The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention
- DOI
- 10.33200/ijcer.566067
- Published
- 2022-10-30
- Container
- International Journal of Contemporary Educational Research
- Publisher
- Not recorded
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.33200/ijcer.566067,
title = {The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention},
author = {Ali Yakar and Bilal Duman},
year = {2022},
journal = {International Journal of Contemporary Educational Research},
doi = {10.33200/ijcer.566067},
url = {https://doi.org/10.33200/ijcer.566067}
}RIS
TY - JOUR TI - The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention AU - Ali Yakar AU - Bilal Duman PY - 2022 JO - International Journal of Contemporary Educational Research DO - 10.33200/ijcer.566067 UR - https://doi.org/10.33200/ijcer.566067 ER -
APA
Yakar, A., & Duman, B. (2022). The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention. International Journal of Contemporary Educational Research. https://doi.org/10.33200/ijcer.566067
Source records
- crossref · retrieved 2026-09-25T04:15:34.285Z