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u
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x
a
m
in
e
s
:
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)
th
e
e
ffe
c
t
o
f
lea
rn
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n
g
r
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so
u
rc
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s
o
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stu
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n
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li
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e
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c
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sta
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h
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ir
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ip
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iate
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sh
a
p
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h
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ro
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ti
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a
l
imp
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I
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Dig
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[
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[
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.
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g
h
te
ac
h
e
r
s
a
n
d
te
x
t
b
o
o
k
s
.
T
h
e
C
OV
I
D
-
1
9
p
a
n
d
e
m
ic
of
2
0
2
0
a
cc
ele
r
a
te
d
th
is
tr
an
s
f
o
r
m
ati
o
n
s
ig
n
i
f
ic
a
n
tl
y
,
e
m
p
h
asiz
in
g
t
h
e
c
r
u
cia
l
r
o
le
o
f
d
ig
ita
l
l
ite
r
a
c
y
.
I
t
i
n
f
il
tr
ates
t
h
e
d
o
m
a
in
o
f
r
eli
g
i
o
u
s
s
t
u
d
ies
,
p
u
s
h
i
n
g
b
o
u
n
d
a
r
ies
an
d
r
e
d
e
f
in
i
n
g
le
ar
n
i
n
g
e
x
p
e
r
ie
n
ce
s
.
T
h
is
s
h
if
t
u
n
d
e
r
s
c
o
r
es
t
h
e
n
e
ce
s
s
ity
o
f
em
b
r
a
ci
n
g
d
i
g
it
al
t
o
o
ls
f
o
r
ac
ce
s
s
i
b
ilit
y
a
n
d
e
n
r
ic
h
m
e
n
t
i
n
ed
u
ca
t
io
n
[
3
]
.
Ho
we
v
e
r
,
it
is
c
r
u
ci
al
t
o
ac
k
n
o
w
le
d
g
e
th
at
t
h
e
r
el
ia
n
c
e
o
n
o
n
li
n
e
le
ar
n
i
n
g
t
e
ch
n
o
l
o
g
ies
,
as
el
u
ci
d
ate
d
b
y
Yasee
n
et
a
l
.
[
4
]
i
n
r
es
ea
r
c
h
co
n
d
u
ct
ed
in
t
h
e
U
K
an
d
J
o
r
d
a
n
,
is
n
o
t
i
m
p
er
v
i
o
u
s
t
o
p
i
tf
alls
.
T
h
e
v
u
l
n
e
r
a
b
il
iti
es a
r
e
c
o
n
s
p
ic
u
o
u
s
,
p
a
r
tic
u
l
a
r
l
y
in
th
e
r
e
al
m
o
f
s
o
cial
co
m
m
u
n
i
ca
ti
o
n
,
g
i
v
i
n
g
r
is
e
t
o
c
h
a
lle
n
g
es
a
m
o
n
g
p
ee
r
s
a
n
d
i
n
th
e
i
n
te
r
a
cti
o
n
s
b
etw
ee
n
s
tu
d
e
n
ts
a
n
d
te
ac
h
e
r
s
.
Nav
ig
ati
n
g
t
h
is
u
n
ch
ar
te
d
d
i
g
it
al
f
r
o
n
ti
er
r
e
q
u
ir
es a
p
r
i
o
r
it
y
in
ad
d
r
ess
in
g
an
d
m
i
ti
g
at
in
g
th
e
s
e
c
h
a
lle
n
g
es
.
T
h
is
p
r
o
ac
t
iv
e
a
p
p
r
o
a
c
h
is
i
n
d
is
p
e
n
s
ab
l
e
t
o
e
n
s
u
r
e
t
h
at
t
h
e
b
en
ef
it
s
o
f
t
ec
h
n
o
l
o
g
ica
l
a
d
v
a
n
c
em
e
n
ts
i
n
e
d
u
c
ati
o
n
a
r
e
r
e
aliz
e
d
w
h
i
le
s
i
m
u
lta
n
e
o
u
s
l
y
m
iti
g
ati
n
g
t
h
e
i
n
h
e
r
e
n
t
d
r
aw
b
a
ck
s
.
I
n
th
e
f
ield
o
f
r
elig
io
u
s
ed
u
ca
tio
n
,
a
d
is
ce
r
n
ib
le
tr
en
d
is
u
n
f
o
ld
in
g
as
d
ig
ital
m
eth
o
d
s
p
r
o
g
r
ess
iv
ely
r
ep
lace
tr
ad
itio
n
al
lear
n
in
g
a
p
p
r
o
ac
h
es.
T
h
is
s
h
if
t
i
s
o
f
ten
d
r
iv
en
b
y
s
o
cial
m
ed
ia
co
n
t
en
t
f
ea
tu
r
in
g
y
o
u
n
g
in
f
lu
en
ce
r
s
o
r
in
s
p
ir
atio
n
al
f
i
g
u
r
es,
ev
en
th
o
u
g
h
th
eir
cr
e
d
ib
ilit
y
lack
s
r
elig
io
u
s
s
cien
tif
ic
v
er
if
icatio
n
[
5
]
.
T
h
is
tr
an
s
itio
n
p
o
s
es
a
s
ig
n
if
ican
t
ch
allen
g
e
to
th
e
a
u
th
o
r
it
y
an
d
cr
e
d
ib
ilit
y
o
f
r
elig
i
o
u
s
lear
n
in
g
r
eso
u
r
ce
s
.
I
n
d
iv
id
u
als
f
r
o
m
lo
wer
s
o
cial
class
es
f
ac
e
o
b
s
tacle
s
in
ac
ce
s
s
in
g
th
ese
d
ig
ital
lear
n
in
g
to
o
l
s
,
u
n
d
er
s
co
r
i
n
g
th
e
n
ee
d
to
s
cr
u
tin
ize
an
d
v
alid
a
te
th
e
r
eliab
ilit
y
o
f
s
u
ch
r
es
o
u
r
ce
s
to
g
u
a
r
d
ag
ai
n
s
t
h
ate
s
p
ee
ch
o
r
h
o
ax
es.
Un
f
o
r
tu
n
atel
y
,
in
th
e
cu
r
r
en
t
d
is
r
u
p
tiv
e
er
a,
th
e
em
p
h
asis
o
n
tr
u
th
m
ay
n
o
t
b
e
as
p
r
o
m
in
en
t
as
it
s
h
o
u
ld
b
e
[
6
]
,
[
7
]
.
Ad
d
r
ess
in
g
th
ese
ch
a
llen
g
es
b
ec
o
m
es
cr
u
cial
to
p
r
eser
v
in
g
th
e
in
teg
r
ity
o
f
r
elig
io
u
s
ed
u
ca
tio
n
am
id
th
e
ev
o
lv
in
g
d
ig
ital la
n
d
s
ca
p
e.
T
h
e
im
p
ac
t
o
f
tr
ad
itio
n
al
an
d
d
ig
ital
lear
n
in
g
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
s
p
an
s
co
g
n
itiv
e
,
af
f
ec
tiv
e,
an
d
p
s
y
ch
o
m
o
to
r
d
o
m
ain
s
.
Sem
b
ay
ev
et
a
l.
[
8
]
em
p
h
asize
th
e
ef
f
ec
tiv
en
ess
o
f
in
n
o
v
ativ
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
in
a
d
d
r
ess
in
g
s
k
ill
d
ev
elo
p
m
en
t
ch
allen
g
es.
Ho
wev
er
,
it
is
ess
en
tial
to
n
o
te
th
at
tech
n
o
lo
g
y
m
a
y
n
o
t
alwa
y
s
b
e
th
e
b
est
f
it
wh
en
co
n
s
id
e
r
in
g
lear
n
in
g
ac
tiv
ities
,
k
n
o
w
led
g
e
m
o
d
els,
an
d
f
ac
to
r
s
tied
to
s
tu
d
en
ts
’
em
o
t
io
n
s
an
d
p
h
y
s
ical
ab
ilit
ies.
Xu
an
h
u
i
et
a
l.
[
9
]
p
o
in
t
o
u
t
th
at
d
ig
ital
lear
n
in
g
p
r
o
v
id
es
r
ea
l
-
tim
e
co
g
n
itiv
e
f
ee
d
b
ac
k
,
b
u
t
tr
ad
itio
n
al
(
o
f
f
lin
e)
lear
n
in
g
o
f
ten
f
ac
es
f
u
n
d
in
g
lim
itatio
n
s
co
m
p
ar
ed
to
its
d
ig
ital
co
u
n
t
er
p
ar
t.
Su
p
p
o
r
tin
g
th
is
,
an
o
th
er
s
tu
d
ies
[
1
0
]
,
[
1
1
]
illu
s
tr
ate
th
at
e
-
lear
n
in
g
in
s
p
ec
if
ic
s
u
b
jects
s
u
r
p
ass
es
th
e
ef
f
ec
tiv
en
ess
o
f
tr
ad
itio
n
al
m
eth
o
d
s
.
Ad
d
itio
n
ally
,
d
ig
it
al
lear
n
in
g
s
h
ap
es
lear
n
in
g
m
o
tiv
atio
n
,
s
ty
le,
a
n
d
o
u
tco
m
es
v
is
u
ally
,
au
d
i
o
v
i
s
u
ally
,
an
d
k
in
esth
etica
lly
,
i
n
f
lu
en
ce
d
b
y
s
o
cial
class
[
1
2
]
–
[
1
4
]
.
C
o
n
tr
ar
ily
,
s
tu
d
y
b
y
Ai
et
a
l.
[
1
3
]
a
n
d
Ne
u
h
au
s
er
[
1
5
]
f
ou
n
d
n
o
s
ig
n
if
i
ca
n
t
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
d
if
f
e
r
en
ce
s
in
s
tu
d
en
ts
’
lear
n
in
g
r
eso
u
r
ce
s
an
d
o
u
tc
o
m
es.
T
h
e
way
s
tu
d
en
ts
lear
n
,
wh
eth
er
th
r
o
u
g
h
tr
ad
itio
n
al
o
r
d
ig
ital
m
eth
o
d
s
,
af
f
ec
ts
th
eir
o
u
tco
m
es
in
th
in
k
in
g
,
f
ee
li
n
g
s
,
an
d
ac
tio
n
s
.
I
t
is
cr
u
cial
to
ca
r
ef
u
lly
lo
o
k
at
ac
ad
em
ic
m
ater
ials
,
esp
ec
i
ally
th
o
s
e
f
o
cu
s
in
g
o
n
h
u
m
an
ex
p
er
ien
ce
s
.
J
ac
k
el
én
[
7
]
e
m
p
h
asizes
th
e
p
iv
o
tal
r
o
le
o
f
d
ig
ital
lear
n
in
g
to
o
ls
,
s
p
ec
if
ically
s
o
cial
m
ed
ia,
in
d
is
s
em
in
atin
g
co
n
s
tr
u
ctiv
e
an
d
d
etr
im
e
n
tal
id
ea
s
.
R
eg
r
ettab
ly
,
m
ed
ia
n
etwo
r
k
s
f
r
eq
u
en
tly
p
r
io
r
itize
s
p
r
ea
d
in
g
m
is
in
f
o
r
m
atio
n
,
h
ei
g
h
ten
in
g
n
e
g
ativ
e
v
alu
es,
an
d
er
o
d
in
g
m
o
d
er
ate
r
elig
io
u
s
v
iewp
o
in
ts
th
r
o
u
g
h
en
ter
tain
m
en
t f
ig
u
r
es a
n
d
s
o
u
r
ce
s
o
f
in
s
p
ir
atio
n
[
1
6
]
.
T
h
is
s
tu
d
y
h
o
ld
s
s
ig
n
if
ican
t
r
elev
an
ce
in
to
d
ay
’
s
co
n
te
x
t,
esp
ec
ially
co
n
s
id
er
in
g
th
e
wid
esp
r
ea
d
u
s
e
o
f
d
i
g
ital
tech
n
o
lo
g
y
in
r
elig
i
o
u
s
ed
u
ca
ti
o
n
.
T
h
e
u
tili
za
tio
n
o
f
d
i
g
ital
lear
n
in
g
p
latf
o
r
m
s
p
o
wer
ed
b
y
AI
o
f
ten
lack
s
s
u
p
er
v
is
io
n
f
r
o
m
r
elig
io
u
s
ed
u
ca
to
r
s
o
r
g
o
v
er
n
in
g
o
r
g
an
izatio
n
w
h
o
r
esp
o
n
s
ib
le
f
o
r
o
v
er
s
ee
in
g
ed
u
ca
tio
n
al
co
n
te
n
t,
p
ar
ticu
la
r
ly
in
r
elig
io
u
s
s
tu
d
ies.
C
o
n
s
eq
u
en
tly
,
th
er
e
’
s
a
n
o
tab
le
r
is
k
o
f
ex
p
o
s
u
r
e
t
o
r
ad
ical
co
n
ten
t,
p
o
ten
tially
f
o
s
ter
in
g
ex
tr
em
is
t a
ttit
u
d
es a
m
o
n
g
s
tu
d
en
ts
.
T
h
is
r
esear
ch
d
el
v
es
in
to
k
ey
asp
ec
ts
th
at
ar
e
ess
en
tial
f
o
r
u
n
d
er
s
tan
d
i
n
g
in
te
r
co
n
n
ec
ted
d
y
n
am
ics.
