Project Abstract

Abstract
In recent years, there has been a growing emphasis on the implementation of innovative teaching strategies to enhance student engagement and learning outcomes in high school biology classes. One such approach that has gained significant attention is inquiry-based learning (IBL), which focuses on promoting active student participation, critical thinking skills, and problem-solving abilities. This research project aims to investigate the impact of inquiry-based learning on student engagement in high school biology classes. The study begins with a comprehensive review of relevant literature on inquiry-based learning, student engagement, and the relationship between teaching strategies and student outcomes. Through a systematic analysis of existing research studies, this review aims to provide a theoretical framework for understanding the potential benefits and challenges associated with implementing IBL in high school biology education. The research methodology employed in this study is a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from a sample of high school biology students and teachers. The quantitative surveys will assess student perceptions of engagement, motivation, and learning experiences in both traditional and inquiry-based learning environments. The qualitative interviews will provide deeper insights into student and teacher perspectives on the effectiveness of IBL in promoting engagement and learning outcomes. The findings of this study are expected to contribute to the existing body of knowledge on inquiry-based learning and its impact on student engagement in high school biology classes. Through a detailed analysis of the data collected, this research aims to identify the strengths and limitations of implementing IBL in the classroom, as well as the factors that influence student engagement and learning outcomes. The discussion of findings will explore the implications of the study results for educational practice and policy, highlighting the importance of incorporating inquiry-based approaches into high school biology curricula to enhance student engagement and promote meaningful learning experiences. Recommendations for future research and practical implications for educators will also be discussed. In conclusion, this research project provides valuable insights into the potential benefits of inquiry-based learning for student engagement in high school biology classes. By examining the impact of IBL on student perceptions, motivation, and learning outcomes, this study contributes to the ongoing efforts to improve teaching practices and enhance student learning experiences in science education.

Project Overview