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:
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tu
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I
n
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tech
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Kaz
ak
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Ped
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rticle
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CC
BY
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ased
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u
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tech
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ical
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[
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4413
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5
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T
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lects
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tech
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if
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f
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ac
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at
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tech
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ag
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ten
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PA
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g
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ital
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ac
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d
tech
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o
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y
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teg
r
atio
n
,
little
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l
ev
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ts
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eg
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n
g
how
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tr
u
ctu
r
ed
,
ex
p
er
im
en
t
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ased
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u
r
s
es
can
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im
u
ltan
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ly
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d
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ess
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o
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g
f
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e
Kaz
ak
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u
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teac
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s
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h
is
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tu
d
y
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x
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lo
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n
n
o
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ativ
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ap
p
r
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ac
h
es
to
im
p
r
o
v
in
g
th
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r
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f
ess
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p
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p
ar
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of
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ar
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ch
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o
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h
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esp
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ak
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u
a
g
e.
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atten
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r
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aim
ed
at
c
r
ea
tin
g
more
en
g
ag
i
n
g
a
n
d
lear
n
er
-
ce
n
ter
ed
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
e
n
ts
.
In
h
is
a
d
d
r
ess
to
th
e
p
e
o
p
le
of
Kaz
ak
h
s
tan
,
Pre
s
id
en
t
T
o
k
ay
ev
em
p
h
asized
th
e
im
p
o
r
ta
n
ce
of
im
p
r
o
v
i
n
g
ed
u
ca
tio
n
al
q
u
ality
,
f
o
s
ter
in
g
s
u
p
p
o
r
tiv
e
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
,
an
d
en
s
u
r
in
g
th
e
co
m
p
r
eh
en
s
iv
e
d
e
v
elo
p
m
e
n
t
of
s
tu
d
en
ts
[
6
]
.
W
ith
in
Kaz
ak
h
s
tan
’
s
m
u
ltil
in
g
u
al
an
d
m
u
lticu
ltu
r
al
co
n
tex
t,
th
e
p
r
ep
ar
atio
n
of
teac
h
er
s
ca
p
ab
le
of
d
eliv
er
in
g
h
i
g
h
-
q
u
ality
Kaz
ak
h
lan
g
u
ag
e
in
s
tr
u
ctio
n
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
f
o
r
p
r
eser
v
i
n
g
th
e
s
tate
lan
g
u
ag
e,
s
tr
en
g
th
e
n
in
g
cu
ltu
r
al
id
en
tity
,
a
n
d
p
r
o
m
o
tin
g
s
o
cial
co
h
esio
n
[
7
]
,
[
8
]
.
Ag
ain
s
t
th
is
b
ac
k
g
r
o
u
n
d
,
t
h
er
e
is
a
g
r
o
win
g
n
ee
d
f
o
r
ev
id
en
ce
-
b
ased
ap
p
r
o
ac
h
es
to
teac
h
er
ed
u
ca
tio
n
th
at
ad
d
r
ess
b
o
th
n
a
tio
n
al
p
r
io
r
ities
an
d
em
er
g
in
g
tech
n
o
lo
g
ical
ch
allen
g
es.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
liter
atu
r
e
in
two
way
s
.
First,
it
p
r
o
p
o
s
es
an
d
o
p
er
atio
n
alize
s
a
co
n
tex
t
-
s
p
ec
if
ic
AI
in
teg
r
atio
n
m
o
d
el
f
o
r
Kaz
ak
h
lan
g
u
a
g
e
teac
h
er
ed
u
ca
tio
n
by
ad
ap
tin
g
th
e
T
PAC
K
f
r
am
ewo
r
k
to
th
e
lin
g
u
is
tic
an
d
p
ed
ag
o
g
ical
r
eq
u
ir
em
e
n
ts
of
Kaz
ak
h
-
m
ed
iu
m
p
r
im
ar
y
ed
u
ca
ti
o
n
.
Seco
n
d
,
it
p
r
o
v
i
d
es
an
em
p
ir
ic
ally
v
alid
ated
an
d
r
ep
licab
le
co
u
r
s
e
m
o
d
el
with
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
f
o
r
cu
r
r
icu
lu
m
d
esig
n
,
p
r
ac
ticu
m
o
r
g
an
izatio
n
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
A
g
r
o
win
g
b
o
d
y
of
r
esear
ch
h
as
ex
am
in
ed
th
e
im
p
ac
t
of
d
ig
italizatio
n
on
teac
h
er
ed
u
c
atio
n
an
d
class
r
o
o
m
p
r
ac
tice.
W
an
g
et
a
l.
[
9
]
an
d
I
lo
m
ä
k
i
an
d
L
a
k
k
ala
[
7
]
em
p
h
asize
th
at
s
u
c
ce
s
s
f
u
l
tech
n
o
lo
g
y
in
teg
r
atio
n
d
e
p
en
d
s
on
ef
f
e
ctiv
e
in
s
tr
u
ctio
n
al
d
esig
n
,
teac
h
er
–
s
tu
d
en
t
in
ter
ac
tio
n
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
Similar
ly
,
f
r
am
ewo
r
k
s
s
u
ch
as
T
PAC
K
an
d
SAMR
h
ig
h
lig
h
t
th
e
im
p
o
r
ta
n
ce
of
alig
n
in
g
tech
n
o
lo
g
ical
to
o
ls
with
p
ed
ag
o
g
ical
an
d
s
u
b
ject
-
s
p
ec
if
ic
o
b
jectiv
es
r
ath
er
th
an
u
s
in
g
tech
n
o
lo
g
y
f
o
r
its
o
wn
s
ak
e
[
2
]
.
Acc
o
r
d
in
g
to
Ko
eh
ler
et
a
l.
[
1
0
]
,
ef
f
ec
ti
v
e
tech
n
o
lo
g
y
in
teg
r
atio
n
em
er
g
es
f
r
o
m
th
e
in
ter
ac
tio
n
of
T
PAC
K
.
Ho
wev
er
,
th
ese
co
m
p
eten
cies
ar
e
o
f
ten
d
ev
elo
p
ed
s
ep
a
r
ately
in
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
,
lim
it
in
g
th
e
tr
an
s
f
er
of
d
ig
ital
s
k
ills
in
to
class
r
o
o
m
p
r
ac
tice
[
5
]
,
[
1
1
]
–
[
1
3
]
.
R
esear
ch
f
u
r
th
er
d
em
o
n
s
tr
ates
th
e
ed
u
ca
tio
n
al
p
o
ten
tial
of
d
ig
ital
tech
n
o
lo
g
ies
f
o
r
s
u
p
p
o
r
tin
g
m
u
ltimo
d
al
lear
n
in
g
,
ad
a
p
tiv
e
p
r
ac
tice,
f
o
r
m
ativ
e
f
ee
d
b
ac
k
,
an
d
au
th
en
tic
c
o
m
m
u
n
icatio
n
[
8
]
,
[
1
4
]
.
AI
-
p
o
wer
ed
to
o
ls
s
u
ch
as
C
h
atGPT
can
f
ac
ilit
ate
wr
itin
g
d
ev
elo
p
m
e
n
t
an
d
p
r
o
v
id
e
i
m
m
ed
iate
f
ee
d
b
ac
k
,
alth
o
u
g
h
c
o
n
ce
r
n
s
r
em
ain
r
e
g
ar
d
in
g
o
v
er
r
elian
ce
an
d
c
o
n
te
n
t
ac
cu
r
ac
y
.
C
o
n
s
eq
u
en
tly
,
tech
n
o
lo
g
y
in
teg
r
atio
n
r
eq
u
ir
es
d
elib
er
ate
p
ed
ag
o
g
ica
l
s
ca
f
f
o
ld
in
g
r
ath
er
th
a
n
s
im
p
l
e
ad
o
p
tio
n
of
d
ig
ital
to
o
ls
[
7
]
,
[
8
]
,
[
1
5
]
.
Pre
v
io
u
s
s
tu
d
y
also
in
d
icate
t
h
at
teac
h
er
b
elief
s
an
d
s
elf
-
ef
f
icac
y
p
lay
a
c
r
itical
r
o
le
in
t
ec
h
n
o
lo
g
y
in
teg
r
atio
n
[
1
6
]
.
T
ea
c
h
er
s
wit
h
s
tu
d
en
t
-
ce
n
ter
ed
b
elief
s
ar
e
g
en
er
ally
m
o
r
e
lik
ely
to
em
p
lo
y
tec
h
n
o
lo
g
y
in
m
ea
n
in
g
f
u
l
an
d
i
n
n
o
v
ativ
e
way
s
.
At
th
e
s
am
e
tim
e,
s
tr
u
ctu
r
ed
r
e
f
lectio
n
,
m
e
n
to
r
in
g
,
an
d
p
r
ac
tice
-
b
ased
lear
n
in
g
e
x
p
er
ien
ce
s
h
a
v
e
b
e
en
s
h
o
wn
to
s
tr
en
g
th
en
p
r
o
f
e
s
s
io
n
al
id
en
tity
an
d
s
u
p
p
o
r
t
e
f
f
ec
tiv
e
tech
n
o
lo
g
y
u
s
e
[
3
]
,
[
1
6
]
,
[
1
7
]
.
