Assessing the Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Science Classrooms

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and achievement in high school science classrooms. The study aims to provide insights into the effectiveness of inquiry-based approaches in enhancing student learning outcomes and fostering a deeper understanding of scientific concepts. The research methodology adopted a mixed-methods approach, combining quantitative data analysis with qualitative measures to provide a comprehensive assessment of the impact of inquiry-based learning strategies. Data was collected through surveys, classroom observations, and interviews with students and teachers to gather diverse perspectives on the implementation of inquiry-based practices. The findings reveal a positive correlation between inquiry-based learning and increased student engagement, as evidenced by higher levels of participation, motivation, and interest in science subjects. Students reported feeling more empowered and confident in their ability to explore scientific concepts independently through hands-on activities and collaborative projects. Moreover, the study found that inquiry-based learning contributed to improved academic achievement, with students demonstrating higher levels of understanding and retention of scientific content. The interactive nature of inquiry-based activities promoted critical thinking skills, problem-solving abilities, and a deeper appreciation for the scientific process. However, the study also identified challenges and limitations associated with the implementation of inquiry-based learning, including time constraints, resource limitations, and varying levels of teacher expertise in facilitating inquiry-based instruction. These factors highlight the importance of ongoing professional development and support for educators to effectively integrate inquiry-based approaches into their teaching practices. In conclusion, this research underscores the significance of inquiry-based learning as a valuable pedagogical approach for enhancing student engagement and achievement in high school science classrooms. The findings contribute to the existing literature on effective teaching strategies and offer practical recommendations for educators seeking to implement inquiry-based practices in their classrooms. Ultimately, this study advocates for the continued exploration and promotion of inquiry-based learning as a means to inspire and empower students in their scientific learning journey.