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ac
ad
em
ic
o
u
tco
m
es
in
r
e
ce
n
t
d
ec
ad
es,
y
et
m
an
y
h
i
g
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
s
till
r
ely
h
e
av
ily
o
n
tr
ad
itio
n
al
teac
h
i
n
g
m
eth
o
d
s
[
1
0
]
–
[
1
2
]
.
E
v
en
th
o
u
g
h
u
n
iv
e
r
s
ity
s
tu
d
e
n
ts
n
ee
d
to
b
e
eq
u
i
p
p
ed
with
cr
itical
th
in
k
in
g
,
c
r
ea
tiv
ity
,
a
n
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
,
th
e
ed
u
ca
tio
n
s
y
s
tem
is
s
till
s
tr
u
g
g
lin
g
to
d
ev
el
o
p
th
em
.
I
n
th
is
co
n
tex
t,
t
h
e
in
tr
o
d
u
ctio
n
o
f
co
n
s
tr
u
ctiv
is
t le
ar
n
in
g
a
p
p
r
o
a
ch
es in
u
n
iv
e
r
s
ity
class
r
o
o
m
s
p
r
esen
ts
b
o
th
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es.
I
n
f
ac
t,
th
e
r
ati
o
n
ale
f
o
r
s
t
u
d
y
in
g
th
e
i
m
p
lem
en
tatio
n
o
f
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
in
u
n
iv
er
s
ity
class
r
o
o
m
s
in
Vietn
am
is
m
u
lti
-
f
ac
eted
.
First,
th
er
e
is
a
g
r
ea
ter
awa
r
en
ess
th
at
th
e
tr
ad
itio
n
al
ed
u
ca
tio
n
m
o
d
el
b
ased
o
n
r
o
te
m
em
o
r
iz
atio
n
an
d
p
ass
iv
e
in
f
o
r
m
atio
n
in
tak
e
is
n
o
t
f
u
lly
eq
u
ip
p
in
g
u
n
iv
er
s
ity
leav
e
r
s
f
o
r
th
e
h
ig
h
d
em
an
d
s
o
f
th
e
m
o
d
er
n
wo
r
k
f
o
r
ce
[
1
3
]
–
[
1
5
]
.
T
h
e
em
er
g
in
g
jo
b
m
ar
k
et
in
Vietn
am
r
eq
u
ir
es
g
r
ad
u
ates
to
h
av
e
s
p
ec
ialized
s
k
ills
alo
n
g
with
s
o
f
t
s
k
ill
s
li
k
e
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
co
llab
o
r
atio
n
,
an
d
ad
ap
tab
ilit
y
.
C
o
n
s
tr
u
ctiv
is
t
le
ar
n
in
g
,
wh
ich
em
p
h
asizes
h
a
n
d
s
-
o
n
,
in
q
u
ir
y
-
b
ased
,
a
n
d
co
llab
o
r
ativ
e
lear
n
in
g
ex
p
er
ien
ce
s
,
ca
n
h
elp
s
tu
d
en
ts
d
ev
elo
p
th
ese
ess
en
tial
s
k
ills
[
1
6
]
–
[
1
8
]
.
Seco
n
d
,
wh
ile
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
h
as
b
ee
n
s
u
cc
ess
f
u
lly
im
p
l
em
en
ted
in
v
a
r
io
u
s
W
ester
n
ed
u
ca
tio
n
al
s
y
s
tem
s
,
it
r
em
ain
s
r
elativ
ely
u
n
d
er
e
x
p
lo
r
e
d
in
d
ev
elo
p
in
g
c
o
u
n
tr
ies
lik
e
Vietn
am
[
1
9
]
–
[
2
1
]
.
W
h
ile
Vietn
am
h
as
b
ee
n
p
r
o
g
r
ess
in
g
to
war
d
s
ac
ad
em
ic
m
o
d
er
n
izatio
n
,
it
s
till
r
etain
s
a
tr
ad
itio
n
al
f
o
r
m
at
o
f
ed
u
ca
tio
n
with
a
h
ea
v
y
f
o
cu
s
o
n
lectu
r
es,
ex
am
in
atio
n
s
,
an
d
p
ass
iv
e
s
tu
d
en
t
r
o
les
in
its
u
n
iv
e
r
s
ities
.
T
h
is
co
n
v
en
tio
n
al
a
p
p
r
o
ac
h
u
s
u
ally
r
estricts
s
tu
d
en
ts
f
r
o
m
en
g
ag
in
g
d
ee
p
ly
with
co
u
r
s
e
m
ater
ial
o
r
d
e
v
elo
p
in
g
cr
itical
an
d
r
ef
lectiv
e
th
in
k
in
g
s
k
ills
th
at
will
h
elp
th
em
s
u
cc
ee
d
in
th
e
ir
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
liv
es.
On
th
e
o
th
er
h
an
d
,
th
e
im
p
lem
en
tatio
n
o
f
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
in
u
n
iv
er
s
ity
class
r
o
o
m
s
m
ig
h
t
p
r
o
m
o
te
ac
tiv
e
lear
n
in
g
f
o
r
s
tu
d
en
t
s
,
allo
win
g
th
em
to
b
etter
en
g
ag
e
with
ac
ad
em
ic
m
ater
ial
o
n
a
d
ee
p
er
lev
el,
as
well
as
ac
q
u
ir
e
s
k
ills
th
at
ar
e
m
o
r
e
r
elev
an
t
to
th
e
r
ap
id
ly
ch
a
n
g
in
g
wo
r
ld
to
d
ay
.
T
h
r
o
u
g
h
a
p
p
r
o
ac
h
es
s
u
ch
a
s
p
r
o
b
lem
-
b
ased
lea
r
n
in
g
(
PB
L
)
,
g
r
o
u
p
p
r
o
jects,
ca
s
e
s
tu
d
ies,
an
d
ex
p
er
ien
tial
lear
n
in
g
,
s
tu
d
en
ts
ca
n
g
ain
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
s
u
b
ject
m
atter
an
d
h
o
w
it
ap
p
lies
to
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
[
2
2
]
–
[
2
4
]
.
I
n
ad
d
itio
n
,
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
f
o
s
ter
s
co
llab
o
r
atio
n
,
p
ee
r
lear
n
in
g
,
an
d
co
m
m
u
n
ica
tio
n
s
k
ills
th
at
ar
e
ess
en
tial in
th
e
m
o
d
er
n
wo
r
k
f
o
r
c
e.
Alt
h
o
u
g
h
co
n
s
t
r
u
c
ti
v
is
t
l
ea
r
n
i
n
g
h
as
th
e
p
o
t
e
n
tia
l
t
o
o
f
f
er
s
e
v
er
al
a
d
v
a
n
t
ag
es,
i
t
s
p
r
ac
t
ica
l
im
p
le
m
e
n
t
ati
o
n
i
n
Vi
et
n
a
m
es
e
u
n
i
v
e
r
s
it
ies
h
as
en
co
u
n
t
er
e
d
v
a
r
i
o
u
s
o
b
s
ta
cles
.
O
n
e
o
f
t
h
e
m
o
s
t
s
i
g
n
if
ica
n
t
ch
all
en
g
es
is
th
e
e
n
t
r
en
ch
e
d
n
at
u
r
e
o
f
tr
ad
iti
o
n
al
e
d
u
ca
ti
o
n
al
p
r
ac
t
ices
[
5
]
,
[
2
5
]
,
[
2
6
]
.
Fo
r
y
ea
r
s
,
Vi
et
n
a
m
’
s
ed
u
c
ati
o
n
s
y
s
te
m
h
as
b
e
en
te
ac
h
e
r
-
ce
n
t
er
ed
,
w
it
h
t
h
e
t
ea
ch
er
b
e
in
g
t
h
e
p
r
i
n
c
ip
al
a
u
t
h
o
r
it
y
i
n
t
h
e
class
r
o
o
m
,
wh
i
le
s
tu
d
en
ts
a
r
e
e
x
p
e
ct
ed
t
o
t
a
k
e
i
n
i
n
f
o
r
m
at
io
n
p
ass
i
v
e
l
y
.
T
h
is
m
o
d
e
l
is
d
ee
p
l
y
r
o
o
te
d
i
n
t
h
e
c
u
lt
u
r
e
o
f
ed
u
c
ati
o
n
an
d
is
r
ef
l
ec
te
d
i
n
t
h
e
c
o
n
te
n
t
a
n
d
s
t
r
u
c
tu
r
e
o
f
u
n
iv
e
r
s
i
ty
c
o
u
r
s
es.
A
n
ec
ess
a
r
y
r
en
o
v
at
io
n
f
r
o
m
t
h
e
d
e
ep
ly
e
m
b
ed
d
ed
tr
a
d
iti
o
n
a
l
m
o
d
el
t
o
a
m
o
r
e
co
n
s
t
r
u
ct
iv
i
s
t
m
o
d
el
r
e
q
u
i
r
es
s
ig
n
i
f
i
ca
n
t
ch
an
g
es
i
n
te
r
m
s
o
f
p
e
d
a
g
o
g
ic
p
r
ac
ti
ce
s
,
cu
r
r
ic
u
l
u
m
d
esi
g
n
,
a
n
d
i
n
s
t
it
u
ti
o
n
al
p
o
lici
es.
I
n
a
d
d
iti
o
n
,
m
an
y
Vie
t
n
a
m
es
e
u
n
i
v
e
r
s
iti
es
(
es
p
e
cia
ll
y
p
u
b
li
c
o
n
es
)
a
r
e
f
a
cin
g
l
ar
g
e
class
s
i
ze
s
a
n
d
l
im
it
ed
r
es
o
u
r
ce
s
,
w
h
i
c
h
in
te
r
f
er
es
wit
h
t
h
e
s
u
c
ce
s
s
f
u
l
im
p
le
m
e
n
t
ati
o
n
o
f
s
u
c
h
s
tu
d
en
t
-
ce
n
te
r
e
d
c
o
n
s
t
r
u
cti
v
is
t
m
eth
o
d
s
[
3
]
,
[
1
1
]
,
[
2
7
]
.
Gr
o
u
p
w
o
r
k
,
i
n
te
r
a
cti
v
e
d
is
c
u
s
s
i
o
n
s
,
a
n
d
h
an
d
s
-
o
n
le
ar
n
i
n
g
a
cti
v
i
ties
,
wh
ic
h
ar
e
co
r
e
ele
m
e
n
ts
o
f
c
o
n
s
tr
u
cti
v
is
t
p
e
d
a
g
o
g
y
,
o
f
te
n
r
e
q
u
i
r
e
s
m
al
le
r
cl
ass
s
i
ze
s
an
d
m
o
r
e
r
eso
u
r
ce
s
,
w
h
i
c
h
m
ay
n
o
t
b
e
r
e
ad
i
ly
a
v
ai
la
b
l
e
i
n
m
a
n
y
u
n
i
v
e
r
s
ities
.
