Effectiveness of Peer-Tutoring and Experiential Instructional Strategies in Improving Secondary School Biology Students’ Learning Outcomes

Publicado en línea: 27 may 2025

Páginas: 21 - 37

Recibido: 27 ago 2024

Aceptado: 21 nov 2024

DOI: https://doi.org/10.2478/atd-2025-0019

Palabras clave

science, biology, self-efficacy, peer-tutoring instructional strategy, experiential instructional strategy

© 2025 Adeyinka Oluwaseun Kareem et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.