I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
1
,
Feb
r
u
ar
y
20
26
,
p
p
.
725
~
739
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
1
.
3
6
4
9
5
725
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Ext
en
ded
theory
o
f
pla
nned b
eha
v
io
r:
a
conte
x
tual
f
ra
mewo
rk
for scho
o
l ma
the
ma
tics re
form
P
rince
H
a
m
id Ar
m
a
h,
Ro
be
rt
B
enj
a
m
in Ar
m
a
h,
Dennis
O
s
ei
Yebo
a
h,
M
a
t
ild
a
Sa
rpo
ng
Adus
ei
D
e
p
a
r
t
me
n
t
o
f
M
a
t
h
e
m
a
t
i
c
s
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
s
i
t
y
o
f
E
d
u
c
a
t
i
o
n
,
W
i
n
n
e
b
a
,
G
h
a
n
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Au
g
7
,
2
0
2
5
R
ev
is
ed
J
an
3
,
2
0
2
6
Acc
ep
ted
J
an
13
,
2
0
2
6
Th
is
stu
d
y
e
x
ten
d
s
t
h
e
th
e
o
ry
o
f
p
lan
n
e
d
b
e
h
a
v
i
o
r
(
TP
B
)
b
y
tes
ti
n
g
a
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
l
t
h
a
t
i
n
c
o
rp
o
ra
tes
tea
c
h
e
rs
p
e
rc
e
iv
e
d
c
o
n
tex
t
u
a
l
su
p
p
o
rt
in
e
x
p
lain
i
n
g
imp
lem
e
n
tatio
n
o
f
a
p
r
o
b
lem
-
so
l
v
in
g
m
a
th
e
m
a
ti
c
s
c
u
rricu
lu
m
re
fo
rm
i
n
G
h
a
n
a
.
Us
in
g
c
ro
ss
-
se
c
ti
o
n
a
l
s
u
rv
e
y
d
a
ta
fro
m
3
6
8
p
rima
ry
tea
c
h
e
rs,
we
m
e
a
s
u
re
d
a
tt
it
u
d
e
,
s
u
b
jec
ti
v
e
n
o
rm
,
p
e
rc
e
iv
e
d
b
e
h
a
v
i
o
ra
l
c
o
n
tr
o
l,
i
n
ten
t
io
n
,
se
lf
-
re
p
o
rted
imp
lem
e
n
tatio
n
b
e
h
a
v
io
r
,
a
n
d
c
o
n
tex
t
u
a
l
s
u
p
p
o
rt
.
C
o
n
firma
to
ry
fa
c
to
r
a
n
a
l
y
sis
(CF
A)
su
p
p
o
rted
th
e
m
e
a
su
re
m
e
n
t
m
o
d
e
l.
S
tru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
ll
i
n
g
(
S
EM
)
s
h
o
we
d
th
a
t
a
tt
it
u
d
e
(β=
.
3
8
,
p
<
.
0
0
1
)
a
n
d
p
e
r
c
e
iv
e
d
b
e
h
a
v
io
ra
l
c
o
n
tro
l
(β=
.
2
9
,
p
<
.
0
0
1
)
p
re
d
icte
d
in
te
n
ti
o
n
,
wh
il
e
su
b
jec
ti
v
e
n
o
rm
wa
s
m
a
rg
i
n
a
l
(β=
.
1
2
,
p
=
.
0
5
1
).
In
ten
ti
o
n
p
re
d
icte
d
imp
lem
e
n
tati
o
n
b
e
h
a
v
i
o
r
(β=
.
5
2
,
p
<
.
0
0
1
).
C
o
n
tex
tu
a
l
su
p
p
o
rt
h
a
d
a
d
irec
t
e
ffe
c
t
o
n
b
e
h
a
v
io
r
(β=
.
2
8
,
p
<
.
0
0
1
)
a
n
d
stre
n
g
t
h
e
n
e
d
th
e
in
ten
ti
o
n
t
o
b
e
h
a
v
i
o
r
re
lati
o
n
sh
ip
,
wh
ich
wa
s
larg
e
r
in
h
i
g
h
su
p
p
o
r
t
c
o
n
tex
ts
(β=
.
6
3
)
th
a
n
i
n
lo
w su
p
p
o
rt
c
o
n
tex
ts (
β=
.
3
0
;
Δ
χ
²
(
1
)=
7
.
8
4
,
p
<
.
0
1
)
.
Th
e
m
o
d
e
l
e
x
p
lain
e
d
5
7
%
o
f
i
n
ten
ti
o
n
a
n
d
5
5
%
o
f
b
e
h
a
v
io
r
.
S
tren
g
th
e
n
in
g
sc
h
o
o
l
re
so
u
rc
e
s,
lea
d
e
rsh
ip
su
p
p
o
r
t,
a
n
d
p
r
o
fe
ss
io
n
a
l
c
o
ll
a
b
o
ra
t
io
n
is
li
k
e
ly
t
o
imp
ro
v
e
m
a
th
e
m
a
ti
c
s
c
u
rricu
lu
m
re
fo
rm
e
n
a
c
tme
n
t.
P
o
l
icy
m
a
k
e
rs
a
n
d
sc
h
o
o
l
lea
d
e
rs
sh
o
u
l
d
p
ri
o
rit
ize
th
e
se
c
o
n
tex
t
u
a
l
su
p
p
o
rts
t
o
h
e
l
p
tea
c
h
e
rs
tran
sla
te m
a
th
e
m
a
ti
c
s c
u
rricu
lu
m
re
fo
rm
in
ten
t
io
n
s in
t
o
c
o
n
siste
n
t
p
ra
c
ti
c
e
.
K
ey
w
o
r
d
s
:
C
o
n
tex
tu
al
s
u
p
p
o
r
t
C
u
r
r
icu
lu
m
r
ef
o
r
m
Sch
o
o
l m
ath
em
atics
T
ea
ch
er
in
ten
tio
n
s
T
h
eo
r
y
o
f
p
lan
n
ed
b
eh
a
v
io
r
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Prin
ce
Ham
id
Ar
m
ah
Dep
ar
tm
en
t o
f
Ma
th
em
atics E
d
u
ca
tio
n
,
U
n
iv
er
s
ity
o
f
E
d
u
ca
t
io
n
W
in
n
eb
a,
Gh
an
a
E
m
ail:
p
h
ar
m
ah
@
u
ew.
ed
u
.
g
h
1.
I
NT
RO
D
UCT
I
O
N
R
ef
o
r
m
o
f
s
ch
o
o
l
m
at
h
em
a
tics
h
as
b
ec
o
m
e
a
ce
n
tr
al
f
o
cu
s
o
f
m
an
y
ed
u
ca
tio
n
s
y
s
tem
s
as
g
o
v
er
n
m
en
ts
s
ee
k
to
p
r
o
m
o
te
p
r
o
b
lem
-
s
o
l
v
in
g
,
r
ea
s
o
n
in
g
,
an
d
lear
n
er
-
ce
n
ter
ed
p
ed
ag
o
g
i
es.
Alth
o
u
g
h
th
ese
am
b
itio
n
s
ar
e
wid
ely
r
ef
lecte
d
in
c
u
r
r
icu
l
u
m
f
r
am
ewo
r
k
s
,
tr
an
s
latin
g
th
em
in
to
co
n
s
is
ten
t
class
r
o
o
m
p
r
ac
tice
h
as
p
r
o
v
ed
d
if
f
icu
lt
in
n
u
m
er
o
u
s
ju
r
is
d
ictio
n
s
.
E
m
p
i
r
ical
r
esear
ch
co
n
s
is
ten
tly
s
h
o
ws
th
at
t
ea
ch
er
s
s
tr
u
g
g
le
to
im
p
lem
en
t
r
ef
o
r
m
-
o
r
ien
ted
p
ed
ag
o
g
ies
wh
en
w
o
r
k
in
g
in
en
v
ir
o
n
m
en
ts
m
ar
k
e
d
b
y
r
e
s
o
u
r
ce
co
n
s
tr
ain
ts
,
d
em
an
d
in
g
wo
r
k
l
o
ad
s
,
an
d
i
n
co
n
s
is
ten
t
s
ch
o
o
l
-
lev
el
s
u
p
p
o
r
t
[
1
]
,
[
2
]
.
E
v
e
n
wh
er
e
teac
h
e
r
s
ex
p
r
ess
f
av
o
r
ab
le
attitu
d
es
to
war
d
p
ed
ag
o
g
ical
in
n
o
v
atio
n
,
th
eir
ab
ilit
y
to
en
ac
t
n
ew
ap
p
r
o
ac
h
es
r
em
ain
s
lim
ited
b
y
th
e
co
n
d
itio
n
s
in
wh
ich
th
ey
teac
h
[
3
]
,
[
4
]
,
in
clu
d
in
g
lim
ited
r
eso
u
r
ce
s
,
o
v
er
cr
o
wd
in
g
,
a
n
d
u
n
ev
en
p
r
o
f
ess
io
n
al
an
d
s
ch
o
o
l
-
b
ased
s
u
p
p
o
r
t
.
T
h
ese
f
in
d
in
g
s
illu
s
tr
ate
th
e
p
er
s
is
ten
t
ch
allen
g
e
o
f
co
n
v
er
tin
g
p
o
licy
e
x
p
ec
tatio
n
s
in
to
r
o
u
tin
e
in
s
tr
u
ctio
n
al
p
r
ac
t
ice.
Gh
an
a’
s
r
ec
en
t
cu
r
r
icu
lu
m
r
e
f
o
r
m
s
r
ef
lect
th
ese
g
lo
b
al
am
b
i
tio
n
s
.
T
h
e
Stan
d
ar
d
s
-
B
ased
C
u
r
r
icu
lu
m
an
d
th
e
C
o
m
m
o
n
C
o
r
e
Pro
g
r
am
em
p
h
asize
th
e
teac
h
in
g
o
f
m
ath
em
atics
th
r
o
u
g
h
p
r
o
b
lem
-
s
o
lv
in
g
an
d
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
.
Yet
,
n
atio
n
al
ass
ess
m
en
ts
an
d
em
p
ir
ical
s
tu
d
ies
co
n
tin
u
e
to
s
h
o
w
th
at
m
an
y
p
u
p
ils
s
tr
u
g
g
le
to
ap
p
ly
m
ath
em
atic
al
id
ea
s
f
lex
ib
ly
an
d
in
d
ep
e
n
d
en
tly
,
in
d
icatin
g
th
at
in
ten
d
e
d
p
ed
ag
o
g
ical
s
h
if
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
725
-
739
726
h
av
e
n
o
t
y
et
b
ee
n
f
u
lly
r
ea
liz
ed
[
5
]
,
[
6
]
.
R
esear
ch
f
u
r
th
er
i
n
d
icate
s
th
at
s
ev
er
al
teac
h
er
s
co
n
tin
u
e
to
r
ely
o
n
tr
ad
itio
n
al
d
em
o
n
s
tr
atio
n
-
b
ased
m
eth
o
d
s
,
p
ar
ticu
lar
l
y
in
s
ch
o
o
ls
with
lim
ited
m
ater
ia
l
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
[
5
]
.
T
h
is
m
is
m
atch
b
etwe
en
cu
r
r
icu
lar
asp
ir
atio
n
s
an
d
class
r
o
o
m
p
r
ac
tice
h
ig
h
lig
h
ts
an
im
p
lem
en
tatio
n
g
a
p
th
at
r
e
q
u
i
r
es sy
s
tem
atic
in
v
esti
g
atio
n
.
A
co
h
er
en
t
a
n
aly
tical
f
r
am
ew
o
r
k
is
n
ee
d
e
d
to
ex
p
lain
wh
y
teac
h
er
s
ad
o
p
t
o
r
r
esis
t
r
ef
o
r
m
-
o
r
ien
ted
p
ed
ag
o
g
ies.
T
h
e
th
eo
r
y
o
f
p
la
n
n
ed
b
eh
a
v
io
r
(
T
PB
)
p
r
o
v
id
e
s
a
well
-
estab
lis
h
ed
b
asis
f
o
r
ex
am
in
in
g
teac
h
e
r
d
ec
is
io
n
-
m
ak
in
g
b
ec
a
u
s
e
it
ex
p
lain
s
h
o
w
attitu
d
es,
s
u
b
jectiv
e
n
o
r
m
s
,
an
d
p
er
ce
iv
e
d
b
e
h
av
i
o
r
al
co
n
t
r
o
l
(
PB
C
)
s
h
ap
e
in
ten
tio
n
,
wh
ich
i
n
tu
r
n
p
r
ed
icts
b
eh
av
io
r
[
7
]
.
A
t
t
i
t
u
d
e
r
e
f
l
e
c
ts
a
t
e
a
c
h
e
r
’
s
e
v
a
l
u
at
i
v
e
j
u
d
g
e
m
e
n
t
o
f
t
h
e
i
n
s
t
r
u
c
ti
o
n
a
l
r
e
f
o
r
m
,
s
u
b
j
e
ct
i
v
e
n
o
r
m
c
a
p
t
u
r
e
s
p
e
r
c
e
i
v
e
d
e
x
p
e
c
t
a
t
i
o
n
s
o
r
p
r
e
s
s
u
r
es
f
r
o
m
s
i
g
n
i
f
i
c
a
n
t
o
t
h
e
r
s
s
u
c
h
a
s
c
o
l
le
a
g
u
e
s
o
r
s
c
h
o
o
l
l
e
a
d
er
s
,
a
n
d
PB
C
c
o
n
c
e
r
n
s
t
e
ac
h
e
r
s
’
b
e
l
i
e
f
s
a
b
o
u
t
t
h
e
i
r
ca
p
a
c
i
t
y
a
n
d
c
o
n
f
i
d
e
n
c
e
t
o
i
m
p
l
e
m
e
n
t
t
h
e
r
e
f
o
r
m
u
n
d
e
r
ex
i
s
t
i
n
g
c
o
n
d
it
i
o
n
s
.
Nu
m
er
o
u
s
s
tu
d
ies
in
ed
u
ca
tio
n
al
s
ettin
g
s
co
n
s
is
ten
tly
s
h
o
w
th
at
attitu
d
es
an
d
P
B
C
ar
e
s
tr
o
n
g
p
r
e
d
icto
r
s
o
f
in
te
n
tio
n
,
wh
ile
s
u
b
jectiv
e
n
o
r
m
s
te
n
d
to
p
lay
a
wea
k
er
o
r
m
o
r
e
v
a
r
iab
le
r
o
le
[
8
]
–
[
1
0
]
.
R
esear
ch
co
n
d
u
cted
in
Gh
an
a
s
im
ilar
ly
d
em
o
n
s
tr
ates
th
at
teac
h
er
s
’
in
ten
tio
n
s
to
teac
h
th
r
o
u
g
h
p
r
o
b
le
m
-
s
o
lv
i
n
g
a
r
e
s
h
ap
e
d
p
r
im
ar
ily
b
y
b
elief
s
a
b
o
u
t
th
e
v
alu
e
o
f
th
e
ap
p
r
o
ac
h
an
d
co
n
f
id
en
ce
in
th
eir
ab
ilit
y
to
i
m
p
lem
en
t
it
ef
f
ec
tiv
ely
[
5
]
.
D
esp
ite
its
ex
p
lan
ato
r
y
p
o
wer
,
m
o
s
t
ap
p
licatio
n
s
o
f
th
e
T
PB
f
o
cu
s
o
n
p
s
y
ch
o
l
o
g
i
ca
l
d
eter
m
in
an
ts
an
d
g
iv
e
lim
ited
atten
tio
n
to
th
e
co
n
tex
tu
al
co
n
d
itio
n
s
th
at
s
h
ap
e
wh
eth
er
in
ten
tio
n
s
ca
n
b
e
en
ac
ted
,
ev
en
th
o
u
g
h
s
ev
e
r
al
s
tu
d
ies
h
ig
h
lig
h
t
th
e
s
u
b
s
t
an
tial
in
f
lu
en
ce
o
f
en
v
ir
o
n
m
en
tal
an
d
o
r
g
an
izatio
n
al
f
ac
to
r
s
o
n
teac
h
er
b
eh
av
io
r
[
1
1
]
,
[
1
2
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
is
t
o
ad
d
r
ess
th
is
lim
ita
tio
n
b
y
ex
ten
d
in
g
th
e
T
PB
to
in
clu
d
e
p
er
ce
iv
ed
co
n
tex
tu
al
s
u
p
p
o
r
t
as
a
s
tr
u
ctu
r
al
co
n
d
itio
n
in
f
lu
en
ci
n
g
teac
h
er
b
eh
av
io
r
.
