rubrict for research dr sabariah

8/15/2019 Rubrict for Research Dr Sabariah

1/37

No Writer’s

name/year

Theory Obj/hypothesis Instrument Location Sample Result Finding Notes

01 Arik King (2011)

“using interactive

games to improvemath achieement

among middle

school students in

need of

remediation

Situated

cognition

Theory

H 0

μ1 !

μ2 !

μ3

H a μ

1≠ μ

2≠μ

3

• The hypo "as tested #y

comparing the mean of

the control group(

ma ) "ith the mean

of the e$perimental

group (

mb) and the

mean of the comparison

group( mc )% &'ual

means no difference%

• A higher mean score for

the control group

compared to the t"o

remedial groups

indicates that traditional

instruction is more

effective

• A higher means score

for the e$perimental

groups indicates that

adding intervention tool

of interactive games is

uantitative

study

• uasi

e$periment

Su#

ur#an

mid

Atlantic pu#lic

school

12 students

• *th grade

regular

mathclasses

• +ivides

into ,

group

(control-

compari

son-

e$perim

ental)

• There "ere

differences #et"een

the , groups on post.

test scores "hencontrolling for pre.

test scores- "ith

students in the

e$perimental groups

having larger gains

than those in the

control groups "hen

using /onferroni

adusted alpha level%

• /ased on the result-

the null hypothesis

reected

hen pro#lem #ased

gaming instruction "as

added to the standard

remedial math program-students performed #etter

than "hen they received

only the standard remedial

program and #etter than

students "ho received

neither the pro#lem.#ased

gaming instruction nor the

standard remedial math

program%

13405

1


2/37

the more effective

instructional strategy

02 Tammy

6eed(2010)

“the relationship

#et"eencomputer games

and reading

achieement7

8onstructi

vism

theory

H 0 the use of computer

soft"are games "hich

present reading skills in agaming format does not

increase reading achievement

in 2nd grade students as

indicated #y the oral reading

fluency

H 1 !the use of computer


present reading skills in a

gaming increases reading

achievement in 2nd grade

students as indicated #y the

oral reading fluency%

uantitative

methods

&lementa

ry school

in the

southeastern

'uadrant

of the

9nited

States

10,- 2nd

grade

students

The null hypothesis (

H 0 ) stated the used

of computer games"hich present reading

skills in a gaming format

does not increase reading


students as indicated #y

the oral reading fluency-

is not reected%

The use of computer


present reading skills in a

gaming format does notincrease reading


students as indicated #y

the oral reading fluency

.

0, Aikaterini

katmada-Apostolo

s :avridis-

;ThrasyvoulosTsi

atsos(201s

flo"

theory

1) To investigate the

student>s opinion

regarding the usa#ility

of the “volcanic riddle7

game%2) To investigate "hether

the gender of students

affect their opinion

a#out the usa#ility of the“volcanic riddles7 game

uantitative

method

School in

?reece

,* students

(2, #oys - 1<

girls) aged

12 1<

years%

1) The students opinion

a#out the game>s

usa#ility "as

e$amine using

@ikert type 'uestion%

The statistical result

are as #elo"

- 9nderstand ho" the

games is played(: !


3/37

(:!


4/37

“ the impact of

video games in

children>s learning

of mathematics7

mean test score of children

"ho ere not aided #y time=.

attack andu2 is the


"ho "ere aided #y the game

H 1 The average test

score for children "ho "ere

aided #y Timez-Attack id

greater than or e'ual to the

average score for children

"ho "ere aided #y Timez-

Attack, "hereu1 is the

mean test score of children"ho ere not aided #y time=.

attack andu2 is the


"ho "ere aided #y the game

reect H

0 and

accept H

1 if p.

value ¿ %0C

• H

0 reected%

game% Dence it conclude

that Timez-attack game

gave a positive impact of

children achievement in

multiplication%

0C Terri @ynn Kurley

Gerguson (201


5/37

digital.#ased games versus

students "ho "ere taught

using traditional math

methods only

H a there "ill #e a

statistically significant

difference in student alge#ra

achievement- as measured #y

the 2012 Horth 8arolina

&I8 Test for Alge#ra 1-

#et"een students "ho "ere

taught "ith traditional math

methods and the use of




methods only

instruction)

%&periment

al group"b#'

