Research on the Application of the “BOPPPS+Blended Teaching” Model in a “Food Biochemistry” Course

Abstract

Background: Massive Online Open Course (MOOC) provides a new research idea and direction for educational reform with the internet era. The authors designed a “BOPPPS+blended teaching” model and carried out the practice in a “Food Biochemistry” course in order to improve the learning effect. Materials and Methods: 42 students in grade 2018 (experimental group) were divided randomly into seven groups (six students in each group) and taught using a “BOPPPS+blended teaching” model. The forty-two students in grade 2017 (control group) was taught using a traditional teaching model. To assess achievement, a final examination in Food Biochemistry was administered at the end of the course and a questionnaire survey was conducted at the end of the term to determine students’ attitude to the new teaching model used. Results: The results show that, compared with the control group, the students are significantly superior in the depth of knowledge understanding, and there is also a significant difference in learning effect (p<0.05). Their academic performance (81.57±4.12) was about six points higher than the control group (75.16±2.45). The results of the questionnaire survey show that compared with the control group, students are more willing to accept the new teaching model,