THE EFFECT OF USING PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) APPROACH ON THE CONCEPT OF CHEMICAL EQUILIBRIUM ON GRADE 11 STUDENTS’ ACHIEVEMENT AND ATTITUDE

Abstract

he aim of this study was to investigate the effect of process oriented guided inquiry learning instruction as compared to the lecture approach on concepts of chemical equilibrium on grade 11 students’ achievement and attitude. The study was carried out followed “qausi-experimental” research design in which non-equivalent groups’ (experimental and control group) considered to compare two teaching methods (POGIL and lecture method). The study consisted 85 (40 experimental and 45 control group). In both groups, chemical equilibrium test (CEAT) consisted of 20 multiple choice questions administered as a pretest before instruction and posttest after the instruction. Besides, cognitive retention question was used to evaluate the effect of the approach on the students’ cognitive test. The semi-structured interview and questionnaire were used to collect detailed information from experimental group students’ attitude towards the used approach on the chemical equilibrium. The mean score averages and standard deviations of score distributions were calculated and t-test was used for group comparisons. The result of pretest analysis showed that there was no significant different between the EG and CG (p-value, 0.892 at α = 0.05). This shows the students have similar understanding on the chemical equilibrium concept and suitable for the study. On the other hand, the result of the CEAT on the posttest analysis showed that there is significant different (p-value = 0.001, at α = 0.05) between the EG and CG. The results indicated that students in the experimental group perform more on the posttest compared to the control group. Thus, the study concluded that POGIL learning increased students’ achievement levels in the test scores as well as improved their attitude towards the concepts of chemical equilibrium. The result of cognitive retention questions also signifies the effectiveness of the POGIL in retaining chemical equilibrium concepts in students’ memory and help them to retrieve the information when needed. The result of the interview also indicated that students have positive attitude towards the approach.