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ed
class
r
o
o
m
h
elp
s
r
e
d
u
c
e
s
tu
d
en
ts
’
an
x
iety
lev
els ab
o
u
t le
ar
n
in
g
th
e
lan
g
u
ag
e
[
1
5
]
,
[
1
6
]
.
T
h
e
f
lip
p
e
d
class
r
o
o
m
is
im
p
l
em
en
ted
alo
n
g
s
id
e
v
a
r
io
u
s
lea
r
n
in
g
s
tr
ateg
ies
an
d
tech
n
iq
u
e
s
,
s
u
ch
as
ac
tiv
e
lear
n
in
g
an
d
b
le
n
d
ed
l
ea
r
n
in
g
[
1
7
]
.
T
h
e
f
in
d
in
g
s
o
f
th
e
r
esear
ch
in
d
icate
th
at
th
e
in
teg
r
atio
n
o
f
th
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el
with
in
q
u
ir
y
-
b
ased
lear
n
in
g
en
h
an
ce
s
th
e
q
u
ality
o
f
ed
u
ca
tio
n
[
1
8
]
.
Fli
p
p
ed
class
r
o
o
m
s
co
m
b
in
ed
with
g
a
m
if
icatio
n
in
cr
ea
s
e
m
o
tiv
atio
n
an
d
c
o
m
p
etitio
n
i
n
th
e
class
r
o
o
m
[
1
9
]
.
Fli
p
p
ed
class
r
o
o
m
s
co
m
b
in
ed
with
a
d
ap
tiv
e
alg
o
r
ith
m
-
b
ased
lear
n
in
g
ca
n
im
p
r
o
v
e
lear
n
in
g
e
f
f
icie
n
cy
[
2
0
]
.
A
f
lip
p
ed
class
r
o
o
m
co
m
b
in
ed
with
a
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
ca
n
h
e
lp
d
ev
elo
p
cr
ea
tiv
ity
an
d
d
ialo
g
ic
lear
n
in
g
[
8
]
.
Fli
p
p
ed
class
r
o
o
m
s
c
o
m
b
in
e
d
with
m
u
ltime
d
ia
-
ass
is
ted
lear
n
in
g
ca
n
ex
p
lo
r
e
c
r
ea
tiv
ity
in
a
n
in
d
ep
en
d
en
t
lear
n
in
g
atm
o
s
p
h
er
e
[
2
1
]
.
Fli
p
p
ed
class
r
o
o
m
s
c
o
m
b
in
e
d
w
ith
p
r
o
ject
-
b
ased
lear
n
in
g
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
’
co
g
n
itiv
e
a
n
d
m
etac
o
g
n
itiv
e
a
b
ilit
ies
[
2
2
]
.
Fli
p
p
ed
class
r
o
o
m
s
with
th
e
h
elp
o
f
d
ig
ital
tex
tb
o
o
k
s
ca
n
d
ev
el
o
p
s
tu
d
en
ts
’
s
o
f
t
s
k
ills
an
d
ac
ad
e
m
ic
ac
h
iev
em
e
n
t
[
2
3
]
.
Fli
p
p
e
d
class
r
o
o
m
s
co
m
b
in
ed
with
d
ee
p
lear
n
in
g
-
b
ased
tier
ed
lear
n
in
g
ca
n
in
cr
ea
s
e
s
tu
d
en
t
p
ar
ticip
atio
n
in
class
[2
4
]
.
Fu
r
t
h
er
m
o
r
e,
th
e
f
lip
p
ed
c
lass
r
o
o
m
s
er
v
es
as
a
m
eth
o
d
f
o
r
lear
n
in
g
w
r
itin
g
with
r
esp
ec
t to
b
o
th
g
en
r
e
an
d
g
en
d
er
[
16
]
.
Ho
w
ev
er
,
b
ase
d
o
n
t
h
es
e
s
tu
d
ies,
t
h
e
r
e
h
as
b
e
en
n
o
r
es
ea
r
c
h
o
n
f
li
p
p
ed
class
r
o
o
m
s
c
o
m
b
i
n
e
d
wit
h
m
et
ac
o
g
n
iti
v
e
s
tr
at
eg
ies
.
I
n
f
ac
t
,
m
et
ac
o
g
n
iti
o
n
its
el
f
is
a
lea
r
n
i
n
g
c
o
n
tr
o
l
t
o
o
l,
b
e
c
o
m
e
s
th
e
f
o
u
n
d
ati
o
n
o
f
ed
u
c
ati
o
n
,
a
n
d
p
r
o
m
o
tes
h
o
li
s
tic
l
ea
r
n
i
n
g
[2
5
]
.
Me
t
ac
o
g
n
i
tiv
e
s
t
r
a
te
g
ies
u
s
e
d
i
n
l
ea
r
n
i
n
g
c
a
n
i
m
p
r
o
v
e
t
h
e
ab
i
lit
y
t
o
u
n
d
e
r
s
t
a
n
d
p
r
o
b
l
em
s
,
d
esi
g
n
an
d
i
m
p
le
m
e
n
t
p
l
a
n
s
,
an
d
e
v
al
u
at
e
le
ar
n
i
n
g
o
u
t
co
m
es
[2
6
]
s
o
th
at
s
tu
d
e
n
ts
h
a
v
e
p
r
o
b
le
m
-
s
o
l
v
i
n
g
s
k
il
ls
.
St
u
d
e
n
ts
n
ee
d
to
h
a
v
e
m
eta
c
o
g
n
i
ti
v
e
aw
ar
en
ess
i
n
l
a
n
g
u
ag
e
l
ea
r
n
i
n
g
b
e
ca
u
s
e
m
eta
c
o
g
n
i
ti
v
e
aw
ar
e
n
ess
is
a
f
a
ct
o
r
t
h
a
t
i
n
f
l
u
e
n
ce
s
th
e
q
u
al
it
y
o
f
l
ea
r
n
in
g
o
u
tc
o
m
es
[2
7
]
.
T
h
e
im
p
le
m
e
n
t
ati
o
n
o
f
m
et
ac
o
g
n
iti
v
e
s
t
r
a
te
g
i
es
ai
m
s
t
o
ass
is
t
s
t
u
d
e
n
ts
i
n
en
h
an
ci
n
g
th
ei
r
m
eta
c
o
g
n
iti
v
e
awa
r
e
n
ess
.
I
n
t
h
is
s
t
u
d
y
,
t
h
e
f
l
ip
p
e
d
cl
ass
r
o
o
m
was
co
m
b
i
n
e
d
wit
h
a
m
et
ac
o
g
n
i
ti
v
e
s
tr
ate
g
y
,
s
o
it
was
n
a
m
e
d
t
h
e
“
f
l
ip
p
e
d
m
et
ac
o
g
n
iti
v
e
s
t
r
at
e
g
y
(
FMS
)
”.
T
h
is
s
t
r
at
eg
y
n
ee
d
s
t
o
b
e
t
e
s
ted
i
n
r
ea
l
-
w
o
r
l
d
co
n
d
it
io
n
s
s
o
th
at
it
ca
n
b
e
s
ee
n
h
o
w
w
ell
i
t
a
f
f
ec
ts
t
h
e
d
ev
el
o
p
m
en
t
o
f
m
et
ac
o
g
n
iti
v
e
aw
ar
en
ess
,
es
p
ec
ial
ly
in
d
e
v
el
o
p
i
n
g
r
ea
d
i
n
g
s
k
ills
.
C
o
n
s
eq
u
en
tly
,
it
is
ess
en
tial
to
co
n
d
u
ct
r
esear
ch
o
n
th
e
im
p
lem
en
tatio
n
o
f
th
is
FMS
.
Sp
ec
if
ically
,
th
is
s
tu
d
y
s
ee
k
s
to
ad
d
r
ess
two
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
lev
el
o
f
m
etac
o
g
n
itiv
e
awa
r
en
ess
am
o
n
g
s
tu
d
e
n
ts
p
r
io
r
t
o
an
d
f
o
llo
win
g
th
e
ap
p
licatio
n
o
f
th
e
FMS
?
ii)
Ho
w
ef
f
ec
tiv
e
ar
e
f
lip
p
ed
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
ass
ess
in
g
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
is
a
q
u
an
titativ
e
in
v
esti
g
atio
n
em
p
lo
y
in
g
p
r
e
-
ex
p
er
im
e
n
tal
tech
n
iq
u
es
to
ass
es
s
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
FMS
o
n
en
h
a
n
cin
g
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
.