A
d
d
iti
o
n
a
ll
y
,
m
a
n
y
in
s
tr
u
c
to
r
s
m
a
y
n
o
t
b
e
t
r
ai
n
ed
i
n
c
o
n
s
t
r
u
ct
iv
is
t
te
a
ch
i
n
g
m
et
h
o
d
s
an
d
m
a
y
la
ck
t
h
e
ex
p
e
r
i
e
n
ce
o
r
co
n
f
i
d
e
n
c
e
to
ad
o
p
t
m
o
r
e
in
te
r
ac
ti
v
e
a
n
d
s
t
u
d
e
n
t
-
c
e
n
te
r
e
d
a
p
p
r
o
ac
h
es
i
n
t
h
e
ir
t
ea
ch
in
g
[
5
]
,
[
6
]
,
[
2
8
]
.
H
o
we
v
er
,
th
e
a
p
p
li
ca
t
io
n
o
f
c
o
n
s
t
r
u
cti
v
i
s
t
le
ar
n
i
n
g
i
n
Viet
n
am
ese
in
s
ti
tu
t
io
n
s
o
f
h
i
g
h
e
r
e
d
u
c
ati
o
n
is
im
p
e
r
at
iv
e
an
d
h
as
v
e
r
y
s
i
g
n
i
f
i
ca
n
t
p
o
t
en
tia
l.
W
ith
a
f
o
cu
s
o
n
d
ev
el
o
p
i
n
g
i
ts
h
u
m
a
n
r
es
o
u
r
ce
s
an
d
e
n
h
a
n
ci
n
g
t
h
e
q
u
ali
ty
o
f
g
r
a
d
u
at
es
,
a
d
o
p
ti
n
g
in
c
r
ea
s
i
n
g
l
y
m
o
d
e
r
n
te
ac
h
i
n
g
p
e
d
a
g
o
g
ies
as
a
b
est
p
r
a
cti
c
e
will
b
e
c
r
u
cia
l
f
o
r
s
t
u
d
e
n
ts
t
o
g
r
a
d
u
ate
wit
h
co
m
p
et
en
cies
f
it
f
o
r
a
g
l
o
b
al
i
ze
d
m
a
r
k
et
[
6
]
.
M
o
r
e
o
v
e
r
,
t
h
e
i
n
te
g
r
at
io
n
o
f
co
n
s
t
r
u
ct
iv
is
t
ap
p
r
o
ac
h
es
c
o
u
l
d
co
n
t
r
i
b
u
te
t
o
a
c
o
m
p
e
titi
v
e
a
d
v
a
n
t
ag
e
i
n
t
h
e
g
r
o
w
in
g
c
o
m
p
e
titi
o
n
f
o
r
h
i
g
h
-
q
u
a
lit
y
e
d
u
c
ati
o
n
at
a
g
l
o
b
al
le
v
el
as
Vie
tn
am
f
u
r
t
h
e
r
i
n
t
eg
r
a
tes
in
t
o
t
h
e
g
lo
b
al
e
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r
t
.
C
o
n
s
t
r
u
ct
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v
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m
’
s
a
p
p
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t
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B
r
u
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[
3
1
]
,
w
h
o
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m
p
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s
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z
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d
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e
d
i
s
c
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x
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a
n
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ts
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n
f
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m
a
t
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n
.
B
r
u
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r
[
3
1
]
h
i
g
h
li
g
h
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d
t
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i
m
p
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t
a
n
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s
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h
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m
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iz
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p
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asiz
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o
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ac
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p
r
ac
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ic
es
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m
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asi
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q
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in
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ex
p
l
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ati
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c
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x
t
-
s
p
ec
if
ic
m
e
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i
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f
u
l
ap
p
l
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ati
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o
f
k
n
o
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m
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at
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it
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n
o
n
-
l
o
ca
li
ze
d
t
h
i
n
k
in
g
s
k
il
ls
.
2
.
2
.
So
m
e
v
iewpo
ints o
n c
o
n
s
t
ruct
iv
is
t
lea
rning
in hig
her
educa
t
io
n
W
h
ile
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
p
r
in
cip
les
h
av
e
b
ee
n
wid
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ap
p
lied
in
p
r
im
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y
a
n
d
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
th
eir
a
d
o
p
tio
n
in
h
ig
h
er
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u
ca
tio
n
s
ettin
g
s
-
p
ar
t
icu
lar
ly
in
d
ev
elo
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in
g
c
o
u
n
tr
ies
-
h
as
b
ee
n
m
o
r
e
g
r
ad
u
al
[
5
]
,
[
2
5
]
,
[
2
6
]
.
No
n
et
h
eless
,
u
n
iv
er
s
ities
ar
o
u
n
d
th
e
wo
r
ld
ar
e
in
cr
ea
s
in
g
ly
a
d
o
p
tin
g
co
n
s
tr
u
ctiv
is
t
ap
p
r
o
ac
h
es
to
m
ee
t
th
e
g
r
o
win
g
d
em
an
d
f
o
r
g
r
ad
u
ates
wh
o
p
o
s
s
ess
n
o
t
o
n
ly
tech
n
ical
s
k
ills
b
u
t
also
cr
itica
l
th
in
k
in
g
,
c
r
ea
tiv
ity
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
On
e
k
e
y
ar
ea
in
wh
ich
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
h
as
b
ee
n
im
p
lem
en
ted
is
PB
L
.
PB
L
is
an
i
n
s
tr
u
ctio
n
al
m
eth
o
d
wh
e
r
e
s
tu
d
en
ts
wo
r
k
in
g
r
o
u
p
s
t
o
s
o
lv
e
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
,
o
f
ten
with
m
in
i
m
al
d
ir
ec
t
in
s
tr
u
ctio
n
f
r
o
m
th
e
te
ac
h
er
[
3
]
,
[
1
1
]
,
[
2
7
]
.
T
h
is
ap
p
r
o
ac
h
e
n
co
u
r
ag
es
s
tu
d
en
ts
to
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
t
h
eir
lear
n
in
g
an
d
to
en
g
ag
e
in
c
o
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
.
Stu
d
ies
h
a
v
e
p
r
o
v
e
d
th
at
PB
L
en
h
an
ce
s
s
tu
d
en
t e
n
g
a
g
em
en
t,
k
n
o
wled
g
e
r
eten
tio
n
,
an
d
cr
itical
th
in
k
in
g
s
k
ills
.
Similar
ly
,
in
q
u
ir
y
-
b
ased
lear
n
in
g
(
I
B
L
)
is
an
o
t
h
er
c
o
n
s
tr
u
ct
iv
is
t
-
b
ased
m
o
d
el
th
at
p
o
s
ts
q
u
esti
o
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s
to
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tu
d
en
ts
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r
eq
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ir
i
n
g
t
h
em
to
s
ea
r
ch
an
d
d
e
v
elo
p
th
eir
k
n
o
wled
g
e
th
r
o
u
g
h
ex
p
lo
r
atio
n
a
n
d
ex
p
er
im
en
tatio
n
[
7
]
–
[
9
]
.
I
n
h
ig
h
e
r
ed
u
ca
tio
n
,
I
B
L
h
as
b
ee
n
f
o
u
n
d
to
e
n
h
a
n
ce
s
tu
d
en
ts
’
ab
ilit
y
to
th
in
k
cr
itically
,
co
n
d
u
ct
r
esear
ch
,
an
d
a
p
p
ly
k
n
o
wled
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to
r
ea
l
-
wo
r
ld
s
itu
atio
n
s
.
Pre
v
io
u
s
s
tu
d
ies
[
5
]
,
[
2
7
]
d
em
o
n
s
tr
ated
th
at
in
q
u
ir
y
-
b
ased
m
eth
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d
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d
to
tr
ad
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al
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r
e
-
b
ased
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m
ats.
Alth
o
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h
th
e
th
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r
y
an
d
b
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ef
its
o
f
co
n
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2
2
Un
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s
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ev
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4267
esp
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in
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ev
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ies,
h
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Am
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in
a
d
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ate
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g
[
1
9
]
–
[
2
1
]
.
Su
ch
p
r
o
b
lem
s
b
ec
o
m
e
ev
en
m
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e
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ies,
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o
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ac
tiv
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s
tu
d
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t
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n
ter
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lear
n
i
n
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.
2
.
3
.
Co
ns
t
ruct
iv
is
m
in dev
el
o
pin
g
co
un
t
ries:
cha
lleng
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a
nd
o
pp
o
rt
un
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E
d
u
c
ati
o
n
a
l
r
e
f
o
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m
s
b
ase
d
o
n
co
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t
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p
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in
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o
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f
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e
lo
p
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g
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at
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s
s
u
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Vi
et
n
a
m
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On
e
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a
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r
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r
s
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h
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ies
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en
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g
e
n
u
m
b
er
o
f
s
t
u
d
e
n
ts
[
3
2
]
,
[
3
3
]
.
T
ea
ch
er
s
i
n
t
h
es
e
co
n
t
ex
ts
m
a
y
g
et
a
cc
u
s
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o
m
e
d
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“
t
r
a
n
s
m
itti
n
g
”
k
n
o
w
le
d
g
e
t
o
s
tu
d
e
n
ts
r
at
h
er
t
h
a
n
e
n
g
a
g
i
n
g
t
h
e
m
i
n
t
h
e
a
cti
v
e
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co
lla
b
o
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at
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lea
r
n
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g
p
r
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s
s
es
c
e
n
t
r
al
t
o
co
n
s
t
r
u
ct
iv
is
m
[
5
]
,
[
2
5
]
,
[
2
6
]
.
F
u
r
th
er
m
o
r
e,
in
V
iet
n
a
m
,
th
er
e
is
a
la
c
k
o
f
te
ac
h
e
r
t
r
ai
n
i
n
g
in
co
n
s
t
r
u
ct
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t
m
et
h
o
d
s
.
T
h
e
m
a
jo
r
it
y
o
f
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v
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r
s
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p
r
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ess
o
r
s
w
er
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r
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n
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d
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v
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io
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ca
d
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c
f
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r
o
ac
h
.
