Abstract
This study analyses the effectiveness of directed vs. minimally directed inquiry-based instructional approaches in improving students' attitudes toward physics. It specifically compares the impacts of cognitively guided instructional strategy (CGIS) and Cubing instructional strategy (CIS) on student attitudes. Using a pretest-post-test quasi-experimental design, the study collected data through the Students' Attitude to physics (SAPQ) instrument. The study involved 160 students aged 14 to 20 across three schools. A multilevel linear model analysis accounted for the nested data structure at the classroom and school levels. The results showed that both CGIS and CIS enhanced students' attitudes, with post-attitude mean scores notably higher in the CIS group than in the CGIS group. This indicates that the constructivist approach led to greater improvements in attitudes toward physics. The study underscores the importance of instructional strategies that offer minimal teacher involvement, as they actively engage students and significantly enhance their attitudes toward the subject.