Adaptive Micro learning and Its Effect on Secondary-School Students’ Achievement A Quasi-Experimental Study in a Computer Science Course at Rabia Al-Adawiya Secondary School, Msallata, Libya
DOI:
https://doi.org/10.65405/hkzmpg12Keywords:
microlearning; adaptive learning; concept maps; secondary education; computer science; academic achievement.Abstract
This study examined the effect of an adaptive microlearning system on the achievement of second-year secondary-school students (science track) in a computer science course. A Moodle plugin was developed in PHP that divides the course content into ten microlearning units linked by a concept map. After an initial test, each student is classified into one of three categories (fail, pass with a need for remedial reinforcement, pass) and is routed to prerequisite materials or targeted recommendations, followed by a follow-up assessment. A quasi-experimental design with historical control cohorts was adopted. A random sample of 64 students was drawn from each of four cohorts (2022–2023 to 2025–2026; N = 256). The system was applied to the 2025–2026 cohort for a full academic year, whereas the three earlier cohorts were taught traditionally. A one-way ANOVA revealed significant differences among the cohorts, F(3, 252) = 13.52, p < .001, η² = 0.14. The 2025–2026 cohort obtained a mean score of 75.25 versus 68.45 for the earlier cohorts combined (difference = 6.80 points; Cohen’s d = 0.91), and the proportion of students scoring 70 or above rose from 45.8% to 81.3%. Usage indicators (units completed and number of attempts) were not significantly related to final grades. The findings indicate that adopting the system was associated with substantially higher achievement; however, because the historical-control design is not randomised, causal claims should be made cautiously. Directions for randomised, pre-test-controlled follow-up studies are outlined.
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