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p
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m
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d
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c
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ti
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p
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o
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te
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t
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re
a
sin
g
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li
a
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c
e
o
n
d
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g
it
a
l
p
latf
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rm
s.
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th
sig
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a
n
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d
d
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ra
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se
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ims
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e
ffe
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ti
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g
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l
p
latfo
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s
in
su
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p
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g
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h
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g
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ra
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ti
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e
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ro
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ly
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l
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wh
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p
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d
a
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m
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d
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l
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e
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n
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g
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l
p
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sa
g
e
a
n
d
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p
e
rfo
r
m
a
n
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e
,
with
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o
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n
g
e
r
a
n
d
fe
m
a
le
tea
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e
rs
d
e
m
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n
stra
ti
n
g
h
i
g
h
e
r
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o
re
s.
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b
a
n
tea
c
h
e
rs
a
lso
o
u
t
p
e
rfo
rm
e
d
th
e
ir
ru
ra
l
c
o
u
n
ter
p
a
rts,
h
ig
h
li
g
h
ti
n
g
re
g
io
n
a
l
d
isp
a
ri
ti
e
s
i
n
d
ig
it
a
l
a
c
c
e
ss
.
Th
e
st
u
d
y
c
o
n
c
lu
d
e
s
th
a
t
i
n
teg
ra
ti
n
g
d
ig
it
a
l
p
latfo
rm
s
in
to
tea
c
h
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n
g
p
ra
c
ti
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e
s
c
a
n
e
n
h
a
n
c
e
P
CK
p
e
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a
n
c
e
,
b
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t
th
e
re
is
a
n
e
e
d
fo
r
targ
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ted
p
r
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fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
a
n
d
in
v
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stm
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n
t
i
n
d
ig
it
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l
i
n
fra
stru
c
t
u
re
,
p
a
rti
c
u
larly
in
u
n
d
e
rse
rv
e
d
a
re
a
s.
Ad
d
re
ss
in
g
th
e
se
d
isp
a
rit
ies
is
c
r
u
c
ial
t
o
e
n
s
u
ri
n
g
th
a
t
a
ll
tea
c
h
e
rs
c
a
n
b
e
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e
fit
fr
o
m
d
ig
it
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l
a
d
v
a
n
c
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m
e
n
ts,
u
lt
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tely
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m
p
ro
v
i
n
g
e
d
u
c
a
ti
o
n
a
l
o
u
tco
m
e
s
.
K
ey
w
o
r
d
s
:
Dig
ital d
iv
id
e
Dig
ital p
latf
o
r
m
s
Ped
ag
o
g
ical
co
n
ten
t k
n
o
wled
g
e
Per
u
Prim
ar
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ed
u
ca
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T
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s
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a
rticle
u
n
d
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r th
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CC B
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SA
li
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se
.
C
o
r
r
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s
p
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A
uth
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:
L
ilian
a
Asu
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cio
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Su
m
ar
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a
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s
tin
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Dep
ar
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im
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u
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p
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1.
I
NT
RO
D
UCT
I
O
N
T
h
e
in
teg
r
atio
n
o
f
d
ig
ital
p
latf
o
r
m
s
in
to
th
e
ed
u
ca
tio
n
s
ec
to
r
h
as
s
p
ar
k
ed
a
tr
an
s
f
o
r
m
ati
v
e
s
h
if
t
in
teac
h
in
g
a
n
d
lear
n
in
g
p
r
ac
tice
s
ac
r
o
s
s
th
e
g
lo
b
e.
As
tech
n
o
l
o
g
y
co
n
tin
u
es
to
ev
o
l
v
e,
e
d
u
c
atio
n
al
in
s
titu
tio
n
s
ar
e
in
cr
ea
s
in
g
ly
ad
o
p
tin
g
d
ig
ital
to
o
ls
to
f
ac
ili
tate
co
n
ten
t
d
eliv
er
y
,
en
h
a
n
ce
p
ed
ag
o
g
i
ca
l
s
tr
ateg
ies,
an
d
u
ltima
tely
im
p
r
o
v
e
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
ese
p
latf
o
r
m
s
,
wh
ich
in
clu
d
e
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
s
(
L
MS)
,
v
ir
tu
al
class
r
o
o
m
s
,
a
n
d
in
ter
ac
tiv
e
co
n
ten
t
cr
ea
tio
n
to
o
ls
,
o
f
f
e
r
teac
h
er
s
an
d
s
t
u
d
en
ts
n
ew
way
s
to
en
g
ag
e
with
lear
n
in
g
m
ater
ial
s
an
d
co
llab
o
r
ate
in
r
ea
l
-
tim
e.
I
n
r
ec
en
t
y
ea
r
s
,
th
er
e
h
as
b
ee
n
g
r
o
win
g
in
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in
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n
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r
s
tan
d
in
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h
o
w
th
ese
d
ig
ital
p
latf
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m
s
im
p
ac
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p
ed
a
g
o
g
ical
co
n
ten
t
k
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o
wled
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(
PC
K)
an
d
teac
h
in
g
ef
f
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tiv
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,
esp
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in
r
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io
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wh
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ca
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h
av
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p
r
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o
m
in
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f
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ad
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[
1
]
,
[
2
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.
T
h
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PC
K,
a
co
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ce
p
t
f
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in
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Sh
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a
n
[
3
]
,
r
ep
r
esen
ts
th
e
b
len
d
in
g
o
f
s
u
b
ject
m
atter
ex
p
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tis
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with
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f
ec
tiv
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teac
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g
s
tr
ateg
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I
t
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ca
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to
p
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
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Ho
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la
tfo
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ms imp
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:
co
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Yu
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2967
ac
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s
s
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le
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d
u
n
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tan
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ab
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e
to
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b
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k
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[
4
]
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[
5
]
.
Desp
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its
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tan
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e,
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e
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h
ip
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latf
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m
s
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em
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n
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er
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p
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in
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o
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Per
u
,
wh
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elied
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s
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u
ctio
n
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e
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ec
en
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in
tr
o
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u
ctio
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o
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latf
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as
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p
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ities
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h
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p
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a
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s
.
T
h
is
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h
if
t
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ac
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ler
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y
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e
C
OVI
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-
1
9
p
an
d
e
m
ic,
wh
ich
f
o
r
ce
d
s
ch
o
o
ls
to
tr
an
s
itio
n
to
r
em
o
te
lear
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in
g
alm
o
s
t
o
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ig
h
t
[
6
]
,
[
7
]
.
T
h
e
a
d
o
p
ti
o
n
o
f
d
ig
ital
to
o
ls
d
u
r
i
n
g
th
is
p
er
io
d
h
as
r
aised
im
p
o
r
ta
n
t
q
u
esti
o
n
s
ab
o
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t
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eir
ef
f
ec
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en
ess
in
s
u
p
p
o
r
tin
g
t
ea
ch
er
s
’
PC
K
[
8
]
.
Sp
ec
if
ica
lly
,
h
o
w
d
o
d
ig
ital
p
latf
o
r
m
s
in
f
lu
en
ce
PC
K
p
er
f
o
r
m
an
ce
am
o
n
g
p
r
im
ar
y
ed
u
ca
tio
n
teac
h
er
s
?
W
h
at
r
o
le
d
o
v
ar
ia
b
les
s
u
ch
as
g
en
d
er
,
ag
e
,
teac
h
in
g
ex
p
er
ien
ce
,
a
n
d
co
g
n
itiv
e
s
k
ills
p
lay
in
th
is
p
r
o
ce
s
s
?
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
will
co
n
tr
i
b
u
te
to
th
e
g
r
o
win
g
b
o
d
y
o
f
liter
atu
r
e
o
n
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
in
teg
r
atio
n
,
o
f
f
er
in
g
in
s
ig
h
ts
th
at
ca
n
in
f
o
r
m
f
u
tu
r
e
p
o
lic
y
d
ec
is
io
n
s
an
d
teac
h
er
tr
ain
in
g
p
r
o
g
r
a
m
s
.
T
h
e
r
ap
i
d
in
teg
r
at
io
n
o
f
d
i
g
ital
p
latf
o
r
m
s
in
to
e
d
u
ca
tio
n
al
s
ettin
g
s
h
as
n
o
t
o
n
ly
tr
a
n
s
f
o
r
m
e
d
th
e
way
co
n
ten
t
is
d
eliv
er
ed
b
u
t
a
ls
o
r
ed
ef
in
ed
th
e
r
o
le
o
f
teac
h
er
s
in
th
e
class
r
o
o
m
[
9
]
.
E
d
u
ca
to
r
s
ar
e
n
o
w
e
x
p
ec
ted
to
n
av
i
g
ate
a
co
m
p
lex
d
i
g
ital
lan
d
s
ca
p
e,
s
elec
tin
g
an
d
u
s
in
g
ap
p
r
o
p
r
iate
to
o
ls
to
m
ee
t
th
e
d
iv
er
s
e
n
ee
d
s
o
f
th
eir
s
tu
d
en
ts
[
8
]
.
Ho
wev
er
,
th
e
ex
ten
t
to
wh
ich
th
ese
p
latf
o
r
m
s
en
h
an
ce
teac
h
in
g
ef
f
e
ctiv
en
ess
,
p
ar
ticu
lar
ly
in
r
elatio
n
to
PC
K,
r
em
a
in
s
an
o
p
e
n
q
u
esti
o
n
.
T
h
is
s
tu
d
y
aim
s
to
b
r
id
g
e
th
is
g
ap
b
y
i
n
v
esti
g
atin
g
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
d
ig
ital
p
latf
o
r
m
u
s
ag
e
an
d
r
ep
r
esen
ted
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
R
-
PC
K)
,
wh
ile
also
co
n
s
id
er
in
g
t
h
e
in
f
lu
e
n
ce
o
f
d
em
o
g
r
ap
h
ic
an
d
c
o
g
n
itiv
e
v
ar
iab
les.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
e
r
o
le
o
f
d
ig
ital
p
latf
o
r
m
s
in
ed
u
ca
tio
n
h
as
b
ee
n
th
e
s
u
b
ject
o
f
ex
ten
s
iv
e
r
esear
ch
o
v
e
r
th
e
p
ast
d
ec
ad
e,
with
n
u
m
e
r
o
u
s
s
tu
d
ie
s
ex
p
lo
r
in
g
th
eir
im
p
ac
t
o
n
te
ac
h
in
g
an
d
lear
n
in
g
o
u
tco
m
es
.
Dig
ital
p
latf
o
r
m
s
o
f
f
er
a
wid
e
r
an
g
e
o
f
f
u
n
ctio
n
alities
,
f
r
o
m
f
ac
ilit
atin
g
co
n
te
n
t
d
eliv
er
y
t
o
en
ab
lin
g
r
ea
l
-
ti
m
e
co
m
m
u
n
icatio
n
an
d
c
o
llab
o
r
atio
n
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
er
s
[
1
]
.
R
esear
ch
h
as
s
h
o
wn
th
at
PC
K
is
a
k
ey
d
eter
m
in
an
t
o
f
teac
h
in
g
ef
f
ec
tiv
e
n
ess
,
in
f
lu
e
n
cin
g
b
o
th
s
tu
d
en
t
lea
r
n
in
g
o
u
tco
m
es
an
d
teac
h
er
p
e
r
f
o
r
m
an
ce
[
1
0
]
.