T
h
e
p
r
e
-
ex
p
er
im
en
tal
f
r
am
ewo
r
k
u
tili
ze
d
was
a
o
n
e
-
g
r
o
u
p
p
r
etest
-
p
o
s
ttes
t
d
esig
n
.
T
h
is
d
esig
n
was
im
p
lem
en
ted
with
in
a
s
in
g
le
g
r
o
u
p
b
y
ad
m
i
n
is
ter
in
g
tr
ea
t
m
en
t
f
o
llo
win
g
th
e
ass
ess
m
en
t
o
f
th
e
s
tu
d
en
ts
’
in
itial
ca
p
a
b
ilit
ies
v
ia
a
p
r
etest
.
T
h
e
in
itial
a
b
ilit
y
in
q
u
esti
o
n
in
th
is
ca
s
e
is
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
,
wh
ich
i
s
th
en
tr
ea
te
d
with
a
FMS
.
T
h
is
s
tu
d
y
’
s
p
o
p
u
lati
o
n
co
n
s
is
ted
o
f
s
tu
d
e
n
ts
wh
o
to
o
k
cr
ea
ti
v
e
wr
itin
g
class
es.
B
y
u
s
in
g
a
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e,
2
8
s
tu
d
en
ts
in
o
n
e
o
f
th
e
c
r
ea
tiv
e
wr
itin
g
class
es we
r
e
s
elec
ted
to
b
e
th
e
r
esear
c
h
s
u
b
jects.
T
h
e
wea
k
n
ess
o
f
th
is
r
esear
ch
lies
in
th
e
lim
ited
s
a
m
p
le.
T
h
is
r
esear
ch
is
a
p
o
p
u
l
atio
n
s
tu
d
y
,
n
am
ely
2
8
s
tu
d
e
n
ts
wh
o
to
o
k
cr
ea
tiv
e
wr
itin
g
class
es.
I
f
th
e
s
am
p
le
is
less
th
an
1
0
0
th
e
n
all
o
f
th
e
m
ar
e
tak
en
s
o
th
a
t
th
e
r
esear
ch
is
p
o
p
u
latio
n
r
esear
ch
.
T
h
e
s
elec
ted
s
am
p
le
(
n
=
2
8
)
a
d
h
er
es
to
th
e
co
n
v
e
n
tio
n
s
f
o
r
ex
p
lo
r
ato
r
y
/p
air
ed
d
esig
n
s
an
d
is
ju
s
tifia
b
le
wh
en
s
u
p
p
o
r
ted
b
y
s
u
itab
le
ass
u
m
p
tio
n
ch
e
ck
s
an
d
ef
f
ec
t
-
s
ize
r
ep
o
r
tin
g
.
Pil
o
t
o
r
ex
p
lo
r
ato
r
y
s
tu
d
ies
f
r
eq
u
en
tly
u
tili
ze
s
m
all
s
am
p
les
(
f
o
r
in
s
tan
ce
,
a
p
p
r
o
x
im
ate
ly
1
2
p
er
g
r
o
u
p
)
in
s
itu
atio
n
s
wh
er
e
p
r
i
o
r
esti
m
ates
ar
e
n
o
t
av
ailab
le
[2
8
]
.
I
n
t
h
e
co
n
te
x
t
o
f
p
air
ed
-
s
am
p
les
an
aly
s
es,
th
e
v
alid
ity
o
f
t
h
e
t
-
test
is
p
r
im
ar
ily
co
n
tin
g
en
t
u
p
o
n
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
p
air
e
d
d
if
f
er
en
ce
s
,
r
ath
er
th
an
ad
h
er
in
g
to
an
ar
b
itra
r
y
n
≥
3
0
g
u
id
elin
e;
co
n
s
eq
u
en
tly
,
we
ass
es
s
ed
th
e
n
o
r
m
ality
o
f
th
e
d
if
f
e
r
en
ce
s
co
r
es
(
Sh
ap
ir
o
–
W
ilk
)
a
n
d
p
r
esen
t
ef
f
ec
t
s
izes
(
C
o
h
en
’
s
d
)
al
o
n
g
with
9
5
%
co
n
f
id
en
ce
in
ter
v
als
t
o
en
ab
le
r
ea
d
er
s
to
ev
alu
ate
p
r
ac
tical
s
ig
n
i
f
ican
c
e.
W
h
en
d
ee
m
ed
a
p
p
r
o
p
r
iate,
we
also
p
er
f
o
r
m
e
d
th
e
n
o
n
p
ar
am
etr
ic
W
ilco
x
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
meta
co
g
n
itio
n
g
r
o
w
th
in
r
ea
d
in
g
:
th
e
effec
tiven
ess
o
f flip
p
ed
meta
co
g
n
itive
…
(
D
in
a
R
a
ma
d
h
a
n
ti
)
753
s
ig
n
ed
-
r
an
k
test
f
o
r
v
alid
atio
n
.
L
astl
y
,
co
n
s
id
er
atio
n
s
r
e
g
ar
d
in
g
s
am
p
le
s
ize
a
n
d
th
e
in
te
r
p
r
etatio
n
o
f
f
in
d
in
g
s
ar
e
ex
am
in
ed
in
r
elatio
n
to
s
tatis
tical
p
o
wer
an
d
p
r
ec
is
io
n
[
29
]
,
[
30
]
.
T
h
is
m
ea
n
s
th
at
th
e
r
esear
ch
s
am
p
le
o
f
2
8
p
eo
p
le
is
s
till
s
u
itab
le
f
o
r
r
esear
ch
.
T
h
er
e
ar
e
th
r
ee
in
s
tr
u
m
en
ts
u
s
ed
in
th
is
s
tu
d
y
,
n
am
el
y
s
em
ester
lear
n
in
g
p
lan
s
,
e
-
lear
n
in
g
an
d
r
ef
lectiv
e
jo
u
r
n
al,
an
d
s
elf
-
r
ep
o
r
t
q
u
esti
o
n
n
air
es.
Sem
ester
less
o
n
p
lan
s
s
er
v
e
as
in
d
icato
r
s
f
o
r
im
p
lem
e
n
tin
g
ed
u
ca
tio
n
al
ac
tiv
ities
th
r
o
u
g
h
o
u
t
a
s
em
ester
.
T
h
e
s
elf
-
r
e
p
o
r
t
q
u
esti
o
n
n
air
e
u
tili
ze
d
is
th
e
m
etac
o
g
n
itiv
e
awa
r
en
ess
o
f
r
ea
d
in
g
s
tr
ateg
y
in
v
en
to
r
y
(
MA
R
SI)
[
3
1
]
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
.
R
ef
lectiv
e
jo
u
r
n
als in
clu
d
e
g
u
id
i
n
g
q
u
esti
o
n
s
to
ass
ess
s
tu
d
en
ts
’
co
m
p
r
eh
en
s
io
n
o
f
lear
n
in
g
m
ater
ial.
T
h
e
d
ata
co
llectio
n
p
r
o
ce
d
u
r
e
was
ca
r
r
ied
o
u
t
in
th
r
ee
s
tag
es
.
First,
g
iv
e
th
e
MA
R
SI
s
elf
-
r
ep
o
r
t
q
u
esti
o
n
n
air
e
to
s
tu
d
en
ts
to
f
in
d
o
u
t
th
eir
m
etac
o
g
n
itiv
e
awa
r
en
ess
b
ef
o
r
e
b
ein
g
g
iv
en
tr
ea
tm
en
t.
Seco
n
d
,
im
p
lem
en
t
cr
ea
tiv
e
wr
itin
g
lear
n
in
g
u
s
in
g
a
FMS
.
T
h
ir
d
,
g
iv
in
g
a
MA
R
SI
s
e
lf
-
r
ep
o
r
t
q
u
esti
o
n
n
air
e
to
f
in
d
o
u
t
th
e
d
ev
elo
p
m
e
n
t
o
f
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
a
f
ter
b
ein
g
g
i
v
en
tr
ea
tm
en
t.
