The effectiveness of POGIL has been assessed at a range of institutions and for a variety of courses.
Many instructors have compared their final grades or specific exam grades with and without POGIL implementation. In general the withdrawals and D or F grades have decreased while the A, B and C grades increased. These results have been repeated across many different content areas in the past 10 years.
Numerous studies have indicated that students learn and retain content information better when the instructor uses POGIL pedagogy. This is true for both small amounts of information, such as a unit exam, and large amounts of information, such as an entire course.
The use of POGIL pedagogy supports the achievement of underrepresented groups in STEM fields. There is an increase in A, B, and C grades for students in these groups, decreasing the equity gap, when POGIL activities are used in the course.
Students report increases in their ability and confidence related to process skills after using POGIL for a significant amount of time in their courses. Self-assessments such as the Student Assessment of Learning Gains (SALG) have been used to show this impact.