T
h
is
lac
k
o
f
p
e
d
a
g
o
g
ica
l
t
r
a
in
in
g
m
a
k
es it d
i
f
f
ic
u
lt
f
o
r
in
s
t
r
u
ct
o
r
s
t
o
a
d
o
p
t m
o
r
e
i
n
te
r
ac
ti
v
e
a
n
d
in
q
u
i
r
y
-
b
as
ed
te
ac
h
in
g
s
t
r
at
eg
ies
[
1
9
]
–
[
2
1
]
.
F
u
r
th
er
m
o
r
e,
t
h
e
f
a
ct
t
h
at
m
o
s
t o
f
t
h
e
cu
r
r
e
n
t
e
v
a
lu
ati
o
n
m
et
h
o
d
s
r
e
v
o
l
v
e
a
r
o
u
n
d
m
e
m
o
r
iz
ati
o
n
an
d
s
ta
n
d
a
r
d
iz
e
d
t
est
in
g
is
n
o
t
c
o
n
s
is
te
n
t
wit
h
t
h
e
g
o
als
o
f
c
o
n
s
t
r
u
cti
v
is
t
le
ar
n
i
n
g
,
f
u
r
t
h
er
h
i
n
d
er
in
g
t
h
e
a
d
o
p
ti
o
n
o
f
s
u
c
h
m
e
th
o
d
s
.
Mo
r
eo
v
er
,
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
m
ay
im
p
o
s
e
s
er
io
u
s
d
if
f
icu
lties
in
en
a
b
lin
g
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
in
d
ev
elo
p
in
g
c
o
u
n
t
r
ies.
Gr
o
u
p
wo
r
k
,
h
an
d
s
-
o
n
ac
tiv
ities
,
an
d
o
th
er
s
tu
d
e
n
t
-
ce
n
ter
ed
teac
h
in
g
m
eth
o
d
s
r
eq
u
ir
e
r
eso
u
r
ce
s
s
u
ch
as
class
r
o
o
m
m
ate
r
ials
,
tech
n
o
lo
g
y
,
a
n
d
s
m
aller
s
t
u
d
en
t
-
teac
h
e
r
r
atio
s
[
7
]
–
[
9
]
.
I
n
m
an
y
u
n
i
v
er
s
ities
in
d
ev
el
o
p
in
g
co
u
n
tr
ies,
th
ese
r
eso
u
r
ce
s
ar
e
o
f
ten
s
ca
r
ce
,
li
m
itin
g
th
e
a
b
ilit
y
o
f
in
s
tr
u
cto
r
s
to
im
p
lem
en
t
e
f
f
ec
tiv
e
co
n
s
tr
u
ctiv
is
t
s
tr
ateg
ies.
Fu
r
th
er
m
o
r
e,
lar
g
e
class
s
izes,
a
f
ea
tu
r
e
o
f
u
n
iv
er
s
ities
in
m
an
y
d
ev
el
o
p
i
n
g
co
u
n
tr
ies,
in
clu
d
in
g
Vietn
am
,
m
ay
cr
ea
te
ch
allen
g
es
f
o
r
teac
h
er
s
to
p
r
o
v
i
d
e
in
d
iv
id
u
alize
d
ass
is
tan
ce
o
r
d
ev
elo
p
in
ter
ac
tiv
e,
s
tu
d
en
t
-
ce
n
tr
ic
lear
n
in
g
s
ettin
g
s
[
3
]
,
[
1
1
]
,
[
2
7
]
.
First,
co
n
s
tr
u
ctiv
is
m
’
s
em
p
h
asis
o
n
co
llab
o
r
atio
n
an
d
s
o
lu
tio
n
-
o
r
ien
ted
lear
n
in
g
alig
n
s
with
th
e
d
em
an
d
s
o
f
d
ev
elo
p
in
g
ec
o
n
o
m
ies.
C
o
n
s
tr
u
ctiv
is
t
s
tr
ateg
ies
p
r
o
m
o
tin
g
cr
itical
an
d
cr
ea
tiv
e
th
in
k
in
g
ar
e
ess
en
tial
f
o
r
u
n
iv
er
s
ities
in
d
e
v
elo
p
in
g
c
o
u
n
tr
ies
to
tr
ain
s
tu
d
en
ts
to
o
v
e
r
co
m
e
th
ese
is
s
u
es.
Mo
r
eo
v
e
r
,
m
an
y
d
e
v
elo
p
in
g
co
u
n
tr
ies
h
av
e
em
b
r
ac
ed
tech
n
o
lo
g
ical
g
lo
b
aliza
tio
n
in
ed
u
ca
tio
n
,
in
clu
d
i
n
g
Vietn
am
,
wh
ich
cr
ea
tes
m
o
r
e
o
p
p
o
r
tu
n
ities
f
o
r
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
[
3
4
]
–
[
3
6
]
.
On
lin
e
le
ar
n
in
g
p
latf
o
r
m
s
,
d
ig
ital
co
llab
o
r
atio
n
to
o
ls
,
an
d
m
u
ltime
d
ia
r
eso
u
r
ce
s
ca
n
f
ac
i
litate
I
B
L
an
d
en
ab
le
s
tu
d
en
ts
to
en
g
ag
e
in
co
llab
o
r
ativ
e
ac
tiv
ities
b
ey
o
n
d
th
e
class
r
o
o
m
.
T
ec
h
n
o
l
o
g
y
ca
n
also
h
elp
allev
iate
s
o
m
e
o
f
th
e
lo
g
is
tical
ch
allen
g
es
ass
o
ciate
d
with
lar
g
e
class
s
izes b
y
p
r
o
v
id
i
n
g
s
tu
d
en
ts
wi
th
ac
ce
s
s
to
p
er
s
o
n
alize
d
lear
n
in
g
m
ater
ials
an
d
s
elf
-
p
ac
ed
s
tu
d
y
r
eso
u
r
ce
s
.
2
.
4
.
Resea
rc
hin
g
t
er
t
ia
r
y
s
t
ud
ent
perc
ept
io
n
s
o
f
co
ns
t
ruct
iv
is
t
lea
rning
Un
d
er
s
tan
d
in
g
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
s
o
f
co
n
s
tr
u
ctiv
is
t
lear
n
i
n
g
m
eth
o
d
s
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
asp
ec
ts
o
f
th
eir
ad
o
p
tio
n
.
C
o
n
s
tr
u
ctiv
is
t
b
elief
s
,
attitu
d
e
s
o
f
s
tu
d
en
ts
,
an
d
p
er
c
ep
tio
n
s
o
f
th
e
lea
r
n
in
g
en
v
ir
o
n
m
en
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
tu
d
en
t
en
g
a
g
em
en
t
[
1
6
]
–
[
1
8
]
.
W
h
en
co
n
s
tr
u
ctiv
i
s
t
ap
p
r
o
ac
h
es
ar
e
p
er
ce
iv
ed
as
in
ter
esti
n
g
a
n
d
r
elev
an
t
to
s
tu
d
en
ts
an
d
th
eir
p
er
s
o
n
al
lear
n
in
g
g
o
als,
th
ey
ar
e
m
o
r
e
lik
el
y
to
en
g
ag
e
in
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
ac
tiv
ely
.
I
n
co
n
tr
ast,
s
tu
d
en
ts
wh
o
ar
e
ac
cu
s
to
m
ed
to
tr
ad
itio
n
al
lear
n
in
g
m
eth
o
d
s
m
ay
r
esis
t
co
n
s
tr
u
cti
v
is
t
ap
p
r
o
ac
h
es,
p
a
r
ticu
lar
ly
i
f
th
ey
p
er
ce
i
v
e
th
em
as
less
s
tr
u
ctu
r
ed
o
r
m
o
r
e
ch
allen
g
in
g
to
n
av
ig
ate.
I
n
a
s
tu
d
y
b
y
C
h
u
an
g
[
3
2
]
,
it
was
f
o
u
n
d
t
h
at
s
tu
d
en
ts
wh
o
wer
e
i
n
tr
o
d
u
ce
d
to
m
o
r
e
in
ter
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
,
s
u
ch
as
co
o
p
er
ativ
e
lear
n
in
g
an
d
I
B
L
,
r
ep
o
r
ted
h
i
g
h
er
le
v
els
o
f
m
o
tiv
atio
n
,
en
g
ag
em
e
n
t,
an
d
s
atis
f
ac
tio
n
[
1
9
]
–
[
2
1
]
.
C
o
n
s
tr
u
ctiv
is
t
ap
p
r
o
ac
h
es
ca
n
p
o
s
e
a
ch
allen
g
e
to
s
tu
d
en
ts
f
r
o
m
m
o
r
e
tr
ad
itio
n
al
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
wh
o
o
f
ten
s
tr
u
g
g
le
with
ac
tiv
e
lear
n
in
g
p
r
ac
t
ices
as
th
ey
m
ay
b
e
u
n
f
am
iliar
t
o
th
em
.
T
h
ese
s
tu
d
en
ts
u
s
u
ally
p
r
ef
er
teac
h
er
-
led
in
s
tr
u
ctio
n
with
s
ig
n
if
ican
t
r
o
les
an
d
ex
p
ec
tatio
n
s
.
I
n
th
ese
co
n
tex
ts
,
in
s
tr
u
cto
r
s
m
u
s
t
p
r
o
v
id
e
clea
r
g
u
id
an
ce
,
s
u
p
p
o
r
t,
an
d
s
ca
f
f
o
ld
in
g
to
h
elp
s
tu
d
en
ts
tr
an
s
itio
n
to
a
m
o
r
e
a
ctiv
e
r
o
le
in
th
eir
lear
n
in
g
.
I
n
th
e
co
n
tex
t
o
f
Vietn
am
,
s
tu
d
e
n
ts
wh
o
co
m
e
f
r
o
m
an
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
wh
er
e
ex
am
s
an
d
m
e
m
o
r
izat
io
n
ar
e
th
e
m
ain
f
o
cu
s
,
s
o
m
etim
es
p
er
ce
iv
e
th
e
co
n
s
tr
u
ctiv
is
t
ap
p
r
o
ac
h
as
s
o
m
eth
in
g
d
i
f
f
er
en
t
[
5
]
,
[
2
5
]
,
[
2
6
]
.
