Design Thinking as a Predictor of Adaptive Learning and Social Well-Being among in-School Adolescents in Secondary Schools in Rivers State, Nigeria

Dr. Vivian Chukwunonyenim Amaechi-Udogu and Dr. Fidelis Eze Amaeze
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Dr. Vivian Chukwunonyenim Amaechi-Udogu: Department of Educational Psychology, Guidance and Counselling, Faculty of Education, University of Port Harcourt, Rivers State
Dr. Fidelis Eze Amaeze: Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 400-409

Abstract: The study investigated design thinking as a predictor of adaptive learning and social well-being among in-school adolescents in secondary schools in Rivers State, Nigeria. Four research questions and four corresponding hypotheses guided the study. The study adopted a correlation research design with a population of 1499 students identified with maladaptive learning and poor social well-being. The sample size of the study is 149 students with maladaptive learning and poor social well-being representing 10% of the population drawn through simple random sampling technique. Three instruments titled Design Thinking Questionnaire (DTQ) and Adaptive Learning Questionnaire (ALQ) and Social Well-being Questionnaire (SWQ) respectively. The instruments were face validated by three experts. The internal consistency reliability coefficients of 0.78, 0.89 and 0.85 were computed for DTQ, ALQ and SWQ through Cronbach alpha. Linear regression was used to answer the research questions while t-test associated with linear regression was used to test the null hypotheses at 0.05 level of significance. It was found that creative problem-solving predicted adaptive learning and social well-being of in school adolescents in secondary schools in Rivers State to a very high extent. It was revealed that creative confidence predicted adaptive learning and social well-being of in school adolescents in secondary schools in Rivers State to a very high extent. It was recommended among others that teachers should make the instructional content and activities to be practically oriented in order to enhance adaptive learning and social well-being of in-school adolescents.

Date: 2025
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