The increasing popularity and accessibility of podcasts captured the attention of many educators, making it an essential part of pedagogy. This study investigated the effects of integrating podcasts in teaching physics student conceptual understanding. It involved two sections of Grade 9 students from a laboratory school in Laguna, Philippines. Physics Conceptual Understanding Test was administered to the control group (CTA group) and experimental group (PIPTA group) for pretest and posttest. The research hypothesis was tested using an independent-samples t-test and normalized gain on the mean posttest scores of the students. Results showed that there was a statistically significant difference between the two groups in terms of conceptual understanding and the individual normalized gain of the students. Entries from student's online journal verified the results of the study. To conclude, podcasting was effective in eliciting student conceptual understanding in physics since its simplicity and flexibility as a learning tool offered a unique way to enhance learning. Recommendations to improve the intervention and the quality of podcasts, as well as its implications to pedagogy were also indicated for future researches.

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