Abstract
This research aimed to explore the comparative impact of Process Oriented Guided Inquiry Learning (POGIL)-based instruction and traditional lecture-based instruction on the academic performance of Grade 12 students in the context of the circular motion unit. Employing a quasi-experimental pretest-posttest design, the study assessed students' cognitive outcomes in terms of Knowing, Applying, and Reasoning (KAR). A total of 110 participants were involved, with 54 assigned to the treatment group (25 girls and 29 boys) and 56 to the control group (27 girls and 29 boys). The treatment group received instruction on circular motion through POGIL, while the control group underwent lecture-based instruction. The results revealed statistically significant differences in circular motion performance between the control and treatment groups, with the latter exhibiting superior outcomes. This suggests that POGIL-based instruction positively influences students' understanding of circular motion, emphasizing its efficacy in enhancing learning outcomes in comparison to traditional lecture-based methods.
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