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te
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n
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1
5
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S
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4
2
7
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ig
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st
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.
2
9
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ti
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5
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h
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e
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ti
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ss
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se
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g
s
s
u
g
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st
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e
e
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s
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d
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n
d
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o
m
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e
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y
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n
a
p
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ly
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e
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t
u
d
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n
d
e
r
s
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h
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im
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s
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h
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t
a
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d
a
c
a
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b
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p
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[
1
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[
2
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DI
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tr
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an
d
p
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o
d
u
cts
o
r
s
k
ills
,
b
ased
o
n
th
e
ab
ilit
ies
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I
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Vo
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15
,
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.
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Feb
r
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a
r
y
20
26
:
227
-
237
228
an
d
d
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ts
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T
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[
3
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p
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asizes
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at
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r
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ewo
r
k
,
wh
ich
ad
v
o
ca
tes
f
o
r
p
r
o
v
id
i
n
g
m
u
ltip
le
m
ea
n
s
o
f
r
ep
r
esen
tatio
n
,
en
g
a
g
em
en
t
,
an
d
ex
p
r
ess
io
n
to
ca
ter
to
d
iv
er
s
e
lear
n
er
s
.
Fu
r
th
er
m
o
r
e
,
th
ey
r
eso
n
ate
with
Gar
d
n
er
’
s
m
u
ltip
le
in
tellig
en
ce
s
th
eo
r
y
(
MI
T
)
,
wh
ich
e
m
p
h
asizes
lev
er
ag
in
g
s
tu
d
en
ts
v
ar
ied
in
tellectu
al
s
tr
en
g
th
s
in
in
s
tr
u
ctio
n
al
d
esig
n
.
I
n
teg
r
atin
g
DI
with
th
ese
f
r
a
m
ewo
r
k
s
n
o
t
o
n
ly
en
h
an
ce
s
p
ed
a
g
o
g
ical
i
n
clu
s
iv
ity
b
u
t
also
r
ei
n
f
o
r
ce
s
th
e
a
lig
n
m
en
t
o
f
class
r
o
o
m
p
r
ac
tices
with
ev
id
en
ce
-
b
ased
ed
u
ca
tio
n
al
m
o
d
els.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
ex
am
in
e
th
e
p
r
ac
tices
o
f
Ma
la
y
lan
g
u
ag
e
teac
h
er
s
in
im
p
le
m
en
tin
g
th
e
DI
ap
p
r
o
ac
h
i
n
tr
o
d
u
ce
d
b
y
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
la
y
s
ia
in
2
0
1
9
.
T
h
e
s
tu
d
y
s
ee
k
s
to
id
en
tify
teac
h
in
g
p
r
ac
tices
th
at
ca
n
b
e
ap
p
lied
b
ased
o
n
estab
lis
h
ed
th
e
o
r
etica
l
f
r
am
ewo
r
k
s
to
s
u
p
p
o
r
t
th
e
s
y
s
tem
atic
ad
o
p
tio
n
o
f
DI
in
class
r
o
o
m
s
.
I
t
also
aim
s
to
ex
p
lo
r
e
f
ac
to
r
s
i
n
f
lu
en
cin
g
teac
h
er
s
’
p
r
ac
tice
s
th
at
co
u
ld
d
r
iv
e
p
ed
ag
o
g
ical
tr
an
s
f
o
r
m
atio
n
an
d
ac
tiv
ely
en
g
a
g
e
s
tu
d
en
ts
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
Fin
ally
,
t
h
e
s
tu
d
y
p
r
o
p
o
s
es a
DI
m
o
d
el
th
at
r
esp
o
n
d
s
to
t
h
e
d
iv
er
s
e
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
p
r
o
m
o
tes eq
u
itab
le
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
T
h
e
im
p
lem
en
tatio
n
o
f
DI
also
p
r
esen
ts
v
ar
io
u
s
is
s
u
es
an
d
ch
allen
g
es,
esp
ec
ially
in
th
e
c
lass
r
o
o
m
’
s
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
A
ca
d
em
ic
s
u
cc
ess
ca
n
n
o
t
b
e
ac
h
iev
ed
if
teac
h
er
s
co
n
tin
u
e
t
o
r
ely
o
n
o
u
td
ate
d
,
t
r
a
d
i
t
i
o
n
a
l
m
e
t
h
o
d
s
,
es
p
e
c
i
al
l
y
w
h
e
n
c
u
r
r
e
n
t
c
u
r
r
i
c
u
l
a
e
m
p
h
asi
z
e
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ill
s
(
HOT
S)
[
8
]
–
[
1
0
]
.
T
h
is
is
s
tated
b
ec
au
s
e
th
e
c
u
r
r
en
t
cu
r
r
ic
u
lu
m
’
s
e
m
p
h
asis
o
n
h
ig
h
-
lev
el
s
k
ills
r
eq
u
ir
es
s
tu
d
en
ts
to
m
o
v
e
b
ey
o
n
d
o
u
td
ated
o
r
tr
a
d
itio
n
al
m
eth
o
d
s
.
Stu
d
en
ts
n
o
t
o
n
ly
n
ee
d
k
n
o
wled
g
e
a
n
d
u
n
d
e
r
s
tan
d
in
g
b
u
t
also
n
ee
d
to
an
aly
s
is
an
d
ass
ess
u
s
in
g
HOT
S.
T
h
er
e
f
o
r
e,
wh
e
n
te
ac
h
er
s
f
ail
to
im
p
lem
e
n
t
DI
ap
p
r
o
ac
h
es
i
n
th
e
class
r
o
o
m
an
d
ch
o
o
s
e
to
u
s
e
tr
ad
itio
n
al
m
eth
o
d
s
d
u
e
to
d
if
f
icu
lties
in
im
p
lem
en
ti
n
g
a
d
if
f
er
en
tiated
p
ed
ag
o
g
ical
f
r
am
ew
o
r
k
[
1
1
]
–
[
1
3
]
.
DI
f
r
am
ewo
r
k
is
cr
u
cial
in
id
en
tif
y
in
g
th
e
co
n
d
itio
n
s
o
f
s
tu
d
e
n
ts
in
th
e
class
r
o
o
m
,
esp
ec
ially
d
u
r
in
g
teac
h
in
g
an
d
lear
n
i
n
g
s
ess
io
n
s
,
to
en
s
u
r
e
th
at
ea
ch
s
tu
d
en
t
h
as
eq
u
al
o
p
p
o
r
tu
n
ities
,
an
d
teac
h
er
s
d
o
n
o
t f
ee
l b
u
r
d
e
n
ed
b
y
th
e
d
iv
er
s
e
s
itu
atio
n
s
o
f
s
tu
d
en
ts
in
th
e
class
.
T
h
e
im
p
lem
en
tatio
n
o
f
DI
p
r
a
ctice
s
is
s
till
lim
ited
d
u
e
to
th
e
lack
o
f
o
p
tim
al
ex
p
o
s
u
r
e
f
o
r
teac
h
er
s
,
esp
ec
ially
in
ar
ea
s
wh
er
e
it
is
ch
allen
g
in
g
to
o
b
tain
u
p
-
to
-
d
ate
in
f
o
r
m
atio
n
f
r
o
m
t
h
e
ed
u
ca
tio
n
co
m
m
u
n
ity
,
s
u
ch
as in
r
u
r
al
ar
ea
s
[
1
4
]
–
[
1
6
]
.
T
ea
ch
er
s
ar
e
also
n
o
t e
q
u
i
p
p
ed
with
s
u
itab
le
cu
r
r
icu
lu
m
an
d
tr
ain
in
g
t
o
g
u
id
e
th
em
in
em
p
lo
y
in
g
d
if
f
er
en
t
iated
teac
h
in
g
m
eth
o
d
s
a
n
d
s
k
ills
.
As
a
r
esu
lt,
wh
en
t
ea
ch
er
s
lack
b
r
o
ad
p
ed
ag
o
g
ical
k
n
o
wled
g
e
,
th
ey
ar
e
less
p
r
ep
ar
ed
to
im
p
le
m
en
t
teac
h
in
g
th
at
en
co
m
p
as
s
es
th
e
d
iv
er
s
ity
o
f
ab
ilit
ies
an
d
s
k
ills
o
f
s
tu
d
en
ts
in
th
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
t.
T
ea
ch
er
s
'
p
er
ce
p
tio
n
s
o
f
th
e
DI
ar
e
also
o
b
s
er
v
e
d
to
b
e
h
eter
o
g
en
e
o
u
s
in
t
h
e
tea
ch
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
,
w
h
ich
ca
n
i
n
f
lu
en
ce
th
e
o
u
tco
m
es
o
f
im
p
lem
en
tin
g
th
ese
s
k
ills
.
T
h
e
s
tu
d
y
co
n
d
u
cted
b
y
th
e
r
esear
ch
er
h
as
th
e
o
b
jectiv
e
o
f
ex
am
in
in
g
th
e
p
r
ac
tices
o
f
Ma
lay
lan
g
u
ag
e
teac
h
er
s
r
eg
a
r
d
in
g
t
h
e
DI
ap
p
r
o
ac
h
b
ased
o
n
t
h
eir
ex
p
er
ien
ce
in
teac
h
i
n
g
th
e
M
alay
lan
g
u
a
g
e.
