Effect of Blended Problem-Based Learning on Students' Academic Performance in College English Cultural Courses
Year: 2025
Type: article
Abstract: Blended problem-based learning (BPBL), which integrates blended learning and problem-based learning, offers distinct advantages by enabling flexible learning through blended instruction and promoting active learning via real-world problem posing, to enhance problem-solving and critical thinking. However, BPBL has been underutilized in college English cultural courses, which are essential for cultivating students' cross-cultural communication skills. This study addresses this gap by developing a BPBL model tailored to these courses, employing a pre-post test quasi-experimental design with students enrolled in "Society and Culture of English-speaking Countries" (SCESC) and "History of English Literature" (HEL) courses at a South China university. Results show that BPBL had a significant positive effect on academic performance in both courses, with larger gains in the experimental group compared to the control group. In SCESC, the experimental group demonstrated a larger within-group improvement compared to the control group, while HEL showed moderate gains. Between-group analyses highlighted a more pronounced effect in SCESC versus HEL, likely due to SCESC’s tangible social issues facilitating immediate application, whereas HEL’s abstract literary-historical integration demanded cumulative knowledge synthesis. Qualitative feedback praised collaborative activities for deepening understanding but noted challenges such as time pressure and cognitive load, particularly in HEL’s contextual analysis tasks. This research validates the positive effect of BPBL in enhancing academic performance, while emphasizing content-specific adjustments. Limitations include the single-institution sample and reliance on short-term, multiple-choice assessments. Future studies should expand sampling across diverse academic contexts, adopt longitudinal designs, and incorporate mixed-methods evaluations to capture qualitative skills like literary analysis.
Authors: Song Xiaoying, Mohd. Shafie Bin Rosli, Zheng Haiyao
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7082249235
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