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2
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.
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I
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J
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Vo
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15
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4
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Au
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20
26
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2862
Ho
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4
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I
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5
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T
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[
6
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.
T
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ex
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ased
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ased
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Ass
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al
m
eth
o
d
s
to
alter
n
at
iv
e
an
d
,
last
ly
,
to
d
ig
ital a
s
s
es
s
m
en
ts
[
8
]
.
T
h
is
s
tu
d
y
s
ig
n
if
ican
tly
ad
v
a
n
ce
s
th
e
d
is
cip
lin
e
b
y
s
h
if
tin
g
th
e
f
o
cu
s
f
r
o
m
wid
esp
r
ea
d
a
d
o
p
tio
n
o
f
tech
n
o
lo
g
y
to
a
m
o
r
e
in
-
d
ep
t
h
,
m
u
ltifa
ce
ted
u
n
d
er
s
tan
d
in
g
o
f
C
B
E
ex
p
e
r
ien
ce
s
.
T
h
is
s
t
u
d
y
is
in
n
o
v
ativ
e
b
ec
au
s
e
it
tak
es
an
in
teg
r
ated
ap
p
r
o
ac
h
,
ev
alu
atin
g
p
ed
ag
o
g
ical,
p
s
y
ch
o
lo
g
ical,
an
d
tech
n
ical
elem
en
ts
all
a
t
o
n
ce
in
s
tead
o
f
ex
am
in
i
n
g
ass
ess
m
en
t
to
o
ls
s
ep
ar
ately
.
I
n
c
o
n
tr
ast
to
p
r
ev
io
u
s
r
esear
ch
,
t
h
is
s
tu
d
y
ex
a
m
in
es
h
o
w
ce
r
tain
s
y
s
tem
d
esig
n
p
o
licies
—
lik
e
n
av
ig
atio
n
r
estrictio
n
s
—
ac
t
as
cr
u
cial
elem
en
ts
af
f
ec
tin
g
s
tu
d
en
t
s
tr
ess
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
Ad
d
itio
n
ally
,
th
e
ex
te
n
s
iv
e
em
p
ir
ical
d
ata
f
r
o
m
a
v
ar
i
ed
s
am
p
le
o
f
m
o
r
e
th
an
5
4
0
s
tu
d
en
ts
f
r
o
m
Yar
m
o
u
k
Un
iv
e
r
s
ity
’
s
s
cien
tific
an
d
h
u
m
a
n
ities
d
iv
is
io
n
s
h
ig
h
lig
h
ts
th
e
o
r
ig
in
ality
.
T
h
is
o
f
f
er
s
a
c
o
m
p
lete
f
r
am
ewo
r
k
th
at
b
r
id
g
es
th
e
g
ap
b
etwe
en
in
s
titu
tio
n
al
p
o
licies
an
d
th
e
g
en
u
in
e
p
s
y
ch
o
lo
g
ical
an
d
tech
n
ical
r
ea
liti
es
o
f
s
tu
d
en
ts
,
as
w
ell
as
a
s
tr
o
n
g
,
lo
ca
lized
v
iewp
o
in
t
o
n
d
i
g
ital
ass
es
s
m
en
t in
ch
an
g
in
g
ed
u
ca
tio
n
al
co
n
tex
ts
.
Desp
ite
p
r
ev
io
u
s
s
tu
d
ies
an
d
r
ec
o
m
m
en
d
atio
n
s
o
n
c
o
m
p
u
ter
-
b
ased
ex
am
s
,
s
tu
d
e
n
ts
s
till
s
u
f
f
er
f
r
o
m
th
ese
ty
p
es
o
f
ex
am
s
,
wh
eth
er
p
s
y
ch
o
lo
g
ically
,
tech
n
icall
y
,
o
r
ed
u
ca
tio
n
ally
.
T
h
is
s
tu
d
y
wo
r
k
s
to
war
d
r
ec
o
n
s
id
er
in
g
th
e
r
ea
s
o
n
s
an
d
wh
at
s
tu
d
en
ts
ca
n
d
is
co
v
er
s
o
th
at
th
is
ty
p
e
o
f
ex
am
ca
n
b
e
d
ev
el
o
p
ed
in
a
m
an
n
er
th
at
s
u
its
ed
u
ca
tio
n
al
an
d
teac
h
in
g
o
b
jectiv
es.
T
h
is
s
tu
d
y
aim
s
to
:
i)
ex
p
lo
r
e
p
s
y
c
h
o
lo
g
ical,
tech
n
ical,
an
d
p
ed
ag
o
g
ical
c
h
allen
g
es
;
ii
)
in
v
esti
g
ate
s
tu
d
en
ts
’
lear
n
in
g
ex
p
er
ien
ce
s
with
C
B
E
s
;
an
d
iii)
s
u
g
g
est
f
u
t
u
r
e
d
ir
ec
tio
n
s
f
o
r
im
p
r
o
v
em
en
t.
W
h
ile
th
e
s
tu
d
y
will a
n
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
−
W
h
at
ar
e
th
e
p
s
y
ch
o
l
o
g
ical
ch
allen
g
es st
u
d
en
ts
f
ac
e
d
u
r
i
n
g
C
B
E
s
?
−
W
h
at
tech
n
ical
is
s
u
es d
elay
th
e
ef
f
ec
tiv
en
ess
o
f
C
B
E
s
?
−
Ho
w
d
o
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es in
f
lu
en
ce
s
tu
d
en
ts
'
ex
p
er
ien
ce
s
with
C
B
E
s
?
2.
CO
M
P
UT
E
R
-
B
AS
E
D
E
X
A
M
I
NA
T
I
O
N
S
2
.
1
.
Def
ini
t
io
n a
nd
t
y
pes
o
f
CB
E
S
T
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
h
as
ev
o
lv
ed
r
ap
id
ly
a
n
d
s
ig
n
if
ica
n
tly
o
v
er
t
h
e
p
ast
f
ew
y
ea
r
s
d
u
e
to
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
w
h
ich
h
as
f
o
r
ce
d
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
to
q
u
ick
l
y
a
d
ap
t
to
s
u
p
p
o
r
t
d
is
tan
ce
lear
n
in
g
[
9
]
.
Fu
r
th
e
r
m
o
r
e
,
th
e
r
ec
e
n
t
s
p
r
ea
d
o
f
ar
tific
ial
in
tellig
en
ce
to
o
ls
an
d
tech
n
o
lo
g
ical
ad
v
a
n
ce
m
en
ts
r
eq
u
ir
es
k
ee
p
in
g
p
ac
e
with
t
h
is
r
ev
o
lu
t
io
n
in
t
h
e
m
o
s
t
ef
f
icien
t
an
d
r
ap
id
way
s
[
1
0
]
.
Desp
ite
th
e
ab
o
v
e,
th
e
p
r
o
ce
s
s
o
f
r
em
o
te
ass
ess
m
en
t
is
n
o
t
n
ew;
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
h
av
e
r
elied
o
n
r
e
m
o
te
ass
ess
m
en
t
o
f
th
eir
s
tu
d
en
ts
in
v
ar
io
u
s
way
s
,
s
u
c
h
as
u
s
in
g
Mo
o
d
le
p
latf
o
r
m
s
an
d
c
o
m
p
u
t
er
ized
ass
ess
m
en
ts
.
Fam
o
r
o
ti
[
1
1
]
d
escr
ib
ed
C
B
E
as
a
s
y
s
tem
atic
p
r
o
ce
s
s
f
o
r
g
ath
er
in
g
in
f
o
r
m
atio
n
an
d
p
r
o
v
id
i
n
g
f
ee
d
b
ac
k
th
at
d
escr
ib
es
th
e
lear
n
i
n
g
p
r
o
ce
d
u
r
e,
i
n
clu
d
in
g
lear
n
er
s
'
p
er
ce
p
tio
n
an
d
o
u
tco
m
es;
th
er
ef
o
r
e,
lea
r
n
er
s
will
b
e
ef
f
ec
tiv
ely
en
g
a
g
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
An
o
th
er
d
ef
in
itio
n
o
f
C
B
E
s
r
ef
er
s
to
th
e
ass
es
s
m
en
t
ap
p
r
o
ac
h
wh
er
e
s
tu
d
en
ts
u
s
e
co
m
p
u
ter
s
to
a
n
s
wer
q
u
esti
o
n
s
p
r
esen
ted
o
n
s
cr
ee
n
[
1
2
]
.
C
B
E
ca
n
b
e
class
if
ied
in
to
s
ev
er
al
ca
teg
o
r
ies
b
ased
o
n
a
cc
ess
ib
ilit
y
,
d
esig
n
,
ass
ess
m
e
n
t,
tim
in
g
,
q
u
esti
o
n
ty
p
e,
an
d
p
r
o
cto
r
in
g
.
T
h
ese
ca
teg
o
r
ies
ca
n
o
v
er
lap
f
o
r
a
s
in
g
le
ex
am
.
Acc
ess
ib
ilit
y
class
if
ied
ex
am
s
co
u
ld
b
e
an
o
n
lin
e
ex
a
m
lik
e
T
OE
FL
iB
T
o
r
an
o
f
f
lin
e
e
x
a
m
lik
e
th
e
I
C
DL
ex
am
.
Ad
a
p
tiv
e
C
B
E
s
ty
p
es
ar
e
eith
er
ad
ap
tiv
e
o
r
f
ix
e
d
ex
am
s
; f
ix
ed
ex
am
s
ar
e
d
esig
n
ed
in
ad
v
an
ce
an
d
p
r
esen
ted
to
all
s
tu
d
en
ts
in
a
r
a
n
d
o
m
o
r
o
r
d
er
ed
o
r
d
er
,
wh
ile
th
e
ad
ap
tiv
e
ex
am
s
,
o
n
t
h
e
o
th
e
r
h
a
n
d
,
ar
e
e
x
am
s
wh
er
e
th
e
n
at
u
r
e
o
f
th
e
q
u
esti
o
n
s
ad
ap
ts
an
d
th
e
d
if
f
icu
lty
lev
el
ch
an
g
es
b
ased
o
n
th
e
ex
a
m
in
ee
'
s
p
er
f
o
r
m
an
ce
,
lik
e
th
e
GR
E
an
d
GM
AT
ex
am
s
[
1
3
]
.
Fin
ally
,
ex
am
s
ca
n
b
e
d
i
v
id
ed
ac
c
o
r
d
in
g
to
tim
i
n
g
in
to
tim
e
d
ex
am
s
an
d
o
p
e
n
-
tim
e
ex
am
s
[
1
4
]
.
2
.
2
.
Adv
a
nt
a
g
es a
nd
dis
a
dv
a
nta
g
es o
f
CB
E
S
R
esear
ch
in
d
icate
s
m
an
y
ch
al
len
g
es
f
ac
ed
b
y
t
h
e
CBE
p
r
o
ce
s
s
.
R
e
s
ea
r
ch
,
s
u
r
v
ey
s
,
an
d
in
s
tr
u
cto
r
r
ep
o
r
ts
h
av
e
s
h
o
wn
a
s
ig
n
if
i
ca
n
t
in
cr
ea
s
e
in
r
ep
o
r
te
d
ch
ea
tin
g
attem
p
ts
,
h
ig
h
in
itial
co
s
t,
an
d
tech
n
ical
lim
itatio
n
s
lik
e
p
o
o
r
c
o
n
n
ec
tio
n
s
an
d
p
o
wer
is
s
u
es
[
1
5
]
.
