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d
f
o
r
lo
ca
lized
STE
M
lear
n
in
g
m
ater
ials
an
d
a
s
h
o
r
tag
e
o
f
s
k
illed
STE
M
teac
h
er
s
,
wh
i
ch
h
in
d
er
e
f
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
in
th
ese
s
u
b
j
ec
ts
[
3
]
.
An
o
th
er
co
n
tr
ib
u
tin
g
f
ac
t
o
r
is
th
e
s
tu
d
en
t’
s
p
er
ce
p
tio
n
t
h
at
th
ese
s
u
b
jects
ar
e
to
o
d
if
f
icu
lt
[
4
]
.
Fo
r
in
s
tan
ce
,
p
h
y
s
ics
is
o
f
ten
p
er
ce
i
v
ed
as
ch
allen
g
i
n
g
d
u
e
to
its
ab
s
tr
ac
t
n
atu
r
e,
an
d
g
en
er
ally
less
ap
p
ea
lin
g
am
o
n
g
s
t
s
tu
d
en
t
wh
en
co
m
p
ar
ed
to
o
t
h
er
s
cien
ce
s
u
b
jects
[
5
]
,
r
esu
ltin
g
in
d
ec
r
ea
s
ed
n
u
m
b
er
o
f
s
tu
d
en
ts
en
r
o
l
lin
g
[
6
]
.
Ho
wev
er
,
ea
r
ly
-
y
ea
r
STE
M
ed
u
ca
tio
n
o
f
f
er
s
h
o
p
e,
with
e
x
p
er
ts
ad
v
o
ca
tin
g
f
o
r
th
is
ap
p
r
o
ac
h
t
o
cu
ltiv
ate
in
ter
est
an
d
ad
d
r
ess
th
e
s
h
o
r
tag
e
o
f
en
g
in
e
er
s
an
d
o
th
e
r
STE
M
p
r
o
f
ess
io
n
als in
Ma
lay
s
ia
[
7
]
.
T
h
e
g
en
d
er
g
a
p
in
STE
M
f
ield
s
is
an
o
th
er
p
er
s
is
ten
t
g
lo
b
al
is
s
u
e.
W
o
m
en
ar
e
s
i
g
n
if
ican
tly
u
n
d
er
r
ep
r
esen
ted
in
STE
M
ed
u
ca
tio
n
an
d
ca
r
ee
r
s
wo
r
ld
wid
e.
Glo
b
ally
,
wo
m
en
m
a
k
e
u
p
o
n
ly
3
5
%
o
f
STE
M
s
tu
d
en
ts
in
h
ig
h
er
e
d
u
ca
tio
n
[
8
]
.
I
n
th
e
Un
ited
Kin
g
d
o
m
,
o
n
ly
1
1
%
o
f
p
o
s
itio
n
s
in
STE
M
f
ield
s
ar
e
h
eld
b
y
wo
m
en
.
I
n
th
e
Un
ite
d
States
,
wo
m
en
with
a
b
ac
h
el
o
r
’
s
d
eg
r
ee
o
r
h
ig
h
er
m
a
k
e
u
p
4
4
.
2
%
o
f
th
e
STE
M
wo
r
k
f
o
r
ce
,
wh
ile
wo
m
en
with
o
u
t
a
b
ac
h
elo
r
’
s
d
eg
r
ee
m
ak
e
u
p
2
5
.
8
%.
I
n
C
h
in
a,
wo
m
e
n
ac
co
u
n
t
f
o
r
o
n
ly
2
6
.
2
7
% o
f
r
esear
ch
an
d
d
e
v
el
o
p
m
en
t p
er
s
o
n
n
el
an
d
5
.
7
9
% o
f
th
e
t
o
tal
ac
ad
em
ician
s
o
f
th
e
C
h
in
ese
Aca
d
em
y
o
f
Scien
ce
s
an
d
E
n
g
in
ee
r
i
n
g
[
9
]
.
I
n
Sau
d
i,
wo
m
e
n
co
m
p
r
is
e
o
n
ly
1
6
%
o
f
its
wo
r
k
f
o
r
ce
,
th
e
l
o
west
r
ate
am
o
n
g
t
h
e
2
0
co
u
n
tr
ies
in
th
e
g
lo
b
al
g
en
d
e
r
g
a
p
r
ep
o
r
t
[
1
0
]
,
f
o
llo
wed
b
y
th
e
UAE
at
2
0
%
an
d
I
n
d
ia
at
2
2
%
[
1
1
]
.
Ho
wev
er
,
th
er
e
ar
e
en
c
o
u
r
ag
in
g
s
tr
id
es
b
ein
g
m
ad
e
in
Ma
lay
s
ia
in
ter
m
s
o
f
g
en
d
e
r
eq
u
ality
in
STE
M
ed
u
ca
tio
n
.
Desp
ite
th
e
g
lo
b
al
g
en
d
er
d
is
p
ar
ity
f
av
o
r
in
g
m
al
e
s
tu
d
en
ts
,
Ma
lay
s
ia
r
ep
o
r
ted
in
2
0
2
1
th
at
5
3
.
2
%
o
f
STE
M
g
r
a
d
u
ates
wer
e
f
em
ale.
T
h
is
in
d
icate
s
a
s
tr
o
n
g
f
e
m
ale
p
r
esen
ce
in
STE
M
ed
u
c
atio
n
at
th
e
ter
tiar
y
lev
el,
wh
er
e
wo
m
en
o
u
tn
u
m
b
er
m
en
in
g
r
ad
u
atio
n
r
ates
f
r
o
m
STE
M
p
r
o
g
r
a
m
s
[
1
2
]
.
C
h
allen
g
es
r
em
ain
in
p
h
y
s
ics,
wh
er
e
g
e
n
d
er
d
is
p
ar
ity
is
p
r
o
n
o
u
n
ce
d
,
with
wo
m
en
u
n
d
er
r
e
p
r
esen
ted
in
tr
ad
itio
n
ally
m
ale
-
d
o
m
in
ated
f
ield
s
.
T
h
is
r
ef
lec
ts
b
r
o
ad
er
s
o
cieta
l
n
o
r
m
s
an
d
s
ter
eo
ty
p
es
th
at
ca
n
d
is
co
u
r
ag
e
wo
m
en
f
r
o
m
p
u
r
s
u
in
g
ca
r
ee
r
s
in
th
ese
ar
ea
s
.
Ad
d
r
ess
in
g
th
ese
d
is
p
ar
ities
r
eq
u
ir
es
a
m
u
ltifa
ce
ted
a
p
p
r
o
ac
h
th
at
in
clu
d
es
cu
ltu
r
al
ch
an
g
e,
b
etter
e
d
u
ca
t
io
n
al
p
r
ac
tices,
an
d
s
u
p
p
o
r
tiv
e
p
o
licies
to
cr
ea
te
an
eq
u
itab
le
en
v
ir
o
n
m
en
t
f
o
r
wo
m
en
in
STE
M
[
1
3
]
.
Fro
m
an
o
t
h
er
p
er
s
p
ec
tiv
e,
o
n
e
co
n
s
tr
u
ctiv
e
ap
p
r
o
ac
h
to
attr
ac
tin
g
s
tu
d
en
ts
to
e
n
r
o
ll
in
p
h
y
s
ics
co
u
r
s
es
an
d
STE
M
f
ield
s
is
in
co
r
p
o
r
ati
n
g
r
ea
l
-
life
ex
am
p
les
r
elev
an
t
to
th
eir
d
aily
ac
tiv
ities
.
R
ea
l
-
life
ex
am
p
les
an
d
p
r
ac
tical
ap
p
licatio
n
s
o
f
p
h
y
s
ics
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
u
b
ject.
E
d
u
ca
to
r
s
ca
n
m
ak
e
th
e
s
u
b
je
ct
m
o
r
e
r
elata
b
le
an
d
ex
citin
g
b
y
d
em
o
n
s
tr
atin
g
h
o
w
p
h
y
s
ics
p
r
in
cip
les
ar
e
in
teg
r
ated
in
to
ev
e
r
y
d
a
y
life
.
Fo
r
in
s
tan
ce
,
th
e
im
p
ac
t
o
f
p
h
y
s
ics
o
n
m
o
d
er
n
tech
n
o
lo
g
y
is
p
r
o
f
o
u
n
d
.
T
h
e
g
lo
b
al
p
o
s
itio
n
in
g
s
y
s
tem
(
GPS)
is
o
n
e
o
f
th
e
m
an
y
e
v
er
y
d
a
y
tech
n
o
lo
g
ies
th
at
ar
e
b
u
ilt
o
n
p
h
y
s
ics
p
r
in
cip
le
s
,
s
p
ec
if
ically
r
elativ
ity
.
T
o
d
eliv
er
p
r
ec
is
e
lo
ca
tio
n
d
ata,
s
atellites
m
u
s
t
tak
e
ac
co
u
n
t
o
f
tim
e
d
ilatio
n
d
u
e
t
o
th
eir
s
p
ee
d
an
d
ea
r
t
h
'
s
g
r
av
itatio
n
al
[
1
4
]
.
T
h
is
c
o
n
n
ec
tio
n
ca
n
h
elp
s
tu
d
e
n
ts
ap
p
r
ec
iate
th
e
r
elev
an
ce
an
d
i
m
p
o
r
tan
ce
o
f
p
h
y
s
ics
in
m
o
d
e
r
n
tech
n
o
l
o
g
y
,
m
ak
in
g
th
e
s
u
b
ject
m
o
r
e
en
g
ag
i
n
g
an
d
ex
citin
g
[
1
5
]
.
T
h
er
e
ar
e
m
an
y
a
p
p
r
o
ac
h
es
th
at
m
a
y
p
r
o
m
p
t
s
tu
d
en
t
lear
n
i
n
g
,
s
u
c
h
as
p
r
o
ject
-
b
ased
lear
n
in
g
(
PjB
L
)
[
1
6
]
an
d
p
r
o
b
lem
-
b
ased
lear
n
in
g
(
PB
L
)
[
1
7
]
.
PB
L
an
d
PjB
L
ap
p
r
o
ac
h
es
in
p
h
y
s
ics
ed
u
ca
tio
n
o
f
f
er
n
u
m
er
o
u
s
b
en
ef
its
an
d
o
u
tco
m
es
th
at
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
e
n
t,
u
n
d
er
s
tan
d
in
g
,
a
n
d
s
k
ill
d
ev
elo
p
m
e
n
t
esp
ec
ially
i
n
p
h
y
s
ical
class
r
o
o
m
[
1
5
]
,
[
1
8
]
,
[
1
9
]
.
Fo
r
i
n
s
tan
ce
,
PB
L
f
o
s
ter
s
a
m
o
r
e
en
g
ag
in
g
lear
n
in
g
e
n
v
ir
o
n
m
en
t b
y
allo
win
g
s
tu
d
en
ts
to
wo
r
k
o
n
m
ea
n
in
g
f
u
l
p
r
o
jects
th
at
r
elate
to
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
.
T
h
is
r
elev
an
ce
b
o
o
s
ts
m
o
tiv
atio
n
an
d
in
ter
est
in
p
h
y
s
ics
[
1
5
]
.
R
esear
ch
in
d
icate
s
th
at
s
t
u
d
en
ts
o
f
ten
r
ep
o
r
t
im
p
r
o
v
e
d
attitu
d
es
to
war
d
s
lear
n
in
g
p
h
y
s
ics
[
1
6
]
,
r
e
d
u
ce
d
an
x
iety
,
an
d
i
n
cr
ea
s
ed
en
jo
y
m
en
t
wh
en
in
v
o
lv
ed
in
PB
L
ac
tiv
ities
.
T
h
is
p
r
ac
tic
e
is
wid
ely
r
ec
o
g
n
ized
as
a
n
ef
f
ec
tiv
e
way
to
m
a
k
e
th
e
s
tu
d
y
o
f
p
h
y
s
ics
m
o
r
e
en
g
ag
in
g
an
d
ac
ce
s
s
ib
le
[
2
0
]
.
Alth
o
u
g
h
s
o
m
e
s
tu
d
ies
r
ev
ea
l
ed
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
im
p
ac
ts
o
n
m
ale
an
d
f
em
al
e
s
tu
d
en
ts
[
2
1
]
,
s
till
n
u
m
er
o
u
s
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
th
ese
s
t
r
ateg
ies
ca
n
i
n
cr
ea
s
e
th
e
m
o
ti
v
atio
n
o
f
m
ale
an
d
f
em
ale
s
tu
d
en
ts
[
2
2
]
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
in
lear
n
i
n
g
p
h
y
s
ics
[
2
3
]
.
PB
L
im
p
lem
en
t
atio
n
v
ar
ies
b
y
f
iel
d
an
d
o
f
ten
in
clu
d
es
d
if
f
er
e
n
t
a
p
p
r
o
ac
h
es,
s
tr
ateg
ies,
an
d
to
o
ls
.
I
t
co
m
m
o
n
ly
o
cc
u
r
s
in
f
a
ce
-
to
-
f
ac
e
s
ettin
g
s
,
with
in
d
ep
e
n
d
en
t
lear
n
in
g
,
co
n
tin
u
o
u
s
r
ea
d
in
g
,
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
an
d
p
r
esen
tatio
n
s
in
a
class
r
o
o
m
.
Fo
r
a
v
ar
iety
o
f
r
ea
s
o
n
s
,
in
clu
d
in
g
s
tu
d
en
t
ad
ap
tab
ilit
y
[
2
4
]
a
n
d
tech
n
ical
p
ed
a
g
o
g
ical
p
r
ep
ar
ed
n
ess
[
2
5
]
,
PB
L
in
teg
r
atio
n
is
r
ar
ely
im
p
lem
e
n
ted
o
n
lin
e.
C
o
n
s
eq
u
e
n
tly
,
o
n
ly
s
o
m
e
s
tu
d
ies
ex
am
in
ed
th
e
im
p
ac
t
o
f
PB
L
o
n
m
ales
an
d
f
em
ales,
w
h
er
e
im
p
lem
en
tin
g
PB
L
o
n
lin
e
p
r
esen
t
s
s
ev
er
al
ch
allen
g
es;
o
n
e
is
s
ca
lin
g
PB
L
to
wo
r
k
ef
f
ec
tiv
ely
o
n
lin
e.