T
h
er
ef
o
r
e,
u
n
d
er
s
tan
d
in
g
h
o
w
s
tu
d
en
ts
p
er
ce
iv
e
an
d
r
esp
o
n
d
to
th
ese
ch
an
g
es
will
b
e
cr
u
cial
to
t
h
e
d
ev
elo
p
m
e
n
t
o
f
s
tr
ateg
ies
to
h
elp
s
u
p
p
o
r
t
th
e
s
u
cc
ess
f
u
l a
d
o
p
tio
n
o
f
co
n
s
tr
u
ctiv
is
t
teac
h
in
g
p
r
ac
tices.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h desi
g
n
T
h
e
r
esear
ch
was
a
cr
o
s
s
-
s
ec
tio
n
al
s
tu
d
y
,
u
s
in
g
a
m
ix
e
d
-
m
e
th
o
d
s
ap
p
r
o
ac
h
to
in
v
esti
g
ate
u
n
iv
er
s
ity
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
t
h
e
u
s
e
o
f
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
ap
p
r
o
ac
h
es
in
class
r
o
o
m
s
in
Vietn
am
.
A
co
m
b
in
atio
n
o
f
b
o
th
q
u
alita
tiv
e
an
d
q
u
an
titativ
e
d
ata
p
r
o
v
id
ed
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
e
n
ts
’
ex
p
er
ien
ce
s
,
attitu
d
es,
an
d
c
h
allen
g
es
with
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
s
.
T
o
en
s
u
r
e
s
am
p
le
d
iv
er
s
ity
,
co
n
v
en
ie
n
ce
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
2
6
4
-
4
2
7
5
4268
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
s
t
u
d
en
ts
f
r
o
m
d
if
f
er
e
n
t
f
ac
u
lties
at
Han
o
i
L
aw
Un
iv
er
s
ity
,
Vie
tn
am
,
to
ca
p
tu
r
e
a
b
r
o
ad
r
an
g
e
o
f
p
er
s
p
ec
tiv
es.
Fo
r
th
e
c
o
n
v
e
n
ien
ce
o
f
t
h
e
r
e
s
ea
r
ch
,
3
8
4
s
tu
d
e
n
ts
wer
e
ch
o
s
en
to
p
a
r
ticip
ate
in
th
e
s
tu
d
y
.
T
h
e
s
u
r
v
ey
q
u
es
tio
n
n
air
e
ass
ess
ed
s
tu
d
en
ts
’
attitu
d
es
to
war
d
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
,
th
eir
p
er
ce
p
tio
n
s
o
f
its
ef
f
ec
tiv
en
ess
,
an
d
th
e
ch
allen
g
es
th
ey
co
n
f
r
o
n
ted
.
T
h
er
e
ar
e
4
5
L
i
k
er
t
s
ca
le
q
u
esti
o
n
s
wer
e
u
s
ed
to
q
u
a
n
tify
r
esp
o
n
s
es
to
g
et
d
ee
p
er
in
s
ig
h
ts
in
to
s
tu
d
en
ts
’
ex
p
er
ien
ce
s
.
A
s
u
b
s
et
o
f
2
0
s
tu
d
e
n
ts
was
s
elec
ted
f
o
r
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews.
I
n
d
iv
id
u
al
in
ter
v
ie
ws
p
r
o
v
id
ed
a
m
o
r
e
in
-
d
e
p
th
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
,
th
eir
s
p
ec
if
ic
ch
allen
g
es,
an
d
s
u
g
g
esti
o
n
s
f
o
r
h
o
w
th
e
im
p
lem
e
n
tatio
n
o
f
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
s
co
u
ld
b
e
im
p
r
o
v
ed
.
Qu
an
titativ
e
s
u
r
v
e
y
d
ata
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
ti
v
e
an
d
in
f
er
e
n
tial
s
tatis
t
ics
to
id
en
tify
tr
en
d
s
an
d
co
r
r
elatio
n
s
.
Qu
alitativ
e
d
at
a
f
r
o
m
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
i
ews
wer
e
co
d
ed
a
n
d
an
aly
ze
d
th
em
atica
lly
t
o
id
en
t
if
y
r
ec
u
r
r
in
g
t
h
em
es
an
d
p
atter
n
s
in
s
tu
d
en
ts
’
f
ee
d
b
ac
k
.
Statis
tical
ap
p
licatio
n
s
s
u
ch
as SPS
S v
.
2
7
an
d
NViv
o
v
.
1
2
we
r
e
im
p
lem
en
te
d
to
ad
d
r
ess
th
e
d
ata
an
aly
s
is
.
3
.
2
.
P
a
rt
icipa
nts
T
h
e
p
ar
ticip
an
ts
wer
e
r
a
n
d
o
m
ly
ch
o
s
en
f
r
o
m
Han
o
i
L
aw
Un
iv
er
s
ity
d
u
r
i
n
g
th
e
2
0
2
4
-
2
0
0
5
ac
ad
em
ic
y
ea
r
b
y
r
a
n
d
o
m
ly
f
lo
atin
g
th
e
q
u
esti
o
n
n
air
es.
T
h
e
d
e
m
o
g
r
a
p
h
ic
d
is
tr
ib
u
tio
n
o
f
a
s
am
p
le
was
co
llected
u
s
in
g
co
n
v
en
ie
n
ce
s
am
p
lin
g
,
a
n
o
n
-
s
cien
tific
s
am
p
lin
g
m
eth
o
d
.
T
h
e
s
am
p
le
co
m
p
r
is
ed
3
8
4
s
tu
d
en
ts
,
with
a
s
ig
n
if
ican
t
g
en
d
er
d
is
p
ar
ity
,
as
7
3
.
4
%
wer
e
f
em
ale
an
d
o
n
ly
2
6
.
6
%
wer
e
m
ale.
R
eg
ar
d
in
g
ac
ad
em
ic
y
ea
r
d
is
tr
ib
u
tio
n
,
s
o
p
h
o
m
o
r
es
(
3
8
.
0
%)
an
d
ju
n
io
r
s
(
3
8
.
3
%)
co
n
s
titu
ted
th
e
m
ajo
r
ity
,
wh
ile
f
r
esh
m
en
(
1
5
.
1
%)
an
d
s
en
io
r
s
(
8
.
6
%)
wer
e
u
n
d
e
r
r
e
p
r
esen
ted
.
Ad
d
itio
n
ally
,
s
tu
d
en
t
r
esid
en
ce
was
p
r
ed
o
m
in
a
n
tly
r
u
r
al
(
4
4
.
0
%),
f
o
llo
wed
b
y
u
r
b
an
(
3
3
.
1
%)
,
an
d
m
o
u
n
tain
o
u
s
/r
em
o
te
ar
ea
s
(
2
2
.
9
%).
T
h
e
h
ig
h
er
p
r
o
p
o
r
tio
n
o
f
f
em
al
e
s
tu
d
en
ts
in
Vietn
am
is
ty
p
ical
ly
f
av
o
r
e
d
f
o
r
s
o
cial
s
cien
ce
s
.
T
h
e
s
im
ilar
ity
is
f
o
r
th
e
s
en
i
o
r
s
am
p
le
as
th
ese
s
tu
d
en
ts
ar
e
u
s
u
ally
in
th
e
in
te
r
n
s
h
ip
p
er
i
o
d
to
p
r
ep
a
r
e
f
o
r
g
r
ad
u
atio
n
.
3
.
3
.
Resea
rc
h ins
t
rum
ent
s
T
h
e
p
r
o
ce
s
s
o
f
d
esi
g
n
i
n
g
t
h
e
s
u
r
v
ey
q
u
esti
o
n
n
ai
r
e
f
o
l
lo
we
d
a
s
t
r
u
ct
u
r
e
d
a
p
p
r
o
a
ch
t
o
en
s
u
r
e
r
el
ia
b
il
it
y
an
d
v
ali
d
i
ty
.
At
f
i
r
s
t
,
6
0
f
i
v
e
-
p
o
i
n
t
L
i
k
er
t
s
ca
le
s
ta
te
m
e
n
ts
w
er
e
c
ar
ef
u
l
ly
d
es
ig
n
ed
t
o
ass
ess
u
n
i
v
e
r
s
it
y
s
tu
d
e
n
ts
’
p
e
r
c
e
p
ti
o
n
s
o
f
c
o
n
s
tr
u
ct
iv
is
t
l
ea
r
n
i
n
g
a
p
p
r
o
ac
h
es
in
cl
ass
r
o
o
m
s
e
tti
n
g
s
.
T
h
es
e
s
ta
te
m
e
n
ts
we
r
e
f
o
r
m
u
lat
e
d
b
as
ed
o
n
a
tti
tu
d
i
n
a
l
c
r
it
e
r
ia
[
3
7
]
an
d
ca
te
g
o
r
ize
d
i
n
t
o
f
i
v
e
k
e
y
d
i
m
e
n
s
i
o
n
s
:
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
m
o
ti
v
at
io
n
(
1
0
s
t
ate
m
e
n
ts
)
,
c
r
iti
ca
l
t
h
i
n
k
i
n
g
a
n
d
p
r
o
b
l
em
-
s
o
l
v
i
n
g
(
1
0
s
tat
em
en
ts
)
,
lea
r
n
in
g
ex
p
e
r
i
e
n
ce
(
1
0
s
tate
m
e
n
ts
)
,
te
ac
h
e
r
’
s
r
o
l
e
(
1
0
s
ta
te
m
e
n
ts
)
,
an
d
ass
ess
m
e
n
t
an
d
e
v
al
u
at
io
n
(
5
s
tat
em
e
n
t
s
)
.
E
a
ch
s
t
at
em
en
t
r
e
q
u
i
r
e
d
t
h
e
r
es
p
o
n
d
e
n
ts
to
ex
p
r
ess
t
h
ei
r
l
ev
el
o
f
a
g
r
ee
m
e
n
t
o
n
a
f
iv
e
-
p
o
i
n
t
L
i
k
e
r
t
s
c
al
e,
w
i
th
r
es
p
o
n
s
e
o
p
t
io
n
s
wit
h
i
n
f
i
v
e
s
c
ales
,
s
u
c
h
as
1
(
s
t
r
o
n
g
d
is
a
g
r
e
em
en
t)
,
2
(
d
i
s
ag
r
e
em
en
t)
,
3
(
n
eu
tr
alit
y
)
,
4
(
a
g
r
ee
m
e
n
t
)
,
a
n
d
5
(
s
tr
o
n
g
ag
r
ee
m
e
n
t
)
.
A
p
il
o
t
s
tu
d
y
was
i
m
p
le
m
e
n
t
ed
t
o
en
s
u
r
e
t
h
e
q
u
esti
o
n
n
ai
r
e
’
s
r
el
ia
b
il
ity
,
a
n
d
t
h
e
r
es
u
lts
r
e
v
e
ale
d
s
t
r
o
n
g
in
te
r
n
al
co
n
s
is
ten
c
y
.
