Relationship between Effectiveness of Flipped Classroom, Blended Learning and Task-oriented Teaching Methods on Academic Achievement among Vocational College Students in an OBE IT system environment

Dai Kexin; Nor Aishah Buang

doi:10.56982/dream.v3i04.228

Authors

Dai Kexin City University Malaysia
Nor Aishah Buang City University, Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.56982/dream.v3i04.228

Keywords:

flipped classroom, blended learning, task-oriented teaching methods, OBE

Abstract

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

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