The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instructions on Student Understanding of Photosynthesis and Respiration in Plant

Abstract

The aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI)  group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.