https://www.scipedia.com/wd/index.php?action=history&feed=atom&title=Maala_IJMERI_2023aMaala IJMERI 2023a - Revision history2026-04-10T22:19:00ZRevision history for this page on the wikiMediaWiki 1.27.0-wmf.10https://www.scipedia.com/wd/index.php?title=Maala_IJMERI_2023a&diff=275614&oldid=prevLouiegula24: Louiegula24 moved page Draft IJMERI 601408621 to Maala IJMERI 2023a2023-05-21T16:32:08Z<p>Louiegula24 moved page <a href="/public/Draft_IJMERI_601408621" class="mw-redirect" title="Draft IJMERI 601408621">Draft IJMERI 601408621</a> to <a href="/public/Maala_IJMERI_2023a" title="Maala IJMERI 2023a">Maala IJMERI 2023a</a></p>
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</td></tr></table>Louiegula24https://www.scipedia.com/wd/index.php?title=Maala_IJMERI_2023a&diff=275613&oldid=prevLouiegula24: Created page with " == Abstract == This study determined the effect of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy on the academic achievement and conceptual unde..."2023-05-21T16:32:05Z<p>Created page with " == Abstract == This study determined the effect of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy on the academic achievement and conceptual unde..."</p>
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== Abstract ==<br />
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This study determined the effect of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy on the academic achievement and conceptual understanding of Grade 9 students. One intact class was subjected to a single-group pretest/posttest preexperimental research design. Purposive sampling was applied, and selected 48 Grade 9 students for this study. The data gathered were interpreted quantitatively from the validated physics achievement test (PAT) and from the adopted energy-momentum concept test (EMCT), while, the learning experiences survey responses were interpreted thematically. 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. 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 Justin-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 might significantly improve the students' academic achievement and conceptual understanding in grade 9 physics.<br />
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== Full document ==<br />
<pdf>Media:Draft_IJMERI_601408621-3615-document.pdf</pdf></div>Louiegula24