The Impact Of Personalised Learning Vs Facilitated Learning On Academic Abilities And Skill Development Of Slow And Advanced Learners

Abstract

This study investigates the differential impact of personalized learning and facilitated
learning on the academic abilities and skill development of slow and advanced
learners in the context of educational psychology. Employing a mixed-methods
design, this research integrates both quantitative and qualitative approaches using
an explanatory sequential method. The quantitative phase involves a sample of 100
students to assess academic performance metrics, while the qualitative phase
includes a sample of 30 students to explore in-depth perceptions and experiences,
with a total sample size of N=130.
Personalized learning, characterized by tailored instructional approaches that cater
to individual student needs, is compared with facilitated learning, which emphasizes
guided discovery and collaborative learning environments. The quantitative findings
reveal that personalized learning significantly enhances the academic abilities of slow
learners, providing tailored support that bridges learning gaps and fosters a more
inclusive educational experience. In contrast, advanced learners show notable
improvements in critical thinking and problem-solving skills within facilitated
learning environments, benefiting from the collaborative and exploratory nature of
this approach.
The qualitative analysis corroborates these findings, with slow learners reporting
increased confidence and comprehension in personalized settings, while advanced
learners highlight the value of peer interaction and independent inquiry in facilitated
environments. Both groups, however, display gains in specific areas when exposed to
elements of the alternate instructional method, suggesting that a hybrid approach
may be the most effective.
These results underscore the importance of adaptive educational strategies that
address the diverse needs of learners. By highlighting the strengths of personalized
and facilitated learning, this study provides valuable insights for educators seeking
to optimize teaching methods to improve academic outcomes and skill development
across varying learner profiles.