W
ell
-
d
esig
n
ed
o
n
lin
e
e
v
alu
atio
n
s
y
s
tem
s
ca
n
im
p
r
o
v
e
o
p
e
n
n
ess
,
ac
co
u
n
ta
b
ilit
y
,
an
d
f
air
n
ess
wh
ile
lo
wer
in
g
p
o
ten
tial
f
o
r
ac
a
d
em
i
c
m
is
co
n
d
u
ct
[
1
6
]
.
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
R
eth
in
kin
g
c
o
mp
u
ter
-
b
a
s
ed
e
xa
min
a
tio
n
s
in
h
i
g
h
er e
d
u
c
a
tio
n
…
(
A
h
ma
d
A
d
n
a
n
A
lZyo
u
d
)
2863
Mo
s
t
o
f
th
e
p
r
o
b
lem
s
f
o
u
n
d
c
an
b
e
f
ix
ed
,
an
d
r
esear
c
h
er
s
r
ec
o
m
m
en
d
u
s
in
g
C
B
E
s
af
ter
an
y
p
r
o
b
lem
s
h
av
e
b
ee
n
f
ix
e
d
b
y
b
alan
cin
g
th
e
ad
v
an
tag
es a
n
d
d
is
ad
v
an
tag
es [
1
7
]
.
2
.
3
.
P
s
y
cho
lo
g
ica
l
cha
lleng
e
s
:
s
t
re
s
s
,
perc
ept
io
n,
a
nd
dig
it
a
l r
ea
din
ess
B
icca
r
d
et
a
l.
[
9
]
d
is
cu
s
s
ed
s
t
u
d
en
ts
’
p
s
y
ch
o
l
o
g
ical
co
n
ce
r
n
s
in
an
o
n
lin
e
ass
ess
m
en
t
en
v
ir
o
n
m
e
n
t;
th
eir
r
esu
lts
s
u
p
p
o
r
t
th
r
ee
p
r
e
d
o
m
in
an
t
asp
ec
ts
r
aised
b
y
s
tu
d
en
ts
:
d
ig
ital
ac
ce
s
s
,
wh
ich
d
escr
ib
es
th
e
lack
o
f
s
u
itab
le
d
ev
ices,
d
ata,
an
d
co
n
n
ec
tiv
ity
,
u
s
ab
ilit
y
o
f
th
e
ex
a
m
in
atio
n
s
y
s
tem
in
ter
f
ac
e,
an
d
th
e
d
u
r
atio
n
o
f
th
e
ex
am
.
T
h
ese
th
r
ee
is
s
u
es
cr
ea
te
p
s
y
ch
o
lo
g
ical
ch
allen
g
es
f
o
r
s
tu
d
en
ts
to
u
s
e
C
B
E
ef
f
ec
t
iv
ely
.
Acc
o
r
d
in
g
to
p
r
ev
io
u
s
r
esear
ch
,
tech
n
ical
am
b
ig
u
ity
an
d
p
er
f
o
r
m
a
n
c
e
m
o
n
ito
r
in
g
in
d
ig
ital
ex
a
m
s
itu
atio
n
s
m
ay
ex
ac
er
b
ate
c
o
g
n
itiv
e
d
is
tr
ess
[
1
8
]
.
T
h
e
p
er
ce
p
tio
n
o
f
f
air
n
ess
an
d
tr
u
s
t
is
an
o
th
er
is
s
u
e,
p
ar
ticu
lar
ly
with
th
e
ad
v
en
t o
f
AI
-
ass
is
ted
p
r
o
cto
r
i
n
g
s
y
s
tem
s
[
1
9
]
.
2
.
4
.
T
ec
hn
ica
l
cha
lleng
es:
in
f
ra
s
t
ruct
ure,
s
ec
urit
y
,
a
nd
priv
a
cy
Du
r
in
g
test
s
,
s
tu
d
en
ts
r
e
p
o
r
te
d
s
ev
er
al
tech
n
o
lo
g
ical
p
r
o
b
le
m
s
th
at
g
r
ea
tly
af
f
ec
t
t
h
eir
p
e
r
f
o
r
m
a
n
ce
,
s
u
ch
as
s
er
v
er
d
is
co
n
n
ec
tio
n
s
,
u
n
p
r
ed
ictab
le
elec
tr
icity
s
u
p
p
lies
,
an
d
co
m
p
u
ter
m
alf
u
n
ctio
n
s
[
1
7
]
.
T
h
ese
d
if
f
icu
lties
f
r
eq
u
en
tly
r
esu
lt
in
m
is
s
ed
d
ea
d
lin
es
an
d
u
n
f
in
is
h
ed
s
u
b
m
is
s
io
n
s
.
Ad
d
itio
n
ally
,
Fan
ir
an
et
a
l.
[
2
0
]
talk
ed
ab
o
u
t
tech
n
ical
c
h
allen
g
es
th
at
ev
e
n
tech
n
o
lo
g
icall
y
p
r
o
f
icien
t
s
tu
d
en
ts
h
av
e,
li
k
e
s
lu
g
g
is
h
in
ter
n
et
s
p
ee
d
s
an
d
co
n
n
ec
tiv
ity
is
s
u
es
th
at
im
p
ed
e
ad
v
a
n
ce
m
en
t
d
u
r
in
g
C
B
E
s
.
Ad
d
itio
n
ally
,
p
o
o
r
ly
d
esig
n
e
d
u
s
er
in
ter
f
ac
es a
n
d
b
r
o
k
e
n
g
r
a
p
h
ics
m
ig
h
t m
ak
e
it d
if
f
icu
lt f
o
r
s
tu
d
en
ts
to
en
g
a
g
e
with
test
item
s
.
2
.
5
.
P
eda
g
o
g
ic
a
l
cha
lleng
es:
a
s
s
ess
m
ent
des
ig
n a
nd
educ
a
t
io
na
l v
a
lid
it
y
Sig
n
if
ican
t
p
ed
a
g
o
g
ical
g
ap
s
i
n
C
B
E
s
wer
e
f
o
u
n
d
b
y
Sh
r
ai
m
[
2
1
]
,
w
h
o
p
o
in
ted
o
u
t
th
at
m
an
y
o
n
lin
e
ass
es
s
m
en
ts
h
av
e
p
o
o
r
d
esig
n
an
d
p
r
io
r
itize
m
em
o
r
izatio
n
an
d
f
ac
tu
al
r
ec
all
o
v
er
c
r
itical
co
m
p
r
eh
e
n
s
io
n
o
r
an
aly
s
is
.
T
h
is
is
s
o
m
etim
es
ca
u
s
ed
b
y
th
e
u
s
e
o
f
co
n
s
tr
ain
ed
q
u
esti
o
n
f
o
r
m
ats,
s
u
ch
as
m
u
ltip
le
-
ch
o
ice
an
d
tr
u
e
-
f
alse
q
u
esti
o
n
s
,
wh
ich
m
ig
h
t
n
o
t
s
u
f
f
icien
tly
s
h
o
w
h
i
g
h
er
-
o
r
d
e
r
th
in
k
i
n
g
ab
ilit
ies.
Sh
r
aim
[
2
1
]
s
u
g
g
ests
ch
an
g
in
g
th
e
em
p
h
asis
f
r
o
m
s
tr
ictly
s
u
m
m
ativ
e
g
r
ad
i
n
g
to
f
o
r
m
ativ
e
ass
ess
m
en
t
an
d
b
r
o
a
d
en
in
g
th
e
r
an
g
e
o
f
ass
es
s
m
en
t
tech
n
iq
u
es,
s
u
ch
as
em
p
lo
y
in
g
e
-
p
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r
tf
o
lio
s
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d
p
r
esen
tatio
n
s
,
in
o
r
d
er
to
a
llay
th
ese
wo
r
r
ies.
E
f
f
ec
tiv
e
d
i
g
ital
ev
alu
atio
n
m
u
s
t
u
ltima
tely
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r
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m
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te
d
ee
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e
r
co
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itiv
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g
ag
em
en
t
an
d
b
e
in
lin
e
with
lo
n
g
-
ter
m
lear
n
in
g
o
b
jectiv
es [
2
2
]
.
3.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
B
aso
p
i
et
a
l.
[
1
7
]
d
is
cu
s
s
ed
th
e
ch
allen
g
es
o
f
co
n
d
u
ctin
g
C
B
E
s
in
I
n
d
o
n
esian
h
ig
h
s
ch
o
o
ls
.
Sin
ce
2
0
1
4
,
th
e
I
n
d
o
n
esian
g
o
v
e
r
n
m
en
t
h
as
im
p
lem
en
ted
b
o
th
C
B
E
an
d
tr
ad
itio
n
al
p
a
p
er
-
b
ased
test
s
f
o
r
th
e
n
atio
n
al
ex
am
in
atio
n
,
wh
ich
is
a
s
tan
d
ar
d
ized
ev
alu
atio
n
s
y
s
tem
ad
m
in
is
ter
ed
f
r
o
m
ju
n
io
r
to
s
en
io
r
h
ig
h
s
ch
o
o
l
lev
els
in
I
n
d
o
n
esia.
T
h
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
t
h
e
ch
allen
g
es
en
co
u
n
ter
ed
b
y
s
tu
d
en
ts
in
th
ese
ex
am
in
atio
n
f
o
r
m
ats.
A
q
u
alit
ativ
e
r
esear
ch
d
esig
n
was
em
p
lo
y
ed
,
u
tili
zin
g
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
with
s
ix
h
ig
h
-
s
ch
o
o
l
g
r
ad
u
ates
as
p
ar
ticip
an
ts
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
C
B
E
p
o
s
es
th
r
ee
p
r
im
ar
y
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allen
g
es:
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ited
f
am
iliar
ity
with
co
m
p
u
ter
h
ar
d
war
e
,
h
eig
h
ten
e
d
a
n
x
iety
d
u
e
to
t
h
e
v
is
ib
le
co
u
n
td
o
wn
tim
er
,
an
d
co
n
ce
r
n
s
ab
o
u
t
p
o
ten
tial
tech
n
ical
f
ailu
r
es
th
at
co
u
ld
d
is
r
u
p
t
th
e
ex
am
in
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n
p
r
o
ce
s
s
.
I
n
co
n
tr
ast,
tr
ad
itio
n
al
ex
am
s
ar
e
ass
o
ciate
d
with
is
s
u
es
s
u
ch
as
p
o
o
r
p
r
in
t
q
u
ality
o
f
test
p
ap
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s
,
d
if
f
ic
u
lties
in
ac
cu
r
ately
s
h
ad
in
g
Op
tical
Ma
r
k
R
ec
o
g
n
itio
n
(
OM
R
)
an
s
wer
s
h
ee
ts
,
an
d
ti
m
e
-
m
an
ag
em
e
n
t
p
r
ess
u
r
es
lead
in
g
to
s
tr
ess
an
d
r
u
s
h
ed
r
esp
o
n
s
es.
T
h
e
s
tu
d
y
c
o
n
clu
d
es
th
at
b
o
th
C
B
E
an
d
t
r
ad
itio
n
al
f
o
r
m
ats
p
r
esen
t
d
is
tin
ct
o
b
s
tacle
s
th
at
ca
n
h
in
d
er
s
tu
d
e
n
ts
’
o
p
ti
m
al
p
er
f
o
r
m
an
ce
.
T
h
ese
i
n
s
ig
h
ts
co
n
tr
ib
u
te
to
im
p
r
o
v
in
g
th
e
d
esig
n
,
im
p
lem
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tatio
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,
a
n
d
f
air
n
ess
o
f
n
atio
n
al
e
x
am
in
atio
n
s
in
I
n
d
o
n
esia,
as d
is
cu
s
s
ed
f
u
r
th
er
in
th
is
p
ap
er
.
