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an
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[
1
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T
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h
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teac
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[
2
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.
I
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2
1
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tu
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k
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[
3
]
.
Hen
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ass
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s
in
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th
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T
PAC
K
lev
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f
s
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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15
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Feb
r
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a
r
y
20
2
6
:
399
-
407
400
Ma
n
y
s
tu
d
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in
Asi
an
c
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u
n
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r
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h
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ch
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ain
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g
ac
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Asi
a
[
4
]
.
I
n
ad
d
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C
h
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J
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g
[
5
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ex
p
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Sin
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L
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C
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[
6
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ex
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Hab
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[
7
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ass
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I
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th
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Ph
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C
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Hig
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C
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v
ested
in
in
f
o
r
m
atio
n
a
n
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
an
d
i
n
clu
d
ed
tech
n
o
lo
g
y
in
th
e
cu
r
r
icu
lu
m
o
f
th
e
teac
h
in
g
p
r
o
g
r
am
to
r
esp
o
n
d
to
th
e
im
m
ed
iate
n
ee
d
an
d
p
r
o
v
id
e
q
u
ality
ed
u
ca
tio
n
[
9
]
.
Similar
ly
,
teac
h
er
ed
u
ca
tio
n
in
th
e
Ph
ilip
p
in
es
is
n
o
w
r
eq
u
ir
ed
to
tr
ain
f
u
tu
r
e
teac
h
er
s
o
r
s
tu
d
en
t
teac
h
er
s
to
u
s
e
d
ig
ital
to
o
ls
in
th
eir
les
s
o
n
p
lan
n
in
g
a
n
d
in
s
tr
u
ctio
n
s
.
T
h
e
p
r
im
ar
y
g
o
a
l
is
to
h
elp
f
u
tu
r
e
Fil
ip
in
o
teac
h
er
s
b
ec
o
m
e
m
o
r
e
c
o
m
p
eten
t
an
d
co
n
f
id
e
n
t
in
u
s
in
g
tech
n
o
l
o
g
y
i
n
v
ar
io
u
s
lear
n
in
g
c
o
m
p
eten
cies
an
d
o
u
tco
m
es
[
1
0
]
.
Ho
we
v
er
,
th
er
e
ar
e
s
till
m
an
y
ch
allen
g
es
th
at
s
tu
d
e
n
t
teac
h
e
r
s
f
ac
e
in
ac
h
iev
in
g
th
e
d
em
a
n
d
s
o
f
tech
n
o
lo
g
y
-
b
ased
teac
h
in
g
.
So
m
e
Fil
ip
in
o
s
tu
d
en
t
teac
h
er
s
lack
ac
ce
s
s
t
o
d
ig
ital
to
o
ls
an
d
tr
ain
in
g
to
en
h
an
ce
th
eir
tech
n
o
lo
g
ical
s
k
ills
[
1
1
]
.
No
t
to
m
en
tio
n
,
s
ch
o
o
ls
also
n
ee
d
t
o
p
r
o
v
id
e
co
n
tin
u
o
u
s
s
u
p
p
o
r
t
an
d
r
eso
u
r
c
es
to
h
elp
th
es
e
f
u
tu
r
e
e
d
u
ca
to
r
s
b
ec
o
m
e
ef
f
ec
tiv
e
in
d
ig
ital
class
r
o
o
m
s
[
1
2
]
.
T
h
u
s
,
th
ese
is
s
u
es
u
n
d
er
s
co
r
e
th
e
n
ee
d
to
ass
ess
an
d
en
h
an
ce
th
e
T
PAC
K
o
f
s
tu
d
en
t te
ac
h
er
s
to
p
r
ep
ar
e
th
em
f
o
r
th
eir
c
h
o
s
en
f
ield
.
Sev
er
al
s
tu
d
ies
h
av
e
b
ee
n
co
n
d
u
cte
d
an
d
p
u
b
lis
h
ed
o
n
T
PAC
K
am
o
n
g
s
tu
d
en
ts
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
.
I
n
f
ac
t,
T
an
ak
[
1
3
]
ex
am
in
ed
th
e
e
f
f
ec
t
o
f
T
PAC
K
an
d
d
esig
n
ed
a
c
o
u
r
s
e
f
o
r
s
tu
d
en
t
teac
h
er
s
i
n
teac
h
in
g
s
cien
ce
.
Me
an
wh
ile,
th
e
g
ap
o
f
th
is
s
tu
d
y
is
its
s
m
all
s
am
p
le
s
ize
o
f
o
n
ly
1
5
s
tu
d
en
t
teac
h
er
s
,
wh
ic
h
lim
its
th
e
g
en
er
aliza
b
ilit
y
o
f
t
h
e
f
in
d
i
n
g
s
to
a
b
r
o
ad
er
p
o
p
u
l
atio
n
.
Similar
ly
,
San
to
s
a
n
d
C
astro
[
1
4
]
ev
alu
ate
d
th
e
ap
p
licatio
n
o
f
T
PAC
K
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
in
d
if
f
er
e
n
t
p
u
b
lic
s
ch
o
o
ls
ar
o
u
n
d
B
u
la
ca
n
.
T
h
e
id
en
tifie
d
g
ap
in
th
is
s
tu
d
y
is
th
at
it
f
o
cu
s
es
p
r
ed
o
m
in
an
tly
o
n
p
u
b
li
c
s
ch
o
o
ls
an
d
d
o
es
n
o
t
in
clu
d
e
p
r
iv
ate
s
ch
o
o
ls
.
I
n
ad
d
itio
n
,
Nils
s
o
n
an
d
Kar
l
s
s
o
n
[
1
5
]
in
v
esti
g
ated
h
o
w
th
e
u
s
e
o
f
co
n
ten
t
r
ep
r
esen
tatio
n
s
,
co
m
b
i
n
ed
with
v
id
eo
a
n
d
d
ig
ital
to
o
ls
,
ca
n
ca
p
tu
r
e
s
tu
d
e
n
t
teac
h
e
r
s
'
p
r
o
f
ess
io
n
al
k
n
o
wled
g
e
an
d
p
r
ac
tice.
T
h
is
s
tu
d
y
f
o
c
u
s
es
o
n
T
-
C
o
r
e
d
esig
n
an
d
s
cien
c
e
to
p
ics
in
s
ec
o
n
d
a
r
y
s
ch
o
o
l.
Ad
d
itio
n
ally
,
Nils
s
o
n
[
2
]
ex
am
in
ed
h
o
w
s
tu
d
e
n
t
teac
h
er
s
in
co
r
p
o
r
ate
d
i
g
ital
tech
n
o
lo
g
ies
in
to
th
eir
s
cien
c
e
teac
h
in
g
.
N
o
tab
ly
,
th
is
s
tu
d
y
is
lim
ited
to
2
4
s
cien
ce
s
tu
d
en
t
teac
h
er
s
an
d
d
o
es
n
o
t
en
c
o
m
p
ass
o
th
er
p
r
o
g
r
am
s
,
f
o
c
u
s
in
g
s
o
lely
o
n
T
-
C
o
r
e
d
esig
n
.
I
n
f
ac
t
,
th
eir
s
tu
d
y
r
ec
o
m
m
en
d
s
co
n
d
u
ctin
g
a
lar
g
er
s
am
p
le.
T
h
e
s
tu
d
y
b
y
T
r
ev
is
an
[
1
6
]
p
r
o
v
id
es
em
p
ir
ical
ev
id
en
ce
f
o
r
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
tu
d
en
t te
ac
h
er
s
in
co
r
p
o
r
ate
tech
n
o
lo
g
ies in
to
th
eir
teac
h
i
n
g
p
r
ac
tices.
Ho
wev
er
,
g
iv
e
n
th
e
s
tu
d
ies
in
th
e
liter
atu
r
e,
th
er
e
is
a
n
ee
d
t
o
em
p
lo
y
a
lar
g
er
p
o
p
u
latio
n
t
o
en
h
an
ce
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
i
n
d
in
g
s
o
f
th
e
s
tu
d
y
.
I
n
ad
d
itio
n
,
co
n
d
u
ctin
g
th
e
s
tu
d
y
in
p
r
iv
at
e
s
ch
o
o
ls
is
v
ital
to
co
n
s
id
er
b
ec
au
s
e
th
ese
s
ch
o
o
l
s
m
ay
h
av
e
d
if
f
er
en
t
r
eso
u
r
ce
s
,
teac
h
in
g
s
ty
les,
an
d
en
v
ir
o
n
m
en
ts
co
m
p
ar
ed
to
p
u
b
lic
s
ch
o
o
ls
,
wh
ich
ca
n
in
f
l
u
en
ce
s
tu
d
en
t
teac
h
er
s
’
T
PAC
K
d
ev
elo
p
m
en
t
d
if
f
er
en
tly
.
