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Aca
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Gr
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Ma
th
em
atics p
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f
o
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m
a
n
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Me
d
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f
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T
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CC B
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C
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r
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s
p
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A
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o
r
:
J
h
am
m
M.
Olila
Dep
ar
tm
en
t o
f
Ma
th
em
atics,
C
o
lleg
e
o
f
E
d
u
ca
tio
n
,
C
eb
u
T
ec
h
n
o
lo
g
ical
Un
iv
er
s
ity
-
Ma
in
C
am
p
u
s
C
eb
u
C
ity
,
Ph
ilip
p
in
es
E
m
ail: jh
am
m
o
lila5
6
7
@
g
m
ail
.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Ma
th
em
atics
is
s
ee
n
as
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
s
u
b
jects
in
th
e
s
ch
o
o
l
cu
r
r
icu
lu
m
an
d
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
d
aily
life
[
1
]
.
I
n
f
ac
t,
m
ath
em
atics
s
h
ap
es
o
n
e’
s
s
k
ills
an
d
ab
ilit
ies,
s
u
ch
as
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
cr
itical
th
in
k
in
g
,
lo
g
ica
l
th
in
k
in
g
,
an
d
th
e
ab
ilit
y
t
o
u
n
d
er
s
tan
d
an
y
p
atter
n
o
r
s
eq
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en
ce
,
wh
ic
h
is
v
er
y
im
p
o
r
tan
t
in
b
o
t
h
ac
ad
em
ic
an
d
ev
en
r
ea
l
-
life
s
itu
atio
n
s
[
2
]
.
Fu
r
th
er
m
o
r
e
,
s
tu
d
en
ts
n
ee
d
to
u
n
d
er
s
tan
d
g
lo
b
al
ch
allen
g
es
s
u
ch
as,
f
in
an
cial
cr
is
es,
f
o
o
d
s
ec
u
r
ity
,
clim
ate
ch
an
g
e,
an
d
ep
id
e
m
ic
o
u
t
b
r
ea
k
s
,
wh
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ar
e
ty
p
ically
co
n
v
ey
ed
t
h
r
o
u
g
h
v
is
u
al
aid
s
an
d
s
y
m
b
o
ls
th
at
r
el
y
o
n
m
ath
em
atica
l sk
ills
[
3
]
.
Desp
ite
its
s
ig
n
if
ican
ce
,
m
an
y
s
tu
d
en
ts
ex
p
e
r
ien
ce
s
tr
ess
an
d
an
x
iety
wh
en
s
o
lv
in
g
m
ath
em
atica
l
p
r
o
b
lem
s
an
d
f
in
d
lea
r
n
in
g
an
d
p
ar
ticip
atin
g
in
m
ath
e
m
atics
d
if
f
icu
lt
an
d
p
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ce
iv
e
m
ath
em
atics
as
a
ch
allen
g
e
th
e
y
f
ac
e
th
r
o
u
g
h
o
u
t
th
eir
liv
es
[
4
]
–
[
6
]
.
T
h
is
p
er
ce
p
tio
n
is
r
ef
lecte
d
in
in
ter
n
atio
n
al
ass
ess
m
en
ts
s
u
ch
as
th
e
Pro
g
r
am
m
e
f
o
r
I
n
ter
n
atio
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al
Stu
d
en
t
Ass
ess
m
en
t
(
PISA
)
an
d
T
r
en
d
s
in
I
n
ter
n
atio
n
al
Ma
th
em
atics
an
d
Scien
ce
St
u
d
y
(
T
I
MSS
)
,
wh
er
e
Fil
ip
in
o
s
tu
d
en
ts
co
n
s
is
ten
tly
p
e
r
f
o
r
m
b
elo
w
t
h
e
g
l
o
b
al
av
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ag
e
in
m
ath
em
atics,
with
o
n
ly
a
s
m
all
p
er
ce
n
tag
e
r
ea
ch
in
g
b
asic
p
r
o
f
icien
cy
le
v
els
[
7
]
–
[
9
]
.
At
th
e
lo
ca
l
lev
el,
in
th
e
Sch
o
o
ls
Div
is
io
n
o
f
Ma
n
d
au
e
C
ity
,
Ph
ilip
p
in
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s
tu
d
en
ts
’
o
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tco
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th
e
an
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u
al
Me
tr
o
b
an
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-
Ma
th
em
atics
T
ea
c
h
er
s
Ass
o
ciatio
n
o
f
th
e
Ph
ilip
p
in
es
(
MT
AP)
-
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
(
Dep
E
d
)
m
ath
em
atics
ch
allen
g
e
h
av
e
b
ee
n
d
is
co
u
r
ag
in
g
in
b
o
th
th
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wr
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o
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co
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p
o
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wh
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in
d
icate
th
at
s
tu
d
en
ts
s
tr
u
g
g
led
to
g
r
asp
th
e
s
u
b
ject
ef
f
ec
tiv
ely
[
1
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
n
t
J
E
v
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&
R
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d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
89
-
1
01
90
I
n
m
an
y
ca
s
es,
s
tu
d
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f
in
d
it
h
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to
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with
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atica
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lik
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ess
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f
r
u
s
tr
atio
n
,
an
d
f
ea
r
o
f
m
ath
em
atics
[
1
1
]
.
Me
an
wh
ile,
teac
h
er
s
h
a
v
e
m
an
y
task
s
an
d
r
esp
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ak
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ter
est,
wh
ich
ca
n
h
ar
m
s
tu
d
en
ts
’
lear
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in
g
[
1
2
]
.
Giv
en
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s
itu
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n
,
ex
am
in
in
g
th
e
f
ac
to
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s
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lu
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g
s
tu
d
en
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m
ath
em
atics
p
er
f
o
r
m
an
c
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(
MP
)
is
cr
u
cial
f
o
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tack
lin
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ch
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llen
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au
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tr
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’
s
e
d
u
ca
tio
n
al
p
r
o
g
r
ess
[
1
3
]
.
On
e
f
ac
t
o
r
th
at
ca
n
h
el
p
to
a
d
d
r
ess
th
is
p
o
o
r
p
er
f
o
r
m
an
ce
in
m
ath
em
atics
is
r
esil
ien
ce
,
as
th
is
ca
n
p
o
s
itiv
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af
f
ec
t
s
tu
d
en
t
p
er
f
o
r
m
an
ce
in
lear
n
in
g
[
1
4
]
.
I
n
f
a
ct,
s
tu
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ies
s
h
o
w
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at
s
tu
d
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with
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ce
ar
e
ca
p
ab
le
o
f
f
ac
in
g
m
aj
o
r
e
d
u
ca
tio
n
al
ch
allen
g
es
an
d
r
ec
o
v
er
in
g
f
r
o
m
s
etb
ac
k
s
[
1
5
]
.
As
a
r
esu
lt,
s
tu
d
en
ts
ar
e
less
lik
ely
to
g
iv
e
u
p
wh
en
f
ac
ed
with
d
if
f
ic
u
lt
m
ath
em
atics
p
r
o
b
lem
s
,
m
ai
n
tain
a
h
ig
h
lev
el
o
f
m
o
tiv
atio
n
,
an
d
ac
h
iev
e
h
ig
h
p
er
f
o
r
m
a
n
ce
d
esp
ite
ch
allen
g
es
[
1
6
]
.
Mo
r
e
o
v
er
,
r
esear
c
h
er
s
h
av
e
d
eter
m
in
ed
th
at
AR
b
o
o
s
ts
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
b
ased
o
n
a
r
ev
iew
o
f
d
i
f
f
er
en
t stu
d
ies [
1
7
]
–
[
1
9
]
.
I
n
ad
d
itio
n
to
s
tu
d
en
t
r
esil
ien
ce
,
teac
h
er
em
o
tio
n
al
s
u
p
p
o
r
t
(
TES
)
is
im
p
o
r
tan
t
f
o
r
im
p
r
o
v
in
g
MP
[
2
0
]
.
Sp
ec
if
ically
,
s
tu
d
en
ts
wh
o
ar
e
ab
le
to
ea
s
ily
f
o
r
m
a
r
ela
tio
n
s
h
ip
with
th
eir
teac
h
er
s
an
d
ar
e
o
p
tim
is
tic
in
th
eir
ap
p
r
o
ac
h
ten
d
to
h
av
e
a
h
ig
h
er
lev
el
o
f
s
atis
f
ac
tio
n
in
s
ch
o
o
l
an
d
g
r
ea
ter
c
h
an
ce
to
f
ee
l
co
m
f
o
r
tab
le
an
d
co
n
f
id
en
t
i
n
a
lear
n
in
g
-
f
r
ien
d
ly
en
v
ir
o
n
m
e
n
t
[
2
1
]
.
Ad
d
i
tio
n
ally
,
T
E
S
ca
n
p
o
s
itiv
ely
im
p
ac
t
s
tu
d
en
ts
’
en
g
ag
em
e
n
t,
m
o
tiv
atio
n
,
an
d
p
er
f
o
r
m
an
ce
in
s
ch
o
o
l [
1
7
]
.
T
o
g
eth
er
,
th
ese
elem
e
n
ts
ar
e
ess
en
tial
in
p
r
o
m
o
tin
g
th
e
m
o
tiv
atio
n
a
n
d
p
ar
ticip
atio
n
o
f
s
tu
d
e
n
ts
[
2
2
]
.
Fu
r
th
er
m
o
r
e,
ac
ad
em
ic
r
esil
ien
ce
(
AR
)
an
d
T
E
S
a
r
e
co
n
n
ec
te
d
an
d
h
a
v
e
a
b
ig
i
m
p
ac
t
o
n
s
tu
d
en
ts
’
lear
n
in
g
a
n
d
well
-
b
ei
n
g
.
I
n
s
u
p
p
o
r
t
o
f
th
is
,
s
tu
d
ies
s
h
o
wed
th
at
T
E
S
d
ir
ec
tly
a
f
f
ec
ts
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
a
s
tu
d
en
t,
esp
ec
ially
in
MP
[
2
2
]
–
[
2
4
]
.
I
n
d
e
ed
,
th
is
p
o
s
itiv
e
c
o
n
n
ec
tio
n
b
e
twee
n
AR
an
d
T
E
S
is
well
d
o
cu
m
en
ted
b
y
v
a
r
io
u
s
s
tu
d
ies [
2
2
]
,
[
2
5
]
,
[
2
6
]
.
T
o
p
r
o
v
id
e
a
s
tr
o
n
g
co
n
ce
p
tu
al
b
asis
f
o
r
th
is
in
v
esti
g
atio
n
,
th
e
s
tu
d
y
is
an
c
h
o
r
e
d
o
n
two
im
p
o
r
ta
n
t
th
eo
r
ies:
th
e
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
b
y
Dec
i
an
d
R
y
an
[
2
7
]
an
d
t
h
e
r
esil
ien
ce
th
eo
r
y
b
y
Ma
s
ten
[
2
8
]
.
I
n
ad
d
itio
n
,
th
e
cu
ltu
r
a
l
d
im
en
s
io
n
s
th
eo
r
y
b
y
Ho
f
s
ted
e
[
2
9
]
an
d
th
e
ec
o
lo
g
ical
s
y
s
tem
s
th
eo
r
y
b
y
B
r
o
n
f
en
b
r
e
n
n
er
[
3
0
]
ar
e
u
s
ed
to
s
u
p
p
o
r
t
th
e
th
e
o
r
etica
l
d
is
cu
s
s
io
n
.
T
h
e
r
elatio
n
s
h
i
p
s
am
o
n
g
th
ese
th
e
o
r
ies
an
d
th
e
s
tu
d
y
v
ar
ia
b
les ar
e
illu
s
tr
ated
in
th
e
th
eo
r
etica
l f
r
am
e
wo
r
k
s
h
o
wn
i
n
Fig
u
r
e
1
.
T
h
e
SDT
in
clu
d
es
th
r
ee
co
r
e
p
s
y
ch
o
l
o
g
ical
n
ee
d
s
:
au
t
o
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
e
lated
n
ess
.
Acc
o
r
d
in
g
to
Dec
i
an
d
R
y
an
[
2
7
]
,
m
o
tiv
atio
n
s
tem
s
f
r
o
m
a
tr
u
e
s
en
s
e
o
f
p
u
r
p
o
s
e
an
d
f
u
lf
illme
n
t
r
ath
er
th
a
n
ex
ter
n
al
r
ewa
r
d
s
o
r
p
r
ess
u
r
e.
Stu
d
en
ts
wh
o
f
ee
l
a
u
to
n
o
m
o
u
s
,
co
m
p
ete
n
t,
an
d
c
o
n
n
ec
ted
with
o
th
e
r
s
,
th
e
y
b
ec
o
m
e
s
elf
-
m
o
tiv
ated
a
n
d
s
atis
f
ied
[
3
1
]
.
T
h
is
th
e
o
r
y
s
u
p
p
o
r
ts
th
e
h
y
p
o
th
esis
th
at
T
E
S
ca
n
f
u
lf
ill
th
ese
n
ee
d
s
,
th
er
e
b
y
f
o
s
ter
AR
an
d
en
h
a
n
ce
MP.
I
n
t
h
is
s
tu
d
y
,
SDT
g
u
id
es
th
e
r
o
le
o
f
t
h
e
m
ed
iato
r
,
T
E
S,
in
s
tr
en
g
th
en
in
g
s
tu
d
en
ts
’
in
te
r
n
al
m
o
tiv
atio
n
an
d
p
er
f
o
r
m
an
ce
in
m
ath
em
atics.