C
o
n
t
ex
tu
al
s
u
p
p
o
r
t
is
co
n
ce
p
tu
alize
d
as
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
t
h
e
m
ater
ial,
o
r
g
an
izatio
n
al
,
an
d
in
ter
p
er
s
o
n
al
co
n
d
itio
n
s
th
at
f
ac
ilit
ate
o
r
h
in
d
er
th
e
im
p
lem
en
tatio
n
o
f
p
r
o
b
le
m
-
s
o
lv
in
g
p
ed
ag
o
g
y
.
B
y
m
o
d
ellin
g
co
n
tex
tu
al
s
u
p
p
o
r
t
as
b
o
th
a
d
ir
ec
t
p
r
ed
icto
r
o
f
b
eh
a
v
io
r
an
d
a
m
o
d
e
r
ato
r
o
f
th
e
in
ten
tio
n
-
to
-
b
eh
av
io
r
r
elatio
n
s
h
i
p
,
th
e
s
tu
d
y
o
f
f
er
s
a
m
o
r
e
co
n
te
x
tu
ally
g
r
o
u
n
d
ed
ac
co
u
n
t
o
f
teac
h
er
ac
tio
n
d
u
r
i
n
g
cu
r
r
ic
u
lu
m
r
ef
o
r
m
.
T
h
is
ap
p
r
o
ac
h
alig
n
s
with
em
er
g
in
g
ev
id
e
n
ce
th
at
teac
h
er
s
’
in
ten
tio
n
s
tr
an
s
late
in
to
p
r
ac
tice
m
o
r
e
ef
f
ec
tiv
ely
in
en
v
ir
o
n
m
en
ts
t
h
at
p
r
o
v
id
e
ad
e
q
u
ate
s
u
p
p
o
r
t,
r
eso
u
r
ce
s
,
an
d
p
r
o
f
ess
io
n
al
c
o
llab
o
r
atio
n
[
1
]
,
[
2
]
.
Gu
i
d
ed
b
y
f
o
u
r
r
esear
ch
q
u
esti
o
n
s
,
th
e
s
tu
d
y
ex
am
in
es
:
i
)
th
e
ex
ten
t
to
wh
ich
attitu
d
e,
s
u
b
jectiv
e
n
o
r
m
,
a
n
d
PB
C
p
r
ed
ict
in
ten
tio
n
;
ii
)
th
e
ex
ten
t
to
wh
ich
in
ten
tio
n
p
r
ed
icts
s
elf
-
r
ep
o
r
ted
b
eh
av
i
o
r
;
iii
)
th
e
d
ir
ec
t
in
f
lu
en
ce
o
f
co
n
tex
tu
al
s
u
p
p
o
r
t
on
b
e
h
av
io
r
;
an
d
iv
)
wh
eth
e
r
co
n
tex
tu
al
s
u
p
p
o
r
t
m
o
d
er
ates
th
e
in
ten
tio
n
-
to
-
b
e
h
av
io
r
p
ath
way
.
I
n
d
o
in
g
s
o
,
it
p
r
o
v
id
es
in
s
ig
h
ts
in
to
h
o
w
m
ath
em
atics
cu
r
r
icu
lu
m
r
ef
o
r
m
s
ca
n
b
e
s
u
p
p
o
r
ted
with
in
r
eso
u
r
ce
-
co
n
s
tr
ain
e
d
en
v
ir
o
n
m
en
ts
.
2.
T
H
E
O
R
E
T
I
CA
L
B
A
SI
S
–
E
XT
E
NDE
D
T
P
B
F
R
AM
E
W
O
RK
2
.
1
.
T
P
B
in e
du
ca
t
io
n
Acc
o
r
d
in
g
to
th
e
T
PB
,
if
teac
h
er
s
h
av
e
a
f
a
v
o
r
a
b
le
attitu
d
e
to
war
d
an
in
s
tr
u
ctio
n
al
r
ef
o
r
m
,
p
er
ce
i
v
e
s
u
p
p
o
r
tiv
e
s
u
b
jectiv
e
n
o
r
m
s
f
r
o
m
im
p
o
r
tan
t
o
th
er
s
,
an
d
h
a
v
e
h
ig
h
PB
C
o
v
er
im
p
lem
en
tat
io
n
,
th
e
y
will
f
o
r
m
a
s
tr
o
n
g
er
in
ten
tio
n
o
r
willin
g
n
ess
to
im
p
lem
e
n
t
th
e
r
ef
o
r
m
[
7
]
.
I
n
ten
tio
n
is
ex
p
ec
ted
t
o
b
e
th
e
im
m
e
d
iate
an
tece
d
en
t
o
f
ac
tu
al
im
p
lem
e
n
tatio
n
b
e
h
av
io
r
.
T
h
is
th
eo
r
y
h
as
b
ee
n
wid
ely
u
s
ed
t
o
s
tu
d
y
teac
h
er
d
ec
is
io
n
-
m
ak
in
g
.
Fo
r
ex
am
p
le,
Ma
cFar
lan
e
an
d
W
o
o
lf
s
o
n
[
1
3
]
ap
p
l
ied
T
PB
to
teac
h
e
r
s
’
in
clu
s
io
n
o
f
s
tu
d
en
ts
wit
h
s
p
ec
ial
n
ee
d
s
an
d
f
o
u
n
d
th
at
attitu
d
es
an
d
p
e
r
ce
iv
ed
c
o
n
t
r
o
l
wer
e
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
in
ten
tio
n
s
to
p
r
ac
tice
in
clu
s
iv
e
teac
h
in
g
.
Si
m
ilar
ly
,
a
r
ev
iew
b
y
Op
o
k
u
et
a
l
.
[
8
]
co
n
clu
d
e
d
th
at
ac
r
o
s
s
s
tu
d
ies
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
,
teac
h
er
s
’
attitu
d
es
ab
o
u
t
an
in
n
o
v
atio
n
an
d
th
eir
s
elf
-
ef
f
icac
y
o
r
co
n
tr
o
l
b
elief
s
co
n
s
is
ten
tly
p
r
ed
ict
in
ten
tio
n
s
tr
en
g
t
h
,
wh
e
r
ea
s
s
o
cial
n
o
r
m
ativ
e
p
r
ess
u
r
es
ar
e
less
co
n
s
is
ten
t
d
r
iv
er
s
.
T
h
ese
f
in
d
in
g
s
ec
h
o
r
esu
lts
f
r
o
m
b
r
o
ad
er
d
o
m
ain
s
s
u
ch
as
tech
n
o
lo
g
y
ad
o
p
ti
o
n
an
d
co
m
p
eten
cy
-
b
ased
in
s
tr
u
ctio
n
,
teac
h
er
s
’
p
er
s
o
n
al
b
elief
s
in
th
e
v
al
u
e
a
n
d
f
ea
s
ib
ilit
y
o
f
a
r
e
f
o
r
m
o
f
te
n
o
u
tweig
h
e
x
ter
n
al
m
an
d
ates in
s
h
ap
in
g
b
e
h
av
io
r
[
1
0
]
,
[
1
4
]
,
[
1
5
]
.
I
n
s
h
o
r
t,
ch
a
n
g
in
g
teac
h
er
s
’
p
r
ac
tices r
eq
u
ir
es f
ir
s
t c
h
an
g
in
g
t
h
eir
b
elief
s
an
d
co
n
f
id
en
ce
.
2
.
2
.
E
x
t
endin
g
T
P
B
wit
h
co
nte
x
t
ua
l f
a
ct
o
rs
W
h
ile
T
PB
em
p
h
asizes
in
d
iv
id
u
al
a
g
en
cy
,
ed
u
ca
tio
n
r
esear
ch
er
s
h
a
v
e
lo
n
g
n
o
ted
th
at
co
n
tex
t
m
atter
s
f
o
r
wh
eth
e
r
teac
h
er
s
f
o
llo
w
th
r
o
u
g
h
o
n
th
eir
in
ten
ti
o
n
s
[
1
6
]
,
[
1
7
]
.
T
h
u
r
lin
g
s
et
a
l
.
[
1
6
]
in
a
r
e
v
iew
o
f
teac
h
er
s
’
in
n
o
v
ativ
e
b
e
h
av
io
r
,
o
b
s
er
v
ed
th
at
o
r
g
an
izatio
n
al
s
u
p
p
o
r
ts
an
d
s
ch
o
o
l
co
n
tex
t
g
r
ea
tly
af
f
ec
t
wh
eth
er
teac
h
er
s
tr
y
n
ew
m
et
h
o
d
s
in
th
eir
class
r
o
o
m
s
.
Mo
r
e
r
ec
en
tly
,
a
s
y
s
tem
atic
r
ev
iew
b
y
J
o
h
n
s
o
n
an
d
Fit
zm
au
r
ice
[
1
]
id
e
n
tifie
d
i
n
c
o
n
s
is
ten
t
in
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
r
eso
u
r
ce
c
o
n
s
tr
ain
ts
as
k
ey
im
p
e
d
im
en
ts
to
m
ath
em
atics
teac
h
er
s
’
r
ea
d
in
e
s
s
to
im
p
lem
en
t
p
ed
ag
o
g
ical
r
ef
o
r
m
s
.
T
h
ese
p
e
r
s
p
ec
tiv
es
alig
n
with
Ajze
n
[
1
8
]
co
n
ce
p
t
o
f
ac
tu
al
c
o
n
tr
o
l
co
n
d
itio
n
s
.
E
v
e
n
a
well
-
in
ten
tio
n
ed
,
well
-
tr
ain
ed
teac
h
e
r
m
a
y
f
ail
to
e
n
ac
t
a
n
ew
cu
r
r
icu
lu
m
if
,
f
o
r
ex
am
p
le,
class
s
ize
s
ar
e
v
er
y
lar
g
e
o
r
r
eq
u
ir
e
d
m
ater
ials
ar
e
u
n
av
ailab
le.
E
m
p
ir
ical
ev
id
en
ce
f
r
o
m
d
ev
el
o
p
in
g
c
o
u
n
tr
y
c
o
n
tex
ts
u
n
d
e
r
s
co
r
es
th
is
p
o
in
t.
Fo
r
in
s
tan
ce
,
Yak
av
ets
et
a
l.
[
1
2
]
ex
am
in
ed
a
n
atio
n
wid
e
p
ed
ag
o
g
ical
r
ef
o
r
m
in
Kaz
a
k
h
s
tan
an
d
f
o
u
n
d
th
at,
d
esp
ite
s
u
r
f
ac
e
-
lev
el
ch
an
g
es
in
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
E
xten
d
ed
th
e
o
r
y
o
f p
la
n
n
ed
b
eh
a
vio
r
:
a
c
o
n
textu
a
l fra
mewo
r
k
fo
r
s
ch
o
o
l
…
(
P
r
in
ce
Ha
m
id
A
r
ma
h
)
727
teac
h
er
s
’
p
r
ac
tices,
d
ee
p
er
im
p
lem
en
tatio
n
o
f
n
ew
m
eth
o
d
s
was
lim
ited
with
o
u
t
s
tr
o
n
g
s
ch
o
o
l
-
b
ased
s
u
p
p
o
r
t
an
d
g
en
u
in
e
teac
h
e
r
ag
en
c
y
.
Dier
en
d
o
n
c
k
et
a
l
.
[
1
1
]
lik
e
wis
e
s
h
o
wed
th
at
co
n
tex
tu
al
v
ar
iatio
n
ex
p
lain
ed
d
if
f
er
en
ce
s
in
teac
h
er
im
p
lem
en
tatio
n
b
e
y
o
n
d
th
eir
i
n
ten
tio
n
s
.
T
h
ese
f
in
d
i
n
g
s
s
u
p
p
o
r
t
ca
l
ls
to
ex
ten
d
T
PB
b
y
in
teg
r
atin
g
co
n
tex
tu
al
f
ac
t
o
r
s
[
1
9
]
,
[
2
0
]
.
2
.
3
.
Co
ncept
ua
l
f
ra
m
ewo
r
k
a
nd
hy
po
t
hes
es
Un
lik
e
p
r
ev
io
u
s
ex
ten
s
io
n
s
o
f
th
e
T
PB
th
at
p
r
im
ar
ily
r
ef
in
ed
its
p
s
y
ch
o
lo
g
ical
co
m
p
o
n
en
ts
,
th
e
p
r
esen
t
f
r
am
ewo
r
k
f
o
r
e
g
r
o
u
n
d
s
co
n
tex
tu
al
s
u
p
p
o
r
t
as
a
s
tr
u
ctu
r
al
co
n
d
itio
n
s
h
ap
in
g
wh
eth
er
in
ten
tio
n
s
tr
an
s
late
in
to
b
eh
av
io
r
.
Alth
o
u
g
h
Ajze
n
[
7
]
an
d
Do
et
a
l
.
[
1
9
]
ac
k
n
o
wled
g
e
d
th
at
PB
C
in
co
r
p
o
r
ates
b
o
th
in
ter
n
al
an
d
e
x
ter
n
al
elem
e
n
ts
,
em
p
ir
ical
s
tu
d
ies
h
av
e
p
r
ed
o
m
in
an
tly
o
p
er
atio
n
alize
d
it
as
an
in
d
iv
id
u
al
co
g
n
itiv
e
v
ar
iab
le
ak
i
n
to
s
elf
-
ef
f
icac
y
,
leav
i
n
g
th
e
ex
ter
n
al,
en
v
ir
o
n
m
e
n
tal
d
im
en
s
io
n
u
n
d
er
d
ev
elo
p
e
d
in
ed
u
ca
tio
n
al
ap
p
licatio
n
s
.
B
u
ild
in
g
o
n
th
e
co
n
ce
p
tu
al
d
is
tin
ctio
n
estab
lis
h
ed
in
ea
r
lier
w
o
r
k
[
2
1
]
,
t
h
e
m
o
d
el
r
esto
r
es
th
eo
r
etica
l
b
alan
ce
b
y
f
o
r
m
ally
m
o
d
ellin
g
t
h
is
ex
ter
n
al
co
n
tr
o
l
d
im
en
s
io
n
as
a
d
is
tin
ct
co
n
s
tr
u
ct
th
at
ca
p
tu
r
es
th
e
s
y
s
tem
ic
co
n
d
iti
o
n
s
wh
ich
en
ab
le
o
r
co
n
s
tr
ain
teac
h
er
s
’
b
e
h
av
io
r
.
T
h
u
s
,
wh
ils
t
P
B
C
r
ef
lects
teac
h
er
s
’
p
er
s
o
n
al
s
en
s
e
o
f
ca
p
ab
ilit
y
an
d
c
o
n
f
id
e
n
ce
in
m
a
n
ag
in
g
th
e
r
ef
o
r
m
,
co
n
tex
tu
al
s
u
p
p
o
r
t
r
e
p
r
esen
ts
s
tr
u
ctu
r
al
en
a
b
ler
s
s
u
ch
as
r
eso
u
r
ce
av
ailab
ilit
y
,
lead
er
s
h
ip
en
co
u
r
ag
e
m
en
t,
m
an
ag
ea
b
le
class
s
izes,
an
d
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
co
llab
o
r
atio
n
.
T
h
e
m
o
d
el
is
n
o
v
el
in
two
way
s
.
First,
u
n
lik
e
ea
r
lier
T
PB
ex
ten
s
io
n
s
th
at
in
tr
o
d
u
ce
d
ad
d
itio
n
al
p
s
y
ch
o
lo
g
ical
d
eter
m
in
an
ts
s
u
ch
as
m
o
r
al
o
r
d
esc
r
ip
tiv
e
n
o
r
m
s
,
th
e
p
r
esen
t
s
tu
d
y
f
o
cu
s
es
o
n
s
tr
u
ctu
r
al
-
en
v
ir
o
n
m
e
n
tal
co
n
d
iti
o
n
s
th
at
d
eter
m
in
e
wh
eth
er
in
ten
tio
n
s
ca
n
b
e
en
ac
ted
.
Seco
n
d
,
co
n
tex
tu
al
s
u
p
p
o
r
t
o
p
er
atio
n
alize
s
Ajze
n
’
s
n
o
tio
n
o
f
ac
tu
al
co
n
t
r
o
l,
th
er
eb
y
ad
d
r
ess
in
g
lo
n
g
-
s
tan
d
in
g
cr
itiq
u
es
o
f
th
e
T
PB
’
s
s
u
f
f
icien
cy
ass
u
m
p
tio
n
,
wh
ich
p
r
esu
m
es
th
at
in
ten
tio
n
p
r
ed
icts
b
eh
av
io
r
o
n
ly
wh
en
in
d
iv
id
u
als
h
av
e
f
u
ll
v
o
liti
o
n
al
co
n
tr
o
l.