Stro
n
g
ev
id
e
n
ce
s
u
p
p
o
r
ts
p
r
ac
tice
-
b
ased
teac
h
er
e
d
u
c
atio
n
m
o
d
els
th
at
co
n
n
ec
t
u
n
iv
er
s
ity
co
u
r
s
ewo
r
k
with
au
th
e
n
tic
cl
ass
r
o
o
m
ex
p
e
r
ien
ce
s
[
2
]
,
[
1
2
]
.
Su
ch
a
p
p
r
o
ac
h
es
en
ab
le
p
r
e
-
s
er
v
ice
teac
h
er
s
to
d
esig
n
,
im
p
le
m
en
t,
a
n
d
r
ef
i
n
e
tech
n
o
lo
g
y
-
en
h
an
ce
d
less
o
n
s
wh
ile
d
ev
elo
p
i
n
g
s
u
s
tai
n
ab
le
p
r
o
f
ess
io
n
al
co
m
p
eten
cies.
Dar
lin
g
-
Ham
m
o
n
d
et
a
l.
[1
4
]
a
r
g
u
e
th
at
p
r
ac
t
ice
-
b
ased
p
r
e
p
ar
atio
n
is
p
ar
tic
u
lar
ly
ef
f
ec
tiv
e
f
o
r
d
ev
elo
p
in
g
in
n
o
v
atio
n
-
o
r
ien
te
d
teac
h
in
g
s
k
ills
.
Desp
ite
g
r
o
win
g
in
ter
n
atio
n
al
in
ter
est
in
tech
n
o
lo
g
y
-
en
h
an
c
ed
teac
h
er
ed
u
ca
tio
n
,
no
p
r
ev
i
o
u
s
s
tu
d
y
h
as
em
p
ir
ically
ev
alu
ated
an
in
teg
r
ated
,
ex
p
er
im
e
n
t
-
b
ased
co
u
r
s
e
m
o
d
el
th
at
s
im
u
ltan
eo
u
s
ly
d
ev
elo
p
s
AI
liter
ac
y
,
p
ed
a
g
o
g
ical
d
esig
n
co
m
p
eten
ce
,
an
d
Kaz
ak
h
lan
g
u
ag
e
co
n
ten
t
k
n
o
wled
g
e
with
in
a
q
u
asi
-
ex
p
er
im
en
tal
f
r
a
m
ewo
r
k
.
E
x
i
s
tin
g
s
tu
d
ies
in
Kaz
ak
h
s
tan
p
r
im
ar
ily
f
o
cu
s
on
g
en
e
r
al
d
ig
ital
liter
ac
y
[
4
]
or
b
r
o
ad
T
PAC
K
co
m
p
eten
cies
[
5
]
,
wh
ile
in
te
r
n
atio
n
al
r
esear
ch
r
ar
ely
ad
d
r
ess
es
th
e
s
p
ec
if
ic
s
o
cio
lin
g
u
is
tic
co
n
d
itio
n
s
of
Kaz
ak
h
s
tan
,
in
clu
d
in
g
m
u
ltil
in
g
u
al
class
r
o
o
m
s
,
s
tate
-
lan
g
u
ag
e
d
ev
elo
p
m
en
t,
an
d
r
e
g
io
n
al
d
is
p
ar
ities
in
d
ig
ital
in
f
r
astru
ctu
r
e
[
7
]
,
[
8
]
.
T
h
e
p
r
esen
t
s
tu
d
y
ad
d
r
ess
es
th
is
g
a
p
th
r
o
u
g
h
th
e
d
esig
n
an
d
ev
alu
atio
n
of
an
in
teg
r
ated
AI
-
en
h
an
ce
d
teac
h
er
ed
u
ca
ti
o
n
c
o
u
r
s
e
tailo
r
ed
to
th
e
Kaz
ak
h
s
t
an
i
co
n
tex
t.
T
ak
e
n
to
g
eth
er
,
th
e
liter
atu
r
e
s
u
g
g
e
s
ts
th
at
f
r
ag
m
en
tatio
n
of
T
P
AC
K
d
ev
elo
p
m
en
t,
teac
h
er
b
elief
s
,
an
d
p
r
ac
tice
-
b
ased
lear
n
in
g
ar
e
k
e
y
f
ac
to
r
s
in
f
lu
en
cin
g
ef
f
ec
tiv
e
tech
n
o
l
o
g
y
in
teg
r
atio
n
.
T
h
ese
p
r
o
p
o
s
itio
n
s
s
er
v
ed
as
th
e
co
n
ce
p
tu
al
f
o
u
n
d
atio
n
f
o
r
th
e
in
ter
v
en
tio
n
e
v
alu
ated
in
th
e
p
r
esen
t
s
tu
d
y
[
3
]
,
[
7
]
,
[
9
]
,
[
1
4
]
.
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
4
1
2
-
4421
4414
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
A
q
u
asi
-
ex
p
er
im
en
tal
p
r
ete
s
t
–
p
o
s
ttes
t
co
n
tr
o
l
-
g
r
o
u
p
d
e
s
ig
n
was
em
p
lo
y
ed
.
T
h
is
d
esig
n
is
ap
p
r
o
p
r
iate
f
o
r
i
n
ter
v
en
tio
n
-
b
ased
ed
u
ca
tio
n
al
r
esear
c
h
wh
er
e
f
u
ll
r
an
d
o
m
izatio
n
is
co
n
s
tr
ain
ed
by
in
s
titu
tio
n
al
s
ch
ed
u
lin
g
,
an
d
it
allo
ws
f
o
r
th
e
s
y
s
tem
atic
co
m
p
ar
is
o
n
of
o
u
tco
m
es
wh
ile
co
n
tr
o
llin
g
f
o
r
b
aselin
e
d
if
f
er
en
ce
s
th
r
o
u
g
h
p
r
e
-
test
eq
u
iv
alen
ce
v
e
r
if
icatio
n
.
T
h
e
d
esig
n
in
clu
d
e
d
th
r
e
e
s
eq
u
en
tial
s
tag
es:
i
)
d
iag
n
o
s
tic
(
p
r
e
-
test
)
;
ii
)
f
o
r
m
ativ
e
(
in
ter
v
e
n
tio
n
)
;
a
n
d
iii
)
co
n
tr
o
l
(
p
o
s
t
-
test
)
.
2
.
2
.
P
a
rt
icipa
nts
a
nd
g
ro
up
a
s
s
ig
nm
ent
A
to
tal
of
1
2
3
th
ir
d
-
y
ea
r
p
r
e
-
s
er
v
ice
teac
h
er
s
e
n
r
o
lled
in
Kaz
ak
h
lan
g
u
ag
e
p
e
d
ag
o
g
y
p
r
o
g
r
am
s
at
two
p
ed
ag
o
g
ical
u
n
iv
er
s
ities
in
Sh
y
m
k
en
t,
Kaz
ak
h
s
tan
,
p
ar
t
icip
ated
in
th
e
s
tu
d
y
.
Par
ticip
an
ts
wer
e
ass
ig
n
ed
to
g
r
o
u
p
s
b
ased
on
th
eir
in
s
titu
tio
n
al
en
r
o
llm
en
t:
th
e
co
n
tr
o
l
g
r
o
u
p
co
m
p
r
is
ed
s
tu
d
en
t
s
at
Un
iv
er
s
ity
A
(
n
=6
1
)
a
n
d
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
co
m
p
r
is
ed
s
tu
d
en
ts
at
Un
iv
er
s
ity
B
(
n
=6
2
)
.
B
o
th
u
n
iv
er
s
ities
f
o
llo
w
th
e
s
am
e
n
atio
n
al
cu
r
r
icu
lu
m
s
tan
d
ar
d
s
,
an
d
b
aselin
e
eq
u
iv
alen
ce
of
th
e
g
r
o
u
p
s
was
co
n
f
ir
m
e
d
s
tatis
tically
at
th
e
d
iag
n
o
s
tic
s
tag
e
(
s
ee
s
ec
tio
n
4
)
.
W
h
ile
th
is
co
n
s
titu
tes
a
c
o
n
v
en
ie
n
ce
r
ath
er
th
an
r
an
d
o
m
ass
ig
n
m
en
t,
th
e
v
er
if
icatio
n
of
p
r
e
-
test
eq
u
iv
alen
ce
m
itig
ates
s
elec
tio
n
b
ia
s
an
d
s
u
p
p
o
r
ts
th
e
in
ter
n
al
v
alid
ity
of
b
etwe
en
-
g
r
o
u
p
co
m
p
a
r
is
o
n
s
.
