POGIL (Process Oriented Guided Inquiry Learning) is a collaborative learning technique that employs guided inquiry within a cyclic system of exploration, concept invention, and application. This action research explores students' academic performance on a unit of organic chemistry work taught using POGIL, in addition to the effect of POGIL on their academic confidence. The academic performance was measured using a summative assessment at the end of the study whilst academic confidence was measured using a pre- and post- test questionnaire. A qualitative comparison to the previous term's academic scores suggested a varied academic performance, whilst tests of significance indicated an improved level of academic confidence among the students involved. It is hoped that this study will serve as a platform for the use of more student-centred pedagogies in chemistry at the institution at which it was enacted, and education at large.