I
n
lo
w
-
r
eso
u
r
ce
ed
u
ca
tio
n
s
y
s
tem
s
s
u
ch
as
Gh
an
a’
s
,
th
is
ass
u
m
p
tio
n
is
f
r
eq
u
en
tly
v
io
la
ted
,
as
teac
h
er
s
m
ay
h
o
ld
s
tr
o
n
g
in
ten
tio
n
s
y
et
lack
th
e
in
s
t
itu
tio
n
al
r
eso
u
r
ce
s
o
r
lead
er
s
h
ip
b
ac
k
in
g
n
e
ed
e
d
to
ac
t;
b
y
f
o
r
m
alizin
g
th
is
co
n
tex
tu
al
d
im
en
s
io
n
,
th
e
m
o
d
el
d
em
o
n
s
tr
ates
em
p
ir
ically
th
at
b
e
h
av
io
r
d
ep
e
n
d
s
n
o
t o
n
ly
o
n
b
elief
s
b
u
t a
ls
o
o
n
th
e
en
ab
lin
g
en
v
ir
o
n
m
e
n
t
.
E
co
lo
g
ical
an
d
im
p
lem
e
n
tatio
n
s
cien
ce
p
er
s
p
ec
tiv
es
r
ei
n
f
o
r
ce
th
e
r
elev
a
n
ce
o
f
co
n
tex
tu
a
l
s
u
p
p
o
r
t
with
in
th
e
ex
ten
d
ed
T
PB
m
o
d
el
b
y
em
p
h
asizin
g
th
e
s
ig
n
if
ican
ce
o
f
th
e
b
r
o
ad
er
e
n
v
ir
o
n
m
en
t
in
s
h
ap
in
g
teac
h
er
s
’
b
eh
av
i
o
r
d
u
r
in
g
r
ef
o
r
m
im
p
lem
e
n
tatio
n
.
E
c
o
lo
g
i
ca
l
th
eo
r
ies
s
u
ch
as
B
r
o
n
f
en
b
r
en
n
er
’
s
ec
o
l
o
g
ical
s
y
s
tem
s
th
eo
r
y
[
2
2
]
,
[
2
3
]
an
d
th
e
s
o
cial
ec
o
lo
g
ical
m
o
d
e
l
[
2
4
]
v
iew
b
eh
a
v
io
r
as
em
b
ed
d
ed
with
in
wid
er
en
v
ir
o
n
m
en
tal
co
n
d
itio
n
s
th
at
in
f
lu
en
ce
th
e
o
p
p
o
r
t
u
n
ities
av
ailab
le
f
o
r
p
u
r
p
o
s
ef
u
l
ac
tio
n
.
Par
allel
in
s
ig
h
ts
f
r
o
m
im
p
lem
en
tatio
n
s
cien
ce
f
r
am
ewo
r
k
s
,
in
clu
d
i
n
g
th
e
im
p
lem
en
tatio
n
d
r
iv
er
s
f
r
am
e
wo
r
k
[
2
5
]
a
n
d
t
h
e
co
n
s
o
lid
ated
f
r
am
ewo
r
k
f
o
r
im
p
lem
en
tatio
n
r
esear
c
h
[
2
6
]
,
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t,
lead
er
s
h
ip
,
an
d
th
e
g
en
er
al
in
s
titu
tio
n
al
clim
ate
as
d
eter
m
in
an
ts
o
f
s
u
cc
ess
f
u
l
r
ef
o
r
m
en
ac
tm
e
n
t.
T
h
ese
p
er
s
p
ec
tiv
es
alig
n
with
th
e
T
PB
p
r
in
ci
p
le
o
f
ac
t
u
al
co
n
tr
o
l
a
n
d
s
tr
en
g
th
en
th
e
th
eo
r
e
tical
g
r
o
u
n
d
in
g
f
o
r
in
co
r
p
o
r
atin
g
c
o
n
tex
tu
al
s
u
p
p
o
r
t a
s
an
im
p
o
r
tan
t f
ac
to
r
s
h
ap
in
g
teac
h
er
s
’
im
p
lem
en
tatio
n
b
eh
av
io
r
.
T
h
e
f
r
am
ewo
r
k
th
e
r
ef
o
r
e
p
r
o
p
o
s
es
th
at
co
n
tex
tu
al
s
u
p
p
o
r
t
will
h
av
e
b
o
th
a
d
ir
ec
t
f
a
cilitatin
g
ef
f
ec
t
o
n
teac
h
er
s
’
im
p
lem
en
tatio
n
o
f
th
e
p
r
o
b
lem
-
s
o
lv
in
g
p
e
d
a
g
o
g
y
an
d
a
m
o
d
er
atin
g
ef
f
ec
t
o
n
th
e
in
ten
tio
n
–
b
eh
av
io
r
r
elatio
n
s
h
ip
.
I
n
h
ig
h
-
s
u
p
p
o
r
t
en
v
ir
o
n
m
en
ts
,
teac
h
er
s
s
h
o
u
ld
b
e
b
etter
ab
le
to
ac
t
o
n
th
eir
in
ten
tio
n
s
,
wh
er
ea
s
in
l
o
w
-
s
u
p
p
o
r
t
en
v
ir
o
n
m
en
ts
e
v
en
well
-
in
ten
tio
n
ed
teac
h
e
r
s
m
ay
f
all
s
h
o
r
t
.
T
h
is
p
er
s
p
ec
tiv
e
h
ig
h
lig
h
ts
th
e
in
ter
p
lay
b
etwe
en
teac
h
er
-
in
ter
n
al
f
ac
to
r
s
(
b
e
lief
s
,
attitu
d
es,
co
n
f
id
en
ce
)
a
n
d
teac
h
er
-
ex
te
r
n
al
f
ac
to
r
s
(
s
ch
o
o
l
r
eso
u
r
ce
s
an
d
clim
ate)
in
s
h
ap
in
g
r
ef
o
r
m
im
p
lem
en
tatio
n
.
Alth
o
u
g
h
co
n
tex
tu
al
s
u
p
p
o
r
t
co
u
ld
th
eo
r
etica
lly
b
e
d
is
ag
g
r
e
g
ated
in
to
s
u
b
d
im
en
s
io
n
s
s
u
ch
as
m
ater
ial
r
eso
u
r
ce
s
,
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
,
an
d
p
r
o
f
ess
io
n
al
co
llab
o
r
atio
n
,
T
PB
s
ch
o
lar
s
[
2
7
]
,
[
2
8
]
ca
u
t
io
n
th
at
a
d
d
itio
n
al
p
r
ed
icto
r
s
s
h
o
u
ld
o
n
ly
b
e
in
tr
o
d
u
ce
d
f
o
llo
win
g
s
tr
o
n
g
t
h
eo
r
etica
l
an
d
em
p
ir
ical
ju
s
tif
icatio
n
to
p
r
eser
v
e
th
e
p
ar
s
im
o
n
y
an
d
co
h
e
r
en
ce
o
f
th
e
m
o
d
el.
Gu
id
ed
b
y
th
is
p
r
in
cip
le,
co
n
tex
tu
al
s
u
p
p
o
r
t
was
co
n
ce
p
tu
alize
d
as
a
g
en
e
r
al
en
ab
lin
g
co
n
s
tr
u
ct
r
ef
lectin
g
teac
h
er
s
’
o
v
er
all
p
e
r
ce
p
tio
n
s
o
f
th
eir
im
p
lem
en
tat
io
n
en
v
ir
o
n
m
en
t
,
th
er
eb
y
m
ai
n
tain
in
g
th
eo
r
etica
l
ec
o
n
o
m
y
wh
ile
en
s
u
r
in
g
ad
e
q
u
ate
s
tatis
tical
p
o
wer
f
o
r
th
e
s
tr
u
ctu
r
al
esti
m
atio
n
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
p
r
o
p
o
s
ed
m
o
d
el.
T
h
e
tr
a
d
itio
n
al
T
PB
p
ath
s
ar
e
r
etain
ed
:
attitu
d
e,
s
u
b
jectiv
e
n
o
r
m
,
an
d
PB
C
ar
e
ex
p
ec
ted
to
in
f
lu
en
ce
teac
h
er
s
’
in
te
n
tio
n
to
im
p
lem
en
t
th
e
r
ef
o
r
m
,
an
d
in
ten
tio
n
is
ex
p
ec
ted
to
p
r
ed
ict
b
e
h
av
io
r
.
T
h
e
m
o
d
el
is
ex
te
n
d
ed
b
y
in
c
lu
d
in
g
c
o
n
tex
tu
al
s
u
p
p
o
r
t,
wh
ich
is
h
y
p
o
th
esized
to
in
f
lu
en
ce
b
e
h
av
io
r
d
ir
ec
tly
an
d
to
m
o
d
e
r
ate
th
e
s
tr
en
g
th
o
f
th
e
in
ten
tio
n
–
b
eh
a
v
io
r
lin
k
.
Fig
u
r
e
1
p
r
esen
ts
th
e
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
e
x
ten
d
in
g
th
e
T
PB
f
o
r
teac
h
er
im
p
lem
en
tatio
n
o
f
s
ch
o
o
l
m
a
th
em
atics
r
ef
o
r
m
.
Attitu
d
e
(
AT
T
)
,
s
u
b
jectiv
e
n
o
r
m
(
SN)
,
a
n
d
PB
C
ar
e
h
y
p
o
th
esized
to
in
f
lu
en
ce
tea
ch
er
s
’
in
ten
tio
n
to
im
p
lem
en
t
p
r
o
b
lem
-
s
o
lv
in
g
p
ed
a
g
o
g
y
,
wh
ic
h
in
tu
r
n
p
r
e
d
icts
th
eir
ac
tu
al
b
eh
av
io
r
(
class
r
o
o
m
im
p
lem
en
tatio
n
)
.
T
h
e
m
o
d
el
i
s
ex
ten
d
ed
to
in
clu
d
e
co
n
tex
t
u
al
s
u
p
p
o
r
t
(
C
T
X)
,
r
ep
r
esen
tin
g
en
ab
lin
g
s
ch
o
o
l
-
lev
el
co
n
d
itio
n
s
.
C
o
n
tex
tu
al
s
u
p
p
o
r
t
is
h
y
p
o
t
h
esized
to
i
n
f
lu
en
ce
b
eh
av
i
o
r
d
ir
ec
tly
a
n
d
to
m
o
d
e
r
ate
th
e
in
ten
tio
n
–
b
e
h
av
io
r
r
elatio
n
s
h
i
p
.
T
o
in
v
esti
g
ate
th
is
f
r
am
ew
o
r
k
,
we
f
o
r
m
u
lated
th
e
f
o
l
lo
win
g
r
esear
ch
h
y
p
o
th
eses
(
H1
–
H7
)
:
i)
H1
:
attitu
d
e
p
o
s
itiv
ely
in
f
lu
en
ce
s
teac
h
er
s
’
i
n
ten
tio
n
s
to
i
m
p
lem
en
t
th
e
p
r
o
b
lem
-
s
o
lv
in
g
cu
r
r
icu
lu
m
r
ef
o
r
m
in
m
ath
em
atics;
ii)
H2
:
s
u
b
jectiv
e
n
o
r
m
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
teac
h
er
s
’
in
ten
tio
n
s
to
im
p
le
m
en
t
th
e
p
r
o
b
lem
-
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
725
-
739
728
s
o
lv
in
g
cu
r
r
ic
u
lu
m
r
ef
o
r
m
in
s
ch
o
o
l
m
ath
em
atics;
iii)
H3
:
PB
C
p
o
s
itiv
ely
in
f
lu
en
ce
s
teac
h
er
s
’
in
ten
tio
n
s
to
im
p
lem
en
t
th
e
p
r
o
b
lem
-
s
o
lv
i
n
g
cu
r
r
icu
l
u
m
r
ef
o
r
m
in
s
ch
o
o
l
m
ath
em
atics;
iv
)
H4
:
PB
C
p
o
s
itiv
ely
in
f
lu
en
ce
s
teac
h
er
s
’
b
eh
av
io
r
in
im
p
lem
en
tin
g
th
e
p
r
o
b
lem
-
s
o
lv
in
g
c
u
r
r
icu
lu
m
r
e
f
o
r
m
in
s
ch
o
o
l
m
ath
em
atics;
v
)
H5
:
teac
h
er
s
’
in
ten
tio
n
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
th
eir
b
eh
a
v
io
r
in
im
p
lem
en
tin
g
t
h
e
p
r
o
b
le
m
-
s
o
lv
in
g
c
u
r
r
icu
lu
m
r
ef
o
r
m
in
s
ch
o
o
l
m
ath
em
ati
cs;
v
i)
H6
:
co
n
tex
tu
al
s
u
p
p
o
r
t
p
o
s
itiv
ely
in
f
lu
en
ce
s
tea
ch
er
s
’
b
eh
av
io
r
in
im
p
lem
en
tin
g
th
e
p
r
o
b
lem
-
s
o
l
v
in
g
c
u
r
r
icu
l
u
m
r
ef
o
r
m
in
s
ch
o
o
l
m
ath
e
m
atics;
an
d
v
ii)
H
7
:
co
n
tex
t
u
al
s
u
p
p
o
r
t
m
o
d
er
ates
th
e
r
elatio
n
s
h
ip
b
et
wee
n
teac
h
er
s
’
in
ten
tio
n
an
d
b
eh
av
io
r
,
s
u
ch
th
at
t
h
e
in
ten
ti
o
n
–
b
e
h
av
io
r
lin
k
is
s
tr
o
n
g
er
u
n
d
er
h
ig
h
e
r
co
n
tex
t
u
al
s
u
p
p
o
r
t.
A
p
o
s
itiv
e
f
i
n
d
in
g
f
o
r
H6
an
d
H7
wo
u
ld
p
r
o
v
i
d
e
ev
id
en
ce
th
at
th
e
T
PB
ca
n
b
e
ex
ten
d
ed
in
t
o
a
co
n
tex
tu
al
f
r
a
m
ewo
r
k
f
o
r
teac
h
er
in
ten
tio
n
s
,
s
u
g
g
esti
n
g
th
at
s
u
cc
ess
f
u
l
cu
r
r
icu
lu
m
r
ef
o
r
m
r
eq
u
i
r
es
a
lig
n
m
en
t
o
f
b
o
th
teac
h
er
-
in
te
r
n
al
f
ac
to
r
s
(
b
elief
s
,
attitu
d
es
,
co
n
f
id
en
ce
)
an
d
teac
h
er
-
ex
ter
n
al
f
ac
to
r
s
(
s
u
p
p
o
r
tiv
e
co
n
d
itio
n
s
)
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
m
o
d
el
o
f
th
e
ex
ten
d
e
d
T
PB
f
r
am
e
wo
r
k
3.
M
E
T
H
O
D
W
e
em
p
lo
y
ed
a
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
with
q
u
an
tita
tiv
e
d
ata
a
n
aly
s
is
.
T
h
e
tar
g
et
p
o
p
u
latio
n
co
m
p
r
is
ed
p
r
im
ar
y
s
ch
o
o
l
m
a
th
em
atics
teac
h
er
s
en
g
ag
e
d
in
an
o
n
g
o
i
n
g
c
u
r
r
icu
l
u
m
r
e
f
o
r
m
in
Gh
a
n
a,
wh
ic
h
em
p
h
asizes
teac
h
in
g
m
ath
em
a
tics
th
r
o
u
g
h
p
r
o
b
lem
s
o
lv
in
g
.
Usi
n
g
a
clu
s
ter
s
am
p
lin
g
a
p
p
r
o
ac
h
,
s
ch
o
o
ls
wer
e
s
elec
ted
f
r
o
m
two
r
eg
io
n
s
to
in
co
r
p
o
r
ate
b
o
th
u
r
b
an
an
d
r
u
r
al
s
ettin
g
s
an
d
th
u
s
ca
p
tu
r
e
co
n
tex
tu
al
v
ar
iatio
n
.
I
n
to
tal,
3
6
8
teac
h
er
s
(
5
2
%
f
em
ale;
m
ea
n
ag
e=
3
7
y
ea
r
s
,
r
an
g
e=
2
2
–
5
9
)
f
r
o
m
6
0
p
u
b
l
ic
p
r
im
ar
y
s
ch
o
o
ls
p
ar
ticip
ated
.
T
h
e
s
elec
tio
n
o
f
s
ch
o
o
ls
was
g
u
id
ed
b
y
th
e
n
ee
d
to
r
ef
lect
b
o
th
u
r
b
a
n
an
d
r
u
r
al
co
n
tex
ts
as
well
as v
ar
iatio
n
in
r
eso
u
r
ce
av
aila
b
ilit
y
,
en
s
u
r
in
g
r
ep
r
esen
tatio
n
o
f
th
e
d
i
v
er
s
e
teac
h
in
g
c
o
n
d
iti
o
n
s
ac
r
o
s
s
Gh
an
a.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
an
d
an
o
n
y
m
o
u
s
,
with
all
r
esp
o
n
d
en
ts
p
r
o
v
id
in
g
in
f
o
r
m
e
d
co
n
s
en
t.
T
ea
ch
in
g
ex
p
er
ien
ce
a
m
o
n
g
p
ar
ticip
an
ts
r
an
g
ed
wid
el
y
(
m
e
an
=8
.
4
y
ea
r
s
,
SD=5
.
7
)
.
All
p
a
r
ticip
an
ts
h
ad
b
ee
n
in
tr
o
d
u
ce
d
to
th
e
n
ew
p
r
o
b
le
m
-
s
o
lv
in
g
c
u
r
r
icu
l
u
m
th
r
o
u
g
h
wo
r
k
s
h
o
p
s
o
r
o
f
f
icial
cir
c
u
la
r
s
f
r
o
m
th
e
Gh
a
n
a
E
d
u
ca
tio
n
Ser
v
ice,
en
s
u
r
in
g
t
h
at
th
ey
wer
e
f
a
m
iliar
with
th
e
r
ef
o
r
m
’
s
g
o
als
an
d
e
x
p
ec
tat
io
n
s
.
T
h
e
ac
h
iev
ed
s
am
p
le
s
ize
o
f
3
6
8
was
ad
e
q
u
ate
f
o
r
th
e
p
lan
n
e
d
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
ellin
g
(
SEM
)
.
Me
th
o
d
o
lo
g
ical
g
u
id
elin
es
r
ec
o
m
m
en
d
at
least
2
0
0
ca
s
es
to
en
s
u
r
e
s
tab
le
an
d
in
ter
p
r
etab
le
r
esu
lts
[
2
9
]
,
wh
ile
s
im
u
latio
n
s
tu
d
ies
s
u
g
g
est
a
m
in
im
u
m
o
f
1
0
ca
s
es
p
er
esti
m
ated
p
a
r
a
m
eter
f
o
r
r
o
b
u
s
t
esti
m
atio
n
[
3
0
]
.
Ou
r
f
in
al
m
o
d
el
c
o
n
t
a
i
n
e
d
f
e
we
r
t
h
a
n
3
5
f
r
e
e
p
a
r
a
m
e
t
e
r
s
,
r
e
q
u
i
r
i
n
g
a
p
p
r
o
x
i
m
a
t
e
l
y
3
5
0
ca
s
es
;
with
3
6
8
p
ar
ticip
an
ts
,
o
u
r
s
am
p
le
ex
ce
ed
ed
th
is
th
r
esh
o
ld
.
C
o
m
p
ar
ab
le
T
PB
s
tu
d
ies
in
ed
u
ca
t
io
n
[
1
0
]
,
[
1
4
]
h
av
e
r
ep
o
r
te
d
r
eliab
le
SEM
r
esu
lts
with
s
m
aller
s
am
p
les (
2
2
0
–
3
0
0
ca
s
es),
f
u
r
th
er
s
u
p
p
o
r
tin
g
th
e
ad
eq
u
ac
y
o
f
t
h
e
p
r
esen
t stu
d
y
’
s
s
am
p
le
s
ize.
3
.
1
.
M
ea
s
ure
s
T
h
e
s
u
r
v
ey
in
s
tr
u
m
en
t
co
n
s
i
s
ted
o
f
s
ev
er
al
s
ec
tio
n
s
m
ea
s
u
r
in
g
th
e
T
PB
co
n
s
tr
u
cts,
t
h
e
ad
d
ed
co
n
tex
t
co
n
s
tr
u
ct,
a
n
d
b
ac
k
g
r
o
u
n
d
v
ar
iab
les.
W
h
er
ev
er
p
o
s
s
ib
le,
we
ad
ap
ted
ex
is
tin
g
v
alid
ated
m
ea
s
u
r
es
f
r
o
m
p
r
io
r
s
tu
d
ies
[
5
]
,
[
3
1
]
t
o
en
s
u
r
e
co
n
ten
t
v
alid
ity
an
d
co
m
p
ar
ab
ilit
y
.
T
a
b
le
1
p
r
o
v
id
es
an
o
v
e
r
v
iew
o
f
th
e
k
ey
co
n
s
tr
u
cts
an
d
e
x
am
p
le
i
tem
s
.
All
item
s
wer
e
s
co
r
ed
o
n
7
-
p
o
in
t
L
ik
er
t
-
ty
p
e
s
ca
les,
with
h
ig
h
e
r
s
co
r
es
in
d
icatin
g
m
o
r
e
o
f
th
e
co
n
s
tr
u
ct.
B
e
ha
vior
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
E
xten
d
ed
th
e
o
r
y
o
f p
la
n
n
ed
b
eh
a
vio
r
:
a
c
o
n
textu
a
l fra
mewo
r
k
fo
r
s
ch
o
o
l
…
(
P
r
in
ce
Ha
m
id
A
r
ma
h
)
729
T
ab
le
1
.
Descr
ip
tiv
e
s
tatis
tics
an
d
co
r
r
elatio
n
s
No
C
o
n
st
r
u
c
t
M
e
a
n
SD
A
TT
SN
P
B
C
I
n
t
e
n
t
i
o
n
B
e
h
a
v
i
o
r
C
TX
1
A
TT
5
.
9
4
0
.
8
8
–
2
SN
4
.
7
6
1
.
1
1
0
.
2
5
*
*
–
3
P
B
C
4
.
5
3
1
.
0
5
0
.
3
4
*
*
0
.
2
2
*
*
–
4
I
n
t
e
n
t
i
o
n
5
.
4
7
1
.
0
1
0
.
5
2
*
*
*
0
.
2
1
*
*
0
.
4
5
*
*
*
–
5
B
e
h
a
v
i
o
r
4
.
0
2
1
.
3
4
0
.
4
1
*
*
*
0
.
1
8
*
*
0
.
3
6
*
*
*
0
.
5
6
*
*
*
–
6
C
TX
4
.
1
8
1
.
4
9
0
.
2
9
*
*
*
0
.
1
2
0
.
4
0
*
*
*
0
.
3
5
*
*
*
0
.
5
0
*
*
*
–
N
o
t
e
:
*
*
p
<
.
0
1
,
*
*
*
p
<
.
0
0
1
(
t
w
o
-
t
a
i
l
e
d
)
.
*
*
P
e
a
r
so
n
c
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
s
a
r
e
sh
o
w
n
.
A
l
l
sca
l
e
s
a
r
e
sc
o
r
e
d
1
–
7
(
h
i
g
h
e
r
=
m
o
r
e
o
f
t
h
e
c
o
n
st
r
u
c
t
)
.
A
t
t
i
t
u
d
e
,
s
u
b
j
e
c
t
i
v
e
n
o
r
m,
a
n
d
i
n
t
e
n
t
i
o
n
a
r
e
TPB
m
e
a
s
u
r
e
s
;
b
e
h
a
v
i
o
r
i
s
se
l
f
-
r
e
p
o
r
t
e
d
i
mp
l
e
m
e
n
t
a
t
i
o
n
;
c
o
n
t
e
x
t
u
a
l
su
p
p
o
r
t
i
s
p
e
r
c
e
i
v
e
d
e
n
v
i
r
o
n
m
e
n
t
a
l
f
a
c
i
l
i
t
a
t
i
o
n
.
C
o
r
r
e
l
a
t
i
o
n
s
w
i
t
h
mag
n
i
t
u
d
e
|
0
.
1
2
|
o
r
g
r
e
a
t
e
r
a
r
e
st
a
t
i
st
i
c
a
l
l
y
si
g
n
i
f
i
c
a
n
t
a
t
t
h
e
.
0
5
l
e
v
e
l
.
AT
T
to
war
d
teac
h
i
n
g
th
r
o
u
g
h
p
r
o
b
lem
s
o
lv
in
g
was
m
ea
s
u
r
e
d
with
th
r
ee
s
em
an
tic
d
if
f
e
r
en
tial
item
s
.
T
ea
ch
er
s
wer
e
ask
ed
to
ev
alu
a
te
th
e
im
p
lem
en
tatio
n
o
f
t
h
e
n
ew
p
r
o
b
lem
-
s
o
lv
i
n
g
ap
p
r
o
ac
h
in
th
eir
class
u
s
in
g
b
ip
o
lar
ad
jectiv
e
s
ca
les
(
e.
g
.
,
h
ar
m
f
u
l,
b
en
ef
icial,
u
n
en
jo
y
a
b
le,
en
jo
y
a
b
le,
in
ef
f
ec
tiv
e
,
ef
f
ec
tiv
e)
.
T
h
is
s
ca
le
was
o
r
ig
in
ally
d
ev
elo
p
e
d
b
y
Ar
m
ah
an
d
R
o
b
s
o
n
[
5
]
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
th
e
attitu
d
e
item
s
s
h
o
wed
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
α
=0
.
8
2
)
.
SN
was
m
ea
s
u
r
ed
with
th
r
ee
item
s
r
ef
lectin
g
p
er
ce
iv
ed
s
o
c
ial
p
r
ess
u
r
e
o
r
s
u
p
p
o
r
t
to
u
s
e
p
r
o
b
lem
-
s
o
lv
in
g
m
eth
o
d
s
.
T
ea
ch
er
s
r
ated
s
tatem
en
ts
s
u
ch
as
“
mo
s
t
p
eo
p
le
w
h
o
a
r
e
imp
o
r
ta
n
t
to
me
(
e.
g
.
,
h
ea
d
tea
ch
er,
p
a
r
en
ts
)
th
in
k
t
h
a
t
I
s
h
o
u
ld
u
s
e
p
r
o
b
lem
-
s
o
lvin
g
m
eth
o
d
s
in
my
tea
c
h
in
g
,
”
o
n
a
7
-
p
o
in
t
a
g
r
ee
m
e
n
t
s
ca
le
(
1
=stro
n
g
ly
d
is
ag
r
ee
,
7
=stro
n
g
ly
ag
r
ee
)
.
T
h
is
m
ea
s
u
r
e
was
ad
ap
ted
f
r
o
m
Ar
m
ah
an
d
R
o
b
s
o
n
[
5
]
an
d
Ajze
n
’
s
s
tan
d
ar
d
T
PB
q
u
esti
o
n
n
air
es,
ca
p
tu
r
i
n
g
b
o
th
in
ju
n
c
tiv
e
n
o
r
m
s
(
o
t
h
er
s
’
ex
p
ec
tatio
n
s
)
an
d
a
s
en
s
e
o
f
wh
eth
er
co
lleag
u
es a
n
d
s
u
p
e
r
v
is
o
r
s
en
co
u
r
a
g
e
th
e
p
r
ac
tice.
C
r
o
n
b
ac
h
’
s
α
f
o
r
t
h
e
n
o
r
m
s
ca
le
was 0
.
7
5
.
PB
C
was
m
ea
s
u
r
ed
with
f
o
u
r
item
s
ass
e
s
s
in
g
teac
h
er
s
’
co
n
f
id
en
ce
a
n
d
p
er
ce
iv
e
d
co
n
tr
o
l
o
v
er
im
p
lem
en
tin
g
th
e
r
ef
o
r
m
.
T
wo
item
s
tap
p
ed
co
n
tr
o
l
c
ap
ac
ity
b
elief
s
(
e.
g
.
,
“
I
f
I
wa
n
ted
to
,
I
co
u
ld
ea
s
ily
im
p
lem
en
t p
r
o
b
lem
-
s
o
lv
in
g
ta
s
k
s
r
eg
u
lar
ly
”)
,
a
n
d
two
item
s
tap
p
ed
co
n
tr
o
l c
o
n
s
tr
ain
t b
elie
f
s
(
e.
g
.
,
“
I
lack
th
e
r
eso
u
r
ce
s
an
d
tim
e
to
im
p
lem
en
t
p
r
o
b
lem
-
s
o
lv
in
g
in
m
ath
c
lass
,
”
r
ev
er
s
e
-
s
co
r
ed
)
.
T
h
ese
i
tem
s
wer
e
b
ased
o
n
an
elicitatio
n
s
tu
d
y
b
y
Ar
m
a
h
an
d
R
o
b
s
o
n
[
3
1
]
,
wh
ich
h
a
d
id
en
tifie
d
“lac
k
o
f
in
s
tr
u
cti
o
n
al
r
eso
u
r
ce
s
”
an
d
“tim
e
co
n
s
tr
ain
ts
”
as
k
ey
b
ar
r
ier
s
to
teac
h
in
g
th
r
o
u
g
h
p
r
o
b
l
em
s
o
lv
in
g
.
I
n
o
u
r
d
ata,
th
e
PB
C
s
ca
le
s
h
o
wed
g
o
o
d
r
eliab
ilit
y
(
α
=
0
.
8
0
)
.
I
n
ten
tio
n
(
I
NT
)
to
im
p
lem
en
t
th
e
p
r
o
b
lem
-
s
o
lv
in
g
p
ed
a
g
o
g
y
was
m
ea
s
u
r
ed
with
th
r
e
e
in
ten
tio
n
s
tatem
en
ts
o
n
a
7
-
p
o
in
t
s
ca
le.
E
x
am
p
le
item
s
in
clu
d
e
“
I
in
t
en
d
to
in
co
r
p
o
r
ate
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
ities
in
m
y
m
ath
em
atics
less
o
n
s
f
r
eq
u
en
tly
in
th
e
n
ex
t
ter
m
”
a
n
d
“
I
p
lan
to
teac
h
m
ath
em
atic
s
th
r
o
u
g
h
p
r
o
b
lem
s
o
lv
in
g
wh
en
e
v
er
p
o
s
s
ib
le
.
”
T
h
ese
item
s
f
o
llo
wed
s
tan
d
ar
d
T
PB
item
co
n
s
tr
u
ctio
n
,
Aj
ze
n
[
1
8
]
a
n
d
wer
e
in
f
o
r
m
e
d
b
y
Ar
m
ah
a
n
d
R
o
b
s
o
n
[
5
]
.
T
h
e
in
ten
tio
n
s
ca
le
wa
s
h
ig
h
ly
r
eliab
le
(
α
=0
.
8
8
)
.
I
m
p
lem
en
tatio
n
b
eh
av
io
r
(
B
E
H)
was
as
s
ess
ed
v
ia
s
elf
-
r
ep
o
r
t,
u
s
in
g
th
r
ee
item
s
th
at
ca
p
tu
r
ed
th
e
teac
h
er
’
s
ac
tu
al
u
s
e
o
f
p
r
o
b
le
m
-
s
o
lv
in
g
ap
p
r
o
ac
h
es
in
th
eir
r
ec
en
t
teac
h
in
g
p
r
ac
tice.
Sin
ce
d
ir
ec
t
class
r
o
o
m
o
b
s
er
v
atio
n
was
n
o
t
f
ea
s
ib
le
a
t
s
ca
le,
we
r
elied
o
n
teac
h
er
s
elf
-
r
ep
o
r
ts
o
f
th
eir
b
eh
a
v
io
r
o
v
er
th
e
p
ast
m
o
n
th
.
A
s
am
p
le
item
is
“
in
th
e
p
ast
f
o
u
r
wee
k
s
,
I
o
f
ten
g
av
e
m
y
s
tu
d
en
ts
m
ath
em
atica
l
p
r
o
b
le
m
s
to
s
o
lv
e
th
at
h
av
e
m
u
ltip
le
s
o
lu
tio
n
s
o
r
ap
p
r
o
ac
h
es
.
”
R
esp
o
n
s
es
wer
e
o
n
a
7
-
p
o
in
t
f
r
eq
u
e
n
cy
s
ca
le
(
1
=n
e
v
er
,
7
=
v
er
y
o
f
ten
)
.