L
ea
r
n
in
g
ac
tiv
ities
with
f
lip
p
ed
m
etac
o
g
n
itiv
e
s
tr
ateg
i
es
ar
e
ca
r
r
ied
o
u
t
b
y
f
o
llo
wi
n
g
th
e
f
lip
p
ed
class
r
o
o
m
lear
n
in
g
s
tep
s
[
3
2
]
a
n
d
m
etac
o
g
n
itiv
e
s
tr
ateg
y
s
tep
s
[
3
3
]
,
s
o
th
at
t
h
ey
ar
e
n
am
ed
“
FMS
”
.
T
h
ese
s
tep
s
ar
e
p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
.
L
ea
r
n
in
g
ac
ti
v
ities
u
s
in
g
a
FMS
Le
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
Te
a
c
h
e
r
a
n
d
st
u
d
e
n
t
s
a
c
t
i
v
i
t
i
e
s
Te
a
c
h
e
r
S
t
u
d
e
n
t
s
A
t
h
o
m
e
P
l
a
n
n
i
n
g
P
l
a
n
n
i
n
g
1.
Th
e
t
e
a
c
h
e
r
p
r
e
p
a
r
e
s
a
s
e
mes
t
e
r
l
e
sso
n
p
l
a
n
a
n
d
t
h
e
med
i
a
u
s
e
d
i
n
l
e
a
r
n
i
n
g
.
2.
Th
e
t
e
a
c
h
e
r
p
r
e
p
a
r
e
s
t
e
a
c
h
i
n
g
mat
e
r
i
a
l
s
a
c
c
o
r
d
i
n
g
t
o
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
a
n
d
u
p
l
o
a
d
i
t
i
n
e
-
l
e
a
r
n
i
n
g
.
3.
Th
e
t
e
a
c
h
e
r
p
r
o
v
i
d
e
s
a
n
a
ssi
g
n
me
n
t
sh
e
e
t
t
o
u
n
d
e
r
st
a
n
d
t
h
e
l
e
a
r
n
i
n
g
ma
t
e
r
i
a
l
.
4.
Th
e
t
e
a
c
h
e
r
p
r
o
v
i
d
e
s
a
r
e
f
l
e
c
t
i
v
e
j
o
u
r
n
a
l
a
s
a
t
o
o
l
f
o
r
mo
n
i
t
o
r
i
n
g
a
s
si
g
n
m
e
n
t
w
o
r
k
.
1.
S
t
u
d
e
n
t
s
p
r
e
p
a
r
e
t
h
e
mse
l
v
e
s
t
o
a
t
t
e
n
d
l
e
c
t
u
r
e
s.
2.
S
t
u
d
e
n
t
s
v
i
si
t
e
-
l
e
a
r
n
i
n
g
a
n
d
d
o
w
n
l
o
a
d
l
e
a
r
n
i
n
g
mat
e
r
i
a
l
a
c
c
o
r
d
i
n
g
t
o
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s.
3.
S
t
u
d
e
n
t
s
l
e
a
r
n
t
h
e
l
e
a
r
n
i
n
g
m
a
t
e
r
i
a
l
s
p
r
o
v
i
d
e
d
i
n
a
n
e
-
l
e
a
r
n
i
n
g
M
o
n
i
t
o
r
i
n
g
M
o
n
i
t
o
r
i
n
g
1.
Th
e
t
e
a
c
h
e
r
o
f
f
e
r
s
s
t
u
d
e
n
t
s
t
h
e
c
h
a
n
c
e
t
o
r
e
v
i
e
w
l
e
c
t
u
r
e
c
o
n
t
e
n
t
a
n
d
d
o
c
u
me
n
t
t
h
e
i
r
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
a
t
h
o
m
e
b
y
me
a
n
s
o
f
a
r
e
f
l
e
c
t
i
v
e
j
o
u
r
n
a
l
.
2.
Th
e
t
e
a
c
h
e
r
g
i
v
e
s
s
t
u
d
e
n
t
s
t
h
e
o
p
p
o
r
t
u
n
i
t
y
t
o
a
s
k
q
u
e
st
i
o
n
s
t
h
r
o
u
g
h
t
h
e
c
h
a
t
f
e
a
t
u
r
e
i
n
e
-
l
e
a
r
n
i
n
g
.
1.
S
t
u
d
e
n
t
s
u
n
d
e
r
s
t
a
n
d
t
h
e
l
e
a
r
n
i
n
g
ma
t
e
r
i
a
l
p
r
o
v
i
d
e
d
t
h
r
o
u
g
h
e
-
l
e
a
r
n
i
n
g
.
2.
S
t
u
d
e
n
t
s
mo
n
i
t
o
r
t
h
e
i
r
r
e
a
d
i
n
g
a
c
t
i
v
i
t
y
u
s
i
n
g
a
r
e
f
l
e
c
t
i
v
e
j
o
u
r
n
a
l
.
3.
S
t
u
d
e
n
t
s
a
n
sw
e
r
t
h
e
q
u
e
s
t
i
o
n
s
p
r
o
v
i
d
e
d
o
n
t
h
e
a
ssi
g
n
m
e
n
t
s
h
e
e
t
.
A
t
c
l
a
ss
Ev
a
l
u
a
t
i
o
n
Ev
a
l
u
a
t
i
o
n
1.
Th
e
t
e
a
c
h
e
r
s
t
a
r
t
s
l
e
a
r
n
i
n
g
b
y
d
o
i
n
g
a
p
p
e
r
c
e
p
t
i
o
n
a
b
o
u
t
t
h
e
l
e
a
r
n
i
n
g
t
h
a
t
h
a
s
b
e
e
n
d
o
n
e
a
t
h
o
me.
2.
Th
e
t
e
a
c
h
e
r
a
sk
s
st
u
d
e
n
t
s
t
o
d
i
s
c
u
ss
t
h
e
l
e
a
r
n
i
n
g
mat
e
r
i
a
l
t
h
a
t
h
a
s
b
e
e
n
st
u
d
i
e
d
a
n
d
g
i
v
e
s
q
u
i
z
z
e
s
t
o
mea
s
u
r
e
st
u
d
e
n
t
s
’
u
n
d
e
r
st
a
n
d
i
n
g
o
f
t
h
e
l
e
a
r
n
i
n
g
mat
e
r
i
a
l
.
1.
S
t
u
d
e
n
t
s
p
r
o
v
i
d
e
f
e
e
d
b
a
c
k
a
n
d
c
o
n
v
e
y
t
h
e
i
r
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
a
t
h
o
me
i
n
a
c
c
o
r
d
a
n
c
e
w
i
t
h
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
.
2.
S
t
u
d
e
n
t
s
e
n
g
a
g
e
i
n
d
i
s
c
u
ssi
o
n
s
a
n
d
c
o
l
l
a
b
o
r
a
t
e
o
n
q
u
i
z
z
e
s
a
ss
i
g
n
e
d
b
y
t
h
e
i
n
s
t
r
u
c
t
o
r
t
o
a
ssess
t
h
e
i
r
c
o
m
p
r
e
h
e
n
si
o
n
o
f
t
h
e
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
n
t
.
Data
an
aly
s
is
wa
s
co
n
d
u
cted
u
tili
zin
g
th
e
N
-
Gain
s
co
r
e
tes
t
,
wh
ich
is
a
d
escr
ip
tiv
e
s
ta
tis
tical
test
,
alo
n
g
with
a
p
air
ed
s
am
p
le
t
-
test
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
N
-
Gain
s
co
r
e
test
is
to
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
FMS
.
T
h
is
ass
ess
m
en
t
is
ex
ec
u
ted
b
y
ca
lc
u
latin
g
th
e
d
i
f
f
er
en
ce
b
etwe
en
th
e
p
o
s
ttes
t
an
d
p
r
etest
s
co
r
es,
d
iv
id
ed
b
y
th
e
d
if
f
e
r
en
ce
b
et
wee
n
th
e
to
tal
s
co
r
e
an
d
th
e
p
r
etest
s
co
r
e.
T
h
e
class
if
icatio
n
f
o
r
d
ete
r
m
in
in
g
th
e
g
ain
s
co
r
e
is
d
iv
id
ed
in
to
th
r
e
e
ca
teg
o
r
ies:
if
th
e
N
-
Gain
s
co
r
e
ex
ce
ed
s
0
.
7
,
it
is
ca
teg
o
r
ized
as
h
ig
h
;
if
it
f
all
s
b
etwe
en
0
.
3
a
n
d
0
.
