Thesis Abstract

Abstract
Inquiry-based learning (IBL) has gained recognition as an effective teaching approach to enhance student engagement and achievement in science education. This research study investigates the impact of IBL on student engagement and achievement in high school biology classes. The study aims to explore how the implementation of IBL practices influences student motivation, participation, and academic performance in biology education. Chapter 1 provides an introduction to the research topic, including the background of the study, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. Chapter 2 presents a comprehensive literature review that discusses the theoretical foundations of IBL, previous studies on the impact of IBL in science education, and the relationship between student engagement, achievement, and IBL. Chapter 3 outlines the research methodology, including the research design, participants, data collection methods, and data analysis techniques. The chapter also describes the selection criteria for the high school biology classes involved in the study and the procedures for implementing IBL practices in the classroom setting. Chapter 4 presents a detailed discussion of the research findings, analyzing the impact of IBL on student engagement and achievement based on the collected data. The chapter examines the relationships between IBL strategies, student motivation, participation levels, and academic outcomes in biology classes. Finally, Chapter 5 offers a conclusion and summary of the project thesis, highlighting the key findings, implications for practice, and recommendations for future research. The study contributes to the existing literature on science education by providing insights into the effectiveness of IBL in enhancing student engagement and achievement in high school biology classes.

Thesis Overview