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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 GradesOrganic I Grades, Lecture
A
B
C
D
F
W
Organic I Grades, Pogil
A
B
C
DF
W
Grade Distribution Organic I
0
5
10
15
20
25
30
A B C D F W
lecture pogil
Organic IFinal Exam Score Distribution
0 2 4 6 8 10 12
50 or less
56-60
66-70
75-80
86-90
Over 95
Lecture Pogil
Grades for Repeaters, Organic IPogil
A
B
CD
F
W
Lecture
A
B
C
D
F
W
Grades Distribution for Students Repeating Organic I
0.0
5.0
10.0
15.0
20.0
25.0
30.0
A B C D F W
Lecture Pogil
Organic II GradesOrganic II Grades, Pogil
A
B
C
DF W
Organic II Grades, Lecture
A
B
C
D
FW
Grade Distribution Organic II
0
2
4
6
8
10
12
14
16
A B C D F W
lecture pogil
ACS Exam ScoresOrganic II
0 1 2 3 4 5 6 7 8
26-30
31-35
36-40
41-45
46-50
51-55
56-60
61 or more
Lecture Pogil
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 Didn’t 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