The Impact of Inquiry-based Learning on Student Engagement in High School Biology Classes

Thesis Abstract

Abstract
This thesis explores the impact of inquiry-based learning on student engagement in high school biology classes. The study aims to investigate how incorporating inquiry-based learning strategies influences student engagement levels and learning outcomes in the context of biology education. The research is motivated by the need to enhance student interest and participation in science subjects, particularly in the crucial high school years. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data on student engagement, attitudes towards learning, and academic performance. Chapter One provides an introduction to the research topic, highlighting the background of the study, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The literature review in Chapter Two critically examines existing research on inquiry-based learning, student engagement, and biology education, identifying gaps and providing a theoretical framework for the study. Chapter Three outlines the research methodology, including details on the research design, participants, data collection methods, and data analysis procedures. The chapter also discusses ethical considerations and limitations of the study. Chapter Four presents a detailed analysis of the research findings, exploring the impact of inquiry-based learning on student engagement through both quantitative and qualitative data. The results indicate a positive correlation between inquiry-based learning approaches and increased student engagement, as evidenced by higher levels of motivation, participation, and academic achievement. The discussion delves into the implications of these findings for biology education practices and suggests recommendations for educators to enhance student engagement through inquiry-based learning strategies. Chapter Five offers a conclusion and summary of the study, highlighting key findings, implications, and future research directions. Overall, this thesis contributes to the growing body of literature on innovative pedagogical approaches in science education and provides valuable insights into the benefits of inquiry-based learning for promoting student engagement in high school biology classes.