Abstract

This research aimed to (1) develop an instructional model integrating the engineering design process and metacognition (EDP-Meta Instructional Model) to enhance higher-order thinking competencies and computational thinking skills and (2) evaluate the effectiveness of the developed model. The study was conducted in two phases: model development and implementation using a quasi-experimental design. The sample consisted of 50 Grade 10 students obtained through cluster random sampling, divided into an experimental group (n = 24) and a control group (n = 26). An a priori power analysis confirmed adequate statistical power. Research instruments included lesson plans, a higher-order thinking assessment (Cronbach’s α = .85), and a computational thinking assessment (KR-20 = .82). Data were analyzed using descriptive statistics, paired-samples t-tests with Cohen’s d, and multivariate analysis of variance (MANOVA) with partial eta squared (η²p).

The results revealed that (1) the developed instructional model comprised seven main components with six integrative instructional phases; expert evaluation confirmed the highest level of structural suitability and validity (M = 4.76, SD = 0.43); and (2) the experimental group demonstrated significantly higher post-test scores in higher-order thinking (M = 24.38, SD = 3.12) and computational thinking (M = 15.54, SD = 2.15) than the control group and than their own pre-test scores at the .05 significance level. MANOVA results confirmed a significant positive impact on both dependent variables (Pillai’s Trace = .385, F(2, 47) = 14.72, p < .001), and follow-up univariate tests yielded large effect sizes for higher-order thinking (η²p = .638) and computational thinking (η²p = .373). These findings indicate that the EDP-Meta model constitutes an effective pedagogical innovation for elevating students’ 21st-century skills.

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