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
.
4
,
A
u
g
u
s
t
20
26
,
p
p
.
3
4
0
5
~
3
4
1
4
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
4
.
3
9
5
4
0
3405
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The ef
fect o
f
sy
ste
ma
tically
cre
a
ted
succes
s situa
tions
o
n
lea
rning
mo
tiva
tion a
mo
ng
prima
ry
scho
o
l student
s
Sa
bil
a
Abzha
no
v
a
1
,
G
uln
a
r
Ua
is
o
v
a
1
,
M
a
din
a
T
o
g
a
t
a
y
2
,
Aliy
a
J
a
k
ha
y
ev
a
2
,
Na
zy
mk
ul Alt
a
y
ev
a
2
,
Sa
ule Zh
o
ra
y
ev
a
1
1
D
e
p
a
r
t
me
n
t
o
f
P
r
i
mar
y
E
d
u
c
a
t
i
o
n
,
A
b
a
i
K
a
z
a
k
h
N
a
t
i
o
n
a
l
P
e
d
a
g
o
g
i
c
a
l
U
n
i
v
e
r
si
t
y
,
A
l
ma
t
y
,
K
a
z
a
k
h
s
t
a
n
2
D
e
p
a
r
t
me
n
t
o
f
T
h
e
o
r
y
a
n
d
M
e
t
h
o
d
o
l
o
g
y
o
f
P
r
e
s
c
h
o
o
l
a
n
d
P
r
i
mar
y
E
d
u
c
a
t
i
o
n
,
M
u
k
h
t
a
r
A
u
e
z
o
v
S
o
u
t
h
K
a
z
a
k
h
st
a
n
U
n
i
v
e
r
si
t
y
,
S
h
y
m
k
e
n
t
,
K
a
z
a
k
h
st
a
n
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Mar
16
,
2
0
2
6
R
ev
is
ed
May
17
,
2
0
2
6
Acc
ep
ted
J
u
l
22
,
2
0
2
6
Lea
rn
in
g
m
o
ti
v
a
ti
o
n
is
a
c
rit
ica
l
fa
c
to
r
in
fl
u
e
n
c
in
g
stu
d
e
n
ts’
a
c
a
d
e
m
ic
e
n
g
a
g
e
m
e
n
t,
p
e
rsiste
n
c
e
,
a
n
d
l
o
n
g
-
term
e
d
u
c
a
ti
o
n
a
l
o
u
tco
m
e
s.
I
n
p
r
ima
ry
e
d
u
c
a
ti
o
n
,
m
o
ti
v
a
ti
o
n
is
p
a
rti
c
u
la
rly
im
p
o
rtan
t,
a
s
e
a
rly
lea
rn
in
g
e
x
p
e
rien
c
e
s
sh
a
p
e
c
h
il
d
re
n
’s
a
tt
i
tu
d
e
s
to
wa
rd
sc
h
o
o
l
a
n
d
th
e
ir
will
in
g
n
e
ss
to
p
a
rti
c
ip
a
te
in
a
c
a
d
e
m
ic
a
c
ti
v
it
ies
.
Th
e
a
im
o
f
th
is
st
u
d
y
wa
s
to
e
x
a
m
in
e
th
e
imp
a
c
t
o
f
sy
ste
m
a
ti
c
a
ll
y
c
re
a
ted
su
c
c
e
ss
situ
a
ti
o
n
s
o
n
lea
rn
i
n
g
m
o
ti
v
a
ti
o
n
a
m
o
n
g
p
rima
ry
sc
h
o
o
l
stu
d
e
n
ts
in
Ka
z
a
k
h
sta
n
.
Th
e
stu
d
y
i
n
v
o
lv
e
d
7
2
p
a
rt
icip
a
n
ts.
A
q
u
a
si
-
e
x
p
e
rime
n
tal
d
e
sig
n
wa
s
e
m
p
lo
y
e
d
,
with
stu
d
e
n
ts
p
a
rti
c
ip
a
ti
n
g
in
a
six
-
we
e
k
in
terv
e
n
ti
o
n
stru
c
t
u
re
d
to
p
r
o
v
i
d
e
fre
q
u
e
n
t
su
c
c
e
ss
e
x
p
e
rien
c
e
s,
wh
il
e
a
c
o
m
p
a
riso
n
g
r
o
u
p
c
o
n
ti
n
u
e
d
re
g
u
lar
c
las
sro
o
m
i
n
stru
c
ti
o
n
.
M
o
ti
v
a
ti
o
n
wa
s
a
ss
e
ss
e
d
b
e
fo
re
a
n
d
a
fter
th
e
in
ter
v
e
n
ti
o
n
u
si
n
g
se
lec
ted
su
b
sc
a
les
o
f
th
e
in
tri
n
sic
m
o
ti
v
a
ti
o
n
in
v
e
n
t
o
ry
,
i
n
c
lu
d
in
g
in
tere
st/e
n
jo
y
m
e
n
t,
p
e
rc
e
iv
e
d
c
o
m
p
e
ten
c
e
,
a
n
d
e
ffo
rt/
imp
o
rtan
c
e
.
Th
e
re
su
lt
s
in
d
ica
ted
sig
n
ifi
c
a
n
t
imp
ro
v
e
m
e
n
ts
in
a
ll
m
e
a
su
re
d
d
ime
n
sio
n
s
o
f
m
o
ti
v
a
ti
o
n
fo
r
stu
d
e
n
ts
w
h
o
e
x
p
e
rien
c
e
d
t
h
e
in
terv
e
n
ti
o
n
c
o
m
p
a
re
d
with
t
h
e
c
o
m
p
a
riso
n
g
ro
u
p
.
In
c
re
a
se
s
we
re
o
b
se
rv
e
d
in
stu
d
e
n
ts’
p
e
rc
e
iv
e
d
c
o
m
p
e
ten
c
e
,
e
n
g
a
g
e
m
e
n
t
with
lea
rn
in
g
a
c
ti
v
it
ies
,
a
n
d
will
i
n
g
n
e
ss
to
in
v
e
st
e
ffo
rt.
T
h
e
se
fin
d
i
n
g
s
su
g
g
e
st
t
h
a
t
sy
ste
m
a
ti
c
a
ll
y
c
re
a
ti
n
g
o
p
p
o
rt
u
n
it
ies
fo
r
su
c
c
e
ss
is
a
n
e
ffe
c
ti
v
e
a
p
p
ro
a
c
h
t
o
e
n
h
a
n
c
in
g
lea
rn
in
g
m
o
ti
v
a
ti
o
n
in
p
rima
ry
e
d
u
c
a
ti
o
n
a
n
d
p
r
o
v
id
e
p
ra
c
ti
c
a
l
g
u
i
d
a
n
c
e
fo
r
c
las
sro
o
m
imp
lem
e
n
tatio
n
.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
en
g
ag
e
m
en
t
I
n
tr
in
s
ic
m
o
tiv
atio
n
i
n
v
en
t
o
r
y
L
ea
r
n
in
g
m
o
tiv
atio
n
Prim
ar
y
ed
u
ca
tio
n
Su
cc
ess
s
itu
atio
n
s
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
:
Sau
le
Z
h
o
r
ay
e
v
a
Dep
ar
tm
en
t o
f
Prim
ar
y
E
d
u
ca
tio
n
,
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
i
v
er
s
ity
0
5
0
0
1
0
,
Do
s
ty
k
St,
1
3
,
Alm
aty
,
Kaz
ak
h
s
tan
E
m
ail:
s
au
lezh
o
r
ae
v
a@
m
ail.
r
u
1.
I
NT
RO
D
UCT
I
O
N
L
ea
r
n
in
g
m
o
tiv
atio
n
(
L
M)
is
wid
ely
ac
k
n
o
wled
g
ed
in
ed
u
c
atio
n
al
r
esear
ch
as
a
ce
n
tr
al
d
eter
m
in
an
t
o
f
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
e
m
en
t,
en
g
ag
e
m
en
t,
an
d
lo
n
g
-
ter
m
ed
u
ca
tio
n
al
s
u
cc
ess
[
1
]
,
[
2
]
.
L
M
in
f
lu
en
c
es
s
tu
d
en
ts
’
ef
f
o
r
t,
p
er
s
is
ten
ce
,
ch
o
ice
o
f
task
s
,
an
d
u
s
e
o
f
s
elf
-
r
eg
u
lated
lear
n
i
n
g
s
tr
ateg
ies,
wh
ich
in
tu
r
n
a
f
f
ec
t
ac
ad
em
ic
o
u
tco
m
es
ac
r
o
s
s
s
u
b
jects
an
d
ed
u
ca
tio
n
al
s
tag
es
[
3
]
.
Hig
h
lev
els
o
f
L
M
ar
e
p
o
s
itiv
ely
ass
o
ciate
d
with
g
r
ea
ter
class
r
o
o
m
p
ar
ticip
atio
n
,
d
ee
p
er
co
g
n
itiv
e
e
n
g
ag
em
e
n
t,
an
d
s
tr
o
n
g
e
r
au
to
n
o
m
o
u
s
lear
n
in
g
b
eh
av
io
r
s
,
wh
e
r
ea
s
lo
w
m
o
ti
v
atio
n
o
f
te
n
p
r
e
d
icts
d
is
en
g
ag
em
en
t,
av
o
id
an
ce
o
f
ch
alle
n
g
es,
an
d
r
ed
u
ce
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
4
]
.
I
n
p
r
im
ar
y
ed
u
ca
ti
o
n
,
m
o
tiv
atio
n
ass
u
m
es
p
ar
ticu
lar
im
p
o
r
t
an
ce
b
ec
au
s
e
it
s
h
ap
es
ch
ild
r
en
’
s
ea
r
ly
attitu
d
es
to
war
d
s
ch
o
o
l,
in
itiates
th
e
f
o
r
m
atio
n
o
f
s
tab
le
l
ea
r
n
in
g
h
a
b
its
,
an
d
im
p
ac
ts
th
e
d
ev
elo
p
m
en
t
o
f
f
o
u
n
d
atio
n
al
co
g
n
itiv
e
an
d
s
o
cial
s
k
ills
[
5
]
.
I
n
tr
in
s
ically
m
o
tiv
ated
lear
n
er
s
ten
d
to
en
g
ag
e
m
o
r
e
ac
tiv
ely
with
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
.
4
,
Au
g
u
s
t
20
26
:
3
4
0
5
-
3
4
1
4
3406
lear
n
in
g
task
s
,
d
em
o
n
s
tr
ate
cu
r
io
s
ity
,
an
d
p
er
s
is
t
in
th
e
f
ac
e
o
f
d
if
f
ic
u
lty
[
6
]
.
I
n
c
o
n
tr
ast,
in
s
u
f
f
icien
t
m
o
tiv
atio
n
al
en
g
a
g
em
en
t c
an
lead
to
s
u
p
er
f
icial
task
in
v
o
lv
em
en
t,
n
eg
ativ
e
attitu
d
es to
wa
r
d
s
ch
o
o
l,
an
d
ea
r
ly
p
atter
n
s
o
f
ac
ad
em
ic
a
v
o
id
a
n
ce
[
7
]
.
I
n
class
r
o
o
m
p
r
ac
ti
ce
,
teac
h
er
s
f
r
eq
u
e
n
tly
en
c
o
u
n
ter
m
o
tiv
atio
n
al
ch
allen
g
es
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
in
clu
d
in
g
d
ec
lin
in
g
in
ter
est
in
lear
n
i
n
g
ac
tiv
ities
,
av
o
id
an
ce
o
f
d
em
an
d
in
g
task
s
,
a
n
d
f
ea
r
o
f
m
ak
in
g
m
is
tak
es
o
r
f
ailu
r
e.
T
h
ese
is
s
u
es
b
ec
o
m
e
p
ar
ticu
l
ar
ly
ev
id
en
t
wh
e
n
s
tu
d
en
ts
r
ep
ea
ted
ly
ex
p
er
ien
c
e
ac
ad
em
ic
d
if
f
icu
lties
,
r
e
d
u
c
in
g
th
eir
willin
g
n
ess
to
p
ar
tic
ip
ate
an
d
p
er
s
is
t
in
lear
n
in
g
ac
tiv
ities
.
I
n
th
e
c
o
n
t
ex
t o
f
Kaz
ak
h
s
tan
i p
r
im
ar
y
e
d
u
ca
tio
n
,
s
u
ch
c
h
allen
g
es a
r
e
f
u
r
th
er
in
ten
s
if
ied
b
y
lar
g
e
class
r
o
o
m
s
izes
an
d
v
ar
y
in
g
lev
els
o
f
s
tu
d
e
n
t
p
r
e
p
ar
e
d
n
ess
,
m
ak
in
g
it
d
if
f
icu
lt
f
o
r
teac
h
er
s
to
s
u
s
tain
s
tu
d
en
t
en
g
ag
em
en
t
an
d
m
o
tiv
atio
n
.
T
h
ese
class
r
o
o
m
c
h
allen
g
es
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
i
n
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
th
at
s
u
p
p
o
r
t
s
tu
d
e
n
ts
’
co
n
f
id
en
ce
a
n
d
p
r
o
m
o
te
s
u
s
tain
ed
m
o
tiv
atio
n
d
u
r
i
n
g
t
h
e
ea
r
ly
s
tag
es
o
f
ed
u
ca
tio
n
.
Self
-
d
eter
m
in
atio
n
t
h
eo
r
y
(
S
DT
)
an
d
s
o
cial
c
o
g
n
itiv
e
th
eo
r
y
(
SC
T
)
p
r
o
v
id
e
c
o
m
p
lem
en
tar
y
p
er
s
p
ec
tiv
es
f
o
r
u
n
d
e
r
s
tan
d
in
g
s
tu
d
en
ts
’
m
o
tiv
atio
n
[
8
]
,
[
9
]
.
SDT
p
r
o
p
o
s
es
th
at
in
tr
in
s
ic
m
o
tiv
atio
n
d
e
v
elo
p
s
wh
en
lear
n
e
r
s
’
b
asic
p
s
y
c
h
o
lo
g
ical
n
ee
d
s
f
o
r
a
u
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
elate
d
n
ess
ar
e
s
atis
f
ied
[
1
0
]
,
[
1
1
]
,
wh
er
ea
s
SC
T
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
s
elf
-
ef
f
icac
y
(
SE)
as
a
d
eter
m
in
an
t
o
f
s
tu
d
en
ts
’
willin
g
n
ess
to
en
g
ag
e
in
ch
allen
g
in
g
task
s
an
d
p
er
s
is
t
d
esp
ite
d
if
f
icu
lties
[
1
2
]
.
E
m
p
ir
ical
ev
id
en
ce
in
d
i
ca
tes
th
at
s
tu
d
en
ts
with
s
tr
o
n
g
er
p
er
ce
p
tio
n
s
o
f
co
m
p
eten
ce
an
d
h
ig
h
er
SE
d
em
o
n
s
tr
ate
g
r
ea
ter
in
tr
in
s
i
c
m
o
tiv
atio
n
,
m
o
r
e
ef
f
ec
tiv
e
u
s
e
o
f
s
elf
-
r
eg
u
late
d
lear
n
in
g
s
tr
ateg
ies
(
SR
L
S)
,
an
d
im
p
r
o
v
e
d
ac
ad
em
ic
o
u
tco
m
es
[
1
3
]
–
[
1
6
]
.
