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1.
I
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ch
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h
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an
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p
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f
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p
r
o
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r
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an
d
d
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p
m
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t
[
1
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[
2
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t
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[
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[
5
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A
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[
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[
7
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.
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s
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[
8
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1
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h
er
s
’
ac
co
u
n
tab
ilit
y
o
n
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
e
n
ts
in
E
C
C
E
[
2
3
]
.
T
h
e
p
r
esen
t
s
tu
d
y
c
r
ea
tes
‘
win
-
win
’
s
itu
atio
n
s
f
o
r
p
ar
en
ts
,
teac
h
er
s
an
d
ch
ild
r
e
n
.
T
h
e
r
esear
ch
o
b
jectiv
es
o
f
th
e
s
tu
d
y
ar
e
:
i)
t
o
d
eter
m
i
n
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
ch
o
o
l
clim
ate
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
E
C
C
E
;
ii)
t
o
ex
am
i
n
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
ac
co
u
n
tab
i
lity
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
E
C
C
E
;
an
d
iii)
t
o
id
en
tify
th
e
im
p
ac
t
o
f
teac
h
er
s
’
ac
co
u
n
t
ab
ilit
y
an
d
s
ch
o
o
l
clim
ate
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
E
C
C
E
.
Fu
r
th
er
m
o
r
e
,
th
e
r
esear
c
h
q
u
e
s
tio
n
s
of
th
e
s
tu
d
y
ar
e:
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
ch
o
o
l c
lim
ate
a
n
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
in
E
C
C
E
?
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
E
C
C
E
?
−
T
o
wh
at
ex
ten
t
d
o
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
an
d
s
ch
o
o
l
clim
ate
in
f
lu
en
ce
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
in
E
C
C
E
?
2.
T
H
E
O
R
E
T
I
CA
L
B
A
SI
S
T
h
e
p
r
esen
t
s
tu
d
y
em
p
lo
y
ed
B
r
o
n
f
en
b
r
e
n
n
er
’
s
[
2
4
]
s
o
cial
ec
o
lo
g
ical
m
o
d
el
f
o
r
s
ch
o
o
l
clim
ate
in
E
C
C
E
.
At
th
e
p
r
o
x
im
al
lev
el,
th
e
co
n
tex
tu
al
f
ac
to
r
s
wer
e
th
o
s
e
o
f
well
-
b
ein
g
an
d
p
s
y
c
h
o
s
o
cial
d
ev
elo
p
m
e
n
t
th
r
o
u
g
h
th
e
s
ch
o
o
l,
f
am
ily
a
n
d
teac
h
er
s
[
2
5
]
.
T
h
is
s
tu
d
y
f
o
cu
s
es
o
n
th
e
d
y
n
am
ics
o
f
th
e
Me
s
o
s
y
s
tem
lay
er
to
d
escr
ib
e
th
e
in
ter
ac
tio
n
o
f
c
h
ild
r
en
with
th
eir
s
ch
o
o
l
cli
m
ate
[
2
6
]
.
I
n
E
C
C
E
,
th
e
ec
o
lo
g
ical
p
er
s
p
ec
tiv
e
p
r
o
v
id
es
t
h
e
a
n
aly
s
is
o
f
c
h
ild
d
ev
elo
p
m
e
n
t
ag
ai
n
s
t
th
e
b
r
o
ad
er
s
co
p
e
o
f
s
ch
o
o
l c
lim
ate
an
d
en
v
ir
o
n
m
en
t
[
2
7
]
.
Sch
o
o
l
clim
ate
r
esear
ch
em
p
h
asizes
th
e
s
ig
n
if
ican
ce
o
f
th
e
s
ch
o
o
l
clim
ate
an
d
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
as
f
ac
ilit
atin
g
o
r
in
h
i
b
itin
g
ac
a
d
e
m
ic
p
er
f
o
r
m
a
n
ce
[
2
7
]
.
T
h
e
in
t
er
ac
tio
n
b
etwe
en
teac
h
e
r
s
an
d
p
ar
e
n
ts
af
f
ec
ts
th
e
ch
ild
’
s
co
g
n
itiv
e
d
e
v
elo
p
m
e
n
t.
T
h
e
s
tu
d
y
d
escr
ib
es
th
e
im
p
ac
t
o
f
th
e
s
ch
o
o
l
clim
ate
o
n
t
h
e
ch
ild
’
s
c
o
g
n
itiv
e
d
ev
elo
p
m
e
n
t [
2
8
]
.
