{"title":"POGIL在高中生化学期末考试中的效果","authors":"L. Mata","doi":"10.33828/sei.v33.i2.5","DOIUrl":null,"url":null,"abstract":"The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) exam scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget’s cognitive development theory and Johnstone’s cognitive load theory served as the theoretical foundations. A large, public school district in the state of Utah provided the de-identified, archival data for this study, which consisted of students that took a chemistry course and chemistry EOC exam in 2015-2016 or 2016-2017. The research question sought to find whether there was a statistically significant difference in chemistry EOC exam scores for high school students in both groups. A one-way ANOVA demonstrated a statistically significant difference between the POGIL and non-POGIL student groups on the dependent variable of chemistry EOC exam scores, F(1, 314) = 29.91, p < .001, partial η2 = .087, (p < .05). This study supported POGIL pedagogy as an effective instructional strategy for improving student chemistry EOC exam scores.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"49 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The Effectiveness of POGIL on High School Student Chemistry End-of-Course Exams\",\"authors\":\"L. Mata\",\"doi\":\"10.33828/sei.v33.i2.5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) exam scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget’s cognitive development theory and Johnstone’s cognitive load theory served as the theoretical foundations. A large, public school district in the state of Utah provided the de-identified, archival data for this study, which consisted of students that took a chemistry course and chemistry EOC exam in 2015-2016 or 2016-2017. The research question sought to find whether there was a statistically significant difference in chemistry EOC exam scores for high school students in both groups. A one-way ANOVA demonstrated a statistically significant difference between the POGIL and non-POGIL student groups on the dependent variable of chemistry EOC exam scores, F(1, 314) = 29.91, p < .001, partial η2 = .087, (p < .05). This study supported POGIL pedagogy as an effective instructional strategy for improving student chemistry EOC exam scores.\",\"PeriodicalId\":156311,\"journal\":{\"name\":\"Science Education International\",\"volume\":\"49 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science Education International\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33828/sei.v33.i2.5\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science Education International","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33828/sei.v33.i2.5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Effectiveness of POGIL on High School Student Chemistry End-of-Course Exams
The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) exam scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget’s cognitive development theory and Johnstone’s cognitive load theory served as the theoretical foundations. A large, public school district in the state of Utah provided the de-identified, archival data for this study, which consisted of students that took a chemistry course and chemistry EOC exam in 2015-2016 or 2016-2017. The research question sought to find whether there was a statistically significant difference in chemistry EOC exam scores for high school students in both groups. A one-way ANOVA demonstrated a statistically significant difference between the POGIL and non-POGIL student groups on the dependent variable of chemistry EOC exam scores, F(1, 314) = 29.91, p < .001, partial η2 = .087, (p < .05). This study supported POGIL pedagogy as an effective instructional strategy for improving student chemistry EOC exam scores.
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