The Impact of Inquiry-Based Learning on Student Engagement and Understanding in High School Biology 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 understanding in science education. 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 gap in research regarding the effectiveness of inquiry-based learning specifically in the context of biology education at the high school level. The research begins with a comprehensive review of the existing literature on inquiry-based learning, student engagement, and understanding in science education. The literature review highlights the theoretical foundations and key concepts related to inquiry-based learning and its potential benefits for students in terms of critical thinking skills, problem-solving abilities, and overall academic achievement. The methodology chapter outlines the research design, data collection methods, and analysis techniques employed in this study. A mixed-methods approach is used to gather both quantitative and qualitative data from high school biology students who participated in inquiry-based learning activities. The research methodology also includes surveys, interviews, and classroom observations to provide a comprehensive understanding of the impact of inquiry-based learning on student engagement and understanding. The findings chapter presents the results of the study, including quantitative data analysis and qualitative insights from student surveys and interviews. The analysis reveals the positive impact of inquiry-based learning on student engagement, motivation, and conceptual understanding in biology classes. Students who engaged in inquiry-based learning activities demonstrated higher levels of interest, participation, and knowledge retention compared to traditional lecture-based instruction. The discussion chapter critically examines the implications of the study findings for science education practice and policy. The discussion highlights the importance of integrating inquiry-based approaches into high school biology curricula to promote active learning, critical thinking skills, and scientific literacy among students. Recommendations for educators, curriculum developers, and policymakers are provided to support the implementation of inquiry-based learning in biology classrooms. 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 findings underscore the significance of student-centered pedagogical approaches in enhancing learning outcomes and fostering a deeper appreciation for science among high school students. Overall, this study advocates for the continued integration of inquiry-based learning strategies to create more engaging and effective science education experiences for students.