WGU D291 Task 3 Learning Experience Design Foundation I 2026 |
Conducting a Needs Analysis | Complete Passed Task Solution
Conducting a Needs Analysis
The case study selected was from Golden Maple Middle School. The school recently
received a grant to expand e-learning opportunities to improve sixth-grade student achievement
through innovative instructional design. As part of the define stage of the design thinking
process, a needs analysis was conducted to identify an instructional problem that can be
addressed through instruction and to establish a learning goal and measurable learning
objectives. Analysis of assessment data and learner interviews indicates that sixth-grade
mathematics presents a significant opportunity for instructional improvement, particularly in
students’ ability to solve multistep word problems involving rational numbers.
Benchmark assessment data reveal that solving multistep word problems is among the
weakest mathematical skills among sixth-grade students. Specifically, 64% of students are
performing at the Emerging level, 24% at the Developing Level, and only 12% at the Proficient
level. Although standardized mathematics scores have improved slightly from the previous year,
the benchmark results demonstrate that many students continue to struggle when mathematical
concepts must be applied in authentic problem-solving situations rather than simple
computational exercises. Because solving multistep word problems requires students to interpret
information, determine appropriate operations, and apply mathematical reasoning, this
instructional problem is appropriate for an e-learning evaluation.
The learner interview data provide additional insight into why students struggle with this
skill. Learner Group A prefers active, technology-rich instruction and becomes disengaged
during repetitive mathematics lessons. These students enjoy educational games, multimedia
activities, and opportunities to interact with technology, yet they report difficulty maintaining
focus during traditional instruction. Learner Group B understands teacher explanations during
, class but struggles to complete similar problems independently at home because they cannot
recall the instructional process without teacher support. They benefit from structured guidance,
visual supports, and collaboration with peers. Learner Group C is highly motivated by
exploratory and collaborative learning experiences that connect classroom instruction to
authentic situations. These students lose interest when instruction consists primarily of listening
to explanations and completing repetitive practice. Collectively, these learner characteristics
suggest that an engaging, interactive e-learning module would better support students’ learning
preferences while strengthening their mathematical reasoning skills.
The learners’ current knowledge, skills, and abilities indicate that many students possess
basic computational skills but have difficulty identifying relevant information in a word problem,
determining which mathematical operations to use, organizing multiple solution steps, and
independently applying appropriate problem-solving strategies. Many students also struggle with
attention, organization, and the transfer of teacher modeling into independent practice. The
desired state is for students to confidently analyze multistep word problems involving rational
numbers, determine an appropriate solution strategy, accurately solve the problem, and explain
their mathematical reasoning independently. Therefore, the instructional gap exists because
students have not yet developed the analytical and problem-solving skills necessary to
successfully apply their mathematical knowledge in multistep situations. Since these are
teachable knowledge and skill deficiencies rather than environmental barriers, they can be
effectively addressed through targeted instruction.
Based on this analysis, the following human-centered problem statement was developed:
Sixth-grade students at Golden Maple Middle School need to improve their ability to solve
multistep word problems involving rational numbers because they currently struggle to identify
Conducting a Needs Analysis | Complete Passed Task Solution
Conducting a Needs Analysis
The case study selected was from Golden Maple Middle School. The school recently
received a grant to expand e-learning opportunities to improve sixth-grade student achievement
through innovative instructional design. As part of the define stage of the design thinking
process, a needs analysis was conducted to identify an instructional problem that can be
addressed through instruction and to establish a learning goal and measurable learning
objectives. Analysis of assessment data and learner interviews indicates that sixth-grade
mathematics presents a significant opportunity for instructional improvement, particularly in
students’ ability to solve multistep word problems involving rational numbers.
Benchmark assessment data reveal that solving multistep word problems is among the
weakest mathematical skills among sixth-grade students. Specifically, 64% of students are
performing at the Emerging level, 24% at the Developing Level, and only 12% at the Proficient
level. Although standardized mathematics scores have improved slightly from the previous year,
the benchmark results demonstrate that many students continue to struggle when mathematical
concepts must be applied in authentic problem-solving situations rather than simple
computational exercises. Because solving multistep word problems requires students to interpret
information, determine appropriate operations, and apply mathematical reasoning, this
instructional problem is appropriate for an e-learning evaluation.
The learner interview data provide additional insight into why students struggle with this
skill. Learner Group A prefers active, technology-rich instruction and becomes disengaged
during repetitive mathematics lessons. These students enjoy educational games, multimedia
activities, and opportunities to interact with technology, yet they report difficulty maintaining
focus during traditional instruction. Learner Group B understands teacher explanations during
, class but struggles to complete similar problems independently at home because they cannot
recall the instructional process without teacher support. They benefit from structured guidance,
visual supports, and collaboration with peers. Learner Group C is highly motivated by
exploratory and collaborative learning experiences that connect classroom instruction to
authentic situations. These students lose interest when instruction consists primarily of listening
to explanations and completing repetitive practice. Collectively, these learner characteristics
suggest that an engaging, interactive e-learning module would better support students’ learning
preferences while strengthening their mathematical reasoning skills.
The learners’ current knowledge, skills, and abilities indicate that many students possess
basic computational skills but have difficulty identifying relevant information in a word problem,
determining which mathematical operations to use, organizing multiple solution steps, and
independently applying appropriate problem-solving strategies. Many students also struggle with
attention, organization, and the transfer of teacher modeling into independent practice. The
desired state is for students to confidently analyze multistep word problems involving rational
numbers, determine an appropriate solution strategy, accurately solve the problem, and explain
their mathematical reasoning independently. Therefore, the instructional gap exists because
students have not yet developed the analytical and problem-solving skills necessary to
successfully apply their mathematical knowledge in multistep situations. Since these are
teachable knowledge and skill deficiencies rather than environmental barriers, they can be
effectively addressed through targeted instruction.
Based on this analysis, the following human-centered problem statement was developed:
Sixth-grade students at Golden Maple Middle School need to improve their ability to solve
multistep word problems involving rational numbers because they currently struggle to identify
