EFFECT OF UNIVERSAL DESIGN FOR LEARNING ON STUDENTS' LEARNING OUTCOMES IN FINANCIAL ACCOUNTING IN SECONDARY SCHOOL IN OGUN STATE, NIGERIA
Keywords:
Financial Accounting, Student achievement, Student Motivation, Secondary Schools, Universal Design for Learning (UDL).Abstract
This study examined the effect of Universal Design for Learning (UDL) on students' learning outcomes in Financial Accounting among secondary school students in Ogun State, Nigeria. Specifically, the study compares the impact of UDL and conventional teaching methods on students' academic achievement and motivation. It also explores the influence of gender on these outcomes. The study employed a quasi-experimental design with a sample of 40 SS2 Financial Accounting students selected from two public secondary schools in Ijebu East Local Government, Ogun State. The experimental group (15 students) was from Ijebu Ife Community Grammar School, and the control group (25 students) was from St. Anthony Grammar School. Data were collected using the Financial Accounting Achievement Test (FAAT) and the Adapted Motivated Strategies for Learning Questionnaire (AMSLQ). SPSS was used to conduct statistical analysis, using descriptive statistics and Analysis of Covariance (ANCOVA). Findings from the study showed that UDL significantly improves student motivation and academic achievement in Financial Accounting, while the conventional method was less effective. Gender did not significantly affect student performance or motivation, and the interaction between treatment and gender was minimal. The study recommends incorporating UDL strategies in teaching to enhance student outcomes and suggests further research into factors such as teacher training and resources that may improve student achievement in secondary schools.
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