W
e
ac
k
n
o
wled
g
e
th
at
s
elf
-
r
ep
o
r
t
ca
n
o
v
er
esti
m
ate
ac
tu
al
b
eh
av
io
r
;
to
m
itig
ate
th
is
,
we
as
s
u
r
ed
r
esp
o
n
d
e
n
ts
th
at
th
e
s
u
r
v
ey
was
n
o
t
an
ev
a
lu
atio
n
an
d
en
c
o
u
r
a
g
ed
h
o
n
esty
.
Pre
v
io
u
s
s
tu
d
ies
s
u
g
g
est
th
at
wh
en
an
o
n
y
m
ity
is
en
s
u
r
ed
,
teac
h
er
s
’
s
elf
-
r
ep
o
r
ted
im
p
lem
en
tatio
n
co
r
r
elate
s
r
ea
s
o
n
ab
ly
with
o
b
s
er
v
ed
p
r
a
ctice
.
I
n
th
is
s
tu
d
y
,
th
e
b
eh
av
i
o
r
s
ca
le
h
ad
ac
ce
p
ta
b
le
r
eliab
ilit
y
(
α
=0
.
7
9
)
.
C
T
X
was
m
ea
s
u
r
ed
b
y
a
co
m
p
o
s
ite
in
d
ex
o
f
f
o
u
r
item
s
r
ef
lectin
g
th
e
s
u
p
p
o
r
tiv
e
co
n
d
itio
n
s
o
f
th
e
teac
h
er
’
s
s
ch
o
o
l
en
v
ir
o
n
m
en
t
.
T
ea
ch
er
s
in
d
icate
d
th
eir
ag
r
ee
m
en
t
(
7
-
p
o
in
t
s
ca
le)
with
s
tatem
en
ts
s
u
ch
as
“
I
h
av
e
ac
ce
s
s
to
th
e
m
ater
ia
ls
an
d
r
eso
u
r
ce
s
I
n
ee
d
t
o
tea
ch
u
s
in
g
p
r
o
b
lem
s
o
lv
in
g
,
”
“
T
h
e
class
s
ize
an
d
s
ch
ed
u
le
allo
w
m
e
to
en
g
a
g
e
s
tu
d
en
ts
in
p
r
o
b
lem
-
s
o
lv
in
g
a
ctiv
ities
,
”
“
My
s
ch
o
o
l
ad
m
in
i
s
tr
atio
n
s
u
p
p
o
r
ts
m
e
in
tr
y
in
g
o
u
t
n
ew
teac
h
i
n
g
m
e
th
o
d
s
lik
e
p
r
o
b
lem
s
o
lv
in
g
,
”
a
n
d
“
I
h
av
e
o
p
p
o
r
tu
n
ities
to
le
ar
n
an
d
co
llab
o
r
ate
o
n
p
r
o
b
lem
-
s
o
lv
in
g
teac
h
in
g
(
e.
g
.
,
t
r
ain
in
g
o
r
s
h
ar
in
g
with
co
lleag
u
es).
”
T
h
ese
item
s
wer
e
n
ewly
d
ev
el
o
p
ed
f
o
r
th
is
s
tu
d
y
b
ased
o
n
co
m
m
o
n
th
em
es
i
n
th
e
liter
atu
r
e
o
n
en
ab
lin
g
c
o
n
d
itio
n
s
f
o
r
in
s
tr
u
ctio
n
al
r
ef
o
r
m
[
3
2
]
,
[
3
3
]
.
An
ex
p
lo
r
ato
r
y
f
ac
to
r
a
n
aly
s
is
co
n
f
ir
m
ed
t
h
at
th
e
f
o
u
r
item
s
lo
ad
ed
o
n
a
s
in
g
le
f
ac
t
o
r
,
s
o
we
av
er
ag
e
d
th
em
to
f
o
r
m
a
co
n
tex
tu
al
s
u
p
p
o
r
t
in
d
ex
.
Hig
h
er
s
co
r
es
r
ep
r
esen
t
a
m
o
r
e
f
av
o
r
ab
le
c
o
n
tex
t
f
o
r
im
p
lem
en
tatio
n
.
T
h
e
s
ca
le
r
e
liab
ilit
y
was
α
=0
.
8
4
.
W
e
tr
e
ated
th
is
v
a
r
iab
le
as
a
n
o
b
s
e
r
v
ed
co
m
p
o
s
ite
in
an
aly
s
es
f
o
r
p
ar
s
im
o
n
y
.
Ad
d
itio
n
ally
,
th
e
s
u
r
v
e
y
c
o
llected
d
e
m
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
an
d
a
f
ew
co
n
t
r
o
l
v
ar
iab
les
(
e.
g
.
,
y
ea
r
s
o
f
teac
h
i
n
g
ex
p
e
r
ien
ce
,
h
ig
h
est
q
u
alif
i
ca
tio
n
)
.
T
h
ese
wer
e
u
s
ed
to
d
escr
ib
e
th
e
s
am
p
le
an
d
wer
e
ex
am
in
e
d
in
th
e
an
aly
s
is
to
ch
ec
k
f
o
r
an
y
c
o
n
f
o
u
n
d
in
g
e
f
f
ec
ts
,
b
u
t
th
ey
we
r
e
n
o
t
ce
n
tr
al
to
o
u
r
h
y
p
o
th
eses
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
725
-
739
730
3
.
2
.
P
ro
ce
du
re
Data
wer
e
co
llected
o
v
er
o
n
e
m
o
n
th
u
s
in
g
p
ap
er
q
u
esti
o
n
n
a
ir
es
d
u
r
in
g
teac
h
er
w
o
r
k
s
h
o
p
s
an
d
s
taf
f
m
ee
tin
g
s
,
with
two
tr
ain
ed
r
esear
ch
ass
is
tan
ts
d
is
tr
ib
u
tin
g
an
d
co
llectin
g
r
esp
o
n
s
es
o
n
-
s
ite.
Par
ticip
an
ts
r
ec
eiv
ed
in
f
o
r
m
atio
n
ab
o
u
t
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
wer
e
ass
u
r
ed
th
at
p
a
r
ticip
atio
n
was
v
o
lu
n
tar
y
,
a
n
d
i
n
f
o
r
m
ed
o
f
th
eir
r
i
g
h
t
to
with
d
r
aw
at
an
y
tim
e.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
.
C
o
n
f
id
en
tiality
was
en
s
u
r
ed
,
with
d
at
a
an
o
n
y
m
ized
a
n
d
u
s
ed
s
o
lely
f
o
r
r
esear
c
h
.
T
ea
c
h
er
s
wer
e
en
co
u
r
ag
e
d
to
r
esp
o
n
d
h
o
n
estl
y
,
as
th
er
e
wer
e
n
o
co
r
r
ec
t
o
r
in
c
o
r
r
ec
t
an
s
wer
s
.
T
h
e
s
u
r
v
ey
to
o
k
2
0
to
2
5
m
in
u
tes
to
co
m
p
lete.
Gh
an
a
E
d
u
c
atio
n
Ser
v
ice
d
is
tr
ict
o
f
f
ices
an
d
s
ch
o
o
l
h
ea
d
s
g
r
an
ted
p
er
m
is
s
io
n
.
No
f
in
a
n
c
ial
co
m
p
en
s
atio
n
was
p
r
o
v
id
ed
;
h
o
wev
er
,
lig
h
t
r
ef
r
esh
m
en
ts
wer
e
o
f
f
e
r
ed
as a
co
u
r
tesy
with
o
u
t
c
o
n
s
titu
tin
g
u
n
d
u
e
i
n
f
lu
en
ce
.
T
wo
tr
ain
e
d
r
esear
ch
ass
is
tan
ts
d
is
tr
ib
u
ted
an
d
co
llected
th
e
s
u
r
v
ey
s
o
n
-
s
ite.
T
o
m
in
im
ize
s
o
cial
d
esira
b
ilit
y
b
ias,
teac
h
er
s
wer
e
as
s
u
r
ed
th
at
th
eir
r
esp
o
n
s
es
wo
u
ld
b
e
c
o
n
f
id
en
tial
an
d
u
s
ed
o
n
ly
f
o
r
r
esear
ch
.
W
e
em
p
h
asized
th
at
h
o
n
est
an
s
wer
s
,
wh
eth
er
p
o
s
itiv
e
o
r
n
eg
ativ
e
ab
o
u
t
th
eir
im
p
lem
en
tatio
n
o
f
th
e
n
ew
ap
p
r
o
ac
h
,
wo
u
ld
h
e
lp
id
en
tify
n
ee
d
ed
s
u
p
p
o
r
ts
,
an
d
th
at
th
e
r
e
wer
e
n
o
“r
ig
h
t”
an
s
wer
s
.
T
h
e
t
ea
ch
er
s
co
m
p
leted
th
e
s
u
r
v
e
y
in
ap
p
r
o
x
im
ately
20
–
2
5
m
i
n
u
tes.
Per
m
is
s
io
n
w
as
o
b
tain
ed
f
r
o
m
th
e
G
h
an
a
E
d
u
ca
tio
n
Ser
v
ice
d
is
tr
ict
o
f
f
ic
es
an
d
s
ch
o
o
l
h
ea
d
s
to
ap
p
r
o
ac
h
teac
h
e
r
s
.
3
.
3
.
Da
t
a
a
na
ly
s
is
Ou
r
an
aly
s
is
p
r
o
ce
e
d
ed
in
two
m
ain
s
tag
es
co
r
r
esp
o
n
d
i
n
g
to
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
an
d
th
e
s
tr
u
ctu
r
al
m
o
d
el.
First,
we
p
e
r
f
o
r
m
e
d
a
c
o
n
f
ir
m
at
o
r
y
f
ac
to
r
an
aly
s
is
(
C
FA
)
o
n
th
e
m
u
lti
-
item
s
ca
les
(
AT
T
,
SN,
PB
C
,
I
NT
,
B
E
H,
C
T
X)
to
v
er
if
y
t
h
e
f
ac
to
r
s
tr
u
ctu
r
e
a
n
d
to
en
s
u
r
e
t
h
e
m
ea
s
u
r
es
wer
e
r
eliab
le
an
d
v
alid
f
o
r
h
y
p
o
th
esis
test
in
g
.
T
h
e
C
FA
wa
s
co
n
d
u
cted
u
s
in
g
I
B
M
SP
SS
AM
O
S
2
7
with
m
ax
im
u
m
lik
elih
o
o
d
esti
m
atio
n
.
Mo
d
el
f
it
was
ev
alu
ated
with
s
tan
d
ar
d
in
d
ices:
C
h
i
-
s
q
u
ar
e
(
χ²)
,
co
m
p
a
r
ativ
e
f
it
in
d
ex
(
C
FI)
,
T
u
ck
er
-
L
ewis
i
n
d
e
x
(
T
L
I
)
,
an
d
r
o
o
t
m
ea
n
s
q
u
ar
e
e
r
r
o
r
o
f
a
p
p
r
o
x
im
atio
n
(
R
MSE
A)
.
Fo
llo
win
g
th
e
C
FA
,
as
in
T
ab
le
2
,
we
ca
lc
u
lated
co
m
p
o
s
ite
s
co
r
es (
s
ca
le
m
ea
n
s
)
f
o
r
ea
ch
co
n
s
tr
u
ct
t
o
u
s
e
in
th
e
s
t
r
u
ctu
r
al
m
o
d
el.
T
ab
le
2
.
C
FA f
o
r
m
ea
s
u
r
e
m
en
t m
o
d
el
–
s
tan
d
a
r
d
ized
l
o
ad
in
g
s
C
o
n
st
r
u
c
t
(
f
a
c
t
o
r
)
Ex
a
m
p
l
e
i
t
e
m (a
b
r
i
d
g
e
d
)
Lo
a
d
i
n
g
A
TT
A
TT1
:
I
mp
l
e
m
e
n
t
i
n
g
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
i
s
b
e
n
e
f
i
c
i
a
l
f
o
r
p
u
p
i
l
s’
l
e
a
r
n
i
n
g
.
0
.
7
9
A
TT2
:
U
si
n
g
p
r
o
b
l
e
m
-
so
l
v
i
n
g
i
n
m
y
c
l
a
ss
i
s
e
n
j
o
y
a
b
l
e
(
f
o
r
m
e
a
n
d
t
h
e
s
t
u
d
e
n
t
s)
.
0
.
8
2
A
TT3
:
O
v
e
r
a
l
l
,
t
e
a
c
h
i
n
g
t
h
r
o
u
g
h
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
i
s
g
o
o
d
(
v
e
r
su
s
b
a
d
)
.
0
.
7
5
SN
S
N
1
:
I
mp
o
r
t
a
n
t
o
t
h
e
r
s (e
.
g
.
,
h
e
a
d
t
e
a
c
h
e
r
)
e
x
p
e
c
t
me
t
o
t
e
a
c
h
v
i
a
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
.
0
.
7
3
S
N
2
:
M
o
st
c
o
l
l
e
a
g
u
e
s w
h
o
se
o
p
i
n
i
o
n
I
v
a
l
u
e
u
se
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
m
e
t
h
o
d
s
.
0
.
6
8
S
N
3
:
I
f
e
e
l
u
n
d
e
r
s
o
c
i
a
l
p
r
e
ss
u
r
e
t
o
i
n
c
o
r
p
o
r
a
t
e
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
i
n
t
e
a
c
h
i
n
g
.
0
.
7
1
P
B
C
P
B
C
1
:
I
f
I
w
a
n
t
,
I
c
a
n
e
a
s
i
l
y
i
m
p
l
e
me
n
t
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
r
e
g
u
l
a
r
l
y
.
0
.
7
6
P
B
C
2
:
I
a
m
c
o
n
f
i
d
e
n
t
i
n
my
a
b
i
l
i
t
y
t
o
t
e
a
c
h
t
h
r
o
u
g
h
p
r
o
b
l
e
m
-
so
l
v
i
n
g
.
0
.
8
0
P
B
C
3
:
(
r
e
v
e
r
se)
L
a
c
k
o
f
t
i
me
i
n
t
h
e
c
u
r
r
i
c
u
l
u
m
p
r
e
v
e
n
t
s me
f
r
o
m
t
e
a
c
h
i
n
g
p
r
o
b
l
e
m
-
so
l
v
i
n
g
.
0
.
6
6
P
B
C
4
:
(
r
e
v
e
r
se)
I
d
o
n
’
t
h
a
v
e
t
h
e
n
e
c
e
ssary
m
a
t
e
r
i
a
l
s
t
o
t
e
a
c
h
t
h
r
o
u
g
h
p
r
o
b
l
e
m
-
so
l
v
i
n
g
.
0
.
7
2
I
N
T
I
N
T1
:
I
i
n
t
e
n
d
t
o
f
r
e
q
u
e
n
t
l
y
u
se
p
r
o
b
l
e
m
-
so
l
v
i
n
g
t
a
s
k
s
i
n
m
y
ma
t
h
t
e
a
c
h
i
n
g
.
0
.
8
8
I
N
T2
:
I
p
l
a
n
t
o
i
m
p
l
e
me
n
t
p
r
o
b
l
e
m
-
so
l
v
i
n
g
a
p
p
r
o
a
c
h
e
s
i
n
t
h
e
c
o
mi
n
g
t
e
r
m
.
0
.
9
0
I
N
T3
:
I
w
i
l
l
t
r
y
t
o
t
e
a
c
h
ma
t
h
t
h
r
o
u
g
h
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
w
h
e
n
e
v
e
r
p
o
ssi
b
l
e
.
0
.
8
5
B
EH
B
EH
1
:
I
n
t
h
e
l
a
st
mo
n
t
h
,
I
o
f
t
e
n
g
a
v
e
o
p
e
n
-
e
n
d
e
d
m
a
t
h
p
r
o
b
l
e
ms
f
o
r
s
t
u
d
e
n
t
s t
o
s
o
l
v
e
.
0
.
8
1
B
EH
2
:
I
r
e
g
u
l
a
r
l
y
e
n
g
a
g
e
st
u
d
e
n
t
s
i
n
so
l
v
i
n
g
n
o
v
e
l
p
r
o
b
l
e
ms
i
n
c
l
a
ss
.
0
.
7
8
B
EH
3
:
(
r
e
v
e
r
se)
I
st
u
c
k
s
t
r
i
c
t
l
y
t
o
e
x
a
mp
l
e
s fr
o
m
t
h
e
t
e
x
t
b
o
o
k
w
i
t
h
o
u
t
a
d
d
i
t
i
o
n
a
l
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
.
0
.
6
5
C
TX
C
TX
1
:
I
h
a
v
e
su
f
f
i
c
i
e
n
t
m
a
t
e
r
i
a
l
s
a
n
d
r
e
so
u
r
c
e
s t
o
t
e
a
c
h
u
si
n
g
p
r
o
b
l
e
m
-
so
l
v
i
n
g
.
