THE EFFECTS OF THE BOPPPS TEACHING MODEL ON STUDENT ENGAGEMENT OF HIGHER VOCATIONAL EDUCATION STUDENTS IN CHINA
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This study aimed to develop a BOPPPS teaching model for enhancing student engagement and to examine its effectiveness among first-year Software Technology students in a vocational college in Deyang, China.
A quasi-experimental research design was adopted. The sample consisted of 100 students who demonstrated low levels of student engagement. Participants were selected through purposive sampling. To ensure equivalence between groups, a matched-pairs random assignment procedure was employed. The students were then matched into pairs according to their pretest student engagement scores. Within each matched pair, one student was randomly assigned to the experimental group and the other to the control group, resulting in 50 students in each group. The experimental group received instruction based on the BOPPPS teaching model, while the control group has not received.
The instruments used in this study were the BOPPPS teaching model for enhancing student engagement in the C Programming course over 12 teaching lessons and Students Engagement Scale measured three dimensions of student engagement: behavioral, emotional, and cognitive engagement and demonstrated excellent internal consistency reliability with Cronbach’s Alpha of 0.967.Data were collected through pre-test and post-test student engagement questionnaires and analyzed using paired-samples and independent-samples t-tests to evaluate the effectiveness of the BOPPPS teaching model. The findings showed that the BOPPPS teaching model effectively enhanced student engagement. Students in the experimental group demonstrated higher levels of behavioral, emotional, and cognitive engagement after participating in the intervention at the .001 level. The experimental group achieved higher levels of overall student engagement than the control group at the .01 and .05 level.
The results suggest that the structured and student-centered features of the BOPPPS model promote active participation, increase learning motivation, and support deeper learning.
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