A study of the self-efficacy of personalized learning as a remediation tool in algebra

Over the past 25 years, efforts have been made to integrate technology into teaching and learning. In particular, the personalized learning approach has sought to leverage technology to deliver instruction that is adaptive to the learner and personalized learning environments were used as tools in tailoring instruction to match learner needs. Typically, personalized instruction has been delivered using technology, such as the computer. However, little research has focused on using personalized learning as a tool for remediation. The goal of this study was to empirically investigate the efficacy of personalized learning in Algebra as a remediation tool. This study used a mixed-methods approach to analyze satisfaction with the learning environment, perception of and attitudes toward the content being delivered, and the reported overall experience and the personalized experience in the context of two versions of a computer-based multimedia Algebra learning environment. A total of 117 high school students in grades 10 through 12 participated on a voluntary basis. They had previously taken an introductory Algebra course and were now enrolled in a different math course. The students were assigned to one of two conditions: (a) the computer-based multimedia learning environment on the personalized learning platform known as Personalized Learning and (b) the same learning environment without the Personalized Learning platform. In addition to completing a pre- and post-test, participants were administered attitudinal surveys. Results indicated no knowledge gains in either group at the post-test assessment. Further, analyses by gender and race also did not reveal any significant differences among the groups. However, survey results indicated one significant finding: the students exposed to the personalized learning environment had more positive perceptions towards personalized learning than towards the overall experience with the learning environment.

Implications for these results and further goals for this line of research are discussed in greater detail within the context of personalized learning, user experience, and social aspects of learning. This work also provides opportunities in helping educators choose adequate tools for teaching and delivering instruction tailored to learners’ needs.