This research examined the impact of personalized learning paths within a higher education setting in Pakistan. It employed a mixed-methods approach in three prestigious universities located in the provinces of Punjab, Sindh, and Khyber Pakhtunkhwa. The sample frame comprised 450 undergraduate students studying computer science, business administration and engineering. The study utilized a quasi-experimental design which involved the use of personalized learning experiences for 225 of the students, while the other 225 experienced conventional methods of teaching. Over the duration of one academic semester, students were assessed and measured based on pre-assessment and post-assessment tests. Surveys regarding students' engagement, academic performance records, and 30 faculty interviews were also utilized. The quantitative data were analyzed using means, standard deviations, t-test and ANOVA through SPSS, while the qualitative data were analyzed through thematic analysis and pattern coding. The findings showed that students using personalized learning paths demonstrated greater improvement in their learning outcomes. The averages expressed a change from 65.4 to 78.2 while the control group increased only from 64.8 to 69.1. There was a significant increase in student engagement, and from a series of faculty interviews there were a number of challenges to operationalizing the strategy, however which were more than compensated by the positives to implementing it. The study concludes that despite technological, sociocultural, and other challenges, personalized learning facilitates students' seamless engagement and increased academic performance in higher education in Pakistan. The implications are important for educators and institutions wishing to incorporate adaptive learning systems.
Khurram et al. (Sun,) studied this question.