Implementing Inquiry-Based Learning in High School Chemistry Classrooms to Improve Student Engagement and Concept Understanding

Thesis Abstract

Abstract
This thesis explores the implementation of inquiry-based learning (IBL) in high school chemistry classrooms as a means to enhance student engagement and deepen their understanding of key concepts. The study addresses the growing need for innovative teaching strategies that promote active learning and critical thinking skills among students. The research is motivated by the desire to improve the overall quality of science education by fostering a more interactive and student-centered approach to teaching and learning. Chapter One provides an introduction to the topic, presenting the background of the study, the problem statement, objectives, limitations, scope, significance of the study, structure of the thesis, and key definitions of terms. The chapter sets the stage for the research by highlighting the importance of inquiry-based learning in the context of high school chemistry education. Chapter Two consists of a comprehensive literature review that examines existing studies, theories, and practices related to inquiry-based learning, student engagement, and concept understanding in science education. The review synthesizes the current state of knowledge in the field and identifies gaps that the present study seeks to address. Chapter Three details the research methodology employed in the study, including the research design, participants, data collection methods, and data analysis procedures. The chapter outlines the steps taken to implement inquiry-based learning strategies in high school chemistry classrooms and describes how student engagement and concept understanding were assessed. Chapter Four presents a detailed discussion of the findings from the study, highlighting the impact of inquiry-based learning on student engagement and concept understanding. The chapter analyzes the data collected and explores the implications of the findings for teaching practices and future research in science education. Finally, Chapter Five offers a conclusion and summary of the thesis, drawing together the key findings and insights gained from the study. The chapter discusses the implications of the research for educators, policymakers, and stakeholders interested in enhancing science education through inquiry-based learning approaches. Overall, this thesis contributes to the growing body of literature on innovative teaching practices in science education and provides valuable insights into the potential benefits of implementing inquiry-based learning in high school chemistry classrooms. The findings underscore the importance of creating engaging and interactive learning environments that support student learning and foster a deeper understanding of scientific concepts.