Abstract
The study aimed to empirically investigate the effectiveness of personalized adaptive learning in mathematics. To clearly explain this approach, we have deeply analyzed and used a mixed methodological approach to analyze satisfaction with the learning environment, perception, and attitude to the content provided, as well as general experience and personalized adaptive experience in the context of an electronic learning environment in mathematics. The students were distributed according to one of two conditions: an electronic learning environment known as personalized adaptive learning, and the same learning environment without the integration of a personalized adaptive learning platform. The necessity of using statistical methods for a reliable assessment of the results of experimental work in pedagogical research is considered, as well as the results of using two statistical criteria, and the difficulties that may arise during their implementation are analyzed on a practical example. To evaluate the effectiveness of adaptive personalized technologies, it was planned to use the Fisher criterion and the Student's t-criterion. They were chosen because they are based on two different types of scales: ordinal and interrelated.