Process-Oriented Guided Inquiry Learning (POGIL): A Strategy in Enhancing Academic Achievement in Science
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Description
This study focused on determining the effectiveness of the POGIL approach to enhance students' learning and academic performance in Science 10. The fifty participants in the study were chosen using purposive sampling. The results of the pre-test and post-test were based on the academic grade in science 10 during the first quarter of the school year 2021–2022. This study used a quasi-experimental research design. To determine the academic performance of Grade 10 students in the final grading period, the data was processed, analyzed, and interpreted using SPSS or Excel. The pre-test scores of the two groups of participants were low, indicating a lack of prior knowledge about the topic. However, the post-test scores showed that both groups learned well using either traditional or POGIL teaching methods. The study also found that the experimental group performed better than the traditional group in Science 10 due to the incorporation of the POGIL approach. The researcher formulated recommendations that teachers must use POGIL and other interactive approaches to help students improve their learning performance and academic achievements, analyze their students' weaknesses and strengths to develop effective teaching strategies, and support their children in their learning journey to build their self-esteem and academic success.
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IJSRED-V7I1P59.pdf
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(146.9 kB)
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