Enhancing Problem-Solving Skills of Middle Stage Students through Design Thinking Interventions: Evidence from an Empirical Study

Document Type : Original Article

Authors

Guru Nanak Dev University, Amritsar, Punjab, India

Abstract

The present study examines the effectiveness of Design Thinking interventions in enhancing the Problem-Solving ability of middle-stage students in science. In the context of contemporary educational reforms emphasizing competency-based learning and 21st-century skills, the study explores the impact of an innovative, learner-centred teaching approach on students’ cognitive development. It further investigates the influence of gender and type of school, along with their interaction effects, on problem-solving ability. An experimental research design with a pre-test–post-test control group was employed. The sample consisted of 200 eighth-grade students selected randomly from government and private schools of Amritsar. The experimental group was taught using the Design Thinking framework, incorporating stages such as empathizing, defining, ideating, prototyping, and testing, while the control group received conventional instruction. Data were collected through a self-constructed Problem-Solving Ability Test and analysed using mean, standard deviation, t-test, and two-way ANOVA. The findings revealed that students exposed to Design Thinking demonstrated significantly higher problem-solving ability compared to those taught through traditional methods. Significant differences were also found with respect to gender and type of school. Additionally, the interaction effects between treatment and gender, and treatment and type of school, were statistically significant, indicating that the effectiveness of the intervention varies across different learner groups and educational contexts. The study concludes that Design Thinking is an effective pedagogical approach for developing problem-solving skills among middle-stage learners. It highlights the need for integrating innovative, activity-based teaching strategies into school education to foster critical thinking, creativity, and meaningful learning experiences.

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References

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Journal of Design Thinking
Volume 7, Issue 1
June 2026
Pages 13-33

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