Implementing Inquiry-Based Learning Strategies in High School Chemistry Classrooms to Enhance Student Engagement and Understanding

Thesis Abstract

Abstract
This thesis explores the implementation of inquiry-based learning strategies in high school chemistry classrooms with the aim of enhancing student engagement and understanding. The study is motivated by the need to improve student learning outcomes in chemistry by fostering a more interactive and student-centered approach to teaching. The research methodology employed a mixed-methods design, combining quantitative data from pre- and post-intervention assessments with qualitative insights gathered through observations and interviews. Chapter One provides an introduction to the topic, outlining the background of the study, problem statement, objectives, limitations, scope, significance, and structure of the thesis. The chapter also defines key terms to establish a common understanding of the research context. Chapter Two presents a comprehensive literature review covering ten key areas related to inquiry-based learning, student engagement, and understanding in chemistry education. The review synthesizes existing research findings, theoretical frameworks, and best practices to inform the design and implementation of the study. Chapter Three details the research methodology used to investigate the impact of inquiry-based learning strategies on student engagement and understanding in high school chemistry classrooms. The chapter describes the research design, sampling procedures, data collection methods, and data analysis techniques employed in the study. Additionally, it discusses ethical considerations and limitations of the research approach. Chapter Four presents a detailed discussion of the findings obtained from the study, focusing on the effects of implementing inquiry-based learning strategies on student engagement and understanding in chemistry education. The chapter explores the quantitative results of pre- and post-intervention assessments, as well as qualitative insights gathered from observations and interviews with teachers and students. Chapter Five concludes the thesis by summarizing the key findings, discussing their implications for practice and future research, and offering recommendations for educators and policymakers. The chapter reflects on the significance of inquiry-based learning in enhancing student engagement and understanding in high school chemistry classrooms and suggests ways to further promote effective teaching and learning in the field. In conclusion, this thesis contributes to the ongoing discourse on innovative pedagogical approaches in chemistry education by highlighting the benefits of inquiry-based learning strategies in fostering student engagement and understanding. The findings underscore the importance of student-centered teaching practices and provide valuable insights for educators seeking to enhance the quality of chemistry instruction in high school settings.