Abstract:
This study aims to investigate the effects of equitable assessments and learning styles on
the academic achievement of students in 9th grade Science course. This experimental
study is designed as a post-test only control group model and was conducted at a semi
government Secondary school in Pakistan.The total research participants were 64 ninth
graders 32 in each group. The learning style of the experimental group was identified
using VARK before the intervention. The experimental group was administered a UDL
based teaching approach during the intervention, while the control group was taught
with the traditional approach. A post-test (equitable assessment) was conducted after
the intervention from both the experimental and control groups. Post-test analysis in dicates a significant difference in academic achievements of students between the two
groups supporting equitable assessments and the UDL approach. The impact of learning
styles on the academic performance of students was also investigated and no significant
differences were found between different learning styles.The outcomes of the study rec ommend that quality of education can be improved using new assessment strategies and
merging UDL into regular classrooms to promote lifelong learning.
