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tiv
ely
alig
n
ed
its
elf
with
n
atio
n
al
ed
u
ca
tio
n
al
m
o
d
er
n
i
za
tio
n
s
tr
ateg
ies
th
r
o
u
g
h
in
v
estme
n
ts
in
d
ig
ital
in
f
r
astru
ctu
r
e,
o
n
lin
e
lear
n
i
n
g
p
latf
o
r
m
s
,
an
d
in
s
titu
tio
n
al
t
ea
ch
er
tr
ain
i
n
g
i
n
itiativ
es.
Ho
wev
er
,
s
ig
n
if
ican
t
d
is
p
ar
ities
p
er
s
is
t
b
etwe
en
u
r
b
an
an
d
r
u
r
al
v
o
ca
tio
n
al
co
lleg
es
in
ter
m
s
o
f
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
,
in
s
titu
tio
n
al
s
u
p
p
o
r
t
s
tr
u
ctu
r
es
,
an
d
teac
h
er
p
r
ep
a
r
ed
n
ess
[
5
]
.
Fig
u
r
e
2
illu
s
tr
ates
th
e
b
len
d
ed
lear
n
in
g
m
o
d
el
as
im
p
lem
en
ted
i
n
Hu
n
an
’
s
v
o
ca
tio
n
al
c
o
lleg
es
[
6
]
.
T
h
ese
in
tr
a
-
p
r
o
v
in
cial
d
is
p
ar
ities
m
ea
n
th
at
n
atio
n
al
p
o
licy
m
a
n
d
ates
en
co
u
n
ter
h
ig
h
ly
u
n
ev
e
n
im
p
le
m
en
tatio
n
co
n
d
itio
n
s
,
m
ak
in
g
Hu
n
a
n
a
s
ite
wh
er
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
s
titu
tio
n
al
co
n
tex
t a
n
d
teac
h
e
r
r
ea
d
in
ess
is
p
ar
ticu
lar
ly
v
is
ib
le
an
d
co
n
s
eq
u
en
tial.
At
th
e
in
s
titu
tio
n
al
lev
el,
th
e
ce
n
tr
al
ch
allen
g
e
to
b
len
d
ed
lear
n
in
g
im
p
lem
en
tatio
n
is
teac
h
er
r
ea
d
in
ess
.
T
ea
ch
er
s
d
esig
n
l
ea
r
n
in
g
ac
tiv
ities
,
in
teg
r
ate
t
ec
h
n
o
lo
g
y
i
n
to
p
ed
ag
o
g
y
,
a
n
d
s
u
s
tain
b
len
d
e
d
p
r
ac
tices
o
v
er
tim
e.
R
ea
d
in
ess
in
th
is
co
n
tex
t
is
n
o
t
r
ed
u
cib
le
to
tech
n
ical
p
r
o
f
icien
cy
al
o
n
e.
I
t
en
co
m
p
ass
es
tech
n
o
lo
g
ical
liter
ac
y
(
T
L
)
,
p
o
s
itiv
e
an
d
co
n
s
tr
u
ctiv
e
atti
tu
d
es
to
war
d
tech
n
o
lo
g
y
(
AT
)
u
s
e
in
ed
u
ca
tio
n
,
ac
ce
s
s
to
r
eliab
le
in
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
s
er
v
ice
q
u
ality
,
an
d
th
e
ca
p
ac
ity
to
d
esig
n
a
n
d
p
r
o
d
u
ce
d
ig
ital
lear
n
in
g
co
n
ten
t.
W
h
en
an
y
o
n
e
o
f
th
ese
d
im
en
s
io
n
s
is
u
n
d
er
d
ev
el
o
p
ed
,
im
p
lem
en
tatio
n
ten
d
s
to
b
e
in
co
n
s
is
ten
t o
r
u
n
s
u
s
tain
ed
,
ev
en
wh
er
e
in
f
r
astru
ctu
r
e
e
x
is
ts
.
Fig
u
r
e
1
.
C
o
n
ce
p
t o
f
b
len
d
e
d
l
ea
r
n
in
g
[
3
]
Fig
u
r
e
2
.
B
len
d
e
d
lear
n
in
g
m
o
d
el
in
v
o
ca
tio
n
al
co
lleg
e,
H
u
n
an
[
6
]
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
.
5
,
Octo
b
er
20
26
:
4
0
8
0
-
409
2
4082
Desp
ite
g
r
o
win
g
r
esear
ch
in
te
r
est,
th
r
ee
s
p
ec
if
ic
g
a
p
s
r
em
ai
n
in
th
e
liter
atu
r
e.
First,
p
r
io
r
s
tu
d
ies
in
C
h
in
a
h
av
e
p
r
ed
o
m
in
an
tl
y
e
x
am
in
ed
b
len
d
e
d
lear
n
in
g
in
g
en
er
al
h
ig
h
er
e
d
u
ca
tio
n
co
n
tex
ts
o
r
f
r
o
m
th
e
s
tu
d
en
t
p
er
s
p
ec
tiv
e,
with
lim
ited
atten
tio
n
to
v
o
ca
tio
n
al
co
lleg
es
an
d
v
ir
tu
ally
n
o
n
e
to
s
u
b
ject
-
s
p
ec
if
ic
ec
o
n
o
m
ic
ed
u
ca
tio
n
[
7
]
.
Seco
n
d
,
ex
is
tin
g
s
tu
d
ies
ten
d
to
ex
am
in
e
ad
o
p
tio
n
f
ac
to
r
s
in
is
o
latio
n
,
attitu
d
es,
o
r
in
f
r
astru
ctu
r
e,
b
u
t
n
o
t
t
h
eir
i
n
teg
r
ated
e
f
f
ec
ts
,
r
ath
er
th
an
m
o
d
ellin
g
h
o
w
m
u
ltip
le
r
ea
d
in
ess
d
im
en
s
io
n
s
jo
in
tly
s
h
ap
e
p
r
ac
tice.
T
h
i
r
d
,
lim
ited
s
tu
d
ies
h
av
e
s
y
s
tem
atica
lly
ex
am
in
ed
wh
eth
er
d
em
o
g
r
a
p
h
ic
ch
ar
ac
ter
is
tics
m
o
d
er
ate
r
ea
d
i
n
ess
s
p
ec
if
ically
with
in
v
o
ca
tio
n
al
ec
o
n
o
m
ic
ed
u
ca
tio
n
in
a
r
eg
io
n
al
C
h
in
ese
co
n
tex
t.
T
h
is
s
tu
d
y
a
d
d
r
ess
es
th
ese
g
a
p
s
b
y
in
v
esti
g
atin
g
h
o
w
TL
,
AT
u
s
e,
e
d
u
ca
tio
n
al
s
er
v
ice
q
u
ality
(
E
S)
,
an
d
k
n
o
wled
g
e
to
cr
ea
te
d
ig
ital
co
n
ten
t
jo
in
tly
in
f
lu
en
ce
teac
h
er
r
ea
d
in
ess
f
o
r
b
len
d
e
d
lear
n
in
g
(
R
L
)
,
an
d
h
o
w
r
ea
d
i
n
ess
in
tu
r
n
s
h
a
p
es
a
ctu
al
p
r
ac
tice
am
o
n
g
ec
o
n
o
m
ics
ed
u
ca
to
r
s
in
Hu
n
an
’
s
v
o
ca
t
io
n
al
co
lleg
es.
T
h
e
r
esear
ch
q
u
esti
o
n
s
g
u
id
in
g
t
h
e
s
tu
d
y
ar
e:
−
Do
v
o
ca
tio
n
al
ec
o
n
o
m
ics
teac
h
er
s
d
if
f
er
s
ig
n
i
f
ican
tly
in
RL
ac
co
r
d
in
g
to
d
em
o
g
r
ap
h
i
c
ch
ar
ac
ter
is
tics
?
(
R
Q1
)
−
T
o
wh
at
ex
ten
t
d
o
TL
,
AT
,
ES
,
an
d
k
n
o
wled
g
e
to
cr
ea
te
c
o
n
t
en
t (
KC
)
p
r
ed
ict
teac
h
er
RL
?
(
R
Q2
)
−
Do
es tea
ch
er
RL
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
e
p
r
ac
tice
o
f
b
len
d
ed
lear
n
in
g
(
PB
)
?
(
R
Q3
)
−
Do
es
teac
h
er
r
ea
d
in
ess
m
ed
iate
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
f
o
u
r
an
tece
d
e
n
t
v
ar
iab
le
s
an
d
b
len
d
ed
lear
n
in
g
p
r
ac
tice?
(
R
Q4
)
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
in
teg
r
ated
,
m
u
lti
-
d
im
en
s
io
n
al
ex
am
i
n
atio
n
o
f
r
ea
d
in
es
s
with
in
a
s
u
b
ject
-
s
p
ec
if
ic
v
o
ca
tio
n
al
c
o
n
tex
t,
its
u
s
e
o
f
p
ath
an
d
m
ed
iatio
n
an
aly
s
is
to
m
o
d
el
b
o
th
d
ir
ec
t
an
d
r
ea
d
in
ess
-
m
ed
iated
im
p
lem
e
n
tatio
n
p
at
h
way
s
,
an
d
its
em
p
ir
ical
co
n
tr
i
b
u
tio
n
to
tech
n
o
lo
g
y
ac
ce
p
tan
ce
th
eo
r
y
in
a
n
o
n
-
W
ester
n
,
r
eg
io
n
ally
d
is
tin
ctiv
e
ed
u
ca
tio
n
al
s
ettin
g
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
B
len
d
ed
lear
n
in
g
is
b
r
o
a
d
ly
d
ef
in
ed
as
an
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
t
h
at
s
tr
ateg
ically
co
m
b
in
es
f
ac
e
-
to
-
f
ac
e
teac
h
in
g
with
o
n
lin
e
lear
n
in
g
ac
tiv
ities
to
en
h
an
ce
f
lex
ib
ilit
y
,
en
g
ag
em
en
t,
an
d
lear
n
in
g
o
u
tco
m
es
[
1
]
.
Me
ta
-
an
aly
tic
ev
id
en
ce
s
u
p
p
o
r
ts
its
g
en
er
al
ef
f
icac
y
:
Yu
et
a
l.
[
8
]
f
o
u
n
d
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
ts
o
n
s
tu
d
en
t
lear
n
in
g
p
er
f
o
r
m
a
n
ce
ac
r
o
s
s
h
ig
h
er
ed
u
ca
tio
n
an
d
v
o
ca
tio
n
al
co
n
te
x
ts
,
wh
ile
Prif
ti
[
9
]
r
ep
o
r
ted
ass
o
ciatio
n
s
b
etwe
en
b
len
d
e
d
lear
n
i
n
g
p
ar
ticip
atio
n
an
d
im
p
r
o
v
ed
s
tu
d
en
t
s
elf
-
ef
f
icac
y
.
So
n
g
a
n
d
L
ai
[
1
0
]
s
im
ilar
ly
co
n
f
ir
m
ed
th
at
b
len
d
ed
lear
n
in
g
en
h
an
ce
s
s
tu
d
en
t
en
g
ag
em
en
t
a
n
d
s
k
ill
ac
q
u
is
itio
n
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
c
o
n
tex
ts
.
