An investigation into the relationship between student characteristics and the inquiry method of teaching science

Five instruments were used to collect data on student characteristics: the Combined Cognitive Preference Inventory, a modified Cognitive Style of Categorization Behaviour, the Test Of Science Related Attitudes, the Structures of Observed Learning Outcomes and a designed Student Perceived Characteristics of Success instruments. In this research five classes were taught science using the inquiry method. One of the treatment classes was matched to a control class taught conventionally. The data collected were analyzed in two different ways. First, the data of the five treatment classes were analyzed using non-parametric statistics. It was found that students who coped well with the inquiry method had significantly different characteristics than students who did not cope well. The distinctions between successful and unsuccessful inquiry students differed significantly between ability levels. A model was developed to show the hierarchal nature of inquiry student characteristics at different stages of cognitive development. Second, the data of the matched control and treatment classes were analyzed using parametric statistics. Student characteristics were incorporated in linear regression equations and it was found that the regression equations for control students were significantly different from the regression equations for inquiry students. Also, the inquiry method produced significantly better end of quarter achievement scores than the control method. This was not true for all achievement criteria at S.O.L.O. Singular and Multiple levels. The model developed from the non-parametric analysis was tested and refined by the results of the parametric analysis.