112 students

(receivedtraditional

math

instructional

in 1stsem and

+igital

games #ased

learning for

the 2nd

semester)

The mean difference

found comparing these

t"o groups "as ,%051

points% This result

indicates that the

e$perimental group hadsignificantly higher &I8

test scores as compared

"ith the control group%

Therefore- H

0 is

reected%




methods only%

03 Iskar Ku- Sherry

J%8hen- +enise

D%u- Andre"

8%8 ;Takai

8han(201,)

“ The effects of

game.#ased

learning on

mathematical

confidence and

performance Digh

A#ility vs @o"

A#ility “

:astery

&$perience

Theory

(/andura)

• To investigate "hether

?/@ enhances students

confidence and learning

performances to"ard

mathematics


students "ith different

levels of academic

a#ility react similarly to

?/@

uantitative

(uasi e$p)

Schools

in

Tai"an

C1 students

• 10 11

years

• 23 &$p

?roup

• 2C

control

?roups

8omparison #et"een &?

and 8? means score%

• 8onfidence (using

'uestionnaire)(retest

M EG ! ,%,3*

M CG ! ,%,3C

(osttest

M EG ,%335

• The results indicate

that #oth high a#ility

and lo" a#ility

students "ith the

?/@ approach gained

significance

improvement on their

confidence and

learning performances

to"ard mathematics

• n contrast- student

"ith the paper #ased

setting did not sho" a

significant

B

5


6/37

M CG ! ,%2

• 8omputational

performances(assess

ment)(retest

M EG ! 21%C

M CG ! 21%*3

(osttest

M EG 35%


7/37

M CG ! ,%3

(ost'test lo) ability

M EG ! ,%1<

M CG ! ,%s

motivation

theory

• To study the

effectiveness of a

comple$ computer game

on student>s alge#ra

achievement scores%

• To study the effect of a

comple$ computer game

on students> motivationsin learning mathematics%

uantitative

method

('uasi e$p)

Eu#lic

school

district in

the

southeast

of the

9nited

States


8/37

0 :ido 8hang;:ichael A%

&vans ;Sunha

Kim ;

Anderson Horton

;Kir#y +eater.

+eckard ;

Javu=Samur

(201C)

“The effects of

an educational

video gameIn mathematical

engagement7

8ognitivetheory

1% To investigate "hether theLAEEM improve student>s

mathematical engagement

measured #y an

overall engagement score as

"ell as scores for the su#.

domains #ehavioural-

emotional- and cognitive%

2% To investigate are there

any differential effects of the

LAEEM for male and femalestudents-

controlling for prior

mathematics achievement

uantitativemethod

ruralschool

district in

Nirginia

10* fifthgrade

students

.2

students "as

assigned as a

control

group in

"hich

students

learned

fractionsusing

paper.and.

pencil drills%

.*5 students-

"ere

+escriptive statistics of pre.and post.math engagement

scores

1% Iverall

Ere.

test

Eost.

test

AEE :ale.53%23Gemale

. 52%03

:ale.5*%*0Gemale

. 5,%*1

Eap

er ;

Een

cil

:ale.%3*

Gemale. 51%00

:ale.*C%2C

Gemale. 5%00

.The LAEEM group hadsmall increases "hile the

paper.and.pencil drill

group displayed #ig

decreases in all

engagement levels% ts

sho" that the AEE games

help students in their

mathematical engagement

. The main effect of

LAEEM- gender- andmathematics achievement

did not reveal significant

effects on cognitive

engagement%

B

8


9/37

assigned to

learn

fractions #y

playing the

LAEEM on

iEodTouches as a

treatment

group

2% #ehavioural

Ere.

test

Eost.

test

AEE :ale.,C%*<Gemale

. ,


10/37

+"eri2 (201


11/37

;?"o en D"ang

(201 self.

efficacy-

motivation-

an$iety ;

Achievements

theory learning approach

improve the students>

self.efficacy in

comparison "ith the

conventional

technology.enhancedlearning approach and

traditional instruction

• To study "hether the

game.#ased

mathematics learning

approach promotes the

students> learning

motivation in

comparison "ith the

conventional

technology.enhanced

learning approach and



the game #ased


approach decrease the

students> mathematical

an$iety in comparison

"ith the conventional

technology.enhanced



• to investigate "hether

the game.#ased


approach improve the

students>> learning

l method in

/eiing

• &$p

group

• 2,

student

• 9sing

+igitalgame.

