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Exploring
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s
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Ya
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ev
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s
to
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m
p
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r
a
r
y
c
l
a
ss
r
o
o
m
s
.
K
ey
w
o
r
d
s
:
C
u
r
r
icu
lu
m
b
a
r
r
ier
s
Gam
if
icatio
n
I
m
p
lem
en
tatio
n
b
ar
r
ier
s
Pre
-
s
er
v
ice
teac
h
er
s
R
eso
u
r
ce
b
ar
r
ier
s
T
r
ain
in
g
b
ar
r
ier
s
T
h
is
is
an
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r
th
e
CC
BY
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ash
alath
a
Sh
an
th
ip
alla
Dep
ar
tm
en
t
of
E
d
u
ca
tio
n
,
Sch
o
o
l
of
E
d
u
ca
tio
n
an
d
T
r
ain
in
g
,
C
en
tr
al
Un
iv
er
s
ity
of
Kar
n
at
ak
a
Kala
b
u
r
ag
i,
Kar
n
atak
a
,
I
n
d
ia
E
m
ail:
s
ash
alath
a@
cu
k
.
ac
.
in
1.
I
NT
RO
D
UCT
I
O
N
Gam
if
icatio
n
h
as
e
m
er
g
e
d
as
an
in
n
o
v
ativ
e
teac
h
in
g
ap
p
r
o
ac
h
o
v
er
th
e
p
ast
d
ec
a
d
e,
d
r
iv
en
by
an
o
n
g
o
in
g
s
ea
r
ch
f
o
r
way
s
to
m
ak
e
teac
h
in
g
more
e
n
g
ag
in
g
an
d
en
h
a
n
ce
lear
n
in
g
o
u
tco
m
es.
It
m
ea
n
s
in
co
r
p
o
r
atin
g
g
am
e
elem
en
ts
an
d
p
r
in
cip
les
in
to
non
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g
am
e
co
n
tex
ts
,
s
u
ch
as
clas
s
r
o
o
m
s
,
to
im
p
r
o
v
e
s
tu
d
en
t
en
g
ag
em
e
n
t
[
1
]
an
d
s
u
p
p
o
r
t
lear
n
er
s
’
in
tr
in
s
ic
m
o
tiv
atio
n
[
2
]
,
[
3
]
.
Ad
d
itio
n
ally
,
it
p
r
o
m
o
tes
ac
ad
em
ic
ac
h
iev
em
en
t
[
4
]
an
d
im
p
r
o
v
e
d
lear
n
in
g
o
u
tco
m
es.
T
h
is
ap
p
r
o
ac
h
s
u
p
p
o
r
ts
th
e
m
o
d
er
n
ed
u
ca
tio
n
al
g
o
al
of
lear
n
er
-
ce
n
tr
ic
ed
u
ca
tio
n
an
d
th
e
u
s
e
of
tech
n
ical
to
o
ls
in
class
r
o
o
m
s
[
5
]
.
By
in
teg
r
atin
g
g
am
if
icatio
n
in
to
class
r
o
o
m
teac
h
in
g
,
th
is
ap
p
r
o
ac
h
co
n
tr
i
b
u
tes
to
SDG
-
4
(
q
u
ality
ed
u
ca
tio
n
)
by
p
r
o
m
o
tin
g
en
g
ag
e
m
en
t
an
d
lear
n
er
-
ce
n
ter
e
d
ed
u
ca
tio
n
.
In
th
is
co
n
tex
t,
teac
h
er
s
p
lay
a
p
iv
o
tal
r
o
le
in
s
elec
tin
g
an
d
im
p
lem
en
tin
g
in
s
tr
u
ctio
n
al
s
tr
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an
d
r
es
o
u
r
ce
s
th
at
ef
f
ec
tiv
el
y
en
g
a
g
e
s
tu
d
en
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
v
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&
R
es E
d
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c
I
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N:
2252
-
8
8
2
2
E
xp
lo
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in
g
b
a
r
r
iers
to
g
a
mific
a
tio
n
imp
leme
n
ta
tio
n
in
c
la
s
s
r
o
o
ms:
a
n
emp
ir
ica
l …
(
Ya
g
g
a
d
i S
a
i Ku
ma
r
)
4015
B
u
ild
in
g
on
th
is
,
m
an
y
teac
h
e
r
s
s
ee
g
am
if
icatio
n
as
an
ef
f
ec
tiv
e
s
tr
ateg
y
f
o
r
e
n
g
ag
in
g
s
tu
d
en
ts
in
th
e
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
[
6
]
.
H
o
wev
er
,
teac
h
er
s
en
tire
ly
d
eter
m
in
e
wh
eth
er
g
am
if
icati
o
n
is
u
s
ed
in
th
e
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
[
7
]
.
T
ea
c
h
er
s
n
ee
d
to
be
well
-
tr
ain
ed
to
m
ak
e
s
u
b
ject
-
s
p
ec
if
ic
ad
ju
s
t
m
en
ts
an
d
to
alig
n
with
lear
n
in
g
g
o
als
[
8
]
.
T
h
e
q
u
ality
of
teac
h
er
s
’
p
r
e
p
ar
a
tio
n
d
ec
id
es
wh
eth
er
g
am
if
i
ca
tio
n
will
h
av
e
a
tr
an
s
f
o
r
m
ativ
e
im
p
ac
t
or
o
n
ly
ad
d
m
in
o
r
ch
a
n
g
es
[
7
]
.
T
ea
ch
er
s
’
awa
r
en
ess
an
d
p
er
ce
p
tio
n
s
,
th
eir
willin
g
n
ess
to
in
n
o
v
ate,
an
d
th
e
tr
ain
i
n
g
th
ey
r
ec
eiv
e,
g
r
ea
tly
i
n
f
lu
en
c
e
th
e
p
o
ten
tial
f
o
r
g
am
if
icatio
n
s
tr
ateg
ies
to
be
ap
p
lied
in
class
r
o
o
m
p
r
ac
tices
[
9
]
.
Pre
-
s
er
v
ice
teac
h
er
s
ar
e
p
iv
o
tal
in
im
p
lem
en
tin
g
n
ew
in
s
tr
u
ctio
n
al
s
tr
ateg
ies,
as
th
ey
ar
e
d
ig
ital
n
ativ
es
wh
o
will
s
h
ap
e
th
e
f
u
tu
r
e
of
K
-
12
class
r
o
o
m
p
r
ac
tice
[
1
0
]
.
Ho
wev
er
,
t
h
e
lim
ited
class
r
o
o
m
ex
p
er
ien
ce
of
p
r
e
-
s
er
v
ice
teac
h
er
s
,
co
m
b
in
e
d
with
in
s
titu
tio
n
al
co
n
s
tr
ain
ts
d
u
r
in
g
th
eir
in
ter
n
s
h
ip
,
af
f
ec
ts
th
eir
p
r
o
f
ess
io
n
al
id
en
tity
[
1
1
]
an
d
p
r
esen
ts
u
n
iq
u
e
b
ar
r
ier
s
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
b
ey
o
n
d
th
o
s
e
en
co
u
n
ter
e
d
by
in
-
s
er
v
ice
teac
h
er
s
wh
en
u
s
in
g
g
am
if
icatio
n
in
class
r
o
o
m
s
[
1
2
]
.
T
h
i
s
e
x
p
e
r
i
e
n
c
e
is
i
n
t
e
n
s
i
f
i
e
d
by
t
h
e
i
r
r
o
l
e
as
t
r
a
n
s
i
t
i
o
n
al
f
i
g
u
r
e
s
b
e
tw
e
e
n
t
h
e
t
h
e
o
r
e
ti
c
a
l
k
n
o
w
l
e
d
g
e
p
r
e
s
e
n
t
e
d
in
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
p
r
o
g
r
a
m
s
an
d
th
e
p
r
ac
tical
n
atu
r
e
of
p
e
d
ag
o
g
y
in
th
e
class
r
o
o
m
.
Fin
ally
,
p
r
e
-
s
er
v
ice
teac
h
er
s
c
o
m
m
o
n
ly
e
x
p
er
ie
n
ce
a
lack
of
p
o
wer
in
d
ec
is
io
n
s
ab
o
u
t
cu
r
r
icu
l
u
m
an
d
tech
n
o
lo
g
y
in
teg
r
atio
n
d
u
r
in
g
f
ield
p
lace
m
en
ts
[
1
3
]
.
Ho
wev
er
,
th
e
ex
is
tin
g
liter
atu
r
e
m
ain
ly
f
o
cu
s
es
on
th
e
im
p
ac
t
of
g
a
m
if
icatio
n
on
s
tu
d
e
n
ts
’
o
u
tco
m
es
an
d
on
p
r
ac
ticin
g
teac
h
er
s
in
s
tab
le
class
r
o
o
m
co
n
te
x
ts
;
th
u
s
,
th
er
e
is
a
s
ig
n
if
ican
t
g
ap
in
u
n
d
e
r
s
tan
d
in
g
th
e
b
ar
r
ier
s
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
d
u
r
i
n
g
th
eir
in
te
r
n
s
h
i
p
s
,
due
to
th
eir
lim
ited
cla
s
s
r
o
o
m
ex
p
er
ien
ce
.
T
h
e
liter
atu
r
e
h
as
id
e
n
tifie
d
b
ar
r
ier
s
to
u
s
in
g
g
am
if
icatio
n
in
class
r
o
o
m
r
esear
ch
[
1
4
]
,
an
d
it
class
if
ies
th
em
in
to
th
e
f
o
llo
win
g
p
r
o
b
lem
ca
teg
o
r
ies:
i
)
b
ar
r
ier
s
r
elate
d
to
cu
r
r
icu
lu
m
;
ii
)
b
ar
r
ier
s
r
elate
d
to
r
eso
u
r
ce
s
;
an
d
iii
)
b
ar
r
ier
s
r
elate
d
to
tr
ai
n
in
g
f
o
r
im
p
lem
e
n
tin
g
g
am
if
icatio
n
in
th
e
class
r
o
o
m
.
To
o
v
er
co
m
e
th
ese
o
b
s
tacle
s
,
teac
h
er
s
m
u
s
t
h
av
e
e
n
o
u
g
h
k
n
o
wled
g
e
of
g
am
if
icatio
n
tech
n
iq
u
es
[
1
5
]
.
A
s
i
g
n
i
f
i
c
a
n
t
g
a
p
ex
i
s
ts
in
e
m
p
i
r
i
c
al
l
y
ex
am
in
in
g
t
h
e
b
ar
r
ier
s
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
in
in
ter
n
s
h
ip
s
.
Un
d
er
s
tan
d
in
g
th
e
b
ar
r
ier
s
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
is
ess
en
tial
to
p
r
ep
ar
in
g
f
u
tu
r
e
teac
h
er
s
to
im
p
l
em
en
t
g
am
if
icatio
n
ef
f
ec
tiv
ely
in
class
r
o
o
m
s
.
T
h
is
s
tu
d
y
aim
s
to
em
p
i
r
ically
ex
p
lo
r
e
cu
r
r
icu
lu
m
,
r
es
o
u
r
ce
,
an
d
tr
ain
in
g
b
a
r
r
ier
s
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
of
p
r
e
-
s
er
v
ice
tea
ch
er
s
d
u
r
in
g
th
eir
16
-
week
in
ter
n
s
h
ip
in
T
elan
g
a
n
a,
I
n
d
ia.
