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en
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Gen
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Geo
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ap
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L
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Sk
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rticle
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CC B
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C
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p
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A
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:
R
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Me
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Pro
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Un
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Sam
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Pro
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Dr
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T
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Me
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Ace
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elita.
s
ar
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ac
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id
1.
I
NT
RO
D
UCT
I
O
N
E
n
v
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o
n
m
en
tal
p
r
o
b
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s
ar
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n
eg
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ts
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h
u
m
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ac
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t
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C
o
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itio
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th
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s
k
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s
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t
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s
tu
d
en
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s
t
h
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esp
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g
e
o
g
r
ap
h
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lear
n
in
g
.
Pro
b
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-
s
o
l
v
in
g
in
g
eo
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r
a
p
h
y
lear
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in
g
f
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ctio
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s
to
d
ea
l
with
s
itu
atio
n
s
in
th
e
r
ea
l
wo
r
ld
[
1
]
–
[
3
]
.
Pro
b
lem
-
s
o
lv
in
g
s
k
ills
ar
e
also
a
d
e
m
an
d
in
th
e
I
n
d
o
n
esian
cu
r
r
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lu
m
.
Mo
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,
th
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s
k
ills
ar
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clu
d
ed
in
co
g
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itiv
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asp
ec
ts
in
th
e
d
o
m
ain
o
f
h
ig
h
-
lev
el
th
in
k
in
g
[
4
]
,
[
5
]
.
T
h
e
r
ef
o
r
e
,
g
e
o
g
r
a
p
h
y
lear
n
in
g
t
o
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e
v
elo
p
p
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o
b
lem
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s
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lv
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g
s
k
ills
em
p
h
as
izes th
e
ac
tiv
ity
o
f
f
in
d
in
g
s
o
l
u
tio
n
s
to
ea
ch
p
r
o
b
lem
.
T
h
e
p
r
o
b
lem
s
b
ein
g
s
o
lv
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in
th
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g
r
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p
h
y
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n
g
p
r
o
ce
s
s
ar
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clo
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ely
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elate
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to
t
h
e
p
r
o
b
lem
s
o
f
ev
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y
d
a
y
life
[
6
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–
[
8
]
.
T
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o
b
lem
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ar
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co
n
tex
t
u
al
p
r
o
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elate
d
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p
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b
lem
s
th
at
ex
is
t
in
th
e
en
v
ir
o
n
m
en
t
[
9
]
.
E
n
v
ir
o
n
m
en
tal
asp
ec
ts
also
b
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o
m
e
th
e
m
ain
th
em
e
o
f
2
1
s
t
-
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n
t
u
r
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lea
r
n
in
g
.
T
h
e
m
aster
y
o
f
th
e
s
k
ill
to
s
o
lv
e
en
v
ir
o
n
m
en
tal
p
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lem
s
b
ec
o
m
es
an
im
p
o
r
tan
t
f
ac
t
o
r
s
o
th
at
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ed
s
to
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ap
p
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in
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.
Pro
b
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lv
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r
eq
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ir
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y
s
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atic
lear
n
in
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s
tep
s
.
T
h
ese
s
tep
s
ar
e
d
if
f
er
en
t
f
r
o
m
ju
s
t
a
n
s
wer
in
g
q
u
esti
o
n
s
[
1
0
]
.
T
h
e
s
tep
s
in
p
r
o
b
lem
-
s
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lv
in
g
b
eg
in
with
r
ec
o
g
n
izin
g
th
e
p
r
o
b
le
m
ca
r
ef
u
lly
[
1
1
]
.
Pr
o
b
lem
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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Vo
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14
,
No
.
1
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Feb
r
u
a
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20
25
:
279
-
288
280
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im
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ted
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n
ted
f
o
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tu
d
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ts
.
Pre
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s
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tu
d
ies
s
h
o
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at
p
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lem
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lv
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k
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o
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e
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o
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ies
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ield
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Pro
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lem
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s
o
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k
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ied
a
r
e
in
th
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f
ield
o
f
p
r
o
g
r
am
m
in
g
[
1
2
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,
b
i
o
lo
g
y
[
1
3
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,
p
h
y
s
ics
[
1
4
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,
m
ath
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m
atics
[
1
5
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,
[
1
6
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,
E
n
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lis
h
[
1
7
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–
[
1
9
]
,
a
n
d
ac
co
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n
tin
g
[
2
0
]
.
T
h
er
ef
o
r
e,
th
e
ab
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to
s
o
lv
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en
v
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o
n
m
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o
f
lear
n
in
g
.
T
h
is
s
k
ill
d
ep
en
d
s
o
n
v
ar
io
u
s
f
ac
to
r
s
,
o
n
e
o
f
wh
ic
h
is
lear
n
in
g
s
ty
le.
T
h
r
o
u
g
h
th
e
lear
n
in
g
s
ty
le,
th
e
teac
h
er
ca
n
s
ee
th
e
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
o
f
s
tu
d
en
ts
[
2
1
]
–
[
2
3
]
s
o
th
at
t
h
e
teac
h
er
ca
n
ch
o
o
s
e
th
e
r
ig
h
t
teac
h
in
g
m
eth
o
d
.
T
h
is
s
tu
d
y
u
s
ed
th
e
1
9
9
2
Flem
in
g
lear
n
in
g
s
ty
le
test
in
wh
ich
th
e
test
d
iv
id
ed
th
e
lear
n
in
g
s
ty
les
in
to
f
o
u
r
ca
teg
o
r
ies,
n
am
ely
v
is
u
al,
au
d
ito
r
y
,
r
ea
d
in
g
,
an
d
k
in
esth
etic.
T
h
e
s
elec
tio
n
o
f
th
e
test
i
s
b
ased
o
n
co
n
f
o
r
m
it
y
with
th
e
s
tu
d
en
t
lear
n
in
g
en
v
ir
o
n
m
en
t
[
2
4
]
.
P
r
ev
io
u
s
s
tu
d
ies
th
at
h
av
e
b
e
en
d
o
n
e
aim
e
d
to
id
en
tif
y
d
if
f
er
en
ce
s
in
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
b
ased
o
n
th
e
ed
u
ca
tio
n
al
le
v
el,
g
e
n
d
er
,
a
n
d
ag
e.
Nev
er
th
eless
,
a
s
tu
d
y
with
th
e
th
em
e
o
f
s
o
lv
in
g
e
n
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
i
n
g
eo
g
r
ap
h
y
lea
r
n
in
g
b
y
in
v
o
lv
in
g
lear
n
in
g
s
ty
les,
g
e
n
d
er
,
an
d
lo
ca
tio
n
o
f
u
n
iv
er
s
ity
s
im
u
ltan
eo
u
s
ly
h
as n
o
t
b
ee
n
d
o
n
e
m
u
c
h
.
