Blended BOPPPS teaching is associated with favorable subjective outcomes including autonomous learning, teamwork, and problem-solving ability¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2024 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Questionnaire-based meta-analysis found positive associations for autonomous learning ability (SMD = 0.825), learning interest (SMD = 0.735), teamwork ability (SMD = 0.846), interpersonal skills (SMD = 0.851), problem-solving ability (SMD = 0.786), group interaction (SMD = 0.804), learning engagement (SMD = 0.747), and learning strategies (SMD = 0.524). → Li Shuze 2024

Evidence¶

Li Shuze 2024¶

Li Shuze, Wei Wei, Li Xiaofeng, Ma Li, Li Qiujuan, Sun Xiance, Chen Xin. (2024). Impacts of blended learning with BOPPPS model on Chinese medical undergraduate students: a comprehensive systematic review and meta-analysis of 44 studies. BMC Medical Education. https://doi.org/10.1186/s12909-024-05917-x

q3 · i2 · quant-synthesis · r2

Meta-analysis pooling questionnaire surveys from 16 studies (2169 students) for autonomous learning ability and 4 studies (482 students) for learning interest, among other subjective outcomes. Pooled SMDs ranged from 0.524 to 0.851 across the eight abilities.

"autonomous learning ability (SMD = 0.825; 95% CI = 0.610–1.041; I2 = 81.9%; P < 0.001), learning interest (SMD = 0.735; 95% CI = 0.350–1.119; I2 = 74.1%; P = 0.009)"

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it
• Problem Solving — outcome: instruction changes it

Related Claims¶

• Publication bias affects several blended BOPPPS outcome syntheses but trim-and-fill does not change significance — related
• PBL-CBL outperforms LBL on subjective comprehensive competencies including self-learning, interest, efficiency, clinical thinking, teamwork, and communication — related
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• Blended BOPPPS teaching is associated with higher medical theory knowledge scores than LBL — related
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• Blended BOPPPS teaching is associated with higher classroom satisfaction than LBL — related
• Blended BOPPPS teaching is associated with higher total scores than lecture-based learning in Chinese medical undergraduates — related
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