Faith
f
u
lly
r
ep
licatin
g
th
e
class
r
o
o
m
s
ettin
g
o
f
th
e
PB
L
o
n
lin
e
r
eq
u
ir
es
ca
r
ef
u
l
p
lan
n
in
g
an
d
ad
a
p
tatio
n
[
2
6
]
,
[
2
7
]
.
St
r
ateg
ies
lik
e
asy
n
ch
r
o
n
o
u
s
d
is
cu
s
s
io
n
s
,
v
ir
tu
al
g
r
o
u
p
m
e
etin
g
s
,
an
d
o
n
lin
e
r
eso
u
r
ce
s
ca
n
h
el
p
s
ca
le
PB
L
o
n
lin
e,
b
u
t th
ey
m
ay
r
e
q
u
ir
e
m
o
r
e
s
tr
u
ctu
r
e
th
an
in
-
p
er
s
o
n
PB
L
[
2
8
]
,
[
2
9
]
.
T
h
er
ef
o
r
e,
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
th
is
r
esear
ch
i
s
b
ased
o
n
co
n
s
tr
u
ctiv
is
t
th
eo
r
y
,
e
.
g
.
Piag
et
[
3
0
]
a
n
d
V
y
g
o
ts
k
y
[
3
1
]
an
d
c
o
n
n
ec
tiv
is
m
th
eo
r
y
,
p
r
o
p
o
s
ed
b
y
Siem
en
s
[
3
2
]
an
d
Do
wn
es
[
3
3
]
,
[
3
4
]
,
b
o
th
o
f
wh
ic
h
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
lear
n
in
g
p
r
o
ce
s
s
,
esp
ec
ially
in
th
e
co
n
tex
t
o
f
o
n
lin
e
ed
u
ca
tio
n
.
T
h
e
m
ain
o
b
jectiv
e
o
f
th
is
r
esear
ch
is
to
co
m
p
a
r
e
h
o
w
th
e
iON
-
PB
L
m
o
d
u
le
o
f
p
h
y
s
ics
en
h
an
ce
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
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
8
3
2
-
2
8
4
5
2834
an
d
r
etain
s
s
tu
d
en
ts
’
m
o
tiv
at
io
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
b
ased
o
n
g
e
n
d
er
,
f
o
llo
we
d
b
y
th
ese
r
esear
ch
q
u
esti
o
n
(
R
Q)
:
i)
I
s
th
er
e
an
y
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
in
th
eir
m
o
tiv
atio
n
t
o
lear
n
p
h
y
s
ics
f
r
o
m
th
e
iON
-
PB
L
m
o
d
u
le
o
f
p
h
y
s
ics f
o
r
p
o
s
t
-
test
?
(
R
Q1
)
ii)
I
s
th
er
e
an
y
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
in
th
eir
m
o
tiv
atio
n
t
o
lear
n
p
h
y
s
ics
f
r
o
m
iON
-
PB
L
m
o
d
u
le
o
f
p
h
y
s
ics f
o
r
d
elay
ed
p
o
s
t
-
test
?
(
R
Q2
)
iii)
I
s
th
er
e
an
y
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
m
ale
an
d
f
em
al
e
s
tu
d
en
ts
in
th
eir
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
to
lear
n
p
h
y
s
ics f
r
o
m
th
e
iON
-
P
B
L
m
o
d
u
le
o
f
p
h
y
s
ics f
o
r
p
o
s
t
-
test
?
(
RQ
3)
iv
)
I
s
th
er
e
an
y
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
m
ale
an
d
f
em
al
e
s
tu
d
en
ts
in
th
eir
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
to
lear
n
p
h
y
s
ics f
r
o
m
iON
-
PB
L
m
o
d
u
le
o
f
p
h
y
s
ics f
o
r
d
ela
y
ed
p
o
s
t
-
test
?
(
RQ
4)
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Mo
tiv
atio
n
p
lay
s
a
cr
u
cial
r
o
le
in
th
e
ac
ad
em
ic
s
u
cc
ess
o
f
s
tu
d
en
ts
p
u
r
s
u
in
g
p
h
y
s
ics.
I
t
is
im
p
o
r
tan
t
to
n
o
te
th
at
a
co
m
b
in
atio
n
o
f
in
tr
in
s
ic
an
d
e
x
tr
in
s
ic
m
o
tiv
atio
n
is
n
ec
ess
ar
y
to
k
ee
p
s
tu
d
en
ts
en
g
ag
e
d
an
d
d
r
iv
en
.
W
h
ile
ex
tr
in
s
ic
m
o
ti
v
atio
n
is
d
r
iv
en
b
y
ex
te
r
n
al
r
ewa
r
d
s
,
s
u
ch
as
g
r
ad
es
o
r
r
ec
o
g
n
itio
n
,
i
n
tr
in
s
ic
m
o
tiv
atio
n
c
o
m
es
f
r
o
m
with
in
[
3
4
]
.
I
n
tr
in
s
ic
m
o
tiv
atio
n
p
r
o
v
id
es
a
s
en
s
e
o
f
f
u
lf
ilm
e
n
t
an
d
ac
co
m
p
lis
h
m
en
t,
m
ak
in
g
lear
n
in
g
m
o
r
e
en
jo
y
a
b
le
an
d
s
atis
f
y
in
g
[
3
5
]
,
[
3
6
]
.
Ho
wev
er
,
ex
ter
n
al
in
ce
n
tiv
es m
ig
h
t
af
f
ec
t
s
tu
d
en
ts
d
if
f
er
en
tly
d
u
r
in
g
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
Nev
er
th
eless
,
teac
h
er
s
ca
n
n
o
t
alwa
y
s
r
ely
o
n
it
b
ec
au
s
e
n
o
t
all
th
e
wo
r
k
s
tu
d
en
ts
m
u
s
t
co
m
p
lete
is
en
g
ag
in
g
an
d
p
leasu
r
a
b
le
[
3
6
]
.
E
x
tr
in
s
ic
d
r
iv
e
ca
n
also
b
o
o
s
t
in
tr
in
s
ic
d
esire
,
ev
en
th
o
u
g
h
it
h
as
a
lim
ited
ef
f
ec
t
an
d
d
is
co
u
r
ag
es
p
u
p
ils
f
r
o
m
wan
tin
g
to
d
o
co
m
p
ar
a
b
le
ac
tiv
ities
in
th
e
f
u
tu
r
e
[
3
5
]
.
Saleh
[
3
7
]
s
tu
d
y
u
n
co
v
er
e
d
a
s
ig
n
if
ican
t
d
is
p
ar
ity
in
th
e
m
o
tiv
atio
n
to
lear
n
p
h
y
s
ics
b
etwe
en
u
r
b
an
an
d
r
u
r
al
s
tu
d
en
ts
,
wh
e
r
e
th
er
e
we
r
e
n
o
n
o
tab
le
d
if
f
er
en
ce
s
b
etwe
en
m
ale
an
d
f
e
m
ale
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
also
p
o
in
te
d
o
u
t
th
at
v
ar
io
u
s
in
tr
in
s
ic
f
ac
to
r
s
s
u
ch
as
r
elatio
n
s
h
ip
s
,
s
tr
ess
,
an
d
ef
f
o
r
t
s
tr
o
n
g
ly
in
f
lu
en
c
e
a
s
tu
d
en
t'
s
m
o
tiv
atio
n
to
lear
n
p
h
y
s
ics.
Petr
i
[
3
8
]
in
d
ica
tes
th
at
in
tr
in
s
ically
m
o
tiv
at
ed
s
tu
d
en
ts
r
etain
in
f
o
r
m
atio
n
an
d
co
n
ce
p
ts
lo
n
g
er
th
an
ex
tr
in
s
ically
m
o
tiv
at
ed
s
tu
d
en
ts
.
T
h
is
in
tr
in
s
ic
m
o
tiv
atio
n
co
r
r
elate
s
with
h
ig
h
er
en
g
a
g
em
en
t,
e
n
jo
y
m
en
t,
an
d
p
e
r
s
is
ten
ce
in
lear
n
in
g
p
h
y
s
ics
an
d
lea
d
s
to
en
h
an
ce
d
p
e
r
f
o
r
m
an
ce
an
d
cr
ea
tiv
ity
in
p
r
o
b
lem
-
s
o
lv
in
g
task
s
,
u
n
d
er
s
co
r
in
g
its
p
o
t
en
tial
im
p
ac
t.
T
o
d
ate,
h
o
w
m
o
tiv
atio
n
s
p
lay
a
n
im
p
o
r
tan
t r
o
le
in
g
e
n
d
er
[
3
9
]
i
s
also
b
ein
g
d
eb
ated
b
y
m
an
y
r
esear
ch
er
s
in
ter
m
s
o
f
s
tu
d
en
t a
ch
iev
em
en
t
[
4
0
]
,
attitu
d
e
an
d
an
x
iety
[
4
1
]
,
i
n
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
[
4
2
]
,
an
d
s
tu
d
en
ts
’
au
to
n
o
m
y
[
4
3
]
.
T
h
e
liter
atu
r
e
s
h
o
ws
d
if
f
er
e
n
t
v
iews
o
n
teac
h
in
g
s
tr
ateg
ie
s
f
o
r
d
if
f
er
e
n
t
g
en
d
er
s
,
in
f
lu
en
ce
d
b
y
g
en
d
er
-
r
o
le
s
ter
eo
ty
p
es.
Ma
le
s
tu
d
en
ts
m
ay
h
av
e
m
o
r
e
d
r
iv
e
in
ac
tiv
ities
al
ig
n
ed
with
th
eir
in
ter
ests
[
3
6
]
,
f
o
r
ex
am
p
le,
in
a
s
tu
d
y
b
y
L
ee
an
d
Yu
an
[
3
6
]
,
m
ale
s
tu
d
e
n
ts
h
av
e
h
ig
h
e
r
p
o
s
itiv
e
ev
a
lu
atio
n
s
o
f
v
ir
tu
al
m
an
ip
u
lativ
es
wh
en
p
ar
ticip
a
tin
g
in
co
m
p
u
ter
-
b
ased
m
at
h
em
atics
ac
tiv
ities
.
Me
an
wh
il
e,
f
em
ale
s
tu
d
e
n
ts
n
ee
d
m
o
r
e
in
ter
esti
n
g
teac
h
i
n
g
ac
tiv
ities
r
elate
d
to
v
ir
tu
al
m
an
ip
u
lativ
es
to
b
o
o
s
t
th
eir
m
o
tiv
atio
n
an
d
en
jo
y
m
en
t
o
f
m
ath
em
atics.
T
h
ey
c
o
u
ld
b
e
m
o
r
e
lik
ely
to
wo
r
k
o
n
p
r
o
jects
th
at
let
th
e
m
u
s
e
th
ei
r
talen
ts
o
r
p
u
r
s
u
e
th
eir
p
ass
io
n
s
.
Similar
ly
,
f
em
ale
s
tu
d
e
n
ts
m
ay
b
e
in
tr
in
s
ically
m
o
tiv
ated
wh
e
n
th
ey
h
av
e
a
s
tr
o
n
g
em
o
tio
n
al
co
n
n
ec
tio
n
to
th
e
m
ater
ial,
o
p
p
o
r
tu
n
ities
f
o
r
cr
e
ativ
ity
an
d
s
elf
-
e
x
p
r
ess
io
n
,
a
n
d
ar
e
e
n
co
u
r
a
g
ed
t
o
co
o
p
er
ate
an
d
m
a
k
e
s
ig
n
if
ica
n
t
co
n
tr
ib
u
tio
n
s
[
4
4
]
.
Ma
le
s
tu
d
en
ts
also
m
ay
b
e
m
o
r
e
in
f
l
u
en
ce
d
in
ac
ad
em
i
c
en
v
ir
o
n
m
en
ts
b
y
p
r
izes
o
r
r
ec
o
g
n
itio
n
f
r
o
m
o
u
ts
id
e
s
o
u
r
ce
s
[
4
5
]
,
as
th
ey
co
u
ld
aim
f
o
r
b
etter
g
r
a
d
es,
in
s
tr
u
cto
r
p
r
aise,
o
r
c
o
m
p
etiti
o
n
with
o
th
e
r
s
tu
d
e
n
ts
to
d
em
o
n
s
tr
ate
th
eir
m
aster
y
o
r
d
o
m
in
atio
n
.
C
o
n
v
er
s
ely
,
ex
ter
n
al
in
f
lu
en
ce
s
m
a
y
also
im
p
ac
t
f
em
ale
s
tu
d
e
n
ts
,
b
u
t
t
h
ey
m
a
y
b
e
m
o
r
e
p
r
o
n
e
to
w
o
r
k
in
g
to
g
et
h
er
a
n
d
attain
in
g
g
o
als
to
p
r
eser
v
e
s
o
cial
ties
[
3
6
]
.
T
h
er
e
f
o
r
e,
ex
a
m
in
in
g
g
en
d
e
r
d
if
f
er
en
ce
s
i
n
m
o
tiv
atio
n
is
c
r
u
cial
f
o
r
p
r
o
m
o
tin
g
e
q
u
ality
in
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
.
E
x
p
lo
r
in
g
d
iv
er
s
e
m
o
tiv
atio
n
al
p
r
o
f
il
es,
co
n
s
id
er
in
g
th
e
im
p
ac
t
o
f
lear
n
i
n
g
e
n
v
ir
o
n
m
en
ts
[
4
5
]
,
ac
a
d
em
ic
ac
h
ie
v
em
en
t
a
n
d
p
er
f
o
r
m
an
ce
[
4
6
]
,
a
n
d
ad
d
r
ess
in
g
em
o
tio
n
al
f
ac
to
r
s
[
4
7
]
ar
e
all
cr
itical
ar
ea
s
o
f
s
tu
d
y
th
at
ca
n
h
elp
ad
d
r
ess
g
en
d
er
i
n
eq
u
ality
in
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e,
t
h
er
e
a
r
e
n
u
m
er
o
u
s
ap
p
r
o
ac
h
es
t
o
e
n
h
an
ce
s
tu
d
e
n
ts
'
p
h
y
s
ics
lear
n
in
g
m
o
tiv
ati
o
n
,
s
u
c
h
as
u
tili
zin
g
tech
n
o
lo
g
y
to
en
g
a
g
e
s
tu
d
en
ts
[
2
5
]
.
