MINI PROJECT

ON

“Impact of Standardized Testing on the Student Learning Outcomes”

SUBMITTED IN THE PARTIAL FULFILLMENT FOR THE AWARD OF

THE DEGREE OF BACHELORS IN BUSINESS ADMINISTRATION

UNDER THE GUIDANCE OF:

Ms. Ayushi Tyagi

Assistant Professor, RDIAS

SUBMITTED BY:

Name of the Student: Ansh Arora

Enrollment No: 08980301722

Subject: BBA-213 Business Research Methodology Lab

BBA, Semester III

Batch 2022– 2025

RUKMINI DEVI INSTITUTE OF ADVANCED STUDIES

An ISO 9001:2015 Certified Institute

NAAC Accredited: A Grade (2nd Cycle), Category A+ Institution (by SFRC, Govt. of NCT
Delhi)

(Approved by AICTE, HRD Ministry, Govt. of India) Affiliated to GGSIPU, Delhi

2A & 2B, Madhuban Chowk, Outer Ring Road, Phase-1, Delhi-110085

 Table of Content

Particulars Page No.

Introduction 1-2

Need of the study 3

Literature Review 4-7

RESEARCH METHODOLOGY 8-10

DATA ANALYSIS 11-29

FINDINGS 30

CONCLUSION 31

REFERENCES 32

ANNEXURE 33-37

PLAGIARISM 38-39
 Student's Declaration

This is to certify that I have completed the project titled “Impact of

Standardized Testing on the Student Learning Outcomes” under the
guidance of “Ms. Ayushi Tyagi” in the partial fulfilment of the requirement
for the award of the degree of Bachelor in Business Administration from
Rukmini Devi Institute of Advanced Studies, New Delhi.

Ansh Arora
08980301722
BBA III Evening B
 Certificate from Faculty Guide

This is to certify that the project titled “Impact of Standardized Testing on the
Student Learning Outcomes” is an academic work done by “Ansh Arora”
submitted in the partial fulfillment of the requirement for the award of the degree of
Bachelor in Business Administration from Rukmini Devi Institute of Advanced
Studies, New Delhi, under my guidance and direction.

To the best of my knowledge and belief, the data and information he presented in the
project have not been submitted elsewhere.

Ms. Ayushi Tyagi

Assistant Professor, RDIAS
 ACKNOWLEDGEMENT

I would like to express my special thanks of gratitude to my mentor Ms. Ayushi Tyagi
who gave me the opportunity to do this wonderful research project on the topic “Impact
of Standardized Testing on the Student Learning Outcomes” which helped me in
doing a lot of Research and I came to know about so many new things I am really
thankful to them.

I wish to thank my parents as well for their undivided support that encouraged me,
without whom I would be unable to complete my project. In the end, I want to thank all
the people who devoted their time and gave valuable inputs that helped in the completion
of my project.

Ansh Arora
08980301722
BBA III Evening B
 INTRODUCTION

In the realms of contemporary education, the influence of standardized testing on pupil learning
issues has sparked expansive conversations and raised important questions about the efficacity
and consequences of this assessment system. This exploration trials to anatomize the intricate
relationship between standardized testing and the educational trip of scholars, exploring the
nuanced ways in which these assessments shape, challenge, or potentially hamper the literacy
process.

Formalized testing has long been a foundation of educational evaluation, aiming to give an
objective measure of pupil knowledge and chops. still, the impact of similar assessments
extends beyond bare academic evaluation, impacting pedagogical approaches, resource
allocation, and indeed shaping broader educational programs. As we navigate through the
complex geography of standardized testing, it becomes imperative to understand not only its
intended benefits but also the unintended consequences it might have on scholars' overall
literacy gests.

Contextualizing Formalized Testing a Literal Overview:

To comprehend the current geography, it's essential to explore the literal roots of standardized
testing. The origins of standardized testing can be traced back to the early 20th century when
the assessment tools were introduced as a means to address issues of fairness and neutrality in
assessing pupil performance. Over the times, these assessments have evolved and expanded,
getting a pervasive element in educational systems worldwide.

While the original intent was to produce a position playing field for all scholars, questions have
arisen regarding the artistic bias bedded in numerous standardized tests. Critics argue that these
assessments may inadvertently disadvantage certain groups, immortalizing inequalities rather
than amending them. Understanding the literal environment provides a foundation for our
disquisition, egging us to check not only the current state of standardized testing but also its
elaboration and impact over time.

