The study investigated the effect of using a design thinking teaching method on male and female students’ achievement in some selected secondary school physics concepts in the context of STEM learning. The study was carried out in an afterschool environment which necessitated the researcher using a single group quasi experimental research design conducted in purposively selected two secondary schools of comparable standards. Intact classes of physics students comprising of 48 male students and 41 female students overall in the schools were used in the study. A pilot study was conducted using a 25 item physics learning achievement test (PLAT) validated by experts in STEM fields. Reliability coefficient of validated PLAT using test retest method by Kuder-Richardson (KR-20) was established at .86 for the multiple choice test and Pearson product moment reliability coefficient for the semi-structured questions at .81. Study utilized the researcher’s developed STEM-design thinking modules validated by STEM experts. The modules combined the concepts of STEM learning and design processes of empathy, ideation, brainstorming prototyping, testing and retesting to learn selected physics concepts for 3 months. Prior to its use, students in each school of study were administered a pretest and similarly a posttest using PLAT after the study intervention. Study intervention was carried out using the developed and validated STEM-design thinking modules. Result obtained from statistical analysis using the paired sample t test and a one-way ANCOVA revealed that there were no significant differences between the achievement of male and female students in physics learning. Findings revealed that both male and female students improved in their achievements and that male participants had higher achievement scores than the females when STEM-design thinking modules were used to learn selected physics concepts. Implications includes necessity for physics teachers’ innovative training on developing and using a gender-balanced STEM-design thinking pedagogy. Such training should equip teachers on how such developed STEM-design thinking modules can be used to create opportunities relating learning of physics concepts to real life situations. This is necessary in order to improve male and female learners’ construction of knowledge through discovery in a constructivism environment. Such is vital in a world of rapidly changing nature of technology with the necessity of skills for solving real world problems in the twenty-first century. Conclusion and recommendations were therefore made in the study.

该研究调查了在 STEM 学习背景下，使用设计思维教学法对一些选定的中学物理概念的男女学生成绩的影响。该研究是在课后环境中进行的，这需要研究人员使用在有目的地选择的两所具有可比标准的中学进行的单组准实验研究设计。研究中使用了完整的物理学生班级，包括学校的 48 名男学生和 41 名女学生。使用由 STEM 领域专家验证的 25 项物理学习成就测试 (PLAT) 进行了一项试点研究。使用 Kuder-Richardson (KR-20) 的重新测试方法验证的 PLAT 的可靠性系数在 . 86 的多项选择测试和 0.81 的半结构化问题的 Pearson 乘积矩信度系数。研究利用了研究人员开发的经 STEM 专家验证的 STEM 设计思维模块。这些模块结合了 STEM 学习的概念和移情、构思、头脑风暴原型设计、测试和重新测试的设计过程，以学习选定的物理概念 3 个月。在使用 PLAT 之前，每个学校的学生在研究干预后使用 PLAT 进行了前测和类似的后测。研究干预是使用开发和验证的 STEM 设计思维模块进行的。使用配对样本t检验和单因素ANCOVA进行统计分析的结果表明，男女学生在物理学习方面的成绩没有显着差异。调查结果显示，当使用 STEM 设计思维模块学习选定的物理概念时，男性和女性学生的成绩都有所提高，并且男性参与者的成绩分数高于女性。影响包括物理教师在开发和使用性别平衡的 STEM 设计思维教学法方面进行创新培训的必要性。这种培训应该使教师了解如何使用这些开发的 STEM 设计思维模块来创造机会，将物理概念的学习与现实生活情况联系起来。这对于通过在建构主义环境中的发现来改善男性和女性学习者的知识建构是必要的。这在技术性质迅速变化的世界中至关重要，在 21 世纪解决现实世界问题需要技能。因此，在研究中提出了结论和建议。