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s
:
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p
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Hig
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Un
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tm
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[
1
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.
Mo
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[
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[
3
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4
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[
5
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Similar
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Ab
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[
6
]
ar
g
u
ed
th
at
f
lip
p
ed
lear
n
in
g
c
an
p
o
s
itiv
ely
en
h
a
n
ce
s
tu
d
en
t
s
’
ac
ad
em
ic
r
esil
ien
ce
o
n
b
o
t
h
th
e
im
m
ed
iate
an
d
d
elay
ed
in
v
esti
g
atio
n
.
Yet,
d
esp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
ev
id
en
ce
s
u
p
p
o
r
tin
g
th
e
im
m
ed
iate
b
en
ef
its
o
f
f
lip
p
ed
lear
n
i
n
g
,
a
f
ew
s
tu
d
ies ex
am
in
e
wh
eth
e
r
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
f
lip
p
e
d
lear
n
in
g
o
n
s
tu
d
en
t p
s
y
ch
o
lo
g
y
an
d
p
er
f
o
r
m
a
n
ce
ar
e
s
u
s
tain
ed
o
v
er
tim
e
[
6
]
,
[
7
]
.
I
n
p
a
r
ticu
lar
,
n
o
s
tu
d
ies
h
av
e
in
v
esti
g
ate
d
th
e
im
p
ac
t
o
f
th
e
f
lip
p
ed
m
o
d
el
o
n
s
tu
d
en
ts
’
lea
r
n
ed
h
el
p
less
n
ess
wh
ich
is
ad
d
r
ess
ed
b
y
th
e
cu
r
r
en
t stu
d
y
.
T
h
e
Hash
em
ite
Un
iv
e
r
s
ity
is
a
p
r
esti
g
io
u
s
lar
g
e
s
tate
u
n
i
v
er
s
ity
lo
ca
ted
in
Z
a
r
q
a,
J
o
r
d
an
.
I
t
was
estab
lis
h
ed
in
1
9
9
2
an
d
h
as
o
f
f
er
ed
a
wid
e
r
an
g
e
o
f
ac
ad
e
m
ic
p
r
o
g
r
am
s
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es
s
in
ce
th
en
.
T
h
e
u
n
iv
er
s
ity
p
lay
s
a
k
ey
r
o
l
e
in
s
h
ap
in
g
th
e
f
u
tu
r
e
lead
er
s
o
f
th
e
co
u
n
tr
y
.
B
y
em
p
h
asizin
g
ac
ad
em
ic
r
ig
o
r
,
in
ter
d
is
cip
lin
ar
y
co
llab
o
r
atio
n
,
an
d
a
g
lo
b
al
p
er
s
p
ec
tiv
e,
th
e
u
n
iv
er
s
ity
s
tr
iv
es
to
em
p
o
wer
its
s
tu
d
en
ts
to
b
ec
o
m
e
well
-
r
o
u
n
d
e
d
in
d
i
v
id
u
als eq
u
ip
p
ed
to
tack
le
th
e
c
h
allen
g
es o
f
th
e
e
v
er
-
c
h
an
g
in
g
w
o
r
ld
.
Du
r
in
g
th
eir
s
tu
d
y
,
s
tu
d
en
ts
m
ay
f
ac
e
s
itu
atio
n
s
wh
er
e
th
ey
f
ee
l
th
at
th
er
e
is
an
o
b
v
io
u
s
b
r
ea
k
d
o
wn
b
etwe
en
ac
tio
n
s
an
d
r
esu
lts
[
3
]
,
lead
in
g
th
em
t
o
f
ee
l p
o
wer
l
ess
.
T
h
ey
m
ay
f
ee
l p
o
wer
less
an
d
h
elp
less
in
th
eir
lear
n
in
g
j
o
u
r
n
ey
[
4
]
,
lead
in
g
t
o
u
n
in
ten
d
e
d
r
esp
o
n
s
es
an
d
le
ar
n
in
g
-
r
elate
d
is
s
u
es.
I
n
p
a
r
ticu
lar
,
s
tu
d
e
n
ts
m
ay
f
ee
l
th
at
th
ey
h
av
e
n
o
s
en
s
e
o
f
co
n
tr
o
l,
r
ea
lizin
g
th
at
th
er
e
i
s
n
o
p
r
ed
icted
r
elatio
n
s
h
ip
b
et
wee
n
th
eir
ac
tio
n
s
an
d
th
e
r
esu
lts
th
ey
r
ea
ch
,
ca
u
s
in
g
cr
itical
ch
an
g
es
in
th
eir
b
eh
av
io
r
s
lead
in
g
to
co
g
n
itiv
e,
m
o
tiv
atio
n
al,
an
d
em
o
tio
n
al
d
ef
icits
[
5
]
.
On
th
e
co
n
tr
ar
y
,
s
tu
d
en
ts
’
ag
e
n
cy
in
v
o
lv
es
b
o
th
m
en
tal
an
d
em
o
tio
n
al
p
r
o
ce
s
s
es
wh
ich
im
p
ac
t
th
eir
m
in
d
s
ets
an
d
ab
ilit
y
to
lear
n
.
Ag
en
cy
is
in
cr
ea
s
in
g
ly
c
o
n
s
id
er
ed
v
ital
f
o
r
s
tu
d
en
t
’
s
ac
tio
n
[
6
]
.
T
h
e
n
e
g
ativ
e
r
esp
o
n
s
es
f
o
r
f
ee
lin
g
p
o
wer
less
ca
n
b
e
tr
an
s
f
o
r
m
e
d
in
to
lea
r
n
ed
h
el
p
less
n
ess
[
7
]
,
[
8
]
.
Stu
d
en
ts
wh
o
d
e
v
elo
p
lear
n
ed
h
el
p
less
n
ess
lo
s
e
f
ait
h
an
d
c
o
n
f
i
d
en
ce
in
th
eir
ab
i
lity
to
s
u
cc
ee
d
an
d
ac
ce
p
t
d
e
f
ea
t
with
o
u
t
tr
y
i
n
g
,
wh
ich
ca
n
b
e
o
v
er
c
o
m
e
b
y
g
iv
in
g
th
e
m
m
o
r
e
c
o
n
tr
o
l
[
9
]
.
L
ea
r
n
ed
h
elp
less
n
ess
h
ap
p
en
s
wh
en
s
tu
d
en
ts
lear
n
th
at
th
e
o
u
tco
m
es
ar
e
u
n
c
o
n
tr
o
llab
le,
r
esu
ltin
g
in
m
o
tiv
atio
n
al,
co
g
n
itiv
e,
an
d
em
o
tio
n
al
d
ef
icits
[
1
0
]
.
T
h
er
ef
o
r
e,
th
e
y
m
ig
h
t
ex
p
er
i
en
ce
n
eg
ativ
ity
to
war
d
lear
n
i
n
g
,
lead
i
n
g
t
o
d
is
co
u
r
ag
em
e
n
t,
d
is
en
g
a
g
em
en
t,
ex
h
ib
it in
ap
p
r
o
p
r
iate
b
eh
a
v
io
r
,
an
d
lo
wer
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
8
]
.
Stu
d
en
ts
’
ac
ad
em
ic
s
u
cc
ess
c
an
b
e
af
f
ec
ted
n
eg
ativ
el
y
b
y
d
ev
elo
p
in
g
lear
n
e
d
h
el
p
less
n
es
s
b
eh
av
io
r
ch
ar
ac
ter
ized
b
y
th
eir
in
a
b
ilit
y
to
lea
r
n
[
9
]
.
E
ar
lier
,
Ko
lb
er
[
1
0
]
p
o
in
ted
o
u
t
th
at
lear
n
e
d
h
elp
less
n
ess
co
u
ld
lead
to
a
d
eter
io
r
atio
n
in
p
er
f
o
r
m
an
ce
i
n
ac
h
iev
em
e
n
t
s
itu
atio
n
s
as
it
m
ay
af
f
ec
t
s
tu
d
en
ts
’
willin
g
n
ess
to
en
g
ag
e
in
task
s
i
n
wh
ic
h
th
e
y
th
in
k
th
e
y
m
ay
f
ail.
A
d
d
itio
n
ally
,
s
tu
d
en
ts
’
af
f
ec
tiv
e
s
ta
tes
ca
n
s
ig
n
if
ican
tly
im
p
ac
t
th
eir
o
v
er
all
lea
r
n
in
g
[
1
1
]
.
Sp
ec
if
ically
,
wh
en
s
tu
d
en
ts
f
ac
e
u
n
co
n
tr
o
lled
s
itu
atio
n
s
,
wh
er
e
t
h
ey
b
eliev
e
th
at
f
ailu
r
e
is
u
n
av
o
id
ab
le,
th
ey
m
ay
e
x
p
er
ien
ce
l
o
w
s
elf
-
esteem
,
am
o
tiv
atio
n
,
o
r
m
o
tiv
atio
n
al
d
ef
icit
[
1
1
]
a
n
d
ten
d
to
a
v
o
id
u
n
r
eso
l
v
ed
s
itu
atio
n
s
[
8
]
.
On
e
o
f
th
e
m
ain
f
ac
to
r
s
th
at
m
ay
lead
to
lear
n
ed
h
el
p
less
n
ess
am
o
n
g
s
tu
d
en
ts
ca
n
b
e
th
e
teac
h
in
g
s
tr
ateg
ies
ad
o
p
ted
b
y
th
eir
in
s
tr
u
cto
r
s
.
W
h
en
s
tu
d
en
ts
f
ee
l
th
at
th
e
lear
n
in
g
p
r
o
ce
s
s
is
h
ig
h
ly
teac
h
er
-
ce
n
ter
e
d
,
th
ey
m
ig
h
t
tak
e
th
e
“
b
ac
k
s
ea
t
”
an
d
lo
s
e
in
ter
est,
f
ee
lin
g
d
is
en
g
ag
ed
a
n
d
un
m
o
tiv
ated
to
ac
tiv
ely
p
ar
ticip
ate
in
th
e
le
ar
n
in
g
ex
p
e
r
ien
ce
,
h
av
in
g
th
e
s
en
s
e
o
f
lo
s
in
g
a
g
en
cy
o
f
th
eir
o
wn
lear
n
in
g
.
Ho
wev
er
,
s
tu
d
en
ts
’
ag
en
cy
a
n
d
co
n
tr
o
l
ca
n
n
o
t
b
e
d
ev
el
o
p
ed
with
o
u
t
b
ein
g
em
b
e
d
d
ed
with
in
th
e
teac
h
in
g
m
eth
o
d
s
an
d
s
tr
ateg
ies
b
y
in
s
tr
u
cto
r
s
[
1
1
]
−
[
1
3
]
.
