Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning (IBL) in high school biology classrooms and its impact on student engagement and learning outcomes. The study aims to explore how incorporating IBL strategies can enhance student interest, participation, and academic achievement in biology education. The research methodology involved a mixed-methods approach, including surveys, classroom observations, and student performance assessments. The findings revealed that students exposed to IBL activities exhibited higher levels of engagement, critical thinking skills, and overall academic performance compared to those in traditional lecture-based classrooms. Additionally, qualitative data indicated a positive shift in student attitudes towards learning biology and increased motivation to explore scientific concepts independently. The study contributes valuable insights into the effectiveness of IBL in enhancing student learning experiences and recommends further integration of inquiry-based approaches in high school science curricula to promote active learning and improve academic outcomes.

Thesis Overview

The project titled "Implementing Inquiry-Based Learning in High School Biology Classrooms: Impact on Student Engagement and Learning Outcomes" aims to investigate the effectiveness of integrating inquiry-based learning approaches in high school biology classrooms. Inquiry-based learning is a student-centered instructional strategy that emphasizes active engagement, critical thinking, and problem-solving skills. This research seeks to explore how implementing this approach can enhance student engagement and improve learning outcomes in the field of biology. The study will begin with a comprehensive review of existing literature on inquiry-based learning, student engagement, and learning outcomes in biology education. This literature review will provide a theoretical framework for understanding the potential benefits and challenges associated with implementing inquiry-based learning in high school biology classrooms. The research methodology will involve the design and implementation of inquiry-based learning activities in a selected high school biology classroom. Data will be collected through observations, surveys, interviews, and student assessments to evaluate the impact of this instructional approach on student engagement and learning outcomes. The study will also consider factors such as teacher training, classroom resources, and student backgrounds that may influence the effectiveness of inquiry-based learning. The findings of this research will be analyzed and discussed in detail to identify patterns, trends, and implications for practice. The discussion will explore the relationship between inquiry-based learning, student engagement, and learning outcomes, highlighting the strengths and limitations of this instructional approach in the context of high school biology education. In conclusion, this research will provide insights into the potential benefits of implementing inquiry-based learning in high school biology classrooms. By examining the impact on student engagement and learning outcomes, this study aims to contribute to the growing body of literature on effective teaching strategies in science education. Ultimately, the findings of this research may inform educators, curriculum developers, and policymakers on how to enhance the quality of biology education through innovative instructional practices.