The effect of inquiry and expository models of instruction in large biology classes of the junior high school in Taiwan, R.O.C.

An A x B x C factorial design with a repeated-measure in one of the factors was applied to determine the effect of inquiry and expository models of instruction in large (more than 30) classes. The experimental classes (seventh grade, N = 392) were randomly assigned to one of the treatment conditions (inquiry training model, guided inquiry model, and advanced organizer model) in the biology classes for the period of one academic year. Three sets of blocking factors were used to observe and study the effects on the students of different levels of cognitive development, ability, and involvement in class activities. The pretest-midtest-posttest design was applied to measure students\u27 achievement on knowledge gain, reasoning and application and problem-solving skills. The ANOVA was the primary statistical procedure. Scheffe\u27s method was applied for post-hoc comparisons. No significant instructional models (A) x cognitive or analytical levels (B) interaction was found, but different numbers of active and inactive students were identified according to the eleven criteria at the end of the treatment. Post-hoc analysis indicated that active students apparently achieved better than the inactive students on all dependent variables measured. The greater number of active students produced in the classes of the inquiry learning model suggested that substantial involvement is probably an essence to effective learning in biology classes. In the final part of the study, the experimental classes were compared with control classes (N = 320) in the same school district. Analysis of covariance (covariate equal the score on the Group Embedded Figures Test) and Tukey\u27s test indicated that the experimental groups dominated significantly (p $\u3c$.01) over the control group on all dependent variables. No significant differences were found within the three experimental groups on the achievement of knowledge gain and inductive thinking, but the students in the inquiry model achieved significantly (p $\u3c$.01) better than those involved in the expository model on divergent thinking skills