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The Effects of Process Oriented Guid...

Judd, William Lindsey.

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The Effects of Process Oriented Guided Inquiry Learning on Secondary Student ACT Science Scores.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Process Oriented Guided Inquiry Learning on Secondary Student ACT Science Scores./
Author:	Judd, William Lindsey.
Description:	92 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582793
ISBN:	9781321221824

The Effects of Process Oriented Guided Inquiry Learning on Secondary Student ACT Science Scores.
Judd, William Lindsey.

The Effects of Process Oriented Guided Inquiry Learning on Secondary Student ACT Science Scores. - 92 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ed.D.)--Union University, 2014.

The purpose of this study was to examine any significant difference on secondary school chemistry students' ACT Science Test scores between students taught by the Process Oriented Guided Inquiry Learning (POGIL) method versus students taught by traditional, teacher-centered pedagogy. This study also examined any difference between students taught by the POGIL method versus students taught by traditional, teacher-centered pedagogy in regard to the three different types of questions on the ACT Science Test: data representation, research summaries, and conflicting viewpoints. The sample consisted of sophomore-level students at two private, suburban Christian schools. A pretest-posttest design was used to compare the mean difference in scores from ACT issued sample test booklets before and after each group had received instruction via the POGIL method or more traditional methods. This study found that there was no significant difference in the mean difference of test scores between the two groups. This study also found that there was not a significant difference in the mean difference of scores in regard to the three different types of questions on the ACT Science Test. Further implications of this study are discussed.

ISBN: 9781321221824Subjects--Topical Terms:

521340
Science education.

The Effects of Process Oriented Guided Inquiry Learning on Secondary Student ACT Science Scores.
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