ABSTRACT

An inquiry-based Biology classroom is a student-centered teaching model that emphasizes active participation and self-directed learning. This approach encouraged students to understand biological concepts through observation, experimentation, data analysis, and critical thinking. It not only enhanced students’ scientific literacy and practical skills but also cultivated their critical thinking and problem-solving abilities. This study aimed to assess the extent of use of inquiry-based teaching in Biology classrooms and its relationship with students’ engagement and scientific skills. The subjects included all Biology teachers from the first to third year in the Biology Department of Hengshui University, along with 100 students from each grade level. The researcher analyzed participants’ assessment of the use of inquiry-based teaching, students’ engagement in biology learning, and scientific skills test results using various statistical methods, including frequency, percentage, mean, T-test, and Pearson r correlation analysis. The results revealed that both teachers and students rated the use of inquiry-based teaching in Biology classrooms as “very great extent”. Students’ engagement in Biology learning was also rated as “very great extent”. A significant relationship was found between the extent of inquiry-based teaching and students’ engagement and their scientific skills. These findings demonstrated the effectiveness of the inquiry-based teaching approach in Biology courses, highlighting its crucial role in improving Biology education, stimulating students’ enthusiasm for learning, and enhancing their scientific skills.

Keywords: Affective engagement, behavioral engagement, Biology course, cognitive engagement, inquiry-based teaching approach, science skills