Advisers

Dr. Mariju Galicha

Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study investigates the influence of personalized learning methods on the English proficiency, academic satisfaction, and development of senior high school students at Systems Plus College Foundation, employing the Stage-Environment Fit (SEF) Theory as the guiding framework. Transitioning from traditional teacher-centered instruction to personalized, student-centered learning, the research explores how tailored instruction affects students’ engagement, cognitive growth, and overall academic experience. Using a descriptive quantitative correlational design, data were collected from 72 Grade 12 students through structured surveys assessing dimensions of personalized learning. These dimensions included tailoring instruction, collaboration and creativity, reflection and goal-setting, and adaptable learning experiences. The findings reveal that students exhibited very high levels of learning satisfaction and development when engaged in personalized learning environments. Critical factors such as reflection and goal-setting, collaboration, and the instructional transition demonstrated the strongest positive correlations with learning satisfaction and development. Students reported increased academic confidence, motivation, and enhanced problem-solving and critical thinking skills. Personalized feedback mechanisms were particularly effective in fostering metacognitive awareness. However, challenges persisted in self-regulation related to time and workload management, as well as long-term knowledge retention, underscoring the need for scaffolding and structured reinforcement strategies. Gender analysis revealed no significant difference in learning satisfaction but indicated that females exhibited higher development outcomes, likely due to greater engagement in reflective and collaborative learning activities. The study concludes that personalized learning, supported by adaptive environments, student agency, and timely feedback, is a highly effective pedagogical strategy for developing English proficiency in senior high schools. It recommends comprehensive teacher training in personalized learning methods, enhancement of student self-regulation skills, integration of technology, and institutionalization of reflective and collaborative learning practices. By offering empirical evidence grounded in established theory, this research contributes valuable insights for educators, administrators, and policymakers seeking to optimize English language education through innovative, learner-centered approaches.

Keywords

senior high school students, personalized learning, english proficiency, stage-environment fit theory, learning satisfaction, academic development, student-centered instruction, reflection and goal-setting, educational innovation