The Impact of the SCAMPER Strategy on Developing Design Thinking among Fourth-Year High School Students in Biology

Abstract

The current research aimed to explore the impact of the SCAMPER strategy on developing design thinking among fourth-year high school students in biology. To achieve the research objective, the researcher adopted an experimental design and formulated a null hypothesis. To test this hypothesis, Al-Asma’i High School for Girls was intentionally selected, and the research sample was randomly chosen from fourth-year students, totaling 62 students. The sample was divided into two groups: section A, consisting of 30 students, represented the experimental group that was taught using the SCAMPER strategy, while section B, consisting of 32 students, represented the control group that was taught using the traditional method. The groups were matched for variables such as age in months, previous academic achievement, overall average for the previous year, parents' educational level, and intelligence level. The research instrument consisted of a design thinking scale, which was developed by the researcher and was validated and tested for reliability. This scale was administered to both the experimental and control groups on Sunday, 29th October 2023, before the experiment began. After teaching the experimental group using the SCAMPER strategy and the control group using the traditional method for a full academic semester, the scale was administered again after the experiment was completed. Data was collected and statistically analyzed using the t-test for two independent samples with the help of the SPSS statistical package. The results showed a statistically significant difference between the two groups in the development of design thinking, in favor of the experimental group, which had a higher mean score due to being taught using the SCAMPER strategy. The researcher concluded with several recommendations and suggestions related to the study.