I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
2
,
A
p
r
il
2
0
2
6
,
p
p
.
1
2
3
7
~
1
2
5
2
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
5
i
2
.
3
5
7
5
6
1237
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Lecturer
suppo
rt
a
nd studen
t
a
ca
d
emic per
forma
nc
e:
th
e
mo
dera
ting ro
le o
f
a
g
e
No
o
r
H
a
f
iz
a
Z
a
k
a
ri
y
a
1
,
H
a
dziro
h Ib
ra
him
1
,
M
uh
a
m
m
a
d Wa
s
ee
m
1
,
Nurul Sha
hi
da
h Ahm
a
d Na
s
ir
2
1
S
c
h
o
o
l
o
f
B
u
s
i
n
e
ss
M
a
n
a
g
e
me
n
t
,
C
o
l
l
e
g
e
o
f
B
u
si
n
e
ss
,
U
n
i
v
e
r
s
i
t
i
U
t
a
r
a
M
a
l
a
y
si
a
,
S
i
n
t
o
k
,
M
a
l
a
y
si
a
2
S
c
h
o
o
l
o
f
T
e
c
h
n
o
l
o
g
y
M
a
n
a
g
e
m
e
n
t
a
n
d
L
o
g
i
s
t
i
c
s,
C
o
l
l
e
g
e
o
f
B
u
s
i
n
e
ss,
U
n
i
v
e
r
s
i
t
i
U
t
a
r
a
M
a
l
a
y
si
a
,
S
i
n
t
o
k
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
May
11
,
2
0
2
5
R
ev
is
ed
Feb
11
,
2
0
2
6
Acc
ep
ted
Feb
28
,
2
0
2
6
Lec
tu
re
r
su
p
p
o
rt
is
a
n
imp
o
rta
n
t
fa
c
to
r
i
n
flu
e
n
c
in
g
st
u
d
e
n
ts’
a
c
a
d
e
m
ic
o
u
tco
m
e
s
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
.
T
h
is
stu
d
y
e
x
a
m
in
e
s
th
e
e
ffe
c
ts
o
f
lec
tu
re
r
su
p
p
o
rt
d
ime
n
si
o
n
s,
a
c
c
e
ss
ib
il
it
y
a
n
d
a
p
p
r
o
a
c
h
a
b
il
i
ty
(Ac
c
Ap
p
)
,
e
x
p
e
c
tatio
n
a
n
d
g
u
id
a
n
c
e
(E&G
)
,
a
n
d
p
o
siti
v
e
e
n
c
o
u
ra
g
e
m
e
n
t
(P
E)
o
n
u
n
d
e
rg
ra
d
u
a
t
e
s
tu
d
e
n
ts
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
(S
AP)
,
with
a
g
e
tes
ted
a
s
a
p
o
ten
ti
a
l
m
o
d
e
ra
ti
n
g
v
a
riab
le.
Us
in
g
a
q
u
a
n
ti
tativ
e
c
ro
ss
-
se
c
ti
o
n
a
l
d
e
si
g
n
,
d
a
ta
we
re
c
o
ll
e
c
ted
fro
m
2
5
0
u
n
d
e
r
g
ra
d
u
a
te
stu
d
e
n
ts
a
t
th
e
S
c
h
o
o
l
o
f
Bu
sin
e
ss
M
a
n
a
g
e
m
e
n
t,
Un
i
v
e
rsiti
Uta
ra
M
a
lay
sia
(UU
M
)
,
th
ro
u
g
h
c
o
n
v
e
n
ien
c
e
sa
m
p
li
n
g
.
Da
ta
we
re
a
n
a
ly
z
e
d
u
s
in
g
p
a
rti
a
l
lea
st
sq
u
a
re
s
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(
P
LS
-
S
E
M
)
wi
th
S
m
a
rtP
LS
4
.
0
.
Th
e
re
su
lt
s
i
n
d
ica
te
t
h
a
t
lec
tu
re
r
Ac
c
Ap
p
a
re
p
o
siti
v
e
l
y
a
ss
o
c
iat
e
d
with
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
,
wh
e
re
a
s
e
x
c
e
ss
iv
e
e
x
p
e
c
tatio
n
s
a
n
d
d
irec
t
iv
e
g
u
i
d
a
n
c
e
a
re
n
e
g
a
ti
v
e
l
y
a
ss
o
c
iate
d
.
PE
wa
s
n
o
t
fo
u
n
d
t
o
h
a
v
e
a
sig
n
ifi
c
a
n
t
d
irec
t
in
fl
u
e
n
c
e
.
Alth
o
u
g
h
a
g
e
e
x
h
ib
it
e
d
a
p
o
siti
v
e
d
irec
t
e
ffe
c
t
o
n
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
,
it
d
id
n
o
t
si
g
n
ifi
c
a
n
t
l
y
m
o
d
e
ra
te
th
e
re
latio
n
s
h
ip
s
b
e
twe
e
n
lec
tu
re
r
su
p
p
o
rt
d
ime
n
sio
n
s
a
n
d
stu
d
e
n
t
o
u
tco
m
e
s.
Th
e
se
fi
n
d
i
n
g
s
h
ig
h
li
g
h
t
t
h
e
im
p
o
rtan
c
e
o
f
a
c
c
e
s
sib
le
a
n
d
e
q
u
it
a
b
le
E&G
fro
m
lec
tu
re
rs
to
e
n
h
a
n
c
e
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
in
M
a
lay
sia
n
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
.
Th
is
stu
d
y
c
o
n
tr
ib
u
tes
to
a
th
o
r
o
u
g
h
u
n
d
e
rsta
n
d
i
n
g
o
f
th
e
fa
c
to
rs
imp
a
c
ti
n
g
S
AP
a
n
d
o
ffe
rs
i
n
sig
h
ts
f
o
r
lec
tu
re
rs,
in
stit
u
ti
o
n
s
a
n
d
g
o
v
e
rn
m
e
n
t
to
wo
rk
h
o
li
stica
ll
y
t
o
f
o
ste
r
a
n
in
c
l
u
siv
e
e
n
v
iro
n
m
e
n
t
f
o
r
a
ll
p
a
rti
e
s
in
v
o
l
v
e
d
.
Re
c
o
m
m
e
n
d
a
ti
o
n
s
a
n
d
p
ra
c
ti
c
a
l
imp
li
c
a
ti
o
n
s f
o
r
f
u
tu
re
re
se
a
rc
h
a
r
e
d
isc
u
ss
e
d
.
K
ey
w
o
r
d
s
:
Ag
e
Hig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
L
ec
tu
r
er
s
u
p
p
o
r
t
Ma
lay
s
ia
Stu
d
en
t a
ca
d
em
ic
p
e
r
f
o
r
m
an
c
e
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
No
o
r
Haf
iza
Z
ak
a
r
iy
a
Sch
o
o
l o
f
B
u
s
in
ess
Ma
n
ag
em
en
t,
C
o
lleg
e
o
f
B
u
s
in
ess
,
Un
iv
er
s
iti Utar
a
Ma
lay
s
ia
0
6
0
1
0
UUM
Sin
to
k
,
Ked
a
h
D
ar
u
l A
m
an
,
Ma
lay
s
ia
E
m
ail:
n
o
o
r
h
af
iza@u
u
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
a
n
atio
n
h
ea
v
ily
d
e
p
en
d
s
o
n
th
e
q
u
al
ity
an
d
co
m
p
eten
cies
o
f
its
wo
r
k
f
o
r
ce
,
wh
ich
ar
e
cu
ltiv
ated
th
r
o
u
g
h
s
tr
o
n
g
ac
ad
e
m
ic
f
o
u
n
d
atio
n
s
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Aca
d
em
ic
p
er
f
o
r
m
an
ce
s
er
v
es
as
a
k
ey
d
eter
m
in
an
t
o
f
s
tu
d
en
ts
’
s
u
cc
ess
,
s
h
ap
in
g
th
eir
r
ea
d
in
ess
to
en
ter
co
m
p
e
titi
v
e
lab
o
r
m
ar
k
ets
an
d
ass
u
m
e
f
u
tu
r
e
lead
er
s
h
ip
r
o
les.
I
n
ad
d
itio
n
t
o
s
tu
d
en
t
s
’
p
er
s
o
n
al
e
f
f
o
r
t,
ex
ter
n
al
f
ac
to
r
s
,
p
ar
ticu
lar
l
y
lectu
r
er
s
u
p
p
o
r
t,
p
lay
a
c
r
itical
r
o
le
in
in
f
lu
en
ci
n
g
ac
ad
e
m
ic
o
u
tco
m
es.
Su
p
p
o
r
tiv
e
le
ctu
r
er
s
ca
n
en
h
a
n
ce
s
tu
d
en
ts
’
en
g
ag
em
e
n
t,
m
o
tiv
at
io
n
,
an
d
o
v
er
all
p
e
r
f
o
r
m
an
ce
,
en
ab
lin
g
th
em
t
o
d
ev
el
o
p
b
o
th
tech
n
ical
an
d
s
o
f
t
s
k
ills
n
ec
ess
ar
y
f
o
r
ca
r
ee
r
r
ea
d
in
ess
.
T
h
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
d
is
r
u
p
ted
h
ig
h
er
e
d
u
ca
tio
n
wo
r
l
d
wid
e,
f
o
r
cin
g
a
r
ap
i
d
tr
an
s
itio
n
f
r
o
m
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
to
o
n
lin
e
teac
h
in
g
.
T
h
is
s
h
if
t
ex
p
o
s
ed
g
ap
s
in
s
tu
d
en
t
en
g
ag
em
e
n
t,
ac
ce
s
s
to
r
eso
u
r
ce
s
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
lead
in
g
to
in
cr
ea
s
ed
s
tr
ess
,
p
s
y
ch
o
lo
g
ical
ch
allen
g
es,
an
d
d
elay
s
in
ac
ad
em
ic
p
r
o
g
r
ess
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
2
3
7
-
1
2
5
2
1238
Prio
r
s
tu
d
ies
id
en
tifie
d
f
ac
to
r
s
s
u
ch
as
f
am
ily
s
u
p
p
o
r
t,
teac
h
er
q
u
ality
,
s
tu
d
en
t
-
teac
h
er
r
ela
tio
n
s
h
ip
s
,
an
d
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
as
s
ig
n
if
ican
t
d
eter
m
i
n
an
ts
o
f
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
with
s
tu
d
en
t
m
o
tiv
atio
n
ac
tin
g
as
a
m
ed
iatin
g
f
ac
to
r
[
1
]
–
[
5
]
.
Desp
ite
a
g
r
a
d
u
al
ec
o
n
o
m
ic
r
ec
o
v
er
y
,
a
m
is
m
atch
b
etwe
en
g
r
ad
u
ates’
q
u
alif
icatio
n
s
an
d
j
o
b
o
p
p
o
r
t
u
n
ities
p
er
s
is
ts
,
an
d
y
o
u
t
h
u
n
em
p
lo
y
m
e
n
t
r
em
ai
n
s
a
co
n
ce
r
n
,
e
m
p
h
asizin
g
th
e
n
ee
d
f
o
r
s
tu
d
en
ts
to
d
ev
el
o
p
b
o
th
ac
ad
e
m
ic
ex
ce
llen
ce
an
d
e
m
p
lo
y
ab
le
s
k
ills
[
6
]
.
Ag
e
f
u
r
t
h
er
in
f
lu
en
ce
s
h
o
w
s
tu
d
en
ts
r
esp
o
n
d
to
lectu
r
er
s
u
p
p
o
r
t,
with
o
ld
er
s
tu
d
en
ts
p
o
ten
tially
f
ac
in
g
d
is
tin
ct
ac
ad
e
m
ic
an
d
ad
ju
s
tm
en
t
ch
allen
g
es.
I
n
th
is
co
n
tex
t
,
lectu
r
er
s
u
p
p
o
r
t
b
ec
o
m
es
cr
itical,
esp
ec
ially
in
th
e
af
ter
m
ath
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
i
n
2
0
2
0
.
E
f
f
ec
tiv
e
,
eq
u
itab
le,
an
d
in
clu
s
iv
e
g
u
id
a
n
ce
f
r
o
m
lectu
r
e
r
s
h
elp
s
s
tu
d
en
ts
ad
ap
t
to
p
o
s
t
-
p
an
d
em
ic
lear
n
in
g
e
n
v
ir
o
n
m
e
n
ts
,
im
p
r
o
v
e
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
,
an
d
d
ev
el
o
p
k
e
y
s
k
ills
f
o
r
f
u
tu
r
e
ca
r
ee
r
s
.
B
u
ild
in
g
o
n
s
o
cial
j
u
s
tice
a
n
d
e
q
u
ity
th
eo
r
ies,
th
is
s
tu
d
y
o
p
er
atio
n
alize
s
eq
u
itab
le
ac
ce
s
s
as
m
ea
s
u
r
ed
b
y
lectu
r
er
a
p
p
r
o
ac
h
ab
ilit
y
an
d
g
u
id
a
n
ce
,
h
y
p
o
th
esizin
g
th
at
th
ese
d
im
e
n
s
io
n
s
will
h
av
e
a
d
if
f
er
en
tial
im
p
ac
t
o
n
s
tu
d
en
ts
o
f
v
ar
y
in
g
ag
es.
T
h
e
s
t
u
d
y
ex
p
licitly
co
n
n
ec
ts
th
ese
th
eo
r
ies
with
its
r
esear
ch
q
u
esti
o
n
s
an
d
h
y
p
o
t
h
eses
,
em
p
h
asizin
g
th
at
f
air
a
n
d
in
clu
s
iv
e
d
is
tr
ib
u
tio
n
o
f
e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
s
h
o
u
ld
in
f
o
r
m
b
o
th
t
h
e
r
esear
ch
d
esig
n
an
d
t
h
e
in
ter
p
r
eta
tio
n
o
f
f
i
n
d
in
g
s
.
