Investigating the Impact of Inquiry-Based Learning on Student Engagement and Understanding in High School Biology Classrooms

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and understanding in high school biology classrooms. The study focuses on exploring how inquiry-based learning activities influence student engagement levels and enhance their understanding of biological concepts. The research utilizes a mixed-methods approach, combining quantitative data analysis with qualitative insights to provide a comprehensive understanding of the effects of inquiry-based learning in the classroom setting. Chapter One provides an introduction to the research topic, presenting the background of the study, outlining the problem statement, objectives, limitations, scope, significance, and the structure of the thesis. The chapter also includes definitions of key terms used throughout the study to establish a clear understanding of the research context. Chapter Two consists of a comprehensive literature review that examines existing research on inquiry-based learning and its impact on student engagement and understanding in science education. The review synthesizes findings from various studies to identify trends, challenges, and best practices related to implementing inquiry-based learning approaches in high school biology classrooms. Chapter Three details the research methodology employed in the study, outlining the research design, data collection methods, sampling procedures, and data analysis techniques. The chapter also addresses ethical considerations and describes the process of data collection and analysis in the research. Chapter Four presents a thorough discussion of the research findings, highlighting the impact of inquiry-based learning on student engagement and understanding in high school biology classrooms. The chapter explores the relationship between inquiry-based learning activities and student performance, attitudes, and motivation towards learning biological concepts. Chapter Five concludes the thesis by summarizing the key findings, discussing their implications for practice, and suggesting recommendations for future research in the field. The chapter reflects on the significance of the study and offers insights into the potential benefits of incorporating inquiry-based learning strategies in high school biology education to enhance student engagement and understanding. Overall, this thesis contributes to the growing body of literature on inquiry-based learning in science education and provides valuable insights for educators, policymakers, and researchers seeking to improve student learning outcomes in high school biology classrooms through innovative teaching approaches.