7
,
it
is
co
n
s
id
er
ed
m
ed
iu
m
;
a
n
d
if
it
is
b
elo
w
0
.
3
,
it
is
class
if
ied
as
lo
w.
Ad
d
itio
n
ally
,
th
e
N
-
Gain
p
er
ce
n
t
is
ca
lcu
lated
b
y
m
u
ltip
ly
in
g
th
e
Gain
s
co
r
e
b
y
1
0
0
.
T
h
e
in
ter
p
r
etatio
n
o
f
ef
f
ec
tiv
e
n
ess
is
ca
teg
o
r
ized
i
n
to
f
o
u
r
g
r
o
u
p
s
:
if
th
e
N
-
Gain
p
e
r
ce
n
t
is
b
el
o
w
4
0
%,
it
in
d
icate
s
in
ef
f
ec
tiv
en
e
s
s
;
if
it
is
b
etwe
en
4
0
an
d
5
5
%,
it
s
u
g
g
ests
lo
w
ef
f
ec
tiv
en
ess
;
if
it
r
an
g
es
f
r
o
m
5
6
to
7
5
%,
it
is
r
eg
ar
d
e
d
as
q
u
ite
ef
f
ec
tiv
e;
an
d
if
it
ex
ce
ed
s
7
6
%,
it
is
d
ee
m
ed
ef
f
ec
tiv
e.
Descr
ip
tiv
e
s
tatis
ti
ca
l
test
s
wer
e
em
p
lo
y
ed
to
illu
s
tr
ate
th
e
av
er
ag
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
N
-
Gain
s
co
r
e
in
r
ea
d
in
g
b
ef
o
r
e
an
d
af
t
er
th
e
tr
ea
tm
en
t
was
ad
m
in
is
t
er
ed
.
Fo
llo
win
g
t
h
e
ass
es
s
m
en
t
o
f
n
o
r
m
ality
an
d
h
o
m
o
g
en
eity
o
f
t
h
e
d
ata,
an
d
co
n
f
i
r
m
in
g
th
at
th
e
d
ata
is
n
o
r
m
ally
d
is
tr
ib
u
ted
an
d
h
o
m
o
g
en
e
o
u
s
,
an
in
d
e
p
en
d
en
t
s
am
p
le
t
-
test
was
co
n
d
u
cte
d
to
ev
alu
ate
th
e
d
if
f
er
en
ce
s
in
th
e
ef
f
ec
tiv
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ess
o
f
th
e
FMS
.
T
h
e
d
ata
an
aly
s
is
was c
ar
r
ied
o
u
t
u
s
in
g
th
e
SP
SS
ap
p
licatio
n
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
I
n
th
is
s
ec
tio
n
,
th
e
an
s
wer
s
to
t
h
e
p
r
o
b
lem
f
o
r
m
u
latio
n
will
b
e
e
x
p
lain
ed
,
n
am
ely
:
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
b
ef
o
r
e
an
d
a
f
ter
u
s
in
g
t
h
e
FMS
an
d
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
FMS
o
n
th
e
g
r
o
wth
o
f
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
.
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
26
:
75
1
-
759
754
3
.
1
.
Student
s
’
m
et
a
co
g
nitiv
e
a
wa
re
nes
s
bef
o
re
a
nd
a
f
t
er
us
in
g
t
he
f
lip
ped m
et
a
co
g
nitiv
e
s
t
ra
t
eg
y
Me
taco
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
is
ass
es
s
ed
th
r
o
u
g
h
th
r
ee
k
ey
in
d
icato
r
s
:
g
lo
b
al
r
ea
d
in
g
s
tr
ateg
ies,
p
r
o
b
lem
-
s
o
l
v
in
g
s
tr
ateg
ies,
an
d
s
u
p
p
o
r
t
r
ea
d
in
g
s
tr
ateg
ies.
T
h
e
d
ata
f
o
r
th
is
ass
es
s
m
en
t
was
g
ath
er
ed
v
ia
a
q
u
esti
o
n
n
air
e.
T
h
e
an
aly
s
is
o
f
th
e
d
ata
was
p
er
f
o
r
m
e
d
u
s
in
g
a
p
er
ce
n
tag
e
f
o
r
m
u
la.
T
h
e
r
esu
lts
o
f
th
e
m
ea
s
u
r
e
m
en
t a
r
e
d
is
p
lay
ed
in
T
a
b
le
2
.
T
ab
le
2
.
R
esu
lts
o
f
m
ea
s
u
r
in
g
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
in
r
ea
d
in
g
No
I
n
d
i
c
a
t
o
r
P
r
e
t
e
s
t
P
o
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t
t
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t
P
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r
c
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n
t
a
g
e
(
%
)
C
a
t
e
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o
r
y
P
e
r
c
e
n
t
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g
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(
%
)
C
a
t
e
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o
r
y
1
G
l
o
b
a
l
r
e
a
d
i
n
g
s
t
r
a
t
e
g
i
e
s
4
9
.
7
2
G
o
o
d
e
n
o
u
g
h
7
8
.
2
7
G
o
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d
2
P
r
o
b
l
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m
-
s
o
l
v
i
n
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st
r
a
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i
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6
8
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4
5
G
o
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8
8
.
3
9
V
e
r
y
g
o
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d
3
S
u
p
p
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t
r
e
a
d
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a
t
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i
e
s
5
1
.
0
7
G
o
o
d
e
n
o
u
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h
7
5
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7
1
G
o
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A
v
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5
6
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4
2
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0
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7
9
V
e
r
y
g
o
o
d
B
ased
o
n
T
ab
le
2
,
th
e
av
er
a
g
e
s
co
r
e
s
h
o
ws
th
e
g
r
o
wth
o
f
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
f
r
o
m
g
o
o
d
en
o
u
g
h
t
o
v
er
y
g
o
o
d
a
f
ter
u
s
in
g
th
e
FMS
.
First,
g
lo
b
al
r
ea
d
in
g
s
tr
ateg
ies
i
n
ter
m
s
o
f
g
lo
b
al
r
ea
d
in
g
s
tr
ateg
ies,
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
p
r
o
g
r
ess
es
f
r
o
m
th
e
g
o
o
d
e
n
o
u
g
h
ca
teg
o
r
y
to
a
g
o
o
d
ca
teg
o
r
y
.
T
h
e
ac
tiv
ities
th
at
s
tu
d
en
ts
en
g
ag
e
i
n
wh
ile
r
ea
d
in
g
g
en
er
al
ly
in
clu
d
e
th
e
f
o
llo
win
g
:
w
h
e
n
r
ea
d
in
g
,
s
tu
d
en
ts
ty
p
ically
h
av
e
a
s
p
ec
if
ic
o
b
je
ctiv
e
in
m
in
d
;
th
ey
r
elate
th
e
ir
p
r
io
r
k
n
o
wled
g
e
to
aid
in
co
m
p
r
eh
e
n
d
in
g
th
e
m
ater
ial;
th
ey
p
r
ev
iew
th
e
tex
t
to
f
am
iliar
ize
th
em
s
elv
es
wit
h
its
co
n
ten
t
b
ef
o
r
e
d
elv
in
g
in
to
it;
th
ey
co
n
s
id
er
h
o
w
well
th
e
tex
t
alig
n
s
with
th
eir
in
ten
d
ed
g
o
als;
th
ey
in
iti
ally
s
k
im
th
e
tex
t
with
o
u
t
f
o
c
u
s
in
g
o
n
its
len
g
t
h
o
r
s
tr
u
ctu
r
e;
s
tu
d
e
n
ts
s
elec
t
th
eir
r
ea
d
in
g
m
ater
ials
p
r
io
r
to
b
eg
in
n
in
g
;
s
tu
d
en
ts
in
f
r
e
q
u
en
t
ly
u
tili
ze
tab
les
an
d
illu
s
tr
atio
n
s
with
in
th
e
tex
t
to
en
h
an
ce
th
eir
c
o
m
p
r
e
h
en
s
io
n
;
s
tu
d
en
ts
f
o
llo
w
p
ar
ticu
lar
s
tr
ateg
ies
to
f
ac
ilit
ate
th
eir
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
r
ea
d
in
g
; stu
d
en
ts
s
eld
o
m
em
p
l
o
y
t
o
o
ls
to
h
ig
h
lig
h
t sig
n
if
ican
t in
f
o
r
m
atio
n
f
r
o
m
th
e
tex
ts
;
s
tu
d
en
ts
cr
itically
ass
ess
an
d
ev
alu
ate
th
e
k
ey
in
f
o
r
m
atio
n
p
r
esen
ted
;
s
tu
d
en
ts
v
er
if
y
th
eir
u
n
d
er
s
tan
d
i
n
g
wh
en
th
ey
en
c
o
u
n
ter
in
f
o
r
m
atio
n
th
at
co
n
f
lict
s
with
th
eir
ex
is
t
in
g
k
n
o
wled
g
e;
s
tu
d
en
ts
attem
p
t
to
in
f
er
th
e
m
ea
n
in
g
o
f
t
h
e
tex
t th
ey
ar
e
r
ea
d
in
g
; a
n
d
s
tu
d
en
t
s
r
ev
iew
th
eir
co
m
p
r
eh
en
s
io
n
o
f
th
e
m
ater
ial.
