European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 4 │ 2017
doi: 10.5281/zenodo.438056
ASSESSMENT OF GENDER DIFFERENCE ON
STUDENTS’ PERCEPTION OF UNDERGRADUATE
RESEARCH PROJECT SUPERVISOR
Aminu Yusuf1i,
Anthony O. Ebubechukwu 2,
Iornienge Moses Tarnum3
Department of Education Foundations,
1
Faculty of Technology Education,
Abubakar Tafawa Balewa University, Bauchi, Nigeria
Department of Physical Science Education,
2
Imo State University, Owerri, Nigeria
Department of Vocational and Technical Education,
3
Faculty of Education, Benue University, Makurdi, Nigeria
Abstract:
Determining the extent of difference between male and female supervised students’
perception on relationship; commitments of Undergraduate Research Project
Supervisor (URPS) were among the objectives of the study. Survey design was adopted
for the study. The study consisted of three universities, Abubakar Tafawa Balewa
University of Technology, (ATBU) Bauchi, from North East, Benue State University
(BSU) Makurdi, from North Central and Imo state University (ISU) Owerri from the
South East geo political zones of Nigeria. Population of the study consisted of 1969 (375,
from ATBU, 759 from BSU and 759 from ISU) final year students from Faculty of
Education in each university. Proportionate Stratify random sampling was used to
select 322 students. Supervised students project questionnaire (SSPQ) was developed,
validated and used for data collection. Cronbach’s Alpha of 0.88 was obtained as the
stability coefficient of the items. Hypotheses were tested at α=0.05 level of significance.
The data was analyzed using weighted mean while chi square test was used for the
testing of the hypotheses. Some of the findings from the study shows that, there is
significant (ѱ2 = 44.541, df = 4, ρ<0.05) difference between male (Weighted
28.85) and female (Weighted
mean
mean
score =
score =30.4) supervised A students perception on the A
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
498
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
relationship with URPS; male have positive perception than female supervised students
on level of UPRS commitments to student. Researchers to focus their study on
undergraduate research project especially on opinion, perception
Keywords: gender difference, students’ perception, undergraduate research project
supervisor
1. Instruction
University students are required to carry out research project work at undergraduate
level popularly known as Undergraduate Research Project (URP). Lambert, 2013
observed that a research project is an essential aspect of many undergraduate degree
programs. Council of Undergraduate Research (CUR, 1997) defined URP as an inquiry
or investigation conducted by an undergraduate student that makes an original
intellectual or creative contribution to the discipline (are of specialization). It is a
collaboration between a student and a faculty member in making a creative, original
contribution to a given discipline. (Undergraduate research manual, n.d). Numerous
benefits apart from the requirement for the ward of degree certificate are derive from
research project work by the undergraduate student. Its provide experience of writing
in the discipline and giving chance to be creative; its accord undergraduate students
with experience that allows the students to better understand published works, learn to
balance collaborative and individual work its enhance student’s involvement in
knowledge of a given field and brings new ideas to all who are interested in the field
(Alvarez and Dimmock, 2007; Madan and Teitge, 2013; Undergraduate Research
Manual, n.d). URP also benefit students with skills for carrying out future research
work especially at post graduate level.
To ensure that, research carry out by student is pre of research misconduct
(plagiarism, falsification and fabrication) supervisor who is a lecturer in the field of the
undergraduate student area of specialization is appointed by the department URP
coordinator. Supervision refers to a series collaborative interaction between the
supervisor and the student in which the student is intellectually engaged in the
scholarly research problem or program; it is one-to-one interaction between a
supervisor and a student (Council of Undergraduate Research [CUR, 1997]; Yeoh and
Doan, 2012). The URPS need to be patience, humble, committed or dedicated, show
interest and be in a position to motivate the student. Literature documented that
characteristics of ideal supervisors are knowledgeable and experience; must provide
timely and constructive feedback; and friendly approachable and flexible (Yeoh and
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
499
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
Doan, 2012; Ali, Watson and Dhingrak, 2016; Azure, 2016). The contributions of the
supervisor in the student mentor relationship, however, are equally crucial in
promoting efficient and sustained undergraduate research (Showman, Cat, Cook,
Holloway and Wittman, 2013). Lambert, 2013 observed that, supervising URP can
present a special challenge such as the task of supporting apprentice researchers
unused both to concepts and terminology of research. Manden and Teitge (2013)
caution academic advisers URSP to be aware of their student’s potential interest in
research project work. To facilitate URPS work, Huang (2016) urged URPS to persuade
supervise student’s that research is good idea, keep many options open, share advice
and discuss with the student’s.
