Universal Design for Learning (UDL) in Teaching 21st Century Literature

This study determined the effectiveness of the Universal Design for Learning (UDL) framework in teaching 21st Century Literature to the Grade 11 STEM students of Saint Paul University Surigao. Anchored on the principles of multiple means of engagement, representation, and action and expression, the study aimed to improve students’ understanding and appreciation of literary texts. Utilizing a quasi-experimental one-group pre-test post-test design, data were gathered through pre-tests, post-tests, and an engagement-enjoyment questionnaire. Results revealed that students' pre-test scores fell under the “developing” category, indicating a basic level of literary understanding. After implementing UDL strategies, post-test scores increased significantly, falling within the “notable positive impact” category. Statistical analysis using the paired t-test confirmed a significant difference between pre- and post-test scores at p < 0.001. Additionally, learners reported high levels of engagement and enjoyment throughout the UDL-integrated lessons. The findings suggest that UDL strategies effectively enhance literary comprehension and appreciation by making learning more accessible, inclusive, and student-centered. Instructional learning plans may therefore be developed to incorporate flexible, engaging, and meaningful literary experiences designed to diverse learners. This study supports the integration of UDL in literature instruction to foster deeper understanding and sustained motivation among senior high school students.