Me
an
wh
ile,
r
esil
ien
ce
th
eo
r
y
lo
o
k
s
at
s
tu
d
en
ts
’
ca
p
ac
ity
to
r
ec
o
v
er
f
r
o
m
s
etb
ac
k
s
an
d
s
tay
en
g
ag
e
d
d
esp
ite
ch
allen
g
es
[
2
8
]
.
Ma
s
ten
[
2
8
]
d
escr
ib
es
r
esil
ien
ce
as
th
e
ab
ilit
y
to
ad
a
p
t
an
d
b
o
u
n
ce
b
ac
k
f
r
o
m
d
is
r
u
p
tio
n
s
.
I
n
t
h
e
ed
u
ca
tio
n
al
co
n
tex
t,
th
is
r
ef
e
r
s
to
h
o
w
s
tu
d
en
ts
co
p
e
with
t
h
e
d
if
f
icu
lties
o
f
lear
n
in
g
m
ath
em
atics.
T
h
is
th
eo
r
y
s
u
p
p
o
r
ts
th
e
s
tu
d
y
’
s
f
o
cu
s
o
n
AR
as
th
e
i
n
d
ep
e
n
d
en
t
v
ar
ia
b
le
(
I
V)
th
at
i
n
f
lu
en
ce
s
s
tu
d
en
ts
’
ca
p
ac
ity
to
p
er
s
is
t in
m
ath
.
I
t a
ls
o
ex
p
lain
s
h
o
w
r
esil
ien
ce
,
wh
en
s
u
p
p
o
r
te
d
b
y
tea
ch
er
s
em
o
tio
n
ally
,
ca
n
lead
to
im
p
r
o
v
ed
ac
ad
e
m
ic
o
u
tco
m
es
[
3
2
]
.
W
y
k
et
a
l
.
[
3
3
]
af
f
ir
m
ed
th
at
r
esil
ien
t
s
tu
d
en
ts
ten
d
to
p
er
f
o
r
m
b
etter
ac
a
d
em
ically
,
e
v
en
in
c
h
allen
g
in
g
s
u
b
jects lik
e
m
ath
em
atics.
Fig
u
r
e
1
.
T
h
eo
r
etica
l
f
r
a
m
ewo
r
k
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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es E
d
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N:
2252
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8
8
2
2
B
r
id
g
in
g
r
esil
ien
ce
a
n
d
ma
t
h
e
ma
tics
s
u
cc
ess
:
th
e
med
ia
tin
g
r
o
le
o
f te
a
ch
er e
mo
tio
n
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l
…
(
I
r
en
e
O.
Ma
mites
)
91
I
n
ad
d
itio
n
,
Ho
f
s
ted
e’
s
cu
ltu
r
al
d
im
en
s
io
n
s
th
eo
r
y
,
p
ar
ticu
lar
ly
th
e
co
n
ce
p
t
o
f
c
o
llectiv
is
m
,
h
elp
s
in
ter
p
r
et
h
o
w
Fil
ip
in
o
s
tu
d
en
t
s
r
esp
o
n
d
to
teac
h
er
s
u
p
p
o
r
t.
I
n
co
llectiv
is
t
cu
ltu
r
es
lik
e
th
e
Ph
ilip
p
in
es,
r
esp
ec
t
f
o
r
au
th
o
r
ity
an
d
s
o
cial
h
ar
m
o
n
y
ar
e
em
p
h
asized
[
3
4
]
,
[
3
5
]
.
T
h
is
th
eo
r
y
s
u
p
p
o
r
ts
th
e
id
ea
th
at
T
E
S
is
cu
ltu
r
ally
r
ein
f
o
r
ce
d
,
m
ak
in
g
i
t m
o
r
e
lik
ely
to
p
o
s
itiv
ely
af
f
e
ct
AR
an
d
MP.
B
r
o
n
f
en
b
r
e
n
n
er
’
s
ec
o
lo
g
ical
s
y
s
tem
s
th
eo
r
y
f
u
r
th
er
s
tr
en
g
th
en
s
th
e
d
esig
n
o
f
t
h
is
s
tu
d
y
b
y
s
h
o
win
g
h
o
w
s
tu
d
en
ts
’
d
ev
el
o
p
m
en
t
is
in
f
lu
en
ce
d
b
y
m
u
ltip
le
s
o
cial
lay
er
s
.
T
h
is
in
clu
d
es
th
e
m
icr
o
s
y
s
tem
(
class
r
o
o
m
an
d
teac
h
er
-
s
tu
d
e
n
t
r
elatio
n
s
h
ip
s
)
,
wh
er
e
em
o
tio
n
al
s
u
p
p
o
r
t
is
d
ir
ec
tly
ex
p
er
ien
ce
d
,
an
d
t
h
e
m
eso
s
y
s
tem
an
d
m
ac
r
o
s
y
s
tem
,
wh
ich
s
h
ap
e
b
r
o
ad
er
ed
u
ca
tio
n
al
attitu
d
es
[
3
6
]
,
[
3
7
]
.
T
h
is
th
eo
r
y
s
h
o
ws
h
o
w
th
e
v
ar
iab
les
o
f
th
is
s
tu
d
y
,
n
am
ely
AR
,
T
E
S,
an
d
MP,
ar
e
c
o
n
n
ec
te
d
an
d
h
elp
s
e
x
p
lain
h
o
w
r
esil
ien
ce
,
s
u
p
p
o
r
t,
an
d
p
er
f
o
r
m
an
ce
ar
e
in
f
lu
en
c
ed
b
y
d
if
f
er
en
t sit
u
atio
n
s
.
R
esear
ch
h
as
s
h
o
wn
th
e
im
p
ac
t
o
f
T
E
S
o
n
s
tu
d
en
t
o
u
tco
m
es,
o
f
ten
co
n
s
id
er
in
g
m
ed
iato
r
s
s
u
ch
as
s
elf
-
ef
f
icac
y
o
r
en
g
ag
em
e
n
t.
Ho
wev
er
,
litt
le
atten
tio
n
h
as b
ee
n
g
iv
en
to
its
r
o
le
in
AR
o
r
its
d
ir
ec
t lin
k
to
MP.
T
h
is
s
tu
d
y
in
v
esti
g
ates
T
E
S
a
s
a
m
ed
iato
r
b
etwe
en
AR
an
d
MP
am
o
n
g
Gr
ad
e
7
s
tu
d
en
ts
in
Ph
ilip
p
in
e
p
u
b
lic
s
ch
o
o
ls
,
u
s
in
g
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
e
q
u
atio
n
m
o
d
el
in
g
(
PLS
-
SEM
)
in
Sm
a
r
tPLS
4
to
esti
m
ate
d
ir
ec
t
an
d
in
d
ir
ec
t
p
ath
s
s
im
u
ltan
e
o
u
s
ly
.
T
h
is
s
tu
d
y
s
ee
k
s
to
b
r
id
g
e
th
is
g
ap
b
y
e
x
am
in
in
g
th
e
r
o
le
o
f
T
E
S
in
r
elatio
n
to
AR
an
d
MP.
T
h
u
s
,
th
e
n
u
ll
h
y
p
o
th
esis
o
f
th
e
s
tu
d
y
:
i)
th
er
e
is
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
r
esp
o
n
d
en
ts
’
AR
an
d
th
e
r
e
s
p
o
n
d
en
ts
’
MP
(
H
1
)
;
ii)
th
er
e
is
n
o
s
ig
n
i
f
ican
t
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
r
esp
o
n
d
en
ts
’
T
E
S
an
d
th
eir
A
R
(
H2
)
;
iii)
th
er
e
is
n
o
s
ig
n
i
f
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
r
esp
o
n
d
en
ts
’
T
E
S
an
d
th
eir
MP
(
H3
)
;
iv
)
T
E
S
d
o
es
n
o
t
s
ig
n
if
ican
tly
m
ed
iat
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
AR
an
d
MP
o
f
th
e
r
esp
o
n
d
en
ts
(
H4
)
.
Fu
r
th
er
m
o
r
e
,
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
d
e
v
elo
p
a
p
lan
to
en
h
a
n
ce
s
tu
d
en
t
s
u
cc
ess
in
m
ath
em
atics
th
at
ca
n
b
e
in
co
r
p
o
r
ated
in
to
s
ch
o
o
l
p
r
o
g
r
am
s
.
T
o
d
o
th
is
ef
f
ec
tiv
ely
,
it
is
es
s
en
tial
to
u
n
d
er
s
tan
d
h
o
w
AR
an
d
T
E
S i
n
ter
ac
t to
in
f
lu
en
ce
s
tu
d
en
ts
’
MP.
T
h
r
o
u
g
h
th
is
in
v
esti
g
atio
n
,
th
e
s
tu
d
y
in
ten
d
s
to
o
f
f
er
well
-
s
u
p
p
o
r
ted
f
in
d
in
g
s
th
at
ca
n
s
er
v
e
as
a
b
asis
f
o
r
s
ch
o
o
l
in
ter
v
en
tio
n
s
an
d
p
r
o
g
r
am
s
,
with
th
e
g
o
a
l
o
f
im
p
r
o
v
in
g
s
tu
d
e
n
ts
’
MP.
T
h
is
f
o
cu
s
tack
les
a
n
o
v
er
lo
o
k
ed
ar
ea
in
p
ast
s
tu
d
ies
an
d
s
u
p
p
o
r
ts
th
e
g
o
al
o
f
im
p
r
o
v
in
g
lear
n
er
s
’
r
esil
ien
c
e
to
g
eth
er
with
th
eir
ac
ad
e
m
ic
ac
h
iev
em
en
t
th
r
o
u
g
h
s
u
p
p
o
r
tiv
e
teac
h
in
g
m
eth
o
d
s
.
Sp
ec
if
ically
,
th
is
s
tu
d
y
h
ad
th
e
f
o
llo
win
g
q
u
er
ies:
−
W
h
at
is
th
e
lev
el
o
f
AR
o
f
th
e
r
esp
o
n
d
en
ts
in
ter
m
s
o
f
:
p
er
s
ev
er
a
n
ce
;
r
ef
lectin
g
an
d
ad
ap
tiv
e
h
elp
-
s
ee
k
in
g
;
an
d
n
eg
ativ
e
af
f
ec
t a
n
d
em
o
tio
n
al
r
esp
o
n
s
e?
−
W
h
at
is
th
e
lev
el
o
f
T
E
S
in
te
r
m
s
o
f
:
p
o
s
itiv
e
clim
ate
;
teac
h
er
s
en
s
itiv
ity
;
an
d
r
eg
a
r
d
s
f
o
r
th
e
a
d
o
lescen
t
p
er
s
p
ec
tiv
e?
−
W
h
at
is
th
e
lev
el
o
f
MP
o
f
th
e
r
esp
o
n
d
e
n
ts
?
−
I
s
th
er
e
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e:
r
esp
o
n
d
e
n
ts
’
T
E
S
an
d
th
eir
AR
;
r
esp
o
n
d
e
n
ts
’
AR
an
d
th
e
r
esp
o
n
d
en
ts
’
MP
;
an
d
r
esp
o
n
d
en
ts
’
T
E
S a
n
d
th
eir
MP?
−
Do
es T
E
S si
g
n
if
ican
tly
m
ed
ia
te
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
AR
an
d
MP
o
f
th
e
r
esp
o
n
d
e
n
t
s
?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
m
e
t
ho
d
A
d
escr
ip
tiv
e
co
r
r
elatio
n
al
d
e
s
ig
n
was
ap
p
lied
to
d
eter
m
in
e
h
o
w
T
E
S
s
h
ap
es
th
e
as
s
o
ciat
io
n
o
f
AR
with
MP.
I
n
th
is
co
n
tex
t,
th
is
d
esig
n
d
escr
ib
es
a
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
les
a
n
d
d
o
n
o
t
m
ak
e
an
y
ass
u
m
p
tio
n
s
ab
o
u
t
th
e
s
aid
r
e
latio
n
s
h
ip
[
3
8
]
.
T
o
g
ath
er
d
at
a,
th
e
r
esp
o
n
d
en
ts
’
p
e
r
ce
p
tio
n
s
o
f
T
E
S
a
n
d
th
eir
AR
wer
e
m
ea
s
u
r
ed
u
s
in
g
ad
o
p
ted
q
u
esti
o
n
n
air
es:
th
e
ac
ad
e
m
ic
r
esil
ien
ce
s
ca
le
(
AR
S
-
3
0
)
an
d
th
e
em
o
tio
n
al
s
u
p
p
o
r
t
s
ca
le
.
Ad
d
itio
n
ally
,
th
e
p
r
o
f
ile
in
clu
d
es
th
e
ag
e
an
d
g
en
d
e
r
,
an
d
th
e
MP
in
clu
d
es
f
ir
s
t
q
u
ar
ter
m
ath
em
atic
g
r
ad
es.
Sp
ec
if
ically
,
AR
s
ca
le
ad
o
p
te
d
f
r
o
m
C
ass
id
y
[
3
9
]
to
ass
ess
th
e
AR
o
f
th
e
s
tu
d
en
ts
’
f
lex
ib
l
e
th
in
k
in
g
,
f
ee
lin
g
s
,
an
d
ac
tio
n
s
wh
en
t
h
ey
f
ac
e
p
r
o
b
lem
s
in
s
ch
o
o
l.
T
h
e
q
u
esti
o
n
n
air
e
is
b
ased
o
n
th
r
ee
d
im
en
s
io
n
s
wh
ich
ar
e
p
er
s
ev
er
an
ce
with
1
4
item
s
,
r
ef
lectin
g
an
d
ad
ap
t
iv
e
h
elp
-
s
ee
k
in
g
with
9
item
s
an
d
n
eg
ativ
e
af
f
ec
t
an
d
em
o
tio
n
al
r
esp
o
n
s
e
with
7
item
s
[
3
9
]
.
