Design and Evaluation of Personalized Learning Pathways Based on OBE Principles: A Case Study of Physical Chemistry

Abstract

The integration of OBE principles into the Physical Chemistry curriculum signifies a shift from merely covering subject knowledge points to achieving multidimensional learning outcomes. To meet contemporary educational demands, constructing personalized learning pathways is crucial for enabling students to explore core disciplinary concepts while enhancing their higher-order thinking skills and comprehensive competencies. This study developed an OBE-based personalized learning pathway model centered on four key modules: goal decomposition, pathway generation, dynamic adjustment, and effectiveness evaluation. The model is implemented through a cyclical process spanning three phases: preclass, in-class, and postclass. The study involved 242 third-year chemistry majors using a mixed-methods approach, embedding quantitative data collection and personalized learning model validation within course design. These findings suggest that students in the experimental condition achieved higher academic performance and self-efficacy. They further demonstrated that under OBE-guided personalized learning pathways, enhancing self-efficacy and reducing cognitive load are two parallel and equally important objectives.