Roller and Zori did not find significantly different results on a national standardized exam

A quasi-experimental design was implemented and data were collected through valid and reliable surveys. Results indicate little to no impact on most measures, although positive trends favoring POGIL students were observed.

The Medical-Surgical Nursing II POGIL and comparison groups had no significant differences in standardized national exam or final course grades.

Participants in the POGIL pedagogy had higher odds of passing a course and roughly performed 0.3 standard deviations higher on achievement measures than participants in standard lectures. In relative risk terms, POGIL reduced the risk of failing a course by 38%.

Students who make it go GenChem2 are more confident with chemistry ability regardless of previous teaching modality

Challenges and insights on moving POGIL class to online setting in response to covid, emphasis on challenges for instructors, TAs and students and the role TAs have in engagement

Extent of effect of POGIL by comparing ACS percentile rankings and grade point averages to students using traditional teaching methods shows POGIL students showed greater grasp of content knowledge evidenced by higher final exam scores