The Effect of Universal Design for Learning (UDL)-Based VARK Model in Students with Learning Difficulties and Various Learning Preferences

Background/purpose. This study examines whether Universal Design for Learning (UDL), based on the VARK model, can aid struggling students in mathematics in developing their statistical thinking skills. Additionally, the proposed study examines the relationship between learning preferences and the effect of these preferences on performance.

Materials/methods. A total of 196 students were randomly divided into an experimental group and a control group. They completed the VARK questionnaire along with a statistical thinking assessment. The "Statistics and Probability" unit was restructured based on the questionnaire findings and Universal Design for Learning (UDL) principles. Additionally, correlation analysis combined with random forest algorithms revealed links between learning preferences and student performance.

Results. The results demonstrate that the UDL-based VARK model is effective, as there were statistically significant differences in the experimental group's performance at a significance level of α = 0.05. Moreover, the findings highlight the predictive power of learning preferences, indicating that visual learning is closely associated with better performance, and it reveals the subtle interactions between learning preferences.

Conclusion. VARK model illustrates that Universal Design for Learning (UDL) effectively enhances statistical thinking skills and emphasizes the relationship between students' learning preferences and their performance. The study reveals notable improvements in statistical thinking skills using the UDL-based VARK model, indicating its potential for a wider application in educating students with learning difficulties.

Keywords: Learning difficulties, statistical thinking, statistical thinking skills, universal design for learning (UDL), VARK model

References

Adu, E. O., & Gosa, L. J. (2014). The teaching and learning of data-handling in primary schools: South African Experience. Mediterranean Journal of Social Sciences, 5(23), 814-819. https://www.richtmann.org/journal/index.php/mjss/article/view/4597.

Al-Awamreh, H. (2019). A Developed Geometric Unit Based on the Universal Design for Learning Across E-Learning Management Systems and its Impact on Geometric Thinking Among Students with Learning Disabilities in Mathematics. King Khalid University Journal of Educational Sciences, 6(1), 182-210.

Augustine, B., Sawiri, J. D., Kusi, P., & Iddrisu, A. (2021). Relationship and impact of learning styles on students’ academic achievement. International Journal of Multidisciplinary Studies and Innovative Research, 5, 392–398.

Bawalsah, J. A., & Haddad, A. H. (2020). Preferred learning styles among students with learning disabilities. International Journal of Education, 12(3), 119-134. https://doi.org/10.5296/ije.v12i3.17265.

CAST (2018). Universal Design for Learning Guidelines Version 2.2.
https://udlguidelines.cast.org

Crocker, L., & Algina, J. (1987). Introduction to classical and modern test theory. Holt, Rinehart and Winston.

Dahlstrom-Hakki, I., & Wallace, M. L. (2022). Teaching Statistics to Struggling Students: Lessons Learned from Students with LD, ADHD, and Autism. Journal of Statistics and Data Science Education, 30(2), 127–137. https://doi.org/10.1080/26939169.2022.2082601

Edyburn, D. (2009). RTI and UDL interventions. Journal of Special Education Technology, 24(2), 46-47.

Epifanio, I., Alcacer, A., Lloria, A., Martínez-Garcia, M., & Martínez-Serrano, B. (2024). Universal design for learning in statistics of industrial design engineering. In ICERI2024 Proceedings (pp. 777-784). IATED. https://doi.org/10.21125/iceri.2024.0290.

Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), 4.

Garfield, J. B. & Ben-Zvi, D. (2008). Developing students' statistical reasoning. New York: Springer Science and Business Media B.V.

Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal design for learning in the classroom: Practical applications. Guilford press.‏

Jannah, T. M., & Bharata, H. (2020, June). The analysis of dyscalculia that referred to the learning style of fleming and mills theory on matrix materials of MAN 1 Metro students. In Journal of Physics: Conference Series (Vol. 1563, No. 1, p. 012068). IOP Publishing. https://doi.org/10.1088/1742-6596/1563/1/012068.

Jaradat, H. (2013). The level of statistical thinking among students of scientific departments at the College of Arts and Sciences in Wadi Al-Dawasir and its relationship to some variables. Arabic Studies in Education & Psychology (ASEP), 4(1), 96-114.

Julius, E., Mun, S. H., Abdullah, A. H., Mokhtar, M., & Suhairom, N. (2018). Using Digital Smart Board to Overcome Higher Order Thinking Skills Learning Difficulties in Data Handling among Primary School Students. International Journal of Interactive Mobile Technologies, 12(7), 43-59 https://doi.org/10.3991/ijim.v12i7.9644.

Kaczorowski, T. L., Hashey, A. I., & Di Cesare, D. M. (2019). An Exploration of Multimedia Supports for Diverse Learners During Core Math Instruction. Journal of Special Education Technology, 34(1), 41-54. https://doi.org/10.1177/0162643418781298.

