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首页> 外文期刊>Journal of Education and Practice >The Effect of Universal Design for Learning on the Academic Achievement and Self-Regulation Skills of High School Students in English Course
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The Effect of Universal Design for Learning on the Academic Achievement and Self-Regulation Skills of High School Students in English Course

机译：通用学习设计对高中生英语课程学习成绩和自我调节技能的影响

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The purpose of the present study is to examine the effect of Universal Design ror Learning (UDL) on high school students’ learning a new grammar structure and self regulation skills in the English course. The study was carried out throughout 12 weeks with 64 students studying in two different 10 th grade classes in Zonguldak province in the spring term of 2015-2016 academic year. In the study, two different groups were designated as the experimental group and the control group. During the courses, UDL was utilised as a teaching model in the experimental group, whereas traditional method was conducted in the control group. As one of the examples of quasi-experimental models, non-equivalent control group design was used in this study. Data was gathered with the help of an achievement test and self-regulation scale. These instruments were applied as a pre-test and a post-test in two groups. As a consequence, it was ascertained that UDL model is significantly and positively more effective on high school students’ academic achievements and self regulation alike than traditional method.
机译：本研究的目的是检验通用设计错误学习（UDL）对高中学生英语学习新语法结构和自我调节技能的影响。这项研究为期12周，在2015-2016学年春季，共有64名学生在宗古尔达克省的两个不同的10年级课程中学习。在研究中，将两个不同的组指定为实验组和对照组。在课程中，实验组采用UDL作为教学模型，而对照组则采用传统方法。作为准实验模型的例子之一，本研究采用非等效对照组设计。在成就测试和自我调节量表的帮助下收集了数据。这些仪器被分为两组进行前测和后测。结果，可以确定，与传统方法相比，UDL模型对高中生的学业成绩和自我调节具有显着肯定的作用。

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