Usage of universal design for learning in mathematic course

The aim of this study is to investigate the effect of Universal Design for Learning on students’ academic achievement and attitudes towards mathematics course, and to reveal the opinions of the students about Universal Design for Learning. In this study, the concurrent embedded strategy was used. The participants consisted of 33 primary school students from two different 4th grade classes at a primary school. In the quantitative part of the study, non-equivalent control groups design was utilized. Data were collected through an academic achievement test and an attitude scale. The findings indicated that Universal Design for Learning had a large effect on academic achievement and attitudes towards mathematics course. In the qualitative part of the study, case study was used and data were collected through a focus group interview. The students participating in the interview were identified with a maximum variation sampling method. The students stated that Universal Design for Learning improved their attention, interest, cooperation, and self-regulation skills. They also stated that Universal Design for Learning supported their retention of knowledge, multiple representations of knowledge, and active participation to lesson. As a result, Universal Design for Learning is thought to be one of the effective methods in mathematic courses and its use is recommended. This study was derived from the master's thesis named "The Effect of Universal Design for Learning on Students Academic Achievement and Attitude towards Mathematic Course".