POGIL (Process Oriented Guided Inquiry Learning) is a form of active learning during which students work in small groups solving scaffolded activities. Prior research has suggested potential benefits of POGIL in cognitive and critical-thinking developmental outcomes for students in STEM. However, there is less evidence on the impact of POGIL on students' attitudinal constructs towards chemistry. For example, competency beliefs is an attitudinal construct which encompasses individuals’ appraisals of their own abilities to perform in specific domains. Competency beliefs are closely tied to learning outcomes; students who hold stronger beliefs in their own competence typically demonstrate greater learning gains, even after accounting for prior knowledge. However, research has shown historically marginalized students tend to report lower competency beliefs and, therefore, decreased academic outcomes. This study investigates whether the implementation of POGIL during Recitation periods is effective in activating students’ cumulative perceived success across the timeline of the course curriculum—and whether such cumulative perceptions positively affect self-efficacy beliefs. To investigate this, we employed a mixed-methods design, administering competency belief surveys at the beginning and end of the semester, collecting engagement measures after each POGIL activity, and analyzing qualitative data from student reflections. This study aims not only to provide evidence of POGIL’s positive impact on students’ attitudes and self-efficacy but also to develop a mechanistic model of how POGIL supports student learning.

Joshua Tippett

New Mexico State University

Appearances