T
h
is
s
tu
d
y
is
cr
u
cial
f
o
r
s
ch
o
o
ls
as
it
ca
n
f
o
r
m
u
late
n
ew
s
tr
ateg
ies
to
en
h
an
ce
t
h
e
ef
f
o
r
ts
o
f
all
p
a
r
ties
in
co
n
tin
u
ally
im
p
r
o
v
in
g
th
ei
r
p
r
ac
tices.
Ad
d
itio
n
ally
,
teac
h
e
r
s
will
co
n
s
is
ten
tly
r
ec
eiv
e
th
e
latest
in
p
u
t
an
d
p
r
ac
tices,
p
o
s
itiv
ely
im
p
ac
t
s
tu
d
en
ts
an
d
en
s
u
r
e
th
at
th
e
n
ati
o
n
al
ed
u
ca
tio
n
s
y
s
tem
is
alwa
y
s
m
o
v
in
g
to
war
d
s
th
e
b
est d
ir
ec
tio
n
.
I
n
ad
d
itio
n
to
p
r
io
r
itizin
g
s
t
u
d
en
ts
,
th
is
s
tu
d
y
p
r
o
v
id
es
t
ea
ch
er
s
with
o
p
p
o
r
t
u
n
ities
to
d
iv
er
s
if
y
teac
h
in
g
m
eth
o
d
s
an
d
m
ate
r
ials
to
ac
tiv
ely
en
g
ag
e
lear
n
e
r
s
in
th
e
class
r
o
o
m
.
T
h
e
u
s
e
o
f
d
if
f
e
r
en
tiated
p
ed
ag
o
g
y
is
ess
en
tial
f
o
r
ef
f
ec
tiv
ely
ad
d
r
ess
in
g
lear
n
er
d
iv
er
s
ity
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
a
cr
itical
g
ap
in
em
p
ir
ical
ev
id
en
ce
o
n
DI
with
in
s
ec
o
n
d
ar
y
Ma
lay
lan
g
u
a
g
e
class
r
o
o
m
s
in
Ma
lay
s
ia.
W
h
ile
DI
h
as
b
ee
n
ex
ten
s
iv
ely
ex
am
in
ed
in
o
th
er
s
u
b
ject
d
o
m
ain
s
,
its
ap
p
l
icatio
n
in
Ma
lay
lan
g
u
ag
e
p
ed
ag
o
g
y
r
em
ain
s
u
n
d
er
e
x
p
lo
r
e
d
.
B
y
f
o
c
u
s
in
g
o
n
Klan
g
,
a
d
is
tr
ict
ch
ar
ac
ter
ized
b
y
h
i
g
h
s
tu
d
en
t
d
i
v
er
s
ity
an
d
v
ar
ie
d
p
ed
ag
o
g
ical
ch
allen
g
es,
th
is
r
esear
ch
o
f
f
er
s
n
o
v
el
an
d
lo
c
alize
d
in
s
ig
h
ts
th
at
b
r
id
g
e
th
eo
r
etica
l
p
r
in
cip
les
with
co
n
tex
t
-
s
p
ec
if
ic
r
ea
liti
es.
T
h
e
s
tu
d
y
co
n
tr
ib
u
tes
p
r
a
ctica
l
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
teac
h
er
r
ea
d
in
ess
an
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
an
d
p
r
o
v
id
es
a
f
o
u
n
d
atio
n
f
o
r
d
ev
elo
p
i
n
g
a
DI
m
o
d
el
tailo
r
ed
to
d
iv
er
s
e
s
tu
d
en
t
p
o
p
u
latio
n
s
,
th
er
eb
y
e
n
s
u
r
in
g
eq
u
itab
le
lea
r
n
in
g
o
p
p
o
r
tu
n
ities
an
d
f
o
s
ter
in
g
b
etter
ac
a
d
em
ic
o
u
tco
m
es.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
m
eth
o
d
o
lo
g
y
em
p
lo
y
e
d
i
n
th
is
s
tu
d
y
aim
s
to
ex
am
in
e
t
h
e
im
p
lem
en
tatio
n
p
r
a
ctice
s
o
f
teac
h
in
g
m
eth
o
d
s
u
s
ed
b
y
Ma
lay
lan
g
u
ag
e
teac
h
er
s
i
n
th
e
DI
ap
p
r
o
ac
h
.
Fu
r
th
e
r
m
o
r
e
,
th
e
s
tu
d
y
s
ee
k
s
to
u
n
d
er
s
tan
d
th
e
im
p
lem
en
tatio
n
p
r
o
f
iles
o
f
d
i
f
f
er
en
tiated
teac
h
in
g
p
r
ac
tice
s
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
te
ac
h
er
s
teac
h
in
g
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
E
xa
min
in
g
d
iffer
en
tia
ted
in
s
tr
u
ctio
n
p
r
a
ctice
s
a
mo
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l Ma
la
y
la
n
g
u
a
g
e
…
(
E
lmu
s
tia
n
)
229
Ma
lay
lan
g
u
ag
e
.
T
h
is
s
ec
tio
n
p
r
o
v
i
d
es
a
d
etailed
ex
p
la
n
atio
n
o
f
th
e
r
esear
ch
m
et
h
o
d
o
lo
g
y
,
in
cl
u
d
in
g
th
e
r
esear
ch
d
esig
n
,
s
tu
d
y
lo
ca
tio
n
,
r
esp
o
n
d
en
t
b
ac
k
g
r
o
u
n
d
,
p
il
o
t
s
tu
d
y
,
r
esear
ch
in
s
tr
u
m
en
ts
,
an
d
d
ata
an
aly
s
is
,
o
r
g
an
ized
u
n
d
er
s
p
ec
if
ic
s
u
b
-
to
p
ics.
2
.
1
.
Resea
rc
h
d
esig
n
T
h
e
r
esear
ch
d
esig
n
u
s
ed
i
n
th
is
s
tu
d
y
is
b
ased
o
n
a
q
u
an
titativ
e
r
esear
ch
ap
p
r
o
ac
h
u
tili
zin
g
a
d
escr
ip
tiv
e
s
u
r
v
ey
to
d
eter
m
in
e
th
e
p
r
ac
tices
o
f
Ma
lay
lan
g
u
ag
e
teac
h
er
s
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
t
h
e
Klan
g
D
is
tr
ict,
Selan
g
o
r
,
in
im
p
lem
en
tin
g
DI
.
T
h
e
r
esear
ch
d
esi
g
n
s
er
v
es
as
a
g
u
id
e
to
t
h
e
i
n
v
esti
g
atio
n
to
s
ee
k
clea
r
an
s
wer
s
to
th
e
r
esear
ch
q
u
esti
o
n
s
[
1
7
]
.
T
h
is
s
u
r
v
ey
m
eth
o
d
is
a
s
tu
d
y
o
f
wh
at
is
h
a
p
p
en
in
g
to
d
a
y
an
d
h
as
b
ec
o
m
e
o
n
e
o
f
th
e
m
o
s
t
co
m
m
o
n
way
s
to
m
a
k
e
g
en
er
aliza
tio
n
s
in
a
s
p
ec
if
ic
p
o
p
u
latio
n
[
1
8
]
,
[
1
9
]
.
I
n
o
t
h
er
w
o
r
d
s
,
with
th
is
ty
p
e
o
f
s
u
r
v
e
y
s
tu
d
y
,
th
e
r
esear
c
h
er
h
as
th
e
o
p
p
o
r
tu
n
ity
to
m
e
asu
r
e
th
e
c
o
llected
q
u
an
titativ
e
d
ata
an
d
th
en
a
n
aly
s
is
it
b
ased
o
n
th
e
s
am
e
ch
ar
ac
ter
is
tics
f
o
r
g
en
er
aliza
tio
n
to
a
lar
g
er
p
o
p
u
latio
n
[
2
0
]
,
[
2
1
]
.
2
.
2
.
Resea
rc
h
i
ns
t
rum
ent
T
h
e
r
esear
ch
in
s
tr
u
m
e
n
t
u
s
ed
in
th
is
q
u
an
titativ
e
s
tu
d
y
is
a
q
u
esti
o
n
n
air
e,
wh
ich
was
d
is
tr
ib
u
ted
to
1
4
6
Ma
lay
lan
g
u
ag
e
teac
h
e
r
s
.
T
h
e
q
u
esti
o
n
n
air
e
c
o
m
p
r
is
es
f
o
u
r
d
e
m
o
g
r
ap
h
ic
s
ec
tio
n
s
co
v
er
in
g
r
esp
o
n
d
e
n
ts
’
g
en
d
er
,
ag
e,
ac
ad
e
m
ic
q
u
alif
icatio
n
s
,
an
d
teac
h
in
g
ex
p
er
ie
n
ce
.
Ad
d
itio
n
ally
,
it
in
clu
d
es
1
0
item
s
r
elate
d
to
th
e
im
p
lem
en
tatio
n
o
f
d
if
f
er
en
tiated
teac
h
in
g
p
r
ac
tices.
A
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
to
4
was
u
s
ed
to
m
ea
s
u
r
e
th
e
r
esp
o
n
s
es,
wh
er
e
1
=stro
n
g
ly
d
is
ag
r
ee
,
2
=
d
is
ag
r
ee
,
3
=a
g
r
ee
,
a
n
d
4
=stro
n
g
ly
a
g
r
ee
.