T
h
er
ef
o
r
e,
t
ea
ch
in
g
s
tr
ateg
ies
th
at
p
u
t
s
tu
d
en
ts
at
th
e
ce
n
ter
an
d
em
p
o
wer
th
em
to
h
a
v
e
a
g
en
cy
in
th
eir
lear
n
in
g
ca
n
d
ec
r
ea
s
e
th
eir
lear
n
ed
h
elp
less
n
ess
an
d
m
o
tiv
ate
th
em
to
ac
tiv
ely
e
n
g
ag
e
i
n
th
e
ir
lear
n
in
g
[
1
4
]
.
Fli
p
p
ed
lear
n
in
g
h
as
g
ain
ed
co
n
s
id
er
ab
le
atten
tio
n
as
a
p
r
o
m
is
in
g
teac
h
in
g
s
tr
ateg
y
in
h
ig
h
er
ed
u
ca
tio
n
.
Fli
p
p
ed
lea
r
n
in
g
i
n
v
o
lv
es
th
e
p
r
e
-
class
d
eliv
er
y
o
f
in
s
tr
u
ctio
n
al
m
ater
ials
,
s
u
ch
as
v
id
e
o
s
o
r
r
ea
d
in
g
s
,
f
o
llo
wed
b
y
in
-
clas
s
ac
tiv
ities
an
d
d
is
cu
s
s
io
n
s
th
at
r
ein
f
o
r
ce
an
d
d
ee
p
en
u
n
d
e
r
s
tan
d
in
g
[
5
]
,
[
1
5
]
,
[
1
6
]
.
T
h
is
ap
p
r
o
ac
h
aim
s
to
en
h
an
ce
s
tu
d
e
n
t
en
g
a
g
em
en
t,
p
r
o
m
o
te
ac
tiv
e
lear
n
in
g
,
a
n
d
f
o
s
ter
a
m
o
r
e
in
ter
ac
tiv
e
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
[
1
7
]
.
T
r
ad
itio
n
ally
,
s
tu
d
e
n
ts
h
av
e
b
ee
n
p
ass
iv
e
r
ec
ip
ien
t
s
o
f
e
d
u
ca
tio
n
,
with
litt
le
o
r
n
o
a
u
to
n
o
m
y
o
r
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
ac
ad
em
ic
p
r
o
g
r
ess
.
T
h
is
a
p
p
r
o
ac
h
h
as
o
f
t
en
b
ee
n
ac
c
u
s
ed
o
f
d
is
en
g
ag
in
g
s
tu
d
en
ts
an
d
f
o
s
ter
in
g
a
s
en
s
e
o
f
h
elp
less
n
ess
.
On
th
e
o
th
e
r
h
a
n
d
,
f
lip
p
ed
l
ea
r
n
in
g
c
h
allen
g
es
th
is
tr
ad
itio
n
al
p
ar
a
d
ig
m
b
y
em
p
o
wer
in
g
s
tu
d
en
ts
to
tak
e
an
ac
tiv
e
r
o
le
in
t
h
eir
lear
n
i
n
g
[
1
8
]
as
th
e
y
ar
e
r
eq
u
ir
ed
to
watc
h
i
n
s
tr
u
ctio
n
a
l
v
id
eo
s
in
t
h
eir
o
wn
i
n
d
iv
id
u
al
s
p
ac
e
an
d
p
r
ep
a
r
e
th
e
m
s
elv
es
to
p
a
r
ticip
ate
in
d
is
cu
s
s
io
n
s
an
d
ac
tiv
e
lear
n
in
g
d
u
r
i
n
g
th
e
g
r
o
u
p
s
p
ac
e.
Fli
p
p
ed
lear
n
in
g
b
u
ild
s
o
n
th
e
co
n
ce
p
t
o
f
en
g
ag
in
g
s
tu
d
e
n
ts
with
th
e
co
u
r
s
e
m
ater
ials
b
ef
o
r
e
th
e
class
,
wh
ich
allo
ws
th
e
u
tili
za
tio
n
o
f
class
tim
e
f
o
r
m
o
r
e
ef
f
ec
tiv
e
an
d
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
e
r
ien
ce
s
in
t
h
e
f
o
r
m
o
f
im
p
lem
e
n
tin
g
,
d
is
cu
s
s
in
g
,
an
d
a
p
p
ly
in
g
co
u
r
s
e
p
r
i
n
cip
les
[
1
9
]
.
T
h
is
ap
p
r
o
ac
h
c
an
ig
n
ite
s
tu
d
en
ts
’
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
.
2
,
Ap
r
il
20
2
6
:
1
6
6
6
-
1
6
7
5
1668
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
2
0
]
−
[
2
3
]
.
Fu
r
t
h
er
m
o
r
e
,
th
e
im
p
lem
en
tatio
n
o
f
f
lip
p
ed
lear
n
in
g
also
h
as
th
e
p
o
ten
tial
to
im
p
r
o
v
e
s
tu
d
en
ts
’
s
elf
-
ef
f
icac
y
an
d
th
eir
ab
ilit
y
to
p
lan
th
eir
s
tu
d
y
s
ch
ed
u
les
[
2
4
]
.
B
y
g
r
an
tin
g
s
tu
d
e
n
ts
m
o
r
e
a
u
to
n
o
m
y
an
d
r
esp
o
n
s
ib
ilit
y
f
o
r
th
eir
o
w
n
lear
n
in
g
,
th
ey
d
ev
elo
p
a
s
en
s
e
o
f
o
wn
er
s
h
ip
an
d
ag
e
n
cy
in
t
h
eir
lear
n
in
g
jo
u
r
n
ey
.
C
o
n
s
eq
u
e
n
tly
,
s
tu
d
en
ts
m
ay
f
ee
l
en
ab
l
ed
b
y
t
h
is
ap
p
r
o
ac
h
an
d
th
at
th
ey
h
av
e
th
e
p
o
we
r
to
co
n
tr
o
l
th
eir
ac
ad
em
ic
p
r
o
g
r
ess
an
d
“
d
esti
n
y
”
.
Ho
we
v
er
,
th
e
im
p
ac
t
o
f
f
lip
p
ed
lear
n
in
g
o
n
r
e
d
u
cin
g
lear
n
ed
h
el
p
less
n
ess
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
r
eq
u
ir
es f
u
r
th
er
in
v
esti
g
atio
n
.
Stu
d
en
ts
m
ay
f
ee
l
em
p
o
wer
ed
o
r
ig
n
o
r
ed
as
a
r
esu
lt
o
f
th
e
im
p
lem
en
ted
teac
h
i
n
g
s
tr
ateg
ies
[
2
5
]
−
[
2
7
]
,
wh
ic
h
ca
n
s
tr
o
n
g
l
y
im
p
ac
t
s
tu
d
en
ts
’
ac
a
d
em
ic
ac
h
iev
em
e
n
t
[
2
8
]
.
Stu
d
e
n
ts
m
ay
attain
b
etter
p
er
f
o
r
m
an
ce
wh
en
th
e
y
ar
e
g
iv
en
th
e
ch
an
ce
to
d
ef
in
e
t
h
eir
g
o
als,
p
lan
,
m
o
n
ito
r
,
a
n
d
s
elf
-
ev
alu
ate
th
eir
p
er
f
o
r
m
an
ce
[
2
4
]
,
wh
ic
h
ca
n
s
tr
en
g
th
en
th
eir
s
en
s
e
o
f
au
to
n
o
m
y
a
n
d
h
elp
t
h
em
r
ed
u
c
e
th
eir
f
ee
lin
g
s
o
f
h
elp
less
n
ess
an
d
in
cr
ea
s
e
ed
u
ca
tio
n
al
s
elf
-
ef
f
icac
y
[
2
7
]
.
T
h
er
ef
o
r
e,
e
n
co
u
r
a
g
in
g
s
tu
d
en
ts
to
b
e
m
o
r
e
r
esp
o
n
s
ib
le
in
th
eir
lear
n
in
g
m
ay
in
cr
ea
s
e
th
eir
en
g
a
g
em
en
t
an
d
em
p
o
wer
th
e
m
to
ex
er
ci
s
e
ag
en
cy
,
allo
win
g
th
em
to
f
ee
l
m
o
r
e
s
ec
u
r
e
an
d
o
v
er
c
o
m
e
t
h
eir
s
en
s
e
o
f
lear
n
ed
h
el
p
less
n
ess
.
Me
an
wh
ile,
teac
h
in
g
s
tr
ateg
ies
m
ay
b
e
r
esp
o
n
s
ib
le
f
o
r
s
tu
d
e
n
ts
’
lear
n
ed
h
elp
less
n
ess
d
u
e
to
th
eir
teac
h
in
g
p
r
ac
tices
an
d
s
tr
ateg
ies.
T
h
u
s
,
ad
o
p
tin
g
f
lip
p
ed
lear
n
in
g
is
f
r
eq
u
e
n
tly
cited
as
a
s
u
cc
ess
f
u
l
teac
h
in
g
ap
p
r
o
ac
h
th
at
in
cr
ea
s
es
s
tu
d
en
ts
’
co
n
f
id
en
ce
,
au
to
n
o
m
y
,
an
d
r
esp
o
n
s
ib
ilit
y
b
y
ac
tiv
ati
n
g
th
eir
r
esp
o
n
s
ib
ilit
ies in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Un
d
er
s
tan
d
in
g
th
e
im
m
ed
iate
an
d
d
elay
e
d
im
p
ac
t
o
f
a
f
lip
p
ed
lear
n
in
g
-
b
ased
tr
ain
i
n
g
p
r
o
g
r
am
o
n
u
n
iv
er
s
ity
s
tu
d
e
n
ts
’
lear
n
e
d
h
elp
less
n
ess
is
o
f
g
r
ea
t
s
ig
n
if
ican
ce
.
W
h
ile
p
r
ev
io
u
s
r
esear
ch
h
as
p
o
in
te
d
t
o
p
o
s
itiv
e
ef
f
ec
ts
o
f
f
lip
p
ed
lear
n
in
g
o
n
s
tu
d
en
t
en
g
a
g
em
en
t
a
n
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
it
i
s
cr
u
cial
to
ex
p
lo
r
e
wh
eth
er
th
ese
ef
f
ec
ts
ex
ten
d
t
o
r
ed
u
cin
g
lea
r
n
ed
h
elp
less
n
ess
an
d
wh
eth
er
t
h
ey
ar
e
s
u
s
tain
ed
o
v
er
tim
e.
