Project Abstract

Abstract
In recent years, there has been a growing emphasis on inquiry-based learning as an effective pedagogical approach to enhance student engagement in high school science education. This research project aims to investigate the impact of inquiry-based learning on student engagement specifically within the context of high school biology classes. The study will explore how the implementation of inquiry-based learning strategies influences student interest, motivation, and overall engagement in the subject. Chapter 1 provides an introduction to the research topic, presenting the background of the study, problem statement, objectives, limitations, scope, significance, structure of the research, and definitions of key terms. The significance of this study lies in its potential to contribute to the existing literature on science education by offering insights into effective teaching methods that can promote student engagement and learning outcomes. Chapter 2 consists of a comprehensive literature review that examines existing research on inquiry-based learning, student engagement, and biology education. The review will highlight key findings, methodologies, and theoretical frameworks used in previous studies to understand the relationship between inquiry-based learning and student engagement in the science classroom. Chapter 3 outlines the research methodology employed in this study, detailing the research design, participants, data collection methods, and data analysis techniques. The chapter also discusses ethical considerations and limitations that may impact the validity and reliability of the research findings. Chapter 4 presents a detailed discussion of the research findings, analyzing how inquiry-based learning practices influence student engagement in high school biology classes. The chapter will explore themes, patterns, and correlations identified in the data to draw meaningful conclusions about the impact of inquiry-based learning on student engagement. Chapter 5 offers a conclusion and summary of the research project, summarizing key findings, implications for practice, and recommendations for future research. The study aims to provide valuable insights for educators, policymakers, and curriculum developers seeking to enhance student engagement and learning outcomes in high school biology classes through inquiry-based learning approaches. Overall, this research project seeks to contribute to the ongoing dialogue surrounding effective science education practices by investigating the impact of inquiry-based learning on student engagement in high school biology classes. By exploring the relationship between teaching strategies and student outcomes, this study aims to inform evidence-based approaches that promote meaningful learning experiences for students in the science classroom.

Project Overview