Un
iv
er
s
ity
s
tu
d
en
ts
’
o
p
in
io
n
s
o
f
o
n
lin
e
test
s
an
d
e
-
p
r
o
cto
r
in
g
s
y
s
tem
s
wer
e
ex
am
in
ed
in
p
r
ev
io
u
s
s
tu
d
y
b
y
T
er
b
lan
ch
e
et
a
l.
[
2
3
]
.
Acc
o
r
d
in
g
to
th
eir
f
in
d
in
g
s
,
s
tu
d
en
ts
v
o
ice
d
wo
r
r
ies
ab
o
u
t
p
r
iv
ac
y
,
in
c
r
ea
s
ed
an
x
iety
,
tech
n
o
l
o
g
ical
r
eliab
ilit
y
,
an
d
th
e
f
air
n
ess
o
f
r
em
o
t
e
p
r
o
cto
r
in
g
tech
n
o
lo
g
y
,
ev
en
wh
ile
th
ey
p
r
aised
th
e
f
lex
ib
ilit
y
an
d
c
o
n
v
e
n
ien
ce
o
f
o
n
lin
e
e
x
am
s
.
T
h
e
s
tu
d
y
s
u
g
g
ested
th
at
in
o
r
d
er
t
o
in
cr
ea
s
e
s
tu
d
en
ts
’
ac
ce
p
tan
ce
an
d
tr
u
s
t
in
co
m
p
u
ter
-
b
ased
ex
a
m
s
,
ass
ess
m
en
t
d
esig
n
s
h
o
u
l
d
b
e
im
p
r
o
v
ed
,
tech
n
ical
s
u
p
p
o
r
t
s
h
o
u
ld
b
e
im
p
r
o
v
ed
,
a
n
d
p
r
o
ct
o
r
in
g
s
y
s
tem
s
s
h
o
u
ld
b
e
m
ad
e
m
o
r
e
tr
a
n
s
p
ar
en
t
.
B
icca
r
d
et
a
l.
[
9
]
s
tu
d
ied
th
e
im
p
ac
t
o
f
u
s
in
g
o
n
lin
e
e
x
a
m
s
o
n
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
t
s
in
So
u
th
Af
r
ica.
T
h
e
y
s
u
r
v
ey
ed
B
ac
h
elo
r
o
f
E
d
u
ca
tio
n
s
tu
d
en
ts
a
n
d
Po
s
t
Gr
ad
u
ate
C
er
tific
ate
in
E
d
u
ca
tio
n
s
tu
d
en
ts
,
an
d
th
ey
r
ec
eiv
ed
2
8
5
8
r
esp
o
n
s
es
to
th
eir
s
u
r
v
ey
.
T
h
eir
r
esu
lts
in
d
icate
th
e
p
r
iv
ileg
es
o
f
u
s
in
g
o
n
lin
e
ass
es
s
m
en
t
to
o
ls
,
lik
e:
f
lex
ib
ilit
y
an
d
co
n
v
en
ien
ce
b
y
tak
i
n
g
th
e
ex
am
f
r
o
m
h
o
m
e,
s
av
in
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th
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ef
f
o
r
t
an
d
ex
p
en
s
e
o
f
tr
av
elin
g
to
ex
am
h
alls
.
Als
o
,
o
n
lin
e
ass
e
s
s
m
en
t
to
o
ls
p
r
o
v
id
e
a
f
am
iliar
en
v
ir
o
n
m
en
t
th
r
o
u
g
h
th
e
av
ailab
ilit
y
o
f
a
co
m
f
o
r
tab
le
l
o
ca
tio
n
,
r
e
d
u
cin
g
s
tr
ess
an
d
a
n
x
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co
m
p
ar
ed
to
tr
a
d
itio
n
al
ex
am
s
,
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d
f
in
ally
,
th
ey
s
av
e
tim
e.
Yet,
alth
o
u
g
h
s
tu
d
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ts
r
esp
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p
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s
itiv
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d
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th
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h
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n
s
,
i
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clu
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in
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tech
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s
u
es
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lik
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u
n
s
tab
le
in
ter
n
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tio
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p
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an
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p
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am
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m
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Oth
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tu
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h
ig
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t
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ch
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lack
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r
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,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2864
p
s
y
ch
o
lo
g
ical
s
tr
ess
r
aised
b
y
tech
n
ical
co
n
ce
r
n
s
,
d
if
f
icu
lty
in
ass
es
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ce
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tain
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k
ill
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lin
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d
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in
eq
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wh
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o
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ll st
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e
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ts
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av
e
co
m
p
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ter
s
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r
a
h
ig
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-
q
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ter
n
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c
o
n
n
ec
tio
n
.
Mo
n
s
u
r
at
et
a
l.
[
2
4
]
s
tu
d
ied
t
h
e
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
e
o
n
u
s
in
g
CBE
an
d
th
e
ch
allen
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ey
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ad
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ed
a
s
tr
atif
ied
s
am
p
li
n
g
tech
n
iq
u
e,
co
n
s
is
tin
g
o
f
8
0
0
u
n
iv
er
s
ity
s
tu
d
en
ts
f
r
o
m
d
if
f
er
en
t
d
e
p
ar
tm
en
ts
an
d
u
n
i
v
er
s
ities
,
an
d
r
esear
c
h
d
ata
co
llected
u
s
in
g
a
s
u
r
v
ey
en
titl
ed
co
m
p
u
ter
-
b
ased
t
est
(
C
B
T
)
m
o
d
e
o
f
ex
am
in
atio
n
q
u
esti
o
n
n
air
e
.
Fi
n
al
r
esu
lts
r
ef
lect
a
p
o
s
itiv
e
co
m
p
u
ter
ized
ex
am
in
atio
n
e
x
p
er
ien
ce
;
it
was
f
o
u
n
d
th
at
th
is
ap
p
r
o
ac
h
r
ed
u
ce
s
th
e
p
r
in
ted
p
ap
er
s
an
d
an
s
wer
b
o
o
k
lets
,
s
av
in
g
ex
am
ad
m
i
n
is
tr
atio
n
tim
e
an
d
ef
f
o
r
t.
T
h
e
ch
allen
g
es
r
aised
b
y
ap
p
ly
in
g
CBE
ar
e:
th
e
in
s
u
f
f
icien
t
C
B
T
ce
n
ter
s
,
in
ter
r
u
p
ted
p
o
wer
s
u
p
p
ly
,
ir
r
eg
u
lar
tim
etab
le,
a
n
d
in
s
u
f
f
icien
t
I
C
T
o
f
f
icer
s
.
T
h
e
c
o
n
clu
s
io
n
co
n
s
id
er
ed
u
s
in
g
th
e
C
B
T
m
o
d
e
o
f
ex
am
in
atio
n
i
n
th
e
u
n
iv
er
s
ity
as
an
ef
f
ec
tiv
e
a
p
p
r
o
ac
h
,
an
d
r
ec
o
m
m
en
d
s
co
n
tin
u
o
u
s
u
s
e
o
f
th
is
ex
am
in
atio
n
m
o
d
e.
Har
ley
et
a
l.
[
2
5
]
co
m
p
ar
ed
i
n
th
eir
r
esear
ch
b
etwe
en
th
e
tr
ad
itio
n
al
an
d
CBE
o
n
a
s
a
m
p
le
o
f
7
4
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
in
t
h
e
Un
iv
er
s
ity
o
f
Alb
er
ta’
s
eth
ical
co
m
m
ittee.
R
esear
ch
p
r
o
ce
d
u
r
es
f
o
llo
w
ap
p
ly
in
g
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
s
u
r
v
ey
o
n
two
d
if
f
e
r
en
t
s
tu
d
en
ts
s
ets,
o
n
e
s
tu
d
y
th
e
co
u
r
s
e
an
d
h
ad
tr
ad
itio
n
al
ex
am
,
wh
ile
test
s
a
m
p
le
h
ad
co
m
p
u
ter
ized
ex
am
.
A
ls
o
,
th
e
s
am
p
le
ask
ed
to
d
e
s
cr
ib
e
th
e
p
h
y
s
ical
en
v
ir
o
n
m
en
t
an
d
th
eir
f
in
al
r
e
s
u
lts
s
h
o
wed
th
at
d
u
r
i
n
g
th
e
c
o
m
p
u
ter
ized
ex
am
s
,
s
tu
d
e
n
ts
h
ad
f
ewe
r
n
eg
ativ
e
em
o
tio
n
s
co
m
p
a
r
in
g
t
o
tr
ad
iti
o
n
ex
am
s
,
f
em
ales’
s
tu
d
en
ts
r
ep
o
r
ted
h
ig
h
er
r
etr
o
s
p
ec
tiv
e
n
eg
ativ
e
em
o
tio
n
s
.
Sh
r
aim
[
2
1
]
ex
a
m
in
ed
th
e
C
B
E
s
f
r
o
m
th
e
v
iewp
o
in
t
o
f
th
e
s
tu
d
en
ts
.
I
n
o
r
d
er
to
in
v
esti
g
ate
cu
r
r
en
t
o
n
lin
e
test
in
g
m
eth
o
d
s
,
s
h
e
p
o
lled
3
4
2
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
at
Pales
tin
e
T
ec
h
n
ical
Un
iv
er
s
ity
–
Kad
o
o
r
ie
.
T
h
e
s
tu
d
y
lo
o
k
ed
at
o
n
lin
e
ev
alu
atio
n
s
'
in
s
tr
u
ctio
n
al
v
alu
e,
v
alid
ity
,
r
eliab
ilit
y
,
af
f
ec
tiv
e
elem
en
ts
,
p
r
ac
ticality
,
an
d
s
ec
u
r
ity
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
p
u
p
ils
f
av
o
r
ed
o
n
lin
e
ass
ess
m
en
ts
o
v
er
co
n
v
en
tio
n
al
p
ap
er
-
b
ased
ex
am
s
.
I
n
ter
m
s
o
f
g
r
a
d
in
g
ef
f
icien
cy
a
n
d
d
ep
en
d
ab
ilit
y
,
C
B
E
s
p
er
f
o
r
m
ed
b
etter
,
s
av
in
g
tim
e,
ef
f
o
r
t,
an
d
m
o
n
e
y
.
Ho
wev
er
,
s
tu
d
e
n
ts
also
m
en
tio
n
ed
a
n
u
m
b
er
o
f
d
if
f
icu
lties
,
esp
ec
ially
with
r
eg
ar
d
to
s
ec
u
r
ity
,
v
alid
ity
,
an
d
f
air
n
ess
.
T
h
e
s
tu
d
y
f
u
r
th
er
s
u
g
g
ests
th
at
elec
tr
o
n
ic
ex
am
i
n
atio
n
s
ar
e
m
o
r
e
s
u
itab
le
f
o
r
f
o
r
m
ativ
e
ass
es
s
m
en
ts
,
em
p
h
asizin
g
lear
n
in
g
p
r
o
g
r
ess
r
ath
er
th
an
s
u
m
m
ativ
e
ev
alu
atio
n
.
Ultim
ately
,
th
e
s
u
cc
ess
f
u
l
ad
o
p
tio
n
o
f
o
n
lin
e
ex
a
m
s
d
ep
en
d
s
o
n
th
eir
ca
r
ef
u
l
d
esi
g
n
to
en
s
u
r
e
v
alid
ity
,
r
eliab
ilit
y
,
s
ec
u
r
ity
,
an
d
f
lex
ib
ilit
y
.