T
h
e
n
o
v
elty
of
t
h
is
s
tu
d
y
lies
in
it
i
s
f
o
cu
s
on
an
u
n
d
er
ex
p
lo
r
ed
g
e
o
g
r
a
p
h
i
c
an
d
in
s
titu
tio
n
al
c
o
n
tex
t
with
in
g
am
if
icatio
n
r
esear
ch
.
Un
lik
e
m
an
y
ea
r
lier
s
tu
d
ies
th
at
m
ain
ly
f
o
cu
s
ed
on
s
tu
d
en
ts
,
th
is
r
esear
ch
is
g
r
o
u
n
d
ed
in
r
ea
l
class
r
o
o
m
in
ter
n
s
h
ip
ex
p
er
ien
ce
s
an
d
ca
p
tu
r
es
th
e
p
r
ac
tical
im
p
lem
en
tatio
n
ch
allen
g
es
f
a
ce
d
by
p
r
e
-
s
er
v
ice
teac
h
er
s
.
In
ad
d
itio
n
,
it
s
im
u
ltan
eo
u
s
ly
e
x
am
in
es
cu
r
r
ic
u
lu
m
-
,
r
eso
u
r
ce
-
,
a
n
d
tr
ain
i
n
g
-
r
elate
d
b
ar
r
ier
s
,
p
r
o
v
id
i
n
g
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
of
th
e
k
ey
c
h
allen
g
es
p
r
e
-
s
er
v
ice
teac
h
er
s
en
co
u
n
ter
wh
ile
im
p
lem
en
tin
g
g
am
if
icatio
n
.
Ov
er
all,
th
e
s
tu
d
y
b
r
id
g
es
th
eo
r
y
a
n
d
p
r
ac
tice
an
d
o
f
f
er
s
u
s
ef
u
l
i
n
s
ig
h
ts
f
o
r
im
p
r
o
v
in
g
teac
h
er
ed
u
ca
tio
n
a
n
d
tr
ain
in
g
p
r
o
g
r
am
s
in
I
n
d
ia.
T
h
er
ef
o
r
e,
th
e
p
r
esen
t
s
tu
d
y
p
r
o
v
i
d
es
d
escr
ip
tiv
e
em
p
ir
ic
al
ev
id
en
ce
on
th
e
b
ar
r
ier
s
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
wh
e
n
th
e
y
u
s
e
g
am
if
icatio
n
as
a
teac
h
in
g
m
eth
o
d
.
T
h
e
s
tu
d
y
id
e
n
tifie
s
th
e
cu
r
r
icu
lu
m
,
r
eso
u
r
ce
,
an
d
tr
ain
in
g
b
ar
r
ier
s
th
at
h
i
n
d
er
p
r
e
-
s
er
v
ice
teac
h
er
s
f
r
o
m
u
s
in
g
g
am
if
icatio
n
in
class
r
o
o
m
teac
h
in
g
.
T
h
e
f
in
d
in
g
s
o
f
f
er
em
p
ir
ical
in
s
ig
h
ts
to
r
ev
is
e
th
e
cu
r
r
icu
l
u
m
to
in
co
r
p
o
r
ate
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
,
s
tr
en
g
th
en
r
eso
u
r
ce
av
ailab
il
ity
in
s
ch
o
o
ls
,
an
d
d
e
v
elo
p
p
r
o
f
ess
io
n
al
tr
ain
i
n
g
p
r
o
g
r
am
s
th
at
en
h
an
ce
p
r
e
-
s
er
v
ice
teac
h
er
s
’
c
o
m
p
ete
n
cy
in
th
e
ef
f
ec
tiv
e
u
s
e
of
g
a
m
if
icatio
n
.
T
h
e
s
ig
n
if
ican
ce
of
th
is
s
tu
d
y
ex
ten
d
s
b
ey
o
n
d
ac
ad
em
ic
c
o
n
tr
ib
u
tio
n
to
p
r
ac
tical
an
d
p
o
licy
-
lev
el
im
p
licatio
n
s
f
o
r
teac
h
e
r
ed
u
c
atio
n
.
At
th
e
in
s
titu
tio
n
al
lev
e
l,
th
e
s
tu
d
y
can
in
f
o
r
m
cu
r
r
ic
u
lu
m
d
esig
n
e
r
s
an
d
ad
m
in
is
tr
ato
r
s
in
r
ed
esig
n
in
g
t
h
eir
B
ac
h
elo
r
o
f
E
d
u
ca
tio
n
(
B
.
E
d
.
)
p
r
o
g
r
am
s
to
en
s
u
r
e
th
at
g
am
if
icatio
n
is
p
ar
t
of
th
e
co
r
e
p
ed
a
g
o
g
ical
k
n
o
wl
ed
g
e
b
ase
f
o
r
all
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
.
At
th
e
s
ch
o
o
l
s
y
s
tem
lev
el,
th
e
ev
id
en
ce
p
r
esen
ted
h
er
e
can
in
f
o
r
m
p
o
licy
m
ak
er
s
in
s
im
ilar
co
n
te
x
ts
to
s
et
m
in
im
u
m
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
e
s
tan
d
ar
d
s
f
o
r
s
ch
o
o
ls
th
at
h
o
s
t
p
r
e
-
s
er
v
ice
teac
h
er
in
ter
n
s
h
i
p
s
.
Fu
r
th
er
m
o
r
e,
th
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
c
o
o
p
e
r
atin
g
or
m
en
to
r
tea
ch
er
s
in
p
ar
tn
er
s
ch
o
o
ls
to
r
e
ce
iv
e
tar
g
eted
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
so
th
e
y
ar
e
eq
u
ip
p
ed
to
g
u
id
e
a
n
d
s
u
p
p
o
r
t
p
r
e
-
s
er
v
ice
teac
h
er
s
in
e
x
p
er
im
en
tin
g
with
i
n
n
o
v
ativ
e
t
ea
ch
in
g
m
eth
o
d
s
.
T
h
u
s
,
th
e
o
b
jectiv
es
of
th
is
s
tu
d
y
ar
e
to
i
d
en
tify
th
e
cu
r
r
icu
lu
m
b
ar
r
ier
s
,
id
en
tify
th
e
r
eso
u
r
ce
b
ar
r
ier
s
,
an
d
id
en
tif
y
th
e
tr
ain
in
g
b
ar
r
ier
s
th
at
lim
ited
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
f
r
o
m
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
of
g
am
i
f
icatio
n
in
class
r
o
o
m
s
.
T
h
ese
o
b
jectiv
es
ad
d
r
ess
a
cr
itical
g
ap
in
th
e
ex
is
tin
g
liter
a
tu
r
e
on
p
r
e
-
s
er
v
ice
teac
h
er
p
r
ep
ar
atio
n
f
o
r
g
am
i
f
icatio
n
by
p
r
o
v
i
d
in
g
n
ew
e
m
p
ir
ical
ev
id
e
n
ce
on
cu
r
r
ic
u
lu
m
,
r
eso
u
r
ce
,
an
d
tr
ain
in
g
b
ar
r
ier
s
th
at
lim
it
p
r
e
-
s
er
v
ice
teac
h
er
s
’
ab
ilit
y
to
im
p
lem
en
t
g
am
if
icatio
n
ef
f
ec
tiv
ely
in
class
r
o
o
m
s
.
Ad
d
r
ess
in
g
th
em
will
co
n
t
r
ib
u
te
em
p
ir
ical
in
s
ig
h
ts
to
in
f
o
r
m
p
o
licy
an
d
cu
r
r
icu
lu
m
r
ef
o
r
m
in
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
am
s
.
B
ased
on
th
e
o
b
jectiv
es,
th
e
s
tu
d
y
aim
e
d
to
ad
d
r
ess
th
e
se
q
u
esti
o
n
s
:
−
W
h
at
cu
r
r
icu
lu
m
b
a
r
r
ier
s
lim
ited
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
f
r
o
m
u
s
in
g
g
am
if
icatio
n
in
th
eir
teac
h
in
g
in
ter
n
s
h
ip
?
−
To
wh
at
ex
ten
t
d
o
es
t
h
e
a
v
ailab
ilit
y
of
r
eso
u
r
ce
s
in
f
lu
e
n
ce
th
e
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
u
s
e
of
g
am
if
icatio
n
in
teac
h
in
g
?
−
W
h
at
t
r
a
i
n
i
n
g
-
r
e
l
at
e
d
b
a
r
r
i
e
r
s
p
r
e
v
e
n
t
p
r
e
-
s
e
r
v
i
c
e
te
a
c
h
e
r
s
f
r
o
m
e
f
f
e
c
t
i
v
e
l
y
u
s
i
n
g
g
a
m
i
f
i
c
at
io
n
in
teac
h
in
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
.
5
,
Octo
b
er
20
26
:
4
0
1
4
-
4025
4016
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
heo
re
t
ica
l
f
r
a
m
ew
o
rk
Self
-
d
eter
m
in
atio
n
th
eo
r
y
(
S
DT
)
[
1
6
]
p
r
o
v
id
es
an
ad
d
itio
n
al
p
er
s
p
ec
tiv
e
on
how
b
ar
r
ier
s
m
ig
h
t
be
ad
d
r
ess
ed
.
It
s
u
g
g
ests
th
at
th
e
r
e
ar
e
th
r
ee
p
s
y
ch
o
lo
g
ical
n
ee
d
s
:
au
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
elate
d
n
ess
th
at
m
u
s
t
be
m
et
to
s
u
p
p
o
r
t
in
tr
i
n
s
ic
m
o
tiv
atio
n
.
Gam
if
icatio
n
in
a
class
r
o
o
m
m
u
s
t
ad
d
r
ess
th
e
n
ee
d
s
of
b
o
th
teac
h
er
s
an
d
lear
n
er
s
[
1
7
]
.
W
h
en
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ar
e
n
o
t
m
et,
p
s
y
ch
o
lo
g
is
ts
h
av
e
in
d
icate
d
th
at
teac
h
er
s
’
ac
ce
p
tan
ce
of
t
h
e
m
eth
o
d
an
d
lear
n
er
s
’
p
ar
ticip
atio
n
in
g
a
m
if
icatio
n
d
ec
r
ea
s
e.
Fu
r
th
er
,
g
a
m
if
icatio
n
in
e
d
u
ca
tio
n
can
be
u
n
d
er
s
to
o
d
as
th
e
in
teg
r
atio
n
of
g
am
e
m
e
ch
an
ics
or
elem
en
ts
in
class
r
o
o
m
s
to
en
g
ag
e
lear
n
er
s
an
d
ac
h
ie
v
e
in
t
en
d
ed
o
u
tco
m
es
[
1
8
]
.
Acc
o
r
d
in
g
to
th
e
liter
atu
r
e,
g
am
if
icatio
n
o
f
f
er
s
an
im
m
er
s
iv
e
lear
n
in
g
ex
p
er
ien
ce
in
class
r
o
o
m
in
s
tr
u
ctio
n
[
1
9
]
.
W
h
en
u
s
in
g
an
ex
p
er
ien
tial
lear
n
in
g
ap
p
r
o
ac
h
,
g
a
m
if
icatio
n
f
ac
ilit
ates
s
tu
d
en
ts
’
co
n
ce
p
tu
al
k
n
o
wled
g
e
by
allo
win
g
th
e
m
to
ap
p
ly
wh
at
th
e
y
h
a
v
e
lear
n
ed
th
r
o
u
g
h
p
r
ac
tical
ex
p
e
r
ie
n
ce
s
an
d
r
ef
lectio
n
s
.