All
p
ar
ticip
an
ts
wer
e
th
ir
d
-
y
ea
r
s
tu
d
e
n
ts
(
m
ea
n
ag
e
o
f
a
p
p
r
o
x
im
a
tely
2
0
–
2
1
y
ea
r
s
)
co
m
p
letin
g
th
eir
p
ed
a
g
o
g
ical
p
r
ac
ticu
m
s
em
ester
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
an
d
wr
itten
in
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
p
r
io
r
to
d
ata
co
llectio
n
.
2
.
3
.
I
ns
t
rum
ent
s
2
.
3
.
1
.
Dubo
v
it
s
k
a
y
a
mo
t
iv
a
t
i
o
n o
rient
a
t
io
n ques
t
io
nn
a
ire
T
h
e
p
r
im
ar
y
in
s
tr
u
m
e
n
t
was
t
h
e
“
Diag
n
o
s
tics
of
ed
u
ca
tio
n
al
m
o
tiv
atio
n
o
r
ien
tatio
n
”
d
e
v
elo
p
ed
by
Du
b
o
v
its
k
ay
a.
T
h
is
v
alid
ated
R
u
s
s
ian
-
lan
g
u
ag
e
in
s
tr
u
m
en
t
ass
ess
es
f
o
u
r
m
o
tiv
a
tio
n
al
d
im
en
s
io
n
s
:
i
)
p
r
o
f
ess
io
n
al
m
o
tiv
atio
n
(
in
t
r
in
s
ic
d
r
iv
e
to
war
d
th
e
teac
h
in
g
p
r
o
f
ess
io
n
)
;
ii
)
r
esear
ch
ac
ti
v
ity
(
p
r
o
p
e
n
s
ity
f
o
r
in
q
u
ir
y
-
b
ased
lear
n
i
n
g
)
;
iii
)
i
n
d
if
f
er
e
n
ce
(
p
ass
iv
e
d
is
en
g
a
g
em
en
t)
;
an
d
iv
)
ep
is
o
d
ic
m
o
ti
v
atio
n
(
s
itu
atio
n
al,
u
n
s
tab
le
en
g
ag
em
e
n
t)
.
T
h
e
in
s
tr
u
m
en
t
co
n
s
is
ts
of
20
L
ik
er
t
-
s
ca
le
item
s
(1
–
5
s
ca
le)
g
r
o
u
p
ed
by
d
im
e
n
s
io
n
,
with
estab
lis
h
ed
in
ter
n
al
c
o
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
α
=
0
.
7
8
–
0
.
8
4
ac
r
o
s
s
s
u
b
s
ca
les
in
p
r
io
r
v
alid
atio
n
s
)
.
Fo
r
th
e
p
r
esen
t
s
tu
d
y
,
th
e
i
n
s
tr
u
m
en
t
was
r
ev
iewe
d
by
two
b
ilin
g
u
al
p
ed
a
g
o
g
ical
ex
p
er
ts
an
d
co
n
f
ir
m
ed
to
be
lin
g
u
is
tically
an
d
cu
ltu
r
ally
a
p
p
r
o
p
r
iate
f
o
r
th
e
Kaz
ak
h
s
ta
n
i
u
n
iv
er
s
ity
co
n
tex
t
with
o
u
t
m
o
d
if
icatio
n
.
T
h
e
in
s
tr
u
m
en
t
was
ad
m
in
is
ter
ed
in
R
u
s
s
ian
,
th
e
p
r
im
a
r
y
ac
a
d
e
m
ic
lan
g
u
a
g
e
of
in
s
tr
u
ctio
n
at
b
o
th
p
ar
ticip
atin
g
in
s
titu
tio
n
s
.
2
.
3
.
2
.
Dig
it
a
l
co
m
pet
ence
a
n
d pla
t
f
o
rm
us
e
s
urv
ey
A
r
esear
ch
er
-
d
ev
elo
p
ed
15
-
item
s
u
r
v
ey
ass
ess
ed
p
ar
ticip
a
n
ts
:
i)
th
eo
r
etica
l
k
n
o
wled
g
e
of
d
ig
ital
p
latf
o
r
m
s
(
J
o
y
tek
a,
C
an
v
a,
L
e
ar
n
in
g
Ap
p
s
,
Pin
ter
est,
an
d
Kah
o
o
t)
;
ii)
s
elf
-
r
ep
o
r
ted
f
r
eq
u
en
cy
of
p
latf
o
r
m
u
s
e
f
o
r
in
s
tr
u
ctio
n
al
d
esig
n
;
an
d
iii)
co
n
f
id
en
ce
in
a
d
ap
tin
g
p
latf
o
r
m
s
to
s
p
ec
if
ic
Kaz
ak
h
lan
g
u
a
g
e
lear
n
in
g
o
b
jectiv
es.
I
tem
s
u
s
ed
a
4
-
p
o
in
t
f
r
eq
u
en
cy
/co
n
f
id
e
n
ce
s
ca
le
(
1
=n
e
v
er
/n
o
t
at
all
co
n
f
id
en
t;
4
=r
eg
u
lar
l
y
/v
er
y
co
n
f
id
en
t
)
.
C
o
n
te
n
t
v
alid
ity
w
as
estab
lis
h
ed
th
r
o
u
g
h
ex
p
er
t
r
ev
iew
by
th
r
ee
s
p
ec
ialis
ts
in
lan
g
u
ag
e
p
ed
a
g
o
g
y
an
d
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
.
I
n
ter
-
r
ater
a
g
r
ee
m
en
t
on
item
r
elev
an
ce
was
9
1
%.
2
.
3
.
3
.
Crit
ica
l
t
hin
k
ing
a
nd
pro
f
ess
io
na
l inno
v
a
t
io
n su
rv
ey
A
12
-
item
r
esear
ch
er
-
d
ev
el
o
p
ed
in
s
tr
u
m
en
t
ass
ess
ed
en
g
ag
e
m
en
t
in
cr
itical
th
in
k
in
g
,
id
ea
ex
ch
an
g
e
,
r
is
k
-
tak
in
g
,
an
d
d
ec
is
io
n
-
m
ak
i
n
g
in
p
r
o
f
ess
io
n
al
c
o
n
tex
ts
,
y
i
eld
in
g
a
co
m
p
o
s
ite
in
n
o
v
atio
n
en
g
a
g
em
en
t
s
co
r
e
(0
%
–
1
0
0
%).
I
n
ter
n
al
co
n
s
is
ten
cy
f
o
r
th
is
in
s
tr
u
m
en
t
in
th
e
p
r
esen
t
s
am
p
le
was
C
r
o
n
b
ac
h
’
s
α
=0
.
7
9
.
2
.
3
.
4
.
O
bs
er
v
a
t
io
n
pro
t
o
co
l
Stru
ctu
r
ed
o
b
s
er
v
atio
n
s
of
s
tu
d
en
ts
’
p
r
ac
ticu
m
m
icr
o
teac
h
in
g
s
ess
io
n
s
(
th
r
ee
s
ess
io
n
s
p
er
p
ar
ticip
an
t
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
)
u
s
ed
a
10
-
c
r
iter
io
n
r
u
b
r
ic
al
ig
n
ed
with
T
PAC
K
co
m
p
o
n
en
ts
:
tech
n
o
lo
g
ical
ap
p
r
o
p
r
iaten
ess
,
p
ed
ag
o
g
ical
g
o
al
alig
n
m
e
n
t,
co
n
ten
t
a
cc
u
r
ac
y
,
s
tu
d
e
n
t
en
g
a
g
em
en
t,
an
d
f
o
r
m
ativ
e
ass
es
s
m
en
t
in
teg
r
atio
n
.
T
wo
tr
ain
ed
o
b
s
er
v
er
s
r
ate
d
ea
ch
s
ess
io
n
;
in
ter
-
r
ater
r
elia
b
ilit
y
was
κ=
0
.
8
2
(
s
u
b
s
tan
tial
ag
r
ee
m
en
t)
.
2
.4
.
I
nte
rv
ent
io
n:
t
he
s
pecia
lized
co
urs
e
T
h
e
ex
p
e
r
im
en
tal
g
r
o
u
p
co
m
p
leted
a
60
-
h
o
u
r
s
p
ec
ialized
co
u
r
s
e
titl
ed
“
Pre
p
ar
ati
o
n
f
o
r
in
n
o
v
ativ
e
p
r
o
f
ess
io
n
al
ac
tiv
ity
th
r
o
u
g
h
Kaz
ak
h
lan
g
u
a
g
e
teac
h
in
g
”
o
v
er
o
n
e
ac
ad
em
ic
s
em
ester
(
1
6
wee
k
s
)
.
T
h
e
co
u
r
s
e
was
s
tr
u
ctu
r
ed
ar
o
u
n
d
th
r
ee
in
teg
r
ated
m
o
d
u
les
.
Mo
d
u
le
1
(
wee
k
s
1
–
5
)
:
th
eo
r
e
tical
f
o
u
n
d
atio
n
s
—
T
PAC
K,
AI
liter
ac
y
,
d
ig
ital
p
ed
a
g
o
g
y
p
r
in
cip
les,
a
n
d
t
h
e
s
o
cio
lin
g
u
is
tic
co
n
tex
t
of
Kaz
ak
h
lan
g
u
ag
e
in
s
tr
u
ctio
n
.
