ADAPTIVE E-LEARNING MODULE IN TEACHING PHYSICAL SCIENCE FOR IMPROVED STUDENT ENGAGEMENT AND CRITICAL THINKING SKILLS

The research aimed to improve student engagement and critical thinking skills using the adaptive e-learning module in teaching physical science. Specifically, it soughtto determine the challenges encountered by the students in using the e-learning module, the perception of the respondents in different features of the e-learning module, the overall acceptability of the e-learning module, the level of students' critical thinking skills and the student's engagement in physical science; ascertain the significant difference on the level of students' critical thinking skills before and after using the adaptive e-learning Module and significant relationship between the developed e-learning module and the student level of engagement in physical science. The study used an experimental approach to enhance students' critical thinking skills and engagement. The developed e-learning module focuses on the least learned topic and competencies in physical science. The respondents were composed of 50 students undergoing experimentation. Hence, the respondents strongly agreed that the adaptive e-learning module is accessible, an excellent source of information and contains technical support for the learners and interactive lessons, video lessons and simulations that enhance students' learning. The e-learning module is commendable as an innovative way of teaching, effectively improving learners' engagement and critical thinking skills. The results illustrate the significant difference in students' critical thinking skills before and after using the e-learning module and the significant relationship between the developed adaptive e-learning module and student engagement in Physical Science.