Abstract
The Universal Design for Learning (UDL) model and Multiple Intelligence (MI) theory hold considerable promise for advancing inclusive education. However, the effectiveness of UDL and MI in supporting inclusive science, technology, engineering, and mathematics (STEM) education has never been tested empirically. This study examined the impact of the UDL-MI-oriented STEM program on eighth-grade rural students’ attitudes towards STEM through mixed research design. A total of 122 students were selected through purposive sampling and randomly distributed into experimental (N = 62) and control groups (N = 60). The experimental group experienced STEM learning through the UDL-MI-oriented program and the control group received traditional classroom teaching. Both groups studied learning units on environmental sustainability and conservation for 10 weeks. Changes in students’ attitudes towards STEM were assessed over the time period (pre-test, post-test, follow-up) using an adapted Mahoney Student Attitude toward STEM instrument and individual interviews (post-test, follow-up). The results indicated that in comparison to the traditional classroom, the UDL-MI-oriented program significantly improved and maintained the students’ attitudes towards STEM. Next, the qualitative findings were presented to support the statistical analyses. This study provides empirical evidence for adopting the UDL-MI-oriented STEM program as an effective way of providing inclusive STEM education to rural students by enhancing their attitudes towards STEM.
Highlights
Ensuring that every citizen has an equal opportunity to achieve educational success remains a global challenge
As this study aimed to discover changes in students’ attitudes towards STEM over the course of the study, three main interview questions were developed: (i) What STEM activities were the most enjoyable to you?, (ii) How did your STEM learning experience affect your interest in STEM?, and (iii) In your opinion, did your STEM learning experience help you to consider STEM-related courses in higher studies or pursue a career in STEM-related areas? follow-up interviews with the same group of students using similar interview questions were conducted after two weeks of the post-study interviews
The Wilks’ Lambda commonly indicated by the symbol “∧”, was a statistic used to examine for any significant differences between the means of groups on a combination of dependent variables [28]
Summary
Ensuring that every citizen has an equal opportunity to achieve educational success remains a global challenge. The Sustainable Development Goal 4 on Quality Education and the Education 2030 Framework for Action have played important roles in promoting inclusive, and equitable education for the development of a more cohesive society In this context, inclusive education is defined as both approach and process of respecting the diversity of needs, abilities, and characteristics of all students by removing any barrier that could potentially limit their academic achievement [1]. The inclusion of rural students in STEM education is seriously impeded by various pedagogical challenges [3] This is especially true as many researchers have documented STEM teachers’ limited knowledge and experience to cater to the learning needs of rural students [4,5,6].
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