San Luis National High School

Sto. Tomas, San Luis Pampanga

Kinds of Teaching Methods: Their Effects on

Grade 11 STEM Students’ Academic Performances

in Time of Pandemic

By:
STEM 11 – Dynamic
Group 5

Pangilinan, Mark Joros V.

Peña, Glenn P.

Polacas, Rejie M.

Repaso, John Dale S.

Salas, Abram Jerico P.

Santos, Aumar L.

Taruc, Rhia Pearl G.

Torres, Princess Leizeal S.

Turla, Makayla D.

Submitted to:

Ma’am Lorna T. Latigar

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 Table of Contents

Page

Introduction

Context and Rationale……………………………………………………………………...2

Review of Related Literature and Studies………………………………………………….9

Conceptual Framework of the Study……………………………………………………….12

Research Questions………………………………………………………………………....13

Significance of the Study…………………………………………………………………...13

Scope and Delimitation of the Study……………………………………………………….14

Methods

Type of Research…………………………………………………………………………...16

Respondents and Sampling Method…………………………………………………..........17

Instruments…………………………………………………………………………………17

Data Collection Procedure and Ethical Considerations……………………………………18

Data Analysis………………………………………………………………………………18

References………………………………………………………………………………….19

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 Kinds of Teaching Methods: Their Effects on Grade 11 STEM Student’s Academic

Performance in Time of Pandemic

INTRODUCTION

Context and Rationale

We, humans, have evolved for a long time, from a primitive caveman to a tribal

society, and now to a more advanced and more intellectual species. From those times up to

now, we are constantly learning from our mistakes and getting more and more advance than

we are yesterday. We are constantly exploring and learning things. However, how do we

learn these things; do we need the guidance of others teaching us; the courage to explore the

unknown, or by constantly trying to correct our mistakes. This study refers to the teaching

methods that are known up to this date. This study hopes to learn different strategies and

teaching methods that we can use on this day, more importantly right now because it will

decide the quality of the next generation of us; this is important to the future of us, humans.

On November 17, 2019, a virus breakout in Wuhan, China caused the deaths of

thousands of people in a day, and up to now, there are still people suffering from this

pandemic disease. The COVID-19 pandemic caused a mass death in the whole world.

Additionally, the economy of countries has collapsed, causing the many to struggle to eat

three times a day, and many are affected because of this COVID-19 pandemic, especially

students of nations. The Department of Education (DepEd), despite the public health threat

caused by the COVID-19 pandemic, is still committed to providing a well-strategized basic

and quality education services to its learners in accordance with the State's constitutional

mandate to establish, maintain, and support a complete, adequate, and integrated system of

education relevant to the needs of the people, the country, and society at large.

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 The COVID-19 Pandemic is a huge challenge to education systems (Daniel S. J.,

2020). It has been proven that after the COVID-19 Pandemic struck the Philippines, the

educational sector took a hit and is one of the most affected sectors (Tria J. Z., 2020). It is

now facing a challenge that needs to be tackled as soon as possible. Because of that, the

education sector took extreme measures. The new normal is the adaptation of us to fight the

COVID-19 Pandemic to continue our normal lives, and in the education sector, online class,

blended learning, learning, and studying in your own house is the new normal. In the new

normal, utilizing modern technologies to digitize the whole education sector is a must

(Ahmed, S., Taqi, H.M.M., Farabi, Y.I. et al., 2021). In light of the new phenomenon in

education, the informants felt unprepared, but as to their experiences, they could adapt to

technologies and maximize their potential (Laguitao et al., 2021).

Educators should utilize appropriate and effective teaching methods to create desired

changes in learners; achieving desired changes in learners through preferable methods must

be appropriate to the subject matter. Furthermore, teaching approaches are most effective

when they are tailored to the needs of the students (since each student interprets and answers

questions differently). As a result, matching teaching approaches to students' needs and

preferred learning styles has an impact on academic achievement.

