Effect of Adaptive Learning Approach on Academic Achievement of Secondary School Physics Students in Ogidi Education Zone

Abstract

The study determined the effects adaptive learning approach on academic achievement of secondary school physics students in Ogidi Education Zone. Two research questions guided the study and three hypotheses guided the study. Quasi-experimental research design was adopted for the study. The population of the study was 3,113 senior secondary year two (SS2) students offering physics from which 138 students was obtained using purposive and simple random sampling techniques. The instrument for data collection was Physics Achievement Test (PAT) validated by three experts. The reliability of PAT was established using Kuder- Richardson Formula 20 to be 0.70. The experiment groups were taught physics using adaptive learning approach while the control group was taught using lecture method. CSAT was administered as pretest and posttest to generate data for the study. Research questions were answered using mean and standard deviation and analysis of covariance was used to test the null hypotheses. There was a significant difference between mean achievement scores of students taught physics using adaptive learning approach and lecture method in favour adaptive learning approach. Also, gender had no significant influence on students’ achievement in Computer studies. It was recommended that seminars and workshops should be organized by educational administrators on how to employ and integrate ALA into the teaching and learning process of physics to make it easier for the students to understand the contents.

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