Students’ Performance and Self-Efficacy Using the Design Thinking Model in Grade 7 Science

Science education must not only promote student performance but also improve learners’ self-efficacy. Traditional instructions, while time-tested in content delivery, often limits student engagement and confidence. This study examined the effects of the Design Thinking Model (DTM) on students’ performance and self-efficacy in Grade 7 Science compared to the Expository Instruction Model (EIM). Using a quasi-experimental pretest-posttest design, 80 students from Zapakan National High School, BARMM, were assigned equally between DTM and EIM groups. Data were gathered through validated teacher-made tests and a standardized self-efficacy questionnaire. Findings revealed that while both groups significantly improved students’ performance, DTM students achieved higher mastery levels and better learning gains than their EIM counterparts. DTM students also reported very high efficacy, indicating greater confidence in their ability to understand and apply scientific concepts. The collaborative, iterative, and problem-centered nature of DTM seemed to cultivate deeper understanding and higher motivation than the structured, teacher-centered approach of EIM. This implies that Design Thinking not only enhances academic achievement but also builds learners’ self-belief and resilience. The study highlights the potential of DTM as a transformative instructional approach. It suggests embedding design thinking processes into science instruction to promote creativity, critical and analytical thinking, and learner autonomy aligned with 21st century skills development.