Development and Effectiveness Evaluation of an OBE-WebQuest Blended Learning Model for Undergraduate Management

Abstract

This study aimed to develop and validate a context-adaptive blended learning model (BLM) integrating Outcome-Based Education (OBE) and WebQuest for undergraduate management education. Through a three-phase mixed-methods design: Phase 1 diagnosed the current status of BLM implementation via surveys (173 students) and interviews (10 teachers); Phase 2 developed an BLM (Version 2.0) with expert validation (IOC=0.89), featuring OBE-driven backward design, WebQuest-based inquiry tasks, and tiered support for diverse student readiness; Phase 3 evaluated its effectiveness via a quasi-experiment (60 students, 30 per group). Results showed the model significantly improved learning outcomes: the experimental group achieved a mean score gain of 12.00, exceeding the control group (8.67) with statistical significance (t=2.476, p=0.016) and a medium effect size (Cohen’s d=0.64). This study presents a validated, scalable blended learning model (BLM) alongside practical guidelines to optimize blended learning. Not only does this model effectively enhance learning outcomes, but it also offers actionable insights to inform reform in management education.