Ho
wev
e
r
,
th
e
in
teg
r
atio
n
o
f
d
i
g
ital
p
latf
o
r
m
s
in
to
teac
h
in
g
p
r
ac
tices
h
as
in
tr
o
d
u
ce
d
n
ew
ch
allen
g
e
s
an
d
o
p
p
o
r
tu
n
ities
f
o
r
ed
u
ca
to
r
s
,
p
r
o
m
p
tin
g
s
ch
o
lar
s
to
in
v
esti
g
ate
h
o
w
th
ese
to
o
ls
im
p
ac
t
PC
K.
On
e
o
f
th
e
m
o
s
t
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
s
to
th
is
f
ield
is
th
e
tech
n
o
lo
g
ical
p
ed
a
g
o
g
ical
c
o
n
ten
t
k
n
o
wled
g
e
(
T
PC
K)
f
r
am
ewo
r
k
,
d
e
v
elo
p
ed
b
y
Ko
eh
ler
an
d
Mish
r
a
[
9
]
.
T
h
is
m
o
d
el
ex
ten
d
s
th
e
o
r
ig
in
al
PC
K
f
r
am
ewo
r
k
b
y
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
as
a
cr
itical
co
m
p
o
n
en
t
o
f
e
f
f
ec
tiv
e
teac
h
in
g
.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
ap
p
lie
d
th
e
T
PC
K
f
r
am
ewo
r
k
to
in
v
esti
g
ate
h
o
w
d
ig
ital
to
o
ls
i
n
f
lu
en
ce
teac
h
in
g
ef
f
ec
tiv
e
n
ess
in
v
ar
io
u
s
ed
u
ca
tio
n
al
co
n
te
x
ts
.
Fo
r
ex
a
m
p
le,
a
s
tu
d
y
b
y
Par
k
an
d
Oliv
er
[
7
]
ex
am
in
ed
th
e
im
p
ac
t
o
f
d
i
g
ital
p
latf
o
r
m
s
o
n
s
cien
ce
teac
h
er
s
'
P
C
K,
f
in
d
in
g
th
at
th
e
u
s
e
o
f
in
ter
ac
tiv
e
s
im
u
latio
n
s
an
d
o
n
lin
e
r
eso
u
r
ce
s
en
h
an
ce
d
teac
h
e
r
s
'
ab
ilit
y
to
ex
p
lain
co
m
p
lex
s
cien
tific
co
n
ce
p
ts
.
Similar
ly
,
B
o
elen
s
et
a
l
.
[
1
1
]
ex
p
lo
r
ed
h
o
w
d
ig
ital
to
o
ls
s
u
p
p
o
r
ted
d
if
f
e
r
en
tiated
in
s
tr
u
ctio
n
in
d
i
v
er
s
e
class
r
o
o
m
s
,
co
n
clu
d
in
g
th
at
p
latf
o
r
m
s
s
u
ch
as
L
M
S
an
d
co
n
ten
t
cr
ea
tio
n
to
o
ls
allo
wed
teac
h
er
s
to
tailo
r
th
eir
in
s
tr
u
ct
io
n
al
s
tr
ateg
ies
to
m
ee
t
th
e
n
e
ed
s
o
f
in
d
iv
id
u
al
s
tu
d
en
ts
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
d
ig
ital
p
latf
o
r
m
s
h
av
e
th
e
p
o
ten
tial
to
s
ig
n
if
ican
tly
en
h
an
ce
PC
K,
p
ar
ticu
lar
l
y
wh
e
n
u
s
ed
s
tr
ateg
ically
to
s
u
p
p
o
r
t sp
ec
if
ic
p
ed
ag
o
g
ical
g
o
als.
Desp
ite
th
ese
p
o
s
itiv
e
o
u
tco
m
es,
r
esear
ch
also
h
ig
h
lig
h
ts
s
ev
er
al
ch
allen
g
es
ass
o
ciate
d
with
th
e
in
teg
r
atio
n
o
f
d
ig
ital
p
latf
o
r
m
s
in
to
teac
h
in
g
p
r
ac
tices.
O
n
e
o
f
th
e
p
r
im
ar
y
co
n
ce
r
n
s
i
s
th
e
d
i
g
ital
d
iv
id
e
,
wh
ich
r
ef
er
s
t
o
th
e
u
n
e
q
u
al
ac
ce
s
s
to
tech
n
o
lo
g
y
a
n
d
d
ig
ital
r
eso
u
r
ce
s
am
o
n
g
s
tu
d
e
n
ts
an
d
teac
h
er
s
[
1
2
]
.
Ad
d
itio
n
ally
,
teac
h
er
s
'
f
am
iliar
ity
with
d
ig
ital
to
o
ls
an
d
th
ei
r
ab
ilit
y
to
u
s
e
th
em
ef
f
ec
tiv
el
y
ca
n
v
ar
y
wid
ely
,
f
u
r
th
er
co
m
p
licatin
g
th
e
in
teg
r
atio
n
p
r
o
ce
s
s
.
An
o
th
er
ar
ea
o
f
co
n
ce
r
n
is
th
e
p
o
ten
tial
f
o
r
d
ig
ital
p
latf
o
r
m
s
to
r
ein
f
o
r
ce
tr
a
d
itio
n
al,
lectu
r
e
-
b
ased
teac
h
in
g
m
eth
o
d
s
r
ath
er
th
an
p
r
o
m
o
tin
g
ac
tiv
e,
s
tu
d
e
n
t
-
ce
n
ter
ed
lear
n
in
g
[
1
3
]
.
W
h
ile
d
ig
ital
to
o
ls
o
f
f
er
o
p
p
o
r
tu
n
ities
f
o
r
in
ter
ac
tiv
e
an
d
co
llab
o
r
ativ
e
lear
n
in
g
,
r
e
s
ea
r
ch
s
u
g
g
ests
th
at
m
an
y
teac
h
er
s
co
n
tin
u
e
to
u
s
e
th
ese
p
latf
o
r
m
s
p
r
im
ar
il
y
f
o
r
c
o
n
ten
t
d
eliv
er
y
,
r
ep
l
icatin
g
tr
ad
itio
n
al
in
s
tr
u
ctio
n
al
p
r
ac
tices
in
a
d
ig
ital
f
o
r
m
at
[
1
4
]
.
T
h
is
u
n
d
e
r
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
p
r
o
f
es
s
io
n
al
d
ev
elo
p
m
e
n
t
an
d
tr
ain
in
g
p
r
o
g
r
a
m
s
th
at
eq
u
ip
teac
h
er
s
with
th
e
s
k
ills
an
d
k
n
o
wled
g
e
n
ee
d
ed
to
le
v
er
ag
e
d
ig
ital
to
o
ls
ef
f
ec
tiv
ely
in
th
eir
p
ed
ag
o
g
i
ca
l
p
r
ac
tices
[
1
5
]
.
T
h
e
e
x
is
tin
g
liter
atu
r
e
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
p
o
ten
tial
o
f
d
ig
ital
p
latf
o
r
m
s
t
o
en
h
an
c
e
PC
K
an
d
teac
h
in
g
ef
f
ec
tiv
en
ess
.
Ho
wev
er
,
it
also
h
ig
h
lig
h
ts
s
ev
er
al
ch
allen
g
es
th
at
m
u
s
t
b
e
a
d
d
r
e
s
s
ed
to
m
ax
im
ize
t
h
e
b
e
n
ef
its
o
f
t
h
ese
to
o
ls
.
T
h
is
s
tu
d
y
b
u
i
ld
s
o
n
th
e
ex
is
tin
g
b
o
d
y
o
f
r
esear
ch
b
y
e
x
am
in
in
g
th
e
im
p
ac
t
o
f
d
ig
ital
p
latf
o
r
m
s
o
n
R
-
PC
K
in
th
e
co
n
tex
t
o
f
p
r
im
ar
y
ed
u
ca
tio
n
in
Per
u
,
with
a
f
o
cu
s
o
n
u
n
d
er
s
tan
d
in
g
h
o
w
v
ar
iab
les
s
u
ch
as
g
en
d
er
,
ag
e,
teac
h
in
g
ex
p
er
i
en
ce
,
an
d
co
g
n
itiv
e
s
k
ills
in
f
lu
en
ce
th
is
r
elatio
n
s
h
ip
.
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
.
4
,
Au
g
u
s
t
2025
:
2
9
6
6
-
2
9
7
8
2968
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
an
ti
tativ
e,
cr
o
s
s
-
s
ec
tio
n
al
r
esear
ch
d
esig
n
to
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
d
ig
ital
p
latf
o
r
m
s
in
en
h
a
n
cin
g
PC
K
an
d
its
p
er
f
o
r
m
an
ce
(
R
-
PC
K)
am
o
n
g
p
r
im
ar
y
e
d
u
ca
ti
o
n
teac
h
er
s
in
Per
u
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
f
r
o
m
Ap
r
il
to
Sep
tem
b
er
2
0
2
3
,
f
o
cu
s
in
g
o
n
an
aly
zi
n
g
th
e
in
t
eg
r
atio
n
o
f
d
ig
ital
p
latf
o
r
m
s
in
teac
h
i
n
g
p
r
ac
tice
s
ac
r
o
s
s
2
4
ed
u
ca
tio
n
al
r
eg
i
o
n
s
in
Per
u
.
C
r
o
s
s
-
s
ec
tio
n
al
r
esear
ch
is
p
ar
ticu
lar
ly
well
-
s
u
ited
f
o
r
ca
p
tu
r
in
g
a
s
n
ap
s
h
o
t
o
f
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les
at
a
s
p
ec
if
ic
p
o
in
t
in
tim
e,
m
ak
in
g
it
an
id
ea
l
ap
p
r
o
ac
h
f
o
r
i
n
v
esti
g
atin
g
th
e
im
p
ac
t
o
f
d
i
g
ital
p
latf
o
r
m
s
o
n
teac
h
in
g
ef
f
e
ctiv
en
ess
.
Sam
p
le
Po
p
u
latio
n
T
h
e
s
am
p
le
f
o
r
th
i
s
s
tu
d
y
was
d
er
iv
e
d
f
r
o
m
th
e
2
0
2
2
n
atio
n
al
u
n
i
q
u
e
test
(
PU
N
)
d
ataset,
p
r
o
v
id
ed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
o
f
Per
u
(
Min
ed
u
)
.
T
h
e
to
tal
s
am
p
le
co
n
s
is
ted
o
f
9
4
,
6
6
5
p
r
im
ar
y
ed
u
ca
tio
n
teac
h
er
s
wh
o
p
ar
ticip
ated
in
th
e
PUN.
T
h
ese
teac
h
e
r
s
w
er
e
s
elec
ted
f
r
o
m
2
4
d
if
f
er
e
n
t
r
eg
i
o
n
s
o
f
Per
u
,
en
s
u
r
in
g
t
h
at
th
e
s
am
p
le
was
r
ep
r
esen
tativ
e
o
f
t
h
e
n
atio
n
al
p
o
p
u
latio
n
o
f
p
r
im
ar
y
s
ch
o
o
l
ed
u
ca
to
r
s
.
T
h
e
d
em
o
g
r
a
p
h
ic
c
o
m
p
o
s
itio
n
o
f
th
e
s
am
p
le
is
o
u
tlin
e
d
in
T
ab
l
e
1
,
wh
ic
h
p
r
o
v
id
es
a
d
etailed
b
r
ea
k
d
o
wn
o
f
k
ey
d
em
o
g
r
a
p
h
ic
v
a
r
iab
les,
in
clu
d
in
g
g
e
n
d
er
,
a
g
e,
an
d
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
.
