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t
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p
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c
las
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m
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CM
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is
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m
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o
d
s
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o
rg
a
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c
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t
h
a
t
c
o
m
b
i
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e
s
(b
len
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d
lea
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tro
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i
c
lea
rn
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g
m
e
th
o
d
s
(e
-
lea
rn
in
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with
tra
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it
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n
a
l
tea
c
h
i
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g
a
n
d
lea
rn
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g
m
e
th
o
d
s.
Th
e
re
se
a
rc
h
a
ims
to
u
n
d
e
rsta
n
d
th
e
p
e
rc
e
p
ti
o
n
s
a
n
d
a
tt
i
tu
d
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s
o
f
p
o
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ra
d
u
a
te
st
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d
e
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ts
a
t
Vin
h
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n
iv
e
rsity
to
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rd
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t
h
e
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p
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d
c
las
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m
a
n
d
a
n
a
ly
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e
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fit
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n
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d
iffi
c
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ies
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ts
e
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ter.
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c
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o
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CM
,
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y
p
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o
p
o
sin
g
so
lu
ti
o
n
s
t
o
im
p
ro
v
e
e
ffici
e
n
c
y
wh
e
n
tea
c
h
in
g
a
c
c
o
rd
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g
to
t
h
is
m
o
d
e
l.
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e
re
se
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wa
s
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o
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d
u
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ted
u
sin
g
a
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f
q
u
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li
tativ
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a
n
d
q
u
a
n
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e
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o
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s.
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a
n
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it
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ta
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o
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d
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1
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u
a
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st
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tativ
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ta
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t
h
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terv
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ip
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las
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lt
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m
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o
w
th
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t
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m
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o
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st
u
d
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n
t
s
h
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v
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a
p
o
siti
v
e
a
tt
it
u
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e
to
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rd
l
e
a
rn
in
g
i
n
th
e
F
CM
.
Re
se
a
rc
h
a
lso
sh
o
ws
th
a
t
th
e
F
CM
p
o
siti
v
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ly
imp
a
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ts
stu
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ts’
a
tt
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d
e
s
to
wa
rd
t
h
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rse
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it
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t
u
d
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ts
p
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rti
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ip
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ti
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g
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n
th
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r
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y
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lso
sh
a
re
d
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iffi
c
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lt
ies
th
e
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n
c
o
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n
t
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re
d
wh
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n
stu
d
y
in
g
in
t
h
e
F
CM
a
n
d
g
a
v
e
so
m
e
su
g
g
e
stio
n
s
t
o
imp
ro
v
e
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
a
p
p
l
y
i
n
g
t
h
is mo
d
e
l
in
th
e
f
u
tu
re
.
K
ey
w
o
r
d
s
:
Attitu
d
es
Fli
p
p
ed
class
r
o
o
m
Fli
p
p
ed
lear
n
in
g
Per
ce
p
tio
n
s
Po
s
tg
r
ad
u
ate
s
tu
d
en
ts
T
ea
ch
er
tr
ain
in
g
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
:
Nh
i T
h
i N
g
u
y
e
n
Facu
lty
o
f
Natu
r
al
Scien
ce
E
d
u
ca
tio
n
,
Saig
o
n
Un
iv
er
s
ity
2
7
3
An
D
u
o
n
g
Vu
o
n
g
s
tr
ee
t,
Ho
C
h
i M
in
h
C
ity
,
Vietn
am
E
m
ail: n
tn
h
i@
s
g
u
.
ed
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
Fli
p
p
ed
class
r
o
o
m
is
a
teac
h
in
g
m
eth
o
d
b
y
“
r
ev
er
s
in
g
”
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
to
attr
ac
t
lear
n
er
s
in
to
th
e
lea
r
n
in
g
p
r
o
c
ess
,
wh
ich
h
as
m
a
n
y
ad
v
a
n
tag
es
in
o
n
lin
e
teac
h
i
n
g
a
n
d
lear
n
in
g
.
Acc
o
r
d
in
g
t
o
p
r
ev
io
u
s
s
tu
d
ies
[
1
]
,
[
2
]
,
th
e
ef
f
ec
tiv
en
ess
o
f
u
s
in
g
a
f
lip
p
ed
class
r
o
o
m
will
en
co
u
r
ag
e
d
if
f
er
en
t
lear
n
i
n
g
s
ty
les.
Yıld
ız
et
a
l.
[
3
]
also
b
eliev
e
th
at
th
is
m
o
d
el
h
elp
s
lear
n
er
s
b
u
ild
co
n
f
id
en
ce
a
n
d
r
esp
o
n
s
ib
ilit
y
f
o
r
lear
n
in
g
,
s
o
it
s
h
o
u
ld
b
e
i
n
clu
d
ed
in
v
ar
io
u
s
c
o
u
r
s
es.
I
n
a
f
lip
p
ed
lear
n
i
n
g
e
n
v
ir
o
n
m
e
n
t,
th
er
e
ar
e
m
an
y
r
ea
s
o
n
ab
le
ad
v
a
n
tag
es
to
o
r
g
an
ize
teac
h
in
g
as
well
as
h
o
w
to
tr
an
s
m
it
k
n
o
wled
g
e.
T
h
is
is
esp
ec
ially
im
p
o
r
tan
t
f
o
r
lectu
r
es
wh
o
c
o
m
b
in
e
tr
ad
itio
n
al
an
d
o
n
lin
e
i
n
s
tr
u
ctio
n
.
T
h
e
u
s
e
o
f
tech
n
o
l
o
g
y
allo
ws
lectu
r
es
to
b
e
d
eliv
e
r
ed
o
n
lin
e
to
f
r
e
e
u
p
class
tim
e,
in
cr
ea
s
e
in
t
er
ac
tio
n
an
d
co
llab
o
r
atio
n
,
a
n
d
p
r
o
m
o
te
m
o
r
e
in
ter
ac
tio
n
b
etwe
en
lear
n
e
r
s
an
d
lectu
r
er
s
,
esp
ec
ially
wh
en
l
iv
e
ch
at
is
m
o
r
e
in
ter
ac
tiv
e
[
4
]
.
T
h
is
m
o
d
el
h
el
p
s
lear
n
er
s
b
e
f
lex
ib
le
in
lear
n
i
n
g
s
o
less
o
n
s
will
b
ec
o
m
e
m
o
r
e
in
ter
esti
n
g
[
5
]
.
B
esid
es
th
e
b
e
n
ef
its
,
f
lip
p
ed
lear
n
in
g
en
v
i
r
o
n
m
e
n
ts
also
h
av
e
m
an
y
ch
allen
g
es
,
s
u
ch
as
p
r
o
b
lem
s
with
s
tu
d
en
ts
’
in
ter
n
et
ac
ce
s
s
,
p
o
o
r
o
r
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
P
ercep
tio
n
s
a
n
d
a
ttit
u
d
es o
f p
o
s
tg
r
a
d
u
a
te
s
tu
d
en
ts
to
w
a
r
d
t
h
e
flip
p
ed
cla
s
s
r
o
o
m
…
(
Hu
o
n
g
Th
i Ng
u
ye
n
)
617
s
lo
w
in
ter
n
et
c
o
n
n
ec
tio
n
s
,
an
d
lack
o
f
co
m
m
u
n
icatio
n
b
etwe
en
lectu
r
es
a
n
d
s
tu
d
en
ts
in
cla
s
s
es
[
6
]
.
Ho
wev
e
r
,
th
e
f
lip
p
ed
m
o
d
el
is
s
till
an
ef
f
ec
tiv
e
m
eth
o
d
,
co
n
s
id
er
e
d
as
a
v
iab
le
alter
n
ativ
e
to
tr
ad
itio
n
al
class
r
o
o
m
lear
n
in
g
[
7
]
.
R
esear
ch
an
d
e
x
p
lo
r
atio
n
o
f
t
h
e
f
lip
p
e
d
class
r
o
o
m
m
o
d
el
(
F
C
M)
h
av
e
g
a
r
n
er
e
d
s
ig
n
if
ican
t
atten
tio
n
.
Ma
n
y
au
th
o
r
s
h
av
e
s
tu
d
ied
a
n
d
p
r
o
p
o
s
ed
o
r
g
an
izin
g
ac
tiv
ities
with
in
th
e
F
C
M
u
s
in
g
v
ar
io
u
s
ap
p
r
o
ac
h
es,
s
u
ch
as
cr
ea
tin
g
b
len
d
ed
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
[
8
]
,
in
te
g
r
ati
n
g
p
r
o
ject
-
b
ased
lear
n
in
g
with
th
e
FC
M
[
9
]
,
an
d
co
m
b
in
in
g
f
ac
e
-
to
-
f
ac
e
a
n
d
o
n
lin
e
teac
h
in
g
in
th
e
f
lip
p
e
d
class
r
o
o
m
[
1
0
]
.
Ho
we
v
er
,
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
teac
h
in
g
o
r
g
an
izatio
n
s
till
d
e
p
en
d
s
h
ea
v
ily
o
n
lear
n
er
s
’
c
h
ar
ac
ter
is
tics
,
av
ailab
le
in
f
r
astru
ctu
r
e,
an
d
lo
ca
l
cu
ltu
r
al
f
ac
to
r
s
.
T
h
er
ef
o
r
e,
u
n
d
er
s
tan
d
i
n
g
lear
n
er
s
’
o
p
in
io
n
s
ab
o
u
t
ea
ch
f
o
r
m
o
f
te
ac
h
in
g
o
r
g
an
izatio
n
(
in
clu
d
in
g
FC
M)
is
ess
en
tial
to
d
ev
is
in
g
a
p
p
r
o
p
r
iate
s
o
l
u
tio
n
s
f
o
r
u
tili
zin
g
teac
h
in
g
m
o
d
els,
aim
in
g
to
ac
h
iev
e
h
ig
h
e
f
f
ec
tiv
en
ess
in
teac
h
in
g
o
r
g
an
izatio
n
.
