A Comparison Study between Universal Design for Learning-Multiple Intelligence (UDL-MI) Oriented STEM Program and Traditional STEM Program for Inclusive Education

Nurfarahin Nasri, Nik Mohd Rahimi, Nurfaradilla Mohamad Nasri and Mohamad Asyraf Abd Talib
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Nurfarahin Nasri: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Nik Mohd Rahimi: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Nurfaradilla Mohamad Nasri: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Mohamad Asyraf Abd Talib: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia

Sustainability, 2021, vol. 13, issue 2, 1-12

Abstract: The Universal Design for Learning (UDL) model and Multiple Intelligence (MI) theory hold considerable promise for advancing inclusive education. However, the effectiveness of UDL and MI in supporting inclusive science, technology, engineering, and mathematics (STEM) education has never been tested empirically. This study examined the impact of the UDL-MI-oriented STEM program on eighth-grade rural students’ attitudes towards STEM through mixed research design. A total of 122 students were selected through purposive sampling and randomly distributed into experimental (N = 62) and control groups (N = 60). The experimental group experienced STEM learning through the UDL-MI-oriented program and the control group received traditional classroom teaching. Both groups studied learning units on environmental sustainability and conservation for 10 weeks. Changes in students’ attitudes towards STEM were assessed over the time period (pre-test, post-test, follow-up) using an adapted Mahoney Student Attitude toward STEM instrument and individual interviews (post-test, follow-up). The results indicated that in comparison to the traditional classroom, the UDL-MI-oriented program significantly improved and maintained the students’ attitudes towards STEM. Next, the qualitative findings were presented to support the statistical analyses. This study provides empirical evidence for adopting the UDL-MI-oriented STEM program as an effective way of providing inclusive STEM education to rural students by enhancing their attitudes towards STEM.

Keywords: inclusive education; Universal Design for Learning (UDL); Multiple Intelligence (MI); inclusive science; technology; engineering and mathematics (STEM) education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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