Advanced International Journal for Research

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Examining the Impact of Adaptive Learning Tools on Personalized Science Education

Author(s) Mr. Frank Aduo, Mr. Raphael Yao Vorleto, Mr. Michael Tabbey-Appiah, Ms. Isabella Agbesi
Country Ghana
Abstract This mixed-methods study examined the influence of adaptive learning tools on secondary school students’ academic performance and conceptual understanding in science. Guided by a pragmatic paradigm, the research employed a convergent design combining a quasi-experimental quantitative component with an interpretive qualitative strand. Intact classes were assigned to either an adaptive learning condition or conventional instruction, with prior achievement used as a covariate. Data were collected from pre- and post tests in science, platform analytics, questionnaires, classroom observations, teacher interviews, and student focus groups. Quantitative analyses, including ANCOVA, showed that students who used adaptive tools achieved significantly higher scores in overall science performance and conceptual understanding than those in traditional classes, with moderate effect sizes after controlling for prior achievement. Qualitative findings indicated that both students and teachers perceived adaptive tools as enhancing personalization, engagement, timely feedback, and diagnostic use of learning data, while also revealing challenges related to infrastructure, workload, and equitable access. Integrated results suggest that adaptive learning tools are most effective when embedded within supportive pedagogical and institutional contexts, where teachers actively use analytics to inform instruction rather than relying on the technology as a standalone solution. The study concludes that adaptive learning offers a promising pathway for strengthening personalized science education while underscoring the need for sustained investment in capacity building and implementation support.
Keywords Adaptive learning tools, secondary science education, academic performance, conceptual understanding, mixed-methods research
Field Physical Science
Published In Volume 6, Issue 6, November-December 2025
Published On 2025-12-11
DOI https://doi.org/10.63363/aijfr.2025.v06i06.2397
Short DOI https://doi.org/hbf944
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