Sec
o
n
d
,
p
r
o
b
l
em
-
s
o
l
v
i
n
g
s
tr
a
teg
ies
.
M
eta
co
g
n
i
ti
v
e
awa
r
e
n
ess
i
n
r
ea
d
i
n
g
,
p
ar
tic
u
l
a
r
l
y
r
e
g
a
r
d
i
n
g
p
r
o
b
l
em
-
s
o
l
v
i
n
g
s
t
r
a
te
g
i
es,
e
v
o
l
v
es
f
r
o
m
a
s
atis
f
a
ct
o
r
y
l
ev
e
l
t
o
a
n
e
x
c
ell
en
t
o
n
e
.
T
h
e
a
c
tio
n
s
t
h
at
s
t
u
d
e
n
ts
u
n
d
er
ta
k
e
wh
ile
r
e
a
d
i
n
g
,
esp
ec
i
all
y
i
n
ad
d
r
ess
i
n
g
r
ea
d
in
g
-
r
el
ate
d
p
r
o
b
le
m
s
,
in
cl
u
d
e:
s
tu
d
e
n
ts
r
e
f
l
ec
t
in
g
o
n
th
e
ir
p
r
i
o
r
k
n
o
wle
d
g
e
t
o
a
id
i
n
co
m
p
r
eh
e
n
d
in
g
th
e
m
a
te
r
ia
l
;
w
h
e
n
co
n
f
r
o
n
t
ed
wit
h
c
o
m
p
lex
te
x
ts
,
s
tu
d
en
ts
r
e
ad
al
o
u
d
an
d
m
u
lti
p
l
e
ti
m
es
to
g
r
as
p
t
h
e
c
o
n
te
n
t;
s
t
u
d
e
n
ts
t
ak
e
t
h
ei
r
ti
m
e
to
e
n
s
u
r
e
th
ey
f
u
ll
y
u
n
d
er
s
ta
n
d
th
e
r
e
ad
in
g
m
at
e
r
ia
l;
s
t
u
d
e
n
ts
r
e
v
i
s
it
t
h
e
te
x
t
f
r
o
m
t
h
e
s
ta
r
t
if
t
h
ey
lo
s
e
f
o
c
u
s
;
s
t
u
d
e
n
ts
m
o
d
if
y
th
ei
r
r
ea
d
i
n
g
p
a
ce
ac
c
o
r
d
in
g
t
o
t
h
e
n
a
tu
r
e
o
f
th
e
t
ex
t
;
wh
e
n
e
n
g
a
g
i
n
g
w
it
h
a
d
v
a
n
c
ed
r
e
ad
in
g
m
at
er
ials
,
s
t
u
d
e
n
ts
s
t
r
i
v
e
t
o
m
ai
n
t
ai
n
f
o
c
u
s
a
n
d
e
n
h
a
n
ce
t
h
e
ir
c
o
n
ce
n
t
r
at
io
n
;
t
h
e
y
p
au
s
e
at
in
te
r
v
al
s
to
c
o
n
t
em
p
l
ate
t
h
e
i
n
f
o
r
m
ati
o
n
t
h
e
y
h
a
v
e
r
ea
d
;
th
e
y
e
n
d
e
av
o
r
t
o
v
is
u
ali
ze
o
r
im
a
g
i
n
e
t
h
e
i
n
f
o
r
m
ati
o
n
to
a
id
i
n
r
et
e
n
ti
o
n
;
t
h
e
y
v
e
r
i
f
y
th
eir
c
o
m
p
r
eh
en
s
io
n
wh
e
n
t
h
ey
en
c
o
u
n
t
er
in
f
o
r
m
a
ti
o
n
th
at
co
n
f
li
cts
wi
th
th
ei
r
e
x
i
s
tin
g
k
n
o
w
le
d
g
e;
th
ey
m
a
k
e
p
r
ed
i
cti
o
n
s
a
b
o
u
t
t
h
e
tex
t
’
s
c
o
n
te
n
t
wh
ile
r
ea
d
i
n
g
;
wh
e
n
f
a
ce
d
wit
h
c
h
all
en
g
i
n
g
r
e
ad
in
g
,
s
t
u
d
e
n
ts
r
e
ad
t
h
e
te
x
t
m
u
lt
ip
le
tim
es
t
o
d
e
ep
e
n
t
h
eir
u
n
d
er
s
ta
n
d
i
n
g
;
an
d
th
e
y
i
n
f
e
r
th
e
m
e
a
n
i
n
g
s
o
f
u
n
f
am
ili
ar
w
o
r
d
s
o
r
p
h
r
as
es
wit
h
i
n
th
e
te
x
t
.
T
h
ir
d
,
s
u
p
p
o
r
t
r
ea
d
in
g
s
tr
ateg
i
es.
Me
taco
g
n
itiv
e
awa
r
en
ess
t
h
at
aid
s
r
ea
d
in
g
s
tr
ateg
ies
ev
o
lv
es
f
r
o
m
a
s
atis
f
ac
to
r
y
lev
el
to
a
co
m
m
en
d
ab
le
lev
el.
Stu
d
en
ts
tak
e
n
o
tes
d
u
r
i
n
g
th
eir
r
ea
d
i
n
g
to
en
h
an
ce
th
eir
co
m
p
r
eh
e
n
s
io
n
o
f
th
e
m
ater
i
al;
wh
en
en
g
ag
in
g
with
co
m
p
lex
tex
ts
,
s
tu
d
en
ts
r
ea
d
alo
u
d
to
f
ac
ilit
ate
th
eir
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
co
n
ten
t; st
u
d
en
ts
co
m
p
o
s
e
s
u
m
m
ar
ies
t
o
co
n
tem
p
late
th
e
m
ain
c
o
n
ce
p
ts
p
r
esen
ted
i
n
th
e
r
ea
d
in
g
;
s
tu
d
en
ts
en
g
ag
e
in
d
is
cu
s
s
io
n
s
ab
o
u
t
th
e
r
ea
d
in
g
m
ater
ial
with
o
th
er
s
to
v
er
if
y
th
eir
co
m
p
r
eh
e
n
s
io
n
;
s
tu
d
en
ts
h
ig
h
lig
h
t im
p
o
r
tan
t i
n
f
o
r
m
atio
n
.
T
h
e
g
r
o
wth
o
f
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
af
ter
u
s
in
g
f
lip
p
ed
m
etac
o
g
n
itiv
e
s
tr
ateg
ies p
r
o
v
es
th
at
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
ar
e
v
er
y
im
p
o
r
ta
n
t
b
ec
au
s
e
ar
e
s
eq
u
en
tial
p
r
o
ce
s
s
es
th
a
t
co
n
tr
o
l
co
g
n
itiv
e
ac
tiv
ity
to
en
s
u
r
e
th
at
c
o
g
n
i
tiv
e
g
o
als
ar
e
ac
h
iev
e
d
,
esp
ec
ially
in
lear
n
in
g
la
n
g
u
a
g
e
[
3
4
]
.
I
n
r
ea
d
in
g
,
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
en
co
u
r
ag
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
r
e
ad
in
g
an
d
ar
e
v
er
y
n
ec
ess
ar
y
to
u
n
d
er
s
tan
d
th
e
h
id
d
en
m
ea
n
in
g
s
in
th
e
te
x
t
[
3
5
]
.
