Quantitative Analysis of Memory and Retention in Special Education with Personalized Learning

Abstract

This research examines how tailored learning interventions impact memory and retention in special education students. The research used a comprehensive approach that included stratified random sampling, standardized assessment measures, and inferential statistical analysis. The research results indicated that students who received tailored learning interventions had significantly better memory and retention scores compared to those who received regular classroom training. The study revealed strong positive correlations between being in the intervention group and memory/retention scores, providing more evidence for the efficacy of tailored learning interventions. Cognitive ability and learning style were significant predictors of memory and retention results for special education students. The study results contribute to the current understanding of special education by providing empirical data that supports the efficacy of tailored learning approaches in addressing memory and retention difficulties experienced by special education students.