Mo
d
u
le
2
(
wee
k
s
6
–
1
1
)
:
p
r
ac
tical
wo
r
k
s
h
o
p
s
—
h
an
d
s
-
on
d
esig
n
of
tech
n
o
lo
g
y
-
en
h
a
n
ce
d
Kaz
ak
h
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
TPA
C
K
-
b
a
s
ed
A
I
in
teg
r
a
tio
n
i
n
K
a
z
a
kh
la
n
g
u
a
g
e
tea
ch
er e
d
u
ca
tio
n
…
(
B
a
imu
kh
a
mb
eto
va
K
u
r
a
la
y
)
4415
lan
g
u
ag
e
less
o
n
s
u
s
in
g
J
o
y
te
k
a,
C
an
v
a,
L
ea
r
n
in
g
Ap
p
s
,
an
d
Kah
o
o
t;
AI
to
o
l
i
n
teg
r
atio
n
(
tex
t
g
en
er
atio
n
,
v
o
ca
b
u
lar
y
s
ca
f
f
o
ld
i
n
g
)
;
m
icr
o
teac
h
in
g
with
p
ee
r
f
ee
d
b
a
ck
.
Mo
d
u
le
3
(
wee
k
s
12
–
1
6
)
:
p
r
ac
ticu
m
in
teg
r
atio
n
an
d
r
ef
lectio
n
—
im
p
lem
e
n
tatio
n
of
d
esig
n
e
d
less
o
n
s
in
s
ch
o
o
l
p
lace
m
en
ts
,
v
id
eo
-
b
ased
r
e
f
lectio
n
,
e
-
p
o
r
tf
o
lio
co
m
p
ilatio
n
.
T
h
e
co
n
t
r
o
l
g
r
o
u
p
f
o
llo
wed
t
h
e
s
tan
d
ar
d
u
n
iv
e
r
s
ity
cu
r
r
icu
lu
m
with
o
u
t
th
e
s
p
ec
ialized
co
u
r
s
e.
2
.5
.
Da
t
a
inte
g
r
a
t
io
n a
nd
t
ri
a
ng
ula
t
io
n
Mu
ltip
le
d
ata
s
o
u
r
ce
s
wer
e
i
n
teg
r
ated
u
s
in
g
a
s
eq
u
en
tial
ex
p
lan
ato
r
y
s
tr
ateg
y
:
q
u
an
tita
tiv
e
r
esu
lts
(
m
o
tiv
atio
n
q
u
esti
o
n
n
ai
r
e,
d
ig
ital
co
m
p
eten
ce
s
u
r
v
ey
,
an
d
t
-
test
o
u
tco
m
es)
wer
e
o
b
tain
e
d
an
d
an
al
y
ze
d
f
ir
s
t,
th
en
q
u
alitativ
e
d
ata
(
o
b
s
er
v
a
tio
n
r
u
b
r
ic
s
co
r
es,
e
-
p
o
r
tf
o
lio
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ef
lectio
n
s
,
an
d
o
p
en
-
en
d
ed
s
u
r
v
ey
r
esp
o
n
s
es)
wer
e
u
s
ed
to
ex
p
lain
an
d
elab
o
r
ate
s
tatis
tically
s
ig
n
if
ican
t
f
in
d
in
g
s
.
Fo
r
e
x
am
p
le,
t
h
e
q
u
a
n
titativ
e
f
in
d
in
g
th
at
r
esear
ch
ac
tiv
ity
i
n
cr
ea
s
ed
s
ig
n
if
ican
tly
in
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
was
elab
o
r
ated
by
q
u
ali
tativ
e
o
b
s
er
v
atio
n
d
ata
s
h
o
win
g
in
c
r
ea
s
ed
f
r
eq
u
e
n
cy
of
s
elf
-
in
itiated
in
q
u
ir
y
ta
s
k
s
an
d
p
ee
r
d
is
cu
s
s
io
n
d
u
r
in
g
m
icr
o
teac
h
in
g
.
2
.6
.
Da
t
a
a
na
ly
s
is
Descr
ip
tiv
e
s
tatis
tics
(
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
)
wer
e
co
m
p
u
ted
f
o
r
all
in
s
tr
u
m
e
n
t
s
u
b
s
ca
les
at
p
r
etest
an
d
p
o
s
ttes
t
.
T
h
e
i
n
d
ep
en
d
en
t
-
s
am
p
les
s
tu
d
en
t
’
s
t
-
test
was
ap
p
lied
to
ass
ess
b
etwe
en
-
g
r
o
u
p
d
if
f
er
en
ce
s
at
p
o
s
t
-
test
,
u
s
in
g
a
s
ig
n
if
ican
ce
th
r
esh
o
ld
of
α
=0
.
0
5
.
Prio
r
to
t
-
test
ap
p
lic
atio
n
,
th
e
f
o
llo
win
g
ass
u
m
p
tio
n
ch
ec
k
s
wer
e
c
o
n
d
u
cted
:
i
)
n
o
r
m
ality
was
ass
ess
ed
u
s
in
g
th
e
Sh
ap
ir
o
–
W
ilk
test
(
all
s
u
b
s
ca
les:
p
>0
.
0
5
,
n
o
r
m
ality
n
o
t
r
ejec
t
ed
)
;
an
d
ii
)
h
o
m
o
g
en
eity
of
v
ar
ian
ce
was
v
e
r
if
ied
u
s
in
g
L
ev
en
e
’
s
test
(
all
co
m
p
ar
is
o
n
s
:
p
>0
.
0
5
)
.
E
f
f
e
ct
s
izes
wer
e
ca
lcu
lated
u
s
in
g
C
o
h
en
’
s
d
(
s
m
all:
d
<0
.
5
;
m
ed
iu
m
:
0
.
5
≤
d
<0
.
8
;
lar
g
e:
d
≥
0
.
8
)
to
ass
ess
p
r
ac
tical
s
ig
n
if
ican
ce
b
e
y
o
n
d
s
tatis
tical
s
ig
n
if
ican
ce
.
Pre
-
test
eq
u
iv
alen
ce
b
etwe
en
co
n
tr
o
l
an
d
ex
p
er
im
en
tal
g
r
o
u
p
s
was
co
n
f
ir
m
e
d
(
all
p
r
e
-
t
est
co
m
p
ar
is
o
n
s
:
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.
2
,
p
>0
.
0
5
)
,
s
u
p
p
o
r
tin
g
th
e
ass
u
m
p
tio
n
of
b
aselin
e
co
m
p
a
r
ab
ilit
y
.
T
h
e
f
o
r
m
u
la
ap
p
lied
f
o
r
th
e
in
d
ep
en
d
e
n
t
s
am
p
les
t
-
test
was:
=
ˉ
1
−
ˉ
2
√
1
2
1
+
2
2
2
W
h
er
e
,
ˉ
1
an
d
ˉ
2
ar
e
g
r
o
u
p
m
e
an
s
,
1
2
an
d
2
2
ar
e
g
r
o
u
p
v
a
r
ian
ce
s
,
an
d
1
=6
2
(
ex
p
er
im
en
tal)
,
2
=6
1
(
co
n
tr
o
l)
.
T
h
e
k
e
y
in
d
icato
r
s
ass
e
s
s
ed
an
d
r
esear
ch
in
s
tr
u
m
en
ts
u
s
ed
ac
r
o
s
s
ex
p
er
i
m
en
tal
s
tag
es
ar
e
s
u
m
m
ar
ized
in
T
a
b
le
1,
p
r
io
r
to
th
e
p
r
esen
tatio
n
of
r
esu
lts
.
T
ab
le
1.
Su
m
m
a
r
y
of
r
esear
ch
in
s
tr
u
m
en
ts
,
in
d
icato
r
s
,
a
n
d
a
n
aly
s
es
ac
r
o
s
s
ex
p
er
im
en
tal
s
tag
es
S
t
a
g
e
I
n
d
i
c
a
t
o
r
I
n
st
r
u
me
n
t
A
n
a
l
y
s
i
s
D
i
a
g
n
o
st
i
c
(
p
r
e
-
t
e
st
)
M
o
t
i
v
a
t
i
o
n
a
l
o
r
i
e
n
t
a
t
i
o
n
D
u
b
o
v
i
t
sk
a
y
a
q
u
e
st
i
o
n
n
a
i
r
e
D
e
scri
p
t
i
v
e
s
t
a
t
s
;
b
a
s
e
l
i
n
e
t
-
t
e
s
t
D
i
a
g
n
o
st
i
c
(
p
r
e
-
t
e
st
)
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
P
l
a
t
f
o
r
m
u
se
su
r
v
e
y
D
e
scri
p
t
i
v
e
s
t
a
t
s
F
o
r
mat
i
v
e
TPA
C
K
i
n
t
e
g
r
a
t
i
o
n
in
l
e
sso
n
d
e
si
g
n
O
b
serv
a
t
i
o
n
r
u
b
r
i
c
(
κ
=
0
.
