Impact of an Educational Program Based on the Design Thinking Methodology on English Language Learning in Primary School Students.

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Bibliographic Details
Title:	Impact of an Educational Program Based on the Design Thinking Methodology on English Language Learning in Primary School Students.
Authors:	Mattos Bruno, Gabriela Andrea¹ gabriela.mattosb@unife.pe, Salas Casas, Nataly Patricia¹ nataly.salasc@unife.pe, Rodríguez Saavedra, Liliana¹ lilianarodriguezs@unife.edu.pe
Source:	International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p317-334. 18p.
Subject Terms:	English language education, Listening skills, Primary education, Educational programs, *Language ability, Design thinking, Empirical research
Abstract:	The objective of this research was to evaluate the impact of an educational program based on the design thinking methodology on English language learning in primary school students at a public educational institution. Using a quantitative approach and experimental design, an official sample test from the Cambridge A1 Movers exam was administered as a pretest and post-test to an experimental group. The study population consisted of regular elementary school students, and the sample consisted of 68 fourth-grade students. Finally, the results after the application of the educational program showed that there is a statistically significant difference in English language learning, improving oral comprehension and production skills, demonstrating a positive impact and suggesting that the design thinking methodology Favor's more dynamic and effective language learning. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The objective of this research was to evaluate the impact of an educational program based on the design thinking methodology on English language learning in primary school students at a public educational institution. Using a quantitative approach and experimental design, an official sample test from the Cambridge A1 Movers exam was administered as a pretest and post-test to an experimental group. The study population consisted of regular elementary school students, and the sample consisted of 68 fourth-grade students. Finally, the results after the application of the educational program showed that there is a statistically significant difference in English language learning, improving oral comprehension and production skills, demonstrating a positive impact and suggesting that the design thinking methodology Favor's more dynamic and effective language learning. [ABSTRACT FROM AUTHOR]
ISSN:	1694609X
DOI:	10.29333/iji.2026.19217a