International Journal of Web-Based Learning and Teaching Technologies

Volume 16 • Issue 6 • November-December 2021

Personalized Learning Strategy as a

Tool to Improve Academic Performance
and Motivation of Students
Aliya Makhambetova, Abai Kazakh National University, Kazakhstan
Nadezhda Zhiyenbayeva, Abai Kazakh National Pedagogical University, Kazakhstan
Elena Ergesheva, I. M. Sechenov First Moscow State Medical University (Sechenov University), Russia

ABSTRACT

The purpose of the research is to study and scientifically substantiate personalized strategies as the
basis for personalized learning aimed at improving academic performance and student motivation. The
study involved 65 teachers and 700 students of various specialties from three Russian and Kazakhstan
universities. The survey analysis showed that the modern generation of students is no longer motivated
to receive standardized educational services, and in this context, personalized strategies as a form
of personalized learning are a key trend that has permeated all aspects of professional training.
Unfortunately, currently, universities find it difficult to implement such an approach as personalized
learning makes educational modules highly adapted and individualized to meet the needs of each
particular student. To apply personalized strategies in the educational process, it is necessary to study
the structure of a particular institution, to analyze educational programs, to conduct classes based on
personalized learning strategies.

Keywords
Academic Self-Esteem, Achievement Motivation, Individual Dual-Oriented Learning Pathway, Personalized
Learning Strategy, Student-Centered Learning

INTRODUCTION

Modern higher education has great potential for the use of various strategies for personalized
and adaptive learning to improve the university teaching system (Rodríguez-Triana et al., 2015).
Strategy is a term that is used in various spheres of human activity and does not have a common
and comprehensive interpretation. Strategy is an action that managers take to achieve the goals of
the organization. Strategy can also be defined as the general direction set for the achievement of the
desired state in the future. Strategy is the result of careful strategic planning (Felder & Silverman,
1988). Most importantly, strategy is a determining factor in the success of any human activity.

Learning Strategies Dissemination And Differentiation

Learning strategies were singled out as a separate research direction in the mid-1980s, which showed
the importance of a conscious attitude to the learning process and learning actions. J. Rubin was one
of the first to introduce the concept of strategy in the context of learning. J. Rubin defines learning
strategies as techniques that students can use to master knowledge (Witkin et al., 1962). Learning
strategies are considered as actions and mental effort that the learner takes in order to expand the

DOI: 10.4018/IJWLTT.286743 *Corresponding Author

This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and production in any medium,
provided the author of the original work and original publication source are properly credited.

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perception of the instructional material (Cohen, 2011); there are three categories of learning strategies
(Witkin et al., 1962):

• metacognitive strategies that are used by the learner to plan, organize and control their learning
activities, as well as to analyze achievements;
• cognitive strategies are conscious techniques for organizing the learning process; for example,
taking notes, selecting scientific sources (using dictionaries and other resources), repetition for
better memorization, drawing analogies, memorizing terms, key concepts;
• socially affective strategies involve learning through interaction, exchange of information; for
example, working with other students, solving a common problem, consulting a teacher.

Learning strategies are individual approaches that students use to complete educational tasks and
improve their skills. Strategic learning contributes to the fact that students become more independent
participants in the educational process who can also apply certain strategies in future professional
activities (Malykhin & Galla, 2016). A personalized learning approach increases student motivation
and engagement, which improves academic performance. Personalized learning is a solution for
adapting education to the needs of people and their previous experience (Lee et al., 2018; Miliband,
2006) that allows everyone to reach their fullest potential through personalized learning (Hsieh &
Chen, 2016; Lin et al., 2013). In turn, personalized learning strategies have several synonyms, namely
personalized learning, individual developmental trajectory, individual learning pathway.
The term adaptive learning is often used synonymously with the concept of personalized learning.
Today, adaptive learning is a developed system (Lu et al., 2014) that allows taking into account a
number of individual differences (Scheiter et al., 2019; Wang & Liao, 2011), such as gender, learning
motivation, cognitive type and learning style, in order to determine the most suitable adaptive learning
experience with due regard to various individual differences (Afini Normadhi et al., 2019), as well
as to remove time and geographic barriers.
Individual learning pathway is one of the terms that are often used to refer to the specific needs
and goals of people that need to be addressed in the learning process. It is like a portal that offers
customized educational content based on the cognitive knowledge of a learner (Bahçeci & Gürol,
2016). The learning process should take into account the individual differences of learners, such as
student learning styles and characteristics (Bahçeci & Gürol, 2016; Shemshack & Spector, 2020).
So far, more than 70 models of learning styles have been documented (Coffield et al., 2004). The
concept of learning style is used to refer to the preferred individual way of collecting, organizing,
and processing information (Hernández-Torrano et al., 2017). This term has been especially popular
over the past decades; it is based on the belief that the knowledge of the preferred learning style as
well as the preferred learning approach can be useful in informing the student about how they can
adapt and improve to enhance learning (Chan et al., 2011; Samarakoon et al., 2013). In the field of
medical education, one of the most common learning style models is the Felder-Silverman model
(Felder & Silverman, 1988). The model highlights four learning style dimentions: sensing and intuitive
Learners; visual and verbal learners; active and reflective learners; sequential and global learners
(Hernández-Torrano et al., 2017).