0
.
7
7
C
TX
2
:
C
l
a
ss s
i
z
e
a
n
d
sc
h
e
d
u
l
e
a
l
l
o
w
f
o
r
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
a
c
t
i
v
i
t
i
e
s.
0
.
6
9
C
TX
3
:
M
y
sc
h
o
o
l
l
e
a
d
e
r
s
su
p
p
o
r
t
m
e
i
n
t
r
y
i
n
g
n
e
w
me
t
h
o
d
s
l
i
k
e
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
.
0
.
8
3
C
TX
4
:
I
h
a
v
e
o
p
p
o
r
t
u
n
i
t
i
e
s (t
r
a
i
n
i
n
g
/
c
o
l
l
e
a
g
u
e
s)
t
o
d
e
v
e
l
o
p
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
t
e
a
c
h
i
n
g
s
k
i
l
l
s
.
0
.
8
0
N
o
t
e
:
A
l
l
f
a
c
t
o
r
l
o
a
d
i
n
g
s
a
r
e
si
g
n
i
f
i
c
a
n
t
a
t
p
<
.
0
0
1
.
I
t
e
ms
m
a
r
k
e
d
(
r
e
v
e
r
se)
w
e
r
e
r
e
v
e
r
s
e
-
c
o
d
e
d
i
n
a
n
a
l
y
s
i
s
s
o
t
h
a
t
h
i
g
h
e
r
sc
o
r
e
s
i
n
d
i
c
a
t
e
g
r
e
a
t
e
r
p
e
r
c
e
i
v
e
d
c
o
n
t
r
o
l
o
r
mo
r
e
f
r
e
q
u
e
n
t
b
e
h
a
v
i
o
r
.
I
n
th
e
s
ec
o
n
d
s
tag
e,
we
s
p
ec
if
ied
a
SEM
to
test
th
e
h
y
p
o
th
es
ized
r
elatio
n
s
h
ip
s
am
o
n
g
t
h
e
c
o
n
s
tr
u
cts.
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
m
ir
r
o
r
ed
th
e
f
r
am
ewo
r
k
i
n
Fig
u
r
e
1
.
Attitu
d
e
,
s
u
b
jectiv
e
n
o
r
m
,
an
d
PB
C
wer
e
ex
o
g
en
o
u
s
p
r
e
d
icto
r
s
o
f
i
n
ten
t
io
n
;
in
ten
tio
n
a
n
d
c
o
n
tex
tu
al
s
u
p
p
o
r
t
wer
e
p
r
e
d
icto
r
s
o
f
b
eh
av
io
r
.
ad
d
itio
n
ally
,
to
ad
d
r
ess
H7
,
we
test
ed
th
e
m
o
d
er
atin
g
e
f
f
ec
t
o
f
co
n
tex
tu
al
s
u
p
p
o
r
t
o
n
th
e
in
te
n
tio
n
→
b
eh
av
io
r
p
ath
.
T
h
is
m
o
d
er
atio
n
was
ex
am
in
e
d
in
two
way
s
:
i
)
b
y
ad
d
in
g
an
in
te
r
ac
tio
n
ter
m
(
in
ten
tio
n
×
co
n
t
ex
tu
al
s
u
p
p
o
r
t
)
i
n
to
a
r
eg
r
ess
io
n
eq
u
atio
n
p
r
e
d
ictin
g
b
eh
a
v
io
r
a
n
d
ii
)
b
y
co
n
d
u
ctin
g
a
m
u
lti
-
g
r
o
u
p
SEM
an
a
ly
s
is
,
s
p
litt
in
g
th
e
s
am
p
le
in
to
h
i
g
h
(
n
=1
8
6
)
v
s
l
o
w
(
n
=1
8
2
)
co
n
tex
t
s
u
p
p
o
r
t
g
r
o
u
p
s
(
u
s
in
g
a
m
ed
ia
n
s
p
lit
o
n
t
h
e
co
n
tex
tu
al
s
u
p
p
o
r
t
i
n
d
ex
)
an
d
c
o
m
p
ar
i
n
g
th
e
in
ten
tio
n
→
b
e
h
av
io
r
p
ath
co
ef
f
icien
t
b
etwe
en
g
r
o
u
p
s
.
T
h
e
m
u
lti
-
g
r
o
u
p
ap
p
r
o
ac
h
allo
wed
a
s
tr
aig
h
tf
o
r
war
d
test
o
f
wh
et
h
er
t
h
e
p
ath
d
if
f
er
ed
s
ig
n
if
ican
tly
ac
r
o
s
s
h
ig
h
-
s
u
p
p
o
r
t
an
d
lo
w
-
s
u
p
p
o
r
t
co
n
tex
ts
.
B
o
th
m
eth
o
d
s
o
f
test
in
g
m
o
d
er
ati
o
n
y
ield
e
d
co
n
v
er
g
en
t
r
esu
l
ts
;
f
o
r
clar
ity
,
we
p
r
im
ar
ily
r
ep
o
r
t
th
e
m
u
lti
-
g
r
o
u
p
f
i
n
d
in
g
s
(
th
e
r
eg
r
ess
io
n
i
n
ter
ac
tio
n
ap
p
r
o
ac
h
s
im
ilar
ly
s
h
o
wed
a
s
ig
n
if
ican
t
in
ter
ac
tio
n
ter
m
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xten
d
ed
th
e
o
r
y
o
f p
la
n
n
ed
b
eh
a
vio
r
:
a
c
o
n
textu
a
l fra
mewo
r
k
fo
r
s
ch
o
o
l
…
(
P
r
in
ce
Ha
m
id
A
r
ma
h
)
731
W
e
also
ch
ec
k
ed
f
o
r
p
o
ten
t
ial
co
m
m
o
n
m
eth
o
d
b
ias,
g
iv
en
th
at
all
d
ata
wer
e
s
elf
-
r
ep
o
r
te
d
.
A
Har
m
an
’
s
s
in
g
le
-
f
ac
to
r
test
(
u
n
r
o
tate
d
f
ac
t
o
r
a
n
aly
s
is
)
in
d
icate
d
n
o
d
o
m
in
an
t
s
in
g
le
f
ac
to
r
,
a
n
d
th
e
la
r
g
est
f
ac
to
r
ac
co
u
n
ted
f
o
r
less
th
a
n
3
0
%
o
f
v
ar
ia
n
ce
,
s
u
g
g
esti
n
g
th
at
co
m
m
o
n
m
eth
o
d
b
ia
s
was
n
o
t
a
s
er
io
u
s
co
n
ce
r
n
.
Ad
d
itio
n
ally
,
we
co
n
d
u
cted
p
o
s
t
-
h
o
c
test
s
f
o
r
an
y
in
d
ir
ec
t
ef
f
ec
ts
(
f
o
r
ex
am
p
l
e,
wh
eth
er
attitu
d
es
in
f
lu
en
ce
d
b
eh
av
i
o
r
v
ia
in
te
n
tio
n
)
u
s
in
g
b
o
o
ts
tr
ap
p
in
g
(
5
,
0
0
0
r
esam
p
les)
to
g
en
er
ate
co
n
f
id
en
ce
in
ter
v
als.
All
s
tatis
t
ical
test
s
wer
e
in
ter
p
r
eted
at
a
s
ig
n
if
ican
ce
lev
el
o
f
α
=.
0
5
(
two
-
tailed
)
.
W
h
er
e
ap
p
licab
le,
we
r
ep
o
r
t
s
tan
d
ar
d
ized
r
eg
r
ess
io
n
weig
h
ts
(
β)
f
o
r
ea
s
e
o
f
in
ter
p
r
etatio
n
,
alo
n
g
with
th
eir
s
ig
n
if
ican
ce
lev
els.
Descr
ip
tiv
e
s
tatis
t
ics
an
d
co
r
r
elatio
n
s
am
o
n
g
th
e
m
ain
v
a
r
iab
les
ar
e
p
r
o
v
id
ed
in
T
ab
le
1
to
g
iv
e
a
p
r
eli
m
in
ar
y
s
en
s
e
o
f
th
e
r
elatio
n
s
h
ip
s
b
ef
o
r
e
tu
r
n
i
n
g
to
th
e
SEM
r
esu
lts
.
4.
DE
SCR
I
P
T
I
V
E
AND
P
R
E
L
I
M
I
NARY
AN
AL
Y
SI
S
T
ab
le
1
p
r
esen
ts
th
e
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
an
d
Pe
ar
s
o
n
co
r
r
elatio
n
s
f
o
r
all
th
e
p
r
in
cip
al
v
ar
iab
les.
On
av
er
ag
e,
teac
h
er
s
’
attitu
d
es
to
war
d
th
e
p
r
o
b
lem
-
s
o
lv
in
g
p
e
d
ag
o
g
y
wer
e
q
u
ite
p
o
s
itiv
e
(
Me
an
≈
5
.
9
o
n
th
e
7
-
p
o
in
t
s
ca
le)
,
in
d
icatin
g
th
at
m
o
s
t
v
iewe
d
it
as
b
en
e
f
icial
f
o
r
s
tu
d
en
t
s
.
Su
b
jectiv
e
n
o
r
m
r
ec
eiv
ed
a
m
o
d
e
r
ate
s
co
r
e
(
Me
an
≈
4
.
8
)
,
r
e
f
lectin
g
th
at
s
o
m
e
teac
h
er
s
f
elt
s
o
cial
en
c
o
u
r
ag
em
en
t
to
ch
an
g
e,
wh
ile
o
th
er
s
wer
e
n
e
u
tr
al
o
r
u
n
s
u
r
e
ab
o
u
t
e
x
ter
n
al
ex
p
ec
tati
o
n
s
.
PB
C
h
ad
a
s
lig
h
tly
lo
wer
m
ea
n
(
Me
an
≈
4
.
5
)
with
s
o
m
ewh
at
h
ig
h
er
v
ar
ian
ce
,
s
u
g
g
esti
n
g
m
an
y
teac
h
e
r
s
r
ec
o
g
n
ized
s
ig
n
if
ican
t
c
o
n
s
tr
ain
ts
(
e.
g
.
,
lack
o
f
tim
e
o
r
m
ater
ials
)
ev
en
as
s
o
m
e
f
elt
co
n
f
id
e
n
t
in
th
eir
ab
ilit
y
.
C
o
n
tex
tu
al
s
u
p
p
o
r
t
v
a
r
ied
wid
ely
ac
r
o
s
s
r
esp
o
n
d
en
ts
(
Me
an
≈
4
.
2
,
SD=1
.
5
)
,
c
o
n
f
ir
m
i
n
g
th
at
s
o
m
e
s
ch
o
o
ls
wer
e
p
er
ce
iv
ed
as
h
ig
h
ly
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
wh
ile
o
th
er
s
w
er
e
n
o
t.
On
av
er
ag
e,
teac
h
er
s
r
ep
o
r
ted
f
air
ly
s
tr
o
n
g
in
ten
tio
n
s
to
im
p
lem
en
t
p
r
o
b
lem
-
s
o
lv
in
g
(
Me
an
≈
5
.
5
)
,
b
u
t
th
eir
s
elf
-
r
ep
o
r
te
d
b
eh
av
i
o
r
was
n
o
tab
ly
lo
wer
(
Me
an
≈
4
.
0
)
.
T
h
is
in
d
icate
s
an
in
ten
tio
n
–
b
eh
a
v
io
r
g
ap
:
wh
ile
m
an
y
teac
h
er
s
p
lan
n
ed
to
u
s
e
th
e
n
ew
p
e
d
ag
o
g
y
,
f
ewe
r
d
id
s
o
f
r
e
q
u
en
tly
in
r
ec
en
t
p
r
ac
tice.
T
h
e
b
iv
a
r
iate
co
r
r
elatio
n
s
s
h
o
wed
th
at
in
ten
tio
n
was
p
o
s
itiv
ely
co
r
r
elate
d
with
attitu
d
e
(
r
=.
5
2
,
p
<.
0
0
1
)
a
n
d
PB
C
(
r
=.
4
5
,
p
<.
0
0
1
)
,
an
d
less
s
o
with
s
u
b
jectiv
e
n
o
r
m
(
r
=.
2
1
,
p
<.
0
1
)
.
I
m
p
lem
en
tatio
n
b
eh
av
io
r
was
s
ig
n
if
ican
tly
c
o
r
r
elate
d
with
i
n
ten
tio
n
(
r
=.
5
6
,
p
<.
0
0
1
)
an
d
with
c
o
n
tex
t
u
al
s
u
p
p
o
r
t
(
r
=
.
5
0
,
p
<.
0
0
1
)
.
C
o
n
tex
tu
al
s
u
p
p
o
r
t w
as a
ls
o
m
o
d
er
ately
co
r
r
elate
d
with
PB
C
(
r
=.
4
0
,
p
<.
0
0
1
)
,
im
p
ly
in
g
th
at
teac
h
er
s
in
m
o
r
e
s
u
p
p
o
r
tiv
e
s
ch
o
o
ls
al
s
o
f
elt
m
o
r
e
p
er
s
o
n
al
co
n
tr
o
l.
T
h
ese
co
r
r
elatio
n
s
p
r
o
v
id
e
i
n
itial
s
u
p
p
o
r
t
f
o
r
o
u
r
m
o
d
el,
esp
ec
ially
th
e
c
r
u
cial
lin
k
b
etwe
en
i
n
ten
tio
n
a
n
d
b
e
h
a
v
io
r
an
d
th
e
p
o
ten
tial r
o
le
o
f
c
o
n
tex
t in
th
at
lin
k
.
5.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
5
.
1
.
M
ea
s
urem
ent
m
o
del c
o
nfir
m
a
t
io
n
As
r
ep
o
r
ted
in
T
ab
le
2
,
th
e
C
FA
s
u
p
p
o
r
ted
th
e
a
d
eq
u
a
cy
o
f
o
u
r
m
ea
s
u
r
em
en
t
m
o
d
el.
All
item
s
lo
ad
ed
s
tr
o
n
g
ly
o
n
t
h
eir
in
ten
d
ed
f
ac
to
r
s
(
s
tan
d
ar
d
ized
lo
a
d
in
g
s
r
an
g
e
0
.
6
5
-
0
.
9
0
,
all
p
<.
0
0
1
)
.
Fit
in
d
ices
wer
e
with
in
r
ec
o
m
m
en
d
e
d
th
r
es
h
o
ld
s
(
C
FI>
0
.
9
5
,
R
MSE
A=
0
.
0
4
5
)
,
a
n
d
r
eliab
ilit
y
/v
ali
d
ity
m
etr
ics
wer
e
s
atis
f
ac
to
r
y
.
W
e
al
s
o
ex
am
in
ed
d
is
cr
im
in
an
t
v
alid
ity
b
e
twee
n
clo
s
ely
r
elate
d
co
n
s
tr
u
cts
(
e.
g
.
,
b
etwe
en
attitu
d
e
an
d
PB
C
,
wh
ich
co
r
r
elate
d
r
=
.
3
0
)
.
T
h
e
av
e
r
ag
e
v
ar
ian
ce
ex
tr
ac
te
d
(
AVE
)
f
o
r
ea
c
h
c
o
n
s
tr
u
ct
ex
ce
ed
ed
t
h
e
s
q
u
ar
e
d
co
r
r
elat
io
n
b
etwe
en
an
y
p
air
o
f
c
o
n
s
tr
u
cts,
in
d
icatin
g
t
h
ey
a
r
e
d
is
tin
ct.
Ov
er
all,
th
e
m
ea
s
u
r
em
en
t m
o
d
el
was d
ee
m
ed
ac
ce
p
tab
le
f
o
r
p
r
o
ce
e
d
in
g
to
s
tr
u
ctu
r
al
a
n
aly
s
is
.
Mo
d
el
f
it
in
d
ices
f
o
r
th
e
C
FA
in
d
icate
d
a
g
o
o
d
f
it:
χ²(
1
4
2
)
=2
3
7
.
5
,
p
<.
0
0
1
;
C
FI=
0
.
9
5
6
;
T
L
I
=0
.
9
4
3
;
R
MSE
A=
0
.
0
4
5
(
9
0
%
C
I
[
0
.
0
3
7
,
0
.
0
5
3
]
)
.
T
h
ese
s
tatis
tics
s
u
g
g
est
th
at
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
a
d
eq
u
ately
r
ep
r
esen
ts
th
e
d
ata.