Sp
ec
if
ically
,
th
e
r
esear
ch
ex
am
in
es
:
i
)
h
o
w
th
e
im
p
ac
t
o
f
v
ar
io
u
s
r
elig
io
u
s
lear
n
in
g
r
es
o
u
r
ce
s
o
n
s
tu
d
en
ts
’
r
elig
io
u
s
attitu
d
es
;
ii
)
h
o
w
s
tu
d
en
ts
’
s
o
cial
class
(
SS
C
)
in
f
lu
en
ce
s
th
eir
r
elig
i
o
u
s
attitu
d
es
;
iii
)
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
’
m
o
tiv
atio
n
in
r
elig
io
u
s
lear
n
in
g
an
d
th
eir
r
elig
io
u
s
attitu
d
es
;
an
d
iv
)
h
o
w
th
e
co
m
b
in
atio
n
o
f
d
if
f
er
e
n
t
r
elig
io
u
s
lear
n
in
g
r
eso
u
r
ce
s
an
d
SSC
af
f
ec
ts
att
i
tu
d
es
th
r
o
u
g
h
th
e
m
ed
iatio
n
o
f
r
elig
io
u
s
lear
n
in
g
m
o
tiv
atio
n
(
R
L
M)
.
T
h
is
in
-
d
ep
th
a
n
aly
s
is
in
ten
d
s
to
o
f
f
er
a
f
r
esh
k
n
o
wled
g
e
o
r
n
o
v
elty
o
f
th
e
is
s
u
es
ex
p
er
ien
ce
d
b
y
MA
s
tu
d
en
ts
,
wh
ich
will
co
n
tr
ib
u
te
s
ig
n
if
ican
tly
to
p
r
o
b
lem
s
o
lu
tio
n
s
in
th
e
co
n
tex
t
o
f
r
elig
io
u
s
ed
u
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
6
0
-
3972
3962
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
dis
ruptiv
e
er
a
o
f
educa
t
io
na
l t
ec
hn
o
lo
g
y
a
nd
lea
rning
re
s
o
urce
s
Dis
r
u
p
tio
n
,
as
in
tr
o
d
u
ce
d
b
y
C
h
r
is
ten
s
en
in
1
9
9
7
,
tr
a
n
s
ce
n
d
s
th
e
co
n
v
en
tio
n
al
p
ar
ad
ig
m
o
f
“
co
m
p
etin
g
to
win
”
[
1
7
]
.
T
h
is
p
er
s
p
ec
tiv
e
s
u
g
g
ests
th
at
g
lo
b
aliza
tio
n
tr
ig
g
er
s
a
s
h
if
t
f
r
o
m
m
an
u
al
an
d
tr
ad
itio
n
al
m
eth
o
d
s
to
d
i
g
ital
an
d
AI
m
o
d
els.
T
h
ese
d
i
g
ital
m
o
d
els
p
lay
a
cr
u
cial
r
o
le
in
ad
v
an
cin
g
b
o
th
h
u
m
an
an
d
en
v
ir
o
n
m
e
n
tal/n
atio
n
al
v
alu
es
[
1
8
]
.
T
h
e
ep
o
c
h
o
f
d
is
r
u
p
tio
n
p
o
s
es
an
ed
u
ca
tio
n
al
ch
allen
g
e
,
n
ec
ess
itatin
g
a
ju
d
icio
u
s
r
esp
o
n
s
e.
I
t
s
er
v
es
as
a
co
n
d
u
it
f
o
r
s
o
cial
co
n
tr
o
l,
e
f
f
ec
tiv
ely
b
r
id
g
in
g
th
e
ch
asm
b
etwe
en
th
e
tan
g
ib
le
a
n
d
v
ir
tu
al
r
ea
lm
s
[
1
9
]
.
Nav
ig
atin
g
th
is
d
y
n
am
ic
lan
d
s
ca
p
e
d
em
an
d
s
s
ag
ac
ity
t
o
co
n
f
r
o
n
t a
n
d
m
an
a
g
e
tr
an
s
f
o
r
m
ativ
e
f
o
r
ce
s
ad
e
p
tly
.
E
d
u
ca
tio
n
al
tech
n
o
lo
g
y
ex
er
ts
a
s
u
b
s
tan
tial
im
p
ac
t
o
n
g
lo
b
al
co
m
p
etitio
n
an
d
k
n
o
wled
g
e
au
th
o
r
ity
[
2
0
]
.
T
h
e
d
is
r
u
p
tiv
e
er
a
en
g
ag
es
in
tr
icate
co
g
n
itiv
e
p
r
o
ce
s
s
es,
en
co
m
p
ass
in
g
k
n
o
wled
g
e
ac
q
u
is
itio
n
,
co
m
p
r
eh
e
n
s
io
n
,
a
p
p
licatio
n
,
a
n
aly
s
is
,
s
y
n
th
esis
,
an
d
ev
alu
a
tio
n
[
2
1
]
–
[
2
3
]
.
L
ea
r
n
in
g
p
r
o
c
ess
es,
d
esp
ite
th
eir
co
g
n
itiv
e
u
n
d
e
r
p
in
n
in
g
,
n
ec
e
s
s
itate
th
e
h
o
lis
tic
in
teg
r
atio
n
o
f
all
e
x
is
tin
g
d
o
m
ain
s
[
2
4
]
–
[
2
7
]
.
L
ea
r
n
in
g
R
eso
u
r
ce
s
,
s
p
an
n
in
g
ac
ad
em
ic
m
ater
ials
s
u
ch
as
m
ess
ag
es,
p
eo
p
le,
s
tr
u
ctu
r
es,
h
ar
d
war
e,
m
eth
o
d
s
,
a
n
d
s
ettin
g
s
,
tar
g
et
s
tu
d
en
ts
with
co
g
n
itiv
e
ac
u
m
en
,
asp
ir
in
g
t
o
in
s
till
p
o
s
itiv
e
attitu
d
es,
tem
p
er
ate
b
eh
a
v
io
r
,
an
d
wis
d
o
m
[
2
8
]
–
[
3
0
]
.
T
r
ad
itio
n
al
r
elig
i
o
u
s
lear
n
i
n
g
m
eth
o
d
s
ty
p
ically
em
p
h
asize
teac
h
er
-
ce
n
ter
e
d
in
s
tr
u
ctio
n
,
f
o
cu
s
in
g
o
n
v
er
b
al
s
k
ills
an
d
m
em
o
r
izatio
n
.
I
n
th
e
cu
r
r
en
t
er
a
o
f
d
is
r
u
p
tio
n
,
ed
u
ca
t
o
r
s
m
u
s
t
s
h
if
t
th
ei
r
f
o
cu
s
to
in
s
till
in
g
eth
ical
v
alu
es,
cu
ltu
r
al
u
n
d
er
s
tan
d
in
g
,
ch
a
r
ac
ter
d
ev
elo
p
m
en
t,
an
d
s
o
cial
em
p
ath
y
.
T
h
ese
elem
en
ts
ar
e
cr
u
cial
f
o
r
s
h
ap
i
n
g
well
-
r
o
u
n
d
ed
in
d
iv
id
u
als.
Un
lik
e
tech
n
ical
s
k
ills
,
m
ac
h
in
es
ca
n
n
o
t
f
u
lly
ca
p
tu
r
e
th
ese
h
u
m
an
-
ce
n
ter
ed
q
u
alities
.
Gr
o
u
p
in
g
in
d
i
v
id
u
als
b
y
s
o
cial
class
,
as
o
u
tlin
ed
in
W
eb
er
’
s
s
o
cial
th
eo
r
y
t
h
at
h
ig
h
lig
h
ts
h
ier
ar
ch
ical
d
is
tin
ctio
n
s
b
ased
o
n
f
in
a
n
cial
wea
lth
,
p
o
wer
d
y
n
am
ics,
p
r
iv
ileg
es,
an
d
p
r
est
ig
e
[
3
1
]
.
T
h
e
s
o
cial
an
d
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
o
f
p
ar
en
t
’
s
s
h
ap
es
b
o
th
r
elig
io
u
s
lear
n
in
g
r
eso
u
r
ce
s
an
d
m
o
tiv
atio
n
,
s
ig
n
if
ican
tly
im
p
ac
tin
g
s
tu
d
en
ts
’
attitu
d
es.
T
h
o
s
e
in
lo
we
r
s
o
cio
ec
o
n
o
m
ic
s
tr
ata
m
ay
lean
to
war
d
co
n
v
en
tio
n
al
lea
r
n
in
g
s
o
u
r
ce
s
d
u
e
to
f
in
an
cial
lim
ita
tio
n
s
,
em
p
h
asizin
g
th
e
in
f
lu
en
ce
o
f
s
o
cio
ec
o
n
o
m
ic
c
o
n
d
itio
n
s
o
n
R
L
M
.
Mo
tiv
atio
n
to
lear
n
is
a
co
m
p
l
ex
co
n
ce
p
t
in
f
l
u
en
ce
d
b
y
in
ter
n
al
f
ac
to
r
s
,
p
er
s
o
n
al
g
o
als,
an
d
ex
ter
n
al
s
o
cial
s
u
p
p
o
r
t.
T
h
e
in
tr
icate
i
n
ter
p
lay
o
f
in
ter
n
al
p
r
e
d
is
p
o
s
itio
n
s
,
r
elig
io
u
s
in
f
lu
e
n
ce
s
,
a
n
d
s
o
cieta
l
s
u
p
p
o
r
t
s
h
ap
es
lear
n
in
g
m
o
tiv
atio
n
,
g
u
id
in
g
s
tu
d
en
ts
to
war
d
s
b
o
th
ac
ad
em
ic
s
u
cc
ess
an
d
p
er
s
o
n
a
l
g
r
o
wth
.
R
elig
io
u
s
m
o
d
er
atio
n
a
d
v
o
ca
tes
f
o
r
a
b
alan
ce
d
ap
p
r
o
ac
h
to
teac
h
i
n
g
s
,
av
o
id
in
g
ex
tr
em
es
an
d
f
o
s
ter
in
g
to
ler
an
ce
,
em
p
ath
y
,
a
n
d
r
esp
ec
t
f
o
r
d
i
v
er
s
e
b
elief
s
.
Mo
d
er
ate
r
elig
io
u
s
attitu
d
es
co
n
tr
ib
u
te
to
s
o
cieta
l
h
ar
m
o
n
y
,
p
r
ev
en
tin
g
ex
tr
em
is
m
an
d
alig
n
in
g
with
th
e
v
alu
es o
f
a
m
u
lti
cu
ltu
r
al
an
d
p
lu
r
alis
tic
s
o
ciety
.
T
h
is
s
tu
d
y
d
if
f
er
e
n
tiates
its
e
lf
f
r
o
m
p
r
io
r
s
tu
d
ies
in
n
u
m
er
o
u
s
s
ig
n
if
ica
n
t
asp
ec
ts
.
I
n
itially
,
it
ex
am
in
es
th
e
in
f
l
u
en
ce
o
f
d
i
g
ital
r
elig
io
u
s
lear
n
in
g
to
o
ls
,
esp
ec
ially
th
o
s
e
p
o
wer
e
d
b
y
AI
,
o
n
r
elig
io
u
s
ed
u
ca
tio
n
at
MA
.
T
h
ese
AI
-
d
r
iv
en
r
eso
u
r
ce
s
s
ig
n
if
ican
tly
co
n
tr
ib
u
te
t
o
(
p
ar
ticu
lar
f
u
n
ct
io
n
o
f
AI
in
d
ig
ital
r
elig
io
u
s
lear
n
in
g
m
ater
ials
)
.
T
h
is
r
esear
ch
ex
p
licitly
in
v
esti
g
ates
th
e
im
p
ac
t
o
f
th
e
C
OV
I
D
-
1
9
p
an
d
em
ic
o
n
r
elig
io
u
s
lear
n
in
g
m
et
h
o
d
o
lo
g
ies,
in
teg
r
atin
g
b
o
th
d
ig
ital
an
d
tr
a
d
itio
n
al
r
eso
u
r
ce
s
,
an
d
an
aly
ze
s
h
o
w
SSC
in
f
lu
en
ce
s
th
eir
r
elig
io
u
s
p
er
s
p
ec
tiv
es,
in
co
n
tr
ast
to
p
r
io
r
s
tu
d
ies
th
at
b
r
o
ad
ly
a
d
d
r
ess
ed
t
ec
h
n
o
lo
g
y
’
s
r
o
le
in
ed
u
ca
tio
n
.
T
h
e
p
r
in
ci
p
al
ad
d
itio
n
to
t
h
e
s
u
b
ject
is
its
co
m
p
r
eh
en
s
iv
e
ex
am
in
atio
n
o
f
t
h
e
in
ter
p
lay
b
etwe
en
R
L
M
,
th
e
u
ti
lizatio
n
o
f
d
ig
ital le
ar
n
in
g
to
o
ls
,
an
d
s
o
cial
clas
s
in
in
f
lu
en
cin
g
s
tu
d
en
ts
’
r
elig
io
u
s
attitu
d
es.
