Thesis Abstract

Abstract
In recent years, there has been a growing interest in exploring innovative teaching methods to enhance student engagement and achievement in science education. This study investigates the impact of inquiry-based learning on student engagement and achievement in high school biology classes. The research is motivated by the need to promote active learning strategies that foster critical thinking, problem-solving skills, and deeper understanding of scientific concepts among students. Chapter 1 provides an introduction to the study, including the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of terms. The introduction highlights the importance of inquiry-based learning in science education and sets the stage for the subsequent chapters. Chapter 2 presents a comprehensive literature review that examines existing research on inquiry-based learning, student engagement, and achievement in science education. The review synthesizes key findings from previous studies and identifies gaps in the literature that this research aims to address. Chapter 3 outlines the research methodology employed in this study. It includes details on the research design, participants, data collection methods, and data analysis procedures. The chapter also discusses ethical considerations and limitations inherent in the research process. Chapter 4 presents a detailed discussion of the findings from the study. The analysis explores the impact of inquiry-based learning on student engagement and achievement in high school biology classes. It examines the relationship between inquiry-based teaching practices and student learning outcomes, as well as factors that influence the effectiveness of this approach. Chapter 5 offers a conclusion and summary of the project thesis. The chapter discusses the implications of the study findings for science education practice and provides recommendations for future research in this area. Overall, this research contributes to the ongoing dialogue on effective teaching strategies in science education and underscores the importance of inquiry-based learning in enhancing student engagement and achievement in high school biology classes.

Thesis Overview