Implementation and Evaluation of SPOC-supported BOPPPS Model in Rehabilitation Assessment Technology
Abstract
model in the core curriculum Rehabilitation Assessment Technology, and to systematically evaluate its efficacy in boosting learning engagement, elevating academic achievement, and optimizing teaching satisfaction. Methods: A total of 169 three-year students, specifically from the cohorts of 2024 and 2025, were recruited as research participants and randomly assigned to two groups. The intervention
group (n=83) received integrated SPOC-BOPPPS hybrid instruction, while the control group (n=86) underwent conventional lecture-based
pedagogy. Upon completion of the curriculum, intergroup comparisons were conducted across three primary outcome indicators: learning engagement, academic performance, and overall teaching satisfaction. Results: Baseline statistical analysis indicated no significant
intergroup differences prior to the instructional intervention regarding the total scores of learning engagement( P > 0.05). Post-intervention
assessments revealed that the intervention group achieved statistically superior scores compared to the control group in learning engagement( P<0.05). Furthermore, significant intergroup differences were observed in theoretical examination performance and practical skill
assessment outcomes(P<0.05). Conclusion: The hybrid SPOC-BOPPPS instructional framework demonstrates significant positive effects
on students majoring in Traditional Chinese Medicine Rehabilitation Technology. This framework effectively deepens sustained engagement in learning, and improves both theoretical literacy and practical operational competency. This research establishes a validated operational paradigm for the pedagogical reform of rehabilitation assessment courses and provides a replicable reference for diversified hybrid
instruction across various rehabilitation disciplines.
Keywords
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DOI: http://dx.doi.org/10.70711/wef.v4i4.9898
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