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

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The study aims to address the growing need for innovative teaching approaches that enhance student learning outcomes and foster critical thinking skills in science education. The research is guided by the following objectives to examine the effectiveness of inquiry-based learning in promoting student engagement, to assess the impact of inquiry-based learning on student understanding of biology concepts, and to explore the factors that influence student perceptions of inquiry-based learning in the context of high school biology. Chapter one provides an introduction to the research topic, highlighting the significance of inquiry-based learning in science education and outlining the research objectives. The background of the study discusses the current state of science education and the need for pedagogical approaches that promote active learning and student-centered instruction. The problem statement identifies the gaps in existing literature regarding the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The objectives of the study are to investigate the effectiveness of inquiry-based learning, to assess student understanding of biology concepts, and to explore factors influencing student perceptions of this teaching approach. The limitations and scope of the study are also discussed, along with the significance of the research and the structure of the thesis. Chapter two presents a comprehensive literature review on inquiry-based learning, student engagement, and understanding in science education. The review synthesizes existing research on the benefits of inquiry-based learning, the factors influencing student engagement, and the impact of active learning strategies on student understanding of science concepts. The chapter identifies key themes and gaps in the literature to inform the research methodology. Chapter three outlines the research methodology, including the study design, participant recruitment, data collection methods, and data analysis procedures. The chapter discusses the research approach, sampling strategy, data collection instruments, and data analysis techniques employed in the study. The research methodology aims to provide a rigorous and systematic investigation of the impact of inquiry-based learning on student engagement and understanding in high school biology classes. Chapter four presents a detailed discussion of the research findings, focusing on the effectiveness of inquiry-based learning in promoting student engagement and enhancing student understanding of biology concepts. The chapter analyzes the data collected from participants and explores the factors influencing student perceptions of inquiry-based learning in the context of high school biology. The findings are discussed in relation to the research objectives and existing literature, providing insights into the potential benefits and challenges of implementing inquiry-based learning in science education. Chapter five offers a conclusion and summary of the thesis, highlighting the key findings, implications for practice, and recommendations for future research. The chapter discusses the contributions of the study to the field of science education and outlines practical implications for educators seeking to enhance student engagement and understanding in high school biology classes through inquiry-based learning. Finally, the conclusion reflects on the significance of the research and suggests avenues for further exploration in the area of inquiry-based learning and student-centered instruction in science education. In conclusion, this thesis contributes to the growing body of research on inquiry-based learning and its impact on student engagement and understanding in high school biology classes. The study provides valuable insights into the effectiveness of inquiry-based learning as a pedagogical approach in science education and offers practical recommendations for educators seeking to enhance student learning outcomes and foster critical thinking skills in the classroom. By investigating the factors influencing student perceptions of inquiry-based learning, this research aims to inform evidence-based teaching practices that promote active learning and student-centered instruction in high school biology education.