Adaptive Learning in Improving Students' Physics Education

Despite the numerous studies carried out in the context of the problem field of adaptive learning processes, the effectiveness of their practical realization remains debatable until now. The hypothesis of the study is the assumption of integrative effectiveness of combining adaptive learning strategy with available didactic technologies, each of which demonstrates a sustainable positive result in learning. The aim of the study is theoretical substantiation and experimental verification of the effectiveness of didactic technologies in the formation of students' subcompetences in physics classes in the implementation of disciplinary courses on adaptive platforms of universities in Azerbaijan. The experience of university teachers in the use of adaptive learning tools, the level of teaching, knowledge assimilation and students' involvement were taken into account when assessing the effectiveness. The study used a mixed methodological approach of Quant data – Qual data with control and experimental groups. Within the framework of the study, students mastered the topic «Mathematical Modeling». The results demonstrated the high efficiency of the implementation of adaptive learning in integration with didactic technologies on the results of learning, manifested in the self-improvement of students in mastering the knowledge of the discipline. The practical significance of the study lies in the possible application of our proposed model of implementation of adaptive learning in integration with didactic technologies in the educational process of professional training of physics teachers.