T
ea
ch
er
s
’
ac
co
u
n
ta
b
ilit
y
is
s
i
g
n
if
ican
t
in
im
p
r
o
v
in
g
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
.
Dew
ey
[
2
9
]
ex
p
lain
s
th
e
in
f
lu
en
ce
o
f
ac
cu
r
ate
an
d
ap
p
r
o
p
r
i
ate
b
eh
av
io
r
o
f
in
s
tr
u
cto
r
s
an
d
th
eir
r
esp
o
n
s
ib
ilit
y
to
war
d
s
th
eir
d
ec
is
io
n
s
an
d
ac
tio
n
s
in
th
e
teac
h
in
g
an
d
le
ar
n
in
g
p
r
o
ce
s
s
o
f
s
tu
d
en
ts
[
3
0
]
,
[
3
1
]
.
T
ea
ch
er
s
’
ac
co
u
n
tab
ilit
y
r
ef
er
s
to
f
o
r
m
u
late
lear
n
er
-
ce
n
ter
e
d
a
p
p
r
o
ac
h
to
s
u
p
p
o
r
t
b
elief
s
r
elate
d
to
p
o
s
itiv
e
in
ter
ac
tio
n
s
with
s
tu
d
en
ts
,
en
h
an
cin
g
th
ei
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
3
2
]
.
L
ea
r
n
er
-
ce
n
ter
ed
ed
u
ca
to
r
s
b
eliev
e
th
at
wo
r
k
is
s
u
p
p
o
r
tiv
e
o
f
m
an
y
o
f
th
ei
r
b
elief
s
r
elate
d
to
h
o
w
s
tu
d
en
ts
lear
n
.
T
h
is
s
tu
d
y
ex
p
l
o
r
es
h
o
w
p
o
s
itiv
e
in
ter
ac
tio
n
s
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
er
s
ca
n
im
p
r
o
v
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
3
3
]
.
E
cc
les
an
d
W
ig
f
ield
[
3
4
]
h
av
e
n
u
an
ce
d
th
e
d
ich
o
to
m
y
b
etwe
en
d
is
tal
an
d
p
r
o
x
im
al
d
ete
r
m
in
an
ts
in
r
elatio
n
to
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
ch
ild
r
en
.
T
h
e
two
d
if
f
er
en
t
d
im
e
n
s
io
n
s
an
d
ap
p
r
o
ac
h
es
co
m
b
in
e
an
d
co
o
r
d
in
ate
t
o
m
ak
e
c
h
ild
r
en
m
o
r
e
in
v
o
lv
ed
an
d
co
m
m
itted
to
th
e
ab
ilit
y
an
d
p
er
f
o
r
m
a
n
ce
o
f
th
e
ac
tiv
ity
[
3
5
]
.
T
h
e
p
r
o
x
im
al
d
eter
m
in
an
ts
(
ex
p
ec
tatio
n
o
f
s
u
cc
ess
an
d
s
u
b
jectiv
e
task
v
alu
es),
i
n
f
lu
e
n
ce
th
e
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
an
d
p
er
f
o
r
m
an
ce
-
r
elate
d
b
eh
av
i
o
r
.
T
h
e
s
c
h
o
o
l
clim
ate
ca
n
m
o
n
ito
r
an
d
ev
alu
ate
th
e
p
er
f
o
r
m
an
ce
o
f
teac
h
e
r
s
with
r
ewa
r
d
in
g
s
y
s
tem
s
an
d
t
r
ain
in
g
to
d
is
cip
lin
e
th
e
p
r
ac
tice
s
an
d
b
e
h
av
io
r
,
to
in
cr
ea
s
e
th
e
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
o
f
th
e
s
tu
d
en
ts
[
3
6
]
.
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
is
p
r
ese
n
ted
in
Fig
u
r
e
1.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
R
esear
ch
s
h
o
ws
th
at
th
o
s
e
s
tu
d
en
ts
with
m
o
r
e
s
u
p
p
o
r
t
f
r
o
m
th
eir
s
ch
o
o
l
an
d
teac
h
er
s
r
ep
o
r
t
h
ig
h
er
lev
els
o
f
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
3
7
]
.
