The study examined the impact of Process-Oriented Guided Inquiry Learning Strategy (POGILS) on students’ academic performance in organic chemistry among secondary school students in Kwami Local Government Area, Gombe State, Nigeria. The objectives of the study were to determine the effect of POGILS on academic performance of students with gender consideration in Organic Chemistry. A pre-test, post-test non-randomized, non-equivalent control group quasi-experimental design was employed in the study. The sample size comprised of 82 (55 male and 27 female) senior secondary school II students, selected using multi-stage sampling technique. Organic Chemistry Performance Test was used for data collection with a reliability coefficient of 0.84 established using split-half testing method and analysed using Pearson Product Moment Correlation. Data analysis involved the use of ANCOVA tested at 0.05. Finding showed that F(1,79) = 396.443, p = 0.000, implying a significant difference between the academic performance mean scores of students taught using POGILS and traditional teaching method. Also, F(1,37) = 0.101, p = 0.812 meaning no significant difference in the mean academic performance scores of male and female students taught using POGILS, implying that POGILS has a significant effect on the mean academic performance scores of male and female students taught organic chemistry concepts. The study concluded that POGILS is an effective instructional strategy and the use of POGILS enhanced academic performance of both male and female students. The study recommends that chemistry teachers should integrate POGILS into their instructional practices to boost academic achievement and close gender academic performance gaps in Chemistry.
Umahaba et al. (Mon,) studied this question.
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