Personalized Learning Strategy as a Tool to Improve Academic Performance and Motivation of Students

Abstract

The purpose of the research is to study and scientifically substantiate personalized strategies as the basis for personalized learning aimed at improving academic performance and student motivation. The study involved 65 teachers and 700 students of various specialties from three Russian and Kazakhstan universities. The survey analysis showed that the modern generation of students is no longer motivated to receive standardized educational services, and in this context, personalized strategies as a form of personalized learning are a key trend that has permeated all aspects of professional training. Unfortunately, currently, universities find it difficult to implement such an approach as personalized learning makes educational modules highly adapted and individualized to meet the needs of each particular student. To apply personalized strategies in the educational process, it is necessary to study the structure of a particular institution, to analyze educational programs, to conduct classes based on personalized learning strategies.

Academic Motivation of University Students and the Factors that Influence it in an E-Learning Environment

“…Although numerous academic works claim that e-learning can enhance the overall desire to learn (Elfaki, Abdulraheem and Abdulrahim, 2019;Makhambetova, Zhiyenbayeva, and Ergesheva, 2021) and that the motivation for studying via the Internet is higher than when using a whiteboard and a projector in the class (Hoerunnisa, Suryani and Efendi, 2019), the outcomes of this study do not appear to corroborate this position.…”

Personalized distance-learning experience in determining students’ performance

“…A study by Makhambetova et al (2021) clearly demonstrated the components of individualized learning strategies. Individualized strategies help create a digital pathway for teachers to increase student achievement and motivation.…”

“…Given students' difficulties during the distance learning period, lack of time to learn, self-learning skills can help extract and analyze data about the distance education process (Makhambetova et al, 2021).…”

“…-multilevel updating of educational outcomes; -transformed student-centered learning; -the use of modern technologies and organizational forms of student assessment in personalized distance learning; -academic self-assessment and assessment of achieved results in an actively developing digital environment to dramatically improve educational outcomes (Makhambetova et al, 2021).…”

“…-relevance (new-format teacher training in the liberal arts style); -polyparadigmality (integration of digital, personalized, and individualized educational paradigms); -variability of training, adaptation of the learning process to the individual capabilities and needs of students; -a navigable form of teacher-student communication that becomes parity (Makhambetova et al, 2021).…”