Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Exploring the Effectiveness of a Design-Thinking

Instructional Module in STEM Context for Optimal
Learning of Difficult Physics Concepts
Moses Irekpita Simeon PhD NooraidaYakob PhD
Lecturer, Department of Science and Environmental Senior Lecturer, School of Education and Human Sciences,
Education, Faculty of Education, AlBukhary International University, Alor
University of Abuja, Abuja. Nigeria Setar, Kedah, Malaysia

Abstract:- Study focused on investigating the difficulty students associate with understanding physics
effectiveness of a developed design-thinking instructional concepts. Difficulty in learning physics occurs when
module in STEM context on learning difficult physics students cannot relate physics concepts to real-world
concepts. Study was carried out in an afterschool situations.
environment. Developed instructional modules combined
the STEM and design processes of empathy, ideation, A. Purpose
brainstorming prototyping, testing and retesting to Therefore, it becomes very imminent that teachers of
learning physics concepts Modules were validated by physics require training innovations that can make them
experts for face and content validity. Modules were develop and use instructional modules such as will enhance
subjected to use for learning the selected difficult physics male and female students’ improvement in achievement
concepts in a single group design. In order to investigate scores in perceived difficult physics concepts of force,
the extent of impact on physics learning study was energy, motion, speed , velocity and acceleration. The
carried out on 48 male students and 41 female students specific objectives of this study was to:
in purposively selected secondary schools. Interview  Develop an instructional modules based on design
reports as feedback from selected 10 study participants thinking approach in STEM context for learning some
at intervention were subjected to thematic analysis difficult senior secondary school physics concepts. .
.Findings revealed that the design thinking activities in  Do a thematic analysis of the impact of using the
STEM context had positive impacts on improving developed design thinking in STEM context
learners’ knowledge and arousing their curiosity to instructional modules on learning difficult physics
learning perceived physics concepts as against the usual learning at the senior secondary school by gender.
conventional method.
B. Rationale for Learning Difficult Physics Concepts Using
Keywords:- Instructional Module, Physics concepts, STEM, Design Thinking Approach in STEM context.
Design thinking, learning. Design thinking is problem solving approach based on a
complex of skills, mindsets and processes used to creating
I. INTRODUCTION novel solutions to world problems. Design thinking is a
user-centered, empathy-driven approach which aims at
Physics teachers’ continued use of traditional generating solutions through real insight into the users’
teaching approach had long time resulted to inability to needs (Goldman & Kabayadondo, 2017).).Design thinking
effectively teach and learn physics concepts which is an approach that focuses on real problem solving through
consequently results to low performance in physics ( empathy driven solution and promoting creativity
Uwizeyimana, Yadav, Musengimana & Uwamahoro, confidence (Zielezinski, 2017).
2018). The poor method of teaching physics had cultivated
in students preconceived bad notion that physics is a STEM learning according to Vasquez, Comer and
difficult subject . This invariably had affected the overall Sneider(2013) in Jolly (2017) is an interdisciplinary
students’ achievement in physics with an impacting learning approach which eliminates traditional barrier that
consequence on the technological growth of any nation separates the disciplines of science, technology, engineering
(Jegede & Adebayo, 2013). and mathematics thus integrating them into rigorous, real-
world relevant experiences for learners. In this study, STEM
Besides, Okpala and Onocha(1988) reported in a learning is defined as the context for learning selected
study on difficult concepts in physics at the secondary physics concepts of force, energy, motion, speed, velocity
schools using 4344 final year physics students with 3215 and acceleration with their relevance to the interdisciplinary
males, and 1129 females from 1086 secondary schools that approach of science, technology, engineering and
students’ difficulty were observed in some isolated physics mathematics.
concepts. The difficult concepts isolated were Newton laws
of motion, work, energy, power, friction, speed, velocity, The integration of design thinking into STEM learning
acceleration and forces among others. This was further can enable learners develop set of skills that includes
collaborated by Kiptum (2015) that achievement in physics ideas which are not basically fostered within traditional
at the secondary school is disheartening because of the school settings as well as contribute significantly to different