Personalized Learning Concept

Personalized learning is defined as a student-centered system that supports their diverse needs and the
development of abilities (Lee et al., 2018). The system develops personalized learning methods and
educational content for students with unique characteristics and interests. Dual-oriented learning is
becoming relevant in the context of increasing creativity, social significance, and cultural value of the
result, thereby contributing to the self-organization of the cognitive activity system, goal setting, and
the change of semantic attitudes. An individual dual-oriented learning pathway is ensured through the

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integration of educational, applied, and professional activities of students and is designed to stimulate
professional and pedagogical, personal self-determination and self-development of students.
Personalized learning is an integrated approach to activities that are the product of self-
organization (Chatti et al., 2010) or learning, or the individual instruction that takes into account
personal needs and goals. Personalized learning is considered as an effective approach, which can
increase student motivation, engagement and awareness (Pontual Falcão et al., 2018), as well as
maximize learner satisfaction and learning effectiveness (Gómez et al., 2014). Personalization as the
basis of student-centered learning implies a high degree of student involvement shifting the focus
of responsibility and expectations towards the strengths and weaknesses of each student in order to
create content that can meet those needs. Personalized learning should entail the development of
methodological and organizational support, as well as a change in the role of the teacher. Students
need psychological and pedagogical support to succeed in personalized learning; it has been found that
the emotional and psychological support of teachers is an important factor in the academic success of
students (Tapalova et al., 2018). A personalized strategy is aimed at improving reflexivity, autonomy,
motivational focus, personal and social responsibility, and critical ability of modern students. It can
be viewed as a holistic strategy that includes a large number of various educational practices aimed
at teaching students taking into account their strengths and weaknesses (Hachfeld & Lazarides, 2020;
Tapalova, 2014).
The second significant method for solving the problem of personalized and adaptive learning
is formed through learning with the help of artificial intelligence. Intelligent tutoring systems have
been developing for about fifteen years and have hundreds of specialized applications, approaches
and already practically proven methods (Mousavinasab et al., 2018). The framework of intelligent
tutoring systems includes a thorough study of the learning user, his individual psychological and
cognitive characteristics, which allows not only to optimally distribute the teaching material and select
teaching methods, but also to create stronger involvement and motivation for each individual user of
such a system (Morgan et al., 2020; Yang & Zhang, 2019). Artificial Intelligence can also generate
Multiple Representations of training information, making it easy to access training from whatever
platform is optimal for the user.

Affecting Students’ Performance Factors

The identification of factors affecting the academic performance of students has always been one of
the most important tasks of researchers and educational psychologists (Mega et al., 2014), as well
as one of the challenges faced by medical universities (Artino et al., 2010; Sagheb et al., 2018). To
this end, researchers have focused on recognizing the role of motivation, learning strategies, and
academic emotions in learning and student achievement (Hayat et al., 2020; Ngwira et al., 2017).
Motivation is a multifaceted concept that is considered in several disciplines as it is defined as
the driving force behind human actions and is not obvious from the outside. Placing the focus on the
cognitive approach, motivation is defined as the process that stimulates and supports purposeful activity
(Schumacher & Ifenthaler, 2018). Motivational factors such as interest, autonomy, competence, family
and self-efficacy determine the regulatory efforts of students to achieve the learning goal (Eseryel
et al., 2014). In a self-regulated learning environment, such as higher education or online learning,
motivation is critical to successful learning (Moos & Bonde, 2016). It is believed that self-regulating
learning processes are interrelated to motivational processes as motivation affects the choice of
learning strategy, learning processes, and outcomes. Similarly, self-regulation can influence student
motivation (Lehmann et al., 2014).
Academic self-esteem describes the cognitive representation of the perceived abilities of a person
in the context of academic achievement. As for learning outcomes, it is important that intrinsic
motivation relates to learners’ perceived competence and can be supported by skill selection, as well
as challenging tasks and feedback postulating a causal influence of the academic self-concept on
intrinsic motivation. Academic self-efficacy refers to students’ beliefs and attitudes towards their