T
ea
ch
er
RL
is
g
e
n
er
ally
u
n
d
e
r
s
to
o
d
as
th
e
ex
ten
t
to
wh
ic
h
teac
h
er
s
p
o
s
s
ess
th
e
s
k
ills
,
co
n
f
id
en
ce
,
r
eso
u
r
ce
s
,
an
d
m
o
tiv
atio
n
n
e
ce
s
s
ar
y
f
o
r
ef
f
ec
ti
v
e
im
p
lem
en
tatio
n
[
1
1
]
.
T
h
e
co
n
s
tr
u
ct
h
as,
h
o
wev
er
,
b
ee
n
o
p
er
atio
n
alize
d
in
co
n
s
is
ten
tly
ac
r
o
s
s
s
tu
d
ies
wh
er
e
s
o
m
etim
es
as
a
p
s
y
ch
o
lo
g
ical
s
tate
o
f
p
r
ep
ar
e
d
n
ess
,
an
d
at
o
th
er
tim
es
as
a
b
eh
av
io
r
al
d
is
p
o
s
itio
n
o
r
a
co
m
p
o
s
ite
o
f
co
m
p
eten
cies
[
1
2
]
.
T
h
is
am
b
ig
u
ity
h
as
p
r
o
d
u
ce
d
f
in
d
in
g
s
th
at
ar
e
d
if
f
ic
u
lt
to
co
m
p
ar
e.
A
f
u
r
th
er
co
n
ce
p
tu
al
lim
itatio
n
is
th
e
ten
d
en
cy
to
tr
ea
t
r
ea
d
in
ess
as
a
s
tab
le
p
r
ec
o
n
d
itio
n
r
ath
er
th
a
n
as
a
d
ev
elo
p
in
g
p
r
o
ce
s
s
s
h
ap
ed
b
y
im
p
lem
e
n
tatio
n
ex
p
e
r
ien
ce
.
T
h
e
p
r
esen
t
s
tu
d
y
ac
k
n
o
wled
g
es
th
is
lim
itatio
n
in
its
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
a
n
d
tr
ea
ts
r
ea
d
in
ess
as
a
s
tr
u
ctu
r
al
p
r
ed
icto
r
,
wh
ile
r
ec
o
g
n
izin
g
th
at
lo
n
g
itu
d
in
al
wo
r
k
is
n
ee
d
ed
to
ex
am
i
n
e
its
d
ev
elo
p
m
e
n
tal
tr
ajec
to
r
y
.
TL
is
co
n
s
is
ten
tly
id
en
tifie
d
as
a
f
o
u
n
d
atio
n
al
r
ea
d
in
ess
co
m
p
o
n
en
t,
en
co
m
p
ass
in
g
p
r
o
f
icien
cy
in
lear
n
in
g
m
an
ag
e
m
en
t
s
y
s
te
m
s
,
d
ig
ital
co
m
m
u
n
icatio
n
to
o
ls
,
an
d
o
n
lin
e
in
s
tr
u
ctio
n
al
r
eso
u
r
ce
s
[
1
3
]
.
I
n
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
d
is
p
ar
ities
in
TL
h
av
e
b
ee
n
ass
o
ciate
d
with
ag
e,
p
r
io
r
tech
n
o
lo
g
y
ex
p
o
s
u
r
e,
a
n
d
u
n
eq
u
al
ac
ce
s
s
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
[
1
4
]
,
[
1
5
]
.
I
m
p
o
r
tan
tly
,
Ha
b
ib
i
et
a
l.
[
1
4
]
f
o
u
n
d
th
at
d
ig
ital
tech
n
o
lo
g
y
ac
ce
s
s
was
a
s
ig
n
i
f
ican
t
b
u
t
n
o
t
s
u
f
f
icien
t
p
r
ed
ic
to
r
o
f
a
d
o
p
tio
n
,
s
u
g
g
esti
n
g
th
at
liter
ac
y
o
p
er
ates
with
in
a
b
r
o
ad
e
r
s
et
o
f
en
ab
li
n
g
co
n
d
itio
n
s
r
ath
er
th
a
n
in
d
ep
en
d
en
tly
d
r
iv
in
g
im
p
lem
en
t
atio
n
.
T
h
is
r
aises
a
th
eo
r
etica
lly
im
p
o
r
tan
t
q
u
esti
o
n
ab
o
u
t
wh
eth
e
r
TL
p
r
im
ar
i
ly
b
u
ild
s
teac
h
er
co
n
f
id
en
ce
o
r
en
a
b
les
p
r
ac
tice
m
o
r
e
d
ir
ec
tly
.
T
h
e
p
r
esen
t
s
tu
d
y
’
s
m
ed
iatio
n
f
r
am
ewo
r
k
p
r
o
v
id
es
a
m
ea
n
s
o
f
e
m
p
ir
ic
ally
ad
d
r
ess
in
g
th
is
q
u
esti
o
n
.
B
ey
o
n
d
tec
h
n
ical
c
o
m
p
eten
ce
,
teac
h
er
s
’
AT
u
s
e
in
ed
u
ca
ti
o
n
p
lay
a
cr
itical
r
o
le
i
n
s
h
a
p
in
g
t
h
eir
r
ea
d
in
ess
.
Po
s
itiv
e
attitu
d
es,
s
u
ch
as
b
elief
s
ab
o
u
t
th
e
u
s
ef
u
ln
ess
,
ea
s
e
o
f
u
s
e,
an
d
p
ed
ag
o
g
ical
v
alu
e
o
f
tech
n
o
lo
g
y
,
a
r
e
s
tr
o
n
g
ly
ass
o
ciate
d
with
teac
h
er
s
’
i
n
ten
tio
n
s
to
ad
o
p
t
b
le
n
d
ed
lear
n
in
g
an
d
th
eir
p
er
s
is
ten
ce
in
u
s
in
g
d
ig
ital
to
o
ls
[
1
6
]
,
[
1
7
]
.
Stack
an
d
W
allac
e
[
1
8
]
d
em
o
n
s
tr
ated
th
at
attitu
d
e
f
o
r
m
atio
n
is
p
a
r
ticu
lar
ly
s
en
s
itiv
e
to
ea
r
ly
im
p
lem
en
t
atio
n
ex
p
er
ie
n
ce
s
an
d
p
ee
r
m
o
d
ellin
g
.
W
h
at
th
e
liter
atu
r
e
less
f
r
eq
u
en
tly
ac
k
n
o
wled
g
es
is
th
e
p
o
ten
tial
b
id
ir
ec
tio
n
ality
o
f
th
is
r
elati
o
n
s
h
ip
:
attitu
d
es
m
ay
b
e
as
m
u
ch
an
o
u
tc
o
m
e
o
f
im
p
lem
en
tatio
n
ex
p
e
r
ien
ce
as
an
an
tece
d
en
t
to
it
[
1
9
]
.
C
r
o
s
s
-
s
ec
tio
n
al
d
esig
n
s
,
in
clu
d
in
g
th
e
p
r
esen
t
o
n
e,
ca
n
n
o
t
r
eso
l
v
e
th
is
d
ir
ec
tio
n
ality
.
C
o
n
s
is
ten
t
with
T
AM
,
attitu
d
es
ar
e
tr
ea
ted
h
er
e
as
an
tece
d
en
ts
,
wh
ile
r
ec
o
g
n
izin
g
th
at
r
ec
u
r
s
iv
e
r
ela
tio
n
s
h
ip
s
m
ay
o
p
er
ate
o
v
e
r
ti
m
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er rea
d
in
ess
a
n
d
b
len
d
e
d
lea
r
n
in
g
imp
leme
n
ta
tio
n
in
C
h
in
ese
vo
ca
tio
n
a
l c
o
lleg
es
…
(
Din
g
Ge
)
4083
I
n
s
titu
tio
n
al
an
d
ed
u
ca
tio
n
al
s
er
v
ice
s
u
p
p
o
r
t
co
n
s
titu
tes
an
o
th
er
k
ey
d
im
e
n
s
io
n
o
f
teac
h
e
r
r
ea
d
in
ess
.
ES
in
clu
d
es
ac
ce
s
s
to
r
eliab
l
e
tech
n
o
l
o
g
ical
in
f
r
astru
ctu
r
e
,
av
ailab
ilit
y
o
f
tech
n
ical
ass
is
tan
ce
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
s
,
an
d
s
u
p
p
o
r
tiv
e
in
s
titu
tio
n
al
p
o
licie
s
[
2
0
]
,
[
2
1
]
.
A
n
th
o
n
y
[
2
2
]
f
o
u
n
d
th
at
in
s
titu
tio
n
al
s
u
p
p
o
r
t
was
am
o
n
g
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
o
f
s
u
s
tain
ed
b
len
d
e
d
lear
n
in
g
im
p
lem
e
n
tatio
n
,
f
r
e
q
u
en
tly
ex
ce
ed
in
g
in
d
iv
i
d
u
al
-
lev
el
p
r
ed
icto
r
s
in
ex
p
lan
at
o
r
y
co
n
t
r
ib
u
tio
n
.
W
an
g
d
i
et
a
l.
[
2
3
]
s
im
ilar
ly
f
o
u
n
d
th
a
t
f
ac
ilit
atin
g
co
n
d
itio
n
s
b
r
id
g
e
d
th
e
g
ap
b
etwe
en
in
ten
tio
n
an
d
ac
tu
al
p
r
ac
tice.
I
n
Hu
n
an
’
s
v
o
ca
tio
n
al
s
ec
to
r
,
wh
er
e
u
r
b
an
-
r
u
r
al
r
eso
u
r
ce
d
is
p
ar
ities
ar
e
well
-
d
o
cu
m
en
ted
[
5
]
,
th
is
d
is
tin
ctio
n
ca
r
r
i
es
d
ir
ec
t
p
r
ac
tical
s
ig
n
if
ican
ce
:
attr
ib
u
tin
g
u
n
ev
en
im
p
lem
e
n
tatio
n
t
o
in
d
iv
id
u
al
teac
h
er
d
ef
icien
cies,
r
ath
e
r
th
an
to
s
tr
u
ctu
r
al
in
eq
u
ities
in
in
s
titu
tio
n
al
p
r
o
v
is
io
n
,
wo
u
ld
b
o
th
m
is
d
iag
n
o
s
e
th
e
p
r
o
b
lem
an
d
m
is
d
ir
ec
t in
t
er
v
en
tio
n
.
T
h
e
ca
p
ac
ity
to
d
esig
n
an
d
p
r
o
d
u
ce
d
ig
ital
lear
n
in
g
m
ater
ials
d
is
tin
g
u
is
h
es
teac
h
er
s
at
d
if
f
er
e
n
t
s
tag
es
o
f
b
len
d
ed
lear
n
i
n
g
r
e
ad
in
ess
.
E
f
f
ec
tiv
e
im
p
lem
en
t
atio
n
r
eq
u
ir
es
n
o
t
o
n
ly
p
latf
o
r
m
p
r
o
f
icien
cy
b
u
t
also
th
e
p
ed
ag
o
g
ical
d
esig
n
co
m
p
eten
ce
to
p
r
o
d
u
ce
in
t
er
ac
tiv
e
m
ater
ials
,
ass
es
s
m
en
ts
,
an
d
m
u
ltime
d
ia
r
eso
u
r
ce
s
th
at
ex
ten
d
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
[
2
4
]
.
