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

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Title: The Effect of Universal Design for Learning (UDL)-Based VARK Model in Students with Learning Difficulties and Various Learning Preferences
Language: English
Authors: Duaa Zahi Melhem (ORCID 0009-0001-3936-9441), Ali Muhammad Al-Zoubi (ORCID 0000-0001-5193-6595)
Source: Educational Process: International Journal. Article e2025152 2025 15.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Access to Education, Mathematics Instruction, Statistics Education, Elementary School Students, Grade 5, Learning Disabilities, Foreign Countries, Cognitive Style, Thinking Skills, Instructional Effectiveness
Geographic Terms: Jordan
ISSN: 2147-0901
2564-8020
Abstract: 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 [alpha] = 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475899
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effect of Universal Design for Learning (UDL)-Based VARK Model in Students with Learning Difficulties and Various Learning Preferences
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  Data: <searchLink fieldCode="AR" term="%22Duaa+Zahi+Melhem%22">Duaa Zahi Melhem</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-3936-9441">0009-0001-3936-9441</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ali+Muhammad+Al-Zoubi%22">Ali Muhammad Al-Zoubi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5193-6595">0000-0001-5193-6595</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025152 2025 15.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: Y
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics+Education%22">Statistics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 [alpha] = 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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Statistics Education
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Jordan
        Type: general
    Titles:
      – TitleFull: The Effect of Universal Design for Learning (UDL)-Based VARK Model in Students with Learning Difficulties and Various Learning Preferences
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            NameFull: Duaa Zahi Melhem
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            NameFull: Ali Muhammad Al-Zoubi
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              Type: published
              Y: 2025
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