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This study explores the perceptions of undergraduate chemistry students regarding Interactive Learning Materials (ILMs) developed through a differentiated instruction approach. The findings indicate that students had highly positive perceptions of the ILMs across various dimensions, with no significant differences in perception scores among different learning-style groups. Qualitative feedback highlighted a desire for more hands-on engagement, particularly from kinesthetic learners, suggesting that while IL
- Author
- Nigel Terence S. MONSERRAT
- Language
- EN