W
ith
in
th
is
f
r
am
ewo
r
k
,
s
itu
atio
n
s
o
f
s
u
cc
ess
(
S
S),
d
ef
in
ed
as
s
tr
u
ctu
r
ed
o
p
p
o
r
tu
n
it
ies
f
o
r
s
tu
d
en
ts
to
ex
p
er
ien
ce
ac
h
iev
e
m
en
t,
p
r
o
g
r
ess
,
an
d
p
o
s
itiv
e
f
ee
d
b
ac
k
,
h
av
e
in
cr
ea
s
in
g
ly
b
e
en
r
ec
o
g
n
ized
as
p
r
ac
tical
in
s
tr
u
ctio
n
al
to
o
ls
t
h
at
s
tr
en
g
th
en
s
tu
d
e
n
ts
’
co
n
f
id
en
ce
,
m
o
tiv
atio
n
,
an
d
en
g
a
g
em
en
t
in
lear
n
in
g
ac
tiv
ities
[
1
7
]
–
[
2
1
]
.
Desp
ite
g
r
o
win
g
e
v
id
en
ce
r
eg
ar
d
in
g
th
e
im
p
o
r
tan
ce
o
f
L
M,
SE,
an
d
SS
,
s
ev
er
al
im
p
o
r
tan
t
r
esear
ch
g
ap
s
r
em
ain
.
E
x
is
tin
g
in
ter
n
a
tio
n
al
s
tu
d
ies
h
av
e
f
o
cu
s
ed
p
r
ed
o
m
in
an
tly
o
n
s
ec
o
n
d
ar
y
an
d
h
ig
h
e
r
ed
u
ca
tio
n
co
n
tex
ts
[
2
2
]
,
with
co
m
p
ar
ati
v
ely
lim
ited
atten
tio
n
to
p
r
im
ar
y
ed
u
ca
tio
n
,
wh
er
e
m
o
tiv
atio
n
al
p
atter
n
s
ar
e
in
itially
estab
lis
h
ed
.
R
esear
ch
o
n
s
u
cc
ess
-
o
r
ien
te
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
am
o
n
g
y
o
u
n
g
lear
n
er
s
,
p
ar
tic
u
lar
ly
with
in
n
o
n
-
W
ester
n
ed
u
ca
tio
n
al
s
y
s
tem
s
,
also
r
em
ain
s
s
ca
r
ce
[
2
3
]
.
Fu
r
th
er
m
o
r
e,
m
an
y
p
r
e
v
io
u
s
s
tu
d
ies
h
av
e
r
elied
o
n
co
r
r
elatio
n
al
o
r
d
escr
ip
tiv
e
d
esig
n
s
,
lim
itin
g
u
n
d
er
s
tan
d
in
g
o
f
ca
u
s
al
r
elatio
n
s
h
ip
s
an
d
p
r
o
v
id
in
g
in
s
u
f
f
icien
t
ex
p
la
n
atio
n
o
f
h
o
w
s
tr
u
ctu
r
ed
class
r
o
o
m
s
u
cc
e
s
s
ex
p
er
ien
ce
s
tr
an
s
late
in
to
c
h
an
g
es
in
s
tu
d
e
n
ts
’
p
er
ce
iv
ed
co
m
p
eten
ce
an
d
en
g
ag
em
e
n
t.
T
h
er
e
is
also
a
lack
o
f
class
r
o
o
m
-
b
ased
in
ter
v
en
tio
n
s
th
at
s
y
s
tem
atica
lly
o
p
er
atio
n
alize
SS
in
au
th
en
tic
teac
h
in
g
p
r
ac
ti
ce
.
I
n
th
e
co
n
tex
t
o
f
Kaz
ak
h
s
tan
,
ed
u
ca
tio
n
al
r
ef
o
r
m
s
h
a
v
e
e
m
p
h
asized
lear
n
e
r
-
ce
n
ter
e
d
p
ed
ag
o
g
ies
aim
ed
at
p
r
o
m
o
tin
g
ac
tiv
e
p
ar
ticip
atio
n
,
in
d
ep
e
n
d
en
t
t
h
in
k
in
g
,
an
d
s
u
s
tain
ed
m
o
tiv
atio
n
a
m
o
n
g
lear
n
er
s
[
2
4
]
.
Ho
wev
er
,
teac
h
e
r
s
co
n
tin
u
e
t
o
f
ac
e
d
if
f
ic
u
lties
in
m
ain
tain
in
g
s
tu
d
en
t
m
o
tiv
atio
n
wh
e
n
ac
ad
em
ic
task
s
ar
e
p
er
ce
iv
ed
as
o
v
e
r
ly
d
if
f
icu
lt
o
r
wh
e
n
r
e
p
ea
ted
f
ailu
r
e
u
n
d
er
m
in
es
co
n
f
id
en
ce
.
E
m
p
i
r
ical
in
v
esti
g
atio
n
s
o
f
s
u
cc
ess
-
o
r
ien
ted
in
s
tr
u
ctio
n
al
p
r
ac
tices in
Kaz
ak
h
s
tan
i p
r
im
ar
y
ed
u
ca
tio
n
r
em
ai
n
lim
ited
[
2
5
]
,
[
2
6
]
.
T
o
ad
d
r
ess
th
ese
g
ap
s
,
th
e
p
r
esen
t
s
tu
d
y
f
o
cu
s
es
s
p
ec
if
ically
o
n
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
in
Kaz
ak
h
s
tan
an
d
ex
am
in
es
t
h
e
in
f
lu
en
ce
o
f
s
y
s
tem
atic
im
p
le
m
en
tatio
n
o
f
SS
o
n
s
tu
d
en
ts
’
i
n
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
e
ce
n
tr
al
r
esear
ch
q
u
esti
o
n
is
:
h
o
w
d
o
es
th
e
s
y
s
tem
atic
im
p
lem
en
tatio
n
o
f
SS
in
f
lu
en
ce
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
in
tr
in
s
ic
m
o
tiv
atio
n
?
Gr
o
u
n
d
e
d
in
th
e
in
teg
r
ated
th
eo
r
etica
l
f
r
am
ewo
r
k
o
f
SDT
a
n
d
SC
T
,
th
e
s
tu
d
y
h
y
p
o
th
esizes
th
at
s
y
s
tem
atic
o
p
p
o
r
tu
n
ities
f
o
r
ac
h
iev
em
e
n
t
will
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
ts
’
in
tr
in
s
ic
m
o
tiv
atio
n
,
in
cr
ea
s
e
p
er
ce
iv
e
d
co
m
p
eten
ce
,
an
d
p
r
o
m
o
te
m
o
r
e
ac
tiv
e
en
g
ag
em
e
n
t
in
le
ar
n
in
g
ac
tiv
ities
.
T
h
e
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
liter
atu
r
e
b
y
p
r
o
v
id
in
g
q
u
asi
-
ex
p
er
im
en
tal
ev
id
en
ce
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
a
s
tr
u
ctu
r
ed
SS
in
ter
v
en
tio
n
in
p
r
im
ar
y
e
d
u
ca
tio
n
wh
ile
id
en
tify
in
g
p
er
ce
iv
e
d
c
o
m
p
ete
n
ce
as
a
p
o
ten
tial
m
ec
h
an
is
m
lin
k
i
n
g
in
s
tr
u
ctio
n
al
s
u
cc
ess
ex
p
er
ie
n
ce
s
with
s
tu
d
en
t
m
o
tiv
atio
n
.
T
h
ese
f
i
n
d
in
g
s
m
a
y
p
r
o
v
i
d
e
p
r
ac
tical
g
u
id
a
n
ce
f
o
r
teac
h
er
s
an
d
co
n
tr
ib
u
te
t
o
th
e
d
e
v
elo
p
m
en
t
o
f
e
v
id
en
ce
-
b
ased
m
o
tiv
atio
n
al
p
r
ac
tices
in
class
r
o
o
m
s
ettin
g
s
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
s
a
q
u
asi
-
ex
p
er
im
en
tal
(
QE
)
d
esig
n
[
2
7
]
to
e
x
am
in
e
th
e
im
p
ac
t
o
f
SS
o
n
L
M
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
Sp
ec
if
ically
,
a
p
r
e
-
test
–
p
o
s
t
-
test
co
n
tr
o
l
g
r
o
u
p
d
esig
n
wa
s
im
p
lem
en
ted
,
i
n
wh
ich
an
e
x
p
er
im
e
n
tal
g
r
o
u
p
p
ar
ticip
ated
i
n
s
tr
u
ctu
r
e
d
s
u
c
ce
s
s
-
o
r
ien
ted
lear
n
in
g
ac
tiv
iti
es,
wh
ile
a
co
n
t
r
o
l
g
r
o
u
p
r
ec
eiv
e
d
s
tan
d
a
r
d
class
r
o
o
m
in
s
tr
u
ctio
n
.
T
h
e
QE
ap
p
r
o
ac
h
was
c
h
o
s
en
b
ec
au
s
e
it
e
n
ab
les
co
m
p
a
r
is
o
n
b
etwe
en
g
r
o
u
p
s
with
o
u
t
r
eq
u
ir
in
g
f
u
ll
r
an
d
o
m
ass
ig
n
m
e
n
t,
m
ak
in
g
it
p
r
ac
tical
f
o
r
a
u
th
en
tic
class
r
o
o
m
s
ettin
g
s
.
T
h
is
d
esig
n
i
s
wid
e
ly
u
s
ed
in
ed
u
ca
tio
n
al
r
esear
ch
to
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
p
ed
ag
o
g
ical
in
ter
v
en
tio
n
s
wh
ile
m
ain
tain
i
n
g
ec
o
lo
g
ical
v
alid
ity
.
B
y
u
s
in
g
a
p
r
e
-
test
an
d
p
o
s
t
-
test
f
r
a
m
ewo
r
k
,
th
e
s
tu
d
y
co
u
ld
ass
ess
ch
an
g
es
in
L
M
attr
ib
u
tab
le
to
th
e
im
p
lem
en
t
atio
n
o
f
SS
,
th
er
e
b
y
test
in
g
t
h
e
h
y
p
o
th
esis
th
at
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
Th
e
effec
t o
f sys
tema
tica
lly
cr
ea
ted
s
u
cc
ess
s
itu
a
tio
n
s
o
n
lea
r
n
in
g
mo
tiva
tio
n
…
(
S
a
b
ila
A
b
z
h
a
n
o
v
a
)
3407
s
tr
u
ctu
r
ed
s
u
cc
ess
ex
p
e
r
ien
c
es
en
h
an
ce
i
n
tr
in
s
ic
m
o
tiv
at
io
n
r
elativ
e
to
tr
a
d
itio
n
al
in
s
tr
u
ctio
n
.
Prio
r
to
h
y
p
o
th
esis
test
in
g
,
th
e
n
o
r
m
al
ity
o
f
th
e
d
ata
d
is
tr
ib
u
tio
n
wa
s
ass
es
s
ed
u
s
in
g
th
e
Sh
ap
ir
o
–
W
ilk
test
,
en
s
u
r
in
g
th
e
ap
p
r
o
p
r
iaten
ess
o
f
s
u
b
s
eq
u
en
t statis
tical
an
aly
s
es.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
v
o
lv
e
d
7
2
p
r
im
a
r
y
s
ch
o
o
l
s
tu
d
en
ts
ag
ed
8
–
1
0
y
ea
r
s
f
r
o
m
4
th
-
g
r
ad
e
Kaz
ak
h
-
lan
g
u
a
g
e
class
es
at
Sch
o
o
l
-
L
y
ce
u
m
No
.
5
0
n
a
m
ed
af
ter
A.
B
aitu
r
s
y
n
o
v
in
Sh
y
m
k
en
t,
Kaz
a
k
h
s
tan
.
A
clu
s
ter
s
am
p
lin
g
ap
p
r
o
ac
h
was
u
s
ed
,
wh
er
e
i
n
tact
class
r
o
o
m
g
r
o
u
p
s
wer
e
s
elec
ted
r
ath
er
th
an
in
d
i
v
id
u
al
s
tu
d
en
ts
.
No
in
d
iv
id
u
al
r
an
d
o
m
izatio
n
was
ap
p
lied
;
in
s
tead
,
e
x
is
tin
g
cla
s
s
es
wer
e
ass
ig
n
ed
as
ex
p
e
r
i
m
en
tal
(
4
A,
n
=
3
6
)
an
d
co
n
tr
o
l
g
r
o
u
p
s
(
4
B
,
n
=3
6
)
to
p
r
eser
v
e
n
atu
r
al
class
r
o
o
m
c
o
n
d
itio
n
s
.
T
h
is
q
u
asi
-
e
x
p
er
im
en
tal
cl
u
s
ter
d
esig
n
is
co
m
m
o
n
l
y
u
s
ed
in
s
ch
o
o
l
-
b
ased
in
ter
v
en
tio
n
r
esear
ch
wh
er
e
in
d
i
v
id
u
al
r
a
n
d
o
m
izatio
n
is
n
o
t
f
ea
s
ib
le
an
d
ec
o
lo
g
ical
v
alid
it
y
is
r
eq
u
ir
ed
[
2
8
]
.
B
o
th
g
r
o
u
p
s
f
o
llo
we
d
th
e
s
am
e
cu
r
r
ic
u
lu
m
,
wer
e
tau
g
h
t
i
n
th
e
Kaz
ak
h
lan
g
u
ag
e
,
an
d
wer
e
lo
ca
ted
with
in
th
e
s
am
e
s
ch
o
o
l
co
n
tex
t
to
m
in
im
ize
p
o
ten
tial
co
n
f
o
u
n
d
in
g
v
a
r
iab
les.
B
aselin
e
eq
u
iv
ale
n
ce
was
c
o
n
f
i
r
m
e
d
t
h
r
o
u
g
h
p
r
e
-
t
e
s
t
s
c
o
r
e
s
a
n
d
d
e
m
o
g
r
a
p
h
i
c
c
h
a
r
a
c
t
e
r
i
s
t
i
cs
,
as
s
ee
n
in
T
ab
le
1
,
in
d
ic
atin
g
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
p
r
i
o
r
to
th
e
i
n
ter
v
en
tio
n
.
Ho
we
v
er
,
as
th
is
was
a
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
,
th
e
p
o
s
s
ib
ilit
y
o
f
u
n
m
ea
s
u
r
ed
co
n
f
o
u
n
d
in
g
f
ac
t
o
r
s
s
u
ch
as c
lass
r
o
o
m
clim
ate
o
r
in
s
tr
u
ctio
n
al
s
ty
le
ca
n
n
o
t b
e
f
u
lly
ex
clu
d
ed
.
I
n
clu
s
io
n
cr
iter
ia
wer
e
e
n
r
o
ll
m
en
t
in
Gr
ad
e
4
Kaz
ak
h
-
la
n
g
u
ag
e
class
es
at
th
e
s
elec
ted
s
ch
o
o
l,
ag
e
b
etwe
en
8
an
d
1
0
y
ea
r
s
,
an
d
av
ailab
ilit
y
o
f
p
ar
e
n
tal
co
n
s
e
n
t
an
d
s
tu
d
en
t
ass
en
t.
E
x
clu
s
i
o
n
cr
iter
ia
in
clu
d
e
d
d
iag
n
o
s
ed
c
o
g
n
itiv
e
o
r
lear
n
in
g
d
is
ab
ilit
ies
an
d
ab
s
en
teeism
ex
ce
ed
in
g
2
0
%
d
u
r
in
g
th
e
s
tu
d
y
p
er
io
d
.
E
th
ical
ap
p
r
o
v
al
an
d
p
a
r
en
tal
co
n
s
en
t
wer
e
o
b
tain
ed
p
r
io
r
to
d
ata
co
llectio
n
,
a
n
d
t
h
e
s
tu
d
y
was
co
n
d
u
cted
in
ac
co
r
d
an
ce
with
et
h
ical
s
tan
d
a
r
d
s
f
o
r
r
esear
ch
in
v
o
lv
in
g
h
u
m
an
p
ar
ticip
an
ts
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
p
ar
ticip
an
ts
C
h
a
r
a
c
t
e
r
i
s
t
i
c
EG
C
G
To
t
a
l
sam
p
l
e
A
g
e
(
y
e
a
r
s)
,
me
a
n
±
S
D
9
.