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ability to achieve academic success, as well as the belief in their ability to accomplish academic tasks
and study the material successfully (Hayat et al., 2020). Students with high self-efficacy associate
their failure with fewer attempts rather than lower ability, while students with low self-efficacy
attribute their failures to their poor abilities. The studies involving 214 psychology students from
Saudi Arabian universities have shown that academic self-efficacy has a positive and significant
effect on their academic performance (Alyami, 2017). In addition, academic self-efficacy has a
significant impact on student learning, motivation, and academic performance as evidenced by a
number of scientific studies.
The ARCS (Attention, Relevance, Confidence, Satisfaction) model aims to integrate and
thus illustrate the relationship between the theoretical concepts of will, motivation, learning, and
performance to facilitate research and instructional design to create a motivating (online) learning
environment. The model includes four components: (1) attention related to the level of curiosity; (2)
relevance of the learning objective to the learner, including its perceived value; (3) confidence in the
success of the learning activity, including the attribution of the learning outcome, and (4) satisfaction
with the assessed quality of the learning outcome and the learning process. These four components
are complemented by will, which includes self-regulation strategies to maintain purposeful behavior
(Schumacher & Ifenthaler, 2018).
Psychologically, motivation to learn is described as the student’s energy and aspiration to learn,
work efficiently, and fulfill their potential along with the behavior associated with those intentions. It
should be highlighted that the curriculum of higher education used to be based primarily on cognitive
approaches rather than the theory of motivation; therefore, motivation to learn is still underestimated.
The Association for Medical Education in Europe guidance on Motivation in Medical Education
notes that medical students should be motivated in connection to the fact that they receive highly
specialized education. Motivation is a major determinant of the quality and success of learning, the
lack of which may well explain why there are disaffected, discouraged, or dropping out medical
students. Therefore, it is very important to know what drives students to learn, as well as the methods
that can guide teachers to help them choose teaching approaches and ultimately influence student
outcomes, including their retention in the institution (Edgar et al., 2019).

Research Question And Problem Statement

Contrary to the opinion widely held by many empirical academic studies, personalization of learning
does not necessarily meet with support and positive perception in the educational systems of developing
countries (Afini Normadhi et al., 2019; Erstad & Voogt, 2018; Hsieh & Chen, 2016). Personalization
requires more technical equipment, sophisticated pedagogical skills and specialized teacher training,
which can be problematic. We believe the contribution of this study is to assess the real motivation
and attitude towards the personalization process on both sides, both teachers and students at the same
time, and to highlight the optimal points and methods of interaction supported by both sides. This
kind of research, as far as it is possible to estimate, has not been conducted before, and they are very
significant in the context of educational processes in developing countries.
There is a debate in academia about whether personalization and learning quality are related or
interdependent. While some researchers include personalization into the practical implementation of
the quality of learning, others believe that the quality of learning mediates between personalization
and learning outcomes. This is complicated by the fact that both personalization and the quality
of learning are multidimensional constructs. The present paper considers personalization as an
educational interaction focused on student interests, activity, and initiative, as well as the reflective
position of the teacher. Therefore, there may be a different relationship between the behavioral
components of personalization, the orientations and sub-aspects of the quality of learning due to the
Small number of studies devoted to the issue (Hachfeld & Lazarides, 2020). Our analysis was based
on the assumptions that personalized learning strategies in modern vocational education play a huge
role as they affect academic performance and student motivation. The novelty and contribution of this

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Table 1. Respondents University teachers

Educational institution Number of respondents

xxxx University 33
Kazakhstan 32
Total 65

study lies in the broad analysis of the motivational factors formed by the use of personalized learning
and, at the same time, the study of the point of view of teachers on the use of these methods. This
counter-methodology allows us to highlight the moments in the implementation of personalization
learning methods that are most conducive to increasing the academic effectiveness of teaching and
student engagement. In this regard, the following research objectives have been identified:

• to highlight personalized learning strategies in vocational education;

• to survey students and teachers to find out the ways personalized learning strategies are applied
in higher educational institutions and determine their effect on academic performance and student
motivation;
• based on the results obtained, to find possible solutions to apply personalized learning strategies
to increase academic performance and student motivation.

MATERIAL AND METHODS

Research Design
Based on the research objectives, an empirical study, which included a questionnaire survey of students
and teachers, was conducted in order to collect research data. The study relied on the quantitative
research methodology to collect and analyze the interpretations and values of the survey.