T
h
e
r
ese
ar
c
h
s
ta
te
m
e
n
ts
w
er
e
o
n
ly
s
ele
cte
d
C
r
o
n
b
a
c
h
’
s
a
lp
h
a
v
al
u
es
[
3
8
]
,
wh
i
ch
r
a
n
g
ed
f
r
o
m
.
7
1
t
o
.
9
1
,
to
c
o
n
f
ir
m
th
e
q
u
esti
o
n
n
air
e
’
s
ef
f
ec
tiv
en
ess
in
m
ea
s
u
r
in
g
th
e
in
ten
d
e
d
co
n
s
tr
u
cts.
An
o
th
er
s
ix
asp
ec
ts
o
f
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
s
wer
e
d
esig
n
ed
to
g
ath
er
in
-
d
ep
th
in
s
ig
h
ts
f
r
o
m
u
n
iv
er
s
ity
s
tu
d
en
ts
ab
o
u
t
th
ei
r
p
er
ce
p
tio
n
s
an
d
ex
p
e
r
ien
ce
s
with
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
ap
p
r
o
ac
h
es
in
th
e
class
r
o
o
m
.
T
h
e
y
ex
a
m
in
ed
t
h
e
p
ar
ticip
a
n
ts
’
v
iewp
o
in
ts
o
f
en
g
ag
em
e
n
t
an
d
lear
n
in
g
ex
p
er
ie
n
ce
,
ac
tiv
e
lear
n
in
g
a
n
d
cr
itical
th
i
n
k
in
g
,
teac
h
er
’
s
r
o
le,
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
p
e
r
ce
p
tio
n
s
o
f
ass
ess
m
en
ts
,
an
d
m
o
tiv
atio
n
an
d
in
ter
est.
T
h
e
s
e
to
p
ics
en
co
u
r
ag
e
d
th
e
p
ar
ticip
an
ts
to
ex
p
r
ess
th
eir
p
er
s
o
n
al
ex
p
er
ien
ce
s
,
ch
allen
g
es,
an
d
t
h
e
b
en
ef
its
t
h
ey
g
ain
ed
f
r
o
m
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
m
eth
o
d
s
.
T
h
e
two
r
esear
ch
in
s
tr
u
m
e
n
ts
wer
e
s
en
t to
th
r
ee
ex
p
er
ts
o
n
e
d
u
ca
tio
n
al
p
s
y
ch
o
l
o
g
y
f
o
r
co
n
ten
t
v
alid
atio
n
b
ef
o
r
e
t
h
e
a
ct
u
a
l
im
p
lem
e
n
tatio
n
.
3
.
4
.
Resea
rc
h pro
ce
du
re
s
T
h
e
r
esear
ch
p
r
o
c
e
d
u
r
e
s
w
e
r
e
c
a
r
e
f
u
l
l
y
c
o
n
d
u
c
t
e
d
t
o
e
n
s
u
r
e
et
h
i
c
a
l
a
n
d
m
e
t
h
o
d
o
l
o
g
i
c
al
r
i
g
o
r
.
I
n
i
t
i
a
l
l
y
,
p
er
m
is
s
io
n
t
o
co
n
d
u
ct
th
e
s
tu
d
y
was
o
b
tain
ed
f
r
o
m
th
e
u
n
i
v
er
s
ity
ad
m
in
is
tr
ato
r
s
to
c
o
n
f
i
r
m
th
at
th
e
r
esear
ch
was
in
ac
co
r
d
an
ce
with
i
n
s
titu
tio
n
al
r
eq
u
ir
em
en
ts
.
I
n
th
is
r
eg
ar
d
,
p
r
in
ted
c
o
p
ies
o
f
t
h
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
wer
e
h
an
d
-
d
eliv
er
e
d
to
t
h
e
r
esp
o
n
d
en
ts
,
an
d
th
e
co
llecte
d
d
a
t
a
w
e
r
e
t
h
o
r
o
u
g
h
l
y
s
c
r
e
en
e
d
t
o
v
e
r
i
f
y
t
h
e
i
r
v
a
l
i
d
i
t
y
a
n
d
e
n
s
u
r
e
q
u
a
li
t
y
r
esp
o
n
s
e
s
.
T
h
e
3
8
4
e
x
p
e
c
t
e
d
s
a
m
p
l
e
s
wer
e
s
el
e
c
t
e
d
c
o
r
r
e
c
t
l
y
,
an
d
t
h
e
r
e
s
t
w
e
r
e
s
e
t
a
s
i
d
e
.
Si
m
u
l
t
a
n
e
o
u
s
l
y
,
s
e
m
i
-
s
t
r
u
c
t
u
r
e
d
i
n
t
e
r
v
ie
ws
w
e
r
e
co
n
d
u
c
t
e
d
w
i
t
h
2
0
p
a
r
t
i
c
i
p
a
n
t
s
w
h
o
ex
p
r
ess
ed
a
willin
g
n
ess
to
p
ar
ticip
ate
an
d
co
n
s
en
ted
to
r
ec
o
r
d
e
d
in
ter
v
iews.
T
h
ese
in
ter
v
iews
wer
e
ca
r
r
ied
o
u
t
d
i
r
ec
tly
with
e
a
c
h
p
a
r
t
i
c
i
p
a
n
t
,
al
l
o
win
g
i
n
-
d
e
p
t
h
e
x
p
l
o
r
a
t
i
o
n
o
f
t
h
e
i
r
s
t
a
n
c
es
.
B
o
t
h
d
a
t
a
c
o
ll
e
c
ti
o
n
m
eth
o
d
s
w
e
r
e
d
esig
n
ed
to
c
o
m
p
lem
en
t e
ac
h
o
th
er
,
co
n
tr
ib
u
tin
g
to
th
e
o
v
er
all
r
eliab
ilit
y
an
d
d
e
p
th
o
f
th
e
r
esear
ch
f
in
d
i
n
g
s
.
3
.
5
.
St
a
t
is
t
ica
l t
o
o
ls
T
h
e
s
tu
d
y
u
s
ed
q
u
a
n
titativ
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ig
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f
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em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
NViv
o
v
.
1
2
was
u
s
ed
to
f
ac
ili
tate
th
em
atic
an
aly
s
is
,
allo
wi
n
g
f
o
r
a
n
in
-
d
e
p
th
ex
p
lo
r
atio
n
o
f
p
ar
ticip
a
n
ts
’
r
esp
o
n
s
es.
T
h
is
m
ix
ed
-
m
eth
o
d
ap
p
r
o
ac
h
en
s
u
r
ed
a
b
al
an
ce
d
an
al
y
s
is
b
y
in
teg
r
atin
g
n
u
m
er
ical
in
s
ig
h
ts
with
q
u
alitativ
e
in
ter
p
r
etatio
n
s
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
ab
le
1
p
r
o
v
id
es
a
d
etailed
an
aly
s
is
o
f
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es
o
n
th
e
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
ap
p
r
o
ac
h
.
T
h
e
d
ata
is
d
er
iv
e
d
f
r
o
m
a
s
am
p
le
o
f
3
8
4
p
ar
tici
p
an
ts
.
C
o
n
ce
r
n
in
g
th
e
lev
els
o
f
en
g
a
g
em
en
t
a
n
d
m
o
tiv
atio
n
,
th
e
d
ata
d
escr
ib
e
h
o
w
th
e
s
u
b
jects
p
er
ce
iv
e
th
e
ef
f
icac
y
o
f
d
if
f
er
en
t
c
o
n
s
tr
u
ct
iv
is
t
ap
p
r
o
ac
h
es
in
im
p
r
o
v
in
g
th
eir
lear
n
in
g
p
r
o
c
ess
.
Sp
ec
if
ically
,
th
e
r
esu
lt
s
r
ev
ea
l
a
g
en
er
al
d
is
ag
r
ee
m
en
t
with
th
e
s
tatem
en
t
th
at
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
s
lead
to
g
r
ea
ter
e
n
g
ag
em
e
n
t
an
d
in
ter
est
in
th
e
s
u
b
ject.
Fo
r
ex
am
p
le,
th
e
item
“
I
f
ee
l
m
o
r
e
en
g
ag
ed
wh
en
I
am
ac
tiv
ely
in
v
o
l
v
ed
i
n
th
e
l
ea
r
n
in
g
p
r
o
ce
s
s
”
h
as
a
m
ea
n
o
f
2
.
4
9
(
SD=.
8
5
0
)
,
an
d
“
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
m
eth
o
d
s
m
ak
e
m
e
m
o
r
e
in
ter
est
ed
in
th
e
s
u
b
ject
”
h
as
a
m
ea
n
o
f
2
.
4
8
(
SD=.
6
2
0
)
.
T
h
ese
lo
w
m
ea
n
s
co
r
es,
ac
co
m
p
an
ied
b
y
m
o
d
er
ate
s
tan
d
ar
d
d
ev
iatio
n
s
,
in
d
icate
th
at
s
tu
d
en
ts
ar
e
p
r
im
ar
ily
u
n
co
n
v
in
ce
d
th
at
c
o
n
s
tr
u
ctiv
is
t
s
tr
ateg
ies
-
s
u
ch
as
ac
tiv
e
p
ar
ticip
atio
n
an
d
I
B
L
-
im
p
r
o
v
e
th
eir
in
ter
est
o
r
en
g
ag
em
e
n
t.
T
h
is
f
in
d
in
g
ali
g
n
s
with
p
r
ev
io
u
s
r
esear
ch
,
s
u
ch
as
Kan
tar
[
3
5
]
,
wh
o
n
o
ted
th
at
s
tu
d
en
ts
ac
cu
s
to
m
ed
to
t
r
ad
itio
n
al,
tea
ch
er
-
ce
n
ter
e
d
in
s
tr
u
ctio
n
m
ig
h
t
in
itially
s
tr
u
g
g
le
t
o
ad
a
p
t
t
o
th
e
m
o
r
e
s
tu
d
e
n
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
o
f
c
o
n
s
tr
u
c
tiv
is
m
.
Ho
wev
er
,
th
e
d
ata
also
r
ev
ea
ls
ag
r
ee
m
en
t
with
ce
r
tain
asp
ec
ts
o
f
th
e
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
ap
p
r
o
ac
h
.
Fo
r
ex
am
p
le,
th
e
s
tatem
en
t
“
I
en
jo
y
lear
n
in
g
th
r
o
u
g
h
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
c
o
llab
o
r
ativ
e
ac
tiv
ities
”
h
as
a
m
ea
n
o
f
3
.
