Effect of Personalized Learning Strategy on Academic Performance and Motivation in Chemistry among Public Senior Secondary School Students in Kaduna State, Nigeria

Moses Solomon, Binta Ado Ali, Adamu Alhaji Bagudu

Abstract


This study examined the effect of Personalized Learning Strategy on motivation and academic performance in Chemistry among public senior secondary school students in Kaduna State, Nigeria. Grounded in Constructivist Learning Theory and Self-Determination Theory, the study aimed to assess how personalized instruction influences student outcomes. Using a quasi-experimental pre-test, post-test control group design, 82 SS II Chemistry students from two randomly selected public schools participated. The experimental group (n=44) received personalized learning, while the control group (n=38) was taught with conventional methods. Data were collected through a validated 50-item Chemistry Performance Test (CPT) and an Academic Motivation Questionnaire (AMQ) with a reliability index of 0.805. Descriptive statistics (mean and standard deviation) were used for research questions, while Analysis of Covariance (ANCOVA) tested the hypotheses at the 0.05 significance level. Results showed significant improvements in the experimental group for both academic performance (F(1,79) = 160.543, p < 0.001, η² = 0.670) and motivation (F(1,79) = 65.967, p < 0.001, η² = 0.455), indicating large effect sizes. The findings confirm that Personalized Learning Strategy enhances students’ motivation and performance in Chemistry. It is recommended that educators adopt this approach, supported by educational psychologists and counselors to meet students’ cognitive, emotional, and motivational needs.


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