Effect of personalized instructional strategy on student achievement in mathematics

The study examined how math students' academic performance was affected by the individualized learning strategy. The quasi-experimental non-randomized pretest, posttest, and control group design was used in this investigation. The population included every SS 2 student enrolled in Ogun's Central Senatorial District in Ogun State, Nigeria. From four local government areas in the Ogun-east senatorial district, two treatment classes (with 62 students) and two control classes (with 68 students) were chosen at random. Samples were drawn using a basic random sampling technique. Using a pre-test-post-test quasi-experimental research design, the study was guided by two research questions and two null research hypotheses. The reliability of the instrument was evaluated using the Guttmann split-half, which has a coefficient of 0.86. At the 0.05 level of significance, the data was analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (independent sample t-test). The results demonstrated a significant difference in the mean accomplishment scores between senior secondary school pupils taught utilizing the lecture method approach and those exposed to the personalized learning strategy. Additionally, the findings demonstrated that when mathematics was taught using the virtual learning approach, there was no appreciable difference in the performance of male and female students. Therefore, the results offer fresh perspectives on how tailored learning approaches might close achievement gaps and guide changes to educational policies.