T
o
e
n
s
u
r
e
t
h
at
th
e
d
ata
o
b
tain
e
d
th
r
o
u
g
h
th
is
q
u
esti
o
n
n
air
e
m
et
th
e
s
tu
d
y
’
s
r
eq
u
ir
em
e
n
ts
,
a
p
ilo
t
s
tu
d
y
wa
s
co
n
d
u
cted
i
n
two
s
ch
o
o
ls
lo
ca
ted
in
a
d
i
f
f
er
en
t
d
is
tr
ict.
Fiv
e
Ma
lay
lan
g
u
ag
e
teac
h
er
s
,
wh
o
wer
e
n
o
t
in
v
o
lv
ed
in
th
e
m
ain
s
tu
d
y
,
wer
e
s
elec
ted
to
p
ar
ticip
ate
in
th
is
p
ilo
t
s
tu
d
y
.
T
h
e
p
r
im
ar
y
o
b
jectiv
e
was
to
estab
li
s
h
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
t
h
e
r
esear
ch
i
n
s
tr
u
m
en
t
an
d
to
id
en
tif
y
a
n
d
ad
d
r
ess
an
y
is
s
u
es
o
r
a
m
b
ig
u
ities
in
th
e
q
u
esti
o
n
n
air
e.
T
h
is
p
r
o
ce
s
s
allo
wed
th
e
r
esear
c
h
er
to
r
ef
i
n
e
th
e
q
u
esti
o
n
n
air
e
b
ef
o
r
e
d
ep
lo
y
in
g
it
f
o
r
th
e
ac
tu
al
s
tu
d
y
.
Du
r
in
g
t
h
e
p
il
o
t
s
tu
d
y
,
ea
ch
q
u
esti
o
n
n
air
e
item
was
as
s
es
s
ed
u
s
in
g
th
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
r
eliab
ilit
y
co
ef
f
icien
t
to
e
v
alu
ate
th
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t.
T
h
e
r
eliab
ilit
y
o
f
a
test
i
s
th
e
ab
ilit
y
o
f
th
e
o
b
tain
ed
d
ata
to
r
em
ain
co
n
s
is
ten
t
ev
en
af
ter
r
ep
ea
te
d
test
in
g
.
I
n
o
th
er
wo
r
d
s
,
co
n
s
is
ten
t
d
ata
v
alu
es
in
d
icate
th
at
th
e
d
ata
is
h
ig
h
ly
r
eliab
le
an
d
s
u
itab
le
f
o
r
u
s
e
in
ac
tu
al
r
esear
ch
.
C
o
n
v
er
s
ely
,
if
th
e
d
ata
f
lu
ctu
ates
an
d
is
u
n
s
tab
le,
it
s
u
g
g
ests
a
wea
k
r
eliab
ilit
y
lev
el
f
o
r
item
s
in
th
e
in
s
tr
u
m
en
t
an
d
m
ay
n
e
ed
to
b
e
r
ev
iewe
d
o
r
m
o
d
if
ie
d
.
T
h
e
r
eliab
ilit
y
v
alu
es
will
b
e
test
ed
u
s
in
g
th
e
SP
SS
v
er
s
io
n
2
8
.
B
ased
o
n
th
e
p
ilo
t
test
r
esu
lt
s
as
s
tated
i
n
T
ab
le
1
,
th
e
o
v
er
all
C
r
o
n
b
a
ch
’
s
a
lp
h
a
v
alu
e
is
0
.
9
7
2
.
T
h
is
v
alu
e
ca
n
b
e
c
o
n
s
id
er
ed
ex
ce
llen
t
with
h
ig
h
r
eliab
ilit
y
.
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
es
b
etwe
en
0
.
6
0
an
d
0
.
8
0
ar
e
co
n
s
id
er
e
d
ac
ce
p
tab
le,
wh
ile
v
alu
es
ab
o
v
e
0
.
8
0
ar
e
d
ee
m
ed
e
x
ce
llen
t
[
18
]
,
[
22
]
.
T
h
e
in
ter
est
item
o
b
tain
ed
a
v
alu
e
o
f
0
.
9
3
0
,
m
o
tiv
atio
n
0
.
9
0
4
,
an
d
th
e
im
p
lem
en
tatio
n
o
f
d
if
f
er
en
tiated
teac
h
in
g
ap
p
r
o
ac
h
p
r
ac
tices
is
0
.
9
6
0
.
All
th
ese
al
p
h
a
v
alu
es
ar
e
ac
ce
p
tab
le
f
o
r
th
e
item
’
s
u
s
e
in
th
e
q
u
esti
o
n
n
air
e
as
th
ey
ex
ce
ed
0
.
9
0
,
s
u
r
p
ass
in
g
th
e
th
r
esh
o
ld
f
o
r
ex
ce
llen
t
r
eliab
ilit
y
.
T
ab
le
1
.
R
eliab
ilit
y
o
f
c
o
n
s
tr
u
cts in
q
u
esti
o
n
n
air
e
C
o
n
st
r
u
c
t
/
d
i
m
e
n
si
o
n
R
e
l
a
t
e
d
i
t
e
m
n
u
m
b
e
r
s
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
S
t
u
d
e
n
t
i
n
t
e
r
e
st
1
,
2
0
.
9
3
0
S
t
u
d
e
n
t
mo
t
i
v
a
t
i
o
n
3
,
4
,
5
0
.
9
0
4
D
i
f
f
e
r
e
n
t
i
a
t
e
d
t
e
a
c
h
i
n
g
i
mp
l
e
m
e
n
t
a
t
i
o
n
p
r
a
c
t
i
c
e
s
6
,
7
,
8
,
9
,
1
0
0
.
9
6
0
O
v
e
r
a
l
l
1
-
10
0
.
9
7
2
2
.
3
.
Study
p
a
rt
icipa
nts
T
h
is
s
tu
d
y
f
o
cu
s
ed
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
th
e
Klan
g
Dis
tr
ict
,
Selan
g
o
r
,
Ma
lay
s
ia,
a
lo
ca
tio
n
ch
o
s
en
d
u
e
to
its
la
r
g
e
s
tu
d
en
t
p
o
p
u
latio
n
o
f
5
9
,
0
8
7
,
wh
ich
o
f
f
er
s
teac
h
e
r
s
ex
ten
s
iv
e
ex
p
er
ien
ce
i
n
m
an
ag
in
g
d
iv
er
s
e
s
tu
d
en
ts
an
d
im
p
lem
en
tin
g
DI
.
T
o
e
n
s
u
r
e
r
eliab
le
an
d
u
n
b
iased
r
es
u
lts
,
th
e
r
esear
ch
er
em
p
lo
y
ed
s
im
p
le
r
an
d
o
m
s
a
m
p
lin
g
,
as
o
u
tlin
ed
b
y
Ho
s
s
an
et
a
l
.
[
23
]
,
e
n
s
u
r
in
g
ea
ch
t
ea
ch
er
h
ad
an
eq
u
al
o
p
p
o
r
tu
n
ity
to
p
ar
ticip
ate.
Fr
o
m
a
to
tal
o
f
4
4
4
Ma
lay
la
n
g
u
ag
e
teac
h
er
s
,
a
s
am
p
le
o
f
1
4
6
teac
h
er
s
was
s
elec
ted
to
ef
f
ec
tiv
ely
r
ep
r
es
en
t
th
e
p
o
p
u
latio
n
[
24
]
.
Klan
g
Dis
tr
ict
was
ch
o
s
en
f
o
r
th
is
s
tu
d
y
b
ec
au
s
e
it
o
f
f
er
s
a
r
ich
m
ix
o
f
d
em
o
g
r
ap
h
ic
an
d
ed
u
ca
tio
n
al
d
iv
e
r
s
ity
.
As
o
n
e
o
f
th
e
m
o
s
t
p
o
p
u
lo
u
s
d
is
tr
icts
in
Selan
g
o
r
,
it
is
h
o
m
e
to
s
tu
d
e
n
ts
f
r
o
m
Ma
lay
,
C
h
in
ese,
I
n
d
ian
,
an
d
in
d
ig
en
o
u
s
b
ac
k
g
r
o
u
n
d
s
,
r
e
p
r
esen
tin
g
a
wid
e
r
an
g
e
o
f
s
o
cio
-
ec
o
n
o
m
ic
lev
els an
d
a
h
ig
h
p
r
o
p
o
r
tio
n
o
f
b
ilin
g
u
al
o
r
m
u
ltil
in
g
u
al
le
ar
n
er
s
.
T
h
e
d
is
tr
ict
is
also
ac
tiv
ely
in
v
o
l
v
ed
i
n
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
s
led
b
y
t
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
y
et
it
co
n
tin
u
es
to
f
ac
e
ch
allen
g
es
in
ap
p
ly
in
g
DI
co
n
s
is
ten
tly
,
la
r
g
ely
d
u
e
t
o
d
if
f
e
r
en
ce
s
in
s
ch
o
o
l
r
eso
u
r
ce
s
an
d
teac
h
er
p
r
ep
ar
e
d
n
ess
.
T
h
ese
u
n
iq
u
e
ch
ar
ac
te
r
is
tics
m
ak
e
Klan
g
a
v
alu
ab
le
s
ettin
g
f
o
r
u
n
d
er
s
tan
d
i
n
g
h
o
w
d
if
f
er
en
tiated
teac
h
in
g
is
im
p
l
em
en
ted
in
a
n
u
r
b
an
Ma
lay
s
ia
n
s
ec
o
n
d
ar
y
s
ch
o
o
l c
o
n
tex
t
.