5
3
(
SD=.
7
5
0
)
,
an
d
“
I
f
in
d
lear
n
in
g
th
r
o
u
g
h
h
an
d
s
-
o
n
ac
tiv
iti
es
m
o
r
e
in
ter
esti
n
g
th
an
tr
ad
itio
n
al
lectu
r
es
”
h
a
s
a
m
ea
n
o
f
3
.
5
2
(
SD=.
6
9
8
)
.
T
h
ese
r
esu
lts
in
d
icate
th
at
th
e
p
ar
ticip
an
ts
ac
k
n
o
wled
g
e
co
llab
o
r
ativ
e
l
ea
r
n
in
g
an
d
h
an
d
s
-
o
n
ex
p
e
r
ien
ce
s
.
Su
ch
ac
tiv
ities
,
wh
i
ch
ar
e
ce
n
tr
al
to
co
n
s
tr
u
ctiv
is
t
th
eo
r
y
,
h
av
e
b
e
en
f
o
u
n
d
to
f
o
s
ter
d
ee
p
er
en
g
ag
em
en
t
b
y
e
n
co
u
r
ag
in
g
s
tu
d
en
ts
to
p
ar
ticip
ate
ac
tiv
ely
in
th
eir
lear
n
in
g
.
On
th
e
o
th
er
h
a
n
d
,
s
ev
er
al
item
s
r
ef
lect
u
n
ce
r
tain
ty
a
m
o
n
g
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
r
eg
ar
d
in
g
s
elf
-
d
ir
ec
tio
n
an
d
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
y
in
lea
r
n
in
g
.
Statem
en
ts
s
u
ch
as
“
w
h
en
lear
n
in
g
in
a
co
n
s
tr
u
ctiv
is
t
en
v
ir
o
n
m
e
n
t,
I
f
ee
l
m
o
tiv
ated
to
ex
p
l
o
r
e
to
p
ics
o
n
m
y
o
wn
”
(
M=
2
.
9
5
,
SD=.
8
4
1
)
a
n
d
“
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
m
ak
e
s
m
e
f
ee
l
m
o
r
e
r
esp
o
n
s
ib
le
f
o
r
m
y
lear
n
in
g
”
(
M=
2
.
9
2
,
SD=.
7
9
6
)
s
u
g
g
est
th
at
s
tu
d
en
ts
ar
e
u
n
s
u
r
e
ab
o
u
t
th
ei
r
ab
ilit
y
to
tak
e
f
u
ll
o
wn
er
s
h
ip
o
f
th
eir
lear
n
in
g
.
T
h
is
u
n
ce
r
tain
ty
is
co
n
s
is
ten
t
with
f
in
d
in
g
s
f
r
o
m
Pritch
ar
d
an
d
W
o
o
llar
d
[
3
]
,
wh
o
ar
g
u
e
d
th
at
s
tu
d
e
n
ts
o
f
ten
s
tr
u
g
g
le
with
th
e
au
to
n
o
m
y
r
eq
u
ir
ed
in
co
n
s
tr
u
ctiv
is
t e
n
v
ir
o
n
m
en
ts
,
esp
ec
ially
if
t
h
ey
h
a
v
e
n
o
t
b
ee
n
p
r
ep
ar
e
d
f
o
r
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
R
eg
a
r
d
i
n
g
th
e
c
r
iti
ca
l
t
h
i
n
k
i
n
g
an
d
p
r
o
b
le
m
-
s
o
lv
in
g
a
b
i
l
ities
,
wh
ic
h
p
r
o
v
i
d
e
i
n
s
i
g
h
t
i
n
t
o
th
ei
r
p
e
r
c
ep
ti
o
n
s
o
f
h
o
w
co
n
s
t
r
u
ct
iv
is
t
m
eth
o
d
s
im
p
ac
t
th
eir
ab
ilit
y
to
t
h
in
k
cr
itically
,
s
o
lv
e
p
r
o
b
lem
s
,
an
d
co
n
n
ec
t
th
eo
r
etica
l
k
n
o
wled
g
e
with
r
e
al
-
wo
r
ld
a
p
p
licatio
n
s
,
t
h
e
d
ata
r
ev
ea
l
th
at
o
n
e
p
r
o
m
in
en
t
tr
en
d
is
t
h
at
s
tu
d
en
ts
g
en
er
ally
ag
r
ee
th
at
co
n
s
tr
u
ct
iv
is
t
lear
n
in
g
s
u
p
p
o
r
ts
th
eir
c
r
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
Fo
r
in
s
tan
ce
,
th
e
item
“
I
f
ee
l
m
o
r
e
co
n
f
id
e
n
t
in
s
o
lv
in
g
co
m
p
lex
p
r
o
b
lem
s
af
ter
en
g
ag
i
n
g
in
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
ac
tiv
ities
”
h
as
a
m
ea
n
o
f
3
.
4
9
(
SD=.
7
1
0
)
,
in
d
icatin
g
a
p
o
s
itiv
e
r
esp
o
n
s
e.
Stu
d
e
n
ts
also
ag
r
ee
d
th
a
t
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
s
h
elp
th
em
co
n
n
ec
t
th
e
o
r
etica
l
k
n
o
wled
g
e
with
p
r
ac
tical
ap
p
l
icatio
n
s
(
M=
3
.
5
5
,
SD=.
6
9
8
)
an
d
s
tr
en
g
th
en
th
e
ir
an
aly
tical
th
in
k
in
g
s
k
ills
(
M=
3
.
4
7
,
SD=.
6
9
5
)
.
T
h
ese
r
esu
lts
s
u
p
p
o
r
t
th
e
r
es
ea
r
c
h
c
o
n
d
u
cte
d
b
y
Ga
n
g
war
[
1
5
]
,
wh
ich
f
o
u
n
d
th
at
em
p
lo
y
in
g
ac
tiv
e
lear
n
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
ex
er
cises
in
a
co
n
s
tr
u
ctiv
is
t
en
v
ir
o
n
m
e
n
t
ca
n
g
r
ea
tly
a
u
g
m
en
t
th
e
cr
itical
th
in
k
in
g
s
k
ills
o
f
s
tu
d
en
ts
.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
ex
p
r
ess
ed
ag
r
ee
m
en
t
with
s
tatem
en
ts
lik
e
“
c
o
n
s
tr
u
ctiv
is
t
lear
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ig
n
if
ican
t
f
in
d
in
g
s
,
as
s
ee
n
f
r
o
m
T
a
b
l
e
1
,
is
th
at
s
tu
d
en
ts
ag
r
ee
th
at
co
n
s
tr
u
c
tiv
is
t
m
eth
o
d
s
co
n
tr
ib
u
te
to
a
d
y
n
am
ic
class
r
o
o
m
en
v
ir
o
n
m
en
t
(
M=
3
.
5
2
,
SD=.
8
3
0
)
,
m
ak
in
g
th
e
lear
n
in
g
e
x
p
er
ien
ce
m
o
r
e
e
n
g
a
g
in
g
.
T
h
is
is
co
n
s
is
ten
t
with
th
e
r
esear
ch
b
y
Pritch
ar
d
an
d
W
o
o
llar
d
[
3
]
,
wh
o
em
p
h
asized
th
at
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
f
o
s
ter
s
an
ac
tiv
e
class
r
o
o
m
atm
o
s
p
h
er
e,
p
r
o
m
o
tin
g
s
tu
d
en
t
en
g
ag
em
e
n
t.
Ad
d
itio
n
all
y
,
s
tu
d
en
ts
f
o
u
n
d
co
n
s
tr
u
cti
v
is
t
teac
h
in
g
m
o
r
e
en
jo
y
ab
le
th
an
tr
ad
itio
n
al
lectu
r
e
-
b
ased
m
eth
o
d
s
(
M=
4
.
0
0
,
SD=.
7
9
5
)
,
wh
ich
s
u
p
p
o
r
ts
th
e
ar
g
u
m
e
n
t
th
at
h
an
d
s
-
o
n
,
s
tu
d
en
t
-
ce
n
ter
e
d
lear
n
in
g
ca
n
b
e
m
o
r
e
ap
p
ea
lin
g
an
d
m
o
tiv
atin
g
th
an
co
n
v
en
tio
n
al
m
eth
o
d
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
Un
ivers
ity
s
tu
d
en
ts
’
p
ercep
tio
n
s
o
n
d
ev
elo
p
in
g
c
o
n
s
tr
u
ctivist
lea
r
n
in
g
a
p
p
r
o
a
ch
i
n
…
(
C
u
c
Th
i D
o
a
n
)
4271
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
en
ts
p
e
r
ce
iv
e
th
at
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
s
f
ac
ilit
ate
m
o
r
e
p
ee
r
in
t
er
ac
tio
n
(
M=
3
.
5
1
,
SD=.
7
2
9
)
,
r
ef
lectin
g
th
e
co
lla
b
o
r
ativ
e
n
atu
r
e
o
f
co
n
s
tr
u
ctiv
is
t
clas
s
r
o
o
m
s
wh
er
e
lear
n
in
g
is
o
f
ten
ac
h
iev
ed
th
r
o
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g
h
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
p
r
o
jects.
Ho
wev
e
r
,
u
n
ce
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tai
n
ty
is
o
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s
er
v
ed
r
eg
ar
d
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g
t
h
e
u
s
e
o
f
ca
s
e
s
tu
d
ies
an
d
p
r
ac
tical
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ce
n
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s
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a
m
ea
n
o
f
3
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0
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(
SD=.
8
3
8
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.
T
h
is
wo
u
ld
in
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icate
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at,
alth
o
u
g
h
s
o
m
e
s
tu
d
en
ts
ap
p
r
ec
iate
th
e
lin
k
im
p
r
o
v
ed
b
etwe
en
th
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r
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n
d
p
r
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tice,
th
ey
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o
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ar
ily
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ee
it
as
ad
d
in
g
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th
eir
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ex
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ce
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On
th
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d
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s
o
f
d
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en
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in
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e
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es,
p
ar
ticu
lar
ly
r
eg
ar
d
in
g
th
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lev
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f
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n
tr
o
l
o
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er
th
e
lea
r
n
in
g
p
r
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ce
s
s
an
d
th
e
b
en
e
f
its
o
f
lo
n
g
-
ter
m
g
r
o
u
p
p
r
o
jects.
T
h
e
s
tatem
en
t
“
i
n
a
co
n
s
tr
u
ctiv
is
t
class
r
o
o
m
,
I
h
a
v
e
m
o
r
e
c
o
n
tr
o
l
o
v
er
m
y
lear
n
in
g
p
r
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ce
s
s
”
r
ec
eiv
ed
a
lo
w
m
ea
n
s
co
r
e
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f
2
.
