The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry EOC exam scores and ACT science 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 foundation. 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, a chemistry EOC exam, and the ACT science exam in 2015-2016 or 2016-2017. The research questions sought to find whether there was a statistically significant difference in chemistry EOC and ACT science exam scores for high school students in both groups. A one-way MANOVA demonstrated a statistically significant difference between the POGIL and non-POGIL student groups on the combined dependent variable of chemistry EOC exam scores and ACT science exam scores, Pillai’s Trace = .088, F(2, 313) = 15.51, p < .001, partial η2 = .088, (p < .01). Univariate ANOVAs demonstrated a statistically significant difference for both dependent variables, chemistry EOC exam scores, F(1, 314) = 29.91, p < .001, partial η2 = .087, (p < .025), and ACT science exam scores, F(1, 314) = 6.98, p = .009, partial η2 = .022, (p < .025). This study supported POGIL pedagogy as an effective instructional strategy for improving student chemistry EOC and ACT science scores.
|Commitee:||Widner, Robert L., Taylor, Deanna S.|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Science education, Secondary education, Pedagogy|
|Keywords:||ACT exam, Chemistry EOC exam, High school chemistry, POGIL|
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