T
h
is
s
tu
d
y
s
ee
k
s
to
f
ill
th
is
g
ap
b
y
ex
am
in
in
g
b
o
th
t
h
e
im
m
ed
iat
e
an
d
d
ela
y
ed
im
p
ac
t
o
f
a
f
lip
p
ed
lear
n
in
g
-
b
ased
p
r
o
g
r
a
m
o
n
u
n
iv
er
s
ity
s
tu
d
en
t
s
’
lear
n
ed
h
elp
less
n
ess
.
B
y
in
v
esti
g
atin
g
th
e
im
m
ed
iat
e
ef
f
ec
ts
,
we
aim
to
d
ete
r
m
in
e
wh
eth
er
t
h
e
f
lip
p
ed
lear
n
in
g
ap
p
r
o
ac
h
ca
n
lead
to
im
m
e
d
iate
r
ed
u
ctio
n
s
in
lear
n
ed
h
elp
less
n
ess
am
o
n
g
p
ar
ticip
atin
g
s
tu
d
en
ts
.
Ad
d
itio
n
ally
,
ex
p
lo
r
in
g
th
e
d
elay
ed
im
p
ac
t
allo
ws
u
s
to
ass
es
s
wh
eth
er
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
t
h
e
p
r
o
g
r
am
ar
e
m
ain
tain
e
d
o
r
wh
eth
e
r
s
tu
d
en
ts
r
e
v
er
t
to
th
eir
p
r
ev
io
u
s
lev
els
o
f
lear
n
ed
h
el
p
less
n
ess
o
v
er
tim
e.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
will
co
n
tr
ib
u
te
to
th
e
l
iter
atu
r
e
o
n
f
lip
p
ed
lear
n
in
g
an
d
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
a
n
d
p
r
ac
titi
o
n
er
s
s
ee
k
in
g
ef
f
ec
tiv
e
s
tr
ateg
ies to
r
ed
u
ce
lear
n
ed
h
elp
less
n
ess
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
.
W
h
ile
lear
n
ed
h
elp
less
n
ess
is
a
g
lo
b
al
p
h
e
n
o
m
e
n
o
n
,
in
v
esti
g
atin
g
its
m
a
n
if
estatio
n
s
with
in
J
o
r
d
a
n
’
s
h
ig
h
er
e
d
u
ca
tio
n
s
y
s
tem
is
o
f
p
ar
am
o
u
n
t
im
p
o
r
tan
ce
.
C
o
n
s
is
ten
t
with
tr
ad
itio
n
al
p
ed
a
g
o
g
ical
f
r
am
ewo
r
k
s
in
o
th
er
d
ev
elo
p
in
g
n
atio
n
s
,
a
co
n
f
lu
en
ce
o
f
cu
ltu
r
al,
s
o
cio
ec
o
n
o
m
ic,
an
d
ed
u
ca
tio
n
al
f
ac
to
r
s
s
ig
n
if
ican
tly
s
h
ap
es st
u
d
en
t o
u
tco
m
es.
I
n
J
o
r
d
an
,
u
n
iv
e
r
s
ity
s
tu
d
en
ts
o
f
te
n
en
co
u
n
ter
a
“
tr
a
n
s
itio
n
al
s
h
o
ck
”
as th
ey
m
ig
r
ate
f
r
o
m
h
ig
h
l
y
s
tr
u
ctu
r
ed
,
r
o
te
-
lear
n
in
g
s
ec
o
n
d
a
r
y
en
v
ir
o
n
m
en
ts
to
th
e
s
elf
-
d
ir
ec
te
d
d
em
an
d
s
o
f
ter
tiar
y
ed
u
ca
tio
n
.
T
h
is
s
h
if
t
f
r
eq
u
e
n
tly
tr
ig
g
er
s
n
o
n
ad
a
p
tiv
e
p
s
y
ch
o
lo
g
ical
r
esp
o
n
s
es
—
m
o
s
t
n
o
tab
ly
lear
n
ed
h
elp
less
n
ess
—
wh
ich
n
ec
ess
ita
te
tar
g
eted
in
ter
v
e
n
tio
n
.
T
h
is
s
tu
d
y
ex
am
in
es
th
e
im
p
ac
t
o
f
ad
o
p
tin
g
a
f
lip
p
ed
le
ar
n
in
g
-
b
ased
p
r
o
g
r
am
m
ed
o
n
s
tu
d
en
ts
’
lear
n
ed
h
elp
less
n
ess
,
tr
y
in
g
to
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
:
w
h
at
is
th
e
im
m
ed
iate
an
d
d
elay
ed
im
p
ac
t
o
f
a
f
lip
p
ed
lear
n
in
g
-
b
ased
tr
a
in
in
g
p
r
o
g
r
am
o
n
a
s
am
p
le
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
’
lear
n
ed
h
elp
less
n
ess
?
T
o
an
s
wer
th
is
q
u
esti
o
n
,
two
h
y
p
o
th
eses
wer
e
id
en
tifie
d
:
−
H1
:
t
h
er
e
ar
e
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
at
th
e
lev
el
o
f
(
α
=
0
.
0
5
)
b
etwe
en
th
e
m
ea
n
s
co
r
es
o
f
s
tu
d
en
ts
in
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
(
th
e
f
lip
p
ed
lear
n
in
g
s
tr
ateg
y
)
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
(
th
e
tr
ad
itio
n
al
m
eth
o
d
)
o
n
th
e
lear
n
ed
h
elp
le
s
s
n
ess
s
ca
le
in
th
e
p
o
s
t
-
test
.
−
H2
:
t
h
er
e
a
r
e
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
at
t
h
e
lev
el
o
f
(
α
=0
.
0
5
)
b
etwe
en
th
e
m
ea
n
s
co
r
es
o
f
th
e
s
tu
d
en
ts
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
o
n
th
e
lear
n
ed
h
elp
less
n
ess
s
ca
le
d
elay
ed
test
.
2.
M
E
T
H
O
D
2
.
1
.
Study
pa
rt
icipa
nts
T
h
e
s
tu
d
y
c
o
m
p
r
is
ed
4
0
s
tu
d
e
n
ts
ac
tiv
ely
en
r
o
lled
in
th
e
co
u
n
s
elin
g
p
s
y
ch
o
lo
g
y
s
k
ills
co
u
r
s
e,
a
p
ar
t
o
f
th
e
co
u
n
s
elin
g
p
s
y
ch
o
lo
g
y
p
r
o
g
r
a
m
.
T
h
e
s
tu
d
en
ts
wer
e
d
iv
id
ed
in
to
two
d
is
tin
ct
g
r
o
u
p
s
:
th
e
ex
p
er
im
en
tal
g
r
o
u
p
,
co
n
s
is
tin
g
o
f
2
0
s
tu
d
en
ts
,
wh
ich
r
ec
eiv
ed
in
s
tr
u
ct
io
n
u
s
in
g
th
e
f
lip
p
ed
lear
n
in
g
s
tr
ateg
y
;
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
,
also
co
n
s
is
tin
g
o
f
2
0
s
tu
d
e
n
ts
,
wh
ich
r
ec
eiv
e
d
tr
ad
itio
n
al
in
s
tr
u
ctio
n
.
Pre
-
an
d
p
o
s
t
-
test
s
wer
e
ad
m
in
is
ter
ed
to
b
o
t
h
g
r
o
u
p
s
to
ass
ess
th
eir
lev
els
o
f
lear
n
ed
h
elp
less
n
ess
.
Ad
d
itio
n
ally
,
a
f
o
llo
w
-
u
p
test
was
co
n
d
u
cte
d
with
th
e
ex
p
er
im
en
tal
g
r
o
u
p
o
n
e
m
o
n
th
af
ter
th
e
p
o
s
t
-
test
to
ev
alu
ate
th
e
p
o
ten
tial
d
elay
ed
im
p
ac
t
o
f
th
e
p
r
o
g
r
am
o
n
s
tu
d
en
ts
’
lear
n
ed
h
elp
less
n
ess
.
Alth
o
u
g
h
lar
g
e
r
s
am
p
les
ar
e
g
en
er
ally
p
r
ef
er
r
ed
in
q
u
an
titativ
e
r
esear
ch
to
en
h
a
n
ce
g
en
er
aliza
b
ilit
y
,
th
e
cu
r
r
en
t
s
am
p
le
(
N=
4
0
)
p
r
o
v
i
d
es
s
u
f
f
icien
t
s
tatis
tical
p
o
wer
to
d
etec
t
t
h
e
in
ter
v
en
t
io
n
’
s
ef
f
ec
ts
.
Nev
er
th
eless
,
f
u
tu
r
e
r
e
p
licatio
n
s
u
tili
zin
g
lar
g
er
,
m
o
r
e
d
iv
er
s
e
co
h
o
r
ts
ar
e
r
ec
o
m
m
en
d
e
d
to
v
alid
ate
th
ese
f
in
d
in
g
s
an
d
p
r
o
v
id
e
a
b
r
o
a
d
er
p
er
s
p
ec
tiv
e.
T
o
en
s
u
r
e
eq
u
iv
alen
ce
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
Th
e
immed
ia
te
a
n
d
d
ela
ye
d
im
p
a
ct
o
f a
flip
p
ed
lea
r
n
in
g
-
b
a
s
ed
p
r
o
g
r
a
m
o
n
…
(
Mo
h
a
mma
d
H.
A
b
o
o
d
)
1669
b
etwe
en
th
e
two
g
r
o
u
p
s
,
th
e
lear
n
ed
h
elp
less
n
ess
s
ca
le
was
ad
m
in
is
ter
ed
p
r
io
r
to
th
e
in
ter
v
en
tio
n
an
d
th
e
r
esu
lts
p
r
esen
ted
in
T
ab
le
1
w
h
ich
s
h
o
ws n
o
s
ig
n
if
ica
n
t d
if
f
er
en
ce
s
b
etwe
en
th
em
.
T
ab
le
1
.
Me
an
s
,
s
tan
d
a
r
d
d
e
v
i
atio
n
s
,
an
d
t
-
test
f
o
r
th
e
p
r
e
-
te
s
t o
n
th
e
lear
n
e
d
h
elp
less
n
ess
s
ca
le
V
a
r
i
a
b
l
e
s
G
r
o
u
p
M
e
a
n
SD
T
-
v
a
l
u
e
P
Le
a
r
n
e
d
h
e
l
p
l
e
ss
n
e
ss
Ex
p
e
r
i
m
e
n
t
a
l
3
.