4
7
(
SD=.
7
9
0
)
,
in
d
icatin
g
th
at
s
tu
d
en
ts
m
ay
f
ee
l
a
lack
o
f
a
u
to
n
o
m
y
in
s
u
ch
en
v
i
r
o
n
m
e
n
ts
,
co
n
tr
ar
y
to
th
e
p
r
in
cip
les
o
f
co
n
s
tr
u
ctiv
is
m
.
Similar
ly
,
th
e
s
tatem
en
t
“t
h
e
o
p
p
o
r
t
u
n
ity
to
wo
r
k
o
n
lo
n
g
-
ter
m
p
r
o
jects
in
g
r
o
u
p
s
is
o
n
e
o
f
th
e
b
en
ef
i
ts
o
f
co
n
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tr
u
ctiv
is
t
lear
n
in
g
”
(
M=
2
.
4
8
,
SD=.
6
7
2
)
r
ef
lect
s
m
ix
ed
o
p
in
io
n
s
,
s
u
g
g
esti
n
g
th
at
s
o
m
e
s
tu
d
en
ts
m
ay
n
o
t
f
u
lly
ap
p
r
ec
iate
o
r
f
in
d
v
alu
e
in
lo
n
g
-
ter
m
co
llab
o
r
ativ
e
p
r
o
jects.
As
s
u
ch
,
th
ese
f
i
n
d
in
g
s
i
n
d
icate
t
h
at
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
s
m
ay
n
ee
d
to
b
e
ca
r
ef
u
lly
s
tr
u
ct
u
r
ed
t
o
en
s
u
r
e
th
at
s
tu
d
en
ts
f
ee
l e
m
p
o
wer
e
d
an
d
f
u
lly
en
g
a
g
ed
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
Fo
r
th
e
teac
h
er
’
s
r
o
le
in
a
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
en
v
ir
o
n
m
en
t,
T
a
b
le
1
s
h
o
ws
d
is
ag
r
e
em
en
t
with
s
ev
er
al
s
tatem
en
ts
r
elate
d
to
th
e
teac
h
er
’
s
r
o
le
in
co
n
s
tr
u
c
tiv
is
m
.
Fo
r
ex
am
p
le,
“m
y
in
s
tr
u
cto
r
s
ef
f
ec
tiv
ely
s
u
p
p
o
r
t
m
e
in
a
co
n
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u
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s
t
lear
n
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g
en
v
ir
o
n
m
en
t
”
(
M
=2
.
4
7
,
SD=.
7
7
0
)
a
n
d
“t
h
e
t
ea
ch
er
’
s
r
o
le
in
a
co
n
s
tr
u
ctiv
is
t
class
r
o
o
m
is
to
g
u
id
e,
n
o
t
to
p
r
o
v
id
e
all
th
e
a
n
s
wer
s
”
(
M=
2
.
4
9
,
SD=.
5
0
1
)
r
ec
eiv
ed
lo
w
m
ea
n
s
co
r
es,
in
d
icatin
g
th
at
s
tu
d
en
t
s
f
ee
l
th
eir
in
s
tr
u
cto
r
s
m
ay
n
o
t
b
e
f
u
lly
ad
o
p
tin
g
th
e
g
u
i
d
in
g
r
o
le
en
v
is
io
n
ed
in
co
n
s
tr
u
ctiv
is
t
f
r
am
ewo
r
k
s
.
T
h
is
alig
n
s
with
f
in
d
in
g
s
f
r
o
m
K
r
ah
en
b
u
h
l
[
3
6
]
,
w
h
o
o
b
s
er
v
ed
th
at
teac
h
er
s
o
f
ten
s
tr
u
g
g
le
to
s
h
if
t
f
r
o
m
a
tr
ad
iti
o
n
al,
a
u
th
o
r
itativ
e
ap
p
r
o
ac
h
to
a
m
o
r
e
f
ac
ilit
ativ
e
o
n
e
in
co
n
s
tr
u
ctiv
is
t
s
ettin
g
s
.
I
n
co
n
tr
ast,
th
er
e
is
ag
r
ee
m
en
t
with
th
e
s
tatem
en
t,
“
I
f
ee
l th
a
t m
y
teac
h
er
’
s
f
ee
d
b
ac
k
in
co
n
s
tr
u
ctiv
is
t le
ar
n
in
g
ac
tiv
ities
is
m
o
r
e
u
s
ef
u
l
th
a
n
in
tr
a
d
itio
n
al
s
ettin
g
s
”
(
M
=3
.
5
2
,
SD=.
5
8
0
)
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
v
alu
e
co
n
s
tr
u
ctiv
e,
f
ee
d
b
ac
k
-
d
r
iv
en
lear
n
in
g
o
v
er
tr
ad
itio
n
al
ap
p
r
o
ac
h
es.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
tim
ely
,
f
o
r
m
ativ
e
f
ee
d
b
ac
k
i
n
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
’
lear
n
in
g
in
co
n
s
tr
u
ctiv
is
t
class
r
o
o
m
s
,
wh
ich
h
as
b
ee
n
em
p
h
asized
b
y
Ak
p
an
an
d
B
e
ar
d
[
8
]
.
Ho
wev
er
,
th
er
e
is
also
u
n
ce
r
tain
ty
r
eg
ar
d
i
n
g
th
e
s
tatem
en
t,
“
I
b
eliev
e
th
at
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
s
h
elp
m
y
in
s
tr
u
cto
r
b
etter
u
n
d
er
s
tan
d
m
y
lear
n
in
g
n
ee
d
s
”
(
M=
2
.
9
3
,
SD=.
8
2
6
)
.
W
h
ile
s
o
m
e
s
tu
d
en
ts
s
ee
m
to
th
in
k
th
at
co
n
s
tr
u
ctiv
is
t
m
eth
o
d
s
h
elp
teac
h
er
s
b
etter
u
n
d
e
r
s
tan
d
th
eir
n
ee
d
s
,
th
e
m
ix
ed
r
esp
o
n
s
es
in
d
icate
th
at
th
is
m
ay
n
o
t
b
e
u
n
iv
e
r
s
ally
f
elt,
p
o
s
s
ib
ly
d
u
e
to
a
lack
o
f
p
er
s
o
n
alize
d
atten
tio
n
o
r
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
ch
an
n
els
in
t
h
e
class
r
o
o
m
.
Sev
er
al
o
th
er
it
em
s
r
ef
lect
d
is
ag
r
ee
m
en
t
r
e
g
a
r
d
in
g
th
e
teac
h
er
’
s
r
o
le
in
p
r
o
m
o
tin
g
in
d
e
p
en
d
e
n
t
lear
n
in
g
an
d
e
x
p
lo
r
atio
n
.
Fo
r
in
s
tan
ce
,
s
tu
d
en
ts
d
is
ag
r
ee
d
w
ith
s
tatem
en
ts
lik
e
“
t
ea
ch
er
s
in
a
co
n
s
tr
u
ctiv
is
t
cl
ass
r
o
o
m
ar
e
m
o
r
e
lik
ely
to
f
a
cilitate
d
is
cu
s
s
io
n
s
r
ath
er
th
an
lectu
r
e
”
(
M=
2
.
5
2
,
SD=.
8
0
0
)
an
d
“
I
ap
p
r
ec
iate
wh
en
teac
h
er
s
en
co
u
r
ag
e
m
e
to
th
in
k
an
d
lear
n
in
d
e
p
en
d
en
tly
”
(
M=
2
.
5
2
,
SD=.
8
5
0
)
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
s
tu
d
en
ts
m
ay
n
o
t
al
way
s
f
ee
l
em
p
o
wer
e
d
to
e
n
g
ag
e
in
s
elf
-
d
ir
ec
te
d
lear
n
in
g
o
r
co
llab
o
r
ativ
e
d
is
cu
s
s
io
n
s
as
p
r
o
m
o
te
d
b
y
c
o
n
s
tr
u
ctiv
is
t
p
r
in
cip
les.
Ov
er
all,
th
e
s
e
f
in
d
in
g
s
s
u
g
g
est
th
e
im
p
o
r
tan
ce
o
f
p
r
o
v
id
in
g
t
ea
ch
er
s
with
ad
d
itio
n
al
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
s
u
p
p
o
r
t
in
im
p
lem
en
tin
g
th
ese
co
n
s
tr
u
ctiv
is
t stra
teg
ies.
C
o
n
ce
r
n
in
g
th
e
s
tu
d
e
n
ts
’
p
e
r
s
p
ec
tiv
es
o
n
ass
ess
m
en
t
an
d
ev
alu
atio
n
in
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
T
ab
le
1
in
d
ic
ates
d
is
ag
r
ee
m
en
t
with
s
ev
er
al
s
tatem
en
ts
r
elate
d
to
as
s
e
s
s
m
en
t
p
r
ac
tices
in
co
n
s
tr
u
ctiv
is
t
class
r
o
o
m
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r
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a
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ased
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m
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en
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m
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r
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er
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o
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f
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est
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asis
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en
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Ad
d
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ally
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ased
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5
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ay
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ased
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en
ts
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en
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icial
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r
s
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ill
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elo
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m
e
n
t.
Fu
r
th
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o
r
e,
“
I
f
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at
m
y
p
r
o
g
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ess
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n
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tr
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ctiv
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r
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tic
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6
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9
9
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e
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g
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lack
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g
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On
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ate
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g
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ativ
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r
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r
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T
h
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ig
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ig
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m
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t p
r
ac
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at
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n
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e
p
r
in
cip
les o
f
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T
a
b
le
2
co
m
p
a
r
es
t
h
e
d
if
f
e
r
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ce
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in
p
e
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t
r
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d
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
.
6
,
Dec
em
b
er
20
25
:
4
2
6
4
-
4
2
7
5
4272
m
o
ti
v
at
io
n
,
cr
iti
ca
l
t
h
i
n
k
i
n
g
,
o
r
ass
ess
m
e
n
t
m
et
h
o
d
s
,
w
it
h
t
-
t
ests
r
ev
ea
l
in
g
h
i
g
h
p
-
v
al
u
e
s
(
S
ig
.
>
.
0
5
)
a
cr
o
s
s
th
es
e
c
ate
g
o
r
ies
.
F
o
r
i
n
s
ta
n
c
e,
t
h
e
m
ea
n
d
i
f
f
er
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ce
f
o
r
s
tu
d
e
n
t
en
g
ag
em
e
n
t
a
n
d
m
o
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v
at
io
n
was
.
