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.
References
Aagaard, E. M., & Hauer, K. E. (2003). A cross‐sectional descriptive study of mentoring relationships formed by medical students. Journal of general internal medicine, 18(4), 298-302. DOI: https://doi.org/10.1046/j.1525-1497.2003.20334.x
Apat, H. C. M., Sarias, K. J. M., Tomarong, M. T., & Bacatan, J. R. (2023). The influence of oral communication on the learning engagement of students. Canadian Journal of Language and Literature Studies, 3(4), 44-58. DOI: https://doi.org/10.53103/cjlls.v3i4.104
Ariyani, A., Wello, B., Basri, M., & Arham, M. (2024). Lecturers’ Interpersonal Communication Skills and Their Influence on Student Engagement in EFL Speaking Classes. ELT Worldwide: Journal of English Language Teaching, 11(2), 512-527. DOI: https://doi.org/10.26858/eltww.v11i2.67062
Bandura, A. (1997). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025, February). Redefining learning: student-centered strategies for academic and personal growth. In Frontiers in Education (Vol. 10, p. 1518602). Frontiers Media SA. DOI: https://doi.org/10.3389/feduc.2025.1518602
Brühwiler, C., & Vogt, F. (2020). Adaptive teaching competency. Effects on quality of instruction and learning outcomes. Journal for educational research online, 12(1), 119-142.
Chikwenze, A. R., & Chukwuneke, B. U. (2012). Reform in integrated science curriculum in Nigeria: Challenges and prospects. Journal of Research and Development, 4(1), 82-88.
Eggon, A. P., & Agu, P. A. (2020). Effect of Peer Collaboration Learning Strategy on Basic Science and Technology Students’ Achievement in Nasarawa State, Nigeria. International Journal of Scientific Advances, 1(3). DOI: https://doi.org/10.51542/ijscia.v1i3.7
Garner, P. W. (2010). Emotional competence and its influences on teaching and learning. Educational Psychology Review, 22(3), 297-321. DOI: https://doi.org/10.1007/s10648-010-9129-4
Goyal, S., & Worrell, F. C. (2022). The association of social emotional constructs and academic motivation with academic achievement in adolescents. Journal of Educational and Developmental Psychology, 12(2), 118. DOI: https://doi.org/10.5539/jedp.v12n2p118
Hassan, M. A., Habiba, U., Khalid, H., Shoaib, M., & Arshad, S. (2019). An adaptive feedback system to improve student performance based on collaborative behavior. Ieee Access, 7, 107171-107178. DOI: https://doi.org/10.1109/ACCESS.2019.2931565
Jansen, Thorben & Höft, Lars & Bahr, J. & Kuklick, Livia & Meyer, Jennifer. (2024). Constructive feedback can function as a reward: Students' emotional profiles in reaction to feedback perception mediate associations with task interest. Learning and Instruction. 95. 10.1016/j.learninstruc.2024.102030. DOI: https://doi.org/10.1016/j.learninstruc.2024.102030
Järvenoja, H., Malmberg, J., Törmänen, T., Mänty, K., Haataja, E., Ahola, S., & Järvelä, S. (2020, July). A collaborative learning design for promoting and analyzing adaptive motivation and emotion regulation in the science classroom. In Frontiers in Education (Vol. 5, p. 111). Frontiers Media SA. DOI: https://doi.org/10.3389/feduc.2020.00111
Johnson, C., & Njoku, J. (2024). Impact Of Emotional Intelligence On Problem-Solving Skills Among Undergraduate Students In University Of Port Harcourt. International Journal of Innovative Psychology & Social Development, 12(3), 109-124.
Jumoke Bukunola, B. A., & Idowu, O. D. (2012). Effectiveness of cooperative learning strategies on Nigerian junior secondary students’ academic achievement in basic science. British Journal of Education, Society & Behavioural Science, 2(3), 307-325. DOI: https://doi.org/10.9734/BJESBS/2012/1628
Kulgemeyer, C., & Schecker, H. (2013). Students explaining science—assessment of science communication competence. Research in Science Education, 43(6), 2235-2256. DOI: https://doi.org/10.1007/s11165-013-9354-1
Liu, Hsin-Lan & Wang, Tao-Hua & Lin, Hao-Chiang & Lai, Chin-Feng & Huang, Yueh-Min. (2022). The Influence of Affective Feedback Adaptive Learning System on Learning Engagement and Self-Directed Learning. Frontiers in Psychology. 13. 858411. 10.3389/fpsyg.2022.858411. DOI: https://doi.org/10.3389/fpsyg.2022.858411
Maoulida, H., Madhukar, M., & Celume, M. P. (2023). A case study of 21st century cognitive, social and emotional competencies using online-learning. Journal of Intelligence, 11(6), 116. DOI: https://doi.org/10.3390/jintelligence11060116
Mauroof, A. N., Mustafa, Z. B., & Olowolayemo, A. (2025). Harnessing Emotional Intelligence in Understanding How Malaysian College Students Manage Stress, Enhance Focus, and Improve Study Habits. International Journal of Emerging Perspectives in Education, 1(2), 9-26.
