Design-Based Learning in Primary Schools: Examining an Engineering-Oriented Approach in the Classroom

The present study aimed to investigate the effect of design-based learning on problem-solving skills, creative thinking, and learning motivation of fifth and sixth-grade elementary students in Ardabil Province. This research is applied in terms of purpose and quasi-experimental in terms of method with a pre-test-post-test control group design. The statistical population consisted of all fifth and sixth-grade elementary students in Ardabil Province during the academic year 2024-2025. Using multi-stage cluster sampling, 48 students (24 experimental group and 24 control group) were selected. Data collection instruments included standardized questionnaires on problem-solving skills, creative thinking, and learning motivation. The validity of the instruments was confirmed through confirmatory factor analysis, and their reliability was verified using Cronbach's alpha coefficients of 0.914, 0.902, and 0.921, respectively. The experimental group underwent 12 sessions of design-based learning (Stanford Design Thinking Model), while the control group received traditional instruction. Data were analyzed using multivariate analysis of covariance (MANCOVA). Findings revealed that design-based learning had a significant effect on students' problem-solving skills, creative thinking, and learning motivation (p < 0.05). Based on the findings, the design-based learning approach can be employed as an effective method for improving cognitive and motivational skills of elementary students.