POGIL vs Traditional Lecture in Organic I

POGIL vs Traditional Lecture in Organic I

POGIL vs Traditional Lecture in Organic I Gary D. Anderson Department of Chemistry Marshall University Huntington, WV Numerous Previous Studies All other comparisons have involved comparing results from two or more professors or from two or more school terms This comparison involves three sections of Organic I in the Fall of 2005. Sections 101 and 102 (84 total students) were taught using POGIL approach, Section 103 (84 students) was taught

using traditional lecture approach. Students were informed of differences and given chance to change sections Professors Same professor taught all three sections of Organic I Another professor taught both sections of Organic II in Spring 2006 so both groups of students had the same environment for Organic II Same for Both Groups Organic I Instructor Schedule

Two 75 minute classes per week Textbook (Hornback 2nd Ed.) Order of topics Same for Both Groups Problems assigned from text Computerized homework sets Vista and WebAssign Extra tutoring available Quizzes 5 minute quiz at the beginning of every class Same for Both Groups

Exams Same exam used in all three sections Students were instructed to put 9 digit student ID number on paper but to not put name or section information All exams were mixed together and graded one question at a time Common Final Exam Differences Time of Day POGIL at 2:00 or 3:30 Lecture at 6:30

Class Size Pogil, 2 sections with 45 and 39 students Lecture, 1 section with 84 students Organic I Grades Organic I Grades, Pogil Organic I Grades, Lecture A W A B

W B C F D C F D Grade Distribution Organic I 30

25 20 15 10 5 0 A B

C D lecture pogil F W Organic I Final Exam Score Distribution Over 95 86-90

75-80 66-70 56-60 50 or less 0 2 4 6 Lecture 8 Pogil

10 12 Grades for Repeaters, Organic I Lecture Pogil A W W


Grades Distribution for Students Repeating Organic I 30.0 25.0 20.0 15.0 10.0 5.0

0.0 A B C D Lecture Pogil F W

Organic II Grades Organic II Grades, Lecture F Organic II Grades, Pogil W D A F W

A D C B C B Grade Distribution Organic II 16 14

12 10 8 6 4 2 0 A

B C D lecture pogil F W ACS Exam Scores Organic II

61 or more 56-60 51-55 46-50 41-45 36-40 31-35 26-30 0 1 2 3

4 Lecture 5 Pogil 6 7 8 Is POGIL Better than Lecture? Results from Fall term were encouraging

enough to justify trying again in Spring but high percentage of repeat students in Spring Two sections (limit 35) using POGIL are planned for Fall 2006 along with one section using lecture POGIL group appeared to do significantly better in Organic II What Did the Students Think? Mixed Reaction Some love the POGIL approach Some hate it Highly dependent on motivation and work ethic of the student

SALG Survey POGIL Group: I would have preferred that this course be taught entirely using lecture 19% Strongly agree 25% Agree 25% Neutral 19% Disagree 11% Strongly Disagree SALG Survey Lecture Group: I would have preferred that this course be taught using the POGIL guided learning approach used in the other sections.

5% Strongly Agree 12 % Agree 59% Neutral 17% Disagree 7 % Strongly Disagree SALG Survey I would recommend the method of teaching used in my section to a person taking this course next year. 12 % Strongly Agree, 35% Agree, 32% Neutral, 12% Disagree, 8% Strongly Disagree (N=40) 11% Strongly Agree, 33% Agree, 22% Neutral, 19% Disagree, 14% Strongly

Disagree (N=36) First group above is lecture, second is POGIL Student Comments (Good) This is my second attempt at Organic. I liked POGil very much. I hope that it will continue to be taught this way at Marshall I really enjoyed the POGIL approach. I think it helped me a great deal understand things a lot better than if I had just had a teacher up there lecturing at me. I think this class made the complexities of organic chemistry easier Student Comments (and Bad)

I think the POGIL approach has benifits, but would be best coupled with a lecture I don't know that the POGIL style helped me all that much because I felt that I ended up trying to teach myself everything from the book. Name at Least One Strength Critical Thinking. Caused me to analyze problems more carefully before attempting a solution. Having students explain concepts really helped out a lot. I plan on doing more group learning with courses in the future