T
h
is
s
tu
d
y
was
co
n
d
u
cte
d
with
th
e
aim
o
f
u
n
d
er
s
tan
d
in
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
attitu
d
es
ab
o
u
t
ap
p
ly
in
g
FC
M
i
n
teac
h
in
g
,
an
d
also
r
ec
o
r
d
in
g
th
e
b
en
ef
its
an
d
d
if
f
icu
lties
th
ey
e
n
co
u
n
ter
ed
wh
en
p
a
r
ticip
atin
g
in
th
e
f
li
p
p
ed
class
r
o
o
m
,
th
e
r
eb
y
p
r
o
p
o
s
in
g
s
o
lu
tio
n
s
to
im
p
r
o
v
e
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
FC
M.
T
h
is
r
esear
ch
f
o
cu
s
es o
n
f
in
d
in
g
a
n
s
wer
s
to
th
e
f
o
llo
wi
n
g
q
u
esti
o
n
s
:
−
W
h
at
ar
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
attitu
d
es to
war
d
u
s
in
g
FC
M?
−
W
h
at
ar
e
th
e
b
en
ef
its
o
f
FC
M
th
at
s
tu
d
en
ts
p
er
ce
iv
e?
−
W
h
at
d
if
f
icu
lties
d
o
s
tu
d
en
ts
en
co
u
n
ter
w
h
en
lear
n
in
g
FC
M
an
d
wh
at
s
u
g
g
esti
o
n
s
d
o
th
ey
h
av
e
t
o
im
p
r
o
v
e
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
FC
M?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Fli
p
p
ed
class
r
o
o
m
o
r
f
lip
p
ed
l
ea
r
n
in
g
,
two
te
r
m
s
u
s
ed
in
ter
c
h
an
g
ea
b
l
y
,
r
ef
e
r
to
a
teac
h
in
g
m
o
d
el
as
o
p
p
o
s
ed
to
th
e
co
n
v
en
ti
o
n
al
class
r
o
o
m
[
1
1
]
,
[
1
2
]
.
FC
M
is
d
e
f
in
ed
as a
teac
h
in
g
m
o
d
el
th
at
p
r
o
m
o
tes th
in
k
i
n
g
in
an
d
o
u
t o
f
th
e
class
r
o
o
m
th
r
o
u
g
h
th
e
id
ea
th
at
s
ch
o
o
lwo
r
k
an
d
h
o
m
ewo
r
k
ar
e
in
ter
c
h
an
g
ea
b
le.
T
h
e
FC
M
is
a
teac
h
in
g
m
o
d
el
in
w
h
ich
s
tu
d
en
ts
lear
n
b
asic
s
u
b
ject
k
n
o
wled
g
e
b
ef
o
r
e
c
o
m
in
g
t
o
class
,
th
en
co
m
e
to
class
to
h
av
e
ac
tiv
e
lear
n
in
g
ex
p
er
ien
ce
s
[
4
]
,
[
1
3
]
.
FC
M
is
an
elem
en
t
o
f
b
len
d
ed
lear
n
in
g
t
h
at
in
teg
r
ates
b
o
th
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
in
class
th
r
o
u
g
h
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
d
is
tan
ce
lear
n
in
g
o
u
ts
id
e
th
e
class
r
o
o
m
b
y
watc
h
in
g
asy
n
ch
r
o
n
o
u
s
v
id
eo
less
o
n
s
an
d
co
llab
o
r
atin
g
o
n
li
n
e
[
1
4
]
,
[
1
5
]
.
T
h
e
f
u
n
d
am
e
n
tal
d
if
f
er
en
ce
b
etwe
en
tr
ad
itio
n
al
an
d
f
lip
p
ed
class
r
o
o
m
s
is
th
e
im
p
lem
en
tatio
n
o
f
co
g
n
itiv
e
lev
els
o
f
lear
n
e
r
s
in
th
e
d
ir
ec
t
class
r
o
o
m
an
d
o
u
ts
id
e
th
e
class
r
o
o
m
.
T
h
e
d
e
s
ig
n
o
f
a
tr
ad
itio
n
al
class
r
o
o
m
f
o
llo
ws
B
lo
o
m
’
s
T
ax
o
n
o
m
y
,
in
wh
ich
th
e
ar
ea
s
o
f
m
em
o
r
y
an
d
u
n
d
er
s
tan
d
in
g
ar
e
wo
r
k
ed
o
n
in
class
an
d
th
e
n
ex
t
f
o
u
r
lev
els
t
ak
e
p
lace
at
h
o
m
e
[
1
6
]
,
[
1
7
]
.
On
th
e
o
th
er
h
an
d
,
th
e
f
lip
p
ed
class
r
o
o
m
r
ev
er
s
es
th
is
tax
o
n
o
m
y
,
wh
er
e
t
h
e
ar
ea
s
o
f
m
em
o
r
izatio
n
an
d
u
n
d
er
s
tan
d
in
g
a
r
e
d
o
n
e
at
h
o
m
e
[
1
8
]
,
[
1
9
]
.
W
e
s
u
m
m
ar
ize
th
is
with
th
e
co
m
p
ar
is
o
n
b
etwe
en
tr
ad
itio
n
al
an
d
f
lip
p
ed
class
r
o
o
m
s
,
as p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
.
C
o
m
p
a
r
is
o
n
b
etwe
en
tr
ad
itio
n
al
an
d
f
lip
p
ed
class
r
o
o
m
s
Th
i
n
k
i
n
g
l
e
v
e
l
Tr
a
d
i
t
i
o
n
a
l
c
l
a
s
sr
o
o
m
F
l
i
p
p
e
d
c
l
a
ssr
o
o
m
R
e
me
mb
e
r
i
n
g
F
a
c
e
t
o
f
a
c
e
l
e
c
t
u
r
e
Pre
-
r
e
c
o
r
d
e
d
l
e
c
t
u
r
e
s,
r
e
a
d
m
a
t
e
r
i
a
l
a
n
d
w
a
t
c
h
v
i
d
e
o
l
e
c
t
u
r
e
s a
t
h
o
me,
o
u
t
s
i
d
e
o
f
c
l
a
ss.
U
n
d
e
r
st
a
n
d
i
n
g
Q
u
e
st
i
o
n
a
n
d
a
n
sw
e
r
D
o
t
a
sk
s,
d
i
s
c
u
s
s a
n
d
c
o
l
l
a
b
o
r
a
t
e
w
i
t
h
f
r
i
e
n
d
s
a
t
h
o
m
e
,
o
u
t
s
i
d
e
o
f
c
l
a
ss
.
A
p
p
l
y
i
n
g
H
o
mew
o
r
k
C
l
a
s
sr
o
o
m
a
c
t
i
v
i
t
i
e
s
su
c
h
a
s
a
g
r
o
u
p
d
i
sc
u
ssi
o
n
.
A
n
a
l
y
z
i
n
g
H
o
mew
o
r
k
C
l
a
s
sr
o
o
m
a
c
t
i
v
i
t
i
e
s
s
u
c
h
a
s
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
s
.
S
t
u
d
e
n
t
p
r
o
j
e
c
t
s,
p
r
e
se
n
t
a
t
i
o
n
s,
p
e
e
r
e
v
a
l
u
a
t
i
o
n
,
i
n
s
t
r
u
c
t
o
r
e
v
a
l
u
a
t
i
o
n
.
D
o
i
n
c
l
a
ss
.
Ev
a
l
u
a
t
i
n
g
H
o
mew
o
r
k
o
r
n
o
t
h
i
n
g
C
l
a
s
sr
o
o
m
a
c
t
i
v
i
t
i
e
s
s
u
c
h
a
s
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
s
.
S
t
u
d
e
n
t
p
r
o
j
e
c
t
s,
p
r
e
se
n
t
a
t
i
o
n
s,
p
e
e
r
e
v
a
l
u
a
t
i
o
n
,
i
n
s
t
r
u
c
t
o
r
e
v
a
l
u
a
t
i
o
n
.
D
o
i
n
c
l
a
ss
.
C
r
e
a
t
i
n
g
H
o
mew
o
r
k
o
r
n
o
t
h
i
n
g
C
l
a
s
sr
o
o
m
a
c
t
i
v
i
t
i
e
s
s
u
c
h
a
s
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
s
.
S
t
u
d
e
n
t
p
r
o
j
e
c
t
s,
p
r
e
se
n
t
a
t
i
o
n
s,
p
e
e
r
e
v
a
l
u
a
t
i
o
n
,
i
n
s
t
r
u
c
t
o
r
e
v
a
l
u
a
t
i
o
n
.
D
o
i
n
c
l
a
ss
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h t
y
pe
T
h
is
r
esear
ch
was
co
n
d
u
cted
u
s
in
g
a
m
ix
ed
m
eth
o
d
o
f
q
u
al
itativ
e
an
d
q
u
an
titativ
e
r
esear
ch
(
m
ix
ed
m
eth
o
d
s
r
esear
ch
)
.
Acc
o
r
d
in
g
to
C
o
h
en
et
a
l.
[
2
0
]
,
th
is
r
esear
ch
m
eth
o
d
h
elp
s
r
esear
ch
er
s
in
v
esti
g
ate
th
e
is
s
u
es
th
ey
ar
e
in
ter
ested
in
c
o
m
p
r
eh
e
n
s
iv
ely
an
d
d
ee
p
ly
;
co
m
b
in
in
g
b
o
th
q
u
alitativ
e
a
n
d
q
u
an
titativ
e
d
ata
s
o
u
r
ce
s
will
h
elp
p
r
o
m
o
te
th
e
s
tr
en
g
th
s
o
f
ea
c
h
s
id
e
wh
ile
li
m
itin
g
th
e
wea
k
n
ess
es
th
at
ea
ch
ty
p
e
o
f
d
ata
m
a
y
h
av
e.
I
n
th
e
cu
r
r
en
t stu
d
y
,
q
u
a
n
titativ
e
r
esear
ch
was c
o
n
d
u
cted
to
ex
am
in
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
attitu
d
es
to
war
d
th
e
f
lip
p
ed
class
r
o
o
m
th
ey
atten
d
ed
.
A
q
u
an
titativ
e
d
esig
n
is
ap
p
r
o
p
r
iate
b
ec
au
s
e
th
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
is
an
s
wer
ed
b
y
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
attitu
d
es
an
d
p
r
esen
tin
g
th
e
r
esu
lts
n
u
m
er
ica
lly
(
av
er
ag
e
s
co
r
e
)
.