I
n
ec
o
n
o
m
ics
ed
u
ca
tio
n
,
wh
er
e
a
b
s
tr
ac
t
co
n
ce
p
ts
r
eq
u
ir
e
co
n
tex
tu
aliza
tio
n
an
d
r
ea
l
-
tim
e
d
ata
in
teg
r
atio
n
is
p
ed
ag
o
g
ically
v
alu
ab
le,
co
n
ten
t
cr
ea
tio
n
ca
p
ab
ilit
y
is
p
ar
ticu
lar
ly
c
o
n
s
eq
u
en
tial.
R
e
ce
n
t
ad
v
an
ce
s
i
n
ar
tific
ial
in
t
ellig
en
ce
an
d
lea
r
n
in
g
an
aly
ti
cs
h
av
e
ex
p
a
n
d
ed
co
n
ten
t
cr
ea
tio
n
p
o
s
s
ib
ilit
ies
wh
ile
s
im
u
ltan
eo
u
s
ly
in
tr
o
d
u
c
in
g
n
ew
co
m
p
eten
c
y
d
em
a
n
d
s
[
2
5
]
.
B
u
lu
m
a
an
d
W
alim
b
wa
[
2
6
]
f
o
u
n
d
th
at
m
a
n
y
v
o
ca
tio
n
al
teac
h
er
s
lack
f
o
r
m
al
tr
ain
in
g
in
i
n
s
tr
u
ctio
n
al
d
esig
n
,
co
n
s
tr
ain
in
g
th
eir
ca
p
ac
ity
to
e
x
p
lo
it
t
h
ese
p
o
s
s
ib
ilit
ies.
KC
f
u
n
ctio
n
s
n
o
t
m
er
ely
as
a
tec
h
n
ical
s
k
ill
b
u
t
as
a
s
o
u
r
ce
o
f
p
ed
ag
o
g
ical
ag
e
n
cy
w
h
er
e
te
ac
h
er
s
wh
o
d
esig
n
th
eir
o
wn
m
ater
ials
ar
e
m
o
r
e
lik
ely
to
p
er
ce
iv
e
b
len
d
ed
lear
n
in
g
as g
e
n
u
in
ely
e
n
h
an
ci
n
g
th
eir
p
r
ac
tice.
T
h
e
r
elatio
n
s
h
ip
s
b
etwe
en
d
em
o
g
r
a
p
h
ic
ch
a
r
ac
ter
is
tics
an
d
b
len
d
ed
lear
n
in
g
r
ea
d
in
ess
ar
e
em
p
ir
ically
in
co
n
s
is
ten
t.
T
wee
d
[
2
7
]
f
o
u
n
d
th
at
y
o
u
n
g
e
r
,
less
ex
p
er
ien
ce
d
teac
h
er
s
ex
h
ib
ited
h
ig
h
er
tech
n
o
lo
g
ical
co
n
f
id
en
ce
,
wh
ile
W
il
lis
et
a
l.
[
2
8
]
d
em
o
n
s
tr
ated
th
at
s
tr
u
ctu
r
ed
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
co
u
ld
e
q
u
alize
c
o
n
f
id
e
n
ce
ac
r
o
s
s
ag
e
co
h
o
r
ts
.
A
b
ed
i
[
2
9
]
f
o
u
n
d
ten
s
io
n
s
b
etwe
e
n
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
p
o
licy
ex
p
ec
tatio
n
s
an
d
i
n
d
iv
id
u
al
teac
h
e
r
p
r
ac
tice
ac
r
o
s
s
ex
p
er
ien
ce
lev
els
r
ath
er
th
an
co
n
ce
n
tr
ated
am
o
n
g
s
p
ec
if
ic
g
r
o
u
p
s
.
T
h
ese
in
c
o
n
s
is
ten
cies
s
u
g
g
est
th
at
d
em
o
g
r
ap
h
ic
v
ar
iab
les
f
u
n
ctio
n
as
p
r
o
x
ies
f
o
r
d
if
f
e
r
e
n
tial
ac
ce
s
s
to
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
r
ath
e
r
th
an
as in
d
ep
en
d
e
n
t d
eter
m
in
a
n
ts
o
f
r
ea
d
in
ess
.
C
u
ltu
r
al
d
im
en
s
io
n
s
o
f
tech
n
o
lo
g
y
a
d
o
p
tio
n
in
e
d
u
ca
tio
n
h
a
v
e
g
ain
e
d
in
cr
ea
s
in
g
s
ch
o
lar
ly
atten
tio
n
,
p
ar
ticu
lar
ly
in
n
o
n
-
W
ester
n
co
n
tex
ts
wh
er
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
m
o
d
els
d
ev
elo
p
ed
i
n
W
ester
n
s
e
ttin
g
s
m
ay
r
eq
u
ir
e
s
ig
n
if
ica
n
t
ad
ap
ta
tio
n
[
3
0
]
,
[
3
1
]
.
I
n
C
h
in
ese
v
o
ca
tio
n
al
ed
u
ca
tio
n
s
p
ec
if
ically
,
r
esear
ch
s
u
g
g
ests
th
at
b
len
d
ed
lea
r
n
in
g
i
m
p
l
em
en
tatio
n
in
v
o
lv
es
n
eg
o
tiatin
g
b
etwe
en
tr
ad
itio
n
al
p
ed
ag
o
g
ical
v
alu
es
em
p
h
asizin
g
teac
h
er
au
th
o
r
i
ty
an
d
s
y
s
tem
atic
k
n
o
wled
g
e
tr
an
s
m
is
s
io
n
,
an
d
co
n
tem
p
o
r
ar
y
a
p
p
r
o
ac
h
es
em
p
h
asizin
g
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
a
n
d
d
ig
ital
liter
ac
y
[
3
2
]
.
Un
d
er
s
tan
d
in
g
th
ese
c
u
ltu
r
al
d
y
n
am
ics
is
ess
en
tial
f
o
r
d
ev
elo
p
in
g
e
f
f
ec
tiv
e
im
p
lem
en
tatio
n
s
tr
ateg
ie
s
th
at
r
esp
ec
t
lo
ca
l
ed
u
ca
tio
n
al
tr
ad
itio
n
s
wh
ile
f
o
s
ter
in
g
in
n
o
v
atio
n
.
2
.
1
.
T
heo
re
t
ica
l
f
r
a
m
ew
o
rk
a
nd
hy
po
t
hes
es
T
h
is
s
tu
d
y
is
g
r
o
u
n
d
ed
in
th
e
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
m
o
d
e
l
(
T
AM
)
[
1
6
]
an
d
th
e
u
n
if
ied
th
eo
r
y
o
f
ac
ce
p
tan
ce
an
d
u
s
e
o
f
tec
h
n
o
lo
g
y
(
UT
AUT
)
[
1
7
]
.
T
AM
p
o
s
its
th
at
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
ea
s
e
o
f
u
s
e
d
eter
m
in
e
AT
an
d
s
u
b
s
eq
u
en
t
ad
o
p
tio
n
b
eh
av
i
o
r
.
UT
AUT
ex
ten
d
s
th
is
b
y
in
c
o
r
p
o
r
atin
g
s
o
cial
an
d
o
r
g
an
izatio
n
al
d
im
en
s
io
n
s
:
p
er
f
o
r
m
a
n
ce
ex
p
ec
tan
c
y
,
ef
f
o
r
t
ex
p
ec
tan
cy
,
s
o
cial
in
f
lu
e
n
c
e,
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
th
at
a
r
e
p
ar
ticu
lar
l
y
r
elev
a
n
t
in
v
o
ca
tio
n
al
in
s
titu
tio
n
al
s
ettin
g
s
wh
e
r
e
a
d
o
p
tio
n
is
s
h
ap
e
d
b
y
p
ee
r
ex
p
ec
tatio
n
s
an
d
r
eso
u
r
c
e
av
ailab
ilit
y
alo
n
g
s
id
e
in
d
iv
i
d
u
al
b
elief
s
.
E
m
p
ir
ical
s
tu
d
ies
co
n
f
ir
m
th
e
ap
p
licab
ilit
y
o
f
UT
AUT
in
b
len
d
ed
lear
n
in
g
ad
o
p
tio
n
r
e
s
ea
r
ch
,
with
f
ac
ilit
atin
g
c
o
n
d
itio
n
s
co
n
s
is
ten
tly
b
r
id
g
in
g
in
ten
tio
n
an
d
u
s
e
[
2
3
]
.
Dr
awin
g
o
n
th
ese
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
,
th
is
s
tu
d
y
co
n
ce
p
t
u
alize
s
teac
h
er
RL
as
a
f
u
n
cti
o
n
o
f
f
o
u
r
k
ey
f
ac
to
r
s
:
TL
co
r
r
esp
o
n
d
s
to
ef
f
o
r
t
ex
p
ec
ta
n
cy
an
d
p
e
r
ce
iv
ed
ea
s
e
o
f
u
s
e;
attitu
d
e
r
ef
lects
ev
alu
ativ
e
ju
d
g
em
en
ts
ab
o
u
t
p
e
d
ag
o
g
ical
v
alu
e;
ES
alig
n
s
with
f
ac
ilit
at
in
g
co
n
d
itio
n
s
;
an
d
KC
co
r
r
esp
o
n
d
s
to
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
,
as
d
esig
n
ca
p
ab
ilit
y
in
cr
ea
s
es
th
e
p
er
ce
i
v
ed
b
en
ef
it
o
f
b
len
d
ed
lea
r
n
in
g
to
in
s
tr
u
ctio
n
al
p
r
ac
tice.
T
ea
ch
er
r
ea
d
in
ess
m
ed
iates
th
ese
an
tece
d
en
t
c
o
n
d
itio
n
s
a
n
d
ac
tu
al
p
r
ac
tice,
ca
p
tu
r
in
g
th
e
tr
an
s
itio
n
f
r
o
m
p
r
ep
ar
e
d
n
ess
to
im
p
lem
en
tat
io
n
.
T
h
e
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
is
illu
s
tr
ated
in
Fig
u
r
e
3
.
B
ased
o
n
th
is
f
r
am
ewo
r
k
,
th
e
f
o
llo
win
g
h
y
p
o
th
eses
ar
e
p
r
o
p
o
s
ed
:
−
T
ea
ch
er
RL
d
if
f
er
s
s
ig
n
if
ica
n
tly
ac
co
r
d
in
g
to
g
en
d
e
r
,
ag
e,
a
n
d
teac
h
in
g
ex
p
e
r
ien
ce
(
H1
)
−
TL
,
AT
,
ES
,
an
d
KC
s
ig
n
if
ican
tly
in
f
lu
en
ce
teac
h
er
RL
(
H2
)
−
T
ea
ch
er
RL
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
th
e
PB
(
H3
)
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
.
5
,
Octo
b
er
20
26
:
4
0
8
0
-
409
2
4084
Fig
u
r
e
3
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n a
nd
co
nte
x
t
T
h
is
s
tu
d
y
ad
o
p
ted
a
q
u
a
n
titativ
e,
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
to
ex
am
in
e
th
e
d
eter
m
in
an
ts
o
f
b
len
d
ed
lear
n
in
g
r
ea
d
in
ess
an
d
p
r
ac
tice
am
o
n
g
v
o
ca
tio
n
al
e
co
n
o
m
ics
teac
h
e
r
s
.
A
q
u
an
tita
tiv
e
ap
p
r
o
ac
h
was
d
ee
m
ed
ap
p
r
o
p
r
iate
d
u
e
to
th
e
s
tu
d
y
’
s
o
b
jectiv
e
o
f
test
in
g
th
eo
r
etica
lly
g
r
o
u
n
d
ed
r
elatio
n
s
h
ip
s
am
o
n
g
late
n
t
co
n
s
tr
u
cts
u
s
in
g
s
tatis
tical
m
o
d
elin
g
.
