EFFECT OF PERSONALIZED INSTRUCTIONAL MODEL ON STUDENTS ACHIEVEMENT IN MATHEMATICS

Abstract

The study investigated the effect of personalized Instructional Model on Students achievement in mathematics. The population consists of all SS2 students of the 14 Government owned secondary schools in Owerri Municipal Council of Imo State. A sample of 180 students from 2 co-educational schools selected through purposive sampling technique were used for the study. The objectives of the study informed the formulation of 3 research hypotheses. The study was a quasi-experimental research type adopting the pre-test, posttest non-equivalent control design. The instrument for data collection was a researcher made test titled “Mathematics Achievement Test (MAT)”. The instrument had reliability coefficient of 0.81 determined using kuder Richardson 20(KR20) formula. The experiment group was taught using personalized learning model, while the control group was taught using traditional approach. The data generated were analyzed using ANCOVA to test the hypotheses at 0.05 level of significance. The results of the study showed that there was a significant difference (, F (1, 173) = 238.552, P = 0.000 < 0.05) between the mean achievement scores of students taught mathematics using personalized learning model and those taught using traditional approach. There was no significant difference (F (1, 173) = 1.598, P = 0.208 > 0.05) between the mean achievement scores of male and female students taught mathematics using personalized learning model. No significant difference (F (1, 173) = .224, P = 0.637 > 0.05) was found between the mean achievement scores of low and high achievers taught mathematics using personalized learning model. Based on the results, it was recommended that mathematics teachers in secondary schools should employ personalized learning model in teaching to improve students’ achievement.