Thesis Abstract

Abstract
This thesis investigates the implementation of Inquiry-Based Learning (IBL) in high school science classrooms and its impact on student engagement and achievement. Chapter one provides an introduction to the study, outlining the background, problem statement, objectives, limitations, scope, significance, structure, and definition of terms. In chapter two, a comprehensive literature review explores ten key components related to IBL and its effects on student learning outcomes. Chapter three details the research methodology, including research design, participants, data collection methods, and data analysis techniques. The study findings, discussed in chapter four, reveal the positive impact of implementing IBL in high school science classrooms, showing improvements in student engagement and achievement levels. The discussion delves into the implications of these findings for educational practice and offers recommendations for future research and implementation strategies. Finally, chapter five presents a conclusion and summary of the thesis, highlighting the significance of IBL in enhancing student learning experiences and academic success in science education. By examining the implementation of IBL in high school science classrooms, this thesis contributes to the growing body of research on effective teaching strategies and student-centered learning approaches. The results underscore the importance of fostering inquiry-based practices to enhance student engagement and promote academic achievement in science education. This study provides valuable insights for educators, policymakers, and researchers seeking to improve teaching and learning outcomes in high school science classrooms through innovative pedagogical approaches.

Thesis Overview