It
is
b
u
ilt
u
p
o
n
Ko
lb
’
s
ex
p
er
ien
tial
lear
n
i
n
g
th
e
o
r
y
,
wh
ich
p
o
s
its
th
at
s
ig
n
if
ican
t
lear
n
in
g
o
cc
u
r
s
th
r
o
u
g
h
a
ctiv
e
p
ar
ticip
atio
n
in
ev
er
y
d
a
y
life
[
2
0
]
.
In
th
is
r
eg
ar
d
,
g
am
if
icatio
n
alig
n
s
p
er
f
e
ctly
with
th
e
g
am
e
elem
en
ts
,
as
r
ep
ea
ted
attem
p
ts
,
in
s
tan
t
f
ee
d
b
ac
k
,
d
ec
is
io
n
m
a
k
in
g
,
a
n
d
th
e
ab
ilit
y
to
ad
ju
s
t
one
’
s
ap
p
r
o
ac
h
n
at
u
r
ally
s
u
p
p
o
r
t
each
s
tag
e
of
th
is
lear
n
in
g
p
r
o
ce
s
s
[
2
1
]
.
Als
o
,
th
e
g
am
if
icatio
n
ap
p
r
o
a
ch
is
b
ased
on
th
e
tech
n
o
lo
g
y
-
p
ed
ag
o
g
y
-
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
f
r
am
ewo
r
k
[
2
2
]
.
T
h
e
T
PAC
K
m
o
d
el
o
f
f
er
s
an
in
teg
r
ativ
e
ap
p
r
o
ac
h
th
at
b
r
in
g
s
to
g
eth
er
th
r
ee
cr
itical
co
m
p
o
n
en
ts
:
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
,
an
d
c
o
n
ten
t,
to
em
b
e
d
tech
n
o
lo
g
ical
t
o
o
ls
with
in
in
s
tr
u
ctio
n
al
p
r
ac
tices
ef
f
ec
tiv
ely
.
Pro
b
lem
s
ar
is
e
f
o
r
p
r
e
-
s
er
v
ice
teac
h
e
r
s
wh
en
th
ese
d
o
m
ain
s
do
n
o
t
co
m
e
t
o
g
eth
er
.
E
v
id
en
tly
,
tech
n
ical
b
ar
r
ier
s
r
ev
ea
l
a
lack
of
k
n
o
wled
g
e
in
tech
n
o
lo
g
ica
l
k
n
o
wled
g
e
(
T
K)
,
tr
ai
n
in
g
b
a
r
r
ier
s
r
ev
ea
l
a
lack
of
k
n
o
wled
g
e
in
p
ed
a
g
o
g
ical
k
n
o
wled
g
e
(
PK)
,
cu
r
r
icu
lu
m
b
ar
r
ier
s
d
em
o
n
s
tr
ate
a
lack
of
co
n
ten
t
k
n
o
wled
g
e
(
C
K)
,
an
d
en
g
ag
em
en
t
b
ar
r
ier
s
tak
e
p
lace
wh
en
th
e
i
n
teg
r
ati
o
n
of
T
PAC
K
d
o
es
not
ac
tiv
ely
en
g
a
g
e
s
tu
d
en
ts
.
2
.
2
.
Co
ncept
ua
l
f
r
a
m
ewo
r
k
2
.
2
.
1
.
Curric
ulu
m
-
re
la
t
ed
ba
rr
iers
C
u
r
r
icu
lu
m
b
ar
r
ier
s
h
in
d
er
te
ac
h
er
s
an
d
s
ch
o
o
ls
f
r
o
m
f
u
ll
y
im
p
lem
en
tin
g
g
am
if
icatio
n
.
T
h
ese
ar
e
s
tr
u
ctu
r
al
b
ar
r
ier
s
estab
lis
h
ed
by
th
e
s
ch
o
o
ls
or
p
o
licies.
Pre
-
s
er
v
ice
teac
h
er
s
e
x
p
er
ien
ce
t
h
ese
b
ar
r
ier
s
m
o
r
e
s
ev
er
ely
,
as
th
ey
en
c
o
u
n
ter
th
em
d
u
r
in
g
teac
h
i
n
g
p
r
ac
tice
th
r
o
u
g
h
th
eir
c
o
o
p
e
r
atin
g
te
ac
h
er
s
’
less
o
n
p
lan
s
an
d
th
e
s
ch
o
o
l
’
s
p
ac
in
g
g
u
id
e
[
2
3
]
.
R
esear
ch
s
u
g
g
ests
s
tan
d
ar
d
ized
co
n
ten
t
r
e
q
u
i
r
em
en
ts
(
i.e
.
,
th
e
r
eq
u
ir
em
e
n
ts
of
a
m
an
d
ate
d
c
u
r
r
icu
lu
m
an
d
p
ac
e)
lim
it
th
e
ca
p
ac
ity
to
a
d
o
p
t
c
r
ea
tiv
e
an
d
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
in
class
r
o
o
m
i
n
s
tr
u
ctio
n
[
2
4
]
.
Ad
d
itio
n
ally
,
a
n
o
ta
b
le
o
b
s
tacle
is
alig
n
in
g
th
e
g
am
e
m
ec
h
a
n
ics
with
th
e
lear
n
in
g
g
o
als
o
u
tlin
ed
in
th
e
cu
r
r
icu
l
u
m
[
2
5
]
.
T
h
e
s
ta
n
d
ar
d
ized
test
in
g
m
in
d
s
et
cr
ea
tes
ad
d
itio
n
al
cu
r
r
icu
lu
m
c
h
allen
g
es,
as
m
an
y
p
er
ce
iv
e
g
am
if
icatio
n
ac
tiv
ities
as
tak
in
g
v
alu
ab
le
tim
e
awa
y
f
r
o
m
test
p
r
ep
ar
atio
n
,
lim
iti
n
g
teac
h
e
r
s
’
ab
ilit
y
to
u
s
e
in
n
o
v
ativ
e
m
eth
o
d
s
in
class
r
o
o
m
in
s
tr
u
ctio
n
[
2
6
]
.
On
t
h
e
o
t
h
e
r
h
a
n
d
,
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
s
h
a
r
e
t
h
a
t
t
h
e
i
r
m
e
n
t
o
r
t
e
a
c
h
e
r
s
o
f
t
e
n
d
is
c
o
u
r
a
g
e
t
h
e
u
s
e
of
c
r
e
a
ti
v
e
t
e
a
ch
i
n
g
p
r
a
c
t
i
c
e
s
as
o
u
tl
i
n
e
d
in
t
h
e
c
u
r
r
i
c
u
l
u
m
[
2
7
]
.
Su
b
ject
-
b
ased
lim
itatio
n
s
also
ar
is
e,
p
r
im
ar
ily
b
ec
au
s
e
g
am
i
f
icatio
n
is
p
er
ce
iv
ed
as
more
ac
ce
s
s
ib
le
in
STE
M
th
an
in
h
u
m
an
ities
d
is
cip
lin
es
[
2
8
]
,
r
esu
ltin
g
in
in
eq
u
itab
le
ac
ce
s
s
ac
r
o
s
s
d
is
c
i
p
lin
es.
Ma
th
em
atics
an
d
s
cien
ce
teac
h
er
s
r
ep
o
r
te
d
b
ein
g
m
o
r
e
co
m
f
o
r
tab
le
w
ith
g
am
if
y
in
g
c
o
n
ten
t
th
r
o
u
g
h
p
r
o
b
lem
-
s
o
lv
in
g
ch
allen
g
es
an
d
s
im
u
latio
n
s
th
an
lan
g
u
ag
e
ar
ts
an
d
s
o
cial
s
tu
d
ies
teac
h
er
s
,
wh
o
r
ep
o
r
ted
d
if
f
icu
lty
i
d
en
tify
in
g
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
m
ec
h
an
ics
[
2
9
]
.
Ad
d
itio
n
ally
,
h
ea
v
y
co
n
te
n
t
lo
ad
s
in
s
u
b
ject
a
r
e
as
leav
e
little
r
o
o
m
f
o
r
th
e
r
ep
ea
ted
im
p
lem
en
tati
o
n
an
d
ex
p
l
o
r
atio
n
th
at
g
am
if
i
ed
lear
n
in
g
ex
p
e
r
ien
ce
s
r
eq
u
ir
e
[
3
0
]
.
2
.
2
.
2
.
Reso
urce
ba
rr
iers
T
h
e
u
s
e
of
g
am
if
icatio
n
m
a
y
f
ac
e
b
a
r
r
ier
s
r
elate
d
to
i
n
f
r
astru
ctu
r
e
or
lim
ited
r
eso
u
r
ce
s
.
T
h
e
liter
atu
r
e
s
u
g
g
ests
th
at
in
ad
e
q
u
ate
d
ig
ital
r
eso
u
r
ce
s
,
u
n
r
eliab
le
Wi
-
Fi
co
n
n
ec
tio
n
s
,
an
d
o
t
h
er
f
ac
to
r
s
p
r
o
v
id
e
s
u
b
s
tan
tial
b
ar
r
ier
s
to
im
p
le
m
en
tin
g
g
a
m
if
icatio
n
in
class
r
o
o
m
s
[
3
1
]
.
A
p
r
e
-
s
er
v
ice
teac
h
er
wo
u
l
d
be
esp
ec
ially
ch
allen
g
ed
b
ec
a
u
s
e
th
ey
lac
k
a
u
th
o
r
izatio
n
to
ac
ce
s
s
d
ig
ital
r
eso
u
r
ce
s
a
n
d
m
u
s
t
u
s
e
s
ch
o
o
l
r
eso
u
r
ce
s
d
u
r
in
g
th
eir
f
ield
p
l
ac
em
en
ts
[
3
2
]
.
T
h
e
d
ig
ital
d
i
v
id
e
is
ev
id
en
t,
as
s
ch
o
o
ls
h
av
e
u
n
eq
u
al
ac
ce
s
s
to
tech
n
o
lo
g
y
ac
r
o
s
s
v
ar
y
in
g
s
o
c
io
ec
o
n
o
m
ic
c
o
m
m
u
n
ities
[
3
3
]
.
E
v
en
with
h
ar
d
war
e,
s
o
f
twar
e
co
s
ts
,
an
d
s
ch
o
o
l
g
u
id
elin
es,
p
r
e
-
s
er
v
ice
teac
h
er
s
’
ch
o
ice
of
g
am
if
icatio
n
is
r
estricte
d
[
3
4
]
.
Ma
n
y
s
ch
o
o
ls
b
lo
ck
g
a
m
in
g
web
s
ites
an
d
ap
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es,
as
th
ese
s
ites
ar
e
r
estricte
d
by
an
in
te
r
n
et
f
ilter
th
at
lim
its
ac
ce
s
s
to
g
am
if
icatio
n
p
latf
o
r
m
s
s
u
ch
as
Kah
o
o
t,
Qu
izizz
,
or
C
lass
cr
af
t.
T
ec
h
n
ical
liter
ac
y
p
r
esen
ts
an
o
th
er
s
u
b
s
tan
tial
ch
allen
g
e.
A
lth
o
u
g
h
p
r
e
-
s
er
v
ice
ed
u
ca
to
r
s
ar
e
o
f
ten
r
ef
er
r
ed
to
as
d
i
g
ital
n
ativ
es
[
3
5
]
,
th
eir
p
r
o
f
icien
c
y
with
co
n
s
u
m
er
-
o
r
ie
n
ted
tech
n
o
lo
g
ies
d
o
es
not
tr
an
s
f
er
to
p
ed
ag
o
g
ical
u
s
e
of
tech
n
o
lo
g
y
[
3
2
]
.