4
3
0
.
2
1
1
.
5
3
8
0
.
1
3
C
o
n
t
r
o
l
3
.
3
2
0
.
2
3
2
.
2
.
T
he
lea
rned
helpl
es
s
nes
s
s
ca
le
T
h
e
s
tu
d
y
u
s
ed
th
e
lear
n
e
d
h
elp
less
n
ess
s
ca
le
[
2
9
]
,
wh
ich
is
co
n
s
id
er
ed
h
ig
h
ly
d
eter
m
in
ativ
e
o
f
lear
n
ed
h
el
p
less
n
ess
[
3
0
]
.
T
h
e
s
ca
le
co
n
s
is
ted
o
f
2
0
item
s
,
a
ll
o
f
wh
ich
wer
e
n
e
g
ativ
e,
wh
ich
was
tak
en
in
to
co
n
s
id
er
atio
n
d
u
r
in
g
th
e
a
n
aly
s
is
s
tag
e.
S
tu
d
en
ts
wer
e
ask
ed
to
r
esp
o
n
d
to
ea
c
h
item
ac
co
r
d
in
g
to
a
L
i
k
er
t
s
ca
le,
with
f
o
u
r
c
h
o
ices
f
o
r
e
ac
h
item
(
s
tr
o
n
g
ly
a
g
r
ee
,
a
g
r
ee
,
d
is
ag
r
ee
,
a
n
d
s
tr
o
n
g
ly
d
is
ag
r
ee
)
.
T
h
e
h
i
g
h
er
s
co
r
es
o
n
th
e
s
ca
le
in
d
icate
d
a
h
ig
h
s
co
r
e
o
f
lear
n
ed
h
elp
l
ess
n
ess
am
o
n
g
s
tu
d
en
ts
.
T
h
e
s
co
r
es
o
n
th
e
s
ca
le
r
an
g
ed
f
r
o
m
2
0
-
8
0
p
o
in
ts
.
T
o
estab
lis
h
v
alid
ity
in
d
icato
r
s
,
th
e
s
ca
le
was
ad
m
in
is
ter
ed
to
a
p
ilo
t
s
am
p
le
o
f
2
2
s
tu
d
e
n
ts
d
r
awn
f
r
o
m
t
h
e
tar
g
et
p
o
p
u
latio
n
b
u
t
ex
clu
d
ed
f
r
o
m
th
e
m
ai
n
s
tu
d
y
s
am
p
le.
T
h
e
item
-
to
-
d
o
m
ain
c
o
r
r
elatio
n
co
ef
f
icien
ts
wer
e
ca
lc
u
lated
,
with
v
alu
es
r
a
n
g
in
g
f
r
o
m
0
.
5
8
to
0
.
9
2
.
Ad
d
itio
n
ally
,
th
e
item
-
to
-
to
tal
s
co
r
e
co
r
r
elatio
n
c
o
ef
f
icien
ts
wer
e
d
eter
m
in
ed
,
y
ield
in
g
v
alu
es
b
etwe
en
0
.
6
3
an
d
0
.
9
2
.
I
n
a
d
d
itio
n
,
to
ev
alu
ate
in
ter
n
al
co
n
s
is
ten
cy
,
C
r
o
n
b
ac
h
’
s
alp
h
a
r
eliab
ilit
y
co
ef
f
icien
t
was
ca
lcu
lated
y
ield
in
g
0
.
7
3
.
T
h
is
v
alu
e
was
co
n
s
id
er
ed
ac
ce
p
tab
le
f
o
r
th
e
o
b
jectiv
es o
f
th
e
c
u
r
r
e
n
t stu
d
y
.
2
.
3
.
Study
im
ple
m
ent
a
t
io
n p
ro
ce
du
re
I
n
o
r
d
er
to
i
d
en
tify
s
tu
d
en
t
s
’
lear
n
ed
h
elp
less
n
ess
,
th
e
lear
n
ed
h
elp
less
n
ess
test
wa
s
u
s
ed
to
ca
teg
o
r
ize
s
tu
d
en
ts
ac
co
r
d
in
g
to
th
eir
lev
els
o
f
lear
n
ed
h
e
lp
less
n
ess
.
Su
b
s
eq
u
en
tly
,
s
tu
d
en
ts
with
lear
n
ed
h
elp
less
n
ess
wer
e
ass
ig
n
ed
to
eith
er
an
ex
p
e
r
im
en
tal
o
r
a
co
n
tr
o
l
g
r
o
u
p
.
T
h
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
co
n
s
is
ted
o
f
2
0
s
tu
d
en
ts
wh
o
wer
e
s
elec
te
d
to
s
tu
d
y
u
s
in
g
th
e
f
lip
p
ed
le
ar
n
in
g
s
tr
ateg
y
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
co
n
s
is
ted
o
f
2
0
s
tu
d
en
ts
wh
o
lear
n
ed
in
th
e
tr
ad
itio
n
al
s
tr
ateg
y
.
T
h
e
f
lip
p
ed
lear
n
in
g
co
n
ce
p
t
was
in
tr
o
d
u
ce
d
to
s
tu
d
en
ts
in
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
,
e
x
p
lain
in
g
th
eir
r
o
le
an
d
h
o
w
to
u
s
e
m
ater
ials
b
ef
o
r
e
ea
c
h
lectu
r
e.
I
n
ad
d
itio
n
,
th
e
in
s
tr
u
cto
r
’
s
r
o
le
f
o
cu
s
ed
o
n
p
r
esen
tin
g
an
d
ex
p
lain
in
g
th
e
in
ten
d
ed
lea
r
n
in
g
o
u
tc
o
m
es
to
s
tu
d
en
ts
an
d
p
r
o
v
id
in
g
th
e
m
with
g
u
id
an
ce
d
u
r
i
n
g
t
h
eir
s
tu
d
y
.
T
h
e
f
lip
p
ed
lear
n
in
g
-
b
ased
p
r
o
g
r
am
in
co
r
p
o
r
ated
a
v
ar
iety
o
f
in
s
tr
u
ctio
n
al
s
tr
ateg
ies an
d
m
eth
o
d
s
in
clu
d
in
g
:
−
I
n
s
tr
u
ctio
n
al
v
id
eo
s
:
s
tu
d
en
ts
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
wer
e
r
eq
u
i
r
ed
to
watc
h
i
n
s
tr
u
ctio
n
al
v
id
e
o
s
co
v
er
in
g
f
u
n
d
am
en
tal
s
k
ills
r
elate
d
to
th
e
p
r
o
g
r
am
c
o
n
ten
t
b
ef
o
r
e
th
e
s
ch
e
d
u
led
class
.
T
h
is
ap
p
r
o
ac
h
allo
wed
s
tu
d
en
ts
to
r
ewa
tch
a
n
d
r
ep
ea
t t
h
e
co
n
te
n
t a
s
n
ee
d
e
d
,
f
ac
ilit
atin
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
−
R
o
le
-
p
lay
in
g
:
th
is
m
eth
o
d
i
n
v
o
lv
es
s
tu
d
en
ts
p
er
f
o
r
m
in
g
s
p
e
cif
ic
r
o
les
in
a
m
o
d
ele
d
f
ash
i
o
n
to
lear
n
n
ew
b
eh
av
io
r
s
o
r
g
ain
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
ch
allen
g
es.
Af
te
r
watc
h
in
g
th
e
p
r
e
-
class
v
id
eo
s
,
s
tu
d
en
ts
wer
e
ask
ed
to
ac
t o
u
t e
d
u
ca
tio
n
al
s
ce
n
ar
io
s
r
elate
d
to
th
e
co
n
te
n
t.
−
Peer
lear
n
in
g
:
s
tu
d
en
ts
wer
e
o
r
g
an
ized
in
t
o
s
m
all
g
r
o
u
p
s
wh
er
e
ea
ch
g
r
o
u
p
ex
p
lain
e
d
a
s
eg
m
en
t
o
f
th
e
co
n
ten
t
to
th
eir
co
lleag
u
es
af
ter
r
ev
iewin
g
t
h
e
lear
n
in
g
m
ate
r
ial.
T
h
is
co
llab
o
r
ativ
e
s
tr
ateg
y
co
n
tr
ib
u
ted
to
en
h
an
cin
g
s
elf
-
co
n
f
id
en
ce
a
n
d
f
o
s
ter
in
g
a
s
en
s
e
o
f
s
elf
-
ef
f
ic
ac
y
.
−
Pro
b
lem
-
s
o
lv
in
g
:
th
is
tech
n
i
q
u
e
tr
ain
s
in
d
iv
id
u
als
to
d
is
co
v
er
an
d
in
n
o
v
ate
m
eth
o
d
s
f
o
r
h
an
d
lin
g
ch
allen
g
es.
B
y
p
r
esen
tin
g
r
ea
l
is
tic
o
r
ed
u
ca
tio
n
al
s
itu
atio
n
s
r
elate
d
to
th
e
cu
r
r
icu
lu
m
,
s
tu
d
en
ts
wer
e
ask
ed
to
p
r
o
p
o
s
e
p
r
ac
tical
s
o
lu
tio
n
s
.
−
In
-
p
er
s
o
n
d
is
cu
s
s
io
n
s
:
f
ac
e
-
to
-
f
ac
e
class
r
o
o
m
d
is
cu
s
s
io
n
s
wer
e
co
n
d
u
cted
f
o
llo
win
g
d
u
r
in
g
th
e
f
ac
e
-
to
-
f
ac
e
class
es a
r
o
u
n
d
th
e
c
o
n
ten
ts
o
f
th
e
in
s
tr
u
ctio
n
al
v
id
eo
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
cu
r
r
e
n
t stu
d
y
aim
ed
t
o
test
th
e
f
ir
s
t r
esear
ch
h
y
p
o
th
esis
(
H1
)
,
wh
ich
s
tated
:
t
h
er
e
a
r
e
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
at
t
h
e
l
ev
el
o
f
(
α
=
0
.
0
5
)
b
etwe
en
th
e
m
ea
n
s
co
r
es
o
f
th
e
s
tu
d
en
ts
i
n
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
(
th
e
f
lip
p
ed
lear
n
i
n
g
s
tr
ateg
y
)
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
(
th
e
tr
ad
itio
n
al
m
eth
o
d
)
o
n
th
e
lear
n
e
d
h
elp
less
n
ess
s
ca
le.