URP is never without problems. Garret (2013) observed that, URP is associated
with problems that includes relying too much on Google, Wikipedia and information
from non-scholarly websites, not making careful use of scholarly sources available in
library( books, electronic databases) and failing to distinguish between effective sources
and in appropriate ones.
Literature on URP focus on concepts, benefits and problems associated with URP
(Garret, 2013; Juliat, 2015; Lessman, 2012; Madan and Teitge, 2013; Huang, 2016; and
Yusuf, 2017). These are acknowledged. However, there is need for further research on
URP to include study on the relationship between UPRS and supervised student. It is in
line with this, that the study assessed gender difference on Students’ Perception of
URPS.
Specifically, the study determined the extent of difference between male and
female supervised students’ perception on
1. Relationship with URPS.
2. URPS Level of commitments to student.
3. URPS discharging his duty to the student expectation.
4. URPS motivation to student.
5. URPS.
2. Hypotheses
The following hypotheses where tested at α= 0.05 level of significance:
1. Ho1: there is no significance difference between male and female supervised
students’ perception on relationship with URPS.
2. Ho2: there is no significance difference between male and female supervised
students’ perception on URPS Level of commitment to student.
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
500
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
3. Ho3: there is no significance difference between male and female supervised
students’ perception on URPS discharging his duty to student expectation.
4. Ho4: there is no significance difference between male and female supervised
students’ perception on URPS motivation to student.
5. Ho5 there is no significance difference between male and female students’
perception on URPS.
3. Methodology
Survey design was adopted for the study. The study consisted of three universities,
Abubakar Tafawa Balewa University of Technology, (ATBU) Bauchi, from North East,
Benue State University (BSU) Makurdi, from North Central and Imo state University
(ISU) Owerri from the South East geo political zones of Nigeria. Of these universities
only ATBU, Bauchi is the federal university. However, all the three universities are
situated in each of the state’s capital.
The population of the study consisted of 1969 (375, from ATBU, 759 from BSU
and 759 from ISU) final year students from Faculty of Education in each university. The
population is characterized by male and female students who have completed their
research project work with aged range from 22-27 years. Proportionate stratify random
sampling was used to select 322 students.
Table 1: Proportion of sample students from each university as used in the study
University
Gender
ATBU
BSU
ISU
Total
Male
41
63
67
171
Female
20
74
57
151
61
137
124
322
Total
Supervised students project questionnaire (SSPQ) was developed, validated and used
for data collection. The SSPQ instruments are made up two sections. Section A on bio
data of the respondent while section B consisted of 10 items questions on five point
Likert scale response ranging from Strongly Agree (SA) to Strongly Disagree (SD). The
items are structured in such a way that half of the items (2, 4, 6, 7 and 9) are positive
response items while the remaining half is negative response items. The scoring for the
negative response items was reversed i.e., 1-5. The maximum score for all the items is 50
marks while the minimum score is 10 marks. Of the 10 items, items 1,3 and 9 were used
to achieved the first objective of the study; item 6,7 and 10, the second objective; items
2, 4, and 8 the third objective and item 5 was used to achieved objective four of the
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
501
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
study. The overall response count for all the ten items was used to achieve objective five
of the study.
The SSPQ items were validated by senior lecturer in Measurement and
Evaluation from ISU, Owerri. To determine the reliability of the SSPQ items, pilot
testing was conducted with 30 students who had completed their research project work
from Faculty of Science ATBU, Bauchi. Cronbach Alpha of 0.88 was obtained as the
stability coefficient of the items.
The instrument was administered and collected by each contributing author
from each (ATBU, BSU and ISU) university. The study hoped to be significance to
undergraduate project coordinators, URPS and researchers in similar field.
The data was analyzed using weighted mean while chi square test was used for
the testing of the hypotheses using Statistics Product and Service Solutions (SPSS).