Ho
we
v
er
,
t
h
e
s
u
cc
ess
o
f
th
ese
to
o
ls
an
d
m
eth
o
d
s
lar
g
ely
d
ep
en
d
s
o
n
th
e
ed
u
ca
to
r
s
.
B
y
im
p
lem
en
tin
g
v
ar
io
u
s
teac
h
in
g
an
d
lear
n
in
g
s
tr
ateg
ies,
s
u
ch
as
PB
L
[
2
5
]
,
PjB
L
[
4
8
]
,
in
q
u
ir
y
-
b
ased
lear
n
i
n
g
(
I
B
L
)
[
4
9
]
,
an
d
g
a
m
e
-
b
ase
d
lear
n
in
g
(
GB
L
)
[
5
0
]
,
e
d
u
ca
to
r
s
ca
n
en
h
an
ce
s
tu
d
en
ts
'
willin
g
n
ess
to
lear
n
p
h
y
s
ics
an
d
m
ak
e
th
e
s
u
b
je
ct
m
o
r
e
en
g
ag
in
g
.
I
n
o
r
d
e
r
t
o
im
p
r
o
v
e
lear
n
in
g
r
esu
lts
,
in
s
tr
u
cto
r
s
m
u
s
t
m
ak
e
u
s
e
o
f
th
ese
r
eso
u
r
ce
s
an
d
tech
n
iq
u
es
t
o
h
el
p
s
tu
d
en
ts
f
in
d
p
h
y
s
ics
m
o
r
e
en
g
ag
in
g
an
d
r
elev
a
n
t
[
4
8
]
.
Few
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
at
ed
h
o
w
well
PB
L
f
o
s
ter
s
cr
e
ativ
ity
an
d
cr
itical
th
in
k
in
g
i
n
o
n
lin
e
co
n
te
x
ts
[
5
1
]
,
[
5
2
]
,
as
well
as
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
ie
v
em
en
t,
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
co
m
m
u
n
icatio
n
s
k
ills
[
5
3
]
,
[
5
4
]
,
an
d
b
o
o
s
t
th
eir
ac
tiv
e
lear
n
in
g
[
5
4
]
.
Dif
f
er
e
n
t
r
esear
ch
h
as
also
in
d
icate
d
th
at
in
teg
r
atin
g
W
eb
2
.
0
to
o
ls
in
to
PB
L
en
h
an
ce
s
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
lear
n
in
g
o
u
tc
o
m
es.
Fo
r
in
s
tan
ce
,
s
tu
d
en
ts
u
s
ed
co
llab
o
r
ativ
e
p
l
atf
o
r
m
s
to
r
esear
ch
,
s
h
ar
e
in
f
o
r
m
atio
n
,
an
d
p
r
esen
t
th
eir
f
i
n
d
in
g
s
o
n
s
cien
tific
to
p
ics,
wh
ich
h
as
m
ad
e
lea
r
n
in
g
m
o
r
e
in
ter
ac
tiv
e
an
d
h
elp
ed
th
em
d
e
v
elo
p
d
ig
ital
liter
ac
y
s
k
ills
cr
u
cial
in
m
o
d
er
n
s
cien
ce
ed
u
ca
tio
n
[
5
5
]
.
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
Gen
d
er d
iffer
en
ce
s
in
mo
tiva
tio
n
a
n
d
p
r
o
b
lem
-
s
o
lvin
g
in
a
p
h
ysics
co
u
r
s
e
o
n
lin
e
… (
E
ln
e
tth
r
a
F
o
lly
E
ld
y
)
2835
Fro
m
an
o
th
er
p
er
s
p
ec
tiv
e,
s
o
l
v
in
g
p
r
o
b
lem
s
ef
f
icien
tly
is
a
cr
u
cial
2
1
s
t
ce
n
tu
r
y
s
k
ill
th
at
ca
n
b
e
n
ef
it
s
tu
d
en
ts
'
ac
ad
em
ic
p
u
r
s
u
its
an
d
d
aily
liv
es
[
5
6
]
,
[
5
7
]
.
Ho
wev
er
,
s
tu
d
en
ts
o
f
ten
n
ee
d
h
elp
d
ev
elo
p
in
g
ef
f
ec
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
tech
n
iq
u
es
wh
en
s
tu
d
y
in
g
p
h
y
s
ics,
an
d
if
n
o
t,
th
ey
ca
n
lo
s
e
in
ter
est
an
d
m
o
tiv
atio
n
[
5
8
]
.
T
o
o
v
er
co
m
e
th
is
,
s
tu
d
en
ts
m
u
s
t
u
n
d
er
s
tan
d
th
e
p
r
o
b
lem
s
'
f
u
n
d
am
en
tal
co
n
ce
p
ts
an
d
av
o
i
d
r
ely
in
g
s
o
lely
o
n
m
em
o
r
izatio
n
.
I
s
tiy
o
n
o
et
a
l.
[
5
6
]
e
m
p
h
asize
th
at
th
e
k
ey
t
o
m
aster
in
g
p
r
o
b
le
m
-
s
o
lv
in
g
s
k
ills
in
p
h
y
s
ics
is
th
e
ab
ilit
y
t
o
an
al
y
ze
an
d
e
v
alu
ate
g
iv
en
p
r
o
b
lem
s
.
B
y
d
o
in
g
s
o
,
s
tu
d
en
ts
ca
n
d
ev
elo
p
p
r
ac
tical
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
th
at
will b
en
ef
it
th
em
in
th
e
lo
n
g
r
u
n
.
Pr
o
b
lem
-
s
o
lv
in
g
s
k
ills
also
in
f
lu
en
ce
s
tu
d
en
ts
'
m
o
tiv
atio
n
to
lear
n
p
h
y
s
ics;
f
in
d
in
g
s
s
u
c
h
as
th
o
s
e
b
y
Ar
g
aw
et
a
l.
[
5
7
]
s
h
o
w
n
o
d
o
r
m
an
t
s
tu
d
en
t
s
'
m
o
tiv
atio
n
wh
en
s
tu
d
y
in
g
i
n
teg
r
ated
PB
L
in
p
h
y
s
ics.
Ho
wev
er
,
s
tu
d
ies
s
u
ch
as
b
y
Hasr
awa
ti
et
a
l.
[
5
9
]
also
s
h
o
ws
th
e
d
ir
ec
t
p
o
s
itiv
e
im
p
ac
ts
o
f
PB
L
o
n
s
t
u
d
en
ts
'
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
lear
n
in
g
m
o
tiv
atio
n
wh
en
th
e
PB
L
m
o
d
el
is
ap
p
lied
to
lear
n
in
g
m
at
h
em
at
ics.
An
o
th
er
s
tu
d
y
in
d
icate
d
th
at
s
tu
d
en
ts
wh
o
en
g
a
g
ed
i
n
p
r
o
b
lem
-
s
o
lv
in
g
s
tr
ateg
ies
wh
ile
lear
n
in
g
p
h
y
s
ics
d
em
o
n
s
tr
ated
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ills
(
HOT
S)
th
an
t
h
o
s
e
wh
o
r
elied
o
n
r
o
te
m
em
o
r
izatio
n
[
6
0
]
.
No
t
o
n
ly
th
at,
Ald
em
ir
et
a
l.
[
1
5
]
f
o
u
n
d
t
h
at
s
tu
d
en
ts
s
tu
d
y
in
g
p
h
y
s
ics
to
p
ics
co
u
ld
en
h
an
ce
t
h
eir
r
ea
l
-
wo
r
ld
ap
p
l
icatio
n
s
b
y
a
p
p
ly
in
g
p
h
y
s
ics
co
n
ce
p
ts
to
r
ea
l
-
life
s
itu
atio
n
s
.
Stu
d
en
ts
b
ec
o
m
e
m
o
r
e
en
g
ag
ed
a
n
d
m
o
tiv
ate
d
to
s
o
lv
e
p
r
o
b
lem
s
wh
e
n
th
ey
ca
n
s
ee
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
,
s
u
ch
as
ca
lcu
latin
g
th
e
tr
ajec
to
r
y
o
f
a
p
r
o
jectile
o
r
u
n
d
e
r
s
tan
d
in
g
th
e
p
r
in
cip
les
o
f
elec
tr
icity
.
T
h
is
co
n
n
ec
tio
n
to
th
e
r
ea
l
-
wo
r
ld
e
n
h
an
ce
s
th
eir
a
b
i
lity
to
th
i
n
k
c
r
itically
an
d
cr
ea
tiv
ely
ab
o
u
t
s
o
lu
tio
n
s
[
1
5
]
,
[
5
2
]
.
Ph
y
s
ics
also
o
f
ten
in
v
o
l
v
es
co
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
,
wh
e
r
e
s
tu
d
en
ts
wo
r
k
to
g
eth
er
to
tack
le
co
m
p
lex
p
r
o
b
lem
s
m
ak
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
en
g
ag
i
n
g
an
d
en
j
o
y
ab
le
.
Fo
r
ex
am
p
le,
a
s
tu
d
y
b
y
Ad
o
lp
h
u
s
et
a
l.
[
6
1
]
r
ev
ea
led
th
at
s
tu
d
en
ts
ar
e
m
o
tiv
ated
wh
en
th
ey
c
o
o
p
e
r
at
iv
ely
s
o
lv
e
p
r
o
b
lem
s
in
p
h
y
s
ics;
th
er
e
was
a
s
ig
n
if
ican
t d
if
f
er
en
ce
in
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies am
o
n
g
s
tu
d
en
ts
tau
g
h
t u
s
in
g
c
o
llab
o
r
at
iv
e
lear
n
in
g
s
tr
ateg
y
an
d
th
o
s
e
tau
g
h
t w
ith
th
e
c
o
n
v
en
tio
n
al
m
eth
o
d
.
L
iter
atu
r
e
o
n
PB
L
p
r
ac
tices
in
s
cien
ce
ed
u
ca
tio
n
in
d
icate
s
m
ix
ed
r
esu
lts
to
war
d
s
s
tu
d
en
ts
'
m
o
tiv
atio
n
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
Po
s
itiv
ely
,
PB
L
in
o
n
lin
e
en
v
ir
o
n
m
e
n
t
f
o
u
n
d
to
h
av
e
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
6
2
]
.
Ad
d
itio
n
ally
,
Po
zu
elo
-
Mu
ñ
o
z
et
a
l.
[
6
3
]
h
ig
h
lig
h
t
ed
th
at
PB
L
en
co
u
r
ag
es
s
tu
d
en
ts
to
en
g
ag
e
ac
tiv
ely
in
lear
n
in
g
,
f
o
s
ter
in
g
a
d
ee
p
er
u
n
d
er
s
ta
n
d
in
g
o
f
s
cien
tific
co
n
ce
p
ts
th
r
o
u
g
h
h
an
d
s
-
o
n
e
x
p
er
ien
ce
s
.
A
s
tu
d
y
d
o
n
e
b
y
W
ijn
ia
et
a
l.
[
6
4
]
s
h
o
wed
th
at
PB
L
h
ad
a
s
m
all
to
m
o
d
er
ate,
h
eter
o
g
en
e
o
u
s
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
'
m
o
tiv
a
tio
n
.
Desp
ite
th
e
g
e
n
er
ally
p
o
s
itiv
e
f
in
d
in
g
s
,
th
e
s
am
e
m
eta
-
an
aly
s
is
r
ev
ea
led
t
h
at
th
e
ef
f
ec
ts
o
f
PB
L
o
n
m
o
tiv
atio
n
ar
e
n
o
t
u
n
if
o
r
m
ac
r
o
s
s
all
co
n
tex
ts
.
W
h
ile
PB
L
ca
n
in
cr
ea
s
e
m
o
tiv
atio
n
,
th
e
ef
f
ec
t
is
m
o
r
e
p
r
o
n
o
u
n
ce
d
in
STE
M
an
d
h
ea
lth
ca
r
e
d
o
m
ain
s
co
m
p
ar
e
d
t
o
o
th
er
f
ield
s
[
6
5
]
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
f
o
u
n
d
th
at
th
e
im
p
a
ct
o
n
in
tr
in
s
ic
m
o
tiv
atio
n
was tr
iv
ial,
ch
allen
g
in
g
th
e
ass
u
m
p
tio
n
th
at
PB
L
u
n
iv
er
s
ally
en
h
an
ce
s
in
tr
in
s
ic
m
o
tiv
atio
n
[
6
6
]
.
No
t a
ll st
u
d
en
ts
r
e
s
p
o
n
d
p
o
s
itiv
ely
to
PB
L
,
f
ac
to
r
s
s
u
ch
as
p
r
io
r
k
n
o
wled
g
e
,
lear
n
in
g
s
ty
les,
an
d
in
d
i
v
id
u
al
m
o
tiv
atio
n
lev
els
ca
n
af
f
ec
t
en
g
ag
em
e
n
t.
So
m
e
s
tu
d
en
ts
m
ay
p
r
ef
e
r
m
o
r
e
s
tr
u
ctu
r
ed
l
ea
r
n
in
g
en
v
ir
o
n
m
en
ts
an
d
f
i
n
d
th
e
o
p
e
n
-
en
d
ed
n
atu
r
e
o
f
PB
L
ch
allen
g
in
g
,
wh
ich
ca
n
lead
to
d
is
en
g
a
g
em
en
t a
n
d
f
r
u
s
tr
atio
n
[
6
7
]
.
T
r
aits
o
f
PB
L
ca
n
also
eq
u
all
y
b
en
e
f
icial
f
o
r
b
o
th
m
ale
an
d
f
em
ale
s
tu
d
e
n
ts
’
p
r
o
b
lem
-
s
o
l
v
in
g
s
k
ills
an
d
m
o
tiv
atio
n
.
Fin
d
in
g
s
f
r
o
m
s
ev
er
al
r
esear
ch
es
[
6
6
]
,
[
6
8
]
r
ea
s
s
u
r
es
u
s
th
at
b
o
th
g
en
d
er
s
ca
n
ex
ce
l
in
p
r
o
b
lem
-
s
o
lv
in
g
an
d
r
elate
d
c
o
g
n
itiv
e
ab
ilit
ies.
