Thesis Abstract

Abstract
This thesis investigates the effectiveness of inquiry-based learning (IBL) in enhancing high school biology education. The study aims to assess the impact of incorporating IBL strategies into biology classes on student learning outcomes, engagement, and critical thinking skills. The research methodology employed a mixed-methods approach, combining quantitative analysis of student performance data with qualitative insights gathered through teacher interviews and student surveys. The findings reveal that the implementation of IBL approaches in high school biology classes leads to significant improvements in student learning outcomes, as evidenced by higher test scores and increased student engagement. Moreover, the study highlights the positive impact of IBL on fostering critical thinking skills among students, as they learn to ask questions, analyze data, and draw conclusions independently. The limitations of the study include the small sample size and the focus on a single high school setting, which may affect the generalizability of the results. The significance of this research lies in its contribution to the ongoing discourse on innovative teaching methodologies in science education and its potential to inform educational policy and practice. Overall, this thesis underscores the value of IBL in promoting active learning and enhancing student outcomes in high school biology classes, pointing to the need for further research and professional development opportunities to support the widespread implementation of IBL strategies in science education.

Thesis Overview

The project titled "Assessing the Efficacy of Inquiry-Based Learning in High School Biology Classes" aims to investigate the effectiveness of using inquiry-based learning in high school biology education. Inquiry-based learning is a student-centered approach that emphasizes active exploration and investigation, encouraging students to ask questions, formulate hypotheses, conduct experiments, and draw conclusions. This method is believed to enhance critical thinking skills, problem-solving abilities, and overall engagement in the learning process. The study will begin with an introduction, providing background information on the importance of science education and the shift towards more student-centered approaches in teaching. The problem statement will highlight the current challenges in traditional biology education, such as passive learning and lack of student engagement. The objectives of the study will outline the specific goals to be achieved through the research, including assessing student performance, attitudes, and motivation towards biology. The literature review will explore existing research on inquiry-based learning in science education, highlighting key studies, theories, and best practices in implementing this approach. It will also discuss the benefits and challenges associated with inquiry-based learning, as well as its impact on student learning outcomes. The research methodology section will detail the design of the study, including the research approach, data collection methods, and analysis techniques. The study will involve collecting data from high school biology classes using surveys, interviews, and classroom observations to evaluate the impact of inquiry-based learning on student learning outcomes. The discussion of findings will present and analyze the data collected, exploring the relationship between inquiry-based learning and student performance, attitudes, and engagement in biology classes. The findings will be interpreted in light of the research objectives and existing literature, providing insights into the effectiveness of inquiry-based learning in high school biology education. Finally, the conclusion and summary will summarize the key findings of the study, discussing the implications for practice and future research in science education. The study aims to contribute to the growing body of literature on student-centered approaches in teaching and provide practical recommendations for improving biology education in high schools.