Effect of Blended Problem-Based Learning on Students' Academic Performance in College English Cultural Courses

Abstract

Blended problem-based learning (BPBL) offers advantages through flexible instruction and active learning via real-world problems. Despite this, its use in college English cultural courses for cross-cultural communication is underutilized. This study developed a BPBL model for these courses, using a quasi-experimental design with students in "Society and Culture of English-speaking Countries" (SCESC) and "History of English Literature" (HEL) courses. Results showed a significant positive effect of BPBL on academic performance in both courses, with larger gains in the experimental group. SCESC saw greater improvement due to tangible social issues, while HEL, with its abstract literary-historical integration, showed moderate gains. Qualitative feedback highlighted collaborative activities but also noted challenges like time pressure and cognitive load. The research validates BPBL's positive effect on performance, emphasizing content-specific adjustments. Limitations include a single-institution sample and reliance on short-term, multiple-choice assessments.