T
h
e
r
esear
ch
was
c
o
n
d
u
cte
d
in
v
o
ca
tio
n
al
co
lle
g
es
ac
r
o
s
s
Hu
n
an
Pro
v
in
ce
,
C
h
in
a,
a
r
eg
io
n
al
co
n
tex
t
ch
ar
ac
ter
ized
b
y
a
ctiv
e
d
ig
ital
in
f
r
astru
ctu
r
e
i
n
v
estme
n
t
alo
n
g
s
id
e
d
o
cu
m
e
n
ted
u
r
b
an
-
r
u
r
al
d
is
p
a
r
ities
in
in
s
titu
tio
n
al
r
eso
u
r
ce
s
[
5
]
,
m
ak
in
g
it
a
p
r
o
d
u
ctiv
e
s
ettin
g
f
o
r
ex
am
i
n
in
g
h
o
w
in
d
iv
id
u
al
r
ea
d
i
n
ess
an
d
in
s
titu
tio
n
al
c
o
n
d
itio
n
s
jo
i
n
tly
s
h
ap
e
im
p
lem
e
n
tatio
n
.
T
h
e
g
e
o
g
r
a
p
h
ical
lo
ca
tio
n
o
f
th
e
s
tu
d
y
ar
ea
is
illu
s
tr
ated
in
Fig
u
r
e
4
,
wh
ich
s
itu
ates H
u
n
an
Pro
v
in
ce
with
in
t
h
e
b
r
o
ad
e
r
n
atio
n
al
co
n
tex
t o
f
C
h
in
a.
Fig
u
r
e
4
.
Hu
n
an
Pro
v
in
ce
,
C
h
i
n
a
3.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
pli
ng
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
s
tr
ateg
y
was
em
p
lo
y
ed
to
en
s
u
r
e
all
r
esp
o
n
d
en
ts
p
o
s
s
ess
ed
d
ir
ec
t,
ac
tiv
e
ex
p
er
ien
ce
teac
h
in
g
ec
o
n
o
m
i
cs
-
r
elate
d
s
u
b
jects
at
th
e
v
o
c
atio
n
al
co
lleg
e
lev
el.
T
h
is
wa
s
ap
p
r
o
p
r
iate
to
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er rea
d
in
ess
a
n
d
b
len
d
e
d
lea
r
n
in
g
imp
leme
n
ta
tio
n
in
C
h
in
ese
vo
ca
tio
n
a
l c
o
lleg
es
…
(
Din
g
Ge
)
4085
s
tu
d
y
’
s
s
u
b
ject
-
s
p
ec
if
ic
f
o
c
u
s
:
a
p
u
r
ely
p
r
o
b
a
b
ilis
tic
s
a
m
p
le
o
f
all
v
o
ca
tio
n
al
teac
h
er
s
ir
r
esp
ec
tiv
e
o
f
d
is
cip
lin
ar
y
co
n
tex
t
wo
u
ld
h
av
e
in
tr
o
d
u
ce
d
c
o
n
s
tr
u
ct
-
ir
r
elev
an
t
v
ar
ian
ce
in
t
h
e
r
ea
d
in
ess
an
d
p
r
ac
tice
m
ea
s
u
r
es.
I
n
s
titu
tio
n
s
wer
e
s
e
lecte
d
to
r
ep
r
esen
t
g
eo
g
r
a
p
h
i
c
s
u
b
-
r
eg
io
n
al
d
iv
e
r
s
ity
ac
r
o
s
s
Hu
n
an
,
in
clu
d
in
g
u
r
b
an
ce
n
ter
s
s
u
ch
as
C
h
an
g
s
h
a
an
d
m
o
r
e
r
u
r
al
in
lan
d
ar
ea
s
,
th
er
eb
y
ca
p
tu
r
i
n
g
v
ar
iatio
n
in
in
s
titu
tio
n
al
r
eso
u
r
ce
lev
els
an
d
in
f
r
astru
ct
u
r
e
ac
ce
s
s
.
T
h
e
f
in
al
s
am
p
le
co
m
p
r
is
ed
3
9
0
ec
o
n
o
m
ics
teac
h
er
s
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
an
d
all
r
esp
o
n
d
en
ts
wer
e
in
f
o
r
m
ed
o
f
th
e
r
ese
ar
ch
p
u
r
p
o
s
e
p
r
i
o
r
t
o
c
o
m
p
leti
o
n
.
N
o
in
c
o
m
p
lete
r
esp
o
n
s
es we
r
e
r
ec
o
r
d
ed
,
y
ield
in
g
a
1
0
0
% v
alid
r
esp
o
n
s
e
r
a
te.
T
h
e
s
am
p
le
was
d
iv
er
s
e
ac
r
o
s
s
all
k
ey
d
em
o
g
r
ap
h
ic
v
a
r
i
ab
les
,
as
p
r
esen
ted
in
T
ab
le
1
.
Fem
ale
teac
h
er
s
co
n
s
titu
ted
5
3
.
5
9
%
(
n
=2
0
9
)
an
d
m
ale
teac
h
er
s
4
6
.
4
1
%
(
n
=1
8
1
)
.
T
h
e
lar
g
est
ag
e
g
r
o
u
p
was
3
5
–
4
4
y
ea
r
s
(
3
1
.
2
8
%),
f
o
llo
wed
b
y
2
5
–
3
4
y
ea
r
s
(
2
9
.
4
9
%).
R
eg
ar
d
in
g
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
5
1
.
7
9
%
h
eld
a
m
aster
’
s
d
e
g
r
ee
,
2
8
.
2
1
%
a
b
ac
h
elo
r
’
s
d
eg
r
ee
,
an
d
2
0
.
0
0
%
a
d
o
cto
r
ate
.
T
ea
c
h
in
g
ex
p
er
ie
n
ce
was
d
is
tr
ib
u
ted
ac
r
o
s
s
all
ca
r
ee
r
s
tag
es,
with
th
e
lar
g
est g
r
o
u
p
r
ep
o
r
tin
g
4
t
o
6
y
ea
r
s
o
f
ex
p
e
r
ien
ce
(
2
4
.
6
2
%).
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
r
esp
o
n
d
en
ts
(
N=
3
9
0
)
D
e
mo
g
r
a
p
h
i
c
c
h
a
r
a
c
t
e
r
i
st
i
c
s
I
t
e
ms
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
F
e
mal
e
2
0
9
5
3
.
5
9
M
a
l
e
1
8
1
4
6
.
4
1
A
g
e
25
–
34
1
1
5
2
9
.
4
9
35
–
44
1
2
2
3
1
.
2
8
45
–
54
43
1
1
.
0
3
5
5
a
n
d
a
b
o
v
e
32
8
.
2
1
U
n
d
e
r
2
5
78
2
0
.
0
0
Ed
u
c
a
t
i
o
n
a
l
b
a
c
k
g
r
o
u
n
d
B
a
c
h
e
l
o
r
’
s
d
e
g
r
e
e
1
1
0
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2
1
D
o
c
t
o
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a
t
e
78
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.
0
0
M
a
s
t
e
r
’
s
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e
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0
2
5
1
.
7
9
Y
e
a
r
s
o
f
e
x
p
e
r
i
e
n
c
e
i
n
t
h
e
t
e
a
c
h
i
n
g
1
–
3
y
e
a
r
s
83
2
1
.
2
8
4
–
6
y
e
a
r
s
96
2
4
.
6
2
7
–
1
0
y
e
a
r
s
77
1
9
.
7
4
Le
ss
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h
a
n
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e
a
r
83
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1
.
2
8
M
o
r
e
t
h
a
n
1
0
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e
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r
s
51
1
3
.
0
8
Te
a
c
h
i
n
g
l
e
v
e
l
V
o
c
a
t
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n
a
l
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o
l
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e
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e
3
9
0
1
0
0
.
0
0
P
r
i
mary
a
r
e
a
o
f
e
c
o
n
o
mi
c
s t
e
a
c
h
i
n
g
F
i
n
a
n
c
i
a
l
e
c
o
n
o
m
i
c
s
1
0
2
2
6
.
1
5
I
n
t
e
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n
a
t
i
o
n
a
l
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o
n
o
mi
c
1
0
0
2
5
.
6
4
M
a
c
r
o
e
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o
n
o
mi
c
92
2
3
.
5
9
M
i
c
r
o
e
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o
n
o
mi
c
s
92
2
3
.
5
9
N
o
t
e
a
c
h
i
n
g
e
c
o
n
o
m
i
c
su
b
j
e
c
t
4
1
.
0
3
H
a
v
e
y
o
u
r
e
c
e
i
v
e
d
a
n
y
f
o
r
ma
l
t
r
a
i
n
i
n
g
i
n
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
?
M
a
y
b
e
1
5
6
4
0
.
0
0
No
78
2
0
.
0
0
Y
e
s
1
5
6
4
0
.
0
0
H
o
w
o
f
t
e
n
d
o
y
o
u
c
u
r
r
e
n
t
l
y
u
s
e
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
e
s i
n
y
o
u
r
t
e
a
c
h
i
n
g
A
l
w
a
y
s
90
2
3
.
0
8
N
e
v
e
r
32
8
.
2
1
O
f
t
e
n
78
2
0
.
0
0
R
a
r
e
l
y
73
1
8
.
7
2
S
o
me
t
i
m
e
s
1
1
7
3
0
.
0
0
To
t
a
l
3
9
0
1
0
0
.
0
3
.
3
.
Resea
rc
h
ins
t
rum
ent
Data
wer
e
co
llected
v
ia
a
s
tr
u
ctu
r
ed
s
elf
-
ad
m
in
is
ter
ed
q
u
esti
o
n
n
air
e
co
m
p
r
is
in
g
s
ev
en
s
ec
tio
n
s
:
o
n
e
co
v
er
in
g
d
em
o
g
r
ap
h
ic
ch
a
r
ac
ter
is
tics
an
d
s
ix
m
ea
s
u
r
in
g
th
e
s
tu
d
y
co
n
s
tr
u
cts:
TL,
AT
,
ES
,
KC
,
RL
,
an
d
PB
.
T
L
,
AT
,
E
S,
an
d
KC
ea
ch
co
m
p
r
is
ed
ten
item
s
; RL
an
d
PB
ea
ch
co
m
p
r
is
ed
eig
h
t item
s
.
All item
s
u
s
ed
a
f
iv
e
-
p
o
in
t
L
i
k
er
t
s
ca
le
r
a
n
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
l
y
ag
r
ee
)
.
I
tem
s
wer
e
ad
ap
te
d
f
r
o
m
estab
lis
h
ed
in
s
tr
u
m
en
ts
in
th
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
liter
atu
r
e
an
d
s
u
b
jecte
d
t
o
ex
p
e
r
t c
o
n
t
en
t r
ev
iew
p
r
io
r
to
ad
m
in
is
tr
atio
n
to
co
n
f
ir
m
c
o
n
s
tr
u
ct
r
elev
an
ce
an
d
item
clar
i
ty
.
3
.
4
.