T
h
e
r
esp
o
n
d
en
ts
an
s
wer
ed
ea
ch
item
u
s
in
g
a
f
iv
e
-
p
o
i
n
t
L
ik
er
t
s
ca
le
(
5
–
v
er
y
lik
ely
,
4
–
lik
ely
,
3
–
n
eu
t
r
al
,
2
–
u
n
lik
ely
,
1
–
v
er
y
u
n
lik
ely
)
,
an
d
b
ef
o
r
e
an
al
y
zin
g
th
e
s
co
r
es
f
o
r
ea
ch
f
ac
to
r
,
th
e
p
o
s
itiv
ely
wo
r
d
ed
item
s
wer
e
r
ev
er
s
e
-
co
d
ed
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
i
n
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
co
ef
f
icien
ts
f
o
r
th
e
s
u
b
-
d
im
en
s
io
n
s
o
f
th
e
s
ca
le
wer
e
0
.
8
3
,
0
.
7
8
,
a
n
d
0
.
8
0
,
r
esp
ec
tiv
ely
,
wh
ile
th
e
to
tal
s
co
r
e
o
f
th
e
s
ca
le
wa
s
0
.
9
0
.
Mo
r
eo
v
er
,
th
e
AR
S
-
3
0
s
ca
le
h
as
d
em
o
n
s
tr
ated
ac
ce
p
tab
le
cr
iter
io
n
v
alid
ity
th
r
o
u
g
h
its
n
o
tab
le
b
en
ef
icial
co
r
r
elatio
n
s
with
th
e
g
e
n
er
al
s
elf
-
ef
f
icac
y
s
ca
le
(r=
0
.
5
5
,
p
<
0
.
0
5
)
[
4
0
]
.
I
n
p
a
r
allel,
to
m
ea
s
u
r
e
s
tu
d
e
n
ts
’
p
er
s
p
ec
tiv
e
o
f
T
E
S,
th
is
s
tu
d
y
a
d
o
p
te
d
th
e
in
s
tr
u
m
en
t
d
esig
n
ed
b
y
Sch
en
k
e
et
a
l
.
[
4
1
]
.
T
h
e
to
o
l
co
n
s
is
ts
o
f
th
r
ee
co
m
p
o
n
en
t
s
:
p
o
s
itiv
e
clim
ate
(
5
item
s
)
,
teac
h
er
s
en
s
itiv
ity
(
6
item
s
)
,
an
d
r
eg
a
r
d
f
o
r
ad
o
lescen
t
p
er
s
p
ec
tiv
e
(
4
item
s
)
[
4
1
]
.
Peo
p
le
wh
o
tak
e
p
a
r
t
in
t
h
is
r
esear
ch
r
esp
o
n
d
ed
o
n
a
f
iv
e
-
p
o
i
n
t
L
ik
er
t
s
ca
le,
with
o
p
tio
n
s
r
an
g
in
g
f
r
o
m
1
(
n
o
t
at
all
tr
u
e)
t
o
5
(
v
er
y
tr
u
e
)
.
I
n
t
h
e
o
r
ig
in
al
v
alid
atio
n
,
t
h
e
s
ca
le
s
h
o
wed
s
tr
o
n
g
r
eliab
ilit
y
,
wit
h
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
o
f
0
.
8
2
f
o
r
p
o
s
itiv
e
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
89
-
1
01
92
clim
ate
,
0
.
8
5
f
o
r
teac
h
e
r
s
en
s
itiv
ity
,
an
d
0
.
8
0
f
o
r
r
eg
a
r
d
f
o
r
ad
o
lescen
t
p
er
s
p
ec
tiv
e
[
4
2
]
.
E
v
id
e
n
ce
o
f
co
n
s
tr
u
ct
v
alid
ity
was
also
estab
lis
h
ed
,
as
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
av
er
a
g
e
v
ar
ia
n
ce
ex
tr
ac
t
ed
(
AVE
)
f
o
r
ea
c
h
f
ac
to
r
(
0
.
6
4
,
0
.
7
9
,
an
d
0
.
7
5
)
ex
ce
ed
ed
th
e
ac
ce
p
tab
le
b
en
c
h
m
ar
k
o
f
0
.
5
0
,
co
n
f
i
r
m
in
g
s
u
f
f
icien
t
co
n
v
er
g
en
t
v
alid
ity
[
4
2
]
.
Prio
r
Ph
ilip
p
in
e
s
tu
d
ies
th
at
u
s
ed
th
e
s
am
e
in
s
tr
u
m
e
n
ts
r
ep
o
r
t
s
tr
o
n
g
lo
ca
l
ev
i
d
en
ce
o
f
r
eliab
ilit
y
an
d
ap
p
r
o
p
r
iaten
ess
.
I
n
a
d
ed
icate
d
p
ilo
t
with
Fil
ip
in
o
n
u
r
s
in
g
s
tu
d
en
ts
(
n
=
1
3
4
)
,
th
e
AR
S
-
3
0
ac
h
iev
ed
ex
ce
llen
t
in
ter
n
al
co
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
α
=0
.
9
2
)
,
s
u
p
p
o
r
tin
g
its
u
s
e
in
th
is
co
n
tex
t [
4
3
]
.
I
n
h
ig
h
er
-
ed
u
ca
tio
n
p
h
y
s
ical
ed
u
ca
tio
n
(
PE)
s
ettin
g
s
,
s
tu
d
ies
u
s
in
g
th
e
em
o
tio
n
al
s
u
p
p
o
r
t
s
ca
le
lik
ewise
f
o
u
n
d
h
ig
h
i
n
ter
n
al
c
o
n
s
is
ten
cy
f
o
r
its
s
u
b
s
ca
les
—
v
alu
es
ty
p
ically
r
an
g
in
g
f
r
o
m
a
b
o
u
t
α
≈
0
.
8
6
t
o
0
.
9
2
—
alo
n
g
with
s
ig
n
i
f
ican
t
ass
o
ciatio
n
s
am
o
n
g
T
E
S
d
im
en
s
io
n
s
an
d
s
tu
d
en
t
o
u
tc
o
m
es
[
4
4
]
.
C
o
m
p
lem
en
tin
g
t
h
is
,
a
m
u
lti
-
s
ite
Ph
ilip
p
in
e
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
(
HE
I
)
s
tu
d
y
th
at
em
p
lo
y
ed
b
o
th
AR
S
-
3
0
an
d
T
E
S
r
ep
o
r
ted
ac
ce
p
tab
le
-
to
-
g
o
o
d
r
eliab
ilit
y
ac
r
o
s
s
s
ca
les
(
α
≈
0
.
7
2
–
0
.
8
6
)
an
d
ac
ce
p
tab
le
d
is
tr
ib
u
tio
n
al
p
r
o
p
e
r
ties
,
f
u
r
th
er
attesti
n
g
to
th
e
s
u
itab
ilit
y
o
f
th
ese
m
ea
s
u
r
es
f
o
r
lo
ca
l
s
tu
d
e
n
t
p
o
p
u
latio
n
s
[
2
6
]
.
Me
an
wh
ile,
th
e
d
ata
o
n
s
tu
d
en
ts
’
MP,
in
clu
d
in
g
th
e
r
esp
o
n
d
en
ts
’
f
i
r
s
t
-
q
u
ar
ter
m
ath
em
atics
g
r
ad
e
s
f
o
r
s
ch
o
o
l
y
ea
r
2
0
2
4
–
2
0
2
5
,
wer
e
o
b
tain
ed
as
s
ec
o
n
d
ar
y
d
ata
f
r
o
m
th
e
s
ch
o
o
l
o
f
f
icials
o
f
t
h
e
p
ar
ticip
atin
g
s
ch
o
o
ls
,
an
d
th
e
r
esear
ch
e
r
c
o
n
s
u
lted
th
e
a
d
v
is
er
to
en
s
u
r
e
p
r
o
p
er
co
llectio
n
a
n
d
in
ter
p
r
etatio
n
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
r
esp
o
n
d
en
ts
o
f
th
is
s
tu
d
y
wer
e
r
an
d
o
m
ly
s
elec
ted
Gr
ad
e
7
s
tu
d
en
ts
f
r
o
m
t
h
r
ee
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Ma
n
d
au
e
C
ity
,
C
eb
u
,
Ph
ilip
p
in
es,
wh
o
ar
e
en
r
o
ll
ed
f
o
r
th
e
s
ch
o
o
l
y
ea
r
2
0
2
4
-
2
0
2
5
.
T
h
e
r
esear
c
h
er
ch
o
s
e
Gr
ad
e
7
s
tu
d
en
ts
as
th
e
r
esp
o
n
d
en
ts
b
ec
au
s
e
th
ey
a
r
e
at
a
tr
an
s
itio
n
al
s
tag
e
wh
e
r
e
th
ey
ar
e
b
ein
g
ex
p
o
s
ed
to
a
m
o
r
e
c
h
allen
g
in
g
lev
el
o
f
m
at
h
em
atics
co
n
te
n
t
[
4
5
]
,
alo
n
g
with
th
e
ex
p
ec
t
atio
n
s
o
f
in
cr
ea
s
ed
ac
ad
em
ic
ex
p
ec
tatio
n
s
.
Simp
le
r
an
d
o
m
s
am
p
lin
g
was
em
p
lo
y
ed
s
o
th
at
r
esp
o
n
d
en
ts
wer
e
p
r
o
p
o
r
tio
n
ally
d
is
tr
ib
u
ted
to
t
h
e
d
if
f
er
en
t
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
h
is
s
am
p
lin
g
was
em
p
l
o
y
ed
b
ec
au
s
e
it
p
r
o
v
id
es
ea
c
h
s
tu
d
en
t w
ith
an
eq
u
al
o
p
p
o
r
tu
n
ity
to
b
e
s
elec
ted
,
e
n
s
u
r
in
g
f
a
ir
n
ess
in
th
e
p
r
o
ce
s
s
[
4
6
]
.
Ad
d
itio
n
ally
,
t
h
e
s
tu
d
y
u
s
ed
t
h
e
C
o
ch
r
a
n
f
o
r
m
u
la
to
d
eter
m
in
e
th
e
s
am
p
le
s
ize
s
in
ce
t
h
e
p
o
p
u
latio
n
s
ize
o
f
th
e
s
tu
d
y
is
u
n
k
n
o
wn
a
n
d
th
e
n
u
m
b
e
r
is
h
ig
h
[
4
7
]
.
T
h
e
C
o
ch
r
an
f
o
r
m
u
la
was
ap
p
lied
to
d
eter
m
in
e
th
e
s
am
p
le
s
ize,
u
s
in
g
a
9
5
%
c
o
n
f
id
en
ce
lev
el,
a
5
%
m
a
r
g
i
n
o
f
er
r
o
r
,
a
n
d
an
esti
m
ated
p
r
o
p
o
r
tio
n
o
f
0
.
5
.
T
h
e
s
am
p
le
s
ize
was
d
eter
m
i
n
ed
to
b
e
5
6
3
Gr
ad
e
7
s
tu
d
e
n
ts
to
g
u
ar
a
n
tee
s
u
f
f
icien
t
r
e
p
r
esen
tatio
n
ac
r
o
s
s
s
ch
o
o
ls
an
d
t
o
ad
d
r
ess
p
o
ten
tial
n
o
n
-
r
esp
o
n
s
es,
s
elec
ted
t
h
r
o
u
g
h
s
im
p
le
r
an
d
o
m
s
am
p
l
in
g
f
r
o
m
th
e
tar
g
et
s
ch
o
o
ls
.
T
ab
le
1
d
is
p
lay
s
th
e
d
em
o
g
r
ap
h
ic
d
is
tr
ib
u
tio
n
o
f
t
h
e
s
tu
d
en
ts
b
ased
o
n
a
g
e
an
d
g
e
n
d
er
.
As
s
h
o
wn
in
T
ab
le
1
,
o
v
er
h
alf
th
e
r
esp
o
n
d
e
n
ts
ar
e
1
2
y
ea
r
s
o
ld
,
ac
co
u
n
tin
g
f
o
r
5
6
.
1
3
%
(
3
1
6
s
tu
d
en
ts
)
,
th
en
1
3
-
y
ea
r
-
o
ld
s
(
3
9
.
4
3
%,
2
2
2
s
tu
d
en
ts
)
.
T
h
e
s
m
allest
p
er
ce
n
tag
e
ar
e
th
o
s
e
o
ld
er
th
an
1
4
y
ea
r
s
o
ld
(
0
.
5
3
%
o
r
3
s
tu
d
en
ts
)
,
f
o
llo
wed
b
y
1
1
y
ea
r
s
o
l
d
(
1
.
1
1
%
o
r
7
s
tu
d
en
ts
)
an
d
1
4
y
ea
r
s
o
ld
(
2
.
6
6
%
o
r
1
5
s
tu
d
en
ts
)
an
d
th
is
s
h
o
ws
th
at
m
o
s
t
s
tu
d
en
ts
ar
e
in
th
e
u
s
u
al
ag
e
r
an
g
e
f
o
r
Gr
ad
e
7
.
R
eg
ar
d
in
g
g
en
d
er
,
5
4
.
1
7
%
o
r
3
0
5
o
f
th
e
s
tu
d
en
ts
ar
e
f
em
ale,
wh
ile
4
5
.
8
3
%
o
r
2
5
8
s
tu
d
en
ts
ar
e
m
ale,
m
ea
n
in
g
th
e
r
e
ar
e
m
o
r
e
f
em
ale
p
ar
ticip
an
ts
in
th
e
s
tu
d
y
.
