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The impa
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ise
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th
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l
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it
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s
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re
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su
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e
x
a
m
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.
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n
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e
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is
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x
a
m
in
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s
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m
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t
o
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l
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P
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n
stu
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ts
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g
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n
e
c
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n
o
m
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s
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b
jec
ts
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t
Un
i
v
e
rsiti
Te
k
n
o
lo
g
i
M
ARA
(UiTM
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e
lak
a
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wit
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p
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rti
c
u
lar
f
o
c
u
s
o
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th
e
m
e
d
iati
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g
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le
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f
a
tt
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d
e
(ATT
)
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q
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n
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it
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sig
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istri
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ted
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ip
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ta
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a
n
a
ly
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l
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re
s
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c
tu
ra
l
e
q
u
a
ti
o
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m
o
d
e
li
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g
(
P
L
S
-
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EM
).
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h
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n
d
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s
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th
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ig
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ffe
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ts.
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n
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i
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tes
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sh
i
p
s
with
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a
n
d
th
e
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ra
c
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ll
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t
h
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g
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st
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t
lec
tu
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rs
c
a
n
e
m
b
e
d
d
ig
i
tal
c
o
m
ics
in
to
c
a
se
-
b
a
se
d
c
las
s
a
c
ti
v
it
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to
e
n
h
a
n
c
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g
a
g
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m
e
n
t
a
n
d
c
o
n
c
e
p
tu
a
l
u
n
d
e
rsta
n
d
i
n
g
.
Th
e
n
o
v
e
lt
y
o
f
t
h
e
stu
d
y
i
n
d
ica
ted
t
h
a
t
th
is
is
th
e
first
stu
d
ies
a
p
p
ly
in
g
th
e
o
ry
o
f
p
lan
n
e
d
b
e
h
a
v
i
o
r
(TP
B)
to
d
ig
it
a
l
c
o
m
ics
in
e
c
o
n
o
m
ic
e
d
u
c
a
ti
o
n
.
T
h
is
stu
d
y
a
lso
o
ffe
rs
f
u
t
u
re
re
se
a
rc
h
wh
i
c
h
c
a
n
b
e
e
x
ten
d
t
h
e
stu
d
ies
in
to
e
x
p
e
rime
n
tal,
lo
n
g
i
tu
d
in
a
l
a
n
d
c
ro
ss
-
se
c
ti
o
n
a
l.
K
ey
w
o
r
d
s
:
Attitu
d
e
Dig
ital c
o
m
ics
E
co
n
o
m
ics
R
ea
d
in
ess
Su
b
jectiv
e
n
o
r
m
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Hain
n
u
r
aq
m
a
R
ah
im
Facu
lty
o
f
B
u
s
in
ess
an
d
Ma
n
a
g
em
en
t,
Un
iv
e
r
s
iti T
ek
n
o
lo
g
i
MA
R
A
,
C
awa
n
g
an
Neg
er
i Sem
b
ilan
Kam
p
u
s
R
em
b
au
,
UiT
M
Stre
e
t
,
Kam
p
u
n
g
Pay
a
L
eb
a
r
,
7
1
3
0
0
R
em
b
au
,
Neg
e
r
i Sem
b
ilan
,
Ma
lay
s
ia
E
m
ail: h
ain
n
u
r
a
q
m
a@
u
itm
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
h
ig
h
er
e
d
u
ca
tio
n
en
v
ir
o
n
m
en
t
is
s
ee
in
g
s
ig
n
if
ican
t
tr
an
s
itio
n
as
d
ig
ital
tech
n
o
lo
g
ie
s
alter
th
e
m
eth
o
d
s
o
f
k
n
o
wled
g
e,
d
eli
v
er
y
,
c
o
n
s
u
m
p
tio
n
,
a
n
d
r
eten
tio
n
[
1
]
.
I
n
a
wo
r
ld
wid
e
co
n
tex
t,
tr
a
d
itio
n
al
in
s
tr
u
ctio
n
al
m
eth
o
d
s
r
elian
t
o
n
tex
t
-
b
ased
m
ater
ials
ar
e
b
ein
g
co
n
test
ed
b
y
ed
u
ca
tio
n
a
l
in
n
o
v
atio
n
s
th
at
p
r
io
r
itize
v
is
u
al
elem
en
ts
,
in
t
er
ac
tiv
ity
,
an
d
e
n
g
ag
e
m
en
t
[
2
]
.
C
o
n
tem
p
o
r
ar
y
s
tu
d
e
n
ts
ar
e
d
ig
ital
n
ativ
es
with
d
im
in
is
h
ed
atten
tio
n
s
p
a
n
s
an
d
elev
ated
e
x
p
ec
tatio
n
s
f
o
r
en
g
ag
in
g
lear
n
in
g
s
ettin
g
s
[
3
]
.
T
h
ese
ev
o
l
u
tio
n
s
r
eq
u
ir
e
e
d
u
ca
to
r
s
to
r
ec
o
n
s
id
e
r
h
o
w
co
m
p
lex
th
e
s
u
b
jects a
r
e
tau
g
h
t in
t
h
e
twen
ty
-
f
ir
s
t c
en
tu
r
y
.
C
h
allen
g
es in
ec
o
n
o
m
ics ed
u
c
atio
n
r
em
ain
p
ar
ticu
lar
l
y
ev
id
en
t.
E
co
n
o
m
ics is
a
s
p
ec
ialize
d
f
ield
th
at
is
cr
u
cial
f
o
r
u
n
d
e
r
s
tan
d
in
g
m
o
d
er
n
s
o
cial
a
n
d
f
in
an
cial
s
y
s
tem
s
.
Ho
wev
er
,
it
o
f
ten
f
ac
es
cr
iticis
m
in
ed
u
ca
tio
n
f
o
r
r
ely
in
g
h
ea
v
il
y
o
n
co
m
p
lex
,
tex
t
-
h
ea
v
y
r
e
s
o
u
r
ce
s
th
at
r
eq
u
ir
e
s
ig
n
if
ic
an
t
ab
s
tr
ac
tio
n
[
4
]
.
Stu
d
en
ts
g
lo
b
ally
en
c
o
u
n
ter
c
h
allen
g
es
in
co
n
n
ec
tin
g
th
eo
r
etica
l
co
n
ce
p
ts
with
p
r
ac
tical
ap
p
licatio
n
s
,
wh
ich
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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&
R
es E
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N:
2252
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8
8
2
2
Th
e
imp
a
ct
o
f d
ig
ita
l c
o
mics a
s
a
tea
ch
in
g
a
n
d
lea
r
n
in
g
t
o
o
l
in
ec
o
n
o
mics …
(
Ha
in
n
u
r
a
q
m
a
R
a
h
im
)
4193
n
o
t
o
n
l
y
im
p
e
d
es
u
n
d
er
s
tan
d
in
g
b
u
t
also
in
ter
est
an
d
e
n
g
ag
em
e
n
t
in
th
e
class
r
o
o
m
[
5
]
.
T
h
is
is
s
u
e
is
p
ar
ticu
lar
ly
r
elev
a
n
t
in
g
r
o
win
g
ec
o
n
o
m
ies
lik
e
Ma
lay
s
ia,
wh
er
e
cu
ltiv
atin
g
g
r
ad
u
ates
w
ith
r
o
b
u
s
t
an
aly
tical
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
i
n
ec
o
n
o
m
ics
is
ess
en
tial
f
o
r
n
atio
n
al
d
ev
elo
p
m
en
t.
E
v
id
en
ce
in
d
icate
d
th
at
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
at
in
s
titu
tio
n
s
s
u
ch
as
Un
iv
er
s
iti
T
ek
n
o
lo
g
i
MA
R
A
(
UiT
M)
,
M
elak
a
ca
m
p
u
s
,
s
till
v
iew
ec
o
n
o
m
ics
as
ex
ce
s
s
i
v
ely
th
eo
r
etica
l
an
d
d
is
co
n
n
ec
ted
f
r
o
m
p
r
ac
tical
ap
p
li
ca
tio
n
,
r
esu
ltin
g
in
d
im
in
is
h
ed
en
g
a
g
em
en
t a
n
d
lo
wer
r
eten
tio
n
o
f
k
n
o
wled
g
e.
Dig
ital
co
m
ics
h
av
e
em
er
g
ed
as
a
p
r
o
m
is
in
g
in
s
tr
u
cti
o
n
al
alter
n
ativ
e
i
n
r
esp
o
n
s
e
to
th
ese
p
ed
ag
o
g
ical
ch
allen
g
es
[
6
]
.