No
r
m
a
lit
y
a
s
s
ess
m
ent
Prio
r
to
i
n
f
er
en
tial
a
n
aly
s
is
,
d
ata
n
o
r
m
ality
was
ass
ess
e
d
u
s
in
g
s
k
ewn
ess
an
d
k
u
r
t
o
s
is
v
alu
es,
s
u
p
p
lem
en
ted
b
y
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
an
d
Sh
ap
ir
o
-
W
ilk
test
s
.
As
s
h
o
wn
in
T
ab
le
2
,
s
k
ewn
ess
v
alu
es
r
an
g
ed
f
r
o
m
-
0
.
4
7
0
to
-
0
.
2
8
9
an
d
k
u
r
to
s
is
v
alu
es
f
r
o
m
-
0
.
6
4
6
to
-
0
.
3
3
1
,
all
with
in
ac
ce
p
tab
le
p
ar
am
etr
ic
th
r
esh
o
ld
s
.
Alth
o
u
g
h
f
o
r
m
al
s
ig
n
if
ican
ce
test
s
in
d
icate
d
d
ep
ar
tu
r
es
f
r
o
m
n
o
r
m
ality
f
o
r
s
o
m
e
co
n
s
tr
u
cts,
th
is
o
u
tco
m
e
is
ex
p
ec
ted
g
i
v
e
n
th
e
lar
g
e
s
am
p
le
s
ize
(
n
=
3
9
0
)
an
d
d
o
es
n
o
t
p
r
ec
lu
d
e
p
ar
a
m
etr
ic
an
aly
s
is
[
3
3
]
.
No
d
ata
tr
an
s
f
o
r
m
atio
n
was r
e
q
u
ir
ed
.
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
.
5
,
Octo
b
er
20
26
:
4
0
8
0
-
409
2
4086
T
ab
le
2
.
No
r
m
ality
test
r
esu
lts
(
N=
3
9
0
)
I
t
e
m
S
k
e
w
n
e
ss
K
u
r
t
o
si
s
K
o
l
m
o
g
o
r
o
v
-
S
m
i
r
n
o
v
S
h
a
p
i
r
o
-
W
i
l
k
S
t
a
t
i
st
i
c
p
-
v
a
l
u
e
S
t
a
t
i
st
i
c
p
-
v
a
l
u
e
TL
-
0
.
3
3
0
-
0
.
3
3
1
0
.
0
9
7
0
.
0
2
2
*
0
.
9
6
7
0
.
0
1
4
*
AT
-
0
.
3
1
8
-
0
.
5
9
3
0
.
0
8
0
0
.
1
1
7
0
.
9
6
0
0
.
0
0
4
*
*
ES
-
0
.
4
7
0
-
0
.
4
7
7
0
.
1
1
4
0
.
0
0
3
*
*
0
.
9
4
8
0
.
0
0
1
*
*
KC
-
0
.
4
2
9
-
0
.
5
7
0
0
.
1
1
1
0
.
0
0
4
*
*
0
.
9
4
2
0
.
0
0
0
*
*
RL
-
0
.
2
8
9
-
0
.
5
8
6
0
.
0
6
8
0
.
2
9
8
0
.
9
6
5
0
.
0
1
0
*
*
PB
-
0
.
3
2
8
-
0
.
6
4
6
0
.
0
8
8
0
.
0
5
2
0
.
9
5
2
0
.
0
0
1
*
*
*
p
<
0
.
0
5
,
*
*
p
<
0
.
0
1
3.
5
.
Relia
bil
it
y
a
nd
v
a
lid
it
y
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
v
a
l
u
es
r
a
n
g
e
d
f
r
o
m
0
.
9
4
1
t
o
0
.
9
5
9
a
c
r
o
s
s
a
ll
c
o
n
s
t
r
u
ct
s
,
as
s
h
o
w
n
in
T
a
b
l
e
3
,
e
x
c
e
e
d
i
n
g
t
h
e
r
e
c
o
m
m
e
n
d
e
d
t
h
r
e
s
h
o
l
d
o
f
0
.
7
0
.
T
h
e
s
e
v
a
l
u
e
s
in
d
i
c
a
t
e
s
t
r
o
n
g
i
n
t
e
r
n
a
l
c
o
n
s
is
t
en
c
y
.
I
t
i
s
,
h
o
w
e
v
e
r
,
a
c
k
n
o
w
l
e
d
g
e
d
t
h
a
t
u
n
i
f
o
r
m
l
y
h
i
g
h
a
l
p
h
a
v
a
l
u
es
m
a
y
p
a
r
t
l
y
r
e
f
l
e
c
t
i
t
e
m
s
i
m
i
l
a
r
i
t
y
r
a
t
h
e
r
th
a
n
p
u
r
e
r
e
l
i
a
b
il
i
t
y
.
I
t
e
m
-
t
o
t
a
l
c
o
r
r
e
l
a
t
i
o
n
a
n
d
i
n
t
er
-
i
t
e
m
c
o
r
r
e
l
at
i
o
n
m
a
t
r
i
ce
s
w
er
e
e
x
a
m
i
n
e
d
t
o
c
o
n
f
i
r
m
t
h
at
al
l
i
te
m
s
c
o
n
t
r
i
b
u
t
e
d
m
ea
n
in
g
f
u
lly
to
th
eir
r
esp
ec
ti
v
e
co
n
s
tr
u
cts
with
o
u
t
e
x
ce
s
s
iv
e
o
v
er
la
p
.
Fu
t
u
r
e
s
tu
d
ies
s
h
o
u
l
d
ex
am
i
n
e
wh
eth
e
r
m
o
r
e
p
a
r
s
im
o
n
io
u
s
s
ca
le
s
tr
u
c
tu
r
es p
r
eser
v
e
p
s
y
c
h
o
m
etr
ic
q
u
ality
wh
ile
r
ed
u
cin
g
p
o
ten
tial r
ed
u
n
d
an
cy
.
C
o
n
s
tr
u
ct
v
alid
ity
was
ass
ess
ed
th
r
o
u
g
h
m
u
ltip
le
p
r
o
ce
d
u
r
es.
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
(
0
.
8
6
8
)
an
d
B
ar
tlett’s
te
s
t
(
χ²=
3
2
,
1
5
8
.
9
7
3
,
p
<0
.
0
0
1
)
co
n
f
ir
m
ed
s
am
p
lin
g
ad
eq
u
ac
y
an
d
s
u
f
f
icien
t
in
ter
-
item
co
r
r
elatio
n
s
,
as
s
h
o
wn
in
T
ab
le
4
.
C
o
n
v
er
g
e
n
t
v
alid
ity
was
s
u
p
p
o
r
ted
b
y
a
v
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
AVE
)
v
alu
es
ex
ce
ed
in
g
0
.
5
0
a
n
d
C
R
v
alu
es
ex
ce
ed
in
g
0
.
9
0
ac
r
o
s
s
all
co
n
s
tr
u
cts
,
as
s
h
o
wn
in
T
a
b
le
5
.
Dis
cr
im
in
an
t
v
alid
ity
was
co
n
f
ir
m
e
d
b
y
HT
MT
r
atio
s
b
elo
w
0
.
8
5
th
r
o
u
g
h
o
u
t
,
as
s
h
o
wn
in
T
ab
le
6
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
HT
MT
b
elo
w
0
.
8
5
c
o
n
f
ir
m
s
s
tatis
tical
d
is
cr
im
in
an
t
v
alid
ity
b
u
t
d
o
es
n
o
t
f
u
lly
r
eso
lv
e
th
e
co
n
ce
p
tu
al
p
r
o
x
im
ity
a
m
o
n
g
T
L
,
KC
,
an
d
R
L
,
a
lim
itatio
n
ac
k
n
o
wled
g
e
d
h
er
e
a
n
d
f
la
g
g
ed
f
o
r
f
u
tu
r
e
s
ca
le
d
ev
elo
p
m
e
n
t.
T
ab
le
3
.
R
eliab
ilit
y
s
tatis
tic
s
C
o
n
st
r
u
c
t
N
u
mb
e
r
o
f
i
t
e
ms
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
TL
10
0
.
9
5
9
AT
10
0
.
9
5
7
ES
10
0
.
9
5
7
KC
10
0
.
9
5
9
RL
8
0
.
9
4
1
PB
8
0
.
9
5
3
T
ab
le
4
.
KM
O
an
d
B
ar
tlett
’
s
test
Te
st
V
a
l
u
e
K
M
O
m
e
a
su
r
e
0
.
8
6
8
B
a
r
t
l
e
t
t
’
s
χ
²
3
2
,
1
5
8
.
9
7
3
Df
1
5
4
0
p
-
v
a
l
u
e
<
0
.
0
0
1
T
ab
le
5
.
AVE
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
C
o
n
st
r
u
c
t
AVE
CR
TL
0
.
6
9
7
0
.
9
5
8
AT
0
.
6
9
0
0
.
9
5
7
ES
0
.
7
0
2
0
.
9
5
9
KC
0
.
6
6
8
0
.
9
4
1
RL
0
.
6
8
4
0
.
9
4
5
PB
0
.
6
8
4
0
.
9
4
5
T
ab
le
6.
HT
MT
r
atio
m
atr
ix
C
o
n
st
r
u
c
t
TL
AT
ES
KC
RL
PB
TL
-
AT
0
.
4
8
2
-
ES
0
.
5
6
5
0
.
4
7
7
-
KC
0
.
4
7
7
0
.
4
6
9
0
.
4
3
7
-
RL
0
.
5
3
2
0
.
4
7
5
0
.
5
0
0
0
.
4
6
9
-
PB
0
.
5
6
0
0
.
4
9
8
0
.
5
2
2
0
.
5
0
4
0
.
6
2
9
-
3.
6
.
Da
t
a
a
na
ly
s
is
An
aly
s
is
p
r
o
ce
ed
ed
in
s
eq
u
e
n
tial
in
f
er
en
tial
la
y
er
s
,
ea
ch
ad
d
r
ess
in
g
a
d
is
tin
ct
r
esear
ch
q
u
esti
o
n
.
Descr
ip
tiv
e
s
tatis
tic
s
estab
lis
h
ed
th
e
d
is
tr
ib
u
tio
n
al
p
r
o
f
ile
o
f
all
co
n
s
tr
u
cts.
I
n
d
ep
e
n
d
en
t
s
am
p
les
t
-
test
s
an
d
one
-
way
ANOV
A
ex
am
in
e
d
d
em
o
g
r
a
p
h
ic
d
i
f
f
er
en
ce
s
in
r
e
ad
in
ess
(
H1
)
.
Pear
s
o
n
c
o
r
r
elat
io
n
estab
lis
h
ed
th
e
b
iv
ar
iate
ass
o
ciatio
n
s
tr
u
ct
u
r
e
as
a
p
r
elim
in
ar
y
s
tr
u
ct
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r
al
c
h
ec
k
p
r
io
r
to
m
u
ltiv
ar
iate
m
o
d
ellin
g
.
Hier
ar
c
h
ical
r
eg
r
ess
io
n
th
en
test
ed
th
e
i
n
cr
em
en
tal
p
r
ed
ictiv
e
co
n
tr
i
b
u
tio
n
o
f
r
ea
d
in
ess
ab
o
v
e
t
h
e
f
o
u
r
a
n
tece
d
en
t
v
ar
iab
les.
Path
a
n
aly
s
is
esti
m
ated
th
e
f
u
ll
s
tr
u
ct
u
r
al
m
o
d
el
s
im
u
ltan
eo
u
s
ly
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u
an
tify
i
n
g
d
ir
ec
t
ef
f
ec
ts
f
o
r
H2
an
d
H3
.
