Enhancing Teaching Effectiveness in Solar Thermal Utilization Technology Course through a BOPPPS-PBL Hybrid Model

Qianli Wang; Jiaqi Chen

doi:10.70088/7em15f87

Authors

Qianli Wang School of Photoelectric Engineering, Changzhou Institute of Technology, Changzhou, China Author
Jiaqi Chen School of Photoelectric Engineering, Changzhou Institute of Technology, Changzhou, China Author

DOI:

https://doi.org/10.70088/7em15f87

Keywords:

boppps model, project-based learning, solar thermal energy, teaching reform, student engagement, engineering education

Abstract

The escalating global energy crisis has significantly accelerated the exploration and utilization of solar energy, rendering specialized academic courses indispensable for cultivating competent technical professionals in the renewable energy sector. However, conventional teaching models predominantly rely on passive knowledge transmission and frequently neglect the development of practical engineering skills, thereby limiting student competency. This study proposes and evaluates a hybrid pedagogical framework that integrates the BOPPPS model—comprising Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary—with project-based learning (PBL) to form a comprehensive BOPPPS-PBL teaching model. A quasi-experimental design was implemented wherein two cohorts of students enrolled in an identical solar thermal utilization technology course; one cohort experienced the hybrid BOPPPS-PBL model while the other followed the traditional instructional approach. Teaching effectiveness was systematically evaluated through student satisfaction questionnaires, final examination scores, and semi-structured teacher interviews. Results indicated that overall student satisfaction in the BOPPPS-PBL group reached 81%, approximately 30 percentage points higher than that of the traditional group. Furthermore, the average final examination score in the experimental group was nearly 15% higher, and the proportion of high-achieving students scoring 70 or above was 2.5 times greater. These improvements are attributed to enhanced teacher-student interaction and active learning engagement, which collectively promote both theoretical comprehension and practical skill acquisition. Teacher interviews further corroborated the model's effectiveness in increasing student engagement and instructor enthusiasm. The BOPPPS-PBL hybrid model thus provides a robust and replicable strategy for reforming energy-related engineering courses and offers valuable pedagogical insights applicable to broader engineering education contexts.

References

K. K. Jaiswal, C. R. Chowdhury, D. Yadav, R. Verma, S. Dutta, K. S. Jaiswal, and K. S. K. Karuppasamy, "Renewable and sustainable clean energy development and impact on social, economic, and environmental health," Energy Nexus, vol. 7, p. 100118, 2022.

M. B. Hayat, D. Ali, K. C. Monyake, L. Alagha, and N. Ahmed, "Solar energy—A look into power generation, challenges, and a solar‐powered future," Int. J. Energy Res., vol. 43, no. 3, pp. 1049–1067, 2019.

Z. Xie and Y. H. Ng, "Inorganic lead-free halide perovskites for photocatalytic solar fuel production: recent advances and challenges," Energy & Fuels, vol. 40, no. 4, pp. 1831–1883, 2026.

H. Lucas, S. Pinnington, and L. F. Cabeza, "Education and training gaps in the renewable energy sector," Solar Energy, vol. 173, pp. 449–455, 2018.

M. Dai, W. Qi, X. Chen, and M. Liao, "Application and exploration of blended learning with BOPPPS teaching model in a veterinary infectious diseases course," J. Biol. Educ., vol. 58, no. 4, pp. 1010–1018, 2024.

X. Ma, X. Ma, L. Li, X. Luo, H. Zhang, and Y. Liu, "Effect of blended learning with BOPPPS model on Chinese student outcomes and perceptions in an introduction course of health services management," Adv. Physiol. Educ., vol. 45, no. 2, pp. 409–417, 2021.

C. Ma, X. Liu, and L. Liu, "Research on Optimization of Teaching Mode of Energy and Power Engineering Major Based on 'MOOC+ Flipped Classroom' under the Network Technology," J. Phys.: Conf. Ser., vol. 1649, no. 1, p. 012019, 2020.

R. Kay, T. MacDonald, and M. DiGiuseppe, "A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education," J. Comput. High. Educ., vol. 31, pp. 449-471, 2019.

Y. Doğan, V. Batdı, and M. D. Yaşar, "Effectiveness of flipped classroom practices in teaching of science: a mixed research synthesis," Res. Sci. Technol. Educ., vol. 41, no. 1, pp. 393-421, 2023.

N. Gao, K. Fu, N. Li, and W. He, "Research on the application of CBL combined with BOPPPS teaching mode in oral and maxillofacial surgery teaching: a randomized controlled study," Sci. Rep., vol. 14, p. 26510, 2024.

C. J. Wang, "Learning and academic self-efficacy in self-regulated learning: validation study with the BOPPPS model and IRS methods," Asia-Pac. Educ. Res., vol. 32, no. 1, pp. 37–51, 2023.

L. Xu, C. Lin, C. Hou, and S. Li, "The combined BOPPPS and CBL teaching method enhances students’ learning in pathology experimental course," Adv. Physiol. Educ., vol. 49, no. 2, pp. 526–534, 2025.

L. Chen, X. J. Tang, X. K. Chen, N. Ke, and Q. Liu, "Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China," BMC Med. Educ., vol. 22, no. 1, p. 437, 2022.

Y. Wang, Z. Chen, K. Huang, X. Zhang, C. Chen, and Y. Xu, "Comparison of the BOPPPS model combined with rain classroom teaching and traditional method on nephrology education for fifth-year undergraduates," BMC Med. Educ., vol. 26, no. 1, p. 351, 2026.

K. Hu, R. J. Ma, C. Ma, Q. K. Zheng, and Z. G. Sun, "Comparison of the BOPPPS model and traditional instructional approaches in thoracic surgery education," BMC Med. Educ., vol. 22, no. 1, p. 447, 2022.

F. Al-Kamzari and N. Alias, "A systematic literature review of project-based learning in secondary school physics: theoretical foundations, design principles, and implementation strategies," Humanit. Soc. Sci. Commun., vol. 12, no. 1, p. 286, 2025.

I. Wickramasinghe and E. Appiah, "Impact of project-based learning in teaching probability and statistics," Int. J. Math. Educ. Sci. Technol., vol. 57, no. 1, pp. 135–152, 2026.

W. L. Shih and Tsai C. Y., "Effect of Flipped Classroom with BOPPPS Model on Learners' Learning Outcomes and Perceptions in a Business Etiquette Course," Asia-Pac. Educ. Res., vol. 29, no. 3, pp. 257-268, 2020.

C. J. Harris, W. R. Penuel, C. M. D'Angelo, A. H. DeBarger, L. P. Gallagher, C. A. Kennedy, et al., "Impact of project‐based curriculum materials on student learning in science: Results of a randomized controlled trial," J. Res. Sci. Teach., vol. 52, no. 10, pp. 1362–1385, 2015.

G. V. Helden, B. T. C. Zandbergen, M. M. Specht, and E. K. A. Gill, "Collaborative Learning in Engineering Design Education: A Systematic Literature Review," IEEE T. Educ., vol. 66, no. 5, pp. 509-521, 2023.

H. H. Liu, Q. Wang, Y. S. Su, and L. Zhou, "Effects of project-based learning on teachers’ information teaching sustainability and ability," Sustainability, vol. 11, no. 20, p. 5795, 2019.

I. Ram, A. Shwartz, and I. Roll, "Minding the gender gap in advanced STEM courses: effects of student preparedness and activity level," Instr. Sci., vol. 53, pp. 1457-1478, 2025.