Me
an
wh
ile,
a
q
u
alitativ
e
d
e
s
ig
n
was
u
s
ed
to
an
s
wer
th
e
s
ec
o
n
d
an
d
th
i
r
d
r
esear
ch
q
u
esti
o
n
s
,
wh
ich
em
p
h
asizes
ex
p
lo
r
in
g
s
tu
d
e
n
ts
’
ex
p
er
ien
ce
s
in
th
e
f
lip
p
ed
c
lass
r
o
o
m
.
Giv
en
th
e
im
p
o
r
tan
ce
o
f
b
o
th
t
y
p
es
o
f
d
ata,
th
e
cu
r
r
en
t stu
d
y
u
s
ed
a
m
ix
ed
m
eth
o
d
s
d
esig
n
.
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
:
616
-
625
618
3
.
2
.
Sa
m
ple
Stra
tifie
d
r
an
d
o
m
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
s
u
b
jects.
Sam
p
lin
g
is
d
o
n
e
b
y
r
esear
ch
e
r
s
with
th
e
aim
o
f
o
b
tain
in
g
a
r
e
p
r
esen
tativ
e
s
am
p
le
o
f
th
e
p
o
p
u
latio
n
.
T
h
e
to
tal
s
am
p
le
in
th
is
s
tu
d
y
is
1
2
1
p
o
s
tg
r
ad
u
at
e
s
tu
d
en
ts
in
th
e
teac
h
er
tr
ain
in
g
co
u
r
s
e
at
Vin
h
Un
iv
er
s
ity
.
T
h
is
is
co
n
s
is
ten
t
wi
th
th
e
r
esu
lts
in
p
r
ev
io
u
s
s
tu
d
ies
[
1
8
]
,
[
1
9
]
,
wh
ich
s
tated
th
at
th
e
ap
p
r
o
p
r
iate
s
am
p
le
s
ize
in
a
s
tu
d
y
is
b
etwe
en
3
0
a
n
d
5
0
0
.
T
h
e
s
u
r
v
e
y
tim
e
was
th
e
s
ec
o
n
d
s
em
ester
o
f
th
e
2
0
2
2
-
2
0
2
3
y
ea
r
.
Of
th
e
1
2
1
s
tu
d
en
ts
p
ar
ticip
atin
g
in
th
e
q
u
a
n
titativ
e
s
tu
d
y
,
s
ev
en
o
f
t
h
em
wer
e
in
v
ited
to
p
ar
ticip
ate
in
f
o
cu
s
g
r
o
u
p
in
ter
v
iews.
Fo
cu
s
g
r
o
u
p
in
t
er
v
iew
p
ar
ticip
an
ts
wer
e
p
u
r
p
o
s
iv
ely
s
elec
ted
b
ased
o
n
th
eir
ac
tiv
e
p
ar
ticip
atio
n
an
d
g
o
o
d
p
er
f
o
r
m
an
ce
in
t
h
eir
s
tu
d
ies.
Giv
en
th
ese
cr
iter
ia,
s
elec
ted
p
ar
tici
p
an
ts
m
u
s
t
b
e
ab
le
to
s
h
ar
e
t
h
eir
ex
p
er
ien
ce
s
in
d
etail
as
t
h
ey
p
a
r
ticip
ated
in
f
lip
p
ed
class
r
o
o
m
ac
tiv
ities
.
T
h
e
to
tal
was 1
2
1
s
tu
d
e
n
ts
with
th
e
ch
ar
ac
ter
is
tics
s
h
o
wn
in
T
ab
le
2
.
T
ab
le
2
.
Par
ticip
an
ts
V
a
r
i
a
b
l
e
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
F
e
mal
e
82
6
7
.
7
7
M
a
l
e
39
3
2
.
2
3
A
g
e
(
y
e
a
r
s)
2
5
t
o
3
0
92
7
6
.
0
3
30
-
40
27
2
2
.
3
1
M
o
r
e
t
h
a
n
4
0
2
1
.
6
6
W
o
r
k
e
x
p
e
r
i
e
n
c
e
(
y
e
a
r
s)
0
t
o
5
43
3
5
.
5
4
5
t
o
1
0
40
3
3
.
0
6
M
o
r
e
t
h
a
n
1
0
38
3
1
.
4
0
3
.
3
.
Dida
ct
ic
inte
rv
ent
io
n
I
m
p
lem
en
tatio
n
o
f
th
e
FC
M
was
ca
r
r
ied
o
u
t
o
v
er
a
p
e
r
io
d
o
f
1
5
wee
k
s
.
T
h
e
p
lan
n
in
g
a
n
d
im
p
lem
en
tatio
n
o
f
teac
h
in
g
is
b
ased
o
n
th
r
ee
p
h
ases
o
f
f
lip
p
ed
lear
n
in
g
: th
e
teac
h
e
r
p
r
ep
a
r
es d
ig
ital r
eso
u
r
ce
s
(
v
id
eo
s
,
s
tu
d
en
t
task
s
,
an
d
Po
wer
Po
in
t
p
r
esen
tatio
n
s
)
f
o
r
s
t
u
d
en
ts
to
p
r
ev
iew.
Fo
r
f
ac
e
-
to
-
f
ac
e
m
ee
tin
g
s
h
eld
ev
er
y
2
wee
k
s
,
s
tu
d
e
n
ts
will
ask
ed
q
u
esti
o
n
s
o
r
co
n
ce
r
n
s
a
b
o
u
t
th
e
c
o
n
s
u
lted
d
o
cu
m
en
ts
.
T
h
en
,
a
ca
s
e
-
b
ased
ac
tiv
ity
was
g
iv
en
f
o
r
th
e
g
r
o
u
p
s
to
wo
r
k
o
n
to
s
o
lv
e
with
t
h
e
g
u
i
d
an
ce
o
f
t
h
e
in
s
tr
u
cto
r
;
an
d
f
i
n
ally
en
d
s
in
th
e
th
ir
d
s
tag
e
with
an
ass
ess
m
en
t to
d
eter
m
i
n
e
th
e
lev
el
o
f
u
n
d
er
s
tan
d
i
n
g
o
f
ea
ch
s
u
b
ject.
3
.
4
.
I
ns
t
rum
ent
T
h
e
r
esear
ch
to
o
l u
s
ed
is
a
s
u
r
v
ey
d
e
v
elo
p
e
d
an
d
class
if
ied
b
ased
o
n
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
tu
d
y
on
f
lip
p
ed
class
r
o
o
m
im
p
lem
e
n
tatio
n
[
2
1
]
.
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
es
two
p
ar
ts
.
Par
t
1
in
clu
d
es
p
er
s
o
n
al
in
f
o
r
m
atio
n
.
Par
t
2
in
clu
d
es
2
2
q
u
esti
o
n
s
to
d
eter
m
in
e
t
h
e
d
eg
r
ee
o
f
ag
r
ee
m
en
t
o
r
d
is
ag
r
ee
m
en
t
o
f
s
tu
d
en
ts
with
s
tatem
en
ts
r
elate
d
to
th
e
FC
M.
T
h
e
s
ca
le
is
e
s
tab
lis
h
e
d
f
o
r
ea
c
h
L
ik
er
t
-
t
y
p
e
item
w
ith
5
p
o
in
ts
f
o
r
th
e
s
tu
d
en
t
s
atis
f
ac
tio
n
(
co
m
p
let
ely
d
is
ag
r
ee
to
co
m
p
letely
a
g
r
ee
)
.
Valid
atio
n
o
f
th
e
c
o
n
t
en
t
o
f
th
e
to
o
l
was
ca
r
r
ied
o
u
t
u
s
in
g
e
v
alu
atio
n
t
ec
h
n
iq
u
es
b
y
two
e
x
p
er
ts
wh
o
ar
e
u
n
iv
e
r
s
ity
lectu
r
er
s
an
d
p
ilo
ted
with
f
iv
e
s
tu
d
en
ts
to
d
eter
m
in
e
th
e
wo
r
d
in
g
an
d
o
r
ien
tatio
n
o
f
ea
c
h
item
r
elate
d
to
th
e
p
o
s
tg
r
ad
u
at
e
-
lev
el
FC
M.
Af
ter
th
is
s
tag
e,
ch
ec
k
in
g
th
e
r
eliab
ilit
y
o
f
th
e
to
o
ls
r
esu
lted
in
C
r
o
n
b
ac
h
’
s
alp
h
a
(
α
)
=
0
.
9
1
9
,
c
o
r
r
ec
ted
item
–
to
tal
co
r
r
elatio
n
o
f
ea
ch
o
b
s
er
v
ed
v
ar
iab
le
was
g
r
ea
ter
th
an
0
.
3
,
m
ea
n
in
g
th
at
th
is
to
o
l
is
r
eliab
le
[
2
0
]
.
T
h
e
s
ec
o
n
d
to
o
l
is
f
o
c
u
s
g
r
o
u
p
in
ter
v
iews
.
Selecte
d
p
ar
ticip
a
n
ts
wer
e
a
s
k
ed
to
s
h
a
r
e
th
eir
v
iews
an
d
ex
p
er
ien
ce
s
o
n
th
e
b
en
ef
its
an
d
d
if
f
icu
lties
o
f
th
e
FC
M
th
ey
p
ar
ticip
ated
in
an
d
s
u
g
g
esti
o
n
s
f
o
r
im
p
r
o
v
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
FC
M.
T
h
e
in
ter
v
iew
was r
ec
o
r
d
ed
with
th
e
p
ar
ticip
an
t’
s
co
n
s
en
t.
3
.
5
.
Da
t
a
c
o
llect
io
n a
nd
da
t
a
a
na
ly
s
is
Af
ter
f
in
is
h
in
g
th
e
FC
M
co
u
r
s
e,
th
e
r
esear
ch
er
d
is
tr
ib
u
ted
q
u
esti
o
n
n
air
es
to
th
e
s
tu
d
en
ts
p
ar
ticip
atin
g
in
th
e
co
u
r
s
e.