I
t
in
teg
r
ates
v
is
u
al
s
to
r
y
tellin
g
,
tex
tu
al
e
x
p
lan
atio
n
s
,
an
d
in
ter
ac
tiv
e
d
esig
n
s
,
alig
n
in
g
with
g
l
o
b
al
tr
e
n
d
s
in
E
d
u
ca
tio
n
4
.
0
th
at
p
r
io
r
iti
ze
cr
ea
tiv
ity
,
co
llab
o
r
atio
n
,
an
d
lear
n
e
r
-
ce
n
tr
ic
m
eth
o
d
o
l
o
g
ies
[
7
]
.
Var
io
u
s
s
tu
d
ies
s
u
g
g
est
th
at
d
ig
ital
co
m
ics
en
h
an
ce
r
ea
d
in
g
en
g
ag
e
m
en
t,
f
o
s
ter
cr
itical
th
in
k
in
g
,
a
n
d
im
p
r
o
v
e
k
n
o
wle
d
g
e
r
eten
tio
n
co
m
p
a
r
ed
to
tr
a
d
itio
n
al
m
eth
o
d
s
[
8
]
,
[
9
]
.
T
h
e
ea
r
ly
ap
p
licatio
n
s
o
f
d
ig
ital
co
m
ics
at
th
e
s
ec
o
n
d
ar
y
lev
el
d
em
o
n
s
tr
ate
p
o
s
itiv
e
r
ec
ep
tio
n
an
d
im
p
r
o
v
e
d
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
.
Ho
wev
er
,
ex
is
tin
g
s
ch
o
lar
p
r
ed
o
m
in
an
tly
c
o
n
ce
n
tr
ates
o
n
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M)
o
r
ea
r
ly
e
d
u
ca
tio
n
co
n
te
x
t.
I
t
leav
es
lim
ited
em
p
ir
ica
l
ev
id
en
ce
o
n
th
e
ef
f
ec
tiv
en
ess
an
d
ad
o
p
tio
n
o
f
d
ig
ital c
o
m
ics in
ter
tiar
y
-
lev
el
ec
o
n
o
m
ic
e
d
u
ca
tio
n
.
T
h
e
s
ig
n
if
ican
ce
o
f
p
s
y
ch
o
lo
g
ical
an
d
b
eh
av
i
o
r
al
s
y
s
tem
s
in
m
ed
iatin
g
th
e
ef
f
ec
ts
o
f
th
ese
d
ig
ital
to
o
ls
is
eq
u
ally
u
n
ex
p
lo
r
e
d
.
T
h
e
t
h
eo
r
y
o
f
p
la
n
n
ed
b
e
h
av
io
r
(
T
PB
)
o
f
f
er
s
a
v
alu
a
b
le
f
r
am
ew
o
r
k
f
o
r
ex
am
in
in
g
th
ese
asp
ec
ts
[
1
0
]
.
T
h
e
T
PB
as
s
er
ts
th
at
b
eh
av
io
r
is
in
f
lu
en
ce
d
b
y
t
h
r
ee
p
r
i
m
ar
y
an
tece
d
e
n
ce
s
,
wh
ich
ar
e
attitu
d
e
(
AT
T
)
,
s
u
b
jectiv
e
n
o
r
m
(
SN)
,
a
n
d
p
er
ce
iv
ed
b
e
h
av
io
r
al
c
o
n
tr
o
l
(
PB
C
)
,
with
AT
T
f
r
eq
u
e
n
tly
ac
tin
g
as
th
e
m
o
s
t
d
ir
ec
t
ca
taly
s
t
f
o
r
b
e
h
av
i
o
r
al
in
ten
tio
n
.
Alth
o
u
g
h
p
r
e
v
io
u
s
r
esear
ch
h
as
in
v
esti
g
ated
d
ig
ital
liter
ac
y
(
DL
)
an
d
ac
ce
s
s
as
f
ac
to
r
s
in
f
lu
en
cin
g
lear
n
in
g
ac
h
iev
em
e
n
t,
f
ew
s
tu
d
ies
h
av
e
d
ir
ec
tly
ass
ess
ed
wh
eth
er
s
tu
d
en
ts
’
v
iews
to
war
d
s
in
n
o
v
ativ
e
m
ed
ia
im
p
ac
t
ac
tu
al
lear
n
in
g
o
u
tc
o
m
es
in
[
1
1
]
,
[
1
2
]
.
T
h
is
ju
s
tific
atio
n
s
ig
n
if
ies
a
th
eo
r
etica
l
g
ap
in
b
o
th
th
e
ap
p
licatio
n
s
o
f
th
e
T
PB
an
d
s
tu
d
ies
in
m
ed
ia
-
ass
is
ted
lear
n
in
g
.
As
to
d
ate,
n
o
p
r
io
r
s
tu
d
y
h
as
e
x
am
in
ed
h
o
w
AT
T
m
ed
iates
t
h
e
im
p
ac
t
o
f
d
ig
ital
co
m
ics
(
I
MP)
in
ec
o
n
o
m
ics ed
u
ca
tio
n
at
th
e
ter
tiar
y
lev
el.
T
h
is
s
tu
d
y
aim
s
t
o
r
ec
tif
y
th
ese
s
h
o
r
tco
m
in
g
s
b
y
ex
am
in
i
n
g
th
e
in
f
l
u
en
ce
o
f
d
ig
ital
c
o
m
ics
o
n
ec
o
n
o
m
ics
ed
u
ca
tio
n
am
o
n
g
UiT
M
Me
lak
a
s
tu
d
en
ts
,
f
o
cu
s
in
g
s
p
ec
if
ically
o
n
t
h
e
m
e
d
iatin
g
ef
f
ec
t
o
f
AT
T
.
T
h
is
r
esear
ch
s
itu
ates
its
e
lf
wi
th
in
th
e
g
lo
b
al
d
is
co
u
r
s
e
o
n
d
i
g
ital
p
ed
ag
o
g
y
an
d
is
g
r
o
u
n
d
e
d
in
th
e
Ma
lay
s
ian
h
ig
h
er
e
d
u
ca
tio
n
c
o
n
tex
t,
th
e
r
eb
y
en
h
an
cin
g
th
eo
r
etica
l
co
m
p
r
eh
en
s
io
n
o
f
T
PB
in
ed
u
c
atio
n
an
d
o
f
f
er
i
n
g
p
r
ac
tical
in
s
ig
h
ts
f
o
r
ec
o
n
o
m
i
cs
ed
u
ca
to
r
s
aim
in
g
to
e
n
g
ag
e
a
g
en
er
atio
n
o
f
lea
r
n
er
s
wh
o
r
e
q
u
ir
e
r
elev
an
ce
,
in
ter
ac
tiv
ity
,
an
d
in
n
o
v
atio
n
i
n
th
eir
s
tu
d
ies.
T
h
e
p
ap
e
r
is
s
tr
u
ctu
r
ed
as
:
f
ir
s
t,
a
liter
atu
r
e
r
ev
iew
th
at
ex
a
m
in
es
th
e
co
r
e
c
o
n
s
tr
u
cts
an
d
estab
lis
h
es
th
e
co
n
ce
p
t
u
al
f
r
am
ewo
r
k
.
Su
b
s
eq
u
en
tly
,
a
co
m
p
r
eh
en
s
iv
e
r
esear
ch
m
eth
o
d
o
lo
g
y
is
p
r
es
en
ted
,
d
etailin
g
t
h
e
q
u
an
titativ
e
d
esig
n
an
d
d
ata
a
n
aly
s
is
p
r
o
to
co
ls
.
T
h
e
th
ir
d
s
ec
tio
n
p
r
esen
ts
th
e
an
aly
s
is
o
f
th
e
f
in
d
in
g
s
f
r
o
m
th
e
d
escr
ip
tiv
e,
m
ea
s
u
r
em
en
t,
an
d
s
tr
u
ctu
r
al
m
o
d
els.
Fin
ally
,
a
d
is
cu
s
s
io
n
o
f
th
e
r
esu
lt
s
,
f
o
llo
wed
b
y
th
e
s
tu
d
y
’
s
im
p
licatio
n
s
,
lim
itatio
n
s
,
an
d
o
v
er
all
co
n
clu
s
io
n
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
im
pa
ct
o
f
dig
it
a
l c
o
m
ics
T
h
e
in
teg
r
atio
n
o
f
d
ig
ital
co
m
ics
in
ed
u
ca
tio
n
h
as
g
ain
ed
its
p
lace
i
n
m
a
n
y
in
s
titu
tio
n
s
’
p
r
ac
tices.
