Process oriented guided inquiry learning (POGIL) in high school biology

Abstract

The study investigated the efficacy of Process Oriented Guided Inquiry Learning (POGIL) in a high school biology class when compared to a traditional teacher centered lecture approach. Data was collected through biology assessments, questionnaires, interviews, and class observations. Two classes participated as both the treatment and comparison group for two units each. Results suggest that POGIL is an effective teaching approach when implemented correctly that can improve student performance, increase class engagement, and foster positive attitudes towards learning biology.