AKILU ISMA’IL; JOSEPH NCHOCK DUNIYA. Impact of the split teaching practice model on undergraduate pre-service teachers’ performance in science content delivery. Journal of Learning and Educational Policy, [S. l.], v. 4, n. 01, p. 81–91, 2024. DOI: 10.55529/jlep.42.40.51. Disponível em: https://journal.hmjournals.com/index.php/JLEP/article/view/4096. Acesso em: 12 sep. 2026.