Dig
ital
co
m
ics
s
er
v
e
as
en
g
a
g
in
g
to
o
ls
th
at
f
ac
ilit
ate
lear
n
er
s
’
cr
itical
th
in
k
in
g
an
d
im
p
r
o
v
e
th
eir
r
ea
d
in
g
in
ter
est
[
1
3
]
.
Fo
r
ex
am
p
le,
t
h
e
u
s
e
o
f
d
ig
ital
co
m
ics
h
as
b
ee
n
p
r
o
v
e
n
to
im
p
r
o
v
e
lex
ical
co
m
p
eten
ce
in
f
o
r
eig
n
la
n
g
u
a
g
e
lear
n
in
g
,
p
ar
ticu
lar
ly
in
v
ir
tu
al
en
v
ir
o
n
m
e
n
ts
[
1
4
]
.
T
h
ey
en
c
o
u
r
a
g
e
cr
ea
tiv
ity
an
d
d
y
n
am
ic
en
g
ag
em
e
n
t,
lead
in
g
to
b
etter
r
eten
tio
n
o
f
v
o
ca
b
u
lar
y
.
I
n
th
e
co
n
te
x
t
o
f
th
is
s
tu
d
y
,
d
ig
ital
co
m
ics
h
av
e
b
ee
n
d
e
v
el
o
p
ed
as
lear
n
in
g
m
e
d
ia
f
o
r
ec
o
n
o
m
ics,
p
ar
ticu
lar
ly
in
h
ig
h
s
ch
o
o
l
s
e
ttin
g
s
,
d
em
o
n
s
tr
atin
g
p
o
s
itiv
e
f
ee
d
b
ac
k
f
r
o
m
b
o
th
s
tu
d
en
ts
an
d
ex
p
er
ts
[
1
5
]
.
I
n
m
icr
o
ec
o
n
o
m
ic
th
eo
r
y
co
u
r
s
es,
th
e
u
s
e
o
f
d
ig
ital
c
o
m
ics
h
as
b
ee
n
s
h
o
wn
to
im
p
r
o
v
e
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es,
s
u
g
g
esti
n
g
th
eir
e
f
f
icac
y
as
in
s
tr
u
ctio
n
al
to
o
ls
[
1
6
]
.
C
o
n
v
er
s
ely
,
wh
ile
d
ig
ital
co
m
ics
en
h
an
ce
en
g
ag
em
e
n
t,
th
er
e
ar
e
co
n
ce
r
n
s
r
eg
ar
d
in
g
th
e
p
o
ten
tial
o
v
e
r
s
atu
r
atio
n
o
f
d
i
g
ital
co
n
te
n
t,
wh
ich
m
ay
lead
t
o
d
im
in
is
h
ed
atten
tio
n
s
p
an
s
an
d
cr
itical
th
in
k
in
g
s
k
ills
am
o
n
g
s
tu
d
en
ts
[
1
7
]
.
Vis
u
al
n
ar
r
ativ
es
ca
n
in
cr
ea
s
e
s
tu
d
en
t’
s
en
g
ag
e
m
en
t.
H
o
wev
er
,
an
o
v
er
r
elian
ce
o
n
d
ig
it
al
m
ed
ia
m
a
y
im
p
air
d
ee
p
c
o
g
n
itiv
e
p
r
o
ce
s
s
in
g
,
esp
ec
ially
if
s
tu
d
en
ts
s
tar
t
ac
tin
g
m
o
r
e
lik
e
p
ass
iv
e
co
n
s
u
m
er
s
th
an
ac
tiv
e
co
n
te
n
t
in
ter
p
r
eter
s
[
1
8
]
.
Fu
r
th
er
m
o
r
e
,
lear
n
e
r
s
m
ay
b
e
co
m
e
d
is
tr
ac
ted
f
r
o
m
f
u
n
d
am
en
tal
ec
o
n
o
m
ic
r
ea
s
o
n
in
g
p
r
o
ce
s
s
es
if
th
ey
ar
e
o
v
er
s
tim
u
lated
b
y
m
u
ltime
d
ia
co
m
p
o
n
en
ts
[
1
9
]
.
T
h
ese
o
p
p
o
s
in
g
o
p
in
io
n
s
im
p
ly
th
at
s
tu
d
en
ts
’
p
s
y
c
h
o
l
o
g
ical
p
r
e
p
ar
ed
n
ess
an
d
c
r
itical
AT
T
s
r
eg
ar
d
in
g
th
e
u
s
e
o
f
d
ig
ital
co
m
ics
m
ay
h
av
e
an
im
p
ac
t
o
n
th
eir
ef
f
icac
y
in
a
d
d
itio
n
to
th
eir
d
esig
n
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
a
b
alan
ce
d
ap
p
r
o
ac
h
in
i
n
teg
r
atin
g
d
i
g
ital c
o
m
ics in
to
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
.
Hen
ce
,
th
e
cu
r
r
en
t
s
tu
d
y
in
ten
d
s
to
a
d
d
r
ess
th
is
g
ap
b
y
ass
ess
in
g
th
e
I
MP
o
n
ec
o
n
o
m
ic
s
u
b
jects
am
o
n
g
s
tu
d
e
n
ts
o
f
UiT
M
Me
lak
a.
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
1
9
2
-
4206
4194
2
.
2
.
T
he
m
edia
t
ing
r
o
le
o
f
a
t
t
it
ud
e
Acc
o
r
d
in
g
t
o
th
e
T
PB
,
AT
T
d
eter
m
in
es
o
n
e’
s
ev
al
u
atio
n
o
f
p
er
f
o
r
m
in
g
a
p
ar
ticu
lar
b
eh
av
io
r
[
2
0
]
.
I
n
th
e
co
n
te
x
t
o
f
th
is
s
tu
d
y
,
AT
T
r
ep
r
esen
ts
s
tu
d
en
ts
’
t
en
d
en
cy
to
war
d
ac
ce
p
tin
g
a
n
d
b
e
n
ef
itin
g
f
r
o
m
a
n
ew
e
d
u
ca
tio
n
al
to
o
l,
s
u
ch
as
d
ig
ital
co
m
ics.
E
m
p
ir
ical
s
tu
d
ies
in
d
icate
t
h
at
f
ac
t
o
r
s
s
u
ch
as
DL
,
SN
,
a
n
d
PB
C
s
ig
n
if
ican
tly
s
h
ap
e
s
tu
d
e
n
ts
’
AT
T
s
to
war
d
tech
n
o
l
o
g
y
-
m
ed
iated
lear
n
in
g
an
d
,
in
tu
r
n
,
in
f
lu
en
ce
lear
n
in
g
ef
f
ec
tiv
en
ess
.
Fo
r
ex
am
p
le,
l
ea
r
n
er
s
with
h
ig
h
e
r
DL
ten
d
to
d
ev
elo
p
m
o
r
e
p
o
s
itiv
e
A
T
T
s
to
war
d
o
n
lin
e
lear
n
in
g
,
wh
ic
h
th
en
e
n
h
an
ce
s
th
eir
en
g
a
g
em
en
t o
r
lear
n
i
n
g
o
u
tco
m
es [
2
1
]
.
W
ith
in
th
e
T
P
B
f
r
am
ewo
r
k
,
AT
T
ac
ts
as
th
e
p
s
y
ch
o
lo
g
ica
l
m
ec
h
an
is
m
th
r
o
u
g
h
wh
ich
th
e
f
ac
to
r
s
im
p
ac
t
b
eh
av
io
r
al
in
ten
tio
n
s
an
d
o
u
tc
o
m
es.
T
h
is
m
ea
n
s
wh
en
s
tu
d
en
ts
b
eliev
e
in
th
eir
d
ig
ital
ca
p
ab
ilit
ies
(
DL
)
an
d
c
o
n
tr
o
l
o
v
er
lear
n
in
g
to
o
ls
(
PB
C
)
an
d
p
er
ce
iv
e
s
u
p
p
o
r
tiv
e
s
o
cial
p
r
ess
u
r
e
(
SN
)
,
th
ese
b
elief
s
f
o
s
ter
a
p
o
s
itiv
e
AT
T
,
wh
ich
th
en
in
cr
ea
s
es
th
e
ef
f
ec
tiv
en
ess
a
n
d
im
p
ac
t
o
f
u
s
in
g
d
ig
ital
c
o
m
ics
in
ec
o
n
o
m
ics
ed
u
ca
tio
n
.
