Asynchronous Instructional Medium and Students' Academic Performance

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The study examines the impact of asynchronous learning via Facebook on the academic performance of SS II physics students in Abak. Utilizing a quasi-experimental design, it involved 100 students divided into an experimental group using Facebook and a control group taught through traditional methods. Key findings revealed that students taught with expository methods outperformed those in the asynchronous group, while female and urban students showed better results in the asynchronous setting compared to their male and rural peers, respectively.