T
o
e
n
s
u
r
e
t
h
e
e
t
h
i
c
a
l
s
ta
n
d
a
r
d
a
n
d
u
n
i
v
e
r
s
it
y
p
r
o
t
o
c
o
l
i
n
th
e
c
o
n
d
u
c
t
o
f
r
es
e
a
r
c
h
,
t
h
e
r
e
s
e
a
r
c
h
e
r
s
s
e
c
u
r
e
d
i
n
f
o
r
m
e
d
c
o
n
s
e
n
t
f
r
o
m
t
h
e
p
a
r
e
n
t
s
a
n
d
i
n
f
o
r
m
e
d
a
s
s
e
n
t
f
r
o
m
t
h
e
p
a
r
t
i
c
i
p
a
n
ts
b
e
f
o
r
e
t
h
e
y
w
e
r
e
a
l
l
o
w
ed
t
o
p
a
r
t
i
c
i
p
at
e
i
n
t
h
e
s
t
u
d
y
.
M
o
r
e
o
v
e
r
,
t
h
e
p
a
r
t
i
ci
p
a
n
t
s
w
e
r
e
i
n
f
o
r
m
e
d
o
f
t
h
e
i
r
r
i
g
h
t
t
o
w
i
t
h
d
r
aw
a
t
a
n
y
ti
m
e
w
h
en
t
h
e
y
n
o
l
o
n
g
e
r
f
e
e
l
c
o
m
f
o
r
t
a
b
le
w
i
t
h
t
h
e
d
at
a
g
a
t
h
e
r
i
n
g
p
r
o
c
e
s
s
.
T
h
e
r
es
e
a
r
c
h
e
r
s
f
u
r
t
h
e
r
m
a
in
t
a
i
n
t
h
e
a
n
o
n
y
m
i
t
y
o
f
t
h
e
p
a
r
t
i
c
i
p
a
n
ts
,
a
n
d
t
h
e
c
o
lle
c
t
e
d
d
a
t
a
we
r
e
s
t
o
r
e
d
p
r
o
p
e
r
l
y
i
n
c
o
m
p
l
i
a
n
c
e
wi
t
h
t
h
e
d
a
ta
p
r
i
v
a
c
y
a
c
t
.
T
ab
le
1
.
Dis
tr
ib
u
tio
n
o
f
th
e
r
e
s
p
o
n
d
en
ts
D
e
mo
g
r
a
p
h
i
c
p
r
o
f
i
l
e
f
%
A
g
e
>
1
4
3
0
.
5
3
14
15
2
.
6
6
13
2
2
2
3
9
.
4
3
12
3
1
6
5
6
.
1
3
11
7
1
.
2
4
To
t
a
l
5
6
3
1
0
0
.
0
0
G
e
n
d
e
r
F
e
mal
e
3
0
5
5
4
.
1
7
M
a
l
e
2
5
8
4
5
.
8
3
To
t
a
l
5
6
3
1
0
0
.
0
0
2
.
3
.
Da
t
a
a
na
ly
s
is
Statis
t
ical
an
aly
s
es
wer
e
p
er
f
o
r
m
ed
b
y
f
r
eq
u
e
n
cy
co
u
n
ts
an
d
p
er
ce
n
tag
es
to
d
eter
m
i
n
e
v
ar
io
u
s
d
em
o
g
r
a
p
h
ic
ch
ar
ac
ter
is
tics
o
f
th
e
r
esp
o
n
d
en
ts
.
As
well
as
weig
h
ted
m
ea
n
(
W
M)
was
u
s
ed
to
d
eter
m
in
e
th
e
lev
el
o
f
AR
,
T
E
S,
a
n
d
MP,
a
n
d
s
tan
d
a
r
d
d
ev
iatio
n
s
(
SD)
t
o
d
escr
ib
e
th
e
s
p
r
ea
d
o
f
th
e
r
esp
o
n
d
en
ts
in
ev
e
r
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
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8
8
2
2
B
r
id
g
in
g
r
esil
ien
ce
a
n
d
ma
t
h
e
ma
tics
s
u
cc
ess
:
th
e
med
ia
tin
g
r
o
le
o
f te
a
ch
er e
mo
tio
n
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l
…
(
I
r
en
e
O.
Ma
mites
)
93
in
d
icato
r
o
f
th
e
v
ar
ia
b
les.
Fu
r
t
h
er
m
o
r
e
,
Pear
s
o
n
’
s
r
was
u
s
ed
to
ca
lcu
late
t
h
e
s
ig
n
if
ican
ce
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
AR
an
d
T
E
S,
AR
an
d
MP,
an
d
T
E
S
a
n
d
MP.
T
h
e
r
esear
ch
er
s
u
s
ed
m
ed
iatio
n
a
n
aly
s
is
o
f
Pre
ac
h
er
an
d
Hay
es
[
4
8
]
to
e
x
am
in
e
wh
eth
er
th
e
co
n
n
ec
tio
n
b
etwe
en
AR
an
d
MP
is
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
b
y
T
E
S.
Acc
o
r
d
in
g
to
Pre
ac
h
e
r
an
d
Hay
es
[
4
8
]
,
th
er
e
wer
e
th
r
e
e
ty
p
es
o
f
m
ed
iatio
n
an
aly
s
is
:
p
ar
tial
m
ed
iatio
n
,
f
u
ll
m
ed
iatio
n
,
a
n
d
n
o
m
ed
iatio
n
.
Par
tial
m
ed
i
atio
n
is
wh
en
th
e
m
ed
iato
r
p
ar
tially
ex
p
lain
s
th
e
r
elatio
n
s
o
f
th
e
v
ar
iab
les,
w
h
ile
f
u
ll
m
ed
iatio
n
is
wh
en
t
h
e
m
ed
iat
o
r
e
x
p
lain
s
th
e
r
el
atio
n
f
u
lly
,
a
n
d
n
o
m
ed
iatio
n
co
n
tr
ad
icts
it,
wh
i
ch
m
ea
n
s
th
e
m
ed
iato
r
d
o
es
n
o
t
ex
p
lai
n
th
e
r
elatio
n
s
h
ip
a
t
all.
Pre
ac
h
er
an
d
Hay
es
[
4
8
]
ap
p
r
o
ac
h
to
m
e
d
i
atio
n
s
u
g
g
ests
two
s
tep
s
to
ass
ess
th
e
m
ed
iatin
g
ef
f
ec
t
u
s
in
g
th
e
b
o
o
ts
tr
ap
p
in
g
m
eth
o
d
.
First,
b
o
o
ts
tr
ap
p
in
g
th
e
in
d
ir
ec
t
ef
f
ec
t
in
wh
ich
th
e
r
elatio
n
s
h
ip
b
etwe
en
IV
an
d
d
ep
en
d
e
n
t
v
ar
iab
le
(
DV)
th
r
o
u
g
h
m
e
d
iatin
g
v
ar
i
ab
le
(
MV
)
s
h
o
u
ld
b
e
s
ig
n
if
i
ca
n
t.
Seco
n
d
,
b
o
o
ts
tr
ap
p
i
n
g
co
n
f
id
en
ce
in
ter
v
al
lo
wer
lev
el
(
L
L
)
an
d
u
p
p
er
l
ev
el
(
UL
)
.
I
t
m
ea
n
s
th
e
co
n
f
id
en
ce
in
ter
v
al
f
o
r
th
is
ef
f
ec
t
(
lo
wer
an
d
u
p
p
er
b
o
u
n
d
s
)
d
o
es n
o
t in
clu
d
e
ze
r
o
[
4
9
]
.
Mic
r
o
s
o
f
t
E
x
ce
l
was
u
s
ed
f
o
r
p
r
elim
in
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y
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ata
p
r
o
ce
s
s
in
g
,
p
ar
ticu
lar
ly
to
co
m
p
u
te
t
h
e
m
e
an
an
d
SD
s
co
r
es
o
f
AR
a
n
d
T
E
S.
Af
ter
war
d
,
J
AM
OVI
was
em
p
lo
y
e
d
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
v
ar
ia
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les
th
r
o
u
g
h
co
r
r
elatio
n
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aly
s
is
,
g
iv
en
its
u
s
er
-
f
r
ien
d
l
y
s
tatis
ti
ca
l
in
ter
f
ac
e
a
n
d
a
b
ilit
y
to
h
a
n
d
le
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
test
s
.
Fin
ally
,
Sm
ar
tPLS
4
was
u
tili
ze
d
to
as
s
ess
th
e
m
ed
iatio
n
ef
f
ec
t,
as
it
s
p
ec
ialize
s
in
PLS
-
SEM
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allo
win
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th
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esti
m
atio
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o
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o
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ir
ec
t a
n
d
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ir
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ec
ts
in
th
e
s
tu
d
y
’
s
h
y
p
o
th
esized
m
o
d
el.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
ab
le
2
p
r
esen
ts
th
e
ass
ess
m
en
t
o
f
AR
ac
r
o
s
s
th
r
ee
co
m
p
o
n
e
n
ts
:
p
er
s
ev
er
an
ce
,
r
e
f
lectin
g
an
d
ad
ap
tiv
e
h
elp
-
s
ee
k
in
g
,
a
n
d
n
e
g
ativ
e
af
f
ec
t
an
d
em
o
tio
n
al
r
e
s
p
o
n
s
e.
T
h
e
r
esp
o
n
d
e
n
ts
s
h
o
wed
a
h
ig
h
le
v
el
o
f
p
er
s
ev
er
an
ce
(
W
M=
3
.
8
8
;
SD
=1
.
0
5
)
,
in
d
icatin
g
th
e
y
ar
e
d
et
er
m
in
ed
to
co
n
tin
u
e
d
esp
ite
a
ca
d
em
ic
ch
allen
g
es.
R
ef
lectin
g
an
d
ad
a
p
tiv
e
h
elp
-
s
ee
k
in
g
also
r
ec
eiv
ed
a
h
ig
h
r
atin
g
(
W
M=
3
.
7
2
;
SD
=
1
.
1
3
)
,
s
u
g
g
esti
n
g
s
tu
d
en
ts
ar
e
s
elf
-
awa
r
e
an
d
s
ee
k
ass
is
tan
ce
wh
en
n
ee
d
ed
.
T
h
e
h
ig
h
est
s
co
r
e
was
in
n
eg
ativ
e
af
f
ec
t
an
d
em
o
tio
n
al
r
esp
o
n
s
e
(
W
M
=
3
.
9
3
;
SD
=
1
.
0
4
)
,
i
n
d
icatin
g
s
tu
d
en
ts
ca
n
m
a
n
ag
e
th
ei
r
em
o
tio
n
s
well.
T
h
e
o
v
er
all
g
r
an
d
m
ea
n
o
f
3
.
8
4
(
SD
=
1
.
0
7
)
r
ef
lects a
h
i
g
h
lev
el
o
f
AR
am
o
n
g
th
e
r
esp
o
n
d
en
ts
.
T
ab
le
3
p
r
esen
ts
th
e
o
v
er
all
lev
el
o
f
T
E
S
am
o
n
g
th
e
r
esp
o
n
d
en
ts
,
an
d
it
was
ev
alu
ated
t
h
r
o
u
g
h
th
e
th
r
ee
co
m
p
o
n
en
ts
,
wh
ich
ar
e
t
h
e
p
o
s
itiv
e
clim
ate,
teac
h
er
s
en
s
itiv
ity
,
an
d
r
eg
ar
d
f
o
r
ad
o
le
s
ce
n
ts
’
p
er
s
p
ec
tiv
e.
T
h
e
d
ata
s
h
o
ws
th
at
T
E
S
g
r
an
d
m
ea
n
was
4
.
2
6
with
a
SD
o
f
1
.
0
0
,
wh
ich
was
at
a
v
er
y
h
i
g
h
lev
el.
Am
o
n
g
s
t
th
e
g
r
a
n
d
m
ea
n
,
t
h
e
WM
v
a
lu
e
o
f
p
o
s
itiv
e
clim
ate
was
v
er
y
h
ig
h
(
W
M=
4
.
4
8
,
SD=0
.
9
3
)
also
in
teac
h
e
r
s
en
s
itiv
ity
(
W
M=
4
.
2
1
,
SD=0
.
9
9
)
a
n
d
a
h
ig
h
lev
el
in
ter
m
s
o
f
r
e
g
ar
d
f
o
r
ad
o
lescen
ts
’
p
er
s
p
ec
tiv
e
(
W
M=
4
.
0
9
,
SD=1
.
0
8
)
.
T
ab
le
2
.
L
e
v
el
o
f
th
e
r
esp
o
n
d
e
n
ts
’
ac
ad
em
ic
r
esil
ien
ce
C
o
m
p
o
n
e
n
t
s
WM
SD
V
e
r
b
a
l
d
e
scr
i
p
t
i
o
n
P
e
r
sev
e
r
a
n
c
e
3
.
8
8
1
.
0
5
H
i
g
h
R
e
f
l
e
c
t
i
n
g
a
n
d
a
d
a
p
t
i
v
e
h
e
l
p
se
e
k
i
n
g
3
.
7
2
1
.
1
3
H
i
g
h
N
e
g
a
t
i
v
e
a
f
f
e
c
t
a
n
d
e
m
o
t
i
o
n
a
l
r
e
s
p
o
n
se
3
.
9
3
1
.
0
4
H
i
g
h
G
r
a
n
d
me
a
n
3
.
8
4
H
i
g
h
G
r
a
n
d
SD
1
.
0
7
4.
21
-
5
.
0
0
=
v
e
r
y
h
i
g
h
;
3
.
4
1
-
4
.
2
0
=
h
i
g
h
;
2
.
6
1
-
3
.
4
0
=
m
o
d
e
r
a
t
e
;
1
.
8
1
-
2
.
6
0
=
l
o
w
;
1
.
0
0
-
1
.
