The Personalized Learning Intervention on Enhancing Academic Achievement: Meta-Analysis Mujiono (a*), Siti Fatimah (b)
a) Universitas PGRI Kanjuruhan Malang
Jalan S. Supriadi No. 48 Malang, Indonesia
moejie_nova[at]unikama.ac.id
b) Universitas Muhammadiyah Malang
Jalan Raya Tlogomas No. 246 Malang, Indonesia
geofatimah[at]umm.ac.id
Abstract
The increasing trend of personalized learning in education has received much interest recently. Most study assesses the effects of personalized learning on academic achievement and analyzes the design of personalized learning interventions to optimize the benefits of the new approach to learning. However, it is still unclear whether personalized learning is more effective than conventional teaching approaches. It is also not clear whether the effects of personalized learning vary in different setting. Our meta-analysis explores these issues relating to personalized learning. Ten d-type effect sizes from ten studies were calculated for meta-analysis based on specific inclusion and exclusion criteria. The estimated average effect was 1.004 (se = 0.658) in the random-effects model. This is a high positive overall effect of applying personalized learning on academic achievement. Moderator analyses of six features were evaluated in the mixed-effect models. The effects only differed significantly by the disciplines and evaluation domain. The overall impact and the effects of these personalized learning moderators on learning achievement are examined. The implications of these findings could theoretically be employed as an approach to improving academic achievement. Teachers and learners can apply practically personalized learning as effective and flexible learning strategies.