Me
an
s
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
o
f
s
tu
d
en
ts
’
s
co
r
es
wer
e
ca
lcu
lated
f
o
r
th
e
p
r
e
-
test
an
d
p
o
s
t
-
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ess
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u
r
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u
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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2
2
5
2
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J
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p
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a
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le
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u
r
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1
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ts
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elp
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ig
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ican
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h
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icate
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th
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ican
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d
if
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icate
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th
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th
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a
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ig
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ican
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ef
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ec
t
o
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th
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lip
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ased
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r
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m
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ci
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less
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d
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o
t
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esis
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tated
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t
h
e
r
e
ar
e
s
t
atis
tically
s
ig
n
if
ican
t
d
if
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ce
s
at
th
e
s
ig
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ican
ce
lev
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(
α
=0
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0
5
)
b
etwe
en
th
e
m
ea
n
s
co
r
es
o
f
th
e
s
tu
d
en
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
o
n
th
e
lear
n
ed
h
elp
less
n
ess
s
ca
le
in
th
e
f
o
llo
w
-
u
p
test
,
m
ea
n
s
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
o
f
th
e
p
o
s
t
-
test
an
d
f
o
llo
w
-
u
p
te
s
t
r
esp
o
n
s
es
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
o
n
t
h
e
lear
n
e
d
h
elp
l
ess
n
ess
s
ca
le
wer
e
ca
lcu
lated
an
d
p
r
esen
ted
in
Fig
u
r
e
2
.
T
h
e
f
ig
u
r
e
s
h
o
ws
ap
p
ar
en
t
d
if
f
er
en
ce
s
in
th
e
m
ea
n
s
b
etwe
en
th
e
p
o
s
t
-
test
an
d
f
o
llo
w
-
u
p
test
f
o
r
lear
n
e
d
h
elp
less
n
ess
.
W
h
ile
th
e
im
m
ed
iate
im
p
ac
t
o
f
th
e
ar
tific
ial
in
tellig
en
ce
(
AI
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-
en
h
a
n
ce
d
f
lip
p
e
d
lear
n
in
g
in
ter
v
e
n
tio
n
r
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lted
in
a
s
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g
n
if
ican
tly
l
o
w
p
o
s
t
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test
(
m
ea
n
=1
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3
0
)
,
i
n
d
icatin
g
a
s
h
ar
p
r
ed
u
ctio
n
in
lear
n
ed
h
elp
less
n
ess
,
th
e
f
o
llo
w
-
u
p
as
s
ess
m
en
t
r
ev
ea
led
a
r
etu
r
n
to
h
ig
h
er
le
v
els
with
(
m
ea
n
=3
.
3
0
)
.
I
n
o
r
d
e
r
to
d
e
ter
m
in
e
th
e
s
ig
n
if
ican
ce
o
f
t
h
ese
d
if
f
er
en
ce
s
,
a
p
air
ed
t
-
t
est
was
u
s
ed
an
d
p
r
esen
ted
in
T
a
b
le
3
.
T
h
e
r
esu
lts
p
r
esen
ted
in
T
a
b
le
3
s
h
o
w
th
at
th
e
t
-
v
alu
e
was
-
3
0
.
4
4
1
,
wh
ic
h
is
a
s
tatis
tically
s
ig
n
if
ican
t
v
alu
e,
in
d
icatin
g
th
at
th
er
e
is
a
s
tatis
tically
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
b
etwe
en
th
e
p
o
s
t
-
test
an
d
f
o
llo
w
-
u
p
test
f
o
r
lear
n
e
d
h
elp
less
n
ess
,
m
ea
n
in
g
th
at
th
e
g
r
o
u
p
d
id
n
o
t
r
etain
t
h
e
i
n
itial
p
s
y
ch
o
lo
g
ical
im
p
r
o
v
em
e
n
ts
af
ter
th
e
ac
tiv
e
AI
in
ter
v
en
tio
n
ce
ased
.
Fu
r
th
er
m
o
r
e,
th
e
ca
lcu
latio
n
o
f
C
o
h
en
’
s
d
z
r
esu
lted
in
a
v
alu
e
o
f
(
4
.
8
1
)
,
w
h
ich
p
o
in
t
s
to
a
v
er
y
s
tr
o
n
g
an
d
s
u
b
s
tan
t
ial
d
if
f
er
en
ce
b
etwe
en
t
h
e
p
o
s
t
an
d
f
o
llo
w
-
u
p
test
s
co
r
es.
T
h
is
ex
ce
p
tio
n
ally
lar
g
e
ef
f
ec
t
s
ize
s
u
g
g
ests
th
at
th
e
r
ed
u
ctio
n
in
lear
n
e
d
h
elp
l
ess
n
ess
was
h
ig
h
ly
d
ep
en
d
e
n
t o
n
th
e
ac
tiv
e
p
r
esen
ce
o
f
th
e
AI
-
en
h
an
ce
d
f
lip
p
e
d
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
3.43
1.3
0
3.32
3.3
0
PRE
-
T
E
S
T
P
O
S
T
-
T
E
S
T
L
E
A
R
N
E
D
H
E
L
P
L
E
S
S
N
E
S
S
S
C
A
L
E
E
x
p
e
ri
me
n
tal
G
r
o
u
p
Co
n
tr
o
l
G
ro
u
p
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
Th
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a
n
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(
Mo
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1671
Fig
u
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2
.
Pre
-
test
an
d
f
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llo
w
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u
p
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s
o
f
lear
n
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elp
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n
ess
T
ab
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3
.
Pair
ed
t
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r
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o
r
p
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ess
V
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T
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tr
ate
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p
p
ed
lear
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r
am
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ad
a
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r
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d
p
o
s
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im
p
ac
t
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n
r
e
d
u
cin
g
le
ar
n
ed
h
elp
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n
ess
am
o
n
g
u
n
i
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er
s
ity
s
tu
d
en
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,
with
th
is
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f
e
ct
b
ein
g
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v
id
en
t
i
n
b
o
th
th
e
p
o
s
t
-
test
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f
o
llo
w
-
u
p
m
ea
s
u
r
em
en
ts
.
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is
r
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lt
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tr
o
n
g
ly
s
u
p
p
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r
ted
b
y
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n
d
p
ar
tially
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n
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with
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r
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ch
o
n
th
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f
i
ca
cy
o
f
th
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lip
p
ed
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n
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m
o
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el.
Similar
ly
,
th
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f
in
d
in
g
s
r
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n
ate
with
th
e
wo
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k
o
f
Sm
allh
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r
[
3
1
]
,
wh
o
f
o
u
n
d
th
at
f
lip
p
e
d
lear
n
in
g
e
n
h
an
ce
s
s
tu
d
en
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’
ac
ad
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ic
r
esil
ien
ce
in
f
o
r
eig
n
lan
g
u
ag
e
lea
r
n
in
g
an
d
A
b
o
o
d
et
a
l.
[
6
]
wh
o
s
h
o
wed
th
at
p
o
s
itiv
e
im
p
ac
t
o
f
f
lip
p
ed
lea
r
n
in
g
as
a
to
o
l
f
o
r
ac
ad
em
ic
r
esil
ien
ce
o
n
u
n
iv
er
s
ity
s
tu
d
en
t
’
s
ef
f
icac
y
.
T
h
is
in
cr
ea
s
e
in
r
esil
ien
ce
s
u
g
g
ests
an
im
p
r
o
v
ed
a
b
ilit
y
to
co
p
e
with
ac
a
d
em
ic
p
r
ess
u
r
es,
wh
ich
is
f
u
n
d
am
e
n
tally
lin
k
ed
to
a
r
ed
u
ctio
n
in
lea
r
n
ed
h
elp
less
n
ess
.
Stu
d
en
ts
wh
o
f
ee
l
a
s
en
s
e
o
f
c
o
n
tr
o
l
an
d
ca
p
ab
ilit
y
in
f
ac
in
g
ch
allen
g
es
a
r
e
less
lik
ely
to
s
u
cc
u
m
b
to
f
ee
lin
g
s
o
f
h
elp
less
n
ess
o
r
s
u
r
r
en
d
er
.
Fu
r
th
er
m
o
r
e
,
th
e
p
o
s
itiv
e
o
u
tco
m
e
ca
n
b
e
attr
ib
u
ted
to
th
e
en
h
an
ce
d
s
tu
d
en
t
au
to
n
o
m
y
an
d
s
elf
-
d
ir
ec
ted
lear
n
in
g
f
o
s
ter
ed
b
y
th
e
f
lip
p
ed
lea
r
n
in
g
[
3
2
]
.
I
n
a
f
lip
p
ed
e
n
v
ir
o
n
m
en
t,
s
t
u
d
en
ts
g
ain
g
r
ea
ter
co
n
tr
o
l
o
v
er
t
h
eir
lear
n
in
g
p
a
ce
an
d
p
r
o
ce
s
s
,
wh
ich
d
ir
ec
tly
m
itig
ates
th
e
f
ee
lin
g
s
o
f
h
el
p
less
n
ess
th
at
o
f
ten
ar
is
e
f
r
o
m
co
m
p
lete
d
ep
e
n
d
e
n
ce
o
n
th
e
tr
ad
itio
n
al,
f
ix
ed
-
p
ac
e
class
r
o
o
m
s
ettin
g
.
T
h
e
m
ec
h
an
is
m
f
o
r
th
is
r
ed
u
ctio
n
i
n
lear
n
ed
h
elp
less
n
ess
is
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
liter
atu
r
e
in
d
icatin
g
th
at
f
lip
p
ed
lear
n
in
g
r
ed
u
ce
s
tu
d
en
t
an
x
iety
an
d
in
c
r
ea
s
e
in
ter
ac
tio
n
,
th
er
e
b
y
cr
ea
tin
g
a
m
o
r
e
p
s
y
ch
o
l
o
g
ically
s
af
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
Sin
ce
lear
n
ed
h
elp
less
n
ess
is
f
r
eq
u
e
n
tly
ass
o
ciate
d
with
f
ee
lin
g
s
o
f
a
n
x
iety
a
n
d
a
lack
o
f
s
elf
-
ef
f
icac
y
,
th
is
s
af
er
en
v
ir
o
n
m
e
n
t
is
a
cr
u
cia
l
f
ac
to
r
.
