Abstract:
This study explored the perceptions of teachers and learners regarding the use of Process
Oriented Guided Learning Inquiry Learning (POGIL) to teach stoichiometry. A qualitative case
study was carried out at two conveniently and purposively sampled township schools in Pretoria,
South Africa. For this purpose, two Grade 11 physical sciences classes were identified where 48
learners and their respective teachers, who had previously been trained to teach using POGIL,
gave consent to participate in the study. Data were collected using lesson observations, focus
group interviews for learners and interviews for teachers. All data were transcribed and analysed
with the aid of ATLAS.ti software for qualitative data analysis. The findings from the observations
indicate that the learners were excited, motivated, and actively engaged in their work. They
assisted one another by attempting to answer questions supported with justification. The findings
from the focus group interviews indicate that the learners were excited to learn using POGIL and
wished to use the method in other subjects, including mathematics. The learners had noticed
improvements in their grades and understanding of abstract topics. The findings from the teacher
interviews indicated that they appreciated POGIL because they found it useful in reducing
misconceptions, increasing learner participation, increasing understanding and achievement, and
that their learners were more engaged. The results indicate that POGIL increased learners’ interest,
participation and active learning, while seemingly also improving the learners’ understanding of
and achievement in abstract topics like stoichiometry. POGIL may be useful in increasing active
learning and participation of learners which may lead to increased understanding and
achievement.