E
v
en
n
ew
to
o
ls
li
k
e
d
ig
ital
co
m
ics
ca
n
f
ail
to
h
elp
s
tu
d
en
ts
lear
n
if
th
e
y
th
in
k
th
ey
ar
e
t
o
o
d
is
tr
ac
tin
g
,
to
o
s
im
p
le,
an
d
n
o
t
ac
ad
em
ically
ch
allen
g
in
g
en
o
u
g
h
[
2
2
]
.
Hen
ce
,
AT
T
is
an
im
p
o
r
tan
t
way
t
o
ju
d
g
e
h
o
w
d
ig
ital
co
m
ics
m
ig
h
t
h
elp
o
r
h
u
r
t
p
eo
p
le.
He
n
ce
,
th
e
r
esear
ch
er
s
ar
e
p
r
o
p
o
s
in
g
AT
T
as
a
m
ed
iato
r
b
etwe
en
all
th
e
in
d
ep
en
d
en
t
v
ar
iab
les
an
d
t
h
e
d
e
p
en
d
e
n
t
v
ar
iab
le.
T
h
er
ef
o
r
e,
th
e
h
y
p
o
t
h
esis
p
r
o
p
o
s
ed
a
r
e:
AT
T
h
as a
p
o
s
itiv
e
ef
f
ec
t
o
n
t
h
e
I
MP
in
th
e
ec
o
n
o
m
ics s
u
b
j
ec
ts
(
H4
)
2
.
3
.
Dig
it
a
l
lite
ra
cy
DL
r
ef
er
s
to
th
e
ab
ilit
y
to
co
m
p
r
eh
en
d
,
an
aly
ze
,
an
d
u
s
e
in
f
o
r
m
atio
n
f
r
o
m
d
iv
e
r
s
e
s
o
u
r
ce
s
ac
ce
s
s
ib
le
v
ia
d
ig
ital
d
ev
ices
[
2
3
]
.
A
s
tech
n
o
lo
g
y
c
o
n
tin
u
es
to
ad
v
an
ce
an
d
r
esh
ap
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
es,
th
e
im
p
o
r
ta
n
ce
o
f
DL
is
g
r
o
w
in
g
s
ig
n
if
ican
tly
.
I
n
h
ig
h
e
r
ed
u
ca
tio
n
,
DL
is
a
p
r
er
e
q
u
is
ite
f
o
r
f
o
s
ter
in
g
b
etter
lear
n
in
g
e
x
p
er
ie
n
ce
s
.
Pas
t
s
tu
d
ies
h
av
e
f
o
u
n
d
t
h
at
th
er
e
is
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
h
ig
h
DL
lev
els
an
d
h
ig
h
er
p
er
ce
iv
ed
ed
u
ca
tio
n
al
q
u
ality
am
o
n
g
p
o
s
tg
r
ad
u
ate
s
tu
d
en
ts
,
s
u
g
g
esti
n
g
th
at
a
r
o
b
u
s
t
cu
r
r
icu
lu
m
em
p
h
asizin
g
d
ig
ital sk
ills
lead
s
to
m
o
r
e
ef
f
ec
tiv
e
lear
n
in
g
o
u
tco
m
es [
2
4
]
.
I
n
th
is
co
n
tex
t
o
f
s
tu
d
y
,
d
ig
ita
l
co
m
ics
s
er
v
e
as
a
m
ed
iu
m
f
o
r
h
o
w
ec
o
n
o
m
ic
co
n
ce
p
ts
ca
n
b
e
tau
g
h
t
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
I
t
ca
n
p
iq
u
e
o
n
e’
s
in
ter
est
an
d
s
tim
u
late
th
eir
co
g
n
iti
v
e
p
r
o
ce
s
s
es
[
1
5
]
.
Fo
r
in
s
tan
ce
,
th
e
u
s
e
o
f
d
ig
it
al
co
m
ic
m
e
d
ia
s
ig
n
if
ican
tly
in
cr
ea
s
es
s
tu
d
en
ts
’
r
ea
d
in
g
in
ter
ests
,
en
h
an
cin
g
th
eir
willin
g
n
ess
to
en
g
ag
e
with
in
s
tr
u
ctio
n
al
co
n
ten
t
li
k
e
th
at
f
o
u
n
d
in
ec
o
n
o
m
ics
class
es
[
2
5
]
,
[
2
6
]
.
C
o
n
cu
r
r
en
tly
,
it
d
em
o
n
s
tr
ated
th
at
d
ig
ital
co
m
ics
p
r
o
v
id
e
v
iab
le
in
s
tr
u
ctio
n
al
m
ed
ia
t
h
a
t
en
h
an
ce
lear
n
in
g
o
u
tco
m
es
in
m
icr
o
ec
o
n
o
m
ic
t
h
eo
r
y
co
u
r
s
es,
em
p
h
asizin
g
b
o
th
v
iab
ilit
y
an
d
ef
f
icac
y
in
i
m
p
r
o
v
i
n
g
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
ec
o
n
o
m
ic
c
o
n
ce
p
ts
[
1
3
]
.
On
th
e
o
t
h
er
h
an
d
,
s
tu
d
en
ts
with
lim
ited
DL
m
ay
ex
p
er
ien
c
e
co
g
n
itiv
e
o
v
er
lo
ad
wh
e
n
en
g
ag
in
g
with
m
u
ltime
d
ia
-
r
ich
in
s
tr
u
ctio
n
al
to
o
ls
[
2
7
]
.
I
t
ca
n
p
o
ten
tially
d
im
in
is
h
th
e
in
ten
d
ed
p
ed
a
g
o
g
ical
ad
v
a
n
tag
es.
T
h
er
ef
o
r
e,
th
e
f
o
llo
wi
n
g
h
y
p
o
th
esis
is
p
r
o
p
o
s
ed
:
−
DL
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
I
MP
in
e
co
n
o
m
ics s
u
b
jects,
m
ed
iated
b
y
AT
T
(
H1
)
.
−
DL
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
I
MP
in
e
co
n
o
m
ics s
u
b
jects
(
H5
)
.
2
.
4
.
Su
bje
ct
iv
e
no
r
m
s
SN
ar
e
d
ef
i
n
ed
as
th
e
s
o
cia
l
p
r
ess
u
r
es
o
r
in
f
l
u
en
ce
s
th
a
t
im
p
ac
t
a
n
in
d
iv
id
u
al’
s
b
eh
av
io
r
s
o
r
d
ec
is
io
n
s
.
T
h
ese
n
o
r
m
s
ca
n
s
ig
n
if
ican
tly
af
f
ec
t
th
e
in
t
eg
r
atio
n
o
f
d
ig
ital
co
m
ics
with
in
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
.
T
h
e
p
r
esen
ce
o
r
ab
s
en
ce
o
f
s
o
cial
s
u
p
p
o
r
t,
p
ee
r
en
g
ag
em
en
t,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
ca
n
h
ea
v
ily
in
f
lu
en
ce
s
tu
d
en
ts
’
p
a
r
ticip
atio
n
in
d
ig
ital
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
.
Pas
t
s
tu
d
y
n
o
te
d
th
at
s
u
p
p
o
r
t
f
r
o
m
co
lleag
u
es
an
d
s
ch
o
o
l
ad
m
in
i
s
tr
ato
r
s
s
u
b
s
tan
tially
in
f
o
r
m
s
teac
h
er
s
’
b
elief
s
an
d
p
r
ac
tices
r
elate
d
to
d
ig
ital
to
o
l im
p
lem
en
tatio
n
in
ed
u
ca
tio
n
[
2
8
]
.
Fu
r
th
er
m
o
r
e
,
SN
ca
n
d
eter
m
i
n
e
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
with
d
ig
ital
co
m
ics
as
well.
T
h
e
f
ac
ilit
ativ
e
im
p
ac
t
o
f
DL
o
n
h
a
p
p
in
ess
a
m
o
n
g
l
o
w
-
in
co
m
e
g
r
o
u
p
s
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
s
o
cial
p
er
ce
p
tio
n
s
in
f
o
s
ter
in
g
p
o
s
itiv
e
AT
T
s
to
wa
r
d
s
d
ig
ital
e
n
g
ag
e
m
en
t
[
2
9
]
.
W
h
en
s
tu
d
en
ts
o
b
s
er
v
e
t
h
eir
p
ee
r
s
s
u
cc
ess
f
u
lly
u
tili
zin
g
d
ig
ital
to
o
ls
,
th
ey
ar
e
m
o
r
e
in
clin
ed
to
f
o
ll
o
w
th
ese
b
eh
av
io
r
s
.
