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The Relationship between Personalized Instruction, Academic Achievement, Knowledge Application, and Problem-Solving Skills.

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Title: The Relationship between Personalized Instruction, Academic Achievement, Knowledge Application, and Problem-Solving Skills.
Authors: Alexandre, Jacques1, Enslin, Christine2
Source: National Teacher Education Journal. 2017, Vol. 10 Issue 1, p5-15. 11p.
Subject Terms: *Individualized instruction, *Problem solving education, *Academic achievement, *Effective teaching, *Experiential learning
Abstract: 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 problemsolving ability; and (d) the implementation of independent study, academic achievement, knowledge application, and problem-solving ability. [ABSTRACT FROM AUTHOR]
Copyright of National Teacher Education Journal is the property of National Teacher Education Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Relationship between Personalized Instruction, Academic Achievement, Knowledge Application, and Problem-Solving Skills.
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  Data: <searchLink fieldCode="JN" term="%22National+Teacher+Education+Journal%22">National Teacher Education Journal</searchLink>. 2017, Vol. 10 Issue 1, p5-15. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving+education%22">Problem solving education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink>
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  Data: 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 problemsolving ability; and (d) the implementation of independent study, academic achievement, knowledge application, and problem-solving ability. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of National Teacher Education Journal is the property of National Teacher Education Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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