T
h
er
e
f
o
r
e,
s
tu
d
en
ts
wh
o
h
av
e
a
s
tr
o
n
g
r
elatio
n
s
h
i
p
with
th
e
teac
h
er
s
S
c
h
o
o
l
c
l
i
ma
t
e
Te
a
c
h
e
r
s’
a
c
c
o
u
n
t
a
b
i
l
i
t
y
A
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
o
f
t
h
e
st
u
d
e
n
t
s
I
n
d
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
s
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
tu
d
y
o
n
ex
p
lo
r
in
g
th
e
effec
ts
o
f th
e
s
ch
o
o
l c
lima
te
a
n
d
te
a
ch
er’s a
cc
o
u
n
ta
b
ilit
y
…
(
K
a
l
p
a
n
a
N
a
g
a
r
)
2885
an
d
s
ch
o
o
ls
h
a
v
e
b
etter
ac
a
d
em
ic
an
d
b
eh
av
io
r
al
o
u
tco
m
es
[
3
8
]
.
Fin
ally
,
s
ch
o
o
l
cli
m
ate
an
d
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
ar
e
th
e
k
e
y
p
la
y
er
s
in
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
in
E
C
C
E
.
Fu
r
th
er
m
o
r
e
,
p
o
s
itiv
e
s
ch
o
o
l c
lim
ate
an
d
teac
h
er
s
’
a
cc
o
u
n
tab
ilit
y
in
f
l
u
en
ce
th
e
o
v
er
all
d
ev
elo
p
m
e
n
t o
f
th
e
s
tu
d
e
n
ts
[
3
9
]
.
3.
M
E
T
H
O
D
C
r
o
s
s
-
s
ec
tio
n
al
r
esear
ch
d
esig
n
is
u
s
ed
f
o
r
th
e
p
r
esen
t
r
esear
ch
.
T
h
e
d
escr
ip
tiv
e
m
et
h
o
d
with
d
ed
u
ctiv
e
ap
p
r
o
ac
h
ex
am
in
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
ch
o
o
l
clim
ate,
teac
h
er
’
s
ac
co
u
n
ta
b
ilit
y
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
th
e
s
tu
d
e
n
ts
.
T
h
e
s
tu
d
y
also
ex
p
lo
r
es
th
e
ef
f
ec
t
o
f
s
ch
o
o
l
clim
ate
an
d
teac
h
er
’
s
ac
co
u
n
tab
ilit
y
o
n
th
e
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
o
f
th
e
s
tu
d
e
n
ts
in
E
C
C
E
.
3
.
1
.
Resea
rc
h desi
g
n
Qu
an
titativ
e
s
tu
d
y
u
s
ed
5
-
lev
e
l
L
ik
er
t
q
u
esti
o
n
n
air
es
to
ass
ess
th
e
r
esear
ch
in
s
tr
u
m
en
t,
ch
ec
k
in
g
th
e
p
er
ce
p
tio
n
o
f
p
a
r
en
ts
to
war
d
s
th
e
in
d
ep
en
d
en
t
v
a
r
iab
les
o
f
s
ch
o
o
l
clim
ate
an
d
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
.
T
h
e
r
esear
ch
u
s
ed
th
e
ASER
to
o
lk
it
[
4
0
]
to
e
v
alu
ate
th
e
ac
a
d
e
m
ic
ac
h
iev
em
en
t
as
a
d
ep
e
n
d
en
t
v
ar
iab
le.
E
ac
h
item
o
f
th
e
q
u
esti
o
n
n
air
e
was
ass
e
s
s
ed
with
a
m
ea
n
s
co
r
e.
C
o
r
r
elatio
n
o
f
s
ch
o
o
l
clim
ate,
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
an
d
ac
a
d
em
ic
a
ch
iev
em
en
t
was
ev
alu
ated
.
I
n
f
er
en
tial
s
tatis
t
ics
wa
s
u
s
ed
to
ev
alu
ate
th
e
lin
ea
r
m
o
d
el
with
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
.
T
h
e
s
tu
d
y
ex
am
in
es
h
o
w
well
s
ch
o
o
l
cli
m
ate
an
d
teac
h
er
s
’
ac
co
u
n
tab
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in
f
lu
en
ce
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
t
h
e
s
tu
d
en
ts
.
3
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
p
o
p
u
latio
n
o
f
th
e
r
esea
r
ch
co
m
p
r
is
es
p
ar
en
ts
f
r
o
m
th
e
Sau
n
d
atti
an
d
C
h
ik
o
d
i
d
is
tr
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f
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elg
au
m
,
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n
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a
,
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n
d
ia.