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This exploration paper seeks to give a comprehensive analysis of how standardized testing
interacts with colourful angles of the education system and, accordingly, the issues endured by
scholars. Through a disquisition of scholarly literature, empirical studies, and real- world
exemplifications, we aim to unravel the complications girding this form of assessment. By
doing so, we hope to contribute to the ongoing dialogue on educational practices and programs,
offering perceptivity that may inform unborn approaches to assessment and, eventually,
enhance pupil learning issues.

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 NEED OF THE STUDY

This study is important because it will help to shed light on the complex relationship between
standardized testing and student learning outcomes. The findings of this study can be used to
inform educational policy and practice, and to ensure that all students have the opportunity to
reach their full potential. Standardized tests narrow the curriculum and lead to "teaching to the
test." In other words, teachers may focus on teaching the specific material that is covered on
the test, rather than teaching a broader curriculum that is more relevant to students' lives.

standardized testing remains a powerful force in education. It is therefore important to

understand the impact of standardized testing on student learning outcomes. These tests are
necessary to ensure that all students are meeting high standards and that schools are providing
a quality education.

On the other hand, these high marks nature of standardized testing can create unnecessary stress
and anxiety for students, and can lead to harmful practices such as rote memorization and test-
prep drills.

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 LITERATURE REVIEW

1) K.L. McCutchen et al. (2016)

This study shows the decline in in academic achievement over time, that too those students who
initially reported a more growth oriented mindset having a slower decline on test scores than
students with a more fixed mindset. More than 400 participants were their 28 classrooms and 7
schools. They were given 2 tests maths and reading and this study shows the relation between
achievement and mindset over time.

2) Stromquist, N. P. (2017)

In light of the constantly expanding use of standardized tests (STs) not only in industrialized
countries but also in developing nations, this article seeks to offer some reflections on the
assessment path that educational systems across the world are taking. In unpacking the STs we
must not take for granted a number of aspects of standardized tests? From their construction
and application to their unintended consequences. The article proceeds in four distinct but
interrelated parts: (1) understanding the assumptions and process in the development of STs,
(2) probing the assumptions underlying the use of STs, (3) recognizing that STs are limited in
what they can tell teachers about how to improve their instructional practices, and (4) forming
a broader philosophical critique about how knowledge transmission should be measured and by
whom. There are multiple procedures and features that render STs an easy? To-use assessment
tool for student learning. However, assumptions used test design create considerable distance
between their construction and any measurement of ability to teach. This distance impedes the
use of STs as practical tools to improve instruction. Nonetheless, the testing industry in the US
is solid and there are global efforts underway not only to expand the application from pre-
Kindergarten to secondary schools but also to the university level.

3) Byers, Mahat (2018)

The systematic review identified evidence that different learning environments (blended,
innovative learning environment (ILE), open-plan and traditional) have an impact on student
learning outcomes. There are significant methodological questions around the availability and

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viability of empirical evidence. This systematic review investigated how researchers measure
changes in academic outcomes attributed to the intervention of changes to the primary and
secondary schooling learning environments.

4) JT Ratelle, CN Gallagher.(2020)

For this systematic review, the authors searched Ovid MEDLINE, Embase, and Scopus from
inception through February 20, 2020. Experimental studies were included if they compared
bedside rounds to any other form of rounds in a hospital-based setting, and reported a
quantitative comparison of a learning outcome.

In hospital-based settings, learners’ satisfaction with bedside rounds is mixed. However,

bedside rounds appear to have a positive effect on learner behavior and health care delivery.
Given their potential value, additional research is needed to identify barriers to and facilitators
of educationally successful bedside rounds.

5) GV Ryan, S Callaghan(2020)

Virtual, augmented, and mixed reality play an important role in the education of preclinical
medical and nursing university students. When compared with traditional educational
modalities, the learning gain is equal with immersive technologies. Learning outcomes such as
student satisfaction, self-efficacy, and engagement all increase with the use of immersive
technology, suggesting that it is an optimal tool for education.

6) Baldner, M. (2021).

The education system is foundational to society. Public education is based on the concept of
equal educational opportunities for all. Although the purpose of standardized testing is the
elimination of bias to prevent certain segments of society's students from receiving unfair
academic advantages, there is little empirical verification that suggests that standardized testing
actually achieves its intended purpose. In fact, the evidence indicates that standardized testing
negatively impacts low-income, marginalized, and English-learning student as achievement
gaps for these groups have remained the same or have even grown with the increased use of
such tests. This article will discuss the intended goals of standardized testing and their direct
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implications on the United States' and Canada's public education systems. Moreover, the article
will compare the United States' implementation of both President George W. Bush's No Child
Left Behind Act and President Barack Obama's Every Student Succeeds Act to Ontario's
creation of the Education Quality and Accountability Office and Alberta's implementation of
Student Learning Assessments. Lastly, this article will argue that an education system that relies
heavily on standardized testing to measure student achievement is conditioning students to
become less creative and more automated, ultimately stagnating the development of young
students' critical thinking skills.