M
o
r
eo
v
e
r
,
in
clu
d
in
g
b
o
th
B
ac
h
elo
r
o
f
Seco
n
d
a
r
y
E
d
u
ca
tio
n
(
B
SED)
an
d
B
ac
h
elo
r
o
f
E
lem
en
tar
y
E
d
u
ca
tio
n
(
B
E
E
D)
p
r
o
g
r
a
m
s
as
d
em
o
g
r
a
p
h
ic
v
ar
iab
les
allo
ws
th
e
s
tu
d
y
to
co
m
p
ar
e
h
o
w
T
PAC
K
v
ar
ies
b
etwe
en
f
u
t
u
r
e
s
ec
o
n
d
ar
y
a
n
d
elem
en
tar
y
ed
u
ca
t
o
r
s
.
T
h
is
m
ay
p
r
o
v
id
e
in
s
ig
h
ts
f
o
r
m
o
r
e
t
ar
g
eted
teac
h
er
tr
ain
i
n
g
p
r
o
g
r
am
s
to
b
e
in
itiated
b
y
th
e
c
o
lleg
e
o
r
d
e
p
ar
tm
en
t.
Fu
r
th
er
m
o
r
e
,
th
e
d
escr
ip
tiv
e
-
c
o
m
p
ar
ativ
e
r
esear
ch
d
esig
n
is
ch
o
s
en
b
ec
a
u
s
e
it
p
r
o
v
id
es
a
clea
r
s
n
ap
s
h
o
t
o
f
d
if
f
er
en
ce
s
in
T
PAC
K
am
o
n
g
g
r
o
u
p
s
with
o
u
t
r
eq
u
i
r
in
g
c
o
m
p
lex
o
r
m
u
ltip
le
m
eth
o
d
s
.
I
n
c
o
n
tr
ast
to
m
ix
ed
m
eth
o
d
s
,
q
u
alitativ
e,
o
r
T
-
C
o
r
e
d
esig
n
s
,
it
f
o
cu
s
es
o
n
m
ea
s
u
r
ab
le
co
m
p
ar
is
o
n
s
r
ath
er
th
an
ca
u
s
al
ex
p
lan
atio
n
s
o
r
th
em
atic
ex
p
lo
r
atio
n
,
wh
ich
s
u
its
th
e
s
tu
d
y
’
s
o
b
jectiv
e
o
f
id
en
tify
in
g
v
ar
iatio
n
s
am
o
n
g
s
tu
d
en
t te
ac
h
er
s
.
T
h
is
s
tu
d
y
th
e
o
r
etica
lly
ass
u
m
ed
th
at
t
h
e
lev
el
o
f
T
PAC
K
am
o
n
g
s
tu
d
e
n
t
-
teac
h
er
s
v
a
r
ie
s
b
ased
o
n
th
eir
g
e
n
d
er
an
d
p
r
o
g
r
a
m
o
f
s
tu
d
y
.
T
h
is
ass
u
m
p
tio
n
is
g
r
o
u
n
d
ed
i
n
th
e
T
PAC
K
f
r
am
ewo
r
k
p
r
o
p
o
s
ed
b
y
Sch
m
id
t
et
a
l.
[
1
]
.
T
h
is
f
r
am
ewo
r
k
o
u
tlin
es
th
e
r
elatio
n
s
h
i
p
s
am
o
n
g
t
h
e
th
r
ee
f
u
n
d
am
e
n
tal
co
m
p
o
n
en
ts
o
f
k
n
o
wled
g
e:
tech
n
o
lo
g
y
,
p
e
d
a
g
o
g
y
,
a
n
d
co
n
ten
t
.
T
h
ese
th
r
ee
k
n
o
wled
g
e
ty
p
es
en
co
m
p
ass
an
in
s
tin
ctiv
e
co
n
ce
p
tio
n
o
f
teac
h
i
n
g
co
n
te
n
t,
u
tili
zin
g
ap
p
r
o
p
r
iate
p
ed
a
g
o
g
ical
m
eth
o
d
s
an
d
tec
h
n
o
l
o
g
ies.
T
h
u
s
,
u
s
in
g
T
PAC
K
as
a
f
r
am
ewo
r
k
f
o
r
th
is
s
tu
d
y
s
ig
n
if
ican
tly
h
el
p
ed
to
m
ea
s
u
r
e
th
e
teac
h
i
n
g
k
n
o
w
led
g
e
o
f
i
n
teg
r
atin
g
tech
n
o
lo
g
y
am
o
n
g
s
tu
d
en
t
-
tea
ch
er
s
,
wh
ich
later
o
n
c
o
u
ld
i
n
f
o
r
m
t
h
e
ty
p
e
o
f
r
esp
o
n
s
iv
e
tr
ain
in
g
e
x
p
er
ien
ce
s
to
b
e
o
f
f
e
r
ed
b
y
th
e
d
e
p
ar
t
m
en
t
f
o
r
th
e
m
.
Fig
u
r
e
1
p
r
e
s
en
ts
th
e
r
esear
ch
er
-
d
ev
elo
p
e
d
co
n
ce
p
t
u
al
m
o
d
el
illu
s
tr
atin
g
th
e
ca
u
s
al
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
d
ep
e
n
d
en
t
an
d
d
e
p
en
d
e
n
t
v
a
r
iab
les.
T
h
e
i
n
d
ep
e
n
d
en
t
v
ar
iab
les,
s
p
ec
if
ically
th
e
d
e
m
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
s
tu
d
en
t
teac
h
er
s
is
ex
am
in
ed
i
n
r
elati
o
n
to
th
ei
r
lev
el
o
f
T
PAC
K.
T
h
e
r
esu
lt
s
o
f
th
is
s
tu
d
y
m
ay
s
er
v
e
as
b
en
ch
m
ar
k
d
ata
f
o
r
th
e
Dep
ar
tm
en
t
o
f
T
ea
ch
er
E
d
u
ca
tio
n
(
DT
E
)
to
d
esig
n
a
r
esp
o
n
s
iv
e
ca
p
ac
ity
-
b
u
ild
in
g
in
itiativ
es f
o
r
s
tu
d
en
t te
ac
h
er
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
t te
a
ch
ers
’
tech
n
o
lo
g
ic
a
l p
ed
a
g
o
g
ic
a
l c
o
n
ten
t k
n
o
w
led
g
e:
a
s
s
ess
men
t in
…
(
Da
n
iel
S
.
F
ern
a
n
d
o
)
401
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
m
o
d
el
T
h
is
s
tu
d
y
aim
ed
to
ass
ess
t
h
e
T
PAC
K
in
th
e
ar
ea
s
o
f
tech
n
o
lo
g
ical
k
n
o
wled
g
e
(
T
K
)
,
co
n
ten
t
k
n
o
wled
g
e
(
C
K)
,
p
ed
a
g
o
g
ic
al
k
n
o
wled
g
e
(
PK)
,
p
ed
a
g
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
PC
K)
,
tech
n
o
lo
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
C
K)
,
tech
n
o
lo
g
ical
p
ed
ag
o
g
ical
k
n
o
wled
g
e
(
T
PK)
,
am
o
n
g
t
h
e
s
tu
d
en
t
teac
h
er
s
in
a
p
r
iv
ate
s
ch
o
o
l
d
u
r
in
g
th
e
s
c
h
o
o
l
y
ea
r
2
0
2
5
-
2
0
2
6
wh
en
ta
k
en
as
a
wh
o
le
an
d
g
r
o
u
p
ed
a
cc
o
r
d
in
g
to
g
en
d
er
an
d
p
r
o
g
r
am
.
L
ik
ewise,
th
is
s
t
u
d
y
ass
ess
ed
th
e
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
s
in
th
e
lev
el
o
f
T
PAC
K
am
o
n
g
s
tu
d
en
t
teac
h
er
s
wh
en
g
r
o
u
p
e
d
b
y
d
em
o
g
r
a
p
h
ics.
T
h
is
s
tu
d
y
m
ay
in
f
o
r
m
th
e
in
s
tr
u
cto
r
s
in
th
e
DT
E
to
cr
af
t
a
r
esp
o
n
s
iv
e
lear
n
in
g
ac
tiv
ity
to
p
r
ep
a
r
e
s
tu
d
en
t
-
teac
h
er
s
to
in
teg
r
ate
tech
n
o
lo
g
y
in
to
th
ei
r
p
r
ac
tice
teac
h
in
g
ef
f
ec
tiv
ely
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
tili
ze
d
th
e
d
escr
ip
tiv
e
-
co
m
p
ar
ativ
e
r
esear
ch
d
esi
g
n
to
ass
ess
th
e
lev
el
o
f
T
PA
C
K
am
o
n
g
th
e
s
tu
d
en
t
teac
h
er
s
.
T
h
e
ch
o
s
en
d
esig
n
s
tatis
tical
ly
m
ea
s
u
r
ed
a
s
et
o
f
v
ar
iab
les
to
an
s
we
r
th
e
th
eo
r
y
-
g
u
id
e
d
r
esear
ch
q
u
esti
o
n
s
an
d
h
y
p
o
t
h
eses
[
1
7
]
.
