The Effect of Universal Design for Learning on the Academic Achievement and Self-Regulation Skills of High School Students in English Course

Abstract

The purpose of the present study is to examine the effect of Universal Design ror Learning (UDL) on high school students’ learning a new grammar structure and self regulation skills in the English course. The study was carried out throughout 12 weeks with 64 students studying in two different 10^th grade classes in Zonguldak province in the spring term of 2015-2016 academic year. In the study, two different groups were designated as the experimental group and the control group. During the courses, UDL was utilised as a teaching model in the experimental group, whereas traditional method was conducted in the control group. As one of the examples of quasi-experimental models, non-equivalent control group design was used in this study.  Data was gathered with the help of an achievement test and self-regulation scale. These instruments were applied as a pre-test and a post-test in two groups. As a consequence, it was ascertained that UDL model is significantly and positively more effective on high school students’ academic achievements and self regulation alike than traditional method.

Keywords: Universal design for learning,  academic achievement, self regulation skills,  high school students.