The Effectiveness of Design Thinking-Based Instruction on the Problem-Solving Skills and Mathematics Achievement of Grade 10 Students

Abstract

Abstract

Mathematics education aims to develop learners' critical thinking, problem-solving, and analytical skills; however, many students continue to experience difficulties in applying mathematical concepts to real-life situations using conventional instructional approaches. This study determined the effectiveness of Design Thinking-Based Mathematics Instruction on the mathematical problem-solving skills and academic achievement of Grade 10 students in a private international secondary school in Bangkok, Thailand. A quasi-experimental pretest-posttest non-equivalent control group design was employed involving 60 Grade 10 students selected through purposive sampling and assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group received Design Thinking-Based Mathematics Instruction for eight weeks, while the control group was taught using conventional teacher-centered instruction. Data were gathered using a researcher-developed Mathematics Achievement Test, a Mathematical Problem-Solving Performance Rubric, and a Student Perception Questionnaire. Descriptive statistics, paired-samples t-test, independent-samples t-test, Pearson Product-Moment Correlation, and Cohen's d were used to analyze the data at the 0.05 level of significance. Results revealed no significant difference between the groups' pretest scores, indicating comparable baseline achievement. Following the intervention, the experimental group obtained significantly higher mathematics achievement and mathematical problem-solving scores than the control group. Students also expressed highly positive perceptions of the Design Thinking instructional approach in terms of engagement, collaboration, creativity, confidence, and authentic problem-solving. Furthermore, a strong positive relationship was found between mathematics achievement and mathematical problem-solving skills. The findings indicate that Design Thinking-Based Mathematics Instruction is an effective learner-centered approach that enhances academic achievement and develops higher-order thinking skills. The study recommends integrating Design Thinking into mathematics instruction to promote meaningful learning experiences and improve students' mathematical competencies.