Thesis Abstract

Abstract
This thesis explores the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The study investigates how incorporating inquiry-based learning approaches in the biology curriculum influences student engagement and comprehension of scientific concepts. The research is motivated by the need to enhance science education by promoting active learning strategies that foster critical thinking, problem-solving skills, and a deeper understanding of biological principles among high school students. Chapter One provides an introduction to the study, outlining the background of the research, problem statement, objectives, limitations, scope, significance, and the structure of the thesis. The chapter also defines key terms relevant to the study to establish a common understanding of the concepts discussed. Chapter Two presents a comprehensive literature review that synthesizes existing research on inquiry-based learning, student engagement, and understanding in science education. This chapter examines ten key studies that highlight the benefits and challenges of implementing inquiry-based approaches in high school biology classrooms. Chapter Three outlines the research methodology employed in this study. The chapter discusses the research design, sampling techniques, data collection methods, data analysis procedures, ethical considerations, and the validity and reliability of the study. It provides detailed insights into how the research was conducted to investigate the impact of inquiry-based learning on student engagement and understanding in high school biology classes. Chapter Four presents an in-depth discussion of the research findings. The chapter analyzes the data collected from high school biology classes that implemented inquiry-based learning methods and explores the effects of these approaches on student engagement and comprehension of biological concepts. It highlights the key findings, implications, and potential applications of inquiry-based learning strategies in enhancing science education. Chapter Five offers a conclusion and summary of the thesis. The chapter synthesizes the main findings of the study, discusses their implications for science education, and provides recommendations for future research and practice. It concludes with a reflection on the significance of inquiry-based learning in promoting student engagement and understanding in high school biology classes. Overall, this thesis contributes to the growing body of research on inquiry-based learning and its impact on student learning outcomes in science education. By examining the effects of inquiry-based approaches on student engagement and understanding in high school biology classes, this study offers valuable insights for educators, policymakers, and researchers seeking to enhance science education practices and promote meaningful learning experiences for students.

Thesis Overview

The project titled "The Impact of Inquiry-Based Learning on Student Engagement and Understanding in High School Biology Classes" aims to investigate the effects of inquiry-based learning (IBL) on student engagement and understanding within the context of high school biology education. This research overview delves into the significance of the study, the research questions, the methodology employed, expected outcomes, and the potential implications for science education. In recent years, there has been a growing interest in inquiry-based learning as a pedagogical approach that emphasizes active student participation, critical thinking, and problem-solving skills development. This project seeks to contribute to the existing body of knowledge by specifically focusing on its impact within the domain of high school biology education. By exploring how IBL influences student engagement and understanding in this subject area, this research aims to provide insights that can inform teaching practices and curriculum design. The study will address several research questions, including how the implementation of inquiry-based learning strategies affects student motivation, interest in biology, and conceptual understanding. Additionally, the project will investigate the role of teacher facilitation and the learning environment in supporting effective IBL experiences for students. By examining these aspects, the research aims to uncover the mechanisms through which IBL can enhance student engagement and promote deeper learning in biology. Methodologically, this project will utilize a mixed-methods approach, combining quantitative surveys to assess student engagement levels and qualitative interviews to gather rich insights into student experiences with inquiry-based learning. The research will be conducted in high school biology classes, with a focus on observing classroom activities, analyzing student work, and collecting feedback from both students and teachers. The anticipated outcomes of this study include a deeper understanding of the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The findings are expected to shed light on the effectiveness of IBL strategies in promoting active learning, fostering student curiosity, and enhancing conceptual mastery in biology education. Furthermore, the project aims to identify best practices and recommendations for educators looking to incorporate IBL approaches into their teaching practices. The implications of this research are far-reaching, with potential benefits for science education at the high school level. By highlighting the positive effects of inquiry-based learning on student engagement and understanding in biology classes, this project aims to support the adoption of innovative teaching methods that empower students to become critical thinkers and lifelong learners. Ultimately, the findings of this study have the potential to inform educational policies, curriculum development, and teacher training initiatives aimed at enhancing the quality of biology education in high schools.