Process Oriented Guided Inquiry Learning on Students’ Achievement in Biology

Abstract

The purpose of this study was to investigate how Process Oriented Guided Inquiry Learning (POGIL) affected students' biology achievement at Mindanao State University-Integrated Laboratory School (MSU-ILS). The study used quasi-experiment with pre-test and post-test control group designs. The participants were the grade 8 Biology students who were grouped into two groups, control and experimental. The experimental group consisted of 41 participants who obtained teaching biology under the POGIL, while the control group consisted of 41 students who obtained teaching biology under Traditional Learning Based Approach (TLBA). The instrument used to collect the data in the form of test scores is the achievement test. Findings showed that before the intervention, there was no significant difference on the control and experimental groups of students’ achievement test mean score but after the intervention, there was significant difference on the control and experimental groups of students’ achievement test mean score. Similarly, there was significant difference on the control and experimental groups of students’ achievement test mean gain score. It can be concluded that the POGIL in teaching Biology improved the achievement of the students compared to the TLBA. It is recommended that Biology teachers can use this approach in teaching the students to understand Biology well and improve their academic performance.