Enhancing Student Engagement and Conceptual Understanding through Inquiry-Based Learning in High School Biology Classes

Thesis Abstract

Abstract
This thesis investigates the impact of implementing inquiry-based learning in high school biology classes to enhance student engagement and conceptual understanding. The study aims to address the increasing need for innovative teaching methods that promote active learning and critical thinking skills among high school students in the field of biology. The research design includes a mixed-methods approach, incorporating both quantitative and qualitative data collection methods to provide a comprehensive analysis of the effectiveness of inquiry-based learning strategies. Chapter 1 provides an introduction to the study, outlining the background, problem statement, objectives, limitations, scope, significance, structure, and definition of terms. The literature review in Chapter 2 covers ten key themes related to inquiry-based learning, student engagement, and conceptual understanding in biology education. Chapter 3 details the research methodology, including the research design, participant selection, data collection methods, data analysis techniques, ethical considerations, and limitations. The findings presented in Chapter 4 reveal the positive impact of inquiry-based learning on student engagement and conceptual understanding in high school biology classes. The discussion explores the implications of the results, highlighting the importance of implementing inquiry-based approaches to enhance student learning outcomes. The conclusion in Chapter 5 summarizes the key findings, discusses the implications for practice, and offers recommendations for future research in this area. Overall, this thesis contributes to the existing literature on science education by providing empirical evidence of the benefits of inquiry-based learning in high school biology classes. The findings underscore the importance of promoting active learning strategies that foster student engagement and deepen conceptual understanding in the field of biology. This research serves as a valuable resource for educators, curriculum developers, and policymakers seeking to enhance teaching and learning practices in high school science education.