#ased

learning

.?roup /

• &$p

?roup

• 2,

students

• using e.

learning

.?roup 8• 8ontrol

group

• 2,

students

• using

tradition

al

instructi

on

result

1% self.efficacy

('uestionnaire)

Ere Eost

A ,%C, ,%*<

/ ,%15 ,%C3

8 ,%,0 ,%2<

2% @earning :otivation

('uestionnaire)

Ere Eost

A ,%00 ,%*

/ ,%00 ,%C3

8 ,%00 ,%2,

,% :athematical

an$iety

('uestionnaire)

Ere Eost

A ,%


12/37

achievement in

comparison "ith the

conventional

technology.enhanced


traditional instruction11 ennie :% 8arr

(2012)

+oes :ath

Achievement

h>AEE>en "hen

iEads and ?ame.

/ased @earning

are ncorporated

into Gifth.?rade

:athematics

nstruction

student.

centered

e$perientia

l theoreti.

cal

H 0 There "iil #e no

statistically significant

difference e$ists in


among fifth. grade students

in a small- rural Nirginia

school district as measured

#y the fifth.grade

mathematics SGA Nirginia

SI@ aligned assessment for

students in the group in

"hich ipads "ere used in a

11 setting for mathematical

instruction as compared to

students in the group in

"hich iEads "ere not used

uantitative

.'uasi

e$periment

2

elementa

ry

schools

in

Nirginia .

?race

Dannah

elementa

ry school

.@ucas

6o#ert

elementa

ry school

Cth grader

mathematics

students.

'!ontrol

groups

C3 Cth grade

students

from ?race

Dannah

elementary

schools

.%&perimtal

*roups


13/37

3%*


14/37

computer games

on speed- attention

; consistency of

learning

mathematics

among students7

increasing the attention of

math students

H 2 Nideo ?ames

have positive effect on

increasing the speed ofmath students

H 3 Nideo ?ames


increasing the learning

a#ility of math students

H 4 Nideo ?ames


increasing the learning

consistency of math

students

8ity multistage

cluster

sampling

one class

"as selected

randomly to

form the

control

group ;

other class

as the e$p

group

control

group

'traditional

maths class

%&p group

.using ocean

e$press

game

- The mean scores of

e$p group in attention

"ere more than that of

control group% G.test

results sho"s that the

difference is

significant(G!210%,-p!0%001)

- The average of the e$p

group in speed "as

more than that of the

control group% G.test

results

(G!1C%23-p!0%001)%

- the e$perimental

intervention had no

significant effect on

math learning

(G!1%1*-p!0%2) ;

learning sta#ility

(G!2%1C-p!0%1C)%

accelerated math

calculations in learning

mathematics% ho"ever

computer games have no

significant effect on

increasing math learning

; learning sta#ility

1, +i$ie K%

S"earingen(2011)

&ffect of digital

game #ased

learning on ninth

8onstructi

vismtheory

1% To study the effect of

digital.game play onstudent mathematics

achievement as

measured #y a district

created standards.#ased

e$am

uantitative

method

Transitio

n class inrural

high

school

in 9S-

mid"este

20

1

st

year 5

th

grade

students

Treatment

group.game

The descriptive

data results from #oth

control and treatment

groups

+st objectie

• :ean post.test scores

for all students that did

not play the ::I?

The results of this study

indicate that a relationshipmay e$ist #et"een

ninth grade students>


scores on a district created

standardi=ed test and

14


15/37

grade students>

mathematics

achievement

2% to study "hether are

there statistically

significant differences in

mathematics

achievement #et"een

students "ho play an

interdisciplinary ::I?

and students "ho do not

play an interdisciplinary

::I?,% To investigate to "hat

e$tent do students>

gender - S&S and the

relationship of playing

or not playing an

interdisciplinary game

have on 5th grade

students> mathematics

achievement


16/37

district developed

standardi=ed test%

-rd objectie

• 6egression results

indicate that neither

group nor gender have

a significant effect onstudents> posttest score

"ith YG(1-1


17/37

pretest scores and ten

percent of the variance

may also #e

contri#uted to the

amount of time

students played the

::I?% Thecorrelation coefficients

"ere 0%,2and 0%,3 for

pretest and time

playing the ::I?

respectively

1< 8hristine :

(201,)

