The Impact of Inquiry-Based Learning on Student Engagement and Understanding of Science Concepts in High School Classrooms

Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning (IBL) on student engagement and their understanding of science concepts in high school classrooms. Inquiry-based learning is a student-centered approach that promotes active learning through questioning, investigation, and discovery. The study aims to explore how the implementation of IBL strategies influences student engagement and comprehension of science concepts, ultimately enhancing their learning outcomes. The research begins with a comprehensive review of literature on inquiry-based learning and its effects on student engagement and understanding of science concepts. Various studies and theoretical frameworks are examined to provide a solid foundation for this research. The literature review highlights the benefits of IBL in promoting critical thinking, problem-solving skills, and deeper conceptual understanding among students. Methodology The research methodology involves a mixed-methods approach, combining both quantitative and qualitative data collection methods. The study will be conducted in high school science classrooms, where teachers will implement inquiry-based learning strategies in their instruction. Data will be collected through surveys, interviews, observations, and student assessments to measure changes in student engagement and understanding of science concepts. Findings The results of the study reveal a positive impact of inquiry-based learning on student engagement and comprehension of science concepts. Students who participated in IBL activities showed higher levels of motivation, curiosity, and active participation in the learning process. They also demonstrated deeper conceptual understanding and improved problem-solving skills compared to traditional instruction methods. Discussion The discussion section analyzes the implications of the findings and discusses the potential benefits of integrating inquiry-based learning into high school science classrooms. The study highlights the importance of creating an interactive and collaborative learning environment that encourages students to explore, question, and discover scientific concepts on their own. Conclusion In conclusion, this thesis provides valuable insights into the impact of inquiry-based learning on student engagement and understanding of science concepts in high school classrooms. The findings suggest that IBL can be an effective pedagogical approach to enhance student learning outcomes and foster a deeper appreciation for science education. Recommendations for future research and implications for educational practice are also discussed. Keywords Inquiry-based learning, student engagement, science education, high school classrooms, understanding of science concepts.