The Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Biology Classrooms

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and achievement in high school biology classrooms. The study aims to explore how incorporating inquiry-based learning strategies influences student learning outcomes and engagement levels in the context of biology education. The research is motivated by the need to enhance student interest and performance in science subjects, particularly biology, by adopting innovative teaching approaches that promote active learning and critical thinking skills. The introduction provides an overview of the research focus, highlighting the significance of inquiry-based learning in fostering student engagement and achievement. The background of the study situates the research within the broader field of science education, emphasizing the importance of effective teaching methods in promoting student success in biology. The problem statement identifies the gap in the literature regarding the specific impact of inquiry-based learning on student outcomes in high school biology classrooms, highlighting the need for empirical research in this area. The objectives of the study are outlined to investigate the relationship between inquiry-based learning and student engagement, academic performance, and critical thinking skills in biology education. The limitations of the study are acknowledged, including potential constraints such as sample size, resources, and external factors that may influence the research outcomes. The scope of the study delineates the specific focus of the research, highlighting the target population, research design, and data collection methods employed in the study. The significance of the study lies in its potential to inform educational practices and curriculum development in high school biology education, offering insights into effective teaching strategies that enhance student learning experiences. The structure of the thesis is outlined to guide the reader through the research framework, including the organization of chapters and key sections within the document. Definitions of key terms are provided to clarify the terminology used throughout the thesis. The literature review examines existing research on inquiry-based learning, student engagement, and academic achievement in the context of science education. Ten key themes are identified from the literature, including the benefits of inquiry-based learning, factors influencing student engagement, and strategies for promoting critical thinking skills in biology education. The review synthesizes empirical studies, theoretical frameworks, and best practices in inquiry-based learning to inform the research design and methodology. The research methodology section details the approach, design, participants, data collection methods, and analysis procedures employed in the study. Eight components are outlined, including the research design, sampling strategy, data collection instruments, and statistical analysis techniques used to investigate the research questions. The discussion of findings chapter presents the results of the study, analyzing the impact of inquiry-based learning on student engagement, academic achievement, and critical thinking skills in high school biology classrooms. The conclusion and summary chapter synthesizes the key findings, implications, and recommendations arising from the study. The conclusions drawn from the research contribute to the understanding of the effectiveness of inquiry-based learning in enhancing student outcomes in biology education. The summary highlights the main findings, limitations, and future research directions to guide further inquiry in this area. Overall, this thesis provides valuable insights into the potential of inquiry-based learning to transform teaching and learning practices in high school biology classrooms, fostering student engagement and achievement in science education.