The use of computers in education has undergone a massive transformation in the last

decade, with various forms ranging from the use of computers in education to the use of the

internet in education, and finally, the concept of blended learning, which relies on technology

to deliver educational content to learners in a good and effective manner. Moreover,

according to Bani Hamad (2012), many education-based lecturers suggest the urge of making

a few critical adjustments in the learning memorandum to keep up with the age of computer

and information technology, but there is no agreement on the type and amount of the required

modification. Most parents, students, and teachers believe that the preparation of young

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generations and arming them with the basics and uses of computers as well as the adaptation

of printed learning materials (modular) is the most appropriate way to rehabilitation so they

can stay in the changing world. Additionally, the prevailing viewpoint in developed societies

is that schools have no choice but to adapt to the information age because this adjustment has

become necessary for continued survival and progress. However, students are now constantly

trying to learn and study in their houses because of the fear of the virus spreading and

relationships and society are now on the internet. Upon examining the possible alternative

learning methods to continue giving basic education to learners, this leads to more flexible

learning modalities, which are all categorized under the blended learning system. On the

other hand, it is very evident that other students are having a hard time coping with the new

education system as they have to take classes every morning in their houses, online, answer

modules, and need to try to learn even if they don’t understand what their teachers are saying

because of the low internet, as well as the teachers accidentally pressuring the students. This

leads to students becoming stressed and depression have now caused many students' life. This

study hopes to help the educators to realize how important for students to find their

comfortable learning modalities and give the best teaching method that is simple but striking

enough to deliver an effective platform to enhance the abilities of the learners to adopt more

flexible learning management amidst the pandemic.

The Department of Education (DepEd) is committed to employing multiple learning

delivery modalities (LDMs) to ensure the continued delivery of learning opportunities to its

learners while protecting the health and safety of both its personnel and learners, which can

be done through blended learning and distance learning under its Order No. 012, s. 2020 or

the “Adoption of the Basic Education Learning Continuity Plan (BE-LCP) for School Year

2020-2021 in the light of the COVID-19 Public Health Emergency” (DepEd, 2021).

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 The following are among the learner characteristics or backgrounds examined for

blended learning efficacy: Self-regulation, computer competency, workload management,

social and family support, attitude toward blended learning, gender, and age. We will look

into learner interactions, face-to-face support, learning management system tools, and

technology quality in blended learning designs, satisfaction, performance, intrinsic

motivation, and knowledge construction as outcomes. Establishing significant predictors of

blended learning outcomes would assist planners of such learning environments in making

the essential groundwork preparations for building blended learning as an innovative medium

for learning. Moreover, research on teaching and learning constantly endeavors to examine

the extent to which different teaching methods enhance growth in student learning.

The present study is concerned with a problem that has not been given enough

attention in the schools of the country. It is hoped that after this study, may the teachers spend

time reading it as it will help them understand the challenges the students are facing and may

find a solution to them in this research.

Basic Education Learning Continuity Plan (BE-LCP)

In this time of Pandemic, we need a plan to continue our education so that our future

adult generation of students will be excellent and, at the same time, be the future of our

country. The DepEd of the Philippines designed a Basic Education Learning Continuity Plan

to continue the education in the Philippines in times of the COVID-19 Pandemic.

According to the DepEd’s Secretary, Professor Briones (2020), it is not the work of

one person alone. It is truly an integrated output of the Department. The BE-LCP is the result

of consultations with partners and advisers, legislators, executives and directors, teachers,

parents, learners, and the general public. All these contributions were integrated and

harmonized by the Executive Committee and Management Committee under her direction

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and drafted by her Undersecretary and Chief of Staff. The key elements of the learning

strategies that shall operationalize the BE-LCP are the streamlining of the K to 12 Curriculum

into the Most Essential Learning Competencies (MELCs), and allowing for multiple learning

delivery modalities such as distance learning and blended learning, either on top of or in

place of face-to-face learning.

Furthermore, it is a blueprint or a strategy that an educational institution can refer to

in the event of an emergency that necessitates a temporary change of learning environment. It

considers a variety of circumstances and lays up a plan for students to continue their

education, especially once the environment requires a drastic change or significant

adjustment. It's a backup plan that lays out all that can be done in case of a crisis or a disaster

coming up, just like how it is being used amidst pandemics.