I
n
ed
u
c
atio
n
al
co
n
te
x
ts
,
th
ese
th
eo
r
ies
ad
v
o
ca
te
r
ec
o
g
n
izin
g
an
d
ad
d
r
ess
in
g
d
is
p
ar
ities
in
ac
ce
s
s
an
d
o
u
tco
m
es,
en
s
u
r
in
g
th
at
all
s
tu
d
en
ts
,
r
eg
ar
d
less
o
f
ag
e
,
g
en
d
er
,
o
r
b
ac
k
g
r
o
u
n
d
,
ca
n
ac
h
ie
v
e
th
eir
f
u
ll p
o
ten
tial.
Nev
er
th
eless
,
r
esear
ch
o
n
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
in
Ma
lay
s
ian
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
(
HE
I
s
)
,
esp
ec
ially
r
eg
ar
d
in
g
th
e
m
o
d
e
r
atin
g
r
o
le
o
f
ag
e
in
th
ese
r
el
atio
n
s
h
ip
s
,
r
em
ain
s
s
ca
r
ce
an
d
is
u
n
d
er
ex
p
lo
r
ed
,
war
r
an
tin
g
f
u
r
t
h
er
i
n
v
esti
g
atio
n
.
Acc
o
r
d
in
g
ly
,
a
p
r
o
p
o
s
ed
r
esear
ch
f
r
a
m
ewo
r
k
is
illu
s
tr
ated
in
Fig
u
r
e
1
to
ad
d
r
ess
th
ese
r
esear
ch
g
ap
s
.
T
h
is
s
tu
d
y
aim
s
to
ex
am
in
e
th
e
ef
f
ec
ts
o
f
lectu
r
er
s
u
p
p
o
r
t
o
n
s
tu
d
en
ts
ac
ad
em
ic
p
er
f
o
r
m
an
ce
(
SAP)
an
d
also
in
v
esti
g
ate
th
e
m
o
d
er
atin
g
r
o
le
o
f
a
g
e
in
th
is
r
elatio
n
s
h
ip
.
T
o
ac
h
iev
e
t
h
ese
o
b
jectiv
es,
th
e
s
tu
d
y
is
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
esear
ch
q
u
e
s
tio
n
s
:
−
Do
lectu
r
er
s
u
p
p
o
r
t d
i
m
en
s
io
n
s
h
av
e
a
s
ig
n
if
ican
t im
p
ac
t
o
n
SAP
?
−
Do
es a
g
e
m
o
d
er
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
lectu
r
e
r
s
u
p
p
o
r
t d
im
en
s
io
n
s
an
d
SAP
?
SAP
,
a
ca
d
em
ic
p
er
f
o
r
m
an
ce
r
em
ain
s
a
ce
n
tr
al
in
d
icato
r
o
f
s
tu
d
en
t
s
u
cc
ess
in
h
ig
h
er
ed
u
ca
tio
n
,
r
ef
lectin
g
s
tu
d
en
ts
’
ab
ilit
y
to
ac
h
iev
e
b
o
th
s
h
o
r
t
-
an
d
lo
n
g
-
t
er
m
ed
u
ca
ti
o
n
al
o
b
jectiv
es.
I
n
Ma
lay
s
ia,
d
elay
e
d
g
r
ad
u
atio
n
an
d
wea
k
er
ac
ad
em
ic
o
u
tco
m
es
h
av
e
b
ee
n
li
n
k
ed
to
lim
ited
in
ter
ac
tio
n
with
lectu
r
er
s
an
d
in
cr
ea
s
ed
ac
ad
em
ic
wo
r
k
lo
ad
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
s
u
p
p
o
r
tiv
e
in
s
tr
u
ctio
n
al
p
r
a
ctice
s
[
7
]
.
Pre
v
io
u
s
s
tu
d
ies
[
8
]
–
[
1
1
]
co
n
s
is
ten
tly
id
en
tify
lectu
r
er
s
u
p
p
o
r
t
a
s
a
k
ey
e
x
ter
n
al
f
ac
to
r
in
f
l
u
en
cin
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Ho
we
v
er
,
e
v
id
e
n
ce
r
eg
ar
d
in
g
its
s
p
ec
if
ic
d
im
e
n
s
io
n
s
r
em
ain
s
in
co
n
cl
u
s
iv
e.
Aca
d
em
ic
p
er
f
o
r
m
an
ce
is
cr
u
cial
f
o
r
b
o
th
s
tu
d
e
n
ts
’
f
u
tu
r
e
s
u
cc
ess
an
d
n
atio
n
al
d
ev
elo
p
m
en
t,
s
h
ap
in
g
th
eir
r
ea
d
in
ess
to
b
ec
o
m
e
s
k
illed
p
r
o
f
ess
io
n
als
an
d
f
u
tu
r
e
lead
er
s
.
Nu
m
e
r
o
u
s
s
tu
d
ies
ac
r
o
s
s
ed
u
ca
tio
n
al
lev
els
in
clu
d
in
g
k
in
d
er
g
a
r
ten
,
p
r
im
ar
y
a
n
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
co
lleg
es,
an
d
p
u
b
lic
an
d
p
r
iv
ate
u
n
iv
er
s
ities
h
av
e
ex
p
l
o
r
ed
f
ac
to
r
s
in
f
lu
en
cin
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
1
2
]
–
[
1
7
]
.
Desp
ite
t
h
eir
co
n
tr
ib
u
tio
n
s
,
th
ese
s
tu
d
ies
s
h
o
w
m
ix
ed
f
in
d
in
g
s
an
d
g
a
p
s
th
at
war
r
an
t
f
u
r
th
er
in
v
esti
g
atio
n
.
I
n
h
i
g
h
er
ed
u
ca
tio
n
,
SAP
is
o
f
ten
m
ea
s
u
r
ed
u
s
in
g
th
e
c
u
m
u
lativ
e
g
r
ad
e
p
o
in
t
a
v
er
a
g
e
(
C
GPA)
,
wh
ich
r
e
f
lects
th
e
ac
h
ie
v
em
en
t
o
f
s
h
o
r
t
-
an
d
lo
n
g
-
ter
m
ed
u
ca
tio
n
al
g
o
als
[
1
2
]
–
[
1
7
]
.
W
en
tzel
an
d
W
ig
f
ield
[
1
8
]
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
ac
ad
em
ic
an
d
s
o
cial
m
o
tiv
ati
o
n
,
wh
e
r
ea
s
Ko
csis
an
d
Mo
ln
ár
[
1
9
]
em
p
h
asized
in
s
titu
tio
n
al
f
ac
to
r
s
af
f
ec
tin
g
d
r
o
p
o
u
t
r
ates.
W
h
ile
b
o
th
s
tu
d
ies
r
ec
o
g
n
ize
cr
itical
in
f
lu
en
ce
s
o
n
p
e
r
f
o
r
m
an
ce
,
t
h
ey
d
if
f
er
in
f
o
cu
s
:
o
n
e
p
r
io
r
itizes
p
er
s
o
n
al
m
o
tiv
atio
n
,
wh
ile
th
e
o
th
er
em
p
h
asize
s
s
y
s
tem
ic
o
r
in
s
titu
tio
n
al
f
ac
to
r
s
.
T
h
is
co
n
tr
ast
s
u
g
g
ests
th
at
b
o
th
in
te
r
n
al
a
n
d
ex
ter
n
al
d
eter
m
in
an
ts
o
f
SAP
n
ee
d
t
o
b
e
s
tu
d
ied
s
im
u
lt
an
eo
u
s
ly
,
with
a
g
ap
ad
d
r
ess
ed
in
th
e
p
r
esen
t stu
d
y
,
wh
ich
f
o
c
u
s
es o
n
lectu
r
er
s
u
p
p
o
r
t a
n
d
ag
e
as a
m
o
d
er
ato
r
.
Similar
ly
,
Ma
s
u
d
et
a
l
.
[
2
0
]
r
ep
o
r
ted
th
at
p
ar
en
tin
g
s
ty
le
s
an
d
s
o
ci
o
-
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
af
f
ec
t
SAP,
wh
er
ea
s
Ad
am
u
et
a
l
.
[
2
1
]
em
p
h
asized
in
s
titu
tio
n
al
an
d
p
er
s
o
n
al
in
f
lu
e
n
ce
s
.
T
h
ese
c
o
n
f
lictin
g
f
in
d
in
g
s
r
ev
ea
l
th
at
th
e
r
elativ
e
weig
h
t
o
f
p
er
s
o
n
al
v
er
s
u
s
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
is
co
n
tex
t
-
d
e
p
en
d
en
t,
in
d
icatin
g
a
n
ee
d
f
o
r
r
esear
ch
i
n
s
p
ec
if
ic
h
ig
h
er
ed
u
ca
tio
n
s
ettin
g
s
,
s
u
ch
as
Ma
lay
s
ian
p
u
b
lic
u
n
iv
er
s
ities
,
af
ter
th
e
p
o
s
t
-
p
an
d
e
m
ic
p
er
io
d
.
R
esear
ch
b
y
X
h
o
m
ar
a
[
2
2
]
an
d
U
lean
y
a
[
2
3
]
h
ig
h
lig
h
ted
th
e
r
o
le
o
f
lectu
r
er
s
in
in
f
lu
en
cin
g
ac
ad
em
ic
o
u
tc
o
m
es.
Xh
o
m
ar
a
[
2
2
]
f
o
u
n
d
t
h
at
s
tr
u
ctu
r
ed
lectu
r
er
s
u
p
p
o
r
t
co
m
b
in
ed
with
in
d
iv
id
u
al
s
tu
d
y
h
ab
its
s
tr
o
n
g
ly
p
r
e
d
icts
ac
ad
em
ic
s
u
cc
es
s
,
wh
ile
Ulea
n
y
a
[
2
3
]
em
p
h
a
s
ized
th
e
q
u
ality
o
f
lectu
r
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
.
Alth
o
u
g
h
b
o
th
s
tu
d
ies
d
e
m
o
n
s
tr
ate
th
e
im
p
o
r
tan
ce
o
f
lect
u
r
er
s
,
th
ey
d
if
f
er
in
f
o
cu
s
:
o
n
e
em
p
h
asizes
f
o
r
m
al
ac
ad
em
ic
s
u
p
p
o
r
t,
w
h
ile
th
e
o
th
er
f
o
c
u
s
es
o
n
r
elatio
n
al
a
n
d
em
o
tio
n
al
s
u
p
p
o
r
t,
s
u
g
g
esti
n
g
u
n
ce
r
tain
ty
ab
o
u
t
wh
ich
d
im
en
s
io
n
s
o
f
lectu
r
er
s
u
p
p
o
r
t
ar
e
m
o
s
t
im
p
ac
tf
u
l.
T
h
is
am
b
ig
u
ity
m
o
tiv
ates th
e
p
r
esen
t stu
d
y
to
in
v
esti
g
ate
th
is
is
s
u
e
f
u
r
th
er
.
Du
b
e
an
d
Mlo
ts
h
wa
[
2
4
]
f
o
u
n
d
th
at
s
u
p
p
o
r
tiv
e
lectu
r
e
r
s
,
p
ar
en
tal
in
v
o
lv
em
e
n
t,
tech
n
o
lo
g
y
,
an
d
ad
eq
u
ate
f
ac
ilit
ies
en
h
an
ce
S
AP,
wh
ile
f
am
ily
b
ac
k
g
r
o
u
n
d
,
lan
g
u
ag
e
b
ar
r
ier
s
,
a
n
d
n
e
g
a
tiv
e
p
ee
r
in
f
lu
e
n
ce
h
in
d
er
p
er
f
o
r
m
a
n
ce
.
I
n
c
o
n
tr
ast,
Pra
s
etio
et
a
l.
[
1
1
]
r
ep
o
r
ted
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
b
etwe
en
lectu
r
er
co
m
p
eten
cy
an
d
SAP,
wh
er
ea
s
Gee
[
2
5
]
f
o
u
n
d
lectu
r
er
co
m
p
eten
c
y
p
o
s
itiv
ely
co
r
r
elate
s
with
s
tu
d
en
t
s
atis
f
ac
tio
n
an
d
p
er
f
o
r
m
a
n
ce
.
T
h
ese
co
n
tr
ad
ictio
n
s
in
d
icate
th
at
th
e
im
p
ac
t
o
f
lectu
r
er
ch
ar
ac
ter
is
tics
an
d
s
u
p
p
o
r
t
o
n
SAP
r
em
ain
s
in
co
n
s
is
ten
t
an
d
co
n
tex
t
-
s
p
ec
if
ic,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
a
f
o
cu
s
ed
in
v
esti
g
atio
n
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
Lectu
r
er su
p
p
o
r
t a
n
d
s
tu
d
en
t
a
ca
d
emic
p
erfo
r
ma
n
ce
:
t
h
e
m
o
d
era
tin
g
r
o
le
o
f
a
g
e
(
N
o
o
r
H
a
fiz
a
Za
ka
r
iya
)
1239
i
n
M
a
l
a
y
s
i
a
n
H
E
I
s
.
W
o
r
t
h
m
e
n
t
i
o
n
i
n
g
t
h
a
t
m
u
l
t
i
p
l
e
f
a
c
t
o
r
s
,
i
n
c
l
u
d
i
n
g
s
t
u
d
e
n
t
m
o
t
i
v
a
ti
o
n
,
f
am
ily
b
ac
k
g
r
o
u
n
d
,
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
an
d
le
ctu
r
er
in
ter
ac
tio
n
s
,
co
u
ld
af
f
ec
t
SAP
[
1
8
]
–
[
2
5
]
.