8
1
=
v
e
r
y
l
o
w
T
ab
le
3
.
L
e
v
el
o
f
th
e
r
esp
o
n
d
e
n
ts
’
teac
h
er
em
o
tio
n
al
s
u
p
p
o
r
t
C
o
m
p
o
n
e
n
t
s
WM
SD
V
e
r
b
a
l
d
e
scr
i
p
t
i
o
n
P
o
si
t
i
v
e
c
l
i
ma
t
e
4
.
4
8
0
.
9
3
V
e
r
y
h
i
g
h
Te
a
c
h
e
r
se
n
si
t
i
v
i
t
y
4
.
2
1
0
.
9
9
V
e
r
y
h
i
g
h
R
e
g
a
r
d
s fo
r
a
d
o
l
e
s
c
e
n
t
p
e
r
s
p
e
c
t
i
v
e
4
.
0
9
1
.
0
8
H
i
g
h
G
r
a
n
d
me
a
n
G
r
a
n
d
SD
4
.
2
6
V
e
r
y
h
i
g
h
1
.
0
0
4
.
2
1
-
5
.
0
0
=
v
e
r
y
h
i
g
h
;
3
.
4
1
-
4
.
2
0
=
h
i
g
h
;
2
.
6
1
-
3
.
4
0
=
m
o
d
e
r
a
t
e
;
1
.
8
1
-
2
.
6
0
=
l
o
w
;
1
.
0
0
-
1
.
8
1
=
v
e
r
y
l
o
w
T
ab
le
4
d
is
p
lay
s
th
e
s
tu
d
en
ts
’
MP.
T
h
is
is
ess
en
tial
to
d
eter
m
in
e
th
e
s
tu
d
en
ts
’
p
r
o
g
r
ess
in
th
eir
ac
ad
em
ic,
s
p
ec
if
ically
in
m
ath
em
atics
.
As
ca
n
b
e
s
ee
n
,
o
u
t
o
f
5
6
3
r
esp
o
n
d
e
n
ts
,
m
o
s
t
o
f
th
e
r
esp
o
n
d
e
n
ts
d
is
p
lay
ed
s
atis
f
ac
to
r
y
lev
el
o
f
MP
with
2
3
1
s
tu
d
e
n
ts
(
4
1
.
0
3
%)
an
d
1
1
6
s
tu
d
en
ts
(
2
0
.
6
0
%)
f
o
r
t
h
e
f
air
l
y
s
atis
f
ac
to
r
y
o
f
th
e
to
tal
s
am
p
le
p
o
p
u
latio
n
.
T
ab
le
5
h
ig
h
lig
h
ts
th
e
lev
el
o
f
AR
o
f
th
e
r
esp
o
n
d
e
n
ts
an
d
in
d
icate
s
th
at
f
em
ale
s
tu
d
en
ts
(
M=
3
.
8
7
;
SD=0
.
3
7
)
e
x
h
ib
it
s
lig
h
tly
h
ig
h
er
AR
co
m
p
ar
ed
to
m
ale
s
tu
d
en
ts
(
M=
3
.
8
0
;
SD=0
.
4
3
)
.
Mo
r
eo
v
er
,
s
tatis
tical
an
aly
s
is
r
ev
ea
led
th
at
t
h
e
m
e
an
d
if
f
e
r
en
ce
o
f
0
.
0
7
is
s
tatis
tically
s
ig
n
if
ican
t
(
t=2
.
0
8
0
;
p
=0
.
0
3
6
)
.
T
ab
le
6
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
89
-
1
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94
p
r
esen
ts
d
ata
o
n
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ce
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ed
em
o
tio
n
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s
u
p
p
o
r
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f
r
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m
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s
h
o
win
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f
em
ale
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tu
d
en
ts
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5
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r
ep
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h
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m
ale
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.
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o
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r
,
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is
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ce
o
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o
t statis
tica
lly
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ig
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ican
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1
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;
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=0
.
0
5
6
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.
T
ab
le
4
.
L
e
v
el
o
f
th
e
r
esp
o
n
d
e
n
ts
’
MP
Le
v
e
l
N
u
meri
c
a
l
r
a
n
g
e
f
%
O
u
t
s
t
a
n
d
i
n
g
90
-
1
0
0
75
1
3
.
3
2
V
e
r
y
s
a
t
i
sf
a
c
t
o
r
y
85
-
89
1
4
1
2
5
.
0
4
S
a
t
i
sf
a
c
t
o
r
y
80
-
84
2
3
1
4
1
.
0
3
F
a
i
r
l
y
s
a
t
i
sf
a
c
t
o
r
y
75
-
79
1
1
6
2
0
.
6
0
D
i
d
n
o
t
mee
t
t
h
e
e
x
p
e
c
t
a
t
i
o
n
s
B
e
l
o
w
7
5
0
0
.
0
0
To
t
a
l
5
6
3
1
0
0
.
0
0
M
e
a
n
8
3
.
4
1
SD
4
.
9
0
T
ab
le
5
.
T
est o
f
d
if
f
er
e
n
ce
o
n
th
e
AR
o
f
th
e
r
esp
o
n
d
en
ts
S
o
u
r
c
e
o
f
d
i
f
f
e
r
e
n
c
e
M
e
a
n
SD
M
e
a
n
d
i
f
f
e
r
e
n
c
e
t
-
v
a
l
u
e
p
-
v
a
l
u
e
F
e
mal
e
3
.
8
7
0
.
3
7
0
.
0
7
2
.
0
8
0
*
0
.
0
3
6
M
a
l
e
3
.
8
0
0
.
4
3
*
si
g
n
i
f
i
c
a
n
t
a
t
p
<
0
.
0
5
(
t
w
o
-
t
a
i
l
e
d
)
T
ab
le
6
.
T
est o
f
d
if
f
er
e
n
ce
o
n
th
e
TES
r
ec
eiv
ed
b
y
th
e
r
esp
o
n
d
en
ts
S
o
u
r
c
e
o
f
d
i
f
f
e
r
e
n
c
e
M
e
a
n
SD
M
e
a
n
d
i
f
f
e
r
e
n
c
e
t
-
v
a
l
u
e
p
-
v
a
l
u
e
F
e
mal
e
4
.
3
1
0
.
5
2
0
.
0
9
1
.
9
1
8
*
0
.
0
5
6
M
a
l
e
4
.
2
2
0
.
6
0
*
si
g
n
i
f
i
c
a
n
t
a
t
p
<
0
.
0
5
(
t
w
o
-
t
a
i
l
e
d
)
T
h
e
co
r
r
elatio
n
b
etwe
en
r
esp
o
n
d
en
ts
’
a
g
e
a
n
d
t
h
eir
MP
is
s
h
o
wn
i
n
T
ab
le
7
.
T
h
e
r
esu
l
ts
in
d
icate
a
n
eg
lig
ib
le
p
o
s
itiv
e
r
elatio
n
s
h
ip
,
with
an
r
-
v
al
u
e
o
f
0
.
0
2
3
.
Mo
r
e
o
v
er
,
th
e
p
-
v
alu
e
o
f
0
.
5
9
2
ex
ce
e
d
s
th
e
s
ig
n
if
ican
ce
lev
el
o
f
0
.
0
5
,
s
u
g
g
esti
n
g
th
at
th
e
co
r
r
elatio
n
b
etwe
en
ag
e
an
d
MP
is
n
o
t statis
t
ically
s
ig
n
if
ican
t.
T
ab
le
8
s
h
o
ws
th
e
co
r
r
elatio
n
an
aly
s
is
b
etwe
en
AR
an
d
T
E
S,
AR
an
d
MP,
an
d
T
E
S
an
d
MP.
I
n
th
e
co
r
r
elatio
n
a
n
aly
s
is
b
etwe
en
AR
an
d
T
E
S,
t
h
er
e
was
a
wea
k
p
o
s
itiv
e
co
r
r
elatio
n
(
r
=0
.
4
5
2
,
p
<0
.
0
0
1
)
.
Fo
llo
win
g
,
AR
an
d
MP,
th
e
c
o
r
r
elatio
n
an
aly
s
is
r
ev
ea
led
a
n
eg
lig
ib
le
p
o
s
itiv
e
co
r
r
elatio
n
(
r
=0
.
2
4
6
,
p
<
0
.
0
0
1
)
.
L
astl
y
,
th
e
co
r
r
elatio
n
b
etw
ee
n
T
E
S
an
d
MP
also
s
h
o
wed
a
n
eg
lig
ib
le
p
o
s
itiv
e
c
o
r
r
elatio
n
(
r
=0
.
2
2
4
,
p
<0
.
0
0
1
)
.
T
h
ese
f
in
d
in
g
s
as
i
n
d
icate
d
b
y
th
e
p
-
v
alu
e
b
ein
g
less
th
an
0
.
0
0
1
,
wh
ich
is
b
elo
w
th
e
s
ig
n
if
ican
ce
lev
el
o
f
0
.
0
5
,
t
h
er
eb
y
lead
in
g
to
th
e
r
ejec
tio
n
o
f
th
e
n
u
ll h
y
p
o
th
esis
(
H₀)
.
T
ab
le
7
.
C
o
r
r
elatio
n
an
aly
s
is
b
etwe
en
ag
e
an
d
MP
V
a
r
i
a
b
l
e
s
r
-
v
a
l
u
e
S
t
r
e
n
g
t
h
o
f
c
o
r
r
e
l
a
t
i
o
n
p
-
v
a
l
u
e
D
e
c
i
s
i
o
n
R
e
mar
k
s
A
g
e
a
n
d
MP
0
.
0
2
3
N
e
g
l
i
g
i
b
l
e
p
o
s
i
t
i
v
e
0
.
5
9
2
D
o
n
o
t
r
e
j
e
c
t
H
o
N
o
t
s
i
g
n
i
f
i
c
a
n
t
*
si
g
n
i
f
i
c
a
n
t
a
t
p
<
0
.
0
5
(
t
w
o
-
t
a
i
l
e
d
)
T
ab
le
8
.
C
o
r
r
elatio
n
an
aly
s
is
V
a
r
i
a
b
l
e
s
S
t
a
t
i
st
i
c
s
AR
TES
MP
AR
P
e
a
r
so
n
’
s r
-
df
-
p
-
v
a
l
u
e
-
TES
P
e
a
r
so
n
’
s r
0
.
4
5
2
*
*
-
df
5
6
1
-
p
-
v
a
l
u
e
<
0
.
0
0
1
-
MP
P
e
a
r
so
n
’
s r
0
.
2
4
6
*
*
0
.
2
2
4
*
*
-
df
5
6
1
5
6
1
-
p
-
v
a
l
u
e
<
0
.
0
0
1
<
0
.
0
0
1
-
*
*
si
g
n
i
f
i
c
a
n
t
a
t
p
<
0
.
0
0
1
(
t
w
o
-
t
a
i
l
e
d
)
M
e
d
i
a
t
i
o
n
a
n
a
l
y
s
i
s
w
as
p
e
r
f
o
r
m
e
d
t
o
b
e
t
te
r
u
n
d
e
r
s
t
a
n
d
t
h
e
m
e
d
i
a
t
i
n
g
r
o
l
e
o
f
T
E
S
i
n
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
AR
a
n
d
MP
;
t
h
e
s
t
u
d
y
e
m
p
l
o
y
e
d
a
p
a
t
h
a
n
a
l
y
s
i
s
u
s
in
g
S
m
a
r
t
P
L
S
4
.
T
h
is
s
ta
t
is
ti
c
al
a
p
p
r
o
a
c
h
a
l
l
o
w
e
d
f
o
r
t
h
e
e
s
t
i
m
a
ti
o
n
o
f
b
o
t
h
d
i
r
e
ct
a
n
d
i
n
d
i
r
e
ct
e
f
f
e
ct
s
a
m
o
n
g
t
h
e
v
a
r
i
a
b
l
es
.
Ac
c
o
r
d
i
n
g
t
o
P
r
e
a
ch
e
r
a
n
d
H
a
y
e
s
[
4
8
]
,
m
e
d
i
a
t
i
o
n
a
n
a
l
y
s
is
h
e
l
p
s
d
et
e
r
m
i
n
e
w
h
e
t
h
e
r
t
h
e
e
f
f
ec
t
o
f
a
n
IV
o
n
a
DV
is
t
r
a
n
s
m
i
tt
e
d
th
r
o
u
g
h
a
m
e
d
i
a
t
o
r
.
T
h
e
r
e
l
a
t
i
o
n
s
h
i
p
s
a
m
o
n
g
AR
,
T
E
S
,
a
n
d
M
P
w
e
r
e
f
u
r
t
h
e
r
e
x
am
i
n
e
d
u
s
i
n
g
m
e
d
i
a
ti
o
n
a
n
d
p
a
t
h
a
n
a
l
y
s
is
.
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
B
r
id
g
in
g
r
esil
ien
ce
a
n
d
ma
t
h
e
ma
tics
s
u
cc
ess
:
th
e
med
ia
tin
g
r
o
le
o
f te
a
ch
er e
mo
tio
n
a
l
…
(
I
r
en
e
O.
Ma
mites
)
95
T
ab
le
9
p
r
esen
ts
th
e
m
ed
iatio
n
an
aly
s
is
,
s
h
o
win
g
th
e
to
tal,
d
ir
ec
t,
an
d
in
d
ir
ec
t
ef
f
ec
ts
o
f
AR
o
n
MP
th
r
o
u
g
h
T
E
S.
T
h
e
p
ath
esti
m
ates
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el
ar
e
s
u
m
m
ar
ized
in
T
ab
le
1
0
,
illu
s
tr
atin
g
th
e
s
tr
en
g
th
an
d
s
ig
n
if
ica
n
ce
o
f
t
h
e
r
elatio
n
s
h
ip
s
am
o
n
g
th
e
s
tu
d
y
v
a
r
ia
b
les.