7) Janio, J., Cywiński, A., Marek, L., Łuszczek, K., Perzycka, E., Baron-Polańczyk, E., ...
& Warzocha, T. (2022).

For decades, critics of higher education have been asserting that competencies students can
demonstrate upon course completion are much better predictors of what students know and can
do than time spent in courses or grades. However, assessment of student learning has not been
adopted by faculty and their leaders, and the effort is normally addressed as a bureaucratic
demand. The objective was to identify topics that could help shape the discourse regarding the
assessment of student learning. The study revealed that the universities in Poland are ready to
ensure graduating students competencies demanded by the contemporary world.

8) Lai, Y. (2023)

This paper makes the case that there are two sides to the effects of standardized testing by
including the data and analysis of other studies. Standardized exams have significant negative
consequences, including test anxiety, teaching to the test, and achievement gaps, but they also
have positive benefits on student learning, including facilitating self-evaluation, enhancing self-
efficacy, and lowering forgetfulness. A better understanding of standardized tests and will aid
them in using them more effectively is the idea of this study.

9)Blazar, D., & Kraft, M. A. (2017).

The study finds that there is evidence that how teachers impact standardized test scores, it's
evident that a wide range of attitudes and behaviours significantly contribute to students' long-
term success. The study reveals that upper-elementary teachers significantly influence students'
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self-efficacy in math, happiness, and classroom behaviour. Teaching practices closely linked to
these measures, such as emotional support and classroom organization, predict students'
attitudes and behaviors. Importantly, teachers who excel at raising test scores often fall short in
improving students' attitudes and behaviors. These findings empirically support the established
theory of multifaceted teaching and underscore the need to enhance teachers' full range of skills.

10) Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014)

"The purpose of this meta-analysis is to examine overall effect as well as the impact of selected
instructional design principles in the context of virtual reality technology-based instruction (i.e.
games, simulation, virtual worlds) in K-12 or higher education settings. The homogeneity
analysis of the effect sizes was statistically significant, indicating that the studies were different
from each other. Therefore, we conducted moderator analysis using 13 variables used to code
the studies. Key findings included that: games show higher learning gains than simulations and
virtual worlds. Students performance is enhanced when they conduct the game play individually
than in a group. In addition, we found an inverse relationship between number of treatment
sessions learning gains for games. More and more resources in the form of time and money are
being devoted to the designing and developing desktop-based virtual reality instruction for
teaching K-12 and higher education curriculum. Deploying desktop-based virtual reality
instruction in schools and colleges not only involves financial cost but also the efforts to train
the teachers to use them effectively"

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 RESEARCH METHODOLOGY

RESEARCH PLAN

Research Design Descriptive

Research Method Used Survey

Research Technique Used Questionnaire

Data Collection (location) Delhi

Sampling Plan Convenience Sampling

Sample Size 100

Descriptive Research Design:

Descriptive research is used to describe characteristics of a population or phenomenon being

studied. It does not answer questions about how/when/why the characteristics occurred. Rather
it addresses the "what" question (what are thecharacteristics of the population or situation being
studied?)

In this study, we cannot conclude why people have such opinions on the questions
presented to them. The study is descriptive in nature as it merely tells the opinions of the
respondents.

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Sampling Procedure:

The theory of sampling is as follows:

1. Researcher wants information about a group of people (the population).

2. Researcher only observe a few parts of the group (the sample).

3. The findings from the sample are generalized, or extended, back to the population.

Sampling is a principle that specifies the conditions and guides the process ofselecting the
members of population to participate in the study and to contribute as sources for primary data.
The choice of sampling method determines the accuracy of research findings, reliability and
validity of the study and has immense implications on the overall quality of the study.

Sample size:

The sample size has been 100 of secondary students and above. Conclusions had been arrived
by using the responses.

Sampling technique –

Convenience sampling method is used in this study.

Convenience sampling is a sort of non-probability sampling in which a sample is taken

from a population segment that is close to hand. In other words, this sampling strategy entails
locating people wherever they can be found, which is usually convenient.

