How Do Blended Biochemistry Classes Influence Students' Academic Performance and Perceptions of Self-Cognition?

Guijie Ren; Peiyue Zhuang; Xianren Guan; Keli Tian; Jiping Zeng

doi:10.3389/fpsyg.2022.843392

How Do Blended Biochemistry Classes Influence Students' Academic Performance and Perceptions of Self-Cognition?

Front Psychol. 2022 Feb 24:13:843392. doi: 10.3389/fpsyg.2022.843392. eCollection 2022.

Authors

Guijie Ren¹, Peiyue Zhuang², Xianren Guan³, Keli Tian¹, Jiping Zeng¹

Affiliations

¹ Department of Biochemistry and Molecular Biology, School of Basic Medicine, Shandong University, Jinan, China.
² College of Liberal Arts, University of Minnesota Twin Cities, Minneapolis, MN, United States.
³ Institute of Agricultural Remote Sensing and Information, Heilongjiang Academy of Agricultural Sciences, Harbin, China.

Abstract

The flipped classroom is becoming a popular new instructional model in higher education capable of increasing student performance in higher-order learning outcomes. However, the success of a flipped classroom model depends on various supporting elements, and it may not be appropriate for all students and courses. In this study, a new blended Biochemistry classroom model based on Massive Open Online Courses (MOOC) and a "semi-flipped" environment was applied to Biochemistry instruction of Nursing and Clinical Medicine majors. The students' academic performance and perceptions of self-cognition were used to assess the blended Biochemistry classroom. Students who participated in the blended classroom model achieved higher academic performance (p < 0.01) and reported a significant improvement in their perceptions of self-cognition (p < 0.05) compared to the control group. Moreover, the effectiveness of the blended Biochemistry classroom on the small size class (Nursing major) was stronger than on the large size class (Clinical Medicine major).

Keywords: academic performance; biochemistry; blended classroom; self-cognition; semi-flipped.