Personalized computer support of performance rates and education process in high school: Case study of engineering students

The study demonstrates the superiority of personalized learning, an innovative 21st-century teaching method that encourages educators to transform traditional initiatives into modern learning situations in both traditional and virtual classrooms. Educational systems in many countries of the world are moving to a new paradigm of personalized learning, which adapts to the needs of students, allows one to choose individual educational trajectories, and respects unique skills and qualities. In promoting educational change, it is important to understand the role of information and communication technologies, which can act as catalysts for educational transformation, promote effective student-centered learning, and increase learners' motivation and engagement. The study aims to determine the impact of personalization on engineering students' academic performance in physics. For this, a personalized student support experiment was conducted during the 2018-2019 academic year at I.T. Trubilin Kuban State Agrarian University. Research sample consisted of 78 students. First of all, they underwent math skills assessment, as the physics study is based on mathematical analysis and interpretation. Physics test and Cronbach's alpha test (reliability is determined with a coefficient of 0.87) were used as a research toolkit. Apart from them, statistical tools and covariance analysis of data were employed. The research was supported by the SPSS statistical software package. According to the obtained results, higher post-test scores were recorded for experimental group students. It was found that personalized learning has a significant impact on students' academic performance. Those with low and average ability in mathematics demonstrated better academic results than students with high scores. The study established a strong correlation between the method of learning and mathematical abilities. The influence of learning process personalization was determined to be moderately high (determinacy coefficient of 72.6%). In view of the results achieved, this study can be used while developing constructive approaches to help educators improve their teaching approaches and enhance students' academic achievements. Research findings may be of interest to those engaged in the field of education and university management