I
n
m
o
r
e
d
etail,
th
is
s
tu
d
y
an
s
wer
s
th
e
f
o
llo
win
g
r
e
s
ea
r
ch
q
u
esti
o
n
s
:
i)
Ho
w
is
th
e
s
tu
d
en
t'
s
lear
n
in
g
s
ty
le
wh
en
v
iewe
d
f
r
o
m
g
en
d
er
an
d
u
n
iv
er
s
ity
lo
ca
tio
n
?
ii)
Ho
w
is
th
e
ab
ilit
y
to
s
o
lv
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
wh
e
n
v
ie
wed
f
r
o
m
g
en
d
e
r
an
d
u
n
i
v
er
s
ity
lo
ca
tio
n
?
iii)
Do
es
th
e
d
if
f
er
e
n
ce
in
lear
n
i
n
g
s
ty
les
h
av
e
a
s
ig
n
if
ican
t
c
o
r
r
elatio
n
with
en
v
ir
o
n
m
e
n
tal
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill?
iv
)
Do
g
en
d
e
r
d
if
f
e
r
en
ce
s
h
av
e
a
s
ig
n
if
ican
t c
o
r
r
elatio
n
with
en
v
ir
o
n
m
e
n
tal
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill?
v)
Do
u
n
iv
er
s
ity
lo
ca
tio
n
d
i
f
f
er
en
ce
s
h
av
e
a
s
ig
n
if
ican
t
co
r
r
elatio
n
with
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill?
v
i)
Do
lear
n
in
g
s
ty
les,
g
en
d
er
,
an
d
u
n
i
v
er
s
ity
lo
ca
tio
n
d
if
f
er
en
ce
s
h
av
e
a
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ill?
B
ased
o
n
th
e
r
esear
ch
q
u
esti
o
n
,
th
e
m
ain
r
esear
ch
o
b
jectiv
e
is
to
d
eter
m
in
e
th
e
co
r
r
elatio
n
b
etwe
en
lear
n
in
g
s
ty
le,
g
en
d
er
,
an
d
u
n
i
v
er
s
ity
lo
ca
tio
n
an
d
th
e
ab
ilit
y
to
s
o
lv
e
en
v
i
r
o
n
m
e
n
tal
p
r
o
b
le
m
s
.
T
o
a
n
s
wer
th
e
co
r
e
q
u
esti
o
n
,
a
n
o
th
er
r
esear
ch
o
b
jectiv
e
is
to
d
eter
m
in
e
l
ea
r
n
in
g
s
ty
le
ten
d
e
n
cies
in
ter
m
s
o
f
g
en
d
er
an
d
u
n
iv
er
s
ity
lo
ca
tio
n
,
en
v
i
r
o
n
m
en
tal
p
r
o
b
lem
-
s
o
l
v
in
g
ab
ili
ties
in
ter
m
s
o
f
g
en
d
er
an
d
u
n
iv
er
s
ity
lo
ca
tio
n
.
R
esear
ch
er
s
also
wan
t
to
s
ee
th
e
c
o
r
r
elatio
n
b
etwe
en
d
i
f
f
er
en
ce
s
in
lear
n
i
n
g
s
ty
les
an
d
e
n
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies,
th
e
co
r
r
elatio
n
b
etwe
en
g
en
d
er
d
if
f
er
en
ce
s
a
n
d
lea
r
n
in
g
s
ty
les,
as
well
as
th
e
co
r
r
elatio
n
b
etwe
en
u
n
i
v
er
s
ity
lo
ca
tio
n
an
d
en
v
ir
o
n
m
e
n
tal
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
Pra
ctica
l
an
d
th
e
o
r
etica
l
co
n
tr
ib
u
tio
n
s
a
r
e
e
x
p
ec
ted
f
r
o
m
th
is
s
tu
d
y
.
W
e
p
r
esen
t
r
esear
ch
im
p
licatio
n
s
in
th
e
d
is
cu
s
s
io
n
an
d
co
n
clu
s
io
n
s
s
ec
tio
n
o
f
t
h
e
r
esear
ch
r
esu
lts
.
T
h
u
s
,
th
is
r
esear
ch
ca
n
b
e
a
b
asis
f
o
r
d
eter
m
in
in
g
lear
n
i
n
g
d
ir
ec
tio
n
s
an
d
im
p
o
r
tan
t
in
p
u
t
s
o
th
at
g
eo
g
r
ap
h
y
le
ar
n
in
g
ca
n
d
e
v
elo
p
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
is
a
co
r
r
elatio
n
al
s
tu
d
y
.
I
t
aim
s
to
f
in
d
th
e
r
elati
o
n
s
h
ip
b
etwe
en
lear
n
i
n
g
s
ty
les,
g
en
d
er
,
an
d
u
n
iv
er
s
ity
lo
ca
tio
n
to
war
d
s
en
v
ir
o
n
m
e
n
tal
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill.
T
h
is
s
tu
d
y
u
s
ed
q
u
an
titativ
e
d
ata.
T
h
e
u
s
e
o
f
q
u
a
n
titativ
e
d
ata
h
as
s
ev
er
al
ad
v
a
n
tag
es,
n
am
ely
th
at
it
is
s
u
itab
le
f
o
r
s
cien
tifi
c
d
ata
an
aly
s
is
an
d
m
ak
es
it
ea
s
ier
to
d
r
aw
g
en
er
al
co
n
clu
s
io
n
s
[
2
5
]
.
T
h
e
d
ata
was
o
b
tain
ed
f
r
o
m
lea
r
n
in
g
s
t
y
le
q
u
esti
o
n
n
air
es
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ill test
s
.
T
h
is
s
tu
d
y
in
v
o
lv
ed
u
n
i
v
er
s
ity
s
tu
d
en
t
in
I
n
d
o
n
esia.
T
h
e
s
tu
d
y
s
am
p
le
in
v
o
lv
e
d
2
0
6
s
tu
d
en
ts
tak
en
f
r
o
m
th
r
ee
u
n
iv
er
s
ity
.
A
to
tal
o
f
1
1
5
m
en
an
d
9
1
wo
m
e
n
f
r
o
m
th
r
ee
u
n
iv
er
s
ities
we
r
e
in
v
o
lv
ed
in
th
e
r
esear
ch
.
T
h
ese
u
n
iv
er
s
ity
ar
e
tak
en
b
ased
o
n
th
r
ee
d
if
f
er
en
t
lo
ca
tio
n
s
.
Un
iv
er
s
ity
A
is
lo
ca
ted
in
th
e
city
ce
n
ter
,
Un
iv
er
s
ity
B
is
lo
ca
te
d
in
a
d
en
s
ely
p
o
p
u
lated
r
esid
en
tial
ar
ea
,
an
d
Un
iv
er
s
ity
C
is
lo
ca
ted
in
r
u
r
al
ar
ea
s
.
T
h
er
e
wer
e
2
class
e
s
a
t
ea
ch
u
n
iv
er
s
ity
wh
ich
at
th
e
tim
e
th
e
r
esear
ch
was
ca
r
r
ied
o
u
t
wer
e
tak
in
g
E
n
v
ir
o
n
m
en
tal
Geo
g
r
a
p
h
y
co
u
r
s
es.
T
h
e
n
u
m
b
er
o
f
p
ar
ticip
a
n
ts
at
Un
iv
er
s
ity
A
wa
s
6
9
s
tu
d
en
ts
,
Un
iv
er
s
ity
B
was 6
7
s
tu
d
en
ts
,
an
d
U
n
iv
er
s
ity
C
was 7
0
s
tu
d
en
ts
.
T
h
e
co
llected
d
ata
was
in
th
e
f
o
r
m
o
f
q
u
an
titativ
e
d
ata.
