The effect of universal design for learning in Turkish language teaching on middle school students' mindfulness, classroom engagement and comprehension skills

The aim of this study is to examine the effect of Universal Design for Learning in Turkish language teaching on 6th grade students' mindfulness, classroom engagement, reading comprehension and listening comprehension skills. The research was conducted in a embedded mixed design. The study group of the research consists of 6th grade students studying in 2 branches of a secondary school affiliated to the Ministry of National Education. The quantitative data of the study were obtained with "Mindfulness in Learning Environment Scale", " Classroom Engagement Inventory", "Reading Comprehension Knowledge Test", "Listening Comprehension Knowledge Test". Qualitative data were obtained with the "Interview form on Universal Design for Learning". In the study, the lessons with the experimental group were based on the Universal Design for Learning framework, while the lessons with the control group were taught in accordance with the current curriculum. Paired Samples T Test was used to determine whether there was a significant difference between the pre-test and post-test scores of the experimental and control groups in the mindfulness in learning environment, classroom engagement, reading comprehension skill, and listening comprehension skill. One-way MANOVA was used to determine whether there was a significant difference between the post-test scores of mindfulness and classroom engagement in the learning environment of the experimental and control group students. Independent Samples T Test was used to determine whether there was a significant difference between the reading comprehension and listening comprehension post-test scores of the experimental and control group students. The qualitative data obtained from the interview form related to Universal Design for Learning were analysed according to content analysis. As a result of the analysis of the quantitative data of the study, it was determined that the students' mindfulness levels in the learning environment showed a significant difference in favour of the experimental group in the sub-dimension of accepting present time experiences without judgement. It was determined that the students' level of classroom engagement showed a significant difference in favour of the control group in the sub-dimension of disengagement. While it was determined that there was a significant difference in favour of the experimental group in terms of students' reading comprehension skills, there was no significant difference between the experimental and control group students in terms of listening comprehension skills. As a result of the analysis of the qualitative data of the study, it was determined that Universal Design for Learning enabled the experimental group students to focus their attention on the lesson and increased the quality of their attention. Regarding its contribution to their classroom engagement in the lesson, it was determined that it increased their participation in the lesson, motivated them, enabled them to participate with pleasure and to focus on the lesson. Regarding their contribution to reading comprehension skills, it was concluded that they used reading strategies, focused on the text and developed positive attitudes towards reading. Regarding the contribution to listening comprehension skills, it was determined that they focused on what they listened and used listening strategies. It was concluded that the experimental group students had positive opinions about the studies carried out within the scope of Universal Design for Learning, such as facilitating learning, providing permanent learning, informing and supporting.