Ho
wev
e
r
,
g
ap
s
r
em
ain
in
u
n
d
er
s
tan
d
i
n
g
wh
ich
s
p
ec
if
ic
asp
ec
ts
o
f
lectu
r
er
s
u
p
p
o
r
t
co
n
s
is
ten
tly
in
f
lu
en
ce
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
p
ar
ticu
lar
ly
i
n
th
e
Ma
lay
s
ian
co
n
tex
t
p
o
s
t
-
p
an
d
em
ic.
T
h
e
r
ef
o
r
e,
th
e
p
r
esen
t
s
tu
d
y
a
d
d
r
ess
es
th
ese
g
ap
s
b
y
ex
am
in
in
g
h
o
w
lectu
r
e
r
s
u
p
p
o
r
t a
f
f
ec
ts
SAP an
d
b
y
in
cl
u
d
in
g
ag
e
as a
p
o
ten
tial m
o
d
e
r
atin
g
f
ac
to
r
.
C
GPA
r
ef
lect
s
p
er
f
o
r
m
an
ce
in
test
s
,
co
u
r
s
ewo
r
k
,
an
d
ex
am
in
atio
n
s
[
2
6
]
–
[
2
8
]
.
Un
iv
er
s
ities
u
s
e
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
as
a
k
e
y
m
etr
ic
o
f
in
s
titu
tio
n
al
ef
f
ec
tiv
en
ess
,
an
d
h
i
g
h
-
ac
h
iev
in
g
s
tu
d
en
ts
en
h
a
n
ce
th
e
u
n
iv
er
s
ity
’
s
r
ep
u
tatio
n
[
2
9
]
.
Pas
t
s
tu
d
ies
h
av
e
y
ield
ed
m
ix
ed
f
in
d
in
g
s
ab
o
u
t
wh
at
i
n
f
lu
en
ce
s
ac
ad
em
ic
s
u
cc
ess
.
Similar
ly
,
r
esear
ch
o
n
g
en
e
r
al
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
s
h
o
ws
co
n
f
lictin
g
r
esu
lts
.
W
h
ile
Mc
Ken
zie
an
d
Sch
weitze
r
[
2
9
]
em
p
h
asize
in
s
titu
tio
n
al
q
u
ality
an
d
r
eso
u
r
ce
s
,
Ab
d
u
llah
et
a
l.
[
3
0
]
h
ig
h
lig
h
t
s
o
cial
s
u
p
p
o
r
t,
in
clu
d
in
g
lectu
r
e
r
s
an
d
p
ee
r
s
,
as
cr
itical
f
o
r
ac
ad
em
ic
ad
ju
s
tm
en
t.
T
h
is
s
u
g
g
e
s
ts
am
b
ig
u
ity
o
v
er
wh
eth
er
s
tr
u
ctu
r
al
o
r
r
elatio
n
a
l
f
ac
to
r
s
m
o
r
e
s
tr
o
n
g
ly
d
r
iv
e
p
er
f
o
r
m
a
n
ce
.
Desp
ite
ev
id
en
ce
th
at
b
o
th
p
er
s
o
n
al,
in
s
titu
tio
n
al,
an
d
r
elatio
n
al
f
a
cto
r
s
in
f
lu
e
n
ce
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
[
1
8
]
–
[
3
0
]
,
f
ew
s
tu
d
i
es
h
av
e
in
v
esti
g
ated
th
e
s
p
ec
if
ic
d
im
en
s
io
n
s
o
f
lectu
r
er
s
u
p
p
o
r
t
in
p
o
s
t
-
p
an
d
em
ic
Ma
lay
s
ian
p
u
b
lic
u
n
i
v
er
s
ities
,
an
d
th
e
m
o
d
er
atin
g
r
o
le
o
f
ag
e
o
n
th
ese
r
elatio
n
s
h
ip
s
r
em
ain
s
u
n
d
er
ex
p
lo
r
ed
.
Ad
d
r
ess
in
g
th
ese
g
ap
s
,
th
e
p
r
esen
t
s
tu
d
y
in
v
esti
g
ates
h
o
w
th
e
d
im
en
s
io
n
s
o
f
lectu
r
er
s
u
p
p
o
r
t
in
f
lu
en
ce
SAP
an
d
wh
eth
er
a
g
e
m
o
d
er
ates
th
ese
ef
f
ec
ts
,
o
f
f
er
i
n
g
in
s
ig
h
ts
f
o
r
e
n
h
an
cin
g
s
tu
d
en
t a
ca
d
e
m
ic
o
u
tco
m
es.
L
ec
tu
r
er
s
u
p
p
o
r
t
is
r
ec
o
g
n
iz
ed
as
a
k
ey
f
ac
to
r
in
f
lu
en
ci
n
g
s
tu
d
e
n
t
ac
ad
e
m
ic
s
u
cc
ess
,
af
f
ec
tin
g
m
o
tiv
atio
n
,
e
n
g
ag
em
en
t,
an
d
p
er
f
o
r
m
an
ce
[
3
1
]
–
[
3
7
]
.
H
o
wev
er
,
em
p
ir
ical
f
in
d
in
g
s
o
n
lectu
r
er
s
u
p
p
o
r
t
a
r
e
m
ix
ed
.
So
m
e
s
tu
d
ies em
p
h
asize
s
tr
u
ctu
r
ed
ac
ad
e
m
ic
g
u
id
a
n
ce
an
d
in
s
tr
u
ctio
n
al
cla
r
ity
,
w
h
ile
o
th
er
s
h
ig
h
lig
h
t
th
e
im
p
o
r
ta
n
ce
o
f
r
elatio
n
al
q
u
ality
an
d
a
p
p
r
o
ac
h
ab
ilit
y
.
T
h
is
v
ar
iatio
n
s
u
g
g
ests
u
n
ce
r
tain
ty
r
eg
ar
d
in
g
wh
ic
h
f
o
r
m
s
o
f
lectu
r
er
s
u
p
p
o
r
t
ar
e
m
o
s
t
in
f
lu
en
tial,
r
ein
f
o
r
cin
g
t
h
e
n
ee
d
to
e
x
am
in
e
d
is
tin
ct
s
u
p
p
o
r
t
d
im
en
s
io
n
s
with
in
s
p
ec
if
ic
in
s
titu
tio
n
al
co
n
tex
ts
.
T
ea
ch
er
s
u
p
p
o
r
t,
o
f
te
n
u
s
ed
in
ter
ch
an
g
ea
b
ly
with
lectu
r
er
s
u
p
p
o
r
t,
h
as
b
ee
n
lin
k
ed
t
o
im
p
r
o
v
e
d
s
tu
d
en
t
m
o
tiv
atio
n
a
n
d
well
-
b
ein
g
[
3
2
]
–
[
3
7
]
.
W
en
tzel
[
3
2
]
f
o
u
n
d
th
at
s
u
p
p
o
r
tiv
e
r
elatio
n
s
h
ip
s
with
teac
h
er
s
,
p
ar
en
ts
,
an
d
p
ee
r
s
en
h
an
ce
m
u
ltip
le
asp
ec
ts
o
f
s
tu
d
en
t
m
o
tiv
atio
n
,
wh
ile
Klem
an
d
C
o
n
n
ell
[
3
3
]
r
ep
o
r
ted
a
s
tr
o
n
g
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
u
p
p
o
r
t
an
d
s
tu
d
e
n
t
en
g
ag
em
e
n
t
an
d
ac
h
iev
e
m
en
t.
I
n
c
o
n
tr
ast,
Stra
ti
et
a
l.
[
3
4
]
h
ig
h
lig
h
ted
t
h
at
f
ac
to
r
s
s
u
ch
as
class
s
ize,
cu
r
r
icu
lu
m
,
an
d
s
tu
d
en
t
b
ac
k
g
r
o
u
n
d
ca
n
m
o
d
er
ate
th
e
ef
f
ec
t
o
f
teac
h
er
s
u
p
p
o
r
t,
s
u
g
g
esti
n
g
th
at
its
im
p
ac
t
is
co
n
tex
t
-
d
e
p
en
d
e
n
t.
T
h
ese
co
n
tr
ad
ictio
n
s
in
d
icate
a
n
ee
d
to
ex
am
in
e
lectu
r
e
r
s
u
p
p
o
r
t
in
s
p
ec
if
ic
h
ig
h
e
r
ed
u
ca
tio
n
s
ettin
g
s
,
s
u
ch
as
Ma
lay
s
ian
p
u
b
lic
u
n
iv
er
s
ities
,
p
o
s
t
-
p
an
d
e
m
ic.
R
esear
ch
also
s
h
o
ws
in
co
n
s
is
ten
cies
r
eg
ar
d
in
g
th
e
t
y
p
e
o
f
lectu
r
er
s
u
p
p
o
r
t.
As
m
en
tio
n
e
d
ea
r
lier
,
Xh
o
m
ar
a
[
2
2
]
em
p
h
asized
s
tr
u
ctu
r
ed
ac
ad
em
ic
g
u
id
a
n
ce
,
wh
ile
Ulea
n
y
a
[
2
3
]
f
o
cu
s
ed
o
n
r
elatio
n
al
s
u
p
p
o
r
t
th
r
o
u
g
h
lectu
r
er
-
s
tu
d
e
n
t
in
ter
ac
tio
n
s
.
Similar
ly
,
Du
b
e
an
d
Mlo
ts
h
wa
[
2
4
]
f
o
u
n
d
th
at
s
u
p
p
o
r
tiv
e
lectu
r
er
s
,
p
ar
en
tal
in
v
o
lv
em
en
t,
an
d
ad
e
q
u
ate
f
ac
ilit
ies
im
p
r
o
v
e
SAP,
wh
er
ea
s
Pra
s
etio
et
a
l.
[
1
1
]
f
o
u
n
d
n
o
s
ig
n
if
ica
n
t
ef
f
ec
t
o
f
lectu
r
e
r
co
m
p
ete
n
c
y
,
an
d
Gee
[
2
5
]
r
ep
o
r
te
d
th
a
t
lectu
r
er
co
m
p
ete
n
cy
p
o
s
itiv
ely
af
f
ec
ts
s
tu
d
en
t
s
atis
f
ac
tio
n
an
d
,
in
tu
r
n
,
SAP.
Mo
r
eo
v
er
,
Af
f
u
s
o
et
a
l
.
[
3
8
]
in
clu
d
ed
teac
h
er
s
u
p
p
o
r
t,
p
ar
e
n
tal
r
o
les,
m
o
tiv
atio
n
,
a
n
d
s
elf
-
e
f
f
icac
y
;
An
s
o
n
g
et
a
l.
[
3
9
]
ex
am
in
e
d
teac
h
er
s
u
p
p
o
r
t
ac
r
o
s
s
ass
ess
m
en
t
ty
p
es;
an
d
T
ao
et
a
l.
[
4
0
]
in
co
r
p
o
r
ated
s
tu
d
en
t
en
g
ag
em
en
t
i
n
SAP.
E
v
en
all
th
ese
s
tu
d
ies
s
u
p
p
o
r
t
th
e
p
o
s
itiv
e
r
o
le
o
f
lectu
r
er
s
u
p
p
o
r
t,
th
e
y
d
o
n
o
t
d
if
f
er
en
tiate
its
s
p
ec
if
ic
d
im
e
n
s
io
n
s
,
leav
in
g
it
u
n
clea
r
wh
i
ch
f
o
r
m
o
f
lectu
r
er
s
u
p
p
o
r
t
co
u
ld
in
f
l
u
en
ce
SAP.
T
h
er
e
f
o
r
e,
th
e
co
n
tr
ad
icto
r
y
an
d
in
c
o
n
s
is
ten
t
f
in
d
i
n
g
s
i
n
p
r
ev
io
u
s
s
tu
d
ies
h
ig
h
lig
h
t
u
n
ce
r
tain
t
y
r
e
g
ar
d
i
n
g
wh
ich
d
im
e
n
s
io
n
s
o
f
le
ctu
r
er
s
u
p
p
o
r
t
m
o
s
t
ef
f
ec
tiv
ely
en
h
a
n
ce
SAP,
u
n
d
er
s
co
r
i
n
g
th
e
n
ee
d
f
o
r
f
u
r
th
er
n
u
an
ce
d
r
esear
ch
.
W
h
ile
p
r
ev
io
u
s
r
esear
ch
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ican
ce
o
f
lectu
r
er
s
u
p
p
o
r
t
[
2
2
]
–
[
2
5
]
,
[
3
0
]
,
[
3
2
]
–
[
4
0
]
,
th
er
e
r
em
ain
s
a
p
au
city
o
f
ev
id
e
n
ce
r
eg
ar
d
in
g
th
e
s
p
ec
if
ic
d
im
en
s
io
n
s
o
f
lectu
r
er
s
u
p
p
o
r
t
an
d
th
e
m
o
d
er
atin
g
ef
f
e
cts
o
f
ag
e
o
n
SAP
with
in
Ma
lay
s
ian
p
u
b
lic
u
n
iv
er
s
ities
,
p
ar
ticu
lar
ly
in
th
e
p
o
s
t
-
p
an
d
em
ic
er
a
af
ter
2
0
2
0
.
C
o
n
s
eq
u
en
tly
,
a
co
m
p
r
e
h
en
s
iv
e
in
v
esti
g
atio
n
is
war
r
an
ted
to
a
d
v
an
ce
th
e
ex
is
tin
g
b
o
d
y
o
f
k
n
o
wled
g
e
i
n
th
is
ar
ea
.
