[1]
Oviedo, A.P. 2016. THE EFFECTS OF INSTRUCTIONAL STRATEGIES, COLLEGE DIVISION, AND GENDER ON STUDENTS’ PERFORMANCE IN COLLEGE ALGEBRA AT A UNIVERSITY IN SOUTH TEXAS. Journal of Advance Research in Mathematics And Statistics (ISSN 2208-2409). 3, 7 (Jul. 2016), 11–19. DOI:https://doi.org/10.53555/nnms.v3i7.550.