Project Abstract

Abstract
In recent years, there has been a growing interest in inquiry-based learning as a pedagogical approach to enhance student engagement and performance in high school science classrooms. This research study aims to investigate the impact of inquiry-based learning on student engagement and performance specifically in high school biology classes. The study will explore how implementing inquiry-based learning strategies influences student motivation, critical thinking skills, and academic achievement in the context of biology education. The research will be guided by a mixed-methods approach, combining quantitative data analysis of student performance metrics with qualitative insights from student surveys and interviews. The study will involve a sample of high school biology students who will participate in inquiry-based learning activities over a specified period. Data will be collected on student engagement levels, academic outcomes, and perceptions of the effectiveness of inquiry-based learning. The literature review will provide a comprehensive overview of existing research on inquiry-based learning in science education, focusing on its theoretical foundations, benefits, challenges, and best practices. The review will also examine the relationship between student engagement, critical thinking skills, and academic performance in the context of inquiry-based learning. The research methodology will outline the study design, participant selection criteria, data collection methods, and data analysis techniques. It will detail how quantitative data on student performance will be analyzed using statistical tools, while qualitative data from surveys and interviews will be thematically analyzed to identify patterns and themes. The findings of the study will be discussed in Chapter Four, highlighting the impact of inquiry-based learning on student engagement and performance in high school biology classes. The discussion will explore the relationship between student motivation, critical thinking skills, and academic achievement in the context of inquiry-based learning, drawing on both quantitative and qualitative data. In conclusion, this research study aims to contribute to the existing literature on inquiry-based learning in science education by providing insights into its effectiveness in enhancing student engagement and performance in high school biology classes. The findings of the study will have implications for educators, curriculum developers, and policymakers seeking to improve science education outcomes through innovative pedagogical approaches.

Project Overview