Dev
el
o
p
in
g
g
am
if
ie
d
l
ea
r
n
in
g
e
x
p
er
ie
n
ce
s
r
eq
u
ir
es
a
lev
el
of
tech
n
ical
liter
ac
y
b
ey
o
n
d
d
ig
ital
liter
ac
y
,
in
clu
d
in
g
u
n
d
e
r
s
tan
d
in
g
th
e
m
ec
h
an
ics
of
g
a
m
es,
cu
s
to
m
izin
g
p
latf
o
r
m
s
,
u
s
in
g
d
ata
an
aly
tics
to
tr
ac
k
s
tu
d
en
t
lear
n
i
n
g
,
a
n
d
r
eso
lv
i
n
g
t
ec
h
n
ical
is
s
u
es
[
3
6
]
.
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
E
xp
lo
r
in
g
b
a
r
r
iers
to
g
a
mific
a
tio
n
imp
leme
n
ta
tio
n
in
c
la
s
s
r
o
o
ms:
a
n
emp
ir
ica
l …
(
Ya
g
g
a
d
i S
a
i Ku
ma
r
)
4017
In
ad
d
itio
n
,
th
e
lack
of
tec
h
n
ical
s
u
p
p
o
r
t
s
taf
f
with
in
s
ch
o
o
ls
im
p
ed
es
tr
o
u
b
lesh
o
o
tin
g
,
an
d
,
u
ltima
tely
,
r
esp
o
n
s
ib
ilit
ies
f
all
b
ac
k
on
teac
h
er
s
.
T
h
eir
tim
e
is
wasted
in
s
tead
of
b
ei
n
g
allo
ca
ted
to
in
s
tr
u
ctio
n
[
3
7
]
.
Pre
-
s
er
v
ice
teac
h
er
s
co
n
s
is
ten
tly
r
ep
o
r
t
f
ee
lin
g
u
n
a
b
le
to
m
itig
ate
tech
n
ical
d
ev
ice
f
ailu
r
es
d
u
r
in
g
in
s
tr
u
ctio
n
,
s
u
ch
as
cr
ash
es,
l
o
g
in
is
s
u
es,
or
in
c
o
m
p
atib
le
d
ev
ices
[
3
8
]
.
Facin
g
a
tech
n
ical
f
ailu
r
e
in
f
r
o
n
t
of
s
tu
d
en
ts
an
d
t
h
eir
m
e
n
to
r
t
ea
ch
er
s
h
eig
h
te
n
s
th
eir
a
n
x
i
ety
an
d
r
ed
u
ce
s
th
e
lik
elih
o
o
d
of
i
n
teg
r
atin
g
tech
n
o
lo
g
y
an
d
g
am
if
icatio
n
[
3
2
]
.
2
.
2
.
3
.
T
ra
ini
ng
ba
rr
iers
L
im
ited
p
r
ep
a
r
atio
n
in
g
a
m
if
icatio
n
as
a
p
ed
a
g
o
g
ica
l
to
o
l
is
a
s
ig
n
if
ican
t
ch
allen
g
e
to
im
p
lem
en
tatio
n
.
T
ea
ch
e
r
ed
u
ca
tio
n
p
r
o
g
r
am
s
ty
p
ically
p
r
o
v
id
e
litt
le
ex
p
er
ien
ce
with
g
am
e
-
b
ased
lear
n
in
g
d
esig
n
p
r
in
cip
les
[
3
9
]
.
Stu
d
i
es
in
d
icate
th
at
p
r
e
-
s
er
v
ice
t
ea
ch
er
s
n
ee
d
s
tr
u
ctu
r
e
d
e
x
p
e
r
ien
ce
s
th
at
c
o
v
er
g
am
if
icatio
n
th
e
o
r
y
,
g
am
e
d
esig
n
p
r
in
cip
les,
a
n
d
t
h
e
p
r
a
ctica
l
ex
p
er
ien
ce
o
f
im
p
lem
e
n
tin
g
g
a
m
if
icatio
n
s
tr
ateg
ies.
Nev
er
th
eless
,
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
ty
p
ic
ally
o
n
ly
co
v
er
g
am
if
icatio
n
as
a
s
u
p
er
f
icial
o
r
ir
r
elev
an
t id
ea
,
i
f
th
ey
d
is
cu
s
s
it a
t a
ll [
4
0
]
.
T
h
e
d
is
tin
ctio
n
b
etwe
en
co
n
c
ep
tu
al
k
n
o
wled
g
e
an
d
k
n
o
wle
d
g
e
-
in
-
ac
tio
n
b
ec
o
m
es
m
o
s
t
a
p
p
ar
en
t
in
f
ield
ex
p
er
ien
ce
s
.
Pre
-
s
er
v
ice
teac
h
er
s
m
ay
claim
to
u
n
d
er
s
tan
d
th
e
co
n
ce
p
t
o
f
g
am
if
icati
o
n
,
y
et
s
tr
u
g
g
le
to
tr
an
s
late
th
is
k
n
o
wled
g
e
in
to
less
o
n
p
lan
s
alig
n
ed
with
cu
r
r
icu
lar
s
tan
d
ar
d
s
[
4
1
]
.
T
h
is
lack
o
f
co
n
n
ec
tio
n
h
ig
h
lig
h
ts
in
s
u
f
f
icien
t
d
e
v
elo
p
m
en
t
o
f
p
ed
ag
o
g
ical
co
n
t
en
t
k
n
o
wled
g
e
(
PC
K)
tailo
r
ed
to
g
am
e
-
b
ased
lear
n
in
g
.
L
ik
ewise,
d
esig
n
in
g
au
th
en
tic
g
am
if
ied
lear
n
in
g
e
x
p
er
ien
ce
s
f
o
r
s
tu
d
en
ts
is
f
ar
m
o
r
e
c
o
m
p
lex
th
a
n
b
asic
p
ed
ag
o
g
ical
k
n
o
wled
g
e
.
I
n
s
tead
,
it
r
e
q
u
ir
es
u
n
d
er
s
tan
d
in
g
h
o
w
g
a
m
e
co
n
s
tr
u
cts
alig
n
with
s
p
ec
if
ic
lear
n
in
g
o
b
jectiv
es in
th
e
co
n
t
en
t [
2
9
]
.
T
h
e
lack
o
f
m
en
to
r
s
h
i
p
f
r
o
m
s
k
illed
g
am
if
icatio
n
p
r
ac
titi
o
n
er
s
ex
ac
er
b
ates
th
e
tr
ain
in
g
is
s
u
es
[
4
2
]
.
Few
co
o
p
er
atin
g
teac
h
er
s
in
s
ch
o
o
ls
d
u
r
in
g
t
h
eir
in
ter
n
s
h
ip
s
h
av
e
an
y
b
ac
k
g
r
o
u
n
d
in
g
a
m
if
icatio
n
,
th
er
e
b
y
p
r
o
v
id
i
n
g
litt
le
r
o
le
m
o
d
elin
g
o
r
g
u
i
d
an
ce
f
o
r
p
r
e
-
s
er
v
ice
te
ac
h
er
s
[
3
2
]
.
T
h
is
cr
ea
tes
a
co
n
f
u
s
in
g
s
itu
atio
n
in
wh
ich
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
ask
ed
to
in
n
o
v
ate
b
e
y
o
n
d
t
h
eir
m
en
to
r
s
’
p
r
ac
tices
with
o
u
t
s
u
f
f
icien
t
s
u
p
p
o
r
t
s
tr
u
ctu
r
es [
4
3
]
.
Pro
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
t
io
n
s
th
at
s
u
p
p
o
r
t
g
am
if
icatio
n
h
av
e
n
o
t
b
ee
n
wid
ely
a
v
ailab
le
[
4
4
]
.
W
h
en
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
is
av
ailab
le,
it
ten
d
s
to
f
o
c
u
s
o
n
th
e
g
am
if
icatio
n
p
latf
o
r
m
s
(
th
e
tec
h
n
o
l
o
g
y
its
elf
)
r
ath
er
th
an
o
n
th
e
p
ed
a
g
o
g
ical
p
r
i
n
cip
les
th
at
allo
w
teac
h
er
s
to
ap
p
ly
d
if
f
e
r
en
t
p
e
d
ag
o
g
ical
s
tr
ateg
ies
in
d
if
f
er
en
t
co
n
tex
ts
[
4
5
]
.
I
n
ad
d
itio
n
,
p
r
e
-
s
er
v
ice
teac
h
er
s
d
o
n
o
t
h
av
e
th
e
o
p
p
o
r
tu
n
ity
t
o
o
b
s
er
v
e
f
ir
s
th
an
d
th
e
s
u
cc
ess
f
u
l
ap
p
licatio
n
o
f
g
am
if
icatio
n
in
r
ea
l
-
life
class
r
o
o
m
s
ettin
g
s
;
th
er
ef
o
r
e,
th
e
y
lack
ac
ce
s
s
to
a
p
r
ac
tical
m
o
d
el
[
4
6
]
.
I
f
p
r
e
-
s
er
v
ice
teac
h
er
s
d
o
n
o
t
h
av
e
t
h
e
o
p
p
o
r
tu
n
ity
to
o
b
s
er
v
e
an
ex
p
er
ien
ce
d
teac
h
e
r
n
av
ig
atin
g
is
s
u
es
r
elate
d
to
b
alan
cin
g
c
o
m
p
etitio
n
,
g
am
e
d
if
f
icu
lty
,
o
r
ass
ess
m
en
t
o
f
le
ar
n
in
g
in
g
am
if
ied
s
ce
n
ar
io
s
,
it b
ec
o
m
es m
o
r
e
ch
allen
g
in
g
f
o
r
th
em
to
en
v
is
io
n
d
o
in
g
t
h
e
s
am
e
in
th
eir
o
wn
t
ea
ch
in
g
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
T
h
e
cu
r
r
e
n
t
s
tu
d
y
u
s
ed
a
q
u
an
titativ
e
r
esear
ch
p
a
r
ad
ig
m
u
n
d
e
r
a
d
escr
ip
tiv
e
s
u
r
v
e
y
d
esig
n
t
o
in
v
esti
g
ate
th
e
p
r
e
-
s
er
v
ice
te
ac
h
er
s
’
co
n
s
tr
ain
ts
wh
en
im
p
lem
en
tin
g
g
am
if
icatio
n
s
tr
at
eg
ies
d
u
r
in
g
th
eir
teac
h
in
g
in
ter
n
s
h
ip
.
Qu
an
titati
v
e
m
eth
o
d
s
wer
e
u
s
ed
to
co
llect
an
d
an
aly
ze
d
ata.
Qu
an
titativ
e
d
ata
co
llectio
n
u
s
es
m
ea
s
u
r
ab
le
v
ar
iab
les
an
d
s
tatis
tical
p
r
o
ce
d
u
r
es
to
d
eter
m
in
e
r
elatio
n
s
h
ip
s
in
n
u
m
er
ical
d
ata
[
4
7
]
.
T
h
is
ap
p
r
o
ac
h
was
ch
o
s
en
to
id
en
tify
b
ar
r
ier
s
in
p
r
e
-
s
er
v
ice
teac
h
er
s
’
ex
p
er
ien
ce
with
g
am
if
icatio
n
s
tr
ateg
ies.
On
e
o
f
th
e
s
tr
en
g
t
h
s
o
f
u
s
in
g
q
u
an
titativ
e
m
eth
o
d
s
is
to
g
ath
er
m
ea
s
u
r
ab
le
d
ata
th
at
ca
n
later
b
e
an
aly
ze
d
s
tatis
tically
.
