Asian Journal of Education and Social Studies

This study investigates the comparative effectiveness of design thinking versus traditional rote learning approaches among secondary school students in Bangkok, Thailand. Through an experimental research design involving 250 students from grades 10-12, the study examines learning outcomes, engagement levels, and student perceptions of both pedagogical approaches. Data was collected through a comprehensive Google Forms survey instrument, which measured academic performance, creative problem-solving abilities, and student satisfaction.

The findings, analyzed using independent t-tests and ANOVA, indicate that students exposed to design thinking methodologies demonstrated significantly higher levels of engagement (p < 0.001, d = 0.73) and improved problem-solving capabilities compared to those using traditional rote learning methods. Specifically, 73% of students in the design thinking group showed enhanced critical thinking skills, while 68% demonstrated an increased ability to apply knowledge to real-world situations. Furthermore, student satisfaction scores were notably higher in the design thinking approach, with 82% of participants reporting increased motivation and interest in their learning process (t (248) = 4.62, p < 0.001).

These results suggest that implementing design thinking strategies in Thai secondary education could substantially improve student learning outcomes and better prepare students for future academic and professional challenges. The study provides valuable insights for educators and policymakers, supporting evidence-based pedagogical reforms in the Thai educational system and broader Asian educational contexts.