W
h
ile
th
er
e
ar
e
m
ix
ed
f
in
d
in
g
s
r
e
g
ar
d
in
g
g
en
d
er
d
if
f
er
e
n
ce
s
in
m
o
tiv
atio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies,
it
is
cr
u
cial
to
co
n
s
id
er
th
ese
d
if
f
er
en
ce
s
.
Sev
er
al
s
tu
d
ies
s
u
g
g
est
s
h
o
ws
o
n
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
o
v
er
all,
u
n
d
er
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
t
h
is
to
p
ic
in
th
e
f
ield
o
f
ed
u
ca
tio
n
an
d
p
s
y
ch
o
lo
g
y
.
F
o
r
ex
a
m
p
le,
in
a
s
tu
d
y
b
y
Z
am
b
o
a
n
d
Fo
llm
an
[
6
9
]
,
o
f
6
th
an
d
8
th
g
r
ad
er
s
s
o
lv
in
g
2
-
s
tep
m
ath
wo
r
d
p
r
o
b
lem
s
f
o
u
n
d
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
b
etwe
en
g
en
d
e
r
s
at
th
e
in
d
iv
i
d
u
al
p
r
o
b
lem
-
s
o
lv
in
g
s
tep
s
,
an
d
t
h
ey
c
o
n
clu
d
e
d
t
h
at
th
e
s
tep
-
by
-
s
tep
p
r
o
b
le
m
-
s
o
lv
in
g
p
lan
m
ig
h
t
b
e
g
en
d
er
-
b
iased
.
An
o
th
e
r
s
tu
d
y
b
y
H
y
d
e
et
a
l.
[
7
0
]
s
u
g
g
ested
t
h
at
g
e
n
d
er
d
if
f
er
e
n
ce
s
in
m
ath
em
ati
cs
p
er
f
o
r
m
an
ce
ar
e
r
elativ
ely
s
m
all,
f
av
o
r
in
g
m
al
es
in
p
r
o
b
lem
-
s
o
lv
in
g
task
s
at
h
ig
h
er
ed
u
ca
tio
n
al
lev
els.
T
o
a
d
if
f
er
en
t
s
tu
d
y
,
th
er
e
was
m
o
r
e
to
th
e
av
er
a
g
e
g
ap
i
n
f
em
ale
a
n
d
m
ale
s
tu
d
en
ts
'
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill
s
th
an
ju
s
t
lear
n
in
g
m
eth
o
d
s
.
Pro
b
lem
-
s
o
lv
in
g
ab
ilit
ies
f
o
r
b
o
th
g
en
d
er
s
h
a
v
e
b
ee
n
s
u
cc
ess
f
u
lly
en
h
a
n
ce
d
b
y
s
tr
ateg
ies
lik
e
g
u
id
ed
d
is
co
v
er
y
lear
n
in
g
,
wh
ile
in
ter
m
s
o
f
m
o
tiv
atio
n
,
m
a
le
s
tu
d
en
ts
wer
e
b
etter
at
p
lan
n
in
g
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
,
wh
e
r
ea
s
f
em
ale
s
tu
d
e
n
ts
ten
d
ed
to
b
e
m
o
r
e
d
r
iv
e
n
t
o
lear
n
an
d
to
s
ee
k
c
r
ed
it
f
o
r
th
eir
ac
h
ie
v
em
en
ts
[
7
1
]
.
Ack
n
o
wled
g
in
g
th
ese
ac
co
m
p
lis
h
m
en
ts
is
es
s
en
tial
s
i
n
ce
it
g
r
ea
tly
in
cr
ea
s
es
s
tu
d
en
ts
'
en
th
u
s
iasm
an
d
in
v
o
lv
em
e
n
t.
T
h
e
p
o
ten
tial
o
f
tailo
r
in
g
PB
L
o
n
lin
e
to
d
iv
er
s
e
lear
n
in
g
s
ty
les
is
s
ig
n
i
f
ican
t,
as
it
co
u
ld
ef
f
ec
tiv
ely
ad
d
r
ess
th
e
d
if
f
er
e
n
t le
ar
n
in
g
s
ty
les an
d
p
r
ef
e
r
en
ce
s
o
f
b
o
th
m
ales a
n
d
f
e
m
ales.
3.
M
E
T
H
O
D
T
h
is
r
esear
ch
f
o
cu
s
es
o
n
th
e
in
teg
r
ated
o
n
lin
e
p
r
o
b
lem
-
b
ased
lear
n
in
g
(
iON
-
PB
L
)
m
o
d
u
le
o
f
p
h
y
s
ics
ap
p
r
o
ac
h
,
a
m
eth
o
d
th
at
lev
er
ag
es
o
n
lin
e
to
o
ls
an
d
r
eso
u
r
ce
s
to
f
ac
ilit
ate
PB
L
.
T
h
is
m
o
d
u
le
aim
s
to
en
h
an
ce
an
d
r
etain
s
p
e
r
-
u
n
i
v
e
r
s
ity
s
tu
d
en
ts
’
m
o
tiv
atio
n
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
em
p
h
a
s
izes
ch
ar
ac
ter
is
tic
s
s
u
ch
as
ac
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
as
s
tu
d
en
ts
en
g
ag
e
with
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
,
lead
in
g
to
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
.
B
y
in
te
g
r
atin
g
n
etwo
r
k
i
n
f
o
r
m
atio
n
,
c
o
m
m
u
n
icatio
n
tech
n
o
lo
g
y
,
an
d
elec
tr
o
n
ic
d
e
v
ices,
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
8
3
2
-
2
8
4
5
2836
en
tire
PB
L
p
r
o
ce
s
s
,
f
r
o
m
p
r
o
b
lem
in
tr
o
d
u
ctio
n
to
r
ef
lec
tio
n
,
is
co
n
d
u
cted
v
ir
tu
ally
.
T
h
e
m
eth
o
d
o
lo
g
y
em
p
lo
y
ed
i
n
th
is
s
tu
d
y
clo
s
ely
alig
n
s
with
th
e
Mc
Ma
s
ter
h
ea
lth
s
cien
ce
cu
r
r
icu
la.
Stu
d
en
ts
en
g
ag
e
in
s
ce
n
ar
io
r
ev
iew
,
in
f
o
r
m
atio
n
s
h
ar
in
g
,
p
r
o
b
lem
ex
p
lo
r
ati
o
n
,
in
f
o
r
m
atio
n
g
at
h
er
in
g
,
a
p
p
licatio
n
o
f
n
ew
k
n
o
wled
g
e,
a
n
d
r
e
f
lectio
n
.
Ad
d
itio
n
ally
,
th
is
m
o
d
u
le
f
o
s
ter
s
th
e
d
ev
elo
p
m
e
n
t
o
f
co
g
n
itiv
e
s
tr
ateg
ies
b
y
en
co
u
r
a
g
in
g
s
tu
d
en
ts
to
b
r
ea
k
d
o
wn
p
r
o
b
lem
s
in
to
s
m
aller
,
m
o
r
e
m
an
ag
ea
b
le
p
a
r
ts
.
Fin
ally
,
th
e
m
o
d
u
le
u
tili
ze
s
r
ea
l
-
life
p
r
o
b
lem
s
th
at
ar
e
m
o
r
e
r
elata
b
le
an
d
i
n
ter
e
s
tin
g
,
wh
ich
en
h
a
n
ce
s
s
tu
d
en
t
s
'
m
o
tiv
atio
n
.
T
h
e
m
o
d
u
le
was
d
ev
elo
p
ed
u
s
in
g
an
aly
s
is
,
d
esig
n
,
d
ev
elo
p
m
en
t,
im
p
lem
en
tatio
n
,
an
d
ev
alu
atio
n
(
ADDI
E
)
in
s
tr
u
ctio
n
al
d
esig
n
.
ADDI
E
is
an
ac
r
o
n
y
m
an
d
co
n
s
is
ts
o
f
f
iv
e
ess
en
tial
s
tep
s
,
i.e
.
,
an
aly
s
is
,
d
esig
n
,
d
ev
elo
p
m
e
n
t,
im
p
lem
e
n
tatio
n
,
an
d
ev
al
u
atio
n
[
7
2
]
,
as wh
at
lis
ted
:
−
An
aly
s
is
:
f
o
u
r
im
p
o
r
tan
t
in
s
tr
u
ctio
n
s
to
f
ac
ilit
ate
th
e
d
esig
n
er
in
d
ev
elo
p
i
n
g
an
ef
f
ec
tiv
e
m
o
d
u
le
wer
e
h
ig
h
lig
h
ted
:
n
ee
d
s
ass
es
s
m
en
t
(
i.e
.
,
an
aly
s
is
o
f
th
e
lear
n
er
,
an
aly
s
is
o
f
th
e
in
s
tr
u
ctio
n
al
g
o
als),
p
r
o
b
lem
id
en
tific
atio
n
,
task
an
aly
s
is
,
a
n
d
d
ev
elo
p
in
g
lear
n
in
g
o
b
jecti
v
es
[
7
3
]
.
−
Desig
n
:
th
r
ee
asp
ec
ts
o
f
th
is
s
tep
wer
e
h
ig
h
lig
h
ted
:
d
esig
n
in
g
ass
ess
m
en
ts
,
ch
o
o
s
in
g
th
e
co
u
r
s
e
f
o
r
m
at,
an
d
d
e
v
elo
p
in
g
th
e
in
s
tr
u
ctio
n
al
tech
n
iq
u
e
[
7
3
]
.
−
Dev
elo
p
m
en
t:
th
is
s
tag
e
d
ep
en
d
s
o
n
th
e
f
ir
s
t
two
p
h
ases
,
c
r
ea
tin
g
f
ac
tu
al
s
am
p
le
f
o
r
in
s
tr
u
ctio
n
d
esig
n
,
d
ev
elo
p
in
g
th
e
m
ater
ials
o
f
th
i
s
co
u
r
s
e,
an
d
r
u
n
t
h
r
o
u
g
h
t
h
e
co
n
d
u
ctio
n
o
f
th
e
d
esig
n
[
7
3
]
.
−
I
m
p
lem
en
tatio
n
:
th
is
s
tag
e
is
wh
er
e
th
e
p
lan
is
tr
an
s
f
o
r
m
e
d
in
to
ac
tio
n
.
C
o
m
p
o
n
en
ts
s
u
ch
as
in
s
tr
u
cto
r
tr
ain
in
g
,
s
tu
d
e
n
ts
'
p
r
ep
ar
atio
n
,
an
d
lear
n
i
n
g
en
v
ir
o
n
m
en
t w
er
e
k
ey
at
th
is
s
tag
e
[
7
3
]
.
−
E
v
alu
atio
n
:
th
e
last
s
tep
is
to
ev
alu
ate
th
e
m
o
d
u
le'
s
s
u
itab
ilit
y
.
Ald
o
o
b
ie
[
7
3
]
h
ig
h
lig
h
ted
o
n
e
-
to
-
o
n
e
f
o
r
m
ativ
e
ev
alu
atio
n
,
s
m
all
ev
alu
atio
n
g
r
o
u
p
,
f
o
r
m
ativ
e
e
v
alu
atio
n
,
an
d
s
u
m
m
ativ
e
ev
alu
atio
n
in
th
is
f
in
al
s
tag
e
o
f
th
e
ADDI
E
m
o
d
el.
Fig
u
r
e
1
p
r
esen
ts
a
s
u
m
m
ar
y
o
f
th
e
en
tire
p
r
o
ce
d
u
r
e
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
o
v
er
v
iew
o
f
th
e
r
esear
ch
.
T
h
e
p
r
o
ce
d
u
r
e
was
d
iv
id
ed
in
to
two
p
h
ases
,
wi
th
p
h
ase
1
d
ev
o
ted
to
m
o
d
u
l
e
d
ev
elo
p
m
en
t
an
d
p
h
ase
2
ce
n
ter
ed
o
n
m
ea
s
u
r
in
g
m
o
d
u
le
ef
f
ec
tiv
en
ess
.
I
t
is
n
o
tewo
r
th
y
,
h
o
wev
er
,
t
h
at
th
i
s
p
ap
er
ex
clu
s
iv
ely
r
ep
o
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ts
o
n
th
e
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aly
s
is
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ata
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o
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n
d
with
in
th
e
r
ed
d
o
tted
lin
e.
Ou
r
r
esear
ch
s
o
lely
ce
n
ter
ed
o
n
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
(
E
G)
co
m
p
r
is
in
g
m
ale
an
d
f
em
ale
s
tu
d
en
ts
.
T
h
e
aim
was
to
ex
am
in
e
th
e
in
f
lu
en
ce
o
f
th
e
iON
-
PB
L
p
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s
ics m
o
d
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le
o
n
th
e
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en
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er
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er
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ec
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Fig
u
r
e
1
.
Su
m
m
ar
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o
f
th
e
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esear
ch
p
r
o
ce
d
u
r
e
T
h
is
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tu
d
y
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s
ed
th
e
ex
p
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y
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eq
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tial
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ix
e
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-
m
eth
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d
s
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ch
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wh
er
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a
two
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g
r
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p
(
i.e
.
,
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
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p
)
p
r
etest
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ttes
t
-
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elay
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E
x
p
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P
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se
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:
M
o
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p
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t
P
h
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:
M
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Briefin
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P
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Ex
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M
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3
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P
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De
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Trad
it
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a
l
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stru
c
ti
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s (
1
3
we
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I
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J
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2252
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8
8
2
2
Gen
d
er d
iffer
en
ce
s
in
mo
tiva
tio
n
a
n
d
p
r
o
b
lem
-
s
o
lvin
g
in
a
p
h
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co
u
r
s
e
o
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lin
e
… (
E
ln
e
tth
r
a
F
o
lly
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ld
y
)
2837
p
r
o
v
id
e
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
a
r
esear
ch
p
r
o
b
lem
o
r
q
u
esti
o
n
[
7
4
]
.
T
h
e
r
esear
ch
er
was
also
ab
le
to
m
ak
e
m
o
r
e
p
r
ec
is
e
c
o
n
clu
s
io
n
s
o
n
th
e
ca
u
s
al
r
ela
tio
n
s
h
ip
b
etwe
en
th
e
in
d
ep
e
n
d
en
t
an
d
d
ep
en
d
en
t
v
ar
iab
les
b
ec
au
s
e
t
o
th
e
r
esear
ch
d
esig
n
.
