Effect of Personalized Learning on Mathematics Performance among Secondary Schools in Awendo Sub-County, Kenya

Abstract

This study explored the effect of Personalized Learning (PL) on mathematics performance, based on the Social Constructivism Theory of Learning. Purposive sampling was used to select one school with 40 form one students taught by one teacher. Data collection techniques used included video recording and photos, observation schedules, questionnaires and achievement examination. Data was analyzed using descriptive statistics (mean, standard deviation) and Mann-Whitney U Test. Findings revealed that both the experimental and control group, with 20 students per group, had same level of achievement before PL was implemented. The Posttest showed that the experimental class had a higher performance index than the control at 74.15% against 68.95%. With a p value of 0.957 > 0.05, the difference between the posttest scores of the experimental group and the control group was considered not significant. The p-value of 0.594 > 0.05 also indicated that posttest scores of the male and female students in the experimental group is not significant.  The implementation was generally good for Student Ownership and Reflection (M=3.21; SD= 0.49), areas of Targeted Instruction (M=2.92; SD= 0.69), Flexible Content Tools and Learning Environment (M= 2.86; SD= 0.64520. However, inconsistency was observed mostly in the implementation of PL which focused on group work, student’s interests, needs, skill level and one on one support. The study recommends that Mathematics teachers should be inducted in PL particularly in the use of Flexible Content Tools and Learning Environment that factors in student’s interests, needs, skill level and support.