T
h
e
r
o
le
o
f
ag
e
,
a
g
e
h
as
b
ee
n
in
cr
ea
s
in
g
ly
r
ec
o
g
n
ized
as
a
p
o
ten
tial
m
o
d
er
atin
g
v
ar
ia
b
le
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
lectu
r
er
s
u
p
p
o
r
t
a
n
d
SAP.
Ho
wev
er
,
lim
ited
r
esear
ch
h
as
s
y
s
tem
atica
lly
ex
am
in
ed
h
o
w
ag
e
in
f
lu
en
ce
s
th
e
ef
f
ec
tiv
e
n
ess
o
f
lectu
r
er
s
u
p
p
o
r
t
am
o
n
g
s
tu
d
en
ts
in
Ma
lay
s
ian
p
u
b
lic
u
n
iv
er
s
ities
,
esp
ec
ially
in
th
e
co
n
te
x
t
f
o
llo
win
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic.
Sen
io
r
s
tu
d
en
ts
’
p
r
io
r
ex
p
e
r
ien
ce
with
u
n
iv
er
s
ity
r
o
u
tin
es
c
o
n
tr
asts
with
ju
n
io
r
s
’
lim
ited
e
x
p
o
s
u
r
e
,
r
esu
ltin
g
in
v
ar
iatio
n
s
in
a
d
j
u
s
tm
en
t,
m
o
tiv
atio
n
,
an
d
lear
n
in
g
s
tr
ateg
ies.
T
h
is
h
ig
h
lig
h
ts
th
e
im
p
o
r
ta
n
ce
o
f
a
g
e
as
a
f
ac
to
r
th
at
m
ay
af
f
ec
t
s
tu
d
en
ts
’
ac
ad
em
ic
o
u
tco
m
es.
Ag
e
is
k
n
o
wn
to
in
f
lu
en
ce
co
g
n
itiv
e
d
ev
elo
p
m
en
t,
lear
n
in
g
s
ty
les,
an
d
m
o
tiv
atio
n
.
Old
er
s
tu
d
en
ts
o
f
ten
p
er
f
o
r
m
b
etter
ac
ad
em
i
ca
lly
d
u
e
to
g
r
ea
ter
m
atu
r
ity
an
d
ex
p
e
r
ien
ce
,
wh
ile
y
o
u
n
g
e
r
s
tu
d
en
ts
m
ay
f
ac
e
ch
allen
g
es
f
r
o
m
d
ev
elo
p
m
en
t
al
d
if
f
er
e
n
ce
s
[
4
1
]
–
[
4
3
]
.
H
o
wev
er
,
p
ast
s
tu
d
ies
h
av
e
p
r
o
d
u
ce
d
co
n
tr
a
d
icto
r
y
f
in
d
in
g
s
.
So
m
e
r
ep
o
r
t
th
at
o
l
d
er
s
tu
d
en
ts
ac
h
iev
e
h
i
g
h
er
o
u
tco
m
es
d
u
e
to
c
o
g
n
itiv
e
an
d
s
o
cial
ad
v
an
ta
g
es
[
4
1
]
–
[
4
3
]
,
wh
ile
o
th
er
s
s
u
g
g
e
s
t
th
at
r
elativ
e
-
ag
e
ef
f
ec
ts
ar
e
in
co
n
s
is
ten
t,
v
ar
y
in
g
b
y
co
n
tex
t
an
d
s
u
b
ject
[
4
4
]
.
Fo
r
in
s
tan
ce
,
s
tu
d
en
ts
wer
e
f
o
u
n
d
to
r
ep
o
r
t
l
o
wer
s
u
b
jectiv
e
well
-
b
ein
g
th
a
n
t
h
eir
y
o
u
n
g
er
p
ee
r
s
[
4
5
]
,
[
4
6
]
.
Desp
ite
ex
am
in
in
g
a
g
e
in
r
el
atio
n
to
teac
h
e
r
s
u
p
p
o
r
t,
p
r
io
r
r
esear
ch
h
as
lar
g
ely
o
v
e
r
lo
o
k
ed
its
m
o
d
er
atin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
2
3
7
-
1
2
5
2
1240
ef
f
ec
t
o
n
ac
ad
em
ic
o
u
tc
o
m
e
s
esp
ec
ially
SAP,
cr
ea
tin
g
a
g
ap
in
u
n
d
er
s
tan
d
i
n
g
h
o
w
ag
e
in
f
lu
e
n
ce
s
th
e
ef
f
ec
tiv
en
ess
o
f
lect
u
r
er
s
u
p
p
o
r
t o
n
s
tu
d
en
ts
’
C
GPA.
I
n
th
e
cu
r
r
en
t
co
n
te
x
t,
ag
e
h
as
em
er
g
ed
as
a
p
o
ten
tially
i
m
p
o
r
tan
t
m
o
d
er
ato
r
o
f
s
tu
d
e
n
t
lear
n
in
g
o
u
tco
m
es,
s
p
ec
if
ically
C
GPA
b
ased
o
n
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Yet
,
em
p
ir
ical
ev
id
e
n
ce
o
n
its
m
o
d
er
atin
g
r
o
le
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
lectu
r
er
s
u
p
p
o
r
t
an
d
SAP
in
Ma
lay
s
ian
p
u
b
lic
u
n
iv
er
s
ities
r
em
ain
s
lim
ited
,
u
n
d
er
s
co
r
i
n
g
th
e
n
ee
d
f
o
r
f
u
r
t
h
er
in
v
esti
g
atio
n
.
E
x
am
in
i
n
g
th
is
in
ter
ac
tio
n
is
p
ar
ticu
lar
ly
r
elev
an
t
g
iv
en
th
e
d
iv
er
s
e
s
tu
d
en
t
a
g
e
p
r
o
f
iles
.
Ad
d
r
ess
in
g
th
is
g
ap
will
clar
if
y
wh
eth
er
lectu
r
er
s
u
p
p
o
r
t
i
s
eq
u
ally
ef
f
ec
tiv
e
ac
r
o
s
s
ag
e
g
r
o
u
p
s
o
r
v
ar
ies,
p
r
o
v
id
in
g
p
r
ac
tical
g
u
i
d
an
ce
f
o
r
tar
g
eted
ac
ad
em
ic
i
n
ter
v
en
tio
n
s
.
So
cial
ju
s
tice
an
d
eq
u
ity
th
e
o
r
ies
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
p
r
o
v
id
in
g
all
s
tu
d
en
ts
with
eq
u
itab
le
ac
ce
s
s
to
ed
u
ca
tio
n
al
r
eso
u
r
c
es,
f
ac
ilit
ies,
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
.
T
h
is
s
tu
d
y
is
r
o
o
ted
in
th
e
s
o
cial
ju
s
tice
p
r
in
cip
le
th
at
f
o
s
ter
in
g
p
o
s
iti
v
e
r
elatio
n
s
h
ip
s
an
d
a
s
u
p
p
o
r
tiv
e
clim
ate
is
ess
en
tia
l
f
o
r
eq
u
itab
le
o
u
tco
m
es.
So
cial
ju
s
tice
an
d
eq
u
ity
th
e
o
r
ies
r
ec
o
g
n
ize
t
h
at
in
d
i
v
id
u
al
c
h
ar
ac
ter
is
tics
(
s
u
ch
as
ag
e)
in
t
er
s
ec
t
with
b
r
o
a
d
er
s
o
cial
s
tr
u
ctu
r
es to
s
h
ap
e
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
an
d
o
u
tco
m
es.
T
h
e
m
o
d
er
atio
n
h
y
p
o
th
e
s
es e
x
p
lo
r
e
wh
eth
er
th
e
in
f
lu
e
n
ce
o
f
ea
ch
d
im
en
s
i
o
n
o
f
lect
u
r
er
s
u
p
p
o
r
t
o
n
a
ca
d
em
ic
p
er
f
o
r
m
a
n
ce
d
if
f
er
s
b
y
a
g
e,
ac
k
n
o
wled
g
i
n
g
th
at
eq
u
ity
is
n
o
t
ab
o
u
t
u
n
if
o
r
m
ity
b
u
t
ab
o
u
t
r
esp
o
n
s
iv
en
ess
to
d
iv
er
s
e
n
ee
d
s
.
E
ac
h
h
y
p
o
th
esis
o
p
er
atio
n
alize
s
a
co
r
e
eq
u
ity
p
r
in
ci
p
le,
r
em
o
v
in
g
b
ar
r
ier
s
,
af
f
ir
m
in
g
s
tu
d
en
t
i
d
en
t
ity
,
en
s
u
r
in
g
h
ig
h
ex
p
ec
tatio
n
s
,
an
d
a
d
ap
tin
g
to
d
iv
er
s
e
n
ee
d
s
,
d
em
o
n
s
tr
atin
g
h
o
w
s
o
cial
ju
s
tice
an
d
eq
u
ity
t
h
eo
r
ies
in
f
o
r
m
b
o
t
h
th
e
f
ac
to
r
s
ex
am
in
ed
a
n
d
th
e
atten
tio
n
to
in
d
iv
id
u
al
d
if
f
er
en
ce
s
(
ag
e)
in
s
h
a
p
in
g
ac
ad
em
ic
o
u
tco
m
es.
T
h
er
ef
o
r
e,
s
ev
er
al
h
y
p
o
t
h
eses
ar
e
lis
ted
as
:
−
H1
:
t
h
e
d
im
en
s
io
n
s
o
f
lectu
r
er
s
u
p
p
o
r
t sig
n
if
ica
n
tly
in
f
lu
e
n
c
e
SAP
.
−
H2
:
a
g
e
m
o
d
er
ates th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
d
im
e
n
s
io
n
s
o
f
lectu
r
er
s
u
p
p
o
r
t a
n
d
SAP
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
r
esear
c
h
m
o
d
el
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n,
po
pu
l
a
t
io
n
,
a
nd
s
a
m
pli
ng
T
h
is
q
u
an
titativ
e
s
tu
d
y
e
m
p
l
o
y
ed
a
c
r
o
s
s
-
s
ec
tio
n
al
d
esig
n
to
ex
am
i
n
e
s
tu
d
en
ts
’
p
e
r
c
ep
tio
n
s
o
f
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
d
u
r
in
g
a
d
ef
in
e
d
ac
a
d
em
ic
s
em
e
s
ter
.
C
r
o
s
s
-
s
ec
tio
n
al
d
ata
co
llectio
n
allo
ws
f
o
r
ef
f
icien
t a
n
aly
s
is
with
in
a
lim
i
ted
tim
ef
r
am
e
an
d
is
less
r
e
s
o
u
r
ce
-
in
ten
s
iv
e
th
an
lo
n
g
itu
d
in
al
ap
p
r
o
ac
h
es.
Data
wer
e
co
llected
v
ia
an
o
n
lin
e
s
u
r
v
ey
an
d
an
aly
ze
d
u
s
in
g
SP
SS
an
d
Sm
ar
tPLS
4
.
0
.
T
h
e
p
o
p
u
latio
n
c
o
m
p
r
is
ed
1
0
,
4
8
9
s
tu
d
en
ts
en
r
o
lled
in
t
h
e
s
ec
o
n
d
s
em
ester
o
f
2
0
2
2
(
A
2
2
2
)
at
t
h
e
Sch
o
o
l
o
f
B
u
s
in
ess
an
d
Ma
n
ag
em
e
n
t
(
SB
M)
,
Un
iv
er
s
iti
Utar
a
Ma
l
ay
s
ia
(
UUM
)
.
A
co
m
p
lete
s
am
p
lin
g
f
r
am
e
co
u
l
d
n
o
t
b
e
estab
lis
h
ed
d
u
e
to
ad
m
in
is
tr
ativ
e
co
n
s
tr
ain
ts
,
m
ak
in
g
th
e
p
r
o
b
ab
ilit
y
-
b
ased
s
am
p
lin
g
tech
n
iq
u
e
i
n
f
ea
s
ib
le.
Giv
en
th
e
s
tu
d
y
’
s
o
b
jectiv
e
o
f
ex
am
in
i
n
g
r
ela
tio
n
s
h
ip
s
am
o
n
g
v
ar
ia
b
les
r
ath
er
th
an
g
en
er
alizin
g
f
in
d
in
g
s
to
th
e
en
tire
p
o
p
u
latio
n
,
c
o
n
v
e
n
ien
ce
s
am
p
lin
g
was
d
ee
m
ed
ap
p
r
o
p
r
ia
te.
W
h
ile
th
is
ap
p
r
o
ac
h
f
ac
i
litated
tim
ely
an
d
co
s
t
-
ef
f
ec
tiv
e
d
ata
co
llectio
n
,
it
h
as
lim
itat
io
n
s
,
in
clu
d
in
g
p
o
ten
tial
lack
o
f
r
ep
r
esen
tativ
e
n
ess
,
s
am
p
lin
g
b
ias,
an
d
r
e
d
u
ce
d
s
tatis
tical
p
o
wer
.
Ad
d
itio
n
al
lim
itatio
n
s
o
f
o
n
lin
e
d
ata
c
o
llectio
n
in
clu
d
e
l
o
w
r
esp
o
n
s
e
r
ates,
p
o
s
s
ib
le
in
ac
cu
r
ate
r
esp
o
n
s
es,
an
d
ex
cl
u
s
io
n
o
f
s
tu
d
en
ts
with
o
u
t
i
n
ter
n
et
ac
ce
s
s
o
r
s
u
f
f
ici
en
t
d
ig
ital
liter
ac
y
.
