This article aims to quantitatively analyze and compare the “inquiry tendencies” of “sentence” units in “Language and Media.” In doing so, it is based on the premise that grammar textbooks should realize a grammar inquiry to establish solid statuses as major educational philosophy perspectives and grammar education contents. Accordingly, Chapter Ⅱ quantitatively investigates the inquiring tendencies of grammar textbooks by observing studies that examined textbooks, focusing on the grammar inquiry conducted hitherto. Chapter Ⅲ discusses the applicability of the Romey analysis method and the appropriateness of the analysis criteria to measure and interpret the inquiry tendencies of science textbooks. Further, it specifies analysis scopes and methods. Chapter Ⅳ presents the Romey index analysis results of the “sentence” units by category and discusses characteristic aspects. The discussions of this article have significance as they display the inquiring tendencies of grammar textbooks through objective indexes, unlike existing qualitative analysis studies.