T
h
e
q
u
a
n
titativ
e
d
ata
was
in
t
h
e
f
o
r
m
o
f
lear
n
in
g
s
ty
le
test
r
esu
lts
u
s
in
g
lear
n
in
g
s
ty
le
Vis
u
al
Au
d
ito
r
y
R
ea
d
in
g
Kin
estetic
(
VAR
K)
in
s
tr
u
m
en
ts
an
d
th
e
r
esu
lts
o
f
th
e
en
v
ir
o
n
m
en
t
al
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill test
.
T
h
e
VARK q
u
esti
o
n
n
air
e
h
as
b
ee
n
wid
ely
u
s
ed
b
y
r
esear
ch
er
s
wh
o
wan
t
to
k
n
o
w
lear
n
in
g
s
ty
les
[
2
6
]
–
[
2
8
]
.
Mo
r
e
s
p
ec
if
ically
,
th
e
lear
n
in
g
s
ty
le
test
co
n
s
i
s
ts
o
f
s
ix
teen
m
u
ltip
le
ch
o
ice
q
u
esti
o
n
s
.
Usi
n
g
m
u
ltip
le
ch
o
ices
m
ak
es
it
ea
s
ier
f
o
r
p
a
r
ticip
an
t
s
to
b
e
i
n
v
o
lv
e
d
in
r
esear
ch
an
d
f
ac
ilit
ates
d
ata
co
llectio
n
an
d
an
aly
s
is
[
2
9
]
.
Me
an
wh
ile,
th
e
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill
test
co
n
s
i
s
ts
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
C
o
r
r
ela
tio
n
b
etw
ee
n
lea
r
n
in
g
s
tyle,
g
en
d
er,
a
n
d
u
n
ivers
ity
lo
ca
tio
n
to
w
a
r
d
(
R
ima
Meilit
a
S
a
r
i
)
281
o
f
ten
d
escr
ip
tio
n
q
u
esti
o
n
s
t
h
at
ar
e
co
n
n
ec
ted
with
th
e
p
r
o
b
lem
-
s
o
lv
in
g
in
d
icato
r
s
f
r
o
m
R
id
h
wan
et
a
l
.
[
3
]
.
Sev
er
al
m
o
d
if
icatio
n
s
ar
e
r
e
q
u
ir
ed
i
n
th
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
test
in
s
tr
u
m
en
t
to
s
u
it
th
e
in
ten
d
ed
s
u
b
ject.
T
h
e
in
d
icato
r
s
an
d
q
u
esti
o
n
s
ca
n
b
e
s
ee
n
in
T
ab
le
1
.
T
h
e
in
s
tr
u
m
en
t
was
test
ed
o
n
3
0
s
tu
d
en
ts
f
r
o
m
U
n
iv
e
r
s
ities
A,
B
,
an
d
C
wh
o
h
ad
tak
en
en
v
ir
o
n
m
en
tal
g
eo
g
r
ap
h
y
lectu
r
es.
T
h
e
aim
o
f
th
e
tr
ial
is
to
d
eter
m
in
e
th
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t.
T
h
is
aim
s
to
en
s
u
r
e
th
at
th
e
i
n
s
tr
u
m
en
t
is
ap
p
r
o
p
r
iate
f
o
r
ass
ess
in
g
p
ar
ticip
a
n
ts
'
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
Valid
ity
aim
s
to
ass
ess
tr
u
th
,
w
h
ile
r
eliab
ilit
y
aim
s
t
o
ass
ess
th
e
ac
c
u
r
ac
y
an
d
ac
cu
r
ac
y
o
f
m
ea
s
u
r
i
n
g
in
s
tr
u
m
en
ts
[
3
0
]
.
T
h
e
r
esu
lts
s
h
o
w
th
at
1
0
q
u
esti
o
n
s
h
av
e
v
alid
v
a
lu
es
with
a
r
an
g
e
o
f
0
.
5
2
7
-
0
.
7
8
0
.
Fu
r
t
h
er
m
o
r
e,
th
e
in
s
tr
u
m
en
t
d
ev
elo
p
ed
was
r
eliab
le
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
g
r
ea
ter
th
an
th
e
r
tab
le
(
0
.
8
7
6
>0
.
3
6
1
)
.
T
h
is
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ill
test
was
ca
r
r
ied
o
u
t
f
o
r
2
x
5
0
m
in
u
tes.
T
h
e
s
co
r
e
f
o
r
ea
ch
item
was
ad
ju
s
ted
to
th
e
d
if
f
icu
lty
lev
el
o
f
th
e
q
u
esti
o
n
.
I
f
s
tu
d
en
ts
wer
e
ab
le
to
an
s
wer
all
q
u
esti
o
n
s
p
er
f
ec
tly
,
th
en
th
e
v
alu
e
o
b
tain
e
d
b
y
s
tu
d
en
ts
wa
s
1
0
0
.
T
h
e
lear
n
in
g
s
ty
le
test
was
an
aly
ze
d
b
y
g
r
o
u
p
in
g
s
tu
d
en
t
ch
o
ices
b
ased
o
n
th
e
lear
n
in
g
s
ty
le
o
p
tio
n
s
(
v
is
u
al,
au
d
ito
r
y
,
r
ea
d
i
n
g
,
an
d
k
in
esth
etic)
.
T
o
a
n
s
wer
th
e
c
o
r
r
elatio
n
b
etwe
e
n
d
if
f
er
en
ce
s
in
lear
n
i
n
g
s
ty
les,
g
en
d
er
,
a
n
d
u
n
iv
e
r
s
ity
lo
ca
tio
n
,
Sp
ea
r
m
a
n
co
r
r
elatio
n
a
n
aly
s
is
was
u
s
ed
.
W
h
er
ea
s
to
an
s
wer
q
u
esti
o
n
s
ab
o
u
t
th
e
in
f
lu
en
ce
o
f
lear
n
in
g
s
ty
les,
g
en
d
er
,
a
n
d
u
n
iv
e
r
s
ity
lo
ca
tio
n
,
t
h
e
r
esear
ch
er
s
u
s
ed
m
u
ltip
le
r
e
g
r
ess
io
n
an
aly
s
is
.
All
th
ese
d
at
a
an
aly
s
es
wer
e
f
u
lly
ass
is
ted
with
SP
SS
2
5
f
o
r
W
in
d
o
ws s
o
f
twar
e.
T
ab
le
1
.
I
n
d
icato
r
s
an
d
q
u
esti
o
n
s
f
o
r
s
o
lv
i
n
g
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
N
o
.
I
n
d
i
c
a
t
o
r
Q
u
e
st
i
o
n
s
n
u
m
b
e
r
Q
u
e
st
i
o
n
S
c
o
r
e
1.
F
o
r
mu
l
a
t
i
n
g
p
r
o
b
l
e
m
s
1
W
h
a
t
a
r
e
t
h
e
p
r
o
b
l
e
ms t
h
a
t
a
r
e
f
o
u
n
d
i
n
t
h
e
t
e
x
t
?
5
2.
F
o
r
mu
l
a
t
i
n
g
h
y
p
o
t
h
e
si
s
2
3
4
W
h
a
t
a
r
e
t
h
e
f
a
c
t
o
r
s t
h
a
t
c
a
u
se
t
h
e
se
p
r
o
b
l
e
ms?