A
to
tal
o
f
5
0
0
p
ar
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ts
f
r
o
m
th
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atti
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d
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s
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f
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elg
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m
,
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n
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I
n
d
ia,
p
ar
ticip
ate
d
in
th
e
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esear
ch
.
T
h
e
s
am
p
le
s
ize
illu
s
tr
ates
th
e
p
ar
en
ts
f
r
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m
th
e
s
elec
ted
d
is
tr
ict.
T
h
er
ef
o
r
e,
t
h
e
s
am
p
le
s
ize
is
ad
eq
u
ate
f
o
r
r
ep
r
esen
tin
g
p
o
p
u
latio
n
.
Stra
tifie
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s
am
p
lin
g
tech
n
iq
u
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was
ap
p
lied
to
ca
teg
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p
a
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s
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ata
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ased
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n
ag
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e
d
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ca
t
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d
s
o
cio
-
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o
n
o
m
ic
b
ac
k
g
r
o
u
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d
.
3
.
3
.
Q
ues
t
io
nn
a
ire
T
h
e
p
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esen
t
s
tu
d
y
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s
ed
a
q
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n
n
air
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tin
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o
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t
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ts
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t
I
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th
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ch
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clim
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q
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air
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Sch
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[
4
1
]
with
1
7
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wh
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4
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d
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th
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An
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Statu
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4.
F
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4
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1
.
Co
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t
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ests bet
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n scho
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clim
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s
tu
d
en
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p
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ce
in
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s
tu
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n
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ac
ad
em
ic
p
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ce
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−
H0
:
T
h
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is
no
s
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if
ican
t
r
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latio
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s
h
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T
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P
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f
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te
d
b
y
th
e
teac
h
er
s
’
ac
co
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tab
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in
E
C
C
E
.
Pear
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co
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h
as
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p
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ed
t
o
ev
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t
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in
f
lu
en
ce
o
n
th
e
r
esp
o
n
s
e.
T
ab
le
3
s
ig
n
if
y
th
e
m
o
d
el
s
u
m
m
ar
y
b
etwe
en
teac
h
e
r
s
’
ac
co
u
n
tab
ilit
y
,
s
ch
o
o
l
clim
ate,
an
d
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
E
C
C
E
.
−
H0
:
T
h
er
e
is
n
o
m
ai
n
in
ter
a
ctio
n
ef
f
ec
t
o
f
s
ch
o
o
l
clim
at
e
an
d
teac
h
er
s
’
ac
c
o
u
n
ta
b
ilit
y
o
n
s
tu
d
e
n
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
E
C
C
E
.
−
H1
:
T
h
er
e
is
m
ain
in
ter
ac
ti
o
n
ef
f
ec
t
o
f
s
ch
o
o
l
clim
ate
an
d
te
ac
h
er
s
’
ac
co
u
n
tab
ilit
y
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
E
C
C
E
.
T
h
e
m
o
d
el
s
u
m
m
a
r
y
(
T
ab
le
3
)
s
h
o
ws
th
at
th
er
e
is
a
m
o
d
er
ate
co
r
r
elatio
n
b
etwe
en
th
e
d
ep
en
d
en
t
v
ar
iab
le
o
f
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
a
n
d
th
e
in
d
ep
en
d
e
n
t
v
ar
ia
b
le
o
f
s
ch
o
o
l
clim
ate
an
d
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
(
R
=.
6
7
6
)
.
T
a
b
l
e
4
p
r
esen
ts
th
e
ANOV
A
o
f
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
,
s
ch
o
o
l
clim
ate,
an
d
teac
h
er
s
’
ac
c
o
u
n
tab
ilit
y
.
T
ab
le
5
in
d
icate
s
th
e
c
o
ef
f
icien
ts
f
o
r
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
,
s
ch
o
o
l
clim
ate
,
an
d
s
tu
d
en
ts
’
ac
ad
e
m
ic
p
e
r
f
o
r
m
an
ce
in
E
C
C
E
.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
le
o
f
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
ex
p
lain
s
4
5
.
8
%
o
f
th
e
v
ar
iab
ilit
y
o
f
th
e
d
ep
e
n
d
en
t
v
ar
iab
les
-
s
ch
o
o
l
clim
ate
an
d
teac
h
er
s
’
ac
co
u
n
t
ab
ilit
y
-
in
th
is
m
o
d
el.
