Effect of process oriented guided inquiry learning on motivation and logical thinking ability.

Alakoyun L., Taştan Kırık Ö.

International Conference on Science, Mathematics, Entrepreneurship and Technology Education (FMGTEK) , İzmir, Turkey, 12 - 14 April 2019, pp.138-139

  • Publication Type: Conference Paper / Summary Text
  • City: İzmir
  • Country: Turkey
  • Page Numbers: pp.138-139


The purpose of this study is to discover the impact of Process Oriented Guided Inquiry Learning

(POGIL) approach on 7th grade students’ motivation to science course and logical thinking ability in the

context of pure substances and mixtures. Non-equivalent control group design was employed. 54

seventh grade students were participated. Experimental group involved 28 and control group involved

26 students. They were selected by convenience sampling. Control group students were taught by

whole-class discussion considering the textbook while POGIL was implemented in the experimental

group. In POGIL classroom, materials including critical thinking questions designed based on learning

cycle model were studied by the students in cooperative learning teams. Group Assessment of Logical

Thinking (GALT) containing 21 items were used to measure formal thinking ability of the students. The

developers reported the reliability (alpha) as 0.85. Participants’ motivation to science lesson was

measured by motivation section of Motivated Strategies for Learning Questionnaire (MSLQ). GALT and

MSLQ were administered as pre-test and as pos-test six weeks after the pre-test. Since pre-MSLQ and

pre-GALT scores were not distributed normally, Mann-Whitney U Test was used to compare the groups. According to the results, there was no difference between the groups in terms of pre-GALT and pre-MSLQ scores, U= 290.5, z= -1.30, p=0.19 and U= 318.5, z = -0.79, p= 0.43, respectively. Independent samples t-test was used to compare the groups in terms of post-GALT and post-MSLQ. Results revealed that there was a significant difference between the groups in terms of both post-GALT and post-MSLQ, t(52)= 4.13, p = 0.00, η2=0.24 and t(52)= 1.40, p = 0.001, η2=0.19, respectively. To conclude, POGIL instruction improved 7th grade students’ motivation to science course and logical thinking ability with large effect sizes.