W
h
a
t
w
i
l
l
h
a
p
p
e
n
i
f
t
h
e
p
r
o
b
l
e
ms a
r
e
n
o
t
a
d
d
r
e
ss
e
d
i
mm
e
d
i
a
t
e
l
y
?
W
h
a
t
i
s
t
h
e
so
l
u
t
i
o
n
t
o
d
e
a
l
i
n
g
w
i
t
h
p
r
o
b
l
e
ms
i
n
t
h
e
t
e
x
t
?
5
5
10
3.
C
o
l
l
e
c
t
i
n
g
d
a
t
a
5
A
r
e
t
h
e
r
e
a
n
y
d
i
f
f
i
c
u
l
t
i
e
s
t
h
a
t
w
i
l
l
b
e
e
n
c
o
u
n
t
e
r
e
d
t
o
d
e
a
l
w
i
t
h
p
r
o
b
l
e
ms?
10
4.
Te
st
i
n
g
t
h
e
h
y
p
o
t
h
e
s
i
s
6
7
8
W
h
a
t
i
s
t
h
e
b
e
st
so
l
u
t
i
o
n
t
o
o
v
e
r
c
o
m
e
t
h
e
se
p
r
o
b
l
e
m
s?
W
h
a
t
a
r
e
t
h
e
a
d
v
a
n
t
a
g
e
s a
n
d
d
i
s
a
d
v
a
n
t
a
g
e
s
o
f
t
h
e
g
i
v
e
n
s
o
l
u
t
i
o
n
?
B
a
se
d
o
n
y
o
u
r
c
h
o
i
c
e
,
h
o
w
i
s
t
h
e
p
r
a
c
t
i
c
a
l
w
a
y
t
o
s
o
l
v
e
t
h
e
se
p
r
o
b
l
e
ms
?
10
10
15
5.
P
r
o
v
i
d
i
n
g
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
r
e
c
o
m
me
n
d
a
t
i
o
n
9
10
I
f
t
h
e
g
i
v
e
n
s
o
l
u
t
i
o
n
e
x
p
e
r
i
e
n
c
e
s
c
o
n
s
t
r
a
i
n
t
s
,
a
r
e
t
h
e
r
e
a
n
y
a
l
t
e
r
n
a
t
i
v
e
so
l
u
t
i
o
n
s
t
o
o
v
e
r
c
o
me
t
h
e
se
p
r
o
b
l
e
ms
?
H
o
w
a
r
e
t
h
e
a
l
t
e
r
n
a
t
i
v
e
so
l
u
t
i
o
n
s
t
o
s
o
l
v
e
t
h
e
p
r
o
b
l
e
ms
?
15
15
M
o
d
i
f
i
c
a
t
i
o
n
f
r
o
m
R
i
d
h
w
a
n
e
t
a
l
.
[
3
]
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
Descript
io
n o
f
t
he
lea
r
nin
g
s
t
y
les v
iewe
d f
ro
m
g
en
der
a
nd
un
iv
er
s
it
y
diff
er
enc
es
T
h
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
is
a
d
escr
ip
tio
n
o
f
lear
n
in
g
s
ty
les
in
ter
m
s
o
f
g
en
d
er
an
d
u
n
iv
er
s
ity
d
if
f
er
en
ce
s
.
I
n
T
ab
le
2
,
it
ex
p
lain
s
th
at
lear
n
in
g
s
ty
les
co
n
s
is
t
o
f
v
is
u
al,
au
d
ito
r
y
,
r
ea
d
in
g
,
an
d
k
in
esth
etic
with
o
u
t lo
o
k
i
n
g
at
d
if
f
er
en
ce
s
in
g
en
d
e
r
an
d
u
n
iv
e
r
s
ity
.
T
h
e
p
er
ce
n
tag
e
n
u
m
b
e
r
s
ar
e
p
r
ese
n
ted
in
T
ab
le
2
.
I
t
ca
n
b
e
s
ee
n
i
n
T
ab
le
2
th
at
th
e
p
er
ce
n
ta
g
e
o
f
th
e
s
tu
d
en
t
lear
n
in
g
s
ty
le.
I
t
ca
n
b
e
s
ee
n
in
g
en
d
er
d
if
f
er
en
ce
a
n
d
u
n
i
v
er
s
ity
lo
ca
tio
n
d
if
f
er
e
n
ce
.
Fo
r
d
etails
o
f
t
h
e
p
er
ce
n
tag
e
o
f
lear
n
in
g
s
ty
les
b
ased
o
n
g
en
d
e
r
is
ca
n
b
e
s
ee
n
in
Fig
u
r
e
1
(
a
)
,
an
d
d
etails
o
f
th
e
p
er
ce
n
ta
g
e
o
f
lear
n
i
n
g
s
ty
les
b
ased
o
n
u
n
iv
er
s
ity
lo
ca
tio
n
is
s
h
o
wn
in
Fig
u
r
e
1
(
b
)
.
T
h
e
r
esear
ch
r
esu
lts
s
h
o
w
th
at
th
er
e
ar
e
s
ev
er
al
d
if
f
er
en
ce
s
in
lear
n
in
g
s
ty
les
f
r
o
m
g
en
d
er
d
if
f
er
en
ce
s
.
Fig
u
r
e
1
s
h
o
ws
th
at
m
en
ar
e
s
u
p
er
io
r
in
v
is
u
al,
au
d
ito
r
y
a
n
d
k
in
esth
e
tic
lear
n
in
g
s
ty
les.
Me
an
wh
ile,
th
e
s
ty
le
o
f
lear
n
i
n
g
to
r
ea
d
is
d
o
m
i
n
ated
b
y
w
o
m
en
.
Un
i
v
er
s
ity
A
h
as
ad
v
a
n
tag
es
in
v
is
u
al
an
d
au
d
ito
r
y
lear
n
in
g
s
ty
les.
T
h
e
n
,
Un
iv
e
r
s
ity
B
is
s
u
p
er
io
r
i
n
k
in
esth
etic
lear
n
in
g
s
ty
le
a
n
d
Un
iv
e
r
s
ity
C
is
s
u
p
er
io
r
in
r
ea
d
in
g
lear
n
in
g
s
ty
le.
T
ab
le
2
.
C
ateg
o
r
ies o
f
s
tu
d
en
t
lear
n
in
g
s
ty
les b
ased
o
n
g
en
d
e
r
an
d
u
n
iv
er
s
ity
d
i
f
f
er
en
ce
s
Le
a
r
n
i
n
g
s
t
y
l
e
P
e
r
c
e
n
t
a
g
e
G
e
n
d
e
r
U
n
i
v
e
r
si
t
y
M
e
n
W
o
me
n
A
B
C
V
i
su
a
l
50
.
49
51
.
30
49
.
45
57
.
14
46
.
38
47
.
76
A
u
d
i
t
o
r
y
11
.
17
11
.
30
10
.
99
12
.
86
10
.
14
10
.
45
R
e
a
d
i
n
g
29
.
13
26
.
09
32
.
97
21
.
43
31
.
88
34
.
33
K
i
n
e
s
t
h
e
t
i
c
9
.
22
11
.
30
6
.
59
8
.
57
11
.
59
7
.
