We present a model showing that the development of process skills is predictive of student success in introductory bioogy and general chemistry classes. There is already substantial evidence that POGIL classes increase student success, and this has historically been explained, in part, because POGIL practitioners claim students learn better <i>how to learn</i> in a POGIL environment--they develop their process skills. We present data confirming this claim: students in a POGIL environment perceive greater gains in their process skills than their lecture environment counterparts. Additionally we show an inrease in student success for students in a POGIL environment compared to lecture. Using structural equation modeling we show that POGIL generates both a direct effect on student success and an indirect effect on student success through the development of process skills. Differences in incoming student demographics can explain some of the differences in the model's success as it is applied to both classes.

Process skill development is predictive of student success in introductory STEM classes

2019 Spring National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.