On
th
e
o
n
e
h
a
n
d
,
th
e
d
escr
ip
tiv
e
ap
p
r
o
ac
h
ass
ess
ed
th
e
lev
el
o
f
T
PAC
K
am
o
n
g
s
tu
d
en
t
-
teac
h
er
s
,
co
n
s
id
er
in
g
t
h
em
as
a
wh
o
le
an
d
g
r
o
u
p
ed
b
y
g
e
n
d
er
a
n
d
p
r
o
g
r
am
.
O
n
th
e
o
th
er
h
a
n
d
,
t
h
e
co
m
p
ar
ativ
e
a
p
p
r
o
ac
h
ex
am
i
n
ed
th
e
s
ig
n
if
ic
an
t
d
if
f
er
e
n
ce
s
in
th
e
le
v
el
o
f
T
PAC
K
am
o
n
g
th
e
r
esp
o
n
d
en
ts
wh
en
g
r
o
u
p
e
d
b
y
d
em
o
g
r
a
p
h
ics.
T
h
e
r
esp
o
n
d
en
ts
wer
e
th
e
to
tal
en
u
m
er
atio
n
o
f
1
0
3
s
tu
d
en
t
-
teac
h
er
s
in
a
p
r
i
v
ate
s
ch
o
o
l
in
W
ester
n
Vis
ay
as,
Ph
ilip
p
i
n
es.
T
h
e
s
tu
d
y
en
s
u
r
ed
th
at
all
s
tu
d
en
t
-
teac
h
er
s
with
in
th
e
tar
g
et
p
o
p
u
latio
n
wer
e
r
ep
r
esen
ted
.
T
h
e
lis
t
o
f
s
tu
d
en
t
teac
h
er
s
was
f
o
r
m
ally
r
eq
u
ested
th
r
o
u
g
h
a
letter
ad
d
r
ess
ed
to
th
e
d
ea
n
o
f
th
e
DT
E
,
al
o
n
g
with
t
h
e
ap
p
r
o
v
al
letter
f
r
o
m
t
h
e
co
lleg
e
p
r
esid
en
t.
T
ab
le
1
p
r
esen
ts
t
h
e
d
em
o
g
r
a
p
h
ic
p
r
o
f
ile
o
f
th
e
r
esp
o
n
d
en
t
s
.
T
h
e
r
esu
lts
s
h
o
wed
t
h
at
th
e
m
ajo
r
ity
wer
e
f
em
ale
(
9
0
.
3
%,
n
=9
3
)
,
wh
ile
a
s
m
all
p
r
o
p
o
r
tio
n
wer
e
m
ale
(
9
.
7
%,
n
=1
0
)
.
T
h
is
in
d
icate
s
th
at
th
e
teac
h
in
g
p
r
o
f
ess
io
n
in
th
e
s
e
lecte
d
p
r
iv
ate
s
ch
o
o
l
is
p
r
e
d
o
m
in
an
tly
c
o
m
p
o
s
ed
o
f
f
em
a
le
s
tu
d
en
t
teac
h
er
s
.
I
n
ter
m
s
o
f
p
r
o
g
r
am
,
m
o
s
t
r
esp
o
n
d
e
n
ts
wer
e
en
r
o
lled
in
th
e
B
SED
(
6
6
.
0
%,
n
=6
8
)
,
wh
ile
3
4
.
0
%
(
n
=3
5
)
wer
e
p
u
r
s
u
in
g
th
e
B
E
E
D
.
T
h
is
s
u
g
g
ests
th
at
a
g
r
ea
ter
n
u
m
b
e
r
o
f
s
tu
d
en
t
teac
h
er
s
ar
e
p
r
ep
a
r
in
g
to
teac
h
at
th
e
s
ec
o
n
d
ar
y
le
v
el.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
r
esp
o
n
d
e
n
ts
V
a
r
i
a
b
l
e
n
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
10
9
.
7
F
e
mal
e
93
9
0
.
3
P
r
o
g
r
a
m
B
EED
35
3
4
.
0
B
S
ED
68
6
6
.
0
W
h
o
l
e
1
0
3
1
0
0
.
0
2
.
1
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
I
n
g
ath
er
in
g
d
ata,
th
e
s
tu
d
y
u
t
ilized
a
4
7
-
item
s
u
r
v
ey
q
u
esti
o
n
n
air
e
ad
o
p
ted
f
r
o
m
Sch
m
id
t
et
a
l.
[
1
]
.
B
ased
o
n
th
eir
r
esear
ch
,
th
e
in
s
tr
u
m
en
t
was
v
alid
ated
b
y
th
r
ee
ex
p
er
ts
in
T
PAC
K
u
s
in
g
th
e
co
n
ten
t
v
alid
ity
r
atio
.
T
h
ey
r
ep
o
r
ted
th
at
th
e
m
ea
n
r
atin
g
s
f
o
r
item
s
in
th
e
s
ix
k
n
o
wled
g
e
d
o
m
ain
s
wer
e
5
.
1
4
(
T
K)
,
3
.
6
7
(
PK)
,
8
.
5
0
(
C
K)
,
8
.
3
3
(
T
PK)
,
9
.
0
0
(
PC
K)
,
an
d
7
.
8
8
(
T
PAC
K)
.
I
n
ter
m
s
o
f
th
e
in
s
tr
u
m
en
t
’
s
r
eliab
ilit
y
,
it
was
r
ep
o
r
ted
to
h
av
e
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
,
with
a
r
eliab
ilit
y
r
an
g
e
o
f
.
7
5
to
.
9
2
f
o
r
th
e
s
ix
s
u
b
s
ca
les
.
Me
an
wh
ile,
th
e
s
tu
d
y
co
n
d
u
c
ted
a
p
ilo
t
test
o
n
3
0
n
o
n
-
ac
tu
al
r
esp
o
n
d
en
ts
to
ass
ess
th
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
b
ased
o
n
th
e
Fil
ip
in
o
an
d
g
eo
g
r
a
p
h
ical
c
o
n
tex
t
s
.
Hen
ce
,
it
y
ield
ed
a
r
eliab
le
C
r
o
n
b
ac
h
’
s
alp
h
a
r
esu
lt
o
f
0
.
9
5
.
All
th
e
item
s
wer
e
s
p
r
ea
d
ac
r
o
s
s
th
e
s
ix
s
u
b
s
ca
les
.
T
h
e
s
tu
d
y
u
s
ed
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
a
g
r
ee
)
t
o
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
L
a
s
tly
,
th
e
d
ata
wer
e
g
ath
er
ed
u
s
in
g
a
Go
o
g
le
Fo
r
m
th
at
co
n
tain
ed
t
h
e
in
f
o
r
m
ed
c
o
n
s
en
t f
o
r
m
,
th
e
s
tu
d
y
'
s
o
b
jectiv
e,
d
em
o
g
r
ap
h
ic
p
r
o
f
ile,
an
d
t
h
e
T
PAC
K
s
ca
le.
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
:
399
-
407
402
2
.
2
.
Da
t
a
a
na
ly
s
is
pro
ce
du
r
e
T
o
an
aly
ze
th
e
d
ata,
d
escr
ip
ti
v
e
an
d
co
m
p
ar
ativ
e
s
tatis
tical
an
aly
s
es
wer
e
em
p
lo
y
e
d
.
Me
a
n
(
M)
a
n
d
s
tan
d
ar
d
d
ev
iatio
n
(
SD)
wer
e
u
s
ed
to
an
aly
ze
th
e
lev
el
o
f
tech
n
o
lo
g
ical,
p
e
d
ag
o
g
ical,
an
d
CK
am
o
n
g
th
e
s
tu
d
en
t
-
teac
h
er
s
.
Ad
d
itio
n
ally
,
th
is
s
tu
d
y
u
tili
ze
d
a
m
ea
n
r
an
g
e
f
o
r
in
ter
p
r
etatio
n
o
f
t
h
e
d
escr
ip
tiv
e
r
esu
lts
,
s
p
an
n
in
g
f
r
o
m
1
.
0
0
-
1
.
8
0
(
v
er
y
lo
w)
to
4
.
2
1
-
5
.
0
0
(
v
er
y
h
ig
h
)
,
wh
ich
ar
e
c
o
n
s
id
er
ed
ar
b
itra
r
y
c
u
t
-
o
f
f
s
.
T
o
ju
s
tify
th
e
u
s
e
o
f
th
is
m
ea
n
r
an
g
e
in
th
is
s
tu
d
y
,
th
e
r
esear
ch
er
s
r
ef
er
r
ed
to
p
r
ev
i
o
u
s
s
tu
d
ies th
at
also
em
p
lo
y
ed
th
e
s
am
e
m
ea
n
r
an
g
e
[
1
8
]
,
[
1
9
]
.
