Effects of Universal Design for Learning (UDL) on Students’ Academic Achievement and Motivation in Chemistry

Abstract

This study examined the effects of Universal Design for Learning (UDL)–based instruction on junior high school students’ academic achievement and selected motivational dimensions in chemistry. Using a descriptive and causal-comparative design, pretest–posttest data were collected from students who received UDL-based instruction following their teachers’ participation in a structured UDL professional development program. Results indicated statistically significant gains in students’ concept knowledge across schools and school classifications, with difference in the level of improvement. Analysis of motivational outcomes showed significant increases in students’ interest and engagement and self-efficacy, as well as a significant reduction in anxiety following UDL implementation. However, changes in intrinsic and extrinsic motivation were not statistically significant. These findings suggest that while UDL-based instruction is associated with improved academic achievement and selected affective outcomes, its short-term effects on deeper motivational constructs may be limited. The results should be interpreted with caution due to the absence of a control group and the short duration of the intervention. Implications for instructional practice and directions for future research are discussed.