0
2
8
3
7
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Si
g
.
=.
9
1
4
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n
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f
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r
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ca
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n
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n
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s
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.
2
4
7
8
1
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g
.
=.
2
7
8
)
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i
n
d
ica
ti
n
g
t
h
at
g
en
d
e
r
d
o
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l
u
e
n
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e
t
h
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as
p
ec
ts
o
f
th
e
le
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r
n
in
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n
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e.
Des
p
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te
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g
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f
ic
a
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v
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n
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ea
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g
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x
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er
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n
c
e
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2
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5
3
3
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g
.
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0
0
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,
t
-
t
ests
s
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s
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7
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,
a
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s
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m
il
a
r
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lts
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o
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d
f
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d
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ase
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h
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i
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i
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s
s
u
g
g
est
t
h
at,
r
eg
ar
d
l
ess
o
f
g
e
n
d
e
r
,
s
t
u
d
e
n
ts
s
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ar
e
s
im
il
ar
v
i
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n
t
h
e
e
f
f
e
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e
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ess
a
n
d
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tr
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c
tu
r
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o
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o
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s
t
r
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cti
v
is
t
lea
r
n
i
n
g
e
n
v
ir
o
n
m
e
n
ts
.
T
h
is
is
c
o
n
s
is
te
n
t
wit
h
r
es
ea
r
c
h
[
8
]
,
[
1
0
]
,
s
u
g
g
est
in
g
t
h
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o
n
s
t
r
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th
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all
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ts
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im
ila
r
l
y
,
r
e
g
a
r
d
less
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g
e
n
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er
.
T
ab
le
3
co
m
p
ar
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th
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d
if
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ce
s
in
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es
o
n
v
ar
io
u
s
asp
ec
ts
o
f
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
ac
r
o
s
s
ac
ad
em
ic
y
ea
r
s
.
T
h
e
d
ata
p
r
esen
ts
th
e
r
esu
lts
o
f
o
n
e
-
way
ANOV
As
to
e
x
am
in
e
if
th
er
e
ar
e
an
y
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ig
n
if
ican
t
d
if
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e
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ce
s
in
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
m
o
tiv
atio
n
,
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
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n
g
,
lear
n
in
g
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x
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ce
,
a
n
d
teac
h
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’
s
r
o
le
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d
ass
ess
m
en
t
b
etwe
en
d
if
f
er
en
t
ac
ad
em
ic
y
ea
r
s
.
Fo
r
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
m
o
tiv
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n
,
th
e
F
v
al
u
e
is
.
5
7
5
(
Sig
.
=
.
6
3
1
)
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in
d
icatin
g
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
ac
r
o
s
s
ac
ad
em
ic
y
ea
r
s
.
Similar
ly
,
i
n
cr
itical
th
in
k
i
n
g
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
,
t
h
e
F
v
alu
e
is
1
.
1
4
2
(
Sig
.
=
.
3
3
2
)
,
s
u
g
g
esti
n
g
th
at
t
h
er
e
a
r
e
n
o
s
i
g
n
if
ican
t
d
if
f
er
e
n
ce
s
in
h
o
w
s
tu
d
en
ts
ac
r
o
s
s
d
if
f
er
en
t
ac
ad
e
m
ic
y
ea
r
s
p
e
r
ce
iv
e
th
eir
ab
ilit
y
to
th
in
k
cr
itically
o
r
s
o
lv
e
p
r
o
b
lem
s
.
T
h
ese
f
in
d
in
g
s
im
p
l
y
th
at
e
n
g
ag
e
m
e
n
t,
m
o
tiv
atio
n
,
a
n
d
cr
itical
th
in
k
in
g
ar
e
co
n
s
is
ten
t a
cr
o
s
s
ac
ad
em
ic
y
ea
r
s
.
I
n
ter
m
s
o
f
lear
n
i
n
g
e
x
p
er
ien
ce
,
th
e
F
v
al
u
e
is
.
9
0
6
(
Sig
.
=
.
4
3
8
)
,
wh
ich
also
s
h
o
ws
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
.
T
h
is
r
esu
lt
alig
n
s
with
p
r
ev
i
o
u
s
s
tu
d
ies
[
7
]
,
[
1
5
]
,
[
2
1
]
,
in
d
icatin
g
th
at
s
tu
d
en
ts
f
r
o
m
v
ar
io
u
s
ac
ad
em
ic
y
ea
r
s
m
a
y
h
a
v
e
s
im
ilar
p
er
ce
p
tio
n
s
o
f
th
e
o
v
er
all
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
in
co
n
s
tr
u
ctiv
is
t
class
r
o
o
m
s
.
Similar
ly
,
th
e
F
v
alu
e
is
also
.
6
1
0
(
Sig
.
=.
6
0
9
)
,
s
h
o
win
g
n
o
s
ig
n
if
ica
n
t
d
if
f
e
r
en
ce
s
in
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
e
teac
h
er
’
s
r
o
le
an
d
ass
ess
m
en
t
ef
f
ec
tiv
en
ess
b
etwe
en
ac
ad
em
ic
y
ea
r
s
.
Ho
wev
er
,
in
cr
itical
th
in
k
in
g
an
d
p
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I
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2252
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4273
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er
en
ce
f
o
r
tr
ad
itio
n
al
ex
a
m
s
an
d
s
tan
d
ar
d
ized
test
s
b
ec
au
s
e
co
n
s
tr
u
ctiv
is
t
ass
es
s
m
en
ts
wer
e
p
er
ce
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t
o
b
e
in
ad
eq
u
ate
in
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
an
d
r
ef
lectin
g
o
n
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
ese
co
n
c
er
n
s
s
u
g
g
est
th
at
ass
ess
m
en
t
m
eth
o
d
s
in
co
n
s
tr
u
ctiv
is
t
class
r
o
o
m
s
n
ee
d
to
b
e
m
o
r
e
tr
an
s
p
a
r
en
t a
n
d
alig
n
ed
with
th
e
lear
n
in
g
o
u
tco
m
es th
at
co
n
s
tr
u
ctiv
is
m
s
ee
k
s
to
ac
h
i
ev
e.
Desp
ite
th
ese
ch
allen
g
es,
th
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
p
o
ten
tial
b
en
ef
its
o
f
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
in
im
p
r
o
v
in
g
s
tu
d
en
ts
’
cr
itical
t
h
in
k
in
g
,
cr
ea
tiv
ity
,
an
d
p
r
o
b
l
em
-
s
o
lv
in
g
ab
ilit
ies,
all
o
f
wh
ich
ar
e
ess
en
tial
f
o
r
s
u
cc
ess
in
to
d
ay
’
s
r
ap
id
ly
ch
an
g
in
g
jo
b
m
ar
k
et.
T
o
ef
f
e
ctiv
ely
im
p
lem
en
t
co
n
s
tr
u
cti
v
is
m
in
Vietn
am
es
e
u
n
iv
er
s
ities
,
s
ev
er
al
s
tr
ateg
ies
m
u
s
t
b
e
ad
o
p
ted
.
T
h
is
in
v
o
l
v
es
th
in
g
s
lik
e
en
s
u
r
i
n
g
t
h
at
in
s
tr
u
cto
r
s
g
et
t
h
e
ap
p
r
o
p
r
iate
tr
ain
in
g
to
m
o
v
e
awa
y
f
r
o
m
th
e
tr
ad
itio
n
al
l
ec
tu
r
e
-
b
ased
ap
p
r
o
ac
h
to
tea
ch
in
g
to
war
d
m
o
r
e
in
ter
ac
tiv
e,
s
tu
d
en
t
-
ce
n
ter
ed
t
ec
h
n
iq
u
es.
Ad
d
itio
n
ally
,
u
n
iv
er
s
ities
s
h
o
u
ld
p
r
o
v
id
e
m
o
r
e
r
eso
u
r
ce
s
an
d
cr
ea
te
s
m
aller
class
s
izes
to
s
u
p
p
o
r
t
h
an
d
s
-
o
n
a
n
d
co
llab
o
r
ativ
e
l
ea
r
n
in
g
.
I
n
ad
d
itio
n
,
ass
ess
m
en
t
p
r
ac
tices
s
h
o
u
ld
also
b
e
alig
n
ed
with
th
e
p
r
in
cip
les
o
f
co
n
s
tr
u
ctiv
is
m
s
o
th
at
wh
at
is
m
ea
s
u
r
ed
is
a
d
ir
ec
t
r
ef
lectio
n
o
f
t
h
e
q
u
an
tity
an
d
q
u
ality
o
f
s
tu
d
e
n
t
p
ar
ticip
atio
n
an
d
lear
n
in
g
as
o
p
p
o
s
ed
to
th
e
o
u
tc
o
m
e
o
f
a
f
in
al,
s
u
m
m
ativ
e
ex
am
.
Ov
e
r
all,
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
p
r
esen
ts
a
s
ig
n
if
ic
an
t
o
p
p
o
r
tu
n
ity
f
o
r
tr
an
s
f
o
r
m
in
g
e
d
u
ca
tio
n
in
Vietn
am
,
b
u
t
th
is
m
eth
o
d
r
e
q
u
ir
es
a
lo
t
o
f
p
er
s
is
ten
ce
o
f
t
ea
ch
er
s
an
d
s
tu
d
en
ts
in
p
r
ac
ti
ce
in
n
ew
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
m
eth
o
d
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
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f
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v
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AUTHO
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h
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u
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C
o
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tr
ib
u
to
r
R
o
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T
ax
o
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y
(
C
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to
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in
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al
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th
o
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tr
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tio
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ed
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th
o
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h
ip
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p
u
tes,
an
d
f
ac
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co
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Na
m
e
o
f
Aut
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So
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T
u
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Van
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Ai
Nh
an
Ng
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n
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C
:
C
o
n
c
e
p
tu
a
li
z
a
ti
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n
M
:
M
e
th
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d
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l
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g
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So
:
So
ftwa
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Va
:
Va
li
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Fo
:
Fo
rm
a
l
a
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ly
sis
I
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I
n
v
e
stig
a
ti
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R
:
R
e
so
u
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D
:
D
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ta Cu
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ti
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O
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Wr
it
in
g
-
O
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in
a
l
Dra
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E
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Wr
it
in
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-
Re
v
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&
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d
it
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Vi
:
Vi
su
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ti
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Su
:
Su
p
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rv
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P
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P
ro
jec
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d
m
in
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Fu
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d
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NF
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M
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NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
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