Thesis Abstract

Abstract
Inquiry-based learning (IBL) has emerged as a pedagogical approach that emphasizes active student participation and critical thinking in the learning process. This research study investigates the impact of implementing IBL strategies on student engagement in high school chemistry classes. The study aims to address the current gaps in research regarding the effectiveness of IBL in enhancing student engagement and learning outcomes in the context of chemistry education. The research project begins with a comprehensive review of the existing literature on inquiry-based learning, student engagement, and chemistry education. The literature review highlights the theoretical foundations of IBL, its benefits for student learning, and the factors influencing student engagement in science education. Chapter three of the thesis outlines the research methodology employed in this study. The research design involves the implementation of IBL activities in high school chemistry classes, followed by the collection of data through student surveys, classroom observations, and academic performance assessments. The methodology also includes qualitative analysis to gain insights into student perceptions and experiences with IBL. Chapter four presents a detailed discussion of the research findings. The analysis of data reveals the impact of IBL on student engagement, motivation, and academic achievement in chemistry classes. The findings demonstrate that students exposed to inquiry-based learning experiences exhibit higher levels of interest, participation, and critical thinking skills compared to traditional lecture-based instruction. The conclusion chapter summarizes the key findings of the study and discusses their implications for science education practice and policy. The research findings suggest that incorporating inquiry-based learning approaches in high school chemistry classes can effectively enhance student engagement and learning outcomes. The study also highlights the importance of teacher training and support in implementing IBL effectively. Overall, this thesis contributes to the growing body of literature on inquiry-based learning and student engagement in science education. The findings of this research have practical implications for educators, curriculum developers, and policymakers seeking to improve student learning experiences in high school chemistry classes through innovative pedagogical approaches.

Thesis Overview