Harnessing Plugged and Unplugged UDL to Improve Education Quality in Slum School

Abstract

Pakistan rank 2nd in number to have most out of school children. There are 22.8 million out of school children in Pakistan representing 44 percent of the total population. Along with poverty, health issues, lack of parental involvement in child 's academics, schools, lack of extrinsic motivation and engaging content at school is also one of the main reasons to keep these children out of schools. Effectiveness of UDL plugged/unplugged pedagogy was deployed and quasi experimental design methodology was used to check which pedagogy is more effective in slum school students of 40 participants. Pre/posttest assessment analysis were carried to check the impact of the aforementioned methods. Students were taught a lesson in a traditional way then UDL plugged pedagogy was applied; their performance improved by 34 percent following improvement in performance by 47.5 percent in other lesson taught through unplugged UDL method. 3rd lesson was adopted using Quasi experimental design methodology to compare both plugged and unplugged UDL pedagogies; UDL unplugged pedagogy was 14 percent higher than UDL plugged pedagogy in performance of students learning. This study concludes that UDL pedagogy is more effective than traditional teaching in increasing academic performance of slum school‘s student. It further reveals that UDL unplugged pedagogy is more effective than UDL plugged pedagogy in improving learning of Out of school children