Adaptive e-Learning System (AeLS) Through Socioemotional Skills: The Learning Pathways on Genetics

The primary goal of this study is to implement an Adaptive e-Learning System (AeLS) in the students\u27 learning pathways on genetics using socioemotional skills. Also, this study determines the roles of the parents and teacher as one of the essential aspects in promoting students\u27 academic success in an online distance learning education. This study employed an action research design in conjunction with quantitative and qualitative research approaches, following a plan-do-study-act (PDSA) cycle. The quantitative data were gathered from students\u27 socioemotional skills and conceptions of genetics, and the qualitative data were gathered from students\u27 preflection/reflection activities and interview questions. There were 146 Grade 10 Junior High School students who participated in the study. Also, three adaptive e-learning pathways (AeLP) modules were developed based on students\u27 socioemotional skill levels: low level for adaptive e-learning pathway-A (AeLP-A) with five students, moderate level for adaptive e-learning pathway-B (AeLP-B) with 74 students, and an excellent level for adaptive e-learning pathway-C (AeLP-C) with 67 students. The results revealed a moderate to high effect size after implementing their adaptive e-learning pathways’ task cards. It also showed that implementing students\u27 adaptive e-learning pathways was effectively conducted based on the significant changes in their socioemotional skills and conceptions of genetics. The students perceived affordances in their learning pathways, such as a feeling of ease and calm after completing their adaptive e-learning pathway module\u27s task cards. Moreover, the parents updated their children\u27s progress, taught them to be engaged, and provided material/moral support. The teacher engaged with all students, inspired them, fostered autonomous learning, and enforced online classroom regulations. Therefore, the outcomes of this study indicated that the AeLS should be utilized as an intervention in an online learning environment to facilitate students\u27 personalized learning based on their socioemotional skills and other skills such as their cognitive skills