Statistical Analysis in a Longitudinal Study of the Implementation of POGIL at Norwich University

In 1996, the Chemistry Department at Norwich University implemented Process-Oriented Guided Inquiry Learning (POGIL) for General Chemistry I and II. In a POGIL classroom, students work in small groups to answer questions, while professors act as a facilitator instead of a lecturer. 

This study statistically analyzed the final grades of General Chemistry students from 1982-2017. Data was split into two groups, Pre-POGIL and POGIL, to analyze the effect the POGIL teaching method had on student GPA.