Me
an
wh
ile,
b
ef
o
r
e
p
e
r
f
o
r
m
in
g
in
f
er
en
tial
an
aly
s
es,
th
e
d
ata
wer
e
test
ed
f
o
r
n
o
r
m
ality
u
s
in
g
t
h
e
Sh
ap
ir
o
–
W
ilk
test
.
T
h
e
r
esu
lts
r
ev
ea
le
d
th
at
th
e
v
ar
iab
les
m
ea
s
u
r
in
g
T
PAC
K
wer
e
n
o
t
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
is
in
d
icate
s
a
v
io
latio
n
o
f
th
e
ass
u
m
p
tio
n
o
f
n
o
r
m
ality
r
eq
u
ir
ed
f
o
r
p
a
r
am
etr
ic
test
s
.
C
o
n
s
eq
u
en
tly
,
n
o
n
p
a
r
am
etr
ic
s
tatis
tica
l
test
s
,
s
p
ec
if
ically
th
e
Ma
n
n
-
W
h
itn
ey
U
test
,
wer
e
em
p
lo
y
e
d
to
d
eter
m
in
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
T
PAC
K
wh
en
th
e
d
ata
wer
e
g
r
o
u
p
ed
b
y
g
e
n
d
er
an
d
p
r
o
g
r
am
.
2
.
3
.
E
t
hica
l
co
ns
idera
t
io
n
L
astl
y
,
t
h
e
w
h
o
le
p
r
o
c
ess
o
f
th
is
s
t
u
d
y
a
d
h
e
r
e
d
t
o
th
e
P
h
il
ip
p
i
n
e
He
alt
h
R
ese
ar
ch
E
t
h
ics
B
o
ar
d
(
PHR
E
B
)
.
T
h
e
s
c
h
o
o
l
a
d
m
i
n
is
tr
a
to
r
s
'
p
e
r
m
is
s
io
n
was
s
o
u
g
h
t
to
co
n
d
u
ct
t
h
e
s
tu
d
y
.
I
n
ad
d
iti
o
n
,
th
e
r
es
p
o
n
d
en
ts
wer
e
o
r
ien
ted
ab
o
u
t
th
e
g
o
al
o
f
th
e
r
esear
ch
an
d
th
eir
v
o
lu
n
tar
y
p
ar
ticip
atio
n
.
Mo
r
eo
v
e
r
,
th
ey
wer
e
ass
u
r
ed
co
m
p
lete
co
n
f
id
en
tiality
o
f
th
eir
d
ata.
T
h
e
m
ater
ials
th
at
co
n
tain
ed
r
aw
in
f
o
r
m
ati
o
n
ac
ce
s
s
ed
f
r
o
m
t
h
em
wer
e
s
to
r
ed
in
p
ass
wo
r
d
-
p
r
o
tecte
d
f
iles
an
d
d
is
p
o
s
ed
o
f
b
y
m
a
n
u
a
l sh
r
ed
d
in
g
with
i
n
a
g
iv
e
n
p
er
i
o
d
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
P
ACK
o
f
s
t
ud
ent
t
ea
cher
s
As
s
h
o
wn
in
T
ab
le
2
,
th
e
s
tu
d
en
t
teac
h
er
s
d
em
o
n
s
tr
ated
a
h
ig
h
lev
el
o
f
T
PAC
K.
Ov
er
all,
th
ey
o
b
tain
ed
h
ig
h
m
ea
n
s
co
r
es
i
n
TK
(
M=
3
.
9
7
,
SD=0
.
4
5
)
,
CK
(
M=
3
.
7
8
,
SD=0
.
5
0
)
,
PK
(
M=
4
.
0
4
,
SD=0
.
4
9
)
,
PC
K
(
M=
3
.
8
9
,
SD=0
.
5
2
)
,
T
C
K
(
M=
3
.
9
5
,
SD=0
.
5
4
)
,
an
d
T
PAC
K
(
M=
4
.
1
0
,
SD=0
.
5
0
)
.
No
tab
ly
,
th
eir
T
PK
(
M=
4
.
3
1
,
SD=0
.
5
0
)
was
r
at
ed
v
er
y
h
i
g
h
,
in
d
icatin
g
s
tr
o
n
g
co
m
p
eten
ce
in
in
teg
r
atin
g
tech
n
o
l
o
g
y
in
t
o
p
ed
ag
o
g
ical
p
r
ac
tices.
T
ab
le
2
.
L
e
v
el
o
f
T
PAC
K
o
f
s
tu
d
en
t te
ac
h
er
s
V
a
r
i
a
b
l
e
TK
CK
PK
P
C
K
TC
K
TPK
TPA
C
K
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
G
e
n
d
e
r
M
a
l
e
3
.
8
9
0
.
4
8
3
.
6
9
0
.
6
2
3
.
8
6
0
.
5
9
3
.
6
3
0
.
5
8
3
.
9
0
0
.
7
0
4
.
3
0
0
.
5
0
3
.
9
4
0
.
6
2
F
e
mal
e
3
.
9
8
0
.
4
4
3
.
7
9
0
.
4
9
4
.
0
6
0
.
4
8
3
.
9
1
0
.
5
1
3
.
9
6
0
.
5
3
4
.
3
1
0
.
5
0
4
.
1
2
0
.
4
9
P
r
o
g
r
a
m
B
EED
4
.
0
8
0
.
4
5
3
.
8
8
0
.
5
1
4
.
1
9
0
.
4
5
4
.
0
6
0
.
4
9
4
.
0
6
0
.
5
0
4
.
3
7
0
.
4
5
4
.
1
6
0
.
4
6
B
S
ED
3
.
9
1
0
.
4
4
3
.
7
3
0
.
4
9
3
.
9
6
0
.
5
0
3
.
8
0
0
.
5
2
3
.
9
0
0
.
5
6
4
.
2
8
0
.
5
2
4
.
0
7
0
.
5
2
W
h
o
l
e
3
.
9
7
0
.
4
5
3
.
7
8
0
.
5
0
4
.
0
4
0
.
4
9
3
.
8
9
0
.
5
2
3
.
9
5
0
.
5
4
4
.
3
1
0
.
5
0
4
.
1
0
0
.
5
0
M
e
a
n
r
a
n
g
e
:
1
.
0
0
-
1
.
8
0
=
v
e
r
y
l
o
w
,
1
.
8
1
-
2
.
6
0
=
l
o
w
,
2
.
6
1
-
3
.
4
0
=
mo
d
e
r
a
t
e
,
3
.
4
1
-
4
.
2
0
=
h
i
g
h
,
4
.
2
1
-
5
.
0
0
=
v
e
r
y
h
i
g
h
W
h
en
g
r
o
u
p
e
d
b
y
g
en
d
er
,
b
o
th
m
ale
an
d
f
em
ale
s
tu
d
en
t
teac
h
er
s
d
em
o
n
s
tr
ated
a
h
ig
h
lev
el
o
f
T
PAC
K
ac
r
o
s
s
a
ll
d
o
m
ain
s
.
Fem
ale
s
tu
d
en
ts
co
n
s
is
ten
tly
r
ep
o
r
ted
s
lig
h
tly
h
ig
h
e
r
m
ea
n
s
co
r
es
th
an
m
ales,
p
ar
ticu
lar
ly
in
PK
(
M=
4
.
0
6
,
SD=0
.
4
8
v
s
.
M=
3
.
8
6
,
SD=0
.
5
9
)
an
d
T
PAC
K
(
M=
4
.
1
2
,
SD=0
.
4
9
v
s
.
M=
3
.
9
4
,
SD=0
.
6
2
)
.
T
h
is
s
u
g
g
ests
th
a
t
f
em
ale
s
tu
d
en
t
teac
h
er
s
p
er
ce
iv
e
th
em
s
elv
es
as
m
o
r
e
ad
ep
t
at
ap
p
ly
i
n
g
p
ed
ag
o
g
ical
an
d
i
n
teg
r
ativ
e
te
ch
n
o
lo
g
y
p
r
ac
tices.
Acr
o
s
s
p
r
o
g
r
a
m
s
,
b
o
th
B
E
E
D
an
d
B
SED
s
tu
d
en
ts
d
em
o
n
s
tr
ated
a
h
ig
h
lev
el
o
f
k
n
o
wl
ed
g
e
in
all
d
im
en
s
io
n
s
.
B
E
E
D
s
tu
d
e
n
ts
o
b
tain
ed
s
lig
h
tly
h
ig
h
er
m
ea
n
s
co
r
es
o
v
er
all,
p
ar
ticu
lar
l
y
in
PK
(
M=
4
.
1
9
,
SD=0
.
4
5
)
an
d
PC
K
(
M=
4
.
0
6
,
SD=0
.
4
9
)
,
wh
ile
B
SED
s
tu
d
en
ts
s
co
r
ed
m
ar
g
in
ally
l
o
wer
(
M=
3
.