Table 2. Respondents University students

Educational institution Number of respondents

xxxx University 380
Kazakhstan 320
Total 700

Participants
University teachers were surveyed in order to assess their attitudes towards personalized learning
strategies in vocational education. There were 65 teachers of Russian and Kazakhstan medical and
pedagogical universities participating in the study. The average age of the respondents was 43.2 years
(Table 1). Before the experiment, the teachers signed their consent to take part in the study.
The study also involved 700 students aged 18-19. Among them, there were 63% of women and
37% of men. The student sample consisted of intramural students (Table 2) and according to the
results of previous examinations, all students were good achievers.
In order to expand the scope of the study given the questionnaire limitations, the survey involved
first and fourth-year students.

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Participant Selection Criteria

First and fourth-year students were selected to expand the scope of the study. In addition, students of
various specialties, including Medicine (General Medicine), Mechanics and Mathematical Modeling,
Biotechnology, Information Systems and Technologies, Nanomaterials, Dentistry, Pharmacy,
Bioengineering and Bioinformatics, Defectology (5B010500), Pedagogy and Psychology, were
surveyed. This made it possible to more thoroughly assess the use of personalized learning strategies
in the learning environment to improve academic performance and increase student motivation.
The survey involved both teachers and students due to the fact that their attitude to the issue
of personalized learning strategies as a tool to improve academic performance and motivation to
learn may be different. This will allow the assessment of the situation from the perspective of both
teachers and students.

Research Limitations
The study involved only students and teachers from the universities mentioned above. First xxxx
University is an advanced research, educational and clinical center in the healthcare system of Russia,
as well as the Kazakhstan university, where innovations in the educational process are most likely.
This information does not allow us to judge the situation in provincial educational institutions. In
addition, the data obtained as a result of the quantitative analysis can be quite general. This study
presents a detailed analysis of descriptive statistics to create the most detailed representation of the
phenomenon under study; more accurate statistical analysis becomes possible in subsequent works.

Research Tools
There were two surveys in the study. The first survey was conducted among students and included
two questionnaires. The first questionnaire aimed to study the motivation for educational activity
(the methodology developed by A. Rean and V. A. A. Yakunin aimed at studying the motives for the
educational activity of students” (Ilyin, 2011). The survey was conducted based on the methodology
by I. Ilyin (Motivation to study at university) and the methods by T. Ehlers (n.d.) “Motivation to
succeed and Motivation to avoid failures”. The second questionnaire consisted of eight questions and
asked students to choose a positive or negative answer reflecting their views on personalized learning
strategies in vocational education (see Figure 1).
The second part of the study involved teachers. The survey described the most common
personalized learning strategies in vocational education. The participants were asked to select the
most common and effective ones. More than one option was possible (Table 3).
The teachers were provided with eight questions to choose from that could be associated with
both vocational and higher education. The questions contain tendencies related to various aspects:
personal, informational, and educational. The data obtained based on the survey will help us assess
which trends in vocational education educators consider to be the most important.

Data Analysis
After the survey, the analysis of the research data was carried out based on mathematical and statistical
processing performed in Microsoft Excel.
The error is 4%; about 28 questionnaires were not properly filled in (some respondents did not
answer all the questions or chose more than one answer option). When analyzing each answer (answer
option), the number of respondents who chose it was calculated. Next, at the stage of the result
calculation, the data were turned into a percentage calculated from the total number of respondents
for each item.

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Table 3. Teacher survey

Personalized learning strategies Answer description

Teaching students to focus on the result In higher education, students are taught to achieve real results.
Mentoring The teacher also acts as an assistant, that is, guides the student.
Impossibility of knowledge transfer without The teacher develops students’ professional skills based on the
training knowledge they assimilate.
Education quality support programs Providing teachers and students with the information they need
(e.g. special programs, curriculum, etc.)
Problem-based learning Project-based learning, case-studies, critical thinking technology.
Person-centric approach Technology of level differentiation.
Research-based learning Involvement in research activities of all students in accordance
with their identified scientific interests; involvement of scientists
in the management of scientific activities of students; teaching
students to work with scientific literature, the development of a
culture of scientific research.
Transparent educational system Expansion of the educational content due to the needs of students

