Thesis Abstract

Abstract
In recent years, there has been a growing emphasis on inquiry-based learning as a pedagogical approach to enhance student engagement and understanding in science education. 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 gap in research regarding the effectiveness of inquiry-based learning specifically in the context of biology education at the high school level. The research begins with a comprehensive review of the existing literature on inquiry-based learning, student engagement, and understanding in science education. The literature review highlights the theoretical foundations and key concepts related to inquiry-based learning and its potential benefits for students in terms of critical thinking skills, problem-solving abilities, and overall academic achievement. The methodology chapter outlines the research design, data collection methods, and analysis techniques employed in this study. A mixed-methods approach is used to gather both quantitative and qualitative data from high school biology students who participated in inquiry-based learning activities. The research methodology also includes surveys, interviews, and classroom observations to provide a comprehensive understanding of the impact of inquiry-based learning on student engagement and understanding. The findings chapter presents the results of the study, including quantitative data analysis and qualitative insights from student surveys and interviews. The analysis reveals the positive impact of inquiry-based learning on student engagement, motivation, and conceptual understanding in biology classes. Students who engaged in inquiry-based learning activities demonstrated higher levels of interest, participation, and knowledge retention compared to traditional lecture-based instruction. The discussion chapter critically examines the implications of the study findings for science education practice and policy. The discussion highlights the importance of integrating inquiry-based approaches into high school biology curricula to promote active learning, critical thinking skills, and scientific literacy among students. Recommendations for educators, curriculum developers, and policymakers are provided to support the implementation of inquiry-based learning in biology classrooms. 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 findings underscore the significance of student-centered pedagogical approaches in enhancing learning outcomes and fostering a deeper appreciation for science among high school students. Overall, this study advocates for the continued integration of inquiry-based learning strategies to create more engaging and effective science education experiences for students.

Thesis Overview

Overview: The project titled "The Impact of Inquiry-Based Learning on Student Engagement and Understanding in High School Biology Classes" aims to explore the effectiveness of incorporating inquiry-based learning strategies in high school biology classrooms. Inquiry-based learning is a student-centered approach that encourages active participation, critical thinking, and problem-solving skills by engaging students in hands-on investigations and open-ended questions. This research seeks to investigate how this pedagogical approach influences student engagement and understanding of biology concepts in the high school setting. The study will delve into the current state of biology education in high schools, emphasizing the traditional instructional methods and their limitations in fostering meaningful learning experiences. By introducing and implementing inquiry-based learning practices, the research aims to evaluate the impact on student engagement levels, critical thinking skills, and overall understanding of biological concepts. Through a comprehensive literature review, the project will explore existing research on inquiry-based learning in science education, highlighting its benefits and challenges. This review will provide a theoretical framework for understanding the principles and strategies of inquiry-based learning and how they can be applied effectively in biology classrooms. The research methodology will involve the design and implementation of inquiry-based learning activities in selected high school biology classes. Data collection methods such as observation, surveys, interviews, and student assessments will be utilized to gather insights into student engagement levels, attitudes towards learning, and academic performance before and after the implementation of inquiry-based learning. The findings of this study will be analyzed and discussed in Chapter Four, focusing on the impact of inquiry-based learning on student engagement and understanding of biology concepts. The discussion will also explore the challenges encountered during the implementation process and provide recommendations for improving the integration of inquiry-based learning in high school biology education. In conclusion, the project aims to contribute to the existing literature on science education by providing empirical evidence on the effectiveness of inquiry-based learning in enhancing student engagement and understanding in high school biology classes. By promoting active learning and critical thinking skills, inquiry-based learning has the potential to transform traditional biology classrooms into dynamic and interactive learning environments that better prepare students for academic success and future scientific endeavors.