A Comparison Study on the Influence of Implementing Inquiry-Based Instruction on Science Learning Motivation and Interest

The purpose of this study was to explore the influence of implementing inquiry-based instruction on science-learning motivation and interest. The participants included students from three maritime vocational high schools located north, west, and south of Taiwan. One of the schools (School A) is an experimental school assigned by the National Science Council for High School Programs; the other two (Schools B and C) are extension experimental schools for the promotion of the High School Program. The number of student participants from each of the three schools depended on the number of classes offered in the program; 80 students from two classes were included from School A, 40 students from one class from School B, and 120 students from three classes from School C. The results showed that after participating in the implementation of inquiry-based instruction, science learning motivation and interest were both increased. Among them, School A achieved the best learning effect. Significant variation was observed in terms of self-efficacy and performance goals with regard to learning motivation; considerable differences in learning interests were also seen with respect to attitude towards science, learning atmosphere, learning difficulties, and learning commitment.