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
26
:
227
-
237
230
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
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ted
u
s
in
g
a
Go
o
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le
Fo
r
m
lin
k
cr
ea
ted
b
y
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ch
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th
r
o
u
g
h
th
e
T
eleg
r
am
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d
W
h
atsAp
p
ap
p
licatio
n
s
with
in
th
e
g
r
o
u
p
o
f
Ma
lay
lan
g
u
ag
e
teac
h
er
s
in
th
e
Klan
g
Dis
tr
ict
.
R
esp
o
n
d
en
ts
wer
e
allo
wed
to
an
s
wer
th
e
q
u
esti
o
n
n
air
e
o
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ce
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with
em
ail
v
er
if
icatio
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im
p
lem
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ted
t
o
p
r
ev
en
t
m
u
ltip
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r
esp
o
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s
es
f
r
o
m
th
e
s
am
e
in
d
iv
i
d
u
al.
T
h
e
d
a
ta
co
llected
will
b
e
o
r
g
a
n
ized
in
Mic
r
o
s
o
f
t
E
x
ce
l
an
d
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al
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ze
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u
s
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SP
SS
v
er
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io
n
2
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.
0
.
T
h
e
f
in
d
i
n
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aly
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is
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ip
tiv
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ef
er
r
in
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t
o
m
ea
n
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d
s
tan
d
ar
d
d
ev
iatio
n
.
T
h
e
m
in
i
m
u
m
s
co
r
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ca
le
u
s
ed
b
y
th
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ch
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a
4
-
p
o
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n
t
m
in
im
u
m
s
co
r
e
s
ca
le
b
ased
on
s
tu
d
ies
[
22
]
,
[
25
]
,
as
s
h
o
w
n
in
T
ab
le
2
.
Me
an
wh
ile,
in
f
e
r
en
tial
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ata
an
aly
s
is
will
u
s
e
t
-
T
est
m
eth
o
d
s
an
d
co
r
r
elatio
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s
to
d
eter
m
in
e
r
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latio
n
s
h
ip
s
b
etwe
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th
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s
tu
d
ied
v
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s
u
ch
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en
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er
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ce
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ased
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co
n
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tr
u
cts
ch
o
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en
b
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e
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esear
c
h
er
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a
m
ely
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im
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lem
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tati
o
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o
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d
if
f
e
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tiated
teac
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p
r
ac
tices
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T
ab
le
2
.
Min
im
u
m
s
co
r
e
s
ca
le
M
i
n
i
m
u
m
sc
o
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c
a
l
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S
c
o
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c
a
l
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1
.
0
0
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2
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0
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Lo
w
2
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0
1
-
3
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0
0
M
o
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t
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y
l
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4
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0
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M
o
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e
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a
t
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0
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-
5
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0
0
H
i
g
h
3.
RE
SU
L
T
S
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
r
e
s
ea
r
ch
f
in
d
in
g
s
in
a
s
tr
u
ct
u
r
ed
m
an
n
er
alig
n
ed
with
t
h
e
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
an
aly
s
is
f
o
cu
s
es
o
n
t
h
r
ee
k
ey
is
s
u
es
th
at
wer
e
o
u
tlin
e
d
in
th
e
p
r
e
v
io
u
s
s
e
ctio
n
.
E
ac
h
is
s
u
e
is
n
o
w
d
is
cu
s
s
ed
in
g
r
ea
ter
d
etai
l a
n
d
s
u
p
p
o
r
ted
b
y
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
s
tu
d
y
.
3
.
1
.
Respo
nd
e
nt
d
em
o
g
ra
ph
ics
T
ab
le
3
r
ep
r
esen
t
s
th
e
d
em
o
g
r
ap
h
ic
i
n
f
o
r
m
atio
n
o
f
t
h
e
r
esp
o
n
d
en
ts
,
wh
ic
h
will
b
e
i
n
ter
p
r
ete
d
d
escr
ip
tiv
ely
.
T
h
is
s
tu
d
y
in
v
o
lv
ed
1
4
6
r
esp
o
n
d
en
ts
,
c
o
m
p
r
is
in
g
7
1
m
ale
teac
h
er
s
(
4
9
%
)
an
d
7
5
f
em
ale
teac
h
er
s
(
51%
)
,
c
u
r
r
e
n
tly
s
er
v
in
g
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
th
e
Klan
g
Dis
tr
ict
.
I
n
ter
m
s
o
f
ag
e
ca
teg
o
r
ies,
r
esp
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n
d
en
ts
in
clu
d
e
4
8
in
d
iv
i
d
u
als
(
3
3
%)
in
th
e
3
1
-
4
0
y
ea
r
s
ca
teg
o
r
y
,
f
o
llo
wed
b
y
4
7
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n
d
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id
u
als
(
3
2
%)
in
th
e
4
1
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5
0
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ea
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teg
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0
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d
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2
1
%)
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e
d
5
1
-
6
0
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ea
r
s
,
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d
2
1
in
d
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d
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als (
1
4
%)
ag
ed
2
1
-
3
0
y
ea
r
s
.
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r
e
th
an
h
alf
o
f
th
e
r
esp
o
n
d
en
ts
(
6
2
%)
h
o
l
d
a
b
ac
h
el
o
r
’
s
d
eg
r
ee
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ed
u
ca
tio
n
,
wh
ile
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n
ly
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7
in
d
iv
id
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als
(
1
9
%)
h
av
e
a
d
ip
l
o
m
a
o
r
ed
u
ca
tio
n
d
eg
r
ee
.
R
eg
ar
d
i
n
g
teac
h
in
g
ex
p
e
r
ien
ce
,
3
3
r
esp
o
n
d
e
n
ts
(
2
2
%)
h
av
e
less
th
an
6
-
1
0
y
ea
r
s
o
f
s
er
v
ice,
wh
ile
3
2
i
n
d
iv
id
u
als
(
2
2
%)
h
av
e
2
1
-
2
5
y
ea
r
s
o
f
ex
p
er
ien
ce
,
2
5
in
d
iv
id
u
als
(
1
7
%)
h
av
e
2
6
-
3
0
y
ea
r
s
o
f
ex
p
er
ien
ce
,
2
0
in
d
iv
id
u
als
(
1
4
%)
h
av
e
1
1
-
1
5
y
ea
r
s
o
f
ex
p
e
r
ien
ce
,
an
d
1
6
-
2
0
y
ea
r
s
o
f
ex
p
er
ien
ce
.
A
t
o
tal
o
f
1
6
r
esp
o
n
d
en
ts
(
1
1
%)
s
tated
h
av
in
g
t
ea
ch
in
g
ex
p
er
ien
ce
f
o
r
o
n
ly
1
-
5
y
ea
r
s
.
T
ab
le
3
.
Dis
tr
ib
u
tio
n
o
f
r
esp
o
n
d
en
t d
e
m
o
g
r
a
p
h
ics
C
a
t
e
g
o
r
y
C
r
i
t
e
r
i
a
F
r
e
q
u
e
n
c
y
(
N
=
1
4
6
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
71
49
F
e
mal
e
75
51
A
g
e
21
-
3
0
y
e
a
r
s
21
14
31
-
4
0
y
e
a
r
s
48
33
41
-
5
0
y
e
a
r
s
47
32
51
-
6
0
y
e
a
r
s
30
21
Q
u
a
l
i
f
i
c
a
t
i
o
n
s
D
i
p
l
o
m
a
i
n
e
d
u
c
a
t
i
o
n
27
19
B
a
c
h
e
l
o
r
's d
e
g
r
e
e
i
n
e
d
u
c
a
t
i
o
n
92
62
M
a
s
t
e
r
's
d
e
g
r
e
e
i
n
e
d
u
c
a
t
i
o
n
27
19
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
1
-
5
y
e
a
r
s
16
11
6
-
1
0
y
e
a
r
s
33
22
11
-
1
5
y
e
a
r
s
20
14
16
-
2
0
y
e
a
r
s
20
14
21
-
2
5
y
e
a
r
s
32
22
26
-
3
0
y
e
a
r
s
25
17
3
.
2
.
I
m
plem
ent
a
t
io
n o
f
M
a
la
y
la
ng
ua
g
e
t
ea
cher
s
’
pra
ct
ices in dif
f
er
ent
ia
t
ed
ins
t
ruct
io
n
T
h
e
10
q
u
esti
o
n
n
air
e
item
s
w
er
e
d
esig
n
ed
to
o
p
er
atio
n
alize
DI
b
ased
o
n
T
o
m
lin
s
o
n
’
s
f
o
u
r
elem
en
ts
wh
ich
is
co
n
ten
t,
p
r
o
ce
s
s
,
p
r
o
d
u
ct,
a
n
d
lea
r
n
in
g
en
v
ir
o
n
m
en
t.