8
2
)
Q
u
a
l
i
t
a
t
i
v
e
c
o
d
i
n
g
C
o
n
t
r
o
l
(
p
o
st
-
t
e
st
)
P
r
o
f
e
ssi
o
n
a
l
m
o
t
i
v
a
t
i
o
n
,
r
e
se
a
r
c
h
a
c
t
i
v
i
t
y
,
i
n
d
i
f
f
e
r
e
n
c
e
,
e
p
i
s
o
d
i
c
m
o
t
i
v
a
t
i
o
n
D
u
b
o
v
i
t
sk
a
y
a
q
u
e
st
i
o
n
n
a
i
r
e
I
n
d
e
p
e
n
d
e
n
t
-
s
a
m
p
l
e
s
t
-
t
e
s
t
;
C
o
h
e
n
’
s
d
C
o
n
t
r
o
l
(
p
o
st
-
t
e
st
)
P
l
a
t
f
o
r
m
u
se
;
i
n
s
t
r
u
c
t
i
o
n
a
l
d
e
s
i
g
n
c
o
n
f
i
d
e
n
c
e
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
s
u
r
v
e
y
I
n
d
e
p
e
n
d
e
n
t
-
s
a
m
p
l
e
s
t
-
t
e
s
t
;
C
o
h
e
n
’
s
d
C
o
n
t
r
o
l
(
p
o
st
-
t
e
st
)
I
n
n
o
v
a
t
i
o
n
e
n
g
a
g
e
me
n
t
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
su
r
v
e
y
I
n
d
e
p
e
n
d
e
n
t
-
s
a
m
p
l
e
s
t
-
t
e
s
t
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
B
ased
on
th
e
p
r
etest a
n
d
p
o
s
tt
est
q
u
esti
o
n
n
air
e
d
ata,
f
o
u
r
k
e
y
m
o
tiv
atio
n
al
in
d
icato
r
s
wer
e
an
aly
ze
d
:
p
r
o
f
ess
io
n
al
m
o
tiv
atio
n
,
r
esea
r
ch
ac
tiv
ity
,
in
d
if
f
er
e
n
ce
,
a
n
d
ep
is
o
d
ic
m
o
tiv
atio
n
.
T
h
ese
in
d
icato
r
s
r
ef
lect
th
e
ex
ten
t
to
wh
ich
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
ar
e
p
r
e
p
ar
e
d
to
en
g
ag
e
in
a
n
d
o
r
g
an
ize
i
n
n
o
v
ativ
e
teac
h
i
n
g
ac
tiv
ities
with
in
th
e
f
r
am
ewo
r
k
of
Kaz
ak
h
lan
g
u
a
g
e
in
s
tr
u
ct
io
n
.
Fin
d
in
g
s
ar
e
p
r
esen
ted
in
Fig
u
r
es
1
to
3
,
an
d
in
T
ab
le
2.
Pre
-
test
co
m
p
ar
is
o
n
co
n
f
ir
m
e
d
b
aselin
e
eq
u
iv
ale
n
ce
b
etwe
en
th
e
co
n
tr
o
l
(
n
=
6
1
)
an
d
ex
p
er
im
e
n
tal
(
n
=6
2
)
g
r
o
u
p
s
ac
r
o
s
s
all
f
o
u
r
m
o
tiv
atio
n
al
i
n
d
icato
r
s
(
all
p
r
e
-
test
t
-
v
alu
es<1
.
2
,
p
>
0
.
0
5
)
,
s
u
p
p
o
r
tin
g
th
e
in
ter
n
al
v
alid
ity
o
f
p
o
s
t
-
test
g
r
o
u
p
co
m
p
ar
is
o
n
s
.
3
.
1
.
P
r
o
f
ess
io
na
l m
o
t
i
v
a
t
io
n
Po
s
t
-
test
an
aly
s
i
s
r
ev
ea
led
s
tatis
tically
s
ig
n
if
ican
t d
if
f
er
en
ce
s
in
p
r
o
f
ess
io
n
al
m
o
tiv
atio
n
b
etwe
en
th
e
g
r
o
u
p
s
(
t(
1
2
1
)
=
6
.
8
4
,
p
<0
.
0
0
1
,
d
=1
.
2
4
[
lar
g
e
ef
f
ec
t]
)
.
I
n
th
e
co
n
tr
o
l
g
r
o
u
p
,
o
n
ly
1
8
%
o
f
s
tu
d
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ts
d
em
o
n
s
tr
ated
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h
ig
h
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el
o
f
p
r
o
f
ess
io
n
al
m
o
tiv
atio
n
at
p
o
s
t
-
test
,
wh
er
ea
s
th
is
f
ig
u
r
e
r
ea
ch
ed
5
6
%
in
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
.
L
o
w
-
lev
el
m
o
tiv
atio
n
ch
ar
ac
ter
ized
4
6
%
o
f
th
e
co
n
tr
o
l
g
r
o
u
p
,
wh
ile
n
o
s
tu
d
en
ts
in
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
.
5
,
Octo
b
er
20
26
:
4
4
1
2
-
4421
4416
ex
p
er
im
en
tal
g
r
o
u
p
f
ell
i
n
to
th
is
ca
teg
o
r
y
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
th
e
i
n
teg
r
ated
co
u
r
s
e
s
ig
n
if
ican
tly
en
h
an
ce
d
s
tu
d
en
ts
’
in
tr
in
s
ic
a
n
d
p
r
o
f
ess
io
n
al
d
r
iv
e
to
war
d
Kaz
ak
h
lan
g
u
ag
e
teac
h
in
g
.
Fig
u
r
e
1
.
Su
m
m
ar
ized
r
esu
lts
of
s
tu
d
en
ts
of
b
o
th
u
n
iv
e
r
s
ities
ac
co
r
d
in
g
to
th
e
Du
b
o
v
its
k
a
y
a
d
iag
n
o
s
tic
of
ed
u
ca
tio
n
al
m
o
tiv
atio
n
p
r
io
r
to
th
e
ex
p
er
im
en
t
Fig
u
r
e
2
.
Su
m
m
ar
y
r
esu
lts
o
f
s
tu
d
en
ts
o
f
b
o
t
h
u
n
i
v
er
s
ities
ac
co
r
d
in
g
to
th
e
Du
b
o
v
its
k
ay
a
d
iag
n
o
s
tic
o
f
ed
u
ca
tio
n
al
m
o
tiv
atio
n
af
ter
th
e
ex
p
er
im
e
n
t
Fig
u
r
e
3
.
I
n
d
icato
r
s
o
f
th
e
im
p
o
r
tan
ce
o
f
teac
h
in
g
th
e
s
p
ec
ial
co
u
r
s
e
“Pr
ep
ar
atio
n
o
f
f
u
tu
r
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
f
o
r
in
n
o
v
ativ
e
p
r
o
f
ess
io
n
al
ac
tiv
ity
th
r
o
u
g
h
th
e
teac
h
in
g
o
f
th
e
Kaz
ak
h
lan
g
u
ag
e
”
—
p
r
e
-
an
d
p
o
s
t
-
in
ter
v
en
tio
n
co
m
p
ar
is
o
n
20%
22%
60%
48%
38%
40%
30%
34%
42%
38%
20%
10%
56%
62%
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44%
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P
ro
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In
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20%
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60%
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80%
71%
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Hig
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e
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e
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t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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&
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d
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I
SS
N:
2252
-
8
8
2
2
TPA
C
K
-
b
a
s
ed
A
I
in
teg
r
a
tio
n
i
n
K
a
z
a
kh
la
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a
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(
B
a
imu
kh
a
mb
eto
va
K
u
r
a
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)
4417
T
ab
le
2
.
Po
s
t
-
test
g
r
o
u
p
co
m
p
ar
is
o
n
s
—
t
-
s
tati
s
tics
,
p
-
v
alu
es,
an
d
ef
f
ec
t sizes (
C
o
h
en
’
s
d
)
I
n
d
i
c
a
t
o
r
C
o
n
t
r
o
l
g
r
o
u
p
(
%
h
i
g
h)
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
(
%
h
i
g
h
)
t
-
v
a
l
u
e
p
-
v
a
l
u
e
C
o
h
e
n
’
s
d
Ef
f
e
c
t
s
i
z
e
P
r
o
f
e
ssi
o
n
a
l
m
o
t
i
v
a
t
i
o
n
18
56
6
.
8
4
<
0
.
0
0
1
1
.
2
4
La
r
g
e
R
e
se
a
r
c
h
a
c
t
i
v
i
t
y
19
62
7
.
2
1
<
0
.
0
0
1
1
.
3
1
La
r
g
e
I
n
d
i
f
f
e
r
e
n
c
e
(
l
o
w
=
b
e
t
t
e
r
)
1
8
l
o
w
5
2
l
o
w
5
.
