Project Abstract

Abstract
Inquiry-based learning (IBL) has gained significant attention in the field of science education as a pedagogical approach aimed at enhancing student engagement, critical thinking, and problem-solving skills. This research study investigates the impact of IBL on student achievement in science education. The study is guided by the following research questions How does inquiry-based learning influence student achievement in science education? What are the perceptions of students and teachers regarding the effectiveness of IBL in enhancing learning outcomes in science education? The research employs a mixed-methods approach, combining quantitative analysis of student achievement data with qualitative data from surveys and interviews with students and teachers. Chapter One provides an introduction to the research study, outlining the background of the study, problem statement, objectives, limitations, scope, significance, structure, and definition of terms. Chapter Two presents a comprehensive literature review on the concept of IBL, theories supporting its effectiveness, previous research studies on IBL in science education, and the impact of IBL on student achievement. Chapter Three details the research methodology, including the research design, participant selection, data collection methods, and data analysis techniques. The chapter also discusses ethical considerations and limitations of the research methodology. Chapter Four presents the findings of the study, analyzing the impact of IBL on student achievement in science education based on quantitative and qualitative data. The discussion in Chapter Four explores the implications of the findings, highlights the effectiveness of IBL in improving student achievement, and examines the perceptions of students and teachers regarding IBL. The chapter also identifies challenges and opportunities for implementing IBL in science education. Finally, Chapter Five offers a conclusion and summary of the research study, emphasizing the key findings, implications for practice, and recommendations for future research. Overall, this research study contributes to the existing literature on IBL and provides insights into the effectiveness of this approach in enhancing student achievement in science education.

Project Overview