T
h
is
s
tu
d
y
o
f
f
er
s
a
n
in
n
o
v
ativ
e
p
er
s
p
ec
tiv
e
o
n
th
e
im
p
ac
t
o
f
d
ig
ital
tech
n
o
lo
g
y
o
n
r
elig
io
u
s
th
o
u
g
h
t
d
u
r
i
n
g
d
is
r
u
p
tiv
e
p
er
io
d
s
,
s
u
ch
as
a
p
an
d
em
ic,
ex
am
in
i
n
g
its
p
o
ten
tial
to
f
o
s
ter
m
o
d
er
atio
n
o
r
r
ad
icalism.
T
h
e
s
ig
n
if
ican
ce
o
f
th
ese
f
in
d
in
g
s
in
f
o
r
m
u
latin
g
m
o
r
e
ef
f
ec
t
iv
e
ed
u
ca
tio
n
al
m
ea
s
u
r
es
to
m
itig
ate
s
tu
d
en
ts
’
s
u
s
ce
p
tib
ilit
y
to
ex
tr
em
is
t
id
eo
lo
g
ies
is
s
u
b
s
tan
tial,
u
n
d
er
s
co
r
in
g
th
e
n
ee
d
to
co
n
tr
o
l
an
d
v
alid
ate
d
ig
ital
lear
n
in
g
m
ater
ials
in
r
elig
i
o
u
s
ed
u
ca
tio
n
.
2
.
2
.
H
y
po
t
hes
is
dev
elo
pm
ent
A
f
r
am
ewo
r
k
was
d
ev
elo
p
ed
b
ased
o
n
th
e
t
h
eo
r
etica
l
b
a
s
is
o
f
th
is
s
tu
d
y
.
T
h
is
s
tated
th
at
th
e
v
ar
ian
ce
o
f
r
elig
io
u
s
lear
n
i
n
g
r
eso
u
r
ce
s
(
VL
R
)
an
d
SSC
af
f
ec
ted
th
e
R
L
M
o
f
MA
s
tu
d
en
ts
,
lead
in
g
to
s
tu
d
en
ts
’
m
o
d
er
ate
r
elig
io
u
s
a
ttit
u
d
es
.
T
h
e
f
o
llo
win
g
h
y
p
o
th
eses
wer
e
m
ea
s
u
r
ed
:
i)
T
h
e
VL
R
af
f
ec
ts
th
e
R
L
M
(
H1
)
:
t
h
e
VL
R
o
n
s
tu
d
en
ts
’
r
elig
io
u
s
m
o
d
er
atio
n
attitu
d
e
(
SMA)
af
f
ec
ts
s
tu
d
en
ts
’
R
L
M
(
H1
a)
an
d
R
L
M
m
ed
iates
SSC
o
n
s
tu
d
en
ts
’
R
L
M
(
H1
b
)
.
ii)
R
L
M
in
f
lu
en
ce
s
SMA
(
H2
)
:
SSC
in
f
lu
en
ce
s
th
e
R
L
M
(
H2
a)
an
d
SSC
in
f
lu
en
ce
s
SMA
(
H2
b
)
.
iii)
R
L
M
m
ed
iated
in
f
lu
en
ce
o
f
th
e
VL
R
on
SMA
(
H3
)
.
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
Dig
ita
l te
ch
n
o
lo
g
y
’
s
imp
a
ct
o
n
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
’
r
elig
io
u
s
a
ttit
u
d
es (
A
.
M.
Wib
o
w
o
)
3963
3.
M
E
T
H
O
D
3
.
1
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
is
s
tu
d
y
in
v
o
lv
e
d
1
,
0
2
0
s
t
u
d
en
ts
f
r
o
m
3
4
MA
s
itu
ated
ac
r
o
s
s
1
7
d
is
tr
ict
cities
in
C
e
n
tr
al
J
av
a
,
I
n
d
o
n
esia
.
T
h
e
s
elec
tio
n
p
r
o
ce
s
s
f
o
r
th
ese
1
7
citie
s
an
d
r
eg
io
n
s
em
p
lo
y
ed
p
r
o
p
o
r
tio
n
al
r
an
d
o
m
s
am
p
lin
g
to
en
s
u
r
e
eq
u
itab
le
r
ep
r
esen
tatio
n
o
f
d
iv
er
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e
ar
ea
s
with
in
C
en
t
r
al
J
av
a,
en
co
m
p
ass
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g
r
esid
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ce
s
s
u
ch
as
Ked
u
,
Sem
ar
an
g
,
B
an
y
u
m
as,
Su
r
a
k
ar
ta,
Pati,
an
d
Pek
alo
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g
an
.
S
u
b
s
eq
u
en
tly
,
u
p
o
n
d
eter
m
in
i
n
g
th
e
p
r
o
p
o
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tio
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al
s
am
p
le,
3
4
MA
wer
e
ch
o
s
en
a
cc
o
r
d
in
g
l
y
.
Fo
llo
win
g
th
is
in
itial
s
elec
tio
n
,
an
eq
u
al
s
am
p
le
s
ize
ap
p
r
o
ac
h
was
em
p
lo
y
ed
,
with
a
3
%
m
ar
g
in
o
f
er
r
o
r
,
to
f
i
n
alize
th
e
in
cl
u
s
io
n
o
f
1
,
0
2
0
r
esp
o
n
d
en
ts
[
3
2
]
–
[
3
4
]
T
h
is
ap
p
r
o
ac
h
en
s
u
r
es a
co
m
p
r
eh
en
s
iv
e
an
d
r
ep
r
esen
tativ
e
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aly
s
is
o
f
th
e
s
t
u
d
en
t p
o
p
u
latio
n
in
MA
s
ch
o
o
ls
in
C
en
tr
al
J
av
a.
3
.
2
.
Va
ri
a
ble o
f
re
s
ea
rc
h
T
h
is
s
tu
d
y
u
s
es
q
u
an
titativ
e
m
eth
o
d
o
l
o
g
ies,
ex
p
licitly
f
o
c
u
s
in
g
o
n
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
,
to
ex
p
lo
r
e
t
h
e
in
f
lu
en
ce
o
f
v
a
r
io
u
s
f
ac
to
r
s
o
n
s
tu
d
en
ts
’
r
elig
io
u
s
attitu
d
es.
T
h
ese
ap
p
r
o
ac
h
es
h
elp
id
e
n
tif
y
in
d
ir
ec
t
ef
f
ec
ts
th
at
m
ay
tak
e
tim
e
to
b
e
v
is
ib
le,
s
h
ed
d
in
g
lig
h
t
o
n
h
o
w
in
d
ep
en
d
en
t
v
ar
iab
les
ca
n
im
p
ac
t
o
u
tco
m
es
th
r
o
u
g
h
in
ter
m
ed
ia
r
y
f
ac
to
r
s
[
3
5
]
.
B
y
a
p
p
ly
in
g
th
ese
m
eth
o
d
s
,
th
e
r
esear
ch
aim
s
to
u
n
co
v
e
r
d
ir
ec
t
an
d
in
d
ir
ec
t
p
ath
way
s
s
h
ap
in
g
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
r
elig
io
u
s
attitu
d
es.
T
h
is
a
p
p
r
o
ac
h
p
r
o
v
id
es
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
d
if
f
er
en
t
elem
en
ts
in
ter
ac
t
with
in
th
e
f
r
am
ewo
r
k
o
f
r
elig
i
o
u
s
ed
u
ca
tio
n
.
T
h
e
r
o
les o
f
th
ese
v
ar
ia
b
les an
d
th
eir
r
elatio
n
s
h
ip
s
ar
e
d
etailed
i
n
T
ab
le
1
.
T
h
e
m
u
ltip
le
r
eg
r
ess
io
n
ass
u
m
p
tio
n
test
was
c
o
n
d
u
cted
to
en
s
u
r
e
th
e
d
ata
m
et
th
e
s
tu
d
y
’
s
cr
iter
ia.
T
h
is
test
ex
am
in
ed
lin
ea
r
ity
,
n
o
r
m
ality
,
h
ete
r
o
s
ce
d
asti
city
,
an
d
m
u
ltico
llin
ea
r
ity
to
v
er
if
y
co
m
p
lian
ce
with
th
e
cr
itical
ass
u
m
p
tio
n
s
o
f
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
.
T
h
e
r
esu
lts
co
n
f
ir
m
e
d
th
at
th
e
d
ata
ad
h
er
ed
to
all
n
ec
ess
ar
y
ass
u
m
p
tio
n
s
.
T
h
u
s
,
th
e
d
ata
is
v
alid
f
o
r
f
u
r
th
er
a
n
aly
s
is
.
T
ab
le
1
.
R
esear
ch
v
ar
ia
b
les
V
a
r
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a
b
l
e
s t
y
p
e
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a
r
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a
b
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l
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p
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t
v
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l
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V
a
r
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a
n
c
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f
V
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n
d
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p
e
n
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t
v
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a
b
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v
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v
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M
A
4.
RE
SU
L
T
S
4
.
1
.
Resea
rc
h descript
io
n
T
h
is
s
tu
d
y
ex
am
in
ed
r
esp
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n
d
en
ts
’
ed
u
ca
tio
n
al
b
ac
k
g
r
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u
n
d
s
,
p
ar
en
tal
em
p
lo
y
m
en
t,
an
d
wea
lth
to
d
eter
m
in
e
th
eir
s
o
cial
s
tatu
s
.
A
to
tal
5
5
.
3
%
o
f
f
at
h
er
s
wer
e
s
m
all
d
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f
ar
m
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s
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ca
to
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s
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r
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d
5
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ts
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e
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ar
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lab
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r
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ad
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s
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a
r
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r
s
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ch
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s
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r
p
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r
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r
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taf
f
,
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d
3
.
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% we
r
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ci
v
il ser
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ts
,
m
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r
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lice.
T
h
e
f
ac
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th
at
8
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%
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f
r
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n
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en
ts
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p
ar
e
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b
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th
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ath
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s
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d
m
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s
,
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ad
elem
en
ta
r
y
to
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ig
h
s
ch
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ed
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ca
tio
n
d
ee
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e
n
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r
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m
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r
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n
.
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l
y
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4
.
5
%
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ad
u
n
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er
g
r
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u
ate
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to
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o
ct
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eg
r
ee
s
.
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n
-
d
ep
th
f
in
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r
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ch
s
h
o
we
d
th
a
t
5
4
.
5
%
ea
r
n
ed
less
th
an
1
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7
m
illi
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n
r
u
p
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s
m
o
n
th
ly
,
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4
.
7
%
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r
n
ed
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etwe
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1
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7
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d
2
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d
8
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9
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r
n
e
d
b
etwe
en
2
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7
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d
3
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7
.
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n
ad
d
i
tio
n
,
1
1
.
9
%
o
f
r
esp
o
n
d
en
ts
ea
r
n
ed
m
o
r
e
th
a
n
3
.
7
m
illi
o
n
r
u
p
iah
s
m
o
n
th
ly
.
Of
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,
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2
0
r
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n
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e
n
ts
,
4
6
.
2
%
p
r
ef
er
r
ed
u
r
b
an
an
d
5
3
.
8
%
r
u
r
al
ed
u
ca
tio
n
.
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s
t
lear
n
in
g
m
eth
o
d
s
f
av
o
r
e
d
o
n
lin
e
ed
u
ca
tio
n
,
with
6
1
.
2
%
u
s
in
g
o
n
lin
e
e
n
v
ir
o
n
m
en
ts
.
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ex
p
ec
ted
l
y
,
5
.
8
%
u
s
ed
o
f
f
lin
e
ap
p
r
o
ac
h
es,
an
d
1
9
.
5
%
u
s
ed
h
y
b
r
i
d
o
r
co
m
b
i
n
atio
n
lear
n
in
g
.
T
r
a
d
itio
n
al
lear
n
in
g
ap
p
ea
led
to
1
3
.
5
%
o
f
r
esp
o
n
d
en
ts
.
T
h
e
d
em
o
g
r
ap
h
i
c
d
is
tr
ib
u
tio
n
with
in
class
r
o
o
m
s
s
h
o
wed
4
4
.
7
%
in
g
r
ad
e
X
an
d
5
5
.
3
%
in
g
r
ad
e
XI
.
Gen
d
er
d
y
n
am
ics ap
p
ea
r
e
d
,
with
6
2
.
3
% f
em
ale
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d
3
7
.
7
% m
ale
an
s
wer
s
.
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h
e
ac
ad
em
ic
p
r
o
f
ile
o
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th
e
s
tu
d
en
ts
r
ev
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led
th
at
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9
.
7
%
m
ajo
r
ed
in
s
cien
ce
,
4
8
.
1
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in
s
o
cia
l
s
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ce
s
,
1
1
.
4
%
in
r
elig
io
u
s
s
cien
ce
s
,
an
d
o
n
ly
0
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%
in
lan
g
u
ag
es.
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h
is
d
is
tr
ib
u
tio
n
h
i
g
h
lig
h
ted
th
e
p
r
o
m
in
e
n
ce
o
f
s
o
cial
s
cien
ce
s
am
o
n
g
th
e
s
tu
d
en
ts
.