B
o
o
ts
tr
ap
p
ed
m
e
d
ia
tio
n
an
aly
s
is
f
o
r
m
ally
test
ed
wh
eth
er
r
ea
d
in
ess
m
ed
iated
ea
ch
an
tece
d
e
n
t
-
p
r
ac
tice
r
elatio
n
s
h
ip
.
W
h
ile
th
ese
an
aly
s
es
d
r
aw
o
n
o
v
e
r
lap
p
in
g
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ata,
ea
c
h
ad
d
r
ess
es
a
n
o
n
-
r
ed
u
n
d
an
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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to
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ap
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m
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All
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we
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e
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d
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u
s
in
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I
B
M
SP
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S
tatis
tics
.
Path
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s
h
ip
s
wer
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ated
t
h
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g
h
m
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ltip
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ile
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atio
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ed
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s
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ap
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with
5
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esam
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e
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ias
co
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ec
ted
9
5
%
c
o
n
f
id
en
ce
in
te
r
v
als.
Me
d
iatio
n
was
co
n
s
id
er
ed
s
ig
n
if
ican
t
wh
en
t
h
e
co
n
f
id
en
ce
i
n
ter
v
al
f
o
r
t
h
e
i
n
d
i
r
e
c
t
e
f
f
e
c
t
d
id
n
o
t in
clu
d
e
ze
r
o
.
3.
7
.
E
t
hica
l
co
ns
idera
t
io
ns
T
h
e
eth
ical
p
r
in
cip
les
wer
e
s
tr
ictly
o
b
s
er
v
ed
.
Par
ticip
atio
n
in
th
e
s
tu
d
y
was
v
o
lu
n
tar
y
,
an
d
r
esp
o
n
d
en
ts
wer
e
in
f
o
r
m
ed
o
f
th
e
r
esear
ch
p
u
r
p
o
s
e
p
r
io
r
t
o
co
m
p
letin
g
th
e
q
u
esti
o
n
n
ai
r
e.
An
o
n
y
m
ity
an
d
co
n
f
id
en
tiality
wer
e
m
ain
tain
e
d
,
an
d
t
h
e
d
ata
wer
e
u
s
ed
s
o
lely
f
o
r
a
ca
d
em
ic
r
esear
ch
p
u
r
p
o
s
es.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics o
f
k
ey
v
a
ria
bles
Me
an
s
co
r
es
ac
r
o
s
s
all
s
ix
co
n
s
tr
u
cts
r
an
g
ed
n
ar
r
o
wly
f
r
o
m
3
.
1
3
9
to
3
.
1
9
9
o
n
a
f
iv
e
-
p
o
in
t
s
ca
le
,
a
s
s
h
o
wn
in
T
ab
le
7
,
in
d
icatin
g
u
n
if
o
r
m
l
y
m
o
d
er
ate
lev
els
a
cr
o
s
s
TL
,
AT
,
ES
,
KC
,
RL
,
an
d
PB
.
R
ea
d
in
ess
r
ec
o
r
d
e
d
th
e
h
ig
h
est
m
ea
n
(
M
=3
.
1
9
9
,
SD=1
.
0
7
6
)
an
d
attitu
d
e
th
e
l
o
west
(
M=
3
.
1
3
9
,
SD=
1
.
1
8
7
)
.
T
h
e
n
ar
r
o
w
in
ter
-
co
n
s
tr
u
ct
r
a
n
g
e
is
s
u
b
s
tan
tiv
ely
m
ea
n
in
g
f
u
l.
R
ath
er
t
h
an
s
h
o
win
g
d
if
f
er
en
tiated
p
r
o
f
iles
wh
er
e
s
o
m
e
d
im
en
s
io
n
s
ar
e
well
-
d
e
v
elo
p
ed
an
d
o
t
h
er
s
lag
g
in
g
,
te
ac
h
er
s
in
th
is
s
am
p
le
e
x
h
i
b
ited
s
y
n
ch
r
o
n
ized
d
ev
elo
p
m
e
n
t
ac
r
o
s
s
all
r
ea
d
in
ess
d
im
en
s
io
n
s
.
T
h
is
p
atter
n
i
s
co
n
s
is
ten
t
with
An
th
o
n
y
[
2
2
]
ch
ar
ac
ter
izatio
n
o
f
b
len
d
ed
lea
r
n
in
g
r
ea
d
in
ess
as
a
s
y
s
tem
ic
r
ath
er
th
an
m
o
d
u
la
r
p
h
e
n
o
m
en
o
n
,
w
h
er
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
ad
d
r
ess
in
g
m
u
ltip
le
d
im
en
s
io
n
s
s
im
u
ltan
eo
u
s
ly
te
n
d
to
p
r
o
d
u
ce
p
ar
allel
r
ath
er
t
h
an
u
n
e
v
en
g
r
o
wth
ac
r
o
s
s
co
m
p
eten
cy
ar
ea
s
.
T
h
e
m
o
d
er
ate
lev
el
o
f
r
ea
d
in
ess
,
th
at
s
co
r
es
clu
s
ter
in
g
s
lig
h
tly
ab
o
v
e
th
e
s
ca
le
m
id
p
o
in
t
i
n
d
icate
s
a
s
y
s
tem
i
n
ac
tiv
e
tr
a
n
s
itio
n
:
teac
h
er
s
h
av
e
m
o
v
ed
b
ey
o
n
d
i
n
itial
r
esis
tan
ce
b
u
t
h
a
v
e
n
o
t
y
et
ac
h
iev
e
d
co
n
f
id
en
t
,
s
u
s
tain
ed
im
p
lem
e
n
tatio
n
[
1
2
]
.
T
h
e
2
0
2
0
–
2
0
2
3
p
er
io
d
co
v
e
r
ed
b
y
th
is
s
tu
d
y
en
co
m
p
ass
es
b
o
th
th
e
f
o
r
ce
d
t
ec
h
n
o
lo
g
y
ad
o
p
tio
n
o
f
C
OVI
D
-
1
9
lo
ck
d
o
wn
s
an
d
th
e
s
u
b
s
eq
u
en
t
r
etu
r
n
to
in
-
p
er
s
o
n
in
s
tr
u
cti
o
n
,
a
s
eq
u
e
n
c
e
lik
ely
to
h
a
v
e
ac
ce
ler
ated
t
h
e
tr
an
s
itio
n
with
o
u
t
n
ec
ess
ar
ily
co
n
s
o
lid
atin
g
it
in
to
m
atu
r
e
p
r
ac
tice
[
8
]
.
4
.
2
.
Dif
f
er
ence
s
in re
a
din
es
s
f
o
r
blend
ed
lea
rning
by
de
m
o
g
r
a
ph
ic
f
a
ct
o
rs
(
H
1
)
T
h
e
in
d
ep
en
d
en
t
s
am
p
les
t
-
test
r
ev
ea
led
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
r
ea
d
i
n
ess
b
etw
ee
n
m
ale
(
M=
3
.
2
0
,
SD=1
.
0
9
)
an
d
f
em
a
le
teac
h
er
s
(
M=
3
.
2
0
,
SD=1
.
0
7
)
,
t(
3
8
8
)
=
-
0
.
0
2
1
,
p
=0
.
9
8
3
,
a
s
s
h
o
wn
in
T
ab
le
8
.
On
e
-
way
ANOV
A
f
o
u
n
d
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
ac
r
o
s
s
ag
e
g
r
o
u
p
s
,
F(4
,
3
8
5
)
=
0
.
2
1
8
,
p
=0
.
9
2
8
,
as
s
h
o
wn
in
T
ab
le
9
,
o
r
teac
h
in
g
ex
p
e
r
ien
ce
ca
teg
o
r
ies,
F(4
,
3
8
5
)
=
0
.
4
3
1
,
p
=
0
.
7
8
6
,
as
s
h
o
w
n
in
T
ab
le
1
0
.
H1
was
th
er
ef
o
r
e
n
o
t su
p
p
o
r
ted
.
T
ab
le
7
.
Descr
ip
tiv
e
s
tatis
tics
o
f
s
tu
d
y
v
ar
iab
les
(
N=
3
9
0
)
V
a
r
i
a
b
l
e
s
M
e
a
n
S
.
D
.
TL
3
.
1
6
3
1
.
1
5
8
AT
3
.
1
3
9
1
.
1
8
7
ES
3
.
1
9
8
1
.
1
7
1
KC
3
.
1
5
8
1
.
1
9
6
RL
3
.
1
9
9
1
.
0
7
6
PB
3
.
1
6
7
1
.
1
5
9
T
ab
le
8
.
I
n
d
ep
e
n
d
en
t t
-
test
b
a
s
ed
o
n
g
e
n
d
er
(
N=
3
9
0
)
I
t
e
m
G
e
n
d
e
r
n
M
e
a
n
S
.
D
.
M
e
a
n
d
i
f
f
e
r
e
n
c
e
9
5
%
C
I
(
d
i
f
f
e
r
e
n
c
e
)
t
df
p
-
v
a
l
u
e
RL
F
e
mal
e
2
0
9
3
.
2
0
1
.
0
7
-
0
.
0
0
-
0
.
2
1
7
~
0
.
2
1
3
-
0
.
0
2
1
3
8
8
.
0
0
0
0
.
9
8
3
M
a
l
e
1
8
1
3
.
2
0
1
.
0
9
To
t
a
l
3
9
0
3
.
2
0
1
.
0
8
*
p
<
0
.
0
5
,
*
*
p
<
0
.
0
1
T
ab
le
9
.
On
e
-
way
ANOV
A
b
ased
o
n
ag
e
(
N=
3
9
0
)
I
t
e
m
A
g
e
n
M
e
a
n
S
.
D
.
F
p
-
v
a
l
u
e
RL
25
-
34
1
1
5
3
.
1
8
1
.
1
5
0
.
2
1
8
0
.
9
2
8
35
-
44
1
2
2
3
.
2
3
1
.
0
5
45
-
54
43
3
.
2
4
1
.
0
7
5
5
a
n
d
a
b
o
v
e
32
3
.
2
9
1
.
0
0
U
n
d
e
r
2
5
78
3
.
1
1
1
.
0
6
To
t
a
l
3
9
0
3
.
2
0
1
.
0
8
*
p
<
0
.
0
5
,
*
*
p
<
0
.
0
1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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2
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2
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I
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J
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es E
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,
No
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5
,
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20
26
:
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0
8
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409
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4088
T
ab
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O
n
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way
ANOV
A
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ased
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h
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ce
(
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=3
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Te
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p
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3
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r
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r
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M
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r
s
51
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2
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1
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To
t
a
l
3
9
0
3
.
2
0
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8
T
h
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f
in
d
in
g
s
d
iv
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g
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f
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o
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T
wee
d
[
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7
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,
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o
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d
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[
2
8
]
an
d
Av
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d
B
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[
3
0
]
,
wh
o
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tr
ated
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ates.
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r
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s
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th
is
f
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d
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r
r
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im
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licatio
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:
th
e
d
e
m
o
g
r
ap
h
ic
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m
p
o
s
itio
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o
f
a
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ee
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ain
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le
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ed
le
ar
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ajec
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ies,
p
r
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d
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s
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p
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is
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tly
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d
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itab
ly
d
eliv
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ed
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g
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p
s
.
4
.
3
.
