The effects on community college student physics achievement and attitudes about learning physics due to inquiry-based laboratory activities versus cookbook laboratory activities

The purpose of this quasi-experimental study was to determine the effects on community college student physics conceptual achievement and attitudes about learning physics due to the use of inquiry-based laboratory activities versus cookbook laboratory activities.An analysis of covariance (ANCOVA) was performed to test for differences in mean post-test Force Concept Inventory (FCI) score for two different types of physics lab instruction (IL versus CBL). Results of the ANCOVA, F (1, 35) = 0.761, p < 0.389, supported the null hypothesis that no significant difference was found in the post-test FCI scores of the two groups.An ANCOVA was performed to test for differences in mean post-test Mechanics Baseline Test (MBT) score for two different types of physics lab instruction (IL versus CBL)., however, the covariate and the dependent variable were shown to not be linearly related. Therefore, a one-way analysis of variance (ANOVA) was used to compare MBT scores. The results of the ANOVA, F (1, 36) = 0.066, p < 0.798, supported the null hypothesis that there was no significant difference in MBT scores of the two groups.A step-wise multiple linear regression was used to analyze the relationships between the FCI post-test score and the type of instruction, FCI pre-test score, and American College Test (ACT) science reasoning sub-scores. The FCI pre-test score and ACT science score were shown to be the best predictors of FCI post-test score.Another step-wise multiple linear regression was used to analyze the relationships between the MBT post-test score and type of instruction, MBT pre-test score, and ACT science reasoning sub-scores. The ACT Science sub-scores were determined to be the best predictor of MBT post-test score.An independent t-test was used to compare the mean lecture test grades for the lab groups taught using inquiry and cookbook methods. The mean lecture test scores of the inquiry-based lab group (M = 81.39, S.D. = 8.15) were found to be significantly higher, t (36) = -2.021, p < 0.0255, than the cookbook lab group (M = 75.74, S.D. = 9.07).A dependent t-test was used to compare the mean difference in Colorado Learning Attitudes about Science Survey (CLASS) percent favorable scores for the lab groups taught using inquiry and cookbook methods. Results of the t-test, t (36) = 0.897, p < 0.376, failed to reject the null hypothesis that the CLASS scores differed by lab instruction type.