One strength was the relaxed atmosphere of the class. Strengths Teaching one another and helping each other with our weaknesses The instructor acknowledged the difficulty of the course, which showed respect for the students, yet he maintained that it wasn't impossible to do well. This course helped me manage my time to learn large quantities of material. Name at least one area for improvement

Organic is not a class made to teach yourself. A fair paced lecture would have provided a much better learning enviroment Teach the whole class with the POGIL approach, reaction part and all. I feel that for future classes using POGIL, it needs to be STRESSED that the chemactivities are only a part of the learning process And I Didnt Pay the Students Who Said This For Improvements None, the class was fine organic chemistry seems easy and now I

believe I can do it One strength was the relaxed atmosphere of the class and it positively impacted learning by helping to alleviate some stress Other Factors Experience 30 years experience using lecture mode 0 experience using POGIL mode Hopefully I have learned something in 30 years Improved Lecture Working with two POGIL groups right before

lecture probably caused me to modify my lecture a bit to answer the questions I had run into in the POGIL groups Conclusions Overall performance in Organic I appears to be virtually same for both groups Overall performance in Organic II appears to be somewhat better for the POGIL group Not enough observations to be sure but repeaters in POGIL group may have done better than those in the lecture group Acknowledgements

Andrei Straumanis Jim Spencer Andy Bressette Dan Libby The entire POGIL team Marshall administrators and colleagues

Recently Viewed Presentations

  • Socio-Economic Development , Gendered Inequalities in ...

    Socio-Economic Development , Gendered Inequalities in ...

    Socio-Economic Development , Gendered Inequalities in Agriculture and Women's Rights in Rwanda Pamela Abbott and Dixon Malunda This paper draws on a number of research projects that have variously been funded by: the World Bank, Oxfam UK, ActionAid, UNFPA, Population...
  • ShorT Story JazZ

    ShorT Story JazZ

    Short Story: brief work of fiction. Elements of Fiction. What is Plot? A series of related events that make up a story or drama. Exposition: The opening of the story which provides background info & setting. Discusses characters and their...
  • Themes and Symbols in Frankenstein

    Themes and Symbols in Frankenstein

    Question 4: (recognize that several punctuation choices create different effects) 4. What is the BEST way to revise these two sentences? Eating breakfast is a delicious way to start the day.
  • Duquesne University Federal Tax Update - Business November

    Duquesne University Federal Tax Update - Business November

    Exemption from limitations for taxpayers with taxable income less than $321,400 (MFJ) or $160,725 (S) ... At least one person or group of persons owns 50% or more of each ToB directly or through related parties (267(b) or 707(b))
  • 1818 ACC Chemistry

    1818 ACC Chemistry

    Gas . forming reactions. Electron . Transfer. Get out Driving Forces 1 . For a HMK Check. After HMK Check, find your assigned problem . to share. Writers put their answers up, checkers. fix it. OR If neither has it,...
  • How To Properly Deliver a POI Sgt. Lane

    How To Properly Deliver a POI Sgt. Lane

    Overview GOLMEST Gain Attention Overview Learning Objectives/Lesson Purpose Method and Media Evaluation Safety Transition Gain Attention Draws students into topic. Should be related to material. Should actually get students attention. Samples: Videos, stories, jokes, etc. End with WIIFM. Overview What...
  • Stems Stems have many functions - Ursuline High School

    Stems Stems have many functions - Ursuline High School

    Stems Stems have many functions 1. Support the leaves (hold them up) 2. Transport Water and Sugars 3. Provide Storage Basic Stem Structures The Function of Herbaceous Stem Tissues Epidermis - outer protective layer Cortex - ground tissue….composed of parenchyma...
  • NHS England Powerpoint Template - ePrescribing Toolkit

    NHS England Powerpoint Template - ePrescribing Toolkit

    Peter Coates. NHS England Open Source Programme Head . 07798 725131. [email protected] David Jobling . Community Development Lead . 07818 522951 . [email protected] Keith Farrar. Clinical Lead OPEN ePrescribing Project. ... NHS England Powerpoint Template