Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement in high school biology classes. The study aims to explore how incorporating inquiry-based learning strategies influences student engagement levels, thus enhancing their understanding and interest in biology. The research methodology employed a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from high school students and teachers involved in inquiry-based learning activities. Chapter 1 provides an introduction to the study, presenting the background, problem statement, objectives, limitations, scope, significance, and structure of the thesis. Chapter 2 comprises a comprehensive literature review that examines existing research on inquiry-based learning, student engagement, and biology education. Chapter 3 outlines the research methodology, detailing the research design, participants, data collection methods, and data analysis procedures. Chapter 4 presents a detailed discussion of the findings, analyzing the impact of inquiry-based learning on student engagement based on the survey results and interview responses. The chapter also explores the implications of the findings for teaching practices and student learning outcomes. Finally, Chapter 5 offers a conclusion and summary of the thesis, highlighting the key findings, contributions to the field, and recommendations for future research and practice in high school biology education. Keywords Inquiry-Based Learning, Student Engagement, High School Biology Classes, Mixed-Methods Approach, Teaching Practices, Learning Outcomes.

Thesis Overview