Prio
r
s
tu
d
ies
h
av
e
also
lo
o
k
e
d
at
h
o
w
u
n
iv
er
s
ity
s
tu
d
en
ts
in
ter
ac
t
with
co
m
p
u
t
er
-
b
ased
a
n
d
o
n
lin
e
ass
es
s
m
en
t
en
v
ir
o
n
m
en
ts
,
e
m
p
h
asizin
g
h
o
w
t
h
ese
s
y
s
tem
s
af
f
ec
t
s
tu
d
en
ts
'
p
er
f
o
r
m
an
ce
,
en
g
a
g
em
en
t,
an
d
s
atis
f
ac
tio
n
[
2
1
]
.
Sch
er
er
et
a
l.
[
4
]
d
is
cu
s
s
ed
in
th
eir
s
tu
d
y
a
r
o
b
u
s
t
an
d
co
m
p
r
eh
e
n
s
iv
e
test
o
f
th
e
te
ch
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
in
a
n
ed
u
ca
tio
n
al
c
o
n
tex
t
b
y
ex
a
m
in
in
g
t
h
e
k
e
y
f
ac
to
r
s
d
r
iv
in
g
teac
h
er
s
'
ad
o
p
tio
n
o
f
d
i
g
ital
tech
n
o
l
o
g
y
in
th
ei
r
teac
h
in
g
p
r
ac
tices.
Usi
n
g
ad
v
an
ce
d
s
tatis
tical
m
eth
o
d
s
,
s
p
ec
if
ically
m
eta
-
an
aly
tic
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
MA
SEM
)
,
th
e
r
esear
ch
er
s
co
llected
an
d
s
y
n
th
esiz
ed
1
2
4
co
r
r
elatio
n
m
atr
ices
f
r
o
m
1
1
4
em
p
ir
ical
T
AM
s
tu
d
ies
(
N=
3
4
,
3
5
7
teac
h
er
s
)
an
d
test
ed
th
e
f
it
o
f
th
e
T
AM
an
d
its
v
er
s
io
n
s
.
T
h
e
r
esu
lts
co
n
f
ir
m
ed
th
e
s
tr
o
n
g
an
d
p
o
s
itiv
e
im
p
ac
t
o
f
b
o
th
p
e
r
ce
iv
ed
u
s
ef
u
l
n
ess
an
d
ea
s
e
o
f
u
s
e
o
n
teac
h
er
s
'
in
ten
tio
n
to
u
s
e
d
ig
ital
tech
n
o
lo
g
y
.
T
h
e
s
tu
d
y
also
h
ig
h
lig
h
te
d
s
ev
er
al
ex
ter
n
al
f
ac
t
o
r
s
in
f
lu
en
cin
g
tech
n
o
l
o
g
y
u
s
e
in
ed
u
ca
tio
n
,
s
u
c
h
as in
s
titu
tio
n
al
s
u
p
p
o
r
t,
tr
ai
n
in
g
,
a
n
d
e
x
p
er
ie
n
ce
.
T
AM
,
wh
ich
c
r
ea
ted
b
y
Dav
i
s
[
2
6
]
,
s
er
v
es
as
th
e
f
o
u
n
d
atio
n
f
o
r
th
is
in
v
esti
g
atio
n
.
T
AM
is
wid
ely
ac
k
n
o
wled
g
e
d
as
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
ta
n
t
f
r
a
m
ewo
r
k
s
f
o
r
co
m
p
r
e
h
en
d
in
g
h
o
w
p
eo
p
l
e
ad
o
p
t
an
d
u
tili
ze
n
ew
tech
n
o
lo
g
y
,
esp
ec
ially
i
n
ed
u
ca
tio
n
al
c
o
n
tex
ts
.
Acc
o
r
d
in
g
to
T
AM
,
t
h
er
e
ar
e
two
m
ain
elem
en
ts
th
at
in
f
lu
en
ce
a
s
tu
d
en
t'
s
ac
ce
p
tan
ce
o
f
C
B
E
s
.
Firs
t,
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
(
PEOU
)
,
t
h
i
s
is
th
e
d
eg
r
ee
to
wh
ich
a
s
tu
d
en
t
th
in
k
s
u
s
in
g
th
e
elec
tr
o
n
ic
ex
am
p
latf
o
r
m
wo
u
l
d
b
e
s
im
p
le
an
d
ea
s
y
.
Acc
o
r
d
in
g
to
th
is
s
tu
d
y
,
PEOU
is
clo
s
ely
r
elate
d
to
th
e
“
tec
h
n
ical
ch
allen
g
es
”
.
Fo
r
ex
am
p
le,
r
estricte
d
f
ea
tu
r
es
lik
e
“
o
n
e
-
way
n
av
i
g
atio
n
”
m
ak
e
th
e
s
y
s
tem
s
ee
m
less
u
s
er
-
f
r
ien
d
ly
,
w
h
ich
r
aises
s
tu
d
en
ts
'
tech
n
ical
an
x
iety
a
n
d
d
ec
r
ea
s
es
th
eir
ac
ce
p
tan
ce
o
f
it
o
v
er
all
.
Seco
n
d
ly
,
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
(
PU)
,
t
h
is
is
d
ef
in
ed
as
th
e
d
eg
r
ee
to
wh
ich
a
s
tu
d
en
t
b
eliev
es
th
at
th
e
C
B
E
s
y
s
tem
will
en
h
an
ce
t
h
eir
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
o
r
lear
n
in
g
ex
p
er
i
en
ce
.
T
h
is
r
elate
s
to
th
e
“
p
e
d
ag
o
g
ical
ch
allen
g
es
”
o
b
s
er
v
ed
in
th
e
r
esu
lts
;
wh
en
im
m
ed
iate
f
ee
d
b
ac
k
is
m
is
s
in
g
,
o
r
e
x
am
d
esig
n
s
ar
e
p
o
o
r
,
s
tu
d
en
ts
p
e
r
ce
iv
e
th
e
tech
n
o
lo
g
y
as less
u
s
ef
u
l,
wh
i
ch
n
eg
ativ
ely
im
p
ac
ts
th
eir
en
g
ag
em
en
t [
2
7
]
.
4.
M
E
T
H
O
D
4
.1
.
Resea
rc
h
des
ig
n a
nd
pro
ce
du
re
T
h
is
r
esear
ch
u
tili
ze
d
a
cr
o
s
s
-
s
ec
tio
n
al
d
escr
ip
tiv
e
q
u
an
titativ
e
ap
p
r
o
ac
h
to
in
v
esti
g
at
e
s
tu
d
en
ts
’
v
iews
o
n
C
B
E
s
at
Yar
m
o
u
k
Un
iv
er
s
ity
.
T
h
e
s
tu
d
y
was
o
r
g
an
ized
c
h
r
o
n
o
lo
g
ically
as:
i
n
itially
,
a
th
o
r
o
u
g
h
ex
am
in
atio
n
o
f
t
h
e
liter
atu
r
e
was
d
o
n
e
to
d
eter
m
in
e
t
h
e
m
ain
ch
allen
g
es
(
p
s
y
c
h
o
lo
g
ical,
tech
n
ical,
an
d
ed
u
ca
tio
n
al)
.
Seco
n
d
,
a
p
ilo
t
s
tu
d
y
was
u
s
ed
to
c
r
ea
te
an
d
v
alid
ate
th
e
s
u
r
v
ey
in
s
tr
u
m
en
t.
T
h
ir
d
,
th
e
u
n
iv
er
s
ity
g
r
an
ted
o
f
f
icial
et
h
ical
ap
p
r
o
v
al.
L
astl
y
,
t
o
g
u
ar
an
tee
th
at
p
a
r
ticip
an
ts
h
ad
n
e
w
ex
p
er
ien
ce
s
with
th
e
C
B
E
s
y
s
tem
,
d
ata
co
llecti
o
n
was
d
o
n
e
d
u
r
in
g
th
e
m
id
te
r
m
p
er
io
d
o
f
th
e
f
ir
s
t
s
em
este
r
o
f
th
e
2
0
2
5
–
2
0
2
6
ac
ad
em
ic
y
ea
r
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
eth
in
kin
g
c
o
mp
u
ter
-
b
a
s
ed
e
xa
min
a
tio
n
s
in
h
i
g
h
er e
d
u
c
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tio
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(
A
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ma
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n
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n
A
lZyo
u
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)
2865
4
.2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
r
esear
ch
p
o
p
u
latio
n
co
m
p
r
is
es
all
u
n
d
er
g
r
a
d
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
at
Yar
m
o
u
k
Un
iv
er
s
ity
.
C
o
n
v
en
ien
ce
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
a
s
am
p
le
o
f
5
4
5
s
tu
d
en
ts
b
ec
au
s
e
it
was
f
ea
s
ib
le
to
r
ea
ch
a
wid
e
r
an
g
e
o
f
f
ac
u
lties
d
u
r
in
g
th
e
in
ten
s
iv
e
ex
am
p
er
io
d
.
C
o
ch
r
an
'
s
f
o
r
m
u
la,
wh
ic
h
s
tates
th
at
f
o
r
a
p
o
p
u
latio
n
lar
g
er
th
a
n
2
0
,
0
0
0
s
tu
d
en
ts
,
at
least
3
7
7
p
a
r
ticip
an
ts
ar
e
n
ee
d
ed
to
ac
h
ie
v
e
a
9
5
%
c
o
n
f
i
d
e
n
ce
lev
el
with
a
5
%
m
ar
g
in
o
f
er
r
o
r
,
p
r
o
v
id
es
s
tatis
tical
ju
s
tific
at
io
n
f
o
r
th
is
s
am
p
le
s
ize.
T
h
is
cu
to
f
f
is
g
r
ea
t
ly
ex
ce
ed
ed
b
y
o
u
r
s
am
p
le
o
f
5
4
5
p
e
o
p
le,
g
u
a
r
a
n
teein
g
s
tr
o
n
g
d
ata
r
e
p
r
esen
t
ativ
en
ess
an
d
tr
u
s
two
r
th
y
an
a
ly
s
is
.
Acc
o
r
d
in
g
to
d
em
o
g
r
a
p
h
ic
s
tatis
tics
,
6
7
.
2
%
o
f
th
e
s
am
p
le
wer
e
f
em
ale,
an
d
3
2
.
8
%
wer
e
m
ale,
an
d
th
e
m
ajo
r
ity
(
6
7
.
0
%)
wer
e
b
etwe
en
th
e
a
g
es
o
f
1
8
an
d
2
0
.
T
h
e
s
am
p
le
c
o
m
p
r
is
ed
s
tu
d
en
ts
f
r
o
m
b
o
th
s
cien
ti
f
ic
an
d
h
u
m
an
ities
s
u
b
jects th
r
o
u
g
h
o
u
t a
ll a
ca
d
e
m
ic
y
ea
r
s
.
4
.3
.
I
ns
t
rum
ent
dev
elo
pm
en
t
Data
wer
e
g
ath
er
ed
th
r
o
u
g
h
a
s
tr
u
ctu
r
ed
s
u
r
v
ey
cr
ea
te
d
to
ev
alu
ate
s
tu
d
en
ts
'
ex
p
er
ien
ce
s
with
C
B
E
s
.
T
h
e
d
ev
ice
was
m
ad
e
u
p
o
f
th
r
ee
p
ar
ts
.
F
ir
s
tly
,
d
em
o
g
r
a
p
h
ic
d
etails
(
g
en
d
e
r
,
ag
e
,
d
e
p
ar
tm
en
t,
ac
ad
em
ic
y
ea
r
,
ed
u
ca
tio
n
al
lev
el)
.
Seco
n
d
ly
,
p
r
im
ar
y
s
ca
le
item
s
ass
ess
in
g
p
s
y
ch
o
lo
g
ical,
tec
h
n
ical,
an
d
p
ed
ag
o
g
ical
d
if
f
icu
lties
u
s
in
g
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
(
1
=stro
n
g
ly
d
is
ag
r
ee
to
5
=stro
n
g
l
y
ag
r
ee
)
.
