Thesis Abstract

Abstract
This thesis investigates the implementation of inquiry-based learning strategies in high school biology classes to enhance student engagement and understanding. The study aims to address the critical need for innovative teaching approaches that promote active learning and foster a deeper understanding of biological concepts among high school students. The research is grounded in the belief that inquiry-based learning can significantly benefit students by encouraging them to ask questions, explore scientific phenomena, and develop critical thinking skills. Chapter One provides an introduction to the study, outlining the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of terms. The chapter sets the stage for the research by highlighting the importance of inquiry-based learning in science education and the specific focus on biology classes in high school settings. Chapter Two presents a comprehensive literature review that synthesizes existing research on inquiry-based learning, student engagement, and teaching strategies in biology education. The review highlights the benefits of inquiry-based learning approaches, such as improved student motivation, conceptual understanding, and scientific literacy. It also discusses challenges and best practices associated with implementing inquiry-based strategies in high school biology classrooms. Chapter Three details the research methodology employed in this study, including the research design, sampling techniques, data collection methods, and data analysis procedures. The chapter provides a clear overview of how the research was conducted and the rationale behind the chosen methodology. Chapter Four presents the findings of the study, showcasing the impact of implementing inquiry-based learning strategies in high school biology classes. The chapter examines student engagement levels, academic performance, and attitudes towards biology before and after the intervention. It also discusses teacher feedback and reflections on the effectiveness of the inquiry-based approach. Chapter Five offers a conclusion and summary of the thesis, highlighting key findings, implications for practice, and recommendations for future research. The study underscores the importance of inquiry-based learning in enhancing student engagement and understanding in high school biology classes and provides insights for educators looking to adopt innovative teaching approaches in their classrooms. Overall, this thesis contributes to the growing body of research on inquiry-based learning in science education and provides valuable insights into the benefits of implementing such strategies in high school biology classrooms. By promoting active learning and critical thinking skills, inquiry-based approaches have the potential to transform the way biology is taught and learned, ultimately enhancing student engagement and understanding in the subject.

Thesis Overview

The project titled "Implementing Inquiry-Based Learning Strategies in High School Biology Classes to Enhance Student Engagement and Understanding" aims to explore the effectiveness of incorporating inquiry-based learning strategies in high school biology classes. This research overview provides a comprehensive understanding of the rationale, objectives, methodology, expected outcomes, and significance of the study. Introduction: Inquiry-based learning is a student-centered approach that promotes critical thinking, problem-solving skills, and active engagement in the learning process. By encouraging students to ask questions, investigate phenomena, and draw conclusions based on evidence, inquiry-based learning can enhance their understanding and retention of scientific concepts. This project focuses on implementing and evaluating the impact of inquiry-based learning strategies specifically in the context of high school biology education. Background of the Study: The traditional lecture-based approach in science education often leads to passive learning and limited student participation. In contrast, inquiry-based learning empowers students to take ownership of their learning by posing questions, conducting investigations, and collaborating with peers. Research has shown that inquiry-based approaches can improve student performance, motivation, and critical thinking skills in science subjects. Problem Statement: Despite the potential benefits of inquiry-based learning, its implementation in high school biology classes may face challenges such as limited resources, teacher training, and curriculum constraints. This study seeks to address these challenges by exploring effective strategies for integrating inquiry-based learning into the existing biology curriculum and assessing its impact on student engagement and understanding. Objectives of the Study: 1. To examine the existing literature on inquiry-based learning in science education. 2. To design and implement inquiry-based learning activities in high school biology classes. 3. To assess the impact of inquiry-based learning on student engagement and understanding. 4. To identify best practices and recommendations for integrating inquiry-based learning in biology education. Limitations of the Study: This research may be limited by factors such as the availability of resources, time constraints, and the willingness of teachers to adopt new pedagogical approaches. The findings of this study may also be influenced by the specific context and characteristics of the participating schools and students. Scope of the Study: This study focuses on high school biology classes and aims to involve a diverse group of students to ensure a representative sample. The research will be conducted within a specific timeframe and will primarily take place in selected schools that are willing to participate in the study. Significance of the Study: By investigating the implementation of inquiry-based learning strategies in high school biology classes, this research contributes to the existing literature on science education and pedagogy. The findings of this study can inform educators, curriculum developers, and policymakers on effective ways to enhance student engagement and understanding in science subjects. Structure of the Thesis: This thesis is structured into five chapters, including an introduction, literature review, research methodology, discussion of findings, and conclusion. Each chapter is designed to provide a comprehensive overview of the research process, analysis of data, and interpretation of results. Definition of Terms: In the context of this research, key terms such as inquiry-based learning, student engagement, and understanding are defined to ensure clarity and consistency throughout the study. These definitions help to establish a common understanding of the concepts and variables under investigation.