Fin
ally
,
t
h
e
im
p
r
o
v
e
m
en
t
in
lear
n
ed
h
el
p
less
n
ess
is
co
n
s
is
ten
t
with
f
in
d
in
g
s
th
at
f
lip
p
e
d
lear
n
in
g
en
h
an
ce
s
s
tu
d
en
ts
’
u
s
e
o
f
c
o
g
n
itiv
e
r
eg
u
latio
n
s
tr
ateg
ies
(
s
u
ch
as
p
lan
n
in
g
,
m
o
n
ito
r
in
g
,
an
d
r
ev
iewin
g
)
an
d
p
r
o
m
o
tes s
elf
-
r
eg
u
latio
n
[
3
3
]
.
T
h
e
cu
r
r
en
t
s
tu
d
y
in
v
esti
g
at
ed
th
e
im
m
ed
iate
an
d
d
ela
y
ed
im
p
ac
t
o
f
a
f
lip
p
e
d
lear
n
in
g
-
b
ased
p
r
o
g
r
a
m
o
n
a
s
am
p
le
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
’
lear
n
ed
h
elp
less
n
ess
.
T
h
e
r
esu
lts
wer
e
p
r
o
m
is
in
g
an
d
in
d
icate
th
at
th
e
f
lip
p
ed
lear
n
in
g
p
r
o
g
r
am
m
ay
h
a
v
e
h
ad
a
n
im
p
a
ct
o
n
r
ed
u
cin
g
lear
n
ed
h
elp
l
ess
n
ess
am
o
n
g
th
e
s
tu
d
en
ts
in
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
co
m
p
ar
ed
to
th
e
co
n
tr
o
l
g
r
o
u
p
.
T
h
is
f
in
d
in
g
ca
n
b
e
attr
ib
u
ted
to
s
ev
e
r
al
f
ac
to
r
s
.
On
e
p
o
s
s
ib
le
ex
p
lan
atio
n
is
th
at
th
e
f
lip
p
ed
lear
n
in
g
ap
p
r
o
ac
h
f
o
s
ter
s
a
s
en
s
e
o
f
au
to
n
o
m
y
a
n
d
r
esp
o
n
s
ib
ilit
y
am
o
n
g
s
tu
d
en
ts
,
wh
ich
in
tu
r
n
ca
n
p
o
s
itiv
ely
im
p
ac
t
th
eir
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
Atwa
et
a
l.
[
2
4
]
,
wh
o
em
p
h
asized
th
e
r
o
le
o
f
au
to
n
o
m
y
-
s
u
p
p
o
r
tiv
e
in
s
tr
u
ctio
n
al
s
tr
at
eg
ies
in
p
r
o
m
o
tin
g
s
tu
d
en
t
au
to
n
o
m
y
a
n
d
e
n
h
an
ci
n
g
lear
n
in
g
o
u
tco
m
es.
B
y
p
r
o
v
id
in
g
s
tu
d
en
ts
with
p
r
e
-
class
lear
n
in
g
m
ater
ials
an
d
allo
win
g
th
e
m
to
tak
e
o
wn
er
s
h
ip
o
f
th
eir
lear
n
in
g
,
t
h
e
f
lip
p
ed
lear
n
in
g
ap
p
r
o
ac
h
m
ay
h
av
e
em
p
o
wer
ed
s
tu
d
en
ts
an
d
in
cr
ea
s
ed
th
e
ir
s
en
s
e
o
f
co
n
tr
o
l
o
v
er
th
eir
ac
a
d
em
ic
p
r
o
g
r
ess
.
Ad
d
itio
n
ally
,
e
n
g
ag
em
e
n
t
i
n
ac
tiv
e
lear
n
in
g
ac
tiv
ities
a
n
d
task
s
in
f
lip
p
ed
lear
n
in
g
ca
n
c
o
n
tr
ib
u
te
to
a
m
o
r
e
in
ter
ac
tiv
e
an
d
p
ar
ticip
ato
r
y
lear
n
in
g
e
x
p
er
ie
n
ce
[
3
3
]
,
wh
ich
m
ay
ac
tiv
ate
s
tu
d
en
ts
’
s
en
s
e
o
f
r
elate
d
n
ess
an
d
co
n
n
ec
tio
n
to
th
e
lear
n
i
n
g
co
n
ten
t,
th
eir
p
ee
r
s
,
an
d
th
e
in
s
tr
u
cto
r
[
1
8
]
.
W
h
en
s
tu
d
en
ts
f
ee
l c
o
n
n
ec
ted
an
d
in
v
o
lv
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
th
ey
ar
e
m
o
r
e
lik
ely
to
ex
p
er
ien
ce
a
s
en
s
e
o
f
em
p
o
wer
m
en
t a
n
d
ag
e
n
cy
,
wh
ich
ca
n
b
e
p
r
o
tectiv
e
a
g
ain
s
t le
ar
n
ed
h
elp
less
n
ess
[
3
4
]
.
Mo
r
eo
v
er
,
b
y
p
r
o
v
id
in
g
s
tu
d
en
ts
with
p
r
e
-
class
ac
ce
s
s
to
th
e
lear
n
in
g
m
ater
ials
,
th
ey
h
av
e
th
e
o
p
p
o
r
tu
n
ity
to
f
am
iliar
ize
th
e
m
s
elv
es
with
th
e
co
n
ten
t,
g
r
a
s
p
th
e
k
ey
c
o
n
ce
p
ts
,
an
d
d
e
v
elo
p
a
f
o
u
n
d
atio
n
al
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
Po
s
t-T
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s
t
F
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l
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w
-Up
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e
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xp
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
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2
I
n
t
J
E
v
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&
R
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d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
6
6
-
1
6
7
5
1672
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
t
o
p
ic.
T
h
is
p
r
e
-
ex
p
o
s
u
r
e
e
n
ab
les
s
tu
d
en
ts
to
ar
r
iv
e
i
n
class
f
ee
lin
g
m
o
r
e
co
n
f
id
en
t
an
d
p
r
ep
ar
e
d
,
wh
ich
in
tu
r
n
en
h
an
ce
s
th
eir
willin
g
n
ess
to
ac
tiv
ely
p
ar
ticip
ate
in
d
is
cu
s
s
io
n
s
an
d
en
g
ag
e
in
class
ac
tiv
ities
.
Acc
o
r
d
in
g
ly
,
f
ee
lin
g
m
o
r
e
c
o
n
f
id
e
n
t
in
th
eir
k
n
o
wled
g
e
an
d
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
s
u
b
ject
m
atter
,
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
s
h
ar
e
th
eir
th
o
u
g
h
ts
,
ask
q
u
est
io
n
s
,
an
d
co
n
tr
i
b
u
te
to
in
-
cla
s
s
d
is
cu
s
s
io
n
s
.
T
h
is
in
cr
ea
s
ed
p
ar
ticip
atio
n
n
o
t
o
n
ly
h
elp
s
s
tu
d
en
ts
s
o
lid
if
y
th
ei
r
u
n
d
er
s
tan
d
in
g
th
r
o
u
g
h
ac
tiv
e
en
g
ag
em
en
t
b
u
t
also
p
r
o
v
id
es
th
em
with
o
p
p
o
r
tu
n
ities
to
r
ec
eiv
e
f
ee
d
b
a
ck
an
d
clar
if
icatio
n
f
r
o
m
t
h
eir
p
ee
r
s
an
d
th
e
in
s
tr
u
cto
r
.
Hen
ce
,
s
tu
d
en
ts
m
ay
g
ain
a
s
en
s
e
o
f
o
wn
er
s
h
ip
o
v
er
th
eir
lear
n
in
g
,
wh
ich
ca
n
r
ed
u
ce
th
eir
f
ee
lin
g
s
o
f
h
elp
less
n
ess
an
d
in
c
r
ea
s
e
th
eir
s
elf
-
ef
f
icac
y
as
a
r
esu
lt
o
f
ac
tiv
ely
p
ar
ticip
atin
g
in
d
is
cu
s
s
io
n
s
an
d
ac
tiv
ities
.
T
h
e
d
y
n
am
ic
en
v
ir
o
n
m
en
t
o
f
in
-
class
d
is
cu
s
s
io
n
s
an
d
ac
tiv
ities
p
r
o
v
id
es
a
p
latf
o
r
m
f
o
r
s
t
u
d
en
ts
to
ex
ch
an
g
e
id
ea
s
,
q
u
esti
o
n
ass
u
m
p
tio
n
s
,
an
d
d
elv
e
i
n
to
d
iv
er
s
e
p
er
s
p
ec
tiv
es.
T
h
is
co
llab
o
r
at
iv
e
lear
n
in
g
s
ettin
g
n
o
t
o
n
l
y
b
o
o
s
ts
s
tu
d
en
ts
’
co
n
f
id
en
ce
b
u
t
also
s
tr
en
g
th
e
n
s
th
eir
ca
p
ac
ity
to
o
v
e
r
co
m
e
f
ee
lin
g
s
o
f
h
elp
less
n
ess
.
B
y
cu
ltiv
atin
g
a
s
u
p
p
o
r
tiv
e
an
d
en
g
ag
in
g
atm
o
s
p
h
er
e,
s
tu
d
e
n
ts
ar
e
em
p
o
wer
e
d
to
ac
tiv
ely
co
n
tr
i
b
u
te
t
o
th
ei
r
o
wn
lear
n
in
g
jo
u
r
n
ey
.
I
n
ad
d
itio
n
,
it
i
s
p
o
s
s
ib
le
th
at
th
e
f
lip
p
ed
lear
n
in
g
-
b
ased
p
r
o
g
r
a
m
h
elp
e
d
b
u
ild
in
g
s
tr
o
n
g
r
elatio
n
s
h
ip
s
b
etwe
en
s
tu
d
en
ts
an
d
t
h
e
teac
h
e
r
,
wh
i
ch
m
ay
h
a
v
e
co
n
tr
ib
u
ted
to
c
o
n
tr
o
llin
g
n
eg
ativ
e
em
o
tio
n
s
an
d
t
h
o
u
g
h
ts
an
d
tr
an
s
f
o
r
m
in
g
th
em
in
to
p
o
s
itiv
e
em
o
tio
n
s
,
wh
ich
h
elp
e
d
s
tu
d
en
ts
d
ef
ea
t
a
n
x
iety
,
ten
s
io
n
,
an
d
f
ee
lin
g
s
o
f
h
elp
less
n
es
s
an
d
s
elf
-
in
ef
f
icien
c
y
.
