EFFECT OF PERSONALIZED LEARNING ON MATHEMATICS PERFORMANCE AMONG SECONDARY SCHOOLS IN AWENDO SUB-COUNTY, KENYA
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This study focused on the curriculum area of mathematics in secondary schools in Awendo sub-county, Migori county, Kenya. It explored the effects of PL on mathematics performance, gender effect, and the extent of implementation. Four research questions and two null hypotheses guided the study. The study centered on the social constructivism theory of learning. Purposive sampling technique was used to select one school with 40 forms one students taught by one teacher during term one of 2019. Data collection techniques included video recording, photos, observation schedules, questionnaires, and achievement examination. Data were analyzed using descriptive statistics and the Mann-Whitney U Test. The sub-scales of the questionnaire yielded Cronbach’s alpha reliability coefficients ranging from .654 to .686. Findings revealed that equally the experimental and control group, with 20 students per group, had the 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%, however, with a p-value of 0.957 > 0.05, the difference is not significant. The p-value of 0.594 > 0.05, indicated that posttest scores of the learners in the experimental group are 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= 0.65. 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.