T
h
e
s
am
p
l
e
in
clu
d
ed
6
3
,
7
9
2
f
em
ale
teac
h
er
s
(
6
7
.
4
%)
an
d
3
0
,
8
7
3
m
ale
teac
h
e
r
s
(
3
2
.
6
%).
T
h
e
av
er
a
g
e
ag
e
o
f
th
e
p
ar
ticip
an
ts
was
4
2
y
ea
r
s
(
SD
=
7
.
7
4
)
.
I
n
ter
m
s
o
f
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
3
2
.
2
%
o
f
teac
h
er
s
wer
e
u
n
iv
er
s
ity
g
r
ad
u
ates,
6
5
.
4
%
g
r
ad
u
ated
f
r
o
m
p
ed
ag
o
g
ical
in
s
titu
tes,
an
d
2
.
5
%
h
ad
b
o
t
h
ty
p
es
o
f
q
u
alif
icatio
n
s
.
T
e
ac
h
er
s
wer
e
f
u
r
th
er
ca
teg
o
r
ized
b
ased
o
n
th
eir
te
ac
h
in
g
ex
p
er
ien
ce
in
th
e
p
u
b
l
ic
an
d
p
r
iv
ate
s
ec
to
r
s
.
E
x
p
er
i
en
ce
lev
els
r
an
g
ed
f
r
o
m
n
o
ex
p
er
ien
ce
to
o
v
e
r
1
0
y
ea
r
s
,
as d
etailed
in
T
a
b
le
2
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
th
e
s
am
p
le
V
a
r
i
a
b
l
e
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
y
(
n
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
F
e
mal
e
6
3
,
7
9
2
6
7
.
4
M
a
l
e
3
0
,
8
7
3
3
2
.
6
A
g
e
M
e
a
n
4
2
.
0
0
y
e
a
r
s
-
SD
7
.
7
4
y
e
a
r
s
-
Ed
u
c
a
t
i
o
n
a
l
b
a
c
k
g
r
o
u
n
d
U
n
i
v
e
r
si
t
y
3
0
,
4
5
5
3
2
.
2
P
e
d
a
g
o
g
i
c
a
l
i
n
st
i
t
u
t
e
6
1
,
8
8
1
6
5
.
4
B
o
t
h
2
,
3
2
9
2
.
5
T
ab
le
2
.
T
ea
c
h
in
g
e
x
p
er
ien
ce
o
f
th
e
s
am
p
le
Ex
p
e
r
i
e
n
c
e
(
y
e
a
r
s)
P
u
b
l
i
c
se
c
t
o
r
(
%)
P
r
i
v
a
t
e
sec
t
o
r
(
%)
N
o
e
x
p
e
r
i
e
n
c
e
2
2
.
3
4
2
.
2
Le
ss
t
h
a
n
2
y
e
a
r
s
1
0
.
1
1
1
.
2
2
t
o
5
y
e
a
r
s
2
6
.
4
2
3
.
9
6
t
o
1
0
y
e
a
r
s
2
4
.
8
1
3
.
2
M
o
r
e
t
h
a
n
1
0
y
e
a
r
s
1
6
.
3
9
.
6
3
.
2
.
Resea
rc
h
ins
t
rum
ent
s
T
wo
p
r
im
ar
y
r
esear
ch
in
s
tr
u
m
en
ts
wer
e
u
s
ed
to
co
llec
t
d
ata
f
o
r
th
is
s
tu
d
y
.
T
h
e
PUN
is
a
s
tan
d
ar
d
ized
ass
ess
m
en
t
ad
m
in
is
ter
ed
b
y
th
e
Min
ed
u
to
e
v
alu
ate
co
g
n
itiv
e
an
d
p
ed
a
g
o
g
ical
s
k
ills
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
.
T
h
e
test
co
n
s
is
ts
o
f
two
s
u
b
test
s
.
Gen
er
al
s
k
ills
s
u
b
test
s
u
b
test
ass
es
s
es
co
g
n
itiv
e
ab
ilit
ies
s
u
ch
as
r
ea
d
in
g
co
m
p
r
eh
en
s
io
n
an
d
lo
g
ical
r
ea
s
o
n
in
g
.
I
t
in
clu
d
es
2
5
m
u
ltip
le
-
c
h
o
i
ce
q
u
esti
o
n
s
,
ea
ch
wo
r
th
2
p
o
i
n
ts
,
with
a
m
ax
im
u
m
o
b
tain
a
b
le
s
co
r
e
o
f
5
0
p
o
in
ts
.
Ped
ag
o
g
ical,
cu
r
r
icu
la
r
,
an
d
d
is
cip
lin
ar
y
k
n
o
wled
g
e
s
u
b
test
ev
alu
ates
teac
h
er
s
'
p
ed
ag
o
g
ical
k
n
o
wle
d
g
e,
f
o
c
u
s
in
g
o
n
th
eir
ab
ilit
y
to
ap
p
ly
co
n
te
n
t
k
n
o
wled
g
e
in
a
teac
h
in
g
co
n
t
ex
t.
T
h
e
s
u
b
test
in
clu
d
es
5
0
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
,
ea
ch
wo
r
th
3
p
o
in
ts
,
with
a
m
ax
im
u
m
o
b
tain
ab
le
s
co
r
e
o
f
1
5
0
p
o
in
ts
.
T
ea
ch
er
s
wer
e
r
eq
u
ir
ed
to
s
co
r
e
a
m
in
i
m
u
m
o
f
8
4
p
o
in
ts
f
o
r
s
atis
f
ac
to
r
y
cu
r
r
icu
lar
ev
al
u
atio
n
.
T
h
e
PUN
test
was
ad
m
in
is
ter
ed
u
n
if
o
r
m
ly
ac
r
o
s
s
th
e
2
4
r
eg
i
o
n
s
o
f
Per
u
,
with
a
to
tal
te
s
t
d
u
r
atio
n
o
f
3
h
o
u
r
s
an
d
4
5
m
in
u
tes.
Dig
ital
p
latf
o
r
m
in
teg
r
atio
n
q
u
esti
o
n
n
air
e
(
DPI
Q)
:
t
o
s
u
p
p
lem
en
t
th
e
PUN
d
ata,
a
cu
s
to
m
-
d
esig
n
ed
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
to
a
s
u
b
s
am
p
le
o
f
2
,
0
0
0
teac
h
er
s
.
T
h
e
DPI
Q
ass
es
s
ed
th
e
f
r
eq
u
en
cy
o
f
d
ig
ital
p
latf
o
r
m
u
s
ag
e,
ty
p
es
o
f
p
latf
o
r
m
s
u
tili
ze
d
(
e.
g
.
,
LMS
,
co
n
ten
t
cr
ea
tio
n
to
o
ls
)
,
an
d
p
er
ce
iv
ed
ef
f
ec
tiv
e
n
ess
o
f
th
ese
t
o
o
ls
in
en
h
an
cin
g
p
ed
a
g
o
g
i
ca
l
p
r
ac
tices.
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
e
d
b
o
th
c
lo
s
ed
-
en
d
ed
an
d
L
ik
er
t
s
ca
le
q
u
esti
o
n
s
to
ca
p
tu
r
e
q
u
an
titat
iv
e
d
ata
o
n
d
ig
ital
p
latf
o
r
m
u
s
ag
e
an
d
teac
h
er
p
e
r
ce
p
tio
n
s
.
3
.
3
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
s
T
h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
in
v
o
lv
e
d
two
d
is
tin
ct
p
h
ases
.
First
i
s
s
ec
o
n
d
ar
y
d
ata
r
eq
u
e
s
t
,
f
o
r
m
al
r
eq
u
ests
f
o
r
ac
ce
s
s
to
th
e
PU
N
d
ataset
wer
e
m
ad
e
th
r
o
u
g
h
Min
ed
u
’
s
v
ir
tu
al
d
esk
.
T
h
e
d
a
ta
was
p
r
o
v
id
ed
in
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
Ho
w
d
ig
ita
l p
la
tfo
r
ms imp
r
o
ve
tea
ch
in
g
:
co
mp
a
r
in
g
tea
ch
e
r
p
erfo
r
ma
n
ce
… (
Yu
r
fa
C
a
r
o
lin
a
Med
in
a
-
B
e
d
ó
n
)
2969
E
x
ce
l
f
o
r
m
at
a
n
d
i
n
clu
d
ed
v
ar
iab
les
s
u
ch
as
g
en
d
e
r
,
a
g
e,
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
tea
ch
in
g
e
x
p
er
ie
n
ce
,
ev
alu
atio
n
r
eg
io
n
,
g
en
er
al
s
k
ills
,
an
d
R
-
PC
K
p
er
f
o
r
m
an
ce
.
T
h
e
d
ataset
was
clea
n
e
d
an
d
p
r
e
p
ar
ed
f
o
r
an
aly
s
is
,
with
o
u
tlier
s
r
em
o
v
ed
b
ased
o
n
R
-
PC
K
p
er
f
o
r
m
an
ce
(
u
s
in
g
a
±
2
.
5
SD
cr
iter
io
n
)
.
S
ec
o
n
d
,
s
u
p
p
lem
en
tar
y
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
tio
n
.
T
h
e
DPI
Q
was
a
d
m
in
is
ter
ed
o
n
lin
e
to
a
r
e
p
r
esen
tativ
e
s
u
b
s
am
p
le
o
f
2
,
0
0
0
teac
h
er
s
,
s
elec
ted
f
r
o
m
th
e
lar
g
er
PUN
s
am
p
le.
P
ar
ticip
an
ts
wer
e
s
tr
atif
ied
b
y
r
eg
io
n
,
g
e
n
d
er
,
an
d
teac
h
in
g
ex
p
er
ie
n
ce
to
en
s
u
r
e
r
ep
r
esen
tativ
en
ess
.
T
h
e
s
u
r
v
ey
was
co
n
d
u
cted
in
J
u
ly
2
0
2
3
,
an
d
r
esp
o
n
s
es
wer
e
co
llected
o
v
er
a
th
r
ee
-
w
ee
k
p
er
io
d
.
All
r
esp
o
n
s
es
wer
e
an
o
n
y
m
ized
,
an
d
eth
ical
ap
p
r
o
v
al
was
o
b
tain
ed
f
r
o
m
th
e
R
esear
ch
E
th
ics C
o
m
m
ittee
o
f
Un
iv
er
s
id
ad
Nac
io
n
al
d
e
Hu
an
ca
v
elica
.
3
.
4
.
St
a
t
is
t
ica
l
a
na
ly
s
is
Data
an
aly
s
is
was
co
n
d
u
cted
u
s
in
g
J
am
o
v
i
s
tatis
tical
s
o
f
twar
e
(
v
er
s
io
n
2
.
3
.
2
8
)
.
T
h
e
f
o
llo
win
g
s
tatis
t
ical
ap
p
r
o
ac
h
es
wer
e
em
p
lo
y
ed
to
an
aly
ze
th
e
d
ata
.
First,
d
escr
ip
tiv
e
s
tat
is
tic
s
we
r
e
ca
lcu
lated
f
o
r
all
v
ar
iab
les,
in
clu
d
in
g
f
r
e
q
u
en
c
y
d
is
tr
ib
u
tio
n
s
f
o
r
ca
teg
o
r
ical
v
ar
iab
les an
d
m
ea
s
u
r
es o
f
ce
n
tr
al
ten
d
en
cy
(
m
ea
n
,
m
ed
ian
,
a
n
d
m
o
d
e)
f
o
r
co
n
ti
n
u
o
u
s
v
ar
iab
les.
