Project Abstract

Abstract
In recent years, there has been a growing emphasis on student-centered learning approaches, such as inquiry-based learning, to enhance student engagement and academic achievement in science education. This research project aims to investigate the impact of inquiry-based learning on student engagement and science achievement in high school chemistry classes. The study will be conducted in a diverse urban high school setting, involving a sample of 200 students from different backgrounds and academic abilities. Chapter One provides an introduction to the research topic, outlining the background of the study, problem statement, objectives, limitations, scope, significance, structure of the research, and definition of key terms. Chapter Two presents a comprehensive literature review, examining existing research on inquiry-based learning, student engagement, and science achievement in high school settings. Chapter Three focuses on the research methodology, detailing the research design, sampling techniques, data collection methods, and data analysis procedures. The chapter also discusses ethical considerations and limitations of the research design. Chapter Four presents the findings of the study, analyzing the impact of inquiry-based learning on student engagement and science achievement, and discussing the implications for practice and future research. The results indicate a positive relationship between inquiry-based learning and increased student engagement and science achievement. Factors such as student motivation, teacher support, and classroom environment play crucial roles in the success of inquiry-based learning approaches. The discussion highlights the importance of professional development for teachers to effectively implement inquiry-based strategies and promote student learning outcomes. In conclusion, this research project contributes to the existing literature on student-centered learning approaches in science education and provides valuable insights for educators, policymakers, and researchers. The findings underscore the benefits of inquiry-based learning in enhancing student engagement and academic achievement in high school chemistry classes, and suggest recommendations for further research and practice in this area.

Project Overview