Process oriented guided inquiry learning: a possible solution to improve high school students’ conceptual understanding of electrochemistry and attitude

Abstract The study aimed at evaluating the effect of using process-oriented guided inquiry learning (POGIL) approach on grade 12 students’ conceptual understanding and achievement in electrochemistry, and assessing students’ attitudes towards the approach. For the purpose a quasi-experimental research approach with a treatment group (TG) and a control group (CG) was employed. The TG students were taught by the POGIL approach while CG students were taught by the lecture method. The data were collected using pretest, posttest, observation, questionnaires, and interviews. Moreover, Cohen’s effect size test was used to evaluate the effect size between the two groups or the magnitude of the intervention. The collected data were analyzed qualitatively and quantitatively. The result of the pretest revealed that no significant difference ( p > 0.05) observed between the two groups while a significant difference ( p < 0.05) was observed on the posttest. The TG students’ achievement was significantly improved compared to the CG students. The effect size results indicated that small and large effect sizes were observed in pre- and posttests respectively. In general, the study revealed the effectiveness of POGIL in improving students’ conceptual understanding of electrochemistry rather than the lecture method and students have a positive attitude towards the approach.