Blended BOPPPS teaching is associated with higher classroom satisfaction than LBL¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across 6 studies with 532 students, blended BOPPPS teaching was related to higher satisfaction (OR = 1.381, 95% CI 1.261–1.512). → 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 · i? · quant-synthesis · r3

Meta-analysis of 6 studies with 532 students pooling questionnaire-based satisfaction as an odds ratio. The pooled estimate was "OR = 1.381"; no standardized effect size was printed for this outcome.

"The mixed BOPPPS teaching mode was related to high satisfaction (OR = 1.381; 95% CI = 1.261–1.512; I2 = 68.5%; P = 0.007)"

Discussion¶

Related Claims¶

• Blended BOPPPS teaching is associated with higher medical theory knowledge scores than LBL — related
• Blended BOPPPS teaching is associated with favorable subjective outcomes including autonomous learning, teamwork, and problem-solving ability — related
• BOPPPS teaching improves student satisfaction compared with traditional teaching — possibly the same claim (merge candidate)
• Differences among the six novel teaching strategies are minor, and in pairwise meta-analysis only BOPPPS and SBL significantly beat LBL on all three outcomes — related
• Blended BOPPPS teaching is associated with higher total scores than lecture-based learning in Chinese medical undergraduates — related