Sp
ec
if
ically
,
i
tem
1
ass
ess
ed
th
e
ab
ilit
y
t
o
d
esig
n
ac
tiv
ities
s
u
ited
to
s
t
u
d
en
ts
’
p
r
o
f
iles
;
i
tem
2
m
ea
s
u
r
ed
teac
h
er
s
’
ca
p
ac
ity
to
co
m
m
u
n
icate
th
e
o
b
jectiv
es
an
d
im
p
o
r
tan
ce
o
f
DI
;
i
tem
3
ex
am
i
n
ed
th
e
ex
te
n
t
to
wh
ich
teac
h
er
s
d
iv
er
s
if
y
teac
h
in
g
s
tr
ateg
ies;
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
xa
min
in
g
d
iffer
en
tia
ted
in
s
tr
u
ctio
n
p
r
a
ctice
s
a
mo
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l Ma
la
y
la
n
g
u
a
g
e
…
(
E
lmu
s
tia
n
)
231
i
tem
4
f
o
cu
s
ed
o
n
im
p
le
m
en
t
in
g
v
ar
io
u
s
DI
lev
els
in
lin
e
with
SKPMg
2
;
i
tem
5
ev
alu
a
ted
th
e
s
elec
tio
n
o
f
teac
h
in
g
m
ater
ials
to
s
u
p
p
o
r
t
DI
;
i
tem
6
ass
ess
ed
th
e
v
ar
iety
o
f
DI
s
tr
ateg
ies
ap
p
lied
;
i
te
m
7
m
ea
s
u
r
ed
t
h
e
in
teg
r
atio
n
o
f
DI
elem
en
ts
in
d
aily
less
o
n
p
lan
s
(
R
PH)
;
i
tem
8
e
x
am
in
ed
ad
ap
tatio
n
o
f
DI
to
en
v
ir
o
n
m
en
tal
co
n
d
itio
n
s
;
i
tem
9
e
v
alu
ated
m
o
n
ito
r
in
g
o
f
DI
im
p
lem
e
n
tatio
n
;
an
d
i
tem
1
0
ass
ess
ed
r
ef
lectiv
e
p
r
ac
tices
to
im
p
r
o
v
e
DI
o
v
e
r
tim
e.
T
h
e
f
i
n
d
i
n
g
s
o
f
t
h
is
s
t
u
d
y
,
as
p
r
es
en
te
d
in
T
a
b
le
4
a
n
d
Fi
g
u
r
e
1
,
in
d
i
ca
t
e
th
at
t
h
e
o
v
er
all
im
p
le
m
e
n
t
ati
o
n
l
e
v
el
o
f
Ma
la
y
la
n
g
u
a
g
e
te
ac
h
e
r
s
'
p
r
a
cti
ce
s
i
n
d
i
f
f
e
r
e
n
ti
ate
d
te
ac
h
i
n
g
is
m
o
d
e
r
a
te
,
wi
th
a
m
ea
n
s
co
r
e
o
f
3
.
1
5
(
SD=
0
.
4
2
7
)
.
A
m
o
n
g
th
e
1
0
ite
m
s
m
e
as
u
r
e
d
w
it
h
i
n
th
e
co
n
s
t
r
u
c
t
o
f
D
I
p
r
a
cti
ce
s
,
ite
m
8
,
“i
m
p
l
em
en
ti
n
g
d
i
f
f
e
r
e
n
ti
ate
d
a
p
p
r
o
a
c
h
es
i
n
cl
ass
r
o
o
m
l
ea
r
n
in
g
(
P
d
P
)
a
cc
o
r
d
i
n
g
t
o
t
h
e
e
n
v
i
r
o
n
m
e
n
t
al
co
n
d
iti
o
n
s
t
o
en
h
a
n
ce
s
t
u
d
e
n
t
s
’
m
ast
e
r
y
o
f
t
h
e
M
ala
y
la
n
g
u
ag
e
s
u
b
je
ct
,
”
r
ec
o
r
d
ed
t
h
e
h
i
g
h
est
m
ea
n
s
c
o
r
e
o
f
3
.
2
9
,
s
u
g
g
esti
n
g
t
h
a
t
t
ea
ch
e
r
s
a
r
e
g
en
er
all
y
s
k
ill
ed
i
n
r
es
p
o
n
d
in
g
to
i
m
m
e
d
iat
e
class
r
o
o
m
c
o
n
t
ex
ts
s
u
c
h
as
ad
j
u
s
t
in
g
s
ea
ti
n
g
a
r
r
an
g
em
en
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DI
im
p
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r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
-
8
8
2
2
I
n
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J
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v
al
&
R
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d
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Vo
l
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15
,
No
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1
,
Feb
r
u
a
r
y
20
26
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227
-
237
232
I
n
co
n
t
r
ast,
I
tem
7
,
“im
p
lem
e
n
tin
g
R
PH
b
ased
o
n
asp
ec
ts
c
o
n
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P im
p
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,
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ea
n
s
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r
e
o
f
2
.
9
5
(
SD=0
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.
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all
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s
in
th
is
co
n
s
tr
u
ct
f
all
with
in
th
e
m
o
d
er
ate
lev
el,
item
7
is
ca
teg
o
r
ized
as
m
o
d
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ately
lo
w.
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h
is
is
p
ar
ticu
lar
ly
s
tr
ik
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g
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Ma
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ian
Min
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E
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s
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ests
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at
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ile
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s
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n
ad
ap
t
s
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o
n
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u
s
ly
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class
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o
m
co
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d
itio
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s
,
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ed
d
in
g
d
if
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en
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n
s
y
s
tem
atica
lly
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to
s
tr
u
ctu
r
ed
p
lan
n
i
n
g
r
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s
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ch
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g
e.
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o
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ib
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d
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itm
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ts
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it
th
e
tim
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le
f
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r
d
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less
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a
r
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th
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io
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al
d
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elo
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m
en
t
p
r
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g
r
am
s
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f
ten
p
r
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r
ities
th
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r
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l
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r
en
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o
v
er
th
e
p
r
o
v
is
io
n
o
f
p
r
ac
tical
s
tr
ateg
ies,
r
ea
d
y
-
to
-
u
s
e
ex
em
p
lar
s
,
o
r
ad
a
p
tab
le
R
PH
tem
p
lates.
W
ith
o
u
t
s
u
s
tain
ed
m
o
n
ito
r
in
g
,
f
ee
d
b
ac
k
,
an
d
co
ac
h
in
g
,
m
a
n
y
teac
h
er
s
r
ev
e
r
t
to
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n
v
en
ti
o
n
al
p
lan
n
in
g
f
o
r
m
ats
th
at
d
o
n
o
t
f
u
lly
r
ef
lect
DI
p
r
in
cip
les.
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h
ese
co
n
tr
asti
n
g
f
in
d
in
g
s
h
i
g
h
lig
h
t
a
cr
itical
im
p
lem
en
tatio
n
g
ap
:
teac
h
er
s
ar
e
ab
le
to
ap
p
ly
DI
r
ea
ctiv
ely
in
class
r
o
o
m
co
n
te
x
ts
b
u
t
s
tr
u
g
g
le
to
p
lan
f
o
r
it
p
r
o
ac
tiv
ely
.
B
r
id
g
i
n
g
th
is
g
a
p
r
eq
u
ir
es
tar
g
eted
,
p
r
ac
tice
-
f
o
cu
s
ed
tr
ain
in
g
,
s
u
p
p
o
r
ted
b
y
lead
e
r
s
h
ip
th
at
allo
ca
tes
d
ed
icate
d
p
lan
n
i
n
g
tim
e
an
d
p
r
o
v
id
es
ea
s
y
ac
ce
s
s
to
h
ig
h
-
q
u
ality
DI
less
o
n
r
eso
u
r
ce
s
.
Su
ch
m
ea
s
u
r
es
wo
u
ld
en
s
u
r
e
th
at
th
e
ca
p
ac
it
y
to
ad
a
p
t
in
r
ea
l
-
tim
e
is
co
m
p
lem
en
ted
b
y
s
y
s
tem
atic,
p
o
licy
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alig
n
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less
o
n
p
lan
n
in
g
th
at
b
en
e
f
its
all
lear
n
er
s
.
3
.
3
.
I
m
plem
ent
a
t
io
n o
f
DI pra
ct
i
ce
s
a
m
o
ng
m
a
le
a
nd
f
e
m
a
le
M
a
la
y
la
ng
ua
g
e
t
e
a
cher
s
T
a
b
l
e
5
s
h
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w
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t
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l
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t
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.
T
ab
le
5
.
T
-
t
est b
ased
o
n
th
e
i
m
p
lem
en
tatio
n
o
f
in
s
tr
u
ctio
n
p
r
ac
tices a
cc
o
r
d
in
g
to
g
e
n
d
er
I
t
e
m
G
e
n
d
e
r
M
e
a
n
SD
t
-
t
e
s
t
S
i
g
P
r
a
c
t
i
c
e
s
M
a
l
e
3
.
1
3
0
.
4
1
0
-
0
.
4
2
4
0
.
6
7
2
F
e
mal
e
3
.
1
6
0
.
4
4
5
3
.
4
.
Rela
t
io
ns
hip
bet
we
en
M
a
la
y
la
ng
ua
g
e
t
ea
cher
s
’
t
e
a
ching
ex
perience
a
nd
im
plem
e
nta
t
io
n
o
f
DI
p
ra
ct
ices
T
h
is
r
esear
ch
in
v
esti
g
ates
wh
eth
er
a
r
elatio
n
s
h
ip
ex
is
ts
b
etwe
en
Ma
lay
lan
g
u
ag
e
teac
h
er
s
’
im
p
lem
en
tatio
n
o
f
DI
p
r
ac
tic
es
an
d
th
eir
teac
h
in
g
ex
p
er
ie
n
ce
.
Sp
ea
r
m
an
’
s
R
h
o
co
r
r
ela
tio
n
an
aly
s
is
wa
s
em
p
lo
y
ed
to
ex
a
m
in
e
th
e
r
ela
tio
n
s
h
ip
b
etwe
en
th
e
in
d
ep
en
d
en
t
v
ar
iab
le
(
im
p
lem
e
n
tatio
n
p
r
ac
tices)
an
d
th
e
d
ep
en
d
e
n
t
v
ar
iab
le
(
teac
h
in
g
ex
p
er
ien
ce
)
.
