01813nam a22002057a 4500 20240116140251.0 240116b ||||| |||| 00| 0 eng d 0021-9584 Koron, Julia Statistical Analysis in a Longitudinal Study of the Implementation of Process Oriented Guided Inquiry Learning at Norwich University (Journal Article) Washington DC : American Chemical Society , 2023 3194–3199p. Journal of Chemical Society , Volume 100: Number 9, September 2023 ***______{For Hard Copy, Please visit Library.}________*** Abstract: In 1996, the Chemistry Department at Norwich University converted its two-semester General Chemistry course from a traditional lecture to a Process Oriented Guided Inquiry Learning (POGIL) classroom. The change to POGIL teaching in Norwich General Chemistry classes was brought about by a steady decline in student performance, as demonstrated by final course grades during the mid-1990s. This study statistically analyzed the final grades of 2,481 General Chemistry I and II students from 1982 to 2017. The results of the statistical analysis demonstrate a significant increase in the average GPA across both General Chemistry I and II following the implementation of POGIL at Norwich University. This study indicates that active teaching and learning strategies are successful with Norwich University general chemistry students. Chemical Education Research| First-Year Undergraduate/General| Curriculum| Collaborative/Cooperative Learning| Inquiry-Based/Discovery Learning| Student-Centered Learning| Active Learning Gallant, Sarah | Spiess, Page https://doi.org/10.1021/acs.jchemed.2c00934 PER 0 0 0 0 RIEBPL RIEBPL 2024-01-16 0 2024-01-16 00:00:00 2024-01-16 PER 45250 45249