Assessment of Adaptive Learning Competencies Among Basic Science Students in Rivers State: A Cross-Sectional Study
DOI:
https://doi.org/10.63561/fnas-jmse.v7i1.1060Keywords:
Adaptive Learning, Communication Competencies, Social/Behavioural Competencies, Feedback Competencies, Emotional/Affective CompetenciesAbstract
This study assessed the adaptive learning competencies of Basic Science students in Rivers State, Nigeria, using a cross-sectional design. The investigation focused on four key dimensions of adaptive learning competencies: communication, social/behavioural, feedback, and emotional/affective competencies. The objectives were to determine the levels of these competencies and examine the relationships that exist among them. A descriptive survey research design was adopted. The population comprised Junior Secondary School students learning Basic Science in Rivers State, from which a stratified random sample of 500 students was drawn from ten randomly selected public and private schools. Data were collected using the Structured Adaptive Learning Competency Questionnaire (SALCQ), validated by experts and yielding a Cronbach’s alpha coefficient of 0.86. Data analysis involved descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation, t-test, and multiple regression analysis). Findings revealed that students demonstrated moderate levels of communication, social/behavioural, feedback, and emotional/affective competencies. Significant positive correlations were found among all four dimensions, indicating that these competencies are interrelated and collectively enhance adaptive learning. The study concluded that while students’ adaptive learning competencies are developing, they require deliberate reinforcement through instructional scaffolding and emotional support strategies. It was recommended that teachers undergo capacity-building programmes, integrate socio-emotional learning into Basic Science instruction, and adopt continuous formative assessment practices to strengthen students’ adaptive learning competencies.
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