Table 2 Effects of DT on different learning outcomes, class sizes, treatment durations, and grade levels.
From: A meta-analysis of the effects of design thinking on student learning
Moderators | 95% CI | 2-Tail test | Between-groups effect | ||||
|---|---|---|---|---|---|---|---|
k | r | Lower | Upper | Z | p | ||
Learning outcome | |||||||
Creative thinking | 9 | 0.329 | 0.185 | 0.459 | 4.333 | 0.000 | Q = 21.847, p = 0.001 |
Learning engagement | 1 | 0.740 | 0.551 | 0.857 | 5.623 | 0.000 | |
Learning motivation | 4 | 0.608 | 0.084 | 0.869 | 2.227 | 0.026 | |
Problem-solving ability | 4 | 0.447 | 0.104 | 0.696 | 2.503 | 0.012 | |
Self-efficacy | 3 | 0.230 | 0.128 | 0.327 | 4.364 | 0.000 | |
Academic achievement | 21 | 0.450 | 0.319 | 0.564 | 6.173 | 0.000 | |
Class size | |||||||
<=30 | 14 | 0.609 | 0.566 | 0.650 | 20.805 | 0.000 | Q = 0.856, p = 0.652 |
31–50 | 19 | 0.422 | 0.381 | 0.461 | 18.074 | 0.000 | |
>=51 | 9 | 0.389 | 0.345 | 0.431 | 15.911 | 0.000 | |
Duration | |||||||
<=1 month | 10 | 0.456 | 0.158 | 0.677 | 2.902 | 0.004 | |
1–3 months | 13 | 0.245 | 0.151 | 0.335 | 5.016 | 0.000 | Q = 16.324, p = 0.000 |
>=3 months | 19 | 0.535 | 0.428 | 0.628 | 8.328 | 0.000 | |
Grade level | |||||||
Kindergarten | 2 | 0.174 | 0.010 | 0.329 | 2.080 | 0.037 | |
Primary school | 7 | 0.222 | 0.053 | 0.379 | 2.561 | 0.010 | |
Junior high school | 4 | 0.443 | −0.047 | 0.761 | 1.783 | 0.075 | Q = 14.678, p = 0.005 |
High school | 11 | 0.538 | 0.325 | 0.700 | 4.448 | 0.000 | |
University | 18 | 0.463 | 0.351 | 0.561 | 7.347 | 0.000 | |