Stan
d
ar
d
d
e
v
iatio
n
s
wer
e
co
m
p
u
ted
to
m
ea
s
u
r
e
v
ar
iab
ilit
y
in
ag
e,
g
e
n
er
al
s
k
ills
,
R
-
PC
K
s
c
o
r
es,
an
d
d
ig
ital
p
latf
o
r
m
u
s
a
g
e.
T
h
e
d
escr
ip
tiv
e
an
aly
s
is
p
r
o
v
id
ed
an
o
v
e
r
v
iew
o
f
th
e
d
em
o
g
r
ap
h
ic
c
o
m
p
o
s
itio
n
an
d
k
ey
p
er
f
o
r
m
a
n
ce
m
etr
ics
o
f
th
e
s
am
p
le
.
Seco
n
d
,
c
o
m
p
ar
ativ
e
an
al
y
s
es
wer
e
co
n
d
u
cted
to
ex
p
lo
r
e
d
i
f
f
er
en
ce
s
in
R
-
PC
K
s
co
r
es
ac
r
o
s
s
v
ar
io
u
s
g
r
o
u
p
s
.
W
elch
’
s
t
-
test
was
u
s
ed
to
co
m
p
ar
e
R
-
PC
K
s
co
r
es
b
etwe
en
m
ale
an
d
f
em
ale
teac
h
er
s
,
wh
ile
W
elch
’
s
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOVA
)
was
em
p
lo
y
ed
to
co
m
p
ar
e
R
-
PC
K
s
co
r
es
ac
r
o
s
s
d
if
f
er
en
t
ca
teg
o
r
ies
o
f
ed
u
ca
tio
n
al
b
a
ck
g
r
o
u
n
d
,
teac
h
in
g
ex
p
er
ien
ce
,
an
d
r
eg
io
n
al
d
i
g
ital
p
latf
o
r
m
u
s
ag
e.
E
f
f
ec
t
s
izes
wer
e
ca
lcu
lated
u
s
in
g
C
o
h
e
n
’
s
d
f
o
r
t
-
test
s
an
d
ω²
f
o
r
ANOV
A
to
d
eter
m
in
e
th
e
p
r
ac
tical
s
ig
n
i
f
ican
ce
o
f
t
h
e
d
if
f
er
en
ce
s
.
A
d
d
itio
n
ally
,
m
u
ltip
le
r
eg
r
ess
io
n
m
o
d
els
wer
e
c
o
n
s
tr
u
cted
to
p
r
ed
ict
R
-
PC
K
s
co
r
es
b
ased
o
n
d
ig
ital
p
latf
o
r
m
in
teg
r
atio
n
,
c
o
g
n
itiv
e
s
k
ills
,
an
d
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
.
All
s
tati
s
tical
test
s
wer
e
two
-
tailed
,
wi
th
a
s
ig
n
if
ica
n
ce
th
r
esh
o
ld
s
et
at
p
<
0
.
0
5
.
T
a
b
le
3
p
r
esen
ts
a
s
u
m
m
ar
y
o
f
th
e
s
tat
is
tical
tes
ts
u
s
ed
in
th
e
an
aly
s
is
.
T
ab
le
3
.
Statis
tical
test
s
em
p
lo
y
ed
A
n
a
l
y
s
i
s t
y
p
e
Te
st
V
a
r
i
a
b
l
e
s
P
u
r
p
o
se
D
e
scri
p
t
i
v
e
a
n
a
l
y
si
s
F
r
e
q
u
e
n
c
y
d
i
s
t
r
i
b
u
t
i
o
n
s
G
e
n
d
e
r
,
e
d
u
c
a
t
i
o
n
a
l
b
a
c
k
g
r
o
u
n
d
O
v
e
r
v
i
e
w
o
f
d
e
m
o
g
r
a
p
h
i
c
v
a
r
i
a
b
l
e
s
M
e
a
n
,
S
D
A
g
e
,
g
e
n
e
r
a
l
sk
i
l
l
s,
R
-
P
C
K
S
u
mm
a
r
y
o
f
c
o
n
t
i
n
u
o
u
s
v
a
r
i
a
b
l
e
s
C
o
m
p
a
r
a
t
i
v
e
a
n
a
l
y
si
s
W
e
l
c
h
’
s
t
-
t
e
s
t
G
e
n
d
e
r
,
R
-
P
C
K
C
o
m
p
a
r
e
R
-
P
C
K
sc
o
r
e
s
a
c
r
o
ss
g
e
n
d
e
r
W
e
l
c
h
’
s AN
O
V
A
Ed
u
c
a
t
i
o
n
a
l
b
a
c
k
g
r
o
u
n
d
,
e
x
p
e
r
i
e
n
c
e
C
o
m
p
a
r
e
R
-
P
C
K
sc
o
r
e
s
a
c
r
o
ss m
u
l
t
i
p
l
e
g
r
o
u
p
s
C
o
r
r
e
l
a
t
i
o
n
a
l
a
n
a
l
y
s
i
s
P
e
a
r
so
n
c
o
r
r
e
l
a
t
i
o
n
G
e
n
e
r
a
l
s
k
i
l
l
s,
R
-
P
C
K
,
d
i
g
i
t
a
l
u
s
e
Ex
p
l
o
r
e
r
e
l
a
t
i
o
n
sh
i
p
s
b
e
t
w
e
e
n
v
a
r
i
a
b
l
e
s
M
u
l
t
i
p
l
e
r
e
g
r
e
ssi
o
n
R
-
P
C
K
,
d
e
mo
g
r
a
p
h
i
c
s
,
d
i
g
i
t
a
l
u
se
P
r
e
d
i
c
t
o
r
s
o
f
R
-
P
C
K
p
e
r
f
o
r
ma
n
c
e
3.
5
.
L
im
it
a
t
io
ns
W
h
ile
th
e
s
tu
d
y
p
r
o
v
id
es
v
al
u
ab
le
in
s
ig
h
ts
in
to
th
e
r
o
le
o
f
d
ig
ital
p
latf
o
r
m
s
in
en
h
a
n
c
in
g
PC
K,
s
ev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
n
o
ted
.
First,
th
e
s
tu
d
y
'
s
r
elian
ce
o
n
s
ec
o
n
d
a
r
y
d
ata
m
ay
lim
it
th
e
ab
ilit
y
to
co
n
tr
o
l
f
o
r
all
p
o
ten
tial
co
n
f
o
u
n
d
in
g
v
ar
iab
les.
Ad
d
itio
n
ally
,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
ca
p
tu
r
es
r
elatio
n
s
h
ip
s
at
a
s
in
g
le
p
o
in
t
in
tim
e,
wh
ich
m
ay
n
o
t
f
u
lly
r
e
f
lect
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
d
ig
ital
p
latf
o
r
m
u
s
ag
e
o
n
teac
h
in
g
ef
f
ec
tiv
e
n
ess
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
h
ig
h
lig
h
t
s
ev
er
al
k
e
y
v
a
r
iab
l
es
th
at
p
o
te
n
tially
in
f
lu
en
ce
teac
h
in
g
ef
f
ec
tiv
en
ess
an
d
d
ig
ital
p
la
tf
o
r
m
u
s
ag
e
am
o
n
g
teac
h
er
s
.
T
h
e
m
ea
n
a
g
e
o
f
p
ar
ticip
an
ts
was
4
2
y
ea
r
s
(
SD
=
7
.
7
4
)
,
with
a
wid
e
ag
e
r
an
g
e
f
r
o
m
2
4
to
6
0
y
ea
r
s
,
as
d
is
p
lay
ed
in
Fig
u
r
e
1
.
T
h
is
d
i
v
er
s
ity
s
u
g
g
ests
th
at
y
o
u
n
g
er
teac
h
er
s
m
ig
h
t
b
e
m
o
r
e
in
clin
e
d
to
in
teg
r
ate
d
ig
ita
l
to
o
ls
in
to
th
eir
teac
h
in
g
,
wh
er
ea
s
o
ld
er
teac
h
er
s
m
ig
h
t
b
e
m
o
r
e
s
et
-
in
tr
ad
iti
o
n
al
m
eth
o
d
s
[
1
6
]
.
T
h
e
g
en
er
al
s
k
ills
s
co
r
e,
wh
ich
h
ad
a
m
ea
n
o
f
3
1
.
3
7
(
SD
=
9
.
0
0
)
o
u
t
o
f
5
0
,
p
o
in
ts
to
a
m
o
d
er
ate
lev
el
o
f
co
g
n
i
tiv
e
ab
ilit
ies.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
s
u
g
g
esti
n
g
th
at
co
g
n
i
tiv
e
ab
ilit
ies ca
n
im
p
ac
t th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
in
g
m
eth
o
d
s
an
d
th
e
ab
ilit
y
to
in
teg
r
ate
tech
n
o
l
o
g
y
e
f
f
ec
tiv
e
ly
[
1
7
]
.
Fu
r
th
er
m
o
r
e,
th
e
p
er
f
o
r
m
an
ce
o
n
R
-
PC
K,
with
a
m
ea
n
s
co
r
e
o
f
7
2
.
8
0
(
SD
=
2
2
.
0
5
)
o
u
t
o
f
1
5
0
p
o
in
ts
,
in
d
icate
s
a
wid
e
r
an
g
e
o
f
p
ed
ag
o
g
ical
co
m
p
eten
cies
am
o
n
g
th
e
teac
h
er
s
,
f
r
o
m
v
er
y
lo
w
to
th
e
m
ax
im
u
m
s
co
r
e.
T
h
is
v
a
r
iab
ilit
y
co
u
ld
s
u
g
g
est
d
if
f
er
en
ce
s
in
teac
h
in
g
q
u
ality
an
d
th
e
ab
ilit
y
to
ad
o
p
t
n
ew
in
s
tr
u
ctio
n
al
s
tr
a
teg
ies,
in
clu
d
in
g
d
ig
ital to
o
ls
,
as su
p
p
o
r
ted
b
y
Dar
lin
g
-
Ham
m
o
n
d
et
a
l
.
[
1
8
]
.
T
h
e
s
tu
d
y
also
f
o
u
n
d
th
at
th
e
av
er
ag
e
s
co
r
e
f
o
r
d
i
g
ital p
latf
o
r
m
u
s
ag
e
was 3
.
1
2
(
SD
=
0
.
9
8
)
o
n
a
s
ca
le
o
f
1
to
5
,
r
ef
lectin
g
m
o
d
e
r
ate
en
g
ag
em
en
t
with
d
ig
ital
to
o
l
s
f
o
r
teac
h
in
g
(
Fig
u
r
e
1
)
.
T
h
i
s
f
in
d
in
g
s
u
g
g
ests
a
m
ix
ed
lev
el
o
f
c
o
m
f
o
r
t
an
d
p
r
o
f
icien
cy
with
d
i
g
ital
p
latf
o
r
m
s
,
wh
ich
m
ay
b
e
in
f
lu
en
ce
d
b
y
f
ac
to
r
s
s
u
ch
as
ag
e,
p
ed
a
g
o
g
ical
k
n
o
wled
g
e
,
an
d
co
g
n
itiv
e
s
k
ills
[
1
9
]
.
