Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Comparing the Effects of Lecture-Based Instruction with POGIL-Based Instruction on Self-Efficacy in Grade 12

Version 1 : Received: 28 April 2023 / Approved: 29 April 2023 / Online: 29 April 2023 (05:21:26 CEST)

How to cite: Alneyadi, S.S. Comparing the Effects of Lecture-Based Instruction with POGIL-Based Instruction on Self-Efficacy in Grade 12. Preprints 2023, 2023041213. https://doi.org/10.20944/preprints202304.1213.v1 Alneyadi, S.S. Comparing the Effects of Lecture-Based Instruction with POGIL-Based Instruction on Self-Efficacy in Grade 12. Preprints 2023, 2023041213. https://doi.org/10.20944/preprints202304.1213.v1

Abstract

This study compares the effects of lecture-based instruction and process-oriented guided inquiry learning (POGIL)-based instruction on the self-efficacy performance of Grade 12 students. A quasi-experimental, pretest-posttest design was adopted to investigate and assess the impact of POGIL-based instruction versus lecture-based instruction on students’ performance as measured by three types of cognitive outcomes; Knowing, Applying and Reasoning (KAR). Two government high schools in Alain were selected as research sites, one for the boys and one for the girls. The total number of participants was approximately 110 students (N=110); 54 were assigned to treatment groups (25 girls and 29 boys), and 56 were assigned to control groups (27 girls and 29 boys). The treatment group was taught a circular motion unit in physics using POGIL-based instruction, while the control group was taught the unit using lecture-based instruction. The study's findings showed statistically significant differences between students of the control group and the treatment group in favour of the latter regarding their science performance, self-efficacy and science-related attitudes. Moreover, positive correlations were found between participants’ performance at the KAR test, self-efficacy and scientific attitudes towards scientific inquiry after the intervention. In conclusion, it is recommended to shift teaching towards POGIL-based instruction due to its positive impact on students’ performance and self-efficacy. It is also suggested to replicate the study to include government and private schools, elementary and high schools, teachers and advisors.

Keywords

POGIL-based instruction; lecture-based instruction; the unit of circular motion; science performance self-efficacy

Subject

Social Sciences, Education

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