Incorporation of the BOPPPS Model into Sharestart Teaching Method for Improving the Learning Outcomes of General Chemistry
Chemistry is a basic subject in natural science, and its teaching involves the explanation of various abstract technical terms and chemical phenomena. Moreover, students with difficulty in English reading may face additional challenges when English textbooks are used for the teaching, leading to low learning efficiency and outcomes. Accordingly, this study redesigned a teaching strategy centered on student learning and used videos produced by Sharestart to help visualize the learning content of chemistry (e.g., graphical worksheets and supplementary learning materials) for students, thus improving their comprehension of the English textbooks. The bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary (BOPPPS) teaching model was used to guide student in learning stage by stage. Heterogenous grouping was applied to facilitate mutual assistance and colearning among peers, thereby enhancing learning engagement, concentration, and learning motivation. This study conducted formative assessment on the classroom teaching process by using an interactive response system, and investigated students’ comprehension on the Sharestart learning materials through pre-assessment. In addition, post-assessment was conducted to understand the effect of the BOPPPS teaching model on theme-based learning outcomes. These practices enabled the researchers to examine students’ learning process, facilitated instant feedback in class, and enhanced teacher-student interaction. Adopting a case study design, this study conducted quantitative and qualitative analyses to explore the learning outcomes of the research participants, who were first-year students at the university’s Department of Chemical and Materials Engineering. The results revealed that the Sharestart teaching method improved students’ comprehension of chemistry concepts. Incorporation of the BOPPPS teaching model in class boosted teamwork and peer discussions, which was conducive to improving students’ learning outcomes with moderate-to-low academic performance and thus substantially reduced the differences among the learning performance of students with high, moderate, and low learning achievements in the three learning themes. An analysis on the learning satisfaction showed that the teaching model increased students’ interest in learning and motivation to learn. Moreover, using the qualitative feedback provided by students in the end of each subject, the teachers adjusted and improved the atmosphere of teaching and learning in the course of teaching, hence improving the learning outcome and teaching quality.
|關鍵詞||BOPPPS教學模式、即時反饋系統、學思達教學法、學習動機、學習成效、BOPPPS learning model、interactive response system (IRS)、Sharestart teaching method、learning motivation、learning outcome|