Design, Development, and Evaluation of an Adaptive E-Learning Platform for Physics Education: An Implementation Study from a Nigerian College of Education, Katsina

Abstract

Physics education in resource-limited Nigerian higher education often struggles with low engagement, inflexible delivery, poor accessibility for disabled students, and insufficient teacher support for personalised instruction. To address these issues, an adaptive e-learning platform was designed, implemented, and evaluated for the Physics Department at Federal College of Education, Katsina, focusing on inclusive design and cost-effectiveness. A developmental research design included a needs assessment (48 students, 4 staff), platform development using open-source technologies (React, Node.js, PostgreSQL) with WCAG 2.1 Level AA and Bayesian Knowledge Tracing, pilot (n=28), and a 4-week full implementation (48 students, 4 teachers). Mixed-methods evaluation used pre/post-tests, System Usability Scale (SUS), Technology Acceptance Model (TAM) survey, platform analytics, and interviews. Mean pre-test scores rose from 41.2% to 68.7% (gain 27.5 pp, t=12.4, p<.001, d=1.42), with a normalised gain g=0.58 (moderate-to-high effectiveness). SUS reached 80.5 (Grade A, 85th percentile); module completion 79.5%. The three students with disabilities had comparable gains (g=0.56 vs 0.58, p=0.83), confirming equity. Teacher TAM: perceived usefulness 4.1/5, behavioural intention 4.4/5. This first empirical evaluation of an adaptive physics e-learning platform with verified WCAG 2.1 accessibility in a Nigerian College of Education offers a replicable, open-source solution requiring only smartphones (87.5% of participants). It demonstrates equitable learning for disabled students is achievable without costly infrastructure. Adaptive, mobile-first, accessibility-compliant e-learning can thus significantly improve physics outcomes and foster inclusive education across Sub-Saharan Africa