Ad
d
iti
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ally
,
ex
cl
u
d
in
g
d
ata
f
r
o
m
g
r
ad
e
XI
I
g
r
a
d
u
ates
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o
h
a
d
co
m
p
leted
t
h
eir
s
ch
o
o
lin
g
at
th
e
tim
e
o
f
th
e
r
esear
ch
im
p
ac
te
d
th
e
s
tu
d
y
’
s
s
c
o
p
e.
T
h
is
ex
clu
s
io
n
h
elp
ed
r
e
f
in
e
th
e
f
o
c
u
s
o
n
cu
r
r
en
t
s
tu
d
e
n
ts
in
th
e
e
d
u
c
atio
n
al
s
y
s
tem
.
T
h
e
tech
n
o
l
o
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ical
en
v
ir
o
n
m
e
n
t
in
d
icate
d
th
at
7
9
.
2
%
o
f
p
a
r
ticip
an
ts
h
av
e
ce
ll
p
h
o
n
es
o
r
c
o
m
p
u
ter
s
.
No
n
eth
eless
,
2
0
.
8
%
wer
e
d
ep
r
iv
ed
o
f
ac
ce
s
s
to
th
is
v
ital
e
q
u
ip
m
e
n
t
,
u
n
d
er
s
co
r
in
g
th
e
s
o
cio
ec
o
n
o
m
ic
d
is
p
ar
ity
am
o
n
g
th
e
p
ar
ticip
an
ts
.
T
h
is
g
a
p
h
ig
h
lig
h
ts
th
e
d
i
f
f
er
in
g
d
eg
r
ee
s
o
f
tech
n
o
l
o
g
y
ac
ce
s
s
ib
ilit
y
with
in
th
e
g
r
o
u
p
.
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
.
5
,
Octo
b
er
20
25
:
3
9
6
0
-
3972
3964
4
.
2
.
Relig
io
us
lea
rning
re
s
o
urce
s
,
s
o
cia
l c
la
s
s
,
lea
rning
m
o
t
iv
a
t
io
n,
a
nd
a
t
t
it
ud
es a
mo
ng
s
t
ud
ent
s
Hy
p
o
th
esis
test
in
g
is
co
n
d
u
cted
th
r
o
u
g
h
p
ar
tial
least
s
q
u
ar
es
(
PLS)
an
aly
s
is
to
ev
alu
ate
th
e
p
r
esen
ce
o
f
d
ir
ec
t
o
r
in
d
ir
ec
t
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les.
T
h
is
m
eth
o
d
en
a
b
les
ass
es
s
in
g
co
m
p
lex
in
ter
ac
tio
n
s
with
in
th
e
d
ata,
p
r
o
v
id
in
g
i
n
s
ig
h
ts
in
to
h
o
w
th
e
v
a
r
iab
les
in
f
lu
en
ce
ea
ch
o
th
e
r
with
in
th
e
m
o
d
el.
T
h
e
a
n
aly
s
is
is
ca
r
r
ied
o
u
t
u
s
in
g
Sm
ar
t
PL
S
3
,
an
d
t
h
e
f
in
d
in
g
s
ar
e
r
ep
r
esen
ted
b
y
th
e
f
o
llo
win
g
eq
u
a
tio
n
,
illu
s
tr
atin
g
th
e
lin
ea
r
r
elatio
n
s
h
ip
s
id
en
tifie
d
in
th
is
s
tu
d
y
.
T
h
e
lin
ea
r
r
elatio
n
s
h
ip
s
id
en
tifie
d
in
th
is
s
tu
d
y
ar
e
illu
s
tr
ated
in
Fig
u
r
e
1
,
w
h
ich
v
is
u
ally
r
ep
r
e
s
en
ts
th
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
el
d
e
r
iv
ed
f
r
o
m
th
e
d
ata.
T
h
is
m
o
d
el
o
u
tlin
es
h
o
w
th
e
i
n
d
ep
e
n
d
en
t
v
ar
iab
l
es
co
n
tr
ib
u
te
t
o
th
e
d
ep
e
n
d
e
n
t
v
ar
iab
les,
b
ased
o
n
th
e
p
a
th
co
ef
f
icien
ts
a
n
d
s
ig
n
if
ican
ce
lev
els o
b
tain
ed
f
r
o
m
th
e
PLS a
n
aly
s
is
.
Fig
u
r
e
1
.
L
i
n
ea
r
eq
u
atio
n
r
elat
io
n
s
h
ip
m
o
d
el
o
f
t
h
is
r
esear
ch
I
n
o
u
r
ex
p
lo
r
atio
n
,
th
e
co
n
v
er
g
en
t
v
alid
ity
test
y
ield
ed
in
tr
ig
u
in
g
r
esu
lts
,
with
ea
ch
co
n
s
tr
u
ct
in
d
icato
r
co
n
v
er
g
in
g
im
p
r
ess
iv
ely
with
in
th
e
r
an
g
e
o
f
0
.
6
2
5
to
0
.
9
4
1
,
as
p
er
th
e
r
o
u
te
an
aly
s
is
d
is
cu
s
s
ed
ea
r
lier
.
W
h
ile
th
e
id
ea
l
lo
ad
in
g
f
ac
to
r
v
alu
e
s
h
o
u
ld
s
u
r
p
ass
0
.
7
,
it
is
n
o
tewo
r
th
y
th
at
co
n
s
tr
u
ct
v
alid
ity
is
s
t
ill
ac
ce
p
tab
le
f
o
r
l
o
ad
in
g
f
ac
to
r
s
r
an
g
in
g
f
r
o
m
0
.
6
to
0
.
7
,
as
s
u
g
g
ested
b
y
Hair
et
a
l.
[
3
6
]
.
Mo
v
in
g
o
n
to
o
u
r
h
y
p
o
th
esis
p
r
e
-
test
in
g
,
we
d
elv
ed
in
to
th
e
c
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
an
d
av
er
ag
e
v
a
r
ian
c
e
ex
tr
ac
ted
(
AVE
)
v
alu
es,
u
n
c
o
v
er
in
g
c
r
u
cial
in
s
ig
h
ts
.
T
h
ese
p
r
elim
in
ar
y
r
esu
lts
,
en
ca
p
s
u
lated
in
T
ab
le
2
,
s
et
th
e
s
tag
e
f
o
r
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
o
u
r
h
y
p
o
th
eses
.
T
h
e
h
eter
o
tr
ait
-
m
o
n
o
tr
ait
(
HT
MT
)
d
is
cr
im
in
an
t
v
alid
ity
an
a
ly
s
is
was
co
n
d
u
cted
to
co
n
f
ir
m
th
at
t
h
e
r
elatio
n
s
h
ip
s
b
etwe
en
o
b
s
er
v
e
d
v
a
r
iab
les
an
d
th
e
f
o
ca
l
co
n
s
tr
u
ct
wer
e
m
o
r
e
r
o
b
u
s
t
t
h
an
with
o
th
e
r
c
o
n
s
tr
u
cts.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ated
a
d
e
q
u
ate
d
is
cr
im
in
an
t
v
ali
d
ity
,
as
all
HT
MT
v
alu
es
wer
e
b
elo
w
th
e
r
ec
o
m
m
e
n
d
ed
th
r
esh
o
ld
o
f
0
.
9
.
T
h
ese
f
in
d
i
n
g
s
alig
n
with
th
e
g
u
id
elin
es
p
r
o
p
o
s
ed
b
y
Hen
s
eler
et
a
l.
[
3
7
]
,
en
s
u
r
i
n
g
th
e
v
alid
ity
o
f
th
e
co
n
s
tr
u
cted
r
ela
tio
n
s
h
ip
s
.
T
ab
le
2
.
CR
,
AVE
,
p
ath
co
e
f
f
i
cien
t a
n
aly
s
is
an
d
T
-
s
tatis
tic
C
R
a
n
d
A
V
E
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
a
n
a
l
y
si
s
a
n
d
T
-
s
t
a
t
i
st
i
c
CR
AVE
V
a
r
i
a
b
l
e
O
r
i
g
i
n
a
l
s
a
mp
l
e
(
O
)
S
a
mp
l
e
m
e
a
n
(
M
)
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(
S
TD
EV
)
T
-
s
t
a
t
i
st
i
c
s
(
|
O
/
S
TD
EV
|
)
P
v
a
l
u
e
s
R
L
M
0
.
8
5
0
0
.
7
3
9
R
L
M
-
>
S
M
A
0
.
1
3
0
0
.
1
2
9
0
.
0
3
4
3
.
8
3
7
0
.
0
0
0
SSC
-
>
R
L
M
0
.
0
8
2
0
.
0
8
2
0
.
0
2
7
3
.
0
6
8
0
.
0
0
2
S
M
A
0
.
7
6
8
0
.
6
3
2
SSC
-
>
S
M
A
0
.
0
3
1
0
.
2
7
7
0
.
0
3
1
8
.
9
9
3
0
.
0
0
0
V
LR
-
>
R
LM
0
.
4
4
8
0
.
4
5
0
0
.
0
2
6
1
7
.
4
8
7
0
.
0
0
0
SSC
0
.
9
0
3
0
.
8
2
4
V
LR
-
>
S
M
A
0
.
2
3
9
0
.
2
4
1
0
.
0
3
3
7
.
2
0
2
0
.
0
0
0
SSC
-
>
R
L
M
-
>
S
M
A
0
.
0
1
1
0
.
0
1
1
0
.
0
0
5
2
.
2
4
6
0
.
0
2
5
V
LR
0
.
8
0
6
0
.
5
8
4
V
LR
-
>
R
LM
-
>
S
M
A
0
.
0
5
8
0
.
0
5
8
0
.
0
1
6
3
.
3
8
1
0
.
0
0
0
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
Dig
ita
l te
ch
n
o
lo
g
y
’
s
imp
a
ct
o
n
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
’
r
elig
io
u
s
a
ttit
u
d
es (
A
.
M.
Wib
o
w
o
)
3965
Simu
ltan
eo
u
s
ly
,
we
ex
p
lo
r
e
d
th
e
co
m
p
lex
ities
o
f
m
u
ltico
llin
ea
r
ity
b
y
th
o
r
o
u
g
h
ly
an
aly
zin
g
th
e
in
ter
n
al
v
ar
ian
ce
in
f
latio
n
f
ac
t
o
r
(
VI
F).
Ma
in
tain
i
n
g
th
e
i
n
n
e
r
VI
F
v
alu
e
b
el
o
w
f
iv
e
is
ess
en
tial
f
o
r
ac
cu
r
ately
id
en
tify
in
g
an
d
ad
d
r
ess
in
g
m
u
ltico
llin
ea
r
ity
co
n
ce
r
n
s
.
T
h
is
th
o
r
o
u
g
h
ass
ess
m
en
t
en
h
an
ce
s
th
e
m
o
d
el
’
s
s
tr
en
g
th
an
d
h
ig
h
lig
h
ts
its
d
ep
en
d
ab
ilit
y
b
y
tack
lin
g
d
is
cr
im
in
an
t
v
alid
ity
a
n
d
m
u
ltico
llin
ea
r
ity
is
s
u
es.
T
h
r
o
u
g
h
m
eticu
lo
u
s
e
v
alu
atio
n
o
f
th
ese
elem
e
n
ts
,
th
e
s
tu
d
y
g
u
ar
a
n
tees
th
at
t
h
e
co
r
r
elatio
n
s
am
o
n
g
v
ar
iab
les
ar
e
p
r
ec
is
ely
d
e
p
icted
a
n
d
d
e
v
o
id
o
f
d
is
to
r
tio
n
s
r
esu
ltin
g
f
r
o
m
o
v
er
lap
p
in
g
i
n
f
lu
en
ce
s
.
T
ab
le
3
d
is
p
lay
s
th
e
r
esu
lts
o
f
th
e
m
u
ltico
llin
ea
r
ity
ass
ess
m
en
t,
illu
s
tr
atin
g
b
o
th
d
is
cr
im
in
an
t
v
alid
ity
v
ia
th
e
H
T
MT
R
atio
an
d
th
e
in
n
er
VI
F v
alu
es f
o
r
th
e
r
elev
an
t v
ar
iab
les.
T
ab
le
3
.
Dis
cr
im
in
an
t v
ali
d
ity
with
HT
MT
R
atio
an
d
I
n
n
er
VI
F
V
a
r
i
a
b
l
e
D
i
scri
m
i
n
a
n
t
v
a
l
i
d
i
t
y
w
i
t
h
H
T
M
T
r
a
t
i
o
I
n
n
e
r
V
I
F
R
L
M
S
M
A
SSC
V
LR
R
L
M
S
M
A
SSC
V
LR
R
L
M
1
.
2
6
6
S
M
A
0
.
4
5
8
SSC
0
.
1
2
5
0
.
3
3
9
1
.
0
0
1
1
.
0
1
0
V
LR
0
.
6
6
9
0
.
5
0
5
0
.
0
7
3
1
.
0
0
1
1
.
2
5
5
T
h
e
f
o
llo
win
g
o
u
tc
o
m
es
o
f
h
y
p
o
th
esis
test
in
g
ar
e
p
r
o
d
u
ce
d
b
ased
o
n
th
e
r
o
u
te
an
al
y
s
is
test
as
p
r
esen
ted
in
T
ab
le
2
(
See
co
l
u
m
n
lo
a
d
in
g
f
ac
to
r
an
d
T
-
s
tatis
tic)
:
H
1
:
T
h
e
ef
f
ec
t
o
f
VL
R
o
n
R
L
M
i
s
(
0
.
