The Effects of Design Thinking Activities on Learning Achievement and Innovative Thinking Skills Among Undergraduate English Major Students in Thailand
DOI:
https://doi.org/10.57260/csdj.2026.284134Keywords:
Design thinking, Innovative thinking, Learning activity, English for communication, Learning achievementAbstract
The purposes of this research were to compare undergraduate students’ learning achievements and innovative thinking skills before and after learning through design thinking activities in English for communication in service industry course, and to study undergraduate students’ self-perception on their innovative thinking skill after learning through design thinking activities. A one-group pretest–posttest design was employed. The sample group of this research was 59 undergraduate students majoring in English who enrolled in English for communication in service industry course in academic year 2024. Total population sampling was employed, representing 95.1% of the population. The research instruments included design thinking activity plans in English for communication in service industry course, a learning achievement test, an innovative thinking skills test and a self-perception of innovative thinking skills questionnaire. All instruments were validated by experts for content validity (IOC = 0.67–1.00). The internal consistency reliability of the instruments was examined using the Kuder–Richardson Formula 20 (KR-20) for the learning achievement test and the innovative thinking skills test, and Cronbach’s alpha for the self-perceived innovative thinking skills questionnaire. The reliability coefficients were 0.74, 0.79, and 0.91, respectively. Data were analyzed using mean, standard deviation, t-test (dependent samples), and Cohen’s d. The results indicated that post-test scores for learning achievement were significantly higher than pre-test scores at the .05 level, with a very large effect size (d = 2.57). Similarly, innovative thinking skills significantly improved, with a very large effect size (d = 2.14). Students’ perceptions of their innovative thinking skills were rated at a high level after the intervention.
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