RESULTS

The motives for the educational activity of students of medical and pedagogical universities are
shown in Figure 1.
The educational activity of students of higher medical and pedagogical institutions is supported
by numerous motives, that is, it is multi-motivated. A large number of motives increases the overall
motivation to learn. In terms of the effect on motivation, the motives were not equal and were
divided into stronger and weaker ones. Almost all students (95.7%) had the strongest motive for
becoming highly qualified specialists; thus, students are focused on developing their skills and
becoming professionals (professional motive). The motive for acquiring deep and solid knowledge
(89.4%) indicates the influence of motivation on learning and mastering the educational program
of the university (educational motive). The motive for ensuring the success of future professional
activities was noted by 83.0% of respondents; thus, the student studies in order to become a

Figure 1. Students’ motives for the choice of educational activities

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Table 4. Grouping of the motives for educational activities

Groups of motives Motives Result, %

Intrinsic To become a highly-qualified specialist 95.7
To acquire deep and solid knowledge 89.4
To get intellectual satisfaction 70.2
Extrinsic To ensure the success of future professional activities 83.0
To get a diploma 55.3

professional (professional motive). The choice of the motive for getting intellectual satisfaction
(70.2%) demonstrated that it is important for students not only to gain knowledge but also to receive
intellectual satisfaction from their development and search (cognitive motive, aesthetic). Fifty-five
point three per cent of students find it important to get a diploma (professional and pragmatic motive).
Being positively assessed by parents and close people is important for 38.4% of students (prestige
motive). Such motives as keeping up with fellow students and fulfilling pedagogical requirements are
not significant for students. Thus, among medical students, the dominant motives include professional,
educational, and cognitive motives.
In the structure of motivation, the qualitative characteristic of motives in relation to the educational
activity (extrinsic and intrinsic motives) is also very important. Extrinsic motivation is based on
student rewards and punishments, the use of various external stimuli while learning is not important
for the student. Intrinsic motivation is found in the inner world of the student personality, and the
educational activity is a personal value; it is important as it satisfies the student’s needs. Intrinsic
motivation gives pleasure from work, promotes interest, and increases self-esteem. Student’s interest
in studies and a thirst for knowledge grow, first of all, due to intrinsic motivation. The structure of
intrinsic and extrinsic motives of the educational activity of medical students is shown in Table 4.
The survey of students based on the methodology by T. I. Illyin (Motivation to study at
university) involved the analysis of the three scales: Acquisition of knowledge (the desire to acquire
knowledge, curiosity); Mastering the profession (the desire to acquire professional knowledge, to
develop important professional qualities) and Obtaining a diploma (the desire to get a diploma based
on formal assimilation of knowledge, the desire to find workarounds when taking exams and tests).
The test results are shown in Table 5.
The students demonstrated average indicators on the Acquisition of knowledge and Mastering
the profession Scale. The desire to obtain a diploma based on formal knowledge assimilation is also
present among students but it does not dominate.
Motivation to avoid failure implies efforts not to achieve the goal, but to avoid possible defeats
and losses; therefore, it is an ineffective strategy. Motivation to avoid failure is manifested by the lack
of initiative, self-doubt, fear of criticism, and the choice of inadequate tasks. The focus of students
on success rather than failure was assessed according to the given scale of the methodology. The
motivation of medical students is described in Table 6.

Table 5. Motivation to learn of medical students, points

Scale Student group value Maximum value

Knowledge acquisition 6.8 12.6
Mastering the profession 5.6 10.0
Obtaining a diploma 6.5 10.0

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Table 6. The motivation of medical students to succeed and avoid failure, points

Motivation Student motives Motivational intensity

Achievement of success 15.6 Average – 11–16
Failure avoidance 17.7 High – 17–20

Motivation to succeed is one of the psychological characteristics of students. It is at the average

level (15.6 points), which shows that students have an average level of the need to achieve success
and improve their performance. They are not very persistent to achieve their goals and improve self-
esteem. Motivation to avoid failures (17.7 points) dominates among students. Fear of failure limits the
academic activity and creativity of the student; it negatively affects self-esteem and hinders academic
success. It has been established that the fear of failure increases personal anxiety and emotional
imbalance, which also negatively affects the effectiveness of educational activities (Deryagina &
Sherstennikova, 2015).
Thus, the academic motivation of students of medical and pedagogical universities is supported
by the complex interaction of intrinsic and extrinsic motives. Leading (strong) motives are aimed at
future professional activities and mastering the knowledge needed. It is important that in the total
number of motives there are pronounced intrinsic educational and cognitive motives, which indicate
the desire of students to master new knowledge, search for knowledge, and study independently. In
the context of medical education, the motives for avoiding failures dominate over the motives for
achieving success, which can negatively affect the success of educational activities and indicates the
need for psychological support for the development of the motivation to succeed in students.
The attitude of pedagogical students to personalized learning strategies in vocational education
was defined based on the questionnaire described in Table 7.
The result of the first question was predictably high; 94% of respondents agreed that modern
education is being changed. This indicates that students are aware of these changes as many of them