Fin
ally
,
Fig
u
r
e
2
p
r
esen
ts
th
e
p
ath
esti
m
ates
o
f
th
e
v
a
r
iab
les d
er
iv
e
d
f
r
o
m
t
h
e
m
ed
iatio
n
m
o
d
el.
T
ab
le
9
.
Me
d
iatio
n
an
aly
s
is
S
t
a
t
i
st
i
c
s
To
t
a
l
e
f
f
e
c
t
D
i
r
e
c
t
e
f
f
e
c
t
I
n
d
i
r
e
c
t
e
f
f
e
c
t
o
f
TES
Β
2
.
8
9
8
2
.
1
4
4
0
.
7
5
5
t
-
v
a
l
u
e
6
.
0
6
4
.
0
0
3
.
1
5
p
-
v
a
l
u
e
<
0
.
0
0
1
<
0
.
0
0
1
0
.
0
0
2
CI
(
1
.
9
6
9
;
3
.
8
3
)
(
1
.
1
2
1
;
3
.
2
1
)
(
0
.
3
1
3
;
1
.
2
4
)
M
e
d
i
a
t
i
o
n
(
%
)
1
0
0
.
0
7
4
.
0
2
6
.
0
2
0
.
0
6
0
3
0
.
0
7
6
2
-
2
-
0
.
0
1
7
2
-
T
ab
le
1
0
.
Path
esti
m
ates
9
5
%
C
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
V
a
r
i
a
b
l
e
s
La
b
e
l
Est
i
m
a
t
e
SE
Lo
w
e
r
U
p
p
e
r
t
p
A
R
→TES
a
0
.
6
0
9
0
.
0
5
0
6
0
.
5
1
0
0
.
7
0
9
1
2
.
0
4
<
0
.
0
0
1
TES→
M
P
b
1
.
2
3
9
0
.
3
9
7
9
0
.
4
5
9
2
.
0
1
8
3
.
1
1
0
.
0
0
2
A
R
→M
P
c’
2
.
1
4
4
0
.
5
3
5
9
1
.
0
9
3
3
.
1
9
4
4
.
0
0
<
0
.
0
0
1
*
S
i
g
n
i
f
i
c
a
n
t
a
t
p
<
0
.
0
5
(
t
w
o
t
a
i
l
e
d
)
,
*
*
si
g
n
i
f
i
c
a
n
t
a
t
p
<
0
.
0
0
1
(
t
w
o
t
a
i
l
e
d
)
Fig
u
r
e
2
.
Path
esti
m
ates
o
f
th
e
v
ar
iab
les
Mo
r
eo
v
er
,
th
e
R
²
f
o
r
t
h
is
m
o
d
el
(
AR
+T
E
S→MP)
was
0
.
0
7
6
2
,
s
h
o
win
g
th
at
in
clu
d
in
g
T
E
S
in
cr
ea
s
ed
th
e
ex
p
lain
e
d
v
a
r
ia
n
ce
in
MP
to
7
.
6
2
%.
Ho
wev
e
r
,
th
e
in
d
ir
ec
t
ef
f
ec
t
o
f
AR
o
n
MP
th
r
o
u
g
h
T
E
S
was
also
f
o
u
n
d
s
ig
n
if
ican
t
(
β
=
0
.
7
5
5
,
t
=
3
.
0
1
,
p
=
0
.
0
0
3
)
,
ac
c
o
u
n
tin
g
f
o
r
2
6
%
o
f
th
e
to
tal
e
f
f
ec
t.
Sin
ce
th
e
b
et
a
v
alu
es
ar
e
en
tire
ly
ab
o
v
e
ze
r
o
an
d
p
o
s
itiv
e,
we
ca
n
co
n
cl
u
d
e
th
at
th
e
p
r
esen
ce
o
f
m
e
d
iatin
g
r
o
le
o
f
T
E
S
s
tr
en
g
th
en
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
AR
an
d
MP.
Fu
r
th
er
m
o
r
e,
th
e
b
ias
co
r
r
ec
ted
b
o
o
ts
tr
ap
co
n
f
id
e
n
ce
in
ter
v
al
f
o
r
th
e
in
d
ir
ec
t e
f
f
ec
t
(
β=.7
6
)
b
ased
o
n
5
,
0
0
0
b
o
o
ts
tr
ap
s
am
p
les wa
s
en
tire
ly
ab
o
v
e
ze
r
o
(
0
.
3
1
3
;
1
.
2
4
)
wh
ich
m
ea
n
s
th
at
AR
is
b
o
t
h
d
ir
ec
tly
an
d
in
d
ir
ec
tly
r
ela
ted
to
MP
th
r
o
u
g
h
T
E
S.
Fin
ally
,
th
e
ca
lcu
lated
C
o
h
en
’
s
f
²
=
0
.
0
1
7
2
in
d
icate
s
a
s
m
all
b
u
t
m
ea
n
i
n
g
f
u
l
ef
f
e
ct
s
ize
f
o
r
T
E
S
as
a
m
ed
iat
o
r
,
s
h
o
win
g
th
at
it
co
n
tr
ib
u
tes
ad
d
itio
n
al
ex
p
la
n
ato
r
y
p
o
wer
to
th
e
m
o
d
el.
T
h
er
ef
o
r
e
,
s
in
ce
th
e
co
n
f
id
en
c
e
in
ter
v
al
d
o
es
n
o
t
in
clu
d
e
ze
r
o
,
th
e
m
ed
iatio
n
ef
f
ec
t
is
s
tatis
tically
s
ig
n
if
ican
t
th
u
s
we
r
ejec
t
th
e
n
u
ll
h
y
p
o
th
esis
an
d
co
n
clu
d
e
th
at
th
e
m
ed
iatio
n
e
f
f
ec
t o
f
T
E
S o
n
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
AR
an
d
MP
is
s
ig
n
if
ican
t.
M
a
t
h
e
ma
t
i
c
s
p
e
r
f
o
r
m
a
n
c
e
Te
a
c
h
e
r
e
m
o
t
i
o
n
a
l
s
u
p
p
o
r
t
A
c
a
d
e
mi
c
r
e
si
l
i
e
n
c
e
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
89
-
1
01
96
3
.
2
.
Dis
cus
s
io
n
R
ef
lectin
g
o
n
t
h
e
f
i
n
d
in
g
s
,
th
e
h
ig
h
lev
el
o
f
p
er
s
ev
er
a
n
c
e
in
T
a
b
le
2
im
p
lies
th
at
s
t
u
d
en
ts
ar
e
m
o
tiv
ated
to
p
er
s
is
t
th
r
o
u
g
h
a
ca
d
em
ic
d
if
f
icu
lties
,
esp
ec
ially
in
m
ath
em
atics,
wh
er
e
co
n
s
is
ten
t
ef
f
o
r
t
b
u
ild
s
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
5
0
]
.
T
h
eir
h
ig
h
s
co
r
es
in
r
ef
lectin
g
an
d
ad
ap
tiv
e
h
elp
-
s
ee
k
in
g
s
h
o
w
s
elf
-
awa
r
en
ess
,
as
th
ey
m
o
n
ito
r
th
eir
p
er
f
o
r
m
an
ce
an
d
s
ee
k
h
elp
wh
e
n
n
ee
d
ed
,
s
u
p
p
o
r
tin
g
r
esear
ch
th
at
h
ig
h
lig
h
ts
th
e
r
o
le
o
f
teac
h
er
s
in
k
ee
p
in
g
s
tu
d
en
ts
en
g
ag
ed
[
5
1
]
.
Mo
r
eo
v
e
r
,
th
ei
r
ab
ilit
y
to
r
eg
u
late
em
o
tio
n
s
h
elp
s
th
em
m
an
ag
e
s
tr
ess
an
d
s
tay
f
o
cu
s
ed
in
cl
ass
.
T
h
ese
f
in
d
in
g
s
af
f
i
r
m
t
h
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
r
es
ilien
ce
to
im
p
r
o
v
e
ac
ad
em
ic
o
u
tco
m
es
[
5
2
]
,
p
a
r
ticu
lar
ly
wh
en
s
u
p
p
o
r
ted
b
y
em
o
tio
n
ally
r
esp
o
n
s
iv
e
te
ac
h
in
g
.
Per
s
is
ten
ce
,
s
elf
-
awa
r
en
ess
,
an
d
em
o
tio
n
al
r
eg
u
latio
n
to
g
eth
er
s
tr
en
g
th
e
n
AR
,
b
o
o
s
t
co
n
f
id
en
ce
,
an
d
en
h
an
ce
MP,
wh
ile
also
f
o
s
ter
in
g
d
ee
p
er
th
in
k
in
g
th
at
h
elp
s
s
tu
d
en
ts
n
o
t ju
s
t su
c
ce
ed
b
u
t c
o
n
tin
u
e
im
p
r
o
v
in
g
o
v
er
tim
e.
Fo
llo
win
g
th
is
,
in
s
p
ite
o
f
t
h
e
f
ac
t
th
at
t
h
e
th
r
ee
co
m
p
o
n
e
n
t
s
ar
e
n
o
t
o
n
th
e
s
am
e
le
v
el,
r
e
s
p
o
n
d
en
ts
s
tr
o
n
g
ly
f
ee
l
em
o
tio
n
all
y
co
n
n
ec
ted
to
th
eir
teac
h
er
s
an
d
p
er
ce
iv
e
th
em
as
atten
tiv
e
an
d
s
en
s
itiv
e
to
th
eir
n
ee
d
s
,
r
esp
o
n
d
in
g
p
o
s
itiv
ely
to
th
em
.
Hav
i
n
g
th
is
lev
el
o
f
em
o
tio
n
al
s
u
p
p
o
r
t
f
r
o
m
tea
ch
er
s
ca
n
ex
e
r
t
a
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
,
p
ar
ticu
lar
ly
in
m
ath
em
atics
[
2
2
]
.
Ho
wev
er
,
th
e
v
ar
iatio
n
in
SD
s
u
g
g
ests
d
if
f
er
en
ce
s
in
s
tu
d
en
ts
'
ex
p
er
ien
ce
s
o
r
p
er
ce
p
tio
n
s
.
Po
s
itiv
e
clim
ate,
th
e
h
ig
h
est
-
r
ated
co
m
p
o
n
e
n
t,
r
ef
e
r
s
to
th
e
way
teac
h
er
s
cr
ea
te
a
war
m
,
r
esp
ec
tf
u
l,
an
d
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
w
h
er
e
s
tu
d
en
ts
f
ee
l
v
alu
e
d
.
W
h
en
s
tu
d
en
ts
f
ee
l
s
af
e
an
d
ac
ce
p
ted
in
class
,
th
ey
ar
e
m
o
r
e
lik
ely
to
p
ar
ticip
ate,
s
tay
m
o
tiv
ated
,
an
d
tak
e
ac
a
d
em
ic
r
is
k
s
th
at
lead
to
g
r
o
wth
.
B
u
ild
in
g
o
n
th
ese
p
o
in
ts
,
tea
ch
er
s
en
s
itiv
ity
,
wh
ich
also
r
ec
eiv
ed
a
v
er
y
h
ig
h
r
atin
g
,
r
e
f
lects
h
o
w
well
teac
h
er
s
n
o
tice
an
d
r
esp
o
n
d
to
s
tu
d
e
n
ts
'
ac
ad
em
ic
an
d
em
o
tio
n
al
n
ee
d
s
.
T
ea
ch
er
s
wh
o
ar
e
atten
tiv
e
an
d
q
u
ick
t
o
o
f
f
er
h
elp
ca
n
r
ed
u
ce
s
tu
d
en
ts
’
s
tr
ess
an
d
e
n
co
u
r
ag
e
a
s
en
s
e
o
f
b
elo
n
g
in
g
,
wh
ich
i
m
p
r
o
v
es
f
o
cu
s
an
d
lear
n
in
g
o
u
tco
m
es.
Me
an
wh
i
le,
alth
o
u
g
h
r
eg
ar
d
f
o
r
a
d
o
l
escen
ts
’
p
er
s
p
ec
tiv
e
was
s
lig
h
tly
lo
wer
,
it
s
till
r
ea
ch
ed
a
h
ig
h
lev
el.
T
h
is
co
m
p
o
n
en
t
r
ef
e
r
s
to
h
o
w
m
u
c
h
teac
h
er
s
r
esp
ec
t
s
tu
d
e
n
ts
'
o
p
in
io
n
s
,
en
c
o
u
r
a
g
e
au
to
n
o
m
y
,
a
n
d
in
v
o
lv
e
t
h
em
i
n
d
ec
is
io
n
s
.
W
h
en
s
tu
d
e
n
ts
f
e
el
th
at
th
eir
v
o
ices
ar
e
h
ea
r
d
,
th
ey
b
ec
o
m
e
m
o
r
e
r
esp
o
n
s
ib
le
an
d
en
g
ag
ed
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
.
Alto
g
eth
er
,
th
ese
f
i
n
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
teac
h
er
s
to
cr
ea
te
a
welc
o
m
in
g
an
d
s
af
e
class
r
o
o
m
en
v
ir
o
n
m
en
t
wh
il
e
p
r
o
v
id
in
g
b
o
t
h
em
o
tio
n
al
a
n
d
ac
ad
em
ic
s
u
p
p
o
r
t
b
y
b
ein
g
r
esp
o
n
s
iv
e
to
s
tu
d
en
t
s
’
n
ee
d
s
[
5
3
]
.
