The relationship between personalized instruction, academic achievement, knowledge application, and problem-solving skills



Personalized Instruction was implemented with fidelity in City Department of Education (CDOE) schools to improve academic achievement. There has been limited empirical research conducted to validate the theories regarding the correlation between personalized instruction, academic achievement, knowledge application, and problem-solving aptitude. A sample of 347 CDOE public middle schools and high school students was selected to examine the bivariate relationship between four predictor variables for Personalized Instruction (PI) with fidelity (blended learning, experiential learning, individualized instruction, and independent study) and three criterion variables (academic achievement, ability to apply knowledge, and ability to use problem-solving skills). The results of the study revealed that a positive relationship between: (a) The implementation of blended learning, academic achievement and knowledge application; (b) the implementation of experiential learning and problem-solving ability; (c) the implementation of individualized instruction, academic achievement, knowledge application, and problem-solving ability; and (d) the implementation of independent study, academic achievement, knowledge application, and problem-solving ability.


This publication has been peer reviewed.
Publication Type: 
Journal Article
Jacques Alexandre
Christine Enslin
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
National Teacher Education Journal
5 - 15
Publication Language: 
ISSN Number: 
Boyer's Domain: 



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