Process-Oriented Guided Inquiry Learning-Based Laboratory At-Home in Biochemistry: Effects on Student Attitude, Motivation, Confidence and Achievement

Abstract

This study involved developing and assessing a laboratory-at-home manual using the Process-Oriented Guided Inquiry Learning (POGIL) approach as an alternative laboratory component in the general biochemistry course of the second-year students of the Bachelor in Medical Laboratory Science. The first phase of the study covered designing, developing, pre-testing, and evaluating (validity and reliability) instruments: Instructional Material Evaluation Tool for Experts and Instructors, Biomolecules Achievement Test, and Instructional Material Evaluation Tool for Students, Attitude, Motivation, and Confidence in Laboratory Skills Questionnaire, and Perception Interview Guide Questions for Instructors and Students. The second phase involved designing, developing, and evaluating the POGIL-based Laboratory-at-Home (PLAH) and non-POGIL Laboratory-at-Home (nPLAH) Manuals on Biomolecules. The overall evaluation of experts, instructors, and students on PLAH and nPLAH manuals is high. The effect of the PLAH on student achievement attitude, motivation, and confidence in laboratory skills was determined using a quasi-experimental pretest posttest research design. The results were compared to other treatments using nPLAH and the Video (Traditional Manual with Video demonstrations) Manuals. Results showed that the students significantly increased their achievement scores after implementing the three different treatments. In addition, the students in the PLAH group gained more than those in the nPLAH and Video groups regarding achievement, attitude, motivation, and confidence in laboratory skills. Results showed that the gain before and after the treatments was significantly different except for the motivation level of the Video group. However, no significant difference was seen among the interventions except for confidence in laboratory skills, where Video is substantially different. Further, students and instructors were interviewed to determine their perception of using the PLAH manual. In terms of perception of PLAH, the students had a fun, fulfilling, and challenging laboratory experience where teamwork, creativity, critical thinking, analysis, communication, and time management were enhanced. For the instructors, it made them more confident in teaching the Biochemistry laboratory in terms of knowledge, skills, and classroom management.