Students’ science achievement in cognitive domains: effects of practical work and clarity of instruction
CLARITY
DOI:
10.1080/02635143.2023.2261014
Publication Date:
2023-09-22T07:04:19Z
AUTHORS (2)
ABSTRACT
Background Different instructional factors are related to students' achievement in different cognitive domains. Most research studies on large-scale assessment focus science as an entire variable, without considering
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