Ho
wev
er
,
co
n
f
o
r
m
in
g
to
p
ee
r
o
r
in
s
titu
tio
n
al
ex
p
ec
tatio
n
s
d
o
e
s
n
o
t
i
n
h
er
en
tl
y
e
n
s
u
r
e
m
e
an
in
g
f
u
l
en
g
a
g
em
en
t.
Stu
d
en
ts
m
ay
u
tili
ze
d
ig
ital
to
o
ls
to
ad
h
e
r
e
to
s
o
cial
p
r
ess
u
r
es
r
ath
er
t
h
an
au
t
h
en
tic
lear
n
in
g
m
o
tiv
atio
n
[
3
0
]
.
T
h
is
r
ef
lects
th
e
in
f
lu
en
ce
o
f
SN
in
s
h
ap
in
g
ac
ce
p
tan
ce
to
war
d
s
d
ig
ital
co
m
ics
in
e
d
u
ca
tio
n
.
T
h
er
ef
o
r
e,
t
h
e
f
o
llo
win
g
h
y
p
o
th
esis
is
p
r
o
p
o
s
ed
:
−
SN
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
t
h
e
I
MP
in
e
co
n
o
m
ics s
u
b
jects,
m
ed
iated
b
y
AT
T
(
H2
)
.
−
SN
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
t
h
e
I
MP
in
e
co
n
o
m
ics s
u
b
jects
(
H6
)
2
.
5
.
P
er
ce
i
v
ed
beha
v
io
ra
l
co
ntr
o
l
PB
C
is
d
ef
in
ed
as
an
in
d
iv
id
u
al’
s
p
er
ce
p
tio
n
o
f
h
o
w
ea
s
y
o
r
d
if
f
icu
lt
it
is
to
p
er
f
o
r
m
a
p
ar
ticu
lar
b
eh
av
io
r
[
2
0
]
.
I
t
allo
ws
s
tu
d
en
ts
to
f
ee
l
m
o
r
e
in
co
n
tr
o
l
o
f
th
eir
lear
n
in
g
p
r
o
ce
s
s
,
wh
ich
ca
n
en
h
an
ce
th
eir
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t
with
d
ig
ital
co
m
ics
as
a
lear
n
in
g
m
ed
iu
m
[
1
6
]
.
T
h
e
u
s
e
o
f
ec
o
n
o
m
ic
co
m
ics
h
as
also
s
h
o
wn
s
ig
n
if
ican
t im
p
r
o
v
em
en
ts
in
p
o
s
t
-
test
s
co
r
es c
o
m
p
ar
ed
to
t
r
ad
itio
n
al
m
eth
o
d
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
ct
o
f d
ig
ita
l c
o
mics a
s
a
tea
ch
in
g
a
n
d
lea
r
n
in
g
t
o
o
l
in
ec
o
n
o
mics …
(
Ha
in
n
u
r
a
q
m
a
R
a
h
im
)
4195
Mo
r
eo
v
er
,
p
ast
liter
atu
r
e
h
a
s
h
ig
h
lig
h
ted
th
e
p
o
s
itiv
e
r
e
latio
n
s
h
ip
b
etwe
en
p
er
ce
i
v
ed
b
eh
a
v
io
r
co
n
tr
o
l
a
n
d
th
e
a
d
o
p
tio
n
o
f
e
-
lear
n
in
g
[
3
1
]
.
Stu
d
en
ts
w
h
o
p
e
r
ce
iv
e
h
ig
h
er
co
n
tr
o
l
o
v
er
t
h
eir
lear
n
in
g
r
eso
u
r
ce
s
an
d
m
eth
o
d
s
ar
e
m
o
r
e
lik
ely
to
em
b
r
ac
e
in
n
o
v
at
iv
e
to
o
ls
s
u
ch
as
d
ig
ital
co
m
i
cs.
Ap
ar
t
f
r
o
m
th
at,
th
e
s
u
cc
ess
f
u
l
ap
p
licatio
n
o
f
d
ig
ital
co
m
ics
h
as
b
ee
n
h
ig
h
lig
h
ted
ac
r
o
s
s
v
ar
io
u
s
s
u
b
jects,
s
u
g
g
esti
n
g
th
eir
ef
f
ec
tiv
en
ess
in
b
o
o
s
tin
g
s
tu
d
en
t
m
o
tiv
atio
n
an
d
p
er
ce
i
v
e
d
co
n
tr
o
l
[
3
2
]
.
On
th
e
o
t
h
er
h
an
d
,
s
tu
d
e
n
ts
wh
o
th
in
k
th
e
y
h
av
e
m
o
r
e
co
n
tr
o
l
t
h
an
th
e
y
r
ea
lly
d
o
a
n
d
d
o
n
o
t
h
av
e
e
n
o
u
g
h
co
g
n
itiv
e
d
is
cip
l
in
e
m
ay
n
o
t
r
ea
lize
h
o
w
h
a
r
d
it
is
to
lear
n
ec
o
n
o
m
ics
[
3
3
]
.
I
t
co
u
ld
m
ak
e
it
h
ar
d
er
f
o
r
th
em
to
f
u
lly
u
n
d
e
r
s
tan
d
th
e
c
o
n
ce
p
ts
.
T
h
er
ef
o
r
e,
th
e
f
o
llo
win
g
h
y
p
o
th
esis
is
p
r
o
p
o
s
ed
:
−
PB
C
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
I
MP
in
e
co
n
o
m
ics s
u
b
jects,
m
ed
iated
b
y
AT
T
(
H3
)
.
−
PB
C
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
I
MP
in
e
co
n
o
m
ics s
u
b
jects
(
H7
)
.
2
.
6
.
Co
ncept
ua
l
f
r
a
m
ewo
r
k
T
h
e
co
n
ce
p
t
u
al
f
r
am
ewo
r
k
o
f
th
is
s
tu
d
y
,
as
s
h
o
wn
in
Fig
u
r
e
1
,
is
u
n
d
er
p
in
n
ed
b
y
th
e
T
P
B
,
wh
ich
s
tates
th
at
o
n
e
’
s
b
eh
av
io
r
is
d
eter
m
in
ed
b
y
th
r
ee
k
e
y
f
ac
to
r
s
,
n
am
ely
AT
T
,
SN
,
an
d
P
B
C
.
I
n
th
e
co
n
tex
t
o
f
ed
u
ca
tio
n
,
th
e
th
eo
r
y
h
as
b
e
en
wid
ely
ap
p
lied
to
ex
p
lai
n
s
tu
d
en
ts
’
ac
ce
p
tan
ce
a
n
d
u
s
e
o
f
tech
n
o
lo
g
y
-
m
ed
iated
lear
n
in
g
to
o
ls
.
E
x
ten
d
in
g
th
is
th
eo
r
etica
l
f
o
u
n
d
atio
n
,
th
e
p
r
esen
t
s
tu
d
y
in
co
r
p
o
r
ates
DL
as
an
ad
d
itio
n
al
f
ac
to
r
,
ac
k
n
o
wled
g
in
g
its
c
r
itical
r
o
le
in
s
h
a
p
in
g
s
tu
d
e
n
ts
’
ac
ce
p
tan
ce
to
en
g
ag
e
with
d
i
g
ital
p
latf
o
r
m
s
in
h
i
g
h
er
e
d
u
ca
tio
n
.
Fig
u
r
e
1
.
R
esear
ch
f
r
am
ewo
r
k
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
ad
o
p
ts
a
q
u
an
titativ
e
r
esear
ch
ap
p
r
o
ac
h
to
co
llect
n
u
m
er
ical
d
ata
f
o
r
s
tatis
tic
al
an
aly
s
is
.
A
s
tr
u
ctu
r
ed
s
u
r
v
e
y
was
th
e
p
r
im
ar
y
d
ata
co
llectio
n
m
eth
o
d
,
en
a
b
lin
g
th
e
ef
f
icien
t
g
at
h
er
in
g
o
f
r
esp
o
n
s
es.
T
h
e
s
tu
d
y
’
s
p
o
p
u
latio
n
co
m
p
r
is
ed
s
tu
d
en
ts
at
UiT
M
Me
lak
a
en
r
o
lled
in
ec
o
n
o
m
ics
-
r
elate
d
co
u
r
s
es.
Data
wa
s
co
llected
f
r
o
m
1
4
6
r
esp
o
n
d
e
n
ts
th
r
o
u
g
h
a
clu
s
ter
s
am
p
lin
g
m
eth
o
d
,
r
e
p
r
esen
tin
g
y
o
u
n
g
u
n
d
er
g
r
ad
u
ates
in
v
ar
io
u
s
b
u
s
in
ess
an
d
f
i
n
an
ce
p
r
o
g
r
a
m
s
.
