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Comparing The Process Oriented Guided Inquiry Learning (Pogil) Method To An Independently Developed Guided Inquiry Method (Indgim) In A High School Academic Chemistry Course., Scott Zgraggen
Graduate Theses & Dissertations
A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effects of process oriented guided inquiry learning (POGIL) pedagogy in high school chemistry classes compared to that of an independently designed guided inquiry method (InDGIM). Data were collected from chemistry students from four college-prep chemistry classes in the same high school, over the course of the academic year, using the Particulate Nature of Matter (ParNoMA2) test, the Group Assessment of Logical Thinking (GALT), unit tests, and the final exam. DataAll data waswere analyzed using a 2 x 2 Factorial Analysis of …
The Effects Of Peer-Revision On Student Writing Performance In A Middle School Ela Classroom, Charles Hamilton
The Effects Of Peer-Revision On Student Writing Performance In A Middle School Ela Classroom, Charles Hamilton
Theses and Dissertations
This dissertation in practice outlines an action research project that attempted to answer the research question: what impact does peer-revision have on students' writing performance? This question is predicated on the idea that writing instruction in middle school English-Language Arts (ELA) classrooms is not always adequate. Writing often suffers due to many reasons, and out of all aspects of writing, it is often the instruction and practice of revision that suffers the most. This research project followed Mertler’s (2014) four-phase action research process, with phases being broken down further into nine steps: identifying the topic, gathering information, reviewing the related …