Thesis Abstract

Abstract
In recent years, the focus on student engagement and achievement in high school science classes has become paramount. One approach that has gained attention for its potential impact is inquiry-based learning. This thesis investigates the impact of inquiry-based learning on student engagement and achievement in high school science classes. The study aims to explore how implementing inquiry-based learning strategies influences student engagement levels and academic performance in science subjects. Chapter 1 provides an introduction to the research area, outlining the background of the study, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definitions of key terms. The introduction highlights the importance of enhancing student engagement and achievement in science education and sets the stage for the subsequent chapters. Chapter 2 presents a comprehensive literature review on inquiry-based learning, student engagement, and academic achievement in science education. The review synthesizes existing research to identify key factors influencing student outcomes in science classes and offers insights into the potential benefits of inquiry-based learning approaches. Chapter 3 details the research methodology employed in this study. It outlines the research design, participants, data collection methods, and data analysis techniques. The chapter also discusses ethical considerations and limitations of the methodology to ensure the validity and reliability of the findings. Chapter 4 presents a detailed discussion of the research findings. The chapter analyzes the impact of inquiry-based learning on student engagement and achievement in high school science classes based on the data collected. It explores the relationship between inquiry-based learning strategies and student outcomes, drawing conclusions on the effectiveness of such approaches. Chapter 5 provides a conclusion and summary of the thesis. The chapter synthesizes the key findings, discusses their implications for science education practices, and suggests recommendations for future research. The conclusion reflects on the significance of inquiry-based learning in improving student engagement and achievement in high school science classes. Overall, this thesis contributes to the existing literature on inquiry-based learning and its impact on student outcomes in science education. By examining the relationship between inquiry-based learning, student engagement, and academic achievement, this study offers valuable insights for educators, policymakers, and researchers seeking to enhance science education practices in high schools.

Thesis Overview

Research Overview: In the field of science education, the use of inquiry-based learning has gained significant attention as a pedagogical approach that promotes student engagement and achievement. This research project titled "The Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Science Classes" aims to explore the effects of incorporating inquiry-based learning strategies in high school science classrooms. The introduction sets the context by highlighting the importance of science education and the challenges faced by educators in promoting student engagement and achievement. The background of the study provides a review of existing literature on inquiry-based learning, student engagement, and academic achievement in science education. The problem statement identifies the gaps in the current understanding of how inquiry-based learning influences student outcomes in high school science classes. The objectives of the study are outlined to investigate the impact of inquiry-based learning on student engagement and achievement, to identify the factors that contribute to successful implementation of inquiry-based learning in science classrooms, and to explore the perceptions of students and teachers regarding this pedagogical approach. The limitations of the study are acknowledged, including potential constraints related to sample size, time, and resources, which may affect the generalizability of the findings. The scope of the study is defined in terms of the target population, research methods, and data collection procedures. The significance of the study is emphasized in terms of its potential contributions to the field of science education, highlighting the importance of evidence-based practices in enhancing student learning outcomes. The structure of the thesis is outlined to provide a roadmap of the chapters and sections that will be covered in the research project. The literature review chapter presents a comprehensive analysis of existing research on inquiry-based learning, student engagement, and academic achievement in science education. Ten key themes are identified, including the benefits of hands-on learning experiences, the role of teacher facilitation, and the impact of inquiry-based learning on critical thinking skills and problem-solving abilities. The research methodology chapter describes the research design, sampling procedures, data collection methods, and data analysis techniques that will be employed in the study. Eight key components are outlined, including the selection of high schools, recruitment of participants, development of survey instruments, and statistical analysis of quantitative data. The discussion of findings chapter presents an in-depth analysis of the research results, focusing on the impact of inquiry-based learning on student engagement and achievement in high school science classes. The implications of the findings are discussed in relation to theory, practice, and policy in science education. The conclusion and summary chapter provide a synthesis of the key findings, implications, and recommendations for future research and practice. The overall significance of the study is reflected upon, emphasizing the potential for inquiry-based learning to enhance student outcomes in high school science education.