Thesis Abstract

Abstract
Inquiry-based learning (IBL) has gained recognition as an effective pedagogical approach in enhancing student engagement and achievement in science education. This research study aimed to investigate the impact of IBL on student engagement and achievement in high school science classes. The study was conducted with the primary objective of exploring how the implementation of IBL strategies influences student engagement and academic performance in science subjects. The research design employed both qualitative and quantitative methods to gather data from high school students participating in science classes utilizing IBL techniques. The study began with a comprehensive review of literature on IBL, student engagement, and academic achievement in science education. The literature review highlighted the theoretical framework underpinning IBL and its potential benefits for student learning outcomes. Following the literature review, the research methodology section detailed the research design, participant selection, data collection methods, and data analysis procedures. Data analysis revealed significant findings regarding the impact of IBL on student engagement and achievement. The results indicated that students exposed to IBL approaches exhibited higher levels of engagement, motivation, and interest in science subjects compared to traditional instructional methods. Furthermore, students who participated in IBL activities demonstrated improved academic performance, as evidenced by higher grades and test scores in science assessments. The discussion of findings section delved into the implications of the study results for science education practice and policy. The findings underscored the importance of incorporating IBL strategies in science classrooms to enhance student learning experiences and outcomes. The discussion also addressed the challenges and limitations encountered during the research process, offering recommendations for future studies in this area. In conclusion, this study contributes valuable insights into the impact of IBL on student engagement and achievement in high school science classes. The findings suggest that IBL holds promise as a pedagogical approach to foster student interest, participation, and success in science education. By promoting active learning, critical thinking, and inquiry skills, IBL can empower students to become lifelong learners and proficient in scientific knowledge. This research underscores the significance of innovative teaching methods in enhancing student outcomes and shaping the future of science education.

Thesis Overview

The research project titled "Investigating the Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Science Classes" aims to explore the effectiveness of implementing inquiry-based learning strategies in high school science classrooms. This research overview provides a comprehensive explanation of the project, highlighting the significance of the study, the research questions, methodology, expected outcomes, and potential implications for science education. **Significance of the Study:** Inquiry-based learning is a student-centered approach that emphasizes critical thinking, problem-solving, and active participation in the learning process. In the context of high school science education, this method has the potential to enhance student engagement, foster a deeper understanding of scientific concepts, and improve academic achievement. By investigating the impact of inquiry-based learning in science classrooms, this study seeks to contribute to the existing literature on effective teaching strategies and student learning outcomes. **Research Questions:** 1. What is the current level of student engagement in high school science classes? 2. How does the implementation of inquiry-based learning impact student engagement in science education? 3. What are the effects of inquiry-based learning on student achievement in high school science classes? **Methodology:** The research will employ a mixed-methods approach, combining quantitative data analysis with qualitative insights from student surveys, classroom observations, and teacher interviews. A sample of high school science classes will be selected to participate in the study, with both experimental and control groups to compare the outcomes of inquiry-based learning interventions. **Expected Outcomes:** The study anticipates that the implementation of inquiry-based learning strategies will result in increased student engagement, as evidenced by higher levels of participation, motivation, and interest in science topics. Moreover, it is hypothesized that students exposed to inquiry-based learning will demonstrate improved academic achievement, reflected in higher test scores, conceptual understanding, and problem-solving skills. **Implications for Science Education:** The findings of this research have the potential to inform educational policymakers, school administrators, and science educators on the benefits of incorporating inquiry-based learning approaches in high school science curricula. By enhancing student engagement and achievement, inquiry-based learning can help cultivate a generation of scientifically literate individuals who are equipped to succeed in an increasingly complex and technology-driven world. In conclusion, the project "Investigating the Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Science Classes" represents a valuable contribution to the field of science education research. By shedding light on the efficacy of inquiry-based learning strategies, this study aims to promote innovative teaching practices that empower students to become active participants in their own learning journey.