T
h
e
in
d
ep
en
d
e
n
t
v
a
r
iab
le,
s
ch
o
o
l
cli
m
ate
an
d
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
,
e
x
p
lain
s
4
5
.
4
%
o
f
th
e
v
ar
ia
b
ilit
y
o
f
th
e
d
ep
en
d
en
t
v
ar
iab
le
-
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
th
e
s
tu
d
en
ts
in
E
C
C
E
.
T
h
e
ef
f
ec
t
s
ize
is
lar
g
e
at
0
.
4
5
4
(
4
5
.
4
%)
ac
co
r
d
in
g
to
C
o
h
en
[
4
3
]
.
T
ab
le
3
.
Mo
d
el
s
u
m
m
ar
y
b
et
wee
n
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
,
s
ch
o
o
l c
lim
ate,
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
E
C
C
E
M
o
d
e
l
s
u
mm
a
r
y
b
M
o
d
e
l
R
R
S
q
u
a
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A
d
j
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st
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d
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q
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t
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Er
r
o
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m
a
t
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C
h
a
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a
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c
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4
3
2
3
4
9
6
T
ab
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4
.
ANOV
A
b
etwe
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d
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’
ac
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p
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r
f
o
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ANOVA
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R
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To
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8
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a.
D
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p
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:
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t
s’
a
c
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A
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eg
r
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th
at
th
e
ac
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ic
p
er
f
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s
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d
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s
tatis
tically
s
ig
n
if
ican
tly
p
r
ed
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th
e
s
ch
o
o
l
clim
ate,
F
(
3
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4
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6
)
=
1
3
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4
3
2
,
p
<.
0
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5
,
an
d
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ted
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ex
p
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th
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m
ic
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f
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T
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e
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t
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+
(
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)
=
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3
3
.
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h
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s
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m
m
ar
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f
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g
r
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io
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a
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aly
s
is
s
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th
e
s
ig
n
if
ican
t
in
f
lu
e
n
ce
o
f
te
ac
h
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s
'
ac
co
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n
tab
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a
n
d
s
ch
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o
l
clim
ate
o
n
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
t
h
e
s
tu
d
en
ts
in
E
C
C
E
.
5.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
in
d
in
g
s
h
o
ws
th
at
af
ter
a
d
o
p
tin
g
th
e
th
e
o
r
etica
l
len
s
o
f
d
ev
elo
p
in
g
ab
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y
,
th
e
r
esu
lts
ad
d
to
th
e
l
i
t
e
r
at
u
r
e
o
n
s
c
h
o
o
l
c
l
i
m
a
te
a
n
d
t
e
a
c
h
e
r
s
’
a
c
c
o
u
n
t
a
b
il
i
t
y
as
s
o
c
i
a
t
e
d
with
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
e
n
ts
ac
r
o
s
s
E
C
C
E
in
Kar
n
atak
a.
T
h
e
r
esear
ch
r
ev
ea
ls
th
e
em
p
ir
ical
ev
id
en
ce
o
n
s
tr
u
ctu
r
ed
e
n
h
an
ce
m
e
n
t
o
f
th
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
in
E
C
C
E
.
W
ith
th
is
s
tu
d
y
,
th
e
d
ata
an
aly
s
is
ev
alu
ate
s
th
e
p
er
ce
p
tio
n
s
o
f
p
ar
en
ts
ab
o
u
t
s
ch
o
o
l
clim
ate
an
d
teac
h
e
r
s
’
ac
co
u
n
tab
ilit
y
a
n
d
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
in
E
C
C
E
.
T
h
e
s
tu
d
y
d
em
o
n
s
tr
ates
th
e
m
o
d
er
ate
to
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
(
r
=0
.
6
3
2
,
p
=0
.
0
0
1
)
an
d
s
ch
o
o
l
clim
a
te
an
d
a
ca
d
em
ic
p
er
f
o
r
m
an
ce
(
r
=0
.
6
4
6
,
p
=0
.
0
0
1
)
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
s
ch
o
o
l
clim
ate
an
d
teac
h
e
r
s
’
ac
co
u
n
tab
ilit
y
ex
p
lain
4
5
.
4
%
o
f
th
e
v
ar
iab
ilit
y
o
f
th
e
d
ep
en
d
e
n
t v
ar
iab
le,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
o
f
th
e
s
tu
d
e
n
ts
in
E
C
C
E
.