Su
b
s
e
q
u
e
n
tl
y
,
T
a
b
l
e
4
p
r
es
e
n
t
s
a
m
ea
n
q
u
a
lit
ati
v
e
d
es
cr
ip
ti
o
n
o
f
s
atis
f
a
ct
o
r
y
,
i
n
d
ica
ti
n
g
t
h
at
s
tu
d
en
ts
m
et
t
h
e
b
asi
c
ex
p
e
ct
ati
o
n
s
b
u
t
s
ti
ll
h
av
e
r
o
o
m
to
i
m
p
r
o
v
e
[
5
4
]
.
T
h
is
s
h
o
ws
t
h
at
e
v
e
n
i
f
s
t
u
d
en
ts
k
n
o
w
t
h
e
b
asi
cs,
th
e
y
m
ay
s
till
s
tr
u
g
g
le
w
it
h
h
ar
d
er
t
as
k
s
t
h
at
r
e
q
u
i
r
e
d
e
ep
er
th
in
k
in
g
.
O
n
e
r
e
aso
n
f
o
r
t
h
e
s
atis
f
ac
t
o
r
y
lev
el
c
o
u
l
d
b
e
d
i
f
f
e
r
e
n
c
es
i
n
h
o
w
s
t
u
d
e
n
ts
h
a
n
d
le
ch
all
en
g
es
a
n
d
h
o
w
m
u
ch
s
u
p
p
o
r
t
t
h
e
y
f
ee
l
f
r
o
m
t
h
ei
r
tea
ch
er
s
.
St
u
d
e
n
ts
w
h
o
a
r
e
les
s
m
o
ti
v
a
te
d
,
ea
s
il
y
s
t
r
ess
ed
,
o
r
u
n
s
u
r
e
wh
e
n
t
o
as
k
f
o
r
h
el
p
m
a
y
f
i
n
d
it
h
ar
d
t
o
d
o
we
ll
i
n
m
at
h
.
He
lp
in
g
s
t
u
d
e
n
ts
b
e
co
m
e
m
o
r
e
c
o
n
f
i
d
e
n
t
,
e
m
o
ti
o
n
all
y
s
t
r
o
n
g
,
a
n
d
s
u
p
p
o
r
t
ed
b
y
t
h
e
ir
tea
c
h
e
r
s
ca
n
l
ea
d
t
o
b
ett
er
p
e
r
f
o
r
m
a
n
c
e
i
n
m
a
th
em
ati
cs.
T
h
e
r
ef
o
r
e
,
c
o
n
s
i
d
e
r
i
n
g
t
h
e
f
a
ct
o
r
s
t
h
at
a
f
f
ec
t
s
t
u
d
e
n
ts
'
m
at
h
e
m
a
tics
g
r
a
d
es
is
ess
e
n
ti
a
l;
o
t
h
e
r
wis
e,
n
e
g
l
ec
t
in
g
t
h
es
e
i
s
s
u
es
m
ay
h
i
n
d
e
r
ed
u
ca
t
io
n
a
l
p
r
o
g
r
ess
[
1
3
]
.
Mo
r
eo
v
er
,
in
T
ab
le
5
,
th
e
r
esu
lt
s
h
o
wed
th
at
f
em
ale
s
tu
d
en
ts
ar
e
m
o
r
e
r
esil
ien
t
ac
ad
em
ically
,
wh
ich
m
ay
b
e
attr
ib
u
te
d
to
th
eir
g
r
e
ater
em
o
tio
n
al
r
eg
u
latio
n
s
k
ills
an
d
p
r
o
ac
tiv
e
h
elp
-
s
ee
k
in
g
b
eh
av
io
r
s
.
R
esear
ch
s
u
p
p
o
r
ts
th
is
co
n
clu
s
io
n
,
with
Năstas
ă
et
a
l
.
[
5
5
]
n
o
tin
g
th
at
f
em
ale
s
tu
d
en
ts
o
f
ten
s
h
o
w
h
ig
h
er
AR
d
u
e
to
s
tr
o
n
g
er
em
o
tio
n
al
in
tellig
en
ce
an
d
m
o
r
e
s
u
p
p
o
r
tiv
e
p
ee
r
n
etwo
r
k
s
.
Similar
ly
,
Sad
ia
an
d
Kh
u
r
s
h
id
[
5
6
]
em
p
h
asized
th
at
f
em
ale
s
tu
d
en
ts
ten
d
to
ad
ap
t
b
etter
in
ch
allen
g
in
g
ac
ad
em
ic
en
v
ir
o
n
m
en
ts
,
o
f
ten
d
u
e
to
s
o
cieta
l
s
o
cializa
tio
n
th
at
en
c
o
u
r
ag
es
p
er
s
is
ten
ce
an
d
s
elf
-
r
eg
u
latio
n
.
T
h
is
s
u
g
g
ests
th
at
f
em
ale
s
tu
d
en
ts
ar
e
b
etter
ab
le
to
m
a
n
ag
e
s
tr
ess
an
d
s
tay
m
o
tiv
ated
wh
en
f
ac
in
g
ac
ad
em
ic
ch
allen
g
es.
T
h
eir
willin
g
n
ess
to
s
ee
k
h
elp
wh
en
n
ee
d
ed
also
allo
ws th
em
to
s
tay
o
n
tr
ac
k
,
e
v
en
in
d
if
f
icu
lt su
b
jects lik
e
m
ath
em
atics.
I
n
th
e
s
am
e
v
ein
,
T
ab
le
6
s
h
o
ws
a
tr
en
d
s
u
g
g
esti
n
g
th
at
f
em
ale
s
tu
d
en
ts
m
a
y
ex
p
er
ien
ce
s
lig
h
tly
m
o
r
e
T
E
S.
Ho
wev
er
,
th
e
lack
o
f
s
tatis
tical
s
ig
n
if
ican
ce
m
ea
n
s
th
at
b
o
th
m
ale
an
d
f
em
ale
s
tu
d
en
ts
g
en
er
ally
p
er
ce
iv
e
s
im
ilar
lev
els
o
f
tea
ch
er
s
u
p
p
o
r
t.
T
h
is
s
u
g
g
ests
th
at
teac
h
er
s
p
r
o
v
id
e
em
o
tio
n
al
s
u
p
p
o
r
t
eq
u
itab
ly
,
r
eg
ar
d
less
o
f
g
e
n
d
er
.
T
h
is
f
i
n
d
in
g
alig
n
s
with
Heja
zi
an
d
Sad
o
u
g
h
i
[
5
7
]
,
wh
o
o
b
s
er
v
ed
n
o
m
ea
n
in
g
f
u
l
g
en
d
er
-
b
ased
d
if
f
e
r
en
ce
s
in
T
E
S
with
in
in
clu
s
iv
e
an
d
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
en
v
i
r
o
n
m
e
n
ts
.
T
h
is
in
d
icate
s
th
at
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
p
r
o
m
o
t
es
f
air
n
ess
an
d
e
m
o
tio
n
al
s
af
e
ty
f
o
r
all
s
tu
d
en
ts
.
W
h
en
s
tu
d
en
ts
f
ee
l
s
u
p
p
o
r
ted
eq
u
ally
,
th
e
y
ar
e
m
o
r
e
lik
ely
t
o
f
ee
l secu
r
e
an
d
m
o
tiv
ate
d
to
lear
n
,
n
o
m
atter
wh
at
th
eir
g
en
d
er
.
Mo
v
in
g
f
o
r
war
d
,
th
e
r
esu
lts
in
T
ab
le
7
im
p
ly
th
at
s
tu
d
en
ts
'
p
er
f
o
r
m
an
ce
in
m
ath
em
atics
d
o
es
n
o
t
d
ep
en
d
o
n
th
eir
ag
e.
T
h
er
ef
o
r
e,
it
ca
n
b
e
co
n
clu
d
ed
t
h
at
ag
e
is
n
o
t
a
d
eter
m
in
in
g
f
ac
to
r
i
n
h
o
w
well
s
tu
d
en
ts
p
er
f
o
r
m
in
th
e
s
u
b
ject.
T
h
is
is
s
u
p
p
o
r
ted
b
y
Als
h
am
m
ar
i
e
t
a
l
.
[
5
8
]
wh
o
f
o
u
n
d
th
at
ag
e
h
ad
n
o
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
s
tu
d
en
ts
’
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
.
O
n
th
e
o
th
er
h
an
d
,
C
ap
in
d
in
g
[
5
9
]
n
o
te
d
th
at
wh
en
s
tu
d
e
n
ts
ar
e
g
r
o
u
p
ed
b
y
ag
e,
th
e
r
e
ar
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
asp
ec
ts
s
u
ch
as
m
o
tiv
atio
n
,
in
ter
est,
attitu
d
e,
an
x
iety
,
an
d
ac
h
iev
em
e
n
t
in
m
ath
em
a
tics
.
T
h
is
m
ea
n
s
th
at
wh
ile
o
ld
er
o
r
y
o
u
n
g
er
s
tu
d
en
ts
m
ay
ap
p
r
o
ac
h
lear
n
in
g
d
if
f
er
en
tly
,
th
eir
ac
tu
al
p
er
f
o
r
m
an
ce
lev
els
r
em
ain
s
im
ilar
.
Hen
ce
,
ed
u
ca
to
r
s
s
h
o
u
ld
s
till
co
n
s
id
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ag
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-
r
elate
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n
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s
in
teac
h
in
g
s
tr
ateg
ies,
ev
en
if
ag
e
alo
n
e
d
o
es n
o
t a
f
f
ec
t f
in
al
g
r
ad
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
es E
d
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c
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SS
N:
2252
-
8
8
2
2
B
r
id
g
in
g
r
esil
ien
ce
a
n
d
ma
t
h
e
ma
tics
s
u
cc
ess
:
th
e
med
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r
o
le
o
f te
a
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mo
tio
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…
(
I
r
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O.
Ma
mites
)
97
Nev
er
th
eless
,
in
T
ab
le
8
,
d
esp
ite
s
tati
s
tical
s
ig
n
if
ican
ce
,
th
e
wea
k
an
d
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e
g
lig
ib
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p
o
s
itiv
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r
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ex
tu
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is
tics
m
ay
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b
e
in
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cin
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elatio
n
s
h
ip
s
.
A
n
e
g
lig
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le
co
r
r
elatio
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m
ea
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th
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co
n
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ec
tio
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etwe
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les
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p
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e
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b
u
t
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o
s
m
all
to
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av
e
a
m
ea
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f
u
l
ef
f
ec
t.
Fo
r
in
s
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ce
,
s
ch
o
o
l
cu
ltu
r
e
th
at
in
clu
d
es
n
o
r
m
s
,
v
al
u
es,
an
d
ex
p
ec
tatio
n
s
with
in
th
e
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
h
as
b
ee
n
f
o
u
n
d
to
s
ig
n
if
ican
t
ly
im
p
ac
t
b
o
th
s
tu
d
e
n
t
b
e
h
av
io
r
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
c
e
[
6
0
]
.
A
p
o
s
itiv
e
s
ch
o
o
l
clim
ate
ca
n
f
o
s
ter
r
esil
ien
ce
an
d
en
c
o
u
r
ag
e
s
tr
o
n
g
er
em
o
tio
n
al
c
o
n
n
ec
tio
n
s
b
et
wee
n
s
tu
d
en
ts
a
n
d
teac
h
er
s
,
wh
ich
i
n
tu
r
n
s
u
p
p
o
r
ts
ac
ad
em
ic
ac
h
iev
em
en
t
[
6
1
]
.
I
n
ad
d
itio
n
,
f
ac
to
r
s
s
u
ch
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
,
f
am
ily
s
u
p
p
o
r
t,
p
ee
r
r
elatio
n
s
h
ip
s
,
an
d
class
r
o
o
m
p
r
ac
tices
m
ay
also
p
la
y
cr
u
cial
r
o
les
in
s
h
ap
i
n
g
s
tu
d
en
ts
’
r
esil
ien
ce
an
d
lear
n
i
n
g
o
u
tc
o
m
es [
6
2
]
.
I
n
r
elatio
n
to
th
is
,
L
o
b
o
[
2
5
]
n
o
ted
th
at
s
tu
d
en
ts
wh
o
p
er
ce
iv
e
h
ig
h
er
em
o
tio
n
al
s
u
p
p
o
r
t
f
r
o
m
in
s
tr
u
cto
r
s
ten
d
to
ex
h
i
b
it
g
r
ea
ter
AR
an
d
T
E
S
em
o
tio
n
al
s
u
p
p
o
r
t
is
p
o
s
itiv
ely
ass
o
ciate
d
with
s
ch
o
o
l
en
g
ag
em
e
n
t
an
d
p
ar
tially
m
e
d
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
AR
an
d
s
ch
o
o
l
en
g
a
g
em
e
n
t.
L
ik
ewise,
th
ese
f
in
d
in
g
s
a
g
r
ee
with
th
e
s
tu
d
y
o
f
DiNap
o
li
an
d
Miller
[
5
1
]
,
wh
ich
f
o
u
n
d
th
at
AR
—
p
ar
ticu
lar
ly
p
er
s
ev
er
an
ce
in
p
r
o
b
lem
-
s
o
lv
in
g
—
p
o
s
itiv
ely
in
f
lu
en
ce
s
MP.