T
h
e
r
esear
ch
er
th
e
n
co
n
tacte
d
s
e
v
en
s
elec
ted
p
ar
ticip
a
n
ts
to
p
a
r
ticip
ate
in
a
f
o
cu
s
g
r
o
u
p
in
ter
v
iew.
W
h
en
c
o
n
d
u
ctin
g
f
o
cu
s
g
r
o
u
p
in
ter
v
iews,
p
ar
ticip
an
ts
ar
e
f
ir
s
t
g
iv
e
n
a
f
o
r
m
with
q
u
esti
o
n
s
wr
itten
.
Par
ticip
an
ts
wer
e
th
e
n
ask
ed
to
an
s
wer
th
o
s
e
q
u
esti
o
n
s
.
T
h
ey
tak
e
tu
r
n
s
an
s
wer
i
n
g
q
u
esti
o
n
s
b
ased
o
n
th
e
ex
p
er
ie
n
ce
s
th
ey
h
ad
in
th
e
f
lip
p
ed
class
r
o
o
m
.
T
h
ey
wer
e
also
allo
wed
to
a
d
d
to
o
r
r
ef
u
te
o
th
e
r
p
ar
ticip
an
ts
’
an
s
wer
s
as
lo
n
g
as
th
ey
r
ec
o
u
n
ted
wh
at
th
ey
ex
p
er
ien
ce
d
a
n
d
f
elt
d
u
r
in
g
t
h
eir
p
ar
ticip
atio
n
in
th
e
f
lip
p
ed
class
r
o
o
m
.
B
ef
o
r
e
th
e
f
o
cu
s
g
r
o
u
p
in
ter
v
iew
e
n
d
ed
,
wh
en
t
h
e
r
esear
ch
er
n
o
ticed
in
ter
esti
n
g
o
r
u
n
s
atis
f
ac
to
r
y
an
s
wer
s
,
th
e
r
e
s
ea
r
ch
er
ask
ed
t
h
e
p
a
r
ticip
an
t
s
to
elab
o
r
ate
f
u
r
t
h
er
to
en
r
ic
h
th
e
d
ata.
T
h
e
f
o
cu
s
g
r
o
u
p
in
ter
v
iew
was c
o
n
d
u
cte
d
with
two
m
ain
q
u
esti
o
n
s
an
d
r
ec
o
r
d
e
d
f
o
r
3
0
-
4
0
m
in
u
tes f
o
r
th
e
wh
o
le
g
r
o
u
p
.
T
h
e
d
ata
o
b
tain
ed
wer
e
a
n
al
y
ze
d
u
s
in
g
SP
SS
with
v
er
s
io
n
2
7
to
ca
lcu
late
th
e
m
ea
n
(
M)
an
d
s
tan
d
ar
d
d
ev
iatio
n
(
SD)
o
f
ea
ch
item
s
o
th
at
th
e
r
esu
lts
co
u
ld
b
e
in
ter
p
r
eted
.
Fin
d
in
g
s
we
r
e
in
ter
p
r
eted
b
ased
o
n
th
e
r
an
g
e
o
f
e
x
p
lan
ato
r
y
cr
iter
ia.
A
m
ea
n
p
o
in
t
f
r
o
m
1
.
0
0
t
o
2
.
5
0
in
d
icate
s
a
n
eg
a
tiv
e
attitu
d
e
wh
ile
a
p
o
in
t f
r
o
m
2
.
5
1
to
5
.
0
0
in
d
ic
ates a
p
o
s
itiv
e
attitu
d
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
P
ercep
tio
n
s
a
n
d
a
ttit
u
d
es o
f p
o
s
tg
r
a
d
u
a
te
s
tu
d
en
ts
to
w
a
r
d
t
h
e
flip
p
ed
cla
s
s
r
o
o
m
…
(
Hu
o
n
g
Th
i Ng
u
ye
n
)
619
Data
f
r
o
m
th
e
f
o
cu
s
g
r
o
u
p
in
t
er
v
iews
wer
e
an
aly
ze
d
q
u
alitativ
ely
th
r
o
u
g
h
s
ev
er
al
s
tep
s
ac
co
r
d
in
g
to
C
r
eswell
an
d
C
r
eswell
[
2
2
]
.
First,
th
e
d
ata
ar
e
o
r
g
an
ized
an
d
p
r
ep
ar
e
d
f
o
r
a
n
aly
s
is
.
I
n
th
is
s
tep
,
th
e
f
o
cu
s
g
r
o
u
p
in
ter
v
iew
was
r
ec
o
r
d
ed
.
T
h
e
r
esear
ch
e
r
th
en
r
ec
o
r
d
ed
g
en
er
al
in
f
o
r
m
atio
n
an
d
th
o
u
g
h
ts
o
b
tain
ed
f
r
o
m
th
e
in
ter
v
iew.
Data
f
r
o
m
th
e
in
ter
v
iews
wer
e
co
d
ed
to
f
in
d
th
e
g
r
o
u
p
’
s
m
ain
th
em
es.
Fin
ally
,
th
e
th
e
m
es
an
d
d
escr
ip
tio
n
s
o
f
ea
c
h
th
em
e
we
r
e
p
r
esen
ted
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
F
o
r
qu
estio
n num
ber
1
R
eg
ar
d
in
g
s
tu
d
en
ts
’
awa
r
en
es
s
an
d
attitu
d
es
to
war
d
s
im
p
lem
en
tin
g
lear
n
in
g
ac
co
r
d
i
n
g
to
th
e
FC
M
,
we
s
u
m
m
ar
ize
th
e
s
u
r
v
e
y
r
es
u
lts
,
as
s
h
o
wn
in
T
ab
le
3
.
Ac
co
r
d
in
g
l
y
,
1
2
1
lear
n
er
s
an
s
wer
ed
2
2
q
u
esti
o
n
s
in
th
e
q
u
esti
o
n
n
ai
r
e
(
ac
c
o
r
d
in
g
t
o
th
e
L
ik
e
r
t
s
ca
le)
.
T
h
en
,
we
u
s
ed
SP
SS
s
o
f
twar
e
to
p
er
f
o
r
m
s
tatis
tical
an
aly
s
e
s
with
th
e
o
b
tain
ed
d
ata
s
et.
I
n
th
e
s
u
r
v
ey
lis
ted
in
T
ab
le
3
,
th
e
av
er
ag
e
v
alu
es
o
f
s
tatem
en
ts
1
to
2
2
d
o
n
o
t
d
if
f
er
m
u
c
h
an
d
ar
e
all
with
in
th
e
r
an
g
e
o
f
3
t
o
5
o
n
a
5
-
p
o
in
t
s
ca
le
(
o
f
wh
ic
h
co
m
p
letely
a
g
r
ee
is
5
.
0
0
a
n
d
s
tr
o
n
g
ly
d
is
ag
r
ee
is
1
.
0
0
)
.
T
h
is
s
h
o
ws
th
at
s
tu
d
en
ts
q
u
ite
ag
r
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T
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Descr
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s
i
g
n
if
ican
t
b
ec
au
s
e
lear
n
er
s
with
p
o
s
itiv
e
attitu
d
es
to
war
d
lear
n
in
g
ten
d
to
h
av
e
b
etter
p
er
f
o
r
m
an
ce
.
T
h
is
r
esu
lt
is
co
n
s
i
s
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[
2
3
]
,
[
2
4
]
,
wh
o
f
o
u
n
d
t
h
at
th
e
f
lip
p
ed
cla
s
s
r
o
o
m
h
as a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
’
attitu
d
es a
n
d
lear
n
in
g
o
u
tco
m
es
[
2
5
]
.
An
o
th
er
r
esu
lt
o
f
th
is
s
tu
d
y
is
th
at
th
e
f
lip
p
ed
class
r
o
o
m
in
cr
ea
s
ed
s
tu
d
en
t
p
ar
ticip
atio
n
in
th
e
class
r
o
o
m
,
in
cr
ea
s
in
g
t
h
e
lev
el
o
f
s
tu
d
e
n
t
in
ter
ac
tio
n
with
th
e
in
s
tr
u
cto
r
.
Su
r
v
ey
ed
s
tu
d
en
ts
s
u
g
g
ested
th
at
FC
M
-
b
ased
co
u
r
s
es
in
cr
ea
s
ed
th
eir
in
ter
est
in
th
e
co
u
r
s
e
an
d
m
ad
e
t
h
em
m
o
r
e
ac
tiv
e
in
th
e
less
o
n
s
in
th
is
s
tu
d
y
.
T
h
is
r
esu
lt
is
also
co
n
s
i
s
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
[
5
]
,
[
2
6
]
,
[
2
7
]
.
T
h
ey
also
s
tated
t
h
at
f
lip
p
e
d
lear
n
in
g
is
ef
f
ec
tiv
e
in
in
cr
ea
s
in
g
s
tu
d
e
n
ts
’
en
g
ag
em
e
n
t in
s
tu
d
y
en
v
i
r
o
n
m
en
t
[
2
6
]
,
[
2
8
]
–
[
3
0
]
.
4
.
2
.
F
o
r
qu
estio
n num
ber
2
4
.
2
.
1
.
Abo
ut
t
he
benef
it
s
o
f
F
CM
B
ased
o
n
th
e
f
o
cu
s
g
r
o
u
p
in
te
r
v
iews,
th
er
e
ar
e
s
ev
er
al
b
en
ef
its
o
f
FC
M
lear
n
in
g
f
r
o
m
th
e
s
tu
d
en
t’
s
p
er
s
p
ec
tiv
e.
T
h
e
b
e
n
ef
its
ca
n
b
e
class
if
ied
in
to
s
ix
m
ain
th
e
m
es,
in
clu
d
in
g
:
i)
lear
n
er
s
’
a
b
s
o
r
p
tio
n
o
f
less
o
n
co
n
ten
t;
ii)
u
s
e
o
f
class
tim
e;
iii)
lev
el
o
f
lear
n
er
in
ter
ac
tio
n
; iv
)
th
e
r
o
le
o
f
th
e
lear
n
er
i
n
th
e
lear
n
in
g
p
r
o
ce
s
s
;
v
)
lear
n
in
g
m
ater
ials
;
an
d
v
i)
l
ea
r
n
er
p
a
r
ticip
atio
n
in
class
r
o
o
m
ac
tiv
ities
.