T
h
e
in
clu
s
io
n
o
f
t
h
e
co
n
t
r
o
l
g
r
o
u
p
in
th
is
s
tu
d
y
was
ju
s
tifie
d
b
y
th
e
n
ee
d
to
ascer
tain
wh
eth
er
t
h
e
in
ter
v
en
tio
n
o
f
th
e
iON
-
PB
L
m
o
d
u
le
o
f
p
h
y
s
ics
ca
u
s
ed
an
y
ch
a
n
g
es
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
'
s
p
o
s
ttes
t
an
d
d
elay
e
d
p
o
s
ttes
t
f
r
o
m
th
e
p
r
etest.
T
ab
le
1
s
h
o
ws
th
e
f
u
l
l
f
r
am
ewo
r
k
o
f
th
e
two
-
g
r
o
u
p
p
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etest
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p
o
s
ttes
t
-
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elay
ed
p
o
s
ttes
t o
f
th
is
r
esear
ch
d
esig
n
s
u
g
g
ested
b
y
C
r
eswell
[
7
5
]
.
T
ab
le
1
.
T
wo
-
g
r
o
u
p
p
r
etest
-
p
o
s
ttes
t
-
d
elay
ed
p
o
s
t
test
d
esig
n
G
r
o
u
p
I
mp
l
e
me
n
t
a
t
i
o
n
Ex
p
e
r
i
m
e
n
t
a
l
O
1a
X
O
2a
O
3a
C
o
n
t
r
o
l
O
1b
O
2b
O
3b
*
O
1
a
a
n
d
O
1
b
=
p
r
e
t
e
st
;
X
=
i
n
t
e
r
v
e
n
t
i
o
n
;
O
2
a
a
n
d
O
2
b
=
p
o
s
t
t
e
st
;
O
3
a
a
n
d
O
3b
=
d
e
l
a
y
e
d
p
o
s
t
t
e
st
T
h
e
s
tu
d
y
m
eth
o
d
o
lo
g
y
i
n
v
o
l
v
ed
a
p
r
e
-
test
an
d
p
o
s
t
-
test
co
m
p
ar
is
o
n
b
etwe
en
a
n
EG
an
d
a
c
o
n
tr
o
l
g
r
o
u
p
.
B
o
th
g
r
o
u
p
s
in
itially
u
s
ed
th
e
s
am
e
in
s
tr
u
m
en
t
to
m
ea
s
u
r
e
th
e
d
ep
e
n
d
en
t
v
ar
iab
le
(
O
1
)
in
th
e
p
r
e
-
test
.
Su
b
s
eq
u
en
tly
,
th
e
EG
u
n
d
er
wen
t
a
13
-
wee
k
in
ter
v
en
tio
n
(
X)
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
d
id
n
o
t
r
ec
eiv
e
an
y
in
ter
v
en
tio
n
.
Af
ter
th
e
in
ter
v
e
n
tio
n
,
th
e
d
ep
en
d
en
t
v
ar
iab
le
(
O
2
)
was
m
ea
s
u
r
ed
in
a
p
o
s
t
-
t
est
u
s
in
g
th
e
s
am
e
in
s
tr
u
m
en
t,
an
d
th
is
p
r
o
ce
s
s
w
as
r
ep
ea
ted
in
a
d
elay
ed
p
o
s
t
-
t
est
f
o
u
r
wee
k
s
later
(
O
3
)
.
T
h
e
lear
n
in
g
ac
tiv
ities
f
o
r
b
o
th
g
r
o
u
p
s
wer
e
c
o
n
d
u
cted
en
tire
ly
o
n
lin
e,
e
n
s
u
r
in
g
a
co
n
s
is
ten
t
en
v
ir
o
n
m
en
t
f
o
r
t
h
e
s
tu
d
y
.
T
h
e
r
esear
ch
er
co
n
d
u
cte
d
p
r
e
-
test
an
d
p
o
s
t
-
test
an
aly
s
is
m
ain
ly
to
id
e
n
tify
wh
et
h
er
th
e
d
ep
en
d
en
t
v
a
r
iab
le
h
a
d
im
p
r
o
v
e
d
.
T
h
e
r
esear
ch
e
r
s
d
e
ter
m
in
ed
wh
eth
e
r
th
er
e
was
a
s
tatis
tical
ly
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
t
h
e
m
ea
n
v
alu
es
o
f
O
2a
an
d
O
1a
f
o
r
m
ale
an
d
f
em
ale
s
tu
d
en
ts
in
t
h
e
EG
.
Similar
ly
,
th
e
r
esear
ch
er
s
an
aly
ze
d
th
e
co
n
s
id
er
ab
le
d
if
f
er
en
ce
in
th
e
m
ea
n
v
alu
es
b
etwe
en
O
3a
an
d
O
2a
f
o
r
m
ale
an
d
f
em
ale
s
tu
d
en
ts
in
th
e
EG
to
d
eter
m
in
e
th
e
r
eten
tio
n
o
f
th
e
d
ep
en
d
en
t
v
ar
iab
le
–
as
s
h
o
ws
in
r
ed
d
o
tted
lin
e
in
Fig
u
r
e
1
an
d
T
a
b
le
1
.
T
h
is
p
ap
er
o
n
ly
p
r
esen
ted
an
d
ad
d
r
ess
ed
q
u
an
titativ
e
d
ata
an
d
f
o
c
u
s
ed
s
o
lely
o
n
th
e
f
in
d
in
g
s
o
f
th
e
m
ea
n
co
m
p
ar
is
o
n
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
in
th
e
EG
ex
p
o
s
ed
to
PB
L
in
o
n
lin
e
en
v
ir
o
n
m
en
t
f
o
r
th
e
en
tir
e
im
p
lem
en
tatio
n
.
T
h
e
s
tu
d
en
ts
also
p
ar
ticip
ated
in
th
e
PB
L
o
n
lin
e
ac
tiv
ity
,
wh
ich
i
n
clu
d
ed
v
ar
io
u
s
ac
tiv
e
lear
n
in
g
ac
tiv
ities
,
s
u
ch
as
g
r
o
u
p
f
o
r
m
atio
n
,
is
s
u
e
id
en
tific
at
io
n
,
in
d
ep
en
d
en
t
lear
n
in
g
,
d
is
cu
s
s
io
n
,
r
ef
lectio
n
,
an
d
p
r
esen
tatio
n
.
T
h
e
teac
h
i
n
g
a
n
d
lear
n
in
g
p
latf
o
r
m
u
s
ed
f
o
r
t
h
is
ac
tiv
ity
was
Sm
ar
tV3
,
p
o
wer
ed
b
y
Mo
o
d
le.
T
h
e
3
0
item
s
o
f
Pin
tr
ich
et
a
l.
[
7
6
]
m
o
tiv
ated
s
tr
ateg
ies
f
o
r
lear
n
in
g
q
u
esti
o
n
n
air
e
(
M
SLQ)
wer
e
u
s
ed
in
th
is
s
tu
d
y
an
d
wer
e
g
r
o
u
p
ed
in
to
f
o
u
r
th
em
es:
s
elf
-
ef
f
icac
y
(
SE)
,
in
tr
i
n
s
ic
v
alu
e
(
I
V)
,
co
g
n
itiv
e
s
tr
ateg
y
u
s
e
(
C
SU)
,
a
n
d
s
elf
-
r
eg
u
latio
n
(
SR
)
.
C
o
n
cu
r
r
en
tly
,
th
e
p
r
o
b
lem
-
s
o
lv
in
g
in
v
e
n
to
r
y
(
PS
I
)
d
ev
elo
p
ed
b
y
Hep
p
n
e
r
an
d
Peter
s
en
[
7
7
]
was
im
p
lem
en
ted
.
I
t
h
as
th
ir
ty
-
two
(
3
2
)
PS
I
item
s
g
r
o
u
p
ed
in
to
th
r
ee
th
em
es:
p
er
s
o
n
al
co
n
tr
o
l
(
PC
)
,
ap
p
r
o
ac
h
av
o
id
a
n
ce
s
ty
le
(
AAS)
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
co
n
f
id
e
n
ce
(
PS
C
)
.
Prio
r
to
,
th
r
o
u
g
h
o
u
t,
an
d
f
o
u
r
wee
k
s
f
o
llo
win
g
th
e
i
n
ter
v
en
tio
n
,
m
e
asu
r
em
en
ts
o
f
b
o
th
d
ep
en
d
en
t
v
ar
iab
les
will
b
e
tak
en
.
B
ef
o
r
e
th
e
im
p
lem
en
ta
tio
n
,
a
p
ilo
t
test
was
p
er
f
o
r
m
ed
to
ass
ess
th
e
in
s
tr
u
m
en
ts
'
d
ep
en
d
a
b
ilit
y
.
As
a
r
esu
lt,
C
r
o
n
b
ac
h
'
s
a
lp
h
a
o
f
t
h
e
an
aly
s
is
f
r
o
m
s
tatis
tical
p
ac
k
ag
e
f
o
r
s
o
cial
s
cien
ce
(
SP
SS
)
v
er
s
io
n
2
8
is
0
.
9
0
5
an
d
0
.
7
5
6
f
o
r
MSL
Q
an
d
PS
I
,
r
esp
ec
tiv
ely
.
B
ased
o
n
th
e
r
an
g
es
o
f
v
alu
es
s
u
m
m
a
r
ized
b
y
T
ab
e
r
[
7
8
]
,
th
is
v
alu
e
is
s
u
f
f
icien
t,
s
atis
f
ac
to
r
y
,
an
d
ac
ce
p
tab
le.
Su
b
s
eq
u
e
n
tly
,
th
is
in
s
tr
u
m
en
t
was
s
en
t
to
ex
p
er
tis
e
f
o
r
co
n
ten
t
v
alid
ity
.
T
h
e
p
ar
ticip
an
ts
o
f
th
is
r
esear
ch
,
th
e
p
r
e
-
u
n
iv
er
s
ity
s
tu
d
en
ts
at
th
e
Pre
p
ar
ato
r
y
C
en
tr
e
f
o
r
Scien
c
e
an
d
T
ec
h
n
o
lo
g
y
,
Un
i
v
er
s
iti
Ma
lay
s
ia
Sab
ah
s
ess
io
n
2
0
2
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2
,
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lay
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a
cr
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cial
r
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T
h
e
y
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n
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o
n
e
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y
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r
f
o
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n
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r
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p
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m
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er
o
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am
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les
(
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is
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tal
o
f
N=
1
1
6
,
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n
s
is
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g
o
f
f
em
a
les
(
N=
8
8
,
7
5
.
9
%)
an
d
m
ales (
N=
2
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4
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T
ab
le
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Dis
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u
tio
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ts
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ased
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G
r
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P
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r
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F
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M
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m
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d
u
le
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h
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ter
v
en
tio
n
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4.
RE
SU
L
T
S
4
.
1
.
iO
N
-
P
B
L
m
o
du
le
o
f
ph
y
s
ics o
n stude
nts’
m
o
t
iv
a
t
io
n lea
rning
ph
y
s
ic
s
An
in
d
ep
e
n
d
en
t
s
am
p
le
t
-
tes
t
was
co
n
d
u
cted
t
o
co
m
p
ar
e
th
e
m
ea
n
s
co
r
es
o
f
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
f
o
r
m
o
tiv
atio
n
to
wa
r
d
s
lear
n
in
g
p
h
y
s
ics
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
.
T
a
b
le
3
s
h
o
ws
th
e
m
ea
n
s
co
r
es
f
o
r
ea
c
h
c
o
m
p
o
n
en
t o
f
m
o
tiv
a
tio
n
in
MSL
Q
(
i.e
.
,
SE,
I
V,
C
SU,
an
d
SR
)
b
etwe
en
m
ales
a
n
d
f
e
m
ales,
f
o
r
b
o
th
p
o
s
t
-
test
an
d
d
elay
ed
p
o
s
t
-
test
.
T
ab
le
3
.
T
h
e
m
o
tiv
atio
n
’
s
m
e
an
s
co
r
e
b
etwe
en
m
ale
an
d
f
e
m
ale
s
tu
d
en
t
C
o
m
p
o
n
e
n
t
s
G
e
n
d
e
r
To
t
a
l
I
n
d
e
p
e
n
d
e
n
t
sam
p
l
e
t
-
t
e
st
M
a
l
e
(
N
=
2
8
)
F
e
mal
e
(
N
=
8
8
)
t
MD
S
i
g
(
2
-
t
a
i
l
e
d
)
P
o
st
-
t
e
st
SE
M
e
a
n
3
.
3
0
3
.
4
5
3
.
4
1
-
0
.
8
8
-
0
.
1
5
0
.
3
8
SD
0
.
6
8
0
.
8
0
0
.
7
7
IV
M
e
a
n
3
.
9
3
3
.
9
7
3
.
9
7
-
0
.
2
9
-
0
.
0
4
0
.
7
7
SD
0
.
5
3
0
.
5
9
0
.
5
9
C
S
U
M
e
a
n
3
.
7
3
4
.
1
9
4
.
0
8
-
4
.
4
4
-
0
.
4
6
*
0
.
0
0
SD
0
.
5
8
0
.
4
4
0
.
5
1
SR
M
e
a
n
3
.
3
7
3
.
5
1
3
.
4
8
-
1
.
2
8
-
0
.
1
4
0
.
2
0
SD
0
.
5
6
0
.
4
8
0
.
5
1
D
e
l
a
y
e
d
p
o
st
-
t
e
st
SE
M
e
a
n
3
.
2
4
3
.
3
1
3
.
2
9
-
0
.
4
1
-
0
.
0
7
0
.
6
7
SD
0
.
5
9
0
.
8
3
0
.
7
8
IV
M
e
a
n
3
.
6
4
3
.
7
9
3
.
7
6
-
1
.
2
4
-
0
.
1
5
0
.
2
2
SD
0
.
4
9
0
.
5
9
0
.
5
8
C
S
U
M
e
a
n
3
.
6
4
3
.
8
1
3
.
7
7
-
1
.