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
levels of creative confidence (Carroll et al, 2010).This administered a treatment in an afterschool environment
consequently develops students’ STEM content knowledge using the design thinking modules within STEM context.
areas and invariably enhances their achievements . Design Single-group design is used primarily to determine the
+thinking approach to learning according to Kwek effectiveness of an intervention or program (Kazdin, 1982).
(2011) focuses on developing the learners’ creative In this type of pre-experimental research design, subjects
confidence through hands-on projects by empathy, serves as their own control. because it was highly flexible
promoting a bias toward action, encouraging ideation and and highlights the individual differences in response to the
fostering active problem solving skills and competencies in effects of the intervention (Thompson, 1986).
learners.
B. Sample
Learning physics in the context of STEM learning The two schools used for this study were purportedly
minimizes learning around the facts thereby changing the selected in the federal capital territory, Nigeria. This was
paradigm. Teaching and learning physics must go beyond based on schools that will allow an afterschool school
the facts and the theories (Fisher, 2011). The goal of science programme in their school. After which ethical
is to draw as close as possible to understanding the cause considerations of writing to the relevant school authorities
effect realities of the natural world. It is never “truth" or the for permission to use school and students for research
"facts" because “truth" and "facts" could have different purpose was done. Study involved 48 male and 41 female
meanings to different type of people. The conventional ways participants giving a total of 89 participating students on the
teachers teach physics has been by the conventional method overall in the two selected schools. A total of 10 students
thereby stressing only the facts or theories without active were used after the use of the instructional module to obtain
learning. This is collaborated by Fisher(2011)who observed feedback by interview for study thematic analysis of the
that conventional science instruction isn’t effective as impact of instructional module on learning selected physics
expected, but with only 10 to 20 percent of lecture content concept.
being retained by the students, to the dismay of the
instructors who had spent much hours explaining the facts C. Procedure
only to their students. The developed design-thinking STEM learning
instructional module was to enhance learning difficult
Although, there is the buzz surrounding STEM physics concepts is such as driven by NGSS standards to
learning and the confusion on how to teach it which inspired complements the trans-disciplinary philosophy. According
the rationale for the use of design thinking approach to Glancy and Moore. (2013), STEM is the combination of
culpable of developing learners, creative confidence and each components of science, technology, mathematics and
acquisition of a wide range of STEM knowledge to real engineering and the translations connecting them. The
world problems (Brophy,Klein, Portsmore & Rogers,2008). framework of STEM translation model depicts that
Moreover, the negative mind set of students about STEM as interdisciplinary STEM instructions and learning activities
an interdisciplinary discipline is viewed to be too difficult, are optimal when students are made to focus on making
boring and uninteresting (Johnson et al, 2015). translations between the ideas of each of these STEM
components of science, technology, mathematics and
II. METHODOLOGY engineering. Therefore, participants were allowed to
generate some solutions to world problem through the well
A. Research Design outlined design processes in STEM context as shown in
Single-group design was used in the study in line with Figure 1
Borg and Gall(1989) in Mertens (2005) who justified the
use of the design in circumstances a researcher is making
attempt to change knowledge or behaviour as well as when
schools do not allow possible provisions for control groups.
The single-group design with the intact group were

Fig. 1: Design Thinking process adapted from Stanford Design Thinking Model( Hasso Plattner Institute of Design, 2004)

