Abstract
Low learning competence of students in an inclusive classroom is a problem in the field of education. This research aimed to determine the significance of the combined degree of influence of multiple means of representation, engagement, action, and expression on learning competence. Employing Multiple Linear Regression Analysis involving 300 samples selected via a non-probability sampling technique, the researcher found that the predictor variables had a 37% significant combined degree of influence on the criterion variable. However, of the three predictors, only one was found to have a significant impact. Hence, the UDL theory was partially affirmed. Consequently, prioritizing programs that capacitate teachers and parents to enhance UDL implementation and curriculum integration, while advocating for further exploration of UDL theory through studies with diverse learners and qualitative research methods, is recommended.