3
0
-
0
.
1
7
0
.
1
9
SD
0
.
5
8
0
.
5
9
0
.
5
9
SR
M
e
a
n
3
.
3
6
3
.
4
4
3
.
4
2
-
0
.
7
7
-
0
.
0
8
0
.
4
5
SD
0
.
4
5
0
.
5
1
0
.
4
9
*
S
i
g
.
(
2
-
t
a
i
l
e
d
)
,
p
≤
0
.
0
5
,
S
D
=
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
,
M
D
=
mea
n
d
i
f
f
e
r
e
n
c
e
Fo
r
p
o
s
t
-
test
,
o
p
p
o
s
ite
r
esu
lts
wer
e
s
h
o
ws
f
o
r
SE
an
d
IV
,
as
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
was
h
ig
h
er
th
a
n
m
ale
s
tu
d
e
n
ts
f
o
r
b
o
th
co
m
p
o
n
en
ts
.
Fo
r
SE
,
m
e
an
s
co
r
e
f
o
r
f
em
ale
s
tu
d
e
n
ts
(
M=
3
.
4
5
)
was
h
i
g
h
er
b
y
0
.
1
5
th
an
m
ale
s
tu
d
e
n
ts
(
M=
3
.
3
0
)
,
a
n
d
f
o
r
IV
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
(
M=
3
.
9
7
)
was
s
lig
h
tly
h
ig
h
er
b
y
0
.
0
4
th
a
n
m
ale
s
tu
d
en
ts
(
M=
3
.
9
3
)
.
C
o
n
s
is
ten
tly
,
f
o
r
C
SU
an
d
SR
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
was
h
ig
h
er
th
an
m
ale
s
tu
d
en
t
s
.
Fo
r
C
SU
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
(
M=
4
.
1
9
)
h
ig
h
er
b
y
0
.
4
6
to
m
ale
s
tu
d
en
ts
(
M=
3
.
7
3
)
,
an
d
f
o
r
SR
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
(
M=
3
.
5
1
)
h
ig
h
er
b
y
0
.
1
4
to
m
ale
s
tu
d
e
n
ts
(
M=
3
.
3
7
)
.
I
n
a
d
d
itio
n
,
r
esu
lts
s
h
o
w
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
wi
th
f
av
o
r
to
f
em
ale
s
tu
d
en
ts
o
n
C
SU
with
s
co
r
e
o
f
MD
=
-
0
.
4
6
; t
-
test
v
alu
e,
t
=
-
2
.
7
6
,
an
d
p
≤
0
.
0
5
:<0
.
0
0
*
.
L
astl
y
,
f
o
r
d
elay
ed
p
o
s
t
-
test
wh
ich
was
co
llected
f
o
u
r
wee
k
s
af
ter
th
e
im
p
lem
en
tatio
n
,
s
im
ilar
p
atter
n
o
f
r
esu
lts
was
s
h
o
ws
as
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
was
h
ig
h
er
th
an
m
al
e
s
tu
d
en
ts
f
o
r
all
co
m
p
o
n
en
ts
.
Fo
r
SE
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
(
M=
3
.
3
1
)
h
i
g
h
er
b
y
co
m
p
a
r
e
d
to
m
ale
s
tu
d
en
ts
(
M=
3
.
2
4
)
,
an
d
f
o
r
IV
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
(
M=
3
.
7
9
)
h
ig
h
er
th
a
n
m
ale
s
tu
d
en
ts
(
M=
3
.
6
4
)
.
L
ik
ewise,
f
o
r
C
SU
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
(
M=
3
.
8
1
)
h
ig
h
e
r
th
an
m
ale
s
tu
d
en
ts
(
M=
3
.
6
4
)
,
an
d
f
o
r
SR
m
ea
n
s
co
r
e
f
o
r
f
e
m
ale
s
tu
d
en
ts
(
M=
3
.
4
4
)
h
ig
h
er
th
an
m
ale
s
tu
d
en
ts
(
M=
3
.
3
6
)
.
C
o
m
p
ar
a
tiv
ely
,
th
er
e
is
n
o
s
ig
n
if
ican
ce
d
if
f
er
e
n
ce
o
n
m
al
e
an
d
f
em
ale
s
tu
d
en
ts
’
m
o
tiv
at
io
n
o
n
all
co
m
p
o
n
en
ts
f
o
r
d
ela
y
ed
p
o
s
t
-
test
.
4
.
2
.
iO
N
-
P
B
L
m
o
du
le
o
f
ph
y
s
ics o
n stude
nts’
pro
blem
-
s
o
lv
ing
s
k
ills
An
in
d
ep
e
n
d
en
t
s
am
p
le
t
-
tes
t
was
co
n
d
u
cted
t
o
co
m
p
ar
e
th
e
m
ea
n
s
co
r
es
o
f
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
f
o
r
p
r
o
b
lem
-
s
o
l
v
in
g
s
k
ills
in
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
.
T
ab
le
4
s
h
o
ws
th
e
m
ea
n
s
co
r
e
b
etwe
en
m
ale
an
d
f
em
ale
s
tu
d
en
ts
f
o
r
all
s
t
ag
es
o
f
test
(
P
SC
,
AAS,
an
d
PC
)
.
Fo
r
p
o
s
t
-
test
,
m
ea
n
s
co
r
e
f
o
r
m
ale
s
tu
d
en
ts
was
h
ig
h
er
th
an
f
em
ale
s
tu
d
e
n
ts
f
o
r
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
an
d
AAS
b
u
t
o
n
th
e
co
n
tr
ar
y
f
o
r
PC
.
Fo
r
PS
C
,
m
ea
n
s
co
r
e
f
o
r
m
ale
s
tu
d
en
ts
(
M=
3
.
5
8
)
s
lig
h
tly
h
ig
h
er
th
a
n
f
em
ale
s
tu
d
e
n
ts
(
M=
3
.
5
4
)
,
an
d
f
o
r
AAS,
m
ea
n
s
co
r
e
f
o
r
m
ale
s
tu
d
en
ts
(
M=
3
.
2
8
)
also
s
lig
h
tly
h
ig
h
er
th
an
f
em
ale
s
tu
d
en
ts
(
M=
3
.
2
4
)
.
Fin
ally
,
f
o
r
PC
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
(
M=
3
.
4
8
)
was h
ig
h
er
th
a
n
m
ale
s
tu
d
en
ts
(
M=
3
.
3
9
)
.
Ho
wev
er
,
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
m
ale
a
n
d
f
em
ale
s
tu
d
en
ts
o
n
all
co
m
p
o
n
en
ts
f
o
r
p
o
s
t
-
test
.
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
Gen
d
er d
iffer
en
ce
s
in
mo
tiva
tio
n
a
n
d
p
r
o
b
lem
-
s
o
lvin
g
in
a
p
h
ysics
co
u
r
s
e
o
n
lin
e
… (
E
ln
e
tth
r
a
F
o
lly
E
ld
y
)
2839
E
q
u
iv
alen
tly
to
p
o
s
t
-
test
,
f
o
r
d
elay
ed
p
o
s
t
-
test
,
m
ea
n
s
co
r
e
f
o
r
m
ale
s
tu
d
en
ts
was
h
ig
h
er
th
an
f
em
al
e
s
tu
d
en
ts
f
o
r
PS
C
an
d
AAS,
b
u
t
o
p
p
o
s
ite
with
th
e
PC
.
Fo
r
PS
C
,
m
ea
n
s
co
r
e
f
o
r
m
ale
s
tu
d
en
ts
(
M=
3
.
6
6
)
was
h
ig
h
er
th
an
f
em
ale
s
tu
d
e
n
ts
(
M=
3
.
5
6
)
,
an
d
f
o
r
AAS,
m
ea
n
s
co
r
e
f
o
r
m
ale
s
tu
d
en
ts
(
M=
3
.
3
1
)
was
h
ig
h
er
th
an
f
em
ale
s
tu
d
en
ts
(
M=
3
.
2
6
)
,
h
o
wev
er
th
ese
r
esu
lts
s
h
o
w
in
s
i
g
n
if
ican
t
d
if
f
er
en
ce
.
Fin
ally
,
f
o
r
PC
,
m
ea
n
s
co
r
e
f
o
r
f
em
ale
s
tu
d
en
ts
(
M=
3
.
3
1
)
was
h
ig
h
er
s
ig
n
if
ican
tly
th
an
m
ale
s
tu
d
en
ts
(
M=
3
.
0
1
)
with
s
co
r
e
o
f
MD
=
-
0
.
2
9
;
t
-
test
v
alu
e,
t
=
-
2
.
0
4
,
an
d
p
≤
0
.
0
5
:*
0
.
0
4
.
T
ab
le
4
.
T
h
e
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
’
m
ea
n
s
co
r
e
b
etwe
en
m
a
le
an
d
f
em
ale
s
tu
d
e
n
ts
C
o
m
p
o
n
e
n
t
s
G
e
n
d
e
r
To
t
a
l
I
n
d
e
p
e
n
d
e
n
t
sam
p
l
e
t
-
t
e
st
M
a
l
e
(
N
=
2
8
)
F
e
mal
e
(
N
=
8
8
)
t
MD
S
i
g
(2
-
t
a
i
l
e
d
)
P
o
st
-
t
e
st
PSC
M
e
a
n
3
.
5
8
3
.
5
4
3
.
5
5
0
.
4
6
0
.
0
4
0
.
6
4
SD
0
.
3
7
0
.
4
3
0
.
4
2
AAS
M
e
a
n
3
.
2
8
3
.
2
4
3
.
2
5
0
.
5
1
0
.
0
4
0
.
6
2
SD
0
.
4
2
0
.
3
9
0
.
3
9
PC
M
e
a
n
3
.
3
9
3
.
4
8
3
.
4
6
-
0
.
3
6
-
0
.
0
8
0
.
7
2
SD
1
.
6
8
0
.
7
9
1
.
0
7
D
e
l
a
y
e
d
p
o
st
-
t
e
s
t
PSC
M
e
a
n
3
.
6
6
3
.
5
6
3
.
5
8
0
.
9
7
0
.
0
9
0
.
3
3
SD
0
.
4
7
0
.
4
7
0
.
4
7
AAS
M
e
a
n
3
.
3
1
3
.
2
6
3
.
2
7
0
.
5
7
0
.
0
5
0
.
5
7
SD
0
.
4
6
0
.
3
6
0
.
3
8
PC
M
e
a
n
3
.
0
1
3
.
3
1
3
.
2
3
-
2
.
0
4
-
0
.
2
9
*
0
.
0
4
SD
0
.
6
8
0
.
6
6
0
.
6
8
*
S
i
g
.
(
2
-
t
a
i
l
e
d
)
,
p
≤
0
.
0
5
,
S
D
=
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
,
M
D
=
mea
n
d
i
f
f
e
r
e
n
c
e
5.
DIS
CU
SS
I
O
N
T
h
e
r
esu
lts
s
h
o
w
th
at
o
n
ly
th
e
C
SU
co
m
p
o
n
en
t
f
o
r
th
e
p
o
s
t
-
test
s
h
o
wed
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
f
av
o
r
in
g
f
em
ale
s
tu
d
e
n
ts
co
m
p
ar
ed
to
m
ale
s
tu
d
en
ts
a
f
ter
i
m
p
lem
en
tin
g
th
e
iON
-
PB
L
m
o
d
u
le.
Ho
wev
er
,
th
e
r
est
o
f
th
e
m
,
alth
o
u
g
h
f
em
al
e
s
tu
d
en
ts
,
s
co
r
ed
h
ig
h
er
o
n
m
ea
n
m
ar
k
s
th
a
n
m
ale
s
tu
d
en
ts
(
i.e
.
,
p
o
s
t
-
test
an
d
d
ela
y
ed
p
o
s
t
-
test
)
o
n
all
co
m
p
o
n
en
ts
;
th
is
is
in
s
ig
n
if
ican
t.
T
h
is
is
co
n
s
is
ten
t
with
f
in
d
in
g
s
b
y
s
ev
er
a
l
s
tu
d
ies
[
5
7
]
,
[
8
0
]
,
wh
ich
s
h
o
w
th
at
f
em
ale
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
m
o
tiv
atio
n
t
o
lear
n
p
h
y
s
ics
af
ter
b
ein
g
in
tr
o
d
u
ce
d
to
PB
L
,
b
u
t it
is
in
s
ig
n
if
ican
t.
T
h
is
p
r
o
b
ab
l
y
d
u
e
to
r
ea
s
o
n
s
s
u
ch
as f
em
ale
s
tu
d
en
ts
ten
d
ed
to
h
a
v
e
h
ig
h
er
lear
n
in
g
m
o
tiv
atio
n
a
n
d
s
ee
k
r
ec
o
g
n
itio
n
f
o
r
s
u
cc
ess
[
7
1
]
.
Ad
d
itio
n
ally
,
th
eir
h
ig
h
er
m
o
tiv
atio
n
in
lear
n
in
g
en
v
i
r
o
n
m
e
n
ts
p
o
s
itiv
ely
im
p
ac
ts
th
eir
en
g
ag
em
en
t a
n
d
p
er
f
o
r
m
an
ce
in
p
r
o
b
lem
-
s
o
lv
in
g
task
s
,
wh
ich
is
o
f
ten
lin
k
ed
to
a
d
esire
f
o
r
s
elf
-
r
ec
o
g
n
itio
n
an
d
ac
h
ie
v
e
m
en
t
[
8
1
]
.
On
th
e
p
o
s
t
-
test
,
th
e
C
SU
co
m
p
o
n
e
n
t
s
h
o
ws
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
f
av
o
r
in
g
f
em
ale
s
tu
d
en
ts
.
I
t
in
d
icate
s
th
at
f
em
ale
s
tu
d
en
ts
in
cr
ea
s
e
th
eir
lear
n
in
g
s
tr
ateg
ies,
s
u
ch
as
r
ec
itin
g
o
r
n
am
in
g
item
s
f
r
o
m
th
e
lis
t
af
ter
b
ein
g
in
tr
o
d
u
ce
d
to
th
e
m
o
d
u
le,
s
im
ilar
ly
with
f
in
d
in
g
b
y
Go
li
g
h
tly
an
d
Mu
n
iz
[
8
2
]
.