“&valuation of the

&ffect of a +igital

:athematics

?ame onAcademic

Achievement7

Situated

learning

theory

6esearch 'uestion

1 hat is the effectiveness

of Ko>s ourney on students>

mathematics

achievement as measured #y

the researcher.constructed

assessment of theseventh grade 8ommon 8ore

:athematics Standards

relative to students

"ho do not play Ko>s

ourney

2 +o the items of the

assessment function

differently for students using

Ko>s ourney as a

supplement to normal

instruction than for students"ho do

not play the game

uantitative Schools

in

8olorado

,*1 *th grade

students

• ?rand mean of the

posttest measure for

the full model "as

*%,, (%,5) "ith a

high relia#ility

estimate of %*% The

regression

coefficients of

treatment- .0%12

(%C3)- t ()! .0%203- p

! %


18/37

Thus- even "hen

differences in

average classroom

achievement on the

pretest "ere

controlled (i%e%- held

constant)- treatment

effects "ere not

evident%

• Eretest and posttest

item difficulties

"ere calculated for

the e$perimental and

control groups and

decreased in itemdifficulty for the

e$perimental group

relative to the

changes for the

control group% As

recommended #y

@inacre (2012)-

items "ith

differences of %C

logits "ere

considered nota#le

and possi#le

evidence of content

that the Ko>sourneyintervention "as

successful in

targeting% Gour of

the si$ items (C-

3- 12- and 1C)

18


19/37

had clear

connections to Ko>s

ourney content%

Do"ever- it is

unkno"n "hy the

e$perimental

students found the

t"o statistics and

pro#a#ility items

(1 and 20) less

difficult given the

lack of compara#le

content in Ko>s

ourney%

1C @u 8hung 8hin-

&ffandiFakaria

(201C)

“9nderstanding of

Hum#er 8oncepts

and

Hum#er

Iperations

through ?ames in

&arly

:athematics

&ducation7

8onstructi

vism

theory

D01 There "ere no



scores of pupils across three

testing

time (pre- post 1- post 2)%

D02 There "ere no



scores #et"een the

e$perimental

group and the control group%

'uasi.

e$perimenta

l design

Ere.

school in

/anggi


20/37

for #oth

e$perimental and

control groups did

not differ

significantlyLG (1-


21/37

G(2-5


22/37

teachers ; students

had a consistent

vie" on the impact

of students>

mathematics prior

kno"ledge- #ut

inconsistent

perspectives on the

impacts of computer

skills and &nglish

language skills on

students>

mathematics

achievement and

motivation "hen

they played the

games

1* Eilar @isa (201,)

The &ffects of

+igital ?ames on

:iddle School

Students>

:athematical

Achievement

8onstructi

vist

@earning

Theory

Research uestions

1%hat effects did playing a

digital game ( Lure of the

Labyrinth) have on middle

school students>

mathematical achievement-

as measured #y internal

assessments linked to the

Hational 8ouncil of Teachers

of :athematics (H8T:)

standards and #enchmarks

2% +id the effects of playing

a digital game ( Lure of the

Labyrinth) on middle school

students> mathematical

uantitative

method

nternati

onal

School of

Kenya

13 (grades

3-*-; )

students

0uestion +

< control group students

e$hi#ited an average

math score

decline of .%, point

from 0%55 points (SD !

10%*3) at pretest to 0%31

points (SD ! 11%10) at

posttest% n contrast- the

< students in the

treatment groupimproved their

mathematical

30 achievement scores B

1%

mathematical

achievement

• playing Labyrinth had

a positive #ut small

effect on math

achievement for #othgirls and #oys (b !

.1%*- p %000C- &S !

%1,) "ith no

significant difference

of treatment due to

22


23/37

achievement- as measured #y

internal assessments linked

to H8T: standards and

#enchmarks- differ for #oys

versus girls

,% hat effects did playing a

digital game ( Lure of the

Labyrinth) have on middle

school students> motivation

to learn mathematics- as

measured #y a modified

version of the 8ourse nterest

Survey (8S) (Keller- 15*)

at pretest (SD ! 11%2s

change in attention score

as the reference- the

overall change #et"een

the t"o groups is .1%1* (.

0%, . 1%1< ! .1%1*)% Thus-

the students in the

control group at posttest

gained an average of

1%1* fe"er points ontheir self.reporting of

Attention than the

students in the treatment

group%

se$ (b ! .1%C


24/37

"oo (201,)

+igital game.