Table 7. A questionnaire about the attitude of pedagogical students to personalized learning strategies in vocational education

Question Result, %
Yes No Not sure
1. Do you agree that modern education has been dramatically changed? 94 5 1
2. Do you think personalized learning in vocational education is a tool for 85 5 10
improving academic performance and student motivation?
3. Do you think that the desire to encourage self-education is a new trend? 53 47 -
4. Do you think personalized learning strategies in vocational education are 95 - 5
related to the development of information technology?
5. Do you think that the technology of critical thinking, case-studies, level 74 26 -
differentiation technology can be considered as personalized learning strategies?
6. Do you think participation in scientific research can improve academic 68 22 10
performance and motivation to learn?
7. Do you think that the introduction of curriculum projects into the learning 71 29 -
process will increase academic performance and motivation to learn?
8. Do you agree that teachers use personalized learning strategies in your 91 1 8
institution?
9. Do you think that personalized learning strategies...?

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Figure 2. Teacher survey

are directly related to the students themselves. The data on the second question also turned out to be
high; 85% of respondents believe that in vocational education there is a need for an individual approach
to train a specialist who can live in the given society and actively participate in its development, and
who is also capable of self-development and self-realization. Surprisingly, the answers to the next
question were almost equally divided – 53% of the students surveyed consider the promotion of self-
education to be a modern trend, and 47% disagree with the statement. This result is probably due to
the fact that self-education is not a new phenomenon for students.
The results of the next question showed that the respondents almost unanimously agreed (95%)
that the development of computer technology is associated with personalized learning strategies. This
indicates that the respondents attribute the technological approach to self-education. The next question
results also turned out to be high. Thus, 74% of respondents believe that technologies such as critical
thinking, case-studies, and level differentiation are new trends in personalized learning strategies
while 26% of respondents disagree with the statement due to the fact that these technologies can be
defined as innovative technologies and problem-based learning. As for the sixth question, the data were
surprisingly low. Only 68% of respondents agreed that scientific research will help increase academic
performance and motivation to learn. This result can be justified by the fact that training in medical
institutions involves spending a lot of time on preparing and completing educational assignments. A
fairly large percentage of respondents (71%) agreed that the introduction of educational projects in
the learning process will increase academic performance and motivation to learn. When answering
this question, the students were also asked to explain their views; 29% of those who disagreed could
choose a negative answer due to their personal preferences. The majority of the respondents (91%)
indicated that personalized learning strategies are used to some extent in their educational institutions.
It was not surprising as in almost any modern educational institution, personalized learning strategies
are one of the approaches to professional training of specialists.
The analysis of the student survey was followed by the analysis of the teacher survey. The data
obtained are described in the chart (Figure 2).
Thus, the most common responses were “problem-based learning” and “research-based
learning”. This may indicate that problem-based learning is currently one of the most famous and
well-established teaching methods. The fairly high indicator of “research-based learning” shows that
teachers believe that research lays the foundation for knowledge, skills, and abilities of the active,
creative, and independent activity of students, methods of analysis, synthesis, and assessment of the
results of their activities.
In addition, a number of teachers noted that it is important to “teach students to focus on
the result” This suggests that higher education is not theoretical but aimed at obtaining practical
knowledge. The “impossibility of knowledge transfer without training” and “mentoring” items were

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given the lowest assessments. This may be explained by the fact that many educators are trying to
use innovative teaching methods.

