Thesis Abstract

Abstract
Inquiry-based learning (IBL) has gained widespread attention in the education field as a pedagogical approach that emphasizes student-driven exploration and discovery. This research study investigates the impact of IBL on student engagement and learning outcomes in high school science classes. The study aims to address the gap in existing literature by providing empirical evidence on the effectiveness of IBL in enhancing student engagement and improving learning outcomes in the context of science education. The introduction section provides an overview of the research topic, highlighting the importance of student engagement and learning outcomes in science education. The background of the study explores the theoretical underpinnings of IBL and its potential benefits for students. The problem statement identifies the research gap and justifies the need for this study. The objectives of the study outline the specific goals and research questions that guide the investigation. The literature review section synthesizes existing research on IBL, student engagement, and learning outcomes in science education. The review highlights the key findings and debates in the literature, providing a comprehensive understanding of the theoretical and empirical landscape. The research methodology section details the research design, data collection methods, and analysis techniques employed in the study. It discusses the sample selection, data collection instruments, and data analysis procedures to ensure the validity and reliability of the findings. The findings section presents the results of the study, analyzing the impact of IBL on student engagement and learning outcomes. It discusses the key findings, trends, and implications for practice, highlighting the benefits and challenges of implementing IBL in high school science classes. The conclusion and summary section offer a comprehensive overview of the study, summarizing the key findings, implications, and recommendations for future research and practice. The study contributes to the existing literature by providing empirical evidence on the effectiveness of IBL in enhancing student engagement and improving learning outcomes in high school science classes. Overall, this research study sheds light on the potential of IBL as a pedagogical approach to transform science education and enhance student learning experiences. The findings have important implications for educators, policymakers, and researchers seeking to promote student engagement and improve learning outcomes in high school science classes.

Thesis Overview