Individualized Instruction on Students’ Engagement and Learning Outcomes

The aim of this study was to examine the effects of personalized instruction on student engagement and learning outcomes in Technology and Livelihood Education (TLE) among Grade 10 students at Pacita Complex National High School. Specifically, The study also aimed to determine the status of level of utilization of individualized instruction, level of student engagement and learning outcomes in terms of practical and written test. In addition to that, this study assessed the statistical significance of individualized instruction on student engagement and learning outcomes. Using quantitative research design, students experienced individualized instruction while studying cookery knowledge and skills that includes customary schedule, flexible scheduling of task and buzz group. The researcher designed a questionnaire and have it validated by three (3) experts in the field of Technology and Livelihood Education from the different schools in San Pedro, Laguna. This research involved one hundred fifty (150) Grade 10 students from Pacita Complex National High School in San Pedro City, Laguna. It was found out that students showed high level utilization with high level of engagement in terms of student responsiveness, curiosity, learning discovery and task completion. This suggests a strong engagement level with personalized instruction, as this teaching method caters to individual learner needs and characteristics. Furthermore, highly engaged students demonstrated outstanding academic performance, as reflected in the scores on both written and practical tests. Based on the results, individualized instruction specifically flexible scheduling of task significantly influenced student engagement. On the other hand, individualized instruction did not significantly affect learning outcomes in practical and written tests. This implies that individualized instruction does not entirely cause the changes in the scores of the students but there are other factors that may influence their performance on written and practical test such teacher factor, subject matter mastery and learning environment. The study revealed that flexible scheduling tasks significantly boost student engagement, fostering personalized progress and varied learning experiences. However, it does not significantly affect task completion, curiosity, or learning discovery and as well, learning outcomes. It showed no significant effect on learning outcomes for Grade 10 TLE students, highlighting the complexity of educational strategies in consistently impacting learning outcomes. These findings indicate that offering diverse activity options within individualized instruction encourages students to reflect on their learning processes. It is necessary to create an inclusive educational experience that caters to different learning styles and preferences, ultimately enhancing student engagement and learning outcomes. Based on the results, the researcher recommends that further studies are necessary to explore other factors that contribute to enhancing the application of knowledge and skills in TLE. Future studies should focus on different ways to personalize instruction that can align with Grade 10 students need. This can be done by adding in new strategies in individualized instruction suit students specific learning needs.