A causal-comparative/quasi experimental study examined the effect of incorporating a hybrid teaching methodology that blended lecture with Process Oriented Guided Inquiry Lessons (POGILs) on the overall academic achievement of a diverse student body in a large lecture setting. Additional considerations included student gender, ethnicity, declared major (STEM or non-STEM), and SAT scores. An evaluation of the effect that these characteristics had on student achievement due to differentiating import placed on the use of POGILs as a learning tool was included. This study used data obtained from a longitudinal examination of eight years of student data from an introductory forensic science survey course offered in a R1 northeastern university.
This study addressed the effectiveness of applying a proscribed active learning methodology, one proposed effective in collegiate education, to a new environment, forensic science. The methodology employed combined fourteen POGILs, created specifically for the chosen course, with didactic lecture during the entire semester of a forensic science survey course. This quasi-experimental design used the manipulation of the independent variable, the use of a hybrid lecture instead of exclusive use of traditional didactic lectures, on the students’ academic achievement on exams given during the course.
Participants in this study (N=1436) were undergraduate students enrolled in the single semester introductory science course. A longitudinal study that incorporated eight years of data was completed, 4 years pre-intervention (2007-2010) and 4 years post-intervention (2011-2014). The forensic science survey course, taught by only one professor during the eight-year period, was a science discipline that had yet to integrate an active learning educational model.
Findings indicate four variables significantly contributed to explaining nearly 28% of the variation seen in the student class averages earned during the eight-year period: the intervention, gender, STEM majors, and SAT scores. On average, the intervention significantly altered exam scores, F (1, 1431) = 43.019, p < 0.000, R2 = 0.029, raising exam averages 3.1%. Within the population, females outperformed their male counterparts by 1.9%, although both genders were significantly affected by the intervention, F (1, 1431) = 13.698, p < 0.000, R2 = 0.009. Students with declared majors in the STEM fields outperformed the non-STEM fields by 5.6%, a strong factor in the model, F (1, 1431) = 91.918, p < 0.000, R2 = 0.060, with both STEM and non-STEM students being positively affected by the intervention. The SAT scores, however, showed the strongest effect, F (1, 1431) = 345.026, p < 0.000, R2 = 0.179, where an increase of 3.1% in the student class averages could be seen for every 100 points earned on the SATs. Further discussions include implications and correlations to recent research and directions for future research.
","abstract_html":"<p>A causal-comparative/quasi experimental study examined the effect of incorporating a hybrid teaching methodology that blended lecture with Process Oriented Guided Inquiry Lessons (POGILs) on the overall academic achievement of a diverse student body in a large lecture setting. Additional considerations included student gender, ethnicity, declared major (STEM or non-STEM), and SAT scores. An evaluation of the effect that these characteristics had on student achievement due to differentiating import placed on the use of POGILs as a learning tool was included. This study used data obtained from a longitudinal examination of eight years of student data from an introductory forensic science survey course offered in a R1 northeastern university.</p> <p> This study addressed the effectiveness of applying a proscribed active learning methodology, one proposed effective in collegiate education, to a new environment, forensic science. The methodology employed combined fourteen POGILs, created specifically for the chosen course, with didactic lecture during the entire semester of a forensic science survey course. This quasi-experimental design used the manipulation of the independent variable, the use of a hybrid lecture instead of exclusive use of traditional didactic lectures, on the students’ academic achievement on exams given during the course. </p> <p> Participants in this study (N=1436) were undergraduate students enrolled in the single semester introductory science course. A longitudinal study that incorporated eight years of data was completed, 4 years pre-intervention (2007-2010) and 4 years post-intervention (2011-2014). The forensic science survey course, taught by only one professor during the eight-year period, was a science discipline that had yet to integrate an active learning educational model. </p> <p> Findings indicate four variables significantly contributed to explaining nearly 28% of the variation seen in the student class averages earned during the eight-year period: the intervention, gender, STEM majors, and SAT scores. On average, the intervention significantly altered exam scores, F (1, 1431) = 43.019, p < 0.000, R2 = 0.029, raising exam averages 3.1%. Within the population, females outperformed their male counterparts by 1.9%, although both genders were significantly affected by the intervention, F (1, 1431) = 13.698, p < 0.000, R2 = 0.009. Students with declared majors in the STEM fields outperformed the non-STEM fields by 5.6%, a strong factor in the model, F (1, 1431) = 91.918, p < 0.000, R2 = 0.060, with both STEM and non-STEM students being positively affected by the intervention. The SAT scores, however, showed the strongest effect, F (1, 1431) = 345.026, p < 0.000, R2 = 0.179, where an increase of 3.1% in the student class averages could be seen for every 100 points earned on the SATs. Further discussions include implications and correlations to recent research and directions for future research.</p>","abstract_has_math":false,"creators":["Meeks, Tyna Lynn"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Science Teaching","degree_department":null,"school":null,"contributors":["James T. Spencer"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T04:55:06Z","subjects":["active learning","forensic science","POGIL","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://surface.syr.edu/etd/397","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James T. Spencer"]},{"key":"dc:creator","label":"Author","values":["Meeks, Tyna Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Science Teaching"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["active learning","forensic science","POGIL","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://surface.syr.edu/etd/397"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A causal-comparative/quasi experimental study examined the effect of incorporating a hybrid teaching methodology that blended lecture with Process Oriented Guided Inquiry Lessons (POGILs) on the overall academic achievement of a diverse student body in a large lecture setting. Additional considerations included student gender, ethnicity, declared major (STEM or non-STEM), and SAT scores. An evaluation of the effect that these characteristics had on student achievement due to differentiating import placed on the use of POGILs as a learning tool was included. This study used data obtained from a longitudinal examination of eight years of student data from an introductory forensic science survey course offered in a R1 northeastern university.
