Project Abstract

Abstract
In recent years, there has been a growing interest in exploring alternative teaching methods to enhance student engagement and achievement in high school science classes. One such approach that has gained attention is inquiry-based learning, which emphasizes student-centered, hands-on learning experiences. This research study aims to investigate the impact of inquiry-based learning on student engagement and achievement in high school science classes. The study begins with a comprehensive review of the literature on inquiry-based learning and its effects on student outcomes. The literature review highlights key concepts related to inquiry-based learning, such as the role of the teacher as a facilitator, the importance of student-driven investigations, and the benefits of fostering critical thinking skills. Through a mixed-methods research design, this study will collect data from high school science classes that implement inquiry-based learning and compare it to traditional lecture-based instruction. Quantitative data will be gathered through pre- and post-tests to measure student achievement in science concepts, while qualitative data will be collected through student surveys and interviews to assess student engagement levels. The research methodology section outlines the procedures for data collection and analysis, including the selection of participants, research instruments, and statistical methods. The study will also address ethical considerations related to participant confidentiality and informed consent. The findings from this study will be discussed in detail in the results and discussion section, focusing on the impact of inquiry-based learning on student engagement and achievement. The analysis will explore the differences in learning outcomes between students in inquiry-based and traditional classrooms, as well as the factors that contribute to student success in inquiry-based learning environments. The conclusion of the study will summarize the key findings and implications for practice, highlighting the benefits of inquiry-based learning for enhancing student engagement and achievement in high school science classes. The study will also provide recommendations for educators and policymakers on implementing inquiry-based approaches in science education to improve student learning outcomes. Overall, this research contributes to the existing literature on innovative teaching methods in science education and provides valuable insights into the potential benefits of inquiry-based learning for promoting student success in high school science classes.

Project Overview