Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Science Education Major in Biology


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Advisor

Maricar S. Prudente

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Socorro E. Aguja
Minie Rose C. Lapinid
Denis Dyvee R. Errabo
Mary Jane C. Flores


The primary goal of this study is to implement an Adaptive e-Learning System (AeLS) in the students' 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' 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' socioemotional skills and conceptions of genetics, and the qualitative data were gathered from students' 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' 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' 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's task cards. Moreover, the parents updated their children's 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' personalized learning based on their socioemotional skills and other skills such as their cognitive skills.

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