Thesis Abstract

Abstract
This thesis explores the impact of hands-on experiments on student learning in high school biology classes. The study aims to investigate how incorporating hands-on experiments into the curriculum can enhance student engagement, understanding, and retention of biological concepts. The research is guided by the premise that experiential learning through practical activities can provide students with a deeper and more meaningful learning experience compared to traditional didactic instruction. Chapter 1 provides an introduction to the topic, discussing the background of the study, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The chapter sets the stage for the research by highlighting the importance of practical learning experiences in the field of science education. Chapter 2 presents a comprehensive literature review that examines existing studies on the efficacy of hands-on experiments in enhancing student learning outcomes in biology education. The review covers various aspects such as the benefits of experiential learning, the impact of hands-on activities on student motivation and interest, and best practices for integrating practical experiments into the curriculum. Chapter 3 outlines the research methodology employed in the study, including the research design, sampling strategy, data collection methods, and data analysis techniques. The chapter also discusses ethical considerations and limitations of the research process. Chapter 4 presents a detailed discussion of the findings obtained from the study, analyzing the effects of hands-on experiments on student learning outcomes, engagement levels, and conceptual understanding in high school biology classes. The chapter explores the various factors that influence the effectiveness of practical activities in enhancing student learning. Chapter 5 concludes the thesis by summarizing the key findings of the study and discussing their implications for biology education. The chapter also provides recommendations for educators and policymakers on how to effectively incorporate hands-on experiments into the curriculum to improve student learning outcomes in high school biology classes. Overall, this thesis contributes to the growing body of research on the importance of experiential learning in science education and provides valuable insights into the benefits of hands-on experiments for enhancing student learning in high school biology classes.

Thesis Overview