dc.creator | De Gale, Stefan | |
dc.creator | Boisselle, Laila N. | |
dc.date.accessioned | 2015-06-12T16:26:37Z | |
dc.date.accessioned | 2019-08-05T18:00:26Z | |
dc.date.available | 2015-06-12T16:26:37Z | |
dc.date.available | 2019-08-05T18:00:26Z | |
dc.date.created | 2015-06-12T16:26:37Z | |
dc.date.issued | 2015 | |
dc.identifier | De 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. | |
dc.identifier | http://hdl.handle.net/2139/40042 | |
dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/3010706 | |
dc.description.abstract | 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. | |
dc.language | en | |
dc.publisher | International Council of Associations for Science Education | |
dc.subject | Chemistry education | |
dc.subject | Secondary school students | |
dc.subject | Teaching methods | |
dc.subject | Academic achievement | |
dc.subject | Collaborative learning | |
dc.subject | Academic self efficacy | |
dc.subject | Trinidad and Tobago | |
dc.title | The effect of POGIL on academic performance and academic confidence | |
dc.type | Article | |