Thesis Abstract

Abstract
This thesis explores the impact of inquiry-based learning on student engagement in high school biology classes. The study aims to investigate how incorporating inquiry-based learning strategies influences student engagement levels and learning outcomes in the context of biology education. The research is motivated by the need to enhance student interest and participation in science subjects, particularly in the crucial high school years. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data on student engagement, attitudes towards learning, and academic performance. Chapter One provides an introduction to the research topic, highlighting the background of the study, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The literature review in Chapter Two critically examines existing research on inquiry-based learning, student engagement, and biology education, identifying gaps and providing a theoretical framework for the study. Chapter Three outlines the research methodology, including details on the research design, participants, data collection methods, and data analysis procedures. The chapter also discusses ethical considerations and limitations of the study. Chapter Four presents a detailed analysis of the research findings, exploring the impact of inquiry-based learning on student engagement through both quantitative and qualitative data. The results indicate a positive correlation between inquiry-based learning approaches and increased student engagement, as evidenced by higher levels of motivation, participation, and academic achievement. The discussion delves into the implications of these findings for biology education practices and suggests recommendations for educators to enhance student engagement through inquiry-based learning strategies. Chapter Five offers a conclusion and summary of the study, highlighting key findings, implications, and future research directions. Overall, this thesis contributes to the growing body of literature on innovative pedagogical approaches in science education and provides valuable insights into the benefits of inquiry-based learning for promoting student engagement in high school biology classes.

Thesis Overview

The project titled "The Impact of Inquiry-based Learning on Student Engagement in High School Biology Classes" aims to investigate the effects of implementing inquiry-based learning strategies on student engagement in high school biology classes. Inquiry-based learning is a student-centered approach that emphasizes active participation, critical thinking, and problem-solving skills. This research seeks to explore how incorporating inquiry-based learning methods in the biology curriculum can enhance student engagement and academic outcomes. The study will begin with a comprehensive review of existing literature on inquiry-based learning, student engagement, and biology education. This literature review will provide a theoretical framework for understanding the potential benefits and challenges associated with implementing inquiry-based learning in high school biology classes. The research methodology will involve a mixed-methods approach, combining quantitative data analysis with qualitative insights from students and teachers. Surveys, interviews, and classroom observations will be conducted to gather data on student perceptions, attitudes, and academic performance before and after the implementation of inquiry-based learning activities. The findings of this study will be discussed in detail in the results section, highlighting any significant changes in student engagement levels, academic achievement, and overall learning experiences. The implications of these findings will be examined in the context of current educational practices and policies, with a focus on promoting student-centered learning approaches in science education. In conclusion, this research project aims to contribute valuable insights into the effectiveness of inquiry-based learning strategies in enhancing student engagement in high school biology classes. By exploring the impact of innovative teaching methods on student motivation, critical thinking skills, and academic success, this study seeks to inform future educational practices and curriculum development in the field of science education.