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
 Empathy-participants through the use of the developed Similarly, in the truss bridge design, participants
instructional modules in the truss bridge design tasks were were guided with clarity on the concept of force in design
enabled to develop deep insights into the needs of users of bridges such as the force of reaction(the science), weight
putting themselves into their place. The main goal in the of bridge and their calculations(the mathematics) .As they
building a rural community sturdy bridge challenge, the engage in building the prototype bridge as solution to the
main goal was identifying some problems with a Nigeria problem of this rural community they learnt and understood
railroad corporation with just acquired new fleet of trains basic fundamental principle of engineering in bridge design,
for nation-wide transportation of goods and services. know how to design a model of a sturdy truss bridge by
However, in one section of the railroad plan, there exist a generating ideas, showing creative thinking and exploring
river which running through a deep valley so that solutions from different perspectives (the
constructing a railroad for the trains across the valley in engineering).Besides, the participants learned and applied
the community is a problem. the Newton’s third law of motion as done by engineers in
designing bridges, learnt and applied the concepts of
 Define: It entails identifying the design challenges, clearly equilibrium, static and dynamic loads, vibrations, and
stating the problem and what potential solutions are resonance while building their bridges(the Science). Also
available. It entails participants to brainstorm and write learnt while designing their own prototype of truss bridge
down what they can invent as a solution to the identified the concepts of tension and compression while determining
problem and how it will work out in the zip line deliveries the effective geometric shapes used in bridge design (the
and truss bridge design challenge tasks. The participants Mathematics).
in this stage of design process therefore clearly state the
problem as does engineers and thereafter spell out how to  Testing: Here the designers evaluates by testing their
possibly work out the solution to bringing daily deliveries finished product using the best possible solutions
to this children in the thick jungle. Similarly, in the identified in line with Siang (2017). Participants test their
building of a rural community sturdy bridge challenge, own prototypes of the zip line structure in design
participants were made to identify, write down and challenge as well as of the truss bridge challenge.
brainstorm on how to offer possible solution in the rural
community.  Improving and Retesting: In this design stage, study
participants repeated the design process step several times,
 Ideation: This design process stage involves various by going back to previous steps and starting all over.
techniques as brainstorming, identifying possible solutions There is no specific right or wrong way to going through
or worst ideas to the design challenge. It involves the procedure. For the truss bridge design participants
sketching and drawing diagrams or pictures like engineers view to see if their invention could be improved or
while listing the materials needed for creating solutions. modified to hold more weights (the technology). They try
Participants therefore choose after the brainstorming the a more challenging level by increasing the span to more
best ideas of the many generated ideas to the identified than one (1) meter and so on. They review the design steps
problem and how it will work out. Participants sketch and for quality assurance. Similarly, for the zip line deliveries
draw diagrams and pictures as does engineers, listing the challenge, study participants repeated the design process
materials for creating solutions for the zip line deliveries step several times, going back to previous steps and
and building a rural community sturdy bridge challenge. starting all over to see if their invention can be improved
or modified for increasing or decreasing the span as
 Prototypes: Creating solutions of inexpensive versions of required. The following steps based on the Kemp model
the product. Building a model of your design based on was adopted in development of modules:
your plans is pivotal in engineering design process.
Participants build a model of a zip line as the first  Firstly, was to identify the instructional challenges and
challenge and truss bridge design as the second STEM- problems and specifying necessary goals for an
design challenge. In the zip line challenge, participants instructional program design. Identifying the instructional
were guided to describe and design a model zip line. .As challenges and problems of students’ difficulties in the
they engage in the design task, concepts of , potential concept of force among other difficult physics concepts .as
energy , kinetic energy and Newton Law of universal asserted by Obafemi et al. (2013); Reiner, Slotta, Chi, and
gravitation were brought into play with vivid discussion Resnick (2000) with Okpala et al.(1988) .Besides, the
on how the acceleration of an object is affected by it(the instructional challenge identified was in line with the
science). They were guided to apply the mathematical framework on crosscutting concepts, and core ideas
formula: speed=distance /time as well know units’ practices of the next generation science standards (NGSS)
conversion (the mathematics). In this design, the concepts outlined in National Research Council (2011) also
of friction and forces in two dimensions and torques to observed that these are essential concepts in all disciplines
solving the zip challenge were highlighted to design of science and engineering. These essential concepts are
the zip line structure (the technology). Students therefore often in connection with systems as crosscutting concepts
knew and had better understanding of the physics and which have applications across all domains of science.
engineering principles involved in zip lines (the They have value because they provide learners with
engineering). connections across various disciplines. Consequently, the
following Table 1 outlined the step by step of specific
objectives.

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Moreover, for the building a rural community sturdy solutions to the problem by designing a truss bridge as
bridge challenge, the main goal is identifying some shown in Figure 3 was the imminent challenge goal study
problems with the Nigeria Railroad Corporation which has for the participants.
newly acquired a set of fleets of trains for transportation of
goods and services across the country. Unfortunately, in one Therefore, the truss bridge design challenge goal was
section of the railroad plan, there exist a narrow river which to use the design thinking process to solve the problem of
runs through a deep valley so that construction of an some villagers in a remote area. The following Table 1
additional railroad for the trains to cross the valley in a outlined the step by step of specific objectives in the truss
community is a problem. Participants generating some bridge STEM-Design challenge:.

S/No Instructional Main Goal STEM Instructional Objectives

Standard
Content
1 Students at the end of the lesson will be able Science Students at the end of the instruction should
to use the design thinking process to build know the application of force concepts in
a rural community sturdy bridge to solve the design of bridges such as the force of
problem encountered by the Nigeria reaction.
Railroad Corporation which has newly Understand Newton’s third law of motion.
acquired a set of fleet of trains for Understand the concepts of equilibrium,
transportation of goods and services across static and dynamic loads, vibrations, and
the country. Unfortunately, in one section of resonance while building bridges. Know and
the railroad plan, there exist a narrow river understand the concepts of tension and
which runs through a deep valley so that compression and be able to explain how
construction of an additional railroad for the materials react to tension and compression
trains to cross the valley in a community was forces.
a problem
2 Technology Students at the end of the instruction should
know how to design a model of a sturdy
truss bridge by generating ideas, showing
creative thinking and exploring solutions
from different perspectives
3 Students at the end of the lesson will be able Engineering Students at the end of the instruction should
to use the design thinking process to build know and understand basic fundamental
a rural community sturdy bridge to solve the principle of engineering in bridge design.
problem encountered by the Nigeria Application of Newton’s third law
Railroad Corporation which has newly application by engineers in designing
acquired a set of fleet of trains for bridges. Apply the knowledge of geometry,
transportation of goods and services across compression, tension and vectors by
the country. Unfortunately, in one section of engineers when determining and
the railroad plan, there exist a narrow river maintaining a state of equilibrium for
which runs through a deep valley so that bridges subjected to various static and
construction of an additional railroad for the dynamic loads.
trains to cross the valley in a community was
a problem
4 MathematicsStudents at the end of the instruction should
know how to calculate the weight of
bridge, Identify and determine effective
geometric shapes used in bridge design. Use
mathematical formula to predict strength
ratio of a truss bridge. Know how to plot
graphs of strength ratio predictions for
bridges.
Table 1: Instructional Goals and Objectives in STEM Standard Content in Truss Bridge Challenge