1
±
0
.
6
9
.
0
±
0
.
5
9
.
0
5
±
0
.
5
5
G
e
n
d
e
r
-
M
a
l
e
1
8
(
5
0
%)
1
7
(
4
7
%)
3
5
(
4
9
%)
-
F
e
mal
e
1
8
(
5
0
%)
1
9
(
5
3
%)
3
7
(
5
1
%)
P
r
e
v
i
o
u
s a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
(
a
v
e
r
a
g
e
g
r
a
d
e
)
4
.
2
±
0
.
3
4
.
1
±
0
.
4
4
.
1
5
±
0
.
3
5
2
.
3
.
I
ns
t
rum
ent
s
Stu
d
en
ts
’
lear
n
in
g
m
o
tiv
atio
n
was
ass
ess
ed
u
s
in
g
s
elec
te
d
s
u
b
s
ca
les
o
f
th
e
in
tr
in
s
ic
m
o
tiv
atio
n
in
v
en
to
r
y
(
I
M
I
)
[
2
9
]
,
a
wid
el
y
u
s
ed
m
u
ltid
im
en
s
io
n
al
in
s
tr
u
m
en
t
d
esig
n
e
d
to
m
ea
s
u
r
e
i
n
tr
in
s
ic
m
o
tiv
atio
n
an
d
r
elate
d
p
s
y
c
h
o
lo
g
ical
c
o
n
s
tr
u
cts
in
s
p
ec
if
ic
ac
tiv
ity
co
n
tex
ts
.
I
n
th
is
s
tu
d
y
,
th
r
ee
s
u
b
s
ca
les
wer
e
u
s
ed
in
ac
co
r
d
an
ce
with
th
e
r
esear
c
h
o
b
jectiv
es
an
d
t
h
e
SS
in
ter
v
en
tio
n
:
i
n
ter
est/
en
jo
y
m
e
n
t
(
I
E
)
,
p
er
ce
iv
ed
co
m
p
eten
ce
(
PC
)
,
an
d
ef
f
o
r
t/
im
p
o
r
tan
ce
(
E
I
)
.
T
h
e
I
E
s
u
b
s
ca
le
r
ef
lects
s
tu
d
en
ts
’
p
er
ce
i
v
ed
en
jo
y
m
en
t
an
d
en
g
ag
em
e
n
t
in
lear
n
in
g
ac
tiv
ities
,
P
C
a
s
s
e
s
s
es
p
er
ce
iv
ed
ab
ilit
y
to
s
u
cc
ess
f
u
lly
co
m
p
lete
task
s
,
an
d
E
I
m
ea
s
u
r
es e
f
f
o
r
t in
v
estme
n
t a
n
d
p
er
ce
iv
e
d
task
v
alu
e.
T
o
en
s
u
r
e
lin
g
u
is
tic
an
d
c
u
ltu
r
al
eq
u
iv
alen
ce
,
th
e
I
MI
was
tr
an
s
lated
in
to
Kaz
ak
h
u
s
in
g
a
f
o
r
war
d
–
b
ac
k
war
d
t
r
an
s
latio
n
p
r
o
ce
d
u
r
e.
T
wo
i
n
d
ep
e
n
d
en
t
b
ilin
g
u
a
l
ex
p
er
ts
tr
an
s
lated
th
e
in
s
tr
u
m
en
t
in
to
Kaz
a
k
h
,
an
d
a
s
ep
a
r
ate
ex
p
e
r
t
b
ac
k
-
t
r
an
s
lated
it
in
to
E
n
g
lis
h
.
Dis
cr
ep
an
cies
wer
e
r
eso
l
v
ed
th
r
o
u
g
h
co
n
s
en
s
u
s
to
en
s
u
r
e
co
n
ce
p
tu
al
eq
u
iv
alen
c
e.
T
h
e
ad
ap
ted
v
er
s
io
n
was
p
ilo
t
-
test
ed
with
1
8
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
(
n
o
t
in
clu
d
ed
in
th
e
f
in
al
s
am
p
le)
to
e
v
alu
ate
clar
ity
an
d
ag
e
ap
p
r
o
p
r
iaten
ess
,
r
esu
ltin
g
in
m
in
o
r
wo
r
d
in
g
ad
ju
s
tm
en
ts
.
T
h
e
f
in
al
q
u
esti
o
n
n
air
e
co
n
s
is
ted
o
f
1
5
item
s
(
f
iv
e
p
er
s
u
b
s
ca
le)
,
r
ated
o
n
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
l
y
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
,
with
h
ig
h
er
s
co
r
es
in
d
icat
in
g
h
ig
h
e
r
lev
els
o
f
in
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
e
in
s
tr
u
m
en
t
was
a
d
m
in
is
ter
ed
d
u
r
in
g
r
eg
u
lar
class
r
o
o
m
s
ess
io
n
s
u
n
d
er
teac
h
er
s
u
p
er
v
is
io
n
.
I
n
ter
n
al
co
n
s
is
ten
cy
was a
cc
ep
tab
le
f
o
r
all
s
u
b
s
ca
les (
I
E
α
=
0
.
8
6
,
PC
α
=
0
.
8
4
,
E
I
α
=
0
.
8
2
)
.
2
.
4
.
P
r
o
ce
du
re
T
h
e
s
tu
d
y
was
co
n
d
u
cte
d
at
Sch
o
o
l
-
L
y
ce
u
m
No
.
5
0
n
a
m
ed
af
ter
A.
B
aitu
r
s
y
n
o
v
i
n
Sh
y
m
k
en
t,
Kaz
ak
h
s
tan
,
f
r
o
m
Ma
r
ch
to
A
p
r
il
2
0
2
5
.
At
th
e
b
eg
in
n
in
g
o
f
th
e
s
tu
d
y
,
b
o
th
th
e
ex
p
er
im
en
tal
g
r
o
u
p
(
E
G)
a
n
d
co
n
tr
o
l
g
r
o
u
p
(
C
G)
co
m
p
lete
d
a
p
r
e
-
test
u
s
in
g
th
e
I
MI
to
ass
es
s
b
aselin
e
lev
els
o
f
lear
n
in
g
m
o
tiv
atio
n
.
All
in
s
tr
u
ctio
n
s
an
d
q
u
esti
o
n
n
air
e
item
s
wer
e
ad
m
in
is
ter
ed
in
Ka
za
k
h
.
Du
r
in
g
th
e
s
ix
-
wee
k
in
ter
v
en
t
io
n
,
th
e
E
G
p
ar
ticip
ated
in
cla
s
s
r
o
o
m
ac
tiv
ities
d
esig
n
ed
to
im
p
lem
en
t
SS
,
in
clu
d
in
g
d
if
f
er
e
n
tiated
ta
s
k
s
,
im
m
ed
iate
p
o
s
itiv
e
f
ee
d
b
ac
k
,
s
h
o
r
t
-
te
r
m
ac
h
iev
ab
le
g
o
als,
an
d
s
ca
f
f
o
l
d
ed
s
u
p
p
o
r
t.
C
o
llab
o
r
ativ
e
lear
n
i
n
g
ac
tiv
ities
wer
e
also
u
s
ed
to
f
ac
ilit
ate
p
ee
r
in
ter
ac
tio
n
an
d
s
h
ar
ed
task
co
m
p
letio
n
.
T
h
ese
co
m
p
o
n
e
n
ts
wer
e
s
y
s
tem
atica
lly
in
teg
r
ated
in
to
r
eg
u
lar
Kaz
ak
h
-
l
an
g
u
ag
e
less
o
n
s
to
en
s
u
r
e
co
n
s
is
ten
cy
o
f
im
p
lem
en
tatio
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
4
0
5
-
3
4
1
4
3408
T
h
e
in
ter
v
en
tio
n
was
d
eliv
er
ed
th
r
ee
tim
es
p
er
wee
k
d
u
r
in
g
4
5
-
m
in
u
te
less
o
n
s
.
Ap
p
r
o
x
i
m
ately
3
0
–
3
5
m
in
u
tes
p
er
less
o
n
wer
e
d
ed
icate
d
to
SS
-
b
ased
ac
tiv
it
ies,
wh
ile
th
e
r
em
ain
i
n
g
tim
e
f
o
llo
wed
s
tan
d
ar
d
in
s
tr
u
ctio
n
.
T
h
e
C
G
co
n
tin
u
ed
r
e
g
u
lar
class
r
o
o
m
teac
h
in
g
with
o
u
t
SS
-
b
ased
in
ter
v
en
tio
n
s
.
Af
ter
t
h
e
in
ter
v
en
tio
n
,
b
o
th
g
r
o
u
p
s
co
m
p
leted
th
e
I
MI
p
o
s
t
-
test
.
Pre
-
an
d
p
o
s
t
-
test
d
ata
wer
e
u
s
ed
to
ev
alu
ate
ch
an
g
es
in
m
o
tiv
atio
n
ac
r
o
s
s
I
E
,
PC
,
an
d
E
I
.
T
ab
le
2
s
u
m
m
ar
izes th
e
wee
k
ly
s
tr
u
ctu
r
e
o
f
th
e
i
n
ter
v
en
tio
n
.
T
ab
le
2
.
W
ee
k
ly
s
tr
u
ctu
r
e
o
f
t
h
e
SS
-
b
ased
in
ter
v
en
tio
n
in
th
e
E
G
W
e
e
k
K
e
y
a
c
t
i
v
i
t
i
e
s
/
f
o
c
u
s
o
f
S
S
1
I
n
t
r
o
d
u
c
t
i
o
n
t
o
t
h
e
c
o
n
c
e
p
t
o
f
S
S
;
sh
o
r
t
a
c
h
i
e
v
a
b
l
e
i
n
d
i
v
i
d
u
a
l
t
a
sk
s;
i
n
i
t
i
a
l
p
o
si
t
i
v
e
f
e
e
d
b
a
c
k
2
D
i
f
f
e
r
e
n
t
i
a
t
e
d
t
a
s
k
s
a
d
a
p
t
e
d
t
o
i
n
d
i
v
i
d
u
a
l
s
k
i
l
l
l
e
v
e
l
s;
c
o
l
l
a
b
o
r
a
t
i
v
e
p
a
i
r
w
o
r
k
3
I
n
c
r
e
men
t
a
l
g
o
a
l
-
se
t
t
i
n
g
f
o
r
sm
a
l
l
g
r
o
u
p
p
r
o
j
e
c
t
s;
i
mm
e
d
i
a
t
e
r
e
c
o
g
n
i
t
i
o
n
o
f
a
c
h
i
e
v
e
me
n
t
s
4
C
o
m
b
i
n
a
t
i
o
n
o
f
i
n
d
i
v
i
d
u
a
l
a
n
d
g
r
o
u
p
t
a
s
k
s;
sca
f
f
o
l
d
e
d
c
h
a
l
l
e
n
g
e
s
d
e
s
i
g
n
e
d
t
o
e
n
su
r
e
s
u
c
c
e
ssf
u
l
t
a
s
k
c
o
m
p
l
e
t
i
o
n
5
A
p
p
l
i
c
a
t
i
o
n
o
f
l
e
a
r
n
e
d
st
r
a
t
e
g
i
e
s
t
o
n
e
w
t
a
s
k
s;
c
o
n
t
i
n
u
e
d
c
o
n
st
r
u
c
t
i
v
e
f
e
e
d
b
a
c
k
6
F
i
n
a
l
c
o
l
l
a
b
o
r
a
t
i
v
e
a
n
d
i
n
d
i
v
i
d
u
a
l
t
a
s
k
s;
su
m
mary
o
f
a
c
h
i
e
v
e
m
e
n
t
s a
n
d
m
o
t
i
v
a
t
i
o
n
a
l
r
e
f
l
e
c
t
i
o
n
2
.
5
.
T
ea
cher
t
r
a
ini
ng
f
o
r
imp
lem
ent
a
t
io
n o
f
SS
Prio
r
to
th
e
in
ter
v
e
n
tio
n
,
t
h
e
E
G
class
r
o
o
m
teac
h
er
p
ar
tic
ip
ated
in
a
o
n
e
-
d
ay
t
r
ain
in
g
s
ess
io
n
o
n
Feb
r
u
ar
y
2
8
,
2
0
2
5
.
T
h
e
tr
ain
i
n
g
aim
e
d
to
en
s
u
r
e
co
n
s
is
ten
t
im
p
lem
en
tatio
n
o
f
th
e
SS
in
te
r
v
en
tio
n
d
u
r
in
g
th
e
s
ix
-
wee
k
p
r
o
g
r
am
.
T
h
e
s
e
s
s
io
n
in
tr
o
d
u
ce
d
class
r
o
o
m
s
tr
ateg
ies
f
o
r
SS
im
p
lem
en
tatio
n
,
in
clu
d
i
n
g
d
if
f
er
en
tiated
task
d
esig
n
,
p
r
o
v
is
io
n
o
f
im
m
ed
iate
p
o
s
itiv
e
f
ee
d
b
ac
k
,
s
h
o
r
t
-
te
r
m
g
o
al
s
ettin
g
,
s
ca
f
f
o
ld
in
g
tech
n
iq
u
es,
a
n
d
c
o
llab
o
r
ativ
e
lear
n
in
g
ac
tiv
ities
.
A
wee
k
ly
l
ess
o
n
p
lan
n
in
g
tem
p
late
was
p
r
o
v
id
e
d
to
s
u
p
p
o
r
t
in
teg
r
atio
n
o
f
SS
in
to
r
eg
u
lar
4
5
-
m
in
u
te
less
o
n
s
,
with
3
0
–
3
5
m
in
u
tes allo
ca
ted
to
SS
-
b
ased
ac
tiv
ities
.
T
o
en
s
u
r
e
im
p
lem
e
n
tatio
n
f
id
elity
,
th
e
teac
h
e
r
m
ai
n
tain
ed
s
ess
io
n
d
o
cu
m
en
tatio
n
,
an
d
t
h
e
r
esear
ch
team
co
n
d
u
cted
wee
k
ly
class
r
o
o
m
o
b
s
er
v
atio
n
s
u
s
in
g
a
s
tr
u
ctu
r
ed
c
h
ec
k
lis
t.
T
h
e
c
h
ec
k
li
s
t
ass
e
s
s
ed
:
i
)
task
d
if
f
er
en
tiatio
n
;
ii
)
f
ee
d
b
ac
k
f
r
eq
u
en
cy
;
iii
)
clar
ity
o
f
g
o
al
s
et
tin
g
;
iv
)
s
ca
f
f
o
ld
i
n
g
s
u
p
p
o
r
t
,
a
n
d
v
)
c
o
llab
o
r
ativ
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
E
ac
h
i
tem
was
r
ated
o
n
a
3
-
p
o
in
t
s
ca
le
(
0
=n
o
t
o
b
s
er
v
ed
,
1
=p
a
r
tially
im
p
lem
en
ted
,
2
=f
u
lly
im
p
lem
en
ted
)
.
Fid
eli
ty
s
co
r
es
wer
e
m
o
n
ito
r
e
d
w
ee
k
ly
to
en
s
u
r
e
co
n
s
is
ten
cy
o
f
im
p
lem
e
n
tatio
n
.
E
th
ical
co
n
s
id
er
atio
n
s
in
cl
u
d
e
d
m
ain
tain
in
g
a
s
u
p
p
o
r
tiv
e
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t,
en
s
u
r
in
g
eq
u
al
p
ar
ticip
atio
n
o
p
p
o
r
tu
n
ities
,
an
d
p
r
eser
v
in
g
s
tu
d
en
t
co
n
f
i
d
en
tiality
p
r
o
to
co
l.
