Achievement of Learners Receiving Universal Design for Learning Interventions Compared to Control Conditions: A Meta-Analysis (Poster 20)

• In Event: AERA Poster Session 1
  In Poster Session: Research on the Complexity of Learning Environments (San Diego)

Abstract

In this meta-analysis, learners’ achievement in Universal Design for Learning (UDL) environments versus comparison conditions was examined. A systematic search of peer-reviewed and gray literature yielded over 12,500 articles, of which 20 studies were eligible, representing 50 individual effects. Learners’ ages ranged from elementary to adults, with achievement encompassing traditional academics to university course content. Results yielded a moderate positive combined effect for learners receiving UDL treatments (g = 0.43). UDL Reporting Criteria data were considered, and subgroup as well as moderator analyses were performed. Two significant moderators were identified: ‘type of test’ (norm-referenced) and ‘type of publication’ (peer-reviewed journal articles). UDL’s emergence as research-based practices for diverse learners is described.

Authors

• Peggy King-Sears, George Mason University

• Abraham Stefanidis, St. John's University

• Anya S. Evmenova, George Mason University

• Kavita Rao, University of Hawai‘i at Mānoa

• Reagan L. Mergen, George Mason University

• Lindsay S. Owen, George Mason University

• Morgan Strimel, George Mason University