Secondly, was to examine the learners’ attributes and selected physics concept. It also focused on procedures,
characteristics requiring attention in the process of tasks and cognitive attainment in relation to the expected
planning. In this step of module development, the researcher design challenges in STEM context. Attribute of empathy
explores, examines and identified the learners’ needed by engineers in solving world problems was to be
characteristics and needs that could impact and provide developed. This is to promote students’ engagement in
ample guidance in instructional planning process while science and engineering practice. Module was to develop the
measuring the achievement level of students in learning the characteristics of reflective and independent thinkers in

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
participants who will be capable of seeking out new dimensions of participants was for gaining learning mastery in design
knowledge and learning from failure when solving problems within tasks and knowledge acquisition in physics concepts .
engineering contexts. This is in alignment with the NGSS
framework (2013) which promotes students’ engagement in These cycle of testing, improving and retesting was
science and engineering practices. This emphasizes made to continue during the students’ learning design
crosscutting concepts that deepen students' understanding of engagement until participating learners accomplished or
in science and engineering core ideas. gain mastery in the design activities. After gaining mastery,
they then move to the next challenge. To enable learners
The study gave attention to students STEM activities in gain mastery of the learning objectives as outlined in the
designing of the building a community sturdy bridge challenge study based on Bloom’s taxonomy. Participants were given
meant to enhance learners’ knowledge and achievement in physics opportunity to demonstrate the design activities in STEM
learning concepts while using the design thinking approach . context for the design challenges of zip line deliveries and
Similarly, the building a community sturdy bridge challenge entails building a truss bridge to foster learners understanding of
design solution which identified the problem of the Nigeria railroad selected physics concepts through design solutions to real-
corporation that newly acquired a set of fleets of trains for world problem people face.
transportation of goods and services across the country.
Unfortunately, in one section of the railroad plan, there exist a narrow Seventh step is the planning the Instructional Content
river which runs through a deep valley so that construction of an and Delivery. Besides, the lesson plan on the use of design
additional railroad for the trains to cross the valley in a community. thinking approach for learning the identified content area in
physics in STEM context was prepared and used for the
Thirdly, is identifying the subject contents, and study for the identified design product for a period of twelve
analyzing the components of the tasks in line with the stated weeks with an overall total of twenty-three lesson plans
goals and purpose of instruction. The instructional standard covering the adapted design processes of empathy, define,
contents in the selected physics concepts for learning ideate, prototype, test, improve and retest.
achievement test are hereby presented in s standard content
for physics learning achievement test . The eight step was the consideration of evaluation
instruments used to assess learning objectives in the module.
Instructional challenge identified was in line with the Evaluation instrument deemed appropriate for measuring
framework on crosscutting concepts, and core ideas and assessing learners’ achievement in learning physics
practices of the Next Generation Science Standards (NGSS) concepts learning based on the instructional objectives
in National Research Council (2011) who also observed that were carefully developed and used after due consultation
these are essential concepts in all disciplines of science and and validation from experts who made valuable corrections
engineering. and inputs on the assessment instruments .The assessment
instrument was designed based on Bloom’s taxonomy to
Fourthly, stating instructional objectives for the measure several learners’ ability in the areas of knowledge,
learners. The lessons are in line with the Next Generation comprehension, application, analysis, synthesis and
Science Standards (NGSS, 2013).In each of the designed evaluation in learning the specified physics concepts. The
instructional modules for learning the selected concepts, the study made use of ungraded formative assessment design
behavioral objectives were clearly stated. This was in line task during the design activities to provide a view of
with the expected instructional goals. participants’ learning progress. It is also to provide feedback
to the students and the facilitator while offering the learners
Fifthly, was sequencing the contents within some useful guide during the afterschool STEM-design
instructional units to enhance logical learning. The activities. This assessment does not count or contribute
instructional content for each of the instructional modules scores to the final achievement scores in physics learning.
were sequentially and logically structured. This was to Besides, is the summative graded assessment task which
facilitate the learning of the selected physics concepts in the was used to measure participants’ achievement in selected
context of STEM by the use of design thinking approach. physics concepts.
The lesson plan for instructional modules lasted for a period
of 12 weeks and were sequentially presented in accordance The ninth step in developing the instructional module
to each stages of the design thinking processes in STEM based on the adopted Morrison and Kemp model was
context. This was to deepen learning experiences that selecting the resources capable of supporting instructions
connects together the selected physics concepts. and the learning activities. Appropriate resources that
supported both the instructional deliveries and the design
Sixthly, was designing instructional strategies which thinking learning activities within the context of STEM were
enables every learner gain mastery of the learning carefully selected. For the building a sturdy truss bridge the
objectives. Instructional objectives were analysed and there supporting instructional resources were paper, index cards,
after translated into a more definite and specific goals. The tooth pick, self-adhesive labels, bridge test site, small craft
instructional strategies and procedures of design thinking sticks, heavy-duty scissors and wire cutters, binders clips,
processes in learning the selected physics concepts in the weights of different sizes to measure bridge strength,
context of STEM enabled every learner the ample masking tapes ,meter ruler, graph paper, computer with
opportunities to get involved in the design thinking activities internet access, projector.
in STEM contexts. Design thinking activities in STEM
context through test, improve and retesting stages for