T
h
e
q
u
esti
o
n
n
air
e
i
s
d
esig
n
ed
to
m
ea
s
u
r
e
k
ey
co
n
s
tr
u
cts
o
b
jectiv
ely
,
in
clu
d
in
g
s
tu
d
en
ts
’
AT
T
s
,
SN
,
PB
C
,
an
d
th
eir
p
er
ce
i
v
ed
im
p
ac
t
o
n
u
s
in
g
d
ig
ital
c
o
m
ics.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
e
x
am
in
es
th
e
m
ed
i
atin
g
r
o
le
o
f
AT
T
in
t
h
e
r
el
atio
n
s
h
ip
b
etwe
en
t
h
ese
f
ac
t
o
r
s
an
d
its
im
p
ac
t,
alig
n
in
g
with
th
e
s
tu
d
y
’
s
f
o
c
u
s
o
n
th
e
p
s
y
c
h
o
lo
g
ical
a
n
d
b
e
h
av
io
r
al
d
im
e
n
s
io
n
s
in
f
lu
e
n
cin
g
th
e
a
d
o
p
tio
n
o
f
d
ig
ital c
o
m
ics in
ec
o
n
o
m
ic
ed
u
ca
tio
n
.
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
1
9
2
-
4206
4196
3
.
2
.
Resea
rc
h sa
m
ple
T
h
e
p
o
p
u
latio
n
f
o
r
th
is
s
tu
d
y
co
n
s
is
ts
o
f
UiT
M
Me
lak
a
s
tu
d
en
ts
en
r
o
lled
in
ec
o
n
o
m
ics
-
r
elate
d
co
u
r
s
es
(
e.
g
.
,
ec
o
n
o
m
ics,
b
u
s
i
n
ess
,
an
d
ac
co
u
n
tin
g
)
.
Fo
r
th
e
s
am
p
le
s
elec
tio
n
,
a
cl
u
s
ter
s
a
m
p
lin
g
m
eth
o
d
was
em
p
lo
y
ed
f
o
r
it
is
p
r
ac
ticality
an
d
ef
f
icien
c
y
with
in
a
u
n
iv
er
s
ity
s
ettin
g
.
T
h
e
p
o
p
u
latio
n
,
c
o
n
s
is
tin
g
o
f
UiT
M
Me
lak
a
s
tu
d
en
ts
en
r
o
lled
in
ec
o
n
o
m
ics
-
r
elate
d
co
u
r
s
es,
was
f
ir
s
t
d
iv
id
e
d
in
t
o
n
at
u
r
ally
o
cc
u
r
r
in
g
g
r
o
u
p
s
,
o
r
“c
lu
s
ter
s
”.
I
n
th
is
co
n
tex
t,
th
e
clu
s
ter
s
wer
e
th
e
in
d
iv
id
u
al
ec
o
n
o
m
ics
class
es
ac
tiv
e
d
u
r
in
g
t
h
e
r
esear
ch
p
er
io
d
.
Fro
m
a
lis
t
o
f
th
ese
class
es,
a
f
ew
clu
s
ter
s
wer
e
r
an
d
o
m
ly
s
elec
ted
.
All
s
tu
d
en
ts
with
in
th
ese
ch
o
s
en
class
es
wer
e
th
en
in
v
ited
to
p
ar
ticip
ate
in
th
e
s
u
r
v
ey
.
T
h
is
m
eth
o
d
r
esu
lted
in
a
f
in
al
s
am
p
le
o
f
1
4
6
r
esp
o
n
d
en
ts
e
n
r
o
lled
in
v
ar
io
u
s
b
u
s
in
ess
an
d
f
in
an
ce
p
r
o
g
r
am
s
.
T
h
is
ap
p
r
o
ac
h
allo
we
d
f
o
r
e
f
f
icien
t
d
ata
co
llectio
n
wh
ile
m
ain
tain
in
g
th
e
p
r
in
cip
les o
f
r
an
d
o
m
s
elec
t
io
n
.
C
lu
s
ter
s
am
p
lin
g
was
co
n
s
id
er
ed
s
u
itab
le
in
th
is
co
n
tex
t
as
s
tu
d
en
ts
ar
e
in
h
e
r
en
tly
g
r
o
u
p
ed
in
to
co
h
esiv
e
class
r
o
o
m
u
n
its
,
wh
ich
r
en
d
er
in
g
in
d
iv
i
d
u
al
r
an
d
o
m
s
am
p
lin
g
im
p
r
ac
tica
l
with
in
ac
ad
em
ic
tim
etab
les.
T
h
is
m
eth
o
d
im
p
r
o
v
es
lo
g
is
tical
ef
f
icien
c
y
w
h
ile
m
ain
tain
in
g
r
e
p
r
esen
tativ
e
n
ess
ac
r
o
s
s
v
ar
io
u
s
p
r
o
g
r
a
m
s
.
Ho
wev
e
r
,
it
co
u
ld
also
lead
to
in
tr
a
-
class
h
o
m
o
g
en
eity
.
I
t
m
ea
n
s
th
at
s
tu
d
en
t
s
in
th
e
s
am
e
class
h
av
e
s
im
ilar
lear
n
in
g
ex
p
e
r
ien
ce
s
o
r
ar
e
tau
g
h
t
i
n
th
e
s
am
e
way
.
T
h
ese
clu
s
ter
in
g
ef
f
ec
ts
co
u
ld
lim
it
v
ar
iab
ilit
y
,
s
o
th
ey
s
h
o
u
ld
b
e
t
ak
en
in
to
c
o
n
s
id
er
atio
n
wh
en
o
b
s
er
v
in
g
t
h
o
s
e
r
esu
lts
.
3
.
3
.
Resea
rc
h ins
t
rum
ent
a
nd
da
t
a
co
llect
io
n
T
h
e
p
r
im
a
r
y
i
n
s
tr
u
m
en
t
f
o
r
d
ata
co
llectio
n
was
a
s
tr
u
ctu
r
e
d
q
u
esti
o
n
n
air
e
b
ased
o
n
th
e
T
PB
.
I
t
was
d
esig
n
ed
to
m
ea
s
u
r
e
s
ev
er
al
k
ey
v
ar
iab
les:
AT
T
,
wh
ich
r
ef
e
r
r
ed
to
s
tu
d
en
ts
’
ev
alu
atio
n
o
f
th
e
u
s
ef
u
ln
ess
o
f
d
ig
ital
co
m
ics;
SN
,
wh
ich
as
s
ess
ed
th
e
in
f
lu
en
ce
o
f
p
ee
r
s
an
d
lectu
r
er
s
;
PB
C
,
wh
ich
ca
p
tu
r
ed
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
f
th
e
ea
s
e
o
r
d
i
f
f
icu
lty
o
f
u
s
in
g
d
ig
ital
c
o
m
ics;
an
d
th
e
I
MP
,
th
e
d
ep
en
d
en
t
v
a
r
iab
le
th
at
m
ea
s
u
r
ed
th
e
to
o
l’
s
ef
f
ec
t
o
n
lear
n
in
g
.
T
h
e
q
u
esti
o
n
n
ai
r
e
em
p
lo
y
ed
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le,
r
an
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
ly
ag
r
ee
)
,
to
q
u
an
tif
y
r
es
p
o
n
s
es,
allo
win
g
f
o
r
co
n
s
is
ten
t
m
ea
s
u
r
em
e
n
t
o
f
s
tu
d
en
ts
’
AT
T
s
,
p
er
ce
p
tio
n
s
,
a
n
d
th
e
I
MP
.
T
a
b
le
1
o
u
tlin
es th
e
item
q
u
esti
o
n
n
ai
r
es a
d
ap
te
d
f
r
o
m
p
ast s
tu
d
ies.
T
ab
le
1
.
