The Effects of Personalized Learning on Students' Attendance in a Wisconsin Public Elementary School
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Pressure to improve academic success for all students has been applied to the educational While school personnel create programs and implement innovative instructional pedagogy, such as personalized learning to prioritize students and improve their academic success, research demonstrates the essential role of students’ attendance in these processes. The purpose of this quantitative study was to identify the impact of personalized learning on students' school attendance within one Wisconsin public school where school leadership transitioned from the traditional teaching model to a personalized learning approach. The sample included the census from fourth-grade population of two elementary schools within a public-school district in the Midwest region of the United States. The research design was both comparative and ex-post facto. The data was analyzed using both descriptive and inferential statistics, usingboth the Independent Sample T test and Chi-Square Test of Independence for analysis. Two research questions and hypotheses were generated to help determine the impact of personalized learning on students’ attendance. The findings of this study concluded there was a significant difference in reasons for absences but no significant differences in the average attendance of students. Further, this study provides suggestions regarding practical applications, such as targeting the contributing variables for new instructional models and voice and choice of learner. Additional recommendations include conducting further research considering the impact of personalized learning on state testing as well as research considering other variables, such as race and gender.