T
h
ir
d
ly
,
q
u
esti
o
n
s
th
at
in
v
ite
d
etailed
r
esp
o
n
s
es
to
g
ath
er
q
u
alitativ
e
in
s
ig
h
ts
ab
o
u
t
s
tu
d
en
ts
’
v
iews
an
d
r
ec
o
m
m
en
d
atio
n
s
.
T
h
e
co
m
p
leted
in
s
tr
u
m
en
t
co
n
s
is
t
ed
o
f
3
2
item
s
ca
teg
o
r
ized
in
to
th
r
ee
ar
ea
s
:
m
en
tal,
tech
n
ical,
an
d
ed
u
ca
tio
n
a
l
o
b
s
tacle
s
.
4
.4
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
4
.
4
.
1
.
Co
ns
t
ruct
v
a
lid
it
y
T
h
e
item
-
to
tal
c
o
r
r
elatio
n
c
o
ef
f
icien
ts
f
o
r
ea
c
h
d
o
m
ain
wer
e
ca
lcu
lated
to
ev
alu
at
e
co
n
s
tr
u
ct
v
alid
ity
.
C
o
r
r
elatio
n
co
ef
f
icien
ts
v
ar
ied
b
etwe
en
0
.
3
8
an
d
0
.
8
7
,
all
s
tatis
tically
s
ig
n
if
ican
t
at
th
e
0
.
0
5
an
d
0
.
0
1
th
r
esh
o
ld
s
.
T
h
ese
f
in
d
i
n
g
s
s
h
o
w
th
at
ev
er
y
item
was
s
u
itab
ly
m
atch
ed
with
its
co
r
r
esp
o
n
d
in
g
co
n
s
tr
u
cts,
an
d
n
o
item
s
wer
e
elim
in
ated
.
4
.5
.
Relia
bil
it
y
R
eliab
ilit
y
was
ev
alu
ated
with
a
p
ilo
t
g
r
o
u
p
o
f
2
0
s
tu
d
e
n
ts
s
ep
ar
ate
f
r
o
m
th
e
p
r
im
ar
y
s
tu
d
y
s
am
p
le
v
ia
a
test
-
r
etest
m
eth
o
d
ca
r
r
ied
o
u
t
o
v
er
a
two
-
wee
k
p
er
io
d
.
T
wo
r
eliab
ilit
y
m
etr
ic
s
wer
e
co
m
p
u
ted
:
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
ic
ien
t
(
in
d
ex
o
f
s
tab
ilit
y
)
,
C
r
o
n
b
ac
h
’
s
alp
h
a
(
co
n
s
is
ten
cy
with
in
)
,
v
alu
es
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
v
ar
ied
f
r
o
m
0
.
8
2
to
0
.
8
6
ac
r
o
s
s
d
if
f
er
e
n
t
d
o
m
ain
s
,
0
.
8
9
f
o
r
th
e
co
m
p
lete
to
o
l.
Pear
s
o
n
’
s
s
tab
ilit
y
co
ef
f
icien
ts
v
ar
ied
f
r
o
m
0
.
8
8
to
0
.
9
0
th
r
o
u
g
h
o
u
t
d
o
m
ain
s
,
0
.
9
1
f
o
r
th
e
co
m
p
lete
in
s
tr
u
m
en
t.
T
h
ese
v
alu
es
r
ef
lect
s
tr
o
n
g
i
n
ter
n
al
c
o
n
s
is
ten
cy
an
d
s
ig
n
if
ican
t
s
tab
ilit
y
,
af
f
ir
m
in
g
th
e
in
s
tr
u
m
en
t'
s
r
eliab
ilit
y
f
o
r
th
e
p
r
esen
t stu
d
y
.
4
.6
.
Da
t
a
a
na
ly
s
is
m
et
ho
d
SP
SS
(
v
.
2
6
)
was
u
s
ed
to
an
aly
ze
th
e
co
llected
d
ata
to
m
ee
t
th
e
r
esear
ch
o
b
jectiv
es.
T
h
e
s
tati
s
tical
tech
n
iq
u
es
lis
ted
wer
e
u
s
ed
:
i
)
ANOV
A
to
f
in
d
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
ased
o
n
d
em
o
g
r
ap
h
ic
v
ar
iab
les;
ii
)
C
r
o
n
b
ac
h
’
s
alp
h
a
an
d
Pear
s
o
n
co
r
r
elatio
n
to
co
n
f
ir
m
th
e
to
o
l'
s
p
s
y
ch
o
m
etr
ic
q
u
alities
;
an
d
iii
)
d
escr
ip
tiv
e
s
tatis
t
ics,
s
u
ch
as
f
r
eq
u
en
cies,
p
er
ce
n
tag
es,
m
ea
n
s
,
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
,
to
d
escr
ib
e
th
e
s
am
p
le
an
d
r
an
k
th
e
o
b
s
tacle
s
.
5.
RE
SU
L
T
S
5
.1
.
St
a
t
is
t
ica
l
s
t
a
nd
a
rd
T
h
e
p
ar
ticip
a
n
ts
’
r
esp
o
n
s
es
wer
e
in
ter
p
r
ete
d
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
(
ag
r
ee
=
4
,
d
is
ag
r
ee
=
2
,
s
ev
er
ely
d
is
ag
r
ee
=
1
,
n
eu
t
r
al
=
3
,
an
d
s
tr
o
n
g
l
y
ag
r
ee
=
5
)
.
T
h
e
m
ea
n
s
co
r
es
wer
e
d
iv
id
ed
in
to
th
r
ee
g
r
o
u
p
s
f
o
r
an
aly
s
is
u
s
in
g
a
s
p
ec
if
ic
s
ca
le:
lo
w
(
1
.
0
0
–
2
.
3
3
)
,
m
o
d
er
ate
(
2
.
3
4
–
3
.
6
7
)
,
an
d
h
ig
h
(
3
.
6
8
–
5
.
0
0
)
.
T
h
is
class
if
icatio
n
was
co
m
p
u
ted
u
s
in
g
th
e
in
ter
v
al
e
q
u
atio
n
.
B
y
d
ed
u
ctin
g
th
e
lo
wer
lim
it
(
1
)
f
r
o
m
th
e
u
p
p
e
r
lim
it
(
5
)
an
d
d
iv
i
d
in
g
th
e
r
esu
lt
b
y
th
e
n
u
m
b
er
o
f
g
r
o
u
p
s
(
3
)
,
th
e
in
ter
v
al
o
f
1
.
3
3
was
f
o
u
n
d
.
B
y
ad
d
in
g
th
is
tim
e
f
r
am
e
to
t
h
e
en
d
o
f
ea
c
h
ca
teg
o
r
y
,
th
e
s
tu
d
y
en
s
u
r
e
d
a
co
n
s
is
ten
t
an
d
o
b
jectiv
e
s
tan
d
ar
d
f
o
r
ev
alu
atin
g
th
e
ed
u
ca
tio
n
al,
p
s
y
ch
o
l
o
g
ical
,
an
d
tech
n
ical
ch
allen
g
es.
5
.2
.
Va
lid
it
y
o
f
t
he
s
urv
ey
T
o
ass
ess
th
e
co
n
s
tr
u
ct
v
alid
i
ty
o
f
th
e
C
B
E
s
k
ills
s
ca
le,
th
e
co
r
r
elatio
n
c
o
ef
f
icien
ts
b
etwe
en
ea
c
h
item
an
d
t
h
e
to
tal
s
co
r
e
o
f
its
co
r
r
esp
o
n
d
in
g
s
k
ill
wer
e
ca
lcu
lated
.
T
h
ese
c
o
ef
f
icien
ts
in
d
icate
th
e
ex
te
n
t
t
o
wh
ich
ea
ch
item
co
n
t
r
ib
u
tes
to
m
ea
s
u
r
i
n
g
th
e
o
v
er
all
co
n
s
tr
u
ct.
T
h
e
r
esu
lts
s
h
o
wed
t
h
at
th
e
c
o
r
r
elatio
n
co
ef
f
icien
ts
r
a
n
g
ed
f
r
o
m
0
.
3
8
to
0
.
8
7
,
all
o
f
wh
ich
wer
e
s
tatis
tically
s
ig
n
if
ican
t.
T
h
is
d
e
m
o
n
s
tr
ates
th
at
all
item
s
o
n
th
e
s
ca
le
ar
e
ap
p
r
o
p
r
iate
an
d
ef
f
ec
tiv
el
y
m
ea
s
u
r
e
th
e
in
ten
d
ed
c
o
n
s
tr
u
cts.
T
ab
le
1
d
is
p
lay
s
th
e
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
.
4
,
Au
g
u
s
t
20
26
:
2
8
6
1
-
2
8
7
3
2866
o
u
tco
m
es o
f
th
e
an
aly
s
is
o
n
co
n
s
tr
u
ct
v
alid
ity
.
C
o
r
r
elatio
n
co
ef
f
icien
ts
f
o
r
ea
ch
item
ag
ain
s
t th
e
to
tal
s
co
r
e
o
f
its
r
esp
ec
tiv
e
d
o
m
ain
wer
e
co
m
p
u
ted
to
ass
ess
h
o
w
well
ea
ch
item
r
ef
lects
th
e
in
ten
d
e
d
co
n
s
tr
u
ct.
No
n
e
o
f
th
e
item
s
wer
e
r
em
o
v
ed
f
r
o
m
th
e
s
ca
le
b
ec
au
s
e
it
i
s
ev
id
en
t
f
r
o
m
th
e
tab
le
th
at
all
co
r
r
elatio
n
co
ef
f
icien
ts
ar
e
ad
eq
u
ate
a
n
d
s
tatis
tically
s
ig
n
if
ican
t.
T
h
is
s
tr
o
n
g
v
alid
ity
at
test
s
to
th
e
r
esear
ch
in
s
tr
u
m
e
n
t
’
s
s
u
itab
ilit
y
f
o
r
ass
es
s
in
g
th
e
s
tu
d
y
s
am
p
le'
s
i
n
ten
d
ed
p
s
y
ch
o
lo
g
ical
an
d
p
e
d
ag
o
g
ical
f
ac
t
o
r
s
.
T
ab
le
1
.
C
o
r
r
elatio
n
co
ef
f
icien
ts
b
etwe
en
item
s
an
d
th
e
to
ta
l sco
r
e
f
o
r
ea
c
h
s
k
ill
P
sy
c
h
o
l
o
g
i
c
a
l
c
h
a
l
l
e
n
g
e
s
Te
c
h
n
i
c
a
l
c
h
a
l
l
e
n
g
e
s
P
e
d
a
g
o
g
i
c
a
l
c
h
a
l
l
e
n
g
e
s
I
t
e
m #
R
W
i
t
h
a
t
o
t
a
l
sc
o
r
e
o
f
s
k
i
l
l
I
t
e
m #
R
W
i
t
h
a
t
o
t
a
l
sc
o
r
e
o
f
s
k
i
l
l
I
t
e
m #
R
W
i
t
h
a
t
o
t
a
l
sc
o
r
e
o
f
s
k
i
l
l
1
0
.
8
7
(
*
*
)
12
0
.
4
4
(
*
)
23
0
.
4
0
(
*
)
2
0
.
8
5
(
*
*
)
13
0
.
5
1
(
*
*
)
24
0
.
6
7
(
*
*
)
3
0
.
8
5
(
*
*
)
14
0
.
3
8
(
*
)
25
0
.