T
h
e
Sp
ea
r
m
an
’
s
R
h
o
co
r
r
elatio
n
a
n
aly
s
is
r
ev
ea
led
a
wea
k
n
eg
ativ
e
co
r
r
elatio
n
(
r
=
-
0
.
3
7
4
,
p
<0
.
0
1
)
b
etwe
en
teac
h
er
s
’
im
p
le
m
en
tatio
n
o
f
DI
p
r
ac
tices
an
d
th
eir
teac
h
in
g
ex
p
er
ien
ce
.
T
h
is
in
d
icate
s
th
at
as
teac
h
in
g
ex
p
er
ien
ce
in
cr
ea
s
es,
th
e
im
p
lem
en
tatio
n
o
f
d
if
f
e
r
en
tiated
ap
p
r
o
ac
h
es
ten
d
s
t
o
s
lig
h
tly
d
ec
r
ea
s
e.
Ho
wev
e
r
,
th
e
r
elat
io
n
s
h
ip
is
n
o
t
s
tr
o
n
g
,
s
u
g
g
es
tin
g
th
at
teac
h
in
g
ex
p
er
ien
ce
is
n
o
t a
s
ig
n
if
ican
t
d
eter
m
in
an
t o
f
DI
im
p
lem
en
ta
tio
n
am
o
n
g
Ma
lay
lan
g
u
ag
e
te
ac
h
er
s
.
4.
DIS
CU
SS
I
O
N
T
h
e
s
tu
d
y
r
esu
lts
in
d
icate
th
at
teac
h
er
s
co
n
s
is
ten
tly
im
p
lem
en
t
v
ar
ied
DI
ap
p
r
o
ac
h
es
f
o
r
s
tu
d
en
ts
in
class
r
o
o
m
ac
tio
n
r
esear
ch
(
C
AR
)
b
y
d
esig
n
in
g
lear
n
in
g
ac
t
iv
ities
th
at
alig
n
with
en
v
ir
o
n
m
en
tal
co
n
d
itio
n
s
to
en
h
an
ce
s
tu
d
en
ts
’
p
r
o
f
icien
cy
in
t
h
e
Ma
lay
lan
g
u
ag
e.
T
h
is
is
ev
id
en
t
f
r
o
m
th
e
h
ig
h
m
ea
n
s
co
r
e
o
b
tain
ed
f
o
r
th
is
item
co
m
p
ar
ed
t
o
o
th
e
r
s
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
s
ev
er
al
p
r
ev
i
o
u
s
s
tu
d
ies,
wh
ich
em
p
h
asize
th
at
m
o
d
if
y
in
g
DI
ap
p
r
o
ac
h
e
s
en
ab
les
teac
h
er
s
to
p
lan
in
s
tr
u
ctio
n
th
at
s
u
its
s
tu
d
en
ts
’
a
b
ilit
ies,
r
ath
er
th
an
r
ely
in
g
o
n
a
“o
n
e
-
s
ize
-
f
its
-
all”
m
eth
o
d
[
26
]
–
[
29
]
.
T
ea
ch
e
r
s
ca
n
d
iv
e
r
s
if
y
m
eth
o
d
s
an
d
teac
h
in
g
o
p
tio
n
s
th
r
o
u
g
h
in
s
tr
u
ctio
n
al
m
ater
ia
ls
in
ter
m
s
o
f
co
n
ten
t,
p
r
o
ce
s
s
,
an
d
p
r
o
d
u
ct,
b
ased
o
n
s
tu
d
en
ts
’
r
ea
d
in
ess
,
in
ter
ests
,
lear
n
in
g
p
r
o
f
iles
,
an
d
lear
n
in
g
n
ee
d
s
[
30
]
,
[
31
]
.
T
h
e
p
r
ac
tice
o
f
DI
th
u
s
ad
d
r
ess
es
th
e
d
iv
er
s
e
n
ee
d
s
o
f
lear
n
er
s
,
allo
win
g
teac
h
er
s
to
ad
ap
t th
eir
teac
h
in
g
s
tr
ateg
i
es to
m
ee
t c
u
r
r
en
t e
d
u
ca
tio
n
al
d
em
an
d
s
.
Fu
r
th
er
m
o
r
e
,
th
is
s
tu
d
y
also
f
o
u
n
d
th
at
teac
h
e
r
s
ten
d
to
n
eg
l
ec
t th
e
im
p
lem
en
tatio
n
o
f
v
ar
i
o
u
s
ab
ilit
y
lev
els
an
d
lack
p
r
o
f
ess
io
n
al
a
n
d
c
o
n
tin
u
o
u
s
co
n
tr
o
l
o
v
er
th
e
DI
ap
p
r
o
ac
h
.
A
d
d
itio
n
ally
,
teac
h
er
s
ap
p
ea
r
to
en
g
ag
e
less
in
r
ef
lectiv
e
teac
h
in
g
p
r
ac
tices
to
en
h
an
ce
th
e
i
m
p
lem
en
tatio
n
o
f
DI
a
p
p
r
o
ac
h
es
in
C
AR
f
o
r
th
e
Ma
lay
lan
g
u
a
g
e
o
v
er
tim
e.
T
h
e
s
tu
d
y
f
in
d
in
g
s
r
e
g
ar
d
in
g
th
ese
item
s
r
ec
eiv
e
d
m
o
d
er
ate
s
co
r
es
in
t
h
e
r
esear
ch
.
T
h
ese
r
esu
lts
d
if
f
er
f
r
o
m
th
e
p
r
ev
i
o
u
s
s
tu
d
ies
[
32
]
,
[
33
]
wh
ich
f
o
u
n
d
th
at
d
iv
er
s
ity
in
ac
tiv
ities
is
ess
en
tial
to
en
s
u
r
e
eq
u
al
an
d
f
air
ac
ce
s
s
f
o
r
all
s
tu
d
en
ts
to
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
,
ev
en
wh
en
DI
ap
p
r
o
ac
h
es
ar
e
u
s
ed
.
Fu
r
th
er
m
o
r
e,
b
ased
o
n
th
e
f
in
d
in
g
s
o
f
s
tu
d
ies
[
6
]
,
[
28
],
teac
h
er
s
em
p
lo
y
d
if
f
e
r
en
t
m
eth
o
d
s
in
th
e
teac
h
i
n
g
p
r
o
ce
s
s
to
ad
d
r
ess
g
ap
s
in
s
tu
d
en
ts
’
lan
g
u
a
g
e
k
n
o
wled
g
e
an
d
s
k
ills
at
v
ar
io
u
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xa
min
in
g
d
iffer
en
tia
ted
in
s
tr
u
ctio
n
p
r
a
ctice
s
a
mo
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l Ma
la
y
la
n
g
u
a
g
e
…
(
E
lmu
s
tia
n
)
233
p
r
o
f
icien
c
y
lev
els,
in
clu
d
in
g
wea
k
,
m
o
d
er
ate,
g
o
o
d
,
a
n
d
ex
ce
llen
t le
v
els.
T
h
er
ef
o
r
e
,
teac
h
er
s
s
h
o
u
ld
p
r
io
r
itize
th
e
im
p
lem
en
tatio
n
o
f
DI
p
r
ac
tices
d
u
r
in
g
C
AR
as
th
is
k
n
o
wled
g
e
g
ap
n
ee
d
s
to
b
e
ad
d
r
ess
ed
to
en
s
u
r
e
co
n
s
is
ten
t im
p
r
o
v
em
e
n
t in
s
tu
d
en
ts
'
Ma
lay
lan
g
u
ag
e
s
k
ills
o
v
er
tim
e.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
r
ev
e
aled
th
at
teac
h
er
s
o
f
ten
s
tr
u
g
g
le
to
d
eter
m
in
e
ap
p
r
o
p
r
iat
e
teac
h
in
g
m
ater
ials
f
o
r
im
p
lem
e
n
tin
g
DI
ap
p
r
o
ac
h
es
in
C
AR
.
T
h
is
ch
allen
g
e
d
is
r
u
p
ts
th
e
im
p
lem
e
n
tatio
n
o
f
th
e
R
PH
an
d
m
a
k
es
it
d
if
f
icu
lt
to
ar
ticu
late
th
e
o
b
jectiv
es
an
d
s
ig
n
if
ic
an
ce
o
f
im
p
lem
e
n
tin
g
DI
ap
p
r
o
ac
h
es
to
s
tu
d
en
ts
.
T
h
is
s
tatem
en
t
r
ec
eiv
ed
a
l
o
w
m
in
im
u
m
s
co
r
e
in
th
e
co
n
d
u
cted
s
tu
d
y
.
T
h
ese
f
i
n
d
in
g
s
alig
n
with
s
ev
er
al
s
tu
d
ies
[
34
]
–
[
36
]
,
wh
ich
s
tate
s
th
at
d
eter
m
in
in
g
d
if
f
e
r
en
t
a
p
p
r
o
ac
h
es,
s
tr
ateg
ies,
an
d
o
b
j
ec
tiv
es
ca
n
lead
to
ef
f
ec
tiv
e
teac
h
in
g
a
n
d
lear
n
i
n
g
in
th
e
class
r
o
o
m
.