4. Results
Table 1a: Perception of supervised students on relationship with URPS
Item
Response
SA
A
U
D
SD
Weighted
mean
My relation with the supervisor was not
cordial.
I cannot call my supervisor on phone on
issue related to my research work.
I have confidence when meeting my
supervisor.
Score Male
64
168
9
28
65
Female
49
425
18
288
40
Score Male
31
48
84
252
125
Female
47
116
12
140
35
Score Male
130
68
32
148
46
Female
265
164
100
50
2
Table 1a shows the perception between male (Weighted
(Weighted
mean
mean
29.62
score of =28.85) and female
score of =30.4) supervised students on relationship with URPS. Overall
Weighted mean score of 29.62 was obtained.
Table 1b: Summary of responses based on gender
Response
SA
A
U
D
SD
Male
121
125
39
144
84
Female
149
120
35
127
17
Table 1b, shows the summary of responses based on gender. Chi square computed from
the result tabulated on Table1b revealed ѱ2 = 44.541, df = 4, ρ= .000 at α =0.05 level of
significance.
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
502
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
Table 2a: Perception of supervised students on URPS Level of commitments to student
Item
Response
SA
A
U
D
SD
Weighted
mean
My supervisor always keeps to his promise.
The time and attention given to me by my
Score Male
225
248
111
42
6
Female
275
252
69
16
2
Score Male
300
276
33
50
6
365
180
12
8
25
22
32
54
244
270
27
34
72
296
45
supervisor were quite adequate.
Female
My supervisor does not guide me on how to
Score Male
do the outlined corrections on my research
Female
39.97
work.
Table 2a above revealed the perception of supervised students on level of commitments
of URPS to student with over roll weighted
mean
score of 39.97 while male Weighted
mean
score = 42.64 and female Weighted mean score =37.29 were obtained.
Table 2b: Summary of responses based on gender
Response
SA
A
U
D
SD
Male
127
147
66
107
66
Female
155
125
51
86
36
From the summary of responses tabulated on Table 2b above, Chi- square computed
revealed ѱ2 = 44.541, df = 4, ρ= .000 at α =0.05 level of significance.
Table 3a: Perception of supervised students on URPS discharging his duty to the
student expectation
Item
Response
SA
A
U
D
SD
Weighted
mean
I was guided by the supervisor on selecting
Score Male
255
316
44
12
24
the research topic.
Female
70
508
16
4
4
My supervisor assisted me on the choice of
Score Male
220
304
15
87
7
correct statistics tool for data analysis.
Female
270
328
6
22
2
My supervisor does not shows interest on my
Score Male
8
36
48
260
320
research findings
Female
6
124
9
272
60
40.63
Table 3a shows the perception of supervised students on URPS discharging his duty to
the student expectation. Overall weighted
mean
score of 40.63 was obtained, while male
Weighted mean score =43.47 and female Weighted mean score = 40.88 were obtained.
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
503
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
Table 3b: Summary of responses based on gender
Response
SA
A
U
D
SD
Male
103
173
32
110
95
74
271
9
81
18
Female
Chi square computed from the result tabulated on Table 3b shows ѱ2 = 55.036, df = 4, ρ=
.000 at α =0.05 level of significance.
Table 4a: Perception of supervised students on URPS motivation to student
Item
Response
SA
A
U
D
SD
Weighted
mean
I am afraid to ask my supervisor questions
Score Male
56
39
264
250
50
related to my research work.
Female
32
138
224
40
8
48.08
Result on Table 4a above, Perception of supervised students on URPS motivation to
student. Weighted
mean
score of 41.53 and 30.6 were obtained for male and female
students respectively. The over roll Weighted mean score of 48.08 was obtained.
Table 4b: Summary of responses based on gender
Response
SA
A
U
D
SD
Male
14
28
13
66
50
Female
25
16
46
56
8
Chi square computed from the result on Table 4b revealed ѱ2 = 55.036, df = 4, ρ<0.05 a
level of significance.
Table 5: Difference between male and female supervised students perception on URPS
Responses
SA
A
U
D
SD
Total
Male
365
473
150
427
295
1710
Female
403
532
141
355
79
1510
Total
768
1005
291
782
374
3220
Table 5 above shows the difference in perception responses between male and female
supervised students on URPS.