#ased @earning

Supports student

motivation-

cognitive success-

and performance

outcomes

- volition

;

performan

ce (:NE)

theory

1% hat +?/@ design

method can #e employed

to apply various game

characteristics that

match the motivational

strategy procedures

2% +o empirical

relationships e$ist

#et"een motivation-

cognition ;

performance in +?/@

as suggested in Keller

theory

of

&ducation

Tai"an%

university

students of

the

+epartment

of Art ;

+esign

motiation

The mean of the

relevance su#scale "as

the highest (3%,*) and

that of the attention

su#scale "as the lo"est

(C%**)% The means of the

confidence and

satisfaction su#scales

"ere C%50 and 3%0C-

respectively% n addition-

all of the motivational

su#scales attained

standard deviations

ranging from %3* to %*%

The mean of overall

learning motivation "as

3%02% Although game

characteristics- such as

fun- fantasy- curiosity-

and role.playing can

attract learners> attention-

they are not necessarily

directly relevant to

learning%

,1 !ognitie load

The intrinsic cognitive

load reported #y the

learners suggests that the8A: course is a

learning domain "ith a

slight to moderate level

of difficulty for students-

"hereas the S+ (1%*,)

sho"ed that motivation ;

cognitive load e$hi#ited a

significant canonical

correlation "ith

performance% This

preliminary finding

suggests that "hen

designing +?/@-

designers should increase

motivation ; germane

cognitive load to enhance

learning effectiveness%

. n addition- the attention

component must #e

compromised% Do"ever-

relevance- satisfaction-

and confidence do not

conflict% This study

proposes an application of

game characteristics to the

attention- relevance-

satisfaction- and

confidence model- and

integrated multimedia

effects in using +?/@

design methods%

24


25/37

sho"s that learners

possess individual

differences1

-1 (er2ormance

The mean and 8N of the

student>s skill

performance "ere 111%<

min and %2


26/37

diselaraskan dalam

:atematik tauk

Transformations #agi pelaar

yang menggunakan perisian

permainan pendidikan

siginifikan le#ih tinggi

daripada pelaar yang

menggunakan perisian KE:

uian pasca iaitu

per#e=aan nilai min

12%15

• per#e=aan min yang

signifikan ini

mem#olehkan

penyeledik menolak

hipotesis nol

20 8hian.en KAI

(201


27/37

!a"dom-efects

model. ;i"ce t#e s

did "ot i"cl*de e!o/

t#e o(se!ved

ave!aged efect

sies e!e

statistically

t!*sto!t#y.

i"vestigati"g t#e

efects o% D+,. ;i

$ote"tial mode!ati"g

va!ia(les i" t#!ee

tas: c#a!acte!istics

i.e./ tas: $a!tici$a"t

c#a!acte!istics<

st*de"ts=

ed*catio"al levels

a"d i"st!*cto!=s (ias>

tas: desig"

c#a!acte!istics<

"te!"et %acilities a"d

game ty$es> tas:

i"volveme"t

c#a!acte!istics<

t!eatme"t d*!atio"

a"d li"g*istic

:"oledge

e!e t#e!e%o!e

i"vestigated a"d

ce!tai" va!ia(les

e!e %o*"d to (e

mo!e i")*e"tial t#a"

ot#e!s i"

dete!mi"i"g t#e

D+, efective"ess.

21 ?ie":e @osA/

Be""y va"

de! Ceide" 1/

Eddie

De"esse"

2010

8onstructi

vist

theories

. uasi.

e$perimentl

'uantitative

study%

Students

in one group

<

elementa

ry

schools

in The

Hetherla

nds

2,C students

from nine

classesO 11,

fifth

grade

students and

122 si$th

- There "ere no

differences #et"een

#oys and girls in

their competence at

school- G(1-2,,) Z

,%


28/37

&ffects of

constructing

versus playing an

educational game

on student

motivation

and deep learning

strategy use

"ere given

the task to

construct a

game on

+utch

prover#s

(constructio

n group)%

The students

in the other

group had to

play an

e$isting

game on

+utch

prover#s

(play

group)%

%

grade

students

(aged 1012

years old)%

difference #et"een

the perceived

competence of the

students in #oth

- conditions- G(1-225)