Khatri, T. B., & Khanal, B. (2024). Mathematics Learning Style and Achievement of Secondary Level Students. Journal of Musikot Campus, 2(1), 234-253. https://doi.org/10.3126/jmc.v2i1.70847.

Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of test reliability. Psychometrika, 2(3), 151-160. https://doi.org/10.1007/BF02288391 .

Lambert, R., Imm, K., Schuck, R., Choi, S., & McNiff, A. (2021). " UDL Is the What, Design Thinking Is the How:" Designing for Differentiation in Mathematics. Mathematics Teacher Education and Development, 23(3), 54-77.

Leite, W. L., Svinicki, M., & Shi, Y. (2010). Attempted validation of the scores of the VARK: Learning styles inventory with multitrait–multimethod confirmatory factor analysis models. Educational and psychological measurement, 70(2), 323-339. https://doi.org/10.1177/0013164409344507.

Luangrungruang, T., & Kokaew, U. (2022). E-Learning Model to Identify the Learning Styles of Hearing-Impaired Students. Sustainability, 14(20), 13280. https://doi.org/10.3390/su142013280.

Marino, M. T. (2009). Understanding how adolescents with reading difficulties utilize technology-based tools. Exceptionality, 17(2), 88-102. https://doi.org/10.1080/09362830902805848.

Marino, M. T., Gotch, C. M., Israel, M., Vasquez, E., Basham, J. D., & Becht, K. (2014). UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students With Learning Disabilities?. Learning Disability Quarterly, 37(2), 87-99. https://doi.org/10.1177/0731948713503963 .

Mauro, M. L. (2018). Effects of Universal Design for Learning math menus on seventh grade students [Unpublished doctoral dissertation]. Rowan University.

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. Wakefield, MA: CAST, Inc.

Moore, D. S. (1998). Statistics among the liberal arts. Journal of the American Statistical Association, 93(444), 1253-1259. https://doi.org/10.1080/01621459.1998.10473786.

Murphy, R. J., Gray, S. A., Straja, S. R., & Bogert, M. C. (2004). Student learning preferences and teaching implications. Journal of dental education, 68(8), 859-866. 10.1002/j.0022-0337.2004.68.8.tb03835.x

National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston: NCTM.

Noor, S. N. A. M., & Ramly, M. K. A. (2023). Bridging learning styles and student preferences in construction technology education: VARK model analysis. International Journal of Academic Research in Progressive Education and Development, 12(3). 2075-2085. https://doi.org/10.6007/IJARPED/v12-i3/19313.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x.

Rajkumar, R., & Hema, G. (2017). Mathematics learning difficulties for school students: Problems and strategies. Shanlax Int. J. Arts Sci. Humanit, 5, 183-190. https://www.academia.edu.‏

Rao, K., Smith, S. J., & Lowrey, K. A. (2017). UDL and intellectual disability: What do we know and where do we go?. Intellectual and developmental disabilities, 55(1), 37-47. https://doi.org/10.1352/1934-9556-55.1.37 .

Ronaghan, S. (2018, July 4). The mathematics of decision trees, random forest, and feature importance in Scikit-learn and Spark. Towards Data Science. https://medium.com/towards-data-science/the-mathematics-of-decision-trees-random-forest-and-feature-importance-in-scikit-learn-and-spark-f2861df67e3.

Root, J. R., Cox, S. K., Saunders, A., & Gilley, D. (2020). Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners With Extensive Support Needs. Remedial and Special Education, 41(4), 194-206. https://doi.org/10.1177/0741932519887235.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age. Alexandria, VA: Association for Supervision and Curriculum Development.

Schulze, S., & Bosman, A. (2018). Learning style preferences and mathematics achievement of secondary school learners. South African Journal of Education, 38(1), 1-8. https://doi.org/10.15700/saje.v38n1a1440.

Scott, L. A., Temple, P., & Marshall, D. (2015). UDL in online college coursework: Insights of infusion and educator preparedness. Online Learning, 19(5), 99-119.‏ http://dx.doi.org/10.24059/olj.v19i5.623 .

Wild, C. J., & Pfannkuch, M. (1999). Statistical Thinking in Empirical Enquiry. International Statistical Review / Revue Internationale de Statistique, 67(3), 223–248. https://doi.org/10.2307/1403699

Yavuzarslan, H., & Arslan, A. (2020). Usage of Universal Design for Learning in Mathematic Course. Psycho-Educational Research Reviews, 9(3), 26-39.‏ https://hdl.handle.net/20.500.12445/2926.

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!

► Educational Process International Journal has changed to publish in article number order instead of in page range order beginning with Volume 14 (2025).