Thesis Abstract

This research project aims to analyze the impact of inquiry-based projects on student scientific inquiry skills in biology education. Inquiry-based learning is an instructional approach that promotes active student engagement, critical thinking, and problem-solving skills. However, limited research has examined the specific effects of inquiry-based projects on students' development of scientific inquiry skills. This study will employ a quasi-experimental design, involving a control group and an experimental group, to compare the outcomes of students who engage in inquiry-based projects with those who receive traditional instruction. The research findings will contribute to the understanding of the effectiveness of inquiry-based projects in fostering students' scientific inquiry skills and inform instructional practices in biology education.

Thesis Overview