A hybrid Instructional Model in Integrated Science based on Universal Design for Learning (UDL) Principles for Developing Interactive Thinking Skills and Academic Grit of Secondary School Students

This research aimed to examine the effect of a hybrid instructional model in integrated science, based on the principles of Universal Design for Learning (UDL), for developing interactive thinking skills and academic grit among first-year secondary school students. To achieve this goal, three chapters from the first unit of the integrated science textbook for first-year secondary school were selected. A teacher's guide was developed to facilitate teaching these chapters using the proposed instructional model, and unit lessons were prepared accordingly. The research sample consisted of (70 female students) from the first year of secondary school in a school in Al-Kharga city, New Valley Governorate. They were divided into two groups: an experimental group (35 students) and a control group (35 students). The research instruments included: (1) the hybrid instructional model, (2) a test to measure interactive thinking skills specific to the selected content, and (3) a scale for academic grit. The research instruments were administered pre-test, followed by instruction for the experimental group using the proposed instructional model, and for the control group using the conventional method. The instruments were then administered post-test to both groups. Appropriate statistical methods, such as an independent samples t-test, were used to analyze the differences in mean scores. The results of the research showed statistically significant differences in favor of the experimental group in the post-test application of the research instruments, indicating the effectiveness of the proposed instructional model in developing interactive thinking skills and academic grit. The research recommends conducting specialized studies for teaching science to students with special needs using the principles of Universal Design for Learning (UDL) to develop their scientific skills, and training science teachers on applying these principles in science teaching.