Thesis Abstract

Abstract
This thesis examines the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The study aims to investigate the effectiveness of incorporating inquiry-based learning strategies in the teaching of biology, with a focus on enhancing student engagement and promoting deeper understanding of biological concepts. The research is guided by the premise that inquiry-based learning can empower students to take ownership of their learning process, foster critical thinking skills, and improve overall academic performance in biology. Chapter one provides an introduction to the study, presenting the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The subsequent chapter two undertakes a comprehensive literature review encompassing ten key themes related to inquiry-based learning, student engagement, and understanding in biology education. This literature review serves as the foundation for the study, offering insights into existing research, theories, and best practices in the field. Chapter three outlines the research methodology, detailing the research design, participants, data collection methods, instrumentation, data analysis techniques, ethical considerations, and limitations of the study. Eight key components are discussed to provide a robust methodology that ensures the reliability and validity of the research findings. The research design incorporates both qualitative and quantitative approaches to capture a holistic understanding of the impact of inquiry-based learning on student engagement and understanding. Chapter four presents the findings of the study, analyzing the data collected from high school biology classes where inquiry-based learning strategies were implemented. The discussion delves into the effects of inquiry-based learning on student engagement levels, academic performance, critical thinking skills, and conceptual understanding of biology topics. The chapter also explores the challenges encountered during the implementation of inquiry-based learning and offers insights into potential solutions to enhance its effectiveness in high school biology education. In the final chapter five, the thesis concludes with a summary of the key findings, implications for practice, recommendations for future research, and the overall significance of the study. The research underscores the importance of inquiry-based learning as a pedagogical approach that can transform high school biology education by fostering student engagement, improving understanding, and preparing students for higher education and future careers in science. Overall, this thesis contributes to the growing body of research on inquiry-based learning in science education, offering valuable insights for educators, policymakers, and researchers seeking to enhance student engagement and understanding in high school biology classes through innovative pedagogical practices.

Thesis Overview

The research project, titled "Exploring the Impact of Inquiry-Based Learning on Student Engagement and Understanding in High School Biology Classes," delves into the realm of science education to investigate the effectiveness of inquiry-based learning strategies in enhancing student engagement and comprehension within the context of high school biology classes. This study aims to address the growing importance of student-centered instructional approaches in promoting active learning and critical thinking skills among high school students. The project will begin by providing a comprehensive introduction to the topic, highlighting the significance of inquiry-based learning in science education and the need to explore its impact on student engagement and understanding in biology classes. The background of the study will shed light on the theoretical framework underpinning inquiry-based learning and its potential benefits for student learning outcomes. A clear problem statement will be articulated to identify the gap in existing literature regarding the specific impact of inquiry-based learning on student engagement and understanding in high school biology classes. The research objectives will outline the specific aims and goals of the study, while also considering the limitations and scope of the research to provide a realistic framework for the investigation. The significance of the study will be emphasized to underscore the potential implications of the findings for science education practices and curriculum development. The structure of the thesis will be outlined to guide the reader through the various chapters and sections that will be covered in the research project. Additionally, key terms and definitions related to the study will be provided to ensure clarity and understanding of the concepts discussed. The literature review will delve into existing research on inquiry-based learning, student engagement, and understanding in science education, synthesizing relevant studies to build a theoretical foundation for the current investigation. This chapter will explore different perspectives, methodologies, and findings to contextualize the research within the broader academic discourse. The research methodology chapter will detail the research design, data collection methods, sampling techniques, and data analysis procedures employed in the study. This section will provide transparency regarding the research process and ensure the reliability and validity of the findings. The discussion of findings chapter will present and analyze the data collected during the study, highlighting the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The results will be interpreted in light of the research objectives and existing literature to draw meaningful conclusions. Finally, the conclusion and summary chapter will encapsulate the key findings, implications, and recommendations of the study, outlining the potential benefits of inquiry-based learning for enhancing student engagement and understanding in biology education. This section will also reflect on the limitations of the study and suggest avenues for future research in this area. Overall, this research project aims to contribute valuable insights to the field of science education by exploring the impact of inquiry-based learning on student engagement and understanding in high school biology classes, ultimately aiming to inform best practices for promoting effective teaching and learning strategies in the classroom.