9
6
,
SD=0
.
5
0
;
M=
3
.
8
0
,
SD=0
.
5
2
,
r
esp
ec
tiv
el
y
)
.
T
h
is
m
ay
in
d
icate
th
at
B
E
E
D
s
tu
d
en
ts
,
b
ein
g
tr
ain
ed
in
g
en
er
al
ed
u
ca
tio
n
,
ar
e
m
o
r
e
c
o
n
f
id
e
n
t in
co
m
b
in
i
n
g
p
ed
ag
o
g
y
with
s
u
b
ject
co
n
t
en
t.
Ov
er
all,
th
e
f
in
d
i
n
g
s
s
u
g
g
est
t
h
at
th
e
s
tu
d
en
t
teac
h
er
s
p
o
s
s
ess
a
h
ig
h
lev
el
o
f
T
PAC
K.
T
h
is
in
d
icate
s
th
eir
s
tr
o
n
g
ab
ilit
y
to
in
teg
r
a
te
tech
n
o
lo
g
y
e
f
f
ec
tiv
ely
i
n
to
th
eir
teac
h
in
g
p
r
ac
tices.
I
t
m
ea
n
s
th
at
th
ey
ar
e
ca
p
ab
le
o
f
c
o
m
b
in
in
g
th
ei
r
u
n
d
er
s
tan
d
in
g
o
f
co
n
ten
t,
p
ed
a
g
o
g
y
,
an
d
tech
n
o
lo
g
y
t
o
cr
ea
te
m
ea
n
in
g
f
u
l
a
n
d
en
g
ag
in
g
lear
n
in
g
ex
p
er
ien
ce
s
f
o
r
s
tu
d
en
ts
.
T
h
is
co
u
ld
b
e
b
ec
au
s
e
b
o
th
th
e
B
E
E
D
an
d
B
SED
p
r
o
g
r
am
s
in
clu
d
e
s
u
b
jects
th
at
em
p
h
asize
th
e
in
teg
r
atio
n
o
f
tec
h
n
o
lo
g
y
in
ed
u
ca
tio
n
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
s
tu
d
ies
[
2
0
]
,
[
2
1
]
,
wh
ich
f
o
u
n
d
th
at
s
u
b
jects
wh
o
h
av
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
e
n
h
an
ce
s
tu
d
en
ts
’
ab
ilit
y
t
o
ap
p
ly
d
ig
ital
to
o
ls
in
in
s
tr
u
c
tio
n
.
I
t
m
ay
also
b
e
attr
ib
u
t
ed
to
t
h
e
f
ac
t
th
at
s
tu
d
en
t
teac
h
er
s
ar
e
alr
ea
d
y
eq
u
ip
p
e
d
with
tech
n
o
lo
g
ical
s
k
ills
s
in
ce
th
ey
f
r
eq
u
en
tly
u
s
e
d
ig
ital
to
o
ls
wh
en
r
ep
o
r
tin
g
t
o
p
ics
o
r
p
r
esen
tin
g
co
n
ten
t
in
class
.
T
h
is
o
b
s
er
v
at
io
n
is
s
u
p
p
o
r
ted
b
y
p
r
ev
i
o
u
s
s
tu
d
ies
[
2
2
]
–
[
2
4
]
,
wh
o
n
o
ted
th
at
th
e
f
r
e
q
u
en
t
u
s
e
o
f
tech
n
o
lo
g
y
in
th
e
class
r
o
o
m
f
o
r
ac
a
d
em
ic
task
s
im
p
r
o
v
es
s
tu
d
en
ts
’
co
n
f
id
e
n
ce
a
n
d
co
m
p
eten
ce
in
in
teg
r
atin
g
tech
n
o
lo
g
y
.
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
S
tu
d
en
t te
a
ch
ers
’
tech
n
o
lo
g
ic
a
l p
ed
a
g
o
g
ic
a
l c
o
n
ten
t k
n
o
w
led
g
e:
a
s
s
ess
men
t in
…
(
Da
n
iel
S
.
F
ern
a
n
d
o
)
403
Fu
r
th
er
m
o
r
e
,
s
tu
d
en
t
teac
h
e
r
s
h
av
e
d
em
o
n
s
tr
atio
n
class
es
wh
er
e
th
ey
a
p
p
ly
tec
h
n
o
l
o
g
y
i
n
d
eliv
er
in
g
less
o
n
s
,
en
ab
lin
g
t
h
em
to
en
h
an
ce
th
eir
co
m
p
ete
n
ce
in
in
te
g
r
atin
g
tec
h
n
o
lo
g
y
.
T
h
is
f
in
d
i
n
g
is
co
n
s
is
ten
t
with
s
ev
er
al
s
tu
d
ies
[
1
4
]
,
[
1
6
]
,
[
2
5
]
,
wh
ich
r
e
v
ea
led
th
at
p
r
ac
tical
teac
h
in
g
ex
p
e
r
ien
ce
s
in
co
r
p
o
r
atin
g
tec
h
n
o
lo
g
y
h
elp
p
r
e
-
s
er
v
ice
teac
h
er
s
s
tr
en
g
th
en
t
h
eir
T
PAC
K
an
d
class
r
o
o
m
r
ea
d
in
ess
.
T
h
e
f
in
d
in
g
s
i
m
p
ly
th
at
th
e
DT
E
m
ay
co
n
tin
u
e
t
o
im
p
r
o
v
e
th
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
p
ed
ag
o
g
y
a
n
d
co
n
ten
t
in
s
tr
u
c
tio
n
to
s
u
s
tain
a
n
d
f
u
r
th
er
e
n
h
an
ce
s
tu
d
en
t te
ac
h
e
r
s
'
tech
n
o
lo
g
ical
co
m
p
eten
ce
.
3
.
2
.
Dif
f
er
ence
s
in t
he
T
P
A
CK
o
f
s
t
ud
ent
t
ea
cher
s
a
cc
o
rding
t
o
g
ender
a
nd
pro
g
ra
m
As
s
h
o
wn
in
T
ab
le
3
,
t
h
e
r
esu
lts
r
ev
ea
led
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
b
etwe
en
m
ale
a
n
d
f
em
ale
s
tu
d
en
t
teac
h
er
s
ac
r
o
s
s
all
co
m
p
o
n
e
n
ts
o
f
T
PAC
K,
in
clu
d
in
g
TK
(
U=
3
9
8
.
0
0
0
,
p
=
0
.
4
5
2
)
,
CK
(
U=
3
9
6
.
0
0
0
,
p=
0
.
4
4
1
)
,
PK
(
U=
3
5
8
.
0
0
0
,
p
=
0
.
2
2
8
)
,
PC
K
(
U=
3
1
8
.
5
0
0
,
p
=
0
.
0
9
2
)
,
T
C
K
(
U=
4
2
3
.
5
0
0
,
p
=
0
.
6
3
0
)
,
T
PK
(
U=
4
4
5
.
5
0
0
,
p
=
0
.
8
2
5
)
,
a
n
d
T
PAC
K
(
U=
3
8
0
.
0
0
0
,
p
=
0
.
3
4
0
)
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
t
h
at
b
o
th
m
ale
an
d
f
em
ale
s
tu
d
en
t
teac
h
er
s
d
e
m
o
n
s
tr
ated
c
o
m
p
ar
a
b
le
le
v
e
ls
o
f
T
PAC
K,
in
d
icatin
g
t
h
at
g
e
n
d
er
d
id
n
o
t
s
ig
n
if
ican
tly
in
f
l
u
en
ce
t
h
eir
s
e
lf
-
ass
ess
ed
k
n
o
wled
g
e
a
n
d
in
t
eg
r
atio
n
o
f
tech
n
o
lo
g
y
,
p
e
d
ag
o
g
y
,
an
d
co
n
ten
t
in
teac
h
in
g
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
b
o
th
m
ale
an
d
f
em
ale
s
tu
d
en
t
teac
h
er
s
p
o
s
s
ess
co
m
p
ar
ab
le
lev
els
o
f
T
PAC
K.
T
h
is
m
ea
n
s
th
at
g
en
d
er
id
en
tity
d
o
es
n
o
t
p
la
y
a
d
e
ter
m
in
in
g
r
o
le
in
h
o
w
s
tu
d
e
n
t te
ac
h
er
s
ap
p
ly
th
eir
T
PAC
K
s
k
ills
.
T
h
is
co
u
ld
b
e
b
ec
au
s
e
b
o
th
m
ale
an
d
f
e
m
ale
s
tu
d
en
t
teac
h
er
s
r
ec
eiv
e
s
im
ilar
ac
ad
em
ic
in
s
tr
u
ctio
n
,
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t,
a
n
d
tech
n
o
l
o
g
ical
e
x
p
o
s
u
r
e
with
in
th
e
p
r
i
v
ate
s
ch
o
o
l.