Qu
esti
o
n
n
air
e
item
m
ea
s
u
r
em
en
ts
f
o
r
e
v
er
y
c
o
n
s
tr
u
cts
No
C
o
n
st
r
u
c
t
s
I
t
e
m
S
o
u
r
c
e
1
DL
i)
I
c
a
n
e
a
si
l
y
n
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a
b
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s
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d
c
o
m
p
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t
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s.
ii)
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f
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c
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t
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p
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a
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f
o
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ms
(
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l
a
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,
i
-
Le
a
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n
)
.
iii)
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c
a
n
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l
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s
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c
o
mm
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ms w
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t
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s
.
i
v
)
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a
m fami
l
i
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r
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n
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s)
.
v)
I
a
m a
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l
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o
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s
e
m
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l
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p
l
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d
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t
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y
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e
a
r
n
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n
g
e
f
f
e
c
t
i
v
e
l
y
[
2
3
]
,
[
2
4
]
2
SN
i)
M
y
l
e
c
t
u
r
e
r
s
e
n
c
o
u
r
a
g
e
t
h
e
u
se
o
f
d
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g
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t
a
l
l
e
a
r
n
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g
m
a
t
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i
a
l
s
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n
Ec
o
n
o
m
i
c
s
.
ii)
M
y
c
l
a
ssm
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t
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s t
h
i
n
k
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si
n
g
d
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t
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l
c
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mi
c
s
i
s
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g
o
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d
w
a
y
t
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st
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d
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Ec
o
n
o
m
i
c
s.
iii)
P
e
o
p
l
e
a
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n
d
m
e
w
o
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l
d
a
p
p
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f
me
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si
n
g
d
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t
a
l
c
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mi
c
s f
o
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a
c
a
d
e
m
i
c
p
u
r
p
o
ses.
i
v
)
I
f
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e
l
so
c
i
a
l
p
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e
ss
u
r
e
t
o
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w
d
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g
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t
a
l
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o
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s f
o
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a
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.
v)
I
a
m i
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f
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n
c
e
d
b
y
o
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s’
o
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s w
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d
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t
a
l
l
e
a
r
n
i
n
g
m
a
t
e
r
i
a
l
s.
[
2
8
]
3
P
B
C
i)
I
b
e
l
i
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v
e
I
h
a
v
e
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n
o
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c
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mi
c
s
.
ii)
I
h
a
v
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a
c
c
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t
o
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.
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c
s
.
iii)
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c
a
n
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n
d
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s
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a
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d
t
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c
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t
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p
.
i
v
)
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si
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d
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g
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o
m
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c
s
d
o
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s
n
o
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t
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m
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c
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f
f
o
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t
f
r
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m m
e
.
v)
I
a
m c
o
n
f
i
d
e
n
t
t
h
a
t
I
c
a
n
ma
n
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m
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c
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mi
c
s f
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st
u
d
y
i
n
g
.
[
1
6
]
,
[
3
1
]
,
[
3
2
]
4
A
TT
i)
I
h
a
v
e
a
p
o
si
t
i
v
e
a
t
t
i
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d
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s
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n
l
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n
g
Ec
o
n
o
mi
c
s.
ii)
I
b
e
l
i
e
v
e
d
i
g
i
t
a
l
c
o
m
i
c
s
a
r
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l
a
n
d
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n
o
v
a
t
i
v
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e
a
r
n
i
n
g
t
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o
l
.
iii)
I
e
n
j
o
y
l
e
a
r
n
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n
g
w
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e
n
d
i
g
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E
c
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c
s s
u
b
j
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c
t
.
i
v
)
I
a
m o
p
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t
o
a
d
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g
d
i
g
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t
a
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o
m
i
c
s
a
s a
r
e
g
u
l
a
r
p
a
r
t
o
f
my
l
e
a
r
n
i
n
g
ma
t
e
r
i
a
l
s
.
v)
I
w
o
u
l
d
r
e
c
o
mm
e
n
d
t
h
e
u
se
o
f
d
i
g
i
t
a
l
c
o
m
i
c
s
t
o
m
y
p
e
e
r
s i
n
Ec
o
n
o
m
i
c
s
c
o
u
r
ses.
[
2
0
]
,
[
2
1
]
5
Th
e
I
M
P
i
n
e
c
o
n
o
mi
c
s
su
b
j
e
c
t
o
n
U
i
TM
M
e
l
a
k
a
st
u
d
e
n
t
s’
l
e
a
r
n
i
n
g
i)
U
si
n
g
d
i
g
i
t
a
l
c
o
mi
c
s
i
n
m
y
Ec
o
n
o
mi
c
s
s
u
b
j
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c
t
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l
p
s
m
e
u
n
d
e
r
st
a
n
d
c
o
n
c
e
p
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s
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e
e
f
f
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c
t
i
v
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l
y
.
ii)
D
i
g
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t
a
l
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m
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s
ma
k
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Ec
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n
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m
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n
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n
d
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g
a
g
i
n
g
.
iii)
D
i
g
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t
a
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c
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m
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s
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m
p
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v
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m
y
m
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v
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t
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t
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d
y
Ec
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m
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s.
i
v
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si
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d
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my
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v)
D
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E
c
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mi
c
s.
[
1
3
]
,
[
1
5
]
3
.
4
.
Da
t
a
a
na
ly
s
is
pro
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du
r
e
T
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k
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v
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3
4
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,
[
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5
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2
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as a
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4.
RE
SU
L
T
S
4
.
1
.
Descript
iv
e
a
na
ly
s
is
T
ab
le
2
p
r
o
v
id
es
an
an
aly
s
is
o
f
th
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile,
d
ig
ital
u
s
ag
e
h
ab
its
,
an
d
th
e
p
er
c
eiv
ed
I
MP
o
n
1
4
6
r
esp
o
n
d
en
ts
f
r
o
m
UiT
M
Me
lak
a,
Ma
lay
s
ia.
Fu
r
th
er
m
o
r
e,
th
e
d
ata
r
ev
ea
ls
th
at
th
e
r
esp
o
n
d
e
n
ts
ar
e
h
ig
h
ly
i
n
teg
r
ated
with
d
i
g
ital
tech
n
o
lo
g
y
f
o
r
th
eir
ac
ad
em
ic
wo
r
k
,
an
d
a
m
aj
o
r
ity
h
av
e
p
r
io
r
ex
p
o
s
u
r
e
to
d
ig
ital
co
m
ics.
A
s
u
b
s
tan
tial
p
o
r
tio
n
u
s
es
th
em
f
o
r
3
–
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3.
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4199
Fin
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ts
ag
r
ee
d
th
at
d
i
g
ital
co
m
ics
h
elp
ed
th
em
u
n
d
er
s
tan
d
c
o
n
ce
p
ts
m
o
r
e
ef
f
ec
tiv
ely
(
M=
3
.
8
1
)
an
d
im
p
r
o
v
ed
th
eir
o
v
er
all
lear
n
in
g
ex
p
e
r
ien
c
e
(
M=
3
.
8
2
)
.
I
n
s
u
m
m
a
r
y
,
th
e
d
escr
ip
tiv
e
an
aly
s
is
in
d
icate
s
t
h
at
s
tu
d
en
ts
r
ep
o
r
ted
s
tr
o
n
g
DL
,
p
o
s
itiv
e
AT
T
s
,
m
o
d
er
ate
s
o
cial
s
u
p
p
o
r
t,
a
n
d
a
f
air
lev
el
o
f
p
e
r
ce
iv
ed
c
o
n
tr
o
l
wh
en
u
s
in
g
d
ig
ital
co
m
ics.
Mo
r
e
im
p
o
r
tan
tly
,
th
ey
p
er
ce
iv
e
d
d
ig
ital
co
m
ics
as
an
en
g
ag
in
g
an
d
ef
f
ec
tiv
e
m
ed
iu
m
th
at
im
p
r
o
v
ed
m
o
tiv
atio
n
,
co
m
p
r
eh
e
n
s
io
n
,
a
n
d
o
v
er
all
le
ar
n
in
g
o
u
tco
m
es in
ec
o
n
o
m
ics.
T
ab
le
4
p
o
r
tr
a
y
s
th
e
r
eliab
ilit
y
an
aly
s
is
m
ea
s
u
r
ed
b
y
C
r
o
n
b
ac
h
’
s
a
lp
h
a.
Gen
er
ally
,
a
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
e
o
f
0
.
7
0
is
co
n
s
id
er
ed
ac
ce
p
tab
le,
a
b
o
v
e
0
.
8
0
is
p
r
ef
er
a
b
le,
a
n
d
0
.
9
0
o
r
h
ig
h
er
is
ex
ce
llen
t
[
34
]
,
[
35
]
.
DL
(
α
=
0
.
8
8
3
)
,
SN
(
α
=0
.
8
1
3
)
,
an
d
PB
C
(
α
=0
.
8
9
3
)
d
em
o
n
s
tr
ated
g
o
o
d
r
eli
ab
ilit
y
,
wh
ile
AT
T
(
α
=0
.
9
4
4
)
an
d
p
er
ce
i
v
ed
im
p
ac
t
(
α
=
0
.
9
4
1
)
ac
h
iev
ed
ex
c
ellen
t
r
eliab
ilit
y
.
