Effect of Adaptive Learning Technique on Students' Locus of Control in English Language Narrative Essay Writing in Nigeria

Abstract Previous research findings have indicated the nexus between students’ locus of control and academic achievement in various school subjects and in various locations. The objective of this study was to investigate the effect of using adaptive learning intervention to enhance locus of control in English language narrative essay among students in Nsukka Education Zone of Enugu State, Nigeria. The study adopted a non-randomized control design that involved a pretest, posttest and follow-up measures. 138 secondary school students were participants in the study. The students were randomly assigned to intervention group (n-70) and no-intervention group (n-68). The Narrative Essay Writing Locus of Control Intervention (NEWLCI) and Narrative Essay Writing Achievement Test (NEWAT) were used for data collection. Data were analyzed using Analysis of Covariance at 0.05 probability level. Results indicated that ALT appreciably improved the locus of control of students in the intervention group compared to their counterparts in the no-intervention control group. There was also a statistically significant interaction effect of ALT and location on students’ mean locus of control in English narrative essay writing. The improvement was also maintained throughout the duration of the follow-up evaluation. Adaptive learning intervention can be used to improve locus of control as it significantly enhanced English language students’ locus of control in narrative essay writing. It was recommended that English language educators and all professionals involved in language educators should be knowledgeable in utilization and application of adaptive learning intervention procedures for effective integration and professional English language instructional delivery.