Stu
d
e
n
t
s
will
b
e
ab
le
t
o
ac
h
ie
v
e
th
e
o
b
jectiv
es
s
et
b
y
teac
h
er
s
f
o
r
s
tu
d
e
n
ts
with
d
iv
er
s
e
b
ac
k
g
r
o
u
n
d
s
.
Me
an
wh
ile
,
p
r
ev
io
u
s
s
tu
d
ies
[
7
]
,
[
1
0
]
s
u
p
p
o
r
t
th
is
s
tatem
en
t
b
y
s
tatin
g
th
at
t
h
e
s
u
cc
ess
f
u
l
u
s
e
o
f
d
if
f
e
r
en
tiated
ap
p
r
o
ac
h
es
b
r
in
g
s
a
b
o
u
t
ef
f
ec
tiv
e
ch
a
n
g
es
in
t
h
e
teac
h
i
n
g
an
d
lear
n
i
n
g
c
o
n
d
u
cted
b
y
te
ac
h
er
s
.
T
h
e
p
r
ac
tice
o
f
DI
b
y
Ma
lay
lan
g
u
ag
e
teac
h
er
s
s
h
o
u
ld
b
e
co
n
s
is
ten
tly
im
p
lem
en
ted
to
m
ee
t
th
e
m
e
an
in
g
f
u
l
lea
r
n
in
g
n
ee
d
s
o
f
d
i
v
er
s
e
s
tu
d
en
ts
an
d
ac
h
iev
e
t
h
e
o
v
er
all
g
o
al
o
f
teac
h
in
g
lan
g
u
ag
e
s
k
ills
.
T
h
e
s
tu
d
y
r
esu
lts
f
o
u
n
d
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
DI
p
r
a
ctice
s
b
ased
o
n
g
en
d
er
.
B
o
th
m
ale
an
d
f
em
ale
teac
h
er
s
d
em
o
n
s
tr
ated
m
o
d
er
ate
le
v
els
o
f
im
p
lem
e
n
tatio
n
,
with
in
f
e
r
en
tial
an
al
y
s
is
co
n
f
ir
m
in
g
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
p
ed
a
g
o
g
ical
p
r
ac
tices
b
etwe
en
g
en
d
er
s
.
B
o
th
v
ar
iab
les
s
h
o
w
m
o
d
er
ate
-
lev
el
s
co
r
es.
I
n
f
er
en
tial
an
aly
s
is
in
v
o
lv
i
n
g
th
e
p
r
ac
tice
o
f
DI
also
in
d
icate
s
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
p
ed
ag
o
g
ical
p
r
ac
tice
b
ased
o
n
th
e
g
e
n
d
er
o
f
th
e
teac
h
er
s
.
T
h
er
ef
o
r
e,
i
t
ca
n
b
e
s
tated
th
at,
g
en
er
all
y
,
g
e
n
d
er
d
o
es
n
o
t
in
f
lu
en
ce
p
er
ce
p
tio
n
s
in
im
p
l
em
en
tin
g
DI
p
r
ac
tices.
T
h
e
s
tu
d
y
f
in
d
in
g
s
also
s
u
g
g
est
th
at
g
en
d
e
r
is
n
o
t
a
b
ar
r
ier
p
r
ev
e
n
tin
g
teac
h
er
s
f
r
o
m
f
u
lf
illi
n
g
t
h
eir
r
esp
o
n
s
ib
ilit
y
to
s
u
cc
ee
d
in
p
r
o
d
u
ci
n
g
h
i
g
h
-
q
u
ality
an
d
ef
f
ec
tiv
e
C
AR
.
C
o
n
s
eq
u
en
tly
,
teac
h
er
s
n
ee
d
t
o
ad
ap
t
th
r
o
u
g
h
ap
p
r
o
ac
h
es
th
at
ca
n
en
h
an
ce
s
tu
d
en
t
ac
h
iev
em
en
t
b
y
im
p
lem
e
n
tin
g
s
u
itab
le
p
ed
ag
o
g
y
.
Pra
ctica
lly
,
wh
at
h
ap
p
en
s
am
o
n
g
tea
ch
er
s
p
lay
s
a
d
ir
ec
t
r
o
le
in
ch
an
g
in
g
teac
h
er
s
'
attitu
d
es
to
war
d
em
b
r
ac
in
g
ch
an
g
e
in
s
h
ap
in
g
m
o
r
e
e
f
f
ec
tiv
e
p
ed
ag
o
g
y
to
a
v
o
i
d
s
tu
d
en
t
d
r
o
p
o
u
t
in
C
AR
.
I
n
lin
e
with
th
is
,
s
ev
er
al
r
esear
c
h
er
s
[
33
]
,
[
37
]
,
[
38
]
ar
g
u
e
th
at
teac
h
er
s
n
ee
d
to
co
n
s
id
er
th
e
ex
is
tin
g
d
if
f
e
r
en
ce
s
am
o
n
g
s
tu
d
en
ts
in
th
e
teac
h
in
g
p
r
o
ce
s
s
.
Stu
d
en
ts
will
n
o
t
b
e
lef
t
b
eh
in
d
if
teac
h
er
s
co
n
s
is
ten
tly
ca
r
e
ab
o
u
t th
e
d
if
f
e
r
en
ce
s
am
o
n
g
th
eir
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
r
esu
lts
also
id
en
tify
a
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
wea
k
v
ar
iab
le
s
tr
u
ct
u
r
e
.
Ov
er
all,
th
er
e
is
a
wea
k
r
elatio
n
s
h
ip
b
etwe
en
v
ar
iab
les
in
d
icatin
g
d
i
f
f
er
en
tiated
teac
h
in
g
p
r
ac
tices
an
d
th
e
ex
p
er
ien
ce
o
f
teac
h
er
s
wh
o
h
av
e
b
ee
n
teac
h
in
g
f
o
r
a
lo
n
g
tim
e
in
th
e
s
ch
o
o
ls
p
ar
ticip
atin
g
in
th
is
s
tu
d
y
.
T
h
e
an
aly
s
is
r
esu
lts
o
f
th
is
s
tu
d
y
clea
r
ly
co
n
f
ir
m
th
e
r
esear
ch
e
r
’
s
h
y
p
o
th
esis
th
at
th
e
p
r
ac
tice
o
f
im
p
lem
en
tin
g
DI
,
an
d
th
e
ex
p
er
ien
ce
o
f
Ma
lay
lan
g
u
ag
e
teac
h
er
s
d
o
n
o
t
h
av
e
a
s
ig
n
if
i
ca
n
t
r
elatio
n
s
h
ip
.
T
h
e
f
in
d
i
n
g
s
h
av
e
p
r
o
v
en
th
at
th
e
p
r
ac
tice
o
f
im
p
lem
e
n
tin
g
DI
b
y
teac
h
er
s
d
o
es
n
o
t
d
ep
e
n
d
o
n
th
e
teac
h
er
s
’
teac
h
i
n
g
e
x
p
er
ien
ce
b
u
t
r
ath
e
r
o
n
th
e
teac
h
er
s
’
u
n
d
er
s
tan
d
in
g
o
f
t
h
is
DI
ap
p
r
o
ac
h
.
T
h
is
is
d
if
f
er
en
t
f
r
o
m
th
e
s
tu
d
ies
[
39
]
–
[
41
]
wh
ich
f
o
u
n
d
th
at
ex
p
e
r
ien
ce
d
teac
h
er
s
h
a
v
e
h
ig
h
im
p
lem
en
tatio
n
p
r
ac
t
ices
in
ca
r
r
y
in
g
o
u
t
d
aily
teac
h
in
g
task
s
f
o
r
a
n
ex
ten
d
ed
p
er
i
o
d
co
m
p
ar
ed
t
o
n
o
v
ice
teac
h
er
s
to
d
ev
elo
p
s
k
ills
in
c
lass
r
o
o
m
m
an
ag
em
en
t
an
d
teac
h
in
g
s
tr
ateg
ies,
esp
ec
ially
in
th
is
DI
ap
p
r
o
ac
h
.
Oth
er
s
tu
d
ies
[
36
]
,
[
42
]
also
in
d
icate
th
at
teac
h
in
g
ex
p
e
r
ien
ce
is
am
o
n
g
th
e
m
ai
n
elem
en
ts
in
th
e
im
p
lem
en
tatio
n
o
f
DI
ap
p
r
o
ac
h
es.
T
h
ey
f
o
u
n
d
th
at
teac
h
er
s
with
m
o
r
e
th
an
s
ev
en
y
ea
r
s
o
f
teac
h
i
n
g
ex
p
er
ien
ce
ar
e
m
o
r
e
lik
ely
to
h
a
v
e
h
ig
h
co
n
f
id
en
ce
i
n
im
p
lem
en
t
in
g
DI
ap
p
r
o
ac
h
es.
T
h
is
m
ay
b
e
d
u
e
to
th
e
ab
ilit
y
an
d
co
n
f
id
e
n
ce
o
f
teac
h
er
s
in
s
y
s
tem
atic
class
r
o
o
m
m
an
ag
em
en
t
to
cr
ea
te
a
n
en
co
u
r
a
g
in
g
teac
h
in
g
an
d
le
ar
n
in
g
en
v
ir
o
n
m
en
t.
E
s
s
en
tially
,
th
is
ef
f
o
r
t
is
alig
n
ed
wit
h
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t o
f
teac
h
er
s
th
r
o
u
g
h
ed
u
ca
tio
n
al
tr
an
s
f
o
r
m
atio
n
.