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
D. Students’ Feedback on Effectiveness of STEM-Design The fifth indicator is knowledge of physics content
thinking Instructional Module areas. National Academy of Engineering and National
Students’ feedback was necessary to ascertain in Research Council (2014) emphasized that the demonstration
accordance with the framework for Afterschool Alliance of STEM knowledge when the students show increase in
(2013) the capability of the modules in enhancing physics knowledge in specific content areas. It is making relevant
content areas as well as developing 21st century measurable connections with everyday world and using scientific
competencies. Besides, students’ feedback was essential as terminology as well as the demonstration of STEM skills. It
part of modules development to ascertain the ability of the is an understanding of STEM methods of investigation
modules to productively engage students in physics learning which is evident in their understanding of the nature of
within STEM context using design thinking processes. science; According to them, the demonstration of mastery of
Again, the reason for students’ feedback in module technologies and tools that can assist in STEM
development was to enable the researcher to establish in investigations and measurements with scientific instruments.
accordance with the framework for Afterschool Alliance Demonstration of applied problem-solving abilities to
(2013) if modules were able to potentially arouse curiosity conduct STEM investigations and critical thinking are all
for better understanding when learning physics concepts by attached to the fifth indicator for interview on STEM
design thinking processes within STEM context. According afterschool program.
to Afterschool Alliance (2013) it was to ascertain if usage of
the developed module promotes the value for physics The sixth indicator for the interview is the
learning in STEM context in relation to STEM profession development of 21st century competencies in STEM
development and STEM careers. The feedback in learning using the design thinking process. The development
accordance with Seldin (1997) comprises of several semi- of 21st century measurable competencies as indicators for
structured interview questions to which students were able STEM After school program as indicators for outcome.
to respond to extensively using their own words. Interview These includes cognitive competencies such as critical
coverage was in line with the adopted framework for thinking, innovation; metacognition, interpersonal attributes
Afterschool Alliance (2013); National Academy of such as collaboration, responsibility communication, as well
Engineering and National Research Council (2014) for as intrapersonal traits of initiative and flexibility (National
STEM learning as follows: Academy of Engineering and National Research Council,
2014).
First scope of the interview was the active participation
in the physics learning in STEM context using design In an attempt to ensure that the modules were well-
thinking. The National Academy of Engineering and developed before its usage in the quasi- experimental
NRC(2014) asserts that active engagement and focus in design intervention, semi structured participants’ interview
STEM learning activities such as evident in students’ ability was conducted at the pilot testing stage of the modules. This
to persist in a STEM task or program; Ideas and knowledge was to provide a deeper understanding and rich details as
sharing showing enthusiasm, joy, etc. are indicators for feedbacks from students’ perspectives on the design of the
afterschool learning outcome instructional modules. This consequently enabled the
researcher in making necessary modifications necessary for
Second indicator for the interview is curiosity about a well-developed module before usage in the quasi
learning physics concepts and STEM learning practices in experimental design.
design thinking processes. In accordance with the
framework for Afterschool Alliance (2013) deep sense of In line with Mabuza, Govender, Ogunbanjo and Mash
curiosity on STEM learning are necessary indicators that (2014) qualitative data is concerned with text derived from
should be measured when interviewing on students’ observations, interviews or some existing documents.
outcome in STEM afterschool learning. Third indicator for Saldana (2013) observed that qualitative analysis deals with
the interview is the ability to productively engage in physics reducing data but not losing the meaning of the data.
learning in STEM context using design thinking processes. Interviews carried out in this study in line with Mabuza et al.
According to National Academy of Engineering and (2014), Saldana (2013); Braun and Clarke (2006) was audio,
National Research Council (2014) indicator for STEM video-recorded and was transcribed verbatim in an attempt
afterschool learning outcome is students’ demonstration of to generate data that could be further analysed.
ability to productively engage and work in teams for
effective collaboration. The interviews were transcribed word- for-word and
was not paraphrased. The interview transcripts were verified
The fourth indicator is the value for physics learning and checked for accuracy before commencement of analysis.
in STEM context in relation to STEM profession The study in a bid to evaluate the overall effect and outcome
development and STEM careers. This refers to the of the use of the STEM-Design thinking module in physics
demonstration of knowledge of how to pursue STEM teaching, purposively selected ten participants with six male
careers, acquiring knowledge of what STEM courses are and four females for interview. Since there are diverse and
needed to prepare for or pursue STEM degrees; interests in complex qualitative approaches in line with Holloway and
STEM (National Academy of Engineering and National Todres (2003), the study therefore employed the thematic
Research Council, 2014). analysis. This according to Braun et al. (2006) is a
foundational method for qualitative analysis with the
potency of providing core skills across qualitative analysis.

