CHAPTER I
INTRODUCTION
Overview
During the COVID-19 pandemic, the government mandated
educational institutions to halt face-to-face instruction and adopt
personalized learning strategies. This shift was particularly challenging for
disadvantaged students who experienced significant learning losses.
Personalized learning allows students to learn independently, solve
problems, and focus on their studies using various strategies in the absence
of a teacher. However, this approach also impacts student engagement and
achievement.
Personalized learning has emerged as a transformative educational
approach, tailoring instruction to meet the unique needs, interests, and
abilities of individual students. Despite its benefits, some studies have found
it difficult to implement. Senior high school students, in particular, relied
heavily on technology and printed modules, developing their own learning
styles and strategies. While personalized learning positively impacts student
achievement, it also presents challenges such as increased individualization
and reduced teacher-student interaction.
Research indicates that personalized learning can enhance student
achievement and engagement, but it also highlights the need for further
studies comparing its impact to traditional classroom settings. Teachers and
students have reported higher levels of personalization, including tailored
support, up-to-date progress tracking, and flexible use of resources.
However, some aspects, such as student discussions with teachers and
documentation of student strengths and goals, remain challenging to
implement.The COVID-19 pandemic introduced new learning strategies, such
as blended and flexible learning, which posed additional challenges for
students. Many students struggled with technological difficulties, delayed
feedback, lack of motivation, and increased responsibilities at home, leading
to individualized learning experiences.
This study aims to determine the impact of personalized learning on
the achievement and engagement of first-year and second-year English
major students at Nueva Vizcaya State University, Bayombong Campus.
Researchers seek to understand how different learning styles affect student
performance and engagement in a personalized learning environment.
Background of the study
During the pandemic period, the government had ordered educational
institutions to seize face-to-face instruction for most of their students and
embrace personalized learning. Personalized learning is a strategy mastered
by the students as the COVID-19 pandemic has significantly disrupted
education, particularly for disadvantaged students who have experienced
substantial learning losses. Personalized learning allows the students to learn
by themselves, to solve problems and equations on their own, and will help
them focus on their studies as they have different strategies to use in
learning in the absence of a teacher. These strategies may impact the way
they engage with other students and will also have an impact on their
achievements.
While personalized learning has emerged as a transformative educational
approach, tailoring instruction to meet the unique needs, interests, and
abilities of individual students, some studies found it difficult to utilize.
During the Senior High School level, the students had switched to a deep
reliance on technologies and printed modules. This sudden shift exposed the
need for more flexible and adaptive learning approaches. As a result,
educators and institutions began exploring personalized learning strategies
to address the diverse needs of students in a remote learning environment.
Personalized learning is an educational approach that tailors
instruction to meet the unique needs, interests, and abilities of individual
students. It involves using various strategies and technologies to provide
customized learning experiences. During the pandemic, personalized
learning gained traction as it allowed for greater flexibility and adaptabil
ity, enabling students to learn at their own pace and on their own
schedule. The incorporation of online platforms, digital tools, and interactive
content facilitated this transition, making learning more accessible and
engaging for students despite the physical barriers. Several types of
personalized learning emerged, including visual learning, which utilizes
images, diagrams, and visual aids to help students understand and retain
information; auditory learning, which leverages audio resources such as
lectures, podcasts, and discussions to enhance learning; kinesthetic learning,
which emphasizes hands-on activities and physical movement to engage
students; reading/writing learning, which encourages reading and writing
tasks to support learning; logical learning, which focuses on logical reasoning
and problem-solving activities; social learning, which promotes group work
and collaborative projects; solitary learning, which allows students to study
independently and at their own pace; blended learning, which combines
traditional face-to-face instruction with online learning activities; and self-
paced learning, which allows students to progress through the curriculum at
their own speed.Students had developed their own learning styles and
strategies to cope up with the lessons, some of them developed laziness and
had lost the will to study which led them to drop out. Researchers reveals
that the implementation of personalized learning positively impacts the
achievements of a students, however, students will also face several
challenges as it will divide the students, they will also loose teachers
teaching and will result to individualization of students. Some research also
said that although many studies have been conducted on personalized
learning strategies, teacher attitudes and perceptions, and student
engagement, few studies have focused on personalized learning and its
impact on student achievement when compared to the traditional classroom.
Phillips K., (2023). Teachers and students reported higher levels of many
aspects of personalization than their counterparts in a national sample.
