Assessment of Personalized Learning Approaches among Students in Public Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

This study evaluated the influence of personalized learning approaches for learners in public secondary schools within the Calabar Education Zone of Cross River State, Nigeria. Utilizing a descriptive survey design, data were collected from all 66 public secondary schools through a questionnaire, with a sample of 360 senior secondary school III students drawn through simple random sampling. Data collected were analyzed through mean and standard deviation. Findings revealed significant deficiencies in resource accessibility, teacher preparedness, and systemic constraints; specifically, schools lacked adequate technology, teachers received insufficient training, and heavy workloads impeded effective implementation. The study concludes that these challenges must be addressed to foster an educational environment conducive to personalized learning. Recommendations include enhancing technology infrastructure, providing targeted professional development for teachers, reducing class sizes, and securing adequate funding to support personalized learning initiatives.