Breaking Barriers to Pre-Service Teacher’s Engagement through Universal Design for Learning

Aminu Aliyu and Yahaya Muhammad
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Aminu Aliyu: Adamu Augie College of Education, Argungu
Yahaya Muhammad: Adamu Augie College of Education, Argungu

International Journal of Research and Innovation in Applied Science, 2024, vol. 9, issue 12, 138-145

Abstract: Objectives: This study aims to investigate the efficacy of Universal Design for Learning (UDL) interventions in enhancing engagement among pre-service teachers. Traditional instructional methods often neglect learner diversity, resulting in low engagement and academic achievement. UDL offers a proactive framework that incorporates Multiple Means of Engagement, Representation, and Expression to create inclusive learning opportunities for all students. Methods: A quasi-experimental research design was employed, involving a sample of 244 pre-service teachers, randomly assigned into two groups: a UDL-based instruction group (n = 122) and a traditional instruction group (n = 122). Participants’ engagement levels were measured using a validated UDL-based Engagement Scale. Results: The analysis revealed a significant difference in engagement levels between the two groups (p

Date: 2024
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