The Use of Educational Technologies in Personalized Learning of Primary School Students

This study evaluated the effectiveness of using educational
technologies for personalized learning among younger
schoolchildren in Ukraine, using a parallel convergent mixed
methods design. The research was carried out in three cities:
Kyiv, Lviv, and Odessa, involving 150 students in grades 1 to 4.
Qualitative data were collected from teachers (n = 30) and
parents (n = 35). Quantitative analysis of pre- and post-tests in mathematics revealed that students in the experimental group achieved significantly greater knowledge gains (p < .001; d = 1.61). Motivational outcomes indicated a medium to-large positive effect (η² = 0.42), showing increased engagement and confidence in the learning process.
The findings have practical implications for educational
policy and contribute to the understanding of the role
of EdTech tools in personalizing learning for students. The
conclusions recommend expanding access to educational
technologies through government and local initiatives to
enhance digital infrastructure in primary schools; creating
systematic training programs for teachers to effectively use
personalized learning platforms; and establishing ongoing
monitoring of students’ digital interactions.