The Impact of Inquiry-Based Learning on Student Engagement and Performance in High School Biology Classes

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and performance in high school biology classes. The study aims to explore how implementing inquiry-based learning strategies can enhance student motivation, participation, and academic achievement in the field of biology. The research is grounded in the recognition that traditional lecture-based approaches may not effectively cater to diverse learning styles and fail to stimulate active participation among students. By adopting an inquiry-based approach, students are encouraged to ask questions, investigate real-world problems, and construct their own understanding of biological concepts. The thesis begins with a comprehensive introduction that provides background information on the importance of science education and the challenges faced in traditional teaching methods. The problem statement highlights the need for innovative teaching practices to enhance student engagement and academic performance in biology classes. The research objectives aim to examine the effectiveness of inquiry-based learning in improving student motivation, critical thinking skills, and overall achievement in biology. The study acknowledges the limitations of the research, such as the potential constraints in implementing inquiry-based learning in high school settings and the need for adequate teacher training and support. The scope of the study focuses on high school biology classes, specifically targeting students in a diverse educational environment. The significance of the study lies in its potential to inform educational policymakers, curriculum developers, and educators about the benefits of inquiry-based learning in enhancing student learning outcomes and promoting scientific literacy. The structure of the thesis is outlined to provide a roadmap for the reader, detailing the organization of chapters and key sections. Definitions of terms are provided to clarify the terminology used throughout the research work, ensuring a clear understanding of the concepts under investigation. The literature review in Chapter Two synthesizes existing research on inquiry-based learning, student engagement, and academic performance in science education. Ten key themes are explored, including the theoretical foundations of inquiry-based learning, the impact on student motivation, and the role of teachers in facilitating inquiry-based instruction. Chapter Three outlines the research methodology, including the study design, data collection methods, and analysis techniques. Eight key components are discussed, covering the sampling strategy, data collection instruments, and statistical analysis procedures employed in the study. Chapter Four presents a detailed discussion of the research findings, highlighting the effects of inquiry-based learning on student engagement and performance in high school biology classes. The results are analyzed and interpreted to identify patterns, trends, and implications for practice. 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 importance of inquiry-based learning as a promising pedagogical approach to enhance student engagement and performance in high school biology classes. In conclusion, this thesis contributes to the growing body of research on inquiry-based learning and its impact on student engagement and performance in science education. By investigating the effectiveness of this innovative teaching approach, the study provides valuable insights for educators, policymakers, and researchers seeking to improve science teaching practices and foster a deeper understanding of biology among high school students.