Analysis of primary school students’ learning needs and learning styles through in-depth interviews using a design thinking approach

Abstract

Each student has unique learning needs and learning characteristics, making teachers’ understanding of individual learner differences essential for designing meaningful and student-centered learning experiences. This study aims to analyze the learning needs and learning styles of Grade 6B primary school students through a Design Thinking approach, particularly the Empathize and Define stages. The study population consisted of all 32 students in Grade 6B, from which three students were purposively selected to represent high, moderate, and low levels of academic ability. Data were collected over the course of the study through in-depth interviews and classroom observations. The Empathize stage guided the interview and observation protocols to explore students’ experiences, motivations, learning preferences, social interactions, and perceived challenges, whereas the Define stage was used to identify and formulate the main learning needs and problems emerging from the collected data. The data were subsequently analyzed thematically. The findings indicate that social factors, particularly the presence of peers, represent a primary motivation for students to attend school; disparities in parental support are associated with differences in academic ability; students demonstrate varied learning styles ranging from concrete experience to reflective observation; and teachers’ practices of comparing students negatively affect their psychological comfort. These findings demonstrate that students’ learning needs extend beyond academic performance and include social, family, psychological, and individual learning characteristics. The study confirms that an empathetic approach based on Design Thinking can serve as an effective instrument for teachers in identifying students’ needs before designing instruction. Practically, the findings suggest that teachers should avoid comparative practices, strengthen supportive classroom interactions, and provide varied learning activities that accommodate differences in students’ learning characteristics.