Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning (IBL) in high school science classrooms and its impact on student engagement and learning outcomes. The study aims to address the growing interest in student-centered approaches to science education and the potential benefits of IBL in enhancing student learning experiences. The research is guided by the following objectives to explore the background of IBL in science education, to identify the problem statement related to traditional teaching methods, to determine the objectives of implementing IBL, to acknowledge the limitations of the study, to define the scope of the research, to highlight the significance of the study, and to outline the structure of the thesis. Chapter two presents a comprehensive literature review that examines ten key studies on IBL in science education. This section provides insights into the theoretical underpinnings of IBL, its benefits for student engagement and understanding, and the challenges associated with its implementation in high school settings. Chapter three focuses on the research methodology employed in this study. The chapter details the research design, sampling techniques, data collection methods, and data analysis procedures. It also discusses the ethical considerations and limitations of the research process, ensuring the validity and reliability of the findings. Chapter four presents a detailed discussion of the research findings, analyzing the impact of implementing IBL on student engagement and learning outcomes in high school science classrooms. The chapter explores the patterns and themes that emerged from the data collected, providing a nuanced understanding of the effectiveness of IBL in enhancing student learning experiences. Chapter five concludes the thesis by summarizing the key findings, discussing their implications for science education practice, and offering recommendations for future research and classroom implementation. The study underscores the importance of student-centered approaches like IBL in promoting active learning, critical thinking, and scientific inquiry among high school students, ultimately contributing to improved academic performance and long-term engagement with science. Overall, this thesis contributes to the ongoing discourse on innovative teaching practices in science education and provides valuable insights into the benefits of implementing IBL in high school classrooms. The findings of this study have significant implications for educators, policymakers, and researchers seeking to enhance student learning experiences and outcomes in science education through student-centered pedagogical approaches.

Thesis Overview