Examining the Relationship between Personalized Learning and Student Achievement at University Level: Evidence from Mirpur University of Science and Technology (MUST), Pakistan
Contributors
- Dr. Haroona Qurban Assistant Professor/Chairperson, Department of Education, Mirpur University of Science and Technology, Azad Jammu & Kashmir, Pakistan.
- Nabila Kousar M.Phil. Scholar, Department of Education, Mirpur University of Science and Technology, Azad Jammu & Kashmir, Pakistan.
- Hira Ali Asghar M.Phil. Scholar, Department of Education, Mirpur University of Science and Technology, Azad Jammu & Kashmir, Pakistan.
Abstract
This study looked at the connection between learning and student achievement at Mirpur University of Science and Technology (MUST), AJK, Pakistan. Personalized learning customizes teaching, materials, speed, and testing to each student’s needs, interests, and strengths. We used a survey that looks at a moment in time. The total group included 6,613 registered students. We randomly picked 350 students. The questionnaire was made by us. Had two parts, each with 15 statements on a scale from one to five. Experts checked the questionnaire for correctness. We tested it for consistency with Cronbach’s Alpha, getting α =.928. We used numbers and a correlation test to analyse the data. We found that students had average to high levels of personalized learning experiences. Most agreement was on using technology to help learning, with an average score of 4.12, and 76 percent used it always. Students said that personalized learning improves grades; 70 percent said it helps solve problems and think carefully; 67 percent said it helps solve problems and think carefully; and 72 percent said it helps academic growth. Regarding achievement, 74.6 percent of students had a CGPA above 3.0. Students went to class regularly with an average of 4.67, worked well in teams with an average of 4.61, and completed tasks on time with an average of 4.59. We found a positive link between personalized learning and student achievement with r =.680, p = 0.000, which led us to reject the null hypothesis. The study concluded that personalized learning is a way that meets many student needs, encourages participation, motivation, and success, and has a direct positive effect on student achievement at the university level.
References
Abrar, M., Aboraya, W., Khaliq, R. A., Subramanian, K. P., Husaini, Y. A., & Husaini, M. A. (2025). AI-powered learning pathways: Personalized learning and dynamic assessments. International Journal of Advanced Computer Science and Applications, 16(1). https://doi.org/10.14569/ijacsa.2025.0160145
Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449
Arthur, C. J. (2022). The spectre of capital: Idea and reality. Brill.
Bali, M. M., & Holilah, N. (2021). The role of foster caregivers in the effectiveness of online learning in pesantren. Edukasi Islami: Jurnal Pendidikan Islam, 10(01), 339. https://doi.org/10.30868/ei.v10i01.1178
Chen, S. Y., & Wang, J. (2020). Individual differences and personalized learning: A review and appraisal. Universal Access in the Information Society, 20(4), 833-849. https://doi.org/10.1007/s10209-020-00753-4
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
De France, K., Hancock, G. R., Stack, D. M., Serbin, L. A., & Hollenstein, T. (2022). The mental health implications of COVID-19 for adolescents: Follow-up of a four-wave longitudinal study during the pandemic. American Psychologist, 77(1), 85-99. https://doi.org/10.1037/amp0000838
Dockterman, D. (2018). Insights from 200+ years of personalized learning. npj Science of Learning, 3(1). https://doi.org/10.1038/s41539-018-0033-x
Gafoor, S. M., & Tewari, A. (2025). PA46 clinical features, triggers and management of paediatric Stevens–Johnson syndrome: A case series from 2019 to 2024. British Journal of Dermatology, 193(Supplement_1). https://doi.org/10.1093/bjd/ljaf085.405
Gunawardena, M., Bishop, P., & Aviruppola, K. (2024). Personalized learning: The simple, the complicated, the complex and the chaotic. Teaching and Teacher Education, 139, 104429. https://doi.org/10.1016/j.tate.2023.104429
Idowu, E. (2024). Personalized learning: Tailoring instruction to individual student needs. https://doi.org/10.20944/preprints202411.0863.v1
Inthanon, W., & Wised, S. (2024). Tailoring education: A comprehensive review of personalized learning approaches based on individual strengths, needs, skills, and interests. Journal of Education and Learning Reviews, 1(5), 35-46. https://doi.org/10.60027/jelr.2024.779
Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge.
Khor, E. T., & K, M. (2023). A systematic review of the role of learning analytics in supporting personalized learning. Education Sciences, 14(1), 51. https://doi.org/10.3390/educsci14010051
Koçak, Ö., Göksu, İ., & Göktas, Y. (2021). The Factors Affecting Academic Achievement: A Systematic Review of Meta Analyses. International Online Journal of Education and Teaching, 8(1), 454-484.
Lindner, K., Pirker, A., Avramidis, E., & Schwab, S. (2026). Secondary school teachers’ attitudes towards inclusive education: A systematic review of recent results and research trends. European Journal of Special Needs Education, 1-22. https://doi.org/10.1080/08856257.2026.2649541
Nilson, E. A., Ferrari, G., Louzada, M. L., Levy, R. B., Monteiro, C. A., & Rezende, L. F. (2023). Premature deaths attributable to the consumption of Ultraprocessed foods in Brazil. American Journal of Preventive Medicine, 64(1), 129-136. https://doi.org/10.1016/j.amepre.2022.08.013
Rane, N., Choudhary, S., & Rane, J. (2023). Education 4.0 and 5.0: Integrating artificial intelligence (AI) for personalized and adaptive learning. https://doi.org/10.2139/ssrn.4638365
Rose, A. D., Ross-Gordon, J. M., & Kasworm, C. E. (2023). Creating a place for adult learners in higher education. https://doi.org/10.4324/9781003446262
Royce, E. (2022). Poverty and power: The problem of structural inequality. Bloomsbury Publishing USA.
Sasikala, P., & Ravichandran, R. (2024). Study on the impact of artificial intelligence on student learning outcomes. Journal of Digital Learning and Education, 4(2), 145-155. https://doi.org/10.52562/jdle.v4i2.1234
Stanojoska, A., Shushak Lozanovska, I., & Ilijevski, I. (2024). Sexual harassment at universities in north Macedonia: Victimization, strain, and negative emotions. Kriminalističke teme, 24(3-4), 15-25. https://doi.org/10.51235/kt.2024.24.3-4.15
Taherdoost, H. (2022). What are different research approaches? Comprehensive review of qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53-63. https://doi.org/10.30564/jmser.v5i1.4538
Taylor, D. L., Yeung, M., & Bashet, A. Z. (2021). Personalized and adaptive learning. In Innovative learning environments in STEM higher education: Opportunities, Challenges, and Looking Forward (pp. 17-34). Cham: Springer International Publishing.
Thomson, P. (2020). Schooling the rustbelt kids: Making the difference in changing times. Routledge.
Tomlinson, C. A., & Imbeau, M. B. (2023). Leading and managing a differentiated classroom. Ascd.
Vorobyeva, K. I., Belous, S., Savchenko, N. V., Smirnova, L. M., Nikitina, S. A., & Zhdanov, S. P. (2025). Personalized learning through AI: Pedagogical approaches and critical insights. Contemporary Educational Technology, 17(2), ep574. https://doi.org/10.30935/cedtech/16108
Corresponding Author
Dr. Haroona Qurban
Assistant Professor/Chairperson, Department of Education, Mirpur University of Science and Technology, Azad Jammu & Kashmir, Pakistan.
Corresponding Author: [email protected]
