Developing a BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment and Summary) model combined with the OBE (Outcome Based Education) concept to improve the teaching outcomes of higher education

Zhiwei Xu, Liping Ge, Wei He, Guiqin Song, Jie Liu, Lijuan Hou, Xiaoyun Zhang, Xiaotong Chang, Lan Yin and Xiaoming Li ()
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Zhiwei Xu: Hebei North University
Liping Ge: Hebei North University
Wei He: Beihang University
Guiqin Song: Hebei North University
Jie Liu: Hebei North University
Lijuan Hou: Hebei North University
Xiaoyun Zhang: Hebei North University
Xiaotong Chang: Hebei North University
Lan Yin: Tsinghua University
Xiaoming Li: Beihang University

Palgrave Communications, 2024, vol. 11, issue 1, 1-13

Abstract: Abstract The teaching objectives of traditional approaches in higher education emphasize mostly students’ mastery of knowledge and have insufficient directionality to social needs. In this study, we developed a BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment and Summary) teaching model combined with the OBE (Outcome Based Education) concept to enhance the teaching outcomes. Firstly, based on the graduation requirements and professional training objectives of students, we divided the course objectives into three dimensions (knowledge, ability and quality), and further specified into index points. Then, the teaching content of each chapter was set to correspond with the index points. Finally, the BOPPPS teaching model was used to meet each requirement. Clinical biochemistry testing course was used as a model to assess the effects of the teaching reform. After the class, the teaching effect was analyzed based on the questionnaire surveys from the students and their scores of both the chapter and final examinations. The results showed that compared with the traditional approach, the BOPPPS teaching model combined with the OBE concept has demonstrated a notable enhancement in student engagement, and significant improvement of their mastery of knowledge, application skills, and problem-solving abilities. The examination scores of the BOPPPS group were markedly higher than those of the traditional group. Moreover, the difference between the two groups diverse assessment scores was much bigger than that between the two group examination scores. Our study indicates that the BOPPPS teaching model combined with the OBE concept is a highly effective teaching model for enhancing the learning effectiveness of students.

Date: 2024
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DOI: 10.1057/s41599-024-03519-y

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