T
h
e
v
ar
iab
ilit
y
in
d
ig
ital
p
latf
o
r
m
u
s
ag
e,
r
an
g
i
n
g
f
r
o
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
9
6
6
-
2
9
7
8
2970
m
in
im
al
to
f
r
e
q
u
en
t
u
s
e,
h
i
g
h
lig
h
ts
th
e
n
ee
d
f
o
r
p
r
o
f
es
s
io
n
al
d
ev
elo
p
m
en
t
f
o
cu
s
ed
o
n
d
ig
ital
liter
ac
y
,
p
ar
ticu
lar
ly
f
o
r
th
o
s
e
less
in
clin
ed
to
u
s
e
tech
n
o
l
o
g
y
.
M
o
r
eo
v
er
,
th
e
a
v
er
ag
e
teac
h
in
g
e
x
p
er
ien
ce
o
f
7
.
3
4
y
ea
r
s
(
SD
=
4
.
2
6
)
,
with
a
r
an
g
e
f
r
o
m
0
to
3
0
y
ea
r
s
,
in
d
icat
es
a
d
iv
er
s
e
r
an
g
e
o
f
ex
p
er
ie
n
ce
lev
els
am
o
n
g
p
ar
ticip
an
ts
.
R
esear
ch
s
h
o
ws th
at
m
o
r
e
ex
p
er
ien
ce
d
teac
h
er
s
m
ay
h
av
e
d
ev
elo
p
ed
s
tr
o
n
g
er
p
ed
ag
o
g
ical
s
k
ills
,
y
et
th
ey
m
ay
also
b
e
less
lik
e
ly
to
ad
o
p
t
n
ew
tech
n
o
lo
g
ies
co
m
p
ar
ed
to
less
ex
p
er
ien
ce
d
p
ee
r
s
[
2
0
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
tailo
r
ed
tr
ain
in
g
an
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t
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Fig
u
r
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2
.
T
h
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f
in
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n
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with
p
r
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esea
r
ch
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icatin
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at
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ay
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o
s
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ess
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o
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ib
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d
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p
r
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f
ess
io
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m
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[
2
1
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Ho
we
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e
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ec
t
s
ize,
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r
ac
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ig
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if
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ce
o
f
th
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if
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en
ce
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m
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u
r
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2
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.
T
h
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icate
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th
at
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le
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em
ale
teac
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r
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ig
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e
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ag
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o
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r
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tu
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[
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g
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o
r
f
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r
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ese
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ch
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p
p
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r
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er
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o
r
m
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ce
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Fig
u
r
e
1
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Descr
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ar
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Fig
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s
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PC
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ased
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2971
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2
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ical
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ills
[
2
3
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T
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ec
t
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ize
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²=
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2
1
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ep
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ted
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e
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r
th
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r
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u
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icatin
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e
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h
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r
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[
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is
o
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ased
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ig
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ican
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d
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ith
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ig
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o
ls
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ea
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s
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ig
ital p
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u
s
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e
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ad
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PC
K
s
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r
e
o
f
6
5
.
1
4
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0
6
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,
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o
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e
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ed
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e
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em
o
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ated
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ig
h
er
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er
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ce
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a
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ea
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s
co
r
e
o
f
7
3
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4
5
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2
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7
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b
l
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er
s
wh
o
f
r
eq
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en
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ed
d
ig
ital p
latf
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r
m
s
ac
h
iev
ed
th
e
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ig
h
est
m
ea
n
R
-
PC
K
s
co
r
e
o
f
7
8
.
8
9
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SD=1
8
.
4
3
)
,
as
s
h
o
wn
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T
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4
.
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h
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ir
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e
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y
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elch
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ANOV
A
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F=7
6
4
.
8
9
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p
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0
0
1
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with
an
ef
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ec
t
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ize
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ω
²=
0
.
1
8
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s
u
g
g
est
th
at
h
ig
h
er
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s
ag
e
o
f
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ig
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p
latf
o
r
m
s
is
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ig
n
if
ican
tly
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o
ciate
d
with
b
etter
PC
K.
T
h
i
s
f
in
d
in
g
alig
n
s
with
p
r
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r
r
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ch
,
wh
ich
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u
g
g
ests
th
at
r
eg
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lar
u
s
e
o
f
d
ig
ital
to
o
ls
en
h
an
ce
s
teac
h
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s
’
in
s
tr
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n
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p
ab
ilit
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b
y
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id
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ac
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s
to
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iv
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s
e
r
eso
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r
ce
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an
d
en
ab
lin
g
in
n
o
v
a
tiv
e
teac
h
in
g
s
tr
ateg
ies
[
2
4
]
.
Mo
r
eo
v
er
,
a
s
tu
d
y
b
y
T
o
n
d
e
u
r
et
a
l.
[
2
5
]
s
u
p
p
o
r
ts
th
is
,
in
d
icatin
g
th
at
d
ig
ital
p
l
atf
o
r
m
u
s
ag
e
f
o
s
ter
s
a
m
o
r
e
d
y
n
am
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d
in
ter
ac
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lear
n
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g
en
v
i
r
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n
m
e
n
t,
wh
ich
ca
n
im
p
r
o
v
e
teac
h
e
r
s
’
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n
te
n
t
d
eliv
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a
n
d
p
ed
ag
o
g
ical
s
k
ills
.
Similar
ly
,
T
PAC
K
f
r
am
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r
k
em
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h
asize
th
at
ef
f
ec
tiv
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
in
teac
h
i
n
g
p
r
ac
tices
is
cr
itical
to
en
h
an
cin
g
PC
K,
th
er
eb
y
im
p
r
o
v
in
g
o
v
er
all
teac
h
in
g
ef
f
ec
tiv
en
ess
[
2
6
]
.
Fig
u
r
e
3
.
C
o
m
p
a
r
ativ
e
an
aly
s
i
s
o
f
R
-
PC
K
b
ased
o
n
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
T
ab
le
4
.
C
o
m
p
a
r
ativ
e
an
aly
s
is
o
f
R
-
PC
K
b
ased
on
d
ig
ital p
l
atf
o
r
m
u
s
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D
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g
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t
a
l
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l
a
t
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o
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N
M
e
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n
R
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SD
W
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l
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h
’
s F (
p
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v
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l
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Ef
f
e
c
t
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(
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Lo
w
(
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2
2
,
3
4
5
6
5
.
1
4
2
5
.
0
6
7
6
4
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8
9
(
<
0
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0
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0
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1
8
M
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d
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3
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3
7
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7
3
.
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5
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6
7
H
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h
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3
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7
5
9
7
8
.
8
9
1
8
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4
3
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
.
4
,
Au
g
u
s
t
2025
:
2
9
6
6
-
2
9
7
8
2972
T
h
e
r
e
g
r
ess
io
n
an
aly
s
is
h
ig
h
l
ig
h
ts
s
ev
er
al
k
e
y
p
r
ed
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r
s
o
f
R
-
PC
K
p
er
f
o
r
m
a
n
ce
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o
n
g
teac
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er
s
,
em
p
h
asizin
g
th
e
s
ig
n
if
ican
t
r
o
le
o
f
d
ig
ital
p
latf
o
r
m
u
s
ag
e
[
2
7
]
–
[
2
9
]
.
T
h
e
f
in
d
i
n
g
th
at
d
ig
ital
p
latf
o
r
m
u
s
ag
e
(B
=
7
.
1
2
,
β
=
0
.
4
2
3
,
t
=
1
5
.
8
2
,
p
<0
.
0
0
1
)
is
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
R
-
PC
K
alig
n
s
wi
th
r
ec
en
t
r
esear
ch
in
d
icatin
g
th
at
en
g
a
g
em
en
t
with
d
ig
ital
to
o
ls
e
n
h
an
ce
s
p
ed
ag
o
g
ical
ef
f
ec
tiv
en
ess
b
y
p
r
o
v
id
i
n
g
ac
ce
s
s
to
d
iv
er
s
e
r
eso
u
r
ce
s
an
d
i
n
n
o
v
a
tiv
e
teac
h
in
g
s
tr
ateg
ies
[
3
0
]
.
T
h
e
p
o
s
itiv
e
ef
f
ec
t
o
f
g
en
e
r
a
l
s
k
ills
o
n
R
-
P
C
K
(B
=
2
.
8
9
,
β
=
0
.
3
2
8
,
t
=
1
3
.
7
6
,
p
<0
.
0
0
1
)
s
u
p
p
o
r
ts
th
e
n
o
tio
n
t
h
at
co
g
n
itiv
e
ab
ilit
ies
co
n
tr
ib
u
te
s
ig
n
if
ican
tly
to
ef
f
ec
tiv
e
teac
h
in
g
,
as
h
ig
h
e
r
g
en
er
al
s
k
ills
en
ab
le
b
etter
in
teg
r
atio
n
o
f
co
n
ten
t
k
n
o
wled
g
e
an
d
p
ed
a
g
o
g
ical
p
r
ac
tices
[
3
1
]
,
as
s
h
o
wn
in
T
ab
le
5
.
T
h
e
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
a
g
e
an
d
R
-
PC
K
(
B
=
-
0
.
3
8
,
β
=
-
0
.
1
6
2
,
t
=
-
4
.
7
5
,
p
<0
.
0
0
1
)
r
e
f
lects
f
in
d
in
g
s
th
at
y
o
u
n
g
er
teac
h
er
s
ar
e
o
f
ten
m
o
r
e
a
d
ep
t
at
ad
o
p
tin
g
n
ew
teac
h
in
g
m
eth
o
d
s
an
d
tec
h
n
o
lo
g
ies.
Ad
d
itio
n
ally
,
t
h
e
p
o
s
itiv
e
ass
o
ciatio
n
o
f
teac
h
in
g
ex
p
er
i
en
ce
with
R
-
PC
K
(B
=
1
.
0
2
,
β
=
0
.
1
0
8
,
t
=
5
.
6
7
,
p
<
0
.
0
0
1
)
s
h
o
win
g
t
h
at
ex
p
er
ien
ce
d
teac
h
er
s
le
v
er
ag
e
th
eir
ex
ten
s
iv
e
p
ed
ag
o
g
ical
k
n
o
wled
g
e
to
en
h
a
n
ce
teac
h
i
n
g
ef
f
ec
tiv
e
n
ess
[
3
2
]
.
Ge
n
d
er
d
if
f
er
en
ce
s
,
with
m
ale
teac
h
er
s
s
co
r
in
g
l
o
wer
o
n
av
er
ag
e
(
B
=
-
3
.
4
5
,
β
=
-
0
.
0
9
5
,
t
=
-
3
.
7
5
,
p
<0
.
0
0
1
)
,
ar
e
also
r
ef
lecte
d
in
r
ec
en
t
r
esear
ch
s
u
g
g
esti
n
g
th
at
g
en
d
e
r
m
ay
in
f
lu
e
n
ce
teac
h
in
g
o
u
tc
o
m
es d
u
e
to
v
a
r
io
u
s
co
n
tex
tu
al
an
d
s
o
cio
cu
ltu
r
al
f
ac
to
r
s
(
T
a
b
le
5
)
[
3
3
]
.
T
ab
le
5
.
R
eg
r
ess
io
n
an
aly
s
is
p
r
ed
ictin
g
R
-
PC
K
P
r
e
d
i
c
t
o
r
v
a
r
i
a
b
l
e
s
B (
u
n
s
t
a
n
d
a
r
d
i
z
e
d
)
SE
B
e
t
a
(
st
a
n
d
a
r
d
i
z
e
d
)
t
-
v
a
l
u
e
p
-
v
a
l
u
e
D
i
g
i
t
a
l
p
l
a
t
f
o
r
m
u
sa
g
e
7
.
