Project Abstract

Abstract
Inquiry-based learning (IBL) is a pedagogical approach that promotes active student participation, critical thinking, and problem-solving skills. This study investigates the impact of IBL on student engagement in high school science classes. The research aims to address the increasing concern about student disengagement and low achievement in science education by exploring the effectiveness of IBL in promoting student interest, motivation, and learning outcomes. The study is guided by the following research questions How does inquiry-based learning influence student engagement in high school science classes? What are the factors that contribute to the success or challenges of implementing IBL in science education? The research methodology involves a mixed-methods approach, combining quantitative data analysis and qualitative case studies. The study sample consists of high school students and science teachers from diverse backgrounds and school settings. Data collection methods include surveys, classroom observations, interviews, and student assessments. The analysis of the data will provide insights into the impact of IBL on student engagement, attitudes towards science, academic performance, and teacher perceptions. The literature review highlights the theoretical foundations of IBL, its benefits for student learning, and the challenges of implementing this approach in science education. Key themes include student-centered learning, hands-on activities, inquiry-based pedagogy, teacher roles, and classroom management strategies. The review also explores the relationship between student engagement and academic achievement, as well as the importance of fostering a positive learning environment in science classrooms. The findings of the study reveal that IBL has a positive impact on student engagement in high school science classes. Students who participate in inquiry-based activities demonstrate higher levels of interest, motivation, and critical thinking skills compared to traditional instructional methods. Teachers play a crucial role in facilitating IBL by providing guidance, support, and opportunities for student exploration. However, challenges such as time constraints, curriculum alignment, and resource availability can hinder the implementation of IBL in science education. The study concludes with recommendations for educators, policymakers, and researchers to promote inquiry-based learning as a effective strategy for enhancing student engagement and learning outcomes in high school science classes. By embracing IBL and providing professional development opportunities for teachers, schools can create a more dynamic and interactive learning environment that fosters curiosity, creativity, and scientific inquiry among students. Keywords Inquiry-based learning, student engagement, high school science classes, pedagogy, active learning, science education, teacher roles, student motivation, academic achievement, mixed-methods research.

Project Overview

In recent years, the educational landscape has witnessed a shift towards more student-centered and interactive learning approaches, with a particular focus on inquiry-based learning in science education. This research project delves into the impact of inquiry-based learning on student engagement in high school science classes. The traditional methods of teaching science often rely on rote memorization and passive learning, which may not effectively foster critical thinking, problem-solving skills, and a deep understanding of scientific concepts among students. In contrast, inquiry-based learning encourages students to ask questions, explore, experiment, and discover knowledge through hands-on experiences and active participation in the learning process. This research aims to investigate how the implementation of inquiry-based learning strategies influences student engagement in high school science classes. Student engagement encompasses various aspects, such as active participation, motivation, interest in the subject matter, critical thinking skills, and overall enjoyment of learning. By exploring the impact of inquiry-based learning on these dimensions of student engagement, this study seeks to provide insights into the effectiveness of this pedagogical approach in enhancing science education outcomes. Through a combination of qualitative and quantitative research methods, including surveys, interviews, classroom observations, and academic performance assessments, this study will gather data on student experiences, perceptions, and learning outcomes in high school science classes that incorporate inquiry-based learning strategies. The research will also consider factors such as teacher training, classroom environment, and curriculum design in relation to the implementation of inquiry-based learning. The findings of this research will contribute to the existing body of knowledge on effective teaching practices in science education and provide practical recommendations for educators, curriculum developers, and policymakers seeking to improve student engagement and learning outcomes in high school science classes. Ultimately, this research endeavor aims to promote student-centered, interactive, and inquiry-driven approaches to science education that empower students to become lifelong learners and critical thinkers in the field of science.