The effect of POGIL on academic performance and academic confidence
POGIL (Process Oriented Guided Inquiry Learning) is a collaborative learning technique that employs guided inquiry within a cyclic system of exploration, concept invention, and application. This action research explores students’ academic performance on a unit of organic chemistry work taught using POGIL, in addition to the effect of POGIL on their academic confidence. The academic performance was measured using a summative assessment at the end of the study, while academic confidence was measured using a pre- and post-test questionnaire. A qualitative comparison to the previous term’s academic scores suggested a varied academic performance, while tests of significance indicated an improved level of academic confidence among the students involved.
| Main Authors: | , |
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| Format: | Article biblioteca |
| Language: | English |
| Published: |
International Council of Associations for Science Education
2015
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| Subjects: | Chemistry education, Secondary school students, Teaching methods, Academic achievement, Collaborative learning, Academic self efficacy, Trinidad and Tobago, |
| Online Access: | http://hdl.handle.net/2139/40042 |
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