9
3
<
0
.
0
0
1
1
.
0
7
La
r
g
e
Ep
i
s
o
d
i
c
m
o
t
i
v
a
t
i
o
n
(
l
o
w
=
b
e
t
t
e
r
)
1
6
l
o
w
5
4
l
o
w
6
.
4
7
<
0
.
0
0
1
1
.
1
7
La
r
g
e
3
.2
.
Dev
el
o
pm
ent
of
re
s
ea
rc
h a
ct
iv
it
y
Sig
n
if
ican
t
g
r
o
u
p
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
ed
in
r
esear
ch
ac
tiv
ity
(
t(
1
2
1
)
=7
.
2
1
,
p
<
0
.
0
0
1
,
d
=1
.
3
1
[
lar
g
e
ef
f
ec
t]
)
.
On
ly
19%
of
c
o
n
tr
o
l
g
r
o
u
p
s
tu
d
en
ts
d
is
p
lay
e
d
h
ig
h
r
esear
ch
ac
tiv
ity
at
p
o
s
t
-
test
,
co
m
p
ar
ed
to
62%
in
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
.
L
o
w
r
esear
ch
ac
tiv
ity
was
p
r
esen
t
in
39%
of
th
e
co
n
t
r
o
l
g
r
o
u
p
but
a
b
s
en
t
in
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
.
Fr
o
m
a
T
PAC
K
p
er
s
p
ec
tiv
e,
th
is
im
p
r
o
v
em
en
t
r
ef
lects
th
e
d
ev
elo
p
m
en
t
of
th
e
tech
n
o
lo
g
ical
k
n
o
wled
g
e
co
m
p
o
n
en
t:
s
tr
u
ct
u
r
ed
p
r
ac
tice
in
AI
-
ass
is
ted
les
s
o
n
d
esig
n
c
u
ltiv
ated
a
d
is
p
o
s
itio
n
to
war
d
in
q
u
ir
y
-
b
ased
p
r
o
b
lem
-
s
o
lv
in
g
th
at
e
x
ten
d
ed
b
ey
o
n
d
to
o
l
u
s
e
to
p
r
o
f
ess
io
n
al
r
esear
ch
o
r
ien
tatio
n
.
3
.3
.
L
ev
el
of
ind
if
f
er
ence
I
n
d
if
f
e
r
en
ce
to
war
d
in
n
o
v
at
iv
e
teac
h
in
g
d
ec
r
ea
s
ed
s
ig
n
if
ican
tly
in
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
(
t(
1
2
1
)
=5
.
9
3
,
p
<
0
.
0
0
1
,
d
=1
.
0
7
[
lar
g
e
ef
f
ec
t
]
)
.
A
h
ig
h
lev
el
of
in
d
if
f
e
r
en
ce
ch
a
r
ac
ter
ized
54%
of
th
e
co
n
t
r
o
l
g
r
o
u
p
but
o
n
ly
10%
of
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
at
p
o
s
t
-
test
.
L
o
w
in
d
if
f
er
e
n
ce
was
o
b
s
er
v
e
d
in
18%
(
co
n
t
r
o
l)
an
d
52%
(
e
x
p
er
im
e
n
tal)
.
T
h
is
r
ed
u
ctio
n
is
co
n
s
is
ten
t
with
E
r
tm
er
an
d
Otten
b
r
eit
-
L
ef
twi
ch
’
s
ar
g
u
m
e
n
t
th
at
ch
an
g
es
in
teac
h
er
b
elief
s
—
f
r
o
m
p
ass
iv
e
r
ec
ep
tio
n
to
ac
tiv
e
p
r
o
f
ess
io
n
al
ag
en
c
y
—
ar
e
m
o
r
e
d
u
r
a
b
ly
ac
h
iev
e
d
th
r
o
u
g
h
p
r
a
ctice
-
b
ased
,
r
e
f
lectiv
e
lear
n
in
g
t
h
an
th
r
o
u
g
h
k
n
o
wled
g
e
tr
an
s
m
is
s
io
n
.
3
.4
.
E
pis
o
dic
m
o
t
iv
a
t
io
n
E
p
is
o
d
ic
(
u
n
s
tab
le)
m
o
tiv
atio
n
was
s
ig
n
if
ican
tly
r
ed
u
ce
d
in
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
(
t
(
1
2
1
)
=6
.
4
7
,
p
<0
.
0
0
1
,
d
=1
.
1
7
[
lar
g
e
ef
f
ec
t]
)
.
Hig
h
ep
is
o
d
ic
m
o
tiv
atio
n
ch
ar
ac
ter
ized
53%
of
c
o
n
t
r
o
l
g
r
o
u
p
s
tu
d
en
ts
co
m
p
ar
ed
to
0%
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
.
L
o
w
ep
is
o
d
ic
m
o
tiv
atio
n
was
r
ec
o
r
d
ed
in
16%
(
co
n
tr
o
l)
a
n
d
54%
(
ex
p
er
im
e
n
tal)
.
T
h
e
tr
an
s
f
o
r
m
atio
n
f
r
o
m
ep
is
o
d
ic
to
s
tab
le
p
r
o
f
ess
io
n
al
m
o
tiv
atio
n
alig
n
s
with
Ko
eh
ler
et
a
l.
[
1
0
]
T
PAC
K
f
r
am
ewo
r
k
:
wh
e
n
T
PAC
K
ar
e
d
ev
elo
p
ed
in
in
teg
r
atio
n
r
a
th
er
th
an
is
o
latio
n
,
teac
h
er
s
d
ev
elo
p
s
u
s
tain
ed
c
o
n
f
id
en
ce
an
d
p
r
o
f
ess
io
n
al
i
d
en
tity
r
ath
e
r
th
an
s
itu
atio
n
al
in
ter
est.
Su
m
m
ar
y
ef
f
ec
t
s
izes
f
o
r
all
f
o
u
r
in
d
icat
o
r
s
ar
e
r
ep
o
r
ted
in
T
ab
le
2.
3
.5
.
Dig
it
a
l
co
m
pet
ence
a
nd
pla
t
f
o
rm
us
e
T
h
e
f
o
llo
w
-
up
d
ig
ital
co
m
p
et
en
ce
s
u
r
v
ey
r
ev
ea
led
th
at,
at
b
aselin
e,
th
e
m
ajo
r
ity
of
s
tu
d
e
n
ts
in
b
o
th
g
r
o
u
p
s
r
ep
o
r
ted
th
eo
r
etica
l
f
a
m
iliar
ity
with
p
latf
o
r
m
s
(
J
o
y
t
ek
a,
C
an
v
a,
L
ea
r
n
in
g
Ap
p
s
,
Pi
n
ter
est,
an
d
Kah
o
o
t)
but
lo
w
co
n
f
id
en
ce
in
ap
p
ly
i
n
g
th
e
m
to
lan
g
u
ag
e
-
s
p
ec
if
ic
in
s
tr
u
ctio
n
al
g
o
als.
Af
ter
th
e
in
ter
v
e
n
tio
n
,
th
e
ex
p
er
im
en
tal
g
r
o
u
p
’
s
p
r
ac
tica
l
p
latf
o
r
m
ap
p
licatio
n
r
ate
in
c
r
ea
s
ed
to
80%
(
v
s
.
40%
at
p
r
e
-
test
;
t(
1
2
1
)
=5
.
3
8
,
p
<0
.
0
0
1
,
d
=0
.
9
7
[
lar
g
e
ef
f
ec
t]
)
.
C
o
n
tr
o
l
g
r
o
u
p
r
ates
r
em
ain
e
d
s
tab
le.
T
h
is
im
p
r
o
v
em
e
n
t,
h
o
wev
er
,
s
h
o
u
ld
be
in
ter
p
r
eted
with
ca
u
tio
n
:
p
r
ac
tical
ap
p
licatio
n
r
ates
r
ef
l
ec
t
s
elf
-
r
ep
o
r
t
r
ath
er
th
an
o
b
s
er
v
ed
class
r
o
o
m
p
er
f
o
r
m
an
ce
an
d
m
ay
be
s
u
b
je
ct
to
s
o
cial
d
esira
b
ilit
y
b
ias.
3
.6
.
Crit
ica
l
t
hin
k
ing
a
nd
inn
o
v
a
t
io
n e
ng
a
g
em
ent
Stu
d
en
ts
’
co
m
p
o
s
ite
in
n
o
v
atio
n
en
g
ag
em
e
n
t
s
co
r
e
(
cr
itica
l
th
in
k
in
g
,
id
ea
ex
c
h
an
g
e,
r
i
s
k
-
tak
in
g
,
d
ec
is
io
n
-
m
ak
in
g
)
r
ea
ch
ed
7
1
.
2
5
%
in
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
at
p
o
s
t
-
test
,
co
m
p
a
r
ed
to
a
m
o
d
er
ate
p
r
e
-
in
ter
v
e
n
tio
n
b
aselin
e
in
b
o
th
g
r
o
u
p
s
(
t(
1
2
1
)
=4
.