Due to the advancement of technologies in modern times, working on a learning continuity

plan is easier than before. There are plenty of apps to work on and different websites to

research. However, again, while it is simple to devise and find ways, the most effective

learning continuity plan is the one that considers the material circumstances of those who will

have access to these said approaches.

Most Essential Learning Competencies (MELCs)

It is believed that each person has a different level of understanding and learning

preferences, but the help of effective teaching, sharpens their critical thinking while feeding

them with capacity and ability enhancement. As such, to deliver a basic education effectively,

it should hold both learning and teaching of knowledge and the appropriate behavior and the

ability to use certain technological principles and information. Based on this assumption, the

Department is releasing the Most Essential Learning Competencies (MELCs) to be

implemented nationwide. This will allow the department to focus instruction on the most

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important competencies that learners must learn, as well as alleviate the effort of turning

classroom-based learning resources into remote learning resources. The MELCs promise to

help schools navigate the limited number of school days by offering adequate instructional

space further.

Multiple Learning Delivery Modalities (MLDMs)

In line with the DepEd’s Basic Education Learning Continuity Plan (BE-LCP), these

modalities intend to deliver an effective method of nurturing learners with the appropriate

materials to fit with their capacity and capability to provide. Likewise, the department

proposed these modalities to provide a wide range of preferences to be chosen so that no one

among the learners will be left behind as the education sector adopt a new strategy to enhance

and continue bringing basic education to its learners amid this pandemic.

Types of Multiple Learning Delivery Modalities

(A) Distance Learning (DL)

- It is a type of learning delivery in which the teacher and the students are physically

separated during instruction. Modular Distance Learning (MDL), Online Distance Learning

(ODL), and TV/Radio-Based Learning are the three different types of this modality.

(A1) Modular Distance Learning (MDL)

- It pertains to the modality wherein there’s an individualized instruction that allows learners

to utilize modules, either in print or soft copy. Likewise, it is still the teacher in charge of

monitoring students’ performances. Additionally, in assessing learners throughout learning

from this modality, any relative/family member may act as a supporting educator as well.

(A2) Online Distance Learning (ODL)

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- Unlike the Modular Distance Learning, Online Distance Learning necessitates the use of

various technologies, gadgets particularly, like smartphones, desktop computers, and laptops,

as well as requires participants (both teachers and students) to have a good and stable internet

connection that can facilitate learner-teacher and peer-to-peer communication effectively,

which makes it more interactive than the other kinds of distance learning.

(A3) TV/Radio-Based Learning

- This can be utilized along with the MDL to better assess the knowledge to be obtained and

build a better understanding of particular lessons embedded in the module without actually

relying too much on ODL. The Department of education assured during 2021 that while Self-

Learning Modules are available in schools and field offices, they stressed that these are also

converted into DepEd TV episodes and radio-based lessons for more flexibility of the

modality. The Department intends to effectively integrate TV- and radio-based materials into

its instructional plans (Nepomuceno, 2021).

(B) Face-to-Face Learning (F2F)

- It is the traditional learning method used before the pandemic became a huge problem for

the educational system. It simply refers to the physical interactions of both teachers and

students inside the school. There are opportunities for active engagement, immediate

feedback, and the socio-emotional development of learners. Active participation, immediate

feedback, and learners' socio-emotional development are the possible opportunities under the

face-to-face learning method.

(C) Blended Learning (BL)

- This is a type of learning delivery that combines face-to-face learning with any or all of the

following: modular distance learning, online distance learning, and TV/Radio-based learning.

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This allows schools to limit face-to-face instruction, maintain social distance, and reduce the

number of individuals outside the home at any given moment.

Review of Related Literature and Studies

Education is considered imperative for not only the progress of the individuals, but also

for the development of community and nation. In order to bring about improvements in all

aspects, and utilize modern and innovative techniques and methods, individuals need to

generate awareness and enhance their educational skills (Kapur, 2018).

