Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom
This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Ve...
| Main Authors: | , , , , |
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| Format: | Journal Article |
| Published: |
R S C Publications
2017
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| Online Access: | http://hdl.handle.net/20.500.11937/50807 |
| _version_ | 1848758540653559808 |
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| author | Vishnumolakala, Venkat Rao Southam, Daniel Treagust, David Mocerino, Mauro Qureshi, S. |
| author_facet | Vishnumolakala, Venkat Rao Southam, Daniel Treagust, David Mocerino, Mauro Qureshi, S. |
| author_sort | Vishnumolakala, Venkat Rao |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry (ASCI v2), and chemistry attitudes and experiences questionnaire (CAEQ) were adopted, modified, and administered to understand and gauge students’ affective outcomes before (pre) and after (post) POGIL intervention. Students’ post-POGIL perceptions of their attitudes, self-efficacy and experiences were statistically significantly higher. In addition to confirmatory testing of reliability of data obtained from ASCI v2 and CAEQ in an Australian POGIL context, the findings suggest that POGIL intervention provides positive affective experiences to students who are new to chemistry or have limited prior chemistry knowledge. |
| first_indexed | 2025-11-14T09:45:37Z |
| format | Journal Article |
| id | curtin-20.500.11937-50807 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:45:37Z |
| publishDate | 2017 |
| publisher | R S C Publications |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-508072018-02-08T02:34:12Z Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom Vishnumolakala, Venkat Rao Southam, Daniel Treagust, David Mocerino, Mauro Qureshi, S. This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry (ASCI v2), and chemistry attitudes and experiences questionnaire (CAEQ) were adopted, modified, and administered to understand and gauge students’ affective outcomes before (pre) and after (post) POGIL intervention. Students’ post-POGIL perceptions of their attitudes, self-efficacy and experiences were statistically significantly higher. In addition to confirmatory testing of reliability of data obtained from ASCI v2 and CAEQ in an Australian POGIL context, the findings suggest that POGIL intervention provides positive affective experiences to students who are new to chemistry or have limited prior chemistry knowledge. 2017 Journal Article http://hdl.handle.net/20.500.11937/50807 10.1039/C6RP00233A R S C Publications fulltext |
| spellingShingle | Vishnumolakala, Venkat Rao Southam, Daniel Treagust, David Mocerino, Mauro Qureshi, S. Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom |
| title | Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom |
| title_full | Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom |
| title_fullStr | Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom |
| title_full_unstemmed | Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom |
| title_short | Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom |
| title_sort | students' attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom |
| url | http://hdl.handle.net/20.500.11937/50807 |