Assessing the Impact of Inquiry-Based Learning on Student Engagement and Performance in Science Education

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and performance in the field of science education. The study is motivated by the need to enhance student learning outcomes and promote active participation in science classrooms. Inquiry-based learning is a student-centered approach that encourages students to ask questions, explore concepts, and develop critical thinking skills through hands-on experiences. This research aims to provide empirical evidence on the effectiveness of inquiry-based learning in improving student engagement and academic achievement in science education. The first chapter of the thesis sets the stage for the study by presenting the introduction, background of the study, problem statement, objectives, limitations, scope, significance, structure, and definition of key terms. The second chapter provides a comprehensive literature review that examines existing research on inquiry-based learning, student engagement, and academic performance in science education. This chapter explores various theoretical frameworks and empirical studies to understand the relationship between inquiry-based learning and student outcomes. Chapter three outlines the research methodology employed in this study, including the research design, sampling techniques, data collection methods, and data analysis procedures. The methodology section also discusses ethical considerations and limitations that may impact the validity and reliability of the study findings. Chapter four presents a detailed discussion of the research findings, including the analysis of data collected from students participating in inquiry-based learning activities. This chapter examines the impact of inquiry-based learning on student engagement levels, academic performance, and attitudes towards science education. The final chapter of the thesis offers a conclusion and summary of the key findings, implications for practice, and recommendations for future research. The study contributes to the existing literature by highlighting the benefits of inquiry-based learning in science education and its potential to enhance student engagement and performance. The findings of this research have important implications for educators, curriculum developers, and policymakers seeking to improve science education outcomes and promote active learning in classrooms. Overall, this thesis provides valuable insights into the impact of inquiry-based learning on student engagement and performance in science education and underscores the importance of incorporating student-centered approaches to enhance learning experiences and academic achievement.