Implementing Inquiry-Based Learning in High School Chemistry Classrooms: Impacts on Student Engagement and Achievement

Thesis Abstract

Abstract
This thesis explores the implementation of Inquiry-Based Learning (IBL) in high school chemistry classrooms and its impacts on student engagement and achievement. The research is motivated by the need to enhance science education by shifting from traditional teacher-centered approaches to student-centered, inquiry-driven methodologies. The study aims to investigate the effectiveness of IBL in promoting student engagement and improving academic achievement in chemistry education. Chapter One provides an introduction to the research topic, outlining the background of the study, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The literature review in Chapter Two critically evaluates existing research on IBL in science education, highlighting key concepts, theories, and empirical evidence related to student engagement and achievement in chemistry classrooms. Chapter Three details the research methodology employed in this study, including research design, participants, data collection methods, and data analysis procedures. The chapter also discusses ethical considerations and limitations of the research process. Chapter Four presents a comprehensive analysis and discussion of the research findings, exploring the impact of IBL on student engagement and achievement based on the data collected from high school chemistry classrooms. The results indicate that the implementation of IBL in chemistry education positively influences student engagement through active participation, critical thinking, and problem-solving skills development. Moreover, students exhibit improved academic performance, conceptual understanding, and retention of knowledge compared to traditional instructional methods. The discussion also addresses the implications of these findings for science educators, curriculum developers, and policymakers. Chapter Five concludes the thesis by summarizing the key findings, implications, and recommendations for future research and practice. The study underscores the value of incorporating IBL approaches in high school chemistry classrooms to enhance student learning experiences and academic outcomes. Overall, this research contributes to the ongoing dialogue on innovative pedagogical practices in science education and underscores the importance of student-centered learning environments for fostering academic success and engagement in chemistry education.