The research results conclude that 1.digital learning presents better positive effects on

learning motivation than traditional teaching does, 2.digital learning shows better positive

effects on learning outcome than traditional teaching does, 3.learning motivation reveals

significantly positive effects on learning effect in learning outcome, and 4.learning

motivation appears remarkably positive effects on learning gain in learning outcome (Lin &

Chen, 2017).

According to Blazar and Kraft (2017), students’ attitudes and behaviors are predicted

by teaching practices most proximal to these measures, including teachers’ emotional support

and classroom organization. However, teachers who are effective at improving test scores

often are not equally effective at improving students’ attitudes and behaviors. These findings

lend empirical evidence to well-established theory on the multidimensional nature of teaching

and the need to identify strategies for improving the full range of teachers’ skills.

Student performance, student progress and student potential are critical for measuring

learning results, selecting learning materials and learning activities. However, existing work

doesn’t provide enough analysis tools to analyze how students performed, which factors

would affect their performance, in which way students can make progress, and whether

students have potential to perform better (Yang & Li, 2018).

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 Kim and Seo (2018) conducted a meta-analysis by synthesizing the results of 16

studies involving 4,130 teachers to explore whether or not the relationship between teacher

efficacy and students’ academic achievement was influenced by the scale used to measure

teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience,

location of the school, or the students’ educational level. The results showed that the mean

relationship between teacher efficacy and students’ academic achievement was significant but

the effect size was small.

Vijayan (2021) stated that educators had and should continue, to go to extraordinary

lengths to ensure that the quality and content can be delivered in an effective way, to ensure

that learning outcomes of students are met during the COVID-19 pandemic. Aside from this,

learnings could also be gleaned from the perspective of the student in a broad range of

aspects, including the achievement and effectiveness of learning outcomes of learners.

According to Gupta (2018), teaching is a continuous process that involves bringing

about desirable changes in learners through use of appropriate methods. Indicated that in

order to bring desirable changes in students, teaching methods used by Educators should be

best for the subject matter. Furthermore, sustained that teaching methods work effectively

mainly if they suit learners’ needs since every learner interprets and responds to questions in

a unique way. As such, alignment of teaching methods with students’ needs and preferred

learning influence students’ academic attainments.

The sudden shift of learning method has increasingly impacted the Educators.

Ultimately this has caused the huge difficulty in learning and teaching. The way of how

teachers engage themselves in amidst the middle of pandemic and the hardships they tackled

in transitioning from traditional way of learning to online learning and what they encounter

through that time. The most crucial concerns include the comprehension of learning content,

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student engagement, and internet connectivity, which were likewise claimed by the students

that affect their academic performances (Tarrayo, Paz & Gepila, 2021).

In the study of Alemdag and Cagiltay (2018), reported that multimedia is designed for

learning refers to the representation from words and images in different contexts. They are

designed to assist learning with tools which can be used in teaching presentation, class room,

laboratory learning, e-learning, and virtual reality, consequently learners are allowed to

process information both in verbal and pictorial forms.

According to Lapada et al. (2020), in the midst of the COVID-19 pandemic threat in

the Philippines, educators, students, and schools are still coping and adjusting to distance

learning education. This study investigated teachers’ knowledge of the COVID-19 pandemic,

their perceptions of their respective schools’ preparedness, and their reactions to the

challenges of conducting distance learning education in the Philippines.

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Conceptual Framework of the Study

Input Process Output

Related studies Collection of data

Analysis and Effects of students’
Teaching methods
interpretation of academic
Learners’ data performance are
characteristics determined
Presentation of
findings or results

Figure 1: Conceptual Model of the Study

Figure 1 shows the conceptual model of the study on the Related studies.

The first frame presents the input of the study that includes related studies that

were gathered to back-up the study that will be conducted, as well as the different teaching

methods and learners’ characteristics to be assessed. This framework concern to some

differential effectiveness of teaching methods on students’ academic performance.

