Learning attitudes and problem-solving attitudes for blended problem-based learning

Abstract

Purpose The purpose of this paper is to present the design and implementation of a blended problem-based learning (PBL) teaching model and corresponding teaching materials for a university-level bioinformatics course. The effects of this teaching model on student performance in terms of problem solving and learning attitudes were investigated. Design/methodology/approach Students in both groups completed assessments of problem-solving attitudes and learning attitudes both one week both before and after experimental instruction. Collected data were analyzed using one-way ANCOVA. Group discussions and student interviews were recorded and treated as part of the data analysis. Findings The study produced the following findings: the experimental group was found to perform better than the control group in terms of learning attitudes, but the results were not statistically significant; the experimental group was found to outperform the control group in terms of problem-solving attitudes, and the difference was statistically significant; lesson plan contents need to be designed based on problem-based learning theory, and reflect real-world conditions; participants in the experimental group approved of the blended PBL and group discussion approach. Originality/value Results are expected to provide a useful reference for educators and researchers. These findings can be applied to relevant instructional fields to enhance learner motivation and engagement, thus improving learning outcomes.