T
h
e
s
tr
u
ctu
r
e
o
f
th
e
teac
h
er
tr
ain
in
g
(
T
T
)
s
ess
io
n
f
o
r
im
p
lem
en
tin
g
th
e
SS
in
ter
v
en
tio
n
is
p
r
esen
ted
i
n
T
ab
le
3
.
T
ab
le
3
.
Stru
ctu
r
e
o
f
T
T
f
o
r
i
m
p
lem
en
tin
g
t
h
e
SS
in
ter
v
en
ti
o
n
S
e
ssi
o
n
K
e
y
a
c
t
i
v
i
t
i
e
s/
f
o
c
u
s
1
O
v
e
r
v
i
e
w
o
f
s
u
c
c
e
ss
si
t
u
a
t
i
o
n
s
a
n
d
t
h
e
o
r
e
t
i
c
a
l
f
o
u
n
d
a
t
i
o
n
s
2
P
r
a
c
t
i
c
a
l
c
l
a
s
sr
o
o
m s
t
r
a
t
e
g
i
e
s
:
d
i
f
f
e
r
e
n
t
i
a
t
e
d
t
a
s
k
s,
i
mm
e
d
i
a
t
e
f
e
e
d
b
a
c
k
,
s
h
o
r
t
-
t
e
r
m
g
o
a
l
s,
c
o
l
l
a
b
o
r
a
t
i
v
e
a
c
t
i
v
i
t
i
e
s
3
Le
sso
n
p
l
a
n
n
i
n
g
a
n
d
i
n
t
e
g
r
a
t
i
o
n
i
n
t
o
4
5
-
m
i
n
u
t
e
l
e
ss
o
n
s;
u
s
e
o
f
w
e
e
k
l
y
p
l
a
n
n
i
n
g
t
e
mp
l
a
t
e
s
a
n
d
d
o
c
u
m
e
n
t
a
t
i
o
n
4
M
o
n
i
t
o
r
i
n
g
a
n
d
f
i
d
e
l
i
t
y
p
r
o
c
e
d
u
r
e
s:
c
l
a
ssr
o
o
m
o
b
s
e
r
v
a
t
i
o
n
a
n
d
w
e
e
k
l
y
i
m
p
l
e
me
n
t
a
t
i
o
n
t
r
a
c
k
i
n
g
5
Et
h
i
c
a
l
a
n
d
p
r
o
c
e
d
u
r
a
l
c
o
n
si
d
e
r
a
t
i
o
n
s
:
s
u
p
p
o
r
t
i
v
e
c
l
a
ssr
o
o
m
c
l
i
m
a
t
e
,
e
q
u
a
l
o
p
p
o
r
t
u
n
i
t
i
e
s f
o
r
s
u
c
c
e
ss,
c
o
n
f
i
d
e
n
t
i
a
l
i
t
y
2
.
6
.
Da
t
a
a
na
l
y
s
is
Data
o
b
tain
ed
f
r
o
m
th
e
I
MI
w
er
e
an
aly
ze
d
to
ev
alu
ate
t
h
e
ef
f
ec
ts
o
f
th
e
SS
in
ter
v
en
tio
n
o
n
s
tu
d
en
ts
’
L
M.
Prio
r
t
o
c
o
n
d
u
ctin
g
t
-
test
s
,
ass
u
m
p
tio
n
s
o
f
n
o
r
m
ality
a
n
d
h
o
m
o
g
en
eity
o
f
v
ar
ian
ce
wer
e
ass
ess
ed
u
s
in
g
th
e
Sh
ap
ir
o
–
W
ilk
an
d
L
ev
e
n
e
’
s
test
s
.
Descr
ip
tiv
e
s
ta
tis
tic
s
,
in
clu
d
in
g
m
ea
n
s
an
d
s
tan
d
a
r
d
d
ev
iatio
n
s
,
wer
e
ca
lcu
lated
f
o
r
ea
ch
I
M
I
s
u
b
s
ca
le.
I
n
ad
d
itio
n
,
9
5
%
co
n
f
id
en
ce
in
ter
v
als
(
C
I
)
wer
e
c
alcu
lated
f
o
r
m
ea
n
d
if
f
er
en
ce
esti
m
ates
wh
er
e
ap
p
r
o
p
r
iate.
All
s
tatis
tical
an
aly
s
es
wer
e
p
er
f
o
r
m
ed
u
s
in
g
I
B
M
SP
S
S
Stat
is
tic
s
2
7
.
T
h
e
an
aly
s
is
co
n
s
is
ted
o
f
p
r
elim
in
ar
y
d
ata
s
cr
ee
n
in
g
,
s
tatis
tical
te
s
tin
g
,
an
d
d
ata
v
is
u
aliza
tio
n
.
T
ab
le
4
s
u
m
m
ar
izes th
e
an
aly
tical
p
r
o
ce
d
u
r
es.
T
ab
le
4
.
Data
an
aly
s
is
s
tep
s
S
t
e
p
D
e
scri
p
t
i
o
n
P
r
e
l
i
m
i
n
a
r
y
a
n
a
l
y
s
i
s
D
a
t
a
w
e
r
e
s
c
r
e
e
n
e
d
f
o
r
m
i
ssi
n
g
v
a
l
u
e
s,
o
u
t
l
i
e
r
s,
a
n
d
n
o
r
ma
l
i
t
y
.
D
e
s
c
r
i
p
t
i
v
e
st
a
t
i
st
i
c
s
(
mea
n
a
n
d
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
)
w
e
r
e
c
a
l
c
u
l
a
t
e
d
f
o
r
e
a
c
h
I
M
I
su
b
s
c
a
l
e
s
e
p
a
r
a
t
e
l
y
f
o
r
t
h
e
e
x
p
e
r
i
men
t
a
l
a
n
d
c
o
n
t
r
o
l
g
r
o
u
p
s.
I
n
t
e
r
n
a
l
c
o
n
si
s
t
e
n
c
y
r
e
l
i
a
b
i
l
i
t
y
w
a
s a
s
sesse
d
u
si
n
g
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
.
W
i
t
h
i
n
-
g
r
o
u
p
c
o
m
p
a
r
i
so
n
s
P
a
i
r
e
d
-
sam
p
l
e
t
-
t
e
s
t
s wer
e
c
o
n
d
u
c
t
e
d
t
o
e
x
a
m
i
n
e
c
h
a
n
g
e
s
b
e
t
w
e
e
n
p
r
e
-
t
e
s
t
a
n
d
p
o
s
t
-
t
e
st
sc
o
r
e
s w
i
t
h
i
n
e
a
c
h
g
r
o
u
p
f
o
r
a
l
l
I
M
I
su
b
s
c
a
l
e
s.
B
e
t
w
e
e
n
-
g
r
o
u
p
c
o
m
p
a
r
i
so
n
s
I
n
d
e
p
e
n
d
e
n
t
-
s
a
m
p
l
e
t
-
t
e
st
s wer
e
u
s
e
d
t
o
c
o
mp
a
r
e
p
o
st
-
t
e
st
sc
o
r
e
s
b
e
t
w
e
e
n
t
h
e
e
x
p
e
r
i
me
n
t
a
l
a
n
d
c
o
n
t
r
o
l
g
r
o
u
p
s t
o
d
e
t
e
r
m
i
n
e
w
h
e
t
h
e
r
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
p
r
o
d
u
c
e
d
si
g
n
i
f
i
c
a
n
t
d
i
f
f
e
r
e
n
c
e
s i
n
m
o
t
i
v
a
t
i
o
n
.
S
i
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
S
t
a
t
i
st
i
c
a
l
s
i
g
n
i
f
i
c
a
n
c
e
w
a
s s
e
t
a
t
p
<
0
.
0
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
effec
t o
f sys
tema
tica
lly
cr
ea
ted
s
u
cc
ess
s
itu
a
tio
n
s
o
n
lea
r
n
in
g
mo
tiva
tio
n
…
(
S
a
b
ila
A
b
z
h
a
n
o
v
a
)
3409
3.
RE
SU
L
T
S
Descr
ip
tiv
e
s
tatis
tic
s
wer
e
ca
l
cu
lated
to
ex
am
in
e
b
aselin
e
lev
els
o
f
lear
n
in
g
m
o
tiv
atio
n
(
L
M)
in
t
h
e
E
G
an
d
C
G.
Prio
r
to
h
y
p
o
th
e
s
is
test
in
g
,
ass
u
m
p
tio
n
test
in
g
in
d
icate
d
th
at
all
v
ar
ia
b
les
m
et
th
e
r
eq
u
ir
em
en
ts
f
o
r
p
ar
am
etr
ic
an
al
y
s
is
.
Sh
ap
ir
o
–
W
ilk
test
s
s
h
o
wed
n
o
s
i
g
n
if
ican
t
d
ev
iatio
n
s
f
r
o
m
n
o
r
m
ality
ac
r
o
s
s
I
MI
s
u
b
s
ca
les
(
all
p
>0
.
0
5
)
,
an
d
L
e
v
en
e’
s
test
s
co
n
f
ir
m
e
d
h
o
m
o
g
en
eity
o
f
v
ar
ia
n
ce
s
b
etwe
en
g
r
o
u
p
s
(
all
p
>0
.
0
5
)
.
T
h
er
ef
o
r
e,
in
d
ep
en
d
en
t
-
s
am
p
l
es
an
d
p
ai
r
ed
-
s
am
p
les
t
-
test
s
wer
e
co
n
s
id
er
e
d
ap
p
r
o
p
r
iate
f
o
r
f
u
r
th
er
an
aly
s
es.
As
s
h
o
wn
in
T
ab
le
5
,
b
o
th
g
r
o
u
p
s
d
em
o
n
s
tr
ated
co
m
p
ar
a
b
le
s
co
r
es
ac
r
o
s
s
al
l
I
MI
s
u
b
s
ca
les
p
r
io
r
to
th
e
in
ter
v
en
tio
n
.
I
n
d
ep
en
d
en
t
-
s
a
m
p
les
t
-
test
s
in
d
icate
d
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
g
r
o
u
p
s
at
p
r
e
-
test
,
co
n
f
ir
m
in
g
b
aselin
e
eq
u
iv
alen
ce
in
in
tr
in
s
ic
m
o
tiv
at
io
n
.
T
ab
le
5
.
Pre
-
test
m
o
tiv
atio
n
s
co
r
es
I
M
I
su
b
sc
a
l
e
EG
M
e
a
n
±
S
D
CG
M
e
a
n
±
S
D
t
p
IE
3
.
0
2
±
0
.
4
8
3
.
0
5
±
0
.
4
6
0
.
1
8
0
.
8
6
PC
2
.
9
5
±
0
.
5
0
2
.
9
7
±
0
.
5
2
0
.
2
6
0
.
8
0
EI
3
.
1
0
±
0
.
4
7
3
.
0
8
±
0
.
4
9
0
.
1
8
0
.
8
6
N
o
t
e
:
t
-
v
a
l
u
e
s
d
e
r
i
v
e
d
f
r
o
m
i
n
d
e
p
e
n
d
e
n
t
-
sam
p
l
e
t
-
t
e
s
t
s
Po
s
t
-
test
d
escr
ip
tiv
e
s
tatis
tic
s
an
d
in
d
e
p
en
d
e
n
t
-
s
am
p
les
t
-
test
r
esu
lts
ar
e
p
r
esen
ted
in
T
ab
le
6
.
Statis
t
ically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
ed
b
etwe
en
th
e
E
G
an
d
C
G
ac
r
o
s
s
all
I
MI
s
u
b
s
ca
les,
wi
th
h
ig
h
er
s
co
r
es
in
th
e
E
G.
L
ar
g
e
ef
f
ec
t
s
izes
(
C
o
h
en
’
s
d
=1
.
6
0
–
1
.
7
9
)
in
d
icate
d
s
u
b
s
tan
tial
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
e
in
ter
v
e
n
tio
n
.
I
n
ad
d
iti
o
n
,
th
e
9
5
%
co
n
f
id
en
ce
i
n
ter
v
als
f
o
r
m
ea
n
d
if
f
er
en
ce
s
d
i
d
n
o
t
in
clu
d
e
ze
r
o
,
p
r
o
v
id
i
n
g
f
u
r
th
er
s
u
p
p
o
r
t f
o
r
th
e
s
tatis
tical
s
ig
n
if
ican
ce
o
f
th
e
o
b
s
er
v
ed
b
etwe
en
-
g
r
o
u
p
d
if
f
er
en
ce
s
.
T
ab
le
6
.
Po
s
t
-
test
m
o
tiv
atio
n
s
co
r
es
I
M
I
S
u
b
sc
a
l
e
EG
M
e
a
n
±
S
D
CG
M
e
a
n
±
S
D
t
p
C
o
h
e
n
’
s
d
9
5
%
C
I
IE
3
.
8
5
±
0
.
4
2
3
.
1
0
±
0
.
4
5
7
.
1
9
<
0
.
0
0
1
1
.
7
2
[
0
.
5
5
,
0
.
9
5
]
PC
3
.
7
8
±
0
.
4
4
3
.
0
5
±
0
.
4
7
7
.
3
3
<
0
.
0
0
1
1
.
6
0
[
0
.
5
2
,
0
.
9
4
]
EI
3
.
9
2
±
0
.
4
0
3
.
1
5
±
0
.
4
6
6
.
8
5
<
0
.
0
0
1
1
.
7
9
[
0
.
5
7
,
0
.
9
7
]
N
o
t
e
:
t
-
v
a
l
u
e
s w
e
r
e
d
e
r
i
v
e
d
f
r
o
m
i
n
d
e
p
e
n
d
e
n
t
-
sam
p
l
e
t
-
t
e
s
t
s;
9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
s
r
e
p
r
e
s
e
n
t
m
e
a
n
d
i
f
f
e
r
e
n
c
e
e
st
i
ma
t
e
s
b
e
t
w
e
e
n
g
r
o
u
p
s.
Pair
ed
-
s
am
p
les
t
-
test
s
wer
e
co
n
d
u
cte
d
to
ex
am
in
e
ch
a
n
g
e
s
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
with
in
ea
ch
g
r
o
u
p
,
as
s
ee
n
in
T
ab
le
7
.
T
h
e
E
G
d
em
o
n
s
tr
ated
s
tatis
tically
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
ac
r
o
s
s
all
I
MI
s
u
b
s
ca
les,
wh
er
ea
s
n
o
s
ig
n
if
ican
t
ch
an
g
es
wer
e
o
b
s
er
v
ed
i
n
th
e
C
G.
W
ith
in
-
g
r
o
u
p
e
f
f
ec
t
s
izes
in
d
icate
d
lar
g
e
im
p
r
o
v
em
e
n
ts
in
th
e
E
G,
wh
il
e
ef
f
ec
ts
in
th
e
C
G
wer
e
n
eg
li
g
ib
le.
T
ab
le
7
.
Pair
ed
-
s
am
p
les t
-
test
r
esu
lts
(
p
r
e
-
test
v
s
.
p
o
s
t
-
test
)
I
M
I
S
u
b
sc
a
l
e
G
r
o
u
p
t
df
p
C
o
h
e
n
’
s
d
IE
EG
6
.
1
2
35
<
0
.
0
0
1
1
.
0
2
CG
0
.
8
4
35
0
.
4
0
5
0
.
1
4
PC
EG
5
.
7
4
35
<
0
.
0
0
1
0
.
9
6
CG
0
.
7
9
35
0
.
4
3
2
0
.
1
3
EI
EG
6
.
4
5
35
<
0
.
0
0
1
1
.
0
8
CG
0
.
9
1
35
0
.
3
6
6
0
.
1
5
As
s
h
o
wn
in
Fig
u
r
e
1
,
th
e
E
G
ex
h
ib
ited
s
u
b
s
tan
tially
h
ig
h
er
p
o
s
t
-
test
s
co
r
es
ac
r
o
s
s
all
I
MI
s
u
b
s
ca
les
co
m
p
ar
ed
t
o
th
e
C
G.