Z %

ii me"ge"al $astita#a$

$e"deda#a"

i"te!a:si

ge!a:a"

se"t*#a" $ada

Kaedah

pemerhatian

dengan

intervensi%

Tanong

:alim

pereak

20 orang

kanak.kanak

prasekolah

(10 orang

lelaki dan 10

orang

perempuan)

#erumur di

antara C dan

3 tahun

Basil da$ata"

me"*"*::a"

i i"te!a:si

ge!a:a" se"t*#a"

:a"a:-:a"a:

te!#ada$ a$li:asi

$e!mai"a"

me"gg*"a gaet

s:!i" sese"t*#

da$at di*:*!

melal*i:ece:a$a" da"

$e"galama"

me!e:a me"ge"dali

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Facto!s")*e"ci"g

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Efective"ess

i" Digital

+ame (ased

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-?ot stated. ualitative ?ot

stated

eight si$th.

grade students

./ased on the

results of the

performance test (a total

score of 100 points-

:!*1- n!) and

intervie"s- it "as found

that not

everyone ac'uired perfect kno"ledge

concepts through game.

playing% &ven most

students> practical

effectiveness of

kno"ledge ac'uisition

"as not as good as the

performance in the

performance test (other

than Kevin)- since most

students had

misconceptions or had

forgotten some important

kno"ledge a#out

electricity during

intervie"s%

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ma"y %acto!s

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motivatio"/

31


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.He$t- the students>

gaming #ehavior "as

analy=ed to identify key

varia#les that could serve

as predictors of the

students> effectiveness of

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field o#servations- the

students> game playing

records- feed#ack sheets-

think.aloud ver#al

protocols and intervie"s-

it "as found that most

participants

"ere immersed in the

game play and thought

that Super +elivery "asa fun game

.it "as found that

students had three key

gaming #ehaviors "hen

interacting "ith the

game (1) learning

motivation to seriously

learn ne" kno"ledgeO (2)

learning a#ility to

successfully understand

ne" kno"ledgeO and (,) playing skill to solve

game pro#lems% Gor

instance- students

#ehaved differently

according to learning

32


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motivation-

learning a#ility and

playing skill in the face

solving ho" to charge

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2011

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?ot

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Hot stated .Eengetahuan deklaratif

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tinggi- pengetahuan

prosedur adalah 1< V

le#ih tinggi dan

pengekalan adalah 5 V

le#ih tinggi untuk

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menggunakan simulasi

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23 Ca"s*!e#

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34/37

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Kaian

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al

42

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Eoliteknik

Sultan A#dul

Dalim

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kualiti 8+ video yang

di#angunkan mencapai

skor min iaitu


35/37

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36/37

dife!e"t levels

o% !easo"i"g

*se #e"

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Ksolvi"g video

games&

25 Fe"g-

%e"g2013

om$*te!-

game-(ased

t*to!i"g o%

mat#ematics

/ehaviouri

sm Theory

Pesea!c# *estio"

1. Bo as game-

(ased t*to!i"g

$e!%o!med&2. O#at

mea"i"g%*l

$atte!"s o%

t*to!Klea!"e!i"te!actio"

eme!ge %!om

t#e game-(ased

t*to!i"g

$!og!am&

:i$ed

method

;ity-

%o*!

g!ade

6K8

st*de"t

s

T"o schools

schools%

Among them

1, "ere from

the rural-

pue#lo school-

"ith around

52V

#eing HativeAmerican- V

#eing

Dispanic- and

32V #eing

girls% Gifty

one students

"ere from the

ur#an-

Dispanic

school- "ith

around 5V

#eing

Dispanic and

,5V #eing

girls%

Around 5CV of

participants intervie"ed

reported participating in

the game.#ased tutoring

program as a positive

and engaging e$perience%

In the other hand- the

tutoring enactments andintervie" results

indicated a diversity in

the motivation and hence

the reaction of

students to"ard gaming

and game.#ased tutoring

The study finds an

improvement in

students> state test

performance at the

pue#lo school after the

game.#ased tutoring

program%

36


37/37

,0 Q*a" 2010

Hsi"g game

t#eo!y a"d

om$etitio"-

(asedea!"i"g to

stim*late

st*de"t

motivatio"

a"d

$e!%o!ma"ce

?ame

Tehory

(/inmore-1

55

rubrict for research dr sabariah

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