8
2
,
p
<0
.
0
0
1
,
d
=0
.
8
7
[
la
r
g
e
ef
f
ec
t]
)
.
T
h
is
alig
n
s
with
Z
h
an
g
et
a
l.
[1
5
]
th
at
s
elf
-
ef
f
icac
y
to
war
d
d
ig
ital
to
o
ls
an
d
ac
tiv
e
p
a
r
ticip
atio
n
in
p
r
ac
tice
-
b
ased
lear
n
in
g
to
g
eth
er
p
r
e
d
ict
s
tr
o
n
g
er
in
n
o
v
atio
n
en
g
a
g
em
en
t
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ate
th
at
th
e
s
p
ec
ialized
in
teg
r
ated
co
u
r
s
e
p
r
o
d
u
ce
d
s
tatis
tically
s
ig
n
if
ic
an
t
an
d
p
r
ac
tically
m
ea
n
in
g
f
u
l
im
p
r
o
v
em
e
n
ts
(
all
C
o
h
en
’
s
d
>1
.
0
)
ac
r
o
s
s
all
f
o
u
r
m
o
tiv
atio
n
al
in
d
icato
r
s
an
d
in
d
i
g
ital
co
m
p
eten
ce
.
T
h
is
s
ec
tio
n
p
r
o
v
id
es
a
th
eo
r
etica
lly
g
r
o
u
n
d
ed
e
x
p
lan
atio
n
of
wh
y
th
ese
im
p
r
o
v
em
en
ts
o
cc
u
r
r
e
d
,
a
d
d
r
ess
es
alter
n
ativ
e
ex
p
la
n
atio
n
s
an
d
lim
itatio
n
s
,
an
d
p
r
esen
ts
th
e
v
alid
ated
p
ed
ag
o
g
ical
m
o
d
el
p
r
o
p
o
s
ed
by
t
h
e
s
tu
d
y
.
3
.
7
.
T
P
ACK
as
t
he
ex
pla
na
t
o
ry
f
ra
m
ewo
r
k
T
h
e
f
in
d
in
g
s
can
be
in
ter
p
r
eted
th
r
o
u
g
h
th
e
T
PAC
K
f
r
am
ewo
r
k
[
1
0
]
.
T
h
e
in
teg
r
at
ed
co
u
r
s
e
p
r
o
m
o
te
d
th
e
s
im
u
ltan
eo
u
s
d
e
v
elo
p
m
en
t
of
T
PAC
K
,
wh
ich
lik
ely
ex
p
lain
s
th
e
s
u
b
s
tan
tial
g
ain
s
o
b
s
er
v
e
d
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
.
C
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
,
T
PAC
K
-
b
ased
in
s
tr
u
ctio
n
ap
p
ea
r
s
more
e
f
f
ec
tiv
e
th
an
is
o
lated
d
i
g
ital
s
k
ills
tr
ain
in
g
f
o
r
d
ev
elo
p
in
g
p
r
o
f
ess
io
n
al
co
m
p
ete
n
cies
[
2
]
.
T
h
e
s
ig
n
if
ican
t
in
cr
ea
s
e
in
r
esear
ch
ac
tiv
ity
(
d
=1
.
3
1
)
f
u
r
th
er
s
u
g
g
ests
th
at
p
ar
ticip
a
n
ts
en
g
ag
ed
in
r
ef
lectiv
e,
in
q
u
ir
y
-
b
ased
lear
n
in
g
p
r
o
ce
s
s
es
s
im
ilar
to
th
o
s
e
d
escr
ib
ed
by
I
lo
m
ä
k
i
an
d
L
ak
k
ala
[
7
]
.
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
4
1
2
-
4421
4418
3
.
8
.
T
ea
cher
belief
s
a
nd
m
o
t
iv
a
t
io
n
T
h
e
r
e
d
u
ctio
n
s
in
in
d
if
f
er
e
n
ce
(
d
=
1
.
0
7
)
a
n
d
ep
is
o
d
ic
m
o
tiv
atio
n
(
d
=1
.
1
7
)
in
d
icate
th
at
th
e
in
ter
v
en
tio
n
in
f
lu
e
n
ce
d
not
o
n
ly
d
ig
ital
c
o
m
p
eten
ce
but
a
ls
o
p
ar
ticip
an
ts
’
p
r
o
f
ess
io
n
al
b
elief
s
r
eg
ar
d
in
g
tech
n
o
lo
g
y
in
teg
r
ati
o
n
[
1
1
]
.
R
ef
lectiv
e
ac
tiv
ities
s
u
ch
as
e
-
p
o
r
tf
o
lio
s
an
d
v
id
eo
-
b
ased
m
icr
o
teac
h
in
g
a
p
p
ea
r
to
h
av
e
p
lay
ed
an
im
p
o
r
tan
t
r
o
le
in
s
tr
en
g
th
en
in
g
s
elf
-
ef
f
icac
y
an
d
p
r
o
f
ess
io
n
al
en
g
ag
em
e
n
t
[
1
8
]
–
[
2
0
]
.
3
.
9
.
L
im
it
a
t
io
ns
of
dig
it
a
l
a
nd
AI
t
o
o
ls
T
h
e
p
o
s
itiv
e
f
in
d
in
g
s
s
h
o
u
ld
not
be
in
te
r
p
r
eted
as
u
n
co
n
d
it
io
n
al
s
u
p
p
o
r
t
f
o
r
d
ig
ital
tech
n
o
lo
g
ies.
AI
to
o
ls
s
u
ch
as
C
h
atGPT
can
a
s
s
is
t
with
v
o
ca
b
u
lar
y
d
ev
elo
p
m
en
t
an
d
tex
t
g
en
er
atio
n
but
m
ay
also
en
co
u
r
ag
e
o
v
er
r
elian
ce
a
n
d
r
ed
u
ce
au
th
en
tic
lan
g
u
ag
e
p
r
o
d
u
ctio
n
.
T
h
is
co
n
ce
r
n
is
p
ar
ticu
lar
ly
r
elev
an
t
in
Kaz
ak
h
lan
g
u
ag
e
e
d
u
ca
tio
n
,
w
h
er
e
co
m
m
u
n
icativ
e
co
m
p
eten
ce
co
n
tr
ib
u
tes
to
b
r
o
a
d
er
cu
ltu
r
al
a
n
d
lin
g
u
is
tic
g
o
als.
Similar
ly
,
g
am
if
ied
p
latf
o
r
m
s
s
u
ch
as
Kah
o
o
t
m
a
y
in
cr
e
ase
en
g
ag
em
e
n
t
with
o
u
t
n
ec
ess
ar
ily
im
p
r
o
v
in
g
g
r
am
m
atica
l
ac
cu
r
ac
y
or
d
is
co
u
r
s
e
co
m
p
eten
ce
[
1
3
]
.
In
ad
d
itio
n
,
r
eg
io
n
al
d
is
p
ar
ities
in
d
ig
ital
in
f
r
astru
ctu
r
e
m
a
y
l
i
m
it
t
h
e
a
p
p
l
i
c
a
b
il
i
t
y
of
th
e
m
o
d
e
l
b
e
y
o
n
d
u
r
b
a
n
s
e
tt
i
n
g
s
.
F
u
t
u
r
e
i
m
p
l
e
m
e
n
t
a
ti
o
n
s
s
h
o
u
ld
in
clu
d
e
cr
itical
AI
liter
ac
y
an
d
s
tr
ateg
ies
f
o
r
a
d
ap
tin
g
d
ig
ital
p
ed
ag
o
g
y
to
d
i
v
er
s
e
tech
n
o
lo
g
ical
en
v
ir
o
n
m
e
n
ts
[
2
1
]
–
[
2
5
]
.
3
.
10
.
Alt
er
na
t
iv
e
ex
pla
na
t
io
ns
Sev
er
al
alter
n
ativ
e
ex
p
lan
ati
o
n
s
s
h
o
u
ld
be
ac
k
n
o
wled
g
ed
.
I
m
p
r
o
v
em
e
n
ts
m
ay
p
ar
t
ly
r
ef
lect
a
n
o
v
elty
e
f
f
ec
t
ass
o
ciate
d
with
p
ar
ticip
atio
n
in
an
in
n
o
v
ativ
e
co
u
r
s
e.
I
n
c
r
ea
s
ed
in
s
tr
u
cto
r
s
u
p
p
o
r
t
an
d
r
esear
ch
er
atten
tio
n
m
ay
als
o
h
av
e
co
n
tr
ib
u
ted
to
p
o
s
itiv
e
o
u
tco
m
es.
L
o
n
g
itu
d
i
n
al
r
esear
ch
ex
am
in
in
g
wh
eth
er
th
ese
ef
f
ec
ts
p
er
s
is
t
d
u
r
in
g
th
e
ea
r
ly
y
ea
r
s
of
tea
ch
in
g
p
r
ac
tice
wo
u
ld
p
r
o
v
id
e
s
tr
o
n
g
er
e
v
id
en
ce
r
eg
ar
d
in
g
th
e
s
u
s
tain
ab
ilit
y
of
th
e
in
ter
v
en
tio
n
.
