The Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Science Classes

Thesis Abstract

Abstract
In recent years, there has been a growing emphasis on inquiry-based learning as a pedagogical approach to enhance student engagement and achievement in high school science classes. This research project explores the impact of inquiry-based learning on student engagement and achievement in the context of high school science education. The study aims to investigate how the implementation of inquiry-based learning strategies influences student learning outcomes, motivation, and overall classroom experiences. The research design includes a mixed-methods approach, incorporating both quantitative and qualitative data collection methods. A sample of high school science students will participate in the study, with data collected through surveys, classroom observations, and interviews. The research will focus on identifying the key factors that contribute to student engagement and achievement in an inquiry-based learning environment. The literature review provides a comprehensive overview of the theoretical framework underpinning inquiry-based learning, as well as previous research studies that have examined its effectiveness in enhancing student learning outcomes. Key concepts such as student engagement, motivation, and academic achievement are explored in relation to inquiry-based learning practices. The findings of the study will be presented and analyzed in Chapter Four, highlighting the impact of inquiry-based learning on student engagement and achievement. The discussion will consider the implications of the results for high school science education and provide recommendations for future research and practice. Overall, this research project contributes to the ongoing discussion on effective pedagogical approaches in high school science education. By examining the impact of inquiry-based learning on student engagement and achievement, the study aims to provide valuable insights for educators, policymakers, and researchers seeking to enhance student learning experiences in science classrooms.