These included time for one-on-one tailored support for learning; using up-to-
date information on student progress to personalize instruction and group
students; students tracking their own progress; competency-based practices;
and flexible use of staff, space, and time. However, some more-difficult-to-
implement aspects did not appear to differ from practices in schools
nationally, such as student discussions with teachers on progress and goals;
keeping up-to-date documentation of student strengths, weaknesses, and
goals; and student choice of topics and materials. Pane, (2017)
The basic concept of personalized learning (PL) — instruction that is
focused on meeting students' individual learning needs while incorporating
their interests and preferences — has been a longstanding practice in U.S. K–
12 education. Options for personalization have increased as personal
computing devices have become increasingly affordable and available in
schools and developers created software to support individual student
learning. In recent years, it has become more common for schools to
embrace schoolwide models of PL. (Pane 2017)
The COVID-19 pandemic changed learning in many unprecedented
ways such as blended learning or flexible learning. It was quite challenging
for students to adjust to various learning strategies adapted from COVID-19
period. Learning strategies such as self-paced learning, personalized
learning, missing the in-person interaction with teachers. Despite teaching
strategies employed by the faculty, majority of students are claiming that
they were unable to participate and cope up because of technological
difficulties, delayed feedback from teachers, lack of motivation and
concentration, adding up of their responsibilities at home. These experiences
led the students to develop individualized learning.
This study primarily focuses on the problem wherein students rely on
technologies or on easy learning strategies than depending on their own
abilities to exercise their creative thinking and reasoning which they adapt
during their flexible learning. Students have been using numerous learning
strategies to enhance their learning, however, it greatly affects their
performances and engagement. Researchers seek to find out what will be the
impact of the students different learning styles on their achievement and
engagement.
This study aims to determine the impact of personalized learning on
students’ achievement and engagement of the first year and second year
English major students at Nueva Vizcaya State University, Bayombong
Campus.
Statement of the Problem
Personalized learning is important in educational settings to lessen the
workload of teachers to help the students acquire learning strategies that
they can apply in their learning.
While researchers of personalized learning advocate that it meets
individual student needs, existing studies present mixed results regarding its
impact on students’ engagement and achievement. This inconsistency raises
questions about the specific elements of personalized learning are most
effective in enhancing student engagement and achievement.
This study generally aimed to determine the impact of personalized
learning on the achievement and engagement of first year and second year
students of Bachelor of Secondary Education major in English at Nueva
Vizcaya State University.
Specifically, this study aims determine the demographic profile of the
respondents in terms of their names, age, year level, sex, address, religion,
ethnicity, civil status, socio economic status, learning disability/special
needs, household composition, and general weighted average which
contributes to the impact of students learning. How learning strategies and
practices such as reading books, reliance on the internet and other learning
practices aid them throughout their learning process. Individuals such as
peers, family members, classmates and teachers can help and provide
essential support and encouragement for better learning outcomes. Factors
affecting their critical thinking which includes internal motivation,
engagement to the environment and cognitive abilities can influence
students learning strategies. Additionally, students face challenges in
maintaining engagements during classroom discussion due to distractions
and lack of interest. Personalized learning approaches can enhance
engagement and academic performances through catering the individual
gaps and needs among students from different backgrounds. Personalized
learning helps shape students future educational career paths by tailoring
their interest, strengths and goals. This method boosts their confidence,
keeps them motivated and allows them to explore their passions early. As a
result, students gain skills and knowledge that match their future goals,
helping them to prepare for their chosen careers.
Objectives of the Study
This study aims to clarify how personalized learning approaches can
meet individual students needs and enhance their educational experiences,
potentially increasing academic achievement.
Specifically, the study seeks to:
1. determine the demographic profile of the respondents in terms of their:
1.1 names
1.2 age
1.3 year-level
1.4 sex
1.5 address
1.6 ethnicity
1.7 civil status
1.8 socio economic status
1.9 learning disability/special needs
1.10 household composition
1.11 general weighted average
2. determine the technologies/ devices that students often use in studying.
3. identify the applications utilized for studying.
4. determine the frequency of application usage for studying.
5. identify their preferred learning styles when studying.
6. determine which learning styles are perceived to be most effective.
7. identify if learning alone is more beneficial for the student than learning
with others.
8. identify if preferred learning styles facilitate or hinder engagement with
peers.
9. determine the frequency of engagement with others during learning.
10. determine if these learning strategies contribute to achieving academic
success.
The purpose of this study is to clarify the ways in which personalized
learning approaches can satisfy the needs of each individual student either
the multimodal, kinesthetic, logical ,and etc. To improve their educational
experiences, and possibly raise academic achievement. In the context of
managing teacher workload and individualized educational practices, the
study seeks to offer an in-depth understanding of how well personalized
learning promotes student engagement and achievement.