46
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
279
-
288
282
(
a)
(
b
)
Fig
u
r
e
1
.
Stu
d
e
n
t le
ar
n
in
g
s
ty
les b
ased
o
n
(
a)
g
en
d
er
an
d
(
b
)
u
n
iv
er
s
ity
d
if
f
er
en
ce
s
3
.
1
.
2
.
T
he
s
t
a
t
is
t
ica
l
des
cr
ip
t
io
n
o
f
t
he
env
iro
nm
ent
a
l
pro
blem
-
s
o
lv
ing
s
k
ills
in
t
er
m
s
o
f
g
ender
a
nd
un
iv
er
s
it
y
diff
er
ence
s
T
h
is
s
tu
d
y
aim
s
to
a
n
aly
ze
th
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
th
at
s
tu
d
en
ts
h
av
e
o
n
g
eo
g
r
a
p
h
y
s
u
b
ject.
B
ef
o
r
e
th
e
q
u
esti
o
n
was
g
iv
en
,
th
e
s
t
u
d
en
ts
wer
e
f
ir
s
t
ask
ed
t
o
r
ea
d
ar
ticles
ab
o
u
t
en
v
ir
o
n
m
en
tal
d
am
ag
e
d
u
e
to
g
o
ld
m
in
in
g
[
3
1
]
.
T
h
e
test
r
esu
lts
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
s
tati
s
tical
ca
lcu
latio
n
s
.
S
tu
d
en
ts
’
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ill
is
in
th
e
l
o
w
ca
teg
o
r
y
with
an
av
er
a
g
e
s
c
o
r
e
o
f
4
1
.
4
7
.
T
h
e
h
ig
h
est
s
co
r
e
o
f
s
tu
d
en
ts
in
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ill
was
7
5
wh
ile
th
e
lo
west
s
co
r
e
was
2
0
.
I
n
ad
d
itio
n
,
th
e
p
er
ce
n
tag
e
o
f
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill f
o
r
ea
ch
in
d
icato
r
ca
n
b
e
s
ee
n
in
T
ab
le
3
.
T
ab
le
3
.
Descr
ip
tio
n
o
f
th
e
s
tatis
tical
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
in
g
en
d
er
I
n
d
i
c
a
t
o
r
G
e
n
d
e
r
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
S
t
d
.
Er
r
o
r
mea
n
En
v
i
r
o
n
m
e
n
t
a
l
p
r
o
b
l
e
m
-
so
l
v
i
n
g
sk
i
l
l
s
M
e
n
4
0
.
9
6
1
0
.
5
8
0
0
.
9
8
7
W
o
me
n
4
2
.
1
1
1
1
.
3
4
5
1
.
1
8
9
I
t
is
s
ee
n
in
T
ab
le
3
th
at
th
e
a
v
er
ag
e
v
alu
e
o
f
th
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
in
m
en
was
4
0
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9
6
an
d
wo
m
en
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4
2
.
1
1
.
T
h
is
s
h
o
ws
th
at
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m
e
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wer
e
s
u
p
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io
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t
o
m
en
in
th
e
s
k
ill
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s
o
lv
e
en
v
ir
o
n
m
en
tal
p
r
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lem
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o
f
1
.
1
5
.
Fu
r
t
h
er
m
o
r
e,
th
e
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill
b
ased
o
n
u
n
iv
e
r
s
ity
d
if
f
er
en
ce
s
is
ca
n
b
e
s
ee
n
in
T
ab
le
4
.
B
ased
o
n
th
e
tab
le
,
th
e
r
esu
lts
s
h
o
w
th
at
th
er
e
ar
e
d
i
f
f
er
en
ce
s
in
p
r
o
b
lem
s
o
lv
in
g
s
k
ills
.
Un
i
v
er
s
ity
A
h
as
av
er
ag
e
en
v
ir
o
n
m
e
n
tal
p
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lem
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s
o
lv
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g
s
k
ills
s
co
r
e
o
f
4
7
.
2
3
an
d
Un
iv
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r
s
ity
B
3
9
.
7
2
wh
ile
Un
iv
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ity
C
is
3
7
.
2
4
.
I
t
ca
n
b
e
co
n
cl
u
d
ed
th
at
Un
i
v
er
s
ity
A
is
s
u
p
er
io
r
to
Un
iv
er
s
ities
B
an
d
C
in
its
ab
ilit
y
to
s
o
lv
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
.
T
ab
le
4
.
Statis
tical
d
escr
ip
tio
n
o
f
th
e
e
n
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
in
u
n
iv
e
r
s
ity
I
n
d
i
c
a
t
o
r
U
n
i
v
e
r
si
t
y
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
S
t
d
.
Er
r
o
r
mea
n
En
v
i
r
o
n
m
e
n
t
a
l
p
r
o
b
l
e
m
-
so
l
v
i
n
g
sk
i
l
l
s
A
47
.
23
11
.
624
1
.
3
8
9
B
3
9
.
7
2
9
.
4
2
3
1
.
1
3
4
C
37
.
24
8
.
9
7
8
1
.
0
9
7
3
.
1
.
3
.
T
he
co
rr
ela
t
io
n bet
wee
n lea
rning
s
t
y
les a
nd
t
he
en
v
iro
nm
ent
a
l pro
blem
-
s
o
lv
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g
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k
ills
T
h
e
r
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ch
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wer
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th
e
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h
ir
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q
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esti
o
n
,
n
am
ely
th
e
c
o
r
r
elatio
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b
etwe
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lear
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ty
les
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ir
o
n
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en
tal
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lem
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o
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n
g
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k
ills
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h
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a
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aly
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is
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s
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Sp
ea
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m
an
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r
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h
e
c
o
m
p
lete
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o
r
m
atio
n
ca
n
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e
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a
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5
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B
ased
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icien
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0
3
6
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m
ea
n
s
th
e
lev
el
o
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tr
en
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r
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ty
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ill
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o
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k
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r
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m
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ativ
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r
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ir
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in
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s
ty
les an
d
p
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k
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0.0
0
20
.00
40
.00
60
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G
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Ma
n
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0
20
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40
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60
.00
Sc
h
o
o
l A
Sc
h
o
o
l B
Sc
h
o
o
l C
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
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8
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2
2
C
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s
tyle,
g
en
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a
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ca
tio
n
to
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(
R
ima
Meilit
a
S
a
r
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)
283
T
ab
le
5
.
C
o
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r
elatio
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b
etwe
en
l
ea
r
n
in
g
s
ty
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d
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v
i
r
o
n
m
en
tal
p
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ills
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t
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En
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2
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0
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0
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N
2
0
6
3
.
1
.
4
.
Co
rr
ela
t
io
n bet
wee
n
g
ender
a
nd
env
iro
nm
ent
a
l pro
blem
-
s
o
lv
ing
s
k
ills
T
h
e
f
o
u
r
t
h
r
esear
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p
r
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r
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ar
d
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th
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with
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o
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g
en
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n
m
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tal
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b
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s
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Alth
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n
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er
o
n
p
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r
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in
ter
ested
in
ex
p
lo
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An
aly
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is
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s
r
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e
d
etail
in
f
o
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atio
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ca
n
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e
s
ee
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i
n
T
a
b
le
6
.
