Project Abstract

Abstract
This research study investigates the impact of inquiry-based learning on student engagement and achievement in high school chemistry. The utilization of inquiry-based learning approaches in science education has gained significant attention in recent years due to its potential to enhance student learning outcomes and foster critical thinking skills. This study aims to contribute to the existing literature by examining the effects of inquiry-based learning specifically in the context of high school chemistry education. Chapter 1 provides an introduction to the research topic, presenting the background of the study, problem statement, objectives, limitations, scope, significance, structure of the research, and definition of key terms. The chapter sets the stage for understanding the rationale behind the research and the context in which it is conducted. Chapter 2 consists of a comprehensive literature review that examines existing research on inquiry-based learning in science education and its implications for student engagement and achievement. The review covers ten key themes related to inquiry-based learning, highlighting its effectiveness in promoting active learning, problem-solving skills, and conceptual understanding among students. Chapter 3 details the research methodology employed in this study. It includes discussions on research design, sampling procedures, data collection methods, instrumentation, data analysis techniques, ethical considerations, and the overall framework for conducting the research. The chapter outlines eight key components that guide the empirical investigation of the impact of inquiry-based learning on student outcomes. In Chapter 4, the findings of the research are presented and discussed in depth. The chapter explores seven key aspects related to the impact of inquiry-based learning on student engagement and achievement in high school chemistry. The analysis of the findings sheds light on the effectiveness of inquiry-based learning strategies in enhancing student learning experiences and academic performance. Chapter 5 serves as the conclusion and summary of the research project. It synthesizes the key findings, discusses their implications for practice and future research directions, and offers recommendations for educators, policymakers, and stakeholders in the field of science education. The chapter underscores the significance of inquiry-based learning as a valuable pedagogical approach for promoting student engagement and achievement in high school chemistry. Overall, this research study contributes to the ongoing discourse on effective teaching practices in science education and provides valuable insights into the potential benefits of inquiry-based learning in enhancing student outcomes in high school chemistry. The findings of this study offer practical implications for educators seeking to implement innovative instructional approaches that promote active learning and critical thinking skills among students.

Project Overview