Comparison of taiwan science students' outcomes with inquiry-group versus traditional instruction

Chun Yen Chang*, Song Ling Mao

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

80 Citations (Scopus)


The authors examined the comparative efficiency of inquiry-group instruction and traditional teaching methods on junior high school students' achievement and attitudes toward earth science in Taiwan. A nonequivalent control group quasi-experimental design involving 16 intact classes was used. Treatment group students (n = 319) received an inquiry-group instruction; control group students (n = 293) received a traditional approach. Data collection instruments included the Earth Science Achievement Test and the Attitudes Toward Earth Science Inventory (S. L. Mao & C. Y. Chang, 1997). A multivariate analysis of covariance suggested that (a) students in the experimental group had significantly higher achievement scores than did students in the control group and that (b) there were statistically significant differences in favor of the inquiry-group instruction on student attitudes toward the subject matter.

Original languageEnglish
Pages (from-to)340-346
Number of pages7
JournalJournal of Educational Research
Issue number6
Publication statusPublished - 1999

ASJC Scopus subject areas

  • Education


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