TY  - BOOK
AU  - Koron, Julia 
AU  - Gallant, Sarah | Spiess, Page 
TI  - Statistical Analysis in a Longitudinal Study of the Implementation of Process Oriented Guided Inquiry Learning at Norwich University : (Journal Article)
SN  - 0021-9584
PY  - 2023///
CY  - Washington DC 
PB  - : American Chemical Society 
KW  - Chemical Education Research| First-Year Undergraduate/General| Curriculum| Collaborative/Cooperative Learning| Inquiry-Based/Discovery Learning| Student-Centered Learning| Active Learning
N1  - ***______{For Hard Copy, Please visit Library.}________***


N2  - 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
UR  - https://doi.org/10.1021/acs.jchemed.2c00934
ER  -