The effect of POGIL on academic performance and academic confidence

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dc.contributor.authorDe Gale, Stefan
dc.contributor.authorBoisselle, Laila N.
dc.date.accessioned2015-06-12T16:26:37Z
dc.date.available2015-06-12T16:26:37Z
dc.date.issued2015
dc.description.abstractPOGIL (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.en_US
dc.identifier.citationDe Gale, S., and Boisselle, L. N. (2015). The effect of POGIL on academic performance and academic confidence. Science Education International, 26(1), 2015, 56-61.en_US
dc.identifier.urihttps://hdl.handle.net/2139/40042
dc.language.isoenen_US
dc.publisherInternational Council of Associations for Science Educationen_US
dc.subjectChemistry educationen_US
dc.subjectSecondary school studentsen_US
dc.subjectTeaching methodsen_US
dc.subjectAcademic achievementen_US
dc.subjectCollaborative learningen_US
dc.subjectAcademic self efficacyen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleThe effect of POGIL on academic performance and academic confidenceen_US
dc.typeArticleen_US

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