C
o
m
p
o
s
i
te
r
eliab
ilit
y
f
o
r
ea
ch
co
n
s
tr
u
ct
was
ab
o
v
e
0
.
7
5
,
an
d
A
VE
f
o
r
ea
ch
laten
t
co
n
s
tr
u
ct
ex
ce
ed
ed
0
.
5
0
,
s
u
p
p
o
r
tin
g
co
n
v
er
g
en
t
v
alid
ity
.
Dis
cr
im
in
an
t
v
alid
ity
was
ch
ec
k
ed
b
y
co
n
f
ir
m
in
g
th
at
th
e
s
q
u
ar
e
r
o
o
t
o
f
AVE
f
o
r
ea
ch
c
o
n
s
tr
u
ct
was
g
r
ea
te
r
th
an
its
co
r
r
elatio
n
s
with
o
t
h
er
co
n
s
tr
u
cts;
th
is
cr
iter
io
n
was
m
et
f
o
r
all
p
air
s
o
f
c
o
n
s
tr
u
cts.
T
h
e
lo
west
-
lo
a
d
in
g
in
d
icato
r
(
B
E
H3
,
λ
=0
.
6
5
)
was
r
ev
iewe
d
f
o
r
p
o
ten
tial
r
em
o
v
al.
Mo
d
el
r
e
-
esti
m
atio
n
with
o
u
t
B
E
H3
r
esu
lted
in
o
n
ly
a
m
ar
g
in
al
f
it
im
p
r
o
v
em
en
t
(
Δ
C
FI=
0
.
0
0
2
)
,
an
d
th
e
s
ca
le’
s
co
n
ce
p
tu
al
co
v
e
r
ag
e
was
r
e
d
u
ce
d
.
W
e
th
er
ef
o
r
e
r
etain
ed
B
E
H3
to
p
r
eser
v
e
co
n
ten
t
v
alid
ity
,
as
s
h
o
wn
in
Fig
u
r
e
2
.
Stan
d
ar
d
ized
f
ac
t
o
r
lo
ad
in
g
s
ar
e
d
is
p
lay
ed
o
n
ea
ch
in
d
icato
r
;
all
lo
ad
in
g
s
wer
e
s
ig
n
if
ican
t a
t
p
<.
0
0
1
.
5
.
2
.
Str
uct
ura
l m
o
del r
esu
lt
s
W
e
f
ir
s
t
test
ed
a
b
aselin
e
T
PB
m
o
d
el
(
with
o
u
t
t
h
e
co
n
tex
t
v
ar
iab
le)
t
o
ad
d
r
ess
H1
–
H5
,
an
d
th
e
n
in
tr
o
d
u
ce
d
th
e
co
n
te
x
t
v
a
r
iab
l
e
an
d
in
ter
ac
tio
n
f
o
r
H6
–
H7
.
T
h
e
b
aselin
e
T
PB
m
o
d
el
s
h
o
wed
g
o
o
d
f
it
to
th
e
d
ata
(
χ²(
d
f
=
1
4
4
)
=2
5
9
.
4
,
p
<.
0
0
1
;
C
FI=
0
.
9
5
3
;
R
MSE
A=
0
.
0
4
8
)
a
n
d
lar
g
ely
s
u
p
p
o
r
ted
th
e
class
ic
T
P
B
p
r
ed
ictio
n
s
.
I
n
th
e
b
aselin
e
m
o
d
el,
attitu
d
e,
s
u
b
jectiv
e
n
o
r
m
,
a
n
d
PB
C
ex
p
lain
ed
5
7
%
o
f
th
e
v
ar
ian
ce
in
in
ten
tio
n
,
a
n
d
in
te
n
tio
n
in
tu
r
n
ex
p
lain
e
d
3
2
%
o
f
t
h
e
v
a
r
ian
ce
in
b
e
h
av
io
r
(
wh
e
n
n
o
co
n
tex
t
v
ar
iab
les
wer
e
in
clu
d
ed
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
725
-
739
732
Fig
u
r
e
2
.
Me
asu
r
em
e
n
t
m
o
d
el
o
f
th
e
e
x
ten
d
ed
T
PB
f
o
r
teac
h
er
im
p
lem
en
tatio
n
o
f
s
ch
o
o
l m
ath
em
atics r
ef
o
r
m
Af
ter
ad
d
in
g
co
n
te
x
tu
al
s
u
p
p
o
r
t
an
d
th
e
in
ten
tio
n
×
co
n
tex
tu
al
s
u
p
p
o
r
t
in
ter
ac
tio
n
ter
m
,
th
e
ex
ten
d
ed
m
o
d
el
ca
p
tu
r
ed
s
u
b
s
tan
tially
m
o
r
e
v
ar
ia
n
ce
i
n
b
eh
a
v
io
r
.
T
h
e
test
ed
s
tr
u
ctu
r
al
m
o
d
el
with
s
tan
d
ar
d
ized
p
ath
co
ef
f
icien
ts
is
p
r
esen
ted
in
Fig
u
r
e
3
(
s
tan
d
ar
d
ized
p
ath
co
ef
f
icien
ts
ar
e
d
is
p
lay
ed
o
n
ar
r
o
ws;
n
o
n
-
s
ig
n
if
ican
t
p
ath
s
ar
e
lab
elled
as
n
.
s
.
R
²
v
alu
es
ar
e
r
ep
o
r
ted
in
s
id
e
e
n
d
o
g
en
o
u
s
co
n
s
tr
u
cts;
m
o
d
el
f
it:
χ²(
1
4
4
)
=2
5
9
.
4
,
C
FI=
.
9
5
3
,
T
L
I
=.
9
4
0
,
R
MSE
A=
.
0
4
8
)
,
an
d
th
e
h
y
p
o
th
esized
p
ath
s
wer
e
lar
g
ely
co
n
f
ir
m
e
d
b
y
th
e
SEM
r
esu
lts
.
T
ab
le
3
s
u
m
m
ar
izes
th
e
k
ey
p
ath
co
ef
f
icien
ts
.
Attitu
d
e
(
H1
)
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
i
n
ten
tio
n
(
β=0
.
3
8
,
p
<.
0
0
1
)
,
in
d
icatin
g
th
at
p
o
s
it
iv
e
ev
alu
atio
n
s
o
f
th
e
r
ef
o
r
m
f
o
s
ter
ed
s
tr
o
n
g
er
co
m
m
itm
en
t
to
im
p
lem
en
t
it
a
n
d
PB
C
(
H3
)
also
p
o
s
itiv
ely
a
f
f
ec
ted
i
n
ten
tio
n
(
β=0
.
2
9
,
p
<.
0
0
1
)
,
m
ea
n
in
g
th
a
t
teac
h
er
s
wh
o
f
elt
ca
p
ab
le
o
f
e
n
ac
tin
g
th
e
r
ef
o
r
m
wer
e
m
o
r
e
lik
ely
to
in
ten
d
to
d
o
s
o
.
T
h
e
s
e
f
in
d
in
g
s
in
d
icate
th
at
teac
h
er
s
wh
o
b
eliev
ed
s
tr
o
n
g
ly
in
th
e
b
en
ef
its
o
f
th
e
p
r
o
b
lem
-
s
o
lv
in
g
ap
p
r
o
ac
h
an
d
wh
o
f
elt
co
n
f
id
e
n
t
in
th
eir
ab
ilit
y
to
im
p
lem
en
t
it
wer
e
m
u
c
h
m
o
r
e
lik
ely
to
f
o
r
m
th
e
in
ten
tio
n
to
d
o
s
o
–
a
r
esu
lt
co
n
s
is
ten
t
with
T
PB
an
d
p
r
io
r
r
esear
ch
[
5
]
,
[
8
]
.
I
n
co
n
t
r
ast,
s
u
b
jectiv
e
n
o
r
m
(
H2
)
s
h
o
wed
o
n
ly
a
s
m
all,
m
ar
g
in
ally
s
ig
n
if
ican
t
e
f
f
ec
t
o
n
i
n
ten
tio
n
(
β=0
.
1
2
,
p
=.
0
5
1
)
in
th
e
b
asel
in
e
m
o
d
el,
a
n
d
it
d
r
o
p
p
ed
t
o
a
n
o
n
-
s
ig
n
if
ican
t
lev
el
(
β≈
0
.
0
8
,
p
=.
1
2
)
o
n
ce
th
e
co
n
tex
tu
al
s
u
p
p
o
r
t
in
ter
ac
tio
n
was
in
clu
d
e
d
.
T
h
u
s
,
t
h
er
e
wa
s
litt
le
ev
id
en
ce
t
h
at
p
e
r
ce
iv
e
d
ex
ter
n
al
p
r
ess
u
r
e
f
r
o
m
c
o
lleag
u
es
o
r
a
u
th
o
r
ity
f
ig
u
r
es
s
tr
o
n
g
ly
in
f
lu
en
ce
d
te
ac
h
er
s
’
m
o
tiv
atio
n
al
r
ea
d
in
ess
to
im
p
lem
en
t
th
e
r
ef
o
r
m
,
b
ey
o
n
d
wh
at
was
ac
c
o
u
n
ted
f
o
r
b
y
th
eir
attitu
d
es
a
n
d
co
n
tr
o
l
b
elief
s
.
T
h
is
wea
k
e
r
r
o
le
o
f
s
u
b
jectiv
e
n
o
r
m
alig
n
s
with
s
o
m
e
p
r
io
r
f
in
d
in
g
s
th
at
ex
ter
n
al
m
an
d
ates
alo
n
e
d
o
n
o
t
s
tr
o
n
g
ly
m
o
tiv
ate
teac
h
er
s
t
o
ch
an
g
e
if
n
o
t in
ter
n
alize
d
[
1
3
]
,
[
1
9
]
,
[
3
4
]
.
Fig
u
r
e
3
.
Stru
ctu
r
al
m
o
d
el
r
esu
lts
o
f
th
e
ex
ten
d
ed
T
PB
f
o
r
teac
h
er
im
p
lem
e
n
tatio
n
o
f
s
ch
o
o
l m
ath
em
atics
r
ef
o
r
m
B
e
h
a
v
i
o
r
(
B
EH
)
R
2
=
.
5
5
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
E
xten
d
ed
th
e
o
r
y
o
f p
la
n
n
ed
b
eh
a
vio
r
:
a
c
o
n
textu
a
l fra
mewo
r
k
fo
r
s
ch
o
o
l
…
(
P
r
in
ce
Ha
m
id
A
r
ma
h
)
733
T
ab
le
3
.
Stru
ctu
r
al
eq
u
atio
n
m
o
d
el
r
esu
lts
P
a
t
h
(
p
r
e
d
i
c
t
o
r
→
o
u
t
c
o
me)
S
t
a
n
d
a
r
d
i
z
e
d
β
SE
p
-
v
a
l
u
e
A
t
t
i
t
u
d
e
→
i
n
t
e
n
t
i
o
n
0
.
3
8
*
*
*
0
.
0
5
<
.
0
0
1
S
u
b
j
e
c
t
i
v
e
n
o
r
m
→
i
n
t
e
n
t
i
o
n
0
.
1
2
(
n
.
s.)
0
.
0
5
0
.
0
5
1
P
e
r
c
e
i
v
e
d
b
e
h
a
v
i
o
r
a
l
c
o
n
t
r
o
l
→
i
n
t
e
n
t
i
o
n
0
.
2
9
*
*
*
0
.
0
5
<
.
0
0
1
I
n
t
e
n
t
i
o
n
→
b
e
h
a
v
i
o
r
0
.
5
2
*
*
*
0
.
0
6
<
.
0
0
1
C
o
n
t
e
x
t
u
a
l
su
p
p
o
r
t
→
b
e
h
a
v
i
o
r
0
.
2
8
*
*
*
0
.
0
5
<
.
0
0
1
I
n
t
e
n
t
i
o
n
×
c
o
n
t
e
x
t
su
p
p
o
r
t
→
b
e
h
a
v
i
o
r
0
.
1
7
*
*
0
.
0
6
0
.
0
0
4
N
o
t
e
:
β
v
a
l
u
e
s
a
r
e
st
a
n
d
a
r
d
i
z
e
d
.
*
*
p
<
.
0
1
,
*
*
*
p
<
.
0
0
1
(
t
w
o
t
a
i
l
e
d
)
.
n
.
s.
m
e
a
n
s
n
o
t
st
a
t
i
st
i
c
a
l
l
y
si
g
n
i
f
i
c
a
n
t
.
T
u
r
n
in
g
to
b
eh
a
v
io
r
,
in
ten
tio
n
(
H5
)
em
er
g
ed
as
a
s
ig
n
if
ican
t
p
r
e
d
icto
r
o
f
s
el
f
-
r
ep
o
r
ted
im
p
lem
en
tatio
n
b
eh
av
i
o
r
(
β=0
.
5
2
,
p
<.
0
0
1
)
.
T
h
is
co
n
f
i
r
m
s
t
h
at
teac
h
er
s
s
tated
in
te
n
tio
n
s
t
o
u
s
e
th
e
p
r
o
b
lem
-
s
o
lv
in
g
p
e
d
ag
o
g
y
d
id
t
r
an
s
late,
at
least
in
p
ar
t,
in
t
o
ac
tu
al
class
r
o
o
m
p
r
ac
tice.
Ho
we
v
er
,
th
e
m
o
d
el
also
s
h
o
wed
th
at
co
n
tex
tu
al
s
u
p
p
o
r
t
(
H6
)
h
ad
a
s
ig
n
if
ican
t
d
ir
ec
t
ef
f
ec
t
o
n
b
e
h
av
io
r
(
β=0
.
2
8
,
p
<.
0
0
1
)
,
ev
e
n
wh
en
co
n
tr
o
llin
g
f
o
r
in
te
n
tio
n
.
I
n
o
th
er
wo
r
d
s
,
teac
h
er
s
wo
r
k
i
n
g
in
s
ch
o
o
ls
with
m
o
r
e
s
u
p
p
o
r
tiv
e
c
o
n
d
itio
n
s
(
r
eso
u
r
ce
s
,
en
co
u
r
ag
em
e
n
t,
a
n
d
m
an
ag
ea
b
le
class
co
n
d
itio
n
s
)
r
ep
o
r
ted
a
h
i
g
h
er
f
r
eq
u
e
n
cy
o
f
im
p
lem
en
tin
g
th
e
n
ew
teac
h
in
g
ap
p
r
o
ac
h
,
b
ey
o
n
d
wh
at
th
eir
in
te
n
tio
n
s
wo
u
ld
p
r
ed
ict.
Mo
r
eo
v
e
r
,
as
h
y
p
o
th
esized
,
th
er
e
was
a
s
ig
n
if
ican
t
in
ter
ac
tio
n
b
etwe
en
in
ten
tio
n
an
d
co
n
tex
tu
al
s
u
p
p
o
r
t
(
H
7
)
.
T
h
e
in
te
r
ac
tio
n
ter
m
in
th
e
r
eg
r
ess
io
n
-
b
ased
a
n
aly
s
is
was
p
o
s
itiv
e
an
d
s
tatis
tically
s
ig
n
if
ican
t
(
β=0
.
1
7
,
SE=
0
.
0
6
,
9
5
%
C
I
[
0
.
0
5
,
0
.
2
9
]
,
p
=.
0
0
4
)
,
in
d
icatin
g
t
h
at
th
e
r
e
latio
n
s
h
ip
b
etwe
en
i
n
ten
tio
n
a
n
d
b
e
h
av
io
r
g
r
ew
s
tr
o
n
g
e
r
as
co
n
tex
tu
al
s
u
p
p
o
r
t
in
cr
ea
s
ed
.
T
o
ex
am
in
e
th
is
m
o
d
er
atio
n
ef
f
ec
t
m
o
r
e
d
ir
ec
tly
,
we
co
n
d
u
cted
a
m
u
lti
-
g
r
o
u
p
SEM
c
o
m
p
ar
is
o
n
,
esti
m
atin
g
th
e
m
o
d
el
s
ep
ar
ately
f
o
r
teac
h
er
s
in
h
ig
h
-
s
u
p
p
o
r
t
s
ch
o
o
ls
(
n
=1
8
6
)
an
d
th
o
s
e
in
lo
w
-
s
u
p
p
o
r
t
s
ch
o
o
ls
(
n
=1
8
2
)
,
b
ased
o
n
a
m
ed
ian
s
p
lit
o
f
th
e
c
o
n
tex
t
in
d
ex
.