Su
p
p
o
r
tin
g
t
h
is
,
Xen
o
f
o
n
to
s
an
d
Mo
u
r
o
u
ts
o
u
[
6
3
]
f
o
u
n
d
t
h
at
s
tu
d
en
ts
with
s
tr
o
n
g
m
ath
em
a
tical
r
esil
ien
ce
,
s
u
ch
as
th
e
ab
ilit
y
to
p
er
s
is
t,
ad
a
p
t,
an
d
o
v
e
r
co
m
e
d
if
f
icu
lties
,
ar
e
m
o
r
e
lik
ely
t
o
s
u
cc
ee
d
in
s
o
lv
in
g
m
ath
em
atica
l
ap
p
licatio
n
p
r
o
b
lem
s
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
ev
en
th
o
u
g
h
t
h
e
m
ea
s
u
r
ed
c
o
r
r
elati
o
n
s
wer
e
wea
k
,
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
v
ar
iab
les
m
a
y
s
till
b
e
im
p
o
r
tan
t
wh
en
co
m
b
i
n
ed
with
o
th
er
co
n
tr
ib
u
tin
g
f
ac
to
r
s
.
T
ak
en
to
g
et
h
er
,
T
a
b
le
9
an
d
T
ab
le
1
0
r
ei
n
f
o
r
ce
th
e
id
ea
th
at
AR
h
as
a
m
ea
n
in
g
f
u
l
im
p
a
ct
o
n
MP.
T
h
e
r
esu
lts
s
h
o
w
th
at
s
tu
d
e
n
ts
with
h
ig
h
AR
ten
d
to
p
er
f
o
r
m
b
etter
in
m
ath
em
atic
s
b
ec
au
s
e
th
ey
a
r
e
p
er
s
is
ten
t,
ca
n
m
an
a
g
e
th
eir
em
o
tio
n
s
,
an
d
s
ee
k
h
el
p
wh
e
n
n
ee
d
e
d
to
o
v
er
c
o
m
e
d
if
f
icu
lties
.
T
h
is
r
esu
lt
is
s
u
p
p
o
r
ted
b
y
th
e
s
tu
d
y
o
f
R
o
m
an
o
et
a
l
.
[
1
6
]
wh
o
f
o
u
n
d
th
at
s
tu
d
en
ts
with
h
ig
h
AR
h
av
e
h
ig
h
e
r
g
r
a
d
es
b
ec
au
s
e
th
ey
ar
e
m
o
r
e
m
o
tiv
at
ed
to
p
er
f
o
r
m
well
in
s
ch
o
o
l.
Similar
ly
,
th
e
s
tu
d
y
o
f
Ab
u
b
ak
ar
et
a
l
.
[
6
4
]
f
o
u
n
d
th
at
s
t
u
d
en
ts
with
h
ig
h
AR
ar
e
m
o
r
e
lik
ely
t
o
im
p
r
o
v
e
th
eir
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
co
m
p
ar
e
d
to
t
h
o
s
e
with
lo
wer
AR
.
T
h
ese
s
tu
d
ies
e
m
p
h
asize
th
e
s
tr
o
n
g
in
f
lu
en
ce
o
f
AR
o
n
s
tu
d
en
ts
’
l
ea
r
n
in
g
o
u
tco
m
es.
Mo
r
eo
v
er
,
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
em
o
tio
n
al
ly
ca
n
s
ig
n
if
ica
n
tly
b
o
o
s
t
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
AR
o
n
th
eir
s
u
cc
ess
in
m
ath
e
m
atics
[
2
2
]
.
T
h
ese
f
in
d
in
g
s
p
r
o
v
id
e
e
v
id
en
ce
t
h
at
r
esil
ien
t stu
d
en
ts
ar
e
m
o
r
e
lik
e
ly
to
im
p
r
o
v
e
th
eir
MP,
esp
ec
ially
wh
en
th
ey
r
ec
eiv
e
T
E
S.
Alt
h
o
u
g
h
AR
s
h
o
we
d
o
n
ly
a
wea
k
d
i
r
ec
t
r
el
ati
o
n
s
h
ip
wit
h
MP,
t
h
e
m
ed
iat
io
n
an
al
y
s
is
,
a
m
et
h
o
d
u
s
e
d
to
tes
t
if
o
n
e
v
ar
ia
b
l
e
e
x
p
lai
n
s
t
h
e
c
o
n
n
ec
ti
o
n
b
e
twe
en
t
wo
o
th
e
r
v
a
r
i
a
b
les
r
e
v
e
ale
d
a
s
t
r
o
n
g
i
n
d
i
r
ec
t
e
f
f
ec
t
.
T
h
is
s
h
o
ws
th
at
w
h
il
e
r
esi
lie
n
ce
h
el
p
s
s
t
u
d
e
n
ts
f
ac
e
c
h
all
e
n
g
es
,
T
E
S
t
u
r
n
s
t
h
a
t
r
es
ilie
n
ce
in
t
o
r
ea
l
a
ca
d
e
m
i
c
im
p
r
o
v
e
m
e
n
t
.
T
h
e
p
r
es
e
n
ce
o
f
ca
r
i
n
g
a
n
d
r
esp
o
n
s
i
v
e
te
ac
h
er
s
h
el
p
s
s
tu
d
e
n
ts
s
t
ay
m
o
ti
v
ate
d
,
f
o
c
u
s
e
d
,
a
n
d
co
n
f
i
d
e
n
t
i
n
s
o
l
v
i
n
g
d
i
f
f
i
c
u
lt
m
at
h
e
m
a
tics
p
r
o
b
le
m
s
.
T
h
e
r
e
f
o
r
e,
r
esil
i
e
n
ce
al
o
n
e
m
a
y
n
o
t
b
e
en
o
u
g
h
;
s
t
u
d
e
n
ts
also
n
e
ed
a
n
u
r
t
u
r
i
n
g
an
d
s
u
p
p
o
r
ti
v
e
e
n
v
i
r
o
n
m
e
n
t
t
o
tu
r
n
th
ei
r
r
es
ili
en
ce
i
n
t
o
ac
ad
em
ic
s
u
cc
ess
[
6
5
]
.
I
n
th
is
r
eg
ar
d
,
T
E
S ser
v
es a
s
an
ad
d
ed
f
ac
t
o
r
th
at
s
tr
en
g
th
en
s
s
tu
d
en
ts
’
ac
h
iev
em
en
ts
in
m
ath
em
atics
[
6
6
]
.
C
o
r
r
esp
o
n
d
in
g
ly
,
t
h
is
r
esu
lt
alig
n
s
with
th
e
p
r
ev
io
u
s
f
in
d
in
g
s
o
f
R
o
m
an
o
et
a
l
.
[
1
6
]
wh
o
s
h
o
wed
th
at
p
er
ce
iv
ed
T
E
S
h
elp
s
ex
p
lain
h
o
w
r
esil
ien
ce
co
n
tr
ib
u
tes
to
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
is
h
ig
h
lig
h
ts
th
e
cr
itical
r
o
le
o
f
e
m
o
t
i
o
n
a
l
l
y
s
u
p
p
o
r
t
i
v
e
t
e
a
c
h
i
n
g
i
n
m
a
x
i
m
iz
i
n
g
th
e
b
en
ef
its
o
f
AR
o
n
s
tu
d
en
ts
’
m
at
h
em
atics o
u
tco
m
es.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
ed
h
o
w
AR
,
TES
,
an
d
MP
ar
e
r
elate
d
am
o
n
g
Gr
ad
e
7
s
tu
d
en
ts
,
with
T
E
S
as
th
e
m
ed
iato
r
.
T
h
e
r
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lts
s
h
o
w
t
h
at
s
tu
d
en
ts
h
av
e
h
ig
h
AR
,
v
er
y
h
ig
h
TES
,
an
d
s
atis
f
ac
to
r
y
MP
.
Sig
n
i
f
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
wer
e
f
o
u
n
d
am
o
n
g
th
e
th
r
ee
v
a
r
iab
les,
an
d
TES
p
ar
tially
m
ed
iated
th
e
ef
f
ec
t
o
f
AR
o
n
MP
.
T
h
is
m
ea
n
s
r
e
s
ilien
t
s
t
u
d
en
ts
ten
d
to
p
er
f
o
r
m
b
etter
in
m
ath
em
atics
,
esp
ec
iall
y
wh
en
th
ey
f
ee
l
em
o
tio
n
ally
s
u
p
p
o
r
ted
b
y
t
h
eir
teac
h
er
s
.
T
h
ese
r
esu
lts
h
ig
h
lig
h
t
t
h
e
im
p
o
r
tan
t
r
o
le
o
f
teac
h
er
s
in
cr
e
atin
g
em
o
tio
n
ally
s
u
p
p
o
r
tiv
e
c
lass
r
o
o
m
s
.
Sch
o
o
ls
an
d
p
o
licy
m
a
k
er
s
ca
n
u
s
e
th
ese
f
in
d
in
g
s
to
im
p
r
o
v
e
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h
er
tr
ain
in
g
,
m
en
to
r
in
g
p
r
o
g
r
am
s
,
an
d
cu
r
r
icu
lu
m
p
lan
n
in
g
,
esp
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ially
in
in
teg
r
atin
g
s
o
cial
an
d
e
m
o
tio
n
al
lear
n
in
g
in
to
m
ath
e
m
atics
in
s
tr
u
ctio
n
.
Su
ch
p
r
ac
tices
ca
n
h
elp
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u
ild
r
esil
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ce
,
im
p
r
o
v
e
em
o
tio
n
al
well
-
b
ein
g
,
an
d
en
h
an
ce
MP
ac
r
o
s
s
g
r
ad
e
lev
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d
cu
ltu
r
al
s
ettin
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el
atio
n
s
h
ip
s
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d
s
u
p
p
o
r
tiv
e
e
n
v
i
r
o
n
m
en
ts
ar
e
v
alu
ed
.
Fu
tu
r
e
s
tu
d
ies
c
o
u
ld
u
s
e
lo
n
g
itu
d
in
al
d
esig
n
s
to
tr
ac
k
s
tu
d
en
ts
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v
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s
ev
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al
m
o
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th
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o
r
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r
s
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o
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ex
p
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im
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tal
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esig
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s
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ac
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ter
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u
ch
as tea
ch
er
tr
ain
in
g
o
r
SEL
p
r
o
g
r
am
s
,
o
n
s
tu
d
e
n
ts
’
r
esil
ien
ce
an
d
MP
.
Fin
ally
,
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
is
r
ec
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m
m
en
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o
r
f
u
tu
r
e
r
esear
ch
t
o
q
u
alitativ
ely
ex
p
lo
r
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
f
o
r
a
m
o
r
e
co
m
p
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eh
en
s
iv
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u
n
d
e
r
s
tan
d
in
g
o
f
th
eir
ex
p
e
r
ien
ce
s
an
d
co
n
s
id
er
in
clu
d
in
g
cu
ltu
r
al
a
n
d
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
as
p
o
s
s
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m
o
d
er
atin
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v
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d
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ay
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lu
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n
ce
th
e
r
elatio
n
s
h
i
p
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AR
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TES
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an
d
MP
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Ad
d
r
ess
in
g
th
ese
lim
itatio
n
s
ca
n
p
r
o
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in
f
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ce
ac
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m
ic
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u
tco
m
es a
cr
o
s
s
d
if
f
e
r
en
t settin
g
s
an
d
c
u
ltu
r
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
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[
J
MO
]
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
B
a
k
k
e
r
,
J.
C
a
i
,
a
n
d
L.
Ze
n
g
e
r
,
“
F
u
t
u
r
e
t
h
e
mes
o
f
ma
t
h
e
ma
t
i
c
s
e
d
u
c
a
t
i
o
n
r
e
sea
r
c
h
:
a
n
i
n
t
e
r
n
a
t
i
o
n
a
l
su
r
v
e
y
b
e
f
o
r
e
a
n
d
d
u
r
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n
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t
h
e
p
a
n
d
e
mi
c
,
”
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s i
n
M
a
t
h
e
m
a
t
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c
s
,
v
o
l
.
1
0
7
,
n
o
.
1
,
p
p
.
1
–
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7
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1
0
6
4
9
-
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2
1
-
1
0
0
4
9
-
w.
[
2
]
S
.
S
a
c
h
d
e
v
a
a
n
d
P
.
-
O
.
E
g
g
e
n
,
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L
e
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n
e
r
s’
c
r
i
t
i
c
a
l
t
h
i
n
k
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n
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a
b
o
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ma
t
h
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m
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t
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c
s,”
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n
t
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rn
a
t
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El
e
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n
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3
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.
P
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[
4
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N
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A
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a
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d
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.
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k
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h
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t
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c
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:
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s
t
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n
t
s
,
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o
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r
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a
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E
d
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c
a
t
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o
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a
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Re
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o
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1
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p
p
.
1
4
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–
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6
3
,
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0
1
8
.
[
5
]
R
.
J
i
a
n
g
e
t
a
l
.
,
“
H
o
w
mat
h
e
ma
t
i
c
s
a
n
x
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e
t
y
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f
f
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t
s
s
t
u
d
e
n
t
s’
i
n
f
l
e
x
i
b
l
e
p
e
r
sev
e
r
a
n
c
e
i
n
ma
t
h
e
ma
t
i
c
s
p
r
o
b
l
e
m‐
so
l
v
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n
g
:
e
x
a
m
i
n
i
n
g
t
h
e
me
d
i
a
t
i
n
g
r
o
l
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o
f
c
o
g
n
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t
i
v
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r
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f
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e
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t
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o
n
,
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Bri
t
i
s
h
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o
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E
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c
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t
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o
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a
l
Psy
c
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v
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.
9
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p
p
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2
3
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–
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:
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0
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1
1
1
1
/
b
j
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.
1
2
3
6
4
.
[
6
]
D
.
Z
h
o
u
,
X
.
D
u
,
K
.
-
T
.
H
a
u
,
H
.
Lu
o
,
P
.
F
e
n
g
,
a
n
d
J
.
Li
u
,
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Te
a
c
h
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r
-
st
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d
e
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t
r
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l
a
t
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o
n
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p
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t
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p
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m
-
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a
b
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y
:
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