Students’ Academic Performance through Design Thinking Instruction in Senior High School General Biology

This study investigated the impact of Design Thinking Instruction (DTI) on students' academic performance and engagement in General Biology 2. It specifically analyzed students' performance on pretest, posttest, and retention tests; assessed engagement across affective, behavioral, and cognitive domains; and found significant differences between students exposed to DTI and those taught using Non-Design Thinking Instruction (Non-DTI). A quasi-experimental research design with a pretest–posttest control group format was employed. The participants were 63 Grade 12 STEM students from Bocboc National High School, SY 2025-2026, and divided into experimental (DTI) and control (non-DTI) groups. Academic performance was measured using a validated teacher-made test, while student engagement was assessed using an adapted questionnaire based on affective, behavioral, and cognitive dimensions. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Both groups showed comparable pretest results; however, the DTI group demonstrated greater improvement in posttest and retention scores. No significant difference was found in posttest performance; however, a significant difference was observed in retention, indicating better long-term learning among students exposed to DTI. The DTI group exhibited significantly higher engagement across affective, behavioral, and cognitive domains compared to the non-DTI group. These findings indicated that Design Thinking Instruction enhanced student engagement and improved retention of biological concepts over time.

Design Thinking Instruction, Academic Performance, Student Engagement, Learning Retention

1. Alvarado, L. F., Cruz, J. S., & Reyes, M. A. (2025). Design thinking as an active teaching methodology in higher education: A systematic review. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1462938 [Google Scholar] [Crossref]

2. Asio, J. M. R., & Mondejar, H. C. U. (2022). Students’ level of science process skills acquisition and academic achievement during the pandemic. Central Mindanao University Journal of Science, 26(2), 63–73. [Google Scholar] [Crossref]

3. Bernardo, A. B. I. (2020). Language and learning in Philippine classrooms: Issues, challenges, and directions. Philippine Journal of Psychology, 52(1), 1–20. [Google Scholar] [Crossref]

4. Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Student engagement strategies. Education and Information Technologies, 25(6), 2481–2508. [Google Scholar] [Crossref]

5. Bond, M., Bedenlier, S., Buntins, K., Kerres, M., & Zawacki-Richter, O. (2020). Facilitating student engagement in higher education through educational technology: A narrative systematic review in the field of education. Contemporary Issues in Technology and Teacher Education, 20(2), 315–368. [Google Scholar] [Crossref]

6. Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17, 2. [Google Scholar] [Crossref]

7. Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2022). Using spacing and retrieval practice to enhance learning. Educational Psychology Review. [Google Scholar] [Crossref]

8. Casildo, N. J. G. (2022). Modeling the performance of Senior High School students’ National Achievement Test performance. Central Mindanao University Journal of Science. [Google Scholar] [Crossref]

9. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. [Google Scholar] [Crossref]

10. DepEd (2020). National Achievement Test Report 2020. Department of Education. [Google Scholar] [Crossref]

11. Franzoi, L., et al. (2025). Retrieval practice enhances learning in classroom settings. Frontiers in Psychology. [Google Scholar] [Crossref]

12. Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & [Google Scholar] [Crossref]

13. Wenderoth, M. (2021). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. [Google Scholar] [Crossref]

14. Huang, M. (2025). Spaced repetition and retrieval practice in learning. International Journal of Asian Social Science Research. [Google Scholar] [Crossref]

15. Machová, M., & Ehler, E. (2023). Secondary school students’ misconceptions in genetics: Origins and solutions. Journal of Biological Education, 57(1), 1–14. [Google Scholar] [Crossref]

16. Magalong, J. P. (2022). Challenges and opportunities in teaching General Biology in Philippine senior high schools. Philippine Journal of Science Education, 11(2), 22–35. [Google Scholar] [Crossref]

17. McLaughlin, J. E., Chen, E., Lake, D., Guo, W., Skywark, E. R., Chernik, A., & [Google Scholar] [Crossref]

18. Liu, T. (2022). Design thinking teaching and learning in higher education: Experiences across four universities. PLOS ONE, 17(3), e0265902. https://doi.org/10.1371/journal.pone.0265902 [Google Scholar] [Crossref]

19. Mercado, J. S. (2021). Laboratory innovations in senior high school science: [Google Scholar] [Crossref]

20. Effects on students’ performance and attitudes. Asia Pacific Journal of Multidisciplinary Research, 9(4), 45–54. [Google Scholar] [Crossref]

21. Morales, R. A., Alava, W. G., Jr., & Bello, A. Q. (2022). Effects of multiple game-based strategies in Grade 10 science learning. CMU Journal of Science, 26(2), 121–130. [Google Scholar] [Crossref]

22. Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center. https://timss2019.org [Google Scholar] [Crossref]

23. Ojo, A. T., Rahman, T., & Rusyati, L. (2024). Examination of secondary school students’ conceptual understanding, perceptions, and misconceptions about genetics concepts. Pedagogical Research, 9(1). [Google Scholar] [Crossref]

24. Organisation for Economic Co-operation and Development. (2023). PISA 2022 results: The state of learning and equity in education. OECD Publishing. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study