Exploration and Practice of the BOPPPS Guided Interactive Teaching Model in College Students’ Mental Health Education Courses

Objective: This study aimed to explore the impact of the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) guided interactive teaching model on promoting college students’ mental health and to examine its feasibility and effectiveness in mental health education courses. Methods: A 2 (group: experimental vs. control) × 2 (intervention: pre-test vs. post-test) mixed experimental design was adopted. Participants’ mental health symptom levels were assessed before and after the intervention. The study recruited first- and second-year students from Guangdong Polytechnic of Light Industry, with 100 students assigned to the control group (traditional teaching model) and 104 students to the experimental group (BOPPPS guided interactive teaching model). Results: Post-intervention, the experimental group exhibited significantly lower mental health symptom scores compared to the control group. Additionally, the experimental group showed a significant reduction in mental health symptoms from pre-test to post-test, whereas no significant differences were observed in the control group. Conclusion: The BOPPPS guided interactive teaching model significantly enhances college students’ mental health and serves as an effective pedagogical approach for mental health education courses.