Adaptive Learning Systems for Academic Resilience Among Secondary School Students

Abstract

Academic resilience denotes the capacity of students to navigate, endure, and recuperate from academic adversities, pressures, and anxieties. It encapsulates the ability to acclimatize to academic trials and setbacks. While numerous studies have delved into the tribulations of academic resilience among secondary school students, scant attention has been paid to the role of adaptive learning systems within this framework. Consequently, this study explored the function of Adaptive Learning Systems (ALS) in fostering academic resilience among secondary school students. A descriptive research design was employed, encompassing 200 students from five secondary schools. The study population comprised all secondary school students in Oyo State. Two null hypotheses were formulated and tested at a 0.05 level of significance. Data were gathered using an adapted and pilot-tested questionnaire (with reliability coefficients of r = 0.85 for adaptive learning systems and r = 0.82 for academic resilience. Data were analyzed utilizing Pearson Product Moment Correlation (PPMC) and T-test. Findings revealed that students who frequently engaged with ALS exhibited significantly elevated levels of problem-solving skills, persistence, and coping strategies in academic endeavors. Furthermore, the analysis indicated a robust positive correlation between personalized feedback features in ALS and students’ capacity to recover from academic setbacks. These results underscore that the integration of adaptive learning technologies can augment students’ resilience by cultivating self-directed learning, adaptive strategies, and sustained motivation. The study emphasizes the potential of ALS as an effective pedagogical instrument to assist secondary students in surmounting learning obstacles and attaining academic success.