OKEKE, U. K. .; RAMAILA, S. . Adaptable Cognitively Guided Inquiry-Based Instructional Approach and its Impact on Students’ Academic Achievement in Physics: A Quasi-Experimental Study. International Journal of Learning, Teaching and Educational Research, [S. l.], v. 24, n. 9, p. 523–544, 2025. Disponível em: https://ijlter.net/index.php/ijlter/article/view/2506. Acesso em: 1 may. 2026.