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The Effect of Curriculum Integrated Technology-Based Universal Design of Learning Approach on Academic Achievement of Elementary School Students

Part of the Advances in Intelligent Systems and Computing book series (AISC,volume 1211)

Abstract

There is a need for emphasis on improving educational practices in schools by making classroom education more inclusive so that all types of students can participate actively in learning, regardless of their interests, disabilities and learning styles. Therefore, this study aims to determine the effect on student academic achievement when undergone through a curriculum integrated technology-based universal design of learning approach. This study has used a quasi-experimental design method with pre-test and post-test on 50 elementary school students. The results of the study have demonstrated significant differences in terms of the academic achievement of elementary school students. In conclusion, the results indicate that a curriculum integrated technology-based universal design of learning approach may prove to be effective in improving the academic achievement of students. This study will pave the way for teachers who want to include UDL in their daily teaching.

Keywords

  • Universal design of learning
  • School students
  • Curriculum integrated

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  • DOI: 10.1007/978-3-030-50896-8_49
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Acknowledgments

We would like to acknowledge School of Electrical Engineering and Computer Sciences (SEECS), National University of Sciences and Technology (NUST) for technical support and funding.

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Correspondence to Rahat Javaid .

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Javaid, R. et al. (2020). The Effect of Curriculum Integrated Technology-Based Universal Design of Learning Approach on Academic Achievement of Elementary School Students. In: Nazir, S., Ahram, T., Karwowski, W. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2020. Advances in Intelligent Systems and Computing, vol 1211. Springer, Cham. https://doi.org/10.1007/978-3-030-50896-8_49

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