Thesis Abstract

Abstract
In the realm of science education, the effectiveness of pedagogical approaches in enhancing student engagement and academic achievement remains a focal point of research. This study investigates the impact of inquiry-based learning on student engagement and achievement in high school biology classes. The research aims to explore how inquiry-based learning strategies influence student motivation, critical thinking skills, and academic performance in the context of biology education. The introduction provides an overview of the research problem, highlighting the increasing demand for innovative teaching methods to enhance student learning outcomes. The background of the study delves into existing literature on inquiry-based learning and its potential benefits in science education. The problem statement articulates the gap in understanding the specific impact of inquiry-based learning in high school biology classes, prompting the need for further investigation. The objectives of the study are to examine the effects of inquiry-based learning on student engagement, critical thinking skills, and academic achievement in high school biology classes. The limitations of the study are acknowledged, including potential constraints in sample size and generalizability of findings. The scope of the study delineates the focus on high school biology classes within a specific educational setting. The significance of the study lies in contributing to the body of knowledge on effective teaching strategies in science education, with implications for curriculum development and instructional practices. The structure of the thesis outlines the organization of chapters, including the literature review, research methodology, discussion of findings, and conclusion. The literature review synthesizes existing research on inquiry-based learning, student engagement, and academic achievement in science education. Ten key themes emerge from the literature, highlighting the benefits of inquiry-based approaches in fostering student curiosity, problem-solving skills, and conceptual understanding in biology. The research methodology section elucidates the study design, sampling techniques, data collection methods, and data analysis procedures. Eight components are detailed, encompassing the research approach, participant selection criteria, survey instruments, and statistical analyses employed to investigate the research questions. The discussion of findings chapter presents the results of the study, analyzing the impact of inquiry-based learning on student engagement and achievement in high school biology classes. Key findings are interpreted in relation to the research objectives and theoretical frameworks underpinning inquiry-based pedagogy. In conclusion, the study provides insights into the efficacy of inquiry-based learning as a pedagogical approach in enhancing student engagement and academic achievement in high school biology classes. The summary encapsulates the main findings, implications for practice, and recommendations for future research in the field of science education. This research contributes to the ongoing discourse on effective teaching strategies in science education, advocating for the integration of inquiry-based learning practices to foster student learning outcomes in high school biology classrooms.

Thesis Overview