T
h
e
f
in
d
in
g
s
o
f
ea
ch
th
em
e
will
b
e
d
is
cu
s
s
ed
alo
n
g
with
in
ter
v
iew
ex
ce
r
p
ts
f
r
o
m
th
e
p
ar
tic
ip
an
ts
.
T
o
m
ain
tain
th
e
co
n
f
id
en
tiality
o
f
th
e
p
ar
ticip
an
ts
,
p
s
eu
d
o
n
y
m
s
wer
e
u
s
ed
wh
en
p
r
esen
tin
g
th
e
ex
ce
r
p
ts
.
4
.
2
.
2
.
Abo
ut
lea
rner
s
’
a
bs
o
rpt
io
n o
f
less
o
n c
o
nte
nt
Par
ticip
an
ts
s
aid
th
at
wh
en
p
ar
ticip
atin
g
in
a
f
lip
p
ed
class
r
o
o
m
,
ab
s
o
r
b
in
g
less
o
n
co
n
ten
t
was
m
o
r
e
ef
f
ec
tiv
e
th
an
i
n
a
tr
ad
itio
n
al
c
lass
r
o
o
m
.
Par
ticip
an
t 1
s
aid
:
“
I
p
r
efer
to
s
tu
d
y
th
e
lectu
r
es th
a
t
th
e
lectu
r
er
p
r
o
vid
es
a
t h
o
me
b
efo
r
e
g
o
i
n
g
to
cla
s
s
r
a
th
er
th
a
n
lis
ten
in
g
to
lectu
r
es
in
cla
s
s
in
th
e
tr
a
d
itio
n
a
l
w
a
y.
I
ca
n
p
r
o
a
ctive
ly
s
tu
d
y
a
t
a
n
y
time
b
efo
r
e
cla
s
s
fr
o
m
ma
n
y
d
iffer
en
t in
fo
r
ma
tio
n
s
o
u
r
ce
s
.”
Par
ticip
an
t 3
ad
d
e
d
th
at
:
“
I
n
terms
o
f
u
n
d
ers
ta
n
d
i
n
g
t
h
e
th
eo
r
etica
l
co
n
ten
t
o
f
th
e
less
o
n
co
mmu
n
ica
ted
b
y
th
e
tea
ch
er
th
r
o
u
g
h
lectu
r
es,
vid
eo
s
a
n
d
in
tern
et
r
eso
u
r
ce
s
s
h
a
r
ed
o
n
th
e
s
tu
d
yin
g
ma
n
a
g
eme
n
t
s
ystem
in
F
C
M,
I
ca
n
ma
s
ter th
e
less
o
n
co
n
ten
t b
etter w
h
en
s
tu
d
yin
g
w
ith
th
is
meth
o
d
.”
4
.
2
.
3
.
Abo
ut
us
ing
cla
s
s
t
im
e
Mo
s
t r
esp
o
n
s
es said
th
at
FC
M
h
elp
s
u
s
e
class
tim
e
m
o
r
e
ef
f
e
ctiv
ely
.
Par
ticip
an
t
s
4
an
d
7
s
tated
:
“
I
n
s
tea
d
o
f
h
a
vin
g
to
s
p
en
d
a
lo
t
o
f
time
lis
ten
in
g
to
th
e
lectu
r
er
lectu
r
e
a
n
d
ta
kin
g
n
o
tes,
lea
r
n
ers
h
a
ve
mo
r
e
time
to
c
o
n
s
o
lid
a
te
th
e
k
n
o
w
led
g
e
t
h
e
y
h
a
ve
lea
r
n
e
d
fr
o
m
lectu
r
es
a
t
h
o
me
th
r
o
u
g
h
p
r
a
ctice
a
ctivities
.”
“
I
n
F
C
M,
lea
r
n
ers
h
a
ve
mo
r
e
time
to
in
tera
ct
w
i
th
ea
ch
o
th
er,
in
tera
ctin
g
w
ith
lectu
r
er
s
h
elp
s
d
ev
elo
p
th
eir
co
lla
b
o
r
a
tive
co
mmu
n
ica
tio
n
ca
p
a
city
a
n
d
o
t
h
er
co
r
e
co
mp
eten
cies
a
r
e
a
l
s
o
h
a
ve
mo
r
e
d
ev
elo
p
men
t o
p
p
o
r
tu
n
iti
es
.”
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
P
ercep
tio
n
s
a
n
d
a
ttit
u
d
es o
f p
o
s
tg
r
a
d
u
a
te
s
tu
d
en
ts
to
w
a
r
d
t
h
e
flip
p
ed
cla
s
s
r
o
o
m
…
(
Hu
o
n
g
Th
i Ng
u
ye
n
)
621
4
.
2
.
4
.
Abo
ut
t
he
lev
el
o
f
lea
r
ner
inte
ra
ct
io
n
T
h
e
r
esp
o
n
d
en
ts
all
s
aid
th
at
th
ey
h
ad
m
o
r
e
o
p
p
o
r
tu
n
ities
to
co
n
tact
an
d
d
is
cu
s
s
with
lectu
r
er
s
ab
o
u
t
is
s
u
es r
elate
d
to
lectu
r
e
co
n
ten
t.
Par
ticip
an
t
s
6
an
d
3
ex
p
lain
ed
:
“
I
in
tera
ct
mo
r
e
w
ith
my
cla
s
s
ma
tes
d
u
r
in
g
cla
s
s
es.
I
a
ls
o
feel
mo
r
e
co
mfo
r
ta
b
le
in
ex
ch
a
n
g
in
g
my
o
p
in
io
n
s
in
cl
a
s
s
w
ith
o
u
t fe
elin
g
s
h
y
a
n
d
emb
a
r
r
a
s
s
ed
like
b
efo
r
e
.
”
“
I
n
F
C
M,
I
h
a
ve
m
o
r
e
o
p
p
o
r
tu
n
ities
to
d
is
cu
s
s
w
ith
lectu
r
er
s
a
n
d
cl
a
s
s
ma
tes
a
b
o
u
t
is
s
u
es rela
ted
to
less
o
n
s
.”
T
h
e
in
cr
ea
s
e
i
n
th
e
lev
el
o
f
in
ter
ac
tio
n
b
etwe
en
lear
n
er
s
a
n
d
teac
h
er
s
a
n
d
b
etwe
en
lear
n
e
r
s
an
d
lear
n
er
s
ca
n
b
e
ex
p
lain
e
d
b
y
th
e
f
ac
t
t
h
at
teac
h
er
s
an
d
s
tu
d
en
ts
h
av
e
m
o
r
e
tim
e
to
s
h
ar
e
t
h
an
in
th
e
tr
ad
itio
n
al
lear
n
i
n
g
s
ty
le
wh
en
th
e
m
ajo
r
ity
th
e
ti
m
e
th
e
teac
h
er
h
as
to
lectu
r
e
a
n
d
th
e
s
tu
d
en
ts
h
av
e
to
lis
ten
atten
tiv
ely
an
d
tak
e
n
o
tes.
4
.
2
.
5
.
Abo
ut
t
he
ro
le
o
f
lea
rn
er
s
in t
he
lea
rning
pro
ce
s
s
I
n
ter
v
iew
r
esp
o
n
d
en
ts
s
aid
th
at
s
tu
d
y
in
g
ac
co
r
d
in
g
to
F
C
M
h
elp
s
th
em
b
e
m
o
r
e
p
r
o
ac
tiv
e
in
lear
n
in
g
.
T
h
e
in
itiativ
e
ca
n
b
e
p
r
o
ac
tiv
ely
ch
o
o
s
in
g
th
e
tim
e,
p
lace
an
d
m
eth
o
d
o
f
r
ec
eiv
in
g
th
e
co
n
ten
t o
f
th
e
lectu
r
es
p
r
o
v
id
ed
b
y
th
e
teac
h
er
.
At
th
e
s
am
e
tim
e,
in
itiativ
e
also
m
ea
n
s
t
h
e
lear
n
er
’
s
s
en
s
e
o
f
s
elf
-
d
is
cip
lin
e
an
d
r
esp
o
n
s
ib
ilit
y
f
o
r
th
ei
r
o
w
n
lear
n
in
g
.
Par
ticip
an
t
s
1
an
d
7
s
aid
:
“
S
tu
d
yin
g
u
n
d
er
F
C
M
h
a
s
h
el
p
ed
me
lea
r
n
a
cc
o
r
d
in
g
to
my
o
w
n
leve
l
a
n
d
a
b
ilit
ies.
I
c
a
n
a
d
ju
s
t
th
e
s
p
ee
d
o
f
a
b
s
o
r
b
in
g
th
e
t
h
eo
r
etica
l
fo
u
n
d
a
tio
n
to
s
u
it
my
a
b
ilit
ies.
Th
erefo
r
e,
I
fe
el
mo
r
e
co
n
fid
en
t wh
en
s
tu
d
yi
n
g
a
cc
o
r
d
in
g
to
F
C
M
.
”
“
I
f
lea
r
n
in
g
in
th
e
tr
a
d
itio
n
a
l
s
tyle,
w
h
en
th
e
tea
ch
er
lectu
r
es
in
cla
s
s
,
a
ll
lea
r
n
ers
in
th
e
cla
s
s
mu
s
t
tr
y
to
g
r
a
s
p
th
e
co
n
ten
t
t
h
a
t
th
e
tea
c
h
er
co
n
ve
ys
a
t
th
e
s
a
me
s
p
ee
d
a
n
d
in
th
e
s
a
me
t
ime.
a
p
erio
d
o
f
time
r
eg
a
r
d
less
o
f
th
eir
leve
l.
Th
is
r
ea
lity
ca
u
s
e
s
ma
n
y
w
ea
k
lea
r
n
ers
to
fa
c
e
ma
n
y
d
iffi
cu
lties
w
h
en
th
ey
ca
n
n
o
t
ke
ep
u
p
w
ith
o
th
er
s
tu
d
en
ts
in
cla
s
s
a
n
d
ca
n
n
o
t
ma
s
ter
w
h
a
t
th
e
lectu
r
er w
a
n
ts
to
co
n
ve
y
.”
