The effect of universal design for learning on stundents academic achievement and attitude towards mathematic course

The aim of this study is to investigate the effect of Universal Design for Learning (UDL) on students' academic achievement and attitudes towards mathematics course. This study was carried out for 18 weeks with 33 students studying in two different 4th grade classes at a primary school in Zonguldak province in the 2016 - 2017 academic year. Two different groups were designated as the experimental group and the control group in the study. UDL was used in the experimental group while teaching based on curriculum was conducted in the control group. In this study, the mixed method was used. In the quantitative part of the study, non-equivalent control groups design were utilized. As instruments, an achievement test and attitude scale were employed. The achievement test and attitude scale were applied as pre-test and post-test to both groups. In the qualitative part of the study, case study model was used and data were collected through focus group interview. The students participating in the interview were identified with a maximum variation sampling method. Descriptive analysis was used to interpret the data obtained. The data obtained were attention, interest, diversity, cooperation, retention, active participation, self-regulation codes. At the end of the study, it was determined that UDL was large effect on academic achievement and attitudes towards mathematics course. Furthermore, the students stated that the UDL improves their attention, interest, cooperation and self-regulation skills. Additionally, they stated that UDL supports the retention of knowledge, diversity and active participation.