摘要：The purpose of this study was to compare the impacts of studying science using a collaborative inquiry learning approach with and lecture method, as well as to examine the effects of these methods on the learning motivation of secondary school students. On the basis of a pre-test of learning motivation, students at the target class were separated into two equal groups: control and experimental. For eight weeks, the experimental group was taught using a group inquiry learning technique, whereas the control group was taught using a traditional technique. After treatment, a post-test of learning motivation for science was given to see if there was any difference in performance between the two groups. The data were organized and analyzed for obtaining mean, standard deviation and t-values. The treatment group’s score on a post-test of learning motivation for science was much better than the control group. This demonstrates that collaborative inquiry method is more effective for science learning than lecture method.
