Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning strategies in high school biology classrooms through a detailed case study. The study explores how the integration of inquiry-based learning can enhance student engagement, critical thinking skills, and overall learning outcomes in the context of biology education. The research methodology employed a mixed-methods approach, incorporating both quantitative and qualitative data collection methods to provide a comprehensive analysis of the impact of inquiry-based learning strategies on student performance and attitudes towards biology. Chapter One provides an introduction to the research topic, presenting the background of the study, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The chapter sets the foundation for the study by establishing the rationale and context for the investigation into inquiry-based learning strategies in high school biology classrooms. Chapter Two consists of a comprehensive literature review that examines existing research on inquiry-based learning, biology education, student engagement, and teaching strategies. The review synthesizes relevant literature to provide a theoretical framework for understanding the benefits and challenges of implementing inquiry-based learning in the context of high school biology education. Chapter Three details the research methodology employed in this study, including the research design, data collection methods, sampling techniques, and data analysis procedures. The chapter outlines the steps taken to gather and analyze data from both students and teachers participating in the inquiry-based learning intervention, providing insights into the research process and approach. Chapter Four presents a thorough discussion of the findings derived from the data analysis, highlighting the impact of inquiry-based learning strategies on student learning outcomes, engagement levels, and attitudes towards biology. The chapter explores key themes and patterns that emerged from the data, offering valuable insights into the effectiveness of inquiry-based learning in high school biology classrooms. Chapter Five concludes the thesis by summarizing the key findings, implications, and recommendations for future research and practice. The chapter reflects on the significance of the study in advancing our understanding of inquiry-based learning in biology education and offers practical suggestions for educators looking to implement similar strategies in their classrooms. Overall, this thesis contributes to the growing body of literature on inquiry-based learning in science education and provides valuable insights into the potential benefits of integrating such strategies in high school biology classrooms. The findings of this study have important implications for educators, curriculum developers, and policymakers seeking to enhance student learning experiences and outcomes in biology education through innovative teaching approaches.

Thesis Overview

The project titled "Implementing Inquiry-Based Learning Strategies in High School Biology Classrooms: A Case Study" aims to explore the effectiveness of inquiry-based learning strategies in enhancing student engagement and learning outcomes in high school biology classrooms. This research overview provides a detailed explanation of the project, highlighting the rationale, objectives, methodology, expected outcomes, and significance of the study. **Rationale:** Inquiry-based learning is a student-centered approach that emphasizes active exploration, critical thinking, and problem-solving. In the context of high school biology education, incorporating inquiry-based strategies can help students develop a deeper understanding of biological concepts, improve their scientific reasoning skills, and foster a sense of curiosity and inquiry. By investigating the implementation of these strategies in biology classrooms, this research seeks to contribute to the existing literature on effective pedagogical practices in science education. **Objectives:** The primary objective of this study is to assess the impact of implementing inquiry-based learning strategies on student engagement and academic achievement in high school biology classrooms. Specific objectives include: 1. To examine the perceptions of both teachers and students regarding the use of inquiry-based learning strategies in biology instruction. 2. To evaluate the effects of inquiry-based learning on student motivation, interest in biology, and scientific inquiry skills. 3. To assess the academic performance of students taught using inquiry-based methods compared to traditional instructional approaches. 4. To identify the challenges and opportunities associated with implementing inquiry-based learning in high school biology classrooms. **Methodology:** The research will employ a mixed-methods approach, combining qualitative and quantitative data collection methods to provide a comprehensive understanding of the implementation and outcomes of inquiry-based learning strategies. The study will involve high school biology teachers and students as participants, with data collected through surveys, interviews, classroom observations, and academic assessments. The research will be conducted over a specified period to allow for the implementation of inquiry-based strategies and the assessment of their effects on student learning. **Expected Outcomes:** The findings of this study are expected to shed light on the potential benefits of incorporating inquiry-based learning strategies in high school biology classrooms. It is anticipated that the research will reveal improvements in student engagement, motivation, and academic performance following the implementation of inquiry-based methods. The study may also identify challenges and barriers that teachers face when adopting these strategies and provide insights into effective ways to overcome them. **Significance of the Study:** This research is significant as it addresses a gap in the current literature regarding the application of inquiry-based learning in high school biology education. By investigating the experiences and outcomes of both teachers and students, the study aims to provide valuable insights for educators, curriculum developers, and policymakers seeking to enhance science education practices. The findings may inform the design of professional development programs for teachers and the development of instructional resources that promote inquiry-based learning in biology classrooms. In conclusion, the project "Implementing Inquiry-Based Learning Strategies in High School Biology Classrooms: A Case Study" holds promise for advancing our understanding of effective pedagogical approaches in science education and promoting student-centered learning experiences in the field of biology.