A Study on Students' Learning Experience and Satisfaction with the BOPPPS Instructional Model in Music Classrooms

Abstract

This study takes senior high school music classrooms as the research context and adopts a mixed-methods approach combining
questionnaire surveys and semi-structured interviews to systematically examine students' overall learning experience and satisfaction under
the BOPPPS instructional model, as well as the influencing factors. The results indicate that the BOPPPS instructional model significantly
enhances students' classroom participation and learning experience, with an overall high level of student satisfaction. The design of participatory learning activities, the scientific organization of the instructional process, and individual student differences are identified as key factors
affecting students' learning experience and satisfaction. The findings provide empirical evidence for optimizing music classroom instructional
design and improving teaching quality.