The effect of project-based learning supported by the principles of universal desing based learning on students' motivation and 21st century skills

The aim of this research is to determine students' views on the effect of project-based learning supported by universal design-based learning principles on motivation and 21st century skills. Embedded design, one of the mixed research methods, was used in the research. In the quantitative dimension of the study, pre-test post-test experimental design with control group and a case study in the quantitative dimension of the research were used. The study group of the research was composed of 60 students from two different classes of 11th grade studying at an Anatolian high school in the district of Karadeniz Ereğli in Zonguldak during the 2019-2020 academic year. One of these classes is the experimental group in which the project-based learning model supported by universal design-based learning principles was applied and the other class is the control group that applies teaching, based on the current curriculum. In determining the class/branch forming the study group, the academic achievements of the existing classes in the school where the study was conducted were taken into consideration. The experimental application lasted for 10 weeks in the 2019-2020 academic year, and the lessons were carried out with a project-based learning approach based on universal design principles in the experimental group. In the quantitative dimension of the study, 'non-equivalent control groups design', one of the semi-experimental models, was utilized. Quantitative data data were collected via 'The 21st Century Learner Skills Use Scale' and 'The Motivational Strategies for Learner Scale which were conducted as a pretest and as a posttest for both groups. The quantitative data obtained were analyzed with the SPSS 22.0 (The Statistical Packet for The Social Sciences) package program. In the study, t test (independent samples t test) was used for independent groups to compare the means between two different groups, and t test for dependent groups (Paired samples t test) was used for two different measurements of a group at different times. In addition, independent of the pre-test scores, analysis of covariance (Ancova) was used to test the difference between the groups in term of the post-test scores. As for the data in the qualitative dimension of the study, interviews, observations and rubrics were used. As the distance education process continued due to COVID-19, interview forms were collected from students via e-mail. Content analysis was used while evaluating the interview forms used in the analysis of qualitative data. MAXQDA 20 package program was utilised for content analysis. The codes obtained from the interview forms were transferred to the MAXQDA program. According to the quantitative data obtained from the research, in terms of the total scores of the experimental and control group using motivational strategies for learner (MSLQ); it was concluded that there is a significant difference in favor of the experimental group between the adjusted post-test averages according to the pre-test. According to the quantitative data on 21st century learner skills, in terms of the total scores of the experiment and control group using 21st century learner strategies skills (21. YY OSBK); it was concluded that there is a significant difference in favor of the experimental group between the adjusted post-test scores according to the pre-test. According to the qualitative findings related to 21st century skills, it was observed that the skills of cooperation, creative thinking, critical thinking, social and cultural skills, self-regulation, flexibility and harmony, effective use of time, developing different perspectives, producing original works by the help of technology, and using technology effectively improved. Keywords: Universal Design for Learning, project-based learning,21st century skills, motivational strategies.