Thesis Abstract

Abstract
This thesis investigates the impact of hands-on experiments on student learning in high school science classrooms. The study aims to explore how hands-on experiments enhance student engagement, understanding, and retention of scientific concepts. The research methodology involves a mixed-methods approach, including surveys, classroom observations, and interviews with teachers and students. The study population comprises high school students and science teachers from various schools in the region. Chapter one provides an introduction to the research topic, background information, problem statement, objectives, limitations, scope, significance of the study, structure of the thesis, and definition of key terms. Chapter two presents a comprehensive literature review covering ten key areas related to hands-on experiments in science education. The review synthesizes existing research on the benefits of hands-on learning, student motivation, and best practices for implementing hands-on experiments in the classroom. Chapter three outlines the research methodology, including the research design, data collection methods, sampling techniques, data analysis procedures, and ethical considerations. The chapter also discusses the development of survey instruments, observation protocols, and interview guides used in the study. Additionally, it describes the process of data collection and analysis to ensure the validity and reliability of the findings. Chapter four presents a detailed discussion of the research findings, organized around key themes emerging from the data analysis. The chapter explores the impact of hands-on experiments on student engagement, conceptual understanding, and attitudes towards science. It also examines the role of teachers in facilitating hands-on learning experiences and the challenges faced in implementing hands-on experiments in high school science classrooms. Chapter five provides a conclusion and summary of the thesis, highlighting the main findings, implications for practice, and recommendations for future research. The study contributes to the existing literature on hands-on experiments in science education by providing insights into their effectiveness in enhancing student learning outcomes. The findings of this research have implications for curriculum development, teacher training, and educational policy aimed at promoting active learning in high school science classrooms. Overall, this thesis underscores the importance of hands-on experiments as a valuable pedagogical tool for promoting student engagement, understanding, and interest in science. By incorporating hands-on learning experiences into the classroom, educators can create a dynamic and interactive environment that fosters curiosity, critical thinking, and a deeper appreciation for the scientific process among high school students.

Thesis Overview