The Effects of an Instructional Model Using Constructivism and the Blended Learning Approach to Enhance the Problem-Solving Ability of Undergraduate Students in China

Abstract

This research consists purposes were 1. to compare the problem-solving ability within the experimental group before and after implementation 2. to compare the problem-solving ability between the experimental and control groups after implementing the instructional model and 3. to examine students’ satisfaction with the instructional model using constructivism and the blended learning approach. Samples of the study comprised 180 first-year students from Hebei University of Fine Arts in the first semester of the 2024 academic year recruited by using cluster random sampling method (90 per class). The experimental group learned through an instructional model using the constructivism and blended learning approach, while the control group received traditional lecture-based instruction. A quasi-experimental design with pre-test and post-test measures was employed. Research instruments included lesson plans (expert appropriateness scores: 4.79 for constructivist, 4.43 for traditional), a problem-solving ability test, a self-assessment questionnaire (r = .982), and a satisfaction survey. All instruments were validated by five experts with IOC values of 0.60-1.00. The findings demonstrated improvements in student outcomes. Students in the experimental group showed substantial progress from pre-test to post-test measurements with statistically significant gains (p < .05). They also achieved significantly higher problem-solving scores than students in the traditional learning group (p < .05). Additionally, students reported high satisfaction levels with the blended approach, particularly appreciating the combination of online and face-to-face learning opportunities and the interactive classroom activities. The instructional model using the constructivism and blended learning approach proves effective for enhancing problem-solving abilities among Chinese undergraduate students. This model successfully integrates theoretical learning principles with practical educational technology, creating an engaging learning environment that enhances both student performance and satisfaction.