Par
ticip
an
t
2
s
h
ar
ed
m
o
r
e,
“
th
a
n
ks
to
ta
kin
g
a
n
a
ctive
r
o
le
i
n
th
e
lea
r
n
in
g
p
r
o
ce
s
s
a
n
d
a
d
ju
s
tin
g
my
lea
r
n
in
g
to
s
u
it my
o
w
n
a
b
ilit
ies,
I
feel
mo
r
e
co
n
fid
en
t wi
th
my
lea
r
n
in
g
.”
4
.
2
.
6
.
Abo
ut
lea
rning
m
a
t
er
ia
ls
Par
ticip
an
ts
s
aid
th
at
FC
M
g
av
e
th
em
th
e
o
p
p
o
r
tu
n
ity
to
ac
ce
s
s
m
an
y
r
ich
lear
n
in
g
r
eso
u
r
ce
s
o
n
t
h
e
in
ter
n
et
th
r
o
u
g
h
teac
h
er
s
.
T
h
ey
ev
alu
ated
th
at
th
ese
r
eso
u
r
ce
s
wer
e
h
elp
f
u
l
t
o
th
em
i
n
d
ev
elo
p
in
g
c
o
r
e
co
m
p
eten
cies.
L
ea
r
n
in
g
r
eso
u
r
ce
s
th
at
teac
h
e
r
s
p
r
o
v
id
e
b
ef
o
r
e
ea
ch
class
in
th
e
f
o
r
m
o
f
Po
wer
Po
in
t
p
r
esen
tatio
n
s
,
tu
to
r
ial
v
i
d
eo
s
o
n
Yo
u
T
u
b
e,
an
d
lin
k
s
to
web
s
ites
co
n
tain
in
g
r
elate
d
c
o
n
ten
t
less
o
n
s
an
d
p
r
ac
tice
ex
er
cises
h
a
v
e
h
el
p
e
d
lear
n
e
r
s
ac
ce
s
s
d
if
f
er
e
n
t
s
o
u
r
ce
s
o
f
k
n
o
wled
g
e
r
elate
d
t
o
ea
ch
less
o
n
th
ey
lear
n
ev
e
r
y
wee
k
.
T
h
is
r
ich
a
n
d
d
iv
e
r
s
e
s
o
u
r
ce
o
f
m
ater
ials
h
as
co
n
tr
ib
u
ted
t
o
p
r
o
v
id
i
n
g
s
tu
d
en
ts
with
a
s
o
lid
th
eo
r
etica
l
f
o
u
n
d
atio
n
t
h
at
th
ey
ca
n
ap
p
ly
to
less
o
n
s
an
d
p
r
ac
tice,
t
h
er
eb
y
d
ev
elo
p
in
g
th
eir
c
o
r
e
co
m
p
eten
cies.
Ho
wev
e
r
,
th
e
r
e
ar
e
s
till
o
p
in
io
n
s
th
at
ar
e
n
o
t
r
ea
lly
s
atis
f
ied
with
th
e
r
eso
u
r
ce
s
th
at
in
s
tr
u
cto
r
s
p
r
o
v
id
e
o
n
th
e
lear
n
i
n
g
m
an
a
g
em
en
t
s
y
s
tem
f
o
r
ea
ch
less
o
n
.
T
h
is
s
h
o
ws
th
at
lear
n
er
s
’
n
ee
d
to
ac
ce
s
s
o
th
er
r
eso
u
r
ce
s
an
d
in
o
th
er
way
s
s
h
o
u
ld
b
e
f
u
r
t
h
er
co
n
s
id
er
ed
b
y
in
s
tr
u
cto
r
s
.
T
h
u
s
,
f
ee
d
b
ac
k
also
p
o
i
n
ts
o
u
t
th
e
ad
v
an
ta
g
es
o
f
th
is
m
o
d
el
in
ter
m
s
o
f
a
r
ic
h
lear
n
in
g
m
ater
ial
s
y
s
tem
as
well
as
th
e
lev
el
o
f
in
ter
ac
tio
n
with
class
m
ates,
h
elp
in
g
to
im
p
r
o
v
e
lear
n
in
g
ef
f
icien
cy
.
B
ef
o
r
e
co
m
in
g
t
o
class
,
lear
n
er
s
h
a
v
e
ca
r
ef
u
lly
p
r
ep
ar
e
d
th
e
s
u
b
ject
m
ater
ials
,
s
o
d
u
r
in
g
cl
ass
,
th
ey
ac
tiv
ely
p
ar
ticip
ate
in
g
r
o
u
p
d
is
cu
s
s
io
n
s
.
T
h
er
e
b
y
,
s
tu
d
en
t
s
atis
f
ac
tio
n
an
d
lear
n
in
g
ex
p
e
r
ien
c
e
ar
e
s
ig
n
if
ican
tly
en
h
an
ce
d
.
4
.
2
.
7
.
Abo
ut
lea
rner
pa
rt
icipa
t
io
n in c
la
s
s
ro
o
m
a
c
t
iv
it
ies
I
n
ter
v
iew
p
a
r
ticip
an
ts
s
aid
th
ey
h
a
d
m
o
r
e
o
p
p
o
r
tu
n
ities
to
p
ar
ticip
ate
i
n
class
r
o
o
m
ac
tiv
ities
o
r
g
an
ized
b
y
i
n
s
tr
u
cto
r
s
s
u
ch
as wo
r
k
in
g
in
p
air
s
,
g
r
o
u
p
s
,
a
n
d
co
n
t
r
ib
u
tin
g
id
ea
s
.
Par
ticip
an
t 6
s
aid
th
at
:
“
P
a
r
ticip
a
tin
g
in
th
ese
a
ctivities
h
elp
s
me
r
ein
fo
r
ce
th
e
co
n
ten
t
th
ey
h
a
ve
p
r
ev
io
u
s
ly
lea
r
n
ed
a
t
h
o
me,
th
a
n
ks to
w
h
ich
I
c
a
n
b
etter g
r
a
s
p
th
e
less
o
n
co
n
ten
t
.”
B
esid
es
p
o
s
it
iv
e
o
p
in
io
n
s
ab
o
u
t
th
e
o
p
p
o
r
tu
n
ity
to
p
ar
tici
p
ate
in
class
ac
tiv
itie
s
an
d
th
e
b
en
ef
its
o
f
th
is
p
ar
ticip
atio
n
f
o
r
lear
n
i
n
g
,
th
er
e
is
s
till
an
o
p
in
io
n
th
at
is
n
o
t
r
ea
lly
s
atis
f
ied
with
th
i
s
.
T
h
is
s
h
o
ws
th
at
alth
o
u
g
h
teac
h
e
r
s
o
r
g
an
ize
ac
t
iv
ities
in
cla
s
s
an
d
en
co
u
r
ag
e
lear
n
er
s
to
p
ar
ticip
ate,
th
ese
ac
tiv
ities
m
ay
n
o
t b
e
attr
ac
tiv
e
to
a
p
o
r
tio
n
o
f
t
h
e
lear
n
er
s
in
th
e
class
an
d
d
o
n
o
t
r
ea
lly
h
a
v
e
a
p
o
s
itiv
e
im
p
ac
t
to
war
d
s
th
eir
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
:
616
-
625
622
lear
n
in
g
.
T
h
er
e
f
o
r
e,
lectu
r
er
s
also
n
ee
d
to
r
esear
ch
to
c
h
o
o
s
e
tr
u
ly
attr
ac
tiv
e
an
d
m
ea
n
in
g
f
u
l
ac
tiv
ities
to
o
r
g
an
ize
class
r
o
o
m
teac
h
in
g
.
I
n
th
e
class
r
o
o
m
,
lear
n
e
r
s
ca
n
wo
r
k
i
n
g
r
o
u
p
s
,
s
tu
d
en
ts
h
av
e
th
e
o
p
p
o
r
t
u
n
ity
t
o
p
ar
ticip
ate
with
o
th
e
r
s
tu
d
en
ts
an
d
t
h
ey
ca
n
lear
n
a
lo
t
o
f
k
n
o
wled
g
e
f
r
o
m
t
h
eir
f
r
ie
n
d
s
.
T
h
er
ef
o
r
e
,
s
tu
d
en
ts
’
lear
n
in
g
ef
f
icien
cy
an
d
r
esu
lts
h
av
e
im
p
r
o
v
ed
.
T
h
e
r
esu
lts
ar
e
co
n
s
is
ten
t
with
o
th
er
s
tu
d
ies
th
at
e
x
am
in
ed
th
e
ef
f
ec
tiv
en
ess
o
f
f
lip
p
ed
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
[
3
0
]
,
wh
ich
i
n
cr
ea
s
e
s
tu
d
en
t
s
atis
f
ac
tio
n
[
3
1
]
,
[
3
2
]
.
T
h
an
k
s
to
p
r
e
-
p
r
e
p
ar
ed
lectu
r
es
o
r
less
o
n
s
at
h
o
m
e
,
s
tu
d
en
ts
ca
n
a
cc
ess
k
n
o
wled
g
e
alm
o
s
t
an
y
t
im
e,
an
y
wh
e
r
e
an
d
in
cr
ea
s
e
th
eir
m
o
tiv
atio
n
to
p
ar
ticip
ate
in
less
o
n
s
[
9
]
.
St
u
d
en
ts
also
r
ep
o
r
ted
th
at
th
i
s
lear
n
er
-
ce
n
ter
ed
lear
n
in
g
m
o
d
el
ca
n
lead
to
im
p
r
o
v
e
d
lear
n
in
g
o
u
tco
m
es.
B
esid
es,
f
lip
p
ed
lear
n
in
g
ca
n
also
h
elp
th
em
b
etter
r
em
em
b
er
wh
at
th
e
y
h
av
e
lear
n
ed
an
d
u
n
d
er
s
to
o
d
.
T
h
is
is
co
n
s
is
ten
t
with
th
e
co
n
clu
s
io
n
s
o
f
s
tu
d
y
co
n
d
u
cted
b
y
C
h
en
et
a
l.