4
4
8
)
an
d
s
ig
n
if
ican
t
with
t
s
tatis
t
ics
(
1
7
.
4
8
7
>
1
.
9
6
)
o
r
p
-
v
alu
e
(
0
.
0
0
0
<0
.
0
5
)
.
T
h
e
h
y
p
o
th
esis
is
ac
ce
p
ted
,
m
ea
n
in
g
th
at
an
y
ch
an
g
e
in
VL
R
will
s
ig
n
if
ican
tly
in
cr
ea
s
e
R
L
M.
H
1a
:
T
h
e
ef
f
ec
t
o
f
VL
R
o
n
SMA
is
(
0
.
4
4
8
)
an
d
s
ig
n
if
ican
t
w
ith
th
e
t
s
tatis
tic
(
1
7
.
4
8
7
>1
.
9
6
)
o
r
p
-
v
alu
e
(
0
.
0
0
0
<0
.
0
5
)
.
T
h
e
h
y
p
o
th
esis
is
ac
ce
p
ted
,
m
ea
n
i
n
g
th
at
an
y
c
h
an
g
e
i
n
VL
R
will
s
ig
n
if
ican
tly
in
cr
ea
s
e
R
L
M.
H
1b
:
T
h
e
R
L
M
s
ig
n
if
ican
tly
m
ed
iates
th
e
in
f
lu
en
ce
o
f
SSC
o
n
SMA
with
a
m
ed
iatio
n
p
ath
co
ef
f
icien
t o
f
(
2
.
2
4
6
>
1
.
9
6
)
P
-
v
alu
e
0
.
0
2
5
>
0
.
0
5
.
H
2
:
T
h
e
R
L
M
h
as
b
ee
n
s
h
o
w
n
to
in
f
lu
en
ce
SMA
attitu
d
es
o
f
s
t
u
d
en
ts
b
y
(
0
.
1
3
0
)
an
d
is
s
ig
n
if
ican
t
with
th
e
t
s
tatis
tic
(
3
.
8
3
7
>
1
.
9
6
)
o
r
p
-
v
alu
e
(
0
.
0
0
0
<0
.
0
5
)
.
H
y
p
o
th
esis
ac
ce
p
ted
.
T
h
is
m
ea
n
s
th
at
an
y
ch
a
n
g
e
in
t
h
e
R
L
M
v
ar
iab
le
will si
g
n
if
ican
tly
in
cr
ea
s
e
th
e
SMA
.
H
2a
:
T
h
e
SS
C
is
p
r
o
v
en
to
af
f
ec
t
R
L
M
o
f
(
0
.
4
0
0
)
a
n
d
is
s
ig
n
if
i
ca
n
t
with
th
e
t
s
tatis
tic
(
3
.
0
6
8
>1
.
9
6
)
o
r
p
-
v
alu
e
(
0
.
0
0
2
<0
.
0
5
)
.
T
h
e
h
y
p
o
t
h
esis
is
ac
ce
p
ted
,
m
ea
n
in
g
th
at
e
v
er
y
c
h
an
g
e
i
n
th
e
SS
C
v
ar
iab
le
will si
g
n
if
ican
tly
in
cr
ea
s
e
th
e
R
L
M
.
H
2b
:
T
h
e
SS
C
is
p
r
o
v
en
to
af
f
ec
t
SMA
b
y
(
0
.
0
3
1
)
a
n
d
is
s
ig
n
if
ican
t
with
th
e
t
s
tatis
t
ic
(
8
.
9
9
3
>
1
.
9
6
)
o
r
p
-
v
alu
e
(
0
.
0
0
0
<0
.
0
5
)
.
T
h
e
h
y
p
o
th
esis
is
ac
ce
p
ted
,
m
ea
n
in
g
th
at
an
y
ch
an
g
e
in
SS
C
will
s
ig
n
if
ican
tly
in
cr
ea
s
e
SMA
.
H
3
:
T
h
e
R
L
M
s
ig
n
if
ican
tly
m
ed
iates th
e
ef
f
ec
t o
f
VL
R
o
n
SMA
with
a
m
ed
iatio
n
p
ath
co
e
f
f
icien
t o
f
(
3
.
3
8
1
>1
.
9
6
)
P
-
v
alu
e
0
.
0
0
0
>
0
.
0
5
.
C
o
n
f
id
en
ce
i
n
ter
v
al
r
o
u
te
an
aly
s
is
ev
alu
ates
v
ar
iab
le
ef
f
e
cts
s
tab
ilit
y
an
d
r
ep
r
o
d
u
cib
il
ity
wh
ile
r
ep
ea
tin
g
th
e
ex
p
er
im
e
n
t.
T
h
i
s
m
eth
o
d
esti
m
ates
th
e
r
an
g
e
o
f
g
en
u
in
e
ef
f
ec
ts
with
a
ce
r
t
ain
co
n
f
id
en
ce
lev
el
to
r
ev
ea
l
co
n
n
ec
ti
o
n
co
n
s
is
ten
cy
.
T
h
ese
esti
m
ates
’
p
r
ec
is
io
n
d
ep
en
d
s
o
n
co
n
f
id
en
ce
in
te
r
v
als,
wh
ich
en
s
u
r
e
th
at
s
tated
ef
f
ec
ts
ar
e
s
tati
s
tically
s
ig
n
if
ican
t,
tr
u
s
two
r
th
y
,
an
d
m
ea
n
in
g
f
u
l.
T
ab
le
4
s
h
o
ws
th
e
r
o
u
te
co
ef
f
icien
t
co
n
f
id
en
ce
in
ter
v
a
ls
,
wh
ich
s
h
o
w
h
o
w
d
ig
ital
tech
n
o
lo
g
y
af
f
ec
ts
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
’
r
elig
io
u
s
v
iews.
T
ab
le
4
s
h
o
ws
th
at,
at
a
9
5
%
co
n
f
id
en
ce
lev
el,
th
e
in
ter
v
al
r
o
u
te
co
ef
f
icien
ts
d
i
r
ec
tly
o
r
in
d
i
r
ec
tly
af
f
ec
tin
g
ea
ch
v
ar
iab
le
will st
ill h
av
e
an
im
p
ac
t o
n
o
n
e
a
n
o
th
er
d
u
r
i
n
g
r
etestin
g
.
T
a
b
le
4
.
C
o
n
f
i
d
e
n
t
i
n
t
er
v
a
l
p
a
t
h
c
o
e
f
f
ici
en
t
d
i
v
i
n
g
in
to
d
i
g
it
al
te
ch
’
s
i
m
p
ac
t
o
n
h
i
g
h
s
ch
o
o
le
r
s
’
r
el
ig
io
u
s
v
iews
V
a
r
i
a
b
l
e
O
r
i
g
i
n
a
l
s
a
mp
l
e
(
O
)
S
a
mp
l
e
m
e
a
n
(
M
)
2
.
5
0
%
9
7
.
5
0
%
R
L
M
-
>
S
M
A
0
.
1
3
0
.
1
3
0
.
0
6
2
0
.
2
0
3
SSC
-
>
R
L
M
0
.
0
8
4
0
.
0
8
5
0
.
0
3
3
0
.
1
3
8
SSC
-
>
S
M
A
0
.
2
7
6
0
.
2
8
0
.
2
1
7
0
.
3
3
9
V
LR
-
>
R
LM
0
.
4
4
8
0
.
4
4
9
0
.
3
9
7
0
.
4
9
7
V
LR
-
>
S
M
A
0
.
2
3
9
0
.
2
4
0
.
1
7
1
0
.
3
0
4
SSC
-
>
R
L
M
-
>
S
M
A
0
.
0
1
1
0
.
0
1
1
0
.
0
0
3
0
.
0
2
2
V
LR
-
>
R
LM
-
>
S
M
A
0
.
0
5
8
0
.
0
5
8
0
.
0
2
7
0
.
0
9
4
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
6
0
-
3972
3966
4
.
3
.
T
he
m
o
del f
it
a
nd
ev
a
lu
a
t
io
n
An
aly
s
is
te
s
tin
g
b
eg
in
s
with
t
h
e
r
esu
lts
o
f
th
e
R
s
q
u
ar
e
v
alu
e,
wh
ich
f
u
n
ctio
n
s
as
a
r
elate
d
p
r
o
x
y
f
o
r
u
n
d
er
s
tan
d
i
n
g
th
e
e
x
ten
t
to
w
h
ich
ex
o
g
en
o
u
s
v
ar
iab
les
ex
p
l
ain
v
ar
iatio
n
s
in
e
n
d
o
g
en
o
u
s
v
ar
iab
les.
R
ev
ea
lin
g
th
ese
co
m
p
licated
d
y
n
a
m
ics,
th
e
SSC
v
ar
iab
le
an
d
th
e
VL
R
v
ar
iab
le
to
g
eth
er
co
n
tr
i
b
u
ted
1
8
.
9
%
to
th
e
s
ig
n
if
ican
t
v
ar
ian
ce
in
SMA
an
d
2
1
%
to
th
e
d
o
m
ain
o
f
s
tu
d
en
ts
’
R
L
M
.
T
h
e
co
r
r
o
b
o
r
at
in
g
d
ata
in
T
ab
le
5
u
n
d
er
s
co
r
e
th
is
s
ig
n
if
ican
t im
p
ac
t,
co
n
f
i
r
m
in
g
t
h
e
in
f
lu
e
n
tial r
o
le
p
lay
ed
b
y
t
h
ese
v
ar
iab
le
s
[
3
8
]
.
E
x
p
an
d
i
n
g
th
e
s
co
p
e
t
o
th
e
m
ag
n
itu
d
e
o
f
d
ir
ec
t
im
p
ac
ts
,
Hair
et
a
l.
[
3
8
]
an
d
W
o
n
g
[
3
9
]
in
tr
o
d
u
ce
d
a
s
tab
ilit
y
test
b
ased
o
n
f
s
q
u
ar
e,
d
escr
ib
in
g
s
m
all
as
0
.
0
2
,
m
ed
iu
m
as
0
.
1
5
,
a
n
d
lar
g
e
as
0
.
3
5
.
Valu
es
b
elo
w
0
.
0
2
i
n
d
icate
n
e
g
lig
ib
le
im
p
ac
t.
I
n
o
u
r
e
x
p
lo
r
atio
n
,
th
e
test
r
esu
lts
r
ev
ea
led
a
d
if
f
er
en
t
lan
d
s
ca
p
e.
T
h
e
in
f
lu
en
ce
o
f
R
L
M
o
n
s
tu
d
e
n
ts
’
r
elig
io
u
s
m
o
d
er
atio
n
is
in
t
h
e
lo
w
r
a
n
g
e
(
f
-
s
q
u
ar
e
R
L
M
,
s
tu
d
en
t
m
o
d
er
atio
n
attitu
d
e=
0
.
0
1
6
)
.
T
h
e
i
n
ter
ac
tio
n
b
etwe
en
SSC
an
d
th
e
d
i
v
er
s
ity
o
f
s
tu
d
en
ts
’
v
iews
o
n
m
o
d
er
atio
n
was
m
ea
s
u
r
ed
at
0
.
0
9
3
,
s
u
g
g
esti
n
g
a
n
eg
lig
ib
le
ef
f
ec
t.
T
h
e
v
ar
ian
ce
o
f
r
elig
io
u
s
lear
n
in
g
at
a
m
o
d
er
ate
lev
el
is
0
.
0
5
6
,
in
d
icatin
g
t
h
at
th
e
im
p
ac
t
is
r
elativ
ely
m
in
o
r
.
T
h
e
co
r
r
elatio
n
b
etwe
en
SSC
an
d
th
eir
in
ter
est
in
s
tu
d
y
in
g
r
eli
g
io
n
is
0
.
0
0
9
,
s
u
g
g
esti
n
g
a
m
o
d
er
ate
in
f
lu
en
ce
.
T
h
e
in
f
lu
en
ce
o
f
r
elig
io
u
s
le
ar
n
in
g
r
eso
u
r
ce
s
o
n
m
o
tiv
atio
n
f
o
r
r
elig
io
u
s
lear
n
i
n
g
was
m
o
d
er
ate,
with
a
f
-
s
q
u
ar
e
v
alu
e
o
f
0
.
2
5
4
,
as
p
r
esen
t
ed
in
T
ab
le
5
.
T
h
is
in
tr
icate
n
etwo
r
k
o
f
f
in
d
in
g
s
e
lu
cid
ates th
e
d
iv
er
s
e
in
f
lu
e
n
ce
s
in
v
o
lv
ed
in
o
u
r
an
aly
s
is
.