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
504
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
Table 5b: Chi-square test computed
Value
df
Asymp.sig (2-tail)
Pearson – Chi square
1.251
a
4
.000
Likelihood Relation
132.652
4
.000
81.866
1
.000
Linear by linear
Association
No of valid cases
3220
0 cells (0%) have expected count less than 5. The minimum expected count is 136.46
5. Findings
1. There is significant (ѱ2 = 44.541, df = 4, ρ<0.05) difference between male (Weighted
mean
score = 28.85) and female (Weighted
mean
score =30.4) supervised students
perception on the relationship with URPS.
2. Male have positive perception than female supervised students on level of UPRS
commitments to student.
3. There is significant (ѱ2 = 55.03, df = 4 ρ<0.05) difference in gender (male Weighted
mean
score =43.47 and female Weighted
mean
score = 40.88) on supervised students
perception on which URPS discharged his duty to student expectation.
4. That male (Weighted
mean
= 41.53) and female (Weighted
mean
= 30.6
supervised
students differ on perception of motivation by URPS on supervised student.
5. Male and Female supervised students differ significantly (ѱ2 = 1.251, df = 4 ρ<0.05)
on perception of URPS.
6. Discussion
In discussion the results from the study, limitation on influence of gender on the
supervisory relationship must be acknowledged.
To achieve objective i of the study, results on Table 1a and Table 1b were used.
From the result on Table1a, over roll Weighted
mean
score = 29.62 obtained shows
acceptance of male and female supervised students perception on relationship with
URPS. This shows that both students accepted that the relationship was cordial.
However, Chi square computed from the result on Table 1b, revealed that, there is
statistically significant (ѱ2 = 44.541, df = 4, ρ<0.05) difference between male and female
supervised students perception on the relationship with URPS. Thus, the Ho1 was
rejected. Finding from this shows that male (Weighted
(Weighted
mean
mean
score = 28.85) and female
score =30.4) supervised students differ significantly on perception of
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
505
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
relationship between URPS and supervised students. Female have positive perception
then male supervised students.
Result on Table 2a shows over roll weighted
mean
Score = 39.97, this signify
supervised students acceptance on the level of commitments of URPS to student
expectation. However, result on Table 2b revealed chi square = 13.918, df= 4, ρ= .001 at α
=0.05 level of significance. Thus, the Ho2 was rejected. Finding from this shows that
there is statistically significant (ѱ2 = 13.918, df = 4 ρ<0.05) difference between male
(Weighted
mean
score = 42.64) and female (female Weighted
mean
score =37.29) supervised
students perception on URPS level of commitments to student. Male have positive
perception than female supervised students on level of UPRS commitments to student.
Result obtained on testing Ho3 was tabulated on Table 3b. From the result
(Table3b) the Ho3 was reject at chi square = 55.03, df = 4 ρ= .
at α = 0.05 level of
significance. Although result obtained on Table 3a revealed weighted
mean
score = 40.63
shows supervised students acceptance on the perception on which URPS discharged his
duty. However, finding from testing the Ho3 shows that there is significant (ѱ2 = 55.03, df
= 4 ρ<0.05) difference in gender (male Weighted mean score =43.47 and female Weighted mean
score = 40.88) on supervised students perception on which URPS discharged his duty to
student expectation. Male have positive perception than female supervised students.
Result on Table 4a shows male and female supervised students perception on
motivation of URPS to student. Weighted
mean
= 48.08 was obtained which shows
supervised students acceptance on the perception on motivation by UPRS to student.
However, chi square computed on testing Ho4 was tabulated on Table 4b. Table 4b
result, revealed significant (ѱ2 = 55.03, df = 4 ρ<0.05) difference between male and female
supervised students perception on motivation by URPS to student. Thus, the H o4 was
rejected at α = 0.05 level of significance. Finding from this, shows that male Weighted
mean
= 41.53) and female (Weighted mean = 30.6 supervised students differ on perception of
motivation by URPS on supervised student. Male have positive perception than female
supervised students.
To achieve objective v, result tabulated on Table 5a was used to test the H o5 and
the result was shown on Table5b. From the result (Table5b), Chi square = 1.251, df = 4, ρ=
.001 at α=0.05 level of significance was obtained. Thus, the Ho5 was rejected at ρ<0.05
level of significance. Finding from this revealed that male and female supervised
students differ significantly (ѱ2 = 1.251, df = 4 ρ<0.05) on perception of URPS.