[
2
8
]
.
T
h
ey
a
r
g
u
e
t
h
at
FC
M
h
elp
s
ac
tiv
e
lear
n
in
g
lea
d
to
s
u
cc
ess
f
u
l
l
ea
r
n
in
g
o
u
tco
m
es.
Fu
r
th
er
m
o
r
e
,
lear
n
er
s
ar
e
s
ati
s
f
ied
with
th
is
m
o
d
el
b
ec
au
s
e
it
p
r
o
v
id
es
ac
tiv
e
lear
n
in
g
,
ef
f
ec
tiv
e
u
s
e
o
f
tim
e
in
th
e
class
r
o
o
m
,
s
elf
-
p
ac
e
d
le
ar
n
in
g
,
a
n
d
watc
h
in
g
v
id
e
o
s
wh
en
ev
er
t
h
ey
wan
t.
4
.
3
.
F
o
r
qu
estio
n num
ber
3
4
.
3
.
1
.
T
he
diff
icultie
s
t
ha
t
s
t
ud
e
nts
dis
co
v
er
in
lea
rning
F
CM
a
nd
s
ug
g
estio
ns
t
o
im
pro
v
e
t
he
ef
f
ec
t
iv
eness
o
f
F
CM
I
n
th
e
q
u
esti
o
n
n
air
e
s
en
t
to
s
tu
d
en
ts
,
th
ey
wer
e
ask
ed
to
an
s
wer
two
o
p
en
-
en
d
ed
q
u
esti
o
n
s
r
elate
d
to
th
e
d
if
f
icu
lties
th
ey
en
co
u
n
te
r
ed
wh
en
s
tu
d
y
in
g
ac
c
o
r
d
in
g
to
FC
M
an
d
b
ased
o
n
th
o
s
e
d
if
f
icu
lties
,
m
ak
e
s
o
m
e
r
ec
o
m
m
e
n
d
atio
n
s
t
o
h
el
p
ap
p
l
y
in
g
FC
M
m
o
r
e
ef
f
ec
ti
v
e.
Stu
d
en
ts
’
r
esp
o
n
s
es
to
th
e
two
q
u
esti
o
n
s
ar
e
co
m
p
iled
an
d
s
u
m
m
ar
ize
d
:
i)
Dif
f
icu
lties
s
tu
d
en
ts
en
co
u
n
ter
wh
en
s
tu
d
y
in
g
ac
co
r
d
in
g
t
o
FC
M
−
No
t
f
am
iliar
with
th
e
n
ew
l
ea
r
n
in
g
m
eth
o
d
:
m
an
y
s
tu
d
e
n
ts
s
aid
th
at
th
ey
ar
e
u
s
ed
t
o
th
e
tr
ad
itio
n
al
lear
n
in
g
s
ty
le
wh
er
e
a
lectu
r
er
lectu
r
es
in
class
an
d
th
en
d
o
h
o
m
ewo
r
k
,
s
o
wh
en
lea
r
n
in
g
in
th
e
FC
M
th
ey
ar
e
s
till
q
u
ite
co
n
f
u
s
ed
.
So
m
e
s
tu
d
en
ts
s
h
ar
e
d
th
at
b
ec
a
u
s
e
th
ey
wer
e
n
o
t
f
am
iliar
with
t
h
e
n
ew
lea
r
n
in
g
m
eth
o
d
,
th
ey
s
o
m
etim
es
f
o
r
g
o
t
to
lo
g
in
t
o
th
e
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
to
p
r
e
v
iew
th
e
lectu
r
e
b
e
f
o
r
e
g
o
in
g
t
o
class
.
−
L
ac
k
o
f
co
n
ce
n
tr
atio
n
wh
en
s
elf
-
s
tu
d
y
in
g
:
a
f
ew
s
tu
d
e
n
ts
p
ar
ticip
atin
g
in
t
h
e
s
u
r
v
e
y
also
p
o
in
ted
o
u
t
th
at
o
n
e
o
f
th
e
d
if
f
icu
lties
th
ey
e
n
co
u
n
ter
e
d
wh
en
h
av
i
n
g
to
s
elf
-
s
tu
d
y
lectu
r
e
co
n
ten
t
at
h
o
m
e
was
lack
o
f
co
n
ce
n
tr
atio
n
.
So
m
e
s
tu
d
e
n
ts
s
aid
th
at
b
ec
au
s
e
th
er
e
was
n
o
o
n
e
ar
o
u
n
d
to
r
em
in
d
th
em
,
t
h
ey
wer
e
ea
s
ily
d
is
tr
ac
ted
b
y
s
u
r
r
o
u
n
d
in
g
f
ac
to
r
s
,
esp
ec
ially
o
th
er
i
n
ter
ests
o
n
th
e
in
ter
n
et
s
u
ch
as
s
o
c
ial
n
etwo
r
k
s
o
r
en
ter
tain
m
en
t.
T
h
is
m
ak
es
it
d
if
f
icu
lt
f
o
r
th
em
t
o
co
n
ce
n
tr
at
e
o
n
th
e
lectu
r
e
c
o
n
ten
t,
s
o
it o
f
ten
tak
es
th
e
m
a
lo
t o
f
tim
e
to
v
iew
all
th
e
co
n
ten
t p
r
o
v
id
ed
b
y
th
e
lectu
r
er
.
−
L
ac
k
o
f
s
elf
-
d
is
cip
lin
e:
if
in
th
e
p
ast,
s
tu
d
en
ts
m
ain
ly
r
elied
o
n
lectu
r
er
s
’
class
r
o
o
m
lect
u
r
es
to
ac
q
u
ir
e
b
ac
k
g
r
o
u
n
d
k
n
o
wled
g
e
r
elate
d
to
d
if
f
er
e
n
t
wr
itin
g
g
en
r
es,
with
th
e
FC
M,
s
tu
d
en
ts
m
u
s
t
f
o
r
m
t
h
eir
o
w
n
lear
n
in
g
h
ab
its
in
d
ep
e
n
d
en
tly
an
d
r
ely
o
n
th
em
s
elv
es.
B
ec
au
s
e
o
f
th
is
,
m
an
y
s
tu
d
en
ts
s
ay
t
h
ey
ar
e
s
till
n
o
t
r
ea
d
y
an
d
lack
th
e
s
p
ir
it o
f
s
el
f
-
d
is
cip
lin
e
an
d
i
n
itiativ
e
in
le
ar
n
in
g
o
u
ts
id
e
o
f
t
h
e
class
r
o
o
m
.
−
L
ac
k
o
f
s
u
p
p
o
r
t
o
u
ts
id
e
th
e
class
r
o
o
m
:
s
elf
-
s
tu
d
y
with
o
u
t
th
e
s
u
p
p
o
r
t
o
f
a
lectu
r
e
r
is
also
o
n
e
o
f
th
e
d
if
f
icu
lties
f
o
r
m
a
n
y
s
tu
d
en
ts
in
t
h
e
b
eg
in
n
i
n
g
o
f
s
tu
d
y
in
g
u
n
d
er
FC
M,
esp
ec
ially
f
o
r
s
tu
d
en
ts
wh
o
s
e
ab
ilit
y
to
ab
s
o
r
b
is
s
till
s
lo
w.
So
m
e
s
tu
d
en
ts
s
aid
th
at
d
u
r
in
g
th
e
p
r
o
ce
s
s
o
f
s
tu
d
y
in
g
d
o
c
u
m
en
ts
at
h
o
m
e,
th
er
e
wer
e
s
o
m
e
p
o
in
ts
th
ey
d
id
n
o
t
u
n
d
er
s
tan
d
clea
r
ly
b
u
t
d
id
n
o
t
h
av
e
a
lectu
r
er
o
r
class
m
ates
n
ea
r
b
y
to
d
is
cu
s
s
an
d
s
ee
k
tim
ely
h
elp
.
−
T
h
e
lar
g
e
am
o
u
n
t
o
f
wo
r
k
th
a
t
n
ee
d
s
to
b
e
d
o
n
e:
an
o
th
er
d
i
f
f
icu
lty
th
at
s
o
m
e
s
tu
d
en
ts
m
en
tio
n
ed
in
th
eir
r
esp
o
n
s
es
r
elate
d
to
th
e
la
r
g
e
am
o
u
n
t
o
f
less
o
n
s
th
e
y
h
a
d
to
s
tu
d
y
at
h
o
m
e
.
W
h
en
s
tu
d
y
i
n
g
u
n
d
er
FC
M,
s
tu
d
en
ts
n
o
t
o
n
ly
h
av
e
to
w
o
r
k
m
o
r
e
o
u
ts
id
e
o
f
class
b
u
t
in
class
,
th
ey
also
h
av
e
to
b
e
m
o
r
e
ac
tiv
e
b
ec
au
s
e
in
s
tr
u
cto
r
s
h
av
e
m
o
r
e
tim
e
to
o
r
g
an
ize
d
if
f
er
e
n
t
a
ctiv
ities
.
B
ec
au
s
e
th
e
wo
r
k
lo
ad
h
as
in
cr
ea
s
ed
,
m
an
y
s
tu
d
en
ts
f
ee
l tir
e
d
an
d
s
tr
ess
ed
.
−
So
m
e
lectu
r
es
lack
ap
p
ea
l:
s
o
m
e
s
tu
d
en
ts
th
i
n
k
th
at
th
er
e
ar
e
s
till
lectu
r
es
th
at
lectu
r
er
s
p
r
ep
ar
e
in
th
e
f
o
r
m
o
f
Po
wer
Po
in
t
p
r
esen
tati
o
n
s
th
at
ar
e
q
u
ite
b
o
r
in
g
a
n
d
r
eq
u
ir
e
th
em
t
o
s
p
en
d
a
lo
t
o
f
tim
e
watc
h
in
g
an
d
r
e
-
watc
h
in
g
to
b
e
ab
le
to
g
r
asp
th
e
co
n
ten
t
th
at
th
e
lectu
r
er
s
wan
t
to
co
n
v
ey
.
