Comparing the Relative Predictive Strength of Guided and Open Inquiry in Enhancing Students’ Physics Achievement Scores and Physics Project Performance

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dc.contributor.authorMaina, Robbinson
dc.contributor.authorOmariba,Alice
dc.contributor.authorMbacho,Naomi
dc.date.accessioned2026-06-25T08:18:46Z
dc.date.issued2026-05-18
dc.identifier.citationMaina, R., Omariba, A. & Mbacho, N. (2026). Comparing the Relative Predictive Strength of Guided and Open Inquiry in Enhancing Students’ Physics Achievement Scores and Physics Project Performance. East African Journal of Education Studies, 9(2), 788-800. https://doi.org/10.37284/eajes.9.2.5144
dc.identifier.issn2707-3947
dc.identifier.urihttps://doi.org/10.37284/eajes.9.2.5144
dc.identifier.urihttps://repository.mut.ac.ke/handle/123456789/6952
dc.language.isoen
dc.publisherEast African Journal of Education Studies,
dc.titleComparing the Relative Predictive Strength of Guided and Open Inquiry in Enhancing Students’ Physics Achievement Scores and Physics Project Performance
dc.typeArticle

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