The role of process oriented guided inquiry learning (POGIL) and its potential to improve students’ metacognitive ability: A systematic review

Abstract

POGIL is a student-centered learning model that requires students to construct their own concepts. There are three main steps of POGIL, namely exploration, concept formation, and application. Many studies have been carried out to examine how POGIL affects various learning characteristics. This article is a systematic review based on review of 22 articles published between 2012 – 2020 that explored the effect of utilizing POGIL in learning. The articles were found using ERIC, ProQuest, and Google Scholar digital library. Articles that met the selection criteria were then evaluated on a number of levels, including the research sample, the topic or the subject, the variable analyzed, research finding, and its potency for further research. The results of the study showed that the POGIL learning model is used for teaching students of elementary school, junior high school, high school, and college. In addition, POGIL can also be applied in a variety of learning contexts, including chemistry, mathematics, and science. The application of POGIL in these various school levels has a positive impact on students such as improving academic achievement, critical thinking skills, problem- solving, attitudes, self-efficacy, scientific literacy, self-regulation skills, students’ performance, mathematical connection ability, mathematical reasoning capabilities, argumentation, students’ chemistry learning motivation, scientific explanation skills, and learning environment. However, the study findings reveal that no research has directly examined the impact of POGIL on students’ metacognitive abilities. As a result, future directions for research into the impact of POGIL on metacognitive abilities are suggested.