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Direct linkMainali, Bhesh Raj; Heck, André – International Journal of Science and Mathematics Education, 2017
A teacher-centered, examination-driven instructional approach emphasizing knowledge of facts and standard methods through drill-and-practice without use of Information and Communications Technology (ICT) is still dominant in Nepalese high schools. In this article, we present a classroom study in which the traditional instructional approach has…
Descriptors: Foreign Countries, High Schools, Comparative Analysis, Conventional Instruction