3
.
1
1
.
AI
inte
g
ra
t
io
n mo
del f
o
r
K
a
za
k
h
la
ng
ua
g
e
t
ea
cher
educa
t
io
n
T
h
e
p
r
o
p
o
s
ed
AI
i
n
teg
r
atio
n
m
o
d
el
co
m
p
r
is
es
f
o
u
r
i
n
ter
r
elate
d
c
o
m
p
o
n
en
ts
:
i
)
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
g
r
o
u
n
d
ed
in
T
P
AC
K
an
d
AI
liter
ac
y
;
ii
)
in
teg
r
ated
p
r
ac
tice
th
r
o
u
g
h
tec
h
n
o
lo
g
y
-
en
h
an
ce
d
Kaz
ak
h
lan
g
u
ag
e
less
o
n
d
e
s
ig
n
;
iii
)
r
ef
lectiv
e
ev
al
u
atio
n
b
ased
on
m
icr
o
teac
h
in
g
,
e
-
p
o
r
tf
o
lio
s
,
an
d
p
ee
r
f
ee
d
b
ac
k
;
an
d
iv
)
co
n
te
x
tu
al
ad
ap
tatio
n
to
m
u
ltil
in
g
u
al
class
r
o
o
m
s
,
in
f
r
astru
ctu
r
e
co
n
s
tr
ain
ts
,
an
d
th
e
cu
ltu
r
al
m
is
s
io
n
of
Kaz
a
k
h
lan
g
u
ag
e
e
d
u
ca
tio
n
[
2
1
]
–
[
2
5
]
.
T
h
e
m
o
d
el
e
x
ten
d
s
T
PAC
K
by
em
p
h
asizin
g
s
u
b
ject
-
s
p
ec
if
ic
lan
g
u
ag
e
p
ed
ag
o
g
y
an
d
in
co
r
p
o
r
atin
g
cr
iti
ca
l
AI
liter
ac
y
as
a
co
r
e
co
m
p
o
n
e
n
t
of
teac
h
er
p
r
ep
ar
atio
n
[
2
]
,
[
2
6
]
,
[
2
7
]
.
3
.
1
2
.
P
ra
ct
ic
a
l
im
pli
ca
t
io
ns
T
h
e
f
in
d
in
g
s
h
a
v
e
im
p
licatio
n
s
f
o
r
teac
h
er
e
d
u
ca
to
r
s
,
s
c
h
o
o
l
a
d
m
in
is
tr
ato
r
s
,
an
d
p
o
licy
m
ak
er
s
.
T
h
e
p
r
o
p
o
s
ed
co
u
r
s
e
m
o
d
el
m
ay
s
er
v
e
as
a
f
r
am
ewo
r
k
f
o
r
in
teg
r
atin
g
AI
in
to
p
r
e
-
s
er
v
i
ce
Kaz
ak
h
lan
g
u
ag
e
teac
h
er
ed
u
ca
tio
n
th
r
o
u
g
h
a
c
o
m
b
in
atio
n
of
th
eo
r
etica
l
p
r
e
p
ar
atio
n
,
tech
n
o
lo
g
y
-
en
h
an
ce
d
p
r
ac
tice,
r
ef
lectiv
e
ac
tiv
ities
,
an
d
m
en
to
r
ed
p
r
ac
t
icu
m
ex
p
er
ien
ce
s
.
At
th
e
p
o
li
cy
lev
el,
th
e
m
o
d
el
p
r
o
v
id
es
an
ev
id
en
ce
-
b
ased
ap
p
r
o
ac
h
f
o
r
in
c
o
r
p
o
r
atin
g
s
u
b
ject
-
s
p
ec
if
ic
AI
in
teg
r
atio
n
i
n
to
n
atio
n
al
teac
h
er
d
e
v
elo
p
m
en
t
in
itiativ
es
an
d
cu
r
r
icu
lu
m
r
ef
o
r
m
s
[
1
0
]
,
[
2
8
]
–
[
3
0
]
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
t
h
e
f
ir
s
t
e
m
p
ir
ically
v
alid
ated
,
ex
p
er
im
en
t
-
b
ased
ev
i
d
en
ce
f
o
r
th
e
ef
f
ec
tiv
en
ess
of
an
in
teg
r
ated
AI
an
d
d
ig
it
al
tech
n
o
lo
g
y
co
u
r
s
e
in
Kaz
ak
h
lan
g
u
a
g
e
p
r
e
-
s
er
v
ice
teac
h
er
ed
u
ca
tio
n
.
T
h
e
q
u
asi
-
ex
p
er
im
e
n
tal
d
esig
n
,
wi
th
co
n
f
ir
m
ed
b
aselin
e
eq
u
iv
al
en
ce
an
d
lar
g
e
ef
f
ec
t
s
izes
(
C
o
h
en
’
s
d
=1
.
0
7
–
1
.
3
1
)
ac
r
o
s
s
all
m
o
tiv
atio
n
al
an
d
co
m
p
eten
ce
in
d
icato
r
s
,
s
u
p
p
o
r
t
s
th
e
co
n
clu
s
io
n
th
at
s
tr
u
ctu
r
ed
,
T
PAC
K
-
alig
n
ed
p
r
ac
tice
-
b
ased
lear
n
in
g
—
n
o
t
d
ig
ital
ex
p
o
s
u
r
e
alo
n
e
—
p
r
o
d
u
ce
s
m
ea
n
in
g
f
u
l
an
d
p
r
a
ctica
lly
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
’
p
r
o
f
ess
io
n
al
r
ea
d
in
es
s
.
T
h
eo
r
etica
lly
,
th
e
s
tu
d
y
a
d
v
an
ce
s
th
e
T
PAC
K
liter
atu
r
e
by
d
em
o
n
s
tr
atin
g
th
at
in
teg
r
atin
g
s
u
b
ject
-
lan
g
u
ag
e
co
n
ten
t
(
Kaz
ak
h
)
in
t
o
th
e
tech
n
o
lo
g
ical
-
p
ed
ag
o
g
ical
d
esig
n
p
r
o
ce
s
s
is
ess
en
tial
f
o
r
p
r
o
d
u
cin
g
teac
h
er
s
wh
o
a
r
e
n
o
t
m
e
r
ely
d
ig
ita
lly
co
m
p
ete
n
t
b
u
t
p
ed
ag
o
g
ically
p
u
r
p
o
s
ef
u
l
in
t
h
eir
tech
n
o
lo
g
y
u
s
e.
T
h
e
p
r
o
p
o
s
ed
AI
in
te
g
r
atio
n
m
o
d
el
f
o
r
Kaz
ak
h
lan
g
u
a
g
e
teac
h
er
ed
u
ca
tio
n
p
r
o
v
id
es
an
ex
p
licit,
v
is
u
aliza
b
le
f
r
am
ewo
r
k
th
at
e
x
ten
d
s
ex
is
tin
g
T
PAC
K
o
p
er
atio
n
aliza
tio
n
s
to
i
n
clu
d
e
cr
itical
AI
liter
ac
y
an
d
c
o
n
tex
t
u
al
ad
ap
tatio
n
as
r
e
q
u
ir
ed
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wh
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d
d
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to
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to
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at
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aw
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m
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e
f
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s
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n
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l
l
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n
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t
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s
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t
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l
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w
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a
n
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m
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e
d
p
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to
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n
a
ly
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s
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n
d
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g
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t
e
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T
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I
CAL
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p
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ts
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f
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lly
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f
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s
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p
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s
e,
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lu
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tar
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d
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co
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f
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p
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to
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ls
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y
was
co
n
d
u
cted
in
ac
co
r
d
an
ce
with
th
e
eth
ical
g
u
id
elin
es
of
th
e
p
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g
in
s
titu
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n
d
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o
s
es
no
r
is
k
of
h
ar
m
to
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ar
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ts
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it
in
v
o
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ed
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tan
d
ar
d
ed
u
ca
tio
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al
ac
tiv
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.
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th
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ap
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r
o
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al
was
g
r
an
ted
by
th
e
r
esear
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m
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ittee
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u
Un
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ed
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ter
I.
Z
h
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s
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g
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.
DATA
AV
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d
atasets
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f
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th
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co
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esp
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n
d
in
g
au
th
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,
[
B
K]
,
on
r
ea
s
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n
ab
le
r
e
q
u
est.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
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t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
4
4
1
2
-
4421
4420
RE
F
E
R
E
NC
E
S
[
1
]
M
.
B
o
w
e
r
,
“
T
e
c
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me
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.
[
2
]
J.
V
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o
g
t
,
P
.
F
i
ss
e
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,
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.
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.
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,
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.
x
.
[
3
]
U
N
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-
I
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,
“
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0
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.
A
c
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Ja
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.
4
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0
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6
.
[
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Evaluation Warning : The document was created with Spire.PDF for Python.