B
y
u
s
in
g
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
in
r
ea
d
i
n
g
,
s
tu
d
en
ts
ca
n
d
e
v
elo
p
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
.
T
h
is
awa
r
en
ess
in
clu
d
es
awa
r
en
ess
o
f
u
s
in
g
v
a
r
io
u
s
s
tr
ateg
ies
in
r
ea
d
in
g
,
awa
r
en
ess
o
f
ef
f
o
r
ts
to
s
o
lv
e
p
r
o
b
lem
s
in
r
ea
d
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g
,
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d
awa
r
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o
f
s
u
p
p
o
r
tin
g
f
ac
to
r
s
in
r
ea
d
in
g
.
Stu
d
en
ts
wh
o
h
av
e
m
etac
o
g
n
itiv
e
awa
r
en
ess
will
h
av
e
m
o
r
e
in
f
o
r
m
atio
n
th
a
n
s
tu
d
en
ts
wh
o
lack
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
[
3
5
]
.
B
y
u
n
d
e
r
s
tan
d
in
g
t
h
eir
m
eta
co
g
n
itiv
e
s
k
ills
,
s
tu
d
en
ts
ar
e
ab
le
to
p
r
e
p
ar
e
a
n
d
o
r
g
an
ize
ef
f
ec
tiv
e
r
ea
d
in
g
,
id
e
n
tify
wh
e
n
to
ap
p
ly
s
u
itab
le
r
e
ad
in
g
s
tr
ateg
ies,
co
m
p
r
e
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en
d
h
o
w
to
o
v
er
s
ee
t
h
e
im
p
lem
en
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o
f
th
ese
s
tr
ateg
ies,
an
d
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
s
tr
ateg
ies
em
p
lo
y
ed
[
3
6
]
.
T
h
er
e
f
o
r
e,
s
tu
d
en
ts
m
u
s
t
alwa
y
s
in
cr
ea
s
e
th
eir
m
etac
o
g
n
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e
awa
r
en
ess
an
d
th
e
teac
h
er
u
s
es
a
v
ar
iety
o
f
p
r
o
b
lem
-
s
o
lv
in
g
s
tr
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ies to
d
ev
elo
p
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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&
R
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d
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I
SS
N:
2252
-
8
8
2
2
S
tu
d
en
ts
’
meta
co
g
n
itio
n
g
r
o
w
th
in
r
ea
d
in
g
:
th
e
effec
tiven
ess
o
f flip
p
ed
meta
co
g
n
itive
…
(
D
in
a
R
a
ma
d
h
a
n
ti
)
755
3
.
2
.
T
he
ef
f
ec
t
iv
eness
o
f
t
he
f
lip
ped
m
et
a
co
g
nitiv
e
s
t
ra
t
eg
y
f
o
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m
ea
s
uring
m
e
t
a
co
g
nitio
n
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ro
wt
h
in
re
a
din
g
T
h
e
N
-
Gain
test
wa
s
em
p
lo
y
ed
to
ass
ess
th
e
ef
f
icac
y
o
f
th
e
FMS
in
ev
alu
atin
g
th
e
g
r
o
wth
o
f
m
etac
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g
n
itio
n
in
r
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d
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g
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Prio
r
to
t
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e
N
-
Gain
test
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a
d
escr
ip
tiv
e
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tatis
tical
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aly
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is
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d
a
p
air
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s
am
p
le
t
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test
wer
e
co
n
d
u
cted
.
T
h
e
r
esu
lts
o
f
th
e
d
escr
ip
tiv
e
test
,
alo
n
g
wi
th
th
e
p
air
ed
s
am
p
le
s
tatis
tics
f
o
r
b
o
th
p
r
etest a
n
d
p
o
s
ttes
t d
ata,
ar
e
illu
s
tr
ated
in
T
ab
le
3
.
T
ab
le
3
.
Pair
ed
s
am
p
les s
tatis
tics
C
o
n
d
i
t
i
o
n
M
e
a
n
N
S
t
d
.
D
e
v
i
a
t
i
o
n
S
t
d
.
Er
r
o
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mea
n
P
a
i
r
P
r
e
t
e
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t
5
6
.
4
1
6
4
28
7
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7
1
3
6
6
1
.
4
5
7
7
4
P
o
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e
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t
8
0
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7
9
2
6
28
9
.
4
8
6
0
2
1
.
7
9
2
6
9
Fro
m
th
e
o
u
tp
u
t
tab
le
o
f
p
air
e
d
s
am
p
le
s
tatis
tics
,
it
ca
n
b
e
o
b
s
er
v
ed
th
at
th
e
av
e
r
ag
e
p
r
ete
s
t
s
co
r
e
is
5
6
.
4
2
,
wh
er
ea
s
th
e
av
er
a
g
e
p
o
s
ttes
t
s
co
r
e
is
8
0
.
7
9
.
A
to
tal
o
f
2
8
s
tu
d
e
n
ts
p
ar
ticip
ated
a
s
r
esp
o
n
d
en
ts
.
T
h
e
s
tan
d
ar
d
d
ev
iatio
n
f
o
r
th
e
p
r
et
est
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7
.
7
1
,
wh
ile
th
e
s
tan
d
ar
d
d
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iatio
n
f
o
r
th
e
p
o
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t
w
as
9
.
4
8
.
T
h
e
m
ea
n
s
tan
d
ar
d
er
r
o
r
f
o
r
th
e
p
r
etest
i
s
ca
lcu
lated
to
b
e
1
.
4
6
,
an
d
f
o
r
th
e
p
o
s
ttes
t,
it
is
1
.
7
9
.
T
h
e
a
v
er
ag
e
s
co
r
e
o
f
th
e
p
o
s
ttes
t
s
u
r
p
ass
es
th
at
o
f
th
e
p
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etest,
in
d
icatin
g
th
at
t
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er
e
is
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n
o
ta
b
le
d
if
f
e
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en
ce
b
etwe
en
th
e
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s
ets
o
f
s
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es
o
n
av
er
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g
e.
Ad
d
itio
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all
y
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to
ass
ess
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eth
er
th
e
d
if
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er
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ce
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s
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r
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th
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d
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ttes
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is
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tatis
t
ically
s
ig
n
if
ican
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in
te
r
p
r
etatio
n
o
f
th
e
p
air
ed
s
am
p
le
t
-
test
r
esu
lts
is
co
n
d
u
cted
,
as sh
o
wn
in
T
ab
le
4
.
T
ab
le
4
.
Pair
ed
s
am
p
les test
C
o
n
d
i
t
i
o
n
P
a
i
r
e
d
d
i
f
f
e
r
e
n
c
e
s
t
df
S
i
g
.
(2
-
t
a
i
l
e
d
)
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
S
t
d
.
Er
r
o
r
mea
n
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
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l
o
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t
h
e
d
i
f
f
e
r
e
n
c
e
Lo
w
e
r
U
p
p
e
r
P
a
i
r
P
r
e
t
e
s
t
-
p
o
st
t
e
s
t
-
2
4
.
3
8
1
1
.
8
9
2
.
2
4
7
-
2
8
.
9
9
-
1
9
.
7
7
-
1
0
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8
5
27
.
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0
T
o
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eter
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e
t
h
e
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ig
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ican
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e
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ce
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th
e
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er
ag
e
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al
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e,
th
e
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asis
o
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c
o
n
s
id
er
atio
n
f
o
r
th
e
co
m
p
ar
is
o
n
o
f
th
e
Si
g
v
alu
es
is
u
s
ed
.
(
2
-
tailed
)
with
a
p
r
o
b
ab
ilit
y
o
f
0
.
0
5
.
I
f
th
e
v
alu
e
o
f
Sig
.
(2
-
tailed
)
s
m
aller
th
an
0
.
0
5
m
ea
n
s
th
at
th
er
e
is
a
d
if
f
er
en
ce
in
th
e
a
v
er
ag
e
v
alu
e
o
f
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
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ef
o
r
e
an
d
af
ter
u
s
in
g
th
e
F
MS
.
I
f
th
e
v
al
u
e
o
f
Sig
.
(
2
-
tailed
)
g
r
ea
te
r
th
a
n
0
.
0
5
m
ea
n
s
th
at
th
er
e
is
n
o
d
if
f
er
en
ce
i
n
th
e
av
er
a
g
e
v
alu
e
o
f
m
etac
o
g
n
itiv
e
awa
r
en
ess
b
ef
o
r
e
a
n
d
af
ter
u
s
in
g
th
e
FM
S
.
