A Mixed-Method Study on the Impact of Universal Design for Learning on Motivation of High School Students Currently Enrolled in Spanish II Courses
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| Publicat a: | ProQuest Dissertations and Theses (2025) |
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| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Minich, Susan Ellen | |
| 245 | 1 | |a A Mixed-Method Study on the Impact of Universal Design for Learning on Motivation of High School Students Currently Enrolled in Spanish II Courses | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The purpose of this mixed-method study was to explore the impact of incorporating Universal Design for Learning (UDL) as an instructional framework in high school Spanish II courses on students’ motivation to learn a second language. By examining this relationship, the researcher aimed to identify effective strategies that could enhance student engagement and foster a more inclusive learning environment by removing barriers that prevent their active participation.The study took place over eight weeks in 11 high school Spanish II classrooms in a midwestern suburb in the United States and included 101 students taught by four different teachers. In the first phase of this explanatory sequential study, 71 student participants took the LLOS-IEA Motivation Scale as a pre-and post-test. After eight weeks of learning through the UDL framework—which incorporated flexible task-based language assessments (TBLA) with choice-based modality options aligned with multiple intelligences (MI)—qualitative data were collected through two focus group interviews with 14 student participants. Quantitative findings did not demonstrate statistically significant changes in students’ motivation as measured by the LLOS-IEA Motivation Scale. In contrast, qualitative findings revealed a mix of motivational factors influencing students to study and continue studying Spanish, primarily grounded in extrinsic factors such as college requirements, family influence, and personal goals. However, participants overwhelmingly preferred the UDL framework with flexible TBLA opportunities to traditional approaches. They perceived enhanced learning and greater autonomy and appreciated the ability to engage with classmates and teachers during the TBLA. They felt the flexible tasks promoted more practical, real-world language skills than traditional learning and assessment methods. While UDL did not significantly impact student motivation during this short-term implementation, results suggest that UDL may enhance the quality of learning experiences. | |
| 653 | |a Educational leadership | ||
| 653 | |a Curriculum development | ||
| 653 | |a Education | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2025) | |
| 786 | 0 | |d ProQuest |t Publicly Available Content Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3285443208/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3285443208/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |