The impact of inquiry-based learning on student engagement and understanding in high school biology classes.

Project Abstract

Inquiry-based learning has gained recognition as an effective pedagogical approach to enhance student engagement and understanding in science education. This research study aims to investigate the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The study will be conducted in a selected high school setting, involving students in the biology curriculum. Chapter One provides an introduction to the research topic, including the background of the study, problem statement, objectives, limitations, scope, significance, structure of the research, and definition of terms. Chapter Two presents a comprehensive review of the literature on inquiry-based learning, student engagement, and understanding in biology education. Chapter Three outlines the research methodology, including research design, participants, data collection methods, data analysis procedures, ethical considerations, and limitations. Chapter Four discusses the findings of the research, analyzing the impact of inquiry-based learning on student engagement and understanding in high school biology classes. The study findings will be discussed in relation to existing literature, highlighting key insights and implications for practice. Chapter Five presents the conclusion and summary of the research, drawing key conclusions and recommendations for educators and policymakers. Overall, this research aims to contribute to the understanding of the effectiveness of inquiry-based learning in enhancing student engagement and understanding in high school biology classes. The findings of this study are expected to inform educational practice and policy, promoting innovative approaches to science education that prioritize student-centered learning and active engagement in the classroom.

Project Overview