B
esid
es,
watc
h
in
g
m
an
y
lectu
r
es lik
e
th
is
th
r
o
u
g
h
o
u
t t
h
e
s
em
ester
also
ca
u
s
es b
o
r
ed
o
m
f
o
r
s
tu
d
e
n
ts
.
−
T
ec
h
n
o
lo
g
y
i
n
f
r
astru
ctu
r
e:
m
an
y
s
tu
d
e
n
ts
r
ep
o
r
ted
th
at
th
ey
h
ad
d
if
f
icu
lty
l
o
g
g
in
g
in
to
th
e
s
ch
o
o
l’
s
Mo
o
d
le
s
ite,
esp
ec
ially
u
n
s
ec
u
r
ed
co
n
n
ec
tio
n
p
r
o
b
lem
s
th
at
to
o
k
th
em
a
lo
n
g
tim
e
to
lo
g
in
s
u
cc
ess
f
u
lly
.
Ma
n
y
s
tu
d
en
ts
also
ca
n
n
o
t
lo
g
in
to
p
r
ev
iew
lectu
r
es
b
ec
a
u
s
e
th
ey
f
o
r
g
o
t
th
ei
r
p
ass
wo
r
d
o
r
th
eir
in
ter
n
et
co
n
n
ec
tio
n
s
p
ee
d
is
s
lo
w.
I
n
ad
d
itio
n
,
s
o
m
e
s
tu
d
e
n
ts
th
in
k
th
at
th
e
in
ter
f
ac
e
o
f
th
e
Mo
o
d
le
s
ite
is
q
u
ite
b
o
r
in
g
,
s
o
it d
o
es n
o
t sti
m
u
late
th
eir
in
ter
est in
lear
n
in
g
.
R
esear
ch
s
h
o
ws
th
at
lear
n
er
s
p
r
ef
er
f
lip
p
e
d
lear
n
i
n
g
,
h
o
we
v
er
th
e
r
e
ar
e
s
o
m
e
c
h
allen
g
es
th
ey
f
ac
e,
s
u
ch
as
lack
o
f
in
ter
ac
tio
n
with
in
s
tr
u
cto
r
s
o
u
ts
id
e
o
f
class
,
tim
e
co
n
s
u
m
in
g
,
an
d
wo
r
k
l
o
ad
.
Ma
n
y
lectu
r
es
lack
ap
p
ea
l,
s
lo
w
in
ter
n
et
c
o
n
n
ec
tio
n
,
an
d
lack
o
f
co
m
p
u
ter
eq
u
ip
m
en
t.
T
h
ese
f
in
d
i
n
g
s
ar
e
co
n
s
is
ten
t w
ith
th
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
P
ercep
tio
n
s
a
n
d
a
ttit
u
d
es o
f p
o
s
tg
r
a
d
u
a
te
s
tu
d
en
ts
to
w
a
r
d
t
h
e
flip
p
ed
cla
s
s
r
o
o
m
…
(
Hu
o
n
g
Th
i Ng
u
ye
n
)
623
d
if
f
icu
lties
lear
n
er
s
ar
e
ex
p
er
i
en
cin
g
in
s
tu
d
y
[
3
1
]
,
[
3
2
]
.
T
h
ey
m
en
tio
n
ed
t
h
at
in
p
o
o
r
ar
e
as,
lear
n
er
s
m
ay
n
o
t
h
av
e
ac
ce
s
s
to
co
m
p
u
ter
s
an
d
in
ter
n
et
th
at
FC
M
r
eq
u
ir
e
d
[
2
4
]
,
[
3
1
]
.
ii)
Su
g
g
esti
o
n
s
to
im
p
r
o
v
e
th
e
e
f
f
icien
cy
o
f
a
p
p
ly
in
g
FC
M
Firstl
y
,
to
h
elp
s
tu
d
en
ts
b
etter
ad
ap
t
to
FC
M,
lectu
r
er
s
n
ee
d
to
p
r
o
v
id
e
clea
r
,
ea
s
y
-
to
-
u
n
d
er
s
tan
d
in
s
tr
u
ctio
n
s
f
r
o
m
th
e
b
e
g
in
n
i
n
g
o
f
t
h
e
s
em
ester
a
b
o
u
t
th
e
r
eq
u
ir
em
e
n
ts
f
o
r
ac
tiv
ities
s
tu
d
en
ts
n
ee
d
to
d
o
at
h
o
m
e.
At
th
e
s
am
e
tim
e,
to
r
e
d
u
ce
th
e
p
r
ess
u
r
e
o
f
wo
r
k
s
tu
d
en
ts
n
ee
d
to
d
o
o
u
ts
id
e
o
f
cl
ass
,
in
s
tr
u
cto
r
s
ca
n
lim
it
th
e
am
o
u
n
t
o
f
less
o
n
co
n
ten
t
th
at
s
tu
d
en
ts
ar
e
r
eq
u
ir
e
d
to
v
iew
to
u
n
d
er
s
tan
d
th
e
b
asic
co
n
ten
t
o
f
ea
ch
wee
k
ly
less
o
n
.
Oth
er
r
eso
u
r
c
es
ca
n
b
e
s
elf
-
s
elec
ted
an
d
s
t
u
d
en
ts
ar
e
en
co
u
r
ag
ed
to
r
ea
d
m
o
r
e
if
th
ey
h
a
v
e
tim
e
o
r
if
th
ey
f
ee
l
it
i
s
n
ec
ess
ar
y
.
Seco
n
d
ly
,
to
p
r
o
m
o
te
s
tu
d
en
ts
’
s
elf
-
s
tu
d
y
s
p
ir
it
an
d
r
esp
o
n
s
ib
ilit
y
f
o
r
s
elf
-
s
tu
d
y
in
g
lectu
r
es
at
h
o
m
e,
lectu
r
er
s
n
ee
d
to
h
av
e
r
ea
s
o
n
ab
le
in
ce
n
tiv
e
p
o
licies
to
m
o
tiv
ate
s
tu
d
en
ts
.
So
m
e
s
tu
d
en
ts
s
u
g
g
ested
th
at
s
elf
-
s
tu
d
y
at
h
o
m
e
s
h
o
u
ld
al
s
o
h
av
e
s
p
ec
if
ic
cr
iter
ia
f
o
r
e
v
alu
atin
g
s
elf
-
s
tu
d
y
r
esu
lts
an
d
b
e
an
n
o
u
n
ce
d
to
s
t
u
d
en
ts
.
T
h
ir
d
ly
,
to
m
ak
e
th
e
lectu
r
es
m
o
r
e
attr
ac
tiv
e
an
d
en
g
a
g
in
g
f
o
r
s
tu
d
en
ts
to
s
tim
u
late
th
eir
in
ter
est
in
lear
n
in
g
,
m
an
y
co
m
m
en
ts
s
aid
th
at
in
s
tead
o
f
p
r
e
p
ar
in
g
lec
tu
r
es
o
n
Po
wer
Po
in
t,
lectu
r
er
s
s
h
o
u
ld
m
ak
e
v
id
e
o
m
o
r
e
i
n
ter
ac
tiv
e.
I
n
ad
d
itio
n
,
s
tu
d
en
ts
also
s
u
g
g
ested
th
at
le
ctu
r
er
s
ca
n
tak
e
ad
v
a
n
tag
e
o
f
s
o
cial
n
etwo
r
k
s
t
o
in
cr
ea
s
e
th
e
ef
f
ec
tiv
en
ess
o
f
lectu
r
es
b
y
s
h
ar
in
g
th
em
o
n
Face
b
o
o
k
o
r
Yo
u
T
u
b
e
s
o
th
a
t
s
tu
d
en
ts
ca
n
b
o
th
watc
h
an
d
leav
e
co
m
m
e
n
t
if
th
ey
d
o
n
o
t
u
n
d
e
r
s
tan
d
s
o
m
eth
in
g
.
Fo
u
r
t
h
ly
,
m
an
y
s
tu
d
e
n
ts
s
u
g
g
ested
th
at
lectu
r
er
s
s
h
o
u
ld
p
etitio
n
th
e
s
ch
o
o
l
to
u
p
g
r
ad
e
th
e
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
(
L
MS)
p
ag
e
to
an
u
p
d
ate
d
v
er
s
io
n
s
o
th
at
lo
g
g
in
g
in
tak
es
les
s
tim
e
an
d
at
th
e
s
am
e
t
im
e
ch
an
g
e
th
e
co
u
r
s
e
in
ter
f
ac
e
to
m
ak
e
it
liv
ely
an
d
m
o
r
e
c
r
ea
tiv
e.
W
h
en
h
a
v
in
g
tr
o
u
b
le
lo
g
g
i
n
g
in
o
r
o
th
e
r
is
s
u
es
r
elate
d
to
o
n
lin
e
lear
n
in
g
,
s
tu
d
en
ts
also
h
o
p
e
to
r
ec
eiv
e
tim
ely
s
u
p
p
o
r
t
f
r
o
m
lectu
r
er
s
an
d
th
e
d
ep
ar
tm
en
t
in
ch
ar
g
e
o
f
t
h
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
s
y
s
tem
o
f
th
e
s
ch
o
o
l.
I
n
ad
d
i
tio
n
,
m
an
y
s
tu
d
en
ts
wis
h
to
h
av
e
m
o
r
e
co
m
p
u
ter
s
co
n
n
ec
ted
to
th
e
in
ter
n
et
eq
u
ip
p
e
d
o
n
ca
m
p
u
s
an
d
h
o
p
e
th
at
th
e
s
ch
o
o
l
’
s
W
i
-
Fi
n
etwo
r
k
is
s
tr
o
n
g
an
d
s
tab
le
en
o
u
g
h
t
o
k
ee
p
th
ei
r
s
tu
d
ies u
n
in
ter
r
u
p
ted
.
5.
CO
NCLU
SI
O
N
T
h
e
r
esu
lts
o
b
tain
ed
f
r
o
m
th
e
q
u
esti
o
n
n
air
e
a
n
d
in
ter
v
iews
s
h
o
w
th
at
FC
M
is
an
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
y
u
s
ed
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[
1
]
J.
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[
2
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.
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5
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Y
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6
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