3
.
2
.
Sa
m
ple
s
elec
t
io
n
cr
it
er
ia
T
h
e
s
tu
d
y
p
o
p
u
latio
n
co
m
p
r
is
ed
all
s
tu
d
en
t
teac
h
er
s
en
r
o
l
led
in
th
e
B
.
E
d
.
p
r
o
g
r
am
in
T
elan
g
an
a,
I
n
d
ia.
T
h
e
s
tu
d
y
ad
o
p
ted
a
m
u
lti
-
s
tag
e
s
am
p
lin
g
tech
n
iq
u
e
to
en
s
u
r
e
s
am
p
le
r
e
p
r
ese
n
tativ
en
ess
.
At
th
e
p
r
im
ar
y
s
tag
e,
7
teac
h
er
e
d
u
c
atio
n
in
s
titu
tes
wer
e
id
en
tifie
d
o
f
f
er
in
g
B
.
E
d
.
p
r
o
g
r
am
af
f
iliated
with
Kak
atiy
a
an
d
Satav
ah
an
a
u
n
i
v
er
s
ities
u
s
in
g
co
n
v
en
ien
ce
-
b
ased
clu
s
ter
s
am
p
lin
g
b
ased
on
ac
ce
s
s
ib
ilit
y
.
In
th
e
s
ec
o
n
d
s
tag
e,
d
ata
wer
e
co
llected
f
r
o
m
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
o
u
s
ed
a
g
am
if
icatio
n
s
tr
ateg
y
in
t
h
eir
teac
h
in
g
d
u
r
i
n
g
th
e
in
ter
n
s
h
ip
,
u
s
in
g
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e
.
A
to
t
al
of
3
4
7
p
r
e
-
s
er
v
ice
teac
h
er
s
p
ar
ticip
ated
in
th
is
s
tu
d
y
f
r
o
m
v
ar
io
u
s
teac
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
th
e
s
tate
of
T
elan
g
a
n
a,
I
n
d
ia.
T
h
is
s
am
p
le
s
ize
is
co
n
s
id
er
ed
a
d
eq
u
ate
f
o
r
q
u
a
n
titativ
e
d
escr
ip
tiv
e
s
u
r
v
ey
r
esear
ch
of
th
is
s
co
p
e,
as
p
r
i
o
r
m
eth
o
d
o
l
o
g
ical
g
u
id
elin
es
r
ec
o
m
m
e
n
d
a
m
in
im
u
m
of
2
0
0
–
300
r
esp
o
n
d
e
n
ts
f
o
r
s
u
r
v
ey
-
b
ased
s
tu
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ex
am
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in
g
m
u
ltip
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co
n
s
tr
u
cts
ac
r
o
s
s
d
is
tin
ct
s
u
b
g
r
o
u
p
s
[
4
7
]
.
All
p
ar
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an
ts
wer
e
in
th
e
th
ir
d
s
em
ester
of
th
e
B
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E
d
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p
r
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letin
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ac
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in
te
r
n
s
h
ip
in
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
.
T
h
e
s
tu
d
y
p
ar
ticip
an
ts
n
u
m
b
e
r
ed
347,
co
m
p
r
is
in
g
262
f
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ales
(
7
5
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5
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%)
an
d
85
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2
4
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%).
T
h
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p
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s
er
v
ice
teac
h
e
r
s
u
s
ed
g
am
if
icatio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
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-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
4
0
1
4
-
4025
4018
s
tr
ateg
ies
in
th
eir
cla
s
s
r
o
o
m
s
th
r
o
u
g
h
o
u
t
a
16
-
week
in
ter
n
s
h
ip
.
T
ab
le
1
p
r
esen
ts
th
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
of
th
e
347
p
ar
ticip
an
ts
,
in
clu
d
in
g
g
en
d
er
d
is
tr
ib
u
tio
n
a
n
d
u
n
iv
e
r
s
ity
af
f
iliatio
n
.
T
ab
le
1.
Dem
o
g
r
ap
h
ic
d
ata
of
s
am
p
le
(
N=
3
4
7
)
SN
V
a
r
i
a
b
l
e
V
a
l
u
e
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
1.
G
e
n
d
e
r
M
a
l
e
F
e
mal
e
85
2
6
2
2
4
.
5
0
7
5
.
5
0
2.
U
n
i
v
e
r
si
t
y
K
a
k
a
t
i
y
a
U
n
i
v
e
r
si
t
y
S
a
t
a
v
a
h
a
n
a
U
n
i
v
e
r
si
t
y
2
1
2
1
3
5
6
1
.
1
0
3
8
.
9
0
To
en
s
u
r
e
m
eth
o
d
o
l
o
g
ical
tr
a
n
s
p
ar
en
cy
in
t
h
e
r
esp
o
n
d
e
n
t
s
elec
tio
n
p
r
o
ce
s
s
,
th
e
d
ata
wer
e
co
llected
af
ter
p
ar
ticip
an
ts
co
m
p
leted
t
h
eir
s
ec
o
n
d
ar
y
s
ch
o
o
l
in
ter
n
s
h
ip
s
.
Par
ticip
an
ts
wh
o
h
ad
co
m
p
leted
a
16
-
week
teac
h
in
g
in
ter
n
s
h
ip
in
a
s
ec
o
n
d
ar
y
s
ch
o
o
l
an
d
h
a
d
u
s
ed
at
least
one
g
am
if
icatio
n
a
p
p
r
o
ac
h
d
u
r
in
g
th
at
in
ter
n
s
h
ip
wer
e
in
clu
d
ed
in
th
e
s
tu
d
y
.
In
co
n
tr
ast,
p
r
e
-
s
er
v
ic
e
teac
h
er
s
wh
o
h
ad
not
im
p
lem
en
ted
an
y
f
o
r
m
of
g
am
if
icatio
n
d
u
r
in
g
th
eir
in
t
er
n
s
h
ip
,
as
well
as
th
o
s
e
w
ith
in
co
m
p
lete
or
p
ar
tially
f
illed
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es,
wer
e
ex
clu
d
e
d
f
r
o
m
th
e
an
aly
s
is
.
T
h
e
L
ik
er
t
Scale
[
4
8
]
was
u
ti
lized
in
th
e
q
u
esti
o
n
n
air
e
d
esig
n
,
o
f
f
er
in
g
r
esp
o
n
s
es
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
l
y
ag
r
e
e)
.
Par
ticip
an
ts
r
esp
o
n
d
ed
to
25
item
s
,
g
r
o
u
p
ed
i
n
to
th
r
ee
d
is
tin
ct
p
ar
ts
.
Sectio
n
A
f
o
cu
s
ed
on
ch
allen
g
es
co
n
n
e
cted
to
th
e
s
ch
o
o
l
c
u
r
r
icu
lu
m
(
1
1
item
s
)
.
Sectio
n
B
ad
d
r
ess
ed
is
s
u
es
lin
k
ed
to
in
s
u
f
f
icien
t
r
eso
u
r
ce
s
(6
item
s
)
,
an
d
s
ec
tio
n
C
ex
a
m
in
ed
b
ar
r
ier
s
r
elate
d
to
tr
ai
n
in
g
(8
item
s
)
.
E
ac
h
p
ar
ticip
an
t
r
esp
o
n
d
ed
to
th
e
q
u
esti
o
n
n
air
e
in
d
e
p
en
d
e
n
tly
.
J
ASP
s
o
f
twar
e
(
v
er
s
io
n
0
.
9
5
.
4
)
was
u
tili
ze
d
to
an
aly
ze
th
e
d
ata
co
llected
f
r
o
m
p
a
r
ticip
an
ts
.
T
h
is
to
o
l
was
f
o
u
n
d
s
u
itab
le
b
e
ca
u
s
e
it
d
eliv
er
s
clea
r
s
tatis
tical
o
u
tp
u
ts
wh
ile
ef
f
ec
tiv
ely
m
an
ag
in
g
b
o
th
d
em
o
g
r
a
p
h
ic
v
ar
iab
les
a
n
d
p
ar
ticip
an
t
p
er
ce
p
tio
n
s
.
T
h
e
an
aly
tical
a
p
p
r
o
a
ch
i
n
co
r
p
o
r
ated
d
escr
ip
tiv
e
s
tatis
t
ics,
in
clu
d
in
g
p
er
ce
n
tag
es
(
%),
m
ea
n
v
alu
es
(
M)
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
(
SD)
,
to
ev
alu
ate
ag
r
ee
m
en
t
lev
els
ac
r
o
s
s
v
ar
io
u
s
b
ar
r
ier
d
i
m
en
s
io
n
s
.
4.
RE
SU
L
T
S
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
f
in
d
in
g
s
f
r
o
m
a
q
u
esti
o
n
n
air
e
c
o
m
p
leted
by
347
p
r
e
-
s
er
v
ice
teac
h
er
s
,
wh
ich
ex
p
lo
r
e
d
th
e
o
b
s
tacle
s
th
ey
en
co
u
n
ter
ed
wh
e
n
ap
p
l
y
in
g
g
am
if
icatio
n
s
tr
ateg
ies
d
u
r
in
g
th
eir
teac
h
in
g
in
ter
n
s
h
ip
.
T
h
e
r
esu
lts
ar
e
o
r
g
an
ized
in
to
th
r
ee
s
u
b
s
ec
tio
n
s
:
cu
r
r
icu
lu
m
b
ar
r
ier
s
,
r
eso
u
r
ce
b
ar
r
ier
s
,
an
d
tr
ain
in
g
b
ar
r
ier
s
e
n
co
u
n
ter
ed
by
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
in
th
eir
class
r
o
o
m
in
s
tr
u
ctio
n
.
E
ac
h
s
u
b
s
ec
tio
n
p
r
esen
ts
d
escr
ip
tiv
e
s
tatis
tic
s
alo
n
g
s
id
e
th
eo
r
etica
l
in
ter
p
r
etatio
n
s
to
p
r
o
v
id
e
a
c
o
m
p
r
e
h
e
n
s
iv
e
u
n
d
er
s
tan
d
i
n
g
of
th
e
b
a
r
r
ier
s
p
r
e
-
s
er
v
ice
teac
h
er
s
en
co
u
n
ter
ed
d
u
r
in
g
th
eir
16
-
week
in
te
r
n
s
h
ip
.
4
.
1
.
Curric
ulu
m
-
re
la
t
ed
ba
r
rier
s
T
ab
le
2
p
r
esen
ts
th
e
c
u
r
r
ic
u
lu
m
-
r
elate
d
b
ar
r
ie
r
s
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
wh
en
im
p
lem
en
tin
g
g
am
if
icatio
n
d
u
r
in
g
th
eir
teac
h
in
g
p
r
ac
tice.
Acr
o
s
s
all
1
1
item
s
,
m
ea
n
s
co
r
es
r
an
g
ed
f
r
o
m
3
.
7
4
4
to
3
.
8
8
5
,
in
d
icatin
g
u
n
if
o
r
m
l
y
h
ig
h
a
g
r
ee
m
en
t
a
n
d
a
s
y
s
tem
ic
p
a
tter
n
o
f
c
o
n
s
tr
ain
t.
Stru
ctu
r
a
l
an
d
tim
e
-
r
elate
d
cu
r
r
icu
lu
m
co
n
s
tr
ain
ts
em
er
g
e
d
as c
o
n
s
is
ten
tly
s
ig
n
if
ican
t b
a
r
r
ier
s
ac
r
o
s
s
m
u
ltip
le
item
s
.