Sp
ec
if
ically
,
E
G
s
tu
d
en
ts
r
ep
o
r
ted
g
r
e
ater
I
E
,
h
ig
h
er
PC
,
an
d
in
cr
ea
s
ed
E
I
.
E
r
r
o
r
b
ar
s
r
ep
r
esen
t stan
d
ar
d
d
ev
iatio
n
s
,
illu
s
tr
atin
g
with
in
-
g
r
o
u
p
v
a
r
iab
ilit
y
.
Ov
er
all,
s
tatis
tical
ly
s
ig
n
if
ican
t
b
etwe
en
-
g
r
o
u
p
d
if
f
er
e
n
ce
s
wer
e
o
b
s
er
v
ed
at
p
o
s
t
-
test
ac
r
o
s
s
all
I
MI
s
u
b
s
ca
les,
with
co
n
s
is
ten
tly
h
ig
h
er
s
co
r
es
in
th
e
e
x
p
er
im
en
tal
co
n
d
itio
n
.
I
n
ad
d
itio
n
,
s
ig
n
if
ican
t
p
r
e
–
p
o
s
t
im
p
r
o
v
em
e
n
ts
wer
e
f
o
u
n
d
o
n
ly
in
th
e
E
G,
wh
ile
th
e
C
G
r
em
ain
ed
s
tab
le.
E
f
f
ec
t
s
i
ze
an
aly
s
is
f
u
r
th
er
co
n
f
ir
m
e
d
th
at
th
e
in
ter
v
e
n
tio
n
p
r
o
d
u
ce
d
lar
g
e
p
r
ac
tical
e
f
f
ec
ts
,
b
o
th
in
ter
m
s
o
f
b
etwe
e
n
-
g
r
o
u
p
d
if
f
er
e
n
ce
s
an
d
with
in
-
g
r
o
u
p
im
p
r
o
v
em
e
n
ts
in
th
e
E
G,
wh
er
ea
s
ef
f
ec
t si
ze
s
in
th
e
C
G
wer
e
n
eg
lig
ib
le.
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
.
4
,
Au
g
u
s
t
20
26
:
3
4
0
5
-
3
4
1
4
3410
Fig
u
r
e
1
.
Po
s
t
-
test
m
o
tiv
atio
n
s
co
r
es b
y
g
r
o
u
p
a
n
d
I
MI
s
u
b
s
ca
le
4.
DIS
CU
SS
I
O
N
T
h
e
p
r
esen
t
s
tu
d
y
f
o
u
n
d
t
h
at
s
tu
d
en
ts
wh
o
p
ar
ticip
at
ed
in
th
e
s
ix
-
wee
k
SS
in
ter
v
en
tio
n
d
em
o
n
s
tr
ated
s
ig
n
if
ican
tly
h
i
g
h
er
in
tr
in
s
ic
m
o
tiv
atio
n
co
m
p
ar
ed
to
th
e
co
n
tr
o
l
g
r
o
u
p
ac
r
o
s
s
all
I
MI
s
u
b
s
ca
les
(
I
E
,
PC
,
E
I
)
,
with
lar
g
e
ef
f
e
ct
s
izes
in
d
icatin
g
s
tr
o
n
g
p
r
ac
tical
s
ig
n
if
ican
ce
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
s
tr
u
ctu
r
ed
o
p
p
o
r
tu
n
ities
f
o
r
s
u
cc
ess
ca
n
ef
f
ec
tiv
ely
e
n
h
a
n
ce
in
tr
in
s
ic
m
o
tiv
atio
n
in
ea
r
ly
s
ch
o
o
lin
g
b
y
in
cr
ea
s
in
g
en
jo
y
m
en
t o
f
lear
n
i
n
g
,
p
e
r
ce
iv
ed
c
o
m
p
eten
ce
,
an
d
ef
f
o
r
t in
v
estme
n
t [
3
0
]
–
[
3
2
]
.
Fro
m
th
e
p
er
s
p
ec
tiv
e
o
f
SDT
,
th
e
o
b
s
er
v
e
d
i
n
cr
ea
s
e
in
I
E
m
ay
b
e
ex
p
lain
e
d
b
y
th
e
f
a
ct
th
at
th
e
in
ter
v
en
tio
n
cr
ea
ted
lear
n
in
g
co
n
d
itio
n
s
th
at
s
u
p
p
o
r
te
d
s
t
u
d
en
ts
’
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
,
p
ar
tic
u
lar
ly
co
m
p
eten
ce
an
d
au
to
n
o
m
y
.
T
ask
s
s
tr
u
ctu
r
ed
to
en
s
u
r
e
ac
h
iev
ab
le
ch
allen
g
es
an
d
f
r
e
q
u
en
t
s
u
cc
ess
lik
ely
en
h
an
ce
d
i
n
ter
est
an
d
en
jo
y
m
en
t
in
lear
n
in
g
ac
tiv
ities
[
3
3
]
,
[
3
4
]
.
Similar
ly
,
im
p
r
o
v
e
m
en
ts
in
PC
ca
n
b
e
in
ter
p
r
eted
as
s
tr
en
g
th
en
e
d
p
er
ce
p
tio
n
s
o
f
c
o
m
p
eten
ce
r
esu
ltin
g
f
r
o
m
r
ep
ea
ted
m
a
s
ter
y
ex
p
er
ien
ce
s
.
Alth
o
u
g
h
SE
was
n
o
t
d
ir
ec
tly
m
ea
s
u
r
ed
,
th
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
SC
T
,
wh
ich
e
m
p
h
asizes
th
e
r
o
le
o
f
m
aster
y
ex
p
e
r
ien
ce
s
in
s
h
ap
in
g
p
er
ce
i
v
ed
ca
p
ab
ilit
y
an
d
p
er
s
is
ten
ce
[
3
5
]
,
[
3
6
]
.
T
h
e
in
c
r
ea
s
e
in
E
I
f
u
r
th
er
s
u
g
g
ests
th
at
s
tu
d
en
ts
b
ec
am
e
m
o
r
e
willin
g
t
o
in
v
est
ef
f
o
r
t
wh
en
lear
n
in
g
task
s
wer
e
p
er
ce
iv
ed
as
attain
ab
le
an
d
m
ea
n
i
n
g
f
u
l,
s
u
p
p
o
r
ted
b
y
f
ee
d
b
ac
k
a
n
d
r
ec
o
g
n
itio
n
o
f
p
r
o
g
r
ess
[
8
]
,
[
3
7
].
Ho
wev
er
,
th
ese
f
in
d
i
n
g
s
s
h
o
u
ld
b
e
in
ter
p
r
eted
with
ca
u
tio
n
.
T
h
e
ab
s
en
ce
o
f
a
d
ir
ec
t
m
ea
s
u
r
e
o
f
SE
lim
its
co
n
clu
s
io
n
s
r
eg
a
r
d
in
g
s
tab
le
co
m
p
eten
ce
-
r
elate
d
p
s
y
ch
o
lo
g
ical
ch
an
g
e.
I
t
r
e
m
ain
s
u
n
clea
r
wh
eth
er
o
b
s
er
v
ed
g
ain
s
r
ef
lect
lo
n
g
-
ter
m
m
o
tiv
atio
n
al
d
e
v
elo
p
m
e
n
t
o
r
s
h
o
r
t
-
ter
m
task
-
s
p
ec
i
f
ic
e
f
f
ec
ts
.
I
n
a
d
d
itio
n
,
alter
n
ativ
e
ex
p
lan
atio
n
s
s
u
ch
as
Haw
th
o
r
n
e
ef
f
ec
ts
,
n
o
v
elty
ef
f
ec
ts
,
an
d
teac
h
er
ex
p
ec
tan
cy
ef
f
ec
ts
m
ay
h
av
e
co
n
tr
ib
u
ted
t
o
th
e
o
b
s
er
v
ed
i
m
p
r
o
v
e
m
en
ts
,
as
in
cr
ea
s
ed
atten
tio
n
,
awa
r
en
ess
o
f
p
ar
ticip
atio
n
,
o
r
ch
a
n
g
es
in
teac
h
er
b
eh
a
v
io
r
c
o
u
ld
h
av
e
in
f
lu
en
ce
d
s
tu
d
e
n
t e
n
g
a
g
em
en
t i
n
d
ep
en
d
en
tly
o
f
th
e
in
te
r
v
en
ti
o
n
its
elf
.
T
h
e
r
o
le
o
f
teac
h
er
s
ap
p
ea
r
s
ce
n
tr
al
t
o
th
e
ef
f
ec
tiv
en
ess
o
f
SS
im
p
lem
e
n
tatio
n
.
B
y
u
s
in
g
d
if
f
er
en
tiated
i
n
s
tr
u
ctio
n
,
s
ca
f
f
o
ld
ed
task
s
,
an
d
im
m
ed
iate
f
o
r
m
ativ
e
f
ee
d
b
ac
k
,
teac
h
er
s
cr
ea
ted
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
s
y
s
tem
atica
lly
s
u
p
p
o
r
te
d
s
tu
d
en
ts
’
p
s
y
ch
o
l
o
g
ical
n
ee
d
s
an
d
r
ein
f
o
r
ce
d
in
cr
em
en
tal
s
u
cc
ess
.
I
m
p
o
r
ta
n
tly
,
th
e
in
ter
v
e
n
tio
n
was
im
p
lem
en
ted
with
in
r
eg
u
lar
class
r
o
o
m
in
s
tr
u
cti
o
n
with
o
u
t
m
ajo
r
cu
r
r
icu
lu
m
ch
an
g
es,
s
u
g
g
esti
n
g
th
at
SS
-
b
ased
s
tr
ateg
ies
ar
e
f
ea
s
ib
le
an
d
lo
w
-
c
o
s
t
f
o
r
e
v
er
y
d
a
y
p
r
ac
tice
in
p
r
im
ar
y
e
d
u
ca
tio
n
.
Fro
m
a
p
r
ac
tical
an
d
p
o
licy
p
er
s
p
ec
tiv
e,
th
e
f
in
d
i
n
g
s
in
d
i
ca
te
th
at
s
u
cc
ess
-
o
r
ien
ted
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
s
h
o
u
ld
b
e
s
y
s
tem
atica
lly
in
teg
r
ated
i
n
to
teac
h
e
r
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t.
T
r
ain
in
g
p
r
o
g
r
am
s
s
h
o
u
ld
f
o
c
u
s
o
n
d
esig
n
i
n
g
g
r
a
d
ed
lear
n
in
g
task
s
,
ap
p
ly
in
g
f
o
r
m
ativ
e
f
ee
d
b
ac
k
tech
n
iq
u
es,
an
d
im
p
lem
en
tin
g
s
ca
f
f
o
ld
in
g
s
tr
ateg
ies
f
o
r
lo
w
-
ac
h
iev
in
g
s
tu
d
en
ts
.
At
th
e
cu
r
r
ic
u
lu
m
lev
el,
t
h
ese
p
r
in
cip
les
ca
n
b
e
in
co
r
p
o
r
ated
as
r
ec
o
m
m
en
d
e
d
p
e
d
ag
o
g
ical
p
r
ac
tices
r
ath
er
th
an
ad
d
itio
n
al
i
n
s
tr
u
ctio
n
al
co
n
te
n
t.
Po
licy
s
u
p
p
o
r
t
s
h
o
u
ld
also
in
clu
d
e
class
r
o
o
m
d
em
o
n
s
tr
atio
n
m
o
d
els,
co
ac
h
in
g
-
b
ased
s
u
p
e
r
v
i
s
io
n
,
an
d
c
o
n
cr
ete
ex
am
p
les
o
f
SS
im
p
lem
en
ta
tio
n
to
e
n
s
u
r
e
e
f
f
ec
tiv
e
tr
a
n
s
f
er
in
to
p
r
ac
tice.
Ov
e
r
all,
t
h
e
s
tu
d
y
p
r
o
v
id
es
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
Th
e
effec
t o
f sys
tema
tica
lly
cr
ea
ted
s
u
cc
ess
s
itu
a
tio
n
s
o
n
lea
r
n
in
g
mo
tiva
tio
n
…
(
S
a
b
ila
A
b
z
h
a
n
o
v
a
)
3411
ev
id
en
ce
th
at
s
y
s
tem
atica
lly
s
tr
u
ctu
r
ed
s
u
cc
ess
ex
p
er
ien
ce
s
ca
n
en
h
an
ce
in
tr
in
s
ic
m
o
tiv
atio
n
,
p
er
ce
i
v
ed
co
m
p
eten
ce
,
an
d
ef
f
o
r
t
r
eg
u
latio
n
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
.
Ho
wev
er
,
f
u
r
t
h
er
r
esear
ch
u
s
in
g
lo
n
g
itu
d
in
al
a
n
d
m
u
lti
-
s
ite
d
esig
n
s
,
as
well
as
d
ir
ec
t
m
ea
s
u
r
e
s
o
f
SE
an
d
b
eh
a
v
io
r
al
en
g
ag
e
m
en
t,
is
n
ee
d
ed
to
co
n
f
ir
m
t
h
e
s
tab
ilit
y
an
d
g
en
er
aliza
b
ilit
y
o
f
th
ese
ef
f
ec
ts
.
4
.
1
.
P
r
a
ct
ica
l
i
m
pli
ca
t
io
ns
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
av
e
s
ev
er
al
p
r
ac
tical
im
p
licatio
n
s
f
o
r
p
r
im
ar
y
ed
u
ca
tio
n
.
First,
d
esig
n
in
g
task
s
th
at
ar
e
ch
allen
g
in
g
y
et
ac
h
iev
ab
le
allo
ws
s
tu
d
en
ts
to
ex
p
er
ien
ce
f
r
e
q
u
en
t
s
u
cc
ess
,
e
n
h
an
cin
g
p
er
ce
iv
ed
co
m
p
eten
ce
an
d
in
tr
in
s
ic
m
o
t
iv
atio
n
.
Dif
f
er
en
tiated
in
s
tr
u
c
tio
n
is
an
ef
f
ec
tiv
e
s
tr
ateg
y
f
o
r
tailo
r
in
g
task
s
to
in
d
iv
id
u
al
s
k
ill
lev
els.
Seco
n
d
,
tim
ely
an
d
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
r
ein
f
o
r
ce
s
ef
f
o
r
t
a
n
d
p
r
o
g
r
ess
,
f
o
s
ter
in
g
a
g
r
o
wth
-
o
r
ien
ted
m
i
n
d
s
et
an
d
s
u
s
tain
ed
en
g
a
g
em
en
t.
T
h
ir
d
,
co
llab
o
r
ativ
e
lear
n
in
g
p
r
o
m
o
tes
s
h
ar
ed
ac
h
iev
em
en
ts
,
p
ee
r
s
u
p
p
o
r
t,
an
d
a
p
o
s
itiv
e
class
r
o
o
m
cli
m
ate,
f
u
r
th
er
s
u
p
p
o
r
tin
g
m
o
t
iv
atio
n
.
Fo
u
r
th
,
th
e
r
esu
lts
in
d
icate
th
at
r
elativ
ely
s
im
p
le,
s
u
cc
ess
-
o
r
ien
ted
s
tr
a
teg
ies
ca
n
b
e
in
teg
r
ated
in
t
o
r
eg
u
lar
class
r
o
o
m
in
s
tr
u
ctio
n
with
o
u
t
m
ajo
r
c
u
r
r
icu
lar
ch
an
g
es,
m
a
k
in
g
th
em
f
ea
s
ib
le
an
d
s
ca
lab
le.