Significance of the Study
This study is significant to the following:
Administrators. The study can enable administrators to establish
standards for student participation and performance. The benefits are
monitored over time, and individualized learning plans are effective,
ensuring constant progress.
Faculty members. This research enables faculty members to
understand the workload implications of personalized learning, which would
lead toward managing time and resources.
Students. This study will be beneficial to the students enrolled at
Nueva Vizcaya State University who are taking up Bachelor of Secondary
Education major in English as they will have the chance to evaluate their
learning if they will improve themselves when it comes to achievements and
if the learning strategies that they practice are beneficial to them in their
engagement to other students and to different school activities.
Future Researchers. Future Researchers will benefit from this
research through the given information they will be able to gather more data
to supply their own research related to the topic.
Scope and Delimitation
This study focuses on the impact of personalized learning on first- and
second-year English major students at Nueva Vizcaya State University in
their second semester.
This study is delimited to the students taking up Bachelor of Secondary
Education major in English of the first year and second year level.
Theoretical Framework of the study
This theoretical research focuses on flexible learning, which is closely
related to social transformations in the 21st century.
Constructivism. This theory suggests that implementing specialized
education aligns with the constructivist approach, and advocates of
personalized learning support this theory of learning. Personalized learning
enables the student to actively participate in the curriculum and instructional
process. “In constructivism, the learner is the central figure; learners engage
in the creation of meaning or understanding” Ornstein & Hunkins,(2016).
Proponents of customized learning maintain that its teaching methods
provide a tailored and individualized educational experience for pupils.
Self-Determination Theory (SDT): SDT emphasizes the role of
intrinsic motivation in driving human behavior. It suggests that students are
more engaged and achieve higher when they feel autonomous, competent,
and connected to others. Personalized learning supports these needs by
providing choices, challenging tasks, and opportunities for collaboration.
Zone of Proximal Development (ZPD): Proposed by Vygotsky, ZPD
refers to the difference between what a learner can do without help and
what they can achieve with guidance and encouragement from a skilled
partner. Personalized learning can help identify and target each student's
ZPD, providing appropriate support to maximize learning.
Bloom's Taxonomy: This framework categorizes educational goals
into cognitive, affective, and psychomotor domains. Personalized learning
can be designed to address all levels of Bloom's Taxonomy, from basic
knowledge recall to higher-order thinking skills like analysis and evaluation.
Engagement Theory: This theory focuses on the importance of
engaging students in meaningful learning activities. Personalized learning
can increase engagement by making learning relevant to students' interests
and providing opportunities for active participation.
Technology Acceptance Model (TAM): This model explains how
users come to accept and use technology. It propose that perceived
usefulness and ease of use influence users' attitudes toward technology.
Personalized learning often includes the use of technology, and
understanding TAM can help in designing user-friendly learning platforms.
Cognitivism. They use technology like multimedia, digital tools,
electronic communication, and information systems. This study examines
ideas that advocate flexibility in education and their practical implications.
Focus is directed towards philosophical foundations of empiricism,
rationalism, pragmatism, and humanism. According to Rohlíková (2024),
flexible educational modalities offer unique ways to organize study,
accommodate different times, places, and schedules, and cater to non-
traditional target groups that prioritize aspects such as open access to
education, second-chance learning, mastery-focused education, and
teaching foreign languages.
Behaviorism. This theory underlying the advancement of
personalized learning environments proposed by Xu et al. (2024) implies that
higher education environments are gradually acknowledging the value of
flexible learning. According to studies, personalized learning pathways that
allow students to choose where, when, and how they learn are beneficial.
This flexibility not only allows different learning environments but also gives
students autonomy over their paths of education, therefore empowering
them. Technology is always changing; hence, educational institutions must
use adaptable learning approaches that meet the many demands of their
students and equip them for the complexity of today.
The I-P-O framework views a process of
PROCESSS
INPUT OUTPUT
1. Engagement
2. Learning
activities
3. Interaction
4. Feedback
Mechanism
Figure 1: Paradigm of the study
1. Achievement
2. Engagement
1. Profile of Respondents
Levels
3. Skill
a. age
development
b. year level
4. Satisfaction
c. sex
d. type of community
e. learning disability /
special needs
f. general weighted
average
2. Personalized Learning
3. Learning Environment
4. Teacher Support
Presented above is the Input-Process-Output (I-P-O) framework.The
framework provides a structured approach to understanding the impact of
personalized learning on students' engagement and achievements. In this
framework, the Input covers the profile of the respondents, such as their
demographic and academic characteristics, personalized learning strategies, the
learning environment, and teacher support. The Process includes the level of
student engagement, the specific learning activities they participate in, the
interactions between students and teachers, and the feedback mechanisms in
place. Finally, the Output involves the measurable outcomes, such as academic
achievement, engagement levels, skill development, and overall satisfaction with
the learning experience.