T
h
ese
co
n
s
id
er
atio
n
s
wer
e
ca
r
ef
u
lly
ac
co
u
n
ted
f
o
r
in
t
h
e
s
tu
d
y
d
esig
n
a
n
d
in
te
r
p
r
etatio
n
o
f
r
esu
lts
.
Fo
r
b
eh
av
i
o
r
al
r
esear
ch
,
a
s
am
p
le
s
ize
o
f
3
0
-
5
0
0
is
g
en
er
ally
co
n
s
id
er
ed
s
u
itab
le
[
4
7
]
.
Alth
o
u
g
h
lar
g
er
s
am
p
les
ca
n
y
iel
d
m
o
r
e
p
r
ec
is
e
esti
m
ates,
th
ey
ar
e
o
f
ten
co
s
tly
an
d
m
ay
lead
to
er
r
o
r
s
o
r
in
ef
f
icien
t
r
eso
u
r
ce
u
s
e.
C
o
n
v
er
s
ely
,
s
m
all
s
am
p
les
m
ay
r
ed
u
ce
th
e
e
f
f
ec
tiv
en
ess
o
f
h
y
p
o
th
esis
tes
tin
g
.
T
o
en
s
u
r
e
an
ad
eq
u
ate
s
am
p
le
s
ize,
a
s
a
m
p
le
s
ize
ca
lcu
lato
r
[
4
8
]
was
u
s
ed
to
d
eter
m
in
e
th
e
m
in
im
u
m
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
r
eq
u
i
r
ed
to
m
e
et
th
e
d
esire
d
s
tatis
tical
cr
iter
ia.
B
ased
o
n
T
a
b
le
1
,
th
e
p
ar
am
ete
r
s
wer
e
estab
lis
h
ed
to
g
u
id
e
th
is
s
tu
d
y
.
T
h
e
ca
lcu
latio
n
in
d
icate
d
t
h
at
3
7
1
p
ar
ticip
an
ts
wer
e
n
ee
d
ed
to
ac
h
ie
v
e
9
5
%
co
n
f
id
en
ce
a
t
a
±
5
%
m
ar
g
in
o
f
er
r
o
r
.
Ad
d
itio
n
ally
,
a
c
c
o
r
d
i
n
g
to
Kr
ejcie
an
d
Mo
r
g
a
n
’
s
tab
le
[
4
9
]
,
a
p
o
p
u
latio
n
o
f
1
0
,
0
0
0
r
eq
u
ir
es a
s
am
p
le
s
ize
o
f
3
7
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
Lectu
r
er su
p
p
o
r
t a
n
d
s
tu
d
en
t
a
ca
d
emic
p
erfo
r
ma
n
ce
:
t
h
e
m
o
d
era
tin
g
r
o
le
o
f
a
g
e
(
N
o
o
r
H
a
fiz
a
Za
ka
r
iya
)
1241
Alth
o
u
g
h
th
e
in
itial
s
am
p
le
s
ize
ca
lcu
latio
n
in
d
icate
d
th
at
3
7
1
r
esp
o
n
d
en
ts
wer
e
r
eq
u
ir
e
d
,
a
to
tal
o
f
2
5
0
v
alid
r
esp
o
n
s
es
wer
e
co
ll
ec
ted
an
d
r
etain
ed
f
o
r
an
al
y
s
is
d
u
e
to
v
o
lu
n
tar
y
p
a
r
ticip
atio
n
an
d
co
n
s
tr
ain
ts
o
n
o
n
lin
e
d
ata
co
llectio
n
.
T
h
is
s
am
p
le
s
ize
is
co
n
s
id
er
ed
ad
eq
u
ate
f
o
r
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
,
wh
ich
is
s
u
itab
le
f
o
r
ex
p
lo
r
ato
r
y
r
esear
ch
an
d
p
e
r
f
o
r
m
s
r
eliab
ly
with
s
m
all
-
to
-
m
ed
iu
m
s
am
p
les.
Acc
o
r
d
in
g
ly
,
th
e
f
in
al
d
ataset
was
s
u
f
f
icien
t
to
ex
am
in
e
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
am
o
n
g
th
e
s
tu
d
y
v
ar
iab
les.
T
ab
le
1
.
Par
am
eter
s
f
o
r
s
am
p
l
e
s
ize
ca
lcu
latio
n
P
a
r
a
me
t
e
r
V
a
l
u
e
C
o
n
f
i
d
e
n
c
e
l
e
v
e
l
9
5
%
M
a
r
g
i
n
o
f
e
r
r
o
r
5%
P
o
p
u
l
a
t
i
o
n
p
r
o
p
o
r
t
i
o
n
5
0
%
P
o
p
u
l
a
t
i
o
n
s
i
z
e
1
0
,
4
8
9
S
a
mp
l
e
s
i
z
e
3
7
1
2
.
2
.
P
re
-
t
est
a
nd
pil
o
t
s
t
ud
y
Prio
r
to
d
ata
co
llectio
n
,
a
p
r
e
-
test
was
co
n
d
u
cted
t
o
v
ali
d
ate
th
e
q
u
esti
o
n
n
air
e
an
d
est
ab
lis
h
f
ac
e
v
alid
ity
.
T
wo
s
en
io
r
lectu
r
er
s
r
ev
iewe
d
th
e
in
s
tr
u
m
e
n
t
f
o
r
cl
ar
ity
,
r
elev
a
n
ce
,
an
d
tech
n
ical
ac
cu
r
ac
y
,
r
esu
ltin
g
in
m
in
o
r
r
ev
is
io
n
s
to
wo
r
d
in
g
an
d
f
o
r
m
attin
g
.
T
h
is
en
s
u
r
ed
th
at
ea
ch
co
n
s
tr
u
ct
ac
cu
r
ately
m
ea
s
u
r
ed
th
e
in
ten
d
ed
co
n
ce
p
t,
as
er
r
o
r
s
co
u
ld
af
f
ec
t
r
esp
o
n
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
co
m
p
r
o
m
is
e
d
ata
q
u
ality
.
A
p
ilo
t
s
tu
d
y
was
s
u
b
s
eq
u
en
tly
co
n
d
u
cted
with
3
0
p
ar
ticip
a
n
ts
,
co
n
s
is
ten
t
with
r
ec
o
m
m
e
n
d
atio
n
s
th
at
1
0
–
3
0
p
a
r
ticip
an
ts
ar
e
s
u
f
f
icien
t
f
o
r
s
u
r
v
e
y
r
esea
r
ch
[
5
0
]
.
R
eliab
ilit
y
an
aly
s
is
o
f
th
e
p
ilo
t
d
ata
p
r
o
d
u
ce
d
a
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
0
.
9
5
8
f
o
r
th
e
lect
u
r
er
s
u
p
p
o
r
t
co
n
s
tr
u
ct,
in
d
icatin
g
h
ig
h
in
te
r
n
al
co
n
s
is
ten
cy
,
co
n
s
is
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
r
ep
o
r
tin
g
v
alu
es b
etwe
en
0
.
9
1
an
d
0
.
9
7
[
5
1
]
,
[
5
2
]
.
2
.
3
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
a
nd
et
hica
l c
o
ns
idera
t
io
ns
Data
co
lle
cti
o
n
c
o
m
m
e
n
ce
d
a
f
ter
o
b
ta
in
in
g
a
p
p
r
o
v
al
f
r
o
m
S
B
M
l
ec
t
u
r
e
r
s
.
P
ar
tic
ip
ati
o
n
i
n
th
e
s
u
r
v
e
y
was
e
n
t
ir
el
y
v
o
lu
n
t
a
r
y
,
an
d
s
t
u
d
e
n
ts
w
e
r
e
i
n
f
o
r
m
e
d
o
f
t
h
e
ir
r
i
g
h
ts
an
d
th
e
s
t
u
d
y
'
s
p
u
r
p
o
s
e
b
e
f
o
r
e
p
r
o
ce
ed
in
g
.
No
p
e
r
s
o
n
al
o
r
s
e
n
s
iti
v
e
i
n
f
o
r
m
ati
o
n
was
c
o
ll
ec
t
ed
,
an
d
c
o
m
p
l
eti
o
n
o
f
th
e
s
u
r
v
e
y
w
as
co
n
s
i
d
e
r
e
d
i
m
p
li
e
d
co
n
s
e
n
t
.
T
h
e
c
o
n
f
id
e
n
tia
lit
y
a
n
d
a
n
o
n
y
m
it
y
o
f
all
p
a
r
ti
ci
p
a
n
ts
we
r
e
s
t
r
i
ctl
y
m
a
in
tai
n
ed
t
h
r
o
u
g
h
o
u
t
t
h
e
p
r
o
c
ess
.
2
.
4
.
Resea
rc
h ins
t
rum
ent
SAP
wa
s
m
ea
s
u
r
ed
u
s
in
g
th
e
C
GPA,
wh
ich
r
ef
lects
c
o
n
tin
u
o
u
s
ass
ess
m
en
t
an
d
e
x
am
in
atio
n
r
esu
lts
[
1
2
]
.
C
GPA
is
wid
ely
r
ec
o
g
n
ized
as
a
cu
r
r
icu
lu
m
-
b
ased
in
d
icato
r
o
f
s
tu
d
en
t
lea
r
n
in
g
an
d
p
r
o
v
i
d
es
a
co
m
p
r
e
h
en
s
iv
e
m
ea
s
u
r
e
o
f
ac
ad
em
ic
p
r
o
g
r
ess
.
Stu
d
en
ts
’
m
o
s
t
r
ec
en
t
i
n
ter
n
al
ex
a
m
in
atio
n
r
esu
lts
wer
e
u
s
ed
,
with
s
co
r
es
r
an
g
in
g
f
r
o
m
0
.
0
0
to
4
.
0
0
,
co
n
s
is
ten
t
with
p
r
io
r
r
esear
ch
[
1
2
]
,
[
2
0
]
.
At
UUM
,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
is
g
r
ad
ed
o
n
a
s
tan
d
ar
d
s
ca
le:
A+
,
A,
A
-
,
B
+,
B
,
B
-
,
C
+,
C
,
C
-
,
D,
a
n
d
F.
Fo
r
an
aly
tical
p
u
r
p
o
s
es,
C
GPA
was
f
u
r
th
er
class
if
ied
in
to
f
ir
s
t
class
(
3
.
6
7
–
4
.
0
0
)
,
s
ec
o
n
d
class
u
p
p
e
r
(
3
.
0
0
–
3
.
6
6
)
,
a
n
d
s
ec
o
n
d
class
lo
wer
(
2
.
0
0
–
2
.
9
9
)
.
L
ec
tu
r
e
r
s
u
p
p
o
r
t
w
a
s
m
e
asu
r
ed
u
s
in
g
t
h
e
t
ea
ch
er
s
u
p
p
o
r
t
s
c
al
e
(
T
SS
)
d
e
v
elo
p
ed
b
y
Me
t
h
en
y
et
a
l.
[
5
2
]
.
A
ll
2
1
it
em
s
w
er
e
ad
ap
ted
f
o
r
th
i
s
s
t
u
d
y
an
d
m
ea
s
u
r
ed
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
(1
=
s
tr
o
n
g
ly
d
i
s
ag
r
ee
;
5
=
s
t
r
o
n
g
ly
ag
r
ee
)
,
wh
ich
h
a
s
b
ee
n
r
e
p
o
r
ted
to
h
av
e
h
ig
h
r
el
iab
i
li
ty
in
th
e
s
tu
d
y
(
0
.
9
6
)
.
Ag
e
w
as
in
cl
u
d
ed
a
s
a
p
o
ten
t
ia
l
m
o
d
er
a
to
r
an
d
m
e
a
s
u
r
ed
as
a
co
n
tin
u
o
u
s
v
a
r
i
ab
l
e
in
y
ea
r
s
to
ex
a
m
in
e
it
s
m
o
d
er
a
t
in
g
ef
f
ec
t
o
n
th
e
r
el
at
io
n
s
h
ip
s
b
et
we
en
th
e
d
im
e
n
s
io
n
s
o
f
l
ec
tu
r
e
r
s
u
p
p
o
r
t
a
n
d
S
AP
.
T
ab
le
2
s
u
m
m
ar
ize
s
th
e
co
n
s
tr
u
c
t
s
.
T
ab
le
2
.
Su
m
m
a
r
y
o
f
co
n
s
tr
u
c
ts
N
o
.
C
o
n
st
r
u
c
t
s
N
o
.
o
f
i
t
e
m
s
S
c
a
l
e
S
o
u
r
c
e
1
S
A
P
-
0
.
0
0
-
4
.
0
0
(
C
G
P
A
)
[
1
2
]
,
[
2
0
]
2
Le
c
t
u
r
e
r
su
p
p
o
r
t
21
5
-
p
o
i
n
t
Li
k
e
r
t
[
5
2
]
3
A
g
e
-
C
o
n
t
i
n
u
o
u
s (y
e
a
r
s)
S
e
l
f
-
r
e
p
o
r
t
e
d
2
.
5
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
in
th
is
s
tu
d
y
was
co
n
d
u
cted
in
two
s
tag
e
s
.
First,
S
PS
S
was
u
s
ed
to
ca
r
r
y
o
u
t
d
escr
ip
tiv
e
an
d
p
r
elim
in
a
r
y
s
tatis
t
ical
an
aly
s
es,
p
r
o
v
id
in
g
an
o
v
er
v
iew
o
f
t
h
e
d
atas
et
an
d
f
ac
ilit
atin
g
co
m
p
r
eh
e
n
s
iv
e
d
ata
p
r
o
ce
s
s
in
g
.
I
n
th
e
s
ec
o
n
d
s
tag
e,
Sm
ar
tPLS
4
.