A
lik
ely
r
ea
s
o
n
f
o
r
th
e
wea
k
n
eg
ativ
e
c
o
r
r
elatio
n
f
o
u
n
d
in
th
is
s
tu
d
y
is
th
at
f
ir
s
tly
,
n
ewe
r
teac
h
er
s
m
ay
h
av
e
h
ad
m
o
r
e
r
ec
en
t
ex
p
o
s
u
r
e
to
DI
f
r
am
ewo
r
k
s
an
d
co
n
tem
p
o
r
ar
y
teac
h
in
g
i
n
n
o
v
atio
n
s
d
u
r
in
g
th
eir
p
r
e
-
s
er
v
ice
tr
ain
in
g
.
I
n
ad
d
itio
n
,
th
ey
ar
e
m
o
r
e
in
clin
ed
to
u
s
e
tech
n
o
lo
g
y
an
d
ac
ce
s
s
m
o
d
er
n
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
r
eso
u
r
ce
s
th
at
f
ac
ilit
ate
DI
in
teg
r
atio
n
.
I
n
c
o
n
tr
ast,
ex
p
er
ien
ce
d
teac
h
er
s
,
d
esp
ite
th
eir
s
tr
o
n
g
s
u
b
ject
ex
p
er
tis
e
an
d
class
r
o
o
m
m
an
ag
em
en
t
s
k
ills
,
m
ay
b
e
m
o
r
e
ac
cu
s
to
m
ed
to
estab
lis
h
ed
r
o
u
tin
es,
wh
ich
m
ak
es
th
em
less
lik
ely
to
in
c
o
r
p
o
r
ate
DI
s
y
s
tem
atica
lly
u
n
less
p
r
o
v
id
ed
with
tar
g
eted
r
e
tr
ain
in
g
.
T
h
er
ef
o
r
e,
th
is
f
in
d
in
g
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
tailo
r
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
f
o
r
te
ac
h
er
s
b
y
o
f
f
er
in
g
ad
v
an
ce
d
,
p
r
ac
tice
-
b
ased
DI
tr
ain
in
g
f
o
r
v
eter
an
ed
u
ca
t
o
r
s
wh
ile
s
tr
en
g
th
en
in
g
th
e
f
o
u
n
d
atio
n
al
DI
s
k
ills
o
f
n
o
v
ice
teac
h
e
r
s
.
T
h
is
a
p
p
r
o
a
ch
wo
u
ld
h
elp
en
s
u
r
e
co
n
s
is
ten
t
an
d
ef
f
ec
tiv
e
DI
im
p
le
m
en
tatio
n
ac
r
o
s
s
all
lev
els o
f
teac
h
in
g
e
x
p
er
ie
n
ce
.
5.
CO
NCLU
SI
O
N
Ov
e
r
a
ll
,
t
h
is
s
tu
d
y
p
r
o
v
i
d
es
an
em
p
ir
i
ca
l
o
v
er
v
i
ew
o
f
f
a
c
to
r
s
i
n
f
l
u
e
n
c
in
g
th
e
i
m
p
le
m
e
n
ta
ti
o
n
o
f
d
i
f
f
er
e
n
ti
ate
d
te
ac
h
i
n
g
p
r
a
cti
ce
s
a
m
o
n
g
s
e
co
n
d
a
r
y
s
c
h
o
o
l
M
ala
y
la
n
g
u
a
g
e
t
ea
ch
er
s
.
U
s
in
g
a
q
u
an
tit
ati
v
e
d
es
cr
ip
ti
v
e
s
u
r
v
e
y
a
p
p
r
o
ac
h
wi
th
r
a
n
d
o
m
l
y
s
e
lec
te
d
r
e
s
p
o
n
d
e
n
ts
,
it
ex
am
in
ed
im
p
lem
en
tat
io
n
l
ev
els
,
d
e
m
o
g
r
a
p
h
i
c
f
ac
to
r
s
,
a
n
d
r
e
lati
o
n
s
h
ip
s
b
etw
ee
n
k
e
y
v
ar
iab
les
.
T
h
e
f
i
n
d
in
g
s
h
i
g
h
li
g
h
t
th
e
i
n
c
r
e
asi
n
g
im
p
o
r
t
an
ce
o
f
DI
in
ad
d
r
ess
i
n
g
d
i
v
er
s
e
le
ar
n
i
n
g
n
ee
d
s
,
p
ar
t
ic
u
la
r
l
y
f
o
ll
o
wi
n
g
t
h
e
a
b
o
l
iti
o
n
o
f
cl
ass
r
o
o
m
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
26
:
227
-
237
234
s
tr
e
am
in
g
i
n
M
al
ay
s
ia
i
n
2
0
1
9
.
M
al
ay
la
n
g
u
a
g
e
t
ea
c
h
er
s
a
r
e
n
o
w
ex
p
ec
t
ed
t
o
d
esi
g
n
i
n
c
lu
s
i
v
e
a
n
d
m
e
an
in
g
f
u
l
less
o
n
s
th
at
p
r
o
m
o
t
e
l
an
g
u
a
g
e
m
ast
er
y
a
n
d
r
es
p
o
n
d
t
o
v
ar
y
i
n
g
s
t
u
d
e
n
t
a
b
il
iti
es.
As
f
ac
ili
tat
o
r
s
o
f
le
ar
n
i
n
g
,
t
h
e
y
ar
e
r
e
q
u
ir
ed
t
o
al
ig
n
p
ed
a
g
o
g
y
wit
h
c
u
r
r
i
cu
lu
m
s
t
a
n
d
ar
d
s
wh
i
le
em
b
r
a
ci
n
g
i
n
n
o
v
at
i
o
n
s
p
r
o
m
o
te
d
b
y
t
h
e
Ma
la
y
s
i
a
n
M
i
n
is
t
r
y
o
f
E
d
u
c
ati
o
n
t
o
e
n
s
u
r
e
eq
u
i
ta
b
l
e
an
d
e
f
f
e
cti
v
e
le
ar
n
i
n
g
e
x
p
e
r
ie
n
c
es.
T
h
e
s
tu
d
y
h
as
s
ev
er
al
lim
itati
o
n
s
.
R
elian
ce
o
n
s
elf
-
r
ep
o
r
ted
q
u
esti
o
n
n
air
e
d
ata
in
tr
o
d
u
ce
s
p
o
ten
tial
r
esp
o
n
s
e
b
ias,
an
d
th
e
ex
clu
s
i
o
n
o
f
ex
ter
n
al
f
ac
to
r
s
s
u
ch
as
ad
m
in
is
tr
ativ
e
s
u
p
p
o
r
t,
r
eso
u
r
ce
av
ailab
ilit
y
,
an
d
p
o
licy
co
n
s
tr
ain
ts
lim
its
th
e
s
c
o
p
e
o
f
th
e
an
aly
s
is
.
Fu
tu
r
e
r
es
ea
r
ch
s
h
o
u
ld
ad
o
p
t m
ix
ed
m
et
h
o
d
s
b
y
co
m
b
in
in
g
s
u
r
v
ey
s
with
class
r
o
o
m
o
b
s
er
v
atio
n
s
o
r
in
ter
v
iews
to
p
r
o
v
i
d
e
r
ich
e
r
in
s
ig
h
ts
in
to
DI
p
r
ac
tices.
E
x
p
an
d
in
g
th
e
s
am
p
le
to
in
clu
d
e
teac
h
er
s
f
r
o
m
d
if
f
er
e
n
t
d
is
tr
icts
o
r
s
tates
wo
u
ld
im
p
r
o
v
e
th
e
g
en
e
r
aliza
b
ilit
y
o
f
f
in
d
i
n
g
s
.
Fu
r
th
er
s
tu
d
ies
co
u
l
d
also
e
x
am
in
e
th
e
im
p
ac
t
o
f
p
r
o
f
ess
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1
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[
31
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[
35
]
T.
d
e
Ja
g
e
r
,
“
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ro
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d
s.
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m:
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3
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031
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3
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-
4
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3
1
.
[
36
]
B
.
N
.
La
n
g
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l
a
a
n
,
L.
G
a
i
k
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o
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t
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.
S
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s,
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n
d
R
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J.
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t
d
a
m,
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g
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d
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k
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6
4
.
[
37
]
M
.
S
.
N
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f
a
,
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I
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[
38
]
M
.
P
.
I
.
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l
i
n
o
,
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f
f
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.
[
39
]
G
.
M
.
G
e
l
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t
u
a
n
d
D
.
M
.
M
i
h
i
r
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e
,
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e
e
f
f
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t
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o
f
p
r
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mar
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o
o
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t
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r
s’
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r
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d
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t
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4
3
7
2
2
.
[
40
]
N
.
J.
A
l
a
s
mari
a
n
d
A
.
S
.
A
.
A
l
t
h
a
q
a
f
i
,
“
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a
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r
a
c
t
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p
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ma
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a
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6
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6
8
8
2
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0
4
6
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5
1
.
[
41
]
W
.
N
k
e
t
si
a
,
M
.
P
.
O
p
o
k
u
,
M
.
A
mp
o
n
t
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n
g
,
a
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.
K
.
M
p
r
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,
“
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p
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,
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.
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6
6
7
5
.
[
42
]
S
.
A
l
t
u
n
a
n
d
H
.
N
a
y
ma
n
,
“
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t
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.
B
I
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G
RAP
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AUTH
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RS
Elm
u
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in
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ro
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in
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).
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re
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