The presenters have completed a two-year quasi-experimental study of the use of Inquiry-Based Learning in Precalculus. This study included six traditional lecture classes and seven IBL classes taught by three instructors. Both quantitative and qualitative data were analyzed to investigate achievement as well as attitudes and beliefs. In this poster presentation, we will present a brief summary of our results with a particular focus on an "Openness to Inquiry Based Learning" survey that we have developed for assessing students' preferences for Student-Centered or Teacher-Centered instruction. Students who score higher on this survey, tended to perform better on the final exam; indicating that a key element to success in an IBL course may be the students willingness to participate.
