Reform Practice and Effect Analysis of Blended Teaching in the Public Psychology Course for Normal Students

Abstract

Aligned with Outcome-Based Education (OBE) reforms in teacher-education institutions, this study implemented an online–offline blended model in a General Psychology course and empirically examined student satisfaction. Two intact classes of 2024-cohort normal teachers served as an experimental group (blended instruction) and a control group (conventional in-person lectures). Post-instruction comparisons were conducted on course satisfaction, self-reported learning outcomes, and the final theoretical exam. Results indicated high overall satisfaction; relative to the control group, blended instruction yielded significantly higher learning-outcome ratings and exam scores. These findings support blended delivery as a viable approach to advancing OBE-aligned competencies in teacher education.