T
h
er
ef
o
r
e,
Selig
m
an
[
9
]
p
o
s
its
th
at
o
p
tim
is
m
s
er
v
es
as
a
p
s
y
ch
o
lo
g
ical
“
im
m
u
n
izatio
n
”
a
g
ain
s
t
lear
n
e
d
h
elp
less
n
ess
an
d
th
e
ten
d
en
cy
to
s
u
r
r
e
n
d
er
f
o
llo
win
g
f
ailu
r
e.
T
h
is
m
in
d
s
et
en
ab
les
s
tu
d
en
ts
to
m
ain
ta
in
a
p
o
s
itiv
e
o
u
tlo
o
k
,
allo
win
g
th
em
to
r
ec
o
v
er
f
r
o
m
s
etb
ac
k
s
an
d
r
ec
o
g
n
ize
th
eir
ag
en
cy
i
n
ch
an
g
in
g
u
n
f
a
v
o
r
ab
le
cir
c
u
m
s
tan
ce
s
.
T
h
is
f
in
d
in
g
p
o
in
ts
to
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
ef
f
ec
tiv
e
te
ac
h
in
g
s
tr
ateg
ies
o
n
r
e
d
u
cin
g
s
tu
d
en
ts
’
lear
n
ed
h
el
p
less
n
ess
[
3
5
]
.
I
n
p
a
r
ticu
lar
,
th
e
f
in
d
in
g
r
eso
n
ates
with
p
r
ev
io
u
s
f
in
d
in
g
s
[
2
5
]
,
wh
ich
co
n
f
ir
m
e
d
th
at
f
lip
p
ed
lear
n
i
n
g
ca
n
p
o
te
n
tially
m
itig
ate
lear
n
ed
h
el
p
less
n
ess
b
y
em
p
o
wer
in
g
s
tu
d
e
n
ts
to
tak
e
ch
ar
g
e
o
f
th
eir
lea
r
n
in
g
.
Fu
r
th
er
m
o
r
e
,
ex
am
i
n
in
g
th
e
last
in
g
ef
f
ec
ts
o
f
a
f
lip
p
e
d
lear
n
in
g
-
b
ased
p
r
o
g
r
am
o
n
r
ed
u
ci
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
’
lear
n
ed
h
elp
less
n
ess
i
s
an
ess
en
tial
asp
ec
t
o
f
u
n
d
er
s
tan
d
in
g
it
i
s
o
v
er
all
ef
f
ec
tiv
en
ess
.
T
h
e
f
in
d
in
g
t
h
at
s
tu
d
en
ts
in
th
e
p
o
s
t
-
test
d
em
o
n
s
tr
ated
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
wh
en
co
m
p
ar
ed
to
th
e
f
o
llo
w
-
u
p
test
,
in
d
icatin
g
a
r
eg
r
ess
io
n
to
th
eir
p
r
ev
io
u
s
l
ev
els
o
f
lear
n
ed
h
elp
less
n
ess
,
wh
ich
s
u
g
g
ests
th
at
th
e
im
p
ac
t
o
f
f
lip
p
e
d
lear
n
in
g
,
m
ay
b
e
tem
p
o
r
ar
y
.
Similar
f
in
d
in
g
s
[
7
]
,
[
3
1
]
in
d
icate
d
th
at
wh
ile
f
lip
p
e
d
lear
n
in
g
ca
n
p
o
s
itiv
ely
im
p
ac
t
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
p
er
f
o
r
m
an
ce
,
th
is
is
h
ig
h
ly
in
f
lu
e
n
ce
d
b
y
th
e
c
u
r
r
e
n
t
lear
n
in
g
e
n
v
ir
o
n
m
en
t.
T
h
er
ef
o
r
e,
wh
ile
f
lip
p
ed
lear
n
in
g
ca
n
en
h
a
n
ce
en
g
ag
em
en
t,
s
u
s
tain
in
g
th
e
g
ain
s
in
th
e
lo
n
g
ter
m
r
eq
u
ir
es
o
n
g
o
in
g
s
u
p
p
o
r
t
an
d
r
ein
f
o
r
ce
m
en
t
f
r
o
m
b
o
th
in
s
tr
u
cto
r
s
a
n
d
s
tu
d
en
ts
[
3
6
]
,
[
3
7
]
.
T
h
u
s
,
if
s
tu
d
en
ts
m
o
v
e
f
r
o
m
a
s
u
p
p
o
r
tiv
e
f
lip
p
ed
lear
n
in
g
en
v
ir
o
n
m
en
t
b
ac
k
to
a
p
ass
iv
e,
lectu
r
e
-
h
ea
v
y
en
v
ir
o
n
m
en
t,
th
e
y
o
f
te
n
r
ev
e
r
t to
o
ld
h
ab
its
an
d
m
o
r
e
lik
ely
t
o
lo
s
e
th
e
s
elf
-
co
n
f
id
en
ce
th
e
y
g
ain
ed
o
v
er
tim
e.
T
h
is
f
in
d
in
g
co
u
ld
b
e
attr
ib
u
ted
to
th
e
n
o
v
elty
ef
f
ec
t,
wh
ich
r
ef
er
s
to
th
e
in
f
lu
e
n
ce
o
f
th
e
in
ter
v
en
tio
n
’
s
n
ewn
ess
r
ath
e
r
th
an
th
e
i
n
ter
v
en
tio
n
its
elf
[
3
8
]
.
I
t
is
p
o
s
s
ib
le
th
at
s
tu
d
en
ts
wer
e
m
o
r
e
m
o
tiv
ated
to
ex
ce
l
o
n
th
e
p
o
s
t
-
test
d
u
e
to
th
e
n
o
v
elty
o
f
th
e
ex
p
e
r
ien
ce
.
I
t
ca
n
also
p
o
in
t
to
a
lack
o
f
r
ein
f
o
r
ce
m
e
n
t
n
ee
d
e
d
to
s
u
s
tain
th
e
p
r
o
g
r
ess
th
ey
ac
h
iev
e
d
d
u
e
to
th
e
in
ter
v
en
tio
n
.
T
h
is
m
ig
h
t
p
o
in
t
t
o
th
e
im
p
o
r
tan
ce
o
f
cu
ltiv
atin
g
s
tu
d
en
t
co
n
f
id
en
c
e
an
d
em
p
o
we
r
in
g
th
e
m
o
v
er
an
ex
ten
d
e
d
p
er
io
d
as
s
o
f
t
s
k
ills
ev
o
lv
e
a
n
d
m
atu
r
e
p
r
o
g
r
ess
iv
ely
.
C
o
n
s
eq
u
en
tl
y
,
wh
ile
t
h
e
in
ter
v
en
tio
n
in
itially
f
o
s
ter
ed
em
p
o
wer
m
en
t
an
d
ag
en
cy
,
s
tu
d
e
n
ts
ap
p
ea
r
e
d
to
ex
p
er
ien
ce
a
d
ec
lin
e
in
co
n
f
id
en
ce
af
ter
war
d
.
Giv
en
th
e
r
ela
tiv
ely
s
h
o
r
t
f
o
r
th
e
in
ter
v
en
tio
n
,
t
h
ese
r
esu
lts
s
u
g
g
est
th
at
th
e
p
s
y
ch
o
lo
g
ical
b
en
ef
its
o
f
f
lip
p
e
d
lear
n
in
g
m
ay
b
e
tem
p
o
r
ar
y
.
T
h
e
f
lip
p
ed
lear
n
in
g
en
v
ir
o
n
m
en
t
in
itially
s
atis
f
ied
th
ese
n
ee
d
s
b
y
allo
win
g
s
tu
d
en
ts
to
tak
e
o
wn
er
s
h
ip
o
f
th
eir
lear
n
in
g
.
Ho
wev
er
,
th
e
s
u
b
s
eq
u
en
t
r
etu
r
n
o
f
h
elp
less
n
ess
s
u
g
g
ests
th
at
wh
en
th
e
en
v
ir
o
n
m
e
n
tal
s
u
p
p
o
r
t
f
o
r
a
u
to
n
o
m
y
is
r
em
o
v
ed
s
tu
d
en
ts
’
ag
en
tic
en
g
ag
em
e
n
t
is
m
o
r
e
lik
ely
t
o
f
a
d
e
awa
y
a
n
d
h
e
lp
less
n
ess
r
etu
r
n
s
.
T
h
is
in
d
icate
s
th
at
au
to
n
o
m
y
is
n
o
t
a
p
er
m
a
n
en
t
tr
ait
b
u
t
a
s
tate
th
at
r
eq
u
ir
es
co
n
tin
u
o
u
s
en
v
ir
o
n
m
en
tal
af
f
o
r
d
a
n
ce
s
.
W
h
ile
th
is
s
tu
d
y
p
r
o
v
id
es
v
al
u
ab
le
in
s
ig
h
ts
in
to
th
e
r
o
le
o
f
f
lip
p
ed
lear
n
in
g
in
m
itig
atin
g
lear
n
ed
h
elp
less
n
ess
,
s
ev
er
al
lim
itatio
n
s
m
u
s
t
b
e
ac
k
n
o
wled
g
ed
.
S
am
p
le
s
ize
an
d
g
en
e
r
aliza
b
ilit
y
th
e
s
tu
d
y
u
tili
ze
d
a
r
elativ
ely
m
o
d
est
s
am
p
le
s
ize
with
in
th
e
co
n
te
x
t
o
f
a
s
in
g
le
ac
ad
em
ic
co
u
r
s
e.
W
h
ile
th
e
s
tatis
tical
p
o
wer
was
s
u
f
f
icien
t
to
d
etec
t
s
ig
n
if
ican
t
in
ter
v
en
tio
n
ef
f
ec
ts
,
th
e
f
in
d
in
g
s
m
ay
n
o
t
b
e
f
u
lly
g
e
n
e
r
aliza
b
le
to
lar
g
er
s
tu
d
en
t
p
o
p
u
latio
n
s
o
r
d
iv
er
s
e
ac
ad
em
ic
d
is
cip
lin
es.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
aim
to
r
ep
l
icate
th
ese
f
in
d
in
g
s
ac
r
o
s
s
m
u
ltip
le
in
s
titu
tio
n
s
a
n
d
s
u
b
ject
ar
ea
s
.