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It is known for flexibility and rich detailed account of data physics learning. . After this was the selection of
analysis. codes for the analysis. This was done in a bid to
facilitate sorting, consistency and categorization
The phases for conducting the thematic analysis in the process by attributes coding. Such coding was
study are hereby presented as follows: featuring the characteristics of participants, whether
male and female as well as materials used in this
E. Phases for Conducting Thematic Analysis on study.
Effectiveness of Design Thinking Instructional Modules
on Enhancing physics Learning. Next, was the evaluation coding in participants’
Although thematic analysis according to Attride-Stirling evaluation about the Design- thinking in STEM
(2001), Tuckett (2005) and Braun et al (2006) is been context modules. After this was the vivo coding in
widely used, there is no concise agreement on what thematic which coding entails using the words of the study
analysis is and how it is been done so that thematic analysis participants. After this was the emotion coding. This
was defined in the very simplest way as a categorization coding was done in relation to participants’ feelings
strategy for analyzing qualitative data. A theme to them and excitement about the STEM-Design thinking
refers to a cluster of categories linked together to convey approach from the view point of the participants
synonymous meanings after some inductive analytic (Saldana, 2013).
processes characterized by the qualitative paradigm. The
study therefore adopted the phases for conducting the Besides, the compilation and arrangement of list
thematic analysis in line with the views of Braun et al of anchor codes and initial generated codes was done.
(2006) as follows: The generated codes were compiled and also
a) Familiarity with the interview data (Reading the arranged orderly for easy categorization towards
transcript.). theming. The generated codes in the study was 14.
In line with Braun et al (2006), Bryman (2008) and After this was the categorization of the generated
Mabuza et al. (2014) familiarity with the transcribed codes. In this study, codes were combined to form
interview data was done by first browsing through categories by sorting in accordance to Saldana (2010)
the interview transcript as a whole after transcribing and Saldana (2013) who asserts that two or more
from audio and video clips. Then notes were then codes could be combined with respect to tallying the
made about the first impression. After this, the frequency of codes. Then defining meanings
interview transcript was carefully read line upon line. underlying the groups of codes and establishing
relationship among generated codes. Then after this
b) Generating Codes. was the grouping which involves making reference to
This involved labeling of the relevant words, a specific concept or term (Saldana, 2013). 6
sentences, phrases, sections, concepts, processes, categories were identified out of the fourteen 14)
differences and opinions in line with Braun et al generated codes.
(2006) and Saldana (2013) who observed that coding
ranges from a word, phrase, sentences, to a full text Moreover, the next step was the identification
or a whole text page. Coding also ranges from of the themes in line with the view of Braun et al
moving images that is used to represent aspect of the (2006); Ryan and Bernard (2003) by looking for
data or rather used to describe the features and repetitions of categories, repetition of patterns of data
importance of the data. According to them, coding is meanings, similarities and differences among
the process of assigning specific labels to interview categories. After this was the linguistic connections
transcripts as it is carried out in this study. It was among categories. Four themes were eventually
done as follows: identified on the final analysis for which the study
report was based. After this was reporting of findings
The pre-coding stage, the researcher made sure on the themes.
that he was not influenced by biases, interest beliefs
by bracketing his influence (Saldana, 2013). Next From the four themes identified, the thematic
was the creating of a story line. In this study creating analysis was able to address the how and the why
a story line was done to assist the researcher to questions as well as to see how these themes related
provide main structure for coding, to direct on ways to the study’s conclusion as follows:
of organizing the data. It is also to know what
concepts as well as themes to present in the III. RESULTS
evaluation. After this was the labeling which
referred to as anchor codes were assigned to each of The findings by thematic analysis on impact of design-
the interview questions to enable easy organization of thinking in STEM context instructional module on learning
codes (Braun et al ,2006; Saldana ,2013). The next difficult physics concepts is hereby presented. The following
step after the labeling was identifying suitable and themes emerged from the categories generated in the study
right choice of coding. namely as engagement in STEM-Design thinking,
knowledge and creativity enhancement. Next was positive
This was done with regards to the purpose of impacts of STEM-Design thinking approach and then was
the interview which was to evaluate the use of the theme STEM professions and physics.
Design -thinking in STEM context modules in