B
ased
o
n
th
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tab
le,
it
is
k
n
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th
at
th
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co
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icien
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le
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ea
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3
o
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k
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T
h
e
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ir
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tio
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o
f
c
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r
el
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tio
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o
it
ca
n
b
e
in
ter
p
r
eted
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h
at
th
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g
en
d
er
v
a
r
iab
les
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d
p
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th
e
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am
e
d
ir
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tio
n
.
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th
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o
r
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ig
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ican
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les
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th
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lem
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ill
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ar
iab
les th
er
e
was n
o
s
ig
n
i
f
ican
t c
o
r
r
elatio
n
.
T
ab
le
6
.
Gen
d
er
r
elatio
n
s
with
e
n
v
ir
o
n
m
e
n
tal
p
r
o
b
lem
-
so
l
v
in
g
s
k
il
ls
S
t
a
t
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c
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m
e
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h
o
d
I
n
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S
t
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t
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l
m
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V
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p
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a
r
m
a
n
’
s
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o
En
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r
o
n
m
e
n
t
a
l
p
r
o
b
l
e
m
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so
l
v
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l
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s
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4
3
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(
2
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0
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5
4
0
N
2
0
6
3
.
1
.
5
.
T
he
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rr
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t
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n bet
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n uni
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er
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it
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er
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n
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nv
iro
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ent
a
l pro
blem
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ill
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h
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f
if
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r
esear
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lem
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t
th
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r
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o
o
l
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er
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ce
s
an
d
s
o
lv
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g
en
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ir
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n
m
en
tal
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r
o
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lem
s
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n
aly
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e
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r
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s
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g
Sp
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eth
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h
e
f
i
n
d
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g
s
ca
n
b
e
s
ee
n
in
T
ab
le
7
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
s
tatis
tical
co
r
r
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n
b
etwe
en
d
if
f
e
r
en
ce
s
in
u
n
iv
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ity
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tio
n
a
n
d
p
r
o
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lem
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s
o
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in
g
s
k
ill,
it
is
k
n
o
wn
th
at
th
e
v
alu
e
o
f
th
e
co
r
r
elatio
n
co
ef
f
icien
t
was
-
0
.
3
6
9
,
wh
ich
m
ea
n
s
t
h
e
lev
el
o
f
c
o
r
r
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n
b
etwe
e
n
u
n
i
v
er
s
ity
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ar
ia
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les
an
d
p
r
o
b
lem
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s
o
lv
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g
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ilit
ies
was
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er
y
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k
.
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h
e
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r
r
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n
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ef
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icien
t
lev
el
w
as
n
eg
ativ
e
s
o
th
e
c
o
r
r
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n
was
n
o
t
in
th
e
s
am
e
d
ir
ec
tio
n
.
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ig
(
2
tailed
)
was
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r
th
0
.
0
0
0
o
r
less
th
an
0
.
0
5
.
T
h
er
ef
o
r
e,
th
er
e
was
a
co
r
r
elatio
n
b
etwe
en
th
e
u
n
iv
er
s
ity
an
d
th
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
s
o
lv
i
n
g
s
k
ill.
T
ab
le
7
.
C
o
r
r
elatio
n
b
etwe
en
u
n
iv
er
s
ity
d
if
f
er
en
ce
s
an
d
en
v
ir
o
n
m
en
tal
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o
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lem
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i
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k
in
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s
k
ills
to
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lv
e
p
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s
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T
h
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s
tr
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ca
n
b
e
im
p
lem
e
n
ted
in
lear
n
i
n
g
ac
tiv
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th
at
h
av
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th
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u
ltima
te
g
o
al
o
f
s
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lv
in
g
p
r
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b
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s
.
T
h
e
p
r
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b
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s
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lv
in
g
s
k
ill
s
tr
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is
d
esig
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tio
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s
to
p
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[
1
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,
[
2
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.
T
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p
r
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ce
s
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wh
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ar
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r
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t
th
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u
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a
s
er
ies
o
f
lear
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in
g
ac
tiv
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d
th
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in
co
r
p
o
r
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n
o
f
p
r
ev
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u
s
ly
o
wn
ed
ex
p
er
i
en
ce
s
[
3
2
]
–
[
3
4
]
.
T
h
ese
ac
tiv
it
ies
an
d
ex
p
er
ien
ce
s
ar
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a
p
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th
at
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b
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r
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o
r
e
.
T
h
e
r
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lts
s
h
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wed
th
at
th
e
t
r
en
d
o
f
s
tu
d
en
t
lear
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g
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ty
le
s
in
th
e
v
is
u
al
ca
teg
o
r
y
.
T
h
is
r
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lt
is
ca
u
s
ed
b
y
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tu
d
en
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p
r
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e
r
r
in
g
to
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ee
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e
o
b
ject
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f
th
e
im
ag
e
o
r
g
r
ap
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th
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th
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h
er
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h
o
ws
with
v
ar
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s
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lo
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s
an
d
s
h
ap
es
[
3
5
]
.
T
h
e
r
esear
ch
r
esu
lts
also
r
ev
ea
led
t
h
at
th
e
k
in
esth
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g
s
ty
le
h
ad
th
e
l
o
west
r
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lts
.
R
esear
ch
f
in
d
in
g
s
s
h
o
w
th
at
s
tu
d
en
ts
ten
d
to
p
r
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er
watc
h
in
g
v
id
eo
s
.
As
a
r
es
u
lt
o
f
d
ee
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en
in
g
th
e
r
esear
ch
f
in
d
in
g
s
,
s
tu
d
en
ts
p
r
ef
er
to
g
et
in
f
o
r
m
atio
n
f
r
o
m
ce
llp
h
o
n
es
b
y
o
p
en
in
g
s
o
cial
m
ed
ia
s
u
ch
as
T
ik
T
o
k
,
I
n
s
tag
r
am
,
an
d
Yo
u
T
u
b
e
to
s
ea
r
ch
f
o
r
n
ew
in
f
o
r
m
ati
o
n
.
Me
a
n
wh
ile,
ca
r
r
y
in
g
o
u
t
r
ea
l
ac
tio
n
s
s
u
ch
as
clea
n
in
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u
p
r
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b
b
is
h
in
th
e
cla
s
s
r
o
o
m
en
v
i
r
o
n
m
e
n
t
is
less
in
ter
esti
n
g
f
o
r
s
tu
d
en
ts
.
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h
is
is
in
lin
e
with
o
t
h
er
s
tu
d
ies
wh
ich
s
tate
th
at
v
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u
al
lear
n
in
g
s
ty
les
ar
e
m
o
r
e
d
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m
in
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t
th
a
n
o
th
er
lear
n
i
n
g
s
ty
les
[
3
6
]
.
Oth
er
r
esear
ch
ac
tu
ally
s
h
o
ws th
at
a
d
u
lt lea
r
n
in
g
s
ty
les ar
e
n
o
t p
e
r
m
an
en
t
[
3
7
]
.
T
h
e
f
in
d
in
g
s
also
in
d
icate
th
a
t
b
etwe
en
g
en
d
er
an
d
u
n
iv
er
s
i
ty
d
if
f
e
r
en
ce
s
th
er
e
wer
e
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
r
e
g
ar
d
in
g
lear
n
i
n
g
s
ty
les.
