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

Abstract

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.