A Meta-analysis of the Effectiveness of Process-Oriented Guided Inquiry Learning on Students’ Academic Achievement

Process-Oriented Guided Inquiry Learning (POGIL) is a student-centered approach that applies structured inquiry, collaborative learning, and teacher facilitation to promote deeper understanding and skill development among students. In this meta-analysis, the researcher investigates the effectiveness of POGIL in improving the academic achievement of students across various educational contexts. This study synthesized the findings from 10 research studies published between 2016 and 2022, yielding 13 effect sizes. The overall effect size (Hedge’s g = 0.79) provides evidence of a statistically significant positive effect due to POGIL on student achievement compared to traditional teaching methods. Moderator analysis revealed consistent benefits in science and mathematics subjects, in junior and senior high school levels, and learning competencies (conceptual understanding, science process skills, and critical thinking). These advantages were apparent in both researcher-developed and standardized assessments. The findings affirm that POGIL not only enhances academic performance but also supports the development of higher-order thinking skills, which are essential for student success in science and mathematics education. Classic Fail-Safe N and funnel plot analysis confirmed the robustness of the results and that there was minimal risk of publication bias. These insights have implications for curriculum reform, instructional design, and teacher professional development. Future research is recommended to determine the effects of POGIL on affective and metacognitive domains, including student motivation, self-efficacy, and self-regulation. This meta-analysis offers substantial evidence for the incorporation of POGIL into the educational contexts represented in the included studies, underscoring its significance.