It can be noted that in the inner table are the Input and Process
stages, which are fundamental levels of understanding essential for effective
implementation of the I-P-O framework. The Input stage, being the simplest
level, includes gathering and recognizing the necessary resources, data, and
information required for the process. The Process stage follows, requiring
the transformation and manipulation of the input data to achieve the desired
outcomes. These stages are connected with clear, thick curve lines,
indicating that they form the foundation for progressing to more advanced
stages of the framework.
Meanwhile, in the outer table are the Output stage and the feedback
mechanisms. The Output stage allows for the evaluation of the results and
outcomes generated from the process, while feedback mechanisms
encourage continuous improvement and refinement of the input and process
stages. Finally, the feedback mechanisms, the highest level, enable the
identification of areas for improvement and the generation of novel ideas or
adjustments to enhance the overall system. These stages are connected with
broken curve lines, suggesting that while they are significant for achieving
mastery of the I-P-O framework, they require advanced cognitive processes
and consistent to develop.
The connections between the inner and outer table focus on the
importance of in the implementation process. Managers, team leaders, or
peers act as guides, providing the necessary support for individuals to
transition from the foundational to the advanced stages of the framework.
Definition of terms
Profile of the Respondents: The demographic and academic
characteristics of the students participating in the study, including age,
gender, year level, and academic performance.
Personalized Learning (PL): An educational approach that tailors
instruction to meet the unique needs, interests, and abilities of individual
students. It involves using various strategies and technologies to provide
customized learning experiences.
Engagement: The level of interest, motivation, and active
participation that students exhibit in their learning process. High
engagement typically leads to better learning outcomes and higher
academic achievement.
Achievement: The measurable performance of students in their
academic work, often assessed through grades, test scores, and other
academic indicators. Achievement reflects the extent to which students have
mastered the content and skills taught.
Flexible Learning: An approach to education that allows students to
learn at their own pace and on their own schedule. It often involves a
combination of online and offline learning activities.
Blended Learning: A teaching method that combines traditional face-
to-face instruction with online learning activities. This approach aims to
provide a more flexible and personalized learning experience for students.
Self-Paced Learning: A learning strategy where students progress
through the curriculum at their own speed, allowing them to spend more
time on challenging topics and move quickly through areas they find easier.
Technological Difficulties: Challenges and issues related to the use
of technology in education, such as internet connectivity problems, software
glitches, and lack of access to devices.
Student Engagement: The degree to which students are involved in
their learning activities, showing interest, enthusiasm, and commitment to
their studies.
Learning Styles: The preferred ways in which students absorb,
process, and retain information. Common learning styles include visual,
auditory, and kinesthetic.
Individualized Learning: An approach where instruction is tailored to
the specific needs and abilities of each student, often involving one-on-one
support and customized learning plans.
Learning Disability/Special Needs. Conditions that affect an
individual's ability to learn in a typical manner, requiring tailored
instructional strategies to support their education.
Learning Strategies. Techniques or methods employed by students to
facilitate their understanding and retention of information.
Motivation. The internal drive that prompts individuals to take action
toward achieving their goals or engaging in learning activities.
Peer Support. Assistance and encouragement provided by classmates
or friends that can enhance learning outcomes.
Personalized learning. In this study, this term refers to educational
strategies that tailor instruction to meet the individual needs, interests, and
abilities of each student.
Schoolwide Models of PL. Comprehensive implementations of
personalized learning strategies across an entire school or district, aiming for
systemic change in educational practices.
Socioeconomic Status. A social standing or class based on income,
education, occupation, and other factors that can influence educational
opportunities.
Teacher’s Attitudes and Perceptions. Educators' beliefs and
feelings about personalized learning approaches, which can significantly
impact implementation success.
Traditional Classroom. A conventional educational setting
characterized by teacher-led instruction where all students receive the same
content at the same pace.
References
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aspects of personalization than their counterparts in a national sample.
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Xu, Y. (2024). The advancement of personalized learning environments in
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Rohlíková, L. (2024). Flexible educational modalities and their practical
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