T
h
e
f
o
r
m
u
la
f
o
r
t
h
e
s
q
u
ar
e
o
f
th
e
p
ath
c
o
ef
f
icien
t
o
f
th
e
m
e
d
iatin
g
v
ar
ia
b
le
m
u
ltip
lied
b
y
th
e
s
q
u
ar
e
o
f
th
e
p
ath
co
e
f
f
icien
t
o
f
th
e
v
ar
iab
le
th
at
in
f
l
u
en
ce
s
it
m
ay
b
e
u
s
ed
to
d
eter
m
in
e
th
e
m
e
d
i
atin
g
im
p
ac
t
o
f
th
e
u
p
s
ilo
n
s
tatis
tic
(
v
)
[
4
0
]
.
T
ab
l
e
6
d
is
p
lay
s
th
e
o
u
tco
m
es.
T
h
e
s
u
g
g
ested
u
p
s
ilo
n
(
v
)
m
ed
iatio
n
ef
f
ec
t
v
alu
es
ar
e
0
.
1
7
5
(
h
ig
h
m
ed
iatio
n
ef
f
e
ct)
,
0
.
0
7
5
(
m
id
m
ed
iatio
n
e
f
f
e
ct)
,
an
d
0
.
0
1
(
l
o
w
m
ed
iatio
n
e
f
f
ec
t)
,
ac
co
r
d
in
g
to
C
o
h
en
in
Og
b
eib
u
et
a
l
.
[
4
1
]
.
T
h
e
in
d
ir
ec
t
ef
f
ec
t
o
f
VR
L
/
SSC
o
n
SMA
at
th
e
s
tr
u
ctu
r
al
lev
el
is
m
o
d
er
ated
at
b
est b
y
R
L
M,
ac
co
r
d
i
n
g
to
t
h
e
p
r
ev
io
u
s
ca
lcu
latio
n
s
(
T
ab
le
6
)
.
Af
ter
h
y
p
o
th
esis
test
in
g
an
d
m
o
d
el
f
it
an
aly
s
is
,
a
clea
r
tr
e
n
d
em
er
g
ed
: r
elig
io
u
s
lear
n
in
g
s
o
u
r
ce
s
an
d
SSC
d
ir
ec
tly
im
p
ac
ted
th
eir
m
o
d
er
ate
r
elig
io
u
s
attitu
d
es.
T
h
ese
f
ac
to
r
s
also
in
d
ir
ec
tly
in
f
lu
en
ce
d
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
s
tu
d
y
r
elig
io
n
,
b
o
th
d
ig
itally
an
d
tr
ad
itio
n
ally
.
Ho
wev
er
,
th
is
in
f
l
u
en
ce
ap
p
ea
r
s
m
in
o
r
.
Fu
r
th
er
r
esear
ch
is
n
ee
d
ed
t
o
u
n
d
er
s
tan
d
th
e
f
ac
t
o
r
s
d
r
iv
i
n
g
ch
a
n
g
es
in
r
elig
io
u
s
attitu
d
es a
m
o
n
g
MA
s
tu
d
en
ts
.
T
ab
le
5
.
E
v
alu
atio
n
a
n
d
m
o
d
e
l f
it
d
iv
in
g
in
t
o
d
ig
ital te
ch
’
s
i
m
p
ac
t o
n
h
ig
h
s
ch
o
o
ler
s
’
r
elig
io
u
s
v
iews
R
S
q
u
a
r
e
F
S
q
u
a
r
e
V
a
r
i
a
b
l
e
R
s
q
u
a
r
e
R
s
q
u
a
r
e
a
d
j
u
s
t
e
d
V
a
r
i
a
b
l
e
S
M
A
R
L
M
R
L
M
0
.
2
1
0
.
2
0
9
S
M
A
R
L
M
0
.
0
1
6
S
M
A
0
.
1
8
9
0
.
1
8
6
SSC
0
.
0
9
3
0
.
0
0
9
V
LR
0
.
0
5
6
0
.
2
5
4
T
ab
le
6
.
Up
s
ilo
n
s
tatis
tics
tab
l
e
(
v
)
Ef
f
e
c
t
S
t
a
t
i
st
i
c
U
p
s
i
l
o
n
(
v
)
C
a
t
e
g
o
r
y
V
LR
-
>
R
LM
-
>
S
M
A
(
0
.
4
4
8
)
2
x
(
0
.
1
3
)
2
=
0
.
0
0
3
3
9
Lo
w
i
mp
a
c
t
SSC
-
>
R
L
M
-
>
S
M
A
(
0
.
0
8
4
)
2
x
(
0
.
1
3
)
2
=
0
.
0
0
0
1
1
Lo
w
i
mp
a
c
t
4
.
4
.
Understa
nd
ing
t
he
inte
ra
ct
io
n bet
wee
n r
elig
io
us
lea
rning
,
s
o
cia
l c
la
s
s
,
m
o
t
iv
a
t
i
o
n,
a
nd
a
t
t
it
ud
es
T
h
e
co
m
p
r
eh
en
s
iv
e
q
u
an
titati
v
e
an
aly
s
is
r
ev
ea
ls
a
s
ig
n
if
ica
n
t
in
f
lu
en
ce
f
r
o
m
b
o
th
th
e
VL
R
an
d
SS
C
on
R
L
M
an
d
s
tu
d
en
t
’
s
m
o
d
er
ate
r
elig
io
u
s
attitu
d
es.
T
h
is
in
f
lu
en
ce
m
an
if
ests
th
r
o
u
g
h
b
o
t
h
d
ir
ec
t
an
d
in
d
ir
ec
t
p
ath
way
s
.
T
h
e
r
esear
c
h
f
in
d
in
g
s
s
h
o
w
h
o
w
im
p
o
r
tan
t
it
is
f
o
r
r
elig
io
u
s
ed
u
ca
tio
n
teac
h
e
r
s
to
ch
o
o
s
e
r
elig
i
o
u
s
lear
n
in
g
r
eso
u
r
ce
s
f
o
r
MA
s
tu
d
en
ts
af
ter
C
OVI
D
-
1
9
.
T
h
e
m
ass
iv
e
am
o
u
n
t
o
f
lear
n
in
g
r
eso
u
r
ce
s
o
n
d
ig
ita
l
p
latf
o
r
m
s
s
tatis
tically
in
f
lu
en
ce
s
s
tu
d
en
ts
’
R
L
M
an
d
r
elig
io
u
s
attitu
d
es to
war
d
s
m
o
d
er
ate
o
r
r
ad
ical.
T
h
is
h
ig
h
lig
h
ts
t
h
e
s
ig
n
if
ican
t
in
f
lu
en
ce
th
at
d
ig
ital
an
d
tr
ad
itio
n
al
VL
R
h
av
e
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
ac
r
o
s
s
af
f
ec
tiv
e,
co
g
n
itiv
e,
an
d
p
s
y
ch
o
m
o
to
r
d
o
m
ain
s
.
I
n
ter
esti
n
g
ly
,
t
h
e
av
er
ag
e
ef
f
icac
y
o
f
th
e
d
ig
ital
v
ar
ian
ce
o
f
th
e
r
elig
i
o
u
s
lear
n
in
g
r
eso
u
r
ce
s
m
o
d
el
is
s
lig
h
tly
h
ig
h
er
th
an
th
at
o
f
th
e
tr
ad
itio
n
al
m
o
d
el.
T
h
ese
r
esu
lts
ar
e
in
p
er
f
ec
t
ag
r
ee
m
en
t
with
ea
r
lier
s
tu
d
ies
[
9
]
–
[
1
1
]
.
T
h
e
y
v
er
if
y
th
at
t
h
e
ch
o
ice
b
etwe
e
n
tr
ad
itio
n
al
an
d
d
ig
ital
lear
n
i
n
g
m
ater
ials
s
u
b
s
tan
tially
s
h
ap
es
ac
ad
em
ic
ac
h
iev
em
en
ts
in
th
e
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
p
s
y
ch
o
m
etr
ic
d
o
m
ain
s
.
T
h
is
lin
k
em
p
h
asizes
h
o
w
im
p
o
r
tan
t
it
is
to
s
elec
t
r
eliab
le
s
o
u
r
ce
s
wh
en
s
tu
d
y
in
g
r
elig
io
n
.
Ma
k
in
g
a
m
is
tak
e
in
th
is
ch
o
ice
ca
n
p
u
s
h
p
u
p
ils
to
war
d
ex
tr
em
is
m
,
e
x
clu
s
iv
ity
,
o
r
f
an
aticism,
as
well
as
u
n
m
o
d
er
ated
attitu
d
es.
E
x
p
er
ts
ass
ess
tr
ad
itio
n
al
s
o
u
r
ce
s
,
s
u
ch
as
tex
tb
o
o
k
s
,
b
u
t
is
s
u
es
with
au
th
en
ticity
an
d
m
o
d
er
atin
g
au
th
o
r
ity
ar
is
e
with
d
i
g
ital
s
o
u
r
ce
s
,
p
ar
ticu
lar
l
y
th
o
s
e
a
cc
ess
ed
th
r
o
u
g
h
s
o
cial
m
ed
i
a
an
d
th
e
i
n
ter
n
et.
R
elig
io
u
s
teac
h
er
s
ar
e
th
o
u
g
h
t
to
b
e
u
n
ab
le
to
o
v
er
co
m
e
th
e
p
r
o
b
lem
s
p
r
esen
te
d
b
y
AI
[
7
]
,
[
1
6
]
.
T
h
u
s
,
th
e
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
Dig
ita
l te
ch
n
o
lo
g
y
’
s
imp
a
ct
o
n
s
en
io
r
h
ig
h
s
ch
o
o
l stu
d
en
ts
’
r
elig
io
u
s
a
ttit
u
d
es (
A
.
M.
Wib
o
w
o
)
3967
r
ein
f
o
r
ce
m
e
n
t
o
f
m
o
r
ality
,
cu
l
tu
r
e,
ch
ar
ac
te
r
,
wis
d
o
m
,
e
x
p
er
ien
ce
,
an
d
s
o
cial
s
en
s
itiv
ity
is
g
iv
en
to
p
p
r
i
o
r
ity
in
s
p
ir
itu
al
lear
n
in
g
.
T
h
e
c
h
o
ic
e
o
f
v
a
r
ia
n
ce
o
f
v
a
r
ian
ce
o
f
le
ar
n
i
n
g
r
es
o
u
r
c
es
al
s
o
d
em
o
n
s
t
r
at
e
d
a
s
i
g
n
i
f
ic
an
t
im
p
ac
t
o
n
R
L
M
,
af
f
i
r
m
i
n
g
th
at
a
m
o
r
e
e
n
g
a
g
i
n
g
le
ar
n
i
n
g
r
es
o
u
r
ce
,
b
o
t
h
i
n
t
er
m
s
o
f
m
ate
r
i
al
a
n
d
p
r
e
s
en
t
ati
o
n
,
r
esu
lts
i
n
h
ei
g
h
t
en
e
d
ac
a
d
e
m
ic
m
o
ti
v
a
ti
o
n
.
T
h
is
im
p
l
ies
t
h
a
t
a
g
r
ea
te
r
in
t
er
est
o
r
m
o
ti
v
a
ti
o
n
in
r
eli
g
i
o
u
s
le
ar
n
i
n
g
d
ir
ec
tl
y
co
r
r
el
ates
wi
th
a
m
o
r
e
p
r
o
n
o
u
n
c
ed
e
f
f
e
ct
o
n
th
e
d
e
v
el
o
p
m
e
n
t
o
f
s
t
u
d
en
t
’
s
m
o
d
e
r
a
te
r
eli
g
io
u
s
atti
t
u
d
es.
T
h
is
f
i
n
d
in
g
ali
g
n
s
w
it
h
p
r
ev
io
u
s
s
t
u
d
y
[
4
2
]
,
w
h
i
c
h
h
i
g
h
li
g
h
te
d
i
m
p
r
o
v
e
m
e
n
ts
i
n
le
ar
n
i
n
g
o
u
tc
o
m
es
t
h
r
o
u
g
h
f
ac
to
r
s
s
u
c
h
as
le
ar
n
i
n
g
in
te
r
ests
,
att
it
u
d
es,
b
e
lie
f
s
,
a
n
d
m
o
ti
v
ati
o
n
.
Fu
r
th
er
m
o
r
e
,
th
e
r
esu
lts
r
ev
e
aled
th
at
SSC
in
f
lu
en
ce
d
b
o
th
R
L
M
an
d
s
tu
d
en
t
m
o
d
er
at
e
r
elig
io
u
s
attitu
d
es.
I
n
a
n
e
d
u
ca
tio
n
al
lan
d
s
ca
p
e
p
r
im
ar
ily
c
o
n
d
u
cte
d
o
n
lin
e,
s
tu
d
e
n
ts
f
r
o
m
m
id
d
le
to
l
o
wer
s
o
cial
class
es
wer
e
co
m
p
elled
to
p
o
s
s
ess
e
s
s
en
tial
lear
n
in
g
d
ev
ices
lik
e
s
m
ar
tp
h
o
n
es
an
d
i
n
ter
n
et
co
n
n
ec
tiv
ity
.
Desp
ite
th
e
r
elativ
ely
s
m
all
p
er
ce
n
tag
e
v
alu
es,
s
o
cial
cla
s
s
d
em
o
n
s
tr
ated
a
d
ir
ec
t
an
d
in
d
ir
ec
t
im
p
ac
t
o
n
d
ig
ital
lear
n
in
g
m
o
tiv
atio
n
a
n
d
s
tu
d
en
ts
’
attitu
d
es.