Pre
-
s
er
v
ice
teac
h
er
s
r
ep
o
r
ted
th
at
th
e
s
eq
u
en
tial
n
atu
r
e
o
f
c
u
r
r
icu
lu
m
to
p
ics
(
M=
3
.
8
4
1
,
S
D=
1
.
0
6
2
)
,
th
e
r
ig
id
s
tr
u
ctu
r
e
o
f
th
e
s
ch
o
o
l
cu
r
r
icu
lu
m
(
M=
3
.
7
4
9
,
S
D=
1
.
1
2
7
)
,
h
ea
v
y
co
n
ten
t
co
v
er
ag
e
r
eq
u
ir
em
en
ts
(
M=
3
.
7
5
8
,
SD=1
.
1
3
0
)
,
a
n
d
in
s
u
f
f
icien
t
tim
e
allo
ca
te
d
b
y
cu
r
r
icu
lu
m
p
ac
in
g
g
u
id
es
(
M=
3
.
7
9
0
,
SD=1
.
1
1
7
)
all
s
u
b
s
tan
tially
h
in
d
er
ed
th
eir
ab
ilit
y
to
in
teg
r
ate
g
am
if
icatio
n
d
u
r
in
g
th
eir
in
ter
n
s
h
ip
.
A
lar
g
e
n
u
m
b
e
r
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
a
g
r
ee
d
o
r
s
tr
o
n
g
ly
a
g
r
ee
d
with
ea
ch
o
f
th
ese
s
tatem
en
ts
,
s
h
o
win
g
th
at
t
h
e
s
e
co
n
s
tr
ain
ts
wer
e
wid
ely
s
h
ar
ed
ac
r
o
s
s
th
e
s
am
p
le.
T
h
ese
r
esu
lts
co
llectiv
ely
p
o
in
t
to
a
co
m
m
o
n
th
em
e
in
ed
u
ca
tio
n
al
r
esear
ch
:
th
e
n
ee
d
to
r
ec
o
n
cile
a
s
tan
d
a
r
d
ized
c
u
r
r
icu
l
u
m
a
n
d
p
ac
in
g
g
u
id
es
b
ased
o
n
ac
c
o
u
n
tab
ilit
y
with
t
h
e
iter
ativ
e
n
atu
r
e
o
f
p
lay
er
-
d
r
iv
e
n
p
r
o
g
r
ess
io
n
s
y
s
tem
s
r
eq
u
ir
ed
f
o
r
e
f
f
ec
tiv
e
g
a
m
if
icatio
n
,
wh
ile
g
iv
in
g
teac
h
er
s
th
e
tim
e
to
tr
an
s
late
p
ed
ag
o
g
ical
t
h
eo
r
y
i
n
to
in
n
o
v
ativ
e
class
r
o
o
m
p
r
ac
tice
[
2
9
]
,
[
4
9
]
−
[
5
1
]
.
C
u
r
r
icu
lu
m
alig
n
m
en
t
a
n
d
ass
ess
m
en
t
-
r
elate
d
b
ar
r
ier
s
wer
e
eq
u
ally
p
er
v
asiv
e
am
o
n
g
th
e
r
esp
o
n
d
en
ts
.
Pre
-
s
er
v
ice
teac
h
er
s
r
ep
o
r
ted
d
i
f
f
icu
lty
i
n
teg
r
atin
g
g
am
i
f
icatio
n
d
u
e
to
s
tan
d
ar
d
ized
test
in
g
p
r
ess
u
r
es
(
M=
3
.
8
2
1
,
SD=1
.
1
1
6
)
,
t
h
e
a
b
s
en
ce
o
f
c
u
r
r
icu
lu
m
g
u
id
an
ce
o
n
g
a
m
e
-
b
ased
p
ed
a
g
o
g
ies
(
M=
3
.
7
8
7
,
SD=1
.
0
7
8
)
,
ch
allen
g
es
in
alig
n
in
g
lea
r
n
in
g
o
u
tco
m
es
with
g
am
if
icatio
n
elem
e
n
ts
(
M=
3
.
8
0
7
,
SD=1
.
1
5
1
)
,
a
n
d
p
r
escr
ib
ed
tex
t
b
o
o
k
s
th
at
d
id
n
o
t
s
u
p
p
o
r
t
g
a
m
if
ied
ap
p
r
o
ac
h
es
(
M=
3
.
8
2
1
,
SD=1
.
1
4
9
)
.
T
h
ese
ass
ess
m
en
t
m
eth
o
d
s
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2.
C
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lu
m
b
a
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s
in
g
am
if
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i
m
p
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SN
I
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ms
S
t
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D
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A
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M
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1
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se
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t
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16
15
86
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1
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Th
e
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d
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r
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t
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u
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m
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o
l
l
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m
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t
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b
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l
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p
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t
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t
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n
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19
20
1
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98
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3
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7
4
9
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3
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e
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v
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t
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21
19
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17
22
84
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Th
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d
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16
21
87
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3
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8
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0
7
8
6
Le
a
r
n
i
n
g
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t
c
o
m
e
s
s
p
e
c
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f
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d
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t
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m
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d
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f
f
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to
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22
19
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b
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22
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C
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d
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f
f
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t
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me
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m
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me
n
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.
19
16
98
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9
0
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9
A
ssessme
n
t
me
t
h
o
d
s
ma
n
d
a
t
e
d
by
t
h
e
c
u
r
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c
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l
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m
c
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f
l
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c
t
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d
w
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t
h
g
a
mi
f
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c
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t
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ssessm
e
n
t
a
p
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o
a
c
h
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s
.
23
14
92
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4
4
1
.
1
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10
Th
e
c
u
r
r
i
c
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l
u
m
o
b
j
e
c
t
i
v
e
s
of
t
h
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h
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l
w
e
r
e
t
o
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d
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.
23
13
87
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11
My
me
n
t
o
r
t
e
a
c
h
e
r
’
s
a
d
h
e
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n
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m
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p
p
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m
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a
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y
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x
p
e
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me
n
t
w
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g
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m
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t
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14
17
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3
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8
8
5
1
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0
6
4
4
.
2
.
Reso
urce
ba
rr
iers
in
g
a
m
if
ica
t
io
n
i
m
plem
ent
a
t
io
n
T
h
e
r
eso
u
r
ce
b
ar
r
ier
s
ex
p
l
o
r
e
th
e
im
p
ac
t
of
r
eso
u
r
ce
s
ca
r
city
on
p
r
e
-
s
er
v
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teac
h
er
s
’
u
s
e
of
g
am
if
icatio
n
as
an
alter
n
ativ
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
in
th
e
class
r
o
o
m
.
Sch
o
o
ls
in
lo
w
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r
eso
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co
n
tex
ts
,
esp
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o
s
e
s
er
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s
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o
m
ic
g
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o
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p
s
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m
ir
r
o
r
th
e
d
ig
ital
d
iv
id
e
h
ig
h
lig
h
t
ed
in
th
e
liter
atu
r
e,
wh
er
e
lim
ited
ac
ce
s
s
to
tec
h
n
o
lo
g
y
r
estricts
teac
h
er
s
’
p
ed
ag
o
g
ical
ch
o
ices
[
3
3
]
.
T
a
b
le
3
p
r
esen
ts
th
e
r
eso
u
r
ce
-
r
elate
d
ch
allen
g
es
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at
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s
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v
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s
f
ac
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attem
p
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g
to
in
co
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p
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r
a
te
g
am
if
icatio
n
in
to
th
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teac
h
in
g
p
r
ac
tice.
I
n
f
r
astru
ctu
r
e
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d
ac
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s
s
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r
eso
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ier
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wer
e
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n
s
is
ten
tly
r
ep
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ted
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r
o
s
s
f
iv
e
item
s
,
all
r
ec
o
r
d
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g
m
ea
n
s
co
r
es
ab
o
v
e
3
.
7
3
,
in
d
icatin
g
h
ig
h
le
v
els
of
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r
ee
m
en
t
am
o
n
g
r
esp
o
n
d
en
ts
.
Pre
-
s
er
v
ic
e
teac
h
er
s
id
en
tifie
d
in
ad
eq
u
ate
tech
n
o
lo
g
ical
d
ev
ices
s
u
ch
as
co
m
p
u
te
r
s
an
d
tab
lets
(
M=
3
.
8
4
1
,
SD=1
.
0
6
2
)
,
poor
in
ter
n
et
c
o
n
n
ec
tiv
ity
th
a
t
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m
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r
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,
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d
r
estricte
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s
to
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ig
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o
f
twar
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ap
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p
latf
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r
m
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(
M=
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9
)
as
s
ig
n
if
ican
t
o
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lem
en
tatio
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T
h
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h
ig
h
ag
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m
en
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m
ea
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co
r
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f
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th
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item
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in
d
ic
ates
th
at
in
f
r
astru
ctu
r
e
d
ep
r
iv
atio
n
is
a
s
y
s
tem
ic
p
h
en
o
m
en
o
n
.
Ov
e
r
all,
th
ese
f
in
d
in
g
s
d
e
m
o
n
s
tr
ate
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
wo
r
k
in
s
y
s
tem
ically
r
eso
u
r
ce
-
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
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
.
5
,
Octo
b
er
20
26
:
4
0
1
4
-
4025
4020
d
ep
r
iv
ed
s
ch
o
o
l
co
n
tex
ts
th
at
p
r
ev
en
t
th
e
a
d
o
p
tio
n
of
g
a
m
if
icatio
n
r
eg
ar
d
less
of
m
o
ti
v
atio
n
an
d
a
b
ilit
y
,
p
ar
allelin
g
th
e
d
i
g
ital
d
iv
id
e
a
n
d
in
s
titu
tio
n
al
co
n
s
tr
ain
ts
d
o
cu
m
en
ted
ex
te
n
s
iv
ely
in
th
e
b
r
o
ad
er
e
d
u
ca
tio
n
al
tech
n
o
lo
g
y
liter
atu
r
e
[
5
4
]
−
[
5
6
]
.
Am
o
n
g
all
r
eso
u
r
ce
b
a
r
r
ier
s
,
t
im
e
co
n
s
tr
ain
ts
em
er
g
e
d
as
th
e
m
o
s
t
s
ig
n
if
ican
t.
T
h
e
s
tatem
en
t
“
tim
e
co
n
s
tr
ain
ts
lim
ited
my
ab
ilit
y
to
d
ev
elo
p
an
d
im
p
lem
en
t
g
a
m
if
icatio
n
s
tr
ateg
ies
”
r
ec
eiv
ed
th
e
h
ig
h
est
n
u
m
b
er
of
s
tr
o
n
g
ly
ag
r
ee
r
esp
o
n
s
es
(
1
2
5
)
,
with
a
m
ea
n
of
M=
3
.
8
7
6
(
SD=1
.
1
0
4
)
,
in
d
icatin
g
th
at
tim
e
was
th
e
m
o
s
t
s
ig
n
if
ican
t
r
eso
u
r
ce
b
ar
r
ier
i
d
en
tifie
d
in
th
is
s
tu
d
y
.
T
h
es
e
f
in
d
in
g
s
alig
n
with
L
ester
et
a
l.
