Title:
Examining the Role of Personalized Learning in Improving the Quality of Education
Authors:
Latifi Roya
(Corresponding Author ✉)
Department of Management, University of Applied Science and Technology, Ardabil Province, Khaneh Kargar Scientific–Applied Center, Parsabad, Iran
(Corresponding Author ✉)
Department of Management, University of Applied Science and Technology, Ardabil Province, Khaneh Kargar Scientific–Applied Center, Parsabad, Iran
Abstract:
The present study aimed to examine the role of personalized learning in enhancing the quality of education in public schools of Ardabil Province. A descriptive–correlational research method was employed. The statistical population consisted of all teachers working in public schools in Ardabil Province. Using Cochran’s formula, 384 teachers were selected through a stratified random sampling method.
Data collection tools included two standardized questionnaires: Patrick, Kennedy, and Powell’s (2013) Personalized Learning Questionnaire and Darling-Hammond et al.’s (2020) Educational Quality Questionnaire. The validity of the instruments was confirmed through face and content validity, and their reliability was assessed using Cronbach’s alpha coefficients, which were 0.89 and 0.84 respectively. Data were analyzed using SPSS software with Pearson correlation and multiple regression tests.
The results revealed a positive and significant relationship between personalized learning and educational quality. Moreover, regression analysis showed that personalized learning explained approximately 40% of the variance in educational quality. Among the dimensions of personalized learning, attention to individual differences had the greatest impact on educational quality. These findings indicate that applying personalized learning components—such as instructional flexibility, technology integration, and attention to students’ individual differences—can lead to improvements in the quality of the teaching–learning process in public schools. Accordingly, it is recommended that educational managers and policymakers in Ardabil Province prioritize providing infrastructure, teacher training for designing and implementing personalized instruction, and using educational technologies to continuously enhance the quality of education in schools.
Data collection tools included two standardized questionnaires: Patrick, Kennedy, and Powell’s (2013) Personalized Learning Questionnaire and Darling-Hammond et al.’s (2020) Educational Quality Questionnaire. The validity of the instruments was confirmed through face and content validity, and their reliability was assessed using Cronbach’s alpha coefficients, which were 0.89 and 0.84 respectively. Data were analyzed using SPSS software with Pearson correlation and multiple regression tests.
The results revealed a positive and significant relationship between personalized learning and educational quality. Moreover, regression analysis showed that personalized learning explained approximately 40% of the variance in educational quality. Among the dimensions of personalized learning, attention to individual differences had the greatest impact on educational quality. These findings indicate that applying personalized learning components—such as instructional flexibility, technology integration, and attention to students’ individual differences—can lead to improvements in the quality of the teaching–learning process in public schools. Accordingly, it is recommended that educational managers and policymakers in Ardabil Province prioritize providing infrastructure, teacher training for designing and implementing personalized instruction, and using educational technologies to continuously enhance the quality of education in schools.