Bridging Research and Practice: Investigating the Impact of Universally Designed STEM Curriculum on the Concept Acquisition of At-Risk Preschoolers

Michelle Gonzalez

Abstract


The purpose of this study was to investigate the impact of universally designed STEM curricular units on the concept and vocabulary acquisition of at-risk preschoolers attending a Head Start Preschool Program. A quasi-experimental control group design was utilized with the experimental group being exposed to the universally designed STEM curricular unit and the control group taking part in non-universally designed STEM unit. The control group and experimental group were randomly assigned to the morning and afternoon class of the Head Start center for the first unit STEM unit (plants) and then alternated for the second unit (insects). Participants were administered researcher created assessments to measure concept and vocabulary acquisition for each unit.

Results of the first independent t-test (plants) indicated that there was no significant difference between the posttest scores of the experimental group and the control group (p = .08).  Results of the second independent t-test (insects) also indicated that there was no significant difference between the posttest scores of the experimental group) and the control group (p = .29). Multiple factors may have contributed to these results, such as the complexity of collecting UDL efficacy data and measuring UDL, participant differences, and unit implementation.

Though no significance was found, early childhood educators should be encouraged to still apply the framework to their curricular planning. Infusing UDL through centers, the use of teacher created eBooks, and student choice are recommended.

Keywords


Universal Design for learning; UDL; STEM; Early Childhood; At-risk.

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References

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