Fin
ally
,
th
ese
f
in
d
in
g
s
h
av
e
im
p
licatio
n
s
f
o
r
TT
an
d
cu
r
r
icu
lu
m
d
ev
el
o
p
m
en
t,
h
ig
h
li
g
h
tin
g
th
e
v
alu
e
o
f
m
o
tiv
ati
o
n
al
s
tr
ateg
ies
th
at
em
p
h
asize
co
m
p
eten
ce
,
p
r
o
g
r
ess
,
an
d
ac
tiv
e
en
g
a
g
em
en
t to
s
u
p
p
o
r
t lo
n
g
-
ter
m
s
tu
d
en
t le
ar
n
in
g
o
u
tco
m
es.
4
.
2
.
L
im
it
a
t
io
ns
Sev
er
al
lim
itatio
n
s
o
f
t
h
is
s
tu
d
y
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
T
h
e
s
am
p
le
was
r
elativ
ely
s
m
all
an
d
d
r
awn
f
r
o
m
a
s
in
g
le
s
ch
o
o
l,
wh
ich
lim
its
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
d
u
e
to
p
o
te
n
tial
s
ch
o
o
l
-
s
p
ec
if
ic
in
f
lu
en
ce
s
s
u
ch
as
in
s
titu
tio
n
al
cu
ltu
r
e,
teac
h
e
r
p
r
ac
tices,
an
d
s
tu
d
e
n
t
ch
a
r
ac
ter
is
tics
.
T
h
e
s
ix
-
wee
k
in
ter
v
en
tio
n
also
p
r
o
v
id
es
o
n
ly
s
h
o
r
t
-
ter
m
in
s
ig
h
ts
,
an
d
t
h
e
lo
n
g
-
ter
m
s
tab
ilit
y
o
f
m
o
tiv
atio
n
al
g
ain
s
r
em
ain
s
u
n
clea
r
.
T
h
e
s
tu
d
y
r
elied
o
n
s
elf
-
r
e
p
o
r
t
m
ea
s
u
r
es,
wh
ich
m
ay
b
e
s
u
b
ject
to
s
o
cial
d
esira
b
ilit
y
b
ias.
I
n
ad
d
itio
n
,
ac
a
d
em
ic
ac
h
iev
em
en
t
was
n
o
t
d
ir
ec
tly
ass
ess
ed
,
s
o
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
cr
ea
s
e
d
m
o
tiv
atio
n
an
d
ac
tu
al
lea
r
n
i
n
g
o
u
tco
m
es
c
o
u
ld
n
o
t
b
e
ex
am
in
ed
.
I
n
d
iv
id
u
al
d
if
f
er
e
n
ce
s
s
u
ch
as
p
r
io
r
ac
h
iev
em
en
t
an
d
lear
n
i
n
g
p
r
ef
er
en
ce
s
wer
e
also
n
o
t
c
o
n
tr
o
ll
ed
,
wh
ich
m
a
y
h
a
v
e
in
f
l
u
en
ce
d
th
e
ef
f
ec
ti
v
en
ess
o
f
th
e
in
ter
v
en
tio
n
.
Fin
ally
,
th
e
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
b
ased
o
n
two
in
tact
class
e
s
lim
i
ts
s
ta
tis
tica
l
p
o
wer
at
th
e
clu
s
ter
lev
el.
Alth
o
u
g
h
th
e
s
am
p
le
s
ize
is
co
m
p
ar
a
b
le
t
o
s
im
ilar
s
ch
o
o
l
-
b
ased
s
tu
d
ies,
th
e
s
m
all
n
u
m
b
er
o
f
clu
s
ter
s
r
estricts
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
th
er
e
f
o
r
e
em
p
lo
y
m
u
lti
-
s
ite
an
d
lo
n
g
itu
d
i
n
al
d
esig
n
s
with
a
lar
g
er
n
u
m
b
er
o
f
class
r
o
o
m
s
to
allo
w
f
o
r
m
o
r
e
r
o
b
u
s
t
s
tatis
tical
in
f
er
en
ce
a
n
d
m
u
ltil
ev
el
an
aly
s
is
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
ed
th
e
e
f
f
ec
ts
o
f
s
y
s
tem
atica
lly
im
p
lem
en
ted
SS
o
n
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
L
M
u
s
in
g
a
q
u
asi
-
ex
p
er
im
en
tal
d
e
s
ig
n
.
T
h
e
s
ix
-
wee
k
in
ter
v
en
tio
n
led
to
s
ig
n
if
ican
t im
p
r
o
v
em
e
n
ts
in
all
m
ea
s
u
r
ed
d
im
en
s
io
n
s
o
f
m
o
ti
v
atio
n
,
i
n
clu
d
in
g
I
E
,
PC
,
an
d
E
I
,
c
o
m
p
ar
ed
with
t
h
e
C
G
f
o
llo
win
g
th
e
s
tan
d
ar
d
cu
r
r
icu
lu
m
.
Stru
ctu
r
ed
SS
en
h
an
ce
d
s
tu
d
en
ts
’
co
n
f
id
en
ce
,
en
g
ag
em
e
n
t,
an
d
willin
g
n
ess
to
in
v
est
ef
f
o
r
t
in
lear
n
in
g
task
s
.
T
h
ese
r
esu
lts
in
d
icate
th
at
r
elativ
ely
s
im
p
le,
ac
h
iev
a
b
le,
a
n
d
f
ee
d
b
ac
k
-
o
r
ien
ted
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
ca
n
m
ea
n
in
g
f
u
lly
i
m
p
r
o
v
e
m
o
tiv
atio
n
in
ea
r
ly
s
ch
o
o
lin
g
.
I
m
p
o
r
tan
tly
,
th
e
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
lim
ited
liter
atu
r
e
o
n
m
o
tiv
atio
n
al
in
ter
v
en
tio
n
s
in
C
en
tr
al
Asi
an
co
n
tex
ts
,
d
em
o
n
s
tr
atin
g
th
at
co
m
p
eten
ce
-
s
u
p
p
o
r
tiv
e
a
p
p
r
o
ac
h
es
ar
e
ef
f
ec
tiv
e
in
Kaz
ak
h
-
lan
g
u
ag
e
p
r
im
ar
y
class
r
o
o
m
s
.
Ov
er
all,
cr
ea
tin
g
s
tr
u
ctu
r
ed
o
p
p
o
r
tu
n
ities
f
o
r
s
u
cc
ess
r
ep
r
esen
ts
a
p
r
ac
tical,
th
eo
r
y
-
d
r
iv
en
s
tr
ateg
y
to
s
tr
en
g
th
e
n
in
tr
in
s
ic
m
o
tiv
atio
n
,
en
g
ag
em
e
n
t,
an
d
p
er
s
is
ten
ce
in
y
o
u
n
g
lear
n
e
r
s
,
with
im
p
licatio
n
s
f
o
r
teac
h
er
s
,
cu
r
r
icu
lu
m
d
ev
elo
p
e
r
s
,
an
d
ed
u
ca
tio
n
al
p
o
licy
m
ak
e
r
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
r
ec
eiv
ed
n
o
s
p
ec
if
i
c
f
in
an
cial
s
u
p
p
o
r
t.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
4
0
5
-
3
4
1
4
3412
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Sab
ila
Ab
zh
an
o
v
a
✓
✓
✓
✓
✓
✓
✓
Gu
ln
ar
Uaiso
v
a
✓
✓
✓
✓
✓
✓
✓
Ma
d
in
a
T
o
g
ata
y
✓
✓
✓
✓
✓
✓
✓
Aliy
a
J
ak
h
ay
ev
a
✓
✓
✓
✓
✓
✓
✓
Naz
y
m
k
u
l A
ltay
ev
a
✓
✓
✓
✓
✓
✓
✓
Sau
le
Z
h
o
r
ay
e
v
a
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
a
v
ailab
l
e
f
r
o
m
th
e
co
r
r
esp
o
n
d
i
n
g
a
u
t
h
o
r
,
[
SZ
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
O
.
C
h
u
k
w
u
e
d
o
,
F
.
O
.
M
b
a
g
w
u
,
a
n
d
T.
C
.
O
g
b
u
a
n
y
a
,
“
M
o
t
i
v
a
t
i
n
g
a
c
a
d
e
mi
c
e
n
g
a
g
e
me
n
t
a
n
d
l
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
a
m
o
n
g
v
o
c
a
t
i
o
n
a
l
a
n
d
a
d
u
l
t
e
d
u
c
a
t
i
o
n
st
u
d
e
n
t
s
v
i
a
sel
f
-
d
i
r
e
c
t
i
o
n
i
n
l
e
a
r
n
i
n
g
,
”
L
e
a
rn
i
n
g
a
n
d
M
o
t
i
v
a
t
i
o
n
,
v
o
l
.
7
4
,
p
.
1
0
1
7
2
9
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
m
o
t
.
2
0
2
1
.
1
0
1
7
2
9
.
[
2
]
H
.
M
i
a
o
e
t
a
l
.
,
“
E
x
p
l
o
r
i
n
g
t
h
e
r
o
l
e
o
f
r
e
sea
r
c
h
s
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
l
e
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
i
n
E
d
.
D
s
t
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
,
”
C
o
g
e
n
t
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
3
,
n
o
.
1
,
p
.
2
6
2
4
8
9
2
,
2
0
2
6
,
d
o
i
:
1
0
.
1
0
8
0
/
2
3
3
1
1
8
6
X
.
2
0
2
6
.
2
6
2
4
8
9
2
.
[
3
]
M
.
Zh
u
a
n
d
M
.
Y
.
D
o
o
,
“
T
h
e
r
e
l
a
t
i
o
n
s
h
i
p
a
mo
n
g
m
o
t
i
v
a
t
i
o
n
,
se
l
f
-
mo
n
i
t
o
r
i
n
g
,
se
l
f
-
ma
n
a
g
e
m
e
n
t
,
a
n
d
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s
o
f
M
O
O
C
l
e
a
r
n
e
r
s,”
J
o
u
r
n
a
l
o
f
C
o
m
p
u
t
i
n
g
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
4
,
n
o
.
2
,
p
p
.
3
2
1
–
3
4
2
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
2
5
2
8
-
0
2
1
-
0
9
3
0
1
-
2.
[
4
]
M
.
K
a
m
b
e
r
i
,
“
T
h
e
t
y
p
e
s
o
f
i
n
t
r
i
n
s
i
c
mo
t
i
v
a
t
i
o
n
a
s
p
r
e
d
i
c
t
o
r
s
o
f
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
me
n
t
:
t
h
e
m
e
d
i
a
t
i
n
g
r
o
l
e
o
f
d
e
e
p
l
e
a
r
n
i
n
g
st
r
a
t
e
g
y
,
”
C
o
g
e
n
t
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
2
,
n
o
.
1
,
p
.
2
4
8
2
4
8
2
,
2
0
2
5
,
d
o
i
:
1
0
.
1
0
8
0
/
2
3
3
1
1
8
6
X
.
2
0
2
5
.
2
4
8
2
4
8
2
.
[
5
]
J.
K
v
i
n
t
o
v
a
e
t
a
l
.
,
“
P
r
e
s
c
h
o
o
l
e
r
s’
a
t
t
i
t
u
d
e
s,
s
c
h
o
o
l
m
o
t
i
v
a
t
i
o
n
,
a
n
d
e
x
e
c
u
t
i
v
e
f
u
n
c
t
i
o
n
s
i
n
t
h
e
c
o
n
t
e
x
t
o
f
v
a
r
i
o
u
s
t
y
p
e
s
o
f
k
i
n
d
e
r
g
a
r
t
e
n
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
p
.
8
2
3
9
8
0
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
2
.
8
2
3
9
8
0
.
[
6
]
Å
.
D
i
se
t
h
,
“
M
o
t
i
v
a
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s
a
m
o
n
g
st
u
d
e
n
t
s
i
n
u
p
p
e
r
sec
o
n
d
a
r
y
e
d
u
c
a
t
i
o
n
:
g
r
a
d
e
l
e
v
e
l
d
i
f
f
e
r
e
n
c
e
s
a
n
d
a
c
a
d
e
m
i
c
o
u
t
c
o
mes,
”
F
ro
n
t
i
e
rs
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
0
,
p
.
1
6
7
9
9
5
4
,
2
0
2
5
,
d
o
i
:
1
0
.
3
3
8
9
/
f
e
d
u
c
.
2
0
2
5
.
1
6
7
9
9
5
4
.
[
7
]
Z.
Y
u
,
M
.
G
a
o
,
a
n
d
L.
W
a
n
g
,
“
T
h
e
e
f
f
e
c
t
o
f
e
d
u
c
a
t
i
o
n
a
l
g
a
mes
o
n
l
e
a
r
n
i
n
g
o
u
t
c
o
me
s,
s
t
u
d
e
n
t
mo
t
i
v
a
t
i
o
n
,
e
n
g
a
g
e
m
e
n
t
a
n
d
sat
i
sf
a
c
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
C
o
m
p
u
t
i
n
g
R
e
se
a
rc
h
,
v
o
l
.
5
9
,
no
.
3
,
p
p
.
5
2
2
–
5
4
6
,
2
0
2
1
,
d
o
i
:
0
.
1
1
7
7
/
0
7
3
5
6
3
3
1
2
0
9
6
9
2
1
4
.
[
8
]
D
.
U
r
h
a
h
n
e
a
n
d
L.
W
i
j
n
i
a
,
“
T
h
e
o
r
i
e
s
o
f
mo
t
i
v
a
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
:
A
n
i
n
t
e
g
r
a
t
i
v
e
f
r
a
m
e
w
o
r
k
,
”
Ed
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
y
R
e
v
i
e
w
,
v
o
l
.
3
5
,
n
o
.
2
,
p
.
4
5
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
4
8
-
0
2
3
-
0
9
7
6
7
-
9.
[
9
]
K
.
M
u
r
a
y
a
ma
,
a
n
d
L
.
v
o
n
K
e
y
s
e
r
l
i
n
g
k
,
“
A
c
r
i
t
i
c
a
l
a
n
a
l
y
s
i
s o
f
t
h
e
c
u
r
r
e
n
t
mo
t
i
v
a
t
i
o
n
t
h
e
o
r
i
e
s i
n
e
d
u
c
a
t
i
o
n
a
l
p
s
y
c
h
o
l
o
g
y
:
W
h
y
t
h
e
same
t
h
e
o
r
i
e
s
c
o
n
t
i
n
u
e
t
o
d
o
mi
n
a
t
e
,
”
Ed
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
i
st
,
v
o
l
.
6
1
,
n
o
.
1
,
p
p
.
1
–
1
6
,
2
0
2
5
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
4
6
1
5
2
0
.
2
0
2
5
.
2
4
7
3
8
9
4
.
[
1
0
]
H
.
S
h
e
n
e
t
a
l
.
,
“
I
n
v
e
st
i
g
a
t
i
n
g
t
h
e
r
o
l
e
o
f
p
e
r
c
e
i
v
e
d
e
m
o
t
i
o
n
a
l
su
p
p
o
r
t
i
n
p
r
e
d
i
c
t
i
n
g
l
e
a
r
n
e
r
s’
w
e
l
l
-
b
e
i
n
g
a
n
d
e
n
g
a
g
e
m
e
n
t
me
d
i
a
t
e
d
b
y
m
o
t
i
v
a
t
i
o
n
f
r
o
m
a
se
l
f
-
d
e
t
e
r
mi
n
a
t
i
o
n
t
h
e
o
r
y
f
r
a
mew
o
r
k
,”
L
e
a
r
n
i
n
g
a
n
d
Mo
t
i
v
a
t
i
o
n
,
v
o
l
.
8
6
,
p
.
1
0
1
9
6
8
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
m
o
t
.
2
0
2
4
.
1
0
1
9
6
8
.
[
1
1
]
D
.
W
u
,
a
n
d
X
.
D
o
n
g
,
“
A
u
t
o
n
o
my
s
u
p
p
o
r
t
,
p
e
e
r
r
e
l
a
t
i
o
n
s
,
a
n
d
t
e
a
c
h
e
r
-
st
u
d
e
n
t
i
n
t
e
r
a
c
t
i
o
n
s
:
i
m
p
l
i
c
a
t
i
o
n
s
f
o
r
p
s
y
c
h
o
l
o
g
i
c
a
l
w
e
l
l
-
b
e
i
n
g
i
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
”
Fr
o
n
t
i
e
r
s i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
5
,
p
.
1
3
5
8
7
7
6
,
2
0
2
4
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
4
.
1
3
5
8
7
7
6
.
[
1
2
]
Y
.
Y
a
n
g
e
t
a
l
.
,
“
T
e
a
c
h
e
r
su
p
p
o
r
t
a
n
d
st
u
d
e
n
t
e
n
g
a
g
e
me
n
t
i
n
m
a
t
h
e
mat
i
c
s
:
t
h
e
c
h
a
i
n
m
e
d
i
a
t
i
n
g
r
o
l
e
o
f
a
c
a
d
e
mi
c
s
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
a
c
h
i
e
v
e
me
n
t
g
o
a
l
o
r
i
e
n
t
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
Psy
c
h
o
l
o
g
y
i
n
Af
ri
c
a
,
v
o
l
.
3
3
,
n
o
.
5
,
p
p
.
4
8
8
–
4
9
5
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
4
3
3
0
2
3
7
.
2
0
2
3
.
2
2
5
6
0
7
8
.
[
1
3
]
E.
B
a
h
u
f
i
t
e
,
S
.
K
a
s
o
n
d
e
-
N
g
’
a
n
d
u
,
a
n
d
A
.
A
k
a
k
a
n
d
e
l
w
a
,
“
T
h
e
r
e
l
a
t
i
o
n
sh
i
p
s
b
e
t
w
e
e
n
l
e
a
r
n
e
r
s’
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
men
t
d
u
e
t
o
t
h
e
u
se
o
f
c
o
n
st
r
u
c
t
i
v
i
s
t
me
t
h
o
d
s
i
n
p
h
y
si
c
a
l
s
c
i
e
n
c
e
a
n
d
t
h
e
i
r
s
e
l
f
-
e
s
t
e
e
m
i
n
Za
mb
i
a
n
sec
o
n
d
a
r
y
s
c
h
o
o
l
s,
”
S
o
c
i
a
l
S
c
i
e
n
c
e
s
&
H
u
m
a
n
i
t
i
e
s Op
e
n
,
v
o
l
.
8
,
n
o
.
1
,
p
.
1
0
0
6
3
2
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
ss
a
h
o
.
2
0
2
3
.
1
0
0
6
3
2
.
[
1
4
]
G
.
S
t
a
v
r
o
p
o
u
l
o
u
e
t
a
l
.
,
“
E
x
p
l
o
r
i
n
g
t
h
e
I
n
t
e
r
p
l
a
y
o
f
M
o
t
i
v
a
t
i
o
n
,
S
e
l
f
-
Ef
f
i
c
a
c
y
,
C
r
i
t
i
c
a
l
Th
i
n
k
i
n
g
,
a
n
d
S
e
l
f
-
R
e
g
u
l
a
t
i
o
n
i
n
P
r
e
d
i
c
t
i
n
g
A
c
a
d
e
mi
c
A
c
h
i
e
v
e
me
n
t
A
m
o
n
g
U
n
i
v
e
r
si
t
y
S
t
u
d
e
n
t
s,”
F
1
0
0
0
Re
se
a
rc
h
,
v
o
l
.
1
4
,
p
.
3
4
4
,
2
0
2
5
,
d
o
i
:
1
0
.
1
2
6
8
8
/
f
1
0
0
0
r
e
s
e
a
r
c
h
.
1
6
1
8
2
1
.
2
.
[
1
5
]
K
.
S
a
k
s,
“
Th
e
e
f
f
e
c
t
o
f
se
l
f
-
e
f
f
i
c
a
c
y
a
n
d
se
l
f
-
set
g
r
a
d
e
g
o
a
l
s
o
n
a
c
a
d
e
mi
c
o
u
t
c
o
m
e
s,”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
5
,
p
.
1
3
2
4
0
0
7
,
2
0
2
4
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
g
.
2
0
2
4
.
1
3
2
4
0
0
7
.
[
1
6
]
S
.
W
o
n
,
a
n
d
C
.
A
.
W
o
l
t
e
r
s,
“
U
n
d
e
r
st
a
n
d
i
n
g
t
h
e
r
e
l
a
t
i
o
n
s b
e
t
w
e
e
n
a
c
h
i
e
v
e
men
t
g
o
a
l
s
a
n
d
se
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
:
A
m
u
l
t
i
p
l
e
g
o
a
l
p
e
r
s
p
e
c
t
i
v
e
,
”
Ed
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
4
4
,
n
o
.
6
-
7
,
p
p
.
7
1
0
–
7
2
9
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
4
4
3
4
1
0
.
2
0
2
4
.
2
3
9
2
0
1
3
.
[
1
7
]
Z.
H
.
S
a
h
i
t
o
,
F
.
J
.
K
h
o
s
o
,
a
n
d
J.
P
h
u
l
p
o
t
o
,
“
Th
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
a
c
t
i
v
e
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s
i
n
e
n
h
a
n
c
i
n
g
st
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
,
”
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s R
e
v
i
e
w
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
1
1
0
–
1
2
7
,
2
0
2
5
,
d
o
i
:
1
0
.
6
2
8
4
3
/
j
ssr
.
v
5
i
1
.
4
7
1
.
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
Th
e
effec
t o
f sys
tema
tica
lly
cr
ea
ted
s
u
cc
ess
s
itu
a
tio
n
s
o
n
lea
r
n
in
g
mo
tiva
tio
n
…
(
S
a
b
ila
A
b
z
h
a
n
o
v
a
)
3413
[
1
8
]
J.
C
.
H
o
n
g
,
C
.
R
.
Ts
a
i
,
a
n
d
K
.
H
.
Ta
i
,
“
i
S
TEA
M
c
o
n
t
e
s
t
o
n
e
n
h
a
n
c
i
n
g
se
l
f
-
c
o
n
f
i
d
e
n
c
e
i
n
ma
k
i
n
g
m
i
n
i
a
t
u
r
e
mo
d
e
l
s:
C
o
r
r
e
l
a
t
e
t
o
mast
e
r
y
o
r
i
e
n
t
a
t
i
o
n
,
e
n
g
a
g
e
me
n
t
a
n
d
i
n
t
e
r
e
s
t
,
”
Re
se
a
r
c
h
i
n
S
c
i
e
n
c
e
&
T
e
c
h
n
o
l
o
g
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
1
,
n
o
.
2
,
p
p
.
4
4
4
–
4
6
1
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
3
5
1
4
3
.
2
0
2
1
.
1
9
0
9
5
5
4
.
[
1
9
]
S
.
H
u
b
a
l
o
v
sk
y
,
M
.
H
u
b
a
l
o
v
s
k
a
,
a
n
d
M
.
M
u
s
i
l
e
k
,
“
A
ssess
me
n
t
o
f
t
h
e
i
n
f
l
u
e
n
c
e
o
f
a
d
a
p
t
i
v
e
E
-
l
e
a
r
n
i
n
g
o
n
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
p
r
i
mar
y
s
c
h
o
o
l
p
u
p
i
l
s
,
”
C
o
m
p
u
t
e
rs
i
n
H
u
m
a
n
B
e
h
a
v
i
o
r
,
v
o
l
.
9
2
,
p
p
.
6
9
1
–
7
0
5
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
b
.
2
0
1
8
.
0
5
.
0
3
3
.
[
2
0
]
F
.
W
.
A
r
i
e
s
t
a
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
e
-
l
e
a
r
n
i
n
g
m
e
d
i
a
t
o
i
m
p
r
o
v
e
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
n
a
t
u
r
a
l
s
c
i
e
n
c
e
i
n
p
r
i
m
a
r
y
s
c
h
o
o
l
s
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
Re
se
a
r
c
h
a
n
d
E
v
a
l
u
a
t
i
o
n
,
v
o
l
.
3
,
n
o
.
2
,
p
p
.
8
8
–
9
5
,
2
0
1
9
,
d
o
i
:
1
0
.
2
3
8
8
7
/
j
e
r
e
.
v
3
i
2
.
1
7
2
0
3
.
[
2
1
]
J.
C
.
W
a
n
g
,
C
.
Y
.
H
si
e
h
,
a
n
d
S
.
H
.
K
u
n
g
,
“
T
h
e
i
m
p
a
c
t
o
f
sm
a
r
t
p
h
o
n
e
u
se
o
n
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss
:
A
c
a
se
st
u
d
y
o
f
p
r
i
mar
y
sch
o
o
l
st
u
d
e
n
t
s
,
”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
2
8
,
n
o
.
6
,
p
p
.
6
2
8
7
–
6
3
2
0
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
6
3
9
-
022
-
1
1
4
3
0
-
9
.
[
2
2
]
H
.
Li
e
t
a
l
.
,
“
E
x
p
l
o
r
i
n
g
t
h
e
I
n
f
l
u
e
n
c
e
o
f
L
e
a
r
n
i
n
g
M
o
t
i
v
a
t
i
o
n
a
n
d
S
o
c
i
o
e
c
o
n
o
m
i
c
S
t
a
t
u
s o
n
C
o
l
l
e
g
e
S
t
u
d
e
n
t
s'
L
e
a
r
n
i
n
g
O
u
t
c
o
m
e
s
U
si
n
g
S
e
l
f
-
D
e
t
e
r
mi
n
a
t
i
o
n
T
h
e
o
r
y
,
”
F
ro
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
1
,
p
.
8
4
9
,
2
0
2
0
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
0
.
0
0
8
4
9
.
[
2
3
]
A
.
C
.
A
n
y
i
c
h
i
e
a
n
d
D
.
L
.
B
u
t
l
e
r
,
“
E
x
a
mi
n
i
n
g
c
u
l
t
u
r
a
l
l
y
d
i
v
e
r
s
e
l
e
a
r
n
e
r
s’
mo
t
i
v
a
t
i
o
n
a
n
d
e
n
g
a
g
e
m
e
n
t
p
r
o
c
e
ss
e
s
a
s
si
t
u
a
t
e
d
i
n
t
h
e
c
o
n
t
e
x
t
o
f
a
c
o
m
p
l
e
x
t
a
s
k
,
”
Fr
o
n
t
i
e
rs
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
8
,
p
p
.
5
3
–
1
0
6
,
2
0
2
3
,
d
o
i
:
1
0
.
3
3
8
9
/
f
e
d
u
c
.
2
0
2
3
.
1
0
4
1
9
4
6
.
[
2
4
]
N
.
M
e
k
t
e
p
b
e
r
g
e
n
o
v
e
t
a
l
.
,
“
P
r
e
-
S
e
r
v
i
c
e
Te
a
c
h
e
r
s’
R
e
a
d
i
n
e
ss
t
o
U
s
e
A
r
t
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
:
E
v
i
d
e
n
c
e
f
r
o
m
K
a
z
a
k
h
s
t
a
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
E
d
u
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
5
,
n
o
.
1
2
,
p
p
.
2
7
0
0
–
2
7
0
6
,
2
0
2
5
,
d
o
i
:
1
0
.
1
8
1
7
8
/
i
j
i
e
t
.
2
0
2
5
.
1
5
.
1
2
.
2
4
6
5
.
[
2
5
]
Z.
Zh
u
m
a
b
a
y
e
v
a
e
t
a
l
.
,
“
E
n
h
a
n
c
i
n
g
Te
a
c
h
i
n
g
S
k
i
l
l
s
t
h
r
o
u
g
h
D
i
g
i
t
a
l
F
e
e
d
b
a
c
k
i
n
M
i
c
r
o
t
e
a
c
h
i
n
g
:
A
S
t
u
d
y
w
i
t
h
P
r
o
s
p
e
c
t
i
v
e
P
r
i
mary
Te
a
c
h
e
r
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
Ed
u
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
5
,
n
o
.
9
,
2
0
2
5
,
d
o
i
:
1
0
.
1
8
1
7
8
/
i
j
i
e
t
.
2
0
2
5
.
1
5
.
9
.
2
3
8
3
.
[
2
6
]
A
.
S
a
d
r
e
i
m
o
v
a
e
t
a
l
.
,
“
Te
a
c
h
e
r
P
e
r
c
e
p
t
i
o
n
s
o
f
N
e
u
r
o
e
d
u
c
a
t
i
o
n
:
A
S
u
r
v
e
y
o
f
Te
a
c
h
e
r
s
i
n
K
a
z
a
k
h
s
t
a
n
,
”
T
EM
J
o
u
rn
a
l
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
6
1
1
–
6
1
9
,
2
0
2
6
,
d
o
i
:
1
0
.
1
8
4
2
1
/
TE
M
1
5
1
-
5
7
.
[
2
7
]
M
.
L.
M
a
c
i
e
j
e
w
s
k
i
,
“
Q
u
a
si
-
e
x
p
e
r
i
men
t
a
l
d
e
s
i
g
n
,
”
Bi
o
s
t
a
t
i
s
t
i
c
s
&
E
p
i
d
e
m
i
o
l
o
g
y
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
3
8
–
4
7
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
2
4
7
0
9
3
6
0
.
2
0
1
8
.
1
4
7
7
4
6
8
.
[
2
8
]
B
.
C
a
p
i
l
i
a
n
d
J.
K
.
A
n
a
s
t
a
s
i
,
“
A
n
I
n
t
r
o
d
u
c
t
i
o
n
t
o
T
y
p
e
s
o
f
Q
u
a
s
i
-
Ex
p
e
r
i
me
n
t
a
l
D
e
si
g
n
s,”
T
h
e
Am
e
ri
c
a
n
J
o
u
rn
a
l
o
f
N
u
rs
i
n
g
,
v
o
l
.
1
2
4
,
n
o
.
1
1
,
p
p
.
5
0
–
5
2
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
9
7
/
0
1
.
N
A
J.
0
0
0
1
0
8
1
7
4
0
.
7
4
8
1
5
.
2
0
.
[
2
9
]
R
.
M
.
R
y
a
n
a
n
d
E.
L
.
D
e
c
i
,
“
S
e
l
f
-
d
e
t
e
r
mi
n
a
t
i
o
n
t
h
e
o
r
y
a
n
d
t
h
e
f
a
c
i
l
i
t
a
t
i
o
n
o
f
i
n
t
r
i
n
s
i
c
m
o
t
i
v
a
t
i
o
n
,
s
o
c
i
a
l
d
e
v
e
l
o
p
me
n
t
,
a
n
d
w
e
l
l
-
b
e
i
n
g
,
”
Am
e
ri
c
a
n
Ps
y
c
h
o
l
o
g
i
st
,
v
o
l
.
5
5
,
n
o
.
1
,
p
p
.
6
8
–
7
8
,
2
0
0
0
,
d
o
i
:
1
0
.
1
0
3
7
/
0
0
0
3
-
0
6
6
X
.
5
5
.
1
.
6
8
.
[
3
0
]
X
.
L
i
e
t
a
l
.
,
“
I
n
t
r
i
n
si
c
mo
t
i
v
a
t
i
o
n
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
a
s
p
a
t
h
w
a
y
s
t
o
i
n
n
o
v
a
t
i
v
e
t
e
a
c
h
i
n
g
:
a
m
i
x
e
d
-
met
h
o
d
s
s
t
u
d
y
o
f
f
a
c
u
l
t
y
i
n
C
h
i
n
e
se
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
BM
C
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
n
o
.
1
,
p
.
8
5
9
,
2
0
2
5
,
d
o
i
:
1
0
.
