The study investigated the influence of Process Oriented Guided Inquiry Learning Approach (POGIL) on Science Foundation students’ achievements in stoichiometry versus traditional lecture centered pedagogy. Two intact science foundation class groups at the University of Namibia were used as a case study. A quasi-experimental non-randomized pre and posttests control group design was used to investigate the achievement in stoichiometry. Data on student achievements were collected and analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The ANCOVA results showed that there was a significant statistical difference in achievements when comparing the adjusted mean score (54.5%) obtained by the control group and the adjusted mean score (60.5%) obtained by students in the POGIL group; (F (1,75) = 17.990, p < 0.05). The POGIL group also showed the highest average improvement (65%) on questions related to reaction stoichiometry and limiting reagents, whereas the control group recorded improvements of about 53% in the same section. The results from the analysis of student’s test solutions revealed that the POGIL group students were able to give concrete reasons for their answers that they had obtained through numerical calculations or multiple choices and demonstrated enhanced understanding of linking various stoichiometry concepts. / Science and Technology Education / M. Sc. (Chemistry Education)

The study investigated the influence of Process Oriented Guided Inquiry Learning Approach (POGIL) on Science Foundation students’ achievements in stoichiometry versus traditional lecture centered pedagogy. Two intact science foundation class groups at the University of Namibia were used as a case study. A quasi-experimental non-randomized pre and posttests control group design was used to investigate the achievement in stoichiometry. Data on student achievements were collected and analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The ANCOVA results showed that there was a significant statistical difference in achievements when comparing the adjusted mean score (54.5%) obtained by the control group and the adjusted mean score (60.5%) obtained by students in the POGIL group; (F (1,75) = 17.990, p < 0.05). The POGIL group also showed the highest average improvement (65%) on questions related to reaction stoichiometry and limiting reagents, whereas the control group recorded improvements of about 53% in the same section. The results from the analysis of student’s test solutions revealed that the POGIL group students were able to give concrete reasons for their answers that they had obtained through numerical calculations or multiple choices and demonstrated enhanced understanding of linking various stoichiometry concepts. / Science and Technology Education / M. Sc. (Chemistry Education)