The purpose of this study explored alternative teaching methods to improve student outcomes in the classroom. The researcher investigated the effects of the active learning strategies, Process Oriented Guided Inquiry learning and Peer Instruction on student achievement, conceptual understanding, and students' self-efficacy in an honors biology course. The study was conducted at a Middle Tennessee high school during the 2017-18 school year. The treatment group was compared to classes learning through traditional, teacher-centered pedagogy. Assessment scores were evaluated, and self-efficacy was measured to indicate which method was most successful in achievement and the conceptual understanding of science content. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]