Effect of scientific inquiry model on achievement in chemistry in relation to learning approach

The present study investigates the scientific inquiry model on achievement in chemistry in relation to learning approaches. The sample consisted of class IX^th students selected from two different schools of Mohali affiliated to Punjab School Education Board, Mohali. Instructional materials based on scientific inquiry model were prepared and utilized to teach the experimental group after pre-testing and gain scores were computed after implementing post-test on all the students. Learning approaches test was also administered. A 2×2 two-way analysis of variance was used to arrive at conclusions: (i) The scientific inquiry model group was found to obtain significantly higher achievement scores as compared to the control group (ii) Performance of students with different learning approach through scientific inquiry model was found significant, (iii) No interaction effect was found existing between the two variables.