Development and Validation of an Adaptive E-Learning Module Website for Teaching Genetics Vocabulary

Genetics remains a challenging topic in Biology because it involves abstract concepts and technical vocabulary that learners often find difficult to understand. This study aimed to develop and validate an adaptive e-learning module website for teaching genetics vocabulary among secondary learners. Using a developmental research design with a quantitative evaluation approach, the study identified weak vocabulary under heredity and genetics and used these as the basis for developing three differentiated module versions: easy, average, and hard. The website was designed to direct learners to an appropriate module based on their pretest performance and guide them through vocabulary-focused activities. The developed website was evaluated using the SMOG Index for readability and expert validation for content quality and technical acceptability. Eight validators participated in the evaluation, composed of five content experts and three ICT experts. Results showed that the three modules were suitable for secondary learners, with SMOG scores of 8.46, 8.86, and 9.62. Content validation showed very high ratings in concept development and context, while ICT validation indicated highly acceptable functionality and accessibility, with excellent ratings in browser compatibility, mobile design-access, and privacy. Overall, the adaptive e-learning module website was found to be readable, content-valid, and technically acceptable for supporting genetics vocabulary instruction.

adaptive learning, e-learning module website

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