6
3
(
*
*
)
4
0
.
7
6
(
*
*
)
15
0
.
5
6
(
*
*
)
26
0
.
8
2
(
*
*
)
5
0
.
8
2
(
*
*
)
16
0
.
5
6
(
*
*
)
27
0
.
6
1
(
*
*
)
6
0
.
7
6
(
*
*
)
17
0
.
3
9
(
*
)
28
0
.
6
4
(
*
*
)
7
0
.
6
9
(
*
*
)
18
0
.
6
1
(
*
*
)
29
0
.
8
3
(
*
*
)
8
0
.
6
5
(
*
*
)
19
0
.
5
1
(
*
*
)
30
0
.
7
5
(
*
*
)
9
0
.
6
3
(
*
*
)
20
0
.
6
3
(
*
*
)
31
0
.
4
0
(
*
)
10
0
.
5
1
(
*
*
)
21
0
.
4
4
(
*
)
32
0
.
6
9
(
*
*
)
11
0
.
6
7
(
*
*
)
22
0
.
6
7
(
*
*
)
N
o
t
e
:
*
C
o
r
r
e
l
a
t
i
o
n
i
s s
i
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
5
l
e
v
e
l
,
a
n
d
c
o
r
r
e
l
a
t
i
o
n
i
s s
i
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
5
.3
.
Relia
bil
it
y
o
f
t
he
re
s
ea
r
ch
ins
t
rum
ent
T
h
e
test
-
r
etest
ap
p
r
o
ac
h
was
u
s
ed
to
p
ilo
t
th
e
r
esear
ch
in
s
tr
u
m
en
t
(
q
u
esti
o
n
n
air
e)
o
n
a
s
am
p
le
o
f
2
0
s
tu
d
en
ts
wh
o
wer
e
n
o
t
p
ar
t
o
f
th
e
ac
tu
al
s
tu
d
y
s
am
p
le
in
o
r
d
er
to
ass
ess
th
e
r
eli
ab
ilit
y
o
f
in
ter
n
a
l
co
n
s
is
ten
cy
an
d
th
e
s
tab
ilit
y
in
d
ex
f
o
r
th
e
in
s
tr
u
m
en
t
an
d
its
d
o
m
ain
s
.
Ov
er
th
e
co
u
r
s
e
o
f
two
wee
k
s
,
th
e
r
esear
ch
er
g
av
e
th
e
q
u
esti
o
n
n
air
e
to
th
e
p
ilo
t
s
am
p
le
twice.
T
h
e
f
o
llo
win
g
m
etr
ics
wer
e
th
en
u
s
ed
to
d
eter
m
in
e
th
e
r
eliab
ilit
y
.
F
ir
s
t,
Pear
s
o
n
’
s
co
r
r
elatio
n
co
e
f
f
ic
ien
t,
wh
ich
s
h
o
ws
h
o
w
s
tab
le
th
e
in
s
tr
u
m
en
t
was
o
v
er
th
e
co
u
r
s
e
o
f
t
h
e
two
a
d
m
in
is
tr
atio
n
s
.
Seco
n
d
,
d
ep
en
d
in
g
o
n
th
e
in
itial
ad
m
in
is
tr
atio
n
,
C
r
o
n
b
ac
h
’
s
alp
h
a
is
u
s
ed
to
s
h
o
w
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
q
u
esti
o
n
n
air
e
item
s
.
5
.4
.
Ana
ly
s
is
a
nd
inte
rpre
t
a
t
io
n
T
h
e
s
tab
ilit
y
in
d
e
x
(
Pear
s
o
n
)
f
o
r
th
e
d
o
m
ain
s
in
T
ab
le
2
v
ar
ied
f
r
o
m
0
.
8
8
to
0
.
9
0
,
with
a
to
tal
o
f
0
.
9
1
,
s
u
g
g
esti
n
g
s
tr
o
n
g
s
ta
b
ilit
y
d
u
r
in
g
th
e
two
ad
m
i
n
is
tr
atio
n
s
.
Fu
r
th
er
m
o
r
e,
th
e
d
o
m
ain
s
'
in
ter
n
al
co
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
'
s
alp
h
a)
r
an
g
ed
f
r
o
m
0
.
8
2
to
0
.
8
6
,
wh
ile
th
e
in
s
tr
u
m
en
t'
s
o
v
er
all
C
r
o
n
b
ac
h
'
s
alp
h
a
was
0
.
8
7
,
s
u
g
g
esti
n
g
s
tr
o
n
g
in
te
r
-
i
tem
d
ep
en
d
ab
ilit
y
.
T
h
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
co
n
clu
s
io
n
th
at
th
e
r
esear
ch
t
o
o
l
is
tr
u
s
two
r
th
y
an
d
a
p
p
r
o
p
r
iate
f
o
r
th
e
c
u
r
r
e
n
t in
v
esti
g
atio
n
.
T
ab
le
2.
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
icien
t
an
d
C
r
o
n
b
ac
h
’
s
al
p
h
a
f
o
r
th
e
d
o
m
ain
s
D
o
ma
i
n
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
S
t
a
b
i
l
i
t
y
i
n
d
e
x
P
sy
c
h
o
l
o
g
i
c
a
l
c
h
a
l
l
e
n
g
e
s
0
.
8
4
0
.
8
8
Te
c
h
n
i
c
a
l
c
h
a
l
l
e
n
g
e
s
0
.
8
6
0
.
9
0
P
e
d
a
g
o
g
i
c
a
l
c
h
a
l
l
e
n
g
e
s
0
.
8
2
0
.
8
9
N
o
t
e
:
c
o
r
r
e
l
a
t
i
o
n
i
s
si
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
5
.5
.
Relia
bil
it
y
o
f
t
he
re
s
ea
r
ch
ins
t
rum
ent
T
o
d
eter
m
i
n
e
th
e
r
eliab
ilit
y
o
f
in
te
r
n
al
co
n
s
is
ten
cy
an
d
th
e
s
tab
ilit
y
in
d
ex
f
o
r
th
e
r
esear
ch
in
s
tr
u
m
en
t
(
q
u
esti
o
n
n
air
e
)
ac
r
o
s
s
its
d
o
m
ain
s
a
n
d
t
o
tal
s
co
r
e,
th
e
in
s
tr
u
m
en
t
was
p
ilo
ted
o
n
a
s
am
p
le
o
f
2
0
s
tu
d
en
ts
o
u
ts
id
e
th
e
ac
tu
al
s
tu
d
y
s
am
p
le
u
s
in
g
th
e
test
-
r
etest
m
eth
o
d
.
T
h
e
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
twice
to
th
e
p
ilo
t
s
am
p
le
o
v
er
a
p
er
io
d
o
f
two
wee
k
s
.
T
h
e
r
eliab
ilit
y
was
ca
lcu
lated
u
s
in
g
th
e
f
o
llo
win
g
m
ea
s
u
r
es:
i)
Pear
s
o
n
’
s
co
r
r
el
atio
n
co
ef
f
icien
t,
to
in
d
icate
th
e
s
tab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
ac
r
o
s
s
th
e
two
ad
m
in
is
tr
atio
n
s
;
ii)
C
r
o
n
b
ac
h
’
s
alp
h
a
to
in
d
icate
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
q
u
esti
o
n
n
a
ir
e
item
s
b
ased
o
n
t
h
e
f
i
r
s
t
a
d
m
i
n
is
t
r
at
i
o
n
.
T
a
b
le
3
d
i
s
p
l
a
y
s
t
h
e
r
e
l
i
a
b
il
i
t
y
a
s
s
es
s
m
e
n
t
o
f
t
h
e
r
es
e
a
r
c
h
t
o
o
l
,
e
m
p
l
o
y
i
n
g
th
e
P
e
a
r
s
o
n
c
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
ci
e
n
t
a
n
d
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
to
ev
alu
ate
th
e
s
tab
ilit
y
an
d
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
s
u
r
v
ey
.
T
ab
le
3
s
h
o
ws
th
at
th
e
s
tab
ilit
y
in
d
ex
(
Pear
s
o
n
)
f
o
r
th
e
d
o
m
ain
s
r
an
g
ed
f
r
o
m
0
.
8
8
to
0
.
9
0
,
an
d
was
0
.
9
1
f
o
r
th
e
to
tal
s
co
r
e.
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
alp
h
a)
f
o
r
th
e
d
o
m
ain
s
r
a
n
g
ed
f
r
o
m
0
.
8
2
to
0
.
8
6
,
an
d
was
0
.
8
9
f
o
r
th
e
to
t
al
s
co
r
e.
T
h
ese
co
ef
f
icien
ts
in
d
icate
th
at
th
e
r
esear
ch
i
n
s
tr
u
m
en
t
is
r
eliab
le
a
n
d
s
u
itab
le
f
o
r
u
s
e
in
t
h
is
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
es E
d
u
c
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N:
2252
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8
8
2
2
R
eth
in
kin
g
c
o
mp
u
ter
-
b
a
s
ed
e
xa
min
a
tio
n
s
in
h
i
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er e
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c
a
tio
n
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(
A
h
ma
d
A
d
n
a
n
A
lZyo
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2867
T
ab
le
3
.
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
icien
t
an
d
C
r
o
n
b
ac
h
’
s
al
p
h
a
f
o
r
d
o
m
ain
s
an
d
t
o
tal
s
co
r
e
D
o
ma
i
n
C
r
o
n
b
a
c
h
a
l
p
h
a
S
t
a
b
i
l
i
t
y
i
n
d
e
x
P
sy
c
h
o
l
o
g
i
c
a
l
c
h
a
l
l
e
n
g
e
s
0
.
8
4
0
.
8
8
*
*
Te
c
h
n
i
c
a
l
c
h
a
l
l
e
n
g
e
s
0
.
8
6
0
.
9
0
*
*
P
e
d
a
g
o
g
i
c
a
l
c
h
a
l
l
e
n
g
e
s
0
.
8
2
0
.
8
9
*
*
O
v
e
r
a
l
l
0
.
8
9
0
.
9
1
*
*
*
*
C
o
r
r
e
l
a
t
i
o
n
i
s si
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
5
.6
.
Study
s
a
m
ple
T
ab
le
4
p
r
esen
ts
th
e
s
am
p
le
d
is
tr
ib
u
tio
n
o
f
t
h
e
s
tu
d
y
p
ar
ticip
an
ts
ac
r
o
s
s
s
ev
er
al
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
.
T
h
e
m
ajo
r
ity
o
f
th
e
s
am
p
le
wer
e
f
em
ale
s
tu
d
en
ts
(
6
7
.
2
%)
co
m
p
ar
ed
to
m
ales
(
3
2
.
8
%).
R
eg
ar
d
in
g
a
g
e,
m
o
s
t
p
ar
ticip
a
n
ts
wer
e
b
etwe
en
1
8
a
n
d
2
0
y
ea
r
s
o
ld
(
6
7
.
0
%),
f
o
llo
wed
b
y
th
o
s
e
a
g
ed
2
1
–
2
3
(
2
6
.
1
%),
2
4
–
2
6
(
2
.
9
%),
a
n
d
m
o
r
e
th
an
2
6
(
4
.
0
%).
I
n
ter
m
s
o
f
f
ac
u
lty
af
f
iliatio
n
,
s
lig
h
tly
m
o
r
e
th
a
n
h
alf
o
f
th
e
s
tu
d
en
ts
(
5
4
.
7
%)
b
elo
n
g
ed
to
s
cien
tific
f
ac
u
lties
,
wh
ile
4
5
.
3
%
wer
e
f
r
o
m
h
u
m
an
ities
f
ac
u
lties
.
