Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The study aims to address the growing need for innovative teaching approaches that enhance student learning outcomes and foster critical thinking skills in science education. The research is guided by the following objectives to examine the effectiveness of inquiry-based learning in promoting student engagement, to assess the impact of inquiry-based learning on student understanding of biology concepts, and to explore the factors that influence student perceptions of inquiry-based learning in the context of high school biology. Chapter one provides an introduction to the research topic, highlighting the significance of inquiry-based learning in science education and outlining the research objectives. The background of the study discusses the current state of science education and the need for pedagogical approaches that promote active learning and student-centered instruction. The problem statement identifies the gaps in existing literature regarding the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The objectives of the study are to investigate the effectiveness of inquiry-based learning, to assess student understanding of biology concepts, and to explore factors influencing student perceptions of this teaching approach. The limitations and scope of the study are also discussed, along with the significance of the research and the structure of the thesis. Chapter two presents a comprehensive literature review on inquiry-based learning, student engagement, and understanding in science education. The review synthesizes existing research on the benefits of inquiry-based learning, the factors influencing student engagement, and the impact of active learning strategies on student understanding of science concepts. The chapter identifies key themes and gaps in the literature to inform the research methodology. Chapter three outlines the research methodology, including the study design, participant recruitment, data collection methods, and data analysis procedures. The chapter discusses the research approach, sampling strategy, data collection instruments, and data analysis techniques employed in the study. The research methodology aims to provide a rigorous and systematic investigation of the impact of inquiry-based learning on student engagement and understanding in high school biology classes. Chapter four presents a detailed discussion of the research findings, focusing on the effectiveness of inquiry-based learning in promoting student engagement and enhancing student understanding of biology concepts. The chapter analyzes the data collected from participants and explores the factors influencing student perceptions of inquiry-based learning in the context of high school biology. The findings are discussed in relation to the research objectives and existing literature, providing insights into the potential benefits and challenges of implementing inquiry-based learning in science education. Chapter five offers a conclusion and summary of the thesis, highlighting the key findings, implications for practice, and recommendations for future research. The chapter discusses the contributions of the study to the field of science education and outlines practical implications for educators seeking to enhance student engagement and understanding in high school biology classes through inquiry-based learning. Finally, the conclusion reflects on the significance of the research and suggests avenues for further exploration in the area of inquiry-based learning and student-centered instruction in science education. In conclusion, this thesis contributes to the growing body of research on inquiry-based learning and its impact on student engagement and understanding in high school biology classes. The study provides valuable insights into the effectiveness of inquiry-based learning as a pedagogical approach in science education and offers practical recommendations for educators seeking to enhance student learning outcomes and foster critical thinking skills in the classroom. By investigating the factors influencing student perceptions of inquiry-based learning, this research aims to inform evidence-based teaching practices that promote active learning and student-centered instruction in high school biology education.

Thesis Overview

The project titled "The Impact of Inquiry-Based Learning on Student Engagement and Understanding in High School Biology Classes" aims to investigate how implementing inquiry-based learning strategies can influence student engagement and enhance understanding in high school biology classes. Inquiry-based learning is a student-centered approach that promotes active learning through exploration, investigation, and critical thinking. In the context of biology education, this approach encourages students to ask questions, design experiments, and analyze data to develop a deeper understanding of biological concepts. The research will begin with a comprehensive literature review to explore existing studies on inquiry-based learning in science education, specifically focusing on its effectiveness in enhancing student engagement and understanding. This review will provide a theoretical foundation for the study and identify gaps in the current research that the project aims to address. The methodology chapter will outline the research design, including the selection of high school biology classes, implementation of inquiry-based learning activities, data collection methods, and analysis techniques. The study will involve observing classroom activities, collecting student feedback through surveys or interviews, and assessing student performance on biology assessments to measure the impact of inquiry-based learning on engagement and understanding. The findings chapter will present the results of the study, highlighting any changes in student engagement levels, academic performance, and conceptual understanding following the implementation of inquiry-based learning strategies. The discussion section will analyze the findings in relation to previous research, discussing the implications for biology education and offering recommendations for teachers, curriculum developers, and policymakers. In conclusion, this research project aims to contribute to the growing body of literature on inquiry-based learning in science education and provide insights into its potential benefits for enhancing student engagement and understanding in high school biology classes. By examining the impact of this pedagogical approach on student learning outcomes, the study seeks to inform educational practices that promote active learning and critical thinking skills among high school biology students.