Students conceptual understanding, metacognitive awareness, and perceived academic self-efficacy in a POGIL-based lesson on organic reactions

• Main Author: Mozo, Gabriel M.
• Format: text
• Language: English
• Published: Animo Repository 2013
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/4592
• Institution: De La Salle University

This research investigated the effectiveness of the POGIL (Process-Oriented Guided- Inquiry Learning) approach, with the integration of the PowerPoint slide presentations, in teaching and learning of organic reactions in basic Organic Chemistry course. It attempted to explore students conceptual understanding, metacognitive awareness, and perceived academic self-efficacy within two weeks of intervention. One intact class of freshman BS Medical Technology students of Centro Escolar University Makati, enrolled in CHEM 121 for the second semester of the school year 2012-2013, was chosen as subjects of the study. To determine the learners metacognitive awareness before and after the pedagogical intervention, the Metacognitive Awareness Inventory (MAI) instrument of Schraw and Dennison (1994) was adopted and administered while the researcher-made Academic Self-Efficacy Scale on Organic Reactions (ASESOR) was used to measure the students perceived academic-self efficacy before and after the intervention. The Conceptual Test on Organic Reactions (CTOR), which consists of two parallel tests, developed by the researcher was administered as a pretest and posttest to look into students conceptual understanding prior and after the intervention, respectively. For triangulation purposes, each of the respondents was asked to accomplish journal writing tasks, and one-on-one interview was likewise conducted among the extreme scorers. The results of the study revealed that there was a significant difference between the pre-CTOR and post-CTOR scores after the respondents were immersed in the POGIL sessions. The class had a mean standardized gain score of 0.56. With regard to the metacognitive awareness of the respondents, there was a significant difference between the pre-MAI and post-MAI scores, however, this claim was only true for the seven domains: declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension monitoring, and evaluation. On the other hand, as regards to debugging strategies, there is no significant difference between the mean pre-MAI score and mean post-MAI score of the respondents. With regard to the perceived academic self-efficacy, there was a significant difference between the pre-ASESOR and post-ASESOR scores after the respondents were immersed in the POGIL sessions. It was also revealed in the study that a strong positive linear relationship exists between academic self-efficacy and conceptual understanding, and a moderate positive linear relationship between academic self-efficacy and metacognitive awareness. However, no relationship exists between metacognitive awareness and conceptual understanding. The results of the study seem to suggest that the POGIL approach tied up with technology significantly enhances conceptual understanding, metacognitive awareness, and academic selfefficacy.