T
h
e
m
u
lti
-
g
r
o
u
p
r
esu
lts
in
T
ab
le
4
s
h
o
w
ed
a
clea
r
d
if
f
er
e
n
ce
:
f
o
r
teac
h
er
s
in
h
ig
h
-
s
u
p
p
o
r
t
co
n
tex
ts
,
th
e
s
tr
en
g
th
o
f
th
e
in
ten
tio
n
→
b
eh
a
v
io
r
lin
k
was
β=0
.
6
3
(
*
*
*
p
<.
0
0
1
)
,
wh
er
ea
s
f
o
r
teac
h
er
s
in
l
o
w
-
s
u
p
p
o
r
t
co
n
tex
ts
,
th
e
s
am
e
lin
k
was
wea
k
er
at
β=0
.
3
0
(
*
*
p
=.
0
0
3
)
.
T
h
is
d
if
f
er
e
n
ce
was
s
tati
s
tically
s
ig
n
if
ican
t
(
Δ
χ²(
1
)
=7
.
8
4
,
**
p
<.
0
1
)
.
I
n
s
im
p
le
ter
m
s
,
th
is
in
d
icate
s
an
i
n
ter
ac
tio
n
ef
f
ec
t:
th
e
im
p
ac
t o
f
teac
h
er
s
’
i
n
ten
tio
n
s
o
n
th
eir
class
r
o
o
m
b
eh
a
v
i
o
r
d
ep
en
d
ed
o
n
th
e
lev
el
o
f
co
n
tex
tu
al
s
u
p
p
o
r
t.
P
u
t
d
if
f
er
e
n
tly
,
in
ten
tio
n
s
tr
an
s
lated
in
to
p
r
ac
tice
m
o
r
e
th
a
n
t
wice
as
ef
f
ec
tiv
ely
in
s
u
p
p
o
r
tiv
e
en
v
i
r
o
n
m
e
n
ts
as
in
u
n
s
u
p
p
o
r
tiv
e
o
n
es.
Fig
u
r
e
4
illu
s
tr
ates
th
is
ef
f
ec
t
g
r
ap
h
ically
with
s
lo
p
es
(
th
e
s
lo
p
e
o
f
b
e
h
av
io
r
o
n
in
t
en
tio
n
is
s
teep
er
f
o
r
th
e
h
i
g
h
-
s
u
p
p
o
r
t
g
r
o
u
p
th
an
f
o
r
th
e
l
o
w
-
s
u
p
p
o
r
t
g
r
o
u
p
,
in
d
icatin
g
th
at
in
ten
tio
n
s
tr
a
n
s
lated
in
to
b
e
h
av
io
r
m
o
r
e
ef
f
ec
tiv
ely
u
n
d
er
s
u
p
p
o
r
tiv
e
co
n
d
itio
n
s
)
,
wh
ile
Fig
u
r
e
5
p
r
esen
ts
th
e
co
r
r
es
p
o
n
d
in
g
m
u
lti
-
g
r
o
u
p
SEM
p
ath
m
o
d
els
f
o
r
h
ig
h
-
an
d
lo
w
-
s
u
p
p
o
r
t
g
r
o
u
p
s
.
Sep
ar
ate
m
o
d
els
ar
e
s
h
o
wn
f
o
r
teac
h
er
s
in
lo
w
-
s
u
p
p
o
r
t
s
ch
o
o
ls
(
to
p
,
β=.3
0
*
*
)
an
d
h
i
g
h
-
s
u
p
p
o
r
t
s
ch
o
o
ls
(
b
o
tto
m
,
β=.6
3
*
*
*
)
.
T
h
e
d
i
f
f
er
en
ce
was
s
tatis
tically
s
ig
n
if
ican
t
(
Δ
χ²(
1
)
=7
.
8
4
,
**
p
<.
0
1
)
,
in
d
icatin
g
th
at
co
n
tex
tu
al
s
u
p
p
o
r
t stre
n
g
th
en
e
d
th
e
in
ten
tio
n
→
b
eh
a
v
io
r
r
el
atio
n
s
h
ip
.
T
ab
le
4
.
Mu
lti
-
g
r
o
u
p
m
o
d
er
ati
o
n
an
aly
s
is
o
f
c
o
n
tex
tu
al
s
u
p
p
o
r
t o
n
i
n
ten
tio
n
→
b
e
h
av
io
r
G
r
o
u
p
I
n
t
e
n
t
i
o
n
→
b
e
h
a
v
i
o
r
(
β)
Δχ²
(
d
f
=
1
)
v
s.
o
t
h
e
r
g
r
o
u
p
Lo
w
c
o
n
t
e
x
t
s
u
p
p
o
r
t
0
.
3
0
*
*
H
i
g
h
c
o
n
t
e
x
t
s
u
p
p
o
r
t
0
.
6
3
*
*
*
7
.
8
4
*
*
N
o
t
e
:
β
v
a
l
u
e
s
a
r
e
st
a
n
d
a
r
d
i
z
e
d
.
*
*
p
<
.
0
1
,
*
*
*
p
<
.
0
0
1
(
t
w
o
-
t
a
i
l
e
d
)
.
Δ
χ
²
i
s
t
h
e
C
h
i
-
s
q
u
a
r
e
d
i
f
f
e
r
e
n
c
e
t
e
s
t
f
o
r
e
q
u
a
l
i
t
y
o
f
t
h
e
i
n
t
e
n
t
i
o
n
→
b
e
h
a
v
i
o
r
p
a
t
h
a
c
r
o
ss
g
r
o
u
p
s.
Fig
u
r
e
4
.
M
o
d
er
atin
g
ef
f
ec
t o
f
co
n
tex
tu
al
s
u
p
p
o
r
t
o
n
th
e
in
te
n
tio
n
–
b
e
h
av
io
r
r
elatio
n
s
h
ip
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
725
-
739
734
Fig
u
r
e
5
.
Mu
lti
-
g
r
o
u
p
SEM
m
o
d
er
atio
n
r
esu
lts
b
y
co
n
tex
tu
a
l su
p
p
o
r
t
W
ith
th
e
in
clu
s
io
n
o
f
co
n
tex
t
,
th
e
ex
te
n
d
ed
m
o
d
el
ex
p
lain
ed
5
7
%
o
f
th
e
v
ar
ian
ce
in
i
n
ten
tio
n
an
d
5
5
%
o
f
th
e
v
ar
ian
ce
in
b
eh
a
v
io
r
,
as
s
h
o
wn
in
T
ab
le
5
.
T
h
is
is
a
s
izea
b
le
im
p
r
o
v
em
en
t
o
v
er
th
e
3
2
%
o
f
b
eh
av
io
r
v
ar
ia
n
ce
ex
p
lain
ed
b
y
th
e
b
aselin
e
T
PB
m
o
d
el.
T
h
u
s
,
ad
d
in
g
c
o
n
tex
tu
al
s
u
p
p
o
r
t
r
o
u
g
h
l
y
d
o
u
b
led
th
e
ex
p
lain
e
d
v
ar
ian
ce
in
teac
h
er
s
’
im
p
lem
e
n
tatio
n
b
eh
a
v
io
r
,
u
n
d
e
r
lin
in
g
its
im
p
o
r
ta
n
ce
.
W
e
n
o
te
th
at
t
h
e
p
r
ed
icto
r
s
ac
co
u
n
ted
f
o
r
v
ir
t
u
ally
th
e
s
am
e
v
ar
ian
ce
in
in
ten
tio
n
with
o
r
with
o
u
t
co
n
tex
t
(
s
in
ce
we
d
id
n
o
t
h
y
p
o
th
esize
co
n
tex
t
to
af
f
ec
t
in
ten
tio
n
d
ir
ec
tly
in
th
is
m
o
d
el)
.
I
n
s
u
p
p
lem
e
n
tar
y
an
al
y
s
es,
we
ch
ec
k
e
d
wh
eth
er
co
n
tex
t
u
al
s
u
p
p
o
r
t
m
ig
h
t
in
d
ir
ec
tly
in
f
lu
en
ce
in
ten
tio
n
v
ia
PB
C
–
th
e
id
ea
b
ein
g
th
at
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
co
u
ld
en
h
a
n
ce
t
ea
ch
er
s
’
s
en
s
e
o
f
co
n
tr
o
l,
th
er
eb
y
b
o
ls
ter
in
g
th
eir
in
ten
ti
o
n
.
A
b
o
o
ts
tr
ap
p
ed
m
ed
iatio
n
test
r
ev
ea
led
a
s
m
all
b
u
t
s
ig
n
if
ican
t
in
d
ir
ec
t
ef
f
ec
t
o
f
co
n
tex
tu
al
s
u
p
p
o
r
t
o
n
in
te
n
tio
n
th
r
o
u
g
h
PB
C
(
in
d
ir
ec
t
β=0
.
0
6
,
9
5
%
C
I
[
0
.
0
2
,
0
.
1
1
]
,
p
=
.
0
1
)
.
T
h
is
s
u
g
g
e
s
ts
th
at
s
u
p
p
o
r
tiv
e
c
o
n
tex
ts
m
ay
in
d
ee
d
im
p
r
o
v
e
teac
h
er
s
’
p
er
ce
iv
ed
c
o
n
tr
o
l (
e.
g
.
,
b
y
p
r
o
v
i
d
in
g
r
eso
u
r
ce
s
th
at
m
ak
e
im
p
lem
en
tatio
n
f
ee
l m
o
r
e
f
ea
s
ib
le)
,
wh
ich
in
tu
r
n
f
o
s
ter
s
s
tr
o
n
g
e
r
in
ten
ti
o
n
s
.
No
n
eth
eless
,
th
e
p
r
im
ar
y
r
o
le
o
f
co
n
tex
t
in
th
is
s
tu
d
y
was
in
f
ac
ilit
atin
g
b
eh
av
io
r
an
d
m
o
d
e
r
atin
g
th
e
i
n
ten
tio
n
–
b
eh
av
io
r
lin
k
.
T
ab
le
5
.
E
x
p
lain
ed
v
ar
ian
ce
f
o
r
en
d
o
g
en
o
u
s
v
ar
ia
b
les
En
d
o
g
e
n
o
u
s
v
a
r
i
a
b
l
e
R
² (B
a
se
l
i
n
e
TPB)
R
² (E
x
t
e
n
d
e
d
m
o
d
e
l
)
I
n
t
e
n
t
i
o
n
0
.
5
7
0
.
5
7
(
same
)
B
e
h
a
v
i
o
r
0
.
3
2
0
.
5
5
N
o
t
e
.
R
²
v
a
l
u
e
s
r
e
p
r
e
se
n
t
e
x
p
l
a
i
n
e
d
v
a
r
i
a
n
c
e
.
B
a
s
e
l
i
n
e
m
o
d
e
l
i
s
TPB
.
Th
e
e
x
t
e
n
d
e
d
mo
d
e
l
a
d
d
s
c
o
n
t
e
x
t
u
a
l
su
p
p
o
r
t
a
n
d
t
h
e
i
n
t
e
r
a
c
t
i
o
n
b
e
t
w
e
e
n
i
n
t
e
n
t
i
o
n
a
n
d
c
o
n
t
e
x
t
u
a
l
s
u
p
p
o
r
t
.
5
.
3
.
I
nte
rpre
t
a
t
io
n a
nd
i
m
pli
ca
t
io
ns
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ex
t
en
d
th
e
T
PB
an
d
p
r
o
v
id
e
n
ew
in
s
ig
h
ts
in
to
th
e
co
n
d
itio
n
s
u
n
d
er
wh
ich
teac
h
er
s
im
p
lem
en
t
cu
r
r
ic
u
lu
m
r
ef
o
r
m
.
W
e
in
ter
p
r
et
th
ese
r
esu
lts
in
r
elatio
n
to
th
e
h
y
p
o
th
eses
an
d
ex
is
tin
g
liter
atu
r
e,
b
eg
in
n
in
g
with
h
o
w
attitu
d
es a
n
d
PB
C
in
f
lu
en
ce
teac
h
er
s
’
in
ten
tio
n
s
.
5
.
3
.
1
.
At
t
it
ud
e
a
nd
co
ntr
o
l belief
s
driv
e
inte
ntio
ns
C
o
n
s
is
ten
t
with
H1
an
d
H3
,
t
ea
ch
er
s
’
attitu
d
es
to
war
d
th
e
r
ef
o
r
m
a
n
d
th
eir
PB
C
wer
e
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
o
f
in
ten
tio
n
to
im
p
lem
en
t
it.
T
ea
ch
e
r
s
wh
o
b
e
liev
ed
th
at
p
r
o
b
lem
-
s
o
lv
i
n
g
ap
p
r
o
ac
h
es
wo
u
l
d
b
en
ef
it
s
tu
d
e
n
ts
an
d
wh
o
f
elt
co
n
f
id
en
t
in
th
eir
ab
ilit
y
t
o
u
s
e
th
em
wer
e
m
o
r
e
lik
ely
to
p
l
an
o
n
d
o
in
g
s
o
.
T
h
is
u
n
d
er
s
co
r
es
a
k
ey
p
o
in
t
f
o
r
r
ef
o
r
m
:
in
ten
tio
n
s
will
f
alter
if
teac
h
er
s
d
o
u
b
t
eith
er
th
e
v
a
lu
e
o
r
f
ea
s
ib
ilit
y
o
f
n
ew
m
eth
o
d
s
.
Ou
r
f
in
d
i
n
g
s
alig
n
with
p
r
io
r
s
tu
d
ies
s
h
o
win
g
th
at
attitu
d
es
a
n
d
s
elf
-
ef
f
icac
y
ar
e
ce
n
tr
al
p
r
ed
icto
r
s
o
f
teac
h
er
in
te
n
tio
n
s
.
Fo
r
ex
am
p
le,
I
r
is
h
m
ath
em
atics
teac
h
er
s
h
esit
ated
to
ad
o
p
t
r
ef
o
r
m
u
n
til
th
e
y
s
aw
tan
g
ib
le
s
tu
d
en
t
b
en
ef
its
an
d
f
elt
ca
p
ab
le
o
f
ap
p
l
y
in
g
t
h
e
ch
an
g
es,
ev
e
n
wh
en
s
u
p
p
o
r
tiv
e
in
p
r
i
n
cip
le.
Similar
ly
,
Op
o
k
u
et
a
l
.
[
8
]
r
ep
o
r
ted
th
at
attitu
d
es
a
n
d
s
elf
-
e
f
f
icac
y
co
n
s
is
ten
tly
p
r
ed
ict
in
t
en
tio
n
s
,
wh
ile
PB
C
h
as
also
b
ee
n
lin
k
ed
to
teac
h
er
s
’
en
ac
ted
class
r
o
o
m
p
r
ac
ti
ce
s
[
11
]
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
s
tr
en
g
th
en
in
g
teac
h
er
b
u
y
-
in
r
e
q
u
ir
es b
o
th
e
v
id
en
ce
o
f
p
ed
a
g
o
g
ical
v
alu
e
an
d
in
v
estme
n
ts
in
ca
p
ac
ity
b
u
ild
in
g
.
5
.
3
.
2
.
E
x
t
er
na
l
press
ure
v
s
.
inte
rn
a
l m
o
t
i
v
a
t
io
n
Su
b
jectiv
e
n
o
r
m
(
H2
)
h
ad
o
n
ly
a
m
ar
g
in
al
ef
f
ec
t
o
n
in
ten
t
io
n
,
in
d
icatin
g
th
at
s
o
cial
p
r
e
s
s
u
r
e
f
r
o
m
p
r
in
cip
als,
co
lleag
u
es,
o
r
p
ar
e
n
ts
was
n
o
t
d
ec
is
iv
e
o
n
ce
atti
tu
d
es
an
d
co
n
tr
o
l
b
elief
s
wer
e
co
n
s
id
er
ed
.
T
h
is
ec
h
o
es
p
r
io
r
r
esear
ch
s
h
o
wi
n
g
th
at
m
an
d
ates
o
r
ex
ter
n
a
l
p
r
ess
u
r
e
r
ar
el
y
p
r
o
d
u
ce
last
in
g
ch
an
g
e
u
n
less
teac
h
er
s
in
ter
n
alize
r
ef
o
r
m
g
o
als
[
1
0
]
,
[
1
5
]
.
So
m
e
teac
h
e
r
s
in
o
u
r
s
ettin
g
r
ep
o
r
te
d
th
at
ex
p
ec
tatio
n
s
ex
is
ted
B
e
h
a
v
i
o
r
β
=
.
3
0
**
B
e
h
a
v
i
o
r
β
=
.
6
3
*
*
*
Evaluation Warning : The document was created with Spire.PDF for Python.