The Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Biology Education

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and achievement in high school biology education. The study aims to address the growing need for innovative teaching methods in biology education to enhance student learning outcomes. The research is motivated by the potential of inquiry-based learning to promote active student participation, critical thinking, and deeper understanding of biological concepts. Chapter One provides an introduction to the research topic, discussing the background of the study, problem statement, objectives, limitations, scope, significance, and structure of the thesis. Key terms relevant to the study are also defined to provide clarity and context for the subsequent chapters. Chapter Two presents a comprehensive literature review that explores ten key studies related to inquiry-based learning in biology education. This chapter synthesizes existing research findings on the effectiveness of inquiry-based learning approaches, student engagement, academic achievement, and the role of teachers in implementing inquiry-based strategies. Chapter Three delineates the research methodology employed in this study, including the research design, participants, data collection methods, instrumentation, and data analysis procedures. The chapter outlines the steps taken to investigate the impact of inquiry-based learning on student engagement and achievement in high school biology classrooms. Chapter Four offers an in-depth discussion of the research findings derived from the data analysis. The chapter examines the effects of inquiry-based learning on student engagement levels, academic performance, and attitudes towards biology education. It also discusses the implications of the findings for educators, policymakers, and curriculum developers. Finally, Chapter Five presents the conclusion and summary of the thesis, highlighting the key findings, implications, and recommendations for future research and practice. The chapter underscores the significance of inquiry-based learning in promoting student engagement and achievement in high school biology education and suggests areas for further investigation and development. Overall, this thesis contributes to the existing literature on inquiry-based learning in biology education and provides valuable insights into the potential benefits of this pedagogical approach for enhancing student learning experiences and outcomes in high school biology classrooms.