P
re
dict
o
rs o
f
re
a
din
ess
a
nd
pra
ct
ice
(H
2
a
nd
H
3
)
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
co
n
f
ir
m
e
d
p
o
s
itiv
e
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d
s
tatis
ti
ca
lly
s
ig
n
if
ican
t
ass
o
ciatio
n
s
am
o
n
g
al
l
s
ix
co
n
s
tr
u
cts
(
all
p
<0
.
0
1
)
,
as
p
r
esen
ted
in
T
ab
le
1
1
.
T
h
e
s
tr
o
n
g
est
b
iv
ar
iate
r
elatio
n
s
h
ip
was
b
etwe
en
r
ea
d
in
ess
an
d
PB
(
r
=0
.
5
9
3
)
.
Am
o
n
g
th
e
a
n
tece
d
en
t
v
a
r
iab
l
es,
TL
s
h
o
wed
th
e
s
tr
o
n
g
est
a
s
s
o
ciatio
n
with
RL
(
r
=0
.
5
0
6
)
,
f
o
llo
wed
b
y
ES
(
r
=
0
.
4
7
5
)
,
AT
(
r
=0
.
4
5
1
)
,
an
d
KC
(
r
=0
.
4
4
6
)
.
Hier
ar
ch
ical
r
eg
r
ess
io
n
r
esu
l
ts
as
s
h
o
wn
in
T
ab
le
1
2
p
r
o
v
id
ed
f
u
r
th
e
r
s
p
ec
if
icatio
n
:
th
e
f
o
u
r
an
tece
d
en
t
v
ar
iab
les
alo
n
e
ex
p
lain
ed
4
1
.
2
%
o
f
v
ar
ian
ce
in
p
r
ac
tice
(
Mo
d
el
1
)
,
an
d
th
e
a
d
d
itio
n
o
f
r
ea
d
i
n
ess
p
r
o
d
u
ce
d
a
s
ig
n
if
ican
t
i
n
cr
e
m
en
tal
g
ain
(
Δ
R
²=
0
.
0
6
5
,
p
<
0
.
0
0
1
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,
with
r
ea
d
in
ess
em
er
g
in
g
as
th
e
s
tr
o
n
g
est
in
d
iv
id
u
al
p
r
e
d
icto
r
(
β=0
.
3
2
2
)
in
th
e
f
u
ll
m
o
d
el
ex
p
lain
in
g
4
7
.
8
%
o
f
v
ar
ian
ce
o
v
er
all.
Path
an
aly
s
is
r
esu
lts
as
s
h
o
wn
in
T
ab
le
1
3
co
n
f
ir
m
ed
th
at
all
f
o
u
r
an
tece
d
en
t
v
ar
iab
les
s
ig
n
i
f
ican
tly
p
r
ed
icted
r
ea
d
in
ess
:
TL
(
β=0
.
2
4
1
,
p
<
0
.
0
0
1
)
,
ES
(
β=0
.
1
9
1
,
p
<0
.
0
0
1
)
,
KC
(
β=0
.
1
7
8
,
p
<0
.
0
0
1
)
,
an
d
AT
(
β
=0
.
1
7
2
,
p
<0
.
0
0
1
)
,
co
llectiv
ely
ex
p
lain
in
g
3
7
.
0
% o
f
v
ar
ia
n
ce
in
r
ea
d
in
ess
an
d
s
u
p
p
o
r
tin
g
H2
.
R
L
s
ig
n
if
ican
tly
p
r
ed
icte
d
p
r
ac
tice
(
β=0
.
3
2
2
,
p
<0
.
0
0
1
)
,
s
u
p
p
o
r
tin
g
H3
.
T
ab
le
1
1
.
Pear
s
o
n
co
r
r
elatio
n
m
atr
ix
(
N=
3
9
0
)
C
o
n
st
r
u
c
t
M
e
a
n
S
.
D
.
TL
AT
ES
KC
RL
PB
TL
3
.
1
6
3
1
.
1
5
8
1
AT
3
.
1
3
9
1
.
1
8
7
0
.
4
6
2
*
*
1
ES
3
.
1
9
8
1
.
1
7
1
0
.
5
4
2
*
*
0
.
4
5
6
*
*
1
KC
3
.
1
5
8
1
.
1
9
6
0
.
4
5
8
*
*
0
.
4
5
0
*
*
0
.
4
1
9
*
*
1
RL
3
.
1
9
9
1
.
0
7
6
0
.
5
0
6
*
*
0
.
4
5
1
*
*
0
.
4
7
5
*
*
0
.
4
4
6
*
*
1
PB
3
.
1
6
7
1
.
1
5
9
0
.
5
3
3
*
*
0
.
4
7
4
*
*
0
.
4
9
6
*
*
0
.
4
8
0
*
*
0
.
5
9
3
*
*
1
*
*
p
<
0
.
0
1
T
ab
le
1
2
.
Hier
a
r
ch
ical
r
eg
r
ess
io
n
r
esu
lts
f
o
r
PB
(
N=
3
9
0
)
C
o
n
st
r
u
c
t
M
o
d
e
l
1
M
o
d
e
l
2
B
S
t
d
.
Er
r
o
r
t
p
-
v
a
l
u
e
β
B
S
t
d
.
Er
r
o
r
t
p
-
v
a
l
u
e
β
C
o
n
st
a
n
t
0
.
5
8
7
*
*
0
.
1
6
4
3
.
5
8
6
0
.
0
0
0
-
0
.
2
6
4
0
.
1
6
1
1
.
6
3
7
0
.
1
0
2
-
TL
0
.
2
5
4
*
*
0
.
0
5
0
5
.
0
8
2
0
.
0
0
0
0
.
2
5
3
0
.
1
7
6
*
*
0
.
0
4
8
3
.
6
3
2
0
.
0
0
0
0
.
1
7
6
AT
0
.
1
7
4
*
*
0
.
0
4
6
3
.
7
5
4
0
.
0
0
0
0
.
1
7
8
0
.
1
2
0
*
*
0
.
0
4
4
2
.
6
9
6
0
.
0
0
7
0
.
1
2
3
ES
0
.
1
9
7
*
*
0
.
0
4
5
4
.
3
4
3
0
.
0
0
0
0
.
2
0
3
0
.
1
4
1
*
*
0
.
0
4
3
3
.
2
4
4
0
.
0
0
1
0
.
1
4
5
KC
0
.
1
9
1
*
*
0
.
0
4
9
3
.
9
3
6
0
.
0
0
0
0
.
1
9
3
0
.
1
3
0
*
*
0
.
0
4
7
2
.
7
8
6
0
.
0
0
6
0
.
1
3
1
RL
0
.
3
4
7
*
*
0
.
0
5
0
6
.
9
2
7
0
.
0
0
0
0
.
3
2
2
R
-
sq
u
a
r
e
d
0
.
4
1
2
0
.
4
7
8
A
d
j
u
st
R
-
s
q
u
a
r
e
d
0
.
4
0
6
0
.
4
7
1
F
Te
st
F
(
4
,
3
8
5
)
=
6
7
.
5
3
5
,
p
=
0
.
0
0
0
F
(
5
,
3
8
4
)
=
7
0
.
2
1
6
,
p
=
0
.
0
0
0
△
R
-
sq
u
a
r
e
d
0
.
4
1
2
0
.
0
6
5
△
F
F
(
4
,
3
8
5
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6
7
.
5
3
5
,
p
=
0
.
0
0
0
F
(
1
,
3
8
4
)
=
4
7
.
9
7
8
,
p
=
0
.
0
0
0
*
*
p
<
0
.
0
1
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
Tea
ch
er rea
d
in
ess
a
n
d
b
len
d
e
d
lea
r
n
in
g
imp
leme
n
ta
tio
n
in
C
h
in
ese
vo
ca
tio
n
a
l c
o
lleg
es
…
(
Din
g
Ge
)
4089
T
ab
le
1
3
.
Path
a
n
aly
s
is
r
esu
lts
(
N=
3
9
0
)
P
a
t
h
U
n
st
a
n
d
a
r
d
i
z
e
d
B
SE
z
S
t
a
n
d
a
r
d
i
z
e
d
β
p
R
e
s
u
l
t
TL→R
L
0
.
2
2
4
0
.
0
4
8
4
.
7
0
2
0
.
2
4
1
0
.
0
0
0
S
u
p
p
o
r
t
e
d
A
T→R
L
0
.
1
5
6
0
.
0
4
4
3
.
5
2
9
0
.
1
7
2
0
.
0
0
0
S
u
p
p
o
r
t
e
d
ES→RL
0
.
1
7
6
0
.
0
4
6
3
.
8
0
0
0
.
1
9
1
0
.
0
0
0
S
u
p
p
o
r
t
e
d
K
C
→R
L
0
.
1
6
0
0
.
0
4
3
3
.
7
0
4
0
.
1
7
8
0
.
0
0
0
S
u
p
p
o
r
t
e
d
TL→PB
0
.
1
7
6
0
.
0
4
8
3
.
6
6
1
0
.
1
7
6
0
.
0
0
0
S
u
p
p
o
r
t
e
d
A
T→PB
0
.
1
2
0
0
.
0
4
4
2
.
7
1
8
0
.
1
2
3
0
.
0
0
7
S
u
p
p
o
r
t
e
d
ES→P
B
0
.
1
3
0
0
.
0
4
6
2
.
8
0
7
0
.
1
3
1
0
.
0
0
5
S
u
p
p
o
r
t
e
d
K
C
→P
B
0
.
1
4
1
0
.
0
4
3
3
.
2
6
5
0
.
1
4
5
0
.
0
0
1
S
u
p
p
o
r
t
e
d
R
L→P
B
0
.
3
4
7
0
.
0
5
0
6
.
9
8
0
0
.
3
2
2
0
.
0
0
0
S
u
p
p
o
r
t
e
d
N
o
t
e
:
“
→
”
i
n
d
i
c
a
t
e
s re
g
r
e
ss
i
o
n
r
e
l
a
t
i
o
n
sh
i
p
T
h
e
in
cr
em
en
tal
c
o
n
tr
ib
u
tio
n
o
f
r
ea
d
in
ess
in
Mo
d
el
2
(
Δ
R
²=
0
.
0
6
5
,
p
<0
.
0
0
1
)
co
n
f
ir
m
s
th
at
r
ea
d
in
ess
is
n
o
t
s
im
p
ly
a
co
m
p
o
s
itio
n
al
in
d
ex
o
f
th
e
f
o
u
r
a
n
tece
d
en
t
v
ar
iab
les
b
u
t
ca
p
tu
r
es
a
d
is
tin
ct
p
s
y
ch
o
lo
g
ical
an
d
b
eh
av
io
r
al
s
tate
th
at
in
d
ep
en
d
en
tly
f
ac
ilit
ates
im
p
lem
en
tati
o
n
.
TL
was
th
e
s
tr
o
n
g
est
in
d
iv
id
u
al
p
r
ed
icto
r
o
f
r
ea
d
in
ess
,
co
n
s
is
ten
t
with
T
A
M’
s
p
o
s
itio
n
in
g
o
f
p
er
ce
iv
e
d
ea
s
e
o
f
u
s
e
as
a
p
r
im
ar
y
a
d
o
p
t
io
n
d
r
i
v
er
[
1
6
]
.
