POGIL instruction produces significantly higher posttest problem solving skills than traditional lecture among preservice elementary teachers¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After six weeks, the POGIL group outperformed the traditional-lecture control group on overall posttest problem solving skills (U=76.000; p=.000). → Irwanto 2018
q2 i? The posttest problem solving advantage was significant in all four Polya-based sub-skills (understand the problem, devise a plan, carry out the plan, look back). → Irwanto 2018
Evidence¶
Irwanto 2018¶
Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777-794. https://eric.ed.gov/?id=EJ1191708
q2 · i? · causal · r2
Same quasi-experimental pretest-posttest study (N=48, two intact classes); Mann-Whitney U-test on posttest problem solving scores found "a significant difference on posttest score between experimental and control groups (U=76.000; p=.000)". Descriptive means rose from 8.79 to 14.17 (POGIL) versus 8.46 to 12.33 (control).
"Overall, there was a significant difference on posttest score between experimental and control groups (U=76.000; p=.000). Even that significant difference was reflected at all sub-skills (p<.05)"
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- Critical thinking skills and problem solving skills are highly positively and significantly correlated in preservice elementary teachers — related
- POGIL instruction produces significantly higher posttest critical thinking skills than traditional lecture among preservice elementary teachers — related
- POGIL and traditional-lecture groups showed no significant pretest differences in critical thinking or problem solving skills — related
- Computer-Based Problem Solving produced significantly higher HOTS post-test scores than expository learning among prospective primary teachers — related
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