T
h
e
ac
ad
em
ic
y
ea
r
d
is
tr
ib
u
tio
n
s
h
o
ws
th
at
th
e
lar
g
est
g
r
o
u
p
wa
s
f
ir
s
t
-
y
ea
r
s
tu
d
e
n
ts
(
3
4
.
5
%),
f
o
llo
wed
b
y
s
ec
o
n
d
-
y
ea
r
(
2
7
.
3
%),
th
ir
d
-
y
ea
r
(
1
9
.
6
%),
an
d
f
o
u
r
th
-
y
ea
r
o
r
h
ig
h
er
(
1
8
.
5
%).
Fin
ally
,
th
e
m
ajo
r
ity
o
f
p
ar
ticip
an
ts
wer
e
u
n
d
er
g
r
ad
u
ates
(
9
7
.
1
%)
,
with
a
s
m
all
p
r
o
p
o
r
tio
n
b
e
in
g
g
r
a
d
u
ate
s
tu
d
en
ts
(
2
.
9
%)
.
T
h
is
d
is
tr
ib
u
tio
n
p
r
o
v
id
es
a
clea
r
o
v
er
v
iew
o
f
th
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
s
tu
d
y
s
am
p
le.
Ho
w
f
r
eq
u
en
tly
d
o
y
o
u
tak
e
CBE
?
Un
d
er
s
tan
d
in
g
t
h
e
f
r
e
q
u
en
c
y
o
f
tak
in
g
CBE
h
elp
s
g
au
g
e
s
tu
d
en
ts
’
r
eg
u
la
r
ex
p
o
s
u
r
e
to
d
ig
i
tal
ass
es
s
m
en
ts
.
As
p
r
esen
ted
in
T
ab
le
5
,
m
o
s
t
s
tu
d
en
ts
r
ep
o
r
ted
ta
k
in
g
CBE
o
f
ten
(
4
4
.
6
%)
o
r
o
cc
asio
n
ally
(
3
2
.
8
%),
wh
ile
a
s
m
aller
p
er
ce
n
tag
e
r
ep
o
r
ted
tak
in
g
th
em
v
er
y
o
f
ten
(
1
7
.
6
%)
o
r
r
a
r
ely
(
5
.
0
%).
T
h
is
s
u
g
g
ests
th
at
th
e
s
am
p
le
g
en
er
ally
h
as
f
r
eq
u
e
n
t
ex
p
er
ien
ce
with
c
o
m
p
u
te
r
-
b
a
s
ed
ass
es
s
m
en
ts
.
Do
y
o
u
h
a
v
e
an
y
s
p
ec
ial
n
ee
d
s
o
r
d
is
ab
ilit
ies
th
at
m
ay
af
f
ec
t
y
o
u
r
e
x
am
ex
p
e
r
ien
ce
?
I
d
en
ti
f
y
in
g
s
tu
d
e
n
ts
with
s
p
ec
ial
n
ee
d
s
is
ess
en
tia
l
f
o
r
u
n
d
er
s
tan
d
i
n
g
p
o
ten
tial c
h
alle
n
g
es in
d
ig
ital e
x
am
s
ettin
g
s
.
T
ab
le
4
.
Sam
p
le
d
is
tr
ib
u
tio
n
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
V
a
l
i
d
p
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
F
e
mal
e
3
6
6
6
7
.
2
M
a
l
e
1
7
9
3
2
.
8
A
g
e
18
–
20
3
6
5
6
7
.
0
21
–
23
1
4
2
2
6
.
1
24
–
26
16
2
.
9
M
o
r
e
t
h
a
n
2
6
22
4
.
0
F
a
c
u
l
t
y
S
c
i
e
n
t
i
f
i
c
2
9
8
5
4
.
7
H
u
ma
n
i
t
i
e
s
2
4
7
4
5
.
3
A
c
a
d
e
mi
c
y
e
a
r
1
st
1
8
8
3
4
.
5
2
n
d
1
4
9
2
7
.
3
3
r
d
1
0
7
1
9
.
6
4
t
h
o
r
m
o
r
e
1
0
1
1
8
.
5
A
c
a
d
e
mi
c
l
e
v
e
l
U
n
d
e
r
g
r
a
d
u
a
t
e
5
2
9
9
7
.
1
G
r
a
d
u
a
t
e
16
2
.
9
To
t
a
l
5
4
5
1
0
0
.
0
T
ab
le
5
.
Fre
q
u
en
cy
o
f
tak
i
n
g
C
B
E
s
F
r
e
q
u
e
n
c
y
l
e
v
e
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
O
f
t
e
n
2
4
3
4
4
.
6
V
e
r
y
o
f
t
e
n
96
1
7
.
6
O
c
c
a
s
i
o
n
a
l
l
y
1
7
9
3
2
.
8
R
a
r
e
l
y
27
5
.
0
To
t
a
l
5
4
5
1
0
0
.
0
T
ab
le
6
s
h
o
ws
th
at
th
e
m
ajo
r
i
ty
o
f
s
tu
d
en
ts
(
9
4
.
7
%)
r
ep
o
r
te
d
h
av
in
g
n
o
s
p
ec
ial
n
ee
d
s
o
r
d
is
ab
ilit
ie
s
th
at
co
u
ld
af
f
ec
t
t
h
eir
ex
am
ex
p
er
ien
ce
,
w
h
ile
a
s
m
all
p
r
o
p
o
r
tio
n
(
5
.
3
%)
in
d
icate
d
th
at
th
ey
d
id
.
T
h
is
in
d
icate
s
th
at
o
n
ly
a
m
in
o
r
ity
o
f
th
e
s
am
p
le
m
ay
r
eq
u
ir
e
a
cc
o
m
m
o
d
atio
n
s
f
o
r
d
ig
ital
ex
am
s
.
W
h
at
i
s
y
o
u
r
lev
el
o
f
c
o
m
p
u
ter
s
k
ills
?
Ass
ess
in
g
s
tu
d
en
ts
’
co
m
p
u
ter
s
k
ills
p
r
o
v
id
es
in
s
ig
h
t
i
n
to
th
ei
r
p
r
e
p
ar
ed
n
ess
f
o
r
d
ig
ital a
s
s
ess
m
en
t
s
.
I
t
ca
n
b
e
o
b
s
er
v
ed
f
r
o
m
T
ab
l
e
7
th
at
m
o
s
t
s
tu
d
en
ts
r
ep
o
r
ted
h
av
in
g
in
ter
m
ed
iate
co
m
p
u
ter
s
k
ills
(
5
8
.
5
%),
f
o
llo
we
d
b
y
ad
v
an
c
ed
s
k
ills
(
2
4
.
0
%)
an
d
b
eg
i
n
n
er
s
k
ills
(
1
7
.
4
%).
T
h
ese
f
i
n
d
i
n
g
s
s
u
g
g
est
th
at
t
h
e
s
am
p
le
is
g
en
er
ally
ca
p
ab
le
o
f
h
an
d
lin
g
C
B
E
s
,
th
o
u
g
h
s
o
m
e
m
ay
b
en
ef
it
f
r
o
m
ad
d
itio
n
al
s
u
p
p
o
r
t
o
r
g
u
id
an
ce
.
T
o
a
n
s
wer
th
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
,
th
e
m
ea
n
s
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
o
f
th
e
p
s
y
ch
o
lo
g
ical
ch
allen
g
es f
ac
ed
b
y
s
tu
d
en
ts
d
u
r
in
g
C
B
E
s
wer
e
ca
lcu
lated
,
a
s
p
r
esen
ted
in
T
ab
le
8
.
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
.
4
,
Au
g
u
s
t
20
26
:
2
8
6
1
-
2
8
7
3
2868
T
ab
le
6
.
Pre
s
en
ce
o
f
s
p
ec
ial
n
ee
d
s
o
r
d
is
ab
ilit
ies af
f
ec
tin
g
e
x
am
ex
p
e
r
ien
ce
R
e
s
p
o
n
se
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
No
5
1
6
9
4
.
7
Y
e
s
29
5
.
3
To
t
a
l
5
4
5
1
0
0
.
0
T
ab
le
7
.
Stu
d
e
n
ts
’
lev
el
o
f
c
o
m
p
u
ter
s
k
ills
S
t
u
d
e
n
t
s
’
l
e
v
e
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
A
d
v
a
n
c
e
d
1
3
1
2
4
.
0
I
n
t
e
r
med
i
a
t
e
3
1
9
5
8
.
5
B
e
g
i
n
n
e
r
95
1
7
.
4
To
t
a
l
5
4
5
1
0
0
.
0
T
ab
le
8
p
r
esen
ts
th
e
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
o
f
s
tu
d
en
ts
’
p
s
y
ch
o
lo
g
ical
ch
allen
g
es
d
u
r
in
g
C
B
E
s
.
T
h
e
h
ig
h
est
m
ea
n
wa
s
r
ep
o
r
ted
f
o
r
th
e
item
“T
ec
h
n
ical
is
s
u
es
in
cr
ea
s
e
m
y
s
tr
ess
d
u
r
in
g
ex
am
s
”
(
M=
3
.
7
3
,
SD=1
.
3
9
)
,
i
n
d
icatin
g
th
at
tech
n
ical
p
r
o
b
lem
s
ar
e
th
e
m
o
s
t
s
tr
ess
f
u
l
f
ac
to
r
f
o
r
s
tu
d
en
ts
.
C
o
n
v
er
s
ely
,
th
e
lo
west
m
ea
n
was
o
b
s
er
v
e
d
f
o
r
th
e
item
s
“I
f
ee
l
m
o
r
e
a
n
x
io
u
s
d
u
r
in
g
co
m
p
u
ter
-
b
ase
d
ex
am
s
th
an
p
ap
er
-
b
ased
o
n
es”
an
d
“T
h
e
lack
o
f
h
u
m
an
in
ter
ac
tio
n
m
ak
es
co
m
p
u
ter
-
b
ased
ex
a
m
s
f
ee
l
m
o
r
e
is
o
latin
g
”
(
M=
2
.
5
0
,
SD=1
.
4
4
an
d
1
.
3
7
,
r
esp
ec
tiv
e
ly
)
,
s
u
g
g
esti
n
g
th
at
an
x
iety
a
n
d
s
o
cial
is
o
latio
n
ar
e
m
o
d
e
r
ately
ex
p
er
ien
ce
d
.
Ov
er
all,
th
e
av
er
a
g
e
m
ea
n
ac
r
o
s
s
all
item
s
was
2
.
9
8
(
SD=0
.
8
6
)
,
r
ef
lectin
g
a
m
o
d
e
r
ate
lev
el
o
f
p
s
y
ch
o
lo
g
ical
ch
allen
g
es a
m
o
n
g
p
ar
ticip
a
n
ts
d
u
r
in
g
C
B
E
s
.
T
ab
le
8
.
Me
an
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
o
f
p
s
y
c
h
o
lo
g
ical
c
h
a
llen
g
es d
u
r
in
g
C
B
E
s
R
a
n
k
N
I
t
e
m
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
D
e
g
r
e
e
o
f
a
g
r
e
e
me
n
t
1
2
Te
c
h
n
i
c
a
l
i
ss
u
e
s
i
n
c
r
e
a
se
my
st
r
e
ss
d
u
r
i
n
g
e
x
a
ms
.
3
.
7
3
1
.
3
9
H
i
g
h
2
4
I
w
o
r
r
y
a
b
o
u
t
a
c
c
i
d
e
n
t
a
l
l
y
l
o
si
n
g
m
y
a
n
sw
e
r
s
o
r
p
r
o
g
r
e
ss
.
3
.
4
5
1
.