T
h
e
co
m
p
ar
ativ
ely
s
tr
o
n
g
e
r
d
ir
ec
t e
f
f
ec
t
o
f
TL
o
n
p
r
ac
tice
r
elati
v
e
to
its
in
d
ir
ec
t
ef
f
ec
t
th
r
o
u
g
h
r
ea
d
in
ess
s
u
g
g
ests
th
at
tech
n
ical
s
k
ills
o
p
er
ate
th
r
o
u
g
h
two
m
ec
h
an
is
m
s
s
im
u
ltan
eo
u
s
ly
:
b
u
ild
in
g
t
h
e
p
s
y
ch
o
lo
g
ical
co
n
f
i
d
en
ce
th
at
co
n
s
titu
tes
r
ea
d
in
ess
,
an
d
d
ir
ec
tly
en
ab
lin
g
th
e
p
r
ac
tical
ac
ts
o
f
b
len
d
ed
im
p
lem
en
tatio
n
.
ES
,
b
y
c
o
n
tr
ast,
s
h
o
wed
a
p
atter
n
wh
er
e
in
s
titu
tio
n
al
s
u
p
p
o
r
t
e
n
ab
les
p
r
ac
t
ice
ev
en
wh
en
in
d
iv
i
d
u
al
r
ea
d
in
ess
is
n
o
t
f
u
lly
d
ev
elo
p
e
d
,
co
n
s
is
ten
t
with
U
T
AUT
’
s
f
ac
ilit
atin
g
co
n
d
itio
n
s
co
n
s
tr
u
ct
[
1
7
]
an
d
with
A
n
th
o
n
y
[
2
2
]
f
in
d
i
n
g
th
at
in
s
titu
tio
n
al
p
r
o
v
is
io
n
ca
n
co
m
p
e
n
s
ate
f
o
r
in
co
m
p
lete
in
d
iv
id
u
al
r
ea
d
in
ess
b
y
lo
wer
in
g
im
p
lem
en
tatio
n
b
ar
r
ier
s
.
T
h
is
d
is
tin
ctio
n
h
as
p
r
ac
tical
s
ig
n
if
ican
ce
f
o
r
s
eq
u
en
cin
g
i
n
ter
v
en
tio
n
s
:
in
s
titu
tio
n
al
in
f
r
astru
ctu
r
e
an
d
s
u
p
p
o
r
t d
o
n
o
t
n
ee
d
to
wait
f
o
r
r
ea
d
i
n
ess
to
b
e
f
u
lly
b
u
il
t b
ef
o
r
e
y
ield
in
g
im
p
lem
en
tati
o
n
g
ain
s
.
4
.
4
.
M
edia
t
io
n
a
na
ly
s
is
B
o
o
ts
tr
ap
p
ed
m
ed
iatio
n
an
al
y
s
is
co
n
f
ir
m
ed
th
at
r
ea
d
in
ess
p
ar
tially
m
ed
iated
all
f
o
u
r
a
n
tece
d
en
t
-
p
r
ac
tice
r
elatio
n
s
h
ip
s
,
as
s
h
o
wn
in
T
ab
le
1
4
.
I
n
d
ir
ec
t
ef
f
e
cts
wer
e
s
ta
tis
tica
lly
s
ig
n
if
ican
t
f
o
r
TL
(
in
d
ir
ec
t
ef
f
ec
t=0
.
0
7
8
,
9
5
%
C
I
[
0
.
0
2
2
,
0
.
1
4
2
]
,
p
=0
.
0
1
1
)
,
ES
(
in
d
ir
ec
t
ef
f
ec
t=0
.
0
6
1
,
9
5
%
C
I
[
0
.
0
1
4
,
0
.
1
2
6
]
,
p
=0
.
0
3
2
)
,
KC
(
in
d
ir
ec
t
ef
f
ec
t=0
.
0
5
6
,
9
5
%
C
I
[
0
.
0
1
2
,
0
.
1
1
7
]
,
p
=0
.
0
3
9
)
,
an
d
AT
(
in
d
ir
ec
t
e
f
f
ec
t=0
.
0
5
4
,
9
5
%
C
I
[
0
.
0
1
2
,
0
.
1
0
9
]
,
p
=
0
.
0
2
7
)
.
Dir
ec
t e
f
f
ec
t
s
r
em
ain
ed
s
ig
n
if
ican
t in
all
ca
s
es,
co
n
f
ir
m
in
g
p
a
r
tial r
ath
er
t
h
an
f
u
ll m
ed
iatio
n
th
r
o
u
g
h
o
u
t.
T
ab
le
1
4
.
Me
d
iatio
n
an
al
y
s
is
r
esu
lts
I
t
e
m
S
y
mb
o
l
Ef
f
e
c
t
V
a
l
u
e
9
5
%
C
I
S
t
d
.
Er
r
o
r
z
o
r
t
p
-
v
a
l
u
e
C
o
n
c
l
u
s
i
o
n
Lo
w
e
r
l
i
m
i
t
U
p
p
e
r
l
i
mi
t
TL→R
L→PB
a
*
b
I
n
d
i
r
e
c
t
e
f
f
e
c
t
0
.
0
7
8
0
.
0
2
2
0
.
1
4
2
0
.
0
3
0
2
.
5
5
1
0
.
0
1
1
P
a
r
t
i
a
l
med
i
a
t
i
o
n
TL→R
L
a
X
=
>
M
0
.
2
2
4
0
.
1
3
0
0
.
3
1
8
0
.
0
4
8
4
.
6
7
3
0
.
0
0
0
R
L→P
B
b
M
=
>
Y
0
.
3
4
7
0
.
2
4
9
0
.
4
4
5
0
.
0
5
0
6
.
9
2
7
0
.
0
0
0
TL→PB
c
’
D
i
r
e
c
t
e
f
f
e
c
t
0
.
1
7
6
0
.
0
8
1
0
.
2
7
1
0
.
0
4
8
3
.
6
3
2
0
.
0
0
0
TL→PB
c
To
t
a
l
e
f
f
e
c
t
0
.
2
5
4
0
.
1
5
6
0
.
3
5
2
0
.
0
5
0
5
.
0
8
2
0
.
0
0
0
A
T→R
L
→P
B
a
*
b
I
n
d
i
r
e
c
t
e
f
f
e
c
t
0
.
0
5
4
0
.
0
1
2
0
.
1
0
9
0
.
0
2
5
2
.
2
0
4
0
.
0
2
7
P
a
r
t
i
a
l
med
i
a
t
i
o
n
A
T→R
L
a
X
=
>
M
0
.
1
5
6
0
.
0
6
9
0
.
2
4
3
0
.
0
4
5
3
.
5
0
7
0
.
0
0
1
A
T→PB
b
M
=
>
Y
0
.
3
4
7
0
.
2
4
9
0
.
4
4
5
0
.
0
5
0
6
.
9
2
7
0
.
0
0
0
A
T→PB
c
’
D
i
r
e
c
t
e
f
f
e
c
t
0
.
1
2
0
0
.
0
3
3
0
.
2
0
7
0
.
0
4
4
2
.
6
9
6
0
.
0
0
7
ES→RL
→P
B
c
To
t
a
l
e
f
f
e
c
t
0
.
1
7
4
0
.
0
8
3
0
.
2
6
5
0
.
0
4
6
3
.
7
5
4
0
.
0
0
0
ES→RL
a
*
b
I
n
d
i
r
e
c
t
e
f
f
e
c
t
0
.
0
6
1
0
.
0
1
4
0
.
1
2
6
0
.
0
2
8
2
.
1
4
7
0
.
0
3
2
P
a
r
t
i
a
l
med
i
a
t
i
o
n
ES→P
B
a
X
=
>
M
0
.
1
7
6
0
.
0
8
5
0
.
2
6
7
0
.
0
4
7
3
.
7
7
6
0
.
0
0
0
ES→P
B
b
M
=
>
Y
0
.
3
4
7
0
.
2
4
9
0
.
4
4
5
0
.
0
5
0
6
.
9
2
7
0
.
0
0
0
K
C
→R
L→PB
c
’
D
i
r
e
c
t
e
f
f
e
c
t
0
.
1
3
0
0
.
0
3
9
0
.
2
2
1
0
.
0
4
7
2
.
7
8
6
0
.
0
0
6
K
C
→R
L
c
To
t
a
l
e
f
f
e
c
t
0
.
1
9
1
0
.
0
9
6
0
.
2
8
6
0
.
0
4
9
3
.
9
3
6
0
.
0
0
0
K
C
→P
B
a
*
b
I
n
d
i
r
e
c
t
e
f
f
e
c
t
0
.
0
5
6
0
.
0
1
2
0
.
1
1
7
0
.
0
2
7
2
.
0
6
2
0
.
0
3
9
P
a
r
t
i
a
l
med
i
a
t
i
o
n
K
C
→P
B
a
X
=
>
M
0
.
1
6
0
0
.
0
7
5
0
.
2
4
5
0
.
0
4
4
3
.
6
8
1
0
.
0
0
0
TL→R
L→PB
b
M
=
>
Y
0
.
3
4
7
0
.
2
4
9
0
.
4
4
5
0
.
0
5
0
6
.
9
2
7
0
.
0
0
0
TL→R
L
c
’
D
i
r
e
c
t
e
f
f
e
c
t
0
.
1
4
1
0
.
0
5
6
0
.
2
2
6
0
.
0
4
3
3
.
2
4
4
0
.
0
0
1
R
L→P
B
c
To
t
a
l
Ef
f
e
c
t
0
.
1
9
7
0
.
1
0
8
0
.
2
8
5
0
.
0
4
5
4
.
3
4
3
0
.
0
0
0
T
h
e
co
n
s
is
ten
t
p
atter
n
o
f
p
ar
tial
m
ed
iatio
n
ac
r
o
s
s
all
f
o
u
r
r
elatio
n
s
h
ip
s
ca
r
r
ies
a
n
im
p
o
r
ta
n
t
th
eo
r
etica
l
im
p
licatio
n
:
it
r
ef
u
tes
a
s
im
p
le
s
eq
u
en
tial
m
o
d
el
in
wh
ich
r
ea
d
i
n
ess
f
u
n
ctio
n
s
a
s
th
e
s
o
le
g
atew
ay
to
im
p
lem
en
tatio
n
.
T
h
e
an
tec
ed
en
t
v
ar
iab
les
ex
e
r
t
b
o
th
a
d
ir
ec
t
en
ab
lin
g
ef
f
ec
t
o
n
p
r
ac
tice
an
d
an
in
d
ir
ec
t
ef
f
ec
t
m
ed
iated
th
r
o
u
g
h
r
e
ad
in
ess
,
in
d
icatin
g
th
at
im
p
lem
en
tatio
n
p
r
o
ce
e
d
s
s
im
u
ltan
eo
u
s
ly
th
r
o
u
g
h
co
m
p
eten
cy
-
en
ab
led
an
d
r
ea
d
in
ess
-
m
ed
iated
p
ath
way
s
.
T
h
i
s
f
in
d
in
g
a
d
v
an
ce
s
b
e
y
o
n
d
c
o
n
v
en
tio
n
al
lin
ea
r
T
AM
ap
p
licatio
n
s
,
wh
ich
ty
p
ically
p
o
s
itio
n
attitu
d
es
o
r
p
er
ce
p
tio
n
s
as
co
m
p
lete
m
ed
iato
r
s
b
etwe
en
ex
ter
n
al
Evaluation Warning : The document was created with Spire.PDF for Python.