[
1
4
]
,
wh
o
s
e
PR
I
SMA
-
b
ased
s
y
s
tem
at
ic
r
ev
iew
of
ed
u
ca
t
o
r
s
’
p
er
s
p
ec
tiv
es
id
en
tifie
d
tim
e
co
n
s
tr
ain
ts
as
one
of
th
e
m
o
s
t
co
n
s
is
ten
tly
r
ep
o
r
ted
d
esig
n
-
r
elate
d
an
d
ad
m
i
n
is
tr
ativ
e
b
ar
r
i
er
s
to
g
am
if
icatio
n
ad
o
p
tio
n
,
r
ef
lectin
g
th
e
r
ea
lity
th
at
p
lan
n
in
g
a
n
d
d
e
v
elo
p
in
g
g
am
if
ied
ac
tiv
ities
p
lace
co
n
s
id
er
ab
ly
g
r
ea
ter
d
em
a
n
d
s
on
teac
h
er
s
th
an
co
n
v
en
tio
n
al
less
o
n
p
r
e
p
ar
ati
o
n
.
T
a
k
en
to
g
eth
er
,
th
e
r
eso
u
r
ce
b
ar
r
ie
r
s
id
en
tifie
d
in
th
is
s
tu
d
y
,
r
an
g
in
g
f
r
o
m
in
ad
eq
u
ate
tech
n
o
l
o
g
ical
d
ev
i
ce
s
an
d
p
o
o
r
in
ter
n
et
c
o
n
n
ec
ti
v
ity
to
th
e
a
b
s
en
ce
of
r
ea
d
y
-
m
ad
e
m
ater
ials
a
n
d
p
er
s
is
ten
t
tim
e
co
n
s
tr
ain
ts
,
c
o
llectiv
ely
r
ev
ea
l
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
o
p
er
ate
with
in
r
eso
u
r
ce
-
d
ep
r
iv
ed
en
v
ir
o
n
m
en
ts
th
at
s
tr
u
ctu
r
ally
im
p
ed
e
g
am
if
icatio
n
ad
o
p
tio
n
,
r
eg
ar
d
less
of
th
ei
r
o
wn
in
te
r
e
s
t
in
th
e
ap
p
r
o
ac
h
.
T
ab
le
3.
R
eso
u
r
ce
b
ar
r
ier
s
in
g
am
if
icatio
n
im
p
lem
e
n
tatio
n
SN
I
t
e
ms
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
D
i
sag
r
e
e
N
e
u
t
r
a
l
A
g
r
e
e
S
t
r
o
n
g
l
y
a
g
r
e
e
M
e
a
n
SD
1
My
sc
h
o
o
l
d
o
e
s
n
o
t
h
a
v
e
a
d
e
q
u
a
t
e
t
e
c
h
n
o
l
o
g
i
c
a
l
d
e
v
i
c
e
s
(
c
o
m
p
u
t
e
r
s,
t
a
b
l
e
t
s)
to
i
mp
l
e
m
e
n
t
g
a
m
i
f
i
c
a
t
i
o
n
st
r
a
t
e
g
i
e
s
e
f
f
e
c
t
i
v
e
l
y
.
16
12
95
1
1
2
1
1
2
3
.
8
4
1
1
.
0
6
2
2
P
o
o
r
i
n
t
e
r
n
e
t
c
o
n
n
e
c
t
i
v
i
t
y
in
my
sc
h
o
o
l
l
i
mi
t
s
t
h
e
u
se
of
o
n
l
i
n
e
g
a
m
i
f
i
c
a
t
i
o
n
p
l
a
t
f
o
r
ms
.
21
12
96
1
0
4
1
1
4
3
.
8
0
1
1
.
1
1
9
3
La
c
k
of
r
e
a
d
y
-
m
a
d
e
g
a
mi
f
i
c
a
t
i
o
n
mat
e
r
i
a
l
s
a
n
d
r
e
s
o
u
r
c
e
s
h
i
n
d
e
r
e
d
i
m
p
l
e
me
n
t
a
t
i
o
n
.
19
20
86
1
0
8
1
1
4
3
.
8
0
1
1
.
1
2
4
4
Li
mi
t
e
d
c
l
a
ssr
o
o
m
sp
a
c
e
a
f
f
e
c
t
s
t
h
e
i
mp
l
e
m
e
n
t
a
t
i
o
n
of
g
a
mi
f
i
c
a
t
i
o
n
a
c
t
i
v
i
t
i
e
s
.
27
20
84
1
0
4
1
1
2
3
.
7
3
2
1
.
1
9
5
5
Li
mi
t
e
d
a
c
c
e
ss
to
d
i
g
i
t
a
l
r
e
s
o
u
r
c
e
s
(
so
f
t
w
a
r
e
,
a
p
p
l
i
c
a
t
i
o
n
s,
p
l
a
t
f
o
r
ms)
h
i
n
d
e
r
s
my
a
b
i
l
i
t
y
to
u
se
g
a
mi
f
i
c
a
t
i
o
n
in
t
e
a
c
h
i
n
g
.
22
15
89
1
1
1
1
1
0
3
.
7
8
4
1
.
1
2
9
6
Ti
me
c
o
n
s
t
r
a
i
n
t
s
l
i
mi
t
e
d
my
a
b
i
l
i
t
y
to
d
e
v
e
l
o
p
a
n
d
i
mp
l
e
m
e
n
t
g
a
m
i
f
i
c
a
t
i
o
n
st
r
a
t
e
g
i
e
s
.
17
16
85
1
0
4
1
2
5
3
.
8
7
6
1
.
1
0
4
4
.
3
.
T
ra
ini
ng
ba
rr
iers
in
g
a
m
if
ica
t
io
n
i
m
plem
ent
a
t
io
n
T
h
e
tr
ain
in
g
b
ar
r
ie
r
s
ex
p
lo
r
e
h
o
w
in
s
u
f
f
icien
t
p
r
ep
ar
ati
o
n
an
d
lack
o
f
p
r
ac
tical
g
u
id
a
n
c
e
af
f
ec
ted
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
ab
ilit
y
to
u
s
e
g
am
if
icatio
n
as
an
in
n
o
v
a
tiv
e
teac
h
in
g
a
p
p
r
o
ac
h
in
th
e
class
r
o
o
m
.
L
im
ited
tr
ain
in
g
o
p
p
o
r
tu
n
ities
an
d
in
a
d
eq
u
ate
ex
p
o
s
u
r
e
to
g
am
i
f
icatio
n
s
tr
ateg
ies
r
ed
u
ce
d
th
eir
c
o
n
f
id
en
ce
a
n
d
th
eir
ab
ilit
y
to
ef
f
ec
ti
v
ely
im
p
lem
e
n
t
th
ese
s
tr
ateg
ies
d
u
r
in
g
teac
h
in
g
p
r
ac
tice.
T
ab
le
4
p
r
esen
t
s
th
e
tr
ain
in
g
-
r
elate
d
ch
allen
g
es
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
wh
en
attem
p
tin
g
to
in
c
o
r
p
o
r
ate
g
am
if
icatio
n
in
to
t
h
eir
teac
h
in
g
p
r
ac
tice
.
T
h
e
two
h
ig
h
est
-
r
ated
item
s
ac
r
o
s
s
th
e
en
tire
s
tu
d
y
o
f
2
5
item
s
wer
e
b
o
th
f
o
u
n
d
in
th
is
ca
teg
o
r
y
.
I
n
s
u
f
f
icien
t
m
en
to
r
teac
h
er
g
u
id
an
ce
o
n
i
m
p
lem
en
tin
g
g
am
if
icatio
n
(
M
=3
.
9
1
9
,
SD=1
.
0
3
1
)
was
th
e
s
in
g
le
h
ig
h
est
-
r
ated
b
ar
r
ier
in
th
e
en
tire
s
tu
d
y
,
an
d
in
ad
eq
u
ate
p
r
o
g
r
am
tr
ai
n
in
g
o
n
g
am
if
icatio
n
s
tr
ateg
ies
(
M=
3
.
8
9
0
,
SD=1
.
0
6
7
)
was
th
e
s
ec
o
n
d
h
i
g
h
est,
in
d
i
ca
tin
g
th
at
b
o
th
f
ield
-
b
ased
m
en
to
r
s
h
ip
a
n
d
p
r
o
g
r
am
-
lev
e
l
p
r
ep
ar
atio
n
f
ail
to
ad
eq
u
ately
s
u
p
p
o
r
t
g
am
i
f
icatio
n
im
p
lem
e
n
tatio
n
.
T
h
ese
f
in
d
in
g
s
r
ef
lect
d
o
cu
m
en
te
d
g
ap
s
i
n
teac
h
e
r
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
,
wh
ich
o
f
ten
s
tr
u
g
g
le
to
k
ee
p
p
ac
e
with
em
er
g
in
g
p
e
d
ag
o
g
ical
in
n
o
v
atio
n
s
,
leav
in
g
g
r
ad
u
ates
in
ad
e
q
u
ately
p
r
ep
a
r
ed
to
im
p
lem
e
n
t
co
n
tem
p
o
r
a
r
y
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
s
u
ch
as
g
am
e
-
b
ased
lear
n
in
g
[
2
3
]
,
an
d
ar
e
c
o
n
s
is
ten
t
with
r
esear
ch
d
em
o
n
s
tr
atin
g
th
at
m
e
n
to
r
teac
h
er
s
ty
p
ically
f
o
c
u
s
o
n
class
r
o
o
m
m
an
ag
em
en
t
a
n
d
tr
ad
itio
n
al
m
eth
o
d
s
wh
ile
p
r
o
v
id
i
n
g
lim
ited
g
u
id
a
n
c
e
o
n
co
n
tem
p
o
r
ar
y
ap
p
r
o
ac
h
es su
ch
as tec
h
n
o
l
o
g
y
-
en
h
a
n
ce
d
an
d
g
am
e
-
b
ased
l
ea
r
n
in
g
[
5
3
]
.
B
ey
o
n
d
m
en
to
r
s
h
i
p
g
ap
s
,
p
r
e
-
s
er
v
ice
teac
h
er
s
also
id
en
tifie
d
s
ig
n
if
ican
t
d
ef
icien
cies
ac
r
o
s
s
s
ix
ad
d
itio
n
al
d
im
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.
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f
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.
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with
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[
2
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p
latf
o
r
m
s
ar
e
b
lo
ck
ed
[
3
3
]
.
T
h
e
d
i
g
ital
d
iv
id
e
d
o
cu
m
en
ted
by
Kem
[
3
3
]
a
n
d
th
e
in
f
r
astru
ctu
r
e
co
n
s
tr
ain
ts
r
ep
o
r
te
d
by
Mu
r
u
g
a
an
d
J
am
alu
d
in
[
3
1
]
clo
s
ely
m
ir
r
o
r
th
e
r
eso
u
r
ce
p
atter
n
s
id
en
tifie
d
in
th
is
s
tu
d
y
,
wh
er
e
f
iv
e
in
f
r
astru
ct
u
r
e
item
s
all
r
ec
o
r
d
ed
m
ea
n
s
co
r
es
ab
o
v
e
3
.
7
3
.
C
r
itically
,
tim
e
co
n
s
tr
ain
ts
em
er
g
ed
as
th
e
s
in
g
le
m
o
s
t
s
ig
n
if
ican
t
r
eso
u
r
ce
b
ar
r
ier
(
M=
3
.
8
7
6
)
,
alig
n
s
with
L
este
r
et
a
l.