DISCUSSION

The research on personalized learning strategies as a tool for enhancing academic achievement and student
motivation has shown that in recent years, empirical researchers in the field of self-regulated learning
have given a lot of attention to the strategic regulation of motivation. Studies by American scientists
have reported the importance of the use of motivational regulation strategies in different contexts to
achieve desired academic results (e.g. Park & Jun, 2017; Smit et al., 2017). The study involved 141
undergraduate and graduate students enrolled in online courses. The results showed that students use
different motivational regulation and cognitive learning strategies that are determined by their academic
level. The hierarchical regression analysis with two dependent variables (i.e. superficial learning
strategies and advanced learning strategies) showed that superficial learning strategies (i.e. rehearsal,
repetition) and advanced learning strategies (i.e. development, organization, and critical thinking) involve
different sets of motivational regulation strategies after the consideration of academic performance
and age. In particular, the researchers at the Philipps University of Marburg, noted a positive impact of
motivational regulation strategies on the academic efforts (for example, Schwinger & Otterpohl, 2017;
Smit et al., 2017) and academic performance of students (for example, Schwinger & Otterpohl, 2017)
in the context of higher education. The German researchers examined the relationship between the use
of different motivational regulation strategies and the two important aspects of academic performance:
academic performance and the intention to drop out. They provided additional evidence for the relevance
of the introduction of motivational regulation strategies into curricula aimed at improving academic
performance and preventing students from dropping out Kryshko et al. (2020).
Problem-based learning as one of the models of personalized learning strategies was highly
appreciated by the teachers surveyed in our study. Indonesian scientists studied the impact of Problem-
Based Learning (PBL), the Predict, Observe, Explan (POE) methodology and their combination
(PBLPOE) on critical thinking skills and students’ scientific attitude to biology. The study relied on
a non-equivalent pre- and post-test control group of 132 students from Bengkulu, Indonesia. This
study was conducted from February to June 2018. An essay test was conducted to assess the critical
thinking skills of the participants; there was also a checklist and an interview guide to observe
students’ scientific attitudes. The highest post-test score was obtained in the PBLPOE group. Thus,
PBLPOE can be used to improve student performance in biology. Thus, PBLPOE is an effective
teaching method that improves student performance (Apriza et al., 2020).
The improvement of students’ creative thinking skills plays an important role in the modern
learning theory. This is confirmed by the study devoted to the determination of the effectiveness of
teaching creative entrepreneurship based on the skills of discovery (CEL-BaDiS) for improving creative
thinking skills of students. The conceptual model (CEL-BaDiS) is created based on the review and
discussion at a colloquium prior to the peer review and testing phase. The CEL-BaDiS model involves
6 learning stages, namely association, questioning, observation, experimentation, communication
through posters, and networking with persuasion. Learning is systematical and incremental, which
facilitates the interaction between students, as well as between students and teachers in the learning
process. In the model, the lecturer acts as a facilitator and motivator. The teacher presents facts and
examples, which are updated via video or directly on the Internet. Thus, the teacher motivates students
to ask questions and argue about the phenomenon the lecturer is talking about. The research results
showed that the average score of the expert group was higher than that of the existing group. This
demonstrates the effectiveness of the model for the development of creative thinking in the aspects
of flexibility, fluency, originality and elaboration (Sajidan et al., 2020).
It should be noted that personalized learning has existed for hundreds of years in the form of
apprenticeship and mentoring. In a number of research circles, learning has been characterized

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as a steady and constant change in personal knowledge and abilities. Personalized learning is an
integrated approach to activities that are the product of self-organization or learning, or the individual
instruction that takes into account personal needs and goals. Personalized learning can become an
effective approach that can increase motivation, engagement and understanding, as well as enhance
student satisfaction and the efficiency of learning (Shemshack & Spector, 2020). A good example
of personalized learning is project-based learning, which provides students with opportunities to
actively develop their knowledge and solve a problem through product manufacturing activities. The
learning model allows students to develop their academic qualities such as honesty, responsibility,
and the ability to communicate and accept criticism and suggestions from others. Project assignments
encourage students to independently search for references in the learning process and contribute to
deeper assimilation of the educational material which is associated with real life experience. This is
evidenced by a study showing that project-based learning has a positive effect on academic performance
in science compared to traditional education; it effectively reduces academic procrastination and
provides more opportunities for better learning outcomes (Santyasa et al., 2020).
Today, in the 21st century, the learning process is integral to the digital environment. A digital
learning environment is classified as a personalized learning environment that is tailored to individual
knowledge, experience, interests, and the promotion of expected learning outcomes. A special
approach to the implementation of personalization is the approach of multilevel electronic tasks,
which take into account the individual characteristics of the student (Al Kandari et al., 2020). In
addition, effective personalized learning can increase student motivation and participation in learning
activities contributing to better learning outcomes. Thus, providing the same assignment content to
students with different qualifications and personal qualities, as well as with different interests and
needs is no longer considered adequate as learning can now be personalized. Today personalized
learning is considered as a solution to adapt learning in accordance with the needs of students and
their previous experience in order to enable everyone to unfold their maximum potential through
personalized learning. Personalized learning is in demand due to new technologies that include big
data and learning analytics. The learning environment must be adapted and constantly evolving
according to the conditions, abilities, preferences, basic knowledge, interests and goals of the learner;
it should also be adjusted to the evolving skills and knowledge of the learner. Personalized learning
is a tool that promotes student-centered learning (Bahçeci & Gürol, 2016). Swiss scientists presented
a modern model of the use of digital technologies for personalized learning. The widespread use
of digital technologies in the learning environment characterized by open learning methods is an
important aspect of personalized learning as it positively affects both the assessment of digital skills
and ICT-related beliefs by learners (Schmid & Petko, 2019).
Adaptive learning, blended learning, differentiation, individual instruction, individual learning
path, personalized educational program, proactive support, real-world connections are the hallmarks of
personalized learning. In general, personalized learning models strive to adapt to the pace of learning
and learning strategies, as well as to the content and activities used in order to best fit the strengths,
weaknesses and interests of each student. Personalized learning encourages students to manage their
learning experience through differentiated instruction and personalized real-time teacher and student
feedback that are mixed throughout the learning process (Bahçeci & Gürol, 2016). The purpose of the
study by Turkish scientists was to examine the change in self-efficacy when making career decisions
during the course of Career planning in the transition to business life at the state university in Ankara.
Individual assignments used at the practical lessons contributed to the correct assessment of self-
efficacy when making decisions (Aka, 2020). Modern pedagogical analytics can ensure the process
of content personalization, which will allow identifying student characteristics and linking them to
the learning model. In addition, the ability to reactively organize personalized content, which will be
a beneficial factor in promoting support for learning in a virtual learning environment with a focus
on different student characteristics, preferences, and complexity factors (Bahçeci & Gürol, 2016).