B
ey
o
n
d
th
e
ex
clu
s
iv
e
f
o
c
u
s
o
n
r
eli
g
io
u
s
s
u
b
jects,
th
e
in
f
lu
en
ce
o
f
s
o
cial
class
o
n
le
ar
n
in
g
m
o
tiv
atio
n
an
d
o
u
tco
m
es
ex
ten
d
ed
t
o
v
a
r
io
u
s
asp
e
cts.
T
h
is
alig
n
s
with
p
r
ev
io
u
s
r
e
p
o
r
ts
,
in
clu
d
in
g
s
t
u
d
ies
o
n
g
e
o
g
r
a
p
h
y
an
d
la
n
g
u
ag
e,
in
d
icatin
g
th
at
s
o
cial
cl
ass
p
lay
s
a
r
o
le
in
s
h
ap
in
g
lear
n
in
g
m
o
tiv
atio
n
a
n
d
o
u
tco
m
es
[
4
3
]
,
[
4
4
]
.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
m
u
lti
d
im
en
s
io
n
al
im
p
ac
t
o
f
s
o
cial
class
o
n
d
i
g
ital
lear
n
in
g
a
n
d
h
ig
h
lig
h
t
its
b
r
o
ad
e
r
im
p
licatio
n
s
o
n
ed
u
ca
tio
n
al
o
u
tco
m
es
b
ey
o
n
d
r
elig
io
u
s
s
u
b
jects.
T
h
e
m
o
d
est
im
p
ac
t
o
f
SSC
on
R
L
M
,
as
in
d
icate
d
b
y
r
el
ativ
ely
lo
w
p
e
r
ce
n
tag
e
v
alu
e
s
,
ca
n
b
e
ascr
ib
ed
to
v
a
r
io
u
s
f
ac
to
r
s
id
e
n
tifie
d
d
u
r
in
g
th
e
an
aly
s
is
o
f
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es.
Am
o
n
g
th
ese,
ch
allen
g
es
f
ac
ed
b
y
m
id
d
le
to
lo
wer
-
ec
o
n
o
m
ic
-
class
s
tu
d
en
ts
in
ac
ce
s
s
in
g
o
n
lin
e
lear
n
in
g
,
ex
ac
e
r
b
ated
b
y
th
e
g
lo
b
al
C
OVI
D
-
1
9
p
an
d
em
ic
a
n
d
a
n
ec
ess
ar
y
s
h
if
t
to
d
ig
ital
e
d
u
ca
tio
n
,
ar
e
n
o
tewo
r
th
y
.
D
esp
ite
g
o
v
e
r
n
m
en
t
ass
is
tan
ce
p
o
licies
p
r
o
v
id
in
g
in
ter
n
et
d
ata
d
u
r
i
n
g
an
ec
o
n
o
m
ic
r
ec
ess
io
n
,
t
h
e
ab
s
en
ce
o
f
g
a
d
g
ets
o
r
s
m
ar
tp
h
o
n
es a
m
o
n
g
s
tu
d
e
n
ts
ac
ted
as a
s
ig
n
if
ican
t h
in
d
r
an
ce
to
th
e
d
e
v
elo
p
m
e
n
t o
f
th
ei
r
le
ar
n
in
g
m
o
tiv
atio
n
.
E
d
u
ca
tio
n
f
o
r
s
tu
d
en
ts
f
r
o
m
m
id
d
le
to
lo
wer
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
f
ac
ed
s
ig
n
if
ican
t c
h
al
len
g
es d
u
e
to
lim
ited
ac
ce
s
s
to
o
n
lin
e
lear
n
in
g
.
T
h
e
g
lo
b
al
C
OVI
D
-
1
9
p
an
d
e
m
ic,
wh
ich
r
eq
u
ir
ed
a
f
u
ll
tr
an
s
itio
n
to
d
ig
ital
ed
u
ca
tio
n
,
f
u
r
th
er
wo
r
s
en
ed
th
ese
b
ar
r
ier
s
[
4
5
]
.
De
s
p
ite
g
o
v
er
n
m
en
t
p
o
licies
o
f
f
er
in
g
in
ter
n
et
d
ata
ass
is
tan
ce
d
u
r
in
g
th
e
ec
o
n
o
m
ic
d
o
wn
tu
r
n
,
th
e
lack
o
f
ac
ce
s
s
to
d
ev
ices
lik
e
s
m
ar
tp
h
o
n
e
s
r
em
ain
ed
a
m
ajo
r
o
b
s
tacle
to
m
ain
tain
in
g
lear
n
in
g
m
o
tiv
atio
n
.
T
h
e
s
h
if
t
to
o
n
lin
e
lear
n
in
g
d
u
r
in
g
th
e
p
an
d
em
ic
led
to
a
n
o
ticea
b
le
d
ec
lin
e
in
b
o
th
m
o
tiv
atio
n
an
d
co
n
ce
n
tr
atio
n
a
m
o
n
g
s
tu
d
en
ts
.
As
s
o
m
e
s
tu
d
ies
[
2
4
]
,
[2
5
]
,
[
2
7
]
s
u
g
g
est,
o
v
er
co
m
i
n
g
th
ese
ch
allen
g
es
is
n
o
t
ju
s
t
a
m
at
ter
o
f
ac
ad
em
ic
s
u
cc
ess
,
b
u
t
it
i
s
es
s
en
tial
f
o
r
f
o
s
ter
in
g
co
g
n
itiv
e
ac
u
ity
,
p
o
s
itiv
e
attit
u
d
es,
r
atio
n
al
b
eh
a
v
io
r
,
an
d
wis
d
o
m
,
all
cr
itical
f
o
r
d
ev
elo
p
in
g
well
-
r
o
u
n
d
e
d
in
d
iv
id
u
als.
T
h
is
u
n
d
er
s
co
r
es t
h
e
u
r
g
e
n
cy
o
f
ad
d
r
ess
in
g
th
ese
is
s
u
es f
o
r
th
e
h
o
lis
tic
d
ev
elo
p
m
en
t o
f
s
tu
d
en
ts
.
Mo
r
eo
v
er
,
th
e
r
esu
lts
h
i
g
h
li
g
h
ted
t
h
at
b
o
th
v
ar
ian
ce
s
o
f
r
elig
io
u
s
lear
n
in
g
r
eso
u
r
ce
s
an
d
SSC
in
f
lu
en
ce
d
s
tu
d
en
t
’
s
m
o
d
er
ate
r
elig
io
u
s
attitu
d
es
th
r
o
u
g
h
R
L
M
.
T
h
is
s
u
g
g
ests
th
at
ad
d
itio
n
al
ex
ter
n
al
f
ac
to
r
s
in
f
lu
en
ce
t
h
e
cu
m
u
lativ
e
ef
f
e
cts
o
f
th
ese
th
r
ee
v
ar
ia
b
les
o
n
s
tu
d
en
ts
’
attitu
d
es.
T
h
is
f
in
d
in
g
alig
n
s
with
a
s
tu
d
y
b
y
L
i
[
4
6
]
co
n
clu
d
in
g
th
at
th
e
ef
f
ec
tiv
e
u
s
e
o
f
in
s
tr
u
ctio
n
al
m
ed
ia
p
o
s
itiv
ely
im
p
ac
ts
s
tu
d
en
t
p
r
o
g
r
ess
,
en
h
an
ce
s
th
e
s
cien
tific
an
d
r
atio
n
al
asp
ec
ts
o
f
teac
h
er
-
teac
h
in
g
ev
alu
atio
n
th
eo
r
y
,
an
d
allo
ws
f
o
r
b
etter
co
n
tr
o
l o
f
teac
h
in
g
ef
f
ec
ts
.
T
h
e
v
alid
ity
o
f
th
e
m
u
ltip
le
r
e
g
r
ess
io
n
eq
u
atio
n
m
o
d
el
o
n
m
o
d
el
f
it tests
co
n
f
ir
m
s
th
at
b
o
th
r
elig
io
u
s
lear
n
in
g
r
eso
u
r
ce
s
an
d
s
tu
d
en
ts
’
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
d
ir
ec
tly
af
f
ec
t
th
e
d
ev
elo
p
m
en
t
o
f
m
o
d
er
ate
r
elig
io
u
s
v
iews
with
s
co
r
e
u
n
d
er
0
.
0
0
1
(
lo
w
m
ed
iu
m
im
p
ac
t)
.
Ad
d
iti
o
n
ally
,
th
ese
f
ac
to
r
s
in
d
i
r
ec
tly
in
f
lu
en
ce
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
en
g
ag
e
with
r
elig
io
u
s
s
tu
d
ies,
wh
eth
er
th
r
o
u
g
h
d
ig
ital
o
r
tr
ad
itio
n
al
m
ea
n
s
.
T
h
o
u
g
h
th
e
in
f
lu
en
ce
m
a
y
b
e
s
u
b
tle,
it
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
f
o
r
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
in
s
tr
u
cto
r
s
an
d
o
th
er
r
elig
io
u
s
ed
u
ca
to
r
s
to
ca
r
ef
u
lly
cu
r
ate
m
ater
ials
f
o
r
th
eir
s
tu
d
en
ts
.
I
m
p
r
o
p
er
d
is
s
em
in
atio
n
o
f
r
elig
io
u
s
ed
u
ca
tio
n
i
n
f
o
r
m
atio
n
o
n
lin
e
co
u
ld
p
o
ten
tially
lead
to
th
e
c
u
ltiv
atio
n
o
f
ex
tr
e
m
e
r
elig
io
u
s
s
en
tim
en
ts
am
o
n
g
s
tu
d
en
ts
as th
ey
m
atu
r
e.
T
h
ese
o
u
tco
m
es
f
u
r
th
e
r
s
o
lid
if
y
th
e
ev
id
en
ce
th
at
SMA
ar
e
s
h
ap
ed
b
y
th
e
s
elec
tio
n
o
f
d
iv
er
s
e
lear
n
in
g
r
eso
u
r
ce
s
,
th
ei
r
s
o
cia
l
class
,
an
d
th
eir
R
L
M
in
th
e
cu
r
r
en
t
d
is
r
u
p
tiv
e
er
a.
C
o
n
s
eq
u
en
tly
,
th
e
p
r
im
a
r
y
r
esp
o
n
s
ib
ilit
y
o
f
r
elig
i
o
u
s
teac
h
er
s
is
to
g
u
id
e
s
tu
d
en
ts
in
s
tu
d
y
in
g
r
elig
i
o
n
f
r
o
m
r
ec
o
m
m
en
d
ed
s
o
u
r
ce
s
.
W
h
ile
teac
h
er
s
m
ay
n
o
lo
n
g
er
b
e
th
e
ce
n
tr
al
f
o
cu
s
o
f
lear
n
in
g
,
th
ey
r
etain
th
e
ca
p
ac
ity
to
ac
t
as
m
en
to
r
s
an
d
f
ac
ilit
ato
r
s
o
f
r
elig
io
u
s
k
n
o
wled
g
e
an
d
m
u
s
t
b
e
tech
n
o
lo
g
ically
liter
ate
[
4
6
]
.
T
h
e
y
p
la
y
a
cr
u
cial
r
o
le
in
d
ir
ec
tin
g
s
tu
d
en
ts
to
war
d
c
u
ltiv
atin
g
m
o
d
er
ate
r
elig
io
u
s
attitu
d
es
b
y
im
p
ar
tin
g
et
h
ic
al
v
alu
es,
cu
ltu
r
e,
ch
ar
ac
ter
,
an
d
wis
d
o
m
.
Un
f
o
r
tu
n
atel
y
,
ac
co
r
d
i
n
g
to
W
ib
o
wo
et
a
l.
[
4
7
]
,
d
esig
n
i
n
g
d
ig
ital
lear
n
in
g
f
o
r
s
tu
d
e
n
ts
with
v
ar
io
u
s
b
ac
k
g
r
o
u
n
d
s
is
a
to
u
g
h
ch
al
len
g
e
f
o
r
teac
h
e
r
s
,
b
ec
au
s
e
th
e
lear
n
in
g
h
as
to
im
p
r
o
v
e
th
eir
m
o
tiv
atio
n
,
p
s
y
ch
o
m
o
t
o
r
an
d
s
o
cial
s
k
ills
,
th
eir
in
ter
ests
an
d
talen
ts
.
T
h
e
lear
n
in
g
h
as
to
b
e
a
b
le
to
i
m
p
r
o
v
e
th
eir
ab
ilit
y
to
th
in
k
cr
itically
,
c
o
n
s
tr
u
ctiv
ely
,
co
llab
o
r
ativ
ely
,
an
d
s
y
s
tem
atica
lly
.
T
h
ey
n
ee
d
all
th
ese
ab
ilit
ies
to
liv
e
in
th
e
f
u
tu
r
e.
Mo
r
eo
v
er
,
th
e
teac
h
er
s
h
av
e
to
alwa
y
s
lead
th
eir
s
tu
d
en
ts
to
ch
o
o
s
e
ap
p
r
o
p
r
iate
m
e
d
ia
an
d
lear
n
in
g
r
eso
u
r
ce
s
b
ec
au
s
e
th
ey
will
af
f
ec
t
t
h
eir
b
elief
s
an
d
attitu
d
es
in
in
ter
ac
tin
g
with
o
th
er
s
.
