Investigating the Impact of Inquiry-Based Learning on Student Understanding of Genetics in High School Biology Education

Thesis Abstract

Abstract
This thesis explores the impact of inquiry-based learning on student understanding of genetics in high school biology education. The study aims to investigate how inquiry-based learning strategies can enhance student comprehension, engagement, and retention of genetic concepts compared to traditional teaching methods. The research methodology involves a mixed-methods approach, including quantitative assessments of student performance and qualitative analysis of student perceptions and experiences. Chapter One provides an introduction to the topic, background information, problem statement, objectives of the study, limitations, scope, significance, structure of the thesis, and definitions of key terms. Chapter Two presents a comprehensive literature review covering ten key areas related to genetics education, inquiry-based learning, student engagement, and academic performance. Chapter Three outlines the research methodology, including the research design, sampling procedures, data collection methods, instrumentation, data analysis procedures, ethical considerations, and limitations. The chapter also describes the development and implementation of the inquiry-based learning intervention in the high school biology classroom. Chapter Four presents the findings of the study, including quantitative results from pre- and post-tests, qualitative data from student surveys and interviews, and observations of student engagement and participation during the inquiry-based learning activities. The discussion section interprets the findings in relation to the research questions, theoretical frameworks, and existing literature, highlighting the implications for biology education and recommendations for future research. Chapter Five offers a conclusion and summary of the thesis, summarizing the key findings, discussing the implications for practice and policy, and reflecting on the significance of the study for enhancing student understanding of genetics through inquiry-based learning in high school biology education. The conclusion also identifies avenues for further research and offers suggestions for implementing inquiry-based learning strategies to improve genetics education outcomes. Overall, this thesis contributes to the growing body of research on innovative teaching practices in biology education and provides valuable insights into the potential benefits of inquiry-based learning for enhancing student understanding of complex genetic concepts.