Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and achievement in high school biology classes. The study aims to address the growing need for innovative teaching methods that promote active learning and critical thinking skills among students. The research design involves a mixed-methods approach, combining quantitative data analysis with qualitative insights gathered through student surveys and teacher interviews. Chapter One provides an introduction to the study, outlining the background and significance of the research topic. It presents the problem statement, objectives, limitations, scope, and the structure of the thesis. Additionally, key terms are defined to provide clarity for the reader. Chapter Two presents a comprehensive literature review that delves into the theoretical foundations of inquiry-based learning, student engagement, and academic achievement. The review synthesizes existing research on the topic, highlighting the benefits and challenges associated with implementing inquiry-based learning in high school biology classrooms. Chapter Three details the research methodology employed in this study. It includes the research design, sampling procedures, data collection methods, and data analysis techniques. The chapter also discusses ethical considerations and limitations that may have influenced the research outcomes. Chapter Four presents the findings of the study, analyzing the impact of inquiry-based learning on student engagement and achievement in high school biology classes. Data collected from student surveys and teacher interviews are examined to identify patterns, trends, and significant outcomes related to the research objectives. Chapter Five offers a conclusion and summary of the thesis, drawing key insights from the research findings. The implications of the study for educational practice and future research are discussed, along with recommendations for integrating inquiry-based learning strategies to enhance student learning outcomes in high school biology classes. In conclusion, this thesis contributes to the existing body of knowledge on inquiry-based learning, student engagement, and academic achievement in high school biology education. The findings underscore the importance of promoting active learning approaches that empower students to explore scientific concepts, develop critical thinking skills, and foster a deeper understanding of biology content. Ultimately, this research aims to inform educational practices that support student success and engagement in science education.

Thesis Overview