Project Abstract

Abstract
In recent years, there has been a growing emphasis on inquiry-based learning as a pedagogical approach to enhance student engagement and achievement in science education. This study investigates the impact of inquiry-based learning on student engagement and achievement in high school chemistry classes. The research is motivated by the recognition that traditional teacher-centered methods may not be effective in promoting student learning outcomes and fostering a deeper understanding of scientific concepts. The study begins with an exploration of the theoretical framework underlying inquiry-based learning and its potential benefits for student engagement and achievement. A critical review of the literature reveals the key principles and practices associated with inquiry-based learning, highlighting its effectiveness in promoting active learning, critical thinking, and problem-solving skills among students. Methodologically, this research employs a mixed-methods approach, combining quantitative analysis of student achievement data with qualitative insights from teacher interviews, classroom observations, and student surveys. The research methodology is designed to provide a comprehensive understanding of the factors influencing student engagement and achievement in chemistry classes using inquiry-based learning strategies. The findings of this study suggest that inquiry-based learning has a positive impact on student engagement and achievement in high school chemistry classes. Students who participate in inquiry-based activities demonstrate higher levels of motivation, interest, and curiosity in learning chemistry concepts. Furthermore, inquiry-based learning encourages students to take ownership of their learning process, leading to improved academic performance and retention of scientific knowledge. The discussion of findings delves into the implications of inquiry-based learning for science education, highlighting the importance of creating an interactive and collaborative learning environment that fosters student-centered learning experiences. The study also identifies potential challenges and limitations of implementing inquiry-based learning in high school chemistry classes, such as time constraints, resource availability, and teacher training needs. In conclusion, this research contributes to the existing literature on inquiry-based learning and its impact on student engagement and achievement in science education. The findings underscore the value of incorporating inquiry-based approaches in high school chemistry classes to enhance student learning outcomes and cultivate a deeper appreciation for the scientific process. Recommendations for future research and practical implications for educators are discussed to support the ongoing improvement of science education practices.

Project Overview