Implementing Inquiry-Based Learning in High School Chemistry Classrooms: A Study on Student Engagement and Achievement

Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning (IBL) in high school chemistry classrooms and its impact on student engagement and achievement. The study explores how incorporating IBL strategies can enhance student learning experiences, foster critical thinking skills, and improve academic performance in the context of chemistry education. The research aims to address the gap in literature regarding the effectiveness of IBL approaches specifically in the field of high school chemistry. Chapter One provides an introduction to the study, presenting the background of the research, the problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The introduction sets the stage for the subsequent chapters by outlining the rationale for investigating IBL in high school chemistry classrooms and highlighting the importance of student engagement and achievement in science education. Chapter Two comprises a comprehensive literature review that synthesizes existing research on IBL, student engagement, and academic achievement in the context of high school chemistry education. The chapter examines various theoretical frameworks, instructional strategies, and empirical studies related to IBL implementation and its effects on student learning outcomes. Chapter Three outlines the research methodology employed in this study, including the research design, participants, data collection methods, and data analysis procedures. The chapter discusses the rationale behind the chosen research methods and provides a detailed explanation of how the study was conducted to investigate the impact of IBL on student engagement and achievement in high school chemistry classrooms. Chapter Four presents a detailed discussion of the research findings, including an analysis of the data collected and interpretations of the results. The chapter examines the relationship between IBL implementation, student engagement, and academic achievement, highlighting key findings and implications for practice in high school chemistry education. Chapter Five concludes the thesis by summarizing the key findings, discussing the implications for teaching and learning, and offering recommendations for future research. The chapter reflects on the significance of the study in advancing our understanding of the benefits of IBL in enhancing student engagement and achievement in high school chemistry classrooms. Overall, this thesis contributes to the existing literature on science education by providing insights into the potential of inquiry-based learning to transform teaching practices and improve student outcomes in high school chemistry education. The findings of this study have important implications for educators, curriculum developers, and policymakers seeking to enhance the quality of science education and promote student success in the field of chemistry.