T
h
is
f
i
n
d
in
g
is
co
n
s
is
ten
t
with
s
ev
er
al
s
tu
d
ies
[
2
6
]
–
[
2
8
]
,
wh
ich
em
p
h
asize
th
at
eq
u
itab
le
tr
ain
in
g
en
v
ir
o
n
m
e
n
ts
lead
to
s
im
ilar
lev
els
o
f
T
PAC
K
r
eg
ar
d
less
o
f
g
en
d
er
.
H
o
wev
er
,
t
h
e
f
in
d
in
g
o
f
th
is
s
tu
d
y
is
n
o
t
co
n
s
is
ten
t
with
th
e
s
tu
d
ies
b
y
Ho
n
r
a
[
2
9
]
an
d
Yu
s
u
f
[
3
0
]
,
wh
ich
f
in
d
n
o
s
ig
n
if
ican
t
g
en
d
er
d
if
f
e
r
en
ce
s
in
o
v
er
all
T
PAC
K.
Mo
r
eo
v
er
,
th
is
co
u
ld
also
b
e
attr
ib
u
ted
to
th
e
in
c
r
ea
s
in
g
d
ig
ital
liter
ac
y
an
d
eq
u
al
ac
c
ess
to
tech
n
o
lo
g
y
am
o
n
g
s
tu
d
e
n
t
teac
h
er
s
,
r
eg
ar
d
less
o
f
g
en
d
er
id
e
n
tity
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
wit
h
p
r
ev
io
u
s
s
tu
d
ies
[
3
1
]
,
[
3
2
]
,
wh
o
f
o
u
n
d
th
at
th
e
f
r
ee
ac
ce
s
s
o
f
d
ig
ital
to
o
ls
an
d
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
s
h
as m
in
im
ized
g
en
d
e
r
g
ap
s
in
tech
n
o
lo
g
y
u
s
e.
Fu
r
th
er
m
o
r
e
,
th
is
co
u
ld
b
e
b
ec
au
s
e
teac
h
er
ed
u
ca
tio
n
cu
r
r
icu
la
ar
e
d
esig
n
e
d
to
p
r
o
v
i
d
e
u
n
if
o
r
m
o
p
p
o
r
tu
n
ities
f
o
r
all
s
tu
d
e
n
ts
to
in
teg
r
ate
tech
n
o
lo
g
y
in
to
th
eir
p
r
ac
tice
teac
h
in
g
o
r
d
em
o
n
s
tr
atio
n
s
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
s
tu
d
y
o
f
W
est
et
a
l.
[
3
3
]
an
d
Fallo
o
n
[
3
4
]
,
wh
o
n
o
te
d
th
at
s
tr
u
ctu
r
ed
an
d
in
clu
s
iv
e
cu
r
r
icu
l
u
m
d
esig
n
p
r
o
m
o
tes
b
alan
ce
d
tech
n
o
lo
g
ic
al
co
m
p
eten
ce
am
o
n
g
m
ale
a
n
d
f
em
ale
s
tu
d
en
t
teac
h
er
s
.
T
h
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
th
e
DT
E
m
ay
co
n
t
in
u
e
to
p
r
o
m
o
te
in
clu
s
iv
e
a
n
d
g
e
n
d
er
-
n
eu
tr
al
ap
p
r
o
ac
h
es in
d
ev
el
o
p
in
g
tech
n
o
lo
g
ical
an
d
p
e
d
ag
o
g
ical
s
k
ills
am
o
n
g
all
s
tu
d
en
t te
ac
h
e
r
s
.
T
ab
le
3
.
Dif
f
e
r
en
ce
in
t
h
e
lev
e
l
o
f
T
PAC
K
o
f
s
tu
d
en
t te
ac
h
er
s
ac
co
r
d
in
g
t
o
g
en
d
er
V
a
r
i
a
b
l
e
U
z
Ef
f
e
c
t
si
z
e
p
TK
3
9
8
.
0
0
0
-
0
.
7
5
2
-
0
.
0
7
4
0
.
4
5
2
CK
3
9
6
.
0
0
0
-
0
.
7
7
1
-
0
.
0
7
6
0
.
4
4
1
PK
3
5
8
.
0
0
0
-
1
.
2
0
6
-
0
.
1
1
9
0
.
2
2
8
P
C
K
3
1
8
.
5
0
0
-
1
.
6
8
7
-
0
.
1
6
6
0
.
0
9
2
TC
K
4
2
3
.
5
0
0
-
0
.
4
8
1
-
0
.
0
4
7
0
.
6
3
0
TPK
4
4
5
.
5
0
0
-
0
.
2
2
2
-
0
.
0
2
2
0
.
8
2
5
TPA
C
K
3
8
0
.
0
0
0
-
0
.
9
5
5
-
0
.
0
9
4
0
.
3
4
0
N
o
t
e
:
t
h
e
d
i
f
f
e
r
e
n
c
e
i
n
t
h
e
me
a
n
s
i
s
si
g
n
i
f
i
c
a
n
t
w
h
e
n
p
≤
0
.
0
5
T
ab
le
4
p
r
esen
ts
t
h
e
d
if
f
er
e
n
ce
s
in
th
e
lev
els
o
f
T
PAC
K
am
o
n
g
s
tu
d
en
t
teac
h
er
s
,
ca
teg
o
r
ized
b
y
p
r
o
g
r
a
m
.
T
h
e
r
esu
lts
in
d
icate
d
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
i
n
T
K
(
U=
9
5
1
.
0
0
0
,
p
=
0
.
0
9
4
)
,
C
K
(
U=
1
0
1
0
.
5
0
0
,
p=
0
.
2
1
0
)
,
T
C
K
(
U=
9
7
3
.
5
0
0
,
p
=
0
.
1
1
7
)
,
T
PK
(
U=
1
0
7
7
.
5
0
0
,
p
=
0
.
4
2
4
)
,
an
d
T
PAC
K
(
U=
1
0
4
3
.
5
0
0
,
p
=
0
.
3
0
3
)
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
B
E
E
D
an
d
B
SED
s
tu
d
en
t
teac
h
er
s
d
em
o
n
s
tr
ated
c
o
m
p
ar
a
b
le
l
ev
els
o
f
k
n
o
wled
g
e
in
th
ese
ar
ea
s
.
Ho
wev
er
,
s
ig
n
if
ican
t d
if
f
er
e
n
c
es
wer
e
o
b
s
er
v
ed
i
n
PK
(
U=
8
8
1
.
0
0
0
,
p
=
0
.
0
2
9
)
a
n
d
PC
K
(
U=
9
0
3
.
0
0
0
,
p=
0
.
0
3
9
)
.
I
n
b
o
th
d
o
m
ain
s
,
B
E
E
D
s
tu
d
en
ts
r
ated
th
em
s
elv
es
s
ig
n
if
ican
tly
h
ig
h
er
th
a
n
B
SED
s
tu
d
en
ts
,
in
d
icatin
g
th
at
B
E
E
D
s
tu
d
en
t
teac
h
er
s
p
er
ce
iv
e
th
em
s
elv
es
as
h
av
in
g
s
tr
o
n
g
er
c
o
m
p
eten
ci
es
in
p
ed
ag
o
g
y
a
n
d
in
in
teg
r
atin
g
p
ed
ag
o
g
ical
s
tr
ateg
ies
with
s
u
b
ject
co
n
ten
t.
T
h
is
s
u
g
g
ests
th
at
th
e
B
E
E
D
p
r
o
g
r
a
m
m
ay
p
lace
g
r
ea
ter
em
p
h
asis
o
n
p
ed
ag
o
g
i
ca
l
p
r
ep
ar
atio
n
,
en
ab
lin
g
its
s
tu
d
en
ts
to
f
ee
l
m
o
r
e
c
o
n
f
id
e
n
t
in
th
eir
teac
h
in
g
ap
p
r
o
ac
h
es.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
B
E
E
D
s
tu
d
en
t
teac
h
e
r
s
r
ated
th
e
m
s
elv
es
s
ig
n
if
ican
tly
h
ig
h
er
t
h
an
B
SED
s
tu
d
en
t
teac
h
er
s
in
b
o
th
PK
an
d
PC
K.
T
h
is
m
ea
n
s
th
at
B
E
E
D
s
tu
d
en
t
teac
h
er
s
p
er
ce
iv
e
th
em
s
elv
es
as
m
o
r
e
co
m
p
eten
t
i
n
d
esig
n
i
n
g
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
an
d
co
n
n
ec
t
in
g
teac
h
in
g
m
et
h
o
d
s
with
s
u
b
ject
m
atter
.