4
3
M
o
d
e
r
a
t
e
3
5
I
e
x
p
e
r
i
e
n
c
e
a
f
e
a
r
o
f
“
t
e
c
h
n
i
c
a
l
f
a
i
l
u
r
e
”
(
e
.
g
.
,
f
r
e
e
z
i
n
g
,
d
i
s
c
o
n
n
e
c
t
i
o
n
)
e
v
e
n
b
e
f
o
r
e
st
a
r
t
i
n
g
t
h
e
e
x
a
m
.
3
.
4
1
1
.
4
7
M
o
d
e
r
a
t
e
4
10
I
f
e
e
l
mo
r
e
c
o
n
f
i
d
e
n
t
i
n
c
o
m
p
u
t
e
r
-
b
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tan
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elate
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tech
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ical
ch
allen
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es.
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h
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item
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r
ep
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if
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tech
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ir
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lated
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2869
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DIS
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I
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Sch
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[
4
]
,
wh
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tech
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I
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alig
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m
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t
with
p
r
ev
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o
u
s
s
tu
d
ies
[
9
]
,
[
1
7
]
,
tech
n
ical
i
n
s
tab
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y
s
u
r
f
ac
ed
as
a
s
ig
n
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So
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[
1
7
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,
w
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x
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tly
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an
x
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ab
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ican
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tlety
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x
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d
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s
tr
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s
ar
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m
ed
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b
y
th
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tech
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s
elf
-
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f
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[
2
8
]
.
6
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.
T
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Alth
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[
2
6
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f
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n
in
te
n
tio
n
ally
r
aise
co
g
n
itiv
e
s
tr
ess
an
d
wea
k
en
m
etac
o
g
n
itiv
e
ap
p
r
o
ac
h
es.
T
h
e
lack
o
f
o
p
p
o
r
tu
n
ity
to
r
ev
iew
an
d
e
d
it
r
esp
o
n
s
es
in
ter
f
er
es
with
th
e
r
ef
lectiv
e
th
in
k
in
g
p
r
o
ce
s
s
es
ess
en
tial
f
o
r
ass
ess
m
en
t
in
h
ig
h
e
r
ed
u
ca
tio
n
.
W
h
ile
Har
ley
et
a
l.
[
2
5
]
o
b
s
er
v
e
d
th
at
c
o
m
p
u
ter
ized
ex
am
s
elicited
f
ewe
r
n
e
g
ativ
e
em
o
tio
n
s
th
a
n
tr
ad
itio
n
al
o
n
es,
th
e
c
u
r
r
en
t
r
esu
lts
s
u
g
g
est
th
at
em
o
tio
n
al
r
ea
ctio
n
s
m
ig
h
t
d
if
f
er
b
ased
o
n
s
y
s
tem
s
etu
p
r
ath
er
th
an
f
o
r
m
at
alo
n
e.
T
h
er
ef
o
r
e,
it
is
n
o
t
th
e
d
ig
ital
f
o
r
m
at
th
at
ca
u
s
es st
r
ess
,
b
u
t th
e
lim
itin
g
ex
am
s
tr
u
ct
u
r
e
in
co
r
p
o
r
ated
with
in
it.
6
.4
.
T
he
f
ee
db
a
ck
g
a
p:
m
is
s
ed
f
o
rm
a
t
iv
e
po
t
ent
ia
l
T
h
e
co
n
tr
ast
b
etwe
en
s
tu
d
en
t
s
’
s
tr
o
n
g
cr
av
i
n
g
f
o
r
p
r
o
m
p
t
f
ee
d
b
ac
k
a
n
d
th
ei
r
d
is
ap
p
o
i
n
tm
en
t
with
ex
is
tin
g
f
ee
d
b
ac
k
m
eth
o
d
s
r
ev
ea
ls
an
o
v
er
lo
o
k
e
d
ed
u
ca
tio
n
al
ch
an
ce
.
Fan
ir
an
et
a
l.
[
2
0
]
h
ig
h
lig
h
ted
th
at
o
n
lin
e
ass
ess
m
en
ts
ar
e
esp
ec
i
ally
b
en
ef
icial
f
o
r
f
o
r
m
ativ
e
o
b
jectiv
es.
No
n
eth
eless
,
th
e
e
x
is
tin
g
ex
ec
u
tio
n
at
Yar
m
o
u
k
Un
iv
er
s
ity
s
ee
m
s
m
ain
ly
s
u
m
m
ativ
e
.
T
h
is
u
n
d
er
u
s
e
d
im
in
is
h
es
th
e
ed
u
ca
tio
n
al
v
al
u
e
o
f
C
B
E
s
,
tu
r
n
in
g
t
h
em
in
to
m
er
e
ad
m
in
is
tr
ativ
e
g
r
ad
in
g
to
o
ls
in
s
tead
o
f
in
s
tr
u
m
en
ts
th
at
en
h
a
n
ce
lear
n
in
g
.
T
h
is
“
f
ee
d
b
ac
k
g
ap
”
s
ig
n
if
ies
a
s
y
s
tem
ic
in
ef
f
icien
cy
in
t
h
e
im
p
lem
en
tatio
n
o
f
d
ig
ita
l
ass
es
s
m
en
ts
.
T
h
e
tech
n
o
lo
g
ical
o
p
p
o
r
tu
n
ities
ar
e
p
r
esen
t,
b
u
t th
eir
ed
u
ca
tio
n
a
l in
co
r
p
o
r
atio
n
is
s
till
n
o
t f
u
lly
r
ea
lized
.
Alth
o
u
g
h
th
er
e
ar
e
tech
n
o
lo
g
ical
o
p
p
o
r
tu
n
ities
,
th
eir
in
teg
r
atio
n
in
to
ed
u
ca
tio
n
h
as
n
o
t
y
et
r
ea
ch
e
d
its
f
u
ll
p
o
ten
tial.
Fu
r
th
er
m
o
r
e
,
in
c
o
r
p
o
r
atin
g
A
I
-
ass
is
ted
p
r
o
cto
r
in
g
s
o
lu
tio
n
s
n
ec
ess
itates
s
tr
ik
in
g
a
ca
r
ef
u
l
b
alan
ce
b
etwe
en
test
s
ec
u
r
ity
an
d
ex
am
in
ee
s
'
p
s
y
ch
o
lo
g
ical
h
ea
lth
[
2
9
]
.
6
.
5
.
Co
nte
x
t
ua
lizing
f
ind
ing
s
wit
hin
dev
elo
pi
ng
educa
t
io
na
l sy
s
t
em
s
I
n
co
n
tr
ast
to
r
esear
ch
ca
r
r
ie
d
o
u
t
in
m
o
r
e
tech
n
o
lo
g
icall
y
s
tab
le
s
ettin
g
s
(
e.
g
.
,
So
u
th
Af
r
ica
o
r
C
an
ad
a)
,
th
e
s
itu
atio
n
in
J
o
r
d
an
s
h
o
ws
in
f
r
astru
ctu
r
al
v
ar
iab
ilit
y
.
W
o
r
r
ies
ab
o
u
t
p
o
wer
s
u
p
p
ly
,
s
er
v
er
d
ep
en
d
a
b
ilit
y
,
an
d
o
r
g
a
n
izatio
n
al
r
ea
d
in
ess
in
cr
ea
s
e
s
tu
d
en
t
s
'
an
x
iety
.
T
h
u
s
,
th
e
ac
ce
p
tan
ce
o
f
C
B
E
s
in
th
is
co
n
tex
t
s
h
o
u
l
d
b
e
u
n
d
e
r
s
to
o
d
with
in
wid
er
in
s
titu
tio
n
al
p
r
ep
ar
e
d
n
ess
f
r
am
ewo
r
k
s
.
T
h
e
ac
ce
p
tan
ce
o
f
tech
n
o
lo
g
y
is
in
s
ep
ar
ab
le
f
r
o
m
tr
u
s
t
in
in
f
r
astru
ctu
r
e.
I
n
s
tead
o
f
co
n
ce
n
tr
atin
g
o
n
ly
o
n
m
em
o
r
izatio
n
-
b
ased
ev
alu
atio
n
,
ef
f
ec
tiv
e
d
ig
ital
ass
ess
m
en
t
d
es
ig
n
s
h
o
u
ld
s
u
p
p
o
r
t
d
ee
p
er
lear
n
in
g
an
d
b
e
in
lin
e
with
lo
n
g
-
ter
m
lear
n
in
g
o
u
tco
m
es [
2
7
]
.
6
.
6
.
I
m
ple
m
ent
a
t
io
ns
o
f
t
he
s
t
ud
y
T
h
e
s
tu
d
y
'
s
co
n
clu
s
io
n
s
h
av
e
s
ig
n
if
ican
t
r
a
m
if
icatio
n
s
f
o
r
u
n
iv
er
s
ities
th
at
ar
e
p
r
o
g
r
ess
iv
ely
u
s
in
g
CBT
.
T
o
g
u
ar
an
tee
th
e
s
u
c
ce
s
s
f
u
l
im
p
lem
en
tatio
n
o
f
d
ig
ital
ex
am
in
atio
n
s
,
u
n
iv
e
r
s
ities
s
h
o
u
ld
m
ak
e
in
v
estme
n
ts
in
d
ep
en
d
ab
le
I
T
in
f
r
astru
ctu
r
e
an
d
o
f
f
er
ad
eq
u
ate
tech
n
ical
s
u
p
p
o
r
t.
T
o
h
e
lp
s
tu
d
en
ts
ac
q
u
ir
e
ac
cu
s
to
m
ed
to
co
m
p
u
ter
-
b
ased
test
in
g
en
v
ir
o
n
m
en
ts
an
d
less
en
ex
am
a
n
x
iety
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
ld
also
p
r
o
v
id
e
tr
ai
n
in
g
s
ess
io
n
s
an
d
m
o
c
k
ex
am
s
.
Fro
m
a
p
ed
ag
o
g
ical
s
tan
d
p
o
i
n
t,
r
at
h
er
th
an
co
n
ce
n
tr
atin
g
o
n
ly
o
n
f
ac
tu
al
m
em
o
r
y
,
teac
h
er
s
s
h
o
u
ld
cr
ea
te
test
s
th
at
ac
cu
r
ately
g
au
g
e
h
ig
h
e
r
-
o
r
d
er
th
in
k
in
g
ab
ilit
ies.
Stu
d
en
ts
'
ac
ce
p
tan
ce
o
f
C
B
E
s
an
d
th
e
g
en
er
al
ef
f
icac
y
o
f
d
i
g
ital
ass
es
s
m
en
t
m
eth
o
d
s
in
h
i
g
h
er
ed
u
ca
tio
n
ca
n
b
o
th
b
e
im
p
r
o
v
ed
b
y
ad
d
r
ess
in
g
th
e
tech
n
o
lo
g
ical
an
d
p
s
y
ch
o
lo
g
ical
is
s
u
es r
aised
b
y
th
is
s
tu
d
y
.
6
.
7
.
T
heo
re
t
ica
l c
o
ntr
ibu
t
io
n
B
y
ex
p
an
d
in
g
th
e
T
AM
,
th
is
s
tu
d
y
g
r
ea
tly
ex
ten
d
s
th
e
p
r
esen
t
th
eo
r
etica
l
u
n
d
er
s
ta
n
d
in
g
o
f
tech
n
o
lo
g
y
ac
ce
p
tan
ce
in
ed
u
ca
tio
n
.
T
r
ad
itio
n
al
m
o
d
els
em
p
h
asize
“
ea
s
e
o
f
u
s
e
”
an
d
“
u
s
ef
u
ln
ess
,
”
b
u
t
th
is
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