A Computer-Aided Learning Package as Inquiry-Guided Learning (CALP/IGL) was implemented in a cooling tower experiment for 43 students enrolled in four sections of the Unit Operations Laboratory course in the chemical engineering program at Qatar University. The impact of this approach on the attainment of learning outcomes was evaluated. Results show that CALP/IGL helped improve the attainment level of course learning outcomes by [approximately]35%. The skills improved were mainly those aiming for the students' ability to interpret and discuss the experimental data. The criteria for improvement were mainly the students' ability to explain the chart trends according to the relevant theoretical principles, leading to addressing misconceptual mistakes. It also helped mitigate educational logical fallacies and reduce the academic gap among students of different learning styles and capabilities.