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Research Article

Senior Students’ Comprehension of Einstein’s Special Theory of Relativity

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Hanissa Baraguir
Psych Educ Multidisc J, 2023, 13 (4), 369-373, DOI: https://doi.org/10.5281/zenodo.8332570, ISSN 2822-4353
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Abstract

Physics is perceived as a difficult subject for secondary and tertiary students. Hence, this study was made to find out the comprehension of Senior High School Students on Einstein’s Special Theory of Relativity. Descriptive research design was employed in the study. Data showed that most of the respondents were females, 16 years old and had an average physics grade of 87. Findings revealed that the respondents’ comprehension was associated with their average physics grade since both male and female respondents performed equally in post comprehension. However, the respondents’ pre and post comprehension showed a significant difference. This implies that the respondents’ performance in post comprehension is better than in the pre-comprehension. 

Keywords academic achievement philippines Students comprehension Special Theory of relativity Senior Students
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The team behind this paper

1 author, 1 institution.

This paper Mindanao State University — Philippines Mindanao State Universi… 1 author Hanissa Baraguir — corresponding author HB Hanissa Baraguir ✉

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449 reads over 34 months.

February 2024 November 2026

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Bibliographic Information

Hanissa Baraguir (2023). Senior Students’ Comprehension of Einstein’s Special Theory of Relativity, Psychology and Education: A Multidisciplinary Journal, 13(4): 369-373
Bibtex Citation
@article{hanissa_baraguir2023pemj,
author = {Hanissa Baraguir},
title = {Senior Students’ Comprehension of Einstein’s Special Theory of Relativity},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2023},
volume = {13},
number = {4},
pages = {369-373},
doi = {10.5281/zenodo.8332570},
url = {https://scimatic.org/show_manuscript/1972}
}
APA Citation
Baraguir, H., (2023). Senior Students’ Comprehension of Einstein’s Special Theory of Relativity. Psychology and Education: A Multidisciplinary Journal, 13(4), 369-373. https://doi.org/10.5281/zenodo.8332570

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