Abstract
Inquiry-based learning is a learning-and-teaching approach that allows students to gather and build knowledge of scientific facts by asking questions. To gain an understanding of the impact of such an instruction, this study examines the effectiveness of Video Inquiry-based Cooperative Learning (VICL) and Video Inquiry-based Learning (VIL) on students' performance and motivation in learning physics, particularly the "Forces and Angles" topic. Students' learning styles (converger and assimilator) were also included as a moderator variable. A quasi-experimental design was employed to measure the relationship between learning modes (VICL and VIL) and learning styles (converger and assimilator) on students' performance and motivation. A total of 101 students were recruited, of which 59 were assigned to the experimental group (VICL) and the remaining 42 to the control group (VIL). The findings indicate that compared to VIL, VICL is effective in enhancing the students' performance, but not their motivation. The VICL treatment promoted critical thinking and active engagement among the students in the experimental activity. However, their learning styles showed no significant influence on their performance and motivation. The conclusions and implications of this study are further described.