Developing Research Design Competency among Pre-service Teachers through Learning Management Based on the Design Thinking Process
Article Sidebar
Main Article Content
Abstract
This pre-experimental research aimed to (1) compare the research design competencies of student teachers before and after participating in learning activities based on the design thinking process, (2) assess the improvement of their research design competencies following the implementation of the design thinking process, and (3) examine the student teachers’ satisfaction with the learning management using the design thinking process. The sample consisted of 23 student teachers derived from cluster random sampling. The research instruments included five highly appropriate lesson plans; a research design competency assessment form with IOC range 0.80–1.00 and a reliability coefficient of 0.923, and a satisfaction questionnaire with an IOC range 0.80–1.00 and a reliability coefficient of 0.901. Data were analyzed using descriptive statistics, including percentage, mean, and standard deviation, as well as via inferential statistics including dependent samples t-test and Hake’s normalized gain score. The findings revealed that (1) the student teachers’ research design competencies had significantly improved after participating in the learning activities, with a post-intervention mean score significantly higher than the pre-intervention score (t22=10.68, p<.001), (2) the majority of participants (65.22%) demonstrated a moderate level of improvement in research design competency; and (3) their overall satisfaction with the learning management based on the design thinking process was at the highest level (M=4.62, S.D.=0.41).
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The contents and data in published articles in the Journal of Education and Innovative Learning are considered the ideas and responsibility of the author(s). The Editorial team does not necessarily agree with any ideas or hold mutual responsibility of them. Plagiarism is not permitted, even for academic purposes. However, proper citation must be given whenever referencing the articles.
References
Asenahabi, B. M. (2019). Basics of research design: A guide to selecting appropriate research design. International Journal of Contemporary Applied Researches, 6(5), 76-89. https://www.researchgate.net/publication/342354309
Azwar, S. (2017). Reliabilitas dan validitas. Pustaka Pelajar
Best, J. W., & Kahn, J. V. (2006). Research in Education (10th ed). Pearson Education.
Dam, R. F. (2025, July 18). The 5 Stages in the Design Thinking Process. Interaction Design Foundation. https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
Goldschmidt, G., & Rodgers, P. A. (2013). The design thinking approaches of three different groups of designers based on self-reports. Design Studies, 34(4), 454-471.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Association of Physics Teachers, 61(1), 64–74. https://www.researchgate.net/publication/228710512
Henriksen, D., Gretter, S., & Richardson, C. (2018). Design thinking and the practicing teacher: Addressing problems of practice in teacher education. Teaching Education, 31(2), 209-229. https://doi.org/10.1080/10476210.2018.1531841
Jimatong, N., & Wibooncharoensuk, P. (2023). Teaching with using design thinking for primary grade children. Journal of Roi Kaensarn Academi, 8(4), 572-586. https://so02.tci-thaijo.org/index.php/JRKSA/article/view/260066 [in Thai]
Kanchanawasi, S. (2013). Classical Test Theory (7th ed.). Chulalongkorn University Press. [in Thai]
Lee, D. (2018). Design thinking in the classroom: Easy-to-use teaching tools to foster creativity, encourage innovation, and unleash potential in every student. Ulysses Press. https://www.google.co.th/books/edition/Design_Thinking_in_the_Classroom/ask6DwAAQBAJ?hl=en&gbpv=1
Liu, X., Gu, J., & Xu, J. (2024). The impact of the design thinking model on pre-service teachers’ creativity self-efficacy, inventive problem-solving skills, and technology-related motivation. International Journal of Technology and Design Education, 34, 167–190. https://doi.org/10.1007/s10798-023-09809-x
Paiwithayasiritham, C., & Polpanthin, Y. (2016). Guideline to develop research competency for the student teacher: A complete needs assessment research. Veridian E-Journal, Silpakorn University, 9(2), 230-246. https://he02.tci-thaijo.org/index.php/Veridian-E-Journal/article/view/63250 [in Thai]
Phitthayasenee, M., & Yuangsoi, P. (2021). Design thinking: New era innovator teachers. Lampang Rajabhat University Journal. 10(2), 190-199. https://so04.tci-thaijo.org/index.php/JLPRU/article/view/246560 [in Thai]
Streiner, D. L. (2003). Starting at the beginning : An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99–103. https://doi.org/10.1207/S15327752JPA8001_18
Suttipong, R. (2022). The effect of learning management integrating the design thinking process in a camping course on learning outcomes in terms of interpersonal skills and responsibilities of the students of the Faculty of Education, Naresuan University. Journal of Education Thaksin University, 22(1), 122-135. https://so02.tci-thaijo.org/index.php/eduthu/article/view/257144 [in Thai]
Vanichwatanavorachai, S. (2015). Differentiated Instruction. Silpakorn University Journal of Education, 13(2), 65–75. https://so02.tci-thaijo.org/index.php/suedujournal/article/view/91813 [in Thai]
