Blended PBL+TBL Pedagogy in Production and Operations Management: A Study on Teaching Innovation and Student Learning Outcomes

Abstract

This study evaluates the effectiveness of a blended instructional model integrating Problem-Based Learning (PBL) and Team-Based Learning (TBL) in the Production and Operations Management course at a Chinese applied university. Using a convergent mixed-methods design, data were collected from 128 students across three cohorts, including questionnaire responses, flipped-classroom performance scores, peer assessments, and qualitative reflections. Results indicate consistently high levels of perceived learning gains, with positive evaluations ranging from 90.6% to 95.3% (overall A+B = 92.6%). Students reported improved analytical competencies, stronger teamwork accountability, and enhanced value-oriented outcomes such as craftsmanship spirit and lean thinking. Performance indicators, including group presentation scores (M > 90) and peer-assessment data, further validated these findings. The triangulated evidence demonstrates that combining PBL and TBL within a blended environment strengthens both cognitive understanding and collaborative skills. The study contributes empirical support for active-learning reforms and offers practical implications for instructional design in engineering and management education.