The Impact of Process Oriented Guided Inquiry Learning on Students’ Academic Performance and Capacities for Critical Thinking, Collaboration, and Problem-solving

Conference: The European Conference on Education (ECE2022)
Title: The Impact of Process Oriented Guided Inquiry Learning on Students’ Academic Performance and Capacities for Critical Thinking, Collaboration, and Problem-solving
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Poster Presentation
Authors:
Su-ching Lin, National Changhua University of Education, Taiwan

Abstract:

This study investigates the impact of Process Oriented Guided Inquiry Learning (POGIL) on students’ academic performance and capacities for critical thinking, collaboration, and problem-solving. This study adopted a two-group experimental design comprising an experimental group, which received POGIL pedagogy, and a control group, which received traditional pedagogy. Of the 98 seventh-graders from a junior high school in central Taiwan, 51 students were assigned to the experimental group, and 47 were assigned to the control group. The data were collected over one semester using tests to assess academic performance and scales to measure critical thinking, collaboration, and problem-solving. The data were then analyzed using descriptive statistics of distribution frequencies, percentages, mean values, standard deviations, and inferential statistics using ANCOVA. The results revealed that the experimental group acquired significantly higher scores on the critical thinking, collaboration, and problem-solving scales and academic tests than the control group, indicating that POGIL pedagogy is more effective than traditional pedagogy at improving students’ academic performance and capacities for critical thinking, collaboration, and problem-solving. The experimental group students’ post-test scores of academic performance, critical thinking, collaboration, and problem-solving were significantly higher than their pre-test scores, showing a significant enhancement in the experimental group students’ academic achievement and capacities for critical thinking, communication, collaboration, and problem-solving 4C after receiving POGIL pedagogy. The study confirmed that POGIL pedagogy had a highly positive effect on students’ academic performance and capacities for critical thinking, collaboration, and problem-solving.

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