0
was
u
tili
ze
d
f
o
r
m
o
r
e
ad
v
an
ce
d
s
tatis
tical
an
aly
s
es.
Sm
ar
tPLS
was
s
elec
ted
d
u
e
to
its
u
s
er
-
f
r
ien
d
ly
in
t
er
f
ac
e,
r
o
b
u
s
t
p
e
r
f
o
r
m
an
ce
wi
th
s
m
all
-
to
-
m
ed
iu
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
2
3
7
-
1
2
5
2
1242
s
am
p
le
s
izes,
an
d
s
u
itab
ilit
y
f
o
r
p
r
ed
ictiv
e
m
o
d
elin
g
,
m
ak
in
g
it
esp
ec
ially
ap
p
r
o
p
r
iate
f
o
r
ex
p
l
o
r
ato
r
y
an
d
th
eo
r
y
-
d
ev
elo
p
m
en
t
r
esear
ch
.
C
o
m
p
ar
ed
t
o
o
t
h
er
SEM
to
o
ls
s
u
ch
as
AM
OS,
M
p
lu
s
,
an
d
L
I
SR
E
L
,
Sm
ar
tPLS
p
r
o
v
id
es
g
r
ea
ter
f
lex
i
b
ilit
y
f
o
r
p
r
ed
ictio
n
-
o
r
ien
ted
a
n
aly
s
es
an
d
d
o
es
n
o
t
r
e
q
u
ir
e
s
tr
ict
d
is
tr
ib
u
tio
n
al
ass
u
m
p
tio
n
s
.
I
n
co
n
tr
ast,
AM
OS is p
r
im
ar
ily
d
esig
n
ed
f
o
r
c
o
n
f
ir
m
ato
r
y
m
o
d
elin
g
.
T
o
ac
co
u
n
t
f
o
r
p
o
ten
tial
co
n
f
o
u
n
d
in
g
ef
f
ec
ts
o
n
SAP
,
g
en
d
er
,
b
ac
h
elo
r
p
r
o
g
r
am
,
an
d
s
em
ester
wer
e
in
clu
d
ed
as
co
n
tr
o
l
v
ar
iab
les
in
th
e
an
aly
s
is
.
C
o
n
tr
o
llin
g
f
o
r
th
ese
v
ar
iab
les
en
s
u
r
e
d
th
at
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
lectu
r
er
s
u
p
p
o
r
t
d
i
m
en
s
io
n
s
an
d
SAP
wer
e
n
o
t
in
f
lu
en
ce
d
b
y
ex
tr
an
e
o
u
s
f
a
cto
r
s
.
B
y
r
e
d
u
cin
g
co
n
f
o
u
n
d
in
g
ef
f
ec
ts
,
th
e
a
n
aly
s
is
m
in
im
ized
p
o
ten
tial
b
ias
a
n
d
en
h
an
ce
d
in
ter
n
al
v
alid
ity
,
th
er
eb
y
p
r
o
v
id
i
n
g
m
o
r
e
r
o
b
u
s
t
an
d
r
eliab
le
r
esu
lts
.
I
n
co
r
p
o
r
atin
g
c
o
n
tr
o
l
v
ar
i
ab
les
en
ab
led
a
m
o
r
e
ac
cu
r
ate
ass
ess
m
en
t
o
f
th
e
ef
f
ec
ts
o
f
lectu
r
er
s
u
p
p
o
r
t o
n
SAP
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
De
m
o
g
r
a
ph
ic
pro
f
ile
T
h
e
r
esp
o
n
s
e
r
ate
in
th
is
s
tu
d
y
is
6
7
.
3
8
%,
wh
ich
e
x
ce
ed
s
t
h
e
r
ates
co
m
m
o
n
ly
r
ep
o
r
ted
i
n
s
u
r
v
ey
-
b
ased
s
tu
d
ies
in
th
e
s
o
cial
s
ci
en
ce
s
,
r
an
g
in
g
f
r
o
m
2
0
%
to
3
0
%
[
5
3
]
.
As
s
h
o
wn
in
T
ab
le
3
,
f
em
ale
s
tu
d
en
ts
co
n
s
titu
ted
th
e
m
ajo
r
ity
o
f
r
es
p
o
n
d
e
n
ts
(
7
4
%),
wh
ile
m
ales
ac
co
u
n
ted
f
o
r
2
6
%.
Mo
s
t
r
esp
o
n
d
en
ts
wer
e
ag
ed
22
-
2
3
y
ea
r
s
(
6
3
.
2
%).
T
h
e
lar
g
est
p
r
o
p
o
r
tio
n
s
wer
e
en
r
o
lle
d
i
n
th
e
B
ac
h
elo
r
o
f
Hu
m
a
n
R
eso
u
r
ce
Ma
n
ag
em
en
t
(
B
HR
M)
(
3
2
%)
an
d
th
e
B
ac
h
elo
r
o
f
B
u
s
in
ess
Ad
m
in
is
tr
atio
n
(
B
B
A)
(
2
9
.
2
%),
f
o
llo
wed
b
y
o
th
e
r
p
r
o
g
r
am
s
(
1
8
.
4
%)
i
n
clu
d
in
g
B
ac
h
elo
r
o
f
E
n
tr
e
p
r
en
eu
r
s
h
ip
(
B
E
n
t)
.
T
h
e
m
ajo
r
ity
o
f
r
esp
o
n
d
e
n
ts
wer
e
in
s
em
ester
s
4
to
6
(
7
2
.
0
%),
in
d
icatin
g
th
at
m
o
s
t p
ar
ticip
an
ts
wer
e
s
en
io
r
-
lev
el
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
ab
le
3
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
r
esp
o
n
d
en
ts
N
o
.
D
e
mo
g
r
a
p
h
i
c
c
h
a
r
a
c
t
e
r
i
st
i
c
C
a
t
e
g
o
r
y
N
u
mb
e
r
o
f
r
e
s
p
o
n
d
e
n
t
s
P
e
r
c
e
n
t
a
g
e
(
%)
1
G
e
n
d
e
r
F
e
mal
e
1
8
5
74
M
a
l
e
65
26
To
t
a
l
2
5
0
1
0
0
2
A
g
e
20
12
4
.
8
21
48
1
9
.
2
22
77
3
0
.
8
23
81
3
2
.
4
24
26
1
0
.
4
25
5
2
27
1
0
.
4
To
t
a
l
2
5
0
1
0
0
3
B
a
c
h
e
l
o
r
p
r
o
g
r
a
m
B
a
c
h
e
l
o
r
o
f
M
a
r
k
e
t
i
n
g
26
1
0
.
4
BBA
73
2
9
.
2
B
En
t
25
10
B
H
R
M
80
32
O
t
h
e
r
s
46
1
8
.
4
To
t
a
l
2
5
0
1
0
0
4
S
e
mest
e
r
1
6
2
.
4
2
45
18
3
5
2
4
83
3
3
.
2
5
5
2
6
97
3
8
.
8
7
5
2
8
3
1
.
2
10
1
0
.
4
To
t
a
l
2
5
0
1
0
0
3
.
2
.
T
he
m
ea
s
urem
ent
m
o
de
l a
s
s
ess
m
ent
3
.
2
.
1
.
Co
nv
er
g
ent
v
a
lid
it
y
C
o
n
v
er
g
en
t
v
alid
ity
was a
s
s
es
s
ed
to
d
eter
m
in
e
th
e
e
x
ten
t to
wh
ich
m
u
ltip
le
in
d
icato
r
s
ar
e
co
r
r
elate
d
,
in
d
icatin
g
th
at
t
h
ey
e
f
f
ec
tiv
el
y
r
ep
r
esen
t
th
e
s
am
e
u
n
d
er
l
y
in
g
co
n
ce
p
t.
Hig
h
in
ter
-
item
c
o
r
r
elatio
n
s
in
d
icate
th
at
item
s
co
n
s
is
ten
tly
r
ef
lect
th
e
s
am
e
u
n
d
er
l
y
in
g
c
o
n
s
tr
u
ct
.
Facto
r
lo
ad
in
g
s
ab
o
v
e
0
.
5
0
s
u
g
g
est
th
at
an
item
h
as
a
s
tr
o
n
g
r
elatio
n
s
h
ip
with
its
co
n
s
tr
u
ct
an
d
e
x
p
lain
s
a
m
ea
n
in
g
f
u
l
p
o
r
tio
n
o
f
its
v
ar
ian
ce
[
5
4
]
,
wh
ile
item
s
with
lo
wer
lo
ad
in
g
s
m
ay
in
d
icate
in
s
u
f
f
icien
t
r
ep
r
esen
ta
tio
n
o
f
th
e
co
n
s
tr
u
ct.
I
n
ter
n
al
co
n
s
is
ten
cy
wa
s
ass
es
s
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
to
ev
alu
ate
t
h
e
ex
ten
t to
wh
ich
item
s
in
a
s
ca
le
ar
e
in
ter
r
el
ated
.
A
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
ex
ce
ed
in
g
0
.
7
0
is
g
en
er
ally
co
n
s
id
er
ed
ac
ce
p
tab
le
f
o
r
r
elia
b
ilit
y
[
5
5
]
;
lo
wer
v
alu
es
s
u
g
g
est
in
co
n
s
is
ten
t
item
r
esp
o
n
s
es.
C
o
m
p
o
s
it
e
r
eliab
ilit
y
(
C
R
)
,
wh
ich
ac
co
u
n
ts
f
o
r
in
d
iv
id
u
al
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
Lectu
r
er su
p
p
o
r
t a
n
d
s
tu
d
en
t
a
ca
d
emic
p
erfo
r
ma
n
ce
:
t
h
e
m
o
d
era
tin
g
r
o
le
o
f
a
g
e
(
N
o
o
r
H
a
fiz
a
Za
ka
r
iya
)
1243
item
lo
ad
in
g
s
,
is
o
f
ten
p
r
ef
er
r
ed
in
SEM
[
5
6
]
,
an
d
v
alu
es
a
b
o
v
e
0
.
7
0
in
d
icate
g
o
o
d
r
eliab
ilit
y
.
I
n
ad
d
itio
n
,
av
er
ag
e
v
a
r
ian
ce
ex
tr
ac
te
d
(
A
VE
)
was
u
s
ed
to
ev
alu
ate
th
e
p
r
o
p
o
r
tio
n
o
f
v
ar
ia
n
ce
ex
p
lain
ed
b
y
th
e
c
o
n
s
tr
u
ct
r
elativ
e
to
th
e
m
ea
s
u
r
em
en
t
er
r
o
r
.
An
AVE
v
al
u
e
o
f
0
.
5
0
o
r
h
ig
h
e
r
r
ef
lects
ad
eq
u
ate
c
o
n
v
er
g
en
t
v
alid
ity
,
wh
ile
v
alu
es b
elo
w
th
is
th
r
esh
o
ld
m
ay
i
n
d
icate
p
o
te
n
tial iss
u
es with
co
n
s
tr
u
ct
m
ea
s
u
r
em
en
t [
5
6
]
,
[
5
7
]
.
T
h
e
m
ea
s
u
r
em
en
t
m
o
d
el
ass
ess
m
en
t
was
co
n
d
u
cted
as
illu
s
tr
ated
in
Fig
u
r
e
2
.
A
to
tal
o
f
e
ig
h
t
item
s
wer
e
d
elete
d
d
u
e
to
lo
w
f
ac
to
r
lo
ad
in
g
s
(
<
0
.
4
)
a
n
d
to
i
m
p
r
o
v
e
t
h
e
C
R
an
d
AVE
f
o
r
ea
ch
d
im
e
n
s
io
n
,
as
o
u
tlin
ed
in
T
a
b
le
4
.
Giv
e
n
t
h
at
th
e
ex
p
ec
tatio
n
d
im
e
n
s
io
n
was
r
ed
u
ce
d
t
o
a
s
in
g
le
item
af
ter
item
r
em
o
v
al
,
co
n
f
ir
m
ato
r
y
a
p
p
r
o
ac
h
es
s
u
ch
as
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
o
r
s
tr
u
ctu
r
al
m
o
d
el
a
s
s
es
s
m
en
t
wer
e
n
o
lo
n
g
er
v
iab
le,
as
th
ese
m
eth
o
d
s
r
eq
u
ir
e
m
u
lti
-
item
co
n
s
tr
u
cts
to
en
s
u
r
e
r
eliab
ilit
y
an
d
v
alid
ity
.
E
x
p
lo
r
ato
r
y
f
ac
to
r
an
al
y
s
is
(
E
FA)
was
th
e
r
ef
o
r
e
em
p
lo
y
ed
t
o
em
p
i
r
ically
ex
p
l
o
r
e
th
e
u
n
d
er
ly
i
n
g
f
ac
to
r
s
tr
u
ctu
r
e
with
in
th
e
cu
r
r
e
n
t d
ataset,
r
ath
er
t
h
an
im
p
o
s
in
g
a
p
r
ed
ef
i
n
ed
s
tr
u
ctu
r
e
th
at
was n
o
lo
n
g
er
s
u
p
p
o
r
te
d
.
Fig
u
r
e
2
.
T
h
e
m
ea
s
u
r
em
e
n
t m
o
d
el
T
ab
le
4
.
C
o
n
v
er
g
en
t
v
alid
ity
D
i
me
n
si
o
n
s
I
t
e
ms
F
a
c
t
o
r
l
o
a
d
i
n
g
s
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
CR
AVE
A
c
c
e
ss
i
b
i
l
i
t
y
(
A
c
c
)
TSS
1
9
0
.
7
5
8
0
.
7
9
5
0
.
8
7
2
0
.
6
9
5
TSS
2
0
0
.
8
8
TSS
2
1
0
.
