Effect of Personalized Learning Strategy on Senior Secondary School Students’ Achievement in Mathematics
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: The main purpose of the study is to find out the effect of personalized learning strategy on the mathematics achievement of secondary school students. The design of the study is quasi-experimental, involving pre-test, post – test non randomized control group design. Hence, two intact classes were used (59 students for experimental group while 49 students for control group). The population of this study comprised of 5221 senior secondary one (SS1) student in public secondary schools within Okigwe education zone one of Imo State, Nigeria. The sample of this study comprised 108 senior secondary one (SS1) student using stratified random sampling techniques. Trigonometry Achievement Test (TAT) which was constructed by the researcher based on the topics chosen for the study, guided by the Table of Specification. The TAT instrument was used as pre-test and after the treatments, the same instrument was re-arranged and used as post-test. The instructional tool used for teaching the students was lesson plan and the Adaptive learning platform used for Personalized learning group. The Trigonometry Achievement Test (TAT) was face and content validated by experts. The reliability co-efficient values of 0.72 was gotten which was calculated using the Kuder – Richardson Formula 20. The research questions were answered using mean and standard deviation while ANCOVA was used to test the hypotheses. The findings revealed that significant difference exists between the achievement scores of students taught mathematics with Personalized learning strategy (PLS) and traditional learning strategy. There is no significant difference in the mean achievement scores of male and female students taught mathematics using PLS. Also, the findings revealed a significant difference in the mean achievement scores of high and low students taught mathematics using PLS. Based on the findings of the results, it was recommended that lack of professional development and the overall definition of personalized learning should be tackled, learners should be allowed to reach their individual goals based on their individual levels and that consistent support for the program from Government and education administrators.
Source: Education Journal
Authors: Ogoke James, Otumegwu Uchenna, Anyanwu Anthony
Institution: Alvan Ikoku Federal University of Education, Owerri
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415663663