Thesis Abstract

Abstract
This thesis investigates the impact of inquiry-based learning on student engagement and understanding in high school biology classes. Inquiry-based learning is a student-centered approach that emphasizes active learning through exploration and investigation. The study aims to explore how this teaching method influences student engagement and understanding in the context of biology education. Chapter one provides an introduction to the study, presenting the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of key terms. Chapter two consists of a comprehensive literature review that examines existing research on inquiry-based learning, student engagement, and understanding in biology education. The review identifies key themes and gaps in the literature, providing a foundation for the study. Chapter three details the research methodology employed in this study, including the research design, participants, data collection methods, and data analysis procedures. The chapter also outlines ethical considerations and limitations of the research process. Chapter four presents the findings of the study, analyzing the impact of inquiry-based learning on student engagement and understanding based on the data collected. The results of the study reveal the positive effects of inquiry-based learning on student engagement and understanding in high school biology classes. Students who participated in inquiry-based activities demonstrated higher levels of motivation, curiosity, critical thinking skills, and content knowledge. The discussion in chapter four interprets these findings in relation to existing literature and implications for practice. Finally, chapter five offers a conclusion and summary of the study, highlighting key findings, implications for educators, and recommendations for future research. This thesis contributes to the growing body of literature on inquiry-based learning and its impact on student engagement and understanding in biology education. Overall, the study emphasizes the importance of student-centered approaches in promoting active learning and enhancing student outcomes in science education.

Thesis Overview

Overview: The project titled "The Impact of Inquiry-Based Learning on Student Engagement and Understanding in High School Biology Classes" aims to investigate how incorporating inquiry-based learning strategies in high school biology classes can enhance student engagement and improve their understanding of biological concepts. Inquiry-based learning is a student-centered approach that emphasizes critical thinking, problem-solving, and active participation in the learning process. This research project seeks to explore the effectiveness of this pedagogical approach in the context of high school biology education. The study will begin with a comprehensive review of the existing literature on inquiry-based learning, student engagement, and understanding in biology education. This review will provide a theoretical foundation for the research and identify gaps in current knowledge that the project aims to address. By examining previous studies and theoretical frameworks, the project will establish the significance of inquiry-based learning as a promising instructional strategy for enhancing student learning outcomes in biology. The methodology section of the research will outline the design of the study, including the selection of participants, data collection methods, and analytical techniques. The project will involve the implementation of inquiry-based learning activities in high school biology classes, followed by the assessment of student engagement levels and understanding of biological concepts. Qualitative and quantitative data will be collected through observations, surveys, interviews, and assessments to evaluate the impact of inquiry-based learning on student learning outcomes. The findings of the study will be presented and discussed in detail in the results and discussion section of the research. The analysis will explore the relationship between inquiry-based learning, student engagement, and understanding of biology concepts, highlighting any significant findings and implications for practice. The project will also discuss the limitations of the study and suggest areas for future research to further investigate the potential benefits of inquiry-based learning in high school biology education. In conclusion, this research project aims to contribute to the growing body of literature on innovative teaching strategies in science education by examining the impact of inquiry-based learning on student engagement and understanding in high school biology classes. By investigating the effectiveness of this pedagogical approach, the study seeks to provide valuable insights for educators and policymakers looking to enhance the quality of biology education and promote meaningful learning experiences for high school students.