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

Data publikacji: 27 maj 2025

Zakres stron: 21 - 37

Otrzymano: 27 sie 2024

Przyjęty: 21 lis 2024

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

Słowa kluczowe

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.