1
2
0
.
4
5
0
.
4
2
3
1
5
.
8
2
<
0
.
0
0
1
G
e
n
e
r
a
l
s
k
i
l
l
s
2
.
8
9
0
.
2
1
0
.
3
2
8
1
3
.
7
6
<
0
.
0
0
1
A
g
e
-
0
.
3
8
0
.
0
8
-
0
.
1
6
2
-
4
.
7
5
<
0
.
0
0
1
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
(
y
e
a
r
s)
1
.
0
2
0
.
1
8
0
.
1
0
8
5
.
6
7
<
0
.
0
0
1
G
e
n
d
e
r
(
ma
l
e
=
1
,
f
e
m
a
l
e
=
0
)
-
3
.
4
5
0
.
9
2
-
0
.
0
9
5
-
3
.
7
5
<
0
.
0
0
1
M
o
d
e
l
s
u
mm
a
r
y
:
R
²
=
0
.
5
1
2
,
a
d
j
u
st
e
d
R
²=
0
.
5
0
9
,
F
(
5
,
9
4
6
5
9
)
=
9
6
2
.
3
4
,
p
<
0
.
0
0
1
T
h
e
an
aly
s
is
o
f
R
-
PC
K
s
co
r
es
b
ased
o
n
teac
h
in
g
e
x
p
er
ien
ce
an
d
s
ec
to
r
(
p
u
b
lic
v
s
.
p
r
iv
ate
)
r
ev
ea
led
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
,
h
ig
h
lig
h
tin
g
th
e
in
f
lu
e
n
ce
o
f
b
o
th
ex
p
er
ien
ce
an
d
th
e
teac
h
i
n
g
en
v
ir
o
n
m
e
n
t
o
n
p
ed
ag
o
g
ical
ef
f
ec
tiv
e
n
ess
.
I
n
th
e
p
u
b
lic
s
ec
to
r
,
a
clea
r
u
p
war
d
tr
en
d
in
R
-
PC
K
s
co
r
es
was
o
b
s
er
v
ed
as
teac
h
in
g
ex
p
er
ie
n
ce
in
cr
ea
s
ed
.
T
h
e
r
esu
lts
o
f
W
elch
’
s
ANOV
A
in
d
icate
d
th
at
th
es
e
d
if
f
er
en
ce
s
wer
e
s
tatis
t
ically
s
ig
n
if
ican
t
(
p
<
0
.
0
0
1
)
with
a
m
ed
iu
m
ef
f
ec
t
s
ize
(
ω
²
=
0
.
1
4
)
,
s
u
g
g
esti
n
g
th
at
tea
ch
in
g
e
x
p
er
ien
c
e
is
a
m
ea
n
in
g
f
u
l f
ac
to
r
in
en
h
an
ci
n
g
R
-
PC
K
p
er
f
o
r
m
an
ce
in
th
e
p
u
b
lic
s
ec
to
r
,
as sh
o
wn
i
n
T
ab
le
6
.
A
s
im
ilar
tr
en
d
was
o
b
s
er
v
ed
in
th
e
p
r
iv
ate
s
ec
to
r
,
alb
eit
wi
th
s
lig
h
tly
d
if
f
er
en
t
d
y
n
a
m
ics.
T
ea
ch
er
s
with
0
-
2
y
ea
r
s
o
f
ex
p
er
ie
n
ce
h
ad
a
m
ea
n
R
-
PC
K
s
co
r
e
o
f
6
0
.
1
2
(
SD
=
2
7
.
4
5
)
,
wh
ich
w
as
lo
wer
th
an
th
eir
co
u
n
ter
p
a
r
ts
in
th
e
p
u
b
lic
s
ec
to
r
.
Ho
wev
er
,
as
ex
p
er
ien
ce
in
cr
ea
s
ed
,
R
-
PC
K
s
co
r
es
i
m
p
r
o
v
e
d
m
ar
k
ed
ly
.
T
ea
ch
er
s
with
2
-
5
y
ea
r
s
o
f
e
x
p
er
ien
ce
h
ad
a
m
ea
n
s
co
r
e
o
f
6
8
.
3
4
(
SD
=
2
4
.
1
2
)
,
th
o
s
e
with
6
-
1
0
y
e
ar
s
o
f
ex
p
er
ien
ce
s
co
r
e
d
a
m
ea
n
o
f
7
2
.
8
9
(
SD
=
2
2
.
3
4
)
,
an
d
teac
h
er
s
with
m
o
r
e
th
an
1
0
y
ea
r
s
o
f
e
x
p
er
ien
ce
ac
h
iev
e
d
a
m
ea
n
s
co
r
e
o
f
7
6
.
2
3
(
SD
=
1
9
.
7
8
)
.
T
h
e
W
elch
’
s
ANOV
A
s
h
o
wed
th
at
th
ese
d
if
f
er
en
ce
s
wer
e
s
ta
tis
tica
lly
s
ig
n
if
ican
t
(
p
<0
.
0
0
1
)
with
a
lar
g
er
ef
f
ec
t
s
ize
(
ω
²
=
0
.
2
2
)
,
i
n
d
icatin
g
th
at
teac
h
in
g
e
x
p
er
ien
ce
h
ad
a
n
ev
e
n
s
tr
o
n
g
er
im
p
ac
t
o
n
R
-
PC
K
p
e
r
f
o
r
m
a
n
ce
in
th
e
p
r
i
v
ate
s
ec
to
r
th
an
in
th
e
p
u
b
lic
s
ec
to
r
(
T
a
b
le
6
)
.
T
h
e
r
esu
lts
s
u
g
g
est
th
at
teac
h
in
g
ex
p
er
ie
n
ce
s
ig
n
if
ican
tly
e
n
h
an
ce
s
PC
K
ac
r
o
s
s
b
o
th
s
ec
to
r
s
,
b
u
t
t
h
e
m
ag
n
itu
d
e
o
f
its
im
p
ac
t
v
ar
ies
[
3
4
]
–
[3
6
]
.
I
n
t
h
e
p
u
b
lic
s
ec
to
r
,
th
e
m
ed
i
u
m
ef
f
ec
t
s
ize
im
p
lies
th
at
e
x
p
er
ien
ce
p
la
y
s
an
im
p
o
r
tan
t
r
o
le,
lik
el
y
d
u
e
to
s
tr
u
ctu
r
ed
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t
o
p
p
o
r
tu
n
ities
an
d
e
x
p
o
s
u
r
e
to
d
i
v
er
s
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
ts
[3
7
]
.
Me
an
wh
ile,
th
e
lar
g
e
r
ef
f
ec
t
s
ize
in
th
e
p
r
i
v
ate
s
ec
to
r
s
u
g
g
ests
th
at
teac
h
in
g
ex
p
er
ien
ce
m
ay
h
av
e
an
ev
e
n
m
o
r
e
p
r
o
n
o
u
n
ce
d
ef
f
ec
t,
p
o
te
n
tially
d
u
e
to
m
o
r
e
f
o
cu
s
ed
p
e
d
ag
o
g
ical
s
tr
ateg
ies
o
r
v
ar
ied
teac
h
in
g
co
n
d
itio
n
s
[3
8
]
.
T
h
e
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
w
ith
p
r
ev
io
u
s
r
esear
ch
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
teac
h
in
g
ex
p
e
r
ien
ce
in
d
ev
el
o
p
in
g
PC
K
[
39
]
.
E
x
p
er
ien
ce
d
teac
h
er
s
te
n
d
to
h
a
v
e
b
etter
-
d
ev
elo
p
e
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
an
d
class
r
o
o
m
m
an
ag
em
en
t
s
k
ills
,
wh
ich
ar
e
cr
iti
ca
l
co
m
p
o
n
en
ts
o
f
ef
f
ec
tiv
e
teac
h
in
g
[
40
]
.
Ad
d
itio
n
ally
,
th
e
v
ar
iatio
n
in
R
-
PC
K
s
co
r
es b
etwe
en
s
ec
to
r
s
u
n
d
er
s
co
r
es th
e
d
if
f
er
en
t
ch
allen
g
es
an
d
r
eso
u
r
ce
s
a
v
ailab
le
in
p
u
b
lic
v
er
s
u
s
p
r
iv
ate
s
ch
o
o
ls
,
wh
ich
ca
n
af
f
ec
t
h
o
w
teac
h
er
s
d
e
v
elo
p
an
d
ap
p
ly
th
eir
p
ed
ag
o
g
ical
k
n
o
wled
g
e
[
2
6
]
.
T
ab
le
6
.
I
m
p
ac
t o
f
teac
h
in
g
ex
p
er
ien
ce
o
n
R
-
PC
K
s
co
r
es
in
p
u
b
lic
an
d
p
r
iv
ate
s
ec
to
r
s
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
(
y
e
a
r
s
)
S
e
c
t
o
r
n
M
e
a
n
R
-
P
C
K
SD
W
e
l
c
h
’
s F (
p
-
v
a
l
u
e
)
Ef
f
e
c
t
si
z
e
(
ω²)
0
-
2
P
u
b
l
i
c
9
,
5
7
6
6
2
.
3
4
2
6
.
1
2
2
8
5
.
7
6
(
<
0
.
0
0
1
)
0
.
1
4
2
-
5
P
u
b
l
i
c
2
5
,
0
1
9
7
1
.
8
9
2
2
.
7
6
6
-
10
P
u
b
l
i
c
2
3
,
4
8
3
7
5
.
1
2
2
0
.
4
3
>
1
0
P
u
b
l
i
c
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co
mp
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2973
T
h
e
an
aly
s
is
o
f
R
-
PC
K
s
co
r
es
b
ased
o
n
r
eg
io
n
ty
p
e
(
u
r
b
an
v
s
.
r
u
r
al)
h
i
g
h
lig
h
ts
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
teac
h
e
r
p
er
f
o
r
m
an
ce
,
wh
ich
ar
e
r
ef
lectiv
e
o
f
b
r
o
ad
er
e
d
u
ca
tio
n
al
d
is
p
ar
ities
.
T
ea
ch
er
s
in
u
r
b
an
r
eg
io
n
s
e
x
h
ib
ited
a
s
ig
n
i
f
ican
tly
h
ig
h
er
m
ea
n
R
-
PC
K
s
co
r
e
o
f
7
8
.
1
2
(
SD
=
1
8
.
4
5
)
c
o
m
p
ar
ed
to
t
h
eir
r
u
r
al
co
u
n
ter
p
a
r
ts
,
wh
o
h
ad
a
m
ea
n
s
co
r
e
o
f
6
6
.
7
8
(
SD
=
2
3
.
6
7
)
,
a
s
s
h
o
wn
in
T
ab
le
7
.
W
elch
’
s
t
-
test
co
n
f
ir
m
ed
th
is
d
if
f
er
en
ce
as
s
tatis
tical
ly
s
ig
n
if
ican
t,
with
a
t
-
v
alu
e
o
f
5
1
2
.
3
4
an
d
a
p
-
v
al
u
e
o
f
less
th
an
0
.
0
0
1
,
in
d
icatin
g
a
m
o
d
er
ate
e
f
f
ec
t
s
ize
(
C
o
h
en
'
s
d
=
0
.
3
2
)
.