The second frame presents the process of the study that involves assessment of the

kinds of teaching methods through data-gathering with the use of survey, documentary

analysis, interview, and the content analysis for both of the qualitative and quantitative data.

The third frame presents the output of the study which includes the effects of

teaching methods to the academic performance of the Grade 11 Stem Students of San Luis

National High School. The arrows from the input to the process and the output show the

connection and transformation of the profile and aspects with the actions taken into results

that are considered as output.

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 The arrow from input to output represents feedback which reflects the continuity

of the flow and inter connected of the elements. Moreover, research on teaching and learning

constantly endeavors to examine the extent to which different teaching methods enhance

growth in students learning.

Research Questions

1. What are the problems or challenges faced by students in different kinds of teaching

methods?

2. Why different teaching methods are important for the learning development of a student?

3. How do students adjust to the different kinds of teaching methods?

4. How important it is to know what teaching method to be used for learning?

Significance of the Study

The results of this study will not only yield helpful data for the researchers, but also

to determine the effects of different kinds of teaching methods to the academic performances

of the students. This study will also offer benefits to the following group of individuals:

The students. They are the main beneficiaries of this research study, as they realized

the effects of different kinds of teaching methods to their academic performances, they will

be able to know what teaching methods they think is effective for them. Therefore this study

will help them show their full potential effectively when it comes to learning, allowing them

to improve their academic performances.

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 The teachers. Since teachers greatly influence the development of their students, they

may find this research study useful in identifying the most effective teaching methods for

their students, therefore teachers can discover different strategies and better ways of teaching

and letting them to further broaden their scope of teaching styles and techniques.

The school administrators. The findings of the study will help them notice the

strengths and weaknesses of different kinds of teaching methods to the students. The results

can also be further used to develop and enrich learning programs to ensure their students

overall academic progress. Thus, making a better learning and teaching environment for both

teachers and learners.

The future researchers. The findings of this study will act as a guide and source of

ideas on the similar topic to further expand their research study. In addition they can also use

this study for their review of related literature.

Scope and Delimitation of the Study

This study focuses on the faculty members and grade 11 STEM students in San Luis

National High School in Pampanga, Philippines for its Teaching Methods and Their Effects

on Student’s Academic Performance. The analysis is delimited only to the perceptions of the

Science, Technology, Engineering and Mathematics (STEM) Strand teachers and instructors

about the reason and factor behind why each teacher has a unique way on teaching skills and

methods to teach the students despite of having COVID crisis. The studies selected for

Empirical evidence on the impact of COVID-19 related on academic achievement is only

emerging the present work aimed to provide a first systematic overview big evidence based

studies on general and differential effects of COVID-19 on student achievements in primary

14
and secondary education. Result indicate a negative effect of teaching methods on student

achievements. Moreover, certain measures can be identified that might mitigate these

negative effects. That findings discussed in the context of their possible consequences for

national educational policies when facing future school crisis. The instructional competencies

of teachers in the existence of COVID-19 pandemic brought extraordinary challenges to the

stakeholders, teachers, parents, and students. Thus, the researchers believed that there is an

effect of teaching-learning process in new normal education to students’ performance most

especially using modular type of learning in STEM Strand. With this, the study sought to

determine the perception of the students regarding modular distance learning approach,

identify the challenges of the students, examine the effect of teaching methods to academic

performance of students in San Luis National High School, determine the level of academic

performance of students, determine the significant difference on perceptions when they

grouped according to their gender and age, and determine the relationship of students’

perceptions to their academic performance in STEM Strand.

METHODS

This portion presents the method and techniques of the study, this also includes the

type of research, the research instrument, the data collection and the data processing used.

The applied research design will be explained to monitor the legitimacy and importance of

the conducted study.

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Type of Research

The researchers will use a mix of qualitative and quantitative research design.

According to Creswell (2012), qualitative research is an interpretation and deeper

understanding of the meaning of individuals or groups attributed to a social human problem.

In addition, it is the idea, understanding, insights and opinions of the person on a specific

issue being studied and cannot be measured by numbers. Furthermore, the goal of this

research is to investigate and understand the in-depth meaning of the said circumstance.