T
h
e
ef
f
ec
t size
is
lar
g
e
at
0
.
4
5
4
(
4
5
.
4
%).
T
h
e
s
tu
d
y
r
e
v
ea
ls
th
at
af
ter
a
d
o
p
tin
g
th
e
th
eo
r
etica
l
len
s
o
f
d
ev
el
o
p
in
g
ab
ilit
y
,
th
e
r
esu
lt
ad
d
s
v
alu
e
to
th
e
liter
atu
r
e
o
n
s
ch
o
o
l
cli
m
ate
an
d
teac
h
er
s
’
ac
c
o
u
n
ta
b
ilit
y
ass
o
ciate
d
with
th
e
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
ac
r
o
s
s
E
C
C
E
in
Kar
n
atak
a.
T
h
e
r
esear
ch
r
e
v
ea
ls
th
e
em
p
ir
ical
ev
id
en
ce
o
n
s
tr
u
ctu
r
ed
en
h
a
n
ce
m
en
t
o
f
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
o
f
s
tu
d
en
ts
in
E
C
C
E
[
4
4
]
.
Ad
d
itio
n
ally
,
th
e
co
n
ce
p
t
u
al
m
o
d
el
s
h
o
ws
th
at
th
er
e
is
a
p
o
s
itiv
e
m
o
d
e
r
ate
ass
o
ciatio
n
b
etwe
en
s
ch
o
o
l
clim
ate,
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
an
d
ac
a
d
e
m
ic
p
er
f
o
r
m
an
c
e
o
f
th
e
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
d
ete
r
m
in
es
th
at
t
h
e
p
o
licies
f
o
r
teac
h
er
s
’
ac
c
o
u
n
tab
ilit
y
ca
n
b
e
m
o
r
e
ef
f
e
ctiv
e
with
p
er
f
o
r
m
an
ce
-
b
ased
ac
cr
ed
itati
o
n
f
r
o
m
t
h
e
s
ch
o
o
l
to
m
a
k
e
t
h
em
m
o
r
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ac
co
u
n
tab
le
t
o
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
[
4
5
]
.
T
h
e
s
tu
d
y
s
u
p
p
o
r
ts
th
e
s
ch
o
o
l
clim
ate
with
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
cr
ea
tin
g
a
p
o
s
itiv
e
atm
o
s
p
h
er
e
f
o
r
teac
h
er
s
to
s
tim
u
late
th
e
ac
a
d
em
ic
s
k
ills
an
d
co
g
n
itiv
e
ac
tiv
ities
o
f
s
tu
d
en
ts
[
4
6
]
.
Dar
lin
g
-
Ham
m
o
n
d
[
4
7
]
s
u
g
g
ests
th
at
r
ec
lam
atio
n
o
f
ac
co
u
n
tab
ilit
y
ca
n
h
ap
p
en
th
r
o
u
g
h
‘
co
llectiv
e
ac
tio
n
an
d
a
r
ea
s
s
er
tio
n
o
f
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
v
alu
es.’
T
h
e
r
esu
lt
o
f
th
e
p
r
e
s
en
t
s
tu
d
y
is
co
n
s
is
ten
t
with
p
r
io
r
r
esear
ch
th
at
p
o
o
r
er
s
ch
o
o
l c
lim
ate
af
f
ec
ts
th
e
co
g
n
itiv
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an
d
p
s
y
ch
o
m
o
to
r
d
ev
elo
p
m
en
t o
f
s
tu
d
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ts
[
4
8
]
.
T
o
m
aszewsk
i
et
a
l.
[
4
9
]
ex
p
lo
r
e
th
e
p
o
ten
tial
m
ec
h
an
is
m
s
u
n
d
er
ly
i
n
g
th
e
r
elatio
n
s
h
ip
b
e
twee
n
th
e
s
ch
o
o
l
clim
ate
an
d
s
tu
d
e
n
ts
’
ac
ad
em
ic
ac
h
iev
em
e
n
t.
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
s
h
o
ws
th
e
ass
o
ciatio
n
b
etwe
en
th
e
s
ch
o
o
l
clim
ate’
s
im
p
r
o
v
e
d
ac
h
iev
em
e
n
ts
o
n
s
tu
d
en
ts
’
en
g
ag
em
en
t
[
5
0
]
.
