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.