Abstract

• The main purpose of this study is to investigate the effectiveness of Inquiry Training Model on the science achievement of students at the middle school level. Quantitative study was used to compare the science achievement of students who received instruction with Inquiry Training Model with those who did not receive. The design adopted for quantitative study was the posttest only control group design. Two sample schools were randomly selected from four districts in Yangon Region. The research was carried out with (60) students from No. (1), Basic Education High School, Hlaing and (60) students from No. (2), Basic Education High School, Insein by using simple random sampling method. The students from each school were divided into two groups: experimental and control groups. The experimental group was treated with Inquiry Training Model and the control group was treated with formal instruction. After that, a posttest was administered to two groups. An attitude questionnaire was also used to obtain the descriptive data. The independent samples t-test was used to analyze whether there was a significant difference between these two groups. Findings indicated that the students who treated with Inquiry Training Model were significantly better than those who treated with formal instruction in BEHS, Hlaing (t = 9.03, df = 58, MD = 4.80, ***p < .001) and in BHES, Insein (t = 8.66, df = 58, MD = 6.37, ***p < .001) and also had positive attitudes towards the science learning. Thus, Inquiry Training Model was effective in raising students’ science achievement and had a positive impact on the quality of the students’ learning process. These findings pointed out that Inquiry Training Model had positively contributed to students’ academic achievement at the middle school level.