*Corresponding Author: Yunyao Jiang, College of Vocational and Technical Education, College of Science and Technology, Changchun, China. Email: 1002164975@ucsiuniversity.edu.my
Received: 17th Dec, 2025; Revised: 10th Feb 2026; Accepted: 12th Feb, 2026; Available Online: 28th Feb, 2026
Research Objective: Based on the Kemp & Morrison model and Student Engagement Theory, this study integrates SPOC (Small Private Online Courses) with the flipped classroom to form the SPOC-FCM teaching model. This model was applied to a university biochemistry course to validate its impact on student engagement and academic performance.
Research Method: This quasi-experimental study selected one class each for the control group and experimental group through systematic sampling. The control group employed traditional teaching methods, while the experimental group utilized the SPOC-FCM model. Questionnaires were administered to both groups before and after the course. Data were analyzed using SPSS 27.0.
Research Findings: Compared to the control group, students in the experimental group demonstrated a highly significant increase in learning engagement (p < 0.01). Academic performance in the experimental group was significantly higher than that of the control group (p < 0.05).
Conclusion: The application of SPOC-FCM in biochemistry courses can significantly enhance student learning engagement and markedly improve academic performance.
Keywords: SPOC, Flipped Classroom, Biochemistry, Learning Engagement, Academic Performance.
How to cite this article: Jiang Y, Ishak Z, Wu W, Wang L. A study on the impact of SPOC-FCM teaching model on student learning engagement and academic performance in university biochemistry courses. Int J Drug Deliv Technol. 2026;16(5s): 402-409; DOI: 10.25258/ijddt.16.5s.55
Source of support: Nil.
Conflict of interest: None