Ad
d
itio
n
all
y
,
th
e
in
ter
v
e
n
tio
n
was
co
n
d
u
cted
o
v
er
a
s
h
o
r
t
d
u
r
atio
n
,
wh
ich
m
a
y
h
av
e
c
o
n
tr
ib
u
ted
to
th
e
“
f
ad
e
-
out
”
ef
f
ec
t
o
b
s
er
v
ed
in
th
e
p
o
s
t
-
i
n
ter
v
en
tio
n
p
h
ase.
As
n
o
ted
in
t
h
e
d
is
cu
s
s
io
n
,
p
s
y
ch
o
lo
g
ical
s
h
if
ts
in
a
g
en
cy
an
d
au
t
o
n
o
m
y
o
f
ten
r
eq
u
ir
e
p
r
o
lo
n
g
ed
r
ein
f
o
r
ce
m
e
n
t
to
b
ec
o
m
e
p
e
r
m
an
en
t.
T
h
e
r
ef
o
r
e
,
a
lo
n
g
itu
d
in
al
in
v
esti
g
atio
n
s
wo
u
ld
p
r
o
v
id
e
v
alu
ab
le
i
n
s
ig
h
t
to
d
eter
m
i
n
e
th
e
lo
n
g
-
ter
m
s
u
s
tain
ab
ilit
y
o
f
t
h
ese
p
ed
a
g
o
g
i
ca
l
g
ain
s
.
Fu
r
t
h
er
m
o
r
e,
alth
o
u
g
h
th
e
in
s
tr
u
m
e
n
ts
d
em
o
n
s
tr
ated
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
an
d
co
n
s
tr
u
ct
v
alid
ity
,
s
elf
-
r
e
p
o
r
ted
d
ata
ar
e
s
u
s
ce
p
tib
le
to
s
o
cial
d
esira
b
ilit
y
b
ias
an
d
s
u
b
jectiv
e
in
ter
p
r
etatio
n
w
h
ich
p
o
in
ts
to
th
e
v
alu
e
o
f
in
c
o
r
p
o
r
atin
g
q
u
alitativ
e
d
ata
an
d
m
ix
ed
-
m
eth
o
d
r
esear
c
h
f
o
r
b
e
tter
u
n
d
er
s
tan
d
i
n
g
.
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
Th
e
immed
ia
te
a
n
d
d
ela
ye
d
im
p
a
ct
o
f a
flip
p
ed
lea
r
n
in
g
-
b
a
s
ed
p
r
o
g
r
a
m
o
n
…
(
Mo
h
a
mma
d
H.
A
b
o
o
d
)
1673
4.
CO
NCLU
SI
O
N
T
h
e
cu
r
r
e
n
t
s
tu
d
y
aim
ed
to
e
x
am
in
e
th
e
im
p
ac
t
o
f
teac
h
in
g
m
eth
o
d
s
,
p
a
r
ticu
lar
ly
th
o
s
e
b
ased
o
n
a
f
lip
p
ed
lear
n
in
g
s
tr
ateg
y
,
o
n
r
ed
u
cin
g
s
tu
d
en
ts
’
lear
n
e
d
h
el
p
less
n
ess
.
B
a
s
ed
o
n
th
e
f
in
d
i
n
g
s
d
is
cu
s
s
ed
,
it c
an
b
e
co
n
clu
d
e
d
th
at
a
f
lip
p
e
d
lear
n
in
g
-
b
ased
p
r
o
g
r
am
h
as
im
p
r
ess
iv
e
p
o
s
itiv
e
ef
f
ec
ts
o
n
r
ed
u
cin
g
u
n
iv
er
s
ity
s
tu
d
en
ts
’
lear
n
ed
h
elp
less
n
ess
in
th
e
s
h
o
r
t
ter
m
.
T
h
e
ap
p
r
o
ac
h
f
o
s
ter
s
au
to
n
o
m
y
,
r
esp
o
n
s
ib
ilit
y
,
an
d
ac
tiv
e
en
g
ag
em
e
n
t,
wh
ich
em
p
o
wer
s
tu
d
en
ts
an
d
co
n
tr
ib
u
te
to
a
m
o
r
e
in
ter
ac
tiv
e
lear
n
in
g
ex
p
er
ien
ce
.
Ho
wev
er
,
it
is
im
p
o
r
tan
t
t
o
r
ec
o
g
n
ize
t
h
at
th
e
im
p
ac
t
o
f
f
lip
p
e
d
lear
n
in
g
o
n
lear
n
ed
h
elp
less
n
ess
m
ay
b
e
tem
p
o
r
ar
y
.
Stu
d
en
ts
m
ay
r
e
g
r
ess
to
th
eir
p
r
ev
io
u
s
lev
els
o
f
h
elp
less
n
ess
with
o
u
t
co
n
tin
u
ed
r
ein
f
o
r
c
em
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p
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f
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ased
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AUTHO
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Ab
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:
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DATA AV
AI
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[
AA]
,
u
p
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n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
K
r
i
t
i
k
o
u
a
n
d
T
.
G
i
o
v
a
z
o
l
i
a
s
,
“
Em
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
,
a
c
a
d
e
mi
c
b
u
o
y
a
n
c
y
,
a
n
d
a
c
a
d
e
m
i
c
a
d
j
u
st
m
e
n
t
o
f
u
n
i
v
e
r
s
i
t
y
st
u
d
e
n
t
s
w
i
t
h
i
n
a
se
l
f
-
d
e
t
e
r
m
i
n
a
t
i
o
n
t
h
e
o
r
y
f
r
a
m
e
w
o
r
k
:
a
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
,
”
Fr
o
n
t
i
e
r
s
i
n
Psy
c
h
o
l
o
g
y
,
v
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l
.
1
3
,
p
.
1
0
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7
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:
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0
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3
3
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p
s
y
g
.
2
0
2
2
.
1
0
5
7
6
9
7
.
[
2
]
J.
S
a
l
m
i
,
“
C
o
n
s
t
r
u
c
t
i
n
g
k
n
o
w
l
e
d
g
e
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o
c
i
e
t
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e
s:
n
e
w
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h
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l
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s
f
o
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t
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a
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d
u
c
a
t
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o
n
,
”
H
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c
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ro
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3
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4
.
[
3
]
A
.
M
o
h
a
n
t
y
,
R
.
K.
P
r
a
d
h
a
n
,
a
n
d
L
.
K.
Je
n
a
,
“
L
e
a
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d
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e
l
p
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e
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e
ss
a
n
d
s
o
c
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a
l
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z
a
t
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n
:
a
r
e
f
l
e
c
t
i
v
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a
n
a
l
y
s
i
s,”
P
syc
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o
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y
,
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.
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o
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p
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s
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h
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1
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.
6
7
0
8
7
.
[
4
]
K
.
R
a
j
a
r
a
m,
“
F
u
t
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e
o
f
l
e
a
r
n
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g
:
t
e
a
c
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g
a
n
d
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a
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n
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n
g
st
r
a
t
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g
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s,
”
i
n
L
e
a
r
n
i
n
g
I
n
t
e
l
l
i
g
e
n
c
e
:
I
n
n
o
v
a
t
i
v
e
a
n
d
D
i
g
i
t
a
l
T
ra
n
s
f
o
rm
a
t
i
v
e
L
e
a
rn
i
n
g
S
t
r
a
t
e
g
i
e
s
:
C
u
l
t
u
r
a
l
a
n
d
S
o
c
i
a
l
E
n
g
i
n
e
e
r
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n
g
P
e
rs
p
e
c
t
i
v
e
s
,
K
.
R
a
j
a
r
a
m,
E
d
.
,
S
i
n
g
a
p
o
r
e
:
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p
r
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n
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g
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p
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0
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/
9
7
8
-
981
-
19
-
9
2
0
1
-
8
_
1
.
[
5
]
E.
I
.
A
v
a
k
y
a
n
a
n
d
D
.
C
.
M
.
Ta
y
l
o
r
,
“
Th
e
e
f
f
e
c
t
o
f
f
l
i
p
p
e
d
l
e
a
r
n
i
n
g
o
n
s
t
u
d
e
n
t
s’
b
a
s
i
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s a
n
d
i
t
s
a
ss
o
c
i
a
t
i
o
n
w
i
t
h
sel
f
-
e
st
e
e
m
,
”
BM
C
Me
d
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
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l
.
2
4
,
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o
.
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,
p
.
1
1
2
7
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c
t
.
2
0
2
4
,
d
o
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:
1
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1
8
6
/
s1
2
9
0
9
-
0
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4
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0
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1
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3
-
7.
[
6
]
M
.
H
.
A
b
o
o
d
,
T
.
A
.
G
h
b
a
r
i
,
a
n
d
A
.
M
.
A
b
u
h
m
a
i
d
,
“
F
l
i
p
p
e
d
l
e
a
r
n
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n
g
a
s
a
t
o
o
l
f
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a
c
a
d
e
mi
c
r
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s
i
l
i
e
n
c
e
:
e
v
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l
u
a
t
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n
g
t
h
e
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f
f
i
c
a
c
y
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s
,
”
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n
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o
v
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o
n
s
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n
E
d
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c
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t
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o
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l
,
p
p
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1
–
1
6
,
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0
2
5
,
d
o
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:
1
0
.
1
0
8
0
/
1
4
7
0
3
2
9
7
.
2
0
2
5
.
2
5
9
8
5
8
2
.
[
7
]
E.
A
.
v
a
n
V
l
i
e
t
,
J
.
C
.
W
i
n
n
i
p
s,
a
n
d
N
.
B
r
o
u
w
e
r
,
“
F
l
i
p
p
e
d
-
c
l
a
ss
p
e
d
a
g
o
g
y
e
n
h
a
n
c
e
s
s
t
u
d
e
n
t
me
t
a
c
o
g
n
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t
i
o
n
a
n
d
c
o
l
l
a
b
o
r
a
t
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v
e
-
l
e
a
r
n
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n
g
st
r
a
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g
i
e
s
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n
h
i
g
h
e
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e
d
u
c
a
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o
n
b
u
t
e
f
f
e
c
t
d
o
e
s
n
o
t
p
e
r
si
s
t
,
”
C
B
E
—
L
i
f
e
S
c
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e
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c
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1
4
-
09
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0
1
4
1
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[
8
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S
.
Y
a
t
e
s,
“
Te
a
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n
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[
9
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M
.
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S
e
l
i
g
m
a
n
,
T
h
e
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p
t
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m
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:
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rev
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:
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,
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0
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[
1
0
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M
.
K
o
l
b
e
r
,
“
L
e
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r
n
e
d
h
e
l
p
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C
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Evaluation Warning : The document was created with Spire.PDF for Python.
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