Ma
le
s
tu
d
en
ts
ten
d
to
h
av
e
v
is
u
al,
au
d
ito
r
y
an
d
k
in
esth
etic
lear
n
in
g
s
ty
les.
On
ly
,
o
n
th
e
r
esear
c
h
f
i
n
d
in
g
s
,
th
e
te
n
d
en
c
y
o
f
f
em
al
e
s
tu
d
en
ts
to
h
av
e
a
r
ea
d
in
g
s
ty
le
o
f
lear
n
i
n
g
.
T
h
e
r
esu
lts
o
f
in
ter
v
iews
with
s
ev
e
r
al
f
em
ale
s
tu
d
e
n
ts
wh
o
h
ad
a
r
ea
d
in
g
lear
n
in
g
s
ty
le
s
tated
t
h
at
th
ey
wer
e
m
o
r
e
ac
cu
s
to
m
ed
to
r
ea
d
i
n
g
f
ictio
n
al
ess
ay
s
s
u
ch
as
n
o
v
els,
th
u
s
af
f
ec
tin
g
th
eir
lear
n
in
g
s
ty
le
s
.
Me
an
wh
ile,
m
en
p
r
ef
er
watc
h
in
g
v
id
eo
s
,
lis
ten
in
g
to
th
e
n
ews,
an
d
ca
r
r
y
in
g
o
u
t
o
u
td
o
o
r
s
tu
d
ies.
T
h
is
is
s
u
p
p
o
r
ted
b
y
p
r
ev
i
o
u
s
r
esear
ch
[
3
8
]
wh
ich
s
tates
th
at
th
er
e
ar
e
n
o
g
en
d
er
d
i
f
f
er
en
ce
s
an
d
lear
n
in
g
s
ty
les
f
r
o
m
m
ed
ical
s
tu
d
en
ts
in
Sau
d
i
Ar
ab
ia.
L
ik
ewise,
p
r
ev
io
u
s
r
esear
ch
r
esu
lts
[
3
9
]
s
h
o
w
ed
th
at
th
er
e
ar
e
n
o
d
if
f
e
r
en
ce
s
in
lear
n
in
g
s
ty
les
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
e
n
ts
in
I
n
d
o
n
esia.
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
C
o
r
r
ela
tio
n
b
etw
ee
n
lea
r
n
in
g
s
tyle,
g
en
d
er,
a
n
d
u
n
ivers
ity
lo
ca
tio
n
to
w
a
r
d
(
R
ima
Meilit
a
S
a
r
i
)
285
T
h
e
n
e
x
t
co
n
ce
r
n
is
th
e
r
esu
l
t
o
f
th
e
en
v
ir
o
n
m
en
tal
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
in
s
tu
d
en
ts
i
n
th
e
l
o
w
ca
teg
o
r
y
.
Stu
d
e
n
ts
ar
e
ab
le
to
d
escr
ib
e
an
d
f
o
r
m
u
late
p
r
o
b
lem
s
.
Ho
wev
er
,
th
e
ab
ilit
y
to
o
b
tain
in
f
o
r
m
atio
n
,
test
r
esear
ch
h
y
p
o
t
h
eses
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an
d
p
r
o
v
i
d
e
p
r
o
b
lem
s
o
lv
in
g
s
o
l
u
tio
n
s
is
s
till
v
er
y
lo
w.
T
h
is
is
ev
id
en
ce
d
b
y
th
e
s
tu
d
en
ts
'
an
s
wer
s
wh
ich
ar
e
g
en
er
al
an
d
d
o
n
o
t
p
r
o
v
i
d
e
m
an
y
alter
n
ativ
e
p
r
o
b
lem
s
o
lu
tio
n
s
an
d
ar
e
less
ab
le
to
p
r
ac
tically
ex
p
lain
th
e
s
o
lu
tio
n
s
o
f
f
er
ed
.
T
h
is
is
in
lin
e
with
p
r
ev
io
u
s
r
esear
ch
wh
ich
s
tated
th
at
th
e
m
o
r
e
o
f
ten
p
r
o
b
lem
-
s
o
lv
i
n
g
lear
n
in
g
ac
tiv
ities
ar
e
ca
r
r
ied
o
u
t
in
t
h
e
class
r
o
o
m
,
th
e
m
o
r
e
tr
ain
e
d
s
tu
d
en
ts
will
b
e
in
s
o
lv
in
g
p
r
o
b
lem
s
[
4
0
]
,
[
4
1
]
.
G
eo
g
r
ap
h
ical
lear
n
in
g
ac
tiv
ities
th
at
h
a
v
e
b
ee
n
ca
r
r
ied
o
u
t
s
o
f
ar
s
till
d
o
n
o
t
lea
d
s
tu
d
en
ts
to
h
ig
h
er
lev
els
o
f
t
h
in
k
in
g
s
u
c
h
as
s
o
lv
in
g
p
r
o
b
lem
s
.
Fo
r
th
is
r
ea
s
o
n
,
ch
a
n
g
e
s
in
th
e
g
eo
g
r
ap
h
y
lear
n
in
g
p
r
o
ce
s
s
ar
e
n
ee
d
e
d
.
On
th
e
s
k
ill
to
s
o
lv
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
s
ee
n
f
r
o
m
u
n
iv
er
s
ity
d
if
f
e
r
en
ce
s
,
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
f
o
u
n
d
b
etw
ee
n
Un
iv
er
s
ity
A,
B
,
an
d
C
.
T
h
e
h
ig
h
er
ten
d
e
n
cy
f
o
r
s
o
l
v
in
g
e
n
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
was
f
o
u
n
d
in
u
n
i
v
e
r
s
ity
A
lo
ca
ted
in
th
e
city
ce
n
ter
,
u
n
iv
e
r
s
ity
in
d
en
s
ely
p
o
p
u
lated
s
ettlem
en
ts
,
an
d
u
n
iv
er
s
ity
C
in
th
e
c
o
u
n
tr
y
s
id
e.
T
h
is
is
th
o
u
g
h
t
to
b
e
ca
u
s
ed
b
y
th
e
a
v
ailab
ilit
y
o
f
m
o
r
e
co
m
p
lete
lear
n
in
g
f
ac
ilit
ies
in
u
n
iv
er
s
ity
A.
On
t
h
e
o
t
h
er
h
an
d
,
e
n
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
in
th
e
city
ar
e
m
o
r
e
co
m
p
lex
th
an
in
o
th
er
lo
ca
tio
n
s
,
s
o
s
tu
d
en
ts
ar
e
tr
ai
n
ed
to
th
i
n
k
i
n
a
co
m
p
le
x
way
an
d
ar
e
d
ir
ec
t
ly
co
n
f
r
o
n
ted
with
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
co
n
t
ex
tu
ally
,
in
co
n
tr
ast
to
Un
iv
er
s
ity
C
wh
ich
is
o
n
th
e
co
u
n
tr
y
s
id
e
.
Pro
v
id
i
n
g
lear
n
in
g
f
ac
ilit
ies
th
at
ar
e
a
b
le
to
ac
co
m
m
o
d
ate
s
tu
d
en
t
s
in
p
r
o
b
lem
-
s
o
lv
in
g
th
in
k
in
g
.