S
tu
d
y
b
y
Am
s
alu
an
d
B
elay
[
5
1
]
f
o
u
n
d
th
e
ef
f
ec
ts
o
f
th
e
s
ch
o
o
l
clim
ate
o
n
s
tu
d
en
ts
’
lear
n
in
g
p
er
f
o
r
m
an
ce
.
T
h
e
c
o
r
r
elatio
n
a
l
d
esig
n
s
h
o
ws
th
e
m
ed
iatio
n
ef
f
ec
ts
o
f
t
h
e
p
o
s
itiv
e
p
r
o
f
ess
io
n
al
lear
n
in
g
-
teac
h
in
g
e
n
v
ir
o
n
m
en
t
o
f
s
ch
o
o
l
c
lim
ate
o
n
s
tu
d
e
n
ts
’
lear
n
in
g
ac
h
iev
em
en
t
[
5
2
]
,
[
5
3
]
.
Mo
r
e
r
esear
c
h
is
n
ee
d
ed
o
n
lo
w
e
n
g
ag
em
e
n
t
in
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
an
d
ad
v
er
s
e
ef
f
ec
ts
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
5
4
]
.
T
h
e
p
r
esen
t
s
tu
d
y
is
lim
ited
t
o
ev
alu
atin
g
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
ch
o
o
l
clim
ate
an
d
teac
h
er
s
’
ac
co
u
n
tab
ilit
y
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
with
s
m
aller
s
am
p
le
s
ize
s
in
E
C
C
E
.
A
lo
n
g
itu
d
in
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s
tu
d
y
ca
n
b
e
co
n
d
u
cted
t
o
in
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esti
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ate
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o
w
th
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ch
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l
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f
ac
to
r
s
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t
th
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ac
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ec
o
n
d
ly
,
h
o
w
teac
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’
ac
co
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tab
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f
ac
to
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in
f
l
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ce
th
e
ac
ad
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p
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f
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ce
in
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.
Fu
tu
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ca
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co
llect
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ata
f
r
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m
lar
g
er
s
a
m
p
les ac
r
o
s
s
d
if
f
er
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t states
in
I
n
d
ia.
6.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
an
d
r
ef
lectio
n
s
o
f
th
e
s
tu
d
y
s
h
o
w
th
e
p
ar
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’
r
elatio
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s
h
ip
with
teac
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s
’
ac
co
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tab
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an
d
s
ch
o
o
l
clim
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with
th
e
ac
ad
em
ic
ac
h
iev
em
en
t
o
f
th
e
s
tu
d
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.
T
h
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r
esear
ch
h
ig
h
lig
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th
e
r
esu
lts
in
th
r
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s
u
ch
as
th
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p
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’
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tab
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ac
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th
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ass
o
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b
etwe
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’
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co
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tab
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,
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an
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ac
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m
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Un
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p
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ac
co
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tab
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d
s
ch
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clim
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p
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d
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p
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d
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ts
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h
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esear
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ap
p
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d
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elo
p
th
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p
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m
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with
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b
er
o
f
p
a
r
ticip
an
ts
an
d
q
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alitativ
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s
is
.
Dim
en
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o
f
teac
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c
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tab
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ac
a
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p
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f
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m
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ce
ar
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well
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s
u
p
p
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ted
em
p
ir
ically
in
p
r
ev
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s
r
esear
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,
with
less
at
ten
tio
n
g
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to
th
eir
d
im
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o
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lin
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with
th
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p
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am
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k
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im
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co
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ts
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d
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ac
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Fin
d
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th
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tu
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g
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ests
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s
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f
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m
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At
th
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am
e
tim
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th
e
s
tu
d
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s
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a
s
tr
atif
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s
am
p
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with
in
a
s
h
o
r
t
tim
e
f
r
am
e
in
Kar
n
ata
k
a,
I
n
d
ia.
T
h
e
f
in
d
in
g
s
s
u
p
p
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t
o
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ch
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to
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m
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alid
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f
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k
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d
ata
p
r
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v
id
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u
l
in
f
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to
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t
o
f
th
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ch
o
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an
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ac
co
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ta
b
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n
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e
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o
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t
h
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tu
d
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s
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m
e
f
ac
to
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an
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o
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e
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tated
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p
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m
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d
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in
E
C
C
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in
I
n
d
ia
an
d
o
th
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co
u
n
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r
ies.
F
UNDING
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NF
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M
A
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Au
th
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s
s
tate
n
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C
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m
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Aut
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Nag
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C
:
C
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