Development of Blended Learning Activities Integrated with BOPPPS Model to Enhance Chinese Reading Comprehension of High School Students
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This study aimed to (1) develop instructional activities integrating blended learning with the BOPPPS model to enhance students’ Chinese reading comprehension, (2) examine the effectiveness of the blended learning activities integrated with the BOPPPS model in enhancing senior high school students’ Chinese reading comprehension, and (3) evaluate senior high school students’ satisfaction with the blended learning activities integrated with the BOPPPS model. A quasi-experimental design was employed with 26 Grade 10 students from Sansaiwittayakom School in Chiang Mai, Thailand. The intervention combined face-to-face instruction with online learning via Google Classroom. Data were collected through pre-tests and post-tests, in-class assessments, and a satisfaction questionnaire. The results showed that post-test scores were significantly higher than pre-test scores, with a mean improvement of 5.96 points and an Effectiveness Index (E.I.) of 50.99%. The E1/E2 values were 82.12/80.90. Students reported an overall satisfaction at the most satisfied level, with the highest ratings in the “Content & Resources” dimension.
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