Chairperson, Graduate Committee: Greg FrancisLaFond-Hudson, Zachary Michael2020-03-302020-03-302019https://scholarworks.montana.edu/handle/1/15669In this study the role of Process Oriented Guided Inquiry Learning (POGIL) on student understanding of chemistry topics was explored. In addition, the role of engagement and active participation in those activities was monitored. Student understanding was evaluated through pre and post unit quizzes for both control and intervention topics of study and through responses to a post unit survey and student interviews. It was found that POGIL activities contribute to a greater proportion of students achieving high growth in understanding. Students who described themselves as active participants in POGIL activities were significantly more likely to show high levels of understanding and confidence in their ability to answer questions related to the topic covered in the POGIL activity.enPhysical sciencesHigh school studentsInquiry-based learningActive learningProcess-oriented guided inquiry learningProfessional PaperCopyright 2019 by Zachary Michael LaFond-Hudson