T
h
is
s
u
g
g
ests
th
at
teac
h
er
s
in
u
r
b
an
ar
ea
s
,
wh
o
o
f
ten
h
av
e
b
ette
r
ac
ce
s
s
to
r
eso
u
r
ce
s
,
tr
ain
in
g
o
p
p
o
r
tu
n
ities
,
an
d
ed
u
ca
tio
n
a
l
tech
n
o
lo
g
ies,
ten
d
t
o
p
e
r
f
o
r
m
b
etter
i
n
PC
K
ass
es
s
m
en
ts
[
4
1
]
.
I
n
co
n
tr
ast,
teac
h
er
s
in
r
u
r
al
ar
ea
s
f
r
eq
u
e
n
tly
en
co
u
n
ter
ch
allen
g
es
s
u
ch
as
lim
ited
ac
ce
s
s
to
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
an
d
d
ig
ital
r
eso
u
r
ce
s
,
wh
ich
ca
n
h
in
d
er
th
eir
a
b
ilit
y
to
ac
h
iev
e
s
im
ilar
lev
els
o
f
p
ed
ag
o
g
ical
ex
p
er
tis
e
[
4
2
]
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
ev
io
u
s
r
esear
ch
th
at
p
o
in
ts
to
th
e
im
p
o
r
tan
ce
o
f
r
eg
io
n
al
f
ac
to
r
s
in
ed
u
ca
tio
n
al
o
u
tco
m
es.
Fo
r
in
s
tan
ce
,
C
ai
et
a
l.
[
4
1
]
f
o
u
n
d
th
at
u
r
b
a
n
s
ch
o
o
ls
ty
p
ically
p
r
o
v
id
e
m
o
r
e
o
p
p
o
r
t
u
n
ities
f
o
r
teac
h
er
s
to
en
g
ag
e
in
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
co
llab
o
r
ativ
e
lear
n
in
g
,
w
h
ich
ca
n
en
h
a
n
ce
t
h
eir
PC
K
.
Similar
ly
,
Yu
e
et
a
l.
[
4
3
]
n
o
te
d
th
at
th
e
av
ailab
il
ity
o
f
d
i
g
ital
to
o
ls
an
d
r
eso
u
r
ce
s
in
u
r
b
an
ar
e
as
f
ac
ilit
ates
in
n
o
v
ativ
e
tea
ch
in
g
p
r
ac
tices,
co
n
t
r
ib
u
tin
g
to
h
ig
h
er
teac
h
e
r
p
er
f
o
r
m
an
ce
.
I
n
co
n
tr
ast,
Ki
lag
et
a
l.
[
4
2
]
h
ig
h
lig
h
te
d
t
h
o
s
e
r
u
r
al
teac
h
er
s
o
f
ten
f
ac
e
b
ar
r
ier
s
s
u
c
h
as
g
eo
g
r
a
p
h
ic
is
o
latio
n
an
d
lack
o
f
in
f
r
astru
ct
u
r
e,
w
h
ich
lim
i
t
th
eir
ac
ce
s
s
to
q
u
ality
tr
ain
in
g
an
d
r
eso
u
r
ce
s
.
T
h
ese
d
is
p
ar
ities
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
tar
g
eted
p
o
licy
in
ter
v
en
tio
n
s
to
p
r
o
v
id
e
eq
u
i
tab
le
s
u
p
p
o
r
t
a
n
d
r
eso
u
r
ce
s
to
teac
h
er
s
ac
r
o
s
s
d
if
f
er
en
t
r
e
g
io
n
s
,
t
h
er
eb
y
p
r
o
m
o
tin
g
co
n
s
is
ten
t
ed
u
ca
tio
n
al
q
u
ality
r
eg
ar
d
less
o
f
lo
ca
tio
n
[
4
4
]
.
T
h
e
o
b
s
er
v
ed
r
elatio
n
s
h
ip
b
etwe
en
g
en
er
al
s
k
ills
an
d
R
-
PC
K
s
co
r
es
am
o
n
g
m
ale
a
n
d
f
e
m
ale
teac
h
er
s
alig
n
s
with
f
in
d
in
g
s
f
r
o
m
p
r
e
v
io
u
s
s
tu
d
ies,
wh
ich
h
av
e
co
n
s
is
ten
tly
s
h
o
wn
th
at
co
g
n
itiv
e
ab
ilit
ies
ar
e
cr
u
cial
p
r
ed
icto
r
s
o
f
p
ed
a
g
o
g
ical
p
er
f
o
r
m
an
ce
[
40
]
.
I
n
th
e
p
r
esen
t
an
aly
s
is
,
m
ale
te
ac
h
er
s
with
h
ig
h
er
g
en
er
al
s
k
ills
s
co
r
es
d
em
o
n
s
tr
ated
s
ig
n
if
ican
tly
b
etter
R
-
PC
K
p
er
f
o
r
m
an
ce
,
with
m
ea
n
s
co
r
es
in
cr
ea
s
in
g
f
r
o
m
5
8
.
2
3
in
th
e
lo
west
g
en
er
al
s
k
ills
r
an
g
e
(
0
-
2
0
)
to
7
9
.
3
4
in
th
e
h
ig
h
est
r
an
g
e
(
4
1
-
5
0
)
,
as
p
r
esen
ted
in
T
ab
le
8
.
T
h
e
m
o
d
er
ate
e
f
f
e
ct
s
ize
(
ω
²=
0
.
1
9
)
in
d
icate
s
th
at
g
en
er
al
s
k
ills
m
o
d
er
ate
ly
im
p
ac
t
R
-
PC
K
p
er
f
o
r
m
an
ce
a
m
o
n
g
m
ale
te
ac
h
er
s
,
s
u
p
p
o
r
tin
g
th
e
n
o
tio
n
th
at
s
tr
o
n
g
er
co
g
n
itiv
e
a
b
ilit
ies
f
ac
ilit
ate
th
e
d
ev
elo
p
m
e
n
t a
n
d
ap
p
licatio
n
o
f
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
ies
[
3
3
]
.
Similar
ly
,
f
em
ale
teac
h
er
s
als
o
s
h
o
wed
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
g
e
n
er
al
s
k
ills
an
d
R
-
PC
K
s
co
r
es,
with
m
ea
n
s
c
o
r
es
in
cr
ea
s
in
g
f
r
o
m
6
2
.
8
9
t
o
8
2
.
3
4
ac
r
o
s
s
th
e
s
am
e
s
k
ill
r
an
g
es.
T
h
e
lar
g
er
ef
f
ec
t
s
ize
(
ω
²=
0
.
2
7
)
f
o
r
f
em
a
le
teac
h
er
s
s
u
g
g
ests
th
at
g
en
er
al
s
k
ills
h
av
e
a
m
o
r
e
p
r
o
n
o
u
n
ce
d
im
p
ac
t
o
n
t
h
eir
p
ed
ag
o
g
ical
p
e
r
f
o
r
m
an
ce
c
o
m
p
ar
ed
to
m
ale
teac
h
er
s
,
p
o
ten
tially
d
u
e
t
o
d
if
f
er
en
ti
al
en
g
ag
e
m
en
t
i
n
co
n
tin
u
o
u
s
lear
n
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ac
tiv
i
ties
[
4
1
]
.
T
h
ese
f
in
d
in
g
s
co
r
r
o
b
o
r
ate
p
r
ev
i
o
u
s
r
esear
ch
th
at
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
co
g
n
itiv
e
s
k
ills
in
s
h
ap
in
g
teac
h
er
s
'
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
in
s
tr
u
ctio
n
al
ef
f
ec
tiv
en
ess
.
Fo
r
ex
am
p
le,
r
esear
ch
e
r
f
o
u
n
d
th
at
teac
h
er
s
with
h
ig
h
er
co
g
n
itiv
e
ab
ilit
ies
ar
e
m
o
r
e
lik
ely
to
en
g
a
g
e
in
r
ef
l
ec
tiv
e
p
r
ac
tices
an
d
ad
ap
t
th
e
ir
teac
h
in
g
m
eth
o
d
s
to
d
iv
er
s
e
class
r
o
o
m
n
ee
d
s
,
wh
ich
en
h
an
ce
s
th
eir
PC
K.
Mo
r
eo
v
er
,
th
e
s
tr
o
n
g
e
r
im
p
a
ct
o
f
g
en
er
al
s
k
ills
o
n
f
em
al
e
teac
h
er
s
'
R
-
PC
K
p
er
f
o
r
m
an
ce
alig
n
s
with
s
tu
d
ies
s
u
g
g
esti
n
g
th
at
f
em
ale
e
d
u
ca
to
r
s
m
ay
en
g
ag
e
m
o
r
e
ac
tiv
ely
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
co
llab
o
r
ativ
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
wh
i
ch
f
u
r
t
h
er
b
o
ls
ter
s
th
eir
teac
h
in
g
ef
f
ec
tiv
en
ess
.
T
h
e
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
in
R
-
PC
K
s
co
r
es
ac
r
o
s
s
g
en
er
a
l
s
k
ills
r
an
g
es
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
tar
g
eted
in
ter
v
en
tio
n
s
th
at
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
e
n
t
o
f
co
g
n
itiv
e
an
d
p
r
o
f
ess
io
n
al
s
k
ills
,
p
ar
ticu
lar
ly
f
o
r
teac
h
er
s
with
lo
wer
in
itial a
b
ilit
ies,
to
en
h
an
ce
o
v
er
all
teac
h
in
g
q
u
ality
an
d
s
tu
d
en
t le
ar
n
in
g
o
u
tc
o
m
es.
T
ab
le
7
.
C
o
m
p
a
r
ativ
e
an
aly
s
is
o
f
R
-
PC
K
s
co
r
es b
ased
on
r
e
g
io
n
ty
p
e
(
u
r
b
an
v
s
.
r
u
r
al)
R
e
g
i
o
n
t
y
p
e
n
M
e
a
n
R
-
P
C
K
SD
W
e
l
c
h
’
s
t
(
p
-
v
a
l
u
e
)
Ef
f
e
c
t
si
z
e
(
C
o
h
e
n
’
s
d
)
U
r
b
a
n
5
7
,
2
3
4
7
8
.
1
2
1
8
.
4
5
5
1
2
.
3
4
(
<
0
.
0
0
1
)
0
.
3
2
R
u
r
a
l
3
7
,
4
3
1
6
6
.
7
8
2
3
.
6
7
T
ab
le
8
.
I
n
f
lu
en
ce
o
f
g
en
er
al
s
k
ills
(
r
ea
d
in
g
co
m
p
r
e
h
en
s
io
n
an
d
lo
g
ical
r
ea
s
o
n
in
g
)
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2974
4
.
1
.
I
m
pli
ca
t
i
o
ns
o
f
t
he
f
ind
ing
s
T
h
e
f
in
d
i
n
g
s
o
f
t
h
is
s
tu
d
y
h
a
v
e
s
ev
er
al
im
p
o
r
tan
t
im
p
licati
o
n
s
f
o
r
e
d
u
ca
tio
n
al
p
r
ac
tice,
p
o
licy
,
an
d
f
u
tu
r
e
r
esear
ch
.
T
h
e
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
d
ig
ital
p
l
atf
o
r
m
u
s
ag
e
an
d
PC
K
p
er
f
o
r
m
an
ce
s
u
g
g
ests
th
at
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
s
h
o
u
ld
f
o
c
u
s
o
n
en
h
an
cin
g
teac
h
er
s
’
d
ig
ital
liter
ac
y
an
d
th
eir
ab
ilit
y
to
in
teg
r
ate
tech
n
o
lo
g
y
in
to
t
h
eir
teac
h
in
g
p
r
ac
tices.