[
1
4
]
,
wh
o
id
en
tifie
d
tim
e
as
th
e
m
o
s
t
co
n
s
is
ten
tly
r
ep
o
r
ted
ad
m
in
is
tr
ativ
e
b
ar
r
ier
to
g
a
m
if
icatio
n
ad
o
p
tio
n
ac
r
o
s
s
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
r
ain
in
g
b
ar
r
ier
s
r
ev
ea
led
th
a
t
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
n
o
t
r
ec
eiv
in
g
th
e
p
r
ac
tical,
ap
p
lied
tr
ain
in
g
th
ey
n
e
ed
t
o
im
p
lem
en
t
g
am
i
f
icatio
n
,
d
esp
ite
teac
h
er
ed
u
c
atio
n
p
r
o
g
r
a
m
s
’
em
p
h
asis
o
n
th
eo
r
etica
l
co
n
ten
t
[
3
9
]
,
[
4
5
]
.
T
h
is
r
ef
lects
a
P
K
d
ef
icit,
as
co
o
p
er
atin
g
tea
ch
er
s
lack
in
g
ex
p
e
r
tis
e
in
g
am
e
-
b
ased
lear
n
in
g
d
ef
au
lted
to
s
u
p
e
r
v
is
in
g
co
n
v
en
tio
n
al
teac
h
in
g
r
ath
er
th
a
n
m
o
d
ellin
g
o
r
f
ac
ilit
atin
g
in
n
o
v
atio
n
,
c
o
n
s
is
ten
t
with
C
lar
k
e
et
a
l.
[
5
3
]
,
wh
o
f
o
u
n
d
th
at
co
o
p
er
atin
g
teac
h
er
s
r
ar
ely
p
r
o
v
id
e
g
u
id
a
n
ce
o
n
in
n
o
v
ativ
e
p
ed
ag
o
g
ical
s
tr
ateg
ies
b
ey
o
n
d
th
eir
o
wn
ex
is
tin
g
r
e
p
er
to
ir
e.
I
n
co
n
tr
ast
to
p
r
i
o
r
s
tu
d
ies
f
o
c
u
s
ed
o
n
in
-
s
er
v
ice
teac
h
er
s
in
h
ig
h
er
-
r
eso
u
r
ce
s
et
tin
g
s
[
1
2
]
,
[
3
2
]
,
t
h
is
s
tu
d
y
d
e
m
o
n
s
tr
ates th
at
in
a
d
ev
elo
p
in
g
-
co
u
n
tr
y
in
ter
n
s
h
ip
co
n
tex
t,
all
th
r
ee
T
PAC
K
d
ef
icits
ar
e
s
im
u
ltan
eo
u
s
ly
ac
tiv
e,
cr
ea
tin
g
a
co
m
p
o
u
n
d
in
g
d
y
n
am
ic
th
at
s
tr
u
ctu
r
ally
p
r
e
v
en
ts
g
am
if
icat
io
n
ad
o
p
tio
n
r
e
g
ar
d
less
o
f
in
d
i
v
id
u
al
teac
h
er
m
o
tiv
atio
n
o
r
a
b
ilit
y
[
4
3
]
,
[
4
4
]
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
s
ev
er
a
l
r
ec
o
m
m
en
d
atio
n
s
ar
e
d
ir
ec
t
ed
at
k
ey
s
tak
eh
o
ld
e
r
s
.
State
ed
u
ca
tio
n
au
th
o
r
ities
s
h
o
u
ld
u
p
d
ate
cu
r
r
icu
lu
m
f
r
am
ew
o
r
k
s
to
cr
ea
t
e
ex
p
licit
allo
wan
ce
s
in
tim
etab
les
an
d
p
ac
in
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
.
5
,
Octo
b
er
20
26
:
4
0
1
4
-
4025
4022
g
u
id
es
f
o
r
in
n
o
v
ativ
e
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es
s
u
ch
as
g
a
m
if
icatio
n
,
an
d
f
o
r
m
ally
r
ec
o
g
n
ize
g
am
e
-
b
ased
teac
h
in
g
as
a
v
alid
a
p
p
r
o
ac
h
alig
n
ed
with
lear
n
in
g
o
u
tco
m
es
[
7
]
.
B
.
E
d
.
p
r
o
g
r
am
s
s
h
o
u
ld
r
ed
esig
n
p
r
ac
ticu
m
co
m
p
o
n
en
ts
to
in
clu
d
e
s
tr
u
ct
u
r
ed
,
p
r
ac
tice
-
b
ased
g
a
m
if
icatio
n
m
o
d
u
les
co
v
er
in
g
p
latf
o
r
m
u
s
e,
ass
ess
m
en
t
d
esig
n
,
an
d
cu
r
r
ic
u
lu
m
alig
n
m
en
t,
m
o
v
i
n
g
b
e
y
o
n
d
th
eo
r
etica
l
ex
p
o
s
u
r
e
to
ap
p
lied
p
r
ep
a
r
atio
n
.
Par
tn
er
s
ch
o
o
l
p
r
in
cip
als
an
d
d
is
tr
ict
ed
u
ca
tio
n
o
f
f
ices
s
h
o
u
ld
m
an
d
ate
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
f
o
r
c
o
o
p
er
atin
g
m
en
to
r
teac
h
er
s
to
s
u
p
p
o
r
t
r
ath
e
r
t
h
an
co
n
s
tr
ain
p
r
e
-
s
er
v
ice
teac
h
e
r
in
n
o
v
atio
n
d
u
r
in
g
in
ter
n
s
h
ip
s
[
2
7
]
,
[
5
3
]
.
Fin
ally
,
g
o
v
er
n
m
en
ts
an
d
af
f
iliated
u
n
iv
er
s
ities
s
h
o
u
ld
m
an
d
ate
m
in
im
u
m
d
ig
ital
in
f
r
astru
ct
u
r
e
s
tan
d
ar
d
s
as
a
p
r
er
eq
u
is
ite
f
o
r
s
ch
o
o
ls
s
ee
k
in
g
ap
p
r
o
v
al
as in
ter
n
s
h
i
p
p
ar
tn
er
in
s
titu
tio
n
s
.
6.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
p
r
o
v
id
e
d
em
p
i
r
ical
ev
id
en
ce
on
th
e
cu
r
r
ic
u
lu
m
,
r
eso
u
r
ce
,
an
d
tr
ain
in
g
o
b
s
tacle
s
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ac
e
w
h
en
a
p
p
ly
in
g
g
am
if
icatio
n
in
th
eir
16
-
week
teac
h
in
g
i
n
ter
n
s
h
ip
s
.
Ov
er
all,
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
w
o
r
k
i
n
g
in
s
y
s
tem
s
th
at
do
not
s
u
p
p
o
r
t
th
e
f
lex
ib
le,
iter
ativ
e,
tech
n
o
lo
g
ically
en
ab
led
n
atu
r
e
th
at
g
am
i
f
icatio
n
r
eq
u
i
r
es.
T
h
e
p
r
im
ar
y
b
ar
r
ier
s
id
en
tifie
d
wer
e
in
s
titu
tio
n
al
r
ath
er
th
an
m
o
tiv
atio
n
al,
r
o
o
ted
in
m
en
to
r
d
ep
en
d
en
cy
,
cu
r
r
icu
lu
m
r
ig
id
ity
,
an
d
r
eso
u
r
ce
s
ca
r
city
,
r
ath
er
th
an
in
p
r
e
-
s
er
v
ice
teac
h
er
s
’
p
er
s
o
n
al
willin
g
n
ess
or
ca
p
ab
ilit
y
.
Viewe
d
th
r
o
u
g
h
T
PAC
K
an
d
SDT
,
th
ese
f
in
d
in
g
s
co
n
f
ir
m
a
tr
ip
ar
tite
k
n
o
wled
g
e
d
ef
icit
co
m
p
o
u
n
d
ed
by
a
lack
of
au
t
o
n
o
m
y
a
n
d
co
m
p
ete
n
ce
s
u
p
p
o
r
t
d
u
r
in
g
f
ield
p
lace
m
en
ts
,
u
n
d
er
s
co
r
i
n
g
th
e
n
ee
d
f
o
r
s
y
s
tem
ic
r
ef
o
r
m
ac
r
o
s
s
cu
r
r
i
cu
lu
m
,
in
f
r
astru
ctu
r
e,
an
d
teac
h
er
p
r
e
p
ar
atio
n
s
im
u
ltan
eo
u
s
ly
.
T
h
e
s
tu
d
y
h
as
s
o
m
e
lim
itatio
n
s
.
It
u
s
ed
d
escr
ip
tiv
e
s
tatis
t
i
cs
an
d
p
r
e
-
s
er
v
ice
teac
h
er
s
’
s
elf
-
r
ep
o
r
ted
o
p
in
io
n
s
f
r
o
m
s
elec
ted
teac
h
e
r
ed
u
ca
ti
o
n
i
n
s
titu
tio
n
s
in
T
el
an
g
an
a,
wh
ich
m
ay
lim
it
th
e
g
en
er
aliza
b
ilit
y
of
th
e
f
in
d
in
g
s
to
o
t
h
er
g
e
o
g
r
a
p
h
ical
co
n
tex
ts
.
Als
o
,
th
e
r
esear
ch
d
id
not
ex
am
in
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
q
u
alitativ
e
in
s
ig
h
ts
to
d
ee
p
e
n
u
n
d
er
s
tan
d
in
g
of
th
e
id
e
n
tifie
d
b
ar
r
ie
r
s
.
Fu
tu
r
e
r
esear
ch
co
u
ld
em
p
lo
y
in
f
er
en
tial
s
tatis
tic
s
an
d
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
es
to
ex
p
lo
r
e
r
elatio
n
s
h
ip
s
am
o
n
g
v
ar
ia
b
les
an
d
p
r
o
v
id
e
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
of
th
e
b
ar
r
ier
s
f
ac
e
d
by
p
r
e
-
s
er
v
ice
teac
h
er
s
.
E
x
p
an
d
i
n
g
t
h
e
s
tu
d
y
ac
r
o
s
s
d
if
f
er
en
t
s
tates
an
d
r
eg
io
n
s
of
I
n
d
ia
wo
u
ld
im
p
r
o
v
e
th
e
g
e
n
er
aliz
ab
ilit
y
of
th
e
f
in
d
i
n
g
s
.
In
ad
d
itio
n
,
lo
n
g
itu
d
in
al
s
tu
d
ies
s
h
o
u
ld
in
v
esti
g
ate
wh
eth
er
ea
r
ly
ex
p
o
s
u
r
e
to
g
am
if
i
ca
tio
n
p
r
ac
ticu
m
m
o
d
u
les
d
u
r
in
g
B
.
E
d
.
p
r
o
g
r
am
s
p
r
o
d
u
ce
s
u
s
tain
ed
im
p
r
o
v
em
e
n
ts
in
p
r
e
-
s
er
v
ice
teac
h
er
s
’
im
p
lem
en
tatio
n
co
m
p
eten
cies
ac
r
o
s
s
d
iv
er
s
e
s
ch
o
o
l
co
n
tex
ts
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
ac
k
n
o
wled
g
e
Gr
a
m
m
ar
ly
f
o
r
lan
g
u
ag
e,
g
r
am
m
a
r
,
an
d
r
ea
d
ab
ilit
y
ass
is
tan
ce
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
No
f
u
n
d
in
g
was
in
v
o
lv
ed
in
th
is
r
esear
ch
.
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
t
r
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u
to
r
R
o
les
T
a
x
o
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m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
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co
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tr
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u
tio
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,
r
ed
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ce
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th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
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ate
co
llab
o
r
atio
n
.
Na
m
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f
Aut
ho
r
C
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So
Va
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Vi
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Ash
alath
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an
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ip
alla
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Su
r
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u
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ti
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C
h
in
tap
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wm
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s
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