Me
an
wh
ile,
th
e
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
s
h
o
w
th
at
o
n
ly
th
e
PC
co
m
p
o
n
en
t
f
o
r
th
e
d
elay
e
d
p
o
s
t
-
test
s
h
o
wed
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
f
av
o
r
in
g
f
em
ale
s
tu
d
en
t
s
co
m
p
ar
ed
to
m
ale
s
tu
d
en
ts
af
ter
im
p
lem
en
tin
g
th
e
iON
-
PB
L
m
o
d
u
le.
Ho
wev
er
,
n
o
in
s
ig
n
if
ican
t
r
esu
lts
wer
e
r
ec
o
r
d
e
d
(
i.e
.
,
p
o
s
t
-
test
an
d
d
elay
ed
p
o
s
t
-
test
)
o
n
all
co
m
p
o
n
e
n
ts
f
o
r
t
h
e
r
es
t
o
f
th
em
.
Sig
n
if
ican
t
in
PC
in
d
icate
s
f
em
ale
s
tu
d
en
ts
'
ab
il
ity
to
co
n
tr
o
l
th
eir
attitu
d
es
to
war
d
s
lear
n
in
g
g
r
o
wth
.
I
t
also
r
ef
lects
th
at
f
em
al
e
s
tu
d
en
t
r
ec
o
g
n
ized
th
eir
a
b
ilit
y
to
co
n
tr
o
l
th
eir
lear
n
in
g
a
f
ter
th
e
iON
-
PB
L
p
h
y
s
ics
m
o
d
u
le.
Pre
v
io
u
s
s
tu
d
i
es
[
2
1
]
,
[
8
3
]
h
ig
h
lig
h
ted
th
is
r
ec
o
g
n
itio
n
in
th
ei
r
f
in
d
in
g
s
as
well,
as
f
em
ale
s
tu
d
en
ts
ex
h
ib
ited
h
ig
h
e
r
m
ea
n
m
ar
k
s
,
im
p
r
o
v
ed
m
o
tiv
atio
n
,
in
cr
ea
s
ed
C
SU
,
an
d
en
h
an
ce
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
af
ter
b
ein
g
in
tr
o
d
u
ce
d
to
PB
L
co
m
p
ar
ed
to
m
ale
s
tu
d
en
ts
.
E
q
u
iv
alen
tly
,
s
tu
d
y
b
y
W
ah
y
u
n
i
[
8
4
]
also
r
ev
ea
led
th
at
th
e
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
y
o
f
s
tu
d
en
ts
wh
o
ar
e
tau
g
h
t
PB
L
in
f
em
ale
s
tu
d
en
ts
is
b
etter
th
an
t
h
at
o
f
m
ale
s
tu
d
e
n
ts
.
T
h
e
s
tu
d
y
r
ev
ea
led
s
ev
er
al
c
r
itical
im
p
licatio
n
s
.
Firstl
y
,
it
h
ig
h
lig
h
ted
th
e
p
r
ac
tical
n
e
ce
s
s
ity
o
f
ca
r
ef
u
lly
d
ev
elo
p
i
n
g
a
well
-
s
tr
u
ctu
r
ed
cu
r
r
ic
u
lu
m
f
o
r
i
n
teg
r
atin
g
a
n
o
n
lin
e
PB
L
m
o
d
u
le
in
to
a
c
o
m
p
lex
s
u
b
ject
lik
e
p
h
y
s
ics.
T
r
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
class
es
alr
ea
d
y
h
av
e
ch
allen
g
es,
esp
ec
ially
in
p
h
y
s
ics
[
5
4
]
,
[
5
5
]
.
Ho
wev
er
,
s
tu
d
ies
h
av
e
p
r
o
v
e
n
th
at
in
teg
r
atin
g
o
n
lin
e
a
n
d
t
ec
h
n
o
lo
g
y
p
o
s
itiv
ely
im
p
ac
ts
s
tu
d
en
t
m
o
tiv
atio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
8
5
]
,
[
8
6
]
.
Fo
r
in
s
tan
ce
,
W
u
et
a
l.
[
8
7
]
s
tu
d
y
r
ev
ea
led
th
at
g
am
if
icatio
n
co
u
r
s
es
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
p
r
e
-
s
er
v
ice
teac
h
er
s
'
m
o
tiv
atio
n
t
o
e
x
p
lo
r
e
m
o
r
e
em
er
g
in
g
tech
n
o
lo
g
ies
f
o
r
teac
h
in
g
af
ter
co
n
tr
o
llin
g
f
o
r
g
en
d
er
.
S
ec
o
n
d
ly
,
o
n
lin
e
lea
r
n
in
g
h
as
s
ig
n
if
ican
t
p
o
ten
tial
im
p
licatio
n
s
f
o
r
b
o
o
s
tin
g
an
d
o
p
tim
izin
g
,
esp
ec
ially
in
p
h
y
s
ics
co
u
r
s
es,
an
d
ad
d
r
ess
in
g
g
e
n
d
er
is
s
u
es.
Stu
d
ies
s
u
g
g
est
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cr
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s
in
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en
g
ag
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e
n
t
an
d
m
o
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n
f
o
r
f
em
ale
s
tu
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wh
er
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f
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m
ale
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tu
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ex
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PB
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th
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m
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ter
p
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.
T
h
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co
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a
n
d
in
ter
ac
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e
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atu
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e
o
f
PB
L
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well
with
th
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lear
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in
g
p
r
e
f
er
en
ce
s
o
f
ten
o
b
s
er
v
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in
f
e
m
ale
s
tu
d
en
ts
,
lead
in
g
t
o
g
r
ea
ter
p
ar
ticip
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n
a
n
d
e
n
th
u
s
iasm.
T
h
at
is
wh
y
e
d
u
ca
to
r
s
an
d
teac
h
er
s
n
ee
d
to
s
et
a
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
f
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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-
8
8
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I
n
t
J
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v
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&
R
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c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
8
3
2
-
2
8
4
5
2840
m
ix
ed
g
en
d
er
s
s
o
th
at
th
e
p
o
te
n
tial
o
f
ea
ch
s
tu
d
en
t
ca
n
b
e
u
p
lifte
d
b
y
s
u
p
p
o
r
t
f
r
o
m
ea
ch
o
t
h
er
.
I
t
is
im
p
o
r
tan
t
to
r
em
em
b
er
th
at
o
n
lin
e
PB
L
p
r
esen
ts
an
o
p
p
o
r
tu
n
ity
to
en
s
u
r
e
th
at
o
u
r
ed
u
ca
tio
n
s
y
s
tem
ca
n
co
n
tin
u
e
with
o
u
t
in
ter
r
u
p
tio
n
.
R
ev
iew
b
y
C
astro
an
d
T
u
m
ib
ay
[
8
8
]
s
u
g
g
ested
th
at
o
n
lin
e
lear
n
in
g
ca
n
b
e
p
o
wer
f
u
l
if
th
e
in
s
tr
u
ctio
n
al
d
esig
n
ef
f
ec
ti
v
ely
alig
n
s
with
th
e
s
u
b
ject
m
atter
.
T
h
is
o
p
en
s
u
p
s
ig
n
if
ican
t
o
p
p
o
r
tu
n
ities
f
o
r
ed
u
ca
to
r
s
to
ef
f
ec
tiv
ely
d
eliv
er
th
eir
co
u
r
s
e
co
n
ten
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o
n
lin
e
an
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p
a
n
d
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ea
ch
g
l
o
b
a
lly
.
T
h
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p
r
o
m
is
e
o
f
o
n
lin
e
lear
n
in
g
in
s
p
ir
es
co
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f
id
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ce
an
d
p
o
s
itiv
ity
am
o
n
g
s
tak
eh
o
ld
er
s
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eg
a
r
d
in
g
th
e
d
ir
ec
t
io
n
o
f
ed
u
ca
tio
n
in
th
e
f
u
tu
r
e
.
As
f
o
r
th
e
s
tu
d
en
ts
'
im
p
licatio
n
s
,
it
is
we
ll
k
n
o
wn
th
at
m
o
s
t
s
tu
d
en
ts
s
tr
u
g
g
le
with
ab
s
tr
ac
t
s
u
b
ject
s
s
u
ch
as
p
h
y
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ics,
wh
ich
ar
e
t
r
ad
itio
n
ally
m
o
r
e
p
r
e
v
alen
t
o
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lin
e.
I
n
t
h
e
c
u
r
r
en
t
p
o
s
t
-
C
OVI
D
-
1
9
s
ce
n
ar
i
o
,
s
tu
d
en
ts
m
u
s
t
ad
ap
t
to
d
ig
ital
teac
h
in
g
an
d
lear
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in
g
m
eth
o
d
s
to
ef
f
ec
tiv
ely
k
ee
p
u
p
with
th
eir
s
tu
d
ies.
T
h
e
f
ast
-
p
ac
ed
ev
o
l
u
tio
n
o
f
o
n
lin
e
lear
n
in
g
p
r
o
v
i
d
es
ev
er
y
th
i
n
g
s
tu
d
en
ts
n
ee
d
to
ac
h
ie
v
e
th
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lear
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in
g
o
b
jectiv
es
q
u
ick
ly
u
s
in
g
th
e
lear
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g
t
ec
h
n
o
lo
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y
d
e
v
ice.
T
h
e
r
esear
ch
in
d
icate
s
th
at
f
em
ale
s
tu
d
en
ts
s
h
o
w
h
ig
h
er
m
o
tiv
atio
n
lev
els
th
an
t
h
eir
m
ale
co
u
n
ter
p
ar
ts
,
esp
ec
ially
wh
en
u
s
in
g
c
o
g
n
itiv
e
o
n
lin
e
lear
n
in
g
s
tr
ateg
ies.
E
d
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
m
u
s
t
ac
k
n
o
wled
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th
e
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ig
n
if
ican
ce
o
f
b
r
id
g
in
g
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e
g
en
d
er
g
ap
in
d
ig
ital
ed
u
ca
tio
n
to
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th
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e
d
u
ca
tio
n
al
o
b
jectiv
es
s
u
cc
ess
f
u
lly
.
T
h
is
is
also
alig
n
ed
with
f
ew
Ma
lay
s
ia’
s
p
o
licies
an
d
aim
in
t
h
e
co
n
te
x
t o
f
p
o
s
t
-
C
OVI
D
-
1
9
r
ec
o
v
er
y
an
d
d
ig
it
al
lear
n
in
g
[
8
9
]
.
T
h
e
th
ir
d
im
p
licatio
n
r
e
v
o
lv
es
ar
o
u
n
d
t
h
e
C
OVI
D
-
1
9
p
an
d
e
m
ic,
wh
ich
ca
u
s
ed
a
s
ig
n
if
ican
t
s
h
if
t
f
o
r
p
h
y
s
ics
ed
u
ca
to
r
s
an
d
lectu
r
e
r
s
.
W
h
ile
it
p
o
s
es
n
ew
ch
alle
n
g
es,
it
also
p
r
esen
ts
a
n
o
p
p
o
r
tu
n
ity
f
o
r
th
em
to
ex
p
lo
r
e
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
.
T
r
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
ap
p
r
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h
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m
ay
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o
t
s
u
f
f
ice
in
th
e
cu
r
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en
t
d
ig
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a,
an
d
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ca
to
r
s
m
u
s
t
a
d
ap
t
to
th
e
ch
an
g
in
g
tim
es.
T
ea
ch
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s
s
h
o
u
ld
p
r
o
ac
tiv
ely
f
in
d
ef
f
ec
tiv
e
way
s
to
d
eliv
e
r
th
eir
teac
h
in
g
to
s
tu
d
e
n
ts
o
n
lin
e.
Alth
o
u
g
h
m
an
y
i
n
s
tr
u
ctio
n
al
d
esig
n
m
o
d
els
ar
e
av
ailab
le,
th
e
b
est
f
it
f
o
r
p
h
y
s
ics
an
d
f
u
lly
o
n
lin
e
lear
n
in
g
s
till
n
ee
d
s
to
b
e
d
eb
ated
.
T
h
er
ef
o
r
e,
em
b
r
ac
in
g
c
h
an
g
e
an
d
alig
n
in
g
with
tech
n
o
l
o
g
ical
a
d
v
an
ce
m
e
n
ts
is
cr
u
cial
f
o
r
ed
u
ca
to
r
s
to
p
r
o
v
id
e
th
eir
s
tu
d
en
ts
with
a
m
o
r
e
en
g
ag
in
g
an
d
p
r
ac
tical
lear
n
in
g
ex
p
er
ie
n
ce
.
T
h
at
is
wh
y
ed
u
ca
to
r
s
an
d
lectu
r
e
r
s
m
u
s
t
ad
o
p
t
p
r
o
ac
tiv
e
s
tr
ateg
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to
ef
f
ec
tiv
ely
d
eliv
e
r
o
n
lin
e
in
s
tr
u
cti
o
n
,
e
n
s
u
r
in
g
t
h
at
th
ey
en
g
ag
e
s
tu
d
e
n
ts
an
d
cr
ea
te
a
co
n
d
u
civ
e
lear
n
in
g
en
v
ir
o
n
m
en
t
.
E
d
u
ca
t
o
r
s
s
h
o
u
ld
r
ea
lize
th
at
u
n
d
e
r
s
tan
d
in
g
th
e
to
o
ls
an
d
p
latf
o
r
m
s
in
clu
d
in
g
lear
n
i
n
g
m
an
ag
em
en
t
s
y
s
tem
s
,
v
id
eo
c
o
n
f
er
e
n
cin
g
t
o
o
ls
,
an
d
o
n
lin
e
co
llab
o
r
atio
n
p
latf
o
r
m
s
u
s
ed
f
o
r
o
n
lin
e
teac
h
in
g
is
cr
u
cial.
T
h
is
p
r
ep
ar
atio
n
all
o
ws
f
o
r
s
m
o
o
th
e
r
class
o
p
er
at
io
n
s
,
h
elp
s
tr
o
u
b
lesh
o
o
t
is
s
u
es
as
th
ey
ar
is
e
an
d
h
elp
s
m
ain
tain
a
p
o
s
itiv
e
lear
n
in
g
atm
o
s
p
h
er
e
[
9
0
]
.
