Online teaching in physics using Just-in-Time Teaching (JiIT) academic achievement, and conceptual understanding of grade 9 students / Benjamin Mendoza Maala.

Master's thesis.

College of Science. -- Master of Arts in Teaching - General Science : Technological University of the Philippines, 2022.

Includes bibliography.

This study was undertaken to establish the effectiveness of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy, academic achievement, and conceptual understanding of Grade 9 students. A single-group pretest and posttest design was used involving one intact class. This study was conducted for a period of eight (8) weeks during the 4th quarter of the school year 2020-2021 at Junior High School in District II. Purposive sampling was applied and selected 48 Grade 9 students for this study. The data gathered were interpreted quantitatively from the validated 35-item physics achievement test (PAT) and from the 25-item adopted energy-momentum concept test (EMCT), while the learning experiences survey responses were interpreted thematically.
The study used the following instruments: physics achievement test (PAT), energy-momentum concept test (EMCT), daily lesson log (DLL), JiTT’s warm-up exercises, rubric for JiTT exercises, and learning experiences survey questionnaires. The study's findings using descriptive and inferential statistics revealed a significant difference in the students' physics achievement mean scores and a significant difference in the students’ energy-momentum mean scores before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. The class average normalized gain (g) of the 48 respondents on the adopted Energy-Momentum Concept Test (EMCT) resulted in statistically “high” normalized gain (g) in their conceptual understanding before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. Furthermore, the learning experiences survey responses revealed positive results and improvement on the students’ learning experiences in JiTT’s warm-up exercises. Hence, it was concluded that the online teaching in physics using the Just-in-Time Teaching (JiTT) as a teaching-learning strategy may significantly improve the students' academic achievement and conceptual understanding in grade 9 physics.

Keywords: Academic achievement, Conceptual understanding, Just-in-Time Teaching (JiTT)