EFFECT OF PERSONALIZED LEARNING ON MATHEMATICS PERFORMANCE AMONG SECONDARY SCHOOLS IN AWENDO SUB-COUNTY, KENYA
Abstract
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.