Fro
m
th
e
o
u
tp
u
t
tab
le
o
f
p
air
e
d
s
am
p
les
co
r
r
el
atio
n
s
,
th
e
v
alu
e
o
f
Sig
.
(
2
-
tailed
)
is
0
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0
0
0
.
T
h
is
v
alu
e
is
s
m
aller
th
an
0
.
0
5
.
T
h
is
m
ea
n
s
th
at
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
th
e
av
er
a
g
e
v
alu
e
b
ef
o
r
e
a
n
d
af
ter
u
s
in
g
th
e
FMS
.
I
n
ad
d
itio
n
,
in
th
e
o
u
tp
u
t
tab
le,
in
f
o
r
m
atio
n
is
also
o
b
tain
ed
th
at
th
e
m
e
an
p
air
d
if
f
e
r
en
ce
s
ar
e
-
1
0
.
8
5
b
ec
au
s
e
th
e
p
r
etest
av
er
ag
e
v
alu
e
is
lo
wer
th
an
th
e
p
o
s
ttes
t
av
er
a
g
e
v
alu
e.
Fu
r
th
er
m
o
r
e,
af
ter
th
e
p
air
ed
s
am
p
l
e
t
-
test
,
th
e
N
-
Gain
test
was
ca
r
r
ied
o
u
t
f
o
r
m
ea
s
u
r
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g
m
etac
o
g
n
itio
n
g
r
o
wth
i
n
r
ea
d
i
n
g
.
T
h
e
N
-
Gain
test
is
d
if
f
er
e
n
tiated
in
t
o
N
-
Gain
s
co
r
e
an
d
N
-
Gain
p
er
c
en
t.
T
h
e
N
-
Gain
s
co
r
e
s
tatis
tic
al
r
esu
lt
s
ar
e
p
r
esen
ted
in
T
a
b
le
5
.
T
ab
le
5
.
Descr
ip
tiv
es st
atis
tics
N
-
Gain
p
er
ce
n
t
D
e
scri
p
t
i
o
n
s
t
a
t
i
s
t
i
c
s
S
t
a
t
i
st
i
c
S
t
d
.
Er
r
o
r
N
-
G
a
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n
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e
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t
M
e
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4
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e
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e
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l
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5
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5
2
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p
p
e
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6
4
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7
5
5
5
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Tr
i
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n
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5
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n
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8
3
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4
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3
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3
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R
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8
8
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3
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4
1
K
u
r
t
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si
s
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0
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4
8
0
0
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8
5
8
Acc
o
r
d
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g
to
t
h
e
o
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t
p
u
t
tab
l
e
o
f
th
e
N
-
Gain
p
e
r
ce
n
t
d
esc
r
ip
tiv
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s
tatis
tic
s
,
th
e
m
ea
n
v
a
lu
e
o
f
th
e
N
-
Gain
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T
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Ho
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h
a
s
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p
o
ten
tial
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cr
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s
e
m
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itiv
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wth
in
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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
26
:
75
1
-
759
756
co
n
tin
u
o
u
s
ly
an
d
an
e
v
alu
atio
n
o
f
th
e
im
p
lem
en
tatio
n
o
f
th
e
s
tr
ateg
y
is
ca
r
r
ied
o
u
t.
FMS
is
a
f
o
r
m
o
f
lear
n
in
g
s
tr
ateg
y
th
at
co
m
b
in
es
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
with
f
lip
p
ed
class
r
o
o
m
s
.
T
h
is
ef
f
o
r
t
was
m
ad
e
as
a
way
to
v
ar
y
th
e
u
s
e
o
f
e
-
lear
n
in
g
in
lear
n
in
g
.
T
h
is
in
itiativ
e
also
e
n
co
m
p
ass
es
in
n
o
v
ativ
e
m
eth
o
d
s
an
d
ap
p
r
o
ac
h
es
aim
ed
at
en
h
an
cin
g
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
s
k
ills
.
I
n
n
o
v
atio
n
s
ca
r
r
ied
o
u
t
in
lear
n
in
g
al
s
o
tr
ain
s
tu
d
en
ts
in
s
o
lv
in
g
p
r
o
b
lem
s
[
2
5
]
an
d
m
etac
o
g
n
itiv
e
p
r
o
ce
s
s
es
ar
e
k
e
y
f
ac
to
r
s
in
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
tr
ain
in
g
[
3
7
]
.
Stu
d
en
ts
also
n
ee
d
to
b
u
ild
a
lear
n
in
g
atm
o
s
p
h
er
e
th
at
is
co
n
d
u
civ
e
t
o
lear
n
in
g
b
ec
a
u
s
e
a
p
o
s
itiv
e
m
o
o
d
ca
n
in
cr
ea
s
e
co
g
n
itiv
e
f
lex
ib
ilit
y
[
3
8
]
.
I
n
ad
d
itio
n
,
m
etac
o
g
n
iti
v
e
d
ev
elo
p
m
e
n
t
is
also
v
er
y
d
ep
en
d
en
t
o
n
th
e
lear
n
in
g
ex
p
er
ien
ce
s
o
f
s
tu
d
en
ts
[
39
]
.
I
n
th
is
s
tu
d
y
,
it
ap
p
ea
r
s
th
at
s
tu
d
en
ts
wh
o
ex
p
e
r
ien
ce
m
etac
o
g
n
itiv
e
g
r
o
wth
d
ep
e
n
d
h
ea
v
ily
o
n
th
eir
ex
p
er
ien
ce
s
.
Stu
d
en
ts
wh
o
li
k
e
to
r
ea
d
an
d
wh
o
d
o
n
o
t
lik
e
to
r
ea
d
h
a
v
e
d
i
f
f
er
en
t
lev
e
ls
o
f
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
Stu
d
en
ts
h
av
e
d
if
f
er
en
t e
x
p
er
ien
ce
s
in
u
s
in
g
r
ea
d
in
g
s
tr
ateg
ies an
d
h
av
e
d
if
f
er
en
t p
r
o
b
lem
s
o
lv
in
g
ef
f
o
r
ts
in
d
ea
lin
g
with
p
r
o
b
lem
s
in
r
ea
d
in
g
co
m
p
r
e
h
e
n
s
io
n
.
Stu
d
en
ts
p
o
s
s
ess
in
g
a
h
ig
h
d
eg
r
ee
o
f
m
etac
o
g
n
itiv
e
awa
r
en
ess
h
av
e
a
g
r
ea
ter
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
elem
en
ts
th
at
en
h
an
ce
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
an
d
ar
e
m
o
r
e
ca
p
a
b
le
o
f
r
e
d
u
cin
g
f
ac
to
r
s
t
h
at
h
in
d
er
r
ea
d
in
g
.
T
h
e
g
r
o
wth
o
f
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
also
s
ee
m
s
to
h
av
e
in
cr
ea
s
ed
af
ter
im
p
lem
en
tin
g
th
e
FMS
.
Flex
ib
le
lear
n
in
g
ac
tiv
ities
cr
ea
ted
b
o
t
h
at
h
o
m
e
a
n
d
in
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
o
f
f
er
s
t
u
d
en
ts
th
e
c
h
an
ce
to
d
is
co
v
er
th
eir
o
wn
r
ea
d
i
n
g
s
tr
ateg
ies.
Ad
d
itio
n
ally
,
t
h
e
im
p
lem
en
tat
io
n
o
f
r
ef
lectiv
e
j
o
u
r
n
als
as
a
m
ea
n
s
t
o
tr
ac
k
th
e
p
r
o
g
r
ess
o
f
s
tu
d
e
n
t
lear
n
in
g
co
n
tr
ib
u
tes
to
en
h
an
c
in
g
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
As
is
k
n
o
wn
,
r
ef
lectiv
e
jo
u
r
n
als
r
ec
o
r
d
lear
n
in
g
ex
p
er
ien
ce
s
an
d
r
ec
o
r
d
p
r
o
b
lem
-
s
o
lv
in
g
ef
f
o
r
ts
in
co
m
p
letin
g
co
g
n
itiv
e
task
s
[
40
]
,
e
s
p
ec
ially
r
ea
d
in
g
.
