t
u
r
e
,
”
E
d
u
c
a
t
i
o
n
a
l
Pr
o
c
e
ss
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
,
v
o
l
.
1
5
,
n
o
.
1
,
p
.
e
2
0
2
5
1
4
1
,
2
0
2
5
,
d
o
i
:
1
0
.
2
2
5
2
1
/
e
d
u
p
i
j
.
2
0
2
5
.
1
5
.
1
4
1
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Lim
Le
e
Pi
n
g
is
a
lec
tu
re
r.
S
h
e
o
b
tai
n
e
d
h
e
r
P
h
.
D
.
in
m
a
n
a
g
e
m
e
n
t
,
a
m
a
ste
r
o
f
c
h
e
m
ica
l
e
n
g
in
e
e
rin
g
,
a
n
d
a
b
a
c
h
e
lo
r
o
f
c
h
e
m
ica
l
e
n
g
in
e
e
ri
n
g
fro
m
Un
i
v
e
rsiti
Tek
n
o
lo
g
i
M
a
lay
sia
(UTM
).
He
r
a
re
a
s
o
f
re
se
a
rc
h
a
re
o
r
g
a
n
iza
ti
o
n
a
l
b
e
h
a
v
io
r
a
n
d
tec
h
n
o
lo
g
y
m
a
n
a
g
e
m
e
n
t.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
lee
p
in
g
6
3
8
@
g
m
a
il
.
c
o
m
.
O
n
g
Cho
o
n
H
e
e
is
a
n
a
ss
o
c
iate
p
ro
fe
ss
o
r
a
t
Az
m
a
n
Ha
s
h
im
In
tern
a
ti
o
n
a
l
Bu
sin
e
ss
S
c
h
o
o
l
,
Un
iv
e
rsiti
Tek
n
o
lo
g
i
M
a
lay
sia
(UTM
).
He
re
c
e
iv
e
d
h
is
Do
c
t
o
r
o
f
B
u
sin
e
ss
Ad
m
in
istratio
n
fro
m
Un
iv
e
rsiti
Uta
ra
M
a
lay
sia
.
He
o
b
tain
e
d
h
is
m
a
ste
r
o
f
tec
h
n
o
l
o
g
y
m
a
n
a
g
e
m
e
n
t,
b
a
c
h
e
l
o
r
o
f
c
h
e
m
ica
l
e
n
g
i
n
e
e
rin
g
(H
o
n
s.)
a
n
d
d
ip
l
o
m
a
in
e
lec
tri
c
a
l
e
n
g
i
n
e
e
rin
g
fro
m
Un
iv
e
rsiti
Tek
n
o
lo
g
i
M
a
la
y
sia
.
His a
re
a
s o
f
re
se
a
rc
h
in
tere
st are
o
rg
a
n
iza
ti
o
n
a
l
b
e
h
a
v
io
r,
tale
n
t
m
a
n
a
g
e
m
e
n
t
,
a
n
d
tec
h
n
o
l
o
g
y
m
a
n
a
g
e
m
e
n
t.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
o
.
c
h
o
o
n
h
e
e
@u
tm.m
y
;
o
n
g
c
h
o
o
n
h
e
e
@g
m
a
il
.
c
o
m
.
Ta
n
O
we
e
K
o
wa
n
g
is
a
n
a
ss
o
c
iate
p
r
o
fe
ss
o
r
a
t
th
e
F
a
c
u
lt
y
o
f
M
a
n
a
g
e
m
e
n
t,
Un
iv
e
rsiti
Tek
n
o
lo
g
i
M
a
lay
sia
(UTM
).
He
o
b
tai
n
e
d
h
is
fi
rst
d
e
g
re
e
in
m
e
c
h
a
n
ica
l
e
n
g
in
e
e
rin
g
.
M
a
ste
r
o
f
tec
h
n
o
l
o
g
y
m
a
n
a
g
e
m
e
n
t
a
n
d
P
h
.
D
.
i
n
m
a
n
a
g
e
m
e
n
t
fro
m
UTM
.
He
h
a
s
g
a
in
e
d
2
1
y
e
a
rs
o
f
i
n
d
u
strial
e
x
p
e
rie
n
c
e
in
P
ro
d
u
c
t
a
n
d
To
o
li
n
g
De
sig
n
,
O
p
e
ra
ti
o
n
,
Qu
a
li
ty
,
En
g
in
e
e
rin
g
a
n
d
P
r
o
jec
t
m
a
n
a
g
e
m
e
n
t.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
o
k
tan
@u
tm.m
y
.
Lim
K
im
Ye
w
is
a
n
a
ss
o
c
iate
p
ro
fe
ss
o
r
a
t
th
e
F
a
c
u
lt
y
o
f
Bu
sin
e
ss
a
n
d
Co
m
m
u
n
ica
ti
o
n
s
a
t
INTI
In
te
rn
a
ti
o
n
a
l
Un
i
v
e
rsity
.
Be
fo
re
j
o
in
i
n
g
INTI
In
tern
a
ti
o
n
a
l
Un
iv
e
rsity
,
h
e
a
p
p
l
ied
h
is
k
n
o
wle
d
g
e
a
n
d
e
x
p
e
rie
n
c
e
in
m
a
n
a
g
e
m
e
n
t
a
c
ro
ss
v
a
rio
u
s in
d
u
stries
,
in
c
lu
d
in
g
sto
c
k
b
ro
k
i
n
g
,
h
o
m
e
a
p
p
li
a
n
c
e
s,
a
n
d
h
ig
h
e
r
e
d
u
c
a
ti
o
n
in
stit
u
ti
o
n
s.
His
a
re
a
s
o
f
re
se
a
rc
h
in
tere
st
in
c
l
u
d
e
se
rv
ice
m
a
rk
e
ti
n
g
a
n
d
m
a
n
a
g
e
m
e
n
t
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
k
i
m
y
e
w
.
l
i
m
@
n
e
w
i
n
t
i
.
e
d
u
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.