The ANAPOGIL (Analytical � Process Oriented Guided Inquiry Learning) project is a curriculum project to develop and implement POGIL activities in the analytical chemistry classroom. A mixed methods approach was used to assess learning, process skill growth, and attitudes of students in participating classrooms. Data was collected from Fall 2008 to Spring 2012 and included fourteen institutions representing a diverse range of institution types. The inclusion of a diverse population in the ANAPOGIL implementation study was to investigate ANAPOGIL implementation in a variety of classroom learning environments. Data was collected related to student performance and attitudes using ACS exams, student assessment of learning gains (SALG), CHEMX, and course exams. Quantitative data including the ACS Quantitative Analysis Exam, SALG, and ChemX scores have been analyzed and comparisons made across a) institutions, b) semesters of implementation, and c) type of course. The ACS exam was selected as a measure of student learning due to the ability to compare student achievement both for multiple implementations within the project and to nationally normed data. Student perceptions of their learning gains in areas targeted by the curriculum were collected as one measure of how well the materials were supporting student learning and process skills development. The CHEMX was used to provide a measure of student attitudes, beliefs, and assumptions about what they will learn, what skills will be required, and what they will be expected to do to succeed in learning chemistry. Students' attitudes and expectations for learning have been shown to affect how they respond to curricular innovations, and this provided another means to characterize students at the different institutions. Results from this study provide insights into the stability of exam performance and perceived learning gains over time and institutions despite variations in classroom environments and student expectations for learning chemistry.

Assessment of ANAPOGIL implementations: Insights from analysis of ACS Exam, SALG, and CHEMX data

248th National Meeting (2014)

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