Traditional higher education often employs a unidirectional knowledge transfer approach, relying heavily on teacher-centered lectures and standardized assessments. This method often fails to adequately address the evolving needs of society and the complex skills required for success in modern professions. The result is a disconnect between academic learning and practical application, limiting teaching effectiveness and hindering the development of well-rounded graduates capable of innovation and critical thinking. This study addresses this limitation by exploring the integration of two pedagogical models: Outcome-Based Education (OBE) and the BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, Summary) teaching model. OBE emphasizes defining clear learning outcomes aligned with specific professional skills and societal demands, ensuring that teaching activities directly contribute to achieving these predetermined goals. The BOPPPS model, on the other hand, provides a structured framework for student-centered learning, encouraging active participation and diverse assessment strategies. The combination of these two models aims to create a more effective and engaging learning environment that fosters deeper understanding and improved skills acquisition among students. The research focuses on determining whether this integrated model significantly enhances teaching outcomes in higher education compared to traditional teaching methods, particularly in the context of a clinical biochemistry testing course.

Outcome-Based Education (OBE), originating from Western higher education reforms in the 1980s, has significantly impacted educational systems worldwide. OBE's focus on clearly defined learning outcomes, aligned with professional needs and societal expectations, ensures that teaching is designed to meet specific goals. This contrasts with traditional approaches that often prioritize the content delivered rather than the skills and knowledge acquired by students. Several studies highlight the benefits of OBE in improving student performance and aligning education with industry demands. However, simply adopting the OBE concept is insufficient without corresponding changes in teaching methods and assessment strategies. The BOPPPS model, developed in Canada and widely used in teacher training, addresses this need by providing a structured, student-centered approach. The six stages of BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment, Summary) ensure that teaching is engaging, relevant, and effectively assesses student learning. While studies have demonstrated the effectiveness of BOPPPS in various subjects, research on its integration with OBE remains limited. This study aims to bridge this gap by investigating the effectiveness of combining both models for optimizing teaching outcomes in higher education.

This study employed a quasi-experimental design to evaluate the effectiveness of the integrated BOPPPS/OBE model in a clinical biochemistry testing course. Seven undergraduate classes (totaling approximately 250 students) majoring in Medical Laboratory Technology were randomly divided into two groups: a BOPPPS group (three classes) and a traditional group (four classes). The BOPPPS/OBE model was implemented in the BOPPPS group. This involved a three-step process: 1. **Defining Learning Outcomes:** Based on graduation requirements and professional training objectives, the course objectives were categorized into three dimensions: knowledge, ability, and quality. These dimensions were further specified into ten index points reflecting specific skills needed in the profession. 2. **Curriculum Alignment:** Teaching content for each chapter was carefully designed to directly address these ten index points, ensuring that every learning activity contributed to achieving the overall learning outcomes. 3. **BOPPPS Implementation:** The six phases of the BOPPPS model were used to structure each class. The 'Bridge-in' stage engaged students using real-world scenarios and questions. Clear learning objectives were established. Pre-assessment gauged prior knowledge, followed by participatory learning activities such as group discussions and case studies facilitated using the "Xuexitong" online platform. Post-assessment utilized diverse methods including quizzes and assignments, with final summaries reinforcing key concepts and preparing for the next lesson. The traditional group followed a teacher-centered approach with lectures, group work, and a final examination. Data was collected using questionnaires assessing student outcomes, course outcomes, and teaching methodology. Both groups also completed chapter examinations and a final examination. Additional assessments in the BOPPPS group included peer and teacher evaluations. Statistical analysis (t-tests) compared the performance of the two groups, and qualitative data was collected through interviews with students and teachers to capture their experiences and perceptions.

The results consistently favored the BOPPPS/OBE group across various assessment measures. Questionnaire surveys revealed that students in the BOPPPS group reported significantly higher levels of engagement, improved analytical and problem-solving skills, and a stronger sense of the practical relevance of the course content compared to the traditional group. This was evident across all three sections of the questionnaire: student outcomes, course outcomes, and teaching methodology. Quantitative analysis of examination scores showed that the BOPPPS group achieved significantly higher scores on both chapter examinations (BOPPPS: 88.7 ± 5.8; Traditional: 78.9 ± 5.8) and final examinations (BOPPPS: 90.7 ± 5.7; Traditional: 80.3 ± 5.4). The differences were even more pronounced when considering the diverse assessment scores, which included examinations, teacher evaluations, and peer evaluations. The BOPPPS group demonstrated significantly higher diverse assessment scores at both the chapter level (BOPPPS: 90.4 ± 5.3; Traditional: 77.7 ± 5.1) and final level (BOPPPS: 91.7 ± 5.5; Traditional: 78.0 ± 5.9). Notably, the difference in diverse assessment scores between the two groups was substantially larger than the difference in examination scores alone. Analysis of score intervals revealed a much higher percentage of students in the BOPPPS group achieving scores in the 90-100 range and a significantly lower percentage of students scoring below 80. Interviews with both students and teachers corroborated these findings. Students in the BOPPPS group reported a more engaging and effective learning experience, emphasizing improved teamwork, critical thinking, and application of knowledge. Teachers praised the model's clear framework and improved student participation.

The findings strongly support the hypothesis that integrating the BOPPPS teaching model with the OBE framework significantly improves teaching outcomes in higher education. The statistically significant differences in both examination and diverse assessment scores, combined with overwhelmingly positive qualitative feedback from both students and teachers, strongly suggest that this integrated approach is highly effective. The structured nature of the BOPPPS model, combined with the clear focus on predetermined learning outcomes inherent in OBE, seems to create a synergistic effect. This effect results in a more engaging, relevant, and effective learning experience for students. The use of diverse assessment methods within the BOPPPS framework provided a more comprehensive evaluation of student learning, capturing not only knowledge acquisition but also the development of critical thinking, problem-solving, and teamwork skills. This holistic assessment aligns perfectly with the aims of OBE, which emphasizes measuring student performance against clearly defined objectives that reflect real-world needs. The study's success highlights the potential of applying this model in other higher education settings and across different disciplines.

This study successfully demonstrated the effectiveness of integrating the BOPPPS teaching model with the OBE framework in higher education. The integrated model significantly enhanced student learning outcomes, fostering better engagement, improved skills acquisition, and a deeper understanding of the subject matter. The results strongly advocate for broader adoption of this approach in higher education settings. Future research could explore the long-term impact of this model on student success and career outcomes. Additional research could also investigate its adaptability and effectiveness across different disciplines and learning contexts. Furthermore, investigation into the optimal implementation strategies for different student populations and learning styles could further refine the model's effectiveness.

While the study provides strong evidence for the effectiveness of the BOPPPS/OBE model, certain limitations should be considered. The study's sample was limited to a single institution and a specific course (Clinical Biochemistry Testing), which might limit the generalizability of the findings to other contexts. The quasi-experimental design, while appropriate for this study, does not allow for the establishment of causality. Further, the reliance on self-reported data in the questionnaires might be subject to biases. Finally, the study did not explicitly measure the long-term effects of the intervention on student career success.