OGUNDOWOLE , Ayodeji; OWOLABI, Tunde; AKINTOYE, Hakeem; ADAM, Umar; LAMEED, Soladoye; ABOLAJI, Toyin Joy; AJOSE, Okunola. A Tripartite Instructional Approach for Demarginalising Biology Classrooms: Impact on Cognitive Achievement and Process Skills. Asian Journal of Assessment in Teaching and Learning, [S. l.], v. 15, n. 1, p. 16–35, 2025. DOI: 10.37134/ajatel.vol15.1.2.2025. Disponível em: https://ejournal.upsi.edu.my/index.php/AJATeL/article/view/11016. Acesso em: 6 dec. 2025.