Data collection method

Primary data- Primary data is information that has never been published before and has
never existed before. Primary data is gathered for a specific reason, namely, to be critically
analyzed in order to answer a research issue (s). Primary data was acquired in this investigation
through the use of questionnaires.

Quantitative data- This is a type of data that can me expressed in numerical terms. In this
research only quantified data is used for the analysis.

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Qualitative data- This is a type of data that is non numeric. It focuses on mainly verbal
data rather than measurements. In this research qualitative datais only used as feedback that
cannot be measured.

Secondary Data - Secondary data is information that has already been published in
journals, periodicals, newspapers, books, web portals, and other publications. Secondary data
was employed in this endeavor in the form of journals and research articles. Thesecondary data
included in the study aided in the development of the project's overall framework.

Objectives Of Study

 To study the positive and negative impact of standardized testing on students

 To study the perspective of teachers and students on learning outcome

LIMITATIONS OF THE RESEARCH

The study is conducted in a short period of time.

In some part of questionnaire people refused to share their honest opinion.

Some part of secondary data provided in the theory part may differ in the present

scenario.

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 DATA ANALYSIS
(SECTION-1)

Q1. Gender

From this data, we can observe that more than 53.9% Of People Are Male and Rest
46.1% Of People are Female

Q2. Age

Major number of respondents belongs to the age group of 19-20.

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Descriptive Statistics of Age:

Q3. Educational qualification

61% of the respondents are under graduate.

15% of the respondents are post graduate.

12% of the respondents are PhD.

12% of the respondents are others.

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Q4. What do you think the impact of standardized testing is positive or negative on students
learning outcome and mental Health

66% of the respondents think that the impact of standardized testing is positive.

34% of the respondents think that the impact of standardized testing is negative.

Descriptive Statistics

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 (Section-2)
STANDARDIZED TESTS INFLUENCE ON CLASS TIME

Q5. How much time do you spend in your classroom on various test preparation activities?

0 = None to 5 = Regularly

Major number of students spends an average amount of time in the classroom on

various test preparation activities.

Descriptive Statistics

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Q6. How much time do you spend in your classroom on worksheets for test preparation?

0 = None to 5 = Regularly

Major number of students spends an average amount of time in the classroom on

worksheets for test preparation

Descriptive Statistics

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Q7. How much time do you spend in your classroom on various test preparation activities AFTER
state testing?

0 = None to 5 = Regularly

Majority of the respondents (29%) spends an average amount of time in the

classroom on various test preparation.

Descriptive Statistics

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Q8. Teacher attention to tests during instruction To what extent do various factors influence
instructional planning?

1 = Not at all to 3 = Strongly

Various factors influence the instructional planning very frequently.

Descriptive Statistics

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Q9. How have state test results affected your instruction?

68% of the respondents agree that state test results have affected their
instructions.

32% of the respondents disagree that state test results have affected their
instructions.

Descriptive Statistics

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Q10. How frequently are various nontraditional item (smart board, smart class, online lectures etc)
formats used in your classroom?

1 = Rarely to 3 = Often

Very frequently the nontraditional items are used in the classroom.

Descriptive Statistics

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Q11. How frequently are various traditional item (Normal blackboard without any use of
modern Technology) formats used in your classroom?

1 = Rarely to 3 = Often

Very frequently the traditional items are used in the classroom.

Descriptive Statistics

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Q12. Basic Skills/Knowledge Focus

1 = Rarely to 3 = Often

Descriptive Statistics

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Q13. Higher-Order Thinking Focus

1 = Rarely to 3 = Often

Descriptive Statistics

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 (Section-3)
PRESSURE TO IMPROVE STUDENT LEARNING OUTCOMES

Q14. Do what extent do you feel pressure to improve test scores from various groups?

1 =No Pressure to 5 = Extremely High

Descriptive Statistics

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Q15.How often during the year does your administration engage in various activities for
improving test results?

1 = Not at all to5 = Many Times

Descriptive Statistics

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Q16. Various consequences to teachers whose students perform poorly on state tests?

1 = Not at all to 5 = Extreme Consequences

Descriptive Statistics

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Q17. If test scores have changed, how important are various classroom factors?

1 = No Factor to 5 = Major Factor

Descriptive Statistics

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Q18.If test scores have changed, how important are various school factors?

