Investigates the consequences of inquiry and didactic teaching when students either cooperate or compete with each other on (a) students' acceptance of the teaching method, (b) their approval of the teacher, (c) their experience of peer support, and (d) their beliefs that they have learned. Eighty fourth and fifth grade students were randomly assigned to treatments. Among other findings, it was revealed that students in the competitive-inquiry treatment disapproved of the way the lesson was taught significantly more than did subjects in other treatments. (CP)