THE EFFECTS OF BLENDED LEARNING CULINARY ART COURSE ON STUDENTS PERFORMANCE AT GUANGDONG, CHINA
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Abstract
This study investigates the effects of blended learning culinary art on student performance and satisfaction at the Guangdong Institute of Arts and Sciences, China. The research employs a quasi-experimental design, comparing a treatment group of 45 participants using the Intelligent Cloud Vocational Education (ICVE) with a control group with 35 participants following traditional face-to-face teaching. Over eight weeks, student performance was assessed through culinary exams at the beginning and end of the course, while satisfaction was measured via questionnaires from all 75 students. The findings revealed that the ICVE significantly enhanced Cooking Skills (F(72) = 21.023, p < .001), Culinary Culture (F(72) = 11.051, p = 0.001) and satisfaction (t(72) = -2.38, p = 0.020) in the treatment group compared to the control group. However, the hypothesis related to Nutritional Quality (F(72) = 3.269, p = 0.075) and Culinary Creativity (F(72) = 0.958, p = 0.331) did not show significant differences between the two groups. Additionally, student satisfaction was notably higher in the treatment group, indicating that the blended learning approach provided a more engaging and effective learning experience. These results suggest that integrating technology through the ICVE platform can substantially improve certain aspects of culinary education. The study contributes to the fields of educational psychology, technology integration, and vocational training, particularly within the context of Chinese culinary Education. Furthermore, these findings can inform curriculum design and teaching methods globally by highlighting the effectiveness of blended learning models that incorporate technological tools, ultimately enhancing both educational outcomes and student satisfaction in culinary arts programs worldwide.
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