THE EFFECT OF PROCESS ORIENTED GUIDED INQUIRY LEARNING STRATEGY ON GRADE 12 STUDENTS’ ACHIEVEMENT AND ATTITUDE IN ELECTROCHEMISTRY CONCEPTS

Abstract

The aim of this study was to evaluate the effect of using Process Oriented Inquiry Learning (POGIL) approach on grade 12 natural science students’ academic achievement and attitude on the concept of electrochemistry at Mehal-Meda Preparatory and Secondary School. The study employed quasi-experimental research design. Accordingly, 80 grade 12 natural science Mehal-Meda Preparatory and Secondary School students were categorized into two sections (40 students considered as treatment group and 40 students as control group) and participated in the study. Treatment group students taught by POGIL approach while control group taught by lecture method. The intervention period for both groups was equivalent and it lasted five weeks. The data were collected using multiple choice tests, observation, questionnaire and interview. The pre-test and post-test were administered before and after the treatment respectively. The students’ academic achievements on tests were analyzed using descriptive statistics and inferential statistics (t-tests) quantitatively while; the data collected through questionnaires were analyzed qualitatively and quantitatively. Observation and interview were presented using narration. The finding of pre-test revealed that there was no significant difference between the mean score of the two groups. While the result of post-test revealed that significant difference was observed between the mean score of the two groups. The achievement of treatment group students significantly improved on the electrochemistry topic compared to the control group students. Besides, the analysis of data gathered through questionnaires and interview indicate that POGIL approach was effective in reducing students’ concept difficulties of electrochemistry and acquiring better understanding of the topic as well as they have positive attitude towards the approach. Based on the finding of this study, POGIL teaching method is more effective than the lecture method in improving students’ achievement and attitude in electrochemistry concept