Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and achievement in high school biology classes. The study is motivated by the need to enhance student learning experiences in science education by incorporating inquiry-based approaches that promote active learning and critical thinking skills. The research is guided by the following objectives to examine the effectiveness of inquiry-based learning in enhancing student engagement in biology classes, to assess the impact of inquiry-based learning on student academic achievement, and to explore the factors that influence the successful implementation of inquiry-based learning in high school biology classrooms. Chapter One provides an introduction to the study, presenting the background of the research, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of key terms. The introduction sets the context for the study and highlights the importance of investigating the impact of inquiry-based learning in high school biology education. Chapter Two presents a comprehensive literature review that examines existing research on inquiry-based learning, student engagement, academic achievement, and best practices in science education. The review synthesizes findings from previous studies to provide a theoretical framework for understanding the impact of inquiry-based learning on student outcomes in biology classes. Chapter Three outlines the research methodology employed in this study. It describes the research design, data collection methods, sampling procedures, and data analysis techniques used to investigate the research questions. The chapter also discusses ethical considerations and limitations of the research methodology. Chapter Four presents the findings of the study based on the analysis of data collected from high school biology classes implementing inquiry-based learning. The chapter discusses the impact of inquiry-based learning on student engagement and academic achievement, as well as the factors influencing the successful implementation of this approach in the classroom. Chapter Five concludes the thesis by summarizing the key findings, discussing their implications for science education practice, and providing recommendations for future research. The study contributes valuable insights into the potential benefits of inquiry-based learning in enhancing student engagement and achievement in high school biology classes, ultimately aiming to improve the quality of science education and student learning outcomes.

Thesis Overview

The project titled "The Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Biology Classes" aims to investigate the effectiveness of inquiry-based learning (IBL) in enhancing student engagement and achievement in high school biology classes. Inquiry-based learning is a student-centered approach that focuses on promoting critical thinking, problem-solving skills, and active participation in the learning process. This research seeks to explore how implementing IBL strategies in high school biology classes can positively impact student learning outcomes. The study will begin with a comprehensive review of relevant literature on inquiry-based learning, student engagement, and academic achievement in the context of high school biology education. This literature review will provide a theoretical framework for understanding the potential benefits of IBL in enhancing student learning experiences and academic performance. The research methodology will involve the design and implementation of an experimental study in high school biology classrooms. The study will compare the outcomes of students who receive traditional lecture-based instruction with those who participate in inquiry-based learning activities. Data will be collected through pre- and post-assessment measures, student surveys, and classroom observations to assess the impact of IBL on student engagement and achievement. The findings of this study will be analyzed and discussed in detail in the fourth chapter of the thesis. The analysis will focus on comparing the academic performance and levels of engagement of students in the traditional and inquiry-based learning groups. The discussion will explore the implications of the results for high school biology education and provide insights into the potential benefits of incorporating IBL strategies in the curriculum. In conclusion, this research project aims to contribute to the existing literature on inquiry-based learning and its impact on student engagement and achievement in high school biology classes. By providing empirical evidence of the effectiveness of IBL, this study seeks to inform educators, policymakers, and curriculum developers about the benefits of adopting student-centered approaches to teaching and learning in the field of science education.