T
h
e
co
r
r
elatio
n
b
etwe
en
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill an
d
g
e
o
g
r
a
p
h
y
lea
r
n
in
g
lies
in
ac
tiv
ities
d
u
r
in
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
[
2
]
.
T
h
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
b
ased
o
n
g
en
d
e
r
in
th
is
s
tu
d
y
was
s
u
p
er
io
r
to
wo
m
en
1
.
1
5
%
o
f
m
e
n
.
T
h
is
is
in
lin
e
with
p
r
e
v
io
u
s
r
esear
c
h
wh
ic
h
s
tates
th
at
wo
m
en
ar
e
b
etter
ab
le
to
d
o
v
a
r
io
u
s
k
in
d
s
o
f
wo
r
k
at
o
n
e
tim
e
s
o
t
h
at
wo
m
en
ca
n
th
in
k
o
f
an
s
w
er
s
to
p
r
o
b
lem
-
s
o
lv
in
g
wh
en
co
llectin
g
f
ac
ts
an
d
d
ata
[
4
2
]
.
W
h
er
ea
s
m
en
in
s
o
l
v
in
g
p
r
o
b
lem
s
,
th
ey
m
u
s
t
f
o
cu
s
o
n
ea
ch
s
tep
in
d
iv
id
u
ally
[
4
3
]
–
[
4
5
]
.
Ho
wev
er
,
o
th
er
s
tu
d
ies
also
c
o
n
tr
a
d
ict
th
e
o
p
in
io
n
s
o
f
th
is
s
tu
d
y
an
d
p
r
ev
io
u
s
s
tu
d
ies
th
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
.
Acc
o
r
d
in
g
to
th
e
s
tu
d
y
,
m
e
n
wer
e
s
u
p
er
io
r
in
p
r
o
b
lem
-
s
o
lv
in
g
esp
ec
ially
in
th
e
f
ield
o
f
m
ath
em
atics
an
d
an
aly
s
is
o
f
s
p
atial
p
atter
n
s
[
4
6
]
.
An
o
th
er
r
esear
ch
f
in
d
i
n
g
is
th
at
th
er
e
is
n
o
co
r
r
elatio
n
b
etwe
en
lear
n
in
g
s
ty
les
an
d
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
R
esear
ch
f
in
d
i
n
g
s
s
h
o
w
th
at
d
i
f
f
er
en
ce
s
in
lear
n
in
g
s
ty
les
s
h
o
w
n
o
s
ig
n
if
ica
n
t
in
f
lu
en
ce
.
Stu
d
e
n
ts
with
d
if
f
er
en
t
lear
n
in
g
s
ty
les
s
till
s
h
o
w
lo
w
en
v
ir
o
n
m
e
n
tal
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
On
th
e
o
th
er
h
an
d
,
wo
m
en
'
s
en
v
ir
o
n
m
e
n
tal
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
ar
e
s
u
p
er
io
r
to
m
en
.
Ho
wev
er
,
th
e
co
r
r
elatio
n
v
al
u
e
is
v
er
y
lo
w
(
0
.
0
4
3
)
s
o
it
ca
n
b
e
co
n
clu
d
ed
th
at
th
er
e
is
n
o
co
r
r
elatio
n
b
etwe
en
g
e
n
d
er
d
if
f
er
en
ce
s
an
d
e
n
v
ir
o
n
m
en
tal
p
r
o
b
lem
-
s
o
l
v
in
g
ab
ilit
ies.
T
h
e
s
am
e
th
in
g
was
also
f
o
u
n
d
i
n
d
if
f
er
e
n
ce
s
in
th
e
g
eo
g
r
a
p
h
ical
lo
ca
tio
n
o
f
u
n
iv
er
s
ities
.
E
v
en
th
o
u
g
h
Un
iv
er
s
ity
A
h
as
ad
v
an
tag
es
o
v
er
U
n
iv
er
s
ities
B
an
d
C
,
th
er
e
is
n
o
g
e
n
er
al
co
r
r
elatio
n
f
o
u
n
d
in
en
v
ir
o
n
m
en
tal
p
r
o
b
le
m
-
s
o
lv
in
g
a
b
ilit
ies.
Pre
v
io
u
s
s
tu
d
ies
s
h
o
w
ed
th
a
t
an
e
f
f
o
r
t
is
n
ee
d
ed
t
o
im
p
r
o
v
e
th
e
s
k
ill
to
s
o
lv
e
en
v
ir
o
n
m
en
tal
p
r
o
b
lem
s
.
T
h
ese
ef
f
o
r
ts
ca
n
b
e
in
th
e
f
o
r
m
o
f
p
r
o
v
id
in
g
lea
r
n
in
g
f
ac
ilit
ies
[
4
7
]
,
im
p
lem
e
n
tatio
n
o
f
lear
n
in
g
m
o
d
els
[
4
8
]
–
[
5
0
]
,
lear
n
in
g
m
ed
ia
[
5
1
]
,
a
n
d
d
ev
elo
p
i
n
g
p
r
o
b
lem
-
s
o
lv
in
g
lear
n
in
g
ev
alu
at
io
n
to
o
ls
[
5
2
]
.
T
h
e
teac
h
er
is
also
ex
p
ec
ted
to
b
e
ab
le
to
m
o
tiv
ate
s
tu
d
e
n
ts
to
d
o
p
r
o
b
lem
-
s
o
lv
i
n
g
an
d
also
co
n
tin
u
e
to
im
p
r
o
v
e
th
eir
co
m
p
eten
c
e
[
4
7
]
.
B
ased
o
n
r
esear
ch
f
in
d
in
g
s
,
it
is
k
n
o
wn
th
at
in
d
iv
id
u
al
lear
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Un
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ate
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till
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e,
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r
ac
tical
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ad
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b
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all
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ir
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ates.
4.
CO
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O
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B
ased
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p
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id
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ev
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r
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Fu
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Evaluation Warning : The document was created with Spire.PDF for Python.
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Feb
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20
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279
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p
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b
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RE
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[
1
]
P
.
B
o
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p
o
,
“
C
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[
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J.
A
.
F
.
A
l
A
ssaf,
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T
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[
3
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R
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n
,
S
u
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r
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,
I
.
N
.
R
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M
.
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M
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4
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M
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s,
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I
b
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.
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w
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R
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mar
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.
[
6
]
F
.
D
.
F
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,
E
.
S
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,
a
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.
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7
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7
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3
2
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D
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[
3
3
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[
3
4
]
C
.
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[
3
5
]
D
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T
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B
.
C
.
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e
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[
3
6
]
A
.
Y
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W
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A
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R
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M
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T
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Pe
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[3
7
]
S
.
A
mp
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“
Ex
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[3
8
]
A
.
B
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,
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x
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Me
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.
[3
9
]
H
.
D
.
N
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H
.
S
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rn
a
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[
40
]
N
.
H
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-
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.
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.
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s
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,
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p
p
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:
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.
[
41
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T.
I
.
S
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b
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l
a
,
A
.
K
.
P
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o
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m
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2
4
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5
7
.
[
4
2
]
C
.
M
.
K
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G
.
F
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[
4
3
]
Y
.
H
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d
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y
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t
i
,
I
.
R
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d
i
,
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d
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Ph
y
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c
s:
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.
[
4
4
]
Y
.
Y
u
su
f
,
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G
e
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i
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p
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b
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:
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p
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