T
h
is
co
u
ld
b
e
b
ec
a
u
s
e
B
E
E
D
p
r
o
g
r
a
m
s
em
p
h
asize
p
ed
ag
o
g
y
m
o
r
e
p
r
o
f
o
u
n
d
ly
,
f
o
c
u
s
in
g
o
n
class
r
o
o
m
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
:
399
-
407
404
m
an
ag
em
en
t,
d
if
f
er
e
n
tiated
in
s
tr
u
ctio
n
,
an
d
lear
n
er
-
ce
n
ter
ed
ap
p
r
o
ac
h
es su
itab
le
f
o
r
y
o
u
n
g
lear
n
er
s
o
r
p
u
p
ils
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
wit
h
th
e
s
tu
d
ies
[
3
5
]
,
[
3
6
]
,
wh
o
f
o
u
n
d
th
at
elem
en
tar
y
ed
u
ca
tio
n
p
r
o
g
r
am
s
ten
d
to
p
r
io
r
itize
p
ed
a
g
o
g
ical
d
ev
elo
p
m
en
t o
v
er
co
n
ten
t sp
ec
ializati
o
n
.
T
h
is
co
u
ld
also
b
e
attr
ib
u
ted
to
th
e
b
r
o
ad
er
a
n
d
m
o
r
e
in
teg
r
ativ
e
n
atu
r
e
o
f
th
e
B
E
E
D
p
r
o
g
r
a
m
,
wh
ich
ex
p
o
s
es
s
tu
d
en
t
teac
h
e
r
s
to
m
u
ltip
le
s
u
b
jects
an
d
h
o
li
s
tic
teac
h
in
g
m
eth
o
d
s
th
at
r
eq
u
ir
e
PC
K.
I
t
h
el
p
ed
to
s
tr
en
g
th
en
th
eir
co
n
f
id
en
c
e
in
in
s
tr
u
ctio
n
al
d
esig
n
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
s
ev
er
al
p
r
ev
io
u
s
s
tu
d
ies
[
3
7
]
–
[
3
9
]
,
wh
o
n
o
ted
th
at
ex
p
o
s
u
r
e
to
d
i
v
er
s
e
lear
n
in
g
ar
ea
s
en
h
an
ce
s
s
elf
-
p
e
r
ce
iv
ed
p
ed
a
g
o
g
ical
co
m
p
eten
ce
am
o
n
g
p
r
e
-
s
er
v
ice
elem
en
tar
y
teac
h
e
r
s
.
T
h
e
f
in
d
in
g
s
im
p
l
y
th
at
th
e
d
ep
ar
tm
en
t
m
ay
p
r
o
v
id
e
ad
d
itio
n
al
p
ed
a
g
o
g
ical
en
r
ic
h
m
en
t
f
o
r
B
SED
s
tu
d
en
t
teac
h
er
s
to
en
h
an
ce
th
eir
co
n
f
id
en
ce
an
d
co
m
p
eten
ce
in
lin
k
in
g
in
s
tr
u
ctio
n
al
m
eth
o
d
s
with
th
eir
s
p
ec
if
ic
s
u
b
ject
ar
ea
s
.
T
ab
le
4
.
Dif
f
e
r
en
ce
in
t
h
e
lev
e
l
o
f
T
PAC
K
o
f
s
tu
d
en
t te
ac
h
er
s
ac
co
r
d
in
g
t
o
p
r
o
g
r
am
V
a
r
i
a
b
l
e
U
z
Ef
f
e
c
t
si
z
e
p
TK
9
5
1
.
0
0
0
-
1
.
6
7
6
-
0
.
1
6
5
0
.
0
9
4
CK
1
0
1
0
.
5
0
0
-
1
.
2
5
3
-
0
.
1
2
3
0
.
2
1
0
PK
8
8
1
.
0
0
0
*
-
2
.
1
7
8
-
0
.
2
1
5
0
.
0
2
9
P
C
K
9
0
3
.
0
0
0
*
-
2
.
0
6
6
-
0
.
2
0
4
0
.
0
3
9
TC
K
9
7
3
.
5
0
0
-
1
.
5
6
9
-
0
.
1
5
5
0
.
1
1
7
TPK
1
0
7
7
.
5
0
0
-
0
.
7
9
9
-
0
.
0
7
9
0
.
4
2
4
TPA
C
K
1
0
4
3
.
5
0
0
-
1
.
0
2
9
-
0
.
1
0
1
0
.
3
0
3
N
o
t
e
:
t
h
e
d
i
f
f
e
r
e
n
c
e
i
n
t
h
e
me
a
n
s
i
s
si
g
n
i
f
i
c
a
n
t
w
h
e
n
p
≤
0
.
0
5
3
.
3
.
T
heo
re
t
ica
l
a
na
ly
s
is
Gr
o
u
n
d
e
d
in
th
e
T
PAC
K
f
r
am
ewo
r
k
b
y
Sch
m
id
t
et
a
l.
[
1
]
,
th
is
s
tu
d
y
ex
ten
d
s
t
h
eo
r
etica
l
u
n
d
er
s
tan
d
i
n
g
b
y
d
em
o
n
s
tr
atin
g
h
o
w
th
e
i
n
teg
r
atio
n
o
f
tech
n
o
lo
g
y
,
p
ed
a
g
o
g
y
,
an
d
co
n
ten
t
k
n
o
wled
g
e
v
ar
ies
n
o
t
o
n
ly
b
y
d
e
m
o
g
r
ap
h
ic
f
ac
t
o
r
s
,
wh
ich
t
h
is
s
tu
d
y
f
i
n
d
s
n
o
n
-
s
ig
n
if
ican
t
b
y
g
en
d
er
,
b
u
t
m
o
r
e
im
p
o
r
tan
tly
b
y
p
r
o
g
r
a
m
o
r
ien
tatio
n
as
s
ee
n
in
th
e
d
i
f
f
er
en
ce
s
b
etwe
en
B
E
E
D
an
d
B
SED
s
tu
d
en
t
teac
h
er
s
.
T
h
e
f
in
d
in
g
s
r
ef
in
e
th
e
T
PAC
K
f
r
am
ew
o
r
k
b
y
h
ig
h
lig
h
tin
g
h
o
w
d
is
tin
ct
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
s
h
a
p
e
th
e
d
ev
elo
p
m
e
n
t
o
f
PK
an
d
P
CK
d
if
f
er
en
tly
.
Ad
d
itio
n
ally
,
it
h
ig
h
lig
h
ts
th
e
v
ar
ied
em
p
h
ases
o
n
p
ed
ag
o
g
ical
ad
ap
tab
ilit
y
v
er
s
u
s
co
n
te
n
t
s
p
ec
ializatio
n
with
in
T
PAC
K
’
s
in
ter
s
ec
tin
g
d
o
m
ain
s
.
T
h
is
s
u
g
g
ests
th
at
T
PAC
K
is
n
o
t
u
n
iv
e
r
s
ally
u
n
if
o
r
m
b
u
t
co
n
tex
t
u
ally
n
u
an
ce
d
,
in
f
l
u
en
ce
d
b
y
c
u
r
r
icu
lar
f
o
c
u
s
a
n
d
tr
ain
in
g
m
o
d
els.
Hen
ce
,
th
e
f
in
d
in
g
s
en
co
u
r
ag
e
a
r
ec
o
n
ce
p
t
u
aliza
tio
n
o
f
th
e
f
r
am
ewo
r
k
t
o
ac
co
m
m
o
d
ate
th
ese
d
if
f
er
en
ce
s
in
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
.
T
h
eo
r
etica
l
in
s
ig
h
ts
a
ls
o
em
er
g
e
r
eg
ar
d
in
g
th
e
ce
n
tr
al
p
e
d
ag
o
g
ical
co
r
e
in
B
E
E
D
s
tu
d
en
ts
,
r
ein
f
o
r
cin
g
T
PAC
K
’
s
p
r
em
is
e
th
at
ef
f
ec
tiv
e
i
n
teg
r
atio
n
r
eq
u
ir
es
b
alan
ci
n
g
th
ese
k
n
o
wled
g
e
d
o
m
ain
s
u
n
iq
u
el
y
ac
r
o
s
s
teac
h
er
p
r
o
f
iles
,
wh
ich
war
r
an
ts
f
u
r
th
er
r
esear
ch
t
o
m
o
d
el
a
n
d
o
p
tim
ize
T
PA
C
K
d
ev
elo
p
m
e
n
t
tailo
r
ed
t
o
d
if
f
er
en
t
t
e
a
c
h
e
r
ed
u
ca
tio
n
p
ath
wa
y
s
.
3
.
4
.
L
im
it
a
t
io
ns
o
f
t
he
f
ind
ing
Me
an
wh
ile,
th
is
s
tu
d
y
is
lim
i
ted
to
s
tu
d
en
t
teac
h
er
s
f
r
o
m
o
n
e
p
r
iv
ate
s
ch
o
o
l
in
W
ester
n
Vis
ay
as.
T
h
is
m
ea
n
s
th
e
f
in
d
in
g
s
m
a
y
n
o
t
f
u
lly
r
e
p
r
esen
t
th
e
T
PA
C
K
lev
els
o
f
s
tu
d
en
t
teac
h
er
s
in
o
th
e
r
s
ch
o
o
ls
o
r
r
eg
io
n
s
.