Napolitano, C. M., Sewell, M. N., Yoon, H. J., Soto, C. J., & Roberts, B. W. (2021, June). Social, emotional, and behavioral skills: An integrative model of the skills associated with success during adolescence and across the life span. In Frontiers in Education (Vol. 6, p. 679561). Frontiers Media SA. DOI: https://doi.org/10.3389/feduc.2021.679561
Nasution, W. N. (2018). The effects of inquiry-based learning approach and emotional intelligence on students’ science achievement levels. Journal of Turkish Science Education, 15(4), 104-115.
Nazmi, R., Ardiyanto, J., Anshori, M. I., Siswanto, D. E., & Wirawan, R. (2023). Adaptive learning in the future of educational management adapts to student needs. Al-Fikrah: Jurnal Manajemen Pendidikan, 11(2), 272-283. DOI: https://doi.org/10.31958/jaf.v11i2.10552
Okoli, A. C. (2017). Relating communication competence to teaching effectiveness: Implication for teacher education. Journal of Education and Practice, 8(3), 150-154.
Oniya, T., & Adefila, O. M. (2020). Effects of Collaborative Instructional Strategy on Learning Outcomes of Students in Basic Science Practical Skills in Ekiti State, Nigeria. Social Science Education Journal (SOSCED-J), 4(2), 161-171.
Solis Trujillo, B. P., Velarde-Camaqui, D., Gonzales Nuñez, C. A., Castillo Silva, E. V., & Gonzalez Said de la Oliva, M. D. P. (2025, May). The current landscape of formative assessment and feedback in graduate studies: a systematic literature review. In Frontiers in Education (Vol. 10, p. 1509983). Frontiers Media SA. DOI: https://doi.org/10.3389/feduc.2025.1509983
Stutsky, B. J., & Spence Laschmger, H. K. (1995). Changes in student learning styles and adaptive learning competencies following a senior preceptorship experience. Journal of Advanced Nursing, 21(1), 143-153. DOI: https://doi.org/10.1046/j.1365-2648.1995.21010143.x
Supriyadi, S. (2023). The Effect of Emotional Intelligence on Science Learning Outcomes in Students Given Associational and Conventional Multiple-Choice Tests. Jurnal Penelitian Pendidikan IPA, 9(4), 2002-2009. DOI: https://doi.org/10.29303/jppipa.v9i4.3220
Tomas, L., Rigano, D., & Ritchie, S. M. (2016). Students' regulation of their emotions in a science classroom. Journal of Research in Science Teaching, 53(2), 234-260. DOI: https://doi.org/10.1002/tea.21304
Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., Bermejo, R., Ferrandiz, C., & López-Liria, R. (2019). Influence of emotional intelligence, motivation and resilience on academic performance and the adoption of healthy lifestyle habits among adolescents. International journal of environmental research and public health, 16(16), 2810. DOI: https://doi.org/10.3390/ijerph16162810
Veiga, G., De Leng, W., Cachucho, R., Ketelaar, L., Kok, J. N., Knobbe, A., ... & Rieffe, C. (2017). Social competence at the playground: Preschoolers during recess. Infant and Child Development, 26(1), e1957. DOI: https://doi.org/10.1002/icd.1957
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child development, 62(5), 1066-1078. DOI: https://doi.org/10.2307/1131152
Zahid, M. U., & AlManiam, M. (2025). The Role of Effective Feedback in Enhancing Student Academic Achievement through Virtual Formative Assessment: A Comprehensive Study. International Journal of Academic Research in Progressive Education andDevelopment, 14(1), 1854–1878. Retrieved from https://ijarped.com/index.php/journal/article/view/3446 DOI: https://doi.org/10.6007/IJARBSS/v15-i3/24967
Zukorlić, M. S., & Nikolić, I. A. (2022). School as an educational context for the development of students' social competence. Sociološki pregled, 56(3), 954-977. DOI: https://doi.org/10.5937/socpreg56-39517
