This study developed the BOPPPS-V instructional framework, systematically embedding four value-based dimensions—scientific integrity, social responsibility, cultural confidence, and dialectical thinking—into the six-stage BOPPPS model to address the challenge of integrating ideological elements into Probability and Statistics courses. A quasi-experimental design was conducted with 186 undergraduates at Hanshan Normal University over two semesters. Results showed that the experimental group significantly outperformed the control group in academic achievement, value identification, student engagement, and course satisfaction, with particularly strong effects on applied problem solving. Three internalization mechanisms—contextual anchoring, cognitive dissonance, and reflective consolidation—were identified, providing an empirically validated pedagogical paradigm for curriculum ideology and politics in other mathematics.

Shaoqiang Liu, Yueping Su. Research on the Reform of Probability and Statistics Teaching under the BOPPPS Model: Integrating Value-Based Education. International Journal of New Developments in Education (2026), Vol. 8, Issue 9: 1-7. https://doi.org/10.25236/IJNDE.2026.080901.

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