HAGOS, T.; ANDARGIE, D. Gender Differences in Students’ Motivation and Conceptual Knowledge in Chemistry Using Technology-Integrated Formative Assessment. Asian Journal of Assessment in Teaching and Learning, [S. l.], v. 12, n. 1, p. 10–22, 2022. DOI: 10.37134/ajatel.vol12.1.2.2022. Disponível em: https://ejournal.upsi.edu.my/index.php/AJATeL/article/view/6560. Acesso em: 22 nov. 2024.