T
h
r
o
u
g
h
r
e
f
lectiv
e
jo
u
r
n
als,
in
g
en
er
al,
teac
h
er
s
ca
n
f
in
d
l
ea
r
n
in
g
e
x
p
er
ien
ce
s
an
d
in
d
e
p
en
d
en
ce
in
u
s
in
g
s
tr
ateg
ies an
d
ef
f
o
r
ts
to
s
o
lv
e
p
r
o
b
lem
s
.
Stu
d
en
ts
’
m
etac
o
g
n
itiv
e
g
r
o
wth
in
r
ea
d
in
g
tak
es ti
m
e
an
d
th
e
teac
h
er
p
lay
s
an
ac
tiv
e
r
o
le
in
h
elp
in
g
s
tu
d
en
ts
d
ev
el
o
p
t
h
eir
m
eta
co
g
n
itiv
e
f
r
o
m
tim
e
to
tim
e.
I
n
ad
d
itio
n
to
u
s
in
g
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
teac
h
er
s
ca
n
also
u
s
e
a
v
ar
iety
o
f
m
ed
ia,
v
ar
iatio
n
s
,
an
d
f
ee
d
b
ac
k
ac
co
r
d
in
g
to
s
tu
d
en
ts
’
lear
n
in
g
n
ee
d
s
to
o
p
tim
ize
lear
n
in
g
o
u
tco
m
es.
Pr
o
f
ess
io
n
al
teac
h
er
s
ar
e
th
o
s
e
w
h
o
ca
n
cu
ltiv
ate
th
e
f
u
ll
p
o
ten
tial
o
f
th
ei
r
s
tu
d
en
ts
b
y
e
m
p
lo
y
i
n
g
a
r
an
g
e
o
f
s
tr
ateg
ies
an
d
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
4.
CO
NCLU
SI
O
N
T
h
e
FMS
h
as
th
e
p
o
ten
tial
to
in
cr
ea
s
e
s
tu
d
e
n
ts
’
m
eta
co
g
n
i
tiv
e
awa
r
en
ess
in
r
ea
d
in
g
.
St
u
d
en
ts
ca
n
s
tu
d
y
in
d
ep
e
n
d
en
tly
a
n
d
u
s
e
a
v
ar
iety
o
f
r
ea
d
in
g
s
tr
ateg
ies
to
u
n
d
e
r
s
tan
d
lear
n
in
g
co
n
ten
t
.
T
h
e
in
teg
r
atio
n
o
f
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
with
th
e
f
lip
p
e
d
class
r
o
o
m
ap
p
r
o
ac
h
p
r
o
v
id
es
s
tu
d
en
ts
with
a
m
o
r
e
f
lex
ib
le
o
p
p
o
r
tu
n
ity
to
en
h
a
n
ce
th
eir
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
.
T
h
r
o
u
g
h
in
d
ep
e
n
d
en
t
lea
r
n
in
g
,
s
tu
d
en
ts
ac
q
u
ir
e
th
e
ap
p
r
o
p
r
iate
s
tr
ateg
ies
f
o
r
r
ea
d
in
g
,
u
n
d
er
s
tan
d
h
o
w
to
ad
d
r
ess
r
ea
d
in
g
ch
allen
g
es,
an
d
r
ec
o
g
n
ize
th
e
elem
en
ts
th
at
ca
n
en
h
an
ce
th
eir
r
ea
d
i
n
g
ab
ilit
ies.
I
n
its
ap
p
licatio
n
in
lan
g
u
ag
e
lear
n
in
g
,
th
e
teac
h
er
p
lay
s
a
v
er
y
im
p
o
r
tan
t
r
o
le.
T
ea
ch
er
s
m
u
s
t
o
f
ten
in
tr
o
d
u
ce
s
tu
d
en
ts
to
v
ar
io
u
s
lear
n
i
n
g
s
tr
ateg
ies
t
h
at
ca
n
b
e
u
s
ed
in
r
ea
d
in
g
a
n
d
alwa
y
s
ex
p
o
s
e
s
tu
d
en
ts
to
p
r
o
b
lem
s
o
l
v
in
g
e
f
f
o
r
ts
to
tr
ain
th
eir
m
etac
o
g
n
itiv
e
s
k
ills
.
I
n
th
is
in
s
tan
ce
,
m
etac
o
g
n
itio
n
is
r
e
g
ar
d
ed
n
o
t
as
th
e
co
n
clu
s
io
n
o
f
lear
n
in
g
o
b
jectiv
es
b
u
t
as
a
ch
an
ce
to
im
p
ar
t
k
n
o
wled
g
e
an
d
b
elief
s
th
at
em
p
o
wer
s
tu
d
en
ts
to
o
v
e
r
s
ee
th
eir
lea
r
n
in
g
au
t
o
n
o
m
o
u
s
ly
.
Stu
d
en
ts
a
r
e
n
o
t
o
n
ly
ex
p
e
cted
to
b
e
ab
le
to
k
n
o
w
ab
o
u
t
s
tr
ateg
ies,
wh
en
a
n
d
h
o
w
to
u
s
e
s
tr
ateg
ies
b
u
t
also
k
n
o
w
v
ar
io
u
s
p
r
o
b
lem
-
s
o
lv
in
g
ef
f
o
r
ts
an
d
f
ac
to
r
s
th
at
ca
n
s
u
p
p
o
r
t
t
h
eir
ac
ad
em
ic
s
u
cc
ess
,
esp
ec
ially
in
r
ea
d
in
g
.
T
o
in
cr
ea
s
e
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
,
a
teac
h
er
m
u
s
t b
etter
u
n
d
er
s
tan
d
s
tu
d
en
ts
’
th
in
k
in
g
p
r
o
ce
s
s
es
in
an
ef
f
o
r
t
to
u
n
d
er
s
tan
d
th
e
tex
t.
Alway
s
in
cr
ea
s
in
g
s
tu
d
en
ts
’
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
r
ea
d
in
g
is
th
e
m
ain
th
in
g
th
at
m
u
s
t
b
e
d
o
n
e
b
y
th
e
teac
h
er
.
Stu
d
en
ts
m
u
s
t
alwa
y
s
u
s
e
m
eta
co
g
n
itiv
e
s
tr
ateg
ies
b
ec
au
s
e
th
e
d
ev
el
o
p
m
en
t
o
f
m
etac
o
g
n
itiv
e
s
k
ills
is
v
er
y
d
ep
en
d
en
t o
n
in
d
i
v
id
u
al
ef
f
o
r
ts
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
ex
p
r
ess
th
eir
g
r
atitu
d
e
to
th
e
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
in
th
is
r
esear
ch
.
T
h
ey
also
ex
ten
d
th
eir
a
p
p
r
ec
iatio
n
to
th
e
Hea
d
o
f
Un
iv
e
r
s
itas
PGR
I
S
u
m
ater
a
B
ar
at,
I
n
d
o
n
esia,
f
o
r
g
r
an
tin
g
p
er
m
is
s
io
n
to
co
n
d
u
ct
th
is
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
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
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[
8
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[
26
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m
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[
27
]
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.
R
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ma
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D
.
P
.
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say
w
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:
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me
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-
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3
.
[
28
]
S
.
A
.
J
u
l
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o
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s,
“
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ma
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[
29
]
J.
C
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n
,
“
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p
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mer,
”
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5
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[
30
]
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.
J.
B
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,
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.
K
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s
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d
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,
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t
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:
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6
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9.
[
31
]
K
.
M
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k
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a
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d
C
.
A
.
R
e
i
c
h
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r
d
,
“
A
ssessi
n
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n
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s’
m
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c
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,
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.
[
32
]
J.
B
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m
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n
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a
n
d
A
.
S
a
ms,
Fl
i
p
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:
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y
.
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a
s
h
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o
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,
D
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:
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Ed
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,
2
0
1
2
.
[
33
]
R
.
L
.
O
x
f
o
r
d
,
L
a
n
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u
a
g
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a
r
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g
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t
r
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t
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s:
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k
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B
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s
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o
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:
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e
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n
l
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& H
e
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n
l
e
P
u
b
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h
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r
s,
1
9
9
0
.
[
34
]
J.
W
a
n
g
,
K
.
S
p
e
n
c
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,
a
n
d
M
.
X
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,
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[
35
]
M
.
R.
A
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.
N.
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smai
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,
a
n
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M
.
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