Quantitative projects involve large sample sizes, concentrating on the quantity of responses,

as opposed to gaining the more focused or emotional insight that is the aim of qualitative

research. The standard format in quantitative research design is for each respondent to be

asked the same questions, which ensures that the entire data sample can be analyzed fairly.

The data is supplied in a numerical format, and can be analyzed in a quantifiable way using

statistical methods (DjaResearch,2019).

According to Creswell (2012), the Phenomenological approach gives meaning to the

experience of the individual from one specific event into a different description of the

phenomenon. In a phenomenological study, the researchers interpret all data they have

gathered from the experience of the individual described by the participants. According to

Christensen et al. (2017). Husserlian descriptive phenomenology is a method that is used

extensively in the field of social science that aims to investigate personal experiences. The

researchers chose this approach to better understand and determine if there are any reasons

and factors that Grade 11 STEM students and teachers effects academic performance by

changing the new learning approach due to COVID crisis.

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Respondents and Sampling Method

The population of this research comprises of the Senior High School Grade 11 STEM

students of San Luis National High School. The method to be used is the simple random

sampling where in the sample size is 15 students. We will be using the simple random

sampling so that every student in STEM 11 will have the chance of being selected as sample.

Thomas (2020) defined simple random sampling as a random sampling where each member

of the population has an exactly equal chance of being selected as member of the sample

known as the simple random sample. This method is the most straightforward of all the

probability sampling methods, since it only involves a single random selection and requires

little advance knowledge about the population. Because it uses randomization, any research

performed on this sample should have high internal and external validity. According to

Simkus (2022), the purpose of simple random sampling is to provide each individual with an

equal chance of being chosen and is meant to provide a representation of a group that is free

from researcher bias.

Instruments

The instrument used to collect data was in the form of survey questionnaire (Close-

ended questions) via google form and the use of smartphone to record the respondent’s

answers in the open-ended questions during the interview. This is used to gather data faster

than other methods. The researchers produced some of their own set of questions. The outline

of the questionnaire is relevant to the topic, effects and importance of teaching methods. The

researchers saw that there is sufficient information to collect data to make up for all the

details of the problem and to answer all the specific questions under the statement of the

problem. Then the researchers will conclude all the data statistics to be finalized.

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Data Collection Procedure and Ethical Considerations

Following the completion, validation, and approval of the research proposal, the

researchers will seek permission to perform the study from the Principal and Target

Participants (Grade 11 STEM Students) of the aforementioned High School. Planned

scheduled surveys and interviews will be done to gather any relevant information, and

studies.

The surveys along with the one-on-one interviews will be conducted by the

researchers with the assistance of reliable and knowledgeable individuals. The survey will be

designed in a perceptive and ethical way. On the other hand, the one-on-one interviews will

be conducted in a relaxed and sympathetic manner to avoid the creation of objectionable

questions and to provide for honest responses. The interviewers will also assist the

participants in telling their accounts. The interviews will be structured, which means that the

conduct of questioning follows a particular sequence and has a well- defined content, and the

interviewers will not ask questions that are not part of the questionnaire, but they can ask the

interviewees to clarify their answers. All information provided by participants will be treated

with complete confidentiality and secrecy, as the researchers understand how important it is

to keep participant’s identities private or anonymous, and the assurances extend beyond

protecting their names to avoiding the use of self-identifying statements and information.

Data Analysis

The data gathered by the researchers will be analyze, explained and finalized using the

content analysis. Content analysis is a research method for examining of words in a specific

topics or concepts in qualitative and quantitative data. Using this method, researchers can

18
analyze the meaning of specific words, themes, or concepts. Data can be gathered through

interviews, open-ended questions or any occurrence of communicative language. When

analyzing data using content analysis, the text must be coded first into manageable code

categories to summarize the data for proper analysis (Columbia University 2019). After

collecting data through survey questionnaire via google form and interviews, all data and

information will be properly coded and examined to ensure the validity of the results.

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