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Process-oriented guided-inquiry learning improves long-term retention of information
Journal article   Peer reviewed

Process-oriented guided-inquiry learning improves long-term retention of information

Thea Vanags, Kristen Pammer and Jay Brinker
Advances in Physiology Education, Vol.37(3), pp.233-241
2013
DOI: https://doi.org/10.1152/advan.00104.2012
url
https://doi.org/10.​1152/​advan.​00104.​2012View
Published Version

Abstract

process-oriented guided-inquiry learning guided inquiry learning long-term retention
Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control, POGIL, POGIL without reporting [no report out (NRO)], and POGIL run by untrained graduate students [new facilitator (NF)]. Student activities were identical across POGIL variations and highly similar for control. Participants' knowledge was evaluated before (pretest), immediately after (posttest), and 2 wk later (followup). Control and POGIL groups showed no improvement at posttest, whereas NRO and NF groups both recalled more material than at pretest (P = 0.002 and P & 0.0005, respectively). In a surprise test 2 wk later, control (P & 0.0005), NRO (P = 0.03), and NF (P & 0.0005) groups recalled less than at posttest. The POGIL group showed the smallest drop in knowledge (P = 0.05). Importantly, the control group's knowledge was below pretest levels (P & 0.0005), whereas the POGIL, NRO, and NF groups' knowledge was not. Self-assessment of knowledge was consistent across groups at pretest, but POGIL participants had the lowest confidence at posttest and 2 wk later. At followup, the control, NRO, and NF groups showed greater confidence in their knowledge than the POGIL group (P = 0.03, P = 0.002, and P = 0.004, respectively). POGIL and its variations appear to consolidate existing knowledge against memory decay even when student confidence does not match performance.

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Domestic collaboration
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Education, Scientific Disciplines
Physiology

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