8
5
8
Ex
p
e
c
t
a
t
i
o
n
(
E
x
p
)
TSS
1
1
I
n
t
e
r
e
st
(
I
n
t
)
TSS
3
0
.
6
1
3
0
.
7
8
4
0
.
8
4
1
0
.
5
1
8
TSS
4
0
.
6
4
7
TSS
9
0
.
7
4
1
TSS
1
0
0
.
8
7
6
TSS
1
2
0
.
6
9
2
P
o
si
t
i
v
e
r
e
g
a
r
d
(
P
o
s)
TSS
8
0
.
7
6
7
0
.
8
2
4
0
.
8
8
0
.
6
4
8
TSS
1
1
0
.
7
5
8
TSS
1
4
0
.
8
2
5
TSS
1
5
0
.
8
6
4
A
g
e
1
.
0
0
0
S
A
P
1
.
0
0
0
T
h
is
ap
p
r
o
a
ch
is
s
u
p
p
o
r
ted
b
y
m
eth
o
d
o
lo
g
ical
liter
atu
r
e,
w
h
ich
r
ec
o
m
m
en
d
s
E
FA
wh
en
th
eo
r
etica
l
m
o
d
els
d
o
n
o
t
f
it
th
e
d
ata
o
r
wh
en
d
im
en
s
io
n
ality
is
u
n
c
er
tain
d
u
e
t
o
in
s
u
f
f
icien
t
o
r
p
r
o
b
lem
atic
item
s
.
B
y
co
n
d
u
ctin
g
E
FA,
we
en
s
u
r
ed
th
at
th
e
f
ac
to
r
s
tr
u
ctu
r
e
was
em
p
ir
ically
d
eter
m
in
ed
an
d
ap
p
r
o
p
r
iate
f
o
r
th
e
p
r
esen
t
s
am
p
le,
th
u
s
e
n
h
a
n
cin
g
th
e
v
alid
ity
o
f
s
u
b
s
eq
u
e
n
t
an
aly
s
es.
Fu
r
th
e
r
m
o
r
e,
L
az
ar
o
v
á
et
a
l.
[
5
8
]
h
as
d
em
o
n
s
tr
ated
th
at
d
i
m
en
s
io
n
ality
ca
n
v
ar
y
ac
r
o
s
s
s
am
p
le
s
,
u
n
d
e
r
s
co
r
in
g
th
e
i
m
p
o
r
ta
n
ce
o
f
ad
ap
tin
g
th
e
an
aly
tic
ap
p
r
o
ac
h
to
th
e
s
p
e
cif
ic
ch
ar
ac
ter
is
tics
o
f
th
e
d
a
ta.
T
h
er
ef
o
r
e,
E
FA
was
ess
en
tial
f
o
r
ac
cu
r
ately
id
en
tify
in
g
th
e
laten
t
s
tr
u
ctu
r
e
o
f
lectu
r
er
s
u
p
p
o
r
t
in
th
is
co
n
tex
t
an
d
f
o
r
p
r
o
v
id
in
g
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
f
u
r
th
er
a
n
aly
s
is
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
2
3
7
-
1
2
5
2
1244
Af
ter
co
n
d
u
ctin
g
th
e
E
FA,
t
h
e
an
aly
s
is
r
ev
ea
led
t
h
r
ee
p
r
im
ar
y
d
im
e
n
s
io
n
s
th
at
ac
co
u
n
ted
f
o
r
a
s
u
b
s
tan
tial
p
o
r
tio
n
o
f
th
e
v
ar
ian
ce
in
th
e
d
ataset
(
4
9
%
)
.
T
h
is
f
in
d
in
g
in
d
icate
s
th
at
th
e
d
ata
ar
e
b
est
r
ep
r
esen
ted
b
y
th
r
ee
laten
t
f
ac
to
r
s
,
ea
ch
co
n
t
r
ib
u
tin
g
m
ea
n
in
g
f
u
lly
to
t
h
e
o
b
s
er
v
ed
v
a
r
iab
l
es.
T
h
e
E
FA,
u
s
in
g
v
ar
im
ax
r
o
tatio
n
,
id
en
tifie
d
th
r
ee
u
n
d
er
l
y
in
g
f
ac
to
r
s
o
f
lectu
r
er
s
u
p
p
o
r
t,
as
s
h
o
wn
in
T
ab
le
5
.
Fo
llo
win
g
th
e
r
em
o
v
al
o
f
two
item
s
f
r
o
m
t
h
e
ex
p
ec
tatio
n
an
d
g
u
id
an
ce
(
E
&
G)
d
im
en
s
io
n
(
item
s
1
an
d
2
)
,
th
e
r
esu
lts
im
p
r
o
v
e
d
co
n
s
id
er
a
b
ly
an
d
w
er
e
d
ee
m
ed
s
atis
f
ac
to
r
y
.
Acc
ess
ib
ilit
y
an
d
ap
p
r
o
ac
h
ab
i
lity
(
Acc
Ap
p
)
co
m
p
r
is
es
item
s
th
at
r
ef
lect
lectu
r
er
s
’
ap
p
r
o
a
ch
ab
ilit
y
,
willin
g
n
ess
to
lis
ten
,
an
d
s
u
p
p
o
r
t
f
o
r
b
o
th
ac
a
d
em
ic
an
d
p
er
s
o
n
al
is
s
u
es.
Po
s
itiv
e
en
c
o
u
r
ag
em
e
n
t
(
PE)
is
ch
ar
ac
ter
ized
b
y
item
s
th
at
d
em
o
n
s
tr
ate
lectu
r
er
s
’
e
n
c
o
u
r
ag
em
e
n
t,
r
ec
o
g
n
itio
n
,
an
d
p
er
s
o
n
al
ca
r
e
f
o
r
s
tu
d
en
ts
.
E
&
G
in
clu
d
e
item
s
r
elate
d
to
ac
ad
em
ic
d
em
an
d
s
,
g
u
id
an
ce
p
r
o
v
is
io
n
,
an
d
th
e
p
r
o
m
o
tio
n
o
f
lear
n
in
g
an
d
ac
h
iev
em
e
n
t.
Af
ter
ca
teg
o
r
izin
g
ea
ch
item
in
to
its
r
esp
ec
tiv
e
d
im
en
s
io
n
,
a
n
ew
m
ea
s
u
r
em
en
t
m
o
d
e
l
ass
es
s
m
en
t a
n
d
co
n
v
er
g
e
n
t v
a
lid
ity
an
aly
s
is
wer
e
co
n
d
u
cte
d
.
T
ab
le
5
.
New
d
im
e
n
s
io
n
s
o
f
L
S
D
i
me
n
si
o
n
La
b
e
l
I
t
e
ms (
n
u
m
b
e
r
-
c
o
n
t
e
n
t
)
1
A
c
c
A
p
p
6
,
7
,
1
7
,
1
8
,
1
9
,
2
0
,
2
1
2
PE
3
,
5
,
8
,
1
1
,
1
2
,
1
4
,
1
5
3
E&G
1
,
2
,
4
,
9
,
1
0
,
1
3
,
1
6
As
s
h
o
wn
in
T
a
b
le
6
,
all
v
al
u
es
f
o
r
C
r
o
n
b
ac
h
’
s
alp
h
a
,
C
R
,
an
d
AVE
m
et
estab
lis
h
ed
th
r
esh
o
ld
s
,
in
d
icatin
g
s
atis
f
ac
to
r
y
r
eliab
ilit
y
an
d
co
n
v
er
g
en
t
v
alid
ity
.
All
item
s
ex
h
ib
ited
f
ac
t
o
r
lo
ad
in
g
s
ab
o
v
e
0
.
5
0
,
co
n
f
ir
m
in
g
th
ei
r
ad
e
q
u
ac
y
in
r
ep
r
esen
tin
g
th
ei
r
r
esp
ec
tiv
e
co
n
s
tr
u
cts.
Fu
r
th
er
m
o
r
e,
th
e
AVE
s
f
o
r
all
th
r
ee
d
im
en
s
io
n
s
ex
ce
ed
ed
0
.
5
0
,
d
em
o
n
s
tr
atin
g
th
at
ea
ch
co
n
s
tr
u
ct
ac
co
u
n
ts
f
o
r
a
s
u
b
s
tan
tial
p
r
o
p
o
r
tio
n
o
f
v
ar
ian
ce
b
e
y
o
n
d
m
ea
s
u
r
e
m
e
n
t
er
r
o
r
.
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
wer
e
ab
o
v
e
0
.
7
0
f
o
r
Acc
Ap
p
(
0
.
8
8
8
)
,
PE
(
0
.
8
8
1
)
,
an
d
E
&
G
(
0
.
8
1
3
)
,
an
d
C
R
v
alu
es
f
o
r
all
th
r
ee
d
i
m
en
s
io
n
s
also
s
u
r
p
ass
ed
0
.
7
0
.
C
o
llectiv
ely
,
th
ese
r
esu
lts
co
n
f
ir
m
th
e
r
o
b
u
s
tn
es
s
o
f
th
e
n
ew
m
ea
s
u
r
em
en
t
m
o
d
el
an
d
ar
e
f
u
r
th
er
s
u
p
p
o
r
te
d
b
y
an
ac
ce
p
tab
le
p
ath
co
ef
f
icien
t,
as illu
s
tr
ated
in
Fig
u
r
e
3
.
T
ab
le
6
.
C
o
n
v
er
g
en
t
v
alid
ity
D
i
me
n
si
o
n
s
I
t
e
ms
F
a
c
t
o
r
l
o
a
d
i
n
g
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
CR
AVE
A
c
c
A
p
p
TSS
1
7
0
.
7
6
1
0
.
8
8
8
0
.
9
0
0
0
.
5
6
4
TSS
1
8
0
.
7
4
5
TSS
1
9
0
.
7
4
1
TSS
2
0
0
.
8
1
3
TSS
2
1
0
.
8
1
8
TSS
6
0
.
5
7
8
TSS
7
0
.
7
7
6
PE
TSS
1
1
0
.
7
2
9
0
.
8
8
1
0
.
8
9
0
0
.
5
4
1
TSS
1
2
0
.
7
1
3
TSS
1
4
0
.
7
8
7
TSS
1
5
0
.
8
4
9
TSS
3
0
.
7
6
5
TSS
5
0
.
5
1
5
TSS
8
0
.
7
4
5
E&G
TSS
1
0
0
.
8
6
6
0
.
8
1
3
0
.
8
5
6
0
.
5
4
6
TSS
1
3
0
.
7
1
5
TSS
1
6
0
.
6
9
0
TSS
4
0
.
6
5
9
TSS
9
0
.
7
4
7
3
.
2
.
2
.
Dis
cr
im
ina
nt
v
a
lid
it
y
Dis
cr
im
in
an
t
v
alid
ity
was
ev
alu
ated
u
s
in
g
th
e
h
eter
o
tr
ait
-
m
o
n
o
tr
ait
r
atio
o
f
co
r
r
elatio
n
s
(
HT
MT
)
.
All
HT
MT
v
alu
es
b
etwe
en
co
n
s
tr
u
cts
wer
e
b
elo
w
th
e
r
ec
o
m
m
en
d
e
d
th
r
esh
o
l
d
o
f
0
.
9
0
,
in
d
icatin
g
ad
e
q
u
ate
d
is
cr
im
in
an
t
v
alid
ity
[
5
4
]
,
[
5
7
]
.
Sp
ec
if
ically
,
HT
MT
v
alu
es
r
an
g
ed
f
r
o
m
0
.
0
2
3
to
0
.
8
5
9
,
with
th
e
h
ig
h
est
v
alu
es
o
b
s
er
v
ed
b
etwe
en
Acc
Ap
p
an
d
E
&
G
(
0
.
8
5
9
)
an
d
b
etwe
en
Acc
Ap
p
an
d
PE
(
0
.
8
5
6
)
,
as
s
h
o
wn
in
T
ab
le
7
.
T
h
ese
r
esu
lts
s
u
g
g
es
t
th
at
ea
ch
co
n
s
tr
u
ct
is
em
p
ir
ically
d
is
tin
ct,
th
er
e
b
y
s
u
p
p
o
r
t
in
g
th
e
v
alid
ity
o
f
th
e
m
ea
s
u
r
em
en
t m
o
d
el
f
o
r
s
u
b
s
eq
u
en
t stru
ctu
r
al
m
o
d
el
a
n
aly
s
is
.
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
Lectu
r
er su
p
p
o
r
t a
n
d
s
tu
d
en
t
a
ca
d
emic
p
erfo
r
ma
n
ce
:
t
h
e
m
o
d
era
tin
g
r
o
le
o
f
a
g
e
(
N
o
o
r
H
a
fiz
a
Za
ka
r
iya
)
1245
Fig
u
r
e
3
.
A
n
ew
m
ea
s
u
r
em
en
t
m
o
d
el
T
ab
le
7
.
HT
MT
D
i
me
n
si
o
n
s
A
c
c
A
p
p
A
g
e
E&G
PE
S
A
P
A
g
e
x
P
E
A
g
e
x
A
c
c
A
p
p
A
c
c
A
p
p
A
g
e
0
.
0
6
3
E&G
0
.
8
5
9
0
.
0
8
1
PE
0
.
8
5
6
0
.
0
6
5
0
.
7
9
8
S
A
P
0
.
0
6
0
0
.
2
2
5
0
.
1
1
6
0
.
0
7
6
A
g
e
x
P
E
0
.
0
3
3
0
.
0
9
0
0
.
0
6
6
0
.
0
5
1
0
.
1
1
5
A
g
e
x
A
c
c
A
p
p
0
.
0
3
9
0
.
0
8
5
0
.
