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

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and achievement in high school science classes. The study is motivated by the need to enhance science education by promoting student-centered learning approaches that foster critical thinking, problem-solving skills, and active participation. The research is guided by the following objectives to examine the effectiveness of inquiry-based learning in enhancing student engagement in science classes, to assess the influence of inquiry-based learning on student academic achievement in science, and to explore the factors that may limit the implementation of inquiry-based learning in high school science education. Chapter One provides an introduction to the study, including the background of the research, problem statement, objectives, limitations, scope, significance of the study, structure of the thesis, and definition of key terms. Chapter Two presents a comprehensive literature review on inquiry-based learning, student engagement, academic achievement, and factors influencing science education. The literature review encompasses ten key themes that provide a theoretical framework for the study. Chapter Three outlines the research methodology employed in this study, including research design, participants, data collection methods, data analysis techniques, ethical considerations, and limitations of the methodology. The chapter details how the study was conducted to investigate the impact of inquiry-based learning on student engagement and achievement in high school science classes. In Chapter Four, the findings of the study are discussed in detail, highlighting the effects of inquiry-based learning on student engagement and academic achievement. The chapter presents an analysis of the data collected, including qualitative and quantitative results, to address the research objectives and provide insights into the impact of inquiry-based learning. Chapter Five concludes the thesis by summarizing the key findings, discussing their implications for science education, and offering recommendations for future research and practice. The conclusion underscores the significance of inquiry-based learning in enhancing student engagement and achievement in high school science classes and emphasizes the importance of student-centered pedagogical approaches in promoting effective science education. Overall, this thesis contributes to the existing literature on science education by providing empirical evidence of the positive impact of inquiry-based learning on student engagement and achievement in high school science classes. The findings of this study have implications for educators, policymakers, and curriculum developers seeking to enhance science education through innovative teaching strategies that prioritize student-centered learning and active participation.