Project Abstract

Abstract
This research study investigates the impact of inquiry-based learning on student engagement and achievement in high school chemistry classes. The traditional methods of teaching in science education have often been criticized for their limited effectiveness in promoting active learning and critical thinking skills among students. In response to these concerns, inquiry-based learning has emerged as a promising educational approach that emphasizes hands-on experimentation, problem-solving, and student-centered learning experiences. Chapter One provides an introduction to the research topic, presenting the background of the study and highlighting the problem statement, objectives, limitations, scope, significance, structure of the research, and definitions of key terms. The introduction sets the stage for exploring the potential benefits of inquiry-based learning in enhancing student engagement and academic achievement in the context of high school chemistry education. Chapter Two presents a comprehensive literature review that examines existing research on inquiry-based learning, student engagement, and academic achievement in science education. This chapter synthesizes findings from previous studies to establish a theoretical framework for understanding the impact of inquiry-based learning on student outcomes in high school chemistry classes. Key themes explored in the literature review include the principles of inquiry-based learning, factors influencing student engagement, and the relationship between instructional strategies and academic achievement. Chapter Three outlines the research methodology employed in this study, including the research design, sampling procedures, data collection methods, and data analysis techniques. The chapter details how quantitative and qualitative data were collected from high school chemistry students participating in inquiry-based learning activities. The research methodology aims to provide a rigorous and systematic approach to investigating the effects of inquiry-based learning on student engagement and achievement. Chapter Four presents a detailed discussion of the research findings, analyzing the impact of inquiry-based learning on student engagement and academic achievement in high school chemistry classes. The chapter examines the relationship between inquiry-based learning experiences and student outcomes, highlighting the strengths and limitations of this instructional approach. The discussion also explores the implications of the findings for science education practice and future research directions. Chapter Five offers a conclusion and summary of the research project, summarizing the key findings, implications, and recommendations for educators, policymakers, and researchers. The conclusion reflects on the significance of inquiry-based learning in promoting student engagement and achievement in high school chemistry classes and suggests areas for further exploration and development in science education. In conclusion, this research study contributes to the growing body of literature on inquiry-based learning and its impact on student outcomes in high school chemistry education. By investigating the effects of inquiry-based learning on student engagement and achievement, this study provides valuable insights into effective instructional strategies for promoting active learning and critical thinking skills among students in science classrooms.

Project Overview

The research project titled "The Impact of Inquiry-Based Learning on Student Engagement and Achievement in High School Chemistry Classes" aims to investigate the effectiveness of inquiry-based learning in enhancing student engagement and achievement in the context of high school chemistry education. Inquiry-based learning is an instructional approach that promotes active student participation, critical thinking, and problem-solving skills by encouraging students to ask questions, explore concepts, and conduct investigations to construct their own understanding of the subject matter. In recent years, there has been a growing interest in inquiry-based learning as a pedagogical strategy to improve student learning outcomes and foster a deeper understanding of scientific concepts. This research seeks to contribute to this body of knowledge by examining the specific impact of inquiry-based learning on student engagement and achievement in the specific domain of high school chemistry education. The project will involve conducting a comprehensive literature review to explore the theoretical foundations and empirical evidence supporting the use of inquiry-based learning in science education, particularly in the context of chemistry. The literature review will also examine the factors influencing student engagement and achievement in chemistry classes, as well as the potential benefits and challenges associated with implementing inquiry-based learning approaches. Furthermore, the research will include a detailed analysis of the research methodology to be employed, including the selection of participants, data collection methods, and data analysis techniques. Data will be collected through a combination of quantitative measures, such as pre- and post-assessments of student learning outcomes, as well as qualitative measures, such as student surveys and interviews to gather insights into student perceptions and experiences with inquiry-based learning. The findings of this research are expected to provide valuable insights into the effectiveness of inquiry-based learning in enhancing student engagement and achievement in high school chemistry classes. By identifying the impact of inquiry-based learning on student learning outcomes, this study aims to inform educational stakeholders, including teachers, curriculum developers, and policymakers, about the potential benefits of incorporating inquiry-based approaches into science education curricula. Ultimately, the research aims to contribute to the ongoing efforts to improve science education practices and promote meaningful learning experiences for high school chemistry students.