0
4
3
0
.
0
4
6
0
.
0
8
5
0
.
7
3
8
A
g
e
x
E&G
0
.
0
6
5
0
.
1
6
2
0
.
0
9
2
0
.
0
7
9
0
.
0
2
3
0
.
6
5
8
0
.
5
7
8
3
.
3
.
T
he
s
t
ruct
ura
l m
o
del a
s
s
ess
m
ent
Fo
llo
win
g
th
e
s
u
cc
ess
f
u
l
e
v
al
u
atio
n
o
f
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el,
th
e
s
tr
u
ctu
r
al
m
o
d
el
wa
s
ass
es
s
ed
.
As
s
h
o
wn
in
Fig
u
r
e
4
,
th
e
m
o
d
el
co
m
p
r
is
es
in
ter
co
n
n
ec
ted
cir
cles
(
o
r
ellip
s
es)
r
e
p
r
esen
ti
n
g
laten
t
v
ar
iab
les,
with
ar
r
o
ws
i
n
d
icatin
g
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
am
o
n
g
th
e
m
.
T
h
ese
d
i
r
ec
tio
n
al
a
r
r
o
ws
ar
e
an
n
o
tated
with
p
ath
co
ef
f
icien
ts
an
d
o
f
t
en
ac
co
m
p
a
n
ied
b
y
p
-
v
alu
es
o
r
t
-
v
alu
es
to
d
en
o
te
th
e
s
tr
en
g
th
an
d
s
ig
n
if
ican
ce
o
f
ea
ch
r
elatio
n
s
h
ip
.
Ad
d
itio
n
ally
,
in
d
icato
r
v
ar
iab
les
d
ep
ic
ted
as
b
o
x
es
ar
e
lin
k
ed
to
t
h
e
ir
r
esp
ec
tiv
e
laten
t
co
n
s
tr
u
cts b
y
ar
r
o
ws.
T
h
e
r
esu
lts
o
f
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
ar
e
p
r
esen
ted
i
n
T
ab
les
7
an
d
8
.
T
h
e
r
esu
lts
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el,
p
r
esen
ted
in
T
a
b
le
8
,
in
d
icate
th
at
th
e
p
ath
f
r
o
m
Acc
Ap
p
to
SAP
was
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
(
β=0
.
3
3
6
,
t=
1
.
9
9
4
,
p
=0
.
0
2
3
)
,
t
h
er
eb
y
s
u
p
p
o
r
tin
g
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
.
T
h
e
p
ath
f
r
o
m
E
&
G
to
SAP
was
n
eg
ativ
e
y
et
s
ig
n
if
ican
t
(
β=
-
0
.
2
1
7
,
t=
1
.
8
8
6
,
p
=0
.
0
3
0
)
,
also
len
d
in
g
s
u
p
p
o
r
t
to
th
e
h
y
p
o
th
esis
.
I
n
co
n
tr
ast,
th
e
p
ath
f
r
o
m
PE
to
SAP
was
n
eg
ativ
e
an
d
n
o
n
s
ig
n
if
ica
n
t
(
β=
-
0
.
1
8
3
,
t=
1
.
2
5
3
,
p
=0
.
1
0
5
)
,
p
r
o
v
id
in
g
n
o
e
m
p
ir
i
ca
l
s
u
p
p
o
r
t
f
o
r
th
is
r
elatio
n
s
h
i
p
.
Ad
d
itio
n
ally
,
a
g
e
d
em
o
n
s
tr
ated
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
ef
f
ec
t
o
n
SAP
(
β=0
.
2
0
2
,
t=3
.
4
4
1
,
p
=0
.
0
0
0
)
,
r
ein
f
o
r
cin
g
its
r
o
le
with
in
th
e
m
o
d
el.
T
h
ese
f
in
d
in
g
s
clar
if
y
wh
ic
h
r
elatio
n
s
h
ip
s
a
m
o
n
g
th
e
co
n
s
tr
u
cts
wer
e
e
m
p
ir
ically
s
u
p
p
o
r
ted
.
Fu
r
t
h
e
r
m
o
r
e,
th
e
m
o
d
el
ac
co
u
n
ted
f
o
r
1
3
.
3
%
o
f
th
e
v
ar
ian
ce
in
SAP
(R
-
s
q
u
ar
e=
0
.
1
3
3
;
a
d
ju
s
ted
R
-
s
q
u
ar
e=
0
.
1
0
8
)
,
in
d
icatin
g
m
o
d
est
ex
p
lan
ato
r
y
p
o
we
r
f
o
r
th
e
in
cl
u
d
ed
p
r
ed
icto
r
s
an
d
m
o
d
er
atio
n
ter
m
s
.
T
h
e
m
o
d
er
atio
n
an
al
y
s
is
r
esu
lts
ar
e
s
u
m
m
ar
ized
in
T
ab
le
9
.
I
n
ter
ac
tio
n
ter
m
s
b
etwe
en
ag
e
an
d
ea
ch
lectu
r
er
s
u
p
p
o
r
t
d
im
en
s
io
n
w
er
e
in
clu
d
ed
to
ex
am
in
e
wh
e
th
er
ag
e
m
o
d
er
ated
th
e
r
elatio
n
s
h
ip
s
with
SAP.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
n
o
n
e
o
f
th
e
in
ter
ac
tio
n
ef
f
ec
ts
was
s
tatis
t
ically
s
ig
n
if
ican
t.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
ag
e
d
o
es
n
o
t
s
ig
n
if
ica
n
tly
m
o
d
e
r
ate
th
e
r
elatio
n
s
h
ip
s
b
e
twee
n
th
e
lectu
r
er
s
u
p
p
o
r
t
d
i
m
en
s
io
n
s
an
d
SAP
in
th
is
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
2
3
7
-
1
2
5
2
1246
Fig
u
r
e
4
.
Stru
ctu
r
al
m
o
d
el
ass
ess
m
en
t
T
ab
le
8
.
Fin
d
in
g
s
o
f
th
e
d
ir
ec
t
ef
f
ec
t
P
a
t
h
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
t
-
v
a
l
u
e
s
p
-
v
a
l
u
e
s
R
e
s
u
l
t
A
c
c
A
p
p
-
>
S
A
P
0
.
3
3
6
0
.
1
6
8
1
.
9
9
4
0
.
0
2
3
S
u
p
p
o
r
t
e
d
E&G
-
>
S
A
P
-
0
.
2
1
7
0
.
1
1
5
1
.
8
8
6
0
.
0
3
0
S
u
p
p
o
r
t
e
d
PE
-
>
S
A
P
-
0
.
1
8
3
0
.
1
4
6
1
.
2
5
3
0
.
1
0
5
N
o
t
s
u
p
p
o
r
t
e
d
A
g
e
-
>
S
A
P
0
.
2
0
2
0
.
0
5
9
3
.
4
4
1
0
.
0
0
0
S
u
p
p
o
r
t
e
d
T
ab
le
9
.
Fin
d
in
g
s
o
f
th
e
m
o
d
e
r
atio
n
ef
f
ec
t
P
a
t
h
V
a
l
u
e
/
P
a
t
h
c
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
t
-
v
a
l
u
e
s
p
-
v
a
l
u
e
s
R
e
s
u
l
t
A
g
e
x
P
E
-
>
S
A
P
-
0
.
1
4
5
0
.
1
0
1
1
.
4
4
5
0
.
0
7
4
N
o
t
a
c
c
e
p
t
e
d
A
g
e
x
A
c
c
A
p
p
-
>
S
A
P
-
0
.
0
5
2
0
.
1
0
8
0
.
4
8
3
0
.
3
1
5
N
o
t
a
c
c
e
p
t
e
d
A
g
e
x
E&G
-
>
S
A
P
0
.
0
8
0
0
.
0
8
4
0
.
9
5
7
0
.
1
6
9
N
o
t
a
c
c
e
p
t
e
d
3
.
4
.
Dis
cus
s
io
n
T
h
e
r
esu
lts
in
d
icate
th
at
lect
u
r
er
Acc
Ap
p
ar
e
p
o
s
itiv
ely
a
s
s
o
ciate
d
with
SAP
.
W
h
en
lectu
r
er
s
ar
e
p
er
ce
iv
ed
as
av
ailab
le
an
d
o
p
en
to
co
m
m
u
n
icatio
n
,
s
tu
d
e
n
ts
ar
e
m
o
r
e
lik
ely
to
s
ee
k
g
u
id
an
ce
an
d
r
em
ain
en
g
ag
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
ts
s
o
cial
ju
s
tice
an
d
eq
u
ity
p
er
s
p
ec
tiv
es,
wh
ich
em
p
h
asize
f
air
ac
ce
s
s
to
ac
ad
em
ic
s
u
p
p
o
r
t
f
o
r
all
s
tu
d
e
n
ts
.
Du
r
in
g
b
o
t
h
th
e
p
r
e
-
a
n
d
p
o
s
t
-
C
OVI
D
-
19
p
an
d
em
ic
p
er
io
d
s
,
UUM
’
s
SB
M
p
r
io
r
itized
lectu
r
e
r
ac
ce
s
s
ib
ilit
y
an
d
o
p
e
n
c
o
m
m
u
n
icatio
n
,
en
ab
lin
g
s
tu
d
e
n
ts
to
b
etter
n
av
ig
ate
ac
ad
em
ic
a
n
d
p
er
s
o
n
al
ch
allen
g
es.
T
h
ese
p
r
o
ac
tiv
e
ef
f
o
r
ts
f
o
s
ter
ed
s
tr
o
n
g
r
ap
p
o
r
t
b
etwe
en
lectu
r
er
s
an
d
s
tu
d
e
n
ts
,
wh
ich
,
in
tu
r
n
,
im
p
r
o
v
ed
attitu
d
es,
in
cr
ea
s
ed
m
o
tiv
atio
n
,
an
d
en
h
a
n
ce
d
p
er
ce
p
tio
n
s
o
f
lear
n
in
g
.
T
h
is
f
i
n
d
in
g
ec
h
o
es
th
at
o
f
Ma
d
o
l
o
a
n
d
T
h
en
g
im
f
en
e
[
5
9
]
wh
o
r
e
p
o
r
ted
th
at
s
tu
d
en
ts
wh
o
p
er
ce
i
v
e
th
eir
lectu
r
er
s
as
ac
ce
s
s
ib
le
a
n
d
ap
p
r
o
ac
h
ab
le
ten
d
to
ac
h
i
ev
e
h
ig
h
er
ac
a
d
em
ic
r
esu
lts
.
I
t
also
alig
n
s
with
p
r
i
o
r
e
v
i
d
e
n
c
e
t
h
a
t
r
a
p
p
o
r
t
-
b
u
i
l
d
i
n
g
a
n
d
i
n
s
t
r
u
c
t
o
r
a
v
a
i
l
a
b
i
l
it
y
a
r
e
f
u
n
d
a
m
e
n
t
a
l
to
f
o
s
ter
in
g
p
o
s
itiv
e
ed
u
ca
tio
n
al
o
u
tco
m
es,
p
a
r
ticu
lar
ly
d
u
r
in
g
tr
an
s
itio
n
al
p
er
io
d
s
s
u
ch
as th
e
r
etu
r
n
t
o
ca
m
p
u
s
p
o
s
t
-
p
an
d
e
m
ic
[
6
0
]
.
Nex
t,
th
e
r
esu
lts
s
h
o
w
a
s
ig
n
if
ican
t
n
eg
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
E
&
G
d
im
e
n
s
io
n
an
d
SAP
.
E
x
ce
s
s
iv
e
ex
p
ec
tatio
n
s
an
d
o
v
er
ly
p
r
escr
ip
tiv
e
g
u
id
an
ce
ca
n
cr
ea
te
in
eq
u
itab
le
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
leav
in
g
s
o
m
e
s
tu
d
en
ts
f
ee
lin
g
o
v
er
wh
elm
ed
o
r
u
n
s
u
p
p
o
r
te
d
.
T
h
is
f
in
d
in
g
r
ein
f
o
r
ce
s
th
e
n
ee
d
f
o
r
b
alan
ce
d
an
d
in
clu
s
iv
e
teac
h
in
g
p
r
ac
tic
es
th
at
r
ec
o
g
n
ize
an
d
ac
co
m
m
o
d
ate
d
i
v
er
s
e
s
tu
d
en
t
n
ee
d
s
.
T
h
is
f
in
d
i
n
g
is
in
lin
e
with
a
p
r
ev
io
u
s
s
tu
d
y
b
y
T
alley
[
6
1
]
wh
o
r
ep
o
r
ted
th
at
o
v
er
em
p
h
asis
o
n
ac
a
d
em
ic
d
em
an
d
s
an
d
ac
ad
em
ic
p
r
ess
u
r
e
ca
n
n
eg
ati
v
ely
im
p
ac
t
s
tu
d
en
t
ac
h
iev
em
en
t,
p
ar
ticu
la
r
ly
in
h
ig
h
-
p
r
ess
u
r
e
co
n
tex
ts
.
I
n
th
is
ca
s
e,
ex
ce
s
s
iv
e
ac
ad
em
ic
d
em
an
d
s
o
r
o
v
er
ly
d
ir
ec
tiv
e
g
u
id
an
ce
m
ig
h
t
in
c
r
ea
s
e
p
r
ess
u
r
e
an
d
s
tr
ess
am
o
n
g
s
tu
d
en
ts
,
p
ar
ticu
lar
ly
d
u
r
in
g
th
e
ch
allen
g
in
g
tr
an
s
itio
n
p
e
r
io
d
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
Fo
r
in
s
tan
ce
,
Evaluation Warning : The document was created with Spire.PDF for Python.