Date of Award/Publication
MS in Mathematics, Science, and Technology Education
The effects of process oriented guided inquiry learning (POGIL), a student centered cooperative learning strategy, on achievement in an introductory college chemistry course was examined. Students in the treatment groups (n = 39 & n = 47) who experienced the student centered cooperative learning will be compared to students in the control group (n = 33) who experienced traditional lecture. The differences between exam scores in the control group and those in each treatment group will be evaluate using a one way analysis of variance. The results indicate that students in both treatment groups performed below those in control group on the exams; however, the difference was not statistically significant. These findings suggest that care should be taken when implementing student centered cooperative learning in introductory college chemistry courses.
Eaton, Lafayette, "The Effect of Process Oriented Guided Inquiry Learning on Student Achievement in a One Semester General, Organic, and Biochemistry Course." (2006). Mathematical and Computing Sciences Masters. Paper 102.
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