[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-331890-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-331890-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","unlocking-biochemistry-brilliance-unveiling-the-impact-of-pogil-vs-interactive-lecturing-using-enzyme-kinetics-inventory-on-student-learning-achievement","Unlocking Biochemistry Brilliance - Unveiling the Impact of POGIL vs. Interactive Lecturing Using Enzyme Kinetics Inventory on Student Learning Achievement","","This study investigates the effectiveness of Process-Oriented Guided Inquiry Learning (POGIL) compared with interactive lecturing in undergraduate biochemistry education across two private medical colleges in Punjab. Quantitative assessments included pre-tests, knowledge acquisition evaluations, and knowledge retention assessments after instruction. Students were assigned to a control group (interactive lecturing) and an intervention group (POGIL). Results showed significantly higher mean knowledge acquisition in the POGIL group (M=9.18, SD=1.23) than the control group (M=7.82, SD=0.99) (p=0.05), and stronger long-term retention (M=8.89, SD=1.23 vs. M=7.67, SD=0.99; p=0.05).",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2051-4891 (Online)  \n[www.KurdishStudies.net](www.KurdishStudies.net)  \nReceived: January 2024 Accepted: February 2024  \nDOI: [https://doi.org/10.53555/ks.v12i2.2876](https://doi.org/10.53555/ks.v12i2.2876)  \nUnlocking Biochemistry Brilliance: Unveiling the Impact of POGIL vs. Interactive Lecturing Using Enzyme Kinetics Inventory on Student Learning Achievement  \nAyesha Zubair*1, H. Daka2, Fahad Sarfraz3  \nAbstract  \nThis study investigates the effectiveness of the Process-Oriented Guided Inquiry Learning (POGIL) method compared to interactive lecturing in undergraduate biochemistry education from two private medical colleges of Punjab. The study based on quantitative assessments, including pre-tests, knowledge acquisition evaluations, and knowledge retention assessments, were conducted. Students were divided into two groups: the control group experienced interactive lecturing, while the intervention group was taught using the POGIL method. Results revealed significantly higher mean scores for knowledge acquisition in the POGIL group (M=9.18, SD=1.23) compared to the interactive lecturing group (M=7.82, SD=0.99) (p=0.05). Additionally, the POGIL group demonstrated superior long-term knowledge retention, with mean scores of M=8.89 (SD=1.23), compared to the interactive group's M=7.67 (SD=0.99) (p=0.05). These findings underscore the enhanced effectiveness of the POGIL method in fostering both knowledge acquisition and retention in enzyme biochemistry among undergraduate medical students, suggesting its potential for integration into biochemistry medical curricula.  \nKeywords: Process-Oriented Guided Inquiry Learning (POGIL), interactive lecturing, enzyme biochemistry, knowledge acquisition, knowledge retention.  \nIntroduction  \nBiochemistry education is crucial in the training of medical professionals, as it forms the foundation for understanding physiological processes and disease mechanisms(Sarfraz et al., 2022) . The comparison of different lecturing methods, such as Process-Oriented Guided Inquiry Learning and interactive lecturing, is essential for identifying the most effective approach to imparting biochemistry knowledge to medical students. Understanding which method yields better learning outcomes can have a significant impact on curriculum design and pedagogical strategies within medical education (Rodriguez et al., 2020) .  \nIn this study, the focus on enzyme biochemistry further highlights the practical implications of the findings, as enzymes play a fundamental role in various biochemical pathways and are essential for understanding diseases and therapeutic interventions(Furqan et al., 2020) . Therefore, the exploration of the POGIL method's effectiveness in fostering knowledge acquisition and retention in this specific area holds promise for enriching the educational  \n1 Assistant Professor, Department of Biochemistry, CMH Lahore Medical College & Institute of Dentistry  \n*Corresponding Author Email: [drayeshazubair@gmail.com](drayeshazubair@gmail.com)  \n2 Lecturer/Consultant, Postgraduate Program Coordinator, EAPS Department/Medical Education  \n3 Associate Professor, Medical Education Department, School of Health Professions Education (SHaPE), CMHLahore Medical College & Institute of Dentistry  \nexperience of undergraduate medical students.  \nBy delving into the effectiveness of different lecturing methods, this study contributes to the ongoing discourse on pedagogical best practices in biochemistry education, underscoring the potential benefits of incorporating innovative and structured inquiry-based learning approaches into the curriculum(Walker & Warfa, 2017) . Recent studies highlight the effectiveness of different lecturing methods; it contributes to the ongoing discourse on pedagogical best practices in biochemistry education. The potential benefits of incorporating structured inquiry-based learning approaches, s","cbCaimf02WnMT39o","https://ap.wps.com/l/cbCaimf02WnMT39o","pdf",187694,"English","# Abstract\n# Introduction\n# Methodology\n## Participants\n## Procedure\n## Data Analysis\n# Results","[{\"question\":\"How were students divided between the two teaching methods?\",\"answer\":\"Students were divided into a control group that received interactive lecturing and an intervention group taught using the POGIL method, with grouping balanced by prior academic grades.\"},{\"question\":\"What assessments were used to measure learning outcomes?\",\"answer\":\"The study used pre-tests, knowledge acquisition evaluations to measure immediate outcomes, and knowledge retention assessments administered after two weeks for long-term retention.\"},{\"question\":\"Which method produced better knowledge acquisition and retention?\",\"answer\":\"POGIL produced significantly higher mean knowledge acquisition scores and superior long-term knowledge retention compared with interactive lecturing (both with p=0.05).\"}]","Unlocking Biochemistry Brilliance - Unveiling the Impact of POGIL vs. Interactive Lecturing Using Enzyme Kinetics Inventory on Student Learning Achievement | PDF",1789995636,18]