This report is one of three concerning the 1972-73 field test of the Inquiry Role Approach (IRA) to biology teaching developed by the staff of the Mid-Continent Regional Educational Laboratory (McREL), Kansas City, Missouri. This paper contains a report of the students' cognitive, affective, and social skills performance. The 1,300 students participating in the study were measured by using the Comprehensive Final Examination; Exploration in Biology-Topic 1, Bird Populations; Biology Student Behavior Inventory; Social Skills Checklists; and Attitude Checklists. In addition, students completed two of the eight instruments (verbal reasoning, numerical ability) from the Differential Aptitude Test (DAT) battery, to provide a measure of general learning ability. The control group was found to be superior to verbal and numerical ability as measured by the DAT. Nevertheless, the IRA student groups had significantly superior posttest scores in cognitive inquiry and affective qualities of inquiry. The control group demonstrated significantly higher development in the area of biology content knowledge (BSCS Yellow Version) than did the IRA students. Results appeared to indicate that the IRA program was an effective teaching approach for developing cognitive inquiry skills and affective qualities of inquiry, both of which are considered important goals of science teaching. (Authors/PEB)