T
ailo
r
ed
tr
ain
in
g
s
ess
io
n
s
th
at
ad
d
r
ess
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
d
if
f
er
en
t
d
em
o
g
r
ap
h
ic
g
r
o
u
p
s
,
s
u
ch
as
r
u
r
al
teac
h
er
s
o
r
th
o
s
e
with
lo
wer
lev
els
o
f
d
ig
ital
en
g
ag
em
e
n
t,
co
u
l
d
b
e
p
ar
ticu
la
r
ly
b
en
ef
icial.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
s
ig
n
if
ican
t
d
is
p
ar
ities
in
d
i
g
ital
p
latf
o
r
m
u
s
ag
e
a
n
d
PC
K
p
er
f
o
r
m
an
ce
b
etwe
en
u
r
b
an
an
d
r
u
r
al
teac
h
e
r
s
.
T
o
ad
d
r
ess
th
ese
g
ap
s
,
th
er
e
is
a
n
ee
d
f
o
r
in
cr
ea
s
ed
in
v
estme
n
t
in
d
ig
ital
in
f
r
astru
ctu
r
e
in
u
n
d
er
s
er
v
ed
r
eg
io
n
s
.
E
n
s
u
r
in
g
th
at
all
teac
h
er
s
h
av
e
ac
ce
s
s
to
r
eliab
le
in
ter
n
et,
d
ig
ital
d
ev
ices,
an
d
ed
u
ca
tio
n
al
s
o
f
twar
e
is
cr
u
cial
f
o
r
lev
elin
g
th
e
p
lay
i
n
g
f
i
eld
an
d
im
p
r
o
v
in
g
o
v
er
all
teac
h
in
g
e
f
f
ec
tiv
en
ess
.
T
h
e
o
b
s
er
v
e
d
g
en
d
er
d
if
f
er
e
n
ce
s
in
PC
K
p
er
f
o
r
m
an
ce
,
wi
th
f
em
ale
teac
h
er
s
g
en
er
ally
o
u
tp
er
f
o
r
m
in
g
m
ale
teac
h
er
s
,
in
d
icate
th
at
g
en
d
er
-
s
p
ec
if
ic
s
tr
ateg
ies
m
ay
b
e
n
ec
ess
ar
y
to
s
u
p
p
o
r
t
m
ale
teac
h
er
s
in
lev
er
ag
in
g
d
ig
ital
to
o
ls
m
o
r
e
ef
f
ec
tiv
el
y
.
T
h
is
co
u
ld
in
clu
d
e
m
en
to
r
s
h
ip
p
r
o
g
r
am
s
,
p
ee
r
lear
n
in
g
o
p
p
o
r
tu
n
ities
,
an
d
wo
r
k
s
h
o
p
s
d
esig
n
ed
to
b
u
il
d
co
n
f
id
en
ce
a
n
d
c
o
m
p
eten
ce
in
u
s
in
g
d
ig
ital
r
eso
u
r
ce
s
.
T
h
e
f
in
d
in
g
s
also
u
n
d
er
s
co
r
e
th
e
n
ee
d
to
a
d
d
r
es
s
r
eg
io
n
al
d
is
p
ar
ities
in
ed
u
ca
tio
n
.
Po
licy
m
ak
er
s
s
h
o
u
ld
co
n
s
id
er
im
p
lem
en
tin
g
r
eg
io
n
-
s
p
ec
if
ic
s
tr
ateg
ies
th
at
ac
co
u
n
t
f
o
r
th
e
u
n
iq
u
e
c
h
allen
g
es
f
ac
ed
b
y
teac
h
er
s
in
d
if
f
er
en
t
ar
ea
s
,
p
a
r
ticu
lar
ly
th
o
s
e
in
r
u
r
al
r
eg
io
n
s
with
lim
ited
ac
ce
s
s
to
d
ig
i
tal
r
eso
u
r
ce
s
.
T
h
ese
s
tr
ateg
ies
co
u
ld
in
cl
u
d
e
m
o
b
il
e
lear
n
in
g
in
itiativ
es,
co
m
m
u
n
ity
-
b
ased
d
ig
ital
h
u
b
s
,
a
n
d
tar
g
eted
f
u
n
d
in
g
f
o
r
r
u
r
al
s
ch
o
o
ls
.
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
in
teg
r
atin
g
tech
n
o
l
o
g
y
in
to
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
c
o
u
ld
h
av
e
lo
n
g
-
ter
m
b
en
ef
its
f
o
r
PC
K
p
er
f
o
r
m
a
n
ce
.
Pre
-
s
er
v
ice
teac
h
er
s
s
h
o
u
ld
b
e
tr
ain
ed
n
o
t
o
n
l
y
in
PC
K
b
u
t
also
in
th
e
ef
f
ec
tiv
e
u
s
e
o
f
d
i
g
ital
to
o
ls
to
en
h
an
ce
th
eir
teac
h
in
g
p
r
ac
tices.
T
h
is
wo
u
ld
en
s
u
r
e
th
at
n
ew
teac
h
er
s
en
ter
th
e
p
r
o
f
ess
io
n
with
th
e
s
k
ills
n
ec
ess
ar
y
to
s
u
cc
ee
d
in
a
d
ig
ital le
ar
n
in
g
e
n
v
ir
o
n
m
en
t.
4
.
2
.
F
uture
direct
io
ns
T
o
b
etter
u
n
d
er
s
tan
d
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
d
ig
ital
p
latf
o
r
m
u
s
ag
e
o
n
PC
K
p
er
f
o
r
m
a
n
ce
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
em
p
lo
y
lo
n
g
i
tu
d
in
al
s
tu
d
y
d
esig
n
s
.
T
h
is
wo
u
ld
allo
w
f
o
r
th
e
ex
am
in
atio
n
o
f
h
o
w
s
u
s
tain
ed
d
ig
ital
en
g
ag
em
e
n
t
af
f
ec
ts
tea
ch
in
g
ef
f
ec
tiv
en
ess
o
v
er
tim
e
an
d
wh
eth
e
r
th
e
b
e
n
ef
its
o
b
s
er
v
ed
in
t
h
is
s
tu
d
y
p
er
s
is
t
o
r
e
v
o
lv
e.
Fu
tu
r
e
s
tu
d
i
es
co
u
ld
b
en
e
f
it
f
r
o
m
u
s
in
g
o
b
jectiv
e
m
ea
s
u
r
es
o
f
d
ig
ital
e
n
g
ag
em
e
n
t,
s
u
ch
as
tr
ac
k
in
g
s
o
f
twar
e
u
s
ag
e
o
r
cla
s
s
r
o
o
m
tech
n
o
lo
g
y
in
teg
r
atio
n
,
r
ath
er
th
a
n
r
ely
in
g
s
o
lely
o
n
s
elf
-
r
ep
o
r
ted
d
ata.
T
h
is
wo
u
ld
p
r
o
v
id
e
m
o
r
e
ac
cu
r
ate
in
s
ig
h
ts
in
t
o
th
e
r
elati
o
n
s
h
ip
b
etwe
en
d
ig
ital
p
latf
o
r
m
u
s
ag
e
an
d
PC
K
p
er
f
o
r
m
an
ce
.
Fu
r
t
h
er
r
esear
ch
is
n
ee
d
ed
to
ex
p
lo
r
e
th
e
s
p
ec
i
f
ic
b
ar
r
ier
s
th
at
teac
h
er
s
,
p
ar
ti
cu
lar
ly
in
r
u
r
al
an
d
u
n
d
er
s
er
v
e
d
ar
ea
s
,
f
ac
e
wh
en
tr
y
in
g
to
in
teg
r
ate
d
ig
ital
to
o
ls
in
to
th
eir
teac
h
in
g
.
Un
d
er
s
tan
d
in
g
th
ese
b
ar
r
ier
s
wo
u
ld
h
elp
in
d
esig
n
in
g
m
o
r
e
ef
f
ec
tiv
e
in
ter
v
e
n
tio
n
s
to
s
u
p
p
o
r
t
teac
h
er
s
in
o
v
e
r
co
m
in
g
th
ese
ch
allen
g
es.
T
h
ese
im
p
licatio
n
s
an
d
f
u
tu
r
e
d
ir
ec
tio
n
s
h
i
g
h
lig
h
t
t
h
e
im
p
o
r
tan
ce
o
f
co
n
tin
u
ed
r
esear
ch
an
d
in
v
estme
n
t
in
d
ig
ital
ed
u
ca
tio
n
,
en
s
u
r
i
n
g
t
h
at
all
teac
h
er
s
ar
e
e
q
u
ip
p
e
d
to
d
eliv
e
r
h
i
g
h
-
q
u
ality
,
te
ch
n
o
lo
g
y
-
en
h
an
ce
d
ed
u
ca
tio
n
to
th
eir
s
tu
d
en
ts
.
5.
CO
NCLU
SI
O
N
T
h
i
s
s
tu
d
y
h
a
s
p
r
o
v
id
ed
s
ig
n
if
i
ca
n
t
in
s
ig
h
t
s
in
to
th
e
r
o
le
o
f
d
ig
it
al
p
l
at
f
o
r
m
s
in
en
h
an
cin
g
P
C
K
p
er
f
o
r
m
an
c
e
am
o
n
g
p
r
i
m
ar
y
ed
u
ca
t
io
n
te
ac
h
e
r
s
in
Per
u
.
T
h
e
f
in
d
i
n
g
s
u
n
d
er
s
co
r
e
th
e
cr
i
ti
ca
l
im
p
o
r
tan
ce
o
f
in
t
eg
r
a
ti
n
g
d
ig
i
ta
l
to
o
l
s
in
to
te
ac
h
in
g
p
r
a
ct
ic
es
,
d
em
o
n
s
t
r
at
in
g
th
a
t
ef
f
ec
tiv
e
u
s
e
o
f
th
e
s
e
p
l
at
f
o
r
m
s
i
s
as
s
o
ci
at
ed
wi
th
im
p
r
o
v
ed
P
C
K
p
e
r
f
o
r
m
an
c
e
(
R
-
P
C
K
)
.
T
ea
ch
er
s
wh
o
f
r
eq
u
en
t
ly
en
g
ag
ed
w
ith
d
ig
it
al
p
la
tf
o
r
m
s
o
u
tp
er
f
o
r
m
ed
th
e
ir
co
u
n
t
er
p
a
r
t
s
wi
th
lo
w
er
d
i
g
it
al
en
g
ag
em
en
t,
h
ig
h
l
ig
h
t
i
n
g
th
e
p
o
t
en
t
ia
l
o
f
tech
n
o
lo
g
y
to
tr
an
s
f
o
r
m
ed
u
ca
t
io
n
.
Mo
r
eo
v
er
,
th
e
s
tu
d
y
r
ev
ea
led
k
ey
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
in
f
lu
en
cin
g
R
-
P
C
K
p
er
f
o
r
m
an
c
e.
F
em
a
le
te
ac
h
er
s
co
n
s
i
s
ten
tly
a
c
h
iev
ed
h
ig
h
e
r
P
C
K
s
co
r
e
s
th
an
th
e
ir
m
a
le
co
u
n
t
er
p
ar
t
s
,
r
e
f
l
ec
t
in
g
p
o
te
n
ti
al
d
i
f
f
er
en
c
e
s
in
te
ac
h
in
g
ap
p
r
o
ac
h
e
s
an
d
th
e
u
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RE
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[
1
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A
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[
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J.
H
a
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d
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.
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.
[
3
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