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
506
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
7. Conclusion
The study assessed gender difference on the supervised students’ perception of
undergraduate research project supervision. Weighted mean scores on gender and over
roll weighted mean score on each of the outlined objectives of the study were obtained.
Hypotheses were equally tested at α = 0.05 level of significance. Although most of the
literature on previous study focused on post graduate supervisors, however, there is
need for researchers to focus on undergraduate research project study as it is the bases
for future research work.
8. Recommendations
Researchers to focus their study on undergraduate research project especially on
opinion, perception and attitude of supervised students to supervisors. Similar studies
to be carry out to verify the findings from this study.
References
1. Ali, P.A., Watson, R., & Dhingraq, K. (2016). Postgraduate research students' and
their supervisors' attitude towards supervision. International Journal of Doctorial
Students,
11(1),
227-241.
Retrieved
from
www.informingscience.org/publications/354
2. Alvarez, B., & Dimmock, N. (2007). Faculty expectations of student research. In).
F. In (Eds.. Chicago: Association of College and Research Libraries. Admission of
the American Library Association.
3. Azure, J. (2016). Students' perspective of effective supervision of graduate
programme in Ghana. American Journal o0f Educational Research, 4(2), 163=169.
Retrieved March 8, 2017, from http://pubs.science.com/education/4/2/4
4. Conference on Undergraduate Research [C.U.R. 1997]. Undergraduate research.
Retrieved March 7, 2017, from www.onsf.utk.edu/undergraduates/research/cur
5. Garrett, M. J. (2013). Common problems in undergraduate writing. Retrieved
March 7, 2017, from http://faculty.une.edu/cas/igarrett1/110co0mmonprob.html
6. Huang, S. (2016, March). Do's and Don'ts for research writing. Retrieved March
7, 2017, from https://pcur.princeton.edu/2016/03/dos-and-don'ts-for-researchwriting
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
507
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
7. Juliet, U. (2015). Do's of project writing and presentations. Retrieved March 7,
2017, from www.reserveclue.com/blog
8. Lambert, M. (2013, February 05). Rough ground of practice: How to supervise
undergraduate students engaged in action research. Retrieved March 7, 2017,
from
www.connection.sage.com/blug/sage-connection/2013/02/05/rough-
grounde-of-practice-how-to-supervise-undergraduate-students-engaged-inaction-research
9. Leesman, L. (2012). Common grammar mistakes to avoid on research project.
Retrieved March 7, 2017, from www.blog.granthaqm.edu/6commonbid/115765/6common-Grammeratice-mistakes-to-Avoid-on-Research-Project
10. Madan, R.C., & Teitge, D.B. (2013). The benefits of undergraduate research: The
student's perspective. The Mentor an academic advising journal. Retrieved
March 8, 2017, from https://dus.edu/mentor/2013/05/undergraduate-researchstudents-perspective
11. Showman, A., Cat, A.L., Cook, J., Holloway, N., & Wittman, T. (2013). Five
essential skills for every undergraduate researcher. Spring, 33(5), 16-20.
Retrieved from www.cur.org/assessts/1/7/333spring13showman16-20.pdf
12. Undergraduate Research Manual. (n.d). Retrieved March 7, 2017, from
http://www.wcu.edu/webfiles/pdefs/HC-undergraduate-Research-ManualRevised.pdf
13. Yeoh, J.S.W., & Doan, T. (2012). International research students' perceptions of
quality supervision. International Journal of Innovative Interdisciplinary
Research, 1(3), 10-18.
14. Yusuf, A. (2017). Assessment of university students learning of basic concepts in
Educational Research Methods. Educational Research Journal, 7(2), 16-22.
Retrieved March 5, 2017, from http://resjournals.com/journals/educationalresearch-journal.html
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
508
Aminu Yusuf, Anthony O. Ebubechukwu, Iornienge Moses Tarnum
ASSESSMENT OF GENDER DİFFERENCE ON STUDENTS’ PERCEPTİON OF
UNDERGRADUATE RESEARCH PROJECT SUPERVİSOR
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
509