I
n
a
d
d
itio
n
,
th
e
p
o
p
u
latio
n
r
ef
lects
a
g
en
d
e
r
im
b
al
an
ce
d
u
e
to
th
e
lim
ited
n
u
m
b
er
o
f
m
ale
s
tu
d
e
n
t
teac
h
er
s
in
th
e
d
ep
ar
tm
e
n
t
wh
er
e
th
e
s
tu
d
y
was
co
n
d
u
cted
.
T
h
e
s
aid
im
b
alan
ce
r
estricts
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
Hen
ce
,
f
u
tu
r
e
s
tu
d
ies
ar
e
en
co
u
r
ag
ed
to
u
t
ilize
a
m
o
r
e
p
r
o
p
o
r
tio
n
ate
p
o
p
u
latio
n
to
f
u
r
t
h
er
s
tr
en
g
th
en
an
d
v
alid
ate
th
e
r
esu
lts
.
Mo
r
eo
v
er
,
th
e
u
s
e
o
f
s
elf
-
r
ep
o
r
te
d
co
m
p
eten
cies m
ay
a
ls
o
h
av
e
in
f
lu
e
n
ce
d
th
e
r
esu
lts
s
in
ce
r
esp
o
n
d
en
ts
r
ated
th
em
s
elv
es
h
ig
h
er
o
r
lo
wer
th
an
th
eir
ac
tu
al
co
m
p
et
en
cies.
T
h
is
m
ea
n
s
th
at
h
ig
h
s
elf
-
r
atin
g
s
m
ay
n
o
t
r
ef
lect
ac
tu
al
teac
h
in
g
p
er
f
o
r
m
an
ce
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
em
p
lo
y
e
d
d
escr
ip
tiv
e
-
co
m
p
a
r
ativ
e
a
p
p
r
o
ac
h
es
an
d
f
o
cu
s
ed
s
o
lely
o
n
two
d
e
m
o
g
r
a
p
h
ic
v
ar
iab
les,
with
o
u
t
co
n
s
id
er
in
g
o
th
er
f
ac
t
o
r
s
s
u
ch
as
teac
h
in
g
ex
p
er
ie
n
ce
,
ac
ce
s
s
to
tech
n
o
l
o
g
y
,
o
r
m
en
to
r
in
g
s
u
p
p
o
r
t
th
a
t
co
u
ld
also
af
f
ec
t
T
PAC
K
d
ev
elo
p
m
en
t.
Hen
ce
,
f
u
tu
r
e
r
esear
ch
m
ay
in
clu
d
e
a
lar
g
er
a
n
d
m
o
r
e
d
iv
er
s
e
s
am
p
le
o
f
s
tu
d
e
n
t
teac
h
er
s
f
r
o
m
b
o
th
p
r
iv
ate
a
n
d
p
u
b
lic
in
s
titu
tio
n
s
.
Fu
tu
r
e
r
esear
ch
m
ay
em
p
lo
y
m
ix
e
d
m
eth
o
d
s
,
s
u
ch
as
class
r
o
o
m
o
b
s
er
v
atio
n
s
o
r
in
te
r
v
iews,
to
in
v
esti
g
ate
o
th
er
p
o
ten
tial f
ac
to
r
s
th
at
in
f
lu
en
ce
T
PAC
K.
4.
CO
NCLU
SI
O
N
T
h
e
f
in
d
i
n
g
s
im
p
ly
th
at
th
e
DT
E
is
en
co
u
r
a
g
ed
t
o
co
n
tin
u
e
to
s
tr
en
g
t
h
en
th
e
in
te
g
r
atio
n
o
f
tech
n
o
lo
g
y
in
p
ed
a
g
o
g
y
an
d
c
o
n
ten
t in
s
tr
u
ctio
n
to
s
u
s
tain
a
n
d
f
u
r
t
h
er
en
h
a
n
ce
s
tu
d
en
t te
a
ch
er
s
’
tech
n
o
lo
g
ical
co
m
p
eten
ce
.
I
n
p
a
r
ticu
lar
,
th
e
s
tu
d
en
t
teac
h
er
s
’
T
PK
was
r
ated
v
er
y
h
ig
h
,
s
h
o
win
g
th
at
th
ey
ar
e
h
ig
h
ly
ca
p
ab
le
o
f
in
teg
r
atin
g
tech
n
o
l
o
g
y
in
t
o
th
eir
teac
h
in
g
p
r
ac
tic
es
to
m
ak
e
lear
n
in
g
m
o
r
e
e
n
g
ag
in
g
an
d
ef
f
ec
tiv
e.
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
S
tu
d
en
t te
a
ch
ers
’
tech
n
o
lo
g
ic
a
l p
ed
a
g
o
g
ic
a
l c
o
n
ten
t k
n
o
w
led
g
e:
a
s
s
ess
men
t in
…
(
Da
n
iel
S
.
F
ern
a
n
d
o
)
405
I
n
ad
d
itio
n
,
f
in
d
i
n
g
s
s
u
g
g
est
th
at
th
e
d
ep
ar
tm
e
n
t
m
ay
co
n
tin
u
e
to
p
r
o
m
o
te
in
cl
u
s
iv
e
an
d
g
en
d
er
-
n
eu
tr
al
ap
p
r
o
ac
h
es
in
d
ev
elo
p
in
g
tec
h
n
o
lo
g
ical
a
n
d
p
e
d
ag
o
g
ical
s
k
ills
am
o
n
g
all
s
tu
d
en
t
teac
h
er
s
.
Mo
r
eo
v
er
,
th
e
f
in
d
in
g
s
im
p
ly
th
at
th
e
d
e
p
ar
tm
en
t
m
a
y
p
r
o
v
i
d
e
a
d
d
itio
n
al
p
ed
a
g
o
g
ical
en
r
ic
h
m
en
t
f
o
r
B
SED
s
tu
d
en
t
teac
h
er
s
to
en
h
an
ce
th
eir
co
n
f
id
en
ce
an
d
co
m
p
eten
ce
in
lin
k
in
g
in
s
tr
u
ctio
n
al
m
et
h
o
d
s
with
th
eir
s
p
ec
if
ic
s
u
b
ject
ar
ea
s
.
Fu
r
th
er
m
o
r
e,
th
e
DT
E
ca
n
s
tr
en
g
th
e
n
tec
h
n
o
lo
g
y
in
te
g
r
atio
n
b
y
im
p
l
em
en
tin
g
tar
g
eted
wo
r
k
s
h
o
p
s
lik
e
a
d
ig
ital
p
e
d
ag
o
g
y
b
o
o
tcam
p
th
at
m
o
d
els
th
e
ef
f
ec
tiv
e
u
s
e
o
f
e
d
u
ca
ti
o
n
al
tech
n
o
lo
g
y
in
s
u
b
ject
-
s
p
ec
if
ic
p
ed
ag
o
g
y
.
Al
s
o
,
estab
lis
h
in
g
a
tech
n
o
lo
g
y
f
ac
ilit
ato
r
to
s
u
p
p
o
r
t
b
o
th
f
ac
u
lty
an
d
s
tu
d
e
n
t
teac
h
er
s
.
Ped
ag
o
g
ical
en
r
ic
h
m
en
t
f
o
r
B
SED
s
tu
d
en
ts
m
ay
in
clu
d
e
s
p
ec
ialized
m
o
d
u
les
th
at
lin
k
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
d
ir
ec
tly
to
th
eir
c
o
n
ten
t
ar
ea
s
,
s
u
p
p
lem
en
ted
b
y
t
ea
ch
er
-
s
tu
d
en
t
co
llab
o
r
atio
n
to
b
u
ild
co
n
f
id
e
n
ce
an
d
c
o
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L
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Def
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An
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DATA AV
AI
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AB
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All
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
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J
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&
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Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
399
-
407
406
RE
F
E
R
E
NC
E
S
[
1
]
D
.
A
.
S
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.
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.
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.
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.
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.
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n
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.
[
2
]
P
.
N
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TPA
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& Te
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[
3
]
W
.
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me
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:
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,
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l
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[
4
]
J.
C
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.
,
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n
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d
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[
5
]
Y
.
H
.
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.
J.
Ja
n
g
,
“
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o
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a
l
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E
d
u
c
a
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l
C
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Re
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.
[
6
]
C
.
L
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n
d
W
.
C
h
e
n
,
U
n
p
a
c
k
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a
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p
r
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:
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a
p
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x
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c
e
.
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g
a
p
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:
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p
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8.
[
7
]
A
.
H
a
b
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b
i
,
F
.
D
.
Y
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T
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r
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d
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r
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g
t
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p
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s:
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a
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d
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2.
[
8
]
M
.
C
.
D
.
C
a
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,
L
.
A
.
F
.
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s S
tate
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iv
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c
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