Some of you may notice that a lot of POGIL research over the years has been done at the college level, but that doesn't mean POGIL isn't effective at the high school level. In this dissertation, they collect data at 4 high schools to see which teaching method (POGIL or traditional lecture) results in the higher number of misconceptions. While they admit that further research should be done in other chemistry topics and over the course of a full school year, they do find that there are fewer misconceptions in a POGIL classroom vs. a lecture based classroom. Not to mention, other benefits that POGIL offers. I would love to encourage you to read as much of it as possible, but a few of my highlights are in the abstract, pg 80, and pg 104-107. These are the page numbers that appear on the paper itself, they are not the pages of the pdf file. Look at the page numbers when reading.
This reminds me of my own research, which does compare POGIL students vs. lecture taught students throughout multiple school years. If you haven't already, I would encourage you to look at my own research. The link to my POGIL thesis should be on the left hand side of the page.