Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students
A follow-up study was conducted with foundation-year chemistry students who were taught in an inquiry- and role-based, small-group active learning environment in order to evaluate their attitudes, experiences and self-efficacy during pre-medical chemistry courses. The study adopted a mixedmethods...
| Main Authors: | , , , , , |
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| Format: | Journal Article |
| Published: |
Bloomsbury Qatar Foundation Journals
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/80817 |
| _version_ | 1848764277777760256 |
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| author | Vishnumolakala, Venkat Rao Qureshi, Sheila Treagust, David Mocerino, Mauro Southam, Daniel Ojeil, Joseph |
| author_facet | Vishnumolakala, Venkat Rao Qureshi, Sheila Treagust, David Mocerino, Mauro Southam, Daniel Ojeil, Joseph |
| author_sort | Vishnumolakala, Venkat Rao |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | A follow-up study was conducted with foundation-year chemistry students who were taught in an
inquiry- and role-based, small-group active learning environment in order to evaluate their attitudes,
experiences and self-efficacy during pre-medical chemistry courses. The study adopted a mixedmethods research design that involved both experimental and comparison groups. Using the CAEQ
(Chemistry Attitudes and Experiences Questionnaire) and the ASCI v2 (Attitude toward the Study of
Chemistry Inventory), the findings of this study indicated that inquiry-based chemistry learning
experience improves the students’ intellectual accessibility and emotional satisfaction as well as
develops their self-efficacy levels while pursuing intensive pre-medical courses in chemistry. The
results of the qualitative data analyses using a course experience questionnaire indicated that the
process-oriented guided inquiry learning (POGIL) experience helped the students succeed in rigorous
pre-medical chemistry courses and gained some process skills required in the medical programme as
listed by the AAMC (American Association of Medical Colleges). |
| first_indexed | 2025-11-14T11:16:48Z |
| format | Journal Article |
| id | curtin-20.500.11937-80817 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:16:48Z |
| publishDate | 2018 |
| publisher | Bloomsbury Qatar Foundation Journals |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-808172021-01-07T07:46:48Z Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students Vishnumolakala, Venkat Rao Qureshi, Sheila Treagust, David Mocerino, Mauro Southam, Daniel Ojeil, Joseph A follow-up study was conducted with foundation-year chemistry students who were taught in an inquiry- and role-based, small-group active learning environment in order to evaluate their attitudes, experiences and self-efficacy during pre-medical chemistry courses. The study adopted a mixedmethods research design that involved both experimental and comparison groups. Using the CAEQ (Chemistry Attitudes and Experiences Questionnaire) and the ASCI v2 (Attitude toward the Study of Chemistry Inventory), the findings of this study indicated that inquiry-based chemistry learning experience improves the students’ intellectual accessibility and emotional satisfaction as well as develops their self-efficacy levels while pursuing intensive pre-medical courses in chemistry. The results of the qualitative data analyses using a course experience questionnaire indicated that the process-oriented guided inquiry learning (POGIL) experience helped the students succeed in rigorous pre-medical chemistry courses and gained some process skills required in the medical programme as listed by the AAMC (American Association of Medical Colleges). 2018 Journal Article http://hdl.handle.net/20.500.11937/80817 10.5339/connect.2018.1 http://creativecommons.org/licenses/by/4.0/ Bloomsbury Qatar Foundation Journals fulltext |
| spellingShingle | Vishnumolakala, Venkat Rao Qureshi, Sheila Treagust, David Mocerino, Mauro Southam, Daniel Ojeil, Joseph Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students |
| title | Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students |
| title_full | Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students |
| title_fullStr | Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students |
| title_full_unstemmed | Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students |
| title_short | Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students |
| title_sort | longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students |
| url | http://hdl.handle.net/20.500.11937/80817 |