Ap
ar
t
f
r
o
m
t
h
at,
ed
u
ca
to
r
s
s
h
o
u
ld
also
u
tili
ze
d
iv
er
s
e
teac
h
in
g
m
eth
o
d
s
.
I
n
c
o
r
p
o
r
at
in
g
v
ar
io
u
s
teac
h
in
g
m
et
h
o
d
s
s
u
ch
as
s
y
n
ch
r
o
n
o
u
s
lectu
r
es,
p
r
esen
tatio
n
s
,
o
n
lin
e
d
is
cu
s
s
io
n
s
,
an
d
in
ter
ac
tiv
e
q
u
izze
s
wh
ich
c
ater
to
d
if
f
er
en
t
lear
n
i
n
g
s
ty
les
an
d
k
ee
p
s
tu
d
en
ts
en
g
a
g
ed
.
T
h
is
d
iv
er
s
ity
h
elp
s
m
ain
tain
in
ter
est
an
d
s
u
p
p
o
r
ts
v
ar
io
u
s
ed
u
ca
tio
n
al
n
ee
d
s
[
8
9
]
.
E
d
u
c
ato
r
s
ca
n
r
eg
u
lar
ly
s
o
licit
s
tu
d
en
t
f
ee
d
b
ac
k
ab
o
u
t
th
eir
lear
n
in
g
ex
p
er
ien
ce
s
b
y
en
c
o
u
r
a
g
in
g
r
ef
lectio
n
an
d
f
ee
d
b
ac
k
,
allo
win
g
teac
h
er
s
to
ad
ju
s
t
th
eir
m
eth
o
d
s
an
d
a
d
d
r
ess
co
n
c
er
n
s
.
T
h
is
p
r
ac
tice
im
p
r
o
v
es
th
e
c
o
u
r
s
e
an
d
e
m
p
o
wer
s
s
tu
d
en
ts
b
y
v
al
u
in
g
th
ei
r
in
p
u
t
[
8
9
]
.
B
y
u
s
in
g
th
ese
co
m
p
o
n
en
ts
,
ed
u
ca
to
r
s
ca
n
im
p
r
o
v
e
th
eir
ca
p
ac
ity
t
o
s
tr
ateg
ize
,
co
n
v
ey
th
eir
lea
r
n
i
n
g
co
n
ten
t
,
an
d
attain
th
eir
e
d
u
ca
tio
n
al
g
o
als,
u
ltima
tely
b
en
ef
itin
g
b
o
t
h
m
ale
an
d
f
em
ale
s
tu
d
e
n
ts
.
I
n
teg
r
ated
PB
L
in
o
n
lin
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e
n
v
ir
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n
m
e
n
ts
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ef
f
ec
tiv
el
y
a
d
d
r
ess
g
en
d
e
r
is
s
u
es
in
ed
u
ca
tio
n
b
y
f
o
s
ter
in
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a
m
o
r
e
in
clu
s
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a
n
d
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g
ag
i
n
g
lear
n
in
g
ex
p
er
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en
ce
.
Alth
o
u
g
h
th
e
r
esear
c
h
r
ev
ea
led
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g
en
d
er
im
b
alan
ce
,
it
also
h
ig
h
lig
h
ted
o
u
r
p
r
o
g
r
ess
in
p
r
o
m
o
tin
g
h
i
g
h
er
in
s
titu
tio
n
al
ed
u
ca
tio
n
f
o
r
wo
m
en
[
9
1
]
.
T
h
e
r
esear
ch
o
u
tco
m
es
h
a
v
e
s
ig
n
i
f
ican
tly
co
n
tr
ib
u
ted
to
u
n
d
er
s
tan
d
in
g
h
o
w
an
iON
-
PB
L
ap
p
r
o
ac
h
ca
n
p
r
o
m
o
te
p
h
y
s
ics
ed
u
ca
tio
n
.
Fu
r
th
e
r
m
o
r
e,
th
e
r
esear
ch
h
as
id
en
tifi
ed
ar
ea
s
wh
er
e
im
p
r
o
v
em
en
t
s
ca
n
b
e
m
a
d
e
to
im
p
r
o
v
e
p
h
y
s
ics
ed
u
ca
tio
n
,
m
ain
ly
th
r
o
u
g
h
o
n
lin
e
lea
r
n
in
g
.
Sp
ec
if
ic
m
atter
s
lik
e
en
h
an
ci
n
g
m
o
tiv
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n
an
d
en
g
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e
n
t
lev
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o
n
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e
PB
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s
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s
f
o
r
f
em
ale
s
tu
d
en
ts
[
9
2
]
,
m
o
r
e
f
lex
i
b
ilit
y
an
d
ac
ce
s
s
ib
ilit
y
wi
ll
b
en
ef
it
wo
m
en
w
h
o
co
n
s
tan
tly
ju
g
g
le
m
u
ltip
le
r
esp
o
n
s
ib
ilit
ies,
allo
win
g
th
em
to
e
n
g
ag
e
with
co
u
r
s
e
m
ater
ials
at
th
eir
o
wn
p
ac
e
[
8
9
]
,
r
e
d
u
ctio
n
o
f
s
ter
eo
ty
p
es,
wh
er
e
o
n
lin
e
PB
L
en
v
i
r
o
n
m
e
n
ts
ca
n
h
elp
m
itig
ate
th
e
im
p
ac
t
o
f
g
en
d
er
s
ter
eo
ty
p
es
th
at
m
ay
ar
is
e
in
f
ac
e
-
to
-
f
ac
e
in
ter
ac
tio
n
s
.
W
ith
less
em
p
h
asis
o
n
p
h
y
s
ical
p
r
esen
ce
,
s
tu
d
en
ts
ca
n
f
o
cu
s
o
n
th
eir
co
n
tr
ib
u
tio
n
s
an
d
id
e
as
r
ath
er
th
an
b
ei
n
g
in
f
l
u
en
ce
d
b
y
g
en
d
er
b
iases
.
T
h
is
ca
n
lead
to
a
m
o
r
e
eq
u
ita
b
le
g
en
d
e
r
p
ar
ticip
atio
n
r
ate
[
9
2
]
an
d
tailo
r
in
g
f
ee
d
b
ac
k
an
d
s
ca
f
f
o
ld
in
g
wh
er
e
teac
h
er
s
ca
n
u
tili
ze
o
n
lin
e
to
o
l
s
to
p
r
o
v
id
e
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
an
d
s
ca
f
f
o
ld
in
g
b
ased
o
n
in
d
iv
id
u
al
s
tu
d
e
n
t
n
ee
d
s
.
T
h
is
ap
p
r
o
ac
h
ca
n
h
el
p
ad
d
r
ess
s
p
ec
if
ic
ch
allen
g
es
th
at
f
em
ale
s
tu
d
en
ts
m
ay
f
ac
e
in
p
h
y
s
ics
o
r
o
th
e
r
tr
ad
itio
n
ally
m
ale
-
d
o
m
in
ated
f
ield
s
,
en
s
u
r
in
g
th
at
all
s
tu
d
en
ts
r
ec
eiv
e
th
e
s
u
p
p
o
r
t
th
e
y
n
ee
d
to
s
u
cc
ee
d
,
a
n
d
d
ef
in
itely
will b
r
id
g
e
th
e
g
a
p
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es c
lear
an
s
wer
s
to
all
RQ
,
p
ar
ticu
lar
ly
f
r
o
m
th
e
g
e
n
d
er
p
er
s
p
ec
tiv
e.
Fin
d
in
g
s
s
h
o
w
th
at
f
o
r
m
o
tiv
atio
n
,
o
n
ly
th
e
C
SU
co
m
p
o
n
en
t
s
ig
n
if
ican
tly
d
if
f
er
s
in
f
av
o
r
o
f
f
em
ale
s
tu
d
en
ts
at
th
e
p
o
s
t
-
test
.
Ho
wev
er
,
th
er
e
is
n
o
s
ig
n
if
ic
an
t
d
if
f
er
en
ce
in
th
eir
d
elay
e
d
p
o
s
t
-
test
.
Me
an
wh
ile,
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
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
Gen
d
er d
iffer
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ce
s
in
mo
tiva
tio
n
a
n
d
p
r
o
b
lem
-
s
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lvin
g
in
a
p
h
ysics
co
u
r
s
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lin
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… (
E
ln
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tth
r
a
F
o
lly
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ld
y
)
2841
was
r
ec
o
r
d
ed
b
etwe
en
th
e
two
g
en
d
er
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th
e
p
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t
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test
f
o
r
th
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p
r
o
b
lem
-
s
o
l
v
in
g
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k
ills
f
in
d
in
g
s
.
Sti
ll,
at
th
eir
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elay
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p
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t
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test
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PC
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m
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t
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ly
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ig
h
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m
ea
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co
r
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f
a
v
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f
em
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T
h
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f
em
ale
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d
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h
av
e
m
o
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p
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m
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tr
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in
k
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ar
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m
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PC
in
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o
lv
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p
r
o
b
le
m
s
th
r
o
u
g
h
o
n
lin
e
lear
n
i
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g
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As
o
n
e
o
f
t
h
e
cr
u
cial
STE
M
co
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r
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es,
p
h
y
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ics
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ess
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ce
o
f
s
cien
ce
f
o
r
a
m
id
d
le
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in
co
m
e
d
ev
elo
p
i
n
g
co
u
n
tr
y
lik
e
Ma
lay
s
ia.
T
h
er
ef
o
r
e,
m
o
r
e
s
tu
d
en
ts
m
u
s
t
em
b
r
ac
e
f
u
n
d
am
e
n
tal
s
cien
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s
u
b
jects,
lik
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p
h
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ics,
to
p
r
e
p
ar
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o
r
th
e
co
m
p
eten
t
wo
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k
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d
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in
th
e
4
.
0
in
d
u
s
tr
ial
r
ev
o
l
u
tio
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W
h
ile
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s
tu
d
y
p
r
o
v
id
e
s
v
alu
ab
le
in
s
ig
h
ts
,
s
o
m
e
ar
ea
s
r
eq
u
ir
e
f
u
r
t
h
er
ex
p
lo
r
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.
T
o
en
s
u
r
e
a
co
m
p
r
eh
en
s
iv
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n
d
e
r
s
tan
d
in
g
,
f
u
tu
r
e
r
esear
ch
s
h
o
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ld
aim
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o
r
a
m
o
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alan
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ip
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'
lear
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m
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d
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s
o
lv
in
g
s
k
ills
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n
g
en
d
e
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is
n
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y
.
A
m
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e
ex
ten
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im
p
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is
also
r
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m
m
e
n
d
ed
to
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s
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t
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ter
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im
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o
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iON
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PB
L
m
o
d
u
les
o
f
p
h
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ics
.
Fin
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,
b
y
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teg
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atin
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i
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s
p
h
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ics
to
p
ics
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d
in
co
r
p
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atin
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ess
en
tial
2
1
s
t
-
ce
n
tu
r
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s
k
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ik
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cien
tific
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s
k
ill
s
,
cr
itical
th
in
k
in
g
,
an
d
cr
ea
tiv
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,
it
ca
n
s
tr
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war
d
s
ac
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a
h
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lis
tic
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cc
ess
f
u
l iON
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P
B
L
m
o
d
u
le
o
f
p
h
y
s
ics
,
p
ar
ticu
lar
l
y
in
g
e
n
d
er
eq
u
ality
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
m
an
u
s
cr
ip
t
is
p
ar
t
o
f
th
e
f
ir
s
t
au
th
o
r
’
s
Ph
.
D
.
s
tu
d
y
with
a
s
ch
o
lar
s
h
ip
f
r
o
m
Un
iv
er
s
iti
Ma
lay
s
ia
Sab
ah
.
T
h
e
s
tu
d
y
was a
ls
o
s
u
p
p
o
r
ted
b
y
a
g
r
an
t f
r
o
m
Un
i
v
er
s
iti Ma
lay
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ia
Sab
ah
,
co
d
ed
SGA0
0
2
7
-
2
0
2
0
.
AUTHO
R
CO
NT
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B
UT
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NS ST
A
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h
is
jo
u
r
n
al
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s
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th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
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)
to
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ec
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g
n
ize
in
d
iv
id
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al
au
th
o
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co
n
tr
ib
u
tio
n
s
,
r
ed
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ce
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th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
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atio
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.
Na
m
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o
f
Aut
ho
r
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M
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Vi
Su
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ln
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r
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lly
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✓
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Fau
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laim
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Mo
h
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s
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L
o
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n
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Jo
-
An
n
Netto
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Sh
ek
✓
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C
:
C
o
n
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e
p
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a
t
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f
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Fo
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at
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licts
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f
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ter
est r
e
g
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ap
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NF
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I
n
f
o
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as o
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d
f
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o
m
all
in
d
iv
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als wh
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ticip
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y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
is
r
esear
ch
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v
o
lv
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g
h
u
m
an
p
ar
ticip
a
n
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m
p
lies
wit
h
all
r
elev
a
n
t
n
atio
n
al
r
e
g
u
l
atio
n
s
an
d
in
s
titu
tio
n
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p
o
licies,
ad
h
er
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t
o
th
e
p
r
in
cip
les
o
u
tlin
ed
in
th
e
Dec
lar
atio
n
o
f
Helsin
k
i,
an
d
h
as
b
ee
n
ap
p
r
o
v
ed
b
y
th
e
a
u
th
o
r
s
’
eth
ics co
m
m
ittee.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
s
u
p
p
o
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tin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
a
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e
p
ar
t
o
f
a
n
o
n
g
o
in
g
Ph
.
D.
r
esear
ch
p
r
o
j
ec
t
an
d
ar
e
th
er
ef
o
r
e
n
o
t
p
u
b
licly
av
aila
b
le
at
th
is
tim
e.
Ho
wev
er
,
th
e
d
ata
m
ay
b
e
m
ad
e
av
ailab
l
e
f
r
o
m
th
e
f
ir
s
t
o
r
co
r
r
esp
o
n
d
in
g
a
u
th
o
r
[
FS
]
,
u
p
o
n
r
ea
s
o
n
a
b
le
r
eq
u
est,
o
n
ce
th
e
r
esear
ch
h
as b
ee
n
co
m
p
leted
an
d
f
in
alize
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.