This study addressed the effectiveness of applying a proscribed active learning methodology, one proposed effective in collegiate education, to a new environment, forensic science. The methodology employed combined fourteen POGILs, created specifically for the chosen course, with didactic lecture during the entire semester of a forensic science survey course. This quasi-experimental design used the manipulation of the independent variable, the use of a hybrid lecture instead of exclusive use of traditional didactic lectures, on the students’ academic achievement on exams given during the course.
Participants in this study (N=1436) were undergraduate students enrolled in the single semester introductory science course. A longitudinal study that incorporated eight years of data was completed, 4 years pre-intervention (2007-2010) and 4 years post-intervention (2011-2014). The forensic science survey course, taught by only one professor during the eight-year period, was a science discipline that had yet to integrate an active learning educational model.
Findings indicate four variables significantly contributed to explaining nearly 28% of the variation seen in the student class averages earned during the eight-year period: the intervention, gender, STEM majors, and SAT scores. On average, the intervention significantly altered exam scores, F (1, 1431) = 43.019, p < 0.000, R2 = 0.029, raising exam averages 3.1%. Within the population, females outperformed their male counterparts by 1.9%, although both genders were significantly affected by the intervention, F (1, 1431) = 13.698, p < 0.000, R2 = 0.009. Students with declared majors in the STEM fields outperformed the non-STEM fields by 5.6%, a strong factor in the model, F (1, 1431) = 91.918, p < 0.000, R2 = 0.060, with both STEM and non-STEM students being positively affected by the intervention. The SAT scores, however, showed the strongest effect, F (1, 1431) = 345.026, p < 0.000, R2 = 0.179, where an increase of 3.1% in the student class averages could be seen for every 100 points earned on the SATs. Further discussions include implications and correlations to recent research and directions for future research.
"]},{"key":"dc:title","label":"Title","values":["Assessing the Quantified Impact of a Hybrid POGIL Methodology on Student Averages in a Forensic Science Survey Course"]}]}],"canonical_facts":{"dc:contributor":["James T. Spencer"],"dc:creator":["Meeks, Tyna Lynn"],"dc:description.abstract":["A causal-comparative/quasi experimental study examined the effect of incorporating a hybrid teaching methodology that blended lecture with Process Oriented Guided Inquiry Lessons (POGILs) on the overall academic achievement of a diverse student body in a large lecture setting. Additional considerations included student gender, ethnicity, declared major (STEM or non-STEM), and SAT scores. An evaluation of the effect that these characteristics had on student achievement due to differentiating import placed on the use of POGILs as a learning tool was included. This study used data obtained from a longitudinal examination of eight years of student data from an introductory forensic science survey course offered in a R1 northeastern university.
This study addressed the effectiveness of applying a proscribed active learning methodology, one proposed effective in collegiate education, to a new environment, forensic science. The methodology employed combined fourteen POGILs, created specifically for the chosen course, with didactic lecture during the entire semester of a forensic science survey course. This quasi-experimental design used the manipulation of the independent variable, the use of a hybrid lecture instead of exclusive use of traditional didactic lectures, on the students’ academic achievement on exams given during the course.
Participants in this study (N=1436) were undergraduate students enrolled in the single semester introductory science course. A longitudinal study that incorporated eight years of data was completed, 4 years pre-intervention (2007-2010) and 4 years post-intervention (2011-2014). The forensic science survey course, taught by only one professor during the eight-year period, was a science discipline that had yet to integrate an active learning educational model.
Findings indicate four variables significantly contributed to explaining nearly 28% of the variation seen in the student class averages earned during the eight-year period: the intervention, gender, STEM majors, and SAT scores. On average, the intervention significantly altered exam scores, F (1, 1431) = 43.019, p < 0.000, R2 = 0.029, raising exam averages 3.1%. Within the population, females outperformed their male counterparts by 1.9%, although both genders were significantly affected by the intervention, F (1, 1431) = 13.698, p < 0.000, R2 = 0.009. Students with declared majors in the STEM fields outperformed the non-STEM fields by 5.6%, a strong factor in the model, F (1, 1431) = 91.918, p < 0.000, R2 = 0.060, with both STEM and non-STEM students being positively affected by the intervention. The SAT scores, however, showed the strongest effect, F (1, 1431) = 345.026, p < 0.000, R2 = 0.179, where an increase of 3.1% in the student class averages could be seen for every 100 points earned on the SATs. Further discussions include implications and correlations to recent research and directions for future research.
"],"dc:identifier":["https://surface.syr.edu/etd/397"],"dc:subject":["active learning","forensic science","POGIL","Education"],"dc:title":["Assessing the Quantified Impact of a Hybrid POGIL Methodology on Student Averages in a Forensic Science Survey Course"],"thesis:degree_discipline":["Science Teaching"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T04:55:06Z"}