Project Abstract

Abstract
This research study investigates the impact of inquiry-based learning on student engagement and achievement in high school science classes. In recent years, there has been a growing emphasis on student-centered pedagogical approaches to enhance learning outcomes and foster critical thinking skills. Inquiry-based learning is a teaching strategy that encourages students to actively explore and investigate scientific concepts through hands-on experiences, problem-solving activities, and collaborative learning. This study aims to examine how the implementation of inquiry-based learning methods influences student engagement and academic performance in the context of high school science education. The research begins with an exploration of the background of the study, highlighting the shift towards student-centered learning approaches in science education. The problem statement identifies the gap in existing literature regarding the specific impacts of inquiry-based learning on student engagement and achievement in high school science classes. The objectives of the study are to assess the effectiveness of inquiry-based learning in promoting student engagement and improving academic performance, while also considering the limitations and scope of the research. A comprehensive review of relevant literature on inquiry-based learning in science education is presented in Chapter Two, which includes an analysis of ten key studies that have examined the relationship between inquiry-based learning and student outcomes. The literature review provides a theoretical foundation for understanding the potential benefits and challenges of implementing inquiry-based learning strategies in high school science classrooms. Chapter Three outlines the research methodology employed in this study, including the research design, participants, data collection methods, and data analysis procedures. The methodology section includes eight key components that detail the steps taken to investigate the impact of inquiry-based learning on student engagement and achievement in high school science classes. In Chapter Four, the findings of the study are discussed in depth, focusing on seven key themes that emerged from the data analysis. The discussion explores the relationship between inquiry-based learning, student engagement, and academic achievement, highlighting the factors that contribute to the effectiveness of this instructional approach. Finally, Chapter Five presents the conclusions drawn from the research findings and offers a summary of the key insights generated from the study. The implications of the research for high school science education are discussed, along with recommendations for future research and practice in the field of inquiry-based learning. Overall, this research contributes to the ongoing dialogue on innovative teaching strategies in science education and provides valuable insights into the potential benefits of inquiry-based learning for enhancing student engagement and achievement in high school science classes.

Project Overview