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
A. Engagement in STEM-Design activities B. Knowledge and Creativity Enhancement.
while learning physics concept. The theme, knowledge enhancement in physics concepts
The theme refers to how the male and female refers to how both male and female participants’ views were
participants viewed or perceived their engagement with identified. They responded that use of the Design- thinking
the use of the STEM-Design thinking modules used in in STEM context instructional modules enhanced and
learning physics concepts. They were being asked: why do boosted their level of knowledge in the selected physics
you like being actively engaged in these STEM activities concepts. A totality of all 6 male and four (4) female
using the design thinking process? To some participants participants responded to the question on what do you think
engagement in STEM-Design thinking activities broadened about physics learning in STEM context using the design
their knowledge of difficult physics concepts. To some thinking process? If it has improved your academic
others, engagement was because they wanted to become knowledge in the concepts of force,? It was observed that
engineers as the design tasks gingered out their desire and learning physics concepts of force, had really improved their
taste for engineering profession. To collaborate this, a male knowledge of these concepts.
participant responded thus: “I liked being actively engaged
in STEM activities using the design thinking process as it Moreover, they responded by saying that learning
really helps a lot, because in my quest to be an engineer I physics in STEM-Design context broadened their
really need the practical activities. I really want to be a knowledge of physics concepts, helping them to understand
good engineer. If I want to be a good engineer, the STEM- difficult concepts in the most unforgettable way in contrast
design thinking process is really required in that” to the conventional method they had always been exposed
(Interviewee 2, Male). to. For instance, a female participant responded thus: “Yes it
Thus, this feedback received from students that their has helps me a lot to acquire more knowledge in physics
engagement in the Design- thinking in STEM context especially the zip line activities on the concept of motion”
activities broadened their knowledge of physics concepts (Interviewee 5, Female). This alluded to the fact that the
was a proof and affirmation that the instructional modules modules had positive impact on learning difficult physics
were well-developed .Another participant also observed that concepts of force.
his engagement in Design- thinking in STEM context
activities was because equipped with necessary skills for be Besides, another student had this to say on what he
self –reliant in the nearest future by saying: “Because it thinks about use of Design- thinking in STEM context
helps in building up our knowledge. There are some instructional module for learning physics concepts. “Yes I
practical activities that we know nothing about but due to think it has improved my knowledge because in the physics
these STEM activities. It can also help us in the world class we are taught the theoretical part but when we come
outside there so that even after schooling without here for STEM activities we are exposed to the practical
government work we can use our own initiatives and skills things which can be remembered easily than the theoretical
to make our living” (Interviewee 8, Male). parts because the practical activities are stored in our
brains so that in future we can use them to solve difficulties
This interview data does not only broadened students’ or problems when they arise” (Interviewee 2, Male).On
knowledge of the selected physics concepts but also enhancement, the participants observed impact was not only
incorporated necessary skills that could make students’ self- on their acquisition better knowledge of the physics
reliant. concepts but that their creativities also was significantly
enhanced :
Why others say they engaged in the STEM-Design
activities was purely because it promotes their thinking and It has helped to increase my creativity in relation to the
problem-solving skills as thus evident in a participant’s concepts of force, energy and motion”(Interviewee 3, Male
response: “To start with, I like participating in STEM ).Thus participants objective responses that the usage of
activities using the design thinking process because firstly, it Design-thinking in STEM context modules initiated
elaborates the physics concepts, secondly it makes you use creativity skills in them for problem solving so that they
your brain wisely, thinking well. For instance, I have not for became positively enhanced.to learn physics like never
sometimes now be engaged in thinking like this before. But before.
when we were faced with the STEM challenge of how to
make supply and deliveries to some refugees in a jungle, I C. Positive impacts of STEM-Design thinking approach
sat down and think of what to be done. Since then, I now Study participants expressed that such positive impacts
know that it is essential for anybody and physics student to of usage of Design-thinking in STEM context activities
have time to learn how to think to solve problems which I do made them feel interested, gives feelings of fulfillment, feel
know that STEM does help me to achieve. This was why I good, feel enlightened, improvement, feel challenged, to
liked engaging in STEM activities using the design thinking learning physics concepts. It gave them connections to real-
process” -(Interviewee 6, Male).The feedbacks from world challenges people face on daily basis as well as
students was that the use of the developed modules deeply boosting their morale for STEM professional jobs especially
elaborates physics concept to them than ever. with respect to their future ambition of wanting to become
engineers.

