Thesis Abstract

Abstract
In the realm of science education, the effectiveness of instructional strategies in enhancing student engagement and achievement remains a critical area of exploration. This thesis delves into the impact of inquiry-based learning on student engagement and achievement in high school biology classes. Inquiry-based learning is a student-centered approach that emphasizes active participation, critical thinking, and problem-solving skills. Through a comprehensive review of literature, this study aims to provide insights into the benefits and challenges of implementing inquiry-based learning strategies in high school biology education. The research methodology involves a mixed-methods approach, combining quantitative analysis of student performance data with qualitative assessment through surveys and interviews. Chapter two presents a detailed literature review highlighting key concepts and studies related to inquiry-based learning, student engagement, and academic achievement in science education. Chapter three outlines the research methodology, including the sampling strategy, data collection methods, and analysis techniques used to investigate the impact of inquiry-based learning on student outcomes. The findings from this study reveal a positive correlation between inquiry-based learning and student engagement in high school biology classes. Students exposed to inquiry-based learning demonstrated higher levels of interest, motivation, and active participation in classroom activities. Moreover, inquiry-based learning contributed to improved academic achievement, as evidenced by higher test scores and performance assessments among students engaged in this approach. The discussion in chapter four provides a comprehensive analysis of the research findings, exploring the implications for educators, policymakers, and curriculum developers in enhancing science education practices. The study underscores the importance of integrating inquiry-based learning strategies into high school biology curricula to foster a deeper understanding of scientific concepts and promote critical thinking skills among students. In conclusion, this thesis sheds light on the transformative potential of inquiry-based learning in high school biology classes, offering a valuable framework for educators seeking to enhance student engagement and achievement in science education. The implications of this research extend beyond the classroom, emphasizing the broader impact of innovative pedagogical approaches on shaping the next generation of scientifically literate and engaged citizens.

Thesis Overview

The research project titled "Exploring the Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Biology Classes" aims to investigate the effects of incorporating inquiry-based learning strategies in high school biology education. Inquiry-based learning is a student-centered approach that emphasizes active questioning, exploration, and critical thinking. This research seeks to assess how this pedagogical method influences student engagement and academic performance in the context of high school biology classes. The study will begin with a comprehensive literature review to examine existing research on inquiry-based learning in science education, particularly in the field of biology. This review will analyze the theoretical foundations, benefits, and challenges associated with implementing inquiry-based learning strategies in the classroom. By synthesizing findings from previous studies, the research aims to identify gaps in the current literature and establish a theoretical framework for investigating the impact of inquiry-based learning on student outcomes. The methodology for this research will involve implementing inquiry-based learning activities in selected high school biology classes and collecting both qualitative and quantitative data to evaluate the effects on student engagement and achievement. Data collection methods may include classroom observations, student surveys, interviews, and academic performance assessments. By triangulating data from multiple sources, the study aims to provide a comprehensive analysis of the impact of inquiry-based learning on student learning experiences and outcomes. The findings of this research will be discussed in detail in the analysis section, where the data collected will be examined to identify patterns, trends, and relationships between inquiry-based learning and student engagement and achievement. This discussion will explore the effectiveness of different inquiry-based learning strategies, the factors that influence student engagement, and the implications for improving biology education in high schools. In conclusion, this research project seeks to contribute to the existing body of knowledge on inquiry-based learning in science education by investigating its impact on student engagement and achievement in high school biology classes. By providing insights into the effectiveness of inquiry-based learning strategies, this study aims to inform educators, policymakers, and curriculum developers on best practices for promoting student-centered, active learning experiences in biology education.