I
n
ad
d
itio
n
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
6
0
-
3972
3968
teac
h
er
s
ar
e
also
r
eq
u
ir
ed
t
o
b
e
g
o
o
d
at
p
lacin
g
th
em
s
elv
es
in
th
e
teac
h
in
g
a
n
d
lear
n
i
n
g
p
r
o
ce
s
s
.
T
ea
ch
er
s
ar
e
n
o
lo
n
g
er
th
e
ce
n
ter
o
f
lear
n
i
n
g
;
th
e
y
s
h
o
u
ld
p
lace
th
em
s
el
v
es
as
th
e
p
ar
tn
er
s
o
f
t
h
e
s
tu
d
en
ts
.
W
ith
th
is
r
o
le,
th
er
e
will
b
e
a
clo
s
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
er
s
s
o
th
at
it
i
s
ea
s
ier
f
o
r
tea
ch
er
s
to
s
u
g
g
est
an
d
g
iv
e
th
e
s
tu
d
en
ts
ad
v
ice
wh
en
th
ey
f
in
d
th
em
h
ea
d
in
g
d
o
wn
t
h
e
wr
o
n
g
way
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
o
f
f
e
r
in
s
ig
h
ts
in
to
f
u
tu
r
e
tr
en
d
s
co
n
ce
r
n
in
g
th
e
r
elig
i
o
u
s
o
u
tlo
o
k
s
o
f
ad
u
lt
s
tu
d
en
ts
,
wh
eth
er
t
h
ey
lea
n
to
war
d
s
m
o
d
er
ati
o
n
o
r
r
ad
icalism
in
th
eir
b
elief
s
.
T
h
is
p
iv
o
tal
ju
n
ctu
r
e
is
m
ar
k
e
d
b
y
th
e
p
r
ev
alen
t
u
s
e
o
f
d
ig
ital
p
latf
o
r
m
s
f
o
r
r
elig
io
u
s
ed
u
ca
tio
n
m
ate
r
ials
,
s
h
ap
in
g
s
tu
d
en
ts
’
lear
n
in
g
p
r
ef
er
en
ce
s
.
E
r
r
o
r
s
in
s
elec
t
in
g
th
ese
r
eso
u
r
ce
s
ca
n
s
w
ay
s
tu
d
en
ts
to
war
d
s
ad
o
p
tin
g
r
ad
ical
r
elig
io
u
s
attitu
d
es.
T
h
ese
o
u
tco
m
es
f
u
r
th
er
s
o
lid
if
y
th
e
ev
id
en
ce
th
a
t
s
tu
d
en
ts
’
m
o
d
er
ate
attitu
d
es
ar
e
s
h
ap
ed
b
y
th
e
s
elec
tio
n
o
f
d
iv
er
s
e
lear
n
in
g
r
eso
u
r
ce
s
,
th
eir
s
o
cial
class
,
an
d
th
eir
r
elig
io
u
s
lear
n
in
g
m
o
ti
v
atio
n
in
th
e
cu
r
r
en
t
d
is
r
u
p
tiv
e
er
a
.
C
o
n
s
eq
u
e
n
tly
,
th
e
p
r
im
a
r
y
r
esp
o
n
s
ib
ilit
y
o
f
r
elig
io
u
s
teac
h
er
s
is
to
g
u
i
d
e
s
t
u
d
en
ts
in
s
tu
d
y
in
g
r
elig
io
n
f
r
o
m
r
ec
o
m
m
en
d
e
d
s
o
u
r
ce
s
.
W
h
ile
teac
h
e
r
s
m
ay
n
o
lo
n
g
er
b
e
th
e
ce
n
tr
al
f
o
cu
s
o
f
lear
n
in
g
,
th
ey
r
etain
th
e
ca
p
ac
ity
to
ac
t
as
m
en
to
r
s
an
d
f
ac
ilit
ato
r
s
o
f
r
elig
io
u
s
k
n
o
wled
g
e
an
d
m
u
s
t
b
e
tech
n
o
lo
g
ically
liter
ally
.
T
h
ey
p
lay
a
cr
u
cial
r
o
le
in
d
ir
ec
tin
g
s
tu
d
en
ts
to
war
d
cu
ltiv
atin
g
m
o
d
er
ate
r
e
lig
io
u
s
attitu
d
es
b
y
im
p
ar
tin
g
eth
ical
v
alu
es,
cu
ltu
r
e,
ch
ar
ac
ter
,
an
d
wis
d
o
m
.
4
.
5
.
L
im
it
a
t
io
n o
f
t
he
s
t
ud
y
T
h
is
r
esear
ch
h
as
s
ev
er
al
li
m
itatio
n
s
,
in
clu
d
in
g
th
e
lack
o
f
d
ep
th
in
ex
tr
ac
tin
g
q
u
alitativ
e
d
ata
r
eg
ar
d
in
g
wh
at
co
n
ten
t
s
er
v
es
as
a
s
o
u
r
ce
o
f
s
tu
d
en
t
lear
n
in
g
,
p
ar
ticu
lar
ly
to
ascer
tain
wh
eth
er
th
e
co
n
ten
t
o
f
r
elig
io
u
s
lear
n
in
g
r
eso
u
r
ce
s
s
tu
d
ied
b
y
s
tu
d
en
ts
is
r
ad
ical
o
r
m
o
d
er
ate.
E
n
h
an
cin
g
th
is
r
esear
ch
,
r
eq
u
ir
es
ex
p
an
s
io
n
th
r
o
u
g
h
q
u
alitativ
e
r
esear
ch
aim
ed
at
ca
teg
o
r
izin
g
th
e
co
n
te
n
t
o
f
s
tu
d
e
n
t
s
’
d
ig
ital
lear
n
in
g
r
eso
u
r
ce
s
,
th
er
e
b
y
m
ak
in
g
it
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e.
T
h
is
ex
p
an
s
io
n
will
allo
w
f
o
r
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
n
atu
r
e
o
f
c
o
n
ten
t
i
n
f
lu
en
cin
g
s
tu
d
en
t
lear
n
in
g
a
n
d
f
a
cilitate
th
e
id
en
tific
atio
n
o
f
r
ad
ical
o
r
m
o
d
er
ate
elem
en
ts
with
in
r
elig
io
u
s
lear
n
in
g
r
eso
u
r
ce
s
.
5.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
p
r
esen
ts
s
ev
er
al
s
ig
n
if
ican
t
co
n
clu
s
io
n
s
th
at
e
n
h
an
ce
ed
u
ca
tio
n
al,
s
o
cial,
a
n
d
r
elig
io
u
s
th
eo
r
y
.
T
h
e
v
a
r
ian
ce
in
r
elig
io
u
s
lear
n
in
g
r
eso
u
r
ce
s
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
s
tu
d
en
ts
’
m
o
d
er
ate
r
elig
io
u
s
attitu
d
es,
co
n
s
is
ten
t
with
ed
u
ca
tio
n
al
th
eo
r
y
,
wh
ich
em
p
h
asizes
th
e
im
p
ac
t
o
f
d
iv
e
r
s
e
co
n
ten
t
d
eliv
e
r
y
m
eth
o
d
s
o
n
s
tu
d
en
t
attitu
d
es
an
d
lear
n
i
n
g
o
u
tco
m
es.
Seco
n
d
ly
,
SSC
s
ig
n
if
ican
tly
in
f
l
u
e
n
ce
s
th
eir
r
elig
io
u
s
attitu
d
es,
illu
s
tr
atin
g
h
o
w
s
o
cio
ec
o
n
o
m
ic
f
ac
to
r
s
s
h
ap
e
b
elief
s
an
d
p
er
s
p
ec
tiv
es.
T
h
ir
d
ly
,
s
t
u
d
en
ts
’
m
o
tiv
atio
n
f
o
r
r
elig
io
u
s
lear
n
in
g
s
ig
n
if
ic
an
tly
in
f
lu
en
ce
s
th
eir
m
o
d
er
a
te
r
elig
io
u
s
attitu
d
es,
s
u
p
p
o
r
ti
n
g
th
e
ed
u
ca
tio
n
al
th
eo
r
y
th
at
co
n
n
ec
ts
m
o
tiv
atio
n
to
lear
n
in
g
o
u
tco
m
es
a
n
d
s
tu
d
en
t
d
ev
elo
p
m
en
t.
T
h
e
i
n
ter
ac
tio
n
b
etwe
en
lear
n
in
g
r
eso
u
r
ce
s
,
in
clu
d
i
n
g
ac
ce
s
s
to
d
ig
ital
p
latf
o
r
m
s
,
an
d
s
o
cial
clas
s
,
p
ar
ticu
lar
ly
th
e
f
in
an
cial
ca
p
ac
ity
to
o
b
tain
th
ese
r
eso
u
r
ce
s
,
in
d
ir
ec
tly
in
f
lu
en
ce
s
s
tu
d
en
ts
’
m
o
d
er
ate
r
elig
io
u
s
attitu
d
es th
r
o
u
g
h
th
e
m
ed
iatio
n
o
f
R
L
M
.
T
h
is
an
aly
s
is
in
teg
r
ates
ed
u
ca
tio
n
al
an
d
s
o
cial
th
eo
r
ie
s
to
elu
cid
ate
h
o
w
ex
ter
n
al
f
ac
to
r
s
af
f
ec
t
in
ter
n
al
b
elief
s
.
T
h
ese
co
n
cl
u
s
io
n
s
en
h
an
ce
o
u
r
c
o
m
p
r
e
h
en
s
io
n
o
f
th
e
in
ter
p
lay
am
o
n
g
lear
n
i
n
g
r
eso
u
r
ce
s
,
m
o
tiv
atio
n
,
an
d
s
o
cial
class
in
r
elig
io
u
s
ed
u
ca
tio
n
,
wh
ile
p
r
o
v
id
in
g
p
r
ac
tical
in
s
ig
h
ts
f
o
r
e
d
u
ca
to
r
s
.
T
h
is
s
tu
d
y
estab
lis
h
es
a
r
o
b
u
s
t
b
asis
f
o
r
s
u
b
s
eq
u
en
t
r
esear
ch
in
r
elig
io
u
s
,
s
o
cial,
an
d
ed
u
ca
tio
n
al
d
o
m
ain
s
,
esp
ec
ially
r
eg
ar
d
in
g
t
h
e
en
h
an
ce
m
en
t
o
f
d
i
g
ital
an
d
tr
a
d
itio
n
al
lear
n
in
g
r
eso
u
r
ce
s
to
f
o
s
ter
r
elig
io
u
s
m
o
d
er
atio
n
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ec
ess
ity
f
o
r
ca
r
e
f
u
lly
d
esig
n
ed
ed
u
ca
tio
n
al
m
ate
r
ials
an
d
in
s
tr
u
ctio
n
al
m
eth
o
d
s
th
at
co
n
s
id
er
s
tu
d
en
t
s
’
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
an
d
th
ei
r
m
o
tiv
atio
n
t
o
lear
n
.
T
h
e
f
in
d
in
g
s
aim
to
in
f
o
r
m
e
d
u
ca
tio
n
al
p
o
licies an
d
teac
h
i
n
g
m
eth
o
d
o
lo
g
ies,
e
n
co
u
r
a
g
in
g
ad
d
itio
n
al
r
esear
c
h
an
d
ad
a
p
tatio
n
t
o
th
e
ev
o
lv
in
g
d
ig
ital
en
v
i
r
o
n
m
en
t,
wh
ile
p
r
o
m
o
tin
g
th
e
c
u
ltiv
atio
n
o
f
m
o
d
er
ate
r
elig
io
u
s
v
iewp
o
in
ts
am
o
n
g
s
tu
d
en
ts
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
t
h
o
r
s
wo
u
ld
lik
e
to
ex
p
r
ess
th
eir
s
in
ce
r
e
g
r
atitu
d
e
to
th
e
en
u
m
er
ato
r
s
f
r
o
m
th
e
B
alai
L
itb
an
g
Ag
am
a
Sem
ar
an
g
f
o
r
th
eir
v
a
lu
ab
le
ass
is
tan
ce
in
d
ata
co
lle
ctio
n
.
T
h
e
au
th
o
r
s
also
ex
ten
d
th
eir
a
p
p
r
ec
iatio
n
to
th
e
p
r
in
cip
als
an
d
s
ch
o
o
l
lead
er
s
at
th
e
r
esear
ch
s
ites
f
o
r
th
eir
s
u
p
p
o
r
t
an
d
p
e
r
m
is
s
io
n
,
wh
ich
m
ad
e
th
is
s
tu
d
y
p
o
s
s
ib
le.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
f
u
n
d
ed
b
y
t
h
e
B
alai
Pen
elitian
d
a
n
Pen
g
e
m
b
an
g
a
n
Ag
am
a
Sem
ar
an
g
,
Min
is
tr
y
o
f
R
elig
io
u
s
Af
f
air
s
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia,
u
n
d
e
r
Gr
an
t
No
.
7
1
7
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lt.0
2
.
1
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.
5
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3
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Evaluation Warning : The document was created with Spire.PDF for Python.