Browsing by Author "MUTHONI, CLAIRE"

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    PERSONALIZED LEARNING AND ITS IMPACT ON STUDENTS ACADEMIC ACHIEVEMENTS. A CASE OF AGA KHAN ACADEMY NAIROBI
    (Gretsa University, 2025-10) MUTHONI, CLAIRE
    Personalized learning is an educational approach that customizes teachings, pacing and content to individual needs, interests and learning preferences of each student. This study aimed to explore the impact of personalized learning approaches on academic achievements among students at Agha Khan Academy .PL is characterized by customized instructional methods, adaptive technologies and individualized support mechanism. It has gained notability in secondary education as a means to address diverse students’ needs and enhancing learning outcomes. Using a mixed method research approach, the study integrated quantitative data on student academic progress alongside qualitative insights obtained through students and teacher’s interviews. The study aimed to ascertain the extent to which personalized learning strategies contribute to advancements in academic performance across various academic disciplines. Moreover, the study aimed to identify factors that influence the effectiveness of personalized learning strategies including institutional support and student engagement levels. The finding of this study seek to identify and inform with evidenced based practices and policy recommendations for enhancing and promoting student success in secondary education setting with more extensive consequences for curriculum design and teaching methodologies and student support services at Agha Khan school and beyond. This study investigates the impact of personalized learning on academic achievement at Aga Khan Academy, focusing on students’ perceptions, pivotal strategies and content mastery. The study highlights that PL is perceived as effective in enhancing engagement, motivation and retention. Key strategies identified included flexible pacing, differentiated instruction and adaptive technology with teachers and students emphasizing their role in fostering academic success. However, challenges such as selfdiscipline issues and resource gaps were noted. The study concluded that PL significantly contributes to academic achievement but requires improvements in teacher training, resource allocation and addressing implementation challenges to optimize its impact on student’s outcomes.