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
These responses from the six males and four female IV. DISCUSSION AND CONCLUSION
participants’ interviews was in response to the interview
questions which asked: How do you feel about your interest Study findings revealed that the use of the developed
in participation and engagement in these STEM activities learner-centered, activity based and facilitators ‘assisted
using the design thinking process? Specifically, a male Design thinking modules in STEM context had the capacity
participant responded thus: “I think it improve me positively to improve students’ knowledge and achievement in
because many things I do not know before when the learning physics concepts of force. Therefore innovative
teacher who taught us about the STEM and design process. pedagogical delivery of physics concepts should be done
It has taught us in depth about physics” (Interviewee 7, with such instructional modules developed around several
Male).Responses obtained from interviewees show that the non-negotiable design elements to offer supportive STEM
students during the pilot study of the modules were deeply learning environment as well as give exposure to real-world
enlightened and challenged to learning physics concepts learning opportunities. This is with the intention of
which led to their improvements and understanding of some improving students’ achievement, knowledge acquisitions
of the supposedly difficult concepts and interest in physics learning. This is in line with the
assertions of Gutulo and Tekello (2015) that to accelerate
Another interviewee responded that the positive impact development in physics education, instructional delivery
on their interest by saying thus: “I feel very interested in must be learner-centered, teacher-assisted, action oriented
participation because to start with it, it does not only open and project based such as is entailed in the developed
up my memory or understanding but also make me think, instructional modules.
teaches me more physics concepts. Like before now, I don’t
even have the slighted idea on how to make a bridge but as Therefore, physics teachers’ innovative training in this
we when we were doing it together in the STEM activities, i direction is vital for effective pedagogical delivery to
started learning, I started gaining some ideas and through demystify the learning of difficult physics concepts. Physics
that now by God’s grace now I can construct a bridge and teachers in line with the view of Yager (1991) should be
understand the underlining physics concepts behind it. I like trained to assist learners such as were involved in design
to engage in STEM activities because the STEM activities tasks of zip line delivery and truss bridge to develop new
enlighten me more it teach me more. Even most of the things insights and connections with previous knowledge while
that our teacher cannot teach (am not saying our teacher allowing them to make their discoveries and solution as in
doesn’t teach well) but most of the things not in our design- thinking tasks within STEM context as contained in
curriculum that are essential to us are taught us during the the developed modules.
STEM activities” (Interviewee 6, Male).A female participant
also opined by saying that “I feel very interested, I feel very Besides, training teachers on social interaction with
good and I will like to participate in the STEM activities both male and female students alike will offer scaffolding to
again” (Interviewee 9, Female). the students within Vygotsky’s zone of proximal
development in constructing new knowledge using such
Besides, a good number of the male and female developed instructional modules in this study will avail
participants interviewed added that the STEM-Design learners the opportunity to be learner- centered, activity
thinking activities had a positive impact of arousing their based, discover and explore new knowledge when learning
curiosity to learn physics concepts. This they said when physics concepts. This is in accordance with Bruner (1966)
responding to the question of how curious were you when who observed that learning and problem solving is a product
engaging productively in the STEM learning activities? of exploration and discovery of new knowledge. This
Curiosity was one of the positive impacts of Design- invariably will enhance students’ achievement in perceived
thinking in STEM context modules . In fact, a female difficult physics concepts.
participant responded: “I was very curious learning physics
through these STEM activities by the design thinking  Competing Interests Statement: The authors wish to
process we engaged in” Yes I feel very curious as these express that there were no competing interests as regards
things were new to me having never done them before in the their involvement in this research.
physics class (Interviewee 4, Female). From the feedback
 Contributors / Authors’ Statement of Approval: Both
received from the semi-structured interview that Design-
authors participated in the research materially and article
thinking in STEM context activities had a positive impact of
preparation and hereby disclosed and approved that the
arousing their curiosity to learning the physics concepts as
final article for submission is true.
against the usual conventional method.

Thus, feedback from the interview shows that the

module made the participants to be aware of the relevance of
which help to stimulate the students learning of physics
with special focus on STEM professional areas as they use
their knowledge of physics concepts to solve real-world
human problems.

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Volume 7, Issue 3, March – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
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