The study utilized a quasi-experimental method of the pretest-posttest design with the pre-selected groupings for the control and experimental groups. The study used validated researcher-constructed pretest-posttest questionnaires, online distance learning plans, attitude surveys, and focus group discussion questionnaires to determine the students' performance. The study was conducted at a private high school in Cebu City. Both experimental and control groups underwent a pretest before implementing the proposed interventions. The study's findings showed the following results: (a) both control and experimental groups manifested Above Average performance in the pretest and posttest; (b) there was a significant mean improvement in the student’s performance in Physics in both experimental and control groups; (c) there was no significant difference in the mean improvement in Physics between the experimental and control groups, and (d) the experimental group showed a very positive level of attitude towards the use of active learning strategies in teaching Physics. Based on the findings of the study, the integration of active learning strategies to the group with less teacher presence (acts only as facilitator) proved to be as effective as the group who received explicit teaching from the teacher in teaching Physics. In addition, it did not only enhance the students’ performance as manifested by their comparable performance with the other group but was also influential in developing a positive attitude that affected their performance. The theories of Direct Instruction by Siegfried Engelmann and Douglas Carnine believe that teacher-centered teaching strategies are effective in teaching Physics since the teacher explicitly teaches and helps the students understand the lessons. Constructivism Learning by Jean Piaget states that involving the students actively and exposing them to activities that will engage them in the teaching and learning process by interacting with their actual experiences were confirmed by this study's findings. The study advises curriculum designers to provide several active learning activities that encourage student engagement and participation and apply dynamic teaching techniques in Physics instruction. Additionally, to help them overcome the challenge, students should be offered various learning methodologies, and future researchers should conduct a comparative study on face-to-face training.
active learning strategies; physics teaching; work; energy
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