Bridging the Gap in Learning Outcomes of Civil Construction Methods: Evidence from a Blended Teaching Approach

Abstract

Civil engineering students often struggle with low motivation and limited practical experience. This study evaluates a blended model integrating team-based learning (TBL) and an immediate response system (IRS) in a senior Civil Construction Methods course. Using one-sample t-tests against the scale neutral midpoint, results show that the TBL–IRS approach was associated with notable levels of behavioral, emotional, and cognitive engagement ( p < 0.001 ), with Cohen’s d ranging from 1.04–2.37 for engagement items and from 1.08 to 1.57 for satisfaction items all substantially exceeding the large-effect threshold ( d > 0.8 ). Learning satisfaction and perceived effectiveness were likewise substantially above. Regression analyses further confirmed a sequential predictive chain engagement was associated with satisfaction; engagement was associated with learning effectiveness, and satisfaction in turn was associated with effectiveness with all three models demonstrating large explanatory power. These findings provide evidence that the TBL–IRS blended model as an effective approach to enhancing motivation and learning outcomes in practice-oriented civil engineering courses, and propose an integrated framework linking engagement, satisfaction, and effectiveness to advance active learning theory in engineering education.