1 = No factors to 3 = Major Factors

Descriptive Statistics

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Q19.Pressure perceived by students and teachers

1 = Strongly Disagreeto 3 = Strongly Agree

Descriptive Statistics

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Q20.Emphasis on state test outcomes

0 = No Pressure to 5 = Extremely High

Descriptive Statistics

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 FINDINGS

 Findings of the study are that most of the people belong to 18-20 years of
age.
 Majority of the respondents i.e. (61%) are Under Graduate.
 Majority of the respondents think that the impact of standard testing is
positive (66%),
 Many of the students like to spend average amount of time in their
classroom for various test preparation.
 Majority of the students i.e. (24%) spend more than average amount of time
in their classroom on worksheets for test preparation.
 Majority of the students spend average amount of time in their classroom
on various test preparation activities AFTER state testing.
 Teacher’s attention to tests during instruction does have an influence on
instructional planning.
 Majority of the respondents i.e. (68%) agrees that the state test result have
affected their instruction.
 Majority of the respondents i.e. (49%) says that the nontraditional items
(smart board, smart class, online lecture etc.) are frequently used in their
classroom.
 Majority of the respondents agrees that the various traditional items are
often used in their classroom.
 Basic skills/ knowledge focus is frequently done
 Higher order thinking is frequently done.
 Many respondents say that they feel an average amount of pressure to
improve test scores from various groups.
 A few times the administration engages in various activities for improving
test results.
 There is an average amount of consequences to teachers whose students
perform poorly on state tests.
 If test score is changed, school factors are very important.
 There is a good amount of pressure which is received by the student and
teacher.
 Pressure of state outcomes is very high.

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 CONCLUSION

In order to compare student achievement across districts and schools, it provides

a standardized measure of student performance. This can assist in identifying
achievement gaps and guiding decisions about educational policy. It can also
inspire students and teachers to concentrate on the fundamental abilities and
information needed for the exams, thereby raising overall academic standards.

However, relying too heavily on standardized testing can also be harmful. By

limiting the material, teaching to the test might stifle students' creativity and
critical thinking. High-stakes exams can make students anxious and stressed out,
which causes them to concentrate more on memorization than real knowledge.
Additionally, these exams could fall short in capturing the entire spectrum of
abilities and qualities necessary for a well-rounded education, such as creativity,
cooperation, and problem-solving.

While standardized testing can provide some insightful information and

motivation for student learning, it should be utilized carefully in conjunction with
other assessment techniques to provide for a more thorough assessment of student
performance and promote a holistic approach to education.

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 REFERENCES

1)Baldner, M. (2021). Falling through the Cracks of Education: A Comparative Analysis of

Canada's and the United States' Use of Standardized Testing within the Realm of Public
Education. U. Miami Int'l & Comp. L. Rev., 29, 253.

2)Byers, T., Mahat, M., Liu, K., Knock, A., & Imms, W. (2018). Systematic review of the
effects of learning environments on student learning outcomes. Innovative Learning
Environments and Teachers Change.

3) Janio, J.; Cywiński, A.; Marek, L.; Łuszczek, K.; Perzycka, E.; Baron-Polańczyk, E.; Lib,
W.; Walat, W.; Warzocha, T. Most Frequently Asked Questions About Student Learning
Outcomes in Poland: A Delphi Study. The New Educational Review 2022, 67, 91–101.

4) K.L. McCutchen et al. (2016) Mindset and standardized testing over time Learning and
Individual Differences

5)Lai, Y. (2023). The Double Effects of Standardized Testing on Students and

Environment. Journal of Education, Humanities and Social Sciences, 8, 1615–1620.
https://doi.org/10.54097/ehss.v8i.4533

6)Ratelle, J. T., Gallagher, C. N., Sawatsky, A. P., Kashiwagi, D. T., Schouten, W. M., Gonzalo,
J. D., ... & West, C. P. (2022). The effect of bedside rounds on learning outcomes in medical
education: a systematic review. Academic Medicine, 97(6), 923.

7)Ryan, G. V., Callaghan, S., Rafferty, A., Higgins, M. F., Mangina, E., & McAuliffe, F.
(2022). Learning outcomes of immersive technologies in health care student education:
systematic review of the literature. Journal of medical Internet research, 24(2), e30082.

8)Stromquist, Nelly P.. Standardized testing and the promise of progress. En: Revista de la
Asociación de Sociología de la Educación ( RASE ), 10 2 2017: 115-127

9) Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014).
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and
higher education: A meta-analysis. Computers & education, 70, 29-40.

10) Blazar, D., & Kraft, M. A. (2017). Teacher and Teaching Effects on Students’ Attitudes
and Behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-
170. https://doi.org/10.3102/0162373716670260

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 ANNEXURE

Google Form: https://forms.gle/mSutKqcyvTSPNqdS6

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PLAGIARISM

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