Active learning and design thinking effects on pre-service science teachers’ analytical thinking and achievement motivation

Abstract

This quasi-experimental study (N = 80) investigated the combined effects of active learning (AL) and design thinking (DT) on pre-service science teachers’ analytical thinking (AT) and achievement motivation (AM) at a Thai university. Grounded in self-determination theory, it proposes, as a theoretical interpretation, a “dual-pathway account” in which DT may support autonomy and AL may support competence. The 12-week intervention produced a significant multivariate effect (η²p = .18). The experimental group outperformed the control group on AT (d = 0.69) and AM (d = 0.58), with a large within-group motivation gain (dz = 0.91). These effects were larger than benchmarks for either approach alone, but such cross-study comparisons are interpretive rather than confirmatory. The findings provide preliminary evidence that the combined model is more effective than conventional instruction and warrant confirmation through factorial designs.