Date of Award/Publication

2006

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

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.

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