ABSTRACT
The study examines the efficacy of Adaptive Personalized Technologies (APTs) in enhancing the mathematical performance and retention of high school students. Employing a quasi-experimental design, 100 students were divided into two groups: one using APTs and the other utilizing non-adaptive personalized technologies (non-APTs). Both groups were assessed through pre-tests, post-tests, and retention-tests to evaluate their performance.
The results revealed that both groups had comparable pre-test scores, indicating a uniform baseline. Post-test results demonstrated a significant improvement in the APTs group, with 26% of students achieving "Satisfactory" or better, compared to 18% in the non-APTs group. The APTs group also exhibited a higher mean score (33.8) and a lower standard deviation (4.05), indicating more consistent performance improvements. Retention-test scores further highlighted the efficacy of APTs, with a significantly higher mean score (33.28) compared to the non-APTs group (31.6), and a lower standard deviation, indicating sustained knowledge retention.
Supporting studies corroborate these findings, demonstrating the effectiveness of personalized and adaptive educational strategies in improving academic outcomes. The study underscores the potential of APTs to enhance both immediate and long-term mathematical performance, advocating for their integration into educational practices to address diverse learning needs and improve student outcomes.
Keywords: Adaptive Personalized Technologies (APTs), Students’ Mathematics Performance
CONTEXT AND RATIONALE
Traditional math education doesn't always click for everyone. Teachers can construct more inclusive and productive math classrooms that enable all students to flourish by utilizing technology to tailor learning experiences and enhance student knowledge (Zhilmagambetova et al.). Education technology has offered many opportunities that excite young children, making them more curious and enabling them to explore the world on their own (DepEd’s Educ Futures to Provide Insights in Evolving Education Landscape | Department of Education). Educational games and quizzes, both offline and online, can turn drill and practice into engaging challenges (Garris et al.). Students can earn points, compete with friends, and level up as they master concepts. Technology can adapt to each student's pace and learning style. Platforms can offer targeted practice on areas where a student struggles and provide hints or alternative explanations. One prominent example of this is the Khan Academy, which offers personalized learning paths for mathematics students (Raza, 2023). In modern education, the landscape of mathematics instruction faces multifaceted challenges, including diverse student learning needs, abstract concepts, limited engagement, resource constraints, assessment practices, and the integration of technological advancements. These challenges underscore the importance of exploring innovative approaches such as Adaptive Personalized Technologies (APTs) (Zhilmagambetova et al.) to address the complexities of mathematics education effectively.
Recent literature supports the use of technology to enhance educational outcomes. Harris, Graham, and Adkins (2015) investigated the impact of self-regulated strategy development (SRSD) on struggling young writers, finding that peer support significantly enhances writing skills, knowledge, and motivation. DepEd’s "Educ Futures" initiative provides insights into the evolving education landscape, emphasizing the role of technology in fostering curiosity and self-directed learning among young students. Garris, Ahlers, and Driskell (2022) highlight how educational games and quizzes can transform drill and practice into engaging challenges that motivate students through point systems, competition, and progression. Raza (2023) discusses adaptive learning technologies and their potential to tailor education to individual student needs, exemplified by platforms like Khan Academy. Finally, Zhilmagambetova and Tarau (2022) focus on the application of Adaptive Personalized Technologies (APTs) in mathematics education, demonstrating how these technologies can cater to diverse learning needs and improve student outcomes.
Incorporating these perspectives, this study explores how Adaptive Personalized Technologies (APTs) can revolutionize mathematics education by addressing students' unique learning needs, fostering engagement, and enhancing overall academic performance. By leveraging APTs, educators can provide a more inclusive and effective learning environment that adapts to the diverse capabilities and interests of students, ultimately leading to improved outcomes in mathematics education.
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