Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and achievement in high school physics classes. The study is motivated by the need to enhance student learning outcomes and foster a deeper understanding of physics concepts through an interactive and student-centered approach. Inquiry-based learning is a pedagogical approach that encourages students to ask questions, explore topics, and construct their own knowledge through hands-on experiences. This research aims to explore the effectiveness of inquiry-based learning in improving student engagement and academic performance in the context of high school physics education. The introductory chapter provides an overview of the study, presenting the background of the research, the problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The literature review chapter critically examines existing studies on inquiry-based learning, student engagement, and academic achievement in physics education. It discusses ten key themes related to the topic, highlighting the benefits and challenges of implementing inquiry-based learning in high school physics classrooms. The research methodology chapter outlines the design and implementation of the study, including the research approach, participants, data collection methods, and data analysis procedures. The study adopts a mixed-methods approach, combining quantitative analysis of student performance data with qualitative insights from student surveys and teacher interviews. The chapter details the sampling strategy, data collection instruments, and ethical considerations involved in the research process. The findings chapter presents a detailed analysis of the data collected, examining the impact of inquiry-based learning on student engagement and achievement in high school physics classes. The results reveal positive correlations between inquiry-based learning practices and student motivation, critical thinking skills, and academic performance. The discussion chapter interprets the findings in light of existing literature, discussing the implications for teaching practice, curriculum development, and educational policy. In conclusion, this thesis summarizes the key findings, implications, and recommendations arising from the study. It highlights the importance of adopting inquiry-based learning approaches to enhance student engagement and achievement in high school physics education. The research contributes to the growing body of knowledge on effective teaching strategies and student-centered learning practices in science education. Future research directions are also discussed, emphasizing the need for further investigation into the long-term effects of inquiry-based learning on student learning outcomes.

Thesis Overview

Research Overview: The project titled "Exploring the Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Physics Classes" aims to investigate the effects of incorporating inquiry-based learning strategies in high school physics education. Inquiry-based learning is an educational approach that promotes active student engagement, critical thinking, and problem-solving skills by encouraging students to explore topics through questioning, investigation, and discovery. This research seeks to explore how implementing inquiry-based learning methods in physics classes can enhance student engagement and improve academic performance. The study will delve into the existing literature on inquiry-based learning, student engagement, and academic achievement in the context of high school physics education. By conducting a thorough review of relevant studies and theories, the research aims to establish a theoretical framework that will guide the investigation. The literature review will also examine the various approaches to inquiry-based learning and their potential impact on student learning outcomes. The methodology section of the research will outline the specific research design, data collection methods, and analysis techniques to be employed in the study. This will include details on how data will be gathered from high school physics classes implementing inquiry-based learning and how student engagement and academic achievement will be measured and assessed. The research will likely involve surveys, observations, interviews, and academic performance evaluations to gather comprehensive data on the impact of inquiry-based learning. Subsequently, the findings of the study will be presented and discussed in detail in chapter four. This section will highlight the results of the research, analyzing the relationship between inquiry-based learning, student engagement, and academic achievement in high school physics classes. The discussion will delve into the implications of the findings, addressing the potential benefits and challenges of implementing inquiry-based learning in the context of physics education. In the final chapter, the research will conclude with a summary of the key findings, implications, and recommendations for practice and future research. The study aims to contribute to the existing body of knowledge on effective teaching strategies in high school physics education and provide insights into how inquiry-based learning can positively impact student engagement and academic achievement. Overall, this research project seeks to shed light on the potential benefits of inquiry-based learning in high school physics classes and offer valuable insights for educators, policymakers, and researchers looking to enhance student learning experiences and outcomes in the field of physics education.