1
1
8
6
/
s
4
0
3
5
9
-
0
2
5
-
0
3
1
7
7
-
y.
[
3
1
]
Y
.
Li
u
e
t
a
l
.
,
“
M
u
l
t
i
p
l
i
c
a
t
i
v
e
e
f
f
e
c
t
o
f
i
n
t
r
i
n
si
c
a
n
d
e
x
t
r
i
n
s
i
c
mo
t
i
v
a
t
i
o
n
o
n
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
:
A
l
o
n
g
i
t
u
d
i
n
a
l
st
u
d
y
o
f
C
h
i
n
e
se
st
u
d
e
n
t
s,
”
J
o
u
r
n
a
l
o
f
Pe
rs
o
n
a
l
i
t
y
,
v
o
l
.
8
8
,
n
o
.
3
,
p
p
.
5
8
4
–
5
9
5
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
1
1
/
j
o
p
y
.
1
2
5
1
2
.
[
3
2
]
M
.
C
.
Za
c
c
o
n
e
,
a
n
d
M
.
P
e
d
r
i
n
i
,
“
T
h
e
e
f
f
e
c
t
s
o
f
i
n
t
r
i
n
s
i
c
a
n
d
e
x
t
r
i
n
s
i
c
m
o
t
i
v
a
t
i
o
n
o
n
st
u
d
e
n
t
s
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss.
Ex
p
l
o
r
i
n
g
t
h
e
mo
d
e
r
a
t
i
n
g
r
o
l
e
o
f
g
e
n
d
e
r
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Ma
n
a
g
e
m
e
n
t
,
v
o
l
.
3
3
,
n
o
.
6
,
p
p
.
1
3
8
1
–
1
3
9
4
,
2
0
1
9
,
d
o
i
:
1
0
.
1
1
0
8
/
I
JEM
-
03
-
2
0
1
9
-
0
0
9
9
.
[
3
3
]
R
.
Z
v
i
e
l
-
G
i
r
s
h
i
n
,
a
n
d
N
.
R
o
se
n
b
e
r
g
,
“
En
h
a
n
c
i
n
g
e
a
r
l
y
S
TE
M
e
n
g
a
g
e
me
n
t
:
Th
e
i
m
p
a
c
t
o
f
i
n
q
u
i
r
y
-
b
a
s
e
d
r
o
b
o
t
i
c
s p
r
o
j
e
c
t
s o
n
f
i
r
st
-
g
r
a
d
e
s
t
u
d
e
n
t
s’
p
r
o
b
l
e
m
-
so
l
v
i
n
g
sel
f
-
e
f
f
i
c
a
c
y
a
n
d
c
o
l
l
a
b
o
r
a
t
i
v
e
a
t
t
i
t
u
d
e
s
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
5
,
n
o
.
1
0
,
p
.
1
4
0
4
,
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sc
i
1
5
1
0
1
4
0
4
.
[
3
4
]
M
.
S
a
d
a
n
,
O
.
Li
p
k
a
,
a
n
d
T.
K
a
t
z
i
r
,
“
S
t
u
d
e
n
t
s’
e
m
o
t
i
o
n
a
l
e
x
p
e
r
i
e
n
c
e
s
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s d
u
r
i
n
g
d
i
g
i
t
a
l
v
o
c
a
b
u
l
a
r
y
i
n
st
r
u
c
t
i
o
n
:
c
o
m
p
a
r
i
n
g
st
r
u
g
g
l
i
n
g
a
n
d
t
y
p
i
c
a
l
t
h
i
r
d
g
r
a
d
e
r
e
a
d
e
r
s,
”
C
o
m
p
u
t
e
r
As
si
s
t
e
d
L
a
n
g
u
a
g
e
L
e
a
r
n
i
n
g
,
v
o
l
.
3
9
,
n
o
.
1
–
2
,
p
p
.
1
–
3
0
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
8
8
2
2
1
.
2
0
2
4
.
2
3
8
2
4
5
2
.
[
3
5
]
S
.
G
a
r
b
e
n
i
s
a
n
d
I
.
K
a
f
f
e
ma
n
i
e
n
e
,
“
D
e
v
e
l
o
p
i
n
g
t
r
a
i
t
s
o
f
s
e
l
f
-
c
o
n
f
i
d
e
n
c
e
a
n
d
i
n
t
r
i
n
si
c
mo
t
i
v
a
t
i
o
n
i
n
s
t
u
d
e
n
t
s
w
i
t
h
s
e
v
e
r
e
s
p
e
c
i
a
l
e
d
u
c
a
t
i
o
n
a
l
n
e
e
d
s
i
n
p
h
y
s
i
c
a
l
e
d
u
c
a
t
i
o
n
l
e
sso
n
s,
”
B
e
h
a
v
i
o
ra
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
5
,
n
o
.
1
1
,
p
.
1
4
4
9
,
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
b
s
1
5
1
1
1
4
4
9
.
[
3
6
]
S
.
G
r
a
h
a
m,
“
S
e
l
f
-
e
f
f
i
c
a
c
y
a
n
d
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
–
w
h
a
t
i
t
i
s
a
n
d
w
h
a
t
i
t
i
sn
't
,
”
T
h
e
L
a
n
g
u
a
g
e
L
e
a
r
n
i
n
g
J
o
u
rn
a
l
,
v
o
l
.
5
0
,
n
o
.
2
,
p
p
.
1
8
6
–
2
0
7
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
7
1
7
3
6
.
2
0
2
2
.
2
0
4
5
6
7
9
.
[
3
7
]
J.
D
o
m
e
n
e
t
a
l
.
,
“
D
i
f
f
e
r
e
n
t
i
a
t
e
d
n
e
e
d
su
p
p
o
r
t
b
y
t
e
a
c
h
e
r
s:
S
t
u
d
e
n
t
‐
s
p
e
c
i
f
i
c
p
r
o
v
i
s
i
o
n
o
f
a
u
t
o
n
o
m
y
a
n
d
s
t
r
u
c
t
u
r
e
a
n
d
r
e
l
a
t
i
o
n
s
w
i
t
h
st
u
d
e
n
t
m
o
t
i
v
a
t
i
o
n
,
”
Br
i
t
i
sh
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
9
0
,
n
o
.
2
,
p
p
.
4
0
3
–
4
2
3
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
1
1
/
b
j
e
p
.
1
2
3
0
2
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
S
a
b
il
a
Abzh
a
n
o
v
a
is
a
M
a
ste
r
o
f
P
e
d
a
g
o
g
ica
l
S
c
ien
c
e
s
a
n
d
a
P
h
D
d
o
c
to
ra
l
stu
d
e
n
t
i
n
t
h
e
sp
e
c
ialt
y
“
8
D
0
1
3
0
1
—
P
e
d
a
g
o
g
y
a
n
d
M
e
th
o
d
s
o
f
P
rima
ry
E
d
u
c
a
ti
o
n
”
a
t
Ab
a
i
Ka
z
a
k
h
Na
ti
o
n
a
l
P
e
d
a
g
o
g
ica
l
Un
iv
e
rsit
y
.
S
h
e
is
a
sp
e
c
ialist
wh
o
c
o
n
d
u
c
ts
t
h
e
o
re
ti
c
a
l
a
n
d
e
m
p
iri
c
a
l
re
se
a
rc
h
in
th
e
field
o
f
p
e
d
a
g
o
g
y
a
n
d
is
a
lso
e
n
g
a
g
e
d
in
tea
c
h
in
g
a
c
ti
v
it
ies
a
t
a
p
e
d
a
g
o
g
ica
l
h
ig
h
e
r
e
d
u
c
a
ti
o
n
i
n
s
ti
tu
ti
o
n
.
He
r
re
se
a
rc
h
a
lso
c
o
v
e
rs
issu
e
s
re
late
d
to
imp
r
o
v
i
n
g
th
e
q
u
a
li
ty
o
f
e
d
u
c
a
ti
o
n
t
h
ro
u
g
h
t
h
e
d
ig
it
a
li
z
a
ti
o
n
o
f
e
d
u
c
a
ti
o
n
a
l
re
so
u
rc
e
s.
S
h
e
is t
h
e
a
u
th
o
r
o
f
se
v
e
ra
l
tea
c
h
in
g
a
n
d
m
e
th
o
d
o
lo
g
ica
l
m
a
n
u
a
ls
a
n
d
m
o
re
t
h
a
n
1
5
s
c
ien
ti
fic
a
rti
c
les
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sa
b
il
a
a
b
z
a
n
o
v
a
@g
m
a
il
.
c
o
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
.
4
,
Au
g
u
s
t
20
26
:
3
4
0
5
-
3
4
1
4
3414
G
u
ln
a
r
Ua
iso
v
a
is
a
c
a
n
d
i
d
a
te
o
f
p
e
d
a
g
o
g
ica
l
sc
ien
c
e
s
a
n
d
a
ss
o
c
iate
p
ro
fe
ss
o
r
i
n
th
e
De
p
a
rtme
n
t
o
f
P
r
ima
ry
Ed
u
c
a
ti
o
n
,
F
a
c
u
l
ty
o
f
P
e
d
a
g
o
g
y
a
n
d
P
sy
c
h
o
lo
g
y
,
A
b
a
i
Ka
z
a
k
h
Na
ti
o
n
a
l
P
e
d
a
g
o
g
ica
l
Un
i
v
e
rsity
.
S
h
e
h
a
s
a
u
th
o
re
d
sc
h
o
o
l
tex
t
b
o
o
k
s
u
se
d
in
t
h
e
Re
p
u
b
l
ic
o
f
Ka
z
a
k
h
sta
n
a
n
d
c
o
n
d
u
c
ts
re
se
a
rc
h
i
n
th
e
f
ield
o
f
p
rima
ry
e
d
u
c
a
ti
o
n
.
Re
se
a
rc
h
i
n
tere
sts:
h
isto
r
y
o
f
m
e
th
o
d
s
o
f
tea
c
h
in
g
t
h
e
Ka
z
a
k
h
lan
g
u
a
g
e
in
p
r
ima
ry
sc
h
o
o
l,
c
o
n
ten
t
a
n
d
stru
c
tu
re
o
f
Ka
z
a
k
h
lan
g
u
a
g
e
tex
tb
o
o
k
s
in
p
r
ima
ry
sc
h
o
o
l,
p
ro
b
lem
s
o
f
m
e
th
o
d
s
o
f
tea
c
h
i
n
g
t
h
e
Ka
z
a
k
h
lan
g
u
a
g
e
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
u
a
iso
v
a
1
9
5
4
@g
m
a
il
.
c
o
m
.
Ma
d
in
a
T
o
g
a
ta
y
is
a
se
n
i
o
r
l
e
c
tu
re
r
,
De
p
a
rtme
n
t
o
f
T
h
e
o
r
y
a
n
d
M
e
t
h
o
d
o
l
o
g
y
o
f
P
re
sc
h
o
o
l
a
n
d
P
rima
ry
Ed
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
Histo
r
y
a
n
d
P
e
d
a
g
o
g
y
,
M
u
k
h
tar
Au
e
z
o
v
S
o
u
th
Ka
z
a
k
h
sta
n
Un
iv
e
rsit
y
.
Re
se
a
rc
h
a
n
d
tea
c
h
in
g
in
tere
sts
in
c
l
u
d
e
m
e
th
o
d
s
a
n
d
p
e
d
a
g
o
g
ica
l
tec
h
n
o
l
o
g
ies
fo
r
p
rima
ry
e
d
u
c
a
t
io
n
,
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
c
o
g
n
it
iv
e
a
n
d
d
ig
it
a
l
l
it
e
ra
c
y
in
p
rima
ry
sc
h
o
o
l
stu
d
e
n
ts,
th
e
i
n
d
i
v
id
u
a
li
z
a
ti
o
n
o
f
t
h
e
e
d
u
c
a
ti
o
n
a
l
p
ro
c
e
ss
,
th
e
u
se
o
f
m
o
d
e
r
n
a
ss
e
ss
m
e
n
t
m
e
th
o
d
s,
a
n
d
th
e
p
r
o
fe
ss
io
n
a
l
train
in
g
o
f
f
u
tu
re
tea
c
h
e
rs
with
a
n
e
m
p
h
a
sis
o
n
n
a
ti
o
n
a
l
v
a
l
u
e
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
a
d
in
a
to
g
a
taj@g
m
a
il
.
c
o
m
.
Aliy
a
J
a
k
h
a
y
e
v
a
is
a
se
n
i
o
r
l
e
c
tu
re
r
,
De
p
a
rtme
n
t
o
f
T
h
e
o
r
y
a
n
d
M
e
t
h
o
d
o
l
o
g
y
o
f
P
re
sc
h
o
o
l
a
n
d
P
rima
ry
Ed
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
Histo
r
y
a
n
d
P
e
d
a
g
o
g
y
,
M
u
k
h
tar
Au
e
z
o
v
S
o
u
th
Ka
z
a
k
h
sta
n
Un
iv
e
rsity
.
S
h
e
is
in
tere
ste
d
in
e
m
o
ti
o
n
a
l
sta
b
il
it
y
,
c
o
m
m
u
n
ica
ti
o
n
,
b
e
h
a
v
io
ra
l
fe
a
tu
re
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
d
g
a
h
a
e
v
0
2
3
7
@g
m
a
il
.
c
o
m
.
Na
z
y
m
k
u
l
Alt
a
y
e
v
a
is
a
se
n
io
r
lec
tu
re
r
,
De
p
a
rtme
n
t
o
f
Th
e
o
r
y
a
n
d
M
e
th
o
d
o
lo
g
y
o
f
P
re
sc
h
o
o
l
a
n
d
P
rima
ry
Ed
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
Hist
o
ry
a
n
d
P
e
d
a
g
o
g
y
,
M
u
k
h
tar Au
e
z
o
v
S
o
u
t
h
Ka
z
a
k
h
sta
n
Un
iv
e
rsity
.
S
h
e
is
in
tere
ste
d
in
e
m
o
ti
o
n
a
l
sta
b
il
it
y
,
c
o
m
m
u
n
ica
ti
o
n
,
b
e
h
a
v
io
ra
l
fe
a
tu
re
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
lt
a
y
e
v
a
8
6
@b
k
.
r
u
.
S
a
u
le
Zh
o
r
a
y
e
v
a
is
a
se
n
io
r
lec
tu
re
r
o
f
th
e
De
p
a
rtme
n
t
o
f
P
ri
m
a
ry
Ed
u
c
a
ti
o
n
a
t
th
e
F
a
c
u
lt
y
o
f
P
e
d
a
g
o
g
y
a
n
d
P
s
y
c
h
o
l
o
g
y
a
t
Ab
a
i
Ka
z
a
k
h
Na
ti
o
n
a
l
P
e
d
a
g
o
g
ica
l
Un
i
v
e
rsity
.
He
r
re
se
a
rc
h
in
tere
sts
i
n
c
lu
d
e
p
rima
ry
e
d
u
c
a
ti
o
n
m
e
th
o
d
o
l
o
g
y
,
c
rit
e
ria
-
b
a
se
d
a
ss
e
ss
m
e
n
t,
d
ig
it
a
l
a
n
d
fu
n
c
ti
o
n
a
l
l
it
e
ra
c
y
d
e
v
e
lo
p
m
e
n
t,
i
n
d
iv
i
d
u
a
li
z
e
d
in
s
tru
c
ti
o
n
,
a
n
d
p
r
o
fe
ss
io
n
a
l
train
in
g
o
f
fu
tu
re
tea
c
h
e
rs,
with
a
fo
c
u
s o
n
i
n
teg
ra
ti
n
g
n
a
ti
o
n
a
l
v
a
lu
e
s in
to
e
a
rly
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sa
u
lez
h
o
ra
e
v
a
@m
a
il
.
ru
.
Evaluation Warning : The document was created with Spire.PDF for Python.