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CONCLUSION

The data obtained as a result of the content analysis and methodological triangulation confirmed the
positive impact of personalized learning strategies on academic performance and student motivation to
learn. Personalized learning approaches have proved to be effective teaching and learning methods for
medical students. The study focuses on the opinions of both students and teachers, special surveys were
conducted for both these groups. Students believe that personalized learning in vocational education
is a tool for enhancing academic achievement and motivation and highly assessed modern methods
of personalized learning strategies: critical thinking technology, case-studies, level differentiation
technology, project-based learning, etc. This model increases the intrinsic motivation of students,
ensures satisfaction from learning, arouses interest, improves self-esteem, which has been confirmed
by the survey data. The opinions of educators and students simultaneously emphasized the importance
of use separate components of personalized learning strategies: reflection on teaching style and find
practical solutions to overcome the misconceptions or problems that students have while studying
a particular discipline. A number of teachers consider personalized learning strategies as a way to
improve traditional learning styles and increase student engagement, achievement and motivation.
The study encourages the integration of different approaches of personalized strategies, which has
been confirmed by the results of the questionnaire.
Based on the results of a survey of students and teachers in order to expand the use of individual
strategies in vocational education, it is recommended:

• to get acquainted with the structure and goals of a particular educational institution;
• to analyze the curricula and the courses provided, which will determine the use of personalized
strategies;
• to develop guidelines for the implementation and application of personalized strategies;
• to choose the method of personalized strategies, to develop individual tasks, to conduct classes
based on personalized learning strategies.

The findings of the study allow us to implement personalized learning strategies that are most
highly rated by students and teachers at the same time, as well as highlight a number of other important
behavioral factors that must be taken into account when introducing methods of personalizing
education. It should be highlighted that there is a need to create a model of personalized learning
strategies that will include a variety of teaching methods. The approbation of the model will make it
possible to more thoroughly study the changes in students’ attitudes towards learning, the acquisition
of practical knowledge and skills. Moreover, the approbation should be carried out based on more
complex methods of statistical data analysis. In addition, a similar study can be carried out among
citizens of other countries. The research results can be used as a basis for conducting other surveys
or comparison with the statistical data for different years.
Future studies continuing to develop the results obtained now should focus on the relationship
and correlation of student motivation and their results when applying personalized learning strategies
using intelligent learning systems; the role of the teacher in the interaction of students with intelligent
systems is also of critical interest.

Recommendations
Based on the results obtained, it is recommended to use the methods and techniques of personalized
learning, primarily in vocational education. The best choice is not to use isolated personalization methods,
but to extend this approach to all aspects of student learning; it is necessary to generate continuous
feedback from students to confirm student motivation and opportunities for higher academic results.

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Aliya Makhambetova is a Doctoral Student of the Department of Special Education at the Abai Kazakh National
Pedagogical University, Almaty, Kazakhstan.

Nadezhda Zhiyenbayeva, Ph.D., is a Professor of the Department of Special Education at the Abai Kazakh National
Pedagogical University, Almaty, Kazakhstan.

Elena Ergesheva, Ph.D., is an Associate Professor of the Department of Propaedeutics of Dental Diseases of the
Institute of Dentistry at the I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow,
Russia.

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