Use of active methodologies supported by inclusive digital resources to enhance problem-solving in Mathematics and Physics from the perspective of Universal Design for Learning.
DOI:
https://doi.org/10.70577/en6znb41Keywords:
Active Methodologies; Digital Resources; Educational Inclusion; Problem-Solving; Universal Design For Learning; Academic Motivation.Abstract
This study aims to evaluate the impact of active learning methodologies combined with inclusive digital resources, designed according to the principles of Universal Design for Learning (UDL), on the development of problem-solving skills in Mathematics and Physics, and on the academic motivation of secondary and university students. A quasi-experimental mixed-methods design was used, applying standardized tests before and after the intervention to measure academic performance, along with motivation questionnaires and semi-structured interviews to obtain qualitative data. The sample consisted of 50 students selected by non-probability convenience sampling, and teachers participated as key informants. The results show significant improvements in problem-solving scores in both disciplines, with average increases of more than 12 points, as well as a relevant increase in academic motivation (p < 0.001). This study confirms that the integration of active learning strategies and accessible digital resources contributes to more inclusive, effective, and motivating learning, validating the application of UDL in STEM contexts. The limitations related to sample size and type are acknowledged, and it is suggested that future research should broaden the diversity of students and explore the long-term impact of these interventions.
Downloads
References
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal design for learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. https://doi.org/10.14434/josotl.v16i3.19295
American Educational Research Association. (2018). Code of Ethics. https://www.aera.net/About-AERA/AERA-Rules-Policies/Code-of-Ethics
Barrera-Osorio, F., & Linden, L. L. (2021). The effects of active learning on student outcomes in STEM. Economics of Education Review, 84, 102151. https://doi.org/10.1016/j.econedurev.2021.102151
CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.
Hernández, R., Fernández, C., & Baptista, P. (2020). Metodología de la investigación (7a ed.). McGraw-Hill.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
Novak, E., Kajder, S., & Oleson, A. (2022). Digital tools and active learning: Enhancing STEM education through universal design. Journal of Educational Technology & Society, 25(1), 45–58. https://doi.org/10.2307/26914644
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Prince, M. (2020). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Rose, D. H., Gravel, J. W., & Enns, C. (2021). Supporting all learners: Universal design for learning in STEM education. International Journal of STEM Education, 8(1), 14. https://doi.org/10.1186/s40594-021-00275-9
Smith, S. J., & Basham, J. D. (2020). Designing inclusive digital mathematics lessons using universal design for learning. Journal of Digital Learning in Teacher Education, 36(1), 27–40. https://doi.org/10.1080/21532974.2019.1687910
Tashakkori, A., & Teddlie, C. (2019). Mixed methodology: Combining qualitative and quantitative approaches (2nd ed.). SAGE Publications.
UNESCO. (2021). Education in a post-COVID world: Nine ideas for public action. UNESCO Publishing.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Mgs. Angel Bernardo Lema Tocto, Mgs. Edwin Julian Guaman Rios, Lic. Yesenia Elizabeth Guaspacha Vacacela, Lic. Paulina del Rocío Guaspacha Vacacela (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Eres libre de:
- Compartir : copiar y redistribuir el material en cualquier medio o formato
- Adaptar : remezclar, transformar y desarrollar el material
- El licenciante no puede revocar estas libertades siempre y cuando usted cumpla con los términos de la licencia.
En los siguientes términos:
-
- Atribución : Debe otorgar el crédito correspondiente , proporcionar un enlace a la licencia e indicar si se realizaron cambios . Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial : no puede utilizar el material con fines comerciales .
- CompartirIgual — Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales : no puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otros hacer algo que la licencia permite.
