Thesis Abstract

Abstract
Inquiry-based learning (IBL) has gained recognition as an effective pedagogical approach in promoting student engagement and achievement in various academic disciplines. This thesis explores the impact of inquiry-based learning on student engagement and achievement in the context of high school biology education. The study aims to investigate how implementing inquiry-based learning strategies influences student engagement levels and academic performance in high school biology classes. The research begins with a comprehensive review of literature on inquiry-based learning, student engagement, and academic achievement, providing a theoretical framework for the study. The methodology section outlines the research design, data collection methods, and analysis techniques employed in this investigation. Data was collected through classroom observations, surveys, and academic performance assessments to assess the impact of inquiry-based learning on student engagement and achievement. The findings reveal a positive correlation between inquiry-based learning and student engagement in high school biology classes. Students showed increased interest, motivation, and participation when engaged in inquiry-based learning activities. Moreover, academic achievement also improved, as students demonstrated deeper understanding of biological concepts and higher performance on assessments. The discussion section critically examines the implications of the study findings, highlighting the benefits of integrating inquiry-based learning in high school biology education. The results suggest that inquiry-based learning can enhance student engagement, foster critical thinking skills, and improve academic outcomes in biology education. In conclusion, this thesis underscores the significance of inquiry-based learning in promoting student engagement and achievement in high school biology. The research findings contribute to the existing literature on effective teaching strategies and provide valuable insights for educators, policymakers, and curriculum developers. Implementing inquiry-based learning approaches can empower students to become active learners, critical thinkers, and successful achievers in the field of biology education.

Thesis Overview

Research Overview: The project titled "The Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Biology" aims to investigate the effectiveness of inquiry-based learning methods in enhancing student engagement and academic performance in the field of biology at the high school level. This research is motivated by the growing interest in student-centered approaches to education and the need to explore innovative teaching methods that can improve student outcomes. The study will focus specifically on the implementation of inquiry-based learning strategies in high school biology classrooms and examine how these approaches influence student engagement and achievement. Inquiry-based learning is an instructional approach that emphasizes active student participation, critical thinking, and problem-solving skills. By engaging students in authentic scientific investigations and encouraging them to ask questions, explore concepts, and draw conclusions, this approach aims to foster a deeper understanding of biological concepts and enhance student motivation and learning outcomes. The research will involve a comprehensive literature review to explore the theoretical foundations of inquiry-based learning, its benefits for student engagement and academic achievement, and best practices for its implementation in biology education. The review will also examine existing studies that have investigated the impact of inquiry-based learning on student outcomes in various educational settings. In addition, the research will employ a mixed-methods approach, combining quantitative and qualitative data collection methods to gather insights into the experiences and perceptions of both students and teachers involved in inquiry-based learning activities. Surveys, interviews, classroom observations, and academic performance assessments will be used to collect data on student engagement levels, learning outcomes, and overall satisfaction with the inquiry-based learning approach. The findings of this research are expected to provide valuable insights into the effectiveness of inquiry-based learning in high school biology education and its impact on student engagement and achievement. By identifying the strengths and limitations of this teaching approach, the study aims to inform educational practices and policies that can enhance biology instruction and support student success in science education. Overall, this research seeks to contribute to the ongoing discourse on innovative teaching methods in science education and provide practical recommendations for educators looking to implement inquiry-based learning strategies to improve student engagement and academic outcomes in high school biology classrooms.