T
h
ese
r
esu
lts
co
n
f
ir
m
t
h
at
th
e
m
ea
s
u
r
em
en
t
s
ca
les
u
s
ed
in
th
is
s
tu
d
y
ar
e
h
ig
h
ly
r
eliab
le,
en
s
u
r
in
g
co
n
s
is
ten
cy
an
d
cr
ed
ib
ilit
y
o
f
th
e
f
in
d
in
g
s
.
T
h
is
h
ig
h
r
eliab
ilit
y
s
tr
en
g
th
en
s
th
e
v
alid
ity
an
d
tr
u
s
two
r
th
in
ess
o
f
cu
r
r
en
t
f
in
d
in
g
s
,
m
ak
in
g
th
e
co
n
clu
s
io
n
s
m
o
r
e
d
ep
e
n
d
ab
le.
T
ab
le
4
.
R
eliab
ilit
y
an
aly
s
is
V
a
r
i
a
b
l
e
s
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
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0
.
8
8
3
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0
.
8
1
3
P
B
C
0
.
8
9
3
A
TT
0
.
9
4
4
P
e
r
c
e
i
v
e
d
i
m
p
a
c
t
(
I
M
P
)
0
.
9
4
1
4
.
2
.
M
ea
s
urem
ent
mo
del a
s
s
ess
m
ent
Fig
u
r
e
2
s
h
o
ws
th
e
g
r
ap
h
ical
o
u
tp
u
t
o
f
m
ea
s
u
r
em
en
t
m
o
d
el
ass
e
s
s
m
en
t
ca
r
r
ied
o
u
t
in
t
h
is
s
tu
d
y
.
T
h
e
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aly
s
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e
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s
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r
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m
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en
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o
f
it
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d
c
o
n
v
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en
t
v
alid
ity
,
as
d
etailed
in
T
ab
le
5
.
T
h
e
a
n
aly
s
is
s
h
o
ws
h
ig
h
in
ter
n
al
c
o
n
s
is
ten
cy
,
with
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b
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a
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d
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m
p
o
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eliab
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v
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es
ex
ce
ed
in
g
th
e
0
.
7
0
th
r
esh
o
ld
.
Fu
r
th
er
m
o
r
e,
s
tr
o
n
g
c
o
n
v
er
g
en
t
v
alid
it
y
was
estab
lis
h
ed
,
as th
e
AVE
f
o
r
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.
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u
r
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Gr
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h
ical
o
u
tp
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d
el
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
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8
8
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I
n
t
J
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v
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&
R
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d
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Vo
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15
,
No
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5
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Octo
b
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20
26
:
4
1
9
2
-
4206
4200
T
ab
le
5
.
C
o
n
s
tr
u
ct
r
eliab
ilit
y
a
n
d
v
alid
ity
C
o
n
st
r
u
c
t
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
C
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
(
r
h
o
_
a
)
C
o
m
p
o
si
t
e
r
e
l
i
a
b
i
l
i
t
y
(
r
h
o
_
c
)
A
V
E
A
TT
0
.
9
4
4
0
.
9
4
5
0
.
9
5
7
0
.
8
1
7
DL
0
.
8
8
3
0
.
8
9
9
0
.
9
1
4
0
.
6
8
2
P
B
C
0
.
8
9
4
0
.
8
9
5
0
.
9
2
2
0
.
7
0
2
SN
0
.
8
2
3
0
.
8
8
8
0
.
8
7
0
0
.
5
8
3
I
M
P
0
.
9
4
1
0
.
9
4
1
0
.
9
5
5
0
.
8
0
9
Nex
t,
d
is
cr
im
in
an
t
v
alid
ity
w
as
ex
am
in
ed
to
e
n
s
u
r
e
th
at
ea
ch
co
n
s
tr
u
ct
is
d
is
tin
ct
f
r
o
m
t
h
e
o
th
e
r
s
.
T
h
e
Fo
r
n
ell
-
L
ar
c
k
er
cr
iter
io
n
,
as
s
h
o
wn
in
T
ab
le
6
was
f
ir
s
t
ap
p
lied
,
wh
ich
r
eq
u
ir
es
t
h
e
s
q
u
ar
e
r
o
o
t
o
f
a
co
n
s
tr
u
ct’
s
AVE
to
b
e
g
r
ea
t
er
th
an
its
co
r
r
elatio
n
with
an
y
o
th
er
co
n
s
tr
u
ct.
T
h
is
cr
iter
io
n
was
m
et
f
o
r
m
o
s
t
co
n
s
tr
u
cts.
Ho
wev
er
,
a
n
is
s
u
e
was
id
en
tifie
d
with
SN
,
as
th
eir
co
r
r
elatio
n
s
with
AT
T
(
0
.
7
6
6
)
a
n
d
PB
C
(
0
.
7
8
5
)
wer
e
h
ig
h
er
t
h
an
t
h
e
s
q
u
ar
e
r
o
o
t
o
f
th
eir
o
wn
AVE
(
0
.
7
6
4
)
.
T
h
is
in
itial
f
i
n
d
in
g
s
u
g
g
ests
a
p
o
te
n
tial
lack
o
f
d
is
tin
ctiv
en
ess
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o
r
th
e
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n
s
tr
u
ct
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f
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o
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r
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e
r
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v
esti
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ate
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s
u
e,
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e
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o
s
s
-
lo
ad
in
g
s
wer
e
ex
am
in
ed
,
as
s
h
o
wn
in
T
ab
le
7
.
T
h
is
an
aly
s
is
r
ev
ea
led
th
at
wh
ile
m
o
s
t
item
s
lo
ad
ed
s
tr
o
n
g
ly
o
n
to
th
eir
r
esp
ec
tiv
e
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n
s
tr
u
cts
,
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s
SN4
(
0
.
4
9
0
)
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d
SN5
(
0
.
6
3
1
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e
x
h
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ited
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ea
k
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ad
i
n
g
s
o
n
t
h
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in
te
n
d
e
d
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co
n
s
tr
u
ct.
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h
ese
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o
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r
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p
er
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o
r
m
in
g
i
n
d
icato
r
s
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e
th
e
lik
ely
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u
s
e
o
f
th
e
d
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s
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im
in
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t
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ity
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e
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en
tifie
d
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y
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e
Fo
r
n
ell
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ar
c
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er
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iter
io
n
.
B
ased
o
n
th
ese
f
in
d
in
g
s
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ec
o
m
m
en
d
ed
th
at
SN4
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d
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b
e
r
em
o
v
ed
f
r
o
m
th
e
m
o
d
el
to
im
p
r
o
v
e
th
e
m
ea
s
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r
em
en
t q
u
ality
an
d
e
n
s
u
r
e
th
e
d
is
tin
ctiv
en
ess
o
f
th
e
SN
co
n
s
tr
u
ct
[
3
8
]
.
T
ab
le
6
.
Dis
cr
im
in
an
t v
ali
d
ity
(
Fo
r
n
ell
-
L
ar
c
k
er
cr
iter
io
n
)
C
o
n
st
r
u
c
t
A
TT
DL
P
B
C
SN
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M
P
A
TT
0
.
9
0
4
DL
0
.
6
7
2
0
.
8
2
6
P
B
C
0
.
8
1
8
0
.
7
2
4
0
.
8
3
8
SN
0
.
7
6
6
0
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6
5
8
0
.
7
8
5
0
.
7
6
4
I
M
P
0
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8
8
2
0
.
6
1
6
0
.
7
7
8
0
.
7
6
1
0
.
8
9
9
T
ab
le
7
.
Dis
cr
im
in
an
t v
ali
d
ity
(
cr
o
s
s
lo
ad
in
g
s
)
C
o
n
st
r
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c
t
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TT
DL
P
B
C
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M
P
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0
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9
2
5
0
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6
2
5
0
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5
1
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1
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4
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0
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7
0
5
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4
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0
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5
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TT3
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1
7
0
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5
9
9
0
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7
2
9
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1
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3
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8
9
3
0
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5
9
3
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7
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5
0
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ates
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R
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L=
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se
d
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c
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f
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v
a
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m
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d
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=
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5.
DIS
CU
SS
I
O
N
T
h
e
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
ass
ess
th
e
I
MP
o
n
th
e
ec
o
n
o
m
ics
s
u
b
ject
am
o
n
g
UiT
M
Me
lak
a
s
tu
d
en
ts
.
Fo
u
r
o
u
t
o
f
s
ev
e
n
p
r
o
p
o
s
ed
h
y
p
o
th
eses
ar
e
ac
ce
p
ted
,
w
h
ile
an
o
th
er
th
r
ee
ar
e
f
o
u
n
d
to
h
av
e
Evaluation Warning : The document was created with Spire.PDF for Python.